in tandem we persist:
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In Tandem We Persist: First Year Learning Communities and its Multi-cultural and Athletics Support Services Implications. Courtney Tsumoto Academic Advisor (Football & Cheer). University of Hawaii Mānoa Student-Athlete Academic Services (SAAS) - PowerPoint PPT PresentationTRANSCRIPT
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In Tandem We Persist: First Year Learning Communities and its Multi-
cultural and Athletics Support Services Implications
Courtney TsumotoAcademic Advisor (Football & Cheer)
Katie Tuisalo’oGraduate Assistant (Football)
University of Hawaii MānoaStudent-Athlete Academic Services (SAAS)
Office of the Vice-Chancellor for Undergraduate Education (OVCUE)
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The University of Hawaii Mānoa(From the Manoa Institutional Research Office-- MIRO)
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Evolving Demographics of College Students
Veterans & GI BillNo Child Left Behind
Gear Up AVID
MinoritiesDisability
Non-TraditionalTransfer StudentsStudent-Athletes
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● 565 Student-Athletes● 21 Division I Sports● Academic Advisors
o Program Development: SAAS Peer Mentoring Program Ikaika Program (academically at-risk students) Tutorial Program
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Historic Context● In 2005, UH Football lost 5 scholarships
Then (2005)
Now (2014)
APR score: 898Semester GPA: 2.34
APR score: 962Semester GPA: 2.88
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Developmental Challenges
Developmental Challenges
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Football Learning Services
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Student Diversity
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First Generation College Students Received Academic Assistance
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A Closer Look at Our Students
Miles From Home
First Generation
Special Circumstances
Student #1
35
Yes
Familial constraints
require him to commute to and
from school; allocates
portions of his scholarship
toward family expenses; just
diagnosed with a learning disability
Student #2
4082
Yes
Familial duties include two
children under age two;
homesickness and decreased contact due to
time zones; special
admittance to University
Student #3
2758
No
Entered the military
workforce post high school; high
performing; married with one
child
Student #4
4195
Yes
International student; extreme
cultural shock and freedom; low
personal motivation; English
is second language;
Obligated to send majority of
scholarship to family
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Solution: Learning CommunitiesBandura (1991)● Social Cognitive Theory
o human behavior is purposive, regulated by forethoughtTinto (1999)● Learning Communities
o social support strengthen academic self-efficacy and persistence
Vygotsky (1978)● Zone of Proximal Development
o instructional adaptivity, including scaffolding
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Learning Communities to Support Freshmen
● Students placed into groups “pods”.
● Four interacting pieces to the puzzle.○ Advisor and GA: work closely
together to strategize.○ GAs mobilize Group Leaders○ Group Leaders work with their
students (pods).
● Group leaders chosen for their diverse academic backgrounds to provide wide-range of support (resources)
● Group Leaders assigned to pod.
● Mentor students individually & coordinate group study sessions.
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Direct Leadership Development
Goal: Utilize skillsets of all studentsBenefits: social support, college skill development, positive interactions
● Strong students lead study groups supported by pod group leader.
● Demonstration of study skills used by the student leaders (modeling).
● Student leaders must understand material and learn how to break it down for others.
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Skill Building & Development
Goal: Develop learning communities and partnerships within pods as well as leadership qualities.Benefits: Social support, college skill development, positive interactions
● Group discussion & review of class content. Alternate student leader.
● Peer mentor: facilitate note taking strategies and higher level thinking processes
● Develop and reinforce rewriting of notes
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Interaction with Faculty
Goal: Encourage positive interactions with faculty.Benefits: Put professional communication skills into practice, connects with the university.
● Students schedule appointments with professorso Organize and talk
through questions they have prior to meeting
● Debriefing sessions in study hallo What went well/wrong?o Will students meet with
other professors?
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Peer Mentor & Staff InvolvementPeer Mentors focus on Organization and Time-Management● Weekly priority list● Test Prep Worksheet● Travel Plans● Goal Setting
o Daily reading objectiveso Going through the full
writing process
Study Skills and Strategy Enhancement● Integrating technology
o Utilizing Cell phoneso Online Library Access
● Visual Organizerso Writing Center
● Self-Explorationo Learning Style Assessmentso Multiple Learning Strategieso Critical Thinking
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Writing Center Forms
Study Hall Forms
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Outcomes: GPA and APR
FB GPA Trend FB Multi-Yr APR Trend
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Outcomes: Student Perception
After a year in study hall I developed the skills to work more independently 53.33% Strongly Agree 46.67% Agree
After a year in study hall, my peers began to recognize me as a leader: 33.33% strongly agree, 60% agree, 13.33% Disagree
In my academic pursuit I feel I am supported by the university: 42.86% Strongly Agree, 57.14% Agree
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Students are impacted in different ways
Student 1 (Lance):
Student 2 (Nick):
Student 3 (Leo):
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Bringing Learning Communities into Your Institution- What we Learned:
● Have programs synergistically work together.● Forms are communication tools: If they don’t
exist, create them!● Staff: One person can’t do it all. Everyone has a
role. Students, peer mentors, GAs, & advisors.● Location: Need to have designated spaces.
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ReferencesBandura, A. (2000). Exercise of human agency through collective efficacy. Current directions in psychological science, 9(3), 75-78.
Chen, X., & Carroll, C. D. (2005). First-Generation Students in Postsecondary Education: A Look at Their College Transcripts. Postsecondary Education Descriptive Analysis Report. NCES 2005-171. National Center for Education Statistics.
Tinto, V. (1999) Taking Retention Seriously: Rethinking the first year of college. NACADA Journal 19(2).
Vygotsky, L. (1987). Zone of proximal development. Mind in society: The development of higher psychological processes, 52-91.
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Questions?