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Smart Start Preparation for College Success

Smart Start – Preparation for College Success Governors State University University Park, IL Presenters: LaTonya D. Holmes, Dianna Galante , and Kerri K. Morris. Smart Start Preparation for College Success. Presenters :

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Smart Start Preparation for College Success

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  1. Smart Start – Preparation for College SuccessGovernors State UniversityUniversity Park, ILPresenters: LaTonya D. Holmes, Dianna Galante, and Kerri K. Morris

  2. Smart Start Preparation for College Success Presenters: LaTonya D. Holmes, Cohort Advisor and Coordinator for New Student Programs, Governors State University Dr. Dianna Galante, Professor, Mathematics Coordinator Dr. Kerri Morris, Associate Professor, Coordinator of First-Year Writing

  3. Smart StartPreparation for College Success • Many students need extra preparation and support in both math and writing • Smart Start provides a two-week jump start and supplemental instruction (SI) for first year students. • The program includes support from paid peer mentors and tutors.

  4. Peer Mentors LaTonya D. Holmes Cohort Advisor and Coordinator for New Student Programs Governors State University

  5. Peer Mentors • Who are our Peer Mentors? • 10 Rising Sophomores selected as Peer Mentors • 2.75 or higher grade point averages from freshman year • Trained as Orientation Leaders (knowledgeable about university resources) • 2 have taken Principles of Peer Leadership • 1 returning Peer Mentor who will serve as Student Coordinator (upper class student)

  6. Peer Mentor Expectations • Full time course load and grade point average requirements • Peer Mentor training and further team building • Common Reading • Master College Faculty Assignments • First Year Seminar Faculty Assignments • Cohort Activity Development

  7. Peer Mentor Preparation • Intensive training as orientation leaders includes: • Set Expectations • Who’s Who at GSU • Learning GSU Resources • Student Development Theory • Personal Commitment • Strengths Assessment Convocation Walk Through • Goals, communication, Emailing professors, Start Something That Matters, etc • Victim Vs. Creator Presentation (mindset and attitude. How do you react to the things that happen? 3 Inner voices: inner critic, inner defender (makes excuses, blames others), inner creator.Are the inner critic or inner defender ever right? Sometimes, what do you do about it?

  8. Peer Mentor Preparation • Intensive training as orientation leaders includes • How of Happiness Presentation • Working with your Faculty Member – Communication. • Resources Review • Vision, Mission, Goals, and Objectives – we’ll create those as a team – Share GSU vision 2020 and discussing what they can do to help with those. • Motivation/Life Lesson Introduction and Presentations – Lion King example • COHORT THEMES: Faculty, Staff, Students, etc.

  9. Mathematics Support Dianna Galante, PhD Professor Mathematics Coordinator

  10. Available SI for Mathematics • MATH1423 College Algebra - 2 sections • MATH2100 Elementary Statistics – 4 sections • MATH2281 Applied Calculus – 3 sections • MATH2290 Calculus I – 2 sections

  11. Graduate Mathematics SI Leaders • Three graduate mathematics students available and in class 20 hours per week as well as offering scheduled sessions in a designated classroom outside of class • Each enrolled in MS in Mathematics program • Received tuition waiver and stipend

  12. Elementary Statistics • Several strategies used to add to student success including group work, lab classroom • Online homework support, calculator, and textbook, 24/7 tutoring available with text • SI available 15 hours per week • StatCrunch used for statistical calculation • Students were allowed to make corrections on tests and earn back partial points

  13. Writing Support Kerri K. Morris, PhD Associate Professor Coordinator of First-Year Writing

  14. Writing: Two-week Intensive Objectives • Responsibility—learning to prepare for class, meet assignment deadlines, follow teachers’ directions, and exhibit appropriate classroom behavior. • Flexibility—identify differences among varying writing situations and begin to adapt to suit those situations, based on the expectations of audience and genre. • Metacognition—reflect on writing process, written products, and the writing of their peers with a critical/analytical eye, particularly looking for areas of success and improvement.

  15. Writing: Two-week Intensive Objectives • Self-efficacy—advocate for themselves as learners and citizens and build self confidence • Technology—develop proficiency with • Classroom Management System • Writing technology for blogs, presentations, formal papers

  16. Writing Support • Two-week intensive • Meet daily • Write frequently • Use short writing to build toward a long paper (4-5 pages) • SI • Friday meeting, 9 sections

  17. What we’ve learned and what we’re changing • Separating students out is counter-productive at worst and only minimally successful • Mixing students from many classes into one supplemental group is confusing for students and instructors • Tutors should be available to all students and should be integrated into the classrooms

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