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An Innovative University-School Partnership

An innovative secondary alternative school located on a college campus offering half-day programs with mentoring and academic support by college students. The district chose online instruction and covers tech costs. Mentor/mentee trust activities implemented to support academic success, service learning, and social/emotional well-being. Placement structures include one-on-one support, class assistance, and tutoring based on expertise. Financially sustainable model with a teacher from the district and negotiable transportation costs. Milestones include 50-100 placements each semester and recognition as a promising practice in CTE. The partnership benefits both the institution and district with enhanced learning experiences, improved academic outcomes, and accreditation standards met. Diverse student populations benefit from close mentorship and campus activities, contributing to improved credit attainment and GPA. Mentor experiences show positive impact on communication skills and career aspirations. Implementation involves project management and collaboration between the district and university. Scaling up efforts include presentations and consultations for interested institutions planning to replicate the model. Visit www.campusmentors.org for more information.

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An Innovative University-School Partnership

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  1. An Innovative University-School Partnership L. Wasburn-Moses, Miami University wasburlh@muohio.edu

  2. Summary - Secondary alternative school - Located on college campus - Half-day program - Mentoring and academic support by college students - District chose online instruction, paid for tech Mentor/mentee trust activity

  3. Placement Structures Mentoring Academic Support • One-on-one • Supported by class • Social/emotional support • Service learning • Use Check & Connect curriculum • Tutoring • Third-year placement • Teacher matches area of expertise Visit from Ohio Department of Education

  4. Finances • We picked up a classroom and put it in another location • Teacher is an already-existing district employee • Transportation is the only outstanding cost of this partnership and is negotiable Our teacher at the ice arena

  5. Milestones • Three years, two sites • 50-100 placements each semester • Published research co-authored by teachers, school administrators, college students • Named “Promising Practice” in CTE • Named in President’s Higher Education Service Award • Listed on MENTOR database, serve.gov, All for Good, Mentorpro.org

  6. Benefits To the IHE To the District • Multiple field placements with one partnership • Work with at-risk learners • Accessibility • Low-cost, low-maintenance • Flexible experiences • Meets accreditation standards • One-on-one assistance • Positive placement • Close contact with IHE • Improved credit attainment, GPA • Campus activities Student researcher presenting her findings

  7. Our Data* Presentation at MU’s Digital Expo *2010-2011 data / 2011-2012 data

  8. Mentors’ description of their experience Math education prof supervising his students

  9. Preservice Teacher Data • Mentors moved from problems to communication skills/role model • Reinforced desire to become a teacher in 69% • Perceived learning outcomes:

  10. CAEP Standards • Work collaboratively with community • Nurture academic and social development of students from diverse populations • Provide opportunities to work with diverse P-12 students • Data on P-12 student learning Mentor class meeting

  11. Implementation pre-conditions • Identify Project Manager • District must agree to provide teacher and transportation • IHE must agree to provide classroom and parking

  12. Scaling Up • Fall 2012: CAEP presentation, State Alliance presentation • Spring: AACTE presentation, data update • Summer 2013: CAEP Implementation Webinar for interested institutions • Fall 2013: consultation with institutions / states planning to implement fall 2014 www.campusmentors.org

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