Identifying The Problem

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					• Access and Success Through Community College
     Student Research Fellowships at Selective
   Dillip Das, Assistant Vice Provost, University of
John Matlock, Associate Vice Provost for Academic
    Affairs, Executive Director, Office of Academic
   Multicultural Initiatives, University of Michigan
       • John Vasquez, Assistant Director of
   Undergraduate Research Opportunity Program,
                 University of Michigan
       Michigan – A Paradigm Shift
• Greater Faculty & U-M Student Awareness of the Talents of
    Community College Transfers
• Improved Relationships with Community Colleges
• Part of the overall expansion of the institutional
    commitment to broad diversity, including socioeconomic
• Represents, in part, Michigan’s response to the 2003
    Supreme Court landmark decision on affirmative action
    and the response to the 2006 anti-affirmative action ban
    in the state.
• Building on the work of the original community college
    partnership called M-TIES – a single institution initiative.
     Jack Kent Cooke Foundation Community
           College Outreach Initiative:
Primary Units Involved (R = Travel Team)
1. Admissions (R)        9. UROP (Undergrad Research)
2. Financial Aid (R)     10. CEW (Cent. Educ. of Women) (R)
3. LSA (R)               11. Army ROTC (R)
4. Engineering (R)       12. Architecture & Urban Planning
5. Kinesiology (R)       13. Education
6. Nursing (R)           14. Which Schools Missing?
7. OAMI: M-
8. ONSP - Orientation
Some Numbers
      Victoria’s College Credentials
•   Attended Highland Community College for 1 year
•   3.2 GPA
•   35 transferable credits
•   Academic interest: Aerospace Engineering
•   Interests are Marching Band and sports
    – Works well with students and faculty
    – Member of the Solar Car Project Team
    – Conducts research with Space Exploratory department
          Highland Community College
Term 1
Economics I            B    3 cr
Chemistry I            A    3 cr
Chemistry I Lab        A    1 cr   Totals: 35 credits
Calculus II            B    3 cr           35 transferable credits
Physics I              B+   4 cr
Physics I Lab          A    1 cr

Term 2
                                        Admit or Deny?
English Comp/Writing   A    3 cr
Chemistry I            A    4 cr
Computer Prog C++      B    4 cr
Calculus III           A    4 cr
Physics II             B-   4 cr
Physics II Lab         B    1 cr
Sources of
Encouragement 
Family = 55%
Friends = 36%
Faculty = 24%

Least Helpful 
Student Services = 58%
Counselors = 58%
     Difficulties 
Thought About
Dropping Out = 27%
Serious Financial = 36%
Serious Academic = 33%
Serious Personal = 41%

Right Fit/Belonging 
Some = 47%
Much = 23%
Not Much = 22%
Not At All = 8%
Types of Fin. Aid 
Sclrshps/Grants = 67%
Loans            = 68%
Work-Study       = 27%
No Aid           = 20%

Estimated Loan
Burden        
15K – 35K     = 28%
5K – 15K      = 23%
35K +         = 21%
Less than 5K = 5%
NONE          = 23%
       Community College Scholarships
•   Community College Scholarship
     *No application necessary
     *3.5 GPA with 30 credits
     *$1,500 non-renewable

•   Community College Scholar Award
     *Honor society, volunteer or community service activities
     *Application is required – available on websites
     *3.8 GPA with 30 credits
     *$5,000 renewable

•   Child Care Subsidies
     *One child = maximum $2,015 per term
     *Two children = maximum $3,020 per term
     *Three or more = maximum $4,030 per term
summer navigation orientation program
              Office of New Student Programs

 A 2-day orientation program for selected community
 college transfer students – based on financial need and

 • campus facilities tour: key resources and people
 • register for fall (or winter) classes
 • meet other CC transfer students and current U-M
     students who transferred (e.g., transfer student
 • meet academic advisors and develop academic plan to
UROP – Undergraduate Research for
    Prospective CC Transfers
         Community College Student
         Summer Fellowship
         Program Research
High Achievers – Where They Go
Makes a Difference
Chicago Public Schools 4.0 GPA Students –
   Controlled for Background and Academics
a) Enrolled at Northwestern Univ. - selective
   = 90% six-year graduation rate

b)Enrolled at Northeastern IL Univ. – non select
  = 27% six-year graduation rate

 Source: Barriers to College Attainment: Lessons from Chicago.
 Nagaoka, Roderick & Coca, 2009.
                        High Achievers

    • Only 39% of high achieving (1200 + SAT) lower
      income students applied to selective colleges,
      despite higher financial aid packages available.
    • Selective College “Wage Premium”
        a) More likely to graduate
        b) More likely to be employed
        c) More likely to have higher earnings

Source: Economist Describes Missing Pool of Low-Income College Applicants. David
Glenn. Chronicle of Higher Education. January 5, 2009
             EM-PULSE Overarching Objectives
Engineering at Michigan – Partnerships for Understanding and
           Leadership in Science and Engineering

                     •Increase awareness and interest in the
                     field of engineering for all, including
                     underrepresented students.

                     •Facilitate collaboration among partner
                     colleges and U-M faculty, staff, students,
                     and alumni to optimize opportunities and

                     •Facilitate campus visits for prospective
                     transfers at key events and strategic times.
        How Colleges Were Identified

• Currently a key feeder for U-M but not necessarily for Engineering
• Curriculum includes high achievement courses (e.g., offering Calc
  IV and Differential Equations each semester)
• Underrepresented school or community based on historic
  application trends (with emphasis placed on urban districts)

1.   Henry Ford Community College
2.   Jackson Community College
3.   Oakland Community College (Auburn Hills)
4.   Schoolcraft Community College
5.   Washtenaw Community College
                New Initiatives
• Engineering: NSF Louis Stokes Alliance for Minority
  Participation: 9 Community College partnerships with
  four universities
• Continuing RFP’s for NSF, NIH, HHMI, and others to
  support UROP program
• School of Education: Re-examines and reorients
  recruitment and admission of CC transfer students
• College of Architecture and Urban Planning: assigns
  recruitment coordinator to CC strategy
• Department of Biology: examination of course transfer
• Washtenaw Community College – classes at U-M!
Access & Success Through Community
College Student Research Fellowships
 University of Michigan – Ann Arbor, MI
    Jack Kent Cooke Fellowship Program for
          Community College Students
• Funded by the Jack Kent Cooke
• Research as transition to
  University setting
• Michigan Community Colleges
  – Admitted Transfers
  – Prospective
  – Uncommitted
• Any discipline or major
• Varied research disciplines
• Includes some non-traditional
     2010 Program Components
 20-40 hrs/wk for 10-12 weeks during   summer
  with UM faculty member
 Biweekly seminars
       Admissions
       UM Culture
       Financial aid
       Role of research
       Time management
 E-portfolio
 Symposium
     Skill Building Workshops
• Library and Web    • GIS
  Research           • Matlab
• EndNote
• Web page design
• PowerPoint
• Computer
• OSEH, Lab Safety
• Understanding The Star-Spangled Banner (Humanities)
• Test Methods for Characterization of Asphatene Precipitation
  (Chemical Engineering)
• Gene Therapy Development Using Transgenic Mouse Models
  (Medical School)
• Parameter Space Analysis of Particle Physics Models Derived from
  String Theory (Physics)
• Institutional Policies Determining Educational Access for
  Undocumented Students (Higher Education)
• Pilot Study of Mindfulness-based Psychotherapy for Combat-
  related PTSD (Clinical Research)
   Shane DeMeulenaere
                           M-Portfolio Pilot
UROP is incorporating the use of portfolios to help students reflect on the experiences
   they are having as undergraduate researchers. The Portfolio Process encourages
   students to ask questions essential for leadership and developing lifelong learning
• Who am I becoming?
• What am I learning?
• What knowledge, skills and strengths am I developing?
• What can I do?
• How will I make a difference?

The portfolio process helps students approach problems strategically and
    collaboratively. Students learn to:
• Connect knowledge gained from real-life experiences (research ) and from academic
• Reflect on learning that has occurred both within and beyond the classroom
• Develop the knowledge, skills and awareness needed for professional competence
    and leadership
• Connect learning with personal values, a sense of purpose and goals for the future
 Faculty Quotes:
•"Kayla exceeded my expectations. She took initiative in her research, finding both
people to interview or to help her, and a variety of resources to pursue. She was
patient and persistent. She kept careful records of her sources and was able to
fulfill every writing and organizational assignment I gave her. She accepted
feedback well... Kayla did a great job getting our project started, and laying the
groundwork for the next research assistant.“

•"Austin came in with some specific skills (microcontroller programming) that we
were in great need of. He was able to figure many things out on his own and
produced usable output with minimal guidance. Over time, I came to trust him
more than any other student (including my grad students) when it comes to directly
working with hardware."
•"In only a few weeks Akshay doubled the size and depth of my database on ancient
and modern views of ancient Africa by reading books I had read and assigned him
to summarize. Akshay also showed initiative in selecting additional materials,
mostly books, some of which I had not heard about, but also articles from
newspapers, websites, etc., and producing summaries of those as well. Akshay and
I began collecting all these summaries into a chapter draft, which will be
instrumental in securing my book a contract with a major press...
       Student Recruitment

• Mailings to community college counselors.
• Presentations to community college
• Word of mouth from other students.
• E-mail very effective when channeled
  through advisors, faculty, etc.
• Lots of phone calls and personal meetings.
                  Summer Fellows
Summer 2009                          Summer 2010
• 36 Applications
• 17 Admitted -                       • 51 Applications
   – 2 – Winter’09 Transfers          • 19 Admitted –
   – 5 – Incoming Fall ’09               – 5 – Incoming Fall’10
   – 5 - Applied during fellowship       – 3 – Application under
     & admitted                            review
   – 2 – Had applied but decided         – 1 – Admitted to Flint
     elsewhere for financial               Campus
     reasons                             – 2 – Applicants under
   – 2 - have not applied                  review
   – 1 – was going elsewhere;            – 6 – Applying for
     changed mind came to UM               Winter/Fall
      YouTube Videos
  Assessment and Evaluation of
Undergraduate Research Programs
       Research Question:

To what degree does UROP enhance
student retention,academic success,
integration and the pursuit of graduate
education among all participants?
         Retention Study Findings
• UROP participation increases retention rates for some
• Retention effects were strongest for African American
  students and for sophomore participants
• African American students whose academic performance was
  below the median for their race/ethnic group benefited most
• UROP participation increases degree completion rates for
  African American males
           Focus Group Findings
• Students discuss their undergraduate experiences in
  3 distinct ways: proactive,reactive or inactive
• UROP students make 58% of the proactive comments
• UROP students are more likely to discuss anticipating
  future events such as graduate school or looking for
  a job
• UROP students are more likely to initiate activity with
  people than non-UROP students and see faculty/staff
  as positive influences
           Alumni Survey Findings
• Students who participate in undergraduate research (UROP or
  other) are significantly more likely to pursue postgraduate
  education than control students.
• UROP students significantly more likely to pursue medical,
  law, or Ph.D. degrees than control students.
• Students who participate in undergraduate research more
  likely to utilize faculty for a job recommendation than control
• There are no differences or interaction by race/ethnicity
  indicating undergraduate research equalizes pursuit of
  graduate education.

• Undergraduate student faculty research partnerships
  affect student retention; Biren A. Nagda, et al; The Review
  of Higher Education, Fall 1998; Vol. 22, no. 1, pp 55-72.

• The Relationship of Undergraduate Research Participation
  to Graduate and Professional Education Pursuit: An
  Empirical Study; Russel S. Hathaway, et al; Journal of
  College Student Development; Sept/Oct 2002; Vol. 43 no.
  5; pp. 614 – 631.
        Lessons Learned for JKC
• Different modes of communication.
• Faculty support has been very positive.
• High percentage of students plan to transfer to
  UM within one year of participation.
• Need to work closely with Admissions Office
  prior to admitting students to program.
• Student profiles very different from typical UM
Challenges for
the Future       • Funding for Research Programs

                 • Funding for Promising Students

                 • Demographic
        UROP Learning Outcomes
• Academic coursework           • Computer skills
  made relevant                 • Library/Internet research
• Develops critical thinking    • Research Methodologies
  and problem-solving skills    • Statistical understanding
• Communication skills          • Ability to work
  including listening, public     independently
  speaking, writing             • Multicultural skills
• Socialization into
  academic field/discipline
• Socialization into research
    Funding for

                UROP YouTube Videos
       Demographic Shift in Community

•   Of 1992 Hispanic high school graduates     •   of African Americans, Latinas and
    who went to college, 57.5% attended a          Latinos, and American Indians in
    2-year institution, compared to 39.6%          two-year community and technical
    of Whites and 42.4% of Blacks (based           colleges is not simply a matter of
    on NELS: 88-2000 data).
                                                   college or career choices. Based on
•   A recent NCES report confirms that the         indicators of educational quality
    Hispanic over-representation in
    community colleges has not decreased           and funding equity, minoritized
    in the last 10 years (Knapp, Kelly-Reid,       students attend the poorest quality,
    and Whitmore, 2006, table 1)                   most segregated, and underfunded
•   43% of Hispanic young adults (after            public schools (Ladson-Billings,
    high school) and 51% of their parents          2006), which lack the college
    were not aware of even a single source         preparation and information
    of college financial aid, compared to          resources routinely available in
    18% for all young adults and 19% for all       predominantly white schools
    parents (Sallie Mae Fund, 2004). FROM          (Oakes, 1989). FROM DOWD, 2009
    NOGA O’CONNOR, 2009
Myra’s Story

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