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SUCCESS IN SCIENCE (SCI 002)

SUCCESS IN SCIENCE (SCI 002). COLLEGE OF SCIENCE SAN JOSE STATE UNIVERSITY SAN JOSE, CALIFORNIA. PROFESSOR VIDA KENK INTERIM DEAN COLLEGE OF SCIENCE MICHAEL RANDLE, STUDENT DEVELOPMENT SPECIALIST, ACADEMIC SERVICES. Outline. I. San Jose State Demographic Overview

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SUCCESS IN SCIENCE (SCI 002)

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  1. SUCCESS IN SCIENCE (SCI 002) COLLEGE OF SCIENCE SAN JOSE STATE UNIVERSITY SAN JOSE, CALIFORNIA PROFESSOR VIDA KENK INTERIM DEAN COLLEGE OF SCIENCE MICHAEL RANDLE, STUDENT DEVELOPMENT SPECIALIST, ACADEMIC SERVICES

  2. Outline I. San Jose State Demographic Overview II. Description of the history & nature of the collaboration a. The methods used to facilitate faculty “buy-in” b. The program design c. Training necessary for faculty and staff to participate as instructors for the boot camp course.  III. Course objectives IV. Outcomes V. Examples of targeted student populations that have been served by the course VI. Ways in which the utilization of the course has saved the campus tens of thousands of dollars.

  3. CAMPUS POP ENROLLMENT= APPROX. 29,000 UNDERGRADUATE= APPROX. 21,000 AGE Under 19 14% 20-24 43% 25-29 21% Over 30 22% SJSU students come from Surrounding areas 54% Other counties in CA 39% Out of state 7% Ethnicity Pac Island .6% Other Hispanic 3.6% Mexican Amer. 9.5% Filipino 7% Asian 31.7% White 26.3% African Amer. 4% Amer. Indian .5% Decline to state 16.8% Gender Women 55% Men 45% SAN JOSE STATE DEMOGRAPHIC OVERVIEW

  4. Brief History • Previous existence of Science 2 (pre 1999) • Need for re-conceptualization • Idea for collaboration • Pooling of talents, roles and services • Selling the idea • Implementing New Science 2 (1999-present)

  5. Steps to BUY-IN • Choose a team comprised of both faculty & student development staff • Develop strong program design • Meet with chairs of various departments to present the idea and the team and hear Chairs’ issues regarding freshmen • Meet with faculty from each department in the College of Science to present the idea at dept. meetings and hear faculty issues regarding freshmen • Design Science 2 around issues and concerns of Chairs & Faculty Chair & Faculty concerns: • Freshmen exhibit immature behavior • Class room etiquette lacking (cell phones, generally rude, etc.) • Unprepared for the new (Faculty & Institutional) expectations that college brings • Can’t tell the “good” students from the rest • Students don’t seek help • Freshmen don’t engage faculty • Not convinced that FYE classes work • Not convinced that all students need an FYE • No room in the degree program to mandate another course

  6. College of Science (faculty) Academic Legitimacy Respect of faculty Ability to capture & mandate (students) Power of the office (Dean) Access and visibility to campus governance powers(Campus President, Provost, campus VPs, Undergrad Studies, Academic Senate Chair(s), Dept. Chairs, etc.) Academic Services (EOP Advisors) Expertise in program design and student retention Expertise in the facilitation of the academic acclimation and social integration of targeted student populations to the university Student centered approach and work style Ability to follow up (with students beyond course) Intimate Knowledge of how campus (bureaucracy) works CONTRIBUTIONS

  7. College of Science Dedicated personnel Assoc. Dean (part of responsibility) CS Advisor (webmaster) Classroom space Speakers Computer labs Web site Meeting Space Funding Instructor salaries Peer Mentor salaries (fall)* Training (instructor & peer mentor) Supplies (Computers, printer-copier,etc.) Community Events (BBQ, T-shirts, Ice Cream Social,etc.) * Peer mentor salaries and computer infrastructure start up paid for through NSF MARC grant. P.I. Herbert Silber Academic Services Dedicated personnel Advisor (liaison) Office Space (for peer mentor prgm.) Phones, Internet access Limited Tech support Meeting space Technology (LCD projector, laptops) Speakers Office Supplies Peer salaries (spring) CONTRIBUTIONS

  8. PROGRAM DESIGN MODELS OF STUDENT ENGAGEMENT (FACULTY & STAFF) Chapter 1 Chapter 7 Chapter 15 Beginning of term middle end of term LINEAR MODEL OF STUDENT ENGAEMENT (FACULTY) Financial Enrollment Faculty Student Issues Personal (family, room mates, job, etc.) Transition Academic Support Bureaucratic CIRCULAR MODEL OF STUDENT ENGAGEMENT (STUDENT DEVELOPMENT SPECIALIST) Academic Standing (Pb/Dq)

  9. PROGRAM DESIGN SPIRAL OR CYLINDRICAL MODEL OF STUDENT ENGAGMENT TERM’S END COMBINED MODELS INTO SPIRAL OR CYLINDRICAL MODEL CONTENT ISSUES BUREAUCRATIC FACULTY TRANSITION BEGINNING OF TERM PERSONAL ENROLLMENT ACADEMIC SUPPORT FINANCIAL ACADEMIC STANDING

  10. Description of Collaboration Science 2 A PROGRAM IN THE GUISE OF A COURSE • 3 unit course- currently counts as 3 units of elective credit towards graduation • Components of the course include: main lecture/seminar, activity sections, peer advisor/mentor • Instructors made up of both faculty (College of Science) and advising staff (Academic Services)

  11. Training necessary for faculty and staff to participate as instructors for the boot camp course • Models of student engagement • High School Brain Theory • Theory of Deconstruction & Reconstruction • Science 2 program model (components & roles) • Goals & objectives of Science 2 • Study skills(Note-taking strategies, Test taking, Textbook reading strategies,Time management, Learning preferences/style, Lecture style identification) • Activity Section Content(Biology, Chemistry, Geology, PowerPoint, Excel, Oral Presentation) • Weekly meetings

  12. Course Objectives Students should gain an understanding and appreciation of: • Their own strengths and weaknesses with respect to how they learn • How to better manage their time in relationship to the type of scheduling and freedom being experienced by them in the context of being young adults in college • Uses of technology in teaching and communication at San Jose State University • The types of resources and services offered by San Jose State University • The rules which govern them as members of the university community • The diversity to be found at San Jose State University among its various student populations and faculty • The diversity of faculty and academic departments within the College of Science • Group dynamics while working in teams • How science applies to their everyday life and that of society

  13. Course & Program Goals • Assist first year freshmen with both their social and academic integration and acclimation to the university • Increase freshmen student retention from year one to year two • Decrease the percentage of freshmen on probation after their first and second semester of college • Assist students with obtaining academic skills to obtain an overall grade point average of 3.0 or above after attending their first semester at San Jose State University

  14. Examples of targeted student populations that have been served by the course • Science Freshmen • Student Athletes • Educational Opportunity Program (EOP) students • Student that have been admitted by exception (i.e. Summer Bridge)

  15. OUTCOMES

  16. AGGREGATE GPA COMPARISON FOR CLASS OF 1999 SCIENCE FRESHMEN COHORT YRS 1-3

  17. RETENTION (SJSU) COMPARISON FOR CLASS OF 1999 SCIENCE FRESHMEN COHORT YRS 1-3 (IN PERCENTAGES)

  18. RETENTION (in the College of Science) COMPARISON FOR CLASS OF 1999 SCIENCE FRESHMEN COHORT YRS 1-3 (IN PERCENTAGES)

  19. ACADEMIC STANDING COMPARISON FOR CLASS OF 1999 SCIENCE FRESHMEN COHORT YRS 1-3 (PERCENTAGES ON PROBATION OR SUBJECT TO DISQUALIFICATION)

  20. FALL 04 PROGRAM OUTCOMES1ST YR STUDENT ATHLETES In SCIENCE 2 • Number of participants= 35 • Average GPA= 2.86 • GPA break down: • 3.0-4.0 = 20/35 (57%) • 2.0-2.9 = 9/35 (26%) • below 2.0 = 6/35 (17%) on probation/dq

  21. FALL 05 PROGRAM OUTCOMES for EOP BRIDGE SPECIAL ADMITS and CAMPUS SAVINGS Cost for a typical Summer Bridge program with 50-80 Students in a 5 wk residential program range between $100,000-$150,000 The Fall 2005 Bridge program was modified into a full FYE utilizing Science 2 as an FYE transition vehicle. The program was renamed Bridge To College Transition Program. • Number of participants= 54 • Approximate cost through collaboration- $36,000 • GPA break down: Average GPA= 2.76 • 3.0-4.0 = 30/54 (56%) • 2.5-2.9 = 10/54 (19%) • 2.0-2.49 = 6/54 (11%) • below 2.0 = 8/54 (14%) on probation or/Subject to Disqualification

  22. FUTURE EVOLUTIONNext steps and challenges Next Steps • Modify Science 2 curriculum to fit guidelines for GE • Submit course for GE approval • Involve more faculty in teaching sections of the course Challenges • Add GE Learning Objectives to Science 2’s current Learning Objectives without sacrificing the Science 2 mission of retention and academic performance • Funding (sources) • Continue collaboration between College and Academic Services staff

  23. THANK YOU! ON BEHALF OF THE COLLEGE OF SCIENCE AND ENROLLMENT & ACADEMIC SERVICES OF SAN JOSE STATE UNIVERSITY THANK YOU FOR COMING  For more information contact: Professor Vida Kenk,College of Science, San Jose State University (408) 924-4800 or vkenk@jupiter.sjsu.edu Michael Randle, Enrollment & Academic Services (408) 924-2535 or mrandle@sjsu.edu

  24. RETENTION (SJSU) COMPARISON FOR CLASS OF 2000 SCIENCE FRESHMEN COHORT YRS 1-3 (IN PERCENTAGES)

  25. RETENTION (in the College of Science) COMPARISON FOR CLASS OF 2000 SCIENCE FRESHMEN COHORT YRS 1-2 (IN PERCENTAGES)

  26. AGGREGATE GPA COMPARISON FOR CLASS OF 2000 SCIENCE FRESHMEN COHORT YRS 1-3

  27. ACADEMIC STANDING COMPARISON FOR CLASS OF 2000 SCIENCE FRESHMEN COHORT YRS 1-3 (PERCENTAGES ON PROBATION OR SUBJECT TO DISQUALIFICATION)

  28. RETENTION (SJSU) COMPARISON FOR CLASS OF 2001 SCIENCE FRESHMEN COHORT YRS 1-3 (IN PERCENTAGES)

  29. RETENTION (in the College of Science) COMPARISON FOR CLASS OF 2001 SCIENCE FRESHMEN COHORT YRS 1-2 (IN PERCENTAGES)

  30. ACADEMIC STANDING COMPARISON FOR CLASS OF 2001 SCIENCE FRESHMEN COHORT YRS 1-2 (PERCENTAGES ON PROBATION OR SUBJECT TO DISQUALIFICATION)

  31. AGGREGATE GPA COMPARISON FOR CLASS OF 2001 SCIENCE FRESHMEN COHORT YRS 1-2

  32. AGGREGATE GPA COMPARISON FOR CLASS OF 1999 SCIENCE FRESHMEN COHORT YRS 1-3Quit Sci 2 vs. Failed Sci 2 vs. Pass Sci 2 vs. Non Sci 2

  33. RETENTION (SJSU) COMPARISON FOR CLASS OF 1999 SCIENCE FRESHMEN COHORT YRS 1-3 (IN PERCENTAGES)Quit Sci 2 vs. Failed Sci 2 vs. Pass Sci 2 vs. Non Sci 2

  34. RETENTION (in the College of Science) COMPARISON FOR CLASS OF 1999 SCIENCE FRESHMEN COHORT YRS 1-3 (IN PERCENTAGES)Quit Sci 2 vs. Failed Sci 2 vs. Pass Sci 2 vs. Non Sci 2

  35. ACADEMIC STANDING COMPARISON FOR CLASS OF 1999 SCIENCE FRESHMEN COHORT YRS 1-3 (PERCENTAGES ON PROBATION OR SUBJECT TO DISQUALIFICATION)Quit Sci 2 vs. Failed Sci 2 vs. Pass Sci 2 vs. Non Sci 2

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