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Portfolios of Excellence - Presentation for ACPA 2010

LTE Consulting, Inc.

on 12 November 2015

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Transcript of POE-ACPA10

An Innovative Approach to New Student Engagement

Cathy Holbrook
Lee Torda
Ed Cabellon
Cindy Kane

Bridgewater State College
Session Goals

Portfolio's f Excellence
Framework &
P. O. E. Overview
& Group Design
Challenges and Lessons Learned:
Recruitment of Students
Mentoring Piece
Programming and Connections
Take Aways
Q & A
•Present a contextual framework for understanding the rationale of this mentoring program based on the research on importance of engaging underrepresented students

•Describe how our campus leveraged existing resources and academic affairs/student affairs collaborations to create a new mentoring program and electronic portfolio with a reflective focus

•Discuss programmatic challenges and opportunities in creation of this pilot & lessons learned

•Provide opportunity for group dialogue about the program, Q & A’s, etc.

When you think about a student mentoring program for your campus, what would your dream program look like ?

What are you hoping to gain from this session to take back to your campus relative to mentoring programs?

Definition of Target Students:
- Low-income students (i.e., Pell-eligible)
- Students of color (SOC) (i.e., Hispanic or Latino, American Indian or Alaska Native, Asian, Black or African American, Cape Verdean, Native Hawaiian or Other Pacific Islander, Two or more races)
- First-generation students, as defined by parents’/guardians’ highest level of education*: Less than a four-year degree (federal standard);

“While exposure to educationally effective practices is associated with desired outcomes for all students, historically underserved students benefit more from engaging in these activities than White students in terms of earning higher grades and persisting to the second year of college.”
•Kuh et al (2007, p. 3) Connecting the Dots report for the Lumina Foundation
Recent research suggests that underrepresented student populations are less likely to become involved in meaningful educational activities while in college despite the positive impacts on academic achievement and retention for these populations (Engle & Tinto, 2008; Harper, 2006; Gupton, Castelo-Rodriguez, Martinez & Quintanar, 2009; Kuh, 2008; Tinto, 2004).
Low income and first generation students are three times more likely to drop out of public, four-year colleges than their peers. (Engle & Tinto, 2008)
“Among first-generation students, about half of both
first-year students and seniors did not participate in any
co-curricular activities (such as campus organizations or
publications, student government, etc.). “ 2008 NSSE Report

At Bridgewater, 2008 NSSE results show that each week the average first-year student spends
•6-10 hours studying
•1-5 hours working off-campus
•0 hours in co-curricular activities, including athletics or recreational sports
•6-10 hours socializing
•1-5 hours commuting to class

Program facts:

Pilot year goal of 100 FYS in 5 groups of 20 (2, student affairs mentors & 3 faculty mentors)
Started with 97, about 56 are at least reasonably still active

•Assist students to identify academic, personal and career goals
•Encourage students to attend to scholarly and co-curricular pursuits early in their academic careers
•Encourage students to select and pursue learning activities within and outside the formal curriculum that are likely to contribute towards their achievement of academic, personal and professional goals
•Provide a space for students to record goal-setting, evidence of involvement, projects, and reflective work in an electronic portfolio
•Develop students’ reflective skills so they can connect their formal and informal experiences in ways that make sense of their own learning

•Individualized Mentoring/Advising to foster “customized” engagement
•Connection with other FYS in small groups and through targeted programming
•Creation of an electronic portfolio to use throughout college years

Mentor Experience
Know your concept
Front Load Training for Mentors
Develop writing prompts ahead of time
Structure Use of Tech to Help With Time Management
Design a "package" for your program
Make time for constant and ongoing assessment through the program
Make time for ongoing/persistent recruitment
Full transcript