ࡱ> _ bbjbj bbbZ      $000P0OGFFFFFFF$3IKF F   GWWW@  FWFWW/41Ds0FG0OG0qLqL,1qL 1WFFOGqL : MCACGP Abstracts Funded Projects FY 2012 Awards Grant 12-101 Community College of Baltimore County Project Title: Partnering Academic Counseling and Tutoring (PACT) Program Project Directors: Nicole Baird Award: $75,960.00 Project Abstract: The Partnering Academic Coaching and Tutoring (PACT) program takes a holistic approach towards addressing academic and non-academic factors impacting student success and persistence and will provide individualized, customized support to students identified as at risk. The unique component of PACT is the partnership between academic coaches and tutors. PACT provides an opportunity for academic coaches and tutors to work in tandem: tutors will provide content-specific academic support and academic coaches will provide non-academic support. Tutors and academic coaches will maintain electronic records of contacts with students to determine strategies to promote successful completion. Tutors will report students who are demonstrating academic difficulty to academic coaches. In response to the high percentage of students required to repeat Developmental Education math courses, tutors will conduct intensive review in math during winter and/or summer sessions to build students confidence and skill levels. Academic coaches will utilize an intrusive model of intervention to discuss methods to balance school, personal and financial challenges with students. Semester-long interventions will assist students in completing Developmental Educational coursework. PACT program participants will be required to attend academic coaching, tutorial services, and academic and financial literacy workshops. Learning Assistance Coordinators will provide academic support and financial literacy counseling to participants. Using a holistic approach, they will assist students in course registration taking into consideration: the students personal life, family obligations, work schedule, means of transportation, financial capability and other factors. Academic coaches will be trained to consider these factors when assisting students with time management, study techniques, and budget development. MCACGP Abstracts Funded Projects FY 2012 Awards Grant 12-102 Chesapeake College Project Title: Tutoring Initiative for Developmental Education (TIDE) Project Director: Melinda Baer Award: $89,910.00 Project Abstract: Chesapeake College proposes a project that will focus on embedding tutors in all developmental studies classrooms and build the working relationship between faculty and tutors for the benefit of developmental students. The primary goal for the Tutoring Initiative for Developmental Education (TIDE) is to help low-income (Pell-eligible) students with developmental study needs progress as quickly as possible with an understanding of course material through developmental course requirements in order to achieve college-ready status. Embedded tutors will be placed in both Math and English developmental classes and will provide students in those classes with one-on-one assistance as the student works through required course modules. By putting tutors in each developmental classroom, Chesapeake College will bring the persistence and academic achievement strategy to the student. Certified tutors will be place in all developmental sections at the rate of 1 tutor per Developmental English section and 2 tutors per Developmental Math section. In addition, all faculty (including adjuncts) will be trained in the Emporium model approach, including how to work with the embedded tutors to support student achievement. The College anticipates the redesign to affect 33 sections of developmental reading/writing and 37 sections of developmental math and an estimated 1,400 students, of which the target group of 700 students will be low-income (Pell-eligible.) MCACGP Abstracts Funded Projects FY 2012 Award Grant 12-103 Frederick Community College Project Title: PASS (Partnership to Achieving Student Success) Program Project Director: Chad Adero and Dr. Irvin Clark Award: $84,198.00 Project Abstract: Frederick Community College (FCC) intends to expand and intensify the services currently offered by the Partnership for Achieving Student Success Program (PASS). PASS is designed to assist first-time degree-seeking students who are at-risk, first generation, Pell eligible, or from an underrepresented population to attain college success by increasing their persistence rate and good academic standing. PASS is a comprehensive academic support system that encompasses both proactive and intensive student support services for a cohort of students. PASS features four distinct services: summer bridge academy; case management; financial literacy; and college success courses. Additional services available to students include early alert, tutoring, academic advising; and other support groups and workshops or various personal and academic-related topics. PASS students are grouped as a cohort so that overall academic standing and persistence can be accurately monitored and compared to a control group of non-participants. The program has a strong evaluation program that will assure goals are met and continuous improvements are evident. MCACGP Abstracts Funded Projects FY 2012 Award Grant 12-104 Frostburg State University Project Title: The Championship Forum Project Directors: Harriet Douglass and Bernard Wynder Award: $31,324.00 Project Abstract: With approximately 4,700 undergraduates, Frostburg State University is a largely residential, regional university and the University System of Marylands only four-year institution west of the Baltimore-Washington metropolitan areas. In 2010-2011, 34% of FSU students were Pell-eligible. The six-year graduation rate for Pell-eligible 2005 cohort is 39%. At FSU, the graduation rate for male students lags 15% behind that of female students. FSU proposes The Championship Forum program to improve the persistence rate of Pell-eligible freshman and sophomore male students who are on academic probation, or who have cumulative grade point average under 2.3, or who entered the University with deficiencies in math, reading, or writing. The Championship Forum program aims to recruit and serve 50 qualified students. Persistence rates for program participants are expected to exceed those of a comparable cohort of non-participants by at least 10%. In addition, 80% of participants who enter the program on academic probation will achieve good academic standing by the end of the fall 2012 semester. Of those who have a GPA of 2.0 or above, 90% will maintain good academic standing. Also, 100% of participants will meet the financial aid application deadline. Main components of the program include intrusive advising with staff coaches/mentors; financial literacy, learning strategies, and personal growth workshops; and weekly study sessions. MCACGP Abstracts Funded Projects FY 2012 Award Grant 12-105 Howard Community College Project Title: Career Links, Single Parents and Displaced Homemaker Support & Retention Program Project Director: Janice Marks Award: $63,688.00 Project Abstract: Howard Community College (HCC) intends to expand ad intensify the services currently offered by the Career Links Program. Career Links is designed to assist HCC students who are low-income single parents of displaced homemakers to attain college success by increasing their persistence rate and good academic standing. More than 75% of the Career Links participants are adult learners over the age of 25. Career Links is a structured, intensive, case management program that assists students with identifying challenges, establishing goals, and providing assistance to overcome and achieve set academic goals. Services include: case management, peer mentoring, development of academic plans, career, personal and crisis counseling, life skills workshops, financial skills workshops, assistance completing financial aid forms for federal, state and institutional funds, assistance seeking educational scholarships beyond federal, state, and institutional awards. Other services available to students include tutoring, academic advising, and other support groups and workshops on various personal and academic-related topics. Students are also provided guidance for securing off campus resources such as legal, medical, childcare, housing, food and career clothing assistance. In addition to awarding limited grants for tuition and books through college funds, the grant will provide incentive stipends to be used for assistance with child care and transportation. Career Links students are grouped as a cohort so that overall academic standing and persistence can be accurately monitored and compared to a control group of non-participants. The program has a strong evaluation program that will assure goals are met and continuous improvements are evident. MCACGP Abstracts Funded Projects FY 2012 Award Grant 12-106 Morgan State University Project Title: Strengths-based Undergraduate Comprehensive Curriculum to Enhance Education and Development (SUCCEED) Project Director: Tanya Wilkenson Award: $65,000.00 Project Abstract: SUCCEED at Morgan is a program designed for students who have failed to fulfill the requirements for academic improvement during the financial aid probation and have subsequently lost financial support. Because a large population of students in Morgan are in this category or at-risk of losing financial aid, SUCCEED will implement a strengths-based program that will train and utilize well-qualified peer mentors and provide academic support, including the creation of strengths-based academic success plans for participants. There will be 100 participants recruited in the program and the activities prepared for them include: (1) participating in Strengths program and activities, (2) tutorial sessions, (3) academic advisement, (4) skills enhancement seminars and workshops, and (5) completing the USA Funds Life Skills modules. The outcome expected from this program is that at least 50% of the participants are able to meet the requirements for financial aid by fall 2013. MCACGP Abstracts Funded Projects FY 2012 Award Grant 12-107 St. Marys College of Maryland Project Title: DeSousa-Brent Scholars Program Project Director: Dr. William L. Howard Award: $27,345.00 Project Abstract: As the states Public Honors College, St. Marys College of Maryland has been charged by the General Assembly since 1992 to make an excellent liberal arts education accessible to a diverse population. With this charge in mind, in May 2011 we applied for MCACGP funding to expand our innovative DeSousa Brent Scholars Program (DBSP), which heightens academic achievement and persistence among at-risk, underrepresented first-year students by providing them increased academic rigor and leadership development, rather than remediation, to facilitate their transition to college. With MCACGP Round 1 funding we have successfully expanded the DBSP to engage students across all four years, increasing the number of students served annually from 30 to 100. A component of the DBSP expansion for which we seek additional funding is the DeSousa-Brent Summer Research Experience 2012. MCACGP Round 1 provided funds for Scholars for eight weeks of paid independent summer research, in a variety of academic disciplines, under the mentorship of St. Marys College of Maryland faculty. Because student and faculty response to our call for proposals has been exceptional, we seek funding to support five additional scholars. The DeSousa-Brent Summer Research Experience is coordinated by a Faculty Director, the Assistant Vice President for Academic Services, and a faculty steering committee. Complementing MHECs goals of promoting student persistence and good academic standing, the program also increases access to support systems and challenges underrepresented students to achieve enhanced academic standing. MCACGP Abstracts Funded Projects FY 2012 Award Grant 12-108 University of Maryland University College Project Title: Coaching Undergraduates for Success and Persistence (CUSP) Project Director: Dr. Sybol Anderson and Elizabeth Mulherrin Award: $47,659.00 Project Abstract: The proposed Coaching Undergraduates for Success and Persistence (CUSP) Project provides extensive and focused outreach and mentoring for a select group of underrepresented students, including those from low-income families. This project builds on the strengths of existing programs and services at University of Maryland University College (UMUC) and will serve undergraduate students enrolled in key degree programs related to the Career Clusters identified by the Department of Labor, Licensing and Regulation (DLLR). The goal of this pilot program is to improve retention and assist students in receiving their degrees. Through this project students will receive customized support focused on academic and career planning from mentors who are in a similar field of professional interest or who share similar life experiences. Students will also receive specialized academic support, including tutoring and opportunities for peer support and professional networking. In addition, students will have access to online and on-site workshops on topics such as goal setting, career planning, time management, scholarships, financial literacy, job searches, applying to graduate school, resumes, communication and interviewing skills. A key component of the program is the development of an intensive mentor training program. This program would include training on the resources and services at the university and in the community, interpersonal communication skills, and the roles and responsibilities of mentors. If upon evaluation the program proves successful with this cohort of students, UMUC is committed to expanding this effort using technology to scale this project to serve more of our 92,000 students. MCACGP Abstracts Funded Projects FY 2012 Award Grants 12-110 Wor-Wic Community College Project Title: Minority Student Retention Program Project Directors: Dr. Dornell Woolford Award: $32,678.00 Project Abstract: Wor-Wic Community College serves a diversity of students, and many face academic and personal barriers to college completion. Almost 54 percent of colleges students receive need-based financial aid and 89 percent have developmental education needs. Approximately 30 percent of the colleges credit students are minorities, and the retention rate of Wor-Wics minority students is approximately 7 percent lower than that of white students. Wor-Wic proposes the Minority Student Retention Program to support the colleges at-risk minority student population. The program will provide support services designed to increase the persistence and success of participants. Students will receive advising, tutoring, cultural experience, financial aid and study skills workshops, and a variety of career exploration activities. Grant funds will support activities for 40 students. Persistence rates are expected to be 10 percent higher for program participants, compared with a similar cohort of non-participants. The percent of participants in good academic standing, compared to non-participants, is expected to be 10 percent higher after the first semester and 15 percent higher after the second semester of participation. In the fall 2012 semester, 75 percent of participants are expected to achieve a 2.0 grade point average and 25 percent are expected to achieve at least a 2.5 grade point average. MCACGP Abstracts Funded Projects FY 2012 Awards Grant 12-111 Anne Arundel Community College Project Title: Enhancing First Year Experience (FYE) Program Project Director: Janice Watley Award: $75,190.00 Project Abstract: Anne Arundel Community College (AACC) will utilize Round 2 MCACGP grant funds and matching contributions to expand and improve its First-Year Experience (FYE) Program. The FYE Program supported through MCACGP funding is currently providing a structured freshman year experience with intrusive advising, academic support and other targeted services to a cohort to first-time college students who require two or more developmental courses and who are minority and/or low-income. Institutional data confirms that the retention and academic success of this student population can be improved through targeted academic and supportive services. The components of the program include best practices and promising new approaches that have been found to promote student success at AACC and other institutions of higher education. The enhanced FYE Program will: (1) extend services to program participants during their second year of study; (2) add summer academic support services to continuing students; and (3) incorporate a new academic diagnostic component that will address remediation needs of new students through prescriptive tutoring provided during a two-week summer bridge program. A total of 100 new and continuing students will be served in academic year 2012-2013. AACC will utilize a variety of quantitative and qualitative instruments to evaluate the FYE Program and will track the progress of FYE participants against a control group of non-participants as part of the program impact evaluation. MCACGP Abstracts Funded Projects FY 2012 Awards Grant 12-113 Notre Dame of Maryland University Project Title: Pathway to Success for First-Generation Students: Notre Dame Trailblazers Project Director: Dr. Debra Franklin Award: $76,282.00 Project Abstract: Notre Dame of Maryland University Womens College seeks to continue and expand its Trailblazer Scholars Program for first-generation students. Since its founding in 1895 and the awarding of its charter from the State of Maryland in 1896, the University has remained steadfast in its commitment to provide access to higher education in women and the underserved. Through the Trailblazers initiative, the University will empower todays first-generation college students in the same tradition by empowering program participants to convert access to a college education in to success in their chosen academic programs and graduation. Since 2005, first-generation college enrollment represents 44 and 54 percent of entering Womens College students. Seventy-five percent (75%) of the Hispanic population in the Womens College is first-generation students. Forty percent (40%) of the student population in the Womens College is classified as students of color. These data underscore the need for intentional college persistence support at Notre Dame, and the response is the Trailblazers initiative. The initial phase of Notre Dames Trailblazers program begin in fall 2010 with a focus on first-year, first-generation students. The funding requested for 2012 will support three cohorts of students, including the first-generation students admitted in Fall 2010 (who will be juniors in FY 2012), Fall 2011 (who will be sophomores), and Fall 2012 (new first-year). Sixty-five percent (65%) of the Trailblazers within the 2010 and 2011 cohorts are eligible for Pell grants. Seventy-nine percent (79%) of those are classified as requiring a high level of financial support. The Trailblazers Program will increase knowledge of financial aid information procedures, while providing application assistance for students and parents to mitigate the financial stressors on families that often interfere with academic progress. Program components include a three-credit course career exploration, seminars on degree options, major and subsequent career choices, exploration during experiential learning opportunities, tutoring and instructional assistance, and a Parents Academy to support the families of first year students, who play a key role in their students success. MCACGP Abstracts Funded Projects FY 2012 Awards Grant 12-114 Coppin State University Project Title: Male Initiative Leadership Development Program Project Director: Steven Delice Award: $80,015.00 Project Abstract: As the retention and graduation rates at Historical Black Colleges and Universities (HBCUs) continue to decline, Dr. William E. Kirwan, Chancellor for the University System of Maryland, has charged Marylands HBCUs to find ways to address the problems. In 2009, Coppin State University (CSU) created the Freshman Male Initiative (FMI) to improve the persistence and graduation rates of men at the University. From 2009 to the present, the amount of students enrolled in the FMI has increased every semester due to support from the College Access Challenge Grant. FMI was formulated to help low income and underprepared minority freshman male students with their transition from high school to college through the guidance of peer mentors. FMI provides students with mentorship, leadership opportunities, and workshops that focus on skills essential for college completion. These skills include time and stress management, study skills, prioritizing tasks, and effective methods for balancing academic and social lives. The program is currently centered on junior or senior peer mentors with a minimum GPA of 3.0 mentoring two freshman students. Mentors serve as the first contact of mentees to ask questions regarding college life. The FMI mentors and mentees meet often for team and relationship-building workshops and participate in community outreach. Building on the FMI success, CSU intends to expand and strengthen the services that the FMI provides to freshman male students. MCACGP Abstracts Funded Projects FY 2012 Awards Grant 12-115 Cecil College Project Title: Student Persistence Program Project Director: David O. Linthicum Award: $77,455.00 Project Abstract: The overall purpose of our program is to positively influence the completion rate of low income, underrepresented, at risk, first time, full-time freshman students at Cecil College. In order to accomplish our objectives, we intend to take a three prong approach. First, we will develop and conduct a two week long Summer Bridge session for a cohort a low income, underrepresented, at risk first time, full-time freshman student at Cecil College. Secondly, we will develop and conduct a student persistence program geared toward providing the cohort continued academic support throughout the academic year. And lastly, we will develop and conduct a program to provide student life skills and life skills in general. Participants will be invited to participate and then grouped as follows: participants that do not require Developmental Math or English participants that require Developmental English participants that require Developmental Math All participants will be measured against a control group and will participate in a Summer Bridge Session as well as programs geared toward improving student persistence and academic standing.     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