1. Workshop Presentation Breakout Session Sunday, October 1, 2011 Rigor and Relevance – Developing URM Students for the STEM Workforce Presenters: J. Dorsey (MESA Washington Exec. Director, L. Casale (Washington MESA Sr. Associate Director)

2. MESA Community College Program (MCCP) is an on-site direct-service model that serves African American, Native American, Latino, and Pacific Islander community college students seeking to major in STEM fields, with academic support and What is MCCP? professional development so they may will excel academically and transfer successfully to four-year institutions to earn STEM degrees.

3. GOALS of MCCP Increase the number of underrepresented minorities earning undergraduate STEM degrees. Key strategy - Emphasize and deepen services and activities on those populations most underrepresented in the STEM fields (African American, Latino, Native American and Pacific Islanders). Double the retention and successful transfer of underrepresented minorities from the partner campuses. Key strategy - Provide an aggressive outreach and retention model at the MESA campuses, with strong professional development emphasis and rigorous academic reinforcement. Key strategy - Provide a support and training program for MCCP directors. Key strategy - Broaden the academic disciplines to address all STEM majors.

4. What are the 6 model COMPONENTS? NEW Mesa Center at Edmonds Community College, Fall, November 2010 Administrative Support A designated MESA Director of at least 50% time, who is responsible for outreach and recruitment, guidance and monitoring of program students and daily programmatic MESA duties. Over the period of 5 years, the position of MESA Director should become a full time position that is covered by campus funding. In addition, a Responsible Administrator and a STEM faculty sponsor will be designated. Student Study Center This dedicated, multipurpose center is the hub for study, workshops, presentation, industry recruiters and MESA activities. Students usage of space fosters community of “learners” and strengthens cohorts.

5. AEW Training at Colombia Basin College, Spring 2010 Academic Excellence Workshops (AEW’s) To the extent possible, Students are scheduled in the same core math and science classes for intense reinforcement of class material. Second, students partake in the correlating AEW, where they learn how to successfully master complex technical ideas and principles through a collaborative, peer facilitated approach. Faculty are encouraged to assist and participate, but not lead the AEW sessions. Orientation Course First-year students learn skills to excel academically in college as science, engineering, and math, majors, and begin professional development toward technical careers. The course provides personal and professional development to prepare students to secure internships and scholarships. Local industry partners provide human resources professionals to assist student professional development, such as resume building and interview skills.

6. MESA students in lab, Yakima Valley Community College, Fall 2010 Academic & Counseling Advising A designated MESA Advisor/counselor, as well as other campus resources, provide services designed to enhance academic and life skills, including: 1) Academic counseling and planning, 2) Personal advising to assist students with transitional, nonacademic challenges, and 3) Assistance in the transfer process, including workshops and field experiences to explore majors and careers. Through peer role models, mentors, guest speakers and tours of local industry and university partners, students learn about corporate culture, resume preparation and interview skills, and connect with opportunities for employment in industry. These resources (including, but not limited to SACNAS, AISES, NSBE, SHPE) provide access to mentors, guest speakers and tours of companies, as well as instruct the student on the benefit of these organizations, and provide exposure to academic undergraduate research opportunities. Student Professional Development & LINKS to STEM Societies

7. SUCCESS IN THE MAJOR - - STEM vs. non STEM STEM classrooms lack URM diversity Faculty know their material, but are unaware of issues that affect URM student success Studying for STEM is different! Many URM students are first generation college students and lack knowledge of the system. There is a disconnect between the world of work and the reality of the STEM classroom (if the material seems irrelevant, it is difficult promote interest and the desire to excel).

8. POINTS TO PONDER ACADEMIC RIGOR AND PERSONAL COMMITMENT ARE TO BE EXPECTED - - ! BUT DON’T EXPECT THEM TO DO IT ON THEIR OWN ! (remember, 3 months ago they were high school students! Ray Landis ) RELEVANCE CAN BE THE REASON I CHOOSE TO BE A CHEMIST OR A COSMETOLOGIST, A MECHANIC OR A MECHANICAL ENGINEER

9. Staffing & Director/ Coordinator Performance evaluation & accountability Collaboration/ communication among program partners Administration Faculty Staff STUDENTS * Designated Director (min 50%) and training *Strong PI & Staff Participation *Performance Evaluation & Improvement Plans *Commitment to Frequent self evaluation and admustment *Defined Administrative & Structure *Consistent Leadership *Check in frequently with staff, faculty AND the student participants *Try to provide venues where students intersect with faculty OUTSIDE the classroom Lay your foundation first Building from the Ground Up

10. Non- uniform data collection Sporadic Review and Adjustment Varied effectiveness of services and lack of visibility across the campus No buy-in across divisions Clear efforts to recruit & retain Class cluster and monitored enrollment Academic support that is peer driven Faculty buy-in and support in both academic and non- academic advisory capacity Keep it relevant to real world application Student database and other data collection Guarantees for Program and Student Failure Challenges to Overcome Campus and Divisions butbut Success is on the way !

11. No faculty collaboration or support No space for cohort building No program resources * Space for students to study, do homework, meet and interact faculty and other students * Create cohorts & monitored academic performance * Transfer and academic advising Dedicated Study Center * Program Enrollment Forms * Student Performance Contracts (w campus specific participation requirements) * Academic Alert System * Program Participation survey * Exit survey Program Tools & Forms * Commitment to the long haul Academic and Student Services collaborate VP & Faculty oversight Institutional commitment & data support * External Evaluation * Replicate/standardize best practices Sustainability Lack of Program Institutional Commitment & Sustainability Challenges & Successes

12. Questions & Discussion

13. Lucy Casale, Senior Associate Director, Project Manager & Grant Author lcasale4@u.washington.edu 206.616.0685 WASHINGTON MESA University of Washington, OMAD 394 Schmitz Hall 1410 NE Campus Parkway, Box 355845 Seattle, WA 98195-5845 Fax: 206.508.3546 http://www.washingtonmesa.org/ James Dorsey, Executive Director & Project PI jbdorsey@u.washington.edu 206.616.7739 Verónica Guajardo, Assistant Director, MESA Community College Programs & Project Manager Vero2@u.washington.edu 206.616.7683 Erik Jones, Associate Director of RE & IM ejones5@u.washington.edu 206.543.4073