2. STAGE 1 HIGH SCHOOL STAGE 2 COLLEGE YR1 STAGE 2 COLLEGE YR2 STAGE 3 COLLEGE YR3 STAGE 5 GRADUATE STAGE 4 COLLEGE YR4 Dual Credit Coursework College Courses (Online) Real-World Team Projects Paid Internship(s) Weekly On-Site Discussions LESSON FORMATS Student Mentors Career Counselor Professional Mentor(s) Guidance Counselor Mentor Next Generation Academic Advisor COUNSELORS Computer Lab Access On-Campus Housing Study Center Access FACILITIES

3. Sam 17 Student Low-income family Aspiring first-generation college student. Family expects him to provide financial support… A Mentor (a professional or current college student) comes to the high school and introduces Sam to the M2M program through an informal workshop during his Junior year. Sam, now a high school senior, has enrolled in M2M. He starts to take classes with college-level coursework, earning credits that count for both high school and college credit. STAGE ZERO: AWARENESSSTAGE ZERO: ENROLLMENT

4. At this point, Sam will live at home with his family, while [physically and virtually] attending university. Sam takes some online classes and some on-site classes. Sam graduates High School in the Spring with some college credits under his belt, and will begin college in September with the rest of his freshman peers. Multiple Mentors: 1.“Pathfinder” (generalist) 2.Academic Advisor (generalist) 3.Career / HR Rep (specialist) LIVING AT HOMEMORE MOOCSTRANSITIONSTAGE ZERO: MEET-&-GREET

5. …but the collaborative model gives him socially interactive learning experiences. Local universities collaborate to provide instruction. Facilities to hold classes? Taking some classes at SDSU as well as satellite and online classes. Chooses his major. Begin integration with corporate sponsorships (paid- for-credit internships for 3 rd and 4 th years). Sam also gains access to more advanced labs and resources at the college hub and other remote locations. (including SDSU?) Encourages him to spend more time on campus and get more integrated into college life. Mentors keep him on track. Important year to ramp up motivation/incentive to return. PROGRESS TRACKINGGROUP PROJECTSGREATER RESOURCESON-SITE MEETUPS

6. Sam enters the workforce as a full-time employee. He also becomes a mentor himself, working with prospective/future M2M participants, continuing the cycle. Sam lives on campus at SDSU, where he’s now enjoying a full, traditional college experience. Corporate involvement begins in Sam’s training. Sam interns while taking classes toward his major. Focused internships / workforce. Mentors still involved? Sam graduates with his Bachelor’s Degree! And a job. BACHELOR’S DEGREEBECOMES A MENTORFOCUSED INTERNSHIPSTRIAL INTERNSHIPS

7. Sam enters the workforce as a full-time employee. He also becomes a mentor himself, working with prospective/future M2M participants, continuing the cycle. Sam lives on campus at SDSU, where he’s now enjoying a full, traditional college experience. Corporate involvement begins in Sam’s training. Sam interns while taking classes toward his major. Focused internships / workforce. Sam graduates with his Bachelor’s Degree! And a job. BACHELOR’S DEGREEBECOMES A MENTORFOCUSED INTERNSHIPSTRIAL INTERNSHIPS

8. Questions Do we need a second persona who lives off-campus and has a job while in school? Public/private influence on curriculum? Should Freshmen and Sophomores have on-campus housing arrangements? Universities won’t like it if we take away that revenue source… When do corporate sponsorships/partnerships come in? Is there a way we can accelerate the degree the better dual and concurrent enrollment programs (while still in high school)?