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Project Compass at Bridgewater State College: Implementation Year One (2008-2009)

Project Compass at Bridgewater State College: Implementation Year One (2008-2009). Project Compass at BSC. Institutional Overview: . Bridgewater State College – Founded in 1840 The largest state college in MA Considered the comprehensive public college of Southeastern MA.

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Project Compass at Bridgewater State College: Implementation Year One (2008-2009)

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  1. Project Compass at Bridgewater State College: Implementation Year One (2008-2009)

  2. Project Compass at BSC • Institutional Overview: • Bridgewater State College – • Founded in 1840 • The largest state college in MA • Considered the comprehensive public college of Southeastern MA

  3. Project Compass at BSC • Motivation for Participation: Retention and graduation rates indicate a disparity in success between the populations of students of interest in this project and the majority students of the College. Additionally . . .

  4. Project Compass at BSC Sustaining the College’s mission to serve economically and socially disadvantaged students remains central despite growing demand for the College’s programs. • Motivation for Participation:

  5. Project Compass at BSC • Institutional Overview: Fall 2008 • Total FTE: 8,120 • Undergraduate FTE: 7,324 • 60% Female • 10% SOC • 84% Full-time (36% are residential) • Graduate FTE: 796

  6. Project Compass at BSC • Project Compass Cohort: Fall 2008 Total number of first-time freshmen: 1,502

  7. Project Compass at BSC • Project Compass Cohort: Fall 2008 • Among resident* freshmen (n=1,496): • • 23% (339) are first-generation students • • 20% (293) are low-income • • 13% (189) are SOC • *Excludes non-resident aliens (n=6)

  8. Project Compass at BSC • Intervention Areas: Advising Faculty Development Research

  9. Project Compass at BSC • Strategy 1.1: Structured study groups for high DFWI courses required in majors with high-concentrations of students in underserved groups • Three sections of MATH 100 (Pre-calculus) • One section of MATH 110 (Statistics) • Peer Study Fellows • Advising Strategies

  10. Project Compass at BSC • Strategy 1.2: Extend first-year engagement activities (structured book club participation, writing, and research support) to our target population • Three sections of ENGL 102 • One section: students with ESOL challenges • Two sections: students who pass ENGL 101 and earn less than 2.20 GPA and 12 college credits in 1st semester • Book club, writing, and research components • Advising Strategies

  11. Project Compass at BSC • Strategy 1.3: Integrated and intentional co-curricular advising: the Portfolio of Excellence • Developed to create an integrated advising structure • Students meet with advisor to learn about co-curricular opportunities and reflect on their experiences in them to further academic and post-college success • Advising Strategies

  12. Project Compass at BSC • Strategy 2.1: Programming aimed at bringing Project Compass data and culturally inclusive, engaged learning pedagogies to all faculty members • Support for faculty/librarians in the enhanced use of culturally inclusive pedagogies. • Hands-on workshops • Book clubs • Lunch discussions • Speakers (External and Internal) • Faculty Development Strategies

  13. Project Compass at BSC • Strategy 2.2: Institutionalize goals of Project Compass via public relations/outreach efforts and permanent institutional structures • Faculty/librarian awards • Center for the Advancement of Teaching & Research (CART) colloquia • Mission of CART is to “foster the development of scholarship and teaching for faculty and librarians” • Information distribution (e.g., Bridgewater Review) • Permanent structures (e.g., DIRI, DTL) • Faculty Development Strategies

  14. Project Compass at BSC • Strategy 2.3: Faculty Advising Coordinators for high-target population majors • Faculty members representing three highest-use departments selected (Fall 2008) and trained (Spring 2009) • Faculty Development Strategies

  15. Project Compass at BSC • Improve the College’s ability to identify students in each of the three target populations (SOC, first-generation, low-income); • Through our enhanced ability to identify populations, improved tracking of academic performance, retention, satisfaction, and graduation will be made possible; • Improved tracking will in turn enhance the COP’s ability to recommend intervention strategies and assess program’s achievements. • Research Strategies

  16. Project Compass at BSC • Jeanne Aurelio: jaurelio@bridgew.edu • Cathy Holbrook: cholbrook@bridgew.edu • Joel Litvin: • jlitvin@bridgew.edu • Wing-kai To: • wto@bridgew.edu • Marlene Clapp: mclapp@bridgew.edu • Questions/Comments?

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