In Tandem We Persist: First Year Learning Communities and its Multi-cultural and Athletics Support Services Implications Courtney Tsumoto Academic Advisor (Football & Cheer) Katie Tuisalo’o Graduate Assistant (Football) University of Hawaii Mānoa Student-Athlete Academic Services (SAAS) Office of the Vice-Chancellor for Undergraduate Education (OVCUE)
In Tandem We Persist: First Year Learning Communities and its Multi-cultural and Athletics Support Services Implications. Courtney Tsumoto Academic Advisor (Football & Cheer). University of Hawaii Mānoa Student-Athlete Academic Services (SAAS) - PowerPoint PPT Presentation
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In Tandem We Persist: First Year Learning Communities and its Multi-
cultural and Athletics Support Services Implications
Courtney TsumotoAcademic Advisor (Football & Cheer)
Katie Tuisalo’oGraduate Assistant (Football)
University of Hawaii MānoaStudent-Athlete Academic Services (SAAS)
Office of the Vice-Chancellor for Undergraduate Education (OVCUE)
Courtney Tsumoto
Katie, this slide will reflect connection between your research, what we are doing now, and where we can go in future
The University of Hawaii Mānoa(From the Manoa Institutional Research Office-- MIRO)
Evolving Demographics of College Students
Veterans & GI BillNo Child Left Behind
Gear Up AVID
MinoritiesDisability
Non-TraditionalTransfer StudentsStudent-Athletes
● 565 Student-Athletes● 21 Division I Sports● Academic Advisors
o Program Development: SAAS Peer Mentoring Program Ikaika Program (academically at-risk students) Tutorial Program
Historic Context● In 2005, UH Football lost 5 scholarships
Then (2005)
Now (2014)
APR score: 898Semester GPA: 2.34
APR score: 962Semester GPA: 2.88
Developmental Challenges
Developmental Challenges
Football Learning Services
Student Diversity
First Generation College Students Received Academic Assistance
A Closer Look at Our Students
Miles From Home
First Generation
Special Circumstances
Student #1
35
Yes
Familial constraints
require him to commute to and
from school; allocates
portions of his scholarship
toward family expenses; just
diagnosed with a learning disability
Student #2
4082
Yes
Familial duties include two
children under age two;
homesickness and decreased contact due to
time zones; special
admittance to University
Student #3
2758
No
Entered the military
workforce post high school; high
performing; married with one
child
Student #4
4195
Yes
International student; extreme
cultural shock and freedom; low
personal motivation; English
is second language;
Obligated to send majority of
scholarship to family
Solution: Learning CommunitiesBandura (1991)● Social Cognitive Theory
o human behavior is purposive, regulated by forethoughtTinto (1999)● Learning Communities
o social support strengthen academic self-efficacy and persistence
Vygotsky (1978)● Zone of Proximal Development
o instructional adaptivity, including scaffolding
Katie Tuisalo'o
I don't know how I didn't include ZPD? Do you think it's too much?
Courtney Tsumoto
No, I think ZPD is important. That's why I asked about learning theories mentors are involved with as well. I'd like our presentation to be theory-rich. I wouldn't assume the audience will know the theories... would K and G? Heehee.
Courtney Tsumoto
...ok, but in all seriousness. I like the ZPD it relates to the mentor/student, but also student/student.
Courtney Tsumoto
and even relates to how I support you guys and how we support the mentors
Katie Tuisalo'o
I completely agree. From the top down in our study hall ZPD is the foundation.
Katie Tuisalo'o
and NO, I don't think K & G & P have a clue what that is. LOL.
Learning Communities to Support Freshmen
● Students placed into groups “pods”.
● Four interacting pieces to the puzzle.○ Advisor and GA: work closely
together to strategize.○ GAs mobilize Group Leaders○ Group Leaders work with their
students (pods).
● Group leaders chosen for their diverse academic backgrounds to provide wide-range of support (resources)
● Group Leaders assigned to pod.
● Mentor students individually & coordinate group study sessions.
Direct Leadership Development
Goal: Utilize skillsets of all studentsBenefits: social support, college skill development, positive interactions
● Strong students lead study groups supported by pod group leader.
● Demonstration of study skills used by the student leaders (modeling).
● Student leaders must understand material and learn how to break it down for others.
Skill Building & Development
Goal: Develop learning communities and partnerships within pods as well as leadership qualities.Benefits: Social support, college skill development, positive interactions
● Group discussion & review of class content. Alternate student leader.
I added this slide...but I don't know it's not exactly what it should be
Writing Center Forms
Study Hall Forms
Outcomes: GPA and APR
FB GPA Trend FB Multi-Yr APR Trend
Outcomes: Student Perception
After a year in study hall I developed the skills to work more independently 53.33% Strongly Agree 46.67% Agree
After a year in study hall, my peers began to recognize me as a leader: 33.33% strongly agree, 60% agree, 13.33% Disagree
In my academic pursuit I feel I am supported by the university: 42.86% Strongly Agree, 57.14% Agree
Students are impacted in different ways
Student 1 (Lance):
Student 2 (Nick):
Student 3 (Leo):
Katie Tuisalo'o
Just got through texting with Leo...He's on board. We just have to let him know when to be there! :)
Courtney Tsumoto
Oh my God, so awesome, so excited! I wonder if Jim will help us film?
Courtney Tsumoto
Or I can try to find or locate a camera
Katie Tuisalo'o
seriously...we WIN already. Lol.
Bringing Learning Communities into Your Institution- What we Learned:
● Have programs synergistically work together.● Forms are communication tools: If they don’t
exist, create them!● Staff: One person can’t do it all. Everyone has a
role. Students, peer mentors, GAs, & advisors.● Location: Need to have designated spaces.
ReferencesBandura, A. (2000). Exercise of human agency through collective efficacy. Current directions in psychological science, 9(3), 75-78.
Chen, X., & Carroll, C. D. (2005). First-Generation Students in Postsecondary Education: A Look at Their College Transcripts. Postsecondary Education Descriptive Analysis Report. NCES 2005-171. National Center for Education Statistics.
Tinto, V. (1999) Taking Retention Seriously: Rethinking the first year of college. NACADA Journal 19(2).
Vygotsky, L. (1987). Zone of proximal development. Mind in society: The development of higher psychological processes, 52-91.