SUMMER BRIDGE STAFF MANUAL 2018
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2 TABLE OF CONTENTS
Title Page Number
• Welcome and Mission Statement.…………………………………………………………3
• Staff Structure……...…………….……………………………………………………….. 5
• Staff Directory………………...………………………………………………………...... 6
• Emergency Procedures…...………………………………………………………………..7
• Time Management and Student Attendance…………………………………………….... 8
• EOP Summer Bridge Time Card…………………………………………………………. 9
• Summer Bridge Class Schedule ………………………………………………………… 10
• Component Descriptions………………………………………………………………… 12
- Mathematics………………………...……………………………………….….13
- Composition/Literature Component……………………….…………………... 14
- Kinesiology and Nutritional Science ..……....…………………….................... 16
- Mentoring……………………………………………………………………… 19
- Social Justice…………………………………………………………………... 24
- Summer Bridge Seminar (SBS)…….………………………………................. 25
• 2018 Student Contract…………………….…….……………………….……………… 31
• Campus Map…………………………..……………………………………………….... 32
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A Year Long Developmental Transition to University Life
The mission of the 2018 Summer Bridge Program at Cal State LA is to provide a developmental transition from high school to university life for first generation college freshmen who are Special Admits. We aim to close the educational gap between the skills developed in their K-12 experiences and the skills required to persist towards degree attainment in post-secondary education. A developmental transition means that we will begin, the level of instruction at a student’s current skill level, and gradually challenge them to university level over the next year. June 11, 2018 Dear Summer Bridge Staff, The beginning of Summer Bridge reminds me that the future holds infinite possibilities for our incoming students. We are about to begin a great summer filled with hope, vision, and excitement for students who identify as first-generation and historically low-income. I wish everyone the greatest success as we usher more than 150 students towards the start of their educational journey at Cal State LA. This summer will continue to be shaped by our reorganization efforts as demonstrated through our administrative processes for EOP Admissions, Summer Bridge hiring and program planning. Our accomplishments have been monumental and we will continue our focus on the learning and retention experiences of EOP students so that they graduate career ready from the University. While maintaining the professional development already in place, this year’s training will also focus on addressing safety and communication protocols. We also enhanced staff support and development in core content areas of Social Justice, Summer Bridge Seminar and Math. Under Executive Order 1100 (EO 1100), the assessment of academic preparation for and placement in written communication in English courses and mathematics/quantitative reasoning courses were eliminated. This executive order supersedes elements of Executive Order 665. The order provides for the broadest utilization of multiple measures in assessing academic readiness and determining course placement for first-year students. The Early Start Program is recast to allow students to focus on a single discipline and acquire necessary foundational content at the same time they earn baccalaureate credit. Summer Bridge Students are exempt from Early Start. Our ability to strengthen each student’s learning experience and academic preparation through each Summer Bridge component, particularly from Math, Comp/Lit and Summer Bridge Seminar, will be acutely important towards their capacity to meet the expected GE learning outcomes outlined in EO 1100. Clearly, it is a summer of great ambition and promise. Henry Ford once said, “If you think you can do a thing or you think you can’t, you’re right.” I know that we can meet all of our goals for Summer Bridge because we have a team that believes in the promise of educational excellence in
4 the CSU. We know that we have work to do, work that requires commitment, focus and collaboration and we know that we will succeed. I do not need to remind you of how important your work is to our Summer Bridge students. Your students need your wisdom and your care. My hope is that through our strengthened learning community, both you and our students will think of EOP Summer Bridge as a place where community of learners come together to do noteworthy consequential work. I hope that you attempt new things this year and that you challenge your students with hard and interesting questions. We (the Summer Bridge administrative team), will in turn, continue to provide the infrastructure and human capacity to support your ability to make great things happen. In closing, please let me affirm that I know each of us wants to make a difference in the lives of our students. As we move forward with our efforts, I invite you to think about something written so long ago, still resonates today. Emerson said, “Do not go where the path may lead, go instead where there is no path and leave a trail.” I am confident that we will blaze a new trail filled with success and accomplishment as, together, we launch the best Summer Bridge yet for EOP students at Cal State LA. Thank you and I look forward to six-weeks filled with stories of great success and great learning. Sincerely,
DANIELLE CHAMBERS Associate Director Educational Opportunity Program California State University, Los Angeles 5151 State University Drive Los Angeles, CA 90032 T 323.343.3200 calstatela.edu | Pushing Boundaries
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Staff Structure
Administrative Core
• EOP Leadership Team• Administrative
Support Team
Student Development Core
• Summer Bridge Seminar (SBS)
• Kinesiology and Nutritional Science
• Mentoring Team• Social Justice• Health and Fitness• Recreation• Stress Reduction
Academic Core
• Mathematics Team• Reading Team• Writing Team
Administrative Core• The Administrative Team is responsible for supervising the overall operation of Cal State LA’s
Summer Bridge, ensuring that its mission is carried out. This includes overseeing hiring and training, logistics, and the investigation of complaints and disciplinary problems. Day-to-day operations will be supervised by Danielle Chambers. The Administrative Team is responsible for administrative support, such as purchasing supplies, processing staff payroll and contracts for food, housing, and scheduling facilities. They are usually the first contact for questions from students, faculty, and staff.
Student Development Core• Students experience academic and personal growth in interconnected aspects of their university
lives; since these experiences are symbiotic, each bridge componentinfluences student success. Each component serves as a building block to bridge the students transition from high school to college.
Academic Core• In addition to the Student Development Core, the Comp/Lit component helps students develop
critical reading and writing skills to help with their preparedness for college level work. Students will be assigned essays drawn from ideas developed from readings. the writing skills developed through Comp/Lit will aid students to improve critical thinking and writing skills.
6 Staff Directory
Administrative Core
Danielle Chambers [email protected]
Associate Director Summer Bridge
Coordinator
3-3204 SA 210
Steven Wilson [email protected]
Assistant Director of EOP 3-4367 SA 215
Jennifer Celaya Davis [email protected]
Senior Director New Student and Parent Programs
3-5708 SA 208
Ivonne Diaz [email protected]
Academic & Educational Support Programs
Coordinator
3-5136 SA 210
Diana Matamoros [email protected]
Administrative Support Coordinator
3-3205 SA 210
Mayra Orozco [email protected]
Administrative Assistant 3-4367 SA 215
Carla Gorbea [email protected]
SAS Office Coordinator 3-3965 LIB PW 1040C
Mari Luna DeLa Rosa [email protected]
Research Associate 3-3935 SA 206
Academic Core
Michael Haussler
Reading and Writing Team Leader
(818) 522-5530 KH A2050
Jeffrey Muñoz-O'Laughlin [email protected]
Math Team Leader 3-3965 LIB 1040C
Steve Gonzalez [email protected]
KIN (Kinesiology) Team Leader
3-4656 PE 229
Student Development Core
Joshua Mauldin
Housing Coordinator 3-3363 SA 203
Penni Wilson [email protected]
Social Justice (626) 705-5212 Fine Arts 258
Meynard Ancheta [email protected]
SB Seminar Team Leader
3-6037 SA 225
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In the event of an actual emergency, follow the University’s guidelines listed above. After securing the safety of the students and and/or
yourself, contact your immediate supervisor to report the emergency.
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Time Management and Student Attendance Casual Worker Time Keeping Reporting For components: KIN, Math, Comp/Lit
• Team Leaders track hours worked for each casual worker using a Summer Bridge Time Card.
• One Summer Bridge Time Card per Casual Worker. • Team Leader sends all completed and approved forms to the EOP Office for further
processing. • Time keeping due dates are the following:
o For the month of June, all time cards are due on June 25th o For the month of July, all time cards are due on July 25th
Point of contact: Ivonne Diaz [email protected] Telephone: 323.343.5136
Student Assistants Time Keeping Reporting For components: Housing Social Justice, SAS & EOP Clericals
• Supervisors will track hours worked for each Student Assistant using a Summer Bridge Time Card.
• One Summer Bridge Time Card per Student Assistant. • Supervisors will submit all completed and approved forms to the EOP Office for further
processing. • Time keeping due dates are the following -
o For the month of June, all time cards are due on June 25th o For the month of July, all time cards are due on July 25th
Point of contact: Mayra Orozco [email protected] Telephone: 323.343.4367
Master Pay Days For all Casual Workers and Student Assistants:
o June is July 16th o July is August 15th
Summer Bridge Attendance Instructors and Math Facilitators will record each absence and/or tardy for each student via the Summer Bridge Attendance tab found on the EOP homepage.
http://www.calstatela.edu/eop/summer-bridge-attendance
Once completed a record will be directed to the SB Administrative Core
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Time 8:00 AM Time Interval: 30 (in minutes)
Time Mon Tue Wed Thu Fri Sat Sun
8:00 AM
8:30 AM
9:00 AM
9:30 AM
10:00 AM
10:30 AM
11:00 AM
11:30 AM
12:00 PM
12:30 PM
1:00 PM
1:30 PM
2:00 PM
2:30 PM
3:00 PM
3:30 PM
4:00 PM
4:30 PM
5:00 PM
5:30 PM
6:00 PM
Summer Bridge Class Schedule
Math
LUNCH LUNCH LUNCH LUNCH
KIN/Comp Lit PE 214/KH
Comp Lit/KIN KH/PE 214
SBS (collapsed) KH
Social Justice GE Ballrooms
SBS/Comp Lit
LUNCH
Supplemental Instruction
SBS/Comp Lit
Comp Lit/ Guest Lecture
KH
Comp Lit/ Guest Lecture
KH
KIN/COMP LIT PE 214/KH
Comp Lit/KIN KH/PE 214
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Components Staff Name Room#
Tatiana Sanchez KH B2011 Emily Reichenstein KH B2012Rima Anosa KH B2013David Hadjivhristodoulou KH B2014Celina Salazar KH B2015Jeff Anderson KH B2016
Stephen Gonzles Main GymJose Alcantara Main GymDarrell Brown Main GymSierra Cordova Main GymRobert Daltorio Main GymMaria Gallardo Main GymStephanie Li Main GymOlivia Limon Main GymGregory Mijares Main GymLuis Nevarez Main GymMichelle Odono Main GymMauricio Sanchez Main GymYoshie Taniguchi Main GymAlexandra Virula Main GymIsabella Woeful Main GymRuben Zesati Main Gym
Tanya Maxwell KH B2006Irene Villasenor KH B2007Gregorio Alcantar KH B2008Trisha Brewster KH B2009Li Carithers KH B2017Meynard Ancheta KH B2018
Jeff Munoz-O'laughlin LIB PW 1040CCarla Gorbea LIB PW 1040CAnamartin Gonzalez LIB PW 1040CLiz Sotelo Botelo LIB PW 1040CEric Rangel LIB PW 1040CCarlos Benavides LIB PW 1040CCeleste Carasco LIB PW 1040CMarlen Garcia LIB PW 1040CArturo Urbano LIB PW 1040CLauren Kawai LIB PW 1040CJoshua Castro KH B2007Leslie Duenas KH B3009Diamond Barajas KH B3008Patty Flores KH B2006Cecila Garcia LIB PW 1040CCandy Gutierrez KH B2009Ronald Martinez KH B2008Alex Moreno KH B2018Vanessa Vasquez KH B3010Jermaine Tucker KH B3018Gonzaga Mendez KH B3019
Penni Wilson Golden Eagle Ballroom 1-3USU - LA Room (7/24/18 ONLY)
Comp/Lit
Kinesiology
SBS
Math
Social Justice
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Component
Descriptions
Writing Mathematics
Math Preparation (Supplemental Instruction) Reading
Kinesiology and Nutritional Science Mentoring
Social Justice Summer Bridge Seminar (SBS)
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Mathematics Team
Team Leader: Jeffrey Muñoz-O’laughlin LIB PW 1047 Phone #: 343-3965 Administrative Team: Carla Gorbea Clerical Support: Dixie Escalante and Gilberto Gutierrez Goals/Objectives: Understanding the attitudes and beliefs Summer Bridge students, as a whole, have toward the discipline of mathematics. In addition, the facilitators of each group have the following goals and objectives for their students: • Students will have a positive experience in mathematics and understand its importance in
meeting their future goals. • Students will improve their understanding and skills of math concepts in
preparation for successful completion of their first math class. • Students will practice effective learning and problem solving strategies. • Students will feel more confident in their math abilities. Math Facilitators and Instructors: The facilitators and instructors were selected for their strong mathematics background, their understanding or experience working with underserved students in mathematics, their belief that all students can be successful in mathematics, their ability to communicate effectively with diverse students, their ability to motivate and model a positive attitude toward mathematics, and their ability to manage a group of students. Facilitators will all go through a rigorous training period in which the following topics will be addressed: • Critical pedagogy: classroom/teacher, institution, societal, historical, cultural, personal
issues related to mathematics and future success and empowerment. • Constructivism: Learning theory that helps students “construct” their own personal
understanding of math concepts and skills. This will be done using a cooperative group setting and through the “questioning” process.
• Connections between mathematics and the “real world.” • Modeling the process of “how to think about problems.”
• All of the above will be “practiced” during the training sessions using the content of the pre-collegiate math courses.
The Process: Based upon multiple measures, that include a summer bridge math diagnostics exam and exam scores from ACT and/or SAT math, Summer Bridge students were placed into groups that would best prepare them for their fall math course.
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Summer Bridge Composition/Literature Component Reading/Writing Team (RWT): (Contact) Michael Haussler KH C2058 [email protected] or [email protected] Mission Statement: The function of the Comp/Lit is to enhance the academic language and literacy skills needed in the college environment: access text, construct meaning, think critically, practice basic literacy skills; construct paragraphs, transitions, short essays and longer essays. Comp/Lit uses a designated textbook and supplemental EOP text. The text offers short essays by known writers, and the supplemental EOP text offers interviews with original framers of EOP. The goals of the Comp/Lit team are to improve for students the literacy skills necessary for college life, and to prepare the students for the fall semester classes. Mentoring Statement: The mentoring goals are to help students achieve success in their RW skills, build students’ confidence in approaching college level reading and writing, study social issues as a vehicle for improving literacy.
BRIDGE Comp/Lit simple course outline June 18 – July 27, 2018
Class Sections M, W, Th, F 1) 8-950 2) 10-1150.
Instructors: Emily Reichenstein, Tatiana Sanchez, Celina Salazar, Rima Anosa, Jeffery Anderson, David Hadjichristodoulou; Michael Haussler team coordinator KHC 2058. Required Text: 50 Essays, a portable anthology by Samuel Cohen; Recommended Text: Educating the Excluded by Margaret Hart.
Course Description Summer Bridge Reading/Writing Component has two goals:
1) Students will receive support and assistance to master the skills necessary to read college material effectively and to write critically and effectively about the material they read
2) Students will read, discuss, and write about the content of the texts, 50 Essays by Cohen, and Educating the Excluded by Hart. The readings cover issues of race, gender, class, and the environment, and they include original essays by important writers
Week of June 18 – Introduction; Intersectionality/Identity (Opening Day includes tour, book distribution)
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Introductions; icebreaker; policies and protocols, introduce the two texts; Cohen pp 1-14. Cluster 1 Anzaldua, p. 33, Tan, p.396; Optional Reading: Rodriguez, p.307, Kingston, p.221. Videos; i.e., Audrey Lorde
Using the rubrics and the graphic organizers, students will perform guided writing in class. We will pair share, share out, engage in peer review, and practice writing paragraphs
Week of June 25 – Race
Cluster 2 Malcom X, p.257, Alexie, p.15; Optional Reading: Baldwin, p.50, Hurston, p.182. Videos; i.e., Making of a Slave Using the rubrics and the graphic organizers, students will perform guided writing in class. We will pair share, share out, engage in peer review, and continue to practice writing paragraphs
Week of July 2 (July 4 is a holiday) – Gender
Cluster 3 Barry, p.72, Truth, p.410, Walker p.420; Optional Reading: Cofer, p.91. Videos; i.e., Jean Kilbourne
Using the rubrics and the graphic organizers, students will perform guided writing in class. We will pair share, share out, engage in peer review, and practice combining paragraphs and explicating and referencing text
Week of July 9 – Class
Cluster 4 Ehrenreich, p.136, Eighner, p.146, Mukherjee, p.280; Optional Reading: Sanders, p. 346. Videos; i.e., The school to prison pipeline.
Using the rubrics and the graphic organizers, students will perform guided writing in class. We will pair share, share out, engage in peer review, and practice writing short essays, explicating and referencing text, and summarizing ideas
Week of July 16 - Environment
Cluster 5 McKibben, p. 267 (350.org), Carson, p.83, Pollan, p. 300; Optional Reading: Klinkenborg, p. 234. Videos; i.e., global warming, the greenhouse effect, trash cities.
Using the rubrics and the graphic organizers, students will perform guided writing in class. We will pair share, share out, engage in peer review, and practice writing short essays, combining all skills.
Week of July 23 - Putting it all together (Closing Ceremonies 10-1)
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California State University, Los Angeles Summer 2018 School of Kinesiology and Nutritional Science Summer Bridge KIN 1050 Team Leader: Stephen Gonzalez – Physical Activities Coordinator Team Leader Support/ Instructor: Stephanie Li Office: Physical Education Bldg. Room #229 Phone: (323) 343-4656 E-mail: [email protected] Office Hours: Monday 8:15 am to 9:45 am and Wednesday 8:15 am to 11:30 am Text: None Lecture/Lab:
Fitness Center PE 124, PE 128, PE 213, PE 214, Location will vary depending on assigned activity
Course Description: Varied experiences for introducing Summer Bridge students to activities
presented in the physical education activity program. Health related fitness level assessed.
Prerequisites: None Course Objectives: At the completion of the course students will experience and/or acquire the skills or
knowledge of: • Various activities at the beginning level • Understanding the personal body assessment and the various fitness components • Understanding of the importance of physical activity and its effect of on overall
wellness • Basic components of fitness • Basic components of nutrition • Planning an effective personal physical activity program • Various techniques for stress management
Course Format and Required Materials:
At the start of each session there will be a lecture demonstration proceeded by a general and a specific warm-up. Sweat pants, towel, shorts, swimsuit, tennis shoes, T-shirt or sweatshirt is required for class participation.
EVALUATION: 20% Personal Fitness Assessment 40% Activity Participation 20% Attendance 20% Final Activity *This course outline is tentative and subject to change at the discretion of the instructor. Any changes will announced/explained in class. It is the student’s responsibility to be aware of any changes announced in class. **This class is designed to foster a positive appreciation and enjoyment of the benefits of physical activities regardless of the skill level.
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School of Kinesiology and Nutritional Science
PHYSICAL ACTIVITY READINESS QUESTIONNAIRE (PAR-Q) Please read the questions carefully and answer each one honestly. Yes No
1. Has your doctor ever said that you have a heart condition and that you should
only do physical activity recommended by a doctor?
2. Do you feel pain in your chest when you do physical activity?
3. In the past month, have you had chest pain when you were not doing physical
activity?
4. Do you lose your balance because of dizziness or do you ever lose
consciousness?
5. Do you have a bone or joint problem (i.e. back, knee or hip) that could be made
worse by a change in your physical activity?
6. Is your doctor currently prescribing drugs for your blood pressure or heart
condition?
7. Do you participate in regular exercise? If yes, list how often and duration (days/hours/week) 8. Please describe any injuries, pre-existing physical conditions, or prescribed medication that may interfere with exercising. Profile Data
Gender M F Age Height (ft/inches) Weight (lbs.)
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INFORMED CONSENT PHYSICAL ACTIVITY READINESS FORM (PAR-F)
The undersigned hereby gives informed consent to engage/participate in a variety of physical activities. The possibility exists that certain detrimental physiological changes may occur during any activity/exercise. These changes could include, but are not limited to heat related illness, abnormal heart beats, abnormal blood pressure, subluxation, strains, sprains, broken bones, unconsciousness and in rare instances, a heart attack. I understand that any activity involving motion and/or height creates the possibility of accidental injuries. Only properly trained and qualified participants under supervised conditions should undertake physical activities. Participation without proper training and/or conditioning could be dangerous and should not be undertaken. Before participating in any activity, know your limitations, the limitations of your classmates and the limitations of the equipment. I understand that I am not permitted to attempt any maneuver/skill in this physical activity class, which has not been covered during class instruction, without the instructor’s permission. If in doubt, always consult your instructor. Avoid landing on head or neck as serious injury, paralysis or death may result. I hereby acknowledge and certify that: The instructor has informed me that he/she cannot be omnipresent and observe my every movement. I understand that there are inherent risks associated with any physical activity and recognize it is my responsibility to monitor my individual physical status during an activity. I understand that the ultimate responsibility for my personal safety is mine alone. I understand that equipment (i.e. weight training machines, gymnastics apparatus, stationary bikes, treadmills, etc.) and facilities (i.e. grass fields, labs, tennis courts, etc.) are intended for use only during supervised University-sanctioned activities. I will be respectful of University property and personnel and will use equipment for its stated purpose. I am aware that not adhering to these guidelines may cause accidents resulting in serious injury. I have been instructed in the safety guidelines of the physical activity class, and as a responsible adult I hereby agree to abide by them and use good judgement in my class conduct. I do not have any physical/mental limitations or conditions, which would prohibit/impair my/other safety of participation in this course. In the event of a medical problem, I recognize that any medical care that may be required is my personal financial responsibility. The class grading method has been explained to my satisfaction and I understand that my grade will be affected if I do not complete all class requirements. Cheating may result in a failing grade. I am responsible for filing a formal drop notice (before the last day to drop) with the admissions office if I decide to withdraw from this class. Failure to file a formal withdrawal notice may result in a failing grade. After being informed of the nature of the Kinesiology and Nutritional Science Physical Activities Program and with full knowledge of the range of consequences, including adverse physical reactions that may happen to those who participate in such programs, I hereby accept the risk associated with participation in this course. By signing this form, I certify that I have read all of the foregoing, understand it, and that I am ready to safely participate. I agree to abide by all of the safety guidelines for class participation. “I have read, understood and completed this questionnaire. Any questions I had were answered to my full satisfaction.”
Print Student’s Name Student’s Signature
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Mentoring Team Team Leaders: Administrative Core SA-210 Phone: (323) 343-3200 Mentoring is a relationship which gives people the opportunity to share their professional and personal skills and experiences, and to grow and develop in the process….It is based upon encouragement, constructive comments, openness, mutual trust, respect, and a willingness to learn and share. -Mentoring Made Easy: A Practical Guide (2nd edition The primary function of the Mentoring Team is to enhance the academic and psychosocial development of Summer Bridge students as they transition into the University. Emphasis is placed on providing students the opportunity to establish and model successful behaviors that will enhance learning outcomes, thus impacting their college-going experience as a whole. This process, known as transformational learning (Turner, 2004), will serve to create a “fundamental shift in the students’ worldviews which will, in turn, lead to positive changes in their thoughts, actions, and behaviors”. This model assists students in discovering an “understanding of themselves, their relationships with others, their priorities, and their sense of purpose and direction.” Mentoring Goals Mentoring shall:
• Strengthen student accountability and “ownership” of their educational goals • Build college survival skills and encourage positive self-esteem • Facilitate conflict resolution and problem solving skills • Personalize the university experience • Promote a safe environment based on open communication and mutual respect
Reasons Why a Student may be Referred to a Mentor in Summer Bridge -Mentoring is a proactive process. No reason is too insignificant for mentoring!
• Issues related to behavior and/ or nonparticipation in class • Noncompliance with Summer Bridge/ University policy, rules, or regulations (i.e., not
completing coursework, poor study habits/skills, and/ or issues related to attendance, etc.) • Social, personal and academic related issues • Guidance, support, understanding, and resource-related referrals
Quick Reference to Mentoring Process
• First level of mentoring intervention begins with the Instructor/Staff. • Instructor/Staff discusses concern with student, documents and notifies Team Leader of
process via email. • If instructor/staff request additional support from the Team Leader, then the Team Leader
will contact student via summons or e-mail.
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• Team Leader and student will meet in order to discuss identified concerns. • Team Leader documents meeting and creates a record. • Team Leader monitors progress with student and Instructor
*Discipline with Dignity (Adapted from Curwin, Richard L., and Mendler, Allen N.; Merrill Prentice Hall; 1998)
Tools when mentoring
Recommended for all Bridge staff 1. Know your students, and allow your students to know you 2. Clearly state rules and consequences 3. Develop consequences that work 4. Provide appropriate outlets for expression 5. Focus on the positive 6.. Develop group support with other staff members Developing a Social Contract with Summer Bridge Students 1. Identify the initial cause of the issue 2. Claim ownership to the cause(s) of the problem (both students and staff members) 3. Demonstrate that you are open and honest with the student 4. Focus on the student's perceptions and feelings 5. Show faith in the ability of the student to rectify his/ her behavior – be diligent 6. Present alternative plans, if necessary 7. Set realistic goals for the student based on their individual needs 8. Establish an ongoing system of communication 9. Use older students as resources (Peer Mentor Advisors, Supplemental Instruction Group Leaders, etc.) Structure:
Mentoring will be done by committee and will consist of addressing attendance related and non-attendance related issues separately in order to create a more efficient process. Mentors will maintain a uniform student file for record-keeping purposes as incidents in both areas are not necessarily exclusive of one another.
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California State University, Los Angeles - EOP Summer Bridge Program 2018
MENTORING SERVICE RECORD Date: ___________________ A/I Status________ Student Name: ___________________________________ CIN #: __________________________ Instructor: __________________________________ Class: _________________________________ Team Leader: ______________________________ Mentor: __________________________ Assigned EOP Counselor: ___________________________________________ 1st Intervention 2nd Intervention 3rd Intervention 4th Intervention (*Note: on 3rd intervention, student must meet with EOP Mentoring Committee for a hearing in order to determine student’s ability to continue in Summer Bridge) Incomplete/ Missing Assignments Tardiness Non-participation Absence Behavior Personal Other:
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
____________________________________________________________________________________________________
(Please state clearly)
Recommended Course of Action: Resolution:____________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
1st Intervention (Instructor/ Mentor):
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________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ 2nd Intervention (Instructor/ Mentor/ EOP Counselor): ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ 3rd Intervention/ Follow-up (Mentor/ EOP Counselor/ Mentoring Hearing Committee): ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ 4th Intervention/ Follow-up (EOP Counselor/ SB Coordinator/ EOP Director): ______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
____________________________________________________________________________
**Students are subject to dismissal at ANY LEVEL of intervention for violation of program rules** Mentoring TL only
Student will continue as an active participant in SB Student has been referred to on-campus department for additional services
Please list referral as appropriate: (A) ___________________________ (B) ___________________________ Student intervention warrants follow-up in ______ days in order to monitor progress Student is hereby referred to Summer Bridge Administrate Core for a conference/ hearing Other: _____________________________________________________________________
Name: _______________________________________________ Date: __________
Procedure for Instructors: 1st Intervention: Instructor will interface with student in an attempt to resolve the issue. Please document intervention (forward name of student to [email protected] . 2nd and Subsequent Intervention(s): Instructor again interfaces with student and informs the student that they will be referred to a Mentor or EOP Counselor who can assist them with their
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situation. Please document intervention via email to [email protected], and you will be provided a copy and status update on the student at a later date.
Procedure for Team Leaders:
ALL Interventions: Collect mentoring sheets from instructors, determine if you will follow-up with the student and immediately forward documentation to Mentoring Team Leader upon consultation with student (if applicable).
Procedure for Counselors:
2nd and Subsequent Intervention(s): Please follow-up by contacting the student when necessary and document interaction by completing an EOP Student Service Record. The documentation should be placed in the student’s file for reference and used during the Summer Bridge exit interview. Students are to be contacted via summons in order to attend an accountability session (please forward name to Mentoring Team Leader for summons). **same procedure to be followed for 3rd and all subsequent incidents** Contact: Upon meeting with a student, please complete a copy of an EOP Student Service Record (same as above).
Procedure for Mentoring Team Leader:
1st Intervention: Mentoring Team Leader will document student’s name and refer student to appropriate on-campus resource in order to address issue. 2nd Subsequent Intervention(s): Mentoring Team Leader will maintain and document mentoring interactions and meet with Team Leader and/ or EOP Counselor assigned to individual student in order to check status and follow-up. Mentoring Team Leader will make sure assigned EOP Counselor receives a copy of documentation for future reference and Summer Bridge student exit interview. All Incidents/ Interventions: Mentoring Team Leader will document information in mentoring data file and assigned EOP Counselor will receive a copy of documentation for reference purposes and to use during Summer Bridge exit interview. If necessary, the Mentoring Team Leader and the assigned designee will meet with the student and provide documentation to assigned EOP Counselor and the Team Leader of that particular component.
* Having several staff members speaking to students can lead to additional stress and embarrassment, therefore it is essential that we are all clear on knowing to whom else the student may have spoken.
*We want to ensure confidentiality, so please be mindful of identifying student publicly and/or sharing information with individuals who have no direct impact on the student’s situation.
*All Counselors and Team Leaders will be kept apprised of what is occurring with the students.
EOP Summer Bridge 2018
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Social Justice Workshops Tuesday 10 am – 11:50 am, Golden Eagle Penni Wilson The Summer Bridge Social Justice Workshops will introduce various social issues that are prevalent and impactful to students and the society in which they live. Students will explore and will address diverse civil rights issues and human rights issues. Students will work with other students and their group facilitator on social justice activities. Through activities, discussions, and reflections students will discover their role in evaluating the values, philosophies, and infrastructures that pertain to social justice matters. The main goal of the Social Justice Workshops is to enlighten and to empower students to become transformational individuals who envision a culture that is equitable, just, and safe for all. Student Learning Outcome Student will be able to…
• …create awareness of diverse social issues
• …increase self-consciousness and reflection
• …recognize how others perceive “vulnerable populations”
• …promote empowerment and advocacy
• …identify various support, resources, and services
Week 1: Tuesday, 6/19 Identity - Intersectionality Week 2: Tuesday, 6/26 Race Week 3: Tuesday, 7/3 Sex and Gender Week 4: Tuesday, 7/10 Community Day – No Seminar Week 5: Tuesday, 7/17- Talent Show Who’s Got Talent – No Seminar Week 6: Tuesday, 7/24 Class and Privilege – Putting it all together
In order to best meet the needs of each workshop, the outline and topics may change.
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Educational Opportunity Program Summer Bridge Seminar
Course Syllabus
Seminar Description: This seminar is designed to facilitate the transition from high school to college for students participating in
the Summer Bridge Program. The course will concentrate on the development of personal and academic
skills that will empower EOP students to be successful throughout their educational career at Cal State L.A.
A team of EOP Counselors will introduce students to the following aspects of the university: academic and
career planning, academic resources and student services, university policies and procedures, as well as the
history and purpose of the Educational Opportunity Program (EOP). This seminar will encourage individual
self-exploration, critical analysis and reflection, and provide opportunities for self-assessment of a broad
range of skills.
Weekly Schedule:
WEEK 1 Course Introduction and Building a Community Day 1 and 2 Class DISCUSSION: What to Expect of Summer Bridge and becoming a college
student. Class Introductions
Summer Bridge Expectations, Policies and Procedures
Purpose of Summer Bridge Seminar
SBS Workbook and course requirements
General Information
Moodle
Humble and Hopeful article
Title IX: Executive Order 1096
Financial Aid Concerns
Hard and Soft Skills
Group Building ACTIVITY: Introduction Ice Breakers
WEEK 2 UNIVERSITY REQUIREMENTS AND ROADMAPS
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Day 3
Class DISCUSSION: University Rules, Regulations & Guidelines University Requirements & Deadlines Major Declarations, Degree Planner, Advisement
Math and English Placement, GET, Grading System, and GPA
In-class activity: Placement worksheet, Grade Calculations
Day 4
Class Discussion: General Education (G.E.) Program and Major Review G.E. Patterns , Configuration of Blocks Lower division requirements Develop Academic Success Plan In-class ACTIVITY: Group Building, Educational Success Plan Homework: Major Degree Planner and Are You Ready for a Credit Card (online Moodle Article)
WEEK 3 Financial Literacy Day 5 Class DISCUSSION: Financial Aid (link online to Cal State LA Financial Aid
site) Eligibility, Quick Info About and Financial Aid Checklist Types of Financial Aid Satisfactory Academic Progress Policy
Important Financial Aid worksheets: Dependent Verification and FAN
Financial Sense (online Moodle article)
In-class ACTIVITY: Group Building, “Budget” Case Study
Day 6 Class DISCUSSION: Developing a Budget Budgeting and Funding your Education Are You Ready for A Credit Card? (online Moodle article) In-class ACTIVITY: Group Building, Budget Worksheet Homework: Taming Time (online Moodle article)
WEEK 4 Time Management, Goal Setting and Critical Thinking
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Day 7 Class DISCUSSION: Taming Time and SMART (on-line Moodle article) The Art of Time Management In-class ACTIVITY: Time Management Self Evaluation, Where does the Time Go, Developing a Weekly Schedule, Master Time Schedule and setting goals
Day 8 Class DISCUSSION: SMART goals and Action Plan Setting long and short-term goals Putting goals into action: ACTION PLAN
In-class ACTIVITY: Brainstorming Goals, Write Your Goals, Action Plan, and Mission Statement worksheets HOMEWORK: Career Center (What can I do with this Major?)
WEEK 5 Career Exploration and University Resources Day 9 Class DISCUSSION: Majors and Career Exploration
Colleges and Departments, Career Development Center Researching Careers Resources (Moodle link to various online resources) What can I do with my major? (Moodle link to Cal State LA Career Center) In-class ACTIVITY: Group Building, Explore online career and student organization resources (Moodle links) HOMEWORK: Major Degree Planner and Career Exploration Research
Day 10 Class DISCUSSION: Major and Career decisions and Cal State LA Student Resources. Pay it Forward (Moodle link YouTube video clip) In-class ACTIVITY: Group Building, Career Oral Presentation: Career Exploration homework HOMEWORK: Letter to a Loved One and Pay It Forward
WEEK 6 Student Portfolio Presentations Day 11 Class DISCUSSION: Resource Faire
In-class ACTIVITY: Group Building, Student Surveys, and Portfolio Presentations.
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Day 12 In-class ACTIVITY: Group Building, Portfolio Presentations, and Exit Interviews.
Assessment Procedures: Course Requirements: 1. Student Success Portfolio. Completion of Student Success Portfolio, including the
following weekly assignments:
a. Humble and Hopeful
b. Goals and Action Plan
c. Master Time Schedule
d. Academic Success Plan
e. Major Degree Planner
f. Career and Major Exploration Research
g. Letter to Loved One
h. Pay It Forward
2. Weekly Quick writes and full participation in class discussions
a. Quick writes are 3-5 minute written papers given at the beginning or end of class
b. Quick writes will be written in a Blue Book and collected weekly
c. Topics will be provided by the instructor
Grading Procedures: Although academic units will not be available, the EOP program will consider successful completion of this seminar as the final step in the admissions process. Failure to comply with the requirements of this course will jeopardize a student’s ability to participate in the EOP program and to matriculate to Cal State L.A. in the fall.
Required Materials:
1. Seminar Workbook and Blue Book (Provided by EOP) 2. Portfolio type folder for assignments (purchase at University bookstore or any office supply store)
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Seminar Instructors and Contact Information:
NAME
PHONE #
E-MAIL ADDRESS
Alcantar, Gregorio (323) 343-3368 [email protected]
Ancheta, Meynard (323) 343-6037 [email protected]
Brewster, Trisha (323) 343-3223 [email protected]
Carithers, Alisa (323) 343-3372 [email protected]
Maxwell, Tanya (323) 343-3412 [email protected]
Villasenor, Irene (323)343 –3421 [email protected]
EOP Counselors, located at Student Affairs Bldg. Rm. 215 EOP Main Office: (323) 343-4367
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EOP Summer Bridge Student Contract
In order for you to be successful in your academic career, you must work cooperatively with the Summer Bridge staff and EOP Counselors, and always strive to make positive academic progress. Therefore, you must read and agree to the following:
1. I will attend and be on time for ALL of my assigned Summer Bridge classes. There are NO
absences or tardiness permitted without a valid reason and advance notification.
2. I will attend and be on time for ALL scheduled Summer Bridge activities. 3. I will respect everyone, including myself, and make every effort to become aware of student
diversity, cultural diversity, and sensitivity to the needs of all individuals.
4. I will promptly notify the Summer Bridge Office of any reason that will lead to me being tardy or absent. (The contact person is Mayra Orozco @ 323 343 4367)
5. I will follow all instruction, policies, procedures and practices as explained in each component (class).
6. I will be responsible for returning all textbooks. 7. I will become familiar with all of the support services available at Cal State L.A. and WILL seek
assistance when needed. 8. I WILL ACCEPT RESPONSIBILITY FOR ALL OF MY DECISIONS AND ACTIONS! I
understand that I will meet with a Mentoring Team member if any problem/issue arise. I will meet with a representative from the EOP Administration Team if additional issues occur.
9. I understand that Conditional Admission status can turn into a Special Admit. 10. I understand that fall admission into Cal State LA for Special Admits is contingent upon the
successful completion of Summer Bridge.
I have reviewed this document. I understand that I must abide by the Summer Bridge contract and I agree to work with the program to have a successful bridge experience.
______________________________ _______________/_______________
Please Print Your Name Here Student Signature / (CIN) ______________________________ _______________________________
EOP Counselor EOP Counselor Signature
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