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Management Enrollment Subcommittee Report March 10, 2005 Subcommittee: Bridge Program Members: Kathy Barnes, Academic Opportunity Center Pam Clark, TRIO and Pre-College Programs John Dorosz, Academic Opportunity Center Ester Johnson , College of Engineering and Applied Science Dan Patnode, Student Support Services Mary Walz-Chojnacki, Academic Opportunity Center Barbara Wheatfall, Academic Opportunity Center Ruth Williams, Academic Affairs Judy Wishman, Academic Opportunity Center Based on direction from the Steering Committee and supported by data analyses, the subcommittees working on undergraduate retention improvements are focusing their work on strategies to improve the first-year success and retention to the second fall of: New freshmen entering UWM with remedial placements in both English and math New freshmen entering UWM with college-level ACT and placement scores who attain grade point averages of 2.0 or better in their first year New freshmen of color, especially to reduce gaps in success and retention between students of color and white students. The strategies and outcomes being recommended apply to new freshmen entering UWM with remedial placements. Because there is a higher proportion of remedial students who are also students of color, these strategies will also reduce gaps in success and retention between students of color and white students. Freshmen year goals/outcomes/strategies/resource needs Goals Students entering UWM with remedial placements in math and/or English will advance to college-level placement by the spring semester of the first year Points of contact/strategies Summer bridge programs types: for students placing at Math 90 and/or English 90 Type 1: Extend capacity of summer bridge programs currently offered 4-6 weeks of instruction in math, writing, reading and study skills, along with other activities, to prepare students for the transition to college, to achieve success in their fall classes and, in some cases, to increase their placement levels in math and/or English prior to the fall semester. This type of summer bridge program is currently offered to new freshmen admitted to Student Support Services and HCOP This type of summer bridge program is also offered in AOC to students whose admission to AOC is pending their performance in the summer bridge program Type 2: Offer summer bridge experience to new freshmen placing in Math 090 or English 090 in which students complete these courses in the summer bridge experience such that they can enroll in 095 in the Fall. Summer AOC Bridge in place as well as SSS and HCOP 05 Summer Expand capacity to offer both types of Bridge programs to 06 all students placing at English and/or Math 090 Summer Require either type of Bridge program of students placing 07 at English and/or Math 090 Outcomes and means of assessing *Students will master precollege Math & English material such that they can advance to college level math and/or English by the spring semester of their first year. *Students will develop learning & study skills/Students will demonstrate learning & study skills through class work, formal and informal assessment. *Students will learn about the expectations of college/Bridge staff will conduct performance based assessments and interviews. *Students will gain knowledge of campus resources/Students will complete evaluations self & peer mentors will complete evaluations. Summer 05 Summer 06 Summer 07 Anticipated impact of strategies on enrollments of students of color Resource needs Because there is a higher proportion of remedial students who are also students of color, these strategies will also reduce gaps in success and retention between students of color and white students Type 1 program: Based on costs currently incurred by the SSS summer bridge program, expenditures are approximately $300 per student (for instructor and summer class assistant salaries and fringe benefits). Type 2 program: Students would pay tuition for the course which should cover the instructional costs and, perhaps, the administrative costs. This needs to be determined. Summer In place 05 Summer TBD 06 Summer 07 TBD The subcommittee has focused its discussion of summer bridge programs on meeting the needs of remedial students. However, it recognizes that many students would benefit from an early start in their college career. The remedial students, however, are the most in need in order to advance into their major courses. The subcommittee suggests two models for expanding summer bridge programs. Type 1 summer bridge program. The Student Support Services (TRIO) program currently offers a summer bridge experience to 50 of its entering freshmen. Students participate for 3 weeks according to their needs (one week in composition, one week in math, and one week in reading, as needed). HCOP offers a similar type of experience. And the Academic Opportunity Center offers a four week program to 60-70 AOC applicants whose admission to the program is pending their performance in the summer bridge. All of these programs work on skills and do not offer courses in the UWM curriculum. Their intent is to prepare students to be successful in their fall courses and to be able to make a successful transition to college. Students are offered the opportunity to retake the placement tests and several have been able to advance their placement by one course level following the summer program. The subcommittee suggests expanding upon the current capacity in this model of bridge program and especially for students placing in remedial math and English. Type 2 summer bridge program. The subcommittee suggests that another model of summer bridge program also be developed in which entering freshmen who place in Math 090 or English 090 begin UWM in the summer in order to complete one or both of these courses during the summer, along with program components assisting the students with their coursework and with acquiring skills for successful transition to college. This would be a six-week program in which Math 090 would be offered for 90 minutes/day, four days a week. English 090 would also be offered for 90 minutes/day, four days a week. The cohorts of students enrolling in these classes would also receive tutoring and learning strategies for math and composition courses. Given the suggested goal that all entering freshmen placing at remedial levels be able to enroll in courses that bring them to college level courses by the spring semester of the first year, the subcommittee recommends, after the capacity of bridge programs is expanded to meet the demand, that students placing at 090 in math and English be required to enroll in either a Type 1 or Type 2 summer bridge program.

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