Creation, Conflict, and Survival: Life Lessons from a TRIO Program

“Creation, Conflict, and Survival” is a history story from several equity programs at the University of Minnesota that you might find useful. The co-authors are Bruce and Sharyn Schelske who directed a set of equity programs for over four decades that served historically-underrepresented and disadvantaged students. The story begins with the history of the Integrated Learning Course they created. The IL Course helped their students learn and practice learning strategies applied to a paired content course such as American History. In many ways, it operated as a mandatory SI-PASS-PAL program. But much more. Part two of the article is an extensive set of generic lessons from leading the IL course that could be used with any education program, not just the ones they led. My favorite is “Build your ark before the rain starts.” These life lessons are priceless.

You can download the article at https://hdl.handle.net/11299/241236 The original article that provides more description of the IL course and research studies that supported its effectiveness is available at https://hdl.handle.net/11299/200360

Best wishes to the start of another academic term.

MAEOPP Center 2015 Best Education Practices Directory

MAEOPP Center 2015 Best Education Practices Directory

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Copyright ©2015 by Mid-America Association of Educational Opportunity Program Personnel (MAEOPP) and the University of Minnesota by its College of Education and Human Development, Department of Postsecondary Teaching and Learning, Minneapolis, MN.

MAEOPP is pleased to release the 2015 directory of peer-reviewed education practices approved by the MAEOPP Center for Best Education Practices.  Each practice has undergone a rigorous external review process.  This directory contains those approved at the promising and validated levels.  Readers can use this publication as a guide for implementing the evidence-based education strategies contained within it.  Detailed information about the education practice purposes, educational theories that guide the practice, curriculum outlines, resources needed for implementation, evaluation process, and contact information are  provided by the submitters of the practice who have practical experience implementing it. Consider using them with current programs and in grant submissions that require evidence-based practices to improve student success.

The thirteen practices approved thus far by the MAEOPP Center represent each of the five major TRIO grant programs: Educational Talent Search, Upward Bound, Educational Opportunity Centers, Student Support Services, and Ronald E. McNair Postbaccalaureate Achievement Programs.  One practice is from a GEAR UP program.  For readers unfamiliar with TRIO programs, a short history is provided.  While the education practices come from TRIO and GEAR UP programs, they could be adapted for use with nearly any student academic support and student development program.  These programs are incubators of best practices to serve the needs of historically underrepresented students and the general student population as well.

Integrated Learning Course for Entering TRIO College Students: Outcomes of Higher Grades and Persistence Rates

Integrated Learning Course for Entering SSS College Students.  University of Minnesota (approved Validated Practice 8/10/14)  Taken from the abstract:  In 1972, the TRIO program leaders at the University of Minnesota developed the Integrated Learning (IL) course to meet academic and transition needs of their Upward Bound (UB) students.  These courses were offered during the UB summer bridge program for its students who were concurrently enrolled in academically-challenging college courses following graduation from high school.  Later, use of IL courses shifted from the UB program to the college-level TRIO Student Support Services program.  Long before the widespread use of learning communities within higher education, the IL course is an example of a linked-course learning community.  A historically-challenging course like an introductory psychology is linked with an IL course.  The IL course is customized to use content of its companion class as context for mastering learning strategies and orienting students to the rigor of the college learning environment.  For the past four decades, the IL course approach has assisted TRIO students improve their academic success in the rigorous academic environment as well as acclimate to the social climate of the University of Minnesota (UMN), one of the largest universities in the United States.  UMN is a Research I Intensive public university with highly selective admissions and high expectations for students by the course professors.  Two quasi-experimental studies examined the possible benefits of the IL course.  One was in connection with a General Psychology course. The IL course students earned statistically significantly higher final course grades than nonparticipants.  Another study with a General Biology course replicated the results of higher final course grades for the IL course students.  The IL courses fostered not only higher final course grades, but also expanded positive study behaviors and their metacognitive skills necessary for academic success.  [Click on this link to download this best education practice.]

Validated SSS Practice Added: Integrated Learning Course for Entering SSS College Students

Integrated Learning Course for Entering SSS College Students.  University of Minnesota (approved Validated Practice 8/10/14)  In 1972, the TRIO program leaders at the University of Minnesota developed the Integrated Learning (IL) course to meet academic and transition needs of their Upward Bound (UB) students.  These courses were offered during the UB summer bridge program for its students who were concurrently enrolled in academically-challenging college courses following graduation from high school.  Later, use of IL courses shifted from the UB program to the college-level TRIO Student Support Services program.  Long before the widespread use of learning communities within higher education, the IL course is an example of a linked-course learning community.  A historically-challenging course like an introductory psychology is linked with an IL course.  The IL course is customized to use content of its companion class as context for mastering learning strategies and orienting students to the rigor of the college learning environment.  For the past four decades, the IL course approach has assisted TRIO students improve their academic success in the rigorous academic environment as well as acclimate to the social climate of the University of Minnesota (UMN), one of the largest universities in the United States.  UMN is a Research I Intensive public university with highly selective admissions and high expectations for students by the course professors.  Two quasi-experimental studies examined the possible benefits of the IL course.  One was in connection with a General Psychology course. The IL course students earned statistically significantly higher final course grades than nonparticipants.  Another study with a General Biology course replicated the results of higher final course grades for the IL course students.  The IL courses fostered not only higher final course grades, but also expanded positive study behaviors and their metacognitive skills necessary for academic success.  [Click on this link to download this best education practice.]

Best Education Practice: College Visit for High School Students with Disabilities

Access College Today Program.  Wichita State University (KS) (approved Promising Practice  9/25/13)  Taken from the abstract:  "The Access College Today program provides students with disabilities, in their junior or senior year of high school, a customized field trip to Wichita State University where they learn what they need to do for successful transition from high school to a postsecondary institution with special attention to the needs of students with their needs.  This approach is unique among the common campus tour offered by most colleges for similar students.  The goals of the ACT program: 1) expose high school students with disabilities to a four-year university, 2) learn what is required to be admitted to college, 3) learn about financial resources available to eligible students for college, 4) learn of services available to them at the university based on their needs as a student with a disability, and 5) meet current or former college students and learn of their experiences at college."  [Click on this web link to download the education practice.]

Best Education Practice: College Tutor Training and Professional Development Activities

Tutor Training and Professional Development.  Wichita State University (KS)  (approved Promising Practice 9/25/13)   Taken from the abstract:  "Peer tutoring has become a familiar tool that many schools utilize to reinforce classroom teaching and increase student success.   For this reason, the Student Support Services (SSS) Project at Wichita State University (WSU) has implemented a Tutor Training and professional development program to assist new and returning tutors to develop strategies to support learning and enhance academic performance and improve the tutoring process to establish, implement, and maintain a comprehensive and quality tutor-training program."  [Click on this web link to download the education practice.]