13:25:17 Live captions provided by Rev.com. For 99% accurate post-meeting transcripts and captions, visit Rev.com.
13:39:44 Hello.
13:40:04 Oh, okay.
13:40:06 Just on a call with our cows.
13:40:09 We're friends and so fun to talk to some of her.
13:40:14 Members of the thing, but actually following some stats,
13:40:17 which is good to hear.
13:40:18 Cool.
13:40:19 It's my head brain.
13:40:20 To get in this space.
13:40:27 I tried to print things out. So I couldn't,
13:40:29 but I hate it when I sound like I'm reading. So I it's such a.
13:40:31 I know.
13:40:33 Just reviewing a click.
13:41:32 It looked a while ago at the registration.
13:41:34 And when it was at three 20,
13:41:36 146 of them were members of the 170 for non-members. Wow.
13:41:40 That's pretty cool.
13:41:41 That's that's a flip flop of the way it usually is. That's great.
13:41:44 And as of right now,
13:41:45 We're up to 337. So we gained 17 since, whenever I pulled up.
13:41:49 I think that is.
13:41:50 Some of that is Carol's network.
13:41:52 She's got that massive following.
13:41:54 I don't know if they put this in there.
13:41:56 Newsletters.
13:41:57 But it was not in the newsletter today.
13:41:59 I looked and they go home.
13:42:00 Well, might've been cool. And I don't know if life bounds.
13:42:02 I think life founded.
13:42:03 Separate session.
13:42:05 Just realize I printed out the slide that doesn't have the stuff on
13:42:07 it. I want it. So hold on.
13:42:09 Try and do that again.
13:42:13 And that,
13:42:15 because I like it better when I'm looking at it on the screen.
13:42:18 Let's see.
13:42:24 I think I will do that. I'll just keep this slide up.
13:42:32 Well, those are good numbers.
13:42:52 The info session we had yesterday for North Carolina.
13:42:57 Was our all time high, we had 546 registered.
13:43:00 Wow.
13:43:03 Now 329 of them showed up.
13:43:04 Even that's.
13:43:10 Probably I hope that that bodes well for their enthusiasm level.
13:43:14 We keep hearing.
13:43:17 Different things about what's happening in North Carolina.
13:43:21 I can tell from the tone of some of the questions.
13:43:26 There's still some people not happy.
13:43:29 I understand. It's so good for the students.
13:43:31 Yeah.
13:43:33 Yeah.
13:43:36 It's well, they need to see the proof. I think.
13:43:43 Yeah, I think it's, it's going to be fun too.
13:43:48 See how the next, how the rest of the year unfolds. So there's why.
13:43:52 Hoping folks.
13:43:53 I was just talking to and they've been in session since August.
13:43:57 Of last year. I mean, they didn't, they.
13:43:58 They've totally been face-to-face to kids.
13:44:01 She's like,
13:44:02 it's you think there wasn't even anything happening in white.
13:44:04 Wow.
13:44:05 Are they able to.
13:44:06 To separate them.
13:44:07 In class.
13:44:14 No, sir.
13:44:15 I didn't ask specifically about that because when she told me they
13:44:18 were in dorm rooms together, I thought, but Wyoming is not.
13:44:20 That's not made the shot available to teachers outside of K-12.
13:44:23 They have made it available to K-12 teachers.
13:44:25 So, yeah, she she's, she said she got it.
13:44:27 She was allowed to stay home when she had it.
13:44:29 That was this.
13:44:30 Wow. That's like.
13:44:32 Didn't seem.
13:44:34 Like what I would expect.
13:44:41 Now there's there was another story again,
13:44:42 on today's news about the long hauling effects.
13:44:46 Yeah.
13:44:49 Talked about, it's not just a matter of having it and getting over it.
13:44:51 It's what to deal with for a long time after.
13:44:53 See, that's what worries me so much.
13:44:56 That's going to be.
13:44:57 She said that.
13:44:58 Yeah.
13:44:59 I'm sure a lot of them have had it.
13:45:04 Carol.
13:45:08 We're having a good day over here.
13:45:24 It started at 6:00 AM with these people that we're working with in
13:45:26 the Gulf region.
13:45:28 And then this guy just wrote me who came to global minded.
13:45:30 Who's amazing. And I met through the United nations and he's like,
13:45:32 Carol, we just got 15 million for our company.
13:45:34 And we're doing a huge thing with the Dubai expo.
13:45:37 And I told them that you had to be the first phone call.
13:45:39 And I'm like, Whoa.
13:45:40 Could there be any more synergistic things going on in that region?
13:45:43 You know?
13:45:44 It's kind of cool.
13:45:45 Wow.
13:45:47 So anyway, how are you guys?
13:45:50 Good.
13:45:51 Well,
13:45:52 Excellent.
13:45:53 Hey real quick. Thank.
13:45:59 Thank you for sending the list of people.
13:46:01 What does yellow highlighted, meaner?
13:46:03 Those people who came from us instead of your list?
13:46:07 No, you can just ignore that.
13:46:09 Those are people that I had to change their information to make it
13:46:11 match our Salesforce database. So, okay.
13:46:14 Carol that bed.
13:46:15 About 140 of them are existing.
13:46:18 I'm rock members and the rest are not. So I'm assuming.
13:46:20 A lot of them probably are.
13:46:25 Cause it looked like it was maybe like 300 altogether,
13:46:28 something like that.
13:46:32 That list was three 20 and we're up to three 37 now, so, okay.
13:46:38 Well, I'm glad you guys and glad we can bring you guys. Some people,
13:46:41 cause we've had a lot of people.
13:46:43 It's been global minded on Char's from you guys.
13:46:45 So.
13:46:48 That's so funny. I have my cursor, right.
13:46:50 It was smack in the center of Sarah's note.
13:46:52 It looked like.
13:47:02 Hi guys. Hi, you guys.
13:47:06 How are you?
13:47:09 We were just talking about the registration numbers looking really
13:47:12 good as they.
13:47:13 Oh,
13:47:20 Michelle that cause they said they had 140 of their members and the
13:47:24 rest they think came from probably what Michelle's doing,
13:47:27 which is great.
13:47:28 From there. We also have a pretty big prospect list.
13:47:30 But still be able to track. Cause I don't think we didn't care.
13:47:32 A separate register.
13:47:34 We did not give her a separate list.
13:47:36 So they all came in through an rock.org.
13:47:37 We don't really, we can't track it.
13:47:39 We should remember the future.
13:47:40 You guys want a unique registration link?
13:47:42 We can use that, but some of our folks are the same.
13:47:45 But I would suspect most of these people who have titles.
13:47:49 It involves FYE and stuff are not our people. So yeah.
13:47:52 Right.
13:47:53 Their friend is she put it on the FYI.
13:47:55 IE list serve as well as she put it out. Several places.
13:47:58 Yeah.
13:48:00 So, you know,
13:48:03 Terry, we have a question for you.
13:48:05 Cause we were looking at the questions.
13:48:07 That was that.
13:48:08 Logged in from people.
13:48:12 And we were wondering if it's appropriate for.
13:48:21 You or one of us to say that, you know,
13:48:23 because obviously some of the questions are more specific to the nuts
13:48:26 and bolts of summer bridge.
13:48:28 Which will be something that you're covering in your webinar that you
13:48:32 have planned for March, correct.
13:48:36 Some of it will. Yeah. And so I was going to ask you guys,
13:48:39 I marked a few of these just to see,
13:48:41 so you tell me whether or not you think these are good ones.
13:48:43 And I always give priority to people who are really here.
13:48:45 So these people might not.
13:48:46 Maybe they will.
13:48:49 That I,
13:48:50 the idea of convincing students to participate in the service and
13:48:53 activities. Yeah.
13:48:54 That's it. That's when we can definitely address.
13:48:59 What are one or two things, new bridge program founders,
13:49:02 always regret not doing, I don't know.
13:49:06 But, you know what I want to say? Not applicable.
13:49:08 We've never been through this before, so it doesn't apply. You.
13:49:11 You know, like the old rules don't work right now.
13:49:14 Say anything you get from this webinar?
13:49:28 These are completely new times like leveled playing field because the
13:49:32 disasters of last year,
13:49:33 no one has ever been through nor has the student been through it.
13:49:36 So we don't have the data points.
13:49:38 We don't have all that stuff because.
13:49:39 We haven't been through that stuff. Yeah. That makes sense.
13:49:41 And then are there models for peer interventions in mentorship?
13:49:44 You guys talk to students about that all the time, right?
13:49:53 You're looking at reluctant Sarah. Well, I'm just,
13:49:55 it sounds like they're looking for specifics there on how do you
13:50:00 structure here is connecting with,
13:50:04 with others.
13:50:05 We'll handle it in the follow-up.
13:50:06 It's the sort of thing that I could, that I could say.
13:50:08 Here's how Rutgers does it. But, you know,
13:50:10 since we don't run the programs,
13:50:12 We don't have the broader view.
13:50:14 And then that question about DMP data that I can use to,
13:50:18 to encourage people to use these programs.
13:50:20 You have the data on the coaching impacts.
13:50:26 But, you know, and so we have two answers to that. One is,
13:50:29 and we're thinking most of this, we can provide in a follow-up.
13:50:32 I can provide that document. I provided before with the coaching.
13:50:35 Efficacy research summary. It's a one pager.
13:50:37 And then we also,
13:50:39 Carol found an article that she's going to be quoting some data from
13:50:42 which she did before, when we rehearsed.
13:50:54 And what we're gonna do is we're going to have,
13:50:56 we're going to include the links from the article, not to the article,
13:50:59 but the links,
13:51:00 like the Gallup poll link and the other things that they cite.
13:51:03 We will also include that in the follow-up so that they can have some
13:51:05 more concrete.
13:51:07 Data, but, but I also want to say that.
13:51:09 You know, everything that we're talking about since it all,
13:51:13 you know, focuses on retention.
13:51:15 That this is, this is a bottom line driver for this,
13:51:18 this question for institutions that are trying to survive.
13:51:21 So, yeah, we can address it in that context and then say, you know,
13:51:23 we'll, we'll send more specifics in the follow-up.
13:51:32 I also thought the questions about virtual onboarding.
13:51:36 So like how you take these strategies and move them online.
13:51:38 I know that is a specific implementation question,
13:51:40 but if you guys have seen.
13:51:41 I mean, you've also been experienced.
13:51:42 We took a whole conference. We did it online.
13:51:44 We took a whole first gen training. We did it online.
13:51:46 It's very applicable.
13:51:53 And the great thing about that is that's a lot of really good free
13:51:56 content that they can use for these purposes with their students.
13:51:59 And we'll put the links to that stuff in the follow-up.
13:52:02 Okay.
13:52:03 Quiet when you put your bat quieter, when you put your headset on.
13:52:05 So the headset was quieter.
13:52:07 So I hope I'm not gonna be too loud for you.
13:52:10 Let me share.
13:52:11 I wish you had phones for you.
13:52:17 Noise canceling headphones. We're going to offer those as that.
13:52:21 Julian away at the coed conference, you should apply.
13:52:23 You should come to our booth.
13:52:24 I love it.
13:52:25 Okay.
13:52:28 What was the,
13:52:29 there was one question you just want me to answer right there?
13:52:31 What was it, Terry?
13:52:37 It was about how you would run it and not so much about your online
13:52:40 content, but how you would manage an FYE or orientation program online
13:52:43 virtually.
13:53:04 It's like super simple.
13:53:05 And because you figure out what is it you want to accomplish?
13:53:07 Who are the people you want to be involved?
13:53:09 Like number one person needs to be involved. Career services.
13:53:12 People why? Cause 80% of these students say they're going to college,
13:53:14 get a job.
13:53:16 So we have to be listening to that because we want retain them.
13:53:19 If we don't meet them where they are, that's where they are.
13:53:21 So you can have a career services person.
13:53:22 You can have a financial aid person. You can have a panel with them.
13:53:25 You could have them individually.
13:53:26 You know,
13:53:28 Do a presentation with power point for half an hour.
13:53:30 There's all these men.
13:53:31 You can do whatever.
13:53:32 But what I want to say is we all need to everyone on a zoom call.
13:53:38 Take the same language as the health people,
13:53:40 which is we are making the plane as we're flying it.
13:53:42 And that is what this summer is.
13:53:44 And it's really critical because that is the ingenuity and the
13:53:48 responsiveness that's needed to most help students.
13:53:50 Who've been through the mill in the last year.
13:53:53 As well as keep your own mental health and whatever.
13:53:55 Together, right.
13:53:56 And, you know, when they're talking about making this case,
13:53:59 I think it's Carol. You make a really good point that, I mean,
13:54:02 As much as higher ed is not accustomed to the more let's say.
13:54:07 Yeah.
13:54:08 Silicon Valley fail fast sort of way of operating and not to say that
13:54:13 one is better than the other, but in this moment,
13:54:15 We really can't afford to take the time that higher ed would normally
13:54:18 take to build.
13:54:19 To prove it.
13:54:20 Right, right.
13:54:23 Don't have that time. And frankly, the colleges down either,
13:54:26 if they want to retain jobs.
13:54:29 And survive well when there's no income from dorms, from food,
13:54:33 from sports.
13:54:34 So.
13:54:47 You know, put together for this summer,
13:54:48 that is not perfection or not exactly what everyone wants it to be.
13:54:52 The fact that it's there at all.
13:54:53 The fact that it engages some students that it, it helps.
13:54:56 Some people re you know, stick around and persist.
13:54:59 That's much better than nothing.
13:55:00 So.
13:55:01 The other thing they can do is they can take this recorded zoom.
13:55:05 And when we give them a link in a couple of days, Cierra,
13:55:07 and I don't believe we'll have the bandwidth until Friday to kind of
13:55:10 get to the follow-up stuff, Terry. So hopefully that's okay.
13:55:12 Cause we went.
13:55:13 Our normal followup and point them to our webpage where the,
13:55:16 any resources that you've shared and stuff.
13:55:17 But last time we did a special thing and I want to kind of do a
13:55:20 special thing, I guess.
13:55:21 Yep.
13:55:22 Yeah. Yeah.
13:55:23 I just want to say it won't be tomorrow, but.
13:55:25 You know,
13:55:26 Like Friday or whatever.
13:55:34 By the way I have this student speak report on my desktop.
13:55:37 So I'll drag that into the chat when you bring it up, Carol.
13:55:39 That's pretty f*****g on the phone and I didn't get a chance to take a
13:55:42 wall.
13:55:43 A respite. So I'm going to go.
13:55:44 Terry I'm going to share that.
13:55:46 The first slide.
13:55:51 Perfect.
13:55:55 Alright, there we go.
13:56:00 So I've got the chat up here. I've got the slide. I've got.
13:56:06 The panelists. Okay. And I put a little, I put a little.
13:56:09 Powder on my eye. Does it look okay?
13:56:12 Oh, it looks great. Sarah. Now it looks like.
13:56:22 Jill it's recording live. Where is it recording live too?
13:56:25 Is it LinkedIn? Is it Facebook? What are we recording live too?
13:56:28 Just so we know. Okay.
13:56:29 We're sort of not that's just for our closed captioning.
13:56:32 Oh, okay.
13:56:33 It's for the rev captioning.
13:56:34 So it's not being presented live anywhere.
13:56:36 Oh, okay.
13:56:40 How do I get that rev thing that we can start doing that with our
13:56:43 events? Do you just pay.
13:56:44 It's a paid subscription. Go to rev.com.
13:56:46 R E V.
13:56:59 rev.com. Okay.
13:57:01 Cause this is one of the big things that one of the articles I read
13:57:38 about talked about is how many universities aren't dealing with,about talked about is how many universities aren't dealing with,the accommodations that students need in the virtual environment.
13:57:38 They're used to dealing with the physical accommodations and not theother accommodations.Right.
13:57:39 Read all of the attended.They're sitting out in the waiting room until we start the webinar.Is Terry back yet? Not yet.
13:57:39 But I think what we do, Jill,if you're open to it is just open the doors, let them in.And then this just sits there and they know it's not the top of the
13:57:39 hour yet, but we don't waste three minutes.Flooding in like 300 and some people,cause it takes a while for them to get in the room.
13:57:39 Yep.
13:57:40 So Terry you're going to start it or am I.
13:57:42 W I.
13:57:43 Yep. That would be great if you would.
13:58:20 Alright. Cool.
13:58:28 Welcome everyone.
13:58:36 Arrive. I'll. Thank you, Donna. You are right on top of it.
13:58:39 We'd love it. If you'd introduce yourself in the chat,
13:58:41 that'd be great. Thanks so much.
13:59:24 We got some awesome energy happening in the chat.
13:59:27 Thanks everyone for playing along.
13:59:48 That's fun to see what time does we got covered?
13:59:50 I was looking for our Hawaii friends to see if we get there. Yes,
13:59:53 we do. Awesome.
13:59:54 But I know we're all covered.
14:00:07 We're going to give folks just another couple of minutes and then
14:00:09 we'll get going.
14:00:14 Have a full agenda today. Again,
14:00:16 thanks to everyone who's telling them.
14:00:18 This is where they're from in the chat.
14:00:23 We'll be using the chat area for these kinds of conversations and for
14:00:27 you guys to share tips and, and other ideas.
14:00:30 In response to things that you're hearing from the presenters today,
14:00:32 but we do ask that you use the questions button.
14:00:40 And your bottom screen,
14:00:41 the Q and a button to post questions to the panelists.
14:00:44 So we can capture those, any that we don't get.
14:00:47 We'll try and compile it into AI.
14:00:49 Q and a after the fact as well. So that will help us do that.
14:00:58 Slay.
14:01:01 The inbound folks are.
14:01:05 Starting to slow down.
14:01:06 So I think we'll get just a couple more housekeeping things.
14:01:16 Everyone.
14:01:17 Always wants to know if they'll have access to the webinar afterwards.
14:01:20 And yes, we will.
14:01:21 We will all receive an email with the link to the archive after the
14:01:24 fact. And we encourage you to share that with your friends.
14:01:26 If you are on Twitter.
14:01:27 We are they're under hashtag and rock PD, if you want to chat along.
14:01:31 And if you're having any trouble accessing.
14:01:33 Zoom.
14:01:39 We've got an email address here for you to request help,
14:01:41 or you can reach out to our friend, Jill, some rock here in the,
14:01:44 in the panelist area. If you have a specific question.
14:01:47 Trying to see if we've slowed down.
14:01:48 It looks like people are still coming.
14:02:02 Why don't we get started because it's the top of the hour. Again.
14:02:04 Thank you all for joining us for such an important topic.
14:02:06 It feels like everything's an important time.
14:02:07 This year, but as we look ahead to the opportunities in 2021,
14:02:16 We've really look towards our partners as well as our members for some
14:02:19 important conversations about how we can make up for some of the
14:02:21 disruptions over the past year.
14:02:27 We're going to continue that theme in our webinars through next month,
14:02:29 when we'll be diving a little bit deeper into some of what our members
14:02:32 have been doing to implement some of the strategies you'll be hearing
14:02:34 about today.
14:02:37 But last fall, we had our friends,
14:02:39 Carol and Sarah from life found,
14:02:41 share some tips for inclusive coaching as we entered the fall.
14:02:44 And that was one of our most successful successions.
14:02:47 So we talked to them again as trusted partners to return today.
14:03:14 And share some of their experiences, students, success authors,
14:03:17 as well as their work at life bound and global minded.
14:03:20 As we all consider strategies for reengaging,
14:03:22 some of the freshmen or returning sophomores,
14:03:24 who might've had some different kinds of struggles this past year.
14:03:27 So with that, I am going to kick things off and ask Carolyn,
14:03:31 Sarah,
14:03:32 both to share a little bit about their long commitment to serving the
14:03:34 student success agenda and share a little bit about what they are.
14:03:37 They.
14:03:38 I think we are now and how we might move forward.
14:03:40 Carol.
14:03:42 Thank you so much, Terry,
14:03:43 and it's wonderful to be here with all of you.
14:03:44 We love every event we do with in rock.
14:03:47 And we're glad that you all have made time for this really important
14:03:50 topic.
14:03:51 I'm Sarah.
14:03:53 And I wanted to start out with really recapping the major events of
14:03:56 this last year and what we've learned and what we've learned from the
14:03:58 students that we work with.
14:04:00 And one of the things we've learned from the students that we work
14:04:02 with is that students really value.
14:04:05 Authenticity and they value being able to have a relationship with us
14:04:08 personally.
14:04:09 So we've made the decision for the first part of this to not have the
14:04:13 slides so that we are hopefully coming to you. I'm not sure Terry,
14:04:16 if this is working right. So you got to let us know Jill and Terry.
14:04:19 We kind of went to have,
14:04:20 the first is set up is kind of more fireside chat where you're just
14:04:22 seeing Sarah space in mind, but I'm seeing Terry.
14:04:25 So we'll see if we can get that. We can get that together.
14:04:34 So we wanted to provide a context and then really walk you through the
14:04:38 ways in which the summer bridge can deal with the multiple issues that
14:04:42 the difficulties of 2020 created not only for each of you,
14:04:46 but most importantly, for the students that you all serve.
14:04:48 So, what have we learned, you know, in this last year,
14:04:50 we know that there are new needs in this unprecedented time.
14:04:55 And as much as we want to look at the past or what happened in summer
14:04:57 bridge, what's worked in the past.
14:04:58 It's all a level playing field now because none of us have been
14:05:01 through a year like this last year that we've gone through.
14:05:04 So we're going to look at that in a, in a bigger way,
14:05:06 but we want to share with you a little bit about ourselves,
14:05:08 how we came to work together.
14:05:12 Some, you know, 28 or 29 years ago at this point.
14:05:15 And Sarah and I have very different, but complimentary perspectives.
14:05:20 And our interactions with students comment those from different
14:05:24 lenses, which we hope will be very valuable for you today.
14:05:29 But to gather these perspectives,
14:05:30 build an essential bridge between the college experience and the
14:05:33 transition to the workforce.
14:05:41 I want to share a little bit about myself and then Sarah will share a
14:05:44 little bit about herself as well,
14:05:45 but I was somebody in school who was a bad test taker.
14:05:49 I was a very conceptual kid.
14:06:01 And I really relate to students who struggle because school was harder
14:06:04 for me.
14:06:05 And I have always had that lens of what is a student with a learning
14:06:11 difficulty or the student for whom school is not their vehicle?
14:06:14 What are they thinking? What do they need? How can we serve them?
14:06:16 So that's really taken me on a journey founding.
14:06:20 I was a founder of life bound,
14:06:21 but then to start global minded in 2014 to really serve.
14:06:25 Those students who are the least resourced. So first gen to college,
14:06:28 those who are not from the zip codes where they can go next door and
14:06:30 get an internship from, you know, their neighbor at IBM.
14:06:47 But realizing those students are, are real true gems in this nation.
14:06:51 And we cannot have a diverse talent pipeline until we can equally
14:06:55 resource those students. So that's really what I'm involved in now,
14:06:58 but,
14:07:00 but it's fun working with Sarah because she's the one who was like the
14:07:03 perfect child in school. And she was the 4.0.
14:07:05 And she was a Jefferson scholar at university of Virginia.
14:07:07 And she does have multiple master's degrees.
14:07:09 I don't have, I don't have a master's degree.
14:07:10 I have kind of a corporate track record. So anyway,
14:07:13 it's just been a delight working with Sarah all of these years,
14:07:16 coming from those different perspectives.
14:07:17 So.
14:07:19 It is my absolute pleasure to turn it now over to Sarah to share a
14:07:22 little bit about herself. And again,
14:07:24 we're taking the time to share a little bit more personally.
14:07:26 Because we really learned from the students we work with,
14:07:28 they crave this and when they don't get this from their faculty and
14:07:31 they don't get it from their tutor,
14:07:32 they don't get it from their advisor or their coach.
14:07:33 They feel a disconnect. So we're,
14:07:35 we're doing this in a little bit different format today,
14:07:37 so thank you for.
14:07:38 Understanding the big picture. Why Sarah?
14:07:41 Thank you, Carol.
14:07:42 I am coming to you. Very imperfectly.
14:07:45 It's really a privilege to share this time with all of you and to talk
14:07:50 through how we can help students thrive in these challenging times.
14:07:53 And.
14:07:54 You know,
14:07:55 so much of what we do in education is to try to give an a.
14:08:00 You know, an astounding array of different students.
14:08:07 An equal playing field in terms of opportunity to learn.
14:08:10 And that's something that I have learned over time.
14:08:12 Having grown up loving school. I'm the child of two educators.
14:08:22 And making assumptions about, well, here's the way it works.
14:08:25 It doesn't work the same way for everyone.
14:08:27 It's there's a Venn diagram of here's what,
14:08:30 see how school is set up and here's who this person is. And.
14:08:33 A lot of the students who thrive in school have a, have a circle here.
14:08:37 And then a lot of students have just a tiny bit or nothing in the
14:08:39 middle.
14:08:43 But we as educators serve all of these students.
14:08:47 So what's important is to meet them where they are and then see how we
14:08:51 can give them the tools they need to succeed. And this is.
14:08:54 An extraordinary time for meeting students where they are,
14:08:56 because they are in a place that none of us have ever seen before,
14:08:59 as Carol was mentioning.
14:09:02 So a little bit more about me. I,
14:09:04 in addition to being a coauthor on the keys to success series with
14:09:06 Carol over these last 25 plus years.
14:09:09 I work as an academic coach at Rutgers university. New Brunswick.
14:09:12 Or Rutgers my house.
14:09:16 I saw someone in the chat saying, yeah, I'm coming in,
14:09:19 live from my basement. So I completely understand you there.
14:09:30 And also I am a master trainer with life bound,
14:09:33 so I provide training and coaching strategies to educators,
14:09:36 and we have done,
14:09:37 we've trained nearly 300 educators over zoom since June. So we're.
14:09:41 Working to pivot in these times and,
14:09:44 and provide what we can and connect, however we can.
14:09:47 So what have I learned over this past year?
14:09:49 About what students and educators are up against. So,
14:09:53 and all of this, by the way, this is.
14:09:54 Important context for.
14:09:58 If, and when you are going back to folks at your institution to say,
14:10:01 this is why we need to do things.
14:10:03 So students are learning new systems.
14:10:17 Constantly as our educators.
14:10:19 So we're talking about dealing with using an LMS differently,
14:10:23 different publisher,
14:10:24 online platforms they weren't using before discipline specific
14:10:27 platforms.
14:10:28 Video conferencing software. I know at Rutgers, for example,
14:10:31 we started with WebEx. We moved to zoom.
14:10:33 Now there's also canvas big blue button.
14:10:44 And even apps for connecting with groups or connecting with
14:10:47 professors.
14:10:48 So this there's this additional whole learning that's adding to the
14:10:52 cognitive load for students. Secondly,
14:10:55 they have to change gears constantly from one course to the next.
14:10:59 Different platforms have different functionality.
14:11:01 Some of my record students have courses on Sekai canvas and
14:11:04 Blackboard. So they've got a shift between those.
14:11:09 And there, there is cognitive energy to that.
14:11:10 It requires this required to go from one thing to the next students
14:11:15 are dealing with a wide variety of professors,
14:11:17 styles and protocols requirements.
14:11:20 And of course they're dealing with a wide variety of skill.
14:11:24 In how to handle remote instruction.
14:11:26 Some professors have been doing it for years and they've got it fully
14:11:29 figured out. Others are just beginning.
14:11:32 And this is a reality of where we are all at.
14:11:34 So students are struggling to adjust depending on what's going on.
14:11:38 With different professors. Furthermore,
14:11:40 they have to pivot on the fly unexpectedly.
14:11:59 I can't tell you how many students I meet with in our zoom coaching
14:12:02 meetings, where a student will say, well,
14:12:04 we all were stressed out preparing for our first orgo exam and the
14:12:08 proctoring software failed,
14:12:09 and we didn't have access to part of the exam and everyone's going
14:12:12 crazy. And now they're dropping the grade,
14:12:13 but we have to study for something different. I mean,
14:12:15 This is a heavy load for students who were already under a lot of
14:12:18 stress.
14:12:19 Another point about students is that this time is affecting different
14:12:23 populations in different ways.
14:12:25 So it's,
14:12:26 it's modifying existing pressures and it's exacerbating them in many
14:12:31 cases.
14:12:36 If you think about students first year, students in general,
14:12:39 who have not really had a chance to transition and onboard in a normal
14:12:43 sense, they're having really an extended transition.
14:12:46 I met with a student the other day and she said,
14:12:48 I made one friend.
14:12:49 So far this year, and she said that was at work. I just, you know,
14:12:53 I'm struggling to connect with other students.
14:12:58 Students who are on academic probation are struggling even more.
14:13:03 And there are more students who are in that probation space because of
14:13:07 struggles with remote learning.
14:13:08 So the students may have even more difficulty rebounding.
14:13:12 I also work with quite a few students on the spectrum.
14:13:15 Some of them find that there are aspects of remote learning that they
14:13:18 appreciate more, but many of them.
14:13:22 Seek more connection.
14:13:23 And they had a lot of different points of connection with their
14:13:26 programming before we went remote.
14:13:34 And now those are over zoom or they have been reduced and that's been
14:13:38 a real challenge for keeping them connected. And of course,
14:13:42 undeclared students.
14:13:55 I think are struggling even more to get a sense of what their
14:13:58 coursework is like at a sense of what they're interested in.
14:14:00 They can't just walk over to the career center.
14:14:02 I think they're feeling a little more bogged down with everything and
14:14:06 not getting to where they're exploring their passions in a way that
14:14:09 they normally would be.
14:14:10 And I will say too, that working with many first gen students,
14:14:13 immigrant students, international students,
14:14:15 Underserved students in many capacities, a lot of them.
14:14:20 Even as their difficulties have been exacerbated,
14:14:23 they have also found they have resilience that they did not
14:14:25 necessarily know they had.
14:14:26 So that has been a really interesting aspect of this, but.
14:14:29 The upshot of everything I'm seeing with students is that they have
14:14:33 one pie of cognitive energy.
14:14:36 And in this past year, all of these things.
14:14:39 Are brand new and have taken a big chunk of that pie away.
14:14:43 And that is less energy and time that they have to use for learning.
14:14:55 And this is a reality of where they are at now.
14:14:58 So they need more support with learning so that they can get to a
14:15:02 point where they get that learning can actually transfer.
14:15:17 No. I want to say something about educators to having worked with many
14:15:20 educators over zoom and the coaching training educators are expanding
14:15:24 even more energy than ever supporting students.
14:15:26 And I'm sure that ate so many of you are finding this.
14:15:29 I'm trying to connect in different ways, helping students who.
14:15:33 Have exacerbated mental health conditions.
14:15:36 Who may be getting support from counseling, psychological services,
14:15:40 for example, or through their own healthcare, if they have it.
14:15:42 But also that is spilling into conversations with coaches,
14:15:46 tutors, professors.
14:15:47 And you may find yourself offering support.
14:15:49 Even those of us like myself who were not trained as a counselor or a
14:15:52 therapist.
14:15:53 Offering support in that way.
14:15:54 And educators really need.
14:15:56 Others to hold them up as well. And resource.
14:15:58 Them.
14:15:59 Which is part of why.
14:16:00 We're so thrilled to have an opportunity like this from an ROC two to
14:16:04 come together.
14:16:05 Because you all need to know that, that you need to refill your cup.
14:16:10 As well, we,
14:16:11 in addition to students feeling more isolated and disconnected,
14:16:23 We are feeling more isolated and disconnected and that's,
14:16:27 that's a reality of this time.
14:16:29 One of the things I know that I've seen coaching do in my work and in
14:16:32 my trainings is that coaching can.
14:16:34 Has has the ability to knit together, all,
14:16:36 all kinds of different student facing interventions,
14:16:39 because it offers people a common language.
14:16:41 And it can help students to connect emotionally with staff with
14:16:44 supports.
14:16:50 Deepen their engagement and,
14:16:52 and work towards solving their own problems,
14:16:55 which is of course what we want them to increase more and more in
14:16:57 their ability to do.
14:16:59 And in this time of division coaching can really provide a unifier.
14:17:03 Build understanding and respect and enhance that support and create a
14:17:06 culture of inclusion.
14:17:08 So it can provide.
14:17:09 This, this positive energy and resourcing for educators.
14:17:12 As well as students.
14:17:17 So that is my overview from where I stand and I want to pass the Baton
14:17:21 back to Carol.
14:17:25 Carol.
14:17:26 Tell us more about your work with global minded and what you're seeing
14:17:29 happening with students at this time.
14:17:31 Sure.
14:17:40 So we have, as I said,
14:17:43 focused really on students from disadvantaged backgrounds,
14:17:47 low income backgrounds,
14:17:48 and a lot of the schools that work with them that have the least
14:17:50 amount of resources to help these amazing, talented people.
14:17:52 And over the last six years, we've worked with more than 500 students.
14:17:56 This year,
14:17:57 we had to take everything virtual and we were very fortunate to work
14:18:01 with every learner everywhere and get a sub grant with them.
14:18:07 To do 90 minute sessions with each of our 102 student leaders.
14:18:11 So we could really do a deep dive and Sarah's going to share,
14:18:13 there's a report that came out of that called students speak.
14:18:30 And we really did this report so that the students whose voices matter
14:18:34 the most and the decisions we make can actually be heard by college
14:18:37 president's policy makers. And many of you who know these things,
14:18:41 because you might be closer to the ground,
14:18:42 but the people who are allotting, you know,
14:18:44 funding for programs or whatever may not be aware of these basic needs
14:18:47 of these students. So.
14:18:49 That was really illuminating. And then we also out of that 102,
14:18:52 which has 25 students to be student ambassadors with us this year.
14:18:55 And to each of them interviewed 10 of their colleagues.
14:18:58 So we did another report called a peer to peer students,
14:19:01 speak peer to peer.
14:19:02 And that was published the end of the fall.
14:19:04 So in our follow up materials to you, we'll,
14:19:06 we'll be sure to put both of these reports in there for you.
14:19:09 And then this March we'll have one call.
14:19:11 Student leaders speak.
14:19:12 So it'll be like a deep dive on what they've experienced as students
14:19:15 of color.
14:19:17 Students who are going through multiple challenges and we've been able
14:19:19 to be very up close and personal to each of those challenges as they
14:19:22 represent what's going on around the nation.
14:19:24 So that has been really interesting.
14:19:27 And we have some statistics from before. COVID.
14:19:29 That are germane to our,
14:19:30 to our topic and why to summer bridge is so critical.
14:19:32 One of those statistics is that.
14:19:36 First gen to college before COVID 11% of them are graduating from
14:19:40 college.
14:19:41 Now the graduation and completion rate of those people who got a
14:19:44 degree.
14:19:49 Felt that 43,
14:19:50 43% reported a Gallop that they were not in jobs commensurate with
14:19:54 their education. So that was before the pandemic.
14:19:55 And now we know that those statistics are, are.
14:19:58 Ha have to be changed. We're not sure if people have.
14:20:14 Measured that yet.
14:20:15 But what has been measured is there was a 2020 Gallup survey of 32,585
14:20:21 currently enrolled college students and 88% of college freshmen say
14:20:25 that getting a good job is the main reason that they are attending
14:20:28 college.
14:20:34 So one of the reasons it's really critical as we look at this whole
14:20:36 issue today is why do we need to pull freshmen year experience into
14:20:39 the summer? Because in what used to be the freshman year experience,
14:20:42 course, we better be doing career exploration, getting the internship,
14:20:45 shoring up the gaps that you might have in math or your writing skills
14:20:48 or whatever else.
14:20:50 Because we have to meet students where they are,
14:20:52 which is they want to get an ROI on this investment.
14:20:58 And what's going on with colleges is as many of, you know,
14:21:01 although I know there are people from some of the community colleges
14:21:03 and elsewhere, but some of the traditional colleges,
14:21:05 they don't have the money from dorms food, sports events.
14:21:09 These are they're gigantic cash earners for a lot of the colleges.
14:21:12 And those things have really went away this last year.
14:21:15 And we don't know yet what this next you know,
14:21:17 year is gonna look like.
14:21:18 As the vaccine is rolling out.
14:21:20 So what we do know is colleges can not afford to lose any students.
14:21:23 Like that is a one thing right now that everyone has got to be
14:21:27 laser-focused on the very best way to do that.
14:21:29 So that's kind of another reason why.
14:21:32 Looking at this summer,
14:21:33 we have to look at it really closely really seriously.
14:21:35 And I know that some of you sent some questions ahead of time.
14:21:37 People are like, well, what are the data points?
14:21:38 And you know what the data points from before COVID,
14:21:41 they don't apply now because we've never been through.
14:21:47 A challenging year on like five fronts from employment to health,
14:21:51 to loss of life, to all the things.
14:21:54 Distributed learning that we've just gone through.
14:22:15 So when people want to know, like, why do this? It's like, well,
14:22:18 I don't know why you wouldn't do it because it's one of the best ways
14:22:21 you can ensure that these students who are the most stressed working
14:22:24 with all of you who are also so stressed,
14:22:26 we'll actually be able to have what they need to complete and get
14:22:30 those other resources to launch into a strong, you know,
14:22:33 professional life.
14:22:34 With their degree that they earn.
14:22:35 So that's kind of perspective there.
14:22:38 And we would love to hear from you all in the chat of your big
14:22:42 picture, other thoughts that you have. So we kind of have a three 60.
14:22:45 Feedback loop as we go through the next section.
14:22:49 Yeah.
14:22:50 And I'm noticing a couple of people already putting their experiences
14:22:53 in the chat, which is wonderful.
14:22:54 Not only for us to know what's going on with you,
14:22:56 but for you all to know what's going on with one another.
14:22:58 So you can have that experience that so many of my students have one
14:23:01 eye.
14:23:02 Tell them. Oh, no, it's not just, you.
14:23:04 They think, Oh, it's only me. Who's having this issue.
14:23:07 And I know basically every single person I talked to,
14:23:10 it's just that we're all in our own little mini silos. So yeah.
14:23:13 Please.
14:23:14 E two to share that. And, and speaking of sharing,
14:23:18 I'm going to go.
14:23:19 Back into the PowerPoint.
14:23:25 And just to summarize for a moment,
14:23:29 so much of what we're talking about, why is this mission critical?
14:23:32 So this diminished senior year experience for.
14:23:35 For seniors, high school seniors. I diminished first year experience.
14:23:38 For a first year of college.
14:23:41 Multiple COVID related crises that challenges of remote learning on
14:23:45 every end job loss and financial stress for families.
14:23:48 A divided nation.
14:23:51 They're revealed systemic racism.
14:23:58 Mental health challenges,
14:24:00 both exacerbated issues that exist and new issues for students.
14:24:04 And, and does Carol saying here's the bottom line?
14:24:06 The financial survival of institutions, students.
14:24:10 Coming to college and persisting through college and finishing
14:24:12 college.
14:24:25 At whatever speed that ends up being are the lifeblood of
14:24:28 institutions.
14:24:29 So as a financial bottom line strategies that are going to engage
14:24:33 students and keep them interested in staying in persisting are
14:24:37 absolutely essential to the survival.
14:24:39 Of of all for all of us, for all of us.
14:24:41 And interestingly.
14:24:43 You know,
14:24:44 I think that higher ed has not operated like say Silicon Valley,
14:24:49 you know, fail fast.
14:24:51 Let's try it. Let's just throw this out there and see if it works.
14:24:54 And I'm, I'm a higher ed person. So I'm,
14:24:56 I'm much more a methodical person.
14:24:58 I think higher ed in general has moved more slowly, but.
14:25:00 There is no time.
14:25:02 Right now to think through things in a way that higher ed normally
14:25:04 would we, we can't have a five-year study.
14:25:06 And then come up with a solution.
14:25:10 This is right now,
14:25:11 and students need to be supported right now and we need the support
14:25:15 right now. So.
14:25:19 And Sarah, I think I'm one of the things we've heard.
14:25:21 We've heard so much from Dr.
14:25:22 Fowchee and a lot of the medical professionals is that.
14:25:30 They were required this last year and still are to build the plane
14:25:34 while they're flying it. And I think that in higher ed,
14:25:36 as we look at this spring semester,
14:25:39 And the summer we're going to be building the plane as we're flying it
14:25:41 because we know how massive the need is to do that.
14:25:43 So.
14:25:44 So let's take a look at why.
14:25:48 Look at summer bridge and freshman year experience combined for
14:25:52 this summer.
14:25:57 One of the big reasons is that it clarifies expectations and it shares
14:26:01 what we call the hidden curriculum. There is a language about.
14:26:14 College and how to do well.
14:26:15 And most of the people who are from the really good zip codes,
14:26:18 they have a lot of this language built right into their neighborhoods.
14:26:20 But a lot of other students, even if they are from privilege,
14:26:23 they don't necessarily know these things,
14:26:25 but the students who are not from privilege.
14:26:26 Really do not know the language of this. So to level set.
14:26:29 And allow everybody, you know, first week of June,
14:26:32 second week of June to be exposed to this.
14:26:34 Is really a way to close the equity gap with the students that you
14:26:38 serve. So that's one thing to level set the expectations.
14:26:48 Office and you're meeting the person that runs financial aid office.
14:26:50 Meeting the person who's one of the tutors from the tutoring center,
14:26:53 meaning the people from the writing center.
14:26:54 These are all the people that you are paying money.
14:27:01 To have as your resources and you need to know how to work with these
14:27:05 folks. And if you don't work well with them,
14:27:08 Then you're just missing out on what you're paying for.
14:27:11 So it's really important that students see that connection.
14:27:27 And that just like Sarah and I started out in a personal mode with
14:27:29 each of you today that you can introduce that personal component and
14:27:33 that these people do not come across as scary or intimidating or
14:27:36 overwhelming in any way to students who really need to work with those
14:27:40 folks and their resources.
14:27:41 So it also provides an opportunity to analyze and address.
14:27:45 Student weaknesses. We all have strengths. We all have weaknesses,
14:27:48 but we know that with a lot of students who lost their senior year and
14:27:51 some of the other students that will be part of summer bridge
14:27:53 this year.
14:27:58 Is that they didn't get some really basic underpinnings of things that
14:28:02 they needed. And some of our students, I know with global minded,
14:28:06 you know,
14:28:07 they were taking classes in a bedroom that they're sharing with like
14:28:09 three siblings and.
14:28:11 You know, managing the.
14:28:13 The way that their siblings had to learn while both of their parents
14:28:15 had to go out and work basic skill level jobs.
14:28:18 So there's a lot of things that, you know,
14:28:20 that have been part of that.
14:28:22 So.
14:28:23 And so we didn't quite finish that.
14:28:24 Sorry, I didn't mean to do that.
14:28:25 I was just going to say.
14:28:26 Let me go back.
14:28:27 Getting me to do that. Sorry, I just slipped.
14:28:29 That's okay.
14:28:30 No worries.
14:28:40 So the other thing is this connects students with faculty and staff
14:28:44 and peers.
14:28:45 Sarah said one of her students she's coaching has made one friend
14:28:48 this year.
14:28:50 Okay.
14:28:51 That's really tough to have one friend and to have no connections to a
14:28:56 club or an organization on campus and one friend.
14:29:06 And I think the idea of summer bridge is to set up the collegial and
14:29:12 the collaborative way that learning is the most powerful,
14:29:15 whether you're a rockstar student like Sarah or you're somebody who
14:29:17 had to study all the time, the way I did.
14:29:19 To, you know,
14:29:20 Be able to, to graduate and do well outside of school.
14:29:24 All of these people need to be connected to other people that they can
14:29:27 relate to not just faculty.
14:29:29 So.
14:29:30 The opportunity to work on learning gaps that.
14:29:38 Students may realize that they don't have the strongest reading
14:29:40 skills. And if they're taking 12 units and they're taking, you know,
14:29:43 principles of economics and a chemistry class or their pre-nursing.
14:29:48 They're going to have to look at what they do this summer,
14:29:50 not just for their freshman experience material,
14:29:53 to be able to read a book like that,
14:29:54 which is a lot more fun to read or modules.
14:29:56 But to look at the hardest class that they can anticipate taking in
14:29:59 the fall.
14:30:08 And to go ahead this summer and get those materials and read the first
14:30:11 five or six chapters or modules of, of the,
14:30:15 of the chemistry book or the biology book or intro psych.
14:30:18 If somebody is intimidated by that.
14:30:31 It's back and we.
14:30:36 We don't need to put them in a position like that,
14:30:38 for those that want to prepare and use the time and space of
14:30:41 the summer to think those big thoughts.
14:30:43 It's a really effective time to not only gather the best skills,
14:30:46 but be able to really.
14:30:48 Tackle the kinds of things that, you know,
14:30:51 might be a weakness for you.
14:31:07 So building student self-advocacy student agency,
14:31:11 and that is all connected to working with you and the different
14:31:14 offices across campus and their virtual ways.
14:31:16 You can be helping students this summer and the ways in which in pairs
14:31:19 and triads and groups.
14:31:21 They can be getting to know each other as well.
14:31:26 And then you can help students explore their interests,
14:31:28 their abilities, their passions,
14:31:30 and that's critical because a lot of students didn't have any time to
14:31:33 think about that last year or they just chose to major in pre-med or
14:31:37 law or.
14:31:39 Engineering or whatever,
14:31:40 and they haven't really had a critical thinking approach to that.
14:31:42 So before I talk about this slide,
14:31:44 I noticed a question coming in about,
14:31:47 about targeting.
14:31:50 Who, who do you recommend you target?
14:31:53 Just the students who sign up for it or requiring it of everyone.
14:31:58 So there are a lot of pros and cons here.
14:32:00 I think a lot of it has to do with the level of resourcing at your
14:32:03 institution.
14:32:07 In my opinion, ideally,
14:32:09 to be able to bring everyone through some level of summer bridge would
14:32:13 be fantastic. Now.
14:32:21 In most cases that is not a feasible, I will say at Rutgers,
14:32:25 for example, there are levels of, of programming.
14:32:27 So certain groups will have more specific programming in the summer.
14:32:32 Trio upward bound.
14:32:33 There are certain specific programs.
14:32:43 But, but then for the greater population of students,
14:32:46 there are self-directed things.
14:32:48 So there are required short online modules that are fun and,
14:32:53 you know, have it contained some of these elements.
14:32:55 There might be some other groups who,
14:32:57 who have a requirement that they meet with someone.
14:33:00 During the summer as part of us, part of what they're doing.
14:33:02 We have a slide on this right after this.
14:33:04 So we'll actually get into all the different kind of possibilities and
14:33:07 options and what.
14:33:11 What you might be able to look at on the whole sort of like soup to
14:33:14 nuts spectrum? Oh, absolutely. No.
14:33:16 I just saw the question come in and I wanted to,
14:33:18 I wanted to address it.
14:33:19 So just to talk about the categories of high-impact strategies for
14:33:23 summer bridge and FYE.
14:33:39 The first category would be skills. So skills for student success,
14:33:43 completion, employment.
14:33:44 This is where some kind of student success content would come in,
14:33:48 depending on how much time you have,
14:33:50 you could start it in the summer bridge and continue through the fall.
14:33:53 As Carol was saying, preparing for coursework.
14:33:55 By engaging early with materials,
14:33:57 helping students to manage that expectation.
14:34:00 And building a bridge to professional success by getting them starting
14:34:04 to think about majors and careers.
14:34:05 And I will say that the primary reason why students I work with.
14:34:10 Struggle in a course, it doesn't have to do with their ability.
14:34:12 It has to do with not having an accurate expectation of what the
14:34:16 course is going to require of them.
14:34:17 So, so this, this managing expectations piece is really essential.
14:34:30 And then connecting students with peers and support staff.
14:34:33 I saw the question in here about asking how do we build connection?
14:34:36 It is really tough right now with the technology challenges and,
14:34:40 and.
14:34:41 Some students who either don't connect well on technology or can't
14:34:45 even get through because they have technology issues.
14:34:54 There are challenges here obviously,
14:34:57 but any kind of connection that you can build,
14:34:59 whether it's even on emails,
14:35:00 some institutions use texting,
14:35:02 certainly being able to meet in some kind of remote fashion is
14:35:05 important.
14:35:07 A one-on-one or in a group.
14:35:09 Video conference that is, is going to be a big part of,
14:35:12 of helping students persist and be resilient.
14:35:16 To combat imposter syndrome.
14:35:17 We just had a big online conference at Rutgers for our first year
14:35:21 retention program for students on academic probation. So we had.
14:35:28 A hundred students with a whole panel of folks talking about
14:35:31 resilience and their own experiences going through the program.
14:35:34 This is a really important element.
14:35:36 Ingredient.
14:35:44 And then coaching using coaching.
14:35:46 And this is not just for institutions who have coaches like Rutgers
14:35:49 coaching is a tool that can be used by anyone in a student facing
14:35:53 position. And again, can provide a common language.
14:36:01 Can help students build growth mindset, self knowledge,
14:36:05 inspiring action toward selecting a major,
14:36:08 but can just help them more and more take ownership of,
14:36:11 of that ability to, to.
14:36:14 You know, advocate for themselves.
14:36:15 To drive their own progress toward their goals. And then finally,
14:36:19 and Terry will talk a little bit more about this in a bit too.
14:36:23 Specific ways to address gaps in academic readiness,
14:36:26 through establishing math and English levels and then providing
14:36:29 support where needed.
14:36:38 So what are some ways this is kind of building off that question that
14:36:40 Sarah M B starting to answer,
14:36:43 which is what are some ways to integrate students' success content
14:36:46 into summer bridge programs.
14:36:49 Some people do these, you know,
14:36:50 you can do one day a week for the length of the bridge program,
14:36:53 you can do daily touch point for the length of the program.
14:36:56 You can do.
14:37:02 Five day sessions for a single straight week.
14:37:05 You can have self directed online as students' schedules permit so
14:37:09 that you can have, you know, an assigned.
14:37:17 Set of modules or course material,
14:37:19 and they can be getting feedback loops on that.
14:37:21 And you can have things like at the end of each module or chapter,
14:37:25 they write, you know, two paragraphs in a paper.
14:37:28 You know about a specific topic. So.
14:37:30 There are a number of ways to do that. And the, as,
14:37:33 as we've said before, the content is useful,
14:37:36 not just for the rising freshmen, the people who are.
14:37:38 You know, traditional age students could be returning adults.
14:37:52 And it could also be the people who just went through
14:37:54 their freshman year,
14:37:55 this last year and had a really Rocky road and did not necessarily
14:38:00 adapt and connect in ways that they could have if these kinds of
14:38:04 things were in place for them.
14:38:06 Absolutely.
14:38:08 So just to add another point about the value of coaching and,
14:38:12 and we plan to send a little bit more detailed information about this.
14:38:18 In the chat coaching is uniquely inclusive because the process is
14:38:23 defined and driven by each student. And I think in the context of.
14:38:42 The crisis crises that we're dealing with right now and what students
14:38:46 need in order to engage.
14:38:47 I think that the biggest value of coaching is how it really drives
14:38:52 connection because that connection is what is linked statistically to
14:38:57 retention, to completion,
14:38:59 to higher academic performance GPA.
14:39:01 And just persisting through the process.
14:39:03 So it can be sort of a glue that connects all of the existing terrific
14:39:08 services that we provide to students.
14:39:21 Some more nuts and bolts here for you.
14:39:23 Different types of options for summer bridge and FYE.
14:39:26 This is just an overview,
14:39:28 but obviously face to face modality may or may not be available in
14:39:32 this particular summer. That is, you know, what is usually,
14:39:35 I would say the most common,
14:39:36 but right now all bets are off fully online,
14:39:40 perhaps a hybrid.
14:39:42 Some people do sort of a bootcamp format or,
14:39:45 or build it in as part of orientation. As I mentioned before,
14:39:49 some people do a self paced online.
14:39:51 That just needs to be completed by a certain time in the students will
14:39:53 get a badge.
14:39:55 Let's say length there's there's a lot of variety.
14:39:59 And again, in this time when we have to innovate quickly,
14:40:02 I think anything is better than nothing could be a one day
14:40:05 orientation.
14:40:06 A one-week bootcamp could be an extended summer opportunity.
14:40:09 It could link to a fall FYE course.
14:40:11 I think that,
14:40:12 that anything that helps bring students in and helps manage
14:40:16 expectations is going to be positive.
14:40:18 And in terms of who is involved. So.
14:40:20 It can be anyone who's student facing faculty, staff advisers.
14:40:25 Coaches tutors, peer mentors.
14:40:27 If your institution has a peer mentoring program,
14:40:30 that could be an excellent part of this.
14:40:32 And students respond so incredibly well to a student.
14:40:36 Who's just a little bit down the path.
14:40:37 Saying, Hey, this is what I went through.
14:40:50 Especially for this incoming group,
14:40:53 especially the current freshmen who have been through this year of
14:40:56 remote learning and who really have a line in to what entering
14:41:00 freshmen are, are feeling and experiencing.
14:41:02 And Sarah.
14:41:03 Karen had mentioned, you know, a few more things on that last point.
14:41:07 You know, she's asking now to students value it or they motivated.
14:41:09 And then also,
14:41:10 how do you work with a broader range of people at the institution?
14:41:18 I think really Karen,
14:41:19 the point of getting the PR the academic provost,
14:41:23 the college president on board,
14:41:25 that this is solving one of the biggest pain points that they're
14:41:28 facing.
14:41:29 Which is keeping students.
14:41:31 Enrolled they're getting them recalibrated.
14:41:34 So they actually can complete with their degree.
14:41:43 And be able to really do that in a way where they can come out of this
14:41:46 really hard year from last year and feel fortified.
14:41:49 So I think in the ways that if you want to share this with them,
14:41:52 or if there's a, you know,
14:41:53 there's some allies you can build across campus.
14:41:55 I really feel like every college faculty person who teaches those top
14:41:59 20 introductory courses,
14:42:00 they need to be aware of what these patterns and statistics are.
14:42:03 Because they have to build a bridge from their course content.
14:42:06 To, you know,
14:42:08 internships and career opportunities and the kinds of wonderful things
14:42:11 that you'll know as an employee having mastered.
14:42:17 You know, chemistry, if you're going to go into, you know, the,
14:42:20 the medical professions or nursing or whatever it is,
14:42:22 but we know we all have to build.
14:42:25 A better bridge.
14:42:26 From that academic to the practical and professional.
14:42:43 So Carol. And before, before you talk about this slide,
14:42:47 want to mention one more thing about the question with badging?
14:42:49 So a specific Rutgers example, we,
14:42:52 the learning center folks,
14:42:53 we built modules that we put into canvas that end in a badge,
14:42:57 a, we use a claim.
14:43:13 And we have made these modules available for individual professors to
14:43:17 decide if they would like to require.
14:43:19 So that is how it has been working.
14:43:21 So we do have some students who are invited to,
14:43:24 to complete these and some do, and some don't, but many,
14:43:27 many entry level type courses are requiring students to complete say
14:43:31 the time management module or the online learning module and to
14:43:34 receive a badge and turn it in for points.
14:43:36 So that is also motivational.
14:43:38 Yeah.
14:43:39 So what's a recap on the benefits of summer bridge combined with
14:43:43 freshman year experience,
14:43:44 it's supports much more effective student self management.
14:43:47 We don't want students to do.
14:43:51 Be dependent on us.
14:43:52 We want them to have that personal agency where they can self-initiate
14:43:56 and self-direct this sets that expectation up right in the beginning
14:44:00 so that they will have that mindset throughout their entire college
14:44:03 experience.
14:44:04 Whether it's two years at the community college or their nutrition up
14:44:06 traditional four year school,
14:44:08 or they're at Western governors university, or one of the.
14:44:10 One of the completely online institutions.
14:44:12 It connects academic personal and professional success.
14:44:14 This has been kind of the philosophy that Sarah and I have had from
14:44:17 the beginning that traditionally these courses have been more,
14:44:20 how do you become a good student?
14:44:21 And when you really talk to students, they don't think like that.
14:44:23 They think about, they want to be a successful person.
14:44:25 They want to be a successful professional.
14:44:27 And so the more we can make those kinds of connections for them.
14:44:30 That's really where they are and what they care about and the learning
14:44:33 and the context of those things is really important.
14:44:35 Especially coming out of a pandemic where many of them have had
14:44:37 parents who have lost jobs or.
14:44:39 You know,
14:44:40 Loss of life. I mean, all the other things that have happened.
14:44:42 So the other thing is that students develop a vision for college
14:44:47 completion.
14:44:50 So while it's still the summer before they're bogged down with taking
14:44:52 12 units or 16 units, plus their full-time, you know,
14:44:55 their or their part-time job.
14:45:01 They can really think expansive thoughts. Who do they want to be?
14:45:04 What do they really care about doing what are their passions?
14:45:07 What are their weaknesses? How can they address those weaknesses?
14:45:09 And they have the time to be able to actually do that before they're
14:45:13 saddled with all of those other college responsibilities.
14:45:16 So seeing themselves as the professionals they want to become is a
14:45:19 really key thing that they have shared with us.
14:45:20 It's important to them.
14:45:24 They also build their resilience, you know,
14:45:27 to really help them frame the events of the last year,
14:45:29 the difficulties of this last year.
14:45:33 And to help them see that they came through that and now they can
14:45:37 really look at the ways in which they learn those very hard lessons.
14:45:47 And be able to go forward with a new kind of grit and a new kind of
14:45:51 capability that they didn't have before this super challenging year.
14:45:54 So I think being able to acknowledge that is also really,
14:45:57 really important.
14:46:16 And students start their fall courses and being able to be prepared.
14:46:22 What's expected, understand the syllabus, understand time management,
14:46:25 understand how to work with their most difficult courses first,
14:46:29 when they are studying and how to build strong study groups with other
14:46:33 people who might learn differently from how they learn.
14:46:35 So students benefit in a number of different ways,
14:46:38 and I think.
14:46:39 You know, giving them that sense of agency,
14:46:42 also coaching them and teaching them those coaching skills as well,
14:46:45 helps them to solve their own problems and helps them to help others
14:46:49 solve their issues as well.
14:46:51 Thank you, Carol.
14:46:52 So we're gonna take a few minutes next and I'm going to hand the Baton
14:46:56 over to Terry this time.
14:46:58 To just spend a couple of minutes.
14:47:00 Giving some details about some specific resource solutions that we are
14:47:03 familiar with. Terry is going to talk about ed ready,
14:47:06 and then we will talk about keys to success materials and Lightbound
14:47:09 coaching.
14:47:10 Thanks guys.
14:47:25 Yeah. So these are just examples of the kinds of tools I've noticed.
14:47:28 Some of you have been chatting about, you know,
14:47:30 the use of adaptive software, for instance. So, yes,
14:47:32 I think that adaptive software is ideally suited to identify where the
14:47:35 gaps are and math and English and help students double down on those
14:47:38 and, and work with their, their peers on their advisors and tutors to,
14:47:41 to fill some of those gaps as well as with some of these software
14:47:43 programs. So.
14:47:44 Many of, you know, that N rock offers, ed, ready as a tool for that.
14:47:50 At ready.org is a public site. We're a mission driven organization.
14:47:53 So I've already is freely available to everyone on the web.
14:47:56 We encourage you to check it out.
14:47:57 There is a college readiness goal there as well as a placement goal.
14:47:59 So that is a tool to help with both math and English gaps.
14:48:03 And the next slide, Sarah, I'll just share a little bit, so.
14:48:05 Our members already know this, but members of the MRI project.
14:48:12 Have the ability to use that tool set to adapt it for more specific
14:48:16 needs or specific programs so they can change up the goals by asking
14:48:20 the question, what do our students want to be ready for?
14:48:21 Do they want to be ready for a career in welding?
14:48:23 Do they want to be ready for that GED? We had somebody timing.
14:48:27 Adult ed students. So,
14:48:28 so really it allows you to adapt it and then to,
14:48:31 to customize the diagnostic and the study path with the appropriate
14:48:33 resources that.
14:48:35 That proved to be helpful for your students.
14:48:36 And I think the most important thing about what's available to our
14:48:39 members is the access to the backend student data.
14:48:42 So they can really measure.
14:48:43 Individual student progress or hope.
14:48:49 Cohorts. So if you were running a summer bridge program,
14:48:51 you could redirect cohorts of students to specific tutoring sessions
14:48:55 based on their performance on some of these diagnostics and so forth.
14:48:58 So just to let you just do a reminder that that's available freely.
14:49:01 But also through our member organization,
14:49:02 and there are other adaptive software programs out there that could be
14:49:04 helpful as well.
14:49:05 Back to you too.
14:49:06 Thank you, Terry.
14:49:07 Great.
14:49:08 So, this is how Sarah and I started.
14:49:11 We have two different options for this keys to success series.
14:49:14 And we really built in there's a,
14:49:17 there's a whole [unknown].
14:49:19 D***s on coming.
14:49:20 You know, coping with COVID and kind of.
14:49:22 Really.
14:49:23 Effective ways to navigate on the other side of that.
14:49:31 But really what the framework of this is is,
14:49:34 is coaching throughout. So everything is question-based.
14:49:42 And all of it is tied to practical and professional skills lacing
14:49:47 together, academic practical, and professional.
14:49:50 So.
14:49:54 You know, in,
14:49:55 in the way that we can really look at that 80% of what the students
14:49:58 are saying. We know that in the fall semester, this year,
14:50:01 if we're able to deal with these kinds of things in the summer,
14:50:24 Then students could go to virtual career fairs in the fall.
14:50:27 They can go to a number of other things.
14:50:28 We're going to show you some data points on,
14:50:30 in the follow-up that are part of the other feedback loops that we
14:50:33 received from students.
14:50:34 So I think one of the key questions is when some type of program is
14:50:38 used like this in the summer,
14:50:40 what space does that free up for students to build their professional
14:50:44 skills,
14:50:45 their sense of belonging and their ability to get ready for the
14:50:48 experience.
14:50:49 Variance that they might have that next summer with an internship or a
14:50:53 part-time job that maybe is not fast food.
14:50:55 So those are some of the kinds of things that students have had shared
14:50:58 with us. What would they most want to have in there?
14:51:00 First semester of college.
14:51:01 And those are the kinds of things that backing these things up into
14:51:04 the summer would allow for those kinds of different options.
14:51:06 So with this,
14:51:08 there are digital assessments similar to kind of what ed ready has,
14:51:11 but really looking across the different skills of students success.
14:51:15 So the students can get their own feedback loops on where they're
14:51:17 struggling and then their tutor or their advisor or their faculty
14:51:21 person.
14:51:22 If it's part of a course can have the big picture for individual
14:51:25 interventions and then whole class.
14:51:27 Frameworks as well, so that those things can be addressed.
14:51:30 When facilitating the whole class.
14:51:31 Excellent.
14:51:32 To what Carol is saying about.
14:51:34 And I think this is helpful too.
14:51:36 For institutions that don't have say dedicated coaches.
14:51:38 And aren't sure about how they would implement something like this.
14:51:55 Coaching is a language that is part of these materials.
14:51:58 And we design them this way because it's not motivating to students to
14:52:02 say, here's the best way to do this.
14:52:04 And here's what we're going to tell you to do.
14:52:05 And here you have to just follow this prescription and you're done.
14:52:08 What's motivating is to say, here are a bunch of options.
14:52:11 Who are you? What works for you when you tried this? What happened?
14:52:14 How would you design your day?
14:52:16 How would you map out your notes for,
14:52:19 for this class?
14:52:20 So it is really putting the student in the driver's seat with that
14:52:23 type of language that's built in through the text.
14:52:27 And these are upcoming.
14:52:38 Coaching events.
14:52:39 I know we weren't able to spend a lot of time on this,
14:52:40 so we'll make sure we share the event from last fall,
14:52:43 which has a lot more of a deeper dive and a couple of examples of
14:52:46 coaching students.
14:52:47 So you can see some of those things in practice with the link that we
14:52:51 share in the follow-up.
14:52:52 Oh, well, he'll put it in the chat too. So.
14:52:54 Oh, Jill did. Oh, thanks Jill. Sorry, you guys.
14:52:55 I have not been able to follow.
14:52:57 We don't want to multitask all of us know.
14:52:59 It's dangerous.
14:53:00 Yeah, that's great. And then.
14:53:03 I did want to mention also that we will share if any of you are
14:53:06 working with diverse populations.
14:53:08 If you teach at an HBC U if you teach at a.
14:53:11 MSI HSI. Even if you teach at a PWI.
14:53:19 We have a lot of resources that are through global minded.
14:53:23 We have 90 some webinars.
14:53:24 We've had 31,000 students and faculty watch these sessions.
14:53:28 They're mostly.
14:53:29 Led by people of color and the topics are diverse and the panelists
14:53:33 are diverse. So if you have students.
14:53:42 That will resonate with that because maybe they don't see that in
14:53:45 their own faculty at their own campus.
14:53:46 These are some resources that you can share.
14:53:49 We also do a daily newsletter and it's read by 12,000 people a day.
14:53:52 Many of them are students.
14:53:56 And we feature role models of people who have beat the odds.
14:53:59 It could be an ability status student.
14:54:01 It could be we're doing profiles every day,
14:54:03 this month for black history,
14:54:04 remarkable people that are role models for students. So.
14:54:07 We don't have time to really get into that in this session,
14:54:09 but those are some more resources again,
14:54:11 for some of your populations that we want to make sure that you can
14:54:14 access. If that's.
14:54:16 A need and a goal on the diversity,
14:54:18 equity and inclusion front.
14:54:20 Awesome.
14:54:34 We're at the question slide, Terry.
14:54:36 I know we just have a few more minutes and as all of us,
14:54:39 I think have mentioned whatever.
14:54:40 We have not been able to address through the course of the
14:54:44 presentation up until now. And in the last few minutes,
14:54:46 we will try to address going forward in the follow-up.
14:54:49 That's very helpful.
14:54:50 I think you've stayed ahead of most of the questions by responding to
14:54:52 the message.
14:54:53 Many of you were kind enough to share in advance.
14:54:55 And so I'll share those questions.
14:54:56 Folks shared in advance with Caroline,
14:54:58 Sarah to respond to in some of the followup as well.
14:55:04 And Terry, do you want us to do a few?
14:55:06 And we got some in advance that maybe we haven't done yet.
14:55:08 Like one of the ones is what tips do you have for convincing students
14:55:12 to participate in services like this?
14:55:14 And other offered activities and.
14:55:16 You know, Sarah, Sarah will say, I know,
14:55:18 cause we talked about an advanced first thing is if there's a way to
14:55:20 require it, that's like the best way.
14:55:22 And the second thing is to really make that, you know,
14:55:25 human to human connection.
14:55:26 And.
14:55:29 Then be able to tap in what are their passions,
14:55:31 what are their interests and how do they see this activity?
14:55:34 Furthering their own experiences that can help them.
14:55:48 Be that person who can really deliver value in their internship or in
14:55:51 the career field that inspires them the most.
14:55:54 So I think really being able to make those connections is critical to
14:55:57 student motivation and to students being able to.
14:55:59 Connect with you on the programs that can serve them the best.
14:56:02 You know, so many things that, that we offer to students.
14:56:05 I find that if there is a hook that gets them in there that requires
14:56:09 them in there.
14:56:10 There are many, many situations where a student will say to me,
14:56:13 Oh, wow. This is really much, much more helpful than I expected.
14:56:17 I may had more. I was, I was happier.
14:56:19 That I, you know, then I thought that I'm doing this,
14:56:21 this really made a difference for me.
14:56:25 But it's that they need to be required to get in there,
14:56:28 or there needs to be some motivation to get in there. Maybe extra one.
14:56:42 Or maybe it's linked to a particular program,
14:56:45 like a probation program, but once they're in there,
14:56:48 many of them find, Oh my gosh,
14:56:51 this is actually doing something for me that I need.
14:56:53 And it's connecting me with a person who is not as scary as I thought.
14:56:56 It is actually going to be able to help me out here.
14:56:58 Yeah.
14:57:00 BB ally for the rest of the time that you're at the institution.
14:57:02 Another one was how can funders.
14:57:04 Carol. I'm afraid we got around. Sorry.
14:57:06 Oh, we do.
14:57:07 I know we have four minutes.
14:57:08 Oh, okay.
14:57:10 I want to share some things in the, as a follow-up.
14:57:11 And I would like to ask you a Carol.
14:57:13 So if you could go to the next slide and then Carol,
14:57:14 if you could put the link in the chop to your global minded
14:57:17 newsletter, somebody was asking where to find those portraits.
14:57:20 For some portraits for black history month.
14:57:22 If you could put a little information in the chat,
14:57:23 that would be great.
14:57:33 Okay. I will,
14:57:34 I'll just put the website and you can sign up right on the website.
14:57:37 And I'll also just put in how I was going to answer this question
14:57:40 about them, the funders,
14:57:41 because we can do that through global minded collaborative.
14:57:43 So I'll put both those things.
14:57:45 Sorry.
14:57:46 This is so great though.
14:57:47 We have that for half an hour.
14:57:48 I did want to keep us, keep us back.
14:57:50 We all get so excited about this.
14:57:57 I did.
14:57:58 We are continuing this conversation with a session on February 18th,
14:58:02 targeting some of the disruptions primarily around K-12 institutions.
14:58:05 So I just wanted to remind people that registration for that is live
14:58:08 now. And we hope that.
14:58:09 Some of,
14:58:10 you might share this with some of your feeder schools are some of the
14:58:12 K-12 folks that joined us.
14:58:13 Maybe interested in this,
14:58:15 there will be some discussion of bridge in that as well.
14:58:17 We have some leaders.
14:58:18 In charge of post-secondary to programs that have at.
14:58:21 K-12 institutions.
14:58:33 And then the, lastly,
14:58:34 I just wanted to point out that in the final slide,
14:58:37 we have a link directly to that inclusive coaching webinar as well.
14:58:41 And it, it has,
14:58:42 it will be shared in the resources area of the archives.
14:58:45 And this archive of course, will be sent to everyone that registered.
14:58:48 And we encourage you that to share that out with your friends.
14:58:50 Carol.
14:58:51 Did you want to say any more about anything we'll be posting on the
14:58:53 global minded site or Lightbound site that we can point people to.
14:58:56 You know what?
14:58:57 I just wanted to say that we are working with global mind and I'm kind
14:59:01 of putting us in here right now under resourced, but I'm not.
14:59:04 I've got to spell it correctly. You guys, sorry.
14:59:09 And doing both of these things at the same time,
14:59:11 but basically for schools that can't afford these things,
14:59:14 we are working with global minded, collaborative institutions.
14:59:18 And so reach out if you want to do this,
14:59:20 but you don't have a budget or there's no way in the world,
14:59:22 you could get a budget.
14:59:23 So we can kind of have you on that list.
14:59:25 And we'd love to be able to work with you on that. And.
14:59:29 I'll just put low-income institutions here.
14:59:31 So you meet what I mean to say is.
14:59:33 Institutions that don't have the resources that they need to do well
14:59:36 by the students who also don't have the resources.
14:59:38 Those are the people that were looking out for the collaboratives.
14:59:40 So reach out, email me. I'll give you all my email as well,
14:59:43 and then you'll have it in the follow-up.
14:59:44 But we'd love to work with you on that.
14:59:46 Wherever we can be helpful. So.
14:59:58 Thank you, Carol. There's so,
14:59:59 so much great stuff happening at all of your institutions.
15:00:01 Thanks to all of you who have shared what you're doing.
15:00:03 And we'll also be profiling what some of our members have done in
15:00:06 March. So if you've got a bridge program that you had.
15:00:08 Be willing to share about we'll be, we'll be in touch.
15:00:10 With that I wouldn't say thanks to our amazing presenters.
15:00:12 We look forward to seeing what you all do with summer bridge
15:00:14 this year.
15:00:19 You guys, and thank you for all. You do. Everyone who came today,
15:00:22 we really appreciate you sharing this time with us.
15:00:28 Yeah. And let us know how else we can help.
15:00:30 So where we're open to that and want to be here as resources for you,
15:00:34 just like in rock is so thanks for your time.