Colectivo Universitario para el Éxito

UPR: Horizon to Success

CUA-UPR ModelTarget Population: Pre-university and university students from public housing complexes, very low income communities, or underrepresented schools in the campus vicinity.

Goals: 1) Strengthen Post Secondary Studies Aspirations and Academic Performance through innovative teaching/learning approaches person to person and remote, and 2) Develop robust literacy on academic offerings at UPR System, and develop significant college-readiness through various innovative initiatives (in person and remote) to warranty high graduation rates on high risk population.

Geographic Regions• North-Center-East – Bayamón– Carolina– Cayey– Humacao– Río Piedras

• West– Mayagüez (Pilot and Mentor)

Campus Profiles• UPR-Bayamón (Dra. Claritza Castro, Campus Coordinator and Co-PI)

– Institutional and Community Research• Target Population: Underrepresented Schools in the Bayamón vicinity and Comerío

– General Components (Assignment Assistance, Tutoring and Mentoring) for Elementary, Junior and High School levels• Elementary: 100 students• Junior: 100 students• High: 200 students

– Summer Camp (Junior and High School): 80 students• UPR-Carolina (Sra. Ivelise Casado, Campus Coordinator and Sra Elisa Figueroa)

– Target Population: Public Housing Residents (Carolina)– General Components (Assignment Assistance and Mentoring) for Junior and High School

• Junior: 12 students• High: 19 students

– Summer Camp (Junior School: 30 students)• UPR-Cayey (Dra. Isar Godreau, PI and Prof. Verónica Castro, Outreach Coordinator)

– Institutional and Community Research• Target Population: Public Housing Residents (Cayey, Aguas Buenas, Cidra, and Aibonito)

– General Components for Junior and High School• Junior: 105 students• High: 60 students

– University Students: Academic Support and Mentoring: 40 students– Summer Camp (Junior School: 40 students)– Reading, Coir and Sowing, and Literary Contest Club (Junior Students)

Campus Profiles• UPR-Humaco (Dra. Ivelisse Rivera Bonilla, Campus Coordinator and Co-PI)

– Institutional and Community Research• Target Population: Vieques and Culebra Students• Junior (Vieques): 40 students • High (Vieques & Culebra): 79 students

– University Students: Academic Support and Mentoring (56 students, Governing Board Policy #50)– Summer Camp (Junior: 40 students)

• UPR-Mayagüez (Dra. Bernadette Delgado, Campus Coordinator and Co-PI)– Institutional and Community Research

• Target Population: Public Housing and Very-Poor Communities in Mayagüez– General Components for Junior and High School

• Junior: 72 students• High: 41 students

– Math, Science, and Writing Clubs for Elementary Students: 60 students– Summer Camp (Junior and High School: 50 students) – University Students: Academic Support and Mentoring: 40 students

• UPR-Río Piedras (Dra. Mercedes Rivera, Campus Coordinator and James Seale Collazo Co-PI)– Institutional and Community Research

• Target Population: Very poor communities and Public Housing (San Juan)– General Components for Elementary, Junior and High School

• Elementary: 15 students• Junior: 10 students• High: 27 students• Other: 8 students

– Summer Camp (Junior and High School: 40 students) – University Students: Academic Support and Mentoring (33 students, Governing Board Policy #50)

Base-Lines and Phases• North-Center-East (Baselines: Institutional and Community

Research, 2014-15 and Outreach Pilot, 2015-16)– Phase One: Peers and Learning Communities Training– Phase Two: Community Research and Outreach Development– Phase Three: Outreach Activities and Evaluation– Phase Four: Research and Outreach Dissemination

• West (Baselines: Integral Pilot, 2007-2013 and Institutional Mentor, 2014-16)– Phase One: Peers and Learning Communities Training– Phase Two: Community Research and Outreach Development– Phase Three: Outreach Activities and Evaluation– Phase Four: Research and Outreach Dissemination

General Components

• After School Hybrid Academic Program– Academic Development on high risk areas (English,

Mathematics, Spanish, Math and Verbal Reasoning) through personalizad learning, active-or project based learning, and multidisciplinary efforts focused on improving instructional experiences.

• Mentoring Community– Inter-Generational Mentoring Program through

personalized and remote interactions using new media.

Other Components• Summer Camp– UPR Academic Offerings, College Board Prep,

Admission Process, and FAFSA completion workshops using interactive and active learning strategies. UPR Route to introduce participants to UPR academic diversity.

• Mentoring Community at University– Inter-Generational Mentoring Program for

university students through personalized and remote interactions using new media. Also, Peer- mentoring Program for University students.

Academic Strategies• Personalize teaching/learning using online

courses and materials– Educational Games– Online Courses, Workshops, and Materials– Person to Person and Remote

• New Media teaching/learning experiences– Online Research– Blog Development– Social Networks as Learning Communities

• Electronic Classroom and Computer Centers pre-UPR

Mentoring Strategies• Inter-Generational Mentoring Program– Professors to University Students– University Students to Middle and High School Students– Middle and High School Students to Primary School

Students• Person to Person• Online Mentoring

• Research as Mentoring Experience• Peer Mentoring• University Academic Offerings and Procedures– Academic Couching– UPR Student Ambassadors

Evaluation Criteria• Academic Program

– School Retention– Grade Completion– General GPA– English, Math and Spanish Grades– Pruebas Puertorriqueñas Results (7mo, 8vo y 11)– Registration and Use Access to Success Web Page

• Mentoring Program– Registration and Use Access to Success Web Page– Repeat and Increase Results on College Board Examination– University Application– University Admission– University Enrollment

• University Academic Support and Mentoring Program– Student Retention– Student Persistence– Student Graduation– Registration and Use Access to Success Web Page

• Summer Camp– UPR Academic Offerings Literacy– Admission Process Literacy– FAFSA Literacy– Registration and Use Access to Success Web Page

Evaluation Criteria• Community Research

– Instruments Design– IRB Approval– Data Collection– Data Analysis– Writing and Editing

• Outreach Research– Assessment Instruments Design– Assessment Collection– Data Analysis– Writing and Editing

• Dissemination – Institutional Dissemination– Target Groups Presentations– Peer Review Conference Participation– Peer Review Journal Submission– Peer Review Journal Publication

Assessment Instruments

• Service Satisfaction Form• University Aspirations Form• University Daily Life Participation and

Satisfaction Form• University Integration Instrument• Activities Assessment Forms• Semester Report• Yearly Report

Timetable• 2016-17 (Phase #1)

– Recruitment– Training– Outreach coordination

• 2017-18 (Phase #2)– Outreach: Academic Performance to Win– Outreach: Mentoring in Community– Outreach: Research Skills: Academic Programs, Procedures, and

Academic Research and Faculty Mentoring– Assessment Instruments Design– Community Research

• 2017-18 (Phase #3)– Outreach Evaluation– Community Research Analysis– Institutional Recommendations

• 2018-19 (Phase #4)– Community Research Dissemination– Outreach Results Dissemination

North-Center-East Region West Region

• 2016-17 (Phase #1)– Recruitment– Training– Outreach coordination

• 2017-18 (Phase #2)– Outreach: Academic Performance to Win– Outreach: Mentoring in Community– Outreach: Research Skills: Academic Programs, Procedures,

and Academic Research and Faculty Mentoring– Assessment Instruments Design– Community Research

• 2017-18 (Phase #3)– Outreach Evaluation– Community Research Analysis– Institutional Recommendations

• 2018-19 (Phase #4)– Community Research Dissemination– Outreach Results Dissemination