This session will explore how Elon University in North Carolina partnered with the local community to develop and implement Elon Academy, a college access and success program for high school and college students with financial need and/or no family history of college attendance. The session will cover how the partnership began, the program components of Elon Academy, assessment data, and lessons learned from the university-community partnership.

1. Elon Academy:A University-Community Partnership Deborah Long, Professor of Education and Elon Academy Director Elon University

2. How it all began . . . In 2006 when Judge Howard Manning threatened to close an underperforming school in Alamance County, President Lambert began to rethinking the role of Elon University in the life of our local community. Elon Academy

3. In Alamance County . . . 1997-1998 Hispanic Population 4.1% Free/Reduced Lunch 34% Non-White Students 43.6% . 2009-2010 Hispanic Population 18% Free/Reduced Lunch 52% Non-White Students 46% 2.5 students drop out of high school every day. More than 17,000 students are growing up in households where no one has earned a four-year college degree.

4. Our Mission responsibility. The mission of the Elon Academy is to inspire academically-promising students who are often underrepresented on college and university campuses to pursue higher education, build leadership skills, and develop and active sense of social responsibility. Shelby Oldham SALEM COLLEGE

5. Current Scholars & Families 115 scholars 300 family members 20 first-year college students (Alpha class) 22 high-school seniors (Beta class) 25 high-school juniors (Gamma class) 24 high-school sophomores (Delta class) 24 high-school freshmen (Epsilon Class) Jaron Torain ST. AUGUSTINE COLLEGE

6. Scholar Recruitment Over 2,000 letters sent to 9th graders in the Alamance Burlington School System (ABSS) Postcards returned for application request Student and family applications sent (≈ 300) Applications received (≈ 100) Screened by Advocates Interviews by staff (≈ 60) Invitations to join the Academy (24-26)

7. Selection Criteria Current 9th grader Student in Alamance-Burlington Schools Financial need and/or no family history of college Demonstration of academic promise No pattern of disciplinary problems Desire to succeed Commitment to the Elon Academy

8. Demographics

9. Demographics

10. Demographics

11. Elon Academy High School Program Phase I: The Elon Academy Three-year, year-round college access program for high school students and families including three summer residential experiences and a monthly Saturday Academy Phase II: The EA College Transitions Program Summer Program for graduated seniors Phase III: The EA College Success Program Year-round program for first-year college students and families Phase IV: The EA Alumni Program Year-round program for EA graduates and families

12. Elon Academy Summer Program Residential living Roommates and Mentors Rigorous daily schedule Academics College Planning Evening Activities Service Projects R.E.C.E.S.S. Presentations of Learning Internships

13. Year-Round Support Advocates Academic Tracking Academic Coaching Counseling Family Support Phoenix Cards Dream Fund Saturday Academy

15. Essays, Applications

17. SAT Prep (Princeton Review)

18. Study Skills

21. Measures of Success College Acceptances Graduates accepted at over 30 institutions 19 out of 22 graduates enrolled in 4-year colleges or universities 1 graduate attending community college

22. Gates-Millennium Scholars Sarah Rawls ’10 UNC-Chapel Hill Araceli Morales-Santos ’11 Wake Forest University

23. How are we doing? 90% of scholars are enrolled in Honors and/or AP classes. Enrollment in non-college prep classes has decreased. Involvement in extracurricular and service activities has increased.

24. Some Research Findings . . . Increased . . . Willingness to take risks Understanding of relationships to others and the community Desire to make a difference in the world Sense of life purpose and meaning Sense of identity and acceptance of others

25. How are we doing?

26. Saturday Academy ~ Looks Good? College-Ready Skills Book Jam Essay Writing Test Preparation Academic Coaching College, Scholarship, and Grant Applications Family Workshops

27. Why redesign Saturday Academy? 30% of our graduates are struggling in college ~ most will finish, but . . . We also want 100% of our scholars to enter college ready to take advantage of a FULL range of opportunities – making them career ready. We began asking ourselves: Why do some students (not just low-income students) struggle in college (in spite of these efforts – other than the obvious reasons)?

28. How are we doing?

29. Why do some students struggle in college (other than for financial reasons and/or inadequate academic preparation)? College/Career

30. High School vs College/Career High School College/Career Student is passive Late work is accepted Time is managed through daily classes and activities Focus on passing tests Individual accountability Short-term assignments Little feedback Lack of course rigor Minimal homework Student is active Deadlines matter Students are expected to manage their own time Focus on quality of work Team accountability Persistence over time Acting on feedback Rigorous coursework Extensive out-of-class assignments

31. What happens when scholars are immersed in an experience that is an authentic college experience? College/Career

32. Transformation at the Intersections Research team 15 Elon Academy scholars 1 undergraduate student Elon Academy Staff members Faculty from across disciplines Produce a book to share with community stakeholders Research on challenges and opportunities for college access

33. Year-long immersion in the work Interviews Focus groups Surveys Photovoice Reading Writing Presenting Summer Class Goal: Book Project & Art Exhibit

34. What our scholars are saying . . . Passion For learning For service For leadership Persistence To overcome obstacles To see challenges as opportunities To sustain interest over time Self-Control Manage time Prioritize Resist the Marshmallow

35. What we have learned . . . Immersing high school students in authentic, meaningful, high-interest, engaging work over an extended period of time develops college and career skills and develops a passion for academic learning and service. Having specialized knowledge increases confidence and self-esteem. ALL scholars would benefit from this type of opportunity.

36. Key Cognitive Strategies Inquisitiveness, Analysis, Problem Solving Reason, Argumentation, Proof, Precision Key Content Knowledge Writing & Research Academic Subjects, Languages, Arts Academic Behaviors Time Management, Study Skills, Persistence, Metacognition Contextual Skills Awareness Understanding Academic Culture, Interacting with Professors Understanding Admissions Process and Financial Aid Co-lead by Elon University Students *David Conley, 2007 *Redefining College Success

37. Initiate multiple year-long projects (5 - 7) Meaningful Authentic Engaging Important High Interest Inbed skills throughout Redesigned Saturday Academy

38. Teams of 7 – 10 scholars Lead by faculty, staff, or community partners Co-lead by Elon University Students Redesigned Saturday Academy

39. Conservation Education for Kids Community Mentor: Mindy Stinner, The Conservators’ Center (local wildlife education, conservation, and rescue facility) Project Goal: Develop a science workshop for school children about wildlife ecology or conservation challenges Tasks for EA scholar-participants include: Learn about wildcat ecology and conservation issues through popular and scientific texts, videos, and field experiences at the Conservators’ Center Find and understand the requirements for science education at a targeted grade level Explore what it takes to create a quality science workshops for children Interview grade school teachers for their specific needs Learn to work safely and appropriately with an educational ambassador animal (serval or singing dog) Design and co-teach a workshop for a 3rd or 4th grade class to share their knowledge SAMPLE PROJECT: Ambassador Sammy Serval visits an Elon University class, Spring 2010

40. SAMPLE PROJECT: Herpetology in the Piedmont Faculty Mentor: Dr. Terry Tomasek, Assistant Professor in the School of Education Project Goal: Students plan a demonstration booth for the NC Museum of Natural Science during Reptile & Amphibian day. They share their newly acquired knowledge with community visitors who attend this event. Tasks for EA scholar-participants include: Exploring how various cultures utilize reptiles and amphibians as food sources. Considering the tensions between economics, culture and conservation. Elon Academy Herpetology Class. Summer 2010.

41. Engineering Project Faculty Mentor: Mr. Stu Johnston, High School math and physics teacher Project Goal: TBD Tasks for EA scholar-participants include: TBD Elon Academy Engineering Class. Summer 2010

42. Hunger Project Staff Mentors: Ms. Holly, Campus Kitchen Director and Mrs. Dianne Ford, Community Garden Sponsor Project Goal: TBD Tasks for EA scholar-participants include: TBD Elon Academy Community Garden Service Project. Summer 2007, 2008, 2009, and 2010 & Campus Kitchen Grand Opening. Spring2011

43. Project/Problem-Based Learning Problem/Project-Based Learning (PBL) focuses on simultaneously developing problem-solving strategies, inter-disciplinary knowledge bases and critical thinking skills by placing students, teachers and community members in an active problem-solving role in the real world.

44. Why PBL? PBL provides a framework that supports current standards of excellence and provides opportunities for community collaboration. PBL is consistent with current research in education, cognitive science, and psychology that has revealed hitherto unsuspected strategic competence and metacognitive knowledge in young people.

45. In other words . . . Young people are capable of doing amazing things when given adequate structure and support.

46. Assessment Holistic Assessment Summer Academy Saturday Academy High School Classes Test Scores Family Programs

47. What else should we be thinking about?

48. Questions? Contact Information: Deborah Long dlong@elon.edu 336-278-5859