STARS Title V Project
Newsletter
classes to prepare him for a Biology/
Conservation major at San Jose State University. After completing that degree, he
may continue his education and become a
doctor or lawyer.
Inside this
issue:
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2
3
4
5
As a STARS student Alejandro learned to
establish a relationship with his instructors, and the importance of being interdependent through using study groups and
campus resources such as the Integrated
Learning Center and the Math Learning
Center. Like many students, Alejandro’s
The first cohort of STARS First Year Ex- most significant barrier to staying enperience started in fall 2010, so how are
rolled in college has been financial. Even
they doing now? When we caught up with as a Pell Grant recipient, he has worked at
Alejandro Anaya, he was studying math
part time jobs with flexible schedules and
just a few minutes before we did the inter- has started applying for scholarships to
view. He studies each subject every day
continue studying.
for 30 to 50 minutes after completing his
homework, which has paid off with a 3.8 With the encouragement of his parents,
cumulative GPA. He is on track to comwho came from Mexico and encouraged
plete two AA degrees by the end of the
him to take advantage of the educational
semester, and is already on the wait list
opportunities that they didn’t have, he is
for the Radiology Technician program. In determined to do the work necessary to
the meantime, he intends to take more
secure his future.
English faculty members Geneffa Jonker
and Tera Martin, who are teaching classes
that are part of the STARS First Year
Experience (FYE) program this semester,
are designing an FYE learning portfolio
that can be used in any English course.
This portfolio will include readings, reflections, and other activities to provide
students with a greater understanding of
effective college student behaviors and
their own personal goals and values. This
idea has already been successfully implemented at other community colleges and
supports many of the California Community College recommendations for effective practices in basic skills.
Some of the activities and assignments
include assessing personal learning
styles and goals, attending and reflecting
on campus workshops and multicultural
campus events, writing about the new
student orientation, and participating in
service learning. These are meant to
help students increase their level of social integration, motivation and engagement in college. There is also an emphasis on successfully managing emotions
in order to exercise more control in the
affective domain, which can greatly
impact performance and course success.
All students in English classes can potentially benefit from this new resource!
Volume 3, Issue 2
Page 2
Juan Artega-Estrada, Victor Sanchez and fellow students
at an SI session
STARS Title V Project Newsletter
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STARS Title V Project Newsletter
STARS First Year Experience Learning Community
Three years, Five cohorts, Promising Findings
STARS - All cohorts
(n=163)
Female
Male
Age (average)
Latino
Santa Cruz South County
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61% (99)
39% (64)
22
83% (136)
67% (110)
Placement Levels
English-255
English-100
60% (98)
40% (65)
Math-254
Math-154
Math-152
No Math Placement
49% (79)
23% (37)
23% (38)
5% (9)
Demographics for all STARS participants from
2010—2012
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
STARS Cohort 1
Comparison Cohort 1
STARS Cohort 2
Comparison Cohort 2
Fall
2010
Spring
2011
Fall
2011
Spring
2012
Fall
2012
Spring
2013
census
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STARS Title V Project Newsletter
ENGL-255
ENGL-100
basic skills
degree applicable
STARS Cohorts
(n=155)
ENGL-1A
transfer-level
Comparison Cohorts
(n=406)
16%
50%
50%
74%
STARS Cohorts
(n=101)
37%
Comparison Cohorts
(n=217)
25%
63%
75%
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STARS Title V Project Newsletter
MATH-254
MATH-154
basic skills
degree applicable
STARS Cohorts
(n=155)
TRANSFER
LEVEL
MATH-152
degree applicable
Comparison Cohorts
(n=378)
25%
55%
45%
75%
STARS Cohorts
(n=110)
16%
Comparison Cohorts
(n=272)
19%
84%
81%
STARS Title V Project Newsletter
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The final Title V
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First Year Experience
pilot will focus on
making basic skills
students aware of the
advantages and
Placement
opportunities for
advanced degrees,
even in the CTE
fields of study.
Three cohorts with
different summer
bridge experiences
will share common
elements of support
throughout the
year.
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Summer bridge
English 100 &
Math 152
August 19-23
orientation
Math 254,
English 100 or 255
June 17-28,
intensive math
review
English 255 or 100,
Math 254-152
EOPS Summer
Migrant Program*
*Students in this cohort will qualify to
participate in the EOPS Summer Migrant
Program.
May 2013 Newsletter
Volume 3, Issue 2
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cabrillostars.org!