Marsha Dowell, PhD, Senior Vice Chancellor Warren Carson, PhD, Associate Vice Chancellor Deryle Hope, PhD, Associate Director, International Studies Cherie Pressley, Director, Upstate Regional Education Center

Fall 2004—Freshman Composition Appointment of a Director of Composition Review of Institutional Assessment Data Anecdotal evidence—the degree of success in English 101 and English 102

Why aren’t students performing better? Are we really teaching them what they need?

Course Audit—30 sections of English 101, taught by 15 different instructors, using 15 different course syllabi of varying quality (AP) Development of claims and evidence (AP; NAEP) Formalized conversations and work sessions with English faculty from the largest feeder high schools

Efforts to align courses (EPIC), thereby helping to remove the disconnect between HS achievement and college success Mandatory professional development retreats each semester for ALL composition faculty

Better sense of where HS curriculum ends and where the University curriculum begins A collaborative spirit among HS and University faculty members that focuses on transition to college and student success A shift away from a teaching-focused approach to a more learning-focused approach to writing instruction

A common course syllabus for the English sequence A scoring rubric to encourage more consistent grading Greater focus on best practices in writing assessment New placement model

Reduction in the percentage of DFW grades in English Pilot dual enrollment courses in English

What is the Scholars Academy? An accelerated high school option located on the USC Upstate campus Open to rising 9 th graders in all Spartanburg school districts Students remain as home high school students but spend half-day at the university Students can earn up college credits in 4 years along with a HS diploma

SC SCHOOL DISTRICT MAP

Daily Schedule 8:30 a.m.—12:30 p.m. 3 classes each day MWF, T Th Honors/AP/Dual Credit (college credit) 12-12:30 p.m. Lunch at USC Upstate 12:30 p.m. Return to home school Take at least one class there. Participate in extra-curriculars.

Requirements  Maintain As & Bs in all courses  Begin as a ninth grade student  Commit to graduate the program  Be self-motivated, academically gifted  Have parent support

Campus Location Library Building

Current Facts Cohort 1: graduated 20 students Cohort 2: 11 rising seniors Cohort 3: 24 rising juniors Cohort 4: 32 rising sophomores Cohort 5: 40 rising freshmen Experience with 127 students in a variety of courses

Fall Algebra II Honors/Geometry Honors English II Honors (yr.-long) US History 105 (dual credit) Freshman Seminar (CP elective yr.-long) Spring Geometry Honors/Precalculus 126 English II Honors US History106 (dual credit) Physical Science 101 (dual credit) Freshman Seminar Freshman

Fall Precalculus 126/127 (dual credit) Biology 101 (dual credit) English III Honors Sophomore Seminar Spring Precalculus 127/Calculus 141(dual credit) World History 101(dual credit) AP English Language and Composition Sophomore Seminar Sophomore

Fall English 102 (dual credit) Calculus 141 or AP Calculus (dual credit) Chemistry 111 or Astronomy 111 (dual credit) German 101 (dual credit) University Singers (dual credit) Spring AP English Literature Calculus 142 or AP Calculus (dual credit) Biology 102 or Chemistry 106 (dual credit) Foreign Language or Economics (dual credit) University Singers (dual credit Juniors

Students are generally unprepared Students need interventions: Study sessions with designated Cohort partners and upper class Academy peer coaches Peer tutoring from university students Group help/study sessions provided by professors Extra coaching provided by Academy instructors Math lab/writing lab access Findings

Interventions are most effective after an “awakening”: First failing grade on a test or paper Probationary status or loss of scholarship/ program status Findings, continued

Principles for improving the transition from high school to college Academic Shift from memorization to understanding Focus on critical thinking Higher standards of acceptable work Students assume responsibility to learn from written texts Develop metacognitive strategies Student engagement Technology On-going research activities Socio - emotional Realistic self-awareness of what it takes to be successful in college Set priorities Self-discipline Be intellectually curious Take initiative Persevere and be resilient Need support systems Be flexible and adaptable Overcome fear and doubt Need a sense of accomplishment Need validation and sense of belonging

Motivated students who take advantage of interventions improve. Students who understand consequences tend to improve. Certain course parameters facilitate success. Early student success breeds success. Observations

Crescat scientia, vita excolatur “Let knowledge increase, let life be perfected.”