Hispanic Pilot Project | Steps To College

University of Georgia: Summer 2003

STC students studied bees at the Botanical Garden and then entered their findings into a computer program, performing statistical analysis and reporting their results.

The goals of the Summer 2003 Steps To College program at the University of Georgia were to 1) improve the academic skills of Latino/Hispanic youth who live in and attend Clarke County middle and high schools, 2) to increase the number of Latino/Hispanic youth who pass the high school graduation test, and 3) to increase the number of Latino/Hispanic youth who attend post-secondary institutions.

From June 16 through July 17, 29 middle and high school students met on the University of Georgia campus four days a week for seven hours of intensive instruction each day. Each student who completed the program earned 1 Carnegie unit toward high school graduation.

The students were divided into two tracks—ESOL and the Academic track. The ESOL students studied English and study skills, and the more advanced academic group studied language arts and social studies in the morning, and science and mathematics in the afternoon.

Classes met in the Forestry Building on the University of Georgia campus and students mixed with American students and staff members each day when they enjoyed lunch at the Georgia Center for Continuing Education.

The rising 9th through 12th graders attend three schools in Clarke County—Cedar Shoals High School, Clarke Central High School, and Clarke Middle School. Guidance counselors and teachers identified students, and the bilingual liaisons from the Clarke County Schools contacted each family and received permission and a commitment to attend the program.

The ESOL and academic tracks were taught by two Clarke County teachers, and they were assisted by seven tutor/mentors, one program coordinator, and one curriculum assistant.

Of the seven tutor/mentors, six were students in the Georgia Center for Continuing Education's American Language Program and were advanced second language learners preparing for undergraduate or graduate school. One tutor was a student in the University of Georgia School of Law.

The Program Coordinator and Curriculum Assistant were faculty members in the American Language Program at the University of Georgia.

The summer 2003 tutor group was especially interesting because several of the mentors were Korean. Initially, the coordinating team was concerned that there was only one Latino tutor available to work with the program. In the student evaluations, however, both tutors and students reported that it was valuable to learn about a culture that was different from their own. One student commented that she "learned more English and even a little Korean."

Students were actively involved in learning, both in the ESOL and academic classrooms, but also in the educational field trips and integrated units, which enhanced the academic experience.

Integrated Units

Mr. Charlie Mustard, former science teacher at Clarke Central High School, and owner of Jittery Joe's Coffee Roasting Company, developed a teaching module which took the students from growth of the coffee bean through the process of roasting the coffee and brewing it. At each stage, he taught science lessons on every aspect of the transformation from bean to roasted and brewed coffee. Many of the students were from countries that grow coffee, and it was a subject to which they could relate and learn. Several students spoke positively about this module in their written evaluations at the end of the summer.
For the second year, Ms. Stella Guerrero, a Cedar Shoals High School teacher organized a three-day integrated unit on bees. Prior to the activity, students studied bee behavior and formed a hypothesis. Later they studied the bees at the Botanical Garden and then entered their findings into a computer program, performing statistical analysis and reporting their results. In the evaluations, one student in the academic track said that she enjoyed "learning about science and nature through bees."

At the closing Steps To College activity, admissions representatives from three institutions talked with the students about college attendance.

Field Trips

Students enjoyed and learned from several field trips, including

A "Walk Around Athens," when students literally walked around downtown Athens with their teachers and mentors, and learned about the history and points of interest.
An interesting trip to the Athens Banner Herald, where they were greeted by former 2002 Steps To College tutor/mentor, Jose Romero. Students learned about the development of news and they enjoyed hearing about the new magazine, Eco Latino, which features articles of interest to Athenians of Latin descent.
The students also took a full-day trip to the Fernbank Museum in Atlanta. They viewed an IMAX movie on preserving the ocean's coral reefs, and students toured several parts of the museum. This was probably the least favorite activity for some of the students, and the program will not be repeated. It was difficult to create a meaningful experience because there was no one available to explain the important features of the museum.
The closing Steps To College activity was one of the most meaningful to the students, relating to the goal of encouraging students to attend college. On the last night of the program, students and parents were invited to attend a reception at the Georgia Center for Continuing Education. Over 40 students and parents attended, and admissions representatives from three institutions talked with the students about college attendance. The representatives from Andrew College, Athens Technical College, and the University of Georgia, spoke with the students and parents about the importance of studying in high school and then going on to attend and graduate from college. Several college students spoke to the high school students in both English and Spanish, and after the program, the group enjoyed talking with the college representatives at display tables. Not only did the parents learn about educational opportunities for their children, but several of the parents actually expressed an interest in attending Athens Tech.

Accomplished Objectives

Program coordinators and teachers have every reason to believe that the 2003 Steps To College program accomplished its objectives. By observation and by the written students evaluation, students enhanced their English and academic skills. Comments by the less advanced ESOL students included:

"I learned a lot of words and I learn to speak better."
"It is more interesting to learn things for my life."
"I learn about other person when we go to different places. Learn more English everyday."
"I learn more about American culture. It's cool."

Additional comments by students in the academic track:

"In solving math problems I am not too good, but in this program I improved that problem."
"I learned more math. When you go shopping and there is discount you can do mental math and know how much you are going to pay."
"I become interested in being a teacher."

Regarding the goal to encourage students to stay in high school and attend college, when Steps To College students were asked why it is important to stay in high school and attend college, ESOL students responded:

"We are preparing to go at college."
"Then I will get a job and feel happy with me."
"If I want to go college I need to study some much and the summer is the perfect time."
"I think I know why it is very important now, because if I want to have a great job I have to go to college, but first I need to finish my high school."
"I want to be better in my life."

The academic track students were able to articulate their thoughts about the importance of education, when they said:

"When you go to high school you'll know something that you learned in Steps To College program, and also I think that education never ends."
"There are a lot of thing to learn that you don't know even existed. You can also become a better person in the future."

Challenges

In times when students watch television and enjoy action shows, it is increasingly difficult to offer programs that will capture the imagination of the students. A few students said that the days seemed long because there was so much work packed into the day with too little free time.
Of course, some participants were involved in Steps To College because their friends were there, while others seemed very serious about learning and increasing their English language skills.
In future programs, it will be important to provide more breaks, with more athletic activities. Summer is very hot in Athens, Georgia, and it may be possible to offer programs in the Ramsey Student Recreation Center.
It is also a challenge to teach students at different language levels. It would be very good to provide additional speaking/listening activities with American students and staff.

Planned Activities

During fall semester, the program coordinators have explored ways to assist local Latino high school students in practicing English language skills and increasing their chances of passing the high school graduation exam. On November 25, program coordinators will meet with Mr. Tony Price, Clarke Central High School Vice Principal, to determine a course of action for spring semester 2004.

Number Trained and Areas of Training

During the summer 2003 Steps To College program, there were 29 high school student involved—12 students in the ESOL (English for Speakers of Other Languages) Track and 17 in the Academic Track. In addition, there were 7 tutor/mentors, who were students from the University of Georgia's American Language Program.

The two areas of training were the ESOL and Academic tracks. The ESOL Track was taught by Ms. Jodi Bolgola, ESOL teacher at Clarke Central High School, and it was designed to expand the English language proficiency of students who qualify for the ESOL program during the regular academic year. The Academic Track, taught by Ms. Bonnie Muia, ESOL teacher at Clarke Middle School, was a series of classes and projects, designed to enhance the students' mastery of language, geography, science, and mathematics, and to prepare them for the high school graduation test.

New Programs

Because this was the second year of the Steps To College program and because the two faculty members taught both years, the teachers were able to build on the instructional materials developed during summer 2002. Ms. Bolgola and Ms. Muia developed modules and course materials which can be used in their ESOL classes during the regular academic year.

The integrated unit, "coffee roasting," was a new module which employed hands-on teaching methods which proved to be a significant learning experience to a number of students who mentioned it on their evaluations.

Although the unit on "bee behavior" was developed during summer 2002, the students who participated were all new to the academic track and they learned a great deal about nature.

The students also enjoyed learning about newspaper production when they took a field trip to the Athens Banner Herald. The Latino magazine, Eco Latino, was of particular importance to these students.

Partnership Activities

There were three System faculty members involved (one in planning and two who participated in the daily activities of the program) and seven students from UGA's American Language Program, who served as tutor/mentors.

Linkages with Other Institutions

The program formed a number of linkages with individuals and organizations around Athens.

Athens Clarke County Schools—For two years, the School District has been very supportive of the Steps To College Program. Three bilingual District staff members were responsible for recruiting the students and talking with parents to secure the appropriate permissions for the summer activities. The District supported the program through the use of school buses, and Dr. Barbara Duke and her staff were especially helpful in the program development stage.
Several community organizations and businesses were involved in teaching through educational field trips, including Mr. Charlie Mustard (Jittery Joe's Coffee Roasting Company), the Athens Welcome Center (Walking Tour of Athens), University of Georgia's Botanical Gardens (Ms. Stella Guerrera, from Cedar Shoals High School, taught a unit on "bees"), Athens Banner Herald, and the staff of the Fernbank Museum in Atlanta. In addition, three institutions participated in the College Night for students—Athens Tech, Andrew College, and the University of Georgia.
The University of Georgia's Office of the Vice President for Public Service and Outreach provided the program funding through the Office of International Programs, and also through the programs and facilities of the Georgia Center for Continuing Education.

Number of Individuals and/or Organizations Benefited

The 29 high school students were the primary beneficiaries because they had an opportunity to spend a full month, learning English and participating in enjoyable educational activities on a college campus. They visited with admissions representatives from colleges, and they met successful Latino business people and learned more about Athens and the surrounding area.

The seven tutor/mentors, who were students from the Georgia Center's American Language Program and the University of Georgia School of Law, had the opportunity to learn from the two Clarke County School District teachers and to enhance their own English language skills.

The Georgia Center for Continuing Education's American Language Program benefited from the links with the School District, and the District was able to offer a summer academic program for these Latino students. The three College Night participating institutions, Andrew College, University of Georgia, and Athens Technical College also benefited from the exposure to these students who may enroll in their colleges in the future.