Minutes for July 9, 1997 Meeting

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Members Present: J. Carethers, E. Comisso, P. Drake (Co-Chair), Y. Espiritu, P. Gourevitch, D. Gutierrez, R. Gutierrez, S. Kirkpatrick, D. Magde, A. Mansury, A. Marshall, K. Martinez, H. Mehan, D. Miller, J. Steindorf (Executive Secretary), M. Walshok, J. Watson, J. Woods Others Present: E. Benitez, M. Brown, L. Doughty, C. Lytle, P. Nader, R. Olson, B. Sawyer Members Absent: N. Spitzer Admissions and Outreach Three of UCSD's principal outreach programs were discussed by Directors Mae Brown, Eustacio Benitez, and Linda Doughty who distributed summaries of the mission, goals, history, outcomes, and future initiatives being advanced through their respective Admissions and Outreach, Early Academic Outreach Program (EAOP), California Student Opportunity and Access Project (Cal-SOAP) programs. With emphasis on the goal of recruiting undergraduates with highly competitive academic capabilities, Brown reviewed the array of programs in place to increase the enrollment of underserved students: high school and community college visits and meetings with counselors, on-campus information sessions and tours, community based activities involving students and families to ensure the availability of information about "competitive admissibility," coordination with EAOP and Cal-SOAP, and the extensive use of information technology. In response to questions from the Task Force regarding enhancements of existing programs, Brown recommended additional funding for outreach efforts to improve the transfer rates among underserved students in the community colleges, refinement of articulation agreements (entailing increased numbers of faculty-to-faculty meetings), expansion of articulation agreements with a greater number of community colleges, University sponsored SAT workshops, and production of more outreach materials in languages other than English (especially Spanish). Noting EAOP's success over the past two decades (i.e., UC and CSU enrollment rates of EAOP graduates exceed the average rates associated with California public high school graduates) despite significant funding reductions in the early 1990's, Benitez identified the need for increased funding so that services which currently target students in grades 8-11 may be expanded to grades 4-7. Expressing concern about the effects of Regents Resolution SP-1 and Proposition 209, Benitez noted that pending court rulings, EAOP activities that have focused on increasing the participation of underrepresented African American, American Indian, and Hispanic students may be constrained if those outreach efforts are construed as preferential treatments. Benitez stressed the importance of targeting EAOP students as early as possible and then coordinating efforts involving academic preparation (especially writing), parental involvement, use of role models, motivational activities, and support from schools over time. He reviewed UCSD's Upward Bound program designed to help junior high and high school students achieve UC admission eligibility through academic counseling sessions and summer programs. He described Upward Bound, a college preparatory program funded by the U. S. Department of Education for high school students who have the potential to succeed in college, although prior to involvement they may be earning grades below their academic potential. In response to Task Force questions about the numbers of students involved in and the cost of this program, Benitez noted that 95% of the students in the Upward Bound Program ultimately become UC eligible and competitive, and that this program's budget of $10,000/student is comparable to the per capita cost identified in the Charter High School Proposal. Administered by the California Student Aid Commission which distributes Federal funds to the nine regional Cal-SOAP projects active throughout the state, Doughty noted that UCSD serves as the fiscal agent for the San Diego consortium of 20 school districts and educational institutions. With the goal of achieving cost efficient intersegmental cooperation to advise, motivate, and inform students regarding college admissions and financial aid opportunities, and to academically assist students to achieve college potential, Cal-SOAP employs a host of college students as advisors and tutors in middle and high schools. She stressed the importance of working with middle school counselors and recommended that UCSD annually sponsor a county-wide conference to that effect. In addition, Doughty noted that direct Cal-SOAP services include transcript reviews, admissions and financial aid workshops, SAT workshops, field trips, guest speakers, and direct mailing programs geared to increase the college-going rates of underserved students. Several Task Force members inquired about one of Doughty's primary recommendations: Develop a Saturday Academic Academy for middle school students and their parents. With the involvement of UCSD faculty, students, and staff, the Academy would enable students to learn about UCSD requirements and to develop their skills through PSAT workshops and enrichment classes in math, science, and writing. In addition, the parents of these students would take classes to help them guide their children (e.g., preparing to meet the UC challenge and the A-F requirements, building self-esteem in pre-teens, homework without tears, career awareness, etc.). Charter High School Proposal Provost Cecil Lytle reviewed his vision of establishing a UCSD Charter High School (CHS) that would raise the competitive eligibility of poor children, including underserved African American and Hispanic students in San Diego. Characterizing the proposal as a potential urban field station, Lytle observed that it could be seen as a functional experiment and asserted that a CHS at UCSD would provide an intensive academic and social experience that would counter the constraining forces that too many poor children experience in their homes and communities. Seeking a model that would contribute to bringing excellence to all classrooms, Lytle noted that some readers had expressed concerns that a CHS might drain resources from other UCSD outreach activities. On the contrary, he hoped that a CHS would work with other outreach programs, not in opposition to them, and that the University would provide sufficient resources to develop even more focused, deeper outreach initiatives. In commenting on the compatibility of the program with the University's instruction mission, Lytle emphasized the potential link with UCSD's Teacher Education Program and the teaching and involvement of tutors (similar to the Partners at Learning - PAL - program that enables UCSD undergraduate students to serve as "big brothers" or "big sisters" to elementary school students in the urban center of San Diego; these students receive public service credit for their tutoring and mentoring efforts through Thurgood Marshall College, UCSD). The Task Force posed several questions about the fit between the CHS and UCSD as a research institution. In response, Lytle noted that there were a number of faculty who have expressed interest in advancing their research programs in conjunction with a CHS and also noted that the school itself had been conceptualized as a research endeavor that would be assessed through experimental evaluation techniques. With respect to public service, opportunities to involve faculty, students, and staff in a CHS would be plentiful and would undoubtedly extend the University's public service mission. Lytle expressed the belief that the CHS proposal had not prevailed due to concerns about practical aspects of the idea (e.g., costs, siting, etc.), not because there was a poor understanding of the fit with the University's three-fold mission. In closing, Lytle encouraged the Task Force to develop a proposal that will bring public school students into UCSD's "high expectations" environment in a meaningful and intensive manner, and to advance a model that will holistically involve the University (including health care considerations) in its work with promising, underserved students. Selected School of Medicine Outreach Projects In advocating that the University expand the resources and skills that it brings to the community through outreach efforts, Professor Phil Nader reviewed principles he has learned in over 20 years of academic work in the community. With regard to improving the capabilities of students, it is mandatory to start very early in the students' lives. Waiting until high school is too late, and misses an opportunity for impacting early cognitive development. It is also important to effect system change within the University. As an example, he described the institutionalization of a School of Medicine School Health Committee at the University of Texas, Galveston, which was established under the aegis of standing group appointed by the Dean. This committee, which included consultant (non-voting) school superintendents, reviewed and approved all programs and projects involving the local school districts. Staffed by the Dean's Office, this committee not only provided effective oversight, it has also facilitated cross-project faculty collaboration and communication. UCSD would benefit from a similar university-wide approach to community outreach. Nader reviewed two UCSD community pediatrics programs: the Child and Adolescent Trial for Cardiovascular Health (CATCH) Project and the Subject Matter Project in Health and Physical Education. As an NIH-funded demonstration project directed by UCSD Community Pediatrics, CATCH builds competencies in learners through exposure to peer and adult role models and has altered school lunch environments and physical education classes to promote healthful dietary and activity behaviors. This multi-site, national clinical trial has been effective in improving the habits of third-to-fifth grade students, and these students are now being studied in eighth grade to detect the persistence or decay of the earlier intervention efforts. Nader suggested that this program be included in expanded outreach efforts, including intervention spanning K-to-middle school. He also discussed the Subject Matter Project which aims to have teachers with demonstrated leadership and pedagogical skills learn from one another in a structured, interactive, on-campus institute. Nader noted that it is the only one of four programs selected for State funding that has an interdisciplinary health sciences/education approach; it trains teachers selected from schools with diverse populations to become change agents in their institutions. Nader noted that this practice of providing an opportunity for teachers to learn from colleagues and thereby to see themselves as successful educators, has improved their effectiveness in communicating with their students. In responding to Task Force questions about the value of conducting programs on-campus versus in the community, Nader noted that he could see no compelling value to having students in these intervention programs learn on-campus. He closed by stressing the importance of establishing outreach programs that intercede early in the development of children and making certain that there is an administrative infrastructure established within the University which will support communication among and evaluation of outreach programs. Before adjourning at 3:45 p.m., the Task Force was urged to attend the Town Meetings scheduled for July 14th in which the public had been invited to share its ideas for enhancing UCSD's role in K-12 outreach. Prepared by: Jeffrey A. Steindorf Executive Secretary