Minutes for July 16, 1997 Meeting

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Members Present: J. Carethers, E. Comisso, P. Drake (Co-Chair), Y. Espiritu, P. Gourevitch, D. Gutierrez, S. Kirkpatrick, D. Magde, A. Mansury, A. Marshall, K. Martinez, D. Miller, N. Spitzer (Co-Chair), J. Steindorf (Executive Secretary), M. Walshok, J. Watson, J. Woods Others Present: B. Edwards, R. Olson, P. Saltman, A. Sutherland Members Absent: R. Gutierrez, H. Mehan Campus Consultations Regarding the July 14th Town Meetings, Co-Chair Nick Spitzer noted that an impressive turnout of approximately 150 members of the campus and Greater San Diego communities attended and that local media coverage was ample; a transcription of the Town Meetings will be posted on the Task Force web site in August. Discussion of a suggestion offered at those sessions, regarding the possibility of holding similar meetings off-campus, led to a consensus that it would be extremely problematic to find optimal venues; timing constraints also weighed against scheduling such proceedings. However, the need for further consultation among campus constituencies was deemed vital and it was agreed that hearing the views and concerns of the members of the Academic Senate committees that considered the Charter proposal in 1996-97, as well as those who will review Task Force's report in 1997-98, will be scheduled for July 31 in two sessions to be held in UCTR Conference Room 111 from 12:00-1:30 p.m. and 4:00-5:30 p.m. In addition, Spitzer announced that he and Co-Chair Paul Drake will be meeting with the Executive Committee of the Faculty Council of the School of Medicine, as well as the executive group that considers matters germane to the Scripps Institution of Oceanography, both to inform and elicit ideas. Direct Intervention Programs Three outreach programs entailing direct intervention with K-12 students were discussed by Dean Rafael Hernandez: Partners at Learning (PAL), Summerbridge San Diego, and the Barrio Logan Elementary Initiative (BLEI). The PAL program, which annually involves approximately 230 UCSD undergraduates enrolled in TEP 130, provides a framework for UCSD students to examine some of the philosophical, sociological, and political issues related to the academic achievement of children and the qualities of educational systems in the United States. UCSD students in this course also gain field experience in conjunction with Thurgood Marshall College's public service program, spending at least 40 hours/ quarter tutoring/mentoring about 100 K-12 students per year, and meeting with school administrators and families. Participating UCSD students further contribute to BLEI, a community based partnership of parents, community leaders, business persons, elementary teachers, and university faculty and administrators working to develop the academic skills, self-esteem, and support systems of Barrio Logan elementary school students. Hernandez noted that about 60 PAL students entering the 5th and 6th grades participate in Summerbridge, which is part of a nation-wide program that recruits talented high school and college students who are then trained to serve as role-model teachers. Responding to a question about the location of the summer program, Hernandez noted that it is being held at the Bishop's School (which along with San Diego City Schools and UCSD comprises the trio of partnering institutions), but it might be beneficial if space on-campus could be secured. Regarding an outcomes inquiry, he indicated that over the past four years, about 80 percent of the participating Summerbridge teachers have graduated and become teachers, and that PAL students are being tracked to evaluate the impact of their involvement. Commenting on a question about potential linkages with other outreach programs, Hernandez hoped that the PAL program would be extended to affect students in grades 6-9 and, that if a UCSD Charter High School were developed, many PAL students and others involved in UCSD outreach programs could then advance seamlessly through a system of UCSD sponsored K-12 programs. Science Institute In contrast to programs which intervene directly with K-12 students, Professor Paul Saltman described the UCSD Science Institute which has worked directly with K-12 teachers over the past 10 years to enhance their scientific knowledgeability and capacity to instruct and stimulate their students. Initially organized as a five week, intensive summer program for teachers to broaden and update their understanding of science and use of computers, the program has evolved into a year-round operation because many K-12 teachers are employed in school districts that have adopted year-round calendars. With instruction provided in Physics, Chemistry, Biology, Engineering, Meteorology, and Astronomy, participating teachers, mainly K-to-middle school faculty, are paid attendees, gain academic credit, sample a broad range of subjects, and strengthen their classroom offerings in science and engineering. Saltman noted that scores of UCSD faculty have worked in the on-campus institute and have also met at school sites throughout San Diego county with many of the 5,000 teachers who have participated to-date. A total of $7.3 million has been expended through this nationally acclaimed program; funds have been provided primarily by the National Science Foundation, the US Department of Education, and the Cal Grant program. Regarding outcomes to date, Saltman noted that as a result of participation mandated by the leadership of the National City district, extraordinary performance improvements have occurred among students in National City‘s 10 elementary schools: After working with the teachers in these schools for the past six years, the average scores of the affected National City students on standardized tests measuring scientific aptitudes among students in California have improved from the bottom to the top state-wide, and teachers have increased classroom time spent on scientific activities from 20 minutes/week to 40 minutes/day! While stressing a firm belief that the focus of the university's efforts should be on helping teachers to help their students, Saltman noted that there are several excellent programs in place to enable direct intervention with students, in particular the Howard Hughes Undergraduate Science Enrichment Programs coordinated by Professors Gabriele Wienhausen and Barbara Sawrey. He also noted that the Powell and Price Foundations have generously supported similar efforts. In response to a question about his basis for opposing the Charter High School proposal, Saltman reiterated his previously published view that such a program would be costly, including operating and capital/land use costs, and that the university is ill-prepared to operate such a program. Saltman's response to a question about whether his preferred model of instructing teachers could be extended to focus on the arts, humanities, and social sciences provided a natural segue to the next presentation. University Extension Noting that a variety of non-science teacher enhancement programs are now in operation, Associate Vice Chancellor Walshok distributed literature on several University Extension courses and credential granting institutes offered in history and international relations. She introduced Barbara Edwards who briefly summarized the Program for Teacher Enhancement in Liberal Arts (PTELA) and noted that more information about these programs can be obtained via the WWW (at http://www-esps.ucsd.edu/educ/ptela.htm). Walshok then summarized a six-part conceptual model to enhance the integration of UCSD's role in K-12 education: 1) Direct Outreach - informational and motivational outreach, complemented by academic enrichment provided directly to students, 2) Involvement of UCSD Students - undergraduate and graduate students engaged in working with K-12 students, 3) Teacher Education - comprising both pre-service training (before employment) of potential teachers through TEP and in-service training of employed teachers through the variety of programs offered by UCSD, 4) Systemic Changes - helping entire schools or systems to change (for example, improvements similar to those effected in the National City schools), including support from PTAs and school boards, training and leadership academies for principals, etc., 5) Public Information - forums, community lectures, and UCSD-TV communication efforts to widen the public's understanding of K-12 issues, and 6) On- and Off-Campus Academic Programs - focused on improving test scores, and the numbers of students that become competitively admissible, enrolled, and graduate from UCSD (or UC caliber schools), including summer programs, institutes similar to the aforementioned Hughes sponsored programs, and perhaps a Charter School. In sum, Walshok described a metaphoric wheel with many spokes of outreach efforts, of which a Charter School might be one spoke. In response to questions regarding organizational considerations, she observed that Extension has developed an administrative structure that fosters a collaborative process of partnering across academic units and on-campus/off-campus boundaries. Sub-Committees Brief updates were provided by Vice Chancellor Joe Watson, Associate Dean Dave Miller, and Associate Vice Chancellor Mary Walshok on the activities of the Partnership, Charter School, and Other Initiatives sub-committees, respectively. Watson noted that weekly meetings are leading to an operational definition of partnership programs, and that lessons are being gleaned from assessments of several successful examples (including the Hewlett-Packard, Hughes, Gompers/CHUM programs). Miller indicated that the Charter group is endeavoring to define the benefits that Charter Schools offer (including flexibility in hiring and curricula innovations), is assessing the proposal reviewed last year to determine the specific elements that might be integrated into a new Charter proposal, and is considering a broad array of structural issues (including the level of instruction - elementary, middle, or secondary) and venue considerations (including the possibility of establishing a Charter school inside an existing school continuing in operation). Walshok indicated that the first meeting of the Other Initiatives group would occur immediately following this Task Force meeting, and Spitzer encouraged further discussion and development of the integrative model through the work of this sub-committee. Prior to adjourning at 3:35 p.m., the Task Force discussed the focus of the symposium of external educators who will be visiting UCSD on July 30th. It was agreed that the discussants will review the programs in which they have been involved and also discuss ideas to increase the numbers of underserved students who qualify for admission to UCSD and other UC caliber schools. In addition, a working luncheon followed by a regular Task Force meeting with the discussants will occur. Prepared by: Jeffrey A. Steindorf Executive Secretary