monmouth future scholars: program proposal blair … · jaime robertson & stephanie rosseter...

Running head: MFS PROGRAM PROPOSAL 1

Monmouth Future Scholars: Program Proposal

Blair Dayton, Marquetta Dickens,

Jaime Robertson & Stephanie Rosseter

Monmouth University

MFS PROGRAM PROPOSAL 2

Executive Summary

The following proposal provides the rationale and framework for the Monmouth Future Scholars

Program (also known as MFS). This pre-college bridge program targets the 6th

through 12th

grade population of students in Long Branch, New Jersey’s middle school and high school, and

provides participants with valuable experiences that will hopefully lead to acceptance to

Monmouth University. Students will be exposed to various on and off campus events and will

develop positive relationships with mentors from Monmouth University’s School Counseling

Master’s Program. Each year of the MFS Program will address an important theme necessary for

each student to prepare effectively for applying to, and attending Monmouth University. These

themes are: Defining School Spirit, Developing Pride in Monmouth University, Understanding

Culture, Becoming a Better Student/High School Readiness, Preparing Academically for

College, Learning the College Application Process, Preparing for the College Experience. The

program aims to not only diversify Monmouth University’s student population, but also give

high achieving individuals from a low socioeconomic status the opportunity to attend college.


Program Focus

Name of Program

The name of this program shall be the Monmouth Future Scholars program.

Statement of Problem

In high schools with the lowest rates of college attendance, Black and Hispanics make up

a majority of the school (Carnevale & Rose, 2004). Minority students of the Long Branch public

school system with low socioeconomic status lack the knowledge and understanding of

accessibility to higher education. The continued existence of substantial minority-majority

educational gaps is prohibitively costly, not only for minorities, but for the nation as a whole

(Miller, 1995). A compelling reason for seeking to focus on low-income students is to improve

the percentage of minorities at Monmouth University. If individuals with low socioeconomic

status are to reach higher levels of self-actualization, they need institutionalized training,

learning, knowledge and skills much closer in quantity and quality to those held by whites

(Miller, 1995).With the economic reward to education growing and becoming more

concentrated, access to college will become more polarized by socioeconomic status with low-

income African American and Hispanic families suffering the greatest deprivation (Carnevale &

Rose, 2004). In addition, students may not receive sufficient support and encouragement to

pursue a college degree.

Rationale

MFS provides high achieving students with a low socioeconomic status with the

opportunity to continue their education at a postsecondary institution. MFS addresses the

problems stated above by providing mentoring to all participants and educating students and


their families on higher education, accessibility, the application process, EOF programs and

financial aid.

Mission Statement

The mission of Monmouth Future Scholars is to provide services and support to the

students in the program and their families in order to encourage academic achievement, self-

esteem and a pathway to postsecondary education. Our goal is to create an educational pipeline

to increase the number of diverse individuals to attend and graduate from Monmouth University.

It is believed that through experiential learning and mentorships students will develop socially,

culturally, emotionally and intellectual. The program aims to help students actualize their full

potential.

Program Goals

The program goals are as follows:

1) To offer information to high achieving students and their families regarding access to

higher education at Monmouth University.

2) To provide support and resources to students and their families concerning the college

application process.

3) To diversify the student population at Monmouth University.

4) To encourage a meaningful positive relationship between students and their mentors.

5) To promote social, cultural, and intellectual growth through exposure to on campus

events and activities.

Student Learning Outcomes

Students will learn based on specific outcomes across grades 6-12. These are as follows:


6th- Defining School Spirit

Students will learn the broad definition of school spirit by touring the Monmouth University

campus and attending a basketball game as measured by a survey given before and after the

events.

7th-Developing Pride in Monmouth University

Students will develop pride in Monmouth University by visiting the school store and attending a

spring sporting event as measured by a group photograph of the students wearing Monmouth

merchandise.

8th- Understanding Culture at Monmouth University

Students will broaden their understanding of on-campus culture by attending MonmouthPalooza

and a performing arts show as measured by a discussion and student self-reflection.

9th- Becoming a Better Student/ High School Readiness

Student will improve their high school readiness both academically and socially by involvement

in leadership and trust-building activities and a study skills workshop as measured a

comprehensive survey administered before and after the events.

10th- Preparing Academically for College

Students will prepare academically for college by SAT prep courses and a guest speaker as

measured by increase in scores on sample SAT exams and a student reflection on the speaker.

11th-Learning the College Admissions Process

Student will learn various aspects of the college admissions process by attending a majors fair

and EOF/financial aid/admissions workshop as measured by a short quiz outlining the steps to

the application process.


12th- Preparing for the College Experience

Students will be better prepared for the college experience by attending homecoming, a career

fair and an EOF summer program as measured by a 5 point increase on a college readiness

survey given at the start of the 9th

grade and the completion of high school.

Theoretical Framework

Organizational Theory. Strange and Bannings Environmental Theory emphasizes the

impact of the environment on the individual and implies the notion that creating certain

environments will produce intended outcomes. There are three different intertwining areas of

focus that affect the individual: Organizational, Aggregate and Constructed (Sasso, 2013).

Strange and Bannings describe the organizational environment in terms of the culture,

rituals, climate, relationships, and values of an organization or program. Monmouth Future

Scholars effectively influences a student’s experiences by clearly defining the program’s

mission, yearly themes and stated goals. Within the program’s organizational structure there are

six characteristics that impact the student: complexity, formalization of rules, stratification,

production, efficiency, and morale. Each characteristic must be periodically revisited to ensure

that the students are being positively affected (Sasso, 2013).

The aggregate environment describes how individuals interact with their environment and

with each other. Students will significantly impact the culture of the organization and MFS

program. MFS will aim to understand how and why students are attracted to, and satisfied by,

certain climates, relationships and values and work to maintain those specific environments to

foster positive growth (Sasso, 2013).

Lastly, students in the Monmouth Future Scholars program will construct their own

experiences in response to the various situations they are exposed to. Certain aspects of these


environments will be particularly influential in developing the student experience, such as the

social climate and campus culture. MFS will be primarily focused on a developmental climate as

shown through the creation of activities to further the personal and professional growth of all

students in the program.

Student Development Theory. MFS is based upon Schlossberg’s Transition Theory

which aims to help students and family members manage transition successfully. Students in

grades 6-12 will transition through middle school and high school with support and mentoring

from the Monmouth Future Scholars program (Kelly & Sauter, 2007).

Schlossberg’s Transition Theory is grounded in the philosophy that individuals will

encounter transitional periods in their lives and provides them with the appropriate steps to

manage effectively. Schlossberg identified four major sets of factors (4 S’s) that influence a

person's ability to cope with a transition (Kelly & Sauter, 2007):

The first factor discussed by Schlossberg is the situation. This factor focuses on the

trigger and timing of the situation, the person’s control over it, if the situation causes a role

change, the duration of the transitional period, previous experience with transitions, concurrent

stress, and the assessment of the transition (Kelly & Sauter, 2007). The MFS program will

expose participants to various activities at specific times that will test their ability to manage the

situation. For example, students in 9th

grade will attend a leadership/trust building program that

will allow them to experience a role change and will assess how they transition from middle

school to high school.

The next factor in Schlossberg’s theory is self. There are two different aspects to this

factor: personal and demographic characteristics and psychological resources. Personal and

demographic characteristics affect how an individual views life, such as socioeconomic status,


gender, age, and race (Kelly & Sauter, 2007). MFS participants are young individuals who come

from a low socioeconomic status and a minority population. These characteristics will influence

how they view themselves and the situations that MFS will present to them throughout the

program. Psychological resources include self-awareness, perspective, and values (Kelly &

Sauter, 2007). MFS will aim to provide resources for the participants to further their awareness

of their own culture, as well as the culture of Monmouth and the surrounding environment.

The third factor of Schlossberg’s theory is support. This step highlights different types of

support systems and how they influence the individual. Examples of support systems include

family members, friends, mentors, institutions and communities (Kelly & Sauter, 2007). MFS

will provide participants with mentors for each grade level therefore supporting each student

throughout their transitions in school and in the program.

The final factor of Schlossberg’s theory is strategies. Strategies are divided into three

categories: modification, control, and stress management. Participants in MFS will learn to adapt

to various situations, identify new self-management skills and develop strategies for overcoming

stress (Kelly & Sauter, 2007). For example, MFS will conduct a SAT preparation workshop for

students in 10th

grade that will present students will valuable strategies to increase their scores on

the SAT.

Program Administration Overview

The Program Advisor will oversee the entire MFS program. The graduate assistant will

report to the Program Advisor and be responsible for administrative tasks. The mentors will

report to the graduate assistant and work directly with the participants of the MFS program. See

Appendix A for the organizational chart.


Resources & Budget

Institutional Resources Needed

Institutional resources needed for MFS include an office located on campus in close

proximity to the School of Education, most specifically the School Counseling department.

Ideally the office will be located in McAllan Hall.

Proposed Staffing With Expected Responsibilities

Proposed staffing for MFS would include 1-2 Program Advisors or Coordinators. The

primary responsibility of a program coordinator is to ensure that the program is running

effectively and efficiently. Program coordinators are responsible for the daily operations of the

program including hiring, training and supervising all staff. Coordinators oversee all operational

facets of the program from scheduling to program management. The next proposed staffing for

MFS includes a graduate assistant. The graduate assistant would be responsible for most of the

programs administrative work along with the supervision of mentors. Mentors will be Master’s

student interns from the Monmouth University School Counseling program. Mentors will be

trained on the MFS program in their Practicum, Internship I and Internship II courses. The

graduate assistant will work with faculty to identify the basic components of the program that

should be addressed. Finally, MFS proposed staffing would include mentors for each grade

involved (6th-12th grade). Mentors are responsible for creating a meaningful relationship with

students, being a positive role-model, and assisting with program activities. The graduate

assistant would work approximately 15 hours a week throughout the semester and make

$10/hour.


Materials

Materials needed for MFS include program manuals for students and their families.

These manuals will include information about the program, proposed schedule, contact

information for staff, consent forms and any other resource information they may need. Other

materials needed for MFS include office supplies such as desks, chairs, a filing cabinet,

computers, printer, paper and other office materials. The approximate cost of materials would be

$2500 a year.

Proposed Budget

The total proposed budget amount is approximately $75,000 for 30 students per grade,

which includes the events, materials and staffing costs. See Appendix B for a breakdown of the

costs for each grade level.

Additional External Funding Sought

Grants, sponsorships, and donations are all additional external funding resources MFS is

considering using to fund most of the program.

Location/Space Costs

Most of MFS’s scheduled activities are located on Monmouth University’s campus.

Students will be staying on campus during the summer for at least 4 days so housing needs to be

provided at that time. The cost to house 30 students for 4 days and 3 nights is approximately

$7000 according to the Residential Life Office at Monmouth University.

Partnerships/Collaborations With Additional Offices

MFS will need to partner with the EOF Office, the Undergraduate Admissions Office and

Financial Aid Office located on campus at Monmouth University. Also, the School Counseling

department, located within the School of Education, will need to be heavily involved in the


mentoring portion of the program. The Athletics department will donate tickets to certain

sporting events as well.

Curriculum

Philosophy of Education/Theory

Bandura’s theory suggests that observational learning and reinforcement are major

factors in social-emotional development (Bergen, 2008). The activities in the MFS program

highlight both observational and active learning; learning outcomes will help to reinforce the

students’ success in the program as well as determine the strength of the activities.

Bandura introduced three aspects which influence the social learning process: the person,

the person’s behavior, and the environment. An individual’s thinking, feeling, and actions

relating to a particular experience can create an idea of personal competency, otherwise known

as self-efficacy (Bergen, 2008). This confidence in ability can lead to positive choices. A major

focus of the MFS program is for the students’ experiences to lead to self-confidence and a desire

to attend college.

There are several developmental stages included in Bandura’s self-efficacy theory:

The first stage of the theory is known as the Origins of a Sense of Personal Agency.

Individuals learn that actions have consequences and self-recognition emerges (Bergen, 2008).

Students in the program will discover that academic achievement can lead to higher education

opportunities. They will begin (and continue) to learn about themselves intellectually, socially,

and emotionally throughout the program.

The next stage of the theory is Developing Self-Appraisal Skills. Children judge their

own efficacy by direct experience or observing and comparing their actions to others’ actions


(Bergen, 2008). MFS students will develop these skills while working with both peers and

mentors during the program.

The third stage of Bandura’s theory is Broadening and Validating Self-Efficacy. In this

stage, the role of peers is important in social comparison. School functions and cooperative

activities are beneficial in the increase of self-efficacy (Bergen, 2008). This stage is similar to

step 2 in that students will work together and learn from each other while participating in the

program’s events, classes, activities, etc.

Bandura’s fourth stage is known as Self-Efficacy in Transition. Emotional development

is affected by both social and academic situations. At this stage, there is more responsibility and

the need for new skills and self-directed decision-making (Bergen, 2008). Transition is an

important factor in the MFS program. Students entering in to high school will work on

leadership, study skills, SAT prep, etc. Their awareness in academic success will increase as

well. Students in junior and senior year will gain a better understanding of the college application

process and begin to prepare for transition in to higher education.

The fifth stage of the theory is Career Development. Efficacy affects an individual’s

motivation towards and beliefs about education and employment. High self-efficacy can result in

successful planning for the future of the individual (Bergen, 2008). The program will strive

throughout to increase self-efficacy and self-determination among its students. Goals of attaining

higher education will allow students to plan for future careers. Junior and senior year, they will

attend major and career fairs to aid in this process.

Through the MFS program, students will work together to increase these areas of self-

efficacy. According to Bandura, collective efficacy can help reach levels of attainment in a more

substantial way than working individually (Bergen, 2008).


Lastly, Bandura’s theory focuses on trends in personality and social-emotional

development (Bergen, 2008). The Monmouth Future Scholars program will work with

individuals from sixth grade through twelfth grade (approx. ages 11-18). Within this period,

students are searching for self-identity, taking on role models (mentors), and using self-

transformation. MFS recognizes these factors and addresses them throughout the program (as

stated above).

Delivery System

MSF will be implemented through a variety of methods, with the main component being

mentoring. Some of the methods used could be lecture, question and answer sessions,

independent reflections and hands-on activities. Each activity will be monitored and explored

through the help of a mentor. Students will be exposed to a multitude of different experiences,

thereby using experiential learning techniques to expand each individual’s knowledge. At times,

the participants of the program will be taught in a more formal setting through general

instructional methods.

Proposed schedule

The proposed schedule outlines the activities for each grade level. It breaks the year

down into Fall, Spring and Summer events. See Appendix C for details on the timing of each

activity or event.

Lesson Plans and Exercises with Learning Outcomes

See Appendix D to view the lessons plans and exercises and how they will be assessed

and applied to the MFS programs’ learning outcomes.


Accountability

Program Evaluation Plan/Cycle

Assessments for Learning Outcomes. See Appendix E for the specific themes

addressed in the MFS program and their corresponding assessments.

Assessments for Program Goals. See Appendix F for details regarding the

measurements that will be used to assess each program goal.

Schedule & Administration. The schedule and administration chart outlines the

activities for each grade level which includes the location and staffing for each event. See

Appendix G for specific details.

Data Analysis & Methodology

MFS will utilize a between-groups design that will compare a placebo group with the

students in the program. At three points in the program (6th

, 9th

& 12th

grade), students will

complete a survey to determine their basic knowledge of higher education and to track the

programs’ influence on their increased understanding. At the same time, a group of students who

are not involved in the program will also take the same survey and the results will be compared

to the in-group students. Mentors from the MFS program will administer surveys at Long Branch

Schools. In addition to the previous survey, all assessments given in the MFS program will be

analyzed and included in plans for both improvement and sustainability of the program.

Program Improvement Plans

Improvement plans will be based upon the data analysis of the assessments administered

throughout the program for purposes of continuous improvement. Additional research may be

needed to improve its areas of weakness and the overall success of the program. MFS program

advisors must stay cognizant of current and emerging trends in pre-college bridge programs.


Plans for Sustainability

In order to continue the program and further cultivate a positive relationship between

Monmouth University and Long Branch Public Schools, MFS program advisors will persistently

follow through with their improvement plans. At the end of each program cohort, an action plan

will be created and implemented for the following year if necessary adjustments are needed. The

MFS program will committ to achieving both their program goals and learning outcomes in order

to build a solid reputation and maintain funding.

Summary/Conclusion

The purpose of this proposal is to provide the rationale and details of the Monmouth

Future Scholars program. MFS aims to offer information to at-risk students and their families

regarding access to higher education at Monmouth University, including support and resources

concerning the college application process. The program seeks to encourage a meaningful

positive relationship between students and their mentors while promoting social, cultural, and

intellectual growth through exposure to on campus events and activites. In addition to guiding

students through various transitions, MFS will help to diversify the Monmouth University

student population.


References

Bergen, D. (2008). Human development: Traditional and contemporary theories. Upper Saddle

River, N.J: Pearson Prentice Hall.

Carnevale, A., & Rose, S. (2004). America's untapped resource: Low-income students in higher

education. (pp. 101-156). Century Foundation Press.

Kelly, T., & Sauter, A. (2007). Student development theory chart. Retrieved from

http://www.freewebs.com/studentaffairs/collegeimpact.htm

Miller, L. (1995). An american imperative: Accelerating minority educational advancement.

New Haven CT: Yale University Press.

Sasso, P. (February 21, 2013). Institutional Culture and Campus Environments.

Administration in Higher Education. Lecture conducted from Monmouth University,

West Long Branch, New Jersey.

https://bl2prd0510.outlook.com/owa/redir.aspx?C=IGOhKaLgQUmtMi8-WPl24t00bxONFdAILi-k8_OBdCiVrMX6JE65u9gvTMrK1KTm0Ivf9emjhXU.&URL=http%3a%2f%2fwww.freewebs.com%2fstudentaffairs%2fcollegeimpact.htm


Appendix A: Program Administration Overview

Program

Advisors

6th

Grade

Mentors

7th

Grade

Mentors

8th

Grade

Mentors

9th

Grade

Mentors

10th

Grade

Mentors

11th

Grade

Mentors

12th

Grade

Mentors

Graduate

Assistant


Appendix B- Proposed Budget (based on 30 students per grade)

Grade Event Costs Material Costs Staffing Costs Totals

6th

grade 1300 2500 5000 8800

7th

grade 1500 2500 5000 9000

8th

grade 1325 2500 5000 8825

9th

grade 1200 2500 5000 8700

10th

grade 500 2500 5000 8000

11th

grade 13300 2500 5000 20800

12th

grade 1800 2500 5000 9300

Total: $73,425

Appendix C: Proposed Schedule

Year in

Program

Fall Activities Spring Activities Summer Activities

(after the school

year)

6th

Grade Meet & Greet with Lunch/Tour of

Campus/Monthly Mentoring

Basketball Game/ Monthly Mentoring N/A

7th

Grade Visit School Store & Movie

Night/ Monthly Mentoring

Spring Sporting Event/ Monthly

Mentoring

N/A

8th

Grade Monmouth Palooza/ Monthly

Mentoring

Play or Art Show/ Monthly Mentoring N/A

9th

Grade Study Skills Prep/Personality

Tests/ Monthly Mentoring

Leadership/Trust Building Day/

Monthly Mentoring

Take the PSAT

10th

Grade SAT Prep Course/ Monthly

Mentoring

Guest Speaker (Winter) & Retake

SAT/ Monthly Mentoring

N/A

11th

Grade Majors Fair/ Monthly Mentoring Monmouth Admissions Weekend/

Monthly Mentoring

Summer Bridge

Program (EOF/Fin

Aid/Admissions)/

Workshops & Day

Events (4 days)

12th

Grade Homecoming Game/ Monthly

Mentoring

Career Fair/ Monthly Mentoring EOF Summer

Program (6 weeks)


Appendix D: Lesson Plans and Exercises with Learning Outcomes

Year in

Program

Theme Activities/Exercises Assessment

6th

Grade Defining School

Spirit

Meet & Greet with Lunch

Basketball Game

Pre and Post Surveys

7th

Grade Developing

Pride in

Monmouth

Visit School Store & Movie

Night

Spring Sporting Event

Group Photograph

8th

Grade Understanding

Culture

Monmouth Palooza

Play or Art Show

Discussion & Student Reflection

9th

Grade Becoming a

Better

Student/High

School

Readiness

Study Skills Prep/Personality

Tests

Leadership/Trust Building Day

Take the SAT

Study Skills Test & Survey

10th

Grade Preparing

Academically for

College

SAT Prep Course

Guest Speaker (Winter) &

Retake SAT

SAT Exam & Student Reflection

11th

Grade Learning the

College

Application

Process

Majors Fair

Monmouth Admissions

Weekend

EOF/Financial Aid/ Application

Workshops & Day Events (4

days)

Application Process Quiz

12th

Grade Preparing for the

College

Experience

Homecoming Game

Career Fair

EOF Summer Program

College Readiness Survey


Appendix E: Assessment for Learning Outcomes

Learning Outcomes Assessments

Defining School Spirit Pre and Post Surveys

Developing Monmouth Pride Group Photograph

Understanding Culture Discussion & Student Reflection

Becoming a Better Student/ High School Readiness Study Skills Test & Survey

Preparing Academically for College SAT Exam & Student Reflection

Learning the College Application Process Application Process Quiz

Preparing for the College Experience College Readiness Survey

Appendix F: Assessments for Program Goals

Program Goal Assessment

To offer information to at-risk students and their

families regarding access to higher education at

Monmouth University.

Survey regarding college and higher education

completed in 6th

, 9th

and 12th

grade.

To provide support and resources to students and their

families concerning the college application process.

College Readiness Survey administered in 9th

and 12th

grade.

To diversify the student population at Monmouth

University.

Analyzing enrollment and retention statistics at

Monmouth University.

To encourage a meaningful positive relationship

between students and their mentors.

Mentors (interns) will provide feedback regarding

students improvement over the course of the year

through case studies and discussions in their Practicum

and Internship courses.

To promote social, cultural, and intellectual growth

through exposure to on campus events and activites.

Comprehensive Survey given in 7th

, 10th

and after the

summer Summer Bridge Program (EOF/Fin

Aid/Admissions).


Appendix G: Schedule and Administration

Year in

Program

Activities Location Staffing

6th

Grade Meet & Greet with Lunch

Basketball Game

Dining Hall

MAC

Mentors/GA/School Counselors

from Middle and High School

7th

Grade Visit School Store & Movie Night

Spring Sporting Event

School Store

Movie Location

Monmouth Field

Mentors/GA/ School Counselors


8th

Grade Monmouth Palooza

Play or Art Show

Palooza Location

MAC



9th

Grade Study Skills Prep/Personality

Tests

Leadership/Trust Building Day

Classroom

Thompson Park



Monmouth County Parks Staff

10th

Grade Take the SAT

SAT Prep Course

Guest Speaker (Winter)

Retake SAT

Long Branch School

Monmouth University

Long Branch School



Guest Speaker (Faculty,

Counseling Department, EOF

Alumnus)

11th

Grade Majors Fair

Monmouth Admissions Weekend

Summer Bridge Program (EOF/Fin

Aid/Admissions)Workshops &

Day Events (4 days)

Monmouth for all Events

Residence Halls



12th

Grade Homecoming Game

Career Fair

EOF Summer Program

Monmouth for all Events Mentors/GA/ School Counselors


monmouth future scholars: program proposal blair … · jaime robertson & stephanie rosseter...

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