• Embed Doc
  • Copy Link
  • Readcast
  • Collections
  • CommentGo Back
Download
 
Basic Skills Initiative, Regional Spring Workshop, April 23 and 24, 2009
Writing in the End Zone
James Carranza and Lucia Olson
Department of EnglishCollege of San Mateo1700 W. Hillsdale Blvd., San Mateo, CA 94402Carranza@smccd.edu & olsonl@smccd.edu
What student-athlete participants say about
Writing in the End Zone
 I love being in a learning community even though coach is always on my bumper. (ChrisWatson)This also in the long run is a better study environment for me to come and learn at since I don’t have to feel like I am being judged. (Jabarri White)This program helps the student-athlete put more effort into their school work as theywould do on the field, and for the students who learn a little slower than some, it reallyhelps them get a better understanding of the subject and gives a student a better view of  school and how positive it is to learn. (Ryan Battle) It’s always a positive learning environment. (Carlos Gonzalez) I usually hate school but this class motivates me to come. (Sean Connor)
Writing in the End Zone
is a great concept because it allows people who are comfortablewith each other to learn together. It allows you to be comfortable with making a mistake,whereas in a regular English class some people feel like a fish out of water. (PierreTyson)
General background and rationale
Writing in the End Zone
 
 I 
,
 II 
, and
 III 
is a three-semester, learning-community sequencewhich links PE and Fitness football courses with basic, developmental, and transfer Englishcomposition courses. Students begin in
Writing in the End Zone
 
 I 
in the fall, and, if they aresuccessful, they proceed to
Writing in the End Zone II 
in the spring and then to
 III 
the next fall.English instructors Jon Kitamura, Teeka James, and James Carranza, and assistant head footballcoach Bret Pollack have worked together to organize this learning community and to develop thespecialized reading and writing curriculum it requires.Dean of Physical Education Andreas Wolf, Coach Larry Owens, and Coach Brett Pollack 
 
Carranza and OlsonWriting in the End ZonePage 2 of 5College of San Mateo
have confirmed that English is the single biggest stumbling block for students playing football atCollege of San Mateo, the majority of whom are members of traditionally underrepresentedgroups, primarily African American and Pacific Islander. While
Writing in the End Zone
at firstglance may have the look of special treatment for college football players, we are, in fact,creating a successful environment for traditionally underserved students by taking seriously their academic needs, interests, and unique backgrounds. We believe that linking their greatest passionand
raison d'être
 —football—to their nemesis—English Composition—will result in morestudents from this cohort persisting through the English program, graduating from CSM, andtransferring to four-year institutions. This student population is one that the CSM English facultyhas been trying to reach out to for years. Our approach has been effective in ways other successand retention programs have not been.
Challenges that student-athletes face
•
lack of interest in academic subjects
•
lack of confidence in academic abilities
•
feeling unwelcome in classroom environment
•
feeling misunderstood by faculty and students
•
confronting athlete and ethnic stereotypes
•
negotiating the athletic/academic paradox
•
resisting negative peer pressure
Challenges that coaches face
•
academic failure/athletic ineligibility
•
monitoring athlete academic success
•
confronting coach and player stereotypes
•
administrative wrangling and academic advising and counseling
•
 bridging the communication gap between coaches and faculty
Challenges that faculty face
•
transforming student-athletes’ negative attitudes about academics
•
addressing poor attendance and chronic tardiness
o
(Math instructor Rob Komas in a tizzy: “Football players? In my classes? Student-athletes? Anoxymoron! They never show up; when they do, they don’t contribute anything positive. Theyrarely finish let alone pass our classes.”)
•
making composition and reading meaningful
•
confronting teacher stereotypes
•
addressing the student-athletes’ low level of academic preparation and general lack of academic experience and discipline
•
 boosting student-athletes’ academic confidence in the face of serial failure
•
helping student-athletes cultivate academic curiosity
 
Carranza and OlsonWriting in the End ZonePage 3 of 5College of San Mateo
Building relationships, creating success
The learning community model has helped us to meet the needs of student-athletes, coaches, andEnglish faculty. Bringing these three usually disparate areas together has enabled us to develop astrong sense of community and team membership, to build trust and understanding, and toestablish and enforce academic standards.
Community
•
Coaches and classroom instructors come to appreciate each other’s challenges andaccomplishments.
•
Student-athletes, coaches, and faculty are joined in a common purpose.
•
The team dynamic is used to facilitate learning.
•
The distraction of non-athlete classmates is removed.
•
Peer pressure is used in a positive way to build confidence and reinforce positive behavior—we subvert the power of the Tree and the limitation of the Ride.
•
Support services are made readily available.Student-athletesInstructorsCoaches
 End  Zone Learners
of 00

Leave a Comment

You must be to leave a comment.
Submit
Characters: ...
You must be to leave a comment.
Submit
Characters: ...