Summer Program

Seattle University
Final Group Presentation
March 2019
 ADILENNE VILLANUEVA
From White Swan, Washington
BA in Human Development and
Spanish, Washington State
University
Current SDA Student
College Access and Success
Associate at Summer Search-
Seattle
PERSONAL CONNECTION
First-generation and low-
income high school and college
student who participated in
college access/outreach programs
at WSU, while involved with
community partners to share the
importance of higher education
MONIQUE TAYLOR
From Seattle, Washington
BA in Advertising, University of
San Francisco
Current SDA Student
Program Coordinator at Seattle
University
Academic Advising Intern at UW
Bothell
PERSONAL CONNECTION
Low-income student that grew up
in Central and South Seattle.
Benefitted from participating in a
college access program while a
Garfield High School student. Also,
previously worked for a college
access organization.
JEMIMAH RAZALAN
From The Marshall Islands
BA in English, University of Hawaii
at Hilo
Current SDA Student
Graduate Assistant,
Disability Services at Seattle
University
PERSONAL CONNECTION
First-generation and low-
income high school and college
student that benefited from a
college preparatory program
during high school and the
Upward Bound Program.
AILEEN ARSENIO
From Bremerton, Washington
BA in Comparative Ethnic Studies,
Washington State University
Current SDA Student
Transfer Educational Planner at
Green River College
PERSONAL CONNECTION
First-generation and low-
income high school and college
student mentored by faculty and
staff of color. Student leader
in various multicultural
organizations and participated in
AAPI high school outreach efforts.
ANNA RAMIREZ
From Kent, Washington
BA in Comparative Ethnic
Studies and Sociology,
Washington State University
Current SDA Student
Getting Started Specialist at
Green River College
PERSONAL CONNECTION
First generation and low-
income high school and college
student that benefited from
a local college access program
during high school and college
 Connection to Student Development Theories
• Yosso: Families are catalysts in
determining the trajectory of their
students' academic career as well as the
program.
• Yamamura: Meeting the community
where they are and contributing to a
more equitable and accessible campus
community.
• Astin & Astin: By working with students
and their families earlier, we can help in
developing a college-going mindset that
helps students and their families develop
a robust plan to pursue college.
• Chickering: Developing a sense of
identity is imperative to helping students
find institutions and careers that they are
excited and motivated to pursue.
• Perry: Recognizing the different ways
students make meaning and enhancing
their development to make the most of
their college experiences.
• Strayhorn: Students and families feel a
sense of belonging in the community that
we would strive to develop throughout
their time in the program.
• Pizzolato: Our program aims to guide and
help with the development of self-
authorship in the college-going progress,
empowering students and their families
by providing the necessary knowledge and
skills to navigate through the process
Campus Collaboration Profile
Campus and Community Resources Campus Policies
• Local Middle/Secondary Schools • FERPA compliance
• Bailey Gatzert Elementary School
• High school release
• Washington Middle School
• Garfield High School • Background Checks
• Middle College High School • Liability agreements/forms
• Center for Community Engagement • Housing
• Graduate Programs/Students • Registration and Records
• Career Engagement Office
• College Access programs
• Conference and Event Services
• Athletics
Lit Review Synthesis: Identified Themes
Early Outreach
• First-generation, Low-income,
and underrepresented students
do not have the necessary
college preparation resources.
• Early exposure encourages
students to think about college
and careers.
• Students begin to create and
build relationships with people
who can effectively guide them
through their academic and
professional journey.
Accessibility
• Students become familiarized
with and create attachments to
various areas on campus.
• Involvement
provides knowledge and
opportunities for parents
who have never been to college
to be better equipped in helping
students during high school
and college transitions.
• Support from federal, state, and
local programs help students
who are economically
disadvantaged.
Sense of Belonging
• Student and parents feel valued
and acknowledged.
• Improvement in motivation,
health, and empowerment.
• Community
involvement (teachers, mentors,
counselors etc.) fosters a
college-going community.
Promising Practices Synthesis: Identified Themes
Theme #1: Providing Incentives
I.e. Scholarships, Transportation Assistance, Rewards for Completing the Program
•College Now @ Lehman College & City University of NY
•Leslie and William McMorrow Neighborhood Academic Initiative @ USC

Theme #2: Educating the Whole Family

I.e. Parents Workshops, College Access Guides for Families
•College Academy for Parents @ University of Arizona
•Leslie and William McMorrow Neighborhood Academic Initiative @ USC

Theme #3: Academic and Career Empowerment

I.e. Academic Prep Courses, Career Exploration, Networking Opportunities
•College Connect @ DePaul University
•Research Mentorship Program @ UC Santa Barbara
Recommendations
Academics and Funding Incentives Tied to Milestones Partnerships with Community
Career Exploration (ACE) Organizations and Corporate Partners
• System to track progress
Provide students from 7th grade through Community Partners
1st year of college • Students must participate in 85% of meetings throughout the year to
stay engaged • Youth Undoing Institutional Racism
Includes: Examples of milestones • King County Metro (Orca Cards)
• Career Field trips • 7th grade: 1-week field trip to connect with other students • United Way
• Coursework • Got Green
• Community Partnerships • 8th grade: high school transition focused milestone
• 9th grade: Explore career paths and interests & 1-week field trip before • Seattle Young Peoples Project
high school begins to prepare for high school and leadership focus • Etc.
• Creating relationships
• Graduate students • 10th grade: Funding exploration
• Faculty • 11th grade: Visit 3-5 colleges or universities Corporate Partnerships
• 12th grade: Apply to 3-5 colleges or universities • Microsoft
• Amazon
Incentives • Target
Theories • Nicer computer when students complete program
• Yosso (2005) • Tuition waived if student attends SU Theories
• Yamamura (2018) • SU basketball game to connect to the institution • Chickering (1969)
• Astin & Astin (2015) • Stipend for books • Perry (1968)
• Amazon or target gift cards • Yosso (2005)
Promising Practices
• Pizzolato (2003, 2007)
• Lesly and William McMorrow Neighborhood Theories
Academic Initiative, University of Southern • Strayhorn (2019)
California • Yosso (2005)
• The Comprehensive Minority SEM • Yamamura (2018)
Promising Practices
Program, Santa Fe Community College • Astin & Astin (2015)
• College Connect, DePaul University
• Caminos al Futuro, Georgetown • College Now Summer Program, City University of New
Promising Practices York
• Caminos al Futuro, Georgetown University • UCSB Mentorship Program, University of California
• The Puente Project, University of California Berkeley • Caminos al Futuro, Georgetown University
Recommendations
Family / Mentor Institute
Incorporate families in students' progress as SUYI and parents/
mentors create relationships to contribute to student's success.
Provide families with updates weekly during summer program of
what their student is working on
Family/ Student Assignments
• Assigned no more than once per week
• Students will have a week to complete assignment
• Instructions will be given to incorporate family members/
mentors to involve in specific conversation
• Parents will be asked for feedback on the effectiveness of the
activity
Monthly meetings throughout the year
• College Access and Success Workshops
• Financial Literacy/ Financial Aid
• Team Building Practices
Theories:
• Yosso (2005)
• Astin & Astin (2015)
• Strayhorn (2019)
Promising Practices:
• Lesly and William McMorrow Neighborhood Academic
Initiative
• College Academy for Parents at the University of Arizona
Provide Students with Technology
Technology is important in the ACE program, through this service
students, staff, graduate assistants, and other members will be
able to enhance teaching and learning to help students be
successful
Students will be provided with a form of technology (laptop,
Chromebook, iPad, etc.
Technology will also enhance parent/child relationship by exposing
themselves to a variety of resources
Parents can stay connected to program and connect with other
parents and staff
• Use of social media or host programs (CANVAS, etc)
Theories:
• Pizzolato (2004)
• Yosso (2005)
• Astin & Astin (2015)
Promising Practices:
• Pounce Program at Georgia State University
• College Academy for Parents at the University of Arizona
Peer Mentorships
Mentoring in our program is an essential piece. Students will have
the opportunity to create meaningful relationships with assigned
mentors who will lead them through the program and make sure
they are getting the best out of the services provided
Mentors assigned will be students farther in the program (I.e. a
senior will mentor an 8th grader), alumni, and graduate students
Parents will also have the opportunity to be mentors for incoming
families to assist in any questions that parents of incoming students
may have about the program. Building relationships amongst
families will increase social capital
Theories:
• Perry (1968)
• Chickering (1969)
• Pope et al.,(2004)
• Yosso (2005)
• Astin & Astin (2015)
• Strayhorn (2019)
Promising Practices:
• University of California Santa Barbara Research Mentor
Program
• Comprehensive Minority SEM Program of Santa Fe Community
College
Reflection
• Highlights
• Teamwork! Respected ideas and each have different lived and work experiences that work
really well in creating a dynamic program
• Looking at the various aspects of a college access programs and how they interact with each
other
• Challenges
• Narrowing down what we wanted to do for our summer program
• Creating six distinct recommendations when many overlap
Conclusion

Create a supportive and empowered community

through ACE programming that makes Seattle
University accessible to students in the
surrounding community
 References
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