| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 46.37 |
| Liaison | Jessica Spence |
| Submission Date | July 27, 2016 |
| Executive Letter | Download |
Central New Mexico Community College
EN-1: Student Educators Program
| Status | Score | Responsible Party |
|---|---|---|
|
0.68 / 4.00 |
Does the institution coordinate one or more ongoing student, peer-to-peer sustainability outreach and education programs that meet the criteria for this credit?:
Number of degree-seeking students enrolled at the institution:
Name of the student educators program (1st program):
Number of students served (i.e. directly targeted) by the program (1st program):
A brief description of the program, including examples of peer-to-peer outreach activities (1st program):
The STEM UP peer mentor (STEM SELS) program targets CNM students in the STEM fields and assist both current and prospective students and assists them in the transfer process. The program connects students from the (2) community college to the (4) university. The program connects the peer mentors from both institutions in assisting students as they transition from the 2 yr to the 4 yr college. Activities include transfer days, walk about, STEM activities.
*Number of students served, and students enrolled in degree seeking programs, were updated in 2016. ALL OTHER INFORMATION ORIGINALLY REPORTED BY EUGENE PADILLA in 2014
A brief description of how the student educators are selected (1st program):
The selection of the students are based on their discipline, particularly in the STEM field. The students at the community college need to have completed college level English, Chemistry and/or Biology. They must not have earned a prior degree and aspire to earn a BS in the STEM field. The end goal is for the STEM SEL to transfer to the 4 year university and subsequently recieve the student. INFORMATION ORIGINALLY REPORTED BY EUGENE PADILLA
A brief description of the formal training that the student educators receive (1st program):
The STEM SELs go through a wide range of training, when hired they go through a orientation to learn more about the program. After the orientation they attend regular meetings with full-time staff. They have professional development training on the support services that are offered at the community college and the university. These include academic support services such as tutoring and supplelmental instruction. In addition they are provided information on support services such as financial aid, admission, scholarship opportunities. INFORMATION ORIGINALLY REPORTED BY EUGENE PADILLA in 2014, updated information (figures) reported by Eugene Padilla in 2016.
A brief description of the financial or other support the institution provides to the program (1st program):
The STEM SELS are currently supported by a DOE grant, the grant pays the students 12 dollars an hour and are supported by (2) FTE from the communtiy college, who guide support and help train staff and (4) FTE at the university.
INFORMATION ORIGINALLY REPORTED BY EUGENE PADILLA in 2014, updated information (figures) reported by Eugene Padilla in 2016.
Name of the student educators program (2nd program):
Number of students served (i.e. directly targeted) by the program (2nd program):
A brief description of the program, including examples of peer-to-peer outreach activities (2nd program):
A brief description of how the student educators are selected (2nd program):
A brief description of the formal training that the student educators receive (2nd program):
A brief description of the financial or other support the institution provides to the program (2nd program):
Name of the student educators program (3rd program):
Number of students served (i.e. directly targeted) by the program (3rd program):
A brief description of the program, including examples of peer-to-peer outreach activities (3rd program):
A brief description of how the student educators are selected (3rd program):
A brief description of the formal training that the student educators receive (3rd program):
A brief description of the financial or other support the institution provides to the program (3rd program):
Name(s) of the student educator program(s) (all other programs):
Number of students served (i.e. directly targeted) by all other student educator programs:
A brief description of the program(s), including examples of peer-to-peer outreach activities (all other programs):
A brief description of how the student educators are selected (all other programs):
A brief description of the formal training that the student educators receive (all other programs):
A brief description of the financial or other support the institution provides to the program (all other programs):
Total number of hours student educators are engaged in peer-to-peer sustainability outreach and education activities annually:
The website URL for the peer-to-peer student outreach and education program(s):
Data source(s) and notes about the submission:
INFORMATION ORIGINALLY REPORTED BY EUGENE PADILLA in 2014. Student enrollment and students served were updated by Molly Blumhoefer for 2016
INFORMATION ORIGINALLY REPORTED BY EUGENE PADILLA in 2014. Student enrollment and students served were updated by Molly Blumhoefer for 2016
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.