Hilos Summer Institute
What to Expect
Active Teaching and Learning Seminars: will give teaching faculty the opportunity to experience active learning as the medium for acquiring/refining the incorporation and implementation of active learning and teaching strategies in their instruction. Active Learning is described in the research literature as any activity in which a student is actively engaged in classroom learning as opposed to sitting passively, listening to a lecture. It is not considered to be an alternative to lecture but rather an enhancement and support to lecture in order to ensure that all students are actively engaged in the learning. Using well researched strategies, such as the nine strategies outlined by Robert Marzano's, Classroom Instruction That Works, has shown positive effects when used consistently by instructors. Active learning practices such as those discussed by Marzano in his meta-analysis of educational research, have received mounting attention in higher education over the past decade. The application of these and other active learning strategies are being increasingly investigated in institutions of higher education, (Paulson and Faust, 1998) and a growing number of faculty at colleges and universities are successfully incorporating active learning strategies in their classroom instruction, (McKeachie et. al., 1987; Bok, 2006).
High Performance Organizations Seminar: will present opportunities for staff to discuss and apply costumer services best practices in serving their "clients" (multicultural Latino students) served by ASU. Over the past three decades, many colleges and universities have recognized an increasing need to improve customer service with fewer resources, while cutting costs and facing greater competition in recruiting and maintaining student enrollment. The use of technology in e-business and e-learning has become instrumental in addressing improvement in client services in colleges and universities, (Grant and Anderson, 2002). Acknowledging the value of technology and its role in higher education where such services are easily available, accessible and affordable is crucial to our global community. However, when considering impoverished communities with limited or no access to the technology required for participation in institutions of higher learning, the need for positive experiences in face-to-face client services becomes critical and essential.
Community Seminars: will provide faculty and staff the opportunity to meet and engage with community leaders in San Luis, Colorado. Adams State University has, historically, been the college of choice for much of the multicultural Latino population seeking degrees in higher education. Tara J. Yosso, at the University of California (2005), addresses community cultural wealth and the background knowledge that Students of Color bring with them into the classroom. Recognizing that this "fund of knowledge" is closely tied to the community in which they have been nurtured, raised and educated is critical to understanding the students who come to Adams State University (Moll, 1992). With this understanding in mind, community leaders are the experts in the history and culture of the environment in which our students have developed. In order to better understand our students' strengths, challenges and needs, it is paramount that we understand the community from which they come.
Cultural Seminars: will focus on the folk traditions of the Upper Río Grande Region of Northern New Mexico and Southern Colorado. These traditions have educated and influenced the largely multicultural Latino population of San Luis over the past seven generations dating back to its settlement in 1851 by 51 families who migrated from Northern New Mexico. Its rich cultural and historical significance is often overlooked; however, its preservation is crucial in building and nurturing the respect, validation and appreciation necessary to increase the self-efficacy, self-worth and pride of our student population.
Stipends: of $1,000.00 will be paid to participants successfully completing the required week long Hilos Summer Institute: Building Leadership for Change; as stipulated in the Title V Improving Student Engagement and Success Grant.
Faculty Student Engagement Grant (SEG) (for teaching faculty): The Title V Grant will provide each faculty member with the opportunity to apply for a $1,000.00 student engagement grant. Only those participants who have successfully completed the week long Hilos Summer Institute may apply for the Student Engagement Grant (SEG). The SEG will be reviewed and approved by the Title V Steering Committee. The SEG application process will become available to participants upon completion of the Hilos Summer Institute in July, 2012.
Staff Student Engagement Grant (for staff/ non teaching): The Title V Grant will provide each staff member with the opportunity to apply for a $1,000.00 "student engagement grant". Only those participants who have successfully completed the week long Hilos Summer Institute may apply for the Student Engagement Grant (SEG). The SEG will be reviewed and approved by the Title V Steering Committee. The SEG application process will become available to participants upon completion of the Hilos Summer Institute July, 2012. All participants approved for and awarded a SEG will present their findings at a Best Practice Roundtable in spring, 2013.