STAGE 1
FACILITIES
LESSON FORMATS
HIGH SCHOOL
Dual Credit
Coursework
College Courses
(Online)
Weekly On-Site
Discussions
Real-World
Team Projects
Paid
Internship(s)
Computer Lab
Access
Study Center
Access
On-Campus
Housing
COUNSELORS
Guidance
Counselor
Academic
Advisor
Student
Mentors
Career
Counselor
Professional
Mentor(s)
Mentor Next
Generation
STAGE 2
COLLEGE YR1
STAGE 2
COLLEGE YR2
STAGE 3
COLLEGE YR3
STAGE 4
COLLEGE YR4
STAGE 5
GRADUATE
STAGE ZERO: AWARENESS
STAGE ZERO: ENROLLMENT
Sam
17
Student
Low-income family
Aspiring first-generation college student.
Family expects him to provide financial
support…
A Mentor (a professional or
current college student) comes to
the high school and introduces
Sam to the M2M program
through an informal workshop
during his Junior year.
Sam, now a high school senior, has
enrolled in M2M. He starts to take
classes with college-level
coursework, earning credits that
count for both high school and
college credit.
STAGE ZERO: MEET-&-GREET
Multiple Mentors:
1. “Pathfinder” (generalist)
2. Academic Advisor (generalist)
3. Career / HR Rep (specialist)
TRANSITION
Sam graduates High School in
the Spring with some college
credits under his belt, and will
begin college in September with
the rest of his freshman peers.
LIVING AT HOME
At this point, Sam will live at
home with his family, while
[physically and virtually]
attending university.
MORE MOOCS
Sam takes some online
classes and some on-site
classes.
ON-SITE MEETUPS
…but the collaborative model
gives him socially interactive
learning experiences.
Local universities collaborate
to provide instruction.
Facilities to hold classes?
GREATER RESOURCES
Sam also gains access to
more advanced labs and
resources at the college hub
and other remote locations.
(including SDSU?)
Encourages him to spend
more time on campus and
get more integrated into
college life.
PROGRESS TRACKING
Mentors keep him on track.
Important year to ramp up
motivation/incentive to
return.
GROUP PROJECTS
Taking some classes at SDSU
as well as satellite and online
classes. Chooses his major.
Begin integration with
corporate sponsorships (paidfor-credit internships for 3rd
and 4th years).
TRIAL INTERNSHIPS
Sam lives on campus at
SDSU, where he’s now
enjoying a full, traditional
college experience.
Corporate involvement
begins in Sam’s training.
FOCUSED INTERNSHIPS
Sam interns while taking
classes toward his major.
Focused internships /
workforce.
Mentors still involved?
BACHELOR’S DEGREE
Sam graduates with his
Bachelor’s Degree! And a
job.
BECOMES A MENTOR
Sam enters the workforce as a
full-time employee.
He also becomes a mentor
himself, working with
prospective/future M2M
participants, continuing the
cycle.
TRIAL INTERNSHIPS
Sam lives on campus at
SDSU, where he’s now
enjoying a full, traditional
college experience.
Corporate involvement
begins in Sam’s training.
FOCUSED INTERNSHIPS
Sam interns while taking
classes toward his major.
Focused internships /
workforce.
BACHELOR’S DEGREE
Sam graduates with his
Bachelor’s Degree! And a
job.
BECOMES A MENTOR
Sam enters the workforce as a
full-time employee.
He also becomes a mentor
himself, working with
prospective/future M2M
participants, continuing the
cycle.
Questions
Do we need a second persona who lives off-campus and has a job
while in school?
Public/private influence on curriculum?
Should Freshmen and Sophomores have on-campus housing
arrangements? Universities won’t like it if we take away that revenue
source…
When do corporate sponsorships/partnerships come in?
Is there a way we can accelerate the degree the better dual and
concurrent enrollment programs (while still in high school)?