AVID for Higher Education
A Partner in Student Success
Why AVID for Higher Education?
AVID for Higher Education (AHE) provides customized coaching and professional development that integrates with
and accelerates student success initiatives already underway on campus. We share best practices and take what’s
working and scale it. Third-party evaluations report positive results even after the first year.
How does AVID for Higher Education support colleges?
CUSTOMIZED FACULTY/STAFF DEVELOPMENT
S
trengthens instruction by showcasing
ways to engage students
 Gives professors flexibility and choices
B
uilds capacity on campus with
professional development and coaching
 Integrates with campus initiatives
INCREASED STUDENT ENGAGEMENT
 Elevates the first-year experience
 Promotes inquiry-based peer tutoring
E
mphasizes critical thinking, collaboration
and organization
 F osters students’ responsibility for their
own learning
For more information please contact: [email protected] or call 972-591-2527.
www.avid.org/highered
AVID for Higher Education does not take
a one-size-fits-all approach.
Mount Hood Community College
integrated AVID slowly because we
knew that changing what happens in
the classroom required a culture shift. As the AVID program
grew, MHCC created an open and inviting AVID Center that is
connected to and integrated with its Tutoring Center. MHCC
created a Teaching and Learning Center to train more faculty
in high-engagement instructional practices. They also created
learning communities, a Summer Bridge program and firstyear experiences courses.
After AVID became part of our teaching culture,
my classroom changed dramatically. Students talked,
learned, comprehended, and retained the material
being discussed. My students were more engaged in the
classroom. I was more engaged in the classroom. We
Odessa College invited AHE to start working
with a small group of faculty; then other
faculty members asked to be included in
the professional development. Now all new
instructors attend AHE training sessions
to learn high-engagement instructional practices. AHE also
supported Odessa College to create student success coaches
who work with the same students from the moment they
enroll. Instructors encourage peer walk-throughs and post the
instructional strategies they will be using in advance so their
colleagues can observe them if they would like.
Saddleback Community College lists
in the course catalogue the classes that
use AVID’s high-engagement instructional
practices because students gravitate to
those classes.
interacted with each other and learning took place.
Renee Martinez
English and Humanities Instructor
Nash Community College
Nash Community College’s faculty
and instructors have a monthly
“Snack & Share” where they exchange
best instructional practices. The college
has tripled the number of days spent on professional learning.
NCC also seeks instructors with AHE experience, often from AVID
secondary schools, when it has openings.
University of Texas Permian Basin
turned to AHE to establish a first-year
seminar. AHE also trained all the tutors
at UTPB on using AHE’s Socratic Tutorial
Model. UTPB uses AHE strategies in its College of Education for
training new teachers.
www.avid.org/highered
Spring Arbor University identified their students on the ACT.
ACT College and Career Readiness Standards—Reading
These Standards describe what students who score in specific score ranges on the Reading Test of ACT ® college readiness
assessment are likely to know and be able to do.
ACT Reading (# of
ACT Reading (% of
BANDS
Freshman)
Freshman)
1 to 12
0
0%
13 to 15
11
4%
16 to 19
52
17%
20 to 23
104
34%
24 to 27
49
16%
28 to 32
50
16%
Above 33
20
7%
Unknown
18
6%
Score Range 1-12 (___ of Incoming Freshman for Fall of 2016) Students who score in the1–12 range are most likely beginning to
develop the knowledge and skills assessed in the other ranges.
Score Range 13-15 ( ___ of Incoming Freshman for Fall of 2016)
Close Reading: Locate basic facts (e.g., names, dates, events) clearly stated in a passage. Draw simple logical
conclusions about the main characters in somewhat challenging literary narratives.
Central Ideas, Themes, and Summaries (IDT): Identify the topic of passages and distinguish the topic from the central
idea or theme.
Relationships (REL): Determine when (e.g., first, last, before, after) an event occurs in somewhat challenging passages.
Identify simple cause-effect relationships within a single sentence in a passage.
Purpose and Point of View: Recognize a clear intent of an author or narrator in somewhat challenging literary narratives.
Score Range 16-19 ( ___ of Incoming Freshman for Fall of 2016)
Close Reading: Locate simple details at the sentence and paragraph level in somewhat challenging passages. Draw
simple logical conclusions in somewhat challenging passages.
Central Ideas, Themes, and Summaries (IDT): Identify a clear central idea in straightforward paragraphs in somewhat
challenging literary narratives.
Relationships (REL): Identify clear comparative relationships between main characters in somewhat challenging literary
narratives. Identify simple cause-effect relationships within a single paragraph in somewhat challenging literary narratives
Purpose and Point of View: Recognize a clear intent of an author or narrator in somewhat challenging passages.
Score Range 20-23 ( ___ of Incoming Freshman for Fall of 2016)
Close Reading: Locate important details in somewhat challenging passages. Draw logical conclusions in somewhat
challenging passages. Draw simple logical conclusions in more challenging passages. Paraphrase some statements as
they are used in somewhat challenging passages
Central Ideas, Themes, and Summaries (IDT): Infer a central idea in straightforward paragraphs in somewhat challenging
literary narratives. Identify a clear central idea or theme in somewhat challenging passages or their paragraphs.
Summarize key supporting ideas and details in somewhat challenging passages.
Relationships (REL): Order simple sequences of events in somewhat challenging literary narratives. Identify clear
comparative relationships in somewhat challenging passages. Identify clear cause-effect relationships in somewhat
challenging passages.
Purpose and Point of View: Identify a clear purpose of somewhat challenging passages and how that purpose shapes
content and style. Understand point of view in somewhat challenging passages
Score Range 24-27 ( ___ of Incoming Freshman for Fall of 2016)
Close Reading: Locate and interpret minor or subtly stated details in somewhat challenging passages. Locate important
details in more challenging passages. Draw subtle logical conclusions in somewhat challenging passages. Draw logical
conclusions in more challenging passages. Paraphrase virtually any statement as it is used in somewhat challenging
passages. Paraphrase some statements as they are used in more challenging passages.
Central Ideas, Themes, and Summaries (IDT): Infer a central idea or theme in somewhat challenging passages or their
paragraphs. Identify a clear central idea or theme in more challenging passages or their paragraphs. Summarize key
supporting ideas and details in more challenging passages.
Relationships (REL): Order sequences of events in somewhat challenging passages. Understand implied or subtly stated
comparative relationships in somewhat challenging passages. Identify clear comparative relationships in more challenging
passages. Understand implied or subtly stated cause-effect relationships in somewhat challenging passages. Identify
clear cause-effect relationships in more challenging passages.
Purpose and Point of View: Infer a purpose in somewhat challenging passages and how that purpose shapes content
and style. Identify a clear purpose of more challenging passages and how that purpose shapes content and style.
Understand point of view in more challenging passages.
Score Range 28-32 ( ___ of Incoming Freshman for Fall of 2016)
Close Reading: Locate and interpret minor or subtly stated details in more challenging passages. Locate important details
in complex passages. Draw subtle logical conclusions in more challenging passages. Draw simple logical conclusions in
complex passages. Paraphrase virtually any statement as it is used in more challenging passages.
Central Ideas, Themes, and Summaries (IDT): Infer a central idea or theme in more challenging passages or their
paragraphs. Summarize key supporting ideas and details in complex passages.
Relationships (REL): Order sequences of events in more challenging passages. Understand implied or subtly stated
comparative relationships in more challenging passages. Identify clear comparative relationships in complex passages.
Understand implied or subtly stated cause-effect relationships in more challenging passages. Identify clear cause-effect
relationships in complex passages.
Purpose and Point of View: Infer a purpose in more challenging passages and how that purpose shapes content and
style. Understand point of view in complex passages.
Score Range 33-36 ( ___ of Incoming Freshman for Fall of 2016)
Close Reading: Locate and interpret minor or subtly stated details in complex passages. Locate important details in highly
complex passages. Draw logical conclusions in complex passages. Draw simple logical conclusions in highly complex
passages. Draw complex or subtle logical conclusions, often by synthesizing information from different portions of the
passage. Paraphrase statements as they are used in complex passages.
Central Ideas, Themes, and Summaries (IDT): Identify or infer a central idea or theme in complex passages or their
paragraphs. Summarize key supporting ideas and details in highly complex passages.
Relationships (REL): Order sequences of events in complex passages. Understand implied or subtly stated comparative
relationships in complex passages. Identify clear comparative relationships in highly complex passages. Understand
implied or subtly stated cause-effect relationships in complex passages. Identify clear cause-effect relationships in highly
complex passages.
Purpose and Point of View: Identify or infer a purpose in complex passages and how that purpose shapes content and
style. Understand point of view in highly complex passages.
2016 Incoming Freshman Reading Scores by Range
BANDS
ACT Reading (# of Freshman)
ACT Reading (% of Freshman)
1 to 12
13 to 15
0
13
0%
4%
16 to 19
53
17%
20 to 23
107
35%
24 to 27
49
16%
28 to 32
52
17%
Above 33
Unknown
19
13
7%
4%
Total
306
100%
2011 to 2015 Freshman Reading ACT Scores by Range
BANDS
1 to 12
ACT Reading (# of Freshman)
21
ACT Reading (% of Freshman)
1%
13 to 15
93
5%
16 to 19
327
19%
20 to 23
459
27%
24 to 27
324
19%
28 to 32
Above 33
299
77
17%
4%
Unknown
114
7%
Total
1714
100%
Here are the results that Spring Arbor Univ. achieved with their initial pilot of AHE.
Final Grade (All)
Catalog
Fall 2011
Fall 2012
Fall 2013
Fall 2014
Fall 2015
Grand Total
Course# Count AVG GPA
GES110
27
1.88
GES110
26
1.73
GES110
28
2.01
GES110
26
1.87
GES110
20
2.34
107
1.87
Final Grade (All)
Catalog
Fall 2011
Fall 2012
Fall 2013
Fall 2014
Fall 2015
Grand Total
Course# Count AVG GPA
GES116
54
2.58
GES116
34
2.42
GES116
29
2.55
GES116
30
2.65
GES116
43
2.90
147
2.55
GES 110 and 116 Info
GES 110- Study Enhancehment HS GPA below 2.5
Final Grade in GES 110
C or Above
Catalog
Course#
Count AVG GPA
Fall 2011
GES110
23
2.08
Fall 2012
GES110
20
1.94
Fall 2013
GES110
21
2.39
Fall 2014
GES110
16
2.62
Fall 2015
GES110
15
2.78
Final Grade in GES 110
C- or Below (excluding U)
Catalog
Course#
Count AVG GPA U's
Fall 2011
GES110
2
1.06
2
Fall 2012
GES110
5
0.22
1
Fall 2013
GES110
4
1.26
3
Fall 2014
GES110
7
1.78
3
Fall 2015
GES 110
5
1.02
3
GES 116 Reading Strategies (ACT Reading Below 19)
Final Grade in GES 116
C or Above
Catalog
Course#
Count AVG GPA
Fall 2011
GES116
50
2.71
Fall 2012
GES116
29
2.64
Fall 2013
GES116
26
2.76
Fall 2014
GES116
25
3.11
Fall 2015
GES 116
37
3.10
Final Grade in GES 116
C- or Below (excluding U)
Catalog
Course#
Count AVG GPA U's
Fall 2011
GES116
3
1.24
1
Fall 2012
GES116
3
1.78
2
Fall 2013
GES116
2
1.22
1
Fall 2014
GES116
5
1.69
1
Fall 2015
GES116
6
1.73
3
The following selections is an activity that Mr. Lewis took the participants of the breakout
session through to stress how faculty can enhance student success by providing effective
reading prompts and supporting students with critical reading strategies using the WICOR
framework. WICOR stands for writing to learn, inquiry, collaboration, organization, and
reading to learning. It is the core of the professional learning experiences that AHE
provides to their institutions.
Selection 1: Read the following passage to be discussed later.
INNATENESS
Alison Gopnik
Professor of phychology and philosophy, University of California
Berkely; author, The Philosophical Baby
It’s commonplace, in both scientific and popular writing, to talk about innate human traits, “hardwired”
behaviors, or “genes” for everything from alcoholism to intelligence. Sometimes these traits are supposed to be
general features of human cognition – sometimes they’re supposed to be individual features of particular people.
The nature/nurture distinction continues to dominate thinking about development. But it’s time for innateness
to go.
Of course, for a long time people have pointed out that nature and nurture must interact for a particular
trait to develop. But several recent scientific developments challenge the idea of innate traits in a deeper way.
It isn’t just that it’s a little of both, some mix of nurture and nature, but that the distinction itself is
fundamentally misconceived.
One development is the important new work exploring what are called epigenetic accounts of
development and the new empirical evidence for those epigenetic processes. These studies show the many
complex ways that gene expression, which is what ultimately leads to traits, is itself governed by the
environment.
_______________________________________________________________________________________
Selection 2: Read the following passage, as you read respond in the margins to
the ideas in the text. Your responses can be personal or analytical in nature.
INNATENESS
Alison Gopnik
Professor of phychology and philosophy, University of California
Berkely; author, The Philosophical Baby
It’s commonplace, in both scientific and popular writing, to talk about innate human traits, “hardwired”
behaviors, or “genes” for everything from alcoholism to intelligence. Sometimes these traits are supposed to be
general features of human cognition – sometimes they’re supposed to be individual features of particular people.
The nature/nurture distinction continues to dominate thinking about development. But it’s time for innateness
to go.
Of course, for a long time people have pointed out that nature and nurture must interact for a particular
trait to develop. But several recent scientific developments challenge the idea of innate traits in a deeper way.
It isn’t just that it’s a little of both, some mix of nurture and nature, but that the distinction itself is
fundamentally misconceived.
One development is the important new work exploring what are called epigenetic accounts of
development and the new empirical evidence for those epigenetic processes. These studies show the many
complex ways that gene expression, which is what ultimately leads to traits, is itself governed by the
environment.
Selection 3: Read the following passage, as you read make connections to your
own life and to the world of work. Jot your thought in the margins.
INNATENESS
Alison Gopnik
Professor of phychology and philosophy, University of California
Berkely; author, The Philosophical Baby
It’s commonplace, in both scientific and popular writing, to talk about innate human traits, “hardwired”
behaviors, or “genes” for everything from alcoholism to intelligence. Sometimes these traits are supposed to be
general features of human cognition – sometimes they’re supposed to be individual features of particular people.
The nature/nurture distinction continues to dominate thinking about development. But it’s time for innateness
to go.
Of course, for a long time people have pointed out that nature and nurture must interact for a particular
trait to develop. But several recent scientific developments challenge the idea of innate traits in a deeper way.
It isn’t just that it’s a little of both, some mix of nurture and nature, but that the distinction itself is
fundamentally misconceived.
One development is the important new work exploring what are called epigenetic accounts of
development and the new empirical evidence for those epigenetic processes. These studies show the many
complex ways that gene expression, which is what ultimately leads to traits, is itself governed by the
environment.
_________________________________________________________________________________________
Selection 4: Read the following passage, as you read write a one sentence
summary after each paragraph in the margins.
INNATENESS
Alison Gopnik
Professor of phychology and philosophy, University of California
Berkely; author, The Philosophical Baby
It’s commonplace, in both scientific and popular writing, to talk about innate human traits, “hardwired”
behaviors, or “genes” for everything from alcoholism to intelligence. Sometimes these traits are supposed to be
general features of human cognition – sometimes they’re supposed to be individual features of particular people.
The nature/nurture distinction continues to dominate thinking about development. But it’s time for innateness
to go.
Of course, for a long time people have pointed out that nature and nurture must interact for a particular
trait to develop. But several recent scientific developments challenge the idea of innate traits in a deeper way.
It isn’t just that it’s a little of both, some mix of nurture and nature, but that the distinction itself is
fundamentally misconceived.
One development is the important new work exploring what are called epigenetic accounts of
development and the new empirical evidence for those epigenetic processes. These studies show the many
complex ways that gene expression, which is what ultimately leads to traits, is itself governed by the
environment.