Enhancing Head Start Teacher Quality
Carole J. Haun, Children’s School Director
Project Abstract: This project funds a partnership between Weber State University and the Ogden Weber Community Action Partnership (OWCAP) Head Start program with the goal of improving teacher qualifications and the delivery of services to low-income children in the Head Start classrooms in Weber County.
There is a three pronged approach to achieving these goals. First is to offer the HeadsUp! Reading course for WSU credit to the Head Start classroom staff during the winter semester. The course is a satellite format and would be facilitated by WSU faculty with equipment provided by OWCAP. Second is the provision of a math class to a cohort of OWCAP classroom staff to support those engaged in a degree seeking process. This class would be instructed during the summer by WSU faculty. The third element is to fund a substitute in one Head Start classroom allowing the teacher in that classroom to complete student teaching requirements for an Early Childhood degree at WSU. This would also include a WSU lab staff visiting that same teacher in the Head Start classroom to ensure effective transfer of training.
The total program budget is $19,150.00. These items are to be completed prior to the end of the 2006/2007 OWCAP program year ending August 31, 2006.
Health Career Exploration Summer Camp for High School Students
Kristy Jones, Director NUAHE
Project Abstract: The objective of this project is to plan and implement a Health Careers Exposure Summer Camp in June 2006 targeting students in 9th – 12th grades with a special emphasis on students in Ogden. The purpose of holding the Health Careers Exploration Summer Camp is to encourage students to go into health careers and give them exposure to the many careers that are available at Weber State University. The Health Careers Camp has presentations on a variety of health careers, including: Respiratory Therapy, Chemistry, Psychology, Radiology, Nursing, and Clinical Lab. In the past three camps, between 66 and 82 students have attended, however there has been very low attendance from students in Ogden School District. This is due, in part to the student participation fee. This grant will provide scholarships for disadvantaged students in Ogden to attend the camp, therefore enabling more high-risk youth to participate.
The methodology and timeline for planning and implementing the camp are: January/February 2006: Camp planning, agenda, speakers; March/April 2006: Promote through District staff, counselors and teachers. Agenda, speakers finalized; May 2006: Applications due, acceptance letters out; June 2006: Implement and evaluate camp.
In the past, NUAHEC has funded the camp with Federal funds. The federal budget has been cut by 5/6 leaving little money to pay for the camp. This will require the program to raise the cost of the camp for students; a further barrier to attendance. Without the Hall funding, the camp either will not be held or students will be charged $150 each to participate. The AHEC program will contribute staff time, supplies, room fees, etc., at $17,982 and $7,000 is requested from the Hall Endowment to cover WSU Student instructors, food, and dissection/lab supplies.
Evaluation of the project will include: Students will complete a multi-faceted evaluation of the camp; Evaluation data will be analyzed and a final report written and disseminated to the Dean, funder(s), and other partners.
Research for Making a Difference in the Youth Impact Program
Brenda Marsteller Kowalewski, Professor of Sociology
Project Abstract: The project proposed here is twofold: 1. I propose to continue a partnership with Youth Impact, a youth development program located in downtown Ogden for “at risk” youth, by following through on the second year of a 20 year longitudinal research project; and 2. I propose to enrich the partnership by creating, implementing, and assessing a social skills curriculum within the Youth Impact program.
The research is currently in its first full wave of data collection (2005-2006 academic year) and will be on-going, for the next 19 years, during each fall and spring semester as it is conducted by Soc. 3660 Research Methods students. Youth Impact director, Robb Hall, requested evaluation research be conducted on the program in order to identify strengths and weaknesses in the program in four outcome areas: social skills, academic performance, emotional well-being, and behavioral problems. In order to continue to fulfill this commitment, I am requesting funding for the second wave of data collection (2006-2007 academic year). One of the main objectives of the research is to facilitate positive change in the program so that it can better serve the youth who attend. One of these changes is in the area of social skills. I am proposing that Soc. 1020 Social Problems students create and teach a social skills curriculum to the youth during the spring 2006 semester first, and subsequent semesters thereafter. The effectiveness of this curriculum will be assessed as part of the research conducted by the Soc. 3660 Research Methods students in fall 2006. Once the social skills curriculum has been assessed, (assuming it is found to be effective), the curriculum will be made available to other youth development and after-school programs in the area. The two parts of this proposed project will require the following funds: the longitudinal study for the 2006-07 year requires $7185 and the social skills curriculum requires $730 for a grand total of $7915. However, only $6015 is being requested from the Hall Endowment. Findings from this research are disseminated to the staff and administration of the Youth Impact program at the end of each semester (December and April) at which point new program interventions are discussed in light of the research findings.
Teacher Assistant Path to Teaching (TAPT)
Marilyn Lofgreen, Instructor Specialist, Teacher Education
Project Abstract: The Teacher Assistant Path to Teaching Program (TAPT) has as its major objective to provide scholarships to empower disadvantaged members of Ogden and the surrounding communities with education, counseling, and mentoring. The TAPT program’s purpose is the eventual goal of helping these individuals obtains teacher licensure.
The following are procedures, methods, and time-line for the TAPT Program. The six school districts surrounding Weber State University provide applications to prospective TAPT students. These prospective students are either teacher assistants or volunteers in the various districts. The school districts interview and send to the TAPT Administrative Team the names of those that qualify under the guidelines of the TAPT Program. The WSU Administrative Team further interviews the prospective candidates for admission into the TAPT Program. When admitted to the TAPT Program the TAPT director helps students in the admission process and in registering for classes. The TAPT director becomes an advisor and mentor for the TAPT students.
Because TAPT students are usually those whose circumstances prevented them from attending the university, they are not expected to become full-time students upon entry into the TAPT Program. Time-lines will vary with individual students. Some students may have had some university experience while others are just beginning. Therefore, scholarship recipients are allowed to register for 18 semester hours in any academic year. They may choose to split these semester hours into fall, spring, or summer classes, or just fall and spring. Upon being accepted into the Teacher Education Program, full tuition for each semester is provided until licensure.
The TAPT program is an on-going program that has several other sources of financial commitment. The TAPT program is asking $15,000.00 in scholarship monies as a portion of the budget of this on-going program.
A TAPT Advisory Committee composed of representatives from the surrounding school districts collaborates twice a year to give direction to the TAPT program.
The evaluation of this program has been formally completed by WestEd, an evaluation and research program located in San Francisco, CA. Findings are attached in the Appendix 1 of this proposal.
Serving the Ogden Community through Science (SOCS)
Sharon Ohlhorst, Director of Center of Science and Math Education
Project Abstract: The Layton P. Ott Planetarium and the Museum of Natural Sciences are currently underutilized Weber State University science facilities that reach out to the local community. The Museum of Natural Sciences Advisory Committee is developing a plan to improve the museum. The short term goal is to increase the variety and quality of museum programs and connect them to the Utah science core. This plan also includes long term goals such as an outdoor component with native plant exhibits, a geosciences rock garden, and a hillside amphitheater. We propose a pilot program that improves the partnership between these two facilities and local K-8 education providers, enhances the museum programs, and enriches the visitor experience. We will establish an informal science program that better serves the needs of Ogden District teachers, consisting of a docent led interactive program and hands-on demonstration kits and activities closely tied to the Utah science core.
Total cost of the project is estimated to be $29,782 of which $21,628 is requested from the Hall Endowment. All work for this pilot program to be completed before the end of 2006.
Assessment consists of simple record-keeping of relevant data and a science education research project that assesses program impact on both visiting students and presenting docents. In the future, we can ensure the sustainability of these programs through two means: charging program fees to the groups that can afford to pay and finding donors to subsidize those who cannot.
WSU’s Moving Company
Amanda Sowerby, Assistant Professor of Dance
Project Abstract: Moving Company (MC), WSU Dance Department’s community outreach program is designed to reflect the University’s larger mission of responding to “the changing global environment though innovative and conventional instruction, public service activities, and continuous improvement of its programs.” In MC we create choreographic works on our dance students and then share that experience through education and performance in the local public school system. Our 2006 spring schedule includes ten local elementary schools, some of which are designated as including both lower SES (socio-economic status) and English-Second Language students. New to our outreach program is the inclusion of Development Training Systems Inc. (DTSI) of Ogden. DTSI’s mission is to provide an array of opportunities for individuals with severe disabilities that will allow them to expand their interest and talents.
Through viewing and participating in dance, participants can realize hidden talents, artistic expression, and improved physical health. Additionally, the education provided to the Moving Company dancers is compelling. Our students gain experience with multiple populations through the art form, further realizing their potential as artists, educators, and members of a broad and diverse community.
The total budget needed for the project is $1,282.00. Evaluation of the project will include pre/post participant evaluation forms, pre/post Moving Company member evaluation form, teacher/site facilitator observation form and video documentation of process and outcome.
Heatlh Fair for Bridging the Gap and Head Start Programs
Jessica Wozab, VP for Service, WSU Student Government and VIP Student Leader
Project Abstract: The Volunteer Involvement Program (VIP) will be helping create and implement a health fair during spring semester for the people at the Golden Hour Center and Area Community Action Center. These two student groups involved are Bridging the Gap and Head Start Programs. These health fairs will raise awareness of health and preventive measures to both the elderly population and the young children. Our hope in hosting an educational fair is to promote health in a home setting. We would also like to make a hygiene kit that would come in a new book bag with some books in both English and Spanish for these children to take home. The books would encourage and strengthen the mentoring that already takes place with these children. Students gain as much or more from this experience with the community by getting insight into health issues that affect the elderly and encourage prevention in themselves. The budget for these projects would be $2,000. This money would go to purchasing the hygiene kits and school supplies for the children as well as helping assist with costs of some of the more expensive screenings. Many pro bono medical services participate and we will be submitting a list of those with the proposal. We would administer a survey during the health fair to see how we can improve and rate the effectiveness of the fair. We would like to have this project become something that the community could count on every year.