Report on UCLA Programs Supporting Los Angeles ... - UCLA APEP

gseis.ucla.edu

Report on UCLA Programs Supporting Los Angeles ... - UCLA APEP

ong>Reportong> on UCLA Programs

Supporting Los Angeles Children & Youth

Campus Forum:

UCLA’s Civic Engagement for Los Angeles Children & Youth

Covel Commons –– Grand Horizon Room

January 30, 2009

UCLA

Sponsored by UCLA’s

Academic Preparation & Educational Partnership (APEP) Programs

Dean Aimée Dorr, Co-Chair

Vice Chancellor Janina Montero, Co-Chair

An interactive electronic version of the report is

available on the UCLA APEP website at

http://apep.gseis.ucla.edu/programreport.pdf

May 2009


ong>Reportong> on UCLA Programs

Campus Forum: UCLA’s Civic Engagement for Los Angeles Children & Youth

Covel Commons –– Grand Horizon Room

January 30, 2009

INTRODUCTION

This compilation of UCLA programs serving children and youth in Los Angeles was initially suggested

during the October 2007 Campus Forum: UCLA Programs for Los Angeles Children and Youth when

attendees identified the need for an easily accessible database for UCLA programs for children and

youth. With that suggestion in mind, this overview was created and includes programs represented at the

January 2009 Campus Forum: UCLA’s Civic Engagement for LA Children and Youth.

This document will be sent to the Chancellor’s Office, and distributed to all who attended the 2009

Campus Forum, and those who indicated they wanted to attend but were unable to attend. This document

is also available on the UCLA Academic Preparation & Educational Partnership Programs’ website at

http://apep.gseis.ucla.edu/programreport.pdf.

The following information is available on the program pages:

• Program’s campus administrative organization

• Brief description of program

• Locations where program is active

• Program’s website

• Program contact person

• Contact’s position

• Contact’s email

• Contact’s campus phone number

• Three things the Chancellor should know about the program

• The greatest impact of the program and key factors contributing to achieving the impact

This document can be used both as an interactive PDF document – either downloaded or viewed from

the website – and as an independent printed document:

• This document is an interactive version when viewed on the computer whether downloaded on

the viewer’s computer or viewed on a browser (viewed as a PDF document). When the viewer

clicks on the program name on the index page, that page will appear. There is a button to return

to the index page on each program page.

• When the document is printed, it is used as a paper document with the reader using the index to

determine the page number(s) of the program(s) the reader wants to access.


ong>Reportong> on UCLA Programs

Campus Forum: UCLA’s Civic Engagement for Los Angeles Children & Youth

Covel Commons –– Grand Horizon Room

January 30, 2009

INDEX

INTRODUCTION

INDEX

AP (Advanced Placement) Readiness Program .......................................................................................... 1

ArtsBridge .................................................................................................................................................... 2

Asia Institute ................................................................................................................................................ 3

BruinCorps ................................................................................................................................................... 4

California Subject Matters Projects (CSMPs):

• California Reading & Literature Project at UCLA ............................................................................ 5

UCLA History & Geography Project................................................................................................ 6

UCLA Mathematics Project (UCLAMP) .......................................................................................... 7

UCLA Science Project ................................................................................................................... 8

UCLA Writing Project ...................................................................................................................... 9

Center for Community College Partnerships (CCCP)................................................................................ 10

Center for Community Learning (CCL) ..................................................................................................... 11

Center for Community Partnerships (CCP) ............................................................................................... 12

Center for Near Eastern Studies (CNES) ................................................................................................. 13

Center X..................................................................................................................................................... 14

Community Based Learning (CBL) ........................................................................................................... 15

Community Programs Office (CPO) .......................................................................................................... 16

CRESST Research for LA’s BEST After School Programs ...................................................................... 17

Early Academic Outreach Program (EAOP) ............................................................................................. 18

Financial Aid .............................................................................................................................................. 19

Law Fellows Program (Early Outreach Program) ...................................................................................... 20

Mathematics, Engineering & Science Achievement (MESA)..................................................................... 21

Music Teaching Credential Program (School of Music)............................................................................. 22

National Center for History in Schools (NCHS) ......................................................................................... 23

Nursing Summer Internship Program ........................................................................................................ 24

Principal Leadership Institute (PLI) ............................................................................................................ 25

School Management Program (SMP) ........................................................................................................ 26

Summer Sessions...................................................................................................................................... 27

UCLA Community School .......................................................................................................................... 28

UCLA Lab School Outreach....................................................................................................................... 29

UCLA Parent Project.................................................................................................................................. 30

UCLA Teacher Education Program .......................................................................................................... 31

Undergraduate Admissions & Relations with Schools (UARS) Programs ................................................ 32

Undergraduate Admissions & Relations with Schools (UARS) Recruitment & Alumni Volunteers ........... 33

UNEX Distance Learning Programs ......................................................................................................... 34

UNEX Early Childhood, Elementary and Secondary Programs ................................................................ 35

Vice Provost Initiative for Pre-College Scholars (VIPS)............................................................................. 36


Organization Center X (GSE&IS)

AP (Advanced Placement) Readiness Program

Description The AP Readiness Program provides support for both teacher and students in Advanced

Placement Science and math courses. Working with master AP teachers, both new AP teachers

and students build a strong conceptual foundation in their subject areas that will allow them to

excel in their Advanced Placement Course. This format of professional development directly

benefits both teachers and students.

Location LAUSD and other public schools in the Los Angeles area

Website http://www.centerx.gseis.ucla.edu/SP/index.php

Contact

Name

Priscilla Lee

Position Program Director

Email plee@gseis.ucla.edu

Campus

Phone

(310) 206-0452

Three things the chancellor needs to know about the AP Readiness

#1 Over 600 AP students in math and science and 70 teachers come to UCLA 7 times a year to study and

review advanced topics in their AP courses.

#2 Under-represented students make up over half of the students who attend this program (46% of the

students who attend are Hispanic and 6% are African-American)

#3 This program provides quality science and math education to all students regardless of where they live or

when they go to school.

Greatest impact of the AP Readiness Program and Key Factors

Impact Developed a network of science and math teachers in the greater Los Angeles area who work, study

and learn together.

Factor #1 Students and teachers experience labs and activities that develop abstract concepts.

Factor #2 The comfort and confident levels increased for teachers to teach and students to take the AP exam.

Factor #3 Teachers and students become aware of what should be taught and the level of difficulty at which it

should be taught to be successful at the AP level.

1


ArtsBridge (Arts & Architecture)

Organization School of the Arts and Architecture - ArtsBridge

Description MISSION: ArtsBridge supports participation, access, and excellence in the arts by strengthening the

K-20 pipeline in arts education for under-resourced schools and communities.

CORE VALUES & PROCESSES

• Education: provide authentic, culturally relevant, sequential arts instruction.

• Opportunity: enhance creative, educational, and life opportunities for participants.

• Professional Development: cultivate a new generation of arts educators and leaders in all

creative disciplines (e.g., dance, music, art, design, and architecture).

• Knowledge: Contribute to knowledge about arts education that helps achieve social justice.

• Action: facilitate personal, social, and institutional change to open pathways in arts education.

Location Los Angeles Unified School District, Compton Unified School District, Lynwood Unified School

District, William Grant Still Art Center, Community Build.

Website http://www.arts.ucla.edu/artsbridge

Contact Amy Shimshon-Santo

Name

Position Director

Email capoeira@ucla.edu

Campus

Phone

310-794-4822

Three things the chancellor needs to know about the ArtsBridge Program

#1 ArtsBridge supports participation, access, and excellence in the arts by strengthening he K-20 pipeline in arts

education for under-resourced schools and communities; contributes to knowledge about arts education that

helps achieve social justice; and facilitates personal, social, and institutional change to open pathways in arts

education.

#2 ArtsBridge provides quality sequential arts instruction to urban students with little or no access to the arts and

achieves state and federal mandates for access to standards-aligned arts education for all.

#3 ArtsBridge prepares UCLA students as arts educators in urban settings, achieves federal policy mandates to

create an “urban arts corps” and strengthens teacher preparation for children in under-resourced communities.

Greatest impact of the ArtsBridge Program and Key Factors

Impact Real world exposure to work in cultural sector and exposure to bigger community issues and to the city

at large

Factor #1 On-going collaboration with urban schools and communities

Factor #2 Rigorous preparation and real world experience for UCLA Arts students

Factor #3 Prepare and inspire youth to pursue college and creative careers

2


Asia Institute

Organization International Institute - Asia Institute

Description Part of the International Institute, the Asia Institute administers a U.S. Dept. of Education Title VI grant

for East Asian language and area studies. Our outreach activities include K-12 teacher training

workshops in international subjects. We are also currently working on developing partnerships with

LAUSD and Cal State to develop Chinese language programs in schools, and exploring partnerships

with international studies magnets, SLCs, and international baccalaureate schools.

Location Various schools in Los Angeles County

Website http://www.international.ucla.edu/asia/

Contact Elizabeth Leicester

Position Program Manager & Outreach Coordinator

Email eleicester@international.ucla.edu

Phone 310-825-0007

Three things the chancellor needs to know about the Asia Institute

#1 Through institutional partnerships we serve the needs and demands of LAUSD with teacher training, online

curriculum, language certification programs in East Asia areas studies subject knowledge and language

programs in the K-12 schools.

#2 As an interdisciplinary center, we provide funding and resources to bridge academic interests across campus

and with the wider community.

#3 We support faculty research and teach the next generation of scholars in international understanding and

foreign language skills.

Greatest impact of the Asia Institute and Key Factors

Impact The Asia Institute provides funding for graduate students, campus research and public agencies; serves

as a coordinating and advisory center; and brings the academic resources of the University on East Asia

understanding and language to the K-12, business, media, higher education and government

communities.

Factor #1 Resources: Federal funds support our programs and provide knowledge of East Asia on campus and in

the Los Angeles community.

Factor #2 Partnerships: We provide program support, funding, and advocacy to groups and constituencies who

have the knowledge base, skills and infrastructure to implement programs with the greatest impact.

Factor #3 Faculty and graduate student support: Through funding and collaboration with faculty, we are able to

bridge academic and community interests through our programs.

3


Organization Student Affairs - BruinCorps

BruinCorps

Description BruinCorps is a community service project of UCLA Student Affairs. With the goal of providing

equal access to educational opportunities, UCLA students tutor children in under-resourced

communities throughout the Greater Los Angeles Area. In addition to tutoring, BruinCorps

members and volunteers participate in service events and site projects, addressing a variety of

critical community needs.

BruinCorps also sponsors a College Career Center project in area middle schools and communitybased

organizations.

Location LAUSD Elementary schools: Stoner Avenue, 42nd Street, 54th Street, 59th Street and Nora Sterry;

Middle Schools: Audubon, Belvedere, Carver, Emerson, Lynwood, Stella Charter and Webster;

Crenshaw High School and the following community agencies: Hope Street Family Center, Mar

Vista Family Center, Culver City Teen Center, Boys & Girls Club of San Fernando, East Los

Angeles YMCA and the Wateridge Kinship Center.

Website http://www.bruincorps.ucla.edu/

Contact

Name

Debra Pounds

Position Director

Email dpounds@saonet.ucla.edu

Campus

Phone

(310) 794-5681

Three things the chancellor needs to know about BruinCorps

#1 BruinCorps is helping undergrads enrich their undergraduate experience at UCLA by participating in service

learning projects in the community while contributing and supporting the University’s public service mission.

#2 Bruin Corps members provide communities and schools with tutorial assistance in language arts and math for

students in k-12 in underserved areas.

#3 Bruin Corps is establishing and building sustainable college career centers in 8 locations in the Los Angeles

area.

Greatest impact of BruinCorps and Key Factors

Impact BruinCorps provides a mutual learning experience that benefits both the service provider

(undergraduates and recent grads) and service recipients (students, parents and the community).

Factor #1 Through the establishment of the college career centers, there is increasing college knowledge and

awareness of patrons thereby cultivating a college going culture in schools and the community.

Factor #2 75-100 Bruin Corps tutors, tutor on average of 10 hours/week, individually and in small groups to

approximately 500-800 students in k-12 annually, an invaluable resource to schools. Not only do

UCLA students provide a service, they serve as role models and mentors adding cultural capital to the

schools.

Factor #3 Through Bruin Corps members build leadership skills, gain new knowledge, develop new skills and

abilities while raising their consciousness of the education system in the inner city.

4


California Reading and Literature Project at UCLA

A California Subject Matter Project

Organization Center X (GSE&IS) - California Reading & Literature Project (CRLP) at UCLA

Description The CRLP (California Reading and Literature Project) provides a variety of opportunities for

educators to develop their knowledge of pedagogy and current research on effective teaching

practices in reading and language arts. Participants reflect on and refine their methods for teaching

reading using core instructional materials, basic reading skills, and rich literature to teach

comprehension, and encouraging students to become lifelong readers. Teachers are offered

opportunities to become leaders of other teachers by sharing effective practices in presentations to

other teachers and developing other leadership skills. CRLP also promotes dialogue at school sites

via grade level team meetings and formal presentations to explore instructional strategies as they

relate to RESULTS, Focused Approach (frontloading) and the use of Instructional Materials.

Programs include: (CRLP), RESULTS for English Learners; CRLP RESULTS, Focused Approach

for English Language Instruction for instructional materials; A Focused Approach to Systematic

English Language Development; Professional Development for Teachers, K-12

Location South Whittier School District, Santa Monica Unified School District, Burbank Unified School District,

Colton Unified School District, Norwalk Unified School District

Website http://centerx.gseis.ucla.edu/CRLP

Contact Anne Sirota

Name

Position Co-Director

Email sirota@gseis.ucla.edu

Campus

Phone

310-825-8979

Three things the chancellor needs to know about the California Reading & Literacy Project at UCLA

#1 Our Project addresses the need of elementary schools. If we want to have success for high school students to

enter college, we need o start improving elementary school education. Our Project has several initiatives for

elementary teachers, and we can also offer enrichment and workshops/classes for students. Our elementary

students are future college students.

#2 We offer summer programs for teachers but there isn’t enough funding to be able to offer alternatives for

teacher to work in summer schools. This limits our ability to recruit participants more widely. We would like to

especially develop programs for English Learners and would like faculty participation.

#3 Through our statewide signature programs, we reach thousands of teachers every year, though most of them

are not in the LAUSD or immediate surrounding areas. Our signature programs are being implemented across

the state out of the multiple Project sites. There is continuity and some consistency in these programs that

support student learning based on current research in reading, English learners and English language

instruction.

Greatest impact of the California Reading & Literacy Project at UCLA and Key Factors

Impact Schools implementing our professional development programs have seen a strong rise in test scores,

and greater student achievement. Teachers leave our programs feeling rejuvenated and inspired to

work more successfully with students.

Factor #1 Teacher buy-in: teachers are interested and engaged and are willing to implement new ideas, open to

feedback and spending more time to plan and work collaboratively to implement strategies and

instruction with research evidence that works

Factor #2 Support and engagement with many school administrators at school sites and towards teachers

implementing. Support of the program by district administrators

Factor #3 Commitment by our teacher consultants towards participating teachers and willingness to be available

to continue support and implement research-based practices

5


UCLA History-Geography Project

A California Subject Matter Project

Organization Center X (GSE&IS) - UCLA History-Geography Project

Description We offer professional development programs for K-12 teachers of U.S. and world history, geography,

and economics. These include after-school content lecture-pedagogy sessions, all-day workshops,

in-school support, and summer institutes funded by resources such as grants, partnerships, and

program improvement funds. Programs include: Scholar-Teacher World History Series, LAUSD Local

District 7 and Glendale USD Teaching American History Workshops, Automobile Club Local History

Archives Summer Institute

Location Multiple Los Angeles Unified schools and local districts, Glendale USD, and other districts

Website http://centerx.gseis.ucla.edu/HGP/index.php

http://csmp.ucop.edu/csmp/projects/index.php?projectID=2&page_type=home

http://www.humboldt.edu/~cga/contact/index.html

Contact Emma Hipolito and Mary Miller

Name

Position Co-Directors

Email hipolito@gseis.ucla.edu and mmiller@gseis.ucla.edu

Campus

Phone

Hipolito: (310) 825-7053 and Miller: 310-825-7749

Three things the chancellor needs to know about the UCLA History Geography Project

#1 We collaborate campus wide with other departments and programs to develop professional development

opportunities in high-need schools.

#2 We develop and present research-based pedagogical strategies that help all students access our text-based

content.

#3 We assist teachers in connecting community knowledge to the standards-based curriculum so that they can

create culturally relevant lessons that engage students in higher-level thinking.

Greatest impact of the UCLA History Geography Project and Key Factors

Impact We provide professional development opportunities to a large history-social science teacher audience.

This is a content area that has been underserved and requires great content and pedagogical

expertise.

Factor #1 We work with classroom teachers to develop and plan programs such as summer institutes and

workshops.

Factor #2 We have partnerships with organizations doing similar work on campus and with cultural organizations

through out the city and county (e.g., museums and archives).

Factor #3 We work with scholars (e.g., historians, political scientists, and law professors) to create these

programs.

6


UCLA Mathematics Project

A California Subject Matter Project

Organization Center X (GSE&IS) - UCLA Mathematics Project

Description UCLAMP provides professional and leadership development for K-12 teachers of mathematics

Location UCLAMP is currently active in LAUSD Local District 7, Local District 8, Local District 3, Local District

4, Centinela Union High School District, Partnership with Los Angeles Schools, Shalhevet School,

Camino Nuevo Charter School

Website http://www.centerx.gseis.ucla.edu/MP/index.php

Contact Kyndall Brown

Name

Position Director

Email kbrown@gseis.ucla.edu

Campus

Phone

(310) 825-1112

Three things the chancellor needs to know about the UCLA Mathematics Project

#1 UCLAMP has been in operation for over 25 years

#2 UCLAMP is mandated to work with teachers from low-performing schools and districts

#3 UCLAMP has developed a network of teacher leaders in the greater Los Angeles area

Greatest impact of the UCLA Mathematics Project and Key Factors

Impact Over the last year, the UCLA Mathematics Project has worked with 138 teachers for a total of 270

hours. 43% of the teachers work at low-performing schools. The UCLA Mathematics Project served 110

K-12 schools. Of those schools, 56% were low-performing schools.

Factor #1 A well organized, systematic professional development training program

Factor #2 Keeping abreast of the most up to date research on professional development

Factor #3 A well trained cadre of mathematics teacher leaders

7


UCLA Science Project

A California Subject Matter Project

Organization Center X (GSE&IS) - UCLA Science Project

Description The vision of the Science Project is to design and implement programs that identify, develop and

promote strategies that make effective science instruction accessible to all students regardless of

their academic, cultural, or socio-economic background. The project facilitates a number of

institutes for K-12 teachers throughout the year. The institutes consist of science content, academic

language development and effective instructional strategies geared to increase student achievement

in science classrooms.

Location LAUSD and other public and private schools from the Los Angeles area

Website http://www.centerx.gseis.ucla.edu

Contact Irene Swanson

Position Director of Science Programs - Center X

Email swanson@gseis.ucla.edu

Phone (310) 825-1109

Three things the chancellor needs to know about the UCLA Science Project

#1 We work closely with he K-12 teachers of science in the Los Angeles area. We provide research-based

strategies to help teachers present science content in a student-centered approach.

#2 We have developed a network of teacher leaders who provide support to one another within school sites and

across school districts.

#3 We provide strategies to address the many classroom needs: English Language Learners, differentiated

instruction, academic literacy, classroom management, etc.

Greatest impact of the UCLA Science Project and Key Factors

Impact Teachers of science have the opportunity and tools to reflect upon and improve their classroom

teaching. Teacher leaders have emerged from the program

Factor #1 The work of the program is guided by current research-based practices

Factor #2 Program facilitators are practicing classroom teachers

Factor #3 We are collaborative and work to maintain good communications

8


UCLA Writing Project

A California Subject Matter Project

Organization Center X (GSE&IS) - UCLA Writing Project

Description UCLA Writing Project, California Writing Project, National Writing Project Programs: UCLA Writing

Project Invitational Summer Institute, Thursday Evening Study Groups: Matters of Race, Latino

Student School Achievement, Combating Homophobia, Professional Development in Los Angeles

Area Schools, With Different Eyes: A Conference for Teachers of English Learners, Chancellor's

Conference on Composition and Literature, Writers Anonymous, Young Writers Programs

Location Several school site locations, summer; Lake Arrowhead Retreat for Young Writers--and others on

UCLA campus and sites throughout the greater Los Angeles area

Website http://centerx.gseis.ucla.edu/WP/

Contact Faye Peitzman

Position Director

Email peitzman@gseis.ucla.edu

Phone 310-825-6990

Three things the chancellor needs to know about the UCLA Writing Project

#1 The UCLA Writing Project began in 1977 and is currently one of he largest/most active of 200

writing projects across the country. We have a yearly conference named after the chancellor: the

UCLA Chancellor’s Writing Conference on Composition and Literature the first Saturday in

December.

#2 Our work is primarily with K-12 classroom teachers, but we also have Young Writers programs

during the summer and weekend writing retreats for high school students and teachers in Lake

Arrowhead every spring. We are “experts” in teaching English learners.

#3 Core beliefs are that (1) “all” students can be taught to be confident, competent writers, and (2)

respect for all languages/Englishes is essential and language repertoires can be leveraged for

academic purposes.

Greatest impact of the UCLA Writing Project and Key Factors

Impact 1. Renewing teachers’ professional engagement

Pushing for writing across the disciplines in K-12

2. Communicating that all children can be competent writers and that writing is power

Factor #1 Core beliefs that teachers are the best teachers of other teachers

Factor #2 Respect for all languages, all Englishes

Factor #3 Expertise in “teaching” how to teach writing combined with familiarity with current research and

theory

9


Center for Community College Partnerships (CCCP) Programs:

Community College Consortium, Community College Transfer Initiative, HSF & UCLA

Peer Counseling Program, UCLA-UC Financial Aid Awareness Collaborative,

SITE (Summer Intensive Transfer Experience), STEP (Summer Transfer

Enrichment Program), and STP (Summer Transfer Program)

Organization College – Center for Community College Partnerships (CCCP)

Description The Center for Community College Partnerships is responsible for developing and strengthening

academic partnerships between UCLA and California community colleges, particularly those with

large underrepresented student populations.

CCCP works closely with community college administrators, faculty, and staff to:

• Strengthen and diversify curriculum,

• Create strong academic support programs,

• Improve students' academic competitiveness for admission to the university, and

• Increase diversity of UCLA's transfer admit pool.

The Center also works closely with the UCLA Office of Undergraduate Admissions and the

Community College Transfer Recruitment staff and other campus offices to help coordinate UCLA's

overall efforts with community colleges.

Location Community colleges in Los Angeles County (and throughout California for some programs). Los

Angeles county Antelope Valley College, Cerritos College, Citrus Community College, College of the

Canyons, East Los Angeles College, El Camino Community College, Long Beach City College, Los

Angeles City College, Los Angeles Harbor College, Los Angeles Mission College, Los Angeles

Southwest College, Los Angeles Trade-Technical College, Los Angeles Valley College, Mt. San

Antonio College, Pasadena City College, Los Angeles Pierce College, Rio Hondo Community

College, Santa Monica College, and West Los Angeles College

Website http://www.ugeducation.ucla.edu/aap/cccp/

Contact Alfred Herrera

Position Director

Email aherrera@college.ucla.edu

Phone 310-267-4440

Three things the chancellor needs to know about CCCP

#1 CCCP is an academic preparation program focused on increasing the applicant, admit, and enrollment of a

diverse population of transfer students from California community colleges. Specifically, working with first

generation, low income and non-traditional students who never dreamed they could attend college, in

general, and UCLA specifically.

#2 CCP has several layers:

• Students: summer programs and peer mentoring

• Staff: Student support services and academic support programs

• Faculty: Discipline dialogs

• Administration: commitment to transfer

#3 Successful in programs for students to college/university, providing awareness and assistance for the

transition.

Greatest impact of CCCP and Key Factors

Impact Increase the preparation and enrollment of students underserved at community colleges

Factor #1 Peer Mentoring Program: Placing former transfer students at local community colleges to motivate,

assist and encourage students to prepare, apply, and enroll at UC campuses

Factor #2 Summer Programs: Help students experience a university through six-day program that helps them learn

how to transfer through various workshops and lectures.

Factor #3 Transfer Culture at Community Colleges and UCLA:

• Provide environment where students feel encouraged to transfer

• Provide high-expectation couples with high levels of support

• Provide stimulating and challenging environment where students can engage and develop

Provide opportunity for students to give back to their communities

10


Organization College - UCLA Center for Community Learning

Center for Community Learning

Description We create and support university/community partnerships as part of UCLA's teaching and research

mission. We serve three groups of stakeholders: undergraduates, faculty who teach

undergraduates and community partners. Consultation and technical assistance available on an

individual or group basis. Speakers and presentations are available for courses, faculty meetings

or community events.

Service learning courses, academic credit-bearing internships, community based research, two

AmeriCorps scholarship programs (JusticeCorps and Students in Service), home of the Civic

Engagement Minor, support for off-campus internships in Disability Studies, Public Affairs and

Urban/Regional Studies, Youth to College (or "Y2C") program, campus portal for the UC Center

Sacramento Program. We prepare UCLA's annual application for the President's Higher Education

Honor Roll for Community Service, and work with California Campus Compact on the Faculty

Engagement Survey, the Carnegie Fellows Program and the Bridge Building Leadership Initiative.

The Center is also home to the new Astin Civic Engagement Scholars Program, which will begin in

early 2009 in honor of Helen and Alexander Astin.

Location Too numerous to mention. Some courses or programs are for one quarter, while others last two

quarters or one year.

Website http://www.ugeducation.ucla.edu/communitylearning

Contact Kathy O'Byrne

Position Director

Email kobyrne@college.ucla.edu

Phone 310-825-7867

Three things the chancellor needs to know about the Center for Community Learning

#1 We are home to the Civic Engagement Minor (which is the only one of its kind in the country) and the new

Astin Civic Engagement Scholars Program. Both will attract students to research projects with community

partners.

#2 We have been working with 11 local high schools for the last three years in a federally funded "Youth to

College" program with the VIP Scholars in AAP.

#3 We have been hosting LA regional service learning events since 2002, with representatives from the CSUs,

community colleges and private colleges/universities. Last year our annual conference focused on

interdisciplinary work through higher education/K-12 partnerships.

Greatest impact of the Center for Community Learning and Key Factors

Impact Engaging undergraduates and faculty who teach undergraduates in academic credit bearing courses

(service learning and community-based research) with community-based partners.

Factor #1 Our on-going relationships with faculty and academic departments

Factor #2 Our continuous work to maintain long-term, sustainable partnerships with off-campus organizations

(non-profit, governmental, and corporate)

Factor #3 Our dedication to making UCLA a national leader in civic engagement and innovation within

undergraduate education

11


Center for Community Partnerships (CCP) Programs

Organization UCLA Center for Community Partnerships (CCP)

Description The UCLA was founded in 2002 as the operational arm of the UCLA in LA Initiative. Our charge has

been to support partnerships between faculty, staff and students and non-profit organizations. This

collaboration is intended to build capacity within the non-profit organization through research and the

development of new knowledge while providing real life research opportunities for the university

community. To date we have provided support for over 180 projects. While project funding is only for

two-year period, many projects are sustained through alternative funding sources.

Location CCP currently has 28 projects in various communities in and around Los Angeles

Website http://www.la.ucla.edu/

Contact Margaret Leal-Sotelo

Position Acting Assistant Provost

Email mlealsotelo@conet.ucla.edu

Phone 310-267-5439

Three things the chancellor needs to know about CCP Programs

#1 CCP has supported/funded collaborations between the University community (faculty, staff and students) and

non-profit organizations, thereby crossing expertise-building capacity with the community organization and

providing real-life research opportunities for the University community.

#2 Design of projects encourages students to work in projects (for pay), thereby students’ involvement in civic

engagement is rewarded.

#3 Many community organizations have benefited greatly from their UCLA collaborations by leveraging their

projects for larger/greater funding.

Greatest impact of CCP Programs and Key Factors

Impact Greatest impact is providing opportunities for University/CBO collaborations – building capacity within

community organizations to improve services to their community and provide the University members

research opportunities.

Factor #1 Financial support for program.

Factor #2 Opportunities for University expertise to partner with community expertise for the development of new

knowledge.

Factor #3 University departments that support/encourage/reward community engagement.

12


Center for Near Eastern Studies (CNES)

Organization UCLA International Institute – Center for Near Eastern Studies

Description Established in 1957 and based at the UCLA International Institute the Center for Near Eastern

Studies (CNES) is a federally designated National Resource Center of Excellence and a University

of California Organized Research Unit whose primary mission is to advance the training of

specialists at the undergraduate, graduate and professional levels. CNES also promotes innovative,

collaborative and multidisciplinary studies of critical issues related to the Middle East (ME) and the

Islamic world. Its distinguished faculty, strong institutional support, commitment to effective language

training, rich library resources, rigorous programs of instruction, research, outreach (especially in the

K-12 domain), and increasing linkages with universities in the ME and the Islamic world enable the

center to carry out this long-standing and far-reaching mission.

Location Throughout the Los Angeles metropolitan area

Website http://www.international.ucla.edu/outreach/k12.asp

http://www.outreachworld.org/

Contact Jonathan Friedlander

Position Assistant Director/Outreach

Email jfriedlander@international.ucla.edu

Phone 310-825-1181

Three things the chancellor needs to know about Center for Near Eastern Studies

#1 National leader in training teachers and educating pre-collegiate students about the Middle East in a global

context.

#2 Recipient of several high impact US Department of Education grant awards to develop and disseminate K-12

Middle East languages and area studies materials and resources.

#3 Networks extensively with Los Angeles teachers and increasingly with international and global studies

magnets and charter schools.

Greatest impact of the Center for Near Eastern Studies and Key Factors

Impact Through sustained efforts and a pioneering vision CNES has trained a critical mass of teachers and

developed superior instructional resources which strengthen and buttress both local and national

capacities to improve and advance the coverage of the Middle East in pre-collegiate schools. The

outcome is an enlightened student population and informed citizenry equipped with the intellectual

curiosity, knowledge base, and critical skills to pursue careers and professions and meaningful

interactions and relations with counterparts in the Middle East and beyond.

Factor #1 Commitment of an outstanding academic and professional staff dedicated to implementing this priority

K-12 outreach mission.

Factor #2 Innovations and creativity in the realm of multimedia have yielded a variety of educational resources on

the Middle East produced by CNES deemed exemplary and posted on the prestigious EdSitement web

portal used by millions.

Factor #3 Working closely with the local Middle Eastern American community (the largest and most diverse in the

United States) enables CNES to advance the UCLA in LA Initiative and integrate the history and culture

of this heritage community into the pre-collegiate instructional program in the humanities, social

sciences, and language arts.

13


Center X

Organization Graduate School of Education & Information Studies (GSE&IS)

Description Our center is called Center X to capture both the intersection of research and practice as well as

our roots as an activist community. First conceived in 1992 as a result of the upheaval and selfexamination

stemming from Los Angeles’ Rodney King verdict uprisings, Center X strives to

challenge the status quo that perpetuates inequity and poor educational practice. We believe that

transformative work must tackle head on the deep social inequalities manifest in schools as gaps in

educational opportunities and achievement. We remain committed to public schooling as one of

the best democratic spaces in which to build a better, more just society.

In 1997, we graduated our first cohort of social justice educators. Since then, our center at UCLA

has grown into a community of more than 120 educators working across 11 programs: two

graduate credential programs and nine professional development initiatives. Together, we work to

transform public schooling to create a more just, equitable, and humane society. We believe that

this work occurs within and across multiple communities—of teachers, students, parents,

community members, elected officials, researchers and others engaged in democratic life.

Together, these communities transform public schooling through asking questions and solving

problems, fueled by passionate resolve and persistent effort.

Center X programs include California Reading & Literature Project at UCLA, Partnerships with K-

12 Schools and School Districts, Principal Leadership Institute (PLI), Teacher Education Program

(TEP), UCLA AP Math/Science Readiness Program, UCLA History-Geography Project, UCLA

Mathematics Project, UCLA National Board for Professional Teaching Standards (NBPTS), UCLA

Parent Project, UCLA Science Project, and UCLA Writing Project.

Location LAUSD and other public schools in the Los Angeles area

Website http://www.centerx.gseis.ucla.edu

Contact Jody Z. Priselac

Position Executive Director

Email priselac@gseis.ucla.edu

Phone (310) 206-0023

Three things the chancellor needs to know about Center X

#1 We have prepared close to 2000 teachers in Elementary Multiple Subjects, Mathematics, Science, English,

Social Science and PE. We have a very high teacher retention rate and many of our graduates seek

advanced degrees in Education.

#2 Since 1997 we have provided professional development opportunities for over 25,000 teachers in the LA

Basin at all grade levels and across content domains. We have been selected to be a Professional Teaching

Development Center for National Board Certification, one of only five in California.

#3 Nearly 500 education leaders have graduated from our Principal Leadership Institute and are making a

difference in urban schools.

Greatest impact of Center X and Key Factors

Impact The work of Center X has implications for other university-based teacher learning centers seeking to

recruit, prepare and sustain powerful educators in the schools that need them most. Synthesizing

findings from more than 20 articles, papers, books, and dissertations that report on Center X’s work,

we argue that three key factors are necessary to spur change and ensure a high-quality, stable

workforce:

Factor #1 Firmly embed teacher learning and development in the context of urban schools and communities.

Factor #2 Recruit and prepare a diverse local workforce of social justice educators for urban schools.

Factor #3 Support the continual learning and career development of educators working to make a difference.

14


Organization Student Affairs - OID - Community Based Learning Program

Community Based Learning Programs

UCLA After School Programs

UCLA One Source Youth Programs

UCLA Summer Youth Employment Program

Description UCLA Community Based Learning Programs operates educational, enrichment and workforce

development programs for high school aged youth and young adults. These programs are funded

by the City of Los Angeles’ Community Development Department, and LAUSD’s Beyond the Bell

Division. We provide after school programs on high school campuses and at two youth centers. In

addition, we provide career development programs for young adults at the two youth centers. In

the summer we operate a Summer Employment program for youth. In summer 2008, we provided

summer employment for over 400 young people in the city and county of Los Angeles.

Location UCLA One Source Youth Center- West Los Angeles, UCLA One Source Youth Center at Central

City Neighborhood Partner, University High School, Franklin High School, Hamilton High School,

Jefferson High School, Bell High School, High Tech High-LA, Birmingham High School, Orville

Wright Middle School, William Jefferson Clinton Middle School

Website http://www.oid.ucla.edu/units/cbl

Contact

Name

Pamela Schachter

Position Assistant Director

Email pschachter@oid.ucla.edu

Campus

Phone

310-206-9474

Three things the chancellor needs to know about the Community Based Learning Programs

#1 We provide myriad youth development opportunities for youth 14-21, including academic support, recreation,

enrichment, college knowledge, and work preparation

#2 We work in schools and in collaboration with community-based organizations throughout Los Angeles city

and county and provide paid work opportunities for UCLA students to work with young people and engage in

communities throughout the region.

#3 We spearhead the UCLA Summer Youth Employment Program which brings 150 youth to campus to work

with staff during the summer plus additional off-campus employment opportunities with CBOs and public

agencies.

Greatest impact of the Community Based Learning Programs and Key Factors

Impact Providing opportunities for youth from underserved communities.

Factor #1 Energetic and knowledgeable staff who are creative and use youth employment principles

Factor #2 UCLA students who work as tutors and program facilitators in our programs

Factor #3 Support from our campus department (Office of Instructional Development) and partnerships with

other UCLA departments (Government and Community Relations, Career Center, etc.)

15


Organization

Description

Community Programs Office (CPO) Programs

Student Affairs - Community Programs Office (CPO)

To develop all Community programs Office participants into motivated, responsible and critically conscious

leaders who will work for social justice beyond their undergraduate career

CPO Administration

Provides advising services for all service projects; serves as administrative representatives for funding boards

that allocate $2 million in funding for projects; oversee all 2 dozen full time staff members, 200 student workers,

and 800 volunteers; oversee the CPO service fleet of vehicles.

Community Service Projects

Serves greater Los Angeles by providing critical services in youth tutoring & mentoring; health care social

welfare and community organizing.

• 4REALHOP Institute

• African Education Project (AEP)

• Asian Pacific Health Corps (APHC)

• Black Hypertension Project (BHP)

• DoT Org, IDEAS AB540 Project

• LBSA-Adelante Tutoring Program

• Latino American Dental Services (LADS)

• Project 1

• Projecting Minds

• Raza Youth Empowerment Project (RYEP)

• Teach for Change

• Advancing Careers In Science and Engineering (ACES)

• Asian Dental Care (ADC)

• Barrio Youth Alternatives BaYA)

• Black/Latino AIDS Project (BLAIDS)

• I'm Home, Incarcerated Youth Tutorial Project (IYTP)

• Latinas Guiding Latinas (LGL)

• Latino Student Health Project (LSHP)

• Project AMANAH

• Proyecto de Jornaleros

• South Central Care (SCC)

• UMMA Volunteer Project (UVP)

Student Initiated Access Center

Serves Los Angeles, Orange and Riverside County through the provision of focused middle and high school

tutoring mentorship workshops and field trips

• American Indian Recruitment (AIR)

• Pacific Islander Education & Retention (PIER)

• Samahang Pilipino Advancing Community

• Empowerment (SPACE)

• MEChA de UCLA's Xinachtli Program

• Higher Opportunity Program for Education (HOPE)

• Students Heightening Academic Performance

• Through Education (SHAPE)

• Mentors for Academic & Peer Support (MAPS)

Student Retention Center

Serves UCLA undergraduate students through the provision of peer counseling, workshops, collaborative with

student services across UCLA, study hall, transport services, examination banks, free computing services,

internships, service learning courses, and advocacy efforts for student’s backgrounds.

• Academic Supports Programs (ASP)

• South East Asian Campus Learning, Education &

Retention (SEA CLEAR)

• Retention of American Indians Now (RAIN)

Location Numerous locations in Los Angeles County

Website http://www.communityprograms.ucla.edu

• MEChA Calmécac

• Samahang Pilipino Education & Retention (SPEAR)

• Writing Success Program (WSP)

Contacts Antonio Sandoval Vusi Azania

Position Director Advisor: CPO Community Service Projects

Email asandoval@saonet.ucla.edu vazania@saonet.ucla.edu

Phones 310-825-0049 310-825-2420

Three things the chancellor needs to know about CPO

#1 The CPO Department is composed of three areas: Community Service, which provide youth-focused, health, social-welfare,

and community organizing services to Southern California; Student Initiated Access Center (SIAC), which targets youth in

underserved middle/high schools in Southern California; Student Retention Center (SRC), which targets UCLA

undergraduate students with programs that seek to ensure that students graduate.

#2 CPO is seen as UCLA's "multi-cultural" center, where students from all segments of UCLA interact.

#3 CPO students are active throughout UCLA and in the greater Los Angeles community. CPO staff is composed largely of

UCLA alumni who were heavily involved in CPO efforts as students.

Greatest impact of CPO and Key Factors

Impact CPO builds UCLA students into community leaders upon graduation who are committed to thoughtful and

responsible service.

Factor #1 Promotes the idea that students can take initiative on important social matters and that they can follow through on

those initiatives with action (praxis).

Factor #2 Promotes the idea that a responsible community leader must listen and consider different perspectives during any

decision-making process.

Factor #3 Promotes the idea that engagement in the greater Los Angeles area as students, and in their own community,

post-graduation, is a civic responsibility.

16


CRESST Research for LA’s BEST After School Programs

Organization CRESST

Description LA’s BEST was first implemented in the fall of 1988. The program is under the auspices of the Mayor of Los

Angeles, the Superintendent of the Los Angeles Unified School District (LAUSD), a board of directors, and

an advisory board consisting of leaders from business, labor, government, education, and the community.

LA’s BEST seeks to provide a safe haven for at-risk students in neighborhoods where gang violence, drugs,

and other types of anti-social behaviors are common. The program is housed at selected LAUSD

elementary schools and is designed for students in kindergarten through Grades 5/6. The LA’s BEST sites

are chosen based on certain criteria, such as low academic performance and their location in a

neighborhood of economic need that is at risk to crime and gang activity. LA’s BEST is a free program open

to all students in the selected sites on a first come first serve basis. Students who sign up for the program

are expected to attend five days a week in order to reap the full benefits of the program. Currently, LA’s

BEST serves a student population of approximately 30,000 at over 180 LAUSD school sites.

Location L.A.'s BEST Afterschool programs across Los Angeles, Los Angeles Unified School District and Burbank

Unified School District, and Pasadena's Armory Center for the Arts. Recent efforts include Glendale, San

Bernardino, and Antelope Valley.

Website Website for program: http://www.lasbest.org

Website for CRESST: http://www.cresst.org

Contact Denise Huang

Position Senior Researcher, Project Director

Email dhuang@cse.ucla.edu

Phone (310) 206-9642

Three things the chancellor needs to know about the CRESST/LA’s BEST Project

#1 Our 16 years of experiences in research and evaluation on afterschool programs highlighted the importance of

relationship building between after-school staff and at-risk students. Evidences from literature and research also

support that relationship building is a necessary precursor to induce positive changes for at-risk youth. In our UCLA

community service programs perhaps we can examine further how to emphasize social mentoring in addition to

academic assistance.

#2 Site visits to afterschool programs in the high poverty, high crime areas are eye opening experiences to my research

team members (UCLA staff and students). They often mentioned that from these visits they are able to gain insightful

knowledge on the contextual background of the students. From these experiences they learn how to conduct their

work to better the practices in their own niche, be it in K-12 education, school administration, policy development, etc.

#3 In discussing about social responsibility, most often one is more compel to act on invoking changes when one has the

direct contact and concrete understanding of the life experiences of those deprived. Bringing UCLA students to

volunteer in programs such as LA’s BEST can be beneficial practical learning experiences for them.

Greatest impact of CRESST/LA’s BEST Project and Key Factors

Impact In the afterschool field, often there is a disconnect between researchers and practitioners. Practitioners generally

critique researchers as being too focus on examining data, not realizing the hectic challenges that the practitioners

face daily, and ignoring the positive changes that they have induced on their students as being non-significant”

(statistically). In order to clarify the misunderstandings and build rapport, CRESST worked to connect research with

practice by helping the practitioners to understand the rationale behind the research procedures, and explaining the

findings and the implications behind the results in practical terms. As result, CRESST has establish a reputation in

the field as using concrete data and being the voice of the practitioner in explaining the accomplishments of their

Factor

#1

Factor

#3

work to the education administrators and policy makers.

Site visits to after-school programs help my research teams (UCLA staff and students) gain experiences on the

everyday life experiences of the at-risk youth. Consequently they are better able to relate to practitioners and youth

in the field and gather more precise and useful data. These data help to generate over 20 reports using a

combination of qualitative and quantitative methodologies. The quality of these reports gained the attention of the

California Department of Education (CDE), and has recently awarded CRESST the contract to a 4 years statewide

longitudinal study on the CDE afterschool programs in California serving students K through high school.

LA’s BEST has the foresight to partner with CRESST as their external evaluator since their inception in 1988. As a

result, LA’s BEST becomes the first large urban afterschool program that maintains a longitudinal database. This

longitudinal database has made many research studies possible such as the examination between attendance in

LA’s BEST and juvenile crime, a study funded to CRESST by the Department of Justice.

17


Organization Student Affairs - Early Academic Outreach Program (EAOP)

Early Academic Outreach Program (EAOP)

Description The Early Academic Outreach Program is an academic preparation program that works

collaboratively with families, educators, schools, communities, and various campus departments to

provide students with challenging academic enrichment activities to promote and cultivate a collegegoing

culture. UCLA EAOP works with students to help them become competitively eligible

applicants for college admission, going beyond minimum eligibility. EAOP is one of the state’s most

successful pre-collegiate student academic development programs. UCLA’s EAOP works with over

15,000 students in middle school and high school each year. This includes working with 66 high

schools and 34 middle schools in 10 school districts.

Location High Schools:

Bell, Hamilton, Monroe, South Gate, Chatsworth, Santa Monica (SM-MUSD), Belmont, Huntington

Park, Montebello (MUSD), St Bernard (LA Archdiocese), Cleveland, Taft, Blair, Inglewood (IUSD),

Morningside (IUSD), Sylmar, Culver City (CCUSD), University, Bravo, Jefferson, Muir, Venice, El

Camino, Antelope Valley (AVUHSD), Carson, Jordan, Narbonne, View Park Charter, Gardena,

Littlerock (AVUHSD), Crenshaw, King Drew, North Hollywood, Washington Prep, Grant, Palmdale

(AVUHSD), Dorsey, LACES, Palisades Charter, Westchester, Kennedy, Eastside (AVUHSD),

Fairfax, Locke, Pasadena (PUSD), Wilson, Lincoln, Highland, Franklin, Lynwood (LUSD),

Polytechnic, Birmingham, Los Angeles, Lancaster (AVUHSD), Fremont, Manual Arts, Roosevelt,

Canoga Park, Marshall, Knight (AVUHSD), Garfield, Marshall (PUSD), San Fernando, Cantwell (LA

Archdiocese), Reseda, Quartz Hill (AVUHSD)

Info-Only Middle Schools:

Adams, Crozier (IUSD), Johnnie Cochran, Muir, Stevenson, Audubon, Drew, LA Academy,

Nightingale, Twain, Belvedere, Edison, Lynwood (LUSD), Pacoima, Webster, Bethune, El Sereno,

Maclay, Palms, Wright, Bret Harte, Gompers, Mann, Revere, Cactus (PSD), Carver, Griffith,

Markham, San Fernando, Shadow Hills (PSD), Clay, Hollenbeck, Monroe (IUSD), and South Gate

* All schools in LAUSD unless otherwise noted

Website http://www.eaop.ucla.edu

Contact Debra Pounds

Position Director

Email dpounds@saonet.ucla.edu

Phone (310) 794-5681

Three things the chancellor needs to know about EAOP

#1 EAOP works with many more students than those in our database. The impact we are having is far-reaching.

Even though we identify a cohort of students in the school, we work with the entire school.

#2 We work to build capacity. “Train the trainers” is our emphasis. We know we cannot do it all but we can train

school personnel won what we do (i.e., stay abreast of A-G requirements, financial aid, etc.).

#3 EAOP is the state’s oldest and largest outreach effort with a tremendous success rate. Since 1991 our UCLA

EAOP students have achieved the following:

• 82% go on to postsecondary institutions

• 60% attend a four-year college/university

• 25% attend a UC campus

In last year’s (2008) class 69% were UC eligible.

Greatest impact of EAOP and Key Factors

Impact EAOP has a tremendous success rate. Since 1991 82% of EAOP students to on to a postsecondary

institution; 60% at a 4-year and 25% to a UC campus. In the class of 2008 69% were UC eligible.

Factor #1 Academic enrichment like our Saturday Academies and Summer Residential Boot Camps

Factor #2 Academic advising and development of individualized educational action plans for students (IAPs) and

close monitoring of progress on the plan

Factor #3 Working with community agencies, collaborating and partnering with others who have similar goals

18


Student Financial Aid

Organization Student Affairs - Financial Aid Office

Description The Financial Aid Office is responsible for the administration of Federal, State, University, Private

Funding Sources totaling over $300 million dollars in funds awarded to over 20,000 student aid

recipients in compliance with regulatory requirements of their respective governing bodies. In

addition the Financial Aid Office provides guidance regarding eligibility requirements for all aid

programs via the conducting of individual counseling sessions and or group workshops for High

Schools, Community, and Faith based organizations. Helpful staff assist students navigate through

the complexities of the application process (FAFSA) to secure the best options to facilitate the

financing of their educational cost.

Location On campus and various locations throughout LA County and California

Website http://www.fao.ucla.edu

Contact Ronald W. Johnson

Name

Position Director

Email rojohnso@saonet.ucla.edu

Campus

Phone

310-206-0401

Three things the chancellor needs to know about the Office of Financial Aid

#1 Provides guidance to students and families regarding the financial application (FAFSA) process

#2 Provides information regarding the numerous financial aid financing options and programs to that can assist in

meeting the student’s educational cost.

#3 Assist students who encounter changes in their family financial circumstances advising regarding the steps to

taken to update their information to facilitate a enhanced assessment of current circumstances.

Greatest impact of the Office of Financial Aid and Key Factors

Impact • Building a partnership with students, parents and the UCLA to arrive at adequate resources to help

pay for college

• Collaborate with local and campus community partners in disseminating financial aid information

• Building awareness that college is affordable

Factor #1 Removal of economic barriers by broadly collaborating with early preparation programs, and assisting

high school students with the financial aid application process and orientation sessions

Factor #2 Assisting families in special circumstances by providing accessibility to expert Financial Aid Office

personnel

Factor #3 Adhering to all federal, state, University policies and procedures to assure ethical and accurate

management to assure continuation of funding availability

19


Law Fellows Program (Early Academic Outreach)

Organization School of Law

Description The Law Fellows Program is UCLA School of Law’s cornerstone outreach initiative. The program,

now in its twelfth year, is a pioneering academic development initiative designed to ensure equity,

access and excellence in legal education. The objective of the program is to encourage and

prepare a diverse group of high-potential undergraduates and recent graduates to pursue higher

education and careers in law.

Through a series of Saturday Academies, Law Fellows engage in academic and career

programming that is designed to increase their competitiveness for admission to law school,

demystify the law school experience, and facilitate their entry into the legal profession. Our efforts

help to significantly increase the number of diverse law school applicants with highly competitive

academic credentials.

Location UCLA School of Law

Website http://www.law.ucla.edu/home/index.asp?page=1408

Contact Leo Trujillo-Cox, J.D.

Name

Position Executive Director of Academic Outreach & Development, Associate Director of Admissions &

Recruitment, and Instructor, Law Fellows Program

Email Trujillo@law.ucla.edu

Campus

Phone

310.794.5720

Three things the chancellor needs to know about Law School programs

#1 While we are encouraged by our successes, much work remains to be accomplished. Unfortunately, as we

well know, the challenge of increasing diversity at UCLA is not subject to a quick fix. As the California state

budget has tightened and allocations to this initiative have been slashed at the state level, it has become

increasingly urgent for us to rely on the support of the UCLA campus.

#2 The Law Fellows Program makes UCLA Law an attractive and viable option for a large number of highly

competitive diverse students that would either have not applied to law school or would have attended a

different law school, had they not previously developed such a close relationship with UCLA Law through the

program.

#3 The Law Fellows Program engages in rigorous quantitative and qualitative self-evaluation and the success of

the program can be measured.

Greatest impact of Law School Programs and Key Factors Contributing to Success

Impact #1 The Law Fellows Program aggressively and imaginatively encourages and academically prepares

students from diverse backgrounds to apply to and attend law school at UCLA, measurably

contributing to the diversity of the law school. To date more than 160 Law Fellows have gained

admission to UCLA Law, with the vast majority of those students enrolling here.

Impact #2 The Law Fellows Program boosts UCLA’s visibility nationwide. Our program produces students who

significantly increase the number of diverse law students at other top professional and graduate

school programs. Law Fellows have attended more than 60 other law schools across the country,

including Harvard, Yale, Stanford, Columbia, NYU, University of Chicago, University of Pennsylvania,

Cornell, University of Michigan, Georgetown, Northwestern, Berkeley, USC, Vanderbilt, University of

Texas, Howard, UC Davis, UC Hastings, UC Irvine and Loyola. More than 86% off program

participants tracked are seeking to enroll or have enrolled in graduate or professional school

programs.

Impact #3 The Law Fellows Program is nationally recognized as one of the most comprehensive and cuttingedge

outreach initiatives in legal education, and has been acknowledged as a model by the California

State Legislature, University of California Office of the President, Law School Admission Council, U.S.

Office for Civil Rights, ABA, Hispanic National Bar Association and many peer law schools. The Law

Fellows Program model is exportable with similar programs being adopted by many intuitions across

the country.

20


UCLA Mathematics, Engineering & Science Achievement (MESA)

Organization HSSEAS – CEED – MESA Programs

Description MESA (Mathematics, Engineering, and Science Achievement) has long recognized what the

literature reports – the sooner the academic intervention, the better. The MESA program provides a

rigorous, multi-faceted approach to preparing educationally disadvantaged students for college, and

specifically for math-based majors in science, computer science, engineering, and math. Academic

interventions include individual academic planning, hands on math and science classes, test prep

and study skills training, peer group learning, career exploration, and parental involvement.

UCLA’s MESA programs include:

• MESA is active in ten high schools and ten middle schools

• MESA Mentor Program

• Engineers in Training

• MESA Day Academies

• Women in Science and Engineering

UCLA SMARTS

• Professional Development for MESA Teachers:

o Teacher meetings

o MESA Advisor Training Course

o MESA Statewide Math Physics Technology Summer Institute

• Parent Orientation Nights

Location High Schools:

City Honors (Inglewood USD), Crenshaw HS, Dorsey HS, Hamilton HS, LACES HS, Los Angeles HS,

Morningside HS (Inglewood USD), Northridge Academy, View Park Prep Charter HS, Westchester

HS

Middle Schools:

Audubon MS, Burroughs MS, Emerson MS, LACES MS, Monroe MS, New Designs Charter, Parent

ES (K-8), View Park Prep Charter MS, Webster MS, and Wright MS

Los Angeles USD unless otherwise noted

Website http://www.ceed.ucla.edu/sections/msp/

Contact Rick Ainsworth

Position Director

Email rique@ea.ucla.edu

Phone 310-206-6493

Three things the chancellor needs to know about the UCLA MESA

#1

#2

#3

Greatest impact of the UCLA MESA and Key Factors

Impact

Factor #1

Factor #2

Factor #3

21


School of Music Teacher Credential Program

Organization School of Music - UCLA Music Teacher Credential Program

Description Outreach to Warner Ave and Moffett elementary schools providing violin instruction to all fourth

grade students. The program also provides pre-service teaching experience to UCLA music

education majors

Location Warner Avenue School (LAUSD)

Moffett Elementary School (Lennox School District)

Website http://www.music.ucla.edu/People/Faculty%20bios/FHeuser.html

Contact Frank Heuser

Name

Position Associate Professor, Music Education

Email fheuser@ucla.edu

Campus

Phone

310-206-8295

Three things the chancellor needs to know about the Music Teacher Credentialing Program

#1 The UCLA Music Education Program, the only one of its kind in the UC system, provides services to two

elementary schools: Warner Avenue in LAUSD and Moffett Elementary in Lennox School District

#2 Gives future K-12 music teachers a first classroom experience and offers a model of music teacher

preparation in which a university faculty member actively participates in the experience training 10-12 teachers

per year.

#3 Provides an experience in music making through the violin for children who would otherwise receive no

instrumental instruction

Greatest impact of the Music Teacher Credentialing Program and Key Factors

Impact Develops excellent music teachers who become leaders in K-12 music education, most of whom work

in LAUSD

Factor #1 Ability to accept students with potential to teach into the UCLA Music Department

Factor #2 Funding to provide music education majors with supportive faculty

Factor #3 Problems in providing future teachers with adequate preservice classroom experiences

22


National Center for History in the Schools (NCHS) Programs

Organization NCHS

Description The National Center for History in the Schools (NCHS), founded in 1988 with a grant from the

National Endowment for the Humanities, is the home of the US and world national content and

thinking history standards (1994; 1996) for grades K-4 and 5-12. The standards project set a

standard and a model for cooperation between academic historians and classroom teachers in the

community which NCHS has continued by producing over 70 primary-source- and standards-based

teaching units.

NCHS currently functions as the self-funded K-12 outreach effort of the History Department and has

expanded its model of cooperation between academic historians and K-12 teachers to professional

development programs for Los Angeles area teachers and as the college connection partner for the

American Studies Academy (ASA) at Franklin High School (LAUSD) in Highland Park. NCHS works

directly with over 100 Los Angeles area teachers each year in workshops and programs to promote

history content knowledge. NCHS is in its fourth year with the ASA; students in the program

consistently are graduating and passing the exit exam at a higher rate than any other program at

the high school (including the magnet programs).

As NCHS has expanded its reach in the community, it has also deepened its ties to the Department

of History. NCHS sponsors undergraduate interns through the Center for Community Learning.

These interns become a part of the outreach either through publications, observing in schools,

helping teachers with research, or helping with the ASA program at Franklin High School. NCHS is

also working with several history graduate students, giving them opportunities to research and

publish teaching units and to present to teachers and/or students in the K-12 teaching community.

Location Bunche Hall (6339); American Studies Academy at Franklin High School; Los Angeles County

Office of Education (various off-site workshop locations)

Website http://nchs.ucla.edu/

Contact Marian Olivas

Position Program Manager

Email molivas@ucla.edu

Phone 310-825-4702

Three things the chancellor needs to know about NCHS

#1 UCLA should take advantage of the legacy Gary Nash has built through not only his academic career, but

through his herculean efforts to improve K-12 history education in Los Angeles, California, and the entire

United States. K-12 history educators across the country already know about and appreciate Gary Nash and

the NCHS. In its fund-raising, promotional literature, and outreach programs, UCLA should celebrate the

ongoing work of Gary Nash and the NCHS to improve K-12 history education. As Coach John Wooden

symbolizes UCLA basketball excellence, Gary Nash represents UCLA’s commitment to academic excellence

and K-12 history education.

#2 Per Reynaldo Macias and some educational news agencies, talk is that the current White House

administration wants to take up educational standards again, so timing is good to trumpet what has already

been accomplished and could now be more widely supported and promoted.

#3 Locally, NCHS is working to set a model for cooperation among K-12 outreach efforts as well as support of

its sponsoring department and its undergraduate and graduate students.

Greatest impact of the NCHS and Key Factors

Impact Promoting academic excellence in K-12 history education.

Factor #1 Standards and publications that support history content and thinking skills.

Factor #2 Departmental support (while not monetary, still very important).

Factor #3 Encouraging cooperation among UCLA K-12 outreach.

23


Summer Internship Program at Bethune Middle School

Organization UCLA School of Nursing

Description As part of the Rebuild L.A. Project within the University, the School of Nursing decided to do

something within the Minority community that would not be just a one time thing but an ongoing

project. This was all because of the Unrest that followed the Rodney King Verdict in April.

The UCLA School of Nursing decided to adopt Mary M. Bethune Middle School located in South

Central Los Angeles. Our Adopt-A-School Program includes a clothing and book drive and helping

the School Nurse by providing her with medical supplies and books. The School of Nursing has also

donated money for families that could not afford to buy school uniforms for their child/children and

computers to the school.

The Summer Internship Program is held in July. It is usually a two week program, 8 hours a day.

The students work with their mentors half the day and participate in special activities the other half of

the day.

Location UCLA School of Nursing

Website

Contact Rhonda Flenoy-Younger

Name

Position Director, Student Recruitment and Outreach

Email rflenoy@sonnet.ucla.edu

Campus

Phone

310-825-9193

Three things the chancellor needs to know about School of Nursing Programs

#1 We started the program in 1992 and have motivated over 30 students throughout the years to go to college.

#2 One student went to Hampton University and majored in Nursing. After graduating she moved back to Los

Angeles and entered the UCLA Nursing Masters Program and is now a Nurse Practitioner.

#3 Most of the students from this middle school are not only the first generation to go to college, but also the first

generation to graduate from high school.

Greatest impact of School of Nursing Programs and Key Factors

Impact We bring middle school students from Bethune Middle School in South Central Los Angeles to

encourage them to continue higher education

Factor #1 We make them feel comfortable on a college campus

Factor #2 Introduce them to other majors, not only nursing

Factor #3 Continue communication through high school and beyond

24


Organization Center X (GSE&IS)

Principal Leadership Institute (PLI)

Description The purpose of the Principal Leadership Institute (PLI) is to recruit, train, and support a diverse

group of individuals committed to the principles of academic excellence, equity, and integrity as a

way to maximize achievement and opportunity for students in urban schools. In response to

California legislation and a shortage of well-prepared urban school administrators, the Regents of

the University of California established the Principal Leadership Institute programs on the UC Los

Angeles and UC Berkeley campuses. The PLI at UCLA has designed a rigorous 15 month program

that will prepare the next generation of urban school leaders. The program grants a Master’s

degree and completion of the courses required for the California Tier 1 Administrative Credential.

The program is designed to attract outstanding educators who have administrative interests and

recognized potential.

Location LAUSD and other public schools in the Los Angeles area

Website http://www.gseis.ucla.edu/~pli/#1

Contact Nancy Parachini

Position Program Director

Email nparachi@ucla.edu

Phone (310) 825-6212

Three things the chancellor needs to know about PLI

#1 The Principal Leadership Institute offers a Master of Education and an Administrative Services Tier

1 Credential

#2 The PLI prepares highly committed and qualified educators to serve as leaders in the most

underserved K-12 schools in the Los Angeles Basin.

#3 PLI provides candidates with a democratic vision that can shape their work with teachers, their

interactions with students, and their engagement with the broader community.

Greatest impact of PLI and Key Factors

Impact PLI alums are making a difference in Los Angeles most underserved schools.

Factor #1 The majority of the 300 alumni are serving in the most underserved schools in the Los Angeles

area.

Factor #2 Approximately 50% of the graduates are serving as administrators in the Los Angeles area.

Factor #3 There are multiple opportunities for PLI alumni to stay involved in the PLI on a continuous basis.

25


School Management Program (SMP)

Organization Graduate School of Education & Information Studies (GSE&IS)

Description Philosophy & Vision: We partner with learning communities to ensure high achievement for every

student. To accomplish this mission, UCLA SMP works with teachers, administrators, and

community members to create successful schools, enhance teacher effectiveness, and improve

student learning and achievement. We bring together theory (university) and practice (schools) by

incorporating the best of current thinking. Our work is not only consistently grounded in the latest

research, but also field-tested and based on an intimate understanding of the preK-12 school

environment.

Our team of professionals include school/district experienced faculty members and University staff

with proven skills and established track records in facilitating and managing large-scale, multi-year,

multi-layer school transformations. Years of extensive, nationwide research into the best practices of

education have led UCLA SMP to develop a set of fundamental beliefs about educational reform and

leadership development around a critical question: How can we surface the beliefs and practices

that result in high achievement for all students and build on these beliefs and practices to create a

school culture and educational system which ensures high achievement for every child?

Locations California and New England

Website http://smp.gseis.ucla.edu

Contact Dan Chernow

Position Executive Director

Email dchernow@smp.gseis.ucla.edu

Phone 310-206-6765

Three things the chancellor needs to know about SMP

#1 Our success in schools has greatly promoted UCLA’s service in the community mission.

#2 We are known nationally.

#3 Our schools under comprehensive contracts out perform the State average on API.

Greatest impact of SMP and Key Factors

Impact Turning around low performing schools

Factor #1 Successful at facilitating teacher collaboration at a high level.

Factor #2 Using appreciative inquiry in a cycle of continuous improvement of student learning.

Factor #3 Schools trust us to be supportive and non-judgmental.

26


Summer Sessions Programs

• Summer and high school institutes

• Travel study programs.

Organization UCLA Summer Sessions and Special Programs

Description UCLA Summer Sessions’ enrollment is open to everyone, including high school students entering

grades 10-12, and adult learners. The diverse Summer Sessions population includes continuing

UCLA students, visiting students from other American and international universities, motivated high

school students, and professionals continuing their education. All courses drawn from the UCLA

core curriculum offered on campus during the summer, high school institutes, and travel study

programs.

Location Campus, and all of the global locations of EAP and travel study programs

Website http://www.summer.ucla.edu

Contact Susan Sims

Position Executive Officer

Email ssims@summer.ucla.edu

Phone 310-825-0784

Three things the chancellor needs to know about the UCLA Summer Sessions

#1 We have robust numbers for our high school programs. About 1,000 high school students attend UCLA each

summer and many transfer students. We want numbers to go up for under-served populations in both groups.

#2 We have a small scholarship fund for high school and community college students, but would like to have

additional funds to help serve students from more diverse backgrounds. Need more funds and more

resources.

Greatest impact of UCLA Summer Sessions and Key Factors

Impact Providing high school students and transfer students with access to UCLA and giving them the chance

to experience and become prepared for “college life” both academically and socially/residentially.

Factor #1 Our partnerships with UCLA campus departments and offices and having dedicated staff to work on

these programs.

Factor #2 Our partnerships with local high schools/community colleges and their advising staffs.

Factor #3 The support of our Assistant Provost with scholarship funds dedicated to underserved populations from

underserved communities in both high schools and community colleges.

27


UCLA Community School

Organization Center X (GSE&IS) – UCLA Community School (BCS)

Description UCLA and LAUSD are launching UCLA Community School, a new urban education partnership that

will bring the university’s world-class resources to one of central Los Angeles’ most underserved

neighborhoods.

The UCLA Community School will open in September of 2009 serving students in Kindergarten to

Grade 5 and will expand the following year to include approximately 800 students in Kindergarten

through Grade 12.

This neighborhood school will be one of six Pilot Schools located at the new LAUSD Ambassador

Schools Complex on Wilshire Blvd. in Central Los Angeles. UCLA and its Graduate School of

Education & Information Studies are working closely with Los Angeles Unified School District Local

District 4, and several community-based organizations to create an innovative and rigorous K-12

educational program for our community.

Location Central Los Angeles (former Ambassador Hotel site)

Website http://bruincommunityschool.gseis.ucla.edu/

Contact Karen Hunter Quartz

Position Director of Research

Email quartz@ucla.edu

Phone 310-206-5241

Three things the chancellor needs to know about the UCLA Community School

#1 The UCLA Community School is a pilot school and as such is taking on a set of district and union challenges

with the hope of changing the system from within. These challenges differ from many university-assisted

charter schools and should be considered as a key component of the school’s overall accountability

framework.

#2 We are developing a portfolio of opportunities for engaged scholarship at the UCLA Community School,

including research on pilot schools, alternative assessments, data-driven inquiry for teachers. Although these

activities define a crucial element of UCLA’s participation, It has been very challenging to secure support for

UCLA Community School research.

#3 UCLA’s enormous resources and programs will be a great asset for the UCLA Community School, but

coordinating these resources and programs so they integrate into the school program will be a challenge.

Greatest impact of the UCLA Community School and Key Factors

Impact The UCLA Community School will impact (1) students, (2) parents and communities, (3) teachers, (4)

LAUSD, (5), UCLA, (6) state of California. Across all of these spheres of impact, the UCLA Community

School will develop accountability measures.

Factor #1 Students: require high quality, well-supported teachers, sufficient material resources, internship

opportunities

Factor #2 Parents & Community: need liaisons at the school site and comprehensive system of learning supports

Factor #3 Teachers: need structured time for professional collaboration, including support for data-driven inquiry

Factor #4 LAUSD: maintain strong relationships with district leaders and other pilot schools in order to build

momentum for district-wide change

Factor #5 UCLA: ensure dedicated research faculty to lead a portfolio of opportunities for engaged scholarship;

establish liaisons to link campus and school programs/resources

Factor #6 California: participate in UC Network of College Going Schools to inform policies such as A-G, career

and technical education, educational finance.

28


UCLA Lab School Programs

• Critical Thinking Institute

• Early Literacy Institute

• Bilingual Education in California Symposium

Organization Graduate School of Education & Information Studies (GSE&IS)

Description Through our institutes, conferences, consultations and publications, UCLA Lab School teachers and

administrators provide a model of effective education. Learning about and observing the activities of

this “living laboratory” help visitors see how theory and practice can be combined to create effective

approaches to teaching. Each year UCLA Lab School hosts many educators who come to observe

and learn about our innovative programs. Specific programs include:

• Creating a Thinking Curriculum Institute: Learning how to access and manage information,

think critically, solve complex problems, and use technology effectively are essential skills for

living and working productively in the 21st century. The Creating a Thinking Curriculum Institute

is designed to introduce teachers to the methods UCLA Lab School has developed for teaching

these skills.

• Early Literacy Institute: This institute is designed to assist teachers in teaching effective literacy

skills. It is based on the early literacy program at UCLA Lab School, which teaches children to

read in a context of authentic literate activities that help them systematically learn the necessary

skills of reading and writing. Weaving together research and practice, the institute includes a

combination of presentations, reflection, and school/team planning.

• Bilingual Education in California Symposium: This symposium brings together educators,

parents, community members and advocates for English Language Learners for a discussion

about the advantages and challenges we experience in working to meet the needs of English

Language Learners.

Location Institutes conducted on the Lab School’s Seeds UES Campus at UCLA

Website http://www.labschool.ucla.edu/outreach/

Contact Sharon Sutton

Position Coordinator of Technology and Outreach

Email ssutton@ucla.edu

Phone 310-825-1325

Three things the chancellor needs to know about UCLA Lab School Programs

#1 Our programs are transformational - educators experience and adopt a more student-centered approach to

teaching and learning. The program’s goals are aimed at helping educators change teaching beliefs and

practice.

#2 They embrace current research and “best practices.” Use of theory, observation, collaboration provide an

overall “snapshot” of what “best practice” might look like in a classroom setting thus helping educators make

the shift.

#3 They build on teacher/school cultures using a collaborative/inclusive process, school: school site adapt “new

learning” to their culture (what do you “see/hear” that will work for your school culture?)

Greatest impact of UCLA Lab School Programs and Key Factors

Impact Changes the way teachers teach

Factor #1 Collaboration: work with colleagues among and across schools to build units of study for use in the

classroom

Factor #2 Observation: taught theory, observe implementation in classrooms

Factor #3 Process-oriented: work on unit of study they have previously taught and transform it using a process

which for many represents a paradigm shift

29


Organization Center X (GSE&IS) - Parent Project

UCLA Parent Project

Description The UCLA Parent Project provides professional leadership development for parents, schools and

community organizations. This project brings parents of diverse ethnic backgrounds together to

share their expertise and to experience interactive strands of the California Content Frameworks.

Parents have an opportunity to dialogue with principals, visit classrooms, and explore assessment

practices. The participants then design actions plans to build more effective relationships to

implement change at their schools sites. Parents join educators as a necessary part of leadership

capacity building that will improve public schools for all children. Parent programs include Parent

Leadership Institutes, Families & Teachers Working Together, Parent Liaison Para-Educators &

Learning Different is Not Learning Less: Special Needs Parents Advocacy.

Location Various schools and school districts in Los Angeles County

Website http://www.centerx.gseis.ucla.edu/PARENT/index.php

Contact Laila-Angela Hasan

Position Director

Email hasan@gseis.ucla.edu

Phone 310-825-9703

Three things the chancellor needs to know about the UCLA Parent Project

#1 Parents play a major leadership role in the designing and implementation of the Parent Project programs.

#2 The Parent Project participants work in partnership with the California Subject-matter Projects, Principal

Institute, Institute of Democracy Education Access, School of Arts and Architect, School of Social Works and

EAOP at UCLA.

#3 We have been in existence for over 10 years.

Greatest impact of UCLA Parent Project

Impact #1 The Parent Project has supported the leadership development of hundreds of parents that are

presently serving in key position in the schools and the local school districts in working towards school

reform all over the Los Angeles County.

Factor #2 Our parent programs have provided space for parents and administrators working in underserved

urban schools to build effective co-leadership models.

Factor #3 Parents have sustained their leadership roles by building parent leadership capacity at their local

school site and throughout Los Angeles County public schools.

30


UCLA Teacher Education Program (TEP)

Organization Center X (GSE&IS) - Teacher Education Program (TEP)

Description The Center X Teacher Education Program provides high quality pre-service education and

beginning teacher support to radically improve urban schooling in racially, culturally, and

linguistically diverse communities in the greater Los Angeles area. We also engage our students in

a variety of community-based projects and field experiences to encourage their commitment to teach

in urban schools, develop their community knowledge, and create a culturally responsive pedagogy.

Location High Schools:

10th St ES (LD 4), 122nd St ES (LD 7), 24th Street ES (LD 3), 59th Street ES (LD 3), 66th St ES

(LD 7), 6th Ave ES (LD 3), 74th St ES (LD 3), 93rd St ES (LD 7), 96th St ES (LD 7), Alexander

Science Center (LD 7), Baldwin Hills ES (LD 3), Barrett ES (LD 7), Budlong ES (LD 7), Del Olmo ES

(LD 4), Ford ES (LD 5), Gratts ES (LD 4), Harmony ES (LD 7), Kim ES (LD 4), King ES (LD 7),

Kingsley ES (LD 4), Magnolia ES (LD 4), Main St ES (LD 5), Manchester ES (LD 7), Miller ES (LD

7), Miramonte ES (LD 7), and Vermont ES (LD 7)

Middle Schools:

Belvedere MS (LD 5), Berendo MS (LD 4), Bret Harte MS (LD 8), Griffith MS (LD 5), Hollenbeck MS

(LD 5), Leichty MS (LD 4), LA Academy MS (LD 5), Markham MS (LD 7), Muir MS (LD 7), Starr King

MS (LD 4), Stevenson MS (LD 5), and Virgil MS (LD 7)

High Schools:

Belmont HS (LD 4), Central LA New HS #4 – (LD 5), Crenshaw HS (LD 3), Dorsey HS (LD 3),

Fairfax HS (LD 3), Fremont HS (LD 7), Garfield HS (LD 5), Hawthorne HS – (Centinela Valley

UHSD), Jordan HS (LD 7), King-Drew Medical Magnet (LD 7), Lawndale HS – Centinela Valley

UHSD), Lennox HS – (Lennox SD), Leuzinger HS – (Centinela Valley UHSD), Lincoln HS (LD 5),

Locke HS (LD 7), Los Angeles HS (LD 3), Manual Arts HS (LD 7), Miguel Contreras HS (LD 4),

Roosevelt HS (LD 5), West Adams Prep HS (LD 7), and Wilson HS (LD 5

LD = Los Angeles USD Local District

Website http://www.ucla.centerx.gseis.ucla.edu/tep

Contact Eloise Metcalfe

Position Director

Email elm@ucla.edu

Phone 310-206-4621

Three things the chancellor needs to know about the UCLA Teacher Education Program (TEP)

#1 We are only in urban, high need schools. We provide credentialed, knowledgeable teachers who are

dedicated to social justice and who have a passion for teaching youth in the urban settings of Los

Angeles and the desire to create positive change with the students and families in their

communities.

#2 Three are 3 pathways in TEP: a credential/masters option, an undergrad/graduate option in science

and math and music and an intern option.

#3 The increased credential requirements have created a challenging environment for clinical faculty,

whose workloads have increased yet they do not have job security.

Greatest impact of the UCLA Teacher Education Program and Key Factors

Impact We have prepared close to 2000 teachers in Elementary Multiple Subjects, Math, Science, English,

Social Science and PE. We have a very high teacher retention rate and many of our graduates seek

advanced degrees in Education.

Factor #1 A clear mission infused throughout the process from application through coursework and into

employment.

Factor #2 Strong coordinated staff support; field supervisors, faculty advisors, instructors and administrative

staff committed to the mission of social justice and school reform.

Factor #3 Attracting and retaining underrepresented students to teaching in underserved communities.

31


UARS Programs

• Bruin Ambassadors,

• Campus Tours,

• Cub Tours, and

• STOMP

Organization Student Affairs - Undergraduate Admissions & Relations with Schools (UARS)

Description Bruin Ambassadors: paid undergraduates are trained to provide information about the college going

process to Los Angeles area schools by request

Campus Tours: paid undergraduates are trained to provide admissions information and provide

campus tours for prospective students by request & RSVP

Cub Tours: volunteer undergraduates are trained to provide information on college access via

campus tours to elementary to middle school students by request and RSVP

STOMP: volunteer undergraduates are trained to provide admissions information to prospective

transfer students & sponsor the annual STOMP conference in April at UCLA. STOMP is a

recognized student organization.

Location Southern and Northern California

Website ugadm@saonet.ucla.edu

www.admissions.ucla.edu/tours

www.admissions.ucla.edu/stomp

www.admissions.ucla.edu/student_recruiters.htm

Contact Rosa Pimentel

Position Associate Director of Recruitment & School Programs

Email rpimentel@saonet.ucla.edu

Phone 310-825-4697

Three things the chancellor needs to know about the UARS programs (Bruin Ambassadors, Campus Tours, Cub

Tours, and STOMP)

#1 The ambassadors are well-rounded students who have taken advantage of the opportunities provided by

UCLA.

#2 I believe it's important for people to understand what type of services the Bruin Ambassadors can provide.

#3 Many offices and departments on campus have provided information on their programs/services to our

ambassadors via trainings. We hope to work with more to be able to provide more detailed trainings for the

ambassadors. The better trained they are, the better services they will be able to provide to prospective

students.

Greatest impact of the UARS Programs (Bruin Ambassadors, Campus Tours, Cub Tours, and STOMP) and Key

Factors

Impact The Bruin Ambassador Program consists of a group of involved; passionate and dedicated UCLA

students. Working with UARS, the ambassadors visit high schools in the Los Angeles area (with half a

dozen schools in Antelope Valley) presenting their own UCLA experiences and on the admissions

process.

Factor #1 Well and thoroughly trained ambassadors.

Factor #2 Better and more partnerships with high schools in Los Angeles.

Factor #3 Funding is always important.

32


UARS Recruitment & Alumni Volunteers

Organization Student Affairs - Undergraduate Admissions & Relations with Schools (UARS)

Description High School Recruitment - High School Recruiters visit high schools primarily in the greater LA

county area (as well as Ventura County, San Diego, Inland Empire, Central Valley), participate in

programs/events sponsored by UCLA departments, student organizations, etc., and represent the

university at community based programs/events.

Alumni Volunteer Program - Trained alumni volunteers throughout the state (Bay area, Sacramento

area, Ventura County, Palm Springs, Los Angeles, Orange County and San Diego) represent

UCLA at various high school college fairs throughout California.

Location Southern and Northern California

Website www.admissions.ucla.edu

Contact Annie Huerta

Position Student Affairs Officer

Email ahuerta@saonet.ucla.edu

Phone 310-206-2170

Three things the chancellor needs to know about UARS High School Recruitment and Alumni Volunteer

Programs

#1 Each year UARS trains and works with about 120 volunteers statewide who represent the

University at over 100 high school college fairs, community-based events/programs/conferences.

#2 Our alumni volunteers are extremely passionate about the University and extremely dedicated.

Their willingness to volunteer their time is amazing. Some have volunteered in this program for as

many as 20 years.

#3 The volunteers help establish a UCLA presence statewide by representing the University at many

events. They are able to complement the services provided by UARS high school recruitment and

assist UARS in reaching a broader audience of prospective students.

Greatest impact of UARS High School Recruitment and Alumni Volunteer Programs and Key Factors

Impact Establishing a UCLA presence throughout the state and encouraging prospective students to apply

and consider attending UCLA – making students aware of he many wonderful academic

opportunities available to them at UCLA and what a wonderful, well-rounded college experience

awaits them

Factor #1 Making sure that alumni volunteers are well-prepared to represent UCLA by participating in

trainings, keeping them updated regarding admissions requirements and admissions process, and

opportunities to highlight for students

Factor #2 We rely heavily on dependable, dedicated alumni and their willingness to give up their time

Factor #3 Coordination and collaboration between undergraduate admissions department and alumni

association

33


Organization UCLA Extension - Education

UNEX Distance Learning Programs

Description College Counseling certificate; Instructional Design sequence; Tribal classes (legal, mental health,

environmental); AP teacher training institutes (online); American Studies Online (for Au Pair in

America); graduate test preparation classes; training the trainers for city governments; providing

online services for other organizations Originally, all of my programs were geared toward teachers.

Now they include corporate, government, and other audiences, and I experiment with multiple

delivery models.

Location Online and downtown or on campus

Website http://www.uclaextension.edu/collegecounseling

http://www.uclaextension.edu/tribal

http://www.uclaextension.edu/aupairs

Contact Kathleen McGuire

Name

Position Director, Distance Learning Programs

Email kmcguire@uclaextension.edu

Campus

Phone

310-206-1576

Three things the chancellor needs to know about UNEX Distance Learning Programs

#1 Available anytime, anywhere; limited enrollment for maximum instructor/student interaction

#2 High retention rate—attributed to mandated instructor training and continuous monitoring

#3 Steady growth in enrollments since 2000

Greatest impact of UNEX Distance Learning Programs and Key Factors

Impact Attentive to shifts in professions and advancement of technologies, the online classes at UNEX

satisfy expectations among many audiences.

Factor #1 Professional practitioners as instructors

Factor #2 Technical support 24/7

Factor #3 Recognition and incorporation of new technologies

34


UNEX Early Childhood & Elementary and Secondary Programs

Organization UCLA Extension – Education Department

Description Early Childhood Program provides professional and academic–level coursework necessary to

prepare for an effective and meaningful career in the Early Childhood Education field. Students can

earn their ECE certificate while fulfilling California State Permit and Licensing requirements for

teachers and administrators.

Elementary and Secondary Programs: provide professional and academic-level coursework

necessary for teachers to meet credentialing requirement and professional developments for salary

increments.

Location Los Angeles county including downtown Los Angeles, Mar Vista, Westwood, Santa Monica &

Woodland Hills

Website http://www.uclaextension.edu/teachers

http://www.uclaextension.edu

Contact Mervat Fam

Position Program Coordinator

Email mfam@uclaextension.edu

Phone 310-825-2960

Three things the chancellor needs to know about UNEX Early Childhood, and Elementary & Secondary

Programs

#1 Prepare teachers, administrators, supervisors, and directors of preschools and child care programs

to meet the California Commission on Teacher Credentialing requirements. Prepare K-12 teachers

to meet credential requirements and professional development units for salary increments.

#2 Reaching working adults to improve their careers and enhance their professional skills in teaching.

Preparing well-equipped teachers will enhance the success of children from pre-K to K-12 to

succeed in their academic futures.

#3 These programs are self-sustaining and provide individuals with great opportunities to change

career and better oneself in knowledge and professional skills in today job market.

Greatest impact of UNEX Early Childhood, and Elementary & Secondary Programs and Key Factors

Impact Prepare and train individuals from preschool to high school to be best teachers, administrators,

supervisors and directors in the teaching field. Using research and best practice in teaching.

Factor #1 Finding knowledgeable and practices faculty members to teach and train adults to put into practice

the best practices and expertise.

Factor #2 Reach out to community and underserved populations to achieve academic and professional

success.

Factor #3

Prepare teachers to prepare children of the future and next generation to be educated and ready

for the workforce.

35


Vice Provost Initiative for Pre-College Scholars (VIPS)

Organization College - Academic Advancement Program (AAP) - VIPS

Description The Vice Provost Initiative for Pre-College Scholars, known as VIP Scholars, is a partnership

between UCLA and the Los Angeles and Pasadena school districts to help prepare historically

underrepresented students become competitively eligible for admission to UCLA and to encourage

pursuit of graduate and professional education. VIP Scholars is focused on underserved students,

including students from low-income and first-generation families. VIP Scholars services include

college preparatory workshops, Buddy Days, Parent Nights, Saturday Academies, college advising

and major and career seminars.

VIP Scholars builds upon the strengths of existing UCLA outreach programs, such as Early

Academic Outreach Program, Career Based Outreach Program and the Center for Community

College Partnerships (CCCP). VIP Scholars works closely with two federally funded undergraduate

programs that provide funding for underrepresented undergraduates who are committed to

completing a comprehensive research program and to pursuing graduate and professional studies:

Minority Access to Research Careers (MARC) and the McNair Research Scholars Program.

LocationLos Angeles Unified School District: Crenshaw High School, Dorsey High School, Hamilton

High School, King -Drew Magnet School, LACES, Westchester High School

• Pasadena Unified School District: Blair High School, Marshall High School, Muir High School,

Pasadena High School

• View Park Preparatory Charter High School

Website http://www.ugeducation.ucla.edu/aap/vips/

Contact Jonli Tunstall

Position Director

Email jtunstall@college.ucla.edu

Phone 310-206-5245

Three things the chancellor needs to know about VIPS

#1 The VIP Scholars is a partnership between UCLA and the Los Angeles and Pasadena school districts:

• To help prepare historically underrepresented students become competitively eligible for admission, to

UCLA and to encourage pursuit of graduate and professional education.

• VIP Scholars focuses on underserved students, including students from low-income and first-generation

families.

#2 VIP Scholars works closely with two federally funded undergraduate programs that provide funding for

underrepresented undergraduates who are committed to completing a comprehensive research program and

to pursuing graduate and professional studies: Minority Access to Research Careers (MARC) and the McNair

Research Scholars Program.

#3 The VIP Scholars Program provides mentors at 11 high schools in Los Angeles and Pasadena Unified School

Districts. Mentors are current UCLA students who:

• Motivate students to consider UCLA for undergraduate and graduate careers

• Share their personal experiences as UCLA students

• Increase awareness regarding admissions, program opportunities and financial aid

• Assist in increasing the number of underrepresented (primarily African American) students eligible,

applying, and admitted to UCLA

Greatest impact of VIPS and Key Factors

Impact Increases competitiveness of participants and encourages pursuit of higher education

Factor #1 Mentors have high levels of investment in students and actively outreach to them to offer personal

assistance and aid.

Factor #2 VIP Scholars has an open door policy that allows students to come and discuss serious issues affecting

the academic and personal lives. The program is a support network for students and parents

Factor #3 The program offers resources such as Buddy Days, Saturday Academies, and the Summer Programs

to ensure that students are developed and educated about higher education.

36

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