Un imperativo Nacional y Global

The United States has fallen to 16th in the world in college credential completion, yet by 2018, two-thirds of US jobs will require post-secondary education.

Meanwhile employers are increasingly demanding an innovative and entrepreneurial workforce seeking individuals with critical thinking, problem solving, collaboration, communication, and other entrepreneurial skills.

Funding models for higher education are now shifting their focus from college access to completion therefore creating an urgent need to increase completion rates while producing graduates who possess the knowledge and the skills that the workforce demands.

The Ice House Student Success Program is designed to equip students with the perseverance and determination of an entrepreneurial mindset at the onset of their academic journey, empowering them to take ownership of their future while helping them develop the knowledge, skills, and behaviors that will enable them to succeed in college and in life.

Descripción del Curso

The Ice House Student Success Program is a student success course that inspires and engages students with the perseverance and determination of an entrepreneurial mindset needed to succeed academically and in life. Drawing on the early success of the Ice House Entrepreneurship Program, this program expands upon “Who Owns the Ice House? Eight Life Lessons from an Unlikely Entrepreneur,” by encompassing student success concepts in the context of an entrepreneurial mindset. The program provides for experiential learning beyond the classroom, making connections, and building relationships that can support students throughout college and beyond.

Conceptos Centrales

CORE CONCEPTS
Lesson 1: Choice
An entrepreneurial mindset empowers students to be mindful of their choices, choosing the life they want rather than accepting life as it is.

Lesson 2: Opportunity
An entrepreneurial mindset challenges students to see problems as opportunities, helping them learn to solve problems for others as a viable path toward individual empowerment.

Lesson 3: Action
An entrepreneurial mindset is action oriented, encouraging students to solve problems through active experimentation and collaboration.

Lesson 4: Knowledge
An entrepreneurial mindset fosters a self-directed approach to learning that encourages students to seek knowledge, think critically, and develop problem solving skills.

ADVANCED CONCEPTS

Lesson 5: Resourcefulness
An entrepreneurial mindset is resourceful, encouraging students to leverage resources to find solutions, overcome challenges, and advance their goals.

Lesson 6: Reliability
An entrepreneurial mindset is solution oriented and reliability is the key that can expose students to unforeseen opportunities and their own untapped potential.

Lesson 7: Community
An entrepreneurial mindset understands the importance of creating an intentional community of positive influence, critical guidance, and support.

Lesson 8: Persistence
Perseverance and determination are the hallmarks of an entrepreneurial mindset that encourages students to persist in the face of challenges, setbacks, and self-doubt.

PRACTICAL APPLICATION

The Ice House Opportunity Discovery Process
The Ice House Student Success Program utilizes an experiential, problem-based methodology that encourages students to apply what they are learning in real-world circumstances, enabling them to develop entrepreneurial attitudes, behaviors, and skills.

Resultados del Programa

The Ice House Student Success Program Outcomes are designed to:

• Drive student engagement
• Strengthen student learning
• Develop skills, attitudes and behaviors
• Improve student persistence
• Increase college course pass rates
• Increase college completion rates
• Produce employable graduates

General Education Outcomes

General Education Outcomes are the 21st Century Workforce Skills students will need to approach complex problems including:

• Critical Thinking
• Creativity
• Effective Problem Solving
• Communication
• Collaboration
• Lifelong Learning

In addition, students will develop entrepreneurial skills that will help them approach changing environments:

• Curiosity
• Initiative
• Persistence/Grit
• Adaptability
• Leadership

Material para Estudiantes

Working in peer groups, students identify a problem to be solved, determine what they already know, what they need to know, and how and where to access new information that may lead to the resolution of the problem. Students apply their ideas in the real world by working through their solutions to problems with mentors and advisors to help their ideas evolve. Students then share experiences, conduct presentations and hear guest lectures.

• Self-Directed Learning
• Problem-Based Learning
• Peer-to-Peer Learning
• Experiential Learning

Elementos del Curso

CONTENT

Digital lesson content, the companion text, “Who Owns the Ice House? Eight Life Lessons from an Unlikely Entrepreneur,” and video case studies featuring entrepreneurs and students who have succeeded in school and in life by embracing the eight life lessons

REVIEW

Multiple choice lesson reviews to assess basic knowledge

DISCUSS

Discussion topics and in-class activities designed to foster peer-to-peer

APPLY

Application assignments designed to immerse students in real-world comprehension interaction and analysis problem-based entrepreneurial experiences through the opportunity discovery canvas process

SHARE

Shared experiences, presentations, and guest lectures to foster

REFLECT

Individual reflections that encourage students to reflect on what they communication and collaboration are learning and how it can be applied to academic and life goals

Ofrecimiento del Curso

• All-Digital Content Delivery
• Full Learning Management System (LMS) Integration
• Full Semester (15 weeks) or Half Semester (8 or 10 weeks) Schedule
• Classroom or Online Course Delivery
• 1 Credit Hour or 3 Credit Hour Versions

Formación y Soporte para Facilitadores

Facilitator Role
With an experiential problem-based learning method, facilitators do not need to be subject matter experts in the field of entrepreneurship. The role of the instructor is to facilitate learning by supporting, guiding, and monitoring the learning process. Rather than providing specific directives, the instructor encourages students to solve identified problems, find and apply new knowledge, take action and cope with uncertainty and challenges that they confront. After all, entrepreneurship is a search process of discovery that requires students to take ownership of their ideas as well as their ability to learn.

Facilitator Materials
Facilitators are equipped to be successful with the following materials:

• Facilitator Manual
• Facilitator-Prep Guidelines
• Syllabus
• Lesson Plans with Slides
• Lesson Quizzes & Exams
• Lesson Discussion, Application & Reflection Assignments
• Video Case Studies

Facilitator Training & Support
The Ice House Facilitator Training is designed to equip facilitators with the necessary tools and techniques to effectively implement the program. Visit http://elimindset.com/services for the facilitator training and webinar schedule.

Impacto del Programa

Case Study
Pikes Peak Community College (PPCC), the second largest community college in Colorado with 22,000 students, was the first community college in the nation to roll out Ice House as a required first-year student success course for interdisciplinary students who were simultaneously enrolled in remedial courses. PPCC’s impact on Student Success includes:

• 28% Impact on Persistence
  83% of students who passed Ice House re-enrolled the next semester, compared to 55% of students who did not complete the course
• 14% Impact on College-Level Course Success Rates
  91% of students who passed Ice House progressed on to pass college level courses compared to a 77% pass rate for students who did not complete the course

Listen to PPCC Faculty & Student reflections on the impact of Ice House as a required student success course:  PPCC Ice House Reflections Video

Testimonials

“If you look at our numbers as community colleges and how we serve the students who come to us with their dreams, you cannot possibly defend the status quo as begin good enough, it is not good enough, we’ve got to make a bigger difference for those people. So, if we’re going to make a bigger difference, knowing the things that we’ve already tried and that have been a part of community college efforts around this for decades, I think we’ve got to break away from that and really look to bold, new solutions. And I see this [Ice House], as a bold, new solution.”

– Dr. Lance Bolton, Pikes Peak Community College President

“By taking the time and taking this class and learning how to manage my academic career as well as my life career…I am way more prepared. Ice House is reinventing the way we make ourselves successful, you have to think outside of the box, go that extra step, think about new ways to innovate, and I think that is going to be the marker of the next few generations.”

– Crystal Haynes, Pikes Peak Community College Student

“You must become entrepreneurs of your life. And when I heard that, I had already started the shift but that was the last little kick that shifted me over to really understanding that this is a mindset that is successful for life.”

– Steven Holmes, Pikes Peak Community College Student

“I start to see that shift, some of them see such a shift that they change their majors, some of them change their attitudes about the class and about school, and some of them start to change who they are as a person.”

– Dr. Regina Lewis, Pikes Peak Community College Faculty

Influenciado por la Investigación, Diseñado por Expertos

The Ice House Student Success Program is influenced by research and data including the World Economic Forum, National Center for First Year Experience, Center for Community College Student Engagement, John N. Gardner Institute and the Collegiate Employment Research Institute. In addition, the Ice House Student Success Program is developed by a team of faculty and staff student success experts, with decades of experience in teaching, curriculum development and assessment. A former faculty, chair and dean, ELI Vice President of Strategic Partnerships, Bree Langemo, J.D., leads the following curriculum team for the Ice House Student Success Program.

Lynne Chandler-Garcia, Ph.D.  brings over fifteen years of experience teaching student success education and other college courses. She has consulted for a number of leading academic publishers and possesses a wealth of experience in higher education curriculum development. A prolific author, she has a wide range of publications to her credit. She holds a Master’s and Ph.D. in Political Science from the University of Maryland, College Park.

Danen Jobe brings fifteen years of teaching experience in Literature, Honors College Level English and Developmental English and Reading as well as administrative experience in higher education. He has extensive curriculum building experience, including the creation of a career based developmental English and Math modular course for a Department of Labor grant, and an innovative skill and success building modular course designed for high school students who are behind in their skills. He has range of publications and editing credits as well as having consulted for major educational publishers. He holds an MFA in Fiction and Poetry from the University of Arkansas.

Barbara Overgaard has over twenty years experience in higher education, developing curriculum resources and facilitating language and culture learning programs for multicultural teams in locations as diverse as Albania, Germany, The Dominican Republic, Uzbekistan, and Turkey. Barb’s focus is on teaching developmental writing, English as a Second Language, and student success courses. She holds a Master’s in TESOL from William Carey International University and has written and edited several publications.

Crystal Cyr possesses over ten years experience in a multitude of higher education student service areas, providing critical guidance and support to students in transition to the college environment. She has taught first-year experience and student success courses to at-risk community college and university students. In her current position as the Director of Learning Assistance Centers for Pikes Peak Community College, Crystal has developed internationally recognized academic support programs that are certified by the College Reading and Learning Association. She has extensive experience developing and assessing postsecondary co-curricular programming founded in learning and student development theory. Crystal holds a B.A. in Mathematics from Keene State College and a M.A. in Leadership: Student Affairs in Higher Education from the University of Colorado-Colorado Springs.

Jacquelyn Gaiters-Jordan brings over twenty years experience in adult basic and developmental education. She has worked in government, non-profit, and higher education. A graduate of the Kellogg Institute, National Center for Developmental Education – Appalachian State University, Jacquelyn is devoted to access and success for all students. She holds a M.A. in English, TESOL certificate from the University of Colorado-Denver and a graduate certificate in Adult Learning, Training and Development from Regis University.

La Necesidad del Éxito Estudiantil

Promising Practice – Student Success Course

• Community College Research Center reports that there is evidence that community colleges should require students to complete student success courses as students have an increased chance of persistence, credential completion or transfer.

• The Center for Community College Student Engagement reports that “students who complete these [student success] courses are more likely to complete other courses, earn better grades, and have higher overall GPAs, and obtain degrees.”

• Completion Challenge
  • 19% – Percentage of university students that will complete a credential within 4 years (non-flagship)
  • 16th – U.S. is currently 16th in world for college credential
  • 45% – Number of Full-Time entering community college students who will complete a credential in 6 years
• Skills Gap Challenge
  • 2/3 – By 2018, 2/3 of all jobs will require post-secondary
  • 50% – Number of recent college graduates unemployed or underemployed
  • 5.4 Million – Number of Current Job Openings in U.S.

La Necesidad de la Educación en Emprendimiento

• World Economic Forum

  Entrepreneurship is an essential life skill that every student will need to survive in the 21st Century.

• Harvard Business Review

  Current research indicates the need to invest in and scale beneficial outcome of entrepreneurship education. Entrepreneurship is a key 21st century workforce skill and is also linked to higher academic achievement.

• New York University Pathways to Progress Study

  90% of students linked learning entrepreneurial skills to academic success in other subject areas. 95% of the students indicated that the entrepreneurial skills would help them in their life.

Call to Action
The World Economic Forum’s call to action is to move entrepreneurship education from the perimeter to the core of the way education operates. Entrepreneurship is more than an academic discipline and reaches far beyond the concept of traditional enterprise creation and small business management. Entrepreneurship education empowers students to remain adaptable when facing obstacles, persist through failure, communicate better, and become problem solvers and opportunity finders. Learning about entrepreneurship ignites an entrepreneurial mindset and students begin to think and act like entrepreneurs in all aspects of their lives. And in today’s world, entrepreneurship embodies the 21st Century skills every student needs.