History of the Martin Luther King Program
The Martin Luther King Program was originated at Shippensburg University in 1983 under the auspices of the Dean of Special Academic Programs. Participation in the Program is voluntary. The program, an academic support system, was designed to enhance the retention and graduation rates of regularly admitted African-American students.
The program and services in the Martin Luther King Program consisted at that time of counseling, academic advising, and academic monitoring. The part-time staff consisted of the Dean of Special Academic Programs, two graduate assistants, and two professional counselors. This support system was very effective in meeting the program's goal.
In 1989, a mentoring program was implemented. The mentoring program was designed to provide continuing orientation to the university and community life, to help students develop a sense of belonging, and to inspire students through moral support. To achieve these objectives, a member of the faculty or the administration was assigned to each freshman during Freshman Orientation. Many of the mentor-mentoree relationships continue throughout the mentoree's tenure at the university. Mentors have proven to be a potent force to Martin Luther King students.
Prior to 1991, participation in the Martin Luther King Program was opened only to African-American freshmen. This created a negative image of the Program as a "Black Program." It also excluded other minority students who would benefit from the program. In the fall, participation was open to all minority students--Asian, Latino, and Native American. This has proven to be a positive image.
Other changes were made in the program in August 1991 when a Supplemental Orientation Program was implemented. It was designed to combat alienation and loneliness that many minority students experience on a predominantly white campus and to enhance students' academic success. Students were required to come on campus four days before the Fall Freshman Orientation and participate in a series of workshops and presentations conducted by campus faculty and administrators, alumni, and others. In 1994, the orientation program was increased from four to six days. This program has been highly effective in helping students to "bond" with each other and to develop a sense of belonging to the university.
Between 1993 and 1996 still other changes took place. In 1993, the Clustered Learning Program, an initiative of the Dean of Special Academic Programs, was implemented. Designed as a retention program, the Clustered Learning Program provides freshmen with a learning community that fosters understanding and knowledge. Cohorts of students enroll in three general education courses linked by common themes, historical periods, issues, or problems. Professors create a cooperative learning environment in the classroom that allows questioning and fosters experimentation.
Martin Luther King students are required to participate in the Clustered Learning Program. Like other programs and services, the Clustered Learning Program has proven to be effective in helping students to understand the university's expectation of them to acquire good study habits, and to know how to use the many resources available to them.
In 1995, a Peer Mentoring Program was implemented to support the professional program and subsequently incoming students. Peer mentors are sophomores and upperclassmen in good academic standing (2.5 GPA or better), have good interpersonal skills, and are models of exemplary behavior. They are effective with their mentorees because they have weathered the campus environment and are in a unique position to serve as advice-givers. The professional mentor has power, status, and some expertise and knowledge that can be passed on to the new student.
In the fall of 1996, the Dean implemented a new and improved Academic Monitoring System (Intrusive Intervention System) for incoming Martin Luther King students. This system is the critical link in the Martin Luther King Program for new and probationary students, not only at mid-term but throughout the semester. A part-time Academic Coordinator confers frequently with the students' professors throughout the semester, meets with students every other week, and makes referrals to campus support services as necessary. She also follows up on referrals. Further, she follows up with the Learning Assistance Center staff, the program staff and with parents when appropriate. Finally, she prepares monthly reports for distribution to the staff.
In the summer of 2000, a new Academic Coordinator was appointed. The program then took different turns including collaboration with the Office of Multicultural Student Affairs (MSA). This cooperative effort resulted in the Summer Sensation Weekend. This weekend invites new ICI/Martin Luther King Program students up for a weekend in the summer. During this weekend, the students interact with one another, as well as with the students in the Academic Success Program. The students then return for the Summer Orientation Program that has been shortened from 5 days to 3 days to improve efficiency.
In 2004, the Martin Luther King Program was revamped to become an academic support network for all students committed to diversity. This expansion allowed students of color, students who may be first in their family to attend college, and and those who may have economic need to become members of the program. The MLK Program now incorporates many initiatives to ensure the academic and social success of it's students. Students participate in an Extended Orientation, benefit from Learning and Living Communities, receive F.R.I.E.N.D mentors, a First Year experience course, academic monitoring, academic incentives and are eligible to receive Thurgood Marshall Mentors.