This summer I am working with 300 young people who are taking classes at my university. In preparation I am combing through the emergency and disaster plan prepared by the institution, so that my staff and faculty can know what to do if something happens. For example, today three Metro lines had to be put out of service because of smoke in the tunnel. Our students are often off site for learning opportunities, and I want to be sure that we do our best to keep them safe.
I have now worked in higher education for almost a decade, and this is the first time I’ve really read a campus emergency plan. One would think that after the active shooter at Virginia Tech, and the challenges of 9/11 that we all would be more vigilant about these policies. However, it isn’t something we attend to unless we are responsible directly for students. We forget that we are also responsible for ourselves.
I once had a student in class begin to get violent. Until that moment it never occurred to me that the University Police telephone number should be programmed into my phone. Now, I don’t even need to program the information. I have both the emergency and non-emergency numbers memorized. I also know where they are located in case phone service is down. I have introduced myself to several I see on campus just in case. In case of what I do not know.
I encourage every student, parent, faculty and staff person to review their campus policies. Do not leave it up to student affairs to know what to do with students. Even the mild earthquake my city experienced a few years ago impacted classes. Bring in health and safety professionals to your staff or faculty meetings once per year to get an update. Update your CPR and defibrillator training. There is no use in the university buying life saving equipment if no one knows 1) where it is kept, and 2) how to use it!
Be safe and well.
Primary and secondary education make it a point to try to involve parents in the education process. Just today someone was telling a story about how her child receives checklists from school so that parents know what homework the student should be completing over the week. Schools regularly host parent-teacher conferences. Debates around the merits of a “neighborhood school” versus busing or other means of integration still rage.
Not so much in higher education. It’s as though higher education expects 17-18 year olds to be full formed adults even though part of what we do is shape young people into citizens; at least by the old education is a “public good” standards. We are supposed to know that they aren’t fully formed adults. Yet, why do we cut off their parents abruptly?
With regard to first generation and low-income students cutting off family can be especially traumatic. Research shows that community can be especially important for minoritized students, and first generation and low-income students are similar. When you have had to come together as a community to find ways to defeat racism, or survive fiscally then it can become unfathomable to break from the community when one goes to school. And why should someone do so? The way higher education speaks about access often seems like implicitly marginalized students should reject their home communities and join this “better” way of doing things. The conversation implies that socialization into the academy requires putting away all that came before.
If we are going to meet the access and completion agendas we have to find better ways to incorporate communities into higher education. It is perfectly fine to expose students to new ideas. It is not okay to for educators to bury their heads in the sand and not try to find ways to incorporate students’ culture and home communities into the college going culture and process. There are many skills that marginalized students bring with them that do not fit neatly into existing frameworks, but those skills may be what leads to new ways of thinking, not only in the classroom, but in the workplace.
Building college going cultures requires incorporating whole families so that they understand what their young person is heading off to do, and thus, the family can support it. Building family into the culture also may save dollars because college going programming may not have to be repeated with younger siblings if parents/guardians also learn the process.
At its heart education is a community process and for it to be effective beyond one person then the community has to be involved from start to finish.
Today we’re proud of our student Katiera Rutledge! Katiera is a student we’ve worked with over the past two years who was interested in transferring from her community college to the University of Maryland at College Park. Her story was featured here.
Katiera was originally denied admission, but after some encouragement from us, called the Admissions Office to find out how to become a stronger application. At that point the Admissions Office discovered that her file had simply been misfiled! Katiera had earned admission to her dream school after all.
This student’s story tells us a few things about the transfer process.
1) It can sometimes be scary.
Katiera was used to the community college setting, and, even though she wanted to transfer, was a bit reluctant to apply to the larger, flagship school. We worked to demonstrate just how prepared, and ready she truly is, to allay the “I’m not good enough” fears.
2) Follow up can make all the distance.
Katiera did not call the university ranting, but she did ask questions regarding her application, and what she could do to make it stronger. Not all universities are open to such calls, but the lesson here is to let them tell you no rather than assuming the answer without speaking to someone first.
3) Seek outside help.
Katiera has worked with us over the two years to bridge the gap between her community college and her dream school. Guidance counselors, and university officials are great places to start looking for information about college or transfer, but don’t discount the web, and books! There are a wealth of people in the world who want to see students succeed, and are willing to answer questions. This site is one of those places as well.
First Generation University has been busy in the past year working with high school students and transfer students. Empower Magazine caught up with us and one of our students to discuss how we help first generation students. Check it out here: First Generation College Students Overcome Struggles
I know that the American employment landscape is quite frightening and has been for a while. Friends of mine are moving home to regroup and figure out how to survive while looking for work, or even as full time employees! It is tough for everyone and I want to fully acknowledge that. However, despite how safe school feels you have to go ahead and get out there.
I’m quite saddened and, quite frankly, startled to see young people staying in school unnecessarily to avoid facing the economy. Most colleges only require 120 credits to graduate, but I am seeing students with 150 and more. Some of these students say they are adding a second major to be more competitive. However, I implore you to figure out the long term costs.
Tuition at my institution is quite expensive. Tuition, fees, room and board tops 56 thousand dollars. 56 thousand dollars is more than many Americans earn per year. Staying in school to add extra credits at a cost of 56 thousand dollars does not make long term fiscal sense. Even if your university expenses are less think about what your starting salary may be and how you will pay off that extra year of schooling.
Even though the economy is tough it is better to get out there and start your career and build experience. You may have to live at home and that’s okay. You may have to share an apartment or house with several friends. Again, doing so is okay, and actually pretty fiscally sound if you put away the money you save on rent and pay down student loan or credit card debt contribute to your retirement or put it in a good old savings account.
If you insist on staying in school then I suggest that you earn another credential. Adding credits to your bachelor’s degree does not help in the marketplace. Also, employers may question why you did not graduate on time. Earn a certificate or master’s degree if you can instead. You may not be able to use the graduate education right away, but at least there will be tangible evidence of your extra time in school.
What are your fears about graduating and getting out there? Maybe we can offer some solutions. Leave a comment.
In our office we recently had our first dust up with MOOCs, or massively open online courseware. A student was attempting to transfer in an edX class and we had to figure out how to explain that this type of credit was not sufficient for our institution. I have nothing against MOOCs for personal enrichment. edX seems to offer a wonderful array of courses for anyone who wishes to be a lifelong learner. The danger is when students do not know the difference.
Many MOOC sites do explain that their courses may or may not count for academic credit at a traditional college or university, but sometimes this information is hard to find. If you find yourself unsure about your classes and whether they transfer look for a few key things:
- Are there any admissions requirements? A regionally accredited university requires some sort of documentation that you attended and completed high school or a GED equivalent. This is true of for-profit, online education and traditional non-profit schools. If a site allows you to take classes without any such documentation then it is likely that the site is meant for “fun” and not mean to be transferable.
- Are the classes free? With the budget cuts all American colleges are experiencing you can trust and believe that no credit-bearing class is going to be free.
- Is the site separate from the main university site? Many of these courses are taught by faculty from prestigious institutions such as MIT, Harvard, and UC Berkeley, but unless you have gone through the admissions process at the main university site then you are not enrolling in an actual course from these institutions.
MOOCs are a wonderful way to enrich your life and help you really hone a knowledge base. I liken them to the Khan Academy, which helps refresh a student’s memory on concepts long forgotten, or even reinforces what one learned in traditional classes. However, if your desire is degree attainment then please reach out to the admissions counselor at your local community college, or four-year public or private university.
The season between Thanksgiving and spring semester is usually a joyous break for universities. Students celebrate Chanukkah, Christmas, Kwanzaa or winter solstice after slogging through final exams. Faculty grade final papers and exams and then look forward to the time off. We staff try to take the time we’re in the office to catch up on paperwork. However, not everyone enjoys the slow period between Thanksgiving and New Years and these are the students we need to keep an eye on.
This winter period for some students is the end of their collegiate career. Many students go home and hear from their families that they cannot return to school because the family cannot afford to send them anymore. Although the greater economy has “recovered,” many of my students’ personal economies have not – not at all. Families wait until the student is home to tell them so that they can at least pass their fall classes.
Some students do not receive family or community support to attend school in the first place, and retreat home where they feel valued. Many of these students actually do not return after Thanksgiving. Many times this group includes first generation college students because they are learning new values and cultural norms that may be in conflict with what they learned at home. Families may reject the student for being too “uppity” “brand new” or “out of their place.”
Finally, many students experience depression and suicidal thoughts. They aren’t coping well with school already and the change in the weather to dreary days exacerbates their illness. If grades come in and the student has not done well this problem can descend into deadly territory quickly. Some students do not have consistent families and the cheer and love of the holidays feels like someone is steadily reminding them of their lack.
What should we do as practitioners? Be a bit more mindful that sometimes the grades we see and the excuses we get have some underlying cause. This time of year can be especially frustrating as we get students “grade grubbing” for marks they did not earn, or students come in with problems we could have helped them solve had they talked to us months ago. We not be able to work with every student to become an academic superstar, but we can let them know that no matter the outcome of their grades or academic standing that they are valued as people, and there are options.
Families, and community members, hug your students this winter break. Remind them of why you care for them outside of their accomplishments or lack thereof. If they have not met your expectations certainly remind them of where you stand, but try to be gentle. If your student comes home with “newfangled” ideas talk to them about their new beliefs and see if you can find some way to have a family discussion about your own values with them.
We in academic affairs want all of our students to come back to us in the spring semester, or at least be well enough to live out their dreams through a different path. We want our students to be mentally well and to feel supported. The most wonderful time of the year is not always so wonderful for everyone, so let’s try to help make it a little better where we can.
As a practitioner in higher education I see students at all stages of growth simultaneously. It is not unusual for my day to begin with an undeclared freshman and end with seniors ready to tear into the world. One thing I’m noticing across the spectrum is a disconnect between desired occupation and the requisite skills needed to join the occupation.
Most recently I’ve seen students interested in prestigious companies, agencies, or titles, but with little desire to learn the skills necessary to reach those positions. For example, one may want to work for the United Nations or the International Monetary Fund, and yet, not want to travel abroad, not want to experience a culture that does not speak English, and yet wants to train workers who may go abroad. Another example, is a student who wishes to go to law school but hates writing. In fact these students typically emphatically dislike any course that includes writing. In discussing options with these students it can be challenging to steer them toward their interests and aptitudes while not appearing to crush the dream they’ve had since they were seven. However, we must challenge these ideas if we are to be of service to our students.
The disconnect between skill and desire is coming from multiple aspects of a student’s life. Some students are pressured by parents to get a “good job.” Other students are listening to the reports that say if they do not major in science, engineering or mathematics (STEM) then they are doomed. Other students are looking at their student loan balance reports and are trying to head for the sure bet come hell or lack of interest in a field. Inevitably these students fail miserably in their courses or eventually in their ability to get a job because they cannot articulate a true purpose for why they are interested in their subject of study. These students are outperformed by those who actually want they thing, whatever it is, that they are going for.
It is debatable whether the United States really needs more STEM graduates. It is certainly debatable that humanities and social science degrees do not pay off. The United States Department of Labor’s Occupational Handbook shows art students doing fairly well: http://www.bls.gov/ooh/arts-and-design/home.htm. These students are not wealthy, but they aren’t impoverished either. What I see in my work is that regardless of the degree, if the holder is not enthused about the work then the job hunt is merciless as they are beat out by passionate and skilled individuals. Toning down the rhetoric that one must be in one field to do well would go a long way to ensuring that students choose majors and careers that are a good fit.
Our First Scholars
It’s been a super busy year for First Generation University. After so many of you generously gave to our scholarship efforts this year we raised the most money in the four year history of fundraising. Those funds went to a wonderful student from Connecticut, and really made a difference in her being able to stay in school! Thank you again.
This year also marked the beginning of our first program. It’s been a dream to bring the academy to the community, and a partnership with the anti-poverty organization Martha’s Table made that dream come true. I met the director of the teen program, Timothy Jones at the Words, Beats, and Life annual Teach-In where he gave a presentation on hip-hop education. Timothy is a brilliant educator I’d been conversing with online, and when we realized our missions aligned a partnership was born.
In the fall I started the College Pro program on Thursdays. The first half of the academic year we worked with two seniors applying to college. Choosing which colleges to apply to, and working out fee waivers, letters of recommendation and the FAFSA were some of our biggest challenges. In the spring we focused on preparing for the first year in college and dealt with everything from study habits to dating and values.
We’re extremely proud of our two students Jamika Acevedo and Tariq Broadnax. Jamika is headed to Temple University to study biochemistry. Even more impressive is the fact that she earned over 30 thousand dollars in scholarships! Jamika’s advice is to apply for every and any scholarship you qualify for because you never know what may happen. Tariq is headed to the University of Oklahoma to study engineering. Tariq attends Benjamin Banneker Academic High School and decided to apply to the special program Banneker has with OU. Not only does OU provide an opportunity to study engineering, but is a chance for Tariq to get out and experience living in a different part of the country, which he’s very excited about.
We look forward to continuing our work this year, and hope you’ll continue to support what we do.
Being a minority student at a predominantly white institution is a situation that affects several students whether they are Black, Asian American, etc. A number of factors contribute to the composition of racial diversity on campus such as socioeconomic status, parental education level and gender. Even though most of these issues underlie the means in which the campus environment is constructed, they are farfetched to be completely controlled all at once. What can administrators do to promote racial equality or how can students “find themselves” even if they are a minority on campus? These are the questions we face every year and is an important topic that should be covered across the nation.
For many first generation students, race and cultural diversity at the university level can be an important factor. For many others it might have been an afterthought but is now a present issue once they spend more time developing during their undergraduate career. For me, it is an issue that has been more prominent in recent years as I have worked on research and explored other campus environments. Being a first generation Latino male student has placed me in a unique position in that I can take away different experiences in comparison to the largest population on the UT Austin campus: Whites.
As I am sure that other minority students can attest to, especially during their first year as undergraduates, there are instances in which we can become stereotyped or channeled into the “token” role. I remember during an outing with some of my roommate’s friends I was the only minority in the group and while driving a song in Spanish came up on the radio to which they all immediately asked me what certain words meant. This may seem a small gesture but to me it signified that they assumed the fact that because I am Mexican American I must know Spanish. Another instance was more recently in working on a group activity in class. We were discussing events from our past and when I mentioned I had frequently visited Mexico, the White male group member asked if I had ever “ridden any chivas (goats) or round up any animals.” Even though these experiences seem small, other students may have experienced more blatant accounts of racism and prejudice.
For the most part I believe minority students have not been rejected or ostracized from the mainstream population on campus. Reiterating the question of how students can find their place in a historically white university, there have been initiatives and student centers that they have access to in which they can relate to other students belonging to their culture. Along with multicultural centers, labs, fraternities and sororities minority students have the potential to find the group they feel most comfortable with and can reduce any anxiety or social problems dealt with belonging to a small population on campus.