Category Archives: 304

Importance of Nutritional Values Across Colleges

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 Healthy fruits and vegetables

Kevin Bibiano 

Professor Weaver 

English 1102  

30 May 2022 

Importance of Nutritional Values Across Colleges 

They say that Breakfast is one of the important meals of the day, alongside lunch and dinner. As students transition to colleges and universities, students have more authority in their daily life choices. This includes dietary and eating habits. A respectable number of students receive their nutrition through their school’s cafeteria, vendors, and vending machines that are offered at their campuses. However, when students begin to critique the quality or options of the food that is provided in their schools, they begin to demand reparations. Limiting these problems can open many doors to opportunities for a student’s personal improvement. 

When students begin to transition to colleges and universities, they have more authority in their school life. For instance, students begin to endure maintaining their eating habits. In colleges, there are some students who do not maintain good eating habits, and this complicates the health of the individual. In the article, “A College Fast-Food Environment and Student Food and Beverage Choices: Developing an Integrated Database to Examine Food and Beverage Purchasing Choices among College Students”, Elizabeth Racine et al. Stated that: “University students report poor dietary intake [2–5], and it is well-documented that transitioning to college is associated with excess weight gain [6–8].” (Racine et al. 1) Issues like this may cause barriers to students’ health. A student’s wellness is important, therefore there is an association with even deeper issues such as weight gain or obesity. Proper dieting is a factor that leads to success in college, therefore students do not want to put their health at risk. Recine also explains how authority is now limited, and as students transition, they must be aware of their own health. ( 1) This further shows that, since students are fending for themselves, throughout college and adulthood, they should have access to more nutritional foods. This is vital for students because their health is their responsibility. Having these changes take place, not only are they important to promote better eating habits, but also for academic 

Students who demand changes in their school’s nutritional system may think of the long-term benefits in grades and academic performance. For instance, there are direct effects on providing better sources such as higher test scores. According to the research performed by Michael L. Anderson, et al., “On average, student test scores are 0.03 to 0.04 standard deviations higher (about 4 percentile points).” (Anderson et al. 63) This was after the fact that colleges take the initiative to contract with healthy brands, to provide students with healthier snack options. Overall, test scores seem to be higher, when schools take nutrition into account. The overall performance in colleges is important to students, therefore, providing small changes can be an aid to the personal success of a student. This also applies to students with lower-income families, who may not have as much money to spend on school lunches. Research in, “The Quality of School Lunch and Academic Performance” states, “Not only that, but the test score increases are also about 40% larger for students who qualify for reduced-price or free school lunches.” ( 63) Students that may not have the best financial situations are also those students who seek nutrition from schools, and these students were able to get higher test scores when healthier brands were contracted in their schools. Students who do receive the right resources in food and nutrition seem to have higher rates of better grades. For example, it has been reported in,” The influence of eating habits on the academic performance of university students”, “Participants who reported having drunk seven glasses of milk or more over the past seven days reported the highest GPAs (3.60±0.37 …” (Reuter et al. 3) Those students who have those nutritional resources seem to have better averages in their GPAs, therefore, there is an association in promoting and having nutritional foods in schools. This pushes towards academic benefits, gives a greater reason to have more options and promotes quality food. To further discuss the topic at hand, Reuter says, “…with students who had fast food at least 7 times in the past week having significantly lower current GPAs than students who had not eaten any fast food in the last week (Steel-Dwass post-hoc test; p1⁄40.0007)” (5) This shows that there is a correlation on the habits and type of food you consume on your grade. This gives another important reason why students should be more careful about their diets. The effects could be worse if an unhealthy lifestyle overall is maintained, however, this is not the case for most students. Nutritional values are a must and should be considered by all teens when dining. While this is true students may also find themselves trying to better discipline their meal plans. 

As the students begin to develop a sense of knowledge on a balanced diet, they begin to take these concerns and apply them to their everyday life choices. The Research study, say that “In a study by Mooney & Walbourn (2001), females avoided certain foods for their concern for weight, health and ethical reasons (especially when avoiding meat) more significantly than males.” (Deshpande et al. 147) These health concerns apply to both females and males, but when students begin to experience negative drawback from the food provided in their schools, they begin to have an open mind for the quality of their food. This is what leads to better eating habit choices. However, females in specific sometimes have some differences, where they may find themselves eating out. Bivariate analyses confirm that the mean Student Average FFH score for females is slightly higher than the mean Student’s Average FFH score for males (2.87 compared to 2.82, with slightly higher than the mean Student’s Average FFH score for males (2.87 compared to p ≤ 0.0001), Figure 2. 2.82, with p = <0.0001” (Racine et al. 6) Sometimes, students find themselves over purchasing outside food, because of social factors. Overall, the choice is for the student to make, and if they want the benefits, they will learn in the long run.  

Maintaining a healthy lifestyle is something easier than saying, knowing the barriers and temptations in unhealthy foods that could exist. However, maintaining some sort of knowledge on a balanced diet is beneficial since people want to stay healthy. In colleges and universities, there is a toll on this because a reasonable number of students depend on the food provided on their campuses. When nutritional values are not considered, there are lots of crucial benefits from academic to healthy habit making. To review, students are not the same, and dietary styles differ amongst students, however, there are various ways that students can receive benefits from better food choices. Students should focus more on how they treat their bodies because there can be more than just the success of maintaining a healthy diet.   

 

 

 

 

 

 

 

 

 

 

 

 

 

Work Cited 

Anderson, Michael L., et al. “How the Quality of School Lunch Affects Students’ Academic Performance.” Education Digest, vol. 83, no. 6, Feb. 2018, pp. 61–64. EBSCOhost, https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=a9h&AN=127089030&site=ehost-live&scope=site 

 

Deshpande, Sameer, et al. “Factors Influencing Healthy Eating Habits Among College Students: An Application of the Health Belief Model.” Health Marketing Quarterly, vol. 26, no. 2, Apr. 2009, pp. 145–64. EBSCOhost, https://doi.org/10.1080/07359680802619834 

 

Elizabeth F. Racine, et al. “A College Fast-Food Environment and Student Food and Beverage Choices: Developing an Integrated Database to Examine Food and Beverage Purchasing Choices among College Students.” Nutrients, vol. 14, no. 900, Feb. 2022, p. 900. EBSCOhost, https://doi.org/10.3390/nu14040900. 

 

Reuter, Peter R., et al. “The Influence of Eating Habits on the Academic Performance of University Students.” Journal of American College Health, vol. 69, no. 8, Nov. 2021, pp. 921–27. EBSCOhost, https://doi.org/10.1080/07448481.2020.1715986  

 

Staff, Woman’s Day. “All the Heart-Healthy Foods and Nutrients Every Woman Should Add to Her Diet.” Woman’s Day, Woman’s Day, 29 Jan. 2020, https://www.womansday.com/health-fitness/advice/g1271/heart-healthy-food/.

 
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Effect of Employment on Student Academic Success

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 DAGMAWI BEGASHAW

ENGL 1102

DOCTOR REBECCA WEAVER

MAY 2, 2022

 

Effect of Employment on Student Academic Success

For many undergraduates, working is now a fundamental responsibility. Students work jobs for different reasons and vary from one student to the others. Some of the reasons why students work are as follows: To help them pay for their tuition, and personal expenses, to help a family member with bills, and for the experiences for future careers. Some students receive work-study funds as part of their financial aid packages, while others are not eligible for such funds or find that such awards are insufficient to cover the costs of attendance. As Carol Kasworm, professor of adult education at North Carolina State University, and other contributors to Understanding the Working College Student point out, work is an integral part of many students’ identities(Perna).

Well, how does employment affect the academic success of students? Students’ academic performance can be negatively and positively impacted by their employment during school. Since students have fixed time resources, time spent working might substitute for time spent on academic, social, leisure, or extracurricular activities. This can negatively affect academic performance, social integration, or student Well-being. For example, time spent working may crowd out time spent studying.

On the other hand, working has benefits that could improve academic performance for some students. Occupational activities can complement academic lessons by providing applied context, and work time could encourage students to use their time more efficiently by providing structure to students’ schedules. Working also aids in the development of soft skills that have value in both academic vocational settings, such as communication, problem-solving, adaptability, responsibility, organization, and working under pressure. Some types of work, research opportunities with professors, or jobs that employ a large number of peers, may aid in campus and social integration.

 

GPA is an important factor that determines whether employment affects students’ academic performance positively or negatively. One would intuitively conclude that, because time and energy are finite resources, jobs would detract from studying and be harmful to a student’s GPA. This is only the case when the student works more than 20 hours a week, according to most studies. In fact, students who work fewer than 15-20 hours often report higher GPAs than those who do not work at all (Dundes). If you ask a faculty member or administrator how much a student should work in a paying job in order to succeed academically. The answer will probably be 10-15 hours. Students who worked on campus had higher grades than those who worked off-campus, according to the research

The National Center for Education Statistics (NCES), which is run by the U.S. Department of Education, found that students working 1-15 hours weekly have a significantly higher GPA than both students working 16 or more hours and students who don’t work at all. The NCES is the primary federal entity for collecting and analyzing data related to education.

It has been reported that 74 percent of student workers believed that employment forced them to become more efficient. However, 64 percent reported that employment also increased their level of stress Dundes and Marx(2006). Several studies concluded that only on-campus employment influenced academic performance positively. Lederman (2009) reported on a study done by Gary Pike (2004), that working more than 20 hours a week has a negative impact on students’ grades whether on or off-campus. However, the study also found that students who work 20 hours or less on campus report higher levels on all five levels of engagement used by Pike and his co-authors The positive effects of on-campus employment are due to enhanced integration with the institution, including involvement with other students and with faculty

Working more than 20 hours a week off-campus increases the likelihood of students dropping out before completing their degrees. Those who work full-time are 10 percent less likely to receive a degree than those who work part-time or don’t work at all (Orszag). However, working 20 hours or less per week on campus did not seem to have an effect on drop-out rates compared to students who did not work. Students who worked 20 hours per week or less on campus did not seem to experience a higher dropout rate compared with those who did not work. According to Astin (1975), having a part-time job on campus increases the chances of the student completing college.

The effect of academic success in school on postschool earnings appears to be smaller than older estimates suggest. But  Student employment, however, has an additional, positive effect working on the campus was associated with a higher probability of enrolling in post-graduate education (Ehrenberg)

Well, how can we avoid students from spending too many hours in their jobs? There are numerous suggestions for how to help working students succeed in college. These include offering courses in the evenings, on weekends, and in distance education formats; establishing course schedules in advance; offering students access to academic advising and other support services at night and on weekends. Through career counseling and occupational placement, colleges and universities can also assist working students in connecting their educational and professional journeys.

Although working a large number of hours (20+) can be detrimental to students’ academic success, part-time (specifically on campus) jobs can be very beneficial in many ways. Working a moderate number of hours often correlates with a higher GPA. Moderate work hours are often associated with higher GPAs

It is very important for students to be aware of how many hours they work. The line between overworking and being detrimental is ambiguous, overworking may lead to decreased productivity. Many students also believe that working generally is determintal to their academic success They don’t realize that working in moderation can increase efficiency and organization and teach important skills that will augment their post collegemarketability.

Some universities like Brigham Young University have a limit of twenty hours that students can work on campus each week. A limit like this is highly suggested. Between fifteen and twenty hours a week appears to be the point at which working starts to become more detrimental than beneficial for students. Student employment offices at universities should encourage students seeking financial aid to consider part-time employment on campus. Student employment offices should also provide students with resources to learn time management. Those students who learn time management are most likely to excel in both school and work

 

Citation

Laura W.Perna “Understanding the Working College  Student” https://www.aaup.org/article/understanding-working-college-student#.YmSAlu3MJD9

U.S. Department of Education, National Center for Education Statistics. (2016). Digest

of Education Statistics, 2014 (NCES 2016-006), Chapter 3.

Dundes, L. and Marx, J. (2006). Balancing Work and Academics in College: “Why do

Students Working 10-19 Hours Per Week Exce”l? Journal of College Student

Retention, 8(1) 107-120.

Orszag, J.M, Orszag, P.R. and Whitmore D. M. (2001). “Learning and Earning: Working

in College”. Commissioned by Upromise.

Thomas J. Kane and Cecilia Elena Rouse “The Community College: Educating Students at the Margin Between College and Work”

https://pubs.aeaweb.org/doi/pdfplus/10.1257/jep.13.1.63

Research Project- Ungrading

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   We have all heard this question asked at least once in grade school. “Is this going to be on the test?”, if the teacher said yes, you probably wrote the information; if the professor said “No” chances are, you didn’t write it down. The traditional a,b,c,d,f grading system, has made students shallow learners, unmotivated students to learn, and is causing more harm than good.  We have talked about in class how this vague way of grading affects students. This grading system promotes students cutting corners to getting the best grade, instead of taking the time to learn the information.

   Students once or twice, have cut corners to get a good grade. Whether it was simply taking an easier project to do or taking an easier course for a better GPA. In the video “Why grades shouldn’t exist”, Professor Alfie Kohn says “We don’t have to have grades. Research shows that grades have three effects; one, they make students less interested in whatever they are learning for a grade. Two, they become less likely to pick something more difficult. After all, if the point is to get an “A”, you’re gonna choose the shortest book or the easiest project, because that makes it more likely you’ll get the “A”. Three, when students are graded, they tend to do things in a more shallow or superficial fashion. They’re less likely to really push and reflect…”. Professor Alfie Kohn explains in his quote why grades are leading students to become shallow.

   Instead of students being categorized by using the same way, factories have been grading their chunks of meat, students should be graded by truly being assessed. With a shallow grading system, like most schools around the USA has, it’s no wonder why the students in the system are being taught, how to be just as shallow. Students should be assessed by finding what level learner you’re currently, finding their strengths and weaknesses and how they can improve. Not represented by numbers and not represented by a vague letter. In the scholarly article “The changing of landscape of grading systems in US higher education” says “Furthermore, it may be time that we reconsider the value of higher education and begin to focus more on the process than the outcome.”. Letter grades and GPAs focus on the outcome of the student, not at all on the student’s commitment and progression. The traditional US grading system doesn’t show the sleepless nights of studying, it doesn’t show how much time and effort a student has put in. Letter grades just show how good a student is at taking tests. Students start prioritizing how to get good grades instead of being curious and learning, like higher education is meant for.

   The traditional grading system can also lead to harm. It can cause students to be unethical and start cheating in higher education. It is well known that cheating only cheats students out of the information that could be learned, but grades are prioritized instead of learning so students’ cheat. Students that take the time the study will get lower grades than students who cheat. That causes more students to cheat.  The grading system wires students to think that grades are more important rather than the actual information taught. Students forget why they really go to school. Not to get grades, not to go to the most prestigious schools to get good grades, the purpose is to learn and use your curiosity.

Some professors believe if there were no grades then students then students wouldn’t prioritize their work. This is a form of coercion. Forcing students to be graded so that they learn about topics they have no personal interest in. Professor Alfie Kohn from the “Why Grades shouldn’t exist” video, believes that skilled professors are able to get students interested in topics without having to force grades on them. Professor Kohn does not agree with students being bribed into learning with grades.

   Students should be taught how to be curious, and how to integrate that curiosity into the real world. Students should have a desire to learn, so they get satisfaction from it rather than getting good grades. The traditional grading system does more harm than good, students lose the desire to learn and be curious. In order to stop students from being shallow, you have to change the shallow system.

 

Works cited

 

Steven B. Kleinman, Mary Beth Leidman & Andrew J. Longcore (2018) The
changing landscape of grading systems in US higher education, Perspectives: Policy and Practice
in Higher Education, 22:1, 26-33, DOI: 10.1080/13603108.2017.1279692

https://doi.org/10.1080/13603108.2017.1279692

 

“Why grades shouldn’t exist.”. Youtube, uploaded by “Fiddlestick Productions”                                                                                                                   21 Feb 2016 https://www.youtube.com/watch?v=lfRALeA3mdU&t=19s

Major project 4 ; Low-Income Students in Community Colleges and Graduation Rates

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Adil Abdulalim

Dr. Rebecca weaver

ENGL 1102

Aabdulalim1@student.gsu.edu

By research conducted by the National Center for Educational Statistics in 2010, an average three-year graduation rate of approximately 20 percent goes towards community colleges. On the other side, four-year institutions have a lower six-year graduation rate than two-year institutions. When President Obama requested an update to the Higher Education Act of 1965 from Congress in 2013, colleges and universities began to feel increased pressure to cut costs. Specifically, the request included affordability and value to be included in the determination of which colleges received specific future federal aid. Research from a nationwide education data set demonstrates that financial aid awareness and information play a role in the college decision process for low-income, 4-year university-qualified students and their parents. Using National Education Longitudinal Study survey data, Berkner and Chavez (1997) found that all low-income and middle-income Black and Hispanic students who read information about financial aid from one or more sources were more likely to take steps toward attending a 4-year institution than those who did not read any information. For example, 48% of college-qualified low-income students who did not read any information on financial aid took steps, compared to 70% who obtained information from one or two sources. In addition, college-qualified low-income students were more likely than their middle-income counterparts to read information and speak to teachers, guidance counselors, or college representatives about financial aid. Low-income parents, however, apparently did not have any more information about financial aid than middle-income parents. (Mari Luna De La Rosa, Aug 2006)

           As of 2014, the typical community college student’s tuition remained over a third of the average four-year public institution student’s tuition. However, without financial help, financing tuition and non-tuition expenses were practically impossible for most community college students. Many full-time community college students were eligible for Pell Grants, but they needed to find other ways to pay for their education. Although community college students were less likely to use loans than four-year students, community college students faced more severe financial difficulties. Tuition payment affects a student’s capacity to graduate. Graduation rates, which represent how well students complete degree programs, are one way to gauge a community college’s success. Past studies have shown mixed results with a positive relationship between tuition and graduation rate at 4-year institutions (Raikes, Berling, & Davis, 2012) and a not significant relationship between tuition and graduation rate at 2-year institutions (Bailey, Calcagno, Jenkins, Leinbach, & Kienzl, 2006). What is unknown is whether community college tuitions can forecast graduation rates based on recent data and whether enrollment size moderates the relationship between tuition and graduation rate.

           The current study includes several delimitations. The first distinction is made in terms of the level of analysis. As opposed to the student level of understanding, the institutional level of study is engaged with a few criteria, such as baseline tuition being established by the state or for each institution, rather than varying tuition costs per individual. Another distinction is that a demographic rather than a sample size is used. The current study looked at all of the nation’s community colleges rather than just a few.

On the other hand, using a population frequently leads to overly broad conclusions. To strengthen external validity and be better generalizable for community college policymakers and future researchers, the enrollment numbers of community colleges were used to regulate the relationships between tuition and graduation rate in the current study. Finally, the graduation rate was used as the unit of analysis. The graduation rate is not always the best indicator of community-academic achievement. On the other hand, the graduation rate is the most commonly used unit of study in the research for assessing community-academic achievement and the most readily available analysis method at the organizational level.

No professional is more critical to improving college enrollments within schools than counselors (McDonough, 2004, 2005a, 2005b). Research clearly shows that counselors, when consistently and frequently available and allowed to provide direct services to students and parents, can be a highly influential group of professionals who positively affect students’ aspirations, achievements, and financial aid knowledge (Adelman, 1999; McDonough, 1997, 2004; Plank & Jordan, 2001). Meeting frequently with a counselor increases a student’s chance of enrolling in a 4-year college, and if students, parents, and counselors work together and communicate clearly, students’ chances of enrolling in college significantly increase. Moreover, the effect of socioeconomic status on the college enrollment of low-income students is explained mainly by the lack of counseling (King, 1996; Plank & Jordan, 2001). (McDonough, Aug 2006). The tuition fee was found to have a negative, substantial link with the percentage of students from quasigroups and the size of enrolment, as well as a significant and positive correlation with the percentage of students getting loans. The percentage of students who received loans was inversely proportional to those who received Pell Subsidies or other federal grants. Furthermore, the percentage of students receiving loans was adversely and significantly associated with the proportion of students from non-dominant groups and the size of the student body.

The problem starts long before a student comes to college. An analysis released this week by the Georgetown University Center on Education and the Workforce found that children who are black or Latinx or from low-socioeconomic-status families perform worse academically, from pre-K through career, than white Asian Americans or are from higher socioeconomic levels. Furthermore, what is worse, high-achieving children from low-income families have lower odds of success than lower-achieving children from wealthier backgrounds. (Esta Pratt-Kielly, 2018)

The tuition fee was found to have a negative, substantial link with the percentage of students from quasigroups and the size of enrolment, as well as a significant and positive correlation with the percentage of students getting loans. The percentage of students who received loans was inversely proportional to those who received Pell Subsidies or other federal grants. Furthermore, the percentage of students receiving loans was adversely and significantly associated with the proportion of students from non-dominant groups and the size of the student body. Free college tuition can provide university education to individuals who would not otherwise be able to pay for it. Public sources and inexpensive tuition have been the objective of community colleges to enhance degree and certificate completion and therefore provide a path to a middle-class existence for everybody. The goal of this study was to see if tuition, particularly low tuition, impacted student performance. Despite the small sample size, tuition does not impact student achievement.

Work cited

Bailey, T., Calcagno, J., Jenkins, D., Leinbach, T., & Kienzl, G. (2006). Is student-right-toknow all you should know? An analysis of community college graduation rates. Research

in Higher Education, 47(5), 491-519.

Esta Pratt-Kielley. The real cost of school for first-generation college students (2018): https://www.nbcnews.com/news/latino/real-cost-school-first-generation-college-students-n1007796. Website.

J Engle. U.S. Dept. of Education. Moving Beyond Success. (2008) https://files.eric.ed.gov/fulltext/ED504448.pdf. Publish.

Mari Luna De La Rosa. The American Behavioral Scientist; Thousand Oaks Vol. 49, Iss. 12, (Aug 2006): 1670-1686. Journal

McDonough, Patricia M; Calderone, Shannon. The American Behavioral Scientist; Thousand Oaks Vol. 49, Iss. 12, (Aug 2006): 1703-1718.

Kantrowitz, Mark. College and University; Washington Vol. 78, Iss. 2, (Fall 2002): 3-10. Journal.

Raikes, M. H., Berling, V. L., & Davis, J. M. (2012). To dream the impossible dream: College graduation in four years. Christian Higher Education, 11(5), 310-319.

How student loan debt effects African American students

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     Life after college being debt free is a dream for every African American college graduate could dream of.  Instead, majority of African American graduates across the United States stress about how they’re going to pay back their student loans. They miss important life milestones because of having to owe back money. Awareness has been brought to the attention of students that are not able to pay back their loans by having certain programs to help. President Barack Obama once said in a 2009 national address to students of color, “No matter what you want to do with your life, I guarantee that you’ll need an education to do it.” An African American entering college have been told getting a college degree is to get out of poverty.

      Research shows one-third of African American graduate bachelor’s degree accumulate forty thousand or more in debt. According to “Brookings Colleagues,” four years after graduation the average black college graduate owes fifty-two thousand, seven hundred and twenty-six dollars. When only white students owe twenty-eight thousand dollars. People of color are more likely to borrow more than any other race because of their limited resources of their families. Students of color borrow large amounts of money for school, but when they graduate, they are less successful to pay their loans. By having limit resources black household students tend to save their post-college income to help take care of their families, instead of saving to pay back their student loans. Compared to white graduates they have the extended connections to help pay for their student loans. Black women alone that borrow loans owe ten percent more in student debt than black man. Debt levels depend on who has attended for-profit colleges then compared to a non-profit and public school. Peter G. Peterson foundation article says, “Partially due to higher enrollment rates at such schools, black borrowers also have a high default rate, at twenty-nine percent more than double the twelve percent default rate of white bowers.” Once again, the connection the white graduates can ask for their parents to either help on paying their student loan or helping with life milestone. On the other hand, black students coming from low income, they want to help back at home either with having sick parents, younger siblings they look out for and more. There is a big gap of what black students have deal with when it comes to student debt loans compared to a white student.

    African American students are more likely to have long-term stress caused by student loans. The anxiety of knowing they’re not going to make half of the money their job career makes. It creates a barrier between a white graduate who can make back their payment without any struggle, versus a black graduate not being able to pay their debt even 15 years after graduation. Not only can student loans cause stress but they also push back major life milestones to a black graduate. J Geiman article states “Even for those who make their monthly payments, many make sacrifices to do so, including staying in unsatisfactory job and delaying homeownership or starting a family.” Every black student wants to be successful and have the job or the life to show for it. Unfortunately, some are not able to do so with getting the degree they worked for. What college doesn’t talk about is working four years to get the degree and is not guaranteed to work in that profession. That’s why some African Americans must come up with a plan b and work below what their qualifications are. Some turn into managers at fast food or retail places to help try to pay back their student loans which can been very hard on a person.  Money that could be spent on brand new houses, cars, vacations, and luxury times is going to a det system that will never go away.

     Student aid has a program called “student loan forgiveness,” offering to have them three types of forgiveness plans for federal student loans. The three plans are Forgiveness, cancellation, and discharge which means either one that you qualify for you are no longer required to pay some or all your loan. The three forgiveness plans are similar but is used in different ways. Forgiveness and cancellation are having to no longer be required to pay your loans back due to your job. The discharge plan must be a total and permanent disability or closure of the school where you received your loans. Borrower defense to repayment that could help African Americans is being eligible for discharge if their school did something or failed to do something related to your loan. Also, if a person of color is employed by the government, then they can apply for the “public service loan forgiveness program,” also known as the PSLF. The PSLF forgives the remaining of their loans after you successfully made 120 qualifying monthly payments while working fulltime at that government job. When applying your application could either be approved which means you wouldn’t have to pay your loans anymore. Being denied which means you are still required pay back your loan.

     Student loan debt is not the easiest to get rid of for African American students due to coming from low-income households. We faced with struggles of having to find a job that best suits for degree but is turned down by the lack of job opportunities after college. We prove that we are worthily to be in high professions but are overlooked. Life is being missed out for students that are coming straight out of college who want to have a life planned out for them. Getting a car, house, credit score going down is hard to face when you see other people fulfill that dream. A special thanks to student aid seeing the difficulty in paying back student loans they came up with certain programs to help pay or get rid of them forever.

Citations:

https://hbr.org/2019/09/what-will-it-take-to-solve-the-student-loan-crisis

https://www.brookings.edu/research/student-loans-the-racial-wealth-divide-and-why-we-need-full-student-debt-cancellation/

https://www.networkforphl.org/news-insights/student-loan-debt-is-creating-a-physical-and-mental-health-crisis-for-millions-of-americans/

https://hbr.org/2019/09/what-will-it-take-to-solve-the-student-loan-crisis

 

 

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How can HBCUS better Accommodate to Student Living By Yvette Chambliss

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Yvette Chambliss

Rebecca Weaver 

Section 304 English 1102

21 April 2022

What can colleges do to better Accommodate to student living 

 Historically Black Colleges and Universities are now one of the most growing private schools in American. These colleges hold so many triumphs of historically African Americans who have made an impact on the world today who have contributed back to the Hbcus in so many ways by funding, holding fantastic events where African American students can come together and enjoy themselves as one. Unfortunately HBCUS are fairly looked down upon just for being an all Black college and University where the expenses are not properly funded  to one of the most important issues till this day with HBCUS dormitories, so what can HBCUS do better to accommodate student living.    

 

Renovation issues with dormitory and the poor environments

Howard university was founded in 1867 and is still standing in 2022, now that’s a very long time. The dormitories probably went through a couple of renovations here and there throughout the year, but this wasn’t enough to sufficiently place students in these dormitories to live in for at least a year or the rest of these students four- year of college experience. In the article  “ Howard University students reach an agreement with officials after a month of protest” Jonathan Franklin states “Since the start of the fall semester, students say they’ve raised concerns to campus administrators regarding mold in the walls of their dorms, the lack of COVID-19 testing for students and the overall safety on campus, according to DCist/WAMU” (Jonthan franklin par. 10). where students started to notice mold growing on walls and their belongings where students could not continue to stay in these hostile environments. Students who literally forced to move out of their dorm because of how life threatening it would be for them to even be in a literal toxic environment, as Jonathan claims “ Frederick stated that mold was discovered in 41 out of 2,700 rooms on campus, with some of the damage being the result of “accidental human error.” ( Jonathan para.11). Students that felt as if the administration were not quick to initiate the problem would just get worse. 

  

      A month later  in Atlanta, Georgia, Spelman University an all African American women’s university, Clark Atlanta University, and Morehouse University  an all black African American university all very Popular HBCUs who are experiencing some of the same conceptions and issues as Howard university. In the article “Atlanta HBCU Students Demand Better Housing Conditions, More Funding” Valencia Jones states “They say there’s been mold and leaking pipes, particularly at Clark Atlanta”(Valencia para.3) the minor things that these HBCUS could have fixed these maintenance issues that have resulted in major issues that now has caused an outbreak of rage for student.” Tuesday marked the second day of protests near the Atlanta University Center. “The dorms that we do have, many of them have things such as mold. I personally have a friend who had a dryer fire in her dorm,” said Marcellus Kirkland, a Morehouse student and protest organizer.”(Valencia para.2)  As Black African American students who had to deal with these hostile environments that not just affect them physically but mentally. Not knowing if they would be allowed to have anywhere permit to stay while still attending school, when it felt as if these students who worked so hard to get accepted into these schools.

 

HBCU Protesting Movement

 

protest

Picture taken by ABC News story by Briana Stewart (students protesting by sleeping in tents outside buildings on campus about housing issues) 

 The only way that these Howard University students could get their Universities attention was to have a mass protest that started at Howard for a month where students would camp outside of the  buildings. In the article “Black leaders rally around Howard University students protesting poor living conditions on campus” Nicquel Terry Ellis and Jennifer Henderson claim” Students at the historically Black college in Washington, DC, have been assembling for sit-ins at the school’s Blackburn University Center with tents, air mattresses and sleeping bags, demanding that Howard leadership address their concerns. The sit-in, which has been dubbed #BlackburnTakeover on social media, started on October 12.”( Ellis and Henderson para 1). This protest turned into a movement from different parts of the country that affected other HBCUS that are experiencing the same problems as Howard University, where they also participated in the protest. In the article “ Howard University Students Stage Sit-In Over Issues With Mold And COVID Safety” Domonique Mari Bonessi and Dee Dwyer claim “Students with the group Live Movement a coalition of students from historically Black colleges and universities who advocate for education reform, began their sit-in at the Blackburn University Center” (Bonessi and Dwyer para 1). The entire issue was that every HBCU had almost similar issues to other HBCUS when it came to the Colleges and Universities housing situations.

 

HBCU Funding 

  

HBCUS are private schools where the majority of the student body applies for scholarships or that they either receive to go toward funding of these schools and then to have a prolonged education. Students tend to pay more than a regular university by at least 20 thousand more. Especially if not in state it’s much cheaper but going to a private university requires a lot more money. In the article “Atlanta HBCU Students Demand Better Housing Conditions, More Funding” Valencia Jones states “Students are also protesting high student loan debt and blaming the Biden Administration for cutting proposed federal education funding from $45 billion to $2 billion, which is a major blow to HBCUs.” ( Valencia para.3). Majority of these students are paying immaculate amounts of money to attend these schools where they can’t keep up with housing and maintenance issues for students to stay and fulfill these poor environments . This is clear that African Americans are not taken care of properly especially financially. Even though there have been large donations that have been given to these colleges and universities by alumni who all attended Howard University like Taraji Henson, Kamala Harris, and Chadwick Boseman who have had a great impact on this school from holding speeches to their greatly impacted donations that went toward these maintenance issues.

 As some who don’t know, you can donate to HBCUS across America. That would make a difference of the 75% of  African American students who attend these Colleges and Universities that need financial assistance. This foundation is called “The HBCU Foundation Giving to the Historically Black Colleges and Universities” anything could help that can go toward students’ books, other important school supplies, clubs, any part of these HBCUS  students’ lives that need assistance.

 

Conclusion

   

HBCUS are still one of the most proud landmarks of African American history that make up who Black Africans Americans are today. It’s disappointing to see what our ancestors worked so hard for, that as a community we have not taken care to progress in education; for students to have a healthy work environment. Just to do what we were doing years prior, protesting for our voices to be heard.

 

Works Cited

Jonthan Franklin “ Howard University students reach an agreement with officials after a month of protest” ( paragraph 10-11) 

https://www.npr.org/2021/11/15/1055929172/howard-university-students-end-protest-housing-agreement

 

Valencia Jones  “Atlanta HBCU Students Demand Better Housing Conditions, More Funding”    ( paragraph 2-3)

https://atlanta.cbslocal.com/2021/10/22/atlanta-hbcu-students-demand-better-housing-conditions-more-funding/

 

 Nicquel Terry Ellis and Jennifer Henderson, CNN  “Black leaders rally around Howard University students protesting poor living conditions on campus”

(  paragraph 1)

https://www.cnn.com/2021/10/29/us/howard-university-living-conditions/index.html

 

Domonique Mari Bonessi and Dee Dwyer “ Howard University Students Stage Sit-In Over Issues With Mold And COVID Safety” ( paragraph 1)

https://dcist.com/story/21/10/13/howard-university-sit-in-blackburn/

Carson Research Project

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Soufian Carson

Dr. Weaver

ENG 1102

26 April 2022

How Residency Requirements Only Hinder Students

Introduction

When students reach adulthood, they need assistance to transition into college life. They are sort of immature and in need of supervision. They could also use the assistance in finding connections with similar majors and interests and gain some academic benefits while they are staying in their dorms, as universities claim. Universities are so firm in this belief that they require first-year students under a certain age to live on campus. However, colleges have become very permissive, allowing students to act in any manner they please, contradicting the statement that students need supervision (Vedder). In the 21st century, the high costs of room and board, along with the American universities’ societal norms becoming increasingly conflicting with the diverse student population America has, universities have this requirement to inflate their costs artificially rather than supporting students. 

 

Discussion

A university’s room and board expenses can be the most expensive cost a student must pay. UNC-Charlotte lists that room and board costs average at about $12,432, while off-campus housing options are more minor, at $10,433. Essentially, the insignificant academic benefits that one can gain from living on campus come at two thousand dollars. Additionally, “one 2014 study showed that from 1976 to 2013, the inflation-adjusted rate of increase in public four-year college housing prices was about 72%, compared with less than five percent for housing in the broader economy” (Vedder). If someone had saved up 10,000$ for college room and board, they would only have $2,800 after the end of the inflation period. Coupled with the price tag of receiving small academic benefits, it is apparent that it would be better for the student to choose if they wanted to pay the price for staying in their favorable proximity to the university. However, many universities require their students to stay on campus. 

 

Richard Vedder, an economist and professor of economics at Ohio State University, compares universities to monopolists. They artificially inflate their costs for those wanting to purchase their primary service or product. If one wanted to get an education- they needed to get the room and board too and add thousands of dollars to their cost of receiving an education for an insignificant, small benefit only meant for those looking for the college experience. In fact, a large portion of students are not so accepting of dorm life (Batdorf, Vedder). In these times, student populations are becoming increasingly more diverse, with students coming from a wide range of different cultures, backgrounds, and religions. Some students may have cultural differences or religions that conflict with the cultural norms of dorms, such as partying, casual relationships with others, and practices that the students would rather not indulge themselves in. By forcing students to live on campus, it shows that universities communicate to applicants that they must place themselves in an environment that can conflict with their beliefs. For example, in Islam, Muslims are instructed not to take intoxicants (i.e., alcohol), have relationships outside of marriage, and consume food that is not lawful to them, such as pork, and with some Muslims, any meat that is not slaughtered correctly (Qur’an, Domun). The prevalent sexual norms of the college experience and the dominance of food in the meal plans that universities offer are not catered toward Muslims can discourage Muslims from applying. And not only Islam, other cultures conflict with the idea of the “Western” mindset. 

 

As a result of some students having religious or cultural objections to the college experience, students may look elsewhere. However, a problem is presented, as some states may not have enough options for an ambitious student. A smaller state often has only a few types of schools, such as having only one or two higher-level universities, a university meant for the college experience and a handful of general universities open to any student. In states where there are only one or two higher-level universities that correspond with a student’s intended major, an ambitious student will often be limited to those options. Those universities often have the status that a student may be looking for, so they can progress further in their career. However, suppose those universities have an on-campus living requirement. In that case, it forces students to either sacrifice a portion of their chances for their desired success or sacrifice their chances of staying true to their beliefs. Such is the case with a student living in the State of Georgia, as the Georgia Institute of Technology is the only prestigious university in Georgia that specializes in technical education. There are other universities, such as Kennesaw State University and Georgia State University, from which one can receive technical education. However, those universities do not have the high level of education a driven student may look for (U.S. News & World Report, Georgia Tech). Georgia Tech requires first-year students to live on campus (Georgia Tech). An aspiring engineer with religious or cultural objections has to decide between getting their technical education at a lower-level university, such as Georgia State, and hindering their chances of graduating university with a degree from a higher-level university that would improve their chances of getting a career they desire or placing themselves in an environment where they can risk bending their beliefs to fit into the college experience. It severely limits some students’ options, but in fact, “state universities ignore their obligation to accommodate religious objections under the Religious Freedom Restoration Act” (Oliver). Overall, flexibility is necessary for American higher-level education, as diversity in the student population only gradually increases.

 

Academical research shows the growing diversity of student populations and the increasing trend of students to opt-out of living on campus when possible. More students prefer flexibility rather than being restricted to a set of rules. In a study done by Shazia Jan and Panos Vlachopoulos, they researched the preferences of students whether they wished to learn in a face-to-face course, an online, live-streamed course, or a set of recorded lectures. The surveyed students showed a strong preference for recorded lectures, indicating that the freedom and flexibility to learn at one’s own pace and environment took prevalence. The general idea of being flexible with everything in a student’s career and taking measures that cater to the student, rather than the student catering to the university, such as coaching, tutoring, and mental health counseling, are more effective in leading students towards academic success (Mills). In general, requiring a student to live in the college experience only negatively impacts their finances and does not contribute to their academic success.

Works Cited

Aleem Domun, http://www.quran.mu. “70 Major Sins in Islam.” Qur’an, 

“Colleges Should Stop Forcing Students to Live on-Campus.” The James G. Martin Center for Academic Renewal, 6 Feb. 2019, 

lachopoulos, Panos, and Shazia Jan. “Exploring Modes of Lecturing as a Teaching Method in Higher Education: Student Attendance, Preference and Motivation.” Journal of University Teaching & Learning Practice, vol. 17, no. 5, Nov. 2020, pp. 1–18.

 

Mills, Lindsey. “Understanding the Experiences of College Students Who Work Full-Time: Juggling Competing Responsibilities and Defining Academic Success.” Journal of Continuing Higher Education, vol. 68, no. 3, Sept. 2020, pp. 181–89. 

“Rankings.” Rankings – Georgia Tech

“Residency Rule (‘36-Hour Rule’).” Georgia Institute of Technology, 27 Apr. 2022, 

Vedder, Richard. “Why Are Universities in the Housing Business?” Forbes, Forbes Magazine, 14 June 2018, 

 

Project 4

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Have you ever wondered why some people consistently do well in school and others don’t at the higher-ed level? And no it doesn’t have anything to do with some people just being naturally smarter than others. The underlining denominator that puts other people over the edge is their ability to use metacognition effectively in their everyday life rather they realize it or not. In this essay I’m going to tell you all about metacognition and how to properly utilize this next level way of learning. 

First and foremost, let’s completely cover what metacognition actually is. Metacognition precisely is one’s ability to think about thinking. The ability to be consciously aware of oneself as a problem-solver. The capability to monitor and control one’s mental processing. And finally, the aptness to be aware of the type of learning that you are doing. Before you even begin to start applying the things that I have just mentioned, you must first get rid of these beliefs about learning that will get you absolutely no where. First, generally you want to get rid of the idea that learning is some kind of race. Truly understanding material takes careful reading and review. Always plan for assignments to take longer than you think. The next idea that you must rewire out of your brain is that “knowledge is composed of isolated facts”. Meaning that you shouldn’t study by trying to remember random separate facts, good teachers more than likely will test for comprehension and application of knowledge, and you would inevitably fail by picking and choosing bits and pieces of the information to remember. You also must not forget metacognition includes being able to be constantly aware of the type of learning you are doing, suggesting that sometimes you need to know when you need a break because learning while being mentally fatigued will have you going nowhere. 

Next, let’s go ahead and way out the most notable flaw about metacognition. According to author Elisabeth Norman of the Artic University of Norway, she suggests an idea that metacognition is not always helpful. Her argument stance includes going in to detail on how metacognition may actively interfere with task performance. Her claim is based around research that has been done on “mindlessness”. Simply put, mindlessness is the lack of attention or presence resulting in automatic application of existing knowledge. Given her outlook comes from a different angle about metacognition, it is really subjective and could easily vary based on an individual’s study technique. Like for instance, complex decisions that largely involve implicit/unconscious knowledge may best be made mindlessly given you have the proper preparation to make that judgment. Coming from personal experience, that’s why I think mastering metacognition to apply not only in school but in everyday life prevails so well. If you haven’t took the necessary steps to develop your mind for a specific task you will never be ready. 

Why does metacognition matter? Well according to psychology professor Stephen Chew of Samford University, metacognition has been linked to improved learning outcomes. This kind of thinking gets students beyond the base level surface and makes them explore deeper for max proficiency. In return this inadvertently builds other skills, like a person’s ability to self-regulate. Self-regulation in education depends on 5 things. Assessing the task’s demands, evaluating one’s strengths & weaknesses, planning an approach, applying strategies, and reflection. As a response, you should notice that your ability to problem solve would get better and more meticulous. I personally think metacognition techniques need to be coached all throughout higher education. It took me up until my second semester of college before I even heard of the word metacognition. In addition to my GPA being tremendously higher since I’ve started applying it, my confidence for taking exams and tests has soared. 

In conclusion, the aim of this essay was to effectively point out some of the benefits and to positively reinforce the ramifications of applying this concept to your life. To say that using metacognition would absolutely guarantee boosted scores for everyone is not being realistic because its up to the individual, but I genuinely feel like it’s worth a glance by any person trying to become a more disciplined learner. 

 

 

 

Sources Cited 

Neal D. T., Wood W., Wu M., Kurlander D. (2011). The pull of the past: when do habits persist despite conflict with motives? Pers. Soc. Psychol. Bull. 37 1428–1437. 10.1177/0146167211419863 [PubMed] [CrossRef] [Google Scholar] 

Dr. Stephen Chew’s “How to Get the Most Out of Studying: Part 1 of 5, “Beliefs That Make You Fail Or Succeed” https://www.youtube.com/watch?v=RH95h36NChI&t=14s 

“Study Better Slides ppd to Week 4”: Slides 1-29 https://gastate.view.usg.edu/d2l/le/content/2488499/viewContent/48692300/View 

Vanderbilt University : “Metacognition” https://cft.vanderbilt.edu/guides-sub-pages/metacognition/ 

Pomona College SAR-revision

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Zion Culbreath

English 1102

March 10th, 2022

zculbreath1@gastate.view.usg.edu

Summary

Pomona college is a relatively small private school in Southern California that is esteemed for its high academic standards and commitment to excellence. The university prides itself on admitting students who are both diverse in their background and accomplished in their academics, best demonstrated by its 6.6% admit rate and the different 60 countries that students originate from (Pomona College Home). The Pomona website persuades students to apply to the school through rhetorical strategies like effective tone and sentence structure and idealizing different audiences.

Analysis

Considering that the name “Pomona” and the town “Claremont” are not very popular among most people, the Pomona website is an important resource for promoting the school and the opportunities it presents. To accomplish this, the website features a plethora of rhetorical language and strategies that hold readers’ attention and shape their perception of the college. The most prominent strategies on the website are the use of a direct and hospitable tone and an overarching theme of idealizing potential audiences.

          As opposed to a tone that is strict or stoic, the Pomona website uses a more inviting tone to convey its message and sway its readers. This is primarily accomplished through simple sentences that appeal to readers’ sense of community and belonging. For instance, on the diversity page, the opening sentence states that “diversity isn’t a buzzword. It’s crucial to our educational mission” (Diversity & Access at Pomona). This statement is brief and direct but ensures that readers understand the emphasis Pomona places on inclusion and creates an air of welcome in the process. This is also effective because the words used are not overly pompous or bombastic, but instead more common and familiar, making the page feel more readable and relatable. Much of the same is on the student life page, which features inviting verbiage like references to a “close-knit community” and “forging connections, making lifelong friends, and learning and discovering new passions” (Life at Pomona). The use of familiar speech and the frequent references to community and locality drive home the author’s hospitable tone and augment Pomona’s argument for students to consider the school.

Similarly, the Pomona website advertises the school by imagining its potential visitors and catering to their possible reservations and situations. An example of this is how the page references and details Pomona’s admissions process for undocumented students. Since southern California has a vast immigrant population, many applicants to the school are undocumented residents and have issues applying to schools because of this. To ensure that these students understand their value to Pomona, the school dedicates a whole page to this issue, stating that “Since 2007, in the admissions and financial aid processes, the College has fully reviewed applications from undocumented and DACAmented students who graduate from a U.S. high school by the same criteria as for all domestic students” (Undocumented/DACAmented applicants). In doing so, the website appeals to a specific group of readers and confirms their commitment to inclusion. The website also imagines the potential reader’s perspective by considering the likelihood that students will see career success after Pomona, knowing that most applicants see college as a steppingstone. To appeal to these readers, the website asserts that upon graduation, 95% of students either accept a job/internship offer or are admitted to graduate school (Outcomes: Your Future). By referencing the long-term value that the school can provide for its students, the Pomona website appeals to readers’ potential fears and assuages them. Likewise, knowing that a sense of purpose is important to prospective students, the school ensures that its commitments extend beyond academics and include community service. This is best captured in the quote, “They only are loyal to this college who, departing, bear their added riches in trust for mankind” (Community Engagement). Through this quote, the website imagines its readers and their motivations and aligns them with the school, thus further promoting the theme of idealizing its audience.

Response

After scoping the Pomona website and analyzing the rhetorical strategies that it used, I am convinced that I would attend this university. Considering that I am a minority student, inclusion is very important to me and my college experience, so their insistence on diversity appeals to me. I was unsure if this would be possible at a private university, but the information on the website assures me that I would feel a sense of belonging at the school. Another thing that draws me to the school is the idea of living in Southern California and experiencing that culture. The website details how visually appealing the area is and how many different activities are possible at the college. Though I have always lived in Georgia, I would be open to experiencing something new and different and California seems to be an attractive location. Though the website was persuasive in most areas, it did fail to convince me that the level of rigor wouldn’t be a stressor. The numbers regarding the academic profile of accepted students were intimidating, and though I understand that the school intends to challenge students, I feel that I would probably struggle in this environment. In spite of this, the statistics about the success rates of graduates are very encouraging and show that if one does work hard enough, they will be rewarded. Overall, I believe that Pomona is a great school, and the website demonstrates this through its rhetorical strategies.

Works Cited

“Community Engagement | Pomona College in Claremont, California – Pomona College.” Pomona College in Claremont, California – Pomona College, www.pomona.edu/life-at-pomona/community-engagement. Accessed 7 Mar. 2022.

 

“Diversity & Access at Pomona | Pomona College in Claremont, California – Pomona College.” Pomona College in Claremont, California – Pomona College, www.pomona.edu/admissions/diversity. Accessed 8 Mar. 2022.

“Life at Pomona | Pomona College in Claremont, California – Pomona College.”  Pomona College in Claremont, California – Pomona College, www.pomona.edu/life-at-pomona. Accessed 8 Mar. 2022

“Outcomes: Your Future | Pomona College in Claremont, California – Pomona College.” Pomona College in Claremont, California – Pomona College, www.pomona.edu/outcomes. Accessed 8 Mar. 2022.

“Pomona College Home | Pomona College in Claremont, California – Pomona College.” Pomona College in Claremont, California – Pomona College, www.pomona.edu/home. Accessed 7 Mar. 2022.

“Undocumented/DACAmented Applicants | Pomona College in Claremont, California – Pomona College.” Pomona College in Claremont, California – Pomona College, www.pomona.edu/admissions/apply/undocumenteddacamented-applicants. Accessed 8 Mar. 2022.

Winston-Salem University

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   Winton-Salem  State  University  is  number  one  topped  ranked  HBCU  in  North  Carolina.  Presenting  the  “Rams,”  a  college  that  provides  many  under. grade  in  master’s  and  bachelor’s  degrees.  Accredited  by  the  “Southern  Association  of Colleges  and  Schools  Commission  on  College,”  along  with  10  other  accreditations.  One  hundred  and  seventeen  acres  of campus  brings  students  from  military  to0  upcoming  freshmen.  Their  students  are  trained  to  be  abled  to  handle  real world  obstacles  to  prepare  them  for  their  career.  For  years  they  have  built  an  empire  of  becoming  best  in  the  nation. Winston- Salem  focuses  on  making  sure  their  students  are  receiving  the  best  experience  at  the  HBCU,  knowing  the importance  in  their  history,  and  what  they  have  to  offer  to  their  students.     

   

      Winston-Salem  was  founded  on  September  twenty  eighth,  of  eighteen  nighty-two  by  Simon  Green  Atkins.  The  up brining  of  the  university  history  was  based  off  creating  challenges.  “Students  would  meet  the  challenges  of  the  day equipped  with  an  education  designed  to  intellectually  prepare  “head,  hand,  and  heart,”  a  saying  from  Winton-Salem (www.wssu.edu).  Opening  the  about  page  you  are  greeted  with  smiling  faces  of  5  students  on  bikes.  A  welcoming introduction  about  Winston-Salem  and  below  are  two  links  to  the  left  “points  of  pride”  and  to  the  right  “our  history.” They  started  off  with  only  twenty-five  students  with  one  instructor.  Shown  an  image  of  a  black  and  white  picture  of their  first  class.  We  get  the  chance  to  see  and  read  how  Winston-Salem  first  started  off  as  a  small  college.  Now  in today’s  time  one  instructor  and  twenty-five  students  is  one  single  class.  Every  college  has  a  history  to  be  proud  of  and Winston-Salem  shows  a  big  pride  no  other  college  could  relate.  The  about  us  page  goes  further  into  debt  about  how their  college  got  started  and  how  it  continued  to  grow.  Below  from  their  introduction  they  have  an  important  year  by year  of  information  you  could  be  interested  in.  The  webpage  includes  a  click  down  of  chief  administrators  that  are  and were  involved  with  the  school.  You  get  the  full  name  and  years  of  terms  that  they  serve,  this  will  help  your  research  of looking  into  what  these  people  did  for  Winston-Salem.  A  good  amount  of  knowledge  can  be  gain  from  reading  the fascinating  history  about  this  school.

 

    There  are  more  than  forty  undergraduate  programs  in  majors  and  ten  graduate  programs  that  is  offered.  Many programs  specializing  in  liberal  arts,  business,  education,  nursing  and  social  work.  On  the  main  page  shows  our  audience  colorful  buttons  to  click  through  for  each  major.  Their  academic  page,  “Areas  of  Study”  you  can  click  through the  slides  with  pictures  to  match  with  that  major.  This  technique  will  grab  a  visitor  of  the  page  attention  to  investigate more  about  that  major  by  seeing  one  picture.  To  continue  with  the  Ram  theme,  the  academic  page  shows  the  different varieties  of  majors  and  minors  that  you  can  choose  from  in  bold  red.  Click  on  the  link  that  best  suits  you  for  more information  for  any  questions  that  you  have.  As  we  explore  more  of  the  academic  page,  Winston-Salem  once  said,  the college  promise  is  to  “Enter  to  learn,  depart  to  serve”  (www.wssu.edu).  They  believe  that  statement  is  audacious, challenging,  and  demanding  to  the  students  that  decide  to  further  their  education  with  them.  The  school  is  preparing students  to  make  a  difference  in  the  world  with  preparing  for  todays  in  demand  jobs.  Putting  this  quote  on  the  page can  give  a  sense  of  what  the  college  expects  for  their  students  or  for  anyone  thinking  about  applying.  You  can  find departments  that  is  linked  in  with  the  college  campus.  Academic  resources  and  student  programs  can  be  located  on  this page  for  extra  support.  This  page  layout  makes  everything  that  you  are  looking  for  easy  to  find  without  having  to  scatter  around  different  pages  to  find  what  you  need.

 

     Being  loud  and  proud  of  their  accomplishments  throughout  their  entire  page. We  can  find  “points  of  Pride,”  about  of the  about  WSSU  page  to  see  the  breakdown  of  how  many  accomplishments  they  received  over  the  years.  At  the  top  of the  screen  in  Winston-Salem  students  showing  school  pride  in  their  shirts  as  well  as  holding  up  a  “W.”  If  that  doesn’t show  school  pride,  I  don’t  know  what  does.  It  gives  a  comforting  feeling  to  the  visitor  in  the  page  to  be  happy  and proud  that  you  are  part  of  the  Ram  family.  Here  are  some  of  WSSU  achievements  coming  from  the  points  of  pride  page (www.wssu.edu) . Winston-Salem  is  number  two  in  U.S.  for  value  (Money  magazine).  Top  ten  best-value  college  in N.C.  (SmartAssest.com),  top  ten  HBCUs  changing  the  world  (college  magazine),  top   ten  military  friendly,  top  twenty-five best  HBCU  in  the  U.S.  (College  Raptor).  A  lot  of  social  accomplishments  that  has  gotten  the  word  out  on  Winston-Salem.  Not  jus t social  media  is  giving  the  word  out,  but  the  academic  charts  as  well.  They  made  number  one  for Historically  black  nursing  school  in  the  nation (NursingProcess.org),  number  one  for  HBCU  in  N.C.  for  psychology (psychology  degree  guide),  best  “A”  elementary  education  programs  in  the  nations.   Each  of  their  ranks  and  programs can  be  clicked  on  to  show  you  more  information  about  that  award,  pictures  so  some  of  the  awards.  They  have  a  short list  called  “Facts  at  a  glance,”  to  sum  up  what  year  they  were  established,  student  enrollment,  motto  and  more.  This page  is  great  for  showing  us  how  has  the  school  has  to  offer  to  their  students.  It  gives  you  a  chance  to  learned  about how  they  earned  the  award,  when  they  earned  that  award  and  what  the  award  is  about.  A  school  that  wins  a  lot  of awards  is  a  school  you  should  be  looking  into.  They  sectioned  out  the  award  page  to  brag  on  how  their  school  is  the best  in  the  North  Carolina  region.  Winston-Salem  has  a  history  of  competing  to  be  the  best  and  they  are  setting  the ranks  very  high  on  national  list  that  no  other  college  in  their  area  can  reach.

 

     Great  opportunities  can  be  fulfilled  at  this  outstanding  HBCU.  If  you  need  to  read  upon  anything  about  them  the webpage  is  the  way  to  go.  It’s  organized  by  every  link  you  could  be  interested  in  to  give  you  an  easier  search  then having  to  search  it  anywhere  else.  They  look  forward  into  bringing  new  talented  students  that  are   ready  to  learn  into their  school.  They  want  you  to  be  the  next.  Once  said  from  Winston-Salem  (www.wssu.edu),   “Ignite  your  passion, discover  your  strength,  and  prepare  to  make  difference  in  the  world.”

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