Category Archives: Research Project

Latino First-Generation College Students

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Graciela Rivas Araujo

English 1102-Section 3030-Weaver

Major Project 4: Research Paper                                                                                       

April 27, 2021

Grivasaraujo1@student.gsu.edu

 

Background:

Latino first-generation college students constantly go through conflicts and barriers to pursue post-secondary education and collectivist behavior demands within the Latino community. Access to opportunities is still challenging to reach out to for most of these students and communities. Latino first-generation students make up the minorities in most colleges, yet it is still twice as hard as for opportunities compared to their White non-first-generation peers. This research will gather information and gain a perspective from the unfamiliarity of lack of access while applying to college and the emotions that many of these students experience through post-secondary education.

Discussion:

In the article “Culture and Community: Perspectives from First-Year, First-Generation-in-College Latino Students”, the authors said, “ Latino students face many college access issues, and they are typically less academically prepared for college than other groups.” (Clayton, Ashley B., Medina, Mary C., Wiseman, Angela M.,) This quote shows that the process of applying for college isn’t as easy for many. The transition from high school to college takes a lot of work and dedication to pursue the things these students’ families are not familiar with. There have been issues such as the financial assistance application process. In the article of Culture and Community, authors quoted, “ The nature and quality of college assistance can vary greatly across high schools, leaving some students with less support to pursue post-secondary education.” ( Martinez & Deil-Amen, 2015; Perna et al., 2008). Latino first-generation students typically come from a background where education and college are a priority. Still, generally, these students don’t have the needed help both at home and in school. The absence of aid can cause many not even to try to apply for school. This application process in itself is pretty complicated for most students. Even so, many do still overcome these barriers. 

In Latino homes, family is an essential aspect of life. Most of the time, parents and families express emotional detachment and are clueless about their kids attending college. In the article, “‘Why Not Me?’ College Enrollment and Persistence of High-Achieving First-Generation Latino College Students” the author stated, “Parents may have concerns related to their children leaving their homes, paying for college, the need to attend college full-time, and the admissions process.”(Vega, Desireé). Families of first-generation typically don’t have access to the resources needed to understand better how and why things happen in the transition to college. Latino first-generation students also carry guilt and loneliness for letting go of family values to continue their education. The pressure to continue to receive education and work for it often conflicts with giving the family the title. “Latino youth from immigrant families want to repay their parents by doing well in school. Therefore, these students are caught between two conflicting definitions of family obligation: aiding the family directly and aiding the family in a long-term sense by doing well in school.” (Vasquez-Salgado, Yolanda). Degrees in Latino homes usually mean a degree for mom and dad and whoever else is involved. It is challenging to balance it and an issue that many don’t shine a light on.

Guilt and loneliness lead to the issue of mental health in college while being a first-generation Latino student. Many college students do suffer greatly from mental health issues. Still, it is known that students who identify as “first-generation” have struggled more with the transition to college, having a social life, and dealing with the concept of family values. Also, in the article: “The Impact of Family and Friends Social Support on Latino/a First-Generation College Students’ Perceived Stress, Depression, and Social Isolation.” the authors of this article quoted, “First-generation college students are particularly susceptible to depression as a result of academic and financial responsibilities, feelings of isolation in an unfamiliar university community, and the lack of supportive environment from family members.” (Darling,1999; Dennis et al., 2005; Wan, 2016). This article shines a light on the many health concepts that many colleges don’t typically touch on. There are always opportunities for counseling in colleges, except for students with cultural backgrounds, especially first-generation students, who fear reaching out or not knowing where to go or whom exactly to talk to.  First-generation Latino students go through this fairly often in their journey to college and have to do with other underlying problems.

Conclusion: 

While researching this topic,  it is clear that obstacles often appear for many. It can be challenging to understand that students from immigrant families and cultural backgrounds have struggles that many do not realize. This is especially true for first-year-first-generation college students. It is crucial to put forth more opportunities and easier access to resources that can be useful for students and their families. With rising numbers of successful and devoted students, it has been proven possible! Many have already proved to their communities and families that it can be done no matter the struggle. College students all struggle the same but acknowledging that some “struggle” a little more can improve the number of resources that the educational system places on its students.

Works Cited Page

Clayton, Ashley B., Medina, Mary C., Wiseman, Angela M., “Culture and Community: Perspectives from First-Year, First-Generation-in-College Latino Students.” Journal of Latinos & Education, vol. 18, no. 2, Apr. 2019, pp. 134–150. EBSCOhost, doi:10.1080/15348431.2017.1386101.

Vega, Desireé. “‘Why Not Me?’ College Enrollment and Persistence of High-Achieving First-Generation Latino College Students.” School Psychology Forum, vol. 10, no. 3, Fall 2016, pp. 307–320. EBSCOhost,search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=eue&AN=121047769&site=eds-live&scope=site.

Vasquez-Salgado, Yolanda, Greenfield, Patricia M., Burgos-Cienfuegos, Rocio, “Exploring Home-School Value Conflicts: Implications for Academic Achievement and Well-Being Among Latino First-Generation College Students.” Journal of Adolescent Research, vol. 30, no. 3, May 2015, pp. 271–305. EBSCOhost, doi:10.1177/0743558414561297.

Suwinyattichaiporn, Tara, and Zac D. Johnson. “The Impact of Family and Friends Social Support on Latino/a First-Generation College Students’ Perceived Stress, Depression, and Social Isolation.” Journal of Hispanic Higher Education, Oct. 2020, p. 1. EBSCOhost, doi:10.1177/1538192720964922.

Sydney’s Research Project

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Sydney Davis

ENGL 1102

Professor Rebecca Weaver

4-27-21

Research paper on Will virtual learning takeover in person classes?

Over years computers and other electronics have improved and increased in today’s world in many aspects. People don’t use electronics anymore for just leisure they are starting to use it even more for business, school and much more! The world as of today depends on electronics more than anything! For example, during this Covid pandemic society has relied on electronics to get through everything especially when it comes to school for students. It helped students and teachers to be able to still learn and teach while doing social distancing. With change it can be a pro and a con, but will Virtual learning outcome be a pro or con?

Virtual learning has increased comfortability and convenience in classrooms now. Imagine the students that are too shy to ask a question in front of the class , now they won’t have to because one they can easily message their professor about any questions that they have or even because their classmates aren’t in the same space as them so it isn’t all eyes on them. A major benefit is that Nikki Eye pointed out that “students can be logged in from anywhere in the world.” (Eye, 1) Students can log on their phones to check grades and assignments at one easy touch! With every benefit it’s always a downfall somewhere around, because with convenience it can also become complicated also.  What if a student has bad Wi-Fi or in a dead zone and there is an assignment due, what does the student do then? Most of the time it’s either a late grade which takes point away from the assignment or even just plain out a fail. Then again that’s where comfortability comes in place, where students can ask their professor for more time because of their situation with Wi-Fi. It’s easier for students to ask questions through email then face to face, less intimidating.

What we also must take in consideration is that with comfortability it takes away from teachers and students socializing with one another. How do you build up a relation with your classmate when it’s time to do a group project or how do you build a relationship with your teacher when you need more time on a project? Well Ashley Brooks pointed put a good point that “It’s not ideal for a student to sit alone with their computer throughout their entire degree program” (Brooks. 1) Because there are no interactions of no sort it makes the student discouraged. Brooks also makes a point to make online class better is to “I recommend making an extra effort to get to know your digital classmates. You could organize a group video hangout and do icebreakers or facilitate a conversation.”” (Brooks, 1) Is it different yes, but it can make virtual learning ten times better. But then again you have camera phones that do video calls which can build relation, but does it take away from the relationship part that you should have in class settings? It’s a fifty percent that video relations can ease some students into being interactive and then it can also hurt a students social interaction also.

If higher education was fully virtual learning it would take away the experience of college life on campus. It would be cheaper in some aspect, but it would break the tradition that most students look forward to when graduating college. Without having a social life in school, it can possibly hurt the student’s academics which “social isolation shows up as a main reason for students to withdraw from their studies.” (Eye, Page 1). Academics are a big part of school, but students look for a social interaction also, it makes school fun for students but without that it’s just boring! Imagine teachers trying to make class assignments fun through virtual learning and then imagine teachers doing a fun assignment in person class, it’s a major difference and every class needs that social interaction.

A big consideration that we must take in consideration is students with learning disabilities. It’s already an obstacle for those students to learn in class, so to put them on virtual could be very hard. In a study students were asked how their attention level was while doing virtual learning and most said “they were distractible and had difficulty focusing on what they were doing” (N. Hollins, A. R. Foley,612) Imagine students that have ADHD who have trouble staying focus and now they are forced to do virtual learning which is low support for them. For professors it can be hard because how do they get the attentions of their students who need it the most through virtual? In some aspect’s students will get distracted by just a color or too much words on a computer screen, which it can make pretty hard for a student to focus. Virtually it would be a failure for any student to strive.

It’s not impossible for complete virtual learning, but it can be if all students from aspects aren’t accommodated. When thinking virtual learning you must take a lot of things into consideration like, finances, learning disabilities, dead zones, and social interactions. It is a long way to go before learning will ever be fully virtual. 

 

Annotated Bibliography

 

Wang, Y., & Decker, J. (2014). Can virtual schools thrive in the real world? TechTrends: Linking Research & Practice to Improve Learning, 58(6), 57–62. https://doi.org/10.1007/s11528-014-0804-z

Hollins, Nancy, and Alan Foley. “The Experiences of Students with Learning Disabilities in a Higher Education Virtual Campus.” Educational Technology Research & Development, vol. 61, no. 4, Aug. 2013, pp. 607–624. EBSCOhost, doi:10.1007/s11423-013-9302-9.

eye, nikki. “Online Learning in the Time of COVID-19: What Are the Pros and Cons?” Scholarship America, 4 Aug. 2020, scholarshipamerica.org/blog/online-learning-in-the-time-of-covid-19-pros-and-cons/.

Brooks, A. (2019, January 14). Breaking down the pros and cons of online classes. Retrieved April 27, 2021, from https://www.rasmussen.edu/student-experience/college-life/pros-and-cons-online-classes/

 

 

 

 

 

 

 

 

 

Sydney’s Research Paper

Posted on by

Sydney Davis

ENGL 1102

Professor Rebecca Weaver

4-27-21

Research paper on Will virtual learning takeover in person classes?

Over years computers and other electronics have improved and increased in today’s world in many aspects. People don’t use electronics anymore for just leisure they are starting to use it even more for business, school and much more! The world as of today depends on electronics more than anything! For example, during this Covid pandemic society has relied on electronics to get through everything especially when it comes to school for students. It helped students and teachers to be able to still learn and teach while doing social distancing. With change it can be a pro and a con, but will Virtual learning outcome be a pro or con?

Virtual learning has increased comfortability and convenience in classrooms now. Imagine the students that are too shy to ask a question in front of the class , now they won’t have to because one they can easily message their professor about any questions that they have or even because their classmates aren’t in the same space as them so it isn’t all eyes on them. A major benefit is that Nikki Eye pointed out that “students can be logged in from anywhere in the world.” (Eye, 1) Students can log on their phones to check grades and assignments at one easy touch! With every benefit it’s always a downfall somewhere around, because with convenience it can also become complicated also.  What if a student has bad Wi-Fi or in a dead zone and there is an assignment due, what does the student do then? Most of the time it’s either a late grade which takes point away from the assignment or even just plain out a fail. Then again that’s where comfortability comes in place, where students can ask their professor for more time because of their situation with Wi-Fi. It’s easier for students to ask questions through email then face to face, less intimidating.

What we also must take in consideration is that with comfortability it takes away from teachers and students socializing with one another. How do you build up a relation with your classmate when it’s time to do a group project or how do you build a relationship with your teacher when you need more time on a project? Well Ashley Brooks pointed put a good point that “It’s not ideal for a student to sit alone with their computer throughout their entire degree program” (Brooks. 1) Because there are no interactions of no sort it makes the student discouraged. Brooks also makes a point to make online class better is to “I recommend making an extra effort to get to know your digital classmates. You could organize a group video hangout and do icebreakers or facilitate a conversation.”” (Brooks, 1) Is it different yes, but it can make virtual learning ten times better. But then again you have camera phones that do video calls which can build relation, but does it take away from the relationship part that you should have in class settings? It’s a fifty percent that video relations can ease some students into being interactive and then it can also hurt a students social interaction also.

If higher education was fully virtual learning it would take away the experience of college life on campus. It would be cheaper in some aspect, but it would break the tradition that most students look forward to when graduating college. Without having a social life in school, it can possibly hurt the student’s academics which “social isolation shows up as a main reason for students to withdraw from their studies.” (Eye, Page 1). Academics are a big part of school, but students look for a social interaction also, it makes school fun for students but without that it’s just boring! Imagine teachers trying to make class assignments fun through virtual learning and then imagine teachers doing a fun assignment in person class, it’s a major difference and every class needs that social interaction.

A big consideration that we must take in consideration is students with learning disabilities. It’s already an obstacle for those students to learn in class, so to put them on virtual could be very hard. In a study students were asked how their attention level was while doing virtual learning and most said “they were distractible and had difficulty focusing on what they were doing” (N. Hollins, A. R. Foley,612) Imagine students that have ADHD who have trouble staying focus and now they are forced to do virtual learning which is low support for them. For professors it can be hard because how do they get the attentions of their students who need it the most through virtual? In some aspect’s students will get distracted by just a color or too much words on a computer screen, which it can make pretty hard for a student to focus. Virtually it would be a failure for any student to strive.

It’s not impossible for complete virtual learning, but it can be if all students from aspects aren’t accommodated. When thinking virtual learning you must take a lot of things into consideration like, finances, learning disabilities, dead zones, and social interactions. It is a long way to go before learning will ever be fully virtual. 

 

Annotated Bibliography

 

Wang, Y., & Decker, J. (2014). Can virtual schools thrive in the real world? TechTrends: Linking Research & Practice to Improve Learning, 58(6), 57–62. https://doi.org/10.1007/s11528-014-0804-z

Hollins, Nancy, and Alan Foley. “The Experiences of Students with Learning Disabilities in a Higher Education Virtual Campus.” Educational Technology Research & Development, vol. 61, no. 4, Aug. 2013, pp. 607–624. EBSCOhost, doi:10.1007/s11423-013-9302-9.

eye, nikki. “Online Learning in the Time of COVID-19: What Are the Pros and Cons?” Scholarship America, 4 Aug. 2020, scholarshipamerica.org/blog/online-learning-in-the-time-of-covid-19-pros-and-cons/.

Brooks, A. (2019, January 14). Breaking down the pros and cons of online classes. Retrieved April 27, 2021, from https://www.rasmussen.edu/student-experience/college-life/pros-and-cons-online-classes/

 

 

 

 

 

 

 

 

 

Major Project #4: The Struggles of Adapting to Online Learning Amidst a Global Pandemic

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Dagny Haim

Professor Weaver

English 1102 Section 330

27 April 2021

Why has online learning been a struggle for students to adapt to during COVID-19?

Introduction

The development of COVID-19 across the world has caused widespread panic amongst students and teachers. Many were scrambling to transition to online learning as quickly as possible, which caused a lot of stress for education everywhere. With online learning, a lot more independence and self-motivation became necessary for students to get their work done. The days of being monitored by teachers and communicating closely with peers were over, at least for a period of time. 

Discussions

Over a year ago, the CoronaVirus pandemic initiated a worldwide shutdown, which included the shutdown of educational institutions. Eventually, schools and colleges were able to swiftly change their curriculum to fit a virtual learning experience. With resources like Zoom, a group video call service, teachers were able to adapt their lectures to an online platform. International web companies started to offer free services for education purposes, according to the article, “The COVID-19 pandemic has changed education forever. This is how.” It also shows a graph of worldwide school closures from February 2020 to March 2020, featuring 1.38 billion closures at the end of March. Authors Cathy Li and Farah Lalani say that “[w]hile some believe that the unplanned and rapid move to online learning – with no training, insufficient bandwidth, and little preparation – will result in a poor user experience that is unconducive to sustained growth, others believe that a new hybrid model of education will emerge, with significant benefits” (Li and Lalani). They discuss the differing opinions on how a rapid switch to online learning could affect the future of education. It could negatively affect an entire year’s worth of education for those in school, but it could also jumpstart an entirely new format of learning online. After mentioning the struggles of online learning for those who do not have reliable access to technology, they say that “[s]ome research shows that on average, students retain 25-60% more material when learning online compared to only 8-10% in a classroom. This is mostly due to the students being able to learn faster online; e-learning requires 40-60% less time to learn than in a traditional classroom setting” (Li and Lalani). When students are allowed to work and learn at their own pace, there is significant improvement in grades and material retainment. 

A different article that disputes Li and Lalani’s conclusion that students are able to learn better online is “Students are falling behind in online school. Where’s the COVID-19 ‘disaster plan’ to catch them up?” The article starts by telling the story of a 14 year-old freshman named Ruby, who is struggling to motivate herself to stay onboard with e-learning. Author Erin Richards explains that “[v]irtual learning might be keeping Ruby, 14, and her family safer during a public health crisis. But it has made it exponentially harder for her to stay motivated and learn. Her online classes are lecture-heavy, repetitive and devoid of student conversation” (Richards). Being a high school freshman is notoriously difficult as it is, but adding a new layer of an entirely new change to the way students are learning sounds outstandingly stressful. The article states that about half of students in the United States are still only attending online classes (Richards). Richards reinforces the topic of under-privileged schools mentioned in the previous article when she says that “[t]he consequences are most dire for low-income and minority children, who are more likely to be learning remotely and less likely to have appropriate technology and home environments for independent study compared with their wealthier peers. Children with disabilities and those learning English have particularly struggled in the absence of in-class instruction” (Richards). On average, students might be able to handle the stressors of learning online, but there are obviously a few stragglers, as pointed out in this article. 

A research study conducted by Georgia State University professors came to a similar conclusion about how COVID-19 has impacted education in today’s world. Most articles about the changes in education in 2020 featured more information about grade schools, but this research study broadens a reader’s perspective on how CoronaVirus has affected all academic levels. Once again, this study is also keen on reiterating the unfortunate fact that not all students have reliable access to technology by saying that “[t]he best tools can be in place, but without equitable access by all students to the tools, adequate preparation time and training for faculty, and the adaption of existing curricula, or the development of brand-new course syllabi, it will be difficult to replicate the in-person learning experience, online” (Armstrong-Mensah, et al.). Going further into the study, the researchers explain their scientific process of gathering information on GSU’s student body. According to their tables, one hundred percent of students they interviewed had some sort of access to technology, which made their transition to e-learning much easier. The study also mentions resources that Georgia State has offered to students during these difficult times, including wifi hot-spots and pre-recorded lecture capabilities. Another statistic deemed important by the study was that thirty percent of students preferred synchronous learning, because it allowed direct communication with their instructor and peers. On the other hand, the transition to online learning made the academic workload more strenuous for sixty percent of students. Contrasting to the second article, GSU’s study states that a little over half of interviewed students said they were able to stay motivated for their online classes (Armstrong-Mensah, et al.). 

Conclusion

There are many differing opinions on how COVID-19 has affected the transition to online learning. Some believe that the development of remote education can allow for more technologically advanced education services in the future, which could make things easier for both teachers and students. On the other hand, students who had to learn how to adapt to e-learning may struggle with motivation for extended periods of time, which can affect their futures.

Works Cited

Armstrong-Mensah, Elizabeth, et al. “COVID-19 and Distance Learning: Effects on Georgia 

State University School of Public Health Students.” Frontiers In Public Health, Georgia 

State University, 18 Aug. 2020, www.frontiersin.org/articles/10.3389/fpubh.2020.

576227/full. 

Li, Cathy, and Farah Lalani. “The COVID-19 Pandemic Has Changed Education Forever. This Is 

How.” World Economic Forum, 29 Apr. 2020, www.weforum.org/agenda/2020/ 

04/coronavirus-education-global-covid19-online-digital-learning/. 

Richards, Erin. “Students Are Falling behind in Online School. Where’s the COVID-19 ‘Disaster 

Plan’ to Catch Them up?” USA Today, Gannett Satellite Information Network, 13 Dec. 

2020, www.usatoday.com/in-depth/news/education/2020/12/13/covid-online- 

school-tutoring-plan/6334907002/. 

Research Project: The Switch to Asynchronous Learning

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            Recently, college students got a glimpse of online school due to the pandemic. The trend of asynchronous online school has already been growing in recent years but came to an unexpected climax throughout the 2020-2021 school year. Of course, due to the pandemic, learning online was not necessarily a choice for a lot of students. It is important to talk about this topic because going forward, more students will choose asynchronous online college considering the many benefits including reduced cost and more flexibility.  

            A major benefit of online college is the reduced total cost. Not only is tuition cheaper, but also take into account the immense cost of living, food, textbooks, transportation, etc. College is costly and not everyone can manage to pay for it. Recent statistics from the US Federal Reserve show that there are “44.7 million Americans with student loan debt” (Student Loan Hero). Online college provides students with the opportunity to receive a degree and education without having to spend a substantial amount that leads to student debt. Many students rule out online school because they suppose they won’t receive a valuable education, but in reality, according to the article “Is Attending College Online Cheaper Than Traditional College” written by staff members on Best Value Schools website, there’s “really no correlation between the costs of a degree and quality of education (Best Value Schools).” The quality of education depends on the student’s determination and how much work they’re willing to put in. 

            According to US News, the availability of financial aid for online college varies. This could potentially be a drawback for some, but luckily Emma Kerr, author of the article “What You’ll Pay for an Online Bachelor’s Degree,” emphasizes how online colleges have been “adding institutional aid in recent years, even creating scholarships specifically for online students” (Kerr). According to U.S. News and World Report, an online bachelor’s degree from a private college costs $488 per online credit hour, while also charging $1,240 per credit for on-campus (two and a half times as much). The most inexpensive route would be to take classes at an exclusively online program. Brandon Swenson wrote the article “Online College Tuition Comparisions: Online vs. In-Person” back in November to contrast the tuition costs for different learning styles. Schools solely offering online courses have fewer expenses because, as Swenson says, they “require fewer buildings to operate, and do not employ nearly as many staff members that traditional colleges rely on” (Swenson). These less expensive tuition costs result in saving thousands of dollars. Although the amount of money you save depends on what college you are enrolled in, online college is still cheaper than traditional face–to–face learning. 

           A significant perk of asynchronous online college is the additional flexibility. Recent studies from the US Department of Converse show that approximately 80% of part–time college students are employed. Carrying a workload on top of classes leaves students with limited time to complete assignments and to study. The article “What the Shift to Virtual Learning Could Mean for the Future of Higher Ed” written by Vijay Govindarajan and Anup Srivatsa goes in depth about how online college could affect not only students, but colleges as well. Online college allows students to learn and work “at their own pace and place” (Govindarajan and Srivastava). Each and every student has their own unique capacities and  asynchronous online classes allow students to construct their learning around what works best for them. For example, some students work better later in the day and with an asynchronous online school, they can do their work when it best suits them. This flexibility ultimately leads to preserving information better and creating greater results.  

 

Link for the statistics of employed students: 

https://nces.ed.gov/programs/coe/pdf/coe_ssa.pdf 

 

            Traditional face–to-face college classes often move at a fast pace, leading students to quickly shift into new topics before fully comprehending the previous ones. This adds levels of stress to students and according to U.S. News, people ages 18 through 23 “reported education as their most significant source of stress” (Kerr). During the article “Stress in College Students: What to Know,” Kerr goes on to renounce the effects of stress by saying how “heightened chronic stress can become unhealthy and lead to serious long-term health and social consequences” (Kerr). Online college permits students to grasp concepts at their own pace, which provides the student with a more fully comprehensive understanding of a topic. Allowing students to work at their own pace essentially leaves students with an enhanced understanding, less stress (aka healthier), and improved grades.  

            Due to the pandemic, students everywhere have received a taste of what online school, specifically college, feels like. Moving forward, the number of students enrolled in asynchronous online college will increase due to the benefits in both cost and flexibility. Online college primarily benefits students with busy schedules and students who are not willing to spend a vast amount of money. Some students prefer remote learning while others do not. It is not for everyone. Although many students are eager to return face to face after the pandemic, many students have also found a liking for remote learning. Students got a sample of what online school is like this past 2020-2021 school year. They were “forced” into an online learning style because of the pandemic, but this introduced many to a new learning style that better fits their needs and a style that they prefer.  

 

 

  

Works Cited 

Govindarajan, V., & Srivastava, A. (2021, February 01). What the shift to virtual learning could mean for the future of higher ed. Retrieved April 27, 2021, from https://hbr.org/2020/03/what-the-shift-to-virtual-learning-could-mean-for-the-future-of-higher-ed# 

Is attending college online cheaper than traditional college? (2021, April 09). Retrieved April 27, 2021, from https://www.bestvalueschools.com/faq/is-attending-college-online-cheaper-than-attending-a-traditional-college/ 

Kerr, E. (2020, January 14). What you’ll pay for an online bachelor’s degree. Retrieved April 27, 2021, from https://www.usnews.com/higher-education/online-education/articles/what-youll-pay-for-an-online-bachelors-degree 

Kerr, E. (2020, October 26). Stress in college students: What to know. Retrieved April 27, 2021, from https://www.usnews.com/education/best-colleges/articles/stress-in-college-students-what-to-know 

Swenson, B. (2020, November 19). Online college tuition comparison: Online vs. in-person. Retrieved April 27, 2021, from https://www.grantham.edu/blog/online-college-tuition-comparison-online-vs-in-person/ 

U.S. student loan debt statistics for 2021. (2021, January 27). Retrieved April 27, 2021, from https://studentloanhero.com/student-loan-debt-statistics/#:~:text=The%20most%20recent%20data%20indicate,delinquent%20or%20are%20in%20default. 

 

 

 

 

 

Research Project: Schools and Programs design for first-generation students.

Posted on by

Thomas Munoz Vasquez

English Composition II

Research Project 

04/27/2021

First-generation students are considered to be those who don’t have parents with any type of higher education, “About 20 percent of all undergraduate students in colleges and universities around the United States were first-generation college students in 2015(Accredited Schools Online)”.  The amount of first-generation students attending college is significant. Their experience might be overwhelming for some of these students, making us question the schools and programs that serve first-generation students to help them succeed in college.

There are various universities for first-generation college students; they provide different options for the careers these students would like to specialize in. In the article “The best colleges for first-generation college students” provide us with a bit of narrative about a first-generation college student who earned her bachelor’s degree with the help and support of Cornell University. “They work closely with undergraduate admissions to recruit students from the underrepresented groups. (The best Colleges)” it also provides a financial aid for these groups, including first-generation students. This university is an excellent example of many others giving different programs and opportunities for first-generation programs; many of these universities have financial aid programs since most first-generation students come from low-income or middle-income families. 

While many universities have programs for first-generation students, they all have a different way to help them succeed. Trinity University is an example; they provide financial resources and any other resources a student could face in this stage but what made them stand out is The allies program. “Allies… implemented an early move-in program that allowed first-generation… students to move in one day before the rest of the students. (The best Colleges)” it allows students and parents to navigate the campus’s different opportunities, such as health services, counseling, and more. It also allows the student to get more comfortable around campus to lessen the stress for the student. 

“89 percent of first-generation college students that come from low-income households leave college after six years without completing their degrees(Accredited School Online)”. The little guidance and college lifestyle is challenging for first-generation students and can be challenging for universities too. Texas Tech University focuses on increasing the graduation rates for first-generation students with the PEGASUS program. It “seeks to make the transition for first-generation students successful by assigning first-year students a mentor(The best Colleges).” it is a helpful program because it provides the students with somebody who can help them surpass many of the challenges. Still, it also can help them to develop relationships in college. 

Caring for these students is what makes Colorado State University a good option for first-generation students. It has the First Generation Award created to encourage students to attend college and promote diversity since it nearly enrolls more than 30,000 students a year. What makes it different from others is the end of the year banquet, where many first-generation students are an honor for making it throughout the year. In an interview with Mary Ontiveros, the CSU” vice president, she stated, “The message given is pretty clear: we care about you, we want you to be successful, and we’re here for you(The best Colleges)” and this is something some universities lack to offer; a sense of community for these students.

These are only some of the best universities that provide good support for first-generation students; there are plenty more universities where students can succeed. Encouraging these students is essential for the nation as it helps to amplify educated people into the workforce and increases the opportunities for future generations. A university’s tools to first-generation students demonstrate the diversity in campuses since first-generation students come from different cultural backgrounds and economic statuses. After all, it is up to these students to research and decide what university provides the best for them. Being a first-generation student can be challenging where there is a lack of resources to succeed.

Sources:

“Are You a First-Generation College Student?” Accredited Schools Online, April 15, 2021.

https://www.accreditedschoolsonline.org/resources/first-generation-college-students/

“THE BEST COLLEGES FOR FIRST-GENERATION COLLEGE STUDENTS” The BEST COLLEGE, July 23, 2020. https://www.thebestcolleges.org/the-best-colleges-for-first-generation-college-students/ 

Center for First-Generation Student Success,2020. https://firstgen.naspa.org 

Research Project: International Students and the Orientation Process

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International students

“International students” by UNE Photos is licensed under CC BY 2.0

Orientation is one of the most important resources for a first-year college student. However, in her article, “Taking My Parents to College,” Jennine Capó Crucet argues how college orientation for first-generation students does not fully guide them through their transition period. There is a striking similarity between international and first-generation students regarding college orientation. Due to international students’ presence in the U.S., colleges need to evaluate how the orientation methods provided for these students affect their performance and transition to college.

International students form a significant part of the United States’ student population. In his article, “Challenges of International Students in a University Setting” KiMar D. Gartman states that, between 2011 and 2012, they contributed 21.8 billion dollars to the country’s wealth (1). Additionally, Zi Yan and Patricia Sendall, the writers of the article “First Year Experience: How we can Better Assist First-Year International Students in Higher Education,” mention that 886,052 international students attended United States’ colleges and universities in 2014 (36). Besides their contributions to the country’s economy, these types of students also help improve higher education. According to Gartman, “international students contribute to America’s scientific and technical research and bring international perspectives into U.S. classrooms, helping prepare American undergraduates for global careers” (“Economic and Social Impact” qtd. in Gartman 1). This quote from the Institute of International Education shows that foreign students nourish American classrooms with their international input. In such an interconnected era, preparedness for global careers is crucial for both undergraduate and graduate students.

Despite the many benefits that international students present for the United States, they still face several challenges during their transition. In his article, Gartman seeks to reveal what those challenges are and how universities could better address them. He expresses that the five major areas where international students struggle are social life, cultural adaptation, language proficiency, academics, and finances (1). Out of those five areas, social life, cultural adaptation, and language proficiency constituted 68% of the students’ concerns (Gartman 3). Since international students do not speak English as their primary language, language proficiency takes place as one of the most significant challenges for them. However, this linguistic struggle leads to social and cultural challenges. Due to their concern/fear/shyness of speaking a secondary language, international students have difficulty socializing with their American peers, leading to cultural misunderstandings and possibly stereotypes. Gartman and other scholars argue that orientation and other activities oriented towards international students are the solutions to these students’ challenges.

Although a better orientation program for international students seems to be the solution for their problems, many universities have not implemented such programs. In her essay, Crucet expresses that “while [her] college had done an excellent job recruiting [her], [she] had no road map for what [she] was supposed to do once [she] made it to campus” (3). Many international students experience the situation portrayed by Crucet’s story. Colleges and universities advertise themselves and attract international students, but they do not fully meet their needs regarding assistance in the transition process. Transitions can be tough, especially when students leave family and friends to move into a completely new environment. Higher education institutions have decided to tackle the struggles that transitions bring with “college orientation.” For this reason, it is crucial to explore the effect (if any) that orientation programs have on international students’ academic performance and transition to college.

As stated before, most U.S. universities do not have special orientation programs directed towards international students. However, some institutions have developed these kinds of programs to assist their students’ needs better. In his article, “Rolling Out the Welcome Mat,” Michael Polito presents the procedures that the Fordham University in New York City implemented to assist their Fall 2012 international students during their transition. Polito discusses how the university created “The Global Transition Program,” which “offered a full week of events designed to help [international] students adapt to anything that might be unfamiliar, from academic expectations to the metropolis in which Fordham sits” (30). This program implemented at Fordham University focused on international students’ cultural and social adaptation, which are two of the biggest challenges for them. The result: fewer students dropped courses in Fall 2012 than any other Fall semesters, and zero international students were identified in an English course above their level (Polito 31). “The Global Transition Program” used by Fordham University proved that a specialized orientation program for international students helps them have a smoother transition and face the different struggles that this presents.

With Fordham University’s example, it would be accurate to conclude that an orientation program directed towards international students helps their transition to college. However, the effect of such a program on their academic achievement must be observed. In their article, Yan and Sendall study a First-Year Experience (FYE) course implemented in a Catholic Liberal Arts college that focuses on international students. The study showed that this orientation course helped the students “learn a lot about college, feel more comfortable communicating with their professors, adjust to American culture and to the American classroom, and to make more friends and understand more about themselves” (Yan & Sendall 39). In general, this specialized program also helped international students have a better transition to the college environment. However, “students reported that they did not feel that the FYE course helped their academic performance directly” (Yan & Sendall 43). In other words, although an orientation program highly benefited international students’ transition, their academic performance was not improved according to this study. Dr. Meltem A. Güvendir conducted a similar study in her article, “The Relation of an International Student Center’s Orientation Training Sessions with International Students’ Achievement and Integration to University.” Overall, Güvendir came to the same conclusions as Yan and Sendall: international students who participated in more specialized orientation sessions were more integrated into the university (Güvendir 852). Nonetheless, as Yan and Sendall concluded in their study, students’ participation in these orientations did not have a noticeable impact on their GPAs (Güvendir 852).

After the previous discussion, it is precise to state that orientation programs play a significant role in international students’ transitions. According to Yan and Sendall’s and Güvendir’s study, these types of orientations do not seem to have a direct effect on the student’s academic performance. However, all the researchers agree that specialized orientation programs help improve international students’ transition and integration to college. Although these orientations do not directly affect the students’ GPAs, they do improve their academic performance as they help lower the dropout rates. Finally, due to the improvement in international students’ integration, these programs may have a positive long-term effect on their academics.

 

Works Cited

Capó Crucet, Jennine. “Taking My Parents to College”. The New York Times, 2015, https://www.nytimes.com/2015/08/23/opinion/sunday/taking-my-parents-to-college.html.

Gartman, KiMar D. “Challenges of International Students in a University Setting.” Journal of Adult Education, vol. 45, no. 2, 2016, pp. 1-7. ProQuest, https://search.proquest.com/scholarly-journals/challenges-international-students-university/docview/1870958282/se-2?accountid=11226.

Güvendir, Meltem A. “The Relation of an International Student Center’s Orientation Training Sessions with International Students’ Achievement and Integration to University.” Journal of International Students, vol. 8, no. 2, 2018, pp. 843-860. ProQuest, https://search.proquest.com/scholarly-journals/relation-international-student-centers/docview/2067965125/se-2?accountid=11226, doi:http://dx.doi.org/10.5281/zenodo.1250385.

Polito, Michael. “Rolling Out the Welcome Mat.” BizEd, vol. 12, no. 3, May 2013, pp. 30–31. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=a9h&AN=87467412&site=ehost-live&scope=site.

Yan, Zi, and Patricia Sendall. “First Year Experience: How we can Better Assist First-Year International Students in Higher Education.” Journal of International Students, vol. 6, no. 1, 2016, pp. 35-51. ProQuest, https://search.proquest.com/scholarly-journals/first-year-experience-how-we-can-better-assist/docview/1783942543/se-2?accountid=11226.

Research Project: The Struggles of First-Gen College Students

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There has long since been immense difficulty for first-generation college students to attend and complete higher education. These students must forgo the application and education process with little to no assistance from family because they are the first person in their family to do so. This issue was discussed in one of the article choices for the SAR assignment, “I’m one of the first in my family to attend college. Here’s how I got there” by Ronnie Estoque.

While the application process is a massive hurdle for these students, completing their education on time is even more difficult. According to EAB, about 66% of regular students are on track to graduate after three years in college. Comparatively, only about 48% of first-generation students are on pace to graduate at the same point in their education. While the difference in these percentages may seem relatively small, they may reveal a difference of tens of thousands of students because of how large the college student population is. We must assist these students in completing the application process suitably and on time.

The number of struggles first-generation college students face is immeasurable and varies from person to person. Nevertheless, there is a multitude of trials that a large portion of these students face. The University of Southern California published an article discussing these struggles. One of the struggles examined is a “lack of knowledge of existing resources” (First-Gen & Common Struggles). Because these students don’t typically have easy access to information like scholarships and the benefits of higher education, they might believe college is unnecessary or unobtainable. The only way to combat this is to provide as much information about higher education as possible to these students. Another common struggle outlined by the USC article is immense self-doubt. Because these students are the first people in their family to attend college, they feel extensive pressure to succeed and quickly become overwhelmed. To combat this, peers and family members can use words of encouragement to show the student they are doing well. Although this may seem insignificant, it can go a long way.

Another vital struggle outlined in the article stems from parental hardship. In some instances, parents have a hard time letting their children go. Thus, they will try their hardest to keep their kids close to them, even if it means stifling their dreams of obtaining higher education. One way to combat this is to set boundaries with parents, ensuring that students have primary control over their futures. It is imperative for these parents to “realize that college is a time for self-growth and reflection” (First-Gen & Common Struggles). The final struggle discussed in the article details another struggle parents typically face. Because they must now deal with “changes in family structure, [navigation of] higher education, having trouble locating campus resources, and being involved in [their] child’s education” (First-Gen & Common Struggles), they too can become overwhelmed and feel helpless. The best way to assist parents in this situation is to provide them with a support group capable of assisting throughout the transition. As demonstrated in this article, both students and their parents fight through struggles when entering the realm of higher education for the first time. Luckily, organizations like Bottom Line and the First Generation Foundation are determined to assist first-generation college students and their families.

Looking at this issue through the lens of a former first-generation college student, it becomes even more explicit how prevalent these struggles are. Linda Banks-Santilli, a current associate professor of education, discusses her thoughts on the adversities of first-generation students in her article, “Living a double life.” Like the article by USC, Santilli mentions the hardship within a family that occurs in this situation. What’s interesting is she believes some students “come to develop two different identities – one for home and another for college” (Santilli). She suspects this stems from a disruption in the family dynamic, causing the child to feel alienated and lost. Because they have grown up living with a particular set of standards and way of life, this change brings about a significant “shift in identity” (Santilli) that some students are afraid to show to their family.

According to Santilli, the most lacked resource of first-generation college students is professional mentoring. Because a significant portion of these students come from low-income households, they are forced to work regular jobs and rely on federal aid and scholarships to pay for college instead of taking a professional internship. Furthermore, these students typically fill out their financial aid applications and often struggle due to a lack of knowledge of their family’s financial information. This, coupled with technologically challenged parents, prevents students in need from acquiring scholarships and aid that would enable them to take internships instead of menial jobs.

Possibly an even more significant challenge is that first-generation students typically lack the confidence to come forward and ask for assistance. The stigma of being a first-generation college student creates an environment in which these students’ “background is viewed as a deficit rather than a strength” (Santilli). This environment quickly stifles and suffocates students, pushing them to feel as though they have no support network. Furthermore, these students are typically discriminated against because of their racial and/or ethnic background. Because of these issues, it is understandable why first-generation students are scared to ask for help. Colleges must work harder to create an environment in which these students feel safe and comfortable for them to succeed. Santilli stresses this point in her article, stating that colleges must “redesign their institutional cultures, teaching practices, and academic support services to be more inclusive of first-generation college students” (Santilli). Furthermore, Santilli suggests that administrations hire more former first-generation college students as professors to create a proper support network for incoming first-generation students. It is extremely helpful for these students to have a resource in professors that have experienced the same hardships and succeeded. They are also living proof that there’s light at the end of the tunnel.

This issue isn’t new, nor is it going away any time soon. In a society where a college education is becoming commonplace, we must provide all students with equal opportunities and resources to properly obtain an education and succeed in a college environment. Most of these students have poured their hearts into having a successful academic career; it is time for us to show them their work has paid off.

 

Work Cited

Banks-Santilli, Linda. “Struggles Many First-Generation College Students Face.” Greatschools.org, 10 Feb. 2017, www.greatschools.org/gk/articles/struggles-first-generation-college-students-face/.

Eab. “7 Fast Facts about Your First Generation Students.” EAB, 15 June 2020, eab.com/insights/daily-briefing/student-affairs/7-fast-facts-about-your-first-generation-students/.

“First-Gen & Common Struggles > First Generation College Students at USC > USC Dana and David Dornsife College of Letters, Arts and Sciences.” First Generation College Students at USC > USC Dana and David Dornsife College of Letters, Arts and Sciences, USC Dornsife, dornsife.usc.edu/first-generation-college-students-at-usc/what-are-first-gen-common-struggles/.

Research Project: Future of Digital Education

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Research Project – English 1102

Name: – Pranav Chandiramani

Professor: – Dr. Rebecca Weaver

Date: – April 27, 2021

 

                The world has become an epitome of new inventions and change. When the worst ever Coronavirus pandemic hit the planet, a series of sudden changes had to be adopted by the whole world. The major change that affected the educational environment all over the world was the shift to the online mode of learning. This online learning method had begun to exist since this decade, but it was not in great use compared to attending classes in person. The main argument of this essay is to discuss the future of the online mode of learning. With the whole world implementing this method at present, the online mode of learning has some major advancements upcoming in the near future which may question the preexisting in-person or face-to-face method of learning. The Article “Pivot to Online: A Student Guide” by Sean Michael Morris relates to my area of discussion as it tells us more information about how the change from in-person to online learning happened and tries to prepare the students and teachers to adapt to the online method of learning for the years to come.

                When we talk about the future of digital education, the first thing that comes into the limelight is the word digital. The advancement in technology has been the greatest and the fastest in the history of humanity, the majority of students have access to devices such as laptops and smartphones to make their learning advanced. With this being stated, digital learning involves almost negligible in-person interaction among teachers and students. Digital systems have been already implemented into the whole educational ecosystem since computers have come into the affordable technology bracket. Every instant a wide variety of software enhancements are being implemented on computers all around the world and if we use it to form different techniques of approaching digital learning, then the future of digital learning is very radiant and compelling. George Veletsianos is Canada Research Chair of Innovative Learning and Technology and Associate Professor at Royal Roads University. George has also been developing online learning platforms since 2004. George in his book ‘Learning Online: The Student Experience’ states that “Recent researchers have identified artificial intelligence, virtual and augmented reality, and high-fidelity simulations as the technologies that seem most likely to have a future impact on online learning, which I imagine will soon be joined by a variety of other technologies that have not yet been developed.” (George Veletsianos. Learning Online: The Student Experience). This tells us that the future will be improved by inculcating these advanced technological achievements into digital learning which would have a great potential to engage students to opt for the online learning medium.

Another aspect of advancement in the future of digital learning is MOOCs known as Massive Online Open Courses. The MOOCs were introduced around the year 2008 and gained high momentum by 2012, these are free open courses accessible to anyone in the world with a computer and an internet connection and provided excellent classes taught by professors of highly credited universities like Harvard and Stanford. Since the concept of MOOCs, many individuals have taken classes on the platform and obtained certification which has helped them to advance their knowledge and career. The authors Patel and Fay of the book ‘Online Learning: An Educational Development Perspective’ encourage the ideology of implying that some technological advancement is beneficial to be put to use for teaching and learning. The authors mention that “Over the next decade, the shape of higher education globally will change irrevocably. A range of contemporary and innovative learning environments will mostly be superseded by the type of industrialized, online model of mass education imagined, especially at the undergraduate level.” (Patel, Fay. Online Learning: An Educational Development Perspective). The following statement provided by the author tells us that the MOOCs which are the online model of the mass educational environment have changed the way online learning was and has shaped a better future for it. The Major plus points which the online mode of learning has is that it reduces the cost for getting knowledge by a very high percentage and that it can be accessed by anyone in the world who wants to do it. Another advantage is that it may end up saving a lot of travel time for the students and teachers.

The flexibility provided by online learning makes it way more convenient to pursue than the traditional way of conducting classes. Students get to learn how to manage their time more efficiently with the flexible schedule of the digital learning method. For a person who is working part-time or full time, flexible schedules of online learning make it possible for them to learn and gain knowledge and help them to get advanced positions at their jobs or better jobs overall. The authors of this article ‘The future of online teaching and learning in higher education’ have research interests in online learning, MOOC’s and E-Learning and provide useful information in their article. Their article mentions “In addition, as bandwidth increases with the next-generation Internet technologies and capabilities, simulation and gaming tasks that online students engage in will be more realistic and authentic.” (Kim, Kyong-Jee, and Curtis J. Bonk. The future of online teaching and learning in higher education). The authors put forward the ideas of gamification and interactive learning, which can be a great boon in the future of online learning if these strategies are implemented. Gamification will be the ideology in which the students will be enabled to learn the content by playing interactive games developed by the new generation programming algorithms. With such strategies put in use, the future of online learning holds something very great for the time to come.

                One can conclude from this research that there is a luminous future for digital learning and that it may change the education system for the good. This research also stated how advanced technology and software would play a major role in uplifting digital learning and the way it will be beneficial for the student’s personalized learning experience.

 

 

Work Cited: –

 

George Veletsianos. Learning Online : The Student Experience. Johns Hopkins University Press, 2020.

https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=2266286&site=eds-live&scope=site&custid=gsu1&ebv=EB&ppid=pp_158

 

Patel, Fay. Online Learning: An Educational Development Perspective. Nova Science Publishers, Inc, 2014.

https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=801984&site=eds-live&scope=site&custid=gsu1&ebv=EB&ppid=pp_161

 

Kim, Kyong-Jee, and Curtis J. Bonk. “The future of online teaching and learning in higher education.” Educause quarterly 29.4 (2006): 22-30.

http://faculty.weber.edu/eamsel/Research Groups/On-line Learning/Bonk (2006).pdf

Helping first Generation Students feel like they belong and provide them with resources to support them throughout college.

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First generation students today are faced with academic, financial, and cultural challenges, even as a college education is ever more necessary for career achievement. The purpose of this research project is to not only investigate the challenges of first-generation students, but provide solutions, resources, and policies that protect and support them. In class, we were assigned to read, “Taking My Parents to College” by Jennine Capo Crucet. This author was a first generation student who shared their experience of their freshman of college. This article argument was there was a lack of support and resources for first generation students which can cause some students to quit school, take longer to graduate, or them to work harder than any other student. This was an eye opener to the reality of college experiences with first generation students. My father was a first-generation college student who struggled to stay afloat financially and academically which lead him to take longer to complete his degree. I want to learn more of the challenges of first-generation students and how to provide them with more resources for them to be successful in all aspects meaning financially, academically, and culturally.

Who are first generation students? First generation students can come from families with low incomes or from middle- or higher income families without a college-going tradition. There are different situations that create stops the college-going tradition. At times, some students are under family pressure to enter the work source right after high school. Some students do not know what their option are regarding higher education.  (College Board ) First generation students may miss the “hidden curriculum” of policies, procedures, and processes which can make navigating, belonging, and succeeding a challenge. (Felix )

 With the issue of unemployment rates increases, I believe that decreases or solving the challenges that first-generation students face by giving them support and resources. This can positively affect the economy by providing a higher educated individuals to get the more rigor jobs. This also makes it less likely for one to be low income by providing them with the education and possible connections to get a high paying job. For example, if a first-generation student attends Aurburn University and graduates in finance. Graduating from Auburn makes you apart of their alumni and this creates more opportunities in your career field.  My research paper should not only bring awareness to the challenges of being a first-generation student but give advice, support, and resources to bring financial, social, and academic relief.

Elliot Felix is the founder of the Brightspot strategy who help institutions improve the experience for students, faculty, researchers, employees, travelers, fans, and visitors alike. This article is providing five ways to better support first-generation students and an understanding of the first-generation student’s journeys. He uses statistics from The Center for First-Generation Success and National Center for Education Statistics to find the issues or challenges statistically to find solutions for. Also, he provides key resources as well as five things institutions can do to improve the student journey-based finding from Brightspot’s Student Experience Snapshot. The Snapspot is a online survey that provides a complementary way to understand the first generation student experience holistically and with enough details to inform institutions on how to improve.

“According to NASPA and the National Center for Education Statistics, compared to continuing generation students, first-generation student’s six-year graduation rate is 2.5x lower, their median parental income is 45% lower, their median hours of employment are 1.6x higher, and they are 24% less likely to use academic advising and are 23% less likely to academic support services.” (Felix) The author gives this statistic to make the reader aware of how first-generation students struggle to not support themselves financially but are not provided the academic advisement even if they are low income. These students lack the parental financial support as their parents have a lower income which should make them qualify for financial aid. A lower percentage of first-generation students made use of academic advising services, health services, and academic support services than continuing-generation students. “By focusing on belonging, service navigating, student projects, technology, and facilities, institutions can improve first- gen experience and outcomes like persistence and completion.” (Felix).

In Brightspot snapshot, first-generation students rated their experience significantly less positively than their continuing generation peers when it comes to “belonging to a group I identify with”. An example of creation cohorts and networks that build belonging and community for first generation students are Duke University’s LIFE( Low Income First-Generation Engagement) which creates and provides a community space, resources, and advocacy for students on Duke’s campus who identify as first generation and/ or low income. This helped increased the first-generation graduation rate from 41 percent in 2012 to 62 percent in 2018. (Felix)

 College Board is the nation’s largest college- going organization, helping millions of students navigate the transition from high school to college each year through programs like the SAT, AP, and BigFuture. On their website, there is an article on how to counsel first-generation students about college. This provides strategies on how to win scholarships, find the right colleges for you, organization who offer support, information on how college will be like,and get special help with college applications as they would be foreign to not only you but your family as well. In articles, it says that that first generation students have little exposure to the complex college planning process and have minimal knowledge of what education requirements are need for certain professions. First, this student would want to understand their interests and abilities and connect them to a career and higher education options. One can complete this task but conducting aptitude assessments, self-assessments, self-reflection, speaking to different individuals in different career paths, etc. This is important because this can ensure that the student not only want to pursue higher education but has the self-identity and awareness to seek out scholarships that fit their image of what they want to be. (CollegeBoard)

Also, this can build the student academically pushing them to take classes geared in their wanted major and strengthen their weaknesses. When discussing college options with these students, its is important to look at the different types of colleges to choose the one best suited for you. Encourage the student to visit colleges and take advantage of college fairs and information nights. Students’ preconceptions that they can not afford college can easily get full scholarships, grants and financial aid. Some colleges even seek out first-generation students to provide them with the opportunity to join their college free of charge.

It is very important  that students and families know not to pay anyone to help find scholarships, fill out the FAFSA or handle any other aspect of financial aid process.  Students should to informed about what college will be like . They can attend web seminars or youtube videos. Its important for them to know of the support systems on campus to use to their extent and that they are free through their tuition fees. Encourage them to seek out these on campus resources and programs.First generation student from families with low income may qualify for waivers of test fees and college application fees. Students should also apply for research programs for first-generation and other at-risk students such as AVID, CollegeED, Talent Search, Upward Bound, Urban League, and summer bridge programs. This would not only introduce students on how college works, job opportunities, and scholarships, but provide them with more resources to navigate college better. (CollegeBoard)

As a first generation student, Standlee provides advice on her to better first-generation college experience it ensure i runs as smoothly as possible. She uses her mistake and faults to provide multiple solutions to different scenarios. Building a mandatory introduction to college life or first-year experience element into the curriculum is very helpful to first-generation students ” I recommend that they consider the following: provide appropriate support, be transparent in the classroom, teach study skills, organize students into groups, develop personal relationships, engage parents, facilitate connections, fight invisibility, and keep an open mind. “(Standlee) 

In conclusion, first-generation college students can’t rely on advice from college-educated parents about navigating college life. They are usually not familiar with the details of college life, academic resources and social expectations, so they can need guidance( Standlee). Institutions can provide such support in the form of writing centers and tutoring centers, but it is essential to build those into the core curriculum to avoid stigmatizing first-gen students alone. Faculty members and advisers can play a huge role in the lives of all college students. For first-generation students, they may be the most significant connections that they will make when it comes to academic success. These faculty member and advisers can make major opportunities for them in their wanted career field  or even provide internships to improve the likelihood of getting a job straight out of college graduation.  College leaders and faculty members, including those who are first generation themselves, play a role in the development of policies and practices to help them deal with those challenges.

Sources 

College Board. “First-Generation Students.” Education Professionals, 21 Feb. 2017, professionals.collegeboard.org/guidance/prepare/first-generation.

Felix, Elliot. “How to Improve First-Gen Student Experience at Higher Ed Institutions.” Brightspot Strategy, 6 Apr. 2020, www.brightspotstrategy.com/first-generation-student-experience-higher-education/#:~:text=A%20second%20way%20is%20to,lower%2C%20their%20median%20hours%20of.

Standlee , Alecea. “Inside Higher Ed.” Policies and Practices to Help First-Generation College Students Succeed (Opinion), 2019, www.insidehighered.com/views/2019/04/11/policies-and-practices-help-first-generation-college-students-succeed-opinion.

Crucet, J. C.  Taking My Parents to College. The New York Times, 2015, August 22 https://www.nytimes.com/2015/08/23/opinion/sunday/taking-my-parents-to-college.html.