Working with rising potential students

Working with Rising Potential Students(At Risk or High Risk Populations)

Nancy Young, Academic AdvisorBethany College

Students are more likely to drop out if they:

• Are male • Are poor• Are the first in their family to go to college (first

generation). • Have delayed entry to college• Earned a GED• Are academically underprepared• Work more than 15 hours per week• Attend their 2nd and 3rd choice institution• Do not become involved in campus life

-(Joslin, 2014)

Students are more likely to drop out if they:

• Do not participate in first year seminar• Are on probation• Are transfer students• Are undecided• Are ESL• Are ethnic or racial minorities• Are LGBT* Many of our students are several of these.

-(Joslin, 2014)

Rising Potential Student Statistics

• Between 31-45% of students are first generation.• Only 26.2% of students who take at least one

remedial course graduate from college.• First generation students graduate at 1/3rd the

rate of students whose parents have college degrees.

• Less than 29% of low-income students graduate.• African American and Latina/o student graduation

rates lag 16-25 percentage points below the rates of Asian Americans and Caucasians.

-(Joslin, 2014)

Rising Potential Students

A 2011 ACT study of high school graduates showed one in four possessed all of the basic skills needed to succeed in college.

-34% failed to meet English readiness standards-48% failed to meet Reading readiness standards-55% failed to meet Math readiness standards-71% failed to meet Science readiness standards

However, 70% of these students went on to college.-(Harding, 2013)

What are the effects of all of these factors for rising potential students?

• These students often rely on others to make choices for them.

• Avoidance is used as a coping skill. Avoiding responsibility, avoiding seeking help and avoiding trying to find solutions to their problems are common.

• Blame – They blame other people for their problems and situation.

• Self regulated coping – They handle situations alone in isolation from all others and do not seek help or assistance. (Ie. Hiding out in the dorm for ten days). -(Harding, 2013)

Additional effects of risk factors on rising potential students:

• They have lower first semester and first year GPAs than their classmates.

• They experience cultural difficulties in the transition; they often feel marginalized.

• They encounter lower faculty expectations and have lower self esteem.

• They are more likely to leave without a degree. -(Darling, 2012)

Jean Anyon StudyQuestion Working Class Middle Class Affluent

Professional Schools

What is knowledge?

To know stuff.Doing pages in a textbook.WorksheetsTo remember facts.

You learn facts and history.Knowledge is something you learn.Smartness

You think up ideas and then find things wrong with those ideas.When you know something really well.Figuring out stuff.

Where does knowledge come from?

Teachers BooksScientistsBoard of Education/Directors

Old BooksTeachers ScientistsKnowledge come from everywhere.You hear other people talk with big words.

People and computersYour headSomething you learn from going places.

Could you make knowledge? If so, how?

No (15)Yes (1)No – BOE or BOD makes

No (9)Yes (11) I would look it up. You make it by listening and doing as you are told. By going to the library. By doing extra credit.

No (4)Yes (16) You can make knowledge if you invent something. I’d think of something to discover – then I’d make it. You can go explore for new things. -(Joslin, 2014)

Students of Color

Key Characteristics Strategies for Success Low Academic Skills Lack of role models on

campus Difficulty adjusting to

campus Low self-concept based on

previous academic experiences

Family pressures Financial concerns Unaware of support systems

Avoid stereotypical attitudes, expectations and images

Inform student of tutoring, Writing Center, ACE and the Learning Center

Assist in forming campus connections – student clubs, activities and peer ministers

Understand role of family Inform student of support

systems Refer students to resources Send Early Alerts*

-(Joslin, 2014)*Specific to Bethany College

Under Prepared Students

Key Characteristics Strategies for Success

Low academic preparedness Lack of study skills Lack of family/friend support Underprepared in one or

more areas and competent in others

May have multiple issues -learning disability -language deficiency

Strong academic support and supplemental instruction

Clarifying career and life planning choices

Finding the match between goals and background

Mentoring programs Learning communities Send Early Alerts*

-(Joslin, 2014)*Specific to Bethany College

Students with disabilitiesKey Characteristics Strategies for Success

Limitations of life activities Prefer to see themselves as

“able” Barriers to participation Need for support from

faculty, peers, etc. Unaware of disability Lack of participation on

campus

Be aware of issues and challenges

Encourage appropriate disclosure

Connect with campus and community resources

Be willing to act as an advocate

Send Early Alerts*

-(Joslin, 2014)*Specific to Bethany College

Adult LearnersKey Characteristics Strategies for Success Most work full or part time Family responsibilities a

priority Varied life experiences Time challenged Less involvement with

campus life Low self concept and self

confidence based on previous academic experiences

Understand issues of adult development

Understand their purpose and goals

Encourage balance of academic and personal issues

Assist in forming campus connections

Be willing to act as an advocate

Refer to resources Send Early Alerts*

-(Joslin, 2014)*Specific to Bethany College

First Generation StudentsKey Characteristics Key Characteristic Cont’d Parents have no knowledge

of the higher education system and can not guide their students as parents who have a degree can

Students have issues challenging the role assignments that have been a part of their family values which leads to guilt, shame and confusion as they begin to change due to college experiences

Students view college as something they have to do to get a better job; they do not view it in any relation to personal development.

Students view college as the path to a better lifestyle than their parents have

Students feel overwhelmed Students lack role models in

family Students lack support from

friends and family

-(Joslin, 2014)

Strategies for success in working with first generation students:

Understand their purpose and goals Assist in forming campus connections Connect student with resources Encourage academic planning Be willing to act as an advocate Include and inform family when asked Consider pairing the student with either a junior or

sophomore first generation student or even a first generation staff or facutly member

Send Early Alerts*

-(Joslin, 2014)*Specific to Bethany College

Student Athletes

Key Characteristics Strategies for Success Significant time demands Conflicts between academic

and athletic commitments Encounter stereotypes Limited and unrealistic life

and career goals Academically

underprepared

Initiate first year support services

Self assess biases and attitudes

Encourage problem solving and decision making skills

Encourage a balanced commitment

Sensitivity to conflicts Send Early Alerts*

-(Joslin, 2014)*Specific to Bethany College

LGBTQ StudentsKey Characteristics Strategies for Success Maintaining self-esteem and

coping with being different Varying levels of being “out” Facing intolerance,

harassment and possible violence

Reluctance to seek assistance Living in loneliness until

establishing connections Greatest risk for suicide and

other health issues Lack of role models

Self-assess biases and attitudes

Value their perspectives in the classroom, in residence halls and elsewhere

Make your office a safe place Refer to counseling for support Refer to campus mentors Support LGBT students

because they add to the vibrancy of thought, activity and life on your campus; not because it's politically correct.

Send Early Alerts

-(Joslin, 2014)*Specific to Bethany College

Data on working successfully with rising potential students

22 of 24 first generation college students reported their success was influenced positively by a mentor who intervened in their life at a critical point. (Research Study by Levine and Nidiffer on successful rising potential college students)

In a study of 10 economically disadvantaged students, each student spoke at length about faculty or staff member who had given them the confidence to succeed. (Pak, Bensimon, et. al. 2007)

The faculty/staff in the study above were described as inspirational, beyond encouraging, challenging but sincerely interested helping students succeed.

-(Schreiner, 2011)

Data on working successfully with rising potential students

Faculty and staff gave them a sense of belonging and validated their experience and knowledge.

Faculty and staff gave them a sense of hope along with the confidence to succeed.

This validation (above) was the source of support that enabled their success.

Braxton et. al. (2004) study found that students’ perception of the institution’s commitment to student welfare had a significant influence on student success.

-(Schreiner, 2011)

Data on working successfully with rising potential students

(Schreiner, 2011) study found seven themes that emerged about faculty/staff from interviewing successful rising potential students:

-A desire to connect with students-Being unaware of their influence on students at critical

times-Wanting to make a difference in students’ lives-Possessing a wide variety of personality styles and

strengths but being perceived as genuine and authentic

-Being intentional about connecting personally with students

-Different approaches utilized by faculty and staff-Genuine enjoyment of students

Data on working successfully with rising potential students

(Schreiner, 2011) reported a theme of connection. Below are words used to describe persons with which rising potential students identified as mentors: Caring Compassionate Supportive Rapport Takes an interest in me Helps me Makes me feel important Respects me Listens to me

Data on working successfully with rising potential students

(Schreiner, 2011) found the most frequent themes expressed by successful rising potential students were: Liking students Wanting to spend time with students Enjoying students Supporting students Interacting with them outside of the classroom

Data on working successfully with rising potential students

(Schreiner, 2011) study indicated that the behaviors that made the most difference for students were: -Encouraging, supporting and believing in them-Motivating them and wanting to see them learn-Taking time for them, expressing and interest in them and communicating to them that they are important-Relating to them on their level-Pushing them to excel while at the same time helping them to understand difficult concepts

Data on working successfully with rising potential students

Communication styles of faculty, staff and coaches are believed to be vital to student success.

One student expressed this theme as she described her cheerleading coach who believed in me before I believed in myself, like she knew I could do something before I knew I could.

-(Schreiner, 2011)

Data on working successfully with rising potential students

(Schreiner, 2011) indicated the following as personality descriptors of those having the most influence of campus personnel:-positive-knowledgeable or intelligent-passionate, energetic, outgoing or enthusiastic-humorous or fun-challenging with high expectations-genuineness and authenticity-clear commitment to students

Data on working successfully with rising potential students

(Schreiner, 2011) listed several intentional behaviors for faculty, staff and coaches that assist rising potential students in finding success:-Calling students by name.-Asking relentless questions to assist students in learning from within.-Requiring students to visit with them at least one time outside of class.-Listen more than you talk.-Balance positive and negative comments on papers and return them on time.-Answer emails and phone calls promptly.-Ask about their families.-Make their education connect to who they are as a person.-Be proactive in developing decision making and time management skills with this population.

Data on working successfully with rising potential students

Project 13 research data found that the most critical intervention for students was the contact made with them regarding their mid-semester academic progress reports or midterm grades. During these meetings, advisors were able to connect students with resources needed to improve their academic performance.

What does this mean for Bethany College? -Please send early alerts (see reminder email coming Thursday)-Please report midterm grades-Please report if a student goes into avoidance mode – ie. missing class for an extended period.

-(Schreiner, 2011)

How can advisors assist rising potential students?

Rising potential students often do not know:-what advising is-what to expect from an advisor-what responsibilities they have within the advising process

NACADA (National Academic Advising Association) recommends advisors define advising benefits and responsibilities through the use of an advising syllabus provided to all students. Examples are here: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Advising-Syllabi-Resource-Links.aspx

-(Harding, 2013)

In closing:

Let everything you do support students in finding success.

-(Joslin, 2014)

Bibliography

Darling, R. & Smith, Melissa (2012) First Generation College Students: First Year Challenges. 203-211.

Harding, B. & Miller, Marsha (2013) Cultivating the Potential in At-Risk Students. NACADA Pocket Guide Series.

Joslin, Jennifer (2014) Expanding Your Comfort Zones: Working with Rising Potential Students, Presentation at NACADA Summer Institute, Portland, Oregon.

Schreiner, L. et. al. (2011) The Impact of Faculty and Staff on High-Risk College Student Persistence. Journal of College Student Development. 321-338.