An Intrusive Advisement Plan For First Generation Undeclared Freshmen

With today’s changing world and the economy the way it is, it is not uncommon for people of all ages to enter the college setting. In fact, two-thirds of students entering the college setting are classified non-traditional (Brown, 2007). Bill (2003) found that there was an 11% increase of non-traditional student enrollment from 1991-1998 displaying 35% in 91 and 46% in 1998. These numbers have since increased according to Jacobson & Harris (2008) showing that half to 75% of undergraduates consist of the non-traditional student sitting the reasons for reentering the college setting to be economic. What exactly defines a non-traditional student and what services may they need in comparison to the traditional student.

Being a first generation college student is a heavy load to carry due to the constant reminder of having to be a good role model for my siblings. Children of immigrants are often highly expected to excel in their academics and to be involved in extracurricular activities. His/her parent immigrated to the “Land of The Free” in order to receive a better life and to give their children a place to call home. They work from one to two jobs a week just so that we can dig through the pantry, and raid the refrigerator. We sometimes take our parents for granted unknowingly, and constantly fill our heads with a question that we all seem to ask. “How do I please my parents?”, “What do I have to do to make them happy?”. As students we should all be voicing “College!”. Yes, maybe our folks’s dreams have faded away, however that should be our motivation to aim higher; to achieve our American Dream. Throughout our years of education, our very own relatives and teachers have emphasized on the importance of receiving a higher education. I have come to realize that I should not be asking myself “How do I please my parents?”. Instead, “How do I please myself?”, “What will my lifetime goals be?”, “Will it leave my parents hard work in vain?”. Obtaining a higher education will not impact their lives, but will affect yours drastically. My American Dream has always been to become an immigration lawyer that deals with international relations or to become a professor teaching my true passion for

Academic Advisors have been needed for as long as there have been higher education institutions. America established its first collegiate institutions in the eighteenth century. It was during the nineteenth century “Faculty within specialized curricula took charge of guiding students to the classes they needed” (Gillespie, 2003). Today, the field of academic advising encompasses all of those same needs from the nineteenth century and more. The needs of students have changed and expanded drastically from when America 's first colleges were established. It is not uncommon for an advisor to assist the student in not only selecting which classes they should take but also helping them to determine what career they should have. Essentially that advisor is taking on the responsibility of facilitating the planning of a student 's next four years and their next forty years as well.

In bringing together our interviews, along with current research on academic advising in post-secondary institutions, we will consider student dynamics, needs, advisement issues, and potential ways to effectively advise high-ability students.

As a current Retention Specialist, for the College of Engineering and Computer Science (ECS), I have mastered group counseling. For instance, I have conducted over 100 academic advisement workshops. Aside from holding group counseling, I have prevented ECS Hispanic and Black American students from dropping out of California State University, Fullerton. Nonetheless, I am the face of a first-generation scholar who can relate to some challenges first-generation college students’ experience. These challenges may entail, working while pursuing an advanced degree, culture shock with the university environment, and overcoming learning disabilities. Remarkably, I have surmounted obstacles such as having a slight Reading Disability and successfully completing remediation courses during my freshman year in college.

Based on the analysis of the data collected for this research, academic and social assimilation was necessary to keep African American women college students in community colleges. Every mentoring relationship may differ student to student, but overall, mentoring helps students to develop self-confidence, educational goals, and the aspiration to be successful in an educational setting. As seen in the results of this survey, students thought that consulting was the most helpful service offered by the AASP, as faculty mentors were able to develop compelling relationships outside the classroom to contribute to their academic success. Students took advantage counseling sessions provided to them as 58% of students

When a student enters college, they are to usually sit and listen to hours of orientation talks and rules. Throughout this process, they are told that certain things can be found in their student handbooks. This observation is loosely based from experience on Saint Vincent’s campus. The first few things students are given is school items and a student handbook. This handbook has everything a person needs to know about their college and how it works. However, from observations on Saint Vincent’s campus, many students receive that handbook and never give it a second glance. This leads to the lack of knowledge about a policy that is important for all students to know. Even if students are not given a handbook, the school’s website offers links to this handbook and other resources.

Many programs are targeted to support members of minority, low income, disabled, or first generation students (Kezar, 2000). The main focus of most programs is to give disadvantaged students the same chance of graduating as non-minority students (Ohland & Crockett, 2002). Several common factors play a role in impeding minority acclimation into the college environment, which include: a lack of academic preparation, a lack of peers with common characteristics, and financial need

Perhaps, the biggest concern among Miami Dade College students is the lack of consistency and uniformity in the student services the center provides, like Financial Aid, Advisement and Admission Services. Students report that this existing division is preventing them from making decisions on time and achieving their goals. Even though new students are required to meet with an advisor right after admission, they do not always find help. Only a small number of these students report having their IEP created by an advisor in the institution. Many of them have to resort to the institutions where they plan to transfer after completing their degree, or rely on the experience of their friends to map out a plan of study. As the result of miscommunication, students often have to come

O*Net Online’s database is the nation’s primary source for occupational and career information. O*Net answers questions about an occupation’s work requirements and skills needed for a specific job. Secondary level advising catches my eye, so I chose to learn more about the skills, knowledge, wages and educational level required for academic advising. Academic advising, stated by O*Net Online, “counsels’ individuals to help them understand and overcome personal, social, or behavioral problems affecting their educational and vocational situations.” (Build your future with O*Net Online. (n.d.)). Academic Advising also includes crisis intervention, keeping accurate records of students, and preparing students for success after high school.

Reading the article “An Academic Advising Model” it was mentioned that there was “little agreement regarding the nature of academic advising and who should perform the function.” (O'Banion, 1994) By working closely with academic advisors on a daily basis this article shed some light on the process and has given me a new perspective on the job that needs to be accomplished. A model is mentioned on how advising should be carried out in respects to a community college and for the most part I agree on the process that is mention. The student should first know what they want from their life; from there explore what career will make that happen. Once the first two items have been decided on the next three steps should be much easier for the student.

year STEM courses over the project period. During class visits, advisors introduce the services provided by SCSE staff including workshops and one-on-one advising. The SCSE works closely with departments to make students aware of both departmental and SCSE advising resources before they declare their majors. This approach allows SCSE advisors to initiate relationships that segue into continuous, intrusive, and holistic advising that meets the broader needs of the student beyond academics alone. Advisors have collectively implemented intrusive advising that has included academic support, major exploration, career exploration, and cover letter and resume assistance, as well as assistance with statements of purpose for professional schools.

Collaborations are present in learning communities and first year experience programs, but school leaders have to move beyond the norms and work seemingly together to create an environment of success for the students. First year experience programs are prominent on many university campuses but are optional on others. However, these departments utilize career placement counselors, academic advisors, testing coordinators, mentoring options, and academic success centers to increase the likelihood of students progressing from freshman year through graduation.

Future College Graduates participants are minority male students who range in the age of 16 to 24 years old. Participants will most likely be first- generation college students and reside in the Detroit, Michigan area. Future College Graduates participants have aspirations and the aptitude to be successful in life, but need the guidance, resources, and a detailed blueprint that will assist them in reaching their life goals. The need for Future College Graduate participants include support that will allow participants to become confident leaders who will be able to obtain a college degree and live a life full of contentment. For this to occur Future College Graduates participants need to be exposed to different career opportunities, and positive mentors such as Future College Graduates Coaches, who will guide students in the areas of career development, academics, and social behavior. Future College Graduates participants also need to feel a connection with their community and receive strong specialized support from higher education institutions in regards to moving towards Future College Graduates participants’ monumental life goal of obtaining a college degree.

With many institutions of higher education failing to retain or graduate first-year undergraduate students, colleges and universities are taking measure to increase the amount of academic support available to students. One area of support that many campuses have bolstered is academic advising. A recent study by Felly Chiteng Kot focuses on the role of academic advising in retaining, and increasing academic performance in first-year undergraduates at a large metropolitan public research university.