Reflection On MUS 320 Students And Non-Credit Students

Point Loma Nazarene University (PLNU) has an established community living agreement, which directs all its members on how to carry themselves within the institution’s environment, as well as in the community. The institution’s mission is to offer higher education within a Christian community where character is modeled and transformed to express Christian faith. Students who join the institution are expected to maintain good conducts, which are guided by the Holy Spirit.

After reading chapter five, the way that Jensen mentioned the different strategies and the five SHARE factors for classrooms helps me as a future educator, because though these strategies and factors are designed to build success with low- SES students. I know and understand that these strategies and factors will also work with students of all income levels. From the SHARE factors, the terms I most agree on was engaging instruction. My needs as a future teacher are to make learning meaningful. One of the ways I could make learning fun and meaningful to the students is by adding the student’s interests.

In his essay “Frank Bruni” which appear Rethinking College Admissions, where he was insistent that college admissions process should change, and this essay published in New York Times. The college admissions process look for many things that hard for the students to have. In sated of accepting the student how come from poor society and develop there knowledge so they can have better live, they accept the students who come from the best school. Moreover, they emphasize on the student who have high grade on standardized tests, the AP classes and extracurricular activities without looking for the students who cannot do this things. All this requirements are for pacific class of people who can have it, even for the sport scholarship they look for

Students from low-income and first generation backgrounds often struggle in different academic subjects. Subsequently, students have lower expectations for themselves when it comes to academic achievement. The majority of first generation students come from low socioeconomic backgrounds. Seeing that, families work countless hours in factories and other places where they are underpaid because of the lack of educational opportunity they experienced themselves. According to Blackwell and Pinder (2014) in the United States higher education is becoming the outlet to different avenues of opportunity whether it is through social mobility or economic progress. While screening out possible topics of interest for a research proposal, one of the challenges I encountered in my field experience was the lack of college access education and funding for the families in the urban high schools. The first generation student family typically is unaware of the college process because the student’s parents have not attended an institution of higher education. Therefore, the students cannot count on their knowledge of the process. Eventually, when students reach the financial aid process it becomes difficult because parents usually cannot afford full tuition expenses and at the same time do not understand the process. In these situations, schools with a college going culture can prepare staff to provide extra support to students by developing professional training in college access, mentorship

Being a first generation college student is something that I hold very close to my heart, growing up watching my parents struggle is what drives me to work hard and do better everyday. When I envision my future, I see a strong independent woman who works hard to give back to the community and the people that helped shape the person she is.

Determining college readiness is an essential part in determining who will qualify as a good candidate for admission into a college or a university. The last thing that colleges want is for students to qualify for admission and drop out, this affects drop out rate and graduation rate. According Robin Chait and Andrea Venezia (2009),

I want to join the FIU Honors College because it offers its students the opportunity to obtain a greater involvement in FIU and the community as well as being able to pursue their academic interests with a diverse group of individuals. This is something I would love to be a part of and contribute to during my upcoming years at FIU.

The issue that surrounds low-income students and college success is that the rich kids are holding them back. The students who have low income are not graduating at the rate of the rich kids who can afford school. The rich kids tend to get a better knowledge in school because of their money. The poor students are not given the equal education as the rich, so the poor is really not prepared for the next step. Some of these low income students who work hard and do well in high school sometimes make it in college. Low- income students should be given the right to graduate at a higher rate, it will give the poor a boost to continue to work hard and make it to college.

My intention is to gain unrestricted admissions to the graduate program and earn my Masters of Education degree. I would appreciate the opportunity to enroll in the fall 2015 term to demonstrate my academic ability at the graduate level. Additionally, participation in the fall term would help me prepare for the opportunity to transition to a full time course load if accepted for the spring term.

I plan to go to college after I graduate high school and have been preparing myself for college in several ways. Primarily, my preparations have been to cut the costs that I would have while attending college and attempting to increase my likelihood of receiving financial aid. Dual credit has been a major part of my preparation process.

I wish to enter the LCC Early College on behalf of my boredom and my grievances with the K12 system’s lack of challenging material, inefficient placement processes, and absence of intellectually stimulating experiences and opinions that a college level environment could easily provide me. I am drawn to the concept of early college because of the freedom it gives to the student to pursue their interests with greater liberty than other rigid secondary educational options. I believe that the only obstacle standing between one’s goals, is the intensity of the challenges that came before, and one’s true willingness to achieve the goal they set. LCC would give me the intellectual challenges of accelerated learning that I crave and strive to achieve,

The three colleges I have chosen to apply to are Hinds Community College Vicksburg-Warren Campus, Alcorn State University, and Copiah-Lincoln Community College. The reasons I have selected these three colleges are based on location, financially feasible and great reviews I have heard from others about their own personal experience or had a family member who attended one of these colleges. I have a handicap Uncle that I help take care of so I need to be close home in order to help my mother. I have talked with mother and a few friends about my interest and goals and I have their complete support in my endeavors. Also I received great reviews on these colleges from other people and this is how I chose the three schools that will meet my

Central Christian College administrative team and staff, thank you for considering me a candidate for the program where I can still attend college, even though my high school grade point average was not where it should have been. I appreciated it beyond words. This is a huge blessing to me, as I have been putting off school for far too long.

This outside research leads us to know that there are many factors that contribute to the success or lack of success of first-generation students. We are able to take away the CRT as a framework that affects many of the factors that influence first-generation student’s success or lack thereof. The CRT also shines light on how the issues first-generation students face are on a systemic level of not just the student’s school but the education system in general. By looking at cultural capital we are able to where first-generation students struggle with accessing resources at their schools and how that is a direct reflection of their first-generation status. Lastly, by looking at social capital, we see that first-generation students find support

As you know, I have sent an email to Dusty about a surge in our cs/cis/bas programs. I am well aware of what is happening to our department. And I agree with that we must make some adjustments to accommodate the high demand. But the lack of planning can yield negative consequences. I wish we had a good discussion to find the solution but we never did and I am not happy with that. I have no idea about the letter that you are writing to Jeff and Dusty. I will consider a few things before we decide to increase the seating capacity for 29-203.