Working with rising potential students

Working with Rising Potential Students
(At Risk or High Risk Populations)
Nancy Young, Academic Advisor
Bethany 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 Study
Question Working Class Middle Class Affluent
Professional
Schools
What is
knowledge?
To know stuff.
Doing pages in a textbook.
Worksheets
To 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
Books
Scientists
Board of Education/Directors
Old Books
Teachers
Scientists
Knowledge come from
everywhere.
You hear other people talk
with big words.
People and computers
Your head
Something 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
 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
-(Joslin, 2014)

Students with disabilities
 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
-(Joslin, 2014)

Adult Learners
 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
-(Joslin, 2014)

First Generation Students
Key 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
-(Joslin, 2014)

Student Athletes
 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
-(Joslin, 2014)

LGBTQ Students
 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)

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)

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

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

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

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)

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

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.

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/Clearin
ghouse/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.

Working with rising potential students

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Ähnlich wie Working with rising potential students

Ähnlich wie Working with rising potential students (20)

Working with rising potential students