What Stands Between You And Graduation? Supporting Our Students To Meet Their Goals! Mrs. Linda Lanier, Director Student Support Services Dr. Janice Taylor Heard, Director of Counseling Services Mrs. Lisa Belcher-Nelson, Counselor/Instructor CUYAHOGA COMMUNITY COLLEGE KASADA Conference May 16, 2011

Can You Help Me Graduate? Kim, age 23: First generation, low income, bilingual college student trying to gain direction for career choice Above average student, excels in math, science and history courses Extended working class family, with strong work ethic Works full-time plus Interest are animals, reading, painting, dancing 60+ credit hours

Do You Really Know Me? Kim, age 23 My grandparents and parents traveled to Akron, OH from Seoul, Korea. I am fluent in Korean and English. I think I interested in being a Physician Assistant or Medical Doctor or a Biologist but I don’t think that is going to happen. Although my family is supportive of me going to college, they want me to go to into the family business. It really matters to me what they think! I want my family to be pleased and I want to be happy to when it comes to my career. In the end my family is first. Besides, I am unsure of how I will continue to pay for college.

Can You Help Me Graduate? Samuel, age 43: Returning after 13 year college break Military Veteran Single father Manager at local company facing layoff/closure Pursuing Business Management Degree Current college GPA 2.3

Do You Really Know Me? Samuel, age 43 I am a returning Afghanistan veteran dealing with some psychological concerns. I am recently divorced. I have full custody of my two children ages 14 and 8. I entered college right out of high school but I was not ready so I went to the military (I took classes while in the military, but I did not get a degree). I am back in school because they are “down-sizing” at my job and I need a degree to compete for other related positions. I use my previous community college coursework in photography and graphic design in my freelancing work. Currently, I’m working on my Business Management Degree and I am not doing very well in the accounting and math courses.

Can You Help Me Graduate? Joseph, age 18: New HS graduate, first generation, low income 3.7 GPA interested in pursuing electrical engineering Played basketball and wrestled in HS Works part time hours weekly Lives on campus Has taken the COMPASS Placement Test

Do You Really Know Me? Joseph, age 18: I am a ward of the court and I have been in foster care since age 6. I talk with my biological mother but she is on drugs and not doing well in and out of jail. I live on campus now, during the breaks I stay with friends, or my with my girlfriends family. She and I have a 3 month old son. I did okay on the ACT with a 19 and a 21 math score, but that was not good enough to get in the Engineering program. I am good in math and I am getting an A in my current math course – Pre-Calculus. I really want a degree, but I am thinking about enlisting in the Army so I can take care of my child.

Can You Help Me Graduate? Elizabeth, age 32: Obtained GED & 22 college credits, 3.9 GPA Interested in pursing an Associate Degree in Diagnostic Medical Sonography Currently works as waitress Can only take day classes Current college GPA 3.9

Do You Really Know Me? Elizabeth, age 32 I was in prison for 3 years – which is where I received my GED and college credits. I take day classes so that I can take care of my elderly father who needs around the clock care. I want to major in sonography because of issues arising from my father’s late diagnosis and illness. I’m good with cars and enjoy working with my hands. I make extra money by doing car repairs on the side. I didn’t know that some health care majors required a background check, I thought only nursing required that.

ADVISING & ACADEMIC ENGAGEMENT

Questions to ask…things to know? Questions to ask: Tell me about your previous educational experiences? Why did you choose this major? Why are you in college/returning to college? What do you see or perceive as barriers to your graduation? What are your interests outside of academics? Things to Know: Educational background Motivation Plan for graduation Support systems Campus connections

Previous educational experiences?  Quality of educational background  Special educational situations/circumstances  CLEP/Credit by Exam  IEP’s

Why choice of major? Motivation (Intrinsic/extrinsic)  Money  Interest  Occupational – need for job  Expertise

Why are you in/returning to college?  Educational Plan  Level of commitment  Educational values  Expectations

What do you see or perceive as barriers to your graduation?  Support systems  Required resources  Influences  Deficiencies  Strengths

What are your interests outside of academics? How can we connect this student to our campus/career or major options?  Social  Financial  Academic  Community

Fostering Communication With Students Gain a greater understanding of student’s values and attitudes toward the academic environment Seek information about the student’s history and how it may influence goal attainment Become an influential resource for student Be knowledgeable of campus resources, requirements, policies and procedures

NSSE 2010 Student Engagement Results “ Engagement differences between majors can be explained not only by their content and pedagogy, but also by their students’ diverse backgrounds, prior academic experiences, and the varying expectations that students bring with them to college—most often expecting to be more engaged than they were in high school.”“ Engagement differences between majors can be explained not only by their content and pedagogy, but also by their students’ diverse backgrounds, prior academic experiences, and the varying expectations that students bring with them to college—most often expecting to be more engaged than they were in high school.” Taken from: National Survey of Student Engagement, Annual Results 2010

NSSE 2010 Student Engagement Results “Students who believed they were less prepared for college and anticipated more difficulty succeeding in the first year relative to their peers were also less likely to value campus support efforts that could assist them.”“Students who believed they were less prepared for college and anticipated more difficulty succeeding in the first year relative to their peers were also less likely to value campus support efforts that could assist them.” “As in generations past, waves of service men and women are leaving the battlefield to enroll in higher education. As a result, colleges and universities are challenged to better serve their student veterans, who may need additional support to learn and succeed. Student veterans—particularly combat veterans—have more family and work obligations while they spend as much time studying as their nonveteran peers.”“As in generations past, waves of service men and women are leaving the battlefield to enroll in higher education. As a result, colleges and universities are challenged to better serve their student veterans, who may need additional support to learn and succeed. Student veterans—particularly combat veterans—have more family and work obligations while they spend as much time studying as their nonveteran peers.” Taken from: National Survey of Student Engagement, Annual Results 2010

Thank you for your participation in this session! Mrs. Linda Lanier, Director Student Support Services Dr. Janice Taylor Heard, Director of Counseling Services Mrs. Lisa Belcher-Nelson, Counselor/Instructor