ABriefingBookontheExperiencesandStrugglesofIndependentStudentsatCarnegieMellonUniversity

EmilyFerrisJordanRosenfeld

LucyMensahDominiqueDavisMatthewLynas

TokeiaFitzgerald

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AnIntroduction

FromTeamCreativeConsciousness: AsgraduateandundergraduatestudentsatCarnegieMellonUniversity,wewerechallengedaspartofacoursecalledLeadership,Dialogue,andChangetoconductaninquiryintoaproblemonourcampus,interviewthestakeholders,anddetermineanappropriatecourseofaction.Organizingasthoughwewerepaidconsultantsofathinktank,weweregivenasemester’sworthoftimetogatherrelevantinformationaboutourtopic,recordconversationswithaffectedmembersofthecommunity,andultimatelyholdasummitbringingtogethercertainmembersofadministrationandthestudentbodythathadexperiencewithourissue.AftersettlingonthetopicofretentioninearlyOctoberof2009,wescheduledinterviews,eitherinpersonoroverthephone,withstudentswehadknownthathadleftschoolforaperiodoftimeorforgood,orthoseweknewhadstronglyconsideredleaving,aswellasrelevantmembersoftheCarnegieMellonstaff.Whenspeakingwithinterviewsubjects,weaskedforgreatdetailsothatwecoulddeterminethefullchainofeventsandcriticalincidentsthatcouldbringastudenttotheedgeofattritionorbeyond,andthethoughtsandfeelingsthattheyexperienced. Betweentheseinterviewsandinformationwegatheredthroughresearch,apatternemergedindicatingthatretentionseemedtobelowestamongstudentsovercomingeconomicdifficultytogotoschool,orthosewhowerethefirstintheirfamiliestogotocollege.Aftermakingthisconnection,ourprojectappropriatelyshiftedfocus,andatoursummit,discussionconcernedthechallengesfacedbythesestudents–whomwehavedubbed“independentstudents”toreflecttheirrelativeabilitytoovercomehardshipwithoutsupport–whenattendingaworld‐class,butexpensive,privateuniversity. Foroursummit,inadditiontogatheringinterviewsandrelevantdata,weconstructedtworepresentativescenariosdemonstratingpositionsofdifficultyindependentstudentsregularlyfindthemselvesin.Wealsoconstructedthreedecisionpoints–componentproblemsforwhichactionisneededconcerningourissue–andofferedthese,aswellasthescenariosfordiscussion.Theendresultsoftheinterviews,thesummit,andourin‐groupdeliberationarethefindingscontainedinthisbriefingbook.ThesefindingsofferbothoptionsandrivalinterpretationsofpossibleoutcomesthatwehopewillworkasabasisforcontinueddiscussiontowardkeepingmoreindependentstudentsatourUniversity,andgettingthemthesupportthattheyneedwhiletheyarehere. Inordertoensurethattheexperiencesofindependentstudentsgetthelong‐termattentionthattheydeserve,thisbriefingbookwillbeavailableonCarnegieMellon’sThinkTankwebsite(www.cmu.edu/thinktank)undertheFindingssection.Additionally,asmanyoftheoriginalstudentsinvolvedinTeamCreativeConsciousnesswillsoongraduatefromtheuniversity,weleaveourworkinthecapablehandsofDr.LindaFlowerwhohasbeenthekeysupporterofourworkfromstarttofinish.Futurecorrespondenceregardingthesefindingscanbeaddressedtoher.

Dr.LindaFlowerCarnegieMellonUniversity

Pittsburgh,PA15213(412)268‐2850lf54@andrew.cmu.edu

(www.cmu.edu/thinktank)

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TableofContentsTeamCreativeConsciousnessBriefingBook

ProblemStatement……………………………………………………………………..4

StoryBehindtheStoryScenarios……………………………………...………....6

OptionsandOutcomes/DecisionPoints……………………………………….11

ParticipationList……………………………………………………………………….19

FactSheet………………………………………………………………………………….20

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What’stheProblem?

The“TeamCreativeConsciousness”ThinkTankwasfocusedonretentionatCarnegieMellonUniversity,withaparticulareyetostudentswhoarethefirstinthefamilytogotocollege,and/orwhomaybeexperiencingfinancialdifficultiesinfundingtheircollegeexperience.Asyoumayormaynotknow,thereareanumberofinstitutionsandorganizationsonCMU’scampuscelebrating“diversity,”andCarnegieMellon’sstatedpositionisthatbelongingtoanunderrepresentedgroupmayactuallyprovideanadvantageintheadmissionsprocess.Buttherearethreeproblemsthatwesee:

·Firstisthatwhilethereareamultitudeofpopularandsupportivegroupsforethnic,culturalandracialminoritiesatCarnegieMellon,thereisasofyetlittleattentiondevotedtohelpingstudentsfromeconomicminoritygroups(firstgeneration,workstudy,orlow‐income)feelliketheybelonghere,orthattheyarenotalone.Independentstudentstendtofeelisolated,andasanon‐visibleminority,theycanencounterdifficultyfindingstudentswithwhomtheyrelate.Theyneedabaseofsupportatschooltoaddtothesupporttheymayormaynotbegettingathome–theyseemtoneedencouragementtotheeffectthatsomebodyotherthanthemselvescarethattheyaredoingwellatschool.

·Secondly,thereisafeltlackofunderstandingandsupportfromfacultyandadministrationwhenitcomestotheadditionalpressuresindependentstudentsface.Studentswiththeaddedstrainofbalancingworkandschoolornothavingparentstoturntoaboutcollegeproblemsoftenneedapushintherightdirection,orevenunderstandingwhenitcomestofulfillingtheirresponsibilitiesandlivingtheirformativeundergraduateexperience.

·Finally,formanyindependentstudents,theirproblemsaresymptomaticoftheconflictcausedbyattemptingtocompleteafullcourseofstudywhilenecessarilyneedingtosupportthemselvesinsomewayoranother.

TheQuestion

Ourinvestigationstartedwithafeltdifficulty—whydidindependentstudentssometimesdecidetoleaveschool,orsooftenconsiderit?Whydidotherunderrepresentedminoritiesexperiencelessdifficulty?Howisitthatonacampuswherehundredsofstudentsfromotherpartsoftheworldarethriving,theindependentstudentswespokewithsooftenfeltdisconnected?

Butthroughourcriticalincidentinterviewswesawthatthelargerquestionwasnotaboutthestudentsleaving,butrathertheenvironmentthatexistedforanindependentstudent–whethertheyweretoleaveornot.Weasked:

• WhataretheproblemsindependentstudentsfeelmostacutelyatCMU?• Howarecurrentformsofsupportworkingforthisunderrepresentedgroup?• Whataresomeoptionsforprovidingmoresupport?• Howdodifferentstakeholdersseethepossibleoutcomesoftheseactions?

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Whatwediscoveredwasacomplexadaptiveproblemwiththreeimportantparts:

• Thatfinancial,academicandsocialproblemsareconnectedforthestudentswespoketo.• Thereisaneedformoredirectlytargetedandeffectivelycommunicatedsupport.• Andthereisaneedtoreplacethestigmaattachedwithbeing1stgenerationorlow‐income

withapublicidentityas“independentstudents,”withnewrecognitionfortheextraachievementofstudentswhoaredealingwiththeseobstacles.

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ProblemScenarios

“IndependentStudentsandTimeManagementontheCarnegieMellonCampus”

Alookattheproblemsthatmayaffectqualityoflifeandacademicwellbeingamongstfirstgenerationandlow­incomestudentsatCMU

TheDecisionMakersStephanieFirstgeneration/Low‐incomestudentwhoisstrugglingtomanagetimebetweenherschool,workandsociallifeAshley/Katie/MichaelStudentsofwealthierbackgroundswhodonothavetoworkandmayhavehadbetterpreparationfromtheirhighschoolsSusanStephanie’smomwhodidnotattendcollegeandisunsureofthesupport/advicesheshouldgiveThesettingistheHuntLibrary,locatedonCarnegieMellonUniversity’scampus.ItisaFridayafternoon.Stephanie,asophomoremajoringinChemistryatCMU,issittingatatable,studyingforaChemistryexam.Asafirst­generationcollegestudent,herparentsareunabletoidentifywithmanyofherday­to­daychallenges.Stephanieaveragesbetween20­25hoursaweekasasupermarketcashier.Herthreefriends,Ashley,Michael,andKatie,arefromwealthierbackgroundsandarethechildrenofcollegegraduates.Stephanieissittingaloneatatable Stephanie:Okay,Ihaveeverythingtogether.IwillnotgetupuntilIgothroughallofmynotesanddoallofthepracticeproblems.Thiswillprobablytakeme3or4hoursifIconcentrate…nottoobad.Ashley,Michael,andKatie,whowerealsointhelibrary,spotStephanieandapproachher.Ashley:HeyStephanie!Wewerejuststudyingtogetheronthe3rdfloor.Wedidn’tknowyouwerehere…wewouldhaveinvitedyou.Stephanie:Ohnoit’sokay…don’tworryaboutit.Ineedtoconcentrateanyway.I’mstudyingforthatbigchemistryexamonMonday.Katie:Thetestin217?That’seasystuff.You’llgetthroughitinnotime.Anyway,wewereallthinkingofgoingouttonight.Youknow,dinnerattheWaterfrontandcatchingamovie.Youshouldcome.Stephanie:Easystuff?Shemustbekidding.Nowthatsoundsfun.ButIcan’t…sorry.Ireallyneedtositdownforacouplehoursandgetthroughallofthismaterial.

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Ashley:ComeonStephanie!Youdidn’tgooutwithuslastweekendandwehaven’tevenseenyouthisentireweek.Stephanie:Iknow…andIfeelverybadaboutit.IpromiseIwillmakeituptoyouguys.Maybewecanhangoutnextweekend?Ireallywanttodowellonthisexam,especiallysinceIdidprettybadlyonthelastone.ProbablybecauseIskippedmyprofessor’sofficehourstogoouttodinner,andIhadtopickupsomanyextrahoursatworkthatweekjusttopayforitthatIcouldn’tmaketheTA’shourseither.I’veneverneededthismuchhelpbefore.Ijustdon’tknowwheretheseguyscanfindthetime…orthemoney.Michael:WeunderstandStephanie,butonenightoutwillnothurt.Andit’sFriday!EveryonegoesoutonFridaynight.YouhaveSaturdayandSundaytostudy.Twowholedays!Stephanie:NoIdon’tMichael.IhavetoworktomorrowmorningandafternoonorI’llbelateonmyrent.SoIreallywanttoputinsomestudytimetonight.Katie:WellyouhaveafulldayonSundaytostudy.Seriously,thatexamwillbesoeasy.Welearnedhalfofthatmaterialinhighschool!Onedayofstudyingwillbeplenty.Andanyway,wemissyou.Weneverseeyouanymore.Stephanie:Ididreallywellinhighschool,andIhaven’tseenmostoftheseconceptsinmyentirelife.Itcomessoeasilytothem.WhyamIsofarbehind?Iknow…thepastcoupleweekshavebeenbusy.I’mjusttryingtodowellthissemester.ButmaybeIneedabreak…I’mnotsure…letmethinkaboutit.CouldIgetbacktoyouguys?Michael:Alright.Justcalluswhenyoumakeupyourmind.Ashley,Katie,andMichaelheadtowardsthedoor.Ashley:Ibetyouguysthatshewillsayno.Katie:Metoo…it’slikeshedoesn’twanttohangoutwithusanymore.[Allthreeexit]Stephanietriestogetbacktoherworkbutisdistracted.Sheistornbetweenstudyingfortheexamandhangingoutwithherfriends.Shecallshermotherforadvice.Susan:Heydear,howareyoudoing?Stephanie:Nottoogood.SomefriendsinvitedmetogooutwiththemtonightbutIreallyneedtostudyforthischemistryexam.Susan:Right.Aretheygoingtoaparty?Stephanie:No,justadinnerandamovie.Susan:Well,thatsoundslikefun.Andyouhavebeenstressingoutoverthisexamforawhilenow.Maybeyoucouldstudywhenyoubackfromthemovie?Andthenyouhavetherestoftheweekendtostudy.

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Stephanie:WellIprobablywillbetootiredtostudywhenIgetbackandIamworkingtomorrow.Susan:Stephanie,Idon’tknowhowyoudoitall.Aren’tyoutakingonalittletoomuch?Iwanttoseeyoudowell,butIneversawyouworkthishardinhighschool.IwishthatIcoulddomoreforyou.Stephanie:It’snotyourfault,mom.IknewthatIwouldhavetoworkalotwhenIdecidedtocomehere.It’sjustthatthecourseworkismuchharderhere,andIneedalotofextrahelp.Susan:Soundslikewhatyoureallyneedissometimetorelax.Schoolworkisn’teverything.Makingfriendsisimportant,too.Isn’tthathowmostgradsgetjobsaftercollege?Andanyway,Iwanttoseeyouhavesomefun.Stephanie:Iknowmom…youareright.Iwilltakeabreaktonight.IwillgiveMichaelacallrightnow.Stephaniecalledherfriendsandwentoutthatnight.ShewasunabletogetmuchstudyingdoneonSundayandreceivedapoorgradeontheexam.

TheStoryBehindtheStory

WhoseProblemisThis—theStudent’s,theTeacher’s,theSchool’s?

Astudentsays:

Stephanieprobablyfeelsinadequatebecauseherfriendsfindalltheirworkveryeasybutsheisstruggling.She’sprobablyalsostressedbecauseshehastofindtimetoworkwhilestilldoingwellinschool.EventhoughStephanieisresponsibleforherwork,itwouldbeniceiftheworking‐studentwasgivenextrasupport.

AnAdministratorsays:

Stephaniethinksthatshecansocializewithherfriendsandalsohavetimetostudyandwork,butthatisn’tthetypeofschoolCMUis.CMUrequiresstudentstodedicatethemajorityortheirtimetoacademics.Stephaniemusttakeresponsibilityforheractionsifshedecidestogooutratherthanstudying.

AProfessorsays:

IfStephaniewashavingtroublewiththematerial,sheshouldhavestartedtostudyearlierintheweek.Shecouldhavereceivedextrahelpwiththeconceptsandensuredthatwaspreparedfortheexam.Anystudentwhoisstrugglingandstartsstudyingonlyafewdaysbeforetheexamisgoingtohavetrouble.

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“ProfessorandStudentScenario:What’sGoingonHere?”

AnAdditionalScenario

ThesettingisBakerHallA19.ItisThursdayandProfessorMatthewshasjustannouncedthattherewillbeanexamonTuesday.Markisalow­incomestudentwhohasneveraskedtheProfessorforhelp.Heisdoingfineinthecourse,butheisnervousfortheupcomingexambecausehedoesn’tthinkhewillhaveenoughtimetostudy.Hemustworkthisweekend,bothFridayandSaturdaynight,inordertomakeapaymentonhisloanthefollowingweek.Heisworriedhewon’tbeabletoadequatelyprepareforthetest,butifhefailsthecourse,hecouldlosehisscholarship. Mark:HiProfessorMatthews.Iknowthatwehavebeendiscussingthismaterialforthepastcoupleofweeks,butI’mstillfeelingiffyaboutit.ProfMatthews:Okay,welldoyouwanttogooverthematerialinmyofficehoursbeforethetest?Mark:I’mnotsureIhavetime.Um,sodoyouthinkIcould—orisitpossible—nevermind,I’msureI’llbefine.He’snevergoingtogivemeanextensionIdon’treallydeserveonebecauseIshouldhavebeenlookingoverthematerialoverthepastfewweeks.IknowIwilldomuchbetterontheexamifIhadmoretimetostudy,butwhywouldhecare.ProfMatthews:I’msureyouwilltoo.Iknowyou’vebeenhavingtrouble,butyouhavethisentireweekendtostudyandIthinkifyoudedicateyourselftolearningthematerialyou’lldojustfine.Markisafinestudent.Ifhestudiesthisweekend,he’lldofineontheexam.Mark:Yeah,thanksProfessorMatthews.MaybeIcanjustaskmybossfortimeoff.Markleavestheclassroom,stillstressedbecausehedoesn’tknowwhenhewillhavetimetoprepareforthetest.Hewonderswhyhedidn’tjustasktotakethetestatalaterdate.Sinceit’stoolatenow,hedecideshewillcalloffofworksothathe’llhavetimetostudy.Hewillhavetosacrificeabiggerpaycheck.Mark:(onthephonewithboss)HeyDave,IwaswonderingifIcouldtakethisweekendoff.IhaveatoughexamandIreallyneedtofocus.Dave:Youtookofflastweek.Markislazy.Heneverwantstoworkandit’shardtofindareplacementforhim.Mark:IknowbutIwasreallysicklastweek.Dave:IsthisgoingtobecomeausualthingbecauseIcanfindsomeonetotakeyourplace?Knowinghecouldnotaffordtolosehisjobsinceheisworkingtopayoffhisloans,Markquicklyreplies,Mark:No!I’llbethere.

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Onceathome,Markcontemplateshowhecanmakethebestoutofthissituation.Mark:Ihavetowork.Ihavetostudy.Icandothis.I’lljuststudybeforeandafterIgotowork,eventhoughI’mworking10‐hrdays.I’llalsowakeupearlyonSundaytomakesureIamfamiliarwitheveryconcept.Idon’tneedanextension,orthedayoff.IcandobothandstillgetpaidandgetanA.AlthoughMarkdidgetpaid,hewasn’tabletostudyasmuchashewantedbecausehewassoexhausted.MarkendedupgettingaC­ontheexam.ProfessorMatthews:YoushouldhavecometoseemeMark.WecouldhavegoneoverthesetermsandIwouldhavehelpedyoulearnthesemethods.Iexpectedalotbetterthanthis.Iguesshedidn’ttakeanytimetostudythisweekend.Hemustnothavethoughtitwasimportant.Mark:I’msorry,Professor.I’llbesuretodobetternexttime.IfIcaneverfindthetimetostudy.

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OptionsandOutcomesforIndependentStudents

DecisionPoint#1:FirstGenerationandLow‐Incomestudentsmustlearnhowtocopewithadditional

pressuresinordertosucceedintheCMUenvironment,oftenwithoutasupportnetworkorothernecessaryresources.

Option#1:

EstablishafundedprioritythroughCMARCtoidentify,support,andacknowledgethisunder‐acknowledgedminority.

AnAdvisorsays:

Weofferallkindsofcollaborativeresourcestoseestudentsthroughtograduation.Ifstudentsaren’tusingthem,Ican’tseeareasontoputmoremoneyintocreatingadditionalones.

AStudentsays:

SometimesIknowwhatresourcesareavailable,butsometimesIdon’t.Ididn’treallyknowwhomyadvisorwasuntilafriendtoldmemysophomoreyear.Icanappreciatetheschool’seffortstobecollaborative,butsometimesbeingsentfrompersontopersonindifferentdepartmentsfeelsmorelikebeingignored.Withallofmyadditionalcommitmentsbetweenwork,school,andfriends,it’shardformetofindthetimetofigureoutthesystemandgettheadditionalhelpIneed.

TheThinkTanksays:Manyofthesestudentsstruggletofindadditionalresourcesandthenworkthemintotheirschedule.Itisoftenmoredifficultforthemthanitisfortheaveragestudent.Asofnow,theuniversitylacksawaytoidentifythesestudentsandprovidethemwithtargetedsupport.

AnAdvisorsays:

Itisdifficulttogoaboutidentifyingstudentswhoareeitherlow‐incomeorfirstgeneration.Weareoftenhesitanttosinglethemout–somemightnotwanttheirpeerstoknow.

AStudentsays:

Someofmypeersdon’twantanyonetoknow,butIknowthatIdon’tlikefeelinglikeI’mtheonlypoorkidatCMU.Andanyway,itwouldbeharmlesstogivestudentstheoptiontoself‐identifyanonymously.

ACMARCAdvisorsays:

Ourofficesuccessfullyworkswithminoritystudentseveryday,andthereisnoreasonwhywecouldn’tdothesameforthisminority.Havingoneplacetogoforinformationwouldreallylimitsomeofthepressuresonfirstgenerationandlow‐incomestudents,andsomanyotherminoritystudentshavealreadybenefitedfromthestrongnetworkCMARCcreates.

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TheThinkTanksays:

ThesestudentsoftenworkharderthantheaverageCMUstudent,andfeelingdisconnectedfromthecommunityat‐largehasbeenacommontheme.Itlikelycontributestostudents’decisionstodrop‐out.Byprovidingawaytocreateacampuscommunityofunderrepresentedstudentsandacknowledgetheirhardwork,theuniversitymaybeabletomakethemfeelmoreathome.

ASuccessfulLow­Income/FirstGenerationStudentsays:Itisdifficulttomakeithere,andIthoughtaboutdroppingoutmyfirstsemester.Therearechallengesadaptingtothecampusculture.Whenitcomesdowntoit,eachstudentisresponsibleforhimorherself,butthere’snoreasontonotmakeitalittleeasier.Ican’texpectmyfriendsormyparentstorelate,andtheysimplycannotunderstandwhatittakestobesuccessfulhere.Awaytoacknowledgeus,especiallyasindependentstudentswhofaceuniqueobstacles,wouldhelpmefeelalittleprouderandmorelikeIhaveaplaceonthiscampus.

Option#2:Administrationshouldremindstudentsofacademicsupport,viaemailandthroughtheir

professors,multipletimesthroughoutthesemester.AStudentsays:

Thiswouldbeveryhelpful.I’mnotpayingattentiontoopportunitiesforacademicsupportinthebeginningofthesemesterbecauseIdon’tneedacademicsupportthen.IfIwereremindedinthemiddleofthesemester,itwouldbemorerelevantandmorehelpful.

AProfessorsays:

IofferalotofsupportthroughmyofficehoursandmyTAs.Ialsomakemyselfavailablebyappointment.IfstudentstookadvantageofthesupportIofferedspecificallyfortheclass,theywouldn’tneedoutsidehelp,sowhyshouldIhavetomakeannouncementsaboutevenmoresupportopportunities?

TheThinkTanksays:

Studentsoftenfeellike“namelessfaces”insidelargeclasses.Theydon’tfeelpersonalsupportfromtheirprofessors,sotheydon’tfeelcomfortableaskingforhelp.Outsidehelpmightbemoreaccessibletosomestudents,butitwillstillbeuptothestudentstotakeadvantageofthehelp.

TheAdministratorsays:

Studentsrarelytakeadvantageofsupportopportunities.Idon’tthinksendingmoreemailswillhelpbecauseaskingforhelpisnotapartofthecampuscommunitycultureanyways.Studentsdon’taskforhelp,nomatterhowmuchwetellthemit’savailable.

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AStudentsays:

SometimesIdon'ttakeadvantageofthehelpbecausethereisastigmaattachedtoaskingforhelpatthisschool.ItmakesmefeelunworthyandincapablewhenI'maskingforhelpandnoneofmypeersare.

TheAdministratorsays:

CMUdoeshaveaverycompetitivecultureandmanystudentsfeelitishardtoaskforhelp.Nomatterhowoftenweremindstudentsofacademicsupportopportunities,itwillnotdispelthecommonopinionthatCMUstudentsshouldn'tneedtoaskforhelp.

TheThinkTanksays:

Whynotofferhelpinasmanydifferentformsaspossible?Maybestudentsaren’trespondingtohelp,becausethemethodinwhichtheywerereacheddoesn’tworkforthem.Wecantrytoreachallstudentsbyusingmanydifferentmedia.Ifweofferedhelpbyemail,throughprofessors,onlineandthroughTAsandtutors,notonlycouldwereachawiderrangeofstudents,wemayalsobeabletomakeaskingforhelpmoreofanormintheCMUcommunity.

Option#3:

Lowincome,working,andfirstgenerationcollegestudentswillbescheduledforregularmeetingswithadvisorsonceasemestertomakesurethattheystayontrack,andtobuilda

relationshipwiththepersonwhorecommendstheiracademicmoves.AStudentsays:

Ifthisisbuiltaroundmyschedule,thiscouldbeextremelyhelpful.Ifeellikethemajorityofmyolderfriendswaiteduntilregistrationforsenioryeartostartpayingattentionto‘whatcountsforwhat?’andIdowishalotofthetimeIhadsomebodytotalktoaboutwhatI’mdoingwithmylife.Asofrightnow,advisingseemsprettyimpersonal.

AnAdvisorsays:

Thisisgoingtoquadrupleourworkload,andIdon’tknowthatthere’sarealoutcryfromthestudentsforthis.We’refreeforappointmentsatanytimeasitis,andIfeelasthoughstudentsdon’ttakeadvantage.

AProfessorsays:

Iseethesekindsofstudentsfallthroughthecracksallthetime.I’mnotopposedtoanythingtohelpkeepthemontrack,unlessitconsumesadisproportionateamountofresources.

AnAdministratorsays:

Theframeworkisalreadythereforstudentstogethelp,butourretentionistheworstamongthetop25universities,andIknowthatfactorsintoourrankings.Ifthiscouldmakeadifferencewithoutadramaticincreaseincost,Iwouldsupportit.

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DecisionPoint#2:Studentswhoenterasfirstgenerationorlow‐incomestudentsfeelaloneintheirstruggles.Theydonotknowabouttheiradvisorsorotheropportunitiesoncampuswheretheycan

findresources.

Option#1:TheUniversitymanagesthesituationbyplacingaweblinkonCarnegieMellonStudentWebsitethatdirectsstudentstofinancialaidworkshops,jobsofferedoncampus,andadvisorcenterssuchasCMARCthattheycangoto.Thewebsiteisagreatwayof

organizingusefulinformationforstudentstoaccessatanytime.AStudentsays:

IwouldreallyappreciateaweblinkonCarnegie’swebsite.IthinkthemainreasonwhyIrarelyseekhelpisbecauseIdonotknowwhotogotoifIhaveaspecificproblem,andpartofmefeelsembarrassedaboutaskingtoo.

AProfessorsays:

Iwillsupportanythingthatwillmakeiteasierformystudentstogettheacademicsupporttheyneed.ManystudentsdonottakeadvantageofCMARC,andIbelievethatadvisingiscrucialforastudent’ssuccess.IftheproblemisthatstudentsareunawareofCMARC,thenmaybealinkontheuniversity’swebsitewouldgettheirattention.

AnAdministratorsays:

Wefeelthatourwebsiteisveryuser‐friendlyandaccessible.Therearealreadytabsforstudentemployment,financialaid,andacademics.Wereallydonotfindanyneedtomakeanyadjustments.

TheThinkTankssays:

Whileawebsiteishelpful,itcannotreplaceface‐to‐facecontactastudentmayneed.Thisis,however,agoodstartforde‐stigmatizingthestatusesoffirst‐generationandlow‐incomecollegestudents,becauseaweblinkonthemainpagewillimplythattheinformationunderrepresentedstudentsseekisneededwithfrequency,andhencenotoutoftheordinaryorstrange.

Option#2:

TheadministrationandStudentLifemanagethesituation.Asupportgroupisdevelopedforstudentswhoselfidentifyaslowincomeorfirstgeneration.Thesupportgroupwill

provideaspaceforstudentstomeetoneanotheroutsideofclassaswellasdifferenttopicstotalkabout,butwillsimilarlyapplaudstudentsfortheirabilitytohandleadversity,grantingtheunderrepresentedwithanappropriatedesignationsuchas“independent

students.”

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AStudentsays:

Ithinkthattheadministrationmightassumethatstudentswhocomefromalow‐incomefamilyorareafirstgenerationstudentmightbetooembarrassedtojoinasupportgroup.However,ifanyonetoldmetherewasaclubforpoorkids,Iwouldbethefirsttojoin!MytimeatCarnegieMellonwouldbealoteasierifIknewthattherewereotherstudentswhosharemyexperiences.IoftenfeellikeIamtheonlystudentwhocomesfromalow‐incomefamilyandthereforetendtoisolatemyself.ItwouldbegreattoknowthatIamnotalone.

AProfessorsays:

Becauseweprofessorsareverybusywithteachinganddoingresearch,itishardforustofindthetimetoaddresstheemotionalneedsofourstudents.Ithinkthesupportgroupwouldhelpstudentswhoareoverlookedbyadvisorsandprofessors.

AnAdministratorsays:

Wearenotsurethatitwouldbebeneficialtoisolatelowincomeorfirstgenerationstudents.Wewanttocreateanenvironmentwherestudentsfromdifferentbackgroundsaredevelopingrelationshipsandexchangingideas.

TheThinkTanksays:

Arecurringthemeininterviewswithunderrepresentedstudentswasthefeelingofextremeisolation,whichasupportgroupwouldmostdirectlyaddressthroughthesharingofcommonexperiencesandstruggles.Themainproblemwiththeideaofthegroupforsomeofthestudentswasthestigmathatmaycomewithself‐identificationasfirstgeneration,low‐income,orworkstudy.Thus,itwasdeterminedtobeoftheutmostimportancetostressthepositivebentofthegroup–thatthestudentsarebeingapplaudedfortheirefforts,andthenameandstatedpurposeoftheorganizationreflectsasmuch.

Option#3:Theadmissionsofficehandlesthesituation.Withinthewelcomepackagesenttoall

admittedstudentsatCarnegieMellon,thereisaDVDwithamenuoptionspecificallyforfirstgenerationandlow‐incomefamilies.TheDVDexplainssomeofthehurdlesthe

studentsandparentsmayfaceduringcollege.TheDVDwillpointoutservicesthathelpwithloans,placesthestudentcangoforadvising,andothersupportsystemsdealingwith

familyissues.AStudentsays:

Idonotthinkthecurrentpackagesenttoadmittedstudentsaddressesthespecificneedsoflowerincomeorfirst‐generationstudents.Ithinkthattheadministrationclumpsuswiththerestofthestudentswhomaynotneedasmuchhelpordirection.However,asafirst‐generationstudent,itwouldhavebeenextremelyhelpfultowatchaDVDthatfeaturedcurrentstudentswhowerealsofirstgenerationstudentsandgavememoreinformationaboutacademicandemotionalsupport.Theuniversityneedstorealizethatfirst‐generationstudentshaveabsolutelynoideaaboutwhattoexpectwhenstartingcollege.

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AProfessorsays:Ithinkapackagewouldbeagreatideaforincomingfirstyearstudents.Thebetterpreparedthesestudentsarebeforetheyarriveoncampus,theeasieritwillbeforthemtoadjusttoamorerigorouscourseloadandseekhelpassoonastheyfaceacademicissues.Mostofthetime,studentswaituntilthelastminutetoseekhelpintheirclasses,andbythattimeitissometimestoolate.Icanonlyimaginehowdifficultitisforafirst‐generationstudentwhomaynotknowwhentoaskforhelporwhotogotoforhelp.Theadministrationneedstoofferthemalotmorepreparationthantheaveragestudent.

AnAdministratorsays:Wefeelthatwedoaddresstheneedsofallincomingfirst‐yearstudents.Wesendapackagethatgivesdetailsregardingfinancialaid,academicsupport,andsociallife.Furthermore,moreinformationandsupportisgivenduringorientation.Lastly,ourwebsitewilldirectastudenttotheappropriateofficethatwilladdresstheirneeds.

TheThinkTanksays:Itisextremelyimportanttoremovethestigmasunderrepresentedstudentsmayfeelabouttheirsituationsandaboutaskingforhelp.Byaddingthisinformationspecificallyforfirst‐generationandlow‐incomestudentsalongwiththerest,animportantstatementisbeingmade,andthatisthatunderrepresentedstudentsneednotfeelashamedoroutoftheordinary–theiradmissionwasnotanaccident,andCMUlooksforwardtotheirarrival.

Option#4:

Studentshandlethesituation.Olderselfidentifiedstudentscanoffertohelpyoungerstudentsadjusttocollegethroughamentorshipprogram.Olderstudentsmayrecommend

classes,placesinPittsburghtogoandwaystosavemoney.AStudentsays:

Ithinkthatamentorshipprogramwouldhavebeenbeneficialasafreshman.ThereweremanytimeswhenIwasoverwhelmedwithmycourseload,especiallysinceIalsohadtowork.Itwouldhavebeengreattoknowthattherewerestudentswhosharedthesamebackgroundandhowtheywereabletobalanceschool,work,andfriends.

AProfessorsays:Amentorshipprogramisagreatidea.Althoughweprofessorsandadvisorsareheretosupportstudents,itmaybedifficultforustoidentifywithstudentscomingfromalow‐incomebackground,especiallyifwedonotcomefromthatbackground.Throughthisprogram,thesestudentswouldbeabletoidentifywitheachotherandrelyoneachotherforsupport.

AnAdministratorsays:Shouldwefindthatstudentsfromalow‐incomebackgroundareinneedofadditionalemotionalsupport,wewoulddefinitelysupportamentorshipprogram.However,wefeelthatwedoofferadequatesupportservicesforyoungerstudents.

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TheThinkTanksays:AsimilarprogramtakesplaceatYaleforallstudents,notjustunderrepresentedstudents.Yale’sattritionispracticallynon‐existent.

DecisionPoint#3Schoolandworkcancompeteforastudent’sattentionanditisnotalwaysclearwhat

shouldtakepriority.

Option#1:CMUcouldsupportmorepaidresearchopportunitiesforworkstudyandlow‐income

students.AStudentsays:

Ajoboncampus,meaningnocommute,andanemployerthatunderstandsmyfinalsschedule?Signmeup!Iwouldn’thavetochoosebetweenschoolandwork,andthiscouldbenefitmyeducation.

AProfessorsays:Ifwe’retalkingaboutmoreresearchgrants,I’mallforit,butifyou’retalkingaboutgivingmemorestudentassistants,itsoundslikealotofpeoplewillendupgettingpaidtositontheirhands.

AGradSchoolsays:Thiswilltakemuchlegitimacyawayfromapplicantswhohaveresearchexperience,justbyvirtueofthefactthatitwillbealessselectiveendeavor.

AnAdministratorSays:Allcomplaintsoffacultyorconsiderationsofthelegitimacyoftheworkaside,therejustisn’tthemoneyforthisinthebudget.

Option#2:StudentscanattendCarnegieMellonaspart‐timestudents.

AProfessorsays:

Ontheonehandyesthiscouldworkforastudentwhoneedstheextratime.HoweverIthinkifastudentcouldstudyfulltimetheyshould.I'venoticedparttimestudentsaremorelikelytoleaveschoolwithoutadiplomathanfulltimeundergrads.

AnAdministratorsays:TheUniversityoffersparttimecoursesandeveningclassesthatstudentscantaketoworktowardsadegree.Forstudentswhodon'thavethetime,arecurrentlyinacareer,orhaveafamilytosupportthiscanbeagreatoption.

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AStudentsays:

IguessthatcouldworkbutthenIwouldbeastudentforsomuchlonger.IwouldbebalancingworkandschoolforalongerpartofmylifeandwhenIgotmydegreeIwouldbewaybehindinmycareercomparedtofulltimestudentswhograduatedbeforeme.NottomentionImaystillhavetotakeoutloansandstretchingthemoutoverthatlengthoftimecouldkeepmeindebtforlonger.

AStudent'sParentsSay:

Wellthiscouldbeaproblem,asitwouldhaveaninfluenceonourhealthinsurancepolicy.Also,wethoughtthatthesoonerourson/daughtergraduatesfromcollegethesoonerhe/shecouldbemakingaregularsalaryandhelpuspayoffthedebtwe'veincurredtosendthemtoschool.

Option#3:

CarnegieMellonUniversitycanoffermoreonlinecoursesforstudentsthatrequireaflexibleschedule.

AProfessorsays:

Idon'tknowaboutthisoption.IknowwecouldworkonalearningpackageusingtheblackboardfacilityatCMUhoweverIdon'tthinkthereisasubstituteforaclassroomteacher.EverydayIamaskedaquestionfromastudentthatprobablyatleastthreemoreintheroomneedananswertoalso.Thesequestionsareansweredmuchbetterinpersonwhenwecanhaveadialogueratherthanthroughemails.

AnAdministratorsays:Departmentswouldhavetoworkonitthemselvesandorganizeaneffectiveprogramforstudentstostudyoff‐campus.AlthoughitcouldreducethecostofcoursesthatareparticularlylaborintensivewewouldbeworriedthiscouldharmthestandingandreputationoftheUniversity.

AStudentsays:ThisoptioncouldreallyhelpmeassometimesmyworkschedulemakesithorribletoattendclassesatthetimesscheduledbytheUniversity.MyconcernwouldbethatIwouldn'tbespeakingwithmyprofessorandgettingeverythingIcouldfromfacetofacecontact.PerhapsifIcouldhaveregularmeetingswiththeprofessorthatfitmyscheduletogooveranyproblemsImayhave.

AStudentAdvisorsays:Thiscouldsolvethestudent’sproblemwiththeirworkloadbutinstudentsfromlowincomeandfirstgenerationcollegebackgroundsI'veheardcomplaintsthattheyfeelisolatedfromthecultureoncampus.I'mnotsuretakingthemoutofthetraditionalclassroomenvironmentandhavingthemworkinsolitudewouldbethebestwaytocombatthisissue.

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CriticalIncidentInterviewsandThinkTankParticipationList

• HelenWang,HouseFellowandadjunctprofessor• SeanMcMillan,studentwhohastakenaleaveofabsence• JohnLehmann,first‐genstudent• ScottRosenfeld,CMUstudent,friendswithstudentwholeft• AndrewRobb,CMUstudent,friendswithstudentwholeft• JJJohnson,brotherofCMUstudentwhodroppedout• AndreaSolomon,low‐income/first‐genCMUstudent• AnnaRasshivkin,employedstudent• JustinWasser,studentforcedtoleaveschoolforfinancialreasons• LynnaMartinez,CMARCacademicadvisor• JohnLanyonofAcademicDevelopment,employsstudents,former1stgenstudent• MaraIversonofHousingandDiningServices,employsstudents,former1stgenstudent• JennaPetersonofHousingandDiningServices,employsstudents,former1stgenstudent• MaryGlavan,studentwholeftschool,fullyemployedduringundergrad• EmilyFerris,low‐incomeCMUstudent• TokieaFitzgerald,low‐income/first‐genCMUstudent• RuthAnnFerris,parentoflow‐incomeCMUstudent• JordanRosenfeld,CMUstudent,friendswithstudentforcedtotaketimeoff

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FactSheetPredictorsofDifficultyandSuccess(StayinginCollegevs.DroppingOut)

Thefollowingvariablesmaybepredictiveofwhenastudentwillnotcompletehisorhercollegeeducation(asdrawnfromthesourcesbelow):

·Lowsocioeconomicstatus

·FirstGenerationCollegeStudents

·Minority

·Unstable/difficultlivingsituation/personalorfamilycrises

·Lackofsupport(financiallyoracademically)fromparentsor guardians

·Workinglonghours

·Lackofneededfinancialassistancefromuniversity

·Lackofsupportfromcollegepeers

·Lackofcollegepreparationinhighschool

·Nosupportfromcommunityathome

·Discriminationoncampusorinsurroundingcommunity

·Difficultmajor

·Athletics

Labels/Definitions

Retention:CarnegieMellonUniversitydefinesretentionas“Thepercentageofenrolledstudentswhoreturntotheuniversityduringaspecifictimeframe.Forexample,first‐yearretentionisthepercentageofstudentswhoreturnfortheirsophomoreyear”(CarnegieMellonUniversityFactbook2008‐2009.

LowIncomeStudents­StudentswhohavedemonstratedfinancialaidtotheUniversity.Thesestudents(ortheirparents)mustrelyonloans,scholarships,grantsandworkingtopayfortheireducation.Oftentimes,theymustworktopayfortuition,topaybackloans,ortohaveextraspendingmoney.Somemustfocusonworkasmuchasschoolbecauseoftheirfinancialsituation.

First­GenerationCollegeStudents­Studentswhoarethefirstintheirimmediatefamilytogotocollege.

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TotalFinancialNeed:CostofAttendance–ExpectedFamilyContribution=FinancialNeedIn2008,CarnegieMellonmet82%offinancialneedoffull‐timeundergraduatestudentswhowereawardedanyneed‐basedaid(includingfirst‐year).Thisleavesanaverageof$7170peryearforstudentstomakeupintuitionalone.

FinancialAid:CarnegieMellonUniversityliststhefollowingassourcesofscholarships/financialaidtoundergraduatestudents:CarnegieMellonEndowed,CarnegieMellonGeneralUnrestricted,CarnegieMellonGiftsandGrants,Federal‐Pell,Federal‐SEOG,OtherGrantResources(differentfromthosealreadylisted),OtherStateAid(statesotherthanPennsylvania),ROTC,andStateAid‐PHEAA.Loansandwork‐studyareclassifiedasSelf‐Helpsourcesoffinancialaid.Todeterminefinancialaid,CarnegieMellonusesFederalMethodology(asdomostotherinstitutions).Itusesparentalandstudenttotaltaxableincome,equityinassets,sizeofhousehold,andnumberofchildrenenrolledincollegetodetermineastudent’sExpectedFamilyContribution.FederalWorkStudy:FederalWork‐Studyisaneedbasedself‐helpaward.IfastudenthasbeenawardedFWS,theirFWSawardisthetotalthattheycanearnduringtheacademicyearasawork‐studystudent.In2008,themaximumFWSawardatCarnegieMellonwas$1,551.Inordertoretaintheiraward,astudentmustmaintainaminimumnumberofunitsandaminimumQPA(asdeterminedbycollege).Totalgrossearningscannotexceedtheawardamount.TheRoleofDemographicandSocialFactorsinRetention:Astudent’sstatusasthefirstgenerationofhisorherfamilytoattendcollegehasanobservedcorrelationtoretention.AccordingtoastudyfromtheNationalCenterforEducationStatistics,“First‐generationstudentspersistedinpostsecondaryeducationandattainedcredentialsatlowerratesthantheirnon‐first‐generationcounterparts.”Theneedtoworkwhileattainingadegreecanaddsignificantstresstotheeducationalenvironment,andcanaffecttheabilitytostaycurrentoncoursework.Astudypublishedin2002bytheU.S.DepartmentofEducationcitedthatnationally,studentswhoconsideredtobeworkingatornearfulltimewhileattendingschoolleftcollegewithinthefirstthreeyearsatarateof53.8%withoutreturningorhavingearnedadegree,includingAssociate’sprogramsinthemeasurement.Comparatively,nonworkingstudentsfromthesameinstitutionsleftschoolwithoutreturningatarateof26.7%,orlessthanhalf.Studentsforwhomthecostofattendingafouryearinstitutionisasourceofconcernmayconsidertheschoolenvironmentexceedinglystressful,andmayhavetroublefinishingontimeoratall.Astudypublishedin2004bytheNationalCenterforEducationstatisticsshowedthat39.4%ofbeginningcollegestudentsinthelowestincomequartilehaddiscontinuedschoolingwithin4years,andonly15%hadcompleteda4‐yeardegreewithinthattime.Comparatively,41%ofstudentsinthehighestquartilehadachieveda4‐yeardegreeinthesameperiod,and29.2%haddiscontinued.

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Websites“DoesWorkingWork?”(http://www.umbc.edu/oir/cpp/Does%20Working%20Work_National%20AIR%20Conference%20Presentation.pdf)UniversityofMarylandStudyoftheeffectofworkingonretentionWorkingClassStudents:LostinaCollege’sMiddleClassCulture(http://www.aaup.org/AAUP/pubsres/academe/2005/JA/Feat/case.htm)ArticleonthediversityofUniversitycampusesandhowthiscanoccludetheneedsofworkingclassstudentswhocrossallminoritiesOfficeofFederalStudentAid(http://www.nasfaa.org/Annualpubs/Journal/Vol37N2/MacCallum.PDF)Studyontheeffectsoffinancialaidonenrollment,retentionandsuccess

RelevantReadings

Bürgenmeier,B(1992)Socioeconomics:aninterdisciplinaryapproach:ethics,institutions,andmarketsTranslatedbyCook,KNorwellMA:KluwerAcademicPublishersDiscussesthesocialaspectofeconomicsandwithafocusonethicsThomas,L&QuinnJ(2006)Firstgenerationentryintohighereducation:aninternationalstudyOpenUniversityPressFocusondefiningtermssuchasFirstGenerationandRetentionLevin,M&Levin,J.(1991)Acriticalexaminationofacademicretentionprogramsforat‐riskminoritycollegestudents.InJournalofCollegeStudentDevelopment.Vol32(4),Jul1991,(pp.323‐334)Gerdes,H&MallinckrodtB(1994)Emotional,social,andacademicadjustmentofcollegestudents:Alongitudinalstudyofretention.InJournalofCounseling&Development.Vol72(3),Jan‐Feb1994,(pp.281‐288)Studywithtwogoals:Describingtheacademicandemotionaladjustmentsincollegescienceprograms,andwhethertheserelatedtothestudentsaccountoftheirrelationshipwiththeirparentsandteachers.Deberard,M;Spielmans,G;JulkaD(2004)PredictorsofAcademicAchievementandRetentionamongCollegeFreshmen:ALongitudinalStudy.InCollegeStudentJournal,Vol.38,2004Lotkowski,V;Robbins,S;Noeth,R(2004)TheRoleofAcademicandNon‐AcademicFactorsinImprovingCollegeRetention.ACTPolicyReport.InAmericanCollegeTestingACTInc

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AdditionalReading

Jones,L(2001)RetainingAfricanAmericansinhighereducation:challengingparadigmsforretainingstudents,faculty,andadministratorsSterlingVA:StylusFocusesonkeyissuessurroundingAfricanAmericanstudentsatpredominantlyallwhiteuniversities

Etzioni,A(1999)Essaysinsocio­economicsMichigan:Springer

HullE(1997)Studentworkers:earningandlearningPerth:MurdochUniversityPressBrothertonP(2001)"ItTakesaCampusToGraduateaStudent":ALookatSevenAcademicRetentionProgramsandWhatMakesThemEffective.InBlackIssuesinHigherEducation,Vol18(18)Oct2001(pp.34‐39)

AdditionalWebsites

USDeptofLabor(http://www.dol.gov/dol/topic/youthlabor/StudentWorkers.htm)PageinrelationtoyouthworkersWorking‐ClassStudentsIncreasinglyEndUpatCommunityColleges,GivingUpona4‐YearDegree(http://chronicle.com/article/Working‐Class‐Students/2406)ArticlebyStephenBurdfromTheChronicleofhighereducation“Gainsmade,butCMUgraduationrateforblacksislowestamongeliteschools”(http://www.post‐gazette.com/pg/07011/752918‐298.stm)Post‐Gazettearticle