College Prep for High Achieving Minority Students

11th Annual Indiana Conference on Learning

Jennifer Poe Dr. Miriam Attenoukon Associate Director & Science Coordinator &

Director of Advising STIM Advisor

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Context and Presentation Objective

Context-US demographics are shifting dramatically. Yen (2013) projects that if US Census data holds, US Whites will become the minority and Hispanic/Latinos will emerge as the majority. -Undoubtedly, there will be a surge of second and third generation minority students entering higher education. The Hudson & Holland Scholars Program is a microcosm of things to come.

-Although college preparation and college attendance are strongly reinforced, students still face significant risk factors that impede college completion.

Presentation ObjectiveTo share the very real issues that confront high achieving students – especially underrepresented minorities – and to offer best practices and strategies for preparing students in high school.

Yen, H. (2013). US whites now losing majority in under-5 age group, Retrieved fromhttp://news.yahoo.com/us-whites-now-losing-majority-under-5-age-040336032.html

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Hudson & Holland Scholars Program History

PurposeThe Hudson & Holland Scholars Program (HHSP) serves as an integral part of Indiana University’s efforts to foster benefits of educational diversity by assuring the obtainment of a critical mass of students from historically underrepresented backgrounds with a history of discrimination. MissionThe mission of HHSP is to recruit, retain and prepare students with outstanding records of academic achievement, strong leadership experience, and a commitment to service and social justice to be responsible citizens and future leaders of tomorrow.

Hudson & Holland Scholars Program

IUB’s largest scholarship and support program

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Serving 1100 high-achieving underrepresented minority students

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2013-14 HHSP Freshmen Data

Total HHSP Scholars: 273• 159 Female

• 114 Male

Test Scores• Avg. GPA: 3.75• Avg. SAT: 1176• Avg. ACT: 26

US Citizenship• 8 Alien Permanent Resident• 6 Naturalized• 259 Native

Residency• 89 Nonresident• 184 Residents

21st Century Scholars• 27

First Generation College Students• 61

273 freshmen

27

Twenty-first Century Scholars

61 First Generation

College Students

259 Native

8 Alien Permanent Resident

6 Naturalized

159 Females

114 Males

184

Resident

89 Nonresident

SAT 1176

ACT 26

Common Factors for Student Success

College

SuccessTransition to College

Emotional/

Personal

Social/

Cultural

Financial

Academic

Academic Skills

Study Skills/

Time Management

-Lack of academic skillsMath & Quantitative

ReasoningWriting SkillsScience SkillsHigher-order Thinking Skills

-Poor study skills/time management

Not using resourcesNot asking for help Not prioritizingLack of motivation

Academic Factors

Lack of Academic Skills

- Math and Quantitative Reasoning Skills

- If they struggle in high school, they will struggle in college

- Students don’t realize that SAT/ACT scores and college placement exams determine what math courses they will take in college- disconnect between level of aptitude and expectations

- Some have to take remedial math

- Writing Skills - Not writing with a clear purpose or audience- Not providing credible sources of evidence- Not revising papers or seeking needed feedback

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Lack of Academic Skills

- Science Skills- Students need math skills for science courses- they aren’t making

the connection- SAT/ACT math scores and college placement exams determine eligibility for

certain science courses (ex. Chemistry-C117)

- These courses (often 5 credit hours) require intensive work inside and outside the classroom- students aren’t putting in the time and effort or seeking help

- Higher-order Thinking Skills/Critical Thinking (Bloom’s Taxonomy)

- Need to analyze, evaluate, and synthesize information- Still using rote memorization (Surface Learning)- Students don’t know why they aren’t succeeding- Re-Learn How to Learn

- AP/Dual credit courses may/may not be helpful with critical thinking

Bloom's Taxonomy (Anderson & Krathwohl, 2001)

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-Poor study skillsLack of active

reading skillsPoor note-taking

skillsLack of effective

review skills

-Not using academic resources -Not asking for help

-Poor time management

-Lack of motivation

Study Skills & Time Management

Poor Study Skills

- Active Reading Skills- Trouble identifying key information- Not linking text to key class concepts- They aren’t connecting to the material (reading for purpose),

not asking themselves questions about the content, not relating it to prior knowledge

- Note-taking Skills - No note-taking system

-No clear system for organizing or reviewing notes-Not comparing notes with other students

-Not previewing key points for next day’s lecture-Not reviewing notes after class to make

corrections

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Poor Study Skills

- Effective Review Skills- Not reviewing syllabi or creating daily/weekly review goals- Not reviewing notes- If they review, not seeking help immediately if needed- Not taking practice exams- Not attending review sessions or office hours- Not asking instructors for feedback on papers or exams

- Distracted by Technology- Students are constantly receiving texts, social media,

calls, emails- Interferes with class time and study time- not focusing

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Study Skills

Academic Resources:-They don’t know what the academic resources are on campus

– Tutoring– Help sessions– Study tables– Mentoring– Academic Advising– Disability services

-Not asking for help or waiting until it’s too late- BE PROACTIVE!!!

Time Management-Not using a planner

-Detailed, realistic, consistent-Develop new habits and patterns

-Paralyzed by procrastination-Not identifying most alert times for studying-Not assessing how long it takes to complete assignments and readings- this can be an indication that they are struggling with the material and need assistance-Not scheduling at least 2-3 hours of study time for each hour spent in class (some courses need even more time than this)-Not staying on top of their work- unable to catch up-Not taking scheduled study breaks to rejuvenate

Lack of Motivation

-Not having a sense of purpose for the material they are studying -Not seeing the utility of a general education or a liberal arts education in relation to future job skills and knowledge-Haven’t found the right fit yet-Just not ready to be a college student

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-Academic probation and financial aid

-Dual credits and poor college CGPA

-Not filing the FAFSA each year or missing the deadline

-Not submitting income verification documentation to the institution by the deadline

-Not meeting the GPA requirements for merit-based financial aid (scholarships)

-Affordability: Owing one college and trying to enroll in another

Financial Factors

Financial Factors

- Academic Probation- Students don’t know about or understand probation or how this affects financial aid eligibility- Students don’t know about the appeal process or bother to complete it to keep their aid

- Dual College Credits- A poor CGPA as a result of dual credit courses can affect financial aid eligibility- specifically merit-

based aid starting with the sophomore year

- Not Meeting GPA requirements for Merit-based Awards- Students aren’t aware that merit-based award renewals are contingent upon their CGPA

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Dual credits gone wrong

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Financial Factors

- Not Filing the FAFSA or Completing Income Verification- Students don’t understand that they need to file a FAFSA every year- Students don’t know that their college/university can require income

verification and that failure to comply may result in the loss of financial aid

- Affordability- Especially with non-resident tuition, taking on enormous amounts of loan debt- Losing merit-based aid due to CGPA - Apply to college early for maximum scholarship consideration- Apply for additional scholarships in college- not just when applying to college- Double majors, dual degrees, and multiple minors

- Owing One School and Enrolling in Another- Students aren’t aware that their transcripts will not be released to another

institution if they owe money

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-Unrealistic expectations

-Lack of structure

-Adaptability/Flexibility

-Consequences of poor performance

-Isolation- not asking for help; not fitting in

Transition to College

Transition to College- Unrealistic Expectations/Lack of Knowledge

- Academic rigor- An ‘A’ in high school chemistry does not mean an ‘A’ in college

chemistry- The work is more challenging- not putting in the time and effort- If they fail, they will just try again.- Lack of knowledge of the major or what the career is really about- Focus too much on the major and not the skill set

- Lack of Structure- Too much freedom- They don’t know how to structure their time (time management)

- Consequences of Poor Performance- Academic Probation requirements- Loss of financial aid- Having to change major or even career goals- Dismissal

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Transition to College

- Adaptability/Flexibility- Major changes happen and are sometimes required- Career plans change and are sometimes required- Need to come to college with a contingency plan

- Isolation- not asking for help or fitting in- They may need help-

- Must be willing to seek it out - Must be willing to accept recommendations and advice

- They don’t engage or get involved- feel disconnected from their culture- Visit and get involved in culture centers, causes, and student

organizations to develop common bonds.

- Maturity and dual credits- students come into college with sophomore and even junior credits, but they

are not prepared to graduate early

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Recommendations

-Incorporate these topics into existing activities or high school curriculum (i.e. college fairs, financial aid night, College Go Week, early college programs…)-College Student Panel- high school alums talk about their college experiences-Work with your county’s College Success Coalition or other youth-serving community organizations such as the Center for Leadership Development, Starfish Initiative, 100 Black Men, Balfour Scholars, 21st Century Scholars, etc…-Reality store for high school students-Create special sessions on things such as time management, study skills, and college resources-Work with local colleges/universities on their pre-college programs

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Recommendations

-College Survival Skills Books: Required reading? What the Best College Students Do by Ken Bain My Freshman Year by Rebekah Nathan The Best College Student Survival Guide Ever Written by MJ Wilson

-Assignment: have students interview a college student about their college experiences

-Guidance counselors can attend a local college’s 1st Year Experience Conferences

-Collaboration is the key!

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Jennifer PoeAssociate Director& Director of Advisingjeapoe@indiana.edu812-855-0995

Dr. Miriam AttenoukonScience Coordinator& STIM Advisormiatteno@indiana.edu812-856-0976

Questions???

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www.indiana.edu/~hhsp (812)-855-7853 hhsp@indiana.edu