Transcript What Difference Makes Nov. 18 combined PPT

WHAT DIFFERENCE MAKES
TUES. NOV. 18, ENGLISH 602
“NON-TRADITIONAL STUDENT”
(USUALLY AN “ADULT” OR OLDER STUDENT)
According to the NCES (National Center for Education Statistics, 1996 Report)
These students are any that: (up to 73% of students, depending on how you count it)
•
Delays enrollment (does not enter postsecondary education in the same calendar year that he or she finished
high school)
•
Attends part-time for at least part of the academic year
•
Works full-time (35 hours or more per week) while enrolled
•
Is considered financially independent for purposes of determining eligibility for financial aid
•
Has dependents other than a spouse (usually children, but may also be caregivers of sick or elderly family
members)
•
Is a single parent (either not married or married but separated and has dependents)
•
Does not have a high school diploma (completed high school with a GED or other high school completion
certificate or did not finish high school)
(I personally meet 3 of these, 4 depending)
PROBLEMS?
“Non-traditional” and “Adult” are both loaded terms (even if “adult” is usually viewed
positively)
The range of possible students that fit this criteria is extremely broad, so there isn’t a
unifying set of needs, but the group is instead unified by their existence as nonnormative.
--------------------------Financial Aid is usually listed as a major concern (but isn’t it for most students?)
Out-of-Class time management becomes a much larger issue (due to extra
constraints on students)
ADULT LEARNERS
*Statutes to help AL, 2000, 2006
*Identified, targeted group at UofL, 2009
(lots of good details in this CPE report)
*Difficulties:
Financial aid: state, federal, institutional
Visible paths of support: deadlines, communication,
full-time status, online course offerings
THE NUMBERS:
●
As of 2013, UofL has 5,447 out-of-state students. This includes over 1,000
students from Southern Indiana.
●
Out-of-state students pay $12,062 for a semester, as opposed to $5,118.
●
Southern Indiana students and out-of-state veterans do not pay non-residential
tuition.
THE GOOD NEWS
●
Application information for non-residential high schoolers, like scholarship
information, tuition information, and special tours available for them, are all
easy to find on the website.
THE PROBLEMS
●
There is little other information available on our website.
●
Pertinent links that could be helpful for students who are completely unfamiliar
with Louisville (e.g., commuter services, around town, and get involved) are all
broken.
FIRST GENERATION STUDENTS
Characterized as “students who do not have parents with a college
degree.”
First generation college students make up 34% of incoming students
in America’s colleges and universities. 73% of those students DO
NOT return to college after their first year.
This type of student is not necessarily associated with any other
particular identity marker (race, class, gender, etc.), but this type of
student can be seen in many of them.
These students are often labeled as students that come from lowincome, working-class families.
FGS AND THEIR CHALLENGES
Many of the challenges associated with first-generation
college students are related to financial and emotional
difficulties, academic and social difficulties, and
difficulties with achievement and overall success.
Several studies have looked at the attitudes,
experiences/motivations, and outcomes of firstgeneration students.
Other researchers have focused on mentoring and
academic/professional development programs that are
made available to these students and their contributions
to the students’ experiences.
MEETING THEIR NEEDS
The difficulty of understanding and navigating the foreign
college/university space, having access to familial
resources for assistance during these difficult times,
and the motivation to finish the degree program.
While the first generation college student experiences
are unique, some of them seem similar to the
experiences of many college students, specifically first
year students
So, how do we meet the needs of these students?
SOURCES CONSULTED
Lightweis, Susan. “The Challenges, Persistence, and Success of White, Working-Class, First-Generation
College Students.” College Student Journal 48.3 (2014): 461-467. Academic Search Complete. Web.
18 Nov. 2014.
Parker, Clifton B. “Stanford researcher: First-generation college students benefit from discussing class
difference.” Stanford Report. 22 April 2014. 17 November 2014. Web.
http://news.stanford.edu/news/2014/april/first-gen-resources-042214.html.
Petty, Tanjula. “Motivating First-Generation Students To Academic Success and College Completion.”
College Student Journal 48.2 (2014): 257-284. Academic Search Complete. Web. 17 Nov. 2014.
QUICK NOTES ON STUDENTATHLETES
Articles: Abdul-Jabbar, Kareem. "College Athletes of the World
Unite." Jacobin. Jacobin Magazine, 12 Nov. 2014. Web. 18 Nov.
2014.
Beamon, Krystal K. ""Used Goods": Former African American College
Student-Athletes' Perception of Exploitation by Division I
Universities." The Journal of Negro Education 77.4 (2008): 35264. JSTOR. Web. 18 Nov. 2014.
Gayles, Joy Gaston. "The Influence of Student Engagment and Sport
Participation on College Outcomes among Division I Student
Athletes." The Journal of Higher Education 80.3 (2009): 315-33.
JSTOR. Web. 18 Nov. 2014.
NOTABLE CHARACTERISTICS:
+UNDER INCREASED SCRUTINY (GAYLES & HU 315)
+BUSY (D-1 FOOTBALL OFTEN REQUIRES 40+ HOURS
PER WEEK (GAYLES & HU 316)
+FACE CONSTANT DELUGE OF IMAGES &
PERCEPTIONS FROM SOCIETY & MEDIA (BEAMON
352)
+AFRICAN AMERICAN MALES OVER-REPRESENTED
IN REVENUE-GENERATING SPORTS (BEAMON 353)
+MAY FEEL EXPLOITED OR UNDERAPPRECIATED
(BEAMAN 359; ABDUL-JABAR)
A FEW TIPS MAXIMIZING POSITIVE OUTCOMES FOR STUDENTATHLETES:
+ENCOURAGE/INVITE INTERACTION WITH STUDENTS OTHER THAN
TEAMMATES (GAYLES & HU 321)
+TAKE OPPORTUNITIES TO NURTURE STUDENT-ATHLETE SELFPERCEPTION AS SCHOLAR THINKER (GAYLES & HU 318)
+REMAIN FLEXIBLE IN TERMS OF OFFICE APPOINTMENTS TO
ENCOURAGE STUDENT-ATHLETE FACULTY INTERACTION (GAYLES &
HU 321)
+ENCOURAGE EXPLORATION OF SOCIO-CULTURAL ROLE/AGENCY
(ABDUL-JABBAR)
FACTS
“Athletic participation in itself can become an additional stressor that traditional
college students do not experience” (Wilson & Pritchard).
Research has shown that student-athletes engaged in more heavy “episodic drinking
occasions” and report getting drunk more frequently than their non-athlete peers
(Turrisi, Mastroleo, Mallett, Larimer, & Kilmer, 2007). This can lead to problems
ranging from missing class to memory loss from heavy consumption.
Student athletes also engage in riskier sexual behaviors and are at a higher risk of
contracting STIs (Moore, Berkley-Patton, & Hawes, 2013).
Many of the studies I looked at focused on student-athletes’ psychological wellbeing.
REFERENCES
Moore, E., Berkley-Patton, J., & Hawes, S. (2013). Religiosity,
Alcohol Use, and Sex
Behaviors Among College StudentAthletes. Journal Of Religion & Health,
52(3), 930-940. doi:10.1007/s10943-011-9543-z
Turrisi, R., Mallett, K.A., Mastroleo, N.R., & Larimer, M.E. (2006).
Heavy
drinking in college students: Who is at risk and what is
being done about it?
Journal of General Psychology, 133, 401420.
Wilson, G.S. &Pritchard, M. (2005). Comparing sources of stress in
college
student athletes and non-athletes. Athletic Insight
7(1), 1-8.
L AU R A T E T R E AU LT
Jonathan Alexander and David Wallace identify three areas that have thus far
characterized a limited body of composition research on queer concerns:
1) Basic problems related to sexuality in the classroom, like overt homophobia
or coming out (for students or instructors); but this works has often ignored
larger systemic problems (306)
2) Exploring “what it means to make LGBT people and experiences a part of
writing pedagogy in a proactive way” (309)
3) “the tension between the need to make queer people and issues more
visible in our classrooms and culture and the potential that doing so has to
reinscribe the very problematic homo/hetero binary it works to unseat”
(311).
Alexander, Jonathan and David L. Wallace. “The Queer Turn in Composition Studies: Reviewing and Assessing an
Emerging Scholarship.” College Composition and Communication 61.1 (2009).
Alexander and Wallace write that attention to LGBTQ
concerns in the composition classroom can call
instructors “to consider how our curricula can and
should be challenged not only by ‘alternative’ and
‘nonnormative’ identities for which we need to make
room, but to think critically about powerful theoretical
models that challenge how we know the stories we
live by—and how we know the students and each
other” (314).
SUGGESTIONS FOR SUPPORTING LGBTQ STUDENTS
Utilize UofL’s LGBT Center http://louisville.edu/lgbt
 Direct students to events and resources
 Ask a SpeakOut panel to lead a discussion in your class
http://louisville.edu/lgbt/programs-1/speakout-panels-1
Include readings and course content that take up questions of sexuality or gender
identity
Include materials for students to analyze (such as advertisements, examples) with the
goal of making visible & questioning heteronormative representations
Be conscious of name and pronoun use—such as asking students to state their own
preferred names on the first day of class instead of calling roll, or asking about
preferred pronouns (could be in a confidential way)
POST-WAR DIFFICULTIES
Common difficulties include (“Ten Things”):
 Supporting families
 Cognitive difficulties or alienation
 Alienation
 Fears of being judged for fighting in a generally ill-regarded war
Many veterans have never held another job (“Ten Things”).
VETERANS IN COLLEGE
A way of “branching out” from their narrowly focused military training is higher
education (“Ten Things”).
Over 500,000 veterans have used the benefits of the GI bill since 2009, and the
number is increasing (“Operation Graduation”).
Veterans are more likely to be first generation college students (“Operation
Graduation”).
DIFFICULTIES WITH THE COLLEGE ENVIRONMENT
Veterans feel extreme loneliness and boredom due to a lack of the community,
structure, and adrenaline inherent to war zones (“Ten Things”).
THINGS TO KNOW
Veteran students don’t see themselves as victims, but rather as powerful, agentic
subjects. This influences many veterans to not seek out help for PTSD or other
trauma or disabilities (“Ten Things”).
Veterans feel extreme loneliness and boredom due to a lack of the community,
structure, and adrenaline inherent to war zones (“Ten Things”).
Veteran students tend to do as well or better than other students, as long as they
receive institutional support. If they don’t receive institutional support, however,
their chances of obtaining a degree decrease. (“Operation Graduation”).
PEDAGOGICAL CONCERNS
Possibility of disabilities, e.g. impaired hearing from blasts (“Ten Things”)
Veterans are often uncomfortable with accepting roles of authority (for instance, in
the classroom or when writing) and also with sharing their views and perspectives
(“Ten Things”)
While veterans will resist help (“Ten Things”), institutional support is exactly what they
need (“Operation Graduation”)
WORKS CITED
Lighthall, Allison. “Ten Things You Should Know about Today’s Student Veteran.” NEA.
National Education Association, n.d. Web. 17 Nov. 2014
Depression is highly linked with anxiety and leads to intrusive thoughts and sleep
disturbances; those sleep disturbances can act as a major indicator (Field et al.)
Greater tendency for female students to struggle with depression (Field et al.)
More likely than non-depressed students to disclose impairment with academic work,
including chronic pain, relationship difficulties, and stress (Lindsey, Fabiano, and
Stark)
Heavily involved students (those who work/volunteer more hours) more likely to
report being depressed; ditto LGBTQ students [31% to 16%] (Lindsey, Fabiano,
and Stark)
Feelings of being overwhelmed may be due to pedagogy rooted in “experience-based
learning and group projects” because they are time-consuming (Lindsey, Fabiano,
and Stark)
WORKS CITED
Field, Tiffany, et al. "Depression and Related Problems In University Students." College
Student Journal 46.1 (2012): 193-202. ERIC. Web. 17 Nov. 2014.
Lindsey, Billie J., Patricia Fabiano, and Chris Stark. "The Prevalence And Correlates Of
Depression Among College Students." College Student Journal 43.4 (2009): 9991014. ERIC. Web. 18 Nov. 2014.
CURSORY RESEARCH
Not a lot of recent research on anxiety as it pertains to students and the process of
writing and/or class discussion
Some research about ELL and the anxiety of learning another language
Anxiety comes in many forms
My big question: How can we make discussion-based classes and writing
assignments less anxiety-inducing? Anxiety seems built in to these kinds of
classes and assignments.
CHRISTY MARTINEZ, NED KOCK, AND JEFFREY CASS
Cheng (2004) found that “Some students have somatic anxiety or physiological
reactions to anxiety...while other students experience anxiety as a result of
external factors such as teachers’ negative expectations, preoccupation with their
writing ability and concern for other’s perceptions of their writing....By assessing
writing as a multidimensional construct, researchers can examine the
relationship between the physiological cognitive, and behavioral effects of writing
anxiety and the various outcomes”.”
WORKS CITED
Christy Teranishi Martinez, Ned Kock and Jeffrey Cass. “Pain and Pleasure in Short
Essay Writing: Factors Predicting University Students' Writing Anxiety and Writing
Self-Efficacy.”Journal of Adolescent & Adult Literacy, Vol. 54, No. 5: (February
2011), 351-360.
Cheng, Y.-S. “A Measure of Second Language Writing Anxiety: Scale Development and
Preliminary Validation.” Journal of Second Language Writing, 13 (4): (2004), 313355.
Many people with bipolar disorder experience their first manic episode during college
or while they are college-age
The socially- and deadline-intensive environment can make manic symptoms worse or
trigger their first appearance
Alcohol and substance abuse are also common
Since binge-drinking, all-nighters, intense relationships, and chaotic schedules are
fairly normal for college students, students with bipolar disorder may not
recognize these as symptoms of an underlying psychological disorder (Lejeune
666)
Students with bipolar disorder are at particular risk for suicide, because their
depressive symptoms can be combined with impulsiveness and sudden shifts in
mood (667)
Students who are experiencing their first manic episode may refuse to believe that
they might have bipolar disorder; Lejeune suggests that “[i]t is important…to be
tentative and supportive and not to ask the student to accept any particular
diagnosis before it is clear” (666)
Student might be reluctant to change work habits, “particularly if those habits have
led to success” (667); this could include forgoing sleep and food in order to work
Students might also be reluctant to take medication for fear of losing the “highs,” or
they may intentionally not take their medication, or simply forget to take it (667)
Lejeune, S.M.W. (2011). Special Considerations in the Treatment of College Students
with Bipolar Disorder. Journal of American College Health, 59(7), 666-669.
THINGS TO CONSIDER
Since students might be experiencing these symptoms for the first time, they might
not have a diagnosis, and they might not know anything about bipolar disorder or
how to cope with it
Students with bipolar disorder might have trouble completing assignments on time or
have trouble sticking to a rigid schedule
If a student has bipolar disorder, they need support and a treatment plan (almost
certainly including medication) because of the risk for impulsive behavior and
suicide
METROPOLITAN COLLEGE / UPS
PROGRAM
What: Tuition benefit, book reimbursement, bonuses, “and more”
Who: UPS employees working at the UPS overnight air operation (3rd
Shift, Next Day Air) in Louisville, KY, who attend UofL (or JCTC)
The Fine Print:
 Students responsible for additional fees (labs, parking, meal plan,
housing, student health, etc.)
 Students must pass each class with a C or higher
 Book reimbursement: Up to $65/course
Source: https://www.metro-college.com/ups/
ACADEMIC BONUSES: SEMESTER
COMPLETION BONUS
Students who successfully complete (earned grades of A, B, C, P or S) 6+
credit hours in regular semesters and remains employed for the
duration of the semester Student Agreement period receive semester
completion bonuses.
Two types:
 Successful completion of 6 or more hours with no withdrawals,
incompletes, failures or grade of D: $850.00
 Successful completion of 6 or more hours with withdrawals,
incompletes, failures or grade of D: $575.00
Source: https://www.metro-college.com/ups/
ACADEMIC BONUSES: MILESTONE
BONUS
Must be actively employed at UPS for at least three consecutive
Metropolitan College Student Agreement periods and remain active
on the UPS payroll,
Must complete the specified number of credit hours (at or above the 100
level and below the 600 level) for each milestone.
30-hour milestone: $1,000.00
60-hour milestone: $1,000.00
90-hour milestone: $1,000.00
Source: https://www.metro-college.com/ups/
ACADEMIC BONUSES:
GRADUATION BONUS
Must be actively employed at UPS for at least six consecutive
Metropolitan College Student Agreement periods, and complete a
diploma, associate degree, or baccalaureate degree.
Associate degree or diploma: $675.00
Baccalaureate w/associate degree: $1,675.00
Baccalaureate w/o associate degree: $2,350.00
Source: https://www.metro-college.com/ups/
ADDITIONAL NOTES
Students who participate in this program also have access to what UPS
terms their “Metro College Staff,” who “improve retention through
guidance and support”
UPS also requires students to complete their Student Transition Program
(online modules)
 Students complete these program only once, at the start of their time in
the Metro College Program
 Topics include “financial literacy,” “time management,” and “career
assessment”
Source: https://www.metro-college.com/ups/
THE BASICS
Not much research about this student population?
What happens when school is NOT their priority
 Also difficult for grad students/young academics who are single mothers
(Schlehofer)
Work/Life Balance – gendered issue; creates a unique tension
“If we truly want to promote women’s advancement in the academy, we need to
carefully examine the underlying structure of both academic culture and gender
roles, and work towards changing those cultures” (Schlehofer 122)
“Beyond the economic benefits of higher education for single mothers, there are
psychological ones as well. Scarbrough (1997) found that higher education can
be transformative for single mothers by increasing their self-esteem and their
perceptions of the respect they receive from others” (Johnson 1049)
WORKS CITED
Johnson, Vanessa D. “Impact of Race and Welfare Reform on African
American Single Mothers’ Access to Higher Education.” Journal of
Black Studies 40.6 (2010): 10441-1051. Print.
Schlehofer, Michele. “Practicing What We Teach? An Autobiographical
Reflection on Navigating Academia as a Single Mother.” Journal of
Community Psychology 40.1 (2012): 112-128. Print.
See Also:
http://gradworks.umi.com/35/46/3546927.html
https://etd.ohiolink.edu/!etd.send_file?accession=kent1246302454&disposition=inline
http://repository.lib.ncsu.edu/ir/handle/1840.16/6165
http://scholarworks.montana.edu/xmlui/handle/1/1753
http://gradworks.umi.com/36/21/3621996.html
STUDENTS WITH DYSLEXIA
Dyslexia is the most common reading disability, but dyslexic students, “rate writing as one of their
greatest problem areas.” Common issues such as unexpected spelling errors (despite spellcheck), and issues with reading comprehension create the perfect storm of trouble for these
students in an English 101 course (Florida State Center for Reading Research, Connelly et. al.).
Students with dyslexia typically do best with auditory tasks i.e, class discussion (Connelly et. al.). If
you notice that your student articulates organized thoughts in class discussion, but there is a
disconnect in their writing, this could be indicative of dyslexia.
Obviously we can never suggest to a student that they may have this disability, but it is worthy of note
how common this learning disability is, and that it often takes the form of mistakes that, on the
surface, may appear to be “careless.”
CITATIONS
Foorman, Barbara R. “Prevention and Remediation of Reading and Learning
Disabilities: What We Know From Research.” Florida State University. Presented
at VA Branch/ IDA, Richmond, VA., 2008.Link
Connelly, Vincent, Sonya Campbell, Morag MacLean, and Jim Barnes. "Contribution of
Lower Order Skills to the Written Composition of College Students With and
Without Dyslexia.” Developmental Neuropsychology 29.1 (2006): 175-96. Web.
17 Nov. 2014.
WHO THEY ARE
Veterans
Locals!
First-generation
students
Former Stay-at-Home
Moms
Career switchers
Single (and not single)
Parents
Returning students
Retirees/Life-long
learners
HOW THEY’RE DIFFERENT
They didn’t just finish high school
 And they often feel old and dumb, because they don’t speak their teacher’s or their
classmates’ language
 Not all financial aid is available to returning students
School is a job, not a community
 These learners often have families, responsibilities, whole lives outside the classroom
 They often also have a job outside of classes, so they need to plan their schedules
accordingly
 They also treat class as a job, not an immersive learning experience.
HOW THEY’RE NEAT
Adult learners have unique life experiences and culture
to draw from
They’ve learned how to work on a schedule
They feel comfortable communicating with a professor
(and often will. A lot).
They’re a physical reminder that there’s life (and plenty
of it) after 22.
RESOURCES FOR LEARNING MORE
Assoc. of Not-Traditional Students in Higher Ed: http://www.myantshe.org/page1858413
The NonTrad Journal
A Project Muse interview collection from University of Utah:
http://vimeo.com/41926325
STUDENTS WHO IDENTIFY AS A NON-BINARY
GENDER
While most students might identify as “men” or “women,” there are several other strata of
identification along a spectrum of gender: this includes people who identify as
genderqueer, agender, and genderfluid, as well as other liminal identities.
Pronouns and names are significant to these students’ comfort in the classroom and
university community; common pronouns include singular “they/their” (very common)
as well as adapted pronoun sets like “si/hir.” Some nonbinary students are also
comfortable with standard pronouns, but might have specific requests not to be
referred to with gendered nouns like “girl” or “boy.”
Erasure and invisibility are common issues as well for nonbinary students, particularly in
terms of their daily experience with campus facilities (bathrooms, official forms and
correspondence, etc). Recognizing their discomfort and attempting to make a safe
space goes a long way. Many will not choose to openly identify themselves, either.
Some nonbinary individuals identify as transgender and some do not; it is best not to make
assumptions.
RESOURCES
http://nonbinary.org/
Gender Outlaws: The Next Generation by S. Bear Bergman & Kate Bornstein
http://genderqueerid.com/
DACAMENTED STUDENTS
Can also be DREAMers
Maria received her MA degree from
UofL and is now a Spanish Instructor at
BCTC.
A GROWING POPULATION IN THE “NUEVO NEW
SOUTH”(MOHL, 2002; RICH AND MIRANDA, 2006; U.S. CENSUS)
What we should know:
• They first received Deferred Action for Childhood Arrivals (DACA) in
2012.
• Are not eligible for Financial Aid.
• Typically work part-time or full-time to pay for school and help their
families’ income. They can be UPS workers too—but they are not
eligible for the Metropolitan College deal.
• Are usually first generation college students.
• Are predominantly from Mexico, and Central America.
• Often face depression.
• THEY HAVE HIGH HOPES of ACHIEVING THEIR EDUCATIONAL
DREAMS.
MORE INFO AND STUDENT
RESOURCES
• If a student reveals this situation to you please refer them to :
1) The Kentucky DREAM Coalition and United We DREAM websites
and 2) Ask them to contact Erin Howard: [email protected]
Gaby Baca: [email protected]
Or me: [email protected]
• For More info on DACA students please look at the following link:
http://www.cccie.org/images/stories/Going_DEEP_Empowering_Latino_and_I
mmigrant_Student_Success.pdf
• Here is the life story of a current UofL DACA student--Sagar:
http://archive.courier-journal.com/VideoNetwork/1711445476001/ThePatagundi-brothers-have-been-undocumented-in-the-U-S-for-10-yearsAlso, if you may—help Sagar graduate debt free:
http://www.gofundme.com/e6jqy8
STUDENTS WITH TRAUMATIC BRAIN INJURIES
An umbrella term which can mislead about the variance within the group of those
affected
However, they do often have common difficulties with memory, impulse control,
attention, organizational skills, and abstract reasoning among others
Helpful strategies include parsing work out more frequently, maintaining the oral
participation of the student, and asking the student to summarize material often
for retention