Plymouth Meeting college Aspies Meet Up (Norristown, PA) - Meetup
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Tuesday, November 30, 2010
Surviving Fresman Year: Advice and resources-
At Risk Students
*
Resource Web links for at risk students
*
Overview of issues surrounding advising at risk students
o Advising Academically Underprepared Students
o Advising in the Face of Apathy
o Two authors consider the challenges of Foster Care Alumni on Campus
*
Read More About It! Annotated bibliography of resources dealing with this issue
* Frequently Asked Questions regarding this issue
Advising At Risk Students
Pat Walsh
Iowa State University
Students can be considered at-risk for achieving academic success in higher education for a variety of reasons. Martha Maxwell (1997, p. 2) states that this group of students' "skills, knowledge, motivation, and/or academic ability are significantly below those of the 'typical' student in the college or curriculum in which they are enrolled." In addition, Ender and Wilkie (2000, p. 134-135) state that these students are likely to display any number of other characteristics such as "low academic self-concept, unrealistic grade and career expectations, unfocused career objectives, extrinsic motivation, external locus of control, low self-efficacy, inadequate study skills for college success, a belief that learning is memorizing, and a history of passive learning."
At-risk students may be those who have made poor choices or decisions that impacted negatively on their academics, or they may be an adult student who returns to higher education after an extended absence, or students with academic or physical limitations not identified before enrolling in higher education. Advising services must be designed to effectively address the characteristics and academic needs of under-prepared and at-risk students.
Jones and Becker (2002) identified several academic advising services for this group of students. These include using peer advisors and providing a visual means to disseminate information to the students before they even see their advisor. They also suggest that advisors be aware that this group of students benefits from more personal attention from individual advising sessions that focus on the student's development of self-confidence and their ability to make sound decisions. Finally they suggest that advisors evaluate their delivery of academic services. Nutt (2003) suggests using an intrusive advising approach, insisting upon collaborative relationships with other campus resources, and encouraging advisors to invest in the student to help them gain a sense of belonging and that they matter.
Jones and Becker (2002) identify the need for programs that teach decision-making skills, promote self-advocacy, provide curriculum intensive advising, and provide services to support students during their first year. Ender and Wilkie (2000) include remedial courses for basic reading, writing, and math skills in their programming suggestions.
A variety of programs exist that provide assistance to under-prepared and at-risk students. Examples include:
* Advising At-Risk Students article in the College Student Journal
* Comprehensive and intensive orientation programs
*
Freshmen seminar courses
*
Mentoring programs that involve faculty and peers .
*
Early warning programs to alert students that they are potentially headed for academic difficulty
*
Intrusive advising programs
*
Early entry advising programs for conditionally admitted student, also known as "bridge" programs
o
University of Arizona
o
University of Central Florida bridge program
* Specially designed courses for high-risk students focusing on critical thinking skills, evaluation of academic goals and identification of realistic strategies to meet goals (ie: UNIV 101 at the U of Alabama, Birmingham )
*
Learning community programs that includes common courses and residence on campus.
*
SSSP (Federally funded Student Support Services Program) for students who are any one of the following: 1 st generation, have a verifiable disability, or have a Pell Grant in their financial aid package. The program includes tutoring; academic, personal, career advising; study skills and personal development workshops; financial aid and scholarship information; cultural enrichment activities and trips to student conferences. Program examples:
o
Iowa State University
o
Arizona State University
o
AnokaRamsey Community College
It's a tall order for advisors to be all things for all students but as Jones & Becker (2002) point out, "We must become experts in advisor multi-tasking: teaching as well as counseling, being honest as well as encouraging, and being informed as well as open-minded." in order to serve under-prepared and at-risk students well.
Pat Walsh (Student in the Kansas State University program leading to a graduate certificate in academic advising)
Iowa State University
Advising Coordinator
Human Development and Family Studies
References and suggested readings:
Ender, S.C. and Wilkie, C. J. (2000). Advising Students with Special Needs. In V.N. Gordon, W.R. Habley, & Associates (Eds.), Academic Advising: A comprehensive handbook (pp. 118-143). San Francisco: Jossey-Bass.
Evans, N.J., Forney, D.S. & Guido-DiBrito, V. (1998) Student Development in College. San Francisco: Jossey-Bass.
Jones, R. and Becker, K. (2002, April) Getting Prepared for the Underprepared. The Mentor. 4(2). Retrieved on September 26, 2003, from http://www.psu.edu/dus/mentor/020415rj.htm .
Maxwell, M.(1997). Improving Student Learning Skills . Clearwater FL: H & H Publishing.
Miller, M.A. & Murray, C. (2005). Advising academically underprepared students. NACADA Clearinghouse of Academic Advising Resources Web site http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Academically-Underprepared.htm
Nutt, C. L. (2003). Advising Underprepared Students. Unpublished manuscript.
Resources to aid in advising At Risk students
Schlossberg, Nancy K. (1989) Marginality and mattering: Key issues in building community. In D.C. Roberts (Ed.), Designing campus activities to foster a sense of community (New Directions for Student Services, No. 48, pp. 5-15). San Francisco: Jossey-Bass.
Cite the above resource using APA style as:
Walsh, P. (2003). At-risk students . Retrieved from NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/FAQs/atrisk.htm
Frequently Asked Questions from Academic Advising: Campus Collaborations to Foster Retention
Q . To a degree, the student must seek advising. The students who need the most advising often seek it the least. What are the most effective incentive models for getting students to seek advising?
Encouraging students to seek advising, especially those who might need it the most, is a formidable challenge. To get the student into the first interview might require personal contact via the phone or e-mail. It might help to tie the interview to some action of consequence for the student, such as preparing for mid-terms. Once the student has come in, the second interview could be set up as the student leaves the first. Making some sort of contract with the might help also. Rapport needs to be established between the student and the advisor so that the student might come to realize that something beneficial might come out of the advising session. Giving the student some sort of "assignment" to complete might also encourage the student to return for additional sessions.
Eric White, Ed.D.
Penn State University
NACADA '04-05 President
At Risk Students
*
Resource Web links for at risk students
*
Overview of issues surrounding advising at risk students
o Advising Academically Underprepared Students
o Advising in the Face of Apathy
o Two authors consider the challenges of Foster Care Alumni on Campus
*
Read More About It! Annotated bibliography of resources dealing with this issue
* Frequently Asked Questions regarding this issue
Advising At Risk Students
Pat Walsh
Iowa State University
Students can be considered at-risk for achieving academic success in higher education for a variety of reasons. Martha Maxwell (1997, p. 2) states that this group of students' "skills, knowledge, motivation, and/or academic ability are significantly below those of the 'typical' student in the college or curriculum in which they are enrolled." In addition, Ender and Wilkie (2000, p. 134-135) state that these students are likely to display any number of other characteristics such as "low academic self-concept, unrealistic grade and career expectations, unfocused career objectives, extrinsic motivation, external locus of control, low self-efficacy, inadequate study skills for college success, a belief that learning is memorizing, and a history of passive learning."
At-risk students may be those who have made poor choices or decisions that impacted negatively on their academics, or they may be an adult student who returns to higher education after an extended absence, or students with academic or physical limitations not identified before enrolling in higher education. Advising services must be designed to effectively address the characteristics and academic needs of under-prepared and at-risk students.
Jones and Becker (2002) identified several academic advising services for this group of students. These include using peer advisors and providing a visual means to disseminate information to the students before they even see their advisor. They also suggest that advisors be aware that this group of students benefits from more personal attention from individual advising sessions that focus on the student's development of self-confidence and their ability to make sound decisions. Finally they suggest that advisors evaluate their delivery of academic services. Nutt (2003) suggests using an intrusive advising approach, insisting upon collaborative relationships with other campus resources, and encouraging advisors to invest in the student to help them gain a sense of belonging and that they matter.
Jones and Becker (2002) identify the need for programs that teach decision-making skills, promote self-advocacy, provide curriculum intensive advising, and provide services to support students during their first year. Ender and Wilkie (2000) include remedial courses for basic reading, writing, and math skills in their programming suggestions.
A variety of programs exist that provide assistance to under-prepared and at-risk students. Examples include:
* Advising At-Risk Students article in the College Student Journal
* Comprehensive and intensive orientation programs
*
Freshmen seminar courses
*
Mentoring programs that involve faculty and peers .
*
Early warning programs to alert students that they are potentially headed for academic difficulty
*
Intrusive advising programs
*
Early entry advising programs for conditionally admitted student, also known as "bridge" programs
o
University of Arizona
o
University of Central Florida bridge program
* Specially designed courses for high-risk students focusing on critical thinking skills, evaluation of academic goals and identification of realistic strategies to meet goals (ie: UNIV 101 at the U of Alabama, Birmingham )
*
Learning community programs that includes common courses and residence on campus.
*
SSSP (Federally funded Student Support Services Program) for students who are any one of the following: 1 st generation, have a verifiable disability, or have a Pell Grant in their financial aid package. The program includes tutoring; academic, personal, career advising; study skills and personal development workshops; financial aid and scholarship information; cultural enrichment activities and trips to student conferences. Program examples:
o
Iowa State University
o
Arizona State University
o
AnokaRamsey Community College
It's a tall order for advisors to be all things for all students but as Jones & Becker (2002) point out, "We must become experts in advisor multi-tasking: teaching as well as counseling, being honest as well as encouraging, and being informed as well as open-minded." in order to serve under-prepared and at-risk students well.
Pat Walsh (Student in the Kansas State University program leading to a graduate certificate in academic advising)
Iowa State University
Advising Coordinator
Human Development and Family Studies
References and suggested readings:
Ender, S.C. and Wilkie, C. J. (2000). Advising Students with Special Needs. In V.N. Gordon, W.R. Habley, & Associates (Eds.), Academic Advising: A comprehensive handbook (pp. 118-143). San Francisco: Jossey-Bass.
Evans, N.J., Forney, D.S. & Guido-DiBrito, V. (1998) Student Development in College. San Francisco: Jossey-Bass.
Jones, R. and Becker, K. (2002, April) Getting Prepared for the Underprepared. The Mentor. 4(2). Retrieved on September 26, 2003, from http://www.psu.edu/dus/mentor/020415rj.htm .
Maxwell, M.(1997). Improving Student Learning Skills . Clearwater FL: H & H Publishing.
Miller, M.A. & Murray, C. (2005). Advising academically underprepared students. NACADA Clearinghouse of Academic Advising Resources Web site http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Academically-Underprepared.htm
Nutt, C. L. (2003). Advising Underprepared Students. Unpublished manuscript.
Resources to aid in advising At Risk students
Schlossberg, Nancy K. (1989) Marginality and mattering: Key issues in building community. In D.C. Roberts (Ed.), Designing campus activities to foster a sense of community (New Directions for Student Services, No. 48, pp. 5-15). San Francisco: Jossey-Bass.
Cite the above resource using APA style as:
Walsh, P. (2003). At-risk students . Retrieved from NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/FAQs/atrisk.htm
Frequently Asked Questions from Academic Advising: Campus Collaborations to Foster Retention
Q . To a degree, the student must seek advising. The students who need the most advising often seek it the least. What are the most effective incentive models for getting students to seek advising?
Encouraging students to seek advising, especially those who might need it the most, is a formidable challenge. To get the student into the first interview might require personal contact via the phone or e-mail. It might help to tie the interview to some action of consequence for the student, such as preparing for mid-terms. Once the student has come in, the second interview could be set up as the student leaves the first. Making some sort of contract with the might help also. Rapport needs to be established between the student and the advisor so that the student might come to realize that something beneficial might come out of the advising session. Giving the student some sort of "assignment" to complete might also encourage the student to return for additional sessions.
Eric White, Ed.D.
Penn State University
NACADA '04-05 President
At Risk Students
Monday, November 29, 2010
Thinking about your future requires time for your mind to form ideas.
Read this quote from "Seth's Blog" to find out how to give your best ideas a chance to form: Where do ideas come from?
1. Ideas don't come from watching television
2. Ideas sometimes come from listening to a lecture
3. Ideas often come while reading a book
4. Good ideas come from bad ideas, but only if there are enough of them
5. Ideas hate conference rooms, particularly conference rooms where there is a history of criticism, personal attacks or boredom
6. Ideas occur when dissimilar universes collide
7. Ideas often strive to meet expectations. If people expect them to appear, they do
8. Ideas fear experts, but they adore beginner's mind. A little awareness is a good thing
9. Ideas come in spurts, until you get frightened. Willie Nelson wrote three of his biggest hits in one week
10. Ideas come from trouble
11. Ideas come from our ego, and they do their best when they're generous and selfless
12. Ideas come from nature
13. Sometimes ideas come from fear (usually in movies) but often they come from confidence
14. Useful ideas come from being awake, alert enough to actually notice
15. Though sometimes ideas sneak in when we're asleep and too numb to be afraid
16. Ideas come out of the corner of the eye, or in the shower, when we're not trying
17. Mediocre ideas enjoy copying what happens to be working right this minute
18. Bigger ideas leapfrog the mediocre ones
19. Ideas don't need a passport, and often cross borders (of all kinds) with impunity
20. An idea must come from somewhere, because if it merely stays where it is and doesn't join us here, it's hidden. And hidden ideas don't ship, have no influence, no intersection with the market. They die, alone.
Seth's Blog: Where do ideas come from?
1. Ideas don't come from watching television
2. Ideas sometimes come from listening to a lecture
3. Ideas often come while reading a book
4. Good ideas come from bad ideas, but only if there are enough of them
5. Ideas hate conference rooms, particularly conference rooms where there is a history of criticism, personal attacks or boredom
6. Ideas occur when dissimilar universes collide
7. Ideas often strive to meet expectations. If people expect them to appear, they do
8. Ideas fear experts, but they adore beginner's mind. A little awareness is a good thing
9. Ideas come in spurts, until you get frightened. Willie Nelson wrote three of his biggest hits in one week
10. Ideas come from trouble
11. Ideas come from our ego, and they do their best when they're generous and selfless
12. Ideas come from nature
13. Sometimes ideas come from fear (usually in movies) but often they come from confidence
14. Useful ideas come from being awake, alert enough to actually notice
15. Though sometimes ideas sneak in when we're asleep and too numb to be afraid
16. Ideas come out of the corner of the eye, or in the shower, when we're not trying
17. Mediocre ideas enjoy copying what happens to be working right this minute
18. Bigger ideas leapfrog the mediocre ones
19. Ideas don't need a passport, and often cross borders (of all kinds) with impunity
20. An idea must come from somewhere, because if it merely stays where it is and doesn't join us here, it's hidden. And hidden ideas don't ship, have no influence, no intersection with the market. They die, alone.
Seth's Blog: Where do ideas come from?
Friday, November 26, 2010
Wednesday, November 24, 2010
Happy Thanksgiving
Hope everyone has a holiday that is filled with love, laughter , family and friends. May the memories of this holiday keep you all warm and filled with hope through the winter ahead.
Tuesday, November 23, 2010
Arcadia University - Ways to Visit Arcadia University December 5th Open House
Click on the Link Below to find out more about visiting Arcadia:
Arcadia University - Ways to Visit Arcadia University
Arcadia University - Ways to Visit Arcadia University
Sunday, November 21, 2010
Drexel eLearning: Online Open Houses
Thinking about an on-line degree? Click on the link below and find out about Drexel.
Drexel eLearning: Online Open Houses
Drexel eLearning: Online Open Houses
Saturday, November 20, 2010
Friday, November 19, 2010
Top Job Search Mistakes - Top Mistakes to Avoid When Job Searching
Click on the article link. Check out the book. It's a classic that's updated to meet the needs of today's job market.
Top Job Search Mistakes - Top Mistakes to Avoid When Job Searching
Top Job Search Mistakes - Top Mistakes to Avoid When Job Searching
Wednesday, November 17, 2010
Developing a Career Action Plan-"Begin with the end in Mind"( S Covey 7 habits of Highly effective People)
Click on the article link then check out the book.
A Career Action Plan is a road map that takes you from choosing an occupation to becoming employed in that occupation to reaching your long-term career goals. It is also referred to as an Individualized (or Individual) Career Plan or an Individualized (or Individual) Career Development Plan.
Developing a Career Action Plan
A Career Action Plan is a road map that takes you from choosing an occupation to becoming employed in that occupation to reaching your long-term career goals. It is also referred to as an Individualized (or Individual) Career Plan or an Individualized (or Individual) Career Development Plan.
Developing a Career Action Plan
Tuesday, November 16, 2010
Join US at Barns and Noble (Chemical Road,Metroplex, PLY. MTG,) 7PM 2nite
Come for an evening of information,conversation, socialization and networking. See you at the big table near the Cafe. Tonight's topic: Emotional Intelligence.
Questions? Call 928-660-3919
Questions? Call 928-660-3919
Monday, November 15, 2010
Sunday, November 14, 2010
You Are Invited
Meet us: Tuesday, November 16th, 7PM at Barnes and Noble, Chemical Road, Plymouth Meeting. College Aspies MeetUp Topic: Emotional Intelligence
Thursday, November 11, 2010
Career Choice - How to Make a Career Choice
Click on the link below to get step by step advice on how to make a craeer decision:
Career Choice - How to Make a Career Choice
Career Choice - How to Make a Career Choice
Tuesday, November 9, 2010
Time Line for college admissions according to Temple
Preparing for college begins BEFORE senior year. Click on the link " High School Students" below for important information.
High School Students
High School Students
Coaching aspies4college: December 21st College Aspies Meeting Speaker Sched...
Coaching aspies4college: December 21st College Aspies Meeting Speaker Sched...: "Megan Collier Following successful positions in sports and entertainment, retail, and food services, Megan has found herself working in the ..."
December 21st College Aspies Meeting Speaker Scheduled :Topic: Using your strengths and talents to find a career field
Megan Collier
Following successful positions in sports and entertainment, retail, and food services, Megan has found herself working in the radio industry with Philadelphia's 42-year heritage rock station, 93.3 WMMR.
Her work currently allows her the opportunity to explore her passion of voice over work while simultaneously aiding WMMR in maintaining its rank as one of the top stations in the Philadelphia market.
Megan is also a visual artist and Founder of (MC)2 Productions, a small crafting operation providing handmade cards, scrapbooks and miscellaneous paper crafts to the tri-state area.
Specialties
Marketing, Sales, Public Relations, Event Management, Customer Service, Business Writing, Administrative Co
SAVE THE DATE
Following successful positions in sports and entertainment, retail, and food services, Megan has found herself working in the radio industry with Philadelphia's 42-year heritage rock station, 93.3 WMMR.
Her work currently allows her the opportunity to explore her passion of voice over work while simultaneously aiding WMMR in maintaining its rank as one of the top stations in the Philadelphia market.
Megan is also a visual artist and Founder of (MC)2 Productions, a small crafting operation providing handmade cards, scrapbooks and miscellaneous paper crafts to the tri-state area.
Specialties
Marketing, Sales, Public Relations, Event Management, Customer Service, Business Writing, Administrative Co
SAVE THE DATE
Check out some information and resources that may give you "food for thought"
Do your " homework"" begin with the end in mind".S Covey, "7 habits of Highly Effective People". College is not an end in itself- it is the means to an end. Think of it as buying a ticket on a jet liner. Where's your destination? How do you know you want to go there? What are you going to do once you get there? Not sure? Try real world experience: volunteer, get a part-time job in the field,set up an informational interview with a person in your field of interest, job shadow.
Click on the link "Education Start.Org" and begin researching your journey.
Articles and Resources | EducationStart.org
Click on the link "Education Start.Org" and begin researching your journey.
Articles and Resources | EducationStart.org
Monday, November 8, 2010
Sunday, November 7, 2010
Save the Date: Tuesday November 16th, 7PM Barnes and Noble
College MeetUp : Smart is only part of the equation. Emotional Intelligence helps you navigate the tricky waters surrounding classmates, teachers and employers.Emotional Intelligence Why It Can Matter More Than IQ
Thursday, November 4, 2010
Wednesday, November 3, 2010
Career Planning -
The Right Stuff
Tuesday October 26, 2010
"What makes a particular career "right for you?" Is it personality type? We know that people with certain personality types are better suited for some careers after all. Or maybe it's work values — the beliefs and ideas that are important to you? How much do these things even matter? Can you simply be satisfied with a career, and do well in it, if you just learn the necessary skills and have the ability to do the job? Actually, it's a combination of all these things — personality, work values, skills and abilities — that make someone well-suited for a specific career. In other words, you need all the right stuff.
How do you know if you have the right stuff to enjoy and do well in a particular career? Ahh — so glad you asked. You can take a career quiz to find out if you have the characteristics that make a career suitable for you (and you suitable for it). Remember that these quizzes aren't intended to give you a definitive answer regarding your career choice. You should always do more research before you make a final decision"
Tuesday, November 2, 2010
Thinking about on Line Courses? Drexel has On-Line open house.
| Check out this site if ON-LINE is something that might be for you |
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