Reflection of Week #2 Readings

    After reading the history of early colleges, many of the same barriers to attending an institution of higher education still exist.  Frederick Rudolph stated that "The institutions themselves helped to keep the people away. The curriculum was not the sort that appealed to men...The costs required available cash...The distances were often excessive (p. 20)."  From my experiences, these are some of the problems students face.  The area or subject that they would like to study is not available at the institutions to which they are admissible. At the community college level, this problem is more evident.  Often times, students cannot afford to go to colleges. Many times, students cannot afford to leave home, making distance a determining factor in their education.
   Another barrier, especially in the African-American community, is the idea that college is not integral to success.  "Americans were on the whole impressed by the careers of self-taught, self-made men, men whose elevation to positions of responsibility, eminence, and wealth were accomplished without benefit of formal schooling (Rudolph, 1990, p. 63)".  Many children aspire to be rappers, singers, actors, athletes and reality television stars. It is devastating to the African-American community that children are socialized to think that the majority of successful careers are achieved without a college degree.

Summary of Week #2 Readings

     This week's readings focused on the Emergence of Higher Education in the U.S. In chapter one of The American College & University: A History, Frederick Rudolph details the history of the colonial college.  He outlines the development of the first nine colleges - Harvard, Yale, William and Mary, New Jersey at Princeton, Dartmouth, Philadelphia, Rhode Island at Providence, King's, and Queen's. He explains how the purpose and mission of these colleges developed.  Harvard sought to educated clergy men and leaders of society.  Yale hoped to protect the faith of their fathers by educating the future.  New Jersey and other colleges were founded as the result of the Great Awakening and denominational rivalry.
      In chapter two, Rudolph goes on to discuss the origins of the curriculum in these schools.  Early colleges were influenced by English and French movements, specifically the Reformation and the Renaissance. The Revolution was a major turning point in American higher education. He notes that the Revolution caused damage to these schools' purpose and course of study.  In addition, the Revolution lead to more involvement from the state in the higher education. 
     In chapter three, the college movement is highlighted.  During this movement over 200 colleges would emerge.  This movement was fueled by state and denominational rivalry. Also, as a result of this movement, a college education became a social elevator for attendees.
     In chapters seven and eight-teen, Rudolph discussed extra curriculum and athletics.  Both activities subsidized the college experience.  At many schools, extracurricular activities and athletics became recruiting tools.  In addition, these activities often developed unity and increased access into college.

First In-Class Activity

During our first meeting, each student was asked to bring in an item that symbolizes or honors someone or something that motivates them. It was interesting to see all the things that motivated my classmates. There were several similar motivations that my classmates and I shared. Here are a few our motivators:

• Family - many students had family members that motivated and/or inspired them to continue their education
• Friends - some students had a support system in their friends that helped them continue in their education
• Experiences and memories- many students had positive or negative experiences that had motivated them
• Culture - there were some students whose memory or appreciate of their culture motivated them

It was also encouraging the extent to which we all opened up in class.  One student, discussed his fears and nervousness with the class.  Another student shared her mother's struggle with breast cancer. I shared my tattoo (even though I didn't show it) and the meaning behind it. My brothers motivate me in every thing that I do. As a first generation college student, my brothers encouraged me to attend USC. Even to this day, my brothers are a constant support and driving force in my life.  One of my brothers is now a senior at USC studying business administration.  Another one of my brothers JUST had a little girl.  (My niece was born tonight at 6:45pm).  Now I am excited to have another motivator in my life.

"You've Been Pre-Approved?" or You Filled Out Your Application Wrong and We Are Fixing It For You

In the Inside Higher Ed article entitled "You've Been Pre-Approved" David Moltz reports on Project Win-Win. Project Win-Win is a $1.3 million initiative being used by 35 community college and four-year institutions in 6 states to find students who have or nearly have earned an associate degree. Once these students are identified, the institutions retroactively award their degree or inform them of their academic progress.  With the 6 pilot schools, after their 7-month pilot period, had award over 600 associate degrees and identified nearly 1600 who were within 9 units of earning a degree. The author states that if all students who qualified for associate degrees were award their degrees, the number of associate degree holders in the United States would increase by 12 percent.
After reviewing the process, challenges and evaluation of Project Win-Win, I hope that this initiative continues and that all schools will implement a process similar to this. I worked at a California community college for a year and noticed that institution was facing the same problem.  Many of the students that I came in contact with had already earned an associate degree and were not aware or were a few units shy of completing one.  I found that many of them had earned a degree in a different subject matter or concentration.  It worries me that this is happening on such a large scale. I understand that many students are simply taking classes to transfer or are working towards another goal, but I believe that it is important for advisors and counselors to let students know all of their options.  This type of problem is what actually fueled my desire to become a community college counselor.

Sources: http://www.insidehighered.com/news/2010/08/26/retroactive#Comments.
http://www.ihep.org/projectwin-win.cfm