Maria Lauro Final Assessment COUN 7132 4/29/2013

Final Assessment Demographics I work at Georgia Highlands College, a two year and limited four year institution, which is part of the University System of Georgia. The college was started in 1970 as Floyd Junior College located in Rome, Georgia. However, over the past 43 years the college has seen a growth spurt. The college currently has six campuses Rome, Cartersville, Marietta, Douglasville, Paulding, and Heritage Hall. Current enrollment is approximately 5,300 students. The Freshman Experience and Chickerings Seven Vectors of Student Development According to the text How College Affects Students, there are seven vectors of student development usually experienced by the freshman class. 1. Vector one: Achieving Competence - Each student service department forms a partnership to ensure that the freshman student is equipped with what they need to prepare for the start of their first semester. The admissions department offers admissions instructions which are located on the website. The check admissions status link gives updated information regarding how to apply and the documentation needed to complete the admissions process. The testing department offers testing prep material on the website and tips on what to expect on exam day. The orientation department offers an on-line tutorial on how to navigate the student portal. During the orientation process students are given valuable information from the departments of financial aid and advising.

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Maria Lauro Final Assessment COUN 7132 4/29/2013

The desirable outcome is a well-informed student who has taken all the necessary measures to ensure that their first semester is as stress free as possible. 2. Vector two: Managing Emotions- Part of the freshman experience is learning to control frustration and disappointment. We live in a world of instant gratification and sometimes waiting on an answer is difficult for students. They become frustrated and have not mastered controlling their emotions. On one occasion I had to request that a freshman student either lower his voice and watch the profanity or leave the HUB area. He complied with my request to keep it down. I believe that the student had forgotten what type of environment that he was in and had allowed the argument between him and his girlfriend to control his emotions. The desirable outcome is a student who is respectful of others and who choices to keep their emotions in check. 3. Vector three: Developing Autonomy- This vector seems to be more difficult for the helicopter kids to cultivate. When parents try to micromanage the students academics it is frustrating for the student and the school. Sometimes I see the desperation in the freshman students eyes. They want to cut the apron strings, but the parent feels that the student will fail. It has been my experience that when a student develops autonomy at that point they begin to learn from their mistakes and take ownership of their education. Once independence is achieved the student is proactive. For example they take the initiative and begin to inquire about their financial aid and advising. They tend to respond to the emails sent by the student service departments and take the necessary steps to rectify issues that may arise. The desirable outcome is to foster a student who checks their student email frequently and takes ownership of their requirements and decisions.

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Maria Lauro Final Assessment COUN 7132 4/29/2013

4. Vector four: Establish Identity- This vector is a wonderful vector to witness as an administrator. Students begin to find their niche and seek out their interests. They become more involved in student life events and student groups. They begin to understand the importance of asking for help from their peers or the tutorial center and they begin mentoring others who are going through things that they have already overcome. The desirable outcome is fostering a student to the point of them making their own way and cultivating students who are good stewards of time management and community involvement. 5. Vector five: Freeing Interpersonal Relationship- As the freshman student gain autonomy and establishes identity. They also begin to demonstrate tolerance and respect for others. Often these traits are manifested by their attendance of student life events. Recently, the Equality Alliance student group offered the viewing of the Laramie Project and t-shirts with the question Who is Matthew? printed on them, to honor Matthew Laramie, a gay student who was brutally murdered because of his sexual orientation (The Laramie Project- Ten Years Later, 2008). Those who attended the event gained exposure what are considered hate crimes and how it has to stop. During the month of April the Counseling and Careers department offers events to raise awareness of date rape, rape and sexual assault. Courageous Conversations offers events to expose students to culture diversification, racism, and racial bias. The desirable outcome: to foster an informed student who practices tolerance and acceptance of all students. 6. Vector 6: Develop Purpose- This vector offers students a time for introspection. Often advising and career and counseling assist students who are going through vector six. They are

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Maria Lauro Final Assessment COUN 7132 4/29/2013

challenged with the question What do I want to be when I grow up? Also, students tend to question, where am I going? Often by the end of the freshman year, students have started the decision-making process on which direction they want their future to go. The desired outcome is to foster students curiosity and to assist them by presenting the options available to them. 7. Vector Seven: Develop Integrity- Students demonstrate a valid sense of beliefs. Students who have a set belief system tend to stay on course and complete what they hold valuable which among the values is hopefully education. Students tend to volunteer for things they value, such as environmental issues, helping the less fortunate, or student government. The desirable outcome is to foster a student who believes in something and actively seeks ways to improve it. Student Life and Cross Model of Black Identity Formation Student Life offers opportunities for the student body to experience cultural diversity and ethnic experiences. Courageous Conversations Committee is dedicated to exploring ways to improve multicultural relationships. The CCC offers seminars that address different challenges faced by ethnic groups, such as: labeling, racial profiling, discrimination and racial bias. The five stages of Cross: 1. We all have pre-encounters that we bring to college. For those of ethnicity it could be negative past experiences to where discrimination or social injustice soured their views on the

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Maria Lauro Final Assessment COUN 7132 4/29/2013

world. For the majority group, perhaps they were bias or prejudice based on ethnic origin. Socio- Economic status based on race is a misconception that ethnic groups face. SE affects all races and often the pre-encounters that we hold are misleading. Especially in light of the recent economic and unemployment issues that have plagued America, being poor does not make one lazy or of ethnicity. 2. Encounter: The situations experienced by ALL students that cause them to revisit what they hold as their predisposed opinions. The college encounter often opens up the avenues for understanding and acceptance. 3. Immersion: Emersion- Students of ethnicity will either stay immersed in their cultural beliefs that they self-identify with or they will decide to take on a new self-identity and begin to level off. They will begin to control their experiences through diversification. 4. Internalizations: Students will internalize their college experiences and will either continue in their behaviors (reject diversification). They will continue in current behaviors and obtain fixations on certain aspects of college experiences. They will internalize and feel secure and satisfied with their college experience or they will decide to become actively involved in making a change for future students. 5. Internalization Commitment: Brother to Brother, B2B is a student group that offers student support to men of ethnicity and has approximately 125 members. B2B recruits ethnic men and guides them through the application process from beginning to end. The groups mentor has the members meet with him once every semester to ensure that they are making academic progress. The group also hosts community events and has grown tremendously since its inception.

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Maria Lauro Final Assessment COUN 7132 4/29/2013

Desirable Outcome: it is the desire of Georgia Highlands College to foster a student body that embraces diversity. In addition the B2B student group, there are also other groups that appeal to certain sectors of the student body. Marcias Model of Ego Status and the Financial Aid Department Model one- demonstrates how students sometimes ignore the situation and continue demonstrating the same behavioral pattern until the situation has reached its pinnacle.

Student in FA Crisis

student recieves letter from FA indicating that they aren't making Satifactory Academic Progess -SAP

Differensiation Continues

Student doesn't follow through with FA and continues to do poorly in classes

IndentityDiffused

student is placed on FA suspension and drops out of school.

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Maria Lauro Final Assessment COUN 7132 4/29/2013

Model Two- demonstrates students who make occupational and ideological commitments. These students recognize and take ownership of the Moratorium status and actively seek out productive ways to improve the crisis situation.

Commits to pass classes and to limit withdrawals from classes Student's placed on FA probationmeets with FA

Student goes to tutorial center, practices better time management and meets with an academic advisor

Student demonstrates continuity and continues to improve SAP performance

Student finds Comfort in seeking outside assistance, taking charge of their education and in their improved performance.

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Maria Lauro Final Assessment COUN 7132 4/29/2013

Plans for Change- All changes should be ready to roll out by August 2013. Exposure Continue to offer diversity exposure to students via student life and athletics Identity Offer career workshops for students- invite various employers to the workshops- for example: Floyd Medical, Dental offices, Department of Corrections, EPA, CDC Creativity Solicit feedback from students and recruit students to help with future college-wide events. Round Table Discussions Offer round table discussions for administrators and students to brainstorm ways to improve the educational experience for ALL student types.

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Maria Lauro Final Assessment COUN 7132 4/29/2013

Educate

Administrators shouldnt assume that students know things and students shouldnt go by word of mouth from their peers. Offer annual seminars where each student service department is represented and available to answer students questions.

Expansion

Woman to Woman student group should increase activities. At this point, the majority of the student population is underrepresented.

Reference
The Laramie Project- Ten Years Later. (2008). Retrieved from The Laramie Project: http://www.laramieproject.org/resources/

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