From a Long Time Advisor

As advisors, we see so many different types of new-to-college-students!Each semester we see such VARIETY in their ages, life stages, socioeconomic backgrounds, family educational aspirations, cultural differences, and you can name many other variations that make our students somewhat unique from those possibly found at other colleges.Just yesterday working in the advising center I had a woman who is 56 going  to school for the first time who had been helping the elderly in their homes. She wanted to start at Richland but then go on to El Centro for Vocational Nursing. I also had a young man who was here to sign up for 5 classes (required number for the military), and then was going off to the army. He was all of 19 years old with a wife and a child. I also had another student right out of high school with high reading and writing scores who needed his math assessment testing.

Is it possible, Gary, to actually some of these very new to college students to have them give us input about what would like to see offered in a class like this? As professionals we have a good idea of relevant topics; however, I don't know that we do many focus groups with actual students to see what their needs are...

My ideas for relevant topics:
Career planning
Campus resources
Library tutorials
Study skills
Time management
Investigating class formats (DL, cooperative learning, learning communities, studies abroad, honors, global studies, etc.)

Good luck with this very worthwhile endeavor!

From a Veteran High School Specialist

I have just finished working with a around 700 high school seniors who had not yet made a college plan in their senior year.

Here's their profile: largely from under-represented groups (our target); primarily Hispanic followed by African American, Asian and a smattering of Anglo, most qualify for free or reduced lunch. A large percentage were born into a language other than English but have attended US schools for much of their lives.  Not many exempted from TSI based on TAKS, SAT or ACT scores,  very few make our cutoff scores on Accuplacer, quite a few can't read at college level or perform well with grammar but for some reason manage to pass the essay portion of the Accuplacer at a higher rate than one might expect.  As for math, even those who are in Pre-Calc or Trig have difficulty with the Accuplacer math assessment--why,you ask?  Well, they forget how to work fractions, percentages, decimals, and manipulate  algebraic properties AND they are so use to using a graphing calculator they've forgotten or never learned the math theories that are the foundation for the buttons they're pushing. (They're not really good about prepping for assessment either, even though they get plenty of information about how to do so.)  Most will need some financial assistance to attend college.  Most will be working while attending college.  Almost all will be living at home while attending college.  Their parents are very interested in their welfare and will attend sessions the college offers re enrolling in college, even if their child chooses not to attend.

I know this is just one segment of our 2009 class but, I would bet good money it comes close to the median description you'll be developing.

From a Student Assistant

Hello ... I love this question!

I am a student assistant in the ACCESS Center here at Richland, which is why I received your email.

As a new student just two short years ago I will tell you that she is someone who is by choice or circumstance re-evaluating her life and wondering where to go next. She is nervous about taking classes because she hasn't been in school for a very long time. She is wondering how she will possibly fit in with other students who may be up to 20 years younger than she. She is scared that she will not be able to handle classes in addition to taking care of her family. She is unsure of what will be required of her. She is excited about her future. She has been in the workforce for many years making less than the national average and has come to realize the value of a college degree. She is needing help and information about how to pay for college. She will be a good student and will receive great grades. She is a long-time consumer and will expect to receive what she paid for. She may need help maneuvering around eCampus and eConnect and will not understand what "Lect, Web" or "OnlinePtl" means when trying to register for a math class.

She will also come to see her time at Richland as "one of the best things she ever did!" She will be very proud when she walks across the stage in May to receive her Associates Degree and will cry tears of joy when she receives her acceptance letter from TWU's Nursing School. She will miss Richland College because it has supported her, encouraged her, motivated her, and accepted her. 

Haiku From a Very Caring Advisor

When I think of the face of our students, there are so many images. We see single parents struggling to improve their situation, who need all the help they can find.
I see returning adults, who are fearful of failure but usually set the bar very high in the classroom.
I see young students out of high school, who can't go to a four year school, although their skills are excellent.
I see young students out of high school, who do not have college level skills but want to complete a degree.
I see young students out of high school, who have no desire to be here, but their parents tell them they must be here and take a full load for insurance purposes.
I see students who are here taking a full load so they are able to receive the maximum financial aid package.
I see students who did not complete high school, but they want to continue their education.
I see students who work full time, have a family , and still manage to do well in the classroom.
I see students who are at a crossroads in their lives and know they don't want to continue in their career path, so they are looking for change or to follow their instinct.