From a Rehabilitation Specialist

He or she may (or may not - if from economically disadvantaged circumstances) be computer/tech savvy, but mostly in ways which improve their social life.  Because the person is so busy with their own personal agenda - whether it be a part-time job (due to a multicultural family of origin or other circumstance that demands additional outside income), caring for kids or extended family, or trying to maintain a hectic social agenda, reaching that person will probably require the following:

(1) A venue and method of delivery that captures their interest (since we're competing with many other demands).

(2) Both tech and non-tech options to successfully complete their course assignments including the capability to meet the course requirements by using EITHER mode. (I've come to this conclusion after helping various students with the required "My Math Lab" component of all the developmental math classes....some students get lost in trying to figure out how to operate such a program in addition to just meeting the content requirements of the program).  Also, options to meet the needs of economically or learning disadvantaged students and physically disabled students (especially the hearing and visually impaired)....the LearnLab setting would be one means that might reach more students.

(3) Content that is presented in a manner that covers necessary material, but also does not overwhelm the student with information.  Students want to get to "the meat" or the important points QUICKLY and in a manner that can be easily retained (eg. use of acronyms, mneumonics, etc.) or PROGRAMMED into a device for retention, because their time to absorb information is limited (or at least they think so, because of all the other information and tasks they are juggling). This point is becoming more obvious to me as the cyber world grows, and even my best students (I'm not referring to my economically or learning difference students here) complain about "information overload".  Such a Learning Frameworks course might even address this issue, i.e., how to successfully manage all the information available to them at their fingertips without becoming overwhelmed.

(4) LEARNING BY DOING:  Content that is assimilated by having to actually use it "in action" during the term they are enrolled in the course, i.e., not only through (for instance) cooperative learning exercises, but - for example - through a portfolio (or similar approach) where the student successfully demonstrates the application of their Learning Frameworks objectives in another course they are concurrently enrolled in.  This would be of high importance to me, because of my own experience here at Richland where I've attended professional development classes - especially computer/Groupwise related courses - and then experience a lack of time to sufficiently implement the tips I've garnered from the classes.  For instance, our entire workgroup took a calendar-sharing training about 1 ½ years ago, and we have yet to implement much of anything from that training due to lack of time to follow-up on what we gained from that session.  I'm just now going back to use the HELP section to re-learn (some from scratch) what was provided in the session.

and that last thought brings me to my 5th and final suggestion:

(5) A FOLLOW-UP Resource:  A webpage and/or other delivery method (for those who are not computer savvy) which the student can easily access after exiting the course in order to refresh their memory and/or gain additional information and tips to support them as they continue on with their studies.

The above may be a tall order, but hope the ideas help!

From a Long Time English Instructor Turned Administrator

I guess it doesn't really matter what the new to Richland students look like: fat, thin, blonde; what matters is how prepared they are, and they are not, at all. From what I've heard and experienced, most don't know how to take notes, make an outline, or even have realistic expectations of the responsibilities of being students at Richland: turning in papers on time, coming to class and once there, not leaving early, and recognizing that the instructor has better credentials than they do and that what the instructor says to them has greater authority than their opinion. It has been interesting dealing with Millennia students. They come to my office to argue a grade, and their argument is that the instructor is merely expressing an opinion about their paper, and the students' opinion is just as valid. New students coming out of the DISD also have the added deficiency of extreme grading leniency and little to no homework.

Older students new to Richland also have unrealistic expectations. They often have conflicts with life situations versus their classes, and they expect to be excused for their excessive absences because, after all, they couldn't help what caused them to miss. That, and most of them seem to wear their hearts on their sleeves and get very hurt and angry if the grade they receive on a paper is not what they expected. They're often scared and not very confident in the first place, so any obstacle is seen as a threat.

Well, I hope I haven't degenerated into a bitch session--that's not my intent at all. I want students to find some balance between their expectations and the reality of being in college. I'm not sure how to resolve that. Perhaps you might have various instructors from different disciplines come with copies of their syllabi and talk to the students about what they require in their courses and how they grade.

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 Committed Advising Administrator

They run the whole gammit. First generation college students to parents & siblings that have all attended ahead of them. 

A high percentage are not anywhere near prepared for college work in regard to their level of learning, study skills, time management skills, and critical thinking skills.

Very diverse cultures and for the most part have been raised in sheltered environments. 

They don't understand how the courses in core tie into their overall college career and life career, even though it is covered in a required online orientation & then again at a registration orientation. 

They need to hear things appx 4 times before it begins to have meaning.

They are more non-traditional students than traditional in that for the most part they all work at least part-time jobs, most full time jobs while trying to attend school and be successful.  Many have home responsibilities as well.

Many more than disclose are on behaviorial modication medication for all sorts of afflections that effect their learning.

I could probably write for another 30 minutes, but this is brushing the surface for my 2 cents worth.

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.

From the Advising Desk

At my desk here in Advising, a significant minority of students that I have seen who are new to the college are transferring in from another district, or are currently attending an university and are taking summer classes.

I have also seen a few who started at an university and did not do well, so after a short break decided to start all over here at RLC.

 

It appears that the majority who I have seen have recently graduated high school, or are about to graduate. They come from all walks of life, and a minority also arrive with their parents to talk with me.

 

I would estimate that more than 1/2 have other commitments including work commitments and a majority of those students work full or nearly full time.