From the beginning, I have been lucky enough to be met with open arms by the counselors and scholarship liaison; they immediately included me in their agendas for the year and made sure I had what I needed to reach out to my students.

They were so good at what they did, that I started getting a little overwhelmed with all of the scholarships, internships, workshops, and application resources that were coming across my desk – I had to figure out a way to keep it organized.

Growing up in a technology friendly house, I’ve always turned to computers to help me set things straight. So naturally, when this problem started to arise, I went back to what I was comfortable with: the internet.

This year, I started a college blog at my site called http://vhscollegecloud.wordpress.com. Wordpress is a fantastic resource for advisers who are looking to create a centralized “cloud” of academic information and here’s a quick run down of how I’ve used it to help students, and staff, stay informed!

The main reason I decided to create this site was so I could eliminate excuses!! I was getting tired of “Oh, I didn’t hear about that…” or “oh, I just didn’t know…” Regardless of how many student meetings I held to remind students of opportunities, the excuses stayed the same. After I organized the site the way I liked, I made an effort to visit classrooms and make announcements saying that the blog was up and available for students/teachers/staff to use – and within 3.5 weeks, I’ve already hit 600 views!

Because this job can be so overwhelming with valuable information, sometimes I remember an opportunity at the most inopportune time; on the weekend, late at night, when I'm walking to and from classes. Having the blog is my safety net and it's a great way for me to remain current on all the information I pass out to students. Regardless of where I am or what I'm doing, If I remember something valuable, I know I can always take out my smart phone, do a quick post, and come back to it to add detail later. My motto: never miss a beat. And this blog helps me stay relevant! 

I know the students are utilizing it and it’s great to have teachers and parents be informed as well. Students have a personal responsibility to seek out opportunities and now, more than ever, they have access to all the information they need!

First and foremost: Wordpress is FREE. Anyone can use it, it’s so easy to navigate, and many smart phones have Wordpress apps, making blog updates so convenient.

• You can start by creating a log in and account here: http://wordpress.com
• Every update that you do, is done from your "dashboard." The dashboard is like your home button!
• From the dash board, you can make new posts, control the look and feel of your blog, manage your settings.
• On the left side of the dashboard, you will see a tab that says “posts.” And under that tab, you'll find something that says, “new posts.” Click that and you’re on your way to creating your own hub of information!

 About Kristi:

Hi all! My name is Kristi Lozano and I am from the Bay Area, California. If there is one word to describe me, I think "random" sums it all up. I grew up in an incredibly diverse household - my mother is Japanese and my father is Mexican! As a result, I was blessed to be raised in a very accepting environment. I had always excelled in academics but when I was younger, my true passion was gymnastics. I trained hard for over 10 years before having to quit due to...old-ageness! The life of a gymnast is short but the lessons I learned from it are timeless. I truly believe that my dedication in the gym and all the lessons I learned from it - perseverance, hard work, and enthusiasm - taught me how to be a fighter. Those qualities were essential to my success in a math and science program and life in general! 

 My advice to you all: Work hard. Never Quit. Enjoy the struggle! 

 Here's a pic of me and my gramps!

The first mistake many people make in trying to create a college going culture is the word ‘create.’ Our students have a culture already, and they don’t need us to create one for them. We aren’t there to toss out our students’ culture and replace it with our idea of what it should be; our job is to nurture the aspirations our students already have and help them realize that college is the way to achieve them. This post will cover several ways to do that!

The first and most important step is to get to know your students and treat them with respect. It’s not reasonable to expect that they respect you if you aren’t willing to sit down and hear them out. Teenagers often get treated like second-class citizens, and they really appreciate when someone takes the time to actually talk to them, ask them questions about their lives, and legitimately care about what they have to say and the struggles they face. After building relationships with a few students, you will find that their friends and their friends’ friends start coming by without you even seeking them out. Students talk to each other, and you as a person are in some ways a symbol for college itself. If they like you, they will like college. Before long they will be talking about you, and as a result, they will be talking about college.

Word of mouth can be a very effective tool, but it is by no means the only one you have at your disposal. Talking to teachers to get permission to come into their classes and give presentations can also get your foot in the door with some students, so you can start another relationship building chain and get everyone in their friend group thinking about college. Everyone likes to do presentations a little differently, but I’ve found that what works well for me is to give presentations that start off with something the kids already relate to. I only get to college part of the presentation after I’ve established a connection with the class. I like to talk about money first— how much it costs to live a certain kind of lifestyle, the ability to give back to your community, and the ability to make sure your younger siblings know that college is an option for them too. Most of our kids already want to go to college; many of them just don’t see it as an option for themselves. After you talk about the obstacles they’ll face if they don’t go to college, encourage them that it doesn’t have to be that way. There is a college out there that is a good fit for EVERYONE.

Making college a possibility and an expected step after high school is not a simple process. There is no one set thing you can do that will always produce a “College-going culture.” It is a gradual process that we can facilitate and work on, but don’t be discouraged if it doesn’t happen right away. Just keep on building relationships, keep a sense of humor, and prove that you mean what you say by following through on your promises. Year-by-year and bit-by-bit the students will gain the expectation that college is where you should go when you finish high school. Our students are responsible for their own culture, and it’s not our place to tell them what it should look like. We can show them possibilities and open avenues; the culture that will help them get to college will follow. All of our students want to succeed, it’s just a matter of making those desires into possibilities and then into reality!

About Ryan:

Hey! My name is Ryan Thomas, and I am a second year adviser from The University of Texas at Austin, working at Lanier High School in Austin, Texas. When I'm not changing kids' lives, I enjoy running, making fun of bad TV shows on Netflix (that I secretly like), and making absurdly good guacamole. I am also a freelance writer, pun-maker, and irony detector. You can contact me at ryan.c.thomas@austinisd.org, or just say my name 5 times while looking at your bathroom mirror.

The Duke Youth Program is currently seeking college advisers for their "Constructing Your College Experience" camp.

Advisers conduct “mock admissions” sessions, essay workshops, and one-on-one mini college counselor sessions with 4-6 students throughout the week. The camp usually has 25-30 total attendees.  Participants and advisers tour UNC, Duke, and Elon Universities during the week. 

For more informationn, visit the program website: http://learnmore.duke.edu/youth/college/index.asp

If you’re interested, please contact Thomas Patterson, Director of Duke Youth Programs at Thomas.patterson@duke.edu or 919-684-2827.

Institute for Higher Education Policy: Research Analyst/Senior Research Analyst

The Institute for Higher Education Policy (IHEP) is a nonpartisan, nonprofit organization committed to promoting access to and success in higher education for all students. Based in Washington, D.C., IHEP  develops innovative policy- and practice-oriented research to guide policymakers and education leaders,  who develop high-impact policies that will  address our nation’s most pressing education challenges.

JOB SUMMARY

The Research Analyst is a qualified and experienced individual who conducts research that furthers the development of public policy agendas and provides project coordination in support of multiple organizational goals.

PRIMARY RESPONSIBILITIES

• Conducts research and analysis of postsecondary education issues and writes reports, briefs, concept papers, power point presentations, memos, and other content
• Engages in effective project management, which includes responsibility for content and logistic development, management  of timeline and activities,  communication with project participants, budget oversight, and funder reporting, etc.
• Assists with  the development of appropriate methods for  assessing intervention impact and policy-relevant practices, as well as dissemination efforts
• Collaborates with and provides assistance to other departments and staff as required
• Maintains IHEP’s relationships with partnering organizations, funders, and others
• Other duties, as requested

Depending on experience, candidates may qualify for a Senior Research Analyst position, with additional responsibilities: 

• Generates new ideas that support strategic direction of the research division
• Assists with the development and preparation of grant proposals/reports and contracts
• Supervises multiple project teams and evaluates project teams on project development/outcomes

QUALIFICATIONS

This position requires a four-year degree and/or at least two years of experience working in the postsecondary education policy arena, with substantial experience in researching and writing policy reports.  A Master's/Doctoral degree in education, policy, or related field is preferred. The ideal candidate will be able to write clearly, effectively, and persuasively in relation to postsecondary education research and policy, and exhibits flexibility and creativity in their work. This position requires knowledge and experience with both quantitative and qualitative research.

How to apply:

Salary is competitive and commensurate with experience. This position is based in Washington, DC and will include some travel. IHEP offers a comprehensive benefits package. Interested candidates should send a cover letter and resume to researchanalyst-jan2012@ihep.org.

Have you ever watched the television series “Community”? If so, you would have a pretty good idea about how I once pictured community colleges in my head.  Although I had never stepped foot on a community college campus, I thought that community colleges had no social activity, non-existent academic environments, a hodgepodge of unmotivated students, and very few, if any,  vigorous course offerings. Needless to say, I didn’t think very highly of these institutions.

After spending my first year with NCAC as one of the few advisers at a community college, my preconceived notions about community colleges have changed quite drastically.

I am discovering, however, that a lot of students still seem to hold an array of misconceptions about community colleges. A few of my students have even described community college as being a “glorified high school”. Maybe a community college isn’t the right fit for those particular students, but they certainly aren’t bad for ALL students, right?

If we are speaking realistically, not one of us can say that 100% of our students will find their best fit institution in a four-year college or university. But with so many wrong ideas about community colleges floating around, students who may find a wonderful fit in a community college don’t really know what they are in for.

Here are a few of the biggest misconceptions that that I have come across:

Misconception #1:  Everyone is admitted to a community college.

Actually, that is a true statement. However, not everyone is automatically admitted to more specialized programs at a community college. The community college that I served in my first year as an adviser has specialized programs in the allied health field, the largest and most popular being an RN program. This RN program has a completely separate admission process that includes a six-point ranking system. Nearly 300 people apply each cycle; roughly 65 of those 300 are chosen. Some of the factors taken into consideration include having taken and passed the proper rerequisite courses, what cumulative GPA was received in those classes, and what health care experience the candidate has. Oh, did I mention that this ranking process is used to determine eligibility for the TEAS test?  Regardless of how great their ranking may be, students will absolutely be denied admission into the RN program if they did not pass the TEAS.

The truth is this: Anyone can be admitted to the community college itself, but there is no guarantee for admission into the specialized programs that a community college offers.

Misconception #2: Classes at two-year institutions are easier than classes at four-year institutions.

Look at it this way: Would a class taken at a two-year institution be transferable if it did not meet the standards and rigor of the equivalent class at a four-year institution? I don’t think so. 

Misconception #3: All credit from classes taken at a community college will transfer to a four-year institution.

The truth behind this is probably one of the hardest things to explain to students. A good amount of credit from classes taken at a community college will transfer to four-year institutions, but  certainly not all of it. Most two-year institutions have general transfer degrees and articulation agreements with four-year institutions. Both of these are great options for transferring to a four-year institution. However, community colleges also have more specialized degrees available. These degrees are made for getting students through school and into the workforce quickly, generally
into an entry-level position. Because these degrees require classes that can rarely be found at a four-year institution, they do not transfer very cleanly at all.

If the thought of transferring ever crosses your students’ minds, please guide them towards receiving a transfer degree or a degree with an articulation agreement built around it, and tell them to work closely with an academic adviser at their chosen two-year institution. It will save your student a lot of time, money, and headaches.

Although I can think of several more misconceptions surrounding community colleges, I think you get my point. Part of our job is to speak the truth about community colleges, because if we are being honest with ourselves, a fair number of students will find that their best fit is at one of these institutions.

What other preconceived notions do you find your students hold about community colleges? How can we speak truthfully about community colleges in our schools? Be sure to leave your answers to these questions in the comment section!

About Laura:

I am a second-year college adviser with the Missouri College Advising Corps, serving in a first-year partner school. I graduated with honors from the University of Missouri in December 2009,  obtaining degrees in Business Administration and International Studies. In my free time, I enjoy traveling, baking, spending time with family and friends, and dancing like a fool in my living room.  This photo was taken in Durnstein, Austria.   I was in Austria for a mission trip over the summer, but we took one afternoon to visit Durnstein and play around a little bit. (And eat lots of high fat ice cream - amazing!) The water behind me is the Danube River. I took my shoes off and hopped in at the shoreline, just to be able to say that I stood in it. It was cold! :-)

The GE-Reagan Foundation Scholarship Program deadline is Friday, February 17!

Just over five weeks remain for exceptional student leaders to apply for the 2012 GE-Reagan Foundation Scholarship Program.  In honor of the legacy and character of President Ronald Reagan this program annually rewards up to 20 college-bound students who demonstrate exemplary leadership, drive, integrity, and citizenship with $10,000 renewable scholarships (up to $40,000 per recipient).

Like President Reagan, candidates use the formative experiences of their youth to lead, serve, and pursue a life of progress, both individually and for their communities.  Help put promising  young leaders in the running for this prestigious award by:

• Sharing this news with scholars who exemplify, inside and outside the classroom, President Reagan’s vision and destiny to lead and serve, and encouraging them to apply.  Download a program flyer. 
• Nominating an exemplary candidate for this award.  During the application process, applicants must be nominated by a community leader, such as a high school principal, elected official or nonprofit executive, and each leader may nominate only one applicant.
• Recommending a candidate for this award.  During the application process, applicants must be recommended by an authority figure who has observed them in a leadership role, such as a student activity advisor, community service coordinator, coach, employer, teacher, counselor or religious leader. 

Applications for the GE-Reagan Foundation Scholarship Program will be accepted online until February 17, 2012.  Additional information, eligibility
requirements, and a link to the application are available online.  You may also follow us on Facebook. 

Please note that this is a national program and not the Reagan Presidential Foundation Scholars Program, which launched earlier this week for Ventura County, California students.

The deadline to apply for the White House Internship Program is January 22, 2012. Don’t miss out on this awesome opportunity to work at the White House.

Interns work in key offices like the Office of the Vice-President, the Office of the First Lady, Office of Public Engagement and Intergovernmental Affairs and the Domestic Policy Council and get the chance to attend meetings with government officials, conduct research, staff events, and write memos. If you or anyone else you know is interested, make sure to apply now!

Walking down the hall on my first day brought back memories of my own high school experience, only now I wasn’t a student, and this wasn’t my school. Everyone seemed to stare at me, confused; who was this student-looking teacher? I had to figure out how to get started in a school that never had a college adviser.

I jumped right in with faculty and staff. The counseling department and I formed an excellent team, and on the first day we covered expectations and goals. I learned what was already in place, projects on which I could collaborate, and how to impact the entire community. These were important conversations I continued to have with the counseling department throughout the year as we developed trust and mutual respect for one another.

Later that first day, the entire senior class was called together so I could introduce myself (a little scary, but pretty cool). Immediately students found me; they were loaded with questions and ready to go. Other students were unsure how to start the conversation. Sometimes I did not know what to say, so I told them “if I do not know the answer, let’s work together to find one.”

Advising Corps mentors told me the first year at a school is the time to “Plant the Seed” of higher education in the minds of students, families, and communities. From the beginning, I learned  hat teachers, counselors, and administrators were already hard at work helping students make plans for life after high school. I wanted them to know I was here to help, but not to judge or stop their efforts.

Working closely with parents and teachers created a solid foundation for future advisers while visibly impacting current students. I will not meet one-on-one with every single student, but I have strengthened the college-going culture in my community and I look forward to seeing that further develop in the years to come.

About Jake:

I am excited to reprise my role as a college adviser for a 2nd year at North Surry and the Surry Early College High Schools in Surry County. I attended Person High School in Roxboro and the North Carolina School of Science and Mathematics in Durham.

In college I could be found singing in my a capella group, planning numerous events for my residential community (I was an RA for three years), or in the recording room as a sound engineer for various plays. I found a natural passion when I began tutoring and peer mentoring my junior year. Being a part of the National College Advising Corps allows me to continue down the path of higher education while helping others discover more about where they want to go and how to get there.

“I am here to show students what they are capable of achieving by increasing access to higher education. Sharing with students the resources I was fortunate enough to have will help them find their voice.”

The Duke University Talent Identification Program (Duke TIP) is a non-profit educational organization recognized as a leader in identifying and serving the educational needs of academically gifted youth.  Each summer, Duke TIP hires more than 500 staff to facilitate its educational programs.  These programs provide a unique learning environment designed to motivate and challenge academically gifted students in subjects related to fine arts, humanities, math, science, social science, and technology.  They also provide dynamic residential and social experiences that complement the rigorous work performed in the classroom within a supportive and nurturing campus setting.

This is a paid opportunity that can complement the commitment you have already chosen to make. With the option of working one or two three-week terms, you can apply to:

• Receive a competitive salary, housing, and meals.
• Teach academically-gifted 7-10 graders.
• Create and implement daily social and recreational activities.
• Travel to 1 of 11 program sites in Florida, Georgia, Kansas, North Carolina, or Texas.
• Build lasting relationships with students and peers.

Visit our website at www.tip.duke.edu/employment to begin researching residential, instructional, and administrative positions within our Summer Studies programs. Should you want to speak with someone, please contact John Birch by emailing jbirch@tip.duke.edu or by calling (919) 668.9113.