U. grant to help pave way to college

By Wendy Leonard, Deseret News, Salt Lake City, Utah

December 25, 2009

A six-figure grant will help the University of Utah get more underrepresented local high school students into college.

The TG Public Benefit Program, a Texas-based nonprofit corporation, will provide the Utah College Advising Corps and University Neighborhood Partners with $154,884. Both programs serve low- to moderate-income families and would-be first-generation college students at various Salt Lake high schools. The grant will assist with services for students and families and financial aid.

"So many of the kids we serve understand the value of college, but simply don't see it as a possibility for them by the time they reach 11th or 12th grade," said Aretha Minor, UCAC program manager. The program is a division of continuing education at the U. and has advisers in 11 high schools in four Utah school districts, helping students with test preparation, application and financial aid processes.

"Our advisers spend a lot of time designing new ways to reach out to these populations and connect them to the resources they need," Minor said. "It's amazing how far a little encouragement can go."

TG's grant money will help to branch the program into two more high schools in the Jordan and Canyons school districts.

The neighborhood partners program brings together higher education, residents, schools and community organizations into partnerships focused on creating access to college.

At the same time, by connecting the higher education research and teaching missions to the community, it sets out to understanding historical barriers that prevent access to college and help people see themselves as holders and creators of knowledge, said Rosemarie Hunter, University Neighborhood Partners director.

Since 2005, TG has awarded more than $16 million in grants through the TG Public Benefit Competitive Grant Program, to serve the needs of student groups underrepresented in undergraduate and graduate education, which may include nontraditional or adult learners.

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