Duke Advising Corps

College Advising in Northampton County

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2nd Year Advising, 1st Year Here

Near the end of the last academic year, Duke CAC made a programatic decision to reassign me from Northampton County High School to Smithfield-Selma High School.  It was tough to say goodbye to the community I had immersed myself in over the course of a year, but the decision was above my head and made for understandable reasons.

I have had to adapt to a new environment (Something I’ve gotten pretty used to over the last six years.) and learn to navigate a whole new culture this year.  The transition to SSS (Read: “Triple S”) was not seamless, but the school has been a natural fit for me.  

The counseling department, administrators, and I all share a vision of college-readiness at our school and an understanding of how we can collaborate to get there.  They are open to my input and supportive in allowing me to innovate.  Best of all, the students are receptive to my advice and actively seek me out to set up appointments.

As far as day-to-day work, my role at SSS looks a lot more like that of any other adviser.  Students are routinely contacting me to set up meetings.  The administration allows me to bring in college representatives.  I have organized, co-organized, and presented at a variety of workshops, info sessions, and events.  At SSS I have been able to focus on the standard metrics of CAC data reporting.

One of the great aspects of College Advising Corps is the creative liberty it grants to advisers.  CAC recognizes that every high school is different, and it entrusts advisers with the role of adapting to the unique environment in which they work while working toward to the organization’s overarching goals.  

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Thank you, Martin Luther King Jr., for your legacy that dares us to dream and make a difference. 

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First Lady Michelle Obama offered a simple challenge to students: record yourself saying “FAFSA” five times and share it on social media.

The goal is to drive home the importance of filing the Free Application for Federal Student Aid.  For many families this is the first big step in making college hopes a reality.

I brought this challenge to SSS Parent Financial Aid Night and challenged other Duke CAC advisers to do the same.

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Learning Experiences

Some might call them mistakes.  Either way, here are some things I would do differently if I could start the year over:

Being more visible (from Day One).  Particularly in less-formal settings, such as the lunchroom and between classes in the hallway.  Since my office is tucked away, this takes a little extra effort.  I can’t hear the class bells in my office, so I have had to pay extra attention to the time.  It they don’t see me, they won’t be thinking about me.  Get out there.  Out of sight out of mind.

Not putting the cart before the horse with Social Media.  The first word should be a giveaway, but I guess I missed the hint.  “Social.”  Just saying “Follow me @SSSCollegeCoach” won’t get them to connect with me for information about deadlines, scholarship opportunities, statistics, fun facts, and congratulatory “shout outs.”  This might be information they want to hear, but until they really know who I am, I can’t rely on this to be a useful tool.

Not assuming that “Yeah, I’m gonna go to college” actually means that’s the plan.  Dig deeper.  See what they really think, how they really feel, what they really know about college.  Then build from there.

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“I want to go to college, Coach!”

In order to be an effective adviser, you have to get to know your students.  In order to get to know your students, you have to get out and meet them!

I have thrown myself into as many facets of extracurricular high school life as I can find a way to.  At SSS, I have sold admission tickets at volleyball, soccer, and basketball games; refereed the annual powderpuff football game; participated in the school’s blood drive; joined the IB students as they introduced their Danish exchange friends to kickball; operated the scoreboard for a wrestling competition; and attended events such as AVID Bingo Night, NHS Inductions, and a Chorus recital.

Without a doubt, my most effective mode of connecting with students and establishing rapport has been through coaching.  

Coaching football and baseball has opened up doors for me to get to know my students and for them to get to know me.  Getting to know their College Adviser/Coach initiates the conversation of college that many students might not ever address with someone they see only as a staff member.  

These conversations aren’t just about athletic scholarships or NCAA eligibility requirements.  Sometimes a student might not share his academic plans openly because of how his teammates might react.  

It also gives me greater insight into what these students’ lives are like outside of school: who they hang out with, what their home lives are like, what drives them.  These things would never come up, willingly at least, from many of these kids in a classroom setting.  

But discussing these matters and starting an open and honest conversation about education and career goals might be the thing that makes the difference in a student-athlete’s college planning success.

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I set the rivalry aside for a day and took a group of 24 students to UNC Chapel Hill and NC State.  We received a private tour from two Robertson scholars at UNC, then explored State’s open house.

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Highs and Lows: Highlights of Advising

When Advisers get together, we often joke about how we “live vicariously” through our students.  This statement might be taking it to an extreme, but I certainly do share in the highs and lows of my students’ pathways to college.  

Here are some of those highlights:

Sharing the joy of an acceptance letter

Hearing that a student received a scholarship

The creative liberty granted to advisers, to assess and adapt to the unique environment of the high school

Seeing that my efforts are getting students’ attention and making an impact 

Students gathered around bulletin boards I decorated

Tear-off tabs taken from scholarship info sheets I posted

When I encourage a student to retake the ACT, and he raises his score past a critical cutoff (such as the minimum requirement for eligibility or to the next scholarship tier)

Collaborating with staff on projects and events

Campus visits and field trips

Bonus:

Coaching

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A group of students draw out some stories of the glory days when they see a picture of their coach (2nd from left) in his college football jersey.

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Highs and Lows: the Rainy Days of Advising

Sharing in the disappointment of a rejection letter.

Seeing a student get into their dream school but not receive sufficient financial aid to make the dream come true.

After working with a student extensively, s/he misses the deadline.

Lull periods. Particularly during finals week, when students are all occupied with exams. There are some lengths of time with very few student meetings- no pending application deadlines, no FAFSA to file, no events.  These times are very beneficial for reflection on best practices and planning ahead, but the decline in direct student interaction can be enervating if it lasts more than a day or two.

Absence of peer community.  One positive aspect of having such a young staff at Northampton last year was that I was a part of the school community 24/7.  I lived with teachers, spent my weekends with teachers, got dinner with teachers... I was immersed in the life of the school.  Everywhere I went, Northampton was part of the conversation.  Even Friday nights involved discussion of school, because my colleagues were my friends and we were in it together.  

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Assistant Varsity Baseball Coach, NCHS 2015

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What’s that sound?  The halls are ringing with college at SSS!  Students who applied to three or more colleges during College Application Week let the whole school hear it: “I’m going to college!”

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Not so far apart

One of the most significant advantages a CAC adviser possesses is the ability to relate to students as a “near-peer.”  By design of the advising model, advisers are young enough to connect with students, yet old enough to be viewed as an authority figure.  We can share jokes about cafeteria food and make references to pop culture events, while still maintaining the requisite professionalism of working in a high school and assisting with college admissions.

At my new school assignment of Smithfield-Selma High School, the near-peer role has been naturally more comprehensible to students and staff alike.  Whereas many of my colleagues at Northampton County High School were within a few years of my age, there are a mere handful of teachers at SSS in their twenties.  At Northampton, I was seen as one of the “young teachers,” which had its benefits but was deleterious to the age-based model.  Because I now fall in a visible gap between staff and students, it is easier for everyone to see the function of near-peer adviser.

With this clearer delineation, students have found it easier to open up to me about issues relevant to their college transition, such as the fears of leaving home or fitting in on campus, balancing their academic interests with realistic career plans, and asking questions that might seem too goofy to ask a teacher who is viewed solely as an adult.  (Such as, “Do college students really eat pizza and ramen every day?”)  Such questions might never come up with other staff members, but are important to a successful transition to college.

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Building a College-Staying Culture

As a member of the College Advising Corps, my basic responsibility is to promote a “college-going culture.”  The National College Advising Corps (NCAC) office provides guidelines, metrics, and advice on how to achieve this goal, but recognizes the unique circumstances of each partner high school.  Each school has its own situation, and so each advisor’s role will vary accordingly.

A lot of advisors are placed in schools where the college-going mindset is basically non-existent.  They focus on emphasizing the message, “I can go to college!” and introducing important terms like “financial aid” and “application.”  Northampton is already strong in this area, with many students matriculating into higher ed programs.  

From what I’ve been told, the area of difficulty for our college-going students has been retention.  Many NCHS graduates go to college; not many of them stay.  This is, of course, problematic for several reasons.  (One of them being the lost financial investment, with no value returned)  So in addition to assisting with the ordinary tasks of college readiness (FAFSA night, College Application Week, answering student-specific questions), I am placing special focus on preparing students for long-term success in their education.  That is to say, not just starting a college education, but finishing it!

The root causes are complicated, many, and not all known to me.  But here are a few that I’ve noticed, and some possible approaches we can use to gear our students up for long-term success in college.  Obviously I don’t have the magic wand that will set all of our college-bound students on the route to a diploma, but I have listed some “response” steps I plan to take in the hope of better preparing them.

1. Lack of personal investment going to college

Some students enroll because of social pressure, rather than a personal interest in earning a degree.  These pressures may be from parents, friends, or school staff.  While this social pressure can be a positive force, by itself it is not enough.  Four years of schooling is a long time for somebody who does not care to be there.  Students must feel personal interest in their decision to attend college.

Response: In line with School Improvement Plan, conduct one-on-one meetings with each junior and senior, asking them about their career plans and how they hope to achieve them.  Structure conversation to lead them to make their own decisions about post-high school plans, be it college or otherwise.  Provide resources for students to explore options and a range of universities, finding the ones that best fit their own interests and needs.  Emphasize these same ideas during in-class presentations.

2. Lack of sustainable financial plan

College is expensive, and it takes careful planning to complete a degree without breaking the bank.  Students may not be aware of all the hidden costs associated with college, or the best ways to tackle these costs.  One student might calculate that he has enough money in scholarships and his savings account to pay for a year of school, but give no thought to the three years after that until it’s too late.  Another may have a solid plan to fund herself for four years, but need a fifth or sixth year.    

Response: Assess each student’s individual financial situation, including the family’s financial contribution, personal savings, financial aid, total cost of attendance, personal expenses, etc.  One school may be more affordable for one student, but another is cheaper for a different student.  Understandably not every family will be quick to share this information, but I hope to establish trust and the understanding that I only want to help them make informed decisions that fit their situation.  This is not something I will be able to do with every student and family, but am willing to assist any who volunteer this information.

Further, this will involve a critical review of the schools which we encourage our students to attend.  Schools with consistently low four- and six-year graduation rates may put students at risk.  Research shows that this affects even high-achieving students, as the university-in-question has more influence on students’ graduation chances than does the ability of the student himself.

3. Under-matching

Research shows that students who “under match” (That is, attend a school that is less selective than what the student is capable of being accepted at) are less likely to graduate.  One might expect the “big fish in the small pond” to succeed, but in this case the numbers contradict intuition.  When two students of equal academic ability attend different schools, the one who attends the more selective school has a greater chance of graduating.  There are several reasons for this unexpected tendency, but the statistical evidence in undeniable.

Response: Emphasize the importance of “matching” to more competitive schools than our students have historically gravitated toward.  Encourage applying to schools that might seem out of reach.  

4. Lack of support networks; not fitting in on campus

Whether a student is the first in her family to attend college, in an ethnic minority, balancing family situations, or traveling further from home than ever before, the presence of a support network can make or break her chances of graduating.  

Response: Invite students to reflect on what they might experience in their transition to college, and where they might feel out of their comfort zone.  Explore options that accommodate these needs.  First generation college student?  This school has extra services available.  Want to attend an HBCU?  Or a PWI with an increasingly diverse population?  Let’s look at these schools.

5. Irreparably low high school GPAs

Many seniors have come to me regretting their lack of academic effort early in high school, as they realize even straight A’s this year won’t make them eligible for their dream school.  Too little, too late.

Response: Early intervention with high school underclassmen and even 7th and 8th graders.  Teach the importance of GPA from Day One.  Encourage involvement in out-of-school activities.  Show the doors that will open before them if they maintain high grades.  Ask senior role models (12th grade leaders) to share their insights.

6. Family/life events

Some of these can’t be prevented.  Some can.  Make good choices, kiddos; you’re on your own out there.

7. Culture shock

Inevitable.  The world is not Northampton.  Northampton is not the world.  Students are going to meet new people, see new things, and probably mess up a few times.  But these can be growing experiences.

Response: Shared experiences, honesty.  Panels of staff members who can relate.  Topic-oriented events in casual, informal environments (such as an optional evening session for college-bound seniors).  

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This week I will be taking charge of a new program at Northampton, which I designed myself.  I recruited a number of teachers and counselors to help select, train, and mentor seniors for the program.  The seniors, in turn, will lead small group sessions with freshmen, offering relatable and respected advice on how to survive high school and get ahead in life.

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Seeing College

In terms of building a “college-going culture,” Northampton County High School already had a start when we began our partnership.  Students have been going to college for years; they just haven’t been staying.  Taking in the considerations of other staff members, national data trends, and my own observations, I have come up with a list of reasons that contribute to our low retention rates.  (Tumblr publication forthcoming.)  One stumbling block to our students is simply an unawareness of their college options.

I take a sweepingly holistic approach to this problem.  At every opportunity, I present a wider range of options to students, who are generally used to thinking in terms of the same five schools “everyone” goes to.  From subtle references in conversation and example-schools named in classroom visits to the wild range of pennants found on my office wall, I strive to just get the idea of “somewhere else” in my students’ minds.

Some of the visual “college culture” displays I have placed throughout the school have drawn praise from staff and students alike.  One of the displays I am most proud of is called “Looking Up To Our College Stars.”  (Though it has gotten a little stretched and wrinkled by our tactile-learning students.)

This display is a wall-sized piece of night-sky-blue mural paper with pictures of college-bound seniors scattered about and paper stars around each senior.  On each star is the logo of a college to which that senior has been accepted.  One acceptance letter equals one star by your picture.  

This week I will be adding comets or planets for students who win independent scholarships.