Mentoring First Generation Students During and After COVID: The Prior Learning Connection
Concurrent Session 5
Brief Abstract
For first generation students, college success is improved by Prior Learning Exams (PLA's). However, after admission, many from this cohort continue to struggle to fit in and can benefit from mentoring. In spite of COVID-related challenges, UT Dallas has combined these two concepts via digital platform to produce a continual chain of first generation scholars.
Presenters
Extended Abstract
The success first-generation and Hispanic students have had with Prior Learning Exam's is widely known, but that instrument is only one tool in their continued student success. At the University of Texas at Dallas, early and continued mentoring on campus, with meaningful interaction and measurable metrics, allows for a better understanding of the higher education landscape, and can allow a continual chain of energetic first generation to educate incoming students about Prior Learning and how it can aid in continued student success. Mentoring has been successful at the educational and corporate levels, but the relationship between Prior Learning and meaningful mentoring is a new phenomenon. By examining empirical examples at the two and four year level, the audience will understand how this combination is fostered in a computerized educational setting. The program will focus on the Prior Learning program: it’s successes, how it electronically engages first generation students, as well as how it saves time and money. In addition, its link to mentoring on campus will be analyzed: the academic and social need, as well as how to establish success metrics. Lastly, the online and interactive UTD Jindal School Mentoring Platform, Jindal Connect, which played a key role in continued student success during COVID-19, will be examined as a model for increased and continued student success.
The primary focus will be on the computerized PLA initiative and how that process allows students to bring to the institution what has been gained, maintaining the mentoring relationship via connection with fellow students as well as advising in the areas of academics and career resources, and finally the results from focusing on the measurable results that sum up the completion of the connection process created by the PLA/Mentoring network. Building effective relationships that emphasize academic, and career growth is an absolute necessity will be reinforced throughout the presentation. Also, navigating the college environment with the goals of graduation and career placement as priorities and being able to replicate the process by becoming mentors to others who have the same need. These three measurable goals are integral to the entire process of student development as it relates to the long term success of our mentoring initiative.
Prior Learning Assessment began in earnest decades ago has assisted tens of thousands of students of color in achieving a college education, often times saving them the unnecessary costs of very expensive classes. In much the same manner, focused mentoring has allowed first generation and students of color the opportunity to become acclimated to higher education institutions and not be alienated because they don't have the background that other student may possess. The PLA/Mentoring partnership is the perfect example of inclusion by allowing for a diverse student body that fosters equity and true student success.
Engagement will be done digitally with a brief overview of the PLA process: it's inner workings and delivery method, and the remainder will be focusing on the mentoring platform: why it works and how it can be replicated on another campus. While it will be necessary to give slide overviews of Prior Learning and Mentoring, I will rely on the experience and knowledge of the audience to create a bridge to how these two popular and seemingly unrelated concepts can and do work together in an academic environment.
Individual Q&A will occur during the presentation to enhance the Learning Outcomes of the session. The "knowledge" I reference above may be in the form of observations, or even questions, allowing that dialogue is what is key when creating a process that can be learned, as well as replicated. That is what I want to occur during my session. I will ensure the strategies are understood as they relate to diversity and inclusion, making this topic relevant to any and all attendees. Prior Learning Assessment began in earnest many decades ago with exams and portfolios, and PLA in general has assisted tens of thousands of students of color in achieving a college education, and often times saving them the unnecessary costs of very expensive classes. In much the same manner, focused mentoring has allowed first generation and students of color the opportunity to become acclimated to higher education institutions and not be alienated because they don't have the background that other student may possess. The PLA/Mentoring partnership is the perfect example of inclusion by allowing for a diverse student body that fosters equity and true student success.
Many colleges from large to small, from two year to four year, from private to public, use some form of mentoring to integrate students into campus life, and thousands of schools accept credit for prior learning so that applicable students save time and money as they matriculate through college. Learning how the two can play an active and successful role together is something that can and will benefit attendees from all backgrounds, and all educational settings.