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VOLUME Xill, ‘NUMBER 8

& INNOVATION ABSTRACTS

PUBLISHED BY. THE NA onl INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT, THE UNIVERSITY cg WICC. i

WITH SUPPORT FROM THE W. K, KELLOGG FOUNDATION AND THE SID W. RICHARDSON a 90 /\ BV EO) a

 

Thinking About College?—

An Invitation to Education for the Mature Woman

In 1979, afraid and alone, a mature woman (wife,
mother of two teenage boys, active community mem-
ber) enrolled in Schoolcraft College. By her own
description, she was “scared to death” but determined
to enter college. In tandem with her acclimation to
college life, she organized an informal network of
mature women students. Members of this network
found each other eager to share information, ideas, and
possible solutions to campus and home experiences.

In 1985, the Women’s Resource Center recognized
the need to provide formal information and support for
women who are returning to school, and created
“Thinking About College?”

Program Outline

“Thinking About College?” is presented prior to each
semester. A packet of information is provided for each
participant, including general college information and
specifics of the day’s program. Designed for partici-
pants to have a full day on campus, the program begins
with the director of the Women’s Resource Center
welcoming participants and leading an icebreaker
exercise that establishes relationships early in the day.

Participants write the questions and concerns they
have about entering or re-entering college. The com-
mon concern, “I Don’t Know What I Want To Be When I
Grow Up,” is addressed as the questions and concerns
are collected. Participants are visibly relieved to know
they are not alone in that concern. It is explained that a
total career goal and academic program plan are not
necessary prerequisites for beginning a college career.
They are reassured, as they take their first classes, that
students have a chance to explore other courses and
programs in a variety of ways, such as through the use
of the library, conversations, and the Career Planning
and Placement Center. This formal and informal
information-gathering often leads students to more
specific career planning. Continuing contact with the
counseling office and other support staff also affirms
and confirms course selection and program planning
for students.

In the next stage of the program, the collected
questions and concerns are addressed both directly and
indirectly by administrators and staff from the follow-
ing departments: Admissions, Financial Aid, Registra-
tion, Counseling, Learning Assistant Center, and Child
Care Center. The administrator or staff member
describes the goal and function of her/his area. Printed
materials, such as the college catalog, admissions
packet, financial aid forms, and others are distributed so
that each required form or program is individually
discussed. Time is allotted to answer questions specific
to each area.

A flow chart is distributed at the end of the morning
session to reinforce the information. This simple visual
tool shows the prospective student the steps to take to
get from the Admission’s Office to the first day of class.

The participants are then divided into small groups
of 7-10 persons to tour the campus. Volunteer peer
counselors from the Women’s Resource Center provide
information and support as they tour. The information-
packed morning is balanced by the physical activity of
the tour and the chance to process the morning’s
information during lunch. Members of the Women’s
Resource Center staff and volunteers, as well as faculty
members who will be afternoon speakers, are seated
with the participants at lunch. The vice president for
student services is also present to welcome the partici-
pants to campus and describe the services of her office.

Following lunch, participants meet a panel of three
women who survived the stage of “thinking about
college” and have become successful college students.
Each member of the “Re-entry Panel” tells her own
story. One might speak of goals, fears, challenges.
Another might share the reactions of her family to
“Mom” going to school, the delights and the disap-
pointments. Another might address a particularly
helpful course or support service. Time is allowed for
questions from the participants. The first-person
accounts are very reassuring to the participants.

After a short break, the participants select a small
group session to help them identify areas of interest in

 

 

EDB 348, Austin, Texas 78712

=F =

THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOD)
Community College Leadership Program, The University of Texas at Austin