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STUDENT
SUPPORT
SERVICES
PO
ST
SE
CO
ND
AR
Y S
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TRIO HISTORY:
Economic Opportunity Act of 1964 yielded the Upward Bound program as a response to the Administration’s War on Poverty.
Higher Education Act of 1965: created the second outreach program, Talent Search.
Higher Education Amendments of 1968 created the third in a series of educational opportunity programs. Originally named the Special Services for Disadvantaged Students, this program title was then changed to Student Support Services.
By the late 1960’s the term “TRiO” was developed to describe these federal programs.
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1976 AMENDMENTS
Authorized the Training Program for Federal TRiO Programs (initially known as the Training Program for Special Programs Staff and Leadership Personnel).
1986 Amendments: Added the sixth program, the Ronald E. McNair Post-
Baccalaureate Achievement Program.
1990 The Department of Education created the Upward Bound
Math/Science Program to address the need for specific instruction in the fields of math and science.
LEGISLATIVE REQUIREMENTS FOR TRIO PROGRAMS:
Found in the Higher Education Act of 1965, Title IV, Part A, Subpart 2
Requirements for SSS Grant Aid can be found in Public Law 106-554.
STUDENT SUPPORT SERVICES:
All SSS projects MUST provide: academic tutoring, which may include instruction in reading,
writing, study skills, mathematics, science, and other subjectsAdvice and assistance in postsecondary course selectionAssistance for students with information on the full range of student
financial aid programs including benefits and resources for locating public and private scholarships
Assistance in completing financial aid applicationsEducation or counseling services designed to improve the financial
and economic literacyAssist students enrolled in two-year institutions with applying for
admission to, and obtaining financial assistance for enrollment in four-year programs.
SSS PROJECTS MAY ALSO:
Provide individualized counseling for personal, career, and academic information
Complete activities and instruction designed to acquaint students with career options
Exposure to cultural events and academic programs not usually available
Mentoring programs
Secure temporary housing during breaks for students who are homeless youths and students who are in foster care or are aging of the foster care system.
SERVICES TO BE PROVIDED:
Ultimately determined by your grant application.
WV TRIO:
The state association of federally funded TRiO programs in West Virginia.
As of September 1, 2009 there are 30 TRiO programs in West Virginia. Twenty-eight (28) of those programs belong to WV TRiO. WV TRiO is a 501(c) non-profit organization recognized by MEAEOPP (our regional association...Mid Eastern Association of Educational Opportunity Program Personnel) and COE (our national association...Council for Opportunity in Education) as a state TRiO organization.
WV TRIO:
Our Mission
The mission of the Association is to promote equal educational opportunity and greater accessibility to higher education for the TRiO eligible student. WV TRiO seeks to bring together those persons who have an active interest in becoming professionally involved in broadening access to and retention in post-secondary education. The Association also seeks to provide professional staff development to ensure that qualified and informed professionals are engaged in the delivery role with the client population.
Information collected from Ed.Gov
Obstacles Faced by 1st Generation StudentsFamily pressure to stay at home
Lack of family understanding of college
Lack of emotional and/or financial support from home
Low self-confidence in abilities
Lack of role models & mentors
Ackermann, 1991; Bowman & York-Anderson, 1991; Braustein & McGrath, 1997; The Education Trust, 2004; Fallon, 1997; Franklin & Streeter, 1991; Hopkins & Ishiyama, 2001; London, 1989; McGregor, Maylegen, Buzzanga, Davis, & Becker, 1991; Moran, 1991; The Pell Institute, 2004a, 2004b; Riehl, 1994; Thayer, 2000; Ting, 1998, Worrell, 1997
Obstacles Faced by 1st Generation StudentsGuilt at moving beyond family circumstances when they
remain in poverty
Need to work in addition to college responsibilities
Constant worry about every day money matters and stress at accumulating extensive loans
Caught between two cultures, school and family
Ackermann, 1991; Bowman & York-Anderson, 1991; Braustein & McGrath, 1997; The Education Trust, 2004; Fallon, 1997; Franklin & Streeter, 1991; Hopkins & Ishiyama, 2001; London, 1989; McGregor, Maylegen, Buzzanga, Davis, & Becker, 1991; Moran, 1991; The Pell Institute, 2004a, 2004b; Riehl, 1994; Thayer, 2000; Ting, 1998, Worrell, 1997)
National Data- 1st Generation College Students
According to a 2005 study conducted by the National Center for Education Statistics:
FG Students received lower grades and had a higher drop-out rate
FG Students were less likely to have a classified major FG Students did not perform as well as their peers starting
from the first year of college. They had lower first-year GPAs and completed fewer credit hours, on average.
FG Students needed more remedial help for college-level work and were more likely to withdraw from or repeat the courses they attempted to study.
More grades and higher grades during the first year and fewer withdrawn or repeated courses were strongly related to student persistence and earning a bachelors degree
“First Generation Students in Postsecondary Education: A Look at Their College Transcripts” July 2005
Tips when Assisting 1st Generation StudentsHelp students understand that the rules for college
success are different than those for high school success
Help students understand appropriate college terms (Syllabi vs. Syllabuses)
Encourage students to join professional organizations within their majors and connect with faculty in their fields
When making referrals, try to link students with specific individuals in those departments/offices
Assist students with making informed choices about their class selections (size, time/days of the week, etc.)
Tips when Assisting 1st Generation Students
Promote student organizations and civic engagement opportunities that minimize the size of campus and help students make connections
Help students understand appropriate college terms (Syllabi vs. Syllabuses)
hlp students develop pcs…omg…lol
Use the Castor Oil Technique
Link students with major/career resources early
Provide students with a campus map
Make sure students know how to contact you
Advising 1st Generation College Students
Advisors have a huge amount of influence on 1st Gen Students. In fact, many view their advisors as one of their only connections to the college campus, as a whole
Individual attention is a powerful influence upon students’ persistence in college
Oftentimes, Advisors may not only have to address the “what”, but also the “how to”
Advisors can help 1st Gen Students understand “the rules” for college success
Advisors can help students develop a well-crafted schedule based on their strengths and areas for improvement
Provide information about important dates (last day to add classes, last day to drop, last day to withdraw, FAFSA deadlines, etc.)
(Komives and Woodard, 2001; Sickles, 2004)
Advising 1st Generation College Students cont’Advisors can help students develop a well-crafted
schedule based on their strengths and areas for improvement
Assess computer literacy skills and assist students as needed
Help students understand the demands of online classes, as well as mid-semester courses
Make students aware of important dates (last day to add classes, last day to drop, last day to withdraw, FAFSA deadlines, etc.)
Help students make campus connections early
Comments from 1st Generation Students
Based on a survey of SSS Participants conducted by the WVU SSS Program in 2011, respondents were asked what characteristics make one a “good college advisor.” According to the students, a good advisor…
Cares about my success and well-being outside of academics
Provides information about campus resources like tutoring and workshops
Is able to relate to and recognize the struggles that we face as 1st Gen Students
Understands that 1st Gen Students are not able to get advice pertaining to college life from their parents
Comments from 1st Generation Students cont’
A good advisor…
Is positive and approachable
Is knowledgeable about financial aid programs (grants, scholarships, etc) and services available for students with disabilities
Is able to relate to me
Is my “go to” person
QUESTIONS or COMMENTS?
“What lies behind us and what lies before us are tiny matters compared to what lies within us.”~Ralph Waldo Emerson
Terri Philpott, MSW,ACSW, LCSW
SSS Director, Concord University
304-384-5282
Cynthia Drumm, MSW/MPA
SSS Director, West Virginia University
304-293-6629
