The Leeds Scholars Program offers many academic benefits that I firmly believe will maximize the potential of any student. Because the Leeds Scholars Program is a rigorous process, the difference in my community of peers, the mentorship opportunities, and the specialized advising will essentially provide the proper guidance needed in order to fully succeed academically and professionally. For the reason that I have first hand experience, I have a strong belief that proper guidance is as valuable as the knowledge given in a classroom. Although I always saw myself as a scholar, coming from an underrepresented background I was always surrounded by pervasive situations. If it were not for the administration team at my high school mentoring me,
I would not be a current student at the University of Colorado, Boulder. In addition to my underrepresented background, I am also a first-generation student, coming from a low-income household. With that being said, the impact of a merit based scholarship will be enormous due to the help it brings financially. As a result to my underrepresented background, I also have a robust belief in diversity, global experience, and self growth. The global enrichment aspect of the Leeds Scholars Program is another way that I will be able to maximize my full potential as a student. I know this is true, for the reason that many companies look for employees who have stepped outside of their comfort zone to fully embrace themselves in a completely different culture. By doing so an individual will gain real world wisdom, thus, gaining knowledge that is not offered in a typical college lecture. Though I admire this concept, I once again have not been able to participate in any kind of global enrichment due to my underrepresented background. If I were to be selected as a Leeds Scholar, the program will be causing an additional positive impact for myself with this element of global enrichment. Furthermore, the professional development provided by the Leeds Scholars Program will also teach me another kind of knowledge that is not taught in an ordinary university course: soft skills. Soft skills like public speaking, networking, and leadership are vital assets that employers, once again, are looking for when hiring employees. This kind of professional development will cause a positive impact for myself, because I would be advanced in this topic. Hence, I will be able to teach future Leeds Scholars these soft skills as well. Ultimately, every aspect that the Leeds Scholars Program encompasses will cause more than a positive impact, it will be causing a change of life.
From my experiences in high school, I know the kind of academic environment I want for my college experience. For the last four years, I’ve thrived as part of the International Baccalaureate program at Poudre High School, which bears significant similarities to the Norlin Scholars program: both involve a community of engaged, academically motivated students who take rigorous core classes together and live within a larger school community. The IB program has been instrumental in my development as a student and as a person during my time in high school. I’ve found that being surrounded by brilliant, motivated peers is both motivating and intellectually invigorating for me, and drives me to reach new heights. When your peers are all incredibly well-informed and passionate,
I genuinely believe that peer interaction is a vital component in the development of academics as well as character in which I have the skill set and experience to do so. Growing up in a diverse and culturally rich community exposed me to various personalities and constructed me to undergo everything with an open mind. My unique background will expand the boundaries of the Honors Program with the incorporation of my personal experiences. With my strong work ethic and my willingness to explore a vast scope of courses, I can be an integral influencer in peer-to-peer learning environments. My preparation for every course beforehand assures my ability to participate and contribute during each class. I am always on top of my workload which proves that I would be an active student in classroom discussions and have thorough development in my research opportunities. I will be the thermostat in this program by setting the emotional and personal climate and setting examples for other students with a vision that we will all strive for the extra mile inside and out of the classroom. My passion to learn and the dedication I hold to my studies exemplify the type of student needed in this program. I hold the ambition that is needed to be successful in the Honors Program at the University of Georgia.
I endeavor to obtain excellence in my academics; I wish to exemplify scholarship by constantly asking the whys and hows of things. I will not let a bad grade define who I am as a student or who I will become. I also want to take the most challenging classes available, not because it will look good on my college application, but because I genuinely love the concept of learning and discovering new things. Education doesn’t end after high school, so I plan to attend university, eager to attain the knowledge to better understand my world: and expand it.
Evans, N.J., Forney, D.S., Guido, F., Patton, L. D., & Renn, K. A. (2010). Student development
In “Choosing Success in College and Life”, Carol Kanar exposes students to the foundational skills that they will need to develop in order to be successful in the college setting. Effective interpersonal skills and understanding that people are the biggest resource can be two of the biggest factors in how a student assimilates to campus life. Students can be intimidated by all of the offices and professional titles that surround them when entering this new surrounding. It is important that students understand that their desire to succeed is met by college professionals’ mutual desire to see the same. The blueprint for this success should first begin with the students’ inner belief in themselves. Second, the student should familiarize themselves with all that the college has to offer by way of various supportive offices, support groups, and clubs. Finally, the students should begin to set scholastic, life, and financial goals for themselves.
Additionally, prestigious institutions need to take initiative to create new programs that will make college a painless transition for first generation students by implementing new policies such as mentorship or clubs. While many colleges and universities have not taken the initiative to help first-generation students, North Carolina State University is one of the few exceptions. As a fellow first generation college student at North Carolina State University, I have reaped many benefits from the different organizations they have around campus. At the Poole College of Management, I was assigned a professional mentor in my future line of work that made the transition into college a better experience for me. After listening to his forums, I was able to use the skills I had learnt from my parents and apply them to college and my study habits, benefiting me in countless ways.
The primary trait that I lack is confidence. In my mind, others are always smarter, prettier, more driven, and just better than me. Because of this attitude, I do not usually voice my opinions, state my ideas, or take control of anything; I automatically assume that anything I say or do is wrong or stupid. Although I still need to work on strengthening my confidence, SMU’s community atmosphere, specifically the Hilltop scholars program, has given me the enormous confidence boost I need to step out of my comfort zone and make my ideas a reality. A gain of confidence through supportive communities is apparent in the films Legally Blonde, Renaissance Man, and Higher Learning because each film includes individuals who need greater self-confidence, which comes from the support of their communities. In “The Quest for Community in Higher Education,” Parker Palmer outlines specifically how community can build up confidence. Additionally, in “The SMU Community According to Etzioni,” Christiano Gallo illustrates that confidence promotes involvement, which promotes confidence. The support I feel from various members of the SMU community has provided me with experiences similar to Elle, Rago, and Malik’s and has helped me understand how Palmer’s ideas foster confidence. Also, encouragement from others has opened my eyes to how involvement can instill confidence. Community gives us somebody to lean on. Somebody to lean on gives us confidence.
The stereotypical version of the normal life of a teenager proceeding to college would include high academic standards met throughout their high school career and outstanding outside testing scores resulting in automatic entry into the institution of their choice. Many of these individuals have the support of their accomplished family members in the form of financial support. There are those who have not had the luxuries of any easy upbringing but forced to decide between a life with a college degree or full-time employment. For myself I want to have it all and to achieve that I have taken on both.
The likelihood of a student going or not going to graduate school has declined due to the influence of financial aid (Montgomery, 2006). A reduction in the amount of opportunities available lowers the chance of being enrolled and increases the likeliness of dropping out of school. Thus, recommendation is for schools that financial aspect is a considerable inhibitor of enrollment and completion of a degree. As a matter of fact, several students that received the Gates Millennium Scholarship were surveyed. The survey pointed out 79.6% that explained how this scholarship had helped them attending the institution they wanted to get in, while 18% that said that the scholarship did not really have an effect on them because they were able to pay their own tuition. (Davis et al, 2013). African Americans have usually a low socio-economic status, and have a hard time paying for their tuition. The Gates Millennium Scholarship which is designed for those kinds of students that want to do something with their life and their country.
She explains how these relationships might improve and shape college into becoming an ideal, engaging learning environment for students. Explaining what she thinks university faculty should do to prepare students for their futures, Small tells her readers she “[does] not know yet what making the academy/real world connection fully entails.” Colleges do provide sufficient internship and job opportunities for students, but in a sense, the college experience itself can serve as a preview on what to expect in the “real world.” Once students graduate and get their degrees, they may no longer have to stress about academics, but they will still have several other responsibilities, such as their careers, money, and family to balance. They will experience an even broader form of diversity, continue to make connections and meet people who have different ideas and opinions. If college gave students so many options to pave their path to the “real world,” the “real world” will open even more options for them to plan the rest of their
Brock, Thomas. “Young Adults and Higher Education: Barriers and Breakthroughs to Success” The Future of Children 20.1 (2010): 9-132. JSTOR. Web. 6 Oct. 201.
In conclusion, my dream is to become successful in college and benefit from college skills that will help me reach my future goals. However, I may have to be prepared for the obstacles that I might encounter, and learn to overcome them. Much of my success will depend upon my willingness to seek advice from experts and professors. In addition, I will have to learn how to build effective strategies that will help me achieve my dream of becoming successful students
As a young undergraduate, I attempted to prove myself as a hardworking student by attending my courses focused and well prepared, and conducting my assignments as required. Through my undergraduate studies, I was fortunate to participate in several student and voluntary activities. Furthermore, determinant to acquire relevant practical experience, I trained and worked at several establishments applying my theoretical ed...
Academic advising plays a huge role in students’ lives and it is a share responsibility between the student and their advisors. There are many ways in which advising benefit students. Advising enhance students’ abilities to utilize the resources that colleges provide for their students. Guiding students to stay in the right track of their academic courses and following up with all the updates and requirements to graduate is also objectives of the advisors. Advisors encourage students to get involved in the college activities, such as clubs, sports, extra courses and so on of the resources that are available for students. They help students to find scholarships and prepare them to transfer to the next step of what they want to do after their college careers. There are many positive effects of having an advisor in your college career. However, many students these days do not take an advantage of this resource due to lack of Advising communication and others. Although the advising office and the advisors lack several skills, such as good communication, not enough time spent with students, and limited knowledge. However, there are many positive effects of having advisors
Downing , Skip. On Course: Strategies for Creating Success in College and in Life. 7th. Boston: Wadsworth/Cengage, 2014. 42. Print.