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Spring 2017
COLLEGE PREPAREDNESS: A Program forHigh School Education ProfessionalsCullen GilbreathMontana Tech
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COLLEGEPREPAREDNESS:
AProgramforHighSchoolEducationProfessionals
By
CullenGilbreath
AgraduateprojectsubmittedinpartialfulfillmentoftherequirementsforthedegreeofMastersofScienceinTechnicalCommunication
MontanaTech
2017
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Acknowledgements
First,Iwouldliketoshowgratitudetomywife,kids,andparentsfortheirsupportand
understandingwiththelatenightsrequiredtofinishthisprogram.Tomywife,thankyouforbeinga
greateditoramongmanyotherthings.IwouldalsoliketothankmygraduateprojectcommitteeDr.
GlenSouthergill(Chair),Dr.CarrieVath,andDr.ChadOkruschfortheirsupportandguidancethrough
thisprocess.Dr.Southergill’sdirectionmadesurethisprojectfoundahomeinTechnical
Communication.Thedevelopmentofthecollegeprepmaterialsandcurriculumaredueinlargepartto
Dr.Vath’sexpertise.Iowepartsofthevisualdesignprocess,curriculumdevelopment,andusability
testingtechniquestothesupportofDr.Okrusch.IwouldalsoliketothanktheMontanaTech
EnrollmentServicesOfficeandDirectorLeslieDickersonfordevelopingthefoundationofknowledge
andinterestincollegeadmissionsandfinancialaidguidance.
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TableofContents
Acknowledgements..................................................................................................................................1
Abstract....................................................................................................................................................3
Chapter1......................................................................................................................................................4
Introduction..................................................................................................................................................4
LiteratureReview.........................................................................................................................................6
CollegeandMajorExploration.................................................................................................................6
FinancialLiteracy......................................................................................................................................7
HighSchooltoCollegeTransition.............................................................................................................9
VisualInterfaceandInteractionDesignPrinciples.................................................................................10
Chapter2....................................................................................................................................................13
Methodology..............................................................................................................................................13
ContentAnalysisforProgramKeyPoints...............................................................................................13
Deliverable.................................................................................................................................................20
ProgramOutline.........................................................................................................................................22
Chapter3....................................................................................................................................................25
WorkinProgress....................................................................................................................................25
Conclusions............................................................................................................................................27
Appendix1:First-YearRetentioninMontanaandtheUnitedStates........................................................28
Appendix2:EarningsandUnemploymentRatesbyEducationalAttainment...........................................29
Appendix3:StudentDebtCrisis.................................................................................................................30
Appendix4:PreparednessPerceptions......................................................................................................31
Appendix5:FinancialAidNodefromProspectCollegePrepWebsite.......................................................32
Appendix6:ProspectCollegePrepStudentSurvey...................................................................................34
Appendix7:ProspectCollegePrepTeacher/CounselorSurvey.................................................................36
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Abstract
Thisprojectfocusesonbuildingacollegepreparednessprogramforhighschoolstudentswith
theintentionofpreparingeachstudentforsuccessataninstitutionofhigherlearning.Theproject
deliverableisawebsitecontainingacollegepreparationprogramforhighschooleducation
professionalstoimplementinahighschooljuniororseniorlevelclass.ThewebpageURLatthetimeof
thisdocumentswritingis:www.cgilbreath1.wixsite.com/prospectcollegeprep.Theprogramisaccessed
throughthewebsitewiththefollowingcollegeprepmaterial:Acurriculumguide,collegeprep
checklists,presentations,notes,activelearningactivities,andprogramevaluationtoolthatcanbeused
toquantifythesuccessoftheprogram.
Keywords:collegepreparation,curriculum,programevaluation
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Chapter1Introduction
Despitemanyefforts,therehavenotbeendramaticincreasesincollegeattendance,retention,
anddegreecompletioninthepast10years.Thesolutiontothisproblemcanbeeffectivecollege
preparationprogramming(Wyatt,Smith,&Proestler,2014).Studentsthatarebetterpreparedfor
collegearemorelikelytosucceed.Retentionhasbecomeakeyfocusofhighereducationinstitutions
becauseretentionischeaperthanrecruitment.Studentswanttograduateandgetagoodjobwhile
administratorsandfacultywanttomakesurefederalfundinglevelsanddonorsupportremainsteady,if
notincrease(Foss,Foss,&Paynton,2014).ThebargraphinAppendix1:First-YearRetentionRatesin
MontanaandtheUnitedStatesshowsretentionratesfrom2006to2014forMontanaandtheUnited
States.ThedatafromtheNationalStudentClearinghouseResearchCentershowsfirst-yearretentionat
publicfour-yearbachelor’sdegreegrantinginstitutions.Thedatasetincludesstudentsthatstopoutor
transfertoanotherinstitutionofhighereducation.Thetrendnationallyshowsmoderatebutlargely
stagnantgrowthinretention.InMontana,therewasaslightdeclineinthe2014cohort.FortheUnited
Statestobecompetitiveinaglobaleconomy,thereexistsaneedformorestudentstoenrolland
completecollegedegrees.ThedatainAppendix2:EarningsandUnemploymentRatesbyEducational
AttainmentfromtheU.S.DepartmentofLaborillustratestheimportanceofreceivingacollegedegree.
Thechartmakesastrongargumentforthevalueoneducationasafinancialinvestmentinthestudent’s
future.
Existingstrategiesthatfocusonunderrepresentedstudentsareimportant,butdonotgofar
enoughtoaddresstheproblemoflowfirst-yearpersistencerates.Underrepresentedstudentsgetthe
mostneed-basedfinancialassistancefromtheFederalgovernmentintheformoffreemoneylikePell
Grantsandneed-basedscholarships.Studentsfrommiddle-incomefamiliestendtobelefttofinance
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educationthroughloansandendupwithhigherdebtwhencompletingtheireducation.Thefocusof
collegepreparationneedstobeanall-inclusivestrategythatencompassesallhighschoolstudents
interestedinattendingcollege.
Asecondproblemthatdeservesattentionareexcessivestudenttocounselorratiosinthe
country.ThisisascenariothatextendstoMontanahighschools.TheAmericanSchoolCounselor
AssociationreportstheUnitedStatesaveragestudenttocounselorratioat471/1with250/1beingthe
recommendedratio.InformationfromthesamesourceasthenationalfiguresshowsthatinMontana
thatfiguresitsat310/1athighschoolswithover100students.Manycounselorsatsmallerschoolsin
Montanaarepart-timecounselorsandteachsubjectstomakethejobfull-time.Thetimerequiredto
developaneffectivecollegepreparatoryprogramforstudentshasbecomeunmanageablefor
counselorsthatmustmonitorstudentattendanceandacademicperformanceandgiveattentionto
socialand/oremotionalconcerns.ManyhighschoolcounselorsthatItalktoinmyprofessionworkhard
togetinformationtostudentsaboutcollegeaccessandscholarshipopportunities.However,the
pressuretogethighschoolstudentstogotoclassandgraduatemanytimesmakesitverydifficultto
giveequalattentiontocollegepreparation.Also,highschoolcurriculumsrarelyhaveroomto
implementacollegeprepcurriculum.AtButteHighSchool,Iamhelpingdevelopaprogramthat
studentscantakebeforeschoolstartsbecauseofthisissue.AtButteCentralHighSchool,theonlyroom
theyhaveinthecurriculumisonFridayduringSeniorTheology.Infact,findingssuggestthathigh
schoolshaveprioritizedcreditaccrualnecessaryforgraduationoverknowledgeandskilldevelopment
thatwouldpreparestudentsforlifeaftergraduation(Bromberg&Theokas,2016). Highschool
counselorsappreciateanyhelptheycangettobesthelptheirstudentsachieveinhigherlearning.Aline
canbedrawnfromthelackoftimeavailabletohighschoolcounselorstodevotetocollege
preparednessdirectlytolowfirst-yearpersistenceratesatcollegesanduniversitiesintheUnitedStates.
Thisisanissuethatneedstobeaddressedatapre-collegeandcollegelevel.
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LiteratureReview
Theliteratureoncollegepreparationisheavilyfocusedonunderservedstudents(minority,low-
income,and/orfirstgeneration),whichistobeexpected.Underrepresentedstudentsattendcollegeat
farlowerratesandaremorelikelytodropoutaftertheirfreshmanyeariftheydoattendcollege.The
NationalStudentClearinghousereportedin2014thatonlyabout70%ofallcollegefreshman
(underservedornot),persisttotheirsecondyear.Attentionneedstobegiventoallstudentsthathave
aninterestinsomeformofhighereducationregardlessofrace,familyhistory,orfinances.
Mycollegepreparationprogramhasthreemainareasoffocus:Collegeandmajorexploration,
financialliteracy,andhighschooltocollegetransition.Thereviewofliteraturefocusesonthesethree
mainareasofcollegepreparationandhowtheycanaddressthedecliningpersistenceratesofcollege
freshmen.TheLiteratureReviewwillalsoexploretheconceptsofinteractiondesignandotherregularly
useddesignprinciplesincreatingtheprojectdeliverablewebsiteandcoursecontent.
CollegeandMajorExploration
Gettinginformationinthehandsofhighschoolstudentsabouttheopportunitiesavailableto
thembyattendingandcompletingacollegedegreeiscrucial.Cabrera&LaNasa(2002),outlineathree-
stepcollegeselectionprocess.1)PredispositionstoAttendCollege.Gettingstudentsinterestedin
attendingcollegeisbestaccomplishedasearlyinschoolingaspossible.Thisistrueforallclassesof
studentsinAmerica,butparticularlytrueforunderservedstudents.Infact,studentswhocannot
rememberatimetheywerenotinterestedingoingtocollegetendtobemoresuccessfulcollege
students(Hossler,Schmit,&Vesper,1999).Thescopeofthisgraduateprojectdoesnotallowformuch
informationtobedisseminatedbelowthesecondaryeducationlevel.However,itisimportanttoknow
thatafocusoncollegepredispositionneedstobeappliedtostudentsattheelementarylevel,especially
inunderservedpopulations.2)Search.Thisiswherestudentsstarttodevelopalistofpossible
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institutions.Thekeywiththisstepistogetthestudenttounderstandtheirambitionsandinterestsand
matchthosequalitiesinauniversity.Thechoicescompiledinthisstagearegenerallydependentonthe
sophisticationandthoroughnessofthesearchprocess.Theamountofsophisticationandthoroughness
tendstobedirectlyrelatedtosocioeconomicfactors(Cabrera&LaNasa,2000).Studentsfromhigher
incomefamiliesusuallyhaveparentsthathavebeenthroughthecollegesearchprocessandknowhow
besttocompleteaneffectivecollegesearch.Again,specialattentionneedstobepaidtounderserved
studentstomakesuretheyareidentifyingqualitycollegeoptions.Whenstudentshaveidentified
possibleinstitutions,theycanmoveontomoreindepthresearchandcampusvisits.3)Collegeand
MajorChoice.Generally,traditionalsemestercollegeswantstudentstomaketheirattendancechoice
byMay1.Thismeansconsideringfinancialaidpackages,scholarships,careerambitions,andacademic
interestsanddecidingwhichinstitutiongivesthemthebestchanceforsuccessfullycompletingtheir
degree.Asmentionedinthecollegesearchsectionabove,themorethoroughthecollegesearchthe
studentperformsthemorelikelytheyaretochoosetheinstitutionthatbestsuitstheirneedsinrelation
totheirstatedchoicefactors.Culturecodes(Rapaille,2007)canbeaninterestingwaytostudyand
understandthethoughtprocessthatshapesastudent’sfuturedecisionmakinginawaytotieallthree
conceptsofthecollegeandmajorexplorationprocesstogether.What“imprints”havebeenbestowed
ontheseindividualsthatmakesthempredeterminedtoattendcollege?Itislikely,perRapaille,that
thesestudentswereimprintedtowanttoattendcollegefromasearlyasageseven.Thedegreeor
majorinwhichtheyareinterestedislikelyalsotheproductofearlyimprinting.Workingwithstudents
thatareseniorsinhighschoolmeansunderstandingeveryone’sthoughtprocessandguidingthemon
thepathwiththegreatestchanceofsuccess.
FinancialLiteracy
Financialliteracyprogramshavegainedgreaterattentioninrecentyears.Thisisbecausemany
highschoolandcollegestudentslackbasicfinancialmanagementskills.Theabsenceoftheseskillscan
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negativelyaffecttheabilityofastudenttosaveforexpenseslikepayingforcollege(Braunstein&
Welch,2007).Manystudieshavebeenconductedtogaugethefinancialmanagementskillsofhigh
schoolstudents.OnestudyconductedbyMandell(2008)foundlowbaselineresultsfortheseskillsin
1997andadownwardtrendinskillstowardtheendofhisstudyin2006.Despiteeffortsoverthepast
twodecadestoprovidestudentswithfinancialliteracyskills,numbersstillshowthathighschooland
collegestudentshaverelativelylimitedfinancialknowledge(Xiao,Serido&Shim,2010).Alater
observationbyMandell(2009)claimsthatanalystsandpoliticiansputtheculpabilityofdeclining
statisticsinfinancialliteracyoncomplexfinancialconsumerproducts,suchascreditcardinterestrates
andcheckingaccountfeestructures.Heproposessolutionsinvolvingmandatoryfinancialeducationin
highschoolandcollegesandsimplificationoffinancialproductsofferedtoyoungadults.
Fromafinancialassistanceperspective,thebestwayforinstitutionstokeepstudentsenrolledis
tocontroltuitionincreasesthatareoutpacingtheamountoffinancialaidallocatedtoeachcampus
(Kane,1999).Kanegoesontosurmisethatincreasingexpensesforinstitutionsisnottheonlyreason
forincreasedtuition,butthatstates’governmentsarecompelledtocutsubsidiestocollegesbecauseof
otherconstraintsontheirbudgets.Formanystudents,FederalPellGrantsarenotenoughtocoverthe
fullcostofattendanceandloansareneededtoclosethegaptomakestayingincollegeareality(Long&
Riley,2007).Furthermore,LongandRileyobservethatmerit-basedaidandeducationaltaxbreaksare
replacingneedbasedaid.Thisnegativelyeffectslow-incomestudentswhilepositivelyeffectingmiddle
andhighincomestudents.However,Ihaveobservedthatthestudentsthattendtobeinthemost
difficultcollegefinancialsituationarethosestudentsfrommiddleincomefamilieswhoseparentsmake
toomuchmoneytoqualifyforaPellgrant,butnotenoughmoneytohavesavedfortheirchild’scollege
expenses.Thesearethestudentsthatareforcedtocompletely,inmostcases,debtfinancetheir
collegeeducation.Whenstudentsarefacedwithaccumulatingmoreandmoreloanmoney,the
decisiontodropoutbecomesnecessaryinmanyinstances.TheinfographicinAppendix3:StudentDebt
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CrisisfromTheWeek.comshowsindetailthestateoffinancialaidintheUnitedStates.Thegrowing
costofcollegeattendanceisputtingstudentsintohigheramountsofdebtthatarecripplingduetothe
lackofhighpayingjobsneededtocomfortablypayoffdebt.SomeupdatedfiguresfromtheU.S.
DepartmentofEducationonstudentloandebtintheUnitedStatesfromJuly1st,2016showthatthe
totalstudentloandebtintheUnitedStatessitsat$1.35trillionwithanaveragedebtperborrowerat
$28,400.
HighSchooltoCollegeTransition
Essentialforcreatingcollegesuccessopportunitiesarecollegepreparationprogramsaimedat
facilitatingthetransitionfromhighschooltocollegeandimprovingstudyhabitsneededforcollege
success(Hagedorn&Tierney,2002).Manyprogramshavebecomeessentialtoolsinmakingthe
transitioneasier.ArticulationprogramsincludingAdvancedPlacement,dual-creditenrollment,and
InternationalBaccalaureatehelpstudentsgetaheadstartoncollegelevelcourseworkandcandefray
financialcollegeinvestmentbecausetheseprogramsgenerallycostlesspercreditthanactualcollege
enrollment(Bailey&Karp,2003).Tothecontrary,somecollegesviewdual-creditenrollmentandAPor
IBcreditsasinferiortoinstitutionalcollegecreditbecauseitisoftendifficulttogaugethelevelof
instructiontothestudentthatreceivestheequivalentcollegecredit.Howpreparedarehighschool
studentsenteringtheirfreshmanyearofcollege?TheinfographicinAppendix4:Preparedness
PerceptionsfromtheeducationcompanyKnewtonlooksathowhighschoolteachersandcollege
instructorsperceivethesituation.Highschoolinstructorssurveyedthinkthat91%oftheirstudentsare
wellpreparedforcollege,butonly26%ofcollegeinstructorsfeelthatincomingfreshmenarewell
prepared.Thisdisconnectinstudentpreparationillustratestheneedformorecollaborationbetween
highschoolsandcollegestopreparestudentsandimprovepersistenceratesofcollegefreshmen.
Aidingthetransitionfromhighschooltocollegeinvolvesmorethangettingahead-startoncollege
coursework.Inherentincollegepreparationisdemonstratingthenecessaryskillsneededtobecomea
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successfulcollegestudent(Baumann,Miller,&Sorenson,2005).Focusmustbepaidtonecessarystudy
skills,note-takingskills,andprinciplesofcollegelevelreading.Personalwellnessandtimemanagement
arealsokeyskillsneededtobesuccessfulincollege.Stayinghealthy,mentallyandphysically,are
importantbecausestudentsthatsufferfrompoormentalhealthhaveahigherprobabilityofdropping
out(Eisenberg,Golberstein,andHunt,2009).Depression,anxiety,andhomesicknessarevarying
degreesofmentalphysicalwellnessthatcanbeaspowerfulandphysicalillness.Collegestudentstend
torankgettingsickandmismanagingtimeastwoofthemostcommonreasonsfordroppingout,right
behindfinancialshortcomings,especiallyinthefirst-year(Rumberger,2001).Studentsaregenerallynot
shyaboutsharingthefactthattheyhavetroublewithtimemanagement.Whatmanystudentsdonot
realizeistherelationbetweentime-managementandself-management.Thelatterbeingcriticalin
personalwellnessandstayinghealthy(Daley,2010).
VisualInterfaceandInteractionDesignPrinciples
Mygraduateprojectendeavorstomakeiteasierforeducationprofessionalstogetcollege
preparationmaterialsinfrontofstudentsbyapplyingcommonlyaccepteduserexperiencedesign
principles.EffectivelycommunicatinginformationisonekeyprincipleofTechnicalCommunications.To
effectivelycommunicateinadigitalenvironment,onemustbewellversedintheprinciplesofvisual
interfaceandinteractiondesign.
Interactiondesigncanbeconsideredthecreationofadialoguebetweenapersonandaproduct,
service,orsystem(Kolko,2010).Communicationmustexist,aidedbyproperinteractiondesign,from
theuserofaproductandviceversatobesurethattheproductisusedcorrectlyandasefficientlyas
possible.Furthermore,visualinterfaceandinteractiondesignmustcreateanexperienceofaparticular
emotionandhelptheviewertrulyunderstandthecontentoftheinterface(Kolko,2010).Theusersof
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thecollegeprepprogramwebsitewillfinditdifficulttopassusefulinformationontotheirstudentsif
theyfinditproblematicorunsatisfyingtointeractwiththewebsite.
Thedesignprinciplesusedtocreatethistypeofwebsitedeliverysystemwillfocusheavilyon
first-timeusersandfrequentusers.Entry-pointsandaccessibilitywillconcentrateoncreatingan
effectiveinitialimpression(Lidwell,Holden,&Butler,2010).First-timeusersneedeasyaccessto
informationabouttheprogramandhowtosignup.Frequentuserswillfindmoresatisfactionin
speedyaccesstocurriculummaterial.
Infact,removingbarrierstoinformationwillfreeupanyuser’smovementandincrease
enjoymentoftheexperience.Everytimeauserisrequiredtoclickalinkisanunnecessarybarriertothe
informationtheydesire(Galloway,2004).Strategiesthatcanbeusedtoincreasetheefficiencyofusers
findingtheinformationtheydesireinclude,butarenotlimitedto:Layering,wayfinding,and
understandingfiguregroundrelationships(Lidwell,Holden,&Butler,2010).Theseinterfacedesign
principlesarehashedoutinthemostrecentlycitedbook,UniversalPrinciplesofDesign.Layeringcan
bestbedescribedasaprocessthatinvolvesorganizinginformationintorelatedgroupingsinorderto
managecomplexityandreinforcerelationships.Wayfindingistheprocessofusingspatialand
environmentalinformationtonavigatetoadestination.Particularfocusisgiventoorientation,route
decision,routemonitoring,anddestinationsinbuildinganeffectivepathtoinformationthroughthe
principleofwayfinding.Gestaltprinciplesofperceptionguidetheunderstandingoffigureground
relationships.Humanperceptionseparatesstimuliintoeitherfigureorgroundelements.Figure
elementsbeingthoseobjectsinfocusandgroundelementsbeingunidentifiablebackground.
Whentheseelementsareclearlyidentifiabletherelationshipisstableandthefigureelement
receivesmoreattention,andismoreeasilyremembered(Tidwell,2010).Usabilitytestingisaneffective
meansofidentifyingwhatelementsoncertainpagesreceivethemostattention.Theprinciplesof
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interactiondesignpairedwithusabilitytestingsupportthecreationofeffectiveusertoproduct
communication.Organizationandvisualstructureareotherdesignprinciplesworthmentioningona
broaderspectrumindesigninganeffectiveuserexperienceonmywebsite.Organizationandvisual
structureprovidevisualpathwaysneededtoexperienceaproductinasystematicway.Most
importantly,thehumaneyecravesstructureandwillseektodoitsownorganizingwhenstructureisnot
apparent.Inthiscase,thedesignerlosescontrolofthemessagetohumanperception(Mullet&Sana,
1995).Losingcontrolininteractionwithauseristobeavoidedatallcosts.
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Chapter2
Methodology
ContentAnalysisforProgramKeyPoints
Acontentanalysiswascompletedandwasappliedincreatingmyprogramcurriculum.Forthe
contentanalysis,myfocuswastobrowsewebsitesofcollegeadmissionscounselorassociations.The
fourassociationwebsiteschosenwereNACAC,IECA,HECA,andWACACastheseorganizationsareset
uptoaidstudents,parents,andadmissionscounselorsthroughtheincreasinglycomplexcollege
preparationprocess.Theseassociationsrepresentthefourlargestandmostrecognizableorganizations
inthefieldofcollegeadmissions.Usingacodeofcollegepreparationcurriculumtermsdevelopedby
Dr.CarrieVathandmyself,thetermsandvariationsoftermswerecountedfromeachassociation’s
entirewebdomain.ThekeytermsfromthedevelopedcurriculumincludedFinancialLiteracy(financial
aid,scholarships,totalcostofattendance,etc.),Major/SchoolExploration(studentinterests&
strengths,institutionstrengths,careeroptions,etc.),andStudySkillsandPreparation(time
management,motivation,personalresponsibility,etc.)Eachtermorphrasewascountedwith
duplicationsfromthesamesentenceorparagraphomittedandtermsorphrasesthatservedasalinkto
anothersectiondealingwiththesametopiccountedonlyonetime.Ifthetermorphrasewasalinkto
anothersectionorotherkeywordsshowedupthoseinstanceswerecountedseparately.
Results
Theideaofthecontentanalysiswastoseeiftheinformationacrosseachassociation’sweb
domaincouldbedisseminatedtoassistbuildingmyowncollegepreparationcurriculum.Ifcertainkey
termsorphrasesshowedupinhighernumbersacrossallwebdomains,itwasasafebetthatthe
contenthasgreaterimportanceandthereforedeservedconsiderationascontentneededforan
effectivecollegepreparednessprogram.
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SurveysandQuizzes
HighSchoolCounselorSurvey
WhatfollowsisabreakdownofthesurveythatwassentinMay2016toeveryhighschool
guidancecounselorinMontana.Ireceived61responsesfromapoolof303.Thiswasamuchhigher
responseratethanIexpectedandis,therefore,averyusefultoolindeterminingthebestmodeof
deliveryandcontentofacollegeprepcurriculum.Theinformationgatheredhasbeenusedtodirectthe
creationofawebsitethathighschoolteachersandcounselorscanusetoimplementacollege
preparationcurriculumintheirrespectiveschools.Figure2.1leadsthisdatasettoprovethatthere
reallyisaneedforapre-createdcollegepreparationprograminthestateofMontana.Themost
compellingdatarelatedtohowtodeliverthedigitalcontentoftheprogramisshowninFigure2.2.I
askedthehighschoolcounselorsinMontanawhattheythoughtthebestwaytoteachtheinformation
intheclassroomwouldbe.ThatvisualizeddatafromtheresponsescanbeseeninFigure2.3.
Figure2.1:Howhelpfulwouldapre-createdcollegepreparationlessonplanbeatyourhighschool?
Figure2.2:Whatwouldbethebestdeliverymethodifyouweretoshowvideolecturesandactivelearningexercisestoyourstudents?
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Results
Infigure2.1,atotalof57.37%ofrespondentsansweredeither“Very”or“Absolutely”andonly
4.92%answered“NotReally”or“NotatAll”.ThisassuresmethatIamonapaththatwouldhelphigh
schoolcounselorsintheirquesttodelivercollegeprepmaterialtotheirstudents.ImustsaythatIwas
surprisedthattherewerenearly5%ofrespondentsthatansweredthattheserviceswerenotneeded.I
takethistomeanthattheymightalreadyhaveacollegeprepprogramoruseothereffective
sources…namely,mycurrentjobwithReachHigherMontana(formerlyTheStudentAssistance
Foundation).
Figure2.2showswhatmaybethemostoverwhelmingandcompellingdataIreceivedfromthis
survey,itisclearthatcounselor’sfeelthatawebsitewouldbethebestformofdeliveryofacollege
prepprogram.77%orrespondentsindicatedthatawebsitewasthebestdeliverymethodandthatis
themostprevalentanswergivenforanyofthequestionsIaskedinthesurvey.Atonepointthis
graduateprojectinvolvedapaperdocumentastheproductdeliverable,nowIknowthatawebsite
deliveryplatformisabsolutelythewaytogo.
ThemoreIlookatthequestioninfigure2.3,themoreIamdisappointedthatIdidn’tmakea
betterseparationofapre-generatedcollegeprepprogramandcontentthatcouldbeusedtobuild
one’sownprogram.Thisdatastillshowsmethatthesecounselorsdonotnecessarilywanttoteach
theirowncollegeprepclass,theywouldratherhavesomethingpre-generatedtoshowstudents.For
Figure2.3:Whichmethodofdeliverybelowwouldbestservestudentsintheclassroom?
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thisreason,Idecidedthatrecordedpresentationsshouldbemadeforeachpresentation.Ihave
recordedmyself,usingCamtasia©,threeofthepresentationssofar.Allthe“Other”respondents
repliedsomeformofwantingacombinationofboth.
StudentandTeacherSurveys
Apre-surveywasconductedinthefallof2016withhighschoolseniorsatButteCentralHigh
School.Thepre-surveywasusedtosetastartingpointoftheirknowledgerelatedtothefollowingthree
areas:Collegemajorandinstitutionalexpectations,financingacollegeeducation,andhighschoolto
collegetransition.Aseriesofquestionsrelatedtocollegechoiceandmajorwasaskedtogaugethe
attitudeofthestudentsregardingimportanceofaverageclasssize,degreeoptions,graduationrates,
averagestartingsalaryofgraduates,andthecommunityinwhichtheuniversityislocated.ALikert-like
scalefrom1-4with1beingnotimportantand4beingthemostimportantwasusedtogauge
significance.Next,aseriesofmultiplechoicequestionswasaskedtodeterminebaselineknowledgeof
financialliteracyskillsandcollegefinanceoptions.Thelastpartofthepre-surveyfocusedonhigh
schooltocollegetransition.Again,aLikert-likescalefrom1-4wasusedtogaugethestudents’
knowledgeandattitudestowardstudyskills,timemanagement,andthedifferencesbetweenhigh
schoolandcollege.Ifeltthata1-4scalewasappropriateforthesesectionsasIdidnotwanttogivethe
studentstheoptionforneutralanswersregardingquestionsaboutimportanceandknowledge.
IchosetofocusonstudentsatisfactionwhenanalyzingthedataandFigure2.4showsa
representationofthatdata.ALikert-likescalewasalsousedonthesatisfactionsection;however,the
scalewaschangedfrom1-5togivestudentstheabilitytogiveaneutralanswer.Iheldthatsomelevel
ofneutralitywasnecessaryregardingquestionsaboutsubjectivesatisfaction.Thestudentsurveyand
teachersurveycanbereviewedinAppendixes6:ProspectCollegePrepStudentSurveyand7:Prospect
CollegePrepTeacher/CounselorSurvey.
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Results
Thepost-surveywasgivento24studentsinthe2016graduatingclassatButteCentralHigh
School.Therewasasectionofthesurveywerestudentswereaskedtoevaluatetheprogram’s
effectiveness.ThisisthemethodIchosetodeterminesatisfactionwiththecontentanddeliveryofthe
curriculum.Ateachersatisfactionsurveywasalsogiventodetermineeffectivenessinthecontentand
deliveryofthecurriculumfromatrainedteacher’sperspective.Theinformationfromthestudentand
teachersatisfactionsurveysareanalyzedindependentlytogetthebestperspectiveonoverall
effectiveness.Studentswereaskedtoratetheoverallcontentdeliveredinthecourse,theperceived
knowledgeoftheinstructor,thehelpfulnessofin-classactivities,andtheiroverallsatisfaction.Iam
happytoreportthattheaveragescoresforallofthesequestionswasatorabove4.0.IdofeelthatI
receivedreliabledatafromthepost-survey;however,Idoacknowledgethatusinga1-7scaletoallow
for“stronglyagree”or“stronglydisagree”mayhaveaddedausefullayerofanalysistogetatthe
students“true”feelings.
Therewasonlyoneteachersatisfactionsurveygiveninthespringof2016,astherewasonlythe
oneteacherforthecourseinwhichIgavemycollegepreppresentations.Theteacherhadthesame
questionsandthesame1-5scale.Shegave5’sacrosstheboard.Thisislikelyduetohersatisfaction
withbeingabletorelayandcollegeprepinformationtoherstudents,ratherthanhertruesatisfaction
Question: AnswerAverage:Howwouldyouratetheoverallcontentdeliveredinthecourse? 4.1
Werethein-classactivitieshelpful? 4.0Wouldyousaytheinstructorofthiscourseisknowledgeableaboutcollegepreparation? 4.5
Howwouldyourateyouroverallsatisfactionwiththiscourseintermsofaidingyourtransitiontocollege? 4.2
Figure2.4:24studentswereaskedtorateonascaleof1-5,with1(leastsatisfied)and5(mostsatisfied).
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Figure2.4:UsabilityTestTasks
withthecontentanddelivery,maybetherewasanelementofbothinherresponses.Eitherway,more
teachersatisfactionsurveysneedtobecompletedwithawiderpoolofrespondentstogetatruegauge
ofsatisfactionfromateacher’sperspective.
UsabilityTesting
Ichosetodirectaqualitativeusabilitytesttoimprovetheuserexperienceofmywebsite.This
typeoftestallowedforamoreinformaltestwhereIcouldsitwithasingleuserorsmallgroupofusers
andgivethemtaskstocomplete.Userswereencouragedtothinkoutloudtogivefeedbackontheir
experienceinrealtime.ThisusabilitytestwasderivedfromlessonstaughtinthemanualbyRocket
SurgeryMadeEasybySteveKrug.Thisparticularusabilitytestisaliteralexerciseincreatingadialogue
betweenuserandproductassuggestedbyKolkoinThoughtsonInteractionDesign.Nodatagatheringis
necessary;however,somenotesaboutuserexperiencearesharedbelow.Itisworthnotingthatthe
bestpracticeforthismethodofusabilitytestingcallsformultipleiterationsofthetestwithnewtest
subjects.Duetotimeconstraints,onlyoneiterationoftheusabilitytestwillbeperformed.
InthisusabilitytestIhadthreetestsubjectsgothroughtasksorscenariosontheProspect
CollegePrepwebsite.Whiletheynavigatedthetasks,Iaskedforlivefeedbackabouttheirexperience.
Figure2.4liststhetasksorscenariosgiventothetestsubjects.
Task1:Youareahighschoolcounselororteacherthatisinterestedinteachingacollegeprepcourseforyourstudents.Howwouldyoufindinformationabouttheprogram?
Task2:YouarelookingforapresentationtogivetoyourstudentsaboutFinancialAid.CanyounavigatetothepresentationforFinancialAidfromthehomepage?Iftheyareable-giveprompt:Click“SignIn”.AretheyabletonavigatetotheFinancialAidpresentationaftertheprompt?
Task3:StartingfromtheFinancialAidpresentationpage:Youwouldliketoseeanoutlineofthecollegepreplessonplan.Canyounavigatetoalistoftopicscoveredintheprogram?
Task4:Nowyouwanttoteachyourstudentsabouttakingdualcreditcourses.PleasenavigatetotheAP&Jumpstartpresentation.
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Results
Thetestsubjectschosenforthisusabilitytestallmadeupwhatwouldbeconsidereda
representativedemographicoftheendusersofmyprogram.Testsubject#1wasaformereducator
andtestsubjects#2arecurrenthighschoolcounselorsinMontana.Task1wascompletedbyeach
testsubjectinanidenticalfashion.TheyallwentstraighttotheCurriculumOutlinebuttononthe
homepage.Theyalsoallcommentedthattheoptiontheychosegavethemtheinformationforwhich
theywerelooking.EverytestsubjectwasalsoabletocompleteTask2withoutprompt.Testsubject#1
wenttotheBudgetingpresentationatfirst,butcommentedthattheywere“movingalittletoofastand
clickedonthewrongicon.”Testsubject#1alsogavesomehelpfulfeedbackonthedesignofthe
curriculumcontentpagesthatwilllikelybedevelopedafterthecompletionofthismaster’sproject.The
testermadespecificmentionthattheprogramnodes“lookedgood,butcouldbeevenmoreefficient
andaestheticallypleasingifcompiledindropdownfromthesectiontitles.”Task3wascompletedin
differentwaysbyeachtestsubject;however,eachtestsubjectdidcompletethetaskbecausetheyhad
alreadyfiguredoutwherethecurriculumoutlinewaslocated.Testsubject#2gavethenotethatit
wouldbenicetobeabletonavigatetothecurriculumcontentfromthecurriculumoutline.Thisisa
simpleandsignificantchangethatcanreallyaddtotheoverallwayfindingofthewebsite.Task4was
easyforeverytestsubjectbecausetheyhadstartedtolearnwherethingswerelocatedintheother
tasks.Although,therewassomeconfusionrelatedtotryingtofigureoutwhatheadingAP&Jumpstart
wouldfallunder.Eachusercouldguesscorrectlyorusethecurriculumoutlinetoseewhereitwouldbe
onthecontentpage.Overall,theusabilitytestingprovedtobeveryusefulinclearingupsomeissues
thatIhadnotthoughtofwhenconceptualizingtheuserexperienceofthesite.Manyofthesuggestions
relatedtowayfindingandroadblockswereusedinupdatingthelivesite.Specifically,navigatingfrom
thecurriculumoutlinetotheprogramcontentandmakingiteasiertonavigatebacktocontentfromany
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page.Ididnotimplementsomesuggestedchangesduetotimeconstraints.Oneexamplebeingthe
recreationoftheprogramcontentpagesusingdropdownsfromsectiontitles.
Deliverable
Awebsitehasbeendevelopedasthemostefficientwaytogetmycollegepreparationprogram
tothehighschooleducationprofessionalsthatdonothavethetimeand/orresourcestodevelopthe
programontheirown.Thisconclusionwasarrivedatbasedonthefeedbackfromthehighschool
counselorsurveydatacollectedinMay2016.Thewebsitehasahomepagethatgivessomeinformation
abouttheprogramandthemainareasoffocus.Interestedhighschooleducationprofessionalswillbe
givenfreeaccesstothecontent.Futureplansmayinvolveafeestructureforaccesstothecontent,but
initiallytheinformationwillbeatnocharge.Itisimportanttocreateasign-upsystemtoseewhois
usingtheproductandtobeabletocontactthemforfeedback.Wheninterestedpartiessignintheywill
haveaccesstolessonplansfocusedaroundCollegeandMajorExploration,FinancialLiteracy,andHigh
SchooltoCollegeTransition.ThelessonplanswillcontainPowerPointpresentations,Prezi
presentations,activelearningexercises,andnotesforeachlesson.Accesstotheprogramalsohas
quizzesforsomelessonsandsatisfactionsurveysforbothstudentsandinstructorstoquantify
effectivenessoftheprogram.
Toeffectivelycontroluserinteractionofthewebsite,Icloselyfollowedtheprinciplesofhome
pagedesignoutlinedbySteveKruginDon’tMakeMeThink(2006).Thefirstgoalinthehomepage
designwastoclearlyidentifythemission.Aquickanswerisprovidedinrelationtothecentralquestion:
Whatisthewebsiteandforwhatcanitbeused?Next,Isetupaclearhierarchyoroverviewofcollege
prepcontentsandfeaturesavailableforhighschooleducationprofessionals.Teasesorhintsastowhat
isavailabletotheuserareimplementedintheformofbuttonsthatleadtocurriculumoverviews,
sectionoverviews,andhelpfulcollegeprepchecklists.Lastly,thewebsiteisbuiltwitha“GetAccess”
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functiontoallowuserstosetupausernameandpasswordtosigninforaccesstocoursematerials.
Theseconceptsareassembledtogivetheusereasyentrypointstobuildtrustthattheinformation
accessedthroughsettingupauserprofileareofhighqualityandutility.Afullprogramnodecanbe
viewedinAppendix5:FinancialAidNodefromProspectCollegePrepWebsite.Thescreengrabsinthe
followingfiguresillustratepreciselytheprinciplesofdesignusedforthewebsite.
Figure2.5:TopofHomePage
Figure2.6:ScrolledDownonHomePage
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ProgramOutline
Theprogramcurriculumfocusesonthreemainareasofcollegepreparation:Collegeandmajor
exploration,financialliteracy,andhighschooltocollegetransition.Belowisanoutlineofthemain
areasoffocusandthetopicscoveredundereachoftheseareas.Thepresentationsarebuiltforeach
mainareaandcoverallthetopicsmentioned.Undereachpresentationtitlearethelearningoutcomes
foreachpresentation.AfullprogramnodeisavailableforreviewinAppendix5:FinancialAidNode
fromProspectCollegePrepWebsiteandascreencaptureisincludedtoshowhowthecurriculumoutline
relatestotheprogramcontent.Therewasadistinctapproachthroughthemethodologiesusedinthis
projecttodevelopthecurriculumcontentthatfollows.
CollegeandMajorExploration1) TheRightCollegeforYou
a. AcademicGoalsb. PersonalGoalsc. AverageClassSized. CampusEnvironmente. Costf. CampusHousingg. Diversity
2) AcademicMajor
a. MajorAvailabilityb. LearningEnvironmentc. Internshipsd. JobPlacemente. SalaryExpectations
FinancialLiteracy
1) FinancialAida. Grants,Loans,andScholarshipsb. Unsubsidizedvs.SubsidizedFederalLoansvs.DirectPLUSLoanc. FAFSAd. SchoolSpecificScholarshipse. OutsideScholarshipsandOtherFreeMoneyf. AvoidingScams
2) BudgetinginCollegea. WhatisIncludedinaBudget?
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b. BudgetingToolsc. FinancialGoalsd. CreditCardse. CheckingandSavingsAccountsf. UseStudentDiscounts
3) WorkingWhileinCollegea. Part-timeEmploymentb. WorkStudyc. OddJobsd. Jobvs.GPA
4) LifeAfterCollegea. ExpectedIncomeb. DealingwithDebtc. ManagingMoneyd. PlanningforRetirement
HighSchooltoCollegeTransition
1) APandJumpStarta. LowerCostPrepb. CorrectCoursesforIntendedDegreec. WhatYouMayWanttoWaittoTakeinCollege
2) StudySkillsa. MemoryStrategiesb. CriticalThinkingc. GroupStudyd. StudyingforExamse. TheCollegeLibraryf. DifferentLearningStylesg. KnowYourStrengthsandWeaknesses
3) NoteTakingSkillsa. ActiveListeningb. Guidelines,Outlines,andStrategiesc. TutoringCenters
4) TimeManagementa. Procrastinationb. DevelopRoutinesc. CreatingaSchedule
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Figure2.7:FinancialLiteracyProgramContentScreenGrab
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Chapter3WorkinProgress
Thisprojectexistsbecauseofmydesiretohelphighschoolstudentspreparethemselves
academicallyandfinanciallyforhighereducation.However,thecurrentdesigncanbeunderstoodasthe
firstphasesofalonger-termprojectthatwillrequireadditionalassessmenttowardsitsarticulated
learninggoals,asIexplaininthissection.Theinterestinthisfieldstartedatthelaterpartofmyfour
yearsworkingintheEnrollmentServicesofficeatMontanaTech.Myinitialgoalwiththisprojectwasto
buildupontheknowledgeandexperiencesofworkinginanadmissionsandfinancialaidofficetohelp
studentsregardlessofthecollegetheyplannedtoattend.MidwaythroughtheMSTCprogramat
MontanaTech,IwasofferedajobwithReachHigherMontana(RHM).Thegoalofthatorganizationis
verymuchinlinewithmyinitialgoaltohelpstudentssucceedincollege.RHMtendstogivemorefocus
tofinancialpreparationandmyprojectspreadsthatfocusacrossthreeareasofcollegepreparation:
College/majorexploration,financialliteracy,andhighschooltocollegetransitionskills.Thedeeper
knowledgeandexperienceacrosswhatIfeelarethemostimportantaspectsofcollegepreparation
haveopenedopportunitiesformetobroadenmyfocuswithRHM.
Therearesomechallengesandprospectsforexpansionoftheproject.Thefirstchallengewill
bemonetizationofmywiderbreadthofexperienceandtheprogramIhavedeveloped.Also,thereis
thechallengeofgettingthemessageoutaboutmyprogram.ButteHighschooliscurrentlyonboardto
makemyprogrampartoftheirnewAPandCollegePrepcoursethatwillbeofferedstartinginthefallof
2017.AsanemployeeofRHM,IfeelobligatedtobrandtheprogramIhavedevelopedtomatchthatof
RHM.Thequestionis,howbesttobroachthemonetarysubjectwithRHMforuseofmyprogram?If
RHMisreceptivetopayingfortheuseofmyprogram,theremayexistanopportunitytogetthe
programintoanyhighschoolinMontanathatwantstoparticipate.
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Theprogramlikelyneedstobeexpandedtooffercollegeprepservicestofreshmenthrough
seniors.Theprogramasitexistsgivesvaluableinformationtohighschoolseniorsaboutallaspectsof
thecollegeprepprocess,buttobetrulyeffectivetheprocessneedstostartasearlyaspossiblewith
highschoolstudents.Acasecouldevenbemadetostarttheprogramevenearlier(elementaryschool
ormiddleschool)todeveloppredispositiontoattendcollegesomeday.Developingaprogramforthose
agegroups,specificallygearedtowardsettingpre-dispositionsisfertilegroundforanothergraduate
levelproject.
Thisprojectcouldbeextendedpastamaster’slevelprojectwiththeexpansiontomoreage
groupsandbyfollowingstudentsthroughtheirfirstyearofhighereducation.Notfollowingstudents
throughtheirfirstyearofcollegehasbeenalimitationoftheprojectfromthebeginningasitwas
deemedtobebeyondthescopeofthismaster’sproject.Idofeelthatthebestwaytodeterminethe
effectivenessoftheprojectwouldbethroughthesetwoexpansionsoftheprogram.Infact,muchof
theliteraturededicatedtocollegeretentionisfocusedonsurveysanddatacollectedfromcollege
freshmen.Asacountermorecloselyrelatedtomyproject,Iwasnotabletofindanyworkthathas
beencompletedfollowinghighschoolseniorsthatcompletedacollegeprepprogramthroughtheirfirst
yearofcollege.Alltheliteratureisfocusedspecificallyonunderservedstudentsandhighschool
courseworkthatleadstostudentstakingcollegeremediationcourses.BecauseIwasunabletofind
literaturededicatedtoall-inclusivecollegeprepanditseffectoncollegeretentioncreatesaneven
strongercasethatfurtherstudyisneededonthesubject.Thisisakeyelementtoexpandingthe
programtoanotherstudentcontinuingtheworkaspartoftheirmaster’sprojectorthepossibilityof
doctoratelevelstudyincollegepreparedness.
Alongwithexpandingscopeofthisprogramwouldbemoreconcreteassessmentoflearning
outcomes.Ihavelearningoutcomesrelatedtoeachpresentationnotedinthecurriculumoutline;
however,furtherdevelopmentofquizzes,andactivelearningexerciseswouldbeanecessarystepto
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obtaindataabouttheeffectivenessoftheprogrampaststudentsatisfaction.Also,preandpost-testing
wouldneedtobedevelopedtodeterminewhatlearningoutcomesarebeinggained.Itisdifficultwithin
atwo-yearmaster’sprogramtodoeffectivepre-posttesting.Thespecificchallengethatthisproject
facedwasthatasignificantamountoftimeneededtobededicatedtocurriculumdevelopment.A
studentthatcontinuedthisprojectorpersonalPhDcourseworkwouldallowformoretimetodevelop
thepre-testtobegiveninthefallsemester,thenconductthepost-testinthespringandhavetimeto
analyzethedatareceived.
Ialsolookforwardtotheopportunitiesthatwilllikelyexisttopresentmyprojectanditsfindingsto
statewidecollegeaccess,retention,financialaid,andhighschoolcounselorfocusedconferences.After
that,Ihavesetagoaltopresentonthetopicofcollegepreparednessatnationalconferences.The
informationIpresenttocouldenticeleadersinhighschoolandhighereducationtothinkseriously
aboutimplementingcollegepreparednessprogramsintheircommunities,ifwecanfindroominthe
student’scurriculumordailyhighschoolroutine.
Conclusions
RetentionofstudentsisanimportantissueatmostU.S.institutionsofhigherlearning.Itis
equallyimportanttogethighschoolstudentspastanybarrierstocollegeaccess.Ontopoftheseissues
isthefactthatmosthighschoolcounselorsintheU.S.donothavethetimeand/orresourcesto
dedicatetodevelopingcollege-readyskillsorimpartingcriticalcollegeaccessinformationontheir
students.Effectivecollegepreparationservicescanhelptoalleviatethemanyconcernsofcollege
administrationofficialsandhighschoolcounselors.Thisprogramwasdevelopedtomeetthat
challenge.
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Appendix1:First-YearRetentioninMontanaandtheUnitedStates
NationalStudentClearinghouseResearchCenter,2016
50
60
70
80
90
100
Montana UnitedStates
First-YearRetention
2006 2010 2014
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Appendix2:EarningsandUnemploymentRatesbyEducationalAttainment
“EarningsandUnemploymentRatesbyEducationalAttainment[Infographic]”,U.S.DepartmentofLabor,BureauofLaborStatistics,2014
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Appendix3:StudentDebtCrisis
“VisualizeThis:StudentDebtCrisis”,TheWeek.com,2012
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Appendix4:PreparednessPerceptions
“PreparednessPerceptions”,Knewton,2009
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Appendix5:FinancialAidNodefromProspectCollegePrepWebsite
VideoPresentation:
https://vimeo.com/212433590
PowerPointPresentation:
FinancialAid .pptx
PresentationNotes:
FinancialAidNotes.docx
Quiz:
FinancialAidQuiz.docx
VideoScreenGrab
PowerPointScreenGrab
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PresentationNotesScreenGrab
QuizScreenGrab
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Appendix6:ProspectCollegePrepStudentSurvey
Prospect College Prep
StudentSurvey
PartI
Pleaseanswerthequestionsbelowtothebestofyourability.Allsurveysarecompletelyanonymousandwillbeusedforeducationalpurposesonly.
1.Withwhatgenderdoyouidentify?� Male� Female� Other
2.Doyouplantoattendcollegeatanylevelnextyear?
Ifyes,wheredoyouplantoattend?_______________________________________
Ifno,doyouplantoattendatanytimeinthenexttwoyears?__________________
3.Pleasecirclethethreemostpersonallyimportanttopicscoveredinthiscourse.
FinancialAid&FAFSA Scholarships StudySkills NoteTakingSkills College-LevelReading
HighSchooltoCollegeTransitionFinancialLiteracyBudgetingPersonalWellnessLifeAfterCollege
4.Howwouldyouratetheoverallcontentdeliveredinthiscourse?(1)Lowest–(5)Highest
1 2 3 4 5
5.Wouldyousaytheinstructorofthiscourseisknowledgeableaboutcollegepreparation?
(1)NotAtAll (2)NotReally (3)Somewhat (4)Mostly(5)Absolutely
6.Werethein-classactivitieshelpful?
(1)NotAtAll (2)NotReally (3)Somewhat (4)Mostly(5)Absolutely
7.Werethevideosshownduringthecourseinformative?
(1)NotAtAll (2)NotReally (3)Somewhat (4)Mostly(5)Absolutely
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8.Howwouldyourateyouroverallsatisfactionwiththiscourseintermsofaidingyourtransitiontocollege?(1)Lowest–(5)Highest
1 2 3 4 5
9.Whatdidyoulikemostaboutthiscourse?
____________________________________________________________________________________
____________________________________________________________________________________
10.Whatdidyoulikeleastaboutthiscourse?
____________________________________________________________________________________
____________________________________________________________________________________
11.Whatsuggestionsdoyouhavetomakethiscoursemoreeffective?
____________________________________________________________________________________
____________________________________________________________________________________
PartII
Forthequestionslistedbelowchoosetheanswerthatbestdescribesthelevelofimportanceinmakingyourcollegechoiceusingthescale,(4)VeryImportant,(3)Important,(2)SomewhatImportant,(1)NotImportant.
Majoravailability 4 3 2 1
Location(cityorstate)ofcollege 4 3 2 1
Institutionalacademicreputation 4 3 2 1
Totalcostofattendance 4 3 2 1
Scholarships 4 3 2 1
Financialaidpackage 4 3 2 1
Graduationstatistics 4 3 2 1
Jobplacementstatistics 4 3 2 1
Religiousaffiliation 4 3 2 1
Sizeofstudentbody 4 3 2 1
Averageclasssize 4 3 2 1
Athletics 4 3 2 1
Dormitoryaccommodations 4 3 2 1
Campusenvironment 4 3 2 1
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Appendix7:ProspectCollegePrepTeacher/CounselorSurvey
Prospect College Prep
Teacher/CounselorSurvey
1. Howwouldyouratetheoverallcontentdeliveredinthecourse?(1)Lowest–(5)
Highest
1 2 3 4 5
2. Howwouldyouratetheoverallinstructioninthiscourse?(1)Lowest–(5)Highest
1 2 3 4 5
3. Wouldyousaytheinstructorofthiscourseisknowledgeableaboutcollege
preparation?
(1) NotAtAll (2)NotReally (3)Somewhat (4)Mostly(5)Absolutely
4. Werethein-classactivitiesappropriateforthegradelevelandcoursecontent?
(2) NotAtAll (2)NotReally (3)Somewhat (4)Mostly(5)Absolutely
5. Wouldyousaythatthecontentdeliverywasagoodvisuallearningexperience?
(1)NotAtAll (2)NotReally (3)Somewhat (4)Mostly(5)Absolutely
6. Pleasecheckwhatyouthinkarethethreemostimportanttopicscoveredinthis
course.
� FinancialAid&FAFSA� Scholarships� StudySkills� NoteTakingSkills� College-LevelReading � HStoCollegeTransition � FinancialLiteracy� Budgeting� PersonalWellness� LifeAfterCollege
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7. Whichmethodbelowwouldbestservestudentsintheclassroom?� Theuseofexistinglecturesandactivelearningexercisestoteachyourowncollege
prepcourse� Videolecturesandactivelearningexercisescreatedtoshowyourstudents� Other,pleaseexplain
______________________________________________________
8. Whatwouldbethebestdeliverymethodifyouweretousetheinformationfromthiscoursetoteachyourowncollegeprepcourse?
� DownloadableLessonPlansfromaWebsite� PrintedGuidebookw/LessonPlans� Bothmethods� Other,pleaseexplain
______________________________________________________
9. Whatwouldbethebestdeliverymethodifyouweretoshowvideolecturesandactivelearningexercisestoyourstudents?
� Website� AppleorAndroidApp� DVD� Other,pleaseexplain
______________________________________________________
10. Whatadvicecanyougiveaboutthecontentdeliveredinthiscourse?Whatelsecould
orshouldbecovered?
11. Whatadvicecanyougiveabouttheinstructiongiveninthiscourse?
12. Whatadvicecanyougiveaboutstudentengagementrelatedtothiscourse?
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Braunstein,S.,&Welch,C.(2002).Financialliteracy:Anoverviewofpractice,research,andpolicy.Fed.Res.Bull.,88,445.
Bromberg,M.,&Theokas,C.(2016).MeanderingtowardGraduation:TranscriptOutcomesofHighSchoolGraduates.EducationTrust.Cabrera,A.F.,&LaNasa,S.M.(2000).Understandingthecollege-choiceprocess.Newdirectionsforinstitutionalresearch,2000(107),5-22.Daley,F.(2010).WhyCollegeStudentsDropoutandWhatWeDoaboutIt.CollegeQuarterly,13(3),n3. Eisenberg,D.,Golberstein,E.,&Hunt,J.B.(2009).Mentalhealthandacademicsuccessincollege.TheBEJournalofEconomicAnalysis&Policy,9(1),1-37.Galloway,A.R.(2004).Protocol:Howcontrolexistsafterdecentralization.Cambridge,MA:MITPress.Hossler,D.,Schmit,J.,&Vesper,N.(1999).Goingtocollege:Howsocial,economic,andeducationalfactorsinfluencethedecisionsstudentsmake.JHUPress.Kane,T.J.(2010).Thepriceofadmission:RethinkinghowAmericanspayforcollege.Washington,DC:BrookingsInstitutionPress.
Knewton(2009).PreparednessPerceptions[Infographic].Retrievedfromhttps://www.knewton.com/infographics/college-readiness-2/.Krug,S.(2005).Don'tmakemethink:Acommonsenseapproachtowebusability.SanFrancisco,CA:NewRidersPress.Krug,S.(2011).Rocketsurgerymadeeasy.SanFrancisco,CA:NewRidersPress.Kolko,J.(2010).Thoughtsoninteractiondesign.Burlington,MA:MorganKaufmannPublishers.Lidwell,W.,Holden,K.,&Butler,J.(2010).Universalprinciplesofdesign,revisedandupdated:125waystoenhanceusability,influenceperception,increaseappeal,makebetterdesigndecisions,andteachthroughdesign.Beverly,MA:RockportPress.Long,B.T.,&Riley,E.(2007).Financialaid:Abrokenbridgetocollegeaccess?.HarvardEducationalReview,77(1),39-63.Mandell,L.(2008).Financialliteracyofhighschoolstudents.Handbookofconsumerfinanceresearch,163-183.Mandell,L.(2009,January).Theimpactoffinancialeducationinhighschoolandcollegeonfinancialliteracyandsubsequentfinancialdecisionmaking.InAmericanEconomicAssociationMeetings,SanFrancisco,CA.
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Mullet,K.,&Sano,D.(1994).Designingvisualinterfaces:Communicationorientedtechniques.UpperSaddleRiver,NJ:PrenticeHall.NationalStudentClearinghouseResearchCenter(2016,May)Retrievedfromhttps://nscresearchcenter.org/snapshotreport-persistenceretention22/Rapaille,C.(2007).Theculturecode:Aningeniouswaytounderstandwhypeoplearoundtheworldliveandbuyastheydo.Danvers,MA:CrownPub.
Rumberger, Russell W.(2001). Why Students Drop Out of School and What Can Be Done. UCLA: The Civil Rights Project / Proyecto Derechos Civiles. Retrieved November 11, 2016 from http://escholarship.org/uc/item/58p2c3wpTheWeek.com(2012).StudentDebtCrisis[Infographic].Retrievedfromhttp://theweek.com/articles/469852/americas-student-debt-crisis.
Tidwell,J.(2010).Designinginterfaces:Patternsforeffectiveinteractiondesign.Sebastobol,CA:O’ReillyMedia.Cole,D.G.(2003).IncreasingAccesstoCollege:ExtendingPossibilitiesforAllStudents(review).TheJournalofGeneralEducation52(3),226-232.PennStateUniversityPress.RetrievedNovember12,2016,fromProjectMUSEdatabase.
U.S.DepartmentofLabor,BureauofLaborStatistics(2014).Earningsandunemploymentratesbyeducationalattainment[Infographic].Retrievedfromhttp://www.bls.gov/emp/ep_chart_001.htm.Xiao,J.J.,Serido,J.,&Shim,S.(2012).Financialeducation,financialknowledge,andriskycreditbehaviorofcollegestudents.ConsumerKnowledgeandFinancialDecisions,113-128.