 |
 |
 |
|
As 2-year and 4-year institutions place increased attention on student success and retention, the preparedness and transition of first-generation college-bound students, especially during the freshman and sophomore years, is more important than ever. We now understand that student success encompasses not only the academic achievement of the student, but also their level of satisfaction with the environment, as well as sustainability for their long-term professional development. So, how can faculty and administrators better identify and support first-generation college-bound students early in their academic career? How can they do this in a way that addresses student success at every level?
Now in its 25th year, the Early Identification Program (EIP) is George Mason University’s college preparatory program. It provides academic support, access to educational resources, social development, and leadership training to first-generation college-bound students in seven participating school districts throughout Northern Virginia. Supporting 630+ middle and high school students, and an additional 125+ undergraduate George Mason students, EIP's mission is to produce civically engaged students who value learning, serve their communities, and establish meaningful careers. Through the program’s holistic approach, intentional outcomes are designed to address maximizing student achievement, college-readiness, and persistence through high school towards post-secondary opportunities, thus enhancing students’ capacity for responsible global citizenship. Both quantitative and qualitative data indicators for all aspects of programming provide an outlook for the success of these students as they matriculate throughout their academic careers.
This webinar will examine the path of first-generation students through the lens of George Mason University’s highly successful Early Identification Program. Participants will learn strategies that address providing college access opportunities, maximizing student achievement, supporting successful transition and persistence to the college environment, and creating opportunities for global citizenship.
Participants will:
- Examine the academic, social, and financial needs of first-generation and low-income students and their impact on college access, transition, persistence, and graduation
- Identify institutional college access campus supports and representatives to create and increase collaborative systems of approach and student support
- Determine which campus stakeholders would most benefit from the methods discussed (e.g., Admissions, Academic Support, First-Year Experience, Student Affairs, Financial Aid)
- Explore institutional strategies for strengthening K-12 pipelines to recruit, retain, and graduate more prepared students
- Share methods for sustainability given financial restraints and potential budget decreases
- 2-year & 4-year institutions
- Vice President of Academic Affairs/Instruction
- Dean of Instruction
- Vice President of Student Affairs
- Dean of Student Services/Affairs
- Faculty (full and part-time)
- First Year Experience Coordinators
- Retention Specialist
- K-12 Partners
- Admissions
- Advising
- Counseling
- Career Services
- Financial Aid
- Recruiters
- Residence Life
- Tutoring & Learning Centers
- Anyone on campus who works with first-generation students
“With my investment in student supports and access opportunities, as an advocate, each day I look forward to helping strengthen our outreach and develop additional means of access to affect larger numbers of students.”
Jason A. Moore joined George Mason University’s Early Identification Program as Associate Director in June 2012. Formerly a school counselor and educational consultant in New Jersey, Moore was most recently Assistant Director in the Center for Academic Excellence at North Carolina A&T State University. Over the last 9 years, his experience with programmatic assessment, the minority male demographic, NCAA compliance processes and athletic academic support, and program facilitation at the K-12 and higher-ed levels has created a detailed framework for his student advocacy and educational access initiatives. A native of Central New Jersey, Moore earned a Bachelor of Arts in Philosophy from Elon University and a Master of Education (M.Ed.) in Adult Education from the University of Georgia. In addition to his professional affiliations with the Honor Society of Phi Kappa Phi, Pi Lambda Theta International Honor Society for Professional Educators, NACADA, N4A, and the Consortium for Student Retention Data Exchange (CSRDE), Moore is an Advisory Board Member for Freedom Montessori School in Chantilly, VA, and recently served as a proposal reviewer for the University of South Carolina’s National Resource Center for The First-Year Experience and Students in Transition.
“Retention is important to everybody—moving students through graduation and into college. [EIP is a part of that transition], and I always tell families that this is an extended family for them. ”
Lewis E. Forrest is currently the Executive Director of George Mason University’ Early Identification Program. An Alum of Mason (1996), Forrest received his Bachelor of Arts degree in English with a minor in African-American Studies. In 2005, he received his Master’s degree in Counseling and Development and was recognized by the College of Education and Human Development for outstanding achievement and academic excellence. For the past 13 years he has served in many roles with Mason’s Early Identification Program (EIP) including the positions of Tutoring Coordinator, Assistant, and Associate Director. Prior to returning to Mason he worked three-years in Prince William County (VA) Public Schools as a Professional School Counselor, and also served as the county's coordinator for the EIP. Forrest is a member of both the National College Access Network and Virginia College Access Network, and in Spring 2012, was honored with the George Mason University “University Life Positive Impact Award”, recognizing him as a visionary leader, mentor, and friend who makes genuine connections with students and staff.
|
|
|
 |
|
 |
|
|
|
