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Everything you need to prepare for college in the palm of your hand: a mobile app for low income, middle school students

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Content Running head: EVERYTHING YOU NEED TO PREPARE FOR COLLEGE

Everything You Need to Prepare for College in the Palm of Your Hand: A Mobile App for Low
Income, Middle School Students

by

Hattie Pearl Mitchell

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
Doctor of Education

December, 2018

Copyright 2018 Hattie Pearl Mitchell
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Acknowledgements
To my parents Ronald, Bruce and Linda and in-laws Brett and Elaine Mitchell for taking care of my
children many Saturdays and Sundays, so that I could finish this degree. To my dad, Ronald for
encouraging me to “finish no matter what.” To my sisters Natasha and Olivia for always telling me
how proud they were of me – this meant the world when things got tough. To my friends Mary Ahn
and Ashley Ballard who gave me a shoulder, hand and heart when I needed it most. To my
Grandmother Dolores Mitchell, for your wise counsel and constant prayers. To Dr. Hirbayashi, Dr.
Gothold and Dr. Venegas who took personal time and care to provide constructive feedback to my
dissertation. To Mr. McGinnis, my high school math teacher who spent hours after class and before
school to help me with geometry, algebra and life - really for believing in me when I did not believe
in myself. To Mrs. Blair, my high school Counselor who told me I was “not college material.” For had
she never ignited the fire within me, I may not be all that I am today. To Dr. Johnson who ignited a
new fire within me, one that will move mountains; to Ursula Worsham, for being my advocate and
to Dr. Escalante for reminding me of my mission, to “go after souls.”

To my husband, for always believing I am capable of anything and for making sure I shine. Lastly, to
my kids, Bubba and Coco, for reminding me every day to press hard, love deeply and laugh often.

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LIST OF TABLES
Table 1: Curriculum Scope and Sequence Chart 73
Table 2: Unit 1, Module #1 Activities 92
Table 3: Unit 1, Module #2 Activities 96
Table 4: Unit 1, Module #3 Activities 103
Table 5: Unit 1, Module #4 Activities 109
Table 6: Unit 1, Module #5 Activities 114
Table 7: Unit 1, Module #6 Activities 119
Table 8: Unit 2, Module #1 Activities 127
Table 9: Unit 2, Module #2 Activities 134
Table 10: Unit 2, Module #3 Activities 141
Table 11: Unit 2, Module #4 Activities 148
Table 12: Unit 2, Module #5 Activities 153
Table 13: Unit 3, Module #1 Activities 160
Table 14: Unit 3, Module #2 Activities 164
Table 15: Unit 3, Module #3 Activities 168
Table 16: Unit 4, Module #1 Activities 175
Table 17: Unit 4, Module #2 Activities 180
Table 18: Unit 4, Module #3 Activities 186
Table 19: Unit 4, Module #4 Activities 191
Table 20: Unit 5, Module #1 Activities 196
Table 21: Unit 5, Module #2 Activities 200
Table 22: Unit 5, Module #3 Activities 204
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Abstract
The purpose of this curriculum is to address the low-income/high-income college enrollment gap.
This curriculum seeks to address this problem by targeting low-income, middle school students
early in their education, so that they can prepare for college at a young age. Through a mobile app,
students interact with an adult mentor and other students in ways that help them think about,
reflect upon and prepare for college. The curriculum also addresses the identity conflict that many
first-generation, college students experience and provides opportunities for the students to reflect
upon their feelings and beliefs about college. Student reflection throughout the curriculum is
intended to increase the learner’s self-efficacy as it relates to college. By the end of the curriculum,
students and mentors will have a better sense of the college preparation process and hopefully
develop some positive beliefs about their ability to navigate the college process.

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TABLE OF CONTENTS
ACKNOWLEDGEMENTS ....................................................................................................................................... 2
LIST OF TABLES ...................................................................................................................................................... 3
ABSTRACT ................................................................................................................................................................. 4
Chapter 1: OVERVIEW OF THE LOW-INCOME COLLEGE ENROLLMENT PROBLEM...11
History of the Problem ...................................................................................................................... 11
Type of Institution .................................................................................................................... 12
Social Capital ............................................................................................................................... 12
Importance of the Low-income College Enrollment Problem ........................................... 13
A stronger economy ................................................................................................................. 13
Competitiveness ............................................................................................................................................ 14
Learner Characteristics ..................................................................................................................... 15
Demographics ............................................................................................................................. 15
Learner psychological development ................................................................................. 18
Industry vs. Inferiority ............................................................................................................ 19
Group Identity vs. Alienation ............................................................................................... 20
Learner motivation................................................................................................................... 20
California State Standards for Middle School Students ........................................................ 22
Seventh Grade............................................................................................................................. 22
Eighth Grade ................................................................................................................................ 22
CHAPTER 2: CAUSES OF THE LOW COLLEGE ENROLLMENT RATE AMONGST LOW-
INCOME STUDENTS............................................................................................................................................ 23
Parental Involvement and Influence ........................................................................................... 23
Social Capital ........................................................................................................................................ 25
Students’ High School Experience ............................................................................................... 26
Socioeconomic status of high school students.............................................................................. 27
High school preparation ........................................................................................................ 27
Lack of Financial Information ........................................................................................................ 28
Informational resources and the role of social trust ................................................. 28
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Financial resources and fear of debt ................................................................................ 29
Saving for college ..................................................................................................................... 30
Chapter 3: SOLUTIONS ...................................................................................................................................... 33
Characteristics of Effective Solutions .......................................................................................... 33
Targeted Programs and Activities ...................................................................................... 34
Learning Communities ............................................................................................................ 35
Providing students and families with financial information ........................ 36
Financial Aid................................................................................................................................ 37
Other Curricula .......................................................................................................................... 40
Effective Curricula .......................................................................................................... 40
Federal Programs ........................................................................................................... 41
TRIO – SSS program ....................................................................................................... 42
Summer bridge programs ........................................................................................... 42
Michigan State’s summer bridge program ........................................................... 43
Advancement via individual determination ........................................................ 43
Upward bound ................................................................................................................. 44
Additional Programs ..................................................................................................... 44
Early college...................................................................................................................... 45
Opening doors .................................................................................................................. 46
Program Barriers ................................................................................................................................. 46
Federal Pell grant ...................................................................................................................... 47
Summary of Solutions ........................................................................................................................ 48
Chapter 4: PURPOSE OF THE CURRICULM .............................................................................................. 51
Curriculum Goals ................................................................................................................................. 51
Preparing Students For College ........................................................................................... 52
Providing Information for Adults ....................................................................................... 53
Target Audience………………………………………………………………………………………..53
Students (Learners) ................................................................................................................. 53
Parents/guardians (adults/mentors/instructors) ...................................................... 54
Adult-Mentor Criteria ......................................................................................................... 54
Theoretical Framework and Research-Based Practices ...................................................... 55
Factual knowledge................................................................................................................ 55
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Procedural knowledge ....................................................................................................... 57
Motivational theories ......................................................................................................... 58
Self-determination theory ................................................................................................................... 58
Metacognition........................................................................................................................ 60
Cognitive overload .............................................................................................................. 61
Design Justification and Acknowledgement of Designer Bias ........................................... 61
Personal experience............................................................................................................ 62
Professional experience ....................................................................................................................... 63
Appropriateness ................................................................................................................... 64
Designer bias ......................................................................................................................... 64
Curriculum Outcomes ............................................................................................................................................ 65
Description of Curriculum Assessments ....................................................................................................... 66
Metacognitive theory ............................................................................................................................ 67
Formative Assessments ........................................................................................................................................ 67
Pre and Post (formative) Assessment Surveys ......................................................................... 67
Goal-setting ............................................................................................................................................... 67
Goal-Setting Assessment ..................................................................................................................... 68
Journaling .................................................................................................................................................. 68
Transfer theory ....................................................................................................................................... 68
Step-by-Step Assessments.................................................................................................................. 69
Social Cognitive Theory ....................................................................................................................... 69
Discussion Write-Up ............................................................................................................................. 70
Summative Assessment ....................................................................................................................... 70
Cognitive load theory ........................................................................................................................... 70
Types of Curriculum Activities .......................................................................................................................... 71
One-on-one discussions....................................................................................................................... 71
Checklist development and reflection activity .......................................................................... 72
Curriculum Unit Outcomes .................................................................................................................................. 74
Unit 1: College Myth busters............................................................................................................................... 74
Student Outcomes ................................................................................................................................................... 74
Adult Outcomes ........................................................................................................................................................ 74
Content ......................................................................................................................................................................... 75
Unit 2: The College Preparation Process ....................................................................................................... 76
Student Outcomes ................................................................................................................................................... 76
Adult Outcomes ........................................................................................................................................................ 77
Content ......................................................................................................................................................................... 78
Unit 3: The College Application Process ........................................................................................................ 78
Student Outcomes ................................................................................................................................................... 78
Adult Outcomes ........................................................................................................................................................ 79
Content ......................................................................................................................................................................... 80
Unit 4: Skills and Attributes Critical to College Success ......................................................................... 80
Student Outcomes ....................................................................................................................................................80
Adult Outcomes ............................................................................................................................. 81
Content ........................................................................................................................................... 81
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Unit 5: Making the Most of the College Experience .........................................................82
Student Outcomes .............................................................................................................82
Adult Outcomes ................................................................................................................83
CHAPTER 5: CURRICULUM .............................................................................................................. 84
Explanation .....................................................................................................84
Timeframe........................................................................................................................ 84
Instructions: How to Use the Mobile App ......................................................................85
Adult mentor Training ....................................................................................................85
Student/Adult Mentor Interaction ................................................................................................. 86
Unit 1: Overview.............................................................................................................88
Student Outcomes ..........................................................................................88
Adult Outcomes .............................................................................................89
Module 1: “College is Scary…?” ...................................................................................90
Student Outcomes ...........................................................................................................90
Adult Outcomes ..............................................................................................................90
Module 2: “College is Not for Everyone, or Is It?” ........................................................96
Student Outcomes ...........................................................................................................96
Adult Outcomes ..............................................................................................................96
Module 3: “How Do I Pay for College?”......................................................................102
Student Outcomes .........................................................................................................102
Adult Outcomes ............................................................................................................102
Module 4: “What are the Different Types of Colleges?” .............................................108
Student Outcomes .........................................................................................................108
Adult Outcomes ............................................................................................................108
Module 5: “The Early Bird Gets the Worm” ................................................................113
Student Outcomes .........................................................................................................113
Adult Outcomes ............................................................................................................113
Module 6: “My Life Without College” .........................................................................118
Student Outcomes .........................................................................................................118
Adult Outcomes ............................................................................................................118
Unit 2: Overview-How to Prepare for College- Developing the Right Mindset ..........122
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Student Outcomes ............................................................................................124
Adult Outcomes ................................................................................................................125
Unit 3: The College Application Process…………………………………………………………..156

Student Outcomes…………………………………………………………………………..156

Adult Outcomes……………………………………………………………………………...156

Unit 4: Skills Critical to College Success…………………………………………………………..172

Student Outcomes…………………………………………………………………………...172

Adult Outcomes………………………………………………………………………………172

Unit 5: Making the Most of the College Experience…………………………………………..193

Student Outcomes……………………………………………………………………………193

Adult Outcomes……………………………………………………………………………….194

Curriculum Assessment……………………………………………………………………………………208

For Students……………………………………………………………………………………...208

For Mentors………………………………………………………………………………………209

REFERENCES .......................................................................................................................................................211

APPENDIX A: Definitions ................................................................................................................................................... 217

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Chapter 1: OVERVIEW OF THE LOW-INCOME COLLEGE ENROLLMENT PROBLEM
The problem this curriculum seeks to address is the disparity in college enrollment rates
between low-income students and high-income students. Currently, there is a 30% gap in college
enrollment rates between low-income students and high-income students (Knaggs, Sondergeld, &
Schardt, 2015). As such, Pike and Robbins (2016) found that of all high school graduates, 68% or
two thirds, enroll in college. In addition, college enrollment for low-income students is below that
of higher-income students (Pike & Robbins, 2016). The low-income/high-income college
enrollment gap is a problem because we know that degree attainment determines future earnings
and long-term career success, not to mention one’s socioeconomic status should not determine
their college status (Gibbs & Thornburgh, 2006; Pike & Robbins, 2016). That low-income students
are enrolling in college and graduating at much lower rates than high-income students is a problem
in education, but also for the workforce (Stone, 2002).
History of the Problem
College enrollment for low-income students is historically an issue of racial segregation and
social inequality (Gibbs & Thornburgh, 2006). Until the mid-1800s, three-fourths of the population
was excluded from Ivy League institutions because of their race. For non-white students who could
attend college were often deterred by the fees associated with college (Gibbs & Thornburgh, 2006).
In 2001, just 30% of the college-going population was low-income (Choy, 2001). Bachelor degree
attainment rates amongst low-income students slightly increased from 6% in 1970 to 12% in 2005,
representing some progress (Engle & Tinto, 2008). However, during the same time period bachelor
degree attainment for high-income students increased from 40% to 73%, which points to an overall
increase in degree attainment for all groups, yet there is still a gap between low-income and high-
income student enrollment (Engle & Tinto, 2008). Furthermore, high-achieving, low-income
students are five times less likely to enroll in college than their high-achieving, high-income peers
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(Knaggs, Sondergeld, & Schardt, 2015). Although some progress has been made in degree
attainment amongst low-income students, an enrollment gap still exists, pointing to a problem that
needs to be addressed.
Research points to many reasons why low-income students are less likely than higher-
income students to enroll in college (Pike & Robbins, 2016). Adelman (2007) concluded in a
longitudinal study that many low-income, college-eligible students do not apply to four-year
universities, but seek alternatives after high school. In fact, she discovered by looking at NELS data
in 2000, that 60% of the college-eligible, black students that year went to the military instead of
college (Adelman, 2007). Furthermore, high-income students continue to enter four-year
universities at higher rates and earn bachelor’s degrees at higher rates than low-income students
(Engle & Tinto, 2008).
Type of Institution. Research reveals that low-income students are more likely than high-
income students to either not enroll in college, or to enroll in a two-year or private university (Pike
& Robbins, 2016). On the other hand, low-income students who do enroll in college are more likely
to choose a two-year institution or private university (Pike & Robbins, 2016). As a result, low-
income students are overrepresented in two-year and private institutions and underrepresented in
four-year colleges (Talbert, 2012). Talbert (2012) and Knaggs, Sondergeld and Schardt (2015)
noted that students of color, which are also often low-income, make up 50% of the student body at
two-year colleges. Because low-income students are more likely to enroll in a two-year or private
university, their chances of attending a four-year college and graduating with their degree is
decreased (Talbert, 2015).
Social Capital. Parental involvement and network are other key factors in determining
whether or not a student, and particularly a low-income student, will enroll in college. To that end,
many federal pre-college programs like TRIO require parent participation. One way in which
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parents influence their child to attend college is through their social networks, or social capital.
Social capital refers to one’s social group and the people they surround themselves with. Social
capital also includes the ways in which individuals maintain connections with their networks
(Perna, Walter & Marvin, 2005). Bourdieu (1986) believes that some individuals have advantages
over others because of their connections to particular social groups and networks. The access to
social capital depends on the size of one’s network and the amount of social, cultural and economic
capital of the individuals in the group. Typically, low-income parents have smaller networks and
the networks they do have are not rich in resources, connections or networks.
Importance of the Low-income College Enrollment Problem
The United States has a long history of racially motivated policies, particularly as it relates
to education (Gibbs & Thornburgh, 2006). One way that the gap has remained constant is the lack of
social capital available to low-income students. Perna, Walter, and Marvin (2005) claim that one
way the dominant class maintains its dominance is through social capital. Consequently, the low-
income student college enrollment problem is one of social and economic importance (Gibbs &
Thornburgh, 2006 & Pike & Robbins, 2016). Bachelor’s degree attainment among diverse groups
varies still, which highlights that a problem currently exists (National Clearing House, 2015). For
example, 30% of all students who earn their bachelor’s degree are white, whereas just 18% are
African American and only 12% are Latino (Carnevale, Smith & Strohl, 2010). The racial breakdown
is relevant to this research because we know the many low-income students are also ethnic
minority (Carnevale, Smith & Strohl, 2010). Moreover, Corrigan (2003) claims that the low-
income/high-income college success gap is important for both social and economic reasons.
A stronger economy. In order to strengthen the social well-being of society, low-income
students should be provided an opportunity to earn their degree at the same rate as high-income
students. To that end, Stone (2002) asserts that providing equal access to such resources, like
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education, is a major goal of public policy. College access and degree attainment also strengthens
the economy by ensuring a strong, skilled workforce (Carnevale, Smith & Strohl, 2010). However,
because of the low-income/high-income college enrollment gap, there is a shortage of individuals
with college degrees, prepared to enter the workforce. Carnevale and Rose (2011) predict that by
2020 the U.S. will need to increase the number of college graduates by 12 million in order to keep
pace with the demand for jobs that require a four-year degree. If more college graduates are not
produced by 2020, the supply of skilled workers will not meet the demand causing a burden on our
national economy.
Over their lifetime a college graduate will earn 800,000 thousand more dollars than a non-
college graduate (Daly & Bengali, 2014). Additionally, higher-wage jobs allow for more tax revenue,
which stimulates the economy (Engle & Tinto, 2008). On the contrary, non-college graduates earn
less money and are more likely to depend financially on government sponsored programs (Engle &
Tinto, 2008). The low-income college enrollment problem extends beyond education to the
economy, marketplace and the broader economy, which is why the issue is so important to address
(Engle & Tinto, 2008; Pike & Robbins, 2016).
Competitiveness. In addition to enhancing the overall well-being of society, a college
degree today is simply a necessity to compete in the 21
st
Century job-market (Carnevale, Smith &
Strohl, 2010; Pike & Robbins, 2016). As such, 80% of the fastest-growing occupations require an
associate’s degree and 50% require a bachelor’s degree (Engle & Tinto, 2008). Since the 1980s
college enrollment rates have decreased for all students, which further decreases the supply of
skilled workers to accept the available jobs that currently exist (Carnevale, Smith & Strohl, 2010).
Moreover, Knaggs, Sondergeld, and Schardt (2015) predict that by 2018 there will be a shortage of
college graduates needed to fill mid-level jobs. Educating all eligible students, especially those who
are low-income, is important to the American economy.
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Mullen (2009) claims that education is the single most important factor in equalizing
individuals across classes. Equal access and opportunities at institutions of higher education is
critical to the social welfare and economic stability of the country (Cabrera & La Nasa, 2000). While
the United States is rated among the highest in college participation, it ranks amongst the lowest in
degree attainment (Engle & Tinto, 2008). A large part of the reason for the low degree attainment
rates is the low-income/high-income college enrollment gap. Therefore, providing opportunities of
higher education to low-income students is crucial to ending the cycle of poverty. The more college-
educated individuals who enter the workforce, the stronger the economy becomes and the greater
the country’s chance at maintaining pace with the global economy. Addressing the low-income
college success gap among low-income students is essential.
In summary, the literature is clear that our growing economy requires more college
graduates (Pike & Robbins, 2016). One way to meet the demand for skilled, degreed workers, is to
address the low-income/high-income college enrollment gap. The research shows that low-income
students are less likely than high-income students to enroll in college, and if they do, enroll in a
two-year or private university, decreasing their odds of completing their degree (Engle & Tinto,
2008). Because more American industries are requiring proficiency in 21
st
Century skills,
addressing the low-income college enrollment issue is critical. Finally, for a country that has long
promoted segregation in its educational policies, the low-income college enrollment gap is an even
more important problem to look at. This curriculum will review causes of the low-income/high-
income college enrollment gap, analyze potential solutions and propose a curriculum to address the
problem.
Learner Characteristics
Demographics. In order to fully understand the gap between low-income students’
college enrollment rates in comparison to high-income college enrollment rates it is critical to
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first understand who the low-income student is. Moreover, to develop a curriculum that
addresses the low-income college enrollment problem, it is important to know about the
population for which this curriculum is targeting. Described in the next section are
characteristics of the learner, the population for which this curriculum is designed.
Specifically, the next section will identify the developmental phases of the learner that this
curriculum targets. The next section will also list the factors that affect students’ desire and
ability to apply for college, as well as the curriculum standards for the target population of
students.
Low-income students share many similar characteristics. The characteristics of a
low-income student is typically a female, ethnic-minority, older, possessing low levels of
academic preparation, supporting a family, working full time and less likely to receive
financial support from family (Corrigan, 2003; Engle & Tinto, 2008). In fact, one-third of
college, low-income students are supporting a family (Corrigan, 2003). Research has shown,
that all of the factors listed above decrease the chances of a student enrolling in college,
especially for a low-income student (Engle & Tinto, 2008).
The statistics on low-income student college enrollment continue to remain lower
than high-income students and the literature points us to several critical elements that are
responsible for the low rates. Many times, low-income students experience low levels of
academic preparation and little financial support from family, which makes the idea of
enrolling in college a difficult concept to grasp (Corrigan, 2003; Engle & Tinto, 2008).
Moreover, their parents did not attend college and do not know how to support their child
with the college preparation and enrollment processes. Consequently, a low-income student
does not have the resources and supports to enroll in college and them and their family lacks
the knowledge of how to do so (Corrigan, 2003). Understanding the relationship between
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low-income student characteristics and their college enrollment rates will help to better
address the problem.
It is also important to address the low-income, college enrollment rates problem with the
understanding that low-income students desire as much as high-income students, to attend college.
Engle and Tinto (2008) proved this assumption to be true in their study, which found that 63% of
the low-income, first-generation students they surveyed said that they aspired to go to college and
obtain a degree. Although, Engle and Tinto (2008) followed up with the same students five years
later, and found that just 5% had earned a bachelor’s degree. Furthermore, Engle and Tinto’s
(2008) research corroborates the findings of Pike and Robbins (2016) which confirms that low-
income students are less likely to enroll in both two and four-year colleges than high-income
students to enroll. However, most low-income students desire to go to college, and this desire can
be articulated as early as eighth grade. Not only do students aspire to go to college, but also the low-
income parent shares that same desire. Engle and Tinto (2008) noted a key difference between low-
income parents’ aspirations versus their expectations. In other words, low-income parents aspire
for their child to attend college, but do not necessarily expect for them to do so (Engle & Tinto,
2008). Because low-income students desire just as much as high-income students to attend college,
it is critical to question why a gap exists in their college enrollment rates and understand the
characteristics specific to low-income students (Engle & Tinto, 2008; Pike & Robbins, 2016).
According to Erikson (1968) adolescence is important to identity formation. During
adolescence children’s cognitive abilities and social experiences began to increase and they develop
beliefs about standards of behavior and cultural expectations (Schunk & Meece, 2006). In
particular, during early adolescence or middle school, children are more susceptible to stereotypes
and cultural influences. Schunk and Meece (2006) note that self-efficacy in 7
th
grade in particular,
declines. Such declines are particularly obvious in middle school and continue into high school.
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However, the research on the decline of self-efficacy in middle school grades is conflicting with
some researchers noting an increase in student confidence of specific academic disciplines. What
we do know is that during adolescence the self-efficacy is particularly vulnerable (Schunk & Meece,
2006).
Another influential factor of identity development during adolescence is one’s family. Of
particular influence is the social capital afforded to some students and the lack thereof for others.
The availability of resources, information and social experiences impact adolescents’ identity and
also their self-efficacy. Families who afford their child more resources, information and experiences
increase the adolescent’s self-efficacy and confidence, while those who do not provide as many rich
opportunities may decrease their child’s self-efficacy and confidence (Schunk & Meece, 2006).
Adolescence is a critical time whereby an individual’s identity, specifically confidence and agency
are developed. Factors such as parental social capital can either impact the adolescent’s self-efficacy
and confidence either positively or negative, which ultimately determines whether the outcome of
this developmental phase, later impacting college beliefs (Schunk & Meece, 2006).
Learner psychological development. According to Newman and Newman (1976)
psychosocial development incorporates stages of development, developmental tasks, psychosocial
crisis and the process of coping. Erick Erikson’s (1968) theory of psychosocial development can be
explained in eight stages of psychosocial development. At each stage, individuals are confronted
with a conflict that they must resolve. Competing personal needs and skills require an individual to
resolve the conflict between personal needs and social and cultural demands (Newman & Newman,
1976). At each stage, society places demand on the individual that differ depending on the stage.
The demands at each stage present expectations for how an individual should or should not act.
Thus, each stage concludes with the individuals resolving their own personal demands within the
confines of society’s expectations. Erikson’s (1966) eight stages of development are as follows:
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Trust vs. Mistrust, Autonomy vs. Shame and Doubt, Initiative vs. Guilt, Industry vs. Inferiority,
Group Identity vs. Alienation, Individual Identity vs. Role Diffusion, Intimacy vs. Isolation,
Generativity vs. Stagnation and Integrity vs. Despair. Middle school students, those grades 6 to 8,
first engage in the Industry vs. Inferiority stage, and then the Group Identity vs. Alienation. The
outcome of each stage shapes and molds the individual and impacts how they perceive themselves
and the world around them (Newman & Newman, 1976).
Newman and Newman (1976) identify four developmental tasks during the adolescent
period. The four developmental tasks include: physical maturation, the attainment of formal
operational thinking, attainment of membership in the peer group and the development of
heterosexual relationships. As the adolescent transitions through the four stages with competence
he or she gains a greater sense of self. During the adolescent stage the individual must incorporate
parental, peer and school influences, making these stages particularly stressful.
Industry vs. Inferiority. According to Erikson (1966) the Industry vs. Inferiority stage
consist of a shift from the adolescent child seeking recognition from their family to focusing on
contributing to the world around them, resulting in positive attention. A child begins to feel a sense
of industry once they begin to understand their own skill level and how to use the tools in their
environment to produce things. Furthermore, during this stage, the child generally receives formal
instruction through formal schooling, which reinforces their understanding of the tools and
technologies available to them to produce.
If a child does not gain a sense of skill and production during the Industry vs. Inferiority
stage, he or she will begin to experience feelings of inferiority (Erikson, 1966). If the child
experiences a disconnection between self and his skills and tools, he will begin to feel despair. The
child may feel such isolation in this stage as the result of lacking connection to skill and tool and the
world around him that he starts to feel inadequate. Moreover, at this stage some children retreat to
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an acceptance of mediocrity and inadequacy. Isolation, inadequacy and inferiority result in the child
who does find industry in his skill and work during this stage of development.
Finally, Erikson refers to the Industry vs. Inferiority stage as one that is socially decisive. At
this stage, the child is looking at his surrounding environment and others to be industrious and
therefore is socially decisive. Furthermore, at this stage adolescents are exposed to concepts like
division of labor, differential opportunity, which is technological ethos of a culture. The danger in
this stage is when a child’s worth is defined by his skin color, family background or other superficial
concept. In contrast, the child who feels a sense of industry during this stage will find their place in
the place in the world and develop a stronger sense of self and community. Far worse, according to
Erikson, is the child who identifies completely with his “work” or industry and defines their
worthiness by their work. The goal during Industry vs. Inferiority is for an adolescent to develop a
healthy disposition in their environment where they understand how to be industrious and
contribute to the world around them (Erikson, 1966).
Group Identity vs. Alienation. During the Group Identity vs., Alienation stage, adolescents
are seeking group membership. The adolescence is also looking to see which group best meets their
needs. A positive resolution at this stage includes one whereby the adolescent can identify a group
that meets their individual needs. A negative resolution at this stage results in the individual feeling
isolated and not a part of a social group Newman and Newman (1976).
Learner motivation. Motivation is the process whereby an individual decides whether or
not he or she will initiate a task and sustain the necessary effort to complete it (Rueda, 2011).
Several factors influence motivation including value and self-efficacy (Rueda, 2011). Motivation is
crucial to this curriculum because without it, students will not choose to learn the information
necessary to apply to and enroll in college. Furthermore, it is important to keep in mind the types of
things that motivate students, in order to maintain their interest in the curriculum.
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An additional motivational principle that is important to note is what Rueda (2011) refers
to as value. Value is how important something is to someone (Rueda, 2011). Rueda (2011) noted
that motivation is critical to students’ confidence because as students’ motivation to achieve
increases, so does their self-efficacy.
Another influential factor to students’ motivation is self-efficacy. According to Bandura
(1994) student self-efficacy beliefs affect their academic performance by impacting other
behavioral and psychological processes. Moreover, middle school students form their self-efficacy
by absorbing information from four sources: mastery experience, vicarious experience, social
persuasion and physiological states. Students’ most influential source of self-efficacy is mastery
experience, which consists of the successful completion of a task, an interpretation of the results,
the development of beliefs about their ability to perform future tasks based on the results and
action based on the newly developed beliefs (Britner & Pajares, 2006).
Vicarious experience has a less significant influence on students’ self-efficacy but
nonetheless is a contributing factor (Newman & Newman, 1976). Newman and Newman (1976)
found that through vicarious experience, students observe others perform tasks and develop beliefs
about their ability to perform similar tasks based on the results of those whom they observe. The
third source is social persuasion, which includes the verbal and nonverbal judgments of others.
Positive persuasion by others can enhance student self-efficacy while negative persuasion can
weaken a student’s self-efficacy. Finally, physiological states include the emotional feelings students
have while they are completing a task. A positive emotional state such as joy can increase student
self-efficacy of the task, while a negative emotional state such as anxiety can decrease student self-
efficacy (Newman & Newman, 1976).
Britner and Pajares (2006) study examined low-income middle students’ self-efficacy and
their performance in science. The researchers found that self-efficacy has broader implications for
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academic achievement that go beyond middle school. For example, low-income students who held
strong efficacious beliefs in science, they approached science related tasks with hard work and
perseverance. When challenges arose with such students, they were able to overcome adversity and
as a result of facing such challenges, their self-efficacy in science increased. Alternatively, low-
income middle school students who held low self-efficacy beliefs in science avoided such activities
and tasks and were not able to overcome difficulties, thereby not increasing their self-efficacy in
science. Furthermore, the researchers found that a drop-in confidence in middle school can be
detrimental to achievement in high school and college.
California State Standards for Middle School Students.
Below are California State Standards in English Language Arts, for seventh and eighth grade
students that are appropriate to this curriculum (www.cde.ca.gov).
Seventh Grade:
● 1.3 Clarify word meanings through the use of definition, example, restatement, or
contrast.
● 2.2 Locate information by using a variety of consumer, workplace, and public
documents.
● 1.4 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry,
investigation, and research.
● 1.6 Create documents by using word-processing skills and publishing programs;
develop simple databases and spreadsheets to manage information and prepare
reports.
Eighth Grade:
● 1.4 Plan and conduct multiple-step information searches by using computer networks and
modems.
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Chapter 2: CAUSES OF THE LOW COLLEGE ENROLLMENT RATE AMONGST LOW-INCOME
STUDENTS
This section of the curriculum will explore parental expectations and aspirations,
parental education, high school experience, and the availability of information about college.
The research will show how parents own education and expectations, their social capital and
students’ experience influence whether or not a student will enroll in college (Jacob, 2011;
Sandefur, Meier, & Campbell, 2006). Not only do parental expectations and aspirations impact
a student’s decision to enroll in college, parents can also influence the type of college a
student will choose. To identify the reasons why so many low-income students do not enroll
in college, an examination of all the factors influencing their decision must be conducted.
What the research reveals is that most low-income students and their parents desire for them
to go to college. The problem lies in the availability of information about college and
ultimately the lack of social capital (Sandefur et al., 2006). Additionally, while some low-
income high school students are accepted to college, they do not enroll upon completion of
high school due to many of the same factors that keep low-income students from initially
applying to college (Castleman & Page, 2015).
Parental Involvement and Influence
This section begins with focusing on the parents or guardians of low-income students
and their influence on students’ college attainment. Jacob (2011) found that although most
parents had high aspirations and expectations of college attainment for their children, there is
a significant disconnect between their aspirations and expectations and the knowledge
required to enroll in college. Therefore, a closer look at parental influence and college
enrollment is important.
Research has shown that parents’ own educational and expectations have the most
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significant impact on college enrollment (Choy, 2001; Kearsley, 2000). In fact, parental
involvement that begins as early as junior high school can impact whether a student applies
to two-year, four-year or no university at all (Kearsley, 2000). Benner and Mistry (2007)
found that parents’ educational expectations of low-income youth not only influence the
students’ beliefs about their academic ability, but also affect their actual achievement.
Furthermore, Jacob (2011) found that for some parents there is a small but significant
difference between their aspirations and expectations of college attainment for their student.
Jacob’s (2011) findings indicate that while most parents have aspirations of their child going
to college, they do not always hold the expectation that their child will attend college.
Differences between parents’ aspirations and expectations could be caused by lack of
knowledge of the process for enrolling in college (Jacob, 2011). Conversely, Kearsley (2000)
found that most students whose parents attended college had the same expectation that their
child would do the same. Research shows that almost two-thirds of low-income students’
parents have no college-going experience or have just one single parent with some college
experience (Choy, 2001; Corrigan, 2003). The lower numbers of college-graduated parents of
low-income students results in a lack of understanding the college enrollment process and
thus, can result in lower rates of college enrollment by low-income students.
Sandefur et al. (2006) found that parents’ social capital, which includes their
involvement in social activities, are critical to determining whether or not a student chooses
to enroll in college and which type of college to which they enroll (Choy, 2001; Jacob, 2011).
Although research shows that most parents aspire for their child to go to college, research
also shows that if parents have low college expectations, their children will likely share the
same low expectations; thus, not enrolling in college (Engle & Tinto, 2008; Jacob, 2011). Choy
(2001) found that students whose parents did not attend college were twice as likely as those
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whose parents did, to enroll in a two-year college or private university. Moreover, low-
income students who felt that attending college was a great burden on their families and thus
not worth the investment, were influenced by their parents who held the same beliefs
(McDonough, & Venegas, 2015). Enrolling in two-year colleges and private universities
contributes to the low-income college problem because the research shows that two-year
college persistence and transfer to four-year universities is low for low-income students.
Furthermore, the research reveals that students who attend a two-year or private college
have a greater chance of dropping out of school than students who attend a four-year
university (Corrigan, 2003). Parental expectations are important in determining whether or
not a low-income student will attend college and if so, which type of college (Choy, 2001;
Jacob, 2011).
Social Capital
Further elaborating on the topic of parental involvement a step further, Perna, Walter,
and Marvin (2005) see parental involvement as a form of social capital that can help students
enroll in college. The researchers found that parental involvement, as a form of social capital,
can provide students with specific resources that assist them with enrolling in college.
Moreover, according to their work, social capital is derived from the relationships a student
has with his or her parents and the relationships their parents forge for them. A student’s
high school structures can also influence their decision to enroll in college through the
school’s influence on social and cultural capital. Furthermore, social capital is strengthened
and weakened through the ties that the individuals within the network maintain or lessen.
One’s social capital is strengthened when individuals build relationships with others at the
same social level as them or higher. However, African Americans, who are disproportionately
also low-income, are less likely to have contact with other African Americans at the same
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network level thus, limiting their access to social networks (Perna, Walter & Marvin, 2005).
Students’ High School Experience
A low-income student’s high school academic climate can support college going
amongst the student body, by offering rigorous coursework, academic counseling and a
college-going culture, which are all factors positively correlated with college enrollment.
Engle and Tinto (2008) find that low-income students are typically not enrolled in rigorous
courses in high school, particularly in mathematics. They also found that there is a strong
correlation between students who take higher-level mathematics during high school and
college enrollment. In other words, students who are enrolled in high-level mathematics are
more likely to enroll in college and once enrolled, have the academic preparation to complete
their degree (Engle & Tinto, 2008). Pike and Robbins (2016) and Engle and Tinto (2008)
conclude that high school coursework has a direct impact on low-income student college
enrollment.
Choy (2001) found that the role of a high school counselor is critical to low-income
students’ decision to attend college. Likewise, he found that lack of support from a high school
counselor can deter a student from applying for college. Kearsley’s (2000) study corroborates
Choy’s (2001) findings as she concluded that low-income students who do not meet with a
counselor during high school have a lower chance of attending college. Furthermore, Engberg
and Wolniak (2010) found that low-income students lack access to academic counselors in
general, and specifically do not have regular interactions with them. Despite their parents not
attending college, some students went to college simply because of their high school
counselor was so influential (Kearsley, 2000; Choy, 2001). High school counselors not only
provide encouragement, but also help students navigate the preparation and application
processes, contributing to more positive feelings and beliefs about college and their own self-
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efficacy (Kearsley, 2000). For some students, their high school counselor is the only adult in a
low-income student’s life that has information about attending college and is encouraging
college enrollment (Kearsley, 2000). The research on students’ high school experience points
out that the interactions they have with school counselors is an important one. Moreover, this
relationship can determine whether or not the student applies to college.
Socioeconomic status of high school students. Students who graduated from a high
school with a higher percentage of its student body participating in the free lunch program
are less likely to enroll in college (Johnson, 2008). Engberg and Wolniak (2010, 2014) found
that lower socioeconomic schools resulted in lower likelihood of college enrollment. On the
other hand, high-income students not only have access to high-quality high school counselors,
but many of them also hire private counselors for whom their parents have researched and
identified as a credible advisor to assist with the college preparation and application
processes (Kearsley, 2000). The availability of resources to support college going is what
makes the biggest difference at low-income students’ high schools Engberg and Wolniak
(2014).
High school preparation. Another important factor in the college experience is the
school academic climate. Johnson (2008) high school culture can greatly impact college
enrollment. For example, the percentage of students taking the SAT at any given high school
is an indicator of how many students enroll in college. His study also looked at several school
climate factors impacting enrollment and persistence. Such factors included: proximity of
high school to college, percentage of student body taking the SAT, family income, availability
of financial aid, college GPA, parents’ education, and campus-life. When conducting the
research Johnson (2008) looked at school climate factors, which included SAT preparation
and test administration. Johnson (2008) found that when students attended a school where
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27
30% to 50% of students took the SAT, they were 1.8% more likely to enroll in college than
students who attended a school that did not have a high number of SAT participation. Pike
and Robbins (2016) found that there is a positive correlation between the level of academic
rigor at a high school and college enrollment. Students performance on standardized tests,
like the SAT are positively correlated with attending a four-year college (Johnson, 2008; Pike
& Robbins, 2016).
Lack of Financial Information
For low-income students who do not have available funds to support their education,
financial aid is crucial to their decision to attend to college. However, many low-income
students are not provided with financial aid information and their parents, many of which did
not attend college themselves, are of little help. Kearsley (2000) finds that the availability of
financial aid is a significant factor to encouraging low-income student college enrollment.
Sharing information about college financial assistance can be traced back to students’
parents. Parents who did not attend college generally do not have knowledge of the available
financial aid to share with their student (Engle & Tinto, 2008). College-educated parents on
the other hand, have a foundational knowledge of the available financial resources to share
with their student because they attended college (Kearsley, 2000).
Informational resources and the role of social trust. Many parents of low-income
students do not understand the steps needed to enroll in college, including financial aspects (Jacob,
2010). McDonough, Calderone and Venegas (2015) found that parents of low-income Latino
students were not likely to seek information about college from high school counselors and school
personnel. The extent to which parents sought resources about college directly related to their
levels of social trust. Parents of low-income Latino students often felt that bureaucratic systems
were generally not helpful in supporting them and their families. What is more, parents of low-
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28
income Latino students surveyed in the study believed that the individuals who work within the
bureaucratic systems hold unrealistic language and cultural expectations. The unrealistic language
and cultural expectations result in parents feeling disconnected from the very systems they desire
for their children to be a part of and thus, parents do not ask the questions or seek the information
they need to for their students to attend college.
Financial resources and fear of debt. A second major problem discovered in the
literature is the fact that low-income families do not know the cost of college and have therefore not
planned to save accordingly (Kearsley, 2000). Not only do low-income families not understand all
the fees associated with college attendance, they often have little trust in the financial institutions
and systems that exists to help supplement the cost of college (McDonough & Venegas, 2015). In
their study of low-income Latino families, McDonough, and Venegas (2015) found that for many
families, financing college is a decision that is made by the entire family. Unlike, middle and high-
income families, one’s ability to go to college, is dependent upon the overall well-being and long-
term financial stability of the entire family. Furthermore, decisions to finance college were
dependent upon families’ beliefs of that college was an “investment” and that the financial
institutions will act according to fair and equitable rules. Rather than rely on government
programs and programs like FAFSA, many low-income families in the study preferred to rely on
family members and other more personal sources of income to help finance college (McDonough,
Venegas, 2015). Both students and parents expressed fear and hesitation around the idea of debt
post-graduation. Programs aimed at providing financial support to students not in the form of loans
use programs that offer money in the form of scholarships for students.
One effect of the knowledge gap low-income parents face is that they do not save money for
their children to attend college (Engle & Tinto, 2008). Parents of low-income students do not save
money for college mainly because they are unaware of the costs associated with college-going
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(Engle & Tinto, 2008). Since research has shown that students perceived ability of their family to
pay for college influences their decision to attend college, if parents did not save adequate funds for
college, a student could choose not to enroll (Teeney & Heroff, 2013). For parents who did not
attend college, which is often the low-income parent, it is difficult for them to be fully aware of the
financial options available to their child for financing college. In other words, not only do the
parents have no understanding of what tuition costs, they are also unaware of all the other costs
associated with attending college (Engle & Tinto, 2008). Understanding the financial aspect of
college is another form of social capital that many low-income students and their parents lack,
therefore negatively impacting their chances of enrolling in college (Sandefur et al., 2006).
Saving for college. One indication of how the family views education is the amount of
money a parent has saved for his or her child’s postsecondary education (Kearsley, 2000). Amount
of money saved for education is also an indicator of the amount of parental encouragement to the
student will receive to enroll in college. For low-income families, saving for college is difficult and
often not a priority given all of the other financial demands they face (Kearsley, 2000). Kearsley
(2000) found that just 10% of low-income students’ parents had funds set aside for them to attend
college compared to high-income parents who have been saving for years so that their children can
attend college. Johnson (2008) found a positive correlation between increases in income and
college enrollment. He cited that for every $10k increase in family income there is a corresponding
increase in the odds that their child will enroll in college (Johnson, 2008). Parental lack of
knowledge of the costs associated with attending college and impacts students’ decision and ability
to enroll in college (Kearsley, 2000; Johnson, 2008).
Financial resources and social and cultural capital. Research has shown that college
enrollment is heavily influenced by one’s available social and cultural capital (Kearsley, 2000).
Teeney and Heroff (2013) find that a students expected family contribution greatly impacts their
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30
choice to apply for financial aid and college. Johnson (2008) also found that a student’s family’s
available income influences students’ beliefs about their family’s ability to finance their college
education (Johnson, 2008). Students who believe their parents have the financial means to support
their college endeavors are more likely to have positive feelings about enrolling in college. Students
who feel that the costs of college will be a financial burden to their families are more likely not to
enroll (Johnson, 2008; Kearsley, 2000; Tierney, 1980). Financial stability and students’ perception
of their parents’ ability to pay for their education weighs heavily on students’ their decision to
attend college (Kearsley, 2000; Tierney, 1980). The research is clear on the influence of income on
low-income student college enrollment, the more available funds, or perceived availability of funds,
the more likely a student is to enroll in college.
In summary, low-income students are less likely to apply to two- and four-year
colleges because of a lack of preparation, access to information and financial resources and
support (Pike & Robbins, 2016). Further compounding the lack of information many low-
income families face, is also the lack of social trust that they experience with bureaucratic
systems and personnel within such systems. This lack of social trust results in parents and
students alike failing to seek out the people, information and resources they need to prepare
for and apply to college (McDonough, Calderone & Venegas, 2015). Moreover, Castleman and
Page (2015) found that even for high school students who have been accepted to college, the
tasks required the summer before the start of school are often overwhelming for students
and their families. Such tasks are overwhelming because often low-income families have not
been exposed to the processes and steps required of college, making them seem difficult and
far reaching. Consequently, many low-income students who have been accepted to college
experience what they call “summer melt” and do not enroll in college.
The literature on the college enrollment gap between low-income students and high-
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31
income students points to several factors that contribute to the discrepancy. While most low-
income students and their parents aspire to attend college, there is a gap between those
aspirations and the knowledge required to achieve such goals is wide (Jacob, 2011).
Furthermore, the available social capital, such as the information and resources a parent may
be able to provide their child is often very bleak (Sandefur et al., 2006). Lavecchia, Liu and
Oreopoulos (2014) find that students who do not attend college do so for two main reasons.
First, they are not able to fully understand the benefits; this is partly because of their natural
development and maturation or lack thereof. Second, parents’ own educational experience
weighs heavily in influencing their child’s educational goals. Some of the major causes of low
college enrollment are related to family life and other people the students’ experiences and
personal expectations. As a result, the college application and enrollment processes can be
overwhelming for students and parents leading to low enrollment by low-income students
(Castleman & Page, 2015).
Whether the knowledge and information gap is at based on experiences at home or at
school, low-income students lack critical resources to support their decision to enroll in
college. At home, low-income students’ parents lack the information to help their child access
college resources and support. Low-income parents also lack the knowledge of available
financial assistance, which is an important factor in the college-decision process (Lavecchia,
Liu & Oreopoulos, 2014). At school, the issues are more complex and are due to a lack of
resources provided by the low-income students’ school. Such resources include information
on the college process and available financial assistance, rigorous coursework, SAT test
preparation and access to a quality college counselor (Pike & Robbins, 2016). The literature
shows that a collection of factors influence a student’s beliefs, expectations and ability to
enroll in college that are mostly related to their parents, their high school experience and the
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availability of social capital and information from both resources.
Chapter 3: SOLUTIONS
Much of the discussion in this curriculum thus far has centered on causes of the low rates of
low-income students enrolling in college. The focus will now shift to research-based solutions that
have been developed in response to the known causes. This section of the curriculum will discuss
solutions that have proven effective at raising college enrollment rates of low-income students.
Many of the solutions address parents’ knowledge gaps discussed in the “Causes” section as well as
students’ high school experiences and their available social capital. Some solutions introduce new
concepts not previously discussed in the “Causes” section such as income, peer influence, work and
attendance strategies (Choy, 2001; Corrigan, 2003). While the next section will not propose
solutions to every cause, it will provide overarching solutions that get at the crux of the problem the
lack of social capital and information on how to get to college (Sandefur et al., 2006)
Characteristics of Effective Solutions
Before discussing solutions to the low-income college enrollment and persistence problem
it is important to discuss what the literature describes is good criteria for assessing effective
solutions. Thayer (2000) found that solutions aimed at addressing the low-income student college
enrollment problem are the same solutions that support college enrollment for all students.
Effective solutions target the issues that have the greatest impact on low-income student college
enrollment (Thayer, 2000). Such solutions work to address major obstacles listed in the previous
sections such as: lack of financial resources, lack of knowledge of the college environment, college
academic expectations, bureaucratic operations, lack of adequate academic preparation, and lack of
family support (Thayer, 2000). Furthermore, effective strategies look at ways to mitigate low-
income students’ cultural effect on their college experience since research has shown that one’s
culture affects their college experience (Gandara, 1995). Addressing the cultural barriers includes
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33
solutions that make the transition from high school to college easier by easing the cultural conflict
students may feel and making the college environment more welcoming (Thayer, 2000).
Targeted Programs and Activities
Low-income students and their parents are often lacking sufficient information about what
college cost, how to apply for financial aid and the college application and preparation process.
Research conducted in this paper highlight that parents who did not attend college do not know
how to navigate the application process. Therefore, a knowledge gap exists for parents and
students. Effective college enrollment and persistence solutions include providing basic
information to students and parents, including college tours. College tours expose students to the
university campus often demystifying the college experience (Castleman & Page, 2015).
Castleman and Page (2015) found many high school students who have been accepted to
college fail to matriculate the summer after high school. Their study found that simple interventions
like text message reminders and access to near-age mentors can greatly increase high school
students’ odds of enrolling in college. Such things like personalized text messages that provide
reminders, access to information and resources increased student enrollment. Another intervention
matched college-intending students with peers that connected them to support from academic
counselors, further increasing college enrollment for students who participated in the program.
Additionally, using web portals to provide students with critical enrollment information have
proven effective at increasing low-income student enrollment (Castleman & Page, 2015).
Saltiel (2011) used a meta-analysis to determine the effect of intervention programs
on a group of low-income students attending a community college. He concluded that
students participating in a comprehensive program for low-income and working-poor had
significantly higher odds of remaining in school and graduating than students that did not
participate in the program. Furthermore, Johnson (2008) found that students offered to
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34
participate in work-study programs were more likely to persist than students who were not
offered such programming and instead were offered financial aid or alternative aid.
Learning Communities
Learning communities are a key component to effective programs aimed at raising low-
income college enrollment and persistence. Most of the strategies and other curricula that will be
discussed in this paper and also found in the research place a heavy emphasis on grouping students
who are receiving the same support services as their peers (Thayer, 2000). In these types of groups,
students are connected to others similar to them, take the same courses and participate in the same
activities and in some cases, even live together (Thayer, 2000). Additionally, the groups place
academics as a main priority and this priority is communicated to the students in the group directly
in conversations and discussions and indirectly by how the program is designed. Building a sense of
community among low-income students through such groups, can enhance their on-campus
experience, create for them a sense of community within their group and support them
academically.
Making academics the focus is one important component of learning communities. Many
programs match student with an academic advisor or counselor that assists with everything from
choosing the appropriate classes to offering personal support. In fact some learning communities
prescribe the first year of courses for their students. Because of the extreme focus on academics,
students in learning communities students gain a greater sense of academic competency, which
assists them in passing their courses, thus increasing the likelihood that they will stay in college
(Thayer, 2000).
The TRIO program, Student Support Service (SSS), has successfully implemented learning
communities as a central component. SSS programs are designed to increase retention among
disadvantaged students, which are often low-income students (Thayer, 2000). A national study
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35
conducted in 1997 on the best practices of SSS programs found that a structured freshman
curriculum, a component of learning communities, is a feature of an effective program (Thayer,
2000). Other components of the SSS program are: participation by low-income student in college
admissions processes, an academic preparation year that begins prior to enrolling in college, social
preparation, assistance with course enrollment during the first year, academic support for the
courses students enroll in first, group support services that build unity and extend beyond the
classroom and send a message of success embedded within the program (Thayer, 2000).
The role of learning communities is integral to increasing college enrollment among low-
income students (Thayer, 2000). According to Thayer (2000), learning communities should be the
primary method used for addressing the enrollment problem. Although learning communities are a
specific method of action, there is flexibility within the theory to differentiate one program from
another to meet the needs of a specific target group. Differentiation in learning communities is key
to tailoring each program to the specific needs of a school and the students attending that school
(Thayer, 2000).
Providing students and families with financial information. In order to address the
knowledge gap in college information, programs should provide information about college costs
and financial aid in addition to the application process. H & R Block implemented a program in Ohio
and North Carolina that provided information and assistance to parents in filling out the FAFSA.
Bettinger, Long, Oreopoulos, and Sanbonmatsu (2012) looked at how providing an estimate of
need-based aid compared against tuition costs of nearby colleges and only providing an estimate of
need based aid affected four things: filling out the FAFSA, college enrollment, retention of students
after 2 years and receipt of a Pell Grant. Parents and students were divided into three groups. The
first group received an estimate of need-based aid and assistance in completing the FAFSA. The
second group received information only on need-based aid and college tuition costs. The last group
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36
received no-intervention and served as a comparison group. The study concluded that students and
parents, who received information on need-based aid and college tuition costs, as well as FAFSA
assistance, were 56% more likely than the comparison group (40%) to apply for FAFSA.
Furthermore, the group who received information and FAFSA assistance was 12% more likely than
the group who received no information (10%) to enroll in college. Additionally, these same
students were 42% more likely than the students who received no information (34%) at attend
college. This study concluded that merely providing college information and local college tuition
costs, as well as providing support in applying for the FAFSA, increases the likelihood that a student
will enroll in college and apply for aid.
Financial Aid
Providing financial aid increases student enrollment in college (Deming & Dynarski, 2009).
One program showing promising results is the Georgia HOPE scholarship. The Georgia HOPE
scholarship offers scholarships to low-income students for the first year of enrollment. Evaluations
of the Georgia HOPE program reveal that an increase of $1000 in grant aid results in a 4 to 6
percentage point increase in college enrollment (Deming & Dynarski, 2009). The Georgia HOPE
scholarship program has also proven to increase graduation by 3 to 4 percentages points (Deming
& Dynarski, 2009).
A similar scholarship that provides financial aid to low-income students is the PROMISE
scholarship. The PROMISE scholarship provides financial support in the manner like other state
merit programs. PROMISE scholarship eligibility requirements are similar to others in that it offers
scholarships in comparable amounts to other programs (Deming & Dynarski, 2009). The most
significant difference with the PROMISE scholarship is that it requires students to complete thirty
course units per year to be counted toward graduation. If participating students complete the
required 30 units per year, they will be on track to graduate with their degree in four years
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(Deming & Dynarski, 2009). Evaluations of the PROMISE scholarship conclude that the program
increased graduation by 4 percentage points (Deming & Dynarski, 2009). Additionally, the number
of students graduating on time rose 7 percentage points after the implementation of the PROMISE
program (Deming & Dynarski, 2009). Both the Georgia HOPE program and the PROMISE
scholarship provide funds for low-income students that result in increased college enrollment and
college graduation respectively (Deming & Dynarski, 2009).
Providing financial assistance, whether through work-study, loans, scholarships or need-
based aid increases the likelihood that a low-income student will attend college (Thayer, 2000).
Best estimates of the effects of college aid on low-income student enrollment rates are $1,000 in
subsidies results in about a four-percentage increase in college enrollment (Deming & Dynarski,
2009). The research also indicates that providing financial assistance to low-income students
increases persistence (Deming & Dynarski, 2009). Furthermore, increases in aid shift a number of
low-income students from community colleges to four year colleges, which we know from
previously discussed literature that low-income students who attend a four-year college, are more
likely to complete their degree (Deming & Dynarski 2009; Corrigan, 2003) While providing
financial support for low-income students does not guarantee that the students will enroll in
college and graduate with their Bachelors, research supports the notion that some students will
(Deming & Dynarski, 2009). Moreover, the availability of financial support could impact the type of
college that a student ultimately attends.
Although the research reveals that providing financial aid to low-income students increases
the likelihood that they will go to college, there are barriers to getting to low-income families to
borrow money. McDonough, Calderone and Venegas, (2015) found in their survey of low-income
Latino families, that students and their parents expressed hesitation in borrowing money for
college. Some parents in the survey discussed their lack of trust in bureaucracies, government and
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other social institutions that were connected to college. Parents expressed how much of their
negative feelings were the result of interactions with various institutions that offered little help to
them and held expectations for them regarding language that were unmet. In addition to expressed
feelings disconnection from the institutions that support college going, some families in the survey
described how going to college was a whole-family decision. Moreover, if going to college was going
to put another family member, or the whole family at a disadvantage, the individual student would
elect not to attend (McDonough, Calderone & Venegas, 2015). Finally, the perceived benefit of
college had to be present before a student would decide to enroll.
The solutions for increasing low-income student college enrollment vary widely. Low-
income students and their parents or guardians need access to information and resources to help
them apply and enroll in college. Helpful information includes information regarding the cost of
college, financial aid programs, college requirements, application requirements and the application
process (Bettinger, et. al, 2012; Deming & Dynarski, 2009; Thayer, 2000). Low-income students also
need to be exposed to not only the process of preparing and applying for college, but also to the
college campus itself.
Programs and specific activities offered pre-college are also helpful for students. If students
have the opportunity to participate in a college preparatory program the program should provide a
cohort of students from similar backgrounds and the cohort should feature the aspects of a learning
community for the participants. The learning community should offer college level courses,
academic counseling, a pre-college year, opportunities for students to attend classes and
workshops on the college campus, and mentoring and monitoring of progress from academic
advisors or mentors (Thayer, 2000; Deming & Dynarski, 2009; Ndiaye & Wolfe, 2016). Early College
and Upward Bound are two examples of programs that have proven to be successful at increasing
low-income college enrollment rates and could be used as models for other college preparatory
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programs (Deming & Dynarski, 2009; Ndiaye & Wolfe, 2016).
Other Curricula
This section will highlight programs that have proven effective at increasing low-income
student college enrollment. It is important to note that the programs vary in geographic location,
type of institution, student population, number of participants and program elements. However, the
programs share some common features.
Effective Curricula. Effective curricula targets at-risk students and provides them with an
academic program that begins prior to the start of college, typically in the summer of their
graduation year (Castleman & Page, 2015). During the pre-college year students are placed in a
cohort with others and take courses, participate in workshops and meet regularly with university
faculty or advisors. Following the pre-college year, many programs offer a prescribed freshman
year for the same cohort of students in which all participants take a series of courses together and
in a particular order. Often times, the core courses are coupled with workshops and seminars
featuring topics from leadership to study skills. Most important, and essential to an effective college
preparation curricula is the overarching theme of academic success. All effective programs stress
the importance of academic rigor. Such programs are said to be effective when universities and
colleges experience an increase in freshman enrollment, resulting from student participation in
pre-college programs.
Numerous programs and curricula have been designed to address the low-income student
college enrollment problem. Some of the target programs and curricula have proven successful and
others show little impact on college enrollment. However, effective programs target high school
students and are focused on exposing students to college so they are more likely to apply, enroll
and attend college (Deming & Dynarski, 2009). However, some programs start as early as middle
school and for these students exposure to college increases the likelihood that they will attend a
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good high school and ultimately enroll in college (Gewertz, 2009). Some of the programs discussed
in the next section contain characteristics previously identified in the section prior of effective
solutions (Thayer, 2000). Other college preparatory programs feature learning communities, which
Thayer (2000) claims is highly effective in addressing low-income student college enrollment.
Several components of college preparatory programs prepare students for the college
application process and expose them to many elements of the college experience. One example of
exposing students to the college experience is taking groups of students on guided tours to various
campuses (Castleman & Page, 2015). Additionally, some college preparatory programs offer college
preparatory courses on the actual university campus. Depending on the program, some students
may reside in campus housing. Furthermore, campus-based college preparatory programs often
offer participants the opportunity to interact with faculty through workshops and information
sessions (Deming & Dynarski, 2009). Finally, Learning Communities are a typical component to
college preparatory programs. Although Learning Communities are generally offered at the high
school level, research indicates that they could be implemented as early as middle school (Gewertz,
2009).
When offered at the middle school grades, effective Learning Communities share many of
the same characteristics as Learning Communities of high school students. Such components
include: a targeted demographic group, a rigorous curriculum, college visits, an identified advisor
and information regarding college enrollment. Learning communities have proven effective at
increasing persistence among low-income students (Gewertz, 2009).
Federal Programs. The U.S. government allocates several million dollars each year to fund
programs that support disadvantaged and low-income students academically (www2.ed.gov,
2016). Through oversight provided by the U.S. Department of Education, states and academic
institutions allocate grant funds that support the implementation of federal education programs.
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Federal education programs range in location, eligibility requirements, number of participants and
activities. However, all are aimed at supporting the education of young people at various levels of
the education system (www2.ed.gov, 2016).
TRIO – SSS program. The TRIO – SSS Program is a federally funded program that provides
services targeting disadvantaged students (www2.ed.gov, 2016). TRIO programs support low-
income students from middle school through bachelor degree attainment. Grants are awarded to
academic institutions to help them identify and serve students who need the additional support.
The institutions awarded grants carry out the services directly to students. The TRIO program
offers many benefits to student participants including: academic and social support that helps
increase the odds of degree attainment (Nixon, 2014).
While TRIO programs have many benefits, program evaluations have indicated that still,
aspects of the program require improvement in order to better serve students (Nixon, 2014).
Because only a small percentage of students can enroll in TRIO programs, many students who
qualify and could benefit from the additional support do not participate (Nixon, 2014). Research
indicates a need for increased outreach to make more students aware of the TRIO program and
services.
Summer bridge programs. Colorado State University operates a TRIO program called
Summer Bridge. Summer Bridge has operated for several years, but recently the university added
an academic year learning community called Key Academic Community (Thayer, 2000) The
program accepts 30 students per year that are identified by university admissions staff in
conjunction with TRIO staff (Thayer, 2000). During the first academic year students take three
courses: general psychology, leadership and English Composition (Thayer, 2000). Not only do
students take all their courses together, they also reside on the same floor in resident housing and
live alongside Bridge counselors. Because of their interaction in the academic program and living in
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close quarters to students, Bridge counselors are able to provide participants grade monitoring,
weekly feedback, and access to resources and opportunities (Thayer, 2000). Participants in the
Colorado State University Bridge program experience higher persistence rates compared with the
university, greater connection to the university and higher GPA than non-participants (Thayer,
2000). Such programing that exposes students to the college campus and familiarizes them with the
college experience could be used as a model for students as early as middle school.
Michigan State’s summer bridge program. Michigan State’s Summer Bridge program has
similar features to Colorado State’s Bridge program. Each year, admissions staffs at Michigan State
identify 30 students who are eligible to participate in a pre-college program. Students who have
been identified in to participate in the program are those whom staff have defined as high-risk, but
high potential for academic success (Thayer, 2000). Participants of the Michigan State Summer
Bridge Program engage in a pre-academic year where they live together in resident housing, take
similar college-level courses and participate in workshops to familiarize them with the campus.
Summer Bridge participants also receive mentoring and take the same courses together during the
first two years of college. By the end of the Summer Bridge Program, participants report a greater
sense of comfort with the college campus and have higher GPAs and higher persistence rates from
freshman to sophomore year than students not participating in the program (Thayer, 2000).
Advancement via individual determination. The Advancement Via Individual
Determination (AVID) program is a federally funded program that targets at-risk students with the
goal of preparing them to enroll in college. Cronin (2013) conducted a case study that examined the
AVID program in two different high schools within the same district and found that the program
had positive results for participants. Several components of the AVID program have been proven
effective at increasing college enrollment for low-income students. For example, the AVID program
also contained a rigorous curriculum, professional development, academic advising and support
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with the college selection and application processes. Students in the AVID program experience a
sense of belonging given the family-like structures. Additionally, students are grouped in cohorts
and navigate the program with peers, much like learning communities.
Upward bound. Upward Bound is a federal program provided on many college campuses
around the United States. Similar to other programs discussed in this section, students who
participate in Upward Bound are exposed to a variety of precollege services (Deming & Dynarski,
2009). Such programs include things like supplemental college-preparatory coursework in
mathematics, science, and English. Students are also provided with tutoring sessions and academic
advising. A unique feature of the Upward Bound program is the participation in activities such as
local museums and plays, which students are provided (Deming & Dynarski, 2009). Evaluations of
the Upward Bound program have resulted in some low-income students choosing to attend four-
year colleges over two year colleges. We know from Corrigan (2003) that low-income students are
overrepresented in two-year colleges and that attending a two-year college decreases persistence
and degree completion among low-income students (Deming & Dynarski, 2009). Thus, programs
like Upward Bound, which increase the number of low-income students who are prepared and
familiar with college, could increase low-income student college attendance and degree completion.
Additional Programs. Roxbury preparatory. Gewertz (2009) describes a program at
Roxbury Preparatory, a middle school in Boston that seeks to prepare its students for college
admittance. The majority of the students at Roxbury Prep are considered low-income and many are
surrounded with poor performing middle and high schools. Through a highly structured academic
program and daily schedule students are exposed to two mathematics courses, two English courses,
social studies, science and an enrichment course each day. Additionally, students are placed in a
cohort group with a dozen peers and they are assigned an advisor who works closely with them on
a weekly basis. The advisor is a teacher who servers as both a mentor and advocate, meeting with
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students and their families bi-weekly. Bi-weekly meetings with student advisors include meeting
former Roxbury Prep students and exchanging information about college. The staff at Roxbury Prep
believes that a great high school is the gateway to college. Therefore, Roxbury Prep students have
access to a high school placement director whose role is to work with students and their families on
gaining high school admissions. The high school placement director works with students on
understanding their transcripts, identifying potential high schools and ways to increase their
competitiveness for gaining admission to a great high school. The college placement director also
provides test preparation and examination.
A follow up approach is another key element to Roxbury Prep’s academic program. Three
individuals are tasked with following up with the school’s graduates. The assigned individuals meet
regularly with teachers and high school administrators of their former students to see where
Roxbery’s curriculum may need modification. The three assigned individuals also provide informal
mentoring support throughout the students’ four years in high school. Former Roxbury Prep
students are given ongoing emotional and academic support.
Roxbury Prep’s program is outperforming other Boston public schools. Graduation rates for
Roxbury’s middle school students are on average 20% higher than the local public middle schools
(Gewertz, 2009).
Early college. An emerging program that has proven to be effective at raising college
enrollment rates for underrepresented students, including low-income students is Early College
(Ndiaye & Wolfe, 2016). Early college is a partnership between a local high school and nearby two
or four-year college. The goal of early college is to expose and prepare underrepresented students,
including low-income students, to enroll and complete their degree. Early college begins with an
introduction to the college experience, a gradual exposure and then full immersion into the college
curriculum. Students participating in an early college program complete either an Associate’s
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Degree or significant college credits. A key component of early college is the college-going culture
and the belief that all students can become college-bound. Ndiaye and Wolfe (2016) found that
Early College participation increases the likelihood that a student will enroll in college thus. Since
its inception early college began with three schools in 2002 to nearly 280 in 2014, serving more
than 80,000 students nationally (Ndiaye and Wolfe, 2016).
Opening doors. The final program that will be discussed in this section is Opening Doors.
Opening Doors provides both information and financial support for student participants, which we
know is crucial for low-income student enrollment and success in college (Deming & Dynarski,
2009). The Opening Doors program in New Orleans, Louisiana provides learning communities for
students whereby students take courses together. Students participating in the Open Doors
program also receive extra tutoring support, extra academic counseling and constant monitoring of
progress. Opening Doors gives students supplementary financial aid.
Evaluations of the Opening Doors program have resulted in positive results. In the first year,
Opening Doors participants were 9 times more likely to be enrolled full-time and earned on average
1.1 more credits in the first semester (Deming & Dynarski, 2009). Students participating in the
Opening Doors program were also more likely to pass their courses and less likely to withdraw
from any courses. Results found in the first semester and first year of the Opening Doors program
carried over to the second and third years.
Program Barriers
Although many programs are targeting low-income students to increase their enrollment in
college, some programs are accompanied by substantial paperwork burdens making the application
process daunting (Deming & Dynarski 2009). For example, in the past, the FAFSA was more difficult
to complete than a personal tax form (Bettinger, et al, 2012). The FAFSA form was created to
identify eligible students who should receive financial support for college, based on income
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requirements. However, Feeney and Heroff (2013) found that students with a lower Expected
family contribution (EFC) are less likely to submit their FAFSA on time, which impacts their ability
to qualify for specific need-based financial aid. Because the FAFSA form was so burdensome, many
students did not apply for financial aid including low-income students, which we know from
research noted previously increases the chances a low-income student will enroll in college
(Deming & Dynarski, 2009).
Federal Pell grant. Another program that creates burdensome requirements for applicants
often deterring them from enrolling is the Federal Pell Grant. The Federal Pell Grant provides grant
funds to eligible low-income students for both baccalaureate and post-baccalaureate students (U.S.
Department of Education, 2016). Unlike student loans, Federal Pell Grants do not have to be paid
back. However, the process for applying is burdensome and can deter students from applying,
which defeats the purpose of the grant. Many times, programs like FAFSA and Pell, because of the
massive amounts of paperwork, keep the very students the programs aim to assist, from applying.
Because most of the students targeted by FAFSA and Pell are first generation to attend college, their
parents oftentimes are unable to support them in completing the forms (Deming & Dynarski, 2009).
As noted earlier in this section, providing information and assistance with the college preparation
and enrollment process is critical to increasing low-income student enrollment and persistence
(Bettinger, et. al, 2012). Sometimes, students will need support with the very programs aimed at
increasing their chances of enrollment and persistence. Effective programs provide such assistance
to students to ease the burden of preparing for and enrolling in college (Deming & Dynarski, 2009).
Although information and exposure to college are critical, low-income students also need
money to go to college. The research has shown that a major obstacle for low-income students is
their ability to finance their college tuition (Corrigan, 2003). Programs that provide financial aid
must be careful not to create applications that are too burdensome and difficult to complete.
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Furthermore, financial programs should provide information and application assistance to not only
low-income students, but also their parents or guardians. The research proves that services alone
provide weak impacts and thus, financial aid is critical. Students and their parents need information
about how to finance college, the various grant and scholarship programs as well as assistance with
the FAFSA. Providing information about the cost of college and possible programs to cover the
costs, as well as hands-on support for accessing money for college and are critical to increasing low-
income college enrollment rates. Moreover, financial support is so critical because it impacts both
college enrollment and persistence (Deming & Dynarski, 2009). The literature on solutions to the
low-income college enrollment problem reveals that a combination of information and financial
support to both students and parents is necessary to address the problem.
Summary of Solutions
The literature presented in this curriculum points to a gap in college enrollment rates
between low-income students and high-income students. Some of the causes relate to students’
high school experience, students’ family expectations and students’ access to resources and social
capital (Sandefur et al., 2006). Other cause point to lack of information regarding the college
application process, the cost of college and the lack of knowledge in understanding how to prepare
for and complete the enrollment paperwork once accepted to college (Castleman & Page, 2015). As
a result parental knowledge gaps, student knowledge gaps and lack of resources and information,
low-income students are less likely to enroll in college. Additionally, because low-income students
face external stressors, such as family issues and neighborhood violence, they experience greater
cognitive load than the average student (Castleman & Page, 2015). Greater cognitive load results in
students being less likely to apply to college or complete the enrollment paperwork necessary to
begin college. Research on low-income college enrollment rates proves that providing information
and resources to both students and parents can increase college enrollment.
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An additional cause of low-income student college enrollment is the expectations parents
hold about the college system (McDonough, Calderone & Venegas, 2015). McDonough, Calderone
and Venegas (2015) found that many of the low-income parents they surveyed, reported low levels
of social trust in bureaucratic systems, including college. As a result of their lack of trust in the
people and systems that govern college, they were less likely to access the necessary information
required for college. Furthermore, the beliefs parents hold about college, whether about the cost or
requirements, influence how low-income students view college. When students believe their
parents cannot afford college, they are less likely to apply and enroll. One way to mitigate the
effects of parental knowledge gaps and lack of information and resources regarding college is to
have high-quality high school advisors for students to help them prepare for college (Kearsley,
2000). Finally, students’ high school environment, including whether or not the campus encourages
college-going also influences low-income student enrollment in college (Johnson, 2008).
Effective solutions for addressing the low-income college enrollment problem include
features such as a student cohort, academic support and mentoring and access to information and
resources for both students and parents. Such programs and activities can begin as early as middle
school and span the summer prior to enrolling in college (Engle & Tinto, 2008). Resources provided
the summer before students officially enrolling in college have proven especially effective at
increasing low-income student enrollment (Castleman & Page, 2015). Learning communities and
cohort groups that introduce students to college information and experiences have also revealed
positive effects on increasing college enrollment (Thayer, 2000). Such activities like college tours,
academic advisors and college courses are especially helpful at exposing high school students to
college, further increasing the likelihood that they will apply to college. Solutions that prove to
increase the low-income college enrollment rates begin pre-college, include information for parents
like financial aid and other financial supports, provide lists of tasks for students to complete and
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offer counselors, advisors or mentors to provide one-on-one support to students throughout the
college application and enrollment processes. Additionally, supports and resources offered the
summer prior to enrolling in college, such as reminders of specific tasks can help reduce students’
cognitive load resulting in their completing the final steps to enrolling in college (Castleman & Page,
2015).
The literature on college enrollment reveals that students as early as middle school display
a desire to attend college (Engle & Tinto, 2008). However, after reviewing the research, few
programs target middle school students. Rather, the majority of interventions and programs target
high school students. This curriculum seeks to address the gap in access to information for middle
school students and their families who desire to attend college. In particular, this curriculum seeks
to addresses many of the causes of low college enrollment rates by low-income families by
providing information early the college preparation and application processes.
Research has proven that college enrollment and degree attainment is important because it
provides greater opportunities and positively impacts the economy (Carnevale, Smith & Strohl,
2010 & Pike & Robbins, 2016). In order for low-income college enrollment rates to increase, low-
income families must be provided the necessary resources and supports to apply and enroll in
college. Moreover, students and their families must have trust in the programs and individuals who
provide such resources and support and understand the long-term benefits of degree attainment
(McDonough, Calderone, & Venegas, 2015). Although, trust alone is not sufficient. Students and
families must also not be overwhelmed with paperwork and application processes that are too
burdensome. Burdensome processes results in students and families turning away from college
going. Therefore, the types of information and resources provide to parents must be easily
accessible, presented by a trusted source and not require more work than it is worth (McDonough,
Calderone & Venegas, 2015).
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This curriculum seeks to address the low-income college enrollment by providing critical
information and resources for low-income students and their families in a way that is easy to
understand, easily accessible and presented in a manner that does not create a burden on
individuals The goals of this curriculum it to help more low-income students prepare adequately
for college and following the necessary steps to enroll in college.
Chapter 4: PURPOSE OF THE CURRICULUM
The purpose of this curriculum is to address the low college enrollment rates of low-income
students. Research has shown that the number of low-income students entering college is much
less than the number of high-income students enrolling in college (Knaggs, Sondergeld, & Schardt,
2015; Pike & Robbins, 2016). The research points to several reasons for the college enrollment gap,
including parental expectations and experiences, financial resources and the availability of
resources and information in high school. Furthermore, the research points to specific ways that
the low-income college enrollment problem can be addressed. Some proven solutions include: pre-
college programs with cohort-style groupings and providing resources and information to students
and their families regarding how to finance college. This curriculum will provide practical steps and
information that students can follow in order to apply for and enroll in, college.
Curriculum Goals
There are key goals of this curriculum. First, the goal of this curriculum is to increase the
number of low-income students who apply to and enroll in college. Through the information in each
unit, students and mentors will be provided with access to information and resources to help them
begin to prepare for college. Much of the preparation for college begins at an early age where
students develop critical dispositions and attributes, build social capital and strengthen their
identity. This curriculum also aims to provide critical information and resources to adults in
students’ lives who can help them throughout the college preparation and application process.
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Finally, this curriculum looks ahead to the low-income college student experience and identifies key
attributes, dispositions and personal identity development that ensure college completion. By the
end of the curriculum a middle school student should understand the importance of college, be able
to articulate such importance, know where to access particular college resources, including a
college application and understand the specific attributes and dispositions necessary to prepare for
and succeed at college.
Preparing Students For College

Research has shown that there are things students can do early on to increase their
likelihood of applying to and enrolling in college (Saltiel, 2011; Johnson, 2008). One of the key
findings in the research is joining a cohort of high school students, or recent graduates, that take
pre-college courses together, visit college campuses, are paired with an academic advisor or college
faculty member, and many times live in campus housing. This curriculum will recommend several
summer bridge and college preparatory programs for students to explore prior to enrolling.
Because the cohort groups are so successful, this curriculum will also create a cohort group
beginning in middle school, where students will take similar test prep courses, workshops and
seminars.
This curriculum will also provide students with information and resources to prepare for
college. Research has shown that oftentimes, low-income students do not attend college because of
beliefs they hold about their parents’ abilities to finance their education and the expectations their
parents place on them. Thus, this curriculum will provide methods for discussing beliefs and
expectations that the adults in students’ lives hold for them regarding college. Moreover, this
curriculum will provide informational resources students and adults working through this
curriculum with them.

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Providing Information for Adults
Finally, this curriculum will provide the resources and information that the research says
greatly impacts students’ decision to apply and enroll in college. Specifically, this curriculum will
give the adults who are assisting the student with the college enrollment process, financial
information about college. The curriculum will also provide discussion prompts for adults to engage
in conversations with students about their feelings of college and any misconceptions or fears they
have. Overall, the curriculum will list steps for adults to initiate with students in order to prepare
for and apply to college. This curriculum will give the adults who are assisting students with the
curriculum, most likely their parent or guardian, the tools needed to successfully navigate the
college preparation, application and enrollment process.
Research on solutions low income student college enrollment point to specific steps that
students and their parents and guardians can take in order to prepare life after high school
(Johnson, 2008; Saltiel, 2011;). Furthermore, the research highlights that there are critical
information gaps that parents have regarding college and financial resources related to college.
Thus, this curriculum will provide the resources and tools for both students and their parents to
successfully prepare for college.
Target Audience
Students (Learners). This curriculum is intended for students in grades 6 to 8. Although
many programs aimed at increasing the numbers of low-income students who enroll in college are
targeted for high school seniors, research has shown that students begin thinking about college as
early as middle school (Engle & Tinto, 2008). Thus, this curriculum seeks to provide middle school
students with information, resources and tools to begin to think about, and plan for, the college
application and enrollment processes.
In order for learners to be able to successfully complete this curriculum, they must have
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some basic skill level. First, learners must be able to read and write at the sixth grade level and
understand how to follow simple instructions. Learners must also be able to engage in
metacognitive exercises, as well as articulate their feelings, thoughts and learning processes.
Learners must be able to engage in discussions about education, their personal experiences and
their beliefs about college. Finally, learners must be able to reflect on their own learning and use the
metacognitive process to inform future decisions and actions throughout the college preparation
process.
The curriculum assumes that the learner has certain, general prior knowledge and skills
that are necessary to successfully complete the work. Prior knowledge that learners should have
includes being able to navigate the Internet and identify pertinent information. Furthermore,
learners should understand what a step-by-step process is and how to follow instructions. Learners
must also be able to engage in a socially appropriate and age appropriate discussion with others.
However, if students lack these
Parents/guardians (adults/mentors/instructors). This curriculum is also for the adults
who intend to assist a 6-8-grade student with the college preparation, application and enrollment
processes. The research is clear that parents, school advisors and other adults in students’ lives play
a significant role in influencing their decision to apply to college (Choy, 2001). Therefore, it is
important that students not only have the resources and tools to navigate the college preparation
process, but that the adults in their lives’ also have adequate information and training to assist
them with the process (Lavecchia, & Oreopoulos, (2014).
In order for the adult mentor to be able to successfully lead a student through this
curriculum, they must meet certain criteria.
Adult-Mentor Criteria. This curriculum assumes that the instructor has attended and
completed or is currently in college. In addition to having prior knowledge of the college
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experience, the Adult Mentor must be able to do the following:
1. Follow step-by-step instructions and general directions
2. Be able to model for students how to reflect on their feelings and beliefs
3. Be able to articulate the general benefits of attending college
4. Be able to explain what a goal is, the goal-setting process and the overall purpose of goal
setting.
5. Be able to initiate and facilitate a dialogue with the student and identify key things stated by
the learner to inform their interactions with that learner.
6. Be able to listen carefully to their student and respond appropriately to their individual
needs
In addition to meeting the basic criteria for this curriculum, adult mentors should be individuals
who have time to volunteer to support the student and who have a genuine interest in supporting
first-generation college students in preparing for college.
Theoretical Framework and Research-Based Practices
This curriculum relies on a cognitive framework approach. Therefore, the content of the
curriculum is designed to build the knowledge that students need to have to successfully navigate
the college process. In addition to the cognitive framework, various knowledge types were also
used to guide this curriculum. Thus, several of the activities within the curriculum support students
with practicing information processing and metacognition processes. Other frameworks that were
incorporated into this curriculum are motivation theory and cognitive overload theory. Together,
the above-named concepts and frameworks determined the curriculum outcomes, sequence of
content and types of activities to ensure that by the end of the curriculum students felt more
knowledgeable and efficacious about the college process.
Factual knowledge. The first concept that this curriculum will discuss is what Rueda
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(2011) refers to as factual knowledge. Factual knowledge is knowing facts specific to a particular
context (Rueda, 2011). Because the research has shown that both low-income students and their
parents lack factual knowledge regarding the college application process, this curriculum will
provide general information about college, the process for preparing and applying to universities,
as well as information about the various options for financing college. Throughout the curriculum
students are exposed to very specific facts about college before more difficult concepts are
introduced. Once students have foundational knowledge of the college preparation process, more
in-depth college concepts and process can be shared and learned.
More specifically, this curriculum will provide general, basic information about college.
Such information will include, types of college institutions, the various application processes, test
preparation, course-load in high school, process to apply for financial aid, and how to apply for the
FAFSA. The goal in providing basic factual knowledge about college is to equip Adult Mentor with a
basic understanding of college so that they are better able to assist the learner with this curriculum.
While equipping the Adult Mentor with a basic factual knowledge, the curriculum is simultaneously
supporting student learning of the information.
As noted earlier, research has shown that parents’ own college expectations greatly
influence students’ decision to apply for and enroll in college (Engle & Tinto, 2008; Jacob, 2011).
The research has also shown that students’ beliefs of their parents’ ability to finance their college
education, influences their decision to enroll. To address these beliefs and potential concerns, this
curriculum provides specific resources for the Adult Mentor and students to assist them in
accessing accurate information needed to prepare, apply and enroll in college. More specifically,
this curriculum gives the Adult Mentor (in some cases a parent) information about financial
resources that they can share with their learner (in some cases their child). Focusing on building
students’ factual knowledge base is critical to their being able to understand more complex
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concepts later in the curriculum.
The factual knowledge within this curriculum builds on the content learned in the unit(s)
prior. Mayer (2008) asserts that information learned meaningfully and connected to prior
knowledge is stored more quickly and remembered more accurately. Examples are provided
throughout the curriculum for the Adult Mentor to introduce discussions with their student that
connects to their prior knowledge. For example, discussion prompts will list suggested language
for Adult Mentors to use with students that will activate the learners’ prior knowledge. The
curriculum will also focus on ways to make the content in each unit meaningful for both Adult
Mentors and student, so that the information is stored more quickly and easily recalled. To do this,
many of the activities focus on personal experiences and reflections for both the Adult Mentor and
student.
Procedural knowledge. Based on the research, this curriculum assumes that both Adult
Mentors and students have procedural knowledge gaps. Lacking procedural knowledge about a
topic means that one does not know the processes and methods for doing something. We know
from the research that in many cases low-income parents desire for their children to go to college,
but they lack the knowledge to get them there. In other words, many low-income parents lack
procedural knowledge about college and thus, their children often lack the same knowledge.
Because we know that parents’ expectations and beliefs about college influence their children’s
beliefs and actions related to college going, it is important to provide parents and Adult Mentors
with the procedural knowledge related needed to apply and enroll in college. If parents and/or
Adult Mentors have the procedural knowledge to apply and enroll in college, they can positively
influence their children’s or student’s beliefs and expectations about college ultimately supporting
their journey to college.
We also know that students lack conceptual knowledge regarding the college preparation
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and application process. This curriculum will provide resources and activities to address such
conceptual knowledge gaps. To do so, the curriculum offers numerous opportunities for the student
to practice activities that support college success. Information Processing Theory states that
continued practice promotes automaticity (Mayer, 2008). Furthermore, Adult Mentors will lead
students through a variety of activities aimed at teaching students how to practice specific
metacognitive exercises and make them a part of their regular reflection processes. The goal of such
activities is to promote automaticity and increase conceptual knowledge about college preparation.
Motivational theories. This curriculum relies on several motivation theories in order to
maintain student interest. The motivational theories used to develop this curriculum are active
choice, persistence and mental effort. Active choice is an individual’s intent to act upon a specific
goal (Clark & Estes, 2008). Once an individual has decided to act on specific goal, persistence is
referred to as their ability to sustain sufficient effort to complete the task, despite obstacles (Clark &
Estes, 2008). Finally, mental effort is related to an individual’s level of confidence and their ability
to complete a task, also known as their self-efficacy (Clark & Estes, 2008). This curriculum includes
activities to activate prior knowledge so that individuals are more likely to choose to engage in an
activity, persist and exert mental effort. This curriculum also maintains the idea that learners’
motivation is constantly being influenced by these factors. The curriculum incorporates strategies
to increase learners’ motivation for completing the units.
Self-determination theory. In addition to looking at motivation, this curriculum also
incorporates the principles of self-determination theory (Schumacher, Englander & Carraccio,
2013). Self-determination theory relies on the premise that individual learning is driven by one’s
desire to fulfill three innate psychological needs. First, individuals want to feel a sense of
relatedness, which is feeling like a member of a community. Second, individuals want to feel as
though they are acting on their own will. In other words, they feel a sense of autonomy. Finally, a
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sense of competence is a necessary need that must be fulfilled in order for an individual to engage
in learning. Individual competence refers to one’s knowledge about something or how to complete
a task. As this curriculum was developed, the three innate psychological needs were considered
(Schumacher, Englander & Carraccio, 2013). This means throughout the curriculum students have
opportunities to engage with a community of their peers. The Curriculum also provides choice in
the way in which the activities are completed to ensure individualization and student autonomy.
Both peer connectedness and personal choice are found throughout the curriculum and each
supports the concept of self-determination.
Throughout the curriculum students’ innate psychological needs are considered. Early
activities in the units build students’ sense of community by providing them online platforms to
chat with other students using the curriculum. Students can ask questions, share ideas or simply
discuss the content of the units with others. Since it is also important for students to feel
autonomous in their actions, this curriculum incorporates choice as much as possible. Finally, the
curriculum builds on its activities from each unit to build competency of one skill before teaching or
introducing another one. The theory of self-determination is critical to the development of this
curriculum.
This curriculum also takes into consideration Bandura’s (2006) theory of self-efficacy. Self-
efficacy is important to this curriculum, because according to Bandura (2006) self-efficacy
influences an individual’s active choice. Therefore, this curriculum creates opportunities, through
unit activities, for the learner to reflect upon and discuss their feelings of self-efficacy, and to
highlight their abilities. The goal in providing activities that increase self-efficacy is to increase
learners’ active choice in engaging with the curriculum. If learners feel efficacious, they likely will
have greater motivation for fully interacting with the curriculum and their Adult Mentor.
Building on the concept of motivation, Rueda (2011) describes how value is another factor
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that motivates the learner to choose to engage in an activity. Value refers to how important
something is to someone, which also influences an individual’s active choice or motivation (Rueda,
2011). Therefore, this curriculum presents the benefits of going to college in the beginning units.
The curriculum also encourages the learner to think about why college might be important to them
in order to connect their personal feelings with the value they place on going to college.
Mayer (2008) found that modeling values and interest in the content can foster positive
values. So, this curriculum will offer videos, discussion topics with instructors and other adults
whereby the adults can model for the learner, the development of positive values regarding college.
For example, a student will watch a five-minute video on why a particular person believes college is
important. The student will then be asked to reflect on what the individual in the video said in
order to identify their values. Through an intentional emphasizing of the value of college, this
curriculum will motivate the student to continue working through its contents, while fostering
positive beliefs about college.
Metacognition. Metacognitive knowledge is an individual’s ability to reflect on his or her
own learning (Rueda, 2011). Based on the developmental age of the students for which this
curriculum is designed, there are several metacognitive processes that will need to be taught by the
curriculum and or the Adult Mentor. This curriculum will offer multiple opportunities for students
to reflect on their prior knowledge and learning as they work through the various units (Dimmitt &
McCormick, 2012).
Because metacognitive processes are critical to navigating this curriculum, students will
have multiple opportunities to observe desired metacognitive behaviors, such as how to reflect on
their beliefs and feelings, and then demonstrate the desired behavior. This curriculum will offer
students with opportunities to organize new information observe modeled behaviors and then
respond to the information by completing an activity (Dimmitt & McCormick, 2012). Additionally,
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students will participate in activities where they reflect on specific content and videos and use such
content to lead discussion with their mentor.
Cognitive overload. The final theory this curriculum takes into account is cognitive load
theory (Sweller, 1988). Cognitive load theory focuses on reducing the burden of strained mental
effort on the working memory in order to activate the long term working memory so that
information is stored in and new schemas are created (Sweller, 1988). Sweller’s (1988) findings
were used when designing the sequencing, type and level of content in each unit. This means that
the curriculum is designed to ensure that the content is not overwhelming and will not send the
learner into cognitive overload. To ensure the learners are not overwhelmed this material is
presented in sequential order, with bits of information presented across units and information
repeated in later units to support long-term memory storage. Cognitive load theory is an
overarching framework that was used in the design of this curriculum.
This curriculum takes into account the learning theories of Mayer (2008), Clark and Estes
(2008), Rueda (2011) and Sweller (1988). The above-named theories were taken into account
when designing the unit outcomes, content, activities and overall structure of the curriculum.
Special consideration for learner motivation, value, metacognition and cognitive overload was given
throughout the phases of instructional design.
Design Justification and Acknowledgement of Designer Bias
The reason this curriculum is so important is because the designer knows both personally
and professionally that many students desire to go to college, but they lack the knowledge,
resources and tools to actually do so. Furthermore, their parents or adults in their lives also lack the
knowledge and skills to help them navigate the college process. The students who lack the content
and procedural knowledge regarding college are no less intelligent than those who either
understand how to prepare for and apply to college or have parents who went to college and are
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well informed of the process. Rather, students who lack the resources and information to go to
college are disproportionately low-income and have a smaller social network, less resources and
more knowledge gaps. What the research points to as a cause of their lack of knowledge of the
college process is their parents’ own knowledge, the high school they are attending, and personal
and family beliefs about college, financial obligations of college and the overall experience
(Lavecchia, Liu & Oreopoulos, 2014). This curriculum will seek to address the lack of content and
procedural knowledge that students possess, as well as provide the necessary information, tools
and resources to adequately prepare them to apply and enroll in college.
Personal experience. This curriculum was developed for a few reasons. The primary
reason is the designer’s personal interest in supporting students with preparing for college. This
desire comes from the designer’s personal struggle to apply for and enroll. The designer was an
above average student throughout her K-12 years and always applied herself academically.
However, because the designer’s parents and other adults in her life did not attend college, she
neither desired nor aspired to go to college until very late in high school. One day however, in her
junior year of high school, the designer overheard several students talking about college and
decided that this was something she wanted to look into.
Being at a high school with 927 juniors, the designer was simply a number to her high
school counselor, and was not provided with any individualized support, information or resources
to help prepare for college. What is more, during her junior year she informed her high school
academic counselor that she wanted to go to college and the counselor responded to her by saying,
“you’re not college material.” Leaving her academic counselor’s office that day completely defeated,
she and her mother went on to navigate the college application process on their own.
The designer’s mother had not gone to college and therefore, had no idea how to help her
daughter. After hours of research, calling people who had gone to college and connecting with
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universities, the girl’s mother had developed a checklist of items she needed to complete if she was
to be accepted to colleges in California. It was at this time that both the daughter and mother
learned the girl was missing several required courses and had not adequately been prepared for
writing a personal statement or taking admissions exams. After successfully completing her senior
year, taking the appropriate admissions exams, re-taking previous courses for higher grades, taking
courses both online and at a local community college and completing her application packet,
including a personal statement, she was accepted to college.
Professional experience. Over the last 13 years the designer has focused on work in the K-
12 education field helping other students like her, those with high potential but low resources. As a
result of these experiences, the designer knows from both research and work in the education field
that there truly is a problem with low-income student college enrollment. Throughout her career,
the designer has worked in only low-income communities and found very often that the parents do
not have a college degree, have never talked to their children about college and do not have the
financial resources to pay for college if their child decided they wanted to attend. These common
themes make it difficult for a low-income child to 1) think about and articulate their thoughts as
they relate to college, 2) navigate the college preparation and enrollment processes and, 3) apply
for college, a major financial decision that few are positioned to make because they lack factual and
procedural knowledge. More often than not, if there is no intervention by the school, outside
organization, program or trusted adult, these students do not go to college after high school. In
speaking with low-income students the designer found that they do in fact desire to go to college.
However, the students’ aspirations exceed their expectations and often the availability of
information, resources and social capital. Therefore, just like in the case of the designer, if the desire
is present the student must be provided the resources, tools and support to go to college if they are
to be successful.
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Appropriateness. This curriculum is appropriate to addressing the needs of the intended
audience. Referring back to the research on the low-income college enrollment problem, there are
several reasons that a low-income student may not go to college. Many of the reasons relate to their
own knowledge and feelings of college and the preparation and application processes, as well as
their parents’ knowledge of these same steps. This curriculum will provide the appropriate
information for parents or other adults, and students to prepare for college and submit their college
application. The goal of this curriculum is to build the self-efficacy of low-income students so they
feel confident in their ability to navigate the college preparation and application processes and
successfully enrolling in college.
The curriculum also takes into account the specific characteristics of the student in its
development. For example, the curriculum takes into account the age of the learner and is aligned
to the state standards for each grade level. The curriculum also takes into consideration the many
content and procedural gaps that both the student may lack and provides numerous videos with
individuals modeling desired behaviors. Moreover, the curriculum draws on the prior knowledge
and experiences of the students to make the content more meaningful. Each unit of this curriculum
took the above-mentioned characteristics into consideration when developing the content so that it
was developmentally appropriate to the learner.
Designer bias. Because the designer herself struggled to navigate the college preparation,
application and enrollment processes, there are inherent biases in the development of this
curriculum. Much of those biases are related to what the designer felt should be included in the
curriculum, as well as the overall structure and design of the content. Based on her personal
experience in middle and high school, as well as college, the designer likely has her own
preconceived ideas about what learners ought to know in order to be successful in preparing and
applying for college. Moreover, areas where the designer lacked knowledge and resources are
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overemphasized in this curriculum while other concepts and knowledge domains may be slightly
neglected.
The designer has also engaged in extensive work in the K-12 school system, with a focus on
low-income communities. Thus, experiences with students, parents and families also impact
particular biases that she holds for this work. More specifically, the designer has particular beliefs
about what information students and their parents should know based on her experience in the
low-income educational community. Such beliefs inform much of the content and the outcomes of
the curriculum.
Although the designer acknowledges there are personal and professional biases that affect
the design of the curriculum, the curriculum design was driven by what the literature says
regarding effective practices for supporting low-income student college enrollment. An extensive
literature review was conducted on the characteristics of low-income students, the causes of low-
income student college enrollment and effective solutions. In particular, the effective solutions and
research-based strategies that have proven successful in increasing low-income student college
access, played a major role influencing the development of this curriculum. Overall, this curriculum
was informed by personal and professional experiences by the designer and an extensive literature
review of the low-income college enrollment problem.
Curriculum Outcomes
By the end of this curriculum, students and students/Adult Mentors will be able to:
1. Understand and articulate the benefits and importance of going to college.
2. Understand the different types, purposes and requirements of a two-year, four-year and
private university.
3. Understand the college application components, including where to locate information,
resources and personnel.
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4. Know the basic steps to apply to college.
5. Articulate what they know and do not know about college and where to access information
about preparing and applying to college.
6. Understand that personal reflection and development, peer support, mentor support and
social networks are critical to the preparation for college and overall completion success.
7. Understand the various financial resources, support and information available to students
8. Understand the importance of social capital and of peer/mentor support in their reaching
personal academic goals.
9. Develop social connections and rely on peers and mentors to share information and
collaborate around college preparation.
10. Reflect on their personal feelings and development of attributes and dispositions critical to
college; assess their current level of understanding of such feelings, attributes and
dispositions.
11. Asses their academic and career goals and articulate how they feel about they are today in
relationship to where they would like to be.
12. Develop short and long-term goals for college with a focus on enhancing personal attributes
and dispositions.
13. Create a plan to achieve their educational and career goals.
Description of Curriculum Assessments
In order to assess whether or not the students are learning the material provided in this
curriculum, as well as make determinations about future lessons, assessments are administered
throughout the curriculum. The assessments in this curriculum were derived from Pintrich’s
(2002) overview of metacognitive theory, Tai's (2006) transfer theory, Bandura’s social cognitive
theory, Locke and Bryan’s (1966) goal-setting theory and Sweller’s (1988) cognitive load theory.
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Metacognitive theory. The literature on metacognitive theory and strategies points to how
specific metacognitive skills impact learning. Metacognitive skills are important to students’
learning and can predict, to some extent, how they will perform in the future (Pintrich, 2002).
Therefore, this curriculum provides various assessments to determine what students know and
think about their learning. Additionally, the assessments in this curriculum provide students with
opportunities to reflect on their own knowledge and what Clark and Estes’ (2008) refer to as the
four knowledge categories. The role of assessments in this curriculum is to gauge how students are
progressing through the content. Moreover, the results of the assessments will be used to inform
the designer of what students are learning and how to restructure existing content if the desired
outcomes are not being achieved.
Formative Assessments
Pre and Post (formative) Assessment Surveys. Pre and post- assessment surveys are
administered to students as one of their very first assessments. The pre-assessment survey will
assess what prior knowledge students already have about college while the post assessment survey
will measure the knowledge gaps that the student will aim to close. Instructors will use the Pre-
assessment Survey to note the major knowledge gaps students have. Special attention will be
placed on concepts identified in the Pre-assessment Survey that students do not know. In other
words, the Adult Mentor will focus on addressing knowledge gaps that are identified early in the
unit and spend additional time with the student and content when such gaps are being addressed
through the curriculum. Post-assessment survey data will guide additional, ongoing support
strategies for students and will be used by the designer.
Goal-setting. Locke and Bryan (1966) discuss the process of goal setting, which claims that
higher levels of intended achievement contribute to higher levels of performance. Moreover,
performance is enhanced when specific goals are set. Because of the effectiveness of goal-setting
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theory, the assessments in this curriculum provide students with goal-setting exercises. Further
emphasizing metacognitive theory in the curriculum outcomes, the goal-setting exercises and
assessments teach students how to think about their thinking, as well as their own knowledge in
relationship to where they would like to be.
Goal-Setting Assessment. At the beginning of the curriculum, students will establish goals for
themselves. Students will revisit their goals throughout the curriculum to assess and reflect on their
learning. To assist students with setting goals, the Adult Mentor will review the curriculum
outcomes with students. Mentors will model how to use the outcomes of the curriculum to set
individual, measurable goals. Once students understand how to set goals, they will list their
personal goals for the curriculum. Instructors will assess student understanding of the lesson by
reviewing the established goals. If goals need to be updated or revisited, the instructor will do so
with the student, modeling how to reflect upon the goals that students set.
Journaling. Because it is important for students to engage in metacognitive activities and learn
how to think critically about their progress, journaling is an activity will occur throughout the units.
Mentors will allow students to free write and reflect upon writing prompts to stimulate working
memory. Mentors will also ask students to reflect on their prior journal entries, as well as share any
new thoughts regarding their progress. Moreover, as students become more comfortable reflecting
on their learning, the instructor will ask students to share their journal entries. Students will share
their journal entries and answer prompts from their mentor, then reflect on the process. Journal
entries are another way mentors can use formative assessments to monitor ongoing, student
progress and assess their learning.
Transfer theory. Much of what the literature has shown about the causes of the low-income
student enrollment problem is related to procedural knowledge, or knowing how to do something.
Therefore, the assessments in this curriculum will incorporate students’ use of what Tai (2006)
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refers to as transfer. For example, after teaching a procedural knowledge skill, a follow up
assessment is to a student to perform a specific task. The purpose of the student performing the
task is to assess whether or not they are able to transfer the information learned from being merely
factual information to actual procedural skills or being able to complete the task. Specific
assessments were designed to gauge students’ ability to transfer the knowledge they are learning
and are embedded throughout the curriculum with an emphasis in the later units.
Step-by-Step Assessments. Much of the information that students need to know about
preparing for and enrolling in college can be found online. As such, mini lessons and corresponding
assessments of how and where to find specific information are administered to check for student
understanding. For example, students will participate in a mini-lesson about where to find a college
application. For example, the Adult Mentor will demonstrate how to locate a state college
application using the Internet as a search engine. Following the mini lesson, students will
independently locate a college application and describe to the instructor how they located the
information. An activity where the student is locating information reinforces the skill learned and
also builds students’ self-efficacy so that they are more confident performing the task in the future.
Other mini lessons and corresponding assessments are implemented throughout the units to build
students’ procedural knowledge and confidence in performing college-related tasks.
Social cognitive theory. Mayer’s (2008) social cognitive theory was also an important
theoretical framework used to guide the assessments in this curriculum. Specifically, the concept of
organizing and rehearsing modeled behaviors and then enacting the behaviors. Opportunities for
students to observe modeled behavior and then enact such behaviors are spread throughout the
curriculum (Mayer, 2008). Many assessments in this curriculum ask students to observe modeled
behavior, whether a procedural or metacognitive task, and then enact it themselves. The purpose of
this type of assessment is to assess whether or not students are able to enact the behaviors
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modeled and whether or not further learning must occur before they can move on to the next topic.
Discussion Write-Up. Throughout the curriculum, students will have the opportunity to hear
from people who have gone to college. Specific time is set-aside for students to hear from real
college graduates and their journey through college. Students will learn about the graduate’s
feelings, beliefs, successes and learning experiences. The goal of these interactions is to stimulate
conversations between students and mentors about the college experience. Following the
discussion sessions, students will reflect on their feelings about college. The Adult Mentor will
constantly be aware of how their student is feeling in regards to college and this information will
guide their interactions with the student. Next, students will talk to another college graduate about
college and the benefits of attending, as well as why and how college is important to their long-term
goals.
Summative Assessment. At the end of the curriculum, students and mentors will take a survey
that will measure how much they learned about preparing for college, the relevancy of the
curriculum content, their interest in the content and their self-efficacy as it relates to college. The
final survey will also be used to guide updates, edits and changes to the curriculum.
Cognitive load theory. An underlying theoretical framework in this curriculum is cognitive
load theory. Sweller (1988) describes cognitive load as the total amount of effort exerted in
working memory. Cognitive load theory argues that instructional design can be used to reduce
cognitive load on learners. Design of the curriculum outcomes and assessments took into
consideration the beliefs of cognitive load theory. In addition, assessments were designed to reduce
cognitive overload on students’ working memory and enhance their learning.
The theories and assessments discussed in this section all aim to support student learning
and achievement of the established curriculum outcomes. The underlying theory of cognitive load
seeks to reduce the load on students’ working memory and the other theories in the design of the
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assessments align to what the literature has shown will enhance, reinforce and allow for later recall
of the content.
Types of Curriculum Activities
This curriculum incorporates many activities to strengthen students’ metacognitive skills
(Mayer, 2008). For example, students are asked to share their fears and hopes about college with
their mentor. Other activities to emphasize the use of metacognitive skills include: reflective
writing, goal setting and discussions about feelings, thoughts and concerns regarding college.
Furthermore, because the literature has shown that low-income parents often lack knowledge of
the college preparation and application process, many of the activities in this curriculum will
encourage students to interact and share information with their parents.
One-on-one discussions. Much of the activities included in this curriculum are
conversations between the student and mentor and the student and their peers. Students will have
an opportunity to ask questions, share their concerns or ideas and opinions related to college. For
example, one discussion topic aims at revealing the fears students have related to college. A student
may fear their parents cannot afford to pay for them to go to college. If this is the case, the mentor
can do a mini lesson on financial aid and show the student all the various grants and programs that
are designed to support students financially, with going to college. Or, the mentor can simply spend
more time talking to the student about financing college and share with the student how they
financed college. One-on-one discussions are one way to continually engage students to reflect and
articulate their feelings about college.
A key component in developing students’ metacognitive skills is developing a checklist of
activities to be completed within a specific timeframe. Creating a checklist for college preparation
activities incorporates factual, conceptual and procedural knowledge. One skill needed for
developing the checklist is the ability to think about all of the information provided and a student’s
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own journey towards college enrollment. The development of the checklist is one of the most
important activities of this curriculum because the literature has shown that students and their
parents need information about college as well as preparation skills (Engle & Tinto, 2008).
Checklist development and reflection activity. Students will be asked to reflect on the
various requirements that are needed to attend college. They will then reflect on the items that they
feel comfortable with and have the resources to complete, and the ones they do not feel comfortable
with and need additional resources or support. Next, students will develop, with their mentor
specific tasks that they can start now to support development in the identified areas of need.
Allowing students to engage in reflective activities about what they know and need to know in
order to complete a specific task supports the development of their metacognitive skills.
The literature on the low-income student college enrollment problem points to a major
knowledge gap for students and parents (Engle & Tinto, 2008). Therefore, the activities in this
curriculum will incorporate the identification of information and sources of information. Principles
of motivation, metacognition and self-determination theory remain at the forefront of the
development of this curriculum because of their influence on learning (Pintrich, 2002; Rueda,
2011). Meanwhile, the curriculum takes into account cognitive load and staggers concepts and
activities to avoid such overload for students and mentors (Sweller, 1988). The reason for asking
students and mentors to find specific information as a part of the curriculum is to teach conceptual
and procedural skills (Anderson, Krathwohl, & Bloom, 2001). Moreover, the curriculum activities
were designed to provide students the opportunity to apply what they have learned shortly after
learning the concept. Curriculum activities also provide opportunities for the mentor to discover
how and where to locate information about college enrollment so they are better able to support
their student.

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Curriculum Scope and Sequence Chart

I=Introduced
R=Reinforced
M=Mastered
Curriculum Outcomes Unit 1 Unit
2
Unit
3
Unit 4 Unit 5
1. Understand the benefits and importance of
going to college (Conceptual Knowledge)
I I R R M
2. Understand the college entrance
requirements, including what colleges look
for in an applicant and knowing which
courses are required for college entrance
(factual knowledge, procedural knowledge,
motivation, self-efficacy)
I I R R M
3. Know the steps to apply to college
(procedural knowledge, motivation, self-
efficacy)
I R R R M
4. Understand that critical thinking skills are
important to success in college (conceptual
knowledge, motivation, self-efficacy)
I R R R M
5. Understand the application process including
types of colleges (factual knowledge,
procedural knowledge, motivation, self-
efficacy)
I R R R M
6. Understand how to apply to FAFSA and forms
of financial aid, including grants (procedural
knowledge, motivation, self-efficacy)
I R R M
7. Reflect on their feelings about going to
college including concerns or fears.
(Metacognition)
I R R R M
8. Articulate what they know and do not know
about college and where they can access
information about preparing and applying to
college (metacognition, self-efficacy,
procedural knowledge)
I R R R M
9. Set both long-term and short-term goals to
prepare for college (metacognition, self-
determination theory, motivation)
I R M
10. Create an action plan to achieve their
educational and career goals (metacognition,
self-determination theory, motivation)
I R

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Curriculum Unit Outcomes
Unit 1: College Myth busters
Student Outcomes:
1. Students will know approximately how much college cost, housing arrangements, financial
aid and other financial supports. (Understand how to apply to FAFSA and forms of
financial aid, including grants.)
2. Students will know the different types of colleges i.e. two-year, four-year and private
universities and the expectations of each with respect to GPA, high school performance and
overall purpose of each type. (Understand the college entrance requirements, including
what colleges look for in an applicant and knowing which courses are required for
college entrance.)
3. Students will be able to acknowledge and articulate their beliefs about college and share
them with another person. (Reflect on their feelings about going to college, including
concerns or fears.)
4. Students will be able to articulate that college attendance is not based on a predetermined
path, but rather choices and personal decisions. (Know the steps to apply to college)
5. Students will be able to create a list of things they can do now to prepare for college. (Set
both long-term and short-term goals to prepare for college.)
6. Students will be able to reflect and articulate what their lives would be like if they attend
college versus if they did not attend college. (Understand the benefits and importance of
going to college.)
7. Students will be able to articulate their current career goals and share them. (Create an
action plan to achieve their educational and career goals)
Adult Outcomes:
1. Adults will understand how college is financed, the availability of financial aid and how to
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facilitate a conversation with the student about this information. (Understand how to
apply for FAFSA and forms of financial aid, including grants.)
2. Adults will be able to explain the different types of colleges i.e. two-year, four-year and
private and their purpose to students. (Understand the college entrance requirements,
including what colleges look for in an applicant and knowing which courses are
required for college entrance.)
3. Adults will be able to facilitate a discussion with the student regarding their career goals
and identify the type of college that is appropriate according to the student’s goals. (Set
both long-term and short-term goals to prepare for college)
4. Adults will be able to articulate the benefits of going to college to the student. (Understand
the benefits and importance of going to college.)
5. Adults will be able to explain to the student that college is for everyone regardless of
individual differences. (Articulate what they know and do not know about college and
help them identify where they can get information about preparing and applying to
college.)
6. Adults will be able to initiate discussions with students about what their life could have
been had they not attended college. (Understand the benefits of going to college)
Content:
● True or False Quiz on: College Types, College Person Type, College Financial Resources
● Pictures of short clips of individuals who attended college, including celebrities, people of
all different races and classes.
● Exercise where students note the myths that were changed as a result of the Unit and what
new information they’ve gained (reflective, digital journal)
● Upload notes from discussions with adult/student or student/adult (bullet points,
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recordings, videos etc.)
Unit 2: The College Preparation Process
Student Outcomes:
1. Students will understand why early preparation for college is important. (Understand the
college entrance requirements, including what colleges look for in an applicant and
knowing which courses are required for college entrance.)
2. Students will understand the importance of good grades, study time, critical thinking skills
and homework. (Understand the college entrance including what colleges look for in
an applicant and knowing which courses are required for college entrance.)
3. Students will understand and articulate the attributes that will lead to their success
including: being self-motivated, taking initiative, being disciplined, persevering and working
hard. (Set both long-term and short-term goals to prepare for college.)
4. Students will develop a list of friends and adults that also want to go to college and begin to
surround themselves with like-minded people. (Set both long-term and short-term goals
to prepare for college.)
5. Students will develop a list of attributes they want to possess to prepare for college and the
attributes they want to see in friends. (Set both long-term and short-term goals to
prepare for college.)
6. Students will be able to identify and engage an academic mentor. (Create an action plan to
achieve their educational and career goals.)
7. Students will be able to create a calendar and plan events with deadlines and seek to meet
such deadlines on time. (Set both long-term and short-term goals to prepare for
college.)
8. Students will be able to schedule study time for their classes and be disciplined enough to
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stick to their study schedule. (Set both long-term and short-term goals to prepare for
college.)
9. Students will be able to journal regularly, reflecting on their feelings about college and how
they are preparing. (Reflect on their feelings about going to college, including concerns
or fears.)
10. Students will be able to create a chart and timeline of their goals to prepare for college.
(Create an action plan to achieve their educational and career goals.)
Adult Outcomes:
1. Adults will understand the importance of early college preparation and the skills and
character attributes that will increase the likelihood of student success. (Understand the
college entrance requirements, including what colleges look for in an applicant and
knowing which courses are required for college entrance.)
2. Adults will be able to provide examples of the named character traits that are useful in
college. (Set both long-term and short-term goals to prepare for college.)
3. Adults will be able to initiate discussions with students about their friends and the types of
people they are surrounding themselves with. (Set both long-term and short-term goals
to prepare for college.)
4. Adults will be able to assist students with identifying a mentor and requesting their support
with their academic goals. (Create an action plan to achieve their educational and
career goals.)
5. Adults will understand the importance of social capital and how to present resources and
people to the student. (Set both long-term and short-term goals to prepare for college.)
6. Adults will be able to model good reflective processes and metacognitive exercises. (Reflect
on their feelings about going to college, including concerns or fears.)
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Content:
● Checklist of college entrance requirements and a backwards timeline on how to get to the
end goal (case study of an individual who began thinking about college in 6
th
grade and the
progression of activity leading up to being accepted to college.
● Personal storytelling activity for student and adult – video recording the personal story in
preparation for the personal statement
● Digital Journal entry: Student goals for college
● Digital Timeline to help student and adult work backwards from goals and fill in major
components and activities that will lead to accomplishing the goals
● Resource Folder on SAT/ACT prep, programs, support etc.
● Tips on talking with friends/family about college, conversation starters and characteristics
of others who want to attend college
Unit 3: The College Application Process
Student Outcomes:
1. Students will be able to identify where to locate college information including: two-year
colleges, four-year universities, virtual tours, campus tour sign-ups, FAFSA, financial aid,
grants, different types of colleges, college applications, writing a personal statement and
SAT and ACT prep. (Articulate what they know and do not know about college and
where they can get information about preparing and applying for college.)
2. Students will be able to locate college entrance requirements for specific schools.
(Understand the application process, including types of colleges.)
3. Students will be able to identify key personnel both in middle school and at the college level
who can assist with the application process including: admissions advisors, student
advisors, deans and other middle school and college staff. (Articulate what they know and
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do not know about college and where they can get information about preparing and
applying for college.)
4. Students will be able to reflect on their ability as it relates to the college application process
and identify areas of concern. (Reflect on their feelings about going to college, including
types of colleges.)
5. Students will be able to reflect on the personal attributes they have that will set them apart
from other candidates when submitting their college application and develop a list of the
attributes they wish to further develop. (Reflect on their feelings about going to college,
including types of colleges and create an action plan to achieve their educational and
career goals.)
6. Students will be able to develop a draft of their personal story and share it with an adult
mentor. (Know the steps to apply to college.)
7. Students will be able to list the major application components and a rough timeline for each
activity. (Know the steps to apply to college.)
8. Students will be able to create college application goals, with specific tasks that they can do
now to increase their ability to apply for college. (Set both long-term and short-term
goals to prepare for college.)
Adult Outcomes:
1. Adults will understand how to access the college applications for two-year and four-year
colleges and universities. (Understand the college entrance requirements, including
what colleges look for in an applicant and knowing which courses are required for
college entrance.)
2. Adults will understand the importance of presenting a strong candidate in the application
and how to support students with the development of their personal story and other
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sections of the application. (Understand the college entrance requirements, including
what colleges look for in an applicant and knowing which courses are required for
college entrance.)
3. Adults will be able to schedule a college tour and locate virtual college tours. (Know the
steps to apply to college.)
4. Adults will initiate discussions with students about the major application components and
their timelines. (Know the steps to apply to college.)
5. Adults will know what makes a candidate competitive and will be able to support students
in reflecting on their personal attributes and those they would like to further develop. (Set
both long-term and short-term goals to prepare for college.)
Content:
● Interview with college admissions advisor
● Example of a virtual tour
● Video of someone navigating a college website for specific information like scheduling a
tour, locating information about a school
● Sample application types in folder
Unit 4: Skills and Attributes Critical to College Success
Student Outcomes:
1. Students will understand how to develop the attributes necessary for college success and
will articulate them to an adult. (Set both long-term and short-term goals to prepare for
college and understand that critical thinking skills are important to success in
college.)
2. Students will understand the importance of peer support and influence and will be able to
identify peers that may support their college goals. (Set both long-term and short-term
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goals to prepare for college.)
3. Students will be able to list the attributes and skills they want to further develop and
specific activities, with deadlines for developing such skills. (Create an action plan to
achieve their educational and career goals and understand that critical thinking
skills are important to success in college.)
4. Students will be able to reflect aloud with their mentor, the attributes they are working to
develop and request feedback from their mentor. (Reflect on their feelings about going to
college, including concerns or fears.)
5. Students will be able to list the specific components of college completion and match them
with attributes that will support their success of each component. (Set both long-term and
short-term goals to prepare for college.)
Adult Outcomes:
1. Adults will be able to discuss the skills and attributes students must possess in order to
prepare for and be successful in college. (Understand that critical thinking skills are
important to success in college.)
2. Adults will be able to discuss the necessary skills and attributes with students and how they
will ensure they are cultivating such skills and attributes. (Create an action plan to
achieve their educational and career goals and understand that critical thinking
skills are important to success in college.)
3. Adults will be able to facilitate conversations with students on the importance of peer
influence and help them identify peers and adults who they should surround themselves
with. (Create an action plan to achieve their educational.)
Content:
● Attributes in folders with tips, resources and programs for developing each one further
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● Some type of chatting or invitation to a messenger type feature where the student can invite
or identify another student in the app and ask to be a support person – ongoing
communication can occur through the app
● Folder list of resources to help with character development and skill
● Interactive tool to practice the skills and attributes i.e. public speaking, problem solving,
teamwork and others.
Unit 5: Making the Most of the College Experience
Student Outcomes:
1. Students will know where and how to locate various resources on college websites and/or
campuses. (Articulate what they know and do not know about college and where to get
information about preparing and applying to college.)
2. Students will know the various organization types offered on campus and the benefit of
being involved. (Understand the benefits and importance of going to college.)
3. Students will understand the importance of networking in college. (Set both long-term and
short-term goals to prepare for college.)
4. Students will be able to brainstorm and discuss a list of specific activities, programs, clubs
and resources they will access upon enrollment at college. (Articulate what they know and
do not know about college and where to get information about preparing and applying to
college.)
5. Students will reflect on their long-term career goals and discuss with their mentor steps to
achieve those goals. (Create an action plan to achieve their educational and career
goals and set both long-term and short-term goals to prepare for college.)
6. Students will reflect and journal about their long-term career goals and identify which
major, programs or area of study will support their goals. (Reflect on their feelings about
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going to college, including concerns or fears and set both long-term and short-term
goals to prepare for college.)
7. Students will create a roadmap for their college experience and develop goals with specific
activities and corresponding timelines. (Create an action plan to achieve their
educational and career goals and set both long-term and short-term goals to prepare
for college.)
Adult Outcomes:
1. Adults will understand the various resources and organizations offered to students and how
to help their student access such resources.
2. Adults will be able to facilitate conversations with students around how to network.
3. Adults will be able to discuss how students can make the most of their college experience by
accessing resources and networking.
Content:
● Career assessment with corresponding recommendations for activities, clubs, books to
support the student’s specific personality type
● List of specific types of clubs, resources, programs and other tools offered on college
campuses
● Video of adults who attended college titled, “What I would tell My Younger College Self”
● Digital Journal Entry to describe goals specific for college once accepted

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Chapter 5: CURRICULUM

Explanation. This curriculum is designed to support low-income, middle school
students in preparing for college. Through a mobile, app platform students will interact
with other students and an adult mentor to engage in discussions, reflections, processes,
networking and other activities related to preparing for college. Students will identify an
adult mentor to work through the curriculum with them. Students will identify their
mentor in the very first unit using a set of criteria. If a student is unable to identify an adult
mentor, they can contact the app Administrator and one will be assigned to them. In the
same manner, an adult mentor may invite a student to complete the curriculum with them,
should they know a first-generation college student who has expressed potential or
interest in attending college. Through interactions with an adult supporter, students will
complete this curriculum feeling efficacious about their ability to prepare and enroll in
college.
Each unit in this curriculum builds on the content of the previous unit. The activities
and goals are grounded in research-based practices and carefully selected theoretical
frameworks. Students are taught through videos, the curriculum content and their mentor
how to do begin to do plan and prepare for college. Students will learn to reflect, plan,
research and develop their skills for success in college. In addition, students will learn how
to engage with their peers and the importance of peer influence and social capital.
Timeframe. Participants should plan to spend approximately 3-5 hours per week
on the app, depending on the pace in which you would like to progress. The curriculum is
designed to take approximately six weeks to eight weeks to complete. At this rate, the
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student and adult mentor are completing one activity per day. However, to ensure
individualization of the student experience and responsiveness to student’ needs,
participants can progress through the app at the rate they are most comfortable with.
However, the curriculum should be completed prior to the student entering 9
th
grade.
Instructions: How to Use the Mobile App
➢ Go to the App Store on your mobile device and search “Everything You Need
to Prepare for College”.
➢ Download the App to your device
➢ Begin by watching the instructional video titled, “Our Why”
➢ Next, read the instructions for the App carefully and contact the App
Administrator with questions.
➢ Once you understand the purpose of the app and have read the instructions,
begin by creating a profile and select either “student” or “adult mentor”.
➢ Once your profile is complete, begin with Unit 1
Adult Mentor Training. Congratulations on choosing to help a first-generation student
prepare for college! The decision you have made to provide support to a student is one that
will last that individual a lifetime. We also hope that by the end of the curriculum you have
learned new things and feel good about what you have just accomplished.
The purpose of this training unit is to ensure you are well prepared to support the student
with the activities in this curriculum. First begin making sure that you can dedicate 3-5
hours per week for six to eight weeks to support your student. Next watch in the
introductory video in the app so that you fully understand the purpose of the curriculum
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and your role within it. If you have completed those items and would like to move forward,
please continue reading.
Your role is to help facilitate discussions and reflections for the student. You should
have a strong understanding of how to reflect on your learning and feelings and be able to
explain how to do this to your student. In addition, you should feel comfortable starting
conversations with your student and facilitating ongoing discussion about the content in
this curriculum. In every unit, you will be provided with prompting questions and
discussion topics. However, to ensure that your student’s needs are being met and that they
receive an individualized learning experience, we ask that you use such prompts as a guide
and that ultimately you respond to the needs of your student according to their responses
and need. This means that if a student is not ready to move onto the next activity or unit
that you do not move on. Instead, you choose to either revisit a topic, redo an activity or
discuss the content with the student until they become comfortable. Individualization is
critical to this process and up to the mentor to determine.
For your reference, we have provided a sample activity and description of a positive
interaction between the student and the adult mentor. Read more below.
Student/Adult Mentor Interaction
Student has just completed Unit 1, Activity #2 which asks that they reflect and write about
their feeling related to college. For example, the student writes, “college is something that I
think I want to do, but I just don’t know if I can.”
Adult mentor receives the journal entry from the student and reads the student’s response.
The adult mentor responds with positive feedback about the journal entry in the form a
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text message using the app. The message may say, “Dear (student name), I received your
journal entry. Thank you for being so candid and open about your feelings related to
college. I can tell that you have thought a lot about this. Would you like to schedule time to
discuss this entry in more detail using the Video Feature? I have time Monday afternoon.
Let me know what works best for you.
As you can read from the Adult Mentor’s message, they are praising the student for
their work, acknowledging that the student put time into the entry and requesting a follow
up conversation to address the student’s doubt. Notice how the Adult Mentor asks if the
student would like to meet and do not make it a requirement. In addition, the Adult Mentor
provides a specific day and time frame for the student to meet with them. Providing a
specific day and time is important to ensuring that the meeting is actually planned and not
put off.
Once the Adult Mentor and student talk the Adult Mentor should ask prompting
questions about the journal entry. An example of a prompting question is, “How did you
feel reflecting about college?” or, “I noticed that you said you want to go to college but you
aren’t sure that you can. Why is that?” The Adult Mentors job is to listen to the student’s
fears and concerns and address them with examples from their life or the student’s life that
negate such fears. The Adult Mentor should then mentally note the student’s fears and
concerns and address them whenever they come up or there is appropriate time to address
them.
This is a sample interaction between the Adult Mentor and student and should be
used as a guide for all interactions and discussions. If at any time you are unclear how you
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should address an issue or respond to a student, please contact the App Administrator and
they will help guide you.
Unit 1
Overview: The purpose of Unit 1 is to begin to build students’ social identity and social capital.
Throughout Unit 1 and the following units, the Adult Mentor will be a constant resource and
support for the student. Students will strengthen their sense of identity and reflect upon their
feelings, concerns and beliefs about college as they progress through each module with their
mentor. Each module in Unit 1 will debunk myths about college, ask students to reflect upon their
feelings about college and facilitate discussions between the student and Adult Mentor around
college preparation. As they progress through the modules, students will learn how to initiate
conversations and engage in discussions about college preparation and planning. Unit 1 activities
and tasks will help students build upon their social capital and strengthen their concept of identity.

Unit Outcomes:
Student Outcomes
By the end of this unit, students will be able to:
● Students will be able to analyze how much college cost, housing arrangements, financial aid
and other financial supports. (Understand that there are several different ways to pay
for college including various forms of financial aid and grants.)
● Students will articulate different types of colleges i.e. two-year, four-year and private and
the expectations of each, in regard to GPA, high school performance and overall purpose of
each type. (Understand the college entrance requirements, including what colleges
look for in an applicant and knowing which courses are required for college
entrance.)
● Students will be able to acknowledge and articulate their beliefs about college and share
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them with another person. (Reflect on their feelings about going to college, including
concerns or fears.)
● Students will be able to articulate that college is not based on a predetermined path, but
rather choices and personal decisions. (Know that there are several steps to apply to
college)
● Students will be able to create a list of things they can do now to prepare for college. (Set
both long-term and short-term goals to prepare for college)
● Students will be able to reflect and articulate what their lives would be like with or without
college. (Understand the benefits and importance of going to college)
● Students will be able to articulate their current educational/career goals and share them.
(Create an action plan to achieve their educational goals)
Adult Outcomes
● Adults will understand that there are various ways to finance college and how to facilitate a
conversation with the student about this information. (Understand how to apply for
FAFSA and forms of financial aid, including grants.)
● Adults will be able to explain the different types of colleges i.e. two-year, four-year and
private and their purpose to students. (Understand the college entrance requirements,
including what colleges look for in an applicant and knowing which courses are
required for college entrance)
● Adults will be able to facilitate a discussion with the student regarding their educational/
career goals and identify the type of college that is appropriate according to the student’s
goals. (Set both long-term and short-term goals to prepare for college). Adults will be
able to articulate the benefits of going to college to the student. (Understand the benefits
and importance of going to college)
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● Adults will be able to explain to the student that college is for everyone regardless of
individual differences. (Articulate what they know and do not know about college and
help them identify where they can get information about preparing and applying to
college.)
● Adults will be able to initiate discussions with students around what their life would be like
with college and without college. (Understand the benefits of going to college)
MODULE 1
“College is Scary…?”
STUDENT OUTCOMES:
● Students will be able to acknowledge and articulate their beliefs about college and share
them with another person. (Reflect on their feelings about going to college, including
concerns or fears.)
● Students will be able to articulate that college is not based on a predetermined path, but
rather choices and personal decisions. (Know that there are several steps to apply to
college)
● Students will be able to reflect and articulate what their lives would be like with or without
college. (Understand the benefits and importance of going to college)
ADULT OUTCOMES:
● Adults will be able to explain to the student that college is for everyone regardless of
individual differences. (Articulate what they know and do not know about college and
help them identify where they can get information about preparing and applying to
college.)
● Adults will understand that there are various ways to finance college and how to facilitate a
conversation with the student about this information. (Understand how to apply for
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FAFSA and forms of financial aid, including grants.)
● Adults will be able to articulate the benefits of going to college to the student. (Understand
the benefits and importance of going to college.)

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MODULE #1 ACTIVITIES:
Student Tasks Content Adult Mentor Tasks Content

Activity #1
● Student will be asked to add the
adult mentor to their Contacts
List.
● Student will also be asked to
send a notification by email, to
the adult mentor so that they
can add the app.
● Student will schedule phone or
in-person meeting with mentor.
● If the student has no identified
mentor, there will be a feature
on the app where they can
choose from a list of volunteer
mentors who they can reach out
to.
● A pop-up box titled, ‘Places to
locate a mentor’ will appear.
Another box of attributes titled,
‘Attributes and Dispositions to
look for in a mentor’ will
appear.

Activity #1
● “Please identify an adult
mentor if you do not already
have one who you believe will
be supportive of your desire
to attend college.”
● “Attributes for you to
consider include: supportive,
kind, helpful, generous
knowledgeable about college,
successful in their field,
hardworking, patient.”
● “Once you have identified the
adult you would like to be
your mentor you can locate
the ‘add’ button and send
them an invitation to
download the app via email. If
you do not know of an adult
mentor, please click the box
that says, ‘Need help finding a
Mentor’.”
● “Next, click on the box that
says ‘Places to locate a
mentor’: Boys and Girls Club,
YMCA, School Office/teacher,
Local Community Center,
family members, Relatives,
older siblings, parents of
friends.

Activity #1
● Adult will add the App so
that they can work through
the modules in parallel with
the student.
● Adult Mentor will also add
the student their Contacts
List.
● Adult Mentor will meet with
student either by
conference call or in-person
meeting to discuss student’s
goals around preparing for
college.

Activity #1
● “Please identify yourself as
‘Student’ or ‘Mentor’.”
● “Locate your ‘student’ by
searching in the search box for
their name.” Once located, you
can select ‘add’ and the student
will automatically be added to
your profile as your ‘student’.
● “Add the student’s contact
information to your ‘Contact
List’ for future communication.”

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● “Next click on the box that
says Attributes and
Dispositions to look for in a
mentor: kind, knowledgeable,
attended college, balanced,
disciplined, generous,
supportive, friendly.”
● “Next, check the box on the
Unit 1 Tasks List that says,
‘Identify Mentor’.”

Activity #2
● Using the journaling feature, the
student will reflect for five
minutes and then write for ten
minutes on their feelings about
college. A pop up window should
describe what reflection is and its
importance. Also, prompt
questions should be available.

Activity #2
● “Open up the ‘Journal’ tab and
respond to the prompts under
Unit 1, Module 2:

What are your feelings about the
importance of college?

Do you think you are capable of
going to college?

Do you have adults in your life
that would support your decision
to attend college?

Do you have friends who also
want to attend college?

What do you think college will be
like?

What fears do you have about
attending college?

Activity #2
● Adult Mentor will be asked
to review the student’s
journal entry, if student
shares the entry with them.
● Adult Mentor will respond to
the journal entry by
addressing any fears, false
beliefs or misinformation the
student has about college.
● If the student does not share
the journal entry with the
adult, the adult will be
provided with questions to
engage student in a
discussion about the journal
prompts.

Activity #2
● “If your student ‘shared’ their
journal entry with you, please
review the contents and
respond to the contents of the
entry by asking questions and
asking for more explanation,
when necessary. This means,
addressing any fears, concerns,
false beliefs or misinformation
that you find.”
● “If your student chose not to
share their journal entry with
you, please ask them the
following questions via the ‘text
message’ feature on the app:

How do you feel about your first
journal entry?

What are some things you should
do to prepare for college?

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What excites you about college?

● “If you are comfortable
sharing your journal entry
with your mentor, select the
button that says, ‘share entry
with Mentor’ and a copy of
your entry will be sent to your
Mentor.”

What fears do you have about
preparing for or attending college?

What excites you about college?

Activity #3
● Student will be asked to
schedule a meeting with their
mentor, via video- chat to discuss
their feelings about college.

Activity #3
● “Schedule a conference call or
in-person meeting with
mentor.”
● “Add the meeting to your
‘Calendar’ and check the box
on the Unit 1 Tasks List that
says, ‘Schedule meeting with
mentor’.”
● “Meet with Mentor and be
prepared to respond to the
following questions:

How do you feel about college?

Do you think it will be a lot of
work to prepare for college?

Do you know any friends who
also want to go to college?

Have you told others you would

Activity #3
● Adult mentor will be asked
to schedule a meeting with
the student via video-chat.
Adult will have a list of
question prompts to engage
the student in a
conversation.

Activity #3
● “Schedule meeting with
student to discuss their goals
related to college preparation.”

● “When meeting with
student, click on the “Unit 1
discussion topics for conversation
starters.

List of discussion starters:

How do you feel about college?

Do you think it will be a lot of work
to prepare for college?

Do you know any friends who also
want to go to college?

Have you told others you would
like to attend college?
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94
like to attend college?

How would you like for me to
help you with your college goals?”

How would you like for me to help
you with your college goals?

Do you think you would be
comfortable going-away to college?

Do you have any idea how you will
pay for college?

Do you feel comfortable sharing
your college goals with your
parents?

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MODULE 2
“College is Not for Everyone, or Is It?”

STUDENT OUTCOMES

● Students will be able to articulate that college is not based on a predetermined path, but
rather choices and personal decisions. (Know that there are several steps to apply to
college)

● Students will be able to articulate the difference between the various types of colleges i.e.
two-year, four-year and private and the expectations of each in regard to GPA, high school
performance and overall purpose or what they can accomplish at each type three types of
colleges. (Understand the college entrance requirements, including what colleges look
for in an applicant and knowing which courses are required for college entrance.)

● Students will be able to create a list of things they can do now to prepare for college. (Set
both long-term and short-term goals to prepare for college)

ADULT OUTCOMES

● Adults will understand that there are various ways to finance college and how to facilitate a
conversation with the student about this information. (Understand how to apply for
FAFSA and forms of financial aid, including grants.)

● Adults will be able to explain the different types of colleges i.e. two-year, four-year and
private and their purpose to students. (Understand the college entrance requirements,
including what colleges look for in an applicant and knowing which courses are
required for college entrance)

● Adults will be able to facilitate a discussion with the student regarding their educational/
career goals and identify the type of college that is appropriate according to the student’s
goals. (Set both long-term and short-term goals to prepare for college)

● Adults will be able to articulate the benefits of going to college to the student. (Understand
the benefits and importance of going to college)

● Adults will be able to explain to the student that college is for everyone regardless of
individual differences. (Articulate what they know and do not know about college and
help them identify where they can get information about preparing and applying to
college.)

● Adults will be able to initiate discussions with students around what their life would be like
with college and without college. (Understand the benefits of going to college)

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MODULE #2 ACTIVITIES:
Student Tasks Content Adult Mentor Tasks Content

Activity #1
● Student will play a game
called “Multiple Pathways To
College.” The game will have a
“choose your own adventure”
structure where students can
choose to be from different
backgrounds, yet faced with
the same decisions at critical
points.
● A majority of “strong” choices
will conclude in college
acceptance, while a majority
of “poor” choices in not being
accepted to college.
● The game will emphasize the
critical points in one’s life
where important decisions
regarding the future are
made.
● The goal of the game is to
show students that there are
several ways to achieve
college and each one’s path
may look different.
● The important concept for the
student is to know that
choices, rather than
background, determine
whether or not they will
attend college.

Activity #1
● “Go to the ‘Games’ tab and
select the game titled, ‘Multiple
Pathways to College’. Play the
game and discuss the outcome
with your mentor.
● “Select a player from the list of
possible choices: You can
choose which type of family you
come from and the education
level of your parents.
● “Once you have selected a
player you will be asked to
make critical choices at various
ages in the student’s life. The
goal of the game is to get into
college.”
● “Decision #1: At age 12 you
have the option of going taking
an advanced mathematics class
or taking the general math
class.
● “Decision #2: You schedule a
meeting with your School
Counselor or try to plan for
college on your own.
● “Decision #3 you are invited to
join an afterschool group that
helps prepare of the SAT, or you
go to afterschool but do not sign
up for any specific classes.

Activity #1
● Adult will ask student to
notify them once them have
completed the ‘Multiple
Pathways to College’ game.
● Adult will facilitate a
conversation centered on
choices leading to college
rather than luck or
circumstance.

Activity #1
● “Once student notifies you that
they completed the ‘Multiple
Pathways to College’ game,
schedule a video-chat with
them to discuss the outcomes.
Ask the specific questions
below:

Which student did you choose first
and why?

What was your thought process
when selecting the second player?

What did you notice about the
difference in outcomes each time
you played the game?

Do you think it mattered that one of
the players had two parents who
went to college, and other players
either did not have parents or did
not have parents that went to
college?

Do you understand that college is
about choices and not
circumstances?

Did you notice that each decision
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● “Decision #4 You can hang out
with friends who know nothing
about college but want to go to
college or, you can hang out
with friends who both want and
know how to get to college.”
● “Decision #5 You can work on
strengthening your character
traits like being hard-working
and focused or you believe your
character is exactly where it
needs to be.
● “Decision #6 You can choose to
familiarize yourself with the
college admissions process or
apply to join a high school
group that takes students on
college tours, enrolls them in
college classes and assigns them
a mentor to assist with college.
● Play the game again, but select a
different student and select
different choices along the
way.”
● Discuss the process of decision-
making and the final outcomes
of the game with your mentor.
● “As you can see from the
outcome of the game each time
you played it, is that in both
scenarios the student was
accepted to college. Despite
some students having more
adults in their life, more money
was an important step in preparing
for college, whether you toured
virtually or on campus, did not
make a difference? What mattered
was that you familiarized yourself
with college.

● “Say the following things to the
student either verbatim or in
your own words:

Attending college is a matter of
preparation and a series of good
choices.

Even if along the way you make a
choice that you would, if given the
opportunity, make a different
choice, you always have the
opportunity to make good
decisions to follow.

Regardless of your circumstances, if
you take the right steps to prepare
for college, you can attend.

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98
or resources the students who
made the right choices in
preparing for college were
accepted. Finally, each decision
was an important step in the
college preparation process.
Some of the options were more
involved and interactive than
others, but all were important
to preparing for college.”
Activity #2
● Student will watch three to
four short videos of
individuals who attended
college, and the small
decisions they made in both
middle school and high school
that helped them achieve that
goal. The types of students in
the video will vary to
demonstrate further that
regardless of background,
when the right choices are
made, college is attainable.
● Videos will emphasize the
importance of making good
decisions in preparing for
college.

Activity #2
● “Click on the ‘Unit 1, Module e 2
Videos Tab’ and click on the and
read the description of the
videos for this module: You will
watch three short videos about
individuals who attended
college, but each had very
different paths to getting to
college.”
● “Select the first video”
● “Select the second video”
● “Select the final video.”
● “Using the video chat feature
discuss your reactions to the
videos with your mentor.”
Activity #2
● Adult will discuss watch the
three videos in this module
and discuss their student’s
reactions to each.
Activity #2
● “Click on the ‘Unit 1, Module #2
Videos Tab’ and click on the and
read the description of the
videos for this module: You will
watch three short videos about
individuals who attended
college, but each had very
different paths to getting to
college.”
● “Select the first video”
● “Select the second video”
● “Select the final video.”
● “Using the video chat feature
discuss how the student felt
about the videos. Use the
prompts below:

What did you think of each person
in the video?

Do you have a favorite or someone
you relate to in the videos?

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What similarities do you share with
the people in the videos?

What surprised you about the
people in the videos?

How do you feel about college now
that you know that college is based
on making good choices and
adequately preparing and that
there are multiple pathways to
attending college?
Activity #3
● Journal Entry: students will
reflect on the pathways to
college and type a summary of
the critical pathways to college
– the important points at which
decisions that determine the
future are made.

Activity #3
● “Go to the ‘Journal’ tab and
respond to the journal prompts for
Unit 1, Module 2.”
● “Before this module, how did
you think people made it to college?”
● Now that you know college
is more about personal choices and
less about circumstances and luck,
what does it make you think about
your own personal choices?”
● “What types of activities are
you starting to think about
completing in order to prepare for
college?”
● “What types of choices are
most urgent for you to make in
order to prepare for college?”
● “What fears or concerns do
you have in regards to preparing for
college?”
● “If you are comfortable, click
Activity #3
● Adult Mentor will be asked to
facilitate a conversation with
the student about their
journal entry and the contents
of this module overall.
Activity #3
● “If your student shares their
journal entry with you, read the
contents and ask questions that
correspond to what they wrote
in the entry.”
● “If your student does not share
their journal entry, or you need
some question prompts, use the
following guiding questions:

How are you feeling about the
college preparation process?

What do you think is your first
critical decision as it relates to
college?

Do you feel your chances are high
for getting into college since it is
based on choice and not
circumstances?
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100
the share button to allow your
Mentor to view your journal entry.”
Activity #4
● Student will identify a peer
with whom they can discuss
the concepts of this unit.
● Student will then contact the
peer and ask them questions
about college being
predetermined
● Student will then describe
what they learned in this unit
about college not being
predetermined to the peer.
● Student will upload the
contact information for this
peer in their “Contacts List.”
Activity #4
● “Please discuss ‘What to look for
in peer friendships’ with your
mentor, via the video chat
feature.”
● “Ask your mentor what types of
qualities you should look for in
a peer supporter.”
● “Using the ‘Notes’ feature on this
application, write down the
types of qualities you will look
for in a peer supporter.”
● “Once you have identified a peer
supporter add their contact
information to the ‘Contacts list’
in this application. Send them
an invitation to join the app.”
Activity #4
● Adult mentor will be asked
to facilitate a conversation
with the student about
identifying a peer
supporter.
● Adult mentor will describe
the qualities that the
student should look for in a
peer supporter.
Activity #4
● “Using the ‘Video Chat’ feature
on this application, facilitate a
conversation with the student
about identifying a peer
supporter.”
● “Discuss the qualities and
process for identifying a peer
supporter.”
● “Discuss the following things to
look for in a peer supporter:

Someone who has similar college
aspirations.

Someone who has qualities that
you would like to see in yourself.

Someone who is a good friend.

Someone who does well in school
and is well-liked by others.

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MODULE 3
“How Do I Pay for College?”
Student Outcomes
● Students will know approximately how much college cost, housing arrangements, financial
aid and other financial supports. (Understand that there are several different ways to
pay for college including various forms of financial aid and grants.)
● Students will be able to acknowledge and articulate their beliefs about college and share
them with another person. (Reflect on their feelings about going to college, including
concerns or fears)
Adult Outcomes
● Adults will understand that there are various ways to finance college and how to facilitate a
conversation with the student about this information. (Understand how to apply for
FAFSA and forms of financial aid, including grants)
● Adults will be able to articulate the benefits of going to college to the student. (Understand
the benefits and importance of going to college).

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MODULE #3 ACTIVITIES:
Student Tasks Content Adult Mentor Tasks Content

Activity #1
● Student will write about
their knowledge around
college tuition.

Activity #1
● “Using the ‘Journal’ feature on
this app, open up the ‘Unit #1,
Module #3’ tab and respond to
the journal prompt.”
● “Journal Prompt: “Write down
how much you think college
costs?”
● “Write down how you would pay
for college if you had to
tomorrow. If you are not sure,
write “unsure”.
● “Please select the ‘share’ button
on the journal entry page to
share the contents of your
journal with your mentor.”

Activity #1
● Adult Mentor will review
student journal prompt to
address any knowledge gaps or
false beliefs about college costs.

Activity #1
● “Please review the journal
entry from your student.”
● “Respond to the contents of
their journal entry with the
following questions:

Does the cost associated with college
scare you?

How do you pay for college?

What alternative payment methods
exist? Note: if the student does not
name: student loans, personal loans,
scholarships, grants, be sure to
mention these and what they are.

Now that you know there are
multiple options for paying for
college how are you feeling?

Activity #2
● Student will be asked to take
the “Mythbusters Quiz.”
● The game will play music
and display true and false
statements with
explanations of why a
particular answer is correct
or incorrect. Statements

Activity #2
● “Please select, Unit 1, Module 3,
‘Myth-Busters Quiz’ and take the
quiz.”
● “Read the following statements
and select ‘true’ or ‘false’. The
correct answer will appear after
you select an answer.”

Activity #2
● Adult Mentor will also take the
‘Myth-Busters Quiz’ to
familiarize themselves with its
contents.

Activity #2
● “Please select, Unit 1, Module 3,
‘Myth-Busters Quiz’ and take the
quiz.”
● “Read the following statements
and select ‘true’ or ‘false’. The
correct answer will appear after
you select an answer.”

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include:

Statement: College is for wealthy
students and families. Answer:
False, in fact there are many forms
of financial aid, including
scholarships, grants and programs
specifically targeted at low-income
students.

Statement: It is too difficult to
apply for financial Aid, especially
the FAFSA Form. Answer: False,
there are programs that can help
students apply for FAFSA (include
link to programs) and tax forms can
be merged into the application so
that financial information is easily
transferred.

Statement: College can cost
thousands or hundreds of
thousands of dollars. Answer:
True. Different colleges charge
different rates for tuition. It is
important to know not only how
much the college you wish to attend
costs, but also the specific
programs, scholarships and grants
offered at that school.

Statement: If I cannot afford
college I will have to work full time
just to cover the cost of tuition.
Answer: False. You may choose to
work on campus, through a Work
Statement: College is for wealthy
students and families. Answer:
False, in fact there are many forms
of financial aid, including
scholarships, grants and programs
specifically targeted at low-income
students.

Statement: It is too difficult to apply
for financial Aid, especially the
FAFSA Form. Answer: False, there
are programs that can help students
apply for FAFSA (include link to
programs) and tax forms can be
merged into the application so that
financial information is easily
transferred.

Statement: College can cost
thousands or hundreds of thousands
of dollars. Answer: True. Different
colleges charge different rates for
tuition. It is important to know not
only how much the college you wish
to attend costs, but also the specific
programs, scholarships and grants
offered at that school.

Statement: If I cannot afford college
I will have to work full time just to
cover the cost of tuition. Answer:
False. You may choose to work on
campus, through a Work Study
Program (provide pop-up
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104
Study Program (provide pop-up
definition) or, elsewhere, but you
do not have to. In fact, you could
earn enough in scholarships, grants
or loans and not have to work at all
during college.

Statement: I will never be able to
repay my college loans if I choose
to finance it in this way. Answer:
False. There are several loan
forgiveness programs (include link
to the types of loan forgiveness), in
which case all or some of your
loans could be forgiven. While you
are in school you will not pay
anything on your loans because you
will have “Forbearance status”
(include pop-up definition). In
addition, there are many income-
based repayment programs that
you can opt into once you graduate.

● “Discuss the most surprising
myth with your mentor using the
‘Video Chat’ feature on this app.

definition) or, elsewhere, but you do
not have to. In fact, you could earn
enough in scholarships, grants or
loans and not have to work at all
during college.

Statement: I will never be able to
repay my college loans if I choose to
finance it in this way. Answer:
False. There are several loan
forgiveness programs (include link
to the types of loan forgiveness), in
which case all or some of your loans
could be forgiven. While you are in
school you will not pay anything on
your loans because you will have
“Forbearance status” (include pop-
up definition). In addition, there are
many income-based repayment
programs that you can opt into once
you graduate.

● “Ask your student if they knew
any of the correct answers on
the quiz?”
● “Using the ‘Video Chat’ feature
on this app, ask your student
which myth was most surprising
to them.”
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Activity #3
● Student will identify three
people who they know are
already in college or
completed college.
● Student will add these
people to their ‘Contact List’.
● Student will reach out to the
three identified people and
ask them how they financed
college.

Activity #3
● “Identify three people who are
either currently in college or
already graduated college and
ask them how they paid for, or
are paying for college.”
● Using the ‘Notes’ feature in this
application, type in how these
people paid for or are paying for
college tuition.”
● “Add these individuals to your
‘Contact List’ and refer to them
for future questions or support
throughout this application.”
● “Check the box under Unit 1
Tasks that says, “Identify three
individuals and ask them how
they financed college.”
● “Notify your mentor once you
have completed the task.”

Activity #3
● Adult Mentor will help student
think through the different
ways to finance college and will
ask them questions about how
they plan to finance college.

Activity #3
● “Once your student notifies you
that they reached out to three
individuals to discuss financing
college, engage in a dialogue with
them about college financing.”
● “Using the text message feature
on this application as the student
the following questions:

When you interviewed the 2-3
people who attended or are
attending college, what were some
of the ways they paid for college?

Do you feel more comfortable with
some ways of paying for college over
others?

Do you have any goals for financing
college at this point?

How are you feeling about the cost
of college?
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● “Answer any questions that
students have during the dialogue
and respond to any fears or false
beliefs that arise during your
discussion.”
Activity #4
● Student will watch a video
clip (3-5 min): “How I paid
for College” Short video of a
person who finished college
describing how they paid for
their education.

Activity #4
● “Go to the ‘Unit 1, Module #3’
tab and select the video titled,
‘How I paid for College.”
● “Watch the video.”
● “Using the ‘Notes’ feature, write
down one thing you learned
from the person’s story.”
Activity #4
● Adult can choose to watch the
short video ‘How I paid for
College’.
Activity #4
● “If you would like, watch the
same video your student is
watching ‘How I paid for
College.”
Activity #5
● Student will be asked to
respond to a prompt in their
journal: five minutes write
about 3-5 new things they
learned about the cost of
college. Then students will
write for 1-2 minutes about
their feelings of college
costs.

Activity #5
● “Go to the ‘Journal’ feature on
this application and respond to
the Unit #1, Module #3 prompt.”
● “Prompt: Write for five minutes
about 3-5 new things you
learned about the cost of
college.”
● “Prompt: write for 1-2 minutes
on your feelings about the cost of
college.”
● “Select the ‘share’ button once
you are finished with your entry
so that your mentor can review
your responses.”
Activity #5
● Adult will be asked to review
the student’s journal entry to
address any lingering false
beliefs or fears the student
holds related to college costs.
Activity #5
● “Review student’s journal entry
and respond to any lingering
false beliefs for fears related to
the cost of college.”
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MODULE 4
“What are the Different Types of Colleges?”
STUDENT OUTCOMES
● Students will be able to analyze the different types of colleges i.e. two-year, four-year and
private and the expectations of each in regard to GPA, high school performance and overall
purpose of each type. (Understand the college entrance requirements, including what
colleges look for in an applicant and knowing which courses are required for college
entrance.)
● Students will be able to articulate their current career goals and share them. (Create an
action plan to achieve their educational goals)
ADULT OUTCOMES:
● Adults will be able to explain the different types of colleges i.e. two-year, four-year and
private and their purpose to students. (Understand the college entrance requirements,
including what colleges look for in an applicant and knowing which courses are
required for college entrance)
● Adults will be able to facilitate a discussion with the student regarding their educational/
career goals and identify the type of college that is appropriate according to the student’s
goals. (Set both long-term and short-term goals to prepare for college)
● Adults will be able to explain to the student that college is for everyone regardless of
individual differences. (Articulate what they know and do not know about college and
help them identify where they can get information about preparing and applying to
college.)

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MODULE #4 ACTIVITIES
Student Tasks Content Adult Mentor Tasks Content
Activity #1
● Student will watch a five-
minute video of someone
mapping out the three
different types of colleges, the
purpose of each, the goals of
each and how to select the
right college for them.

Activity #1
● “Please go to the “Unit 1,
Module 4, tab and click on
the video titled, ‘Different
Types of Colleges’.”
● “Watch the video on the
different types of colleges.”
● “Using the ‘Notes’ feature on
this application, write down
any questions that arise
during the video.”
● “Using the ‘share’ feature on
the ‘Notes’ page, share your
questions with your
mentor.”
Activity #1
● Adult Mentor will watch the
same video as the student and
be prepared to respond to any
questions student questions.”

Activity #1
● “Please go to the “Unit 1,
Module 4, tab and click on
the video titled, ‘Different
Types of Colleges’.”
● “Watch the video on the
different types of colleges.”
● “Review any questions that
your student shares with you
and respond via the ‘text’
message feature on this app.”

Activity #2
● Student will be provided with
a screen of the various types
of colleges. They will be
provided with a set of
statements and be asked to
put each statement in the
correct column. Some
statements correspond to
more than one column.
● Refer to the chart below
titled “Module #4, Activity #2
Chart.
Activity #2
● “Select the Unit #1, Module
#4 tab. Locate the ‘Various
types of colleges’ game.”
● “Read each statement and
place the statement in the
corresponding column where
it best fits. Note: some
statements fit in multiple
columns.
● “When the statement applies
to more than one, the student
will be notified with a pop-up
box. The statements are direct
quotes from the video clip
they watched previously.”
● “The following statements
Activity #2
● Adult Mentor will facilitate a
discussion with student
regarding the different types
of colleges.
Activity #2
● “Using the video chat feature
on this application, initiate a
discussion with your
student.”
● “Ask the student if they knew
previously about the various
types of colleges.”
● “Ask the student if they have
any idea which type of
college they want to attend.”
● “Ask student what his or her
long-term professional goals
are and if they know which
type of college they will need
to attend to accomplish such
goals.”
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should be organized into each
column:

1. “Can earn an Associate’s
degree at this type of
institution.”
2. “Can earn a Bachelor’s
degree at this type of
institution.”
3. “This type of college is
usually the most expensive.”
4. “This type of college is
usually the least expensive.”
5. “This type of college offers
numerous certificated
courses.”
6. “This type of college
requires an application.”
7. “This type of college has
more strict admissions
preferences.”
8. “This type of college has the
less strict admissions
preferences.”
9. “You must take the SAT for
admission to this type of
college.”
10. “You must write a personal
statement or respond to a
writing prompt for this type
of college.”
Activity #3
● Student will be asked to
identify the closest two-year,
Activity #3
● “Conduct a computer search
on the nearest two-year,
Activity #3
● Adult Mentor will help student
conduct search of the nearest
Activity #3
● “Using the text message
feature on the application, ask
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110
four-year and private
university in their city/state.
They will then type the
names of each onto a page
that will save in the Unit #1
Folder titled “Types of
Colleges”
four-year and private
university in your city or
state.”
● “Type in the name of each
type of school and the type
of school in the folder titled,
‘Types of Colleges’.”
two year, four-year and
private university.
the student if they have
already identified the nearest
two-year, four-year and
private university.”
● “Ask the student to share the
universities that they have
located with you.”
● “Make sure that the
universities to which they
name are the closest colleges.”
● “If there are multiple
universities in the area, help
the student identify at least
five.”
Activity #4
● Student will ask their mentor
and one other adult either
currently attending college or
a college graduate, which type
of college they chose and what
led to that decision.

Activity #4
● “Using the ‘calendar’ feature
on this application, schedule
a video chat meeting with
your mentor and one other
adult who is either in college
or a college graduate.”
● “Using the video chat feature
on the application, ask both
your mentor and the other
identified person the
following: “what led to you
choosing the type of college
i.e. two-year, four-year, or
private university, you
attended?”
● “Next tell your mentor which
type of college you think you
will attend and why.”
Activity #4
● Adult Mentor will hold a
video chat conference with
student to answer questions
that the student has about
their college choice.
Activity #4
● “Using the video chat feature
on this application respond to
questions the student has
regarding your college choice.
The question is as follows:
What led to you choosing the
type of college i.e. two-year,
four-year or private
university, you attended?”
● “Next ask the student the
following question: Which
type of college do you think
you will attend?”
● “Why did you choose that type
college?”
● Conclude with a discussion on
the other types of colleges not
selected and what they offer
so that the student is
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111
reminded of the different
types.
Activity #5
● Student will develop a pros
and cons chart related to the
three main types of colleges.
Activity #5
● “Using the ‘Journal’
application on this
application respond to the
following prompt: “Based on
what you just learned, what
are two pros and two cons of
attending the following: two-
year university, four-year
university, private
university”.
● “If you feel comfortable, use
the ‘share’ button to share
the contents of this journal
entry with your mentor.”
Activity #5
● Adult Mentor will review the
student’s journal entry if the
student decides to share their
entry with them.
Activity #5
● “If your student decides to
share their entry with you
the n review the entry and
respond to it with
appropriate questions via the
text message application.”

Module #4, Activity #2 Chart
Students will be provided with a screen that has the following image:
Two-Year College Four-Year University Private University

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MODULE 5
“The Early Bird Gets the Worm”
STUDENT OUTCOMES:
● Students will be able to articulate that college is not based on a predetermined path, but
rather choices and personal decisions. (Know that there are several steps to apply to
college)
● Students will be able to create a list of things they can do now to prepare for college. (Set
both long-term and short-term goals to prepare for college).
● Students will be able to articulate their current educational/career goals and share them.
(Create an action plan to achieve their educational goals).
ADULT OUTCOMES:
● Adults will understand that there are various ways to finance college and how to facilitate a
conversation with the student about this information. (Understand how to apply for
FAFSA and forms of financial aid, including grants).
● Adults will be able to facilitate a discussion with the student regarding their educational/
career goals and identify the type of college that is appropriate according to the student’s
goals. (Set both long-term and short-term goals to prepare for college).
● Adults will be able to articulate the benefits of going to college to the student. (Understand
the benefits and importance of going to college).
● Adults will be able to explain to the student that college is for everyone regardless of
individual differences. (Articulate what they know and do not know about college and
help them identify where they can get information about preparing and applying to
college).
● Adults will be able to initiate discussions with students around what their life would be like
with college and without college. (Understand the benefits of going to college).
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MODULE 5 ACTIVITIES:
Student Tasks Content Adult Tasks Content
Activity #1
● Student will be provided with
a list of steps to prepare for
college and be asked to put
them in the correct order.
● Student will have two chances
to properly place the items in
the correct order. They will be
prompted to refer to the
videos they watched in the
previous section titled,
“College is Not for Everyone,
or Is It?” for a reference.

Activity #1
● “Go to the Unit #1, Module #5
tab and select the “List of
Steps to Prepare for College.”
● “Place each item in
chronological order.”

Submit the application for
college.

Determine which type of college
you wish you to attend.

Locate the college application
online.

Tell someone that you wish to
attend college.

Identify a mentor who is in or
already graduated college.

Identify a peer who also has the
goal of attending college.

Prepare for and take the SAT.

Determine the cost of the
university you wish to attend.

Take an on-campus or online
virtual, tour.
Activity #1
● Mentor will use the
video chat feature on
this application to work
with the student to
correctly place the tasks
in the proper order.
Activity #1
● “Once the student
notifies you that they
have completed the list
of college preparation
tasks, review the list to
ensure accuracy.”
● “Using the video chat
feature on this
application, review the
list of college
preparation activities
with the student, noting
any activities that are in
the incorrect order.”
● “Use the following list of
items to correct the
student list:

Tell someone that you wish to
attend college.

Identify a mentor who is in or
already graduated college.

Identify a peer who also has the
goal of attending college.

Determine which type of college
you wish to attend.

Take an on-campus or online
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114

● “Notify your mentor of your
completed list and submit it
to them for review.”
virtual, tour.

Determine the cost of the
university you wish to attend.

Prepare for and take the SAT.
Locate the college application.

Submit the application for
college.
Activity #2
● Student will be introduced to
goal setting via a short video
on a topic not related to
college preparation, but
instead preparing for a big
test.
● Student will journal about the
test prepping process on the
video.
Activity #2
● “Go to the tab labeled, ‘Unit
#1, Module #5 videos and
watch the video titled,
‘Preparing for the Big Test.”
● “After watching the video, go
to the ‘Journal’ application
and respond to the following
prompt: “Describe the major
components of planning for a
major deadline.”
● “Notify your mentor once you
have completed the first two
activities in this module.”
● “Participate in a video chat
with your mentor about the
planning process.”
Activity #2
● Adult will facilitate text
message conversation about
preparing for a deadline,
using the video chat feature
of this application.
Activity #2
● “Using the video chat feature
on this application initiate a
discussion with the student
about the planning process.”
● “Emphasize in the
conversation that the most
important steps in preparing
for any major deadline,
especially college is to begin
with the deadline and work
backwards.”
● “Say the following things to
the student:

“The next thing to do in
planning for a major deadline is
to set interim deadlines for
tasks and activities that will
help you reach the final
deadline.”

“It is also important to give
yourself a cushion or additional
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115
days in the event that something
does not go just right.”

“Ultimately planning is more
about being organized and
having good time-management.”
Activity #3
● Student will be asked to use a
list of tasks to categorize into
the correct column.
● Adult mentor will work
closely with student to
categorize the items on the
list. They will then separate
the tasks on the chart below
labeled, “Unit #1, Module #5.
Activity #3
● “Using the calendar
feature on this
application, schedule
time with your mentor
to sort your list of
college preparation
activities into the chart
labeled, “Unit #1,
Module #5 Chart.”
● “Use the Activities
below to categorize
into each column:

Tell someone you want to go to
college

Identify a mentor

Identify peers who want to go to
college

Interview a mentor about their
pathway to college

Review a two- year and four-
year college website

Activity #3
● “Mentor will work closely
with student to sort the list of
activities into the correct
category.
Activity #3
● “Using the video chat feature
on this application, place the
list of college activities in the
correct column on the chart.”
● “Use the following list to help
students sort into the correct
column:

Tell someone you want to go to
college

Identify a mentor

Identify peers who want to go to
college

Interview a mentor about their
pathway to college

Review a two- year and four-
year college website

Identify the closest two-year,
four-year and private university

Determine the right college to
attend based on personal goals
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Identify the closest two-year,
four-year and private university

Determine the right college to
attend based on personal goals
Identify your school Counselor
and schedule a meeting with
them to discuss your desire to
go to college

Begin a journal to reflect on
your college beliefs, thoughts,
fears etc.

Identify your school Counselor
and schedule a meeting with
them to discuss your desire to
go to college

Begin a journal to reflect on
your college beliefs, thoughts,
fears etc.

● “Once the list is complete ask
the student if anything on the
list was a surprise to them?”
● “Also ask if student can begin
to work on any of the tasks on
the chart now?”

Unit #1, Module #5 Chart
Short-Term Goals (By Next
Semester)
Long-Term Goals (In High
School)
Either (Current school year,
next year, college)

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MODULE 6
“My Life Without College”
Unit Outcomes
STUDENT OUTCOMES:
● Students will be able to articulate that college is not based on a predetermined path, but
rather choices and personal decisions. (Know that there are several steps to apply to
college)
● Students will be able to reflect and articulate what their lives would be like with or without
college. (Understand the benefits and importance of going to college)
● Students will be able to articulate their current career goals and share them. (Create an
action plan to achieve their educational goals)
ADULT OUTCOMES:
● Adults will be able to facilitate a discussion with the student regarding their educational/
career goals and identify the type of college that is appropriate according to the student’s
goals. (Set both long-term and short-term goals to prepare for college)
● Adults will be able to articulate the benefits of going to college to the student. (Understand
the benefits and importance of going to college)
● Adults will be able to explain to the student that college is for everyone regardless of
individual differences. (Articulate what they know and do not know about college and
help them identify where they can get information about preparing and applying to
college.)
● Adults will be able to initiate discussions with students around what their life would be like
with college and without college. (Understand the benefits of going to college)

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MODULE #6 ACTIVITIES
Student Activities Content Adult Mentor Activities Content
Activity #1
● Student will watch a video of
one individual who has a
compelling story of how
college changed their life.

Activity #1
● “Go to the tab titled, ‘Unit #1,
Module #6’ and select the
video ‘How College Changed
My Life’.”
Activity #1

Activity #1
Activity #2
● Student will journal about
their feelings after watching
the video

Activity #2
● “Using the ‘Journal’ feature
on this application, respond
to the following prompt after
watching the I feel…about
college.”
● “If you feel comfortable, use
the ‘share’ button in the
‘journal’ feature to share
your journal entry with your
mentor.”
Activity #2
● If the student chooses to
“share” their journal entry
about their feelings of the
video, the adult mentor should
respond with follow up
questions that are appropriate
to the contents of the entry.
Activity #2
● “If your student decides to
‘share’ their journal entry
with you, please respond to
their entry with appropriate
follow up questions.”
Activity #3
● Student will ask their mentor
what their life would be like
had they not attended college.
The mentor will ask the
student to think about what
their life would be like with
college. Student will then
explain what they think their
life will look like and the
differences between what it
would like if they attended
versus if they do not attend.
Questions from Mentor to
Students should be:
Activity #3
● “Using the ‘video chat’ feature
on this application, please
engage in a conversation with
your mentor about how their
life would be different had
they not attended college.”
● “Use the following list of
questions to ask your mentor:

● What difference did college
make in your life?
● What were the critical
decisions you made to
ensure you attended
Activity #3
● Adult Mentor will respond to
questions provided to them
by the student.
Activity #3
● “Please schedule a video
conference with your student
using the ‘video chat’ feature
on this application.”
● “Be prepared to respond to
the following questions that
student will provide to your
student.”

● What difference do you
think college will make in
your life?
● What are the critical
decisions you will need to
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● What difference do you
think college will make in
your life?
● What are the critical
decisions you will need to
make to ensure you attend
college?
● Who do you need to help
you achieve your college
goals?
● Which friends support your
decision to attend to
college?
college?
● Who did you need to help
you achieve your college
goals?
● Which friends supported
your decision to attend to
college?
make to ensure you attend
college?
● Who do you need to help
you achieve your college
goals?
● Which friends support your
decision to attend to
college?
Activity #4
● Student will work with
mentor to develop goals to
prepare them for college.
Adult should have student
develop goals related to the
following peers, different
colleges and college
preparation.

Activity #4
● “Please schedule a video chat
meeting with your mentor,
using the ‘calendar’
application. You will need
approximately one hour for
the meeting.”
● “Using the ‘video chat’ feature
of this application, please
meet with your mentor on the
scheduled date to discuss
goals.”
Activity #4
● Adult mentor will work with
student to develop timelines
for activities and goals for
different types of college
preparation activities.
Activity #4
● “Using the ‘video chat’ feature
on this application, please
discuss specific goals,
activities and timelines for
activities with your student.”
● “Use the following items as a
guideline for the types of
activities and tasks you
should expect of your student.
Then, help them to set
deadlines for the activities
and use their calendar for
scheduling.”

Identify a peer or group of peers
who share the goal of going to
college; schedule time to talk in-
person or by phone about
college aspirations

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Identify someone who has
attended college and ask them
the following questions:

What steps did you take to
prepare for college?

How did you determine which
college to attend?

How are you or did you finance
college?

What are your long-term career
goals

Take a virtual tour of a college

Write down a couple of career
options and identify the type of
college that is required.

● “It is important to emphasize
that they are actively
enhancing their time
management, self-discipline
and planning skills.”

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Unit 2 How to Prepare for College – Developing the Right Mindset
Overview
The purpose of this unit is to teach students about mentally preparing for college. The activities and
tasks in this unit emphasize the importance of early preparation through the development of
specific attributes and dispositions that will increase students’ likelihood of success in college. This
unit also emphasizes the concept of social identity and how peers and mentors are critical
throughout the college preparation process. As the student progresses through the modules in this
unit, they also begin to identify particular attributes and dispositions that will support their success
in college. Finally, students will begin to reflect upon the identified attributes and dispositions and
set goals to improve upon them.
Unit Outcomes
STUDENT OUTCOMES:
● Students will be able to articulate why early preparation for college is important.
(Understand the college entrance requirements, including what colleges look for in
an applicant and knowing which courses are required for college entrance.)
● Students will understand the importance of good grades, study time, critical thinking skills
and homework. (Understand the college entrance including what colleges look for in
an applicant and knowing which courses are required for college entrance.)
● Students will articulate the dispositions and attributes that will lead to their success
including: being self-motivated, taking initiative, being disciplined, persevering and working
hard. (Set both long-term and short-term goals to prepare for college.)
● Students will develop a list of peers who also want to go to college and a list of adults who
attended college and begin to surround themselves with like-minded people. (Set both
long-term and short-term goals to prepare for college.)
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122
● Students will develop a list of attributes they want to possess to prepare for college and the
attributes they want to see in friends. (Set both long-term and short-term goals to
prepare for college.)
● Students will be able to engage in discussions with an academic mentor. (Create an action
plan to achieve their educational and career goals.)
● Students will be able to create a calendar and plan out deadlines and upcoming events, both
personally and academically. (Set both long-term and short-term goals to prepare for
college.)
● Students will be able to schedule study time for their classes and be disciplined enough to
stick to their study schedule. (Set both long-term and short-term goals to prepare for
college.)
● Students will be able to journal regularly, reflecting on their feelings about college and how
they are preparing. (Reflect on their feelings about going to college, including concerns
or fears.)
● Students will be able to discuss their feelings around lack of support for their decision to go
to college and what it means socially. (Reflect on their feelings about going to college,
including concerns or fears.)
● Students will be able to create a chart and timeline of their goals to prepare for college.
(Create an action plan to achieve their educational and career goals.)
ADULT OUTCOMES:
● Adults will understand the importance of early college preparation and the skills and
character attributes that will increase the likelihood of student success. (Understand the
college entrance requirements, including what colleges look for in an applicant and
knowing which courses are required for college entrance.)
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● Adults will be able to provide examples of the named character traits that are helpful in
college. (Set both long-term and short-term goals to prepare for college.)
● Adults will be able to initiate discussions with students about their friends and the types of
people they are surrounding themselves with. (Set both long-term and short-term goals
to prepare for college.)
● Adults will be able to assist students with identifying a mentor and requesting their support
with the student’s college preparation goals. (Create an action plan to achieve their
educational and career goals.)
● Adults will understand the importance of social capital and how to present resources and
people to the student. (Set both long-term and short-term goals to prepare for college.)
● Adults will be able to model good reflective processes and metacognitive exercises. (Reflect
on their feelings about going to college, including concerns or fears.)
MODULE 1
“You Can Never Really Start Too Early”
OUTCOMES
STUDENT OUTCOMES:
● Students will understand why early preparation for college is important. (Understand the
college entrance requirements, including what colleges look for in an applicant and
knowing which courses are required for college entrance.)
● Students will understand the importance of good grades, study time, critical thinking skills
and homework. (Understand the college entrance including what colleges look for in
an applicant and knowing which courses are required for college entrance.)
● Students will understand and articulate the attributes that will lead to their success
including: being self-motivated, taking initiative, being disciplined, persevering and working
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124
hard. (Set both long-term and short-term goals to prepare for college.)
● Students will develop a list of friends and adults that also want to college and begin to
surround themselves with like-minded people. (Set both long-term and short-term goals
to prepare for college.)
● Students will develop a list of attributes they want to possess to prepare for college and the
attributes they want to see in friends. (Set both long-term and short-term goals to
prepare for college.)
● Students will be able to identify and engage an academic mentor. (Create an action plan to
achieve their educational and career goals.)
● Students will be able to journal regularly, reflecting on their feelings about college and how
they are preparing. (Reflect on their feelings about going to college, including concerns
or fears.)
ADULT OUTCOMES:
● Adults will understand the importance of early college preparation and the skills and
character attributes that will increase the likelihood of student success. (Understand the
college entrance requirements, including what colleges look for in an applicant and
knowing which courses are required for college entrance.
● Adults will be able to provide examples of the named character traits that are helpful in
college. (Set both long-term and short-term goals to prepare for college.)
● Adults will be able to initiate discussions with students about their friends and the types of
people they are surrounding themselves with. (Set both long-term and short-term goals
to prepare for college.)
● Adults will be able to assist students with identifying a mentor and requesting their support
with the student’s academic goals. (Create an action plan to achieve their educational
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and career goals.

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MODULE #1 ACTIVITIES
Student Tasks Content Adult Tasks Content
Activity #1
1. Students will watch a video
clip of an individual
discussing how they
prepared for college. The
individual in the video clip
will discuss preparation
related to:
a. Identifying a mentor
b. Surrounding oneself
with peers who also
want to go to college
c. Beginning to use a
calendar for planning
tasks/deadlines/activit
ies
d. Getting good grades,
discipline and goal
setting
e. Journaling and
reflection
f. Specific attributes and
dispositions including:
discipline, hard work,
perseverance,
dedication and
confidence.
g. Setting goals related to
college
Activity #1

1. “Go to the Unit #2, Module
#1 tab and select the video
titled, ‘College Preparation’.”
2. “Watch the ‘College
Preparation’ Video.”
3. “Using the ‘Notes’ feature
of this application, write
down two to three
attributes and dispositions
that you feel you already
have. Next, write down 2-3
attributes or dispositions
that you would like to
strengthen.”
4. “Using the ‘text message’
feature of this application,
send a message to your
mentor about one thing
that stood out in the
video.”
Activity #1

1. Student will watch a video
clip of an individual
discussing how they
prepared for college. The
individual in the video clip
will discuss preparation
related to:
a) Identifying a mentor
b) Surrounding oneself
with peers who also
want to go to college
c) Beginning to use a
calendar for planning
tasks/deadlines/activiti
es
d) Getting good grades,
discipline and goal
setting
e) Journaling and
reflection
f) Specific attributes and
dispositions including:
discipline, hard work,
perseverance,
dedication and
confidence.
g) Setting goals related to
college
Activity #1

1. “Go to the Unit #2,
Module #1 tab and
select the video titled,
‘College Preparation’.”
2. “Watch the ‘College
Preparation’ Video.”
3. “Using the ‘Notes’
feature of this
application, write
down three things that
stood out to you in the
video.”
4. “Your student should
contact you at the end
of the video to send
you a message about
one thing that stood
out in the video. Use
the message as an
opportunity to start a
conversation about
college preparation.”

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Activity #2
1. Students will complete a
“Preparation Timeline” that
has tasks and activities
related to preparing for
college, provided. The
previous video clip will play
in segments and then the
student will place the
tasks/deadlines/activities
in the appropriate place on
the timeline. The tasks
include:
a. Identify a mentor or other
adult who is currently in or
attended college.
b. Identify a peer or peers
who also want to go to
college.
c. Locate a calendar and
work with a mentor to
begin to use the calendar,
including study time for
classes and personal
events
d. Identify the skills and
attributes discussed on the
video and list which of
Activity #2
1. “Go to the ‘Unit 2, Module
#2’ tab and select ‘Creating
a Timeline’.”
2. “Click on the ‘Preparing for
College Timeline’ and watch
the video while completing
the timeline.”
3. Place the following
statements in order on the
timeline:
a. Identify a peer who
also wants to go to
college and will
support your efforts.
b. Begin to reflect in a
journal about your
feelings related to
college and college
preparation.
c. Begin to use a calendar
and set study time and
schedule events.
d. Set goals related to
preparing for college.
e. Identify a mentor who
will support your
college efforts.
Activity #2 Activity #2
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128
them the student feels are
strong and those that they
need to strengthen.

Activity #3
1. Discussion: Student will
discuss what dispositions are
and the dispositions
required for college success.
2. Students and mentors will
discuss which attributes the
student already possesses
and which ones they would
like to strengthen. Adult
Mentor will discuss the
importance of celebrating
one’s strengths and positive
attributes and taking time to
reflect on those things as
much as the attributes that
need strengthening.

Activity #3
1. “Using the ‘Video Chat’
feature on this app,
arrange for a 30-
minute meeting with
your mentor. Your
mentor will lead the
discussion about
dispositions.”
2. “Using the ‘text
message’ feature on
this application,
contact your mentor to
discuss attributes and
dispositions.”
3. “Once you have agreed
on a date and time to
discuss attributes and
dispositions, schedule
the meeting using the ‘
Calendar’ feature on
this application.”
4. “Prior to meeting with
your mentor, write in
Activity #3
1. Adult Mentor will lead
a discussion about
dispositions and the
important dispositions
for college success.”
2. Adult Mentor will
meet with student via
the ‘Video Chat’
feature of this
application.
3. The Adult Mentor will
discuss the
importance of the
attributes and
dispositions and will
name others that the
student may have
omitted.
Activity #3
1. “Using the ‘Video Chat’
feature on this app,
schedule a 30-minute
discussion with your
student. On the ‘Video
Chat’ discuss the
following: the definition
of dispositions:
temperament,
character, nature,
mentality and
constitution; the
important dispositions
for successful college
preparation: discipline,
perseverance, work
ethic.
2. “Your student should
contact you via the ‘text
message’ feature of this
application to schedule
a ‘Video Chat’ meeting.”
3. “Using the ‘Video Chat’
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your journal 2-3
attributes or
dispositions from the
video that you want to
focus on enhancing.”
5. “When you meet with
your mentor, use the
‘Video Chat’ feature of
this application to
discuss the 2-3
attributes or
dispositions that you
want to enhance.”
feature of this
application, allow the
student to share the 2-3
attributes and
dispositions that they
would like to
strengthen. If they do
not mention the major
attributes or
dispositions from the
video ‘College
Preparation’, be sure to
discuss such items.”
4. “Ensure that you
discuss how important
the attributes and
dispositions are and
how they can
strengthen such
attributes and
dispositions by setting
goals and doing things
to move towards such
goals.”
Activity #4
1. Journal Entry: Student will
write in their journal about
the attributes and
dispositions they want to
strengthen. Student will then
share their journal entry
with Adult Mentor.

Activity #4
1. “Using the ‘Journal’ feature
of this application, respond
to the following prompt:
Write down which
dispositions you would like
to strengthen.
2. “Using the ‘share’ feature of
the ‘Journal’, please share
this entry with your
Activity #4
1. Adult mentor will facilitate
a discussion with the student
around how they work to
strengthen the identified
attributes and dispositions.
Activity #4
1. “Using the ‘Video Chat’
feature of this
application, facilitate a
conversation with your
student about how they
will strengthen the
attributes and
dispositions they
selected. Say something
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130
mentor.” like, “What dispositions
would you like to
develop?”
2. “Discuss specific tasks
and activities that the
student can do to work
towards achieving their
goals.”
3. “Be sure to discuss the
importance of taking
small steps towards the
broader goal of
strengthening the
identified attributes
and dispositions.
Discuss also how a
series of the right small
decisions can lead to
major
accomplishments.”

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MODULE #2
“Life is a Marathon not A Sprint”
OUTCOMES
STUDENT OUTCOMES:
● Students will understand why early preparation for college is important. (Understand the
college entrance requirements, including what colleges look for in an applicant and
knowing which courses are required for college entrance.)
● Students will understand and articulate the dispositions and attributes that will lead to
their success including: being self-motivated, taking initiative, being disciplined,
persevering and working hard. (Set both long-term and short-term goals to prepare for
college.)
● Students will be able to engage in discussions with an academic mentor. (Create an action
plan to achieve their educational and career goals.)
● Students will be able to journal regularly, reflecting on their feelings about college and how
they are preparing. (Reflect on their feelings about going to college, including concerns
or fears.)
ADULT OUTCOMES:
● Adults will understand the importance of early college preparation and the skills and
character attributes that will increase the likelihood of student success. (Understand the
college entrance requirements, including what colleges look for in an applicant and
knowing which courses are required for college entrance.)
● Adults will be able to provide examples of the named character traits that are helpful in
college. (Set both long-term and short-term goals to prepare for college.)
● Adults will be able to assist students with identifying a mentor and requesting their support
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with the student’s college preparation goals. (Create an action plan to achieve their
educational and career goals.)
● Adults will be able to model good reflective processes and metacognitive exercises. (Reflect
on their feelings about going to college, including concerns or fears.)

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MODULE #2 ACTIVITIES
Student Tasks Content Adult Mentor Tasks Content
Activity #1
1. Student will be introduced
to the word perseverance by
reading the definition and
examples of one preserving.
2. Students will then write in
their journal about what
perseverance means to
them
Activity #1
1. “Go to the ‘Unit #2, Module
#2’ tab and read the contents
in the tab.”
2. “Read the definition of
perseverance and the
provided examples.”
3. “The definition of
perseverance is:
steadfastness in doing
something despite difficulty
or delay in achieving
success.”
4. “Examples of persevering
are:
a. A runner develops a
severe cramp during a
marathon, but
preservers to the finish
line.
b. A child falls down several
times while learning to
ride their bike, but
continues to practice
daily until they no longer
fall.
c. A basketball player
injures their shoulder.
Despite having pain and
difficulty during practice,
Activity #1 Activity #1
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the athlete continues to
show up to practice,
complete physical
therapy and works hard
through their
discomfort.”
Activity #2
1. Student will discuss with their
mentor a time when they
persevered. The mentor will
focus on describing what they
were doing, who was involved
and how they overcame the
obstacle.
Activity #2
1. “Go to the ‘text’ message
feature on this application
and schedule a time to talk
with your mentor about a
time when they persevered.
Be sure to focus on the what,
the who and the how.”
2. “Using the ‘Video Chat’
feature on this application as
your mentor to describe a
time in their life when they
persevered.”
3. “After you talk with your
mentor, write in the notes
section the one thing that
stood out the most about
your mentor’s story.”
Activity #2
1. Adult mentor will discuss
with the student a time
when they persevered in
the face of hardship.
2. The Adult mentor will focus
on the what, the who and
the how of their story.
Activity #2
1. “Your student should
contact you using the ‘text
message’ feature to request
a time to talk about a time
that you persevered.”
2. “Using the ‘Video Chat’
feature on this application,
be prepared to discuss a
personal story about a time
when you persevered. Focus
on the what: what you were
persevering towards, the
who: state whether or not
anyone supported you or
cheered you on through
your journey and the how:
discuss specifically what
you did to persevere.”
Activity #3
1. Student will meet with a peer
and read a hypothetical
situation where they have to
choose how they will
persevere.
Activity #3
1. “Using your ‘Contact List’
identify a peer with whom
you would like to complete
an exercise with. Be sure to
either identify a peer
Activity #3 Activity #3
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2. Student will then write in the
journal, reflecting upon the
exercise.
already using the
application or invite them
to join the app.”
2. “Using the ‘text message’
feature on this application,
schedule a ‘Video Chat’
meeting with a peer.”
3. “Using the ‘Calendar’
feature of this application
schedule your peer ‘Video
Chat’ meeting.”
4. “Using the ‘Video Chat’
feature, read the
hypothetical story to your
peer:
a. You are a junior in high
school and it is your goal to
go to college. You find out
your second semester of the
school year that you are
behind one math class that is
required for college
admissions. What do you
do?”
b. “Now discuss with your peer
who you will look to for
support and help through
this obstacle. Also discuss
how you will overcome the
obstacle. What specific
things will you do to ensure
that you are able to take the
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required math class and
meet the guidelines for
college admission?

Activity #4
1. Students will watch a short
video about a young person
persevering towards a goal
despite their obstacles.
Activity #4
1. “Go to the ‘Unit #2,
Module #2’ tab in this
application and select
the video titled,
‘Perseverance’.”
2. “After you watch the
video, respond to the
following prompts:
a. What is one
thing you
learned in the
video?”
b. What is
something you
want to do
differently after
watching the
video?
c. What is one
obstacle that you
are faced with
and you know
you will need to
persevere in
order to get
through it?”
3. “If you would like, use
Activity #4
1. Adult mentor will watch a
short video about a young
person persevering towards a
goal despite their obstacles.

Activity #4
1. “Go to the ‘Unit #2, Module
#2’ tab in this application
and select the video titled,
‘Perseverance’.”
2. “If your student ‘shares’ their
notes after reflecting upon
this video, then use the ‘text
message’ feature of this
application to facilitate a
conversation around their
notes.”

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the ‘share’ feature on
this application to share
your notes with your
mentor.

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MODULE #3
“It’s all in Your Head”
OUTCOMES
STUDENT OUTCOMES
● Students will understand why early preparation for college is important. (Understand the
college entrance requirements, including what colleges look for in an applicant and
knowing which courses are required for college entrance.)
● Students will understand the importance of good grades, study time, critical thinking skills
and homework. (Understand the college entrance including what colleges look for in
an applicant and knowing which courses are required for college entrance.)
● Students will understand and articulate the dispositions and attributes that will lead to
their success including: being self-motivated, taking initiative, being disciplined,
persevering and working hard. (Set both long-term and short-term goals to prepare for
college.)
● Students will develop a list of attributes they want to possess to prepare for college and the
attributes they want to see in friends. (Set both long-term and short-term goals to
prepare for college.)
● Students will be able to engage in discussions with an academic mentor. (Create an action
plan to achieve their educational and career goals.)
● Students will be able to journal regularly, reflecting on their feelings about college and how
they are preparing. (Reflect on their feelings about going to college, including concerns
or fears.)
ADULT OUTCOMES
● Adults will understand the importance of early college preparation and the skills and
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character attributes that will increase the likelihood of student success. (Understand the
college entrance requirements, including what colleges look for in an applicant and
knowing which courses are required for college entrance.)
● Adults will be able to provide examples of the named character traits that are helpful in
college. (Set both long-term and short-term goals to prepare for college.)
● Adults will be able to model good reflective processes and metacognitive exercises. (Reflect
on their feelings about going to college, including concerns or fears.)

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MODULE #3 ACTIVITIES
Student Tasks Content Adult Tasks Content
Activity #1
1. Student will watch a short
video about what it means to
be self-motivated.
2. Student will then discuss
with their mentor one way
they can increase their self-
motivation.
Activity #1
1. “Go to the tab titled, ‘Unit
#2, Module #3’ and watch
the movie titled,
‘Motivation’.”
2. “Using the ‘Journal’ feature
of this application, respond
to the following prompt:
Think about your own
motivation and rate, on a
scale of 1-10 with 1 being
low motivation and 10
being high motivation, how
motivated you are. Also,
write down two things you
do to motivate yourself
when you are not
motivated. “In what ways
can you increase your self-
motivation or make yourself
more motivated for your
goals?”
3. “If you would like, you can
use the ‘share’ feature on
this application to share this
journal entry with your
mentor.”
4. “Using the ‘Video Chat’
feature of this application,
discuss how you will
Activity #1
1. Adult mentor will watch the
video titled, “Motivation” and
will facilitate a conversation
with the student about the
importance of being self-
motivated now so that when the
student is in college, they have
already built up that specific
disposition.
Activity #1
1. “Go to the tab titled, ‘Unit #2,
Module #3’ and watch the
movie titled, ‘Motivation’.”
2. “Using the ‘Video Chat’
feature of this application,
facilitate a conversation
about the student’s
motivation, how motivated
they are and the things they
do to motivate themselves
when they lack motivation.”
Use the following ideas to
facilitate discussion
statements:
a. Please describe ways that
you (Mentor) increase your
own self-motivation.
b. How do you (Mentor) assess
your own motivation and
monitor your motivation?
Next, ask and discuss the
following things:
c. Do you think self-motivation
is something you can learn?
Why or why not?
d. Self-motivation is something
that you can work on if you
do not have high self-
motivation.
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increase your self-
motivation with your
mentor.”
e. Being self-motivated is so
critical because you have to
be your biggest cheerleader.
You will be the person
staying up late and studying
to get good grades, reading a
lot and organizing your
schedule to support your
goals.
f. If you discover a broader
reason for why you want to
do well in school and attend
college, you will have that
thing drive you. Think about
what your success in school
could mean, not only for you
but also for those around
you. Try to find your why.”

Activity #2
1. Student will watch a video
interview about someone’s
hard work and discipline and
how those two attributes led
to their success.
2. Student will then journal
about hard work and
discipline.
Activity #2
1. “Go to the tab titled, “Unit #2,
Module #3, and watch the
video titled, ‘Hard work and
Discipline.”
2. “Using the ‘Journal’ feature
on this application, respond
to the following prompt:
describe what hard work and
discipline mean to you.”
3. “If you would like, use the
‘share’ feature on this
application to share your
Activity #2
1. Adult mentor will watch a
video interview about
someone’s hard work and
discipline and how those two
attributes led to their success.
2. Adult mentor will facilitate a
discussion with the student
about hard work and
discipline and what it means
to the student.

Activity #2
1. “Go to the tab titled, “Unit #2,
Module #3, and watch the
video titled, ‘Hard work and
Discipline.”
2. “If your student decides to
‘share’ their journal entry
with you, read it and respond
using the ‘Video Chat’ feature
on this application.”
3. “If your student does not
share their journal entry
with you, meet with them via
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142
journal entry with your
mentor.”
4. “Using the ‘Calendar’ feature
on this application, schedule
a ‘Video Chat’ with your
mentor to discuss the topic
hard work and discipline.”
the ‘Video Chat’ feature of
this application and discuss
the video Hard Work and
Discipline with them.”
4. “Be sure to mention the
following, regardless if the
journal entry is shared or
not:
a. “Hard work is constantly
trying to be the best you
can be and competing
against yourself to
always be better.
b. Discipline is having the
ability to do what is not
always comfortable but
necessary.
c. If you are disciplined
and work hard you can
account for other areas
where you may not be as
strong.”

Activity #3
1. Student will read the
definition of Initiative.
2. Student will watch a video
interview about a peer who
took the initiative in a
situation.
Activity #3
1. “Go to the ‘Unit #3, Module #
3’ tab and click on the
definition of Initiative”. Read
the definition.
2. “The definition of initiative
is, “a personal quality that
shows a willingness to get
things done and take
Activity #3
1. Adult mentor will discuss the
importance of taking initiative
and how it can affect their
success in high school and
college.
Activity #3
1. “Your student will share
their journal entry with you
which responds to the
following prompt: In what
ways did the person in the
video take the initiative?
What would have happened
if that person did not take
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responsibility.”
3. “Under the same tab, watch
the video, “Taking Initiative”
and respond to the following
journal prompt, “In what
ways did the person in the
video take the initiative?
What would have happened
if that person did not take
the initiative?
4. “Use the ‘share’ button to
share this entry with your
mentor.”
5. “Using the ‘Video Chat’
feature on this application,
discuss with your mentor the
concept of initiative. Your
mentor will have more
specific details to discuss
with you.”
the initiative?”
2. “Using the ‘Video Chat’
feature of this application,
respond to the journal entry
by your student. Be sure to
mention the following:
“Taking the initiative and
responsibility are important
components of being
introspective and strengthening
your Inner control. Personal
reflection is when you look
inward to reflect on your life.
Having an Internal Locus of
Control means you feel you are
responsible for what happens to
you and you can affect your
situation or circumstances if you
choose to. The opposite is an
External Locus of Control in
which one feels that factors
outside of their control are
responsible for what happens to
them.”
3. “It is critical to drill down on
the Internal Locus of Control
and how important it is that
the student understand they
are responsible for their
happiness, their success and
how they respond to
obstacles. It is important
that they persevere through
issues, work-hard and be
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disciplined enough to get
through tough times and
remain self-motivated and
willing to take the initiative
and responsibility for things.
These attributes and
dispositions will be critical
to their success in middle
school, high school, college
and beyond.”

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MODULE #4
“It Takes Teamwork”
OUTCOMES
STUDENT OUTCOMES
● Students will be able to create a calendar and plan out deadlines and upcoming events, both
personally and academically. (Set both long-term and short-term goals to prepare for
college.)
● Students will develop a list of friends and adults that also want to college and begin to
surround themselves with like-minded people. (Set both long-term and short-term goals
to prepare for college.)
● Students will be able to journal regularly, reflecting on their feelings about college and how
they are preparing. (Reflect on their feelings about going to college, including concerns
or fears.)
● Students will be able to schedule study time for their classes and be disciplined enough to
stick to their study schedule. (Set both long-term and short-term goals to prepare for
college.)
● Students will understand and articulate the attributes that will lead to their success
including: being self-motivated, taking initiative, being disciplined, persevering and working
hard. (Set both long-term and short-term goals to prepare for college.)
ADULT OUTCOMES:
● Adults will be able to initiate discussions with students about their friends and the types of
people they are surrounding themselves with. (Set both long-term and short-term goals
to prepare for college.)
● Adults will be able to assist students with identifying a mentor and requesting their support
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146
with the student’s academic goals. (Create an action plan to achieve their educational
and career goals.)
● Adults will understand the importance of social capital and how to present resources and
people to the student. (Set both long-term and short-term goals to prepare for college.)
● Adults will be able to model good reflective processes and metacognitive exercises. (Reflect
on their feelings about going to college, including concerns or fears.)
● Adults will be able to provide examples of the named character traits that are helpful in
college. (Set both long-term and short-term goals to prepare for college.)

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MODULE #4 ACTIVITIES
Student Activities Content Adult Mentor Activities Content
Activity #1
1. Identify a high school
counselor, teacher or other
adult who can help you with
your academic goals. Schedule
time to meet with this person
and tell them that you want to
go to college. Ask them what
things you should be doing
now to prepare for college.
Ask this person to be a mentor
who you can ask for advice
and support throughout the
college preparation process.

Activity #1
1. “Go to the tab labeled,
‘Unit #4 Module #1,’ and
click on the first task.”
2. “Identify a high school
counselor, teacher or
other adult who can help
you with your academic
goals. This person should
be someone at your
school.”
3. “Schedule time to meet
with this person,
preferably in person
during school hours.”
4. “Tell them first that your
goal is to go to college.
Next, ask them the
following questions when
you meet:”
“Will they be a mentor and
resources for you?
“What things should I be
doing now to prepare for
college?”
5. “Tell your mentor once you
have identified your second
mentor.”
Activity #1
1. Adult will help student identify
an additional mentor who can help
support them academically. This
person should be someone at his or
her current school like a school
counselor or teacher.
Activity #1
1. “Your student will be
looking to identify an
additional mentor at their
school who will help them
academically. The goal of
this activity is to begin to
help them broaden their
social network.”
2. “As the student is thinking
about who they can
contact at their school, ask
them questions like:
“Do you have a teacher that
you are particularly
comfortable with?”
“Do you know of any office
staff who are really helpful to
you?”
“Is there a school counselor
whom you have met with and
like?”
3. “Then say things like:
“You should look for someone
who you like, feel comfortable
with and is helpful.”
“This person should be
someone who you aspire to
be more like.”
Activity #2 Activity #2 Activity #2 Activity #2
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1. Journal Entry: student will
describe their conversation
with the identified adult.
Student will write about the
things they discussed with that
person. Student will share this
entry with their mentor and
seek feedback regarding any
feelings they wrote about in
their journal.

1. “Go to the ‘Journal’ feature
on this application and
respond to the following
prompt: Write about your
conversation with the
school mentor. Describe
how you felt meeting with
them and how the
conversation went overall.
Also write about what
they said you should be
doing right now to
prepare for college.”
2. “Using the ‘share’ feature
on this application, share
this entry with your
mentor and respond to
any follow up questions
they have.”
1. Adult mentor will read the
journal entry regarding identifying
an additional mentor and will
facilitate a discussion about the
student’s conversation.
1. “Once your student shares
their journal entry with
you regarding their
experience with the school
mentor, please respond to
the content of the entry by
using the ‘text message’
feature on this
application.”
2. “If you are unsure of how
to facilitate a discussion
about the journal entry
you can start by asking:
“How did you feel about the
meeting?”
“Did you ask the person to
mentor you?”
“What did they say?”
“Why do you think you were
asked to identify a school
mentor, even though you
already have a mentor?”
“How do you see this other
person being helpful in you
reaching your goals?”
Activity #3
1. Discussion Activity:
a. Students will
discuss with their
mentor the
importance of
identifying mentors
and peers who also
Activity #3
1. “Using the ‘Calendar’
feature on this application,
schedule a ‘Video Chat’
meeting with your
mentor.”
2. “Your mentor will lead the
discussion and have the
Activity #3
1. Adult mentor will lead a
discussion with the student
about the importance of social
capital. Specifically, the adult
mentor will discuss:
a. Students will
discuss with their
Activity #3
1. “Your student will
schedule a ‘Video Chat’
meeting for this activity.”
2. “During the meeting, be
sure to begin by stating
that the entire module is
about building a network
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went or want to go
to college – the
development of
social capital.
b. The importance of
having regular
contact with their
social network
c. Joining school
clubs, community
groups and other
programs that
have like-minded
peers and adults.

list of topics.” mentor the
importance of
identifying mentors
and peers who also
went or want to go
to college – the
development of
social capital.
b. The importance of
having regular
contact with their
social network
c. Joining school
clubs, community
groups and other
programs that have
like-minded peers
and adults.
of support.”
3. “Introduce the concept of
social capital by calling it
networking or socializing.”
4. “Discuss things like the
importance of surrounding
oneself with like-minded
peers and adults.”
5. “Discuss the importance
of being a part of groups,
community groups, faith-
based groups, and other
groups with individuals
who believe in education
like they do.”
Activity #4
1. Student will put names and
contact information of peers
and mentors in the “Contact
List” folder for future use.
Student will share the “Contact
List” with their adult mentor
and schedule time to meet with
at least one peer and another
mentor to discuss their goals
related to college. Student will
schedule regular time to meet
with at least one peer and one
Activity #4
1. Using the ‘Contacts List’
feature on this application,
update your list with the
adult, school mentor
whom you have
identified.”
2. “Begin to update this
contact list whenever you
meet someone new who is
likely to support you with
your college goals.
Activity #4 Activity #4
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150
mentor to discuss their goals
and how they are preparing for
college.

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MODULE #5
“Everybody Wants to Be Cool”
OUTCOMES
STUDENTS OUTCOMES:
● Students will develop a list of peers who also want to go to college and a list of adults who
attended college and begin to surround themselves with like-minded people. (Set both
long-term and short-term goals to prepare for college.)
● Students will be able to journal regularly, reflecting on their feelings about college and how
they are preparing. (Reflect on their feelings about going to college, including concerns
or fears.)
● Students will be able to discuss their feelings around lack of support for their decision to go
to college and what it means socially. (Reflect on their feelings about going to college,
including concerns or fears.)
ADULT OUTCOMES:
● Adults will be able to initiate discussions with students about their friends and the types of
people they are surrounding themselves with. (Set both long-term and short-term goals
to prepare for college.)
● Adults will understand the importance of social capital and how to present resources and
people to the student. (Set both long-term and short-term goals to prepare for college.)
● Adults will be able to model good reflective processes and metacognitive exercises. (Reflect
on their feelings about going to college, including concerns or fears.)

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MODULE #5 ACTIVITIES
Student Activities Content Adult Activities Content
Activity #1
1. Student will watch a video
about an individual who
struggled with lack of
support for their decision to
go to college from their
friends and how they
overcome this obstacle.
2. Student will then journal
about their own experience
and discuss their entry with
their mentor.
Activity #1
1. “Go to the tab titled, Unit #2,
Module #5’ and watch the
video titled, ‘Losing My
Friends to College.”
2. “Once you have watched the
video, go to the ‘Journal’
feature on this application
and respond to the following
prompt:

“Which attributes that we
discussed earlier in this unit did
the person in the video have?”

“What, if any, aspects of the
person’s story could you relate
to?”

“How would you have resolved
the obstacles in a similar or a
different way and why?”

3. “Using the ‘share’ feature on
this application, please share
your journal entry with your
mentor.”
Activity #1
1. Adult will watch the same
video that the student watched
and will facilitate a discussion
with the student about their
journal entry.
Activity #1
1. “Go to the tab titled, Unit #2,
Module #5’ and watch the
video titled, ‘Losing My
Friends to College.”
2. “Once you have watched the
video, your student should
share their journal entry
with you. Once they do,
facilitate a conversation with
them using the ‘Video Chat’
feature on this application.”
3. “Be sure to discuss the
attributes and disposition of
the person in the video.”
4. “Discuss the ways in which
your student can relate to the
person in the video or not.”
5. “Discuss with your student
how at times when you
choose to go to college,
sometimes people do not
understand that decision and
it can be isolating.”
6. “Mention that sometimes
students think it isn’t cool to
do well in school and that
this cannot deter them from
their goal of going to college.”
7. “Discuss also, the importance
of a network of support so
that one does not feel too
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isolated.”
8. “Share your own (Mentor)
social college experience and
what friends and a network
meant to your overall
success.

Activity #2
1. Student will discuss the
importance of
parental/guardian support
and how to cope when does
not have that support.
2. Student will journal about
their parental/guardian
support system and what it
means to them.

Activity #2
1. “Using the ‘Video Chat’
feature on this application,
discuss with your mentor
your parental/guardian
network of support. Your
mentor will have questions
for you to facilitate the
conversation.”
2. “Once you have met with
your mentor, go to the
‘Journal’ feature on this
application and respond to
the following prompt: What
does your parental/guardian
support system mean to
you.”
3. “If you’d like you can share
your entry with your mentor.

Activity #2
1. Adult mentor will facilitate a
conversation with the
student about the
importance of
parental/guardian support.
2. The mentor will discuss how
to cope when one does not
have the parental/guardian
support.

Activity #2
1. “Using the ‘Video Chat’
feature on this application,
facilitate a discussion with
your student about the
following:
“The importance of
parental/guardian support.”
“How to cope when one does
not have the parental/guardian
support.”
“Say things like, that is why it is
critical to have a network of
support with both peers and
other adults who support your
decision to go to college.”
“Mention that sometimes others
do not understand our decision
to go to college, especially those
who did not attend college
themselves.”
“When one does not have the
support of their
parent/guardian, it is even more
critical that they have a strong
network of support.”
“End the conversation by
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reminding the student of how
many people they have who
support them how important it
is and will be that they continue
to grow their contact list.”

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Unit 3: The College Application Process
Overview:
The purpose of this unit is to help students understand the college application process. Throughout
the unit students will learn how to prepare for the various parts of the college application as well as
how to learn more information about the college application process. Students also learn where
they can seek support for the application process. Finally, students learn how to begin to think
through developing some of the major components of the college application.
Unit Outcomes
STUDENT OUTCOMES:
● Students will be able to identify where to locate college information including: two-year
colleges, four-year universities, virtual tours, campus tour sign-ups, FAFSA, financial aid,
grants, different types of colleges, college applications, writing a personal statement and
SAT and ACT prep. (Articulate what they know and do not know about college and
where they can get information about preparing and applying for college.)
● Students will be able to locate college entrance requirements for specific schools.
(Understand the application process, including types of colleges.)
● Students will be able to identify important personnel both in middle school and at the
college level who can assist with the application process including: admissions advisors,
student advisors, deans and other middle school and college staff. (Articulate what they
know and do not know about college and where they can get information about
preparing and applying for college.)
● Students will be able to reflect on their ability as it relates to the college application process
and identify areas of concern. (Reflect on their feelings about going to college, including
types of colleges.)
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● Students will be able to reflect on the personal attributes they have that will set them apart
in the application process from other candidates and develop a list of the attributes they
need to further develop. ((Reflect on their feelings about going to college, including
types of colleges and create an action plan to achieve their educational and career
goals.)
● Students will be able to develop a draft of their personal story and share it with an adult
mentor. (Know the steps to apply to college.)
● Students will be able to list the major application components and a rough timeline for each
activity. (Know the steps to apply to college.)
● Students will be able to create college application goals, with specific tasks that they can do
now to increase their ability to apply for college. (Set both long-term and short-term
goals to prepare for college.)
Adult Outcomes:
● Adults will understand how to access specific information on a college website, including
both two-year and four-year colleges and universities. (Understand the college entrance
requirements, including what colleges look for in an applicant and knowing which
courses are required for college entrance.)
● Adults will understand the importance of presenting a strong candidate in the application
and how to support students with their personal story and other sections of the application.
(Understand the college entrance requirements, including what colleges look for in
an applicant and knowing which courses are required for college entrance.)
● Adults will be able to schedule a college tour and locate virtual college tours. (Know the
steps to apply to college.)
● Adults will initiate discussions with students about the major application components and
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157
their timelines. (Know the steps to apply to college.)
● Adults will know what makes a candidate competitive and will be able to support students
in reflecting on their personal attributes and those they would like to further develop. (Set
both long-term and short-term goals to prepare for college.)
MODULE 1
“The Scavenger Hunt!”
OUTCOMES
STUDENT OUTCOMES
● Students will be able to identify where to locate college information including: two-year
colleges, four-year universities, virtual tours, campus tour sign-ups, FAFSA, financial aid,
grants, different types of colleges, college applications, writing a personal statement and
SAT and ACT prep. (Articulate what they know and do not know about college and
where they can get information about preparing and applying for college.)
● Students will be able to locate college entrance requirements for specific schools.
(Understand the application process, including types of colleges.)
● Students will be able to identify important personnel both in middle school and at the
college level who can assist with the application process including: admissions advisors,
student advisors, deans and other middle school and college staff. (Articulate what they
know and do not know about college and where they can get information about
preparing and applying for college.)
● Students will be able to create college application goals, with specific tasks that they can do
now to increase their ability to apply for college. (Set both long-term and short-term
goals to prepare for college.)
ADULT OUTCOMES:
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● Adults will be able to schedule a college tour and locate virtual college tours. (Know the
steps to apply to college.)
● Adults will understand how to access specific information on a college website, including
both two-year and four-year colleges and universities. (Understand the college entrance
requirements, including what colleges look for in an applicant and knowing which
courses are required for college entrance.)

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Module 1 Activities
Student Activities Content Adult Activities Content
Activity #1
1. Video Clip: Student will watch
a video clip of someone
navigating a college website.
Specifically, the student will
demonstrate how to locate the
following information:
1. College location
2. Tuition costs
3. Admissions
requirements
4. Admissions and other
support staff
5. Pre-college programs
6. Scheduling a tour or
virtual tour
7. Areas of study

Activity #1
1. “Go to the ‘Unit #3, Module
#1’ tab and locate the
‘College Application Video’.”
2. “Using the ‘Text Message’
feature on this application,
text your mentor any
question that you have as
you review the application.”
3. “Using the ‘Journal’ feature
on this application respond
to the following prompt:
‘What are your feelings
about the college
application?”
4. “If you feel comfortable, you
can ‘share’ your entry with
your mentor.”
Activity #1
1. Adult mentor will watch the
video of the student locating the
college application and various
components of the application.
Activity #1
1. “Go to the ‘Unit #3, Module
#1’ tab and locate the ‘College
Application Video’.”
Activity #2
1. Student will review a college
application online from a
university.
Activity #2
1. “Please go to the website of a
four-year university and
download the college
application and review it.”
2. “Using the “Notes” feature on
this application, write down
any questions/observations
that you have about the
college application.”
3. “Once you have generated 3-
Activity #2
1. Student will share their
questions about the college
application with their adult
mentor.
2. Adult mentor will respond to
their questions to the best of
their ability and refer to a
college website for any
questions that they cannot
respond to.
Activity #2
1. “Please use the ‘Calendar”
feature on this application to
schedule time with your
student to review their
questions.”
2. “Using the ‘Video Chat’
feature on this application
facilitate a Q & A session with
your student.”
3. “Allow your student to read
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5 questions, share them with
your mentor.”
their questions and respond
to the them to the best of
your ability. Any question
you cannot answer, write
them down and use the
college website or contact a
college counselor to obtain
the information. Then share
the response with your
student via the ‘text message’
feature on this application
with your student.”
Activity #3
1. Student will review the
websites of the closest two
and four-year colleges – the
ones that were previously
identified.
2. Student will review the
websites of both the two-
year and four-year college
and identify the name of the
individual at the school who
helps students with
admissions.
3. Student will also locate any
lists or programs that help
high school students prepare
for college. Student will list
all identified names of
individuals and programs in
Activity #3
1. “Please refer back to the
closest two and four-year
university that you
identified.”
2. “Go to each website and
identify an Admissions
Advisor at the school. Put
that person’s information in
the ‘Contact List’ on this
application.”
3. “Next, identify any programs
i.e. Summer Bridge, early
admittance, TRIO etc. Using
the ‘Notes’ feature on this
application, write down the
names of the programs and
the contact information of a
staff member – if provided.”
Activity #3
1. Adult mentor will identify
college programs that they can
share with the student and any
other programs/resources that
help students with the college
application.
Activity #3
1. “Please use the ‘Video Chat’
feature on this application
and allow the student to
discuss the college programs
they identified.”
2. “Mention any of the major
federal programs like TRIO
that the student may not
have listed.”
3. “Also, share with the student
any local or online
programs/resources that
help them with the
application.”
4. “A list of resources on our
website both nationally and
locally by region.”
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161
their “Contact List”.

4. “Send the list of programs to
your mentor and ask any
questions you have.”
5. “Using the ‘Video Chat’
feature on this application,
discuss with your mentor the
programs that you found.
Allow your mentor to share
additional resources and
programs and write then
down using the ‘Notes’
feature on this application.”
Activity #4
1. Student will write about what
they thought and felt when
reviewing the college
application.

Activity #4
1. “Please go to the ‘Journal’
feature on this application
and respond to the following
prompt, ‘What types of
feelings did you have when
reviewing the college
application.’ Specifically,
what are your thoughts
about the process and
various components? Also, if
you still have outstanding
questions regarding the
application or need
clarification, please share
those with your mentor as
well.”
2. “Please use the ‘share’
feature on this application
Activity #4
1. Adult mentor will review the
student’s journal entry and
using the ‘text message’ feature
will respond to any concerns or
questions the student has. The
adult mentor will also validate
the student’s feelings and the
things they wrote in their
journal.
Activity #4
1. “Once your student shares
their journal entry with you
please do the following:

a) validate their feelings
and concerns by
responding with
empathy to what they
wrote.
b) Respond to any
misconceptions or
misunderstandings by
clarifying information.
c) And, answer any
questions that the
student may still have.
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MODULE 2
“How to Stand Out”
OUTCOMES
STUDENT OUTCOMES
● Students will be able to locate college entrance requirements for specific schools.
(Understand the application process, including types of colleges.)
● Students will be able to identify where to locate college information including: two-year
colleges, four-year universities, virtual tours, campus tour sign-ups, FAFSA, financial aid,
grants, different types of colleges, college applications, writing a personal statement and
SAT and ACT prep. (Articulate what they know and do not know about college and
where they can get information about preparing and applying for college.)
● Students will be able to list the major application components and a rough timeline for each
activity. (Know the steps to apply to college.)
ADULT OUTCOMES
● Adults will understand how to access specific information on a college website, including
both two-year and four-year colleges and universities. (Understand the college entrance
requirements, including what colleges look for in an applicant and knowing which
courses are required for college entrance.)
● Adults will initiate discussions with students about the major application components and
their timelines. (Know the steps to apply to college.)

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Module 2 Activities
Student Activities Content Adult Activities Content
Activities #1
1. Video Clip: Student will watch
a video clip of a college
admissions advisor being
interviewed by a college
student. The interview
questions will include:
1. What are the major
components of a
college application?
2. How do you
complete the
application?
3. Are there resources
to help students
with the application?
4. Does it cost to
submit the
application?
5. Is there a deadline
for the application?
6. How do I make my
application stand out
from others?
7. What types of
activities should I
(Student) be
participating in to
make my college
Activities #1
1. “Please go to the ‘Unit # 3,
Module #2’ tab to access the
video titled, ‘Interview with
An Admissions Advisor’.”
2. “Please write down using the
‘Notes’ feature on this
application, any questions
that arise from you watching
the video.”
3. “Using the ‘Calendar’ feature
on this application schedule
a “Video Chat’ meeting with
your mentor to discuss any
questions you wrote down
from the video interview.”
Activities #1
1. Adult mentor will watch the
same interview with the
admissions advisor.
2. Adult mentor will then meet
with their student to discuss
any questions that they have
about the video interview.
Activities #1
1. “Please go to the ‘Unit # 3,
Module #2’ tab to access the
video titled, ‘Interview With
An Admissions Advisor’.”
2. “Your student should
schedule a ‘Video Chat’
meeting with you using the
‘Calendar’ feature on this
application. If they do not,
please do so on your end.”
3. “Using the ‘Video Chat’
feature of this application
allow your student to share
their questions concerning
the interview with the
admissions advisor.”
4. “Answer any questions that
your student has regarding
the interview or college
application.”

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application stand
out?

Activities #2
1. Student will review example
applications in the “Resource
Folder” on the app to become
familiar with each type of
application. Adult mentor will
discuss the application with the
student and highlight key
components.

Activities #2
1. “Please go to the ‘Resource
Folder’ on this application
and review the college
applications that are there.
You should see one for a
two-year university, four-
year university and a private
university.”
2. “Using the ‘journal’ feature
on this application please
write down any reactions,
feelings or questions you
have about the three
applications.”
3. “Using the ‘share’ feature on
this application, please share
the journal entry with your
mentor so that they can
discuss it with you.”
Activities #2
1. Adult will review the three
types of college applications
in the ‘Resource’ folder.
2. Adult mentor will also review
the student’s journal entry
and respond accordingly.
Activities #2
1. “Please go to the ‘Resource
Folder’ on this application
and review the college
applications that are there.
You should see one for a two-
year university, four-year
university and a private
university.”
2. “Once your student shares
their journal entry with you,
with their reactions to the
three types of college
applications, please facilitate
a discussion using the
following prompts:
3. “Which applications stood
out to you and why?”
4. “What are some things you
liked about particulate
applications versus others?”
5. “Do you think there is
anything in the applications
you read that you might like
to incorporate into your own
application someday?”

Activities #3
1. Student will locate a college
Activities #3
1. “Please locate a two or four-
Activities #3
1. Adult will lead a conversation
Activities #3
1. “Using the ‘Video Chat’
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165
application on either the two or
four-year college website that
they previously identified.
Student will review the timeline
and discuss it with the Adult
mentor. Adult mentor will touch
on key components and explain
their significance and the
importance of preparing for
them early. Specific components
include:
1. Personal story
2. FAFSA information
3. Transcripts and GPA
4. Deadlines and
important dates
5. SAT Requirements
6. Start Date –
preparing in junior
year

year college application
timeline and discuss the time
with your mentor.”
2. “Schedule time with your
mentor to allow them to
review the college
application timeline with
you.”
3. “Use the ‘Journal’ feature on
this application to respond to
the following prompt, “What
are your thoughts about the
time it takes to complete a
college application.”
4. “If you would like, you can
share the journal entry with
your mentor.
with the student to review
the college application
timeline.”
2. Adult will also review the
student’s journal entry if they
decide to share it with them.
feature on this application
discuss the application
timeline with your student.”
More specifically discuss the
following:
a) “The time it takes to
complete a college
application.
b) “The importance of starting
the application early.
c) “The various components of
the application:
● Personal story
● FAFSA information
● Transcripts and GPA
● Deadlines and important
dates
● SAT Requirements
● Start Date – preparing in
junior year
d) “Finally, review the journal
entry for this module if your
student shares it with you and
respond accordingly.”

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MODULE 3
“Where Do I Start?”
OUTCOMES
STUDENT OUTCOMES
● Students will be able to locate college entrance requirements for specific schools.
(Understand the application process, including types of colleges.)
● Students will be able to develop a draft of their personal story and share it with an adult
mentor. (Know the steps to apply to college.)
ADULT OUTCOMES
● Adults will understand the importance of presenting a strong candidate in the application
and how to support students with their personal story and other sections of the application.
(Understand the college entrance requirements, including what colleges look for in
an applicant and knowing which courses are required for college entrance.)
● Adults will be able to schedule a college tour and locate virtual college tours. (Know the
steps to apply to college.)

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Module 3 Activities
Student Activities Content Adult Activities Content
Activity #1
1. Student will schedule a
college tour or access a
virtual tour online with the
help of the Adult mentor.
2. Student will then journal
about their reactions after
the tour.
3. Student will schedule two on-
campus tours during the
summer and add them to
their calendar. After each
tour, students will journal
about their feelings:
thoughts, fears, concerns, and
excitement.

Activity #1
1. “Go to the website of one of
the colleges that you have
previously identified and
participate in a virtual tour.”
2. “Next, go to one of the
previously identified college
websites and schedule an on-
campus tour. Coordinate with
your mentor or other adult,
using the ‘Calendar’ feature
on this application to join you
on tour.”
3. “Using the ‘Notes’ feature on
this application, write down
any questions, reactions or
feelings that you have during
your virtual or on-campus
tours.”
4. “You should schedule at least
two more on-campus tours
with your mentor using the
‘Calendar’ feature on this
application.”
5. “Take notes during the tour
and respond to the prompt in
the ‘Journal’: What were your
feelings during the college
tour? Are you becoming more
or less comfortable with the
Activity #1
1. Adult will attend a campus
tour with their student and
respond to any reactions or
questions that the student has.
Activity #1
1. “Your student will contact you
to schedule a campus tour of
one of the previously
identified colleges.”
2. “During the tour, the student
should be using the ‘Notes’
feature on this application and
you should review these notes
and questions with the
student upon conclusion of
the tour.”
3. “Respond first to any feelings
of excitement and describe
the positive benefits to
attending college including:
Meeting new friends – expanding
one’s network (social capital).
Exposure to a new environment.
Ability to experience greater
autonomy in one’s education
specifically as it relates to choose
courses, times, campus activities,
clubs etc.
Also respond to any concerns or
fears by reassuring the student
of their early preparation for
college and how it will benefit
them in the future.”
4. “You should attend at least two
more on-campus tours with your
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168
idea of going to college?”
6. “If you are comfortable, share
your journal entry with your
mentor.”
student before the end of the
year. Review their notes and
respond to any questions and
concerns that they have in the
same manner as you did after the
first tour.”
Activity #2
1. Student will discuss with
their mentor how they can
begin to prepare for specific
components of the college
application.
2. Student will develop goals
specific to how they will
ensure they achieve a high
GPA and prepare for the SAT.

Activity #2
1. “Go to the tab titled, ‘Unit #3,
Module #3’ and watch the
video titled, ‘What is a GPA?’.”
2. “Using the ‘Calendar’ feature
on this application, schedule a
‘Video Chat’ with your mentor
to discuss your questions
about your GPA. During your
discussion, also discuss how
you will ensure that you will
achieve a high GPA.”
3. “When you discuss the GPA
questions and goals with your
mentor, be sure to also take
notes using the ‘Notes’ feature
on this application to write
down their responses and
feedback.”
4. “Using the ‘Journal’ feature on
this application, write down
your goals around achieving a
high GPA.”
5. “Go to the tab titled, ‘Unit #3,
Module #3’ and watch the
video titled, “What is an SAT’.”
Activity #2
1. Adult mentor will watch the
videos on GPA and SAT and
facilitate discussions with their
student where they answer
their questions about each and
help them develop goals for
both.
Activity #2
1. ““Go to the tab titled, ‘Unit
#3, Module #3’ and watch
the video titled, ‘What is a
GPA?’.”
2. “Using the ‘Calendar’ feature
on this application, schedule
a ‘Video Chat’ with your
student to discuss your
questions about the GPA.
During your discussion, ask
the student questions about
how they plan to achieve a
high GPA. Talk to them
about the importance of
studying, attendance, good
note taking in class, asking
questions of their teachers
and preparing early for
quizzes and tests.
3. “Go to the tab titled, ‘Unit
#3, Module #3’ and watch
the video titled, “What is an
SAT’.”
4. “Using the ‘Calendar’ feature
on this application, schedule
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6. “Using the ‘Calendar’ feature
on this application, schedule a
‘Video Chat’ with your mentor
to discuss your questions
about the SAT. During your
discussion, also discuss how
you will ensure that you will
prepare for the SAT.”
7. “When you discuss the SAT
questions and goals with your
mentor, be sure to also take
notes using the ‘Notes’ feature
on this application to write
down their responses and
feedback.”
8. “Using the ‘Journal’ feature on
this application, write down
your goals to prepare for the
SAT.”
9. “If you feel comfortable
sharing your journal entry
with your mentor, go ahead.”
a ‘Video Chat’ with your
student to discuss your
questions about the SAT.
Ask questions about how
the student will prepare for
the SAT. Remind them that
they can start taking
practice tests early and
often. Also, discuss the
importance of doing well in
class so that they can
transfer what they are
learning in class to the test.
Finally, discuss the
resources such as
workshops that are offered
to help them prep for the
SAT.”
5. “Your student will journal
about their goals for
preparing for the SAT. Ask
them to share the journal
entry with you.”

Activity #3
1. Student will watch a 3-5-
minute video presentation
that describes what a
personal story is and how to
develop one. The video will
begin with the purpose of a
personal story and how it is
Activity #3
1. “Go to the ‘Unit #3, Module
#3’ and select the video titled,
‘How to Develop a Personal
Story’. Components include:
https://michaelhyatt.com/5-
elements-of-powerful-
stories.html
Activity #3
1. Student will watch a 3-5-
minute video presentation that
describes what a personal story
is and how to develop one.
2. Adult mentor will watch a
series of three different
individuals tell their personal
Activity #3
1. “Go to the ‘Unit #3, Module
#3’ and select the video titled,
‘How to Develop a Personal
Story’. Components include:
https://michaelhyatt.com/5-
elements-of-powerful-
stories.html
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used in the college
application process.
2. Student will watch a series of
three different individuals
tell their personal story.
3. Student will discuss with
their mentor, which personal
stories were stronger than
others and what specifically
made them strong.
2. “Next, under the same tab,
select the video titled,
‘Personal Stories’ and watch
it.”
3. “Using the ‘Video Chat’
feature on this application,
discuss the personal stories
that you watched with your
mentor. Discuss which stories
were interesting to you and
why. Also, discuss with your
mentor the components of the
personal story from the first
video you watched.”
4. “Using the ‘Journal’ feature on
this application, write down
the components of a personal
story and what you would
write about if you were to
create a personal story.”
story.
3. Adult mentor will facilitate a
discussion with their student on
the personal stories. Specifically,
they will highlight which stories
were stronger than others and
what specifically made them
strong.
1. “Next, under the same tab,
select the video titled,
‘Personal Stories’ and watch
it.”
2. “Using the ‘Video Chat’
feature on this application,
discuss the personal stories
that you watched with your
mentor. Lead a discussion
with your student on the two
personal story videos. Start
the discussion by telling the
student your personal story
and what it means to you.
Then ask the following
questions:
Which story or stories
resonated with you most?
Which story followed the
Personal story format from the
first video?
What do you think differentiates
a good personal story from a
great personal story?
If you were to write a personal
story, what would you write
about?
3. “If your student decides to
‘share’ their journal entry with
you. Be sure to respond
accordingly to the content they
write.”

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Unit 4 Skills Critical to College Success
Overview
In the Unit 4 students focus on the development of key attributes that will help them to be
successful in middle school, high school and ultimately college. Students will learn the definitions
the identified attributes and how they lead to academic success. Furthermore, students work with
the adult mentor and their peers to evaluate the identified attributes. Finally, the students develop
ways to further enhance the identified attributes.
Unit Outcomes
STUDENT OUTCOMES:
● Students will be able to articulate the necessary skills needed for college, to an adult. (Set
both long-term and short-term goals to prepare for college and understand that
critical thinking skills are important to success in college).
● Students will be able to differentiate different critical skills needed for college success
(understand that critical thinking skills are important to success in college).
● Students will understand the importance of peer support and influence and will be able to
identify peers that may support their college goals. (Set both long-term and short-term
goals to prepare for college.)
● Students will be able to list the skills they want to further develop and specific activities,
with deadlines for developing such skills. (Create an action plan to achieve their
educational and career goals and understand that critical thinking skills are
important to success in college.)
● Students will be able to reflect aloud with their mentor, the skills they are working to
develop and request feedback from their mentor. (Reflect on their feelings about going to
college, including concerns or fears.)
ADULT OUTCOMES:
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● Adults will articulate and provide examples to students of the necessary skills for college
(Understand that critical thinking skills are important to success in college).
● Adults will be able to discuss the skills students must possess in order to prepare for and be
successful in college. (Understand that critical thinking skills are important to success
in college.)
● Adults will be able to discuss the necessary skills with students and how they will ensure
they are cultivating such skills. (Create an action plan to achieve their educational and
career goals and understand that critical thinking skills are important to success in
college.)
● Adults will be able to facilitate conversations with students on the importance of peer
influence and help them identify peers and adults who they should surround themselves
with. (Create an action plan to achieve their educational goals).
Networking
MODULE 1
“A Lesson in Time Management”
OUTCOMES
STUDENT OUTCOMES
● Students will understand the necessary skills needed for success and will articulate
them to an adult. (Set both long-term and short-term goals to prepare for college
and understand that critical thinking skills are important to success in college).
● Students will be able to differentiate different critical skills needed for college success
(understand that critical thinking skills are important to success in college).
● Students will understand the importance of peer support and influence and will be able
to identify peers that may support their college goals. (Set both long-term and short-
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173
term goals to prepare for college.
● Students will be able to reflect aloud with their mentor, the skills they are working to
develop and request feedback from their mentor. (Reflect on their feelings about
going to college, including concerns or fears.)
● Students will be able to list the specific skills necessary for success in college and set
goals for developing such skills (Set both long-term and short-term goals to prepare
for college.)
ADULT OUTCOMES
● Adults will be able to discuss the necessary skills with students and how they will
ensure they are cultivating such skills and attributes. (Create an action plan to
achieve their educational and career goals and understand that critical thinking
skills are important to success in college.)
● Adults will be able to facilitate conversations with students on the importance of peer
influence and help them identify peers and adults who they should surround themselves
with. (Create an action plan to achieve their educational goals).

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Module 1 Activities
Student Activities Content Adult Activities Content
Activity #1
1. Student will watch a video on
time management and then
respond to a Journal Prompt.
2. The Video will provide a
working definition of what
Time Management is. It will
then discuss how to organize
one’s schedule based on
priority, due date and
amount of time the task will
require. The video will
demonstrate how to think
through the planning
process.
3. The video will also provide
tips on how to better manage
one’s time and be more
organized in doing so.
4. The student will write in the
journal about their time
management and then
discuss the video and their
journal entry with their
mentor.

Activity #1
1. “Please go to the tab titled,
‘Unit #4, Module #1’ and click
on the ‘Time Management’
Video. Watch the video and
write down any questions you
have about the video using
the ‘Notes’ feature on this
application.”
2. “After you watch the ‘Time
Management’ Video respond
to the following prompt: How
would you rate your current
time management ability? Do
you think you are poor at
managing your time, okay or
good at time management?
Were there any tips in the
video that you found helpful
to better manage your time?”
3. “Once you complete your
journal entry, please ‘share’
the entry with your mentor
using the ‘share’ feature in the
Journal.
4. “Using the ‘text message’
feature on this application
discuss your questions and
journal entry with your
Activity #1
1. Adult mentor will watch the
video on Time Management
that the student watches.
2. Adult mentor will then
review the student’s journal
entry and respond to any
questions they have regarding
time management.
Activity #1
1. Please go to the tab titled,
‘Unit #4, Module #1’ and click
on the ‘Time Management’
Video. Watch the video.”
2. “Your student should share
their journal entry with you
and you should respond to
any questions they have
regarding time management.”
3. “Using the ‘text message’
feature on this application,
discuss the student’s
questions and journal entry
with them.”

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mentor.”
Activity #2
1. Student will review the ‘Day
in the Life’ of a college
student who has good time
management skills and one
who does not manage their
time well.
2. The student will review
student #1’s Schedule which
will have a lot of time wasted
on social media, watching TV,
talking with friends, sleeping
in, poor planning of meals,
forgotten assignments and
other time mismanagement.
3. The student will then review
Student#2’s schedule which
will have use of a calendar,
planning of at least one week
in advance, review of their
schedule the night prior, no
wasted down time, no TV or
social media watching, and
assignments turned in early.
4. The student will discuss with
a peer mentor the differences
in the two schedules and will
also write down in their
journal which schedule is
most similar to theirs.
Activity #2
1. “Please go to the tab titled,
‘Unit #4, Module 2’ and
review Student #1 and
Student #2 schedules.”
2. “While you review the
schedules, write down
patterns that you notice in
the two schedules and
differences in the schedules.”
3. “Using the ‘Calendar’ feature
on this application, schedule
a ‘Video Chat’ conference
with a peer.”
4. “When you have the ‘Video
Chat’ conference you and
your peer should answer the
following questions:
What patterns did you notice in
each individual schedule?

What difference did you notice
between the two schedules?

Which schedule is most like
your current daily schedule?

5. “Once you finish your ‘Video
Chat’ with your peer, please
respond to the following prompt
in your Journal: Which of the
Activity #2
1. Adult mentor will review the
two student schedules.
2. Adult mentor will then follow
up with the student using the
‘text message’ feature of this
application to see that they
scheduled a ‘Video Chat’ with
their peer.
3. Adult mentor will then
review the student’s Journal
entry to determine which
areas they need support in to
improve their time
management.
Activity #2
1. “Please go to the tab titled,
‘Unit #4, Module 2’ and
review Student #1 and
Student #2 schedules.”
2. “Using the ‘text message’
feature on this application,
please send a message to your
student to ask if they
scheduled their ‘Video Chat’
conference call with a peer.”
3. “Once your student
completes their ‘Video Chat’
conference call with their
peer, ask them to complete
their Journal entry and ‘share’
it with you.”
4. “As you review their journal
entry determine which
student your student is most
like and which areas of time
management they need
support with.
5. “Ask them to tell you what
goals they have for developing
better time management
skills. Even if their time
management skills are okay
now, let them know they can
always increase their ability
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two student schedules is most
like yours? How do you plan to
improve your time-
management skills?”
to appropriately manage their
time.”

Activity #3
1. Student will list the activities
they must complete in one day
and create a Daily Schedule.
2. Student will then review this
schedule with their mentor to
ensure they are appropriately
managing their time.
Activity #3
1. “Please schedule a ‘Video
Chat’ with your mentor using
the ‘Calendar’ feature of this
application.”
2. “Once the ‘Video Chat’ is
scheduled, please write out all
of the activities you are
responsible for in one day.
Include things like, waking up,
making your bed, preparing
your breakfast, packing your
bags for school, attending
school, traveling to and from
school, studying for an exam,
homework, dinner, family
time, household chores and
time to do something fun.”
3. “Once you have developed
your Daily Schedule, share it
with your mentor and discuss
over ‘Video Chat’ the amount
of time for each activity and
how you ensure each item is
completed.”
4. “Once you have reviewed the
Daily Schedule with your
mentor, respond to the
Activity #3
1. Adult will review the student-
developed Daily Schedule and
ask them questions to better
dissect and organize each
activity.”
Activity #3
1. “Please schedule a ‘Video
Chat’ with your student to
dissect their Daily Schedule.”
2. “When you meet with the
student to review their Daily
Schedule please review the
following things:
Amount of time each activity
takes.

Amount of time needed in
between activities.

Overloading a schedule.

Prioritizing activities based
upon deadline, amount of time
to complete the activity and
other deadlines.

Overall organizing of schedules.

Have the student reflect on their
experience planning in this way
aloud with you.

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following prompt: How did
you feel when you wrote out
your entire Daily Schedule?
What things surprised you
about your schedule? What
tips or thoughts did your
mentor share with you that
you would use the next time
you are planning your day?”

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MODULE #2
“Failing to Prepare is Preparing to Fail”
Outcomes
STUDENT OUTCOMES
● Students will be able to differentiate different critical skills needed for college success
(understand that critical thinking skills are important to success in college).
● Students will be able to reflect aloud with their mentor, the skills they are working to
develop and request feedback from their mentor. (Reflect on their feelings about going to
college, including concerns or fears.)
ADULT OUTCOMES
● Adults will articulate and provide examples to students of the necessary skills for college
(Understand that critical thinking skills are important to success in college).
● Adults will be able to discuss the skills students must possess in order to prepare for and be
successful in college. (Understand that critical thinking skills are important to success
in college.)

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MODULE 2 ACTIVITIES
Student Activities Content Adult Activities Content
Activity #1
1. Student will learn about
Proper Note-taking skills by
watching a video of a college
student in class taking notes.
2. The college student will show
how to listen to a concept,
term or definition and then
write notes in their own
words.
3. The student will practice
writing about a topic using
shorthand note taking and
writing in their own words.
Activity #1
1. “Go to the tab titled, “Unit 4,
Module 2’ and watch the
video titled, ‘Proper Note-
Taking’.”
2. “After watching the video of
the college student in class,
listening to a lecture and
taking notes in their own
words, open the ‘Notes’
feature of this application and
create your own flashcard
content of the topic. Focus on
highlighting the main idea or
poignant points to the
professor’s lecture.”
3. “Once you have developed a
few notes of your own, share
them with a peer in your
‘Contact list’ and compare
your notes with theirs. Look
for similarities in your notes
and determine if the two of
you found the same
information critical or if you
differed in your opinion of
what is important. Explain to
one another why you chose to
write the information you did
and the manner in which you
Activity #1
1. “Adult mentor will watch the
Note-taking video and review
the student’s two summaries of
the content. They will provide
feedback on the student’s ability
to write the important points of
the lecture.”
Activity #1
1. Go to the tab titled, “Unit 4,
Module 2’ and watch the
video titled, ‘Proper Note-
Taking’.”
2. “Your student will take notes
on the content and compare
their notes with a peer to see
if they left out any
information or share similar
beliefs about which
information is critical.”
3. “Once your student compares
their notes with a peer, they
will watch the video again
and write a new summary on
the content, highlighting the
main points. The student will
then compare the two sets of
notes and share them with
you for your review and
feedback.”
4. “As you review their notes,
focus on providing feedback
around the following:
-summarization of content
-abbreviations of words and
sentences
-highlighting the main points
-omitting unnecessary details
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did.”
4. “After your conversation with
your peer, go back and watch
the video again and retake
notes, summarizing the
content and writing the main
points. Compare your first set
of notes with your second set
and see if you change any
information or felt that some
information was more
pertinent the second time
around.”
5. “Using the ‘text message’
feature on this application,
send a screenshot of your
notes both times to your
mentor and await their
feedback.”

5. “Using the ‘email’ feature on
this application, provide your
feedback to your student in
email form. Focus on things they
did well and areas of
improvement. Be sure to include
a note to them that if they have
questions about your feedback,
you are available to answer any
questions.”
Activity #2
1. Students will learn the
importance of memorizing
content to expand their
repertoire of study skills.
2. Students will watch a video of
a doctor discussing how they
memorize medical
information for tests.
Activity #2
1. “Please go to the tab titled,
‘Unit #4, Module 2; and click
on the video ‘Memorization
Skills’.”
2. “Watch the video of the
doctor describing how she
uses memorization skills to
study for her tests and
exams.”
3. “After you watch the video,
respond to the following
Activity #2
1. Adult mentor will watch the
Memorization Skills video
and read their student’s
journal entry responding to
the video.
2. Adult will provide feedback
on the student’s journal entry
as applicable.
Activity #2
1. Please go to the tab titled,
‘Unit #4, Module 2; and click
on the video ‘Memorization
Skills’.”
2. “Watch the video of the
doctor describes how she
uses memorization skills to
study for her tests and
exams.”
3. “Once your student their
journal entry with you for
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prompt in your journal: What
aspects of memorizing
content do you think will be
helpful in your studies and
why?”
4. “Using the ‘share’ feature on
this application with your
mentor.”
this activity, respond to any
misinformation that you read
and provide appropriate
feedback to them using the
‘text message’ feature of this
application.”

Activity #3
1. Student will watch a video on
how to develop mnemonics to
help them study.
2. Students will then match
specific mnemonics to their
acronym.

Activity #3
1. “Please go to the tab titled,
‘Unit 4, Module #2’ and
watch the video titled,
‘Mnemonics 101’.”
2. “Pay close attention to the
definition of Mnemonics and
how it is used to study and
remember specific material.”
3. “Using the ‘Video Chat’
feature on this application,
discuss with your mentor the
Mnemonics 101 video.”
Activity #3
1. Adult mentor will watch the
Mnemonics 101 video and
discuss the content with their
student.”

Activity #3
1. “Please go to the tab titled,
‘Unit 4, Module #2’ and
watch the video titled,
‘Mnemonics 101’.”
2. “Once you and your student
have watched the video use
the ‘Video Chat’ feature on
this application to discuss
the use of Mnemonics.
Discuss with the student the
benefit to creating tricks
while studying to help
remember content.”
Activity #4
1. Students will learn the
importance of Health and
Wellness to support their
academic success.

Activity #4
1. “Please go to the tab titled,
‘Unit 4, Module 2’ and click
on the video titled, “An
Athlete’s Preparation’.”
2. “Watch the video and take
notes summarizing the
material and documenting
important points, using the
Activity #4
1. Adult mentor will watch the
video titled, “An Athlete’s
Preparation” and then
facilitate a discussion with
their student about the key
takeaways.
2. The adult mentor will also
review the notes that their
Activity #4
1. “Please go to the tab titled,
‘Unit 4, Module 2’ and click on
the video titled, “An Athlete’s
Preparation’.”
2. “Your student should take
notes of the content in this
video and summarize them
using the ‘Notes’ feature on
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182
‘Notes’ feature on this
application.”
3. “After you watch the video,
schedule a ‘Video Chat’ with
your mentor to discuss the
key takeaways from the
video and your notes
summary.”
student shares with them and
provide feedback.
this application. The student
will then share the notes with
you.”
3. “After the video, schedule a
‘Video Chat’ with your student
to discuss the key takeaways
from the video and the
student’s summary of the
video.”

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Module #3
“Independent Decision-Making”
Outcomes
STUDENT OUTCOMES
● Students will understand the importance of peer support and influence and will be able to identify peers that may support their
college goals. (Set both long-term and short-term goals to prepare for college.)
● Students will understand the necessary skills needed for success and will articulate them to an adult. (Set both long-term and
short-term goals to prepare for college and understand that critical thinking skills are important to success in college).
● Students will be able to differentiate different critical skills needed for college success (understand that critical thinking skills
are important to success in college).
● Students will be able to reflect aloud with their mentor, the skills they are working to develop and request feedback from their
mentor. (Reflect on their feelings about going to college, including concerns or fears.)
ADULT OUTCOMES
● Adults will be able to discuss the necessary skills with students and how they will ensure they are cultivating such skills. (Create
an action plan to achieve their educational and career goals and understand that critical thinking skills are important to
success in college.)
● Adults will be able to facilitate conversations with students on the importance of peer influence and help them identify peers and
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adults who they should surround themselves with. (Create an action plan to achieve their educational goals).

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Module 3 Activities
Student Activities Content Adult Activities Content
Activity #1
1. Student will watch an
interview of a college
student describing the
process they underwent
when deciding which college
to attend. The video will
display the process for
creating a “pros and cons”
list, discussing the options
with people the student
trusts and other factors that
contributed to their
decision-making process.
2. The individual in the video
will discuss the following
types of decisions that the
student will begin to make
as a college student:
- When and how often to study
- When to wake up for class and
how to schedule one’s classes
and day to ensure time for each
class.
-How to organize oneself
-When to cook, do laundry and
other household chores.
- When and how to pay bills
Activity #1
1. “Go to the tab titled, ‘Unit #4,
Module 3’ and watch the
Interview titled, “Learning to
Make Decisions Wisely’.”
2. “Once you watch the video,
respond to the following
prompt: How do you feel
about making the decision
about which college to
attend? Who are the people
you will discuss this decision
with?
3. “Share your journal entry
with your mentor and discuss
your feelings around
decision-making.”

Activity #1
1. Adult mentor will watch the
video titled, “Learning to
Make Decisions Wisely.”
2. Adult mentor will then
review their student’s journal
entry and respond to any
concerns or questions they
have.
Activity #1
1. “Go to the tab titled, ‘Unit #4,
Module 3’ and watch the
Interview titled, “Learning to
Make Decisions Wisely’.”
2. “Once you complete the
video, your student will write
in their journal about the
video and share their entry
with you.”
3. “Respond to any questions or
concerns about decision-
making that your student
writes. Discuss the process
for which you underwent
when determining which
college to attend.”

Activity #2
1. Students will learn the
importance of peer influence
Activity #2
1. “Please go to Unit #4, Module
3’ and watch the video titled,
Activity #2
1. Adult mentor will watch the
video titled, “Peer Influence”.
Activity #2
1. “Please go to Unit #4, Module
3’ and watch the video titled,
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186
on their decision-making and
college success.
2. Students will watch a video
of individuals discussing a
peer who helped throughout
college to make good
decisions. Some individuals
in the video will also discuss
how they had to transition
from some friendships to
others and how they did that
process.
‘Peer Influence’.”
2. “The individuals on the video
will share their experience
with having a peer to
support them throughout
college.”
3. “As the individuals are
speaking in the video, take
notes using the ‘Notes’
feature of what types of
things they say are
important in identifying a
peer to help throughout
college. Pay close attention
to how their peers helped
them make good decisions in
college. Also take note on the
individuals who discussed
having to set boundaries
with some friends and
develop relationships with
new friends.”
2. Adult mentor will facilitate a
discussion with the student
about the importance of good
friends and like-minded
friends who will support
them through college.
‘Peer Influence’.”
2. “Your student will take notes
on the video and share their
notes with you.”
3. “Using the ‘Video Chat’ feature
on this application, facilitate a
conversation with your
student about the importance
of a peer who will support
them in making good
decisions in college.”
4. “Specifically discuss the
following with your student:
Identifying a peer who wants to
make good decisions and will
help them make good decisions.

Establishing barriers with
friends who do not share the
same goals as them.

Identifying new friends and
groups of friends who want to
attend college and do well.

The importance of identifying
when they have to make the hard
decision to cut ties with
someone.

Activity #3
1. Students will learn the
importance of seeking help
Activity #3
1. “Please go to the tab titled
‘Unit 4, Module 2’ and watch
Activity #3
1. Adult mentor will watch the
video titled, “Knowing When to
Activity #3
1. “Please go to the tab titled
‘Unit 4, Module 2’ and watch
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187
and counsel.
2. Students will learn that some
decisions can be made
entirely independent of peers
and adults. However, some
decisions will have greater
consequences and it is good
to discuss such decisions
with an adult mentor or
trusted adult.
the video titled, ‘Knowing
When to Ask for Help’.”
2. “The video is an interview of
a student describing when
and how they engage an
adult for assistance with
making important decisions.
The student will describe the
decisions they make on their
own, like everyday decisions
about: scheduling, household
chores and study-time and
decisions that require the
input from a trusted adult
like: changing a major, help
with friends and choosing a
job during college.”
3. “After you watch the video,
schedule a ‘Video Chat’ with
your mentor to discuss the
types of decisions you will
make on your own and the
decisions for which you will
want the input from a
mentor.”
4. “After your discussion with
your mentor, respond to the
following prompts in your
journal: How would you go
about asking for help?
5. Who are the people you will
seek for help?
Ask for Help” and will facilitate a
discussion with the student
about the types of decisions that
they make alone and the types
of decisions they should ask for
help from an adult.”
the video titled, ‘Knowing
When to Ask for Help’.”
2. “Once you and your student
have both watched the video,
schedule a ‘Video Chat’ with
them to discuss the video’s
content.”
3. “During the ‘Video Chat’ you
should ask the following
questions:
-How comfortable are you with
making decisions in general? Do
you like to have quiet time to
yourself to make a decision or
do you like to seek the input of
others to help you make your
decision?
-What types of decisions have
you made in the past where you
asked the input of an adult?
-What steps do you take when
trying to make an important
decision?

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6. Describe a time when you
were faced with a difficult
decision and you sought
help.”

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MODULE #4
Practice Makes Perfect
Outcomes
● Students will understand the necessary skills needed for success and will articulate them to
an adult. (Set both long-term and short-term goals to prepare for college and
understand that critical thinking skills are important to success in college).
● Students will be able to differentiate different critical skills needed for college success
(understand that critical thinking skills are important to success in college).
● Students will be able to list the skills they want to further develop and specific activities,
with deadlines for developing such skills. (Create an action plan to achieve their
educational and career goals and understand that critical thinking skills are
important to success in college.)
● Students will be able to reflect aloud with their mentor, the skills they are working to
develop and request feedback from their mentor. (Reflect on their feelings about going to
college, including concerns or fears.)
● Adults will be able to discuss the skills students must possess in order to prepare for and be
successful in college. (Understand that critical thinking skills are important to success
in college.)
● Adults will be able to discuss the necessary skills with students and how they will ensure
they are cultivating such skills. (Create an action plan to achieve their educational and
career goals and understand that critical thinking skills are important to success in
college.)

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Module 4 Activities
Student Activities Content Adult Activities Content
Activity #1
1. Students will learn how to
reflect on the skills necessary
for college success and
identify, set goals and
evaluate their progress of
each skill.
2. Student will set goals for
each skill and specific
activities for developing such
skills.

Activity #1
1. “Please write the following
skills in your journal: Time-
management, Study Skills,
Making Decisions. Then rate
yourself on a scale of 1-10 in
terms of how strong you feel
you are in each skill.
Beginning with the skill that
you are the weakest in, write
out a specific goal or goals for
the skill. An example of a goal
for time management could
be to use your calendar to
write out your daily tasks at
least 3-5 times per week
(especially if you do not
currently use your calendar).
Next, write down the skill that
has the next lowest score and
write down a goal for that
skill. Do the same for all three
skills.”
2. “Once you have determined
goals for all three skills, focus
on just one for a month at a
time. Write down on your
‘Calendar’ when you will start
to work on each skill.”
3. “Next schedule a ‘Video Chat’
Activity #1
1. Adult mentor will help
student determine which
specific activities they will focus
on to build their capacity with
the three skills mentioned in
this module.
Activity #1
1. “Your student will write down
the three goals and rate their
comfort with each. They will
then choose one to focus on
each month for three months.
They will be asked to set a goal
for developing each specific skill
and your job is to help them
determine which activities to
engage in, and when to engage
in such activities. You should
mention that they start with
small goals and build up to more
difficult goals. You should also
mention that they include
activities that they are familiar
with and activities that will
directly support the
development of skills.”
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with your mentor to discuss
specific activities to help you
further develop each goal.”
Activity #2
1. Each week the student will
journal about their progress and
reflect on their feelings
throughout the process.
Activity #2
1. “Each week as you focus on a
specific skill, journal at least
twice a week about your
feelings. Focus on how you
feel about your competence
and whether or not it is
growing with each week.
Focus also on the types of
activities you are doing to
improve your capacity in each
skill.”
2. “Once you complete a journal
entry, use the ‘share’ feature
on this application to share
the entry with your mentor.”
Activity #2
1. Adult mentor will review the
weekly journal entries that
their student shares
regarding their feelings about
the skill set development.
2. Adult mentor will provide
feedback as needed.
Activity #2
1. “Your student will journal
about their feelings as they
progress through the skill
development.”
2. “As they share their entries
with you be sure to provide
reassurance, support and
positive feedback. Also, make
suggestions of other
activities that the student can
engage in to further enhance
their skill development.
3. “Repeat this process for each
of the three skills presented
in this module, for a period of
three months.”

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Unit 5: Making the Most of the College Experience
Overview
This is the final unit of the curriculum where students begin to look forward to the college
experience. Up to this point in the curriculum, the students have learned about the attributes, skills
and resources needed to be successful in college. In this unit, the students begin to think about their
future in college and their careers. The activities in this unit focus on students getting to know
themselves and their personalities better. By the conclusion of the unit, students will have a better
idea of their personal goals and future.
Unit Outcomes
Student Outcomes:
● Students will know where and how to locate various resources on college websites and/or
campuses. (Articulate what they know and do not know about college and where to
get information about preparing and applying to college.)
● Students will know the various organization types offered on campus and the benefit of
being involved. (Understand the benefits and importance of going to college.)
● Students will understand the importance of networking in college. (Set both long-term
and short-term goals to prepare for college.)
● Students will be able to brainstorm and discuss a list of specific activities, programs, clubs
and resources they will access upon enrollment at college. (Articulate what they know
and do not know about college and where to get information about preparing and
applying to college.)
● Students will reflect on their long-term career goals and discuss with their mentor steps to
achieve those goals. (Create an action plan to achieve their educational and career
goals and set both long-term and short-term goals to prepare for college.)
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● Students will reflect and journal about their long-term career goals and identify which
major, programs or area of study will support their goals. (Reflect on their feelings about
going to college, including concerns or fears and set both long-term and short-term
goals to prepare for college.)
Adult Outcomes:
● Adults will understand the various resources and organizations offered to students and how
to help their student access such resources.
● Adults will be able to facilitate conversations with students around how to network.
● Adults will be able to discuss how students can make the most of their college experience by
accessing resources and networking.
MODULE #1
“Who Am I?”
Outcomes
1. Students will know where and how to locate various resources on college websites and/or
campuses. (Articulate what they know and do not know about college and where to
get information about preparing and applying to college.)
2. Students will know the various organization types offered on campus and the benefit of
being involved. (Understand the benefits and importance of going to college.)
3. Students will be able to brainstorm and discuss a list of specific activities, programs, clubs
and resources they will access upon enrollment at college. (Articulate what they know
and do not know about college and where to get information about preparing and
applying to college.)
4. Adults will understand the various resources and organizations offered to students and how
to help their student access such resources. (Articulate what they know and do not know
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about college and where to get information about preparing and applying to college.)
5. Adults will be able to discuss how students can make the most of their college experience by
accessing resources and networking. (Articulate what they know and do not know about
college and where to get information about preparing and applying to college.)

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Module #1 Activities
Student Activities Content Adult Activities Content
Activity #1
1. Students will take a career
assessment to determine
their personal interest.
2. Based on the results of the
survey, the student will go to
a college website and identify
activities, clubs and
programs that will cultivate
their natural interests.
Activity #1
1. “Please go to the tab titled,
‘Unit 5, Module 1’ and click on
the ‘Personality Assessment’.
Take the assessment and
discuss the results with your
mentor.”
2. “Once you have the
assessment results, schedule
a ‘Video Chat’ with your
mentor to go over the
results.”
3. “If you have questions about
the assessment or your
results, ask them to your
mentor.”
4. “Once you have discussed the
assessment with your mentor,
go onto a college website and
identify activities, clubs and
programs that will cultivate
your natural interests. Write
down the names of the
activities and programs that
you have identified and share
them with your mentor.”
Activity #1
1. Adult mentor will discuss the
student’s Personality
Assessment results with
them. They will respond to
any questions or concerns the
student has regarding the
results.
2. The student will then
navigate a college website
and identify activities, clubs
and programs that will
cultivate their natural
interests. They will record
the names of the programs
and share them with the
adult mentor.
Activity #1
1. “Please go to the tab titled,
‘Unit 5, Module 1’ and review
the ‘Personality
Assessment’.”
2. “Once your student takes the
‘Personality Assessment’
they will share the results
with you. You should
respond to any questions or
concerns that they have.”
3. “Once you have discussed the
assessment results, assist
your student with navigating
a previously identified
college website to locate
activities, clubs and
programs that will cultivate
the student’s interests.”
Activity #2
1. Students will journal about
the self-assessment. They will
write about their results and
Activity #2
1. “Please go the ‘Journal’
feature on this application
Activity #2
1. Adult mentor will review the
student’s journal entry and
discuss their feelings of the
Activity #2
1. “Your student will respond to
the follow prompt: What
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their feelings about their results. and respond to the following
prompt: What were the
results of your Personality
Assessment? How do you feel
about such results? What
does it make you think about
in terms of setting goals?”
2. “Please share your journal
entry with your mentor. Then,
schedule a ‘Video Chat’ with
your mentor to discuss you’re
your reflection of your
feelings.”
personality assessment. were the results of your
Personality Assessment?
How do you feel about such
results? What does it make
you think about in terms of
setting goals?”
2. “Once they share their
journal entry with you,
review it and generate
discussion questions for
them.”
3. “Using the ‘Video Chat’
feature on this application,
schedule a call with your
student to discuss their
journal entry. Ask them
questions that are in direct
response to their journal
entry.”
Activity #3
1. Students will review their
results and think about which
types profession might be
suitable for their interests.
2. Student will discuss the skills
they want to further develop
with a peer.
3. Student will then determine
one skill or trait that they
want to further develop over
the next month. Student will
Activity #3
1. “Please review their
Personality Assessment to
determine the skills/traits
that you want to further
develop. Once you have
decided the list of skill/traits
you want to further develop,
write them down in your
‘Notes’.”
2. “Once you have your list of
skills/traits ready, use the
Activity #3
1. Adult mentor will review the
list of skills/traits that the
student wants to further
develop and will help the
student choose one skill/trait
that they will focus on over the
next month.
Activity #3
1. “Please review our student’s
list of skills/traits that they
want to further develop.”
2. “Once you have reviewed the
list, help the student narrow
down the list to one skill/trait
that they want to further
develop over the next month.”
3. “Let the student know that
they will be focusing on the
specific skill/trait for
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develop specific goals around
developing the skill/trait.
‘Video Chat’ feature on this
application to discuss the
skills/traits a peer in your
‘Contacts’ list.”
3. “After your ‘Video Chat’ with
your peer, choose one
skill/trait that you want to
develop over the next month.”
approximately one month and
that you will assist with
suggesting activities and
resources that will help them
develop the identified
skill/trait.”
4. Activities and resources will
be provided in

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MODULE #2
“Effective Goal-Setting”
Outcomes
STUDENT OUTCOMES
● Students will reflect on their long-term career goals and discuss with their mentor steps to
achieve those goals. (Create an action plan to achieve their educational and career
goals and set both long-term and short-term goals to prepare for college.)
● Students will reflect and journal about their long-term career goals and identify which
major, programs or area of study will support their goals. (Reflect on their feelings about
going to college, including concerns or fears and set both long-term and short-term
goals to prepare for college.)
● Students will create a roadmap for their college experience and develop goals with specific
activities and corresponding timelines. (Create an action plan to achieve their
educational and career goals and set both long-term and short-term goals to prepare
for college.)
ADULT OUTCOMES
● Adults will be able to discuss how students can make the most of their college experience by
accessing resources and networking.

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Module #2 Activities
Student Activities Content Adult Mentor Activities Content
Activity #1
1. Students will learn how to set
SMART goals.
2. Students will learn the
difference between short-
term and long-term goals.
Activity #1
1. “Go to the tab titled, ‘Unit 5,
Module #2’and watch the
video titled, ‘Setting SMART
Goals’.”
2. “Next go to the presentation
under the tab titled, ‘Unit 5,
Module #2’ and click through
the presentation titled, ‘Short-
term goals vs. Long-term
Goals’.”
3. “Using the ‘Video Chat’
feature on this application,
discuss the various types of
goals and the criteria for
setting good goals with your
mentor.”
Activity #1
1. Adult mentor will use the
‘Video Chat’ feature on this
application to discuss the
various types of goals and the
criteria for setting good goals.
Activity #1
1. “Your student should
schedule a ‘Video Chat’ with
you to discuss the types of
goals and the criteria for
setting good goals.”
2. “Give your student an
example of a short-term goal,
long-term goal and review
SMART goal criteria. Provide
an example of a SMART
short-term goal and a SMART
long-term goal. An example
of a short-term goal is:
a. Write in my
journal 3 times
each week.
b. An example of a
long-term goal is
to apply to three
colleges during
my junior year in
high school.
Activity #2
1. Student will set a short-term
goal and long-term skill/trait
development goal with the
help of their mentor.
Activity #2
1. “Using the ‘Video Chat’
feature on this application,
please determine one short
term goal and one long term
Activity #2
1. Adult mentor will help
student set short term/long
term skill/trait development
goal.
Activity #2
1. “Using the ‘Video Chat’
feature on this application,
help your student determine
one short term goal, one long
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2. Student will identify one
college and one career goal.
3. Student will identify, with the
help of their mentor,
activities, resources and
programs offered at school
and the university that will
help the student achieve their
goals.
goal with your mentor. Write
these goals in your ‘Journal’.”
2. “Next, also using the ‘Video
Chat’ feature on this
application, discuss one
college and one career goal
with your mentor. Write
these goals in your ‘Journal’.
3. “Next, review your school’s
website and a college
website to identify activities,
resources and programs that
can help you better achieve
your goals. Write down the
activities in your ‘Notes’ and
a deadline for completing the
activities.”
4. “As you complete each
activity, reflect in your
journal how it supports
either your short term/long
term skill/trait goal or your
college and career goal. Then
share your entry with your
mentor.”
2. Adult Mentor will also help
student determine one
college and one career goal.
3. Adult Mentor will help
student identify activities,
resources and programs
offered at their school and
the university that will help
them achieve their goals.
4. Finally, adult Mentor will
help student to set deadlines
for completing the identified
activities.
5. Adult Mentor will review
student’s reflection as they
begin tom work to develop
their goals.
term goal related to an
identified skill/trait that they
want to develop.”
2. “Next, help your student
identify one college and one
career goal. Your student
should write these goals in
their journal.”
3. “Next, review your student’s
school website and college
website to identify activities,
resources and programs that
will help them further
develop their goals.”
4. “As your student completes
the chosen activities that will
help support their goals, they
will reflect on their feelings
in their journal and share the
entries with you. You should
review the entries and
respond accordingly to the
contents.”
Activity #3
1. Once the student has
completed the activity or
program or located the
identified resource to help
them develop their identified
Activity #3
1. “Once you have completed
the activity or program or
located the identified
resource to help them
develop their identified
Activity #3
1. Adult Mentor will help
student choose another
skill/trait that they want to
further develop and adult will
help them identify activities,
Activity #3
1. “Once your student has
completed the first set of
goals, help them to identify
another skill/trait to further
develop.”
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201
skill/trait and completed
their journal entry, they
should identify another
skill/trait that they want to
develop.
2. Students will repeat the
process of choosing a
trait/skill and focusing
on developing it for one
month, for at least three
months – focusing on a
different trait/skill each
month.
skill/trait and completed
their journal entry, identify
another skill/trait that they
want to develop.”
2. “Schedule a ‘Video Chat’ with
your mentor to share with
them the identified skill/trait
that you want to focus on for
the next month. Get feedback
from your mentor and
support identifying other
programs, activities to help
develop your identified
skill/trait.”
3. “Repeat the process of
choosing a trait/skill and
focus on developing the new
trait/skill for one month, for
at least three months –
focusing on a different
trait/skill each month.”

programs and resources that
will help them further
develop the identified trait.
2. Adult will work with the
student to identify a
skill/trait each month, for the
next three months, that the
student will work on
developing.
2. “Using the ‘Video Chat’
feature on this application,
meet with your student to
help them identify a second
trait/skill that they should
focus on developing. Also,
help your student locate
activities, resources and
programs that will support
the development of their
skill/trait.”
3. “Repeat this for three
skills/traits for three months.”
4. “Have your student reflect
each week on their skill/trait
development in their journal
and respond the journal entry
accordingly.”

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MODULE #3
“Planning Ahead for the Future”
Outcomes
STUDENT OUTCOMES
● Students will understand the importance of networking in college. (Set both long-term
and short-term goals to prepare for college.)
● Students will reflect and journal about their long-term career goals and identify which
major, programs or area of study will support their goals. (Reflect on their feelings about
going to college, including concerns or fears and set both long-term and short-term
goals to prepare for college.)
ADULT OUTCOMES
● Adults will be able to facilitate conversations with students around how to network.
● Adults will be able to discuss how students can make the most of their college experience by
accessing resources and networking.
Module #3 Activities
Networking, What I would tell my younger self.

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Module #3 Activities
Student Activities Content Adult Mentor Activities Content
Activity #1
1. Students will learn the basics
of networking and will try to
network with their peers.
Activity #1
1. “Please go to the tab titled,
‘Unit 5, Module #3’ and click
on the video titled,
‘Networking 101’.”
2. “After you watch the video,
use the ‘Video Chat’ feature
on this application to discuss
the video with your mentor.
Take notes on the tips that
your mentor provides.”
3. “Once your complete
discussion with your mentor
schedule a ‘Group Chat’
meeting with two peers in
your ‘Contact List’. When you
meet use the following
prompts:
“Introduce yourself, your age
and your school.”
“Allow the other two peers to
introduce themselves.”
“Discuss your college goals and
allow your peers to do the
same.”
“Discuss how you might support
one another with your academic
goals.”
4. “Respond to the following
Activity #1
1. Adult Mentor will watch the
“Networking 101” video and
schedule a ‘Video Chat’ with
their student. During the
Video Chat, the mentor will
provide tips on Networking
to the student.
2. Adult Mentor will also review
the student’s journal entry
and provide feedback to the
student.

Activity #1
1. “Please go to the tab titled,
‘Unit 5, Module #3’ and click
on the video titled,
‘Networking 101’.”
2. “After you watch the video,
use the ‘Video Chat’ feature
on this application to discuss
the video with your student.”
3. Once your student engages in
networking practice with
other peers, have them
respond to the journal
prompt for this module.”
4. “Finally, using the ‘text
message feature’ on this app,
respond to your student’s
journal entry by asking the
following questions:
a. “How did you
feel socializing
with peers?”
b. “How will you
use networking
and relationship
building to help
support your
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prompt in your journal: How
do you feel about networking
with your peers? What value
do you see in networking?
Are there any aspects to
networking that you need
additional support with?”
5. “Share your journal entry
with your mentor and take
feedback from them.”
goals?”
Activity #2
1. Students will watch a video
titled, “What I would tell my
Younger Self”. The video will
highlight 3-5 college graduates
and tips they would give college
students today.”
Activity #2
1. “Please go to the tab titled,
‘Unit 5, Module #2’ and select
the video titled, ‘What I would
tell My Younger Self’.”
2. “Once you watch the video,
use the ‘Text Message’ feature
on this application to discuss
the highlights of the video
with one of your peers in you
‘Contacts List’.”
3. “Finally, discuss the highlights
of the video with your mentor
and take notes based upon
feedback they provide.”
Activity #2
1. Adult mentor will watch the
video, “What I would Tell My
Younger Self” and discuss the
highlights of the video with your
student.
Activity #2
1. “Please go to the tab titled,
‘Unit 5, Module #2’ and select
the video titled, ‘What I
would tell My Younger Self’.”
2. “After the video, schedule a
‘Video Chat’ with your
student and discuss the main
points of the video:
Introspection is when you
think about your actions or
behaviors and determine
what you will do going
forward in a similar
situation. Time management
and discipline is critical to
college success. Networking
and peer support is
necessary.”

Activity #3 Activity #3 Activity #3 Activity #3
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1. Students will participate in a
conversation with their mentor
about their mentor’s college
journey and the decisions they
made along the way.
2. Students will journal about
what tips were most helpful
from the video.
1. “Using the ‘text message’
feature on this app, please
schedule a ‘Video Chat’ with
your Mentor.”
2. “Once on the ‘Video Chat’ with
your mentor, ask the
following questions:
a. What was your
college journey
like?
b. What are some
activities you
participated in
both prior and
during college
that helped
make you
successful?
c. What are some
activities you did
both prior and
during college
that you would
not do again,
based on what
you know now?
d. Looking back, do
you think you
made the right
decision in your
choice of
friends? Why or
1. Adult Mentor will participate
in an interview style
conversation with the
student.
2. Adult mentor will read
student’s journal entry. The
adult mentor will also
provide feedback according
to the student’s entry.
1) “Using the ‘text message’
feature on this app, schedule
a ‘Video Chat’ with your
student.”
2) During the ‘Video Chart’ be
prepared to respond to the
following questions:
a) What was your
college journey
like?
b) What are some
activities you
participated in
both prior and
during college
that helped
make you
successful?
c) What are some
activities you did
both prior and
during college
that you would
not do again,
based on what
you know now?
d) Looking back, do
you think you
made the right
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why not?
e. What is one
piece of advice
you wish
someone would
have told you
before you went
to college?
3. Please respond to the
following prompt in your
journal: “ What tips did you
find most useful on the video,
‘What I Would tell My
Younger Self’.”
4. “Use the ‘Share’ feature on
this application to share your
journal entry with your
mentor.”
decision in
which friends
you chose? Why
or why not?
e) What is one
piece of advice
you wish
someone would
have told you
before you went
to college?
3) Your student will share their
journal entry with you
regarding their feelings
about the tips from the video.
Provide specific and
meaningful feedback for the
student.

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Curriculum Assessment
A Likert Scale will be used to assess the effectiveness of this curriculum. Both the Student and the
Mentor will use the Likert Scale to rate their learning, effectiveness of the curriculum and overall
satisfaction with the curriculum. The questions on the survey provide insight to the student and
Mentor learning and satisfaction with the curriculum. Below are the questions that would be
included on the survey.
For Students:
1. Before the curriculum how likely were you to engage a mentor to help you with college?
Very likely, likely, somewhat likely, unlikely, very unlikely
2. The curriculum presented the material in a clear and understandable way. Strongly Agree,
Agree, Somewhat Agree, Disagree, Strongly Disagree.
3. The curriculum made me feel comfortable with the college application process. Very
comfortable, comfortable, somewhat comfortable, not comfortable, very uncomfortable.
4. The curriculum helped me understand the key components of the college application
process. Very well, well, somewhat, not well, not at all.
5. The curriculum helped me to understand the importance of a Mentor. Strongly Agree, Agree,
Somewhat Agree, Disagree, Strongly Disagree.
6. The curriculum helped me better understand that there is more than one way to pay for
college. Strongly Agree, Agree, Somewhat Agree, Disagree, Strongly Disagree.
7. After completing the curriculum I believe that college is important. Strongly Agree, Agree,
Somewhat Agree, Disagree, Strongly Disagree.
8. After completing the curriculum, I believe that if I make good choices I can go to college.
Strongly Agree, Agree, Somewhat Agree, Disagree, Strongly Disagree.
9. The curriculum helped me understand the types of colleges. Strongly Agree, Agree,
EVERYTHING YOU NEED TO PREPARE FOR COLLEGE

208
Somewhat Agree, Disagree, Strongly Disagree.
10. I know that I am going to college. Strongly Agree, Agree, Somewhat Agree, Disagree, Strongly
Disagree.
For Mentors
1. The information and content in this curriculum was presented clearly. Strongly Agree,
Agree, Somewhat Agree, Disagree, Strongly Disagree.
2. The activities were appropriate for my student and the unit outcomes. Strongly Agree,
Agree, Somewhat Agree, Disagree, Strongly Disagree.
3. The curriculum taught me how to be supportive to my student while they prepare for
college. Strongly Agree, Agree, Somewhat Agree, Disagree, Strongly Disagree.
4. The curriculum made it easier to support my student with the college process. Strongly
Agree, Agree, Somewhat Agree, Disagree, Strongly Disagree.
5. I felt the curriculum was helpful to my student. Strongly Agree, Agree, Somewhat Agree,
Disagree, Strongly Disagree.
6. I observed my student learn new things about the college preparation process. Strongly
Agree, Agree, Somewhat Agree, Disagree, Strongly Disagree.
7. I learned something new about the college preparation process than I did not previously
know. Strongly Agree, Agree, Somewhat Agree, Disagree, Strongly Disagree.
8. After completing the curriculum, I better understand the college preparation process.
Strongly Agree, Agree, Somewhat Agree, Disagree, Strongly Disagree.
9. After completing the curriculum, I believe my student understands the college preparation
process. Strongly Agree, Agree, Somewhat Agree, Disagree, Strongly Disagree.
10. I would recommend this curriculum to other students and/or Mentors. Strongly Agree,
Agree, Somewhat Agree, Disagree, Strongly Disagree.
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The goal of the Likert Assessment is to gauge Mentor and Student satisfaction with the curriculum.
Results from the survey will be used to guide updates and changes to the curriculum. Assessments
will be issued upon completion of the curriculum to both Mentors and students.

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210
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Appendix A

Definitions
Academic Climate: According to Johnson (2008) the Academic Climate of a high school is its school
culture, expectations and educational beliefs about students’ academic abilities
Rigorous Academic Environment: Johnson (2008) describes a Rigorous Academic Climate as one
in which high numbers of students at a specific school participating in college-bound activities
including: programs, placement tests and high-level coursework
Expected Family Contribution (EFC): Corrigan (2003) describes a student’s Expected Family
Contribution as the amount of financial support a student’s family is predicted to provide for their
college education.
Middle School Student: A middle school student is an adolescent between the ages of 11 and 14
(Newman & Newman, 1976).
Motivation: Motivation is the process whereby an individual decides whether or not he or she will
initiate a task and sustain the necessary effort to complete it (Rueda, 2011).
Psychosocial Development: Psychosocial Development refers to the various stages of human
development, developmental tasks, psychosocial crisis and the process of coping (Newman &
Newman, 1976).
Self-Efficacy: According to Bandura (1994) Self-Efficacy refers to the positive or negative beliefs a
student holds regarding their ability to perform a specific task or participate in a specific activity.
Social Capital: Sandefur et al. (2006) refers to social capital as the availability of resources,
information and network to an individual

Abstract (if available)

Abstract The purpose of this curriculum is to address the low-income/high-income college enrollment gap. This curriculum seeks to address this problem by targeting low-income, middle school students early in their education, so that they can prepare for college at a young age. Through a mobile app, students interact with an adult mentor and other students in ways that help them think about, reflect upon and prepare for college. The curriculum also addresses the identity conflict that many first-generation, college students experience and provides opportunities for the students to reflect upon their feelings and beliefs about college. Student reflection throughout the curriculum is intended to increase the learner’s self-efficacy as it relates to college. By the end of the curriculum, students and mentors will have a better sense of the college preparation process and hopefully develop some positive beliefs about their ability to navigate the college process.

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Asset Metadata

Creator Mitchell, Hattie Pearl (author)

Core Title Everything you need to prepare for college in the palm of your hand: a mobile app for low income, middle school students

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 10/11/2018

Defense Date 04/27/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag African American,African American students,app,college,college access,college outcomes,college preparation,counselors,education,educational outcomes,high school counselors,high school mentors,Latino,Latino students,Learning and Instruction,low-income,mentor,mentors,middle school,middle school mentors,Middle school students,minority,Mobile,mobile app,OAI-PMH Harvest,online,online learning,phone,Poor,poor students,Poverty,Students,tech,Technology

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hirabayashi, Kimberly (committee chair), Gothold, Stuart (committee member), Venegas, Kristan (committee member)

Creator Email hattie.arrington@gmail.com,hmitchell@creteacademy.org

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-87471

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