Greater A Student’s Academic And Social Integration

Greater A Student’s Academic And Social Integration

Table of Contents

Order ID# 45178248544XXTG457	Plagiarism Level: 0-0.5%	Writer Classification: PhD competent
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Sources: 4-6	Course Level: Masters/University College	Guarantee Status: 96-99%

Instructions

Greater A Student’s Academic And Social Integration

Answer in APA 2pages with reference.

Note- write the paper like am struggling financially in school in between taking care of my children.

1) What are your proudest achievements during this semester (examples are community service; campus involvement; family life; charity work; major improvement to grades; etc.)?

 

2) What obstacles did you have to overcome to achieve your academic success this semester?

1. Background:

You work as the DOS (Dean of Students) at a faith-based, private, medium-sized, liberal arts school in the south.  Your student population is 5,000 with 3,0000 undergraduate students.  Your undergraduate population is approximately 80% white/Caucasian with the remaining approximately 20% of the undergraduate population made up of minorities: African American (85% of total 20%), Hispanic/Latino Americans (8%), Asian Americans (7%) as well as Native Americans (5%). Currently, within the student affairs model at your institution, there is no established multicultural office and your programming funding has not changed since 2010 (limited resources).

Scenario:

You have been approached by some of your minority student leaders (students involved in CAB, SGA, Orientation) in creating more specific opportunities for engaging new minority students in order to help with retaining more minority students.  After meeting with the students several times, a meeting is finally accepted by the President of your institution.  He is in favor of moving forward but tells the students that he would like for this endeavor to be organic in its approach and lead by the students in creating these new programs.  He doesn’t think a top-down approach (creating a Multicultural Affairs office) is the right fit but tasks you with helping this new student initiative.

What approach would you, the DOS, take in helping these students?  How much involvement should you, the DOS, have in this creation to keep it truly ‘student-driven’?

2. Tinto’s (1993) model of college departure has indicated that the greater a student’s academic and social integration, the more connected the student will be to the institution.  Tinto (1993) goes on to indicate that orientation is the groundwork to achieving academic and social integration.  Do you think that Tinto’s (1993) model is still applicable to Gen Z and is orientation truly the right place to start?
3. Does ‘student life programming’ strengthen the academic enterprise?  If so, then how?  If not, why not pour funding back into strengthening academics?  Please provide one recent article (2009-Present) that provides evidence for your answer.

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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