Creating Student Survivors: One by One

Whether we are talking about students beginning their university search process or preparing to begin their first day at the university, if I could give them a gift it would be the gift of hardiness.

Hardiness is defined as the capacity for enduring or sustaining hardship, privation, etc.; capability of surviving under unfavorable conditions or courage; boldness; audacity. 

I would wrap it up and present this gift to them on the first day of their new journey through the university search process or for their first day of class.   

When working with students to assist them in their search process, my first word of advice is to explore many options. There should be a first, second and third choice group of institutions they are willing to check out.  Then, within these options, I suggest a Plan A, B, C….  Yet, I am consistently amazed at some students who insist on focusing on one institution only.  If denied admission, these same students contact me only to emphasize that they will not try again.  They describe the  college search experience as too overwhelming or say they are too depressed by their rejection to move forward. 

For some students who actually arrive at the campus of their choice, I have seen them quietly derailed by an unexpected turn in the road.  My examples include, students who struggle to adapt from secondary school to university level courses and want to give up, or the student who is overwhelmingly homesick and wants to go back home, or the dynamic student who runs for student council and is not elected.  I have witnessed these twists and bumps in the road lead to high levels of frustration, sometimes depression and a general sense of being overwhelmed.

This is where that wonderful gift of hardiness could best be used.  Students need to know that many of us have experienced what they are going through and we have survived.  I consider myself a survivor and someone with enough hardiness to have overcome both personal and professional challenges.  I also see myself as someone who has addressed these challenges with humor and calm, but I never understood how this was really done until after participating in a presentation titled, Who Will Survive the Changing Workplace presented by Dr. Neda June Salazar.  In this workshop, I learned that I had a stress-hardy personality.

In her presentation, Dr. Salazar discussed research done by Doctor Susan Kobasa in the late 1970’s regarding the personality traits that protected some executives and managers from  stress including:

Commitment-Commitment means having a purpose to life and involvement in family, work, community, social, friends, religious faith, ourselves, etc., giving us a meaning to our lives.  When we have this commitment to something or someone that is important to us, this gives our life a purpose.  When committed to something we tend to be motivated to put in more effort.  This can help us to find a goodness and meaning to our lives. 

Control-Studies have shown that how much control we perceive we have over any stressor will influence how difficult the stressor will be for us to cope with.  Researchers have found there are basically two types of control, Internal and External, and these can either exacerbate or reduce a stressful situation. 

·         Internal-With the internal locus of control, people are aware that they cannot influence all the external events that go on in their lives, but they do have a deep sense that they have a choice in how they react to that stressor and believe that although they cannot totally influence it, they do have some influence over the event. 

·         External-In the external locus of control people believe that they have little or no control over what happens to them; what happens is due to fate or destiny and that they will not be able to influence it

Challenge is about how we perceive the events that occur in our lives; seeing our difficulties as a challenge rather than as a threat and accepting that the only thing in life that is constant, is change (Stress Hardiness, 2014)

Was I born hardy or did the day to day events in my life make me hardy? This is what I am not sure of however, according to Dr. Kobasa, stress hardy people have a natural advantage than those… who do not have these personality traits; however, research is suggesting that those of us who do not naturally have the stress hardy personality traits can actually learn them, with time and practice…(Stress Hardiness, 2014). 

Yes, this is the gift I believe we should share with students while at the same time letting them know that stress hardy people should also know when to seek assistance from others.  This is a gift that can carry them through a lifetime of new experiences, challenges and change. 

Senegal’s Past, Present and Future: A Tribute to Khady, Mariam and Tabara!

As faculty and administrators, we enter higher education believing in the importance of sharing our knowledge and experience with the students before us.  Then suddenly the world spins on its axis, the sun rises and sets, students mature and we evolve into a state of understanding that for all we “gave”, we received two -fold!  More important, if we are wise and see the world with eyes wide open, we realize that we have been blessed to facilitate and participate in the development of young, dynamic future leaders.

In Dakar, during the 2013 Christmas holiday, I had the pleasure to join three of my former students for brunch on December 31^st.  It was a momentous moment as we approached the end of 2013, so meeting them on that day was even more special.  It was also a challenging day as each bank I visited from Ouakam through Almadies either had a long line or was out of cash or service.  Yet, I was so determined to meet them that I borrowed money and almost walked most of the way to our selected restaurant as cabs were not easily found.

It was with great pleasure that I arrived to find my three poised, eloquent, visionary students.  So began several hours of conversation where we examined the past, planned for the future, and talked about the importance of being aware of living and embracing the present.  Someone started a sentence and the other finished it!   We laughed long and hard as we reflected on shared experiences that brought us all joy and a bit of pain!  We recognized  how we had become empowered via our international experiences. Three diverse young women in terms of personalities, convictions, future plans and goals yet one shared passion regarding continuing their education and someday returning to Senegal!  

On this day, we crossed a bridge and the I, higher education administrator transitioned into a better friend and continued mentor.   We left  the restaurant hopeful and inspired!  It was hard to let go.  But I let go knowing that there is a bright future for these young women.   I believe that Senegal will benefit greatly from their knowledge and the experience they gained worldwide.  They have seen the world, including the good, bad and ugly, and their return will not be by default but by pure choice now understanding  that what people say the greater world can do for them can also be done at home.

Angela Franklin-Faye

When a Student Must Look Out For Their Own Best Interest

Arriving to the university a few weeks late may seem like a great last minute effort to make it there but a student should really think about if this is in their best interest.  The university search is a crucial time when a student must think about what is best for him or her.  Confronted with various choices regarding what university to attend, what to study, where to study and more students should reach their final decisions based on what is in their best interest academically, socially and culturally.  

In recent weeks, we have worked with several students who received  a late university admission.  Despite being late, these students are ready to go although classes have already started.  These same students are quick to say that the university has told them they can still come although they may be starting a bit late!

Recognizing how excited students are about this new experience, we still feel it necessary to encourage them to wait for the next semester or year in order to begin on time with their classmates.  We understand that they may have an admission letter and student visa that may allow them to slide in the country within 3-4 days, however our insistence on students waiting goes beyond this.

Our reason for asking them to wait and arrive on time for classes is based on experience.  We know that often international students face many challenges that can be overwhelming.  Away from home they are confronted with a new location, new cultures, new friends and maybe new languages.  Universities organize their orientation programs to help students transition into their new surroundings.  This orientation program can consist of one day or one week of activities designed to introduce students to both campus life and their new city. During this period students learn to navigate around campus, purchase books, become familiar with their faculty and become integrated into the wider campus community.

Students ready to arrive late see it as just jumping into their classes. However based on our experiences, we believe that arriving late can have a long term negative impact.  Late students will have missed 2-3 weeks of class along with the crucial introductory period into each course.  They may find that faculty with heavy teaching loads are not easily available to sit down and help them catch up.  The initial feeling of being overwhelmed that other students confronted during their first week may stay with late students for a longer period of time as they try to catch-up.

Universities like business have target numbers and projected revenues therefore a student arriving late may be of more benefit to the institution than to them.  Most important, I have seen students arrive late and struggle to catch up with the work missed and ultimately earn below average results.  Students must remember when the grades are given out professors may not take into account that you came late.  At that moment you may find yourself graded on whether you did or did not succeed.  This is why we tell students to think about what is in their best interest because if they don’t do this then who will?

When "Passable" is not Enough!

After Bac results are released, Chez Alpha Books is often besieged by students who are desperately seeking to begin their studies at a university abroad in September.  With less than two months before the application deadline, it is often a mission impossible when these students have not thought about their university admissions process before receiving their results.

Year after year, we encourage students who plan to study abroad to begin the application process early.  When we say early, we mean in “seconde” or “première”. 

Students dreaming of studying in an English-speaking institution that requires the SAT/ACT or TOEFL must understand that the earlier they began to prepare for these exams the better.  By starting early students also have time to re-take the exam if they do not meet their desired results. In reality, “terminale” is much too challenging a year for a student to also have time to focus on these tests.

In the French higher education system, most universities will accept a student when they have successfully completed the Bac even with a “passable” result.  North American universities or colleges in addition to the Bac will probably ask for 2-3 years of “ relevè de notes”.  For this reason, we urge students to understand that merely completing the Bac with a “passable” is not enough to be admitted to their first choice university. Students should focus on earning good results throughout secondary school.

Starting early may not guarantee 100% success however it can provide students with the time needed to work efficiently towards the desired results.

First Steps and a Great Education Plan

There’s a Chinese proverb that says, “Every great journey begins with a single step…” yet when it comes to students embarking on an educational journey, I also believe that the single step should be accompanied with a clear plan.

If plans are defined as a method to achieve an end, then they need to be developed, reviewed, edited and re-defined whenever needed. Most important as parents and educational leaders we need to begin helping students implement their educational plan sooner than later because students do not just arrive at the university one day.  In reality, the journey begins very young when family, friends, mentors and a greater community take their hand and empower them to see that higher education can be an attainable dream. 

The plan is put in place as they enter primary school or even before when we begin to emphasis learning as a joyful process. It continues when we celebrate their achievements and collectively determine goals and objectives for the next year.  This plan becomes a reality as the years go by and we help our children understand that learning is not just for a moment but for life. It then starts to appear obtainable we help students explore an array of career opportunities that are interrelated to both their skills and interests. 

Via day to day experiences, television or from the pages of history we introduce children to people who are just like them and also went on to obtain an education. We lead them to a greater realistic understanding of what options are available based on their financial resources, academic merit and geographical location. I say this as I truly believe there is an educational option for everyone yet recognize that without significant financial resources the journey may be long and hard.  But if the educational plan is interlaced with a strong sense of reality, adaptability and support it can be achieved.

As the journey begins to wind down and our children arrive at the university application process, we should do our best to support their decision and when necessary connect them to a teacher, counselor or mentor who can provide answers to crucial questions if we are unable to help them.  Completing the application, creating the personal statement, respecting admission requirements and application deadlines are all part of the educational plan. We can best help students in this aspect of the journey if we enable them understand that while admission requirements, policies and deadlines are often not negotiable they can demonstrate their adaptability and select another university that is a better fit for their educational plan.

With a plan in hand, we soon find that this journey that appeared so difficult to navigate can also be enjoyable.  For families and students who have already embarked on this educational journey, it’s also important to recognize the time and place to support someone else when they are starting with that very first step!

Engaging Young Readers in Dakar, Senegal - One Book at a Time!

A recent New York Times article titled, “In Raising Scores, 1 2 3 Is Easier Than A B C” focused on the challenges that many schools are confronting in the U.S. with helping disadvantaged children develop strong reading skills in comparison to consistent gains seen in math skills.  Teachers and administrators when confronted with this reading challenge were left to ask, “Is it a vocabulary issue?  A background knowledge issue?  A sentence length issue? How dense is the text?”  What is the reason these students struggle to learn to read while at the same time being able to grasp math concepts?

 The article continues to say that, “Teachers and administrators who work with children from low-income families say one reason teachers struggle to help these students improve reading comprehension is that deficits start at such a young age: in the 1980s, the psychologists Betty Hart and Todd R. Risley found that by the time they are 4 years old, children from poor families have heard 32 million fewer words than children with professional parents. By contrast, children learn math predominantly in school”. 

Knowing that the acquisition of good reading skills begins at an early age the challenge is for parents to introduce their children to a world of books and literacy support in the home to support the reading program delivered in school.  While this is easier said than done, for students learning English as a Second Language of whatever income the challenges can be even greater particularly if the parent does not have the reading level to support the child’s development. 

When the Library Loan program was opened at Chez Alpha Books, it was based on the belief that somehow a mixed blend of selling new books while offering books for loan could be viable within the community and serve a variety of audiences. For many students and families the library loan program has become a lifeline that connects them to further develop or maintain a passion for books. To our delight, Senegal represents a reading audience still embracing the traditional book format and not yet so carried away by Kindle and Nook that the traditional book format is no longer interesting.   Day by day we continue to share with library loan members the importance and the magic of developing strong reading skills.

Research has clearly shown that the more children read, the better they become at reading.  It is true that practice makes perfect!  If they like what they are reading they will read more often and really commit to finishing each book. As they become older they will be able to take this love of reading and transfer it into their ability to do research and access information. Children who read often develop a bigger and more diverse vocabulary. This growing vocabulary will also be useful to develop their writing skills and oral speaking abilities. Most important, parents should emphasize that reading is not just to complete homework. It is both an academic and recreational activity. Reading should be viewed as a pleasurable activity - as a source of entertaining tales and useful and interesting factual information.
 
While educators often focus on the importance of the parent reading to their child, my life is living proof that the constant presence of books and a day to day encouragement to read can introduce a young learner to the passion of reading for life.  Growing up books were everywhere in my home. They were not always new, shiny books. Some were new and others found at thrift shops or yard sales.  In my family, learning to sign your name was the key to become a certified library card holder.  Weekly we walked to the library and through the hottest days of summer and the snowy days of winter we read and re-read book after book. We read by flashlight when we were told to turn of the light and go to bed and propped books up on the breakfast table to multi-task by reading and eating before we knew about multiple skills.  We read for pleasure and sometimes through pain as we struggled to build a larger vocabulary, decode words, and overcome the complexities of reading.

Then one day I went off to college with a box of books in hand and the knowledge that I would soon be surrounded by many more.  On the first weekend that I was able to return home, I stopped in the campus bookstore and bought I KNOW WHY THE CAGED BIRD SINGS by Maya Angelou. I entered my home with so much excitement and told my mother that I had a book that she was sure to love.  She looked at me and calmly said, “I hate reading and always have!”  I reminded her that we had read our entire life and that she had encouraged and almost forced us into reading sometimes.  I asked her to remember the many days we had sat on the front porch with a book in hand and we were encouraged to read.  Her final response was, “Yes, I sat with you all of the time and yes I always had a book on my lap but you didn’t notice that I never turned a page because I hate reading.  But I wanted all of you to love reading!”  And there it is.  This method of encouraging a child to read did not require a professional degree or a large amount of money.  As one comment related to the article “In Raising Scores…” said, “Nothing can replace the experience of sustained and engaged reading throughout childhood.”  My mother knew this and she was not the working professional but there must be other mothers like her who will take advantage of any and all resources available and we hope that the Chez Alpha Library Loan program is their first stop!

                                                 http://www.chezalphabks.com/library.html

           http://www.nytimes.com/2013/05/30/education/reading-gains-lag-improvements-in-math.html

The Intellectual and 21st Century Skills for Life and Work

“I am an intellectual” is how a student recently described himself to me.  This explanation was in response to my push for an increased use of e-technology for a specific educational project. With these words, the student attempted to both distance and absolve himself of any necessary relevant connection to innovation and technology. If this was the first time this had been said to me, I could let it go yet within the last year I have had both student interns and job applicants applying to teach English describe themselves in this way.

For each self-defined intellectual, I wanted to encourage them to understand that while the fact that they have 5 or 6 degrees is to be admired it would also be to their benefit to make sure they are gaining the necessary 21^st century skills for life and the workplace.

In an article titled, “Create, Collaborate, Communicate: Empowering Students with 21^st Century Skills”, it says,

The top three things employers are looking for in new recruits are:

·         Creative problem solving

·         Critical and analytical thinking skills

·         Information gathering and evaluation

At the same time valuable 21^st century competencies that schools are now encouraged to teach include the "Four ‘C' Skills:" critical thinking and problem solving, communication, collaboration, and creativity and innovation.

Self-defined intellectuals may need to ask themselves, if necessary, do I have these skills and competencies that can enable me to thrive and survive in the 21^st century. If the answer is no and these skills are desired for personal or professional reasons then it may be the time to develop a plan as to how to acquire them.

Students preparing to enter the university need to make sure their initial educational experience encourages and supports their embracing the four C skills while the self-described intellectual should seek internship and career opportunities that encourage greater development of skills in these areas.

Bringing these skills to a professional work experience along with educational degrees may be a clear plan for success!.