Argument

                                               

                                 Taking on a new challenge in life                 

      The nontraditional or older student is someone who may need to complete their high school equivalency requirements, has delayed college, obtained some entry level college experience, or a college degree. There are many life roles an older student may have such as full time employment, being a single parent, or being financially independent.  A community college gives the nontraditional or older student easier access to the support, guidance, and the faculty needed to be successful in obtaining a college education.

     One of the first challenges that a nontraditional or older student may face is the preliminary steps of applying to a college, which is now offered online. If a student has little or no experience with this online application process, it can be intimidating. A community college website is usually very efficient and maneuverable. It will give the nontraditional or older student access to the support needed to get their admissions application processed. There usually are a variety of campus locations or regional learning centers, to help based on the students needs.  Links on a community college website will offer may resources on how to access the diverse services needed to start the process toward college. Many of these nontraditional or older students are thinking about returning to school because they need to complete their college education, due to the loss of employment, career advancement, or a competitive job market. Twenty-three years after she left high school as a junior, Mary Ann was once again in a classroom with many individuals her age who were enticed by the textile plants with high paying positions two decades ago. After several months of coursework and dedicated study, she took the exam and passed—on her first attempt. With this newfound confidence and pride, she began to think seriously about enrolling in some skills classes at her community college. (Urso and Sygielski 14)

     The academic advising services department can provide the student with a face to face experience in a scheduled appointment. They can help a student to adapt and use a community colleges website with more ease. The Advising faculty can give the nontraditional or older student many facts and resources about GED prep, Community Education  and Workforce Development,Career and Technical Programs, Transfer Programs, or Degrees and Majors. This service is just the beginning of a necessary and basic part of the support system needed for the non-traditional or older student. Reentry adults’ multiple roles and commitments increase the likelihood they will look for degree and certificate programs that provide them flexibility in time and locations for both course completion and for access to key student services (Ross-Gordon 27).

      A nontraditional or older student will have many questions weighing on his or her mind, when considering their return to college. One of the most important facts that would affect any choice for college education is the cost. The Financial Aid department can help a nontraditional or older student find out what he or she qualifies for to juggle the cost of tuition. Some of these examples are grants, scholarships, work-study programs, and federal loans. There are many steps to applying for the diverse types of financial aid and deadlines to meet. Understanding how these things work will affect the student’s ability to maintain and continue in college. A meeting with a financial aid advisor will help the nontraditional or older student add to the support system they need to build and continue to grow.

     There are many other student services at a community college that can provide additional support such as counseling services, tutoring services, career services, and disability services. The introduction to the structure of a community college and its support system will build confidence and stability for the older student.   From the start, community college students are often in greater need of on-campus resources to help them find success. This need challenges them to identify (and use) on-campus resource opportunities in a more through manner on a more regular basis. The development of this habit allows the students to follow similar path of researching and utilizing available resources on the four-year campus.  . (Urso and Sygielski 17)

      This support will then help the student acclimate into the classroom, which is where they will begin to learn. There may be ideas the non-traditional or older student has formed about a classroom setting, with the younger more traditional students. In class, they may feel overwhelmed and wonder how they will retain or learn something new after so many years out of the classroom. They may over look the assets they bring to the classroom. Many of these students have been in real life situations where they have already built skills on how to thrive while struggling financially and emotionally. They have experience in relationships such as in a marriage, parenting, employment, and some as caregivers to their own parents. These experiences bring new perspectives to a classroom. The coursework is enrichment with a promise for growth and building better skills.   

      The community college setting gives the nontraditional or older student the opportunity to be in a smaller classroom and easier access to their instructor or professor.  With smaller class sizes, these individuals received the necessary attention they needed to increase their self-confidence as participants and active members of the learning process. This increase confidence allows them to engage fellow students, college employees and members of the faculty in meaningful academic and social discussions. (Urso and Sygielski 17)

    As the nontraditional and older student builds their skills academically and uses the support system available to them in a community college setting their interests build. This can open up this possibility of attending a four year college

or university. Many community colleges have transfer programs available to universities. As older students entering the four-year school, generally, community college transfer students have had several opportunities (assessments, tutoring/mentoring sessions, seminars, advising, ect.) to develop their college success skills and understand their learning style and are able to apply it to their academic pursuits. Additionally, they understand learning outcomes and associated responsibilities. (Urso and Sygielski 16) For the nontraditional or older student a community college offers the support, guidance, and faculty needed to be successful in obtaining a college education.                                                          

                                          

                                           Works Cited

Ross-Gordon, Jorvita M. “Research On Adult Learners: Supporting The Needs Of A Student Population That Is No Longer Nontraditional.” Peer Review 13.1 (2011): 26-29. Academic Search Complete. Web. 21 Oct. 2013

Urso,  David,  and  John J. Sygielski.  “Why Community College Students Make Successful Transfer Students.”  Journal Of College Admission 194 (2007): 12-17. ERIC. Web. 24 Oct. 2013.

     

Response

                                                  Coping

Everyone has a life they have built for themselves. Our own experiences are very private and personal. No one else knows what it feels like to be you. We live with ourselves twenty-four hours a day, seven days a week. No one knows what we are thinking unless we tell someone. So, how do we cope with it? What do you use to cope with everyday life?

I have been married for 25 years; have two children, a cat and a dog. Recently, I decided to return to college. My children are young adults now, and don’t need me in the same way they used too. So my role as a parent has changed my life. One thing that hasn’t changed is I enjoy chocolate and caffeine. They have always been my friend. I have had a relationship with them for long as I can remember.

Coffee helps me wake up or stay awake when needed. Chocolate boosts my mood. I started drinking coffee after my second child was born. My son at 2 weeks was up every hour for the first two months. I had my two year old daughter to take care of also. So, coffee became my friend when I was dealing with sleep deprivation.

I look back now and laugh at the things I did to stay awake, while raising my children. One morning my daughter asked me why I was pouring coffee into my son’s bottle and formula into my mug. I didn’t comprehend what she said until I went to taste the coffee. What do you use to wake up in the morning?

As my children became more active music played a big role in my life. We listened to Barney and Blues Clues in the van. It kept them occupied and helped them to deal with the ride. It personally drove me crazy but it made them happy. My daughter took ballet lessons. That started our interests in classical music.

Music is a personal taste. People listen to it, and continue to listen to it, based on how it makes them feel. What excites you? Does it enhance your creativity and imagination? Does it enhance intelligence and learning?

The Older my children got the more active they became. My daughter had gymnastics, girl scouts, cheer leading, and softball. My son had martial arts, swimming, and boy scouts. They both loved to camp and hike.

Exercise can benefit your body, brain, and mind. It has preventive and therapeutic benefits. It can reduce the risk of depression, anxiety, and chronic pain. It can enhance the academic performance, reduce memory loss, and extend your life. What ways do you get exercise? Do you do it alone? How does it make you feel afterwards? Are there different types of exercise you use for more specific reasons?

Most of the time, I found myself having to make something for my family to eat, or baking something for a school functions. So, cooking and baking has always been an expression of love and creativity for me. I take great pride in making holiday meals. I found it a great to connect with my family, and friends. Going out to eat was something we did on vacation. While raising my children I usually ate what I served them for meals. I had a piece of chocolate at the end of day to reward myself.  

It is important to eat properly, but challenging. Our relationship with food is first introduced when we are infants. What type of relationship do we have with food? Is it a healthy one? Do we eat to live or live to eat? When do we cross that line? Are there things we eat that make us feel guilty? Are there social stigmas attached to overindulging?

 What do you use to cope with everyday life? What type of music do you enjoy? Do you have a favorite sport that you like? Do you go to an aerobic exercise class with a friend? Does sitting and reading a book relax you? Does playing with your pet make you laugh? Enjoying our lives while coping with the everyday responsibilities is a challenge. Two things that have always comforted me are a piece of chocolate and a cup of coffee.

  

Narrative

Any Given Moment

 It was Saturday, on a warm, sunny, fall day.  Sitting at the kitchen table, I was drinking my coffee, trying to wake up.  My 10 year old daughter, Sophia, walked up to me and asked, “Mommy can we make an apple pie?” “Sure, I said, but we will need to buy some apples. “Let’s go to the Farmers Market, downtown here in Columbus, Ohio.” I said. Later, in the day, an unexpected incident would revive a certain memory.

While driving on the highway, the radio was playing an old country song from 1986. It’s called, “Grandpa” by a music artist named, Wynonna Judd. Some of the lyrics from the vocal are, ‘Whoa oh Grandpa, tell me 'bout the good ole days, Grandpa, take me back to yesterday, Grandpa, let's wonder back into the past, and paint me a picture of long ago.

Downtown, there were orange cones lined up on the High Street, the police were directing traffic; groups of people all heading in the same direction toward Ohio State University. Sophia said,” Mommy look they are all wearing the same colors.” “Yes”, I said grinning. It was like a sea of scarlet and grey. Next, we found parking close to the North Market after circling around the block several times.

In a glimpse, we could see a black tent top, with the Farmers Market symbol on it. There were fruits and vegetables with stunning fall colors, like bright yellow, orange, deep purple, red and diverse shades of green.  The harvest presented itself in a fashion to prepare us to eat. As we walked up, we could smell the aroma of roasted peanuts and kettle corn.

The merchants offered a buffet of samples in little white bowls, to tempt us to relish, and then buy. There was apple butter, apples slices, applesauce, organic peanut butter, blackberry preserves, honey and cubes of homemade bread.  The variety appeared to be boundless, with choices. To wash it all down were cups of apple cider. Sophia said, “Mommy,all this food is making me hungry.” I said, “Let’s try some apple cider.” I want everything!” she declared laughing aloud. We sensed a festival lacking of the rides.

Eventually, we realized that we were having so much fun, we forgot the apples.  Until, Sophia grabbed my hand, pulling me. “Mommy look apples” she yelled excitedly. There was a gentleman standing behind the table, he turned around. “Hello, my name is Samuel, may I help you?”He said. Samuel was wearing a pair of black overalls with a blue shirt, and a black hat atop his head. His brown eyes smiled at us.

 “Hi my name is Sophia’ she replied”. “Mommy and I are going to make an apple pie, we need apples. “She said again. “You came to the right place then, a tart but sweet apple, that holds its shape, works well for apple pie.” replied Samuel. “Why don’t you try the Pink Lady apple” as he bent over to show her, he exclaimed. “The perfect apple for a little lady with rosy cheeks.” he grinned.  We all laughed and looked into each other’s eyes. Our basket was chock-full of apples for our pie and other goodies.

Next, we decided to go into the North Market building next to the Farmers Market. Inside were merchants that sell a variety of homemade foods, and wares. Sophia and I bought some fresh bread filled with roasted garlic, grilled vegetables and shaved parmesan cheese baked inside. We toured the indoor market while sampling our next treat.

I heard a familiar language coming from a place called, “Hubert’s Polish Kitchen”. They had a menu; many of the dishes were almost identical to the ones my grandmother (Bobcha) made for family dinners.

When I was 10 years old I went to visit my grandmother (Bobcha) in Buffalo, NY. It was a humid, summer day in Ohio. My Godfather’s Ford station wagon had no air conditioning in it. To stay cool, you just stick your head out the window. He had a cooler full of ice cold Canada Dry ginger ale, and sandwiches. This was the first time traveling without my parents.

Next, I woke up to find my godfather parking the car. I found myself in a different place. A neighborhood filled with houses the same shape and size, sandwiched together.  They were stamped out in rows. The sidewalks connected everything and there was little grass or trees.  

Bobcha lived in a predominately Polish/Italian block of Buffalo, NY. A big Catholic Church, a Cathedral was across the street from her house. To reach her door you used a sidewalk between the houses. She had small flower beds of roses along the sidewalk. It smelled like sweet plums.

The entrance has a turquoise awning covering three steps. A big wooden door opened and a voice familiar to me came from it. “Czecc jnkooye” she said, meaning hello and welcome. “Prosze” she said, meaning please, waving her hand to come in the door. She hugged and kissed us both on the cheeks.

Impossible to just drop me off, my godfather was escorted to Bobcha’s dining room table, and seated. There was a wealth of homemade food on the table. A platter of cabbage rolls filled with beef and rice, topped with a tomato sauce called, Golabki, dumplings filled with potato and cheese called, Perogies, and Polish sausage called, Kielbasa. A cutting board layered with sliced fresh bread and butter pats. Bobcha said, “Prosze” meaning please, pointing to the table. She said, “I went to the Broad Street Market shopping yesterday”.

Then, I heard a voice say to me, “Hello, my name is Hubert Wilamouski” he said, reaching his hand to greet me. I blinked and looked at him smiling. Sophia was still holding my hand. “Hello”, I said, my name is Christine and this is my daughter Sophia.  “Jnkooye” he replied, “Welcome” he said, again. “My Bobcha cooked many of the foods you have here at your kitchen,” I said. “Awe, Kresia and Zocia I hope you will try my food sometime.” He replied. “I will take four of your potato and cheese Pierozi (Perogies) to go”, I said.

Finally, an unexpected incident would revive a certain memory. I didn’t see the parallels of our visit to the Farmers Market, Bobcha, and my daughter Zocia, her name sake, until I heard Mr. Wilamouski voice.