Special thanks to Ms. Hixson for joining our virtual meeting!
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FINISHING THE SEMESTER STRONG
By Paige Burns, Hixson-Lied Success Scholar
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The University of Nevada, Las Vegas’ (UNLV) Academic Success Center (ASC) is well known for its helpful workshops. The Finishing Strong workshop, hosted by Academic Success Coaching, focused on tips for students on how to finish strong at the end of a tough semester, specifically during finals week.
Academic Success Coaching is always offering helpful tips on time management, goal setting, study skills, and so much more. This presentation emphasized the importance of study habits and time management. First off, it is always helpful if a professor hands out a study guide. However, sometimes it may be up to the student on how they wish to proceed to study. Study groups are a great way to learn and review material. Even though this semester may have a majority of students online, there are still many resources students can access to meet up virtually. Zoom and Google Meets have been the popular resources for students. Secondly, blocking off time to study is another great tip. It is important to make sure you are allocating enough time to study and get some work done before finals to avoid cramming. This presentation offered many helpful tips and tools to finish this semester out strong.
Staying organized and on top of your game is crucial to help reduce stress and anxiety. Keeping track of what exams you have coming up is a great place to start. Students can find their final exam schedule either on their class syllabus or by visiting the Office of the Registrar. An example of organizational skills anyone can practice is to keep your study space neat and clean to eliminate distractions. This means to keep your phone away, television off, or simply keeping the necessities nearby. It may be common to become overwhelmed during the craziness of finals week, but if you stay organized and focused on your tasks, you will be far less stressed.
UNLV has many resources students can access throughout the semester. To name a few, there is the Writing Center, Academic Success Coaching, Tutoring Services, and Supplemental Instruction (SI). Most services have varying hours during study week and finals week. Each resource has its advantage, so make sure to focus on what you need the most help with to make the most of these services!
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FIRST-GENERATION AND PROUD
By Kristina Martirosyan, Hixson-Lied Success Scholar
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Nationally, first-generation college students are celebrated for just one day, but the University of Nevada, Las Vegas (UNLV) extended the celebration to an entire week. From November 6th to November 13th, there were countless online events, activities, and clubs brought to attention throughout campus, specifically for first-generation students. At these workshops, scholarships were given away, first-generation students were able to ask each other for advice, and students were able to learn about resources across campus that can help them cope with the struggles that come with being a first-generation student.
On November 10th, I joined the First-Gen Connect online event, where I found out about the countless resources offered on and off-campus for first-generation students, learned how to make a word cloud, and realized I am not the only one who feels the struggles of being a first-generation college student in my family. I am a freshman and I am the first in my family to be born in the United States, and my parents did not obtain any college degrees in the U.S. Although I have a very supportive family, as a first-generation college student and the firstborn in my family, I feel alone in working through struggles that have to do with school. Throughout grade school, my parents wanted to help, but the curriculum taught here is different from European curriculums.
By attending this online event, I realized that many students felt the same way. At this event, we spoke about problems upperclassmen have faced as first-generation college students, and what resources we can use to get the help we need or take advantage of this part of ourselves.
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A panelist during this event mentioned that they feel that first-generation students get relied on by our families to be successful, and many participants in the event agreed.
Many other panelists and participants brought up the fact that as a first-generation student, they didn’t know many things that they felt others already knew, such as what scholarships were, that they didn’t always have to bring textbooks to college classes, and what the word “registrar” meant.
Towards the end of the First-Gen Connect workshop, we were guided in creating a word cloud on what being a first-generation student means to us. We were told to write statements and words that we connect to being a first-generation student, to write about what we are proud of, and to write about the struggles we feel we have to overcome. We were given about five minutes in total to write everything we wanted to write or felt inspired from, then we were told to copy and paste everything into a word cloud website. That website created a beautiful image of the words we used throughout our writing, and we were given time to edit the shape and colors to our liking. By the end of this online event, I felt more confident and empowered, and felt that I would have the support of others at UNLV if I ever needed it. My favorite quote from First-Gen Connect overall (which came specifically from one of its Student Diversity and Social Justice events) was “I am my ancestor’s dreams.”
If you are a first-generation college student or any student that feels they need someone to talk to, the Student Diversity and Social Justice program serves as a safe space that affirms every student’s unique traits to ensure that everyone feels welcomed and supported at UNLV.
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FIRST-GENERATION CELEBRATION 2020
By Kiana Villaruel, Hixson-Lied Success Scholar
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Sunday, November 8, 2020, marked the national First-Generation College Celebration Day. The national holiday celebrates the success of every University of Nevada, Las Vegas student, faculty, and staff who are first-generation. Navigating the pathway from high school to college is difficult in itself, however, it can be even more challenging to navigate through this pathway without guidance or advice from those who have done so before. Therefore, UNLV takes great pride in celebrating first-generation students. All members of the UNLV community were invited to celebrate individuals who are the first in their families to attend or have attended college. This year especially, all UNLV first-generation students and staff were invited to show their “first-gen pride” through social media for the virtual celebration to respect social distancing guidelines.
UNLV celebrated this holiday with a series of events for a week. This year, UNLV’s celebration week was hosted virtually through a multitude of activities. During the week of November 6 through November 13, celebrations ensued. Throughout the week, UNLV students were encouraged to participate in panel discussions, apply for scholarships, search for hidden items in virtual scavenger hunts, and win giveaways. I had the honor of participating in a live stream with Dr. Mary Whitehead, in which she decided to take a storytelling approach to explore her lived experiences. Through this live stream titled, “I Am My Ancestors Wildest Dreams,” I was not only able to connect with other like-minded first-generation students, but I gained insight on other perspectives as well. Dr. Whitehead shared her personal story which was very empowering to witness, and she inspired me to utilize my voice and to relish in the freedom I have of expressing it.
Attending college has been a challenging experience so far and I feel as though I speak for many first-generation students when I say that attending online courses during COVID-19 has been strange. Perhaps it is the antisocial part of me speaking when I say I do not mind online schooling, as I do not need to leave the comfort of my home to further my education, nor do I need to be on campus to connect with my peers. However, another part of me also wonders if I am missing out on a true college experience. As a first-generation college student, this thought has been unsettling. Sometimes it feels like I am doing a great job at keeping up with my assignments and due dates, and sometimes it feels like I am not doing enough at all. However, during this time I have learned a lot about myself, which I would not have been able to if I had not had remote learning this semester.
I have developed better time management and organizational skills which have been vital in my academic success this semester. If I were to advise future first-generation students considering attending college, I would say to appreciate each learning experience, good or bad. As a first-generation college student myself, I have had my fair share of learning experiences, and I am only one semester in! There are going to be times where you will not fully understand what you are doing or why you are doing it, but to put it simply, that is life. Everyone has choices, and the choices you make today will shape your world tomorrow. That is exactly why I chose to attend college, as it has allowed me to further my education and it has given me the means to establish a stable future for myself and my family. Although it is frightening and confusing to navigate through it without the guidance of other family members who have embarked on this journey before me, it has helped me learn so much about not only myself but others as well.
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INSIDE LOOK AT FIRST-YEAR PEER MENTORING
By Eric Remolador, Hixson-Lied Success Scholar
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At the Academic Success Center (ASC), peer mentors are ready and motivated to support undergraduate students during their experience at the University of Las Vegas, Nevada (UNLV). With the greatest pleasure, I had the opportunity to interview Andy Larsen, an Academic Success Center Peer Mentor, to find out what it means to be a peer mentor. Due to COVID-19, the interview was conducted over the phone to ensure social distancing. When questioned on a peer mentor's primary role, Larsen explained how peer mentors are there to assist and guide students to campus resources. Student peer mentors also help to ensure undergraduate students are adapting well to UNLV and share their first-hand experience as to what it is like to be in college. When supporting students in an academic environment, Larsen spoke of how peer mentors would reach out to students, through email or phone, to check in with them.
Peer mentors are able to help students find resources that relate to all areas of their college experience. This guidance does not have to pertain to academics alone.
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Guidance can also involve encouraging students to become active with student organizations and other aspects of student life. From Larsen's point of view, he takes great pride in what it means to be a peer mentor. He explains, "coming to college I was very lost and it took me a while to get the hang of things. I always wished I had a peer mentor when I was a freshman or sophomore." Ultimately, he decided to become a peer mentor to help those who are lost like he was when he first started attending college.
Larsen expressed great enthusiasm for how much he enjoys helping others with services and programs to help improve their academic journey. Out of curiosity, I questioned what sort of advice he would give to undergraduate students or whoever might be reading this newsletter. He simply stated to “try to stay organized with your classes and to reach out whenever you need assistance.” Especially when it comes to reaching out for help and struggling during these trying times. Larsen said, “just know that failing does not have to be an option.” If you wish to get more involved with UNLV and to help the community, do not hesitate to apply for the Peer Mentoring Program. Please visit the Peer Mentoring Program webpage for more information.
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THE BENEFITS OF INVOLVEMENT
By April Sambrano-Leyva, Hixson-Lied Success Scholar
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The Center for Academic Enrichment & Outreach (CAEO) provides a set of opportunity programs used to support students who belong to low-income communities, who are first-generation, and who may be struggling academically. There are a few main programs for which students can apply that will be helpful to them in various ways. These programs are the Asian American and Native American Pacific Islanders Serving Institutions (AANAPISI), TRIO Student Support Services, McNair Scholars Institute, and lastly, LSAMP. These programs offer similar support, such as tutoring, coaching (in partnership with the ASC), renting of textbooks, and help with research opportunities are offered to their students. One program, specifically the TRIO McNair program, is meant for students who are interested in graduate school.
In attending the virtual event held by the Center for Academic Enrichment & Outreach, I would be able to get more details about what the program was about. The presenter, Terri Bernstein, showed me research opportunities specific to my major Psychology. As someone who has wanted to get involved with research, this was beneficial to me because it gave me an idea as to where to begin my research journey. Ms. Bernstein was able to find me a research opportunity about emotions in college students and it was relieving to know that no prior research experience was needed. She mentioned that students are taught as if they know minimally nothing about research, which can be comforting for students like me who are intimidated by research. After this online event, I became open to research opportunities that were outside of the ones I knew. Along with that, I learned that research is not something one may automatically know how to do and something that takes time and practice. After being taught how to do research and helping others in their work, students have the chance to present their work at a research convention. I highly encourage students who are interested in getting started with research to look into open research spots. Students may do this by accessing the CAEO website.
The main points discussed were research opportunities, program membership, and the application process. The one that struck me the most was the membership aspect. The initiation, the tutoring, and the help with textbooks were eye-catching because of how unique it was to eligible students. Usually, most programs are designed to motivate students who are already striving in their education, so to find a program designed for those who need extra support in their college career was nice to see. This program can be a crucial part of a student’s success, as it can provide additional support students may not have. It can provide support both academically and, in some cases, emotionally. Along with support, it may motivate the communities these students come from to help their future children participate in higher education.
Though I am not currently struggling in my education, it is nice to know that there are programs for me to turn to if I need help in the future. It is also warming to know that these programs are there to help students who perhaps come from the same background as me. Overall, I believe that these programs are excellent and would highly advise students who are first-generation and who are having a difficult time academically. I believe these programs can be very helpful if one is willing to be helped. Oftentimes it can be challenging to find help, but these programs are so easily accessible. Along with this, I hope it would encourage struggling students to think more about internships, research opportunities, and graduate school. These options may seem far away, or unlikely for certain students but they are most certainly possible.
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A COLLEGE TO BE AN HONOR IN
By Stefano Rubini, Hixson-Lied Success Scholar
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The UNLV Honors College (HC) is a prestigious program offered by the University of Nevada, Las Vegas that focuses on providing students with exceptional academic opportunities, a close-knit community, and an environment that stimulates intellectual growth. As a student in the Honors College, it has been a pleasure and a privilege to be part of a wonderful program that has dramatically changed the direction of my college experience. From smaller classroom settings, early enrollment, and various resources exclusive to Honors College students, my time enrolled in the program has been tremendous and I would not change it for the world. With an in-depth application process, positive impressions early in the program, the quality of courses and professors, numerous academic challenges to overcome, and the thriving sense of community, being a student in the HC has been a journey that has only begun.
From the first semester that I was enrolled in the HC, my impressions of the program were positive. I was given a keycard, which is used to unlock the main entrance doors after they have been closed to the general student public. In other words, Honors students have a unique environment to study and socialize with fellow students. The HC includes a computer lab, a dining area that doubles as a study area, and access to Honors Academic Advisors that only work with Honors students. As a freshman, this made a remarkable impact on me as I was in the process of searching for a sense of community and the HC became the place where I felt I belonged. Additionally, the average classroom size in an Honors course is 20 students or lower, which means learning is more tailored to students and professors can teach material more effectively. In contrast, many of the regular courses that I have taken had classroom sizes above 30 students.
During my time as an Honors student, there were challenges that I had to overcome. For example, I was unsure of the courses that I had to enroll in for the following semester and what my academic plan should have looked like. Regardless, the Honors Academic Advisors were kind, understanding, and helpful as they gave me a sense of direction and assisted me in preparing my class schedule well ahead of the enrollment date.
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Additionally, another obstacle that I had to overcome was dealing with uncertainty about whether I could remain an Honors student, and if I could keep up with everyone else. Nonetheless, the Honors professors assisted me tremendously in every course that I have taken and the students in those courses were willing me out and have encouraged one another to do well. As you can imagine, the professors and students were of great help with dealing with my uncertainty of being an Honors student, as they understand the anxiety that is attached to being a part of a rigorous program.
On top of helping students adapt to a new environment, the Honors College strives to establish a sense of community among the students. The first way the HC creates a sense of community is by hosting numerous outside activities that Honors students can participate in. From playing sports to going on field trips to hike and so much more, there are many ways for students to meet and interact with peers and establish relationships. Furthermore, the HC creates community by the way the curriculum has been established. Many of the students that I see in my Honors courses will be seen later in another course since the requirement to graduate with Honors is the same for everyone.
Although the Honors College is a prestigious program at UNLV, this should not frighten students into applying. It took me months to work up the courage to apply, however, I am ecstatic to say that overcoming my fear of not being good enough was the best thing I did. Now I am a part of a wonderful program filled with like-minded people who share the same passion for education as I do. The path to a better future starts today, and the Honors College can be the guide to help you reach your destination. To become an Honors College student, there is an application process that must be completed. Although there is no deadline to apply to the HC, many of the benefits, such as scholarships and priority course selection, happen on a first-come, first-served basis. Thus, incoming freshmen must apply as soon as possible if they wish to maximize the benefits of this prestigious program. For more information regarding the application process, please visit the UNLV Honors College Application portal, as there are in-depth instructions for applying.
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Ms. Christina M. Hixson graduated from high school in Clarinda, Iowa and moved to Omaha, Nebraska to attend business school. She later went to work for Mr. Ernst F. Lied , a car dealership owner in Omaha and in 1960 she joined Mr. Lied in Las Vegas, Nevada as his assistant. After Mr. Lied’s death in 1980, Ms. Hixson became the sole trustee of the Lied Foundation Trust and turned the Lied Foundation Trust into one of the largest foundations in the state of Nevada at that time. Ms. Hixson has a special understanding of young people who, like her, came from a challenging family background and are willing to work hard. |
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Mr. Ernst F. Lied was born in Columbus, Ohio and attended the University of Kansas for two years, where he played on the golf team. He ultimately graduated from the University of Nebraska in 1927. Mr. Lied became a Buick dealer in Omaha, Nebraska and later his dealership was ranked third in the country for the number of cars sold. Mr. Lied established his charitable foundation in 1972, and upon his death in 1980 at age 74 nearly his entire estate funded the Lied Foundation Trust. Lied Foundation Trust has enhanced the capabilities of many schools and enriched the quality of many lives! |
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*All photos used are original, can be found on unlv.edu, UNLV social media or have references indicated |
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