Empowering First-Generation Students: A Dive into Northeastern University's Torch Scholars Selection
February 29, 2024 • 16 mins
Discover Northeastern University's commitment to First Gen students in the latest First Gen FM podcast episode. Join me, Jen, as I journey solo this week, pulling back the curtain on the scholarship selection process, particularly focusing on the Torch Scholars Program.
This week's episode shares stories and insights, as I recount the moments from our pre-interview tech checks and share the balance of what we all do, all the administrative tasks with the human element of our work. You'll hear about the robust support system that Northeastern extends to its First Gen, Pell Grant-eligible scholars – from academic advising to personal guidance. It's a narrative that goes beyond mere academic success; it's about cultivating a nurturing environment where potential is recognized and harnessed. So, listen as I share how we use meta-cognitive variables and a virtual interview process to select these remarkable students at Northeastern University.
Please help others find this podcast by rating and reviewing wherever you listen!
You can find me at https://www.firstgenfm.com/ and on LinkedIn. My email is jen@firstgenfm.com.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:08):
Hello, I'm Jennifer Shown, your host for the First
Gen FN podcast.
Please call me Jen.
Each week I'll share myinsights and ideas, solo or with
a special guest, on creatingopportunities to celebrate and
support the First Gen Collegeand College Bound students we
work with.
My goal with this podcast is toconnect you with other high
(00:30):
school and college educators, toshare our successes and
challenges and create a web ofFirst Gen advocates.
Hello, I'm Jen and I'm goingsolo today.
I want to share a few thingsabout our scholarship selection
process because we are in themidst of it this week.
It is a very busy week and forany of you who work in education
(00:54):
, you probably know all of theadministrative details that you
get caught up with every day.
And so this week I found myselfin the middle of all these
details as I was getting readyfor our interview day on Friday
for our torch scholarship atNortheastern, and I happen to
have a tech check or what wecall a tech check on Tuesday
(01:16):
night, and that is anopportunity for us to meet with
the students, make sure alltheir technology works, which
was very helpful when thepandemic first started.
Now pretty much everybody knowsZoom, but what it does is.
It gives me a chance to meetthe students when it's not
necessarily in a high-stakessetting and it allows them to
talk to some current studentswho also attend the tech check.
(01:38):
And that brightened my day somuch and showed me once again
the good things about the workthat I do, the work that you do,
in helping first-generationstudents, pell Grant eligible
students, get to college andhave that opportunity.
(01:58):
So I wanted to talk a littlebit about the opportunity that
we provide at Northeasternthrough the Torch Scholars
Program.
I think it's important at firstto talk a little bit about
history, the history ofNortheastern and the history of
the Torch Scholars Program.
So Northeastern was born aboutliterally 125 years ago out of
the YMCA in Boston on HuntingtonAve, and that was the first
(02:23):
YMCA in the country.
And so Northeastern startedthere as a school for young men
who were working and wanted toget their degree while they were
working.
So it was an evening school andas Northeastern developed and
offered more degrees, it becamevery much a commuter campus and
(02:43):
there were far more parking lotsand parking spaces than there
were academic buildings andpeople would commute in and go
to classes and at that pointNortheastern was fairly open
admission and at one point theyhad 60,000 students attending
Northeastern University.
Now that is very different fromthe university we know today,
(03:06):
and what happened was anotherstate college came along in the
Boston area, umass.
Boston took the same studentsNortheastern was serving, but at
a much less expensive cost fortuition Still a commuter campus.
So two commuter campusescompeting, one private, one
public and Northeastern startedto lose ground.
(03:27):
And so what they did was theyretrenched, they built residence
halls, they became moreselective, but they also
realized they had to do moreretention efforts, because it
was great to have 60,000 peopleand if they came or went that
didn't much matter.
But now that we have fewerstudents we had to make sure we
were keeping them.
(03:47):
And so then, over time,northeastern got more and more
selective.
Until one of the alums a verywell off alum who had done very
well said you don't seem to beaccepting students like me
anymore, and that was Mr AnthonyManganero, who founded the
torch scholarship with hisfunding, along with Philly
(04:10):
Mantella, who was then a vicepresident for student life, and
so between the two of them theycreated the torch scholarship
program, which is very unique inthat it has its own separate
admissions process.
And I want to tell you what thatis, what we look for and who's
eligible.
Especially with any collegeadmissions program you are
(04:32):
looking for students who cansucceed at the institution that
you're at.
So we are looking at thestudents' academic record to see
are they prepared?
Have they taken college prepcourses?
Can they succeed academically?
Can they thrive academically atour institution?
But we're adding an extrasentence to that Can they
succeed at our institution withthe support that we offer them?
(04:56):
So we have a three-personoffice that offers academic
advising as well as personalguidance I won't call it
counseling, because it's notmental health counseling, but
certainly it's personal advisingand then activities to connect
them to all of the other officesand resources that are at a
large research institution likeNortheastern.
(05:16):
So that's the question thatwe're asking when we look at
their transcripts, and we'realso looking at the transcripts
with an eye to has the studenthad some adversity that has made
their transcript not revealtheir full potential?
Because a lot of the studentswho are coming from the large
public high schools may have aneducational disadvantage, may
(05:39):
have a socioeconomicdisadvantage, may just have had
some life things happen to themthat has made it difficult for
them to succeed a year, aparticular year in their high
school experience.
So we really contextualizetheir transcript along with all
(06:00):
of the other information thatthey share.
So we're looking to see doesthe student have the minimum to
succeed at Northeastern with thesupport that we provide, which
is kind of unlike what a highlyselective institution like
Northeastern is looking forwhere they're like?
We're measuring the best andbrightest by that, like full AP,
(06:21):
full IB courses, the absoluteceiling of where they can
perform academically.
So that's one thing that's alittle different in our
selection process.
But I think the main thingthat's different is that we very
much wait.
Metacognitive variables,non-cognitive variables, if you
wanna call them that.
(06:41):
I like metacognitive.
So William Sedlasek used theterm non-cognitive variables to
mean things that are notnecessarily academic related,
like standardized tests andtranscripts and high school
courses and the rigor of highschool courses.
Angela Duckworth says I don'treally like that non-cognitive
because it means there's nothought going into these other
variables, but that's not true.
(07:03):
So she liked to use the termmetacognitive.
So I'm going with Angela andI'm going with metacognitive,
and so the things that we liketo really look at there are the
things that we know studentsneed to succeed beyond the
classroom and in the classroomtoo.
But to succeed at Northeastern,and the three things that we've
(07:24):
really value and we look for inall stages of the selection
process are help seekingbehavior and the ability to
build a support system.
Teamwork, because we have acohort model and we like and
expect them to learn to worktogether to accomplish some of
the tasks.
They need to, whether it's inthe four week summer immersion
(07:46):
program before they get tocampus or when they're on campus
to have that nice, solid groupof 15 other students other first
gen students that they can relyon.
And then, along with support,help seeking behavior and
teamwork, we're also looking atleadership, and we define that
(08:10):
very broadly.
So leadership within a job thatthey've held, leadership in
terms of the clubs andorganizations they've
participated in at their placeof worship with their family,
all of those things constituteleadership and teamwork, and so
we value those very highly.
(08:31):
We look for those throughout theapplication when we're
reviewing the students for thescholarship and whether to see
if we want to interview them andbring them, not bring them on
campus.
We used to bring them on campusfor interview day, but now we
do it virtually so to bring them, invite them to interview day,
the reason we look at theseskills so closely in their
(08:53):
letters of recommendation, intheir essay, in their student
activities list and in thenomination that students have to
send in, where we ask veryspecific questions about those
metacognitive variables.
We know that those are thetraits, the skills that students
need to succeed at Northeasternand in our program, especially
(09:15):
help seeking behavior.
If we see evidence of that,really positive evidence of that
, in their high schoolexperience, then we know that
that's likely to continue.
Maybe not right away becauseour students are so independent
and do try to get things done ontheir own, but we know that we
can teach them and bring thatout as, if you ask for help, we
(09:38):
are here to provide that, as areso many other places on the
Northeastern campus.
So those are the things that welook at because we know those
will help our students besuccessful.
So we're about to go intointerview day on Friday where
we'll bring students online in aZoom call and it's about three
(09:59):
hours of activities that they'lldo.
So they'll have two one-on-oneinterviews, about 25 minutes
each.
Then they have a break, thenthey do a group process where we
see how they get along witheach other, who has something to
share, who invites others toparticipate, who is a good
listener, who's a good leader,and we have the committee
(10:21):
members observe that.
And then we have an academicsession where students are asked
to read an article not toodense, because we do understand
that they're high schoolstudents but we ask them to read
something and then prepare aquestion to bring in with them.
So we kind of flip theclassroom to do that and then
they bring their question and wehave a conversation.
(10:42):
So we see, do they prepare, howdo they bring up their question
, how do they listen to others?
And then how do they add to theconversation and maybe talk
through things that arecontroversial, maybe too strong
a word, but reallythought-provoking issues that
our students are dealing withall the time and will face again
(11:02):
when they come to our campus,especially because at
Northeastern, being afirst-generation student and
being a less affluent studentmakes you different.
So that's what our selectionprogram looks like and, of
course, during our selection wehave lots of opportunities, as I
said, with the tech check thatI started out with.
(11:23):
That got me all excited aboutour Friday interview coming up
During the interview day.
We also do a student panel,which is moderated, but then all
of us who are part of theselection team leave and we just
leave current scholars, currenttorch scholars with the
perspective students to talk toeach other without any of the
(11:47):
selection folks, any of theolder adults in the room to
listen in, and we have them askany questions that they want to,
and we like to think ourstudents are a little freer to
give answers without us there aswell.
So that's what our interviewday looks like.
My hope in sharing this is Ajust a little bit about the
(12:09):
excitement of the new students.
Talking to students who arestill in high school about their
hopes and their dreams and whatthey want to accomplish, being
able to run a scholarshipprogram where I get to give
students scholarship funds thatI know will have an impact on
their experience at Northeasternand allow them to do things
(12:30):
that they may not get a chanceto do, whether that's studying
abroad or research or doingdifferent co-op experiences,
because experiential learning isimportant at Northeastern.
But what I would like yourtakeaway to be is to think about
what skills do your students atyour school need to be
successful and how are thosebeing measured in something like
(12:56):
the admissions process or anyselection process that you have.
Once we get our studentsfamiliarized with how college
works and with all of theresources available to them and
we show them that it's importantto ask for help and to know how
to ask for help and to becomfortable in that, then we
(13:18):
know that we can kind of stepback a little and watch them
soar.
And it is such an amazingexperience, just developmentally
, to see these students as comein as first years, as high
school students, not knowing howcollege works, and then by the
time they're a senior and doingtheir capstone and sharing what
(13:39):
they've learned and what theyplan on doing next.
It is just as you know, if youwork at education, that's the
payoff.
That is the most wonderfulexperience we could possibly
have.
So, knowing what skills yourstudents need to be successful,
I hope you think about that alittle bit.
And then, what do they need toenter with?
Whatever?
(13:59):
Is it a program that you'rerunning?
Is it the school itself?
What can you teach is theimportant question, as well as
how much time do you have toteach that.
So what do they need to come inwith automatically?
What can you teach and how muchtime will you have to teach it
if you do have to teach it.
And so I think those are reallybig questions to ask when
(14:20):
you're thinking about what kindof program can we run?
Who are we selecting?
We're selecting both to enterNortheastern and for a full
everything tuition room andboard, books, fees, insurance,
technology, fund, scholarship sowhat do they need to have when
they come in and what can wehelp teach them?
(14:40):
And then we design everythingafter that around retention to
prepare them for success incollege and success after
college.
And again we said that helpseeking, behavior building,
support, teamwork, leadershipthose are the experiences that
if they bring them, we know thatwe can work with them to build
(15:02):
on those and they will haveincredible successes when they
get here.
I hope I've given you some foodfor thought.
I'm always happy to talk aboutthe Torch Scholars Program and
the incredible first generationstudents that I get to meet
through the process of selectionas well as once they come to
(15:22):
the university and we get thosestudents here.
I just wish we had more fundingto have more students selected
as part of the Torch ScholarsProgram.
I would love to hear how you doselection for programs that you
are running with first genstudents.
What are the metacognitivevariables that you're measuring,
that you're looking for in yourselection?
(15:43):
How do you answer some of thesequestions about the skills your
students need to be successful?
I would love to hear that youcan always contact me at gen.
That's J-E-N at firstgenfmcom.
It's always great if you leavea rating and review so that
other people can find thispodcast.
(16:03):
This was my first solo podcast.
I hope that you got some goodinformation from it.
I hope maybe some food forthought, as I said, with some of
the questions that I asked,maybe some of the takeaways that
you can think about.
And always I would love to hearfrom you because I appreciate
your listening.
Thank you so much and thank youfor listening.
(16:26):
I agree with you.
Hello, I'm Jennifer Shown, your host for the First
Gen FN podcast.
Please call me Jen.
Each week I'll share myinsights and ideas, solo or with
a special guest, on creatingopportunities to celebrate and
support the First Gen Collegeand College Bound students we
work with.
My goal with this podcast is toconnect you with other high
(00:30):
school and college educators, toshare our successes and
challenges and create a web ofFirst Gen advocates.
Hello, I'm Jen and I'm goingsolo today.
I want to share a few thingsabout our scholarship selection
process because we are in themidst of it this week.
It is a very busy week and forany of you who work in education
(00:54):
, you probably know all of theadministrative details that you
get caught up with every day.
And so this week I found myselfin the middle of all these
details as I was getting readyfor our interview day on Friday
for our torch scholarship atNortheastern, and I happen to
have a tech check or what wecall a tech check on Tuesday
(01:16):
night, and that is anopportunity for us to meet with
the students, make sure alltheir technology works, which
was very helpful when thepandemic first started.
Now pretty much everybody knowsZoom, but what it does is.
It gives me a chance to meetthe students when it's not
necessarily in a high-stakessetting and it allows them to
talk to some current studentswho also attend the tech check.
(01:38):
And that brightened my day somuch and showed me once again
the good things about the workthat I do, the work that you do,
in helping first-generationstudents, pell Grant eligible
students, get to college andhave that opportunity.
(01:58):
So I wanted to talk a littlebit about the opportunity that
we provide at Northeasternthrough the Torch Scholars
Program.
I think it's important at firstto talk a little bit about
history, the history ofNortheastern and the history of
the Torch Scholars Program.
So Northeastern was born aboutliterally 125 years ago out of
the YMCA in Boston on HuntingtonAve, and that was the first
(02:23):
YMCA in the country.
And so Northeastern startedthere as a school for young men
who were working and wanted toget their degree while they were
working.
So it was an evening school andas Northeastern developed and
offered more degrees, it becamevery much a commuter campus and
(02:43):
there were far more parking lotsand parking spaces than there
were academic buildings andpeople would commute in and go
to classes and at that pointNortheastern was fairly open
admission and at one point theyhad 60,000 students attending
Northeastern University.
Now that is very different fromthe university we know today,
(03:06):
and what happened was anotherstate college came along in the
Boston area, umass.
Boston took the same studentsNortheastern was serving, but at
a much less expensive cost fortuition Still a commuter campus.
So two commuter campusescompeting, one private, one
public and Northeastern startedto lose ground.
(03:27):
And so what they did was theyretrenched, they built residence
halls, they became moreselective, but they also
realized they had to do moreretention efforts, because it
was great to have 60,000 peopleand if they came or went that
didn't much matter.
But now that we have fewerstudents we had to make sure we
were keeping them.
(03:47):
And so then, over time,northeastern got more and more
selective.
Until one of the alums a verywell off alum who had done very
well said you don't seem to beaccepting students like me
anymore, and that was Mr AnthonyManganero, who founded the
torch scholarship with hisfunding, along with Philly
(04:10):
Mantella, who was then a vicepresident for student life, and
so between the two of them theycreated the torch scholarship
program, which is very unique inthat it has its own separate
admissions process.
And I want to tell you what thatis, what we look for and who's
eligible.
Especially with any collegeadmissions program you are
(04:32):
looking for students who cansucceed at the institution that
you're at.
So we are looking at thestudents' academic record to see
are they prepared?
Have they taken college prepcourses?
Can they succeed academically?
Can they thrive academically atour institution?
But we're adding an extrasentence to that Can they
succeed at our institution withthe support that we offer them?
(04:56):
So we have a three-personoffice that offers academic
advising as well as personalguidance I won't call it
counseling, because it's notmental health counseling, but
certainly it's personal advisingand then activities to connect
them to all of the other officesand resources that are at a
large research institution likeNortheastern.
(05:16):
So that's the question thatwe're asking when we look at
their transcripts, and we'realso looking at the transcripts
with an eye to has the studenthad some adversity that has made
their transcript not revealtheir full potential?
Because a lot of the studentswho are coming from the large
public high schools may have aneducational disadvantage, may
(05:39):
have a socioeconomicdisadvantage, may just have had
some life things happen to themthat has made it difficult for
them to succeed a year, aparticular year in their high
school experience.
So we really contextualizetheir transcript along with all
(06:00):
of the other information thatthey share.
So we're looking to see doesthe student have the minimum to
succeed at Northeastern with thesupport that we provide, which
is kind of unlike what a highlyselective institution like
Northeastern is looking forwhere they're like?
We're measuring the best andbrightest by that, like full AP,
(06:21):
full IB courses, the absoluteceiling of where they can
perform academically.
So that's one thing that's alittle different in our
selection process.
But I think the main thingthat's different is that we very
much wait.
Metacognitive variables,non-cognitive variables, if you
wanna call them that.
(06:41):
I like metacognitive.
So William Sedlasek used theterm non-cognitive variables to
mean things that are notnecessarily academic related,
like standardized tests andtranscripts and high school
courses and the rigor of highschool courses.
Angela Duckworth says I don'treally like that non-cognitive
because it means there's nothought going into these other
variables, but that's not true.
(07:03):
So she liked to use the termmetacognitive.
So I'm going with Angela andI'm going with metacognitive,
and so the things that we liketo really look at there are the
things that we know studentsneed to succeed beyond the
classroom and in the classroomtoo.
But to succeed at Northeastern,and the three things that we've
(07:24):
really value and we look for inall stages of the selection
process are help seekingbehavior and the ability to
build a support system.
Teamwork, because we have acohort model and we like and
expect them to learn to worktogether to accomplish some of
the tasks.
They need to, whether it's inthe four week summer immersion
(07:46):
program before they get tocampus or when they're on campus
to have that nice, solid groupof 15 other students other first
gen students that they can relyon.
And then, along with support,help seeking behavior and
teamwork, we're also looking atleadership, and we define that
(08:10):
very broadly.
So leadership within a job thatthey've held, leadership in
terms of the clubs andorganizations they've
participated in at their placeof worship with their family,
all of those things constituteleadership and teamwork, and so
we value those very highly.
(08:31):
We look for those throughout theapplication when we're
reviewing the students for thescholarship and whether to see
if we want to interview them andbring them, not bring them on
campus.
We used to bring them on campusfor interview day, but now we
do it virtually so to bring them, invite them to interview day,
the reason we look at theseskills so closely in their
(08:53):
letters of recommendation, intheir essay, in their student
activities list and in thenomination that students have to
send in, where we ask veryspecific questions about those
metacognitive variables.
We know that those are thetraits, the skills that students
need to succeed at Northeasternand in our program, especially
(09:15):
help seeking behavior.
If we see evidence of that,really positive evidence of that
, in their high schoolexperience, then we know that
that's likely to continue.
Maybe not right away becauseour students are so independent
and do try to get things done ontheir own, but we know that we
can teach them and bring thatout as, if you ask for help, we
(09:38):
are here to provide that, as areso many other places on the
Northeastern campus.
So those are the things that welook at because we know those
will help our students besuccessful.
So we're about to go intointerview day on Friday where
we'll bring students online in aZoom call and it's about three
(09:59):
hours of activities that they'lldo.
So they'll have two one-on-oneinterviews, about 25 minutes
each.
Then they have a break, thenthey do a group process where we
see how they get along witheach other, who has something to
share, who invites others toparticipate, who is a good
listener, who's a good leader,and we have the committee
(10:21):
members observe that.
And then we have an academicsession where students are asked
to read an article not toodense, because we do understand
that they're high schoolstudents but we ask them to read
something and then prepare aquestion to bring in with them.
So we kind of flip theclassroom to do that and then
they bring their question and wehave a conversation.
(10:42):
So we see, do they prepare, howdo they bring up their question
, how do they listen to others?
And then how do they add to theconversation and maybe talk
through things that arecontroversial, maybe too strong
a word, but reallythought-provoking issues that
our students are dealing withall the time and will face again
(11:02):
when they come to our campus,especially because at
Northeastern, being afirst-generation student and
being a less affluent studentmakes you different.
So that's what our selectionprogram looks like and, of
course, during our selection wehave lots of opportunities, as I
said, with the tech check thatI started out with.
(11:23):
That got me all excited aboutour Friday interview coming up
During the interview day.
We also do a student panel,which is moderated, but then all
of us who are part of theselection team leave and we just
leave current scholars, currenttorch scholars with the
perspective students to talk toeach other without any of the
(11:47):
selection folks, any of theolder adults in the room to
listen in, and we have them askany questions that they want to,
and we like to think ourstudents are a little freer to
give answers without us there aswell.
So that's what our interviewday looks like.
My hope in sharing this is Ajust a little bit about the
(12:09):
excitement of the new students.
Talking to students who arestill in high school about their
hopes and their dreams and whatthey want to accomplish, being
able to run a scholarshipprogram where I get to give
students scholarship funds thatI know will have an impact on
their experience at Northeasternand allow them to do things
(12:30):
that they may not get a chanceto do, whether that's studying
abroad or research or doingdifferent co-op experiences,
because experiential learning isimportant at Northeastern.
But what I would like yourtakeaway to be is to think about
what skills do your students atyour school need to be
successful and how are thosebeing measured in something like
(12:56):
the admissions process or anyselection process that you have.
Once we get our studentsfamiliarized with how college
works and with all of theresources available to them and
we show them that it's importantto ask for help and to know how
to ask for help and to becomfortable in that, then we
(13:18):
know that we can kind of stepback a little and watch them
soar.
And it is such an amazingexperience, just developmentally
, to see these students as comein as first years, as high
school students, not knowing howcollege works, and then by the
time they're a senior and doingtheir capstone and sharing what
(13:39):
they've learned and what theyplan on doing next.
It is just as you know, if youwork at education, that's the
payoff.
That is the most wonderfulexperience we could possibly
have.
So, knowing what skills yourstudents need to be successful,
I hope you think about that alittle bit.
And then, what do they need toenter with?
Whatever?
(13:59):
Is it a program that you'rerunning?
Is it the school itself?
What can you teach is theimportant question, as well as
how much time do you have toteach that.
So what do they need to come inwith automatically?
What can you teach and how muchtime will you have to teach it
if you do have to teach it.
And so I think those are reallybig questions to ask when
(14:20):
you're thinking about what kindof program can we run?
Who are we selecting?
We're selecting both to enterNortheastern and for a full
everything tuition room andboard, books, fees, insurance,
technology, fund, scholarship sowhat do they need to have when
they come in and what can wehelp teach them?
(14:40):
And then we design everythingafter that around retention to
prepare them for success incollege and success after
college.
And again we said that helpseeking, behavior building,
support, teamwork, leadershipthose are the experiences that
if they bring them, we know thatwe can work with them to build
(15:02):
on those and they will haveincredible successes when they
get here.
I hope I've given you some foodfor thought.
I'm always happy to talk aboutthe Torch Scholars Program and
the incredible first generationstudents that I get to meet
through the process of selectionas well as once they come to
(15:22):
the university and we get thosestudents here.
I just wish we had more fundingto have more students selected
as part of the Torch ScholarsProgram.
I would love to hear how you doselection for programs that you
are running with first genstudents.
What are the metacognitivevariables that you're measuring,
that you're looking for in yourselection?
(15:43):
How do you answer some of thesequestions about the skills your
students need to be successful?
I would love to hear that youcan always contact me at gen.
That's J-E-N at firstgenfmcom.
It's always great if you leavea rating and review so that
other people can find thispodcast.
(16:03):
This was my first solo podcast.
I hope that you got some goodinformation from it.
I hope maybe some food forthought, as I said, with some of
the questions that I asked,maybe some of the takeaways that
you can think about.
And always I would love to hearfrom you because I appreciate
your listening.
Thank you so much and thank youfor listening.
(16:26):
I agree with you.
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