Jesse
Lascano, an academic counselor at the Rio Grande campus, thought it
necessary to present a seminar for non-traditional students. Some
of the students that had requested his counsel in the past didn’t
have majors. Furthermore, they expressed obstacles and signs of discouragement.
“I wanted to keep my students focused and motivated,”
Lascano said. He presented the seminar on March 8, entitled, “How
to Survive in a College Environment: Tips for Non-traditional Students.”
Having been a non-traditional student himself, he was able to overcome
barriers and eventually accomplish his goal of earning a Master’s
in counseling.
Jesse
Lascano, academic counselor,
gave students tips on how to succeed
in an academic environment.
Photo by Angelica Manukian
Lascano
defined non-traditional students as “those that terminated their
schooling to pursue other endeavors, yet later realized that an education
is absolutely necessary to succeed in life.” Lascano listed
some reasons why students drop out. Students get married, obtain jobs
for financial security, enlist in the army, under-rate the value of
education, or became expelled from school.
Lascano also addressed the issue of financially successful people
that have never obtained a professional degree.
“Yes, they may have the nice car, the nice home, and plenty
of money in the bank,” said Lascano, “But what if the
person does not enjoy their work and is only committing to it for
material possessions? There’s a proven study for those that
do not take pleasure from their career.”
It shows that many experience feelings of dread around noon on Sundays
because their work day is approaching the next day, these people may
gain health problems such as ulcers, anxiety, stress, and depression.
Lascano strongly emphasized the importance of utilizing the EPCC career
placement center. The Personality Mosaic is an assessment test that
shows a student’s inherent character traits. The results get
evaluated by a specialist and then the COPS (Career Occupational Profile
System) is administered to the student.
Lascano tried to dispel the impediments people have, which discourage
them from returning to school. Like being too old or becoming a student
again.
Another example involved people with low self-esteem. Lascano encouraged
building self-esteem through rewards and engaging in motivating activities.
Tips were given to help facilitate the success of a student’s
life. Lascano advised them that family support was very important.
“A student leads a challenging life through attending numerous
classes, completing difficult assignments on time, and preparing for
critical exams. Therefore, it is recommended to request guidance,
understanding, and assistance from family members.” Lascano
also suggested that students unite with their classmates (no more
than five) to study more effectively.
Lascano passed out gifts of pens to those that participated in the
discussions. One participant, Enrique Garcia, is currently learning
ESL and plans to work in the field of radiology. He left school to
get married and then later had three children.
“I wake up at 6:30 every morning, go to school, then go to work
at a hospital in Juarez. I usually return home at 11 p.m.,”
he said.
Laura Portela is also studying ESL and is expecting to become a social
worker in a few years. Born in Los Angeles, she moved to Mexico as
a child. After turning 20, she got married and had three children.
Portela has been working in employment agencies as a temp, but realized
that she needed to learn English. Being a wife, mother, and student
may connote difficulty in managing time. However, she takes advantage
of her children’s study period.
“As I help them with mathematics, they help me with my ESL homework,”
said Portela. Featured in the Student Handbook and Planner are options
available for non-traditional students such as online courses, challenge
exams, instructional television, and the P.A.S.S. program.
