Abstract
This case study examines an issue advisors face, in splitting their time and energy between students when time is a finite resource. Graduate students with assistantships advising students throughout the fellowship application process may struggle with dedicating time to eligible students who may not be competitive candidates. This issue can be particularly difficult when students come from diverse backgrounds with access to a wide range of opportunities.
Keywords: equity-based advising, fellowship advising, study abroad, first-generation college students
Institutional Context
Oceanside University is a medium-sized public institution in the Southeast. Due to its coastal location and recent elevation to R2 designation, the school has been growing steadily. The top three reasons students apply to Oceanside are the beautiful campus, strong STEM programming, and proximity to destination cities. The Office of External Awards at Oceanside is only five years old and is staffed by a Director and Assistant Director. This is the first year they have had a graduate assistant.
Primary Characters
Claire (she/her) is a first-year graduate student completing her assistantship as a fellowship advisor. In this role, Claire primarily advises for international awards and opportunities. She studied abroad in Argentina which was a transformative part of her undergraduate experience, and she hopes to help make study abroad accessible for other students.
Alyssa (she/her) is a 21-year-old junior marine biology major with a 3.65 GPA. She is an in-state, first-generation college student. In selecting her undergrad institution, she prioritized affordability, proximity to her family, and research opportunities to pursue her interests in wetland ecology.
James (he/him) is a 19-year-old sophomore pre-business student with a 4.00 GPA. He is an out-of-state student who wanted to attend a school in the Southeast for the nice weather. He is an Honors College student, and many of his AP classes from high school provided him with transfer credits when he started at OU.
Case
In her graduate assistantship Claire advises and supports undergraduate students through the application process for nationally competitive scholarships. Currently, her energy is dedicated to helping students apply for the Bryant Scholarship as the application closes tonight, a Friday. This US State Department-funded award will cover the cost of attendance for undergraduate students to complete a 16-week study abroad, which includes covering travel to and from the host institution and a modest stipend adjusted based on cost of living by location.
As the mission of this scholarship is to further the goals of the State Department and promote mutual and global understanding, winners are required to volunteer in their host community for at least 30 hours during their semester abroad. Winners often volunteer as English tutors, though some have completed more innovative projects like organizing community clean up or food drives.
To be eligible for this award, students must be United States citizens, have completed at least 60 credit hours toward their undergraduate degree, and select a semester-long study abroad program. Applicants must write two essays on the following prompts:
- Why did you choose this study abroad experience? How does your coursework abroad connect to your short- and long-term career goals?
- Describe and explain the impact of your proposed service project.
Students must also upload their transcript, and there is an optional third essay to explain any underlying circumstances related to their application. No letters of recommendation are required.
Meeting with Claire
Though most applicants this cycle have been working with Claire for at least a month to draft their essays, two students booked last-minute appointments. On Monday morning, Alyssa, who hopes to study abroad in Sydney, Australia, met with Claire. “I’m sorry I didn’t book an appointment sooner when I first learned about the scholarship, but I’ve been very swamped with exams and my job,” Alyssa shares, disclosing that ever since she started school Alyssa has held a job working 35 hours a week at a grocery store. “I hope I can still apply. This would be my first trip outside of the U.S. and the award package makes this more affordable for me than other opportunities I’ve seen.”
During this intake meeting, Claire showed Alyssa the scholarship requirements and helped her draft an outline for the required essays. Alyssa spoke to her interest in this study abroad program because she is a marine biology major, and while abroad she will be taking a lab course on coral reef conservation. Because she plans to stay in the Southeast after graduation, Alyssa shared how she can transfer this learning to her research on wetland conservation in her home state. She feels the least confident in explaining her career goals. “My marine biology professors are great, but I’d like to work outside of a university doing research in the field. I haven’t had a chance to fully explore my options, though.” Her proposed service project ties into the community service she currently does, teaching schoolchildren about their role in reducing plastic waste that could end up in the ocean.
She also plans to write the optional third essay, disclosing to Claire that she struggled adapting to working her job while attending school. She shares that as a first-gen college student she is trying to minimize any financial burden for her parents. “It took me a while, but I’m not really good at managing competing—and sometimes conflicting—responsibilities and my time.” Her transcript proves that her grades dramatically improved after her first semester. After this meeting, Claire feels optimistic about Alyssa’s ability to create a strong application.
Meeting with James
Claire then meets with James, who found out from his study abroad advisor about the scholarship that morning and immediately emailed Claire about an advising appointment. James shared in their meeting that he has been speaking periodically with an advisor in the study abroad office for the past year, because his dad said that he should study abroad. James is particularly interested in this opportunity because, as he said, “It would be cool to have the program paid for.” James has selected a program in Germany because he is interested in the beer culture there.
When pushed about how the coursework connects to his career goals, James said that he might be interested in international companies because they pay a lot, and so a study abroad would look good on his resume. When asked about the second essay, James proposes working as an English tutor as he is a native English speaker. Though he does not have any prior tutoring experience, James has performed well in his English classes as evidenced by his transcript. He does not intend to write the optional essay because, he says, “I don’t need to. I have a 4.00.”
After meeting with James, Claire is unsure if he will be able to make a clear case for why he deserves the award. However, there is no limit to the number of students a school can nominate for this award. In previous cycles, multiple students have been awarded this scholarship.
The Applications
On Wednesday, both students email Claire their first drafts. In her feedback Claire notes that Alyssa needs to add more transitions and descriptions, as her essay reads like a research paper. The essays James submits are well-written, but he needs to strengthen the connection between his coursework abroad and career goals.
Because multiple fellowships are due this weekend, the Office of External Awards is hosting drop-in advising during business hours on Friday. This event provides a space for students to work quietly and to ask advisors for last-minute synchronous feedback. Both the director and assistant director are busy working with other students applying for graduate school fellowships.
Alyssa and James both attend the drop-in event. Alyssa’s revisions are strong and her application requires only minor edits based on Claire’s feedback. During the event, Claire overhears James tell a peer that he used ChatGPT to write his essay and is editing his work by asking the site how to implement Claire’s feedback. The Office of External Awards has no official policy on the use of artificial intelligence, though Oceanside University at large has recognized the potential benefits of generative AI.
Discussion questions
- How should Claire divide her time equitably between the two students during the drop-in hours? Which student, if either, deserves more assistance? Why?
- After the workday ends, how should Claire respond to any last-minute emails from these two students?
- What are the implications or consequences of Claire practicing equitable advising in her specific institutional context? How can she practice ACPA/NASPA competencies of Social Justice and Inclusion in her work?
- What other resources on campus could Claire point these students to as they complete their applications?
- How should Claire address the fact that James used ChatGPT? Why?
Author bio
Elise Blackburn (she/they) is a first-year student in Clemson University’s Master of Education in Student Affairs program and works as a graduate assistant for the Office of Major Fellowships. Elise studied abroad in Seville, Spain as an undergraduate and won a Fulbright fellowship to teach English at a university in Madrid. She is passionate about helping students tell their story and access funding for transformative opportunities like study abroad.