New post up!

 

NewPost

click on the tab that reads “Informational Articles”

Subscribe to receive weekly scholarship updates by email.

Advertisements

We’re Growing!!! Looking for a PR intern

printern

 

We’re growing! & we’re looking for someone to grow with us! We are looking for a Public Relations intern to be a liaison for all events, programs, & sponsorships for PCB. As a newly started organization this person will help with the shaping of this organization’s cause. Well qualified applicants please send your résumé & statement of purpose to pr@projectcollegebound.org!!! 

Starbucks to Provide Free College Education to Arizona State Workers

20140616_STARBUCKS-slide-XVNO-jumbo

What’s better than their White Chocolate Mocha, their education initiative. Starbucks has decided to offer thousands of their employee’s.

Well, a lot of companies do that you might be saying to yourself and then I would have to jump in and say, not like Starbucks. Competitive Wages, Great Coffee, and Now free tuition program. Unlike most companies, Starbucks is offering this program from the first date of hire. You receive employment on Monday, they will paying for your classes that Monday.

The program is open to any of the company’s 135,000 United States employees, provided they work at least 20 hours a week and have the grades and test scores to gain admission to Arizona State. For a barista with at least two years of college credit, the company will pay full tuition; for those with fewer credits it will pay part of the cost, but even for many of them, courses will be free, with government and university aid.

“Starbucks is going where no other major corporation has gone,” said Jamie P. Merisotis, president and chief executive of the Lumina Foundation, a group focused on education. “For many of these Starbucks employees, an online university education is the only reasonable way they’re going to get a bachelor’s degree.”

Clearly, Starbucks wants its employee’s to be GREAT!

Sourced from NY Times

Student Loan Borrowing Information

images

Before diving too much into this article, I want you to know one main thing. If ever you are going to take out a student loan, a federal student loan (subsidized or unsubsidized) are the best.
How much money can I borrow in federal student loans?

If you are an undergraduate student:
Up to $5,500 per year in Perkins Loans depending on your financial need, the amount of other aid you receive, and the availability of funds at your college or career school.
$5,500 to $12,500 per year in Direct Subsidized Loans and Direct Unsubsidized Loans depending on certain factors, including your year in college.

If you are a graduate student:
Up to $8,000 each year in Perkins Loans depending on your financial need, the amount of other aid you receive, and the availability of funds at your college or career school.
Up to $20,500 each year in Direct Unsubsidized Loans.
The remainder of your college costs not covered by other financial aid in Direct PLUS Loans. Note: A credit check is required for a PLUS loan.
If you are a parent of a dependent undergraduate student:
The remainder of your child’s college costs that are not covered by other financial aid. Note: A credit check is required for a parent loan (called a PLUS loan).

How much money can I borrow from private student loans?

Like other loan programs, you may only borrow what is left (the amount you have not received aid for) your cost of attendance
If you do not know how much you may need to borrow, do not hesitate to contact your Financial Aid office, or Project College Bound.

How can I borrow a federal student loan ?

To apply for a federal student loan, you must complete and submit a Free Application for Federal Student Aid (FAFSA®). Based on the results of your FAFSA, your college or career school will send you a financial aid offer, which may include federal student loans. Your school will tell you how to accept all or a part of the loan.

Before you receive your loan funds, you will be required to:

complete entrance counseling, a tool to ensure you understand your obligation to repay the loan; and
sign a Master Promissory Note (MPN), agreeing to the terms of the loan.

Contact the financial aid office at the school you are planning to attend for details regarding the process at your school.

Google offering – Free Coding Courses to Minorities and Women

Some may ask: “How great is google?”.  Most may answer:  “Only the greatest in the world.” And true to form, Google just became greater.

Gregg Pollack, CEO of the Code School, announced in a blog post that the search giant and his company have partnered to provide thousands of paid accounts for free the Google is paying for three free months for any women and minorities in tech to expand their skills. The offer is part of Google’s $50 million “Made With Code” initiative, which aims to help close the gender gap in tech.

While women in technology continues to grow substantially, no one can keep a blind eye to the disadvantages and sterotypes women face in this field. Their are many companies who just employee women for the number and do not give them the credit that they deserve. Recently, at a conference at Michigan State another university in Michigan stated out of their department which consisted of maybe 300 technology employee’s, only a few (handful) were women.

Women are still coming into the technology field with lower salaries and being over looked where they should be counted as a significant advantage. At Project College Bound, we work with women and students to make sure they are competitive and undeniably rewarded in their market. We focus on developing your most powerful skills and teaching you how to control an interview and work related situations.

If your interested and would like to sign up click the link below. https://docs.google.com/forms/d/1hVfdHMoIphbL3x2fMTjW532zS_B2aojA5ifefZlG8YQ/viewform

 

An Hour Makes A Difference

 
February 17, 2014
 
 

For years, studies have found that first-generation college students — those who do not have a parent with a college degree — lag other students on a range of education achievement factors. Their grades are lower and their dropout rates are higher. But since such students are most likely to advance economically if they succeed in higher education, colleges and universities have pushed for decades to recruit more of them. This has created “a paradox” in that recruiting first-generation students, but then watching many of them fail, means that higher education has “continued to reproduce and widen, rather than close” an achievement gap based on social class, according to the depressing beginning of a paper forthcoming in the journal Psychological Science.

But the article is actually quite optimistic, as it outlines a potential solution to this problem, suggesting that this approach (which involves a one-hour, next-to-no-cost program) can close 63 percent of the achievement gap (measured by such factors as grades) between first-generation and other students.

What is the solution? A one-hour program for new students that is called a “difference-education intervention.”

In the program, college juniors and seniors from a range of backgrounds talk about how they adjusted to college, and how they sought out resources and people to help them with decisions, issues they didn’t understand and so forth.

First-generation students talked about their specific challenges. For example, one student said something like this: “Because my parents didn’t go to college, they weren’t always able to provide me the advice I needed. So it was sometimes hard to figure out what classes to take and what I wanted to do in the future. But there are other people who can provide that advice, and I learned that I needed to rely on my adviser more than other students.”

To avoid stigmatizing the first-generation students, the programs were described as being for all students, with a range of backgrounds, and the panelists speaking were from a range of backgrounds. And in a control group (which did not see the same results when first-generation students reported on their experiences and success at the end of the academic year), panelists did not relate their adjustments to their own backgrounds.

Among the areas where they found a notable impact from participants in the program: higher grade-point averages and significant increase in the odds of using various campus resources that help students with a range of issues.

The authors of the paper are Nicole M. Stephens, associate professor of management and organizations at the Kellogg School of Management at Northwestern University; MarYam G. Hamedani, associate director of the Center for Comparative Studies in Race and Ethnicity at Stanford University; and Mesmin Destin, assistant professor of psychology at Northwestern University.

Their findings are based on a study involving 147 students (who completed the project) at an unnamed private university. First generation was defined as not having a parent with a four-year college degree. Most of the first-generation students (59.1 percent) were recipients of Pell Grants, while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.

Their thesis — that a relatively modest intervention could have a big impact — was based on the view that first-generation students may be most lacking not in potential but in savvy about how to deal with the issues that face most college students. They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.

Many first-generation students “struggle to navigate the middle-class culture of higher education, learn the ‘rules of the game,’ and take advantage of college resources,” they write. And this becomes more of a problem when colleges don’t talk about the class advantages and disadvantages of different groups of students. “Because U.S. colleges and universities seldom acknowledge how social class can affect students’ educational experiences, many first-generation students lack insight about why they are struggling and do not understand how students ‘like them’ can improve.”

Read more: http://www.insidehighered.com/news/2014/02/17/study-1-hour-program-can-close-achievement-gap-first-generation-college-students#ixzz34GofREpf 
Inside Higher Ed