Investigations is designed with first-generation, low-income, first-year students in mind, whether of traditional or non-traditional ages. Below are some suggestions for identifying students who can benefit from Investigations using institutional data and processes. Face-to-face contact with faculty and staff—and, preferably, past participants—is far more effective than mailings, handouts, and cold calls.
- Students “conditionally admitted” because of a weak academic history.
- Students who receive Pell Grants, which are income-based.
- Students whose reading comprehension and writing skills are pre-college level, based on placement test scores. This is a valid approach because of the impact of poverty on language resources.
- Students identified through the academic advising process, who may be advised into the course.
Other methods of recruitment:
- Word of mouth: After you have completed one Investigations course, you may find word of mouth to be your best recruitment strategy. Graduates of the course may be your biggest advocates, especially before the program has become accepted and fully established on campus. If possible, pay students to help you with the recruitment process during orientation sessions and other events that bring first-year students to campus.
- Community referrals: Various community agencies—Workforce Investment Act agencies, human services departments, women’s shelters, veterans’ services, etc.—can serve as a pipeline of students looking to build resources through education.
For more information on recruiting students to Investigations, see pages 114-115 of the Facilitator Notes for Investigations into Economic Class in America.
For more information about bringing Investigations to your campus, click on Launching Investigations. You can also find information on the following:
To find out what others say about Investigations and their experiences with the curriculum, click on these links:
Ready for some results? Call (800) 424-9484 or request more information.