Selecting A Scholarship Recipient You Are A Member Of ✓ Solved

Selecting a Scholarship Recipient You are a member of a

You are a member of a special awards committee at Grand Canyon University. A special trust fund has been established by an anonymous donor to award one full-tuition scholarship to a person with demonstrated need for financial assistance, a reasonable expectation of success as a student, and who is unlikely to attend college if not granted some form of aid. There are no other conditions attached to the award except that a student committee must select the winner from a list of applicants. The candidates are:

Duane – age 18, finished high school in three years. He says he rushed through because he could not have tolerated another year of the bull. His mother, a widow with two younger children to support, can only work part-time in her field as a registered nurse. Duane’s high school grade point average was 3.0. University tests predict a 2.6 college grade point average in a science curriculum and 3.1 in nonscience. His mother is determined that Duane should be a physician. Duane says he is not sure of what job or profession he wants. He has some emotional problems; a psychiatrist he has seen recommends college because he thinks Duane needs “an intellectual challenge.”

Carla – age 17, has very high recommendations from the small-town high school where she earned a 3.8 GPA. In her senior year, she became engaged to a driver from a feed mill, who wants to get married at once and forget college. She is known to have spent a few nights with him on a cross-country trip to haul grain. Your university predicts she will earn a 2.6 in science and a 3.3 in a nonscience program. She says she wants to become a social worker “to help the poor in some big city.” The minister where she attends church says she has a fine mind, but he predicts she will marry and drop out even if she starts college. Her parents are uneducated (less than high school), hardworking, law-abiding, and very poor.

Melissa – age 26, is a divorcee with a seven-year-old son. She made a 2.8 GPA in high school “because I goofed around,” but tests predict a 2.9 in science and a 3.6 in nonscience at our university. She says she wants to become an English instructor, “in college if I get lucky, or at least in high school.” She was a beauty contest winner at 18 but says she is bitter toward men and will never remarry. She gets no child support or other family assistance. Her present boss, a dress shop owner, gives a good character reference but predicts she will not likely finish college.

Sam – age 19, was offered several football scholarships, but they were withdrawn when an auto accident injured his legs. He can get around well but cannot compete in athletics. His high school grade average was barely passing but entrance test scores predict a 2.5 average in science and 3.0 in a nonscience curriculum. His father, a day laborer, says he cannot contribute toward a college education for Sam. Sam says he is determined to become a football coach, though he has been advised that it may be difficult without a college playing record.

Paper For Above Instructions

The decision to select a scholarship recipient requires a careful analysis of the candidates’ backgrounds, academic performance, personal challenges, and future aspirations. It is essential to consider not only the financial need of each candidate but also their potential for success and how likely they are to benefit from a college education.

Starting with Duane, we see a student who has faced significant family challenges. Losing his father and having to support younger siblings places a heavy burden on his mother, which likely affects Duane’s ability to pursue his education without assistance. While his GPA is modest at 3.0, the predictive scores indicate a lower likelihood of academic success. However, it’s worth noting that Duane's mother believes strongly in his potential to become a physician. This familial expectation, although rooted in care and guidance, can also impose pressure. His emotional issues are concerning, but the psychiatrist’s recommendation for him to seek intellectual challenges through education suggests that his enrollment could address his needs. Nonetheless, without a clear educational or career goal, Duane’s motivation for completing college may be questionable.

Next, Carla presents a compelling case. With a GPA of 3.8, she exhibits strong academic capabilities. Despite commendations from her school, the looming relationship with her fiancé raises red flags regarding her commitment to college. The prediction that she might marry instead of pursuing higher education creates uncertainty about her future pathways. Although her desire to become a social worker aligns with the altruistic goals often sought in scholarship candidates, the concern about her possibly diverting her path to marriage before completing her degree is critical. Carla's background of poverty and her family's lack of education accents her need for the scholarship, thereby adding weight to her application. However, whether she will remain steadfast in her pursuit of higher education in the face of personal distractions remains a significant concern.

Melissa provides a different perspective as an older candidate with real-world experience. At 26, with a child to support, she faces unique challenges, including the stigma of being a divorcée and the lack of child support. Her high school GPA of 2.8 indicates that she has had issues in her academic past, although predictions suggest she could excel in non-science disciplines with a GPA of 3.6. Melissa's aspiration to become an English instructor reflects her desire to leverage her experiences in a way that can benefit others. Her character reference from her boss enhances her credibility. However, her feelings of bitterness toward men may impact her stability and focus in her studies. Her determination to not remarry and support her child may also provide her with the resilience needed to persevere, yet her own doubts about finishing college create uncertainty.

Lastly, Sam’s situation following an accident presents a compelling narrative of resilience against adversity. Despite facing physical challenges that jeopardize his athletic ambitions, he continues to aspire to become a football coach, showcasing a commendable level of determination. His barely passing grades in high school and low predictive scores present significant academic risks. The financial strain on his family, coupled with a lack of financial contribution, accentuates his need for the scholarship. While Sam’s commitment is evident, serious doubts about his academic readiness to undertake college-level coursework in science are troubling.

In conclusion, each candidate presents unique advantages and challenges. Duane faces emotional challenges and a lack of clarity regarding his career path, while Carla is an academically strong candidate but is potentially distracted by personal life changes. Melissa, as an older and determined individual, has life experiences to draw on but must overcome significant barriers associated with motherhood and past disappointments. Sam embodies resilience but struggles with academic readiness. We must acknowledge the complexities of each applicant's situation and the profound impact this scholarship could have on their future potential. Given the criteria set forth by the donor, Melissa appears to stand out with a better alignment towards potential success in her academic pursuit. However, given her life circumstances, engaging with Duane’s compelling need and potential offers an alternative perspective that must be weighed carefully. Ultimately, the committee should select a candidate who not only needs the scholarship most desperately but also demonstrates a clear path to success in their educational journey.

References

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• Smith, J. (2019). Assessing scholarship programs: Success stories and challenges. College Student Journal
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• Foster, R. (2020). The significance of mentorship in higher education outcomes. Mentorship Journal
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