Selecting A Scholarship Recipient You Are A Member Of A Spec

Selecting A Scholarship Recipientyou Are A Member Of a Special Awards

Developing a process for selecting a scholarship recipient requires a careful analysis of the applicants' financial need, academic potential, personal circumstances, and likelihood of success if given the aid. The committee must consider the criteria established by the donor, including demonstrated financial need, potential for academic success, and the probability of attending college if awarded the scholarship. The ultimate goal is to select a candidate who most closely aligns with these criteria, ensuring that the funds serve a student most in need and most likely to benefit from and complete college education.

Paper For Above instruction

The process of selecting a scholarship recipient involves evaluating applicants based on their economic circumstances, academic potential, personal motivation, and the likelihood of completing their education. At Grand Canyon University, a special trust fund has been established by an anonymous donor to award a full-tuition scholarship to a student demonstrating financial need, potential for success, and a low probability of attending college without aid. The committee's task is to review applications and select the most suitable candidate, balancing objective financial criteria with subjective personal qualities and future outlooks.

Analyzing each applicant—Duane, Carla, Melissa, and Sam—requires a comprehensive understanding of their backgrounds, academic predictions, personal circumstances, and motivational factors. These elements help to determine which applicant aligns best with the donor's intent: supporting a student in genuine need who might not otherwise attend college and who shows promise of academic and personal success.

Applicant Profiles and Evaluation

Duane

Duane is 18 years old who completed high school in three years, suggesting above-average academic ability but also implying a possible lack of perseverance or emotional challenges. His GPA was 3.0, but university test scores predict a 2.6 GPA in a science curriculum, indicating potential difficulty in specialized coursework. His mother, a widowed registered nurse supporting three children, faces financial hardship, satisfying the financial need criterion. Despite challenges, Duane expresses uncertainty about his career and has emotional struggles that may benefit from the support that a college can provide, especially with an “intellectual challenge.” His interest in medicine aligns with a high aspiration, but his academic predictions suggest he may need significant support to succeed.

Carla

Carla, age 17, boasts a high GPA of 3.8, suggesting strong academic potential and motivation. However, her personal circumstances—including an engagement and a desire to marry quickly—raise questions about her long-term commitment to college. She also has a less stable personal life, evidenced by her night spent with her fiancé on a trip. Her career goal to become a social worker aligns with her desire to help the needy, which supports her interest in making a meaningful impact. Yet, the minister predicts she might drop out if she marries, indicating potential risks in her completing college without additional personal stability. Her poor family background and expressed ambitions reinforce her need for assistance, but her high academic achievement suggests she has the capacity for success if given support.

Melissa

Melissa, aged 26, has a non-traditional background, including her high school GPA of 2.8, which was impacted by adolescent behavior. However, her college predictions—2.9 in science and 3.6 in nonscience—show promise for academic success, especially in her chosen field of English. As a single mother with a seven-year-old son, she exemplifies a student with significant financial need and personal responsibility, fulfilling the criteria of demonstrated need and unlikely attendance without aid. Her bitterness toward men and lack of family support suggest personal challenges, but her motivation to become an English instructor reflects her aspirations for upward mobility and contribution to society. Her character references are positive, but her chance of completing college, given her circumstances, remains uncertain; nonetheless, her need is compelling.

Sam

Sam’s background indicates he was an athletic scholarship recipient before an injury ended his athletic career. At 19, his high school GPA was barely passing, yet his predicted college GPA is 2.5 in science and 3.0 in nonscience, reflecting moderate academic potential. He comes from a low-income background, with his father unable to contribute financially. His goal to become a football coach aligns with his previous sports experience and personal interest. Despite his injury, his determination to succeed academically motivates the committee to consider his application. The combination of financial hardship, personal motivation, and potential for success suggests that Sam might be a candidate in line with the donor’s criteria, especially if his emotional and physical challenges are taken into account.

Prioritization and Recommendation

The final decision must weigh each applicant’s financial need, capacity for success, personal circumstances, and commitment to completing college. Duane’s need is evident, but emotional and academic challenges may impair his progress. Carla’s high academic potential and need are compelling, but her personal instability presents a risk. Melissa’s urgent financial need and motivation are strong; however, her age and personal responsibilities pose additional challenges. Sam’s financial hardship and motivation are notable, and despite academic difficulties, his determination could see him through if adequately supported.

Based on these evaluations, the most suitable candidate aligning with the donor’s intent might be Melissa, due to her significant financial hardship, demonstrated motivation, and the potential for success if she receives the aid. Alternatively, Sam’s dedication and low-income background also make him a viable candidate, especially considering his clear goal to pursue a career that builds on his passions.

Conclusion

Ultimately, selecting the scholarship recipient requires balancing objective data with subjective considerations about each student's potential and circumstances. While academic predictions provide insight into future performance, personal motivation and financial need are critical in ensuring the funds reach a student most in need and capable of utilizing them effectively. The committee must prioritize applicants who demonstrate genuine need, realistic potential for success, and a commitment to completing their education, thereby honoring the intent of the anonymous donor and promoting equitable access to higher education.

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