2015
By: Johnny Nash Jr.
SWRK 380 Practice III
Sister Shirley Fineran
A CHANGE PROCESS:
SCHOLARSHIP GUIDE
FOR SIOUXLAND TRIO
PARTICIPANTS
A Change Process: Scholarship Guide for Siouxland TRIO Participants
Table of Contents:
Introduction……………………………………………………………………..…..2
The Need for Change………………………………………………………….……4
Identifying the Change………………………………………………………….….5
Analyzing the Change Opportunity……………………………………....………...8
Goals and Outcomes………………………………………………………………..9
Designing and Structuring…………………………………………………………12
Determining Resources……………………………………………………………16
Implementing the Change Process..……………………………………………….18
Monitoring the Change………………………………………...………………….19
Evaluating the Change Process……………………………………………...…….20
Reassessing and Stabilizing…………………………………………………….…21
References………………………………………………………………………...23
1
A Change Process: Scholarship Guide for Siouxland TRIO Participants
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Introduction
Thomas Frank, an American journalist, historian, and political analyst stated in his essay
“Academy Fight Song:” “For-profit higher education is today a booming industry, feeding on the
student loans handed out to the desperate.” His words speak volumes and reflect a popular public
opinion among many Americans (Appendix 1).
One program which seeks to combat the problems of this industry is the Talent Search
Program. Talent Search is a branch of the federally funded TRIO programs (TRIO is not an
acronym). The Talent Search program is a student outreach and service program for students in
the United States. The existence of this program is possible through the Higher Education Act of
1965 (Appendix 2). The program was designed to help students from disadvantaged backgrounds
beginning in middle school, continuing through high school and ultimately to assist in pursuit of
a college degree. “To qualify for Talent Search students must meet specific criteria, including
one or more of the following: (1) the student should come from a low-income background; (2) be
a first generation college student; or (3) have a disability” (Appendix 3).
Talent Search is intended to assist students in their journey toward higher education.
Additionally, emphasis is placed on funding a student’s education through both grants and
scholarships and in turn, reducing the burden that student loans place upon students. TRIO is
present in middle schools, high schools, and colleges across the nation and in Siouxland. Locally,
the Talent Search program is present in both the middle schools and high schools, including
North, West, East, South Sioux City, and Heelan. Currently the program serves approximately
950 middle and high school students in Siouxland (Appendix 4). These TRIO programs are
based out of the local colleges and universities such as Briar Cliff University and Western Iowa
Technical Community College (WITCC). Basing the Talent Search program out of the local
A Change Process: Scholarship Guide for Siouxland TRIO Participants
3
colleges and universities has facilitated a collaborative relationship between the institutions.
Therefore, it is important to understand both the mission and goal of the university as well as the
TRIO program itself. The particular program in question is the TRIO program based out of Briar
Cliff University.
An example of that collaboration can be seen over recent years as Talent Search program
of Briar Cliff has changed their mission statement to better reflect that of their supporting
university. The Talent Search Mission Statement states: “TRIO Talent Search of Briar Cliff
University assists, empowers and advocates for eligible adolescents to succeed in higher
education. Through academic resources and support, service and openness, participants develop
positive and lasting relationships, educational experiences and opportunities” (Appendix 5).
Comparing Talent Search’s Mission Statement to Briar Cliff University’s Mission
Statement, which provides: “Briar Cliff University is a community committed to higher
education within a liberal arts and Catholic perspective? In the Franciscan tradition of service,
caring and openness to all, Briar Cliff emphasizes quality education for its students, combining a
broad intellection background with career development. The University challenges its members
to grow in self-awareness and in their relationships to others and to GOD” (Appendix 6).
Through examining both mission statements, One can see common themes and shared beliefs.
The Talent Search program offers an informational brochure to the participating students
upon their first interaction with the program (Appendix 7). The handout provides students with
the benefits of joining the program. This includes two broad categories of: high school student
services and participant benefits. The two categories are detailed below:
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High School Services:
 Academic Planning
 College Planning
 Career Planning
 Preparation for Taking the American College Test (ACT)
 Applications for Scholarships
 Application for Financial Aid
Participant Benefits:
 Fee waivers for college application fees
 Fee waivers for ACT test registration fee
 Free state funds towards college tuition for Iowa participants of Talent Search
 Recommendations for college admission and college scholarships provided by your
advisor
 Exposure to cultural and education opportunities
The Need for Change
Johnny Nash Jr., a senior at Briar Cliff University, began his internship at TRIO Talent
Search in January of 2015 (Appendix 8). This internship was designed to give the student field
experience in order to earn his Bachelor of Social Work degree. Upon beginning his placement
Nash had extensive prior experience with Talent Search, having been a long time participant
A Change Process: Scholarship Guide for Siouxland TRIO Participants
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throughout middle school and high school. This history made the student very comfortable with
both the staff and the program environment he would be working in.
This familiarity with the TRIO program as well as Nash being a current college student
whom was beginning to see and understand the effects of his own student loans helped him in
identifying a possible need for change. The cost of attending college has increased significantly
in the past ten years, from approximately $11,000 upwards to $17,000 (Javine, 2013). This
increase in college tuition has increased the amount of money that students need to attend college
to as well. This is an area that was identified as a problem, as well as an opportunity to create
change, this change would be created in the area of students and their access to resources
concerning financing college education.
From the beginning, the advisors of Talent Search were very helpful in generating ideas
for areas of need in the program. Upon discussion with Heather Nissen, the director and advisor
for the North High Talent Search program and Nash’s field instructor, the student identified the
need for resources to be available to students, specifically resources to assist students in finding
and applying for scholarships. This idea was then taken to the student’s instructor Sister Shirley
Fineran, after some discussion the student proceeded to take on the role of the change agent in
the process of developing and publishing a college scholarship guide for TRIO Talent Search
participants of Siouxland.
Phase I. Identifying the Change Opportunity
“The primary concern in this phase is identification of the change process. The purpose
of a change process is to change people, systems, communities, or the behavior and interaction of
the people who constitute the groups, organizations, communities, and systems” (Fineran, 2012
A Change Process: Scholarship Guide for Siouxland TRIO Participants
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p. 43). This phase is important in the beginning of a change process, this was apparent to Nash
almost immediately. In order to begin the process, the opportunity first needed to be identified.
Early into the student’s internship experience Nash identified the sheer volume of scholarships
that were presented to students, as well as the much smaller number of scholarships that students
actually qualified for. This was the initial observation which motivated the student to begin a
scholarship guide.
The second factor in the identification for a change opportunity was the input of the
Talent Search advisors including: Heather Nissen, Jenny Hammen, Mandy Cory, and Kelsey
Homan. This group would be referred to as the initiator system, this is defined as “individuals or
groups who bring the situation or need to the attention of the change agent” (Fineran, 2012, p.
44). This was only possible after sitting down with Heather Nissen and discussing a sanctioning
of my project informing staff of the agency of my intentions (Appendix 9). Upon initial meetings
and follow-ups these advisors began providing the initial ideas for the scholarship guide and
began to offer advice and guidance to Nash.
The Siouxland Talent Search scholarship guide would be a tool for both advisors and
staff of the program to refer to aid them in the search for scholarships. This would also include a
listing of commonly awarded scholarships to local TRIO students. As well as a guide that would
include tips on searching for scholarships, organizing this search, as well as applying for
scholarships. This guide would include research compiled by Nash; this information would
identify local scholarships as well as methods for successful searching and applications for
scholarships. Research into the benefits of scholarships as compared to student loans would be
identified.
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At this point, the change agent system was identified very easily, this system is defined in
the student’s Macro handbook as “the people who will do work directly to produce the change”
(Fineran, 2012, p. 45). This includes the advisors of the program that would make up the
planning committee, or the people that would assist in the process and offer guidance. As well as
the change agent: who has been identified as Nash, who would be the primary source of research
as well as the structure and development of the change process project.
At this point, the client system can be identified by the definition provided by the
handbook: “individuals, groups, organizations, communities who will be the beneficiaries of the
change process” (Fineran, 2012, p. 45). This includes both the primary beneficiaries and the
secondary beneficiaries. The primary beneficiaries are those whom directly benefit from the
change, in this case being the students, and the secondary beneficiaries are those whom benefit
indirectly, in this case being the Talent Search advisors.
The next system to be identified is the target system; “individuals, groups, organizations,
or communities that need to be changed in order to achieve the objectives of the change episode”
(Fineran, 2012, p. 45). In this change process this system consists of the Talent Search staff. The
project is designed to assist the staff in how they advise and assist students, giving them a tool in
which to guide the students in their journey for higher education.
In this phase one of the final steps necessary is to determine whether or not it is beneficial
to continue or stop the change process. This is important to determine after identifying the roles
as well as the systems within the process. Upon initial findings, Nash determined it would be
beneficial to continue. After meetings with members of the planning committee, sharing these
findings, and actively discussing the process it was determined that the agent should continue.
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This is a project that the advisors determined to be a benefit to both themselves and the students.
As well as something that the advisors identified previously as something that would be done
once there was available time.
Phase II. Analyzing the Change Opportunity
“Once the opportunity for change has been identified it is important to analyze that
opportunity. The analysis phase examines why the change opportunity exists and to define its
aspects and implications. Analysis provides the information available needed for the change
process design and implementation” (Fineran, 2012, p. 49).
Nash has at this point identified a need and began initial research into the benefits that a
college scholarship guide would provide to TRIO students. There are countless reasons why
scholarships are beneficial. When it comes to higher education the base price alone speaks for
itself, college is expensive. In the Siouxland area the price of a private institution can cost upwards
of $30,000 a year (Appendix 10). Moreover, even when a student qualifies for grants provided by
completing the Federal Application for Student Financial Assistance (FAFSA), there can still be
tens of thousands of dollars left to pay independently to cover the remaining cost of college tuition.
In the case of Talent Search students, by the nature of the program’s participants, it is
recognized that money is something that may not be plentiful. Therefore, paying out of pocket is
generally not an option. Thus, for most students, the next option is generally student loans. In 2010,
student loan debt passed eight hundred billion dollars, surpassing credit card debt in the United
States (Avery & Turner, 2012). This staggering data is the starting point for the need for change.
Students must understand the impact that student loan debt has, as well as the fact that there are
other options such as scholarships.
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However, the problem with scholarships is not the availability of them but rather the
complete opposite. There are countless numbers of scholarships available through: schools,
government funds, private organizations, individuals, and charities (Appendix 11). This is the
source of the problem. Therefore, to combat the issue with volume, the desire is to assist students
in searching for, organizing, and applying for scholarships in and effective and efficient manner.
This is something that has always been a goal of the Talent Search advisors; they strongly
push the importance of scholarships as well as the long-term financial burden of student loans.
They do their best to help students find and apply for scholarships to fund their education in
college. However, what has been lacking is a tool that can be utilized by advisors and taken home
by students, which would give them guidance and point them toward scholarships that they will
likely qualify for.
Phase III. Setting Goals and Outcomes
“Setting goals give direction to the planned change process and providing outcomes
prepares for measuring progress. A clear direction in which the change is to move is critical for
the ultimate success of the change process. The development of goals, objectives, and outcomes
provides the clarity the change agent system needs to continue the change process.” (Fineran,
2012, p. 59). This phase is vital to the entire direction of the change process.
It is also highly important that the goals, objectives, and outcomes of the change process
also align with the mission of the TRIO Talent Search Program: which is as follows “TRIO
Talent Search of Briar Cliff University assists, empowers and advocates for eligible adolescents
to succeed in higher education. Through academic resources and support, service and openness,
A Change Process: Scholarship Guide for Siouxland TRIO Participants
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participants develop positive and lasting relationships, educational experiences and
opportunities.”
The goals and objectives of this change process are as follows (Appendix 12):
Goal 1: To staff needs for developing a Siouxland TRIO student scholarship guide.
Objective 1: To participate in staff meetings and gather information on what data is
needed in the guide by February 15, 2015.
Objective 2: To address what format the guide will be available in by February 15, 2015.
Outcome: Siouxland TRIO students will benefit from having a tangible guide in the scholarship
application process.
Goal 2: To analyze the need for developing a Siouxland TRIO scholarship guide.
Objective 1: To analyze data gathered in staff meetings by March 1, 2015
Objective 2: To research the benefits of having accessible and up-to-date scholarship
information by March 5, 2015.
Outcome: The results will determine if the determination of the needs and their solutions will
benefit the students of TRIO.
Goal 3: To compile a planning committee that will offer feedback on the TRIO scholarship
guide.
Objective 1: To find advisors that wish to give feedback on the scholarship guide by
March 10, 2015.
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Objective 2: To establish monthly committee meetings by March 10, 2015.
Outcome: Students will benefit due to the information included in the guide being from a
collaborative effort.
Goal 4: To seek approval to include the task of updating the guide in the job description of the
work-study.
Objective 1: To get approval for the addition to the job description by March 20, 2015.
Objective 2: To write the description and change the job listing by March 20, 2015.
Outcome: TRIO students will benefit because advisors will have an updated scholarship guide
annually.
Goal 5: To make an effective scholarship guide.
Objective 1: To compile a listing of relevant scholarships by March 30, 2015.
Objective 2: To establish a scholarship guide that is simplified and user-friendly by April
20, 2015.
Outcome: Students will benefit from the availability of the guide in their Siouxland schools.
Goal 6: To establish a tool for monitoring the implementation of the process.
Objective 1: To develop a tool that will monitor the scholarship guide by April 15, 2015.
Objective 2: To establish the approval of the agency director by April 15, 2015.
Outcome: Students will benefit due to the guide being updated and monitored in relation to its
effectiveness.
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Once the goals and the objectives were set, Nash was able to begin designing his change
process more effectively and accurately.
Phase IV. Designing and Structuring the Change Effort
In the design phase the goal is to: “Define the purpose and nature of the change intended,
specify overall responsibilities, and to create a delivery system” (Fineran, 2012, p. 67). While in
the structuring phase the goal is to “define specific jobs, responsibilities, positions and their
relationship to one another” (Fineran, 2012, p. 67). This phase is very essential in and process
and this is no different than the scholarship guide.
In February of 2015, Nash was charged with
the task of creating the TRIO Talent Search Scholarship Guide. The guide was designed to assist
TRIO students in their process of both searching and applying for college scholarships. Though
most of the information covered in the guide would be similar to the information students were
given by Talent Search advisors the guide was something that students could tangibly take with
them and refer back to as a step –by-step guide in the often tedious process of applying for
scholarships. This guide would directly impact the scholarship search of students and make a
positive effect.
Once the initial need for the guide was established, Nash proceeded to gather thoughts
from the staff concerning the contents of the guide and possible implementation. Most feedback
from the staff was gathered in non-formal office discussions as well as one-on-one consultations
with advisors of multiple schools. The inclusion of multiple TRIO advisors was important
because of their knowledge of: (1) the Siouxland area student body and (2) the scholarship
process.
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When looking at the scholarship guide, initially, it was evident that it fell under the
project approach when categorizing the change process. “The project approach to changing a
situation or opportunity involves a short-term response or a ‘test pilot’ type of response”
(Fineran, 2014, pg.69). The implementation of this guide is important because it gives the
advisors of TRIO the ability to give students a reference for searching and applying for
scholarships, something that qualifying participants of the program desperately need to attend
college.
The next step in designing and structuring was the formation of the planning committee It
was evident that every member of the small office was on board with the change process from
the beginning. Though the feedback from all four of the advisors was used, the official
committee consisted of two staff members. This consisted of Heather Nissen, TRIO advisor and
program director, and Jenny Hamman, TRIO advisor. Additionally, while collaboration was
evident between Nash and the other advisors, it was determined that the members of the
committee would be those who worked with Nash closely and often and whom were available
for one-on-one consultation and feedback.
The main responsibility of the committee was to apply their knowledge of local
scholarships and students to information brought to their attention by Nash, as well as consistent
feedback on the overall progression of the guide. Some of this was done through a meeting of the
entire committee. On a more daily basis, Nash would communicate with Nissen face -to -face,
due to their close working proximity at North High School. Nash communicated with Hamman
through e-mail correspondence; where she would inform the agent of Siouxland scholarship
opportunities. In formal meetings the focus was kept through meeting agendas, in these meetings
A Change Process: Scholarship Guide for Siouxland TRIO Participants
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the committee was kept up to date on progress of the change and to ensure the direction of the
whole project.
There are a number of resources connected to the scholarship process, including guides
pertaining to organizing the search and application of scholarships for students. The need for this
guide comes from the focus toward Siouxland TRIO participants. The guide was to be designed
specifically for these students. It would incorporate many general things in the process, but its
importance would come into its specific scholarships and its ability to be a tool for TRIO
advisors to use in connection with and to complement their advising sessions with students. Its
intended use is not to replace the advisors information, but to accompany their advising sessions.
As well as being a resource that a student could take away from their meetings and use as a
tangible reference in the scholarship process. Because of this specific design the consultation of
TRIO advisors was paramount, Thus, Nash began his design, by meeting with various advisors
of TRIO and acquiring their input on the contents of a scholarship guide, and what would make it
a useful tool for both them and their students to utilize.
In the beginning stages something that began to stand out was the organization of the vast
number of scholarships that were available to any number of graduating high school seniors.
This was found to be both a positive and negative. Positive because there was an immense
number of opportunities for students to fund their college dream and negative due to the fact that
the sheer volume of scholarships could be overwhelming and stressful for students to manage. At
this point the need was identified for the collection and organization of local and national
scholarships that would apply to Siouxland students attending state colleges. Another criteria that
would be used for the selection of scholarships was the utilization of the Talent Search Program
A Change Process: Scholarship Guide for Siouxland TRIO Participants
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participant, including: low-income, first year students, and often time’s minority status in the
population.
The scholarship portion of the guide was the area that was identified as requiring
updating from year to year as scholarships and their requirements changed. After discussion with
Nissen the decision was made to include this job in that of the work-study. TRIO was housed in
Briar Cliff University and as a result, the program was capable of acquiring students from the
University to work in their office in order to earn money during their tenure at the school. After
the discussion, Nash wrote a job description to be included in that of the work-study’s (Appendix
13). This portion of the work-study’s job responsibility is to be implemented in the fall of 2015.
Advisors of the TRIO program were to have the largest role in the guide and its
implementation. First, it was their job to advise the work -study on the updating of scholarships.
This was to be done through face-to-face interaction and scheduled portions of office-wide
meetings. Most importantly, the advisors were responsible for implementing the guide in their
advising sessions as well as distributing copies to the students it was intended for.
While Nash is present at the agency he is responsible for the accumulation of
scholarships, as well as the distribution of the guide to the advisors. Once his practicum has
concluded these responsibilities will fall to the work-study.
Phase V. Determining Resources
A Change Process: Scholarship Guide for Siouxland TRIO Participants
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In this phase the question is proposed: “Is the agency/organization prepared to make the
necessary cost expenditures that will implement the change process?” (Fineran, 2014, pg. 71).
This is the phase where the cost of the change process is determined. This is crucial to the entire
process, without an adequate budget the change cannot be implemented.
Nash had to identify the resources needed to develop the scholarship guide at TRIO. One
resource would be the updating of the scholarship guides. Considering this responsibility was to
be included in the job description of an already existing position, an upcoming work-study, it
would not be a significant cost. The most significant cost would come from the printing of the
scholarship guide. The decision to make the guide in a printed version was due to the relatively
small number of copies that needed to be distributed as well as the need for the advisors to have
a material resource they could personally hand to students.
All of the costs necessary for this project are included in the current TRIO budget;
including printing fees and staff; this includes the student office assistant as well as the advisors.
Their contribution to the guide is to be included in their current job descriptions. Additionally,
printing is already a part of the TRIO budget; therefore, the addition of the guide will not have a
significant impact on the resources available. It is estimated that the printing of the material will
cost an additional two hundred dollars. This estimate is reached by researching the price of
printing close to 1,000 tri-fold brochures.
Briar Cliff University Educational Talent Search Budget
A Change Process: Scholarship Guide for Siouxland TRIO Participants
Expenses
TRIO
Scholarship Guide
Salaries
$159,199.00
$0
Campus Rent
$3,400.00
$0
Supplies
$14,658.00
$50.00
Postage
$1,500.00
$0
Printing
$1,500.00
$150.00
Staff travel
$12,150.00
$0
Participant travel
$30,000.00
$0
Benefits
$39,799.75
$0
Other
$11,495.25
$0
Indirect expenses
$21,896.00
$0
TOTAL EXPENSES
$295,598.00
$200.00
Revenue
Department of Education
TRIO
$295,598.00
Phase VI. Implementing the Change Process
Scholarship guide
$0
17
A Change Process: Scholarship Guide for Siouxland TRIO Participants
18
In this phase, the goal is to plan out the actions that will take place once the
implementation of the change has taken place. “It is quite simply a description of how the change
will happen. This phase restates much of what has been described already in the previous phases
and details how the change will be implemented” (Fineran, 2014, pg. 77).
Though the development of the scholarship guide has been continuous throughout the
process, it is due to be finished by the end of the 2015 school year. It is then to be implemented
in the beginning of the school year next fall. All of the development of the guide has been the
task of Nash as the change agent. Beginning in the fall any further developments will be the
responsibility of the designated student office assistant. At this time, the responsibility of the
distribution of the guide will fall to the individual advisors.
The participation of each advisor is the single most important aspect of the
implementation of the guide; each advisor will participate at their respective school in the
distribution and inclusion in their session of the guide. The guide must be delivered and
reinforced by the staff at their schools in a consistent manner, if the advisors do not do this
consistently than the effort put into this guide will lose its effect. It is also important that any
appropriate changes that the staff identifies in the future be communicated to the future employee
tasked with the maintenance of the guide. The failure of this can be considered resistance in the
process and/or the inability of the staff and the student to communicate. These two forms of
resistance could be responsible for the failure of the change.
In order to insure communication on the part of the advisors, the scholarship guide will
become a part of the scheduled agenda for the start of the school year. At this time any changes
to scholarships or their requirements will be addressed as well as any improvements the staff
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deem necessary for the up-coming school year. This agenda will allow the guide to stay updated
and continue to be a relevant tool for the advisors of TRIO.
The planning committee has continuously been a tool in the development of the guide for
Nash; he has continued to receive feedback on aspects of the guide once they have been included
in his final project. By receiving constructive criticism and knowledge of the area Nash is able to
better design the guide to fit the needs of the population. A final meeting is scheduled at the
completion of the guide to ensure the final product is truly seen as a tool for the advisors, which
they intend to use. The advisors seem to be enthusiastic about the idea, and hope that it
something that can be maintained efficiently and effectively.
Phase VII. Monitoring the Change Process
The next phase focuses on monitoring the change process as a whole as well as in its
separate phases. “The monitoring phase can begin early in the change process. Monitoring means
checking to make sure the change process is being accomplished in the manner and direction as
indicated in the planning and designing phases” (Fineran, 2014, pg. 79).
In the monitoring phase of the process, Nash will use two separate methods to track the
direction of the change as well as the final result. For the progressive monitoring the Ghant chart
will be utilized (Appendix 14). As far as long term monitoring goes there will be a post change
survey. This method will be utilized with the students of TRIO (appendix 15). This survey will
allow the agency to evaluate the effectiveness of the guide once it implemented in the fall of
2015.
Phase VII. Evaluating the Change Process
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This phase begins the evaluation of the change process. “The purpose of evaluation is to
develop information that will lead to effective and efficient interventions. Evaluation is the
process of making judgments. Evaluation is making a value judgment about the worth of the
project” (Fineran, 2014, pg.81).
This phase is crucial; it attaches a value to the impact of the change process, determining
whether it worked or did not work. To determine the guide’s effectiveness there will be an
evaluation of both the student survey, mentioned in the previous phase. And there will be an
evaluation of the staff survey, which would be distributed in August of 2015, the beginning of
the school year (Appendix 16). These two surveys will be the monitoring tools of the process as
well as the final tools for evaluation.
The surveys are to be distributed and evaluated in 2015, once students have been
introduced to the guide. The responsibility of distributing and collecting the data from the survey
will be the responsibility of the student office assistant because Nash will no longer be at the
agency, this requirement is to be included in the student office assistant’s job description. Once
the data is collected and analyzed it will brought to Nissen, program director, she will then
determine the value of the guide, as well as determining the continuation or the corrections that
need to be made to the guide itself.
Phase IX. Reassessing and Stabilizing the Change
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“This phase is the time of transferring responsibility duties. The change agent will bring
closure to the episode of change. The formal system of external help constructed specifically to
carry out the change episode is withdrawn” (Fineran, 2014, pg. 85).
The scholarship guide for Siouxland TRIO participants is intended to become a continued
resource for Talent Search. It is also predicted that in time the guide will be developed to into
something that can be adopted in different regions in order to serve TRIO students across the
United States.
Nash was able to develop the guide and incorporate the standing points of the entire
project, once he is gone the responsibility of updating and making any changes to the guide will
fall to the student office assistant of the TRIO office. It will also be the responsibility of Nissen,
program director, to implement the guide once the school year begins in August of 2015. Once
Nash discontinues his placement at the agency the staff of TRIO will be responsible for
communicating with the student assistant on aspects of the guide as they see fit. If this
communication is not present in the future this will become a point of resistance in the successful
implementation of the guide. All developments of the guide have come to the end at the last
weeks of Nash’s placement and the guide has been left with the agency to be used accordingly.
The change process is an incredible amount of work and an excellent learning experience.
Nash found great support in the staff of the agency, in particular his supervisor, Heather Nissen,
and advisor Jenny Hamman. They played key roles as the change committee in assisting Nash in
his endeavors. They provided him with feedback and direction that allowed him to collect and
compile a scholarship guide that has the potential to impact the ability of TRIO students to
search and apply for scholarships to continue their education and benefit them in their success.
A Change Process: Scholarship Guide for Siouxland TRIO Participants
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Nash was able to contribute to the success of students in their academic goals throughout the
year, as well as to give future students a tool to do the same.
References
A Change Process: Scholarship Guide for Siouxland TRIO Participants
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Avery, C., & Turner, S. (2012, Winter). Student loans: Do college students borrow too much--or
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