| Low-income and first-generation community college students rely on financial aid while attaining their educational goals. This study examined the effect of a series of workshops as an intervention program for community college students who are not eligible for financial aid because they are not maintaining satisfactory academic progress. The workshops combined information on policies and academic success strategies to promote students' self-authorship. Through analysis of students' academic records, responses to workshop evaluations and surveys, and field notes, this study found that students who completed the workshop sessions improved their academic progress, academic skills, and increased their knowledge of the financial aid academic progress policy. Students demonstrated self-authorship development, as they understood why they were academically ineligible for financial aid. These findings suggest that financial aid offices need to take a student-centered approach as they help students understand the processes and procedures involved in receiving financial aid. |
