COM 222 Grand Canyon University Selecting a Scholarship Recipient Worksheet It is important to understand how groups interact. This assignment will give yo

COM 222 Grand Canyon University Selecting a Scholarship Recipient Worksheet It is important to understand how groups interact. This assignment will give you an opportunity to assess the likeliness of different candidates being compatible if they were to join an existing group. You will be using a subjective measure to determine the rankings. Use the file titled Selecting a Scholarship Recipient to complete the following: Present how you individually ranked the applicants in order from 1-4, 1 being lowest compatible and 4 highest.Provide a three to four sentence justification for why you ranked the applicants this way Discuss the reasons for each applicant’s ranking. Selecting a Scholarship Recipient
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.
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.
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