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Creating Our Own Lives: I Got In

Creating Our Own Lives
I Got In
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table of contents
  1. Cover
  2. Half Title Page
  3. Title Page
  4. Copyright Page
  5. Dedication
  6. Contents
  7. Introduction: Recognizing Student Voice in Inclusive Higher Education
  8. Part 1. Laying the Foundation: Why Everyone Belongs in College
    1. 1. I Want to Go to College
    2. 2. I Got In
    3. 3. Adventures in Postsecondary Education
    4. 4. A Language to Open
    5. 5. “The Wanderer” and “This Is What I Sing”
    6. 6. My History of the Excel Program
    7. 7. Taking the Llama for a Walk and Other Things That Helped Us
  9. Part 2. Opening Up Possibilities: Overcoming Doubt and Uncertainty
    1. 8. Being Independent Has Risks: How to RecoverWhen Something Terrible Happens
    2. 9. Spartan Kid: Journeys
    3. 10. Best Experiences at IDEAL
    4. 11. Two Poems
    5. 12. Goal(s) in Common
    6. 13. I Did What They Said I Couldn’t
    7. 14. Climbing Higher and “From Mission Impossible to Mission Possible”
    8. 15. Inclusive College on Zoom? My Inclusive Higher Education 2020 Experience
    9. 16. Inclusive College for All and How My Perception of My History Prof Changed
    10. 17. Qua’s GT Excel Life and “Never Give Up”
    11. 18. Photo Essays and Selections from Student Leadership Conference 2019
  10. Part 3. Inclusion as Action: Diversifying Student Experiences
    1. 19. Hi, I’m Jake Miller
    2. 20. “BGWYN” and “Confidence with Curves”
    3. 21. Inclusive College Education
    4. 22. My UC Perspective
    5. 23. Phoenix Nation as in Spirit
    6. 24. My Excel Story
    7. 25. #CreatingMyOwnLife
    8. 26. Inclusive College Education
    9. 27. My Story about Aggies Elevated at Utah State University
    10. 28. Questions and Answers
    11. 29. College Memories but Ready for What’s Next
    12. 30. Full Year of College
    13. 31. My Favorite Memories in College
  11. Part 4. Supporting Growth: Peer Mentoring and Support
    1. 32. Communicating Successfully in College
    2. 33. True Rafferty Interviewed
    3. 34. College Program Experience
    4. 35. Teaching, Assisting, Reflecting: Our Experience Working Together
    5. 36. My Georgia Tech Excel Story
    6. 37. Emma’s Journey
    7. 38. Come Read about My Awesome Journeys through Life
    8. 39. My Social Experience throughout Georgia Tech
    9. 40. The Importance of Goals
    10. 41. Support and Encouragement for the Ones Who Seek It
    11. Coda: Why This Collection?
  12. Acknowledgments
  13. Contributors

2

I Got In

Taylor Ruppe

I was in my first period at high school, which was my cooking class, when I learned that I got into Appalachian State. I got called to the office. I thought that I was in trouble! When I got to the office, I picked up the phone, and my momma was on the phone. She told me I got into App State. I felt excited and happy that I got in. Once I got back to class, I told my teachers, and they were super proud of me because they knew how hard I had worked for this moment. Later that night, we celebrated my acceptance with a cookie cake saying that I got into App State, and my extended family sent me various things to celebrate my acceptance.

When I first got to App’s campus, I was both nervous and excited. Trying to figure out where my classes were was a challenge. Luckily, my roommate was able to take me around campus before classes started to show me where my classes were. When we were going around campus, I took pictures of the room numbers to help me for the first day of classes. When walking around campus, I found that sometimes navigating the stairs could be a challenge. I work at the student union on campus. When I am at work, I clean up the tables that students use to study at; I also clean where people are putting their arms. This is especially important right now because of the coronavirus. At the end of my first year working in the student union, I won the lounge attendant of the year award. I was very happy after I received this award because I worked very hard for it throughout the year. I did my job to the best of my abilities.

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This work was supported by the Lawrence B. Taishoff Center for Inclusive Higher Education and the Center on Disability and Inclusion at Syracuse University.
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