Transitioning to College: Academics

First Year Programs

LeAnne Jones Wiles

1. Understand what to expect on a college campus to help with academic transition
2. Know what supports are available for students of color moving into Predominantly White Institutions & identify tips on how to navigate
3. Leave with information on how you should support your students throughout high school for transition into college

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Session Goals

Brainstorm Questions

& SHARE WITH A Neighbor

Institutional Differences

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• Public/Private (23k) Freshman(4,306) 91% Retention

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• Private (1,500) Freshman (440) 93% Retention

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Public (23k) Freshman(5,500) 72% Retention

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• Public – RI (32k) Freshman (7,100) 94% Retention

Transfer (1,700)

15 Years in Higher Education

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First Year Transition

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“The highest-quality first-year experiences place a strong emphasis on critical inquiry, frequent writing, information literacy, collaborative learning, and other skills that develop students’ intellectual and practical competencies.” AACU

• Orientation
• Advising and Registration
• Academic Tutoring and Resources
• Wellness Programming
• Residence (Dorm) Life
• Community Engagement
• Outdoor Programming
• Study Abroad
• Welcome Weeks

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General Campus Resources/Programming

• Explore Opportunities
• Attend Events

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• Redefine Major

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• Explore Opportunities

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• Form Study groups

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• Be Proactive

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How to Transition to College

1. First-Year Seminars and Experiences
2. Common Intellectual Experiences
3. Learning Communities
4. Writing-Intensive Courses
5. Collaborative Assignments and Projects

High Impact Educational Practices (HIP)

6. Undergraduate Research

7. Diversity/Global Learning

8. ePortfolios

9. Service Learning, Community-Based

Learning

10. Internships

11. Capstone Courses and Projects

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https://www.aacu.org/leap/hips

Gold = UW Required

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Navigating Resources

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“76 percent of first-generation students who enroll in college do so at public institutions with 52 percent choosing to attend two-year institutions. In comparison, only 6 percent of first-generation students enrolled in a highly selective four-year institution despite the possibility that a more rigorous environment may be a better fit for their abilities and goals.” NASPA First Gen Success

• Less likely than continuing-generation peers to seek assistance, particularly academic, when facing difficulty making the need for effective institutional outreach important
• Low-income students may forego purchasing necessary textbooks or may not be able to acquire the technology needed to be successful in college
• Complete fewer credit hours each academic year when compared to continuing-generation peers, which can be detrimental to student motivation and confidence as well as progress toward successful outcomes.

Barriers to Success - First Gen

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Goal is to create environments where the strongest qualities of a student can be identified, understood, and nurtured toward strengthening self-efficacy, resilience, and belonging.Through gaining these skills, psychologists believe students build a greater sense of wellness that provides an ability to better manage life stressors.

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Asset Focused

• Assigned Adviser
• Partnership to helps Challenge and Support
• Intentional Exploration
• Discernment Process

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Advising

1. Take Action - Affiliate with a Program
• Scholars, Bridge, Fellows
• First gen, low income, students of color
2. Be Proactive
• Set appointment with academic adviser at least 2 times a quarter/semester
• Explore is advisers are assigned to students?
3. Understand that Academic Success Begins On Day One
• Seek out tutoring resources, writing center, study groups, and faculty office hours before first assignment.

Tips for Success

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What you can do now.

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As reported by the American College Health Association, 40% of undergraduates have felt severely depressed in the last year and more than 10% have seriously considered suicide.

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The UW Counseling Center recorded a 70% increase in the number of calls to the crisis counselor during the sixth week of Fall quarter (2018) compared to the same time-period the previous year.

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(UW Counseling Center, 2018)

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Support in High School

• Anxiety
• Stress
• Depression
• Family problems
• Academic performance
• Career

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(UW Counseling Center, 2018)

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Student Mental Health & Well-Being

• Relationship & interpersonal problems
• Self-esteem
• Adjustment to university or new situation
• Social Isolation

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(UW Counseling Center, 2018)

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• Managing time
• Living independently
• Making connections
• Finding belonging
• Access to major
• Academic performance broadly
• Financial stressors

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(UW Counseling Center, 2018)

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In the First Year

• Managing time
• How is your student balancing school work and their own interest and hobbies?
• Living independently & Finances
• Is your student managing their laundry, early morning routines, clothing and food? Do they have a job?
• Making connections
• Who is someone that your student has intentionally connected with? How do you know they have cultivated strong and healthy relationships? Who is the role model?

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(UW Counseling Center, 2018)

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Student Support in High School

• Finding belonging
• What do they care about in the world? What elements do they need to strive in their ideal home and school environment?
• Access to major
• What is your student curious about? How are you encouraging them to explore their values? What
• Academic performance broadly
• Pay attention to CADRS/AP/IB but also pace out the work.

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Student Support in High School

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LeAnne Wiles

Ljwiles@uw.edu

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View Presentation:

fyp.washington.edu/fyeprojects

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Thank You

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