Making the MoveA program for helping high school seniors

make a successful transition to collegeAmy Feins

Seacrest Country Day School, Naples FL

“Students can easily slip through the cracks

during the transition from high school to college, overwhelmed and unable to adapt to new surrounding….What students do during the initial year can impact the rest of their college career. We must recognize the transitional and intellectual barriers students face and utilize orientation programs to create a structured introduction to college that encourage freshmen to succeed.”

--Feldman and Zimbler/U Mass/McGraw-Hill Foundation

Why have a transition program?

• Transition programs are a relatively new concept.

• Many campuses have transition programs, but they are not mandatory.

• Our goal: to prepare all our students for college before they leave high school.

By The Numb3rs• 62.8% of HS seniors heading off to college. Of that

percentage, only 72% return for sophomore year.

• The low retention rate is not because students can’t do the work; it’s because students lack simple skills including:

– time management

– test-taking strategies

– Engaging socially with instructors or peers.

Where WE Come In• We customize our transition program to address the

challenges our alumni face in college.

• Seacrest alumni have reported the following challenges from their freshman year:

– Amount of reading

– Time management

– Getting along with roommates

– Figuring out Greek Life

– Declaring majors too early (especially Pre-Med)

The Timeline

Class of 2011One day program with

guest speakers

Class of 2012A full day spent both on-

and off-campus in a “scavenger hunt”

format.

Class of 2013A full quarter of college prep in

our seminar class, which concludes one full year of

college counseling that began the winter of junior year.

The Six-Week Plan

Focus on one topic per week. Topics include:– Strategically scheduling classes

– Planning budgets

– Managing time

– The ins and outs of banking

– Social involvement

– Home economics skills

Week 1: What’s Your Major?

• The purpose: Learn to strategically schedule classes

• Students select a major and determine a four-year course of study at their chosen institution.

• Show all core/distribution requirements, as well as requirements for their majors.

• Students must also fit in study abroad, internships, and capstone projects if necessary.

General Education Requirements:

English - 2 coursesENG 102 - SeminarENG 203 - Survey of American Lit

Fine Arts - 1 course THEA 303 - Directing(THEA/ENG 376 - Playwriting)

Foreign Language - 1 courseSPAN 200 - Communication and Culture

Humanities 101 - 1 courseHUM 101 - Humanities

Science - 2 courses (1 Life Science, 1 Physical Science)ENVS 150 - Introduction to Earth SciencePSY 104 - Introductory Psychology

History - 1 courseHIST 101 - History of Early Civilization

Philosophy - 1 coursePHIL 220 - Philosophy and Film

Religion - 1 courseREL 201 - Old Testament

Cultures & Peoples - 1 coursePHIL 335 - Buddhism

Mathematics - 1 courseMATH 120 - Appreciation of Mathematics

Physical Education - 2 coursesPHED 102- FitnessPHED 103 - Tennis

  

Requirements for English Major (with Creative Writing Concentration):10 advanced English courses, 4 from Creative Writing sequence ENG 304 - Spenser, Milton, and the Renaissance EpicENG 331 - Early English NovelENG 323 - Southern LiteratureENG 333 - The Modern NovelENG 341 - Literary Theory*ENG 371 - Short Story Workshop*ENG 372 - Advanced Short Story Workshop*ENG 378 - Novella Workshop*ENG 376 - Playwriting WorkshopENG 384 - Writing for Mass Media Requirements for Philosophy Minor:6 Philosophy Courses (4 of which are in the 300s) Philosophy 220: Philosophy and FilmPhilosophy 205: Philosophy of FoodPhilosophy 335: BuddhismPhilosophy 345: Philosophy of LanguagePhilosophy 321: Symbol LogicPhilosophy 304: Philosophy of Literature

FALL SPRING

1. Humanities 101 (Gen Ed)2. Spanish 200: Culture/Commun. (Gen Ed)3. Phys. Ed.102: General Fitness (Gen Ed)4. English 203: American Lit (Gen Ed)5. Art 245: Intro to Studio Art

1. Psych 104: Intro. Psychology (Gen Ed)2. Phys. Ed. 103: Tennis (Gen Ed)3. English 341: Literary Theory (Major)4. English 371: Short Story (Major)5. Art 251: Drawing

1. Religion 201: Old Testament (Gen Ed)2. English 323: Southern Literature (Major)3. English 372: Adv. Short Story (Major)4. Physics 108: Astronomy5. Art 252: Painting

1. Env. Sci. 150: Intro to Earth (Gen Ed)2. Philosophy 220: Film (Gen Ed; Minor)3. English 304: Renaissance (Major)4. Religion 202: New Testament5. Art 255: Digital Photography

1. Theatre 303: Directing (Gen Ed)2. History 101: Early Western Civ (Gen Ed)3. Philos. 335: Buddhism (Gen Ed; Minor)4. English 376: Playwriting (Major)5. Philosophy 205: Phil. of Food (Minor)

1. English 333: The Modern Novel (Major)2. Philos. 345: Phil. of Language (Minor)3. English 377: Adv. Playwriting4. Accounting 211: Accounting Principles5. Theatre 300: Theatre Production

1. English 378: Novella (Major)2. English 384: Mass Media (Major)3. Philosophy 321: Symbol Logic (Minor)4. Finance 210: Personal Finance5. Religion 241: Newer Religions

1. English 331: Early Eng. Novel (Major)2. Philosophy 304: Literature (Minor)3. English 386: Editing and Publishing4. English 379: Screenwriting5. Phys. Ed. 110: Kayaking

Week 2: It Costs HOW Much?

• The purpose: Learn to plan a budget

• Students determine the total cost of attendance for their college, including room and board, books, travel, and incidental expenses.

• Students figure out how to budget an allowance.

• Students fit a job into their schedule.

Week 3: What Time/Day /Week Is It?

• The purpose: Hone time management skills

• Students make a schedule outlining their hypothetical class time, work time, study time, play time, sleep time, etc. in a typical week.

• Students plan out a time schedule to follow for a 15 page term paper due halfway through the semester.

Monday Tuesday Wednesday

Thursday Friday Saturday

9 am Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast

10 am

English 341 Art 251(until 11:30)

English 341 Art 251(until 11:30)

English 341

Work in Library

11 am

Work in Library

12 pm

Lunch Lunch Lunch Lunch Lunch Work in Library

1 pm Psych 104 English 371 (until 2:30)

Psych 104 English 371 (until 2:30)

Psych 104 Lunch

2 pm

3 pm Phys Ed 103 Phys Ed 103 Phys Ed 103

A Capella rehearsal

4 pm Work in Library

Work in Library

5 pm A Capella rehearsal

A Capella rehearsal

A Capella rehearsal

6 pm Dinner Dinner Dinner Dinner Dinner Dinner

7 pm Work in Library

Work in Library

Work in Library

Work in Library

Work in Library

8 pm Work in Library

Work in Library

Work in Library

Work in Library

Work in Library

9 pm Study Study Group Study Study Group Study

Sun Mon Tues Wed Thurs Fri Sat

1 Paper assigned

2

3 4 Begin thesis research

5 6 7 8 Get thesis approved

9

10 11 Begin research

12 13 14 15 Finish outline

16

17 18 19 20 21 22 23

24 25 26 27 28

Sun Mon Tues Wed Thurs Fri Sat

1 Finish rough draft

2

3 4 Bring to writing center

5 6 7 8 9

10 11 12 13 14 15 Finish second draft; writing center

16

17 18 19 20 21 22 Finish third draft; writing center

23

24/31 25 26 27 28 29 30

Sun Mon Tues Wed Thurs Fri Sat

1 2 3 4 5 Complete final draft

6

7 8 9 10 11 12 Polish 13

14 15 16 17 18 19 Polish 20

21 22 23 24 25 26 Turn in the paper

27

28 29 30 Paper due

February 2013

March 2013

April 2013

Week 4: Where Did My $$ Go?

• The purpose: Learn how banking works

• Students learn how to open a checking/savings account

• Students also learn how credit cards work and become aware of credit rating

Week 5: How Do I Fit In?

• The purpose: Learn to navigate the social scene on campus

• Students explore their college’s website to discover what clubs/activities might be interesting, both on- and off-campus, as well as figure out transportation.

• Students research on-campus locations that offer non-academic help.

• Case Studies

– Roommate Issue: “Sexiled”

– How to Get Home on Your Own

– Suspicious Activity

Wofford Clubs:

1. Goldtones, the Women’s A Capella Group

Groups perform, tour, or attend music festivals abroad each year. Counts as credit hours. Good way to meet people with my interests 

2. The Journal Literary Magazine

One of the oldest college literary magazines in the south. Creative writing classes have priority for staff. I’m interested in communications (including publishing and editing)

 3. Campus Union, Student Government

Special Events Committee plans all-campus activities. Good way to get involved.

Restaurants:1. Brickhouse Pizzeria (walk)2. Wade’s Restaurant (walk)3. Converse Deli and Coffee Bar (walk)

 

Non-Academic Help:1. Mungo Center - 864-597-42612. Wellness Center - 864-597-43703. Counseling Services - 864-597-4370

Week 6: Home Sweet Home

• The purpose: Learn practical skills that will be needed beyond college.

• Using a hands-on approach, students learn to do laundry, mend clothes, clean bathrooms, and cook for themselves.

Transition Day

Part 1: The Scavenger Hunt

Each student must travel around town via public transportation complete activities such as:

– Visiting the Registrar, Library, Health Center, Gym, Dining Hall, and Bookstore at a local college

– Apply for a job

– Grocery shop

– Learn to sew on a button

Part 2: The Alumni Panel

Past students come back to our campus to answer questions and give us information including:

– Their biggest challenges

– Their biggest surprises

– Advice for next year’s class

– What they wish they’d known going in

– What advice they wish they’d listened to

Transition Day

Transition Day

Part 3: The Parent Panel

Parents of our past students come on campus to answer questions and give us information including:

– Their biggest challenges

– Their biggest surprises

– Advice for next year’s class

– What advice they wish they’d listened to

How to get started

Start small--a one day seminar will do.Find guest speakers (college students, parents, staff,

physicians, bankers, etc.)Have hands-on activities that each student can

customize to his or her own needsGo over case studies involving different social

situations (roommate problems, academic difficulties, substance abuse)

Provide your students with a “Toolkit” for transition

The Toolkit

• By implementing a transition program, you allow students to build their own “Toolkit” of information before they leave high school.

• What’s in the Toolkit?– Names and phone numbers of offices on their campus that can

help them.– A sample course plan to go over with their advisor– Copies of health insurance card, social security card, and other

important documents they might need– A list of the activities or clubs they want to explore during the first

weeks of school– They also have acquired and practiced time management,

planning, banking/budgeting and social skills that will help them every day on their respective campuses