University of Puget Sound Summer Institute

This three-day summer institute and year-long follow up will prepare incoming first year students from underrepresented and underserved groups for academic and co-curricular life at the University of Puget Sound. The program offers transitional support into college life, an introduction to Puget Sound academic expectations, opportunities to explore personal identity development, and enhance writing skills preparing students for a Liberal Arts education. Program participants will benefit from the early access to campus and available resources, individual writing consultation from a Puget Sound faculty member, and the opportunity to meet and learn alongside future classmates.

Purpose: The purpose of the Access Scholars Cohort Program is to provide incoming students of underrepresented and underserved groups with social, cultural and academic assistance during their transition to Puget Sound. Through support from faculty mentors, connection with peer allies, and intentional programing, participants will (a) develop leadership skills (b) pursue personal growth, and (c) cultivate community in an environment structures in support of their persistence and overall success.

Goals:

Discovery of skills and behaviors necessary to succeed academically and socially at Puget Sound, and to begin developing those skills

Development of a peer community made up of other entering first generation students

A seamless transition to the first year of college Establish a connection with current students and faculty

Learning Outcomes:

As a result of participating in the institute, students will be able to:

1. Identify the skills and behaviors critical to succeed academically and develop a personal plan of action for their first semester on campus.

2. Evaluate current academic preparedness level and identify tools and resources to improve these skill sets.

3. Define aspects of their identity as a person, a student scholar, and a leader

Course Themes:

Awareness of Self: Identity development, values, vocational discernment, leadership style

Awareness of Group: Teambuilding, interpersonal communication, feedback, intercultural dynamics

Awareness of Community: System dynamics, campus and community resources, liberal arts education, community engagement

Curriculum:

Summer schedule skeleton: (Students’ common application essay will be reviewed by faculty and feedback will be provided on the first day)

DAY MORNING L U AFTERNOON D EVENING1 -Why we are here

-Benefits of national, residential, liberal arts education in the PNW-Who you are: -Icebreakers -Low risk teambuilding

-Hopes, expectation, challenges for college-Create small teams/groups

Writing Session #1-Puget sound expectations-Review common app essay feedback-Receive “I am” essay prompt

Meet with Faculty

Identity Exploration and Development Session

Community building

2 Photo Elicitation project start-Focus on campus, ID, and community-Small group project

Study and Writing Skills Session

Meet w faculty to discuss writing & success strategies

Campus tour (small groups or 1:1 w/ Faculty)

Intercultural competence

Personal Values and Leadership

Photo Elicitation work

Community building

3 Meet w faculty

Groups present photo elicitation plus discussion

Campus Resources

Norming/Expectations activity

Create (short) This I Believe essay with three item action plan for first semester

Other possible sessions/topics: financial literacy (personal and academic), meaning making/career planning, how to deal with conflict, conversations with current students, connecting to Tacoma

Academic year components:

September: Campus welcome for scholars and mentors Regular meeting/check-in with faculty mentor Individual and group meetings biweekly Monthly group gatherings Foster connections with continuing students Tap into the residential advantage Workshop for staff on increasing knowledge and skills around working with

first generation, low SES, and students of color

Family component:

Time, place, and manner TBD Potential topics: connecting the liberal arts experience to career/vocation,

benefits of a national residential liberal arts education in the Pacific Northwest, how to support your student, paying for college

Email or mailings to families 1-2 times a semester

Assessment Plan:

The program will be assessed in the following ways:

Pre/Post learning outcomes assessment during the program Various classroom assessments with one-minute papers and observations Student interviews and/or focus groups in Spring of first year Late spring survey focusing on involvement, sense of belonging, confidence,

plans for future Quantitative data analysis (vs. multiple control groups): GPA, credits

completed, involvement.