IMPLEMENTING A
FRESHMEN
TRANSITION
COURSE
BY
Sherry McCarthy
Beth Tidball
& Michelle Stephens
William Woods
University
 Private university
Demographics Professions-oriented
 Liberal Arts emphasis
 Fulton, Missouri
 746 on- campus
undergraduate students
 246 outreach undergraduate
students
 1246 graduate students
 liberal admissions policy
 278 new students Fall 03
Determining a Need
 a lack of readiness by freshmen
 Strategic Planning Committee on Recruiting and
Retaining Quality Students.
 student mentors for entering freshmen
 Improvement of institutional retention
 Current freshmen seminar course disliked by
students
 evidence showing the impact of freshmen transition
courses.
 Administration and Faculty wanted a revised course.
WWU 101: Connections
Research before Course Proposal
 Committee formed
 Researched other institutions’ transition
courses
 Reviewed research on types of most
effective transition courses
 Surveyed faculty, community life, advising
and administration
 Reviewed prior transition courses.
Data from Previous
Years
dropout rates
retention rates
student satisfaction
rating of previous
course
 objectives
 assessment



DESIGNING THE
COURSE
1.
2.
3.
4.
5.
Set objectives for the course
Pick topics that will cover the objectives
Design assessments for the course objectives
Chose course format
Design curriculum to present information to meet
objectives
6. Design teaching strategies
7. Develop teacher/mentor roles and responsibilities
8. Recruit faculty and mentors
9. Train faculty and mentors
10. Pilot the course
TOPIC SELECTION
Self-Awareness (Learning Styles,
Personality Tests, etc.)
Critical/Creative Thinking
Academic Expectation
Goal Setting
Time Management
Study & Research Skills-Reading,
Writing, Listening, Note Taking,
Test taking, Memory Skills &
Informational Literacy
Relating to Others—
Diversity/ Service
Learning/Citizenship
Current Events
Career Planning-Advising, Finding
a Major, and Finding a Job
Financial
Planning/Budgeting/Managing
Money
Health/WellnessAlcohol/Drug Abuse, Eating
Disorders, Sexual Relationships
and Responsibilities, Stress
Management, Nutrition & Fitness
Campus Organization and
Resources
Exploring Majors and Role of
Advising
COURSE OBJECTIVES
At the end of this course, students will have done the following:
Improved their connections with
faculty
Improved their connections with
peers.
Widened knowledge of campus
services.
Increased knowledge of campus
policies.
Improved managing time/priorities
Improved critical thinking.
Improved study skills.
Increased knowledge of “wellness”
issues.
Improved academic/cognitive skills.
Increased out-of-class engagement.
Set career goals.
Developed and participated in a
service-learning project
Objectives were reviewed
by the following:
 Academic Dean
 President’s Cabinet
 Academic Council
 Faculty
 Mentors
Designing Assessment
Student Portfolios
Student Journals
Workbook pages
CD Activities
Attendance
Campus Organization or
Club Membership
verification form
 Community Service
Activity verification form
 Adviser Meeting form






Course Format



Length= 8 week
Meet M/W for 1 hr.
10 sections with 4 at
9:00 and 3 each at
10:00 and 11:00AM
CURRICULUM DESIGN




Choose textbook
Find topic resources
Align LEAD events
Develop activities with purpose
Teaching Strategies





Large Group/Small Group/Independent Work
Faculty and Mentors as facilitators
Active learner participation
Guest Speakers
Field Trips
Training Faculty &
Mentors
 Mentors had four training sessions
 Two in Spring
 Two in Summer
 Faculty had two training session
 One in Late Spring
 One in Late Summer
DECISIONS, DECISIONS
Faculty
 Approachable
 Caring
 Belief in value of program
Decisions, Decisions
Student Mentors
 Comfortable making contributions in the
classroom
 Able to approach students in & out of the
classroom
 2.2 g.p.a.
 Fair representation of Greeks and
independents
 Tried to incorporate men when possible
Decisions, Decisions
Time
 Couldn’t conflict with typical freshmen
course requirements
 Had to work for our chosen professors
 Shouldn’t be too early in the morning
Decisions, Decisions
Resources
 Speakers
 CD Rom
 Free campus resources
Decisions, Decisions
Policies
 Major changes made within first two
weeks
 Attendance policy
 Grading policy
 Failure/repeat policy
 Drop policy
The Course: From
Student’s Point of
a
View
Positive Outcomes
 Increased knowledge of university structure,
policies & procedures
 Increased knowledge of campus services
 Developed new friendships with other
freshmen
 Developed relationships with faculty & student
mentors
 Participated in a community service project
The Course: From a
Student’s Point of View
Needs Improvement
 Time management
 Taking responsibility for academic
success
 Improving study skills
 Setting goals
 Role of the student mentors
The Course: From a
Student’s Point of View
Time Management
 Ranked #2, but only 29% felt the class helped
develop time management skills
Goal Setting
 Ranked #3, but only 38% felt the course helped
them develop goals
Study & Test Taking Skills
 Ranked #7, but only 28% felt the class helped
improve these skills
The Course: From a
Faculty Point of View
Survey
 Most & Least
Valuable
Assignment
 Most & Least
Valuable Activity
 Mentors
 Experience
Meetings
 Topics
 Curricular Design
 Student Mentor
Role
The Course: From a
Mentor’s Point of View




Ambiguity of mentor role
Valuable components
Components to revise
Overall value to students
Program Assessments






Student Portfolios
Student Surveys
Faculty Surveys
Mentor Surveys
Student Grades
Retention Rates
COURSE REVISIONS FOR
FALL 04
Assignments
Textbook
Topics
Community project
Mentors
Course requirements
Attendance, Participation, etc.
 Grading Procedures





