transitions: from high school to university presentation to guidance counsellors of ontario shannon...

Download Transitions: From High School to University Presentation to Guidance Counsellors of Ontario Shannon Payne, Learning Skills Counsellor Counselling and Development

Post on 26-Dec-2015

213 views

Category:

Documents

1 download

Embed Size (px)

TRANSCRIPT

  • Slide 1
  • Transitions: From High School to University Presentation to Guidance Counsellors of Ontario Shannon Payne, Learning Skills Counsellor Counselling and Development Centre
  • Slide 2
  • 2 Goals for this presentation To reacquaint guidance counsellors with aspects of the transition to university To encourage high-school staff to begin to address the issues with students when and where they can To underscore target outcomes of transition programming
  • Slide 3
  • 3 Contents Changes that students face Beginnings: transitions from high school Continuations: transitions to university What to include in transition programming Target outcomes for transition programs Resources
  • Slide 4
  • 4 Changes that students face Students undergoing the transition to university face changes in many life areas Academic Personal Social Cultural
  • Slide 5
  • 5 Changes that students face Academic larger classes, with potentially less contact with instructors change to lecture format reading load and volume of learning increase responsibility: nobodys going to take attendance time outside class increases & time inside classes shrinks
  • Slide 6
  • 6 Changes that students face Academic (contd) need to structure own time and study need to balance work, school and social life essay writing issues (e.g., academic honesty, citations, the writing process, argument versus exposition etc.) understanding how ideas of the course go together and how they will be examined learning how to study effectively
  • Slide 7
  • 7 Changes that students face Academic (contd) learning how to read and listen actively need to develop critical and analytical thinking skills changes in ways of knowing and with it a change in the meaning of learning and education consequent change in perception of their own roles, the roles of teachers, and the level of difficulty of school work
  • Slide 8
  • 8 Changes that students face Personal/Social/Cultural entering new phase of adulthood; relationships with parents and peers change towards interdependence being/studying away from home life, career, and academic goal setting freedom issues drinking, social activities, time, etc.
  • Slide 9
  • 9 Changes that students face Personal/Social/Cultural (contd) developing awareness of the new environment fitting in and making new friends navigating the help sources available on campus becoming comfortable with size and diversity of campus
  • Slide 10
  • 10 Changes that students face Personal/Social/Cultural (contd) new institutional processes (e.g., services offered in the GUIDANCE office now divided into Counselling, Advising, Student Affairs, Career Services, etc. ) changes in the way learning is institutionally organized potential lack of connectedness on the larger campus; feeling like a number
  • Slide 11
  • 11 Changes that students face Personal/Social/Cultural (contd) understanding the culture of post- secondary education encountering new ideas in an environment that challenges students beliefs reflecting on values and lifestyles and connection of education to career paths deciding on a belief system that is personally valid developing social responsibility beginning as the first-year student again after being the high school senior
  • Slide 12
  • 12 Beginnings: transitions from high school
  • Slide 13
  • 13 Beginnings: transitions from high school Students report being concerned about: Eligibility for post-secondary study Choosing the right program and the right school Finances: tuition fees, scholarships, bursaries Relationship of academic study to career aspirations Influences from others regarding what/where to study Knowing what to expect
  • Slide 14
  • 14 Continuations: transitions to university
  • Slide 15
  • 15 Continuations: transitions to university Students report being concerned about: Finding their way around, fitting in, making friends Being successful, meeting the expectations of the university Understanding course requirements and degree regulations Balancing school, work, and social time Locating and using supports on campus Relating to their professors and instructors Are they taking the right program
  • Slide 16
  • 16 What to include in transition programming
  • Slide 17
  • 17 What to include in transition programming Transition programming typically involves some of the following: Academic skills Skills for living Knowledge about purpose of higher education
  • Slide 18
  • 18 What to include in transition programming Academic Skills Note-taking Preparing for exams & test-taking Effective reading Research and library skills Time management and planning skills Self-regulatory skills (emotional, academic, motivational) Writing skills
  • Slide 19
  • 19 What to include in transition programming Academic Skills (contd) Public speaking skills Critical thinking Understanding learning styles Computing skills Connecting with faculty
  • Slide 20
  • 20 What to include in transition programming Skills For Living Career exploration Learning in diverse community Health and wellness Self knowledge and personal awareness Relationship and interpersonal skills Stress and anxiety management
  • Slide 21
  • 21 What to include in transition programming Skills For Living (contd) Values clarification/decisions Goal setting Listening skills Volunteerism and community service Awareness of current societal issues Conflict resolution Money management
  • Slide 22
  • 22 What to include in transition programming Knowledge About Higher Education Purpose of higher education and institution Value of liberal arts and pure and applied sciences Concept of disciplines and inter- disciplinary studies Value of community involvement
  • Slide 23
  • 23 What to include in transition programming Knowledge about About Higher Education (contd) Location of campus resources and facilities Policies, procedures, regulations (e.g., dropping courses) History of the university/college Institutional traditions
  • Slide 24
  • 24 Target outcomes for transition programs
  • Slide 25
  • 25 Target outcomes for transition programs Any transition model should aim to provide students with as many of the following outcomes as possible...
  • Slide 26
  • 26 Target outcomes for transition programs an eagerness to attend, take part, and get involved on campus a sense of belonging and connectedness to the university an ability to identify those skills that will lead to success and a commitment to use them an awareness of success-supporting resources on campus and how to access them an openness to change and exploration
  • Slide 27
  • 27 Target outcomes for transition programs an acceptance that they are not alone, that others are experiencing the same kinds of changes the confidence that they can be successful the knowledge that success doesnt just happen, but that success largely depends on them taking responsibility for their learning an inkling of some of the differences between high school and university an understanding that the transition isnt a singular event in time, but that it takes place over time
  • Slide 28
  • 28 Transition Program Models
  • Slide 29
  • 29 Transition Program Models Facilitating students transitions to university: Person to person models One-day and Extended campus visits Visits to Graduating Classes Orientations Early Start Programs Prep Courses 1st-Year Experience Programs Web-based resources
  • Slide 30
  • 30 Transition Program Models Person to person models: Guidance staff, Admissions and Liaison staff sharing their understanding of the transition to university Informing students about the various support services their institution has to offer
  • Slide 31
  • 31 Transition Program Models One-day campus visits: Students and their families visit prospect campuses during March Break to tour facilities, and ask questions about the programs available School visits to tour facilities The impression they develop from the visit fosters thinking and discussion about the pros and cons of the various schools They get a sense of the differences between high schools and universities
  • Slide 32
  • 32 Transition Program Models Extended campus visits: Some high schools arrange with a college or university to permit students an extended visit (e.g., one week) on campus Typically, such visits occur during May after the conclusion of the regular Fall/Winter academic term Students stay in residence, visit classes or attend specially designed programs that give them a snapshot of what it is like to live the student experience
  • Slide 33
  • 33 Transition Program Models Visits to Graduating Classes: Westview Project - an initiative put together by a team of people at York University to reach out to students at feeder schools under-represented in the first-year cohort In the spring of each year, a number of academic skills and post-secondary school awareness sessions presented for students in the graduating class as part of their ongoing final-year courses
  • Slide 34
  • 34 Transition Program Models Orientations: Dont Crash Cours