Colleges Respond to First-Year Fears and Favorites

At first glance, colleges and universities across the country look much the same to prospective students and their parents. They all offer a variety of classes, fields of study, amenities for resident students and/or commuters, and a variety of sports, activities and organizations. But what about the students who get overwhelmed at the thought of college or those who cannot decide on a major? What about the students that are seeking alternative options for courses? How are colleges and universities addressing these needs?

Starting college can be stressful for many students. In high school they knew the people in their classes, the way things worked and what it took to succeed. Then they graduated and left the “comfort zone” of high school. To help students adjust to college life, many colleges and universities have implemented First-Year Experience programs. Students participate in special sessions where they are introduced to practical guidelines on the academic issues they’ll face their first year and strategies that will help them succeed in college. They learn how to manage their time, hone their skills and connect with other students.

Many institutions have also implemented Success Coaching programs to help students transition to college life. In these programs, students are matched with professionals, often faculty and staff of the institution. The students and mentors establish a schedule for discussing classes, time management, social issues, and how to utilize the support programs offered by the institution.

Some incoming freshmen have a difficult time deciding on a major, so they declare to be “undeclared.” Studies found that approximately 20 percent of all students are undeclared when they begin college, and that about 80 percent change their majors at least once before making a final determination. Choosing the right major requires careful planning and consideration. Some colleges recommend that the best time to “try out” courses, as well as to learn more about their talents, skills and interests, is during a student’s first two years.

In responding to these trends and statistics, a variety of colleges and universities offer exploration programs that allow students to become part of a learning community with other undeclared students and progress at their own pace while receiving lots of personal attention and counseling about majors and classes. As students in these programs discover their talents and aptitudes, they are also exploring their options and their interests. Students who have been a part of learning communities report that they were highly motivated to learn, found their learning to be meaningful, and as a result, experienced success in college.

For the students who are seeking alternative methods for learning, colleges and universities across the country continue to offer tried-and-true options as well as new choices. These include independent study, online courses, podcasts, service learning, travel study, and cooperative education. Another popular option is an Honors program. Savvy students enter college today armed with credits for Advanced Placement (AP) classes, as well as skills acquired through membership in various clubs and organizations. In the college-search process, they look for areas to be challenged in, for programs that will take them to the next level of learning.

College Honors programs are not typically the same as high school AP courses, where the classes tend to move at a rapid pace, cramming as much material into the semester as possible. In Honors, students study relevant material in greater depth than a regular liberal arts course. At institutions offering an Honors program, a close-knit community of the students and faculty is often formed. Together, the professor and the student tailor a variety of learning experiences to fit within the students’ academic needs.

In pursuit of remaining competitive, colleges and universities will continue to offer programs that address the fears and the favorites of their customers, the students. Each year will likely bring improved ideas and new niche programs, all which benefit those in the market for a college education.

Editorial is provided by Kathleen Lundrigan, Director of Marketing, College of Mount St. Joseph.