Bridging into the Academy: Examining the Value of First-Year Transition Programs

The Vermont Connection Volume 26 The (Un)Changing Academy Article 7 January 2005 Bridging into the Academy: Examining the Value of First-Year Transition Programs Lael M. Croteau Follow this and additional works at: https://scholarworks.uvm.edu/tvc Part of the Higher Education Administration Commons Recommended Citation Croteau, Lael M. (2005) "Bridging into the Academy: Examining the Value of First-Year Transition Programs," The Vermont Connection: Vol. 26 , Article 7. Available at: https://scholarworks.uvm.edu/tvc/vol26/iss1/7 This Article is brought to you for free and open access by the College of Education and Social Services at ScholarWorks @ UVM. It has been accepted for inclusion in The Vermont Connection by an authorized editor of ScholarWorks @ UVM. For more information, please contact . Bridging into the Academy: Examining the Value of First-Year Transition Programs Lael M. Croteau Moving through student educational experiences involves making continuous and significant transitions. Despite practiced transition experiences throughout various stages of life, the transition into the academy leaves many students overwhelmed, confused, and lost. As students entering the academy grow increasingly diverse, it becomes necessary to address specific needs they will have as they bridge into college. The author questions how successful transitions are accomplished and seeks to recognize methods for creating orientation and transition programs to meet the diverse needs of rising first-year students. Moving through student educational experiences involves making continuous and significant transitions. I remember as early as kindergarten making the transition from a part-time kindergartner to a full-time first grader. The school held a little graduation ceremony to celebrate our rising success as scholars. Our teacher gave us tips on what to expect of first grade and sent us on our way. In much the same tradition, I completed fifth grade and graduated into middle school. Before graduation, I received preparation and support from my fifth grade teachers about what the junior high school experience would entail. In eighth grade I experienced my next big transition into high school, receiving academic advising, counseling about scheduling courses appropriate for college preparation, and insight into the challenges that I might face entering the high school experience. I believe that my experience is not dissimilar from many students progressing through the educational system in the United States of America. Schlossberg, Waters, and Goodman stated (as cited in Evans, Forney, & Guido-DiBrito, 1998) that first-year college students embark on their college journey facing many challenges. Some are real while many others are created through the anxiety and stress of entering into the unknown. My greatest fear entering college was that I would not know my community and that I would be lost in the sea of first-year students. I distinctly remember believing that going to a smaller school would provide me with the personal connections I needed to assist me in succeeding. I was told by my college advisor and peers that I would not receive the same support at a larger school as I would at a smaller school. Astin (1993), supporting this, stated, “in general large, less selective, public coeducational, commuting universities have a negative impact on freshman [sic] persistence, personal contacts with faculty, quality of instruction and opportunities to work with faculty” (p. 9). Knowing my own needs as a first-generation college student with very little parental support, I chose to attend a smaller institution. What happens to students who choose to enter into larger institutions? What types of support do larger institutions provide? If I was to go back to that point in my life and decide to attend a larger institution, would I be unprepared--lacking the tools and support necessary for success? I am not sure what my exact experience would have been, but, regardless of size, in order to create successful first-year student transitions, Upcraft (1989) suggested that “institutions should have very deliberate goals for freshmen [sic]” (p. 5). Colleges and universities are philosophically bound to recognize the importance of facilitating intentional transition opportunities throughout the first year. “It is too important to be left to chance” (Upcraft, p. 5). It is with this in mind that I will explore methods by which a successful orientation and transition program can be established. This article serves as a personal reflection on the enrollment process through the eyes of an admission counselor, and serves as a literature review examining trends in current publications. I will explore transition events that bring first-year students to the doors of the academy, discuss the enrollment process, and examine current support programs available for transitioning students. From the literature, I offer a framework for communication and activities and analyze current trends in orientation and bridge programs. Missing in the literature is a comprehensive guide toward understanding how bridge programs and transition activities are evolving. Additionally, the literature lacks information about how bridge programs contribute to creating seamless living and learning experiences to meet the diverse needs of first-year students as they enter into the academy. Transition Events Admissions Admissions recruitment can begin as early as the sophomore year of high school and continue up until May 1st of Lael M. Croteau grew up in Keene, NH and transplanted to Vermont in 1996 to attend Saint Michael’s College. A 2000 graduate, she worked at her alma-mater as an admission counselor before beginning the HESA program. Lael is looking forward to her May 2005 graduation and the adventure of her professional career. students’ senior year in high school. During that time, admissions counselors develop direct marketing and recruitment strategies designed to help students create an initial connection with their particular college or university (Hossler & Bean, 1990). Admissions staff members skillfully make personal connections with students and work to create a foundation of understanding about the institution for prospective students. When I was working in admissions, we would hold our breath as we waited for May 1st to arrive. On this day, students would make their final decisions, and make a commitment to attend the institution. For me, this day was always an exciting day. As I looked through the list of students with enrolled student status, I knew that I would have the opportunity to assist them with the next step in their orientation to college. At this point, “the institution’s relationship with them [admitted students] takes on a new tone” (Austin, 2003, p. 143). Students begin to develop a more emotional connection with the college by initiating the experience of learning the traits, traditions, and lan (...truncated)