Getting a Jump Start on Your College Career: Innovative Ways to Reach Incoming Freshmen
Shena Shepherd, Cecil Williams, Kay Burke, & Cheikh Ndiaye, Academic and Cultural Enrichment Program, University of Pikeville
OVERVIEW
The ACE Program at the University of Pikeville has created a Jump Start program to help incoming freshmen become acclimated to college life the week before school starts each fall semester. 20-25 freshmen visit campus to get a “jump start” on their college journey.
KEY ELEMENTS
There are innovative ways to address the barriers that incoming freshmen face.
ACE serves 165 first-generation, low-income, or disabled college students.
The week before school starts, the ACE Program brings 20-25 incoming freshmen to get a “jump start’ on their college journey.
Goals:
· Acclimate students to aspects of college life before school starts.
· Meet professors/staff to become comfortable with the college environment.
· Guide students through the financial aid process.
· Meet new friends/connect with others.
· Feel comfortable in the dorm.
· Students feel like they are a part of a community and a family.
At-risk incoming freshmen face several barriers when entering college. Homesickness, under preparedness, making connections and friends, navigating college processes, finances, and understanding college culture are just a few of the issues students face.
At the University of Pikeville, the ACE Program (Student Support Services) has created a program designed to address these challenges before school even starts.
During these five days, students participated in a variety of activities to help get a “jump start” on their college career. Collaboration with a variety of offices on campus had to take place for this week to be a success. Collaboration with the business office and housing took place early in the summer to ensure that students have completed their financial aid processes, made housing arrangements, and there are no issues preventing students from attending the university.
Seven peer mentors were hired to help plan and oversee activities. These mentors also served throughout the fall semester to help incoming freshmen with transition.
Key components of Jump Start are connections made between faculty, staff, and students. Each day is tailored for a specific goal in mind, whether it be bonding, getting to know campus, or focusing on academics. Below is a model program describing each day.
Day One
Student Move In- Peer mentors helped students move in the dorm and get acquainted with the students and families.
Evening- Students gathered at the fire pit to have Smore’s and participate in ice-breaker activities with the ACE staff. Students were also introduced to the Public Safety officers, allowing students to feel comfortable approaching them with any issues that they may have on campus.
This day was designed to help students feel more comfortable in their dorm, spend some time with their families, and become acquainted with the peer mentors and ACE staff.
Day Two
Students attended optional church. They had brunch in the cafeteria. Then students completed a service project within the community. This year, with the recent flooding in Eastern Kentucky, students helped organize supplies for flood victims at the East Kentucky Dream Center.
The day ended with bowling at our local bowling alley.
First-year students are required to participate in a service project when school starts. Having our students participate early allows students extra time to connect with their peers, gain a sense of community, and have familiarity of the surrounding area.
Bowling was designed to be a laid-back event where students can see mentors and staff in a different setting, making them more comfortable with approaching staff and mentors for help. Students were able to bond with one another as well as the staff.
Day Three
Students met the counselors on campus to address the issues of mental health and be introduced to all the services provided.
The College of Arts and Sciences partnered with ACE to have a panel discussion with professors from different majors on campus so that students can ask questions and learn about the available opportunities to enhance their learning.
Students also had a presentation from the Title IX coordinator so they will have a better understanding of campus policies and how to report issues if they arise.
Overall, this day was designed to help students feel more comfortable with professors. Seeing them outside the classroom increases familiarity with professors and alleviates the anxiety of classroom encounters.
Day Four
Day four started with breakfast with the Assistant Dean of Student Success and Assistant Provost of Retention. This was a casual event that allowed students to ask questions and become familiar with the administration.
Mentors had a question-and-answer session that allowed students to interact with upperclassmen and ask questions about college life or any aspect of campus that they were anxious about. The peer mentors have a perspective as an upperclassmen and ACE participant that allows them to share their experience and knowledge of campus.
Students also met with a member of financial aid. Individual meetings were scheduled to ensure that these students understand their financial aid package, loans, and work study. After meeting with financial aid, mentors and ACE staff helped students apply for work study positions and complete loan processes if needed.
Day Five
Students ended the program by having a tour of their classes. Mentors escorted the students to different buildings and showed them where their classrooms were.
Students then had the chance to tie dye t-shirts with a faculty member. This faculty member shared tie dye techniques and the students enjoyed seeing faculty in another role outside the classroom.
The program ended with a closing lunch at Gatti’s. By this time, students felt more comfortable with one another, mentors, and staff.
REFLECTION
Jump Start had a tremendous impact on the freshmen who participated. When the semester began, students utilized the ACE Office and services frequently. The office was used for study sessions, hanging out with friends, and getting the help that students need. Having this extra time with students makes them feel like they have a safe space on campus to be seen and heard. This is a crucial component of college life, especially for the at-risk student population. Providing opportunities to connect, receive mentoring, and individualized programming can make a difference in retention.
RESOURCES TO EXPLORE
Epling, L. (2022, June 14). ACE Program. UPIKE. https://www.upike.edu/undergraduate/student-success/ace-program/
US Department of Education (ED). (n.d.). TRIO Home Page. https://www2.ed.gov/about/offices/list/ope/trio/index.html
