Transition Issues & Strategies: Navigating the Move to Post-Secondary

Transcription

1 Transition Issues & Strategies: Navigating the Move to Post-Secondary

2 Agenda What is meant by transition? Why do you need to know about transitioning to university? What are the potential issues students face with the transition? What strategies can you use to help make the transition more successful? A word about the University Life Cycle

3 Transitioning to University Students with disabilities experience similar transition issues as other students, but the transition can be even more stressful and challenging

4 What do we mean by transition? The term transition when used in education typically refers to the move a student makes from one type of educational setting to another For the purpose of this presentation and for the STARTUP program, we are discussing the move or transition that you are making from high school to university You ve already completed several transitions in education when you moved from elementary school to middle school and then from middle school to high school so you all have transition experience

5 Why is the transition to university important? Research shows that transition programs that help you to understand what to expect during the transition from high school to university will help you to adjust better in university Preparing you for the transition means: discussing the potential transition issues reviewing strategies you can use helping you to understand the academic life cycle so you know what to expect reviewing the resources you have throughout the first year of university so you can get help when needed

6 Potential Transition Issues New environment (larger school facilities) Lecture structure Increased academic expectations Increased independence, freedom & flexibility New responsibilities Differences in social support

7 About: New Environment Larger physical space than high school May be located further from home Organized in a different way than high school More resources available to you Computer systems are used frequently for you to select courses, manage etc.

8 Strategies Take a campus tour to familiarize yourself with buildings and where services (H&W, library, Writing Centre etc.) are available Carry a campus map with you to refer to when needed Locate your classroom and professor s offices prior to the start of each term Plan and travel your route to and from school prior to the start of term Allow for sufficient travel time on campus to get to your classrooms Arrange for specialized transportation ahead of time if required Familiarize yourself with safety programs & procedures on campus

9 About: Lecture Structure Large lectures (more than 500 students) Professors lecture students with few opportunities to answer questions in class Lectures may be split between different days Classes are for longer duration Move from one classroom to another throughout the day

10 Strategies Attend all classes, tutorials, labs and practicals for your courses Arrive early get your preferred seat Utilize Prof s office hours for help understanding Write questions down in lecture to ask later Attend tutorials & FSGs if available to help your understanding of material Use accommodations if you are missing lecture material

11 About: Increase in Academic Expectations High Academic standards in university Increase in coursework (reading, writing etc.) Learn at a more accelerated pace in university Expected to meet deadlines or face academic penalty Plagiarism and other academic offenses are treated very seriously

12 Strategies Managing Academic Expectations Reduce your course load & be certain to selfpace Start assignments early & use the UTSC assignment calculator Enhance academic and non-academic skills Become familiar with the UTSC Calendar and Academic Code of Conduct Use Accommodations, learning strategies & technology

13 Increased independence & freedom About: There is more unscheduled time in university resulting in less structure Possibly away from home for the first time with no rules from parents Less reminders from Instructors and parents to complete work Abundance of activities to participate in

14 Strategies Impose structure by creating a schedule of due dates, planning out your tasks in advance and following your plan Enhance self-determination skills Ask for assistance when required Be selective with your extra curricular activities Reduce job work hours during the busy times of the term (mid-terms and final exam periods) Check Blackboard and course outlines regularly to ensure you don t miss specified due dates

15 New Responsibilities About: University considers you a young adult; independent of your parents Assumes you will take responsibility for your learning Learning takes place inside and outside of the classroom so you re expected to manage all the work assigned including weekly readings You need to request accommodations

16 Strategies Enhance self-advocacy skills (the ability to speak up for what you need) Utilize recourses available to you to help find answers instead of getting your parents to ask Read the course outlines and check Blackboard regularly to make certain you know what is expected of you Make certain your accommodations are in place and monitor their effectiveness Learn how to use myaims to request accommodations for peer note-taking, quizzes, tests and exam by the specified deadlines

17 Differences in Social Support About: University is much larger than high school so there are many more students You may be living away from home so have less contact with family & friends than before Your high school friends may be attending a different university Many clubs and organizations are available on campus for you to join Parents may be less involved in your activities at university

18 Strategies for a Smoother Transition Attend social events on campus Volunteer on campus Join 1 st year mentorship program Social Participate in orientation week Speak to others in tutorials Join a campus club

19 University Life Cycle Cycle starts in June 2015 and ends in April 2016 Cycle starts again in either May 2016 or September 2016 depending if you take summer courses University life cycle is different for first year students than for 2 nd, 3 rd and 4 th year students The university life cycle: each month of the term you will face potential stressors given the structure of university It s important we talk about the cycle so on the last day of the program we will review with you the potential stressors of each month so you know what recourses are available to help you manage

20 Questions?

21 References Brinckerhoff, L. M., Shaw, S. & McGuire, J. (1992). Promoting Access, Accommodations, and independence for College Students with Learning Disabilities. Journal Of Learning Disabilities, 25 (7). Field, S., Sarver, M. D., & Shaw, S. F. (2003). Self-determination: A key to success in postsecondary education for students with learning disabilities. Remedial and Special Education, 24, Field, S., Martin, J., Miller, R., Ward, M, & Wehmeyer, M. (1998). A practical guide for teaching self-determination. Reston, VA: Council for Exceptional Children. Martin, J. E., & Marshall, L. H. (1996). Infusing self-determination instruction into the IEP and transition process. In D. J. Sands & M. L. Wehmeyer (Eds.), Selfdetermination across the lifespan: Independence and choice for people with disabilities (pp ). Baltimore: Paul H. Brookes. "Development of a Model for Self-Determination," by S. Field and A. Hoffman, 1994, Career Development for Exceptional Individuals, 17, Figure 1. Copyright 1994