A Whole New World: Freshman Success
Successful GS100 student freshman Drew Simpkins
Preparing for the Role of an SDSU Student
Drew Simpkins was a typical high-school student living in Santa Rosa, California; his days were filled with going to class, hanging out with friends and playing basketball for his school and other leagues in Sonoma County. He was looking forward to attending SDSU in the fall, and especially to living on his own and experiencing "college life" to the fullest. Although he had taken many honors and AP classes helping him prepare for college-level courses, he decided to enroll in GS 100 University Seminar, a class to help him get acquainted with the campus and provide him with assistance in making important first-year decisions. "This class opened up a whole new world of college to me. . . . I learned about so much I would have never found out if I hadn't taken this course."
Student Learning Outcomes for GS 100 University Seminar
- Develop relationships with a small group of peers with whom to discuss experiences and issues common to first-year/ transfer/ re-entry students.
- Locate a mentor in the community who can offer ongoing contact and coaching.
- Gain exposure to services and resources that support physical, academic, and psychological well-being.
- Identify role within the academic culture.
- Acquire effective student behaviors and customs.
- Develop a plan for completing General Education requirements
- Assess personal management, technological, and academic strengths and challenges through course materials and workshops.
- Explore vocational or career options that fit personal and academic strengths (See plan for Drew's major: Kinesiology).
- Develop a plan for preparing for a major and gaining entry to that major.
- Develop a timeline for completing a Bachelors Degree.
Dorms aren't so bad.
What Successful Students Need to Know
Being a successful college student requires more than just attending class, studying, and getting along with your new roommate. You need to know how to manage your time, use available resources efficiently, understand the requirements for your major, and develop relationships with peers and professors.
Drew quickly realized that he needed help with time management. In addition to offering tools and coaching on how to organize his weekly schedule and stay prepared for deadlines, GS 100 helped him plan and map out GE and other required courses for his BS in Kinesiology.
Students also attend orientation workshops on academic advising, career services, how to stay well, and how to use the library effectively. There are free workshops on getting involved on campus, finding financial aid and applying for study abroad supplement weekly meetings as well. In the process, students meet other students, faculty and staff, and become familiar with services that can make their college years more rewarding and less stressful.
No lines!
Drew said the class really gave him a sense of confidence; he can walk around campus and know where everything is and what purpose each resource serves. During his first semester, he took advantage of some of the services offered through Associated Students. He even looked into becoming a Future Ambassador (students who represent the university to visitors and guests) because of how confident he felt about knowing his way around.
Evaluating GS 100 Student Achievement
At the end of the semester, students are asked to write a short reflection on the following questions:
- What were your expectations as you entered SDSU?
- What is one thing you regret having done during your first semester?
- What is one thing you regret not having done?
- What is one significant change you notice in yourself now, at the end of the semester?
(Click to see Drew's reflection)
Evaluating the GS 100 Course
- Individual instructors use course-specific evaluations to inform them on exactly what students find beneficial about the course and anything they can do to improve the course.
Making GS 100 Better
-
Instructor Melody Kilcrease: "Assessments indicate that students are completing the course, feeling informed and generally finding value. However, a significant number of students indicate they feel they could have probably found the information themselves. We surmise this is because the course has been focused on more general navigational issues, rather than issues that could engage students' academic or intellectual curiosity. With the initiation of a new Summer Reading Program, the University Seminar will offer students opportunities to link their current interests and circumstances to ideas discussed in the chosen text. This curriculum change will be monitored for its effect on student engagement."
Click here for more information about University Seminar.