Transitioning to The University of Oregon: A Three Step Process

1. Transitioning to The University of Oregon: A Three Step Process A Lane Community College Course: Transition to the University The Matriculating Experience Accessing Resources at the University of Oregon

2. Transitioning to the University of Oregon • A Lane Community College Course: Transition to the UniversityBecky DusseauInstructor, Academic Learning Services, University of Oregon Sherrill WightInstructor, Academic Learning Center, Lane Community College • The Matriculation Experience Sara HendricksonTransfer Student, University of Oregon • Accessing Resources at the University of Oregon Terri Minner, Academic Advising, University of Oregon

3. A Lane Community College Course: Transition to the University • Orientation to the University of Oregonclass meetings on the UO campusBecky Dusseau • Establishing academic expectations and preparation class meetings on the LCC campus Sherrill Wight

4. Orientation to the University of Oregon • Cultural differences • Resources • Individual and Group Projects

5. Cultural Differences • Research vs Teaching Institutions • You are invited to join the academy (research) • Teaching you is the reason we exist (teaching) • Differences in Courses • Academic Expectations • Large Lectures • Discussion Sections • GTF • Technology • 4 Credit Classes

6. Resources People: • Students • Offices/Department representatives Places: • Admissions • Academic Advising • Financial Aid • Academic Learning Services (ALS) • Student Support Services (SSS) • Academic Writing

7. Individual Projects • Individual information gathering • From the map/list- pick two: department offices, student union, bookstore, parking, library, child care, …. • Quick impressions:descriptions and differences • Present to classSmall groups and group rotation • Four year academic plan from DuckWeb • Choose a major • Investigate requirements / opportunities • Develop a scope and sequence of courses • Make contact with the major department

8. Group Project • Three students investigate a service unit • Required Sources: • Interviews • Departmental Interviews- approved questions • Conversations with matriculated students • Office Literature – pamphlets, flyers, etc • Website • Presentation: • Describe comprehensive range of services provided • Visual aides and handouts required

9. Group Projects Resources: • Office of Multicultural Academic Support • Knight Library (and other libraries on campus) • Computing Center • Career Center • Health Center • Housing • Support Programs: TRIO, McNair, SSS • Testing Center • Tutoring • Recreation Center • Transfer Seminars • Student Unions • Public Safety

10. Benefits of Study Skills Classes • More likely to earn an associate’s degree, transfer to a 4-year college, or remain enrolled after 5 years. • Test anxiety reduced • Better connection to the academic institution and its processes, services, and facilities • Measurable improvements in: organization, retention, comprehension, coping skills • Academic achievement (& felt connection) are related to a student’s level of success in and adjustment to school.

11. SKILL: Note taking Lecture • Cornell Notes • T-Notes • 3-Column Notes • Graphic Organizers Reading • Highlighting • Annotating

12. SKILL: Annotation of a Text • Highlight main topics • Underline key phrases • Circle terminology • Enumerate lists or steps • Make marginal notes • Use symbols, arrows, pictures, brackets • Create abbreviations for commonly used words

13. Writing at the University Level Overview: Academic writing • Thesis statement • Argue a position • Using evidence • Proper Citation Using MLA / APA Standards • Plagiarism Application: Assignment • Reading / highlighting / annotating • Listen to a lecture • Use library database for resources • Writing assignment • Critical thinking and arguing a position

14. SKILL: Test-Taking Essay: • Direction words • Thesis statement • Organizational plan Objective: • Multiple Choice • True False • Matching • Fill-in-the blank

15. SKILL: Time Management At the university- greater time commitments • More assignments • Greater density of materials Developing a weekly schedule: • Fixed activities • Fixed and flex study blocks Developing a Task Schedule: • Identify specific tasks • Decide on a target time for completion Study Plan

16. SKILL: 5-Day Study Plan Process: • List all topics and items to be reviewed • Set target times and dates • Divide topics and items for review into individual tasks • Schedule individual tasks over five days • Determine an intrinsic and/or extrinsic reward when study plan is accomplished

17. The Matriculation Experience: Benefits of Transfer Transitions • Familiarity with campus before classes • Exposure to libraries, centers, clubs, unions, foundations, etc. • Exposure to Blackboard/DuckWeb • Discussions with students/staff who are familiar with university structure • Strategies for note-taking, time management, test-taking, etc.

18. The Matriculation Experience:Challenges • Not knowing what I was in for • Making connections with professors • Managing time (even with the help) • Being stressed and being overwhelmed • Feeling alone and lonely