An Inclusive Approach to Transitioning to a Research University: A College Thriving Course

• Published in: Scholarship of teaching and learning in psychology 2023-12, Vol.9 (4), p.450-479
• Main Authors: Buchanan, Laurie B., Hogan, Kelly A., Hussong, Andrea M., Panter, A. T., Polad, Valerie, Sathy, Viji, Siedentop, Nicolas, Wise, Erica H.
• Format: Article
• Language: English
• Subjects: College Students; Curriculum; Human; School Transition; Self-Regulation
• ISSN: 2332-2101; 2332-211X
• DOI: 10.1037/stl0000394

Faculty at a large public research university designed a required, high-structure, active learning course for all incoming and transfer students to acknowledge and address the challenge of transitioning from high school to college. The course, College Thriving, covers topics on growth mindset, the science of how students learn, selecting academic areas of study, stress management, and wellness. As a one-credit, pass/fail course, with 12 weekly meetings across the course of the semester, the course serves as a warm and welcoming environment for all students to come together with a trusted adult such as an academic advisor, instructor, or student success professional. Students build networks, enhance self-knowledge, and positively engage with other students and campus resources to increase their ability to benefit from their college years at a large public global research university. The course is part of a new general education curriculum at the institution and prioritizes revealing the "hidden curriculum" of college to ensure that all new college students start with common language and the support of peers and professionals. In developing this course, our academic community was committed to creating inclusive, shared learning environments for all incoming students as they progress toward their academic degree and offering support as soon as student need is identified. In this article, we describe the course, key outcomes after the first year, and future directions.