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Transition Program

The Transition Program relies heavily on feedback from students in assessing the effectiveness of each program component. Students are required to complete specially designed surveys at the end of the fall and spring semesters; they have the option to either sign or not to sign their responses. In addition, the program director meets with each student individually for thirty minutes in October and March to discuss areas of the program that have been of most help and those that have not been helpful. Assessment of students’ comments pointed out that:

• Some topics covered in our ECD classes were of little help to students.
• Peer mentors who are competent to help students with math courses are more effective than peer mentors who simply give them advice on how to deal with issues in their freshman year, then refer them to tutors for help with their math.
• Most students dislike having to attend study hall four nights a week from 7:00 pm to 9:00 pm, but they admit that study hall is of help tothem.
• The lack of self-discipline is the problem which students identify as the most difficult to solve and the one that most adversely impacts their academic success.

What have we improved in our program through engaging in the assessment process?

The Transition Program made changes to the ECD curriculum. Although several sessions are devoted to teaching techniques to improve students’ academic skills, more attention is given to ways to increase their discipline and confidence. Classes encourage free expression and student interaction.

The staff changed job requirements for peer mentors. At one time, former Transition Program students were given priority in hiring; the staff now advertises openings for the position on the NC State web site and selects only those students who have strong backgrounds in math and English. The staff no longer hires math and English tutors.

Last year, the program director and the program’s graduate assistant assumed the responsibilities normally performed by the study hall coordinator. They provided continuity between the advising, ECD classes, and study hall components of the program.

What policy changes have we made as a result of engaging in the assessment process?

After extensive analysis of students’ performances over an eight-year period, the format of the Transition Program was completely changed in 1998. The summer component, the centerpiece of the program at that time, was canceled and replaced with the two-semester study hall and peer mentor components.