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St. Thomas University Parents Presentation May 2015



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For parents and family members who attended the May 2015 Registration Open House at St. Thomas University in Fredericton, NB.

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St. Thomas University Parents Presentation May 2015

  1. 1. Change is inevitable. Let’s embrace it. Privacy laws protect your students. We can’t share information with you. BUT you can share information with us.
  2. 2. Are we ok?
  4. 4. Learning - in and out of the classroom • Developing competence • Managing emotions • Moving through autonomy towards interdependence • Developing mature interpersonal relationships • Establishing identity • Developing purpose • Developing integrity
  6. 6. • Anticipation, excitement, nervousness • Building connections, developing a support network • Adapting to a new learning environment September – New Beginnings Important Dates 5 Residence Move-in 5 - 12 Welcome Week 7 Labour Day 10 Classes begin. Opening Mass. 18 Last day to confirm registration by arranging payment of fees. Last day to add courses. Tips for success…  Welcome Week  Peer Mentoring Program  Accessibility Services  Financial Aid
  7. 7. • Preparation for midterms • Overwhelmed with all they have to do • Send an extra bit of love from home October – Reality Important Dates 12 Thanksgiving Day - University Closed 17 Deadline to opt out of Health Plan 30 Last day to withdraw from first-semester courses without academic penalty. Last day for partial refunds of first semester fees. Tips for success…  Care package from home  Peer Tutoring  Writing Centre  Counselling Services
  8. 8. • Importance of finding a balance • Involvement in activities outside of the classroom • Getting marks back November – Getting Involved Important Dates 11 Remembrance Day - University Closed 12 Fall Term Reading Day – No Classes 27 Last day to hold class tests in first semester Tips for success…  Student Success Workshops  Students’ Union - Clubs & Societies  Volunteering  Study Abroad
  9. 9. • Increased anxiety and stress • Will need encouragement to push to the finish • Anticipate changes in family dynamics December – Exams, Finals and Holidays Important Dates 9 Last day of classes for first semester 10—13 Reading Days – no classes 14-19 Christmas exams 22 Residence closes for the Christmas break. Tips for success…  De-Stress Fest  UNB Health Centre  STU Mental Health (Facebook)
  10. 10. Breathe….
  11. 11. • Rejuvenated and looking forward to seeing friends • Following-up on feedback from last term • Reflect on your role in supporting your students January – Reconnecting, Starting Fresh Important Dates 4 Residence and the University open 5 Classes resume 15 Last day to add courses and last day to withdraw from full- year courses. 22 Celebration of Feast Day of St. Thomas Aquinas, patron saint of the University Tips for success…  Academic Advising  Accessibility Services  Athletics  Financial Aid  Counselling Services
  12. 12. • Planning for second year – courses, accommodations • Search for summer employment • Encourage your student to ask for help before they need it February – Thinking Ahead Important Dates 12 Chancellor’s Day – no classes 26 Last day to withdraw from second-semester courses without academic penalty 12 Chancellor’s Day – no classes 26 Last day to withdraw from second-semester courses without academic penalty Tips for success…  Academic Advising  Employment & Financial Aid  Study Abroad  Residence Life
  13. 13. • Winter – mountains of snow and work! • Importance of using their support networks and resources • Reminder to take breaks – go to a show, festival, skate March – Balance and Focus Important Dates 7-11 Mid-term break - no classes 24 Last day to hold class tests in second semester 25-28 Easter – University closed Tips for success…  Peer Tutoring  Writing Centre  Students’ Union
  14. 14. • Round two of finals – increased confidence in skills • Students may be tired, just wanting to be done • Remind your student to get outside, enjoy spring April – End of the Year Important Dates 6 Last day of classes in second semester 7-10 Reading days – no classes 11-16 Final exams 19 Residence officially closes for the year Tips for success…  Library  Study Hall  Student Lounge  Peer Tutoring  Accessibility Services
  15. 15. YOU MADE IT!
  16. 16. Campus Resources Important Dates in October Important Dates in April Aboriginal Student Services  506-452-9669  JDH 208 Academic Advising  506-453-7213  GMH 311 Accessibility Services  506-453-7207  GMH 104 Campus Ministry  506-452-0636  GMH 203 Campus Sexual Assault Team  506-453-4820  UNB Campus Counselling Services  506-453-7213  GMH311 Counselling Services (shared service STU/UNB)  506-453-4820  UNB Campus Health Services (shared service STU/UNB)  506-453-4837  UNB Campus Employment and Financial Aid  506-452-0423  GMH311 International Students  506-452-9593  GMH 303 Residence Life 506-452-0578  GMH 303 Registrar’s Office  506-452-0530  GMH 101 Student Engagement and Retention  506-452-2119  GMH303 Student Services and Residence Life  506-453-7202  GMH 312  506-453-7213  GMH 311 Writing Centre  506-452-0480  ECH102
  17. 17. Community Resources Dr. Everett Chalmers Regional Hospital 700 Priestman Street, Fredericton 506-453-2132 Chimo Helpline Toll Free Number 24 Hour Service 450-HELP (4357) Fredericton After-Hours Mobile Crisis Team 506-453-2132 Fredericton Mental Health Services 65 Brunswick St., Fredericton 506-453-2132 Fredericton Addiction Services 65 Brunswick St., Fredericton 506-452-5558 Capital Region Mental Health and Addictions 65 Brunswick St., Fredericton, Ste. 292 506-458-1803 Fredericton Sexual Assault Crisis Centre 506-454-0437 Suicide Prevention Committee 403 Regent Street Office Phone 506-455-5231 Crisis Phone 1-800-667-5005
  18. 18. Q & A See you again: Parent Welcome September 5 2-4pm
  19. 19. Contact: Student Services and Residence Life 506-453-7213 George Martin Hall 311

Editor's Notes

  • Situation – trigger, timing, control, role change, duration, previous experience, concurrent stress, assessment
    Self – personal/demographic info (age, socioeconomic status, health) and psychological resources (values, resilience, outlook, ego development)
    Support – types (friends, family, STU), functions (affect, affirmation, aid, feedback), measures (stable vs. changing)
    Strategies – categories (modify situation, control meaning, manage stress), coping modes (info seeking, direct action, inhibition of action, intrapsychic behaviour)
  • Developing Confidence: intellectual, physical/manual, and interpersonal
    Managing Emotions: recognizing, accepting, appropriately expressing and controlling emotion
    Moving Through Autonomy Toward Interdependence: increasing emotional independence, self-direction, and problem-solving abilities, as well as recognizing and accepting interdependence
    Developing Mature Interpersonal Relationships: developing capacity for healthy intimate relationships that contribute to sense of self, while accepting and appreciating differences
    Establishing Identity: based on feedback from significant others, developing comfort with self (physically and emotionally), one's lifestyle, gender, sexuality and cultural heritage
    Developing Purpose: developing clear vocational goals and committing to personal interests and activities
    Developing Integrity: moving from rigid, moralistic thinking to a more humanized personalized value system; acknowledging and accepting the beliefs of others

    According to the theory, students progress through the first four vectors simultaneously during their first and second years and (generally) through the fourth vector during their second and third years (given a standard four-year program). During the third and fourth years, they progress simultaneously through the last two vectors. Students move through these vectors at different rates and may even move back and forth through them, depending on levels of challenge, support and maturity. Although based on traditional-aged students, elements of Chickering's theory can be used with all students.
  • September marks the official beginning of university life for your student and there are many exciting activities planned to help welcome the incoming class to our community.
    Fall Orientation Week begins on August 30th and continue throughout the first week of September. Fall Orientation aims to ensure that your student makes a smooth transition to both the social and academic experiences at the University of Calgary
    For students living at home, participating in welcome activities is a fantastic way to make connections and to begin to develop a new network of peers. Encourage your student to spend time on campus and to take part in the dozens of activities that are planned. During the academic year, the new Commuter Student Lounge on the 4th floor of the MacEwan Student Centre will be a great place for students living at home to sustain connections to friends made during Fall Orientation Week.
    Students who are away from home for the first time may find themselves feeling tentative about how they will fit in within their new community, how to meet others, and how to navigate the campus environment. Fall Orientation Week activities are designed to address the concerns that new students might have, and build confidence in navigating the changes.
  • By the middle of October your student has reached the mid-point in the term, and may be finding mid-terms, assignments, and papers piling up. Students tend to doubt themselves at this point, feeling overwhelmed by the work they have to do, and wondering if they are up for the task of getting it all done. You may be sensing your student feeling more stress than usual, and may wonder what you can be doing to help. Remind your student of all the resources that are available to them.
    This is a good time to do something special. Putting together a care package of study treats, or sending a card are two small ways that you can show you care. At this time in the year, little kindnesses can go a long way in reducing stress. Thanksgiving break is just around the corner and will provide a nice chance to recharge for the second half of the term.
  • With the weight of mid-terms lifted in November, students have more time to once again explore their new surroundings. November is a great time for students to check out facilities and services that the U of C provides, and to get a feel for how they can get involved. From world-class athletics facilities, to student-friendly spaces like the MacEwan Student Centre, the U of C has something for everyone.
    Student involvement in co-curricular activities only enhances their university experience – helping them learn outside of the classroom, and building important social networks. Research shows that involved students tend to be more successful in their university pursuits. Support your student in being involved in their campus and Calgary communities, and know that this balance is important in ensuring their success.
  • With December comes the end of your student’s first term at the U of C, and inevitable examinations and term assignments. Students may feel anxiety about their level of readiness, experience increased stress levels, and may it challenging to maintain healthy eating and sleeping habits. Students will need to learn from their experiences when it comes to determining how best to prepare themselves for the end of term. Remind them to stay focused on the present, and to make a strong push to the finish.
    The holiday break is a much-needed reprieve for both you and your student. Students living away from home are used to living independently and making decisions for themselves. For students who are living at home, the holidays are a nice break from the usual. They may be interested in seeing friends who are home for the holidays. Communicate regularly to clarify family plans and ensure both you and your student are able to enjoy your time together.
  • Situation – trigger, timing, control, role change, duration, previous experience, concurrent stress, assessment
    Self – personal/demographic info (age, socioeconomic status, health) and psychological resources (values, resilience, outlook, ego development)
    Support – types (friends, family, STU), functions (affect, affirmation, aid, feedback), measures (stable vs. changing)
    Strategies – categories (modify situation, control meaning, manage stress), coping modes (info seeking, direct action, inhibition of action, intrapsychic behaviour)
  • Students are rejuvenated and have enjoyed time off during the holidays. While some may feel disappointed that holidays are over, they are also excited to reconnect with friends and to begin a new term. Many students return in January with a renewed sense of confidence in their abilities, while others may be feeling concerned about academic feedback they received in December. Students looking for more feedback on their academic performance may want to connect with their professors or TA’s to learn how to improve. If they are starting new courses this term, encourage your students to introduce themselves to their instructors, and to ask for help or clarification before problems arise.
    Parents and family members need to be supportive now more than ever. Encourage your student to recognize their strengths and their increased competence in managing what is ahead.
  • At this time, thoughts of planning for summer and second year are an undercurrent of student life. February is when both on-campus and off-campus employers begin recruiting students for summer jobs. Students also begin talking about their living arrangements for the upcoming year (whether they will continue to stay at home or in residence, or whether they will find off-campus housing). Starting both the job search and the hunt for new accommodations early is a great way for students to plan for a successful transition to second year.
    There are many great resources on campus to help students as they think ahead. Encourage your student to utilize the support services available – including Career Services (, the Undergraduate Programs Office (, or departmental academic advisors. Many students ponder a change of major at this point, or question how their university degree will benefit their future career plans. Career counselors and academic advisors can be invaluable in helping students to clarify their educational goals.
    Spend some time together over Reading Week to find out what it is that your student is thinking about for their second year. Listen openly to their thoughts while they work through the decision-making process.
  • With Reading Week behind them, students realize that the year is almost done, and begin to prepare for final exams and the end of term. It is normal for students to be anticipating the end of their first year. If your student is expressing anxiety, isolation, and worry about the months and years ahead, assure them that these feelings are a natural part of the experience, and that likely there are others feeling the same way. Encourage your student to tap into the networks they have created, and to lean on their friends to support them through this last month before final exams.
    At this stage, students will want to revisit the positive outlets that help them relieve stress – relaxing with friends at a favorite campus hang-out, participating in clubs and societies, or spending time in the city. Calgary Flames games at the Saddledome, riding the bobsled at Canada’s Olympic Park, or a trip out to Banff are exciting activities that students can explore. Campus Recreation provides a diverse range of programs and activities that support healthy and active living.
  • By now, students have a better sense of what to expect when it comes to writing exams, and finishing up final papers and assignments. They have also developed more effective study skills and strategies for managing exam stress. Students feel fatigued at this time of year, and look forward to the end of the term.
    One of the best recipes for lifting spirits at this time of year is for students to get outside and enjoy the spring weather. Campus is buzzing with energy in April, with students taking advantage of the opportunity to study outdoors, and soak in the sun and fresh air.
    The nicer weather can be a distraction from studying and completing final assignments. With Learning Common spaces that encourage and support group work, and academic success workshops available to ensure their success, the library is a resource students will want to utilize. U of C library even has collaborative workrooms that students can book with their classmates.
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