This document provides information about the Freshman Transition Scholars Program (FTSP) and Student Support Services (SSS) at Siena Heights University. It answers frequently asked questions about FTSP and SSS eligibility. FTSP is a 12-day summer program that helps incoming freshmen acclimate to college through seminars and mentorship. It provides benefits like earning 2 credits, learning study skills, and gaining a mentor. SSS provides academic and personal support to first-generation students, those from low-income families, and students with disabilities.
The document provides training information for site directors of the San Antonio Youth Literacy program. The program goals are to provide guided reading practice, foster an enjoyment of reading, and enhance self-esteem in at-risk children. Site directors are responsible for coordinating student schedules, maintaining communication between volunteers and staff, and ensuring students receive tutoring in a dedicated space. The training covers student assessment, priority lists, volunteer responsibilities, and best practices for supporting tutors throughout the school year.
The school counseling program at Rosa Parks Elementary School conducted classroom lessons on bullying prevention and conflict resolution. Pre- and post-tests showed that students increased their knowledge of bullying, improved attitudes about solving conflicts, and learned strategies for dealing with bullying situations. The counselors also ran small group sessions for 5th graders with behavioral issues, which helped increase pro-social attitudes and skills. Initial data showed decreases in bullying-related discipline referrals and unsatisfactory citizenship marks. The counseling program aims to further improve student behavior and academic performance through ongoing guidance lessons and data tracking.
Learn how Georgia State University's Master of Education in Special Education degree can prepare you to become a master teacher of students with disabilities.
If you're passionate about teaching history, geography, or economics to middle or high school students, Georgia State University's Social Studies M.A.T. program may be right for you.
Learn more about our Master of Arts in Creative and Innovative Education (MACIE) through the College of Education & Human Development at Georgia State University.
Do you want an initial teaching certificate in order to teach 6-12 grade English? Earn your English Education M.A.T. in one year at Georgia State University.
Do you want to make a difference in the lives of youth regarding their academics, socio-emotional issues, and college and career preparation? Become a school counselor.
Learn how the Master of Science in Educational Research at Georgia State University prepares students to conduct research and program evaluation through advanced courses in quantitative and qualitative research methods.
The document provides training information for site directors of the San Antonio Youth Literacy program. The program goals are to provide guided reading practice, foster an enjoyment of reading, and enhance self-esteem in at-risk children. Site directors are responsible for coordinating student schedules, maintaining communication between volunteers and staff, and ensuring students receive tutoring in a dedicated space. The training covers student assessment, priority lists, volunteer responsibilities, and best practices for supporting tutors throughout the school year.
The school counseling program at Rosa Parks Elementary School conducted classroom lessons on bullying prevention and conflict resolution. Pre- and post-tests showed that students increased their knowledge of bullying, improved attitudes about solving conflicts, and learned strategies for dealing with bullying situations. The counselors also ran small group sessions for 5th graders with behavioral issues, which helped increase pro-social attitudes and skills. Initial data showed decreases in bullying-related discipline referrals and unsatisfactory citizenship marks. The counseling program aims to further improve student behavior and academic performance through ongoing guidance lessons and data tracking.
Learn how Georgia State University's Master of Education in Special Education degree can prepare you to become a master teacher of students with disabilities.
If you're passionate about teaching history, geography, or economics to middle or high school students, Georgia State University's Social Studies M.A.T. program may be right for you.
Learn more about our Master of Arts in Creative and Innovative Education (MACIE) through the College of Education & Human Development at Georgia State University.
Do you want an initial teaching certificate in order to teach 6-12 grade English? Earn your English Education M.A.T. in one year at Georgia State University.
Do you want to make a difference in the lives of youth regarding their academics, socio-emotional issues, and college and career preparation? Become a school counselor.
Learn how the Master of Science in Educational Research at Georgia State University prepares students to conduct research and program evaluation through advanced courses in quantitative and qualitative research methods.
The Master of Education (M.Ed.) in Elementary Education with Endorsements is designed for T-4 certified elementary teachers who want to pursue advanced preparation in a specific content area, with Endorsements in Mathematics, Science, Literacy, and Teacher Support and Coaching.
This is the slide Presentation shown to parents on September 22, 2015.
The video clip in slide 45 can be found at: https://www.youtube.com/watch?v=89frRi8GgGA
Anita Cook is seeking a position as a youth counselor or mentor where she can utilize her education and experience. She has a background in teaching, tutoring, counseling, and working with special needs students. She has over 5 years of volunteer experience as a youth mentor and community involvement. Her resume demonstrates internship experience working with homeless veterans and developing hands-on learning plans for students.
The document outlines various prefect roles and their responsibilities at a school. The Head Girl Team liaises with senior staff and oversees assemblies and events. Senior Prefects supervise areas like the study room and assist Head of Years. School Prefects arrange fundraising, assist with induction activities, and visit forms. Other roles include Music Lead, Sports Captain, and Subject Prefects who help specific departments with activities and displays. All prefects act as role models and demonstrate commitment to their duties.
This document provides advice from several college instructors and administrators on preparing for and succeeding in college. Mary Gulley of Centre College recommends taking 12-13 credit hours per term as a full-time course load and warns against over-committing to extracurricular activities too quickly. Rachel Gramer of UofL emphasizes asking questions, meeting deadlines, and developing effective organizational strategies. Michelle Garth of UK stresses the importance of grades, curriculum rigor, and essays in the college application process and notes that one bad semester is usually forgiven if later grades improve.
The document promotes Supplemental Instruction (SI), an academic assistance program that provides peer-led study sessions for traditionally difficult courses. SI has been shown to help students earn higher grades and learn valuable lifelong study skills. The summary encourages students to get involved with SI for a fun and encouraging learning environment, and to consider becoming an SI leader to help other students while further developing their own skills.
RaiseMe Lesson Plan: Planning for the summer before collegeRaiseMe
Tips and resources for graduating seniors to make the transition from high school to college as smooth as possible. From freshman advising to resume writing, students will be ready to start the next phase of their educational journey on the right foot. Content available at: https://blog.raise.me/high-school-summer-planning-101/
Advising First-Generation College Students: Piloting a Mentoring and Summer B...Dr. Molly Morin
This presentation was shared at the NACADA 2013 Region 9 Conference and provides an overview of how the Promising Futures Program, a first-generation college student support program that I created and directed, piloted a summer bridge program and faculty/staff mentoring program to promote first-generation student success.
The document provides information about the role and responsibilities of peer leaders at Northern Virginia Community College. It describes peer leaders as ambassadors who will guide incoming first-year students and help them transition to college. Peer leaders are expected to be knowledgeable about campus resources, demonstrate problem-solving skills, and serve as role models for students. They must maintain confidentiality and adhere to FERPA guidelines regarding student information. The document outlines core abilities peer leaders are expected to demonstrate and establishes a professional code of conduct for peer leaders to uphold.
The newsletter provides information on upcoming academic dates, registration details, tutoring resources, LGBTQ events, and profiles a student who has achieved academic success with the help of tutoring. It encourages students to use various tutoring services like SMARTHINKING and advises students to check their HuskyMail regularly for important university communications.
This document provides an overview of the Carroll Gardens School for Innovation for the 2016-2017 school year. It lists the school staff and bell schedule. It describes the school's focus on mastery-based grading, project-based learning, and preparing students for high school. It outlines the school's behavior policies and expectations for student and parent involvement to help ensure student success.
GSU 1010 FALL SYLLABUS -- Business Ethics, Moral Markets, and GlobalizationHannah Spadafora
This document provides information for a new student orientation course at Georgia State University. It outlines the course details, expectations, and policies. The course will introduce students to campus resources and expectations for academic and personal success. It will also help students develop skills like time management, financial literacy, research skills, and presentation skills. Students will complete assignments, discussions, and activities individually and in groups. Regular attendance and participation are required to do well. The course promotes diversity and prohibits academic dishonesty. Students should review the syllabus carefully and contact the instructor if they have any issues meeting deadlines.
The document summarizes the College Transition Program funded by the Delaware Department of Education. The program helps students who are academically eligible for college but not fully prepared by providing instruction in college applications, financial aid, career planning, algebra, writing and other skills. Students attend orientation, complete applications, meet with counselors and take classes to improve their skills and knowledge to ensure success upon enrolling in college after completion of the program. Progress is measured through pre-and post-program standardized tests and discussions.
2013 module 3 course selection and registration(1)Dan Pevear
The Student Portal is Manor College's online gateway for students to access important information such as class schedules, grades, and course offerings for upcoming semesters. To access the Student Portal, students should go to the Manor College website and click on "Current Students" then "Student Portal" to login using their username and password. The Student Portal allows students to prepare for academic advising and course registration. Students should meet with their academic advisor, bring a proposed class schedule, and register for courses before signups fill up. Advisors can help students choose appropriate courses, discuss career options, and access resources like the college catalog.
This document provides information about post-16 courses available at Clyst Vale Community College. It includes:
1) Welcome messages from the Head of Sixth Form emphasizing the support provided to students and the college's success in helping students gain placements at top universities.
2) Descriptions of the courses available including A-Levels, BTECs, and GCSE retakes in core subjects. Requirements for admission to courses are also outlined.
3) Details about reporting, assessment, and target setting to monitor student progress, as well as parents' evenings.
4) An overview of the wider curriculum including compulsory enrichment activities, an outdoor residential program, careers guidance, guest speakers, and
The document provides information to students starting their higher education studies at Bridgwater College. It welcomes students and wishes them success, while encouraging them to get involved to gain the most from their experience. Guidelines are outlined regarding conduct, attendance, and use of email for communication. Support services and resources available to students are also highlighted.
This presentation provides information to freshman parents on academics, college counseling, and course planning for sophomore year. It discusses utilizing a four-year academic plan, introduces the college counselors, analyzes PSAT results, and outlines the college preparation timeline. It also explains how to read transcripts and graduation status reports, and allows time for parents to ask questions.
The A.C.H.I.E.V.E. Programmes are for young people continuing in \'Further and Higher Education\' or entering \'The World of Work\'. Both programmes equip young people with the life skills, support, guidance and tools to enable them to secure the university place they deserve or get the job they want.
Student power point presentation1 advisory programslaubaugh
The document introduces a new advisory class program and provides details about its goals and structure. It discusses that advisory programs [1] help ensure each student is known by at least one adult advocate and belongs to a peer group, [2] aim to aid students' educational and career development through self-awareness and decision-making skills, and [3] seek to improve students' school experience and performance. The advisory class will meet three days a week for 30 minutes, led by teachers on various topics. Students are expected to actively participate while teachers and administrators will support and evaluate the program.
LAUSD Principal Presentation: College Readiness, Access and SuccessRebecca Joseph
This document discusses findings from studies on improving college readiness, access, and success for students in the LA Unified School District. Key findings include:
1) Improving academic achievement, like achieving A/B averages and scoring above national averages on standardized tests, is essential for college enrollment and completion.
2) Completing the A-G college preparatory course sequence with a C or higher strongly correlates with enrollment in 4-year colleges.
3) Supporting students' and families' understanding of the college application and financial aid process is needed to ensure academically-qualified students enroll in college.
4) Increasing college persistence and completion rates at local colleges and universities is important given current low transfer and graduation
The Breakthrough Summer Teaching Residency is a 9-week program that provides undergraduate students an opportunity to gain teaching experience over the summer. Students accepted into the program will teach core academic classes to middle school students from underserved communities, receive over 100 hours of teaching training, get coaching from professional educators, and earn a living stipend. The goal of the program is to help close the achievement gap for students, while also preparing undergraduate fellows for careers in education or leadership roles. Fellows can choose from 25 affiliate locations across the US and in Hong Kong.
The document provides guidance for students applying to become school prefects. It outlines the qualifications, application process, selection criteria, duties, and responsibilities of prefects. To be considered, students must have above average academic and behavioral records. The selection process involves students submitting applications, which are reviewed by staff to create a shortlist. Final approval is by the principal. Prefects are expected to be role models, treat all students fairly, and help ensure a positive school environment and ethos. The position comes with honor but also responsibility to the student body.
The Master of Education (M.Ed.) in Elementary Education with Endorsements is designed for T-4 certified elementary teachers who want to pursue advanced preparation in a specific content area, with Endorsements in Mathematics, Science, Literacy, and Teacher Support and Coaching.
This is the slide Presentation shown to parents on September 22, 2015.
The video clip in slide 45 can be found at: https://www.youtube.com/watch?v=89frRi8GgGA
Anita Cook is seeking a position as a youth counselor or mentor where she can utilize her education and experience. She has a background in teaching, tutoring, counseling, and working with special needs students. She has over 5 years of volunteer experience as a youth mentor and community involvement. Her resume demonstrates internship experience working with homeless veterans and developing hands-on learning plans for students.
The document outlines various prefect roles and their responsibilities at a school. The Head Girl Team liaises with senior staff and oversees assemblies and events. Senior Prefects supervise areas like the study room and assist Head of Years. School Prefects arrange fundraising, assist with induction activities, and visit forms. Other roles include Music Lead, Sports Captain, and Subject Prefects who help specific departments with activities and displays. All prefects act as role models and demonstrate commitment to their duties.
This document provides advice from several college instructors and administrators on preparing for and succeeding in college. Mary Gulley of Centre College recommends taking 12-13 credit hours per term as a full-time course load and warns against over-committing to extracurricular activities too quickly. Rachel Gramer of UofL emphasizes asking questions, meeting deadlines, and developing effective organizational strategies. Michelle Garth of UK stresses the importance of grades, curriculum rigor, and essays in the college application process and notes that one bad semester is usually forgiven if later grades improve.
The document promotes Supplemental Instruction (SI), an academic assistance program that provides peer-led study sessions for traditionally difficult courses. SI has been shown to help students earn higher grades and learn valuable lifelong study skills. The summary encourages students to get involved with SI for a fun and encouraging learning environment, and to consider becoming an SI leader to help other students while further developing their own skills.
RaiseMe Lesson Plan: Planning for the summer before collegeRaiseMe
Tips and resources for graduating seniors to make the transition from high school to college as smooth as possible. From freshman advising to resume writing, students will be ready to start the next phase of their educational journey on the right foot. Content available at: https://blog.raise.me/high-school-summer-planning-101/
Advising First-Generation College Students: Piloting a Mentoring and Summer B...Dr. Molly Morin
This presentation was shared at the NACADA 2013 Region 9 Conference and provides an overview of how the Promising Futures Program, a first-generation college student support program that I created and directed, piloted a summer bridge program and faculty/staff mentoring program to promote first-generation student success.
The document provides information about the role and responsibilities of peer leaders at Northern Virginia Community College. It describes peer leaders as ambassadors who will guide incoming first-year students and help them transition to college. Peer leaders are expected to be knowledgeable about campus resources, demonstrate problem-solving skills, and serve as role models for students. They must maintain confidentiality and adhere to FERPA guidelines regarding student information. The document outlines core abilities peer leaders are expected to demonstrate and establishes a professional code of conduct for peer leaders to uphold.
The newsletter provides information on upcoming academic dates, registration details, tutoring resources, LGBTQ events, and profiles a student who has achieved academic success with the help of tutoring. It encourages students to use various tutoring services like SMARTHINKING and advises students to check their HuskyMail regularly for important university communications.
This document provides an overview of the Carroll Gardens School for Innovation for the 2016-2017 school year. It lists the school staff and bell schedule. It describes the school's focus on mastery-based grading, project-based learning, and preparing students for high school. It outlines the school's behavior policies and expectations for student and parent involvement to help ensure student success.
GSU 1010 FALL SYLLABUS -- Business Ethics, Moral Markets, and GlobalizationHannah Spadafora
This document provides information for a new student orientation course at Georgia State University. It outlines the course details, expectations, and policies. The course will introduce students to campus resources and expectations for academic and personal success. It will also help students develop skills like time management, financial literacy, research skills, and presentation skills. Students will complete assignments, discussions, and activities individually and in groups. Regular attendance and participation are required to do well. The course promotes diversity and prohibits academic dishonesty. Students should review the syllabus carefully and contact the instructor if they have any issues meeting deadlines.
The document summarizes the College Transition Program funded by the Delaware Department of Education. The program helps students who are academically eligible for college but not fully prepared by providing instruction in college applications, financial aid, career planning, algebra, writing and other skills. Students attend orientation, complete applications, meet with counselors and take classes to improve their skills and knowledge to ensure success upon enrolling in college after completion of the program. Progress is measured through pre-and post-program standardized tests and discussions.
2013 module 3 course selection and registration(1)Dan Pevear
The Student Portal is Manor College's online gateway for students to access important information such as class schedules, grades, and course offerings for upcoming semesters. To access the Student Portal, students should go to the Manor College website and click on "Current Students" then "Student Portal" to login using their username and password. The Student Portal allows students to prepare for academic advising and course registration. Students should meet with their academic advisor, bring a proposed class schedule, and register for courses before signups fill up. Advisors can help students choose appropriate courses, discuss career options, and access resources like the college catalog.
This document provides information about post-16 courses available at Clyst Vale Community College. It includes:
1) Welcome messages from the Head of Sixth Form emphasizing the support provided to students and the college's success in helping students gain placements at top universities.
2) Descriptions of the courses available including A-Levels, BTECs, and GCSE retakes in core subjects. Requirements for admission to courses are also outlined.
3) Details about reporting, assessment, and target setting to monitor student progress, as well as parents' evenings.
4) An overview of the wider curriculum including compulsory enrichment activities, an outdoor residential program, careers guidance, guest speakers, and
The document provides information to students starting their higher education studies at Bridgwater College. It welcomes students and wishes them success, while encouraging them to get involved to gain the most from their experience. Guidelines are outlined regarding conduct, attendance, and use of email for communication. Support services and resources available to students are also highlighted.
This presentation provides information to freshman parents on academics, college counseling, and course planning for sophomore year. It discusses utilizing a four-year academic plan, introduces the college counselors, analyzes PSAT results, and outlines the college preparation timeline. It also explains how to read transcripts and graduation status reports, and allows time for parents to ask questions.
The A.C.H.I.E.V.E. Programmes are for young people continuing in \'Further and Higher Education\' or entering \'The World of Work\'. Both programmes equip young people with the life skills, support, guidance and tools to enable them to secure the university place they deserve or get the job they want.
Student power point presentation1 advisory programslaubaugh
The document introduces a new advisory class program and provides details about its goals and structure. It discusses that advisory programs [1] help ensure each student is known by at least one adult advocate and belongs to a peer group, [2] aim to aid students' educational and career development through self-awareness and decision-making skills, and [3] seek to improve students' school experience and performance. The advisory class will meet three days a week for 30 minutes, led by teachers on various topics. Students are expected to actively participate while teachers and administrators will support and evaluate the program.
LAUSD Principal Presentation: College Readiness, Access and SuccessRebecca Joseph
This document discusses findings from studies on improving college readiness, access, and success for students in the LA Unified School District. Key findings include:
1) Improving academic achievement, like achieving A/B averages and scoring above national averages on standardized tests, is essential for college enrollment and completion.
2) Completing the A-G college preparatory course sequence with a C or higher strongly correlates with enrollment in 4-year colleges.
3) Supporting students' and families' understanding of the college application and financial aid process is needed to ensure academically-qualified students enroll in college.
4) Increasing college persistence and completion rates at local colleges and universities is important given current low transfer and graduation
The Breakthrough Summer Teaching Residency is a 9-week program that provides undergraduate students an opportunity to gain teaching experience over the summer. Students accepted into the program will teach core academic classes to middle school students from underserved communities, receive over 100 hours of teaching training, get coaching from professional educators, and earn a living stipend. The goal of the program is to help close the achievement gap for students, while also preparing undergraduate fellows for careers in education or leadership roles. Fellows can choose from 25 affiliate locations across the US and in Hong Kong.
The document provides guidance for students applying to become school prefects. It outlines the qualifications, application process, selection criteria, duties, and responsibilities of prefects. To be considered, students must have above average academic and behavioral records. The selection process involves students submitting applications, which are reviewed by staff to create a shortlist. Final approval is by the principal. Prefects are expected to be role models, treat all students fairly, and help ensure a positive school environment and ethos. The position comes with honor but also responsibility to the student body.
M.S. 442 Carroll Gardens School For Innovation 6th grade Family Orientation slideshow.
Learn more about...
Mastery Based Learning
Engrade online system
CGSI Expectations
and more
CHAPTER 16Succeeding in Your Teacher Education Program, and BeyJinElias52
This document summarizes an interview with Amber Velasquez, a second grade teacher at Chandler Oaks Elementary School. Some key points:
- Ms. Velasquez teaches in a new school building with many windows and technology resources. Parent involvement is high, with parents volunteering daily.
- She advises teacher candidates to continue learning through professional development as the profession and best practices change over time.
- Ms. Velasquez finds joy in teaching through giving back to her community, seeing students' growth, and fulfilling different roles to meet students' needs each day.
M.S. 442 CGSI 8th Grade Family Orientation Info sessionCGSI
M.S. 442 Carroll Gardens School For Innovation Family Orientation slideshow.
Learn more about...
Mastery Based Learning, Engrade online teacher/parent communication system, H.S. Process, CGSI's Expectations and more
This document provides information about Hirshhorn Middle School's counseling department and programs. It includes the school's vision, mission, student population data from 2011-2014, discipline and attendance rates, and MSA scores. Key needs identified include high discipline rates for 6th grade African American males, low attendance among Hispanic females, and low math scores for 8th grade special education students. Goals are set to address each need by 2015. The school counselor's duties and programs are outlined, including use of time, advisory council meetings, and professional development plans.
1. Q. Am I considered dumb if I become an SSS
participant?
A. Absolutely not! The above qualifications include
students from all academic backgrounds. During
the past two years approximately 62% of our
participants earned a GPA of 3.0 and higher
during their fall semester with over 1/2 of those
making the Dean’s List. Pretty impressive don’t
you think?
Q. Am I out of luck in joining SSS if I don’t
participate in the Freshman Transition Scholars
Program?
A. The answer is no. Although you are missing out on a
great opportunity for a fantastic jump start to your college
career at SHU, if qualified you are welcome to join SSS in
the fall. However, you could be placed on a waiting list
and miss out on the early benefits of belonging to SSS. So
why not consider becoming a participant of the FTSP now
and reap the benefits?
Commonly asked questions:
For more information
contact any of the SSS staff:
WHY
CHOOSE
FTSP?
Michele B. Buku, Director
mbuku@sienaheights.edu - (517) 264-7631
Laura Lyall, SSS Learning Specialist
& Coordinator of Disability Resources
llyall@sienaheights.edu or (517) 264-7683
Sally Snyder, Office Manager
ssnyder@sienaheights.edu or (517) 264-7630
Jonathon Marowelli, Program Coordinator
and Coordinator of Freshman Transition Scholars Program
jmarowel@sienaheights.edu (517) 264-7616
Webpage: www.SienaHeights.edu/SSS
Facebook: www.facebook.com/SienaHeightsSSS
Twitter: www.twitter.com/SHU3S
“A lot of fun. Glad I was here to meet new people and get
a head start at Siena. If I could, I’d do it again.”
“This program really changed my outlook on college, in a
good way. It is a lot different than high school. But this
program has helped! I love the people I met and mentors
who helped me.”
“This program has been an amazing experience. Going
into college I was nervous about finding a group of
friends. We are a family and I couldn’t be happier.”
“I feel more prepared for the year and the program really
helped me understand and know what is needed to be
successful this year.”
“I’m so thankful for the experience. I feel prepared and
ready for classes to start. I learned many useful things
that I can apply to my college career.”
“Made new friends and it made me feel more comfortable
around campus.”
“I love this program. It was so helpful. I couldn’t imagine
not doing it. I met lots of great people and learned many
useful things about how to survive here at Siena. I would
recommend this for any freshman who can take it.”
August 9-20, 2014
FRESHMAN
SCHOLARS
PROGRAM
TRANSITION
2. • First Generation in College:
If neither parent/legal guardian has earned
a four-year baccalaureate degree. (This
includes if you lived with, and received
support from, one parent/guardian who
does not hold a four-year degree.)
• Limited Family Income:
A student whose family income falls within
limits set by the U.S. Department of Educa-
tion and verified by Siena Heights Univ.
• Documented Disability:
This includes a diagnosed physical and/
or mental impairment which substantially
limits that person’s ability to participate in
their educational experience.
Benefits of the FTSP
Freshman Transition
(LAS 101, 2 credit hours):
All FTSP participants will complete this class
during the 12-day summer program. In this class,
you will complete five seminars which will assist
you in transitioning into college life. Seminars
include: Academic Writing, Career Exploration,
Success Strategies, Financial Literacy and Library
Skills. Through these seminars, you will experi-
ence the course work and expectations of a col-
lege level course as well as develop the necessary
skills to have a successful first year at SHU.
The best part is you will earn 2 credit hours of
graded work which will count toward your gradu-
ation requirement from SHU! Upon successful
completion of all requirements for this course,
you will have an opportunity to begin your fall
semester with a 4.0 gpa.
In addition, as an FTSP participant you will be
asked to meet weekly with a SSS staff member
to discuss, highlight or help you to resolve any
concerns or difficulties you may be experiencing
during the transitional period.
Mentor Program
As an FTSP participant, you’ll be matched with a
mentor soon after arriving for the summer pro-
gram.Your mentor will be an upper-class student
who’sbeen where you are and successfully transi-
tioned from high school to college. He or she will
be a resource, guide and friend throughout your
first year.
WHO can participate?
To qualify for SSS, participants meet a combina-
tion of the following Federal regulations:
(Guidelines as to the number of students served varies with each of these
qualifications. Therefore, some students may be placed on a waiting list.)
Get a JUMP on success:
Start your college experience right by
participating in a 12-day program designed
just for you - a newcomer who wants to
achieve success at Siena Heights University.
As a participant in the Freshman Transition
Scholars Program (FTSP), you will move
into the residence halls on Saturday, August
9, 2014. After a welcome ceremony, you’ll
wave goodbye to your parents, meet with the
mentors and join other program participants
for supper and social activity.
In the next 11 days, you’ll learn new study
skills and time management strategies, meet
some of Siena’s faculty and staff, brush up on
some of the basics, and get to know your peer
mentor - an upper level student who’s made a
successful transition to university life and who
will be a resource for you through your first
year at SHU.
And of course, you’ll make a lot of friends.
By the time Welcome Weekend arrives on
Wednesday, August 20, you’ll be comfortably
settled in, confident about the semester
ahead, and ready to start classes on Aug. 25.
TOP TEN reasons
to participate in FTSP:
1. It’s absolutely FREE! (open to resident students
and commuters)
2. Earn 2 college credits before classes begin.
3. Move into your residence hall room early.
4. Get to know faculty and staff, and learn your
way around campus.
5. As a participant in FTSP, become part of the
Student Support Services family.
6. Learn study skills: time management, textbook
reading, note taking, test taking and grammar
dynamics.
7. Learn what college professors look for in
papers and written work.
8. Become familiar with computers and using the
internet for research.
9. Gain a mentor you turn to who’s“been there,
done that.”
10. Participate in an outdoor adventure activity.