Summer Pre-College Transition Programs

Recent studies show that students transitioning from high school to college are frequently underprepared for the academic rigor of college life. One recent national survey revealed that the emotional health of college freshmen has dropped to the lowest level in 25 years. As college advisors have noted, part of this downward trend appears linked to students’ difficulties managing time and implementing effective study habits. In addition, many students struggle to rapidly develop expository writing and textual analysis strategies compatible with their professors’ expectations.

Individual U.’s Summer Pre-College Transition Program was designed to help graduating seniors develop these core foundational skills prior to enrollment in competitive undergraduate programs. Participating students enroll in four or eight week long pre-college remediation programs focused on establishing underlying executive function strategies and/or subject-specific academic skills. Pre-College Transition Programs may include mentored work in the following executive function areas:

  • Managing time: Organizing a schedule to include class time, independent work time, and opportunities for socialization.
  • Taking notes: Identifying techniques and strategies for taking in-class notes and using those notes to enhance performance.
  • Organizing materials: Creating a system for compiling and filing class materials.
  • Structuring independent work: Maximizing productivity on independent assignments.
  • Studying for tests: Identifying study approaches for handling midterm and final exams.
  • Interacting with professors: Developing strategies for visiting professors’ office hours to establish one-on-one relationships.
  • Interacting with TAs: Understanding the role and function of teaching assistants, and identifying effective strategies for interacting with them.
  • Writing papers: Identifying critical requirements for college writing and learning how to modify one’s writing to meet different professors’ styles.
  • Conducting research: Accessing primary and secondary resources for projects and presentations.
  • Dealing with confusion: Developing strategies for addressing confusion in a productive manner.
  • Choosing and Registering for Classes: Organizing deadlines, creating a balanced schedule and successfully enrolling in courses.
  • Navigating the campus: Becoming comfortable with the physical layout of the campus.
  • Interacting with advisors: Identifying strategies for interacting with advisors.
  • Interacting with the administration: Identifying strategies for interacting with deans and other members of the administration.
  • Utilizing Technology: Devising strategies for using technology (e.g. iPads, iPhones, Google Calendars, iCal) to enhance productivity.

Students may enroll in Summer Pre-College Transition Programs for half or full day programs. At the conclusion of the summer, students still feeling uncertain about the advisability of matriculating back at college may consider a half or full year gap program at Individual U. or other institutions.