As the academic year draws to a close, it’s common to find students, faculty, and staff feeling a bit emotionally drained. Remember, it’s not unique to this year—many of us have been here before. But what if we could end the year on a high note instead?
Successful organizations delve deep into the roots to appreciate the fruits of their labor. This reflection reveals a pivotal concept: transition traps. These hidden snares can hinder student performance and transform college from a transformative journey into a mere transaction.
How to Successfully Transition Students into College: From Traps to Triumph, provides real-life stories of educational communities that have escaped these traps, ensuring a vibrant end to the academic year.
Have you noticed signs of these transition traps? Let’s discuss more! I will host a webinar series on this topic during the summer. Leave a thoughtful comment on this topic and I’ll send you a free registration link. Stay tuned for more details. Let’s transform our academic experiences together! 🎓🚀
4 comments
Karen Paatan
I’ve just read your book and just presented your ideas to my co-workers in our Learning Commons! I can definitely identify many transition traps our students face and am now working on how to help them transition to triumph! I look forward to your webinar!
Karen Paatan
Academic Specialist
Trinity Western University
BC, Canada
Eileen Grodziak
You are so correct, direct instruction drops by 50% if not more. My perception was 50% increase in amount of unscheduled time. The direct instruction perspective is an angle that I had not considered. How am I working with students to address this reduction – good question! Thank you!
Kasandra Colwell
I have enjoyed all the materials of yours I have encountered so far, and I would love to learn more in a your webinar series so I can best be there for students as a Learning Specialist. One sign of these transition traps I’ve noticed now that I’ve seen two cohort of incoming Freshman in my role would be connected to the transition traps: complaining that their professor or professors are bad at teaching, yet also admitting they are not completing their readings (the other 50% of instruction).
Sue McGuire
I would love to hear others’ ideas and experiences. What are the common issues? What strategies do you introduce that seems to be working?
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