As summer turns to fall, it is time for first-year resident students to leave home and head to college. This life transition keenly impacts not only students but families who commonly experience a range of emotions — pride and joy; sadness and anxiety, as they anticipate leaving their student in the care of strangers. Intellectually, parents know they need to let go, but emotionally they want to hold on. They are committed to nurturing their student’s growth but cannot imagine anyone caring for their student as well as they do. The dichotomy is real, and painful, and can be overwhelming.
As a stepmother, and an aunt who supported family members through their college transition, I empathize. I remember the knot in my stomach and the unexpected welling of tears. As a retired student affairs professional who worked with first-year students at several colleges and universities, and who studied student transition, I offer the following insights about successful transitioning to college.
Making connections on campus is essential to student success
Students who attend their classes, introduce themselves to others, show up at campus programs and join a student organization accelerate their transition to college. Engaged students are more likely to have friends, understand how the campus works, and feel a sense of belonging. Being physically present on campus, including at night and on the weekends, especially during the first six weeks of the semester, is the best way for students to achieve connectedness. Conversely, although tempting for students to return to the comfort of their family home, doing so is limiting. Specifically, while the student is at home, students on campus are deepening friendships, “learning the ropes,” and creating memories — all critical to a successful transition.
Identifying a long-term goal, related to earning a degree, can motivate
Engaging in the academic work of college is what matters most, and students need to find ways to motivate themselves. Some successful students, with whom I have worked, connected their pursuit of a degree to a single post-graduation goal. Some of these self-identified goals were career related (become a nurse) while others were broader (buy an expensive car). These goals motivated the students to do well in school, and when faced with a decision (going to bars with friends or studying for a biology exam) the student looked to the motivator (a photo of a Ferrari on their bulletin board) and chose studying. This internal motivator seemed to be key for some students. Establishing their “why” (not their parents or professors “why”) is useful and motivating. For students interested in identifying their motivations and establishing a long-term goal, academic advisors and career counselors are invaluable campus resources.
Transitioning to college is a process of strategic engagement not an event
Many people believe the transition to college happens quickly, and if a new student is not settled by December of their first year, something is wrong, either with the college or the student. In my experience, the transition to college can be a multi-year process depending on the student, on the campus, and how intentionally the student engages with academic and student life resources. Campus websites describe specialized resources like an Academic Resource Center for tutoring and writing assistance (particularly helpful for students who had an IEP in high school), and Health, Wellness and Counseling Centers for physical and mental health. Residence Life has staff members on duty 24/7. Athletic and Recreation Centers provide outlets such as weight rooms, exercise classes, and intramurals. Student Activities Offices provide entertainment, involvement, and leadership opportunities. Financial Aid Offices advertise part-time campus jobs. Successful students engage with the services, activities, and opportunities most likely to support their needs, interests, and goals.
Recognizing a successful transition
There are many definitions of transitions, but one of my favorites was shared by a successful student. The student measured the successful transition to college as “knowing” and “being known.” “Students are knowing” if they possess the knowledge to navigate the campus (understanding the policies and procedures, the location of building, the names of key office and professionals etc.). “Students are known” — when they walk across campus, and a few people acknowledge them with a nod and/or a smile. Students have been some of my best teachers and I agree that “knowing” and “being known” are fine measures of a successful transition, and I would add, can be achieved by students through sustained effort, engagement, commitment, and support from the campus and the family.
Wishing all new students a successful college transition!
Patricia Rissmeyer, Ph.D., lives in Hadley.