How can the University 101 program better market their classroom experience to incoming first-year students?
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Issue: Incoming students must be better presented the benefits and logistics of University 101 enrollment prior to registration.
Background: The University 101 program here at South Carolina is an award winning first-year classroom experience to aid in the difficult transition from high school to college. In the classroom, students are encouraged to bond with their 18 classmates, taught to balance mental, physical, and social wellbeing, and given resources by two co-instructors who care about the success of each student.
During my time at Carolina, I was met with the rewarding experience of involving myself in the University 101 program. As my sophomore year came to a close, I applied and was offered a position as a peer leader in a University 101 classroom for the Fall of 2022. In the classroom, my co-instructor and I created a welcoming environment for first year students to discuss common issues, create community, and have personal resources to make the college transition easier. My time with the program grew to be a greater priority to me as I took EDLP 520, The Teacher as Manager, taught two more classes of University 101 in Fall of 2023, and accepted the position as Senior Peer Leader for the EDLP 520 class.
As a program our priority is to offer students a classroom experience unlike others. The goal is for students to foster friendships, feel heard, and get direct, immediate answers when questions arise about how to make the best use of their time here at Carolina. Due to a variety of reasons, the University 101 class is not mandatory for students and is sometimes not understood by students and parents before registration.
Importance of Issue: The university offers vital information to incoming students at admitted students weekend, orientation, and via email. While this information is shared, many students are not grasping the concept of what University 101 is and how it can aid in their success at Carolina. This missed opportunity has students asking the question of, “what is this class?” but not having direct resources to answer. The University benefits from having students take the class as it is directly linked to students persisting towards their second year of schooling. Students who take University 101 are more likely to say they have a faculty or staff member they know cares about their success. In addition to this, the program has been rumored to pay their peer leaders but at this point in time, they are unable to afford to pay all 300+ peer leaders.
Right now, while the student holds orientation for students each week, the University 101 program sends 2 faculty members and one student to table with them. Tabling includes sitting during the orientation fair and answering questions as students and parents approach.
From my position in the classroom, at the office, and at tabling events, I have had much feedback about the illusion that is U101. As an incoming student, there is very little to explain how the course is supposed to be impactful.
Goal: My goal is helping all potential students understand the difference of how having a community and using resources you are openly given can help with your entire college career.
Recommendation: Knowing what I have learned about the University 101 program and the experience of being a student here at University of South Carolina, I would like to implement a change in how students are given resources about what the University 101 class can offer them. In order to do this, I would like to execute a system that employs the peer leaders in the summer leading up to their teaching semester.
By allowing peer leaders the job, and incoming students the experience of talking with a potential co-instructor of their course, both incoming and current students will benefit. This will increase the likelihood that when a student has a question, it will be answered.
Implementation:
Step 1: I would talk to the University 101 office about their specific and relevant statistics on how they have stayed so impactful to the University’s community. I would discuss specifically what measures they are currently going to to get students to register and how as a team we can delegate to improve them.
Step 2: I then would propose the finances of the new opportunity for peer leaders. Because the job would take place over the summer, there would not be an employment of all 300+ peer leaders, just the few that want to take the extra time to share their knowledge with incoming students.
Step 3: Partnering with the school to send out admitted students pamphlets, including the opportunity to speak with peer leaders over the summer about any questions about the transition to college and how the U101 course can aid.
Step 4: The Peer Leaders would be able to sign up for slots during hours of operation over the summer as they wish. There would be two students “clocked in” for each hour Monday-Friday from 9am-3pm. During these hours they would be required to be logged in to the live chat as student questions pop up.
Step 5: I would then meet with and create a space on the school website underneath the “University 101 Program” for students to live chat with a peer leader for the upcoming semester. They would be directed to the site from their pamphlets. On the site they are able to look at frequently asked questions as well as start a live chat to get speaking with current peer leaders.
Step 6: The peer leaders who choose to sign up for the “job” over the summer, would fill out the correct paperwork to become employees of the university.
Step 7: Once students have completed their paperwork, they will attend a meeting organized by the University 101 staff to teach them how best to answer questions. Any question they cannot answer, they will be taught to redirect the students to a staff member who can answer the question when it is most convenient for them. Students would be taught that this is not just a job, but could be the deciding factor in what could guarantee an incoming student's success.
Step 8: Over the summer, as the orientation organization fair is going on, the University 101 table will have a QR code directly to the live chats. This is because while there are people readily available to answer questions, sometimes the students who need the most help are the ones who are scared to say something. Giving them an anonymous and digital way to communicate could be most beneficial for them. This live chat will be advertised at the table.
Step 9: I will measure my progress throughout the number of students or parents in attendance to these online chat sessions. While we cannot change peoples minds directly, a lot of students would not know what they expect from the class if not given the opportunity to have it explained in full to them.
Outcome: Now is an opportune moment to roll out the program as a truly personalized one-on-one initiative within the school. While there are alternative programs available, if space permits in the schedule, University 101 should be prioritized. This assertive approach is timely, particularly as social interaction among teenagers and young adults is on the decline globally
Following the initial year of implementation, I anticipate a surge in University 101 enrollments, directly correlating with the proportion of incoming students eligible to participate. My aim is to sustain this momentum with University 101 enrollment consistently exceeding 90% by the fall of 2026. Tracking the frequency of live chat usage and active communication with incoming students will provide valuable insights into the effectiveness of these initiatives.
It may take a year to refine the system's implementation, but by the second year, I foresee success in effectively marketing the program to students.
With increased enrollment, I hope to inspire others to participate, fostering a positive trickle-down effect through Peer Leadership and enhancing the overall first-year experience on campus.
Background: The University 101 program here at South Carolina is an award winning first-year classroom experience to aid in the difficult transition from high school to college. In the classroom, students are encouraged to bond with their 18 classmates, taught to balance mental, physical, and social wellbeing, and given resources by two co-instructors who care about the success of each student.
During my time at Carolina, I was met with the rewarding experience of involving myself in the University 101 program. As my sophomore year came to a close, I applied and was offered a position as a peer leader in a University 101 classroom for the Fall of 2022. In the classroom, my co-instructor and I created a welcoming environment for first year students to discuss common issues, create community, and have personal resources to make the college transition easier. My time with the program grew to be a greater priority to me as I took EDLP 520, The Teacher as Manager, taught two more classes of University 101 in Fall of 2023, and accepted the position as Senior Peer Leader for the EDLP 520 class.
As a program our priority is to offer students a classroom experience unlike others. The goal is for students to foster friendships, feel heard, and get direct, immediate answers when questions arise about how to make the best use of their time here at Carolina. Due to a variety of reasons, the University 101 class is not mandatory for students and is sometimes not understood by students and parents before registration.
Importance of Issue: The university offers vital information to incoming students at admitted students weekend, orientation, and via email. While this information is shared, many students are not grasping the concept of what University 101 is and how it can aid in their success at Carolina. This missed opportunity has students asking the question of, “what is this class?” but not having direct resources to answer. The University benefits from having students take the class as it is directly linked to students persisting towards their second year of schooling. Students who take University 101 are more likely to say they have a faculty or staff member they know cares about their success. In addition to this, the program has been rumored to pay their peer leaders but at this point in time, they are unable to afford to pay all 300+ peer leaders.
Right now, while the student holds orientation for students each week, the University 101 program sends 2 faculty members and one student to table with them. Tabling includes sitting during the orientation fair and answering questions as students and parents approach.
From my position in the classroom, at the office, and at tabling events, I have had much feedback about the illusion that is U101. As an incoming student, there is very little to explain how the course is supposed to be impactful.
Goal: My goal is helping all potential students understand the difference of how having a community and using resources you are openly given can help with your entire college career.
Recommendation: Knowing what I have learned about the University 101 program and the experience of being a student here at University of South Carolina, I would like to implement a change in how students are given resources about what the University 101 class can offer them. In order to do this, I would like to execute a system that employs the peer leaders in the summer leading up to their teaching semester.
By allowing peer leaders the job, and incoming students the experience of talking with a potential co-instructor of their course, both incoming and current students will benefit. This will increase the likelihood that when a student has a question, it will be answered.
Implementation:
Step 1: I would talk to the University 101 office about their specific and relevant statistics on how they have stayed so impactful to the University’s community. I would discuss specifically what measures they are currently going to to get students to register and how as a team we can delegate to improve them.
Step 2: I then would propose the finances of the new opportunity for peer leaders. Because the job would take place over the summer, there would not be an employment of all 300+ peer leaders, just the few that want to take the extra time to share their knowledge with incoming students.
Step 3: Partnering with the school to send out admitted students pamphlets, including the opportunity to speak with peer leaders over the summer about any questions about the transition to college and how the U101 course can aid.
Step 4: The Peer Leaders would be able to sign up for slots during hours of operation over the summer as they wish. There would be two students “clocked in” for each hour Monday-Friday from 9am-3pm. During these hours they would be required to be logged in to the live chat as student questions pop up.
Step 5: I would then meet with and create a space on the school website underneath the “University 101 Program” for students to live chat with a peer leader for the upcoming semester. They would be directed to the site from their pamphlets. On the site they are able to look at frequently asked questions as well as start a live chat to get speaking with current peer leaders.
Step 6: The peer leaders who choose to sign up for the “job” over the summer, would fill out the correct paperwork to become employees of the university.
Step 7: Once students have completed their paperwork, they will attend a meeting organized by the University 101 staff to teach them how best to answer questions. Any question they cannot answer, they will be taught to redirect the students to a staff member who can answer the question when it is most convenient for them. Students would be taught that this is not just a job, but could be the deciding factor in what could guarantee an incoming student's success.
Step 8: Over the summer, as the orientation organization fair is going on, the University 101 table will have a QR code directly to the live chats. This is because while there are people readily available to answer questions, sometimes the students who need the most help are the ones who are scared to say something. Giving them an anonymous and digital way to communicate could be most beneficial for them. This live chat will be advertised at the table.
Step 9: I will measure my progress throughout the number of students or parents in attendance to these online chat sessions. While we cannot change peoples minds directly, a lot of students would not know what they expect from the class if not given the opportunity to have it explained in full to them.
Outcome: Now is an opportune moment to roll out the program as a truly personalized one-on-one initiative within the school. While there are alternative programs available, if space permits in the schedule, University 101 should be prioritized. This assertive approach is timely, particularly as social interaction among teenagers and young adults is on the decline globally
Following the initial year of implementation, I anticipate a surge in University 101 enrollments, directly correlating with the proportion of incoming students eligible to participate. My aim is to sustain this momentum with University 101 enrollment consistently exceeding 90% by the fall of 2026. Tracking the frequency of live chat usage and active communication with incoming students will provide valuable insights into the effectiveness of these initiatives.
It may take a year to refine the system's implementation, but by the second year, I foresee success in effectively marketing the program to students.
With increased enrollment, I hope to inspire others to participate, fostering a positive trickle-down effect through Peer Leadership and enhancing the overall first-year experience on campus.
