WEEK 1: YOUR TRANSITION TO COLLEGE PAGE 1 OF 1

Foundations of Success Read the following statements and rate yourself as you currently are (not as you would like to be) with respect to your transition and your adjustment to college. For you to learn the most about yourself, it is important to be honest in your responses. Answer YES if the statement is generally true for you, and NO if it is not. Y
1. 2. 3. 4. 5. 6. 7. I have made new friends on my team and in my classes. I have read the undergraduate student handbook. My family is supportive of my attending college and pursuing athletics. I have reviewed my course syllabi and know what is expected of me in each class. I have gotten involved in school activities other than my sport. I know where important student services, such as the library, computer labs, and counseling center, are located on campus. Whenever possible, I use the skills I have developed in sports, such as being able to concentrate under pressure and motivate myself to work hard, to be successful in school. I have walked around campus to become familiar with where everything is located. I see attending school and competing in athletics as an exciting challenge.

N

8. 9.

10. I have made an effort to meet and get to know my instructors. 11. I get help from my friends and classmates for personal or academic problems I may be having. 12. To help me be successful in all areas of my life, I set and follow through on goals. 13. I am financially responsible- I spend within my budget, I pay my bills in full when they are due, and I try to save some money each month. 14. I am able to keep myself motivated toward and focused on my goals. 15. I choose study strategies that are appropriate for the situation and consistent with my learning styles.

WEEK 1: YOUR TRANSITION TO COLLEGE PAGE 2 OF 2

Words to Live By: What Senior Student-Athletes Say About Making It in College Dont let your sport interfere too much with your studies. Talk with your coach if there is a conflict. Get off to a good start academically: earn good grades your first semester or quarter. It is hard to raise your GPA when you are a junior or a senior. Get to practice early. Attend all your classes, even the ones at 8:00 AM Develop effective academic skills, such as taking effective notes; these will help you in all your classes. Always turn in your work on time. Dont put things off! Dont let socializing or relationships interfere with your studies; always remember why you are in school. Be interested in your classes; ask questions in class, sit in the front and center, read your assignments in advance. Make consistent progress toward your degree. Dont put off your hardest classes until your senior year. As in sports, never give up. Rise to the challenges you face in your classes. Be positive about all your classes, even the boring ones. Be positive about practices, even when you are about physically exhausted. Learn how to communicate effectively, both verbally and in writing. Be open to learning about yourself. Set goals, both in classes and in sports, and always try to attain them. Think about what you are learning, be inquisitive, ask questions. Dont just accept what you are told. Learn to manage and use your time effectively. Get the most out of every day. Be responsible with your money. Learn that you are responsible for your education and your success in sports. Make the necessary effort to be at your best. Get to know people, such as faculty or students, who are outside the athletic department. As you probably have noticed, this book is designed to increase your chances of living by these ideas. Each chapter addresses one or more of the areas described by these senior student athletes and, if you follow the strategies and ideas outlines above, should help you be successful in school, sports, and life.

WEEK 1: YOUR TRANSITION TO COLLEGE PAGE 3 OF 3

Academic Attendance and Expectations A typical course of study here at Willamette includes four credits per semester. A student may register for up to 4.5 credits without extra charge and is considered a full time student if registered for a minimum of 3.0 credits. Students are considered to be in good standing relative to their academic achievement if they maintain a cumulative grade point average of at least 2.00 (C), and a grade point average in their declared major of at least 2.00 (C ). Courses completed in fulfillment of the General Education requirements must be completed with a minimum grade of C-. Academic dishonesty, general plagiarism or cheating, is considered to be serious and may constitute grounds for dismissal. Instructors set specific attendance standards for their classes, but irregular attendance may be reflected in grades earned. Missed Classes for Illness There are occasions when a student feels too ill to attend class. If it is a malady that extends beyond one day, students are advised to visit the Bishop Wellness Center for diagnosis and treatment. If they recommend further bed rest, one of the staff will provide an excuse if requested. It is also a courtesy but not a necessity to leave a voice mail with the professor that you will not be in attendance that day due to illness. Dropping and/or Failing a Class If a student misses too many classes and grades indicate there could be a potential failure, it is better to drop the class than to have a failing grade on the transcript. The official day to drop a class is printed in the Course Schedule and the Student Handbook. However, if it is beyond the official drop date and there has been ongoing documented medical care, students may request consideration for a drop after the official date. Students may also drop before the official date if they are simply struggling in a particular class or are overwhelmed. Before dropping, students should consult with their professor, academic advisor, and either Counseling or Learning Services. The Registrar's Office is the place to drop a class. It is important that drops are reviewed with the Academic Advisor and/or Registrar's Office as too many may delay the graduation date. Student-Athletes and NCAA Rules Student-athletes must maintain a minimum full-time load in order to be eligible to practice or compete. If you are going to drop a class, make sure that your first add a class so that you are never dropping below a full-time load (at least 3 credits).

WEEK 1: YOUR TRANSITION TO COLLEGE PAGE 4 OF 4

ABOUT ACADEMIC ADVISING

The Mission and Significance of Academic Advising The mission of academic advising programs is to assist you in making a successful transition to academic life, facilitate the establishment of your place in the university as learning community, and to assist in your formation as individual responsible for your own learning. As such, our academic advising programs uphold Willamettes mission as institution of higher learning, in particular its commitment to education as lifelong process of discovery, delight, and growth, the hallmark of a humane life. Academic advising as practice focuses on developing an academic vision, and carefully planning and organizing your academic career. Whats more, good academic advising can help you achieve your educational goals by helping you explore a major, take advantage of such programs as study abroad, student awards, academic support, internship opportunities, fulfilling graduation requirements, and preparing for the transition to continuing study or professional life. Consequently, strong academic advising is one of the most important relationships you will develop throughout your time at Willamette. The benefits of good academic advising however do not lie only with guidance about programs and policies. Good academic advising is instrumental in helping you develop into an autonomous learner, and in meeting the challenges and demands that generally come with the varying needs and expectations of our academic community. Since advising needs vary as you move through your program, a good advising relationship is instrumental in tailoring your individual experience at Willamette. What are my responsibilities as academic advisor? As advisor I prepare extensively for academic advising, and will help you explore courses of study, general education and institutional requirements, availability of resources, policies and procedures, co-curricular activities, and other special programs. As academic advisor I also provide specialized knowledge of my discipline, and am familiar with institutional support services, policies, and procedures in order to make whatever appropriate referrals you may need. Part of my responsibilities are to help you organize each terms program of courses, develop a comprehensive educational plan, explain core and departmental requirements, provide signatures for enrollment changes, monitor your academic progress, refer you to academic support services as necessary, and facilitate your wise use of university resources. I will keep all information regarding academic advising sessions confidential, and ideally will serve as mentor and role model. Since most advisors and advisees develop close relationships over an extended period of time, academic advisors often are good sources for letters of recommendation, or serving as internship directors.

WEEK 1: YOUR TRANSITION TO COLLEGE PAGE 5 OF 5

Please keep in mind that as advisor my role is not limited only to helping you choose classes for the next term. Feel free to come talk about your classes, learning process, study habits, difficulties, challenges, and more. A good advisor helps students develop not just competence but confidence, establishing identity, and developing purpose and learning autonomy. My goal is not just to be an excellent academic advisor, but also mentor and friend. What are your responsibilities as advisee? Your role as advisee is rather straightforward: take responsibility for your learning, and your emerging life as responsible campus citizen. In order to fulfill those tasks you must take the initiative to seek advising, and develop a close relationship with your advisor(s). Perhaps more importantly, you ought to remain open-minded about your academic advisors recommendations and suggestions, especially as they may pertain to taking action to improve academic performance. Much of your responsibility lies in coming to the advising session prepared with needed documentation, questions, concerns, and willingness to explore possibilities. You need to take responsibility for keeping clear records of academic activities (documentation, materials), and for developing familiarity with institutional policies and procedures regarding educational opportunities. How should you prepare for a meeting with your advisor? Come ready to take responsibility for making decisions about your educational goals and course of study. It might also help to establish a clear agenda for the session with your advisor ahead of time. Make sure you obtain all needed paperwork, and have filled out anything that is required. Above all, remember that advisors are human beings with busy lives, liable to make mistakes, but with your best interests at heart. We want you to have the best experience at Willamette, and to that end, we work hard to make this an excellent academic community. Remember also that although academic advisors work hard at facilitating the advisees academic experience, and serving as mentors and role models, they cannot make decisions for you, cannot change university policy, and cannot serve as personal counselors (but ought to be ready to make appropriate referrals). Think of your relationship with your advisor as a partnership (a collaboration). Establishing a meaningful advising relationship is of paramount importance to me, to our community, and I hope to you as well.

WEEK 1: YOUR TRANSITION TO COLLEGE PAGE 6 OF 6

Communication With Faculty: Professors are People First

Living to a person's optimum cannot occur without effective communication whether it is with a parent(s), sibling, friend, roommate, authority figure such as professor or supervisor, or with a spouse/significant other. Rules of courtesy and etiquette apply whether it is a peer or a professor. In a campus community the size of Willamette, there is opportunity for greater communication between faculty and student; staff and student. In fact, the congeniality of such a campus may have been one of the deciding factors in your choosing Willamette. Considering that the college experience is that final stage of preparation before the step off into life, understanding and practicing these tips will be invaluable. 1. Talking with a professor is no different from talking with any other person; respect all people as though they are the most important person in your life. A sign of respect is preparation and attention so write down why you want to meet with your professor. 2. Be sincere in your interactions. Jocularity has its time and place but needs to be considered carefully. If you are nervous, write down what you want to say. 3. Discussions are a two-way communication; listening to others is as important as expressing your thoughts. 4. Learn to discuss points of differences with assertiveness, not aggressiveness; avoid arguing. If specific important points are made, write them down. 5. Give the other person the option of disagreeing with you. Be open to their viewpoints. 6. Make periodic appointments (and keep them) to touch base with your professor. Eventually, you will no longer have problems approaching your professor.

WEEK 1: YOUR TRANSITION TO COLLEGE PAGE 7 OF 7

Notes and Reflection Use this blank page for reflecting upon the weeks activities, your academic work, your athletics participation and anything else that will be useful for you to remember, think about or talk about with your coach. Note positive experiences and outcomes as well as things that may have been difficult, frustrating or confusing. Reflection is a strong learning tool that will help you maximize your experience.

Things that Id like to discuss with my coach at our next Accountability meeting:
     

WEEK 1: YOUR TRANSITION TO COLLEGE PAGE 8 OF 8

Coach and Scholar-Athlete Accountability Meeting Week #1

NAME: Area of Focus: Transition to college Task: Complete the Foundations of Success Assessment AREA
1. 2. 3. 4. 5. 6. 7. 8. 9. Was this weeks Area of Focus task completed? Was a time planning sheet maintained this week? How many hours were spent studying or completing class assignments? Were any classes missed? Reason(s)? Review upcoming tests, papers, assignments and due dates. Have upcoming tests or assignments been recorded in time planning sheet? Attended Library Resources meeting? Sleep patterns, concentration and general health. Finances, work study or other job.
YES
NO

YES
NO
YES
NO


YES
NO
YES
NO

DATE OF MEETING:

EXPLANATION / FOLLOW UP

Other notes or discussion (including referrals, suggestions or specific goals for next week):

Other discussion items: 1. What did you expect academically, athletically and socially in college? How do your current experiences compare with your expectations? 2. Describe the thoughts and feelings you had during your first full day of classes. How do you feel now? 3. Overall, what do you like and dislike about your school and your athletic team? Describe any friendships you have made since your started school. How satisfying have these been? 4. What are three of the most important things your instructors and advisors should know about you? What should your coach(es) know about you?

5. Are you clear about next weeks Game Plan assignment?

Athlete Signature: Coach Signature: