Spring-Semester Transitions for First-Year Students
Spring semester is an opportunity for students to start fresh — setting new goals academically and socially, seeking out advising to better understand their long-term career goals, and beginning to plan for summer. These spring-semester transitions can seem daunting, but here are some helpful hints to coach your student through the last stretch of the academic year.
As your student continues to mature and evolve into an adult, keep listening, encouraging, and coaching. If your student struggled with academics during fall semester, encourage him or her to access campus resources. House Fellows, in-hall tutors, study groups, and tutoring services such as the Greater University Tutoring Service (GUTS) are all excellent resources that are easy to access. It is also helpful for students to assess the strategies they used during the first semester, evaluate what worked, and determine which areas they can improve upon this semester.
Empower your student to take advantage of the confidence that he or she has gained from the first semester. Encourage your student to get to know his or her teaching assistants and professors and to take advantage of office hours. If your student had trouble finding a social niche last fall, encourage him or her to continue reaching out and making friends in classes or in the residence hall, join a student organization, or participate in recreational sports.
Many students begin to consider a major at this point. Keep in mind that only a few academic areas require a student to declare a major during freshman year to finish in four years. Many students change their minds and their majors at least once; your student may still be undecided or will want to change direction. Cross-College Advising Service offers a wealth of useful information for students who are undecided or considering changing majors.
Parents play an important role in helping students to explore options. Wren Singer, director of undergraduate advising, suggests asking these particular questions: “What classes do you like? What are you good at? What out-of-class learning experiences might give you an idea about an interesting major?” Asking these questions can help your student identify next steps.
In March, students will receive an e-mail that includes the earliest appointment times for summer and fall enrollment. Encourage your student to plan ahead and make an appointment with an academic advisor to discuss course selection well before his or her assigned enrollment time. Even though some students are not required to see an advisor to register, it is always helpful to consult with advisors — either through group advising sessions or a one-on-one meeting — when making course decisions. Parents are discouraged from contacting advisors and actively selecting courses for their students.
It’s not too early to start asking your student about plans for the summer: will he or she return home, get a job or internship, or stay in Madison to take classes? These questions will help your student plan ahead and consider different options, and can influence your own summer planning, too.
Perhaps one of the most important things parents can do is help their student recognize the advantages of a new beginning. Learning from the first semester, utilizing resources, and setting goals all help create a successful spring semester.