Hartwick’s commitment to helping with your transition to college extends beyond Welcome Weekend.
CSS staff is focused on supporting your transition and acclimation to your new home away from home.
Hartwick’s First-Year Experience includes:
- New Student Read Program – a common read experience for all new students
- ‘Wick 101 – a transition course co-instructed by professional staff in the Center for Student Success and upper-class peer leaders
- First Year Seminar Course – specialized seminar topics taught by faculty in small group setting
- Four- and seven-week grade reports – progress reports that help students gauge how they are doing in each class
’Wick 101 Transition Course
’Wick 101 is an integral, required, one-credit-bearing component of the First-Year Experience. The class meets once a week and is led by a professional staff member and upper-class peer leaders.
Designed to increase success in college, ’Wick 101’s overall goal is to facilitate a smooth transition and adjustment to college life by, connecting students with their new community and introducing resources, services, and academic and personal success strategies.
Themes from the New Student Read text, Designing Your Life, by Bill Burnett and Dave Evans, are incorporated into class discussions, activities and assignments. The goal of the course is to help students to position themselves to make the most of their college experience, while exploring opportunities, reflecting on their experiences, and learning more about their strengths, interests, and options.
Four-week and seven-week grade reports
Hartwick professors issue estimated “grades” to students twice during the semester to help them get a sense of where they stand academically in each class. Estimated grades are posted in WebAdvisor at the four-week and seven-week marks in both the fall and spring terms.
New students who show signs of struggling in the fall term (as indicated by these four- and seven-week grades) are required to meet with their ’Wick 101 instructor for to discuss study and time management strategies.
This early intervention allows new students to identify patterns that may be contributing to academic struggles, as well as ways to improve their grades and performance in particular classes.