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Springboard

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Wildcat Way Forward

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The Drive-In

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Incorporates current SECD offerings & campus partners

Can be done over radio with projector (drive-in style) or Zoom but computer allows for handouts & interactive/reflective activities.

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UA Core Values informs design of program options

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UA Core Values informs design of program options

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Students could take a quick self-assessment to best determine which track they would choose.

Not sure how/what clearly differentiates each track.
Tracks could be 7.5 weeks? So students could take their top 4 in 1 AY

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Students are paired with a peer coach; meetings scheduled regularly via ZOOM to check-in, discuss progress, troubleshoot

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Small Goals, Big Results (LifeLab Activity)

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Small Goals, Big Results (LifeLab Activity)

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Each program ‘track’ includes a suite of complimentary credentials from existing UA offerings.

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3 tracks - Your Gap Year - Filling It In. This would propose a gap year as a guided exploration to plan for school. Could credits be given towards a plan for CTE completers (completers have completed a program of study, 1-3 courses in a given path) from high school work. Making My Plan - for students who know what they want in terms of major/career, Still Not Sure for students who know they want to enroll but would like a guided experience of exploration, Reset & Go for returning students wanting support.
DYS has already been an option, but there still may be opportunity to adapt.

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Students enroll in an "On My Own" experience if they haven't chosen a major/college and need help with exploration/planning "With My College" experiences customized for college cohorts. Students could be put in cohorts to create a community to interact with.

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SECD Resources
BTS
BlueChip
DTC
Other experiences yet to be named. I was thinking about co-op education and not sure that exists at the U of A. It would be similar to internship experience, but I don't think internships are as structured with work plans, competencies, etc. Don't know how this would look, but just thought I'd throw it out there.

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Students are placed into a cohort for the duration of the experience.

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Wilbur horn honk wave & "in-person" without contact

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Focus on local draw based on projected trend

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Focus on local draw based on projected trend

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Asking people to rate & suggest other topics for the future.

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(for work, family support, part time academics, etc.)

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Supplement whatever they are doing for the semester or full year (already developed series of two 7.5 week classes and 1 semester long capstone- for credit), can be completed in any location and has opportunities for interaction with other students

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Student either returns to campus or continues online studies with online class experience, professional development, and opportunities for building community and meeting other students

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Students would enroll into a certain amount of courses (not sure of the #) and they would receive an additional 1 credit experience course at no additional cost.

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Student will have a personalized experience in selecting what their 1 credit course will look like from an array of different options provided by SECD and partners?

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Select from a combination of programs and or exploratory tasks. For example- a virtual internship includes- 1. Informational interview 2. Complete a build the skill (possibly one that includes informational interviews) 3. Leadership endorsement. Could also consider employer involvement here.

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Student completes an experience that helps/supports future goals.

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This could be a peer coach, Blue Chip team leader or student engagement peer depending on track selected.

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Assigned Contact within Office of Scholarships & Financial Aid/Defer Aid Package

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Assigned Contact within Office of Scholarships & Financial Aid/Defer Aid Package

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This contact would help make the financial aid process more transparent. Students who participate could defer their FTFY aid package to the Spring semester.

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This would help them understand how to stay academically on track to graduate in as close to four years as possible. It could also be a recruitment opportunity to connect with a desired college or the “A” Center if still exploring.

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This would begin at time interest is expressed and continue throughout the program. It could serve as a space for a digital orientation as well as a community of peers seeking the same experience to normalize and validate their choice to participate (similar to "Class of 2024 social media pages). Could also feature current college student stories highlighting benefits of attending Arizona.

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2 "Soft Start" Tracks: Exploration & College (or Major) Cohorts

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2 "Soft Start" Tracks: Exploration & College (or Major) Cohorts

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Half-time enrollment (6+ units) needed for some federal and need-based aid packages.

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Students who struggle with writing or math may be hardest hit by breaks in their education from school closures. Keeping or enhancing these skills is key to academic success and retention.

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Blue Chip FYE components would be embedded in both tracks. For students on exploratory track, they would take DYL to create a plan for continued exploration. For students who already have a major selected (or narrowed down to one college), they would have a skill-building experience that supports their academic or professional interests.

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A professional mentor from either the UA campus community (to help exploratory students connect) or from industry (to help them further solidify their professional interests and make Tucson-based community connections)

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1 Campus (from Menu) or College Connection 

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1 Campus (from Menu) or College Connection 

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This will help students connect to the broader UA community. Institutional research supports secondary connections from transition programs can help students connected to needed resources in a timely way that enhances academic success and retention even when they do struggle.

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This might either be a service learning project through Blue Chip FYE or a Job Shadow or Certification Program depending on track selected. Ideally this would support a student's physical transition to the UA campus. Could be part of a day-long experience that offers other UA perks such as campus tours, field days, lunch with UA orgs, etc.

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Option to Pay for Program or Program + Credit

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Option to Pay for Program or Program + Credit

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Similar to the MOOC model, students could either elect to pay for earned credit or to simply pay for the program fee at the end. [This does have implications for the financial aid they receive as no-credit equals no federal financial aid]. Still, if a student struggles to adapt to the online environment, they could avoid beginning their full-time campus experience with a low GPA or academic probation.

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Wildcat 4 Life End-of-Program Celebration

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Wildcat 4 Life End-of-Program Celebration

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An opportunity to celebrate with family and friends and to welcome them to their full-time experience at UA. This could potential mirror missed celebrations such as convocation or welcome week. Could also feature other campus organizations to help them connect once they come to campus physically in the Spring.

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Students connect with a peer cohort to create a meaningful Wildcat Community.

Students connect with a peer mentor who checks in with them frequently about progress, goals, and life.

Students connect 1x/session with a Faculty or Staff mentor who can help answer questions related to the student's goal.

Students connect 1x/session with an employer or alumni mentor who is in a field the students is interested in exploring.

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Student creates an academic or professional goal that they are hoping to accomplish during the session.

Student is recommended a personalized track that could include DYL, Leadership, BTS, DYS content to complete.

Upon completion, student is recognized with a certificate of completion which could earn them some sort of perk/incentive (financial, early enrollment, etc.)

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Students participate in a synchronous experience that helps them connect with others, the campus, and meaningful content. Examples could include: a mini DTC; a leadership symposium; a diversity/inclusion summit.

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Could be a non-profit, a campus department or particular faculty member, an employer etc.

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A cohort of other students working on the same project

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A cohort of other students working on the same project

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Even if solutions are proposed in an individualizeway, students will know they're not alone

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Students could elect to earn credits, maybe paying the balance between the cost to enroll and the cost to convert to credit only after they've completed successfully like ASU's EdX model. The catlog of options could be MOOC-like Gen Eds OR Fast Track-like courses in particular digital or job skills OR Build the Skill, DYL/DYS, Blue Chip for different audiences and needs.

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We could group local students together in cohorts, so they could work in person if it becomes safe to do so. And chunk content in 6-7.5 week blocks so that any choice made is temporary and can flex as the situation changes.

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Provides support and engagement with UA community. It would start at or before orientation and help guide these students through the first year.

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Provides support and engagement with UA community. It would start at or before orientation and help guide these students through the first year.

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If this program needs to have a fee attached to it make it a one time fee so that students are more likely to participate. 

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If this program needs to have a fee attached to it make it a one time fee so that students are more likely to participate. 

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A student who participates would have a peer mentor from blue chip or one of the other SECD students. 

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A student who participates would have a peer mentor from blue chip or one of the other SECD students. 

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The peer mentors would help them set goals that have to do with school and their career. It would also be an immediate friend on the U of A campus who has experience going to advisers and dealing with registering for classes.

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The peer mentors would help them set goals that have to do with school and their career. It would also be an immediate friend on the U of A campus who has experience going to advisers and dealing with registering for classes.

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Using a dream board or goal board that is on D2L or other online platform makes it visual and more tangible. Along with this platform the program would hold workshops  and social gatherings to help students make connections and friends. 

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Using a dream board or goal board that is on D2L or other online platform makes it visual and more tangible. Along with this platform the program would hold workshops  and social gatherings to help students make connections and friends. 

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This program is meant to last for the first year or so but could be continued if needed. 

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This program is meant to last for the first year or so but could be continued if needed. 

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Using Flipgrid or other tools to create community online, asychronously

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Participants have access to a peer to ask questions and build a relationship

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Through out the time the peer mentors would help the students achieve their goals that they wrote initially giving them a sense of accomplishment and the ability to continue through college. 

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Through out the time the peer mentors would help the students achieve their goals that they wrote initially giving them a sense of accomplishment and the ability to continue through college. 

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Passive content illustrates successes and experiences of current students.

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Value is clearly articulated throughout the experience

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Capturing contact info of the family upon registration and customizing updates for that audience throughout the experience.

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The participant has options and means to make an informed decision about which option is best for them.

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Students apply the concepts they are learning about in the curricula to the day-to-day scenarios they face in their jobs/gap-year experiences. Turning this into credit-bearing work.

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Heavy emphasis on peer connections/coaching

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Heavy emphasis on peer connections/coaching

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Leveraging and re-combining existing SECD content

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Leveraging and re-combining existing SECD content

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that works for students and institution

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Different tracks based on student interest

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Different tracks based on student interest

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With all our HMWs I thought the sketches might have focused on the $ more

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With all our HMWs I thought the sketches might have focused on the $ more

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Multiple people  mentioned the option to choose to conver to credit later

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Multiple people  mentioned the option to choose to conver to credit later

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Peer mentors and accesses to university mentors. 

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Peer mentors and accesses to university mentors. 

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Ways to physically bring students back to campus

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Ways to physically bring students back to campus

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Synchronous vs. Asynchronous and in what ratios?

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Synchronous vs. Asynchronous and in what ratios?

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Assumption: User choice + flexibility important

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Assumption: User choice + flexibility important

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Is this what first years need?

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Balance between structure + flexibility 

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Balance between structure + flexibility 