OASIS Transition Program
Historically at the University of Florida, beyond the second year underrepresented and/or first generation college students have had lower grade point averages, retention rates, and graduation rates than other student groups. Enrollment and graduation figures reveal that the first two years are critical in determining the number and percentage of these students who will be retained and graduate. Based on observation and consultation with other academic support officials, the MRRC concludes that a big factor in how well students perform academically is their ability to stay focused on achieving academic excellence. The Office for Academic Support and Institutional Services (OASIS) supports underrepresented and/or first generation college students for this purpose, including but not limited to Hispanic Latino, African American, Native American and Asian American populations. An underrepresented population is considered any community within UF not fully represented by the freshman profile of the majority of admitted students. While this does not exclude non-African American or non-Hispanic Latino individuals, the two aforementioned groups have traditionally been the most heavily affected by the reported lower retention rates of underrepresented students at UF and consequently have historically been the most active participants in the OASIS Transition Programs.
In 1972, the Office for Academic Support and Institutional Services (OASIS) put into action its first Summer Transition Program, providing a successful environment for the fostering of students classified as underrepresented and/or first generation college students. At this point, there was no need for a Fall Transition Program, since the majority of targeted students were of summer admittance status to the University of Florida. Since then, OASIS progressed to the implementation in 1998 of one of the programs now identified as the OASIS Transition Program, which included Transition Programs held during the beginning of both Summer and Fall semesters. Accordingly, the retention rates for students not participating in these Transition Programs are as follows: by the end of their junior year the retention rates for African American non-participants was 64% in 2002, 67% in 2003, and 62% in 2004. By comparison, the retention rates for Hispanic-Latino students not participating in the Transition Program are as follows: by the end of their junior year was 54% in 2002, 68% in 2003, and 66% in 2004. Whereas the retention rates for all Transition Program participants by the end of their junior year was 77% in 2002, 94% in 2003, and 95% in 2004. This shows an astonishing improvement. OASIS will continue to provide the guidance and support needed to be successful at UF and in turn see an improvement in retention and graduation rates among all students, in turn showing significant improvement among Hispanic Latino and African American students.
The need for a program which prevents students from moving in the wrong direction thus becomes overwhelmingly apparent. The need for the existence of both the Summer and the Fall Transition Programs was recognized and funded by the University of Florida for the 1998-99 academic year, for outreach to all underrepresented and/or first generation college students. The origination of these programs was rewarded with an overwhelming response from underrepresented students, most notably African American, appreciative of the aforementioned services provided free of charge.
At this point, OASIS also began addressing a matter which is significant in the recruitment of Hispanic-Latino students into the program. Many of these students or their parents come from countries where they are not required to classify their ethnicity, only their race; therefore when faced with having to choose between being classified by race or ethnicity, many Latino students complete this information only indicating their race, and are unable to be identified by OASIS as underrepresented, consequentially missing out on the provided services. A complementary pair of Summer and Fall Transition Programs were established and approved for funding in Fall 2005 to further assist Hispanic-Latino students with their academic success; and the first cohort of students entered the program in August 2006.
The Transition Programs of 1998 and 2005 also included a follow-up phase. All participating colleges were asked to develop and implement academic support services to their first generation and/or underrepresented students throughout the year. Both phases resulted in highly positive feedback from participating students, faculty, and administrators. As a group, the participating students have performed exceedingly well and have adjusted appropriately to the University of Florida. Through the year 2007, these programs were proven highly successful in emphasizing academic excellence through camaraderie, positive group identification, and a number of activities that familiarize students with key personnel, offices, and other valuable resources at the University of Florida.
Conceptualized in 2008, and now continuing into the 2009-2010 school year, the OASIS Transition Programs are making new strides to further meet the needs of UF students, such as encouraging student awareness and participation between different diverse groups present on campus, as well as by increasing the amount of individual guidance provided to students throughout the Fall and Spring semesters.
The purpose of a two-day OASIS Transition and year-long OASIS Program is to:
- reach students in their earliest stage of student life
- help prepare them for combat against any negative influences that await them
- aid them in adjusting to the many challenges they will face
- assist them in achieving academic excellence and graduation with distinction.
- assure that all colleges provide academic support services for their first generation and/or underrepresented students
- monitor their academic progress
- provide faculty expertise in maneuvering through campus policies
- provide peer companionships for support throughout their UF career
The objective of this program is to produce a more psychologically, socially, politically, and, morally sound group within the student population. Through an effective year-long program of familiarization and initiation to the college environment, continual career-long advisement through specific support services, and thorough follow-up of students through counselors and advisors in their respective colleges, the goal for a higher standard of studentship will be attained.
Specifically, the Transition Program, along with the year-long OASIS Program, sets a goal of
- raising the number of underrepresented and/or first generation college students achieving grade point averages from 3.0 to 4.0 by 10%
- raising the retention rate after the four years by 10%, and
- raising the six year graduation rate of the cohort group by 10%
To date the OASIS students have met or are on target to meet these goals.
Our goal is to make the transition into college smoother for newly admitted students by introducing them to faculty and staff in various departments on campus and informing them of great resources on campus, such as:
- Reading and Writing Center
- Student Health Care Center
- Libraries
- Free Tutoring
- Free Counseling
Activities will be coordinated through OASIS and will consist of plenary presentations for general information and skills and break-out sessions with college representatives and support groups for instruction in critical tracking courses and computing laboratories. Procedures will include a number of workshops instilling or improving student skills in test taking, time management, coping skills in accordance with the academic environment, note taking, rapport building with faculty, library and other reference and multimedia skills, campus familiarization, academic commitment, self management, and in other relevant areas. In an effort to enhance retention rates, the OASIS Program will monitor student progress by placing academic holds on individuals whose GPA falls below a 2.0. By speaking with the student, we hope to learn what is affecting the student’s academic performance, so OASIS will ensure the student receives the help he or she needs.