By Gao Na Yang
For the first eight weeks of first semester, freshman secondary education major Edgar Brambila-Perez attended the mandatory freshmen workshop that held him until 8 p.m. Wednesday nights.
During those nights, he would tumble home after 10 p.m., since public transportation was his only means of commuting to and from campus.
"After 12 years of education, you'd think that we've already been instilled with study habits and life choices," Brambila-Perez said. "Yet, that was much of what we talked about."
There was a minor issue for Brambila-Perez, but he still felt that the workshop was valuable.
"Other than time, there's nothing to dislike," Brambila-Perez said. "I'm glad that this program was included and that they allowed other students to lead, since they are the ones with modern personal experience."
Brambila-Perez was one of 816 students who had Freshmen Workshop either from 6:10 p.m. to 7 p.m. or 7:10 p.m. to 8 p.m.
Freshmen were divided into small groups within a major, so that students in their home-base group would be familiar faces in other classes.
As stated in the first-year workshop syllabus, the purpose of the course is to provide all UP first-year students with a basis for developing the skills needed for academic success in higher education.
Freshmen workshop was initially available for students in the College of Arts and Sciences, but was made available to all majors at UP five years ago, according to Brenda Greiner, director of Shepard Freshmen Resource Center.
The need to address issues that students will experience during their first year in the first semester served as a catalyst for establishing the workshops, Greiner explained.
"Without the workshops, there would be no immediate accessibility to upperclassmen if freshmen needed to address concerns," she said. "Workshop leaders have been through the ropes so they can relate."
Senior psychology and theology major Alyssa Zemanek has been a workshop leader for three consecutive years for nursing, biology and chemistry students and was the coordinator of freshmen workshop leaders this year.
"Freshman year can be overwhelming," Zemanek said. "I enjoy being able to help the freshmen adjust and come to view UP as their home."
There are many ways that students can benefit from the workshop, Zemanek added.
While some freshmen were familiar with various lesson plans such as public transportation around Portland, study skills and how to effectively and efficiently read a textbook, others required more guidance.
"The workshop reaches out to students of all levels of preparedness," Zemanek said. "It provides them with information they can all use during their first year."
Despite the groans of protests, students have responded well.
As a veteran workshop leader, junior Tyler O'Loughlin has picked up on the change in students' reaction from the first to last class.
"It's really a good feeling to see the change where a class turns from a burden, since it's mandatory, to something that is fun and you look forward to," said O'Loughlin.
Freshmen workshops stress academics, but the program also emphasizes the process of easing a freshman's transition into a new environment. Students learn about networking, making friends, building a community and experiencing the culture of UP.
Native Hawaiian freshman Krysten Kawamata entered the UP culture and community without much knowledge of the ropes.
The transportation lesson was enjoyable and registration was a valuable lesson in helping Kawamata stand on her feet in the college scene.
"It made the transition into college easier," Kawamata said. "Plus, we had a lot of one-on-one time, so that all our questions could be addressed."
The only downside to workshop was the evening class time, Kawamata added.
Although time seems to be an inconvenience for many students like commuter Brambila-Perez and Mehling resident Kawamata, they still consider the workshop as a valuable experience, especially socially.
"I never really dreaded workshop," Kawamata said. "It was like hanging out with friends."
This year drew in a big class, so the importance of retention in the freshmen class was an important factor to consider.
According to institutional research on UP's Web site, retention rates for freshmen from 2003 to 2008 averaged 85.7 percent.
Although there are no specific data that can claim that the freshmen workshops have generated an increase in freshmen retention rates, Greiner believes that the program provided a significant contribution.
"Some issues of retention are connection and creating relationships," she said. "This is certainly a program that can do that, since common majors and classes can make up social bonds."
O'Loughlin was an advocate of increasing retention rates with the program.
"As a leader, it's my goal to make my students feel comfortable enough on campus that they want to stay," O'Loughlin said. "Whether it's teaching them about resources or simply creating an environment where they can make friends, I want them to have a good experience at UP."
Every year, the team strives to make the lessons more relevant and cater to the students' needs.
In order to maintain an interesting and engaging environment for the students, Greiner incorporates leaders' feedback, which is collected through a personal interview, as well as the feedback and evaluations of the workshop from students.
"Leaders have the autonomy to take the lessons and address their groups' needs as they see fit," Greiner said. "I expect that they do that with their classes."
Statistics from evaluations and follow-up surveys regarding workshop indicate that the freshmen workshop in 2008 was an overall positive experience for students.
On a scale of 1 to 3, 3 being very critical, the workshop scored an average of 2.12 regarding how critical the experience was to the success in their first semester.
Moreover, on a scale of 1 to 4, 4 being valuable, the workshop scored a 3.21 in terms of students' perception of the workshop's value.
Even more importantly, students responded positively when asked if they would recommend the workshop to others.
On a scale of 1 to 4, 4 being yes, the question received an average of 3.62, suggesting that most students felt that others could benefit from the workshop.
Statistics indicated that from 2006 to 2008, the most beneficial lessons covered registration and campus resources.
Students found freshmen workshop effective because it served as a foundation for students' first year, as well as their future at UP.
"They didn't have to go out of their way to help us settle in, but they did," Kawamata said. "It's good that they devoted a class to this."
