The College Transition: a Watauga Perspective

Photo by Joshua Hoehne on Unsplash 

Hear from Watauga counselors, university faculty, current seniors, and recent Watauga alumni in an analysis of what a successful college transition looks like, beginning with the introductory article below. Then, navigate to other pages using the menu in the top left corner of the site.

High school seniors headed to college after graduation look towards the transition with a variety of emotions: eagerness, anxiety, relief, apprehension, and—most often—a combination of too many to count. Although it is nearly impossible to fully prepare for the switch to an entirely new phase of life, knowing what to expect and the resources that await students at the high school and university levels can help ease the tension of the unknown. 

The Watauga High school counseling team offered advice to both graduating and returning students in order to inform the student body of what is happening at the school and county levels to prepare them for their postsecondary steps.

“A goal of our department is just accessibility,” said Shannon Burroughs, Watauga High School Graduation Coach. “We are truly like the customer service department of this high school that can really help facilitate a lot of students’ needs, whatever that might be.”

The counselors emphasized that the most important things students can do to open the doors to postsecondary support from Watauga is to reach out: set up meetings and ask questions. 

“You just have to ask us,” said Laura Turner, one of our caseload counselors. “It doesn't even have to be super specific questions, it can just be, ‘I have no idea where to start with “x,”’ and we'll help you get there.”

The counselors also addressed the systemic support in place to help set up Watauga students for postsecondary success. For example, students can have absences excused for visiting university campuses or attending early orientations. Additionally, in the “graduation bag” seniors receive before walking the stage, the school offers all students a list of resources at universities such as counseling and tutoring, and advises them on where they may be accessed. 

“I think the shifts in the last couple of years that we've made, moving from grade level counselors to caseload counselors,” Turner added as another example of a systematic decision that benefits students for both high school and postsecondary purposes. “A lot of the intention behind that is to allow students and families to build relationships with their administrator and their counselor, so that we're able to help track students all the way through.”

Other policies to encourage a successful college transition begin before students ever step foot in the high school building.

“Watauga County Schools as a district have a systemic plan that reaches down even to the middle schools, where kids are thinking about what they want to do after high school,” said counselor Dan Crail. A lot of that's done through CTE programs. But in middle school, even in elementary school, they're thinking about life after high school, and that builds as they transition to the high school in selecting their classes that they want to be taking and building out their schedule here over four years.”

Beyond high school, the most important advice our counselors had to offer was to build community by attending events at the beginning of fall semester, checking out clubs, and getting involved in healthy communities. Additionally, they advised utilizing universities’ mental health resources, and emphasized that resources like counseling can be beneficial for anyone and everyone. According to Laura Turner, it is essential that students recognize that they are paying to attend their school, and it should be offering the resources they need. 

“Something that I think students struggle with is a consumer mindset. Once you leave us and you're going into a university setting, or a two year college or a trade school, either you are paying, your parents are paying, or someone has invested in you to continue your education,” said Turner. “Self advocate, know what you need, and make sure you're getting what you need.”

Turner emphasized that there is no shame in adjusting one’s plan if a school isn’t serving them. Transferring to a different university is far wiser than spending years somewhere that is a poor fit. 

“I've talked to a lot of former students who go away to school, and then they have some sort of shame that they came back and went to App,” said Turner. “It wasn't a good fit, and that's okay. Allow yourself the freedom to explore and then find where you need to be. And then be okay with that, because nobody wants to stay for four years, six years in a place that they don't connect.” 

From a University perspective, Shernita Lee, Appalachian State University’s Assistant Vice Provost for Student Success, shared the steps universities such as App take to make the college transition process both smooth and meaningful. 

Shernita Lee, Assistant Vice Provost for Student Success, Appalachian State University

“One of the primary ways to assist students' transition is through orientation sessions. This is a great way for students to connect with other peers, campus resources, institutional leaders, and learn more about the campus. We have several units present during orientation events ranging from advising to financial aid to disability resources,” Lee said. “Another way that App State supports students through their transition is through College Success Seminar. This is a 2 credit hour elective in which incoming freshmen are encouraged to take advantage of resources, learn how to develop good habits, stress management, and create a sense of belonging in a small class taught by an App State staff member. College can be lonely. So, looking for courses and environments such as these are useful to help students feel connected to the institution.”

The idea behind the College Success Seminar is not exclusive to App. Most universities offer freshman seminars to educate new students on similar topics or build the information into other required courses.

Lee recognizes that students need support that can’t be offered in a classroom setting, and much of it begins when students analyze their personal needs and differences before arriving on campus.

“I would encourage students to take a moment to pause prior to starting college and reflect on their academic, social, and personal needs. I wish I had done this when I was starting college. In my work with students, the biggest realization many of them have is how different college is from high school and most importantly how different their needs are,” said Lee. “The student should think about what needs did they have that were addressed or unaddressed in high school and what were the outcomes. They can also consider what key people supported them and how that role may be called something different in college. For example, they may have received writing support from their English teacher but in college it will be a resource found at the Writing Center.”

Above all else, WHS counselor Catherine House hopes that students know they are valued and that their journeys are valuable and never “wrong.”

“I would just say to seniors, every emotion that is going through your minds is completely normal,” said House. “Try to honor that and be present and be excited, but also don't hesitate to ask for help.”