A CATegorical Success: Students Finding New Academic Homes During the Holidays

In fall 2004, about 650 students came to the University of Cincinnati but didn’t enter any of the “traditional” colleges.

The students – all with the potential of academic success – fell short of entrance requirements for a variety of reasons:  perhaps a high grade-point-average but low placement test scores or vice versa; or a weakness in a certain subject area.  So, rather than turn the students away and dampen their hopes for college, UC invited them into the newly opened Center for Access and Transition (CAT). 

The center is offering such students – traditional-aged high-school graduates or adult learners – heavy doses of academic advising, tutoring and targeted coursework in mathematics, writing, reading and other areas so that they can then further pursue college dreams.

After only one quarter, CAT has prepared more than 150 students to transition into a variety of UC colleges and programs.  On

Dec. 17

, a number of these students will carry their academic files to their new college “homes” – the

McMicken College of Arts & Sciences

; the

College of Education, Criminal Justice and Human Services

; the

College of Allied Health Sciences

; the

College of Applied Science

; the

College of Nursing

; and the

College of Business

.

Adam Hatfield, 20, of West Chester is one of those students.  A graduate of Lakota West High School, Hatfield figures he missed out on nearly two years of high school because he was often hospitalized due to acute diabetes.  So, while his ACT and SAT scores were acceptable, his high school GPA wasn’t.  He couldn’t immediately enter the College of Education, Criminal Justice and Human Services.  Instead, Hatfield – who eventually wants to pursue a PhD in counseling – took English, math and other courses at CAT. 

“While in my first quarter at UC, I actually lost two weeks to the flu, but the CAT teachers were very helpful.  Thanks to their cooperation and thanks to e-mail, I wasn’t late with one assignment.  The classes are smaller, so the instructors can take more time with students.  They care a lot,” said Hatfield, adding that he didn’t at all resent the delayed entry into UC’s College of Education, Criminal Justice and Human Services.  “Without the center, I wouldn’t have been accepted into college at all.  This gave me a chance to prove myself,” Hatfield stated matter-of-factly.

Fellow students Joshua Ginn, 18, of Delhi, and Kathryn Mitzka, 18, of West Chester, also appreciate CAT’s role as a gateway into higher education.  Ginn, who will enter UC’s criminal justice program, earned “As” at Oak Hills High School, but entered CAT after he performed poorly on college-placement tests.  “It was math I’d been doing throughout high school, but on the placement tests, I couldn’t use a calculator.  I was used to doing some of the formulas with a calculator, and that threw me,” he explained. 

He adds that, for him, CAT was a great introduction to the university:  “It was great to have such a caring advisor.  I must have met with her four or five times in the quarter and could talk about anything.”

Similarly, Mitzka says she’s transitioning from CAT after receiving a needed academic boost.   Throughout high school at Lakota East, Mitzka admits she was a procrastinator.  She’d constantly put off studying and research.  Gifted as Mitzka was in math and science, she’d routinely put off writing English essays.  That earned her a middling GPA.  At CAT, a study-skills course concentrated on ways Mitzka could improve her study techniques as well as ways she could get past boredom or unease with a subject.

The Center for Access and Transition was formed during the 2003-2004 academic year to better aid and serve under-prepared students seeking to enter baccalaureate programs.  CAT admitted its first class in autumn 2004.

CAT replaced UC’s former University College which not only sought to help students successfully transition into baccalaureate programs but also offered associate-degree programs.  Those technical associate-degree programs are now housed within the College of Applied Science and the College of Education, Criminal Justice and Human Services.  Thus, CAT can instead focus solely on preparing promising students to enter into the program of their choice.