College Immersion Programs
Location
Logan, UT
Start Date
8-13-2025 12:00 PM
End Date
8-13-2025 12:45 PM
Description
During the Summer 2025 semester at the Tooele campus, we developed and carried out two concentrated introductory college immersion programs for recently graduated high school seniors in Tooele County. The aim of these programs was to get students excited about attending college. These two programs did this in different ways.
The first program focused on helping students complete general education requirements—specifically English and math requirements. By focusing on these requirements before the official start of their first year of college, we hoped to boost students’ confidence in their ability to succeed in college.
The second program focused on experiential learning. Specifically, the program was designed to take students through the criminal justice process as an investigator. Students investigated a mock crime scene, wrote a report based on their investigation, then had to defend that report as a witness in a mock trial. By providing this experience, we hoped to provide students with a taste of what real-life work in the criminal justice system looks like. Additionally, we hoped to show students how the different classes they take in college—in this instance, two separate Criminal Justice courses and an English course—work together to provide them with a cohesive body of skills they will need when they enter the workforce.
In this session, we will discuss how we developed these programs. We will also discuss things we thought went well and things we would do differently.
College Immersion Programs
Logan, UT
During the Summer 2025 semester at the Tooele campus, we developed and carried out two concentrated introductory college immersion programs for recently graduated high school seniors in Tooele County. The aim of these programs was to get students excited about attending college. These two programs did this in different ways.
The first program focused on helping students complete general education requirements—specifically English and math requirements. By focusing on these requirements before the official start of their first year of college, we hoped to boost students’ confidence in their ability to succeed in college.
The second program focused on experiential learning. Specifically, the program was designed to take students through the criminal justice process as an investigator. Students investigated a mock crime scene, wrote a report based on their investigation, then had to defend that report as a witness in a mock trial. By providing this experience, we hoped to provide students with a taste of what real-life work in the criminal justice system looks like. Additionally, we hoped to show students how the different classes they take in college—in this instance, two separate Criminal Justice courses and an English course—work together to provide them with a cohesive body of skills they will need when they enter the workforce.
In this session, we will discuss how we developed these programs. We will also discuss things we thought went well and things we would do differently.