Author Archives: Sarah

Planning Ahead: Summer Classes away from UP

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Is your student interested in taking courses at another institution over the summer or participating in a study abroad program other than through UP? Does your student want to make sure that their external credits will count at UP? If so, they should have their external courses reviewed for pre-approval through their school or college, each of which has their own processes and requirements for approval. See below for some general guidelines, although we highly recommend students check in with their School or College to confirm requirements.

The bottom line is that in order to confirm that credits will transfer, students need to get approval to take external classes before they take them. Only classes taken for a grade (must earn at least a C) can be transferred. In addition, quarter credits transfer in as 2/3 a semester credit.

For College of Arts and Sciences, School of Education, Pamplin School of Business, and School of Nursing:

Students should email their Program Counselor with the following information:

  • Name & UP Student ID number
  • The course(s) students want to take at another institution with as much information as they can acquire, such as course description, syllabus, etc.
  • Whether the other institution is a semester or quarter institution
  • What course/requirement at UP they would like the course(s) to apply towards (e.g. a specific UP course, general elective hours, etc.)

Program Counselors:

The process for review and response usually takes 1-2 weeks from the date of submission. However, during the busy season (such as registration periods, beginning/end of semesters, etc.) the process can take longer, so it is highly encouraged that students submit their request for approval in advance.

Suggested Deadlines to Submit Requests:

  • Courses to be taken over the Summer: March 1
  • Courses to be taken during Spring semester: October 1
  • Courses to be taken during Fall semester: July 1

For Shiley School of Engineering:

All Engineering students who intend to take transfer courses over the summer should complete a special internal approval form through the Shiley School of Engineering. Since there are many nuances to the Shiley School’s ABET accreditation requirements related to credit minima, etc., the only way to ensure that the transfer course will fulfill a specific degree requirement is by completing a “Transfer Course Pre-Approval Request” form, even if the course appears to be equivalent in the TES (Transfer Equivalency System) online database. This form can be found on the Engineering Students page within PilotsUP, or in Shiley 226 (the Shiley Dean’s Suite). The process for transfer course evaluation and response usually takes 1-2 weeks from the date of submission. However, during busy seasons (such as registration, beginning/end of semester, etc.) and for more complex course evaluations, the process can sometimes take longer.

To find out more, Engineering students should email Jamie Merritt, Program Counselor for First and Second Year Students, or Lindsay Chelton, Program Counselor for Upper-division and Graduate Students.

Avoiding the Winter Blues

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For many students, the winter months can feel like a challenge to get through. Shorter, cold, cloudy days can really put a damper on productivity. Experiencing the “winter blues,” or Seasonal Affective Disorder (SAD), is very common and affects people of all ages. SAD is a type of depression that is related to the changing seasons – typically starting in the fall and continuing into the winter months. Some factors that play a role in SAD include your biological clock, serotonin levels (brain chemical that affects mood), and melatonin levels (chemical that plays a role in sleep patterns and mood).

Signs and Symptoms of SAD may include:

  • Feeling depressed
  • Having low energy
  • Difficulty concentrating
  • Problems sleeping or oversleeping
  • Appetite or weight changes
  • Feeling sluggish or agitated

Seasonal Affective Disorder affects everyone differently, but there are some remedies that might be helpful. Encourage your student to take steps to keep their mood and motivation steady throughout the year:

1.       Stay Active

Regular exercise and physical activity can help relieve stress and anxiety, both of which can contribute to SAD.

2.       Go Outside

A daily walk outside or sitting in the sun can help improve one’s mood. Outdoor light can help fight the effects of SAD.

3.       Eat Well

Nutritious foods and a healthy diet can help those affected boost their mood and give them more energy. Balancing those winter cravings with fruits and vegetables can help to avoid winter weight gain.

4.       Use Light Therapy

Light therapy can be an effective treatment for seasonal depression. With less exposure to sunlight, vitamin D levels tend to drop. Light therapy mimics natural outdoor light and can be a helpful remedy with the onset of SAD.

5.       Spend Time with Friends & Family

Spending time with friends and family can be fun and relaxing. Taking time for enjoyment will have positive effects on mental health and help foster positive relationships when one most needs support.

Megan Cohara works in the UP Health & Counseling Center to provide wellness programs and prevention education initiatives to students regarding the various dimensions of wellness, interpersonal violence, and bystander intervention. Megan’s goal is to help promote overall well-being and success in our community by working to create a healthy and safe environment for students here on The Bluff.

First Generation Spotlight: Sarah Ponce ’20

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At UP, approximately 20 percent of the student population identifies as a first generation (FGEN) college student, and these students have a lot to be proud of! One of our First Generation (FGEN) students, Sarah Ponce ’20, shares her experience at UP and offers some advice to parents of FGEN students.

What is your major?

Biology and Spanish major, Chemistry minor

How have you been involved with the FGEN community at UP?

I was a FGEN Summer Launch Leader.

What has been beneficial about being involved with the FGEN community at UP?

Hearing other people’s stories is not only inspiring because of how resilient and courageous our community is, but it is also helpful for me to know that I am not alone. I have people that I can speak to about experiences I feel aren’t widely understood on our campus. FGEN students are dedicated in their nature. They aren’t here to fulfill some legacy of academia. They are inspired by the hard work of their family, and that is our superpower.

What has been a challenge of being an FGEN student?

A challenge has been trusting myself. It is difficult coming from tight knit families because we rely on each other and deeply trust those who are older than us, like our parents and guardians, to light the way for us. There are a lot of areas of academia that my family has not been able to help me with, so I’ve had to learn to trust myself in seeking out answers, and trust that asking for help from financial aid, therapists, professors, and other student resources will never hurt.

During the transition to college, what are a few key things you wish your parents or family would have known in order to better support you?

I wish they would have known about the resources on campus and off campus which can help support me. It is hard as a parent, I think, to accept that you can’t provide everything your kid needs. But if my parents told me to reach out for help with figuring out and managing the University systems like financial aid, housing, etc.–I think that would have helped. I also wish my extended family understood more about why I chose to go to school out of state. It wasn’t a reflection of how I felt about them when I chose to go far, but my own individual goal seeking. There is definitely a cultural gap because I am more Americanized than the adults in my family, so I have more of an individualist outlook. It’s hard to ask them to see this perspective.

Sarah Ponce ’20

How has your relationship with your parent or family changed or grown since starting college?

My parents have learned (and are still learning) that I can take care of myself out here on my own. I have learned to use my resources, and my parents have seen me grow, so I feel that they trust me more as an adult. I am less dependent on them, so we’ve learned to communicate our needs and boundaries better. Since I see them only for winter and sometimes summer breaks, I also cherish that time more.

What is one piece of advice you would give parents or family members of incoming FGEN students?

For parents, I would advise you to ask as many questions as you need to, and don’t feel silly for doing so. Reach out to the FGEN community especially! Also, even if you don’t understand completely what your students are doing or how it all works, do your best to listen to them and assure them that you are willing to learn about what it is they do in their day-to-day. Students, be patient with your parents, and love them where they’re at, because they are growing as parents as you grow into adults. And similarly, listen to their stories. Never stop asking about their life experiences, because they will never stop having things to teach you.

Learn more about the University of Portland program for first generation students.