Recruit, Retain, and Develop a Diverse Community Freshman Seminar--Identity, Opportunity, Connectivity, and Contribution

Freshman Seminar--Identity, Opportunity, Connectivity, and Contribution

By Nathaline Pheteau, Upper School Freshman Seminar Instructor

Building on our past efforts, we will promote an even more diverse student, faculty, and staff community and equip individuals with the support and opportunities necessary for their success. Nathaline Pheteau’s leadership and restructuring of Freshman Seminar provide the opportunity to improve the transition into the Upper School with a focus on the social and emotional needs of students.

Having the opportunity to revamp Freshman Seminar at Country Day has been a privilege, to say the least. As a mental health professional counselor, as well as a teacher for many years now, I’ve been honored to be surrounded by incredible individuals who have helped contribute to this curriculum and continue to sustain its practices. Two main areas of focus in the course curriculum are (1) student-centered pedagogies that increase connectivity and engagement and help me understand my students academically, socially, and personally; and (2) processes that encourage inquiry, collaboration, problemsolving, and critical and creative thinking.

At its core, Freshman Seminar is a yearlong course designed to aid freshmen in making a smooth and successful transition to Upper School. Students work on academic and personal goals as well as communication. Through the work, they increase their awareness of their personal contributions to their learning as well as their contributions to their school and greater communities. This collaborative work allows for the opportunity to learn how to participate in collegial discussions and use sources to support their ideas and opinions.

The true power of the course lies in its focus on the social and emotional needs of adolescents. Arranged into four units—Identity, Opportunity, Connectivity, and Contribution specific lessons intensify the intellectual experience of first-year students by allowing them to work closely with different topics.

Some topics include EQ vs. IQ, defining success, professional communication, and executive functioning. This is also a safe place that can hold various conversations that carry a lot of weight in many of our students’ lives. We are able to carefully curate conversations that aren’t being held in other classes. I have also been able to align and involve our student communities, which helps them realize the impact of their support teams. Ultimately, it’s been a rewarding journey to witness our students immerse themselves in this curriculum.