Early Access Program Prepares Students for the Academic Demands of College

Incoming students spent 12 days developing academic skills, building connections, and learning about University resources.

Massachusetts College of Pharmacy and Health Sciences (MCPHS) welcomed 33 incoming first-year students to campus Aug. 10-21 for the inaugural Early Access Program, a 12-day residential experience designed to prepare students for the academic demands of college and to help them build the skills and support networks needed to succeed.

Through lectures, workshops, hands-on activities, and discussions, students learned strategies for studying, managing their time and course loads, how to communicate effectively with professors and classmates, and when to seek academic and personal support resources.

“The evidence-based program aimed to reduce elements of the ‘hidden curriculum’ and teach new students about the science of learning,” said Dr. Keri Griffin, Professor of Public Health and Dean of the Center for Research and Discovery, who designed and executed the program with first-generation MCPHS alum Jacqueline Hua. “Similar programs have shown a range of positive outcomes, including increased confidence, sense of belonging, and improved academic achievement and persistence.”

Academic programming was a major emphasis of the experience. A typical day ran from 9 a.m. to 8:30 p.m. It included lectures in biology, chemistry, and the science of learning, as well as sessions on study strategies, academic communication, time management, and college-level expectations.

Students also participated in hands-on microbiology activities with Dr. Ned Barden, creating art using bacteria. Faculty sessions introduced students to topics ranging from cancer biology and biological outbreaks to the science of learning.

The program also emphasized cross-disciplinary critical thinking. After watching the horror movie “Nope,” students met with Associate Professor Dr. Mikal Gaines to examine how filmmakers use shot composition, lighting, editing, costumes, and sound to shape meaning.

“The session demonstrated how close observation and analysis can be applied beyond the classroom,” Dr. Griffin said.

Students also learned about the personal and interpersonal skills that contribute to college success. Sessions covered real-world ethics, sexual health and healthy relationships, financial literacy, Title IX, and mental health. During one session, students role-played situations involving difficult roommates, academic challenges, peer pressure, and approaching professors after failing an exam.

Fourteen continuing MCPHS students served as Near Peer leaders. Trained through the National Association of Student Personnel Administrators as Certified Peer Educators, the Near Peers lived in the residence halls with participants, led activities, and held nightly feedback sessions. Hua coordinated the program schedule and communication with speakers and guest lecturers.

Students also heard from six recent MCPHS graduates during an alumni panel, asking questions about board exam preparation, challenging courses, changing majors, and balancing academics with social life. The graduates encouraged students to ask for help, make connections, and seek out their professors.

“The goal was to send them into their first year with confidence, connections, and excitement about learning,” Dr. Griffin said.

The program received support from the Office of the Provost, University Advancement, and the Hicks Opportunity Fund and has already secured funding for a second year.

Students in the inaugural cohort will continue to participate throughout the academic year through a required course, gatherings, and check-ins focused on their academic and personal well-being.