For students who feel overly challenged by the level of work at their college, or the attendant organization and planning requirements, we offer focused Peak Time experience mentoring in nearly all areas of academics.
In addition to academics, struggling college students may benefit greatly from acquiring better executive function skills, mindfulness, emotional intelligence and resilience. As a result they may well see improvement in their focus, attention, ability to follow difficult directions, to carry on complex conversations, and to deal better with previously unfamiliar problems or challenges. Additional benefits may include increased calm and overall thriving.
THE OBJECTIVES OF A PEAK TIME EXPERIENCE FOR struggling college STUDENTS
College students enrolled in Peak Time experience programs work one-on-one and in small groups with a team of collaborative mentors, coaches and guides to help them acquire Six Transformational Skills and use these transformational skills to:
Discover their passion and turn it to meaningful purpose
Strengthen their areas of greatest interest and enjoyment
Remediate their areas of historic vulnerability
Explore at least one new area of potential interest
Names and other incidental facts (e.g. age, gender, length of study, specific subjects studied, etc.) in the following case histories have been altered to ensure the privacy of Peak Year students.
For B, heading into a college experience was both exciting and daunting. He had long struggled with academic coursework and social relationships in high school, had few connections with peers, and for as long as he could remember needed outside academic support. This was particularly true in the domain of executive function.
B courageously enrolled in his first two college classes and immediately found college level coursework to be a great challenge. He struggled with organizing course materials, using an online platform for assignments and resources, and with figuring out how to study and consolidate massive amounts of information before exams. Faced with these challenges, at the suggestion of his parents B opted to enroll in Peak Time mentoring. With the help of subject-specific Peak Time mentors, he found the ongoing support he needed to succeed in his courses. Weekly tutoring sessions and executive function coaching further enabled him to learn how to navigate these new waters with growing confidence.
With a few college courses under her belt and many credits ahead of her, L felt unsure about how to connect her life interests with her academic coursework. She wanted to engage in a more robust learning experience that could provide guidance while also hone in on her desire to experience more meaningful relationships with peers and colleagues. She often felt alone even when she was with others, and wondered whether taking time off from college coursework would give her space to focus both inwardly and outwardly.
L’s love of languages, computers, and recent travel to Korea and Japan made her feel like a teaching job in one of these disciplines and countries might be a good fit. Her challenge, however, was confusion about how to set herself on a path to finishing her degree and finding employment. She was on leave when introduced to Peak Year and enrolled in a three-week intensive. Her team of mentors spent time discussing and engaging L’s natural interests, passions and talents. She displayed good executive function in many areas (inhibitory control, working memory and cognitive flexibility) but real difficulty initiating and engaging them fully on her own. She also struggled with planning in general, which is a higher order executive function.
Japanese was L’s favorite language and the country and culture she was most passionate about. Her Peak Time program included Japanese language and culture with embedded executive function emphasizing initiation and planning. Other areas of work included introductory sessions in emotional intelligence, public speaking, Tai Chi, drumming and Executive Function Tango™. The relationships that L formed were one of the most meaningful aspects of her program. She felt understood for the first time and helped by their guidance and encouragement.
On leave from college at this time, L continues her Peak Time experience through distance learning, studying Japanese with embedded executive function and applying to a university with support from her mentoring team. She is currently considering an English tutoring position in Japan though a special program.
T’s academic journey was as nontraditional as it was inspiring. His childhood education had included studies in special education schools followed by intensive homeschooling, enrollment in an inclusion high school, graduation, and acceptance into a mainstream NYC university. After beginning his college studies, however, he realized that he had not yet mastered the academic, Executive Function, organization, and time-management skills necessary for success in such a fast-paced environment.
T enrolled in a Peak Time Experience program concurrently with college, working with a team of mentors who scaffolded his academic work while helping him to develop the transformational skills necessary to move toward undergraduate independence. During his part-time program, T became confident in his abilities to navigate multiple courses, exams, papers, and projects. In time, he learned to soar on his own and recently graduated. He is now preparing to use his Peak Time Experience skills and strategies as he enters the workplace.