Regis Summer Scholars College and Career Pathways Program

• Why Enroll in the Summer Scholars Program?

  • Complete and receive credit for two college courses taught by Regis College faculty and develop an understanding of a potential college and career pathway.
  • Meet new friends and experience the excitement of college life while living on the beautiful Regis campus!
  • Enjoy exploring Boston and surrounding areas.
  • Participate in engaging workshops focused on improving independent living skills, time management, stress reduction strategies and exploring opportunities offered by various on-campus departments such as Athletics, Student Engagement, Center for Inclusive Excellence, Student Success, Global Connections and more!

• Pathway Opportunities

  EN 105: Reading, Thinking, and Writing (Required)

  This course provides a workshop setting in which first-year students explore writing for learning and communication. The seminar focuses on the complementary skills of speaking, listening, responding, and reading and thinking critically. Emphasis in the workshop is on process, peer group work, and constant revision. Students produce a portfolio of writing for evaluation at the end of the semester, which includes critical and analytical nonfiction writing, as well as personal narrative. Conferences with instructors and writing assistants outside of class supplement in-class workshops. EN 105 (or equivalent) is a prerequisite for all literature and writing courses.

  In addition, students select a first and second preference for one of the courses below:

  CJ 100: Introduction into Criminal Justice

  This course provides a general introduction to the study of the criminal justice system in the United States. Topics to be covered will include the nature and origins of crime, police work and law enforcement, court procedures and processes, corrections systems in the United States, probation, parole, and juvenile justice.

  ED 100: Teaching and Learning Today

  This course offers an introduction to the field of education today. Areas discussed include the role of the teacher, the legal and moral responsibilities of the profession, as well as the role of schooling and its historical and philosophical foundations. Emphasis is placed on the future teacher as critical thinker, problem solver, and reflector on personal/social experiences.

  ID 230: Interdependence of Health Care Pathways

  This course examines the foundations of the present-day healthcare system in the United States and the roles of the different healthcare professions within it. The collaborative aspects of the healthcare professions along with trends and opportunities in the field will be addressed. Topics important to healthcare will be considered, including ethics, culture, professionalism, communication, and health disparities.

  PS 203: Introduction to Psychology

  This course will explore the major theories, concepts, and fields in psychology. Biological, social, and psychological influences on thinking, feeling, and acting will be examined as the class discusses the application of psychology to real-life situations.

  SMT 216: Introduction to Sports Management

  This course is an overview of the foundations of sport management and the professions in physical education and sport. This course is designed to enable students to understand sport management as a field of academic study and professional application and assist them in applying relevant knowledge within various contexts.

  Minimum Enrollment Contingency: Acceptance into a student’s first choice course is contingent upon reaching a minimum enrollment. Should a course be cancelled due to under-enrollment, the student will be assigned to their second-choice option.

• Important Program Dates and Deadlines

  • Application Final Deadline: May 1, 2025
  • Program Notification: Applications are reviewed on an ongoing basis. Applicants will be notified of their status on a rolling basis. Final decisions and course assignments will be released no later than May 7, 2025.
  • Nonrefundable 50% Deposit: May 15, 2025
  • All Forms (Health, Housing, Student Conduct, etc.) Due: May 30, 2025
  • Full Tuition Due: June 11, 2025
  • Residential Move In: July 13, 2025
  • Online Synchronous Classes: July 7 through 11, 2025
  • Residential Program Experience: July 13 through August 1, 2025
  • Certificate Ceremony and Residential Move Out: August 1, 2025

• Student Success Workshop

  Outside the coursework, students will engage in a Student Success Workshop. The workshop will consist of topics related to preparing for and being successful while at college. In addition to college preparation, life skills topics will be interspersed.

  Topics may include:

  • Advocating for yourself: Strategies for Success
  • Self-Care and Stress Management
  • Finding Success Through Failure
  • Adulting 101: What it means when you turn 18 (health care, credit score, voting, banking, etc.)
  • Center for Student Engagement: Getting involved with campus clubs, traditions, and leadership opportunities.
  • Athletics: Supporting or playing for a team as a student athlete
  • Time Management for Success: Prioritization and goal setting for academic, extra-curricular and social life
  • Paying for College and Applying for Financial Aid/FASFA
  • Global Connections: Study Abroad Opportunities and Options
  • Navigating Scholarship Opportunities
  • Accessibility Services: Bringing your IEP/405/IHP to College
  • Neurodiversity in the classroom and workplace
  • Center for Inclusive Excellence: Diversity, Inclusion and Belonging

• Social Programming

  Students will engage in academically challenging and enriching programs, which an array of extracurricular activities will complement throughout the program. Examples of possible local activities include:

  On-campus:

  • Game nights
  • Movie Nights
  • Trivia Nights
  • Ice Cream Socials
  • Open Campus – Volleyball, Disc Golf, Soccer
  • Athletic Facility Access
  • Pool Access

  Downtown Boston:

  • Hatch Shell Concert
  • Museum of Science and Planetarium
  • Tour of the Citizen’s Bank Opera House
  • Cirque du Soleil
  • Isabella Stewart Gardner Museum
  • Castle Island
  • Faneuil Hall

  Surrounding Areas:

  • Dave and; Busters
  • Beach Towns
  • Hiking Trails
  • Land’s Sake Farm
  • Botanical Gardens

• Sample Schedule

  Please be aware that this is an accelerated program, and students spend approximately five hours per day in class. This is essential to cover the course materials and earn course credits. Academic support from Regis College’s Student Success Coaches is available to all students to help with learning strategies, time management, and stress management.

  	Monday	Tuesday	Wednesday
  7 to 8:45 a.m.	Athletic Facility Drop In (optional)	Athletic Facility Drop In (optional)	Athletic Facility Drop In (optional)
  8 to 9 a.m.	Breakfast	Breakfast	Breakfast
  9 to 11:20 a.m.	ENG 105 - CH 319 / Computer Lab CH 235	ENG 105 - CH 319 / Computer Lab CH 235	ENG 105 - CH 319 / Computer Lab CH 235
  11:30 a.m. to 1 p.m.	Lunch	Pizza with President Antoinette Hays (Round Table)	Lunch
  12:15 to 1 p.m.	Athletic Facility Drop In / Faculty Office Hours / Study and Free Time	Study and Free Time	Athletic Facility Drop In / Faculty Office Hours / Study and Free Time
  1 to 3:20 p.m.	Pathway (Elective) Course	Pathway (Elective) Course	Pathway (Elective) Course
  3:30 to 5 p.m.	Study and Free Time	Study and Free Time	Student Engagement: Clubs, Traditions, and Leadership
  5 to 6 p.m.	Dinner	Dinner	Dinner
  6 to 10 p.m.	RA Program: Make Your Own Pina Colada or Lemonade Night / Study and Free Time	RA Program: "Donut" Stress College Advice Night / Study and Free Time	Athletic Facility Drop In / Study and Free Time

  Weekly Schedules will be emailed to all student Regis email accounts and parents/guardians the Friday before the upcoming week. Printed copies will be available in student lounges.

Student Testimonials

• What did students learn during the 2024 program?

  • “I learned true friendship and got to know many amazing people and it was such a bonding experience to both live and be with your friends all the time it brought us so close and taught me so much. I also learned how to time manage myself and balance between hanging with friends or doing work and in my opinion, it made it easier to time manage because I knew I would hang out with my friends later. I also learned how important it is to adapt as well as I felt like adapting was a huge part of this process and learning how to learn in different ways also was a huge part.”
  • “I learned that I am fine on my own and away from home. I also learned that I am capable of completing work by myself.”
  • “I learned that I feel good about being productive. I was nervous that I would regret this program because it takes up a good deal of my summer, but I feel better knowing that I did not sleep in till two in the afternoon every day.”
  • “I learned how to become independent and complete daily tasks on my own without the help of my family. Due to this program, I was able to learn how to live on my own before college and get a glimpse into what my life will be like in a few years.”

• How did this program prepare you for life after high school?

  • “I think the program helped me get a better understanding of how living on a campus is like. I understand what a college schedule might look like and I'm prepared for when I graduate high school and go off to college. I can also use the credits from this program to help me get a head start on my college courses.”
  • "After this experience, I now know what specifics I'm looking for in a college campus and college curriculum."
  • “I feel like this gave me a taste of "dorm/college" life with living with other people and stuff. I think it was a good idea to get used to that transition from high school to college before it actually happens.”
  • “I feel very prepared for my next year of high school and beyond. This program taught me how to time manage and prioritize which will allow me to have greater academic success in the future. Overall, this program helped to prepare me for the next steps in my academic career.”