Fall Forward


Fall Forward

Thank you for your interest.

New and Transfer students can apply now for our Fall 2022 semester beginning August 29.

Apply now!

Enjoy a unique and exciting program that will help you hit the ground running next semester!

Drew’s Fall Forward program will equip you to be better prepared for college—through a guided, on-campus experience that will help you learn how your individual interests and goals can lead you in exploring your future life and career path.

Attend Drew part-time, earn 6 credits, and gain the skills, confidence, and insights to make your college experience easier and more successful — all in a friendly, supportive environment at a nationally ranked university.

There is no application fee for this part-time program, but enrollment is limited.

Dive into a Drew college experience.

It begins with a 1-day orientation, then you'll take 3 in-person courses at our beautiful, conveniently located campus. Classes are on Tuesdays and Thursdays for 8 weeks.

• Have 1:1 support and attention from dedicated faculty advisors
• Gain academic and life skills
• Enjoy small classes
• Earn 6 credits
• Have access to all recreational facilities, student activities, and more
• Commute from home or live on campus

Core Courses

Core Program Course #1: PSYC 273 Psychology of Stress and Coping
Tuesday/Thursday | 2:40-3:55 pm | Dr. Jill Cermele | 2 credits

Stress is our response, physical or emotional, to the changing demands of our environment. The experience of stress is not uncommon, and yet, our understanding of what stress is, what causes us to feel stress, and how to cope with stress is often limited. Since March 2020, we have been dealing with the significant effects of a global pandemic, which has disrupted and irrevocably changed all of our lives. The chronicity and unpredictability of Covid-19 have highlighted the importance of recognizing and managing our experience of stress in order to be able to move forward personally, socially, and structurally. In this course, we will explore the physiological and psychological experience of stress and what that has meant specifically during the pandemic, and review adaptive and maladaptive methods of coping with stress. A significant portion of in-class time will be devoted to the acquisition and practice of a variety of stress management strategies and techniques.

Core Program Course #2: WRTG 111 Writing Studio I
Tuesday/Thursday | 11:50 a.m.-1:05 p.m. | Dr. Jens Lloyd | 2 credits

WRTG 111 enriches students’ fluency with academic writing conventions, deepens students’ understanding of their own writing process, and strengthens students’ critical and analytical thinking skills. Specifically, over the next few weeks, to study the conventions of academic writing, we’ll turn to Gerald Graff and Kathy Birkenstein’s They Say/I Say: The Moves That Matter in Academic Writing. To enrich our engagement with this textbook, we’ll put a different spin on “the moves that matter” by considering the actual, physical moves that writers make as they compose. We’ll research the writing spaces of you and your peers, and you’ll get to experiment with making modifications to where you write in order to evaluate the extent to which these modifications affect how you write.

Core Program Course #3: ANTH 225 American Folklore: Supernatural Folklore in the United States
Tuesday/Thursday | 10:25 a.m.-11:40 a.m. | Juliane Bilotta | 2 credits

What do the Jersey Devil and the Mothman have in common? What makes a haunted house so scary? Why does every college campus seem to have a ghost story? This class will attempt to answer these questions and more by exploring the tradition of supernatural folklore in the United States. We will look at how supernatural folklore persists in our modern world using examples of ghosts, cryptids, and urban legends from right here at Drew to the Pacific Northwest. Using a sociocultural lens, we will try to understand how these stories are passed down and why they play an important role in how people make sense of the unknown, how they express their social anxieties, and how they develop a sense of belonging in their communities.