More than 200 students are part of the new cohort of the Access to Higher Education program, executed by the University of La Serena. 

“The Induction has been very entertaining, they have included all of us, since they made us all participate at every moment, which made us feel part of the CaPACEs ULS community, in addition to integrating knowledge into the activities in a playful way, such as the line of mathematics and language.” These are the words expressed by Francisca Palma, a student studying Pedagogy in Early Childhood Education, who entered the University of La Serena within the framework of the Access to Higher Education Program (PACE).

She, like 200 other young people, participated in the induction held for the community called CaPACEs, which brings together those who have entered university with the support of this program.

Francisca Palma also stated that “I know that the PACE team will help us a lot, since they are very kind and we know that they will be present during these years, to resolve our doubts so that our process in higher education is the best.”

The PACE program, which at USerena is executed by the Office of Student Support and Monitoring (OAME) of the Academic Vice-Rector's Office, is a public measure that aims to ensure the preparation of students from vulnerable sectors of third and fourth years of the designated establishments. to participate in the Program. Likewise, guarantee access and support for PACE students who are qualified and who enroll in one of the higher education institutions in agreement, with a view to achieving their degree.

This internal induction activity was aimed at enhancing the connection, commitment and integration of the 2024 entry students into their new training paths at the University of La Serena. In this sense, the coordinator of the Support Component in Higher Education (AES) PACE ULS, Javiera Contreras, stated that “this instance favors the link from the beginning with our new incoming cohort, being able to recognize the support team that exists. behind all the work, both the tutors who are fundamental in their role, and the team of professionals. Without a doubt, this positions the OAME as another of the support networks within the university, through the implementation of various strategies that allow the student community to empower themselves and appropriate the spaces of the institution, as well as allowing them to obtain “better tools for their transition to Higher Education.” 

The AES-PACE ULS educational psychologist, Claudio Valenzuela, explained that “our team carried out the PACE Induction in the midst of institutional activities, seeking to welcome students from the program and offer essential guidance on internal and institutional processes. We achieved a successful day, leaving students familiar with key people and strategic places at the University, preparing them for this important step in their lives.”

This series of activities managed to meet the specific objectives of this fundamental instance for the 201 students of this new cohort, promoting the early connection of PACE students entering 2024 with the tutors, program professionals and key actors in the university community.

In addition to providing clear information that allows students to know the PACE accompaniment teams, the different support devices, and the official information channels and channels that the program has. And, finally, detail the services, benefits and strategic places of the institution that enhance the sense of belonging.

Written by Daniel Aguayo, PACE OAME ULS