Institute for Students Success, Office of First Year Programs & Learning Communities Shawna M. Lesseur, Assistant Director Amanda MacTaggart, Program Coordinator

Welcome and Introductions Name & Department Colored Slips of Paper? Yellow - What about teaching FYE excites you the most? Pink - What about teaching FYE scares you/causes you the most anxiety? Orange - What did you struggle most with as a college freshman? Blue - What is one piece of advice that you would give to an incoming first year student? One thing you are hoping to gain from this training.

The Value of Icebreakers 1. Increase Energy 2. Build Relationships 3. Open Discussion For video examples of possible fun icebreakers visit rg/ice-breaker-videos.html. (Tip: put the video in full screen to see it play out.) rg/ice-breaker-videos.html Visit here for more serious icebreakers for college students: eakers/tp/toptenicebreakers.htm eakers/tp/toptenicebreakers.htm

Introduction 1.Icebreaker (Check) 2.Orientation Agenda 3.Mission and Philosophy 4.Resources and Communication

Orientation Agenda Section I: Introduction Mission and Philosophy Resources and Communication ~ 5 Minute Break ~ Section II: Pedagogy FYE Common Elements Syllabus Development Creating Lesson Plans ~ 5 Minute Break ~ Section III: Your Team HuskyCT You and Your Mentor Closing and "Homework"

Learning Objectives LO1: New instructors will understand the FYP philosophy and mission and how to apply it in their classrooms. LO2: New instructors will recognize the standard pedagogical practices and curricular elements for UConn FYE. LO3: New instructors will recognize the resources available to them through FYP. LO4: New instructors will begin to build a teaching community by collaborating in planning for their courses.

FYP & LCs Mission Our mission in the Office of First Year Programs and Learning Communities is to assist students with their transition from high school to college and to aid in the retention of students at the University of Connecticut. We provide holistic guidance, opportunities, and resources to enable students to actively engage and thrive at the University by becoming learners with a purpose. Through programs and courses like First Year Experience, Learning Communities, Academic Achievement Center, and UConn Connects, our office works with students to realize the value of the intellectual, social, and cultural dimensions of the University of Connecticut.

UNIV 1800 Learning Outcomes LO1: Students will recognize the principles of critical and creative thinking, and apply them to all three realms of their first-year experience: academic, personal, and global. LO2: Students will recognize their strengths and weaknesses and reflect on their personal growth as UConn students. LO3: Students will recognize and engage with social and academic support services and enrichment opportunities offered at UConn. LO4: Students will recognize and practice basic academic and professional skills necessary for undergraduate success at UConn. LO5: Students will recognize the diversity of our world and practice basic skills needed to actively and ethically contribute to a globalized society.

Please take 5 minutes to get a drink, run to the restroom, socialize, etc.

Pedagogy 1.FYE Common Elements 2.Syllabus Development 3.Creating Lesson Plans

FYE Common Elements 1. Information Literacy 1. Critical Thinking 2. Plagiarism 2. Critical Reflection Writing Sample 1. Cultural Event 2. Paper Critique and Revision 3. First-Year Resume 1. Career Services Presentation 2. Resume Critique 3. Resume Revision

Information Literacy: 2 Parts Critical Thinking Plagiarism 1. What is “Information Literacy”? In-Class workshop. 2. Information Literacy Group Research and Scavenger Hunt 1. Pre-test for Benchmark 2. Individual Research 3. Cheat Paper Critique

Definitions Instructor Resources: American Library Association, Association of College and Research Libraries. “Information Literacy Competency Standards for Higher Education”: Foundation for Critical Thinking, The Critical Thinking Community. “Defining Critical Thinking” What Critical Thinking IS What Critical Thinking IS NOT Illustrating command of information/sourcesUnsupported criticism Recognizing the biases, strengths, and weaknesses of sourcesName dropping Focusing on YOUR take/contribution to a dialogueEmpty citation stacking Anticipating the critiques against your own argumentSimply summarizing another’s argument

Information Literacy Popular Culture Examples Critical Thinking In Action: Men In Black (1997) Critical Thinking Fail: “State of Disbelief” (2012) wCK3_I CosNv4

What do you get on Google? And what’s missing?

In-Class Google Activity FYE Information Literacy Introduction: Common Sources Academic Journals: Non- Peer Reviewed Dictionary Entries PDF from Ambiguous Source Academic Journals: Peer- Reviewed Essays for Hire (Cheat Sites) Possibly Legitimate Academic Site (unclear) BlogsGovernment SitesPrimary Sources Books: Non-ScholarlyMagazine ArticlesUniversity Websites Books: ScholarlyNews ArticlesWikkipedia Articles Book Reviews Other Informational Sites (About.com) Misc. Other ________________ Commercial Sites (such as Amazon) Organization Sites (political/for- profit/thematic) Misc. Other ________________

Group Scavenger Hunt Prompt: In groups of 3-4 explore the six research sites linked on HuskyCT, and create a list of one positive and one negative about each option. Then select a general topic for your group to research, using some of these tools and a general web search. Given this choice, your group must find reliable sources about this topic, explaining your reasoning behind trusting those sources. In addition, your group needs to find one pop culture example of critical thinking in action that you can connect to your research topic in some way. Have fun, and be creative.

Critical Reflection Paper 1. Cultural Event Attendance 1. Benton Exhibitions 2. Cultural Center Events 3. Films and Lectures 2. Drafting 3. Scheduling and Attending a Writing Center Critique and Peer Review Session 4. Academic Revision Process Note: ALL fall FYE group tutorials is October 15 th

How do I grade an academic paper?

Career Services FYE Résumé Assignment 1. Drafting Using Optimal Resume 2. Career Services In-Class Presentation 3. Individualized Research for Career Planning 4. Resume Critique 1. Career Services 1:1 2. FYP & CS Resume Workshops 5. Revision Grading: For this assignment it is possible to use contract grading. Students who fulfill all elements will receive an A. Students will be docked points for each element they fail to do. Note: Career Services will begin offering presentations Monday, September 30, The final day to request a presentation from Career Services will be Friday, November 18, Schedule here:

Syllabus Development

University Requirements All Syllabi should include: The course title, course number, section number, class location, meeting time, and semester Contact information for all instructors and mentors including: name, campus address (for instructors), address, and phone number Office hours reserved for student conferences on a regular basis (It is recommended that you be available on campus for students 2-3 hours per week.) Course description Enumeration of learning objectives / outcomes Required readings, including complete bibliographic citations Grading rubric (How many points can be earned and from which assignments) Grading scale (What point values or percentage counts for what which letter grades) Description of coursework (Including assignments, presentations, projects, etc.) Participation policy Late work policy Expectations for classroom behavior Academic integrity and responsibility statement: Students with disabilities disclaimer: Writing Center contact information: Career Services contact information: Course schedule including timeline of semester topics and due dates for assignments

So what can I do with the other 11 days of class? SelfAcademic LifeCommunity/World  Time Management  Memory Strategies  Getting Involved on Campus  Stress Management  Reading Techniques  Multiculturalism & Diversity  Personality Types  Note-Taking  The Arts (e.g. Benton, Puppetry Museum)  Values/Self-knowledge  Motivation  Land Grant Institution: Dairy Bar  Health Education (Nutrition, Fitness, Alcohol & Other Drugs, Sex)  Using the Library  Husky Traditions: Husky Heritage Sports Museum and Alumni Association  Critical thinking  Academic Advising  Undergraduate Research  Decision Making  Career Planning  Community Service  Creating your Four-Year Plan  Major /Career Decisions  Police Station  Passions/Goals  Academic Achievement Center  Study Abroad  Internships

Course Calendar Sample UNIV 1800.XXX Course Calendar SAMPLE Semester Week Class DateTopic/Special LocationAssignments Due 1Sept. x First Class – Meet Instructor/Mentor, Class Expectations, and Overview of HuskyCT --- 2Sept. xTime ManagementBring all of your syllabi to class. 3Sept. xInformation Literacy I: Introduction and Group Work--- 4Sept. x Information Literacy II: Critical Thinking Presentations and a Plagiarism Introduction 5-Minute Presentations of Critical Thinking HuskyCT Posts 5Sept. xStrengths Quest Workshop 1) HuskyCT Plagiarism Module 2) Strengths Assessment 6 Oct. x Study Skills: Mid-Term Success (Mentor Presentation) Critical Reflection Writing Assignment First Draft Due 7Oct. x UConn History / We will meet in class then walk to the Dairy Bar Oct. xPersonal Values and Goal Setting--- 9Oct. xCampus Involvement Critical Reflection Writing Assignment Final Draft Due 10 Nov. x Expert Presentation: Healthy Sexuality in CollegePre-Presentation HuskyCT Post 11Nov. xIdentifying & Managing Stress 1) Post-Presentation HuskyCT Post 12Nov. xExpert Presentation: Career Services PresentationResume Rough Draft Due 13 Dec. x Expert Presentation: Power Foods Presentation1) Pre-Presentation HuskyCT Post 14Dec. xClass Wrap Up: Creating your Four-Year Plan1) Post-Presentation HuskyCT Post 2) Critiqued Résumé Final Draft Due

Resource Presentations Alcohol and Other Drug Services Study Abroad Student Ambassadors x5022 Police Services The Dairy Bar: UConn History Walk Benton Museum Field Trip Museum Staff x4520 Student Code of Conduct Community Standards x8402 Sex Jeopardy Joleen Nevers x0772 Violence Against Women Lauren Donais x1103; ACES Ambassadors Harry Twyman x8961; harry.twyman.uconn.edu Career & Major Decisions Jim Hill x1788

Creating Lesson Plans Remember Scaffolding Lesson Plan Elements Educational scaffolding is an “adult controlling those elements of the task that are essentially beyond the learner's capacity, thus permitting him to concentrate upon and complete only those elements that are within his range of competence” (Wood, Bruner, and Ross,1976). 1. Learning Outcomes 2. Necessary Prior Knowledge 3. Materials and/or Guests Minute Lesson Outline 5. Follow Up and/or Assessment

How do I grade this course?

Please take 5 minutes to get a drink, run to the restroom, socialize, etc.

Your Team 1.HuskyCT 2.You and Your Mentor 3.Closing and "Homework"

Using Blackboard Learn

Why HuskyCT is Important in FYE 1. Preparation for Other Courses 2. Communication 3. Community-Building 4. And with additional training this can do much more for you.

FYE Common Elements for HuskyCT Your UNIV1800 Site Instructor Resources Modules for all Common Assignments Common HuskyCT Pedagogy My Weekly 1800 Instructor and Mentor Sites Announcements Discussion Starting Posts Optional Additional Training

Weekly Folders Help student get and stay organized. Communicate expectations clearly. Organize assignment submissions.

Pre- and Post- Content Presentation Pedagogy Instructor HuskyCT Idea Share: Over the Summer All presentation need to have pre- and post- content. HuskyCT makes this easy and fun. See the HuskyCT section of the Instructor Manual Goals: 1. Practice using HuskyCT as your students will use it 2. Collaborate with other FYE instructors on lesson plan ideas 3. Foster an FYE instructor community Task: Consider how you would engage students before and after one of the expert presentations. Post your idea, and respond to at least two other instructor’s ideas.

An Instructor’s Guide to FYE Mentoring

Who are the Mentors? Selective Group for 2013 Roughly 90 out of a pool of ~150 Diverse Group Sophomores, Juniors & Seniors Highly assorted majors From Political Science to Molecular Cell Biology Teaching majors only make up about 20%

Expectations

EPSY 3020 All mentors enroll in an Educational Psychology Class focused on Peer Counseling. Examples of Topics Covered Lesson Plan Development Classroom Management Strategies Facilitation Skills Overall Goals for Mentors: Reflection and identification of personal learning and facilitating style

Mentor Expectations Weekly Meetings Mentors and Instructors should set up a 1 hour weekly meeting time to discuss class structure, activities, co- instruction, facilitation, etc. One-On-One Meetings Mentors are required to meet with each of their students at least once during the semester. You can support this by making it a class requirement.

Mentor Expectations HuskyCT Mentors are expected to become proficient in HuskyCT. Mentor Presentation Mentors will chose a topic and week in which they will fully facilitate one class period. Mentors will be observed by an EPSY TA or Supervising TA for their facilitation skills and execution of their lesson.

Expectations

Instructor Expectations Flexibility Due to the diverse nature of our mentors, they all have their own comfort levels. Some mentors will feel very comfortable jumping right in and co-facilitating with you Others will develop their confidence throughout the semester Communication Mentors and Instructors have the best experience when communication is readily flowing for the entire semester

Common Concerns we hear from Mentors “My Instructor…” won’t let me do anything during class, I just sit there” expects me to run the entire class and I don’t feel prepared” keeps changing our meeting time, or cancels it all together” Is forcing me to do my presentation about “_______”

Instructor Absence If you cannot make class you do not have to cancel. You have options: Work with your mentor to plan for them to lead the class session. Call FYP: Shawna, Dave, or Amanda may be able to lead your class session. Move the discussion or workshop online.

Questions? Feel free to contact FYP staff or the Supervising TA’s over the summer or during the semester: Doug Sekorski Jen Artruc

Preparing to Have a GREAT 1800

Your Homework Instructor To Do List Events and Communication Confirm class time/location on PeopleSoft (a.k.a Student Administration System) Sign up/attend HuskyCT training workshop with FYP staff Create a syllabus using the 1800 template provided Contact/schedule presentations for FYE Class Modify HuskyCT site for FYE class Read FYE Listserv s and the FYP & LC Digest Contact your mentor over the summer Sign mentor/instructor agreement form Submit syllabus to FYP & LC office and by August 12th accepted syllabus to mentor by Tuesday, August 19th Attend mentor/instructor luncheon on Thursday, August 22nd Noon – 1:00pm Finalize date for mentor’s presentation Schedule weekly meeting time with mentor Plan lessons for weeks 1 and 2

Welcome to the FYP family! If you have any curricular questions please contact Shawna Lesseur. If you have any technological or scheduling questions please contact Amanda MacTaggart.