FYE Returning Instructor Orientation

1. FYE Returning Instructor Orientation Institute for Students Success, Office of First Year Programs & Learning Communities Shawna M. Lesseur, Assistant Director shawna.lesseur@uconn.edu Amanda MacTaggart, Program Coordinator amanda.mactaggart@uconn.edu

2. Welcome and Introductions • Name • Department • How long you’ve been teaching FYE • Best FYE moment • Common Element • Innovative Addition • One thing you are hoping to gain from this training

3. The Value of Icebreakers Increase Energy Build Relationships Open Discussion For video examples of possible fun icebreakers visit http://www.supportrealteachers.org/ice-breaker-videos.html. (Tip: put the video in full screen to see it play out.) Visit here for more serious icebreakers for college students: http://adulted.about.com/od/icebreakers/tp/toptenicebreakers.htm What’s you r favorite icebreaker or energizer to use in FYE?

4. Section I Revisiting FYE Pedagogy • Orientation Agenda • Mission and Philosophy Revisited • Blackboard Learn: Your HuskyCT • Common Elements • You and Your Mentor

5. Orientation Agenda • Section I: Revisiting Pedagogy • Orientation Agenda • Mission and Philosophy Revisited • Blackboard Learn • FYE Common Elements • Syllabi • Curriculum • You and Your Mentor • ~ 5Minute Break ~ • Section II: Collaborative Planning • Teaching Common Elements • Revising Your Syllabus • Closing and "Homework" • ~ To be continued on HuskyCT~ • Section III: HuskyCT • Collaboration Continued https://learn.uconn.edu/

6. Learning Objectives • LO1: Returning instructors will recognize the updates to the FYE mission, philosophy, resources, and common elements and begin to apply them to their courses. • LO2: Returning instructors will reflect on how they have utilized the resources available to them through FYP in the past and how they can use them more effectively in 2013-2014. • LO3: Returning instructors will participate in the FYE teaching community by collaboratively planning for their courses.

7. 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.

8. UNIV 1800Learning 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.

9. 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

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

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

12. Definitions • Instructor Resources: • American Library Association, Association of College and Research Libraries. “Information Literacy Competency Standards for Higher Education”: http://www.ala.org/acrl/standards/informationliteracycompetency • Foundation for Critical Thinking, The Critical Thinking Community. “Defining Critical Thinking” http://www.criticalthinking.org/pages/defining-critical-thinking/766

13. Information Literacy Popular Culture Examples Critical Thinking In Action: Men In Black (1997) Critical Thinking Fail: “State of Disbelief” (2012) https://www.youtube.com/watch?v=h2P6MCosNv4 https://www.youtube.com/watch?v=rmx4twCK3_I

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

15. Google vs. Google Scholar

16. In-Class Google Activity

17. 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.

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

19. Common Grading Rubric

20. Career Services FYE Résumé Assignment Drafting Using Optimal Resume Career Services In-Class Presentation Individualized Research for Career Planning Resume Critique Career Services 1:1 FYP & CS Resume Workshops 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, 2013. The final day to request a presentation from Career Services will be Friday, November 18, 2013. Schedule here: http://www.career.uconn.edu/presentation_request_form.html

21. Updating Your Syllabus

22. University Requirements

23. Other Possibilities to Consider Incorporating:

24. Expert Presentations • Alcohol and Other Drug Services • http://www.aod.uconn.edu/org_ca_team.html • Study Abroad • Student Ambassadors x5022 • Police Services • http://www.police.uconn.edu/programrequest.html • The Dairy Bar: UConn History Walk • http://fye.uconn.edu/12F_Wk_Digest/August/PDFs/Dairy_Bar_Procedures.pdf • Benton Museum Field Trip • Museum Staff x4520 • Student Code of Conduct • Community Standards x8402 • Sex Jeopardy • JoleenNevers x0772 • Violence Against Women • Lauren Donais x1103, lauren.donais@uconn.edu • ACES Ambassadors • Harry Twyman x8961; harry.twyman.uconn.edu • Career & Major Decisions • Jim Hill x1788

25. 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: • Practice using HuskyCT as your students will use it • Collaborate with other FYE instructors on lesson plan ideas • 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.

26. Sample Course Calendar with All Common Elements

27. Don’t’ Forget:Creating A Cohesive Course 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). • Learning Outcomes • Necessary Prior Knowledge • Materials and/or Guests • 50 Minute Lesson Outline • Follow Up and/or Assessment

28. Grading Sample with All Common Elements

29. You & Your Mentor How is the relationship going?

30. How do you let your mentor practice their skills in 1800? • Common Educational Psychology Class (EPSY 3020) focused on peer counseling • Lesson Plan Development • Classroom Management Strategies • Facilitation Skills • HuskyCT • Mentors are expected to become proficient in HuskyCT • Mentor Presentation Reminder • 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

31. Mentor Meetings: How do you make these meaningful? • 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.

32. 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.

33. 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 “_______”

34. 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.

35. Questions? • Feel free to contact FYP staff or the Supervising TA’s over the summer or during the semester: • Doug Sekorski (douglas.sekorski@uconn.edu) • Jen Artruc (jennifer.artruc@uconn.edu)

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

37. Section II Collaborative Planning • 1. Teaching Common Elements • 2. Revising Your Syllabus • 3. Closing and "Homework"

38. Teaching Common Elements • In groups discuss the following questions. Be prepared to share your thoughts. • What has your approach to the common elements been in the past, and how is that working in the class? • What is one thing FYE could do this year to make it easier for you to do a great job of teaching these common elements? • How might you incorporate pre- and post-content for your favorite expert presentation? Choose one of the optional presentations and brainstorm possible strategies.

39. Revising Your Syllabus To Add To Delete or Revise • Which elements will you be adding to your syllabus this semester? • Do you have all of the university-required sections? • Do you have all three of the FYE 1800 common elements? • What do you want to try for the first time this semester? • Which elements will you be removing from your syllabus or revising this semester? • What didn’t work well last year? • Does anything need to be revised or cut in order to fit in your additions?

40. Minute Write • Please take a moment to let us know what you need to help you succeed and what you would like to see in the 2013-2014 academic year. (Tear off the last page of your orientation handout packet.) ~Thank you!

41. Instructor Homework Preparing to Have a GREAT 1800

42. 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 emails 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 • Email 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

43. Section III HuskyCT • Instructor Collaboration Continued

44. Hour Three: HuskyCT Learning Outcomes: LO1: Instructors will practice using the new HuskyCT discussion board as their students will use it in their FYE class. LO2: Instructors will begin to develop an 2013-2014 teaching community by participating in collaborative brainstorming. LO3: Instructors will develop lessons, and HuskyCT content that they can use in their fall 2013 UNIV 1800.

45. Happy Teaching Welcome back to the FYP family! If you have any curricular questions please contact Shawna Lesseur. If you have any technological questions please contact Amanda MacTaggart. http://web9.uits.uconn.edu/fye/instructors.htm