FYE New Instructor Orientation & Training

1. FYE New Instructor Orientation & Training 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 • 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? • In your orientation packet write 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

4. Section I Introduction • Icebreaker (Check) • Orientation Agenda • Mission and Philosophy • Resources and Communication

5. 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"

6. 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 2013-2014 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. Break Please take 5 minutes to get a drink, run to the restroom, socialize, etc.

10. Section II Pedagogy • FYE Common Elements • Syllabus Development • Creating Lesson Plans

11. 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

12. 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

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. 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

15. 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 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

16. Syllabus Development

17. University Requirements

18. So what can I do with the other 11 days of class?

19. Course Calendar Sample

20. Resource 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 • Venida Rodman Jenkins x4738 • Career & Major Decisions • Jim Hill x1788

21. 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). • Learning Outcomes • Necessary Prior Knowledge • Materials and/or Guests • 50 Minute Lesson Outline • Follow Up and/or Assessment

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

23. Section III Your Team • HuskyCT • You and Your Mentor • Closing and "Homework"

24. HuskyCT Using Blackboard Learn

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

26. FYE Common Elements for HuskyCT • Your UNIV1810 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 https://learn.uconn.edu/

27. 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.

28. You & Your Mentor An Instructor’s Guide to FYE Mentoring

29. 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%

30. FYE Mentors Expectations

31. 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 goal for mentors: reflection and identification of personal learning and facilitating style

32. 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

33. Mentor Expectations • HuskyCT • Mentors are expected to write and respond to weekly discussion posts for their class • They will also learn how to post announcements • 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.

34. Instructor Expectations

35. 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

36. 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 “_______”

37. Instructor Absence • There are a variety of different ways of dealing with an instructor absence • Depending on your mentor, you have a few options • Cancel class for that week • Allow the mentor to take over class if they are comfortable doing so • ??? – There are many creative solutions for this situation, do what works for your class! • No matter what, handle this situation EARLY if possible

38. Basically… • Ask your mentor • What is he/she comfortable doing in class? • What level of involvement are they interested in having? • How can you work cohesively together to help students in the best possible way?

39. Overall • Set Expectations with your mentor • Communication is key! • Your mentor should have contacted you by now to meet and fill out the mentor/instructor agreement • (green piece of paper)

40. Questions? • Are there any questions or concerns? • Any questions, please contact Supervising TA’s over the summer or during the semester? • Doug Sekorski (douglas.sekorski@uconn.edu) • Jen Artruc (jennifer.artruc@uconn.edu)

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. Happy Teaching 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. http://web9.uits.uconn.edu/fye/instructors.htm