2019 FSEM Faculty Training FINAL · Dr. Kateri McRae (Associate Professor, Psychology) 4. Common Curriculum Review Katie Seymour (Associate Director, Academic Advising) 5. Student

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Excellence ● Innovation ● Engagement ● Integrity ● Inclusiveness

2019 First-Year SeminarFaculty Training


2019 First-Year Seminar Faculty Training

1. Supporting Student SuccessSarah Hoffman (Assistant Provost, Student Success)

2. Goals and OutcomesHeather Martin (FSEM Faculty Director)

3. One Book One DULP Picard (Director, One Book One DU Program)

4. FSEM Faculty Resources & BudgetLeah O’Grady (Assistant Director, Academic Programs)

5. Lunch Panel: Unexpected SituationsPanel of FSEM faculty and Campus Life partners

1. Discoveries Orientation ScheduleLeah O’Grady (Assistant Director, Academic Programs)

2. Discoveries Themes & Advising ExpectationsHeather Martin (FSEM Faculty Director)

3. Meta-Cognition Exercises for DiscoveriesDr. Kateri McRae (Associate Professor, Psychology)

4. Common Curriculum ReviewKatie Seymour (Associate Director, Academic Advising)

5. Student Schedule ReviewKatie Seymour (Associate Director, Academic Advising)

6. Next Steps and Looking ForwardHeather Martin (FSEM Faculty Director)

7. Lunch with Orientation Leaders

Tuesday, August 27 Wednesday, August 28

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Supporting Student Success

Sarah HoffmanAssistant Provost, Student Success


Outline

• Critique

• What matters to success?

• What is Sarah asking me to know/do?

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Ironically, the surest path toward hard outcomes like retention and graduation rates may well be through the soft skills that cultivate relationships and nurture a sense of belonging for all of our students (p. 64).

– The Undergraduate Experience: Focusing Institutions on What Matters Most by Peter Felten, John N. Gardner, Charles C. Schroeder, Leo M. Lambert & Betsy Barefoot, 2016.

Critique


Critique

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Ironically, the surest path toward hard outcomes like retention and graduation rates may well be through the soft skills that cultivate relationships and nurture a sense of belonging for all of our students (p. 64).

– The Undergraduate Experience: Focusing Institutions on What Matters Most by Peter Felten, John N. Gardner, Charles C. Schroeder, Leo M. Lambert & Betsy Barefoot, 2016.

Critique


1. My professors cared about me as a person2. I had at least one professor who made me excited about learning3. While attending college, I had a mentor who encouraged me to pursue my goals and

dreams.4. While attending college, did you have a job or internship that allowed you to apply what you

were learning in the classroom? 5. While attending college, I worked on a project that took a semester or more to complete.6. I was extremely active in extracurricular activities and organizations while attending college.

Gallup-Purdue Index (2014)

What matters to success

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Who leaves DU?

Which student groups tend not re-enroll for the Fall quarter of their second year?

Average one-year persistence rate

86.8%1350

1175

Fall 2019 Fall 2020

-175


Who leaves DU?

• First generation

• High financial aid gap

• Hispanic/Latino

• Males

• Out-of-state

• Undeclared majors

• Unengaged/uninvolved

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Farthest from average



• Hispanic/Latino

• Males

• Out-of-state




Farthest from average



• Hispanic/Latino

• Males

• Out-of-state



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Know & Do

Faculty-Student

relationships

13

Set clear expectations

Establish trustMaintain strong &

regular communication

Give honest feedback

Celebrate milestones &

achievements

Miller, 2015; Vandermass-Peeler, 2015

Scaffold increasing challenge


Know & Do

Resources

14

Mentoring syllabus

Undeclared major support SOS Reports

Advising notes (student profile)

Faculty feedback

Interterm courses

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PioneerWeb


Student Profile

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Know & Do

• FSEM class visits with Carolyn Sommers -- Career Services

• Academic Coaching -- Academic Advising

• Big Dream Gathering -- Sept 11

• CNP 1200 Career Decision Making

• CNP 1650 Unlearning to Learn

Undeclared majors

Interterm

• Extra financial aid available

• Winter getaway with Kate Willink & Paul Michalec

• CNP 1650 Unlearning to Learn

• CNP 1200 Career Decision Making

https://www.du.edu/interterm/


Most importantly

• Tell us how we can better support you

• Take care of yourself

• Call for help

[email protected]

DO

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FSEM Goals & Outcomes

Heather MartinTeaching Associate Professor, Writing Program

Director, First-Year Seminar Program


FSEM Supports Students

• Retention

• Engagement

• Satisfaction

• Higher grades

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DU Students Value FSEM


FSEM Beyond Retention

Newer research suggests FSEM can impact students’ lifelong learning orientations:

• Need for Cognition (NFC): “inclination toward thinking” (Padgett, Keup, & Pascarella, 2013)

• Self-regulated learning (Cambridge-Williams, Winsler, Kitsantas, & Bernard, 2013)

• Motivation to learn (Jessup-Anger, 2011)

• Intellectual curiosity (Kolb, Longest, & Barnett, 2014)

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Intellectual Curiosity

52.0%

19.6%

10.8%

3.9%

9.8%

3.9%

57.2%

17.9%

10.3%

3.4%

7.6%

3.4%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

Strongly agree Somewhat agree Neither agree nordisagree

Somewhat disagree Strongly disagree (blank)

Perc

enta

ge

Percentage: FSEM increased my sense of intellectual curiosity

2017-18 2018-19


Adjustment to “College Life”

49.0%

26.5%

5.9% 3.9%

11.8%

2.9%

55.9%

21.4%

7.6%4.8% 6.9%

3.4%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

Strongly agree Somewhat agree Neither agree nordisagree

Somewhat disagree Strongly disagree (blank)

Perc

enta

ge

Percentage: My FSEM instructor helped me to adjust to college life

2017-2018 2018-2019

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Outcomes and FeaturesFSEM Student Learning Outcome: Students who complete FSEM will be able to engage in critical inquiry in the examination of concepts, texts, or artifacts; effectively communicate the results of such inquiry; and access University resources.

Program Features:A key priority of the First-Year Seminar program is to introduce students to the value and excitement of pursuing intellectual questions, and the rewards that come from developing deeper levels of expertise. Faculty cultivate this and other program priorities through the following features:

• Intellectual community

• Academic expectations

• Active learning environment

• Strong advising relationships


Outcomes and Features

Lifelong learning orientations:

• What are the most critical skills developed in the DU FSEM?

• How do faculty foster intellectual curiosity and an “inclination toward learning”?

• How do faculty communicate and/or help students reflect on what they’re

learning (beyond disciplinary content)?

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• Welcome video and letters• Discoveries committee & themes• Convocation• One Book programming

• SURG• Faculty Resources website• Canvas shells

Program Growth & Transition


15 Minute Break

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One Book, One DU

LP PicardTeaching Associate Professor, Writing Program

Director of One Book, One [email protected]


One Book: Background

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Common Reading Programs as HIPs


Past One Book Selections

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One Book: Goals


Goals of Common Reading Programs

• Community Building

• Inter-Departmental Connection

• Communicating Expectations

• Shared Intellectual Experience

• Learning Objectives:– Critical Thinking– Self-Awareness– Diversity and Global Issues

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One Book: Selection Process


2019 – 2020 Shortlist

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2019 – 2020 One Book Selection


One Book: Programming

• All-Campus Lectures: Wednesday Sept. 4th

• An Evening with Helen Thorpe: Tuesday Sept. 24th

• Migrahack: Sept. 27th-28th

• One Book Happy Hour/Town Hall: February

• One Book Reader

• Connected Courses

• Three-Year Implementation Model

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TUES, SEPTEMBER 24

7:30PM-9PM

GATES CONCERT HALL

HELEN THORPE

TUES, SEPTEMBER 24

7:30PM-9PM

GATES CONCERT HALL

To reserve tickets, go to the Newman Box office and request tickets from the First-Year Seminar reservation (note: there are 500 on hold).


https://coloradomigrahack.school.blog/

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One Book: Programming

• All-Campus Lectures: Wednesday Sept. 4th

• An Evening with Helen Thorpe: Tuesday Sept. 24th

• Migrahack: Sept. 27th-28th

• One Book Happy Hour/Town Hall: February

• One Book Reader

• Connected Courses

• Three-Year Implementation Model


One Prompt

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One Prompt


One Prompt

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Why Storytelling?“The moments of enlightenment provided by the arts may reveal to students the previously hidden architecture of their minds.

Students often need to undertake this work before they can build more sophisticated and informed ideas.”

Creech, James & Maryam Zomorodian. “Cocurricular Arts Programming and an Integrative First Year Experience.” Liberal Education 103, no. 3/4 (2017).


One Prompt

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One Prompt


One Prompt

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Encountering Stories

Event: Wednesday October 30th from 6:00-7:30pm

Submission Deadline: September 15th by 6pm(October 1st by 6pm)

E-mail submissions to: [email protected]


Many Voices, One DU (vol. 5)

Open to:Faculty, Staff, Alumni, Undergraduates

(including your OLs and other upperclassmen), and Graduate Students

Submission Deadline: December 1st

Can also submit photographs of campus & campus life for the cover

E-mail submissions to: [email protected]

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One Book: Discoveries & FSEM

And/or: 1 hour of class time during first few weeks of FSEM


One Book: Reader

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One Book: Reader• Program History + Welcome Letter• All-Campus Lectures, Connected Courses, Helen Thorpe Event• Thorpe’s Bio, Book Reviews, Interviews w/ Thorpe & Williams• Framing Materials• Online Resources• Discussion Questions for the Book• Discussion Questions for the Prompt• Short-Answer & Essay Prompts• Curated Readings:

• Climate Change + Excerpts, DQs, & Activities• Images of Crisis + Excerpts & Activities• Education + Excerpts, DQs, & Activities• Storytelling

• “Encountering Stories” – Call for Submissions• Many Voices, One DU – Call for Submissions


One Book: Reader

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One Book: Reader


One Book

Find materials in a shared One Drive Folder

Questions?

LP: [email protected]@du.edu

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FSEM Faculty Resources and Budget Guidelines

Leah O’GradyAssistant Director, Academic Programs


First-Year Seminar Resourceshttps://www.dufsem.com/

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First-Year Seminar Resources: Budget

• Class meals, snacks, refreshments• Cultural, entertainment, sporting events• Museum entrance fees• Some memberships/subscriptions (contact the

coordinator for more information)• Non-consumable equipment (electronic/lab

equipment). Note: This becomes property of the FSEM program and must be returned at the end of the Fall quarter. The equipment may be loaned to you for subsequent FSEMs.

• Books for the course (for your own research in developing the course)

• DVDs for the course• Consumable materials for lab experiments

• Tablets/e-readers • Anything with a direct cash value, e.g. gift

certificates, gift cards.• Alcohol

Available funds for a class of 18• Destinations $25 per person $500.00

• Activities $50 per student $900.00

• Materials $250.00

Total $1,650.00

Allowed Purchases Disallowed Purchases


First-Year Seminar Resources:Purchasing Options

Purchasing options:1. Purchases with your DU purchasing

card2. Purchases with a departmental

purchasing card3. Purchases with your personal credit

cardContact UAP for:• On-campus vendors • Honoraria• Contracts• Other unique scenarios

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First-Year Seminar Resources:Reimbursement Process

ALL reimbursement will go through Pioneer Travel and Expense (NEW this year – do not send receipts to us!).

1. Use the tax exempt form at purchase for ALLpurchases (including food/restaurants).

2. Collect detailed, itemized, original receipts. 3. Log in to Pioneer Travel and Expense (i.e.

Concur) to upload receipts and create an expense report (detailed instructions on dufsem.com).

4. Complete the FSEM receipt tracking template and email it to: [email protected].

5. Reimbursements will be processed within 1-2 of receipt and faculty will receive payment within ~1-2 weeks.

Process


First-Year Seminar Resources:Reimbursement Reminders

1. Your department should have Amazon and Staples business accounts

2. You will not be reimbursed for any tax charges on your receipts (including restaurants).

3. There is a 20% cap for tip reimbursement

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First-Year Seminar Resources:Compensation

• Payment is made in your monthly paychecks– October-April

• $5,350.00 for new instructors• $3,850.00 for returning instructors


Lunch Panel: Unexpected Situations

MODERATOR: Heather Martin (FSEM Faculty Director)• Steve Iona (Physics & Astronomy)• Geoff Stacks (Writing)• Rachel Walsh (Languages & Literatures )

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More to come – Stay tuned for day 2!


2019 First-Year Seminar Faculty Training

1. Discoveries Orientation ScheduleLeah O’Grady (Assistant Director, Academic Programs)

2. Discoveries Themes & Advising ExpectationsHeather Martin (FSEM Faculty Director)

3. Meta-Cognition Exercises for DiscoveriesDr. Kateri McRae (Associate Professor, Psychology)

4. Common Curriculum ReviewKatie Seymour (Associate Director, Academic Advising)

5. Student Schedule ReviewKatie Seymour (Associate Director, Academic Advising)

6. Next Steps and Looking ForwardHeather Martin (FSEM Faculty Director) Leah O’Grady (Assistant Director, Academic Programs)

7. Lunch with Orientation Leaders

Wednesday, August 28

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Discoveries Orientation Schedule

Leah O’GradyAssistant Director

for University Academic Programs


New: Discoveries Mission

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Discoveries Orientation: Part I Online Experience

Students:• Discoveries Digest

Weekly Newsletter

• Canvas Modules

Families: Webinars• Advising and Registration• Community Expectations & Support

(SOS, SRR, Campus Safety)• Health and Wellness and Athletics• Diversity and Inclusion• Support and Behavioral

Accountability Resources• Student Financial Services and

Financial Aid• Family Support & Involvement• Sustainability & Transportation• Campus Involvement (OSE, FSL, HRE)• Preparing for Discoveries


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Summer: Discoveries OnlineCanvas Module Walk-Through


Orientation Schedule

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Discoveries Faculty Guide


Wednesday: All Campus Lectures

• 6 lectures available • Lecture topics, locations,

& room capacities are available at dufsem.com

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Wednesday: College Receptions Music and Engineering should go to theirs FIRST Students have time to attend 2 Undeclared session! Prepare students beforehand on Wednesday


Thursday: Destinations Trips

For UAP-arranged Destinations trips(DAM, DMNS, or DCPA OR transportation), you should have already received confirmation emails with instructions. For any questions, please contact Grace Warner ([email protected]).

Things ALWAYS happen, so I recommend taking a picture of the “Important FSEM Numbers” on your handout.

In case of emergency, always call 911 first and then Campus Safety 2nd, followed by someone from our team

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Discoveries Help Hub

Driscoll Student Center, Ste 30 (under the book store)

will serve as the “Help Hub”During Discoveries Orientation Week

303-871-2455


Missing Students?

If there are students on your roster missing at ANY of your Discoveries FSEM sessions, please email Leah O’Grady ([email protected]) ASAP.

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Discoveries Schedule App: “Crimson Connect”


Discoveries Themes & Advising Expectations

Heather MartinTeaching Associate Professor, WritingDirector, First-Year Seminar Program

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Discoveries FSEM Sessions Just over six unscheduled

hours with students

• 2 hours Tuesday

• 2.5 hours Wednesday*

• (Destinations Thursday)

• 1.75 hours Friday*

*includes dining hall lunch


Discoveries FSEM Sessions Just over six unscheduled

hours with students

• 2 hours Tuesday

• 2.5 hours Wednesday*

• (Destinations Thursday)

• 1.75 hours Friday*

*includes dining hall lunch

Discoveries Academic Programs Committee

Session Outcomes:

1. Students will begin to familiarize themselves with their classmates, their FSEM instructors, and academic resources available to them on campus.

2. Students will begin to understand the level of academic expectations and rigor at DU, as well as what it means to read and think critically and creatively.

3. Students will begin to understand academic etiquette and academic integrity.

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Day 1: Welcome and FSEM Basics

1:30-3:30 with students

• Introductions

• Immediate concerns

• FSEM basics


and norms


Day 1: Welcome and FSEM Basics


• Introductions

• Immediate concerns

• FSEM basics


and norms

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Day 2: Academic Life


• Purpose of common curriculum

• Faculty role in advising

10:45-11:45 All-Campus Lectures

11:45-1:15 Staggered lunch &

ACL, One Book


Day 2: Academic Life


• Purpose of common curriculum

• Faculty role in advising

10:45-11:45 All-Campus Lectures

11:45-1:15 Staggered lunch &

ACL, One Book

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Day 3: Destinations

Off-campus Excursion

• Community building

• Let OLs help

• When in doubt, end early

• (Things to do before and

after Destinations)


Day 4: Prepare for Week 1


• Staggered lunch and

preparation for week 1

• Logistical questions

• Encourage reflection

and planning ahead

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Ongoing Mentoring & Advising


Meta-Cognition Exercises for Discoveries

Kateri McRaeAssociate Professor, Psychology

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Introductions

• Name (+ short story about name OR rhyme/ mnemonic)• Where from?• Why DU?• What’s your biggest hope for your time at DU?• What’s your biggest fear for your time at DU?• What’s the burning question you want answered right

now?• What do you have in common with partner?


Other icebreakers/conversation starters– What do you think is the biggest difference

(academically) between high school and college?– What are you most excited for? What are you most

nervous about?– As a student, you prefer more structure/instruction, or

more freedom/choice?

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Ground rules

• Inclusion• Respect for diversity of experiences and viewpoints• Laptops: no need to use unless we say so


Attitudes: What mindset are you?1-strongly agree 2- agree 3- sort of agree 4-sort of disagree 5- disagree 6- strongly disagree

1. You have a certain amount of intelligence, and you can’t really do much to change it.

2. Your intelligence is something about you that you can’t change very much.

3. No matter who you are, you can significantly change your intelligence level.

4. To be honest, you can’t really change how intelligent you are.

1-strongly agree 2- agree 3- sort of agree 4-sort of disagree 5- disagree 6- strongly disagree

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Add:1. Score from 12. Score from 23. (7-score from 3)4. Score from 4

The lower your score, the more FIXED mindsetThe higher your score the more GROWTH mindset


Beliefs about change• Fixed mindset:

– people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort.

• Growth mindset:– people believe that their most basic abilities can

be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment

Dweck et al., 1995

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Beliefs about change

• Change mindsets influence our attitudes about:– Intelligence– Emotions– Personality– Racial identify– Prejudice


Debate re: technology

DU should be allowed to block wifi in classrooms to encourage students to avoid distraction during class.

Agree/Disagree?

If they should be allowed, is it a good idea?

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Multi-tasking

Weinberg, 1991Quality Software Management: Systems

Thinking


Effects of multi-tasking

Rogers & Monsell, 1995Journal of Experimental Psychology: General

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Readings & Assignments

• Readings– Mindset reading from Tomorrow’s Professor– Reflection readings from ePortfolio pilot (thanks Kara)

• Assignments (esp. compatible with ePortfolio)– Revision of OneBook Prompt as a letter– Reflected letter


Resources on campus• Academic Bulletin• www.bulletin.du.edu•• Anderson Academic Commons• www.library.du.edu• The new Anderson Academic Commons serves as the hub of intellectual and scholarly life on campus. The $35 million renovation,

completed in March 2013, transformed the former Penrose Library building into a light filled space designed for learning and situated at the heart of campus. The renovation increased student seating (from 700 seats to 1,864); provided multiple learning spaces (which can be reserved on the library website) to accommodate both quiet study and collaborative group work; infused state-of-the-art technology throughout the building; increased natural light on all levels; and provided improved spaces for the numerous academic support services that call the Anderson Academic Commons home.

•• These services include the Research Center; Writing Center, Math Center; Chemistry, Physics, and Engineering Help Center; Office of

Teaching and Learning; and University Technology Services Help Desk, which now offers both hardware and software support. A new Digital Media Center provides analog to digital conversion services, digital equipment check out, and support for students creating and editing digital audio and video.

•• Enhanced technology in the building includes high definition flat panels in many group study rooms to which students can project from

their laptops, tablets, and even phones. Study rooms come in a variety of sizes, including large seminar rooms that contain projectors and screens.

•• Library Collections• Over eight miles of books from all disciplines can be found on the lower level in the high density stacks. Hundreds of additional print books

purchased in the last six months will be in open shelving on the Main Level. DVDs, newspapers, browsing journals, and Special Collections books and materials will also be available on site. The remainder of the Penrose Collection, including bound journals and government documents, will be housed in the Hampden Center and are be delivered to campus within 2-4 hours of an online request.

•• Library Workshop• During their first quarter at DU it is important for students to begin to feel comfortable with library resources and academic research.

Through a research workshop or library presentation, students can learn valuable skills that will aid them in future writing and research intensive classes. For more information on scheduling are search workshop or library presentation, please visit the Library Instruction guide.

•• Research Center• In addition to a library workshop, you may also wish to include information on the library's Research Center in your syllabus. The Research

Center offers expert guidance through the research process: from refining a topic, to finding and evaluating relevant sources, to creating a bibliography. A Research Center consultation session can ease anxiety about a project or paper and teach research and evaluation skills for life-long learning. One-on-one, hour-long research consultations with a research librarian are available to students at any stage of the research process.

• Athletics Support Services• David Kummer, [email protected]• 303-871-3047 •• As a Division I school, DU has an active athletic program and many student athletes. If you have questions about policies relating to

student-athletes or concerns with their academic performance, please contact their office. They have advisors that work directly with each team.

•• Career & Professional Development• www.du.edu/career• Heidi Perman, Executive Director• [email protected]• 303-871-2150 • [email protected]•• Research outlined in the Gallup Purdue Index shows that students that engage with career services during their time in college have better

outcomes at graduation and are more likely to be satisfied with their college experience. Additionally, 86% of incoming students report they are attending college to get a better job – a 13% increase in one decade. With this in mind, it is critical for students to engage with Career & Professional Development early in order to be prepared to achieve their post-graduation goals.

•• This year, new career milestones will be rolled out for students to accomplish during their undergraduate experience including a first year

resume review for all freshmen. We hope you will encourage students to come in for their first-year resume review and consider adding this to your course syllabus. We also have many incoming students that are questioning their major and career plans. Career Advisors are well equipped to help students clarify these goals. Last, we welcome the opportunity to visit your FSEM course to share information about our services, to help students tie your course content to their career goals, and we can also assist in identifying alumni or employer guest speakers that complement the content covered in your course.

•

•• Academic Resources, Campus Life & Inclusive Excellence• As part of the Campus Life Division, Academic Advising is located in Driscoll Student

Center South. The Disability Services Program (DSP) and the Learning Effectiveness Program (LEP) are in Ruffatto Hall.

• Academic Advising • http://www.du.edu/studentlife/advising/• Tonnett Luedtke, Director • [email protected]• 303-871-4512•• Academic Advising seeks to create an inclusive environment that empowers

undergraduate students to successfully transition into college, take ownership over their education, pursue academic interests, engage in learning, and develop a comprehensive network of resources to persist to graduation. In that regard, Academic Advising offers the following special types of assistance:

•• Multicultural Advising• Academic Advisors partner with multicultural students in getting involved with

diversity programming, connecting students to major advisors, and identifying other campus resources to assist students with navigating the university system. Advisors are also available to assist multicultural students with their transition into the DU campus and culture. Academic Advisors work closely with The Center for Multicultural Excellence.

•• Undeclared Students• Students who are exploring major or minor options should meet with an Academic

Advisor to develop different class options that are introductions to majors while also counting for the Common Curriculum requirements. Academic Advisors make intentional outreach to undeclared students to attend workshops, research different majors, connect them to the Career Center for interest inventories, and also work to get students connected to a major advisor.

•• International Students• Academic Advisors work with undergraduate international and exchange students

on adapting to the academic, developmental, cultural, and social environments of DU and the United States. Primarily, advisors work one-on-one with international students on understanding and accessing university resources, navigating the university degree requirements and in learning the university's policies, processes and expectations. The Office of International Students and Scholars is a great source of information and support for both international students and returning study abroad students.

•• Disability Services Program (DSP)• https://www.du.edu/studentlife/disability/• Michele McCandless, Director• [email protected]• 303-871-2278 • Testing Coordinator: Mary-Beth Rose, [email protected] •• DSP provides reasonable accommodations as required by the Americans with

Disabilities Act (ADA) and Section 504 of the Rehabilitation Act to students who have documented disabilities/medical conditions. Students who request and then are afforded reasonable accommodations can more fully participate in the University's programs, courses, and activities. There is no fee for the DSP.

•• Students who have disabilities/medical conditions—learning, ADHD, physical, mental

health—may need accommodations in classes. Accommodations such as early registration, extended time testing, alternative format text, classroom relocations when necessary for accessibility and specialized furniture can be arranged by contacting the Disability Services Program (DSP).

•• Some students will already be registered with DSP and may offer you a Faculty Letter;

others may disclose a disability/medical issue directly to you and will need your guidance on how to access DSP.

•• Early Registration: Some students are allowed to register early for their fall courses

during the summer. This accommodation is typically made to facilitate the preparation of alternative format texts or to enable successful medication management. If a student in your FSEM qualifies for early registration, DSP will

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15 Minute Break


Common Curriculum&

Student Schedule ReviewKatie Seymour

Associate Director, Academic Advising

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Academic AdvisingAgenda

• New Student Registration Webpage– Course Plans– Bulletin– Common Curriculum location

• Overview of Common Curriculum• Schedule Checks

– How to locate your student’s schedule – Student Profile example– Degree Audit example


New Student Registration Websitehttps://www.du.edu/registrar/newstudent/• Before Registration Checklist• First Quarter Advising

– Sample Course Plans – Direct link to UG Bulletin

• Transfer & AP/IB Credit• FAQ’s

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Course Plans

• Can Access All Major’s Course Plans

• Advising Webinars• How to Register for

Courses


Common Curriculum

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Common Curriculum Snap Shot

First-Year Seminar 4 credits

Writing and Rhetoric 8 credits

Language 4-12 credits

Ways of Knowing 32 credits

Advanced Seminar 4 credits

Total Credits 52-60 credits

Because certain programs have slightly different requirements to the Common Curriculum and because AP/IB/transfer courses from other universities and colleges may change the distribution of the requirements for individual students, always consult a staff academic advisor in the Office of Academic Advising regarding Common Curriculum planning for courses at the University and abroad.STUDENT LEARNING


Using Advising Notes

• Accessed via PioneerWebFaculty Tab “View Academic Advising Notes” or “Add Academic Advising Notes”

*It is important to use the Advising Notes to ensure other advisors are all on the same page

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Schedule Checks

• Advisors used an Excel Spreadsheet during summer to check their students.

• Advisors are put their email recommendations in Advising Notes and students responses in the FSEM faculty to review

• If there is a particularly problematic registration issue, advisor CC’d the FSEM faculty on the email correspondence.

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Schedule Checking Checklist

First‐Year Seminar‐ ALL first‐year first‐time (FYFT) students are required to register for a First‐Year Seminar course.

Writ 1122/1133‐ There are very few situations when a FYFT would be advised to take WRIT 1122/1133 this fall such as in the case of FYFT students with a ton of AP/transfer credits and limited course options. Please check degree audit and advising notes before reaching out to a student. 12 hours or less‐ Some students are intentionally taking 12 hours, however this could also be a sign that a student can’t figure out a fourth course option so it doesn’t hurt to offer support. Check the advising notes before reaching out.

18 hours or more – Any credit hour above 18 is additional tuition and we must notify students. Double check that the extra hours above 16 are appropriate. Students in PLP, Honors, and LLCs are taking a 2 credit course specific to their program. In special cases, students can work with their program to register for a 1 credit version. For instance it is not uncommon for Engineering majors in PLP to request to take the 1 credit LDRS course to avoid going over 18 credit hours.

3,000 Level courses. It is a rare situation when it would be appropriate for FYFT student to take an upper division course.

Science Majors in Non‐Science major course and vice versa.

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Special Program Considerations

• ESTEM – Any question about an ESTEM student’s schedule or reach out to an ESTEM student please include Anthea Johnson [email protected]• Honors – If there were questions about an HONOR’s student’s schedule, Shawn Alfrey [email protected]• PLP ‐ If there were questions about the PLP leadership course enrollment contact Emily Allen [email protected]


Faculty and Class List

• PioneerWeb Faculty Tab Class List

You will have access to go through the Student Tab with the advisor role after the first week of classes due to “class changes”

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Student Profile Example


Degree Audit Example

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Warm Hand Off

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• Guidance on a “warm handoff” at the end of the year to the major advisor or the major department

• For Undeclared Students: Send to Academic Advising (we will delete undeclared pins)


Delete Pin FSEM faculty should not delete PINs after the first year. Sometimes you find yourself in a situation where you feel like you need to help a student by deleting the PIN. What to do? Email the major advisor notifying them of the PIN deletion, and then record that in Advising notes

• do you agree that this is what should be done?

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Working Session:Student Schedule Review


Next Steps & Looking Forward

Heather MartinTeaching Associate Professor, WritingDirector, First-Year Seminar Program

Leah O’GradyAssistant Director, Academic Programs

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Discoveries Leaders: Training


Orientation Leaders: Guidelines

Orientation Leaders are responsible for:• Helping students get to where they

need to be during the week• Ensuring that students know where

your classroom is for the week• Gathering the group to go to large

events together• Tracking down absent members and

reporting daily attendance to the Discoveries office

• Acting as a communication liaison

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Orientation Leaders: Guidelines

Orientation Leaders are responsible for:• Meeting every morning to get updates for

the day and sharing programmatic information (e.g., schedule or location changes); please allow your OL to make announcements to your class so this type of information can be shared.

• Helping your group to reflect on end-of-day themes and student concerns (which will then be reported to you to potentially address the next day, if applicable)

• Modeling positive faculty/student interaction through discussion of the essays or lectures

You may also ask them to: Lead your group in a variety of introductory and

team-building activities designed to help the group be more comfortable with one another and, thus, more willing to share in the classroom

Ease student anxieties by sharing examples of how best to approach faculty

Show students around campus Explain how to purchase books and course

materials in the bookstore

Orientation Leaders should not:• Provide academic advising• Lead FSEM Discoveries Sessions


Orientation Leaders: Action Plan

Things to discuss with your Orientation Leader:• Get to know each other! • Ice breakers/community building activities• Discoveries Week schedule, including

expectations for each FSEM session and your Destinations trip

• One Book One DU discussion and One Prompt (OL’s will bring their response with them to this lunch…I think…)

• Grab food in front of Margery Reed and head somewhere on campus (you’re welcome to come back to AAC)

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THANK YOU!!

2019 FSEM Faculty Training FINAL · Dr. Kateri McRae (Associate Professor, Psychology) 4. Common Curriculum Review Katie Seymour (Associate Director, Academic Advising) 5. Student

Documents