FYS 101Conference

2018

—New Instructors— 8:00am-9:30am General Info, Questions, Appreciative Instruction Workshop (Room 205)

—All Instructors & Peer Mentors—

9:30am-9:45am Check-in (Atrium)

9:45am-10:25am FYS Welcome & Updates (Multi-Purpose Room)

10:30am-11:05am Concurrent Session #1 (Various Rooms) 11:10am-11:45am Concurrent Session #2 (Various Rooms)

11:45am-12:30pm Lunch & Social Time (Multi-Purpose Room)

12:35pm-1:05pm Concurrent Session #3 (Various Rooms)

1:10pm-1:45pm Concurrent Session #4 (Various Rooms)

1:45pm-2pm Closing & Raffle (Multi-Purpose Room)

FYS 101 CONFERENCE SCHEDULE

A BIG ORANGETHANK YOU TO:Our Conference Presenters

Our Raffle Sponsors

HOSPITALITY ROOM 206

SESSION 2 11:10am-11:45am

Beyond Icebreakers: How to Best Utilize a Peer Mentor in your ClassroomLead by: Stephanie Langley, Samuel McCloud & Meagan West (Rm 203)

Breakout UT Libraries Lead by: Holly Dean (Rm 204)

Control the “Control-ables” Lead by: Brennen Salmon (Rm 205)

UT Traditions Lead by: Ashley Williams (Rm 202)

I am a Minority and I Belong: Establishing Inclusive Behavior Lead by: Stephanie Garza & Tre’ Patten (Rm 201)

SESSION 3 12:35pm-1:05pm

QPR: Question. Persuade. Refer. Suicide Prevention Training Lead by: William Hahn (Rm 201)

Know Limits: A Practical Approach to Address Alcohol Consumption Lead by: Rebecca Juarez (Rm 204)

Your Class was Doing so Good, Until They Weren’t! How to Identify Your Classes Group Development Phase and How to Keep It Performing Lead by: Trey Knight & Brad Beggs (Rm 203)

Your Leadership Style & You Lead by: Caleb Boyd (Rm 202)

Leveraging Leadership: Incorporating Your Peer Mentor Experience on Your ResumeLead by: Peer Career Advisors (Rm 205)

SESSION 1 10:30am-11:05am

Strategies for Managing your FYS 101 Course in Canvas Lead by: Nicole Jones (Rm 201)

Crash Course in Academic Coaching Lead by: Stephanie Weathers & Jenny Ludwig (Rm 204)

Crafting Your Teaching Philosophy Lead by: Leslie Ducay & Madeline Anderson (Rm 202)

Icebreakers: How, Why and When to Use Them Lead by: Jeremy Heilig (Rm 203)

See Your True Colors: Working with Different Personalities Lead by: Andrew Fahim (Rm 205)

SESSION 4 1:10pm-1:45pm

QPR: Question. Persuade. Refer. Suicide Prevention Training (continued) Lead by: Dr. William Hahn (Rm 201)

Hemingway and FYS: A Time for Reflection Lead by: Dr. Robert Mindrup & Amanda Gandy (Rm 204)

How to add Diversity Education to the FYS Curriculum Lead by: Ronni Williams & Diversity Educators (Rm 203)

Peer Supervision: If Tina Fey was in Charge of Amy Poehler Lead by: Sarah Thomas (Rm 202)

Money Habitudes: Make Money Fun Lead by: Julie Gillette & Meghan Overholt (Rm 205)

HOSPITALITY ROOM 206

AWARDS & RECOGNITIONS

Peer Mentor of the Year

FYS 101 Instructor of the Year

Jordan Smith Undergraduate Student Fellowship

Alexis Scheidhauer (2017)The student selected as Peer Mentor of the Year receives a $500 scholarship.

Meghan Woodward (2017)The FYS 101 Instructor of the Year receives conference registration for the annual Conference on The First-Year Experience.

Ashley Williams (2017)

The National Resource Center for The First-Year Experience and Students in Transition awarded Ashley Williams one of five fellowships for the 37th Annual Conference on The First-Year Experience, which was held in San Antonio, Texas. The purpose of the Fellowship Program is to advance the leader-ship skills and knowledge base of undergraduate students so that they may in turn use what they learn at the conference to enhance and encourage first-year student development on their respective campuses.

Each year FYS recognizes one instructor and one peer mentor for their commitment to the First-Year Studies program. These exceptional individuals create a safe, welcoming space for students, challenge students to raise their self-expectations, demonstrate a positive attitude and strive to make a positive impact on students.

Session #1 (10:30AM-11:05AM)

Strategies for Managing your FYS 101 Course in Canvas

Lead by: Nicole Jones Office/Department: First-Year Studies

This session will focus on ways to utilize Canvas as a tool to bet-ter manage your FYS 101 course. The presenter will demonstrate specific strategies previously used; audience members will be encouraged to share their own experiences with Canvas as well as generate some new ideas that new and continuing instructors can implement in their own FYS classes.

Intended Learning Outcomes

INTENDED AUDIENCE

• Ideas/strategies for using Canvas as a tool for FYS 101 classroom management

First-Time InstructorsReturning Instructors

ROOM 201

Jordan Smith Undergraduate Student Fellowship

Crash Course in Academic Coaching

Lead by: Stephanie Weathers & Jenny Ludwig Office/Department: Student Success Center

What is academic coaching? How can you utilize some of the strategies used by academic coaches in order to challenge and empower your students? In this session, we will discuss powerful questions, a key component of academic coaching. We will pro-vide a list of example questions and allow participants to create their own questions as well. Participants will then practice utiliz-ing powerful questions through coaching conversations.

Intended Learning Outcomes

INTENDED AUDIENCE

• Participants will learn about the Student Success Center and its programmatic offerings.

• Participants will learn the fundamental practice of asking powerful questions.

• Participants will learn how to integrate academic coaching techniques into their conversations with students.

First-Time InstructorsReturning InstructorsPeer Mentors

ROOM 204

Session 1

Crafting Your Teaching Philosophy

Lead by: Leslie Ducay & Madeline Anderson Office/Department: Arts and Sciences Advising

As instructors committed to teaching students, we must contin-ually build on the foundation of our teaching approach. Part of re-examining yourself is defining your philosophy; a guiding prin-ciple that directs your actions and way of life. Have you revised your current teaching philosophy or need guidance creating one? Join us as we reflect on our own strengths and areas for improve-ment in our teaching approaches and get to the root of why we do what we do. In this interactive session, participants will gain tools to craft a teaching philosophy which will empower and rein-vigorate their work.

Intended Learning Outcomes

INTENDED AUDIENCE

• Develop a teaching philosophy• Identify strengths and areas of improvement in their own

teaching approach• Reflect on experiences and relationships that have shaped

their teaching approach• Draw connections between their teaching philosophy

and goals

First-Time Instructors Returning Instructors

ROOM 202

Session 1

Session 1

Icebreakers: How, Why and When to Use Them

Lead by: Jeremy Heilig Office/Department: First-Year Studies

Ice Breakers are a tools to set or change the social environment of a class room. Utilizing and understanding how to properly carry out Ice Breakers and other activities are extremely helpful in forming an inclusive and effective FYS classroom environment.

Intended Learning Outcomes

INTENDED AUDIENCE

• Empower individuals with the knowledge of when and how to use icebreakers and other activities to craft an open, relaxed, and inclusive environment for the students, as well as, reinforce points to later teach on.

Peer Mentors

ROOM 203

See Your True Colors: Working with Different Personalities

Lead by: Andrew Fahim Office/Department: First-Year Studies

In this session, we will explore the four different personality types according to the True Colors test. Both Students and Instructors will learn more about their own personalities as well as how to work well with other personality types. The goal, ultimately, is to foster better communication and cooperation between students and instructors.

Intended Learning Outcomes

INTENDED AUDIENCE

• The goal is for both students and instructors to understand how to work with others of different personality types.

First-Time InstructorsReturning InstructorsPeer Mentors

ROOM 205

Session 1

Beyond Icebreakers: How to Best Utilize a Peer Mentor in Your Classroom

Lead by: Stephanie Langley, Samuel McCloud & Meagan West Office/Department: First-Year Studies

New to having a Peer Mentor in your classroom or want to learn to make the most of this valuable resource? Learn to capitalize on the peer mentor in your FYS 101 classroom by hearing from a PM, an instructor, and the Assistant Director of the program. We will cover some basic tenets of a successful PM/Instructor relation-ships and give concrete examples of how a PM can enhance the learning experience of all involved.

Intended Learning Outcomes • Learn what PM’s are trained to do• Learn how to utilize them in your classroom • Move beyond Icebreakers

INTENDED AUDIENCE

First-Time InstructorsReturning Instructors

ROOM

Session #2 (11:10AM-11:45AM)

203

Breakout UT Libraries: Library Orientation, Enhancing Student Engagement and Learning Outcomes

Lead by: Holly Dean Office/Department: UT Libraries: Learning, Research and Engagement

The UT Libraries are proud to continue offering the Breakout Game to introduce first year students to the UT libraries’ loca-tions, services, and resources. This year we have been revamping the Breakout Game to enhance student experience and learning outcomes. Come learn about the changes made to the Breakout Game for FYS 101, learning outcomes, and goals for the 2018/19 academic year.

Intended Learning Outcomes

INTENDED AUDIENCE

• Bring awareness of the UT Libraries’ Breakout Game for first-time instructors, and inform returning instructors of the changes made to the game to enhance student learning out-comes.

First-Time InstructorsReturning InstructorsPeer Mentors

ROOM 204

Session 2

Control the “Control-ables”

Lead by: Brennen Salmon Office/Department: Student Success Center

This session will provide attendees with a lesson plan that is in-tended to develop students’ internal locus of control. The lesson plan encourages students to identify where they have personal agency and control over adverse circumstances. Students should leave the lesson aware of how to shift their focus from the exter-nal to the internal, in addition to feeling equipped to practically address adverse situations.

Intended Learning Outcomes

INTENDED AUDIENCE

• Identify common day-to-day obstacles to student success• Identify things outside of student control that may become an

excuse or reason for lack of success• Identify where a student may have the agency to persist

despite adverse circumstances

First-Time InstructorsReturning Instructors

ROOM 205

Session 2

UT Traditions

Lead by: Ashley Williams Office/Department: First-Year Studies

This session will focus on the history and traditions of UT. From our early years to current Game Day traditions, this session will cover the basics of what you would want a first year student to know as well as some lesser known facts about our history. This presentation will also show multiple ways to make sharing tradi-tions interactive as well as tips on how to present this to your FYS class.

Intended Learning Outcomes

INTENDED AUDIENCE

• Knowing the basic history of how UT was founded• Knowing Torch Night, Aloha Oe, the Torchbearer• Knowing how Smokey became our mascot and how our

colors became orange and white• Past leadership for UT• How to present this information to their students (in power-

point, having students do their own research and present, or using games like Kahoot)

Peer Mentors

ROOM 202

Session 2

I am a Minority and I Belong: Establishing Inclusive Behavior

Lead by: Stephanie Garza & Tre’ Patten Office/Department: New Student and Family Programs

Inclusivity. We’ve all heard it before, but do we actually know what it means? We pride ourselves on being inclusive and diverse institutions, but are we really? Learn about ways to make minority students feel included at predominately white institutions in the south.

Intended Learning Outcomes

INTENDED AUDIENCE

• To learn how to be inclusive towards minority students on campus and create a welcoming environment.

Peer Mentors

ROOM 201

Session 2

QPR: Question. Persuade. Refer. Suicide Prevention Training

(NOTE: QPR session continues on through session #4.)

Lead by: Dr. William Hahn Office/Department: Counseling Center

QPR is a national suicide prevention program designed to help lay persons feel more comfortable addressing suicidal issues. The program covers risk factors and addresses ways to help someone who is considering suicide.

Intended Learning Outcomes

INTENDED AUDIENCE

• Identify the warning signs of suicide• Feel more comfortable asking questions about suicidal

thoughts• Learn how to offer hope• Know how to get help and save a life

First-Time InstructorsReturning Instructors

ROOM

Session #3 (12:35PM-1:05PM)

201

Know Limits: A Practical Approach to Address Alcohol Consumption

Lead by: Rebecca Juarez Office/Department: Center for Health, Education and Wellness

This toolkit explores binge drinking and standard drinks. It in-cludes information regarding standard drinks, binge drinking, and Blood Alcohol Concentration/Content (BAC), among other areas. Through this toolkit students can better understand binge drink-ing by learning about standard drinks and how drinking games affect BAC. The goal of this activity is to help students to under-stand how to AVOID BINGE DRINKING.

Intended Learning Outcomes

INTENDED AUDIENCE

• Participants will be able to understand the components of the toolkit.

• Participants will be able to identify how to request this toolkit.

First-Time InstructorsReturning InstructorsPeer Mentors

ROOM 204

Session 3

Your Class was Doing So Good, Until They Weren’t!: How to Identify your Classes’ Group Development Phase and How to Keep it “Performing”

Lead by: Trey Knight & Brad Beggs Office/Department: Rec Sports

Why do some classes do better than others? Why do you dread teaching about halfway through the semester? A large influ-ence is how your class (i.e. a group) develops together. Are they performing (lively discussions, solid presentations) or are they storming (arguing, showing up late, not doing work)? Once you can see and hear behaviors of each of the 5 phases, you’ll know exactly what to do to keep the students at a particular develop-ment phase or move them into a different phase.

Intended Learning Outcomes

INTENDED AUDIENCE

• Know the 5 phases of group development. • Articulate behaviors that show in each of the 5 phases • Explain sayings, exercises, and/or teachings you can do to

nudge the group into or out of a development phase

First-Time InstructorsReturning InstructorsPeer Mentors

ROOM 203

Session 3

Your Leadership Style & You

Lead by: Caleb Boyd Office/Department: First-Year Studies

Learn about different types of student leadership and how your style can benefit your class of first-year students.

Intended Learning Outcomes

INTENDED AUDIENCE

• Understanding different leadership styles• Utilizing the strengths of those styles in the position

Peer Mentors

ROOM 202

Session 3

Leveraging Leadership: Incorporating Your Peer Mentor Experience on Your Resume

Lead by: Peer Career Advisors Office/Department: Center for Career Development

The Center for Career Development is here to educate and em-power students to achieve career success. In this session, the Center’s Peer Career Advisors will teach you how to effectively demonstrate the skills and abilities you gain as a Peer Mentor to appeal to employers and graduate schools. This session is appro-priate for first-time or experienced resume writers.

Intended Learning Outcomes

INTENDED AUDIENCE

• Increase knowledge of the Peer Career Advisor Program and how to refer FYS students

• Understand general resume formatting and content• Recognize the importance of maintaining an up-to-date re-

sume• Incorporate both the Peer Mentor position and other peer

educator positions as leadership experience on a resume

Peer Mentors

ROOM 205

QPR: Question. Persuade. Refer. Suicide Prevention Training(continued)

Lead by: Dr. William Hahn Office/Department: Counseling Center

QPR is a national suicide prevention program designed to help lay persons feel more comfortable addressing suicidal issues. The program covers risk factors and addresses ways to help someone who is considering suicide.

Intended Learning Outcomes

INTENDED AUDIENCE

• Identify the warning signs of suicide• Feel more comfortable asking questions about suicidal

thoughts• Learn how to offer hope• Know how to get help and save a life

First-Time InstructorsReturning Instructors

ROOM

Session #4 (1:10PM-1:45PM)

201

This session concludes the QPR training that began in session #3.

Hemingway and FYS: A Time for Reflection

Lead by: Dr. Robert Mindrup & Amanda Gandy Office/Department: Social Work

This session will explore the value of student reflection and offer unique ways to incorporate and facilitate reflection in the FYS classroom. Inspired by the literary genius of Ernest Hemingway, this session will provide an opportunity for participants to author their own “reflection novel” about their teaching and/or advising experiences.

Intended Learning Outcomes

INTENDED AUDIENCE

• Understand the value and utility of student reflection.• Identify unique and creative ways to guide reflection in first

year studies classroom.

First-Time InstructorsReturning Instructors

ROOM 204

Session 4

How to Add Diversity Education to the FYS Curriculum

Lead by: Ronni Williams & Diversity Educators Office/Department: Multicultural Student Life

Talking about diversity and inclusion can be tough, especially for first year students! Join the Multicultural Student Life Diversity Educators and advisor for an interactive presentation on how to incorporate these topics in to meaningful dialogue and discus-sion. In this session, peer mentors and instructors will have the opportunity to gain insight to planning an introductory lesson on diversity, what Diversity Educators can offer your FYS course, and how to have a meaningful dialogue after the Diversity Educators facilitation.

Intended Learning Outcomes

INTENDED AUDIENCE

• Understand and articulate what it means to be a member of one’s own and others’ social identity groups, including the privilege/oppression associated with these group members

• Demonstrate an ability to effectively facilitate diversity educa-tion discussions to various audiences

• Create an environment for various audiences to share lived experiences in a meaningful way to the progression of the course.

First-Time InstructorsReturning Instructors

ROOM 203

Session 4

Peer Supervision: If Tina Fey was in Charge of Amy Poehler

Lead by: Sarah Thomas Office/Department: First-Year Studies

Peer Supervision can be a tricky topic. Do you think the amazing relationship between Tina Fey and Amy Poehler would change if one supervised the other?

This session is for students who serve in leadership positions above their peers or who may want to serve in the future. Using my experience as a Peer Mentor and now a Peer Mentor Coor-dinator, I will share information on what to do in specific situa-tions. If Tina Fey was above Amy Poehler, their relationship might change. However, it doesn’t have to, and I hope to show that in this session.

Intended Learning Outcomes

INTENDED AUDIENCE

• Challenges to peer supervision• Benefits of peer supervision• Tips and Tricks• Group discussion of scenarios

Peer Mentors

ROOM 202

Session 4

Session 4

Money Habitudes: Make Money Fun

Lead by: Julie Gillette & Meghan Overholt Office/Department: One Stop Student Services

Effective money management is really about making choices, balancing impulsive behavior, seeking acceptance, and avoiding rejection. People dread talking about money because the conver-sation can be stressful or ignite conflict. But, with Money Habi-tudes, there are no right or wrong answers. No financial jargon, no math. No winners or losers. Instead, you see both the advantages and challenges of your own money personality. This session will include information on a curriculum that provides students the feeling of empowerment to plan for their future. We will focus on spending habits, debt, and savings. We will provide an overview of an interactive activity with the Money Habitude cards.

Intended Learning Outcomes

INTENDED AUDIENCE

• Start financial conversations in a productive and safe environment

• Gain valuable insight about their thoughts, feelings, and pat-terns of behavior regarding money

• Identify and discuss savings, healthy spending, and debt• Facilitate activities and discussions that help students under-

stand their spending habits and how that impacts financial responsibilities

• Provide students with resources to make sound financial decisions related to their educational expenses and personal spending

ROOM 205

First-Time InstructorsReturning InstructorsPeer Mentors

(865) 974-3523 fys.utk.edu firstyear@utk.edu

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FYS 101 Conference!

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