2014 FYE Instructor Lesson PlanCourse Materials Found at:

http://www.bellevuecollege.edu/fye/course-materials/

Suggested Order for Modules (Two-Day Mode):

DAY ONE:

Module One: Introduction (Reflection Questions, Syllabus, Human BINGO, Goals)

Module Two: Transitions Module Three: Learning Styles & Active Learning Strategies Jeopardy Module Four: Resiliency Module Five: Student Panel (Note: Time of Panel Varies. See Tote for

Actual Time) Module Six: Six-Word Memoir

Reminders for End of Day One:

Bring Class schedule Continue working on Six-Word Memoir

DAY TWO:

Module Seven: Time Management Module Eight: Academic Advising Module Nine: Career Exploration Module Ten: Affirmation of Inclusion (and Simulation) Module Eleven: Bellevue College Student Case Studies Wrap-Up (Share out of Memoirs, Final Q&A, and Student Evaluations)

Reminders for the End of Day Two:

(If applicable) Attend the Student Programs Open House on Sept. 17th from 10am-2pm (Campus Tour, Break-out Sessions, Lunch)

Reach out with any questions!

Note: Suggested breaks are written in the lesson plan; however, feel free to take short breaks and a lunch break each day when it works for your students.

Module One: Introduction to Class1 EKolby 9/4/14

Description: Welcome, Reflection Questions, Syllabus, Human Bingo, Goal Setting

Time: One HourPages in Manual: 3-5Slides in PPT: 1-5Additional Materials: Nametags, One Prize Certificate, Syllabus (handout in tote)Outcomes:As a result of this part of FYE, Students will…

View FYE as a welcoming and engaging environment Understand how to be successful in FYE Get to know multiple classmates Describe the process of goal-setting and understand the difference between a

short and long-term goal

Welcome Students

o Arrive at least 15-20 minutes prior to the scheduled start of the seminar

o Put up first slide on PPT, and write the following instructions on the board: “Please take a manual, fill out a nametag, and complete the questions in the “Before FYE” section on page 3”

o As students arrive, ask them their names and indicate on the roster if they are present. If student is not on roster, check master roster and direct student to appropriate section as needed.

o Once you feel that it is time to begin, read the attendance roster again to make sure all names have been called.

Review “What is FYE?” (Slide# 2)

o FYE is one credit and is mandatory for new students.o We have found that those who actually complete FYE are more

successful than those who don’tPass out FYE Syllabus

Ask: Who has ever had a syllabus for a class before? How is it useful? Explain: “Here at Bellevue College (and in college in general), a syllabus is a contract between you and your instructor. It explains what you will learn as a result of the course, important policies, and it

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provides a timeline of important dates and deadlines for assignments. By remaining in the course, you are accepting your end of the contract.” Review syllabus either using popcorn reading or by highlighting each section yourself.

Introductions

Explain: “Bellevue College is a large school with over 18,000 full-time students. In FYE, one of the goals is that you will get to know other new students like yourself as well as get to meet one Bellevue College instructor before the quarter starts.”

Review Instructor Introduction Slide (Slide# 3). Feel free to customize the slide any way you want and/or add pictures!

Review instructions for Human BINGO (Slide #4, Page# 4). Students will move around the room to find different classmates to sign the squares in the BINGO grid. The winner will need to have five different classmates sign horizontally, vertically, or diagonally. When a winner is done, verify their sheet aloud. Time permitting, ask who in the room could sign for other squares. The winner will receive a prize certificate.

Alternatively, if class size is small, or if you are crunched for time, do more traditional introductions by asking each student to share name and what brings the student to Bellevue College.

Goal Setting

Review: Goal setting information on Slide# 5 and Page #5. Ask students to brainstorm some other examples of strong and

not-so-strong goals related to specificity, attainability, and things they may want.

Give students 5 minutes to brainstorm goals for FYE and their Bellevue College experience. Emphasize that goals will help them decide what they want out of each experience.

BREAK (5-10 minutes)

Module Two: Transitions

Description: Provide framework for FYE class using Schlossberg’s Transition Theory and the “4 Ss” and a discussion on the difference between high

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school, college, and the working worldTime: 30 minutesPages in Manual: 3, 6-7Slides in PPT: 6-7Additional Materials: NoneOutcomes:As a result of this part of FYE, Students will…

Understand the definition of Transition and describe terms situation, self, support strategies

Begin to understand the application of the 4 Ss to their current transition into college, as well as view other transitions in their life through the lens of Schlossberg’s work

Distinguish the difference between their roles as a high school student, college student, and employee

Define “Transition”

Ask students what they think a transition is before having them open to page 6.Read Aloud the two different definitions on page 6.Discussion Questions:

What is the difference between these two definitions (aside from length)?

What do you think Schlossberg means when she uses the word “nonevents?”

“Questions to Ponder” (page 6)

Students can write down their responses on page 6Transitions Theory Explanation

Play video clip: https://www.youtube.com/watch?v=-iNOK1ytx9AExplain “Why Theory?”: “We use theory as a way to make sense of the world around us, as well as certain situations we encounter in our day-to-day lives. You will come across many theories in many different subjects (science, philosophy, psychology, etc.) as you move through college. We are using Scholossberg’s Transition Theory in our FYE class to help us better understand how to make sense of the transition into college.Schlossberg's Transition Theory is an adult development theory focused on the transitions, or events, that adults experience throughout life and how they cope and adjust to these changes. When

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a transition occurs, a process takes place as an individual integrates changes into his or her daily life. There are four aspects of a transition that affect how well we deal with change.”Ask students to read aloud the “S”s. Check-in with them for possible examples, as related to college or other transitions.

Refer back to Reflection Questions on page 3 for Think/Pair/Share

Give students more time to complete if they haven’t already Emphasize that these questions actually align with the “4 S”s , and

we want students to begin thinking about how they will make the transition into college.

Students pair up and share out with each other (and then the class) support and strategies responses. Explain that some of the responses may be personal, so support and strategies may be the most applicable in an effort to learn from each other.

Transitioning to College Table (Slide# 7, Page# 7)

After students have finished sharing out with each other, they can turn to page 7 and review the Transitioning to College Table

Emphasize that these are generalized differences. As an instructor, feel free to add or differentiate between what you do and what is written on the table

Ask: o What is surprising to you about what is on the table? o Are there already strategies that you can think of for being a

successful college student versus what you had to do in high school or what you do at work?

Module Three: Learning Styles & Active Learning Strategies

Description: Learning Styles Inventory and group presentation. Study strategies with Jeopardy GameTime: One HourPages in Manual: 8-17Slides in PPT: 8 and additional Jeopardy PPT

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Additional Materials: Markers, easel paper, **Corrected Learning Styles handout.Outcomes:As a result of this part of FYE, Students will…

Identify their own preferred learning style and begin to develop study and in-class strategies related to it

Identify practical strategies for test taking, note taking, and reading for meaning

Learning Styles:

Students complete the Learning Styles Inventory in Manual Students raise hands to look and see how many styles are represented

in the room. They will break into equal groups (three to four) representing their top

or second preference of learning style. Each group will have 10-15 minutes to create a presentation (skit,

demonstration, drawing, or explanation) to tell the rest of the class about their learning style and to show how they learn best.

Discussion Questions:o Were you surprised by your style?o Which style had the most representation? Is this surprising?

What does this mean?Active Learning/Study Strategies Jeopardy Game

Explain “Some of these may be strategies you have used before or learned about in high school; however, many college students find that they have to take a more active approach to discovering what study methods work best. There may also be additional strategies that aren’t mentioned today that you already know are successful. This is all about filling your toolbox with strategies you can rely on when needed.”

Split the class into three or four equal groups (depending on class size). Each group will need to elect a captain. Perhaps they may already be in three groups after Learning Strategies, and this is fine.

Ask for a volunteer to keep score and assist in determining who “buzzes in” first.

Give each group 15 minutes to “master” the material in the manual: Test Taking (p. 11), Note Taking (p. 14), and Reading for Meaning (p. 16). It is up to them how they want to do this. It may work best to add a brief break in the middle of this module, so that students have even more time if they would like.

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Play the Jeopardy Game on the separate PPT (download from FYE Couse Materials site). Record score for each team. Teams will “buzz in” when the captain raises his or her hand. They will be given five seconds to confer with their team and answer the question. They are now allowed to “buzz in” while you are still reading the question.

The winning team will receive Prize Certificates. As the instructor, feel free to add on to any answers and give your

perspective on the strategies—especially the Final Jeopardy Question!

Module Four: Resiliency

Description: Provide introduction to what resiliency means in the context of college. Students reflect on what it means to “bounce back” after challenges—the resources they have and the power within themselves.

Time: 45 minutesPages in Manual: 18-19

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Slides in PPT: 9-10Additional Materials: noneOutcomes:As a result of this part of FYE, Students will…

Be able to explain what resiliency means Begin to identify characteristics of those who are resilient and able to

bounce back

Introductory Explanation: “The first 6 weeks of the first quarter of college can be full of extreme highs and lows for a first-year student. The transitions from summer vacation to FYE to midterms can be both physically and emotionally exhausting. This is also a time when many students encounter significant setbacks: poor performance on a midterm, difficulty making friends, challenges with sleep patterns, dissatisfaction with an intended major and frustrations navigating a new system, among others. This piece of our time together is focused on exploring the power of resiliency in overcoming setbacks that you may face. We are going to watch some video clips and reflect on our own ability to bounce back.”

Video Clip: “Famous Failures”: https://www.youtube.com/watch?v=zLYECIjmnQs

Discussion Question: Did any of you know this information beforehand? How does it

make you feel hearing it again or for the first time? What do all of these individuals have in common?

Review Resiliency Definition (Read aloud):

The power or ability to return to the original form, position, etc., after being bent, compressed, or stretched; elasticity.

Ability to recover readily from illness, depression, adversity, or the like; buoyancy.

Resiliency Quiz (pages 18-19)Read introduction on page 19. Students take 10-15 minutes to fill it out quietlyQuestions to Pose to Group (For them to ponder—not necessarily to answer aloud) How did you feel when filling out the quiz? Were there certain areas on the wheel that stood out as having

more or less “yes” and “no” answers than the others?

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Watch: The Power of Belief: https://www.youtube.com/watch?v=pN34FNbOKXc

Discussion Questions: What one thing from the video would you want to share with

others? What do you think is the “take-away” message of this video? What is the difference in thought patterns between someone

with “Fixed Mindset” and “Growth Mindset?” How might the concepts of resiliency and mindset be related? How might these concepts assist you in life transitions (beyond

your first quarter in college)?

Module Five: Student Panel

Description: Students from Student Programs (or Athletes or TRiO students, depeding on section) visit the FYE section to give their perspective on life as a BC student. Note: May actually occur much earlier in the day—see tote for actual timing.

Time: 30 MinutesPages in Manual: 35-36 (notes pages)Slides in PPT: 11Additional Materials: none

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Outcomes:As a result of this part of FYE, Students will…

Begin to identify strategies used by current students when faced with challenges in college

Receive answers to other questions about college life that are relevant to them

Introductory Explanation: “As we talked about before, Bellevue College can sometimes seem like a large place. We are excited to introduce you to some current Bellevue College students who are looking forward to sharing with you their tips for success.”Welcome Student Panelists. Ask them to introduce themselves, their area of study, and talk about any clubs/organizations in which they are involved.Prompt Panelists by asking the guiding question on Slide# 10. Time Permitting, open up the discussion to other questions students in the class might have. Logistical Notes: Students panelists will ask you to sign a sheet proving they attended. Some panels may be running a few minutes behind, as they are scheduled back-to-back. If possible, try to wrap up previous module or figure out a way to come back to it after the panel and allow the panelists to being as soon as they arrive. If panelists don’t arrive at designated time, please continue on with the curriculum. Please let Emily know about any mishaps or question that you may have about this part of FYE.

Module Six: Six-Word Memoir

Description: Students begin to brainstorm their own story… in just six words. Note: Works best at end of Day One. Students can be asked to continue their writing for homework.

Time: 30 Minutes Pages in Manual: 20Slides in PPT: 12Additional Materials: noneOutcomes:As a result of this part of FYE, Students will…

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Reflect on their own identity and experiences—memories, goals, feelings, and words that define them

Prepare for conversations to come in FYE regarding the Bellevue College Community and their place within it

Explain: “So far today we’ve talked a lot about where you are in life right now as you begin your transition into life as a college student. This activity will allow you to think about what makes you unique… in only six words. It may seem challenging, but it is an opportunity for you to think about your individual identity.”Show Video: https://www.youtube.com/watch?v=mBnP0DoGjRI#aid=P-RVSjwTfxsAsk “What is a memoir?” What memoirs have students read? (see slide for memoir definition)Ask students for reactions—will it be hard or easy to write one? What challenges do they foresee?

Brainstorming Activity

Students will begin brainstorming on page 20 of their manual.After free-writing, they will circle words that speak to them the most and begin arranging them in a six-word phraseIf students do not finish (and encourage further reflection and revisions!), they can continue at home. They should be prepared to share the next day.

Module Seven: Time Management

Description: Students will explore their own personal time management using their class schedule and guiding strategies. Note: Works best on Day Two so that students have their class schedules

Time: 45 minutesPages in Manual: 21-23Slides in PPT: 15-16Additional Materials: Students will need their own class schedulesOutcomes:As a result of this part of FYE, Students will…

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Identify strategies for personal time management Begin to build their personal weekly schedule and understand the

complexities of balancing school and life

Define Time Management

Read Slide # 13. Emphasize that it is all about choices that we make. It is actually impossible to manage (slow down or speed up) time, but we can make decisions about how we spend our time more wisely.Play video on Slide# 13 (Ellen’s Procrastination). http://www.youtube.com/watch?v=s9SWJRwvHb4Ask students, “can you relate?” If there was laughter, “why is it that we laugh?”

Name Time Management Strategies

Ask students about their own personal strategies What are you already doing in your own life? Do you keep a planner or a calendar? What could you do to improve your time management?

Read through pages 21-22, highlighting specific strategies that you recommend. If students feel comfortable, they can popcorn read.

Time Management Activity (15 minutes)Read the instructions on page 22. If students did not bring their own class schedule (or can’t remember it), write a sample schedule on the board (see next page). If students do not have a standard work schedule, recommend they use one from the current week or one that seems the most typical. Float as they complete this activity. Check that they are scheduling enough study time (2 hrs for every one hour in class. They will need to multiple the number of hours in class/credits to get the total study hours), meal times, and travel time. If students seem resistant or confused, explore this and ask them about that feeling—is the exercise overwhelming or something that they don’t think will work?

Follow-up Discussion

Review questions on page 22: What is surprising about your weekly schedule? Do you notice

any patterns? What if you ran into an unexpected emergency or needed to

change your schedule?

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Visit TRiO page www. bellevuecollege.edu/trio/services/study-skills/ to show students where to download more calendars.Wrap-up Activity: Do a whip-around* with the question “one way I waste time is…” or “One thing that I noticed about my weekly schedule is…”

If students do not have their schedule/can’t remember their classes, use this sample schedule:

Classes: English 092 (5 credits), Daily 8:30am-9:20am Sociology 101 (5 credits), Daily 10:30-11:20am Astronomy 101 (6 credits), Online

Work Schedule: 16 Hours/week, Mon/Tues/Wed/Thurs 2pm-6pm

*whip-around = time for QUICK responses. Students respond with one or two words tops!)

Module Eight: Advising

Description: Discussion of Academic Advising resources (staff and tools)

Time: 45Pages in Manual: 24-25Slides in PPT: 17-18Additional Materials: White board markers, student class schedulesOutcomes:As a result of this part of FYE, Students will…

Students will be able to identify their advisor and will know why they would visit their advisor/what kinds of questions they can ask their advisor.

Students will be able to identify three keys to success in their first year (as a result of watching video)

Students will be able to identify three advising resources

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Introduction: Have students turn to someone next to them and tell them what classes they are taking Fall Quarter and what they are most excited for!

Advising Video:Play video for students – see link on PowerPoint (5 min): Explain to students that they should be taking notes about (1) Which advisors they could see for their program of study:(2) Keys to success that they find helpful or new from the video. They should record these tips on page 35 or 36 of their manual for use after the video

Discussion Questions in Pairs (10 min):Have students have students pair up and share with each other their answers to the prompts below. When they are done sharing, ask students to write on the board:

a. top tip, b. reason to see an advisorc. question for an advisor

Whiteboard marker supply may not allow for all pairs to write at the same time. Alternatively, students may use large pieces of paper or simply share out verbally.

Large Group Discussion (10 min)Use the following questions (also on PowerPoint):

What tips will you take away from the video for your first year? Why would you go visit your advisor? Bonus: Who is your advisor? What kinds of questions would you ask your advisor? If you have already seen your advisor, what was the benefit for you of this

advising appointment?

Have students share their answers that they wrote on the boardShare some reasons you would go see an advisor/questions you would ask them – share ideas that students may not know about or have thought of (see page 25 of the booklet)

Introduce/Review Advising Resources (15 min)Direct students to page 24 in their booklet

Remind students about online class schedule and online services. Show students these pages just to remind them what they look like and any key links.

Sample SID/PIN for Degree Audit: SID: 954999999 PIN: 1234

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Talk about Degree Audit and how to use this as a tracking tool with your educational plan

i. How to log inii. How to chose the correct degree from the drop downiii. How to tell what you’ve taken and how it fits into your

degree and what you still need to takeiv. How to find classes that fulfill your requirements

Wrap-up & General Questions (5 min)Remind students about the advising webpage and where advising main office is located

Module Nine: Career Exploration

Description: Discuss elements that go into finding a career that “fits”; provide resources for next steps (e.g., WOIS)

Time: 45 minutesPages in Manual: 26-27Slides in PPT: 19-26Additional Materials: noneOutcomes:As a result of this part of FYE, Students will…

Describe the process of exploring different majors and careers Define “values,” “interests,” “personality,” and “skills and strengths,” as

they relate to identifying a career Take with them concrete resources (WOIS) to continue exploring on their

own

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Introduce Concept (10 min): “Don’t worry, today we will not be choosing majors or careers. Rather we will be learning about the process to follow to make that choice.”

Read paragraph at the top of page 26.Ask students to name:

o A major that very clearly leads toward a career (e.g., Engineering, Broadcast Journalism)

o A major that does not necessarily lead toward a career (e.g., English, History)

What are some skills that you can draw on from those majors to be successful in a career (e.g., reading, writing, public speaking)

Ask students to think about someone they know who is satisfied in their job/career.

What do you think contributes to their satisfaction? Can you imagine this person participating in any other sort of career?

PowerPoint Explanation (20 min)

Walk through slides 19-24 with the students, pausing for questions. (see copies of slides for reference). Emphasize that this is a complex process, and there are many facets of their identity that come into play when selecting a major or career.Career Exploration Reflection Activity (10 min)Refer students to the instructions on page 26. They will then draw lines from each of the bubbles on page 27 to create a web with words relating to their values, interests, personality, skills and strengths to do some initial brainstorming. Show the example on slide 25.

Next Steps (5 min)

Explain: “Again, today is only the beginning. It will be important, especially if you are transferring to a university, to have a major or career in mind, so that you can take the right classes and prepare to transfer into a specific program. I encourage you to meet with a career or academic advisor, explore the WOIS website, and continue to return to the web that you have created on page 27 to remind yourself of your values, interests, personality, and skills and strengths.”

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Module Ten: Affirmation of Inclusion

Description: Diversity Simulation, Affirmation of InclusionTime: One HourPages in Manual: 28-29Slides in PPT: 27-29Additional Materials: Deck of CardsOutcomes:As a result of this part of FYE, Students will…

Demonstrate an understanding of the Affirmation of Inclusion Reflect on times in their life when they have experienced inclusion and

exclusion

Inclusion/Exclusion Simulation:

Set up: distribute playing cards (in random order) to everyone in the group—one per person. Each participant places their card on their forehead, visible to others but not to themselves.

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Process: Instruct people that they are now at a party. They are to mingle for five minutes, treating and including or excluding everyone according to the status of their card. People holding the highest cards are the highest-status individuals; people holding the lowest cards are the lowest-status individuals. After five minutes, stop the game. Without yet looking at their cards, people should now line up according to their perceived status, from highest on the left to lowest on the right.Debrief Questions:

What happened during this activity? During your party conversations, how did you go about interacting with

others? What were the cues, both verbal and physical, that clued you in about

your own status (or card)? How successful were you in guessing your type of card? How did it feel to be included and treated like a high-status person? How did it feel to be excluded and regarded as a low-status person? Is status learned or instinctual? Is it possible for humans to relate to

each other without imposing status relationships? Since we do not all walk around in real life with cards on our foreheads,

what markers do we (society) use to determine someone’s status/ranking?

What would you do if you saw interactions or body language in your classroom like the ones you saw during the activity?

Questions Listed on page 28 of the Student Manual (also could be Discussion Questions):1. How did you feel during and after the Inclusion/Exclusion Simulation?2. When are some times when you’ve felt included, and how did you feel? When were some times that you felt excluded? Do you think that you have ever excluded anyone, andwhy?3. What part do you think you can play in making sure that everyone at Bellevue College feels welcome and respected?

Explain:

The point: Status (and respect or inclusion) is communicated in so many ways, including:

1. Verbally- The words we use.2. Para Verbally- The way we use them.3. Body Language- The way we stand, the way we shake hands, the way

we maintain eye contact, body movements, gestures, touch.

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4. Personal Space- The space between us and others.

This exercise brings attention to our communications styles and the feelings generated around status. Read Affirmation of Inclusion: In 1992 Bellevue College adopted what is called our Affirmation of Inclusion, which states, “Bellevue College is committed to maintaining an environment in which every member of the campus community feels welcome to participate in the life of the college, free from harassment and discrimination. We value our different backgrounds at Bellevue College, and students, faculty, staff members, and administrators are to treat one another with dignity and respect.”

Questions: What does this mean to you? How does this relate to the simulation in which you just

participated?

Students respond to reflection questions on the bottom of page 28Refer students to slide 29 with Campus Resources for more explorationNote: Time permitting, feel free to continue the discussion and/or use YouTube clips that you find relevant to the discussion.

Module 11: Bellevue College Student Case Studies

Description: Students will put it all together working in small groups to demonstrate their understanding of support services and practical strategies to be successful in college

Time: 45 minutesPages in Manual: 31Slides in PPT: 30Additional Materials: Markers, large sheets of paperOutcomes:As a result of this part of FYE, Students will…

“Put it all together” using the resources in their book and the information discussed in class and with the student panelists

Identify specific student support services and study strategies as related to specific situations

Introduce the Activity

Explain: “Our final activity will allow YOU to play the role of a student services staff member or mentor to other new students. Your goal will be to reflect back on all of the information we have discussed and scan

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through the pages of the book that we may not have discussed to identify recommendations and options for some real life case studies.”Count Off students to make groups of 5. Ideally groups will have 3-5 people in each so that there is a reader, a recorder, and a presenter. Instruct students to:

Read the scenario aloud Brainstorm and list the recommended:

o The Support Service(s) (see pages 32-33)o Study Strategieso Other helpful tools or resources

Students will then be asked to present their case study and recommendations to the rest of the class. They can use the white board, large sheets of paper and markers, or perform it in as a skit.Suggested Time:

20 minutes for Group Work 20-25 minutes for Presentations

Module 12: Wrap-Up

Description: Presentation of 6-Word Memoirs, Student Evaluations, Send-Off

Time: 30 minutesPages in Manual: 20 (for Memoir)Slides in PPT: 31-32Additional Materials: Student Evaluation (handout)Outcomes:As a result of this part of FYE, Students will…

Begin to develop confidence in defining themselves and speaking their truth in who they are

Reflect on what they’ve learned about themselves and the transition into life as a college student throughout their time in FYE

Wrap-up Introduction: “As we are nearing the end of our time together, I’d like to return to the 6-Word Memoirs that we started yesterday. Today you had a chance to learn about the power of inclusion as part of the Bellevue College Community. Respect and inclusion starts with each individual person and celebrating our unique identities and contributions to the community. I’d like to take time to celebrate each one of you.”

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Sharing 6-Word Memoirs As the instructor, share YOUR 6-word memoir. You can ask for volunteers or go down the row of students. Students can go

up to the board three at a time and actually write their memoirs for the class to see before they read them aloud. Alternatively, if you have time, students could explain a bit more about why they chose the six words that they did.

After each student shares, clap, do a silent cheer, spirit fingers, or simply ask the class to thank the student for their contribution.

Students may choose to pass if the activity is too personal for them. Encourage students to remember who is in the room, as they are all resource

people for each other!Final Whip-Around:Ask students go around and share “What went well” for them during FYE. Encourage them to concentrate on something that went well as a result of something they did.Pass Out/Collect Student Evaluations—Please encourage students to write comments! Evaluations are read, and FYE is re-imagined each year based on their feedback.

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