We invite you to explore our sample lesson plans, provided by FYE instructors who have successfully used them in their classrooms. International section instructors will find separate sample Week-by-Week curriculum. We always welcome additional resources, so please send us any lessons that you've created and want to share with our larger FYE community. Questions, comments, and lesson submissions can be sent to email@example.com
“First-year students can be taught the strategies and skills they need to fulfill their educational goals. Institutions must promote first-year student success by teaching them what and how to learn, providing them with opportunities to grow and develop, and teaching them the skills necessary to become responsible citizens.”(Nash et al., 2005). From rubbing Jonathan's nose to building teams and showcasing campus resources and offices, we have the opportunity to show incoming FYE students what it means to be a Husky!
The National Survey of Student Engagement (NSSE) data have shown the more that students are involved on campus, the more likely they will stay enrolled at the institution and earn better grades (Kuh, Cruce, Shoup, Kinizie, & Gonyea, 2008). An involved student is “one who devotes considerable energy to academics, spends much time on campus, participates actively in student organizations and activities, and interacts often with faculty” (Astin, 1984, p. 292).
StrengthsQuest - Developing Your Strengths
Voting 101 Power Point (created by Andrea McDermott)
Health, Wellness, and Safety
Being a healthy college student is no longer only focused on not gaining the dreaded Freshman-15. Student’s health, wellness and safety focuses on all aspects of the student: from physical to emotional to even mental health.
As students transition into the University setting and begin their college experience, many of them struggle with self-awareness because it is not something they have had to deal with in the past. Self-awareness has been shown to have a huge impact on students learning processes and outcomes. Learning about one’s own personal needs, strengths and weakness is just the start to becoming self-aware. (Steiner, 2014)
Strategic Learning is more than textbook reading strategies. Many high school scholars enter their college career as “passive learners who possess rote-level strategies for learning” that may have worked in high school, but make learning and studying much more difficult at the college level." (Simpson, 2000)
Majors and Career Planning
Students usually have a long list of beliefs about majors and many of them are wrong. Deciding on a major and planning for a future career can be very stressful for students who feel as if they have to go at it alone and are unsure of how to work with their advisor. More than half of our students will most likely change their major, so we should give them the tools they need to make that decision.
Goal Setting, Motivation, and Character
“Goal setting and motivation in the college world depends on our definition of success. How might our definition of success change our goals and motivation?" (Harackiewicz, 1998)
Critical and Creative Thinking
The objective of this component is to help student recognize the ways in which critical and creative thinking, often considered to be daunting elements of academic inquiry, are actually vital life skills. You are encouraged to incorporate critical and creative thinking throughout your course, encouraging students to look at their college experience and the world from many angles, utilizing the best resources at their disposal. Ideally, this practice should be introduced early and assessed through an assignment you choose.
“Students suffer from a lack of financial literacy that leaves them unable to navigate the complex maze of financial aid applications and loan options, further adding to their money troubles even after they leave school.” Fiscal literacy isn’t just how to pay off student loans when students are out of college. Managing your finances throughout college is just as important and many student need help navigating that path.
How do you define diversity? How do your students define diversity? As your students become members of our University, these types of discussions become important to their experience in our community. It is important that our students join us in promoting and nurturing different perspectives that are enabled through differences in culture, experience, and values. This is a core value of FYP&LC as well as the University of Connecticut as a whole, which is why you are strongly encouraged to incorporate additional cultural competency lessons into your course beyond the required Critical Reflection Assignment.
“...students think they know more about accessing information and conducting library research than they are able to demonstrate when put to the test.” (Maughan, 2001) We can’t make the assumption that students are able to navigate the UConn Libraries and other resources on their own. Let’s lend a helping hand to our students to enrich their academic experience with all of the available resources UConn has to offer.