Western Carolina University Faculty Resource Guide: First Year Experience Course

WESTERN CAROLINA UNIVERSITY
FACULTY RESOURCE GUIDE
FIRST YEAR EXPERIENCE COURSE

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FYE Course at Western Carolina University

FACULTY RESOURCE GUIDE
Editors Note:
This stand-alone PDF is provided as full summary of faculty guides for each
chapter of the course. This file, hidden to student view, is included in Back
Board (BB) course shell along with other faculty resources that you may find
helpful to your preparation and facilitation of this course.
Selected Elements in the BB Chapter Contents are also incorporated into this
guide as a ready reference. However, please realize that most of the BB
content is designed in such a way that it is more logical to reference it there.
Edited by:
Ashlyn Moody, Intern with the Professional Writing Program at WCU
Glenda Hensley, Director of Student Transitions
Western Carolina University: 2020.
FYE COURSE GUIDE CONTENT SUMMARY

FYE FACULTY COURSE GUIDE: Introduction & Resources
STUDENT INTRODUCTION (included in BB only)
 Welcome Letter To Students
 Course Purpose & Goals
 Course Organization & Core Content
 Student Timeline
SECTION ONE: GETTING STARTED

SECTION TWO: ACADEMIC NAVIGATION
SECTION THREE: PERSONAL NAVIGATION
SECTION FOUR: SOCIAL NAVIGATION
SECTION FIVE: CONNECT the DOTS
FYE FACULTY: APPENDICES (inside BB: located in the Faculty Introduction
folder)
 Office Of Student Transitions
 Teaching Toolbox
 References
 WCU Resource List
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TABLE OF CONTENTS:
Faculty Introduction ……………………………………………………………………………………………………………7
 Course Aims and Objectives*
 Summary of Core Content*
 FYE Course Logistics Baseline*
 Professional Development*
 Student Learning Outcomes*
Section One: Getting Started ………………………………………………………………………………………………13

 Section One Chapter Contents
 Section One Student Learning Outcomes
 Chapter One: Status Check ……………………………………………………………………………………...16

 Student Needs Assessment
 Smart Goals
 Goals Worksheet
 Chapter Two: Effective Communication ………………………………………………………………….20

 Email Etiquette Assignment
 Chapter Three: Technology At WCU ……………………………………………………………………….22
 Chapter Four: Academic Integrity …………………………………………………………………………..26
Chapter Five: Student Community Creed ……………………………………………………………………..28
 Do As I Say: How to Talk about Consent
Section Two: Academic Navigation ..........................................................................................................39

 Section Two Chapter Contents
 Section Two Student Learning Outcomes
o Chapter Six: Make It Stick ……………………………………………………………………………………….42
o Chapter Seven: Academic Advising ...........................................................................................46

 Academic Policies & Regulations Quiz + Answers
o Chapter Eight: Tutoring Services ............................................................................................... 50

 WaLC/MTC Quiz + Answers
o Chapter Nine: Hunter Library …………………………………………………………………………………54

 Library Orientation Assignment
 Library Orientation Activity Worksheet
o Chapter Ten: Career & Professional Development …………………………………………………60
Section Three: Personal Navigation .........................................................................................................63

 Section Three Chapter Contents
 Section Three Student Learning Outcomes
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o Chapter Eleven: Time & Stress Management …………………………………………………………..66
o Chapter Twelve: Responsible Living & Wellness ...............................................................68

 Section A: You @ WCU
 Section B: Campus Recreation and Wellness
 Section C: Counseling and Psychological Services
 Section D: Health Services
o Chapter Thirteen: Financial Literacy ……………………………………………………………………...79

 Banking Quiz + Answers
 Budget Quiz + Answers
Section Four: Social Navigation ……...........................................................................................................85

 Section Four Chapter Content
 Section Four Student Learning Outcomes
o Chapter Fourteen: Diversity & Inclusion ………………………………………………………………..88

 Lesson One: Checking Your Baggage Activity
 Lesson Two: Identity Mapping Activity
 Lesson Three: Interpersonal Qualities/Skills and Deliberative Dialogue Activities
 Lesson Four: Encountering Race and Class Activity
 Lesson Five: Soundwalk Activity
o Chapter Fifteen: Arts & Culture at WCU ………………………………………………………………….96
o Chapter Sixteen: Global Learning & Study Abroad ………………………………………………..100

 Section Five: Connect the Dots
 Section Five Chapter Contents
 Section Five Student Learning Outcomes
Section Five: Connect the Dots ................................................................................................................101

 Section Four Chapter Content
 Section Four Student Learning Outcomes
o Chapter Seventeen: One Book ………………………………………………………………………………104
o Chapter Eighteen: Community Engagement & Service Learning …………………………..106

 Community Engagement & Service Learning Quiz + Answers
o Chapter Nineteen: Synthesis …………………………………………………………………………………

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Appendices: ….................................................................................................................................................115
 Appendix One: Office of Student Transitions
 Appendix Two: Teaching Toolbox
 Appendix Three: References
 Appendix Four: Resource List
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FACULTY INTRODUCTION: TABLE of CONTENTS
FACULTY INTRODUCTION
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Purpose: Course Aims and Objectives
Summary of Core Content by Chapter 9
FYE Course Logistics Baseline 10
Professional Development 11
Student Learning Outcomes 12
FYE INTRODUCTION: FACULTY PURPOSE

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COURSE AIMS AND OBJECTIVES
 Rationale
This course provides an introduction and opportunity for new students
to transition to university life, as they discover the resources available (academic,
co-curricular, community). This course is student-centric. It is intentionally
designed to promote self-awareness and personal success—in college and in life
after college—by empowering new students with flexible skills and strategies that
are applicable across subjects (transferable, cross-disciplinary skills) and across
time (durable, lifelong learning skills).
 The Purpose of this course is to:

 connect the students in your course with other students
 connect new students with the college
 connect the present college first year experience with students’ future goals
and plans
 Your Purpose:
The ideal faculty member for an FYE course is someone who
 loves to teach first-year students.
 is eager to help new students with their transition to the university.
 will be an advocate for students.
 believes in the value of experiential learning.
 wants to help students build community.
 enjoys being part of a community of peers.
FYE INTRODUCTION: FACULTY SUMMARY OF CORE CONTENT

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CORE CONTENT
This course is organized into five sections. Chapter content for each section is designed to
help you navigate topics, resources, and services that will support the teaching and
learning experience for this course. The content and design for each chapter has been
edited by WCU faculty and staff from across Western Carolina University. We are
committed to providing the information you need to support student success for those in
your course.
GETTING STARTED
 1: Status Check
 2: Effective Communication
 3: Technology at WCU
 4: Academic Integrity
 5: Student Community Creed
ACADEMIC NAVIGATION
 6: Make it Stick: the science of successful learning
 7: Academic Advising
 8: Tutoring Services
 9: Hunter Library
 10: Career & Professional Development
PERSONAL NAVIGATION
 11: Time Management
 12: Responsible Living & Wellness
 13: Financial Literacy
SOCIAL NAVIGATION
 14: Diversity & Inclusion
 15: Arts – Culture – Community
 16: Global Learning & Study Abroad
CONNECT the DOTS

 17: One Book: WCU first-year common read
 18: Community Engagement & Service Learning
 19: Synthesis: Critical thinking and reflection
FYE INTRODUCTION: FACULTY COURSE BASICS

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FYE COURSE LOGISTICS BASELINE

 Enrollment
 Course enrollment is capped at 24.
 First year students are placed in sections during pre-registration schedule
building by the Advising Center. Students are places based on best schedule fit.
 WCU hosts 4 FYE transition course sets.
o USI 130 – a 1-credit course and the oldest of the group in terms of
institutionalization. Taught by faculty.
- Summer sections (ASP and Catamount GAP) are managed by MAPS.
o USI 101 – Honors Forum – restricted to HC students. Taught by faculty and
by HC professional staff.
o COUN 140 – a 1-credit ‘twin’ to USI 130. Taught by graduate students in the
Counseling program.
o LEAD LLC’s – 2-credit courses that include both transition content and an
introduction to the Leadership minor – plus these courses are co-located as
living-learning communities. Taught primarily by professional staff.
 Grading
FYE Transition Courses are traditionally graded courses (A-F). The grading schema is
included in the course template in blackboard.
 Department Head permission required.

Department head approval is required for all appointments, as this course is an
overload to your primary position expectations.
 Meeting Schedule
 Courses meet twice per week for the first 5 weeks of the semester, then once-
per week afterward. With selected ‘no-class’ dates (such as Advising Day, Labor
Day, Thanksgiving, etc.) you will still meet your course approximately 15-16
meetings.
 LEAD LLCs are an exception to the above, as they are 2-credit courses and meet
twice per week all term.
 Professional Development
Professional development is required of all FYE course instructors, regardless of
course type.
 Orientation – for first-time instructors only – and only one time do you attend.
 Professional Development Day – all faculty and instructors of all course types
attend this day each year – the first week after finals/Commencement in May.
 Additional opportunities are available and are optional. For more details, please
refer to the following section.
FYE INTRODUCTION: FACULTY PROFESSIONAL DEVELOPMENT
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PROFESSIONAL DEVELOPMENT PLAN FOR FYE COURSE FACULTY
REQUIRED
Description Who Participates Timeline

New faculty Orientation. All new faculty/staff who will March/April
Two workshop/meetings – 1.5 hours teach in fall
each *except COUN 140
1-Course resources; Blackboard
2-Campus resources; community
building; experiential learning
Transition Instructor 1-Day All FYE Faculty & Instructors May – the first
Conference (except COUN 140) Tuesday after finals
- Review and Preview of new/changes
- Conference-style sessions- content

specific. Led by faculty peers and faculty
development experts
OPTIONAL OPPORTUNITIES
Description Who May Participate Timeline
CFC Summer Institute All WCU faculty are invited. Mid-May
Transition Instructor PD Certificate All FYE Faculty & Instructors March through July
Online series; self-paced in advance of Coming for 2021
the May workshop.
Fall Conversation Series All FYE Faculty & Instructors August (week 2)
Share best-practice; Connect with and FYS faculty
mentors; HIPs; more… September (week 3)
October (after FB)
Debrief. All FYE Faculty & Instructors January

Success stories and calls for help. How And FYS faculty
to stay on the path of improvement.
Mentor Program All FYE Faculty & Instructors Focus is fall term
LEADERSHIP OPPORTUNITIES
Join the faculty peer advisory group to help guide our future as a course and as professionals!
FYE INTRODUCTION: FACULTY Student Learning Outcomes

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STUDENT LEARNING OUTCOMES
These are the 'big picture' learning outcomes for new students in your FYE course.
Additionally, each chapter introduction includes specific learning objectives/key
takeaways to help guide student learning and your planning.
By the end of this course, students will:

1. DISCOVER COLLEGE
 identify the purpose and function of the campus resources that serve as tools
for success.
 engage with the campus community.
2. Be Involved
 practice the Student Community Creed.
3. Connect the Dots

 identify connections between personal experiences and closely related
academic knowledge (i.e., facts, ideas, concepts, experiences).
 articulate their own strengths and challenges as learners in dealing with a
specific task, performance, event, etc.
4. Think First
 select from available information and resources to solve issues in their
collegiate lives and campus communities.
 construct a plan to achieve an intended solution.
5. Exchange Ideas
 communicate as appropriate to the context and audience in order to articulate
needs or share information.
6. Calibrate Your Compass

 choose learning experiences consistent with their own values and goals.
 prioritize values that influence decision making.
FYE SECTION ONE TABLE OF CONTENTS

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SECTION ONE: GETTING STARTED
Section One
Chapter Contents
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Student Learning Outcomes
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Chapter One: Status Check
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Student Needs Assessment 17
Smart Goals 18
Goals Worksheet 19
Chapter Two: Effective Communication 20
Email Etiquette Assignment 22
Chapter Three: Technology at WCU 23
Chapter Four: Academic Integrity 26
Chapter Five: Student Community Creed 28
Do as I say 30
FYE SECTION ONE CHAPTER CONTENTS
CHAPTER CONTENTS & OUTCOMES

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At a glance….
FIRST YEAR EXPERIENCE: THE CORE

This section of the resource guide will include teaching templates and assessment guides for each
chapter, as well as options for tests you may add, or lessons from your peers you may elect to
utilize. Each chapter is self-contained in blackboard for student view (and your use), but the
blackboard chapters do not include these faculty-only guides.
CHAPTER CONTENT
 Chapter One: Status Check

o Needs assessment
o Setting goals
 Chapter Two: Effective Communication

o Email Etiquette
o Civil Discourse
 Chapter Three: Technology at WCU

o Blackboard
o Technology Commons
 Chapter Four: Academic Integrity

o Plagiarism
 Chapter Five: The Creed & The Code

o WCU Student Community Creed
o WCU Code of Conduct
o SASA: Students Against Sexual Assault
FYE SECTION ONE STUDENT LEARNING OUTCOMES

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Chapter One: Status Check

When you complete this unit, you should be able to:
 Choose learning experiences consistent with their own values and goals.
 Prioritize values that influence decision making.
Chapter Two: Effective Communication

 Compose a scholarly email.
 Properly communicate with a professor or supervisor.
 Engage in civil conversation with others.
Chapter Three: Technology at WCU

 Utilize the Information Technology website.
 Utilize the Technology Commons website.
 Know how to set up
o Wireless devices; Streaming Devices; Microsoft Office; Email on a Smartphone.
 Know how and what equipment you can check out.
 Know how to use the Paw-Print Service.
 Navigate Blackboard.
 Communicate with faculty appropriately through Blackboard and Email.
 Access My Grades in Blackboard.
 Turn in Assignments in Blackboard.
 Understand how to complete Online Tests and Quizzes.
 Post within a Discussion Board.
Chapter Four: Academic Integrity

 Identify what plagiarizing includes.
 Understand how to avoid plagiarism.
 Locate WCU’s Policy for Academic Integrity online.
 Utilize Hunter Library’s resource guide on how to write and manage citations.
Chapter Five: The Creed and The Code

 Utilize the Department of Student Community Ethics website.
 Demonstrate understanding of the Student Community CREED.
 Demonstrate understanding of the Student CODE of Conduct.
FYE SECTION ONE CHAPTER 1: STATUS CHECK

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CHAPTER ONE: STATUS CHECK

What do your students need?
Setting Goals
What Success Looks Like:

Students will
 choose learning experiences consistent with their own values and goals.
 prioritize values that influence decision making.
FACULTY GUIDE FIRST YEAR EXPERIENCE
Chapter 1: Status Check

Calibrate Your Compass
Needs assessment:
What do your students think they need help with to insure a successful first
semester at WCU?
 Ask students to complete the short questionnaire posted on Chapter 1 to
check their status; help students to identify the best path forward to meet
those needs and make the most of this course.
Setting goals:
Success in college requires that students make decisions about where they want to
go, what they want to do, and how they plan to accomplish their goals.
 Watch the videos posted in blackboard chapter 1.

o Use the first as an introduction to the goal setting discussion, perhaps
at the end of a class period.
o Assign students to watch the second video and develop a first draft of
the worksheet provided as homework.
o During the next class, follow-up with a class discussion and give
students some time to work together in small groups to refine their
goals, taking suggestions and questions from each other and from
you.
 The Two Minute Classroom: 4 Key steps for setting goals. (2.22 minutes)
https://www.youtube.com/watch?v=E8agsaXfHN4
 SMART Goals: Quick Overview (3.57 Minutes)
https://www.youtube.com/watch?v=1-SvuFIQjK8
 Then begin to develop your goals and a plan to accomplish them using the
SMART Goal Setting Guide Sheet linked in chapter 1.
FYE CHAPTER 1 STUDENT NEEDS ASSESSMENT

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STUDENT NEEDS ASSESSMENT

Optional for use as a Week 1 Status Check
This questionnaire is posted in Section 1, Chapter 1 (Status Check) of the course guide as a
downloadable word file for students to access.
1. On a scale of 1 to 5, please rate how much support or assistance you feel you need
with the following topics.
1-----a lot of support/assistance needed
2-----moderate support is needed
3-----some support is needed (you are about half sure about it)
4-----very little support is needed (you may still have some questions)
5-----no support is needed
______________________________________________________________________________
a. ____ Academic Planning (schedule-degree options and paths)

b. ____ How to access tutoring services on campus
c. ____ Study/test taking skills
d. ____ Writing skills
e. ____ How to obtain and use information (i.e. scholarly articles & journals)
f. ____ Deciding on a major/career
g. ____ How to find and get an internship
h. ____ Creating a resume/cover letter
i. ____ Interview skills and preparation
j. ____ Goal setting
k. ____ Time management skills
l. ____ Self-care tips/managing physical and mental health
m. ____ Part-time job opportunities
n. ____ Personal budgeting
o. ____ Applying for grants/scholarships
p. ____ Completing FAFSA
q. ____ Exploring diversity
r. ____ Study abroad
s. ____ Service learning & community involvement
t. ____ Getting involved with campus activities and groups
2. Was there anything not mentioned above that you still feel that you need assistance
or support with? If yes, please explain:
FYE CHAPTER 1 SMART GOALS

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SMART Goal Setting Guide Sheet

Use the SMART acronym can help you create effective goals.
Specific: The goal should identify a specific action or event that will take place.
Measurable: The goal and its benefits should be quantifiable.
Actionable: The goal should be attainable given a reasonable action plan.
Relevant: The goal should be something that you are willing and able to work towards.
Timely: The goal should state the time-period in which it will be accomplished.
Writing an Effective Goal Statement

Identify the specific SMART criteria you will use to write your goal statement.
1. Is it specific? (Who? What? Where? When? Why?)
Be specific and clear; avoid generalizations. A specific goal will usually answer the five "W"
questions:
 What: What do I want to accomplish?
 Why: Specific reasons, purpose, or benefits of accomplishing the goal.
 Who: Who is involved?
 Where: Identify a location.
 Which: Identify actions needed.
2. Is it measurable? How will I measure progress? (How many? How much?)

Measuring progress will help you stay on track, reach target dates, and experience success. A
measurable goal will usually answer questions such as:
 How much?
 How many?
 How will I know when it is accomplished?
3. Is it actionable? How will I achieve this goal – in other words, what actions will I need to take?
The goal should not be out of reach, nor should it be too easy. When you identify goals that are
most important to you, you begin to figure out ways you can make them come true. You
develop the attitudes, abilities, and skills to reach them. An actionable goal will usually answer
the question:
 How: How can the goal be accomplished?
4. Is it relevant? (What knowledge, skills, and abilities are necessary to reach this goal?) A
relevant goal must represent an objective that you are willing and able to work towards. This
does not mean the goal cannot be high. A relevant goal will usually answer the question:
 Does this seem worthwhile?
5. Is it time bound? (Can I set fixed deadlines? What are the deadlines?) It is very important to
ground goals within a time frame, giving them a target date. A commitment to a deadline helps
you focus your efforts on completion. This part of the S.M.A.R.T goal criteria is intended to
prevent goals from being overtaken by the day-to-day crises that invariably arise in an
organization. A time-bound goal will usually answer the question:
 When?
 What can I do 6 months from now?
 What can I do 6 weeks from now?
 What can I do today?
FYE CHAPTER 1 GOALS WORKSHEET

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GOALS WORKSHEET
Verify that your goal is S.M.A.R.T.
GOAL What is your goal in one sentence? (what is the bottom line?)
Specific What exactly will you accomplish?
Measurable How will you (and others) know when you have reached your goal?
Actionable What actions will I need to take to accomplish this goal?
Relevant Why is this goal important to you? Hone in on why it matters.
Time-bound When will you achieve this goal?
ACTION PLAN
What specific steps must you take to achieve your goal? Create an outline in the below chart; be as
detailed as you like.
Task/to-do item Target Date actually
completion completed
date
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FYE SECTION ONE CHAPTER 2: EFFECTIVE COMMUNICATION
CHAPTER TWO: EFFECTIVE COMMUNICATION

Email Etiquette
Civil Discourse
Effective Communication is a survival skill. This chapter offers some very practical advice, tips, and
tools to help students master email etiquette. Early communication with faculty and staff will
establish one of the first crucial impressions. Learning the importance of this skill serve students
well as they prepare for their future careers.
And of course, at WCU we also want students to understand the concept of civility and respect
within all conversations, class discussions, and casual interactions with peers. Civility and respect
are woven into the very fabric of the Student Community Creed.
“In order to have important conversations, you will sometimes have to check your opinions at
the door. There is no belief so strong that it cannot be set aside temporarily in order to learn
from someone who disagrees. Don’t worry; your beliefs will still be there when you’re done.”
--- Celeste Headlee
Chapter 2: Effective Communication

RELEVANCE & CONNECTION:
Effective communication is central to building community and to the goals of the student
community creed. It is integral to student success at all levels, across the core content for this
course, across the curriculum, and in their future career and lives beyond WCU.
 Conversation is a survival skill.
 Listen! Sometimes we should not talk.
 Empathy is vital to successful conversation.
 Meaningful connection requires an investment of time.
RESOURCES & CONTACTS:

Office of Equal Opportunity and Diversity Programs
- Email: diversity@wcu.edu
- Phone. (828)-227-7495
TIMING:
This is a conversation to initiate on day 1 with the E-mail etiquette assignment and then to
reinforce throughout the semester as an overlay to other course conversations and discussions.
EXPLORATION & GOALS:

Exchange Ideas
Students will communicate, as appropriate, to the context and audience to articulate needs or
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share information.
ACTIVITIES:
 Review slides posted chapter 2: “Net’iquette during the first class. Ask students to
complete the E-mail etiquette assignment (posted in this chapter) by the next class.
 View/discuss one or more videos by author Celeste Headlee on the WCU channel.
o https://www.youtube.com/playlist?
list=PLjrEsnlZROykYnrVXtc_ZuEuUYvzWhwV8
OUTCOMES:
How will students demonstrate the desired outcomes?
 Students will demonstrate skills with email etiquette.
 Students will demonstrate communication etiquette in how they address faculty and
staff.
 Students will demonstrative effective interpersonal qualities and skills that are
applicable for engaging in challenging conversations.
 Students will practice increased self-awareness.
 Students will demonstrate an appreciation of the rights and well-being of other students
and campus/community members.
 Students will reflect on the benefits of civil dialogue and civic engagement
GUIDES:
 Writing a Scholarly Email (word file posted in this chapter).
 Slides: Communicating Effectively_Muse.pdf. (posted in this chapter)
 Article: Inside Higher Ed. RE: Your Recent Email to your Professor
o https://www.insidehighered.com/views/2015/04/16/advice-students-so-they-
dont-sound-silly-emails-essay
REFERENCES:
 Student Community Creed statement 3: “I will RESPECT the rights and well-being of
OTHERS.”
 Diversity lesson 3: Interpersonal Qualities/Skills and Deliberative Dialogue in chapter 14
to reinforce how effective communication impacts all levels of interaction.
ASSESSMENT:
When students complete this chapter, they should be able to:
 Compose a scholarly email.
 Properly communicate with a professor or supervisor.
 Engage in civil conversation with others.
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FYE CHAPTER 2 E-MAIL ASSIGNMENT
Assignment: E-Mail Etiquette

This assignment is included in this chapter for student use (including a visual graphic); and this
summary is copied here for quick reference.
Email your course instructor following these guidelines for a professional email. Reference this
summary guide, as well as the other resources in this folder.
 Your Email topic/subject: Introduction: (include your course Name and section)
 Message Body: Introduce yourself to your instructor in one paragraph.
GUIDELINE:
Electronic mail to and from your “@catamount.wcu.edu” address is the preferred method
of communication.
Please follow common e-mail rules:
1. Use your @catamount.wcu.edu email address.
2. Use a short and accurate subject header.
3. Use a proper salutation. (Hello, Good Morning, Greetings, etc.)
4. Introduce yourself in the first paragraph (if needed).
5. The message body should be written in a concise and clear manner. Please do not BS or
ramble. Get to the point.
6. Leave-taking (departing farewell) should be appropriate. (Respectfully, Yours
sincerely, Take care, etc.)
7. Sign your email with your full (First and Last) name.
Note: It is also a good idea to include your course and section number.
8. Proofread for content, spelling, and grammar.
ADDITIONAL RESOURCES:
 Article: Inside Higher Ed.
https://www.insidehighered.com/views/2015/04/16/advice-students-so-they-
dont-sound-silly-emails-essay
 Document: Writing a Scholarly Email
 Slides: Net’iquette
 Slides: Communicating Effectively
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FYE SECTION ONE CHAPTER 3: TECHNOLOGY
CHAPTER THREE: TECHNOLOGY AT WCU

Blackboard
Technology Commons
This chapter is designed to help students understand how to use the technology at WCU.
Technology will be a part of their everyday life while in college and critical for success. The
Department of Information Technology can handle any question or concern students have. The
Blackboard tutorials are excellent resources to help students navigate blackboard in all courses.
Many faculty require a high level of digital interaction and students will need to know how to
maximize their own productivity with available resources.
Chapter 3: Technology at WCU

The Division of Information Technology is an important resource for staff, faculty, and students.
The IT department provides service help, equipment rentals, free mac and pc use in the
Technology Commons, software updates, hardware work, internet, and printing services.

Information Technology
Website: https://www.wcu.edu/learn/academic-services/it/technology-
commons/index.aspx
Phone: (Help Desk) (828) 227- 7487
Email: ITHELP@WCU.EDU
Location: Technology Commons, Ground Floor, Hunter Library
Blackboard
For Students:
The Help Desk
- Phone: (828) 227- 7487

- Email: itwcu@wcu.edu
- Location: Technology Commons, Ground Floor, Hunter Library
For Faculty:
The Coulter Faculty Commons
- Website: https://www.wcu.edu/learn/faculty/coulter-faculty-
commons/schedule-a-consultation.aspx
- Phone: 828-227-7196
- Location: 166 Hunter Library (Hours: Monday - Friday 8 am - 5 pm)
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TIMING:
Students should know about these resources very early in the semester.
EXPLORATION and OUTCOMES:

Connect the Dots:
Students will learn how to find and implement resources that are available.
ACTIVITIES:
INFORMATION TECHNOLOGY
 Explore the Information Technology Website
o https://www.wcu.edu/learn/academic-services/it/
 Explore the Technology Commons Website
o https://www.wcu.edu/learn/academic-services/it/technology-commons/
 Show students the IT device setup PDF
 Show students how to check out equipment
o https://www.wcu.edu/learn/academic-services/it/technology-
commons/equipment-checkout/index.aspx
 Explore the PawPrint Services
o https://www.wcu.edu/learn/academic-services/it/paw-print-services/
BLACKBOARD
These are great activities for students to complete outside of class.
 Explore Blackboard Learn Help. Here, students will find answers to every question they
have about utilizing Blackboard to maximize their ability to succeed in the platform.
o https://help.blackboard.com/Learn/Student
 Explore the Academic Toolbox: Tools to help you and your students succeed!
o https://wcu.blackboard.com/bbcswebdav/institution/public/toolbox/index.htm
l
 Mobile App for Students: https://help.blackboard.com/Blackboard_App
GUIDES:
 Blackboard Learn Help for Instructors. Avoid frustration -- get help!
o https://help.blackboard.com/Learn/Instructor
 Instructors, are you looking for a Mobile App for Blackboard Learn?
o https://help.blackboard.com/Blackboard_Instructor
 IT device setup PDF File (posted in this chapter for quick reference).
MORE ACTIVITIES/OPPORTUNITIES:
Blackboard Tutorials:
 Blackboard Video Tutorials are a dynamic resource, written just for students.
https://www.youtube.com/playlist?list=PLontYaReEU1uzR5405Nhi_-y5qNCjrK71
25
Other Activities:
 Explore the 3DU website: https://3du.wcu.edu
 Visit the Technology Commons
ASSESSMENT:
 Utilize the Information Technology website.
 Utilize the Technology Commons website.
 Know how to set up
o Wireless devices.
o Streaming Devices.
o Microsoft Office; and
o Email on a Smartphone.
 Know how and what equipment you can check out.
 Know how to use the Paw-Print Service.
 Navigate Blackboard.
 Communicate with faculty appropriately through Blackboard and Email.
 Access My Grades in Blackboard.
 Turn in Assignments in Blackboard.
 Understand how to complete Online Tests and Quizzes.
 Post within a Discussion Board.
26
FYE SECTION ONE CHAPTER 4: ACADEMIC INTEGRITY
CHAPTER FOUR: ACADEMIC INTEGRITY

How to help your students avoid plagiarism
This chapter is designed to help students understand what plagiarism looks like and how to avoid
it. It is important that they understand how violations of academic integrity can undermine their
education and interfere with their path forward. WCU has four terrific resource sites to help you
and your students stay informed of available resources, university policy, and the potential
damage that not knowing can cause.
FACULTY GUIDE FIRST YEAR

EXPERIENCE
Chapter 4: Academic Integrity

Western Carolina University strives to achieve the highest standards of scholarship and integrity
and is working hard to improve the quality of your education. Academic integrity is the moral
code of academia that requires a commitment to and demonstration of honest behavior.
Violations of academic integrity undermine the value of one’s education, interfere with the basic
mission of education, and tarnish the reputation of the individual and institution. -WCU Coulter
Faculty Commons

Dean of Students
- Website: https://www.wcu.edu/experience/dean-of-students/
- Phone: (828) 227-7147
- Email: studentaffairs@wcu.edu
- Location:114 Scott East, Student Affairs Office
Coulter Faculty Commons

- Website: https://www.wcu.edu/learn/faculty/coulter-faculty-commons/
- Phone: (828) 227-7196
- Location: 166 Hunter Library
Hunter Library
- Website: https://www.wcu.edu/hunter-library/
- Phone: (828) 227-7307
- Location:176 Central Drive
The WaLC
27
- Website: https://www.wcu.edu/learn/academic-success/tutoring-services/
- Phone: (828) 227-2274
- Location: 207 Belk Building
TIMING:
It is important that students know the consequences of plagiarism (even if unintentional) and
how to avoid plagiarism early in the semester before students receive their first assignments.

Think First
Students will use the available resources to understand and avoid plagiarism.
ACTIVITIES:
 Make sure students know where to find help to avoid plagiarism
o Information on WCU’s Policy for Academic Integrity
 https://www.wcu.edu/experience/dean-of-students/academic-
integrity.aspx
o Blackboard’s information on how to avoid Plagiarism
 https://help.blackboard.com/Learn/Student/Assignments/Best_Practice_
Plagiarism
o Coulter Faculty Commons’ Academic Integrity Resources for Faculty
 https://www.wcu.edu/learn/faculty/coulter-faculty-commons/teaching-
and-learning/academic-integrity-resources-for-faculty.aspx
o Hunter Library’s Write and Manage Citation resource guide
 https://researchguides.wcu.edu/citations
o The WaLC’s Guide to Helping Your Students Stop Plagiarizing
 https://www.wcu.edu/learn/academic-success/tutoring-
services/faculty-toolbox/the-walcs-guide-to-help-your-students-stop-
plagiarizing.aspx
GUIDES:
 WaLC Avoiding Plagiarizing PDF (posted in this chapter on blackboard)
MORE ACTIVITIES/OPERTUNITIES:
Guest Speaker:
 Writing Workshops form the WaLC
o https://www.wcu.edu/learn/academic-success/tutoring-services/faculty-
toolbox/in-class-workshops.aspx
ASSESSMENT:
 Identify what plagiarizing includes.
 Understand how to avoid plagiarism.
 Locate WCU’s Policy for Academic Integrity online.
 Utilize Hunter Library’s resource guide on how to write and manage citations.
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FYE SECTION ONE CHAPTER 5: THE CREED & THE CODE
CHAPTER FIVE: THE CREED & THE CODE

Live the Creed
Know the Code
The WCU Student Community Creed, in addition to state and federal law, contributes to the Code
of Student Conduct, which describes student rights and responsibilities. The Student Community
Creed serves as a foundation for how WCU expects students to live in this community. Throughout
your course, you will discover opportunities to reinforce this critical and positive message.
Whether you are talking about academic integrity, diversity, civil conversation, community, getting
involved, or pride of place – students should be reminded to Live the Creed.
Chapter 5: The Creed & The Code

Student Community Ethics’ main goal is to promote “Know the Code” and “Live the Creed”. The
WCU Community Creed includes value-based statements we want all members of the WCU
community to live up to during their time as a Catamount. The WCU Community Creed, in addition
to state and federal law, contributes to the Code of Student Conduct, which describes students’
rights and responsibilities. Since violations of the Code may impact a student’s progress toward
graduation, it is important to educate students on the values and expectations of the WCU
community, so students can make educated decisions.

Department of Student Community Ethics
- Website: http://dsce.wcu.edu
- Phone: (828) 227-7234
- Location: 224 Brown Building, Cullowhee, NC, 28723.
TIMING:
This information is pertinent as soon as someone becomes a WCU student. The Student
Community Creed serves as a foundation for how WCU expects students to live in this community.
Throughout the semester, take advantage of opportunities to reinforce the Creed.
EXPLORATION & OUTCOMES:

Be Involved
Students will learn the Community Creed and why it is important to our community. Students will
also learn their rights regarding the Student Conduct Process (Due Process, FERPA, etc.), how to
29
access and utilize the Code of Student Conduct, and the types of behaviors that are not acceptable
on WCU’s Campus.
ACTIVTIES:
 Engage students in a discussion of the Community Creed and what each statement means.
 Students can demonstrate desired outcomes by choosing a creed statement, indicating
what it means to them and how it relates to direct behaviors in the Code of Student
Conduct, and why it is important that members of our community live the creed and know
the code.
 Inform students about what due process looks like on WCU’s campus and discuss why it is
important for a student to participate in the educational process.
 Discuss how to navigate to the Code of Student Conduct and how to use the document.
Guest Speaker:
 https://wcu.az1.qualtrics.com/jfe/form/SV_ai0ypSkK3IgJGi9
Opportunities/Core Lessons that lend to reinforce this chapter content:

 Effective Communication: Civil Discourse (chapter 2)
 Academic Integrity (chapter 4)
 Diversity (chapter 14)
 Arts & Culture (chapter 15)
 Community Engagement & Service Learning (chapter 18)
 One Book and Campus Theme (chapter 17)
 Synthesis (Chapter 19)
GUIDES:
New Student Orientation Modules
Students are told to complete these modules, over the summer, before they arrive in August. User
links are provided by Student Affairs. If your students have questions about these modules, refer
them to the Dean of Students. A content outline for each module is posted in Appendix 3
(References), should you want to build upon or reference the content included.
 Alcohol EDU Partner Guide
 Haven Partner Guide: Understanding Sexual Assault
SASA (Students Against Sexual Assault) Presentation

Reference the folder in faculty resources to learn more about this Peer to Peer presentation. The
Facilitator guide is also included in this Faculty Guide for your reference. SASA is a registered
student organization (RSO). Their presentation has been vetted.
ASSESSMENT:
 Utilize the Department of Student Community Ethics website.
 Demonstrate understanding of the Student Community CREED.
 Demonstrate understanding of the Student CODE of Conduct.
30
FYE CHAPTER 5 SASA: How to Talk about Consent. 1
Do As I Say: How to Talk about Consent

Facilitator Guide
Set-up
 Print out hard copies of the eight scenarios from slides 15-22 (also included as a separate
document in BB) and decide how many groups you will need for the scenario exercise. If you
know your class well, you may wish to assign the groups yourself based on what you know
about students’ dynamics.
 Pull up the PowerPoint presentation; go to slide 3 and click on the link for the Kahoot. This link
will pull up the Kahoot website with a pre-made quiz used for pre-assessment.
o Once on the Kahoot website, choose the green “Play as guest” button on the top right
corner of the screen, and the green “Classic” button on the top left.
o Kahoot will generate a code so the students can access the quiz on their phones or
other devices (the code will be different every time). The students will log in when it is
time, and they will have the option to put their name into the quiz. You should
probably remind them not to use any inappropriate screen names, as these will appear
on the screen as they log in.
o For each question, there will be four possible answers that students can choose from
on their phones.
PowerPoint Slides
1. Title Slide
 This workshop, “Do As I Say: How to Talk about Consent” was designed by Students
Against Sexual Assault (SASA), a registered student organization at WCU. The goals of
this presentation are:
i. To inform students about what consent and healthy sex look like
ii. To prevent rape and sexual assault at WCU
2. Trigger Warning
3. Kahoot
 Go back to the web browser that you used to pull up Kahoot.
 Invite the students to log in using the Game PIN. Students will have the option to enter
a “nickname,” which will be visible on the screen. You may want to ask them not to use
inappropriate names. If someone enters an inappropriate name, you can reject them
from the game by clicking the name on the screen. They will have to log in again and
enter an appropriate nickname to play.
 Once everyone is logged in, click the “Start” button to begin. Click the “Next” button to
advance to the next question.
 For each question, there will be four possible answers that students can choose from
on their phones.
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 All Kahoot questions are included at the end of this guide in case faculty members do
not want to use, or have trouble using, the Kahoot game.
4. Why Talk about Consent?

 The Red Zone refers to the period of time early in the fall semester when college
students are at higher risk of experiencing sexual violence. WCU’s Intercultural Affairs
office promotes awareness of the Red Zone through a variety of campus events at the
beginning of each fall semester.
 Rape culture includes baseline assumptions which privilege assailants’ perspective and
rights over those of those who are assaulted by assuming that the victim must have
been complicit in some way. Rape culture also perpetuates the idea that sexual assault
accusations will “ruin” the life of the assailant without concern for the ways in which
an assault can ruin the life of the victim. Institutions often have been quick to waive
accusations and evidence of sexual assault aside to avoid bad press. This continues the
phenomenon of victim blaming, or the idea that sexual assault is at the fault of the
survivor—that someone’s hair or clothes could be more at fault than the perpetrator’s
own actions. Victim blaming, in turn, produces a silencing effect on people who have
been assaulted.
5. Why Talk about Consent?
 Often conversations about consent can be misleading. It is important to have a strong
grasp on what consent and healthy sex look like.
 Media representations often portray consent as unromantic, unsexy, or unnecessary.
We are raised to think that ‘true romance’ looks like strangers meeting at a bar, locking
eyes from across a room and immediately fast forwarding to sexual intimacy. In these
portrayals, there is often no conversation and no attempt to ask for consent.
Generations of students have learned from the media that the need to ask for consent is
not only unnecessary but also unromantic and unsexy.
 Although some men feel blamed when consent is discussed, consent is important and
beneficial for everyone. It is just as important for men not to feel pressured into sex as
it is for them to understand what such pressure looks like. Consensual sex is better for
everyone than nonconsensual sex. SASA exists to help normalize conversation around
consent.
 People often hurry through discussions of consent because we see it as an obligation,
not something that could benefit us personally; however, we can see from the statistics
that this is a widespread issue that deserves real attention.
6. What is Consent?
 According to the WCU Code of Conduct, consent is defined as:
 “the approval and permission to engage in mutually agreed upon sexual activity
demonstrated by clear actions, words or writings. It is the responsibility of
each party to make certain that the other has consented before engaging in
sexual activity. Informed consent is freely and voluntarily given, and it is
mutually understood by all parties involved”
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 The full definition can be found in the WCU Code of Conduct here:
https://www.wcu.edu/WebFiles/PDFs/CodeOfStudentConduct.pdf
7. What is Consent? The 4 major parts are

 approval and permission to engage in mutually agreed upon sexual activity
 conveyed through actions, words, or writings
 clear and continuous
 freely and voluntarily given
8. How to Ask for Consent
 Let us break down these four parts and talk about what they look like in real life.
 Consent is the “approval and permission to engage in mutually agreed upon sexual
activity.” How would you explain this to someone else, in your own words?
 Possible Answers:
 Consent is not exclusive to penetrative sex: it applies to all forms of physical
contact. You never know what someone is and is not okay with, so it is always
best to ask.
 Essentially, all parties need to agree to whatever is about to happen before any
sexual activity begins.
 This does not mean that the entire sexual experience needs to be scripted and
planned out in advance, just that it is everyone’s responsibility to know what
the boundaries are and to ask for clarification if they are uncertain.
9. Consent must be “demonstrated by clear actions, words, or writings.” How would you
explain this to someone else, in your own words?
Please give students a chance to try.
 You do not need to talk like it is the 1700s: just have a casual conversation letting your
partner know you are genuinely interested in respecting their boundaries.
 Read facial expression/body language when asking. Due to the stigma on conversations
about assault and consent, people can be hesitant to say no even when provided the
opportunity to do so, because rape culture has taught them that saying no will be met
by negative consequences. Just be aware that things like avoiding eye contact, pulling
away, or tensing up can be signs that someone is uncomfortable. In these situations,
you can offer to do something else to relieve the tension.
 It has important to acknowledge that different people have different abilities
and perspectives, so talking about consent is not a universal experience. Some
people may use sign language or written consent.
 Also, survivors of past sexual trauma sometimes find it difficult to vocalize
feelings during sexual activity, so some form of signal can be used to
communicate that they are uncomfortable. This can be a double tap with a
certain hand, a turning of the head, or various other nonverbal signals. It is
important to know if your partner needs some sort of nonverbal
communication before initiating sexual activity.
33
 From the Code: “Consent is not to be inferred from silence, passivity, or lack of
resistance. Relying on non-verbal communication alone may result in a
violation of this policy.”
10. Consent should be given clearly and continuously. How would you explain this to
someone else, in your own words?
 Consent should be clear; it is important to not move forward with sexual
activity if you do not have a clear understanding of what your partner is
comfortable with.
 Consent can be revoked at any time. If someone expresses that they no longer
want to participate in sexual activity, even after consent has been given, then
sexual activity needs to cease immediately.
 From the Code: “Consent is not to be inferred from an existing or previous
dating or sexual relationship. Even in the context of a relationship, there must
be consent to engage in sexual activity.”
 From the Code: “Consent to some form of sexual activity cannot be
automatically taken as consent to any other form of sexual activity.”
 Here are some examples of positive ways to ask for consent:
 “Look, I’m really into you, and I want to go as far as you’re comfortable with.
But I need you to tell me how far that is.”
 This makes it clear what your boundaries are and lets your partner
know you want to know their boundaries as well.
 “Hey, are you all right with…?”
 Asking someone if they are comfortable with something lets them know
what you want to do, and gives them space to say yes or no.
 “You don’t seem very relaxed, would you rather…?”
 If you notice your partner is uncomfortable after sexual activity has
begun, this gives them an opportunity to stop without feeling
uncomfortable or guilty.
 “I would like you to do this to me, are you comfortable with that?”
 You do not need to be overly dramatic or formal about asking for
consent, something as simple as asking someone if something makes
them comfortable or not can be enough for them to give you an answer.
11. “Informed consent is freely and voluntarily given.” How would you explain this to
someone else, in your own words?
 Avoid leading questions. Asking for consent by saying “You do want this, right?”
can imply that if someone says no, they are somehow inconveniencing or
disappointing you. Something like, “Is this something that you’re okay with?”
presents your partner with a space to give an honest answer without pressure.
 Be wary of tone and of intimidating a partner. When asking for consent, make
sure you are not non-verbally putting someone in a position where they do not
34
feel comfortable saying no. Raising your voice, using an angry/aggressive tone,
or physically taking up too much space are all ways that someone can
 purposefully or subconsciously create a toxic environment that keeps people

from feeling safe.
 Consent is given free of coercion and intimidation, of someone’s own free will.
This means a “yes” is not forced out of someone by putting them in a situation
where they feel they cannot say no.
 From the Code: “If coercion, intimidation, threats, and/or physical force are
used, there is no consent.”
 This also means that consent cannot be given by anyone who is drunk, high,
otherwise impaired in judgment, or asleep. Once someone reaches the point
where they do not have complete control of their actions, they are no longer
legally able to give consent, and it is the responsibility of the other party to
acknowledge that consent given under the influence of substances is invalid.
 If a person is under the age of legal consent (16 in NC), there is no consent.
12. Bystander Intervention
 If you are in a situation where you suspect that someone else could be in a dangerous
position, there are ways you can help.
 You are not a police officer, so it is important to know at what point you need to leave
certain jobs to the authorities to keep yourself out of danger.
 If you become aware of someone who is in a toxic relationship, remind them that they
deserve to be treated with respect and that it is always valid to leave a relationship
where any form of assault or harassment is involved.
 If you are at a party, be aware of suspicious behavior:
 Someone deliberately attempting to get another person drunk/high.
 Someone trying to isolate another individual from the crowd.
 Someone putting substances into another person’s drink.
 If you are concerned that someone is at risk, you can ask that person to step outside
with you, tell them that their DD has arrived to get them, or pretend someone is on the
phone who needs to talk with them. Give them an opportunity to step away from the
situation. Ask them if they need help.
13. Survivor Support
 While it can be helpful to show resources to a survivor of sexual assault, it is important
not to pressure them into going down a path they are not ready for.
 Counseling and Psychological Services employees are not mandatory reporters and are
available 24/7. Most other faculty and staff are legally required to report any
mention of a crime of any kind, including assault.
 University Police can investigate independently from the University and can take legal
action, whereas WCU administration can only investigate if a student has violated the
code of conduct.
35
 There are multiple off-campus, independent organizations offering support for

survivors through any aspect of the process of overcoming sexual assault, including
legal, counseling, and housing resources. These Include REACH of Macon County and
the Center for Domestic Peace in Sylva.
14. Scenario Exercise

 Put class into groups of 3 or 4; hand each group ONE scenario from slides 15-23.
 Instruct the class to discuss their scenario with their group and to formulate an answer
to the question it poses. Tell them that when they are through (about five minutes), you
will ask them to share their scenarios and responses with the class. Ask students to
elaborate on their responses, give reasons for them, and to converse as much as they
feel comfortable.
 Set a timer for five minutes and let students discuss their scenario. When five minutes
are up, ask for a volunteer from each group to read their scenario and share the group’s
response.
1. Scenario 1: Sheila and Antonio are an example of an uneven power dynamic.

Because of Antonio’s position as a professor who grades Sheila, he has a certain
level of control that could be used to manipulate, dazzle, or intimidate Sheila, and it
is Antonio’s responsibility to understand this and leave Sheila alone. If Antonio and
Sheila really want to be together, maybe it could wait until Sheila’s no longer a
student.
2. Scenario 2: Some things Amanda can do:

 Approach Scott and act like she needs him (tell him his DD is here, someone is
looking for him, she needs to ask him something); once she has him by himself,
she can ask if he is okay/safe.
 Ask another friend if Scott and the anonymous man are actually friends and if the
situation is already under control.
 Ask another friend to step in and create a distraction.
 Make sure Scott does not leave with the other person.
 In a situation where real danger is apparent, call UPD to handle the situation for
her own safety.
3. Scenario 3: Natalie’s consent was not freely given because Mei pushed her until she
gave consent, apparently out of pressure instead of genuine desire. Also, according
to the Code of Conduct, “Consent is not to be inferred from an existing or previous
dating or sexual relationship. Even in the context of a relationship, there must be
consent to engage in sexual activity.” Consent is important in long-term
relationships as well as in casual encounters.
4. Scenario 4: This is an example of how consent can be individualized, and consent

can be granted by actions; however, it is Morgan’s responsibility to make sure that
36
this is form of initiation/consent that Riley is comfortable with, both by reading

Riley’s body language and by saying something like, “I really enjoyed last night—do
you want to do it again this morning?”
5. Scenario 5: Tonya should stop making out and communicate with Miguel to make
sure that everything is still okay. It is Tonya’s responsibility to notice Miguel’s
changes in body language and make sure there are no issues in the situation. This is
important for Tonya as well as Miguel—does she really want to become intimate
with someone who does not seem to be enjoying it? Men often feel social pressure to
want and engage in sex whenever it is offered, but this too is part of rape culture.
Men as well as women need to feel safe saying that they do not want to have sex.
6. Scenario 6: Ibris can approach Elizabeth casually on the dance floor and start a
conversation, but he should not start by commenting on her physical appearance.
Depending on how the conversation goes, he can move forward and let the
conversation become more flirtatious. He does not need to be uncomfortable or
awkward, just stay aware of Elizabeth’s non-verbal cues and move forward (or not)
accordingly.
7. Scenario 7:
What Anita’s friends can do
 Talk to Anita and ask her how she feels about the situation.
 If Anita discloses that she is uncomfortable with the situation, encourage to seek
help at CAPS. Counseling can help her work through her feelings about the
situation and decide what to do in a safe setting.
 Support her to do whatever she feels she needs to do for her own well-being.
 Do not try to harass or pressure her into leaving her relationship with Max; this
rarely works, and it violates Anita’s autonomy. However, it is also not necessary
to enable or validate Max’s behaviors. You do not have to say these behaviors are
all right or that you are comfortable with them.
What Max’s friends can do

 Ask Max if he is comfortable in his relationship with Anita and why he feels it
necessary to treat Anita as he does.
 If they can do so in a compassionate way, they may suggest that Max talk to Anita
about the situation, possibly with someone else present.
 If Max is opposed to doing so or to treating Anita differently, they can tell him
that they are uncomfortable with the way he treats Anita and that they may not
be able to be around the two of them while this still happening, so as not to
enable his behavior. No response equals positive reinforcement.
37
8. Scenario 8: If James is drunk enough that he cannot verbally give consent, he is not
sober enough to give consent at all. John should help James get a safe ride home and
give him his phone number if he wants to see him again at a later time.
15. Slide 23: Debriefing

 Ask the students to answer the slide’s questions on a scrap sheet of paper. Collect their
responses.
 What aspects of the presentation helped you feel more comfortable about
consent?
 What aspects of the presentation made you feel uncomfortable?
 Which of the scenarios were most relevant to your experience? Which ones
were not applicable?
 Which part of the presentation would you change if you could?
 Can you think of a scenario involving consent which you have observed or been
part of on which you want input?
 Was there anything the presentation not include, but which you wish it has?
16. Resources
 Point out the resources to students and let them know that the link at the bottom of the
slide provides them with a comprehensive list of more resources on the SASA website.
After the presentation: the students will answer the debriefing questions stated at the end of the
PowerPoint about their experience taking the curriculum. A SASA member will coordinate with
you to pick them up.
CONSENT SCENARIOS:
The file is included in BB in this folder.
38
39
FYE SECTION TWO TABLE OF CONTENTS
SECTION TWO: ACADEMIC NAVIGATION
Section Two
Chapter Contents 40
Chapter Six: Make It Stick 42
Chapter Seven: Academic Advising 46
Academic Policies and Regulations Quiz + Answers 49
Chapter Eight: Tutoring Services 50
WaLC/MTC Quiz + Answers 52
Chapter Nine: Hunter Library 54
Library Orientation Assignment 56
Chapter Ten: Career & Professional Development 60
FYE SECTION TWO CHAPTER CONTENTS

40

At a glance….
CHAPTER CONTENTS
 Chapter Six: Make it stick: The science of successful learning

o How Memory Works
o Growth Mindset
o Study Skills
 Chapter Seven: Academic Advising

o Academic Components/Policies
o Grading and your GPA
o Course Registration
o Liberal studies
 Chapter Eight: Tutoring Services

o Writing & Learning Commons
o Math Tutoring Center
 Chapter Nine: Hunter Library

o Information Literacy
 Chapter Ten: Career & Professional Development

o Career Exploration
o Decision Making
41
FYE SECTION TWO STUDENT LEARNING OUTCOMES
Chapter Six: Make it stick: The Science of Successful learning

 Understand that we have mistaken ideas about learning and memory.
 Practice strategies that work best when learning new material.
 Understand how attitude plays a role in learning.
 Demonstrate understanding of why this content is crucial to their success.
Chapter Seven: Academic Advising

 Utilize the Academic Advising website.
 Utilize myWCU to support your academic success.
 Use Navigate to schedule your advising appointments.
 Build your personal 8-semester plan.
 Run a Degree Audit.
 Locate the course catalogue and choose courses that are the right fit for you.
 Understand how to use the GPA calculator spreadsheet.
Chapter Eight: Tutoring Services at WCU

 Utilize the Writing and Learning Commons website.
 Utilize the Math Tutoring Center website.
 Know how to schedule a tutoring appointment.
 Know where the WaLC and MTC are located.
 Understand the concept of Growth Mindset.
 Assess your personal learning preference.
Chapter Nine: Hunter Library

 Know out how to navigate the library website to
o Get research assistance remotely.
o Find physical and electronic resources; and
o Utilize library services for their specific needs.
 Be familiar with library physical spaces in order to
o Access research help in-person.
o Locate group and individual study areas.
o Utilize collections for academic and leisure purposes; and
 Be able to critically evaluate news sources for assignments or personal knowledge.
Chapter Ten: Career & Professional Development

 Locate the Professional Handbook.
 Be familiar with the CCPD’s website.
 Identify your skills and which career paths are potential matches.
 Identify 3 potential career paths using available online resources.
42
 Make a decision about the career paths you have researched.

FYE SECTION TWO CHAPTER 6: MAKE IT STICK
CHAPTER SIX: MAKE IT STICK

The Science of Successful Learning
How Memory Works
Growth Mindset
Study Skills
This chapter is designed to help students build strong academic skills sets. Many students struggle
as a result of misunderstandings about how the brain works and we learn. Often, students must
unlearn bad habits as they build new habits grounded in the science of learning.
Chapter 6: Make It Stick

The Science of Successful Learning

Why teach about Learning? New college students can encounter difficulties in their classes for
many different reasons. Once students understand that college should challenge them, they are
more inclined to persist.
 One reason is that they have misconceptions about how learning occurs. For example, they
may believe that learning is memorization, that they learn better when the learning seems
easy, that they have a learning style, or that they cannot get smarter.
 All of these, and many other beliefs, have the potential to greatly hinder a student’s
learning because they influence how they spend their time and how they study.
 Students who understand how we learn effectively are more likely to change study habits.
 “Grappling with the impediments that make learning challenging leads both to more
complex mastery and to better retention of what was learned.” (Brown, Roediger III,
and McDaniel, 2015).

 The lessons in this chapter have been developed, (courtesy of Dr. Bruce Henderson, WCU
professor of Psychology), in response to a book he highly recommends for all faculty:
Make it Stick: The science of learning.
 For additional help, you may also refer your students to the WALC or MTC for tutoring
help. Or you may schedule one of their topic’s presentations for your class.
TIMING:
 This chapter will serve students throughout the semester and should be introduced early.
 Intersperse other lessons throughout the semester to keep students focused on building
strong skills for academic success.
 Reference the summary list below to determine the best times to incorporate additional
43
lessons based on your students’ needs.

Think First:
Students will construct a plan to achieve an intended solution.
How will these exercises help?
It is one thing to tell students that their beliefs about learning are hindering their learning. It is
another to show them.
 Each of the exercises or demonstrations included here are aimed at a common aspect of
learning.
 Many of them are designed to teach about memory or attention processes.
 Some illustrate patterns of individual differences in learning.
ACTIVITIES:
 Start with one or both sets of questions in Section A.
o This will start a conversation about learning. They can also be used as pre-
posttests to see what your students have picked up over the course.
 Select exercises and demonstrations in Section B as class time and student need dictate.
o There are brief descriptions of each one below that should help you decide which
ones you most want to use.
 Section C has two assessments that are recommended.
o If you only have time for one, the “Mindsets” exercise is a good option.
 The exercise in Section D will help you pull together the lessons on learning with your
students.
The exercises vary in both how long they take and how much preparation time you need.
Usually all you need to do is to cut and paste from the Materials section of the exercise and
reproduce enough for your class (sometimes you need to prepare two forms).
GUIDE: A Lesson Summary Description

A fully developed lesson plan is provided in BB for each of the lessons summarized below.
A. Setting the Stage: Misconceptions

The two exercises in this section allow you to assess your students’ ideas about learning. You can
go over these with your students as a preview of what will come. The most important lesson of
each of them is that we all have mistaken ideas about learning and memory. An abbreviated
version (student view) of both are posted in the student-view of this chapter.
1. Learning: Facts and Fables. The items here mix up common myths about learning with
truths. Some of both will surprise students. If you find yourself skeptical about some of the
“answers” provided in the key, you should refer to the Make it Stick book in the references.
2. Learning Strategies: Effective and Ineffective. This set of items is like the “Facts and
Fables,” but addresses more specific misconceptions. Surveys show that students are very
likely to engage in some of the strategies that have been shown to be ineffective (e.g.,
highlighting and rereading). These questions can also be used for pre-post assessments.
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B. Learning Strategies: What works and Why

This section is the heart of the guide. Each of the exercises addresses a specific belief many of us
hold about learning and memory. They are not listed in order of importance, except that the first
three may have the broadest effects on student thinking. An abbreviated version (student
view) of these 3 only are posted in the student-view of this chapter. All are included in your
resource folder.
1. The Constructive Nature of Memory. Memory does not work like a recorder. We rarely
remember anything verbatim. Instead we reconstruct the gist of past experiences.
Knowing this can change how you think about the learning process and how you think
about other issues such as elaboration and desirable difficulties. This exercise provides a
dramatic demonstration of the constructive nature of our memories.
2. Prerequisite Knowledge Demonstration. The two best predictors of whether we learn

something new is how interested we are in the new material and what we knew about it
from before. This little exercise demonstrates how important previous knowledge is to
memory and comprehension. It is this simple fact that accounts for the basic truth of “miss
class, don’t pass.”
3. Distributed versus Massed Practice. Many of the ideas addressed in this guide come from
research on learning and memory conducted over the past 3 decades. But psychologists
have known about the advantages of distributed practice for over some 100 years. What is
new is the knowledge that the combination of distributed practice with interleaving is so
powerful. Students who distribute their practice should do better on this exercise.
4. Interleaving. Along with the next exercise, this demonstration should show students the
concept of interleaving. If you only use one of the two, use the next one. It makes the point,
although it may be less convincing to students. Students may be particularly resistant to
adopting interleaving, but recent research suggests it has strong effects.
5. Macro Interleaving. Unfortunately, there are not studies of interleaving at this level, but
all the researchers studying micro interleaving suggest it should apply to studying
different topics this way.
6. Rereading versus Testing. Low stakes testing and self-testing have been the focus of a
great deal of cognitive research in recent years. Because testing requires frequent retrieval
of material, it is theorized as an essential part of making material to be learned more
memorable. Rereading is a common student strategy. Clearly, it is not a good one. This
exercise is designed to buttress the point.
7. Elaboration. Elaboration goes along with the constructive nature of memory. It may be
the basis for all deep learning. Along with self-testing, it is elaboration that leads to long-
term memory. It is about making what is to be learned more meaningful. It is very hard to
remember what we do not understand; it is hard to forget what we do understand.
8. Multitasking. You may have difficulty getting your students to stop multitasking, but this
45
exercise will make it obvious why it is a problem.
9. Desirable Difficulties Demonstration . Perhaps the hardest thing to convince students of

is that they do learn better when the learning is challenging and might involve failure.
Getting them to redefine “desirable” may be the key. Some students in the desirable
difficulty group in this exercise will report that their task was ineffective because it was
confusing. For long term memory, that is, indeed, the point.
C. Individual Differences
The two exercises in this section illustrate how students approach learning in different ways.
Although they are unlikely to change specific strategies students use, they may change their
overall attitudes toward learning. An abbreviated version (student view) of both are posted in the
student-view of this chapter.
1. Mindsets. Carol Dweck’s work provides an alternative to the traditional “learning styles”
approach that has been shown repeatedly to be intellectually bankrupt (despite its
popularity). Whether students believe they can get smarter or not has broad implications
for their willingness to take on challenges and deal with failures.
2. Personality and Learning. This exercise provides an alternative to the popular Myers
Briggs Type Indicator. Unlike the MBTI, the Big 5 assessments are based on a strong
research literature and theory.
D. Final Experience
1. The Learning and Study Tips from Cognitive Psychology handout summarizes what has
been focused on throughout this guide. It might best be used after doing a posttest with
either the “Facts and Fables” or “Learning Strategies” forms from Section A.
REFERENCES:
 The content of this chapter and overview are provided by: Dr. Bruce Henderson.
Department of Psychology. Western Carolina University.
 Make It Stick: The Science of Successful Learning. Peter C. Brown; Henry L. Roediger III, and
Mark A. McDaniel. 2014. The Belknap Press of Harvard University Press.
 Small Teaching: Everyday Lessons from the Science of Learning. James M. Lang. 2016.
Jossey-Bass Publishers.
ASSESMENT:
 Understand that we have mistaken ideas about learning and memory.
 Practice strategies that work best when learning new material.
 Understand how attitude plays a role in learning.
 Demonstrate understanding of why this content is crucial to their success.
FYE SECTION TWO CHAPTER 7: ACADEMIC ADVISING

46
Chapter Seven: Academic Advising

Academic Components/Policies
Grading and Your GPA
Course Registration
Liberal Studies
Advisors can assist your students with matters beyond course selection and registration. They
help guide social and academic experiences in ways that will give students the skills to succeed
beyond college. All first-year students have a professional advisor assigned from the Advising
Center and will also be assigned a faculty advisor once they declare a major – many do so during
Orientation. The Advising Center build their fall schedule for them.
NOTE: During the visit to your class, advisors will answer questions as students prepare to take on
this responsibility for themselves. Please make sure to complete the pre-visit activity and review
guidelines for the in-class visit in the guide.
Chapter 7: Academic Advising

The Advising Center is a center location where students can speak to the Advising Center Staff
about taking ownership and participating in their degree planning. Students can create
appointments through Navigate or visit the center for walk-in appointments. Common reasons
for appoints are for students who have questions about changing majors and minors, course
withdrawals, general academic questions.

The Advising Center
- Website: http://advising.wcu.edu
- Phone: (828) 227-7753
- Email: advisingcenter@wcu.edu
- Location: 1st Floor Killian Annex, Cullowhee, NC 28723
TIMING:
Before Advising Day - your class visit is pre-scheduled for you. Please make sure to prep your
students with the assignment (Activities Section below) to be completed prior to the class visit.
EXPLORATION& OUTCOMES:
Students will learn to take responsibility in their own learning and development by running
Degree Audits and speaking to the Advising Center staff. Students will learn how to make
informed decisions about their future plans and bring those plans into action by creating their
own schedules and keeping up with University standards.
47
ACTIVITIES: Before your in-class visit from a professional advisor.
 Explore the Advising Center Website.

 Ask students if they have already created a Release of Information Security Code. If not,
explain what the Release of Information Security Code is per below.
o Have students watch the video on how to set up their code. “Release of
Information Security Code” video (2:40 Min).
o Before any administrative office can discuss specific issues about a student’s
records with a third party, they must have consent from the student. This is called
the “Other Person’s Security Code Number.”
o Administrative staff must also verify that they are speaking to the correct student.
They will ask for the “Students Security Code Number.”
 Have students complete the “Planning for Your Future” assignment on Blackboard.
o A how-to video on completing a Degree Audit can be found under the “myWCU
and Navigate” folder. “Degree Audit How-to” video (5:50 Min).
o A how-to video on completing a What-If Evaluation can be found under the
“myWCU and Navigate” folder. “What-If Evaluation” video (2:34 Min).
o Show students how to access the course catalogue and where they can find
prerequisites.
In-Class Visit Lesson Plan
A guest speaker from the Advising Center will be pre-scheduled for you.
 Remind students to bring their laptop/tablet to class for this day, as it will be a hands-on
lesson.
 Ask students to complete the Blackboard assignment, “Planning for Your Future” prior to
class.
 Introduce your guest advisor and turn the class over to them for the first portion.
 The guest advisor will
o show students how to schedule an appointment with an advisor. A step-by-step
pdf can be found on Blackboard under the “myWCU and Navigate” folder.
o Explain what Advising Day is and the role that academic advisors play.
o Explain what an Alt-pin is and how important it is. (A Student’s Alt Pin is a
numeric pass code that allows students to register for the upcoming semester
courses. Students receive their Alt Pin after meeting with their primary advisor to
discuss program requirements and the student’s degree audit.)
 After the advisor’s introductory presentation, questions are encouraged as you both work
directly with students while they run a degree audit and map a 4-semester plan.
Encourage questions while the advisor is still in the classroom. It is imperative that
students participate directly.
GUIDES:
 8 Semester Plan
 Schedule Adjustment Grid
48
 Self-test answer key
 Explore the “Liberal Studies” and the “Academic Policies and GPA” folders.
 Explore the “How to” page for Academic Advising.
 Explore the Academic Services page on Registration Information.
https://www.wcu.edu/learn/academic-services/registrars-office/registration.aspx
ASSESSMENT
 Utilize the Academic Advising website.
 Utilize myWCU to support your academic success.
 Use Navigate to schedule your advising appointments.
 Build your personal 8-semester plan.
 Run a Degree Audit.
 Locate the course catalogue and choose courses that are the right fit for you.
 Understand how to use the GPA calculator spreadsheet.
FYE CHAPTER 7 ACADEMIC POLICIES QUIZ
Academic Policies and Regulations: Self-Test Questions + Answer Key

49
1. You need 67% of what to remain in good standing?

a) Course completion rate (cumulative and each semester)
b) Classes in your major
c) Upper-level classes (300-400 level)
d) Liberal studies
Answer: Course completion rate (cumulative and each semester)
2. What is the GPA requirement to remain in Good Standing at WCU?

a) 2.0
b) 2.5
c) 3.0
d) 1.8
Answer: 2.0
3. How many hours of withdrawals are allowed during a student's time at WCU?
a) 15
b) 12
c) 16
d) 20
Answer: 16
4. John just got his final grades from his first semester at WCU. His grades were
- A in BIOL 104 (a 4 hour class)
- B+ in MUS 101 (a 3 hour class)
- B- in THEA 104 (a 3 hour class)
- C in CHEM 139 (a 4 hour class)
What was John's GPA at the end of the semester? Does he remain in good standing?
a) 3.0, yes
b) 3.0, no
c) 2.9, yes
d) 1.9, no
Answer: 3.0, yes
5. What is it called when a student fails to meet criteria for continued enrollment on
Academic Warning and are removed for one semester?
a) Academic Suspension
b) Academic Dismissal
c) Academic Removal
d) Flunking Out
Answer: Academic Suspension
FYE SECTION TWO CHAPTER 8: ACADEMIC TUTORING
Chapter Eight: Academic Tutoring at WCU

The Writing and Learning Commons (WALC)
50
The Mathematics Tutoring Center
The Writing and Learning Commons (Belk 207) and Mathematics Tutoring Center (Stillwell 455)
promote student success through math and course tutoring, writing support, academic skills consultation,
exam prep activities, and more. The WaLC also provides in-class, interactive workshops that faculty
may request on a range of topics. Check out their Faculty FAQ here.
CHAPTER 8: Tutoring at WCU

The WaLC and MTC are vital resources for student academic success. Any student who would
like additional help understanding course material, crafting college essays, or approaching
academic challenges should visit one or both of these centers. These tutoring centers employ
students, who serve as both tutors and mentors who model good study strategies. Attending
tutoring sessions and interacting with tutors and other students in group sessions offers the
possibility for collaboration centered around the goals of college success.

Tutoring Services (WaLC)
- Website: tutoring.wcu.edu
- Phone: (828)227-2274
- Email: walc@wcu.edu
- Location: Belk 207
Mathematics Tutoring Center

- Website: https://www.wcu.edu/learn/academic-success/tutoring-services/services-
resources/mathematics-tutoring-center/index.aspx
- Location: 214 Killian Annex
- Hours: Monday - Thursday 9am-9pm; Friday 9am-5pm
TIMING:
While it is best for students to seek tutoring as soon as possible, a good time to discuss the
benefits of tutoring may be after students have taken their first test or submitted their first
paper. Some students may not be ready to seek help until they realize they need it.

Think First ---(Solve Complex Problems)
Students select from available information and resources to solve issues in their collegiate lives
and campus communities; construct a plan to achieve an intended solution.
In this chapter students, will learn about the resources offered by the two tutoring centers on
campus, as well as an introduction to mindset theory and learning strategies. Students can
demonstrate their knowledge through a confirmed appointment or visit at one of the centers
and by an in-depth class discussion about the nuances of learning and learning to learn.
51
ACTIVITIES:
 Have students complete the VARK questionnaire and then discuss the results.
o This can be found in the “Learning styles and Preferences” section.
 In class: Watch Growth Mindset video “Pathway Transformation Initiative” (4:06 Min)
o This can be found in the “Growth Mindset” section.
 Have students complete the Learning Strategies 7-Day Planner. (Growth Mindset folder)
 Select from the lesson catalogue in Chapter 6: “Make it Stick” to reinforce specific needs
your students may have with regard to study skills and the cognitive science of learning
how to learn.
Guest Speaker:
 WaLC In-Class Workshops: https://www.wcu.edu/learn/academic-success/tutoring-
services/faculty-toolbox/in-class-workshops.aspx
o For writing tutoring, writing fellows, and writing workshop questions: contact
Mattie Davenport, mrdavenport@wcu.edu, x3426.
o For course tutoring questions, contact Chesney Reich, reich@wcu.edu, x2273.
o For information about Supplemental Instruction or academic skills consultations
and workshops, contact Katie Pierce, piercek@wcu.edu, x2149.
o For math tutoring questions, contact Sibley Bryan, fsbryan@wcu.edu, x3830, and
visit mtc.wcu.edu.
Activities:
 Students should become acquainted with the website for both centers and should
know how to schedule an appointment through Navigate.
ASSESSMENT:
 Utilize the Math Tutoring Center website.
 Know how to schedule a tutoring appointment.
 Know where the WaLC and MTC are located.
 Understand the concept of Growth Mindset.
 Assess their personal learning preferences.
FYE CHAPTER 8 TUTORING QUIZ
WALC/MTC QUIZ + ANSWER KEY
1. Where is the Writing and Learning Commons?

a) Stillwell 455
b) Belk 207
52
c) Hunter Library 105

d) Coulter 240
Answer: B
2. If you want help starting your paper, what kind of tutor do you need?
a) Writing fellow
b) Writing tutor
c) Course tutor
d) Academic skills consultant
Answer: B
3. Where is the Math Tutoring Center?

a) Belk 207
b) Reid 107
c) Stillwell 455
d) Hunter Library 105
Answer: C
4. When are the WaLC and MTC open?

a) Monday-Friday 9-5
b) Monday-Friday 9-9
c) 24 hours Monday-Friday
d) Monday-Thursday 9-9, Friday 9-5
Answer: D
5. What will WaLC/MTC tutors NOT do?

a) Complete your assignment for you
b) Teach you skills to complete your assignment
c) Ask you how far you got on your assignment
d) Ask you to demonstrate that you have learned something during the session
Answer: A
6. How can you make an appointment at the WaLC?

a) Call (828) 227-2274
b) Stop by Belk 207
c) Log on to GradesFirst
d) All of the above
Answer: D
Tutoring Quiz/Answer Key Continued.
7. If the WaLC is closed and you need help with APA citation style, where can you look?
a) Wikipedia
b) Yahoo! Answers
c) The WaLC website under "Writing Support"
d) The WaLC website under "Course Tutoring"
53
Answer: C
8. What can an academic skills consultant help you with?

a) Test-taking strategies
b) Time management strategies
c) Reading comprehension
d) Note-taking skills
e) All of the above
Answer: E
9. What should you bring to the MTC when you come for tutoring?
a) Your textbook
b) Your notes from class
c) Your attempt at homework
d) All of the above
Answer: D
10. If you want help in your chemistry course, what service should you look for?
a) Supplemental instruction
b) Writing tutoring
c) Academic skills consultation
d) Course tutoring
Answer: D
FYE SECTION TWO CHAPTER 9: HUNTER LIBRARY
Chapter Nine: Hunter Library

Information Literacy
Research Tools
54
Hunter Library serves the curricular and research needs of students, faculty, and staff while
encouraging academic success, fostering critical thinking, and enriching the community. The
library provides access to information, offers research and instruction services.
Chapter 9: Hunter Library

Many first-year students come to college unprepared to use the library and lack skills in evaluating
sources of information. Some students have never used a library, are unfamiliar with the role of a
library in an academic setting or are simply unaware of the various resources that the library can
provide. These resources include a large collection of books, databases, study spaces, multimedia
editing stations, recording booths, a VR room, special collections, and archives, and more. We
believe that if students are aware of these resources and know how to use them, they are more
likely to become successful in their academic careers.

Hunter Library
- Website: http://library.wcu.edu/
- Phone: (828) 227-7307
- Location: 176 Central Drive, Cullowhee, NC 28723
TIMING:
Students are usually most receptive to library instruction when they can tie it to a research
assignment. If you have assigned students an assignment that requires research, then we would
recommend an instruction session about two weeks before the assignment is due. If you do not
plan for students complete a research assignment, then mid to late semester is ideal because this is
when they are most likely to have been assigned a research assignment in another class.
EXPLORATION and GOALS:

Think First: Students will learn ways to obtain research assistance and become comfortable
asking for help, become aware of various physical and digital library resources that support
academic success, and gain basic skills in evaluating sources of information.
ACTIVITIES:
 Preview the "About Hunter Library" folder contents with students in class, including the
Intro to the Library video (2:34 min).
 Schedule a tour: take students to the library for an Instagram-based library tour. This
activity uses tablets that are connected to the library’s Instagram account.
 Or, you may use the self-guided library activity is available to help students familiarize
themselves with the library. This activity does not require a librarian to be present.
55
GUIDES:
 List of services available: https://www.wcu.edu/hunter-library/services/
 Student self-guided Orientation Activity Instructor Guide (posted in this folder)
REFERENCES:
Information on first year student readiness regarding information literacy:
 First Impressions: LJ’s First Year Experience Survey: https://www.libraryjournal.com/?
detailStory=first-impressions-ljs-first-year-experience-survey
 High school students are unprepared to judge the credibility of information on the internet,
according to Stanford researchers: https://news.stanford.edu/press-releases/2019/11/18/high-
school-studd-spot-fake-news/
 Lacking Research Skills, Students Struggle. School Librarians Can Help Solve the College
Readiness Gap: https://www.slj.com/?detailStory=lacking-research-skills-students-struggle-
school-librarians-solve-college-readiness-gap-information-literacy
Guest Speaker:
Contact Josh Rakower, Undergraduate Experience Librarian
Activities:
 Review the "Evaluating Sources of Information Folder" in this chapter.
o How to Spot Fake News- Before You Retweet It Article
o Is it Fake? Research Guide
o How False news can spread Video (3:41 Min)
 Have students explore these guides
o Research guides created by WCU librarians: http://researchguides.wcu.edu/
o How to find books in the Library: https://researchguides.wcu.edu/FindBooks
o How to find journal articles from the Hunter Library collection:
https://researchguides.wcu.edu/FindArticles
 Invite a librarian to the class either for an entire class or short 10-15 minute visit to help
students become more comfortable with interacting with librarians and asking for help.
ASSESSMENT:
 Know out how to navigate the library website to
o Get research assistance remotely.
o Find physical and electronic resources; and
o Utilize library services for their specific needs.
 Be familiar with library physical spaces in order to
o Access research help in-person.
o Locate group and individual study areas; and
o Utilize collections for academic and leisure purposes.
 Critically evaluate news sources for assignments or personal knowledge.
FYE CHAPTER 9 LIBRARY ORIENTATION ACTIVITY. 1

56
FYE Course Orientation Activity

Instructor Note:
Hunter Library is introducing a self-guided orientation activity for FYE classes this semester.
The activity is designed to help students identify library resources and services that meet their
personalized needs, based on their quiz responses.
The activity is unmediated, so you do not have to schedule a formal session with an instruction
librarian.
You may bring your student group to the library during regular class time to complete the activity
concurrently or ask them to visit the library and complete the activity on their own time.
This is an independent exercise, as each student will be directed to different areas of the library
based on their quiz answers, but folks are certainly welcome to help each other as needed.
Here are the instructions.
The activity should take 45 minutes to 1 hour.
1. Students pick up a handout (attached) at the circulation desk in the library lobby.
2. They will take each of the 5 Playbuzz quizzes linked on the handout, visiting library
locations highlighted in the quiz results to answer questions.
3. After they finished the quizzes, student will explore the building and website
(library.wcu.edu) to locate additional descriptions of services to complete the handout.
4. Students will show/submit the completed handout to their instructor for credit.
If there are technical issues, students are welcome to visit the circulation or reference desks for
assistance.

57

INSTRUCTIONS.
The activity should take 45 minutes to 1 hour.
1. Students pick up a handout (attached) at the circulation desk in the library lobby.
2. Take each of the 5 Playbuzz quizzes linked on the handout, visiting library
locations highlighted in the quiz results to answer questions.
3. After you have finished the quizzes, explore the building and website
(library.wcu.edu) to locate additional descriptions of services to complete the
handout.
4. Show/submit the completed handout to your instructor as requested.
You are welcome to visit the circulation or reference desks for assistance if you have technical
issues.
Welcome to Hunter Library! Visit the links below on your mobile device to take 5 quizzes and
discover which library services fit your needs. Find the result locations to answer questions (in no
particular order).
What should you borrow from the library? bit.ly/hlborrow
Which Scholar Studio service fits you? bit.ly/studioservice
Which library collection interests you? bit.ly/librarycollection
How can you get research help? bit.ly/hunterhelp
Where should you study in Hunter Library? bit.ly/hlstudy
After you have finished the quizzes, explore the library building (we have 5 floors) and website
(library.wcu.edu) to locate additional descriptions of collections/services and finish the remaining
questions. Show the completed sheet to your instructor for credit.

58

Participant Name: Date:
1. What is the name of the library borrowing network between WCU, ASU and UNCA?
2. What is the checkout time for a graphing calculator?
3. What other technology equipment (besides the GoPro Fusion Camera) can you
borrow from the library?
4. Which film title in library collection would you borrow (or watch via our Kanopy
streaming video database)?
5. What is the borrowing time for whiteboard markers and art supplies?
6. How many hours a day can you use a library recording booth?
7. How soon can you pick up most Scholar Studio poster print requests?
8. What image would create with the vinyl cutter and where would you place it?
9. Which VR software would you to try? (visit tinyurl.com/scholarstudio to view a full

list)
10. What shape options are available for the library die-cut machine?
11. Which leisure reading book title would you consider borrowing? Write title and
author below.
12. Which LC classification section includes books for your major or interest area?
(hint: find the blue chart)
59
13. Which specific reference database that can be used for background research?
14. Where do you go to search and browse the library’s DVD film collection online?
15. Where can you go online to search for maps by keyword?
16. How can any student use the Curriculum Materials Center (even non-education
majors)?
17. Which research guide can you use to identify scholarly, peer-reviewed journal
articles? (include URL)
18. When is the library chat service available?
19. What types of questions can you ask at the reference desk?
20. Who is your subject librarian? (select the librarian for one course if your major is
undecided)
21. How soon can you expect a reply to your Ask-A-Librarian email question?
22. How can you report noise complaints in the silent area on ground floor?
23. Where can you find study booths in the library (2 locations)?
24. Where do you go to reserve study rooms on the library website?
25. What are Java City’s regular hours?
26. How many electronic devices can you connect to the library’s mediascape?
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FYE SECTION TWO CHAPTER 10: CCPD
Chapter Ten: Career & Professional Development

Career Exploration
Decision Making
The Center for Career and Professional Development (CCPD) connects on and off-campus
employers with student talent. Our services and partnerships set out to prepare our students not
only to meet the workforce needs of our region and state, but to become leaders in their field.
Chapter 10: Career & Professional Development (CCPD)

When students understand the link between their major and career goals, they become more
motivated to do well in their coursework and matriculate toward a degree. As students engage in
career exploration activities, they also begin to build their community and networks. For example,
students may reach out to faculty members; older students already in the program for which they
are interested; career counselors in the CCPD or advisors in the Advising Center; professionals in
fields in which they are interested, etc.
The CCPD is a place for students to receive help with finding on and off campus jobs, advice on
career choices, and building their community and networks. The CCPD can help students find and
acquire internships and shadowing opportunities. Career counselors in the CCPD can also help
students improve their interview skills by setting up mock interview sessions.

Center for Career and Professional Development
- Website: https://www.wcu.edu/learn/academic-enrichment/ccpd/visit-ccpd.aspx
- Phone: (828) 227-7133
- Email: careerservices@wcu.edu
- Location: 150 Reid building, Cullowhee, NC 28723
- Office hours: Mon-Fri, 8am-5pm
TIMING:
Counselors in the CCPD have observed more student engagement in class discussions after the
first few weeks of the semester, when students have had a chance to start building community
with one another. Mid-semester timing may be optimal.
EXPLORATION:
Connect the Dots
Students will learn how to connect their personal interests, skill sets, and experiences as they
relate to their career development and initial career interests.
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Research has shown that before students can make confident decisions about their career goals
and future plans, they need to have a solid understanding of their values, skill sets, and interests.
An emphasis on career and self-exploration in the first year is vital to meet the students’
expectations of “success,” as well as their personal growth and feelings of satisfaction (McCall,
2018).
ACTIVITIES:
 Introduce the Career Services Office Overview (10 minutes); and assign students to
complete the Focus II Self-Exploration Test as homework.
 In class: View the Scott Dinsmore Tedx video in the ‘Self Exploration’ section; class
discussion/questions about their Focus II findings.
 Expand the discussion: Faculty members may choose to share their own career path,
starting with their first year in college to where they are now (For recommendations on
question prompts, see bottom of this document).
 Have students reflect on the career planning process and post to a BB discussion.
GUIDES:
 The CCPD’s Professional Handbook, found under the Career Services Office Overview
folder.
 The CCPD Brochure, can be found under the Career Services Office Overview folder.
Guest Speaker:
 Request a CCPD presentation: https://www.wcu.edu/learn/academic-
enrichment/ccpd/faculty-staff-resources.aspx)
 CCPD Trainings and workshops for students https://www.wcu.edu/learn/academic-
enrichment/ccpd/faculty-staff-resources.aspx
Blackboard:
 Invite students to explore resources in the Career Exploration section.
 Invite students to complete the activities in the Decision Making section.
REFERENCES:
First-year students who are confident in their vocational identity and their chosen majors
increase retention rates (NASPA, 2018).
 Emilie Wapnick, “Why Some of Us Don’t Have One True Calling” (video)
 Scott Dinsmore, “How To Find the Work You Love” (video)
 Stephanie Eberle, “A Marathon, Not a Sprint” (article)
 Andrius Valickas, Agota Raisiene, & Violeta Rapuano , “Planned Happenstance Skills as
Personal Resources for Students’ Psychological Wellbeing and Academic Adjustment”
(article)
 McCall, 2018: (article)
https://www.ncda.org/aws/NCDA/pt/sd/news_article/202786/_PARENT/CC_layout_det
ails/false
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NASPA, 2018: https://www.naspa.org/blog/want-to-impact-student-retention-try-a-

career-intervention (article)
ACTIVITY QUESTION SET: Faculty sharing experience with students:
 What was your major in your undergraduate experience?
 Did you change majors, and if so, how many times?
o If you changed majors, what were the majors you had declared? What brought you
to make those decisions?
 What was your first job after your undergraduate experience, or did you go to graduate
school right after your undergraduate experience?
 Did your graduate degree directly correspond with your undergraduate degree, and if so
how?
o If not, how did you come to obtain a master’s or higher level degree in the field you
chose?
 How many jobs/ careers have you held before now?
 What skill sets did you gain along the way?
 Where do you see the traits of Planned Happenstance playing out in your own life?
 How did planned and unplanned events shape your career?
 What are the processes, resources, or tools that have helped you with
o Self-Exploration?
o Career Exploration?
o Decision Making?
ASSESSMENT:
When students complete this unit, they should be able to
 Locate the Professional Handbook.
 Be familiar with the CCPD’s website.
 Identify your skills and which career paths are potential matches.
 Identify 3 potential career paths using available online resources.
 Make a decision about the career paths you have researched.
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FYE SECTION THREE TABLE OF CONTENTS
SECTION THREE: PERSONAL NAVIGATION
Section Three
Chapter Contents 64
Chapter Eleven: Time Management 66
Chapter Twelve: Health and Wellness 68
Section A: Health & Wellness Education: You @ WCU 69
Section B: Campus Recreation and Wellness 73
Section C: Counseling and Psychological Services 75
Section D: Student Health Services 77
Chapter Thirteen: Financial Literacy 79
Banking Quiz + Answers 81
Budget Quiz + Answers 82
FYE SECTION THREE CHAPTER CONTENTS

64
At a glance….
CHAPTER CONTENTS
 Chapter Eleven: Time Management
 Chapter Twelve: Health and Wellness

o Health & Wellness Education: You @ WCU
o Campus Recreation & Wellness (CRW)
o Counseling & Psychological Services (CAPS)
o Student Health Services
 Chapter Thirteen: Financial Literacy

o Financial Aid & Scholarships
o Personal Finance
o Banking Basics
FYE SECTION THREE STUDENT LEARNING OUTCOMES

65
Chapter Eleven: Time Management

 Know how to manage your time wisely.
 Understand what distracts you and how to avoid it.
Chapter Twelve: Health and Wellness

When you complete this chapter, you should be able to:
Section A. Health & Wellness Education: YOU@WCU
 Utilize the YOU@WCU portal to take ownership of your health and wellness.
 Understand the concept of 'holistic' as related to health and wellness.
Section B. Campus Recreation and Wellness (CRW)
 Utilize the Campus Recreation website
 Identify the types of trips available through the Outdoor Program, Base Camp Cullowhee
 Find information on Intramural Recreational Sports and Club Sports
 Find information on Group Exercise Classes and Personal Training
 Understand how physical wellness impacts both physical and mental well-being, thus also
impacting your academic fitness
Section C. Counseling and Psychological Services (CAPS)
 Know when and how to make an appointment with CAPS.
 Know how to find the self-help videos.
Section D. Student Health Services
 Utilize the Health Services website.
 Know how to find the services provided by Health Services.
 Understand their rights and responsibilities.
 Understand the absences and medical withdrawal policy.
 Identify healthy dietary options on campus.
 Develop a personal nutrition plan for healthy living.
Chapter Twelve: Financial Literacy

 Utilize the Financial Aid website.
 Understand and be aware of the importance of establishing a saving’s habit.
 Understand the importance of and how to create and maintain a budget.
 Be familiar with the good, bad, and ugly of credit cards and debt.
 Understand the importance of deadlines related to financial aid.
 Understand the differences between types of financial aid.
 Know the tips and tricks for student borrowing.
FYE SECTION THREE CHAPTER 11: TIME MANAGEMENT
Chapter Eleven: Time Management

66
Essential to college success, effective time management requires discipline and self-motivation. It is
a foundational skill for student success and for success in life.

Chapter 11: Time Management
Effective time management is crucial to success in every class. It is a critical foundation without
which students cannot succeed. This chapter is designed to help students realize that a successful
college transition is dependent upon cultivating discipline and responsibility with one’s time.

Academic skills consulting program at the WALC
o https://www.wcu.edu/learn/academic-success/tutoring-services/faculty-toolbox/in-
class-workshops.aspx
Counseling and Psychological Services Self-help
o https://www.wcu.edu/experience/health-and-wellness/caps/self-help.aspx
TIMING:
It is important that students develop a time management routine early on in their first semester
before their course work increases and they find themselves under water. It is also important to
reinforce time management throughout the semester as an overlay to other conversations. For
example, at 5th week grades, “how might you have earned higher grades by being more effective
with time?” In conversations about health and wellness, time management is critical for self-care.

Calibrate your Compass:
Students will reflect on their long-term goals using the question set below to reinforce the
necessity for good time management skills.
1. Why have I come to college?
2. How important is it that I graduate from college?
3. What are my responsibilities right now, today?
4. How are present responsibilities preparing me to reach my end goal of coming to college?
5. What can I do to remind myself that every action I take has a purpose?
ACTIVITIES:
Intersperse these at different points in the semester as starters for the day’s lesson.
 Open a class discussion with the slide presentation, "Managing Your Time." In small group
discussion: students can use the Status Check set of questions at the beginning of this
chapter to share their own experiences and tips for success with each other.
o Have students explore using Excel’s “student schedule template” or Outlook’s
calendar to create a daily/weekly schedule.
o Share with students your own favorite scheduling tips and tricks.
o Students create a schedule, break tasks from their schedule into small chunks.
 Slide presentation: TM: Procrastination and Tips for Success. Give students time to
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review/answer the self-quiz: How well do you plan?, followed by a class discussion.
 Introduce the "Value of Time Reflection." in this chapter.
 Individual reflective writing using:
o the prompts in the goals section above as related to time management
o current assignments or circumstances as warranted
o personal stress triggers
 TM self-quiz. Students can complete the self-quiz in BB and see how they rate.
GUIDES:
Academic Skills Consultants are trained tutors who lead workshops for key academic practices.
Somehow I Manage: Time Management for College Students
Students who arrive late for class, fail to turn in assignments on time, or tell you they do
not have time to complete assignments and readings will benefit from this workshop.
"Getting to the Sweet Things" helps students to analyze how their time is spent, define
goals, and prioritize activities that lead to academic success.
https://www.wcu.edu/learn/academic-success/tutoring-services/services-
resources/academic-skills-consultations.aspx
CAPS Self-help Video Series:
CAPS Self-help Video: Motivation (6.52 minutes)
Motivation. We know that there are days (or weeks) where it can be REALLY hard to
motivate yourself to get work done, whether that is for school, a job, or in your personal
life. This video will give you enough information to understand how you work best and
give you some skills to motivate yourself.
EXPLORE OUR TIME TRACKER WORKSHEET – CAPS Website
REFERENCES:
 NY Times article about recent research regarding procrastination:
https://www.nytimes.com/2019/03/25/smarter-living/why-you-procrastinate-it-has-
nothing-to-do-with-self-control.html
 Reflection on the Value of Time (posted in BB)
ASSESSMENT:
 Know how you use your time and how to use it wisely.
 Understand what distracts you and how to avoid it.
FYE SECTION THREE CHAPTER 12: HEALTH AND WELLNESS
Chapter Twelve: Health and Wellness

Section A: Health & Wellness Education - YOU @ WCU
Section B: Campus Recreation and Wellness (CRC)
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Section C: Counseling and Psychological Services (CAPS)

Section D: Student Health Services
The Health and Wellness unit at Western Carolina University provides intentional collaboration for
the promotion of overall wellness encouraging students to be involved, healthy and well. The
university uses a holistic approach to support student wellness and has a variety of facilities,
programs, and services in place to support a healthy and balanced lifestyle. The elements of
wellness encompass the full student experience—from class activities to informal recreation,
physical and psychological health to social development. Students are encouraged to think of
wellness as a lifelong goal.
CHAPTER 12 ASSESSMENT: 4 SECTIONS COMBINED
Section A. Health Education: YOU@WCU

Section B. Campus Recreation and Wellness

 Utilize the Campus Recreation website
 Identify the types of trips available through the Outdoor Program, Base Camp Cullowhee
 Find information on Intramural Recreational Sports and Club Sports
 Find information on Group Exercise Classes and Personal Training
impacting your academic fitness
Section C. Counseling and Psychological Services

Section D. Student Health Services

FYE CHAPTER 12. A: HEALTH & WELLNESS EDUCATION
Chapter 12. Section A

69
Health and Wellness Education

Health and Wellness Education: The health and wellness of students is imperative to their academic
and personal success. Being informed of the positive and negative outcomes in areas pertaining to
alcohol and other drugs, cold and flu prevention, nutrition, sexual health, sexual assault, sleep
hygiene, stress reduction, and many more assists a student in creating and maintaining a healthy
lifestyle.
In addition to the many health and wellness resources we offer to students in person, we have an
online portal designed to encourage students to take ownership of their wellness: YOU@WCU.
RESOURCES & NETWORKS:

- Website: https://www.wcu.edu/experience/health-and-wellness/health-wellness-
education.aspx
- Phone: (828) 227-7147
- Location: Scott Hall East
TIMING:
Introduce students to YOU@WCU early, allowing them to create their personal account, complete
Reality Checks, become familiar with the content & resources to utilize this wellness tool.

Connect the Dots: The YOU portal was made to help students design their ideal college
experience. YOU@WCU fosters student success in three domains: Succeed (academics and
career); Thrive (physical and mental health); and Matter (purpose, community, and social
connections). The portal serves up relevant information and campus resources, and content
becomes personalized when a student completes brief assessments, fills out a profile, or searches
for something specific. There is also a built-in function for students to set goals as they go.
ACTIVITIES:
 As students to review the Health and Wellness Education website.
https://www.wcu.edu/experience/health-and-wellness/health-wellness-education.aspx
 Before introducing the portal to class, instructors should create their own account in the
portal, complete reality checks, become familiar with content.
 Ask students to create an account via their laptops or phones, complete reality checks, and
explore the resources both on and off campus.
 Informed by other campus events and opportunities, you may also utilize the portal in
connection with other content assignments. Example: Alcohol Awareness Week
GUIDES:
 Reality Check Question List: Instructor reference.
 YOU@WCU portal.
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Guest Speaker:
The departments that make up the health and wellness unit, have a combined class presentation
designed specifically for FYE courses. The presentation will include CRW, CAPS, and Health services
to offer a summary and holistic introduction to new students.
You may request a presentation at this link:
Health and Wellness Presentation Request
Or type the link into your browser:
https://wcu.az1.qualtrics.com/jfe/form/SV_07D5IqPLQXpm3MV
REFERENCES:
 Alcohol EDU: Faculty reference guide
 Sexual Assault Awareness: Faculty reference guide
ASSESSMENT:
FYE CHAPTER 12. A: YOU @ WCU
YOU @ WCU
71
Encourage your students to access YOU @ WCU via MyWCU where they can get individualized help
and suggestions based on their answers to these questions. The question set below is for your
reference only and NOT to be used as a stand-alone class worksheet. Students should access via the
online portal.
SUCCEED Component:
1. Have you committed to a degree program/field of study?
2. Are you actively looking for academic and/or career advice?
3. How passionate are you about the academic path you are on?
4. Are you happy with your grades?
5. Do you know you are learning style (visual, auditory, kinesthetic) well enough to take
advantage of it?
6. What do you do if something is too difficult?
7. Can you easily recall and apply new information you have learned in class, clubs, etc.?
8. Would you say procrastination is a big problem for you?
9. Can you make decisions easily?
10. Getting experience on the job is an important part of preparing for a career. Do you need
help exploring opportunities right now?
11. Do you know which jobs or careers you will pursue with your degree?
12. Resumés are like first impressions. Do you need help improving your resumé right now?
13. Do you need to work on your interview skill set right now?
14. Would you like to be connected to job search resources?
15. Are you interested in finding work on or off campus at the moment?
16. Do you think you would like an alum, staff member or peer as a mentor?
17. Are you being challenged as a leader right now?
THRIVE Component:
1. If you had to guess, how often did sleepiness or drowsiness get the best of you in the last
month?
2. In the past month, how often would you say you felt irritable or angry?
3. When you are angry is it normal for you to do or say things you might regret?
4. In the past month, how would you categorize your stress level?
5. In general, stress makes you feel…
6. Do parties or social situations ever make you uncomfortable?
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7. You are what you eat. How aware are you of eating healthy?
8. In the past month, how often have you gotten your heart rate up and/or exercised?
9. In the last month, how often have you worried about your diet habits?
10. The way my body looks makes me feel…
11. In the past month, what has an average night of drinking look like for you?
12. Is drug use (including marijuana) a problem for you?
13. Do you feel like you cannot control your use of, or are addicted to something? (i.e. exercise,
spending money, risky sexual behaviors, drugs or alcohol, gambling, etc.)
14. When you are upset or stressed, you have got a network of people you can fall back on…
15. When you think about yourself…
16. When it comes to your daily activities and obligations…
17. What about suicidal thoughts or hurting yourself? Do you ever think about that?
18. Sexually active or not, would you say you are pretty happy with your sex life?
MATTER Component:
1. Would you like to get involved with an organization on campus?
2. Volunteering does good for you and for others. Do you want to learn more about
volunteering opportunities?
3. When in a group of people, you prefer...
4. Your ideal environment…
5. On a Friday night, you can be found…
6. Whether you live with a roommate, your family, or independently, how is it going?
7. No matter your relationship status when it comes to love…
8. Your friendships…
9. Are you in touch with your thought processes, emotions, bodily sensations, and the
environment around you?
10. When it comes to relating to others…
11. At times, your words or actions negatively affect other people…
12. Do you put others' needs in front of your own?
13. Do you feel connected to a sense of purpose in your life?
FYE CHAPTER 12. B: CAMPUS RECREATION AND WELLNESS

73
Chapter 12. Section B

Campus Recreation and Wellness

The Department of Campus Recreation and Wellness (CRW) is committed to fostering a campus-
wide culture of recreation and wellness. The CRW provides programs and services that educate,
empower, and engage individuals to pursue and sustain healthy, balanced lifestyles. Benefits of
participation in CRW programs include the application of leadership, decision-making, problem
solving, conflict management, communication, and social skills. Program and service areas under
CRW include Aquatics, Club Sports, Dance Team, Facilities/Informal Recreation, Fitness,
Intramural Sports, Outdoor Programs, and Wellness.

- Website: http://reccenter.wcu.edu
- Phone: (828) 227- 7069
- Email: Campus Recreation Center: reccenter@wcu.edu
- Location: Central campus, adjacent to the University Center
TIMING:
Since many of our registration periods, on-going programs, etc. start at the beginning of the
semester, it is beneficial students get this information early so they get the full benefit of the
resources available. For example, if a student learns about Group Exercise in November, they still
have to pay the semester cost to participate. Plus, by that time, many of the Intramural Sports and
Outdoor Programs are done for the semester.
EXPLORATION & OUTCOMES:

Students will learn about the fitness and recreation resources available to them, which each
support one of the seven dimensions of wellness. Students will learn that there is truly something
for everyone, so each individual can personalize their experience to achieve the outlet they are
looking for from Campus Recreation and Wellness. Success is when a student engages on a regular
basis with Campus Recreation and Wellness to achieve a healthier lifestyle.
ACTIVITIES:
 Explore the website
 Explore the Base Camp Cullowhee website
o https://www.wcu.edu/experience/campus-recreation/base-camp-
cullowhee/index.aspx
o Base Camp Cullowhee is a recreation program that allows students to get out and
explore what Western North Carolina has to offer. They provide outdoor
recreation trips, education opportunities, and outdoor equipment rentals.
 Explore the Intermural and Club Sports website
74
o https://www.wcu.edu/experience/campus-recreation/club-sports.aspx
o Show students where they can find the list of Club Sports they can join.
REFERENCES:
 Reccenter.wcu.edu
 Myrec.wcu.edu
 You.wcu.edu
Guest Speaker: The three departments that make up campus health and wellness unit, have a
combined class presentation designed specifically for FYE courses. The presentation will include
CRW, CAPS, and Health services to offer a summary and holistic introduction to new students.

Additional Activities:
 Have students meet you at the Campus Recreation Center (CRC) and tour the facility.
 Set up a day to have your class climb the rock wall.
ASSESSMENT:
 Utilize the Campus Recreation website.
 Identify the types of trips available through the Outdoor Program, Base Camp Cullowhee.
 Find information on Intramural Recreational Sports and Club Sports.
 Find information on Group Exercise Classes and Personal Training.
impacting your academic fitness.
FYE CHAPTER 12. C: COUNSELING & PSYCHOLOGICAL SERVICES
Chapter 12. Section C

75
Counseling and Psychological Services (CAPS)

Focusing on student wellness includes tending to the seven aspects of wellness: occupational,
spiritual, emotional, intellectual, physical, social, and environmental. Students with mental health
conditions face additional barriers to success in social, cultural, and academic environments.
While not every student needs to engage in counseling, all students will benefit from primary
prevention efforts to assist them in managing their mental health. By introducing these concepts
in this course, we can help students develop excellent coping skills that will benefit them
throughout their academic career. Counseling & Psychological Services (CAPS) provides outreach
to classes and student organizations. CAPS’ programs are intended to teach primary prevention
skills to students. CAPS’ provides additional self-help resources via the web-page.

Counseling and Psychological Services
- Website: https://www.wcu.edu/experience/health-and-wellness/caps/
- Phone: (828) 227-7469
- Location: 225 Bird Building
- Hours: Monday – Friday 8:00am – 5:00pm
- For Appointments: Visit in person at 225 Bird Building or call (828) 227-7469

Think First
Students will learn how to use the resources available on campus to live a healthy and happy life.
TIMING:
The content regarding wellness is best presented around the fifth week of the semester. This
tends to be the time when students begin to experience more anxiety and distress in multiple
areas of their lives: academic, social, and family relationships. However, the self-help content
certainly can, and should, be infused throughout the semester. The videos were created to provide
assistance over the course of a semester.
ACTIVITIES(CAPS):
 Explore the website and review the 7 elements of wellness.
 Show where students can find the Self-Help videos.
 The topics for each video are listed below.
o Wellness 101(8:37 Min)
o Navigating Difficult Conversations (7:11 Min)
o The Happiness Trap (4:26 Min)
o 4 Fabulous Skills for Anxiety & Depression (8:06 Min)
o Mindfulness (5:34 Min)
o Crisis Situation Skills (8:45 Min)
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o Motivation (6:51 Min)

o Perfectionism (6:35 Min)
o A Better Night’s Sleep (6:00 Min)
o Self Esteem (7:19 Min)
o Everybody Matters (4:32 Min)
Guest Speaker:
ASSESSMENT:
When students complete this unit, they should be able to:
FYE CHAPTER 12. D: STUDENT HEALTH SERVICES
Chapter 12. Section D

Health Services
77

Focusing on student wellness includes tending to the seven aspects of wellness: occupational,
spiritual, emotional, intellectual, physical, social, and environmental. Any student who pays the
health fee is eligible for our services, regardless of insurance coverage.

Health Services:
- Website: healthservices.wcu.edu
- Phone:(828) 227- 7640
- Email: cathealth@wcu.edu
- Hours: Monday- Friday 8:00am-5:00pm

Think First
Students will learn how to use the resources available on campus to live a healthy and happy life.
TIMING:
Students need to be aware of the content of this chapter from their first entry to the campus
community. Although they are told during New Student Orientation, a reminder is always good,
and especially during peak illness seasons, such as the flu or other viruses.
ACTIVITIES:
 Preview Health Services with the slide show: "Stay Healthy to Stay in Class."
 Encourage students to visit the website independently to be informed of services offered.
healthservices.wcu.edu
 In class: show students’ specific sections of the website to insure they know where to go
for help and answers related to health services:
o Main Page: List of services provided, as well as where to find and download forms
they will need (listed on the right column of the webpage - address above)
o Patient Information page - Rights and Responsibilities:
https://www.wcu.edu/experience/health-and-wellness/health-services/patient-
information/index.aspx
o Absences and Medical Withdrawal: https://www.wcu.edu/experience/health-
and-wellness/health-services/patient-information/absences-medical-
withdrawal.aspx
o Insurance: https://www.wcu.edu/experience/health-and-wellness/health-
services/patient-information/student-health-insurance.aspx
 In class: show one of the videos in the nutrition folder. Place students in small groups to
discuss their own nutrition habits, challenges, goals, using one of the nutrition guide links
posted.
GUIDES:
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 WCU Notice of Privacy Practices (PDF)

https://www.wcu.edu/WebFiles/WCUNoticeofPrivacy.pdf
 Dietary Guidelines (National nutrition site by health.gov) https://health.gov/our-
work/food-nutrition/2015-2020-dietary-guidelines/guidelines/executive-summary/
 Choose My Plate: https://www.choosemyplate.gov/
Build healthy eating habits one goal at a time! Use the Start Simple with MyPlate mobile
app to pick daily food goals, see real-time progress, and earn fun badges along the way.
 Campus Dish: a link to campus dining plans and options.
https://westerncarolina.campusdish.com/
 Health and Wellness plans with Campus Dish:
https://westerncarolina.campusdish.com/HealthandWellness
Guest Speaker:
More Activities:
 Review the videos and nutrition websites in the "Nutrition folder"
o How the Food you eat affects your brain by Mia Nacamulli (4:52 MIN)
o How Sugar affects the Brain by Nicloe Avena (1:14MIN)
o What would Happen If you did not sleep? By Claudia Aguirre (4:34)
ASSESSMENT:
FYE SECTION THREE CHAPTER 13: FINANCIAL LITERACY
Chapter Thirteen: Financial Literacy

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This chapter aims to help students understand how to make good financial choices during college
and afterwards. Many first-year students may decide that it will be a long time before they must
begin paying bills, budgeting, and spending wisely. But, it is important to prepare now.
Chapter 13: Financial Literacy

Financial Literacy is the education and understanding of budgeting, spending, saving, banking, and
more. Financial Literacy serves the needs of students by helping them make good financial choices
during college and afterwards. Many first-year students may decide that it will be a long time
before they must begin paying bills, budgeting, and spending wisely. But, it is important to be
prepared while still in college. It is vital for students to understand the terminology of the different
financial options. The Financial Aid Office is a great resource for students. Financial aid advisors
can answer questions about loan debt and repayment, graduate school plans, and anything in
general.

Office of Financial Aid
- Website: http://finaid.wcu.edu
- Phone: (828)227-7290
- Email: finaid@wcu.edu
- Location: 105 Cordelia Camp, Cullowhee, NC 28723

Calibrate your Compass
Students will learn how to create, live, and stay on a budget during and after college. Students will
also learn the importance of financial aid and FAFSA, personal finance, and banking basics.
ACTIVITIES:
 Explore the Financial Aid website: https://www.wcu.edu/apply/financial-aid/index.aspx
 Working in the Personal Finance section, complete these activities in class.
o Watch Alexa Von Tobel’s video, One Life-Changing Class You Never Took (11:28
Min) and have students discuss the importance of personal finance
o Watch the video, Making a Budget: College Edition (3:17 Min) and have students
complete the following activities:
 Personal Budget DURING College
 Personal Budget POST College
GUIDES:
 Infographic, “Financial Aid 101,”
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o This can be found under the Financial Aid & Scholarships 101 Folder
 Infographic, “7 Tips on Applying for Scholarship,”
o This can be found under the Scholarship information subfolder
 Self-test answer key included below: Banking Quiz & Budget Quiz
Guest Speaker:
 Request a Financial Literacy Presentation: (Contact Kourtney Sandefur)
Additional Activities available in the Blackboard chapter:

 Financial Aid and Scholarships 101. Encourage students to review this section
independently.
 Personal Finance Section: Case Study: Maria’s Personal Finance Activity
 Banking Basics Section
o Debit &Credit: 2 Very Different Cards Video (8:10 Min)
o Balance Checkbook Video (1:21 Min)
o Personal Finance Infographic
ASSESSMENT:
 Utilize the Financial Aid website.
 Understand and be aware of the importance of establishing a saving’s habit.
 Understand the importance of and how to create and maintain a budget.
 Be familiar with the good, bad, and ugly of credit cards and debt.
 Understand the importance of deadlines related to financial aid.
 Understand the differences between types of financial aid.
 Know the tips and tricks for student borrowing.
FYE CHAPTER 13 BANKING QUIZ
Banking Quiz + Answer Key

1. From the options below, which are reasons to balance your checkbook?
a) to ensure that the bank gets their percentage of your income
b) to ensure that the bank is spending your money properly
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c) to ensure that what you think is the balance matches what the bank is showing
d) to ensure that your account is only charged what you have spent
e) to ensure that your deposits are credited to your account
f) to ensure that there are funds available when you need them
g) to ensure that the bank is aware of your spending trends
Correct answers are b, c, d, e, and f
2. Which of the following cards allow you to draw from your personal funds?
a) Debit Card
b) Master Card
c) Credit Card
d) VISA Card
Answer: a) Debit Card
3. Which of the following keeps other people from being able to use your Debit Card?
a) Phone Number
b) SSN
c) PIN
d) ID Number
Answer: c) PIN
4. Which is the following being interest free?

a) Discover Card
b) Debit Card
c) American Express
d) Platinum Card
e) Master Card
f) CITI Card
Answer: b) Debit Card
5. Which of the followings are good reasons to have a credit card?

a) Fraud protection.
b) When used responsibly, to improve your credit score.
c) In case of an emergency.
d) Proof of identification.
e) Perks if paid on time.
f) Interest free
g) Status of carrying a platinum card.
Answer: all of above are correct
FYE CHAPTER 13 BUDGET QUIZ
Budget Quiz + Answer Key
1. What is the most important part of creating a budget?

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a) Following your budget

b) Determining your budget
c) Listing your income
d) Listing your expenses
(A is the correct answer)
2. What subject is not taught in high school or college?

a) Personal finance
b) Cooking
c)Investing
d) Banking
3. What percentage of people feel out of control when it comes to personal finances?
a) 66%
b) 23%
c) 76%-
d) 54%
(C is the correct answer)
4. What are recommended guidelines for how your income should be spent?
a) 30% Lifestyle (fun things)
20% Financial Priorities (savings)
50% Essential Expenses (rent, food, gas, etc.)
b) 20% Lifestyle (fun things)

c) 50% Lifestyle (fun things)

d) 40% Lifestyle (fun things)

b. Which of the items listed below are important for you to have control over your
personal finances?
a) Buy a car
b) Borrow money
c) Buy a house
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d) Negotiate your salary

e) Follow a budget
f) Have an emergency savings account
g) Take a vacation
h) Save for retirement now
i) Be debt free
(All are correct answers)
c. What are the two types of expenses?

a) Variable expenses
b) Floating expenses
c) Fixed expenses
d) Market expenses
e) Joint expenses
(Answer: A & C are correct)
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FYE SECTION FOUR TABLE OF CONTENTS
SECTION FOUR: SOCIAL NAVIGATION
Section Four
Chapter Content 86
Chapter Fourteen: Diversity & Inclusion 88
Lesson One: Checking Your Baggage Activity 91
Lesson Two: Identity Mapping Activity 92
Lesson Three: Interpersonal Qualities/Skills and Deliberative Dialogue 93
Activity
Lesson Four: Encountering Race and Class Activity 94
Lesson Five: Soundwalk Activity 95
Chapter Fifteen: Arts & Culture At WCU 96
Chapter Sixteen: Study Abroad 100
FYE SECTION FOUR CHAPTER CONTENTS

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At a glance….
CHAPTER CONTENTS
 Chapter Fourteen: Diversity & Inclusion
 Chapter Fifteen: Arts – Culture - Community

o Bardo Arts Center
o Mountain Heritage Center: Discover your sense of place at WCU
o Campus Activities & Involvement
o Degree Plus
 Chapter Sixteen: Study Abroad
FYE SECTION FOUR STUDENT LEARNING OUTCOMES

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Chapter Fourteen: Diversity & Inclusion

 Reflect on your own identity.
 Understand meaning of implicit bias.
 Demonstrative effective interpersonal qualities and skills that are applicable for
engaging in challenging conversations.
 Practice increased self-awareness.
 Explore encounters with racism.
 Consider the meaning of privilege.
Chapter Fifteen: Arts – Culture – Community

 Be familiar with enrichment opportunities at BAC
 Be familiar with the MHC in terms of WCU history and environment (physical and cultural).
 Utilize the two Center’s Resources, both online and in-person.
 Locate the campus events schedule.
Chapter Sixteen: Study Abroad

 Where the study abroad office is located and how to make an appointment.
 The advantages a study abroad experience can afford them.
 The GPA requirements and timeline involved in planning for study abroad.
FYE SECTION FOUR CHAPTER 14: DIVERSITY & INCUSION
Chapter Fourteen: Diversity & Inclusion

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Diversity at Western Carolina University is all-inclusive and recognizes everyone and every group
as part of the diversity that should be valued. It includes race, ethnicity, gender, gender identity,
age, national origin, geography, religion, disability, sexual orientation, socioeconomic status,
education, marital status, language and linguistic differences, and physical appearance. It also
involves different ideas, perspectives, and values. (WCU Diversity Office)
Chapter 14: Diversity & Inclusion

The primary purpose for this course is to help students build community in an environment that
is safe and welcoming. In order to do so, students must understand the community they build
must be one grounded in respect, civility, and inclusion. Mastery of the goals in this chapter will
translate to success in students’ personal lives, college career, and future, as they prepare for a
diverse global business community. Diversity and global learning is one of ten high impact
practices defined by the American Association of Colleges and Universities (AAC&U) and is one of
seven institutional core values and guiding principles as stated in the Vision 2020 strategic plan.

WCU Chief Diversity Officer: Ricardo Nazario-Colon
- Website: https://www.wcu.edu/discover/diversity/
- Phone: (828) 227-7495
- Location: HF Robinson Administration Building
Intercultural Affairs
- Website: https://www.wcu.edu/experience/intercultural-affairs/
- Phone: (828) 227-7620
- Location: 227 AK Hinds University Center
Faculty Team who designed the lessons in this chapter are listed in the Reference section below.
This chapter is required of all FYE courses and your calendar should allow ample time to this
topic. If you are uncomfortable in facilitating any of these lessons, please reach out for help.
There are many faculty and staff members on campus who have expertise in teaching about
diversity. They will welcome you to contact them and will find a way to help, whether via a guest
lecture/presentation, or being a sounding board for your plans to teach this content.
TIMING:
This chapter includes five lessons designed by faculty representing four different departments,
and as such a diversity of thought and approach in teaching this significant topic. The lessons are
meant to arch over the course of the semester, building the complexity of conversation as
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students have the time to build community and conversation skills. This is a critical chapter that
you and your students will visit multiple times over the semester.
 Lesson One should be introduced on the first day of class as an assignment for the second
class meeting. It is meant to open the door to your class community, as students
introduce themselves in a non-threatening mode via something they packed for school.
 Lessons two and three explore identity and dialogue and are well situated during about
the second third of the course, after students have come to know each other a bit more.
 Lesson four is a good fit for later in the course, as you engage in a deeper conversation on
race.
 Lesson five provides a unique opportunity for critical reflection though a very specific
way of exploring significant campus locations via sound walking.

 Calibrate Your Compass: Prioritize values that influence decision making.
 Exchange Ideas: Communicate as appropriate to the context and audience in order to
articulate needs or share information.
ACTIVITIES:
This is a very robust chapter including 5 distinct lessons, each designed to build on the prior
lesson and new understandings and designed to arch over the full semester. A complete lesson
guide with facilitation notes, resource links, and presentation tools, is included in blackboard
within the instructor resources folder for each lesson. An abbreviated summary of each lesson
follows here as a quick reference, but please refer to the full lesson plans for each.
 Lesson 1: Checking Your Baggage – week 1 – lauded as a highly successful
lesson/conversation and an easy lesson to facilitate.
 Lesson 2: Identity Mapping
 Lesson 3: Deliberative Dialogue
 Lesson 4: Race & Class
 Lesson 5: Sound Walking – a good capstone for reflection and introspection. It is reliant
on weather permitting, depending on the locations you select. However, there are also
ways to accomplish the lesson within interior spaces, and via the digital archives.
NOTE: Some faculty have chosen to flip this lesson as a starting point earlier in the
semester preceding lesson 4, or even earlier to connect the sound walk with other course
content, such as health and wellness, accessibility, campus discovery, etc.
MORE OPPORTUNITIES & ACTIVITIES:

Connect the Dots:
Diversity is much deeper and much more important than a single lesson, or even five lessons –
respect for diversity and inclusion is a core value. It is who we are as Catamounts and as citizens
of this community. You will find opportunities throughout the semester to reinforce this core
value, from current events in the news to local opportunities to engage in civil dialogue and to
attend key speakers. Below are a few ideas:
 Student Community Creed: We started with the Creed and it wraps around everything.
 Course Content connections: for example, International Programs and Services, Getting
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involved with student organizations and groups,

 Student Engagement, Service, & Training: encourage your students to visit this site to
discover ways they can learn more and directly get involved. It includes more details
about trainings, as well as a host of student groups and organizations.
https://www.wcu.edu/discover/diversity/engagement-and-services.aspx
o Green Zone: an initiative to support student veterans
o Safe Zone: to increase awareness and sensitivity to issues of gender and sexuality.
o Red Zone: to increase awareness about sexual violence, coercion, and/or
manipulation
o Care Zone: provides instruction in understanding mental illness in day-to-day life.
REFERENCES:
Following is the list of faculty who designed the lessons included in this chapter.
 Lesson 1: Checking Your Baggage
o Mary Ella Engle, Department Head, History: mengel@email.wcu.edu
o Brandi Hinnant-Crawford, Human Services Faculty:
bnhinnantcrawford@email.wcu.edu
 Lesson 2 Identity Mapping & 3 Deliberative Dialogue
o Amy Murphy-Nugen, Social Work Faculty: abmurphynugen@email.wcu.edu
 Lesson 4: Race & Class
o Munene Mwaniki, Anthropology & Sociology Faculty: mfmwaniki@email.wcu.edu
 Lesson 5: Sound Walking
o Rob Ferguson, History Faculty: rhferguson@email.wcu.edu
o Tyler Kinnear, Music Faculty: tlkinnear@email.wcu.edu
ASSESSMENT
 Reflect on your own identity.
 Understand meaning of implicit bias.
 Demonstrative effective interpersonal qualities and skills that are applicable for
engaging in challenging conversations.
 Practice increased self-awareness.
 Explore encounters with racism.
 Consider the meaning of privilege.
FYE CHAPTER 14 LESSON ONE ACTIVITY
Lesson One: Checking Your Baggage!

Brief summary of full lesson located in Blackboard
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LEARNING OBJECTIVES
 Create a comfortable learning environment
 Have students begin to consider their own identities
 Understand meaning of implicit bias
ASSIGNMENTS DUE
Students should come to class with one item that they brought to WCU from home. They should
think about why they brought the item, what it means to them.
SUGGESTED ACTIVITIES
Instructor will model introductions, including name, hometown, and pronouns. The instructor will
also share three ways that he/she/ze identifies. (I am a Catamount, Southerner, North Carolinian,
etc.). Emphasize that we are ALL Catamounts. Students will each introduce themselves and share
three ways that they identify. They will also reveal the item they brought to WCU from home. Once
introductions have been completed, instructor will suggest that there are other things students
bring from home: perceptions about others, misperceptions about others. Pose the questions: “How
does home/where you’re from shape your identity?” and “How does home shape the way you see
the world?”
OPTION:
Students will complete the “Where I’m From” worksheet in class. Once worksheets have been
completed, have students tape their worksheets to the classroom walls. Allow students to tour the
room. If, upon reading a worksheet, they realize that they have something in common with the
writer, encourage them to indicate that by putting their initials on the worksheet. Bring the
students back together to point out how many things they have in common. Then ask them to
consider how much “where we are” influences our understanding of others.
OPTION:
Have students complete the “Who Am I?” worksheet. Collectively discuss the dominant identities
(Big 8) in the United States. Do not collect the worksheet and do not ask the students to share their
answers regarding their own identities. Do pose the question: “Are you more aware of your
dominant or subordinate identities?” (Typically, we are more aware of our subordinate identities).
FYE CHAPTER 14 LESSON TWO ACTIVITY
Lesson Two: Identity Mapping

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LEARNING OBJECTIVES
 Students will begin to develop and deepen their understanding of privilege based on race,
class, gender, socioeconomic status, ability, and sexuality.
 Students will continue to reflect on their various identities and the role they play in their life
and in society.
 Students will consider and be exposed to those who are different identities then their own.
ASSIGNMENTS DUE
Students will complete (during class) the Identity Mapping worksheet.
Step 1:
Have your students map their identities. Encourage them to be as descriptive and nonbinary as
possible (define nonbinary). For example, you may say, “Think about the identity groups you belong
to. Groups can include nationality, ability, race, gender, sexual orientation, or other identifiers.
Remember that people are complex and unique. Someone who is gender non-conforming or
multiracial, for example, may fall in between or completely outside of those categories.”
Step 2:
After students map out their group memberships ask, students to identify which characteristics are
most fundamental to who they are.
Step 3:
Ask students to consider each identity group they are a part of and have then ask themselves the
following questions:
GOING DEEPER (OPTIONAL)
Step 4:
Encourage students to consider their own identity as well as their peers in the classroom. Have
students personally reflect and share on the following:
Step 5: Social Justice Allies

Share with students the following definition:
“Members of dominant social groups who are working to end systems of oppression that give them
grater privilege and power based on social group membership.”
FYE CHAPTER 14 LESSON THREE ACTIVITY
Lesson Three: Interpersonal Qualities/Skills and Deliberative Dialogue

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LEARNING OBJECTIVES
 Students will demonstrative effective interpersonal qualities and skills that are applicable
for engaging in challenging conversations
 Students will practice increased self-awareness
 Students will demonstrate an appreciation of the rights and well-being of other students
and campus/community members
 Students will reflect on the benefits of civil dialogue and civic engagement
CONNECTS TO FYE COURSE OBJECTIVE:

 Develop empathy, respect, and appreciation for others who are different from you in
terms of the ways our society defines human and group differences, including race,
ethnicity, religious backgrounds, linguistic differences, socioeconomic levels, age,
geography, sexual orientation, and national origins
ASSIGNMENTS DUE:
Prior to engaging the students in an in-class deliberative dialogue, have them review and practice
the following principles of active listening and reflection outside of class in between course
meetings.
Step 1. First, practice effective interpersonal qualities and skills

Prior to engaging in conversations with another person or group of people, we can consider
qualities that enhance our relationships with one another:
ACTIVITY 1: Warm-up Dialogue
It is recommended the instructor starts with a “warm-up” conversation to establish connections
and an open space for more challenging dialogue that is to come. Now that the students have a
foundational understanding of helpful interpersonal qualities and skills, invite them to first have a
basic conversation with the following prompts:
ACTIVITY 2: Having the conversations you have been told to avoid: Race, religion, sexuality,
politics, gender, ability, etc.
Now explain that the students are going to be asked to reflect and put into practice their
interpersonal qualities and skills to engage in deeper conversations—the type of conversations we
are sometimes taught to avoid but that result in greater self-awareness, deeper appreciation of
other people, and a stronger civil society and institutions.
FYE CHAPTER 14 LESSON FOUR ACTIVITY
Lesson Four: Encountering Race and Class

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LEARNING OBJECTIVES
 Students will explore their own encounters with racism
 Students will read and analyze “First Encounters With Racism”
 Students will collaborate in cooperative group setting
 Students will understand the link(s) between race and class
 Students will consider the meaning of privilege
Instructor to begin by asking the question: “What is your earliest experience with race and/or
racism?” Explain that this could include encounters that you have experienced directly or
witnessed happening to others. Allow students time to respond, then ask: “What impact did it have
on you? What did you learn from the experience?”
Explain that this question was asked to many young Americans, and the result is in four stories that
they will be reading in class. Divide the four “First Encounters With Racism” stories equally
among the students. Have students who are all reading the same story sit together, then give each
group 10-15 minutes to read their story silently. As students read, have them jot down individual
words or phrases that stand out for them, feelings that emerge, or thoughts they have. After reading
their stories silently, each group should engage the discussion questions at the end of the story.
Then representatives from each of the story groups will report back to the whole class by
describing what they read and sharing some of their reflections.
After each group reports on the stories they read, engage the whole class in a group discussion by
asking:
 How did each person’s encounter with racism change them?
 Did anything in these stories challenge what you know or thought you knew?
 How does race produce systems of advantage and disadvantage? How are human
differences used to justify socioeconomic arrangements in ways that benefit one social
group over another?
 What is the relationship between race and power? What methods do “privileged” groups
use to impose and maintain their power?
FYE CHAPTER 14 LESSON FIVE ACTIVITY
Lesson Five: Soundwalk

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LEARNING OBJECTIVES
 Understand the important roles of sounds in shaping both the social and environmental
conditions of campus
 Know how to listen actively to the immediate environment
 Become aware of the historic campus soundscape, and what sounds would have been heard
in past times and places
 Recognize listening bias and its impact on both the individual and the community
DIRECTIONS FOR THE IN-CLASS SOUNDWALK

The FYE soundwalk consists of a three-part structure (using the timeframe of 50 minutes):
1) INTRODUCTION (5 minutes)
The introduction serves to give participants a sense of what they are about to participate in. It is
also a chance to ask some bigger questions, to get them thinking. First, state:
2) WALK (35 minutes)

It is important to remind students to wear footwear and clothing appropriate for the weather.
Encourage them to bring a raincoat and umbrella if it has raining (the rain should not hinder a
soundwalk, so long as it has not raining 10 inches a minute and the streets are not flooded)
3) DISCUSSION (10 minutes)

The debrief provides participants with the opportunity to share their experiences during the
soundwalk. At this time distribute the earplugs. Explain to the participants that it is normal to
feel tired after listening actively for an extended period, and that one’s ears may need to “rest.”
Inserting earplugs is a great way to relax and restore. Earplugs have other purposes: they should
be worn in loud spaces (e.g., concerts) and can be a helpful tool for focus (e.g., when studying).
GUIDING QUESTIONS
Some possible questions to ask during the debrief:
 What do you think/feel about a sound that you heard?
 What was the loudest/quietest/most common/most unusual sound that you heard?
 Would you say that the campus soundscape is diverse? Inclusive?
 How did you feel listening to the past? Were you able to imagine historic soundscapes?
 What was it like moving as a silent group?
 What surfaces did we walk on? When could you hear/not hear your footsteps?
 Did you notice your listening change over the course of the walk?
FYE SECTION FOUR CHAPTER 15: ART & CULTURE
Chapter Fifteen: Arts & Culture at WCU

Bardo Arts Center
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Mountain Heritage Center
Honoring our heritage through the lens of artistic contributions, both centers represent a
significant commitment what has long been known as “The Western Way.” WCU values community
and the diversity of thought and perspective. Creativity is at the core of learning. The arts allow us
to explore the perspectives of others, while we expand our own horizons.
FACULTY GUIDE FIRST YEAR

EXPERIENCE
Chapter 15: Arts and Culture at WCU

Bardo Arts Center (BAC)
Mountain Heritage Center (MHC)
Department of Campus Activities
DegreePlus

The Bardo Arts Center and the Mountain Heritage Center each offer curated learning experiences
within their permanent collections. They also develop new and innovative programs each year
that align with the Campus Theme, One Book, and other university/community initiatives, as well
as those derived purely for their artistic and cultural merit.
 WCU offers experiences for students to engage with the arts and regional culture. These
programs are designed to be meaningful, educative, and enriching.
 A community building opportunity, offers the exchange of perspectives, encourages
intellectual curiosity, and inspires critical reflection and dialogue.
 Integral to many course goals, these experiences are easily woven into the fabric of
course planning.
 Arts and cultural programs provide "High Impact" enrichment to other learning content.

Bardo Arts Center Box Office
- Website: https://www.wcu.edu/bardo-arts-center/
- Phone: (828) 227 – 2479
WCU Fine Arts Museum
- Website: https://www.wcu.edu/bardo-arts-center/fine-art-museum/index.aspx
- Phone: (828) 227- 3591
- Location: Within the Bardo Arts Center
Mountain Heritage Center
- Website: https://www.wcu.edu/engage/mountain-heritage-center/about-
us/index.aspx
- Phone: (828) 227-7129
- Location: Second floor Hunter Library
Department of Campus Activities
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- Website: https://www.wcu.edu/experience/campus-activities/index.aspx
- Phone: (828) 227-7206
- Location: University Center
DegreePlus
A 3-level voluntary experiential program which uses extracurricular activities to help you obtain
one or more transferable skills.
- Website: https://www.wcu.edu/learn/academic-enrichment/ccpd/degree-plus/
- Phone: (828) 227-3834
- Location: Center for Career and Professional Development: Reid 150
TIMING:
Anytime during the semester can be optimal for students to engage with arts and cultural events.
It is especially helpful if you plan an interaction with these opportunities in a way that layers the
experience with other course learning objectives, whether related to a sense of place or general
appreciation for what arts and culture mean to a well-rounded education.

Discover College: Students will engage with the campus community by learning and
experiencing the arts and cultural events that the campus has to offer.
ACTIVITIES:
 Attend targeted programs as a class activity.
 Visit the collections with a guided tour, by appointment.
 Ask students to attend events and programs on their own.
 Select a specific exhibit at one of the centers that will connect to another content outcome
as a way to help students build relevance and scaffold learning. For example, One
Book/Theme exhibit, an exhibit or performance dealing with civic engagement or
diversity, etc.
STUDENT LEARNING OUTCOMES:

Suggestions: how your students can demonstrate desired learning outcomes.
 Reflection papers or Creative interpretations .
 Discussion Board posts on blackboard.
 Classroom discussion. For example, you could start the class periodically throughout the
semester with a 5-minute ‘show and tell’ of sorts, allowing students to share what event
or exhibit they have attended on campus recently. If other students attended the same,
you could expand into a brief sharing of differing perspectives.
 Class Presentations on a particular event attended. For example: a short speech, a written
critique, a media showcase of some sort.
GUIDES:
 Schedule a class visit to the Fine Art Museum.
https://www.wcu.edu/bardo-arts-center/fine-art-museum/group-visits.aspx
 Explore the Fine Art Museum Digital Collection:
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https://www.wcu.edu/bardo-arts-center/fine-art-museum/explore-
collections/index.aspx
 Plan to attend a play or concert in the BAC Performance Hall.
https://www.wcu.edu/bardo-arts-center/performance-hall/index.aspx
 Plan a class visit to the Mountain Heritage Center
https://www.wcu.edu/engage/mountain-heritage-center/exhibits-and-
artifacts/index.aspx
 Visit the Hunter Library Digital Archive
https://www.wcu.edu/hunter-library/find/special-and-digital-collections.aspx
ASSESSMENT:
 Be familiar with enrichment opportunities at BAC
 Be familiar with the MHC in terms of WCU’s history and environment (physical and
cultural).
 Utilize the two Center’s Resources, both online and in-person.
 Locate the campus events schedule.
QUICK REFERENCE:
BARDO ARTS CENTER: https://www.wcu.edu/bardo-arts-center/

 Bardo Arts Center is a multi-function performance hall featuring visiting professional
artist, students, and faculty from both the WCU school of stage and screen and the school
of music.
 Bardo Arts Center puts on many events throughout the year. Including symposiums,
campus events, student performances, live events, and film experiences.
 The WCU Fine Art Museum is located within the Bardo Arts center and features a
permanent collection, student, and faculty work, and visiting professional artist.
 The BAC’s design is inspired by our local Cherokee history. In the main atrium, on the
floor, is a seven-pointed start to represent the seven Cherokee clans. Throughout the
center, you can see Cherokee syllabary on the walls that translate to “Our Story Lives on”
(center), “Peaceful” (left), and “Honorable” (right).
 Schedule of Events: https://www.wcu.edu/bardo-arts-center/schedule-of-events.aspx
WCU Fine Art Museum

Open year-round, the WCU Fine Art Museum at Bardo Arts Center features four galleries,
a growing permanent collection, and exhibitions highlighting regional, national, and
international artists. The museum facilitates scholarly research and provides life-long
learning opportunities for individuals of all ages by collecting, interpreting, and
showcasing cross-cultural innovation in contemporary art. Learn more here:
https://www.wcu.edu/bardo-arts-center/fine-art-museum/index.aspx
Reserve your class visit online here.
o Guided Tours and Art Workshop
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o Self Guided Tours
BAC Performance Hall

From live performances to cinema experiences, the BAC Performance Hall provides the
campus and community with access to internationally acclaimed artists and regional
favorites. In addition, the space serves as a dynamic venue for educational
symposiums, campus events, and student performances from the WCU College of Fine
and Performing Arts. https://www.wcu.edu/bardo-arts-center/performance-
hall/index.aspx
MOUNTAIN HERITAGE CENTER:

https://www.wcu.edu/engage/mountain-heritage-center/index.aspx
 The Mountain Heritage Center (MHC) is located on the second floor of Hunter Library.
 The MHC preserves and celebrates the history and heritage of southern Appalachia.
 The MHC does this by collecting artifacts, building exhibitions, and showcasing tradition
skills, including craft and music.
 Mountain Heritage Day is a fall festival held on the last Saturday of September. This
festival is full of traditional Appalachian dances and songs, traditional crafts,
demonstrations, and hundreds of venders.
 WCU Heritage and History
Discover the rich history of WCU from its founding in 1889 to the present through a
vibrant visual exploration. https://www.wcu.edu/engage/mountain-heritage-
center/heritage-and-history/
 Exhibits and Artifacts
Our exhibitions illustrate mountain societies and the natural world, past and present.
Temporary exhibits have been produced around such themes as blacksmithing, Cherokee
myths and legends, and southern Appalachian handicrafts. Learn more here.
https://www.wcu.edu/engage/mountain-heritage-center/exhibits-and-
artifacts/index.aspx
 Calendar of Events
FYE SECTION FOUR CHAPTER 16: STUDY ABROAD
Chapter Sixteen: Study Abroad

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The Study Abroad Office is here to help navigate planning. as students familiarize

themselves with the eligibility requirements, application deadlines, fees, and
program options below.
Chapter 16: Study Abroad

Students who study abroad build life skills that will help them increase self-confidence and
adaptability and improve interpersonal communication skills. As students develop first-hand
knowledge of other societies and cultures, they will increase understandings of culture and how
it impacts our lives and perceptions, as well as broaden their own sense of self.
RESOURCES & CONTACTS: The Study Abroad Office

Website: https://www.wcu.edu/learn/office-of-international-programs-and-services/study-abroad/
Phone: (828) 227-7494
Location: International Programs and Services: Cordelia Camp Building 109
TIMING:
This topic is well situated as students prepare for advising day. Students need to understand the
GPA requirements and how study abroad can fit into their 8-semester plan.

Calibrate Your Compass: Choose learning experiences consistent with values and goals.
ACTIVITIES:
 Preview the short video in class “Why you should study abroad” (Video length: 5.12 min)
 Discuss the steps and GPA requirements (posted on blackboard in this chapter)
 Discuss student perceptions about study abroad as it relates to diversity.
MORE OPPORTUNITIES:
 Students can make an appointment to visit the study abroad office to talk more specifically
about their goals for a SA experience.
 Students can view the full-length video outside of class: “Why you should study abroad”
(Video length: 2 hrs. 19 minutes)
ASSESSMENT:
When students complete this chapter, they should know:
 Where the study abroad office is located and how to make an appointment.
 The advantages a study abroad experience can afford them.
 The GPA requirements and timeline involved in planning for study abroad.
FYE SECTION FIVE TABLE OF CONTENTS
SECTION FIVE: CONNECT the DOTS

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Section Five
Chapter Contents 102
Chapter Seventeen: One Book 104
Chapter Eighteen: Community Engagement & Service Learning 107
Community Engagement & Service Learning Quiz + Answers 110
Chapter Nineteen: Synthesis 112
FYE SECTION FIVE CHAPTER CONTENTS

At a glance….
CHAPTER CONTENTS
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 Chapter Seventeen: One Book: WCU first-year common read

o Interdisciplinary Campus Theme
o Common Intellectual Experiences
 Chapter Eighteen: Active Community & Civic Learning

o Service Learning
o Community Engagement
 Chapter Nineteen: Synthesis

o Critical thinking and reflection
o Final Exams
FYE SECTION FIVE STUDENT LEARNING OUTCOMES
Chapter Seventeen: One Book

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 Utilize the One Book website events calendar and resource guide.
 Utilize campus networks/calendars (Campus Theme, DegreePlus) for academic success
and personal enrichment.
 Contribute to conversations and discussions about the book in class.
 Articulate multiple perspectives of universal and local issues.
 Describe the concept of engagement in an intellectual community.
Chapter Eighteen: Active Community & Civic Learning

 Utilize the CCESL website.
 Recognize both the general & personal importance of community engagement & service.
 Find service opportunities on campus and in the region.
 Find and set up service opportunities that meet your needs, interests, passions.
 Understand the Lily Community Engagement Award.
Chapter Nineteen: Synthesis

When you complete this course, you should be able to:
 Identify connections between personal experiences and closely related academic
knowledge (i.e. facts, ideas, concepts, experiences).
 Articulate your own strengths and challenges as a learner in dealing with a specific task,
performance, event, etc.
FYE SECTION FIVE CHAPTER 17: ONE BOOK
Chapter Seventeen: One Book

Campus Interdisciplinary Theme
Common Intellectual Experiences
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The mission of the One Book program is to engage first-year students, as well as the campus
community, in a common intellectual experience that promotes critical thinking and
interdisciplinary conversation. This experience will allow participants to strengthen academic
skills, create connections with peers, instructors, and community members, and relate universal
themes to personal experience and identity. The selection committee comprises individuals from
across campus, ensuring that values and views of all academic units are represented.
Chapter 17: ONE BOOK

Campus Interdisciplinary Theme
Common Intellectual Experiences

The One Book is a perfect capsule for the course primary purpose: Connection. It provides a reason
for students to make connections with campus resources and services such as the library or
campus museums, etc. As the entire first-year class and many faculty have conversations about one
book, students begin to make connections with faculty and peers in different environments.
Sponsored programs encourage students to explore campus events among new friends.
One Book is complimentary with the campus theme, thus helping students begin to make
connections across the curriculum and co-curriculum. Books are typically selected based on
interdisciplinary potential, thus providing opportunities to reinforce learning objectives in other
first-year courses, as well as across other content elements for this course.

Website: ONEBOOK.WCU.EDU
https://www.wcu.edu/learn/academic-success/student-transitions/first-year-
experience/onebook.aspx
Email: Glenda Hensley ghensley@wcu.edu
TIMING:
 Include an introductory conversation about the book early so that students will see the
relevance to attend sponsored events scheduled throughout the semester.
o Reference the One Book website events calendar to determine the best target date.
 For more extensive exploration, determine how you will incorporate the book into your
course.
o For example, will you use the book as a source for other content inclusion (reading
skills, etc.)? Or do you plan a specific assignment such as the example provided in
the BB chapter?

Connect the Dots: Integrate information from a variety of contexts.
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Students will identify connections between personal experiences and closely related academic
knowledge (i.e., facts, ideas, concepts, experiences).
ACTIVITIES:
 Explore the One Book website to access resources, the research guide, and event calendars.
 Review the One Book events calendar for sponsored One Book events.
o Please require students to attend at least one sponsored event for course credit.
 Reference the Library Research Guide to insure students know where it is and how to
utilize it.
 Reading, Reflection, & Perspective taking assignment (included in BB chapter content)
(Reference the section below for suggestions to guide class discussion).
 Encourage students to explore events related to the Campus Interdisciplinary Theme.
 Encourage students to participate in a Service Learning project related to the book’s
theme(s).
Guiding Class Discussion

The following suggestions can work independently or in concert with each other at instructor
discretion
 Use posted events and programs students attend related to One Book and Campus Theme
to prompt short class-warm-up dialogue and/or discussion.
 Instructor-facilitated discussion independent of the news-article connection.
 Have students bring a news article as a discussion prompt.
Discussion - Unpacking Ideas Via Guiding Prompts

a. List on the board (or share via discussion) the themes/topics the students have referenced.
b. Place students in small groups based on the themes selected. Remind students to be civil in
all discourse, respecting all perspectives. Each group will have a note-taker and a reporter.
c. Bring the class back together and share among the full class key discoveries, revelations,
surprises, etc. that each group has discussed.
d. If time permits, you may want to use a Poll Everywhere activity to show a visual
representation of responses to questions and without anyone feeling ‘called out.’
o What was a key discovery that makes this book relevant to you?
o What did you learn in this book, or from today’s discussion, that surprised you?
REFERENCES:
 One Book website
 Degree Plus
 Campus Theme events and programs
 Course chapter includes video clips and a Research Guide created by Hunter Library
ASSESSMENT:
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 Utilize the One Book website events calendar and resource guide.
 Utilize campus networks/calendars (Campus Theme, DegreePlus) for academic success and
personal enrichment.
 Contribute to conversations and discussions about the book in class.
 Articulate multiple perspectives of universal and local issues.
 Describe the concept of engagement in an intellectual community.
FYE SECTION FIVE CHAPTER 18: COMMUNITY & CIVIC ENGAGEMENT
Chapter Eighteen: Community Engagement & Service Learning

Service Learning
Community Engagement
At the Center for Community Engagement and Service Learning, we can provide you with all the
tools you need for an engaged learning experience through meaningful service to our community.
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There are many ways to get involved aimed to fit your busy and ever-changing schedule. Whether
you create your own independent volunteer project or participate in one of our Days of Service, we
are here to help your students transform their college experience. We collaborate with faculty,
staff, students, and community partners to promote engagement, foster civic responsibility, and
encourage academic excellence.
FACUTLY GUIDE FIRST YEAR EXPERIENCE
Chapter 18: Community Engagement & Service Learning

The alignment of curricular and co-curricular learning outcomes with hands-on experiences that
contribute to the community creates the conditions that can engage, retain, and motivate students.
These experiences also reframe and contextualize course content in ways that only experience
can. The Center for Community Engagement and Service Learning is where students can find
service activities that benefit the campus and the community. Community engagement consists of,
service-learning courses, volunteer experiences, and reflection activities. Students develop a sense
of self, a sense of community, and develop transferable skills that will serve them during their
time at WCU and beyond. Much of what we expect our first-year Catamounts to do is not abstract,
it is concrete and therefore must be experienced. This module is designed to invite students to
consider two primary questions, “What do you care enough about to do something about, in this
world?” and “In what ways are you becoming a part of something that is bigger than you, but
better, because of YOU?”

Center for Community Engagement & Service Learning
- Website: https://www.wcu.edu/learn/academic-enrichment/center-for-service-learning/
- Phone: (828) 227- 7184
- Email: servicelearning@wcu.edu
- Location: Belk Building, room 273
TIMING:
For this, the earlier the better to expose students to the Community Engagement module. This will
give the students as much time as possible to fit service experiences into their already busy
schedules. Additionally, this can help start to shape their personal approach to the Catamount
Community writ large. These lessons are important to be exposed to as soon as possible for both
logistical and sociological reasons.

Discover College
Students will learn how to use campus resources to serve as a tool for success. Students will learn
why it is important to engage with the campus and community through service activities. This
chapter is designed to engage students in a thoughtful way to contemplate:
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 What?: “Everyday Leadership” (Dudley); What we do not talk about when we do not talk
about service (Davis, 2006), Center for Community Engagement and Service Learning
Exploration
 So what?: DEAL Model (Clayton & Day, 2004); Stakeholder Testimonials & Reflections; An
Inventory on Community Engagement
 Now what?: Apply knowledge and self by engaging in hands-on service through CCESL &
on your own.
ACTIVITIES:
 Explore the Center for Community Engagement and Service Learning’s website
 View Drew Dudley’s video on Everyday Leadership, under the “What” folder (6:14 Min).
 Have students read “What We Don’t Talk About When We Don’t Talk About Service” pdf.
 Have students view the three videos in the "So What" folder. One is a brief introduction by
executive director, Dr. Lane Perry and the other two are student testimonials.
 Show students how they can find service opportunities on the service learning calendar.
 Talk to students about the reward for service: Lily Community Engagement Award (LCEA).
o If you partake in an event, complete an IVP timesheet and turn it in. The CCESL will
send a reflection back to you. To receive points, you must fill out the reflection and
send it in.
Guest Speaker:
Contact: Dr. Lane Perry, Executive Director
Email: servicelearning@wcu.edu
Website: servicelearning.wcu.edu
ASSESSMENT:
 Utilize the CCESL website
 Recognize both the general and personal importance of community engagement and
service
 Find service opportunities on campus and in the region
 Find and set up service opportunities that meet your needs, interests, passions.
 Understand the Lily Community Engagement Award
REFERENCES: Going Deeper
In the seminal work of Janet Eyler and Dwight Giles (1999), which prompted the question,
“Where’s the learning in service-learning,” the answer was – it is in the questions. It is in the
questions, borne from the students’ experiences, that reframe the course content, invite a
reexamination of personal perspective, and prompts a reconsideration of how best to move
forward in the future.
This maps directly to Kolb’s (1994) Experiential Learning Cycle, Mezirow’s (1999) Transformative
Learning Theory, and Kuh’s (2008) High Impact Practices – all of which contribute to our
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understanding of how students learn, how students are engaged, and how this contributes to
students’ retention and success.
Utilizing the resources in this module, students will be exposed to the idea that little (and big) acts
of kindness, rooted in awareness of the world around them, can and have had major impacts. This
type of awareness and action should not be atypical it should be typical. These types of actions
should be expected in a healthy, aware community.
Students will then dig more deeply into the idea that Service Is Not Simple (Davis, 2006). This will
seek to problematize and critically approach the conceptualization of service in our lives. As a
foundation of “what – service is (and is not)?” is set, a more inward, reflective process will be
pursued around the prompt of “so what – does this mean to me?”
This provocation will be facilitated through the DEAL Model (Clayton & Ash, 2004) and reinforced
with select vignettes from students, community partners, faculty, and staff describing how their
own personal commitments to service have informed their personal and professional lives.
Dr. Lane Perry
FYE CHAPTER 18 CESL QUIZ
Community Engagement & Service Learning Quiz – Answer Key
1. How many points must you earn to be recognized with the Lily Community Engagement
Award?
a) 50
b) 75
c) 100
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d) 150
Answer: 100
2. How can you earn points toward the Lily Community Engagement Award if you have
participated in a service project that is not on the pre-approved list?
a) Ask your service site supervisor to send a letter, on letterhead, to the Center for
Service Learning
b) Do nothing
c) Submit a Service-Learning Evaluation form to your professor
d) Take a signed IVP Timesheet to the Center for Service Learning, then complete the
reflection form that the CSL emails to you
Answer: Take a signed IVP Timesheet to the Center for Service Learning, then complete
the reflection form that the CSL emails to you
3. You have found a service organization that you would like to work with. What should you
do next?
a) Show up without informing the contact person
b) Inform your academic advisor of the project
c) Call or email the listed contact person to sign up
d) Fill out a Volunteer Approval Form and return it to Belk 273
Answer: Call or email the listed contact person to sign up
4. Which of the following are topics that WCU's community partners focus on?
a) Hunger and Housing
b) Environmental issues
c) Health care
d) All of the above
Answer: All of the above
5. What types of items can be included in a fill-the-bag donation?

a) Non-perishable food items
b) Unopened toiletries
c) Clothing items
d) All of the above
Answer: all of the above
6. The Center for Service Learning will help set up service projects for both student clubs and
course requirements
a. True
b. False
Answer: true
7. Where is the Center for Service Learning?

a) One Stop
b) Belk 273
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c) UC 301
d) Hunter Library 105
Answer: Belk 273
8. if you would like to volunteer during a Day of Service, what should you do?
a) Just show up the day of the project
b) Log in to OrgSync, then complete the registration form for the project you are
interested in
c) Sign up through Blackboard
d) Post your plans on the Center for Service Learning's Facebook page
Answer: Log in to OrgSync, then complete the registration form for the project you are
interested in
9. How can you get more information about service opportunities?

a) Email servicelearning.wcu.edu
b) Call 828.227.7184
c) Visit the One Stop
d) A and B
e) All of the above
Answer: A and B
10. How many non-profits have partnered with WCU to offer service opportunities for
students?
a) 1,000
b) 130
c) 100
d) 5
Answer: 130
FYE SECTION FIVE CHAPTER 19: SYNTHESIS
Chapter Nineteen: Synthesis

Critical Thinking and Reflection
Final Exams
What Success Looks Like:

Students will see the purpose for this course and be able to talk about their learning in a way that
connects different experiences, new knowledge and understandings in a way that is personal,
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relevant, and authentic. Students are able to identify, navigate and utilize appropriate resources;
university articulate their own needs, strengths, goals, and demonstrate they live by the Creed.
Chapter 19: Synthesis

Critical Thinking and Reflection
Final Exams

“If you don’t know where you’re going, any road will get you there.” George Harrison
At the end of the semester, students should be able to communicate clearly and critically why this
course mattered to them and how it helped their transition to college and to prepare them for
success going forward. Good course design always starts with the desired learning outcome. How
will students demonstrate desired learning? How will you then design learning activities? This
course is a road map for new students.
RESOURCES & CONTACTS

 Faculty Colleagues/Peers:
o participate in the mentor program.
o share finals lesson ideas
 Coulter Faculty Commons: The Teaching & Learning portal can help you develop innovative
assessment strategies to check for student conceptual understanding.
o Website: https://www.wcu.edu/learn/faculty/coulter-faculty-commons/teaching-
and-learning/index.aspx
o Phone: (828) 227-2761
TIMING:
This chapter is designed to help you guide students through an end of term reflection. What have
they learned and how have they made new meaning of information learned? Have they been able to
synthesize new understandings in a way that they now ‘own’ what they have learned? Synthesis
and critical reflection should be ingrained in all content areas as a student learning outcome. The
difference at the end of the course is whether or not a student can disseminate all they have learned
into a summary that demonstrates they have connected all the dots and are ready to move forward.
Connect the Dots: while the primary goal for this chapter, all six course goals should be in play as
students demonstrate learning via critical reflection and as they synthesize new understandings.
 identify connections between personal experiences and closely related academic
knowledge (i.e., facts, ideas, concepts, experiences).
 articulate their own strengths and challenges as learners in dealing with a specific task,
performance, event, etc.
ACTIVITIES:
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 Goals Driven – Outcomes Oriented:

This strategy reviews the entirety of the course via looking at course goals and content.
How will students demonstrate learning?
Student responses can be via a reflection paper, a class conversation, a
creative/alternative project that demonstrates new understandings.
Facilitation:
o Have students review the six learning goals for this course.
o Ask students to describe how various core content categories fit to one or more of
these learning goals.
o Questions: Was one goal more important to them and why? How would they
describe success with one or more goals/content areas? What content areas proved
most helpful? Where did they need more help?

Connecting the Dots with the Creed
This strategy uses the Student Community Creed as the framework for student critical
reflection and synthesis as the review the semester and the course.
THE CREED:
 I will live by high standards of academic and personal integrity.
 I will embrace my responsibilities as a member of this community.
 I will respect the rights and well-being of others.
 I will value diversity, inclusive excellence, and individual differences.
 I will engage myself in the artistic, cultural, and academic life of my university.
 I will celebrate and express pride in Western Carolina University.
How will students demonstrate learning?
Student responses can be via a reflection paper, a class conversation, a
creative/alternative project that demonstrates new understandings.
Facilitation:
o Have students review the six statements of the Creed.
o Ask students to describe how specific core content categories addressed a particular
aspect of the Creed.
o Questions: Are students able to draw connections to more than one content area
from a single aspect of the Creed? Did one statement of the Creed have more impact
on them than others and why? Did students learn something about themselves and
their personal values that surprised them and how/why?
GUIDES:
 Lesson examples for final exams and reflections are shared in this chapter's faculty
resource section.
 Checking Your Baggage: Kim Neidlinger
 Final Exam Reflection Letter: Alesia Jennings
REFERENCES:
* The following definitions are retrieved from meriam-webster.com>dictionary
* “Synthesis” is the ability to combine parts of a whole in new and different ways. It requires
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students to think flexibly, determine alternatives, and find new ways to accomplish a given task. A
more advanced level of abstract thinking is needed for synthesis.
* A synthesis is a written discussion that draws on one or more sources. It follows that your ability
to write syntheses depends on your ability to infer relationships among sources - essays, articles,
fiction, and also nonwritten sources, such as lectures, interviews, observations.
* Reflection is about students becoming aware of their own thinking processes and being able to
make those transparent to others. It enables assessment of the "why" and "how" of the learning,
and what needs to be done as a result. Reflection readily follows on from self or peer assessment.
* Reflection is an essential process for transforming experiences– gained from the service
activities and the course materials–into genuine learning. ... It enhances students' critical
understanding of the course topics and their ability to assess their own values, goals, & progress.
* Critical reflection is a reasoning process to make meaning of an experience. Critical reflection

is descriptive, analytical, and critical, and can be articulated in a number of ways such as in written
form, orally, or as an artistic expression.
* What is reflective writing?

 documenting your response to experiences, opinions, events, or new information.
 communicating your response to thoughts and feelings.
 a way of exploring your learning.
 an opportunity to gain self-knowledge.
 a way to achieve clarity and better understanding of what you are learning.
Higher Level Thinking: Synthesis in Bloom’s Taxonomy

https://www.thoughtco.com/blooms-taxonomy-synthesis-category-8449
Critical Reflection Framework

https://www.education.vic.gov.au/Documents/childhood/professionals/support/reffram.pdf
More Resources:
 Kick-Ass Questions About Life (Author Bill Johnson)
https://lifedesigncatalyst.files.wordpress.com/2018/02/coaching-for-life-design-2-6-18.pdf
 Life Design Program
https://thedreamdean.com/life-design-program/
 Coaching and Student Success with Life Design in Mind
APPENDIX TABLE OF CONTENTS
APPENDICES
Office of Student Transitions 116
Teaching Tool-Box 117
References 118
WCU Resource List 119
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APPENDIX 1 OFFICE OF STUDENT TRANSITIONS
OFFICE OF STUDENT TRANSITIONS
The Office of Student Transitions aims to foster opportunities that will empower students to thrive
in transition, as they become co-creators of their college experience. Our role is to support your
work as you are the person to whom new students will turn for help and for guidance.
We collaborate to provide opportunities for faculty, staff, and students to engage experiences and
conversations that will foster critical reflection and thoughtful actions. Learn more about how to
enrich your education and add power to your vision.
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As students transition to college life, we want them to take advantage of the guidance and support
specifically available to new students and learn to navigate the wealth of resources and
opportunities WCU has to offer. The first year is when students will begin to clarify their values and
make meaning of new understandings. We encourage new students to have pride of place, embrace
civic responsibility and develop a sense of connectivity with each other and with WCU. We
recognize that their academic success is entwined with co-curricular, social, and life events. As a
FYE faculty member, your role is to help new students chart an academic pathway that will
empower their success in college and in the future they will embrace.
The Office of Student Transitions is proud to be part of the Student Success family in
The Division of Academic Affairs at Western Carolina University
Contact Information:
The Office of Student Transitions
Located: Killian Annex – Suite 107 ⎔ Phone: 227-3017
Email: studenttransitions@wcu.edu ⎔ Website: http://studenttransitions.wcu.edu
Director: Glenda Hensley ⎔ Phone: 227-2786
APPENDIX 2 __ _______ TEACHING TOOLBOX
TEACHING TOOLBOX
 Teacha Palooza with Brad Gardner
(Reference the PDF included in your Blackboard resource section).
 7 ICYM JSYK Easy-Peasy Ways to Add Digital Magic to your course, by Brad Gardner
(Reference the PDF included in your Blackboard resource section).
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APPENDIX 3 __ _________ REFERENCES
REFRENCES
Schlossberg's Transition Theory

“Schlossberg defined a transition as any event, or non-event that results in changed relationships,
routines, assumptions, and roles. It is important to note that perception plays a key role in
transitions as an event, or non-event, meets the definition of a transition only if it is so defined by
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the individual experiencing it. In order to understand the meaning that a transition has for a
particular individual, the type, context, and impact of the transition must be considered.”
Excerpt from pp. 111-114 of Student Development in College: Theory, Research, and Practice
by Evans, Forney, and Guido-DiBrito (1998). Jossey-Bass: San Francisco, CA.
http://www.unthsc.edu/students/wp-content/uploads/sites/26/Schlossberg.pdf
New Student Orientation Module Guides

(Reference the PDF for each in Appendix section on Blackboard)
 AlcoholEdu_Partner Guide (Everfi)
 HavenPartnerGUide (Everfi)
Kick-Ass Questions About Life (Author Bill Johnson)

Life Design Program

https://thedreamdean.com/life-design-program/
Coaching and Student Success with Life Design in Mind

APPENDIX 4 _ ______WCU RESOURCE LIST
WCU RESOURCE LIST

Accessibility Resources
Collaborates with students, faculty, staff, and community members to determine and
employ appropriate methods to create equal access for people with medical diagnoses.
137 Killian Annex 828.227.3886 http://disability.wcu.edu
Admissions Office
118
110 H.F Robinson Building 828-227-7317 FAX: 828-227-7319

http://admissions.wcu.edu
Advising Center
Academic advising for undergraduate students.
107 Killian Annex 828.227.7753 http://advising.wcu.edu

Full fitness/ exercise & wellness facility and programs.
Campus Center 828.227.7069 http://reccenter.wcu.edu
Career and Professional Development

Student employment; choose a major/career path; internships; job search documents.
150 Reid Gym 828.227.7133 http://careers.wcu.edu
CatCard Office
225 Brown Hall 828-227-7003 http://catcard.wcu.edu
Community Engagement & Service Learning

Connects students with service opportunities in the region.
273 Belk Building 828.227.7184
http://servicelearning.wcu.edu
Counseling and Psychological Services

Professional counseling fosters psychological wellness. Student privacy, urgency of
assistance, and confidentiality.
225 Bird Building 828.227.7469 http://caps.wcu.edu
Financial Aid Office

Forms / FAFSA / Status Questions /Awards
105 Cordelia Camp Building 828.227.7290 828.227.7043 - FAX
http://finaid.wcu.edu
Finish in Four
WCU’s pledge to provide the resources and guidance necessary to help students
successfully complete their undergraduate degree in four years.
550 HFR Administration Building 828.227.3331
http://finishinfour.wcu.edu
Hunter Library
176 Central Drive 828.227.7485 http://library.wcu.edu
Information Technology
Technology Commons, Hunter Library. Computer Requirements.
Hunter Library 828-227-7487 http://it.wcu.edu
Intercultural Affairs
Provides an inclusive environment that examines, recognizes, accepts, and affirms human
differences and similarities.
227 A.K. Hinds University Center 828.227.2276
https://www.wcu.edu/experience/intercultural-affairs/
119
Leadership & Student Involvement

Opportunities to become involved and make an impact on campus and within the
surrounding community!
319 A.K. Hinds University Center 828.227.7450 http://olsi.wcu.edu
MAPS (Mentoring and Persistence to Success)

Provides services, resources, and academic support for all eligible program participants.
205 Killian Annex 828.227.7127
http://www.wcu.edu/learn/academic-success/maps/
Mathematics Tutoring Center

Tutoring support in mathematics and related courses.
214 Killian Annex 828.227.3830 http://mathlab.wcu.edu
Military Student Services

Provides support to military Students.
138 Cordelia Camp Building 828-227-7397
https://www.wcu.edu/learn/academic-services/military-student-services/
One Book
Sponsored by Student Transitions, a common reading experience for all new first-year
students who enter in the summer/fall.
107 Killian Annex 828.227.3017 http://onebook.wcu.edu
Orientation
You will receive quality academic advising and become familiar with your new home-away-
from-home.
105 Cordelia Camp Building 828.227.7735 http://orientation.wcu.edu
Parking Services
Parking Operations Office
106 Camp Building 828-227-7411 http://parking.wcu.edu
Police
University Police provides a full range of law enforcement services for the university
community
114 East University Way 828.227.7301 http://police.wcu.edu
Registrar’s Office
Maintains student records, oversees the official course catalog, conducts degree audits,
accepts and approves applications for graduation, and more
206 Killian Annex 828-227-7216
https://www.wcu.edu/learn/academic-services/registrars-office/
Residential Living
225 Brown Hall 828.227.7303 828.772.7304 - FAX
http://www.wcu.edu/student-life/division-of-student-affairs/departments/residential-
living/index.asp
120
Residential Living: Academic Partnerships

Case-management support to help students navigate their first year in college with
successful social integration, personal & community responsibility.
225 Brown Hall 828.227.3449
Student Accounts Office

119 Killian Annex 828-227-7324
http://studentaccounts.wcu.edu
Student Community Ethics

Student conduct; we educate students about their rights and responsibilities as stated in the
WCU Community Creed and WCU Code of Student Conduct.
224 Brown 828-227-7234 http://dsce.wcu.edu
Student Health Services

Meet student healthcare needs. Immunization verification.
Health Insurance questions.
Bird Building 828.227.7640 828.227.7400 – FAX http://studenthealth.wcu.edu
Student Transitions
Empowers new students (first-year and transfer) to succeed as they transition to college life.
Oversight for FYE Transition courses, Convocation, the Chancellors List, and many other
signature programs.
107 Killian Annex 828.227.3017 http://transition.wcu.edu
Student Success
Facilitates a college experience that links student success with academic quality.
550 HFR Administration Building 828.227.3331
https://www.wcu.edu/learn/academic-success/index.aspx
Technology Commons
A relaxing atmosphere with access to expert technology assistance and an open access
student lab.
Technology Support; Equipment Checkout; Software & Technology Training; Computer
Purchasing.
Located: Ground floor of Hunter Library
http://www.wcu.edu/learn/academic-services/it/technology-commons/index.aspx
Writing and Learning Commons

Provides tutoring, supplemental instruction, academic skills consultations, and online
learning resources.
207 Belk Building 828.227.2274 http://walc.wcu.edu
121
Back Cover Interior

122
Back Cover Exterior

Western Carolina University Faculty Resource Guide: First Year Experience Course

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Western Carolina University Faculty Resource Guide: First Year Experience Course

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WESTERN CAROLINA UNIVERSITY

FACULTY RESOURCE GUIDE

FIRST YEAR EXPERIENCE COURSE

FYE Course at Western Carolina University

FYE COURSE GUIDE CONTENT SUMMARY

SECTION ONE: GETTING STARTED

Section One: Getting Started ………………………………………………………………………………………………13

 Chapter One: Status Check ……………………………………………………………………………………...16

 Chapter Two: Effective Communication ………………………………………………………………….20

 Chapter Three: Technology At WCU ……………………………………………………………………….22

 Chapter Four: Academic Integrity …………………………………………………………………………..26

Chapter Five: Student Community Creed ……………………………………………………………………..28

 Do As I Say: How to Talk about Consent

Section Two: Academic Navigation ..........................................................................................................39

o Chapter Six: Make It Stick ……………………………………………………………………………………….42

o Chapter Seven: Academic Advising ...........................................................................................46

o Chapter Eight: Tutoring Services ............................................................................................... 50

o Chapter Nine: Hunter Library …………………………………………………………………………………54

o Chapter Ten: Career & Professional Development …………………………………………………60

Section Three: Personal Navigation .........................................................................................................63

o Chapter Eleven: Time & Stress Management …………………………………………………………..66

o Chapter Twelve: Responsible Living & Wellness ...............................................................68

o Chapter Thirteen: Financial Literacy ……………………………………………………………………...79

Section Four: Social Navigation ……...........................................................................................................85

o Chapter Fourteen: Diversity & Inclusion ………………………………………………………………..88

o Chapter Fifteen: Arts & Culture at WCU ………………………………………………………………….96

o Chapter Sixteen: Global Learning & Study Abroad ………………………………………………..100

Section Five: Connect the Dots ................................................................................................................101

o Chapter Seventeen: One Book ………………………………………………………………………………104

o Chapter Eighteen: Community Engagement & Service Learning …………………………..106

o Chapter Nineteen: Synthesis …………………………………………………………………………………

FACULTY INTRODUCTION: TABLE of CONTENTS

FYE INTRODUCTION: FACULTY PURPOSE

COURSE AIMS AND OBJECTIVES

 The Purpose of this course is to:

FYE INTRODUCTION: FACULTY SUMMARY OF CORE CONTENT

CONNECT the DOTS

FYE INTRODUCTION: FACULTY COURSE BASICS

FYE COURSE LOGISTICS BASELINE

 Department Head permission required.

PROFESSIONAL DEVELOPMENT PLAN FOR FYE COURSE FACULTY

Description Who Participates Timeline

- Conference-style sessions- content

October (after FB)

Debrief. All FYE Faculty & Instructors January

FYE INTRODUCTION: FACULTY Student Learning Outcomes

STUDENT LEARNING OUTCOMES

By the end of this course, students will:

3. Connect the Dots

6. Calibrate Your Compass

FYE SECTION ONE TABLE OF CONTENTS

SECTION ONE: GETTING STARTED

FYE SECTION ONE CHAPTER CONTENTS

CHAPTER CONTENTS & OUTCOMES

FIRST YEAR EXPERIENCE: THE CORE

 Chapter One: Status Check

 Chapter Two: Effective Communication

 Chapter Three: Technology at WCU

 Chapter Four: Academic Integrity

 Chapter Five: The Creed & The Code

FYE SECTION ONE STUDENT LEARNING OUTCOMES

STUDENT LEARNING OUTCOMES

Chapter One: Status Check