Supporting and Improving Training for Peer
Mentors and Educators
Responsibility
Meetings
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Attitude
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Supporting and Improving Training for Peer Mentors and Educators
Lynchburg College
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Herbert Bruce, Ph.D., Director, First-Year Programs
([email protected])
Casey Sawyer, Connection Leader Coordinator (retired)
Ashley Wilenta, Connection Leader (retired)
Ehren McLaurin, Connection Leader
Nicole Balsamello, Connection Leader
Table of Contents
FISH for Leadership Summit ……………………………………………………… 3-8
Connection Leader Information …………………………………………………. 9-10
Code of Conduct …………………………………………………………………………. 11-12
Actual CL Scenarios ……………………………………………………………………. 13
College Enrollment Quiz ……………………………………………………………… 14-15
Group Membership and Least Common Denominator ………….…… 16
GS100 Fall 2010 Rules, Expectations and Guidelines ………………. 17
Checklist for Public Speaking …………………………………………………….. 18
June SOAR Detailed Schedule ……………………………………………………. 19-24
CL Assignments for August 2010 ………………………………………………. 25-26
Making It Meaningful ………………………………………………………………….. 27
2
FISH for Leadership Summit 2010
1. Welcome with music playing
2. Divide into 4 groups – Fish Toss
a. Each group completes a Fish Toss with one fish
b. Repeats to get it right, do it quicker
c. Have all the groups come together and mingle
d. Start 4 Fish Tosses among the entire group
e. Repeat and add 2 more items
3. What fun! Is this what you expected at a leadership summit? What does throwing fish to
each other have to do with leadership?
4. Introduce FISH
a. Philosophy in how to serve others
b. Pike’s Place Fish Market in Seattle
c. Used in hundreds of companies
5. FISH video – introduction
a. Attitude (after two activities if time allows) – Leaders set the tone for the
organization
b. Building Community (after all the activities if time allows)- create a better
community with those you lead. How can you create a community within your
organization that is positive and fun?
6. Divide into 4 groups (40 students each, about 12-15 minutes for each session)
a. Human Maze – Be There
b. Thank you notes – Make Their Day
c. Who are you being – Choose Your Attitude
d. Chain Relay Race – Play
7. So what…now what? So what did you learn? Now what are you going to do?
a. How do you see FISH working in your organization?
b. What would be the result if every member adopted this philosophy?
c. How can you use this to better your organization and the members/students under
your lead?
8. Wrap up
3
Human Maze for Be There
Adapted from Pollack, S (2005). Moving beyond icebreakers. Boston, MA: The Center for Teen Empowerment
Instructions
1. Ask for 3 volunteers to walk the maze. Blindfold these three people and have them sit in
a chair until the maze is ready. Ask for one more volunteer to be the guide.
2. The remaining group sets up a maze by forming walls and obstacles with their bodies.
Two people can make a bridge with their arms that the walker must go under while
another could lay down on the path to be an obstacle that must be stepped over.
3. Once the maze is set, the facilitator walks through the maze to be sure it is safe and the
course is understood by all the maze participants.
4. Lead the walker to the beginning of the maze then have them go through the maze
blindfolded.
5. The people in the maze will use sounds only (no words or noises that sound like words)
to guide the person through the maze. The guide will follow along for safety but will not
make any noises.
6. For the second person through (and you can change up the maze if you would like), the
people in the maze are not to make any noises using their voice as they guide the walker
through the maze.
7. For the third person, only the guide will be able to make noises – the maze people need to
remain silent.
Debrief
1. The first two walkers were completely dependent upon the maze people for direction and
safety. What was that like for the walkers? Did the maze people take their role
seriously? Did all the maze people make noises or was it left to a few? Why?
2. What kinds of messages were sent to the walkers in the beginning? After they were half
way through the maze? How did the walkers translate the sounds into actions?
3. At the start of the exercise, did the maze people feel responsible for the walker to get
through? What was it like to be both the guide and the barrier? How does that relate to
our roles as student leaders?
4. The last walker relied solely on the guide to make it through the maze. How did the
attitude of the guide shift from being a safety observer in the first two tries to being the
sole guide for the walker? When you are solely responsible for someone, you tend to
take your role more seriously than if you have many others to help.
5. What was the attitude of the maze people between the first two runs and last?
6. What does it mean to be there in this exercise? What about in your role as student
leaders?
4
Thank You Notes – Make Their Day
Instruction
1. Describe the exercise by saying how we typically don’t thank those who help us. What
can thanking others do for you? For your organization? Taking an effort to express our
gratitude can go a long way in having others respect us and want to work with us. And
what does it to for us? Makes us realize we are interdependent with others in our
organization and at times, we need to be reminded of that.
2. This activity does just that, you are going to write thank you notes to members of your
organization for their contribution to the group or for you personally. As you write them,
go from general to something relatively specific. If you got these two notes from another
person I your organization, how do you feel about each one? Which one, if any, feels
more authentic? Why?
a. Hey Bruce – I wanted to thank you for all you do. You do a lot of things for all of
us. So thanks!
b. Hey Bruce – I wanted to send you an email saying thank you. You have been a
great mentor this past semester and someone I trust very much. I think I stayed
sane often times because of your open door. So Thank You!
3. Take the time to write a few thank you notes. Make them specific and genuine. People
can tell if something is insincere. Think of times that you needed help and someone
stepped up. Think of times someone just volunteered to help or just checked in on you to
be sure you are okay. Write a thank you note to those people.
4. If you cannot complete them all in this time, then finish them up tonight. If you finish
early, then you probably haven’t thought through all the people that have helped you.
Think some more.
5. Finally, delivery them! Not many things are worse than a thank you that goes
undelivered.
Debrief
1. Why is thanking our members important?
2. This activity of thanking others may be one of the most overlooked areas of leadership.
Why?
3. How else can we make someone’s day?
H. Bruce, 2010
5
Who are you being? - Choose your attitude.
Adapted from Leader Fish Personal Guide (2008). Charthouse Learning, Burnsville, MN
Complete the following tables and answer the questions below with a partner.
What I do in my organization that
I enjoy
Adjectives that describe who I am
being when I do these things
What I do in my organization that
I don’t enjoy
Adjectives that describe who I am
being when I do these things
Pair up with someone outside of your organization(s) and discuss:
1. What effect does ―who you are being‖ have on others (fellow members, your supervisors,
those you supervise, other students)? On yourself?
2. In your life, what percent of time are you ―being‖ who you want to be?
3. What might you do to increase that percentage?
6
What I do in the organization that What I do in the organization that
I consider work
I consider play
Pair up with someone in your organization and discuss:
1. What is the common thread between these two lists above?
2. What would a work activity (like a meeting) be like if you would bring to that activity the
same feeling that you have when you play?
3. What can you do to bring a spirit of play to some of your work activities in your
organization? Brainstorm some ideas.
4. Compare this table to the one on the other side. What similarities do they have? What
does that say about you and your organization?
7
Relay Chain Race - Play
Adapted from Pollack, S (2005). Moving beyond icebreakers. Boston, MA: The Center for Teen Empowerment
Instructions
1. Create a ―track‖ by marking two lines (or use 2 chairs on each side to make a line).
2. Divide the group up into 4 or 5 groups evenly.
3. Have each team send ½ of the members to the other end of the room behind the line. If
there are an odd number of members in each group, the larger half will be at the start line.
4. Have the team line up in order of how they will race (each side).
5. When the race starts, the first person on one side for each team will run to the other side
and link elbows with the first person in the team. The two run back to the original line
and link with the next person in line.
6. The race continues until the whole team, linked, has crossed the line after picking up the
last team member.
7. If the chain breaks during the race, those members involved must return to the line where
they picked up the most recent member, reform the chain, and run that leg of the race
over again.
Debrief
1. How does this exercise relate to our organization?
2. What does this say about leadership? The idea that someone (the leader) starts the
movement and brings people along, sometimes picking them up one at a time.
3. Was this fun? Why?
4. How can we use play in our organization? Can you play all the time? If not, when?
Challenge the assumption that you cannot play while working. Look at the fishmongers.
5. In what ways can play be detrimental to our organization? How do we prevent these
from happening?
6. And how does play relate to choosing your attitude?
8
CONNECTION LEADER 2011 INFORMATION AND APPLICATION
Deadline to turn in the application is Friday, January 28 at 5:00 P.M.
to Academic and Career Services, 2nd Floor of Hall Campus Center.
If you have any questions about the program (expectations, training, dates, etc.) please
contact Herbert “Bruce” Bruce in Academic and Career Services at 544-8144 or by email
at [email protected].
What is the Connections Program?
The Connections Program is a comprehensive student program aimed at ensuring the success of all first
year students at Lynchburg College. It includes Student Orientation and Registration (SOAR, in June and
August), Welcome Week (in August) and the Freshmen Success Seminar (GS100 taught during the fall
semester). During each of these sessions new students are encouraged to learn more about LC—classes,
traditions, social events, study skills and everything else that will help them to become successful here.
Connection Leaders are the driving force behind this program. CL’s offer motivation, guidance,
knowledge, and support throughout the duration of the program in an attempt to ensure freshmen success.
Minimum Qualifications:
 Have a 2.5 cumulative QPA
 Be in good judicial standing with respect to disciplinary record
 Be returning to LC as an undergraduate student
 Have a strong desire to help others succeed in college
 Be comfortable leading group discussions
 Have strong interpersonal skills and leadership qualities
 Have a good sense of humor balanced by a sense of responsibility
 Have at least sophomore standing and complete one full year at LC before Fall 2011
 Have a desire to achieve excellence
 Be a role model for freshmen in all aspects of student life
 Understand and comply with the code of conduct (attached)
CL Responsibilities:
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Enroll in GS 201, Section A for Spring 2011. This is a mandatory class for all first time CL’s and
will meet Tuesdays at 7:00 pm (second half of the semester).
Enroll in GS 201, Section A for Fall 2011. This class is mandatory for all CL’s and will meet Fridays
(noon or 3 pm).
Be on campus June 15th-July 1st for June SOAR and August 8th-24th for training, August SOAR, and
Welcome Week.
Lead small groups of 12-16 incoming students during SOAR.
Instruct Freshman Success Seminar (GS100) during fall semester.
Serve as a role model for all students and adhere to the Code of Conduct (attached).
Complete all GS201 course requirements, including weekly lesson plans and reflections during fall
semester.
Attend all other CL meetings that are deemed necessary.
Work with program supervisors and academic advisors to support student success.
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Selection Procedure:
All interested, qualified students should complete the following application, print it out, sign the
application and turn it in to Academic and Career Services by Friday, January 28, 2011, 5:00 P.M. The
applications will be screened to select the top candidates. Those applicants will be contacted by email
and asked to sign up for a day and time for an interview from January 31st through February 11th.
In the interview, applicants will be asked to teach a short lesson about one of the following topics: time
management, studying or another topic applicable to first-semester freshmen (the applicant’s choice).
The lesson will be up to 5 minutes and the applicant can only use a whiteboard (no handouts or
PowerPoint presentations). Personal (lecture) notes are certainly allowed. Because of the limited time, I
recommend that the applicant teach only one aspect of the topic they choose.
Please review the following schedule for other required dates/times.
Event
Date
New CL applications
due
January 28
Interviews for new
CL’s
January 31 –
February 11
Appointment letters
February 25
Spring Training
March 17May 5
Advisor Reception
April (TBA)
Summer SOAR
Sessions
Fall check in and
move in
June 15 –
July 1
Meet with the freshmen advisor(s) for your Connections
Group
Training begins at NOON on Thursday, June 16th, 9am!
SOAR Sessions end at 5 pm on Tuesday, July 1.
August 8
Check in (9 am – 3 pm) Schewel Hall Lobby
August Training
August 9 - 24
Fall Semester Classes
Finals Week
August 25 –
December 9
December 10
– 17
Notes
Turn in application by 5pm to Academic and Career
Services. You will be contacted by email to set up a day
and time for an interview.
Please report to Academic Advising Center at least 5
minutes early. Interviews will last about 30 minutes.
Appointment Letters signed and returned to Academic
and Career Services.
GS201A Tuesdays, 7-9 pm
Training starts at 9 am (location TBD) and continues
every day through SOAR/Welcome Week
August SOAR: Aug 18-19, Welcome Week: Aug 20-24
GS100 and GS201A
Study (and encourage your students to study)
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The Code of Conduct Agreement
Connection Leaders 2011
In accepting the position of Connection Leader at Lynchburg College I understand that I am required
to meet a certain set of standards established to ensure the best possible experience for new students
and to promote the feeling of cooperation and support that is essential to a successful program. As a
Connection Leader, I will be held to a higher standard of behavior than my fellow students and other
student leaders. In all my actions, I will strive to fulfill the mission of the Connections Program.
1.
I will fulfill all of my responsibilities as a Connection Leader (CL) including: facilitating activities and operations
during Student Orientation and Registration (SOAR) and Welcome Week (WW), leading the Freshman Success
Seminar, maintaining bi-weekly communication with the Academic Advisor of my freshmen, following-up on an
individual basis with freshmen in my group, attending all CL training sessions, meetings and activities,
completing documentation and reports for the program in a timely fashion (including weekly lesson plans), and
communicating regularly with the Connection Leader Coordinators (CLC’s) and program supervisors including the
Director, First-Year Programs (the Director), Associate Dean for Academic and Career Services, and the Graduate
Assistant for First-Year Programs.
2.
I will seek to make all students, their families and guests feel welcome. I will remember my role as an upperclass peer mentor and have patience and understanding in my dealings with new students. As a representative
of Lynchburg College, I will make every effort to present both myself and LC in a positive light and will answer
questions using a fair and balanced approach. I will be aware that my actions have the ability to influence
people's opinions of myself and the College.
3.
I recognize that in this role I am a role model for other students. I will set a positive example for all new
students by showing respect and consideration for all members of the faculty, staff, student body, and CL staff.
I will conduct myself in a manner that generates respect from others, for the Connections Program, for first year
students and for the College. I will follow and abide by the Student Conduct Code and all laws governing my
choices and behaviors and I understand that my actions will be viewed using a higher standard of expectation.
4.
I will be an active partner with my students’ Academic Advisor(s). I will work with him/her to establish regular
meeting times and I will maintain communication commitments with him/her. I will invite the advisor to at least
two class meetings and work with the advisor to plan a group event/social or service activity.
5.
I will be sensitive to the uniqueness of each situation and the individual(s) involved thereby promoting an
understanding and respect for various opinions, values, and cultural backgrounds. I will not tolerate any
incidents of prejudice or biases related to gender, race, ethnic origin, sexual orientation, religion or ability. I will
make every effort to give equal attention to all the students in my Connection group and will avoid "playing
favorites".
6.
My fellow CL’s will act as my sounding board and will help me through tough times. I will also be ready and
willing to assist them. I understand that it will not be possible for us to work as a team to support first year
students if we can’t first and foremost support each other. Finally, I understand the conflicts within the group
are inevitable. I am committed to keeping all internal conflicts within the group by not discussing matters with
those not affiliated with the Connections Program.
7.
I will maintain a high level of professionalism which includes maintaining appropriate CL/student boundaries. I
will not make sexual advances toward any first year students and I will not date or become romantically involved
with any student in the freshman class through the student’s first semester in which the Freshman Success
Seminar is being held. I will avoid becoming enmeshed with my students, allowing them the room for growth
and development as a person and a student. Additionally, I will represent myself and the college in a
professional manner in all media (including Facebook, MySpace and other online media) that can be seen by
other students. I will give full access of my pages in such programs to the Director.
8.
I will strive to be a resource for other students, responding to questions with fair and balanced answers. I
accept that I will be asked some questions that could receive a more informed answer from a different source. I
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will answer all questions to the best of my ability and will refer all questions I cannot answer to the appropriate
office or individual. I understand that this does not give me permission to consciously remain unaware of
information I am expected to be familiar with. Additionally, I will promote all clubs, organizations and activities
equally and fairly and will not use this position to actively recruit students to any particular organization.
9.
I will not consume alcohol on campus during SOAR and Welcome Week programs and will serve as a role model
with respect to the use of alcohol for other students. I will not use illegal drugs while employed as a CL. I will
not promote or encourage new students to use alcohol or any illegal substance. I will not give new students
information related to parties, bars, etc. I will not buy or supply alcohol to new students, will not assist new
students in obtaining alcohol or illegal substances and I will not consume alcohol in the presence of any student
known to be in the entering freshmen class (spring and fall semester) through her/his first semester at LC. I will
answer "drinking" and "drug" questions by explaining the many social alternatives available at Lynchburg College
and in the community. I will educate new students about the “friendly referral policy” and make use of it should
it be necessary.
10. I will only affiliate with organizations that are recognized by the College or other official governing bodies. As a
Connection Leader and student at Lynchburg College, I understand the importance of recognized organizations
who abide by the community standards of our College. I also understand the detrimental effects of nonrecognized and unsupervised organizations on student well-being and development.
11. In this position, I will have and be responsible for information that is sensitive in nature. I will maintain
confidentiality at all times. This includes any information I receive, directly or indirectly, in any setting including
group meetings, classes or individual meetings, for anyone involved in the programs including students, fellow
CL’s and program supervisors, that could be interpreted by another as denigrating or having a negative
connotations. I understand that discussing confidential information with someone who can help the situation,
e.g., CLC’s or program managers, is not a violation of confidentiality and is expected of a person in my position.
However, when a student's life is in danger, I will report what I know immediately to a campus resource person
who can take direct action to help the student and follow up with a report to Herbert Bruce as soon as possible.
12. I will only communicate concerns about the program, another CL or a first-year student to someone who can
make a difference about the concern such as CLC’s, Director or other program supervisor. Additionally, at any
time I am aware of any action that has breached the Code of Conduct, I will report this to a CLC, Director or
other program supervisor immediately upon learning of the offense. If I have concerns about a decision that
has been made, I will discuss my concerns with the individual(s) who made the decision. In the end I will have
faith in my CLC’s and my program supervisors and respect their decisions. I understand that if I continue to
vocalize my disagreement or dispute a final decision, I may be unable to fulfill my duties which would jeopardize
my position as a CL.
13. I will make every effort to be positive and encouraging even though at times this job will be stressful. I will
utilize resources as needed to ensure that I am able to honor my responsibilities as a student and as a CL.
I understand that any and all violations of this Code of Conduct are serious and will be dealt with on a case-by-case
basis. Possible consequences include but are not limited to one of more of the following, a formal apology, letters of
caution and reprimand, probation, termination from this position and/or student honor or conduct code charges.
I have read and understand the above statements and agree to comply with them as long as I am
recognized as a Connection Leader.
_______________________________________
Signature
________
Date
_______________________________________
Print Name
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Actual CL Scenarios
1. One CL, trying not to waste his students’ time, finishes the lesson in 20 minutes every
week and let’s his students out of class early. One of his students tells his roommate
(another freshman) and the roommate then asks his CL if he can switch sections.
2. One CL, trying not to waste his students’ time, finishes the lesson in 20 minutes every
week and let’s her students out of class early. The class leaves noisily from the room, in
earshot of another CL class. Students in that class now ask when they are going to be
done.
3. A CL and one of his students become very close friends. The two are not dating but they
are very often seen together on campus.
4. A student shares with her roommates and hallmates that she is sleeping with her CL. It’s
part of a joke that the CL and the student have shared since SOAR, about how they are
going to get married. However, one of her hallmates (who is a fellow student in the
GS100 class) believes her.
5. A student texts her CL if she wanted to buy some Ridalyn. The CL calls the student and
the student says she wasn’t really trying to sell Ridalyn but if she texted everyone in her
address book, she would get some for free.
6. A CL has a belligerent student who always has a snide comment for everything she said.
She decided to ignore it for now. In the third week of class, he said that his roommate is
a retard and looks like the VT shooter.
7. At 4 in the morning during SOAR, an incoming student tells a CL that he is very hungry
and they decide to make a Sheetz run.
8. On Saturday between SOAR sessions, a couple of CL’s decide to invite their fraternity
brothers over to Tate for the traditional weekend party during SOAR. Students were seen
carrying cases of beer into Tate and sometime that night, there was a window broken and
a fire extinguisher was set off.
9. A CL wants to prevent other CL’s from getting into trouble and invited them over to her
townhome one night during August training. The word got out and the party swelled and
low and behold, it was one great party with many returning students drinking heavily.
One CL was found unconscious and was taken to the ER.
10. One CL was so stretched for time that he let his girlfriend grade his students’ papers, and
justified this by saying that she was better at English than he was.
11. One CL was very tired of his students not doing the weekly readings. He began giving
pop quizzes every week and would determine their attendance points based on the results
of the quiz.
12. A CL was trying to get his class more into the lessons and decided to make a rap from the
lesson. He liked it so much that he had all his students write a rap for each lesson.
13. A CL really likes one of his students (as a friend) but that student starts to party a lot and
―forgets‖ to turn in assignments in class. The student asks the CL for extensions on his
papers. The CL agrees and the student says he’s glad he’s got the coolest CL.
14. During SOAR, a CL looks into a bottom window of Tate and sees some students smoking
weed.
15. During the fall semester, a CL turns 21 and sends out invites through Facebook to all her
friends to celebrate with her. Some of those invited are freshmen.
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College Enrollment Quiz
What is the percentage of 2005-06 high school graduates enrolled in college (degree-granting
institution) within one year?
What percentage of undergraduate students who are enrolled in college attend full-time?
What is the percentage distribution of students enrolled in the following types of higher
education?
Choose from: 99%, 87%, 68%, 54%, 45%, 39%, 35%, 23%, 17%
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Public 4-yr:
Public 2 yr:
Private (not-for-profit) 4 yr:
What is average student/faculty ratio at institutes for higher education?
Choose from: 22:1, 20:1, 18:1, 14:1, 13:1, 12:1, 10:1
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Public 4 yr:
Private 4 yr:
Lynchburg:
What is the following percentage distribution of 1990 High School Graduates by highest level of
education completed through 2000?
Choose from: 40%, 33%, 30%, 25%, 22%, 17%, 14%, 8%, 6%, 2%, 1%, .5%
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Less than high school completion:
High School graduate:
Some post-secondary:
Certificate/Associates Degree:
Bachelor’s:
Master’s:
Professional and doctoral:
What percentage of first-time postsecondary students starting in 1995-96 obtained a bachelors
degree by 2000, by institution type?
Choose from: 75%, 68%, 59%, 43%, 31%, 15%, 10%
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Students starting in 4yr institutions:
Student starting in 2 yr institutions:
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What is the percentage of students completing a bachelor’s degree from the same school?
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4 yrs:
6 yrs:
What is the number of degrees per 100 persons in the United States?
Choose from: 75, 64, 59, 47, 41, 39, 34
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US:
Circle the countries listed below that you believe are ranked above the United States in regards to
degrees per 100 persons?
Australia
Mexico
Norway
Denmark
Finland
Brazil
Chile
Israel
Austria
Switzerland
Ireland
UK
Portugal
New Zealand
Poland
Netherlands
Korea
Belgium
Spain
Sweden
Germany
Greece
Italy
Japan
France
Iceland
Hungary
Russian Federation
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Group Membership - Who we are and what strengths we have
Move to the center and collectively come up collectively with one strength that you have
gained from this experience
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Grew up with a family pet
Traveled outside the country
Been on the Dean’s List or Honorable Mention at least once at college
Spent the night as a patient in a hospital
Served as an officer in a student organization
Neither of your parents graduated college
LC was not your first choice for college
Are the first in your family to attend college
Seriously considered transferring from LC
Faced discrimination or hostility for who you are or what you stand for
Have a physical, mental or learning disability
What did it feel like being in the center?
What there anyone who didn’t belong to any of these groups?
Least Common Denominator – uniqueness of each other
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With your partner
o Make a list of as many unique things as possible you have in common (foods you
like, places you visited, experiences you’ve had, music, hobbies, etc.)
o Make them as unique as possible – the least common the better and the longer
the better
 Pair up with another group
o What’s the most unique thing the four of you share?
o What’s the most unique thing that only belongs to you and your partner?
 Meet up with another group of four
o What is the most unique thing the eight of you share?
o What is still unique between you and your partner?
Large Group Discussion
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Activity Debrief
o What were some of the unique things?
o What’s important about finding common interests?
o How does this help achieve our purpose(s) of the course?
How is diversity an asset in our classroom?
H. Bruce, 2010
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GS100 Fall 2010 Rules, Expectations and Guidelines
Rules – must be followed by all students and/or CL as appropriate
1.
2.
3.
4.
5.
Respect – instructor and each other
No cell phone use in class
No side conversations
Late policy – after 10 min, counted absent (50% of attendance/participation grade)
Participation – actively engaged on the topic of the week (50% of
attendance/participation)
6. Missing class for planned events – let instructor know at least 24 hours before class
7. Use grading rubric for CSI paper and resume (grade based on spelling/grammar and
content)
8. No illegal substance/alcohol use before or during class
Expectations – for our students (CL’s may add to this list but not subtract – review with
students)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Be prepared for class
Make the most of the time we have
Be open-minded
Treat as any other credit-bearing class
Classroom confidentiality
Be appropriate towards the instructor
Be open and honest with instructor
Respect the rules and requirements of the CL’s outside the classroom
Communication re: class is with phone or email (no text)
Guidelines – for CL’s to have some discretion on how to enforce
1. Regulating cell phones
2. High/lows – only highs, H/L on exit tickets, random fact from another class, random acts
of kindness
3. Reflection on articles
a. Only instructor can view responses?
b. Paragraph 5+ sentences, quality over quantity
4. Exit Tickets – based off next or current less (what was most beneficial about today’s
lesson), free response
5. Level and method of communication with students
6. CL contact info (suggestions, if giving out cell phone number, do it after WW and remind
them of the texting expectations re: class)
7. Eating/food in class
17
Checklist for Public Speaking
Adapted from: Denney, N. (2004). How to zing your life & leadership. Mason, OH: Viaticum Press.
Use the following to evaluate the presenter’s speaking ability.
Positive Traits
Frequency of Use
Compliments audience
Smiles
Laughs at self
Expresses appreciation to the audience
Lets silence happen
Ask questions and listens to the answer
Interacts with audience
Leaves podium/computer during presentation
Uses a personal story to make a point
Quotes someone famous
Tells an appropriate joke
Changes course when audience isn’t reacting
Uses PowerPoint on to back up major points
Identifies five or less major points
Uses another medium to make or support a point
Visually demonstrates or supports a point
Uses hand gestures appropriately
If strays from topic, gets back on track
References additional sources of information
Faces right, left and center of audience equally
Does not cover all material if running out of time
Appears to be having fun
Handles questions appropriately
Admits to not knowing an answer
Clarifies a question if no response
Uses silence effectively
Negative Traits
Frequency of Use
Makes sexist, offensive or defensive remarks
Makes self-serving comments
Apologizes for not knowing something or being bad
Points out when he/she lost his/her place
Uses sarcasm to make a point
Totals
Totals
18
JUNE SOAR DETAILED SCHEDULE
When
9:00 am
Where
Campus
10:00
am
11:30
am –
12:45
pm
Ballroom
11:30
am –
2:00 pm
DAY ONE – Shirt Color Green
What
Who June 1
Sign on Balcony & Balloons:
Hoover
Ballroom (Dell and Balcony sides),
Merck
Tate (Dell and parking lot sides),
Johnson
Burton Handrails, Hopwood
Eyster
Handrails, Schewel
Meeting
Who June 2
Kinahan
Siska
Ferrara
Balsamello
Who June 3
Canella
Thomas
Brunet
Ward
All CL’s
Gatehouse
Hopwood
Lot,
Schewel
and
College
Street
Back of
Tate
Tate Hall
Welcome, direct car to Schewel and
Tate (PTD)
Welcome – Direct students and
guests to SOAR registration and Info
Fair. (PTD)
Cannella
Brunet
Thomas
Ward
Gardner
Dulak
Coleman
Womack
Saba
Hall
Bucklen
DeMascio
Gulino
Ubben
Merck
Gardner
Hoover
Eyster
Johnson
Saba
Ferrara
Welcome, Direct S/P’s to Tate (PTD)
2nd Floor
Schewel
Check-in:
1. Student Packets
2. Take student folder, guest folder
(if needed) and review SOAR
schedule with student, review and
highlight student schedule with
individual appointments and special
notes, answer questions, direct to
Student Information Fair, Health
Table and Ticket Table
(At 1:45 pm, move packets to table
outside of ballroom for late checkin)
Lannon
McLaurin
Wilenta
Havens
Lemay
Kinahan
Womack
Ferrara
Saba
Siska
Hall
Bucklen
Balsamello
DeMascio
Gulino
Sawyer
Austin
Alphin
Hurst
Lamay
Hoover
Woodward
Lannon
Alphin
Webb
Esyter
Cannella
Thomas
Brunet
Ward
Garder
Dulak
Coleman
Merck
Robin
Johnson
Dulak
Coleman
Alphin
Cannella
Siska
McAchren
Lannon
Kyte
McLaurin
Havens
Stubbs
Lemay
Gaviorno
Wilenta
Bragg
Hostetter
Ubben
Hurst
Assist students to their rooms
Note: All available CL’s not on
schedule help with check-in and/or
on dell side of Schewel and Tate.
19
12:45
pm – 2
pm
1:00 –
1:45
pm
2:00 –
2:45
pm
2:50 –
3:40
pm
3:00 –
5:00
pm
3:40 –
4:30
pm
4:305:10
pm
Gatehous
e
Hopwood
Parking
Lot,
Schewel
and
College
Street
Back of
Tate
Direct Car to Schewel and Tate
(PTD)
Welcome – Direct students and
guests to SOAR registration and
Info Fair. After 1:45, direct them
to Memorial Ballroom (PTD)
Stubbs
Bragg
Hurst
Woodward
Merck
Johnson
Wilenta
McLaurin
Stubbs
Lemay
Havens
Hostetter
Kinahan
Bucklen
Womack
Hall
Balsamello
Gulino
Eyster
Hoover
Bragg
Woodward
DeMascio
Austin
Tate Hall
Welcome, Direct S/P’s to Tate
(PTD) – once parking lot is full,
help with Hopwood and Schewel
Assist students to their rooms
Schewel
232
Services for Students with Special
Needs
Ballroom
Welcome Presentation
All CL’s, stand in back of room, bring your
signs if you have a group
Dell
Connection Group Meetings:
See Checklist for agenda
All CL’s with groups – meet in Dell and be
on time for advisor meeting (3:45)
Pavilion
(rain site
Wake)
Start in
Ballroom
Set up for Luau
Meet Hall 2nd Floor Lobby with
Casey and/or Liz
Assist
Inside Ballroom
parents to
(Mari)
partnership
Schewel (Scott)
session and
assist
Auditorium
parents to
(Bev)
advisor
meeting
Start in Ballroom for crowd
control and at 4:50, go outside to
direct parents and guests to
Ballroom
All CL’s without groups or assignments
Dell In
front of
Schewel
& Hobbs
Ubben
Kinahan
Alphin
Hostetter
Austin
Brunet
All - Direct Students and Parents as needed
Cannella
Thomas
Womack
Hall
McAchren
Eyster
Wilenta
Lannon
Gaviorno
Saba
Hurst
Ward
Hoover
Brunet
Stubbs
Siska
Kinahan
Merck
Ward
Colman
Dulak
Bucklen
Ferrara
Lannon
Thomas
Coleman
Ferrara
20
5:006:00
pm
6:006:15
pm
6:157:15
pm
7:30
pm
7:30 –
7:45
7:30 –
8:15
pm
Ballroom
Transitions
Outside
Caf
Sell Tickets for Dinner – P/U and
Return Cash Box to office
Caf
Dinner – Spread out and
encourage students and guests
to find seats
Gather students and leave for the
Pavilion
Find stragglers and escort them
to Pavilion
Luau
Meet at start time on stage with
Sawyer and/or Webb.
8:15 –
9:00
pm
Pavilion
Luau
Meet at start time on stage with
Sawyer and/or Webb.
9:00 –
9:45
pm
Pavilion
Luau
Meet at start time on stage with
Sawyer and/or Webb.
10:15 –
10:30
pm
10:15 –
10:30
pm
Pavilion
CL’s with groups—return to Tate
McLaurin
Hurst
Ferrara
Hostetter
Lamay
Siska
Hoover
Austin
Saba
Havens
Hostetter
Gulino
Lamay
Ubben
Bucklen
Stubbs
Merck
Balsamello
Bragg
Johnson
Brunet
Woodward
Hoover
Dulak
Merck
Kinahan
Coleman
Johnson
Womack
DeMascio
Eyster
Ferrara
Ubben
Ubben
Saba
Eyster
Hurst
Hall
Brunet
Cannella
Bucklen
Ward
Thomas
Lannon
Gardner
Lannon
Balsamello
Cannella
Brunet
DeMascio
Thomas
Gardner
Gulino
Austin
Wilenta
Siska
Alphin
Dulak
Hall
Hoover
Coleman
Bucklen
McLaurin
All other CL’s stay to help clean up
Tate
Greet returning students
Accept pizza delivery
Hurst
Ward
Outside
Tate
Tate and
Campus
Pavilion
As many CL’s as possible
Havens
Coleman
Wilenta
Balsamello
Hoover
Johnson
All CL’s
CL’s with groups
Stubbs
DeMascio
Hurst
Ubben
21
11:00 –
midnig
ht
Dell and
Tate
Tate
Midnig Tate
ht –
1:00 am
Games in Tate and outdoor
supervision
Roam Halls
Roam Halls
McAchren
All CL’s
Hoover
Bragg
Ubben
Hurst
Havens
Woodward
Gaviorno
All CL’s
Kinahan
Gulino
Lannon
Wilenta
Balsamello
McLaurin
Robin
All CL’s
Womack
Merck
Johnson
Cannella
Eyster
Dulak
22
When
7:15 –
7:45 am
7:45 am 9:00 am
Where
Tate
Lounge
Campus
8:00 –
8:45 am
8:40 –
9:10 am
Caf
Remove old balloons and
ribbon and replace (resource
room opens at 8:30)
Breakfast
Dillard
Theatre
Direct Parents and Guests to
Dillard for Transitions 2
9:00 –
10:00 am
Outside
Caf
Information Table
Collect evaluations, forms, sell
lunch tickets, tours
10:00 –
11:00 am
Tate
Outside
Caf
Checklist for students
Information Table - Collect
evaluations, forms, keys; sell
lunch tickets; tours
Tate
Library
Checklist for students
Assist students with CSI and
placement testing
SchewelTrading
Room
Hobbs124, 311
Assist students with CSI and
placement testing
Outside
Caf
Information Table - Collect
evaluations, forms, keys; sell
lunch tickets; tours
Tate
Checklist for students
11:00 –
noon
What
Meeting
DAY TWO – Shirt Color Blue
Who June 1
Assist students with CSI and
placement testing
Who June 2
All CL’s
Who June 3
Merck
Siska
Hoover
McLaurin
Ferrara
Thomas
Johnson
Austin
Gardner
All CL’s (Day Two reminder sheets and
nametags)
Cannella
Hall
DeMascio
Brunet
Bucklen
Ubben
Gardner
Ward
Saba
Wilenta
Kinnahan
Hurst
Eyster
Saba
Siska
Thomas
DeMascio
Balsamello
Siska
Lannon
Gulino
Hoover
Lemay
Ferrara
Gulino
Hurst
McLaurin
Lemay
Bragg
Womack
Hoover
Austin
Ferrara
Webb
Lannon
Ward
Dulak
Bragg
Womack
Coleman
McLaurin
Havens
Woodward
Johnson
Hurst
Hostetter
Saba
Siska
McAchren
Wilenta
Hostetter
Woodward
Ubben
Hoover
Johnson
Merck
Ferrara
Hall
Bucklen
Womack
Eyster
Thomas
Coleman
Sawyer
Alphin
Brunet
Merck
Bucklen
Kinahan
Ward
Gulino
Ubben
Johnson
Coleman
Cannella
Dulak
Gardner
DeMascio
23
11:30 –
1:30 pm
Noon –
1:00 pm
Library
Assist students with CSI and
placement testing
Robin
Merck
Gardner
Cannella
McLaurin
Gaviorno
Brunet
Lannon
Austin
Gardner
Webb
Wilenta
Woodward
Hoover
Thomas
SchewelTrading
Room
Hobbs124
Caf
Assist students with CSI and
placement testing
Assist students with CSI and
placement testing
Lunch
Hall
Alphin
Dulak
Saba
All CL’s
Hurst
Lannon
Outside
Caf
Information Table - Collect
evaluations, forms, keys; sell
lunch tickets; tours
Stubbs
Lemay
Dulak
Hurst
Cannella
Havens
Wilenta
Hostetter
Kinahan
McLaurin
Havens
Lamay
Tate
Checklist for departing
students
Assist students with CSI and
placement testing
McAchren
Johnson
Eyster
Ubben
Thomas
Woodward
Coleman
Kinahan
Brunet
Austin
Lannon
Gaviorno
Wilenta
Womack
Bucklen
Sawyer
McLaurin
Lemay
Hurst
Bragg
Ferrara
Hall
Stubbs
Woodward
Siska
Balsamello
Webb
Bucklen
Alphin
Ubben
Robin
Stubbs
Gulino
Siska
Austin
Kyte
Balsamello
Womack
Merck
Alphin
Bucklen
McAchren
Saba
Dulak
Ferrara
Balsamello
DeMascio
Austin
Johnson
All CL’s
Brunet
Ward
Library
1:00 –
2:00 pm
2:30 pm
3:00 pm
SchewelTrading
Hobbs124, 311
Outside
Caf
Assist students with CSI and
placement testing
Assist students with CSI and
placement testing
Information Table - Return
money box to office
Library
Assist students with CSI and
placement testing
Assist students with CSI and
placement testing
SchewelTrading
Room
Campus
Tate
Lounge
Wrap-up: Remove banner,
balloons and ribbons
Staff Meeting and Evaluation
24
Returning CL Assignments for August 2010
HOMEWORK ASSIGNMENT
Based on your past experiences as a Connection Leader, what are the do’s and don’ts of this job?
You can present in a group of no more than 4 CL’s. Each group will have 10 minutes to present.
You are required to develop a lesson plan, include an activity, and maintain a discussion. Be
creative!
LEGACY PROJECT INSTRUCTIONS
MATERIALS: Paper bag, Personal items, Markers/colored pencils
Your job is to first design the outside of your paper bag with decorations that people may already
know about yourself. This could include (but not limited to) your personal interests, student
organizations, etc.
Secondly, place objects inside of your bag that describe you in a way that people may not know
about you. These can include (but not limited to) stories that have had a huge impact on your
life, a hidden talent, mementos, pictures, and the like. However, try to limit your item to one
particular time, event or memory, not as an overview of your life to this point. As you are putting
your bag together make it meaningful to you. This project is an excellent way for the group to
bond on a different level.
Finally, during the Legacy Project, you will be given the opportunity to share your bag, briefly
describing the outside (we already know most of these things about you). Then, tell the group
what’s inside your bag and why you placed it inside. You may have a story to tell or the item is
just meaningful to you in a certain way. Whatever you decide to share, please be respectful of
others by presenting only one event or story.
DREAM SHEET
In 15 minutes or less, draw a depiction of your ideal life using pictures or symbols as if you had
accomplished everything you dream of and wish to accomplish. Consider that you have done
what you wanted to do, lived the life you would like, have the things you want, are being the
person you want to be, what would your life look like? Don’t spend a lot of time thinking about
or analyzing your choices. Just do it.
25
New CL Assignments for August 2010
HOMEWORK ASSIGNMENT
Using what you have learned through spring, June, and August training sessions, develop a
lesson plan based on the following
 Present something you are good at, demonstration or explanation
 Must be about 5min
 Must involve the class
You must turn in a detailed lesson plan which includes an activity and discussion questions. You
have 5-10 minutes to present. Be creative!
LEGACY PROJECT INSTRUCTIONS
MATERIALS: Paper bag, Personal items, Markers/colored pencils
Your job is to first design the outside of your paper bag with decorations that people may already
know about yourself. This could include (but not limited to) your personal interests, student
organizations, etc.
Secondly, place objects inside of your bag that describe you in a way that people may not know
about you. These can include (but not limited to) stories that have had a huge impact on your
life, a hidden talent, mementos, pictures, and the like. However, try to limit your item to one
particular time, event or memory, not as an overview of your life to this point. As you are putting
your bag together make it meaningful to you. This project is an excellent way for the group to
bond on a different level.
Finally, during the Legacy Project, you will be given the opportunity to share your bag, briefly
describing the outside (we already know most of these things about you). Then, tell the group
what’s inside your bag and why you placed it inside. You may have a story to tell or the item is
just meaningful to you in a certain way. Whatever you decide to share, please be respectful of
others by presenting only one event or story.
DREAM SHEET
In 15 minutes or less, draw a depiction of your ideal life using pictures or symbols as if you had
accomplished everything you dream of and wish to accomplish. Consider that you have done
what you wanted to do, lived the life you would like, have the things you want, are being the
person you want to be, what would your life look like? Don’t spend a lot of time thinking about
or analyzing your choices. Just do it.
26
Making It Meaningful
Students have to see the value in staying with the class. From the first class meeting (and those
to follow) it has to be apparent that they will be glad to have done the course with you.
If the substance isn't there, the instructor cannot sell an empty promise. When it is difficult for
them to perceive the intent... the purpose... the content, it is a tough sell.
We have to be able to articulate the value, and give them something they needed every class
meeting. In this venue, they are a tough audience, so we have to make it good, substantial, and
worth their time, or they will walk away from it.
What is the value of students taking this class? What do you have that they want or need? This
should be the basis of your Lesson Objectives on your weekly Lesson Plan.
H. Bruce, 2010
27