Collaboration, Innovation,
Instruction: Best Practices
in
the First-Year Seminar
Roundtable Facilitators:
Vicki Collins, Corey Feraldi, Stephanie Foote, Nick Shrader, and Stacie Williams
University of South Carolina Aiken
Annual Conference on The First­Year Experience
Atlanta, GA
February 28, 2006
Contact Information
Vicki Collins
Instructor, English Department and First­Year Seminar
(803) 641­3735
[email protected]
Corey Feraldi
Director, Career Services
(803) 641­ 3280
[email protected]
Stephanie Foote
Director, Academic Success Center and the First­Year Experience
(803) 641­3321
[email protected]
Nick Shrader
Assistant Director, University Housing
(803) 641­3566
[email protected]
Stacie Williams
Director, Multicultural Affairs
(803) 641­3442
[email protected]
Class Beginnings: Building Community
N.Shrader
THE NAME CHAIN EXERCISE
Learning Objective:
1. The students will introduce themselves to one another by the use of an icebreaker.
2. The students focus will be on learning the names and some facts about others in the classroom.
Procedure:
1. Ask students to form a circle (This may be done by sitting or standing, this can also be done outside
of the classroom setting)
2. Explain the game to the students  The instructor is to pick a place in the circle for the game to begin.
 The instructor will begin with that person that they choose and inform them that they are to tell the group the following:
a.
Their first and last name
b.
Something about themselves that they feel is unique.
 The next person in the line needs to repeat the persons name and information that they provided before them.  This will continue going around the circle with every person in the circle repeating the names and the information of all people before them.  This activity helps to re­enforce the learning of names and building community in the classroom.  The instructor should encourage the class to help their classmates if they become stumbled on recall of any of the information.
3. The instructor should go last and end the circle so that they have to repeat all of the names before them and demonstrate that they are willing to do the exercise and have the commitment to learn all the names of everyone in the classroom.
4. The instructor should also have trouble recalling the names and potentially make some mistakes on
information recall. This will set up the atmosphere in the classroom from the instructor that it is ok to make mistakes. Estimated Time: 20­40 minutes
Materials: none
Grouping: Large group
LIFELINE ACTIVITY
Learning Objective:
1. The students will have an opportunity to present a piece of work that demonstrates multiple factors about their lives in a chronological order.
2. The students will become better acquainted with one another in class by learning about their lives and experiences thus realizing commonalties.
Procedure:
1. Explain the activity to the students.
 Instruct the students that they are to create something on the flipchart paper to demonstrate their lives from birth to this point sitting in the classroom.
 Instruct the students to use their creativity by using drawn pictures and no words to demonstrate their lives.
 Instruct the students to point out what they feel were the major milestones that made them the person they are now.
 This activity works best if given as an out of class assignment on the first day of class and students are told that they must present them during the next class. This will give the students longer to think through what they want to present and also allows them to showcase their creativity.
2. Instructors should model the way by presenting their own lifeline as an example after the assignment
is given during the class. This will help aid in a demonstration of what is expected for the assignment. 3. Students should be asked to volunteer to go to present their lifelines thus making them more comfortable to do so. Estimated Time: 45­50 minutes
Materials: Flipchart paper or cardboard, and markers
Grouping: Large group
Diversity in the Classroom
S.Williams
Learning Objective:
1.
The students will learn about diversity through a non­threatening activity and discussion.
2.
The students will focus on learning the importance of not assuming knowledge about individuals due to diversity being about much more than the visible traits and characteristics of an individual. Procedure:
1.
Instructor defines diversity and explains that diversity includes everyone, not just ethnic minorities or women. 2.
Instructor begins by giving several examples of types of diversity. A list of the types should be placed on the board and should include student input on types of diversity they have experienced. (Examples of diversity: Age, race, gender, income, sexual orientation, birthplace, number of people in a person’s family, disabilities, etc.) *Instructor may need to explain certain examples (ex. SES: socioeconomic status,
some students may not be aware of what “SES” is an acronym for and will need information on how it includes income, education and other factors).
3.
On the flip chart or dry erase board, the instructor draws the outline of an iceberg protruding from out of the ocean. 4.
Ask students to identify types of diversity characteristics which are easily identifiable from visible characteristics. Write these traits/characteristics above the water line near the protruding portion of the iceberg.
5.
Next, ask students to identify diversity characteristics which could not be identified by sight. These categories/characteristics might include religious affiliation or medical conditions such as being a diabetic.
6.
Finally, discuss with students the possibility of some diversity traits/characteristics being “on the line” of the water. This means that we may think that we have an idea about them but actually would need to ask additional questions or know additional information about the person in order to confirm the correctness of that particular diversity trait/characteristic.
7.
Process the activity with the class by discussing that there are various diversity components which make each of us unique and in order to avoid making assumptions and creating stereotypes we must remember that there is often more about a person that we can’t see and make guesses about than that which we can see.
Estimated Time (20­30 minutes):
 Activity: 20 to 30 minutes.
Materials:
 Markers
 Flipchart or dry erase board
Grouping: ENTIRE CLASS
Critical Thinking for First Year Students
V.Collins
CRITICAL THINKING: WARM­UP ACTIVITY
Learning Objective:
To heighten awareness of the importance of both careful listening and thinking. Procedure:
1. Students will number their papers from 1­10.
2. Inform students that each question will be stated only once.
3. Check responses and discuss why simple questions might stump students.
Estimated Time: 15 minutes
Materials: Instructor: list of questions; Students: notebook paper
Grouping: Large group
Activity Questions
1. What word do these words have in common: cotton, basket, and cue?
2. What 19th century year looks the same right­side­up and upside­down? 3. Name a sport that is also the last name of an explorer.
4. How many animals did Moses take on the ark?
5. What anagram of the word cobra gives you the selections you might expect on a multiple­choice test?
6. Albert the butcher is 6 feet tall and wears a size 12 shoe. What does he weigh?
7. Does England have a 4th of July?
8. This creamy dessert becomes a condiment with only one letter changed.
9. How many cookies can you eat on an empty stomach?
10. A doctor has a brother who is an attorney, but this same attorney does not have a brother who is a doctor. How can this be? Activity Answers 1. ball
2. 1881
3. polo
4. None – it was Noah.
5. A, B, OR C
6. meat
7. Yes – and a 5th of July, and a 6th of July…
8. custard – mustard
9. One – after that, your stomach is no longer empty.
10. The doctor is a woman.
CRITICAL THINKING: “ALL TIED UP”
Learning Objective: To learn how to graph information.
Procedure:
1. Give students the information below, but do not assist them with solving.
2. Ask a volunteer to explain how he or she solved the problem.
3. If no one uses a graph to solve, demonstrate on the board. Explain how this procedure is simple, time­efficient, and fool­proof.
At Tuesday’s committee meeting, Mr. Brown, Mr. Black, Mr. Green, and Mr. White wore ties that matched the colors or their last names, though none of the men wore a tie which
matched the color of his own name. From the information below, determine which man wore which color tie.


Mr. Brown noticed a stain on the white tie of his colleague
Mr. Black wore his St. Patrick’s Day shamrock tie
MEN
Mr. Brown
Mr. Black
Mr. Green
Mr. White
Brown
TIES
Black
Green
White
CRITICAL THINKING: TRANSPORTATION ACTIVITY
Learning Objectives:
1. To understand the difference between divergent (creative) and convergent (critical) thinking.
2. To apply multiple learning styles.
Procedure:
1. Ask students to brainstorm (aloud) all the different modes of transportation they can
think of (large group).
2. List responses on the board.
3. Place students into small groups.
4. Ask students to sort and classify the large list into smaller groupings, according to the criteria they choose. Estimated Time: 20 minutes
Materials: Dry erase board/markers; notebook paper
Grouping: Large and small groups
Example: Modes of Transportation
Brainstorming (large group)
automobile skateboard
tricycle
wagon bicycle
airplane
train
bus helicopter
roller blades
motorcycle
tractor trailer
feet
horse
raft
boat
Sorting/Classifying (small groups)
land vs. sea vs. air
machine vs. animal
no wheels vs. 2 wheels vs. 4 wheels
motor vs. manual
CRITICAL THINKING: WHAT IS IT?
Learning Objective: To use the skills of examination, analysis and evaluation.
Procedure: 1. Place students in small groups.
2. Show them an unusual object.
3. Ask them to answer the following questions:
 What is it?
 What is its function?
 Is it good?
Estimated Time: 20 minutes
Materials: An unusual object
Grouping: Small groups
Career Development for First Year Students
C.Feraldi
CAREER DECISION­MAKING
Learning Objective:
1. Students will understand the process of making career decisions through an activity, a discussion and finally receiving results from an interest assessment.
2. Students will focus on learning the steps in the career decision­making process.
Procedure:
1. Give students the “Beliefs About Choosing Careers” quiz
2. Go over each question, asking students to discuss their beliefs about the correct answers to the questions. Discuss career services view about these issues.
3. Use the previous discussion to lead into the steps for career decision­making. Give out “Choosing a Major/Career” handout.
4. After discussing steps, use the first step as a lead into going over the Strong Interest Inventory.
5. Hand back assessment results and go over.
6. After going over the assessment, talk about each student setting up a game plan for themselves.
7. Give them the “Action Plan” handout and have them complete it. Estimated Time (35­45 minutes):
1. Take quiz: 5 minutes
2. Discuss quiz answers: 10–15 minutes
3. Discuss the career decision­making process: 5 minutes
4. Go over assessment: 15 minutes
5. Action plan: 5 minutes
Materials:
 “Beliefs About Choosing Careers” quiz
 “Choosing a Major/Career” handout
 Assessments
 “Action Plan” worksheet
Grouping:
Entire class
CAREER ACTION PLAN
Understanding that career decision­making is a process, I realize that there are several steps or stages I need to undertake to make effective career decisions. The key is to identify these steps and make a plan of action. Currently, I am at the following stage of career planning:
___
I have no idea which careers or what major to consider.
___
I know what major I want, but have no idea what I can do with it.
___
I have some general career areas I am interested in, but I don’t know what specific occupations are out there.
___
I am interested in several specific occupations.
___
I know the specific occupation I want to be, but I am not sure how to get there. Now that I have determined where I am in the career planning process, I must plan my next action. Possible steps are: 
An appointment with a Career Services Professional.

Take a career assessment or inventory through the Career Services Office. 
Research information about particular majors or careers through the Career Services Library or our online library.

Gather more information about a career through an informational interview or job shadow.

Test a particular interest through a part­time job, internship, co­op, or volunteer experience.

Plan a job search with a professional from the Career Services Office.
Having reviewed the above list, my next step in career planning involves the following action:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
I will complete this action by the following date: ______________________________
Technology in the First Year Classroom
S.Foote
Technology can be used to enhance instruction in the First­Year Seminar classroom, or to provide mechanisms for management outside of the class. There are myriad technological resources for instructors to use with this type of course. Two examples of such resources are provided below.
BlackBoard “A web­based software system which is used to support flexible teaching and learning in face­
to­face and distance courses. It provides tools and facilities for online course management, content management and sharing, assessment management, and online collaboration and communication.”
Retrieved February 21, 2006, from Google (define:BlackBoard); original source: www.vuw.ac.nz/home/glossary/
Podcasting
“Podcasting entails audio content that is delivered via an RSS feed presenting a downloadable or streaming file (often mp3).”
Retrieved February 21, 2006, from Google (define:podcasting); original source: www.rsstoolchest.com/rss­glossary.html
Technology References
Barone, C. A., & Hagner, P. R. (Eds.). (2001). Technology­enhanced teaching and learning: Leading and supporting the transformation on your campus. Educause Leadership Strategies, Volume 5. San Francisco: Jossey­Bass.
Campbell, G. (2005, November/December). There’s something in the air: Podcasting in education. EDUCAUSE Review, 40(6), 33­46.
Flowers, L., Pascarella, E. T., & Pierson, C. T. (2000). Information technology use and cognitive outcomes in the first year of college. The Journal of Higher Education, 71(6), 637­667.
Thomson, J. S., & Stringer, S. B. (2000) First­Year Seminar: Using technology to explore professional issues and opportunities across locations. Journal of General Education, 49(1), 66­73.