2016-2017
Florida International University – Undergraduate Education
Common Reading Program
SLS 1501: First-Year Experience
A Resource Guide:
Integrating In Order to Live into the Classroom
2016-2017 Common Reading Program
TABLE OF CONTENTS
About the Common Reading Program………………………………………………………………...…..…..2-3
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Mission
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What is the FIU Common Reading Program?
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Why has FIU instituted a common reading program?
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Common Reading History
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How was this book selected?
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Recommend a Book
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How will this book be used in classes?
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What should students do before the first day of classes?
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Common Reading Essay Contest
About the Author/Author Visit Information……………………………………………………………....……4
First Year Experience Chapters………………………………………………………………………...….….5-9
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Getting Started
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Navigating the University
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Studying Effectively
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It’s All Academic
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On Time
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Stress, Stressing, Stressed Out
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Using the Library to Conduct Research
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Relationships: Healthy, Harmful, or Hazardous
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Diversity in a Diverse Context
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Leadership and Community Standards
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Becoming a Global Citizen
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Controlling Your Finances
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Maximizing Your Health
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Mental Health and Its Impact on Academic Success
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Exploring, Developing, and Managing Your Career
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Putting It All Together
Activities for Teaching…………………...………………………………………………….…………………..10
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2016-2017 Common Reading Program
ABOUT THE COMMON READING PROGRAM
Mission
The Common Reading Program affords students the opportunity of participating in a common curricular
experience that creates community and a common ground for discussion. The program is tailored specifically for
incoming first year students. Students are expected to have read the book before the first day of class and will
join together with faculty and peers to discuss and think critically about key concepts. The Common Reading
Program will encourage students to partake in intellectual engagement and will create a sense of community
among newly admitted Panthers.
What is the FIU Common Reading Program?
The FIU Common Reading Program is targeted specifically at incoming first year students as an introduction to
the academic expectations of the University. It is an effort to create a shared intellectual point of engagement
for first year students and create a sense of community. As a FIU freshman, they will read the selected common
reading book before the first day of class. Faculty and staff also read the book and engage students and others
in discussions that challenge all to think critically about the text.
Why has FIU instituted a common reading program?
Common reading programs are increasingly popular features of first year programs at colleges and universities
across the nation. After our pilot program in 2008, both students and instructors in our first year seminars
reported a high level of communal and academic engagement as a result of integrating the common reading into
the curriculum.
Common Reading History
The Prince of Los Cocuyos (2015-2016)
No Turning Back (2014-2015)
Wine to Water (2013-2014)
I'm Down (2012-2013)
The Red Umbrella (2011-2012)
A Chant to Soothe Wild Elephants (2010-2011)
Funny in Farsi (2009-2010)
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2016-2017 Common Reading Program
How was this book selected?
The Common Reading Committee has faculty, staff, and student representation. After a number of books were
recommended, several books were carefully reviewed and discussed. Before making a final determination the
Committee members considered a variety of factors including interest, cost, readability, length, and applicability
to our student population. All University community members are encouraged to make a suggestion for next
year’s program.
Recommend a Book
All University community members are invited to make a suggestion for the common reading book selection. A
variety of factors including cost, readability, length, and applicability to our student population are taken into
consideration before a final selection is made. The student learning outcomes for the Common Reading Program
are as follows:
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Model intellectual engagement by participating in a shared academic experience within the first year
seminar
Create a sense of community
Demonstrate an understanding of diverse perspectives by exploring the distinct and/or common qualities
in one’s own perspectives and those of others.
Develop interest in reading and textual exploration.
Please visit http://undergrad.fiu.edu/common-reading/recommend-a-book.html to submit a recommendation!
How will this book be used in classes?
The First Year Experience Seminar course has incorporated the common reading book into its curriculum. Students
will be tested on material from the common reading book, and they will also write a paper related to the book
and their own transition to college. Professors of other courses may choose to incorporate the book into their
curriculum and/or classroom discussions.
Essay Prompt: Select an event of theme from the book that you can identify with and describe how it relates to
you and your transition to college. The paper should be two typed pages in length. Please add this to your
syllabus.
What should students do before the first day of class?
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Read the book
Join our Facebook page (FIU Common Reading)
Frequently check our calendar of events! (http://undergrad.fiu.edu/common-reading/student-events.html)
Common Reading Essay Contest
Every year, first year students are welcome to submit their essays for the Common Reading Essay Contest. The essay
contest (with cash prizes) will be held in the Spring semester. Students will be able to upload their essays beginning in
the Summer via this link: http://libguides.fiu.edu/commonreading Please add this to your syllabus.
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2016-2017 Common Reading Program
ABOUT THE AUTHOR/AUTHOR VISIT
Yeonmi Park
Yeonmi Park was born in Hyesan, North Korea in 1993. At age 13, Park escaped to China with her mother, where they
were sold into human trafficking. They finally made it to South Korea, where she eventually studied at Dongguk
University in Seoul. Park is studying at NYU and is a human rights activist, advocating for victims of human trafficking. In
2014, Park spoke at the One Young World summit in Dublin, Ireland and has also been a part of TEDx.
Please note the following on your syllabus:
Author Visit
Author Yeonmi Park will be speaking at FIU
BBC: October 4, 2016 – WUC Ballrooms, 2pm
MMC: October 5, 2016 – GC Ballrooms, 12pm
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2016-2017 Common Reading Program
FIRST YEAR EXPERIENCE CHAPTERS
1. GETTING STARTED
 While Yeonmi and her family live in Hyesan, they can see the things the Chinese have across the river and
cannot understand that her life could be different. Looking at the transition of high school to college
students can understand the changes, challenges, and opportunities they may have otherwise thought
improbable before. (Chapter 5)
 Similarly, Yeonmi talks about the outside media smuggled in and how it showed her a glimpse of a larger,
very different world that she could never see herself being a part of. Reminding students that college is an
opportunity for growth, and learning that nothing is out of their reach. (Chapter 5)
 When Yeonmi talks about being a vendor in the market, she talks about thinking for herself. This is when
she learns she does have control over her own fate. Students can see this as a way of making their own
path here at FIU. Their future is in their own hands, not what anyone else chooses for them. (Chapter 8)
 Exercise: Journal entries and goal setting
2. NAVIGATING THE UNIVERSITY
 When Yeonmi’s family had moved to stay with her aunt and uncle in Songnam-ri, she talked about having
a strange nostalgia being surrounded by nature. She felt closer to her real self. Exploring the campus can
allow a student to really feel at home (campus tour). (Chapter 8)
 Yeonmi at one point talks about how it took her five years of practicing freedom that she did not need to
copy other people’s answers anymore. Talk to students about getting involved on campus and how
opening up to new clubs and organizations allows growth self-actualization. (Chapter 20)
 Exercise: Campus Resource Scavenger Hunt/Mix and Match
3. STUDYING EFFECTIVELY
 When Yeonmi was going through many processes to become a citizen of South Korea, people told her
that she would not do well academically: the agent who interrogated her, the principal who dismissed her
and many teachers. Yeonmi still passed her GED and went on to study at Dongguk University and NYU.
Studying affectively can allow you to reach any goal you put your mind to. (Chapter 21)
 Exercise: Being self-aware of study habits/needs
4. IT’S ALL ACADEMIC
 Starting with Korean children’s books and moving here way up to biographies, Yeonmi was translating
books and learning about history and countries of the world. This allowed her to utilize the information on
how people overcame obstacles and prejudices to get ahead. Talk to students about the resources they
have to get ahead in college (GSI, Academic Advisors, etc.). (Chapter 21)
 Exercise: What has been working during the semester? What has not?
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2016-2017 Common Reading Program
5. ON TIME
 Before Yeonmi was born, her dad would smuggle cigarettes on trains. He had to be very careful about
the trains he chose and what times to avoid being searched by the police. Prioritizing your time
effectively can be very beneficial as it was in Yeonmi’s father’s case. (Chapter 2)
 Exercise: Talk to students about time management and organizational skills.
6. STRESS, STRESSING, STRESSED OUT
 Yeonmi talks about how people who risk going to prison to watch movies or old wrestling matches. Life
was so grim in North Korea, it was nice to let your imagination carry you away for an hour or two.
Sometimes a little time away from work or school can relax and destress students. Talk about ways they
relieve stress. (Chapter 5)
 Yeonmi writes about how, in the months that her mother had left her and her sister home alone, how the
darkness scared her. Even now, she will turn on all the lights to comfort herself. Asks student what calms
them and how that can help manage stress. (Chapter 7)
 When Yeonmi’s family had moved to stay with her aunt and uncle in Songnam-ri, she talked about have a
strange nostalgia being surrounded by nature. She felt closer to her real self. Getting out and being in
nature or somewhere out of the ordinary can be very stress relieving. Asks students where they go to
relieve stress (suggest walking in the nature preserve, or by the bay). (Chapter 8)
7. USING THE LIBRARY TO CONDUCT RESEARCH
 After leaving the Heavenly Dream School, Yeonmi takes all the books she can find and reads all of the
information she can get her hands on from Roman mythology to world history. Have your students talk
about a research project or a book that interested them. (Chapter 21)
 When heading for Mongolia, Yeonmi and her mother are told to pray for their forgiveness even though
they have no idea what or who they are praying to. Have students think about a tradition they may have
heard about, but did not fully know the significance of. (Chapter 18)
 Exercise: What has the book made you want to research more about?
8. RELATIONSHIPS: HEALTHY, HARMFUL, OR HAZARDOUS
 Yeonmi discusses how her grandfather describes her parents as ‘magpies,’ meaning that they are fit to
marry because they are within the same society. Discuss with students how this is related to the way we
form relationship both economically and socially. (Chapter 3)
 Yeonmi talks about the term ‘doublethink’ where in North Korea, you can recite slogans denouncing
capitalism and later that day browse through the market. Discuss with students relationships they have had
with friends or family where they did or said something they did not agree with but agreed anyway
(Gilligan’s theory, Level 2). (Chapter 5)
 Yeonmi meets a boy named Chun Guen and his family has a better ‘songbun’ then hers. He becomes
serious about Yeonmi and wants to date her but she keeps refusing for she knows he family’s ‘songbun’ will
ruin his chances in the future. Discuss with the class about friendship and sacrifice for the greater good.
(Chapter 9)
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2016-2017 Common Reading Program
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Towards the end of their journey in China, Yeonmi hears her mother sing for the first time in a very long
time. This allows all of the walls that Yeonmi had around her heart to break and allows her to feel again,
realizing that her mother is everything to her. Discuss with the class someone who means everything to them
and how that person helps them. (Chapter 17)
Exercise: Draw a circle with student in the middle; who is in your circle?
9. DIVERSITY IN A DIVERSE CONTEXT
 Yeonmi discusses how her grandfather describes her parents to be both ‘magpies’ meaning that they are
fit to marry because they are within the same society. Within this context, Yeonmi’s grandfather limits his
daughter because they fit within the same schema of society. Discuss with students why diversity is so
important growing as an individual. (Chapter 3)
 When Yeonmi was a child she knew nothing of the outside world or news other than what the government
wanted the people to know. She discusses how she knew nothing else other than what was in front of her
face: her parents, relatives, and neighborhood. Talk with students about their journey to college at FIU
and if it was a “culture shock” from what they are used to. (Chapter 4)
 Yeonmi talks about how South Korean academics are rated highest on the Person Global Index, which
also rates the United Kingdom at sixth place and the United States at fifteenth. Lead a discussion about
what could be diverse academically, from our education. (Chapter 20)
 Starting with Korean children’s books and moving her way up to biographies, Yeonmi was translating
books and learning about history and countries of the world. This allowed her to utilize the information on
how people overcame obstacles and prejudices to get ahead. With the diversity Yeonmi learned within
books, she was able to find the confidence in herself to be a leader. Diversity does not only come from
being in an environment. Discuss with students how a book or article they read had changed their point of
view. (Chapter 21)
 On her journey from China and into South Korea, Yeonmi had to devote herself to Christianity. Later on
she discusses how she does believe there is something out in the universe pushing us into the direction of
good rather than evil. This lesson in diversity comes from the fact that though people may pray to the
same or different being, all of these religions point to good rather than evil. Talk to students about being
culturally aware and understanding. (Chapter 22)
 On her way to America, Yeonmi is reminded of her childhood days in North Korea and how American’s
are referred to as “American Bastards” with big noses. As she landed she realized how quickly a lie loses
its power within the face of truth. Within this lesson we can see that sometimes we must challenge what we
are told, especially in diversity. Prejudice and stereotypes fill the world with negativity. People are
people. Discuss with students the importance of questioning the norm. (Chapter 23)
 Exercise: Privilege walk
10. LEADERSHIP AND COMMUNITY STANDARDS
 When Yeonmi talks about life in North Korea, she describes how there was a network of neighborhood
informants and official police surveillance that ensured the government knew what you were doing at all
times. These measures by neighbors and officials chose the values and ethics for the people. What values
and ethics do you hold dear to you? What if someone were to choose them for you? (Chapter 2)
 Exercise: What are your values? How will you contribute to the FIU community?
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2016-2017 Common Reading Program
11. BECOMING A GLOBAL CITIZEN
 Yeonmi talks about how South Korean academics are rated highest on the Person Global Index, which
also rates the United Kingdom at sixth place and the United States at fifteenth. Looking at these numbers,
which still hold true, what do you think we could do a global citizens to boost our rankings in education?
(Ranking consists of cognitive skills and educational attainment). (Chapter 20)
 When Yeonmi takes the trip to Costa Rica to do missionary work, she had a revelation that happens
during her distress. She finds that she is no longer praying for herself, but for others. That is when she
realized why she was there. In becoming a global citizen, we have to think past ourselves, which
sometimes is easier said than done. Discuss with students how helping others is also a way to help find
your goal or passion (Alternative Breaks, Community Involvement, etc.). (Chapter 23)
 Exercise: Talk to students about Global Learning, Alternative Breaks, etc.
12. CONTROLLING YOUR FINANCES
 Yeonmi’s father was a great business man. He was able to adapt to the market from cigarettes to sugar,
rice and other goods. Just like Yeonmi’s father, shop wisely for what you need and create a budget to
make sure you are not overspending. (Chapter 2)
 At one point Hongwei was making a good amount of money, moving himself and Yeonmi all around
China. Not keeping a hold of his finances, he started to gamble his money away to the equivalent of
$1,000 to $4,500 a day. Remember to keep an eye on the money you spend and what you have (i.e.
checking accounts, credit cards, financial aid, etc.). (Chapter 16)
 When Yeonmi’s parents were making good money, they would buy good amounts of food and share with
the community. When Yeonmi’s father ends up being caught by the authorities, their mother leaves them
with a little amount of money that has to be stretched for a month for food. She and her sister
immediately spent it on sweets and ended up not eating for a good portion of the month. This lesson was
learned the hard way, for Yeonmi’s parents never showed them any different. (Chapter 7)
 Exercise: Have students create a budget of their current expenses and income (if applicable)
13. MAXIMIZING YOUR HEALTH
 Yeonmi stated that she left North Korea and was willing to risk her life for the promise of a bowl of rice.
Talk with students about healthy eating and how it can affect learning.
 Exercise: Discuss food insecurity and the Student Food Pantry on each campus (MMC and BBC).
14. MENTAL HEALTH AND ITS IMPACT ON ACADEMIC SUCCESS
 Yeonmi talks about how people risk going to prison by watching movies or old wrestling matches. Life is so
grim in North Korea that it is nice to let your imagination carry you away for an hour or two. Sometimes
getting away from reality is a way to take your mind off of the daily stresses that can be detrimental to
your mental health. (Chapter 5)
 Yeonmi talks about a situation where she had seen and heard people crying in the streets, and she could
not take it anymore. She had shut out her heart, for the pain would be too much. Students may
experience sensitive or traumatic situations that are hard to deal with. Let students know about resources
such as CAPS and Victim Empowerment Program that can provide support students. (Chapter 5)
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2016-2017 Common Reading Program
15. EXPLORING, DEVELOPING AND MANAGING YOUR CAREER
 In the early chapters, Yeonmi talks about how she was able to smuggle in movies such as Titanic. Though she
watched these movies of the outside world, she could never imagine herself living like those characters. She
could not even believe they were real. Sometimes we feel that our goals or aspirations seem out of reach.
Remind students that nothing is out of reach and there are many tools to help with achieving their goals (GSI
tools, internship opportunities, practice interviews, Career Services, etc.). (Chapter 5)
 There was a time in China where Yeonmi had to give up her mother again and Hongwei was getting worse
to live with. Yeonmi realized at that moment her life could mean something someday and she could no
longer accept her situation. Through her emotions, she found the dignity to fight for herself. We all have
something that drives us to strive for our very best. Talk to students about what has given them motivation in
the past to achieve their goals and how using that motivation can help in their career. (Chapter 16)
 Exercise: Why have students chosen their major/career?
16. PUTTING IT ALL TOGETHER
 At one point, Yeonmi points out that the regime wanted all of its citizens to act like a single-celled organism
where no unit can exist without the other. Have students reflect on this past semester on how they have grown
as individuals, functioning for their own future. (Chapter 6)
 Exercise: What lessons have you learned from the book that has helped you overcome challenges during your
first year?
Add to your syllabus:
Author Visit
Author Yeonmi Park will be speaking at FIU:
BBC: October 4, 2016 – WUC Ballrooms, 2pm; MMC: October 5, 2016 – GC Ballrooms, 12pm
Essay Prompt
Select an event or theme from the book that you can identify with and describe how it relates to you and your
transition to college. The paper should be two typed pages in length.
Common Reading Essay Contest URL: http://libguides.fiu.edu/commonreading
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2016-2017 Common Reading Program
ACTIVITIES FOR TEACHING IN ORDER TO LIVE
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Response Cards: Give each student an index card. Ask them to briefly write down their questions, thoughts,
comments, etc. and have them turn in their cards for discussion
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Group Discussions: Have students pair up or get in small groups to talk about the book, the current
chapter of the FYE book, and how it relates to their current experiences as a student at FIU
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Word Clouds: Have students submit key words describing their thoughts on the book and talk about the
most reoccurring words (polleverywhere.com can be used)
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Teach the Class: Pick a theme(s) or historical event relating to the common reading book and have students
teach their peers about themes in the book (Freedom, Thinking for one’s self, Education, etc.)
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Journal Writing: At the beginning of every new chapter, have students jot down a few lines of their
experiences at FIU and how they might translate into one of Yeonmi’s experiences.
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Literary Grab Bag: Fill a large shopping bag or box with objects from the novel. Have everyone pull out
an object and guess which character, and at which point in the story (if relevant) the prop is used.
Examples: an orange peel for when Yeonmi was with Chun Guen and his friends; Chinese sandwich cookies
for the money Yeonmi and Eunmi spent.
FROSTARTMUSEUM
The Frost Art Museum is developing an exhibition that will complement the Common Reading Program and
introduce new students to the museum. This year, we will feature a show in our Betty Laird Perry Gallery that
accompanies the book, “In Order to Live: A North Korean Girl’s Journey to Freedom.” We will be offering
docent led tours starting fall semester. In July, instructors may contact Miriam Machado, Curator of Education
([email protected]) to schedule a tour. Tours will last approximately 30 minutes.
Thank you for all your contributions toward making the Common
Reading Program a successful experience for our students!
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