Escolar Documentos
Profissional Documentos
Cultura Documentos
COURSE PACKET
2019-2020
Academic Year
Contents
Welcome 3
Letter from New Student and Family Programs 3
Welcome! Four Years to Thrive 4
Culture of Care 4
The History of First-Year Seminars 5
First Year Florida 5
Your First Year Florida Instructor 7
Your First Year Florida Peer Leader 7
Contacting Us: Dean of Students Office 7
Academic Success 8
High School Versus College 8
Managing Your Time 9
Learning Preferences 11
Note Taking 11
Reading Comprehension 14
Writing/Grammar 15
Test Preparation 16
Test Taking 17
Academic Advising 20
Advisor-Student Partnership 20
Where to Find Your Adviser? 21
Exploratory Advising 23
Pre-Health Advising 23
Pre-Law Advising 23
Critical Tracking Requirements 23
General Education 24
Electives 25
One.UF 25
Advising FAQs 25
One resource to guide you toward success is First Year Florida, a first-year seminar
designed to ensure new students make a successful transition at the University of
Florida. Focusing on academic and personal success, this is a course unlike any other.
First Year Florida is taught by a UF faculty or staff member who has a special interest
in supporting new students, and an undergraduate peer leader, who serves as a mentor.
The small class size allows students to connect and learn from each other, while
establishing a personal connection with their instructor and peer leader. The class
focuses on discussion and interactive activities. Students are expected to participate
and be present for every class.
Regardless of the section, all First Year Florida classes have common learning outcomes.
This means that while each class is personalized to the students in the course, all First
Year Florida students will achieve similar outcomes.
College-level courses have different expectations and requirements than high school-
level courses. Whether preparing for an exam or a quiz, writing a paper or keeping
up with homework, it is necessary that you focus on improving your study skills. In
other words, your performance in the classroom is related to the amount of time you
spend working outside of the classroom. It is important for you to understand how
ability, motivation, study time and work patterns influence academic performance.
This section will cover topics like:
• Time Management • Test Preparation
• Learning Styles • Test Taking
• Note Taking • Reading Comprehension
• Writing and Grammar
8:00 a.m.
9:00 a.m.
10:00 a.m.
11:00 a.m.
12:00 p.m.
1:00 p.m.
2:00 p.m.
3:00 p.m.
4:00 p.m.
5:00 p.m.
6:00 p.m.
7:00 p.m.
8:00 p.m.
9:00 p.m.
The following diagrams illustrate the various note taking styles. These visual
representations help to demonstrate the different methods.
These are just some methods proven to be helpful to students in the past. Remember, you
may choose to use a combination, especially depending on the class. Do not be afraid to
experiment with different note-taking styles. There is no “one-size-fits-all” strategy. You
could change your note-taking style based on the type of class, the professor you have
and the way you like to study for the subject.
Here are additional tips and tricks that you might find useful:
• There is a great difference between knowing a thing and understanding it.
Maintain this attitude when you are taking your notes. It is important to understand
the difference between just memorizing a fact, and “knowing” the theory and
application.
• Make sure your note-taking style is fluid for you. If you are having trouble
understanding the organization of your notes, be sure to switch styles to see what
works for you!
• Take notes in class and then re-write them into a separate notebook in a neat
fashion. This tip is helpful if you have fast-talking professors. Sometimes you must
compromise neat handwriting to ensure all notes are taken in class. Re-writing
something can help with organization and memorizing!
Test Taking
Taking tests is something you probably have done for a long time. Tests are tools
professors will continue to use in your college academic setting; however, it is not the
only means. You will find not all classes use assessments like a quiz, test, exam, etc.
to measure your academic knowledge. Professors may use labs, papers, projects, etc. to
capture your understanding. However, during your time here at UF, you are more than
likely going to take a few exams. If you know some good test-taking strategies, this
process doesn’t have to be as daunting as it sounds. Take a look at these test-taking tips
before your next exam:
General Tips:
• RELAX! Breathe deeply and be sure to take your time.
• Look through the exam before beginning and budget out your time.
• Read through everything very carefully, including the instructions. If you have
time, read each question twice.
• Stuck on a question? Move on and return to it later.
• Mark questions you’re unsure of; there may be other parts of the exam that help
answer the question. This way you can return to the question quickly.
Ultimately, when you arrive to take the exam, the best thing you can do is stay calm and
take your time. Being able to reduce the stress or anxiety during an exam can make the
difference in a grade. One study found that students who experience low levels of testing
anxiety had a cumulative GPA ranging from 3.22-3.35, whereas those with high levels of
testing anxiety had a cumulative GPA ranging from 2.97-3.12.
The big take away? When you remain calm, read directions and utilize test-taking
strategies during an exam, you can impact your grade in a positive way. Our goal is for
you to achieve the best grade possible.
References
Chapell, Mark S., Z. Benjamin Blanding, Michael E. Silverstein, Masami Takahashi, Brian Newman, Aaron Gubi, and Nicole McCann. 2005. “Test Anxiety
and Academic Performance in Undergraduate and Graduate Students.” Journal of Educational Psychology 97 (2): 268–274.
Eagan, K., Stolzenberg, E. B., Bates, A. K., Aragon, M. C., Suchard, M. R., & Rios-Aguilar, C. (2015). The American freshman: National norms fall 2015. Los
Angeles: Higher Education Research Institute, UCLA
Five Notetaking Methods. (n.d.). Retrieved June 17, 2016, from http://www.redlands.edu/globalassets/depts/student-life/academic-success/skills-work-
sheets/test-taking-tips-new.pdf
Test Taking Tips. (n.d.). Retrieved June 17, 2016, from http://www.redlands.edu/globalassets/depts/student-life/academic-success/skills-worksheets/test-
taking-tips-new.pdf
Pierre, K. (2014). How much do you study? Apparently 17 hours a week is the norm. Retrieved June 17, 2016, from http://college.usatoday.com/2014/08/18/
how-much-do-you-study-apparently-17-hours-a-week-is-the-norm/
Adviser-Student Partnership
Academic advising is a collaborative effort between the adviser and the student. In
order to help foster this collaborative effort, there are a certain set of responsibilities
that both the adviser and student must live up to.
Student Responsibilities:
1. Come to advising early and often. Advising wait times are longest during
drop/add and advanced registration, so plan accordingly.
2. Write down your questions prior to coming (so you don’t forget to ask
something) and bring something to write down the answers.
3. Bring all necessary forms and paperwork with you.
4. Be open and honest with how you are performing in your classes. The more
information you provide, the more help an adviser can give.
5. Become knowledgeable about college programs, policies and procedures.
6. Actively check and read your GatorLink email as it is the way advisers and
UF will relay important information to you.
7. Follow through on the topics you and your adviser discuss.
Pre-Law Advising
The College of Liberal Arts & Sciences Academic Advising Center also offers Pre-Law
Advising for students considering applying for law school. To prepare for law school, stu-
dents will want to take classes that help them develop strong reading, writing and criti-
cal thinking skills. If you are interested in learning more, you should visit the Pre-Law
Advising website and register for the Pre-Law listserv — https://www.advising.ufl.edu/
pre-law/.
General Education
The General Education Program (Gen Ed) supports the mission of the University of
Florida by providing undergraduate students with common collective knowledge about
the world in which they live. The curriculum enables students to think creatively, reason
critically, communicate effectively, and make informed decisions that affect all aspects
of their lives.
Students will take classes in eight specific General Education categories:
• Composition (C)
• Mathematics (M)
• Humanities (H)
• Social & Behavioral Science (S)
• Biological Science (B)
• Physical Science (P)
• International (N)
• Diversity (D)
Things to consider when completing your General Education requirements:
• As part of the State Core requirement, there are specific courses within each
category that must be completed. You can review that list of classes on the UF
General Education website — http://gened.aa.ufl.edu/state-gen-ed-core.aspx.
• A minimum grade of C is required for general education credit.
• Some majors require or recommend specific general education courses. You
should consult with your academic adviser on this.
• Certain classes are approved to count for multiple general education program
areas. Students can count a general education course toward one area only
except for (D) and (N) credits, which must be earned concurrently with another
area. For example, a course designated as HD can count toward both the H and D
requirements, but a course designated CH can count only as C or H.
ONE.UF
The ONE.UF portal is a central portal for accessing self-service functionalities at UF.
Through ONE.UF students can:
• Access the Student Self Services page, where you will check transcripts and final
grades, review your degree audit, financial aid and more.
• Register for classes through the Register/My Schedule tool.
• Check your Holds.
• Review the Schedule of Courses for the upcoming term.
Advising FAQs
How do I change my major?
If you’re interested in changing your major, you should talk to an adviser in the
college/school of the major you’re interested in changing to. They will help you
review the tracking requirements for the new major to help you identify if you are
on track or can easily get on track.
How do I take transient classes at another school? Will those classes count towards
my summer requirement?
If you are interested in taking classes at another institution during the summer, you should
consider what you might want to take, where you are interested in taking the classes, and
then discuss it with your adviser. Classes taken at one of the 12 State University System
institutions — http://www.flbog.edu/universities/ — will count towards your State of Florida
summer hour requirement.
Themes of Involvement
Involvement looks different for every student and the Department of Student Activities
and Involvement (SAI) focuses on six themes of involvement to help students identify
engagement opportunities they wish to pursue. The six themes are:
1. Academic and Scholarship
2. Civic Engagement
3. Community Building
4. Diversity and Inclusion
5. Leadership Development
6. Wellness
By utilizing the themes of involvement, students are able to determine the impact their
involvement has on their personal development and college experience. The themes
are helpful in identifying the number of engagement opportunities a student pursues.
A student may engage in a single opportunity that encompasses all six themes while
another may choose to engage in multiple.
SAI encourages students to view involvement through two lenses:
• What am I gaining from this experience?
• What am I contributing to this experience?
When students are able to achieve both, they maximize their learning and development
potential.
Navigating Your Student Experience
UF provides numerous involvement opportunities to assist you in determining where
to start your involvement journey. You can reflect on your previous involvement
experiences from high school and other institutions, identify academic and personal
goals for your time at UF, and consider participating in something new or outside of
your comfort zone. To begin navigating your student experience, use the tools and
questions on the next page.
Personal Interests
What are you interested in
learning and experiencing?
Previous
Involvement
How were you involved in
high school?
Strengths and Skills
What are you good at? What
comes naturally to you?
New Experiences
Did you notice any common themes in the different rows? Is there something you wrote
down that you were not expecting? Using the information from the chart above, circle or
highlight the involvement interests you would like to pursue in your first year at UF.
A- Achievable
Challenging, but you
have the knowledge
to succeed
R- Relevant
Measure outcomes
more than activities
T- Time-bound
Time sensitive
Involvement will look different for every individual. Seeking groups of people and
organizations to build community with is a journey of self-discovery and can be very
enriching to your college career. Intentional decision-making is important in finding
a balance in your academic and social life. It is okay to take time to explore the many
different options the University of Florida has to offer. Your First Year Florida Peer
Leader will serve as an excellent resource for you to figure out the best places you can
be involved with.
On the next page, you will find campus resources and services that offer help to you
with different dimensions of wellness. Please note the following resources are not all-
inclusive.
Interpersonal Violence
Some unhealthy relationships devolve into violence. The types of interpersonal
violence that are most common for college students to experience are sexual
violence, relationship violence and stalking. They can lead to difficulty concentrating
and sleeping, anxiety, depression, physical illness, and even substance abuse, eating
disorders and suicide. These types of interpersonal violence are not only illegal, they
Individual Services:
• Wellness coaching- Meet with a trained wellness coach to develop a personalized
action plan to meet your wellness goals and support your academic success.
• HIV Testing- Confidential testing and counseling. Start with an initial appointment/
test and obtain results two weeks later.
• Quit Tobacco Coaching- A one-on-one conversation with a Quit Tobacco Coach.
Through participation in this program free Nicotine replacement is offered to those
who could benefit from it.
Outreach Services:
• Presentations- Our engaging presentations cover a variety of health topics relevant
to the college experience. We can present to your class or student organization.
• Tabling- We have interactive activities when we table at numerous events across
campus and offer health behavior tools to those that stop by.
• Health Hut- The Health Hut is a peer-based wellness program set-up at various
locations around campus. The health communication message in the Health Hut
changes every two weeks so be sure to stop and check out the available resources.
To learn more about GatorWell or to access any of the services; visit www.gatorwell.ufsa.ufl.
edu, call 352.273.4450, or come to our Reitz Union office.
Your time at the University of Florida will allow you to discover new life experiences.
Balancing a healthy schedule and maintaining wellness will enable you to fully enjoy and
embrace your first-year journey. First Year Florida prioritizes your wellness, and will aid
you in navigating the many resources UF offers.
American College Health Association. (2013, November). A Good Night’s Sleep: Tips and Support. [Brochure]. Hanover, MD: Author.
American College Health Association. (2016, February). Stress in College: What Everyone Should Know. [Brochure]. Hanover, MD: Author.
American Heart Association (2014, February). American Heart Association Recommendations for Physical Activity in Adults. Retrieved from: http://www.
heart.org/HEARTORG/HealthyLiving/PhysicalActivity/FitnessBasics/American-Heart-Association-Recommendations-for-Physical-Activity-inAdults_
UCM_307976_Article.jsp#.WRtH8PnythE
American Heart Association (2017, January 10). How to Eat Healthy without “Dieting”. Retrieved from https://healthyforgood.heart.org/eat-smart/articles/how-
to-eat-healthy-without-dieting
Banyard, V.L., Plante, E.G., Moynihan, M.M. (2004). Bystander education: bringing a broader community perspective to sexual violence prevention. Journal of
Community Psychology, 32(1), 61-79 http://doi.org/10.1002/jcop.10078.
Breiding, M. J. (2014). Prevalence and characteristics of sexual violence, stalking, and intimate partner violence victimization. National Intimate Partner and
Sexual Violence Survey, United States, 2011. Morbidity and Mortality Weekly Report. Surveillance Summaries (Washington, D.C. : 2002), 63(8), 1–18.
Campbell, J., Jones, A.S., Dienemann. J., Kub, J., Schollenberger, J., O’Campo, P., Gielen, A.C., Wynne, C. (2002). Intimate partner violence and physical health
consequences. Arch Intern Med. 162(10), 1157-1163. http://doi:10.1001/archinte.162.10.1157.
Cardinal Health (2015). Generation Rx: Understand the Issue. Retrieved from: http://www.generationrx.org/learn/understand-the-issue
Center for Disease Control and Prevention (2015, June 4). Physical Activity Basics. Retrieved from: https://www.cdc.gov/physicalactivity/basics/adults/index.
htm
Coker, A.L., Cook-Craig, P.G., Williams, C.M. (2011). Evaluation of Green Dot: an active bystander intervention to reduce sexual violence on college campuses.
Violence Against Women, 17 (6), 777-796 http://doi.org/10.1177/1077801211410264.
GatorWell Health Promotion Services. (2016). Healthy Gators Student Survey Report 2016 [Data file]. Retrieved from http://gatorwell.ufsa.ufl.edu/health_
data#healthy_gator_student_survey
National Coalition Against Domestic Violence. (2015). Domestic violence national statistics. Retrieved from http://www.ncadv.org.
National Institute on Alcohol Abuse and Alcoholism (2016, May). Rethinking Drinking: Alcohol and Your Health. Retrieved from: https://www.
rethinkingdrinking.niaaa.nih.gov/
National Institute on Drug Abuse (2016, February). Marijuana: Brief Description. Retrieved from: https://www.drugabuse.gov/drugs-abuse/marijuana
National Sleep Foundation. (n.d.). How much sleep do we really need? Retrieved from https://sleep.org
Spitzberg, B. H., Cupach, W. R. (2007). The state of the art of stalking: Taking stock of the emerging literature. Aggression and Violent Behavior, 12(1), 64-86.
United States Department of Agriculture (2016, January 7). Everything You Eat and Drink Matters-Focus on Variety, Amount, and Nutrition. Retrieved from
https://www.choosemyplate.gov/variety
Welcome: Kristopher Klann, Assistant Dean of Students, New Student and Family Programs
Jonathan Tunwar, Assistant Director, New Student and Family Programs
Jeanna Mastrodicasa, Associate Vice President for Operations, IFAS
Academic Success: Beth Roland, Assistant Director, Disability Resource Center
Jonathan Tunwar, Assistant Director, New Student and Family Programs
Matthew Solomon, Student Assistant, New Student and Family Programs
Academic Advising: Kris Klann, Director New Student and Family Programs
Involvement: Catherine Pedersen, Assistant Director, Student Activities and Involvement
Wellness: Alicia Baker, MA, MPH, CHES – Health Promotion Specialist
Samantha Evans, MS, CHES – Health Promotion Specialist
Jennifer Kennymore, MPH, CHES - Health Promotion Specialist
Natalie Rella, MPH, CPH – Health Promotion Specialist
Sara Ryals, MS, CHES – Health Promotion Specialist
Rita Lawrence, BA - Interpersonal Violence Prevention Coordinator
Design, Layout, Editing: Kristen Dugan, Intern, New Student and Family Programs
Disclaimer: Please note that this digital publication is solely for the purposes of First
Year Florida and should not be shared digitally, or in print, without explicit written
permission from New Student and Family Programs.