Pre-Quarter

Goal: Introduce myself to my section, welcome them to the program, and get to know more
about them.

Email Composition:

 Welcoming introductory sentences.

 Introduce myself.
o My year and major
o Where I’m from
o Interests
o Notable involvement within Honors and UW at large
 Introduce survey, including deadline to respond.
o Why did you choose the Interdisciplinary Honors Program?
o How do you learn best? What’s one of your best memories of powerful
learning?
o In addition to Honors 100, what other classes are you taking this fall?
o Favorite hobbies and/or interests? What activities are you involved with, or
hope to become involved with, outside of academics?
o Where do you come from? (where’s home, does your ancestry play a significant
role in your life, any relevant childhood stories/details?)
o What goals do you have as a student, and on a more personal level, during this
quarter and throughout the next year?
o What do you expect from me as your Peer Educator?
o Anything else you want me to know about you as an individual and/or student?
 Provide where and when of first meeting.
 Remind them to finish Assignment 1 prior to class.
Lesson 1
Goal: Welcome students to the section; introduce ourselves to one another; explain the Honors
curriculum and how to approach fulfilling its requirements.
Materials: Honors Curriculum printout, laptop (PowerPoint + appropriate links open), extra
paper.

Introduction (15 minutes (Minute: 15))

 Go around in a circle (3 minutes)

o Name + alliterative adjective + intended major
 Introductory Pairs (6 minutes)
o Pairs tell each other their name, where they’re from, and the best and worst
things that have happened to them this past week.
o Go around; each person introduces their partner to the class.
 Introduce myself (5 minutes)
o Discuss the role Honors has had on my college experience.
o What I hope to get out of the class from my own perspective and how that
relates to them.

Class Expectations (15 minutes (Minute: 30))

 Class is built to introduce the University and Honors Program.

o Decimal grading
 I give feedback, but not actual grades.
o Turn things in on Catalyst, also a site on Canvas
 Bring up the sites on my laptop.
o Course schedule

Assignment 1 Discussion (15 minutes (Minute: 45))

 Break students into small groups (3-4) (10 minutes)

o Why they came to Honors, expectations, hopes, fears.
 Discuss in large group (5 minutes)
o Common themes
o Fears, reservations?
Break (5 minutes (Minute: 50))

Honors Requirements (15 minutes (Minute: 65))

 Distribute Honors Curriculum printout, pull up PowerPoint

o 47 credits, 2x 1-credit seminars + 9x 5-credit courses
o 1x Arts/Humanities, 1x Social Science, 1x Natural World, etc.
 Does not replace general Areas of Knowledge requirements
 No AP or IB credits
 Present my own transcript
o Honors prefix vs. other types
o Portfolio requirements
 Pull up my own
o Experiential Learning
 Two activities, four areas
 Discuss what I’ve down
o Honors tracks
 Departmental vs. Interdisciplinary

Discuss Assignment 2/Finishing up (15 minutes (Minute: 80))

 Making a 4-year plan (5 minutes)

o Demonstrate breadth of course opportunities via UW Course Catalog and Honors
course archives
 Reflection time! (5 minutes)
o Write down big picture goals you want to achieve in your time at the UW
o Personal as well as practical (relate it to Assignment 2)
 Come back to full class (5 minutes)
o Remaining confusions, questions?

Backups:

 Do they fulfill the requirements? – Activity similar to what we did in section that one day
with the slips in the envelope. Have them do it in teams.
 List courses they look forward to exploring, see if there are commonalities and potential
to create bonding between certain students on the first day.
Lesson 2
Goal: Understand the scope of communities available on campus and to begin establishing
them within Honors 100!
Materials: Computer, extra paper, UW campus map printouts, Assignment 2 reflection
printouts, Resource printouts
Pre-Class: Research upcoming events, poll interests

Introduction (17 minutes (Minute: 17))

 Address any pressing questions (2 minutes)

 Icebreaker - ‘Get to know you’ Bingo; go around checking off things that are true about
other members of the class. (5 minutes)
 Highs and lows of the week (5 minutes)
 Introduce topic of the day – Connecting with Your Community (5 minutes)
o Why it’s important: how to feel engaged and connected
o Importance of community – my own experience

Map Personal Network (15 minutes (Minute: 32))

 Have them create a bubble chart networking their closest friends, supportive
relationships on campus, resources they’re currently using. (5 minutes)
o Give them a better idea of their scope of relationship with the UW
 Come back as group, specifically focusing on resources (5 minutes)
o What have you used so far?
o Best resource so far? Resources you’re interested in learning more about?
 Discuss how this class can be used to build community (5 minutes)
o What are they looking for?
o How can this space accommodate their needs?

Assignment 2 Discussion (3 minutes (Minute: 35))

 Any lingering questions? (3 minutes)

o Pass out pre-prepared printouts of questions addressing questions to ask
yourself when choosing a certain academic path or course.
 Why do you want to take this course? (Fulfilling need? Pleasure?)
 What do you hope to gain out of this course?
  How does this course relate to the content of your other courses? (Do
they work well together? Is there enough diversity?)

Break (5 minutes (Minute: 40))

Scavenger Hunt (or Tour) (30 minutes (Minute: 70))

 Distribute Resource printouts and UW campus maps, split into groups of 3-4
o Scavenger hunt locations coordinate with Resource printouts
o HUB (ASUW, RSO, Greek Life, technology center)
o Red Square (Odegaard Library Writing center, George Café, Suzzallo)
o Various Departments, Hall Health, Henry Art Gallery, etc.

Debrief (10 minutes (Minute: 80))

 What did you learn? Remaining questions?

 Reminders, Assignment 2 due next week, mention upcoming community building
events.

Backups:

 If students haven’t registered or are uncertain about registration, take time to walk
through the online registration. Tools like Schedule Finder, Notify UW, My Plan, etc.
 Explicitly go over Resource printout in class to clarify and specify the various resources
outlined. Anything missing? What else do you want to know?
 If it’s rainy, stay inside and do scavenger hunt online instead.
 Discuss outside campus resources.