Engage 100 Experience Application

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# Created User IP address First Name Last Name Department Title Email Phone Title of the Proposed Engage 100 Experience Description of Experience (for Students) Description of Experience (for Review) Experience Contact (for Students) Experience Contact Email (for Students) Experience Link (for Students) Who is the primary leader of the proposed Engage 100 experience? How will you be utilizing a mentor for this experience? How many anticipated meetings per semester? Proposed Engage 100 Experience is an existing FSU course If proposed experience is an existing course, please provide course number. What is your anticipated enrollment per section? Please indicate which of the Engage 100 objectives your proposed experience meets Please outline how your experience will meet your selected objectives? How will your program/college/department evaluate the effectiveness of this Engage 100 initiative? Photo for Experience Syllabus Upload Approved Which category would this program fall into? In which semester(s) will this course be offered? Operations
45 Wed, 01/31/2024 - 11:22 AM Anonymous 146.201.55.150 Anthony Kurza Undergraduate Studies, Advising First Senior College Life Coach cgnall@fsu.edu 850-644-1178 Tabletop Roleplaying Game Design: Crafting Worlds and Narratives - IDS1107 (Section 49) In "Tabletop Roleplaying Game Design: Crafting Worlds and Narratives," you'll explore the history, design, and impact of roleplaying games while connecting with like-minded students. Through hands-on activities, you'll create your own game, develop storytelling skills, and discover how roleplaying builds critical thinking and problem-solving abilities. In this course, students will work collaboratively in assigned groups to develop their own tabletop roleplaying (TTRPG) adventure game. They will connect their story and world to experiences and challenges they have or might encounter during their tenure at Florida State University. For example, many students wonder about the value of their degree, so they could develop a narrative and setting in which to explore, find meaning, and resolution through the characters and world they create. To create such a narrative for a TTRPG, students will be introduced to some of the basic game mechanics involved in TTRPG game design as well as story-building. In their groups, they will decide which story they would like tell based on their FSU experiences, what role each group member will play within the group, and develop a final product that will be play-tested by their peers.

Aside from creating their own unique TTRPG, students will also have opportunities to connect their interests in game design to their academic, personal, and/or professional goals. During class time as well as through required assignments, students will be introduced to the various resources on campus that could aid them in their game design, such as the Innovation Hub. Additionally, students will explore different communities on campus and attend relevant events that will help connect them to other like-minded individuals. Lastly, they will also be given opportunities to explore how their interests in this topic could be pursued professionally. The game industry welcomes talent from a variety of backgrounds, such as business, creative writing, computer science, and engineering. Exploring career-related resources like those offered at the Career Center could be one way for students to connect their interests to their future career goals. The overall goals of this class are for students to develop practical skills in relation to their interests in TTRPG game design, form a network and community around this interest, and engage in reflection that will connect their identity to their future goals.		 Anthony Kurza akurza@fsu.edu Staff The Peer Mentor will actively engage in supporting instructors and students through a series of hands-on activities and initiatives. Their role is dynamic and involves tangible actions aimed at enhancing the learning experience. During class sessions, the TA actively supports fostering discussion and leading select group activities to reinforce TTRPG design concepts. They provide concrete examples, encourage student participation, and assist in organizing practical exercises that allow students to apply theoretical knowledge to real-world game design scenarios. In collaboration with instructors, the Peer Mentor takes a hands-on approach to guide students through the game design process. This includes supporting playtesting sessions where students can test and iterate on their projects. The Peer Mentor actively participates in these sessions, offering targeted feedback and suggestions to help students refine their game designs. Office hours may be utilized as a platform for the Peer Mentor to provide actionable support to students. They may address individual concerns, offer step-by-step guidance on assignments, and share additional resources that students can immediately incorporate into their projects. Additionally, the Peer Mentor plays a key role in fostering a collaborative environment by organizing group work sessions and facilitating team-building activities. This hands-on approach encourages students to actively engage with their peers, share ideas, and collectively problem-solve challenges in their TTRPG designs. 13-14 No Students will join a formal community and form meaningful peer relationships, Students will know where to find engagement activities well beyond their first term of enrollment and intentionally select engagement activities that aligns with their interests, Students will gain skills to find new communities as their identities develop, Students will develop personal, social and professional awareness 1. As part of one of their first assignments in Week 1, students will identify at least ONE campus partner at FSU that can help them either complete their final assigned project in this course OR help them engage in their hobby of TTRPGs outside the circular lens. For example, the ASLC has several student organizations and events within this realm, such as the Multiplayer Club and SLC Game Committee. Students will also be required to explore which campus partners may help them in their game design. For instance, the Innovation Hub has several resources to aid them, such as 3D printing, study/group workspaces, and other technologies. As part of this assignment, after identifying what outside resource(s) they found and the types of experiences therein, students will then develop a plan to attend a particular event or engagement opportunity and provide proof of that engagement. They will lastly write a discussion post, not to exceed 250 words, reflecting on that experience and how it will relate to the class objectives.

Class time throughout the course will be dedicated to discussing possible engagement opportunities by utilizing services like NoleCentral and the Career Center. All engagement opportunities should allow students to explore their personal and academic interests in the FSU community and have resources that may aid them in other personal, academic, and professional goals.
2. A core component of this class is collaborative storytelling, which will require students to work in groups. By Week 3, students will be placed into their technical groups wherein they will complete their project and most assignments going forward together. This group will ideally be organized based on an interest form given ahead of time that allows students to describe themselves, interests in game design, goals, and potential group role(s) they would like to have within the group (i.e. game master, artist, public speaker, etc.) so that we can appropriately match students up with their peers as much as possible. Not only will this matching process help in creating healthy team dynamics, but also allow for connections outside the classroom from shared interests. The final group product will be their designed TTRPG, based upon what was learned in class and related to their FTIC college experiences.
3. The course structure, assignments, and collaborative activities contribute to this skill development in the following ways:

a) Identifying Campus Partners (Discussion Post): Through this assignment, students will actively seek out at least one campus partner at Florida State University. By identifying individuals or organizations that align with their interests, whether related to their final project or their passion for TTRPGs, students will learn the art of networking and community exploration. This task encourages them to delve into the diverse opportunities available within the FSU community.

b) System Breakdown: The critical analysis of different TTRPG systems exposes students to a variety of storytelling and gaming styles. By exploring the diverse landscape of TTRPGs, students will gain insights into different subcultures and communities associated with various game systems. This analysis broadens their understanding of the gaming world, helping them identify specific communities that resonate with their preferences.

c) Identifying Campus Partners (Discussion Post): Through this assignment, students are prompted to articulate their interests and goals, facilitating self-reflection. This process enables them to recognize how their identities intersect with the people and places of the Florida State community. The act of identifying potential partners requires students to consider their own identities and seek out communities that align with their evolving sense of self.

d) Narrative and Visual Representation Assignment: Crafting a detailed setting for their TTRPG adventure involves considering cultural, historical, and geographical aspects. This assignment prompts students to reflect on the influences that shape their narrative choices. By engaging with these elements, students gain an understanding of their own perspectives, paving the way for them to connect with communities that share similar values or themes.

e) Reflection Assignment: The final reflection assignment encourages students to analyze their overall experiences at FSU and in the course. This reflective process helps them identify the communities and activities that have played a significant role in their personal and academic journey. Students can then use this awareness to seek out and connect with similar communities in the future.
In essence, by actively participating in the course's assignments and activities, students not only gain practical skills in TTRPG design but also develop the ability to identify, connect with, and contribute to communities that align with their evolving identities and interests.
4. Students, working in groups, will design a comprehensive feedback form for playtesting the TTRPG they are creating. This assignment will help students gather valuable feedback from potential players, allowing them to refine and improve their game. Students will have the choice of how they gather feedback, whether that is in a survey platform like Qualtrics or Google Forms, or the pen-and-paper methods of gathering feedback in real-time through observation. This assignment will engage students' skills in reflection, critical thinking, problem-solving, and evaluation. Assessment is a core part of many industries within the United States and serves as a tool to allow for constructive feedback and overall improvement. The ability to engage in assessment early within a student's college career allows them to develop transferrable and valuable skills they can apply toward their academic, personal, and professional goals.

Students will be encouraged to create games and stories that reflect the challenges many students face as they enter the university setting for the first time. Throughout the semester, students within the class will have the ability to playtest their group games and engage in roleplaying through prominent challenges of the first-year experience. Roleplay has been documented numerous times as a valued tool to help encourage development in colligate settings. This class provides the opportunity for students to approach real-life situations they may face while at FSU and think through how they might handle those complex situations. By placing themselves in a different perspective, or character, roleplay helps people accomplish their goals through low-stakes and creative learning. Many organizations utilize roleplay in their training and is a skill students will most likely employ in their future professional goals.

In collaboration with the Career Center, students will engage in conversation amongst their technical groups and possibly with career counselors about the different roles needed for major TTRPG publishers to produce content. While artists and writers play pivotal roles, many disciplines have a hand in the operation. Computer science, law, creative writing, engineering, history, and many more play a role in the success of the industry. For those interested in engaging their specific discipline at FSU in the industry, this will allow them to begin drawing the connection toward their future career goals and how they may obtain them through FSU resources.		 Surveys, Evaluations, Other 21_0093_(093).jpg Yes Interest Based Fall, Spring
44 Wed, 01/31/2024 - 10:33 AM Anonymous 146.201.55.150 Corbin Nall Undergraduate Studies, Advising First Senior College Life Coach cgnall@fsu.edu 850-644-1178 Tabletop Roleplaying Game Design: Crafting Worlds and Narratives - IDS1107 (Section 49) Have you ever wanted to create your own tabletop roleplaying game (TTRPG)? Do you enjoy roleplaying and want to learn more about the history and value of this activity? Are you interested in finding other like-minded students on campus? Welcome to "Tabletop Roleplaying Game Design: Crafting Worlds and Narratives," an immersive and hands-on course that invites students to delve into the captivating realm of TTRPG design! Roleplaying games are an important part of the modern game design and interactive media industries. Even more, the act of engaging in roleplay mirrors real-life situations and can help you better prepare to tackle real-world challenges. Roleplay games teach you to critically think through complex situations and see yourself through different perspectives. This introductory course is designed for creative minds who are passionate about storytelling, game mechanics, and collaborative world-building. No prior experience is necessary, and all levels of experience are welcomed. In this dynamic and interactive class, students will be assigned small groups and embark on a journey to conceptualize, develop, and bring to life their own unique TTRPG. The course aims to provide a comprehensive albeit introductory understanding of the key elements that contribute to a successful TTRPG experience, including blending narrative design, game mechanics, and player engagement. The course focuses heavily on group collaboration to produce a uniquely designed TTRPG that reflects their college experiences.

Through classroom instruction, course materials, and additional learning opportunities, students will:
- Garner a deeper understanding and appreciation for Tabletop Roleplaying Games (TTRPG) through collaborative storytelling and other design processes that allow them to exist.
- Produce a unique and custom TTRPG alongside classmates that can be used inside and outside the classroom.
- Identify how their identities and interests intersect with the people and places of the Florida State community through game development.
- Recognize how these interests can continue to be developed within the larger Florida State community through engagement activities well beyond their first term of enrollment.
- Interact with their instructors and fellow students in ways that support their goals and demonstrate the values of the Florida State community.
- Examine and evaluate their in-class and out-of-class experiences to make meaning and find intrinsic value in their overall college experience.		 Anthony Kurza cgnall@fsu.edu Staff No. 12-13 No Students will join a formal community and form meaningful peer relationships, Students will know where to find engagement activities well beyond their first term of enrollment and intentionally select engagement activities that aligns with their interests, Students will develop personal, social and professional awareness, Students will be able to assess how their engagement activity aligns with their academic and personal goals 1. Students will identify at least ONE campus partner at Florida State University that can help them either complete their final assigned project in this course OR help them engage in their hobby of TTRPGs outside the circular lens.
2. Students will be divided into project/technical groups based on a developed interest form aligning to their goals, interests, and possible roles within said groups. They will collaborate within these groups to assign roles and work together to translate their ideas into a finished product. Additionally, students will be required as part of a class assignment to seek out engagement opportunities on campus that may help them with their project.
3. Students, working in groups, will design a comprehensive feedback form for playtesting the TTRPG they are creating. This assignment will help students gather valuable feedback from potential players, allowing them to refine and improve their game. Students will have the choice of how they gather feedback, whether that is in a survey platform like Qualtrics or Google Forms, or the pen-and-paper methods of gathering feedback in real-time through observation. Students will use their feedback form to assess an established TTRPG. This can be done by watching a TTRPG play video (suggestions will be provided) or by engaging with the game in real-time.
4. Students will prepare a 250- to 300-word essay reflecting on their overall experience at FSU and in this class during the semester. They will examine these experiences and discuss the impact that engagement with the university has had on their own developmental journey. Consider choosing topics that center on academics, involvement, and/or personal growth. They will analyze their learning outcomes and articulate the next steps for continued development.		 Surveys, Evaluations, Other No Interest Based Fall, Spring
43 Wed, 01/31/2024 - 10:28 AM Anonymous 146.201.55.150 Emily Perl Accounting Transition into College: Building Healthy Long Term Habits and Exploring Interests esp22d@fsu.edu 9704150739 Transition into College: Building Healthy Long Term Habits and Exploring Interests - IDS1107 (Section 5-8) Throughout this course we will learn as a community healthy habit that propel us into becoming successful students. We will achieve this by learning balance in our life and building sustainable habits that benefit our mind, body, and soul. Examples of this can be yoga classes, work out classes, study hall times, connecting with students in similar classes, journaling tips, and more. We will also be exploring different aspects of Tallahassee and FSU by visiting farmers markets, different clubs, and other various events that occurs on campus. The goal is to not only create healthy habits, but to also connect students with one another through friendship and by using one another as resources. Throughout this course we will learn as a community healthy habit that propel us into becoming successful students. We will achieve this by learning balance in our life and building sustainable habits that benefit our mind, body, and soul. Examples of this can be yoga classes, work out classes, study hall times, connecting with students in similar classes, journaling tips, and more. The goal is to not only create healthy habits, but to also connect students with one another through friendship and by using one another as resources. Emily Perl esp22d@fsu.edu Undergraduate Peer/Mentors As a mentor I will be able to guide them through all of the ups and downs that the first year of school has to offer. I have had many experiences outside of the classroom which students might be interested in, and I could give them some insight and advice to those topics. once a week No Students will join a formal community and form meaningful peer relationships, Students will know where to find engagement activities well beyond their first term of enrollment and intentionally select engagement activities that aligns with their interests, Students will gain skills to find new communities as their identities develop, Students will develop personal, social and professional awareness 1. After showing them different events they will then know where to get plugged into a community that fits their interest. If that is a film club, swing dancing club, or maybe they will even want to start a club of their own.
2. We will do this by meeting once a week by doing an activity together like yoga classes, meditation time, journal, campus tours, exploring different parts of Florida State through its many clubs, farmers markets, etc.
3. Students will become more curious and social because we will go to events that might spark their interest or get them connect to a club that feeds into that interest.
4. This will help them in personal awareness as they will be able to discover what they actually like to do and what habit help them succeed best.		 Surveys No
42 Wed, 01/31/2024 - 10:22 AM Anonymous 146.201.55.150 Lori Gehrke Computer Science Academic Advisor lg23@fsu.edu 850-644-3768 Succeeding in Computer Science and Beyond This course aims to help you successfully transition to the computer science degree program. Through a combination of introductory programming practice, exploration of university engagement resources, presentations from guest speakers and faculty, and small group activities guided by computer science peer mentors, you will be equipped for success in your first year and beyond at FSU. You will connect with students in the computer science program and develop strong peer relationships with other students who have similar interests. You will learn firsthand knowledge from peer mentors' strategies they have used to be successful. We will meet weekly to discuss a variety of topics related to success in the computer science program and in college during your first year and beyond. Each session will end with an exit slip for you to monitor your progress toward personal and professional goals you will develop, as well as, to gather your feedback and gain insight into how we can continue to improve this course. This course is designed for students in the Computer Science program. The content of this course is a blend of material that connects to introductory computer science programming curriculum along with university engagement resources to support the first year in college student success in the computer science program and develop strong peer relationships, learn about themselves, and persist into the second year of college and beyond. This course utilizes peer mentors throughout to provide firsthand experience and strategies to support first year student’s success in the various computer science degree programs and to help them develop connections with identified communities in the university. Throughout the semester students apply what they have learned to the completion of a Personalized Engagement Plan that includes personal and professional goals with action plans and other activities to teach them new skills and strategies to help them be successful in their first year of college. Ongoing assessment in the form of student surveys and exit slips will be used to monitor student progress toward personal and professional goals, gather student feedback, and gain insight into effectiveness of content used to meet intended objectives of the course. Dr. Lori Gehrke lg23@fsu.edu A link to canvas module will be developed and included after approval. Staff Mentors will be used during the majority of sessions to facilitate small group discussion, reflection, and activities related to the content of this course. In addition, there will be several opportunities for peer mentors to provide larger group discussions related to strategies they have used to be successful in their first year of college and in the first computer programming course in the computer science programs. Mentors will be trained using the PAALM training, and other training will be provided to peer mentors prior to designated sessions that include C++ practice activities. 14 No Students will know where to find engagement activities well beyond their first term of enrollment and intentionally select engagement activities that aligns with their interests, Students will join a formal community and form meaningful peer relationships, Students will gain skills to find new communities as their identities develop, Students will develop personal, social and professional awareness, Students will be able to assess how their engagement activity aligns with their academic and personal goals 1. Through in class exploration activities, guest speakers, partner scavenger hunt, peer mentor small group discussion, and field trips students will know how to find engagement activities and needs throughout their FSU experience.
2. Students will support students in developing peer relationships with other students in the Computer Science program. Through in class team building activities, peer mentor small group discussion, and interest survey follow up lessons, students will learn about themselves and other students in the computer science program who have similar interests and develop relationships with peers.
3. Through the use of data collected as part of the course, team building activities, peer mentor guidance, and campus exploration activities students will learn more about the FSU community and other formal communities they may want to join. Students will have an opportunity to formally sign up for a community of their choice as part of the Personal Engagement Plan developed in the course.
4. This experience will help students develop personal, professional and/or social awareness by using data collected from an interest, skills, or values assessment.
With the help of the Career Center and in class presentation, students will learn how to organize information about their interests and abilities and be able to see how this information about themselves also connects to occupations within the computer science field. Students will use the information they have gained to develop personal and professional goals and action plans for their continued success in their major. Students will discuss first semester challenges and possible solutions that will help them persist to the second semester and beyond. Learn first- hand from peer mentors.
5. This course will include several methods to collect data to help establish and/or strengthen the students' academic goals. There will be a Self-Assessment of Progress after 4 weeks. Data will be used by students to monitor progress toward academic and personal goals and adjust their Personal Engagement Plan, as needed. Students will conduct an end of semester self-assessment to further assess and adjust plan for the second semester and beyond.
Exit Slips at the end of each session will be administered for students to assess their engagement progress, knowledge gained about their personal/professional/social goals, and needs. Data will be used to further enhance upcoming sessions to meet student needs and differentiate information shared as needed.

End of Semester Completion of PEP and Reflection- will further provide students with opportunities to assess their learning, progress toward goals, and their engagement.		 Pre-test/Post-test , Surveys, Retention No
41 Wed, 01/31/2024 - 10:16 AM Anonymous 146.201.55.150 Patricia Golay Academic Center for Excellence (ACE) Teaching Faculty pgolay@fsu.edu 850-645-8394 STEM Peer Support For Academic Success - SLS1004 Students will actively engage with STEM peer mentors inside and outside of the classroom. Peer mentors will draw on their own experiences to facilitate class discussions and activities on topics such as time management, study skills and test preparation for STEM courses, academic support, experiential learning, and STEM career pathways. Students enrolled in the course will also meet bi-weekly with a peer mentor either in person or virtually to discuss a variety of topics such as academic issues, STEM career goals, campus involvement, daily challenges, and more. Students will begin establishing a STEM identity through a search for STEM role models. As a final project, the student will select a role model, create a biographical sketch, and if selected, present their role model during the final class meeting. Led by a mentor team of three, this semester-long class will hold eight in-class meetings and six out-of-class mentor-mentee meetings. The peer mentor team will facilitate in-class discussions on the topics outlined for the course. Mentors will begin the course with an activity that encourages students to interact with and learn more about one another. The goal of this activity is to identify commonalities and interests. Next, mentors will discuss STEM identity development. Having a strong STEM identity is the leading predictor of successful post-graduate careers in STEM. This is particularly true for women and underrepresented students. As such, students will select a STEM role model of their choice and create a biographical sketch of that person. Selected bio-sketches will be presented on the final day of the course. Mentors will introduce the principles and practices of time management and students will create a weekly study schedule to manage their study time and other commitments. Study strategies and tools for test preparation will be discussed and handouts with strategies will be provided. Students will then have an introduction to academic support resources such as the ACE learning studio, Dirac libraries, and Help centers. Students will learn about research and internship opportunities. We are planning to have the Career Center STEM liaison discuss career trajectories and resume building. During alternating weeks, enrolled students will meet with their assigned mentor from the STEM peer mentor team to discuss a variety of topics such as academic issues, STEM career goals, daily challenges, campus involvement, and more. Dr. Patricia Golay pgolay@fsu.edu Undergraduate Peer/Mentors Our plan is to have three mentors facilitating discussion on course topics and activities in rotation. Each mentor will have an opportunity to teach content and guide students through course activities. Mentors will also be required to meet with their designated students for at least 1 hour per week either virtually or in-person, documenting their interaction including dates, times, and discussion topics. eight in-class meetings and six out-of-class mentor - mentee meetings No Students will know where to find engagement activities well beyond their first term of enrollment and intentionally select engagement activities that aligns with their interests, Students will gain skills to find new communities as their identities develop, Students will develop personal, social and professional awareness, Students will be able to assess how their engagement activity aligns with their academic and personal goals 1. This will happen through in-class and out-of-class discussions on experiential learning, campus involvement, and the required enrichment excursion.
2. Self-directed learning and exploration will be encouraged as a way to find new communities as their identities develop. The Collaborating with Colleagues activity also lends itself to developing skills to find new communities and foster peer relationships.
3. This experience will help students develop personal, professional, and/or social awareness through course content addressing STEM Identity development, STEM career pathways, experiential learning, and topics discussed during mentor-mentee meetings.
4. This experience will help establish and/or strengthen students' academic goals by addressing time management, study skills, strategies for test preparation, help-seeking, and academic support. Utilizing the Weekly Study schedule, students should increase study time, possibly form study groups or find study partners, and use all available support services. Exposure to career information and co-curricular activities will also help students clarify their academic goals.
 Evaluations No
40 Wed, 01/31/2024 - 09:55 AM Anonymous 146.201.55.150 Kassie Ernst Student Services, College of Engineering Teaching Faculty I, FSU Gulf Scholars Program Director kernst@fsu.edu 7155331420 Engaging with the Gulf of Mexico Region This course aims to generate and maintain interest in the Gulf of Mexico region; and to motivate students to become active learners, critical thinkers, responsible students, and ethical professionals and community members. Students will be introduced to the Gulf region, its history and current challenges, issues, and relevant events. Students will learn about the many areas of study in, and of, the Gulf of Mexico region, to enter communities that are not their own, to develop interdisciplinary competence, and about continued engagement opportunities in the region.

Upon completing this course, students should be able to create and implement an action plan for continued campus and community involvement. Students will be able to interact with campus staff and faculty from a variety of disciplines. Students will have a chance to build relationships with selected peer mentors.		 This experience is based on the unique experiences of the people in the Gulf of Mexico region, which includes Tallahassee and Florida State University. The Gulf Scholars Program and its team will work to teach students about the history, the people, and other fascinating aspects of the Gulf. Our team will also teach students about mentorship, community engagement, and campus involvement. Two of the current Gulf Scholars will be Peer Mentors for the course. They will be students' first point-of-contact, discuss their experiences as Gulf Scholars and FSU students, and even have a chance to present and lead activities for our students. Students will spend the semester working on their Action Plan project which will detail their plan to join a campus organization. This project will be presented in one of the final weeks of the semester for the entire class and the guests who have presented to them. Overall, students will learn about the Gulf of Mexico region, the Gulf Scholars program, and learn about their involvement goals.

Peer mentors will come from the current cohort of Gulf Scholars through an application process. They will attend all class meetings, be the first point of contact for students, and gain teaching and curriculum skills. Peer mentors will each have a week to present a topic surrounding the Gulf that interests them with approval.		 Kassie Ernst, kernst@fsu.edu https://eng.famu.fsu.edu/gulf-scholars-program, This link leads to the Gulf Scholars website. There Graduate Peer/Mentors Peer mentors will come from the current cohort of Gulf Scholars through an application process. They will attend all class meetings, be the first point of contact for students, and gain teaching and curriculum skills. Peer mentors will each have a week to present a topic surrounding the Gulf that interests them with approval. 13 No Students will know where to find engagement activities well beyond their first term of enrollment and intentionally select engagement activities that aligns with their interests, Students will join a formal community and form meaningful peer relationships, Students will gain skills to find new communities as their identities develop 1. Students will get connected to the Gulf Scholars Program network which extends well beyond their first term. Students will have an opportunity to apply to become a Gulf Scholar which will put them on a multi-year engagement process. If they choose not to become a Scholar, they can still be involved in Gulf Scholar activities that align with their interests.
2. Students will connect with one another weekly through the class and have the opportunity to make an impact on the campus community. Students will learn and engage with staff and faculty across multiple departments and centers, increasing their experience on campus and promoting a strong campus community environment.
3.aware of their personal, professional, and social selves through study, engagement, reflection, and practice. Specifically, students will engage in interdisciplinary and intercultural communication to discuss today's challenges while also linking these challenges to the unique and layered current and past human-environmental context of the region.
 Evaluations No
39 Wed, 01/31/2024 - 09:40 AM Anonymous 146.201.55.150 Sierra Turner Office of Representation, Inclusion and Student Equity Director srturner@fsu.edu 2516563666 Partners Promise Scholars 101 (Fall only) Partners Promise Scholars 101 (PPS 101) is a course specifically designed for recipients of the Partners Promise Scholarship. This course provides students with the knowledge, skills and resources to successfully transition to Florida State University. Through this course, students will discover the resources (academic, co-curricular, community) available to them on campus. Additionally, students in this course will have the opportunity to explore their identities, values, interests and build community. PPS 101 provides a rich academic curriculum combined with student support services to support students’ transition to college and to positively impact retention and graduation rates for a diverse student population. Facilitating students’ knowledge of and access to university resources, and developing their confidence in navigating them is a core objective of the program. Course components include: academic courses that fulfill graduate requirements; career development; academic advising; co-curricular events; and a focus on building peer networks in order to facilitate a sense of belonging in the college and broader institution. PPS 101 provides a rich academic curriculum combined with student support services to support students’ transition to college and to positively impact retention and graduation rates for a diverse student population. Facilitating students’ knowledge of and access to university resources, and developing their confidence in navigating them is a core objective of the program. Course components include: academic courses that fulfill graduate requirements; career development; academic advising; co-curricular events; and a focus on building peer networks in order to facilitate a sense of belonging in the college and broader institution.
This course will be part of the larger scale Partners Promise Scholarship program. The goals and benefits of the Partners Promise Scholarship Program are:
-To ease the academic, personal, and social transition from high school to the University.
-To cultivate meaningful interactions with faculty, staff, alumni, and community members who encourage and support student scholars through their unique cultural journey through college.
-To connect academic, personal, and social resources to help them successfully navigate university systems and processes through the Engage 100 course associated with the program.
-To offer opportunities for students to engage in high-impact learning experiences facilitated by various on-campus resources (i.e. ACE, Reading-Writing center, Career Center, CORE Office)
-To successfully retain and graduate student scholars within 4 years at Florida State University.
-Create a support system comprised of key University faculty, staff, and administrators.		 Sierra R. Turner srturner@fsu.edu Staff N/A 15-20 No Students will know where to find engagement activities well beyond their first term of enrollment and intentionally select engagement activities that aligns with their interests, Students will join a formal community and form meaningful peer relationships, Students will gain skills to find new communities as their identities develop, Students will develop personal, social and professional awareness, Students will be able to assess how their engagement activity aligns with their academic and personal goals 1. As part of the Partners Scholars Programs, scholars are expected to complete at least 15 hours of engagement activities each semester. To provide students with these opportunities, we plan to collaborate with various on-and-off campus partners to create opportunities for students to engage in meaningful ways. At least 10 of the hours required will need be dedicated to community engagement/service; the remaining hours will be focused on engaging with on-campus cultural activities and/or student.
2. This course is designed specifically for students in the Partners Scholars Program and represents one of the requirements that the scholars will be expected to complete during their first semester on campus. In addition to taking this course together, Partners Promise Scholars will also be required to complete other activities as a cohort in order to maintain their eligibility for their scholarship.
3. Through its focus on helping first-generation students successfully transition to the University, this course will provide opportunities for students to explore their identity and gain a better understanding of how to navigate university systems and develop deep connections with upper-classmen, faculty, staff, and alumni.
4. Each week the course will focus on different topics related to the personal, professional and/or social development of the students enrolled in the course. Topics include, but are not limited to, time management, exploring learning styles, note and test taking strategies, academic writing, the complexity of identity, advocacy and goal setting.
5. As part of this course and the overall Partners Scholars Program, students will be expected to spend time setting academic and personal goals. Additionally, students will be expected to keep a reflection journal which will help them track their progress and assist the program coordinators with providing additional opportunities to assess how their learning within the class is helping them meet their overall goals.		 Pre-test/Post-test , Surveys, Evaluations, Retention, Other No Fall
38 Wed, 01/31/2024 - 09:34 AM Anonymous 146.201.55.150 Carol Edwards College of Social Work BSW Program Director carol.edwards@fsu.edu 8502940446 Social Justice in America Students will have an opportunity to learn from experts in diverse social justice professionals and learn about cutting-edge research and policies that impact individuals and communities. The course involves engaging in conversations and virtual and in-person visits to social justice-related programs in the community that focus on criminal justice, educational justice, racial justice, and economic justice. The course culminates with students completing an impact project that they have the opportunity to continue individually and/or collectively. Students will have an opportunity to learn from experts in diverse social justice professionals and learn about cutting-edge research and policies that impact individuals and communities. The course will engage the on-campus Institute for Justice Research and Development, the FSU Civil Rights Institute, the FAMU Black Archives, the Equal Justice Initiative, the Department of Education, FSU Power Of WE, etc. The course involves engaging in conversations and virtual and in-person visits to social justice-related programs in the community that focus on criminal justice, educational justice, racial justice, and economic justice. The course culminates with students completing an impact project that they have the opportunity to continue individually and/or collectively. Carol Edwards carol.edwards@fsu.edu Faculty 8 No Students will know where to find engagement activities well beyond their first term of enrollment and intentionally select engagement activities that aligns with their interests, Students will gain skills to find new communities as their identities develop, Students will develop personal, social and professional awareness, Students will be able to assess how their engagement activity aligns with their academic and personal goals 1. Students will meet staff from justice-related Institutes and organizations on campus and in the community.
2. Students will explore each topic together and engage in peer conversations. The students will work collaboratively to complete a project.
3. Students will engage in conversations with individuals reflecting diverse experiences and perspectives. They will be exposed to social justice challenges that they may not have current awareness of.
4. Throughout the semester, students will be asked to make connections between what they are learning and how it connects to their goals. We will use electronic surveys to get student responses.		 Surveys, Evaluations, Retention No
37 Wed, 01/31/2024 - 09:24 AM Anonymous 146.201.55.150 Sierra Turner Center for Leadership & Social Change Director srturner@fsu.edu 850-645-9619 Partner Promise Scholars This scholarship program is designed to create a campus community for our partner promise scholarship recipients through the High School Partners Program. This program connects students to campus resources and provides opportunities for peer relationships with prospective and current students. The goal of Partner Promise scholars is to create a campus community for our scholarship students through the High School Partners Program. Students will be connected to an undergraduate peer mentor to assist with the transition to campus and can participate in Office of Admissions recruitment activities, which include YouTube Livestream Q&As, application workshops, and special events. Sierra Turne srturner@fsu.edu Staff N/A N/A No Students will join a formal community and form meaningful peer relationships, Students will develop personal, social and professional awareness, Students will be able to assess how their engagement activity aligns with their academic and personal goals 1. Students will be connected to an undergraduate peer mentor to assist with the transition to campus and have the opportunity to participate in Office of Admissions recruitment activities, which include YouTube Livestream Q&As, application workshops, and special events for prospective students within the High School Partners Program.
2. This program will allow students to share stories of resilience to peers from similar backgrounds, participate in activities that get them out of their comfort zone, and connect with peer mentors who can help confirm their projected career path.
3. Students will be able to share strategies that supported them on their personal and/or educational journey to achieve academic success.		 Surveys, Retention No
36 Wed, 01/31/2024 - 09:17 AM Anonymous 146.201.55.150 Marissa Mainwood College of Business, Dean's Office Student Engagement Coordinator mmainwood@business.fsu.edu (850) 645-1005 College of Business Peer Connect This dynamic program, led by the Student Leadership Council, links incoming business students with juniors and seniors who are knowledgeable about the College of Business. Participants meet weekly as a group throughout the semester for approximately an hour. Each meeting includes a short presentation focused on various topics to familiarize incoming students with available business programs, group discussion of best practices for success in the college, and time for personal discussion with assigned mentors. Throughout the semester participants are also introduced to different venues around campus and the surrounding community to further familiarize them with the area and available resources. Additionally, students are encouraged to connect with their assigned mentors outside of meeting times for additional support as needed. Marissa Mainwood https://business.fsu.edu/cps/students/engagement-networking Staff 10-14 No Students will know where to find engagement activities well beyond their first term of enrollment and intentionally select engagement activities that aligns with their interests, Students will join a formal community and form meaningful peer relationships, Students will gain skills to find new communities as their identities develop, Students will develop personal, social and professional awareness, Students will be able to assess how their engagement activity aligns with their academic and personal goals 1. Participants will learn about affiliated student organizations, internships, and other programming available to them in the college and who to contact to participate in each.
2. Each participating student is paired with a current College of Business junior or senior mentor to work with throughout the semester. Additionally, students meet with the larger group and in smaller breakout peer groups to meet others with similar majors.
3. Participants connect with other students who have similar backgrounds and interests to build their networks. Many of the topics covered focus on building networks, professional development skills, and integrating into the college community.
4. Participants are introduced to topics relating to career development, successful business networking, digital identity and general communication. Guest speakers including college faculty, staff, and alumni are brought in weekly to speak with and engage students on a variety of topics.
5. Participants begin the first week by setting short and long-term goals for both the Peer Connect program and overall involvement in the college. A reflection on progress of meeting their goals is discussed with their mentors and small peer groups during the last meeting.		 Surveys, Retention, Other No
35 Wed, 01/31/2024 - 09:08 AM Anonymous 146.201.55.150 Ahmed Negm Innovation Hub Assistant Director for Education ahmed@innovation.fsu.edu (850) 645-8619 Designing Your Life with Innovation - ENT1611 This course helps you figure out who you are, who you want to be, and where you want to go. It teaches you to use the Design Thinking process to actively create the life you want based on your interests, strengths, characteristics, values. This course also explores your purpose in college, selecting your major, educational wayfinding, innovating Florida State experiences, developing an entrepreneurial mindset, and creating your preliminary post-graduation plan. This hands-on class utilizes small group discussions, personal and group reflections, in-class activities, field experiences, and design team collaboration. It could also lead to supportive friendships and mentoring support. Ahmed Negm ahmed@innovation.fsu.edu Faculty 14 Yes ENT1611 Students will join a formal community and form meaningful peer relationships, Students will know where to find engagement activities well beyond their first term of enrollment and intentionally select engagement activities that aligns with their interests, Students will develop personal, social and professional awareness, Students will be able to assess how their engagement activity aligns with their academic and personal goals 1. Students will create 3 alternative life plans for the next 5 years that highlight key experiences they wish to pursue. These include personal, social, and professional experiences.
2. The class will encourage students to prototype experiences by joining the activities of certain communities on a trial basis, volunteer their time, or talk to students who are involved in these communities. Through these activities, students will find something they are interested in, make new contacts, and hopefully become active participants of various activities on campus.
3. The class will help students explore their personal values, college view, and life view. This will help them seek affiliations, connections, like-minded individuals, and experiences that align with their self-reflections. Relationships that bring together people of similar interests, values, and passions lead to active and thriving communities.
4. The course seeks to help students figure out what activities engage them the most and find ways to create more of such opportunities. This encourages them to prioritize meaningful activities over others that simply keep them busy and stressed out. Through better time management and prioritization, students can handle their academic load while leading a rich and meaningful life.		 Surveys, Evaluations DEsigning Your Life.jpeg Yes Interest Based Summer B - Second 6 weeks of summer, Fall
34 Wed, 01/31/2024 - 09:03 AM Anonymous 146.201.55.150 Lindsay Schiller UGST; CCI Level 1 Advisor lindsay.schiller@cci.fsu.edu 8506440611 CCI Advising Coffee Chat Series CCI Advising Presents a series of Coffee Chats each with a different theme for student opportunities in the College of Communication and Information and the wider FSU community. Each chat will center around the theme selected for that event but will also cover requirements for each major in CCI, an introduction to the I-Hub and its resources, and an opportunity for Q&A with a CCI Advisor and a peer mentor. Sample themes from this semester include: Study Abroad, Grad School, and 'If I Don't Get into My Major, What Do I Do?' Staff No Students will know where to find engagement activities well beyond their first term of enrollment and intentionally select engagement activities that aligns with their interests, Students will join a formal community and form meaningful peer relationships, Students will gain skills to find new communities as their identities develop, Students will develop personal, social and professional awareness, Students will be able to assess how their engagement activity aligns with their academic and personal goals 1. We will go over CCI clubs and organizations as well as other opportunities around campus in the chat series.
2. Students attending the chat all have the common thread of interest in the majors CCI offers. At the last chat, students stayed to hang out with coffee and treats and exchanged phone numbers. These small groups are a way to meet students in the major outside of a huge classroom environment.
3. The introduction to the I-Hub featured in the Coffee Chat series will provide a new haven for students unfamiliar with the space and a springboard for new relationships to the campus and IT students who spend time there.
4. CCI internships, career fairs, and other professional development resources will be discussed.
5. The goal of the coffee chats is to make students more aware of resources available to them and discuss topics that they want to know more about in the College of Communication and Information.		 Retention No
33 Wed, 01/31/2024 - 08:57 AM Anonymous 146.201.55.150 Wisely Dorce Innovation Hub Instructional Specialist wes@innovation.fsu.edu Future Innovators - IDS1107 (Section 52, 53) Future Innovators kickstarts your journey at FSU by helping you explore your passions, define innovation goals, and connect with impactful people and resources. Each week, you’ll network with peers, professionals, alumni, and other innovation enthusiasts who share unique insights and valuable opportunities. Active participation in competitions and projects can earn you big winnings and the Seminole Innovator designation — recognizing your commitment to innovation and experiential learning. Wisely Dorce wes@innovation.fsu.edu Faculty No IDS1107 Students will join a formal community and form meaningful peer relationships, Students will know where to find engagement activities well beyond their first term of enrollment and intentionally select engagement activities that aligns with their interests, Students will gain skills to find new communities as their identities develop, Students will develop personal, social and professional awareness, Students will be able to assess how their engagement activity aligns with their academic and personal goals 1. At the end of this course, you will be able to identify ways your identity and interests intersect with the people, places and programs within the Florida State community and recognize how your interests can continue to be developed within the larger Florida State community.
2. At the end of this course, you will be able to interact with your instructors, Florida State staff and fellow students in ways which support your goals and demonstrate the values of the Florida State community.
3. At the end of this course, you will be able to articulate the different ways in which Florida State calls upon you to demonstrate your learning and critical thinking skills.
4. At the end of this course, you will be able to examine and evaluate your in-class and out-of-class experiences to make meaning and find intrinsic value in your overall college experience.
5. At the end of this course, you will be able to identify a series of short and long term academic and extracurricular steps that will help you achieve your goals while you are a part of the Florida State community.		 Surveys, Retention No
32 Tue, 01/30/2024 - 01:32 PM Anonymous 146.201.55.150 Richard Morton College of Business Associate Dean rmorton@fsu.edu 644-9932 Setting a Path for Success in Business: The Florida State Experience (Fall only) - GEB1930 Discover your path to a successful business career in this course, where you'll connect with FSU alumni and faculty, explore a variety of career options, and build lasting relationships within the College of Business community. A large percentage of incoming students express an interest in business, yet many have misconceptions about different career opportunities. Students often choose a major based on incomplete information. This experience will expose students to faculty and successful alumni with the goal of sparking their interest in a particular career. COB staff will help them map out an academic plan and get them involved in business events and organizations that will last beyond the Engage 100 course. Laurel Alfson lalfson@business.fsu.edu https://business.fsu.edu/students Faculty The first year, mentors will assist the instructor. As course offerings increase, mentors will lead classes under faculty supervision. Once per week for 15 weeks No GEB1930 Students will join a formal community and form meaningful peer relationships, Students will know where to find engagement activities well beyond their first term of enrollment and intentionally select engagement activities that aligns with their interests, Students will gain skills to find new communities as their identities develop, Students will develop personal, social and professional awareness, Students will be able to assess how their engagement activity aligns with their academic and personal goals 1. As part of the course, students will be introduced to the COB Director of Student Engagement. This person is part of our Center for Professional Success and is responsible for coordinating student clubs and organizations in the college. She will be a point of contact for the students and will work to keep them engaged with the college throughout their time at FSU. In addition, students will be introduced to other staff from the Center Professional Success who led employer networking events, internship programs and career coaching. To encourage student participation, COB engagement activities will count towards the course requirement for campus cultural or enrichment excursions.
2. The course will include small group meetings as well as larger group sessions with guest speakers. Through these multiple interactions, students will have opportunities to share experiences with other business-intent students. The course will encourage students to stay in touch beyond the Engage 100 experience. The ultimate goal will be for students to rekindle these relationships when they enter the college and reunite in their upper-level coursework. Students often form new peer groups after admission to the college and starting a major. Familiar faces from their Engage 100 cohort will ease that transition.
3. The course is designed to familiarize students with the many resources available on campus. In addition, the course content is geared toward making them feel a part of campus life and not being overwhelmed by all that FSU has to offer. The students will discover the array of student organizations associated with the college, each with a slightly different focus. Whether through a formal organization or informal study groups, we seek to offer support networks for all of our students.
4. The Engage 100 course and instructor will fall under the college's Center for Professional Success, which strives to enhance the professional development of COB students. This class will help lay a foundation for the more advanced professional development and career readiness efforts already established in the college. Students will have the opportunity to interact with upper-level students, who serve as role models and can easily relate to incoming students. We will be using some of our best students in this capacity. Further, they will interact with College of Business alumni who enjoy serving in mentorship roles. These networking activities coupled with faculty involvement will enhance the students' interpersonal skills and social awareness.
5. Many of the course requirements get the students thinking through their personal goals, career objectives, and academic plans. The final assignment is a career plan in which students describe how their FSU academic career provides a pathway for achieving their post-graduate goals. Students will meet with career center staff, career coaches from the college as well as academic advisors. The goal is to help students identify professional career options that match their interests at an early stage of their academic career, and then help them lay out a road map toward that end. Recognizing that plans can change, this road map will be a working document can be adjusted over time.		 Evaluations Peer Connect - CHAW Excursion.jpg Yes Academic/Major Based Fall, Spring
31 Tue, 01/30/2024 - 01:24 PM Anonymous 146.201.55.150 Samantha Tackett, Ph.D. Academic Center for Excellence, UGS Faculty stackett@fsu.edu 8506454047 Your Transition to College: From Surviving to Thriving! (Summer only) - IDS1107 (Section 5-8) This course is designed with one objective in mind: your successful navigation through potentially bumpy roads, unexpected roadblocks, and safe detours in transition to your college lifestyle, relationships, academics, and campus home. Within this 6-week course we’ll experience personal reflection and campus-focused activities, practice strategies for effective and time-saving study-skills, and role-play scenarios for first-year situations like communicating with your professors. By the end of this course, you will have a well-prepared and versatile roadmap to guide your first-year journey at FSU. This 1-credit hour course is focused on introducing and practicing knowledge, skills, and self-understanding to support students as they transition to their college lifestyle, academic requirements, and campus home. The course structure is a series of active, engaging, small group in-class activities and personal exploratory, discovery, and/or reflective campus-based activities outside of the class sessions. Dr. Samantha Tackett stackett@fsu.edu Canvas course site Faculty The peer mentors for this course were actively involved with designing the content and activities for this experience. Chris Jafet and Henry Noy are highly experienced (2+ years), undergraduate study skills tutors at ACE and excited about the opportunity to support others’ college transition experience. They have planned to be active in every session of the Summer B course schedule by leading content presentations, discussions, and activities; providing assignment and activity feedback; and serving as a campus resource for students enrolled in the Engage 100 course. 6 Sessions, 1 per week of the Summer B term No IDS1107 Students will know where to find engagement activities well beyond their first term of enrollment and intentionally select engagement activities that aligns with their interests, Students will gain skills to find new communities as their identities develop, Students will develop personal, social and professional awareness, Students will be able to assess how their engagement activity aligns with their academic and personal goals 1. By participating in 4 separate activities that either emphasize or incorporate knowledge of campus resources relevant to their personal interests, social involvement, and academic engagement.
2. By participating in 4 separate activities that either emphasize or incorporate knowledge of campus resources relevant to their personal interests, social involvement, and academic engagement. Two assignments emphasize small group discussions about campus resources that are relevant to personal interests, social involvement, and academic engagement. In the campus scavenger hunt, the instructions encourage classmates to explore campus together as they complete the activity.
3. Three of the assignments include personal reflection, self-awareness activity, and/or planning strategies to productively cope with personal stressors.
4. Two of the activities require students engage in time management practice activities, goal and time use alignment, and drafting a plan for how to address future academic difficulties.		 Surveys Peer Connect - Small Group Meeting.JPG Yes Academic/Major Based Summer B - Second 6 weeks of summer
30 Tue, 01/30/2024 - 01:17 PM Anonymous 146.201.55.150 Crystal Mathews Library Student Engagement Librarian cmmathews@fsu.edu 8506456323 Into the Information Wormhole: Libraries, Scholarship, & the Web (Fall only) Students who enter Into the Information Wormhole: Libraries, Scholarship, & the Web will experience a behind the scenes look into FSU libraries. Students will tour all 5 stories of beautiful Strozier Library, dive into technology bias, inspect the impact of their digital footprint, learn what's housed in our library Special Collections, explore censorship, have conversations and engage with one another and their campus library in a whole new way.

To enroll, search for IDS 1107 in Schedule Assistant, then choose the section for "Information Wormhole".		 As navigating information and the research process have become increasingly complex and intertwined in political and social issues, this new course will connect students with FSU Libraries’ resources and services as well as provide a foundation for information literacy, research, and context for the vast information environment. Students will walk away with knowledge of library services and resources, how to utilize resources explored to support them academically as an FSU student and provide a foundation for research skills within the classroom and beyond. Crystal Matthews cmmathews@fsu.edu Faculty Our mentor for our Engage 100 course will act as a liaison between ourselves and the students. We will introduce our mentor to the class as an advocate and peer for the students. They will give voice to student questions, concerns, recommendations and offer connection. Also, while instruction is occurring, the mentor may speak one on one with students who have questions or need assistance. From the first class onward, we will invite and encourage open communication with us and the class mentor. The mentor will establish a peer-to-peer connection with the students and be available to them at all times during each class session. For students, the mentor will listen, write down questions students have for us as well as recommendations on class topics. For us (the instructors), the mentor will provide feedback regarding instruction and how best to solicit participation, socialization and encourage interaction amongst the class as we get to know one another. If our mentor feels comfortable, they will be able to facilitate the library tour with the instructor and offer the student perspective on what library tech, services, resources should be highlighted along our tour route. Our mentor will take attendance, prep PowerPoints with information received from instructors, review class assignments for completeness, and monitor that we have received written responses from all students when written evaluations or assessments are given. 16 No IDS1107 Students will know where to find engagement activities well beyond their first term of enrollment and intentionally select engagement activities that aligns with their interests, Students will join a formal community and form meaningful peer relationships, Students will gain skills to find new communities as their identities develop, Students will develop personal, social and professional awareness, Students will be able to assess how their engagement activity aligns with their academic and personal goals 1. The course will frame libraries as centers of community that host events and activities appealing to a wide range of intellectual and personal interests. Students will become aware of the engagement opportunities FSU Libraries offer and also understand how the libraries operate as an integral resource which students can use to stay informed about other campus goings-on related to their interests. Furthermore, this course will assist students with additional skills in finding information and the wide array of tools available to them as students, better connecting them to campus.
2. Our goal is for this course to provide a foundation for library knowledge and information literacy skills that will empower and connect students in a meaningful way. During the course, we will engage in critical and tough conversations, learn together, and grow together. By planning the course as ongoing group discussions and creating community standards for conduct, we will provide a safe space for which relationships and community can flourish.
3. The course will frame libraries as centers of community that host events and activities appealing to a wide range of intellectual and personal interests. Students will understand how such events can foster peer relationships and how the libraries can be utilized to find further opportunities across campus and in the wider community to connect with others. This course will also explore digital literacy skills and how to effectively utilize social media to curate information feeds that alert students to community-building opportunities.
4. With an emphasis on critical information literacy, the course will delve into the various power structures (social, political, economic) impacting the information landscapes they operate within. The course will encourage students to reflect on their personal experiences navigating these environments. After identifying the oppressive systems impacting the creation, organization, access to, and use of information, students will generate and discuss potential solutions to disrupt these systems and make information landscapes more equitable and inclusive across all dimensions.
5. Into the Information Wormhole: Libraries, Scholarship, & the Web experience will highlight all the free tutoring and academic support resources and services offered by FSU Libraries to students. Students will actively explore study spaces available for check out, engage in research help from subject librarians, and learn how to master citations and why we cite the work of others.		 Surveys 61CE1671-2BA9-43F5-915A-4D9AD2E0B0FB.jpeg No Fall
29 Tue, 01/30/2024 - 01:10 PM Anonymous 146.201.55.150 Marsha Hartline College of Nursing Interim Assistant Dean for Student Services mehartline@fsu.edu 850-443-6898 Get to Nole Nursing (Fall and Spring) - NUR1010 This course is designed specifically for first or second-semester students who have declared Nursing, NFA as their major. The class meets once a week and centers around the nursing profession and the admission requirements needed to enter the College of Nursing at FSU. Current nursing students will serve as resources and mentors throughout the class. Weekly guest speakers include members of the nursing faculty, nursing advisors, nurse leaders from the community, and successful Nole Nurse Alumni who are working in the profession. Additionally, we will explore resources available to all students at FSU, including the Academic Center for Excellence (ACE) and the Counseling and Psychological Services (CAPS). Community involvement is also a key component of this course, as we will be volunteering together as a group in at least one community program during the semester.

To enroll, search for NUR 1010.
 The Nursing Engage 100 "Get to Nole Nursing" is specifically designed to help mentor, engage and support the 600+ pre-nursing (Nursing, NFA) students entering FSU this fall. We hope to offer several sections for those students who are interested in the Nursing Engage 100 course. The course will heavily emphasize mentoring from our current junior and senior nursing students. We will also have several nursing faculty as guest speakers to allow the students a chance to know the faculty, learn about their nursing experiences and be able to ask them questions. Members of the advising team from the college will also be included twice a semester to ensure the students have direct access to the nursing advisor. Also planned is to include speakers from both the tutoring center and counseling center to make sure the students are aware of their resources at FSU. Students will also be engaging in a group community outreach event at The Kearney Center and potentially other events as well. The overall goal is support and guide the pre-nursing nursing students so they will gain entry into the college of nursing as a junior. Susan Baker sabaker@fsu.edu Faculty Junior and senior nursing students will serve as mentors. 14 No NUR1010 Students will join a formal community and form meaningful peer relationships, Students will know where to find engagement activities well beyond their first term of enrollment and intentionally select engagement activities that aligns with their interests, Students will gain skills to find new communities as their identities develop, Students will develop personal, social and professional awareness, Students will be able to assess how their engagement activity aligns with their academic and personal goals 1. Presentations from FSU leaders and students highlighting the opportunities available to the students will be provided during the course.
2.The course develops peer relationships by grouping other Nursing, NFA students into a small course. By doing so, they will be afforded the opportunity to bond and support one another. The students will also be forming relationships with older nursing students.
3. A sense of community with students is developed by fostering relationships with other like-minded majors in nursing. Since most of them take the same prerequisite courses, it will provide them instant access to a small study group for the more challenging courses.
4. The students will develop personal and professional awareness through the many guest speakers in nursing that will visit the class.
5. The course will help students achieve their academic goals by equipping them with mentors, study groups and resources that will help them to eventually enter the college of nursing.		 Pre-test/Post-test , Surveys, Evaluations, Retention IMG_5829.jpg Yes Academic/Major Based Fall, Spring
28 Tue, 01/30/2024 - 01:05 PM Anonymous 146.201.55.150 DeOnte Brown Center for Academic Retention and Enhancement Assistant Dean of Undergraduate Studies/ Director dtbrown@fsu.edu QUEST Scholars Program - Year 1 (Fall only) - SLS1131 The QUEST Scholars Program of FSU's Center for Academic Retention & Enhancement (CARE) is designed to invest in students for their success at FSU and beyond. QUEST Scholars can expect to have access to transition, academic and developmental services to thrive at Florida State and set the stage for a positive post-graduation experience. Students will meet with assigned peer leaders weekly to building community, strengthen connection to FSU and establish their plan for their college quest. QUEST Scholars have a unique transition and development program designed to build community, gain skills and have an impactful FSU experience. The students selected for QUEST are from under-resourced communities across the state.
Year 1 includes the QUEST Colloquium which will be the Engage 100 course, SLS1131, focused on college transition and designing the college experience. The students will meet weekly with their peer leader to engage in discussions, class activities, excursions, presentations and more to support their success. Peer Leaders with similar backgrounds as QUEST Scholars will lead the instruction for the experience.		 Austin McDonald aam22q@fsu.edu https://care.fsu.edu/quest-scholars-program Undergraduate Peer/Mentors To lead instruction for the students 11 Yes SLS1131 Students will join a formal community and form meaningful peer relationships, Students will develop personal, social and professional awareness, Students will be able to assess how their engagement activity aligns with their academic and personal goals 1. Students will engage in small group activities/ discussions in class and will have activities or events to attend outside of class.
2. Students will complete inventories and identify opportunities to enhance those areas or ways to leverage strengths for their success.
3. Students will identify specific activities or opportunities at FSU that connect with their goals. Students will foreshadow the impact and benefits through activities such as ideal college resume' at graduation or letters to a future self.		 Surveys, Evaluations, Retention QUEST.jpeg Yes Application-Based Fall
27 Tue, 01/30/2024 - 12:59 PM Anonymous 146.201.55.150 Claudia Liebeskind History Associate Professor cliebeskind@fsu.edu 850 644 5888 Understand the Past, Live in the Present, Shape the Future (Fall only) - IDS1001 This course aims to help new students meet peers with similar interests, explore FSU's resources, have success in the humanities, and gain insight into career opportunities with a History major. The central aims of this course are to help students new to FSU meet peers with similar interests, explore the resources of a big research university, master how to succeed in the humanities, and research the many career possibilities for History majors.
To that end, students will meet weekly to discuss a range of topics, attend department-, college-, and university-wide events, and explore ways of using History in their future careers. All of this will be based on small peer-mentor facilitated group work culminating in short reflective exercises.
The course will run the full length of the semester.		 Dr. Claudia Liebeskind cliebeskind@fsu.edu Faculty Undergraduate mentors will facilitate the weekly group work, share their experiences, lead discussion, and support excursions. 15 No IDS1107 Students will know where to find engagement activities well beyond their first term of enrollment and intentionally select engagement activities that aligns with their interests, Students will gain skills to find new communities as their identities develop, Students will develop personal, social and professional awareness 1. This will be achieved through introducing students to key aspects of the undergraduate experience in the Humanities, acquainting them with the resources available at FSU, through guided excursions (library, ACE, College of Arts and Sciences), invited speakers (Career Center, HITM), and the attendance of undergraduate-specific informational meetings (CRE for IDEA grants, UROP etc.).
2. Students will be introduced to a key selection of campus organizations that foster healthy peer relationships and provide a campus community for History majors: The History Club, Museum Society, pre-law societies etc.
3. Students will be introduced to the key skills that a history degree can teach them and will meet with History alumni to discuss how these skills have helped them succeed in a wide variety of careers.		 Surveys History Engage.jpg Yes Academic/Major Based Fall
26 Tue, 01/30/2024 - 12:48 PM Anonymous 146.201.55.150 Renee Dyehouse Graduation Planning & Strategies Office Graduation Specialist rdyehouse@fsu.edu 850-644-2140 The High School AA Florida State Experience (Fall only) - IDS1107 (Section 21-25) This course is designed exclusively for first-semester students who earned an Associate of Arts (AA) degree while in high school. Students in this course will proactively reflect on how the high school AA degree impacts their identity and plans at Florida State. Moreover, students will explore FSU’s resources and culture and learn from fellow students by engaging in active dialogue. This course is designed exclusively for first-semester students who earned an Associate of Arts (AA) degree while in high school. Students in this course will proactively reflect on how the high school AA degree impacts their experiences and plans at Florida State. Moreover, students will explore FSU’s resources and culture and learn from fellow students by engaging in active dialogue. Heather Shattuck hshattuck@fsu.edu Graduate Peer/Mentors Peer leaders will take an active role in this course by regularly leading presentations and group discussions with students. 8 No IDS1107 Students will join a formal community and form meaningful peer relationships, Students will know where to find engagement activities well beyond their first term of enrollment and intentionally select engagement activities that aligns with their interests, Students will gain skills to find new communities as their identities develop, Students will develop personal, social and professional awareness, Students will be able to assess how their engagement activity aligns with their academic and personal goals 1. One of our weeks in class will be spent focusing entirely on intentionality in campus engagement and involvement. In addition, peer leaders will have multiple opportunities throughout the semester to present on what struggles and successes they have faced related to campus involvement. For instance, peer leaders will participate in panel discussion answering questions related to involvement.
Students will also research and learn about engagement opportunities through homework. Assignments are noted below:
Students must select and listen to a minimum of three (3) podcasts available from “The More You Nole: A Podcast About FSU,” at https://admissions.fsu.edu/podcast. Students should select podcasts based on what they have a sincere interest in learning more about at and pursuing at FSU. In addition to learning about FSU resources by listening, students will write a reflection on what they learned and how it connects to their plans at FSU.
Students will also write a High School AA Reflection and Game Plan Assignment where they will use what they have learned in class, FSU’s online resources, or informational interviews with campus partners to research opportunities available at FSU that help them thoughtfully consider what they want to accomplish while at FSU given their earned credits.
Students also must attend and write a reflection on one (1) campus cultural, involvement, or wellness activity or event at FSU. Students may choose activities or events that are connected to their interests or plans for involvement at FSU.
Each homework assignment will be discussed in class. Beyond what students research themselves, they will also learn from their fellow classmates about other engagement opportunities.
2. Students in this course will proactively reflect on how the high school AA degree impacts their identity and plans at Florida State. Moreover, students will explore FSU’s resources and culture and learn from fellow students and high school AA peer leaders by engaging in active dialogue.
Students will learn that as a high school AA student they are part of a large community (Some 350+ new high school AA students join the FSU community each year). Students are introduced to resources available to high school AA (HSAA) students through the Graduation Planning & Strategies (GPS) Office to include various social opportunities, a one-on-one meeting with a Graduation Specialist in GPS in their first term, the High School AA Mentorship Program and the Degree in Three & More in Four programs.
3. Beyond learning about the community of high school AA students at FSU, students will be encouraged to explore additional communities through campus engagement and involvement. In addition, peer leaders will have multiple opportunities throughout the semester to present on what struggles and successes they have faced related to campus involvement. Peer leaders will present on resiliency in pursuing campus involvement.
4. Students in this course will proactively reflect on how the high school AA degree impacts their identity and plans at Florida State, equipping students with personal awareness.
5. One of our weeks in class will be spent focusing entirely on intentionality in campus engagement and involvement. This will involve thinking deeply about how students can achieve their academic and personal goals.
Students will also connect their interests in engagement with their academic and personal goals through various homework assignments to include:
Students must select and listen to a minimum of three (3) podcasts available from “The More You Nole: A Podcast About FSU,” at https://admissions.fsu.edu/podcast. Students should select podcasts based on what they have a sincere interest in learning more about at and pursuing at FSU. In addition to learning about FSU resources by listening, students will write a reflection on what they learned and how it connects to their plans at FSU.
Students will also write a High School AA Reflection and Game Plan Assignment where they will use what they have learned in class, FSU’s online resources, or informational interviews with campus partners to research opportunities available at FSU that help them thoughtfully consider what they want to accomplish while at FSU given their earned credits.
Students also must attend and write a reflection on one (1) campus cultural, involvement, or wellness activity or event at FSU. Students may choose activities or events that are connected to their interests or plans for involvement at FSU.
Each homework assignment will be discussed in class. Beyond what students research themselves, they will also learn from their fellow classmates about other engagement opportunities.		 Surveys, Evaluations, Retention HSAA Experience Logo.png Yes Interest Based Fall, Spring