The document is a short film script that summarizes a meeting between a student and their advisor. The advisor provides guidance to the student about registering for classes, declaring a major in communication, joining student organizations, applying to the honors college, living on campus, and other resources available. The advisor helps alleviate the student's concerns and ensures they have a plan to graduate in four years. They emphasize using advising as a resource throughout the student's college career.
From the Fischbowl blog "PB&J" Thanks to Ms. Smith and her English students for sharing their thoughts about the infusion of technology, autonomy and trust into the learning process.
Being the first in your family to study at uni can often be challenging, particularly if your friends and family aren't familiar with uni or what it involves. Having the right support around you can make all the difference. Here are our tips for where to look for support throughout your studies.
The author has spent 13 years living and teaching in Taiwan but now wants to return to the United States to give his two sons a chance to experience life there. He hopes to restart his career as a high school social studies teacher. He realizes he needs to improve his teaching skills and knowledge to be successful in today's classrooms. He is applying to an education master's program to help make up for what he has missed in the last 13 years and to better prepare himself to teach in the 21st century. His dream is to return to teaching a subject he is passionate about, such as world history and politics, using his life experiences and ability to connect with students.
You've decided you're going to go to uni and it's time to tell your friends and family. As a first in family student, this might be daunting, but we've got your back with the best ways to keep your cool during this potentially challenging chat.
The document provides a weekly summary of the author's experiences during their teaching practicum. Over three weeks, the author worked to improve their teaching skills, build relationships with students and teachers, and gain valuable experience in managing a classroom. They reflected on strengths and weaknesses, incorporated feedback, and sought to better engage students and enhance lessons. While challenges remained, the author felt their confidence and skills growing as the practicum progressed.
This document contains an interview with Rochelle Deter, the head of the mathematics department at University Preparatory School. In the interview, Ms. Deter describes her classroom set up, typical teaching day, teaching style, classroom management approach, views on understanding students, motivating students, technology policy, homework policy, advice for new teachers, and approach to meeting the needs of all students. She emphasizes understanding students, modeling expected behavior, allowing opportunities to succeed, and being willing to adapt lessons as needed.
We know that juggling everything at uni is no easy feat. The fear of missing out (FOMO) can be tricky to manage, but we've determined at least 4 times when you should get involved and embrace your FOMO. For opportunities to get involved with uni life, check out https://www.usq.edu.au/current-students/life.
A key success factor for university study is your support crew. But, how can they help you if they dont know whats going on? Here is some advice to help you out.
1) The author has always wanted to be a teacher since childhood, teaching her younger brother lessons from school using a mirror as a whiteboard.
2) As a future teacher, the author believes classrooms should be colorful and welcoming while also focusing decorations on subject matter. High school classrooms require different decorating than elementary schools.
3) When teaching, the author plans to explain steps as writing problems, check for understanding frequently, and use technology like videos when available to enhance lessons. Testing will balance challenge and curriculum standards based on student understanding.
Adam Chowning outlines his lesson policies for students, including expectations for practice, payment, cancellations, and materials. He aims to create a supportive learning environment while also maintaining a professional atmosphere. Students must commit to a minimum of three lessons per month and give at least 12 hours notice for cancellations. If a month has five weeks, the last lesson will be skipped. Parents are allowed in lessons but may be asked to wait outside at times.
Nadia completed her teaching practicum in kindergarten and found it to be a challenging but valuable learning experience. Some of the key things she learned include strategies for engaging young learners, such as using songs, rhymes and visual aids. Watching videos of her own teaching helped her recognize aspects that could be improved, such as keeping activities shorter to maintain student attention. Overall, the practicum reinforced for her the importance of considering students' characteristics, lesson planning, and continuously working to strengthen her teaching skills.
The students discuss using a wiki for learning and collaborating. They find it helpful to see what other students think and learn from, and to get feedback from their teacher. Wikis make it easy to collaborate on group projects and homework. Creating revision entries in their learning journal helps students keep track of what they have revised and how, and see what works best. Reading other students' journal entries provides ideas for different revision techniques. While paper is useful, technology allows for easier sharing and communication, playing educational games, and accessing online resources that make revision more fun and interactive.
The document provides advice on balancing course schedules in college by balancing workload between heavy and light courses, balancing morning and afternoon classes, and balancing interests by spreading required courses throughout college career. It also recommends asking advisors about course requirements, internships, and studying abroad, finding out about professor quality from other students, and planning out a timeline for completing degree requirements.
This document provides advice from several college instructors and administrators on preparing for and succeeding in college. Mary Gulley of Centre College recommends taking 12-13 credit hours per term as a full-time course load and warns against over-committing to extracurricular activities too quickly. Rachel Gramer of UofL emphasizes asking questions, meeting deadlines, and developing effective organizational strategies. Michelle Garth of UK stresses the importance of grades, curriculum rigor, and essays in the college application process and notes that one bad semester is usually forgiven if later grades improve.
Eric Anciso has proposed a project to research and write step-by-step instructions on how Texas State Technical College (TSTC) students can access their grades on the my.tstc.edu website. Many TSTC students do not know how to check their grades and stress about whether they are passing classes. Anciso believes concise instructions will help students reduce stress by allowing them to easily monitor their grades and academic progress. He requests 10 hours to develop a questionnaire, gather student feedback, and create a PowerPoint to clearly outline the grading access process. Anciso believes the instructions will be a valuable resource for students to better manage their academic careers at TSTC.
The Student Ambassador Program Post- Yearbook Edition, Spring 2016- FINAL VER...Lauren Backus
油
This document provides a summary of the Student Ambassador Program (SAP) for the 2015-2016 school year. It discusses the successful planning and events from the fall semester, including orientation, workshops, and career fairs. It also discusses the spring semester events, such as updates to social media and another successful career fair. The year saw record application numbers and the first student leadership symposium. It concludes that it was the most successful year for SAP and helped develop professional and personal skills for the student ambassadors.
This document provides definitions and explanations of common university terminology or "jargon" to help current students understand acronyms and language used in their studies. It defines terms like academic transcript, alumni, census date, credit, deferred, elective, faculty, lecture, major, minor, plagiarism, and testamur. The purpose is to help students feel more confident navigating their degree by clarifying confusing university terms.
- The document debunks common myths about college, including that college is much harder than high school, that students need to know their intended major when applying, and that "soft" majors will not lead to jobs.
- While college workloads are different from high school and require more reading, classes are not necessarily significantly tougher. Success depends more on students' time management.
- Most college students change their major at least once, so having a set major when applying is not essential, but having an intended field of study is helpful for applications.
- "Soft" majors alone do not determine career prospects; passion, effort, and what students make of their education are much more important factors
This document provides an introduction to Johnny Briones' book on how to improve memory for students. It discusses how students typically spend a lot of time studying for tests and feel unprepared. Briones explains that improving memory allows students to study less and still get good grades. The book teaches memory techniques like imagination, location, and concentration. It will show applications for remembering vocabulary, languages, presentations, dates, equations and more. The goal is to help students breeze through school by transforming their memory.
The students in the EN004 class discussed their experiences using Edmodo and other technologies in the classroom. Many felt that Edmodo was a useful tool for keeping track of assignments, grades, and communicating with classmates and teachers. Specifically, they noted that Edmodo allows them to submit assignments digitally, see teacher feedback through video reviews, and interact with each other online. A few students also commented that technology makes teaching more efficient and engaging for both teachers and students.
In schools we spend a lot of time defining the behavior we want by the negative: "Don't get distracted" " "Stop fooling around" 'That behavior was inappropriate. " These
commands are vague, inefficient, and unclear, They force students to guess what you want them to do."
A reflection of my past year in the MAET program at MSU as well as forethought into my possible path over the next five years as an educator and learner.
Sample Writing From Argumentative Writing CourseKatie Cleary
油
The author argues that joining a study group is the best way for AP students to succeed. Study groups help students learn more effectively by teaching each other, which scientific studies show improves retention and application of knowledge. They also hold students accountable and prevent procrastination. While initiating a study group may be uncomfortable, it will benefit students by developing critical thinking skills needed for AP classes and college.
This document summarizes a student's reflections on their teaching practicum experience working with young language learners. The student learned that planning engaging lessons takes significant time and preparation. They initially struggled using only English but overcame this by providing visual supports. The experience helped the student grow as a teacher, and they discovered a passion for working with young children. Overall, the practicum was a meaningful learning experience that solidified the student's decision to pursue teaching.
This document provides a curriculum guide for a 10-week College Club program at elementary schools. The objective is to introduce students to the idea of college. Week 1 activities include an introduction where students share what they know about college, drawing pictures of what they think college looks like, acting out skits, and making a list of true things about college. The guide outlines discussion questions, activities, and materials needed for each weekly session to educate students on college preparation.
Helping High Achievers Find the Magic WithinRebekah Black
油
This document discusses challenges faced by high-achieving college students and how advisors can help build their resilience. It notes that high achievers may struggle with perfectionism, invisible disabilities, and not having experienced failure or setbacks previously. The document recommends that advisors help students see failures as learning experiences rather than true failures, focus on long-term goals rather than single grades or tests, and provide support through empathetic listening without judgment. References are provided on perfectionism, resilience, and the relationship between effort, ability, and achievement motivation among gifted college students.
Empowering Student Workers to be LeadersRebekah Black
油
Rebekah Karth Chojnacki provides advice for supervising student employees based on her experience. She recommends developing clear goals for student employees, assessing their progress at the beginning and end of employment. Supervisors should serve as role models by engaging authentically in their work and providing opportunities and mentoring to help students develop skills for future careers. The goal is to train students while getting work done.
We know that juggling everything at uni is no easy feat. The fear of missing out (FOMO) can be tricky to manage, but we've determined at least 4 times when you should get involved and embrace your FOMO. For opportunities to get involved with uni life, check out https://www.usq.edu.au/current-students/life.
A key success factor for university study is your support crew. But, how can they help you if they dont know whats going on? Here is some advice to help you out.
1) The author has always wanted to be a teacher since childhood, teaching her younger brother lessons from school using a mirror as a whiteboard.
2) As a future teacher, the author believes classrooms should be colorful and welcoming while also focusing decorations on subject matter. High school classrooms require different decorating than elementary schools.
3) When teaching, the author plans to explain steps as writing problems, check for understanding frequently, and use technology like videos when available to enhance lessons. Testing will balance challenge and curriculum standards based on student understanding.
Adam Chowning outlines his lesson policies for students, including expectations for practice, payment, cancellations, and materials. He aims to create a supportive learning environment while also maintaining a professional atmosphere. Students must commit to a minimum of three lessons per month and give at least 12 hours notice for cancellations. If a month has five weeks, the last lesson will be skipped. Parents are allowed in lessons but may be asked to wait outside at times.
Nadia completed her teaching practicum in kindergarten and found it to be a challenging but valuable learning experience. Some of the key things she learned include strategies for engaging young learners, such as using songs, rhymes and visual aids. Watching videos of her own teaching helped her recognize aspects that could be improved, such as keeping activities shorter to maintain student attention. Overall, the practicum reinforced for her the importance of considering students' characteristics, lesson planning, and continuously working to strengthen her teaching skills.
The students discuss using a wiki for learning and collaborating. They find it helpful to see what other students think and learn from, and to get feedback from their teacher. Wikis make it easy to collaborate on group projects and homework. Creating revision entries in their learning journal helps students keep track of what they have revised and how, and see what works best. Reading other students' journal entries provides ideas for different revision techniques. While paper is useful, technology allows for easier sharing and communication, playing educational games, and accessing online resources that make revision more fun and interactive.
The document provides advice on balancing course schedules in college by balancing workload between heavy and light courses, balancing morning and afternoon classes, and balancing interests by spreading required courses throughout college career. It also recommends asking advisors about course requirements, internships, and studying abroad, finding out about professor quality from other students, and planning out a timeline for completing degree requirements.
This document provides advice from several college instructors and administrators on preparing for and succeeding in college. Mary Gulley of Centre College recommends taking 12-13 credit hours per term as a full-time course load and warns against over-committing to extracurricular activities too quickly. Rachel Gramer of UofL emphasizes asking questions, meeting deadlines, and developing effective organizational strategies. Michelle Garth of UK stresses the importance of grades, curriculum rigor, and essays in the college application process and notes that one bad semester is usually forgiven if later grades improve.
Eric Anciso has proposed a project to research and write step-by-step instructions on how Texas State Technical College (TSTC) students can access their grades on the my.tstc.edu website. Many TSTC students do not know how to check their grades and stress about whether they are passing classes. Anciso believes concise instructions will help students reduce stress by allowing them to easily monitor their grades and academic progress. He requests 10 hours to develop a questionnaire, gather student feedback, and create a PowerPoint to clearly outline the grading access process. Anciso believes the instructions will be a valuable resource for students to better manage their academic careers at TSTC.
The Student Ambassador Program Post- Yearbook Edition, Spring 2016- FINAL VER...Lauren Backus
油
This document provides a summary of the Student Ambassador Program (SAP) for the 2015-2016 school year. It discusses the successful planning and events from the fall semester, including orientation, workshops, and career fairs. It also discusses the spring semester events, such as updates to social media and another successful career fair. The year saw record application numbers and the first student leadership symposium. It concludes that it was the most successful year for SAP and helped develop professional and personal skills for the student ambassadors.
This document provides definitions and explanations of common university terminology or "jargon" to help current students understand acronyms and language used in their studies. It defines terms like academic transcript, alumni, census date, credit, deferred, elective, faculty, lecture, major, minor, plagiarism, and testamur. The purpose is to help students feel more confident navigating their degree by clarifying confusing university terms.
- The document debunks common myths about college, including that college is much harder than high school, that students need to know their intended major when applying, and that "soft" majors will not lead to jobs.
- While college workloads are different from high school and require more reading, classes are not necessarily significantly tougher. Success depends more on students' time management.
- Most college students change their major at least once, so having a set major when applying is not essential, but having an intended field of study is helpful for applications.
- "Soft" majors alone do not determine career prospects; passion, effort, and what students make of their education are much more important factors
This document provides an introduction to Johnny Briones' book on how to improve memory for students. It discusses how students typically spend a lot of time studying for tests and feel unprepared. Briones explains that improving memory allows students to study less and still get good grades. The book teaches memory techniques like imagination, location, and concentration. It will show applications for remembering vocabulary, languages, presentations, dates, equations and more. The goal is to help students breeze through school by transforming their memory.
The students in the EN004 class discussed their experiences using Edmodo and other technologies in the classroom. Many felt that Edmodo was a useful tool for keeping track of assignments, grades, and communicating with classmates and teachers. Specifically, they noted that Edmodo allows them to submit assignments digitally, see teacher feedback through video reviews, and interact with each other online. A few students also commented that technology makes teaching more efficient and engaging for both teachers and students.
In schools we spend a lot of time defining the behavior we want by the negative: "Don't get distracted" " "Stop fooling around" 'That behavior was inappropriate. " These
commands are vague, inefficient, and unclear, They force students to guess what you want them to do."
A reflection of my past year in the MAET program at MSU as well as forethought into my possible path over the next five years as an educator and learner.
Sample Writing From Argumentative Writing CourseKatie Cleary
油
The author argues that joining a study group is the best way for AP students to succeed. Study groups help students learn more effectively by teaching each other, which scientific studies show improves retention and application of knowledge. They also hold students accountable and prevent procrastination. While initiating a study group may be uncomfortable, it will benefit students by developing critical thinking skills needed for AP classes and college.
This document summarizes a student's reflections on their teaching practicum experience working with young language learners. The student learned that planning engaging lessons takes significant time and preparation. They initially struggled using only English but overcame this by providing visual supports. The experience helped the student grow as a teacher, and they discovered a passion for working with young children. Overall, the practicum was a meaningful learning experience that solidified the student's decision to pursue teaching.
This document provides a curriculum guide for a 10-week College Club program at elementary schools. The objective is to introduce students to the idea of college. Week 1 activities include an introduction where students share what they know about college, drawing pictures of what they think college looks like, acting out skits, and making a list of true things about college. The guide outlines discussion questions, activities, and materials needed for each weekly session to educate students on college preparation.
Helping High Achievers Find the Magic WithinRebekah Black
油
This document discusses challenges faced by high-achieving college students and how advisors can help build their resilience. It notes that high achievers may struggle with perfectionism, invisible disabilities, and not having experienced failure or setbacks previously. The document recommends that advisors help students see failures as learning experiences rather than true failures, focus on long-term goals rather than single grades or tests, and provide support through empathetic listening without judgment. References are provided on perfectionism, resilience, and the relationship between effort, ability, and achievement motivation among gifted college students.
Empowering Student Workers to be LeadersRebekah Black
油
Rebekah Karth Chojnacki provides advice for supervising student employees based on her experience. She recommends developing clear goals for student employees, assessing their progress at the beginning and end of employment. Supervisors should serve as role models by engaging authentically in their work and providing opportunities and mentoring to help students develop skills for future careers. The goal is to train students while getting work done.
Honors Senior Project Crisis Planning revised for WigleyRebekah Black
油
This document summarizes a student's honors thesis exploring whether crisis plans make a difference in crisis outcomes or if other factors are equally or more important. The student conducted a content analysis of six crisis case studies examining the presence of a crisis plan, leadership response, and outcome. Preliminary results indicate that while a crisis plan is important, other factors like leadership response may be more decisive in determining a successful outcome. The thesis aimed to bring more research to this topic beyond just assuming crisis plans are the sole determining factor of a crisis's impact.
The document discusses the roles and relationships between leaders and followers. It notes that leaders provide inspiration, lead by example, set clear goals and incentives. Followers provide a grounding in reality, skills the leader may lack, and the strength of teamwork. A poor follower is a "yes man" who follows for personal gain or reinforces a leader's negatives, while a good follower builds up the leader, brings new ideas, and re-ignites their shared vision.
This document outlines Rebekah Karth Chojnacki's extensive involvement in academics and extracurricular activities throughout her undergraduate and graduate studies at UTA. It details the leadership positions she held in various honors programs, student organizations, residence life, and more. The document serves to inspire students to get involved on campus, make the most of their college experience, and pay it forward by mentoring others.
The document discusses a campaign called "Keep'n it Real" created by a PRSSA team at the University of Texas at Arlington to increase census participation. It conducted research on hard-to-count groups like students and low-income residents. Students were identified as one of the hardest groups to count. Research found students prefer humorous, relatable messages on platforms like social media. The campaign aims to educate students on the importance of the census and encourage them to complete it through fun, engaging content tailored to students.
This document discusses ways for women to encourage other women to become leaders. It begins by explaining that when one woman succeeds, all women benefit. It then discusses the lack of women in political leadership positions in the US and some potential reasons for this. Videos are linked that discuss increasing women's representation and whether gender diversity matters. Barriers women face in the workplace are outlined, as well as strategies like flexible schedules, parental leave, and diversity initiatives that can help empower women professionally. The document encourages getting involved in leadership roles on campus as a way to start developing one's own leadership story.
Help Growing Trees Grow Stronger After a StormRebekah Black
油
This document outlines scenarios and challenges that high-achieving college students may face and ideas for how academic advisors can help. It discusses issues like perfectionism, family pressures, being a first-generation student, and experiencing academic setbacks. The document provides potential strategies advisors could use such as reassuring students, helping them develop long-term goals and perspectives, referring them to support resources, and listening without judgment. The overall aim is for advisors to support students' well-being and resilience in addition to their academic performance.
Help Growing Trees Grow Stronger After a StormRebekah Black
油
How to Make Advising Work for You
1. The University of Texas at Arlington
How to Make
Advising Work for
You
A Short Film for Incoming First Year Students
RebekahKarthChojnacki,Dr.Emmanuel Garciaand the UniversityAdvisingCenter
3/18/2016
2. 1
SCENE: Outside Ransom Hall STUDENT is standing outside with a backpack looking up
at the sign. STUDENT walks in the door.
RECEPTIONIST
Welcome to University College! How can I help you today?
STUDENT
I would like to talk to an advisor. Can I see one now?
RECEPIONIST
Were accepting walk-ins today, but youll need to wait until we have someone available. Ill
need your name and your student ID number please. Please take a number and then have a seat
until someone comes out to get you.
STUDENT
Okay, thank you. (STUDENT gets number and sits down).
ADVISOR
Hi, Manny, thanks for coming to our office today! Come on back with me to my office.
SCENE: In ADVISORs office. ADVISOR
and STUDENT are sitting across from each other at a table.
ADVISOR
Welcome to UTA! How can I help you today?
STUDENT
Ill be starting at UTA this fall, and I would like to major in Communication. What can I do to
prepare for getting my degree quickly? I dont want to take more than four years to graduate.
ADVISOR
Im going to give you an idea of what your degree plan will look like, but just know that four
years is a long time, and youll likely have several adjustments along the way. Lets check your
account and make sure that all college work that you are transferring in has posted, along with
test scores. Ive printed off whats showing upis there anything missing?
STUDENT
My AP and IB scores are on here, but Im not seeing anything from the dual credit classes I took
over this past summer at TCC, just the ones from the year before.
ADVISOR
Did you request to have an updated transcript sent over?
STUDENT
3. 2
No. How do I do that?
ADVISOR
Ill email you the link with the instructions for how to do that. Every time you take classes at
another institution, you need to get an updated transcript from them sent over. Will you be
working while youre going to college? If so, how many hours a week?
STUDENT
I was thinking of getting a campus job and working a bit during the weekdo you know how I
can get a campus job?
ADVISOR
Ill send you the link to our Career Development site, where we have something called Hire a
Maverick and Snap Jobs where you can apply to jobs that are just for UTA students. I would
recommend that you dont work more than 15-20 hours per week if you are going to be attending
school full-time.
STUDENT
Okay, if I have any questions, do I just come back to see you?
ADVISOR
Youll be starting with the University Advising Center for advising during your first year, but
after that, advising will be in the college of your major. In your case, that will be in the
Communication Department. Do you know what you want to concentrate in?
STUDENT
I think Id like to have my concentration be in Broadcast Journalism. Id like to work for a TV
network.
ADVISOR
Great! One thing that you can do to be prepared is to come up with a plan for both academic and
co-curricular success. There are several different student organizations that would be relevant for
you, as well as campus jobs, such as The Shorthorn newspaper, UTA Radio, and UTA News.
STUDENT
How can I find out what groups are available to join?
ADVISOR
We have a site called MavOrgs that lists all 300 of our active student organizations. Why dont
you look up which ones seem interesting to you, and next time you come back we can discuss it
if you like. You can talk with our director, who has a background in radio, if you likewere all
here as a resource for you!
STUDENT
Okay, thanks! Is there a way I can talk with students in organizations in person?
4. 3
ADVISOR
Yes, we have organizational fairs during orientation, where different groups come out to recruit
for new members.
STUDENT
Cool! How many classes do I need to take a semester to graduate on time?
ADVISOR
We usually start full-time students out at UTA with about 15 hours for their first semester, which
adds up to around 5 classes. Based on what you have already taken and what you want to study,
heres some suggested classes for this next semester. I have a 3 semester plan for you here from
the Communication Department, showing what classes you will need to take for the next 3
semesters going forward.
STUDENT
Ive already taken some introductory courses; will that get me done sooner?
ADVISOR
It can certainly help. Just remember that there may be opportunities that come up that you
werent planning on that might take some time, but would be worth changing your schedule for,
such as a study abroad trip, an internship, or an undergraduate research opportunity. I know I
really benefitted from having some wiggle room in my schedule that allowed me to have an
internship and an undergraduate research experience.
STUDENT
Why do I have to take so many classes that arent related to my major? When can I start studying
what I want to?
ADVISOR
Part of a college education is taking courses from a variety of areas to help make you a better
rounded person. However, the class that you take in that area will be different from other majors.
An engineering student will have to take calculus as a math requirement, and communication
majors need to take statistics, so they are both taking a general course, but I will help you match
up the general courses that you take with your major.
STUDENT
I guess that makes sense. When can I start going to my department instead of the University
Advising Center?
ADVISOR
At the UAC, we have some basic transition requirements for a student before they go to their
major department, such as maintaining a good GPA and making progress on their degree. Based
on what you have already done, it wont take you very long, and Ill be here to guide you through
the process.
STUDENT
5. 4
Do I have to take 8:00 AM classes? I really hate waking up early, and I honestly dont think Id
show up to them.
ADVISOR
Its good to have an idea of what will work for you. Lots of people feel the same way. The best
way to avoid classes at times that you dont want is to take care of advising and registration
early. If you want a particular schedule or professor, plan accordingly. Heres what we call our
Schedule Planner, you can use it to block out times that you dont want to take classes, as well
as when you are working, so you can get the best schedule for you.
STUDENT
Dont some class times fill up quickly? Is there any way to guarantee getting the class that I
want?
ADVISOR
You can move up in priority registration by joining the Honors College, and register for classes
on the first day they are available.
STUDENT
Wont that be really hard? Is that like taking all AP courses?
ADVISOR
No, its not so much that there is more content, but the courses are smaller and can go more in-
depth. Its great for students who are motivated and really love to learn. Based on what I already
know about you, I think you would make a great fit!
STUDENT
Wont that make me too busy to do other things on campus? It seems like something just for
STEM majors.
ADVISOR
While there are a lot of STEM majors, there are majors from all across the university, and many
also hold leadership positions on campus and in the community, and they often do volunteer
work together as a group. Its also a great way to make friends.
STUDENT
Okay, how do I get in? Do I need to apply?
ADVISOR
Yes, there is an application process. You need an SAT score of combined Reading and Math of
1200, an ACT score of 27, or be in the upper 10% of your high school graduating class if you are
entering right away as a freshmen. For students who are already enrolled at UTA, you need to
have a 3.35 and can get in that way if you do not meet the entering freshmen requirements. There
is also an essay and a resume that you need to submit. If youd like to learn more, you can talk to
the Honors advisors right next door and they will also be at orientation.
STUDENT
6. 5
Okay, that sounds good. I heard that theres a freshman class that meets once a week. Do I really
need to take that? Whats the point since Ive already taken dual credit classes?
ADVISOR
Even though you have taken a college class before, being a college student full-time is different.
Im really excited that you are getting to take this class, because I wish that this was available
when I was a freshman. Its a way to get you used to the culture and expectations of college.
Youll discuss study skills, hear guest speakers from departments on campus like the Career
Development Center, go on field trips on campus, and attend games and events on campus. Im
one of the instructors for the class, and its a highlight of my week! Youll also meet other
students in a smaller class setting, which can make it easier to find friends. Its an easy way to
learn about the campus and what it means to be a Maverick!
STUDENT
Okay, that sounds good. Do I need to live on campus?
ADVISOR
You are not required to, but if you do decide to live on campus, youll have a lot of great
opportunities to meet people, have an easier time getting to class, and make some great
memories.
STUDENT
Okay, can you help me with finding a room?
ADVISOR
Thats not something that I do in this office, but I can give you the information that you need so
that you can talk with the staff in the Apartment and Residence Life office. They are very
helpful, and do their best to match you with a roommate that you will have a lot in common with.
STUDENT
Okay, that sounds fine. How easy is it to get across campus? Will I be able to get between classes
on time?
ADVISOR
The campus is pretty compact, it only takes about 10 minutes at the most to get between classes.
You can also use a bike; we have lots of bike racks for that. There is also the campus shuttle that
runs about every 15 minutes if you are going a bit farther.
STUDENT
That sounds good. How about the gym and places to eat? Are those easy to get into?
ADVISOR
Yes, we have the Maverick Activities Center, which is available for all studentsthere are lots of
machines, courts, and sports clubs to keep you busy, along with our indoor and outdoor pools.
You can take a shower there as well if you want, so youll be all set for your next activity. The
University Center has a dining hall, and a food court plaza with different restaurants. We also
7. 6
have coffee shops and restaurants at other spots on campusthere are lots of places to eat!
STUDENT
Okay, that sounds good.
ADVISOR
Do you have any other questions? If you do, I can help you find out where to get the answer. Our
office is here as a resource for you.
STUDENT
I dont have any more questions right now, but I really appreciate your helpI feel like I have a
much better idea of what to expect. Thank you, I really feel more prepared!
ADVISOR
My pleasure! Were all here to help you. Welcome to Maverick country!
Cut to shots of STUDENT across campus