Synopsis of Faculty Conversations with Students

This discussion dealt with "ideas" students have developed through the media which have created myths about what the college experience will be. Students arrive at campus with a set of assumptions that need to be considered, questioned and analyzed. I explained to the students that college gives them an opportunity to examine their beliefs and "myths" to determine what is true or false. I started by putting the students into groups and asked them to answer a series of questions about their media habits and their beliefs. Then we talked through the answers, focusing on similarities and differences among belief systems that they might reconsider in their time at Oshkosh.
Ralph Beliveau
Radio/TV/Film

Initially I asked the students to share their thoughts on how their day was going and if they enjoyed the presentation by the keynote speaker. They responded enthusiastically! I used their impressions and discussed in broad terms what the college experience offers them. The notion was presented that building firm relationships could lead to personal growth, satisfaction, and college success. The students then introduced themselves to each other and shared something unique (achievements, vacations, goals, etc.). Next I provided a brief definition and discussion of the seven themes as outlined by Dr. Humphrey's keynote address. The students were then assigned to small groups and asked to select a Student Affairs Office that their group would represent (examples were given) and also select three themes of their choosing that would represent their office or service. They were asked to discuss how they might promote their service to students, and what the outcomes and benefits would be of using the services. Then I asked each small group to share their results with the rest of the students. This seemed to be a creative way for students to integrate the themes of the day along with learning about the campus. Following the session I accompanied the students to lunch in the Kolf Sports Center.
M. Alan Saginak
Counselor Education

The title of my session was "I'm STUCK! Now what do I do?" I talked about (and tried to have them experience) several important attitudes and beliefs associated with success in solving problems. We addressed: You only have a problem if you are initially STUCK. You cannot learn to solve problems without being STUCK a lot. You need to develop a healthy frustration about being STUCK. Healthy frustration can be viewed as a motivation for learning. Getting UNSTUCK feels good!
John Koker
Dean, College of Letters & Science

The first 45 minutes of my session I spent getting acquainted and discussing the students' and professors' expectations. In one activity I asked the students to write one phrase that described "professor". I then responded to five of those comments and tried to dispel stereotypes. I continued my presentation talking about our expectations of students as adult learners. A large number of students raised concerns about whether their professors "can speak English". I explained that learning from someone with a different background can be incredibly enriching, and an unfamiliar accent shouldn't frighten him or her away from what could be one of his or her best college experiences. The second half of my Odyssey session is devoted to a discussion of critical thinking. I set table tents listing individual mediums around the room and asked the students to walk toward the medium that was their primary source of information. (Ex.: TV, newspapers, etc.) This activity helps us begin talking about (1) the need to carefully evaluate a sources' reliability and (2) the value in seeking out multiple sources. I then disseminated copies of five flawed newspaper articles to each group and had them read, discuss, and critique the data presented in their article.
Kenneth L. Price
Mathematics

We used poetry to have students consider as individuals and as new members of the UW-Oshkosh community. We used the poetry to encourage students to think about how they would be changed by their college experiences and what changes they might expect to cause in others. The poems got at the two ideas of what is expected of the individual and how each individual can affect a community, and how people came to have and change aspirations, realized fears, developed self-awareness and awareness of others, and so on. We used the image-summoning power of poetry students to encourage students to conjure the images of themselves they might be generating as well as the images UW-Oshkosh presented to them. We attempted to relate the message of the poetry to what was likely to happen in the classroom, living areas, among peers and so on. Students pretty much carried the discussions with little encouragement from us. We started with the poems as narratives and the need to listen and think if one is to extract their meaning, and moved on toward the actual meanings of the poems as related to both the individual and the group. We also tried to show how our two major interests - English and Journalism - relate to one another. We gave each person in our group a business card and invited them to stop by to chat, have a cup of coffee.
Gary Coll
Journalism
Doug Flaherty
Co-Presenter

I talked about the need to become active on campus, the community, state, and globally. I discussed the need for voting, taking a stance and gaining the information to make informed decisions. I included how to get involved on campus and how to talk to faculty and develop positive relationships. I also included how to treat the academic year, the need to focus on school but to also balance life with fun. I got them involved in talking and asking questions.
Stephanie Kissel
Social Work

The title of my presentation was, "Things I Wish I Had Realized When I Was Where You Are." This Power Point presentation was prepared bearing in mind that many students arrive in a rather overwhelmed state and not aware of the difference in the level of expectations between high school and the university. My objectives were to enable students to: 1) recognize key differences between high school and college, especially with regard to expectations of faculty and 2) confidently and comfortably approach and interact with their instructors. I introduced myself in the beginning and had students introduce themselves and also asked them to mention their hometown and something memorable about themselves. Next, I asked students to pair up with another student and come up with the following: 1) three words that describe how they feel about starting their college career and the first day of class, 2) two words that describe how the instructor feels on the first day of class, and 3) a description of how expectations will be different from those in high school. Between each item, I engaged students in discussions pertaining to each item. Next, I presented a bit of information on some of my early college career experiences. I presented the following points: 1) Don't panic - someone (everyone?) feels the same way, 2) Have fun - study something cool and get involved, 3) Remember why you are here, 4) Ask questions about everything - it shows you're interested and keeps life interesting, and 5) Remember that professors are people too - get to know them. I wrapped up by allowing students to ask me questions, and they asked a variety of questions ranging from study skills/habits, to how I came to the decision to pursue a career in academia.
Todd Sandrin
Biology and Microbiology

I basically gave the students a "fun group" quiz game about UW-Oshkosh and things they should know. I broke them into groups of three or four people and asked them questions such as, "What is the name of the building where you go for advising?"
Tim Gleason
Journalism

I started my session having the students introduce themselves, and then I asked them to voice some points of anticipation and concern regarding their first semester at the university. I gave practical advice about learning strategies, individual academic responsibility, and expectations. I stressed the necessity of establishing a pattern of self-discipline in order to balance successfull studying, work, and leisure time. I shared my philosophy on education; that students need to find out what is behind doors slightly opened, words casually tossed, and controversial images disturbing their belief and value systems, i.e. the necessity to develop a critical mind and think individually to become an individual with REAL opinions. I encouraged them to enjoy university life while staying in focus the larger context and striving to become a useful, informed, responsible citizen. Again I asked students to pose their most pressing questions.
Yvette Guillemin-Young
Foreign Languages& Literature

When I did my Odyssey presentation, ("This is your brain in college"), I think I came off sounding preachy, like the anti-drug programs in high school and middle school. I would change this by putting myself in the position of the audience. I would present my own history from my past college experience and try to teach them how to learn from it. I would offer hope to the students that the road to success is not always a straight line and that every professor on campus has a history of development from exactly the stage they are at right now. I would present my own life as a high school student during the 60's. My own life with respect to college, as it was just assumed I would go to college. I would personalize my presentation to the students in hopes that they would have an understanding that professors have interesting stories too. I would want the students to have the understanding that we remember the stressful situations and anxieties experienced by college students. I would give them advice on how to get to know a professor. You are paying for access to us and to all the university's resources.
Dana Vaughan
Biology & Microbiology

My discussion focused on several Do's and Don'ts regarding student behavior (from the point of view of the faculty). I created a 2x2 matrix based on learning (high-low) and grades (high-low). Then I tailored the discussion around the four outcomes . . .high learning-high grades, low learning-high grades, low learning-low grades, high learning-low grades.
Ashay Desai
Business Administration

I spent time telling students about the importance of their responsibility for their own success at UWO-in effect, they need to take initiative. I tried to emphasize that while faculty are generally open to talking to students, often it lies with the students to come forward and meet the faculty. I also suggested that it would enhance their undergraduate experience if they did get to know their faculty.
Dave Jones
Public Affairs

I gave the students a test on decision making, which demonstrates that we all are overconfident on what we know (e.g., how long is the Nile river in miles - just give me the shortest and longest miles that you are 90% confident the right answer falls between). If you have 10 such questions you should have 9 right answers - that is, the answer is within your minimum and maximum range. We then talked about making decisions in college and in our personal life, and where we made mistakes because we were overconfident.
E. Alan Hartman
Business Administration

I asked students how many hours there are in a week. Of the 168 hours per week, how might you anticipate allocating them to class, study, recreation, parties, work, etc.? This was adequately successful in starting some conversation about how they would spend their time, and what to expect of themselves and others during their freshman year.
Donald R. Simons
Business Administration

We talked about nonverbal communication and roommates. We talked about proximics and how most arguments people have with people they know has to deal with space management and spatial expectations. Kevin Backstrom
Communication

For my "jumping off" point I used the book they will be reading. The last book, "Into the Wild", was about taking risks to achieve a passion. It's also about, perhaps, misguided risk-taking. Even though a number of the students have not read the book, we discuss the theme. I have them talk about their feelings regarding this, about the risks that they have taken, passions that they have, whatever relates to the theme. We go around the group and give everyone a chance to talk. My main purpose is to try to have them get to know each other and relieve some stress. I let them ask questions and we talk about a lot of things that are of interest to us! I often ask them to reflect on what they would like to accomplish during their college years, or what kind of mark they would like to leave on UW Oshkosh, or how they would like to be remembered. I try to get them to think about three things: a premise that is a little lofty and related to academics, how to be a college student, and how to enjoy their fellow students.
Karen Bowen
L & S Academic Affairs

I simply told students who I am, and where I come from, (I am a first generation college student that many can relate to). I also discussed that diversity was the one thing I missed most from my former experiences I had while training with scientists from all over the world. UW-Oshkosh is striving to improve diversity and this is an important issue.
Teri Shors
Biology & Microbiology

Odyssey travelers, in discussion groups, will try to understand primitive American values, using two virtual artifacts, "The Star Spangled Banner" and "O Canada." We will then discuss student expectations of the college classroom. Here is the premise: Twenty-first century Americans were enamored of technology that absorbed them, and they stored their culture in primitive computers. Why did these ancient Americans believe they lived a "better way of life"? Others in the world did not understand. A professor in 2503 asks Odyssey travelers: "Were the ancient Americans worshippers of the Roman god Mars"?
Bill Baurecht
English

Students were placed in small groups and asked to come up with a list of what they thought were the "rights" of students on a college campus. Each group's ideas were then placed on the board. Students then went back into small groups and were told to come up with a list of the "responsibilities" of college students. These were also placed on the board. We then had a large group discussion of rights and responsibilities.
Tony Palmeri
Communication

I did a short presentation on what intercultural communication is, and then followed up with a "Pictionary" style game, which helped students experience some of the barriers involved in intercultural communication. I invited a group of international students who are on campus to join the session and participate in the game. At the end of the session I allowed UW Oshkosh students and international students to practice their intercultural communication skills.
Jenna Graff
International Programs Coordinator

I provided an overview of the structure of the University. I talked about the College of Letters and Science and the General Education connection. I offered tips for success and I encouraged each participant to share their aspirations and desires regarding higher education.
Adele Newson-Horst
L & S Dean's Office

Following an icebreaker designed to introduce students to each other, I provided a brief overview of technological change using the theme "Ethical Dilemmas with Technological Advancement". Students then discuss the pros/cons of particular current discoveries/innovations, recognizing the challenges to implementation.
Linda Hartenian
Business Administration

I had students introduce themselves and then I offered information about myself, and my own first-generation college experience. I offered the students a chance for general discussion of preconceptions about academic challenges of college. I then talked about transitions to college and provided brief "case studies" presented as storytelling about different students and challenges they faced, primarily dealing with independence and its flip side; loneliness, choosing a major that suited their talents, (not what their parents wanted), and establishing a new sense of self different from one's high school reputation. We came up with suggestions, kind of a collective "Dear Abby" response.
Helen Bannan
Women's Studies

I showed the students longitudinal data on the choices students are making for their major, for instance Psychology and Sociology majors are up, Engineering and Computer Science majors are down since 1985. This gave us the opportunity to look at data and then talk about a topic of interest to freshmen.
Bill Wresch
Business Administration

Our main discussion centered around what teachers expect from students and what students could expect from their teachers, including how classes may differ from high school and the responsibilities involved. We also talked about where to go, and how to get help if you need it. We discussed that they are in charge of their own lives now, and the responsibilities associated with this.
J. Terry Barth
Phy Ed. & Health Promotion

I showed a videotape about a 70 year-old woman who competes in the "Eco-Challenge" every year. The Eco-Challenge is a grueling 5-6 day race that goes several hundred miles and includes hiking, swimming, canoeing, and a whole bunch of pain…the whole idea here, of course, is that a person can accomplish whatever they set their mind to. I then lead a discussion where I ask them to get in small groups and come up with: 1) their biggest fear about college, and 2) the most burning question they have right now about UWO.
Dan Schmidt
Phy Ed and Health Promotion

I use a Power Point presentation that puts forth the expectations of college more succinctly and more directly than conversation is able to do. Learning what is expected in those first 'make or break' weeks of college is very important, and this presentation helps students have a better understanding of those issues.
Nancy Burnett
Economics

During our Odyssey Session we discussed the causes and consequences of stress. The session concluded with a progressive muscle relaxation activity. This type of session gives the students an active strategy for combating stress.
Hal Strough
Phy Ed and Health Promotion

In the first 10-15 minutes of my session I discuss with the students some of the majors offered at our university and when/how you get a sense of what your major should be. I include the smart things I've seen done as well as the not-so-smart things, for example picking a major because a friend is in that major field. The next 10-15 minutes I have the students reflect on their own high school experience and what made a class a good experience versus a bad experience, what made you perform well versus what didn't. We then discuss types of jobs college graduates take, when a student should start looking at job issues and how to make the decision about whether to take a job. This also helps direct them into the major area they should study. The next 10-15 minutes is spent addressing what are key mistakes to avoid? This leads to a discussion of organization and time. I draw a picture on the board that shows each week has 168 hours, that each student has lots of free time the beginning week of each semester, but later the workload will increase. This helps students think about how much they can do in terms of social clubs, sports, work, etc. Doing too much causes overload and as a result you can fall apart and not perform well at anything. The final 10 minutes I open up for Q&A. I give the Odyssey leader a chance to make any announcements.
Bryan Lilly
Business Administration

My Odyssey session was co-facilitated with my wife. We started the session with introductions and had each student share something neat about themselves. We then had the students get into small groups of 5 students in each group, and had them compile facts of what they felt was most important to them from the message given by the keynote speaker. We asked them if they felt her message was credible and did they believe it? If so, would they have believed it if their parents had given them the same message? This helped the students realize that they can be accepting of the same ideas when given from different people. We then walked with our group to lunch and pointed out various buildings on campus.
Floyd Wouters
Mathematics

Because students will soon get a full dose of faculty members in classrooms, I think it is important for them to meet a faculty member -- me -- in some other setting. So I take them for a walk on the Wiouwash Trail. Before we embark, I talk briefly to the group about the importance of balance in their life and how beneficial I find a walk to be in helping me maintain balance. I also explain my goal for the walk, which is to meet each of them and give them a chance to meet a faculty member in a setting outside of the classroom. Then, as we walk, I encourage them to chat with and get to know the others in the group, and I work my way through the group meeting and speaking with each person. They seem genuinely interested in meeting me, though the idea of walking on a trail doesn't seem to excite too many.
Bill Mode
Geology

James M. Chitwood, Dean of Students
University of Wisconsin Oshkosh, 800 Algoma Boulevard, Oshkosh, Wisconsin 54901

Go to Dean of Students Home Page

University of Wisconsin Oshkosh Student Orientation
Odyssey 2007 is sponsored by the Offices of the Provost/Vice Chancellor
and the Dean of Students

Any technical questions and concerns about this site should be directed to the Webmaster.

Last update: July 13, 2007