First year Programs (FYP) strives to foster a successful undergraduate student experience by focusing on positive academic transitions and development of learning communities. Through partnerships with faculty, staff, alumni, and student leaders our programs create the space for students to define how they will engage, learn, and thrive at the University of Washington. FYP programs helps make sure that all student’s experiences at the UW fits with their interests. FYP will also introduce students to the company of a smaller group of students – with not only people who share similar interests, but people who with different perspectives as well. I was actively involved with FYP by being a Dawg Daze Team Captain, where I lead a group of 10-15 Dawg Daze Leaders, and a First Year Interest Group (FIG) leader, where I taught a course for first-year students. When working with FYP, I was able to work with other students, staff, and faculty members, and gain valuable professional experience in cooperative leadership.

 

Interpersonal Interaction: Appropriate Interaction

I decided to apply to become a FIG leader for my 3rd year at the University of Washington because I had felt at that point I had everything it took in order to become an effective peer teacher for first year students. I had a strong base of knowledge about the University from the last 2 years at UW and had the organizational and planning skills needed to have a significant impact on incoming students. My role as a FIG leader was very interesting because I was not only their instructor, but their peer as well. It was difficult to draw the line because I not only wanted to teach them, but be their friend as well. Luckily everything worked out, and even after the quarter finished, my students still reach out in all aspects of their lives. I even had a student contact me about becoming a future FIG leader!  

 

Strategic Planning: Plan

I always considered myself a planner. This was one of my passions and it was great for my role as a FIG leader. We were assigned to plan out our lesson plans for our FIG class. I had a lot of grandiose ideas for my FIG class because I wanted my students to get the most out of the course. But, the nature of quarters is that we only have 10 weeks. This was the first time I had to fit so much material into such little time. I spent a great deal of time planning not only the individual activities in each lesson, but I also made sure that the course outline flowed well from lesson to lesson and fit the overall theme of the class. In addition, I had to keep in mind when assigning managing deadlines that it was their first quarter out of high school and they have 3 other classes they are taking. At the end of the quarter I had positive feedback on my planning skills. My students applauded me on the relevancy of the class, how the class flowed, and the manageable due dates.  

 

Interpersonal Interaction: Helping Others

My main motivation to participate as a Dawg Daze team captain was to help incoming students find their community on campus. I personally didn’t participate in Dawg Daze during my freshman year and I felt that I had a harder time adjusting to such a large campus because of it. Coming from a small tight knit group at my school, I felt lost at such a large campus. I did however participate during my sophomore year and even then I felt that I got a lot out of the event. For example, I learned a lot about different registered student organizations on campus, got to eat yummy food, and meet new friends. As a Dawg Daze leader I wanted to create a welcoming atmosphere for the new incoming students. I also enjoy planning and helping an event run. I’m always really happy when I see others enjoying and getting the most out of out of an event. I felt that during my time as a Dawg Daze team captain I was able to not only help my team of Dawg Daze leaders foster an environment in which they could help the new incoming students, but I was able to help the new incoming students find their way around campus.