The FYE 101: Succeed at the G program is designed to help new students transition successfully to academic and student life at UNC Greensboro. Students will connect with the UNCG community, campus resources, and opportunities, while developing skills essential for academic success, and begin their journey to discover their own purpose and potential at the G.
FYE 101: Succeed at the G is a two-credit, 15-week transition seminar for new first-year and transfer students in their first semester at UNC Greensboro. This course gives students the opportunity to explore personal development opportunities, gain skills essential to academic success, and discover and connect with their new community. Additionally, the Keker Common Experience is incorporated into the FYE 101: Succeed at the G curriculum to provide students with a holistic student success program consisting of a success guide, a series of collaborative programs throughout the academic year focused on student success, and a visit to campus from the creator of the success guide. Each FYE 101: Succeed at the G section is led by a FYE Instructor and a Peer Academic Leader (PAL). Class sizes are capped at 25 students to allow for a discussion-driven environment where every student plays an active role in their learning experience.
FYE 101: Succeed at the G is designed to address the key transition points that first-year and transfer students encounter throughout their first year at UNC Greensboro while framing the information relative to the student population.
There are three student learning objectives tied to FYE 101: Succeed at the G, all of which are intended to help students connect today and excel tomorrow. The learning outcomes are achieved through meaningful assignments, readings, and in-class discussions and activities. For more information, view a sample syllabus.
- Connect with the UNC Greensboro Community
As a result of this course, students will…
- Form strong social connections by developing positive relationships with peers, staff, and faculty to develop a sense of belonging
- Understand the vast array of support services and resources available and experience meaningful exposure and use of these resources
- Build an affinity for UNC Greensboro through engagement and understanding of the university’s mission and vision, history, traditions, and values
- Foster Academic Success
As a result of this course, students will…
- Learn academic skills and techniques that lead to developing successful college students and maximizing academic success
- Engage with campus resources and opportunities that contribute to their learning and success both within and beyond the classroom
- Use critical thinking and critical reflection skills to improve academic performance
- Engage in Personal Development
As a result of this course, students will…
- Explore their sense of purpose, meaning, and direction as they begin their college experience
- Practice self-reflection and self-exploration
- Connect personal interests, values, and strengths with potential academic majors, goals, and career paths
We want FYE instructors to have an experience that is just as rewarding for them as it is for their students. Here are some statistics that show the impact of our FYE Instructors:
- 96.9% of FYE Instructors believe they benefit from serving in this role
- 95.1% of students believe their FYE Instructor demonstrates excellence in teaching
- 87.9% of FYE Instructors would recommend this role to a colleague
FYE Instructors will benefit by engaging in the following aspects of their position:
- Teaching a thought-provoking curriculum that furthers student growth
- Developing relationships with new undergraduate students
- Mentoring Peer Academic Leaders
- Facilitating classroom conversations about important topics
- Building a community of learners with campus colleagues
- Developing an awareness and understanding of first-year students and classroom dynamics that can be brought back to their department
- Compensation is provided based on your academic qualifications and department. Please contact Emily Wiersma, Associate Director of New Student Transitions and First Year Experience, for more information.
FYE Instructors are expected to partake in the following professional development opportunities:
- FYE Instructor and PAL Meet and Greet, April 23rd 4:30pm-6:30 pm
- FYE Instructor Institute, May 8th and 9th 8:30am-4:30 pm
- FYE Instructor Pre-Institute Workshop (for new FYE Instructors only), May 7th 8:30am-4:30 pm
- FYE Instructor Fall Training, August 13th 1:00 – 6:00 PM
- Keker Common Experience Author Visit, October 23rd-24th
- Weekly 1 hour meetings with their PAL
- Bi-weekly development with FYE Instructors, Fridays 11:00am-12:00 pm
- While FYE Instructors are welcome to attend all bi-weekly developments, they are required to attend at least one per month
In addition to the commitments for all FYE Instructors above, FYE Instructors currently pursuing a graduate degree will also be expected to participate in:
- Graduate School Teaching Assistant Training, August 12th 8am-5pm
- Class observation with Emily Wiersma, Associate Director of New Student Transitions and First Year Experience, 1-2 times throughout the fall semester
- Shadowing at least one class session of another FYE instructor
- FYE Instructor mentoring program
- Bi-weekly meetings with fellow FYE Instructors pursuing a graduate degree, Fall Semester Dates and Times TBD
- FYE Instructors pursuing a graduate degree are required to attend all of the bi-weekly FYE Instructor developments listed above
FYE Instructors will take on responsibilities both inside and outside of the classroom. The time commitment may fluctuate based on the week, but instructors can expect the following responsibilities:
- Teaching and facilitating class, twice a week for one hour each class
- Lesson planning and preparing for class
- Grading assignments and providing timely and appropriate feedback
- Providing ongoing student support by answering emails, meeting with them outside of class, etc.
- Supporting and mentoring your PAL
- Actively engaging and learning with your fellow FYE Instructors through ongoing development opportunities
We welcome anyone who is interested in serving as an FYE Instructor to apply; however, we do have a standard set of qualifications for this position:
If you are a UNC Greensboro staff or faculty member interested in becoming an FYE Instructor, below are the requirements for consideration:
- Full-time employment status
- A master’s degree from a relevant field
- Approval from your direct supervisor
If you are a UNC Greensboro graduate student interested in becoming an FYE Instructor, below are the requirements for consideration:
- Enrollment in one of the following graduate programs: Student Affairs Administration in Higher Education, Counseling and Educational Development, or Teacher Education
- 18 program credit hours completed by the time of instruction
- Approval from a direct supervisor, if holding a graduate assistantship or teaching assistant position
If you are a graduate student interested in being an FYE Instructor but do not meet all of the requirements above, please contact Emily Wiersma, Associate Director of New Student Transitions and First Year Experience, at firstname.lastname@example.org about the possibility of serving as a co-instructor.
Peer Academic Leaders (PALs) primarily serve first-year students as advocates, teaching assistants, and mentors in a section of the FYE 101: Succeed at the G course. This course aims to equip students with the tools and resources to be successful in college. PALs have the distinct leadership opportunity to help the students in their class section transition to college, get connected to campus resources, and establish a sense of belonging here at UNC Greensboro!
PALs love helping new students transition to UNC Greensboro. Their roles add such value to the FYE 101: Succeed at the G experience!
- 95%……..of students believed that their PAL genuinely cared about them as a student
- 96%……..of PALs had a positive experience and would recommend the position
- 98%……. of PALs reported having a positive relationship with their FYE Instructor
- 100%……of PALs agreed that they were properly equipped to do their jobs well
If you are interested in being a PAL in the future, please visit our webpage to learn more about the position.
Thank you for your interest in, and support of, the PAL program. Please contact Emily Wiersma, Associate Director of New Student Transitions and First Year Experience, at email@example.com if you have any questions.
Assistant Director of Career & Professional Development
“The Natural” award is for a first-time FYE Instructor who went above and beyond in their role, and served as a shining example of what the position can be at its best, and Brittany Jellison is no exception, as several of her nominators believed she is an example of what a great instructor should look like and we could not agree more. According to the individuals who nominated her, Brittany “went above and beyond”, was continually “reaching out to the students after class”, and always having a “positive attitude”. Another nominator commented that “she always brought such an impressive level of thoughtfulness… and frequently stimulated experienced instructors to consider new approaches and see from a new perspective”. It is clear that Brittany Jellison created a warm, supportive, and meaningful classroom environment.
Assistant Director of the Elliott University Center
“The Expert” award is for a returning FYE Instructor who went above and beyond in their role, and served as a shining example of what the position can be at its best. While it is clear that Kathleen McGirty’s students adore and love her, with several nominations it is evident it is so much more than that. One nominator went on to say “she offered herself and served as a resource for new FYE Instructors. During our professional development sessions, she was willing to share tried and true techniques that she used and worked well to keep students engaged. Although I consider her an expert, she did not look at herself as such and constantly put herself in the position to learn new things. My PAL was so transformed by their experiences as a former student in her classroom, that they decided to become a PAL themself. That is a prime example of the impact an FYE instructor can have a student and those serving around them.”
Manuel Valdez Perez
The “Lead by Example” award is for a PAL whose actions speak louder than words. This PAL may be either an out-in-front or a behind-the-scenes leader, but regardless, their presence is felt in and out of the classroom and they are known for their quality work. According to one of his nominators, Manny “is never the center of everyone’s attention, but he’s always doing what he’s supposed to be doing, and always the first person to help out at events and different programs PALs are a part of. He is also an example to his students through his successes and involvements at UNCG, in that you can do anything you put your mind to.” As a new PAL, his nominator states Manny “really took this experience by storm”, and I cannot wait to see all that he does as a returning PAL this upcoming year as I have no doubt that he will continue to lead by example.
2019 “Spartan Spirit” PAL Award
Consumer, Apparel, and Retails Studies Junior
The “Spartan Spirit” award is for a PAL who is committed to the FYE 101: Succeed at the G program, committed to student transition and success at UNCG, and embodies what it means to be a Spartan. According to her nominators, Korin is “UNC Greensboro in physical form and is the embodiment of what it means to be a Spartan”. Words such as “enthusiasm, passion, dedicated, bright, welcoming, love, spunky attitude,” and even her “snazzy Blue and Gold attire” was mentioned. One nominator went on to say, “unbeknownst to her, her disposition and Spartan Spirit often served as motivation and encouragement for me to “step up my game” on my difficult days”.
The “Helping Hand” award is for a PAL who consistently demonstrates a solid work ethic, proactively seeks out opportunities to help others, and is a true team player at heart. One nominator wrote “I have never met a student so sincerely willing to help, whenever and wherever they are asked more than her… she assisted with the logistics of an off-campus trip, engaged with my students, and answered challenging questions… and she NOT even my PAL.” Another nominator described Olivia “as the one who puts in 110% work backstage and never asks for credit”, she went on to describe her as “determined, hard working, passionate, committed, responsible, genuine, kind, open-minded, calm, humble, and confident”.
2019 Peer Academic Leader of the Year Award
According to one nominator, Destiny “highlighted her experiences on our campus, handled issues with grace, and motivated her class to be the best they could be. She went above and beyond everyday to ensure a great experience for the students in our class, and she did it with a smile.” Her FYE Instructor wrote “she was incredibly attentive & supportive of me as an instructor, and did more than her share to prepare us for each class meeting. She sent helpful emails, developed additional slides for our daily lessons, and facilitated discussions nearly everyday.” Other words used to describe Destiny are “role model”, “what it means to be spartan”, and “a gift to this campus”.
MY PAL MADE ME FEEL AT EASE & A PART OF THE UNIVERSITY VERY QUICKLY. BEING A FIRST GENERATION STUDENT, TRANSITIONING INTO COLLEGE LIFE WAS A LITTLE HARD & CHALLENGING BUT SEEING HOW [RELATABLE] MY PAL WAS & HOW SHE WAS WILLING TO TALK TO US & GIVE US ADVICE ON THE OVERALL COLLEGE EXPERIENCE. I… TO REPRESENT THE FIRST GENERATION STUDENTS, BECAUSE I KNOW HOW DIFFICULT & EMBARRASSING IT IS TO ASK PEOPLE BASIC QUESTIONS ABOUT COLLEGE, & I WANT TO SHOW STUDENTS LIKE ME THAT IT IS NOT EMBARRASSING OR DIFFICULT TO ASK QUESTIONS TO LEARN BECAUSE THAT IS WHY WE ARE IN SCHOOL.
MY EXPERIENCE AS A STUDENT LEADER SINGLE-HANDEDLY CHANGED MY CAREER TRAJECTORY. I AM INCREDIBLY PASSIONATE ABOUT SUPPORTING STUDENT LEADERS, AND [WANT TO] HELP A PAL RECOGNIZE THE CAREER POTENTIAL OF THIS POSITION. MY HOPE IS TO ASK MY PAL TO IDENTIFY THEIR AREAS OF SKILL, AND ANY SKILL GAPS THAT THEY'D LIKE TO FILL, AND ALLOW THEM TO SHINE IN THIS ROLE… I WOULD WANT MY PAL TO FEEL LIKE A TRUE PARTNER WITH ME IN THIS ADVENTURE!
WHAT I HAVE LEARNED IS THAT COLLEGE IS WHAT YOU MAKE OF IT
CREATING AN INCLUSIVE AND WELCOMING ENVIRONMENT IS ESSENTIAL TO THE SUCCESS OF THIS COURSE. WE ARE NOT ALL THE SAME, WE ALL WANT AND NEED DIFFERENT THINGS TO BE SUCCESSFUL, SO "ONE-SIZE FITS ALL" WILL NOT APPLY. I AM COMMITTED TO CHALLENGING STUDENTS TO LOOK AT THIS EXPERIENCE THROUGH MULTIPLE CONTEXTUAL LENS, AS THEIR INSTRUCTOR, I WILL CONTINUE TO CHALLENGE MYSELF TO DO THE SAME WE WELCOME DIVERSITY IN ALL FORMS, WITH THE UNDERSTANDING THAT THE NEED TO "BELONG" IS SO IMPORTANT IN ALL OUR LIVES.
Dr. Lake' Laosebikan-Buggs
I DECIDED TO BECOME A PAL BECAUSE I FELT THAT I HAD A SMOOTH TRANSITION FROM HIGH SCHOOL TO COLLEGE, AND I WANTED TO BE A PART OF HELPING OTHERS EXPERIENCE THE SAME THING
Not only did the content that we discussed in class greatly impacted my college experience, but so did my FYE Instructor and PAL. The material really helped me adjust and reach out on campus and I grew close with my FYE Instructor as well as my PAL! This made me feel more comfortable during my transition to college!
FYE 101 Student
The biggest takeaway from this class was the huge amount of resources here at the school. It proves that success is at our fingertips, we just have to take it.
FYE 101 Student
I feel more comfortable in my skin as a result of FYE 101. I was able to speak with different people about my perspective, while also expanding my views about the world.
FYE 101 Student
Every resource I’ve learned from FYE 101, I’ve passed onto my friends. They’ve told me that they wish they could’ve gotten the same information as I did. So I would most definitely recommend the class, as it gives an essential understanding in order to be successful at UNCG.
FYE 101 Student
FYE 101 Student
I was able to gain insight on different resources around campus to help with my transition to the G. In class, we also talked a lot of character strengths and weaknesses and I was able to start working on some of my weaknesses, in order to begin the process of transforming into the best version of myself. I also enjoyed meeting people in class who were going through similar challenges that I was because we were able to help each other out. We also got to experience things not every freshman was able to and learn advantages and smart habits we can take and utilize throughout my college years and even when I’m in my career.