First-Year Fall Welcome Workbook

THIS PACKET BELONGS TO

Check your WashU email each morning.

Review the Fall Welcome schedule for each day and make note of the required events and the optional events you would like to attend.

Look out for any Teams messages or reminders from your WUSA.

Make sure you have a reusable water bottle with you. Wear your Fall Welcome nametag.

SUNDAY, AUGUST 20

Download the WashU mobile app and WashU Safe app.

Add important numbers to your phone:

- WUPD: (314) 935-5555

- Habif: (314) 935-6666

- Uncle Joe’s: (314) 935-5099

- SARAH: (314) 935-5050

Follow @washutransitions on Instagram for tips, events, and deadline reminders alongside opportunities to engage with the Class of 2027.

Sign up for an In the Lou excursion for Thursday or Friday.

Share the following with your group:

• Name

• Pronouns

• Where home is for you

• Academic school

• Something you are passionate about

GROUND RULES FOR SMALL GROUP

• Confidentiality.

We want to create an atmosphere for open, honest exchange. We ask that things shared in this space stay in this space.

• Our primary commitment is to learn from each other. We will listen to each other and not simply talk at each other. We acknowledge differences amongst us in backgrounds, skills, interests, and values. We realize that it is these very differences that will increase our awareness and understanding through this process.

• We will not demean, devalue, or “put down” people for their experiences, lack of experiences, or difference in interpretation of those experiences.

• We will trust that people are always doing the best they can. We will give each other the benefit of the doubt. We will assume we are all trying our hardest and that our intentions are good even when the impact is not.

• Challenge the idea and not the person.

If we wish to challenge something that has been said, we will challenge the idea or the practice referred to, not the individual sharing this idea or practice.

• Speak your discomfort.

If something is bothering you, please share this with the group. Often our emotional reactions to this process offer the most valuable learning opportunities.

• Shift or pivot your role.

Be mindful of taking up much more space than others. On the same note, empower yourself to speak up when others are dominating the conversation.

• Don’t freeze people in time.

We are all a work in progress. We will not assume that one comment or one opinion made at one time captures the whole of a person’s character.

Adapted from: The Program on Intergroup Relations, University of Michigan With acknowledgement to Melanie Morrison of Allies for Change & Shayla Griffin, 2012.

REFLECTING ON MY VALUES

Below is a list of values. Circle ones that strongly resonate with you. If you have a personal value not on this list, write it down.

Values List

Abundance

Acceptance

Accountability

Achievement

Advancement

Adventure

Advocacy

Ambition

Appreciation

Attractiveness

Autonomy

Balance

Being the Best

Benevolence

Boldness

Brilliance

Calmness

Caring

Challenge

Charity

Cheerfullness

Cleverness

Community

Commitment

Compassion

Cooperation

Collaboration

Consistency

Contribution

Creativity

Credibility

Curiousity

Daring

Decisiveness

Dedication

Dependability

Diversity

Empathy

Encouragement

Enthusiasm

Ethics

Excellence

Expressiveness

Fairness

Family

Friendships

Flexibility

Freedom

Fun

Generosity

Grace

Growth

Flexibility

Happiness

Honesty

Humility

Humor

Inclusiveness

Independence

Individuality

Innovation

Inspiration

Intelligence

Intuition

Joy

Kindness

Knowledge

Leadership

Learning

Love

Loyalty

Making a Difference

Mindfulness

Motivation

Optimism

Open-Mindedness

Originality

Passion

Peace

Perfection

Performance

Personal Development

Playfulness

Popularity

Power

Professionalism

Preparedness

Proactivity

Punctuality

Quality

Recognition

Safety

Security

Service

Spirituality

Stability

Relationships

Reliability

Resourcefulness

Responsibility

Responsiveness

Self-Control

Selflessness

Simplicity

Success

Teamwork

Thankfulness

Thoughtfulness

Understanding

Uniqueness

Usefulness

Versatility

Vision

Warmth

Wealth

Well-Being

Wisdom

Zeal

Looking at my circled values, are there any themes that I am seeing?

What are my core values?

What do I perceive as WashU’s Values?

Why did I choose these core values?

How do my core values influence my actions?

SMALL GROUP REFLECTION QUESTIONS

• How did you feel during this activity?

• Why did you choose those core values?

• How do or should our core values influence our actions?

MONDAY - WEDNESDAY, AUGUST 21-23

Locate the space(s) on campus you may use as a regular study spot outside of your room. Common study areas are:

• Bear’s Den (BD)

• East Asian Library

• Holmes Lounge

• Law School Café

• Olin Library

• Parkside Café at Schnuck Pavilion

• Simon Hall study rooms

• Tisch Commons in the DUC

• Whispers Café

Set up your study space in your room. Be sure to consider lighting and charging needs.

Learn how to find the menu and ingredients for on-campus dining.

Learn how to request a digital or physical book through WashU library.

Monday - Wednesday August 21 - 23

EXPLORING

ACADEMICS WITH MY ACADEMIC DIVISION

What are some academic goals you want to accomplish?

What are your academic areas of interest?

What questions do you have for your adviser?

Adviser Contact Information

SOCIAL IDENTITY

Social identities reflect how we see ourselves and how others see us with respect to major social categories. Their meanings are not fixed but take shape in particular social contexts. They are sometimes obvious and clear, sometimes not obvious and unclear, often self claimed and frequently ascribed by others. For example, gender and racial groupings are often ascribed as well as self-claimed. Government, schools, and employers often ask an individual to claim a racial identity group or gender, or they ascribe one based on visual perception. Other social indentities—such as sexual orientation, religion, class, or disability status—might be personally claimed but may or may not be announced or easily visually ascribed. Some identities are fluid and change over time.

How we see ourselves (and how others see us) can vary depending on particular contexts and who the others are in a given situation. Even with such contingencies and contexts, we nonetheless can have a general sense about our identitis. For the purpose of this exercise, please identify the memberships you claim or those that are ascribed to you in this general sense. Some examples of social identities include:

Below are social categories that have widespread salience and a few examples of ways people identify withing them. It’s NOT a full list. Please use your own language to describe how you identify.

Gender Woman, Man, Transgenfer, Boi, Boy, Girl, Femme, Genderqueer

Sex Intersex, Female, Male

Race

Ethnicity

Sexual Orientation

Religion

Socioeconomic Class

Age

Asian/Pacific American, Native American, Arab American, Latin@, Black, White, Bi/Multiracial

Irish, Chinese, Puerto Rican, Italian, Mohawk, Jewish, Guatemalan, Lebanese, European-American

Lesbian, Gay, Bisexual, Heterosexual, Queer, Pansexual, Asexual

Hindu, Muslim, Buddhist, Jewish, Christian, Pagan, Agnostic, Atheist, Secular Humanist

Poor, Working Class, Lower-Middle Class, Upper-Middle Class, Owning Class, Ruling Class, Newly Independent

Child, Young Adult, Middle-Age Adult, Elderly

Ability People with disabilities (cognitive, physical, emotional, etc.), Temporarily able-bodied, Temporarily Disabled

National Origin and Citizenship

Tribal or Indigenous Affiliation

Body Size/Type

What else?

United States, Nigeria, Korea, Turkey, Argentina, etc.

Mohawk, Aboriginal, Navajo, Santal

Fat, Person of Size, Naturally Thin

What other social identities are important in your communities?

PERSONAL REFLECTION ACTIVITY

Answer the following questions about your awarness of and learning about the socialization of the below identities. Bonus points for answering these questions with your family or friends.

The national US conservation on social identities include the following 11 social identity categories based on the most common oppressions currently being addressed: colonialism, racism, sexism, heterosexism, classism, ageism, nationalism, elitism, ableism, and Christian hegemony. While there are many more social identities that could be considered for research and discussion, the following identities are the most common and consistently addressed across the country.

Social Identity

Indigeneity

Race

Gender

Sexuality

Class

Age

Citizenship Status

Education Level

Physical/Mental Ability

Religion Followed

Language Spoken

When did you become aware of this identity?

What were you taught about this identity?

Who helped you make sense of your thoughts and questions?

SOCIALIZATION SELF-ACTIVITY REFLECTION QUESTIONS

1. What came up for you as you were doing this activity?

2. How was your understanding or thoughts around these identities shifted/evolved/stayed the same?

3. What are the differences/similarities in how you came to learn about these identities from your listening partner(s)?

Race

IDENTITY WHEEL

Ethnicity

Socio-Economic Status

Religious or Spiritual Affiliation

1. Identities you think about most often.

Gender

2. Identities you think about least often.

Age

Physical, Emotional, Developmental (Dis)Ability

3. Your own identities you would like to learn more about.

Sex

4. Identities that have the strongest influence on how you perceive yourself.

5. Identities that have the greatest influence on how others perceive you.

Sexual Orientation

First Language

National Origin

IDENTITY WHEEL REFLECTION QUESTIONS

• Were there any questions that were easier or harder for you to answer? Why?

• As you were completing the wheel, was there anything that surprised you?

• How do you plan on exploring your own identities during your time here at WashU?

Thursday - Friday August 24 - 25

FINDING INVOLVEMENT

• What goals for growth do you have that can be achieved outside the classroom?

• What are some skills you hope to gain?

I AM FROM...

An exercise for surfacing cultural identity

I AM FROM… (familiar lands, neighborhoods, places you grew up)

I AM FROM… ( ancestors, past and current family members)

I AM FROM… (foods, taste, sights)

I AM FROM… (familiar sayings and stories heard from family and friends while growing up)

I AM FROM… (favorite songs, tv shows, movies, dance moves when you were growing up)

I AM FROM… (historical moments that mean something to you)

I AM FROM… (challenges that shaped your identity)

I AM FROM… (accomplishments and wins that shaped your identity)

I AM FROM… (who you aspire to be)

I AM FROM… (defining statement(s) of you who are)

THURSDAY - FRIDAY, AUGUST 24 - 25

Prepare for your courses:

• Read through each class syllabus to determine what school supplies you will need (textbooks, lab manuals, notebooks, supplemental materials, etc).

• Set up your planner and/or calendar.

• Add your classes to your calendar or planner.

• Visit Canvas to determine information about your courses.

• Find your professor and TA office hours on your syllabi and add them to your calendar or planner.

Explore campus spaces.

• Find an outdoor space you’d like to spend time at on-campus or in Forest Park.

• Find the Mail Room on the South 40. You will receive an email when there’s a package or letter to pick up.

• Explore transportation options available on the WashU mobile app.

• Make sure you know how to get to the Habif Health and Wellness Center on the South 40.

Reach out to someone in your WUSA small group for a meet-up. Register to vote with WashU Votes!

• We invite all incoming students to learn more about US voter registration process and upcoming elections at the Stix House.

SELF-CARE CIRCLE

Self-Care Strategies:

Overcoming Stress:

• What self-care strategies have you used in the past?

• What worked for you?

• What didn’t work for you?

• From our circle activity, what would you be interested in trying this year?

SATURDAY - SUNDAY, AUGUST 26 - 27

Do a tour of your class schedule!

• Find your buildings and classrooms. When doing so, make note of nearby restrooms, water bottle filling stations, and cubbies to plan your days.

• Locate the dining options near your classes and determine where you may eat your meals.

• Do a tour of your route to class each day.

Identify some academic resources you may utilize this year. Revisit Get Your Bearings online orientation for a list of available academic resources.

Identify how you will practice well-being, such as exercise or relaxation!

Check out Habif Health and Wellness or Recreation for some online and in-person options. Identify or set up a space that is conducive to exercise or relaxation.

Make a list of things you need to bring with you daily to your classes. Remember to include all academic needs, chargers, snacks, etc.

Update your support systems! Find a time to update your parents, family members, and friends about your first week.

Do a mental walk through of your first day of class. Ask any last questions to your WUSA!

Saturday, August 26

6 HABITS OF ACADEMIC SUCCESS

1. Maintain a detailed planner or calendar

• College is a busy time, and WashU students have a lot going on between classes, exams, quizzes, reviews and critiques, case studies and group work, lab work, homework, papers…and that’s only the stuff that happens in person! Don’t rely on your brain to just remember everything. A typical WashU student will be juggling a number of schedules including class due dates, co-curricular events or programming dates, and personal calendars. Do yourself a favor and write it down!

2. Make daily assignment goals

• As a general statement, in high school, you engage with material every day. Additionally, regular homework was more structured with small goals set for you. In college, sometimes you’re meeting in class 2 or 3 times a week. Sometimes only once a week. The onus is now on you to engage with material regularly. Daily assignments are a great way to practice course material. Take full advantage of this by taking daily assignments seriously.

3. Proactively utilize THE RIGHT academic support resources for you

• Seeking academic help is normal. Start trying out various resources early to figure out what works best for you!

• Resources that you can start using right away include:

• Office hours

• Help sessions

• Peer Led Team Learning (PLTL) for Calculus, Chemistry, and Physics

• The Learning Center’s drop-in help hours for various courses such as Physics, Computer Science, Organic Chemistry, Spanish, Art History, and a few other courses. They also offer coaching in the areas of time management, procrastination, learning skills, etc.

• The Writing Center and The Speaking Studio

4. Adaptive problem-solving

• Sometimes things don’t go according to plan. This is a normal part of learning and growing! When this happens, you can re-evaluate and re-route so that you can achieve a more desirable outcome in the future. Spend some time considering what went wrong and then start brainstorming strategies from there. It’s easy to be discouraged by these instances but know that they can be used to your advantage by helping you to develop your own best practices!

5. Attend all of your classes

• Motivating yourself to go to class can be difficult sometimes, especially in the context of online instruction. With that said, it is important to show up. Going to class is crucial in keeping up with course material, and is an active choice. Students who make it a habit of attending classes are happier overall with their academic experience. If there is an emergency, reach out ahead of time to let your professor know. Be aware of what the course syllabus says about absences. Don’t be afraid to reach out to your professors should you need help, that is what they are there for!

6. Get to know your professors

• Your professors are an extremely helpful resource for all things academic- from course content, to study strategies, to exploring a subject area. They can also be helpful for letters of recommendation and for connecting you with research, internship, or post-graduate opportunities. It can be daunting to think ahead but your professors can help you to do so!

• You can get to know your instructors by attending office hours (virtual or in person), or by emailing them to set up a meeting. STFP will email you about additional opportunities to interact with your professors.

PRIORITIES

FIRST WEEK PRIORITIES

Locate the restrooms in the buildings where you are taking classes.

Identify study spots or locations to test out during your first week.

Find a group of peers in each of your classes to sit with and potentially study with.

Transfer the due dates and materials from your course syllabus to your planner or calendar.

Make a plan for what to do to introduce yourself and engage with your professor either in class or at their first office hours.

Explore the academic resource options available for you for each of your classes.

Identify your meal locations before, between, and after classes.

Familiarize yourself with the Canvas courses for all of your classes.

Buy your books and materials for your courses.

Locate important resources on campus including your academic adviser’s office, Habif Health and Wellness, the Recreation Center, etc.

YOUR RANKING GROUP RANKING

What are some strategies or organizational tools that haven’t worked for you in the past? Try to identify why this might have been.

What are some of the strategies and organizational tools that HAVE worked well for you in the past?

What are a few strategies you will implement this year?

How will you hold yourself accountable to this plan?

LETTER TO SELF

Welcome to college! This week marks the beginning of a new chapter in your life. You have the choice to pick up this new chapter where the last one left off, or you can create an entirely new plot. Where will your story go?

Take some time to draft a letter to yourself that outlines your goals for your first semester at WashU. Write down what you hope to accomplish in your classes, social life, and co-curricular activities. What will you do to maintain your health and well-being? How would you like to be able to describe your first semester? What are your perceptions of WashU right now? How do you think they will change?

We encourage you to put some thought and effort into this exercise. While it may seem a bit awkward right now, from past experience we have found that students who take the time to write their thoughts and goals today have a more meaningful reflection in January.

REFLECTION:

What is one thing you learned or reflected on during Fall Welcome that you will put into practice to support your success at Washu?

What questions do you still have?

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Share one sentence about what your experience has been here at WashU.

Share one sentence about what you hope your legacy will be here at WashU.

MY WASHINGTON

GLOSSARY OF BIAS TERMS

SENSE OF BELONGING SURVEY