Transfer & Exchange Fall Welcome Workbook, 2023

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 TXSM.

Make sure you have a reusable water bottle with you

Wear your Fall Welcome nametag

WEDNESDAY, AUGUST 23

Follow@WashUTransitionsonInstagramfortips,events,anddeadlinereminders alongsideopportunitiestoengagewiththe2023Transfercommunityandthe Classof2027.

Addimportantnumberstoyourphone:

• WUPD: (314) 935-5555

• Habif: (314) 935-6666

• Uncle Joe’s: (314) 935-5099

• SARAH: (314) 935-5050

Download the WUSTL mobile app and the WashU Safe App

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.

Thursday, August 24

Welcome to Washington University in St. Louis

What are you excited about?

What are you nervous about?

STUDENT MENTOR

Who is my TXSM?

How can I contact my TXSM?

GROUND RULES FOR SMALL GROUP

• Confidentiality.

We want to create an atmosphere for open, honest exchange. We ask that things said 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 are 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?

WASHU DIVISION OF STUDENT AFFAIRS VALUES

• Equity, Diversity, and Inclusion

• Leadership

• Career Development

• Healthy Excellence

• Student Engagement & Belonging

THURSDAY, AUGUST 24 & FRIDAY, AUGUST 25

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.

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

Learn how to request a digital or physical book through WashU library. Prepare for your courses:

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

Identify how you will practice wellness, 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.

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.

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

Ethnicity

Sexual Orientation

Religion

Socioeconomic Class

Age

Ability

National Origin and Citizenship

Tribal or Indigenous Affiliation

Body Size/Type

What else?

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

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

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 has 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.

2. Identities you think about least often.

Age

Physical, Emotional, Developmental (Dis)Ability

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

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

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

Gender

First Language

National Origin

Sex

Sexual Orientation

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 advisor?

Advisor Contact Information

SATURDAY, AUGUST 26

Explore campus spaces.

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

- Explore transportation options available on the WUSTL mobile app.

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

Reach out to someone in your TXSM small group for a meet-up.

Explore engagement opportunities through WUGO. 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. Take a break and find time to rest and relax!

Saturday, August 26

FIRST WEEK PRIORITIES

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 Page of all of your classes.

Buy your books and materials for your courses.

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

YOUR RANKING GROUP RANKING

OUR WASHINGTON

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

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.

SUNDAY, AUGUST 27

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 TXSM!

Eat delicious brunch in the Village!

GLOSSARY OF BIAS TERMS