Academic Engagement

Peer Mentorship

Peer Leadership and Mentorship with Transitioning Students

Peer Leadership and Mentorship with Transitioning Students (ELPA 350) is a one-credit course for students who are, or aspire to be, peer leaders at UW-Madison.

Students will:

  • Closely examine the role peers play in leading new students through their transition to college.
  • Think, write, and talk about their own transition to UW-Madison, learn the theoretical basis for understanding student transition, and develop their leadership and mentoring capacities.
  • Complete reflective writings and experiential assignments, and participate in a weekly intensive discussion section.

The course culminates with a final paper and project outlining what students have learned and how they will apply this knowledge to their next steps.

Course Objectives:

This small, interactive course is designed to help students grow as leaders, to reflect on what constitutes leadership, and to develop specific leadership skills.

As a result of this course, students will be able to… 

  • Assess their leadership style and how that impacts their ability to work with others.
  • Demonstrate interpersonal communication, group facilitation, and helping skills.
  • Create inclusive learning environments that engage all students and support authentic dialogue across difference.
  • Discuss the principles, purpose, and ethical standards of peer leadership.
  • Describe how they plan to continue their learning about peer leadership and mentorship, and make an impact as a peer leader at UW-Madison.

For more information, or to request hard copies of the promotional card below, contact academics@studentlife.wisc.edu.

Wisconsin Experience Seminar Instructors

Course Overview

The Wisconsin Experience Seminar (Coun Psy 125) is a one-credit (75 min/wk., 15 wk.) first-year seminar open to all new students at the University of Wisconsin–Madison. This course is taught by a university faculty or staff member and an Undergraduate Teaching Fellow in an active, discussion-driven, and community-oriented learning environment. Class size is capped at 20 students.

This small, interactive course is designed to help new students transition successfully to academic and student life at the University of Wisconsin–Madison. Students will explore campus resources and opportunities; their skills, identity, interests, and goals; and the history and purpose of UW–Madison to help them make the most of their Wisconsin experience.

Instructor Role and Expectations

Training, resources, and support are provided throughout the year to ensure that Wisconsin Experience Seminar instructors have a successful experience teaching the course and find this to be a valuable professional development opportunity that can positively impact their work on-campus.

Instructors are expected to participate in the following professional development opportunities:

  • Spring Training:
    • Wednesday, April 13th from 3-5pm in the Education Building, Room 159 and Thursday, April 14th from 5-7pm in Union South (check TITU for room)
  • Fall Training:
    • Thursday, September 1 from 8:30am-4pm in the Pyle Center, Room 325 and 326
    • We’ll offer make-up training for those who can’t attend due to working SOAR: Friday, September 1 from 10am-Noon in the Middleton Building, Room 120
  • Weekly meetings during the fall semester with their Undergraduate Teaching Fellow
  • Bi-weekly meetings with other instructors during the fall semester

Wisconsin Experience Seminar instructors should expect to spend 5-7 hours a week preparing for and facilitating the course during the fall semester. This will include:

  • Reviewing lesson plans and facilitating class weekly
  • Grading and providing feedback on student work in a timely manner
  • Mentoring an Undergraduate Teaching Fellow
  • Actively supporting first-year student success within and outside of the classroom (may include in-person and electronic communication with students)
  • Attending meetings with the Undergraduate Teaching Fellow and other instructors

Benefits and Compensation

Benefits
This unique professional development opportunity has many potential benefits, which include, but are not limited to:

  • Enhancing group facilitation skills and teaching skills.
  • Engaging with, and mentoring, new, undergraduate students.
  • Developing positive relationships with new students over the course of the semester and beyond.
  • Mentoring an Undergraduate Teaching Fellow
  • Being part of a team of instructors from across campus.
  • Building relationships with and learning from campus colleagues.
  • Facilitating classroom conversations about important topics relevant to first-year students.
  • Bringing a richer understanding of first-year students and an awareness of classroom dynamics back to your department/unit.

Compensation

  • Wisconsin Experience Seminar instructors will receive a $1,000 stipend upon completion of teaching the course.
  • Instructors may receive the stipend via a lump-sum payment or by transferring funds to the Instructor’s office/department for use as professional development funds.
  • Instructors are eligible for compensation each semester they teach the course.
    A previous rule that allowed Instructors to only be compensated once every three years no longer applies.
  • Instructors also have access to up to $5/student for class supplies or shared experiences for the class.

Instructor Requirements and Application Process

Academic staff, University staff, and faculty interested in teaching and supporting first-year students are encouraged to apply to be a Wisconsin Experience Seminar Instructor.

The minimum requirements to teach a Wisconsin Experience Seminar are:

  • Employment at the University of Wisconsin–Madison
  • Masters’ degree or higher from an accredited institution
  • Approval from the applicant’s supervisor

Finalists will be invited for a brief interview with the Coordinator of Academic Engagement, and final hiring approval will be given by the Counseling Psychology Department in the School of Education. The application process is competitive, and CFYE may not able to hire all qualified applicants. If you are interested in applying, please fill out this form. If you taught in Fall 2020 or Fall 2021, please fill out the Returning Instructor application.

Applications open now through 5:00pm on Friday, January 21, 2022.

Applications will be accepted after the deadline, but sections will be assigned to priority applicants first.

Please refer questions to the Academic Engagement team, at academics@studentlife.wisc.edu.

First-Year Seminars

The course introduced me to encouraging faculty and supportive peers and helped me begin to make my college experience exactly what I want it to be.

 Makenzie S.

First-year seminars are small, discussion-based courses designed to support new students in their transition to academic and student life at the University of Wisconsin–Madison.

The Center for the First-Year Experience (CFYE) recommends all new students participate in at least one first-year seminar during their first year at UW–Madison. To meet the needs and interests of our large, diverse, first-year class, UW–Madison provides different types of first-year seminars based on student population.

CFYE administers CP125: The Wisconsin Experience Seminar for first-semester freshmen and transfer students.

The Wisconsin Experience Seminar

The Wisconsin Experience Seminar (CP 125) is a one-credit (75 min/week, 15-week), extended orientation first-year seminar open to all new students (freshmen and transfers) at the University of Wisconsin–Madison. It is taught by a faculty or staff member and an Undergraduate Teaching Fellow in an active, discussion-driven, and community-oriented learning environment. Class size is capped at 20 students. Transfer and freshmen sections are offered in the fall and spring each year.

Information for prospective instructors can be found here.

Information for prospective Undergraduate Teaching Fellows can be found here.

See below for a podcast created by one of our seminar students about her Wisconsin experience!

What it means to be a Badger Podcast

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Course Description & Learning Outcomes

This small, interactive course is designed to help students transition successfully to academic and student life at the University of Wisconsin–Madison. Students will explore campus resources and opportunities; their skills, identity, interests, and goals; and the history and purpose of UW–Madison to help them make the most of their Wisconsin experience.

As a result of this course, students will be able to… 

  • Discuss the history, culture, and purpose of UW-Madison and how those shared reference points may influence their Wisconsin Experience
  • Engage with campus resources and opportunities to develop the habits of a successful college student and have a fulfilling Wisconsin experience
  • Develop positive relationships with faculty, staff, and students
  • Assess their skills, interests, and values in order to make the most of their Wisconsin experience and further their personal and career goals
  • Analyze the multiple dimensions of social identity and how those dimensions impact their and others’ experience at UW–Madison
  • Plan how they will engage with and contribute to the University of Wisconsin–Madison and other communities during their undergraduate career

Course learning outcomes are achieved through meaningful assignments, readings, in-class discussions and activities, and interactions with campus resources and opportunities.

Information for Prospective Students

The Wisconsin Experience Seminar is a 1-credit course to help new students transition to UW–Madison.

What you’ll get from the class?

  • A good start on your academic and career goals
  • Information about campus resources and opportunities
  • Tips on how to get involved and make the most of your Wisconsin Experience
  • An extended orientation to academic and student life at UW–Madison
  • Friends and mentors

What makes this class unique? 

  • Only for new students (freshman or transfer)
  • Small (20 students or less)
  • Interactive and discussion-oriented with meaningful assignments
  • Co-taught by an experienced undergraduate student
  • It’s a fun way to ease into life at UW–Madison!

Quotes from former students:

“CP 125 made the transition from a small high school to a big university much less intimidating. I made a lot of new friends in my class and learned so many useful tips and tricks to help me navigate my way through freshman year.” – Natalie C.

” CP 125 helped make UW–Madison feel like home and it was so much fun!” – Joelle S.

“CP 125 gave me a place where I felt comfortable asking questions about general campus life. It really helped me become accustomed to college and made me aware of all the opportunities I have available to me here. It also created a very welcoming environment and I’m still friends with many of my classmates.”
– Leslie F. 

How to Enroll

Find the Wisconsin Experience Seminar on My Course Guide by searching for CP 125.

Please contact the academic engagement team at academics@studentaffairs.wisc.edu, with questions or registration issues.

Assessment and Evaluation Results

In fall 2016, the Wisconsin Experience Seminar enrolled more students, earned higher ratings, and more positively impacted students’ GPAs than in fall 2015. Check out the executive summary.

First-Year Seminar Options

All new students (freshmen and transfers) are encouraged to enroll in at least one first-year seminar during their first year at UW–Madison to help them acclimate to academic and student life, connect with faculty and peers, and learn about the resources and opportunities available to them to make the most of their Wisconsin Experience.

Students who enroll in first-year seminars consistently earn higher first-year GPAs, persist and graduate at higher rates, and utilize University resources at a higher rate than students who do not enroll.

UW provides a number of different first-year seminar options for new students, including:

First-Year Interest Groups – Clusters of (usually) three UW courses linked together to explore a common theme with a small cohort.

Residential Learning Community Seminars (scroll down at link)- Courses for students living in residential learning communities to further explore their learning community theme.

School/College/Major/Program Seminars – Courses designed to orient students to their School or College, major, or program.
Students should speak with their academic adviser to determine which course(s) might be most helpful and relevant for them.

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Instructor Summer Workshops

Check back in May for the 2022 summer workshop schedule.

Recommended Spring Seminars

In the spring semester, a number of seminars for freshmen and transfer students are available for students to explore topics of interest to them.

If you are interested in…

  • Engaging in conversations about race, class, gender, sexual orientation, ability and other aspects of identity, checkout Students Seeking Educational Equity and Diversity (COUN PSY 325).
  • Exploring human happiness and well-being, checkout Belonging, Purpose and the Ecology of Human Happiness: EcoYou (INTER-HE 201).
  • FIGs (First-Year Interest Groups), checkout spring FIGs.
  • improving your study skills and grades, checkout the Academic Enhancement Seminars.
  • knowledge and skills for making career and life decisions, take a career course through SuccessWorks.
  • science and public service, checkout Exploring Service in Science (INTEGSCI 140).
  • Using technology for academic success, checkout Tech – A Tool for Academic Success (COUN PSY 115)

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More Information about First-Year Seminars

The University of Wisconsin–Madison offers a number of first-year seminars to help new students transition successfully to academic and student life at a large, public, research university. These courses are small (20 students or less) so students can get to know their instructor and classmates and engage in meaningful discussions. First-year seminars are considered a high impact educational practice because they have been proven to help students succeed by orientating them to the academic expectations of the university and connecting them to the resources, opportunities, and people that can help them make the most of their college experience and achieve their personal and career goals. Students who participate in first-year seminars have consistently been found to be more academically successful (higher GPAs), more likely to return to college each year, and more likely to graduate than students who do not participate in first-year seminars (Hunter & Linder, 2005; Pascarella & Terenzini, 2005).img_6289-crop-web

The University of Wisconsin–Madison offers nearly 30 different first-year seminars to meet the needs and interests of our diverse student population. The Center for the First-Year Experience recommends new students (freshmen and transfers) engage in at least one of these seminars. Based on their choice, some students may be interested in taking more than one.

There are four primary types of first-year seminars at UW–Madison (and some are hybrids):

  • College/Department Seminars are for students interested in particular majors or colleges. These courses help students better understand the discipline and the program’s expectations
  • First-Year Interest Groups (FIGs) are clusters of (usually) three courses that are linked together to explore a common theme. Students attend all three classes together as a cohort.
  • Residential Learning Community Seminars are for students living in a residential learning community. The courses vary on topic depending on the community.
  • University Transition Seminars help students acclimate to academic and student life at the University by connecting them to peers, resources, opportunities, and strategies for success.

Some students are required to participate in a first-year seminar. Including:

  • College of Agricultural and Life Sciences (CALS) students. Courses that meet that requirement are listed below.
  • Direct admits to the College of Engineering. Those students are required to take Inter-Engineering 110: Introduction to Engineering.
  • Direct admits to the Wisconsin School of Business. Those students are required to enroll in General Business 365: Principles in Leadership, Ethics, Authenticity, and Development (LEAD).
  • PEOPLE, Posse, and UW Athletics students. Those students are required to enroll in a program-specific section of Counseling Psychology 115.

How to Turn Your Freshman Course Into a High-Impact Educational Experience

UW–Madison courses that meet most of the following criteria can be designated as high-impact for new students:

  • Courses designed specifically for first-year undergraduate students to support their transition to UW–Madison.
  • Courses that enroll fewer than 25 students or portions of the course meets in groups of fewer than 25 students.
  • Students learn in circumstances that require them to interact with faculty and peers about substantive matters.
  • Students experience diversity through contact with people who are different from themselves.
  • Students obtain frequent feedback on their performance in a course that will be graded.
  • Students have opportunities to integrate, synthesize and apply knowledge while exploring big questions and big ideas.
  • Students experience an integration learning both in and out of the classroom.
  • The learning objectives for the course are aligned with the UW–Madison Essential Learning Outcomes.

College of Agricultural and Life Sciences (CALS) Freshman Seminar Requirement

In 2011, the College of Agricultural and Life Sciences began requiring that all students take a freshman seminar. CFYE is pleased to partner with CALS to review course proposals and make determinations about courses that will count for the requirement.

Students, please contact your advisor if you have questions about the CALS Freshman Seminar Requirement.

To submit a course for consideration, please complete an online survey with the following information:

  • Updated course syllabus
  • Statement of how the course meets the criteria below
  • Contact information for the course coordinator

For questions, email the Academic Engagement team.

Courses meeting the CALS freshman seminar requirement, meet most of the following criteria:

  • The course is designed specifically for first-year undergraduate students, to support their academic and personal transition to UW-Madison. For example, the course may acquaint students with academic, campus and community resources to assist in their transition through presentations, discussion, projects, or papers. Because students took this course their transition to UW-Madison is more rapid and well supported.
  • Course enrolls fewer than 25 students or a significant portion of the course meets in groups of fewer than 25 students. A larger lecture course will be considered if students interact regularly in sustained and substantive small groups with a faculty member or well prepared graduate student or peer. This interaction must go beyond review of material and question and answer and be an on-going relationship.
  • Students receive frequent feedback from the instructor(s) on their academic performance and receive a grade in the course.
  • Students are put in circumstances that essentially demand they interact with faculty and peers about substantive matters. As a result of taking this course students have gotten to know their instructor(s) and peers through meaningful course-related dialogue.
  • Students will experience diversity through meaningful dialogue with people who are different from themselves and/or engage with diversity through course content which addresses inclusivity, diversity and identity.
  • Students experience an integration of experiential and classroom learning.  For example, students might be asked to attend a student organization meeting, meet with a faculty or staff member, or participate in research or service.
  • Students have opportunities to integrate, synthesize and apply knowledge while exploring big questions and big ideas.
  • The learning objectives for the course are aligned with the UW–Madison Essential Learning Outcomes .

List of approved courses:

  • Afro-American Studies 271: Multiculturalism & Social Justice
  • Animal Sciences 135: Grand Challenges and Career Opportunities in Animal and Dairy Sciences (effective June 1, 2022)
  • Biochemistry 100: Biochemistry Freshman Seminar
  • Biological Systems Engineering 170: Design Practicum
  • Counseling Psychology 115: PEOPLE First Year Seminar
  • Counseling Psychology 115: First-Year Transition Active Student
  • Counseling Psychology 125: A Wisconsin Experience Seminar
  • Dairy Science 272: First-Year Seminar in Dairy Science
  • Environmental Studies 402: GreenHouse Learning Community Roots Seminar
  • First-Year Interest Groups (All)
  • Forest and Wildlife Ecology 101: Orientation to Wildlife Ecology
  • Genetics 155: Freshman Seminar in Genetics
  • Integrated Liberal Studies 138: Chadbourne Residential College (CRC) First-Year Seminar: Foundations of a Liberal Arts Education
  • Integrated Science 100: Exploring Biology
  • Integrated Science 110: BioHouse Seminar: Biology for the 21st Century
  • Integrated Science 140: Exploring Service in Science
  • Integrated Science 375: Secrets of Science
  • Inter-Ag 140: QuickStart Foundations
  • Inter-Ag 155: Issues in Agriculture, Environment, and Life Sciences
  • Inter-Ag 165: Introduction to International Issues in Agricultural & Life Sciences
  • Inter-Ag 175: Women in Science & Engineering (WISE) Seminar
  • Inter-Ego 170: Design Practicum (3 credits)
  • Inter-He 201: Belonging, Purpose and the Ecology of Human Happiness: EcoYou
  • LSC 155: First-Year Seminar in Science Communication