Course Packet 2019

FIRST YEAR FLORIDA
COURSE PACKET
2019-2020
Academic Year
Contents
Welcome 3
Letter from New Student and Family Programs 3
Welcome! Four Years to Thrive 4
Culture of Care 4
The History of First-Year Seminars 5
First Year Florida 5
Your First Year Florida Instructor 7
Your First Year Florida Peer Leader 7
Contacting Us: Dean of Students Office 7
Academic Success 8
High School Versus College 8
Managing Your Time 9
Learning Preferences 11
Note Taking 11
Reading Comprehension 14
Writing/Grammar 15
Test Preparation 16
Test Taking 17
Academic Advising 20
Advisor-Student Partnership 20
Where to Find Your Adviser? 21
Exploratory Advising 23
Pre-Health Advising 23
Pre-Law Advising 23
Critical Tracking Requirements 23
General Education 24
Electives 25
One.UF 25
Advising FAQs 25
FYF Course Packet 1

Involvement 27
Themes of Involvement 27
Navigating Your Student Experience 27
Involvement Reflection 28
Connecting the Dots 29
Resources to Become #InvolvedUF 29
Wellness 31
Six Dimensions of Wellness 31
Sleep for Success 32
Managing Stress 33
Eating Well 34
Staying Active in the Swamp 35
Alcohol and Making Responsible Choices 35
Owning Your Sexual Health 36
Building Healthy Relationships 37
Interpersonal Violence 37
GatorWell 39
Better Money Habits 41
References 44
Acknowledgements 45
FYF Course Packet 2

Welcome
Welcome from New Student and Family Programs
Dear First-Year Student,
Welcome to the University of Florida! We are delighted to welcome
you into our culture of care. The University of Florida is the
premier institution of higher education in the state of Florida and
one of the finest public universities in the United States. Every
day, we generate innovative ideas through research, leadership
and academics.
As a result, there are limitless possibilities. First Year Florida is
designed to help you discover all the resources UF has to offer,
achieve academic success and build important relationships
with students, faculty and staff. FYF will provide you with all
the necessary tools needed to succeed. Without a doubt, this
will be one of the most meaningful, fun and memorable courses
you will ever take as a college student.
We hope that in your own way, you contribute to UF’s legacy.
Whether by assisting a fellow Gator in need, getting involved on
campus, focusing on research, volunteering or working towards
a goal– you can be a model for future Gators.
At the University of Florida, every Gator counts! If you, a friend
or classmate are ever in need, please know that you can always
contact us, seven days a week, at UMatter@ufl.edu. If there is
anything that I or the Dean of Students Office can do to support
you, please let us know! I hope you have a wonderful first-year
experience and I wish you the very best.
Welcome & Go Gators!

Kristopher Klann
Assistant Dean of Students
Director of New Student and Family Programs
FYF Course Packet 3

Welcome! Four Years to Thrive
Welcome to the University of Florida! These next four years will undoubtedly be some
of the best. To take advantage of these opportunities, it is critical to plan your four
years in a proactive and intentional way. We specifically encourage you to make your
plans with careful attention to time. Most undergraduate programs are intended to be
completed in four years. When you craft and follow a four year graduation plan, you
will ensure you maximize the use of your time. While a four year graduation plan
will still provide you plenty of time to invest in the opportunities you are offered, it
will also allow you to save considerable finances and start your career or an advanced
degree. Consult family members and advisers as you chart out the path you will
pursue. Consider laying out a semester-by-semester plan to develop how you will
proceed. The information provided in First Year Florida and the Course Packet will
provide a foundation to make the most of your time here!
One resource to guide you toward success is First Year Florida, a first-year seminar
designed to ensure new students make a successful transition at the University of
Florida. Focusing on academic and personal success, this is a course unlike any other.
First Year Florida is taught by a UF faculty or staff member who has a special interest
in supporting new students, and an undergraduate peer leader, who serves as a mentor.
The small class size allows students to connect and learn from each other, while
establishing a personal connection with their instructor and peer leader. The class
focuses on discussion and interactive activities. Students are expected to participate
and be present for every class.
Culture of Care - umatter@ufl.edu

One resource available seven days a week is U Matter, We Care. U Matter, We Care serves
as UF’s umbrella program for UF’s caring culture and provides students in distress with
support and coordination from a wide variety of campus resources. You, your fellow
classmates, family members and faculty can contact umatter@ufl.edu to assist those
in distress. Once an email or phone call has been sent to U Matter, We Care, the Dean of
Students Office will reach out to you or the person you are referring within 24 hours.
From there, the Dean of Students Office will work to set up an appointment with the
Care Team. Depending on the issue the student is having, we will connect them with
other offices to get them the support they need.
By being a support system for those in need, you are providing a culture of care.
Ultimately, it is up to us to look out for one another and be each other’s support system.
Throughout the semester, you will begin building your own support system in First
Year Florida.
FYF Course Packet 4

The History of First-Year Seminars
First-year seminars have been a part of the undergraduate curriculum for over 130
years. In 1882, Lee College in Kentucky offered the first for-credit first-year seminar.
Throughout the years, popularity fluctuated with first-year seminars, initially taking
off in the mid-1970s. First-year seminars are now seen as a way to support new
students and assist them in their academic and social transition from high school to
college.
While each first-year seminar vary in regard to its ultimate purpose, common goals
include:
• Encouraging and guiding active student involvement in learning

• Introducing students to the culture and expectations of the institution
• Integrating academically and socially at UF
• Cultivating persistence (continuing despite difficulties) and success
Since first-year seminars can vary from school to school in mission and goals, there
are a variety of different types of first-year seminars. Some will focus on academic
success, others on career readiness and some will take a multipronged approach that
focuses on resources, academics, career readiness and more.
First Year Florida
In 2001, Kara Kravetz Cupoli, Assistant Dean for Greek Life at the time, began a
pilot program to teach a freshman year experience course to sorority and fraternity
members. Kara traveled to the First Year Experience Conference, hosted by the
National Resource Center for the First Year Experience and Students in Transition.
After she returned, she started the early stages of the program, including choosing
the name of First Year Florida.
Kara worked with Meg Manning, Assistant Dean for Orientation, and Karan Schwartz
and Carl Barfield, from the Provost Office, to fully begin a First Year Florida class
available to students in their first semester, which was instituted in 2001. For that
first year, students were randomly selected and enrolled into First Year Florida. Using
this strategy, they were able to compare these students to a control group who did
not take the class. After the first year, the class opened to all freshmen. A unique
textbook was created and adapted for First Year Florida at the University of Florida.
Today, First Year Florida builds upon information gathered during freshmen
orientation, Preview. First Year Florida focuses on academic success, self-discovery
and connecting to the University of Florida. With over 80 sections offered each year,
there is something for everyone. Below is an overview of the sections offered:
• Health and Human Performance (HHP): Designed for students majoring within
the College of Health and Human Performance. Objectives include connecting
students with college-specific involvement opportunities and HHP advisers,
student faculty and staff.
• Pre-Pharmacy: Designed for students interested in pursuing a career in
FYF Course Packet 5

Pharmacy. Specialized topics include pre-professional advising and making
intentional decisions for Pharmacy School. This section is taught by a Pre-
Professional Adviser.
• First-Generation: This section is for students who are the first to attend college
in their family. Special attention will be given to answering questions about
different policies and procedures that students new to the college experience
may have.
• MFOS: This section is designed for students in the Machen Florida Opportunity
Scholars program. The Instructor and Peer Leader will connect students to the
best resources for MFOS students.
• AIM: This section is designed for students in the AIM program. The Instructor
and Peer Leader will connect students to the best resources for AIM students.
• Out of State: Students who are out-of-state Gators can enroll in this section.
This section will focus on connecting students with campus resources and the
Gainesville community to assist them in their transition.
• Housing Specific Sections: These sections are held in the residence hall where
the student lives. Instructed by their Hall Director, students will build an even
larger community in their residence halls. Current sections include: Beaty Towers,
Hume Hall, Tolbert Area, Infinity Hall and Broward Hall.
• Exploratory: This section is helpful for students who are not sure about their
intended major. The course completes many of the same activities as other
sections of FYF, but focuses on having students reflect on what they want out
of UF. This class is beneficial for any student who is not fully committed to a
specific major or career field.
• Transfer: This section is for students who have transferred to UF from another
institution. This section focuses more on the expectations of the university and
professional development for transfer students.
• Freshman Interest Group: These courses are paired up with three other courses.
Students are expected to enroll in all of the other courses in addition to this
specific section of First Year Florida. By enrolling in all of the courses, they will
receive support from their First Year Florida instructor and have a built-in study
group with their First Year Florida classmates.
• PaCE: This section is designed for students in the PaCE program. The Instructor
and Peer Leader will connect students to the best resources for PaCE students.
• Fast Forward: This eight-week, hands-on section is designed specifically to
connect first-year students to UF by discussing strengths, reviewing campus
involvement, pairing students with a faculty/staff mentor and more.
Regardless of the section, all First Year Florida classes have common learning outcomes.
This means that while each class is personalized to the students in the course, all First
Year Florida students will achieve similar outcomes.
FYF Course Packet 6

As a result of this course, students will:
• Connect with faculty, staff and peers at the University of Florida.
• Identify university resources and services that contribute to their personal
and educational goals.
• Recognize the purpose of reflection, critical thinking and enriching
educational opportunities within and outside the classroom.
• Evaluate the effects of personal well-being on student success and
engagement.
• Recognize the academic, conduct and citizenship expectations of the
University of Florida.
• Develop an awareness and respect for being a part of a diverse global
community.
Your First Year Florida Instructor

First Year Florida Instructors are university-affiliated faculty, staff or second-year
graduate students. Instructors have gone through an extensive training on first-year
student transition and ways to support students in and outside of the classroom. If
you have any questions, your instructor is a great first step. If they do not know the
answer, they will refer you to a campus office or a staff/faculty member.
Your First Year Florida Peer Leader

A First Year Florida Peer Leader is a second, third or fourth year student who serves
as a mentor and role model. They understand what it is like to be a new student on
this campus and are here to help you. Do not hesitate to ask them for advice and
learn from their experiences.
If you are interested in serving as a First Year Florida Peer Leader after completing
the course, we strongly encourage you to speak to your current or previous Peer
Leader and Instructor. Applications are generally accepted from September through
October, with interviews occurring October through November. Peer Leaders should
have a desire to assist new students, a minimum 2.75 overall and semester GPA, and
a willingness to learn and be adaptable.
Contacting Us: Dean of Students Office

First Year Florida is a part of New Student and Family Programs within the Dean
of Students Office. Located in 202 Peabody Hall, the Dean of Students Office houses
Student Conduct and Conflict Resolution, Care Team, Disability Resource Center and
New Student and Family Programs. The Dean of Students office is a great one stop
shop for any questions or concerns you may have. To learn more about the services
offered and about First Year Florida, please visit us Monday through Friday from 8
a.m. to 5 p.m.
FYF Course Packet 7

Academic Success
University of Florida students are among the brightest in the nation.
The average SAT score of an incoming first-year student is 1349. Part of
your goal as a University of Florida student is to continue on the road
to success. Your first year is integral to your academic performance.
The time management, study skills, note-taking, learning preferences,
reading comprehension, test preparation and test taking strategies you
develop now will help guide your course to success.
High School Versus College

National research showed that 50.2% of students studied five or less hours per week
in high school. In college, the average student spends 17 hours studying and preparing
for their classes. While the amount of time you spent studying in high school is less,
you are now expected to not only study more but study better. What were your study
habits like in high school? Take a moment to complete the chart below to help you
think about your past study habits.
During an average week of high school...

Hours spent doing homework
Hours spent studying (not homework)
Hours spent in class
Hours spent in sports/involvement
Hours spent in a job
College-level courses have different expectations and requirements than high school-
level courses. Whether preparing for an exam or a quiz, writing a paper or keeping
up with homework, it is necessary that you focus on improving your study skills. In
other words, your performance in the classroom is related to the amount of time you
spend working outside of the classroom. It is important for you to understand how
ability, motivation, study time and work patterns influence academic performance.
This section will cover topics like:
• Time Management • Test Preparation
• Learning Styles • Test Taking
• Note Taking • Reading Comprehension
• Writing and Grammar
FYF Course Packet 8

Managing Your Time
Your college experience is a great time to learn new things about yourself. Undoubtedly,
one of the first things you will learn is how to manage your academic, social and
involvement life. University of Florida students are among the brightest and most
involved students. In order to be successful in your academics and involvement, it is
important to know how to balance it all.
We already discussed how the academic rigor at UF will require more of your time
than it did in high school. Similarly, your schedule at UF will be very different than
what you may have experienced in high school. In high school, you were probably
used to sticking with a schedule. Often this included going to class for a certain time
period Monday through Friday. Before or after school you would either participate in
a sport, club or activity. In college however, you have the ability to create and form
a schedule that works for you. There may be days where you have no classes, days
with 3 classes or days with countless involvement meetings/events. This is where it
is important to learn how to manage your time. Let’s take some time to think about
what your schedule looks like now. Fill the chart on the next page with your weekly
commitments such as classes, work, involvement, sports, etc.
Knowing where and when you have to be somewhere is half the battle. A helpful tip
is to get a scheduling device to keep track of your commitments. Most students find
it helpful to have a planner, electronic calendar, email alerts or applications on their
phone/tablet to track their commitments. Below are some helpful tools to schedule
your college life.
• Class Syllabus:
Class syllabi provide an overview of important dates and deadlines. They
contain a breakdown of course assignments and a course calendar with
exams, quizzes and homework due dates. Take time to go through all your
syllabi and start filling out important information and dates. This should
include exams, quizzes, papers and other assignments. Making a list or
entering it into a planner/calendar will help give you an overview of what
you can expect for the semester.
• Planner and Calendar
Planners and calendars give you an overview of what you can expect day-
to-day, week-to-week or month-to-month. You can choose to use electronic
planners and calendars, such as those on your phone or use traditional
hand-written planners and calendars. Given the wide range of options,
planners are a great tool for those learning the best way to keep organized.
• To-Do Lists
To-Do lists help you prioritize what you need to do in and outside of the
classroom. You can organize assignments, subjects you need to study,
meetings, errands, etc. These can be hand-written or electronically inputted
into phone and/or electronic devices.
FYF Course Packet 9

Ultimately, managing your time is going to be a little bit of trial and error. The best thing to
do is to find what works best for you.
Hint: Make sure to include things like sleep, meals, exercise and even laundry.
Monday Tuesday Wednesday Thursday Friday

7:00 a.m.
8:00 a.m.
9:00 a.m.
10:00 a.m.
11:00 a.m.
12:00 p.m.
1:00 p.m.
2:00 p.m.
3:00 p.m.
4:00 p.m.
5:00 p.m.
6:00 p.m.
7:00 p.m.
8:00 p.m.
9:00 p.m.
FYF Course Packet 10

Learning Preferences
Take a moment to think about things you really enjoy. What are they? Why do you
enjoy them? Now let’s think about those things that you absolutely do not like doing.
What are they and why?
Similar to how we have activities and interests that we naturally gravitate toward,
we also have learning preferences that can assist us in processing and acquiring
information. Your learning style may change as the format of classes change from
high school to college. Throughout the years, many researchers have studied different
types of learning modalities based on senses that students can use interchangeably
depending on the task. The four modalities are:
• Visual- learning with images and spatial organization of elements
• Auditory- learning with music, rhymes and speaking/listening
• Read/Write- learning by reading and writing material
• Kinesthetic- learning by moving your body and hands
Note Taking
Every course you take at UF will involve a substantial amount of note-taking, from
“What is the Good Life?” during your freshman year, to upper-division/seminar-style
courses you take your senior year. It is the foundation of every course. Some students
like to organize their notes in a unique, methodical way that they know works for
them. Taking quality notes is a skill that takes a lot of practice and depending on the
nature of the class, you may find that you might want to change the style of notes
you are taking. There are many different formats to successfully take notes. Below
is a list of five methods that have been proven to be extremely helpful. It is also
important to recognize that these styles and formats can be mixed to find a method
that is going to work best for you.
Styles
1. Cornell Method: The Cornell Notes method provides a logical format for condensing
and organizing notes. Dividing the paper in two columns, students put main ideas
on the left side and details on the right side. It is a great way to take effective and
intentional notes during class, as well as during reading assignments.
2. Outlining Method: Utilize this method to break down reading material, review
lectures that have major topics into subcategories, or better understand course
materials during preparation for an exam.
Outlining is a great method that is well organized, making it easy to record and relate
concepts. However, it does take a bit more thought and may be difficult during a fast-
paced lecture.
3. Charting Method: Use this method in history or science courses which have
topics like dates, people, events, etc. It can reduce the amount of writing that is
necessary, but you may find you are having to fill in areas after the lecture.
4. Mapping Method: This method allows for more free form note taking and can

be good in a lecture where the topics and concepts are discussed beforehand. If you are
worried about getting caught up in the details of your notes, this is a great method to
break down details of the lecture, move onto new topics and have the ability to
return to a concept.
5. Sentence Method (looks as follows):
a. This method looks exactly like it sounds.
b. You simply write a new sentence for each new topic or concept during the lecture.
c. This can be a great method when there is a lot of information and you’re not
sure how it all fits together.
d. It is more organized than attempting to write paragraphs and stops you from
trying to write down everything the professor is saying.
e. However, it can be hard to determine the main points versus subcategory
information.
The following diagrams illustrate the various note taking styles. These visual
representations help to demonstrate the different methods.
Cornell Method Outlining Method
I. This first level is for new topics/ideas/

Key concepts or On the right side, concepts and is extremely general.
topics you will want to
a. Your next level would be
summarize the main
information related back to your
point with key words
general topic (I)
or phrases.
i. This information could be
When your professor additional supporting facts
moves on to new relating back to (a)
ideas or concepts, b. If you had another idea or
skip a line. It is also concept that is new and still
very helpful to use relates to (I), you would add it here.
bullets, indentations
or underlining II. This would be a new concept or idea
to highlight key the professor is discussing in the lecture.
components or words.
At the bottom of the page, leave area for a

brief 5-7 sentence summary of the notes.

Charting Method Mapping Method
How Advantages A Heads Up!
Set up your Encourages You will need
paper in you to pull to know the
columns out relevant, topics and Mapping
and label consistent content of
your related information the lecture
headings. about each before
listed topic. beginning.
The first Provides

column is a visually How it works: Advantages:
typically easy way Main topic or Easy to visually
reserved for to review concept in the track your notes,
main ideas, notes for center with easily edited,
phrases, memorizing supporting details less organization
concepts, facts. branching off the allowing for
etc. and each center. better classroom
additional participation
column
would be the
information
you wish to
pull from the
topic.
These are just some methods proven to be helpful to students in the past. Remember, you
may choose to use a combination, especially depending on the class. Do not be afraid to
experiment with different note-taking styles. There is no “one-size-fits-all” strategy. You
could change your note-taking style based on the type of class, the professor you have
and the way you like to study for the subject.
Here are additional tips and tricks that you might find useful:
• There is a great difference between knowing a thing and understanding it.
Maintain this attitude when you are taking your notes. It is important to understand
the difference between just memorizing a fact, and “knowing” the theory and
application.
• Make sure your note-taking style is fluid for you. If you are having trouble
understanding the organization of your notes, be sure to switch styles to see what
works for you!
• Take notes in class and then re-write them into a separate notebook in a neat
fashion. This tip is helpful if you have fast-talking professors. Sometimes you must
compromise neat handwriting to ensure all notes are taken in class. Re-writing
something can help with organization and memorizing!

Reading Comprehension
College is a unique intellectual growing experience. You will be exposed to new and
exciting concepts and have the opportunity to learn alongside your peers while studying
some of the most influential thinkers and writers to ever live. With these new experiences
comes a heightened workload and standard of expectation. When learning all this new
material, you will find yourself, more likely than not, assigned more reading assignments
than you had in high school. Readings may be longer, textbooks and materials may be
denser and you may find yourself overwhelmed once in a while. Luckily, there are many
tips and tricks to help ease this portion of your academic transition and, with practice
and diligence, you can be an effective, productive and intentional reader!
Tips & Tricks:
• It may go without saying, but ensure you are in a quiet, appropriate environment
to be studying/reading. Having loud noises, music, friends, etc. around you can
alter your ability to focus, so make sure you have a routine “quiet” space to fully
devote to your reading.
• Don’t be afraid to do some brief research on the subject you intend to read about
prior to the actual reading assignment. Having a knowledge base for the material
prior to intaking new information is only to your benefit—as you will realize you
already know several key points about the subject.
• While you’re reading, stop every so often and ask yourself a few content-based
questions, and attempt to answer them as close-to-correct as possible. Additionally,
after reading a paragraph or section, try to verbally (or mentally) re-explain what
you just read to yourself. According to “The Learning Pyramid Theory,” true
mastery of subject matter is attained when you are able to explain what you are
studying to someone else.
• Going off the previous tip, find a friend/classmate and practice explaining your
reading materials to each other! This is a great way to master academic material
and spend time with a new friend!
• Time permitting, write or type a brief study guide. Outlining your reading
materials provides a coherent and logical approach to organizing your thoughts
and proves to be only to your benefit!
• Learn how to take Cornell Method Notes. Based on comprehensive memorization
studies, Cornell Method Notes offer a unique “note-taking style,” proved to help
students retain information with more depth. Find an example of “Cornell Method
Notes” on page 12.

Writing and Grammar
Grammar and fluid writing are two of the most important concepts you will use,
especially while in college. You will be writing extensively during your undergraduate
years and papers are not just graded for content. Your ability to write a paper with
proper grammar and syntax is an integral skill necessary of all undergraduate
students, regardless of major or field of study. Gone are the days where essays
were reserved only for students of certain majors. More than ever, effective written
communication and writing composition abilities are needed for any job or career.
The ability to articulate yourself through language is a life-skill that will go beyond
writing a paper for your composition general education class.
Tips & Tricks:
• No matter how tempting it may be, do not start your papers/essays the night
before they are due. While you can absolutely do great on your essays, make
sure you start them with plenty of time to critically think about the prompt
and what you want to include and convey in your essay.
• Most of the papers you will write in college are argumentative papers. For
these papers, make sure you are staying true to your argument and following
the rules of logic, proper and civil argumentation. In these, you are simply
dissecting arguments, to the core, and either affirming their validity or calling
part of the arguments reasoning into question. In both of these instances,
providing evidence to support your claims remains imperative.
• Invest in a writing style book. “The Elements of Style” by William Strunk and
“A Rulebook for Arguments” by Anthony Weston are reasonably priced and
useful throughout your entire educational career.
• Your writing style says a lot about you, so take it seriously! Make sure you
take some time to revise and edit your paper for both content and grammar.
• After you do self-editing, do not be afraid to ask a friend to look over your
paper. Having a fresh set of eyes always helps! Feel free to enlist any friends
who are especially adept at proofreading or have a strong grasp on writing
fundamentals.
• Utilize the UF Writing Program and Studio to learn writing techniques and
practice proofreading skills. A writing tutor can also look over your paper and
assist in editing. For more information, visit the program’s website at http://
writing.ufl.edu/.

Test Preparation
Preparing for exams is one of the most important things to learn and master in your first
year. Good preparation will lead to great test taking and hopefully even better grades.
Test preparation allows you to focus on your classes while managing your activities,
involvement, social life and personal wellness. Below are some tips to assist you along
the way:
• Note your exam schedule: In an agenda, calendar or scheduling device, list all your
exams. It is strongly recommended that you do this at the start of the semester.
Knowing when your exams are occurring will ensure that you are getting off to a
great start.
• Figure out what’s covered: Before you begin studying, you need to understand
what you are studying for. Below are some general questions you should know
how to answer, or ask a professor or TA:
o Date, Time, Location
o Chapters/Sections you are being tested on
o Testing format: Is it multiple choice, free response, essay questions, etc.?
o Number of questions
o Are there sample review tests or questions?
• Divide and Conquer: Once you know the details of your exam, ask yourself how
much time you will need to study. One easy way to do this is by studying a section
a day. For example, if there are five sections, you should probably begin studying
at least five days before the exam. Then each day you will review one new section.
See the study outline on the next page for an example.
• Create a plan: Do you have multiple exams around the same time? That’s okay!
Create a study plan. One great way to do this is to use five days to study for your
exams. You can view a sample of a five day study plan on the next page.
• Utilize Office Hours: Meet your professor (or TA) and go over any questions you
have. Potential questions to ask include:
o Suggested study techniques
o Ways to practice/comprehend material
o Sample past exams
o Study guides
o General exam questions such as question type, material covered, etc.
Overall, test preparation is exactly that: preparation. Often, students will underestimate
the amount of time they need to study for an exam and they find themselves trying to
catch up just days before the exam. With advanced preparation, you can take time to
study and enjoy yourself. It is all about finding a balance!

Day Material to Cover Time Allotted
Day 1 Chemistry Chapter 1 1 hour
Anthropology Chapter 1 1 hour
Chemistry Chapter 3 30 min
Anthropology Chapter 1 30 min
Chemistry Chapter 1 & 2 40 min
Anthropology Chapter 1 & 2 40 min
Chemistry Chapter 1, 2 & 3 40 min
Anthropology Chapter 1, 2 & 3 40 min
Chemistry Chapter 1, 2, 3 & 4 40 min
Anthropology Chapter 1, 2, 3 & 4 40 min
Day of the Exam Review Chemistry Chapters 1-5 1 hour
Review Anthropology Chapters 1-5 1 hour
Test Taking
Taking tests is something you probably have done for a long time. Tests are tools
professors will continue to use in your college academic setting; however, it is not the
only means. You will find not all classes use assessments like a quiz, test, exam, etc.
to measure your academic knowledge. Professors may use labs, papers, projects, etc. to
capture your understanding. However, during your time here at UF, you are more than
likely going to take a few exams. If you know some good test-taking strategies, this
process doesn’t have to be as daunting as it sounds. Take a look at these test-taking tips
before your next exam:
General Tips:
• RELAX! Breathe deeply and be sure to take your time.
• Look through the exam before beginning and budget out your time.
• Read through everything very carefully, including the instructions. If you have
time, read each question twice.
• Stuck on a question? Move on and return to it later.
• Mark questions you’re unsure of; there may be other parts of the exam that help
answer the question. This way you can return to the question quickly.

• If you have time, review the questions at the end of the exam. It might seem nice
to get out early, but staying a bit longer is worth avoiding simple mistakes.
Multiple Choice Test Tips:
• Read the question before the answer choices.
• Read each answer before selecting your answer(s).
• If you are positive an answer choice is incorrect, cross it off.
• Trust your gut; avoid changing your answer several times.
• The correct answer is usually the one with the most information.
• Note if “all of the above” or “none of the above” are choices.
• If “all of the above” is an option and you know that at least two of the choices are
correct, select the “all of the above” choice.
True/False Test Tips:
• If there is no guessing penalty, guess. You have a 50% chance of getting the
answer correct.
• Usually there are more true answers than false.
• Qualifiers like “usually, sometimes, and generally” mean the statement can be
considered true or false depending on the circumstances. Usually these type of
qualifiers lead to an answer of true.
• Qualifiers like “never”, “only”, “always”, and “every” mean that the statement must
be true all of the time. Usually these type of qualifiers lead to a false answer.
• If part of the statement is true, that does not mean the entire statement is true.
However, if part of the statement is false, the entire statement will then be false.
Short Answer Test Tips:
• If you are unsure of the answer, try not to leave it blank; partial credit is often
awarded, even if you don’t get the answer right.
• Read the question carefully to ensure you have answered all parts of the question.
Essay Test Tips:
• Be sure to thoroughly read all of the directions and pay close attention to whether
or not you are supposed to answer all of the prompt or select specific portions.
• Understand the question before answering. If you are confused, ask your professor.
• Create an outline of your answer before starting.
• Spend the bulk of your time on answering the question(s), not on crafting the
introductions and conclusions.
• Focus on one main idea per paragraph.
• If you have time at the end, proofread your work and correct any errors. You may
find it helpful to periodically stop and read through your response to check the

flow of your response.
Ultimately, when you arrive to take the exam, the best thing you can do is stay calm and
take your time. Being able to reduce the stress or anxiety during an exam can make the
difference in a grade. One study found that students who experience low levels of testing
anxiety had a cumulative GPA ranging from 3.22-3.35, whereas those with high levels of
testing anxiety had a cumulative GPA ranging from 2.97-3.12.
The big take away? When you remain calm, read directions and utilize test-taking
strategies during an exam, you can impact your grade in a positive way. Our goal is for
you to achieve the best grade possible.
References
Chapell, Mark S., Z. Benjamin Blanding, Michael E. Silverstein, Masami Takahashi, Brian Newman, Aaron Gubi, and Nicole McCann. 2005. “Test Anxiety
and Academic Performance in Undergraduate and Graduate Students.” Journal of Educational Psychology 97 (2): 268–274.
Eagan, K., Stolzenberg, E. B., Bates, A. K., Aragon, M. C., Suchard, M. R., & Rios-Aguilar, C. (2015). The American freshman: National norms fall 2015. Los
Angeles: Higher Education Research Institute, UCLA
Five Notetaking Methods. (n.d.). Retrieved June 17, 2016, from http://www.redlands.edu/globalassets/depts/student-life/academic-success/skills-work-
sheets/test-taking-tips-new.pdf
Test Taking Tips. (n.d.). Retrieved June 17, 2016, from http://www.redlands.edu/globalassets/depts/student-life/academic-success/skills-worksheets/test-
taking-tips-new.pdf
Pierre, K. (2014). How much do you study? Apparently 17 hours a week is the norm. Retrieved June 17, 2016, from http://college.usatoday.com/2014/08/18/
how-much-do-you-study-apparently-17-hours-a-week-is-the-norm/

Academic Advising
Academic advising is an important resource for students at UF. Academic advisers
provide academic guidance and support to all undergraduate students. They can
help you develop and evaluate your educational plans and provide you with accurate
information about UF policies, procedures, resources and programs.
Advisers will work with you to help you determine your degree requirements,
change majors, drop courses, choose classes, handle registration issues and identify
needed resources. To ensure a timely graduation and to develop a relationship with
your adviser, you are encouraged to:
• Meet with your adviser once per semester.
• Regularly review your degree audit through the Student Self Service portal,
student.ufl.edu.
• Seek the assistance of an adviser right away if you are experiencing personal
or academic difficulties.
• Routinely check your GatorLink email account for important messages from
the University and your adviser.
Adviser-Student Partnership
Academic advising is a collaborative effort between the adviser and the student. In
order to help foster this collaborative effort, there are a certain set of responsibilities
that both the adviser and student must live up to.
Student Responsibilities:
1. Come to advising early and often. Advising wait times are longest during
drop/add and advanced registration, so plan accordingly.
2. Write down your questions prior to coming (so you don’t forget to ask
something) and bring something to write down the answers.
3. Bring all necessary forms and paperwork with you.
4. Be open and honest with how you are performing in your classes. The more
information you provide, the more help an adviser can give.
5. Become knowledgeable about college programs, policies and procedures.
6. Actively check and read your GatorLink email as it is the way advisers and
UF will relay important information to you.
7. Follow through on the topics you and your adviser discuss.

Adviser Responsibilities:
1. Create a safe and respectful environment that allows students to address
their questions, concerns and interests in a confidential manner.
2. Understand and effectively communicate State of Florida, University of
Florida, and college rules, regulations and requirements.
3. Assist and support students in exploring and making academic plans and
decisions that are consistent with their interests, abilities, goals and values.
4. Always provide both sides to every choice, without pushing one over the
other, so the student can make an informed decision that fits his/her needs.
5. Assist students in developing strategies that will enable them to be
academically and personally successful.
6. Provide appropriate resources and referrals.
Where to Find Your Adivser
Advising at UF is divided by college, and each college coordinates advising in different
ways. Some colleges on campus, such as the College of Liberal Arts & Sciences,
employ a centralized model of advising in which all of their advisers are located in
one office. Other colleges, such as the College of Agricultural & Life Sciences, have a
decentralized model of advising in which each department within the college has its
own adviser(s) responsible for advising students majoring within their department.
College/School Location Website

Agricultural and Life Varies by Department http://cals.ufl.edu/students/un-
Sciences dergraduate-majors-contacts.
php
College of the Arts 108 Fine Arts Building C http://arts.ufl.edu/
(FAC)
School of Music 106 Music Building http://arts.ufl.edu/
(MUB)
School of Theatre and 233 McGuire Theatre and http://arts.ufl.edu/
Dance Dance Pavilion
Digital Worlds Institute 207 University http://arts.ufl.edu/
Auditorium
Fisher School of 210 Gerson Hall (GER) http://warrington.ufl.edu/ac-
Accounting counting/myfisher/advising.
asp
Heavener School of 333 Heavener Hall http://warrington.ufl.edu/un-
Business (HVNR) dergraduate-current-students/
academic-advising/

Design, Construction and 331 Architecture Building http://dcp.ufl.edu/academics/
Planning (ARH) academic-advising
Education G416 Norman Hall (NRN) http://education.ufl.edu/stu-

dent-services
Engineering 204 Weil Hall (WEIL) http://www.eng.ufl.edu/stu-
dents/
Applied Physiology and 100 Florida Gym (FLG) http://hhp.ufl.edu/current-stu-
Kinesiology; Athletic dents/academic-advising
Training
Health Education and 11 Florida Gym (FLG) http://hhp.ufl.edu/current-stu-
Behavior dents/academic-advising
Tourism, Recreation and 330E Florida Gym (FLG) http://hhp.ufl.edu/current-stu-
Sport Management dents/academic-advising
Journalism and 1060 Weimer Hall (WEIM) www.cjcadvising.com
Communications
Liberal Arts and Sciences 100 Farrior Hall (AAC) https://www.advising.ufl.edu/
advising/advisingservices/
Nursing G205 Health Professions, nursing.ufl.edu
Nursing and Pharmacy
Building (HPNP)
Pharmacy G205 Health Professions, Email: wanda@ufl.edu

Nursing and Pharmacy
Building (HPNP)
Public Health and Health G205 Health Professions, http://bhs.phhp.ufl.edu/
Professions Nursing and Pharmacy
Building (HPNP)
Innovation Academy 321 Infirmary Building innovationacademy.ufl.edu/
academics/advising
University Honors 343 Infirmary Building http://www.honors.ufl.edu/
Program

Exploratory Advising
Students who are unsure about what major to declare, or who are considering multiple
majors, can declare ‘Exploratory’ while they actively investigate what major they would
like to declare. Students who declare Exploratory have multiple resources available to
them to help narrow down the many options of majors available at UF.
Tips for Exploratory Students:
• To declare exploratory or receive general advising, visit an Exploratory Adviser
in Farrior Hall.
• To learn more about a major or program you are interested in, visit with an
adviser in that program.
• Take advantage of the Exploratory Workshops offered through the College of
Liberal Arts & Sciences Academic Advising Center — https://www.advising.ufl.
edu/exploratory/workshops/.
• Complete CHOMP (Career Help or Major Planning), an online tool through the
Career Resource Center designed to help you explore majors, your interests
and your potential career paths — https://www.career.ufl.edu/students/explore-
majors-careers/.
Pre-Health Advising
For students interested in pursuing careers in medicine, dentistry, veterinary medicine,
optometry, pharmacy, physician assistant, physical therapy and occupational therapy,
the College of Liberal Arts & Sciences Academic Advising Center offers pre-health
advising, workshops, resources and more. Pursuing pre-health is something students
typically do in addition to their major. It includes taking specific classes, getting involved
in research, leadership and service and developing your resume holistically, not just
academically. If you are considering pursuing a career in a health-related field, you
should utilize the workshops offered by the Pre-Health Advising Team, including the
Pre-Health 101 Workshop, which can be viewed online — https://www.advising.ufl.edu/
pre-health/pre-health-resources/workshops/.
Pre-Law Advising
The College of Liberal Arts & Sciences Academic Advising Center also offers Pre-Law
Advising for students considering applying for law school. To prepare for law school, stu-
dents will want to take classes that help them develop strong reading, writing and criti-
cal thinking skills. If you are interested in learning more, you should visit the Pre-Law
Advising website and register for the Pre-Law listserv — https://www.advising.ufl.edu/
pre-law/.
Critical Tracking Requirements

Each major at UF has critical tracking requirements that must be met each semester in
order to maintain good standing within the major. These tracking requirements apply to
the first four to five semesters within each major. Tracking requirements include things
such as:

• Specific courses
• Your GPA within those courses (and other courses for your major)
• Your overall UF GPA
To check your critical requirements, you can view your degree audit on the Student Self
Services portal — student.ufl.edu. If you have questions about these requirements, you
should consult with your academic adviser.
General Education
The General Education Program (Gen Ed) supports the mission of the University of
Florida by providing undergraduate students with common collective knowledge about
the world in which they live. The curriculum enables students to think creatively, reason
critically, communicate effectively, and make informed decisions that affect all aspects
of their lives.
Students will take classes in eight specific General Education categories:
• Composition (C)
• Mathematics (M)
• Humanities (H)
• Social & Behavioral Science (S)
• Biological Science (B)
• Physical Science (P)
• International (N)
• Diversity (D)
Things to consider when completing your General Education requirements:
• As part of the State Core requirement, there are specific courses within each
category that must be completed. You can review that list of classes on the UF
General Education website — http://gened.aa.ufl.edu/state-gen-ed-core.aspx.
• A minimum grade of C is required for general education credit.
• Some majors require or recommend specific general education courses. You
should consult with your academic adviser on this.
• Certain classes are approved to count for multiple general education program
areas. Students can count a general education course toward one area only
except for (D) and (N) credits, which must be earned concurrently with another
area. For example, a course designated as HD can count toward both the H and D
requirements, but a course designated CH can count only as C or H.

Electives
In order to get to the minimum 120 credits needed to graduate, students need to take
a certain number of elective hours. This number will vary by student, but the average
number of elective credits needed will be 10-15 hours. Taking classes as electives can be
good ways to explore majors, minors, career opportunities or other interests.
ONE.UF
The ONE.UF portal is a central portal for accessing self-service functionalities at UF.
Through ONE.UF students can:
• Access the Student Self Services page, where you will check transcripts and final
grades, review your degree audit, financial aid and more.
• Register for classes through the Register/My Schedule tool.
• Check your Holds.
• Review the Schedule of Courses for the upcoming term.
Advising FAQs
How do I change my major?
If you’re interested in changing your major, you should talk to an adviser in the
college/school of the major you’re interested in changing to. They will help you
review the tracking requirements for the new major to help you identify if you are
on track or can easily get on track.
What classes do I register for next semester?

When you meet with your academic adviser, they can help you review what degree
requirements you have remaining. Things you should consider are, what are my
next critical tracking classes, what general education courses do I still need, and
what electives do I want to register for to do some exploring? You can review your
critical tracking and general education classes by checking your degree audit on
student.ufl.edu.
How do I register for classes?

You will register for classes through the Student Self Services – student.ufl.edu
– portal. On the left, under ‘Registration’ you can check your holds and verify
your registration time through the ‘registration prep’ link. When it is your time to
register, select the appropriate term from the ‘register now’ menu.
When should I drop a class?

If you have made it through mid-point of the semester, and you don’t feel like you

can earn at least a C, you may want to discuss with your adviser the possibility of dropping
a class. It is also helpful to meet with your financial aid adviser to review how dropping
a class may impact the financial aid you are receiving. Please be aware that there are
specific deadlines for dropping classes. If your success in class is suffering due to distress,
contact umatter@ufl.edu.
I’m not enjoying my major classes. What should I do?

It may be worth exploring the possibility of changing to a different major or even declaring
Exploratory for a time while you research other majors. Two-thirds of UF students will
change their major at least once by the end of their second year, so it’s perfectly normal to
consider other major options! Utilize the resources under the Exploratory Advising section
if you want to begin looking at alternatives.
How do I take transient classes at another school? Will those classes count towards
my summer requirement?
If you are interested in taking classes at another institution during the summer, you should
consider what you might want to take, where you are interested in taking the classes, and
then discuss it with your adviser. Classes taken at one of the 12 State University System
institutions — http://www.flbog.edu/universities/ — will count towards your State of Florida
summer hour requirement.
How do I double major or minor?

Students interested in double majoring or minoring should talk with their adviser about
how this may fit with your academic plan. You cannot extend graduation to add a double
major or minor. But if you’re able to maintain progress on time, then it can be a great
option to diversify your academic experience. You can find a complete list of minors here
— https://catalog.ufl.edu/ugrad/current/Pages/minors.aspx.

Involvement
University of Florida students define involvement as out-of-class active participation
that enhances academics through the relationships they build, the communities they
serve, the networks they create and the personal skills and knowledge they acquire.
Students have varied interests and there is a place on campus for every Gator to find
the area where they will thrive. First Year Florida will help students find and navigate
involvement opportunities.
Themes of Involvement
Involvement looks different for every student and the Department of Student Activities
and Involvement (SAI) focuses on six themes of involvement to help students identify
engagement opportunities they wish to pursue. The six themes are:
1. Academic and Scholarship
2. Civic Engagement
3. Community Building
4. Diversity and Inclusion
5. Leadership Development
6. Wellness
By utilizing the themes of involvement, students are able to determine the impact their
involvement has on their personal development and college experience. The themes
are helpful in identifying the number of engagement opportunities a student pursues.
A student may engage in a single opportunity that encompasses all six themes while
another may choose to engage in multiple.
SAI encourages students to view involvement through two lenses:
• What am I gaining from this experience?
• What am I contributing to this experience?
When students are able to achieve both, they maximize their learning and development
potential.
Navigating Your Student Experience
UF provides numerous involvement opportunities to assist you in determining where
to start your involvement journey. You can reflect on your previous involvement
experiences from high school and other institutions, identify academic and personal
goals for your time at UF, and consider participating in something new or outside of
your comfort zone. To begin navigating your student experience, use the tools and
questions on the next page.

Involvement Reflection: Top Three
In the table below, list your top three items for the row topics. For example, you may have
personal interests in outdoor recreation, video games or coffee culture! No matter your
interest, there is a place for you to be involved on campus. You can then do the same
thing for previous involvement experiences (what did you like to do in high school,) your
strengths and skills, and new experiences you are looking for.
Preference #1 Preference #2 Preference #3
Personal Interests
What are you interested in
learning and experiencing?
Previous
Involvement
How were you involved in
high school?
Strengths and Skills
What are you good at? What
comes naturally to you?
New Experiences
What new activities would

you like to experience in
college?
Did you notice any common themes in the different rows? Is there something you wrote
down that you were not expecting? Using the information from the chart above, circle or
highlight the involvement interests you would like to pursue in your first year at UF.
• Academic • Recreational/Sports Clubs • List any other ideas

• Campus Programs/Events • Religious/Spiritual you have below:
• Culture • Research with Faculty
• Honor Society • Residential (Living on-
• Leadership campus)
• Media/Publications/Printing • Social and Political Issues
• Military • Social Sororities and
• On-Campus Employment Fraternities
• Performing Arts • Study Abroad
• Philanthropy • Student Government
• Professional/Career • Visual/ Fine Arts

Connecting the Dots
Now that you have identified involvement interests, in the boxes provided, create
S.M.A.R.T. goals for your first year, identify the involvement interest(s) that relate to
the goal, and share how they are connected.
What are Goals Involvement Connection

S.M.A.R.T. goals? Interests
S- Specific
Simplistically
written and clearly
defined Example: Example: Working Example: Florida
Community outreach on sustainability Alternative Breaks
initiative
M- Measurable
Evidence of your
accomplishments
A- Achievable
Challenging, but you
have the knowledge
to succeed
R- Relevant
Measure outcomes
more than activities
T- Time-bound
Time sensitive
Resources to become #InvolvedUF

The Department of Student Activities and Involvement (SAI) provides numerous
resources to help students navigate their experience. Located on Level 3 of the Reitz
Union, SAI is home to more than 1,000 registered student organizations who host more
than 4,000 on-campus events, so there is an involvement opportunity and activity for
everyone! Check out these resources to help you become #InvolvedUF:
• Gator Connect - Gator Connect is an interactive student organization database

that allows students to learn about registered students organizations and check
out upcoming on-campus events. When looking for organizations, you can
search by key word or filter by category to see all that relate to your interest.
You can access Gator Connect at orgs.studentinvolvement.ufl.edu.

• Involvement Team - The Involvement Team (ITeam) serves as the official
ambassadors for SAI. These students are trained to be on-campus involvement
experts and help students get connected to involvement opportunities. The ITeam
does this through Individual Involvement Consultations and events, such as a
student organization fair each semester and the Involvement Awards. Individual
Involvement Consultations allows a student to meet one-on-one with an ITeam
member to create a personalized involvement action plan. Once a student has
received his or her action plan, the ITeam member will follow-up and work with
the student. To sign up for an Individual Involvement Consultation, email the
ITeam at ITeam@studentinvolvement.ufl.edu or stop by their office in the SAI
suite on Level 3 of the Reitz Union.
• Cultural and Spiritual Organizations - At the beginning of the Fall semester,
many of the large cultural and spiritual organizations host Welcome Assemblies
to welcome new and returning students to the UF community and share how
their organization can support students throughout their college experience.
Additionally, these organizations host a month of awareness and celebration to
engage and educate members of the UF community. Through various events,
students are able to showcase their culture and celebrate their heritage. These
months occur throughout the academic year and are open to all students. Visit
Gator Connect to learn when these events occur and how you can connect with
these organizations.
Involvement will look different for every individual. Seeking groups of people and
organizations to build community with is a journey of self-discovery and can be very
enriching to your college career. Intentional decision-making is important in finding
a balance in your academic and social life. It is okay to take time to explore the many
different options the University of Florida has to offer. Your First Year Florida Peer
Leader will serve as an excellent resource for you to figure out the best places you can
be involved with.

Wellness
Wellness services enhance the quality of life of students by promoting
mindfulness and fostering a vibrant campus community for student success.
These resources educate, empower, and coach students to make healthy
decisions.
Eight Dimensions of Wellness

As individuals, we all have areas of strength and potential areas for improvement
when we consider our overall wellness. One model of wellness considers eight different
dimensions that make up an entire person. The eight dimensions below can help you
manage your wellness during your time at the University of Florida.
Environmental Wellness: This dimension is about being aware of your

environment. It looks at who and what you are surrounded by and how your
actions impact your environment.
Emotional Wellness: This part of wellness looks at feelings and thoughts and how
you cope with and react to your emotions.
Financial Wellness: This area is about your satisfaction with current and future
financial situation.
Intellectual Wellness: This dimension is about being a lifelong learner and
continuing to have curiosity about the world around you.
Occupational Wellness: This area of wellness looks at personal satisfaction snd
enrichment from one’s work. It’s also having work life balance.
Physical Wellness: This dimension deals with how you fuel and take care of your
body. Things to consider when working on your physical wellness are exercising,
eating well, going in for annual checkups and getting adequate sleep.
Social Wellness: This area considers how you interact and connect with the people
around you and with your community. It looks at your connections with family and
friends and your involvement on campus and/or in your community. The previous
chapter on involvement explored many aspects of social wellness!
Spiritual Wellness: This area deals with how you create meaning in your life and
define your purpose. It looks at values and beliefs.
On the next page, you will find campus resources and services that offer help to you
with different dimensions of wellness. Please note the following resources are not all-
inclusive.

Campus Resources for Wellness:
Environmental Wellness: The Office of Sustainability - http://sustainable.ufl.edu
Emotional Wellness: The Counseling and Wellness Center (CWC) -

http://counseling.ufl.edu
Financial Wellness: The Office for Student Financial Affairs -

http://www.sfa.ufl.edu
Intellectual Wellness: The UF International Center -

https://internationalcenter.ufl.edu
Occupational Wellness: The Career Connections Center -

https://career.ufl.edu
Physical Wellness: RecSports - http://recsports.ufl.edu
Social Wellness: Student Activities and Involvement (SAI) -

https://studentinvolvement.ufl.edu
Spiritual Wellness: The Center for Spirituality and Health -

http://spiritualityandhealth.ufl.edu
Other Resources to assist with wellness include:

GatorWell Health Promotion Services: http://gatorwell.ufsa.ufl.edu/
The Disability Resource Center: https://dso.ufl.edu/drc/
U Matter, We Care: http://umatter.ufl.edu/
Student Health Care Center: https://shcc.ufl.edu/
UF Mindfulness: https://mindfulness.ufl.edu/
Sleep for Success

An critical component of wellness is sleep. Sleep is an essential part of life and
getting enough of it every night can help your physical health, mental health and
your academic performance and success. When we sleep, our body is taking the
opportunity to rest and repair from the stressors of the day. This resting, repairing
and recharging process strengthens our immune system, lowers our stress levels
and helps us wake up with enough energy to focus and work productively on
tasks. Lack of sleep can impact our mood, stress levels, memory, reaction time,
decision making, and ability to focus and process information, . All of these can
have a negative impact on academic performance and grades. Long term, sleep
deprivation can impact chronic diseases such as heart disease and diabetes, as

well as lead to increases in anxiety and depression.
Quality and Consistency of Sleep

According to the National Sleep Foundation, college students should get between 7 to
9 hours of sleep every night. There are two important pieces to this recommendation.
First, to get the most benefit from your sleep and to wake up feeling well rested every
morning, the quantity of sleep you get nightly should be as consistent as realistically
possible. Second, your sleep schedule should also be as consistent as possible to get
the full benefits of good sleep.
Strategies for Quality Sleep

1. Avoid eating too close to bedtime (2-3 hours). Eating too much can increase
indigestion and make it harder to fall asleep. If you are so hungry that it’s keeping
you up, try eating a light carbohydrate snack before bed.
2. Avoid alcohol within two hours of bedtime. Alcohol impacts the quality of our
sleep, especially REM (Rapid Eye Movement) and can increase the amount of
times we wake up during the night.
3. Skip naps or limit them to 20-30 minutes early in the afternoon. Longer naps
and naps in the late afternoon and evening can interfere with your ability to fall
asleep and stay asleep at night.
4. Avoid caffeine at least 6 hours before bedtime. Caffeine is a stimulant and can
interfere with the ability to feel sleepy and make it challenging to fall asleep if
consumed too close to bedtime.
5. Turn off technology 30 minutes before going to sleep. Blue light and screen
activities can be stimulating and make it more difficult to fall asleep.
6. 15 Minute Rule: Trouble falling asleep or staying asleep? Don’t toss and turn
for longer than 15 minutes. Get out of bed and do something relaxing and return
to bed only after you feel sleepy.
7. Communicating with roommates about each other’s ideal sleep environment
and coming up with compromises that work for both of you is also an important
component to quality sleep!
Managing Stress
Another important component to wellness is managing stress. Stress can be concerning
when you feel overwhelmed and believe the amount of stress is intolerable. If you are
concerned about your stress level reach out to the resources available to you at UF.
Stress is consistently rated as the top factor affecting academic success. Based on
this, GatorWell and other resources on campus focus on helping students identify and
manage stress in healthy ways.
Healthy stress management techniques:
1. Managing your time more efficiently
2. Addressing and reducing procrastination
3. Ensuring you get adequate sleep
4. Developing and maintaining social support and relationships
5. Including physical activity and healthy eating in your daily routine
6. Utilizing relaxing technique such as:
• Deep Breathing
• Meditation
• Guided Imagery
• Progressive Muscle Relaxation
• Biofeedback - available at the Counseling and Wellness Center
• Yoga or Tai Chi
• Apps that offer guided meditation such as Calm, Headspace, and Stop,
Breather & Think
Eating Well
Developing and maintaining a healthy eating pattern that promotes overall health
throughout all stages of life is an important part of one’s wellness. College life can
present unique challenges when it comes to eating well and ensuring your diet contains
the wide variety of vitamins and minerals. Only 4% of UF students report eating the
recommended 5 servings of vegetables and fruits per day. While juggling a packed
schedule, it may seem like skipping a meal will free up some much needed time. Eating
on the run can make choosing balanced meals and nutrient-rich foods more difficult.
Social events often involve food - particularly higher calorie snacks and sweets. The
reality is that what you eat will affect how you will perform academically:
• Regular healthy meals keep your energy up.
• Skipping meals reduces concentration and increases fatigue.
• Overeating and high-sugar snacks increases fatigue.
• Fatigue can also be an early sign of dehydration.
What is a healthy eating pattern?
All food and beverage choices matter when it comes to maintaining a healthy diet.
Consuming a variety of nutrient-dense foods, specifically vegetables, fruits, whole
grains and lean proteins (beans, fish, chicken, turkey) will help you get the 45 different
nutrients your body needs to do all the biological functions required to stay healthy
and well-fueled. Conversely, cutting back on and limiting foods high in added sugars,
salt/sodium and saturated fats supports a healthy eating pattern. Processed foods/“fast
foods”, fatty meats (pork, beef, lamb), and sugary drinks like soda and juice are examples
of foods to limit.
The “take home message” for developing and maintaining a healthy eating pattern is
simple: consume more whole foods (vegetables, fruits, whole grains and lean meats)
and consume fewer processed/”fast foods”, fatty meats, sugary drinks.

Staying Active in the Swamp
Whether you were active in high school or not, being active in college can be a
challenge. Although it may seem like cutting out exercise will free up some much
needed time, research shows that including exercise in your daily and/or weekly
routine, can improve your intellectual prowess, sleep, and physical health and reduce
stress/anxiety. Even if you only move for 10 minutes, you will feel more energized
and will be ready to take on the next study session.
Here are some examples of moderate and vigorous aerobic activity:
Moderate Aerobic Activities Vigorous Aerobic Activities
• Walking briskly, hiking and taking • Running or jogging; stadiums
stairs • Bicycling 10 miles per hour or
• Bicycling slower than 10 miles per faster
hour • Group sports: soccer, basketball,
• Kayaking, canoeing and paddle tennis
boarding at Lake Wauburg • Swimming laps
• Skateboarding or roller blading
With the vibrant and motivated UF campus as your playground, check which
convenient opportunities for activity you can build into your day in the next two
weeks:
• Take a group fitness class at through RecSports (165+ classes offered weekly)
For more info visit: http://recsports.ufl.edu/
• Get a FREE Fitness Assessment at SW Rec Center
• Sign up for an intramural sport (soccer, flag football, basketball, racquetball,
volleyball, softball, dodgeball, tennis)
• Participate in your favorite sport through RecSports’s Drop in Sports Program.
From basketball to indoor soccer to sand volleyball, there are many options to
choose from throughout the year.
• Explore Lake Wauburg (climbing, biking, sailing, waterskiing, paddle boarding,
kayaking/canoeing, disc golfing, and more!)
• Hike the UF NATL Nature Trails (behind the Cultural Plaza off Hull Road)
• Walk or jog around Lake Alice
• Ride your bike to classes instead of taking the bus every time
• Take the stairs instead of the elevator.
Alcohol and Other Drugs: Make Responsible Choices

Alcohol
Many students have their first exposure to alcohol use on their college campus.
For students under the age of 21, consumption and possession of alcohol is illegal.

People tend to drink excessively in college due to misconceptions around actual use
of alcohol amongst fellow students. Whether you choose to drink alcohol or not, the
Dean of Students Office wants you to be safe.
University of Florida has a Medical Amnesty Policy (MAP) in place which allows a
student to call for help and not be referred to Student Code of Conduct regarding
alcohol or drug use. UF created the Medical Amnesty Policy to promote a safe and
healthy environment for UF students. To use MAP: Call 911, stay with the person
needing assistance until help arrives, and be prepared to give the emergency medical
personnel as much information as possible.
High-risk drinking is defined as 5 or more alcoholic drinks for men and 4 or more
alcoholic drinks for women within a 2 hour period. A “drink” is considered 12 ounces
of beer, 4 ounces of wine or 1.5 ounces of 80-proof liquor.
Some strategies to keep in mind regarding alcohol include:
1. Plan your night out, including: when you’ll start/stop, where you will go, and
how you will safely get home.
2. Eat before drinking.
3. Pace and Space: Set your limit at 1 drink per hour, 1-2 drinks maximum in a
night.
4. Avoid drinking games and shots to prevent alcohol poisoning and blackouts.
5. Know what you’re drinking: The strength of your drink as well as mixed
drinks with more than one liquor can also affect your intoxication levels.
Tobacco
The University of Florida is a tobacco-free campus. This includes all forms of tobacco
products such as cigarettes, cigars, smokeless tobacco/snuff, snus, hookahs, Junuls,
Marijuana
The University of Florida is a federally funded public institution and must follow all
federal rules and regulations. Marijuana use is not allowed on UF property.
Owning Your Sexual Health

Sexual health and sexuality include so much more than just sexual behavior. Sexual
health refers to taking care of one’s body and needs as it pertains to not only sexual
functioning and practices, but also reproduction, contraception, sexual pleasure and
desire, intimate relationships, communication, decision-making, setting boundaries,
sensuality, sexual orientation and identity. Here are some questions to consider when
it comes to being sexually healthy:
• Have I explored my sexual values and beliefs? If yes, am I following my
personal beliefs and values when it comes to sex?

• Can I talk to my partner(s) about _____?
• Do I need barrier methods (condoms, etc.) or other STIs/pregnancy protection?
If yes, what type(s)?
• Does sex take place between responsible, consenting individuals?
Whether it’s establishing intimate relationships, becoming more comfortable with
your body or gathering information about a specific barrier method, take the right
steps to get the resources you might need to protect your sexual health, and make
sure to explore in a positive, respectful and consensual manner.
Building Healthy Relationships

Connectedness with others is important to health and wellbeing and is something
that we all strive to achieve. We also share the basic need to belong. Healthy
relationships not only help us attain this, but also give us a sense of identity. The
foundation to any healthy relationship is built on Respect, Trust, Honesty and
Communication.
Respect: Beyond initial chemistry, it is the heart and soul at the foundation of the
relationship. Without respect for each other, the relationship will eventually fade
when the happiness or infatuation chemical our brain produces fades away. You can
demonstrate respect by supporting the other person’s ideas, beliefs and goals and
recognizing each other’s boundaries and expectations.
Trust: Because without trust you would not be able to have confidence to share
your feelings, emotions and self with someone else. Trust means to believe. When
you extend your trust to someone, it means that you have no doubt in your mind
about the honesty, integrity and credibility of the other person. You can build trust
by keeping true to your promises over time and by not being jealous of the time the
other person spends with outside relationships.
Honesty: Honesty is the keystone that keeps us together. At first we trust and if our
trust is met with honesty then the relationship has comfort and a confidence which
we naturally value as individuals. You can show honesty by sharing the “real” you,
telling the truth and admitting when you’re wrong.
Communication: Good communication is key. It helps build understanding between
those in the relationship and contributes to the development of a better and healthier
relationship; it strengthens the bond, keeps the spark alive, and is helpful when
conflicts arise. Effective communication includes listening and actually hearing
what the other person says, expressing your thoughts, requests and needs, and
working through disagreements together.
Interpersonal Violence
Some unhealthy relationships devolve into violence. The types of interpersonal
violence that are most common for college students to experience are sexual
violence, relationship violence and stalking. They can lead to difficulty concentrating
and sleeping, anxiety, depression, physical illness, and even substance abuse, eating
disorders and suicide. These types of interpersonal violence are not only illegal, they

are violations of the UF Code of Student Conduct.
Stalking
Stalking is a course of action directed at a specific person that involves repeated
visual or physical proximity, non consensual communication, or verbal, written, or
implied threats, or a combination of these behaviors, that cause fear in the person to
whom they are directed. Unlike other crimes, which usually involve one act, stalking
is a series of actions that occur over a period of time. Cyber stalking refers to the
use of technology like emails, instant messages, phone calls, social media and other
communication devices to stalk. About half of stalkers have a prior relationship with
their victims.
Relationship Violence
Relationship abuse is a pattern of abusive and coercive behaviors used to maintain
power and control over a former or current intimate partner. Abuse can be emotional,
financial, sexual or physical and can include threats, isolation and intimidation.
Abuse tends to escalate over time. When someone uses abuse and violence against a
partner, it is always part of a larger pattern of control.
Sexual Assault and Sexual Misconduct
Sexual assault is defined by the UF Code of Student Conduct as “any sexual act
or attempt to engage in any sexual act with another person without the consent
of the other person or in circumstances in which the person is unable, due to
age, disability, or alcohol/chemical or other impairment, to give consent”. Sexual
misconduct is defined as “any intentional intimate touching of another without
consent, or in circumstances in which the person is unable due to age, disability,
or alcohol/chemical or other impairment, to give consent”. The 2015 Association of
American Universities Sexual Climate Survey of UF students found that one in five
undergraduate female students and one in thirty-three undergraduate male students
experience sexual assault or sexual misconduct during their time at UF.
Consent
Consent is an expressed yes. It is not the absence of no. Sex without consent is
sexual assault, so it’s crucial to ensure consent exists at each level of sexual activity.
Consent is a process, even within a relationship or within a series of sexual activities.
As soon as one person is no longer desiring a particular activity, respect for that
person means the activity stops. Communication is key, and ideally it includes
verbal communication. It is also very important to look for and interpret non-verbal
communication correctly. If you see your partner flinch or look away or get quiet,
for example, and you aren’t sure what that means, stop and ask. You aren’t ruining
the mood, you are creating a mood of mutual respect and caring. It is dangerous to
assume that past activity, style of dress, flirting or kissing means someone wants to
have sex. Consent must be voluntary, with no convincing necessary. If the answer
is not an enthusiastic yes, stop. Rejection might sting, but it is better than being
accused of sexual assault.

Bystander Intervention
During a risky situation, a victim is often unable to defend themselves against
attack due to intoxication, coercion, intimidation, etc. Because of this, bystanders are
capable of making the most powerful impact through intervention. Various studies
have shown that the presence of an active bystander can significantly reduce the
percentage of completed sexual assaults. Bystander intervention is one way students
show that they value their fellow Gators. Intervening before a concerning behavior
takes place means modeling healthy relationships, educating yourself about how
language and rigid gender roles contribute to a culture that allows interpersonal
violence, and speaking up to tell others you do not accept it.
To intervene when something concerning is about to happen, use the 3 D’s: Direct,
Distract and Delegate. You can directly say something about your concerns to
either the person who is about to do something, or the person who may be hurt by
another’s actions. You can do or say something that distracts the people involved
in a concerning situation. Or you can get others to intervene or to help you
intervene. You can intervene after violence by believing, supporting, listening to and
empowering the survivor and not blaming them for another’s behavior. You can also
find resources for them. Look for more information about interpersonal violence
prevention, bystander intervention and consent at http://gatorwell.ufsa.ufl.edu under
the Health Topics tab ‘Interpersonal Violence Prevention’ and under the Programs tab
‘STRIVE Peer Education.’
GatorWell Services: Learning More

To learn more about wellness, visit GatorWell Health Promotion Services on the first floor of
the Reitz Union near the Career Connection Center. GatorWell endeavors to enhance quality
of life by promoting wellness and fostering a vibrant campus community for student
success. This campus resource offers individual and outreach services to students, which
you can read more about below.
Individual Services:
• Wellness coaching- Meet with a trained wellness coach to develop a personalized
action plan to meet your wellness goals and support your academic success.
• HIV Testing- Confidential testing and counseling. Start with an initial appointment/
test and obtain results two weeks later.
• Quit Tobacco Coaching- A one-on-one conversation with a Quit Tobacco Coach.
Through participation in this program free Nicotine replacement is offered to those
who could benefit from it.
Outreach Services:
• Presentations- Our engaging presentations cover a variety of health topics relevant
to the college experience. We can present to your class or student organization.
• Tabling- We have interactive activities when we table at numerous events across
campus and offer health behavior tools to those that stop by.
• Health Hut- The Health Hut is a peer-based wellness program set-up at various
locations around campus. The health communication message in the Health Hut
changes every two weeks so be sure to stop and check out the available resources.

• Collaboration- Our health promotion specialists are well trained in program
development and event planning related to college health. Invite us to consult and
collaborate.
• Media Interviews- Our professional staff are available for media interviews about the
various health topics we cover.
Sexual Trauma/Interpersonal Violence Education (STRIVE)

STRIVE at GatorWell is the Peer Education group that educates, inspires, and empowers
UF students to actively participate in creating a campus community that is free from
interpersonal violence. Interested in getting involved?
Visit: http://gatorwell.ufsa.ufl.edu/programs/strive
To learn more about GatorWell or to access any of the services; visit www.gatorwell.ufsa.ufl.
edu, call 352.273.4450, or come to our Reitz Union office.
Your time at the University of Florida will allow you to discover new life experiences.
Balancing a healthy schedule and maintaining wellness will enable you to fully enjoy and
embrace your first-year journey. First Year Florida prioritizes your wellness, and will aid
you in navigating the many resources UF offers.

How Banks Work Smarter Spending Identity Theft Credit Report
Privacy Security
FYF Course Packet 42 41

42
FYF Course Packet 44 43
References
Academy of Nutrition and Dietetics (n.d.). Eat Right: planning and prep. Retrieved from: http://www.eatright.org/resources/food/planning-and-prep
American College Health Association. (2013, November). A Good Night’s Sleep: Tips and Support. [Brochure]. Hanover, MD: Author.
American College Health Association. (2016, February). Stress in College: What Everyone Should Know. [Brochure]. Hanover, MD: Author.
American Heart Association (2014, February). American Heart Association Recommendations for Physical Activity in Adults. Retrieved from: http://www.
heart.org/HEARTORG/HealthyLiving/PhysicalActivity/FitnessBasics/American-Heart-Association-Recommendations-for-Physical-Activity-inAdults_
UCM_307976_Article.jsp#.WRtH8PnythE
American Heart Association (2017, January 10). How to Eat Healthy without “Dieting”. Retrieved from https://healthyforgood.heart.org/eat-smart/articles/how-
to-eat-healthy-without-dieting
Banyard, V.L., Plante, E.G., Moynihan, M.M. (2004). Bystander education: bringing a broader community perspective to sexual violence prevention. Journal of
Community Psychology, 32(1), 61-79 http://doi.org/10.1002/jcop.10078.
Breiding, M. J. (2014). Prevalence and characteristics of sexual violence, stalking, and intimate partner violence victimization. National Intimate Partner and
Sexual Violence Survey, United States, 2011. Morbidity and Mortality Weekly Report. Surveillance Summaries (Washington, D.C. : 2002), 63(8), 1–18.
Campbell, J., Jones, A.S., Dienemann. J., Kub, J., Schollenberger, J., O’Campo, P., Gielen, A.C., Wynne, C. (2002). Intimate partner violence and physical health
consequences. Arch Intern Med. 162(10), 1157-1163. http://doi:10.1001/archinte.162.10.1157.
Cardinal Health (2015). Generation Rx: Understand the Issue. Retrieved from: http://www.generationrx.org/learn/understand-the-issue
Center for Disease Control and Prevention (2015, June 4). Physical Activity Basics. Retrieved from: https://www.cdc.gov/physicalactivity/basics/adults/index.
htm
Coker, A.L., Cook-Craig, P.G., Williams, C.M. (2011). Evaluation of Green Dot: an active bystander intervention to reduce sexual violence on college campuses.
Violence Against Women, 17 (6), 777-796 http://doi.org/10.1177/1077801211410264.
GatorWell Health Promotion Services. (2016). Healthy Gators Student Survey Report 2016 [Data file]. Retrieved from http://gatorwell.ufsa.ufl.edu/health_
data#healthy_gator_student_survey
National Coalition Against Domestic Violence. (2015). Domestic violence national statistics. Retrieved from http://www.ncadv.org.
National Institute on Alcohol Abuse and Alcoholism (2016, May). Rethinking Drinking: Alcohol and Your Health. Retrieved from: https://www.
rethinkingdrinking.niaaa.nih.gov/
National Institute on Drug Abuse (2016, February). Marijuana: Brief Description. Retrieved from: https://www.drugabuse.gov/drugs-abuse/marijuana
National Sleep Foundation. (n.d.). How much sleep do we really need? Retrieved from https://sleep.org
Spitzberg, B. H., Cupach, W. R. (2007). The state of the art of stalking: Taking stock of the emerging literature. Aggression and Violent Behavior, 12(1), 64-86.
United States Department of Agriculture (2016, January 7). Everything You Eat and Drink Matters-Focus on Variety, Amount, and Nutrition. Retrieved from
https://www.choosemyplate.gov/variety

45
Acknowledgments:
We would like to acknowledge the special contribution of our dedicated and
knowledgeable authors without whom we could not produce this publication:
Welcome: Kristopher Klann, Assistant Dean of Students, New Student and Family Programs
Jonathan Tunwar, Assistant Director, New Student and Family Programs
‌ Jeanna Mastrodicasa, Associate Vice President for Operations, IFAS
Academic Success: Beth Roland, Assistant Director, Disability Resource Center
Jonathan Tunwar, Assistant Director, New Student and Family Programs
Matthew Solomon, Student Assistant, New Student and Family Programs
Academic Advising: Kris Klann, Director New Student and Family Programs
Involvement: Catherine Pedersen, Assistant Director, Student Activities and Involvement
Wellness: Alicia Baker, MA, MPH, CHES – Health Promotion Specialist
Samantha Evans, MS, CHES – Health Promotion Specialist
Jennifer Kennymore, MPH, CHES - Health Promotion Specialist
Natalie Rella, MPH, CPH – Health Promotion Specialist
Sara Ryals, MS, CHES – Health Promotion Specialist
Rita Lawrence, BA - Interpersonal Violence Prevention Coordinator
Design, Layout, Editing: Kristen Dugan, Intern, New Student and Family Programs
First Year Florida Course Packet 2019-2020 Edition

New Student and Family Programs • Dean of Students Office • University of Florida
Disclaimer: Please note that this digital publication is solely for the purposes of First
Year Florida and should not be shared digitally, or in print, without explicit written
permission from New Student and Family Programs.

Course Packet 2019

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Course Packet 2019

Caricato da

Copyright:

Formati disponibili

FIRST YEAR FLORIDA

FYF Course Packet 1

FYF Course Packet 2

Welcome & Go Gators!

FYF Course Packet 3

Culture of Care - umatter@ufl.edu

FYF Course Packet 4

• Encouraging and guiding active student involvement in learning

FYF Course Packet 5

FYF Course Packet 6

Your First Year Florida Instructor

Your First Year Florida Peer Leader

Contacting Us: Dean of Students Office

FYF Course Packet 7

High School Versus College

During an average week of high school...

FYF Course Packet 8

FYF Course Packet 9

Monday Tuesday Wednesday Thursday Friday

FYF Course Packet 10

FYF Course Packet 11

Cornell Method Outlining Method

I. This first level is for new topics/ideas/

At the bottom of the page, leave area for a

FYF Course Packet 12

The first Provides

FYF Course Packet 13

FYF Course Packet 14

FYF Course Packet 15

FYF Course Packet 16

FYF Course Packet 17

FYF Course Packet 18

FYF Course Packet 19

FYF Course Packet 20

College/School Location Website

FYF Course Packet 21

Education G416 Norman Hall (NRN) http://education.ufl.edu/stu-

Pharmacy G205 Health Professions, Email: wanda@ufl.edu

FYF Course Packet 22

Critical Tracking Requirements

FYF Course Packet 23

FYF Course Packet 24

What classes do I register for next semester?

How do I register for classes?

When should I drop a class?

FYF Course Packet 25

I’m not enjoying my major classes. What should I do?

How do I double major or minor?

FYF Course Packet 26

FYF Course Packet 27

Preference #1 Preference #2 Preference #3

What new activities would

• Academic • Recreational/Sports Clubs • List any other ideas

FYF Course Packet 28

What are Goals Involvement Connection

Resources to become #InvolvedUF

• Gator Connect - Gator Connect is an interactive student organization database

FYF Course Packet 29

FYF Course Packet 30

Eight Dimensions of Wellness

Environmental Wellness: This dimension is about being aware of your

FYF Course Packet 31

Environmental Wellness: The Office of Sustainability - http://sustainable.ufl.edu