Instructor Application EIYOU: The Panther Experience (EIU 1111)

EIU 1111 Instructor Application

EIYOU: The Panther Experience (EIU 1111), offered in Fall 2026 to provide a foundation for success at EIU.

Course Objectives

This course is designed to support students' academic belonging and success at EIU. Students will actively participate in areas of student success including navigating the university, building college success skills, creating college support networks, finding your future path and career, financial wellness, academic technology, and student social, physical, and emotional wellbeing.

Course Learning Objectives

After completing this course, learners will be able to:

- Navigate university systems and participate in campus life to build a foundation for academic success and a sense of belonging to enhance persistence.

- Apply critical thinking, learning, and interpersonal skills across academic contexts to develop fundamental abilities essential for college success and future professional environments.

- Develop a comprehensive collection of resources that includes university services, self-advocacy techniques, and wellness practices to enhance the ability to proactively address challenges and maintain academic persistence.

- Curate meaningful relationships with peers, faculty, and support staff to establish a professional network that supports academic success and future career opportunities.

- Implement effective academic success strategies (time management, study skills, active reading, and note-taking) in college-level coursework to enable improved academic performance and stress management during the college experience and beyond.

- Articulate educational and career objectives to foster purpose-driven motivation, aiming to improve academic performance and ensure degree completion.

- Implement personal financial management strategies (budgeting, understanding financial aid, managing student loans, and basic financial literacy) to make informed financial decisions during college to help improve financial stress management and develop money management skills crucial for academic persistence and long-term financial wellbeing.

========

Interested EIU community members must have a bachelor's degree or higher with experience in higher education and/or be pursuing their master’s degree. Applicants must work full-time for the University or be a recent retiree. Graduate students currently pursuing a degree may apply to teach for practicum hours, which must be approved by the graduate student’s department. We welcome newcomers as well as returning instructors to this unique and rewarding teaching opportunity.

Applications are due by April 15, 2026.

Training date for Fall 2026 TBA.

	Strongly Disagree	Disagree	Neither Disagree or Agree	Agree	Strongly Agree
When a first-year student struggles academically, I typically look first at what barriers or circumstances may be working against them before drawing conclusions about their ability or motivation.to develop.	When a first-year student struggles academically, I typically look first at what barriers or circumstances may be working against them before drawing conclusions about their ability or motivation.to develop.Strongly Disagree	When a first-year student struggles academically, I typically look first at what barriers or circumstances may be working against them before drawing conclusions about their ability or motivation.to develop.Disagree	When a first-year student struggles academically, I typically look first at what barriers or circumstances may be working against them before drawing conclusions about their ability or motivation.to develop.Neither Disagree or Agree	When a first-year student struggles academically, I typically look first at what barriers or circumstances may be working against them before drawing conclusions about their ability or motivation.to develop.Agree	When a first-year student struggles academically, I typically look first at what barriers or circumstances may be working against them before drawing conclusions about their ability or motivation.to develop.Strongly Agree
I believe part of my job as an instructor is to help students develop the confidence and strategies to push through academic difficulty, not just to help them complete the course.	I believe part of my job as an instructor is to help students develop the confidence and strategies to push through academic difficulty, not just to help them complete the course.Strongly Disagree	I believe part of my job as an instructor is to help students develop the confidence and strategies to push through academic difficulty, not just to help them complete the course.Disagree	I believe part of my job as an instructor is to help students develop the confidence and strategies to push through academic difficulty, not just to help them complete the course.Neither Disagree or Agree	I believe part of my job as an instructor is to help students develop the confidence and strategies to push through academic difficulty, not just to help them complete the course.Agree	I believe part of my job as an instructor is to help students develop the confidence and strategies to push through academic difficulty, not just to help them complete the course.Strongly Agree
I genuinely believe that any student who walks into my classroom is capable of meaningful academic growth, regardless of their preparation level coming in.	I genuinely believe that any student who walks into my classroom is capable of meaningful academic growth, regardless of their preparation level coming in.Strongly Disagree	I genuinely believe that any student who walks into my classroom is capable of meaningful academic growth, regardless of their preparation level coming in.Disagree	I genuinely believe that any student who walks into my classroom is capable of meaningful academic growth, regardless of their preparation level coming in.Neither Disagree or Agree	I genuinely believe that any student who walks into my classroom is capable of meaningful academic growth, regardless of their preparation level coming in.Agree	I genuinely believe that any student who walks into my classroom is capable of meaningful academic growth, regardless of their preparation level coming in.Strongly Agree
When a student comes to me with a problem — academic, personal, or logistical — I focus my energy on helping them identify a next step forward rather than on diagnosing everything that went wrong.	When a student comes to me with a problem — academic, personal, or logistical — I focus my energy on helping them identify a next step forward rather than on diagnosing everything that went wrong.Strongly Disagree	When a student comes to me with a problem — academic, personal, or logistical — I focus my energy on helping them identify a next step forward rather than on diagnosing everything that went wrong.Disagree	When a student comes to me with a problem — academic, personal, or logistical — I focus my energy on helping them identify a next step forward rather than on diagnosing everything that went wrong.Neither Disagree or Agree	When a student comes to me with a problem — academic, personal, or logistical — I focus my energy on helping them identify a next step forward rather than on diagnosing everything that went wrong.Agree	When a student comes to me with a problem — academic, personal, or logistical — I focus my energy on helping them identify a next step forward rather than on diagnosing everything that went wrong.Strongly Agree