BYU Semester Overview: Read & React, SA Activities, CAPS, and Reese's Pieces

Read & React: Weekly Assignments

  • Overview: Throughout the semester, you’ll complete a weekly Read and React (read-and-react) activity plus optional or required follow-ups. The instructor emphasizes flexibility for busy weeks and encourages catching up or getting ahead when possible.
  • Read & React format:
    • Each week: a short prompt or excerpt is posted on Canvas (often from a past Emotions/On-Campus talk or similar material).
    • You read the excerpt and write your feelings/thoughts about it (not a long essay, but thoughtful).
    • React: you respond to a peer’s post with insights or shared experiences; examples include affirming their insight and adding a related experience.
    • The instructor will periodically add or adjust points in Canvas to keep everyone informed about due dates and progress.
  • Purpose: promote engagement, reflection, and peer learning within the class community.

Student Success Activities (SA)

  • SA A (the first activity):
    • Goal: encourage students to attend a campus event with classmates and participate in reflective discussion.
    • Requirements:
    • Attend a campus event with two classmates (minimum two companions). Devotionals do not count (the instructor wants activities that push you out of the ordinary).
    • Two or more classmates must participate; you should not count devotionals as the required activity.
    • You’ll need to visit a campus event listed on BYU’s calendar (e.g., a football game, volleyball, museum of art, 150th light celebration, etc.).
    • You must go through a campus event with a small group (2–4 people), take a selfie with the group, and participate in a guided tour or discussion.
    • Time at the site: about 30–45 minutes, with an hour total for the activity and discussion.
    • The activity is designed to help unify the class and create in-person connections.
    • Example plan discussed: Education in Zion trip as a fallback activity when the class session is away.
  • SA B, SA C, SA D: other activities to be chosen from Canvas prompts:
    • Canvas lists ~12 different options with varied focus: personal development (fitness classes, finances, resume workshops), emotional growth, or other on-campus experiences.
    • You must complete the entire semester for these activities.
  • Documentation: for SA A, you’ll document with photos and a short write-up; the same type of reflection applies to other SA activities.

Education in Zion: SA A kickoff example

  • The instructor outlined a specific plan for a future SA A: visit Education in Zion in the JFSB (Second Floor) around 12:50 PM.
  • Details:
    • Location: JFSB, Second Floor, near the gallery/museum area; there will be a guided tour and a group discussion afterward.
    • Time: 12:50 PM arrival; plan for a 30–45 minute guided tour, with extra time for reflective discussion.
    • Procedure: pair up or form a small group (3–4 students); take a selfie as a group; tour, learn, discuss why you’re there; complete the associated write-up on Canvas.
    • If you’re traveling in week when the instructor isn’t available, this activity can count toward SA A as long as you complete the museum/tresentation/reflection requirements.
  • Follow-up: the teacher will share the calendar link and confirm the attendance details and reflections in Canvas.

Activities B, C, D (Canvas prompts)

  • Access Canvas to view the full list of activity options (roughly a dozen choices).
  • Examples of potential activities:
    • Personal improvement: attend a campus fitness class and set personal goals.
    • Career/skill development: a resume workshop or a finance/workshop to improve money management.
    • Emotional or social growth: reflective, communal or service-oriented activities.
  • Each student must complete all required SA activities over the semester; this forms a core part of your grade alongside Read & React and reflections.

Reflections and letters

  • Four reflection papers are required across the semester.
  • One of the reflection prompts references a letter from students last year to incoming freshmen; you’ll read one and then write your own letter in a similar spirit, bringing your own insights to future students.
  • The letters are meant to be practical and heartfelt guidance for new students; you’ll be asked for your own contact information to share with future groups.

Finals project: artifact of learning

  • Final project requirement: create an artifact that conveys your learning and growth this semester at BYU.
  • Examples shared:
    • Cross-stitch, painting, song, finger-paint artwork, etc.
  • The project is open-ended; it should reflect your personal pride and what you’ve learned.
  • Show-and-tell on the last day of class to present your artifact and discuss your learning journey.

Weekly schedule and next steps

  • Week ahead: the calendar and events will be posted on Canvas and BYU’s calendar; use the calendar to choose activities.
  • Example events mentioned:
    • Devotionals (note: not counted toward SA A; still part of campus life).
    • Arts & Entertainment options (e.g., The Sound of Music film screening).
    • The professor will share additional events (e.g., museum visits, theater, or sports events).
  • The instructor emphasized that students can propose other campus activities if they coordinate with classmates and ensure appropriate documentation.

Campus resources: CAPS (Counseling & Psychological Services)

  • CAPS overview:
    • Free services for all BYU students; confidential, professional staff.
    • Services available: individual and group therapy; crisis services; Silver Cloud online program; mental health classes; workshops.
    • CAPS can provide referrals to off-campus resources if needed.
  • Access and operations:
    • Location: Wilk Center (Main Floor), near the CAPS office; walk-ins and scheduled appointments available.
    • Online access: caps.uiu.edu (as cited in the transcript) for scheduling and resources.
    • Quick care option: quick-care/initial assessment to determine the appropriate services.
    • If you’re unfamiliar with CAPS, you can visit or call for guidance on whether you need therapy, crisis support, or other resources.
  • Confidentiality and timing:
    • All conversations are confidential; you can seek help without stigma.
  • Scheduling reminders:
    • The teacher or mentor may send reminders or prompts to schedule meetings; a QR code was provided during the session for signing up.
  • Other notes:
    • CAPS can provide additional resources in Utah County and help with finding off-campus therapists if needed.

Study abroad and additional campus resources

  • The speaker mentioned study abroad opportunities and encouraged checking CAPS and other campus resources for support, planning, and study abroad fairs (e.g., CAPS booth at a study abroad fair).

President Reese’s messages and “Reese’s Pieces”

  • Gift-giving and compassion:
    • Parable of the red cherries: a gift that makes someone feel at home and fosters connection, not about the monetary value.
    • Emphasized compassion as a core measure of discipleship and leadership, including inviting others to participate in activities and service.
    • Sacrifice is counted as a bargain: giving light to others through service and companionship.
  • Education and learning in the face of darkness:
    • A CS Lewis reference from Learning in Wartime (written in 1939) used to illustrate that learning in the face of hardship is a meaningful response, not an escape.
    • The more educated we become, the greater our capacity to serve others and share the light we gain.
  • SOUL acronym (from the talk):
    • Serve, Lead, Pray (three core practices).
    • Two additional components: renewing covenants and time in holy places (the temple).
    • The core trio—serving, scripture study, and prayer—helps us keep light and be a beacon to others.
  • Personal anecdotes and calls to action:
    • The speaker shared stories about personal growth, community, and the importance of inviting others into activities to avoid loneliness and isolation on campus.
    • Emphasized the impact of small acts of invitation and involvement on friends, family, and classmates.

Personal anecdotes and classroom reflections

  • Green chalkboard anecdote: a seventh-grade moment where a simple realization (11 is not a magical number, it’s an equal sign) changed understanding and motivation; highlights how small moments of insight can shape future paths.
  • The importance of community:
    • The speaker stressed that many people feel alone in a large university setting, and the simple act of inviting someone to join an activity can significantly impact their experience.
    • The lecturer encouraged students to lead by inviting roommates or classmates to join SA activities and to help others engage with campus life.

Breaks, logistics, and next session

  • A ten-minute break was announced midway through the session to allow students to use the facilities and collect voting markers for best date ideas.
  • After break, the class would resume discussing Reese’s themes and any additional questions.
  • Office hours and accessibility:
    • The instructor invited students to visit their office in Kibble Tower (basement) and to reach out for help.
    • A follow-up meeting would be scheduled for all students, including those from Saundra’s class, to foster cross-class connections.

Quick practical takeaways for exam prep

  • Know the structure: Read & React weekly prompts; SA activities (A–D); four reflection papers; finals project.
  • SA A specifics: attend with a small group, selfie documentation, guided activity, and a post-visit reflection; include museum visits and other campus events.
  • SA B–D options: campus classes or workshops; you pick four reflective tasks across the semester; complete all requirements.
  • Finals project: artifact representing learning growth; show-and-tell at end of term.
  • CAPS resources: know CAPS services, confidentiality, access points, Quick Care, and where CAPS is located on campus.
  • Reese’s messages: practice compassion, invite others, and be a source of light; education and service enable growth and leadership.
  • Practical ideas for social connection: small, low-barrier invites can have a big impact; balance academics with social engagement to enhance well-being and learning.
  • Keep the calendar handy: use Canvas and BYU campus calendar to plan SA activities and devotionals or film events that fit your schedule.

Quick glossary of terms and locations mentioned

  • JFSB: JFSB building on campus with a gallery space where Education in Zion is located for the SA A activity.
  • WILK: Wrestled into CAPS location; main floor where CAPS operates.
  • BYU campus events calendar: central resource for event options (games, museums, concerts, lectures).
  • Education in Zion: a campus program/event tied to BYU’s founding story and history; used as an SA A activity example.
  • The SOUL acronym: Serve, Lead, Pray + Renew covenants + Temple time (as taught in Reese’s guidance).

Note on dates and timelines (example references)

  • Read & React prompts posted weekly on Canvas with due dates that can be adjusted for busy weeks (flexibility emphasized).
  • SA A event: 12:50 PM arrival at Education in Zion; 30–45 minutes museum tour; follow-up reflection.
  • Four reflection papers due across the semester; final project due at the end of the term.
  • Finals show-and-tell: last day of class.

Additional reminders for exam prep

  • Capture the core ideas: Read & React format, SA structure, reflection requirements, finals artifact, CAPS resources, Reese’s messages on leadership and compassion, and the value of belonging and inviting others.
  • Be ready to discuss practical applications: how to balance academics with campus engagement; how to invite peers to events; how to articulate learning growth in reflections and the final project.
  • Review the episode’s examples (e.g., Bob Ross painting, Fry Fest fries, thrift-date ideas) to understand how the class uses creative activities to foster connection and learning.