Here are some of the various User Persona's I've created for a few projects in faculty development. # Composition Students ## Emily Johnson Demographics: - Age: 18-22 - Gender: Female - Education: High school graduate - Location: Ogden, Utah, United States Background: Emily Johnson is a freshman enrolled at Weber State University in Utah, pursuing a major in English. She has recently moved to Ogden to attend college and is excited about the new opportunities and experiences it offers. Emily is passionate about writing and hopes to improve her communication and critical thinking skills through the ENGL 101 course. Goals and Motivations: 1. Improve Writing Skills: Emily wants to enhance her writing abilities and develop a strong foundation in English composition. She aspires to become a proficient writer, capable of expressing her thoughts effectively in various genres and formats. 2. Earn Good Grades: Emily is driven to achieve high grades in her courses, including ENGL 101. She recognizes that a solid academic performance will not only contribute to her overall GPA but also increase her chances of qualifying for scholarships and future academic opportunities. 3. Gain Confidence: Emily wishes to gain confidence in her writing abilities, overcome any insecurities, and become comfortable sharing her work with peers and instructors. She hopes that the ENGL 1010 course will provide a supportive environment to foster her growth and self-assurance. Challenges: 1. Time Management: Balancing coursework, part-time employment, and personal commitments can be challenging for Emily. She must effectively manage her time to meet assignment deadlines, study for exams, and participate in class activities. 2. Research Skills: Emily may struggle with conducting thorough research and evaluating credible sources. Understanding how to locate, analyze, and incorporate reliable information into her writing can be a hurdle she aims to overcome. 3. Writing Process: Emily may experience difficulty with the writing process, including brainstorming ideas, organizing thoughts, and structuring her essays effectively. She seeks guidance on drafting, revising, and editing to produce well-crafted and coherent pieces of writing. Preferences: 1. Learning Style: Emily is a visual learner who benefits from seeing examples and models. She appreciates clear instructions, visual aids, and real-world applications of concepts to help her grasp new information. 2. Collaborative Environment: Emily enjoys working in a collaborative and supportive learning environment where she can engage in discussions, receive feedback from peers and instructors, and learn from their diverse perspectives. 3. Technology-Driven Resources: Emily is comfortable using technology and appreciates resources that leverage digital tools. Online platforms, interactive learning materials, and easy access to course materials are essential for her engagement and productivity. With this user persona in mind, course designers and instructors can tailor the ENGL 1010 curriculum and delivery methods to meet the specific needs and preferences of students like Emily, ensuring an engaging and impactful learning experience. ## David Rodriguez  Demographics: - Age: 35-45 - Gender: Male - Education: High school graduate with some college experience - Location: Salt Lake City, Utah, United States Background: David Rodriguez is a non-traditional student enrolling in ENGL 1010 at Weber State University. He has decided to return to college after a long hiatus to pursue a degree in Business Administration. David works full-time as a manager in a local retail store and is juggling multiple responsibilities alongside his academic pursuits. Goals and Motivations: 1. Academic Advancement: David aims to earn a college degree to enhance his career prospects and open up opportunities for professional growth. He understands that proficiency in written communication is essential in the business world and recognizes the significance of ENGL 1010 in developing these skills. 2. Personal Growth: David seeks personal growth through his educational journey. He wants to challenge himself intellectually, broaden his perspectives, and gain a deeper understanding of literature and writing. 3. Time Management: As a non-traditional student with work and family responsibilities, David's goal is to effectively manage his time to balance his academic commitments with his job and personal life. He understands the importance of staying organized and maintaining a structured schedule to succeed academically. Challenges: 1. Balancing Multiple Responsibilities: David faces the challenge of balancing his full-time job, family obligations, and coursework. He must find ways to allocate time for studying, attending classes, and completing assignments without neglecting his other responsibilities. 2. Technological Proficiency: David may have limited experience with technology and online learning platforms. He may require additional support to navigate virtual classrooms, access course materials, and participate in online discussions effectively. 3. Writing Skills Refresher: It has been several years since David last engaged in academic writing, and he may need to refresh his writing skills. He may struggle with structuring essays, citing sources, and adhering to formal writing conventions. Preferences: 1. Flexible Learning Options: David prefers flexible learning options that accommodate his work schedule. He may appreciate hybrid or online courses that provide the flexibility to complete coursework at his convenience while still allowing for some in-person interactions or support. 2. Practical Applications: David values practical applications of the course material. He appreciates assignments and discussions that connect writing skills to real-life scenarios and professional contexts, making the learning experience relevant and immediately applicable. 3. Supportive Community: David appreciates a supportive learning environment where he can connect with fellow non-traditional students and receive guidance from instructors. Collaborative activities, study groups, and resources tailored to non-traditional students would be beneficial to him. By considering the unique needs and circumstances of non-traditional students like David, instructors and course designers can tailor the ENGL 1010 curriculum and delivery methods to provide a supportive and inclusive learning environment. This will enable students like David to successfully navigate their academic journey while managing their multiple responsibilities. ## Ana Ramirez  Demographics: - Age: 18-25 - Gender: Female - Education: High school graduate - Location: Provo, Utah, United States Background: Ana Ramirez is a freshman at a university in Utah, currently enrolled in ENGL 101. She comes from a Spanish-speaking household, where Spanish is primarily spoken. Ana is bilingual, fluent in both Spanish and English, but she faces unique challenges in transitioning to an English academic setting. She is motivated to improve her English writing skills and succeed in her college education. Goals and Motivations: 1. English Language Proficiency: Ana's primary goal is to further develop her English writing and communication skills. She aspires to become more confident and proficient in expressing herself in written English, as this will benefit her in her academic and professional pursuits. 2. Academic Success: Ana is determined to excel in her studies, including ENGL 101, to achieve high grades and maintain a strong GPA. She understands the importance of a solid foundation in English composition for her overall academic success. 3. Cultural Integration: Ana desires to fully integrate into the English-speaking academic environment and engage with her peers and instructors effectively. She aims to bridge the gap between her Spanish-speaking background and the predominantly English-speaking educational setting. Challenges: 1. Language Barrier: Ana may face challenges related to the language barrier, particularly in academic writing. She may encounter difficulties in grammar, vocabulary, and sentence structure, requiring support and guidance to refine her English writing skills. 2. Academic Vocabulary: Ana may need assistance in expanding her academic vocabulary in English. Learning the specific terminology and expressions used in the context of academic writing will help her effectively communicate her ideas and arguments. 3. Cultural Adjustment: Ana may experience challenges in understanding and adapting to the cultural nuances and expectations of the English-speaking academic environment. Familiarizing herself with academic conventions and expectations will be vital for her success. Preferences: 1. Bilingual Resources: Ana appreciates resources that cater to her bilingual background. Bilingual dictionaries, language reference materials, or guides that offer explanations and examples in both Spanish and English would be valuable for her learning process. 2. Clear Instructions: Ana benefits from clear instructions that outline expectations and provide step-by-step guidance. Clear and concise explanations help her grasp new concepts and successfully complete assignments. 3. Supportive Environment: Ana prefers a supportive and inclusive learning environment where she feels comfortable seeking help and participating in discussions. Opportunities for peer collaboration and constructive feedback are essential to her growth as an English writer. By understanding the unique challenges and preferences of Spanish-speaking students like Ana, instructors and course designers can create an inclusive and supportive learning experience. Tailoring the ENGL 101 curriculum to address language barriers, offer bilingual resources, and promote cultural integration will help students like Ana thrive and succeed in their academic journey. # Sustainability Faculty ## User Persona: New Faculty at Weber State University. Dr. Samantha Harris Background: Dr. Samantha Harris is a highly accomplished and dedicated individual who recently joined Weber State University as a new faculty member in the Department of Psychology. She holds a Ph.D. in Cognitive Psychology from a reputable institution and has several years of teaching and research experience. Dr. Harris is passionate about her field and is excited to contribute to the academic community at Weber State University. Demographics: - Age: 35 - Gender: Female - Marital Status: Married - Ethnicity: Caucasian - Languages: English (fluent) Goals: 1. Teaching Excellence: Dr. Harris aims to deliver high-quality lectures and engage students in meaningful discussions. She strives to create a positive and inclusive classroom environment that fosters learning and academic growth among her students. 2. Research Advancement: Driven by intellectual curiosity, Dr. Harris seeks to establish herself as a respected researcher in the field of cognitive psychology. She plans to collaborate with colleagues, publish scholarly articles, and secure research grants to explore new areas of study. 3. Student Mentorship: Dr. Harris is committed to mentoring and advising students, helping them navigate their academic journey, and supporting their personal and professional development. She aspires to be a source of guidance and inspiration for her students. 4. Professional Networking: Dr. Harris intends to build strong relationships with fellow faculty members, both within the psychology department and across other disciplines. She aims to collaborate on interdisciplinary projects, share knowledge, and engage in discussions that contribute to the university's academic community. Challenges: 1. Establishing a Reputation: As a new faculty member, Dr. Harris faces the challenge of establishing her reputation within the university and gaining the trust and respect of her colleagues and students. 2. Balancing Teaching and Research: Juggling the responsibilities of teaching and conducting research can be demanding. Dr. Harris needs to find a balance between her teaching obligations and dedicating time to her research endeavors. 3. Adapting to the University Culture: Joining a new academic institution means navigating a different organizational culture, departmental policies, and procedures. Dr. Harris needs to familiarize herself with the university's systems and find her place within the existing academic community. Technology Proficiency: Dr. Harris is highly proficient in using technology for teaching, research, and communication purposes. She regularly uses learning management systems, online databases, statistical analysis software, and digital collaboration tools. She keeps up-to-date with the latest advancements in educational technology and incorporates relevant tools into her teaching practices. Additional Information: Dr. Harris enjoys attending conferences and presenting her research findings. She actively participates in professional organizations and values opportunities for continued professional development. In her free time, she enjoys outdoor activities like hiking and biking, as well as reading books related to psychology and cognitive science. This user persona provides a snapshot of Dr. Samantha Harris, a new faculty member at Weber State University. It highlights her goals, challenges, and technological proficiency, offering insights into her motivations and areas of expertise. ### Journey Phases for Dr. Samantha Harris: 1. Onboarding and Orientation: - Becoming familiar with the university's policies, procedures, and campus resources. - Getting acquainted with the faculty members in the Department of Psychology and attending departmental meetings. - Setting up her office space and acquiring necessary equipment and resources. 3. Building Professional Relationships: - Actively engaging with colleagues within the psychology department and across other departments. - Attending faculty events, workshops, and social gatherings to network and establish connections. - Seeking opportunities to collaborate on research projects or teaching initiatives with other faculty members. 5. Course Preparation and Teaching: - Designing syllabi, course materials, and lesson plans for her psychology courses. - Familiarizing herself with the university's learning management system and utilizing it effectively. - Conducting classes, delivering engaging lectures, facilitating discussions, and assessing student performance. 7. Establishing Research Initiatives: - Identifying potential research areas within cognitive psychology. - Seeking research collaborations with other faculty members, both within and outside the psychology department. - Applying for research grants, securing funding, and initiating research projects. 9. Mentoring and Advising Students: - Assisting students with academic and career-related queries. - Offering guidance on course selection, internships, and research opportunities. - Providing mentorship to students interested in pursuing psychology as a career. 11. Professional Development: - Attending conferences, workshops, and seminars related to cognitive psychology. - Presenting research findings and networking with other professionals in the field. - Staying updated with the latest advancements and research trends in psychology. ## User Persona: New Faculty at Weber State University. Name: Dr. Michael Reynolds Background: Dr. Michael Reynolds is an accomplished scholar who recently joined Weber State University as a faculty member in the Department of Environmental Science. With a Ph.D. in Environmental Studies and a background in interdisciplinary research, he brings a wealth of knowledge and expertise to the university. Dr. Reynolds is passionate about studying the complex interactions between the environment, society, and public policy. Demographics: - Age: 40 - Gender: Male - Marital Status: Single - Ethnicity: Hispanic - Languages: English (fluent), Spanish (fluent) Goals: 1. Interdisciplinary Research: Dr. Reynolds is dedicated to conducting interdisciplinary research that bridges the gap between environmental science, social sciences, and public policy. He aims to collaborate with faculty members from diverse disciplines to address complex environmental challenges and develop sustainable solutions. 2. Teaching and Mentoring: Driven by his passion for education, Dr. Reynolds aims to inspire and educate the next generation of environmental scientists. He strives to create engaging and interactive learning experiences, emphasizing the importance of interdisciplinary approaches and critical thinking in environmental problem-solving. 3. Community Engagement: Dr. Reynolds believes in the importance of connecting academia with the local community. He seeks opportunities to collaborate with community organizations, policymakers, and industry stakeholders to address environmental issues and contribute to the sustainable development of the region. 4. Professional Growth: Dr. Reynolds is committed to continuous professional development. He aims to attend conferences, publish research articles, and secure research grants to enhance his knowledge, expand his network, and establish himself as a respected scholar in his field. Challenges: 1. Building Interdisciplinary Networks: Dr. Reynolds faces the challenge of building collaborative relationships with faculty members from different departments. He needs to establish connections and find common ground to foster interdisciplinary research initiatives. 2. Balancing Teaching and Research: As a new faculty member, Dr. Reynolds must balance his teaching responsibilities with his research pursuits. He needs to find effective time management strategies to excel in both areas. 3. Public Engagement: Engaging the local community and policymakers requires effective communication skills and an understanding of different stakeholder perspectives. Dr. Reynolds must navigate the complexities of communication and bridge the gap between academia and the public. Technology Proficiency: Dr. Reynolds is technologically proficient and utilizes a variety of tools to support his research and teaching efforts. He is skilled in data analysis software, Geographic Information Systems (GIS), and statistical modeling. Additionally, he leverages digital platforms and social media to disseminate his research findings and engage with a wider audience. Additional Information: Dr. Reynolds enjoys attending interdisciplinary conferences and workshops where he can explore the intersectionality of environmental science and other fields. In his spare time, he enjoys hiking, photography, and volunteering for environmental conservation organizations. This user persona highlights Dr. Michael Reynolds, a new faculty member at Weber State University specializing in interdisciplinary environmental science research. His goals, challenges, and proficiency in technology reflect his dedication to interdisciplinary collaboration, teaching, and community engagement. Dr. Reynolds brings a unique perspective and expertise to Weber State University's academic community, aiming to make a significant impact on environmental research and education. ### Journey Phases for Dr. Michael Reynolds: 1. Integration into the Department: - Familiarizing himself with the structure, culture, and values of the Department of Environmental Science. - Attending departmental meetings, introductions, and team-building activities. - Collaborating with colleagues to understand ongoing research projects and potential areas of collaboration. 3. Interdisciplinary Networking: - Reaching out to faculty members from various departments to establish collaborative relationships. - Participating in interdisciplinary forums, seminars, and workshops to meet potential research partners. - Building connections with researchers and practitioners in related fields outside the university. 5. Teaching and Course Development: - Developing interdisciplinary courses that incorporate environmental science, social sciences, and public policy. - Engaging in pedagogical training and seeking innovative teaching approaches. - Delivering lectures, facilitating discussions, and evaluating student performance. 7. Research Collaboration: - Identifying research opportunities that involve interdisciplinary approaches. - Collaborating with faculty members from different departments on joint research projects. - Seeking funding opportunities and applying for research grants that support interdisciplinary research. 9. Community Engagement: - Establishing connections with local community organizations, policymakers, and industry stakeholders. - Engaging in collaborative projects that address local environmental challenges. - Participating in public outreach activities and communicating research findings to a wider audience. 11. Professional Recognition: - Publishing research articles in interdisciplinary journals and presenting at conferences. - Serving as a reviewer for academic publications in relevant fields. - Seeking leadership opportunities within professional organizations related to environmental science and interdisciplinary research. These journey phases outline the key milestones and activities for Dr. Samantha Harris and Dr. Michael Reynolds as they navigate their roles as new faculty members at Weber State University. These phases encompass their integration into the university, professional development, teaching responsibilities, research endeavors, and community engagement, reflecting their unique goals and challenges in their respective fields. # Experience Map for New Faculty Members at Weber State University Phase 1: Onboarding and Orientation User Persona: Dr. Samantha Harris - Touchpoints: - Welcome email with essential information and instructions. - Orientation sessions to learn about university policies and resources. - Meeting with department staff to set up office space and acquire equipment. User Persona: Dr. Michael Reynolds - Touchpoints: - Welcome package containing university and departmental information. - Departmental orientation to understand administrative processes. - Office setup and equipment allocation. Phase 2: Building Professional Relationships User Persona: Dr. Samantha Harris - Touchpoints: - Departmental meetings and gatherings to meet colleagues. - Faculty events and workshops to network with other educators. - Collaboration opportunities identified through discussions and introductions. User Persona: Dr. Michael Reynolds - Touchpoints: - Introductions with interdisciplinary faculty members. - Attendance at interdisciplinary forums and seminars to meet potential research partners. - Informal conversations with colleagues from other departments. Phase 3: Course Preparation and Teaching User Persona: Dr. Samantha Harris - Touchpoints: - Access to the university's learning management system for course material organization. - Designing course syllabi, lecture materials, and assignments. - Conducting classes, facilitating discussions, and evaluating student performance. User Persona: Dr. Michael Reynolds - Touchpoints: - Collaborating with department colleagues on course development. - Designing interdisciplinary course materials. - Delivering lectures and facilitating discussions. Phase 4: Establishing Research Initiatives User Persona: Dr. Samantha Harris - Touchpoints: - Identifying potential research areas within cognitive psychology. - Collaborating with colleagues on joint research projects. - Applying for research grants and securing funding. User Persona: Dr. Michael Reynolds - Touchpoints: - Seeking interdisciplinary research opportunities. - Collaborating with faculty members from different departments on research initiatives. - Applying for research grants that support interdisciplinary projects. Phase 5: Mentoring and Advising Students User Persona: Dr. Samantha Harris - Touchpoints: - Office hours for student consultations. - Guiding students in their academic and career paths. - Providing mentorship and support for students' personal and professional development. User Persona: Dr. Michael Reynolds - Touchpoints: - Advising students interested in environmental science and interdisciplinary studies. - Assisting students with internships and research opportunities. - Offering guidance on career paths in environmental science. Phase 6: Professional Development User Persona: Dr. Samantha Harris - Touchpoints: - Attendance at psychology conferences and workshops. - Presenting research findings and networking with professionals. - Staying updated with the latest advancements in cognitive psychology. User Persona: Dr. Michael Reynolds - Touchpoints: - Participating in interdisciplinary conferences and workshops. - Publishing research articles in interdisciplinary journals. - Engaging with professional organizations related to environmental science and interdisciplinary research. This experience map outlines the various touchpoints and interactions for Dr. Samantha Harris and Dr. Michael Reynolds throughout their journey as new faculty members at Weber State University. It demonstrates the different phases they go through, highlighting key touchpoints that contribute to their onboarding, professional growth, teaching, research, and mentorship responsibilities. The experience map helps identify areas where the university can enhance support and resources to facilitate a positive and successful experience for the new faculty members. **