Edge Experiences and Advantages for Your Syllabus
UTEP Edge enhances student learning and pre-professional success by offering integrative and applied learning opportunities, known as Edge Experiences. These experiences, both in and out of the classroom, build students' personal and professional skills, providing them with a distinct competitive advantage in their careers and graduate studies. This advantage is achieved by honing and expressing their strengths and skills, referred to as Edge Advantages.
Edge Experiences:
- First-Year Experience
- Student Employment & Leadership
- Undergraduate Research & Creative Activity
- Learning Communities
- Internship & Practicum
- Study Abroad/Study Away
- Community Engagement & Service Learning
- Capstone Experience
- On-Campus Student Employment
View Descriptions of Edge Experiences in a Curricular Setting(PDF)
Edge Advantages:
- Communication
- Confidence
- Critical Thinking
- Entrepreneurship
- Global Awareness
- Leadership
- Problem-solving
- Social Responsibility
- Teamwork
View Descriptions of Edge Advantages in a Curricular Setting(PDF)
Adding Edge Language to Your Syllabus:
Click on the link below to view resources to update your syllabus and guide students in recognizing and articulating the experiences they are participating in and the skills they are developing:
Office Hours Sample Language For Your Syllabus
Encourage students to attend office hours with the following sample text:
Sample 1: "¡Bienvenidos! Welcome to [name of course]! This course is designed to [course purpose and outcome]. I encourage you to visit during office hours anytime throughout the semester, either individually or with friends. If you can’t make it during office hours, please email me at [email] to arrange another time. I am also available online on [date, time, and platform]. Office hours provide a dedicated time to discuss assignments, academic and professional interests, study strategies, or anything that will help you succeed in this class and on campus, and prepare for your career and graduate school."
Sample 2: "I hope you’ll visit during office hours, either individually or with friends. It’s an opportunity to talk about the course, assignments, exams, study strategies, or anything else on your mind. No need to have a problem to stop by. If you’re struggling with a reading assignment, I definitely want to see you—I may be able to help. If these hours don’t work for you, let’s make an appointment for another time."
Citation Resources
Astin, A. W. (1977). Four critical years. San Francisco: Jossey-Bass.
Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.
Erickson, B. L. S., Peters, C. B., & Strommer, D. W. (2006). Preparing a Syllabus and Meeting the First Class. In Teaching first-year college students (pp. 67–86). San Francisco, CA: Jossey-Bass. Retrieved from
Fusani, D. S. (1994). "Extra-class" communication: Frequency, immediacy, self-disclosure, and satisfaction in student-faculty interaction outside the classroom. Journal of Applied Communication Research, 22, 232-255.
Kuh, G. D., Douglas, K. B., Lund, J. P., & Ramin-Gyurnek, J. (1994). Student learning outside the classroom: Transcending artificial boundaries. Washington, DC: ASHE-ERIC Higher Education Report No. 8.
Richmond, V. P. (1990). Communication in the classroom: Power and motivation. Communication Education, 39, 181-195.