Issue link: http://ncumarketing.uberflip.com/i/1111579
The ideas shared by both Michelle and Tom are those we can easily incorporate into our own teaching and approach to working with students. Michelle's practice of equipping students with additional resources can certainly help continue the learning process for students even after an activity has been graded. We are giving students the opportunity to engage with the subject matter even further and also to deliberate on its usefulness by considering the bigger picture. Tom explored in-depth how we can enhance the faculty/student relationship and show the student that you are invested in their continued learning by applying Michelle's strategies is a great way to make this connection. Thank you Michelle and Tom for sharing some thought provoking ideas! Mindi Mull, PhD and Siva Perera PhD, LMFT Associate Directors of Faculty Support and Development, SSBS Do you have an approach, strategy, or suggestion you think others would find useful or interesting? Please share! You can send your ideas to Mindi (mmull@ncu.edu) or Siva (sperera@ncu.edu) and we would be happy to include them in an upcoming faculty newsletter. Thanks! 2. My mother used to say that one way to ensure a positive connection with another person is to "make a fuss!" Show the wonderful, authentic, and warm side of who you are as a person to your students when you make synchronous or asynchronous contact. 3. In response to students who are submitting assignments late or not at all, start the email query with the subject heading, "Friendly check-in." This sets the tone for the email and coming exchange. This makes it harder for the student to react negatively to your concern as genuine interest is expressed even when they are not performing. 4. Intersperse in correspondence phrases like, "I'm invested in seeing you succeed. Is there anything more you need from me to help you achieve that end?" Faculty may be concerned about phrasing things this way as it sends a message that faculty are willing to over-function on the student's behalf. But it has been my experience that it reminds the student that the faculty mentor is positioned to assist. And it helps the student reflect to what extent they are positioning themselves to give their best effort. On those occasions when a student asks for too much, we, respectfully, remind the student about the boundaries regarding our role. 5. Occasionally, students take issue with a grade. Make the feedback about the work and not the person. For example, rather than saying, "You've missed the intent of the assignment," start with, "From my perspective, the paper misses the intent of the assignment." The paper is objectified rather than the student and the wording makes it about the product and not the student's academic standing or character. 6. When preparing to respond to a snarky email from a student, reread one's response before sending to remove emotionally laden wording (like "I am the expert and you are not.") either explicit or implied. It is tempting when students are disrespectful to want to respond in kind, but it is better to frame their comments in terms of professionalism rather than negatively labeling them. The relationship we develop with our students is as important as the subject matter we are imparting from the coursework. Engage our students in the "I-Thou" relationship, because not only do our students thrive in such an environment, we do as well. Reference Buber, M., (1937), 2018. I and Thou. New York: Blurb, Inc.