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I like to promote a "Can Do" spirit. Many students have low self-confidence, and have not had alot of successes. I try to compliment, celebrate and love them to success. I love to help them to realize that they can learn and can rise up to a higher place in their thinking and in their life:)

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Expect students are really trying hard. Appreciate all that they have going on in their lives. Never stop giving them support.  PATIENCE PATIENCE PATIENCE (same as you would do with your own kiddos)

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I take a page from successful learning communities and social media. My CM 107 classes have a look, a feel, and a tone that stays the same. I have created related tools - the Cocoa Courier (a newsletter for current students), Cocoa's One Stop Shop (a Google Drive Resource Center for students), and Cocoa's Cabana - a Google Community for Past Students that will be open to current students later this year.

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My commitment for 2016 and for Helping Students Reach their Peak, is to make sure we are supporting our faculty.  Faculty are key to student success and we need to make sure they have the tools they need, so that they can continue to help students be successful.

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Nancy Johnson, Humanities and Social Sciences

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Nancy Johnson, Humanities and Social Sciences

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Having recently completed a second masters degree while teaching full-time really made me look at the other side.  I became more aware of what the students deal with and how I could bettter help the ones in my classes.

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One of the fundamental issues many of our beginning Comp students come into class with is this lack of confidence not just with writing but with themselves. I make it a course-long mission to ignite the passion with each of them for their own voices. I also make sure they understand we are all on a continual journey towards our best selves and it cannot be had overnight. Greatness is not an overnight acquisition. The same can be said about writing, so it helps that they know that WE as faculty have been in their shoes, we have doubted ourselves or come up against challenges/failures, but we pressed on- and they can too.

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All these things inform the student, whether "on the ball" or running behind: a. timely grading--get the 0s in, so their grades are accurate; b. Keeping tip sheets, the seminar PPTs, and assignment templates in Doc Sharing; c. keeping unit overviews, KUWC workshop dates, info on the Student Asst. Center, and more under Announcements is helpful; info is at the students' fingertips.   d. Also, a certain amount of redundancy doesn't go to waste.  Example: the syllabus under the Course Home as well as put into Doc Sharing is handy for students.   They still have to know where things are, but a bit of duplication seems appreciated.    Ann Reich, CM107

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Kate Scarpena - Humanities and Social Sciences

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Kate Scarpena - Humanities and Social Sciences

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Each term I teach I send personalized emails to students that target areas they are doing well or areas they could improve on. This way all students - struggling, even performers, and those who excel - all get some encouragement from me. I find that it works best in Units 3 and 7. It helps students keep pushing to reach their personal PEAK!

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I could not have accomplished many of my goals had it not been for the encouragement that I received along the way. It is important to encourage our students that we encounter. I try to share words of encouragement weekly that will impact all students, especially those that may not have enough fight in them to finish your class, their degree, or reach their ultimate goal. Remind them to keep moving forward. Encourage them by letting them know that they can do it! That might just be the extra push that they need to finally see that first glimpse of light in a once dark and endless tunnel.

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As a teacher of first-term students, the thing I hear most is, "I hate writing," or, "I am really nervous about taking this class."  I see it over and over in the Unit 1 Discussion Board.  To curb that, I work to be as accessible and friendly as I can while letting them know that I will be expecting great things from them.  I gently nudge and push using the course content (especially seminar), the KUWC, and humor to help them PEAK.

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Treat students like you would like to be treated if you were in their position!

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It's great to let students know when you notice a change in their performance.  Send a quick email letting students know you've noticed improvement, or let them know you've missed them in Seminar or in the Discussion Board.  Use the Faculty Dashboard to help you track these things!

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Students often come to a writing class with fear and anxiety. I try to put them at ease and establish a supportive learning community. I let students know that they are probably more capable than they think and that good writing for anyone takes time.

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Katie Kirakosian, Humanities and Social Sciences ~ Timely/supportive grading and communication

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Katie Kirakosian, Humanities and Social Sciences ~ Timely/supportive grading and communication

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In every class that I teach, I am sure to get timely information to students regarding their grades. Early each Wednesday, I go in and post 0s in the gradebook with a supportive note urging students to submit the work by the late deadline. By adding these 0s and a word of encouragement right away, students get a 5 day "head start" to complete that assignment that they might have felt unsure about.

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Michele Riley, Humanities and Social Sciences ~ Listening

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Michele Riley, Humanities and Social Sciences ~ Listening

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As educators we sometimes forget to just "listen" to our students. Sometimes we rush to a solution for our students rather than listening intently.