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Thank you for creating your Padlet post and sharing it here. :) Tina

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Thank you for creating your Padlet post and sharing it here. :) Tina

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LifeMap Indicators

My first choice of LifeMap indicators is to assist student in clarifying and developing purpose in their educational goals. Our nursing program gets the student to an entry level nurse. This is only the beginning of the journey. I like to meet with each of the students in my clinicals and sit down with them to discuss their experiences in the hospital throughout the semester. The students can express the aspects of the clinicals that have appealed to them or if not a clear picture of what is liked, definitely discuss the areas of nursing care they do not like. This helps me talk to them about the different options available and the education needed to achieve those goals. I do find that I have met several in different semesters as the move through the program and a few have changed their minds regarding the specialty they would like to continue their education in. An example is a student was absolutely sure they wanted to be a nurse anesthetist when first I met them. Six months later in a more advanced class, the path had changed to become a mental health practitioner. We discussed the change and how to achieve that goal.

My second choice is seeking out struggling students and identify options through dialog and appropriate referrals. In the early phase of the nursing programs, students must pass a dosage calculations exam. For some, figuring out how to calculate the drip rate for an IV medication is daunting and to do so manually, with only a basic calculator, often find themselves frustrated and afraid of failing out. These students are referred to peer tutors to help them learn how to use dimensional analysis to pass the test. When we have students who struggle performing nursing skills in the lab, we have tutors who can help them practice and be successful. For those struggling with concepts, we meet with the students review quizzes and tests and help to clarify the learning objectives. Financial aid helps with the costs of books and uniforms.

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2- employ digital tools to aid student contact
I have a very detailed Canvas course, where everything is detailed and laid out for students. I try to give them everything in one convenient place to make the learning experience as easy as possible for them.

5- guide students in developing academic behaviors for college success
I have students watch academic videos before class so most of our class time is focused on solving problems and discussing methods.  This allows us to spend most of our time on the needs of students, which makes class a more meaningful experience.

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Dan's Post:  Establish student & faculty contact that contributes to students’ academic, personal, and professional growth

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Dan's Post:  Establish student & faculty contact that contributes to students’ academic, personal, and professional growth

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I try to host "meet and greet" Zooms during the first week of a semester for online courses.  During that time, I share about my background and family as well as ask students to share a little about them.  I also have an assignment in Canvas (in addition to the introductory "introduce yourself" class discussion) that allows them to share anything they want with me about their struggles or their aspirations.

In face to face settings, I do an icebreaker activity so that we all get to connect together as a class. Part of that experience includes students introducing themselves with me asking probing questions about their lives and then sharing ways that my life might connect to theirs (similar interests, careers, majors, family situations, etc.).

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Dan's Post 2:  Seek out struggling students and identify options through dialog and appropriate referrals.

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Dan's Post 2:  Seek out struggling students and identify options through dialog and appropriate referrals.

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I have been very involved in Valencia's Early Alert and Intervention program (known as CARE, Continuous Assessment and Responsive Engagement at the East Campus).  In fact, brief commercial, I teach the LFMP 3348 course, which helps faculty develop a plan to help lead their students to success by being more intentional about monitoring students and looking for ways to intervene before the situation gets out of hand.

With that in mind, I try to be intentional about reaching students with issues such as missed assignments, missed or poor quality work, low grades, absences, etc. by reaching out to them and initiating a conversation. Many students get overwhelmed with life, have troubled balancing multiple and conflicting priorities, etc., and need some guidance along the journey. Some get the "I can fix it by myself" attitude and then get buried but never truly fix it. These students need some prodding to face what is happening and then make the class a priority. Many of my students are appreciative of my efforts to reach out to them and I do believe using a CARE approach definitely helps increase retention, course engagement, and ultimately, course success for many students. Of course, there are always those that bite off more than they can chew and can't make it a priority, so I have to reach who I can and make a difference where I can. Even with those that need to withdraw or decide not to engage, I still make myself available to support them with the mantra, "once you are my student, you are always my student."

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The two LifeMap Essential Competencies that I chose are, "guide students in developing academic behaviors for college success (e.g., time management, study, test and note taking strategies, etc.)" and "help students identify academic behaviors that can be adapted as life skills (e.g., library search skills, decision-making, communication skills, scientific understanding, etc.)"

Given that I largely teach dual-enrolled and freshmen, I focus on time management and other student success factors during the first class period, as those strategies are important to start utilizing early in their academic careers. At the same time, I explain the real-life applications of writing well, even covering the use of academic writing, which most people dismiss as moot.

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Catherine's Post: How to grow a student!

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Catherine's Post: How to grow a student!

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My indicators:
- help students identify academic behaviors that can be adapted as life skills
- assist students in clarifying & developing purpose

I can be that bridge between what students do & can do in a classroom to what they can do & be done outside the classroom. Sometimes the students can't see the comparisons and "translate" them into their life skills & experience that they can bring to a job, career, next steps. I can help them bring together all of their competencies to create a whole package so they can more easily market themselves & move forward towards their life & career goals. I enjoy helping students find out not "who they want to be" but "what problems do they want to solve" for the world, thus guiding them towards purpose.