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I had at least one professor at MiraCosta who made me excited about learning

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I had at least one professor at MiraCosta who made me excited about learning

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I understand the power that teachers have and the ability to either motivate or discourage a student. Knowing this allows me to be careful with my words and actions to ensure that my students trust me and that they see me as a role model.

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In one of my classes, as an icebreaker activity on the first day... I have pre-selected 4 to 5 potential career paths or areas of interest based on the specific class. I group students together according to these interests (they get to select their group) and have them introduce themselves, and discuss a few brainstorm questions related to their field (not personal information). I give them a sheet where they write their names and the brainstorm answers. We then reconvene and someone from the group shares with the rest of the class. First day of class, they already had the opportunity to connect with someone who shares an interest... and I actually collect those sheets for attendance as well!

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I offer extra credit in one of my classes if they'd like to interview someone working within industries related to the course content. If they have someone in mind, I help them with interview questions. Otherwise, I am usually able to match students up with an industry professional who I know is supportive of our program at Miracosta and willing to speak with students about a potential career path.

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One professor who made me excited about learning ...

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One professor who made me excited about learning ...

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I sometimes share the following story with my students. I used to be the top student of my high school. When I was 15, I had 3 teachers who made a difference in my life and helped me become a lifetime learner. They used to ask me teach the new lesson using our textbooks, and I would stand in front of the class and teach the lesson. Then, they would complete the lesson if I had missed something. Those teachers helped me be the teacher I am today.

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I am often referencing other courses or certificate programs within the department in my classes and encouraging students to speak with me about those if they think they'd like to continue on this educational pathway. I also mention various careers/degrees throughout the semester that may be pursued beyond the certificate programs as they apply to the subject matter, and try to expand their ideas of "what can I do with this degree". Students will meet with me after class to discuss each of these and I'm able to connect the students with information on a career or even someone in the industry who they may contact, or I might suggest an internship.

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When I was a student at MiraCosta College majoring in psychology, I had a mentor, Larry Burns, in the EOPS department who encouraged me to participate in an internship. It was unpaid, but the experience and skills I obtained were valuable to my future career self.  I was inspired by Larry Burns and others to let students know that they are seen and I am invested in their education and career paths. Through mentorships, internships, service learning and so forth, I commit to students through these pedagogical practices.

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I teach primarily online and in prior semesters I had used this as an excuse to get rid of the many of the group activities I used in face to face classes. Using the tools in Canvas to create group project based learning activities has led to great sense of community in my online courses.

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I struggle big time with names and pronunciations - it's really challenging. This is one of my top priorities
I’m working on being detailed when it comes to sharing my perspective on how my teaching style centers their holistic wellness and how that is central to their learning.  I like to take time and point out  how what we’re working on is achieving those goals – I need to figure out how to do this in a sustainable way that's embedded in my class without taking too much time explaining.
I ask students what they do for work or what career path their interested in the beginning of the semester. I'll review the industry themes and find an article that connects their field to course topics and include a different industry connection each week.
This also helps ME learn about my field through the research to make this connection for them and I can reuse the resource each semester because there is so much overlap. I'd like to create more robust folders and profiles of industry related connections so it can be a resource

I follow up with students who are absent right after class while it's still fresh and they seemed shocked that I noticed and follow up and it's helped with retention. While I review the attendance right after class I'll send a quick message through canvas and copy and paste to others also missing with a tailored greeting.

I'm taking SO many notes and getting incredible ideas for how to strengthen my teaching thanks to everything yall have shared so far. Super grateful for this community of practice <3

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We have an awesome CARE team and a robust Student Services division. I start with a Student Services "scavenger hunt" document that students in online and in-person classes complete. In the document, I write scenarios and give them hints on where to find the student service then they respond demonstrating they know where to find it and provide the link to the service on the MCC website. I then give them feedback in the document by providing the names of people in the service that they state could be useful for them.

As I get to know students more throughout the semester, when a student shares something about themselves or a situation they're in, I follow up with them and refer them to the service. In the referral, I drop a name of a colleague and encourage the student to reach out by stating, "Reach out directly to Mike Green in the Career Center. He's really nice and helpful". Or "My friend Analia Zamora in Service Learning can help with your volunteer questions. Let her I know I referred you to her." Or "If you're interested in what careers you can do with a Comm degree, a counselor could help you or you could reach out to Comm Professor. Rachel Hastings and Leola Powers are great. Let me know if you need an introduction."

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I used to dot that also and sometimes I would ask that they sit in the same place for the first couple of classes until I got to know their names.  Another technique in the  course was when a question was asked or they were to answer, as instructor, I would ask the student identify themselves with their name, then I would use their name in the response, that helped me to remember and acknowledged them.

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Identifying desired workplace vocabulary 

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Identifying desired workplace vocabulary 

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I teach students in Beginning levels of ESL. I like to generate conversation prompts for students to learn about each other (and in turn I learn about the students)... As we learn about the work each student is doing (in home or away from home) I ask them if they speak English on their job, and what one topic is they want/need to learn more English vocabulary.

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Yeah, names are important.

Anyway, I think that all 6 of the BIG SIX can be one experience. If we think about packaging one experience that hits all six instead of a few or six distinct experiences, that would help ease the burden of all stakeholders and seem more achievable for the student. For example, a social work student working for Vista Community Clinic as an intern can have be paired with mentor who is doing the work that the student is learning about in their classes. The mentor and mentee can work with the instructor to design a semester-long project that benefits the community through extending classroom learning beyond the college - maybe a resource fair or something like that. The number of ways the student benefits is innumerable - networking, internship, mentorship, classroom learning, extracurricular contributions to the community, community organizing and event planning, and on and on.

-Sean

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Application of skills - service learning  (Ingrid Noncredit ESL)

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Application of skills - service learning  (Ingrid Noncredit ESL)

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Listening to this week's lecture reminded me not only how important it is to have the one-on-one relationship with a student (know their name), but also that practical application of work is very important for future success. Before Covid, I had my students engage in an 8-week service learning project (organize a beach clean-up together). Students still talk about it (those I keep in touch with). I really think that was the best class I've ever taught.

Since Covid, I transitioned to more work-based learning activities (writing emails, professional language in texts, etc). All of this makes the 'why' that the students are learning relevant and helps the ESL students keep coming back (student persistence) .

I love being reminded of this in this course... and I love to hear the examples from our speakers as well as from everyone in this cohort.

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TBH I don't learn students' names as quickly as I would like. I do the introduction activities and have them make name tents for the first few weeks of class, which helps. But I also tend to be very "in my own head" about all of the other things that go into our class meetings, things I need to cover, etc. I would like to be more intentional about prioritizing learning names more quickly. I'm so impressed with instructors who have the names memorized after the first class. That's incredible!

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Showing students that you care about them as a person can be as simple as remembering one unique thing about them. Also, I love that MiraCosta encourages badges on email signatures. Having the CARE badge communicates to students that we care about them outside of the classroom.

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I teach an Interpersonal Communication class in which students embark on an Interpersonal Skills Project that spans the entire course. Each of the 5 modules in the course allows them to build on their project which culminates in a persuasive presentation in front of an audience. I have used this project for a couple of years now and have received really positive feedback from students because they get to dive deeper into the topic and continue to work toward improving their interpersonal communication skills throughout the term while receiving feedback along the way.

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In the classroom I would try to memorize their names the first night of class. I did pretty good and they loved that. 

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In the classroom I would try to memorize their names the first night of class. I did pretty good and they loved that. 

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As I shared in the meeting, I ask students to tell me their preferred name. I also provide a link on how to change their name in Canvas. Once I know how the student would like to be addressed I use that in any feedback I provide by saving it in the "Notes" section in the grade book. This step which takes very little time adds a personal touch even if you are copying and pasting grading comments.

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My name is Peter, and I have 27 brothers and sisters and we all grew up in the same household

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The #1 take away. Something I knew, but always good to be remineded ~ Ingrid