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Always bring the conversation back to their why--Why this degree? What can I do as a PM to consistently motivate you towards this end goal?

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Video feedback is a wonderful way to help students. They can stop, rewind, pause, watching multiple times.

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Every day a student does not engage means the student just lost $24.00

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Started asking questions at the beginning of a call such as "What would you like to chat about during this call?" Letting them tell me what is most important to them vs just me asking about how they are doing in course XXX. This builds a better connection while also personalizing the rest of the call to their needs.

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Meet the student where they are at....not where you want them to be

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Active listening

Powerful questions followed with “tell me more about….

learning style focus

Use coaching framework to guide appointments

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Manage calendar and phone conversations so that calls start on time and end on time, with a plan in mind for how as an instructor I can handle a 15-min call that needs to "run over" but my schedule is full. (Book follow-up? Make video and send to student later? etc)

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At the beginning of the week, send a tip of the week to your students (2-week no contact). Can be texted for automatic notes.

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Maintain notes on student's lives, milestones, hobbies, etc. to keep track of who they are and how you can connect with them and support them in a meaningful way.

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I ask students to tell me HOW they can use what they learned from the week as a teacher/in their current role.

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Where are they going…

Where are they starting…

Where will there be obstacles…

Be prepared to have a tool ready

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Maximize utilizing their time effectively

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Know the student and support them when they are accelerating.

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Make sure to offer effective help with their academic courses

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Take the time to build rapport with each student and identify their “why” to help them through challenging times. Provide proactive and intentional support.

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Be prepared for the call with as much context as possible. 

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Be prepared for the call with as much context as possible. 

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Don't force an important conversation if the student is not in a time or mind space to have it

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Ask students to share the milestones they are most proud of and what areas they feel they need more support in right now.

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Connect to student-facing groups, encourage joining course communities, work with Instructors.

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Ask about their status and health and then listen!

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What tools are needed

Which type of communication really works

Do they NEED deadlines

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Collaborate with students to establish plans of action that aligns with their academic, professional, and personal goals. Be agile when necessary.

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Encourage connections to real-life experience in the subject and make connections with Wgu resources, and even personal subject matters experts student may collaborate with

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Some students need more conversation than others. Tailor your approach based upon what the student needs. Student A may not have a lot of time to be on a call and may just want to give the goal and not chit chat. Student B may need more connection and conversation.

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Links to ACC cohorts - executive function, tech skills, writing (place in courses as scaffolds)

Provide videos, texts, pacing guides,

Warm transfer to CoC partners

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The interesting point made about not feeling comfortable sharing…

I have a neon green faded Mohawk and tattoos, it use that to help break the ice for feeling ashamed about perceived failure.

Also, I share about my 9 revisions on one task and what the learning cycle means.

Sharing your own struggles can help them be comfortable with reevaluating our learning model

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If you know the student has booked a call to discuss something specific that ties into a common problem / pain point in the course, send a pre-call SHORT email as soon as you can with ONE thing they could do in the meantime to prep their brains for the call or to be ready for a productive discussion.

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Especially for slow movers, be curious about why and collaborate with the student and other faculty to adapt support.

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Ask the student what they’re learning style is and recommend resources based on the students learning style.

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How can we use our time today in a way that helps you move toward your goal for this week?

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Be mindful and sensitive to student's personal obstacles and remain positive, reassuring, and non-judgemental no matter what.

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Provide options for meeting and providing information and resources, such as WebEx, videos, phone, text, and email. And also providing captions with videos.

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In courses with OAs, students often need to "talk it out". Have students go through the pre assessment questions out loud and talk out what they're thinking.

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Honesty is kindness--give feedback that students need to hear so they can grow, even if it is uncomfortable

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Make every point of contact valuable to what the student needs. I like to customize my outreach based on student needs and provide flexibility for our communications based on student preference.

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Utilize the Course Planning Tool

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I will ALWAYS ask students to meet with me BEOFRE beginning an OA course....to point them to the "why is my answer wrong and why is the right answer right?" approach to end of module quizzes, pre-assessment, etc.

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Be willing to change course and put away what was planned, if a student joins the call and is clearly struggling with something other than the course.

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Review their academic activity summary for a specific timeframe(how often in course material, faculty interaction, assessments taken)

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Encourage them to utilize the resources we have offered them in the course tips and other places. Utilize our material over materials from other sources.

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Encourage the use of Udemy for supplemental course materials in addition to the materials within the course page.

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Repetition of key words, terms, concepts - flashcards, Pomodoro Technique, Leitner method

Understanding - Why do I need to know this? How will I use this in my life/work? What is a real world example of what I am learning?

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Create Live Events on Mindset/Anxiety, or encourage students to attend, if one already exists.

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Spaced repetition of key ideas: Shorter study breaks.

Reflection: you learn to retrieve knowledge from memory, but then connect it to new concepts. Rehearse: "When I hear ____, I'm going to think ____"

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Join students in a 1:1 live call of exploration of the course concepts and topics via a screen share.

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Avoid sending a "revision support" email that's nothing more than "I see you have a revision! Reach out for help!" unless you know it's a minor fix. I try to send a meaningful tip or link to a COS resource after looking at the score report so my email adds value when they read it.

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Asking "what" questions will help students reflect and clearly verbalize barriers and goals so faculty can offer more focused support for learning.

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Create a variety of resources and tools for various learning styles.

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Encourage to engage in course chatter, especially for those who can't make LIVE cohorts. Still some active engagement with another person instead of listening to recorded cohort where you can't engage and just listen.

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Mentors can dig deeper by asking how students plan to study and offer feedback and suggestions or connect with ACC resources

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Brainstorm strategies to use on the next OA attempt.

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Remind ST that when one method doesn’t work we will work together to find a new way

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Take at least 1 time a month to participate in study hall or the connect with a peer coach or academic coach from the Academic Coaching Center.

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I love to focus on reflection, especially when students are struggling with their study time. Helping the student identify a time when they were successful and reflect on what was different can make a huge difference in creating a new plan for future success!

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FAIL--"First attempt in learning"

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If a student prefers reading, but the course is more video-centric, I recommend turning on closed captions to give their brain text to focus on during the video. If they prefer videos and are working on a heavy reading course, I direct them to Udemy for additional video materials.

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Recommend joining the course communities, study hall, focused study time, peer-led cohorts.

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Connect student with their Community of Care through warm transitions. Example, "I'd like to introduce you to my friends in the Academic Coaching Center who can help you create study strategies that can assist you in your academic journey."

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For students who are intimidated by instructors, remind them of the peer coaching option through the Academic Coaching Center, while still working with them to get them to talk to their instructor as well

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Provide opportunities for students to connect

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Connect/Remind students about free support, especially non-academic support, from Student Wellbeing services. Highlight that can get LOCAL support from here.

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Connecting their struggles to what they may experience in their careers (i.e. teachers working with students), guiding students to the Career and Professional Development Center for career support and free PD, and using WGU Connect in the courses.

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As students are joining, ask students:

Where are you working from tonight?

Use Kahoot games for students to interact

WGU Connect-we can add to students' conversations

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Reconfirming current career or professional goals helps to clarify the student's "why" they should continue course or program progress. The why often changes during the journey, and this requires us to refocus or adjust our approach to support and help the student crank up their momentum.

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Have the various Student Support Services contacts, links, and important resources bookmarked in a special folder.