“I’m sorry to bother you, but…” was the opening line of every email I received in the first week of this semester. This line was usually followed by nothing that would actually bother me: a question about the week’s materials, a link to an interesting resource, a discussion about a potential research topic, and the like. This was all despite my many attempts to ensure that students did not feel like they were imposing whenever they contacted me: a pre-semester introductory email, a video welcoming them to the course, my biography and teaching philosophy, virtual office hours, and multiple reminders about my contact information. Yet, with all of my entreaties to reach out, I was still dealing with the real issues of isolation, fear, and frustration that results in students leaving their online courses. To combat these feelings, professors—myself included—have to deliberately, consistently, and relentlessly work to build student-faculty and student-student relationships in online courses.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Faculty are often confronted by the ghosts of educators past. In the writing intensive courses I teach, those ghosts usually manifest in one phrase: “I’m a bad writer.” This embarrassed confession bespeaks an educational experience fraught with negative beliefs and expectations, not just about their writing but about their ability to succeed in general. The phrase becomes an inescapable prophecy lurking in every writing assignment prompt. “I know I’m not going to do well on this assignment,” they explain to themselves, “I’m just not a good writer.” They do not seek help, ask questions, organize their notes, or create outlines and rough drafts of their essays because the outcome is a foregone conclusion. And of course, because they do not do these vital steps in the writing process, they receive poor grades—and the prophecy is fulfilled. From the front of the classroom, however, I can see the reality: the student is not a “bad” writer but merely under-practiced and under-prepared. But how can I help students to see it for themselves? How can I support students to move beyond negative past experiences and make positive ones? How can I empower students to break these cycles?