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Community college students are more likely to come from underserved populations and are inclined to feelings of self-doubt in academic settings. When learning online, our students need to know they have an instructor who cares and is there to support them, and that they are part of a vibrant learning community. Effective online teachers mindfully cultivate their presence at the course level and one-on-one with students. These interactions foster a relationship based on trust, which is the foundation of a learning community.
Reflections
Reflections
Where I was.
Where I was.
I have always recognized that my students come from a variety of backgrounds with various barriers. I would try to level the playing field where I could. For instance, I knew that many of my students were waiting for their financial aid disbursement in order to purchase their textbook. To ensure they had access to the material, I would upload the first chapter so that they wouldn't fall behind. If they didn't have a printer, I would let them email me their assignments. I tried to be flexible.
Given that I teach college success courses, I felt it was my responsibility to prepare students for the “real world.” “How successful would they be if I let them get away with missing class or turning in an assignment late? What kind of message does that send to them? Am I setting them up for failure?” It’s the reason that I’ve always been pretty firm on my “no late work” and “no make-up exams” policies. I did not want students to get the impression that this behavior was ideal for college, or to expect it from future instructors or employers.
Where I am.
Where I am.
What I have since realized is that it’s okay to be less firm and more flexible. The reality is that it’s my duty to teach students the material as well as to support them. The last thing I want is my lack of flexibility to be the reason a student has a negative college experience, or worse, drops out because of it. As a counselor, I hear from students pretty often about how their instructors aren’t approachable or are unwilling to provide that extra support (although I’m hearing only one side of the story). This serves as a great reminder that I don’t ever want my students to describe me this way.
Maybe it’s not entirely my responsibility to prepare them for what’s to come. Maybe the best that I can do is be there for them if issues arise, and show them that they have support. We are on this journey together, so I’m going to share some of that responsibility with them.
Where I'm headed.
Where I'm headed.
My future with equity looks bright. I was able to participate in some self-exploration and I intend to continue exploring. I recognize now more than ever the importance of weaving in storytelling to build connection and make the material more engaging. This is something I want to continue to develop.
I will continue to talk with students, both as their instructor and as their counselor. I will expand on the autobiography assignment I give by including a portion on culture, so that they can reflect on how their culture has shaped who they are. I will continue to listen to students’ stories and help them develop a plan that reflects their goals. If they’re still unclear about what they want, I will continue to encourage them to do some reflection, ideally by taking a counseling course if they have yet to do so. I will provide them with encouraging feedback to remind them that I am there to support them and that they bring so much value to the class. I will push students to create quality work by modeling what that looks like.
Examples
Examples
removing barriers
removing barriers
I have had the good fortune of teaching college success courses to incoming students straight out of high school for several years. They were often low-income and first generation, and I got the sense that many of them felt a sort of shame for being at a community college while many of their peers went on to universities. Admittedly, I felt this way when I first started at community college. I think the widespread misconception that community colleges are inferior is a barrier students commonly face. I think of movies like “Accepted,” in which the main character gets rejected from the universities he applies to and to avoid the wrath of his parents, creates a fake university. Throughout the entire movie, all I could think was, “Why didn’t he just go to his local community college?” The thought didn’t even cross his mind; it’s like community colleges didn’t even exist. Movies like this just perpetuate the notion that community colleges are not viable educational options. We need more representation. I’m sure people would love to hear of the many success stories that came out of community colleges. What a difference it could make if students felt pride rather than shame on their first day of college.
OER
OER
Another barrier I intend to remove immediately is requiring students to purchase a textbook. I foolishly never knew of OER, and therefore, never considered them. Using OER allows students to have access to course materials from the beginning without adding any additional financial stress.
original late policy
original late policy
Being absent is not an excuse to miss turning in an assignment or taking an exam!
We will be using a learning management system (LMS) called, “Canvas” as a supplement to the class. This is where I will be uploading all assignments and handouts that are given in class. Therefore, if you are ever absent, please do not email me asking me what we covered in class. Check Canvas!
You are responsible for turning in all assignments on their assigned due dates. Late work will NOT be accepted. Any missed assignment will receive zero points. If you are absent on the day that an assignment is due, it is your responsibility to ensure that it is submitted on time in order to receive credit. You will be uploading most of your assignments directly onto Canvas. The assignment must be received by 1:00 p.m. the day it is due.
revised late policy
revised late policy
I’m a firm believer that deadlines are a good thing to abide by and should be enforced. Why? Because I take my job very seriously, and I want to help you be as successful as you can be in college and beyond. I feel I would be doing you a disservice by allowing you to submit late work, as other instructors and future employers will likely not allow it. With that said, I recognize that you wear many hats in addition to being a student, and that things can happen while you're taking classes that can interfere with your success. If you stop attending or participating in the class, there's no way for me to know if something's going on with you or if you've just been forgetful. Therefore, should any issues arise while you're in this class, please know that you can (and should!) reach out to me. My top concern is that you are okay.
No Questions Asked (NQA) Coupon: Your success is really important to me, and I am here to support you. To do this, I have incorporated the use of the NQA coupon. You may use the NQA coupon if you are unable to turn in an assignment (excluding discussions) on the day it is due. That assignment will be accepted up to one week after the due date if you attach this coupon. Please fill in your name and the assignment the coupon is being used for. Late work will not be accepted (1) without the NQA coupon, or (2) more than one week after the due date. Remember there are many ways to get your assignments to me on time, even if you don’t make it to class. You may use only one coupon a semester.
I will also be offering several extra credit opportunities throughout the term, so you'll be able to earn some extra points, if needed.
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