The educator must believe in the potential power of his pupil, and he must employ all his art in seeking to bring his pupil to experience this power (Think Exist, 1999 - 2011)."   Alfred Adler 

Online Full Time Faculty shared responses to this question, "What are the five skills most essential to the tasks Online full Time Faculty Serve? 

The following responses appear exactly as they were shared: 

• Be myself
• Constructive feedback
• Active in the learning environment and with the students
• Creative in format, presentation and delivery of learning content
• I didn't hear this but it should be included is working with the grad teams 

I believe the most essential skill of an FTF is to be able to inspire and motivate students to want to learn and progress in their degree programs.  It is also essential for FTF's to be able to help build the student's confidence that they CAN do this and will make it to the end as long as they do not give up.  

• Improve the quality of written communication
• Increase the depth and breadth of the thinking of our students
• Help with quick responses whenever students have a question
• Give beneficial feedback so students can improve and grow, and know how they are progressing
• Work to include the best teaching materials and aids, so that students have everything they need to succeed… 

• A personal connection with the student
• Leading by example - for example, we teach effective communication, so we need to display this to students
• Building students up - of course giving them constructive criticism, but also pointing out their positive qualities
• Help students to refine writing skills
• Help student to become better critical thinkers

• Create a welcoming safe environment for learners
• Provide specific, correct, and timely feedback
• Be knowledgeable of the subject matter
• Motivate
• Make sure the students can take something away from the course (have an ah-ha moment)

• Love
• Knowledge
• Empathy
• Prescience
• Patience

• Approachability
• Communication
• Organization

Skills: people, communication, organization, problem-solving, and patience.

I think that it is in the relationship that we have the most effect on students.  When we are able to work with students and "meet them where they are," we are able to really connect and provide the support and guidance they need.  Through this relationship, we are able to teach student skills that are needed for students to really be successful in their educational careers. 

Competence in subject matter, counseling, encouragement, and customer service.

Encouragers - I want to be one of the biggest encouragers I can be for my students.  In CWV 101 and CWV 301, people come into the class sometimes feeling very inadequate (biblically illiterate in some cases.)   Students need to be drawn toward Christ as a result of attending my classroom.  They need to be refreshed spiritually and feel cared for by the leader of the class.

Creating an Environment of Grace - the Discussion Forum is where much of the thought and response gets discussed and the role of the OFTF is to maintain that environment.

Critical Thinking Proponents - we need to get students to go beyond the platitudes of academics.  "I tell students that they need to write academically sound papers but do not sound academic."  People need to see learning as their goal and not trying to maintain a GPA.  Promoting learning and critical thinking is one key component.

Helping students to create a good first impression with not only their content but also their form.  As a FTF, I teach one of the first six classes in a student's program.  That means learning to write well.  I believe in stretching students to get passed the plateau of writing mediocre papers so they are writing better essays.

I also view FTF's role as encouragers and leaders among the grad teams.  The grad teams worked a lot without FTFs and if we can encourage them to be better now that we are present full time, I believe we add much value to the grad teams with whom we work.     

My own thoughts have me consistently in search of the harmony of appropriate human relations skills mated to competency in subject matter with skills necessary to inspire and empower enthusiastic learning of content.

To that end, I consider the influence of Reece and Brandt's (R and B) 3^rd Edition of Effective Human Relations in Organizations as essential to effective human engagement with the intention of productivity of process.  In the context of our service that means productive achievement for students, ourselves, GCU and ultimately, the larger local and global community.  

R and B assert these fundamental areas of understanding for the individual and the organization to experience and enjoy mutual success of shared venture.  They are communication, self - acceptance, self - awareness, motivation, trust, self - disclosure, and conflict management.  I recommend the text. 

Final Note:  "People take you at the value you put on yourself.  If you believe in your own power, other people will believe you and treat you with the respect you've provided for yourself (Reece and Brandt, 1987). 

Reece and Brandt. (1987). Effective human relations in organizations. (3rd ed.). Boston, MA: Houghton Mifflin Company.

Think Exist. (1999 - 2011). Quotations results. Retrieved from http://thinkexist.com/search/searchQuotation.asp?search=educators