Hello Dr. Stewart-Nelson, 

Balancing compassion while keeping accountability in the classroom, our professional life, at home, and in society is related to the study of Carol Gilligan and the publish of her book, “In Another Voice”. It is the study of Rules and Relationships, where the rules represent the accountability and the relationship represent compassion. Gilligan concluded that an ethics solely based on rules has problems, the important part of a moral life is not reducible to rules. As we all know, an act that is completely legal may not always be moral. In everything I do I always have the ethics of caring present, but its limitations must be understood. Here is where caring, compassion, and relationship must be well balanced with the rules, or so call accountability.

Working for the largest State University in the U.S., I have the freedom to take courses, in class or on-line, in any of the 48 campuses within the State University of New York (SUNY). I make a point to register for at least one class per year outside my campus where nobody knows I am a faculty. This serves two purposes; 1) Help me on faculty development, 2) Keep me from forgetting what is like to be a learner.

In general, I have a lot of compassion for people, and in my class is no different. I make students understand that when they register for a class, they take on the responsibility and understand the class policy clearly. In a case by case bases, sometimes those policy need to be adjusted, keeping in mind that the student’s obligation will have to be met. The goal is for the students to finish the class and meet the objectives, in other words, to learn and understand the subject. In a Doctoral Program most students are professional and sometimes have a more demanding job that we as faculty do, this seem to be the problem of most students. When this is discussed with the students my first lesson to them is “Time Management” and setting goals. It is very nice to hear from a student that his/her goal is to finish the doctoral program in two years, but setting unobtainable goals only leads to disappointment.

Much more to discuss in the subject.

Dr. Ramon-Osvaldo Gonzalez

Carol Gilligan, In Another Voice: Psychological Theory and Women’s Development. 
 Cambridge: Harvard University Press.

Hi Dr. Stewart;

First, let me show my appreciation for this image you posted here. I love flowers. Thank you for facilitating this discussion. We have to be compassionate to all human beings including our students. However; we need to let them understand that they have to take responsibility for their actions. Consider a student who did not submit his/her assignment in Weeks 3 and 5 and failed to communicate with the instructor. The instructor submitted early alerts for missing  assignments. The student then messaged the instructor and asked if s/he could submit the assignments for full credit. The instructor responded "Yes, you can submit the assignments; but not for full credit". The student responded "But I was sick instructor". The instructor replied "Yes, you might have been sick, however, you did not communicate with me. If I did not submit an alert, you probably would not have said anything." I believe it is crucial that we let the student understand that they need to communicate with their instructors when they encounter anything that prevents them from participating in the calss activities or submitting their assignments. 

Sali

Hi

One way I balance compassion while holding learners accountable in the course room is to build empathy. It is one of the most important “tools’ to use for academic success. It helps learners understand that professors have a job to do, a “role” in their commitment to the University as well as helping learners be productive in a “positive” place. 

Most of my learners are teachers or want to become teachers. There are many factors they will need to consider in order to become effective educators. Empathy allows them to “walk in their student’s shoes.” This is a task that they should master so they will be able to successfully teach all students, regardless to their “exterior and interior” make up which includes socio economic background, race, culture, gender, etc. 

I get learners who, for some reason or another, submit assignments late, post responses to the discussion questions late, and they feel any reason or excuse is acceptable. In some cases, these learners feel that because they have an excuse, late penalties should not be deducted. “Life” happens to all of us from time to time. And sometimes learners have legitimate reasons why they cannot perform in the course room by the due date. 

One strategy I use is to include an empathetic message in my course procedures. I make myself available so that if “life” happens, they can contact me immediately in what ever mode they are comfortable with, text, email, or phone call. The message gives them the opportunity to understand that I not only care about their academic success but their life and situation as well. I want them to see that I am not only an educator but a Christian. 

In situations like this, I will usually work with the learners to complete their work. 

Unfortunately, as of late, I get learners (only a few) who wait until the last or next to the last week with no communication and in a situation like that, it is necessary to hold students accountable for their actions. While I still remain compassionate, the “scales” tip all the way to the accountability side of the learners. In cases like this, it is challenging to balance compassion with my tasks as a professor because I am committed to be proactive in the course room, assess assignments in a timely fashion, submit grades on time, and provide feedback in such a way that the learner can adjust, modify, and change their writing, tasks, format, etc. in order to improve, if they have to, for the next assignment. If learners submit weeks late, they don’t have time to improve their work, not to mention, it throws me off balance by having to stay current with the 90-95% learners who remain current, with grading 4-5 late assignments.

Compassion, therefore, works both ways but communication in a timely and reasonable manner should be made so that all learners understand the purpose behind balancing compassion while keeping accountability in the classroom and that the learners’ best interest is the result of it. 

Dr. M. S. James

COE

Hi Dr. Stewart, this post resonated with me, because I noticed quite a bit of adjustment when I started teaching online compared to the traditional classroom. I really struggled with how to convey compassion while maintaining professional boundaries. It's hard when students only know me based on my punctuality of responses and online interactions vs. in person. So, a few things I do include:

1) Keep my word. If I tell a student I'll check a resource, respond within a certain timeframe, grade within a certain timeframe, etc. I keep my word. I follow through. This demonstrates respect for their time and commitment to the program.

2) I'm in the counseling program, so I post an announcement on the first day of every class that clearly communicates expectations. I relate the need for meeting deadlines and thorough completion of assignments to development of a professional identity of a counselor. I share a note that while I understand that 'life happens,' noting due dates and working ahead when possible should prevent submission of late assignments. 

3) Discuss feedback. I tell students from the very beginning that feedback is necessary for improvement and growth, and that it is not personal criticism.

4) Point out strengths. Something I learned from one of my mentors, who is also a counselor educator, is that it's important to find ways to give feedback that doesn't squash the spirit. I think of this daily when I'm responding to students. I point out things they are doing well in addition to providing feedback. I think having insight to what they are doing well is just as important to their growth/development as constructive feedback. 

I think being clear about expectations and keeping my word provide a compassionate foundation for my work with students. I think setting an example for clear communication and keeping my word helps when boundaries for deadlines and work must be maintained.

Olivia Wedel, PhD, LPC, NCC, LCDC

Online Full Time Faculty - Counseling/GCU

Good evening Dr. Stewart,

You pose a very valid question in reference to how can we display compassion in our classrooms while holding our students accountable? I set deadlines and maintain open lines of communication with my students. In reference to your question regarding how can we continue to display compassion while keeping the students engaged and persistent, I ask open ended questions and then I ask them to elaborate on the point this is most significant to them. I understand that life happens and I acknowledge that when students indicate why they were unable to submit an assignment on time or unable to participate in classroom discussion. However I also remind them that their education is something that only they can obtain for themselves. When I allow the student to submit the assignment late I tell them that I will have to deduct 10 points because the assignment is late. But students understand that life happens and would much rather any grade other than a zero. Open lines of communication, constructive feedback and boundaries have been the best options for compassion and persistence that I have noticed thus far.

Dr. Alanda R. White 

Hi Dr. Stewart,  

I am a new instructor in the CCOB and have grappled with how to effectively balance compassion with accountability.  Specifically, in adherence to the expectations related to grading around participation/engagement, timeliness, and meeting expectations in the assignments and classwork, I have communicated in several ways, and my purpose is to have long term impact on them as professionals.  I have amazing students and enjoy working with them to reach their potential.  

Certainly, I've set clear expectations from the beginning, and periodically find various ways to underscore my position and build trust with the students.  One concept of EGR (extra grace required :)), is that grace is part of our Christian Life View, and as life happens we are often asked to afford grace to each other.  We normally receive grace through transparency and holding ourselves accountable when it comes to communication and planning, and doing what we say we will do. 

Often, I use stories and analogies.  If we were a sporting team, and I was the quarterback or coach, I would expect to hear from my players if they unexpectedly needed to miss a practice, or scrimmage, or not show up on game day. In that communication, I'd want to hear why they are not with us and what their plan is to stay on track.  Another example I use is from my business.  If team members at work are sick or can't show up for work on any given day, they let us know pro-actively so we can plan work, support them, and make sure our clients are taken care of. Team members in the work world are not penalized for being sick or other life emergencies and also are expected to have plans to get their deliverables done and/or for someone to cover for them.    

For myself and my students, I clearly outline the job we are doing related to what our agenda is and our purpose.  My agenda is to make sure students are as prepared as possible to meet the deliverables expected of them in the semester, at the level that they have chosen to engage.  My purpose is to impact students through learning concepts and life-lessons that they will benefit from for the rest of their lives.  They know that I'm committed to both.  

I do not penalize students for absences that are pro-actively communicated and cannot be avoided and have given grace for late assignments in certain cases, without penalties.  No communication, then I follow the university guidelines for grading accordingly.  In class, by about midterm, I have seen positive improvements in professional work behaviors, significantly more pro-active communication and planning by the students who are serious about pursuing excellence personally while meeting semester expectations.  

Thanks for posting about this.  I learned from and appreciate others' comments.  

All the best,  Elaine Ralls, Ph.D. 

Hi Dr. Gonzalez,

Thank you for joining the discussion! You provided great insight on the limitations as well as the importance of rules. Accountability is an important part of our student's professional identity. As leaders in the classroom, and I call us leaders because we control how well our classroom is managed, we control our professional setting by the traits and abilities that we display. As an instructor, we have the responsibility to provide our student's with a balanced opportunity to learn and one in which they can experience the true essence of higher education. 

I take courses throughout the year as well because it is important and we learn so much through personal and professional development. There is growth that takes place when we engage in learning as well. There is also a sense of understanding in what it means to be an adult learner while balancing the needs of life. 

Goal setting can help our students to strive towards moving forward and attaining individual success. We can make sure to have our classroom policies in place from the very beginning and allow our students to respond when they review. Our classroom policies should include pertinent information such as late policies and the impact of communication between student and instructor. If we set these policies in place on the first day, students can be held accountable because we know that as the instructor, they were well aware of their expectations but chose to do the opposite. Their choice may have consequences such as taking a late deduction in class versus receiving an extension. Our students must be encouraged to do their best, but also accept the consequences when they decide not to. 

Do your classroom expectations cover important areas other than late policies, participation, etc.? 

Is there a unique addition that you feel you include in your announcements that may be helpful for some of us? Please share if so!

Thank you so much for chiming in! I look forward to your thoughts.

Dr. K 

Hi Sali,

I love flowers too! We're just in time for Spring and pictures like these keep us looking forward to it!

Yes, I agree. Our students need to know the importance of communication in the classroom especially when circumstances occur that prevent them from doing their best in the course. The only way our students will know is if we tell them. As faculty, we have to be accountable for the expectations that we set as well. If we don't say it, it didn't happen. In the online setting, communication is definitely important because we have to be clear and direct especially since we lack that face-to-face contact.

How can we let our students know about the importance of communication? We can place communication as a classroom policy in addition to our late policy section. We can also add a 'blurb' as a separate announcement for our students titled "The importance of communication" and review how to engage in effective communication with your instructor. These are just two examples in how we can cover this area. It is so nice that we have the option of being creative in our classrooms. 

In what other areas in our classroom can we place communication in? How can we make the topic of communication creative? Think about it. I would love to hear your thoughts!

Dr. K

Hi Dr. James,

Thank you for your point of view! The course policies is a perfect place to put your empathic message about communication between student-instructor. This way, the student is well aware of his/her expectation in the classroom. If they fail to meet that expectation, we can always refer them to the course policies. What if you have a student who hasn't read the course policies and wasn't aware that this message was placed there? How would you handle that situation?

Finding a balance between compassion and compatibility can be challenging. We want our students to succeed and grow within their professional identity. Accountability is a part of that. Showing grace is one of our professional responsibilities. In doing so, we motivate our students to persevere and strive towards doing their best. I believe if we can work with our students, we should. I also believe that as a student, they have agreed to display appropriate student behavior and that means being responsible and communicating with your instructor immediately when there is a change or a need. Communication is key.

So if you have a student who hasn't read the course policies and wasn't aware of the message, how would you handle that situation? Where is the balance in this concern between compassion and accountability? What are your thoughts?

Dr. K

FACULTY REFLECTION

 Compassion is synonymous to the following words. As you think about these words and the concept of compassion. Where do you fall in how you use these words? Does your professional behavior in the classroom exude compassion? Let's reflect on the words below:

SYMPATHY

FEELING

EMPATHY

UNDERSTANDING

CARE

CONCERN

SENSITIVITY

SOFT-HEARTEDNESS

MERCY

LENIENCY

WARMTH

KINDNESS

HUMANITY

BENEVOLENCE

Each word is so very different, yet the same. What are your thoughts in how you cultivate compassion into your classroom?

Dr. K

Hi Dr. Wedel,

Thank you so much for stopping by! You provided a great list of student expectations. When the student knows what to expect, it is up to he/she to comply with those expectations in order to be successful. This reality kind of reminds me of group therapy. As a group counselor, setting group expectations from the very beginning of group such as confidentiality, no side chatter, or being on time to group, can help the member to stay on task and know exactly what is expected while in the group setting. Showing compassion is to have members include expectations that they feel would be important to them and the group. In doing this, we take their participant concerns into consideration. We also acknowledge that their participation makes up the group process so keeping them involved and engaged in the process encourages cohesion and group trust. 

In our classrooms, we also want to build and establish trust within the classroom settings. We want our students to be accountable by taking responsibility for their behavior and the choices that they make. Setting expectations on the first day can help encourage responsible student behavior. Communication within the classroom setting by teachers send messages about their level of competence, trustworthiness, and caring for those students (Teven and Hanson, 2004). As faculty, displaying competence, trustworthiness and caring also shows our students that we have compassion for them, their 'life situations', and that we care about their academic success.

In what other ways do we display compassion in the classroom other than in the course expectations? Think about it. Feel free to share with the group!

Dr. K

Reference

Teven, J.J. and Hanson, T. L. (2004). The Impact of Teacher Immediacy and Perceived Caring on Teacher Competence and Trustworthiness. Communication Quarterly, (52)1, 39-53.

Hi Dr. White,

Thank you for your participation! Setting deadlines and asking open-ended questions can encourage persistence and how our student's view their own success within the classroom. When we ask open-ended questions, we are asking our students to elaborate on their thoughts because we care about hearing them. Instead of us seeking short responses, we provide an opportunity for the student to reflect on how they feel with detail. Yes, setting boundaries is another area that we should focus on. Can you elaborate on how you set boundaries in your classroom?

Course expectations are a great way to set those limitations on how student behavior should be displayed in the classroom. In what other ways can we set boundaries in the classroom? I look forward to your thoughts!

Dr. K

Thanks for your response and your question, Dr. K. 

For those who do not read the course procedures, I will email it to them using their personal and school email. Learners have to acknowledge they read and understand the procedures and I welcome them to address any concerns at that time as well. 

Where is the balance in this concern between compassion and accountability?

In addition, if a learner still does not adhere to the procedures or course policies, then I will give the learner a call. It usually does not get that far. 

I do everything I can to communicate clear expectations to the student, especially now that we have a different and new management system. 

This way I am being compassion in providing all means possible to communicate to the student, then if the learner still does not abide, they will be held accountable. When or if it goes that far, it will be documented and reported. However, again, that almost never happens. Thanks again, have a good night.

Hi Dr. Ralls,

Welcome aboard! I'm sure you will enjoy your experience here at GCU. I believe many instructors struggle with finding that balance of compassion and accountability. We want to show grace and be supportive, but we also want our students to be involved and responsible. Being a student requires that they communicate with us ahead of time if they are going to be late submitting an assignment or if they have an emergency that will prevent them from participating in the course. We all want our students to succeed and finding that balance can be challenging at times.

Some of the topics that we have discussed thus far involve placing expectations in the course policies, showing compassion through effective communication and making sure that we check in with our students by using early alerts and making a phone call.

Consistency is also important and can be difficult when students communicate different needs and different situations. How can we be consistent when each student has a unique need in the classroom? Are expectations the same for all students despite their circumstance? How do we find a balance when we measure our outcome based on a student's individual need? Think about it.

Thanks for chiming in! Let me know your thoughts!

Dr. K

Hi Dr. James,

Good to see you again! It sounds like most of your students are accountable with minimal need of redirection. That is great to hear! I agree that we should do all that we can to make sure that our students are successful in the classroom. Some of the areas we have discussed in meeting our students' needs are making a call, having them reply and acknowledge that they have reviewed and understood the policies is important, and having clear expectations so that each student is well aware of what they are expected to do in the classroom. 

When we have those students that we have to redirect, that can be challenging too. As instructors, it is important that we remain respectful even though we know that our student has not met expectation nor accountability. In this case, the way we respond to our client becomes the key result. We want our students to understand why they are unable to receive 'grace' and that they can improve how they do in the course moving forward. Being available for questions or concerns is essential as well. Again, doing all that we can for them and showing support contributes to their educational achievement and academic success. Great discussion points! Thank you for your point of view.

Dr. K

Hi Dr K,

Thanks again for your response. I try extremely hard to encourage learners to understand that they have to meet me a quarter of the way, at least. That is less than half!! I'm even willing to walk 75% of the way. Offering a 7 day window to reach out is a big plus so when I have to hold students accountable, then I feel "good" that I did all I could. 

I stress that their best interests are at heart but they have to be contributory scholars....!!! Have an amazing evening/night....

You're welcome Dr. James! 

You have some really good ways in how we can balance compassion and accountability. You had a very important point..."If we have done all that we could, we have done all that we can." At that point, the end result is what it is and the accountability is on the student. 

I can honestly say for the most part, most of my students have been accountable and when they have not communicated to me, they understand the late policies in place and are accepting that the result is due to their lack of responsibility. Student responsibility can be an announcement on its own, just so our students are aware of what is expected in the classroom. This also helps to build their professional identity. Overall, they are satisfied because they are trying and persevering through their own personal challenges. Our students appreciate our support and we must continue to provide that to them. 

Thanks again for your response. Have a beautiful day!

Dr. K

Accountability...as leaders in our classroom settings, we must be held accountable as well. 

What does accountability mean to you as an instructor? In what ways can we enhance the accountability of our students? Think about it...

Dr. K

Hello faculty,

As we think about persistence...what can we do in our classrooms to encourage our students to tap into their own persistence?

How can we motivate them to get through their challenges and keep their eye on the prize? 

What can we say to make sure that they are encouraged to persist and not to give up?

Think about it...

Dr. K

Hi Dr. K;

The only two places I can think of are the classroom policy and the announcement section of the classroom. But the fact is, some students do not go the announcement section or read the classroom policy even after encouraging them to do so in the welcome announcement. Sometimes the instructor cannot win.

Dr. B

Hi Dr. B,

I understand. It can be difficult to even encourage participation when students are not reading the material that we are providing. I tend to ask for a review and reply at least so students acknowledge that they have read it, even if they haven't. I figure at least they have responded as if they understand the course expectations, so if an issue arises, they are held responsible. We can also use videos to help encourage student reviews as well. I have a video that I use for every class that welcomes them to the course and explains the course expectations and requirements in a brief manner. I also direct them to review the course policies so that they are aware of the expectations moving forward.

At the end of the day, we can only do what we can. If we feel that we have exhausted all ways of encouraging student accountability, then the rest is up to the student. We definitely can not work harder than they do. It is about working smarter, not harder.

Thank you for chiming into the forum again! If you have any other thoughts or ideas that you can think of, be sure to let us know. Have a great work week!

Dr. K

For me, showing compassion to our fellow learners is synonymous with differentiation. I feel I show empathy when I walk beside them on their unique journey through the course material. I want to incorporate into my next course an idea I picked up from a Lunch n' Learn recording - a professor in the COE uses a grace note - students can use that grace note whenever they like for any assignment. Does anyone know that professor's name? I missed writing that down.

Hi Lisa,

Thanks for chiming in! The grace note is a great way to inform students and to aware them of the option that they have in the course in case of an emergency or unforeseen circumstance. I am not sure of the professor's name in relation to the grace note technique, but this is definitely a way to help students be accountable and stay prepared. 

As instructors, we want to walk beside our students because our classroom engagement is a collaborative effort. We work together. Creating that environment in which our students feel like teamwork is taking place does enhance engagement and teacher presence. We are responsible for creating that exceptional learning experience. 

What other strategies have you found to be helpful? If you have any other techniques or tools that you can think of, please do share! Thanks Lisa!

Dr. K

Hi Dr. K,

Sorry, I am late to the party!! I am a very empathetic person, which I feel serves me well as a teacher but definitely has some drawbacks! One of them, which you and Dr. Gonzalez discussed at the beginning of the forum, is boundaries! I have struggled with setting and maintaining good accountability boundaries. I tend to release students of their accountability with assignments due to their personal situation. I am excited to read the book Dr. Gonzalez recommended: "In Another Voice" in hopes that I glean some useful strategies. I believe compassion for students is so important but healthy boundaries are necessary for everyone to be successful.

Some ways that I am considering motivating students to get through their challenges is by posting a short motivational quote or story on Motivational Monday and a gratitude post on Thankful Thursdays. Personally, when I stop to reflect on everything that is going well for the day the obstacles feel a little less challenging.

~LaVonne

Hi LaVonne,

The party is still going on! You are not late at all, you're just in time:) Thank you for stopping by!

Keeping our students engaged and motivated is important. We want them to stay interested throughout the course. Motivational quotes, videos, and scriptures are all ways that we can encourage our students. 

If you need a scripture, you can always copy and paste the verse of the day that we receive everyday from our daily newsletter, GCU Today. This is an easy and quick way to plug the scripture into our classrooms. I tend to follow-up with a question about how each scripture relates to their professional identity or personal growth. 

Setting boundaries and limitations can be challenging because situations occur with our students. Setting clear expectations from the very beginning and providing some grace can be valuable. We want our students to be accountable and to take responsibility for their actions. Communication is truly the key and we must always maintain that. We choose how we want to hold our student's accountable. Per GCU policy, the late policy is handled per teacher discretion, which grants us permission to do so accordingly. I believe we must hold our student's accountable but also find balance in how we filter grace, compassion and understanding. For myself, after 2 days, late penalties will apply. If there is a death or something serious, partial penalties may apply depending on whether or not the student informed me. No assignments are accepted after 10 days. 

Finding a balance can be a challenge, but in the end, we want our students to strengthen their professional identity and shape their character through their ups and their downs. They will look back and appreciate the high standard that we have set for them.

What other strategies have been helpful? If you have some great tips, do share! Thank you!

Dr. K

Hello faculty,

I hope that you are enjoying the discussion forum so far!

We have learned quite a bit this month about compassion, accountability, and persistence. As faculty, we have a professional responsibility to create a culture of all three as we engage with our students while encouraging them to put forth their greatest effort. The educational experience we provide depends on the factors that we integrate into our classroom settings. 

We set the stage initially through our course expectations. Detail and specificity are so important especially for those of us who work primarily online. It is also important that we not only include the late policy in our expectations but also a little side note, about the importance of communication in a timely manner. When our students lack communication, sometimes we are in doubt of what our next move should be. Some of us are unsure. This is where our professional plan is necessary. What do we do if our student does not communicate that he/she will not submit an assignment? How do we measure late points? Per GCU policy, it is up to teacher discretion which allows us to decide what we believe is best for our students. A grace note, one time only, is a great way to approach this as well. Students can have a "pass" for the first time they do not submit an assignment. After that, late points can apply. We can provide partial points for the first two days, and then comply with the 10% deduction moving forward. Whatever we decide, make sure to place those guidelines into your course announcements. 

Finally, how can we use our compassion to persuade persistence? Let's think about some of the things we can do to encourage persistence throughout the course of our class. Is it our tone? Our class-management style? A scripture? Words of encouragement? Additional tools in the discussion forum/CATS? 

What are your thoughts? How do you create a culture of compassion and persistence in your classroom? What do you say, what do you do? Please share, we'd love to hear all about it!

Dr. K

Hello faculty,

For our final week, I wanted to share tips with you and if you have anything you would like to share, please do so. Collaboration is key so we only grow when we can grow together.

When I begin a new course, I will not only welcome my students with a video announcement, I will also plug a welcome note into their individual forum. This is a great way to establish communication and set those solid guidelines in place from the very beginning. This is also a location where you can emphasize the importance of communication and accountability. Feel free to use this in your classrooms and tweak and redesign accordingly. Enjoy!

Dr. K

Welcome Note Example:

Hi XXXXX,

Welcome to class! I want to make sure that you know where your Individual Forum is so I am placing this note here for you. Once you read this note, I’d like you to reply back to me so that I know you have found your Individual Forum.

The Individual Forum is the place where you and I will communicate personally with each other. Communication is so important between the student and instructor so any time that you have any questions or concerns that are of a personal nature or regarding your grades, please post those here in your Individual forum and I will reply to you within 24 hours.

If your question or concern is general, or something that you feel that the entire class may benefit from, please post this to the Question For Instructor Forum (QFI). This is a public question forum and I will also answer this within 24 hours and the entire class can see this and get the benefit of the information.

To get started, first go to the Class Wall and post your Bio. Next, find the Syllabus and I would suggest that you download and print it. Look at the Discussion Questions (DQ) for Module 1 so you can start preparing your answers. Finally, please make sure you read the course announcements carefully now and each time you log in for important information and updates.

Remember to utilize the many resources that GCU has just for you. As always, if you have any questions throughout our time with one another, please let me know. Enjoy the course!

Dr. K

I also post a welcome note to each student in the Individual Forum (as well as posting a welcome on the Class Wall). One of the reasons why I do that is because I title a thread with the student's name and I encourage students to use just that one thread for all their private correspondence with me throughout the whole course. I ask them to use just that one thread for all private topics so that one student doesn't have several different threads going at the same time. It still happens that some will start a new thread in the IF for every new question they have, but, for the most part, students will stick to their one thread and that helps keep the IF a little more organized for me as the teacher. 

Another reason why I have a greeting posted in the IF for each student before the course begins is because I want them to feel comfortable with the IF. My initial post to them is personalized to each student in that I let them know the email address and phone number that I have on record for them and I ask them if that information is up-to-date. I also ask them if they prefer email, phone call, or text in the event I need to contact them outside of the online classroom space. 

However, my main reason for posting a welcome in the IF to each student is because I don't want my first private correspondence with them, or them with me, to be because of a problem. When I first started teaching online for GCU I noticed that my students and I only utilized the IF when there was a problem. For me (and I think for my students, too) that made the IF into a place where we entered with perhaps a bit of apprehension because the only conversations taking place there were about late/missing assignments, low grades, or possible plagiarism.

Hi Brenda,

Thank you for stopping by! It's great to see you again!

We have been talking a lot about ways we can display compassion and accountability into our classrooms. The online setting demands our creativity at times because we lack the benefit of face-to-face interaction. Displaying compassion can come through our words and the tone we exude within our classrooms. The more detailed and specific that we are, the more we can set guidelines and emphasize clarity.

The individual forum is a great place for welcome announcements. We tend to use this area for personal matters as well, but we can set the initial tone by opening the lines of communication and establishing student rapport. It is important that our students feel like they can be engaged despite the barrier of an online setting. We can still make it clear that our classrooms are virtual, but we also want them to know that we are present and that we care.

What other tips can you share that can help to encourage compassion and accountability in the classroom? How do you engage with your students while teaching them persistence? 

Feel free to share your tips with us! The more tips we have, the better!

Dr. K

In what ways can we keep our students persistent? Think about it...

Persistence-

Deciding not to quit over and over again...until you succeed.

Dr. K

Brenda, Those are really good ideas about the private forum - I noted them in my course setup checklist.

Hi Lisa,

Thank you for your feedback! Yes, placing a welcome announcement in the individual forum is a great way to communicate with your students. I have placed an example of the welcome announcement I put in each of my classes that you can observe if you scroll up a bit. Feel free to review and tweak this welcome announcement example as you may. 

What tips do you have that you use to help create a classroom of compassion and accountability? Is there a document or saying that you make sure to place into your classroom? Please share if you do, I look forward to your thoughts. Thanks again for stopping by!

Dr. K

Lisa,

I'm glad you found it helpful. It does take extra time to do, especially since I personalize it to each student, but I find it is worth the effort. I'm sure as you think about or experiment with it that you will come up with something that works well for you and your students.

Hi Dr. Stewart-Nelson,

I was looking to take part in an on-demand training and was very happy my search led me to this thread.  I've facilitated for GCU, within the CoE, for nearly fourteen years and have received some incredible advice along the way!  This advice has been greatly enhanced by the content within this thread.

One of the attributes I admire most from both the perspectives of student, co-worker, and staff member is when a teacher or administrator is "firm, yet fair."  I know exactly what the stakeholder expects of me, yet move forward with the knowledge that the individual "has a human side."  I try to embody these attributes within my GCU courses, by incorporating a few strategies.

-  First, I use pre-course announcements to front-end-load as much content as possible.  This enables students to plan accordingly, not only for week one, but throughout the duration of the course.

-  My week one CAT is always an acknowledgement of the pre-course announcements.  In addition, students are encouraged to ask questions and collaborate.

-  Since my facilitation occurs within the College of Education, I want to empower my learners to "bracket their GCU time and treat it like an appointment they cannot miss."  Since I am educating our future teachers it is important that they realize that 15 - 25 smiling faces will greet them every morning, whether they've had a great morning or endured a hardship.

-  From a compassion standpoint, I offer a one-time, "no questions asked" three day assignment extension card, as well as a rolling due date for field experience observations and assignments.  These two practices have greatly enhanced my rapport with students, while creating a more relaxed learning environment.

-  Finally, beyond the courtesies I remind students that they are responsible for their educational success and I am here to support them.  With that in mind, they should feel empowered and not rely upon me to change or deviate from my policies.

Thank you for the opportunity to share and reflect upon best practices.  Have a great weekend!

All the Best,
Matt

Hi Matt,

It's great to see you in the forum! You provided some really good tips, we thank you! I agree with you, collaboration from faculty has been so valuable to my professional identity and overall growth. I have learned so much from my peer colleagues. We definitely learn together. The more that we share, the more competent we become.

I use many of your tips so that is great to know! I typically do not use the 'no questions asked' card, but I do grant extensions in my classroom. I want my students to communicate their need for an extension and I think I have avoided this because I don't want to somehow encourage that they use this option. This reminds me of a 'Compassion Card', but I can see how this works. Sometimes we may have a forum full of questions or concerns from students about their need for an extension, so having that policy definitely avoids that from happening. 

I think setting those limitations from the very beginning is really important. It appears that most of us are doing that. We want our students to know exactly what to do and what to expect from the very beginning. We also want to establish rapport and the need for effective communication. Creating a CAT is also a great strategy. I tend to use this as an opportunity to be creative such as using a video on self-efficacy or resilience. There are great motivational videos that can help to encourage and inspire our students as well. I have videos in my classroom that I have created on the importance of advocacy and compassion. The opportunity to be creative in our classroom is endless. There are many ways we can make a difference.

If you think of any more tips you would like to share, please do so. Thank you so much for your participation! 

Dr. K

Hello faculty,

I want to thank you for your participation in this month's discussion forum. We have learned so much about the importance of compassion, accountability and persistence. As we set the tone in our classrooms, it is essential that we create those guidelines from the very beginning. It is also important to place those guidelines into our classroom policies as well as our announcements. We should utilize the space that we have in our classrooms so that we can manage our students effectively. 

Compassion is something that we can exude towards our students. As instructors, the more genuine and authentic that we are, the more receptive that our students will be. We want our students to succeed and be successful in the classroom. We also want our students to be accountable for their behaviors and persistent throughout the program. We can encourage success by the way we interact with our students and the manner in which we manage our classrooms. We have the necessary tools to do so. Utilizing those tools are key.

We have the ability to be creative in our classrooms by using tools that are available and recreating our own. As we engage with our students, our priority is that we provide our students with an educational experience that they will never forget, and always remember. 

We have had the opportunity to learn from one another. Thank you again for sharing your point of views and valuable tips! I look forward to seeing you all again. 

Best,

Dr. K

Kendra,

Thank you for sharing. I try to acknowledge their issue (death in the family, overwhelmed mom, single dad, and etc.). I am a mom, professor, wife, and daughter of parents who is needing my support more each year, so I understand. I get it. So, I do acknowledge them, but I also remind them that in our time of need we need to gain strength from our loved ones and our faith, but keep working towards our goals. I try to do this every session. It really helps build the relationship between instructor and student and seems to facilitate positive outcomes.

Mirta

I wonder if we have had a discussion on connecting with the online learner? I routinely send out welcome emails prior to the start of classes. I received this reply,

Good Evening Dr. Durff!  I have never had a professor email me personally before class started! Thank you for reaching out! 

This reply made me cry. I teach 600 level graduate courses. If we are to show compassion, must we not first connect?

Lisa

I send out welcome emails before a class starts and I, too, have had students respond to me that they have never had a professor do that. 

I've heard of other professors who make phone calls to each student before a class starts, so I know there are other faculty who do connect with their students and show compassion in that way.

Lisa,

Maybe this discussion?

Dr. thomas;

I think Lisa just found out about the discussion a couple of days ago.

Dr. Bakare

Hello, all -

I am so relieved to read so many of your responses about compassion and accountability. As an online adjunct, I communicate in my Welcome Announcement my expectations for the classroom, including communication about when "life happens". I consider myself to be pretty flexible with my students in these instances -- if communication happens. I will even ask them to provide me with a timetable of when then can hand their work in (so as not to further aggravate their circumstances). Most of my students are grateful and reasonable, and I don't think I have had a student take advantage of this openness. However, if it's week 8 and you finally decide to message me about your missing assignment in week 2, I'm not at all as flexible. I stick to my guns, but tend to question myself a lot about it. So reading that so many of you have the same challenges and respond in similar ways is a huge relief. 

Dr. Batiste-Locke

Tamara,

I have done something similar. However, instead of leaving it wide open for them to pick their own date, I usually suggest a deadline and ask if that will work for them. That way, they still have some input and the student and I agree together as to what their new deadline will be. 

Your comment reminded me that one time we were near week 7 (I teach a 7-week-long course) and a student wanted to turn in an assignment from early on in the course. The student was failing the class due to missing assignments and the student's academic counselor actually emailed me and asked if I would consider allowing the student to turn in one of those early missing assignments. That was the one and only time that ever happened and I still wonder, to this day, if that's something that academic counselors should or should not do on behalf of a student. I'm wondering what others think about that.