Published
on
August 31, 2020
| 1,143 views
| 8 followers
members are following updates on this item.
My name is Megan Neel and I will be facilitating the discussion in this thread which is being sponsored by the Faculty Advisory Board (FAB). This discussion is presented as a part of the Faculty Training & Development Faculty Culture Initiative.
Proactively supporting our students begins in the days leading up to the start of a course and carries over into the first few weeks. Setting the tone of the classroom with clear expectations and ample resources early on may help to provide students with a sense of empowerment and readiness. Building a secure foundation for students to build-on is the first step in growing learner autonomy which is a tool for their long-term success. What creative yet practical strategies can we as faculty proactively implement to engage our new students, provide clear guidelines, and increase readiness (think front-loading, resources, creative engagement in the forums, ed-tech tools, classroom philosophies, best practices, etc.)?
I look forward to hearing your thoughts, insights, and best practices on this topic!
Be Blessed,
Megan
Hi All,
Thank you for your reflections last week on student readiness. We discussed front-loading courses and building the confidence and autonomy of our learners throughout the length of the course. You highlighted the importance of instructor presence in the forums, asking open-ended questions, and laying out clear guidelines from the very start of the course. I added on to this and suggested the importance of reminding students how valuable their contributions and engagement are to their long-term success. Seeing the bigger picture in regards to how their daily contributions make an impact can help them see the value of investing in their own learning and skill-building.
This week, I would like to shift our discussion to proactively supporting students based on relationship building. What are some ways that we as instructors can get to know our students and assess their individual needs or needs for differentiated learning?
I look forward to hearing your thoughts and experiences on this!
Be Blessed,
Megan
Hi all,
Thank you for your thoughtful reflections last week in regards to building relationships within the classroom. There was a multitude of great ideas discussed, including a Virtual Locker CAT in Week 1, the strategic use of EdTech tools such as Loom, Seesaw, Flipgrid, Kahoot, Padlet, Polleverywhere, as well as midweek motivation videos. Also highlighted last week was the importance of establishing a friendly tone in the forum and on class wall responses. This helps to personalize the student experience.
This week I would like to switch our focus to responsiveness. How an instructor responds to their students may impact student perception, engagement, and success.
What are some ways that instructors can connect with all students, not just those who are struggling? What are some best-practices for proactively supporting students through instructor responsiveness?
Be Blessed,
Megan
Thank you to everyone who took the time to provide their insight, wisdom, and experience within this FAB discussion. Proactively supporting our students is an essential practice for fostering both short-term and long-term success, and it is also quite fulfilling as instructors to watch students thrive on their GCU academic journey!
We have discussed strategies for increasing readiness, building relationships, enhancing responsiveness, and utilizing resources to take a proactive approach in our classrooms that will greatly benefit our wonderful GCU students. I am hopeful some of the practical tips, wise insights, creative CAT's, and best practices we have discussed over the past 4 weeks will enhance your strategies moving forward. 'Lopes Up!
Be Blessed,
Megan
Page Options
29 Replies
Sent: Monday, August 31, 2020 5:27 PM
To: Frank Rotondo <frank.rotondo@my.gcu.edu>
Subject: New Forum Topic: FAB Proactively Supporting Students
Megan Neel posted in
All Faculty Forum
My name is Megan Neel and I will be facilitating the discussion in this thread which is being sponsored by the Faculty Advisory Board (FAB). This discussion is presented as a part of the Faculty Training & Development Faculty Culture Initiative.
Proactively supporting our students begins in the days leading up to the start of a course and carries over into the first few weeks. Setting the tone of the classroom with clear expectations and ample resources early on may help to provide students with a sense of empowerment and readiness. Building a secure foundation for students to build-on is the first step in growing learner autonomy which is a tool for their long-term success. What creative yet practical strategies can we as faculty proactively implement to engage our new students, provide clear guidelines, and increase readiness (think front-loading, resources, creative engagement in the forums, ed-tech tools, classroom philosophies, best practices, etc..)?
I look forward to hearing your thoughts, insights, and best practices on this topic!
Be Blessed,
Megan
You can reply to this email to add a comment to this post.
You received this because you are subscribed to instant notifications. Manage Subscriptions
Frank Rotondo
Frank Rotondo Those are great strategies to frontload your classes! I appreciate the way that you clearly lay out your policies because I too have found that students are very receptive when they understand the expectations right from day 1. I have also found that providing multiple access points to this kind of information in week 1 reinforces expectations, and ensures that students understand how to meet and exceed expectations. This decreases frustration/stress and builds confidence in their abilities to do well in the course. I reply to every post on the class wall with a sentence that is tailored to the student, and then under that, I provide "Tips for Success" that layout my expectations. I also provide this in the private forum in a welcome message, post it in the announcements, and to take it one step further, in Topic 1 DQ 1 my first post is a "Welcome" video. In the video (made with Loom) I describe success strategies and touch on the classroom policies and procedures, including clarification on how I run the course, and how they can earn full participation credit (since that is a frequent question!).
I am interested to know your thoughts on how you would encourage a student to operate with autonomy as the class moves forward. Are there any strategies you put in place to encourage self-starter behavior as your class progresses?
Be Blessed,
Megan
Joyce Morrison Wow, 13 years!! You are a true 'Lope through and through! I agree with your sentiments completely when it comes to getting students engaged right from the start of class. The more active and visible I am, and the more personalized I can make their experience, the more value they see in the forums, and it becomes more likely that they will actually look forward to their time in the forums instead of seeing it as just a weekly requirement. I believe CATs are a fantastic tool to entice students into elevating their application of the weekly objectives but even more so, a way to plug into the richness of the classroom community. There is much to be said about not only getting students to plug into what you are saying but then when they take it one step further and start to push each other with their learning via participation replies it makes for a special tool that is unique to the online environment. Initiated at the start of the pandemic I began to use a mixture of "positivity inducing" CATs alongside those focused on enriching our weekly learning objectives. I felt there was a need for the classroom to become their "escape" instead of simply a requirement, especially when so many are dealing with unexpected new stressors. I think you tap into this as well when you say you look to connect with their passions to get them to dig deeper.
Fostering a sense of community within the classroom also seems to help students understand the bigger picture which is that there is inherent value in taking the time to build their skills for long-term success not just for the course they are in. With your years of experience, I would love to hear your thoughts on what strategies can be used in the classroom for learners to build their autonomy as the class progresses from start to finish?
Be Blessed,
Megan
Sent: Tuesday, September 1, 2020 5:33 AM
To: Frank Rotondo <frank.rotondo@my.gcu.edu>
Subject: Mention Notification
Joyce Morrison commented on
Megan Neel's post
Frank Rotondo
Megan Neel posted in
All Faculty Forum
You can reply to this email to add a comment to this post.
Hi All,
Thank you for your reflections last week on student readiness. We discussed front-loading courses and building the confidence and autonomy of our learners throughout the length of the course. You highlighted the importance of instructor presence in the forums, asking open-ended questions, and laying out clear guidelines from the very start of the course. I added on to this and suggested the importance of reminding students how valuable their contributions and engagement are to their long-term success. Seeing the bigger picture in regards to how their daily contributions make an impact can help them see the value of investing in their own learning and skill-building.
This week, I would like to shift our discussion to proactively supporting students based on relationship building. What are some ways that we as instructors can get to know our students and assess their individual needs or needs for differentiated learning?
I look forward to hearing your thoughts and experiences on this!
Be Blessed,
Megan
Megan Neel Supporting students echos our course content so it comes naturally. I put Microsoft Teams and hold my open office hours every evening - well really anytime they see me online and sometimes when I am doing the laundry or dishes (neither of which are ever really done). This echos the way my grad students use Class Dojo or Seesaw or similar apps with parents and students. About half way through the class, I send each student an email saying how much they have grown (interesting, no one has never not grown yet), and asking them if they need anything. I often see an upsurge in quality writing after I send these. Could it be that self fulfilling prophecy?
Lisa Durff Wow! I absolutely LOVE some of the best practices you have shared! It sounds like your availability and accessibility is something your students value, and keeping those open lines of communication (even if a student isn't reaching out) can be a support in and of itself! Do you have a lot of students who reach out to you through Teams?
I have not seen or heard much about Class Dojo or Seesaw, but I use Remind with my students and that opens up quick and easy 2-way communication since most people have their cell on them at all times. Just today I sent out a survey to my students via Remind to gauge interest in a Library Zoom Webinar for their assignment due next week and within minutes I had 15+ responses back. Adding in a "synchronous" option to an asynchronous online experience really seems to enrich their experience.
I think it is so wonderful you take the time to send your students a progress email! Would you be willing to share an example of what the email looks like?
Be Blessed,
Megan
Sent: Tuesday, September 8, 2020 6:49 PM
To: Frank Rotondo <frank.rotondo@my.gcu.edu>
Subject: New Comment: FAB Proactively Supporting Students
Megan Neel commented on
Megan Neel's post
Hi All,
Thank you for your reflections last week on student readiness. We discussed front-loading courses and building the confidence and autonomy of our learners throughout the length of the course. You highlighted the importance of instructor presence in the forums, asking open-ended questions, and laying out clear guidelines from the very start of the course. I added on to this and suggested the importance of reminding students how valuable their contributions and engagement are to their long-term success. Seeing the bigger picture in regards to how their daily contributions make an impact can help them see the value of investing in their own learning and skill-building.
This week, I would like to shift our discussion to proactively supporting students based on relationship building. What are some ways that we as instructors can get to know our students and assess their individual needs or needs for differentiated learning?
I look forward to hearing your thoughts and experiences on this!
Be Blessed,
Megan
Megan Neel posted in
All Faculty Forum
You can reply to this email to add a comment to this post.
You received this because you are subscribed to instant notifications. Manage Subscriptions
Frank Rotondo I think you draw attention to a really important element of relationship-building and that is personalization! The more we as instructors can personalize the online experience for students the more engaged they tend to be, and the more "excited" they are to join in with their classmates and with us in the forums. The online experience can feel a bit isolating so the more we can break down those barriers, the more the student feels "seen" and "heard" which for many is quite an impactful experience. From what you have said it sounds like you set the tone of your classroom starting from the class wall on day 1, and the students follow suit by mirroring your lead. Do you see this happen in the DQ forums as well? Is there anything else you do to personalize their experience?
I have noticed the same sort of mirroring process happening with my students. The more I put in to get to know them, the more they reciprocate that with one another. I always end my messages to students with "Be Blessed" and starting by even just the end of week 1 when they reply to others they say Be Blessed! in their sign-offs! I get a kick out of it every time, but it just emphasizes the reality of how very important our role is as the instructor in showing them good engagement practices by giving them an example to follow. Is there anything you do inside the classroom to promote student-student relationship building?
Be Blessed,
Megan
Lisa Durff I am just in awe of how many Edtech tools you are already using in your classroom and I really want to try out your idea of the three goals at the start of each course. I have never used Seesaw, but Flipgrid I have started using because of the influence of Kimber Underdown who is an absolute pro at it. I have my own personal Padlet that I can share a link to here, and I also have a virtual classroom that I have created for students which I will also share below and that seems to get a positive reaction from students as well. Bitmoji's seem to be extremely popular right now with the uptick in virtual learning from the pandemic. Most recently, I have started to use a fabulous CAT in Week 1 that prompts fantastic relationship building between myself and students as well as student-student interactions as well. The wonderful Amanda Errington may be willing to share that CAT here and her experience with it :)
I use a "Song of the Week" and "Some Good News" weekly CATs with my students that really get the conversation going. I can reply with some examples of those, but I send those out to my full faculty team each week.
My Padlet: https://padlet.com/instructor_megan/resources
My Virtual Classroom: https://docs.google.com/presentation/d/e/2PACX-1vS4PKbZc99qCvEtE6ux94iGWayDZgeS1PVYu2ISgjXVFxgBIUzzbdUY8NoZVBv4Mu2Sa9ecm6LluGFz/pub?start=false&loop=false&delayms=3000
My Virtual Locker: https://docs.google.com/presentation/d/e/2PACX-1vSXmJwVyZScdSo55ASRysxZPCb8WpEjtxlYJO0m1Br83evmhvv4UXZ4B4-MtpbfyXErFq84eGuHXAS7/pub?start=false&loop=false&delayms=3000
Be Blessed,
Megan
To follow up, here is an example of the format I use every week when I post a "Song of the Week" and "Some Good News" post (see attached). These have really been a great conversation started and relationship-builder in my classes. Students usually end up celebrating with each other and lifting each other up.
Be Blessed,
Megan
Song of the Week
Hi Class,
I hope today is treating you well so far! Here are some song of the week selections to lift your spirits, fill your cup, and hopefully give you a dose or two of encouragement to meet any challenge you face this week with strength, hope and grace! If you have any music that is encouraging you lately, please share a song with us, and substantively reflect on why it resonates in your life or lifts you up!
When all I see is the battle, you see my victory. When all I see is the mountain, you see a mountain moved. And as I walk through the shadow your love surrounds me There’s nothing to fear now for I am safe with you. -Phil Wickham
[INSERT SONG CHOICES}
Subscribe here to the Song of the Week Playlist: https://www.youtube.com/playlist?list=PLJPvLPWkNCk5zCfV5Ov-paLgL2dvgxZ2x
Be Blessed,
Megan
Some Good News
Hi Class,
Let’s take a moment to celebrate the “good stuff” today! Below you will find a compilation of some good news stories to remind you there is so much good to celebrate even in the middle of our challenging moments and seasons. May we always do our best to uncover the good, and be the good! I would love to hear your good news this week. Please share substantively the good news big or small that is happening in your life or your community.
[INSERT GOOD NEWS LINKS]
Be Blessed,
Megan
Thank you, Megan Neel!
I have been inspired by my fellow GCU team members and practicing teachers with using Bitmoji Virtual tech tools. Everything you see is being shared online with practicing teachers, working to connect with their students. I have found that using a visual tool like Bitmoji Classrooms, welcome videos, and Virtual lockers are creating connections with our students. I have even received feedback from students that just adding a Bitmoji to feedback in the DQ or private forum adds a "great touch" to my feedback. I sometimes send them in Remind too!
I have been using the Virtual locker in addition to my class wall biography. I typically get one or two replies on the call wall to my biography. I post the Virtual locker in Topic 1 DQ3 of my graduate course as a way for the student to get to know their instructor. I had 53% of my two classes participate in responding to my virtual local post! Then what typically happens is the students start commenting on each other's replies realizing the connections they have or start asking questions. It has been a great community builder in the first week.
Last week, I was blessed to present alongside Dr. Meredith Critchfield and Claudia Coleman where we presented on Fun With Bitmoji's. You can access all of the resources on the GCU COE Community page here https://coeadjunct.gcu.edu/resources/virtual_bitmoji_resources
Virtual locker CAT (then I embed an image of my virtual locker)
Hello Class,
At GCU, we love to try out new and innovative engagement strategies to build community and engage our discussions. I want to try and build community, get to know you, and allow you to get to know me better. I've created this Bitmoji locker with all things Amanda Errington. My locker is filled with objects that describe me as an educator, mother, and life-long learner.
For substantive participation, please respond with the following: (1) Describe one connection you might have with one of my items (2) ask me a question about any of the contents of my locker (3) What 3 items would be in your locker and why?
Blessings,
My Virtual Locker: https://docs.google.com/presentation/d/e/2PACX-1vR_9vlMI13Pj5JtwmFmkYQCHqynvn6z9IuBjyMS-wINyRP4vbfZUVssTWaQ-HS8eNsmqOmud89RMCoX/pub?start=true&loop=false&delayms=10000
My virtual Classroom: https://docs.google.com/presentation/d/e/2PACX-1vSYRHe13_JT--rXx4iMKvwxaO09UxZNsltEMgQs62CjD5W2K3RMdcE7YJke8HvcDClYENJr9565oJ_s/pub?start=false&loop=false&delayms=3000
Substantive Participation (make a copy and edit for your own classroom): https://docs.google.com/presentation/d/10E5eXzjlJLrrcKU3Hiaz00cTvI5B4_uz9Iq3IBMFrwY/edit?usp=sharing
I hope everyone has fun building relationships with their students! Please feel free to reach out if you have any questions.
Blessings,
Amanda Errington
Amanda Errington Thank you for sharing your innovative and relationship-building Virtual Locker CAT! I have used this CAT in my classroom as well (thank you for this wonderful idea) and it truly has been a marvelous and enriching experience to watch students engage with each other when they find common ground, and with me as well. Relationship building especially in the first week sets the tone for the entire course. I appreciate your sharing this best practice with all of us.
Be Blessed,
Megan
Hi all,
Thank you for your thoughtful reflections last week in regards to building relationships within the classroom. There was a multitude of great ideas discussed, including a Virtual Locker CAT in Week 1, the strategic use of EdTech tools such as Loom, Seesaw, Flipgrid, Kahoot, Padlet, Polleverywhere, as well as midweek motivation videos. Also highlighted last week was the importance of establishing a friendly tone in the forum and on class wall responses. This helps to personalize the student experience.
This week I would like to switch our focus to responsiveness. How an instructor responds to their students may impact student perception, engagement, and success.
What are some ways that instructors can connect with all students, not just those who are struggling? What are some best-practices for proactively supporting students through instructor responsiveness?
Be Blessed,
Megan
Hi All,
Welcome to our last week of discussion on the topic of Proactively Supporting Students. During this last week, I would like to turn our focus to resources that instructors can use to support their students.
What are some resources available that can help instructors support their students when challenges arise?
Consider resources like the early alert process. What are some best practices?
Be Blessed,
Megan
Sent: Monday, September 21, 2020 9:59 PM
To: Frank Rotondo <frank.rotondo@my.gcu.edu>
Subject: New Comment: FAB Proactively Supporting Students
Megan Neel commented on
Megan Neel's post
Hi All,
Welcome to our last week of discussion on the topic of Proactively Supporting Students. During this last week, I would like to turn our focus to resources that instructors can use to support their students.
What are some resources available that can help instructors support their students when challenges arise?
Consider resources like the early alert process. What are some best practices?
Be Blessed,
Megan
Megan Neel posted in
All Faculty Forum
You can reply to this email to add a comment to this post.
You received this because you are subscribed to instant notifications. Manage Subscriptions
Frank Rotondo I think you bring up an excellent point! Going back to the basics of communication really is such an important tool in the instructor toolbox and one that should not be diminished in proactively supporting our students. I know my students always get excited to hear my voice, and they appreciate the one-on-one personalized attention. I also find this helps them feel comfortable to reach out during the remainder of the class to ask me questions. Phone calls really open the lines of communication! Are there any "set" times during the course that you make phone calls out?
You discussed announcements and text messaging, and I have combined both of these by using the "Remind" app with my students. I post an announcement and a sign up in my Topic 1 DQ 2 forums and see that 70-90% of the students will eagerly sign up. This allows me to send and receive text messages from them, and send "class announcements" with links to video instructions or lectures I have made just for them. I can also send important reminders or clarification. It has really enhanced the lines of communication.
Be Blessed,
Megan
I have enjoyed spending the time to review each of the weeks postings and am glad that I have found this resource at GCU. I have been teaching at GCU as an adjunct faculty for the past year and have thoroughly enjoyed the experience. As a neophyte instructor I have attempted the use the many resources offered at GCU to include: Early Alerts, connection with my mentor of my first class, connecting with other instructors online. Many of the resources that I connect my students to include the student success center. I often encourage students to spend time in the APA writing center to improve specific formatting aspects of their assignment papers. In a freshman course, I really don't expect a lot of understand of formatting and do a lot to help them out. I have created handouts for specific resources to include links to the writing center, APA formatting page, the library, and the GCU template. In the freshman courses I assume they may not be aware of all of the resources available to them and it then becomes my job to help them find the resource.
I also agree with Frank and use the phone a lot. I like to contact each student personally within the first 2 weeks of any course. With 12 or less students, I am able to accomplish this in the first week. With 13 or more students, I am able to use the first 2 weeks. I really feel it is important that they hear my voice and know that I am available to them. I also spend 15-20 hours in the classroom during the first week and can "catch" them online and enter into a fascinating dialogue about either course content or what types of pets they have at home.
One of the greatest engagement forums that I create each week in the courseroom is a "How are you doing?" forum. This is a nongraded forum that engages the entire class. This is where I encourage students to submit celebrations or prayer requests. One of the CAT posts that I offered was participation credit for anyone willing to share how they maintain motivation after the midway point in a class.
Warmly,
Andi Johnson (aka Dr. J)
Anna Johnson -Dr. J, I love these ideas and the ways you have really tapped into using all available resources to plug not only your students in, but yourself to the valuable resources at GCU. I teach Online -Intro classes for CHSS (GR and UG) and I also spend ample time creating videos, and CAT posts to highlight the depth and richness of the resources they have available to find success. Step 1 in this process when I encounter a struggling student is to submit an Early Alert as soon as I am able to according to the guidelines because this starts the ball rolling for the student to receive extra support from our LEAD's and their advising team. I also spend extra time calling, emailing, and sending a Remind message to "connect." I find that students really feel cared for when we as instructors go to great lengths to pull them back in when they fall off the tracks.
Your practice of creating handouts is fantastic! Do you attach these in the forum, or do you house these in a Padlet or off-site URL? Also, I would love to hear more detail about your "How are you doing forum?" Is this something you post in the announcements, class wall area, DQ forum, or QTI area? I have a prayer & praise forum I keep open in my classes and I house it in the QTI area, and then every week I create a new CAT that is called "Some Good News" and I include warm/fuzzy/inspiring good news stories, a student spotlight from the previous week, and then ask them to please share what good news they are celebrating (big or small). I have found this really gets students engaged in "rooting" each other on, and it's really a beautiful spot in the forums every week. I may have to try out your idea for a mid-course inspiration CAT! Truly, thank you for sharing!
Be Blessed,
Megan
Megan; thank you for starting this discussion.
Joyce M.; Thank you for your response. I agree with you that using CAT is an effective way of encouraging students to participate in the discussion board forum questions. This helps to further engage the students in the classroom. You indicated that students' participation may be enhanced by posing some questions to the students. It seems that some students do not appreciate the instructor questioning them further. It is like they are saying "I just spent an hour or 2 to gather this information; and you want me to go back and research? Did you experience this? Thank you.
Dr. Bakare
Salimat Bakare great question! I have seen some of that occur in my classrooms on occasion, but I do not let it deter me from attempting engagement and moving the conversation forward. I focus on open-ended questions and probing questions that may not necessarily require them to research, but do require them to consider their stance using critical thinking skills. I also find students are more willing to engage in more "academic" or challenging conversations once we have established a relationship through more "fun" posts in the forums in either previous weeks or that current week. When students start to feel more comfortable with their classmates and with me, they usually are more willing to go out on a limb and try their hand at some "harder" topics or questions that push them to grow.
I am interested to know from your own experience, are there any techniques or strategies you have seen be successful when conversation stalls or "get's stuck" in the DQ forums? Is there anything we as instructors can do to push things along in a positive direction?
Be Blessed,
Megan
Hi Megan N;
You said "I focus on open-ended questions and probing questions that may not necessarily require them to research, but do require them to consider their stance using critical thinking skills. I also find students are more willing to engage in more "academic" or challenging conversations once we have established a relationship through more "fun" posts in the forums" I agree with you on this I have not experienced where the conversation gets stuck. However; I believe if the instructor posts another thread in line with the on-going discussion, that should move the discussion forward. Thank you.
Sali
Hi Megan,
This is my fourth-year teaching an online course with GCU and each year I continue to learn something I did not know before through my interaction with my students. Each course I have facilitated over the years, I have learned how I can make the next course experience even better. Your discussion on how to proactively support our students is an excellent forum discussion, to begin with. I wish I had some of this insight when I began. I totally agree with the assessment by setting the tone of the classroom with clear expectations and having ample resources early does help to provide students with a sense of empowerment and readiness.
My course is a mixture of adult learners returning back to complete their college degrees and first-year students. I can sense the apprehension through their communication with me and I found it is critical to establish guidance right from the start. Furthermore, I agree with your second assessment because it does build upon a secure foundation for students to build their first step towards a learner autonomy which is a tool not only for my course but for their long-term success in other academic learning environments. Now, I engage my students before the course start by front-loading resources, providing clear guidelines and expectations to achieve success in my course. It mitigates frequently asked questions and allows for more emphasis on the course content and learning objectives.
Rickey
Rickey Luckett thank you for your wise insights! I connect with a lot of what you have stated and I agree that ample resources can set the tone early on in a classroom while also working to empower students for success and autonomy as the class progresses. I find it to be quite encouraging when I see this transition happens with my students. As they start to gain confidence they start to think more creatively and outside of the box with their discussion posts and are a bit more daring in terms of trying their hand with new concepts.
Being clear with expectations from the very start of class and front-loading also seem to build trust with students which helps to build a strong relationship from the start, or at least one that is easily built on. I also see that questions and even concerns are mitigated when clear guidelines and structure are put in place. Thank you again for your reflection on how to proactively support students here at GCU.
Be Blessed,
Megan
Thank you to everyone who took the time to provide their insight, wisdom, and experience within this FAB discussion. Proactively supporting our students is an essential practice for fostering both short-term and long-term success, and it is also quite fulfilling as instructors to watch students thrive on their GCU academic journey!
We have discussed strategies for increasing readiness, building relationships, enhancing responsiveness, and utilizing resources to take a proactive approach in our classrooms that will greatly benefit our wonderful GCU students. I am hopeful some of the practical tips, wise insights, creative CAT's, and best practices we have discussed over the past 4 weeks will enhance your strategies moving forward. 'Lopes Up!
Be Blessed,
Megan