Introduction

Representatives from Unizin’s Teaching and Learning Advisory Group had conversations with advisors and student success professionals at 4 peer institutions in Fall 2021 and Spring 2022. Our goal was to get advice about how instructors can support students throughout the semester, specifically when students are faced with making decisions about their academic preparedness and appropriate course load. Advisors were asked to identify significant points in the semester and types of information helpful to students at these points. In addition, you’ll find insights and advice for different stages in the semester.

What information do students need and when do they need it?

At the start of the semester

Set the tone for your class, and be mindful that students have a lot of information to take in. Think about what students need to understand to get started with the expectation that you will revisit topics throughout the semester.

The syllabus

Emphasis on what students need to know to get started

Due dates in Canvas

Assignments
Assessments
Readings

Communication

Instructions for reaching the instructor
Message response turnaround time
Be clear about instructor and TA availability

Office hours

How do students access office hours?
Why should students come to office hours?

Grading structure

A clear and documented grading structure should be introduced and explained

Course framework

Philosophy and approach to learning
Expectations for students

Community and caring

Create a welcoming environment and let students know that you care about their success
Communicate your own excitement about the discipline and course content
As a community of learners how do students engage with one another?

Opportunities for feedback through low-stakes assessment and practice exams

Early feedback for students is so important. I’ll ask students five or six weeks into the semester ”how are things going?” They have no clue.

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Instructors should be very clear about course expectations and their own availability. Students might expect an instant response to emailed questions, but if an instructor is responsible for 500 students, that isn’t practical.

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Students need to hear from their instructors, you matter to me, your success matters to me. And they need to hear this again and again.

When students are settling into a routine

The class should be coalescing around positive values and habits that encourage success.

Normalization of the patterns, behaviors and values that make a supportive learning environment

Create a culture that normalizes seeking help and support.
Create a community of learners that support each other
Emphasize basic good habits:

go to class
do the readings before class
take good notes
utilize resources available to you

Consider incentivizing good habits, like knowledge checks, taking practice exams, showing up for class, etc.

Metacognition

Start introducing schema to help students organize ideas and assimilate new information
Introduce them to resources that help them to learn about themselves as learners
Encourage self reflection

Confirm that students know their academic standing in your course

Provide assessments that prepare students for high stakes exams and gives them insight into their preparedness
Provide timely grades and feedback
Offer a quiz that asks students to identify their grade

Communicate to your students that successful students seek help. Make sure students know how to get support that they need.

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Go to class. Take good notes. Do the readings before class. Statistically, based on the information we have through our survey system, we know that if you do those three things you are going to most likely reach your academic goals.

We have a lot of information about behaviors that contribute to academic success. We need to encourage students to behave in ways that will make them successful. I’m a big fan of requiring things that we know are good for students.

In advance of the mid-course assessment

The mid-course assessment can be a turning point for students. Help them to be prepared.

Make sure that major assessments are aligned with drop/withdraw deadlines

Students need information and time to understand their choices and what’s at stake

Help students understand their standing in the course

Provide transparency in how grades are calculated
Remind students of the grading scale in the course

Provide opportunities for practice and feedback

Practice exams should help students prepare for the exam format as well as content

Encourage student self-assessment

Prompt students to reflect on their goals, habits, actions they might take (successful students do this normally)
Provide resources to help them develop good study skills

We need to contextualize behaviors that contribute to success. Students might hear about the importance of time management on the first day of the semester, but only when they have an exam coming up is that information important and relevant. Timely messaging and access to resources is important.

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Dropping a class has consequences and students need time to make this important decision. This may mean I'm not pre-med anymore, or I'm not going to get into the college of business or engineering, and so it's also a career life change. Dropping a class might impact their financial support.

When they are struggling in class

When students are struggling, it is vital to offer options, give them choices, and connect them with resources at critical points in the semester. It is common for students to experience self-doubt.

Establish caring from the start

Set the culture that successful students do not do it alone

Help students understand if they can recover

Make sure they have accurate information about their standing in the course
What opportunities are still available in the course?
How do classroom policies support student recovery?

Help students understand how they can be successful

Provide general study skills resources
Provide specific course resources
Point students toward additional resources
Work with students to create a plan that utilizes resources available to them

Imposter syndrome is actually a phase that our students pretty predictably move through in the semester when they are wondering: should I even be here? So what kind of information might might be useful to them at that period of time? They need to hear that they are not alone. They need to understand that there are the things they can do to improve their performance.

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Students need to know their standing in a course and understand their ability to succeed or recover given the opportunities remaining. Sometimes students don’t get the feedback that they need in time to make a good decision about whether they should drop a class or not.

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It’s important to send the message that “good students seek help” rather than “struggling students need help.”

When they are excelling in class

Recognize success!
- “Message students who” performed well and congratulate them
Identify future opportunities that connect with course success
Capture their thoughts on habits that contribute to their success and advice for other students; these insights might benefit future students

Approaching the end of the semester

Motivation may flag as the semester draws to a close. Help them reconnect with their goals and finish strong.

Help students understand what finals week looks like
Emphasize a return to basics:

go to class
do the readings
take good notes
utilize resources available

Prompt them to reflect on why they are here

What is the end goal?
How do the small steps feed into the larger goal?

Reassure them: You can do it!

One of the things that has really helped students when they’re in that end-of-semester lull is to reflect on why they’re here. What is the end goal? Whatever frustrations they’re feeling in the moment, they shouldn’t lose sight of the larger vision that they have for themselves.