Dian Edlund

One of the topics not addressed specifically with more input in our RT-101 course, was the retention issues of students with special accommodations needed.  (And whether, given FERPA, faculty would be allowed that insight, etc.)  In the past,  (I teach online courses) I've had students who explain their efforts to work with dyslexia, hearing impairments, visual needs, Attention Deficit Disorders, and other needs.  Often, this information from the students comes later in the class, after they are at risk and facing the all too familiar stressors that lead to their academic erosion and stagnation.  Typically, especially if newer students to college, they are not… >>>

One of the topics not addressed specifically with more input in our RT-101 course, was the retention issues of students with special accommodations needed.  (And whether, given FERPA, faculty would be allowed that insight, etc.)  In the past,  (I teach online courses) I've had students who explain their efforts to work with dyslexia, hearing impairments, visual needs, Attention Deficit Disorders, and other needs.  Often, this information from the students comes later in the class, after they are at risk and facing the all too familiar stressors that lead to their academic erosion and stagnation.  Typically, especially if newer students to college, they are not… >>>

Regarding the 2nd module on the sections of "Using Effective Communication," and the section "Scaffolding Student Learning" -- one of the areas I've had students continue to share appreciation for is giving meaningful feedback in grading comments for each assignment. I start the grading comments with a positive reflection to each student on her/his assignment for the weekly forum discussion and weekly paper, then follow up with suggestions for improvement. This helps promote the S2I and I2S communication and invites students to email me with problems or concerns and ways I can be of more help in their learning. It… >>>

Professor Schillinger, One of the things is to demonstrate good listening skills and genuine empathy thru sharing an understanding of their difficulty. This helps to build rapport which can be the gateway for the student to begin to identify with an instructor as a mentor. I often may have a similar situation I can share from my past as a college student; this further engages our communication. Most importantly, being receptive and a good listener opens doors for us to begin sharing positive steps toward developing a plan of action for the student regarding class work and education, while still… >>>

The challenge for many adult students is the balance of work-family-school issues. With the current economic climate, I see an increased frequency of time management concerns as students are asked to work overtime and be more flexible in work schedules, take on care of older ailing parents, coordinate cost-efficient child care arrangements, provide temporary housing or other financial assistance for young-adult children, and often face developing financial problems from layoffs or terminations. Sometimes these situations in combination create overloads that hamper the student's educational goals and vision. While students continue to realize that with a college degree they can advance… >>>