Five Strategies for Meaningful Discussion Board Assignments

Learning online can be challenging as instructors and students need to work actively to form connections and create community. This often happens through discussion boards. At times, I’ve talked with students who feel frustrated by discussions and requirements around engagement. In our online sections of ALS 116: Academic Success, I’ve tried to create an approach to discussions that encourages students to engage in meaningful ways. In our end of term surveys, students often share that they appreciated the structure of discussions that encouraged them to form connections and push conversation further in replies.

While these may not work for all courses or contexts, here are a few of the strategies I’ve landed on for encouraging student participation and engagement:

  1. Asking students to reply using names. This may seem small, but seeing your name and not just a line linking a reply to your post can create connection. I also make a list of names and pronouns shared in the first discussion and link to that in every subsequent discussion, so students can easily check that they’re using correct names and pronouns when they reply to or reference another student’s post.
  2. Encouraging balance between listening and responding. Asking students to first acknowledge specifics of what the other person said prior to sharing their own thinking can demonstrate listening in an online environment. Most of the time, posts are too long to respond to everything another person shared, but naming a specific moment from the post can ground replies in specifics of the original post prior to building on that post with individual perspective that furthers the conversation.
  3. Requiring that replies go beyond praise, summary, agreement, and/or questions. These are great starting points for identifying a focus area for a reply. If students choose one of these, the “why” can build on thinking. For example, if you think something is praise-worthy, why is that? What value do you see? How did it impact your thinking? How has your understanding changed as a result of what the other person contributed? Prompting with these types of questions early on helps students create habits around explaining meaning.
  4. Providing sample discussion board post replies. Showing what a reply can look like when it builds on praise, summary, agreement, and questions can help students imagine what’s possible and demonstrate the length of response that is likely needed to engage with another person’s ideas. I also include a list of potential ways students could respond to help folks brainstorm what they might add to the conversation.
  5. Showing students the value of their contributions.  Every three weeks, I ask students to reflect on a topic from a prior week. They describe their thinking before the module work and discussion. They then quote and cite another student’s discussion that had an impact on their learning and explain why that post was important to them. Then, they share where their thinking is now. This frames an expectation of learning from each other, and students can see where their post influenced another person’s thinking and contributed to their learning.

Discussion boards can be a great way for students to connect with and learn with and from each other throughout the term, and each class shapes discussion in its own way. I hope you find some of these strategies useful, and I’d love to hear, via email or replies, what you’ve found helpful for prompting conversation and community in online classes.

What Are OSU Colleagues Reading?

We asked colleagues, “What have you read that has informed your work or resonated for you, and why? This can be reading in any form (e.g., books, articles, videos, podcasts, audiobooks, etc.).” Perhaps you’ll find a spring break read, book club pick, or potential lunch conversation option in what OSU colleagues have shared here.

And, if you would like to contribute to “What Are OSU Colleagues Reading?,” please complete this brief form to submit your entry! We’d love to feature what you’re reading in an upcoming issue.

Laurie Bridges, Instruction and Digital Initiatives Librarian, Oregon State University Libraries and Press

Recently, I listened to the memoir The Worlds I See (Valley Library print) by world-famous computer scientist Dr. Fei-Fei Li. I started the book to learn more about artificial intelligence, but what I enjoyed the most was Dr. Li’s story of immigration from China to the U.S. as a child. In the U.S., her small family lived in financial precariousness while she attended public school in New Jersey, learned English, and embraced a passion for physics.

Amy Frasieur, Director of Health Equity and Wellness, Student Affairs

Finding Our Way Podcast is hosted by teacher, somatics practitioner, and movement facilitator Prentis Hemphill. It is a conversation between Prentis and powerful social justice leaders, artists, and activists – discussing how to realize the world we want through our own healing and transformation. I listened to all 3 seasons as they were released and recently found myself returning to the podcast for a second listen. The conversations are beautiful and powerful and keep me curious about ways I can continue to learn and grow in both my work and community.

Chrysanthemum Hayes, Director of Decision Support, University Information and Technology

I recently finished Patrick Lencioni’s The 6 Types of Working Genius (Valley Library Print), recommended to me by our CIO, Andrea Ballinger. What resonated with me the most is that if you are working outside your “geniuses” (e.g. the energy-giving types of work activities), things will feel hard, draining, and not showcase your best potential for the organization. Finding a great fit in an organization can be helped by thinking about what type of work they are doing relative to a person’s “geniuses” and “frustrations.” I found this framework to be a helpful additional dimension on top of strengths and personality assessment results.

Nicole Hindes, Director of the Basic Needs Center, Student Affairs

Scarcity: the New Science of Having Less and How it Defines our Lives (Valley Library Print) by Sendhil Mullainathan and Eldar Sharif delves into the tunnel vision and limited decision-making bandwidth created by conditions of scarcity. The book suggests designing systems to support those facing scarcity, such as implementing time management workshops for busy students. By optimizing time use, like incorporating workshops into training schedules or class time, educational institutions can enhance students’ decision-making capacity around the use of time, offering them the necessary “bandwidth” to navigate time scarcity more effectively.

Ways to Show Support for Students at the End of the Term

We have just a few weeks left in fall term. While the post-holiday momentum may carry folks toward the end of term, it can be challenging for students to maintain energy and motivation. Here are a few ways you can show support for students in your course as they navigate these last few weeks of the term:

  1. Acknowledge what students have accomplished. Name specific work that has been done so far so students recognize not just what they need to complete for the term, but how much they’ve already accomplished. Consider noting growth in knowledge, skills, thinking, and other areas you’ve observed throughout the term. Acknowledging the cognitive and emotional labor that goes into learning can demonstrate empathy and support.
  2. Thank students. Appreciate the time and effort students have invested in the course to acknowledge hard work and show understanding that many students may be experiencing a particularly stressful and busy time. Making choices related to your course that can decrease students’ stress and overwhelm can be a great way to pair understanding with action.
  3. Reach out to students. Connect with students who may benefit from completing late work or revising assignments, or who will need to do well on assignments in the last few weeks of the term. And individual invitation to connect can be a good starting point for helping students navigate decisions around the end of term and letting them know you believe they can do well. Here is a resource with sample language for outreach.
  4. Remind students of resources. Share resources in the moment to encourage resource use at the time those resources might be needed. Consider re-introducing course-specific resources (including office hours) and broader campus resources, as well as reminding students of the support they can offer each other. If you’re not sure what resources exist for a particular class or need, check out the OSU Experience website’s Student Resources page or connect with me to brainstorm.
  5. Encourage self-care. Take a few minutes to remind students of the value of self-care and to acknowledge the holistic nature of success. Similar to gratitude, pairing understanding with course actions that decrease overwhelm can be a good way to help reduce stress. Here are a variety of self-care resources to share with students.

Five Ways to Prompt Midterm Reflection

We’re almost halfway through the term, which means students are taking midterms and in a prime space to make positive decisions for the second half of the term. Post-midterm reflection is a great opportunity for metacognitive practices where students can evaluate their approach to learning prior to the midterm and consider how they might plan, monitor, and evaluate their learning moving forward. The strategies below create space for students to reflect and engage in intentional decision-making around goals for the second half of the term.

  1. Grade Calculator & Course Analysis: Share this interactive handout with students in class and give them time to reflect not just on their current grade and goals, but on the specific study strategies that have worked well for them so far and potential ways to improve or refine those strategies.  
  2. Test Autopsy: Make time in class for a deeper dive post-midterm. Provide time for students to fill out this handout guiding them through identifying where points were lost and reasons for the lost points. Noting similarities in content, question types, or testing situations where points were lost can help students identify future study or testing needs.
  3. Midterm Question Deconstruction: Choose a few representative questions from the midterm to talk through. Share the rationale behind asking the specific question type, break the question down into its important elements, and name the type of thinking required to correctly answer the question. Give students a few minutes to reflect individually and in pairs on study strategies they could use to prepare for similar questions on the final.
  4. Midterm Debrief Office Hours: Invite students to office hours to talk about midterms. Having a focus for the week’s office hours can help students know what to expect and encourage them to visit. Offering a review of missed questions and space to talk through study strategies specific to your course could create a positive and supportive space for reflecting on the midterm experience.
  5. What-If Grades in Canvas: Use Canvas’s Student View to introduce students to this tool in the Grades area. Students can enter hypothetical grades and see what would happen to their overall grade if they earned those scores. This can give students a more concrete sense of what it would take to accomplish their goals for the course and potentially provide motivation as they navigate upcoming assignments and exams.

Labor-Based Grading: More Process, Less Pressure

by Kristy Kelly, Director of Writing, School of Writing, Literature, & Film

Just the other day in my Writing 222 class on Argumentation, I asked students to freewrite on the question “What is the connection between grades and learning?” We use labor-based grading in my WR 222 classes, so I initiate conversations with my students early on about what grades do to their learning: where do grades focus their motivation? What emotions do they elicit? What beliefs do they prompt about their capacity to face new learning situations?

The class, like most others to whom I’ve posed this question, had a wide-ranging set of responses. Some reported that grades motivate them to work harder or give them a clearer sense of where they stand in a subject. Others discussed the “academic validation” that grades can provide when they get a high grade, and on the flip side, the sense of deflation and self-doubt that arises when they get a grade lower than expected. Still more referenced the experience of stress, pressure, and anxiety that grades induce, so that taking classes becomes more about protecting a GPA than about deeply engaging with course content. Overall, it was clear just how large grades loom over students’ perception of their own capability as learners, and how grades function as an extrinsic motivation that stimulate anxiety as much or more than engagement.

While the transition into labor-based grading was a little bumpy due partially to the pandemic, it did open up space for students to think more about improving their writing and less about the grade stamped on the work they were able to produce, particularly in the chaotic learning conditions of Covid. Like many composition scholars and teachers nationwide, I started experimenting with labor-based grading to amplify the most rewarding elements of writing classes—exploring difficult questions through research, collaboration in peer review, a deep commitment to revision and reflection—while dialing down the pressures attached to assigning and receiving grades.

The Limits and Benefits of Labor-Based Grading

There are many ways to deploy labor based grading, but the basic concept remains the same: students are guaranteed a particular grade (in the case of my classes, a B) for completing a particular amount of labor according to a shared set of specifications. Students complete more labor—additional assignment components, subsequent rounds peer review, further reflection, and so on—to earn a higher grade.

As Asao Inoue has theorized, this model isn’t simply about reducing stress about grades. It’s also intended to correct inequities steeped into the culture of higher education, which values the performance of academic standards designed to uphold whiteness and white supremacy. From this perspective, evaluating students’ work based on its alignment with “Standard Written English” is itself an act of racism. Attaching evaluation to students’ labor, rather than their performance of a prestige dialect that may not reflect their cultural or educational background, is one small step toward creating a more equitable learning environment.

Any evaluative model, no matter how equity-focused, prompts the question: “equitable for whom?” Our classes still demand letter grades to measure students’ performance, and other scholars of composition have expressed concern that labor-based grading simply trades one inequitable model for another. Perhaps most notably, Ellen Carillo has argued that evaluating students based on labor still privileges some learners over others, and can place multiply-marginalized students, disabled students, or any students who need more time to complete assignments at a distinct disadvantage.

Student Responses to a New Take on Grades

My own students have expressed a similar mix of enthusiasm coupled with healthy skepticism. Skeptics have shared their discomfort with the shift from rewarding the process over the product: some feel that labor-based grading required too much work relative to the amount of labor they’d have put in to get an A on a traditional model. (Those kinds of complaints only convinced me further of the promise of labor-based grading to break out of arbitrary and inequitable standards). Others felt that the model disadvantaged students with less time to devote to the class, or that the additional assignment components felt like “extra” labor, mirror Ellen Carillo’s concerns about accessibility.

But for those who resonated with the model, the consensus was clear: labor based grading gave them more space to test new ideas, reduced the stress of trying to predict what grade they would get, and increased their investment in meeting their writing goals. Students reported getting more enjoyment out of the writing process, feeling the freedom to embrace creativity, and feeling a deeper, intrinsic incentive to improve their writing and analytical thinking skills.

Considering the Switch to Labor Based Grading

As a teacher, you might be wondering: “how can I ensure that my students are actually meeting a shared set of standards if they’re guaranteed a certain grade for submitting an assignment? Couldn’t they turn in anything and still get a B?” I wondered that myself when I first started using this model, and to ensure that students do meet core learning outcomes and benchmarks, we’ve started using a “C- Threshold” that the essay must crest in order to get a B (following the assignment prompt to its specifications, including appropriate citations, responding meaningfully to the assignment topic, and so on).

The need for such a threshold reveals one of the imperfections of labor-based grading: while this model can loosen the pressure to adhere to an arbitrary set of standards, it still results in a grade. And in an educational system where students must retain vigilance about their GPA, course points remain a core incentive for their performance in the class.

But by conceiving of grading as a contract, you and your students can create a shared set of standards that you want to uphold. Some of the strongest writing I’ve seen in my classes has come from collaborating with my students to determine what ingredients lead to an A, B, C, and beyond. While labor-based grading certainly doesn’t cure all inequities, it can increase students’ ownership over their process, create transparency around standards, and give them just a little more space to take creative leaps of faith.

I’ll leave you with a few tips and mindset shifts if you’re considering labor-based grading in your own course:

Tips and Mindset Shifts for Teachers

  • Commenting on student writing becomes less about grade justification and more about student improvement.
  • You can use additional labor components to emphasize the parts of the writing process you and your students find most valuable: rather than tacking on more assignments, it can be about inviting students to engage more deeply with the writing process, or letting students choose their own path through a project.
  • There is a logistical learning curve: what happens when a student completes a portion of an additional labor-based option, for example? Setting up a concrete system and asking students for feedback can help with consistency.
  • It can be hard to let go of what grade you think an assignment “should” get—and that’s part of the point.

Tips and Mindset Shifts for Students

  • Labor-based grading places more of the onus on the student to decide what aspects of a project they want to opt into or out of. They may need more lead time or direct guidance as they make those decisions.
  • Many students are acclimated to the traditional grading system and can feel uncomfortable engaging with grades in a different way. Talking with them about their relationship with grades is a good way to address that!
  • Students often view the additional labor components as “extra credit” or may not have an innate sense of how project components fit together. They may need extra clarity about what exactly is required and what the expectations are to earn the additional points.
  • While more flexibility can lead to greater growth, it sometimes leads to anxiety at first! Take time early in the term to help students set their own goals, and use plenty of reflection so they can track their progress.

Here’s a list of resources to consult if you’re considering the move to labor-based grading

What Are OSU Colleagues Reading?

Back by popular demand! We asked colleagues, “What have you read that has informed your work or resonated for you, and why? This can be reading in any form (e.g., books, articles, videos, podcasts, audiobooks, etc.).” Perhaps you’ll find your first summer read or potential book club option in what OSU colleagues have shared here.

Stephanie Ramos, Associate Director of Undergraduate Research

“Life is like a good cup of coffee, full of flavor and meant to savor” -Bonnie Milletto, Portland, Oregon, Motivational Speaker

Book cover for Dedicated to the Cup: Nine Ways to Reinvent a Life! by Bonnie Milleto,

In Dedicated to the Cup: Nine Ways to Reinvent a Life, Bonnie Milletto explores the power of reinvention and personal transformation drawing on the journey of self-discovery and growth. Milletto offers practical advice and inspirational stories to help readers unlock their full potential and pursue their dreams. Whether you’re looking to make a career change, start a new project, or simply live more intentionally, “Dedicated to the Cup” provides a roadmap for embracing change and creating a fulfilling life on your own terms. With its engaging storytelling and practical wisdom, this book is a must-read for anyone seeking inspiration and guidance on their journey of personal growth and transformation.

Brenna Gomez, Director of Career Integration, Career Development Center

Book cover of Identity-Conscious Supervision in Student Affairs: Building Relationships and Transforming Systems by Robert Brown, Shruti Desai, and Craig Elliot.

This academic year I’ve been leading a community read in the Career Development Center on Identity-conscious Supervision in Student Affairs: Building Relationships and Transforming Systems (Valley Library Print, Ebook). We’re 2/3 of the way through the book and have been engaging in rich and vulnerable conversations. The authors encourage readers to understand their own dominant and marginalized identities before bringing identity conversations to supervisees, while paying special attention to power dynamics and conflict. Our office did note that the authors have not yet mentioned consent—always be sure to ask your supervisee before proceeding with a conversation on identity.

Kevin A. Dougherty, Dean of Students

Book cover of Invisible Man by Ralph Ellison

Ralph Ellison’s book, Invisible Man (Valley Library Print), has and will always be a reminder of how I move throughout my personal and professional life. In the beginning of his novel, he says “I am an invisible man. No, I am not a spook like those who haunted Edgar Allen Poe; nor am I one of your Hollywood-movie ectoplasms. I am a man of substance, of flesh and bone, fiber and liquids—and I might even be said to possess a mind. I am invisible, understand, simply because people refuse to see me.” Later in his book on page 577, he says “Life is to be lived, not controlled; and humanity is won by continuing to play in face of certain defeat.” Each of us represents something bigger than ourselves. We should all take the time to understand and see people beyond their exterior or preconceived notions. Ellison’s quote of certain defeat reminds me of what Dr. Maya Angelou once said, “You may encounter many defeats, but you must not be defeated.”

Emily Bowling, Director of Community Engagement & Leadership, Student Experience & Engagement

Book cover of Deep Work: Rules for Focused Success in a Distracted World by Cal Newport

I’ve been inspired by Cal Newport’s Deep Work and Deep Questions. Deep work is being able to focus on cognitively intense projects. Most people (including me!) need to (re)train their brains for this type of work as a result of constant digital distractions. Practicing deep work allows people to produce better results and experience higher levels of fulfillment. I’ve been working on time blocking to practice greater concentration and deep work. Committing to space outside of the frantic blur of email and DMs. has been rewarding and I’ve noticed how many colleagues are also hungry for this, too!

Nadia Jaramillo Cherrez, Senior Instructional Designer, Ecampus Course Development and Training

Book cover of The Anti-Racist Writing Workshop: How to Decolonize the Creative Writing Classroom by Felicia Rose Chavez

Felicia Rose Chavez’s book The Anti-Racist Writing Workshop: How to Decolonize the Creative Classroom(Valley Library Print)comprises elements of a memoir and pedagogical guide that critique the traditional writing workshop model. Chavez’s experiential narrative weaves intentionality and wit to recount her struggles as a workshop participant where control over the process, outcomes, resources, and students reflected white dominance through silence. In response, she created the anti-racist writing workshop model that “imparts a pedagogy of deep listening” (17). This model seeks to foster a sense of community and give Writers of Color a space to exercise their voice. Inspired by her work, I explore how to adapt this model to online learning.

10 Ways to Check-In with Students during the Term

When teaching, course evaluations can provide a snapshot of students’ experiences which can be used to improve the course in future terms. That feedback is after the course has ended though. During the term, checking in with students about their experience of the course can provide helpful information that can allow for flexibility and adaptation to meet the needs of specific students or make adjustments that benefit the entire class. While formative assessment is always helpful to see how students are progressing in their learning, checking in on their experience of the course can offer a different kind of awareness and insight into opportunities for student support. In addition, being responsive after checking in can demonstrate your care for students and your willingness to work together to co-create a positive class experience. Including anonymous check-in options can also help students feel safer sharing about experiences or offering authentic feedback.

Here are a few ideas for how you can check in with students and gain valuable information to support your planning and pedagogy:

  1. Q&A Time: Save 5 minutes at the start of one class session each week for open question time. Encourage students to bring questions during that time or give them space to talk with a partner about a question before asking.
  2. Stop, Start, Continue: Hand out 3×5 cards and ask students to respond to Start, Stop, Continue prompts.
    • What’s something they’d like to start happening in the course?
    • What’s something they’d like to stop happening in the course?
    • What practice do they appreciate and want to continue?
  3. Anonymous Qualtrics Survey: Include a link to an anonymous Qualtrics survey in your syllabus and remind students about the link throughout the term. Invite them to share about how they’re experiencing the course throughout the term.
  4. Process Memos: When students submit assignments during the term, plan for a few of those assignments to include process memos where students reflect on their process and next steps in learning. Don’t grade process memos, or, grade only as complete/incomplete to encourage authentic reflection.
  5. Midterm Survey: Share an anonymous survey (hand out in class or distribute link online) half-way through the term with questions about specific elements of the course (e.g., class sessions, office hours, assignments, etc.). After surveying students, provide an overview of what you’ve learned and any adjustments you’re making to the course in response.
  6. Clearest and Muddiest Point: Start some class sessions by asking students to talk together and share out about what their clearest and muddiest points are. You can also do this anonymously using tools like Poll Everywhere or Mentimeter.
  7. Conferences: If you teach a course where individual or small group conferences are feasible, having 1:1 conversation can help you learn about students’ experiences and provide space for follow-up questions. Sharing a few prompts for students to think on prior to the conversation can be a great way to help students prepare to share experiences.
  8. Sticky Note Takeaways or Exit Tickets: Occasionally hand out a sticky note at the start of class, and have students write a takeaway or insight from the class session; make a connection between past and current content; or share how the day’s lecture, discussion, or activities landed for them. This can be particularly useful for understanding what students are learning and how they’ve experienced a new activity you’ve tried in class.
  9. Ungraded Reflection: Low-stakes, brief assignments with a guiding prompt can be a quick way for students to reflect in class and give you a sense of what students are thinking about or learning at a key point in the term.
  10. Submit an Exam Question: Ask students to submit questions and offer that 2-3 of the questions from class will end up on the exam itself. This provides insight into what students view as key concepts or challenging aspects of course. You can then be mindful of what does and doesn’t show up in submitted questions as you support students in preparing for the upcoming exams.

Let’s Make a Pie

by Nicole Hindes

Let’s make a pie.

With that simple sentence, I’ve invited you into a collaboration, but I haven’t actually asked if you want to make a pie with me. Do you also want to make a pie? How will we proceed? What norms and patterns will guide us – and what can intentionality help provide for us? At Indiana University, where I completed my Higher Education and Student Affairs master’s program, we often spoke about how important it is to be intentional in our practice, both in completing the work, and in how we showed up relationally with our students and colleagues. We used intentionality to further goals of student development and dignify relationship norms. “Be intentional” was a repeated refrain inside of my graduate experience. Intentionality is a powerful ingredient we can bring to our pie making effort and how we approach our work together.

So, we’ve chosen to make a pie, together. Both of us are in the place of wanting pie and wanting each other to be involved in the effort.

Is the pie the only thing we care about? How do we want our experience of pie making to be? How will our relationship be impacted by this experience of pie making?

One of the things that helps me find my way to intentionality in my practice at OSU is to look at an experience through a metaphor. We can use our experience of pie-making to deepen understanding about who we are in collaborations with others and build understanding about choices between us in how we will make this pie that illuminates patterns of collaboration and choices that aren’t limited to pie-making. We can also look at roles common inside of academia to consider how these roles, in archetypical form, constrain our access to choices.

If a Professor archetype is collaborating on a pie, we might see the busy professor ask that the pie crust be made ahead of time, expecting (or assuming) a level of base knowledge before deciding what will go in the crust. The professor might use communication norms that assert expertise and authority about the quality of the pie ingredients or the best way to make a pie. The professor may not see that their assertive claims make it too risky for the other to suggest an unusual, but also delicious, gluten-free crust.

Similarly, if a Campus Leader archetype is collaborating on a pie, we might come to the meeting about pie making and see that person set the timeline and predetermine the output expectations (‘traditional cherry’ or ‘key lime’). That person might not see how their suggested ideas or preferences could be heard as expectations that are limiting opportunities to consider the seasonality of fruit, the recipes preferred by the bakers, or understanding that there is a backlog of cakes that have been ordered.

If a New Student archetype is collaborating on a pie, they may be relating from a place of insecurity, unsure that pie in Corvallis is the same as pie in their hometown. They may not know how to bring up the shepherd’s pie they loved eating at their grandfather’s house. They may not know that the blackberry bushes in their backyard can be a valuable contribution to our pie-making goals.

Because archetypes and metaphors are so powerful to the human experience and how we make meaning of the world, we often find ourselves playing out scripts or norms of what dominant culture prescribes as normal. We can do this knowingly to find belonging – or unconsciously because we’re busy and operating as if on autopilot. Because we do our work inside of academia, there are some ways that norms and patterns might prescribe for us how to approach our pie making. These may or may not serve our goals. If we’re not intentional, we might find ourselves communicating or planning in a way that limits the possible pies we could cook up together.

So, remember that I want to make a pie with you? I have some ingredients, some experience and some challenging limitations getting a flaky crust. What ingredients do you have? What experience do you bring? Do you want to work together? What will our conversations be as we make this pie? After we make and consume the pie, how will our relationship have changed? What will that mean for future fruit harvests? Did my choices in relating with you create the context for you to trust me enough to tell me about your grandpa’s shepherd’s pie?

I’ll never forget asking a peer “how do you like to approach collaborations?” and seeing reflected back to me, in her response, how rarely she was asked that question. When I practice intentional collaboration with a group, I might use agendas and meeting design to create the context for collaboration that works for me, the team and our goals. If there’s anyone new to OSU or meeting each other for the first time in the collaboration, I might spend a meaningful chunk of the first meeting (30 minutes!) to build relationships and trust with the group. I like to choose conversation topics and questions that encourage everyone to share about prior roles, strengths and skills that may not be evident based on title or positionality. I’m practicing how to create a brainstorming or idea-generating process that ensures everyone—especially those with less social or positional power—have opportunities to contribute to the vision and approach of the project. Along the way, I try to promote conversation that builds understanding about everyone as whole people with lives outside of roles at OSU.

The pies we make will get eaten and enjoyed. The connections we make when we bake together will be the nourishment that resources us both for years to come. Do you want to make a pie with me?

ASC & Writing Center Staff Picks

The middle of the term can be a challenging time for students—especially as midterms begin and schedules get even busier than they already were. We asked ASC & Writing Center staff to respond to the following prompt: “As we approach the middle of the term, what is a support strategy, Learning Corner resource, or campus resource that you feel students could benefit from during weeks 4-6 of the term, and why?”

Adam

As your students prepare for midterms and weekly quizzes, consider helping them recognize the range of active studying techniques they can use beyond re-reading notes. Re-reading helps learners practice memorization, but leaves them vulnerable to forgetting key concepts without notes in hand. On exams, students are challenged by recall. In order to recall information effectively, it’s important that learners use many different ways of practicing that information. Help students use their notes in new ways (e.g., build models, make drawings, explain to their friends). New engagement practices critical thinking and helps students retain information longer—valuable for any cumulative finals they may have!

Anna

The middle of the term is a great time for students to reflect, recalibrate, and get organized. Some of those larger assignments will be due within the coming weeks, so now’s the perfect time for backwards planning and making time to complete projects without waiting until the last minute. Procrastination can creep in as assignments and exams ramp up, and getting organized can help students stay motivated and on track. Our weekly to-do list, weekly calendar, and term-at-a-glance are popular tools that can be used to map out sub-goals and smaller deadlines for large projects or prep for exams without cramming.

Chris E.

I would be remiss if I didn’t choose the Writing Center as a resource that’s especially useful. During weeks 4-6, when students might start big writing projects, the Undergrad Research & Writing Studio in the Valley Library offers space for students to write among a community of writers with writing consultant support. Students can spend time in the Studio writing, reading, or researching, and then call a consultant over for a quick consultation—no appointment needed. Students who make the Studio their home base for writing will benefit as they’ll be advancing writing projects while also building successful project habits.

Chris G.

Weeks 4-6 are a good time to remind students about tutoring resources which can help clear up misconceptions about course material so far. We know that students commonly overestimate their knowledge at the beginning of the term, and weeks 4-6 are often weeks when students realize they need help. We can assure them that it’s not too late, especially if the end of the class is point and concept heavy. Some potential tutoring resources are the Mole Hole, Worm Hole, Econ Tutoring Lab, Math and Statistics Learning Center, and there is still room in some SI Study Tables!

Clare

Week 5 is half-way through the term and a great chance to recalibrate how we’re using time and for what. Completing the time-log worksheet can shed light on where students’ time is going and open up possibilities for what to do next. Need to spend more time studying or missing routine self-care? Students can work with a coach to build that into their schedule. Need to adjust their work schedule or family commitments? The insights from the time log sheet can be a starting point for those conversations.

Marjorie

The middle of the term can be hectic and is a great time to check in on how students are feeling and if they’re making time for study and for relaxation. Break Ideas from the ASC shares fun ways to take a break. I share this visual and invite students or student staff to share their favorite break activities and plan for times when breaks would be most useful in the upcoming week. I also share how I enjoy taking breaks—particularly my love of Tetris 99 and how satisfying it is to watch all the little tetrominoes fall into place.

Sarah

As the weeks fly by, I think it can be helpful to connect with students about resources that can support their health and well-being. Juggling everything can be stressful, and studying and concentration take a lot of energy. Remind folks about, or introduce them to, the Basic Needs Center’s Healthy Beaver Bags (one of several food resources the BNC helps students access). Students can pick up a bag of groceries each Friday with a recipe to try! There’s nourishment and adventures in cooking and opportunity to meet the great folks in the BNC!

Woodrós

Did you know the Mind Spa in CAPS has a plethora of resources, including a higher-end massage chair, biofeedback programs, a Buddha board, and a robust set of anytime online resources for those attending virtually? Any member of the OSU community can schedule time there. We all do better work when we are recharged and refreshed, and with all the options in the Mind Spa, there’s something for everyone! Students might consider signing up for an appointment as a study break, to settle in before a midterm, or to relax for a good night’s sleep.