While perhaps slightly hyperbolic, I’m forging ahead with this title, courtesy of the Random Title Generator. This after a lengthy brainstorming session via Teams and mulling over a number of compelling options from the generator. Clare didn’t feel that “Wizard of History” was a fair representation of what I’d written, and I felt that “Eye of Thoughts” was too Mordor. So here we are with “Voyages of the Soul.”

The new year always seems like a time for reflection on the past year, though reflection right now feels challenging. While I am not offering a reflective deep dive that encompasses all the learning and thinking I’ve done this past year, I would like to share a few things that have helped me navigate working remotely the past 10 months and that I hope to continue moving forward post-COVID/remote work.

Flexibility (no crisis required). Flexibility shouldn’t require a crisis. While I usually try to have flexibility in classes I teach, I’ve been more intentional this past year—requiring fewer assignments, offering options for engagement, grading complete/incomplete. Students often believe that any request for flexibility is a big ask—even when they’re dealing with the unimaginable. From the instructor side of thing, the ask is often small and easily accomplished. I hold onto the idea that students shouldn’t have to ask. If I can build in flexibility from the onset, I can establish it as a norm rather than an exception.

Less urgency. So often everything feels urgent. Emails, asks, the 10-week term. And while some things are urgent, many things don’t need to be. I’m trying to push back on that culture of urgency, become more aware of its relationship to power, and be mindful of how I contribute to this culture. The more I look, the more opportunities I find to be slow down, create boundaries, and make space for myself and for others to work in more manageable ways.

Music. And dancing. As I write this, I’m at a standing desk with wireless headphones, dancing. Many afternoons this past year have been improved through music and dancing. I’ve been fortunate to work from home, and that set-up process challenged me to think about workspace in a new way—to imagine what it could be. Now, this whole set-up may have to come back to campus with me. Waldo Hall dance party.

Time between meetings. While it’s now possible to transition between meetings with a few mouse clicks, back-to-back-to-back meetings are not good for us. Days with 5 or 6 meetings in a row, constantly on screen, are exhausting. I imagine this is equally hard on students in remote classes. I’m trying to be mindful of the meetings I’m leading, time needed, and how I can encourage people to engage in ways that work for them. Sometimes brief audio calls or Teams messages are enough. When an hour is scheduled, I’m working to end meetings at :50 and keep transition time between conversations.

Community. In November, I participated in NaNoWriMo (National Novel Writing Month). To achieve that goal, I needed to write every day. Knowing Clare was also committed to daily writing provided solidarity. Evening writing sprints on Discord connected me with others in the same process. And Sarah’s check-ins, excitement for the project, responsiveness to random writing questions, and encouragement were so helpful. As I plan for future projects and as I support others in their planning, I’ll be looking for more connection points and ways we can create a stronger community of support and encouragement along the way.

These are just a few of my reflection points, but I’ll be adding to my list in the coming months. I’d also love to hear from you if you’d like to share! What have you learned about your work? Or about supporting students? What are you holding onto moving forward? Feel free to email me a short description that we could include in a spring issue of The Success Kitchen.

by Anika Lautenbach

This is my second year in the Adult & Higher Education master’s program here at OSU, which transitioned from being hybrid to completely online a couple years ago. Through this experience, I have developed awareness of what instructors do that help me feel more engaged and supported and better able to succeed as an online student. I’d like to share a few of those insights with you.

Instructor Presence

The first thing I notice when I start a new class is whether the instructor has introduced themselves. My preference is an introductory video, though a voice recording and/or photo can be effective too. What I like about the video is that it allows me to imagine my instructor when I read their comments, announcements, and feedback. It humanizes that interaction for me and makes me more likely to reach out for connection and support.

My favorite instructor posted video announcements every week. It was fun to see him and get a sense of what we could expect from the upcoming week. It also helped me develop more flexibility with my expectations, since I felt like I knew him and could trust that he was doing everything he could to support our learning.

Conversations Early in the Term

As a student, I often think about what I can do to feel more connected to and engaged with what I’m learning. It helps to meet with my instructors at least once during the term – typically when the term starts. This often includes brief introductions and a conversation about how classes are going for me, what I’m excited or nervous about regarding this particular class, and what I need to be successful. Having this initial conversation makes me feel more comfortable reaching out later, especially if instructors create space for a meet-and-greet early in the term.

Contributions to Discussions

Online students are typically asked to complete many discussion board posts and responses. When you’re taking a class in a physical classroom, the instructor typically responds when students share their thoughts and perspectives. It helps when instructors do this online as well. As a student, I feel supported when an instructor comments on my posts, whether they are praising something I said or challenging me to think deeper. I look forward to reading my instructor’s perspective – it makes me feel like the instructor is there with us. I also appreciate that it models effective discourse for the class—so students see positive forms of engagement and how replies keep the conversation going.

Transparent Communication

It also really helps me when instructors are transparent with their communication throughout the term, like letting us know if it might take longer to respond to emails or other requests. If a busy time of term comes up, a brief announcement about availability lets us know the instructor is still here—they just need more time to get feedback to us.

Invitations to Engage

Finally, I appreciate when instructors provide feedback that ends with an invitation to share questions and keep talking about assignments. I try to respond to instructor feedback on assignments. I’m not sure if students always realize they can do this—that it creates connection and supports how much they learn from assignments. The instructor invitation reminds me that the feedback is a starting point and a way to begin an engaging conversation.

Additional Perspectives on Supporting Remote & Online Learning

I recognize that creating community and connection online can be challenging, and that it is even harder now given the conditions that have caused so many of us to learn and work remotely. Thanks for everything you’re doing to support students as they meet the challenge of remote and online learning.

For additional perspectives from undergraduate students, check out our Student Staff Picks: Instructor Support.

In fall term, we asked Academic Success Center and Writing Center student staff to contribute their thoughts on this prompt: “What is one thing an instructor did to support you in fall term?” Click the visual below to see the full-size image with responses.

To learn more about the student experience, review the results of the Remote Learning Experience Survey from November 2020 at https://beav.es/Jiy (Internal to OSU; sign-in required through Box).

by Clare Creighton

In my 12 years at the Academic Success Center (ASC), I’ve enjoyed teaching dozens of sections of ALS 116: Academic Success. This course helps students develop skills and strategies for success in college-level learning environments. The course includes topics like time management, metacognition, and effective study strategies—all topics that students apply to courses they’re taking.

ALS 116 is an absolute delight to teach, but my favorite approach to teaching learning strategies is embedding strategies into the context of a specific course. In fact, I would argue that every course has the opportunity to help students make connections between learning strategies and what it means to be successful in that particular course or discipline.

With 5-10 minutes here or there early in the term, instructors can help students identify and apply strategies to support their success throughout the term. This is an easy way to help flatten the learning curve around college expectations and create an on-ramp for what is already a rapid 10-week term.

How to Get Started

One entry point for embedding learning strategies would be to ask yourself, “What learning strategies and skills would help students be successful in my course?” You could then follow that up with, “Where in my course do students learn those strategies and skills?”

Another entry point could be to review the list of strategies below and consider which activities might be relevant to students in your course.

Model Reading Strategies

Reading is used differently across courses, and students may not know how approach reading differently for each course. You can help by naming the role reading plays in your course. Does it precede lecture? Exist primarily as a reference? Support homework or exam prep? During the first week of the term, talking through how readings are used in your course and explaining and modeling reading strategies can make reading more manageable and effective for students.

Plan Out Long-Term Projects

It’s easy to feel overwhelmed by a long-term project. Students who haven’t had a chance to build project management skills may benefit from learning about a tool like the backwards planning worksheet.  Working together to apply this tool to a project gives students the opportunity to practice organizational skills like breaking a large task into smaller tasks and scheduling work over time.

Support Note-Taking for Online Lectures

We’ve heard from students that note-taking for a live online lecture or a video is different from previous approaches. We also know that there are many note-taking variations. Follow an early lecture with discussion. Ask about note-taking approaches and main points folks captured in notes. Share an example of how you (or a TA) took notes on the same content. Invite students to upload their notes and try different note-taking approaches based on the content and format of your lectures.

Make Study Groups a Lighter Lift

Students are looking for connection and community and ways to replace their typical in-person study groups. Talk about how remote study groups might work in your course and encourage use of tools to get started.

Encourage Test-Prep Strategies

Like reading, test prep looks different for each course. Direct students to Learning Corner resources on test prep or encourage students to attend an ASC workshop on test prep and the science of learning. Creating a brief assignment or extra credit opportunity where students reflect on and apply takeaways can help students tailor their test prep strategies to the course and content.

Deconstruct Assignment Expectations

Interpreting assignment expectations can be a source of stress for students. You can help by giving time during class or in online discussions for students to analyze an assignment, practice using a rubric, or plan how to approach tasks. This can also be a great time to let students know about resources available to help with their assignment. For example, a Writing Center virtual tour can make students aware of ways to get feedback at any stage of the writing process.

Scaffold Independence

With any of these techniques, you can scaffold to move relatively quickly to independent learning. For example, you could guide students through creating a study plan in advance of the first midterm, debrief the process post-midterm, then give students time to create their own study plan for the second midterm or final exam.

Embedding learning strategies early in the term can be a great way to encourage students’ use of strategies all term long. If you find yourself looking for tools and resources to support students in your course – reach out! Email me or Marjorie, and we’ll help you navigate  resources from the Academic Success Center and Writing Center.