I have a student who...Spring 2007

Did you accidentally delete a message you wished you would have saved?

Scroll down to read the Spring 2007 series.
Click on the names of past semesters at the left to see archived "student who" messages.

I have a student who...
01-31-07...could benefit from the LSS website.
02-07-07...doesn't complete assignments as assigned.
02-21-07...is on my Early Alert Roster.
03-07-07...who seems depressed.
03-21-07...is failing my class.
04-11-07...wants to list me as a reference.
04-25-07...would be a great Peer Tutor.

I need information regarding Learning Support Services.
Where should I go? 

Visit the LSS website!
http://edgenet.edgewood.edu/lss/default.htm

 The Learning Support Services website is your resource for helping students AND yourself.  From the home page, click on “Faculty Resources.”  This web page is specifically designed to assist you in dealing with students in and out of the classroom.

Academic Alert Notices
As you recall, you can submit an Academic Alert Notice (AAN) for a variety of reasons.  The LSS website will give you an overview of Academic Alert Notices, and also links to the on-line form.  By going through the LSS website, you can inform students what concerns you have about their academic progress and the steps you believe they need to take to remedy their less than satisfactory performance--wherever you have an internet connection.  Bookmark this page!  http://edgenet.edgewood.edu/LSS/Faculty_Resources/aan.htm

Early Alert
Do you have questions about Early Alert?  The Early Alert page gives answers to frequently asked questions.  It also has links to all publications distributed by the committee; if you are unable to find the Early Alert booklet given to you at the beginning of the semester, you can print a copy here. 

I have a student who…
All “student who” messages are saved to the LSS site.  You can browse all messages sent from Fall 2002 to present.  

Disability Services
Do you have a question about students with disabilities in your classroom?  “Disability Services Explained” gives you an overview of Edgewood policy, as well as classroom tips for different types of disabilities. 

Writing Center
The Writing Center website has a section devoted entirely to instructors.  There are articles discussing writing and it’s assessment, how to incorporate the Writing Center into your class, and much more.  If you have other resources that you would like to make available for your colleagues, contact Angela Woodward. 

Tutoring Services
Would you like to recommend a student to become a peer tutor?  Click “Recommend a tutor” and your recommendation will be immediately forwarded to Sara Anderson. 

Student Assistance
Are you meeting with students who are confused about resources available to them?  Direct them to the LSS website. 

• Students are able to access all LSS handouts on study skills or visit the vast number of internet resources for study skills, mathematics, or science.  If you know of great internet resources you would like to add, contact Sara Anderson
• LSS services explained; direct students to “Tutoring Services,” “Math Lab,” “Writing Center,” or “Disability Services” 
• By going to “on-line forms,” students are able to request tutoring or schedule accommodations through disabilities services without needing to visit the Student Resource Center
• Math Lab and Writing Center hours are always available at the click of a mouse
• LSS staff information (with pictures) is also available.  Sometimes it is less stressful for a student to meet with a member of LSS if they know what we look like in advance.

What are you waiting for?  Take a tour today!
http://edgenet.edgewood.edu/lss/default.htm

Back to Top

I have students who aren’t completing assignments as assigned.

What can I do?

Sometimes I don’t grade or assign points to assignments because I want students to learn by doing; i.e., the assignment is for students’ learning, not for my evaluation of student progress. But if there’s no grade assigned, students don’t take these assignments seriously.

• Formulate these skill-building assignments so that students understand that it’s the process, not the product, that’s important.
• Explain the learning value of the assignment and why you are asking a student to “practice,” assuming that students will be tested on that skill eventually. If students choose not to do to the assignment, it’s their loss, but you should point out the “cause and effect” sequence.
• You could mention that similar exercises will be on the exam.  Some members of the math department have, in the past, taken ungraded homework problems and put them on the exam.  A student who did the suggested work would then do well on that question, whereas others may struggle (or be prompted to do more work next time!).

Often when I give these assignments, student do them together focusing only on the getting the right answer instead working to learn something (a mild form of academic dishonesty); or worse, they just copy another student’s assignment and hand it in as their own (an obvious form of dishonesty).

• Be specific about how you want students to complete an assignment (is working in a group okay?) and also about what you expect students to learn by doing the assignment (the process is important--not the product).
• Remind students that submitting someone else’s work as their own constitutes cheating, for which students can be sanctioned. You may need to check assignments to be sure students understand this.   
• Some students may not understand HOW to properly work in groups.  Ideally, students would do their own work ahead of time, and then discuss different points together in a group.  If students don’t look at the assignment until they initially meet, a valuable step is lost.  A brief discussion in class may help clarify this for students. 
• The bottom line: if teachers let students get away with cheating, students will cheat.

If you suspect cheating and don't know how to handle the situation, contact the Academic Dean's office.

Back to Top

I have a student who appears on my Early Alert Rosters.
Why?

Early Alert Rosters are in your mailboxes!  Grab your Edgewood ID and head down to the mail room to retrieve them.

If you have freshmen in your class, you have received an "Early Alert" roster in your mailbox.  On these rosters, we have listed all freshmen enrolled in each of your classes--it does not mean that these students are "at-risk."   This feedback process is a retention tool designed by the Early Alert Committee to track the success of our first year students.

It is very important that we receive these rosters back in a timely manner, whether or not you have negative feedback on a student.  Positive feedback is just as valuable as negative feedback in determining a student's status.  Even if you have been giving frequent feedback (positive or negative to a student), this allows us to compile the BIG picture of a student. 

What is the “big picture”?  It’s making connections between the feedback given in every class.  It isn’t enough to see what happened in one class—we have to see what happens in every class!  If students aren’t acting on the feedback you have given, they may be ignoring others as well.

Your feedback could mean the difference between retaining a student and losing a student!

Even if you don't have any absences or late work to report, please return your completed rosters by
Friday, February 23
to the Student Resource Center (DeRicci 206).
Your participation assists student success!

It is important to remember that students with sophomore, junior, or senior standing will NOT appear on these rosters.  Since feedback early and often is important for ALL students regardless of standing, try one of these other methods for upperclassmen.

Academic Alert Notices.  Is attendance becoming a problem?  Did the first exam not go well for a student?  Fill out an Academic Alert Notice (AAN) online.  A copy of the AAN is sent to the student, the Academic Dean's office, and the student's advisor, alerting them to the student's performance.  You can find online AANs at https://edgenet.edgewood.edu/lss/Faculty_Resources/academic_alert_notices.htm.  Bookmark this link!  It is a useful feedback tool.

Communicate with the student.  Talk with the student directly, make a note on a returned assignment, or send an email.  All of these things can communicate your concern with the student directly, allowing him or her to take action.  Feedback is crucial to the development of all learners, and should be delivered frequently.

Remember, feedback does not have to be negative, or occur only when something "bad" has happened.  Feedback can (and should) exist when things are going well.  Do you see marked improvement in student work?  Has classroom participation been particularly valuable?  Let them know!  

Returning assignments.  While we all know that a grade is not the final measure of a student's learning or understanding, it is a way to let students know how they are doing in a course.  By handing back assignments in a reasonable amount of time, revisions can be made, allowing the student to learn more from the experience and seek help before it's too late.  Remember, students will often not seek help until they are told (or shown) they need it! 

Early Alert Committee.  If you are having concerns about a student, contact someone on the Early Alert Committee to point you in the right direction.  For more information about the Early Alert Committee, review the booklet you received at the beginning of the semester, or go to http://edgenet.edgewood.edu/LSS/Faculty_Resources/early_alert.htm.   

For advisors:  The Early Alert Committee has devised a way to help us “close the loop” and better serve our students.  After meeting with your advisees about any concerns (i.e. information you receive from the Early Alert Committee), we ask that you visit https://edgenet.edgewood.edu/LSS/Faculty_Resources/EA_post.htm to fill out our follow-up form.  By doing so, it gives the committee a better idea of how and where our students are connected, and also lets us identify which students are in need of more attention.  This essential piece of “closing the loop” allows us to focus our attention on the students who are in great need of additional outreach. 

Back to Top

I have a student who seems depressed.

What can I do?

This time of year depression can result from a variety of sources.  

Homesickness
After an extended winter break, some students are reluctant to return to school.  Students spent extra time with families and friends and were able to reestablish bonds with loved ones at home.  Residence Life staff reports more homesickness in February than in August or September!

Academic Stress
We are now in the seventh week of the semester.  Midterms are starting and we are currently in an academic transition period.   Academic expectations are increasing and students are managing a variety of projects, tests, and papers in their course work.  They can feel overwhelmed and serious stress can result.  

Spring Fever
With Spring Break approaching, students may begin to dream of vacations and warmer places.  As a result, school work may lack focus.  In addition, with the warm weather and vacation approaching, some students become increasingly concerned about body image and succumb to unhealthy lifestyles.  With Spring Break combined with Easter Break, some students may also feel like they aren’t getting enough time off this semester, creating more stress.  Alternating unseasonable warm spells and bitter cold can also dramatically affect mood swings and health.  

What can I do?
Pay close attention to behavioral and emotional as well as academic changes in student performance.  We are at a very critical point in the semester; it is still early enough to make this a successful semester.  If you notice the quality of student work dropping, talk to the student today, and make the necessary referrals. Those referrals could be Academic Alert Notices (https://edgenet.edgewood.edu/lss/Faculty_Resources/academic_alert_notices.htm), Early Alert contacts, Counseling and Health Services referrals, or tutoring requests. The best thing to do is to provide the student with valuable feedback.  

If a student seems depressed, consult your Counseling Services Faculty & Staff Referral Guide, provided by personal counseling at Edgewood College.  It lists warning signs of distressed students and also gives tips on handling various situations that may arise.  You can also call the Student Resource Center at 663-2281 for assistance.  Remember, you may be the only person to notice problems in a student, and could make the difference in a student's situation. 

Back to Top

I have a student who is failing my class. 

What can I do at this point in the semester?

We are officially at "midterms."  After the ninth week of classes, it will be even harder for students to pull themselves out of ruts created at the beginning of the semester.  Try the following tips.

Does the student know?  Even if you handed back an exam with an "F" on the top, the student may not realize that he or she could fail your course.  It may be obvious to us, but some students truly believe that one exam cannot have such an impact on their grade, or believe that they will be able to make the points up at a later date.  They may not understand how much an exam is worth of the final grade.  A grade of "C" or "D" may not alert the student to a problem at all.  If the student ignores the grade after he/she receives it (instead of looking for areas of improvement failure could easily come as a shock later in the semester.

Tell the student.  Write a note (or stick a post-it note) on the exam.  Send an Academic Alert Notice.  Ask the student to meet with you during office hours.   The most important thing is that you communicate your concerns.

Recent Problems?   Has the student suddenly begun having problems?  This could point to personal difficulties, as well as a myriad of other problems.   A variety of referrals could be made, including (but not limited to) Learning Support Services, Counseling Services, Campus Ministry, or Health Services.

Midterm Grades.  If you have been asked to turn in midterm grades for a student, please do so!  This is another great way to provide information on a student's progress in a course.  It also alerts the Early Alert committee and the student’s advisor to the “big picture” of a student, and assists in coordinating efforts to assist a student.

Drop date.  If it is not mathematically possible for a student to pass your class at this point, let him or her know BEFORE the drop date!  This semester, the last day to drop a class without an F on transcripts and the last day to request a  Peer Tutor is Friday, March 30 (The Math Lab and Writing Center are still available for assistance). 

Most students are unaware of the potential outcome of failure in a specific course.  In addition, they may, or may not realize that they are failing! The best thing you can do for the student is to tell someone today.

Back to Top

I have a student who wants to list me as a reference.
What can I do?

1.   Be Honest with the student.  Discuss the type of reference that you will provide.  If you cannot provide a good reference, be honest with the individual. 

2.   Relate references to the specific position for which the person applied and to the work that the applicant will perform.

3.   Direct the response to the particular person who requested the information.  Respond to the specific inquiry about the student or job applicant.

4.   There is no such thing as "off the record."  Informal lunch discussions or "off the record" telephone conversations should be avoided.

5.   Information given should be factual, based upon personal knowledge/observation of the person through direct contact or obtained from the student's record.

6.   Avoid giving personal opinions or feelings. If you make subjective statements or give opinions because they are requested, clearly identify them as opinions and not as fact.  If you give an opinion, explain the incident or circumstances on which you base the opinion.

7.   Don't guess or speculate-if someone asks you questions regarding personal characteristics about which you have no knowledge, state that you have no knowledge.

8.    State in a reference letter, "This information is confidential, should be treated as such, and is provided at the request of (name of student or applicant), who has asked me to serve as a reference." Statements such as these give justification for the communication and leave no doubt that the information was not given to hurt a person's reputation.

9.    Do not include information that might indicate an individual's race, color, religion, national origin, age, disability, citizenship status, sex (unless by the individual's name it is obvious), or marital status.  Do not base an opinion of performance on stereotypes about an individual: for instance, "for a woman, she excels in math."  Document all information that you release.

10.   If you are unaware that a student has named you as a reference, ask the prospective employer for verification that the individual has given consent for the reference.  Such verification could include a copy of the student's signed application listing you as a reference, your name listed as a reference on the student's resume, or verbal confirmation by the student to you.  If you are asked to be a reference for a student, obtain consent from the student to speak to prospective employers. 

For more information or a sample reference letter, see Career Services in the Student Resource Center (DeRicci 206).

Back to Top

I have a student who would be a great Peer Tutor.
How can I let Learning Support Services know?

Edgewood College has a Peer Tutoring program to assist students who would like assistance above and beyond what their faculty member provides.  Some students request tutors because they are struggling with course material.  Others need extra confidence, or would like extra practice with course material.  Either way, we have Peer Tutors to assist them and help them to become better independent learners.   

The catch? 
Learning Support Services needs students to become Peer Tutors.  Occasionally, interested students will approach us on their own, recognizing that assisting their fellow students will help them in other classes, look great on a resume, and is a great thing to do!  For the rest of our Peer Tutors, we rely on faculty and staff recommendations.   

What we are looking for:
We are looking for students who received a “B” or better in the courses they wish to tutor and have a firm understanding of course content.  We need students with great communication skills who can work with students with a variety of different needs.  It is important that our Peer Tutors are sensitive to the needs of all students and have confidence in their abilities.  Patience is essential. 

A Peer Tutor is a work study position, so students are paid the current work study rate.  Training is also included.  Being a Peer Tutor looks great on a resume, and also helps students develop and refine their leadership and communication skills. 

How can you recommend a student?

If you have students whom you believe would excel in one of these positions, please contact Sara Anderson in Learning Support Services (663-3210). Writing recommendations can go to Angela Woodward.  You may also make your recommendations on-line through the Learning Support Services website at http://edgenet.edgewood.edu/LSS/Faculty_Resources/recommend.htm.  

Even if you don’t think there isn’t a need for tutoring in your subject, recommend your students anyway!  Some students are multi-talented and may be capable of tutoring in another area as well.  Also, sometimes students don’t request a tutor because they don’t think one will be available.  If we advertise availability, the students will come!

Types of tutoring positions:  Find out more about tutoring at http://edgenet.edgewood.edu/LSS/tutoring.htm.  

 Please contact Sara Anderson (slanderson@edgewood.edu) with any questions!

Back to Top