One of my colleges recently sent out a beginning-of-semester newsletter that included an interesting article: they had a student panel weigh in on what students want faculty to know.
Here are most of their points, rearranged a bit and with a couple of notes:
1. Students Want Feedback
They want to know when they’re doing great and when they’re not. They want to know what their grades are, and they want us to notice and approach them when they’re absent or missing assignments. And they want to be referred to strategies and supportive college resources.
2. Intro Activities: “Authentic” and Names
Introductory activities should be “authentic” and help everyone learn everyone’s name. I’ve never been sure what exactly authentic means, so I usually put it in quotes. But I think here it means not too cheesy, and helping people really get to know each other. Thinking through my Activity Corner ice-breakers, I think Conversation Jenga, Quick-Switch Conversations, and One-Question Surveys, among others, might fit the bill. Do you agree?
I also recommend doing what a lead teacher of mine has done: have students make name placards using marker on a piece of card stock, and write their names on both sides. Collect them at the end of each class and set them in the front of the room for students to pick up as they enter each day. This way, name tags are always there and people can learn the names of people in front of them. This can also help the instructors, though I urge instructors to actively study student names so they’re down pat as soon as possible.
3. Show Enthusiasm for the Course and College Life
Students want us to be excited about our subjects – it helps them feel engaged. It’s OK to show that we’re total geeks! Whew!
To this I add a personal note: there are geeks who can’t wait to welcome new geeks into the fold, and there are geeks who look down their nose at the outsider philistines. Be the first kind of geek.
The students also pointed out that students need encouragement and specific suggestions to get involved in college life. I think this is especially important on commuter campuses. For us ESOL teachers, a quick plug for the international student club, Model UN club, field trips club, sports teams, and other relevant campus organizations could be the difference between our students feeling isolated and our students finding a way to plug into the campus community.
Of course, some of our students are middle-aged, working full-time, raising a family, and taking classes at night with no time for clubs or other such “kid stuff,” so be mindful of that, too. Not everyone is looking to get involved, and that’s OK.
Thanks to this college for sharing some student feedback! More on student feedback on Thursday.