Franklin University June 2016 Dr. Jim Young

Who is Jim Young? Franklin Adjunct Faculty Member for Nearly 20 years Franklin Adjunct Faculty Member for Nearly 20 years Retired V. P of a State University Retired V. P of a State University Retired Air Force Colonel—Personnel (HR) Officer Retired Air Force Colonel—Personnel (HR) Officer Teaching Since 1968 Teaching Since 1968 Teaching on Graduate Courses for 30 Years Teaching on Graduate Courses for 30 Years Teaching On-Line Since 1992 Teaching On-Line Since 1992 Four Children—Thirteen Grandchildren Four Children—Thirteen Grandchildren Married for 52+ Years Married for 52+ Years

About Jim: At the Dawn of the Internet I was there At the Dawn of the Internet I was there –Been at this online teaching since 1992 Nearly 20 years with Franklin University Online Nearly 20 years with Franklin University Online –Started with another school Good first training class (8 of 26 survived) Good first training class (8 of 26 survived) Assigned to a group on “Tone of Message” Assigned to a group on “Tone of Message” –At first I was not too keen on the assignment –But I learned in the group how important is was –Probably one of my best lessons for teaching online

I have been asked to talk about is “tone” of your relationships with your studentsI have been asked to talk about is “tone” of your relationships with your students probably preaching to the choir probably preaching to the choir but if you are coming out of a traditional, state-run college/university… but if you are coming out of a traditional, state-run college/university… of our students are really working hard to fulfill their lifetime dreams of finishing a degree of our students are really working hard to fulfill their lifetime dreams of finishing a degree overcoming huge obstacles to do this, and many are worried about their relationship with you overcoming huge obstacles to do this, and many are worried about their relationship with you Many of these adults are simply worried, even scared, of college, exams, and online in general. Many of these adults are simply worried, even scared, of college, exams, and online in general.

Just “holding their hands”Just “holding their hands” I do play the part of the “old prof”I do play the part of the “old prof” At 75 they think I am ancient(and I am)At 75 they think I am ancient(and I am) Much like a mentor to themMuch like a mentor to them Then we talk about academic issuesThen we talk about academic issues

Aware and sensitive to student needs. I have to work at it myself I have to work at it myself I am old Colonel—totally insensitive, of course I am old Colonel—totally insensitive, of course I have 4 married children, and 13 grandchildren, 3 of my children completed their Masters degrees on line. Several are teaching college on line now. I have 4 married children, and 13 grandchildren, 3 of my children completed their Masters degrees on line. Several are teaching college on line now.

Speech—On Line Lecture Classes Speed Speed Tone Tone Enunciation Enunciation

Technology Webcasts, online chats and teleconferencing Webcasts, online chats and teleconferencing Culturally customized website Culturally customized website

Communication with Students I prefer s—record of exchange I prefer s—record of exchange Always open and attentive Always open and attentive Ask Student to summarize understanding Ask Student to summarize understanding I will provide cell phone—really for urgent matters I will provide cell phone—really for urgent matters –But ask student to follow up with me, via to confirm understanding

Some Examples: –“I understand”—even when you might not completely, but it reassures your students. –Always use the student’s name, always. –“Does that help?”—as simple closure to nearly every I send in response to their questions—it allows/encourages them to come back if they don’t understand and still want help. –Always, always word your replies as if you are doing this (whatever) to help them. –“Hang in there”—I have found this encouragement really helpful for students who seem to be struggling with personal issues, and they feel they can’t continue. It convinces the students you are confident they can do this –“……for you”

More Examples: “Sorry, must be my error”—even when I am not sure it was, because with the challenges of communication via the Internet, it just might be, but things are not that clear—it demonstrates your openness to their concerns. “Sorry, must be my error”—even when I am not sure it was, because with the challenges of communication via the Internet, it just might be, but things are not that clear—it demonstrates your openness to their concerns. Even when you know the student’s third grandmother has died, I try to show sympathy, for their situation and ask if I can help in any way. (I keep notes on these excuses) Even when you know the student’s third grandmother has died, I try to show sympathy, for their situation and ask if I can help in any way. (I keep notes on these excuses) I try hard to not be critical, but instead helpful. I try hard to not be critical, but instead helpful.

There are times when you really need to make sure the student understands –I use the sandwich technique on that— good news (you are a good student), bad news (but the grade was based on…), and good news (you have promise/potential to do well).  I have a standard answer to “why didn’t I get 100 %?”—my response uses the sandwich technique, but also makes the point, the grade stands.

Discussion Boards –I read all the postings, but pick, on a selected basis who I will answer not the same person all the time, and pretty evenly spread through the listing of the postings –I never finish my comments with a declaration, I always ask a question of the student It seems to show you respect their views— again the way you ask the question is so important It seems to show you respect their views— again the way you ask the question is so important Allows for the student to learn more in the process, with focus. Allows for the student to learn more in the process, with focus.

Cl osing thoughts You really need thick skin because a miscommunication will really set a student off in the wrong direction and with a bad attitude—Always more frustration and work for you! You really need thick skin because a miscommunication will really set a student off in the wrong direction and with a bad attitude—Always more frustration and work for you! Respond to “flame” s after 24 hrs.—reflect first! Respond to “flame” s after 24 hrs.—reflect first! Your perceptions sometimes change. Your perceptions sometimes change. You need to refer “problems” up the chain, ahead of the student, if possible You need to refer “problems” up the chain, ahead of the student, if possible I tend to treat my students the way I want my own children to be treated—with compassion and respect! I tend to treat my students the way I want my own children to be treated—with compassion and respect!

Finished? Questions? Questions?