Welcome to my page devoted student success. I believe that a sound pedagogy paired with a deep attending to student relationships and support can cultivate some of the most meaningful learning experiences. Importantly, philosophy of student success is foregrounded in my approach to OLI by implementing strategies of student engagement to include LMS design and creating digital videos which document a community of inquiry.

Below, I feature videos which I made with past students to support the professional development efforts of my university. I hope these videos illustrate the importance of listening to, attending to, and cultivating relationships with students to maximize their potential for success. Furthermore, in establishing a community of inquiry, students might provide insight to questions about teaching, answers which are grounded in their experiences, successes, and challenges. I hope this portion of my ePortfolio illustrates my commitment to student success as grounded in asking and listening.

In the first video, below, I interview a group of former students, asking them how instructors can make course content and learning experiences more accessible.

In the video above, students mention course design in the virtual LMS, Blackboard and Google drive, as well as important concerns about the socioeconomic and cultural accessibility of learning materials.

One of the simplest ways to facilitate student success in OLI is to design course materials in distinguishable sections, in which the 16 week outline of the semester is readily visible or organized by distinct modules that reflect the semester arc. As stated by Allure and Ivan, witnessing the course structure makes it easier for students to understand where they’ve been, where they are, and where they’re going in the course. 

After commenting on the structure and delivery of the course, our conversation in the above video considered the accessibility of course content, especially as it relates to socioeconomic barriers to education. I believe we should meet students where they are, presenting them learning materials that are financially accessible.  Open access content or materials that are available via the library website are included in my OLI reading sequence, for example.   

The final portion of our conversation features the perspective of an international student, John, who comments on presenting culturally accessible, and appropriate content in the course.  Also, he discusses the importance of helping all students understand the norms of class dynamics and accessing the instructor. Just as we shouldn’t assume all students can afford the learning experiences we offer, likewise, we shouldn’t assume that students understand how to reach out when they need help. As John teaches us, OLI instructors should pay careful attention to negotiate cultural barriers by establishing “an accord” with students about rituals or norms of communication in the classroom environment.

I produced an additional video below, which explores the importance of building relationships with students. Again, I sought a past student’s perspective in producing this professional development content for new instructors, with a community of inquiry in mind. This student mentions how we “built a bond” over the course of the semester, which helped build confidence and comfort with the demands of a college writing class.

I believe one of the most effective ways teachers can elicit quality work from students is by building interpersonal connections with them. It is challenging, if not impossible, to suggest a single approach to building relationships with students.  Still, our students should sense our investment in who they are and the knowledge journey they are continuing in college.  Students can sense if they are valued and this can make or break some learning experiences.

Every day in synchronous class, I try and engage all students, to connect with them on multiple levels, both academic, popular, and otherwise.  For example, during roll, I might spend a few extra minutes simply asking individual students how they’re doing and listening to their responses.  Such a simple action is a powerful way to get to know them and to show I have bought-into their wellness and academic success.  By contrast in an asynchronous class, I utilize email to send simple “check-in” messages with students. These emails demand nothing from students and contain nothing more than a greeting and well-wishing comment. Students are usually very surprised when they respond that I would “take the time.”

Students have written about this strategy of community building in my opinion surveys, noting the connection between interpersonal relationships and their motivation to succeed in the course.

“He’s the only professor that actually got to know me and would know my name if he saw me on the street unlike my other professors.”

“I had the BEST teacher I could’ve asked for. I think Professor Kole was the reason we all excelled.  He is really attentive and passionate.”

“His ability to relate and provide positive feedback to his students was refreshing and encouraged me to work harder.”

“He makes us want to learn and be better.”

“I believe that Mr. Matheson’s enthusiasm for the course inspired me to want to do better and pass the course.”

These comments are wonderful to hear, but I would submit to you that the power behind these reflections is not limited to good feelings. Once students see our personal investment, that we are engaging their whole person, they are much more likely to open up, stake a claim in the course, and produce their best work.   This motivation is powerful, and only greater academic progress manifests by consequence. 

I hope my students understand that I have high expectations for them, as I have high expectations for sharing a quality online pedagogy.  Still, I am certain to place one value above all others: student success.  Student success, I hope, is prioritized in my teaching, namely in providing students relationships of support.  In addition to cultivating accessible and culturally responsive content, in addition to building community, and in addition to foregrounding learning outcomes, student needs and success are my top priority, which fundamentally shapes how I facilitate OLI.