Author: swegmiller

Advocate for Yourself Successfully

We tell students to learn to advocate for themselves. But what does that mean? I looked in my thesaurus (I still own an actual paper copy!) to see what words are similar to advocate. Many were listed, here are a few of my favorites. Champion. Speak well of. Stand behind. Support. Speak for. These words help describe what it means to be an advocate—for oneself or for others.

When we self-advocate, we are usually seeking a change to a current situation. People who do this successfully know a few secrets.

Let’s use an example of a student who feels they were awarded a grade on a group project that is unfair. After the steps, I’ll share examples of how this might work.

Know the facts of the situation. Take out the emotion and write down the specific points that you know to be true. Do this at the beginning!
- Example: How many group meetings were you a part of? What specific tasks did you personally complete? What did you do to try and get the group working better? What and when did you communicate with other group members and/or the teacher?
Figure out what you want the outcome to be. People will be easier to convince if they know what you are looking for.
- Example: What do you think your grade should have been? (This should be supported by your evidence in step 1) Do you want your grade to change? Do you need information on how to start some other action?
Carefully put into writing what you listed in steps 1 and 2. Be specific about the words you choose so that you set a tone of cooperation. Avoid words that are emotionally charged.
- Example: Leave out adjectives and adverbs. That is where your emotions will show the most!
Follow the “chain of command”. Start your communication with the person closest to the situation. Give them the first opportunity to respond. For example, if you have a concern that you were graded unfairly, start with the person who awarded the grade. Your first communication should not be with the superintendent.
Be appreciative. Whether you achieve your desired results or not, thank the people who listened to your appeal. Being polite will reap many rewards in the long run!

Consider these two e-mails:

Email #1:

Dear Mr. Smith,

My group recently received a 75 on our research project. I understand that this was because some parts of the grading rubric were missing from our presentation. I am frustrated, though, because I tried 5 times to get two of my group members (Johnny and Sally) to contribute. They agreed to complete the Introduction and Conclusion, but never got it done. Other group members and I tried to encourage them and offered to help, but they kept telling us “I got it”. On the morning of the presentation, we learned they had no slides for the project.

If possible, I would like to have my grade calculated on the part of the presentation that was complete and shared with the class last week. My other group members (Carl and Nancy) also deserve this accommodation.

Thank you for considering my request. I have text messages and e-mails that support my position if you would like to see them.

Sincerely,

Sam Student

3rd Block English

Email #2:

Hey,

My group got 75 on our research project. The missing parts from the rubric were not my fault. My group members were lazy and wouldn’t do what I told them to. They agreed to complete the Introduction and Conclusion (the easiest parts!!) but didn’t do it. On the day we presented, I was like “Dudes, where are slides?” and they were like “Sorry, didn’t get them done. Got into a big battle on a video game that lasted all night.”

I don’t ever want to be in a group with them again. I deserved an “A” on this project, but because of their “F” work, I got cheated. It’s not fair. I hate it when teachers grade that way.

Anyway, I think I should get the “A”. Go ahead and give them an “F” in you want—they deserve it. I’m really tired of doing all the work in group projects and then getting a low grade because of slackers.

Susan

Which of these students is self-advocating? Which is mostly complaining? Put yourself in the teacher’s shoes. Are you more likely to change the grade for Susan or Sam?

Nirvana or Nightmare? Online Life

The Crosby staff chose this “online” topic back in December. We had no idea that in a few weeks everyone would be using online courses. The original idea was to explore whether online learning would be a good option for you or your student. That ship has sailed, so now I want to talk about dealing with this new reality.

It’s true that not all learners prefer, nor thrive, in an online learning environment. But there are things you can do to make the best of our current situation.

I am inspired by a book I liked as a child, What Good Luck, What Bad Luck, by Remy Charlip. It has been published more recently as Fortunately. I wish I had the talent to create fun illustrations like the original story…

Fortunately, we live during an age of connections through technology.

Unfortunately, we live in a world under attack by coronavirus and have no choice right now except to interact at appropriate social distances.

Fortunately, many online resources are being offered for free during this time.

Unfortunately, not everyone has good access to a reliable internet connection.

Fortunately, faculty are good at “learning how to learn”.

Unfortunately, teachers had very little time to prepare for this transition to online learning.

Fortunately, learning to work more independently is a good thing.

Unfortunately, in this situation, it’s kind of like learning to swim by being thrown in the deep end of the pool.

Fortunately, teachers have flotation devices and tips on how to swim!

Unfortunately, many students aren’t good at asking for help—especially by e-mail or text.

Fortunately, Iredell Crosby Scholars staff had been working with Zoom for several months.

Unfortunately, we still need more practice!

Fortunately, we are all in the same boat.

Unfortunately, that means we are all learning to paddle at the same time.

Here are some ways to look for the silver lining while social distancing–

Consider it a free trial! By working online now, every student is getting a taste of what it is like. Use this time to think about what you like about it. Better to find out now that online is not for you than to pay for a course that you end up dropping.

Practice working independently. In a virtual environment, it’s not as easy to raise your hand and get a question answered. We have experienced this in our own work environment recently. If we were at the office, we could call everyone over to our screen to show an example. When we meet on Zoom, trying to juggle everything makes it much harder to do that! Sure, we use e-mail and text, but it’s not the same as asking in person and getting immediate answers.

Learn new technology. We have had Zoom in our office for several months now. We are learning by doing—that is a great way to increase skills! It’s okay to have glitches and technical issues. Everyone is in this together and experiencing similar frustrations.

Use available help if you need it. If you are struggling, let your teacher know! Find out what extra resources are available to you. Many internet options are available for free all the time. During this pandemic, there are even more free resources thanks to companies that want to help. On our website homepage is a list of many of those that we have heard about. Check it out!

Have fun and participate! Contribute to the online sessions by asking questions and entering the discussion. Wear a silly hat or shirt—everyone could use some fun about now. Be positive for your own good and the good of others. Make a list of crazy things that are happening so you can look back and say “remember when…”!

Make a plan. Many students run into trouble with online classes because they don’t do a good job of pacing themselves. Get a calendar and map out your assignments for the day and/or week. Create a list of things you need to get finished each hour or day. Don’t expect that you will be able to read 200 pages in a day—break down those large assignments into smaller pieces. For example, read 20 pages every weekday morning and another 20 in the afternoon. After a week, you will have covered the 200 pages! Make sure you check your assignments regularly to see if there are changes. Don’t procrastinate! The sooner you get your work done, the sooner you can do something you really enjoy!

Community College is not a Dirty Word

Are you a parent thinking community college is fine—as long as it’s not where your student will attend? Students, do you think less of your peers if they attend community college? Face it, whether we like it or not, there is a stigma about attending a two-year college.

It’s time to change the idea that a community college education is only a fallback plan. Many students and their parents don’t even consider community college. They believe that classes or the campus experience at a two-year school are not as good.

Last year, Mitchell Community College was the top choice for Crosby Scholar graduates. But, “I’m only/just going to Mitchell” is a statement we heard way too often! Students should be proud to attend community college. Crosby Scholar alums who attend community college aren’t there because they lacked options. They chose a two-year college for good reasons.

Value

The old adage, “you get what you pay for” doesn’t work when talking about college. The price of college (which varies widely) doesn’t always reflect the value of what you are earning. Instead of seeing community college as a great value, people assume that if it is cheaper, it must not be as good. There is nothing wrong in wanting to earn a degree in a cost-effective way. One semester of tuition and fees at App State will cost about the same as three semesters at MCC. Avoiding student debt is a very good reason for choosing an economical education.

Students who choose a career degree at a community college also do well. There are two-year degree programs that result in high-wage occupations. (Think R.N.’s, medical technologists, engineering technicians, etc.). For students interested in these careers, community college is a no-brainer!

Convenience

In NC, we are lucky to have a community college in every county. Students who have family responsibilities or a job are able to commute. Room and board prices at colleges are often as much or more than tuition and fees. Families have already covered those costs, so living at home doesn’t add to the bill for parents.

Big fish, smaller pond

Students at community college won’t find themselves in a class of 100 or 200 students. They will also have professors as teachers, not graduate students. Professors at community colleges spend most of their time in the classroom, teaching. Community colleges have libraries, student clubs, campus activities, and new people to meet.

Career and transfer options

Many students want to transfer credits from a community college to a university. To make this possible, courses must be similar. Two- and four-year colleges earn accreditation from the same organization. They must meet the same standards for faculty credentials.

Every four-year college accepts transfer students—even the most competitive institutions. Research shows that two-year college graduates complete a four-year degree more often than other students. Those same two-year graduates are also have higher grades than their counterparts who were at the university for four years.

Support systems

Why do these students do better? Some of these students realize they are not ready to move out and take on more responsibility. By commuting to school, they maintain support systems with local teachers and family members. Gaining confidence through successful college work is valuable before starting at a university.

So, let’s all work to get rid of the stigma that community college is less. The only way to correct this perception is to change our own attitudes and behaviors. Students should not be “looked down upon” for selecting a higher education path that is the best fit for them. Instead, let’s congratulate students on making the right choice for them!

A Secret to College Success: Awesome Academic Advising

Coordinator of Advising and Assessment—my first position after completing graduate school. At Edison Community College in Piqua, Ohio, I trained faculty advisors to work in the Advising Center. These expert advisors could explain a variety of options and possibilities for every student. They knew about every program offered at the college.

Like today, students struggled with transportation and budgets. As advisors, we knew that it was important to take all these factors into account as we worked with people. We stayed in close contact with financial aid, career counseling, and other student services. We helped connect students to other resources available to them.

Students I knew came to college to make their lives better. Some were re-training after a lay-off. Others were coming to college for the first time after children were older. A few were starting over after making a poor attempt at college right after high school. So why, then and now, do students who come to the college so motivated, not finish a degree? Why is there such a high rate of attrition at community colleges and universities?

There are many answers to those questions. This blog is focused on one. Students don’t finish degrees when they never see a clear pathway to the goal. Taking a class here and there with little direction means that a student often doesn’t see a finish line. Or, because of haphazard scheduling, the finish line is further away than it could have been. Most students, though, do have a goal that they want to complete—usually in the shortest time possible.

When I was a freshman, I received a paper worksheet that listed all the requirements for my degree. My path was visible on that 8.5 x 11 page. I loved using my highlighter to cross off classes every quarter. I felt a great deal of satisfaction as I completed more and more pieces of my program. Today, many of those worksheets are digital, but still a powerful tool and motivator!

I had the advantage of knowing the degree I wanted to pursue when I started college. But, it’s okay to start as an “undecided” or “undeclared” major. These students need advisors and information more than anyone! One benefit of not declaring a major is the freedom to explore options. Yet, this can and should happen with a plan in mind. Advisors can recommend courses to a student based on conversations with him or her. The advisor knows the course offerings, professors, and “insider” information. By working with an advisor, the student’s schedule can be the best possible choice each term.

Colleges publish plenty of information about degree plans and program offerings. But, advisors always know more than what’s in writing. They know which professors might be on sabbatical or medical leave. They often know what type of research a professor is conducting. Advisors know which courses are offered in certain patterns. Although 100 level courses are for freshmen, the advisor knows which ones tend to be more difficult than described. They can suggest good fits during the semester that requires several difficult courses. They also know about clubs and organizations on campus that might interest a student. Students who know their academic advisors well receive more than a signature on a schedule each semester.

Students, though, should not depend on the advisor alone. Each student must become a self-advisor, too. Students need to know the degree requirements and the recommended course sequences. Undergrads should read the college catalog. They should explore study abroad, online, and other options. Good advising happens when a student brings a tentative schedule to the appointment. Instead of dealing only with scheduling questions, there will be time to talk about internships or co-op experiences. Students and advisors might also discuss the best options for classes in a minor field of study. Job opportunities in the field could also be a topic of conversation.

Advising is offered by colleges to support students. Students should take full advantage!