Katherine Wagner

I learned there is a certain balance required to keep students engaged in online discussions. You don't want to dominate their interactions by being overly involved, but you also don't want to be too far removed either. Highlighting good interactions and acknowledging students by name is a great way to encourage good behaviors to continue, and assigning students to lead discussions and online interactions is a great way to help them develop leadership skills. Essentially, how the Professor interacts in those spaces and the expectations he or she sets can really make a difference in how the students show up… >>>

I like that this module discussed the importance of understanding differences between the generations and considering the skills and maturity required for students to be successful in an online classroom. These factors do make a huge difference in how those individuals show up in online spaces. If I notice that someone is not responding well, perhaps they might need some technology assistance or some mentorship in that area that I can offer to them. 

In my experience, being able to choose the correct type of communication is an essential skill for this type of position. If I need to discuss something that is more time sensitive, I may not want to communicate through email because responses take time to go back and forth. I may instead choose to call the person and simply follow up with an email to summarize and document any important information that was discussed during the phone call. This allows the person to acknowledge the key points of discussion, accept any plan of action, or correct me if I misunderstood… >>>

I really love the Response Sequence section. When properly followed, this type of response acknowledges an individual on several layers (presence, emotion, thought, and concern) and gives them a deeper sense of value (you matter!). In my experience, this type of communication allows the person to shift more quickly into a cooperative and constructive frame of mind, where you can then begin working towards solutions together. When this type of communication is absent, the individual tends to feel like they can't move to the next stage of problem solving because they are not seen. 

Most people already have the answers they are seeking, but perhaps are not asking themselves the right questions to realize it. If we are able to ask the right questions, it can gently direct the individual to come up with answers and solution for themselves. We can also use questions to reveal the root of the problem, which may not always be the same problem the student presents to you initially. This knowledge helps us guide them towards the creation of an effective plan of action. If we constantly do this for them, they will never learn how to develop… >>>

The most important takeaway from this lesson for me is that the delivery of our suggestions matters a great deal in how it is received. Careful consideration should be given to our word choice. We can say the same thing in many ways and have it produce different student responses. We want to be constructive in our feedback. Asking permission before providing feedback can also help the student mentally prepare themselves to receive it without feeling as defensive. 

I learned that the career coaching process has little to do with managing student behavior or telling them what to do, rather it is guiding the individual to take action on their own and providing the proper support on the way to achieving their professional goals. This requires an assessment of their interests, motivations, and barriers to action, in order understand how to best assist them in doing so.

Detailed, legible, and clearly-understood (no slang or excessive abbreviation) case notes are essential. I really like the MAPP method because it shows a clear progression of the advising process and captures the student response from start to end. Providing a well-documented case history is the best way to ensure continuity between advisors, understand how to better assist the student over time, and protect the institution in legal matters when necessary. 

Student participation is a crucial part of the "collection" step in the Employment Verification process. Students are more likely to participate in a program when they have clear expectations for their role in the program and an understanding of why they are participating. My responsibility is to ensure students understand what specific types of assistance Career Services provides, in terms of meeting their short-term employment goals, as well as providing an expectation for their active participation to ensure our mutual success. Proper documentation is essential for accountability purposes here.

Once the student file is complete and they are considered properly… >>>

Schools need to clearly define "placement," which should align with applicable regulations or accreditation requirements. When the institutions ensure that their reporting employees are on the same page about what placement is and is not, it reduces the inconsistencies in reported data and ensures credibility of the organization and integrity of their programs. Maintaining detailed case notes when interviewing students on their journey to employment or failure to participate in employment activities is also important for protecting the school in the event of a lawsuit, which can be costly to settle. My primary responsibility is to ensure I understand the… >>>