Lily Huynh

A student's learning preference may change over time as they develop ways to process information and what they have just learned or feel they need to retain in order to pass exams and receive the best possible outcome or grades.

A student's ability and cognitive ability should not be limited if the instruction is fully in 'english' and english is a student's 2nd or 3rd language.  A student can fully comprehend course concepts, learning materials, studying materials, etc. with general ESL services, tutoring, and general guidance that keeps in mind how their brain processes material and other skill processing factors.

When a student is grouped into a 'racial' bias by an instructor, and it takes on a negative perception like bias or an idea that the student is less capable, it can be very alienating for a student.  An example is if an instructor groups a student who has English as a 2nd language as a 'slower learner' or not able to keep up with the rest of the class.  We should never place cultural or racial perceptions on students.

Working with a diverse student body requires looking pass a person's age, cultural background, religious beliefs, and other factors to support their education goals.  Embracing that each student should be seen as unique and valued is important to ensure inclusion.

Any type of 'bad customer service' or experience will stay with a student long term (and very difficult to overcome).  It is vital to provide students with positive and supportive interaction to motivate their success.

Intrinsic and extrinsic motivators both guide us to goals, learning how to use them is useful.

Security and autonomy for students is trust and their personal motivation to finish what they set out to do, or to 'achieve it'.  Our institution aids and facilitates this with the learning tools.

Coaching and peer coaching requires identifying areas of improvement, guiding individuals to work on themselves and to keep a positive mindset on areas to work on.