Creating an Environment for Learning

The First Four Weeks: A Critical Time for Students and Faculty

Many Columbus State students arrive with apprehension and uncertainty about how to navigate college. You can do a few small but significant things to help build relationships with students and reduce their concerns. Use this First Four Weeks checklist to identify actions you can take. Consult your chairperson and mentoring faculty for more advice.

Also take advantage of this condensed list of essential student advising and support resources to direct students to the appropriate office for guidance.

Learn and correctly pronounce every student’s name.

Failing to remember or mis-stating a name can leave a student feeling unwelcome, particularly if the student is an international student or feels part of a cultural minority. Develop a strategy for learning and remembering names. This brief article from Faculty Focus underscores the importance of knowing names and strategies for avoiding both student and faculty embarrassment.

Use the students' preferred name.

Both Title IX and FERPA regulation protect transgender students’ right to “privacy related to their transgender status, including their birth name or sex assigned at birth.” College rosters contain student’s legal names and not all transgender students have gone through the legal name change process. The College’s Gender Identity Task Force recommends the following strategies to ascertain student names in a manner that protects their privacy:

• Ask students to introduce themselves using the name they use. (Many non-transgender students may appreciate this also). If concerned about verifying student identity, speak with them privately.
• Read last names from the roster and ask students to supply their first names. Avoid using Mr. Mrs. and Ms.
• Provide students with large index cards folded in half. Ask students to write their preferred name on the outside and their legal name on the inside. Collect at end of class to take attendance and learn names. (Note: Some faculty use cards to invite students to discreetly disclose any concerns or needs they may have.)
• For online courses, adjust Blackboard discussion post settings so students’ names appear as anonymous. Then require students to post their preferred name at the beginning of each post.
• When making introductions, ask all students to identify their preferred gender pronoun and model this when introducing yourself. Eg. “My name is ____ and I use the pronouns she, her and hers.” Note not all students identify with binary gender categories. Some may use plural pronouns  --They/them/theirs -- or alternatives such as ze/hir/hirs. If students question this practice of pronoun identification the ensuing discussion can be about creating a classroom environment where ideas can be discussed and debated while preserving mutual respect.

Don’t assume “college knowledge.”

Many community college students are “First Generation College Students,” students who are the first in their family to attend college. These students may lack understanding about “how college works”: the language of college, college schedules and curriculum, how to interact with professors and peers; and how to find and utilize support resources. Moreover, they may feel too intimidated to ask for clarification and help. Some steps you can take help First Generation students succeed: Communicate proper college expectations

• Foster Self-efficacy by creating "Mastery Experiences" (progressive challenges that are attainable).
• Social learning activities that help students realize that all students working to learn content and college processes
• Explain college vocabulary: "syllabus," credit hour," GPA, etc.
• Teach students how to “read” a lecture, take notes and study (Eg. Not understand bullet point hierarchy)
• Make it known students can join Generation One Trailblazers (GOT) to meet other First Generation students
• For more information: view these excerpts from a workshop on First Gen students; attend an upcoming workshop or contact the GOT leadership.

Resources for Students

Quick Reference Guide (.docx) to many student support services.

Counseling Services
Columbus: NH 010, 614.287.2818
Delaware: 614.287.2570
Help with Crisis intervention, Mental health counseling and Alcohol & drug counseling.

Suicide Prevention Guide. Use and share with students.

Victim Advocacy (crime, sexual harassment, stalking, sexual assault, and intimate partner violence)

Global Diversity and Inclusion: Programs include cultural celebrations, student and employee development and support/membership groups.Programs for employees and students include Safe Zone, Pono Learning Community and the Diversity and Cultural Inclusion Council.

GOT Network (Generation One Trailblazers)
Support and mentoring network for first generation college students. Students without family experience with higher education may have difficulty adjusting to the expectations of college or lack social support for pursuing education. Consider putting this resource in your syllabus.

Speech Lab: The tutors in the Communication Center can assist you with the speech preparation process. Staffed by Communication instructors, the lab is open to faculty, staff, and students at convenient times.

Student Advocacy: Team members in Student Advocacy assist students with navigating the college environment, building academic success skills, and troubleshooting issues impacting their success. 

Student Engagement and Leadership (SEaL): SEaL coordinates programs and leadership opportunities for students to grow and become involved during their time at CSCC. In addition, a representative from Franklin County Department of Job and Family Services (FCDJFS) works on campus three days a month in the SEaL office to support students participating in the Ohio Works First (OWF) program; students with housing questions also may visit SEaL in Nestor Hall Room 116 to learn about community resources.

Tutoring Support Services: One stop source for identifying tutoring in many subject areas.

United Abilities Club: United Abilities is a student led club that promotes socialization and advocacy for those with autism and different abilities. 

Writing Center: Tutors work with writers on a variety of projects such as essay assignments, research papers, résumés, business letters, lab reports, and scholarship applications. Tutors can help with any stage of the writing process, from generating ideas to revising and polishing.