When fostering diversity, equity, inclusion, anti-racism, accessibility, and belonging in our interactions, it’s essential to ensure that we serve our students, our environment, and our profession. We must intentionally move away from default reactions and responses that may limit open dialogue and diverse perspectives. Becoming culturally responsive, especially in our teaching approach, philosophy, and instruction, is an ongoing, intentional process—not a fixed destination.

I encourage you to reflect on your journey and how it changes when we shift from thinking about reaching a destination to embracing a lifelong path of growth and development. As you continue reading, I invite you to consider two key questions to guide your journey:

1. What does culturally responsive engagement and interactions mean to you?
2. Why is becoming more culturally responsive important in your role as an educator and/or citizen?         

Remind Yourself to WAIT

Many colleagues who have attended workshops or conferences with me know that I enjoy using acronyms. I’d like to share a few that might serve as helpful reminders for supporting students and fostering a sense of belonging in your classrooms and learning environments. As you continue your journey of learning and development—whether in the classroom with students or in communities that aid your growth—sometimes the best approach is simply to listen. I’ve often felt the urge to respond immediately when something is said or done that challenges my way of thinking. In those moments, I remind myself to WAIT, which stands for “Why Am I Talking?” This helps me pause before reacting. Often, our students, colleagues, and situations require us to listen and learn rather than offering our own voice or advice right away. One way to honor different perspectives and cultures is by giving others the space to be heard before we respond.

In addition to remembering to WAIT, when it’s time to use our voice, we should focus on calling people in, not calling them out. We must approach conversations with a spirit of curiosity to support one another’s growth and development rather than with an investigative mindset that seeks to reprimand or penalize. One way to show curiosity is by focusing on similarities rather than differences—by comparing in, not out. As we interact with colleagues and students, it’s important to intentionally seek out different perspectives and find the truth, however small, in viewpoints that may be opposite to our own. Even finding just 2% truth in another’s perspective can help us build common ground and work through differences to support one another. When we embrace approaches that foster common ground and understanding, rather than focusing on right versus wrong, we create space for curiosity instead of judgment. By doing this, we move closer to unity—and remember, you can’t spell “unity” without “U” and “I.” Together, we are essential in creating and cultivating that unity.

Seek Support When Needed

While many of these tips are helpful, we can’t control how others react or respond to us. Not every situation will go favorably, and that’s okay. While we can’t control others, we can control ourselves. In challenging situations, one of the best things we can do is remember QTIP: Quit Taking It Personally. Everyone is entitled to have a bad day, and not everything is about us. We don’t have to stay in a negative space with others. We can choose to disengage from negativity and focus on something that makes our day more productive. By holding things more lightly and not taking everything personally, we free ourselves from carrying the weight and baggage of the day, week, or month into other encounters.

We must also remember that it’s okay not to know everything. When you’re stuck or unsure, it’s perfectly fine to admit that and then take steps to figure it out. Don’t hesitate to PUP: Pick Up the Phone! Whether it’s a call, text, email, or even sending smoke signals, reach out for support. Use your resources and networks because the journey toward change and inclusivity isn’t one you need to travel alone. Ask for help and support when needed to continue nurturing your growth and development. Yes, your journey is your responsibility, but building a strong support network is crucial. Find a mentor, and when you’re ready, offer to mentor others. We are stronger together.

With these tips, I invite you to return to the guiding questions: 

1. What does culturally responsive engagement and interactions mean to you?
2. Why is becoming more culturally responsive important in your role as an educator and/or citizen?   

Based on your connections, interpretations, and insights, what have you added, removed, or revised in your thinking? Additionally, what new possibilities have emerged for you?

In all, fostering diversity, equity, inclusion, anti-racism, accessibility, and belonging requires us to embrace a mindset of continuous learning and intentional action. It’s not about reaching a fixed destination but committing to a lifelong journey of growth, reflection, and responsiveness. By listening first, using our voice thoughtfully, and seeking common ground in our interactions, we can create spaces where all perspectives are valued and everyone feels seen and heard. While we may not control others’ reactions, we can control how we show up—responding with curiosity, compassion, and openness. Remember to take care of yourself, seek support when needed, and contribute to the growth of those around you. Together, we can cultivate the unity that leads to meaningful and lasting change.

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Author Bio:

Antione D. Tomlin, PhD, PCC, is a tenured Associate Professor and Director of Academic Literacies Tutoring Center at Anne Arundel Community College. Dr. Tomlin is also an ICF Certified Life Coach. Feel free to reach out at www.drantionetomlin.com or on X (Twitter) @Tomlinantione.

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Opportunities and Challenges

As technology continues to evolve at a rapid pace, the landscape of higher education has, and is, fundamentally changing. Artificial Intelligence (AI) is one area at the forefront of this change. There are both opportunities and challenges for students, educators, and administrators alike. As faculty at a community college, we are very familiar with the increased joys and pains AI has created over the past few years. Our intent is not to persuade nor dissuade the use of AI, but to share some of the opportunities and challenges AI might bring to higher education. Moreover, this piece explores the multifaceted role of AI in higher education, drawing insights from recent studies, articles, and our own experiences and observations.

Opportunities Presented by AI in Higher Education

AI provides many tools that lend well to higher education. AI can provide writing assistants, which can significantly enhance the writing process for students. A study conducted by Pearson in 2023 found that these tools provide real-time feedback on grammar, style, and coherence, thus helping students improve their writing skills. As faculty, we acknowledge that AI cannot do everything, especially when it comes to writing, organization, and critical thinking. However, we do believe AI could serve as a good starting point to draw students’ attention to some of the errors they may have in their writing. Additionally, with the efficient guidance of educators and AI, we can build more self-supporting and independent scholars.  

In our classrooms and departments, we have also seen the benefits of how AI can personalize learning experiences by adapting content to meet individual students’ needs, thus promoting a deeper connection with and understanding of the material, similar to what The Chronicle of Higher Education posited. The more we individualize and customize our approach as educators to meet the needs of students, the more effective the learning experience and sense of belonging our students feel. This customized approach and sense of belonging leads to week-to-week retention, which leads to semester-to-semester retention, ultimately aiding students in successfully accomplishing their goals for attending college. 

AI continues to be a hot topic in higher education. As educators, it seems that we are finally getting a handle of what AI is and how it can impact the learning experience and learning environments. While we are still figuring out many of the unknowns of AI, there is one thing we do know: AI will be sticking around for a good while. Since AI seems to be here long-term, we as educators encourage and task higher educators with doing more to get to know AI, as the simple ban of AI or turning a blind eye won’t be enough moving forward. 

Higher education must continue to explore AI and rethink its role in education. For example, AI can assist or support by analyzing datasets more quickly and accurately. This capability allows for more efficient data analysis, helping researchers to identify patterns and insights that may otherwise go unnoticed. Another thing AI can assist with is automating tasks. By automating routine tasks, we can free up time to focus on more complex aspects of work. Again, while we continue to express that AI cannot do and does not know everything, we do believe it could assist us in working smarter than harder with routine or simple tasks. 

AI may provide an extension and serve as a supplement to the learning experience. AI-powered platforms may enable students to engage in self-guided instruction, allowing them to learn at their own pace. These platforms can provide personalized recommendations and adaptive learning paths based on students’ progress and performance. This not only fosters independent learning but also encourages students to take ownership of their educational journey while providing space for them to assess their progress. 

Moreover, with benefit to educators, AI can function as a virtual teaching assistant, helping instructors manage administrative tasks, create or edit assignment rubrics, and provide efficient and effective feedback to students. Using AI morally and ethically can allow educators to focus more on teaching and mentoring to support student success, as claimed by The Chronicle of Higher Education. We are not saying that AI could replace students or faculty roles, we are saying that AI could potentially help to create an enhanced experience. Consequently, these practices may contribute to a more efficient and effective educational environment.

Challenges Associated With AI in Higher Education

Despite its numerous benefits, the integration of AI in higher education presents significant challenges, particularly regarding its use in higher education spaces. The ease of access to AI-generated content has raised concerns about academic integrity, honesty, and rigor. As faculty, and supervisors of faculty, we have had to deal with students being tempted to use AI to generate content for assignments with no guardrails or boundaries to what is and is not ethical use of the resource. With this, we see an increase in intentional and unintentional plagiarism and academic dishonesty offenses. With this knowledge, we charge our colleagues in higher education to develop new strategies to uphold academic standards and leverage the many benefits that AI tools might provide.

For educators, a huge hurdle to tackle is developing methods, procedures, and processes for detecting AI-generated content. It is important to note that while AI pulls from anything it can find online, it oftentimes can put together responses that—on the surface—look, sound, and present as sophisticated and accurate. Therefore, educators must find effective ways to address the use and integration of AI in higher education space. Moreover, we note that as AI technology continues to advance, institutions must invest in clarifying academic expectations to ensure the integrity of academic work for faculty, staff, and students. While the promotion of AI has made it easier for students to engage in academic dishonesty or misconduct, as educators, it is our duty to uphold academic integrity by way of awareness, support, and policy. By taking a deeper look at how AI is impacting higher education, educators can strategize to mitigate the risks associated with AI and leverage this powerful tool to enhance teaching and learning.

Playing in Possibility With AI

To address the challenges of AI and academic integrity, educators must also adopt proactive strategies to promote academic integrity beyond the typical reactive approach. Faculty are vital in their role of providing academically sound standards and expectations, including the usage of AI. Therefore, clear expectations and boundaries are essential, especially around the utilization of AI resources. When we are clear in our expectations, we can better communicate those expectations to our students. When our students have clear guidance, they are better positioned for success. 

This leads us to our next point of encouraging transparency as an effective strategy. By asking students to share their thought processes and reflect on their learning, educators can assess students’ understanding. Additionally, introducing AI into the classroom and exploring effective uses with students could help to remove unintentional accounts of plagiarism or misuse. This approach fosters an open and honest academic environment, where students and faculty feel comfortable discussing the use of technology and benefit from the resources provided by technology. 

By intentionally incorporating discussions and resources about AI and its implications into the curriculum, we can help students understand the useful, honest, and effective ways to use AI. Educating students about the potential benefits and drawbacks of AI encourages critical thinking, and responsible usage is an effective practice to embrace AI as a tool and not an obstacle in the promotion of teaching and learning. Requiring evidence-based work is another important strategy—by asking students to support their arguments with researched evidence and to include reflections on the processes, educators can enhance critical thinking and make it more difficult for students to turn only to AI-generated content. This approach promotes deeper engagement with the material and ensures the authenticity of students’ work. 

While the challenges are significant, the benefits of AI in higher education are immense. AI can be leveraged as a catalyst toward new possibilities for teaching and learning. By embracing these opportunities and addressing the associated challenges, we can harness the power of AI to improve higher education and empower learners. The integration of AI in higher education presents a complex and exciting landscape, but this complex landscape requires a balanced approach that leverages AI’s capabilities while safeguarding academic integrity. As we navigate this evolving technological tool, ongoing dialogue will be crucial in this transformation of education.

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Authors Bios:

Darian Senn-Carter, EdD, ACC, is a tenured Full Professor and Director of the Homeland Security and Criminal Justice Institute at Anne Arundel Community College. Dr. Senn-Carter is also an ICF Certified Life Coach. Feel free to reach out on LinkedIn.

Antione D. Tomlin, PhD, PCC, is a tenured Associate Professor and Director of Academic Literacies Tutoring Center at Anne Arundel Community College. Dr. Tomlin is also an ICF Certified Life Coach. Feel free to reach out at www.drantionetomlin.com or on X (Twitter) @Tomlinantione.

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Depending on the time of the academic year, faculty may neglect effective self-care and wellness practices because we feel the need to “push through” or “just get it done.” While this approach isn’t always the safest, many faculty may admit that it’s how things have always been, and they plan to rest when it’s “less busy.” We know we are guilty of this mindset sometimes. 

As we bring the academic year to an end, we encourage faculty to do a self-assessment and evaluate how they spent their emotional, mental, and physical energy over the past year. Consider what you need to do to rest, reset, and re-energize. This post offers tips for faculty—but they can also be useful for administrators, staff, and students—on how to be more intentional about adopting effective self-care practices at the end of an academic year.

Tip 1: Cultivate I.R.B. (Intention, Rest, and Boundaries)

Imagine enjoying a morning cup of coffee before tending to your notifications and emails. Envision the sun on your skin and wind on your eyelashes before a reminder alerts you. Cultivating IRB means to set an intention before the world requests of you. With a good night’s rest and morning intentionality, early morning mindfulness can seem less like a fairytale and more like a non-negotiable. 

Begin your mornings with the intention of self-preservation before your to-do lists define your day. This may require you to get up earlier or reevaluate the appropriation of your time, but afterward, it will make sense. Nobody said it was easy, but we all agree that it is worth it. 

Tip 2: Prioritize Play 

Somewhere along the way, adulthood kicked in and life began to life—and responsibilities overshadowed a type of innocence and carefree status that can only be recognized by your younger self. I often ask my folks, who were you before the world told you who you were? What activities did you do before said life event? 

This is where play comes into the picture. What does it feel like to laugh without judgment? Get messy without fear of cleaning up. Excitement without boundaries. The concept of “play” might confuse you; however, I ask you to not think so hard about it. If you played outside as a kid, lace up your sneakers and explore the great outdoors. If you meddled with arts and crafts in your younger days, take a visit to your local craft store and fill up your cart! The nostalgic remix of your then and now can be a full-circle experience that you didn’t know you needed.

Tip 3: Summer Reset

The academic year can bring many joys, challenges, pains, and growth to faculty. While we love what we do, the challenges can sometimes become overwhelming. Incorporating self-care strategies and techniques throughout the academic year is crucial, and summer should definitely be a time to reset. 

Personally, we use summer as an opportunity to recharge. We strive to only say yes to essential work tasks and embrace activities that bring play and pleasure. We are not suggesting that colleagues spend all their money on relaxation but rather emphasizing the importance of intentional self-care practices during the summer. Without this intentionality, you risk continuing down a path toward exhaustion and burnout. 

We suggest you approach summer with clear plans for what you want to accomplish, both professionally and personally. Create a to-do list that outlines your strategic and intentional Summer Reset plans. As your semester and contract come to an end, set aside time to thoughtfully add activities and experiences to your schedule that align with your reset goals.

Tip 4: Create/Join an Accountability Group

Just as we have writing, working, and exercising accountability groups and partners, we must also create spaces that hold us accountable for self-care. Find others with similar self-care or wellness goals and establish a collaborative community to achieve these goals together. Decide on the objectives of your formal or informal group, how you will hold each other accountable, and how you will celebrate both shared and individual successes. 

Having a self-care and wellness accountability space will motivate you to continue on your journey. Many tasks, accomplishments, and achievements require a village for support. Find, build, and cultivate your village as you strive to be the best version of yourself.

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Authors Bios:

Antione D. Tomlin, PhD, PCC, is a tenured Associate Professor and Director of Academic Literacies Tutoring Center at Anne Arundel Community College. Dr. Tomlin is also an ICF Certified Life Coach. Feel free to reach out at www.drantionetomlin.com or on X (Twitter) @Tomlinantione.

Tamisha J. Ponder, PhD, ERYT is an adjunct professor at Anne Arundel Community College and founder/CEO of Sankofa Health & Wellness, an integrative wellness company. Dr. Ponder leads an accredited and registered yoga teacher training program and mindfulness courses. Feel free to reach out at www.tamishajponder.com or on X (Twitter) @TJackPonder.

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Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the view of Interfolio.

As Black male community college educators, we find it fitting, as we approach the midpoint of the semester, to share some tips and strategies for supporting Black male students. While these insights originate from our experiences as both Black male students and educators in higher education, we firmly believe they can be valuable and applicable to anyone supporting Black male students, whether in K-12 or higher education settings. 

Far too often, Black male students lack the necessary support to thrive academically, prompting us to offer practical tips that educators can readily incorporate into their practices. However, we acknowledge that these tips serve as just a starting point. We urge our colleagues to continuously seek out additional resources and support systems to aid Black male students, recognizing that there are no quick fixes or one-size-fits-all solutions to addressing mindset shifts and providing equitable opportunities for their success. 

Moreover, let us be clear: It is not Black male students who need to change, but rather us, the educators, who must evolve our thinking and approaches to cultivate safer environments that promote connection, belonging, and achievement. Therefore, in our efforts to expand opportunities, we must understand that this is not a concern for Black male students to do something differently; it is an issue that requires collective action and reflection among educators.

Gilliard Tip 1: Create Supportive Spaces, Communities, and Resources—and Address Systemic Barriers

Take a deeper approach and get to know the why and not just the who in that moment. In the perspective of an archaic education system that was not built with the Black male or any minority student in mind, it is important to view the holistic student. Recognize and address the systemic barriers and challenges that disproportionately impact Black male students, such as financial insecurity, lack of access to academic support services, and experiences of racism and discrimination. 

One of the great marvels of life is that no one experiences the same thing the same way as the next, as our lives are a culmination of our experiences, factors, and attributes not limited to mental, physical, spiritual, intellectual, social, occupational, financial, environmental, and mental. In doing so, we must also understand and interrupt our own unconscious bias that we all possess to help meet students where they are while challenging them to rise to their potential. Provide targeted resources and interventions to address these barriers, including financial aid and scholarship opportunities, academic advising and tutoring services, culturally responsive counseling and mental health support, and initiatives to promote equity and inclusion on campus. Additionally, advocate for policies and practices that dismantle systemic inequities and create a more supportive and inclusive campus environment for all students, regardless of race or background. 

By proactively addressing these challenges and providing tailored support, staff can help empower Black male students to thrive academically and achieve their goals. Establish safe and supportive spaces on campus where Black male students can connect with one another, share experiences, and find a sense of belonging. This could include affinity groups, student organizations, or dedicated spaces within existing campus resource centers. Encourage faculty and staff to actively engage with these students, listen to their concerns, and provide additional support as needed. By fostering a sense of community and belonging, you can help empower Black male students to succeed academically and thrive personally.

Gilliard Tip 2: Provide Mentorship and Guidance

Offer mentorship programs specifically tailored to the needs of Black male students. Assign students mentors who can offer academic, social, and career guidance, as well as provide support and encouragement. These mentors should understand the unique challenges and experiences that Black male students may face and be able to offer culturally relevant advice and assistance. 

Additionally, provide opportunities for peer mentoring, where successful Black male students can serve as role models and mentors for their peers. Pairing students with faculty, staff, or peer mentors who share similar backgrounds or experiences can provide invaluable guidance, encouragement, and support. These mentorship relationships can help students navigate academic challenges, set goals, access resources, and develop essential skills for success—both inside and outside the classroom. Additionally, fostering a sense of community through student organizations, support groups, and networking events can create spaces where Black male students feel understood, empowered, and connected to their peers and mentors.

Tomlin Tip 1: Be Real, Authentic, and You!

As a faculty member, what I’ve learned is that the Black male students I encounter are seeking genuine connection, relationship, and guidance. It does not serve me to be anyone except who I am. I pride myself on being authentic in all situations, circumstances, and environments. This realization has been particularly meaningful in my work with and support of Black male students. 

As a Black, gay male, I openly embrace all aspects of my identity with my students, especially my Black male students. I recognize that all of my identities contribute to who I am, and it’s the authenticity with which I present myself that my Black male students appreciate most. Therefore, I encourage my colleagues who are supporting Black male students to show up genuinely and authentically—while also holding themselves accountable for mistakes. As a human, I acknowledge that I don’t always get it right, and I often make mistakes in supporting my Black male students. However, I lean into modeling self-awareness and accountability to create spaces of safety, connection, and belonging for my students. 

To my colleagues, I encourage you to ask for help when needed, to be yourselves, and to remember that Black male students are the narrators of their own stories. They should be allowed the space to be as genuine and authentic as we strive to be with them. This simple tip can go a long way, as Black male students have a keen sense of detecting inauthenticity. Once they perceive someone as inauthentic, it’s challenging to regain their trust. Sometimes, you may only have one opportunity to connect with a Black male student, so it’s crucial to be mindful of every interaction and make that one attempt count.

Tomlin Tip 2: Show Up, Even When It’s Hard

In my experience as both a Black male student and a Black male educator, I’ve observed that many people tend to dismiss Black male students if they don’t excel academically or conform to a certain appearance associated with intelligence. We need to eradicate the biases, stereotypes, and stigmas attached to the perception that Black men don’t care enough or try hard enough to pursue education. 

Although it’s disheartening that I still need to address this in 2024, I’ve encountered colleagues seeking support because they struggle to assist their Black male students effectively. While I’m willing to help colleagues develop strategies for supporting their Black male students, I take issue with colleagues who make assumptions about why their Black male students are struggling, having sudden class absences, lack of communication, or poor performance on assignments. Many Black male students are accustomed to being judged, and educators’ perceived lack of motivation to help them succeed only reinforces these negative perceptions and experiences. 

Therefore, colleagues, when faced with challenges in supporting your Black male students, start by asking them what they need. While they may not always have a clear answer—or a concise way to articulate it—providing them with a space to share their experiences and obstacles can help dispel any assumptions we might inadvertently make based on preconceived notions. This approach isn’t difficult, but it’s often overlooked. So, the next time you’re supporting a Black male student, consider asking open-ended questions about how you can assist and give yourself the space to listen. Remember the importance of waiting, and if you find yourself talking too much or making assumptions, WAIT and ask yourself, “Why Am I Talking?” Sometimes, offering a listening ear is the most valuable form of support.

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Authors Bios:

Antione D. Tomlin, PhD, PCC, is a tenured Associate Professor and Director of Academic Literacies Tutoring Center at Anne Arundel Community College. Dr. Tomlin is also an ICF Certified Life Coach. Feel free to reach out at www.drantionetomlin.com or on X (Twitter) @Tomlinantione.

Kenneth Gilliard, MS, is a Student Success and Retention Advisor with the Student Achievement and Success Program at Anne Arundel Community College. Kenneth is also the President and CEO of his company, Gilliard and Co. LLC – Event Planner and Travel Agent.

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As March unfolds, with its whirlwind of activities for both faculty and graduate students, it becomes crucial to carve out moments for self-reflection, effective self-care, and a mindful centering amidst the chaos. The looming threat of burnout is ever-present, capable of unraveling the fruits of hard labor over days, months, or even years. Join me, a faculty member and dissertation chair, as I collaborate with the insightful Dr. Candice Strachan, a former doctoral student. Together, we unveil many tips, strategies, and pearls of wisdom to guide both faculty and graduate students through the bustling demands of this season, ensuring they navigate the storm without succumbing to the perilous grip of burnout.

Student Tip #1: Consistency and Sacrifice Are Key 

Consistency and sacrifice are indispensable components for graduate students aiming to excel in their academic pursuits. Maintaining a steady dedication to your studies, research, and other commitments is crucial. Consistency ensures steady progress toward your goals and aids in avoiding the pitfalls of procrastination or inconsistency that can hinder your advancement. 

Additionally, sacrifice plays a significant role in the journey of a graduate student. This often involves prioritizing academic responsibilities over leisure activities, social events, or personal time. Sacrifices may include late nights in the library or at home, foregoing weekend outings to focus on research, or allocating resources towards educational expenses rather than discretionary spending. 

By embracing consistency and sacrifice, graduate students demonstrate their commitment to academic excellence and increase their chances of achieving their desired outcomes, whether it be completing their degree, publishing research, or securing career opportunities in their field. These qualities will help you navigate the challenges of graduate school with resilience and determination, ultimately contributing to your success in academia and beyond.

Faculty Support Suggestion: As mentors guiding doctoral students, we understand the hard journey they undertake. Depending on the stage of life and the doctoral process, it can be taxing and draining for both mentors and students alike. In our roles as faculty advisors, it’s crucial to engage in candid yet supportive dialogues with our students about the resilience, dedication, and sacrifices required to complete a terminal degree. However, it’s equally important to reflect on our own challenges during our doctoral journeys. While each path is unique, we must remember the hurdles we overcame and the support systems that sustained us. Even though we may have transitioned from student to mentor, our commitment to holistic student support remains unwavering, recognizing that life continues outside the confines of the doctoral program. 

Colleagues, let’s strike a balance between providing challenge and support while remaining mindful of our own expectations and frustrations. By doing so, we can foster an environment where students thrive, knowing they have a dedicated support network guiding them every step of the way.

Student Tip #2: Celebrate Along the Way

Celebrating milestones and achievements along the way is essential for maintaining balance and sustaining motivation as a graduate student. Pursuing an advanced degree is a demanding and often arduous journey, characterized by long hours of study, research, and academic rigor. Amidst the challenges and pressures, it’s crucial for graduate students to take moments to acknowledge their progress and accomplishments. 

Celebrating milestones can take various forms, from acknowledging the completion of a challenging assignment or exam to commemorating the acceptance of a research paper for publication. These celebrations provide opportunities for graduate students to reflect on their hard work and dedication, reinforcing their sense of accomplishment and boosting their morale. Moreover, celebrating along the way serves as a reminder that the journey toward earning a graduate degree is not solely about reaching the end goal but also about enjoying the process and recognizing personal growth and development along the way. It helps to break the monotony of academic work, prevent burnout, and foster a positive mindset.

By incorporating celebrations into their academic journey, graduate students can cultivate a sense of balance between their academic pursuits and personal well-being. Whether it’s a small gathering with friends, a special dinner, a quick destination trip, or a moment of quiet reflection, these celebrations provide valuable opportunities for rejuvenation, connection, and self-appreciation amidst the rigors of graduate studies. Ultimately, they contribute to a more fulfilling and sustainable experience as a graduate student.

Faculty Support Suggestion: I wholeheartedly advocate for my students to embrace celebration at every juncture of their doctoral journey. Whether it’s acknowledging small victories with micro-celebrations or marking major milestones with grand events, each step closer to completing their terminal degree merits recognition. It’s essential for my students to understand that no accomplishment in this process should be trivialized. We often emphasize that if obtaining a terminal degree were effortless, it would not be the esteemed achievement it is. I remind my students that they are embarking on a path that not everyone has the want, courage, or determination to pursue, let alone complete. Therefore, every advancement, regardless of its size, deserves to be celebrated. 

Colleagues, I urge you to challenge your students to embrace celebration more. Let’s instill in them the understanding that a triumph, no matter how small, is still a triumph worth commemorating. After all, in this demanding journey, every win is a testament to their resilience and dedication, and in many ways, ours too!

Student Tip #3: Unhealthy Habits Must Go 

Eliminating unhealthy habits is imperative for graduate students. As you navigate the demands of advanced academic pursuits, maintaining good physical and mental health becomes paramount. Unhealthy habits such as poor diet, lack of exercise, inadequate sleep, excessive stress, and procrastination can hinder academic performance, jeopardize well-being, and impede progress toward academic and professional goals. 

Healthy lifestyle choices directly impact cognitive function, energy levels, and overall resilience in managing the rigors of graduate school. Establishing routines that prioritize nutritious meals, regular physical activity, sufficient sleep, and stress-management techniques can enhance focus, productivity, and overall well-being. Moreover, addressing unhealthy habits contributes to better mental health outcomes. Graduate students often face high levels of stress, anxiety, and pressure to perform, which can exacerbate mental health challenges if not properly addressed. 

By cultivating healthy coping mechanisms, seeking support when needed, and prioritizing self-care, students can mitigate the negative effects of stress and maintain emotional resilience throughout their academic journey. Furthermore, breaking free from unhealthy habits fosters a positive mindset and promotes personal growth. Overcoming challenges associated with unhealthy behaviors requires commitment, discipline, and self-awareness. By replacing detrimental habits with positive alternatives, graduate students can cultivate a sense of empowerment, self-control, and self-efficacy, which are essential attributes for success in academia and beyond. 

Faculty Support Suggestion: The advice provided above isn’t solely for our students; it’s equally pertinent for us as faculty advisors. We must discard outdated practices that view the doctoral journey as an initiation or hazing ritual. It’s imperative to move away from the mindset of “I had to earn mine the hard way, so you should too.” Instead, we should approach this process with empathy and unwavering support for our students, ensuring we don’t replicate any traumatic experiences we may have encountered with our own advisors. 

Reflecting on my own doctoral journey, I’m grateful for the supportive chairs who not only guided me academically but also became invaluable colleagues and mentors. While we may not form friendships with every student, we must recognize that upon completion, they become our professional peers. Therefore, it’s essential to treat them with respect throughout their journey and beyond. Colleagues, I challenge you to shift away from this mindset and provide the love and support our students need to thrive. Clear communication is key in this process; we must articulate our expectations to students, ensuring they understand what is required of them. By establishing clarity, we can reduce stress and frustration levels for everyone involved, fostering a more supportive and productive environment.

Student Tip #4: Join/Form a Support Group

Joining or forming a support group is invaluable for graduate students facing the rigors of advanced academia. These groups foster camaraderie, providing a space to share experiences, advice, resources, and encouragement. They combat the isolation often felt in graduate school, offering social connection and community-building. 

Moreover, support groups facilitate mutual assistance, collaboration, and emotional support, aiding students in overcoming obstacles and navigating challenges with resilience. Additionally, they serve as a source of accountability and motivation, helping students stay focused on their academic goals. Furthermore, support groups offer professional networking opportunities, enabling collaboration on research projects and providing insights into various career paths. Support groups offer social support, academic assistance, motivation, and networking opportunities, enhancing the graduate student experience and boosting success in academia and beyond.

Faculty Support Suggestion: Colleagues, it’s crucial to recognize that while you’re providing invaluable support to your students throughout their doctoral journey, you don’t have to shoulder this responsibility alone. Balancing teaching assignments, research, and mentoring alongside other work commitments can be demanding. While it’s essential to be present and available for your students with clear boundaries, it’s equally important to acknowledge that you’re not their sole source of support, nor should you be. 

Encourage your students to seek community beyond yourself and their immediate family. Creating additional spaces for community and a sense of belongingness and togetherness can alleviate the burden for everyone involved. Facilitate connections among your students and empower them to cultivate supportive, nurturing, and safe environments where they can thrive. 

Furthermore, don’t forget to seek out your own support networks. While I’ve emphasized the importance of supporting your students, I recognize that mentoring doctoral students is demanding and requires a considerable amount of effort and dedication. Remember to prioritize your own well-being and seek out support systems that can provide you with the encouragement and assistance you need to navigate this challenging yet rewarding journey that is a labor of love.

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Authors Bios:

Antione D. Tomlin, PhD, PCC is a tenured Associate Professor and Director of Academic Literacies Tutoring Center at Anne Arundel Community College. Dr. Tomlin is also an ICF Certified Life Coach. Feel free to reach out at www.drantionetomlin.com or on X (Twitter) @Tomlinantione.

Candice D. Strachan, EdD, completed her EdD in the Urban Educational Leadership program at Morgan State University. Dr. Strachan has served as an Educational Researcher & Consultant at the Ministry of Education in the Bahamas. Feel free to reach out via email at drcandicestrachan@gmail.com.

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Black History Month, for individuals of the Black community, is a poignant period—a moment to hit pause, reflect, and witness the world celebrating the brilliance of Blacks that often goes unnoticed or undervalued throughout the rest of the year. It’s not lost on us, as Black faculty, that this month, designated for this celebration, is notably the shortest of the year. However, in this leap year, we seize the extra day not to be tokenized or overworked in spaces where we’re called upon to represent diversity and Blackness. Instead, we embrace the additional day to stand boldly in our Blackness, celebrating as we see fit and safeguarding our peace in the process.

As two Black male faculty members, we acknowledge the scarcity of faces that resemble ours in the academic realm. Consequently, we often find ourselves called upon to represent not just Black faculty but Black male faculty and Black gay male faculty. While we accept this responsibility in many cases, recognizing the necessity of amplifying our voices, Black History Month becomes a juncture where we feel burdened by the demand for non-Black colleagues to include us in all the parading and showboating of Black excellence, often masked by diversity and inclusion efforts.

Undoubtedly, we engage in this for the culture, but the reality is that we are also fatigued. The burden of doubling our efforts to make diversity and inclusion initiatives work is draining. To that end, we assert, “Find somebody else to do it!” Here are four tips that Black faculty can consider for protecting our peace, advocating for our needs, staying hydrated, and minding our business.

Tip 1: Know Your Voice

White faculty members are routinely granted respect and authority for their intellectual abilities—especially from white students. In the classroom, they are seen as “experts,’’ and there is a systemic dominance of assumed intellectual ability. White students assume, based on presenting identity and credentials, that their professor “must know what they are talking about,” whereas Black faculty members working at predominately white institutions are often subjected to being challenged by white students, regardless of their credentials. Academic disciplines are oftentimes gendered, heteronormative, and racialized. White students may perceive Black and gay or Black and queer faculty members as less competent and question their pedagogical practices, teaching methods, and feedback given on assignments. 

This institutionalized racism and homophobia often result in Black faculty experiencing imposter syndrome, which can include feelings of inadequacy, self-doubt, and overachieving. This could also manifest itself as microaggressions in the classroom. To minimize and possibly eliminate these tenants, it is important to know and use your voice. Black faculty at predominately white institutions may not be able to connect with other faculty of color. However, knowing your strengths and your value helps to keep Black faculty grounded and adaptable. Below are some strategies for Black faculty to strengthen their voices.

Strategies: 

1. Being open but assertive to challenges.
2. Structure your classroom to promote diversity.
3. Your knowledge and worth are not based on classroom experiences.
4. Not having an answer does not negate your expertise. 
5. Feel the spectrum of emotions, but do not allow yourself to become stuck in negative feelings.

Tip 2: Connect With Black Administrators 

The phrase “it takes a village” is strong within the Black community. Having a community encompasses visibility, likeness, trust, and connection. At predominantly white institutions, there are often limited opportunities to interact and connect with other faculty of color. Black faculty members, both full-time and part-time, face the hard challenge of often being the only or one of a few faculty of color. While relationships can be formed between Black faculty and their white colleagues, this does not equate with the commonalities experienced within the Black community. 

A strategy to build a community is to connect with Black administrators. There are often more Black administrators than Black faculty, which presents an opportunity to build a community. These are the professionals who are responsible for tasks, including admission and enrollment, financial aid, campus activities and student life, etc. Sometimes, there are minimal interactions between faculty and administrators outside of student-based exchanges or related activities. However, there are other interactions, such as passing by each other on campus, grabbing a drink or coffee in the cafeteria, or running into each other during campus events. 

Taking stock of these interactions presents the chance to create a community. Having this community can increase a sense of visibility and belonging while decreasing the experience of isolation. Additionally, having these connections increases Black pride and can strengthen confidence. While building a connection between Black faculty and administrators takes time, the shared experience of Blackness at predominately white institutions provides another commonality to begin to build genuine relationships. Furthermore, this collaborative approach can help to establish a safe space to feel and express Blackness. And, if needed, discuss and implement strategies for strengthening the inclusion of Black identities. 

Tip 3: Check in With Your Core Values

While faculty members typically enjoy considerable flexibility and autonomy, the experiences of Black faculty shed light on an unspoken yet palpable pressure. This pressure, both explicit and implicit, pushes us to go above and beyond, often more than our non-Black colleagues, merely to be remotely valued at the same level. In navigating our roles, we frequently sense the expectation to fulfill every request, lacking the liberties that some of our non-Black colleagues seem to effortlessly wield when saying no or refusing tasks that, when communicated to us, feel more like direct orders. Our intention in sharing this is not to call out our colleagues but rather to invite them into a deeper awareness of the impact their words, directives, or lack of mentoring and support may have on us. We extend this call for reflection to our students, colleagues, and particularly ourselves, urging frequent check-ins with our core values.

When faced with tasks misaligned with those values, it is not only acceptable but crucial to assertively say no or acknowledge that the request doesn’t resonate with our professional identity. Unfortunately, Black faculty often find themselves in situations where they feel denied the opportunity to stand confidently in their Blackness while communicating that a given task doesn’t align with their professional identity. The pressure to comply arises from a desire for more teaching assignments, promotions, or tenure. This struggle is an added burden, contrary to our genuine desire to support our students, contribute innovative ideas, and enrich the educational space.

Once again, our purpose is not to call out but to encourage all colleagues, particularly Black colleagues, to engage in a profound check-in with your core values. Assess how you may be neglecting or honoring them and avoid losing sight of these values on your academic journey. It is a collective call to create an environment where authenticity and individual values are honored, fostering a truly inclusive and supportive academic community.

Tip 4: Yes, No, Counteroffer!

Consider adopting a strategy that is particularly beneficial when juggling numerous tasks or confronted with uncertainties about alignment with personal satisfaction and joy. As Black faculty, the inclination to always lend support, driven by the fear of retaliation or being perceived as uncooperative, often leads us to default to a “yes” even when it stretches us thin. Implementing a straightforward approach when faced with new requests can provide the space needed for thoughtful consideration. It empowers you to make decisions that align with your well-being and commitments to students, colleagues, and friends/family.

The next time you receive a request, take a moment to pause, evaluate its feasibility, and respond with a definitive “yes,” “no,” or a thoughtful counteroffer. Use “yes” when you are certain and eager to pursue the task. Conversely, utilize “no” for those requests that don’t align with your capacity or interest. Furthermore, consider a counteroffer when additional information is needed or modifications are necessary to better suit your needs.

A crucial note to fellow Black faculty members: leverage these tools and respond to incoming requests confidently, embracing the power of “yes,” “no,” or a thoughtful counteroffer. To our non-Black faculty colleagues, provide the necessary space for Black faculty to simply be and regard their responses—whether “yes,” “no,” or a counteroffer—with the sincerity they deserve.

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Authors Bios:

Antione D. Tomlin, PhD, PCC is a tenure-track Associate Professor and Director of Academic Literacies Tutoring Center at Anne Arundel Community College. Dr. Tomlin is also an ICF Certified Life Coach. Feel free to reach out at www.drantionetomlin.com or on X (Twitter) @Tomlinantione.

Dr. Kelly Wallace is a Couple/Marriage & Family Therapist and a Professional Counselor. He is also an adjunct faculty member, and he educates future therapists, counselors, and other human service professionals. He is also a mentor and consultant. Dr. Wallace can be reached at www.linkedin.com/in/drkellywallace.

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Despite what some may think, most full-time faculty are contractually obligated to be working during the January “break,” even though they are not teaching. While our workloads in January may look different and time allotted and spent completing obligated tasks may be different, we too hold our continued commitment to student success. Here are a few things to inspire faculty to consider during the month of January. 

Review Student Evaluation/Opinion Forms 

I find the course evaluations to be helpful, as I used them as a snapshot into a deeper understanding of the student experience. There are more course-based questions that students get to respond to like:

1. The course was well organized.
2. The course materials (books, handouts, recordings, etc.) were relevant and contributed to my learning.
3. The assignments and/or exams were well aligned with the course objectives.
4. The format (in-person, hybrid, online) of this course met my learning needs.
5. The course covered material at a manageable pace.
6. This course increased my interest in this field of study.
7. I am satisfied with the overall quality of the course.
8. Concerning the course content and activities, would you recommend this course to others?

All of these questions and variations of them help me to understand where I might need to revisit and make adjustments. I look at this feedback semester by semester and over time to see if there are any patterns or themes that may need more attention. 

Additionally, there are also some instructor-based questions that prove to be equally as helpful in my reflection and planning of what to continue doing and what to change. Some of those questions include:

1. My instructor used class time wisely in my in-person or synchronous sessions.
2. My instructor explained difficult content effectively.
3. My instructor showed concern for student learning.
4. My instructor was available when I had questions or problems according to the policies stated in the syllabus.
5. My instructor encouraged students to participate and ask questions.
6. My instructor was easily approachable for help with material I did not understand.
7. My instructor provided me with helpful and timely feedback on my work.
8. My instructor effectively guided respectful class discussions.
9. What do you like best about the instructor’s teaching? Please give specific examples.
10. Describe how the instructor’s teaching can be improved. Please give specific examples.
11. Please give your instructor an overall rating.
12. Would you recommend this instructor to others?

After reviewing all of the information learned from my student opinion forms, I let the information settle and then I pose three questions to myself as I decide what I want and need to do with the information gained from the reports. I encourage you to think about these three questions as well. As it relates to what you learned about your student’s experiences, what do you want to continue doing, start doing, and stop doing next term? 

Plan and Prep

The break provides an excellent opportunity to delve into your student opinion evaluations, reflecting on how to strategically incorporate the insights you’ve gathered. It’s an ideal moment to allocate time for thoughtful contemplation, reassessment, and refinement of your course materials, flow, and format. During your planning and preparation phase, assess the successes and shortcomings of the previous term. Identify aspects that were effective, areas that need improvement, moments of personal satisfaction, and aspects you would approach differently. Beginning with these foundational questions will guide you in determining the most productive ways to invest your time as you gear up for the upcoming term.

Self-Reflection 

As you engage in preparations for the upcoming term, I urge you to engage in holistic reflection as an educator. Take a moment to contemplate your professional and personal aspirations, identifying what is essential for your continued dedication to the work. Utilize this time to refine your understanding of how you wish to present yourself as an educator and the influences that shape your identity. A key question for all educators to consider is, “As an educator, what are you recommitting to?” I invite you to complete the statement, “As an educator, I am committing to…” and delve into the meaningful commitments that will guide your path forward.

Travel

As we navigate through the January period, I highly recommend incorporating travel into your plans. Whether it’s a grand adventure or a small getaway, seize the opportunity to travel if your schedule, budget, and resources permit. The concept is straightforward: prioritize and allocate time for travel whenever possible. So, take the initiative to plan and embark on a journey, making the most of the enriching experiences it can bring.

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Author Bio:

Antione D. Tomlin, PhD, PCC is a tenure-track Associate Professor and Director of Academic Literacies Tutoring Center at Anne Arundel Community College. Dr. Tomlin is also an ICF Certified Life Coach. Feel free to reach out at www.drantionetomlin.com or on X (Twitter) @Tomlinantione.

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Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the view of Interfolio.

As an English faculty member, I distinctly remember when the eruption of AI resources became available and popularly explored by students. In higher ed, some of us faculty thought the world was coming to an end. From my personal experience, it felt like every department and school meeting centered around how to detect, “catch,” and stop students from using AI resources, as it was believed that these resources were used for things like completing the work for students, ultimately leading to or working a very thin line of plagiarism. 

After semesters of myself being agitated and annoyed by the conversations surrounding “why not” to use AI resources or “how to” catch students who are using AI resources, I got curious and wanted to learn more. In my exploration to learn more, I consulted with Maisha Cannon, AI enthusiast and Chief Learner at The Collab Lab, Inc. So, this piece shares my questions posed to her around faculty rethinking the usefulness of AI and her extremely valuable responses, which help to make me more knowledgeable and shift my thinking. When I asked Maisha, “Should faculty think twice about using AI?” she cheerfully responded, “Absolutely. Think twice, but lean into experimentation.” As a life and engagement coach, I then got curious about this idea of experimentation, and our conversation and collaboration around rethinking AI evolved. 

Rethinking AI in Higher Education

As I pondered this idea of experimentation, Maisha provided a framework that proved to be beneficial in helping me to think about my position and stance on using AI in the classroom. Maisha shared: 

The guiding principle is: Pause, Ponder, Proceed. This helps you strike a balance between curiosity and caution.

As you begin your AI journey, take three pivotal steps:

1. Pause to recognize both the potential and pitfalls.
2. Ponder the ethical implications and data privacy considerations.
3. Proceed with a well-intentioned plan and a growth mindset.

Together, educators and learners can navigate the AI landscape with both excitement and responsibility. Artificial intelligence is not intended to replace the human element in education. While AI offers academic aid, the emotional support, mentorship, and classroom community-building remain firmly in human hands.  

A Deeper Dive into AI!

With Maisha’s “Pause, Ponder, Proceed” framework in mind, we explored three questions that helped me to continue learning and shaping my philosophy around AI resources and support. The questions I posed to Maisha are: 1. What is helpful for faculty to know about AI? What could make faculty reconsider using AI in the classroom? 2. If you were to create an AI starter pack for faculty to explore using AI, what would be in it? 3. What do you believe would be the benefits to faculty encouraging the use of AI in the classroom?

1. What is helpful for faculty to know about AI? What could make faculty reconsider using AI in the classroom?

If you’re cautious about AI, it’s crucial to thoughtfully integrate it into your existing workflows. Consider the ethical implications, data privacy concerns, and the potential for inherent biases. Always align with IT and legal departments for responsible implementation. 

So, you’ve paused to recognize the potential. Now, let’s ponder the next steps. 

For those curious about AI, the technology offers educators a powerful edge, often at little to no cost. Think of the latest round of generative AI tools as your “AI allies.” They’re designed to simplify, streamline, and enhance everyday tasks, transforming routine work into efficient processes. 

By managing these tasks, AI allows faculty to reclaim time, enabling them to focus on human-centric endeavors that only they can excel at, such as nurturing relationships with students and fostering collaborations with peers and colleagues.

2. If you were to create an AI starter pack for faculty to explore using AI, what would be in it?

I love this question! Now that you’ve paused to recognize the potential and pondered the implications, it’s time to proceed. Here’s your AI Starter Pack to help you take that step.

Daily Tools
Let’s start with a daily task: searching the web. Tools like You and Perplexity are great ways to ease into AI-powered search. As an alternative to Google/Bing, you can use these for your questions, queries, and curiosities.

For editing and audio transcription tasks, WordTune or Quillbot can elevate writing with real-time feedback and suggestions, ensuring clarity and precision in documents. For your video meetings, Fireflies can take notes, transcribe, summarize, search, and analyze voice conversations.

Research/Ideation
On the research front, Elicit and Scite can assist with literature reviews and finding academic papers. Hyperwrite works for grant writing support.

When you’re ready for a thought partner, you can brainstorm with your friendly local chatbot. Large Language Models (LLMs) like ChatGPT, Claude, Llama, and PaLM can all be found on a single free platform: Poe, where all the cool chatbots hang out! 

On Poe, you can converse with a variety of large language models to find the one that suits you best. You can even create your own chatbot!

Available on desktop or mobile, these augmented advisors can assist in brainstorming, lesson planning, instructional design, and enhancing the teaching process—all without inputting sensitive student data.

What’s more, you can even prompt these LLMs to “Act as [someone prominent in your field]” for specialized insights. Imagine asking, “Act as Andrew Ng. Advise a faculty member on the three things they should do to champion AI in their classroom.” The possibilities are expansive.

I use ChatGPT-4 on my iPhone daily to ideate, research, and more. It’s like having a personal think tank that fits in your pocket.

Advanced Tools
Ready to bring your words to life visually? Try text-to-image generators like DALL·E 3 in Bing or SDXL 1.0. Both are perfect for generating free, quality images for social media, course materials, or event promotion. 

Now, for the wow factor! When you’re ready to impress your colleagues, try Scribe and Guidde for quick tutorials; Holler for real-time feedback during a lecture; Loom with AI for auto-titling, summaries, and task lists; and L&D’s own 7Taps for micro-lessons on the go!

These AI tools not only elevate your teaching methods but also create a dynamic learning environment, freeing you up to focus on meaningful student interactions.

I’ve put all these tools together for you in a Faculty AI Starter Pack. You can find it here: clblab.com/facpac. 

3. What do you believe would be the benefits to faculty encouraging the use of AI in the classroom?

Before faculty can champion the benefits of AI to their students, they need firsthand experience with the technology. Engaging with AI tools enables educators to explore their potential, discovering firsthand the creativity and efficiency these solutions offer. Only with this personal experience can they authentically share both the wins and occasional woes of AI with their students. 

Once they’re ready, here are a few benefits to encouraging the use of AI in the classroom:

• Demystifying Technology: Proactive use and endorsement of AI by faculty can help demystify the technology, creating a classroom culture that embraces tech.
• Innovative Curriculum Development: Artificial intelligence expands the horizon for diverse assignment types and introduces varied methods of expression. By incorporating AI, faculty can design enriched and diverse learning experiences.
• Personal Tutoring with AI: Tools like GPT can serve as invaluable personal tutors, offering tailored support to students without delay. 
• The Human-AI Collaborative Loop: This unique approach to brainstorming and decision-making pairs human intuition with AI’s data-driven insights. Pairing human intuition and creativity with AI’s vast data-driven insights creates a synergy where ideas are refined, expanded, and optimized in real time.

Whether you’re AI-curious or AI-cautious, the key is to pause, ponder, and proceed. This balanced approach will help educators and students alike navigate the complex landscape of AI in education.

As with any technology, AI use comes with its challenges. Data privacy, ethical use, and the fight against inherent biases are paramount. It’s vital for educators and institutions to address these challenges head-on to ensure a fair and inclusive environment that sets students up for success in today’s competitive workforce. 

As a final thought, to paraphrase Richard Baldwin, Professor of International Economics, “AI won’t likely replace you, but someone using AI will.”

Final Thoughts

It is our hope that something from this post resonates with readers and opens windows of opportunity to become more curious and engage in more conversation around AI resources and support. Additionally, we are curious to know what others feel about AI in the classroom and how it may be used.

Have anything to add? Feel free to reach out on X (Twitter): @Tomlinantione or @talentgenie. 

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Acknowledgements from Maisha
A heartfelt thanks to Dr. Tomlin for the thought-provoking questions and ChatGPTisha, my AI ally in this human-AI collaborative loop.

Authors Bios:

Antione D. Tomlin, PhD, PCC is a tenure-track Associate Professor and Director of Academic Literacies Tutoring Center at Anne Arundel Community College. Dr. Tomlin is also an ICF Certified Life Coach.

Maisha L. Cannon is the Founder and Chief Learner at The Collab Lab, Inc., where she specializes in transformative L&D programs for recruiting teams. Maisha holds a certification in Virtual Training & Facilitation from the Association for Talent Development (ATD). Social Links: LinkedIn/X (Twitter)

Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the view of Interfolio.

Within higher education, especially as faculty, sometimes we get caught up in the routines, checklists, and essential tasks as we prepare for another semester. While our time can be consumed with what we must do and how we must do it, we must also remember that we can bring creativity and autonomy to the process. Furthermore, we need to remember that we can shake things up and bring even more fun, excitement, and ease to our process. In this post, two higher education educators share some ways to shake up the start of the semester with some reminders of how we, as faculty, can survive and thrive in the beginning weeks of the new semester.

Tip 1: Foster Connection 

It is vitally important to be approachable at all points in the semester, but especially as a first impression. To accomplish this, I add a personal photo to my syllabus, something less austere than my forced-smiling, half-grimacing faculty headshot. Whether teaching face-to-face or fully online, providing an introduction that reinforces humanity can soften the classroom atmosphere. While my introduction email explains course expectations and allays students’ most frequent worries, it also gets personal. I might share that I was once an aspiring boxer, that I love coffee and gardening, or that I foster rescue dogs. Because teachers can be intimidating without meaning to be, and students can be hesitant to reach out with questions or concerns, reinforcing our shared humanity is important. Teachers can also make themselves less intimidating by giving students permission to make an authentic connection alongside course-related communications.

Tip 2: Embrace a Beginner’s Mind

After teaching for several years, it’s easy to forget how overwhelming the start of the semester can be for students, so starting the semester with a beginner’s mind can be helpful. For example, a first-generation college student might not know what instructors mean by office hours, so having an explanation in the syllabus can be helpful. I explain that it is time for students to drop in to discuss their progress in my course, questions, study tips, or favorite pastry recipes. I let them know that it’s their time if they want to use it, and they don’t need an appointment. The door is open, which is the first step to reducing anxiety, increasing success, and starting the semester on a positive course. 

Tip 3: Get Organized

While this may seem fundamental, organization of meetings, emails, classes, and self-care is vital to the start of any semester, be it Summer, Spring, Winter, or Fall. Getting organized can be something we take for granted, especially if we have been teaching for several years, or if we are teaching the same courses each semester. However, taking the time to get organized can help faculty get off to a great and productive start. Some strategies to get organized include setting time boundaries, as it is essential to establish working times and off times. Think about when you want to be “on” and when you need to be “off.” While you may have to deviate from this schedule or routine at times, it is crucial to have a plan. Additionally, we encourage faculty to honestly examine all they have on their plate and think about which things were added because you were voluntold and which were added because they fuel your passion and light up your core values. Being mindful of what you have on your plate and how you spend your time, energy, and effort can help you recognize when you need to make shifts that could prevent fatigue, burnout, and, in some cases, resentment of your institution or the field.

Tip 4: Ask for What You Need!

As educators, we are expected to provide the love, care, and support our students and colleagues may require or need. However, we sometimes forget that we must ask for what we need. We encourage you to find something that will serve as a structure and reminder to ask for what you need. If you do not permit yourself to ask for what you need, who will? When thinking about what you might need to feel supported and positioned for success, ask yourself:

• What do I want or need more or less of?
• What is helping me to honor my core values?
• What is on my plate that brings me joy/What is on my plate that brings me challenge?
• What is on my wishlist of resources this academic year?

Lastly, we encourage you to be mindful to ask for what you need from your colleagues, students, and personal social networks, too!

Have anything to add? Feel free to continue the conversation with us on Twitter: @TomlinAntione.

Authors Bios:

Antione D. Tomlin, PhD, PCC is a tenure-track Associate Professor + Chair of the Academic Literacies Department at Anne Arundel Community College. Dr. Tomlin is also an ICF Certified Life Coach.

Meghan MacNamara, MFA is an Assistant Professor at Pennsylvania College of Health Sciences, where she teaches online asynchronous writing and medical humanities courses.

Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the view of Interfolio.

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As a full-time faculty member celebrating the end of year ten teaching in higher education, I have found that my engagement with students significantly influences student success. While I cannot do the work for students, I can do the work for myself to be better, show up better, and perform better for them. As faculty, what we do matters. What we say matters, and what we do not say matters. How we show up and perform matters to students and dramatically impacts their success. This post will explore some of the learnings I have held onto over the past ten years of teaching.

Engagement Starts Before the First Class

While many institutions are moving toward faculty sending some form of contact before the first meeting, not all have implemented this effective practice. Whether face-to-face, online synchronous, online asynchronous, or hybrid, faculty teaching in any of these modalities should send some basic information to students before the first day of class. I send my communication to students about a week before the course starts. Some basic information that would help students prepare and be more ready for the course includes:

1. Faculty Name, Email, preferred method of communication
2. Course Title and information/description 
3. Course Modality
4. Location/Time/Meeting Expectations
5. Instructors for what to expect/prepare for on the first day  

While this may feel like a no-brainer for some faculty, and for others may feel like extra work, I have found it incredibly beneficial for students. This is especially helpful for students who may already be anxious or nervous about your course. I advise you to draft an intentional and thoughtful welcome message to your students that you can recycle semester to semester. Your students will appreciate you for this. You also will appreciate yourself, as I have found that this simple yet impactful approach cuts down on pre-semester emails and first-day confusion.

The First Day

Just as contact before the course starts is essential, equally as important is the engagement and energy that the first day will bring to students. I am not saying we need to jump through hoops and put on a circus show; however, first impressions mean a lot to us and our students. So, remember, your students are watching and observing you and your personality and energy just as much as you are watching them. Please think deeply about what experience you want your students to have on the first day. Here are some questions to consider as you plan and create the first-day experience for your students.

1. What is the goal of today?
2. What do I need to be mindful of and reminded of?
3. After class, how do I want students to describe their experience? 
4. What’s one word that describes my intentions for today?
5. What does showing up to be in service to my students look like?

These are a few questions you could ask to be intentional about how you are thinking, planning, and showing up for the first day of class. I revisit these questions often, as, after a few years, the first day of classes could become routine or mundane, so I try to intentionally shake things up so that I bring a fun and light energy. This helps me to connect with my students and what they might need from me. On that note, it is vital that we, as faculty, remember that we should build with our students. We should include them in the learning process so we can co-create a space conducive for all to learn. Moreover, we must remember that our students are the experts of their lived experiences, and we should allow them to use that knowledge in the classroom to facilitate new learning and growth.

Regular Semester Check-ins 

In addition to first-day support, regular check-ins have proved to be helpful for me and my students. I encourage a variety of check-ins throughout the semester, and I do class, individual, department, and personal/self check-ins throughout the semester. Below, I will also include some started questions you can use as you check in:

Class/Group Check-ins:

1. What’s working?
2. What needs to be changed?
3. What do we need from ourselves and each other to be successful?
4. What’s missing?

Individual Student Check-ins:

1. What do you want or need more or less of from me?
2. What do you want to continue doing to be successful?
3. What do you want to start doing to be successful? 
4. What do you want to stop doing to be successful?

Department/Colleague Check-ins:

1. What is something new you are trying?
2. What is something that has surprised you this semester?
3. What support do you need from me?
4. What tips and advice might you have for finding balance?

Self Reflection/Personal Check-in:

1. What does a pause look like?
2. What do I need to be supported?
3. What is driving me right now?
4. What do I need to say “no” to?

Engagement is Continuous!

As faculty, we must remember that engagement is continuous. While I provide some check-the-box to-do list items above, we must also acknowledge the continuous effort it takes to be impactful with engagement. We should make time for collaboration with our students and colleagues. We should also make time for professional development. Some of the best ideas and approaches to student learning have come from professional development workshops and conferences.

I have also learned to look at the course syllabus and all of the materials and assignments to be co-created, co-edited, and co-evaluated with my students. Years ago, I switched my approach and philosophy to be entirely student-centered and focused. That means the learning space is co-created and is not “my” classroom but “OUR” classroom. It is one thing to shift terminology and language from “my” or “our,” I encourage you to be sure your actions align with your words.

Lastly, remember to put a diversity, equity, inclusion, anti-racist, and accessible lens on things. DEIAA should be woven into all approaches, learning activities, and reflections for you and the students. Your approaches to student engagement and success should help remove barriers, not create them. I encourage you to use methods that honor universal design and evaluate all that you know and do inside and outside the classroom.

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Author Bio:

Antione D. Tomlin, PhD, PCC is a tenure-track Associate Professor + Chair of the Academic Literacies Department at Anne Arundel Community College. Dr. Tomlin is also an ICF Certified Life Coach.

Feel free to join in the conversation on Twitter at @TomlinAntione.

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