Week 5 Check-Ins: It’s Week 5, and time for mid-quarter check-ins with students. Please ensure that you contact all students who may face the possibility of not earning all credits so far this quarter, by Friday, October 29. Let students who may not be earning full credit know what they need to do to earn full credit, with a schedule for completing the work, if possible. Please consider that for students in danger of earning no credits at all, advising them to drop the course may be a good course of action (This could prevent a Required Leave of Absence down the line). When you communicate with students, we encourage use of supportive language such as “academic concern” or “academic progress “rather than “warning” or “in danger of losing credit.” Please encourage students to visit an academic advisor, and/or resources like the Writing Center or the QuaSR Center.

Has a student stopped showing up for class?

f it’s appropriate, and if you haven’t already done so, it may be useful to fill out a no-credit report on my.evergreen.edu under the “class lists and evaluations” link, indicating the last date of attendance. By filling this out before the end of the quarter, the student will get notices regarding financial aid reimbursement and other registration actions much earlier than they otherwise would.

Is a student showing up but not turning in work? 

It’s possible that the work that you are requiring isn’t something the student is technologically able to complete. We recommend that you ask them directly about barriers they may be experiencing and work with them to consider alternatives that might meet your learning objectives. We recommend that you submit a report to the CARE Team. Whether you’re worried about a student’s physical safety, or just want to flag the fact that a student in in danger of losing credit, this helps staff triage and connect the student to resources that may help.

We also recommend that you direct students to Academic Advising, which has a variety of options for getting in touch. Advisers may be able to help troubleshoot issues students are too shy to talk to you about.

Is a student’s in-class performance not as engaged or well-prepared as you’d like it to be? 

Giving them models and examples (ideally, multiple options) of what you expect their work to be may be helpful for students who are easily distracted, or who are having a hard time thinking clearly about what good work looks like in this moment.

You may also want to offer alternatives to synchronous video, to make sure that students can demonstrate engagement with the course content and ideas. This could include discussion boards in Canvas or responding to reflective prompts.