Discussion-Provide a response to the student response.

Provide a response to each student discussion response. Response must be at 300 words and provide more insight to continue conversation.

First posting: As student population demographics are constantly changing, it's imperative that institutions strive to create an inclusive, welcoming, accessible environment that is equitable to all which includes processes. One of the new learning tools that I took away after reading were some of the strategies given that would help to enable the inclusive processes which include utlizing stages of assimilation (Fry et al., 2009). With utilizing stages of assimilation, I think it is important to think about the current academic and social systems an institution may have in place, and then correlating that to and having programs in place for students who are entering institutions with different needs (Fry et al., 2009). I had not considered having student mentors before but believe this will be very beneficial for incoming students and can help to foster that sense of belonging. Having briefing sessions with students was also something I took away, as this happened for me in my first year of college, I now as an educator see the importance of that and would love to implement that into my practices. Additionally, recognizing that providing access and promoting inclusion with learning are separate and challenging old practices and thoughts. Students are an asset to an institution, and we should value them through “deeper institutional training (Baskin, 2021).” Students entering higher education and who are currently within, have different experiences, and may have faced challenges and sacrifices to get to where they are. We as educators and as institutions, must keep in mind that practices that once worked for the institution, may have to be looked at. Policies and practices should be reviewed yearly. 

    Learning occurs daily, whether it be intentional or unintentional. There is evidence of high teaching practices with student engagement (Fry et al., 2009). As Fry, Marshall, and Ketteridge (2009), have stated engagement matters. We want students to feel welcome in an environment. We want them to grow and develop. However, as much as we want that, we must put in the work to enable those experiences to happen. 

Second Posting: Always remembering that each student learns differently will always mean that independent learning strategies will depend upon the learner themselves. For example, the dependent learner may need direct feedback. It was suggested that teachers give praise and provide external motivation (Fry et al., 2009). This may help with any resistance to learning. Interested learners, the teacher should be a motivator and help with goal setting and learning strategies (Fry et al., 2009). Fry, Marshall, and Ketteridge (2009), also stated that teachings should be suited best towards motivation of the learner. As I am an independent learner, I am personally motivated when I get feedback. But I also understand that students I may work with are not motivated by that. I must be intentional and aware of those in learning spaces around me. I have seen institutions implement different first year courses and living learning communities to help students navigate towards independent learning. Additionally, students within those living learning communities are assigned peer mentors and follow up sessions are had to ensure the student is receiving the tools necessary to be successful.  “Peer feedback can be useful because it is typically an individual, who is more aware of strategies and issues for learning (Fry et al., 2009, p. 178).” The university I work for now will put holds on the students' accounts before scheduling classes to meet with advisors first. This is because the variances of feedback received can influence motivation and self-efficacy. The strategies can align with a student's goals and the responsibility of learning on them. However, it’s the teacher’s/person of authority’s role to facilitate this (Fry et al., 2009).