6.

6 Using Test Results

Learning Objectives

1. Effectively evaluate your test results and correct your mistakes.

2. Use your test results as a study guide.

So far, we have focused on how to study for and take tests effectively. This section discusses how to use test results
to their greatest benefit. Some of your most important learning begins when your graded test paper is returned
to you. Your first reaction, of course, is to see what grade you received and how you did compared with your
classmates. This is a natural reaction.

Make sure you listen to the instructor as the papers are returned. What is the instructor saying about the test? Is
there a particular point everyone had trouble with? Does the instructor generally think everyone did well? The
instructor’s comments at this point may give you important information about what you should study more, about
the value of review sessions, and even about possible questions for the next exam.

Although you may be tempted to throw away the exam, don’t. It is a very helpful tool for the next phase of
preparing for learning. This is a three-step process, beginning with evaluating your results.

Evaluating Your Test Results

When you receive your test back, sit quietly and take a close look at it. What questions did you get wrong? What
kind of mistakes were they? (See Table 6.2 “Exam Errors and How to Correct Them”.) Do you see a pattern?
What questions did you get right? What were your strengths? What can you learn from the instructor’s comments?

Now think of the way in which you prepared for the exam and the extent to which you applied the exam strategies
described earlier in this chapter. Were you prepared for the exam? Did you study the right material? What
surprised you? Did you read the entire test before starting? Did your time allocation work well, or were you short
of time on certain parts of the exam?

Table 6.2 Exam Errors and How to Correct Them

226
 6.6 Using Test Results 227

Type of Error Examples Corrective Steps

I did not study the material for that question

Practice predicting possible questions better.
(enough).
Study and
Preparation I ran out of time. Join a study group.
Errors
Read the entire test before starting. Allocate your
I did not prepare enough.
time.

I did not read the directions carefully. Allocate exam time carefully.

Focus Errors or I confused terms or concepts that I actually Give yourself time to read carefully and think before
Carelessness know well. answering a question.

I misread or misunderstood the question.

I studied the material but couldn’t make it work

Seek additional help from the instructor.
with the question

I didn’t understand what the instructor wanted. Go to all classes, labs, and review sessions.

Content Errors I confused terms or concepts. Join a study group.

Check and practice your active reading and listening

skills.

Schedule regular study time for this course.

Slow down! Don’t rush through the exam. Take the

The instructor misread my writing.
time to do things right the first time.

I didn’t erase a wrong answer completely (on a

Mechanical computer-graded answer sheet).
Errors I forgot to go back to a question I had skipped
over.

I miscopied some calculations or facts from my

worksheet.

Based on your analysis of your test, identify the kind of corrective steps you should take to improve your learning
and test performance. Implement those steps as you begin your preparation for your next class. If you don’t learn
from your mistakes, you are doomed to repeat them; if you don’t learn from your successes, it will be harder to
repeat them.

Correcting Your Mistakes

The second step in making your test work for you is to correct your wrong answers. The last time you wrote the
information (when you took the test), you created a link to wrong information in your memory, so that must be
corrected.

• For multiple-choice questions, write out the question stem with the correct answer to form a single
correct sentence or phrase.
228 College Success

• For true-or-false questions, write the full statement if it is true; if it is false, reword it in such a way
that it is true (such as by inserting the word “not”). Then write the new statement.
• For math and science questions involving calculations, redo the entire solution with the calculations
written out fully.
• You need not rewrite an entire essay question if you did not do well, but you should create a new
outline for what would be a correct answer. Make sure you incorporate any ideas triggered by your
instructor’s comments.
• When you have rewritten all your answers, read them all out loud before incorporating your new
answers in your notes.

Integrating Your Test into Your Study Guide

Your corrected quizzes and midterm exams are an important study tool for final exams. Make sure you file them
with your notes for the study unit. Take the time to annotate your notes based on the exam. Pay particular attention
to any gaps in your notes on topics that appeared in the quiz or exam. Research those points in your text or online
and complete your notes. Review your exams throughout the term (not just before the final) to be sure you cement
the course material into your memory.

When you prepare for the final exam, start by reviewing your quizzes and other tests to predict the kinds of
questions the instructor may ask on the final. This will help focus your final studying when you have a large
amount of coursework to cover.

If You Don’t Get Your Test Back

If your instructor chooses not to return tests to students, make an appointment to see the instructor soon after the
test to review it and your performance. Take notes on what you had trouble with and the expected answers. Add
these notes into your study guide. Make sure you don’t lose out on the opportunity to learn from your results.

Key Takeaways

• Working with exams does not end when your instructor hands back your graded test.
• Quizzes and midterms are reliable predictors of the kind of material that will be on the final exam.
• When evaluating your test performance, don’t look only at the content you missed. Identify the types of
mistakes you commonly make and formulate plans to prevent these mistakes in future assessments.
 6.6 Using Test Results 229

Checkpoint Exercises

1. Take time to examine your notes for each course you are now taking. Are your exams and quizzes part of
that package? If not, include them now. Review them this week.

2. Compare your exams across two or three courses. What kinds of mistakes do you make on a regular basis?
Is there a trend you need to correct?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
6.7 Chapter Activities

Chapter Review I

1. What is test anxiety? What are the three causes of test anxiety you would like to work on controlling?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. When should you start studying for an exam?

__________________________________________________________________

3. Can you multitask while studying? Why or why not?

__________________________________________________________________
__________________________________________________________________

4. What are some of the most common distractions to your studying?

__________________________________________________________________
__________________________________________________________________

5. Describe the characteristics of a successful study group.

__________________________________________________________________
__________________________________________________________________

6. What are the two types of assessment? Which of these forms might be called the “student’s assessment”?
Why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

7. Why would an instructor assign an open-book exam? What types of things should you pay attention to if
you are taking an open-book exam?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

8. How might you predict the kinds of questions that will be on an exam?
__________________________________________________________________
__________________________________________________________________

230
 6.7 Chapter Activities 231

__________________________________________________________________

9. What should you do right after the instructor hands out the exam?
__________________________________________________________________
__________________________________________________________________

10. List five words to watch for in multiple-choice and true-or-false questions.
__________________________________________________________________
__________________________________________________________________

11. List five words to watch for in essay questions.

__________________________________________________________________
__________________________________________________________________

12. What forms of academic dishonesty are most prevalent on your campus? What can you do to avoid them in
your own academic career?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

13. List the five most common types of errors made on exams.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

14. What should you do with your exam after is has been graded and returned to you?
__________________________________________________________________
__________________________________________________________________

Chapter Review II

The following test will allow you to practice the strategies for each question type outlined in Chapter Review I:
I. Multiple-choice section (10 points)

1. All actions on this list are examples of academic dishonesty except

To avoid running out of time on a test, you should

II. True-or-false section (10 points)

1. ____ You should never use examples when an essay question asks you to illustrate.
2. ____ Beds are a good place to study because they are comfortable and quiet.
3. ____ It’s smart to schedule a specific and consistent time for studying for each course.
232 College Success

4. ____ In true-or-false questions, it is safer to mark true than false if you don’t know the answer.
5. ____ One advantage of studying in a group is that students will encourage each other to do their best work.
III. Matching column section (10 points)

____ 1. Define A. A type of formative assessment

____ 2. Study group B. To describe pros and cons and compare them

____ 3. Weekly quiz C. To describe the meaning of a word, phrase, or concept

____ 4. Discuss D. Your own personalized study guide

____ 5. Class and assignment E. Three or four students from a class who meet regularly to review class material and encourage
notes each other

IV. Short answer section (15 points)

1. List three things you should do before a test to prepare your body to perform effectively.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Name at least three of the characteristics of successful study groups.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. List at least four steps you should take before you start writing the answer to an essay question.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
V. Essay section (Choose one; 55 points)

1. Compare and contrast effective studying and cramming.

2. Discuss academic dishonesty and its consequences.
 6.7 Chapter Activities 233

Make an Action List

By when I expect to take each How I will know I accomplished each

Two things I will do to… Actions
action action

1.
Reduce my testing anxiety
2.

Improve my study 1.
effectiveness 2.

Improve my performance on 1.
exams 2.
Chapter 7: Interacting with Instructors and Classes

Figure 7.1

CAFNR – keith goyne_snr_eniv. sciences_0021 – CC BY-NC 2.0.

Where Are You Now?

Assess your present knowledge and attitudes.

234
 Chapter 7: Interacting with Instructors and Classes 235

Often Sometimes Seldom

1. I talk with my college instructors outside of class.

2. I participate in class discussions, ask questions in class, and volunteer to answer questions
posed by my instructors.

3. I go to all my classes except when prevented by illness or an emergency.

4. I prepare for classes and make an active effort to pay attention and get the most from class
lectures.

5. In lecture classes, I read other materials, check for phone messages or e-mail, and talk with
friends.

6. I don’t sign up for classes when I hear other students say the instructor is boring or difficult.

7. I talk to my instructors in their offices only if I have a problem with a specific assignment.

8. I write effective, professional e-mails to my instructors when appropriate.

9. I am comfortable giving presentations in class and know how to prepare successfully.

10. When assigned to work with a group to give a presentation, I take the lead and help ensure
everyone works together well in his or her specific roles.

Where Do You Want to Go?

Think about how you answered the questions above. Be honest with yourself. On a scale of 1 to 10, how would you rate
your interactions with your instructors and other students at this time?

Not very effective Very successful

1 2 3 4 5 6 7 8 9 10

In the following list, circle the three most important areas in which you think you can improve:

• Attending classes
• Networking and studying with other students
• Going to classes fully prepared
• Interacting with instructors through e-mail and telephone calls
• Paying attention in lecture classes
• Resolving a problem with an instructor
• Asking questions in class
• Interacting with the instructor and students in an online course
• Answering questions in class
• Giving presentations in front of the class
• Participating in class discussions
236 College Success

• Creating and using visual aids in a presentation

• Speaking with instructors outside of class
• Working with a student group to give a presentation
Are there other areas also in which you can improve how you interact with instructors and other students to get the most
out of your college education? Write down other things you feel you need to work on.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

How to Get There

Here’s what we’ll work on in this chapter:

• Understanding why it is so important to interact well with your instructors and participate in class
• Understanding why it is essential to attend classes and actively engage in the learning process
• Preparing for and being comfortable participating in class
• Discovering the best communication practices for asking and answering questions in class
• Staying active in lecture classes to increase your learning
• Adapting your learning style when an instructor has a different teaching style
• Building a relationship with an instructor outside of class and finding a mentor
• Writing professional e-mails to instructors and others
• Interacting with the instructor of an online course and coping with its difficult issues
• Preparing for and delivering a successful class presentation
• Working with other students on a group presentation

Interacting with the College Experience

Throughout this text you have been reading about how success in college depends on your active participation in
the learning process. Much of what you get out of your education is what you yourself put into it. This chapter
considers how to engage in the learning process through interactions with your instructors and other students.
Students who actively interact with others in the educational experience are much more successful than passive
students who do not.

Yet relatively few college students consistently interact with their instructors and other students in class. Typically
only five to seven students in a class, regardless of the class’s size, do most of the participating. Why is that? If
you’re just too shy, you can learn to feel comfortable participating.

Interacting with instructors and participating in class discussions with other students is among the most important
 Chapter 7: Interacting with Instructors and Classes 237

steps you can take to make sure you’re successful in college. The real essence of a college education is not just
absorption of knowledge and information but learning a way of thinking that involves actively responding to the
ideas of others. Employers seek graduates who have learned how to think critically about situations and ideas, to
solve new problems, and to apply traditional knowledge in new circumstances. And these characteristics come
from active participation in the learning process.

Differences from High School

To understand why interaction is so important in college, let’s look again at some of the typical differences
between high school and college instructors:

• Many college classes focus more on how one thinks about a subject than on information about
the subject. While instructors in some large lecture classes may still present information to students,
as you take more classes in your major and other smaller classes, you’ll find that simply giving back
facts or information on tests or in assigned papers means much less. You really are expected to develop
your own ideas and communicate them well. Doing that successfully usually requires talking with
others, testing out your thoughts against those of others, responding to instructors’ questions, and other
interactions.
• Instructors are usually very actively involved in their fields. While high school teachers often are
most interested in teaching, college instructors are often more interested in their own fields. They may
be passionate about their subject and want you to be as well. They can become excited when a student
asks a question that shows some deeper understanding of something in the field.
• College instructors give you the responsibility for learning. Many high school teachers monitor
their students’ progress and reach out if they see a student not doing well. In college, however,
students are considered adults in charge of their own learning. Miss some classes, turn in a paper late,
do poorly on an exam—and you will get a low grade, but the instructor likely won’t come looking for
you to offer help. But if you ask questions when you don’t understand and actively seek out your
instructor during office hours to more fully discuss your ideas for a paper, then the instructor will
likely give you the help you need.
• Academic freedom is very important in college. High school instructors generally are given a set
curriculum and have little freedom to choose what—or how—to teach. College instructors have
academic freedom, however, allowing them to teach controversial topics and express their own
ideas—and they may expect you to partake in this freedom as well. They have more respect for
students who engage in the subject and demonstrate their thinking skills through participation in the
class.
7.1 Why Attend Classes at All?

Learning Objectives

1. Describe reasons why it is important to attend classes.

2. Know what to do if you must miss a class.
3. Explain the benefits of participating in class for both students and instructors.

Among the student freedoms in college is the choice not to attend classes. Most college instructors do not “grade”
attendance, and some college students soon develop an attitude that if you can get class notes from someone else,
or watch a podcast of a lecture, there’s no reason to go to every class at all. What’s wrong with that?

It is in fact true that you don’t have to attend every single class of every course to get a good grade. But thinking
only in terms of grades and how much one can get away with is a dangerous attitude toward college education.
The real issue is whether you’re trying to get the most out of your education. Let’s compare students with different
attitudes toward their classes:

Carla wants to get through college, and she knows she needs the degree to get a decent job, but she’s just not
that into it. She’s never thought of herself as a good student, and that hasn’t changed much in college. She has
trouble paying attention in those big lecture classes, which mostly seem pretty boring. She’s pretty sure she can
pass all her courses, however, as long as she takes the time to study before tests. It doesn’t bother her to skip
classes when she’s studying for a test in a different class or finishing a reading assignment she didn’t get around
to earlier. She does make it through her freshman year with a passing grade in every class, even those she didn’t
go to very often. Then she fails the midterm exam in her first sophomore class. Depressed, she skips the next
couple classes, then feels guilty and goes to the next. It’s even harder to stay awake because now she has no
idea what they’re talking about. It’s too late to drop the course, and even a hard night of studying before the
final isn’t enough to pass the course. In two other classes, she just barely passes. She has no idea what classes
to take next term and is starting to think that maybe she’ll drop out for now.

Karen wants to have a good time in college and still do well enough to get a good job in business afterward. Her
sorority keeps a file of class notes for her big lecture classes, and from talking to others and reviewing these
notes, she’s discovered she can skip almost half of those big classes and still get a B or C on the tests. She stays
focused on her grades, and because she has a good memory, she’s able to maintain OK grades. She doesn’t
worry about talking to her instructors outside of class because she can always find out what she needs from
another student. In her sophomore year, she has a quick conversation with her academic advisor and chooses
her major. Those classes are smaller, and she goes to most of them, but she feels she’s pretty much figured out
how it works and can usually still get the grade. In her senior year, she starts working on her résumé and asks
other students in her major which instructors write the best letters of recommendation. She’s sure her college
degree will land her a good job.

Alicia enjoys her classes, even when she has to get up early after working or studying late the night before. She

238
 7.1 Why Attend Classes at All? 239

sometimes gets so excited by something she learns in class that she rushes up to the instructor after class to
ask a question. In class discussions, she’s not usually the first to speak out, but by the time another student has
given an opinion, she’s had time to organize her thoughts and enjoys arguing her ideas. Nearing the end of her
sophomore year and unsure of what to major in given her many interests, she talks things over with one of her
favorite instructors, whom she has gotten to know through office visits. The instructor gives her some insights
into careers in that field and helps her explore her interests. She takes two more courses with this instructor
over the next year, and she’s comfortable in her senior year going to him to ask for a job reference. When she
does, she’s surprised and thrilled when he urges her to apply for a high-level paid internship with a company in
the field—that happens to be run by a friend of his.

Think about the differences in the attitudes of these three students and how they approach their classes. One’s
attitude toward learning, toward going to class, and toward the whole college experience is a huge factor in how
successful a student will be. Make it your goal to attend every class—don’t even think about not going. Going to
class is the first step in engaging in your education by interacting with the instructor and other students. Here are
some reasons why it’s important to attend every class:

• Miss a class and you’ll miss something, even if you never know it. Even if a friend gives you notes for
the class, they cannot contain everything said or shown by the instructor or written on the board for
emphasis or questioned or commented on by other students. What you miss might affect your grade or
your enthusiasm for the course. Why go to college at all if you’re not going to go to college?
• While some students may say that you don’t have to go to every class to do well on a test, that is very
often a myth. Do you want to take that risk?
• Your final grade often reflects how you think about course concepts, and you will think more often and
more clearly when engaged in class discussions and hearing the comments of other students. You can’t
get this by borrowing class notes from a friend.
• Research shows there is a correlation between absences from class and lower grades. It may be that
missing classes causes lower grades or that students with lower grades miss more classes. Either way,
missing classes and lower grades can be intertwined in a downward spiral of achievement.
• Your instructor will note your absences—even in a large class. In addition to making a poor
impression, you reduce your opportunities for future interactions. You might not ask a question the
next class because of the potential embarrassment of the instructor saying that was covered in the last
class, which you apparently missed. Nothing is more insulting to an instructor than when you skip a
class and then show up to ask, “Did I miss anything important?”
• You might be tempted to skip a class because the instructor is “boring,” but it’s more likely that you
found the class boring because you weren’t very attentive or didn’t appreciate how the instructor was
teaching.
• You paid a lot of money for your tuition. Get your money’s worth!

Figure 7.2
240 College Success

In a large class, your instructor will still notice if you are paying attention.

teddy-rised – That Huge Lecture Theatre! – CC BY-NC-ND 2.0.

Attending the first day of class is especially critical. There you’ll get the syllabus and other handouts, learn the instructor’s policies

and preferences for how the class will function, and often take notes in an opening lecture.

If You Must Miss a Class…

• If you know that you will miss a class, take steps in advance. Tell your instructor and ask if he or she
teaches another section of the course that you might attend instead. Ask about any handouts or
special announcements.
• Ask another student whose judgment you trust if you can copy his or her notes. Then talk to them
after you’ve read their notes to go over things that may be unclear to you.
• It may not be necessary to see your instructor after missing a lecture class, and no instructor wants to
give you fifty minutes of office time to repeat what was said in class. But if you are having difficulty
after the next class because of something you missed earlier, stop and see your instructor and ask
what you can do to get caught up. But remember the worst thing you can say to an instructor: “I
missed class—did you talk about anything important?”

The Value of Interaction in Class

As noted earlier, there are many good reasons to attend every class. But it’s not enough just to be there—you need to interact with the

the instructor and other students to enjoy a full educational experience:

Figure 7.3
 7.1 Why Attend Classes at All? 241

In a small class, it’s easy to interact with the instructor.

Susan Sermoneta – small group work at FIT- 2/2005 – CC BY-NC-ND 2.0.

• Participating in class discussions is a good way to start meeting other students with whom you
share an interest. You may form a study group, borrow class notes if you miss a class, or team
up with other students on a group project. You may meet students with whom you form a lasting
relationship, developing your network of contacts for other benefits in the future, such as
learning about internships or jobs.

• Asking the instructor questions, answering the instructor’s questions in class, and responding to
other students’ comments is a good way to make an impression on your instructor. The
instructor will remember you as an engaged student—and this matters if you later need extra
help or even a potential mentor.

• Paying close attention and thinking critically about what an instructor is saying can dramatically
improve your enjoyment of the class. You’ll notice things you’d miss if you’re feeling bored
and may discover your instructor is much more interesting than you first thought.

• Students actively engaged in their class learn more and thus get better grades. When you speak
out in class and answer the instructor’s questions, you are more likely to remember the
discussion.

Are Podcasts and Recordings an Effective Alternative to

Attending Class?

Why not just listen to a recording of the lecture—or a video podcast, if available—instead of going to class? After all, you hear and
242 College Success

perhaps see the lecture just as if you were there, and you can sleep late and “go” to this class whenever it’s convenient for you. What

could be wrong with that?

This issue has received considerable discussion in recent years because many colleges and universities began videotaping class

lectures and making them available for students online or in podcasts. There was a lot of debate about whether students would stop

coming to class and simply watch the podcasts instead. In fact, some students do cut class, as some always have, but most students

use podcasts and recordings as a way to review material they do not feel they grasp completely. A video podcast doesn’t offer the

opportunity to ask questions or participate, and even if you pay close attention to watching a video, it’s still a passive experience from

which you’re likely to learn much less.

Key Takeaways

• The benefits of attending every class include not missing important material, thinking more clearly
about course topics, developing a better relationship with the instructor, and being better prepared
for tests.
• When possible, prepare in advance for missing a class by speaking with your instructor and
arranging to borrow and discuss someone’s notes.
• Students benefit in many ways from class interaction, including more actively engaging in learning,
developing a network with other students, and forming a relationship with the instructor.
• Podcasts, lecture recordings, and similar learning methods can supplement lectures but cannot
replace all the benefits of attending class in person.

Checkpoint Exercises

1. Why is it more important to interact with your instructors in college than it was in high school?

__________________________________________________________________
__________________________________________________________________

__________________________________________________________________

2. Give an example of something important you may miss in a class from which you are absent—even if you read a friend’s
notes and hear a recording of the lecture.
__________________________________________________________________

__________________________________________________________________

3. List at least three potential benefits of forming a network with other students.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

4. What can you do as a student to be more engaged during a lecture if you are finding it boring?

__________________________________________________________________

__________________________________________________________________
7.2 Participating in Class

Learning Objectives

1. Understand how to set yourself up for successful participation in class.

2. List guidelines for effectively asking and answering questions in class.
3. Describe how to interact successfully with an instructor in a large lecture class.
4. Explain strategies for effective learning if your learning style is different from your instructor’s teaching
style.

We’ve already discussed the many benefits of participating in class as a form of actively engaging in learning. Not
everyone naturally feels comfortable participating. Following some general guidelines makes it easier.

Guidelines for Participating in Classes

Smaller classes generally favor discussion, but often instructors in large lecture classes also make some room for
participation.

A concern or fear about speaking in public is one of the most common fears. If you feel afraid to speak out in
class, take comfort from the fact that many others do as well—and that anyone can learn how to speak in class
without much difficulty. Class participation is actually an impromptu, informal type of public speaking, and the
same principles will get you through both: preparing and communicating.

• Set yourself up for success by coming to class fully prepared. Complete reading assignments. Review
your notes on the reading and previous class to get yourself in the right mind-set. If there is something
you don’t understand well, start formulating your question now.
• Sit in the front with a good view of the instructor, board or screen, and other visual aids. In a lecture
hall, this will help you hear better, pay better attention, and make a good impression on the instructor.
Don’t sit with friends—socializing isn’t what you’re there for.
• Remember that your body language communicates as much as anything you say. Sit up and look alert,
with a pleasant expression on your face, and make good eye contact with the instructor. Show some
enthusiasm.
• Pay attention to the instructor’s body language, which can communicate much more than just his or
her words. How the instructor moves and gestures, and the looks on his or her face, will add meaning
to the words—and will also cue you when it’s a good time to ask a question or stay silent.
• Take good notes, but don’t write obsessively—and never page through your textbook (or browse on a

243
244 College Success

laptop). Don’t eat or play with your cell phone. Except when writing brief notes, keep your eyes on the
instructor.
• Follow class protocol for making comments and asking questions. In a small class, the instructor may
encourage students to ask questions at any time, while in some large lecture classes the instructor may
ask for questions at the end of the lecture. In this case, jot your questions in your notes so that you
don’t forget them later.
• Don’t say or ask anything just to try to impress your instructor. Most instructors have been teaching
long enough to immediately recognize insincere flattery—and the impression this makes is just the
opposite of what you want.
• Pay attention to the instructor’s thinking style. Does this instructor emphasize theory more than facts,
wide perspectives over specific ideas, abstractions more than concrete experience? Take a cue from
your instructor’s approach and try to think in similar terms when participating in class.
• It’s fine to disagree with your instructor when you ask or answer a question. Many instructors invite
challenges. Before speaking up, however, be sure you can explain why you disagree and give
supporting evidence or reasons. Be respectful.
• Pay attention to your communication style. Use standard English when you ask or answer a question,
not slang. Avoid sarcasm and joking around. Be assertive when you participate in class, showing
confidence in your ideas while being respectful of the ideas of others. But avoid an aggressive style
that attacks the ideas of others or is strongly emotional.

• When your instructor asks a question to the class:

◦ Raise your hand and make eye contact, but don’t call out or wave your hand all around
trying to catch his or her attention.
◦ Before speaking, take a moment to gather your thoughts and take a deep breath. Don’t just
blurt it out—speak calmly and clearly.

• When your instructor asks you a question directly:

◦ Be honest and admit it if you don’t know the answer or are not sure. Don’t try to fake it or
make excuses. With a question that involves a reasoned opinion more than a fact, it’s fine to
explain why you haven’t decided yet, such as when weighing two opposing ideas or actions;
your comment may stimulate further discussion.
◦ Organize your thoughts to give a sufficient answer. Instructors seldom want a yes or no
answer. Give your answer and provide reasons or evidence in support.

• When you want to ask the instructor a question:

◦ Don’t ever feel a question is “stupid.” If you have been paying attention in class and have
done the reading and you still don’t understand something, you have every right to ask.
◦ Ask at the appropriate time. Don’t interrupt the instructor or jump ahead and ask a question
about something the instructor may be starting to explain. Wait for a natural pause and a
good moment to ask. On the other hand, unless the instructor asks students to hold all
 7.2 Participating in Class 245

question until the end of class, don’t let too much time go by, or you may forget the question
or its relevance to the topic.
◦ Don’t ask just because you weren’t paying attention. If you drift off during the first half of
class and then realize in the second half that you don’t really understand what the instructor
is talking about now, don’t ask a question about something that was already covered.
◦ Don’t ask a question that is really a complaint. You may be thinking, “Why would so-and-so
believe that? That’s just crazy!” Take a moment to think about what you might gain from
asking the question. It’s better to say, “I’m having some difficulty understanding what so-
and-so is saying here. What evidence did he use to argue for that position?”
◦ Avoid dominating a discussion. It may be appropriate in some cases to make a follow-up
comment after the instructor answers your question, but don’t try to turn the class into a one-
on-one conversation between you and the instructor.

Lecture Hall Classes

Figure 7.4

Don’t use your cell phone during class time.

Tom Woodward – Undercover – CC BY-NC 2.0.

While opportunities are fewer for student discussions in large lecture classes, participation is still important. The
instructor almost always provides an opportunity to ask questions. Because time is limited, be ready with your
question or comment when the opportunity arises—and don’t be shy about raising your hand first.

Being prepared is especially important in lecture classes. Have assigned readings done before class and review
246 College Success

your notes. If you have a genuine question about something in the reading, ask about it. Jot down the question in
your notes and be ready to ask if the lecture doesn’t clear it up for you.

Being prepared before asking a question also includes listening carefully to the lecture. You don’t want to ask
a question whose answer was already given by the instructor in the lecture. Take a moment to organize your
thoughts and choose your words carefully. Be as specific as you can. Don’t say something like, “I don’t understand
the big deal about whether the earth revolves around the sun or the sun around the earth. So what?” Instead, you
might ask, “When they discovered that the earth revolves around the sun, was that such a disturbing idea because
people were upset to realize that maybe they weren’t the center of the universe?” The first question suggests you
haven’t thought much about the topic, while the second shows that you are beginning to grasp the issue and want
to understand it more fully.

Following are some additional guidelines for asking good questions:

• Ask a question or two early in the term, even on the first day of class. Once the instructor has
“noticed” you as a class participant, you are more likely to be recognized again when you have a
question. You won’t be lost in the crowd.
• Speak deliberately and professionally, not as you might when talking with a friend. Use standard
English rather than slang.
• If you’re very shy about public speaking or worried you’ll say the wrong thing, write down your
question before asking. Rehearse it in your mind.
• When you have the opportunity to ask questions in class, it’s better to ask right away rather than saving
a question for after class. If you really find it difficult to speak up in a large class, this is an acceptable
way to ask your question and participate. A private conversation with an instructor may also be more
appropriate if the question involves a paper or other project you are working on for the course.

A note on technology in the lecture hall. Colleges are increasingly incorporating new technology in lecture
halls. For example, each student in the lecture hall may have an electronic “clicker” with which the instructor
can gain instant feedback on questions in class. Or the classroom may have wireless Internet and students are
encouraged to use their laptops to communicate with the instructor in “real time” during the lecture. In these cases,
the most important thing is to take it seriously, even if you have anonymity. Most students appreciate the ability to
give feedback and ask questions through such technology, but some abuse their anonymity by sending irrelevant,
disruptive, or insulting messages.

Teaching Style versus Learning Style

As you learned in Chapter 1 “You and Your College Experience”, students have many different learning styles.
Understanding your learning style(s) can help you study more effectively. Most instructors tend to develop their
own teaching style, however, and you will encounter different teaching styles in different courses.

When the instructor’s teaching style matches your learning style, you are usually more attentive in class and may
seem to learn better. But what happens if your instructor has a style very different from your own? Let’s say, for
 7.2 Participating in Class 247

example, that your instructor primarily lectures, speaks rapidly, and seldom uses visuals. This instructor also talks
mostly on the level of large abstract ideas and almost never gives examples. Let’s say that you, in contrast, are
more a visual learner, that you learn more effectively with visual aids and visualizing concrete examples of ideas.
Therefore, perhaps you are having some difficulty paying attention in class and following the lectures. What can
you do?

• Capitalize on your learning strengths, as you learned in Chapter 1 “You and Your College Experience”.
In this example, you could use a visual style of note taking, such as concept maps, while listening to
the lecture. If the instructor does not give examples for abstract ideas in the lecture, see if you can
supply examples in your own thoughts as you listen.
• Form a study group with other students. A variety of students will likely involve a variety of learning
styles, and when going over course material with other students, such as when studying for a test, you
can gain what they have learned through their styles while you contribute what you have learned
through yours.
• Use ancillary study materials. Many textbooks point students to online resource centers or include a
computer CD that offers additional learning materials. Such ancillary materials usually offer an
opportunity to review course material in ways that may better fit your learning style.
• Communicate with your instructor to bridge the gap between his or her teaching style and your
learning style. If the instructor is speaking in abstractions and general ideas you don’t understand, ask
the instructor for an example.
• You can also communicate with the instructor privately during office hours. For example, you can
explain that you are having difficulty understanding lectures because so many things are said so fast.

Finally, take heart that a mismatch between a student’s learning style and an instructor’s teaching style is not
correlated with lower grades.

Key Takeaways

• To prepare for class participation, come to class ready, sit in front, and pay attention to the instructor’s
words and body language.
• Use good communication techniques when asking or answering questions in class.
• Take advantage of all opportunities to interact with your instructors, even in large lecture classes.
• If your learning style does not match the instructor’s teaching style, adapt your learning and study with other
students to stay actively engaged.

Checkpoint Exercises

1. For each of the following statements about class participation, circle T for true or F for false:
248 College Success

To avoid having to answer a question in class when you don’t know the answer, sit in the back row and avoid
T F
making eye contact with the instructor.

If you haven’t finished a reading assignment before coming to a lecture class, bring the book along and try to
T F
complete the reading during the lecture.

Although it is OK to disagree with something in your textbook, never disagree with something the instructor
T F
says in a lecture.

T F If you are asked a question but don’t know the answer, it’s best to be honest and admit it.

T F Before raising your hand to ask a question, take a moment to consider whether maybe it’s a stupid question.

Because you don’t want your instructor to form a poor impression of you, wait a week or two into the term
T F
before starting to ask questions in class.

T F If you’re shy, it’s best never to speak up in class at all.

If you are struggling with a class during the first two weeks of the term, it’s always best to drop the class
T F
immediately because the situation won’t improve.

2. List two things you can do if you are having difficulty understanding what your instructor is talking about.
__________________________________________________________________
__________________________________________________________________
7.3 Communicating with Instructors

Learning Objectives

1. Describe additional benefits for interacting with your instructor beyond the value for that particular course.
2. List guidelines for successfully communicating individually with an instructor, such as doing so during
office hours.
3. Write e-mail messages to instructors and others that are polite, professional, and effective.
4. Know how to graciously resolve a problem, such as a grade dispute, with an instructor.
5. Understand the value of having a mentor and how interactions with instructors, your academic advisor, and
others may lead to a mentoring relationship.
6. Explain what is needed to succeed in an online course and how to interact with an online instructor.

So far we’ve been looking at class participation and general interaction with both instructors and other students in
class. In addition to this, students gain very specific benefits from communicating directly with their instructors.
Learn best practices for communicating with your instructors during office hours and through e-mail.

Additional Benefits of Talking with Your Instructors

College students are sometimes surprised to discover that instructors like students and enjoy getting to know them.
After all, they want to feel they’re doing something more meaningful than talking to an empty room. The human
dimension of college really matters, and as a student you are an important part of your instructor’s world. Most
instructors are happy to see you during their office hours or to talk a few minutes after class.

This chapter has repeatedly emphasized how active participation in learning is a key to student success. In
addition, talking with your instructors often leads to benefits beyond simply doing well in that class.

• Talking with instructors helps you feel more comfortable in college and more connected to the campus.
Students who talk to their instructors are less likely to become disillusioned and drop out.
• Talking with instructors is a valuable way to learn about an academic field or a career. Don’t know for
sure what you want to major in, or what people with a degree in your chosen major actually do after
college? Most instructors will share information and insights with you.
• You may need a reference or letter of recommendation for a job or internship application. Getting to
know some of your instructors puts you in an ideal position to ask for a letter of recommendation or a
reference in the future when you need one.

249
250 College Success

• Because instructors are often well connected within their field, they may know of a job, internship, or
research possibility you otherwise may not learn about. An instructor who knows you is a valuable part
of your network. Networking is very important for future job searches and other opportunities. In fact,
most jobs are found through networking, not through classified ads or online job postings.
• Think about what it truly means to be “educated”: how one thinks, understands society and the world,
and responds to problems and new situations. Much of this learning occurs outside the classroom.
Talking with your highly educated instructors can be among your most meaningful experiences in
college.

Guidelines for Communicating with Instructors

Getting along with instructors and communicating well begins with attitude. As experts in their field, they deserve
your respect. Remember that a college education is a collaborative process that works best when students and
instructors communicate freely in an exchange of ideas, information, and perspectives. So while you should
respect your instructors, you shouldn’t fear them. As you get to know them better, you’ll learn their personalities
and find appropriate ways to communicate. Here are some guidelines for getting along with and communicating
with your instructors:

Figure 7.5

Your instructor can often help explain course topics.

NJLA : New Jersey Library Association – Tutoring @ Long Branch Library – CC BY-NC-ND 2.0.
 7.3 Communicating with Instructors 251

• Prepare before going to the instructor’s office. Go over your notes on readings and lectures and
write down your specific questions. You’ll feel more comfortable, and the instructor will appreciate
your being organized.
• Don’t forget to introduce yourself. Especially near the beginning of the term, don’t assume your
instructor has learned everyone’s names yet and don’t make him or her have to ask you. Unless the
instructor has already asked you to address him or her as “Dr. ____,” “Ms. _____” or Mr. _______,” or
something similar, it’s appropriate to say “Professor _______.”
• Respect the instructor’s time. In addition to teaching, college instructors sit on committees, do
research and other professional work, and have personal lives. Don’t show up two minutes before the
end of an office hour and expect the instructor to stay late to talk with you.
• Realize that the instructor will recognize you from class—even in a large lecture hall. If you spent
a lecture class joking around with friends in the back row, don’t think you can show up during office
hours to find out what you missed while you weren’t paying attention.
• Don’t try to fool an instructor. Insincere praise or making excuses for not doing an assignment won’t
make it in college. Nor is it a good idea to show you’re “too cool” to take all this seriously—another
attitude sure to turn off an instructor. To earn your instructor’s respect, come to class prepared, do the
work, participate genuinely in class, and show respect—and the instructor will be happy to see you
when you come to office hours or need some extra help.
• Try to see things from the instructor’s point of view. Imagine that you spent a couple hours making
PowerPoint slides and preparing a class lecture on something you find very stimulating and exciting.
Standing in front of a full room, you are gratified to see faces smiling and heads nodding as people
understand what you’re saying—they really get it! And then a student after class asks, “Is this going to
be on the test?” How would you feel?
• Be professional when talking to an instructor. You can be cordial and friendly, but keep it
professional and on an adult level. Come to office hours prepared with your questions—not just to chat
or joke around. (Don’t wear sunglasses or earphones in the office or check your cell phone for
messages.) Be prepared to accept criticism in a professional way, without taking it personally or
complaining.
• Use your best communication skills. In Chapter 9 “The Social World of College”, you’ll learn the
difference between assertive communication and passive or aggressive communication.

Part-Time and Returning Students

Students who are working and who have their own families and other responsibilities may have special issues
interacting with instructors. Sometimes an older student feels a little out of place and may even feel “the system” is
designed for younger students; this attitude can lead to a hesitation to participate in class or see an instructor during
office hours.
But participation and communication with instructors is very important for all students—and may be even more
252 College Success

important for “nontraditional” students. Getting to know your instructors is particularly crucial for feeling at home in
college. Instructors enjoy talking with older and other nontraditional students—even when, as sometimes happens, a
student is older than the instructor. Nontraditional students are often highly motivated and eager to learn. If you can’t
make the instructor’s office hours because of your work schedule, ask for an appointment at a different time—your
needs will be respected.
Part-time students, especially in community colleges where they may be taking evening courses, often have greater
difficulty meeting with instructors. In addition, many part-time students taking evening and weekend classes are taught
by part-time faculty who, like them, may be on campus only small amounts of time. Yet it is just as critical for part-time
students to engage in the learning process and have a sense of belonging on campus. With effort, you can usually find a
way to talk with your instructors. Don’t hesitate to ask for an appointment at another time or to meet with your
instructor over a cup of coffee after class before driving home. Assert yourself: You are in college for reasons just as
good as those of other students, and you have the same rights. Avoid the temptation to give up or feel defeated; talk with
your instructor to arrange a time to meet, and make the most of your time interacting together. Use e-mail to
communicate when you need to and contact your instructor when you have any question you can’t raise in person.

E-mail Best Practices

Just as e-mail has become a primary form of communication in business and society, e-mail has a growing role
in education and has become an important and valuable means of communicating with instructors. Virtually all
younger college students have grown up using e-mail and have a computer or computer access in college, although
some have developed poor habits from using e-mail principally with friends in the past. Some older college
students may not yet understand the importance of e-mail and other computer skills in college; if you are not now
using e-mail, it’s time to learn how (see “Getting Started with E-mail”). Especially when it is difficult to see an
instructor in person during office hours, e-mail can be an effective form of communication and interaction with
instructors. E-mail is also an increasingly effective way to collaborate with other students on group projects or
while studying with other students.

Getting Started with E-mail

• If you don’t have your own computer, find out where on-campus computers are available for student use,
such as at the library or student center.
• You can set up a free Web-based e-mail account at Google, Yahoo! or other sites. These allow you to send
and receive e-mail from any computer that is connected to the Internet.
• If you don’t have enough computer experience to know how to do this, ask a friend for help getting started
or check at your library or student services office for a publication explaining how e-mail works.
• Once you have your account set up, give your e-mail address to instructors who request it and to other
students with whom you study or maintain contact. E-mail is a good way to contact another student if you
miss a class.
• Once you begin using e-mail, remember to check it regularly for messages. Most people view e-mail like a
telephone message and expect you to respond fairly soon.
• Be sure to use good e-mail etiquette when writing to instructors.

If your instructor gives you his or her e-mail addresses, use e-mail rather than the telephone for nonurgent matters.
 7.3 Communicating with Instructors 253

Using e-mail respects other people’s time, allowing them to answer at a time of their choosing, rather than being
interrupted by a telephone call.

But e-mail is a written form of communication that is different from telephone voice messages and text messages.
Students who text with friends have often adopted shortcuts, such as not spelling out full words, ignoring
capitalization and punctuation, and not bothering with grammar or full sentence constructions. This is
inappropriate in an e-mail message to an instructor, who expects a more professional quality of writing. Most
instructors expect your communications to be in full sentences with correctly spelled words and reasonable
grammar. Follow these guidelines:

• Use a professional e-mail name. If you have a funny name you use with friends, create a different
account with a professional name you use with instructors, work supervisors, and others.
• Use the subject line to label your message effectively at a glance. “May I make an appointment?” says
something; “In your office?” doesn’t.
• Address e-mail messages as you do a letter, beginning “Dear Professor ____.” Include your full name
if it’s not easily recognizable in your e-mail account.
• Get to your point quickly and concisely. Don’t make the reader scroll down a long e-mail to see what it
is you want to say.
• Because e-mail is a written communication, it does not express emotion the way a voice message does.
Don’t attempt to be funny, ironic, or sarcastic, Write as you would in a paper for class. In a large
lecture class or an online course, your e-mail voice may be the primary way your instructor knows
you, and emotionally charged messages can be confusing or give a poor impression.
• Don’t use capital letters to emphasize. All caps look like SHOUTING.
• Avoid abbreviations, nonstandard spelling, slang, and emoticons like smiley faces. These do not
convey a professional tone.
• Don’t make demands or state expectations such as “I’ll expect to hear from you soon” or “If I haven’t
heard by 4 p.m., I’ll assume you’ll accept my paper late.”
• When you reply to a message, leave the original message within yours. Your reader may need to recall
what he or she said in the original message.
• Be polite. End the message with a “Thank you” or something similar.
• Proofread your message before sending it.
• With any important message to a work supervisor or instructor, it’s a good idea to wait and review the
message later before sending it. You may have expressed an emotion or thought that you will think
better about later. Many problems have resulted when people sent messages too quickly without
thinking.

Resolving a Problem with an Instructor

The most common issue students feel with an instructor involves receiving a grade lower than they think they
254 College Success

deserve—especially new students not yet used to the higher standards of college. It’s depressing to get a low
grade, but it’s not the end of the world. Don’t be too hard on yourself—or on the instructor. Take a good look
at what happened on the test or paper and make sure you know what to do better next time. Review the earlier
chapters on studying habits, time management, and taking tests.

If you genuinely believe you deserved a higher grade, you can talk with your instructor. How you communicate
in that conversation, however, is very important. Instructors are used to hearing students complain about grades
and patiently explaining their standards for grading. Most instructors seldom change grades. Yet it can still be
worthwhile to talk with the instructor because of what you will learn from the experience.

Follow these guidelines to talk about a grade or resolve any other problem or disagreement with an instructor:

• First go over the requirements for the paper or test and the instructor’s comments. Be sure you actually
have a reason for discussing the grade—not just that you didn’t do well. Be prepared with specific
points you want to go over.
• Make an appointment with your instructor during office hours or another time. Don’t try to talk about
this before or after class or with e-mail or the telephone.
• Begin by politely explaining that you thought you did better on the assignment or test (not simply that
you think you deserve a better grade) and that you’d like to go over it to better understand the result.
• Allow the instructor to explain his or her comments on the assignment or grading of the test. Don’t
complain or whine; instead, show your appreciation for the explanation. Raise any specific questions
or make comments at this time. For example, you might say, “I really thought I was being clear here
when I wrote.…”
• Use good listening skills. Whatever you do, don’t argue!
• Ask what you can do to improve grade, if possible. Can you rewrite the paper or do any extra-credit
work to help make up for a test score? While you are showing that you would like to earn a higher
grade in the course, also make it clear that you’re willing to put in the effort and that you want to learn
more, not just get the higher grade.
• If there is no opportunity to improve on this specific project, ask the instructor for advice on what you
might do on the next assignment or when preparing for the next test. You may be offered some
individual help or receive good study advice, and your instructor will respect your willingness to make
the effort as long as it’s clear that you’re more interested in learning than simply getting the grade.

Tips for Success: Talking with Instructors

• When you have a question, ask it sooner rather than later.

• Be prepared and plan your questions and comments in advance.
• Be respectful but personable and communicate professionally.
• Be open minded and ready to learn. Avoid whining and complaining.
• There is no such thing as a “stupid question.”
 7.3 Communicating with Instructors 255

Controlling Anger over Grades

If you’re going to talk with an instructor about your grade or any other problem, control any anger you may be feeling.
The GPS LifePlan project of the Minnesota State Colleges and Universities System offers some insights into this
process:

• Being upset about a grade is good because it shows you care and that you have passion about your
education. But anger prevents clear thinking, so rein it in first.
• Since anger involves bodily reactions, physical actions can help you control anger: try some deep breathing
first.
• Try putting yourself in your instructor’s shoes and seeing the situation from their point of view. Try to
understand how grading is not a personal issue of “liking” you—that they are really doing something for
your educational benefit.
• It’s not your life that’s being graded. Things outside your control can result in not doing well on a test or
assignment, but the instructor can grade only on what you actually did on that test or assignment—not what
you could have done or are capable of doing. Understanding this can help you accept what happened and
not take a grade personally1.

Finding a Mentor

A mentor is someone who is usually older and more experienced than you who becomes your trusted guide,
advisor, and role model. A mentor is someone you may want to be like in your future career or
profession—someone you look up to and whose advice and guidance you respect.

Finding a mentor can be one of the most fulfilling aspects of college. As a student, you think about many things
and make many decisions, large and small, almost daily: What do you want to do in the future? How can you best
balance your studies with your job? What should you major in? Should you take this course or that one? What
should you do if you feel like you’re failing a course? Where should you put your priorities as you prepare for a
future career? How can you be a better student? The questions go on and on. We talk about things like this with
our friends and often family members, but often they don’t have the same experience or background to help us as
a mentor can.

Most important, a mentor is someone who is willing to help you, to talk with you about decisions you face, to
support you when things become difficult, and to guide you when you’re feeling lost. A mentor can become a
valuable part of your future network but also can help you in the here and now.

Many different people can become mentors: other students, family members, people you know through work,
your boss. As a college student, however, your best mentor likely is someone involved in education: your advisor,
a more experienced student, or an instructor. Finding a mentor is another reason to develop good relationships
with your instructors, starting with class participation and communication outside of class.

A mentor is not like a good friend, exactly—you’re not going to invite your instructor to a movie—but it does
involve a form of friendship. Nor is a mentor a formal relationship: you don’t ask an instructor to become your
256 College Success

mentor. The mentor relationship is more informal and develops slowly, often without actively looking for a
mentor. Here’s an example of how one student “found” a mentor:

As a freshman taking several classes, Miguel particularly liked and admired one of his instructors, Professor
Canton. Miguel spoke up more in Canton’s class and talked with him sometimes during office hours. When it
was time to register for the next term, Miguel saw that Canton was teaching another course he was interested
in, so he asked him about that course one day during office hours. Miguel was pleased when Professor Canton
said he’d like to have him in his class next term.
By the end of his first year of college, Miguel seemed to know Canton better than any of his other instructors
and felt very comfortable talking with him outside of class. One day after talking about a reading assignment,
Miguel said he was enjoying this class so much that he was thinking about majoring in this subject and asked
Professor Canton what he thought about it. Canton suggested that he take a few more classes before making a
decision, and he invited Miguel to sit in on a seminar of upper-level students he was holding.
In his second year, Miguel’s interests turned in another direction as he began to think about his future job
possibilities, but by then he felt comfortable enough talking with Canton that he occasionally he stopped by
the professor’s office even though he was not taking a class with him. Sometimes he was surprised how much
Professor Canton knew about other departments and other faculty, and Canton often shared insights about
other courses he might be interested in that his advisor had not directed him to. When Miguel learned about a
summer internship in his field and was considering applying, Canton not only volunteered to write him a letter
of recommendation but even offered to help Miguel with the essay part of the application if he wanted.

Some colleges have more formal mentoring programs, and you should become involved in one if you have this
opportunity, but often a mentoring relationship occurs informally as you get to know an instructor or another
person over time. In your first year, you don’t go searching frantically for a mentor, but you should begin
interacting with your instructors and other students in ways that may lead, over time, to developing that kind of
relationship.

Similarly, your academic advisor or a college counselor might become a mentor for you if you share interests and
you look up to that person as a role model and trusted guide. Your advisor is so important for your college success
that if you feel you are not getting along well, you should ask the advising department to switch you to a different
advisor. Take the time to build a good relationship with your advisor, the same as with instructors—following the
same guidelines in this chapter for communication and interaction.

Relating to an Instructor of an Online Course

Online courses have grown tremendously in recent years, and most colleges now have at least some online
courses. While online learning once focused on students at a distance from campus, now many students enrolled
in regular classes also take some courses online. Online courses have a number of practical benefits but also pose
special issues, primarily related to how students interact with other students and the instructor.

Some online courses do involve “face time” or live audio connections with the instructor and other students, via
Webcasts or Webinars, but many are self-paced and asynchronous, meaning that you experience the course on
your own time and communicate with others via messages back and forth rather than communicating in real time.
All online courses include opportunities for interacting with the instructor, typically through e-mail or a bulletin
board where you may see comments and questions from other students as well.
 7.3 Communicating with Instructors 257

Figure 7.6

Online courses let you study when you want, where you want.

CollegeDegrees360 – Girl Using Laptop in park – CC BY-SA 2.0.

Many educators argue that online courses can involve more interaction between students and the instructor than
in a large lecture class, not less. But two important differences affect how that interaction occurs and how
successful it is for engaging students in learning. Most communication is written, with no or limited opportunity
to ask questions face to face or during office hours, and students must take the initiative to interact beyond the
requirements of online assignments.

Many students enjoy online courses, in part for the practical benefit of scheduling your own time. Some students
who are reluctant to speak in class communicate more easily in writing. But other students may have less
confidence in their writing skills or may never initiate interaction at all and end up feeling lost. Depending on your
learning style, an online course may feel natural to you (if you learn well independently and through language
skills) or more difficult (if you are a more visual or kinesthetic learner). Online courses have higher drop-out and
failure rates due to some students feeling isolated and unmotivated.

Success in an online course requires commitment and motivation. Follow these guidelines:

• Make sure you have the technology. If you’re not comfortable reading and writing on a computer,
don’t rush into an online course. If you have limited access to a computer or high-speed Internet
connection, or have to arrange your schedule to use a computer elsewhere, you may have difficulty
with the course.
258 College Success

• Accept that you’ll have to motivate yourself and take responsibility for your learning. It’s
actually harder for some people to sit down at the computer on their own than to show up at a set time.
Be sure you have enough time in your week for all course activities and try to schedule regular times
online and for assignments. Evaluate the course requirements carefully before signing up.
• Work on your writing skills. If you are not comfortable writing, you may want to defer taking online
courses until you have had more experience with college-level writing. When communicating with the
instructor of an online course, follow the guidelines for effective e-mail outlined earlier.
• Use critical thinking skills. Most online courses involve assignments requiring problem solving and
critical thinking. It’s not as simple as watching video lectures and taking multiple-choice tests. You
need to actively engage with the course material.
• Take the initiative to ask questions and seek help. Remember, your instructor can’t see you to know
if you’re confused or feeling frustrated understanding a lecture or reading. You must take the first step
to communicate your questions.
• Be patient. When you ask a question or seek help with an assignment, you have to wait for a reply
from your instructor. You may need to continue with a reading or writing assignment before you
receive a reply. If the instructor is online at scheduled times for direct contact, take advantage of those
times for immediate feedback and answers.
• Use any opportunity to interact with other students in the course. If you can interact with other
students online, do it. Ask questions of other students and monitor their communications. If you know
another person taking the same course, try to synchronize your schedules so that you can study
together and talk over assignments. Students who feel they are part of a learning community always do
better than those who feel isolated and on their own.

Key Takeaways

• Additional benefits of getting to know and networking with instructors include receiving references and
academic advice.
• Interacting with college instructors contributes to the growth and intellectual maturity that are part of what it
means to be “educated.”
• Prepare in advance before meeting with an instructor and communicate respectfully, honestly, and sincerely.
Your efforts will be repaid.
• It is especially important for part-time and nontraditional students to make the effort to interact with
instructors.
• Follow accepted guidelines for professional use of e-mail with instructors.
• It is worthwhile speaking with an instructor when you disagree about a grade because of what you will learn
in this interaction.
• Finding a mentor can be one of the most fulfilling experiences in college. Getting to know your instructors
may be the first step toward find a mentor.
• Online courses involve special issues for effective learning, but you must make the effort to interact with the
instructor and other students in a way that encourages your success.
 7.3 Communicating with Instructors 259

Checkpoint Exercises

1. Name three benefits you might gain from talking with an instructor weeks or months after the course has
ended.
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2. What should you do before going to see your instructor during office hours?
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3. For each of the following statements, circle T for true or F for false:

T F The instructor of a large lecture course will recognize you even if you sit in the back and try not to be noticed.

T F Instructors appreciate it when you talk to them in the kind of language you use with your best friends.

T F Whining and complaining is the best way to convince an instructor to change your grade.

It is acceptable to ask an instructor if you can rewrite a paper or do extra-credit work to help make up for a
T F
poor grade.

4. Write an appropriate opening for an e-mail to an instructor.

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5. Think for a few minutes about all the past instructors you have had. Would you like to get to know any one
of them better, perhaps as a mentor? What personality traits does this person have that would make him or
her your ideal mentor? (If no instructor you have met so far is your idea of a perfect mentor, write down the
traits you hope to find in an instructor in the future.)
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1
Adapted from “How to Communicate and Problem Solve with Your Instructor,” http://www.gpslifeplan.org/
generic/pdf/how-to-communicate-with-professor.pdf (accessed December 27, 2009).