Professional Documents
Culture Documents
Considerations:
Email Communications
PowerPoint Slides
to be used in conjunction
with the
Facilitators Guide
Session Agenda
Introduction
Session Goal and Objectives
Transition Planning
Research
Written Communication
Pet Peeves
E-mail Tips
Lesson Plan
Summary
Evaluation
Introduction
Introduction, continued
When students transition to the college
setting, even one right in their hometown,
they experience a culture change.
College administrators, professors, and
advisors expect students to be
independently motivated, self advocates,
and able to interact professionally.
Written communication is one way students
convey information about themselves to
these postsecondary professionals.
Introduction, continued
Written communication, especially via e-mail,
is becoming one of the most commonly used
forms of communication on college campuses
between faculty/staff and students.
Students are expected to have this skill
internalized before coming to campus, but
direct instruction about how to communicate
effectively in writing will be required for some
students.
Introduction, continued
It cant be assumed that all students in
transition will develop this skill
automatically.
When students compose e-mails or other
forms of written correspondence, they
are communicating something about
themselves beyond the specific content
or question they want to share.
Introduction, continued
This module is focused on helping
students ensure that they accomplish
what they intend to communicate.
Introduction, Activity
Read over the email examples.
Describe how you would react to
receiving it.
Share your first impressions of the
writer and the scenario.
Session Goal
Goal: to explore common uses for e-mail
communication in postsecondary
education settings (e.g. community
college, college, university) and to
share/provide ideas for helping students in
transition adjust effectively to this new use
of written communication.
Session Objectives
Participants will be able to:
1. Identify common uses of e-mail
communication in postsecondary
education settings;
2. Identify common pitfalls of new college
students in regard to effective e-mail
communication;
Transition Planning
Transition planning must begin to be
incorporated into a students Individualized
Education Program when that student
reaches 16 years of age (Individuals with
Disabilities Education Act, IDEA 2004).
However, states and school systems have
the option of beginning this process much
earlier.
Research
Rather than having to wait for an
appointment or for posted office hours,
students on college campuses can now
communicate conveniently with
instructors via e-mail.
Some have predicted that this tool will
actually increase the amount of
communication between students and
faculty.
Research, continued
For apprehensive students, this may
have the advantage of creating a
nonthreatening way to make initial and
ongoing connections with faculty (Duran,
Kelly, & Keaton, 2005).
Research, continued
Overly casual student-generated e-mail
messages were found to cause
instructors to like the students less,
view them as less credible, determine
the message to be of lower quality, and
be less willing to comply with the
requests in the e-mail messages
(Stephens, Houser, & Cowan, 2009).
Research, continued
Instructors may view casually written emails as careless and cocky, even if
students do not write with these
intentions (Duran, Kelly, & Keaton).
Instructor impressions based on overly
casual e-mails also do not seem to be
nearly as related to generational issues
as some may think (Stephens, Houser, &
Cowan).
Research, continued
But some research has demonstrated
that people who send grammatically
correct e-mails are viewed more
positively even as being friendlier and
more likable (Stephens, Houser, & Cowan).
Research, continued
Students will not only have the
opportunity to communicate with
instructors via e-mail, but will likely also
use this tool for communication with
other students, disability support service
providers, advisors, and administrators.
Doing so effectively can make a positive
difference for students.
Research, continued
Teachers supporting students in transition
can help students learn to flip the switch
(Turner, 2009) between text-talk and standard
English when sending e-mails to different
audiences.
If done as a part of transition planning,
students may be more likely to enter the
post-secondary campus more prepared for
different types of interaction and
communication.
Research, Activity
Use www.wordle.net to have small
groups of participants brainstorm as
many words that they can think of that
relate to the terms communication
and/or e-mail. Use the resulting visual
to frame the discussion for the rest of
the day.
Written Communication
Pet Peeves
Instructor Pet Peeves: As part of the
development of this module, 15
instructors were informally polled to
share their pet peeves regarding emails they have received from students.
These informal responses aligned
closely with the research literature.
Pet Peeve
Comment
Possible Alternative/Solution
A student sending
an email and not
identifying himself.
Sending an email
that begins with
something like:
Hi ya, Whats
up, Yo, prof!,
howru
Pet Peeve
Comment
Possible Alternative/Solution
A message typed as
if talking to your
best friend- all lower
case, no punctuation
and abbreviationslol, jk, idk, etc.
Pet Peeve
Comment
Possible Alternative/Solution
I don't understand
what I need to do
in Module 4
Pet Peeve
Comment
Possible Alternative/Solution
Pet Peeve
Comment
Possible Alternative/Solution
E-mail Tips
Use the following tips to help students
think ahead about post-secondary email etiquette.
Many of these tips have been provided
by first-year students with identified
learning disabilities.
Some of these reminders and tips will
err on the side of formality.
Lesson Plan
Some students will benefit from direct
instruction regarding basic considerations
when emailing in a college setting.
The sample lesson plan that follows could
be used with high school students preparing
to transition to college (for example, in a
Curriculum Assistance classroom, an
English classroom, a resource classroom,
or any number of different environments).
Lesson Plan
Lesson Objective: The student will draft
an e-mail using at least eight effective
writing conventions for appropriate written
correspondence with post-secondary
instructors.
Note: the lesson plan at
http://mast.ecu.edu/modules/tpc_ec/lib/documents/
Power_Point_for_Sample_Lesson_Plan
6.3.10.pptx 6.3.10.pptx links directly to
supplementary materials
Lesson
Element
Procedures
Lesson
Setup
&
Lesson
Opening
Materials
Power Point
slides with
sample email.
E-mails on
student
handout if
desired
Venn
diagram
Lesson
Body
Teacher Input
Use the information in the sample PowerPoint slides to:
1) Provide a rationale/context for the type of e-mail communication students
will want to use in college.
2) List guidelines for composing an e-mail that would be considered
appropriately written in a college setting. Although e-mail is not quite as
formal as traditional letter-writing, you can still use some of the features of
the more formal writing to structure your communication.
3) Help students understand that the nature of each written communication
will be different, but these tips are generic tips that could be considerations
for a variety of purposes.
Guidelines portrayed in the PowerPoint file (in a bit more detail in the Power
Point file) include:
Begin with a polite and respectful salutation.
Clearly communicate message, questions, or concerns.
Use proper punctuation.
Use complete sentences and professional language.
Use commonly accepted abbreviations only when helpful.
Use respectful language/tone.
Include both your first and last name in the e-mail.
Fill in the subject line.
Use spell check.
Proofread the e-mail before sending.
Take time to discuss each guideline, provide examples and explanation when
needed.
Power
Point
Lesson
Body,
continued
4) Provide a sample e-mail template that students can follow until they
become more comfortable with professional communication in
postsecondary education settings in this way.
5) Identify elements of the template that reflect the 10 guidelines
presented.
6) Present the students again with the two e-mails (from Cameron and
Pete) from the beginning of the lesson. Have them compare these emails with 10 guidelines discussed in this lesson.
Guided Practice:
Present the following scenario to the class.
You are registering for spring semester classes. Last week you met with
your academic advisor to discuss the courses you will need to take in
the spring and spent time developing your preferred schedule. One of
the classes you had planned to take is now full, and you are not sure if
you should ask for special permission to be added to that class or if you
should just select something else (but you are not sure what that would
be). Compose an e-mail to your advisor to ask for guidance with this
decision.
As a group, draft an e-mail to the academic advisor referenced in the
scenario using all of the tips discussed earlier.
Power
Point
Extended
Practice
Lesson
Closing
Postsecondary
scenarios cut
and placed on
cards.
Summary
This module was designed to generate
thinking about ways to help students be
strategic as they prepare to communicate in
the college setting specifically via e-mail.
Sharing practical tips and providing
meaningful practice opportunities may
increase a students ability to make a
positive impression on a college instructor
and/or convey e-mail messages accurately.
Summary, continued
Do not assume students will naturally make
the leap from the casual electronic
communication used frequently and
effortlessly by many teenagers to the more
professional communication expected on a
postsecondary campus.
Proactive supports and direct instruction for
students in transition can facilitate a
students effective adjustment to the college
setting.
Session Evaluation
A form for participants to evaluate the
session is available in the Facilitators
Guide.
Self-Assessment
A self-assessment with response
feedback is available at
http://mast.ecu.edu/modules/tpc_ec/quiz/ .
Participants may take this assessment
online to evaluate their learning about
content presented in this module