Technology as a Catalyst to Facilitate Connections in the Online Classroom

Abstract

People are social creatures who often seek out connections with their family members, friends, co-workers, and peers. Dr. Joel Salinas’ (2018) research found that the number and quality of social connections can even have health benefits. People with high social connections have a lower risk for strokes, cognitive dysfunction, and even pathology (Salinas, 2018). This desire for social connections transcends the college classroom — where students look to connect with their peers, the course content, their faculty, and the campus. Various technologies are available in many learning management systems (LMSs) and as open-source resources, which can be used to enhance faculty, student, and curriculum connections. The authors examine and address how technology can be used to establish and nurture social connections within the online college classroom and what role technology can play in improving student satisfaction and success outcomes.

Connections

Connections are an important part of education and student success. This is true of both online (Weller, 2007) and traditional classrooms (Kop, 2011). Past research (Baumeister & Leary, 1995; Bergin & Bergin, 2009; Teven & McCroskey, 1997) indicates that student connections influence student perceptions and are key factors in student success. This is especially true when examining perceptions of the students toward the faculty member teaching their course. In a brick-and-mortar institution, these perceptions often stem from the various interactions between the student and professor across the college (both in and out of class). The challenge is how to build and sustain rapport online, which is important for two reasons. First, students want a close, harmonious relationship with a group that shares similar feelings and ideas (Frisby & Martin, 2010). Second, positive perceptions of the students’ rapport with their faculty member are associated with emotional, cognitive, and pro-academic behaviors such as motivation, class attendance, and participation (Frisby, Slone, & Bengu, 2017; Solis & Turner, 2017).

Additionally, positive perceptions can predict student and course outcomes. Considerable research indicates that students’ interactions with the course, the content, the faculty, and other students influence their perceptions of not only the class but also their opinion of the faculty, the course learning outcomes, and their overall experience with the university. This finding is important since other research suggests that many students want a lifelong relationship with their college or university (Clinefelter, Aslanian, & Magda 2019; Frisby & Gaffney, 2015, Hagenauer & Volet, 2014; Halx, 2010; Sibii, 2010). The terms connection and rapport can be used to describe a wide range of concepts. Sibii (2010) defines student connections to include closeness, care, safety, trust, honesty, fairness, respect, openness, support, encouragement, availability, and approachability (p. 535). All of these factors can contribute to building rapport, which is defined as students’ general perception of the relationship with their instructor (Frisby & Gaffney, 2015). Students who hold positive perceptions of connection and rapport and believe their instructor cares about their success also conclude that they learn more (Boynton & Boynton, 2005). The challenge is determining if this outcome can be effectively implemented in the online or virtual environment. How can the trends in the higher education industry, coupled with technology, be used in the online classroom to help facilitate student and faculty connection and rapport? These issues and others will be addressed, and a list of free or open-source technology tools for consideration when facilitating and engaging students in an online classroom is provided.

Trends

Online education continues to grow in popularity. A 2018 report by Best colleges.com found that 80% of students felt the online learning method was at least as good as or better than traditional on-campus learning. According to Clinefelter, Aslanian, & Magda (2019), 85% of participants in their study reported that their online school experience helped them improve critical-thinking and problem-solving skills. Google data analytics indicate that the fastest growing internet search query for education in 2018 included a specific education program and the term online (Mangles, 2018).

Enrollment in online education has more than quadrupled since the early 2000s. Even at a time when tuition at universities is rising faster than inflation, and wages are stagnant, enrollment in online programs is holding steady (Dusst & Winthrop, 2018). There is a national interest in student success in higher education institutions, especially in the online market. Poor student outcomes have led to negative publicity and skepticism from potential students to enroll in some online institutions. Colleges and universities are using data analytics to manage return on both student and university investments (Mangeles, 2018), which has led to colleges and universities looking for ways to integrate technology to increase the return on investment in online education and to better support student success.

New technology is entering the online education space, including virtual and augmented reality. These new immersion technologies have the potential to provide students with real-world experiences and can provide a collaborative environment connecting students in the same virtual space, regardless of their physical location (Lopez, 2016). Although this technology might be cost prohibitive in its current state, the potential is pervasive. Some universities have created virtual campus tours via mobile applications. Other virtual technology offerings include instructors holding virtual office hours, live tutoring, and student–advisor video meetings. For example, students can set up a meeting with their instructor via a mobile calendar app. During the agreed-upon time, the student would knock on the instructor’s virtual office door, sit down in the virtual chair on the opposite side of the instructor’s desk, and have a real-time conversation via video about the course content or assignment instructions in a virtual reality setting. In instances where a faculty member or student might not want to use video, they can opt for an avatar or still picture to display on the screen and still benefit from the real-time interaction. Such a strategy also creates an opportunity for a student–instructor exchange that contributes to connection and rapport building, which can better support student success as noted previously.

Student Engagement

The proverb “No man is an island” (Donne, 1624) is as relative to life today as it was in the 17th century and can be applied to the area of higher education. Connections continue to be an important part of education and student success. When students begin their online college journey, they are excited, motivated, and ready to start a new adventure. Students see this opportunity as a way for them to improve their personal and professional lives. However, this excitement can temper quickly if students feel they have entered a desolate wasteland, left to navigate the unknown online environment all by themselves.

By focusing on finding ways to present an enriching online experience for students through encouraging relationship building with their peers and faculty, and engagement with their program and school as a whole, we might be able to improve student connection, rapport, and engagement. These critical success factors influence the overall student experience, success, and satisfaction (Bergin & Bergin, 2009). Leveraging technology to foster these connections and relationships is key.

Observations

The student–instructor connection and rapport are important aspects of improving student success. Technology will play a key role in fostering both components in the online modality. Although an exhaustive review of all current educational technology is beyond the scope of this paper, our intent is to highlight the importance of these factors and provide tangible examples of using technology to enhance student–instructor connection and rapport. We also introduce some resources that have potential to augment the student’s experience in the online environment. Examining social media and its impact on connection and rapport within the online classroom is beyond the scope of this paper; however, we do note the important role social media can play and the benefits of examining social media in future research. See Appendix A for a sample of technology tools that can assist the online instructor. See Appendix B for a sample of technology tools that might benefit the online student.

An online university instituted a communication system within the Canvas Learning Management System (LMS) called CVITAS. CVITAS displays a visual graphic, called a heat map, which shows students’ engagement in the course. All students are awarded a score based on their level of engagement in the course. The score shows how often and how much time the students spend reviewing the syllabus, the assignment instructions, discussion board activity, and on the course material activity page. Students are assigned an engagement score between 1 and 10, based on the LMS data point, which is refreshed every 24 to 48 hours. Over time, the expectation would be that the distribution of the engagement scores would hover at the midpoint or around 5 out of 10. Instructors are encouraged to send out communication weekly to low-performing students (those scoring below 5), which not only fosters rapport but also supports the likely increase in students’ participation. Instructors are also able to include the students’ advisors on the outreach should they feel extra student support is needed. The goal is to increase both peer-to-peer and student-to-faculty communication in an effort to increase students’ overall experience and, ultimately, their success in the class.

In addition, instructors are encouraged to send messages to midlevel students (those scoring between 5 and 8) to encourage them to continue engaging in the course work and contact high-performing students (those scoring above 8), acknowledging a job well done. Students across the board, including high-performing students, frequently responded, thanking their faculty member for reaching out and recognizing their hard work and commitment to the classroom. The reviews from students since the CVITAS initiative began, approximately 12 months ago, have been mostly positive. Instructors have observed a notable difference in student responses. Students answer favorably to the positive engagement emails acknowledging their participation and accomplishments. Many students receiving the low-engagement scores are inquiring as to what they can do to get out of the red zone or low-engagement category. The table illustrates a few paraphrased examples of the types of student responses received when given their CVITAS engagement scores via email. Even though not everyone might have access to this tool, the principle (regardless of the tool utilized) of taking the opportunity to connect with students at key touch points across the course is both needed and effective. Using something as basic as the gradebook and roster can prove effective if given attention.

Student Responses to Engagement Emails

Engagement Score Positive Average Low
Comment
  1. Thank you for everything! I appreciate all I have learned the past 6 weeks.
  2. Thank you for the email. You are the first instructor to recognize my hard work!
  3. Wow…this is the first time I received an email telling me I did a good job! Thank you!
  4. Thank you very much Professor!!! I loved your class. I have learned so much.
  5. This class has been really tough! Thank you for recognizing how hard I am working this term!
  1. How can I get to green? Please let me know. I will do better next week! Thank you for the email.
  2. Dr…, why am I getting this? I logged on at least once last week.
  3. Sorry for the delay…I attempted to submit my work last night, but it did not go through. I will be double checking that moving forward. Thank you for reaching out. If you had not, I would not have realized it until I looked at the gradebook and noticed the zero. It is much appreciated.
  1. Thank you for checking with me…I have not been feeling well, but I am doing better today and will submit my assignment by end of day.
  2. Thank you…I am having a hard time balancing my work/home/school life. I will try to engage in the class soon. Again, thank you for reaching out.
  3. Thank you so much for reaching out to me. It means so much that you care about my success enough to take the time and reach out.
  4. Thanks for the email. I will be submitting my paper tonight. I have been working two jobs and it has been really hard.

Common Technology

Many of the current technology tools used in the online classroom are mostly static. Examples include course announcements, discussion assignments, written guidance, recorded lectures, and integrated rubrics, which are valuable methods of communicating information to students even though they might see these as more of an information dump or reiteration of what has already been posted in the syllabus or in the assignment instructions. Repetition in education has some value. Aristotle (Ross & Phil, 1906) recognized this in 350 BCE with his laws of association and frequency stating that learning “is frequent repetition that produces a natural tendency” (p. 113), and “the more frequently two things are experienced together, the more likely it will be that the experience or recall of one will stimulate the recall of the second” (p. 11). However, instructors should be mindful of how much information is presented in the course and avoid students experiencing cognitive overload.

Administrators might also keep this in mind when considering faculty expectations, i.e., more is not always better. If the announcements, discussions, and other static tools are used to enhance or augment the material already presented in another form, they can provide value for the students. Oftentimes these tend to be more repetitive in nature and offer very little in the way of encouraging engagement, reflection, and creative thinking. Simple adjustments to these static methods, such as focusing on the visual appeal of the delivery method, can encourage students to read and engage in the material. For example, instructors can use a free service such as Canva (see Appendix A) to create interesting infographics when posting an announcement or a discussion response. Something as simple as creating a visually appealing PowerPoint slide, saving it as a .jpg, and uploading it to the class as an announcement or discussion post can catch the students’ attention and encourage them to respond.

Less Common Technology Tools

Digital technology allows instructors to provide audiovisual feedback to students. Screen-casting technologies offer a different approach to providing students with feedback on their assignments or discussion posts. Early research supported the idea that audiovisual feedback can enhance the student learning experience and create rapport and support between faculty members and their students (Liou & Peng, 2009). This type of feedback allows instructors to engage students with multiple learning styles. Whether this type of feedback is more effective in improving student performance or engagement than written feedback is debatable, but it is an option for instructors who are looking for different ways to reach their students. Providing audiovisual feedback is now simple and easy to incorporate with built-in features in some LMSs.

Most LMSs have alert systems that can filter and target students who have missed a deadline or performed poorly on an assignment. Instructors can quickly home in on students who might be struggling and use the alert system to contact students and encourage them to participate in the class or submit a missing assignment. Even if an LMS does not have this feature, a quick glance at the grade book could allow instructors to perform targeted outreach via email or telephone. Email is likely the most common tool used to communicate with students in the online classroom, but text messaging, social learning communities, and even social media could be used to reach students as well. Digital badging can be incorporated to show students when they have met or exceeded a goal within the classroom. For example, if a student is the first to respond in a discussion forum, they might earn a digital conversation starter badge. The full potential of digital badging has not been recognized yet, but some early research suggests that badging can be used to motivate students by recognizing their accomplishments. Seixas, Gomes, & Filho (2016) found that students with low engagement in the online classroom were often motivated to increase their participation when gamification techniques were applied.

Considerations and Recommendations

Quality Versus Quantity

Technology can be implemented to present content that is interesting and relevant to students. This can draw students deeper into a topic, direct their own learning, and help them attain technological literacy skills that can translate to the workforce. We have to be cognizant of providing quality resources versus bombarding students with too much information. Examples of quality might include taking time to develop highly visual and appealing announcements and discussion posts that are accurate and error free; following best practices for creating videos, being mindful of background, presentation, length, and content; and embedding video instead of just posting a link.

Balance / Americans with Disabilities Act — Especially with Video

Alternative methods are needed for presenting information feedback in conjunction with video, such as written transcripts or closed captioning. Many software programs are available that will transcribe the videos. Google Docs and Temi both have built-in voice-typing tools. Amara is one of many collaborative captioning and translation tools. Not all students are going to prefer video feedback and lectures over written ones. Video lectures and feedback should be as short as possible when conveying the information. Instructors might find that they need to communicate in multiple formats to appeal to multiple student-learning styles, keeping the course content relevant, timely, and up-to-date to hold student interest and attention. Engaging students can be challenging, as they face constant distractions; in addition, their attention spans are getting shorter. Research indicates that three to four minutes is the average time students will spend reviewing video lectures or feedback (Briggs, 2014; Bradbury, 2016; Armes, 2018).

Helping Students Make Connections

The online classroom is diverse, and students come from different backgrounds, cultures, and experiences. The instructor can give students a survey at the beginning of the course to capture data about their interests and abilities and then share the aggregate results in the introduction discussion forum to build a sense of community. For example, if the informal survey indicated that 45% of students were interested in learning more about the stock exchange, the instructor could look for ways to incorporate that information into a lesson. Stanford University developed a program called Talk About, which enables peer discussion in a global classroom via Google Hangouts (Hertz, 2013). Students and instructors are able to post their video responses in real time. If instructors are able to find commonalities across the discussion thread, they can use these commonalities to connect the students to each other and the instructor.

Mindful of Communication Style in Public and Private Settings

One may not readily distinguish between public and private conversation in the online environment, but students will certainly note the tone of the communication. Using one approach in the discussion forum or in a live seminar/session and another in the gradebook can actually hinder instructor–student rapport and ultimately learning. A simple, mindful practice that goes a long way to ensuring consistency across communication includes always using a greeting (Hi, John) and providing a complimentary close (Thanks, Dr. J.). Effective communication needs participation from all parties. Emotional awareness, or the ability to recognize feelings, plays a role in the effectiveness of communication (Pogosyan, 2018). Being mindful of how our communication styles affect others can assist us in becoming better communicators.

Careful Not to Overwhelm with Mass Communications

Students receive a lot of information from various stakeholders across the university. They receive university-wide emails, alerts, and notifications, which do not even include the communications they receive from outside the university to that same email address for nonschoolrelated activities. Being cognizant when posting announcements, sending emails or texts, and responding in the discussion forums that our communication has a purpose is important. If students receive too many messages that they see as irrelevant or not pertinent to them, they could begin to ignore our attempts or else see them as disingenuous.

Limitations and Future Research

This work is based on the two authors’ experiences. In addition, we recognize there are other limitations, including our own bias toward appreciation of online learning. In future studies, we will consider specific practices connected to building rapport and success outcomes. Apps and social media platforms, such as Twitter badges, where students push their discussion posts using a hashtag to be a storyteller or other badges that recognize student achievements could be explored to see if they encourage student engagement, rapport, and satisfaction. Future research could examine ways to encourage students to tap into emotions, and add personal stories in an effort to build rapport. Additional consideration might be given to negative influences outside school that could be impacting key metrics, including rapport building with peers and instructors. Being mindful of the ethical issues around personal disclosures will be important.

Adding self-assessments and peer-review opportunities where students grade each other’s discussion posts or rough drafts could be explored as an effort to give students a sense of ownership, accountability and control over their learning. Students could be given the opportunity to choose between several options for assignments versus forced choice. For example, they could be given the option of creating a voice-over PowerPoint presentation, creating a personal video, or creating an animated video as options for a presentation assignment.

Future research about the benefits of training online instructors on the implementation of engagement strategies, not just on theories and pedagogies, should be addressed. Instructors should be given access to specific engagement tools to leverage technology and build rapport in the classroom. Additional research on engaging learners by using a mix of content delivery methods (video, text, audio, etc.) should be explored. Various methods for keeping the course content relevant and updated by bringing in new research, news, articles, policies, and emerging trends should be examined.

Another opportunity for future researchers is the use of how specific technology tools might affect course retention or success rates. Methods of leveraging email notifications from the LMS, scheduling and sending automated encouraging and motivating messages to high-performing students (and not just focusing on those who are falling behind) should be explored in more detail.

Conclusion

Many college students today grew up in the digital age and are comfortable with various social media and technology tools. Regardless of the level of comfort with these tools, technology is part of all online college students’ lives. These students will need to use some sort of technology, such as a computer or mobile device, to manage their day-to-day online learning tasks. Additionally, research (Bergin & Bergin, 2009; Hagenauer, & Volet, 2014; Frisby, Slone, & Bengu, 2017) has shown that students need to build a connection and establish rapport with their peers, faculty, and the university. Knowing this, faculty members and university systems need to find effective ways to use technology in the classroom, which gives students the opportunity to interact with their classmates and instructor in various ways. Providing a variety of options to find what options work best for the individual needs of the students is important. Integrating technology in the college classroom encourages students to stay engaged and develop their digital citizenship skills (Mareco, 2017). As educators, we can help students improve outcomes, including their grades, course completion rates, technology skills, and critical-thinking skills. At the same time, instructors must support efforts to foster student–faculty rapport. Technology is an integral part of life in the 21st century and can be used to make positive changes in the online college classroom and, ultimately, in the lives of students.

Armes, C. (2018). Pay attention! 5 ways to improve your students’ attention spans. eSchool News. April 12, 2018.

Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497–529.

Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review, 21, 141–170.

BestColleges.com: 2018 online education report. (2018). Best Colleges. Retrieved from bestcolleges.com/press-release/bestcolleges-com-publishes-2018-online-education-trends-report/

Boynton, M. & Boyton, C. (2005). Preventing and solving discipline problems. ASCD Publishing.

Bradbury, N.A. (2016). Attention span during lectures: 8 seconds, 10 minutes, or more? Psychology.org.

Briggs, S. (2014) The science of attention: How to capture and hold the attention of easily distracted students. InformEd. Retrieved from opencolleges.edu.au/informed/features/30-tricks-for-capturing-students-attention/

Clinefelter, D.L., Aslanian, C.B., & Magda, A. J. (2019). Online college students 2019: Comprehensive data on demands and preferences. Louisville, KY. Wiley edu, LLC.

Donne, J. No man is an island. (1624). No man is an island. Retrieved from poemhunter.com/poem/no-man-is-an-island/

Dusst, E. & Winthrop, R. (2018). Top 6 trends in higher education. Retrieved from brookings.edu/blog/education-plus-development/2019/01/10/top-6-trends-in-higher-education/

Frisby, B., & Martin, M. (2010). Instructor–Student and Student–Student Rapport in the Classroom. Communication Education. 59(2), 146. DOI: 10.1080/03634520903564362

Frisby, B. N., & Housley Gaffney, A. L. (2015). Understanding the role of instructor rapport in the college classroom. Communication Education, 32(4), 340–346.

Frisby, B. N., Slone, A. R., & Bengu. E. (2017). Rapport, motivation, participation, and perceptions of learning in U.S. and Turkish student classrooms: A replication and cultural comparison. Communication Education, 66(2), 183–195.

Hagenauer, G., & Volet, S. E. (2014). Teacher-student relationship at university: an important yet under-researched field. Oxford review of education, 40(3), 370–388. DOI:10.1080/03054985.2014.921613

Halx M. D. (2010) Re-conceptualizing college and university teaching through the lens of adult education: Regarding undergraduates as adults, Teaching in Higher Education, 519–530.

Hertz, M.B. (2013). How educators and schools can make the most of Google Hangouts. Edutopia. Retrieved from https://www.edutopia.org/

Kelly, R. (2017). Survey: Most students say technology boosts academic success. Retrieved from campustechnology.com/articles/2017/09/28/survey-most-students-say-technology-boosts-academic-success.aspx

Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. Retrieved from http://www.irrodl.org/index.php/%20irrodl/article/view/882/1689

Liou, H.-C., and Z. -Y. Peng. 2009. “Training Effects on Computer-Mediated Peer Review.” System 37, (3): 514–525. DOI: 10.1016/j.system.2009.01.005

Lopez, L. (2016). Virtual reality and augmented reality in education. eLearning Industry. Retrieved from elearningindustry.com/virtual-reality-augmented-reality-education

Mangles, C. (2018). Search engine statistics 2018. Smart Insights. Retrieved from smartinsights.com/search-engine-marketing/search-engine-statistics/

Mareco, D. (2017). 10 reasons today’s students need technology in the classroom. SecureEdge. Retrieved from securedgenetworks.com/blog/10-reasons-today-s-students-need-technology-in-the-classroom

Pogosyan, M. (2018). The benefits of emotional awareness. Psychology Today, Online Education Trends Report (2018). bestcolleges.com/research/annual-trends-in-online-education/

Ross, G.R.T., & Phil, D. (Eds.) (1906). Aristotle De Sensu and De Moria. Cambridge at the University Press.

Salinas, Joel (2018). How the quality and quantity of your social connections can impact your brain health as you age. Massachusetts General Hospital News Article. Retrieved from massgeneral.org/brain-health/news/newsarticle.aspx?id=6623

Seixas, L.R., Gomes, A.S., Filho, I.J.M. (2016). Effectiveness of gamification in the engagement of students. Computers in Human Behavior. Vol. 59, pp. 48–63.

Sibii, R. (2010). Conceptualizing teacher immediacy through the ‘companion’ metaphor. Teaching in Higher Education,15(5), 531–542.

Solis, O.J. & Turner, W.D. (2017 March). Building positive student-instructor interactions: Engaging students through caring leadership in the classroom. Journal of Empowering Teaching Excellence, 1(1), DOI: 10.15142/T37P72.

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Weller, M. (2007). Virtual learning environments: Using, choosing, and developing your VLE. Abingdon: Routledge.

60 Cities: https://www.360cities.net/ You can show almost instantaneously the places that you will be studying. There is a VR setting that you can click so students can view through their VR devices. Same concept: Google Earth: https://www.google.com/earth/

Canva: https://www.canva.com/ Create infographics to use in announcements or discussion assignments.

Edpuzzle: https://www.google.com/earth/ This website allows you to make videos interactive. You can turn them into formative assessments. Upload a video you want to use or search their gallery, and then you can clip the video to include only portions of the video. You can also add audio narration or comments to the video. You can embed both multiple-choice and open-ended questions as well.

Flipgrid: https://flipgrid.com/ Facilitate video discussions. You can record short videos to post in the discussion or reply to others. Similar to snapchat (filters, stickers, etc.)

Listenwise: https://listenwise.com/ Allows you to add audio components. You can browse their collections to find relevant stories for your topic. Then just click the share button to get a link to take the students to this audio recording. Listenwise also provides discussion questions for each story as well as premade Socrative quizzes.

SMMRY: https://smmry.com/ Summarizes any text or webpage. (Use to summarize journal articles or difficult concepts.)

Smore: https://www.smore.com/ Easy to create newsletters and flyers. Templates are customizable and mobile enabled.

Temi: https://www.temi.com/ Speech to text transcription.

Two free phone apps: Typorama / Font Candy. Allows you to create graphics on your iPhone or iPad. Add quotes, artwork, filters, colors, etc.

ViewPure: http://viewpure.com/ Allows you to copy a video URL, paste it into the box at the top, and then click the purify button. The site then generates a new URL with all the clutter removed. Great for YouTube videos.

Yellowdig: https://yellowdig.com/ Engagement platform with social media features, nudges, and multimedia posting capabilities. Organizes content via topics and incorporate gamification (point system). Educational version of Facebook.

Author Bios

Jan Tucker

Jan Tucker teaches undergraduate, graduate, and doctoral business courses in management, human resources, organizational behavior, marketing, finance, strategic management, research and design, and similar disciplines. She has previous experience as a human resources consultant for several Fortune 500 companies. Her research interests include the integration of technology in education, disruptive innovation in higher education, and competency-based education. Tucker earned a PhD in Business Management from Northcentral University, an MBA from Florida Institute of Technology, and a BA in psychology from Auburn University. She currently resides in Tampa, Florida.

Joseph Trevor Belcher

Joseph Trevor Belcher is an assistant dean for online education in the Wegmans School of Pharmacy at St. John Fisher College. During the past two decades, his educational and practical experiences have allowed him the opportunity to serve in various capacities, such as pastoral ministry, counseling, consulting, teaching, and administration. Previously, he was an associate dean and professor at Ashford University, in addition to holding administrative positions at Kaplan University, Patten University, and New Charter University. He has a PhD and an MS in psychology as well as a BS with a double major in ministry and theology. Belcher’s current academic interests include education and leadership.

Excelsior College Named a Winner of the Times Union 2021 Top Workplaces Award

Albany, N.Y.—Excelsior College has been awarded a 2021 Top Workplaces honor by the Times Union. The winners list is based solely on employee feedback gathered through a third-party survey.

“Excelsior College is honored to be one of only 62 organizations in the Capital Region to make the Top Workplaces list,” said Mark Howe, vice president of human resources. “The award is especially meaningful because it comes from employee feedback. Thank you to our Excelsior staff for making us a Times Union Top Workplace in 2021.”

The anonymous survey conducted by Energage measures 15 culture drivers, including alignment and connection. The research-based employee engagement survey results included rankings and comments.

“When you give your employees a voice, you come together to navigate challenges and shape your path forward,” said Eric Rubino, Energage CEO. “Top Workplaces draws on real-time insights into what works best for their organization, so they can make informed decisions that have a positive impact on their people and their business.”

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Media Contact Excelsior College:

Erin Coufal, ecoufal@excelsior.edu, 518-608-8498

 

ABOUT EXCELSIOR COLLEGE

Excelsior College (excelsior.edu) is an accredited, not-for-profit online college focused on helping adults complete their degrees and advance their careers. The college contributes to the development of a diverse, educated, and career-ready society by valuing lifelong learning with an emphasis on serving individuals historically underrepresented in higher education. Founded in 1971, Excelsior meets students where they are — academically and geographically — removing obstacles to the educational goals of adults pursuing continuing education and degree completion. Our pillars include innovation, flexibility, academic excellence, and integrity. Learn more at excelsior.edu.

 

Excelsior College Ranked #1 and #3 by Online U as Best College Return on Investment

Albany, N.Y. — Excelsior College was recently recognized by OnlineU in its 2021 Best Online Colleges for Return on Investment rankings, featured as No. 1 for best online associate degrees and No. 3 for best online bachelor’s degrees. Since 2004, OnlineU has been helping students accomplish their educational goals by identifying the online degree program with the best value.

OnlineU’s new 2021 Best Colleges for Return on Investment rankings are the first to be based on the median salary and mean debt numbers found in the U.S. Department of Education’s College Scorecard. To determine mid-career ROI, schools were ranked by graduates’ salaries and debt payments for 10 years after graduation, accounting for standard salary growth and interest on debt payments. This formula gives each school a percentile “ROI score” that reflects how the salary and debt of each school’s programs compare to similar ones. The ranking lists also include manually researched tuition rates for each school.

David Schejbal, president of Excelsior College, stated, “We are honored to be recognized by OnlineU for best college return on investment. This ranking is significant for Excelsior College, our students, and our graduates as we strive for a strong return on investment and low student debt. Many of our students balance full-time work and personal responsibilities while pursuing a degree, and we recognize the sacrifices and investments they make.”

Excelsior helps students save money and time on their education by accepting previously earned college credit and awarding credit for military training, workplace training, and certain professional certifications. Of the students enrolling in the 2019–2020 academic year, 93.5 percent transferred in college credits prior to enrollment or within three weeks after enrolling. Those pursuing a bachelor’s degree transferred in an average of 69.37 credits, which amounts to more than half the number of degree credits required for a bachelor’s degree.

best online college ROI badge Optimal, the producer of the rankings, helps prospective students make informed, data-driven decisions to improve their collegiate experience and their post-college careers. OnlineU is one of its major products to navigate through the remote education landscape. “The pandemic has significantly accelerated the growth of online learning and delivered us into a territory where there is not a lot of qualitative or quantitative information yet,” said Optimal founder and CEO Sung Rhee. “As student debt continues to rise exponentially and finances are strained as a result of COVID-19, many people are asking themselves, ‘Is an education worth it right now?’”

To better address student needs, Optimal’s rankings for best online colleges for ROI and thought-leadership articles provide students with the data, information, and insights needed to make the best possible decisions for their circumstances. By showing the salary and debt that can be expected 10 years after graduation, the rankings can help prospective students make their college selection.

 

 

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Media Contact:

Erin Coufal, ecoufal@excelsior.edu, 518-366-9992

 ABOUT EXCELSIOR COLLEGE

Excelsior College (excelsior.edu) is an accredited, not-for-profit online college focused on helping adults complete their degrees and advance their careers. The college contributes to the development of a diverse, educated, and career-ready society by valuing lifelong learning with an emphasis on serving individuals historically underrepresented in higher education. Founded in 1971, Excelsior meets students where they are — academically and geographically — removing obstacles to the educational goals of adults pursuing continuing education and degree completion. Our pillars include innovation, flexibility, academic excellence, and integrity. Learn more at excelsior.edu.

 

Excelsior College Places First in National Cyber League Competition

Albany, N.Y. — Team Excelsior earned first place in the competitive Cyber Power Rankings of the National Cyber League (NCL) spring competition.

Held biannually, the NCL is an inclusive, performance-based, learning-centered collegiate cybersecurity competition. Students who participate in the NCL gain advantages such as cybersecurity experience, preparation for the workplace, and increasing their competition skill level.

Under the guidance of Team Captain, Trainer, and National Cybersecurity Institute Fellow Weylin Leavitt, Excelsior College had 28 students and alumni who participated in the individual, preseason, and the team games.  For the team games, Excelsior created four teams led by Team Captains:  Weylin Leavitt (a master’s in cybersecurity graduate), Todd Kresbach (a master’s in cybersecurity graduate), Stephanie Barnes (a master’s in cybersecurity student), and Steven Meredith (a Bachelor of Professional Studies in Technology Management student).  Each team collaborated, trained, and spent countless hours competing on the challenges, which resulted in Excelsior College placing No. 1 in the Top 100 schools in the NCL and Excelsior placing No. 2 in the NCL Team games.

Amelia Estwick, director of the National Cybersecurity Institute at Excelsior College and faculty advisor for the NCL, stated, “I’ve been advising Excelsior’s NCL teams for over 4 years and this is our top placement! I’m so proud of our students for accomplishing this goal. The students demonstrated strong determination and incredible skill throughout the competition. Thank you to our team captains who stepped up to lead and share their expertise with their teammates. Congratulations, Team Excelsior!”

Excelsior’s bachelor’s and master’s programs in cybersecurity prepare students to prevent, detect, counter, and recover from cyber incidents. The National Security Agency (NSA) and Department of Homeland Security have designated Excelsior College as a National Center of Academic Excellence in Cyber Defense Education.

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Media Contact Excelsior College:

Erin Coufal, ecoufal@excelsior.edu, 518-608-8498

ABOUT EXCELSIOR COLLEGE

Excelsior College (excelsior.edu) is an accredited, not-for-profit online college focused on helping adults complete their degrees and advance their careers. The college contributes to the development of a diverse, educated, and career-ready society by valuing lifelong learning with an emphasis on serving individuals historically underrepresented in higher education. Founded in 1971, Excelsior meets students where they are — academically and geographically — removing obstacles to the educational goals of adults pursuing continuing education and degree completion. Our pillars include innovation, flexibility, academic excellence, and integrity. Learn more at excelsior.edu.

Accelerate Your Career with a Master of Public Administration

People often pursue a Master of Public Administration because they want a career dedicated to helping people. Earning an MPA from Excelsior College gives them many different career paths to achieve that goal.

MPA program graduates have the skills to manage staff, resources, and projects at the local, state, and federal government levels and at nonprofit agencies. The program prepares them for public sector leadership.

Craig Breverman earned a Bachelor of Science in Liberal Arts in 2006 and later wanted to work in a leadership role in the public sector. He returned to school and earned a Master of Public Administration in 2019 through Excelsior College’s online MPA program.

Breverman said the program’s coursework prepared him for transitioning into a leadership role. “Core courses like Ethics and Public Administration and Theory have made me a better manager; others, like Public Management in a Political Environment and Statistical Analysis for Decision Making, have prepared me to participate in senior management teams,” he said.

Master of Public Administration Career Paths

An MPA program emphasizes ethics, leadership, policy implementation, and program management. These skills transfer to many administrative positions in government, nonprofits, health care, and urban planning. But in every case, an MPA job focuses on bettering the lives of people.

Examples of potential jobs graduates from an MPA program qualify for include the following:

Political scientists study how political systems impact citizens and may work in jobs making recommendations on public policy. The U.S. Bureau of Labor Statistics (BLS)reported a median annual wage for political scientists of $122,220 in May 2019 and projects 6 percent job growth by 2029.

Urban planners work on land use and public programs that help to develop better communities. The BLS reported an average annual salary for urban and regional planners of $77,750 in May 2019. Projected job growth stands at 11 percent job growth by 2029.

Social and community services managers oversee government and nonprofit agencies that focus on improving life for individuals and communities in disadvantaged areas. The BLS reported an average annual salary for social and community services managers of $72,900 in May 2019 and projected 17 percent job growth by 2029.

Nonprofit administrators focus on successfully managing a nonprofit organization, including fundraising. The BLS reported an average annual salary for nonprofit fundraising managers and public relations specialists of $132,630 in May 2019. Projected growth is 9 percent through 2029.

No matter which job a master’s degree graduate chooses, it usually provides a good return on investment. A study from the Georgetown Center for Education and the Workplace found that those with a master’s degree typically earn about $400,000 more than bachelor’s degree holders over the course of a lifetime.

Benefits of an Online Program

Excelsior College designed its 100 percent online Master of Public Administration program to give graduates the skills they need to manage public agencies and nonprofit programs. Graduates leave the program ready to take on leadership roles with local, state, and federal government agencies and local and global community service organizations.

The online program gives working professionals the opportunity to earn their master’s degree while retaining their current job. They can schedule homework, tests, and viewing lectures around their busy personal and professional schedules.

No GMAT is required to enter the program. Students earn 30 credit hours and may transfer up to 27 credits from other programs.

What Students Learn in an MPA Program

The Excelsior College MPA program features core courses that prepare graduates in all aspects of public administration and management. This includes integrating the fundamentals of leadership and management theory and practice within public administration and making social change that benefits the public.

Students also learn how to evaluate financial data and budgets in a public sector context, enabling them to make better decisions. They learn the effectiveness of data analysis in formulating decisions beyond finance and how to assess the use of technology to solve complex challenges.

An important component of the program is teaching students best practices for giving effective presentations that promote positive social change. Students in the MPA program learn to tailor presentations to multiple audiences.

Retired U.S. Navy Petty Officer 1st Class Dorothy Jimenez, who earned an MPA from Excelsior in 2018, said the program provided the foundation for her life’s ambition of helping others.

“Serving others is my passion,” she said

That spirit sums up why people enter an MPA program and why managing public service organizations is vital for ensuring public well-being.

 

 

 

Academic Trailblazer

Victor Almodovar excels as a first-generation college graduate

Like most people, Victor Almodovar wanted to accomplish the goal of earning his college degree. He was a Puerto Rican American with very little knowledge of the English language and needed to advance his education not only to improve his standing within the U.S. Navy, but also to benefit his future. In 2015, he earned a Bachelor of Science in Liberal Arts from Excelsior College, becoming the first person in his family to earn a college degree. He followed up that degree with a Master of Science in Management, which he earned in 2020.

As a child, Almodovar, now of Chesapeake, Virginia, grew up playing baseball in Puerto Rico and did not think higher education was in his future. As the second oldest of five brothers, he had other responsibilities and his mother couldn’t afford the expense. In 1989, at 17 years old, he decided to join the Navy as a way to improve his career prospects. He started as an ABE, an Aviation Boatswain’s Mate, preparing catapult and arresting gear systems for planes before take-off and after landing, and only intended to stay for four years. Instead, he took the Aviation Ordnance Advancement Test, a test required for sailors to be promoted in rank, and he has been doing that for 29 of his 31 years of active-duty service.

Joining the Navy allowed Almodovar to learn English because he became fully immersed in the language. “During the 10 weeks at NRTC Orlando (boot camp), it took me a few moments of high stress and being afraid of failing to push myself harder to listen and speak, allowing me to understand the information given more clearly,” he says. Over time, Almodovar began to pick up English more easily and that led him to decide to pursue a degree.

In 1998, Almodovar went back to school to complete some English, math, and social studies requirements in preparation to his further education. Around 2008, he decided to continue working on his education, but it wasn’t until 2013 when he met his now-wife that he began seriously pursuing his education, with her encouragement. He started taking courses with Central Texas College, a partner college of Excelsior, to complete written English requirements, and finally, in 2013, he discovered that the Navy also partnered with Excelsior and the College had the programs he wanted to pursue for his bachelor’s and master’s degrees. “They said Excelsior was the best for management degrees and that I would like that,” he recalls, adding that his academic advisor helped him choose the courses that would best align with his military responsibilities.

Multiple deployments and time away from home and family, without easy means of communication like cell phones and computers, made pursuing his education hard at first. Throughout it all, as he completed first his bachelor’s and then his master’s degree, Almodovar’s wife and mother encouraged and supported him. “With [my wife’s] influence and my mother’s always loving recommendations, I pushed through one class at a time, completing not just a degree but a master’s with honors,” he says, adding that he is also a member of Sigma Beta Delta International Honor Society for business, management, and administration. Now, Almodovar has used much of what he has learned from his degrees in his position as master chief, in charge of training management and support.

At the Training Support Center Hampton Roads Student Management facility in Norfolk, Virginia, Almodovar oversees a staff that takes care of the administrative aspects of military students’ records. The facility welcomes national and international students from places such as Africa, Italy, South America, Bahrain, and Saudi Arabia. “We deal with close to 5,000 students a quarter,” he says. He notes that during the coronavirus pandemic, it has been difficult to manage things because when students arrive, they need to be quarantined for 14 days before their classes start. Through his master’s degree, he has gained knowledge that is necessary for him to do his job properly; he says he has especially benefited from Excelsior’s global business and the management capstone courses.

Almodovar says it’s a great feeling to know he is the first in his family to become a college graduate. Sadly, his father passed away just five days after he earned his master’s degree, but Almodovar says it means a lot to know he was proud of his accomplishments. He says the reason he can say he is a graduate is because of his family. “My mother’s teachings as me and my siblings grew up and her drive to ensure we always gave our best at whatever we did, and my wife’s encouragement, are the primary reasons I became a first-generation college graduate,” he says.

After Almodovar retires from the Navy in 2021, he plans to take some time off to spend with his family, and then he might use his management background to open his own business. Just as he has learned to persevere thanks to his mother’s teachings and encouragement, he hopes to instill the same lessons in his children. “Because they have witnessed how hard their mom and I had to work to get to where we are today… [it] gives them the drive to aim for further education for a better future,” he says, and adds, “There’s only one person that can stop you, and that is yourself.” Learn more about the Sigma Beta Delta Honor Society for business.

Caring for the Abused

Kaylin Dawson supports and cares for victims of violence

Kaylin Dawson, of Cohoes, New York, always knew she wanted to be an ER nurse, but it wasn’t until she learned about sexual assault nursing that she realized what she was meant to do. Dawson graduated from Hudson Valley Community College in 2006 with her nursing degree and immediately began working in the Emergency Department at Albany Medical Center. It was there she learned that nurses conducted sexual assault exams on victims of violence. Not many people were doing that kind of nursing, but Dawson decided to try it. Now, as the sexual assault nurse coordinator, she oversees a staff of 13 nurses to care for and examine victims of sexual assault and domestic violence.

The early days in the ER exposed her to things not covered in nursing school. “It took me into a different avenue of nursing that I didn’t know existed while going through nursing school. And it’s made me proud to know I’ve had an impact on patients who come in for those sorts of things,” she says.

Dawson’s career at Albany Medical Center has progressed as she earned additional nursing degrees. Dawson earned a Bachelor of Science in Nursing from Excelsior College in 2012, and in 2013, she became the sexual assault nurse coordinator. In this role, she worked with the hospital management to implement protocols so examiners could start examining children who have experienced abuse. In 2020, Dawson earned her Master of Science in Nursing Education from Excelsior, and early in 2021, she again partnered with hospital leadership to implement a program so that nurse examiners can see victims of domestic violence, not just sexual abuse. With the patients’ consent, examiners are able to document and photograph the injuries and care for the patients who come in for treatment. Contrary to popular belief, explains Dawson, the examiners do not work for law enforcement and they do not divulge any information to police officers unless patients give their consent. “We don’t call law enforcement; we really respect their [the patient] decision and support them in whatever decisions they want to make,” says Dawson.

Another part of Dawson’s job includes sharing her knowledge with others. She lectures in the community and at national conferences to teach Child Protective Service workers, law enforcement, Title IX coordinators, and other health workers about sexual assault, child abuse, and human trafficking. She also sits on multiple community task forces to build relationships and work for victims of sexual assault, human trafficking, and child abuse.

Dawson says as nurses and, furthermore, as a community, it’s important to work together to care for patients who experience sexual assault violence and be supportive of their decisions. Sometimes this is hard to do. For instance, learning the patient’s background and acknowledging the role trauma has played in their life (also known as trauma-informed care) can affect examiners mentally and emotionally. Dawson has taken steps to make sure her examiners aren’t overwhelmed by hard cases. She limits their shifts to 12 hours, makes sure to speak with them at an annual decompression meeting, and encourages self-care. Dawson points out that with the impact of COVID-19, many nurses are experiencing particularly high levels of burnout. In addition,  in Dawson’s line of work, it’s important to recognize that vicarious trauma can take its toll. “Being able to recognize that you are experiencing it can be difficult, but knowing available resources like EAP, pastoral care, and healthy mechanisms for outlets is important,” says Dawson, noting that she has personally taken advantage of pastoral care.

With the possibility that working with trauma patients having such a negative effect on the examiners’ well-being, it might seem like a difficult choice to be a sexual assault nurse. Dawson agrees that it is. She says this avenue of nursing is certainly not for everybody, but it can be personally rewarding. Sometimes the nurse can help solve crimes by collecting evidence and finding justice for victims of sexual and domestic abuse when they otherwise might not be able to speak up for themselves. “It seems like definitely you’re in a position where a lot of responsibility falls on your shoulders, and it’s up to you to say the things that sometimes the patient and the victim can’t say or are too afraid to say. You could be the only person a victim discloses abuse to,” she says. Learn about how you can also help survivors recover psychologically with a Bachelor of Science in Psychology.

More from Kaylin Dawson

 

What is the best source for people to find information about sexual assault?

I would definitely tell people to look up their local crisis advocacy centers. We work closely here in Albany with Albany County Rape Crisis, so they are always a good source of information. Everyone should have one locally, no matter what state you’re in. The state’s Department of Health website has all of this information.

What do you think is necessary and important for somebody to succeed as a sexual assault nurse?

They have to understand that these patients can bring on vicarious trauma. I think people recognize that early on. I lecture about child abuse, sexual assault, and human trafficking. And none of those are warm and fuzzy topics…But in the end, you could really make a difference, whether that is bringing justice for a patient, or if it’s just being an ear for that day for a patient. If it’s a removal from a family because the child has been abused….There’s always a reason to believe that there’s good in the world, no matter what outcome you may have.

What would you say to someone who wanted to start a sexual assault program at their hospital?

So, I would say that majority of nurses may not even know to look into the hospital that they’re working with and see if they have programs. And if not, work on establishing one with your hospital leadership group. The importance of a sexual assault program and examiners is not only to address a patient’s emotional needs, and collect forensic evidence, but also to empower victims from the moment they come into a hospital. It is the essence of nursing, to take care of others.

 

Jill of Many Trades

Denette Buenrostro used her nursing degree as a springboard to a successful business career

Denette Buenrostro of San Antonio, Texas, is an RN and entrepreneur dedicated to improving the lives of others. She owns two medical-related businesses, Epicc Vascular and Blue Horizons Healthcare, and is in the process of growing the Buenrostro Cosmetics company and the online magazine, Epicc Magazine. She says none of her success would be possible, however, if it wasn’t for earning her Associate in Applied Science in Nursing from Excelsior College in 2007.

To start a business, one needs a strong will and determination, and for Buenrostro, these traits trace back to her time in the military. After high school, she began pursuing nursing, but at 19, she joined the Army Reserves, then enlisted in active duty and served in the Armed Forces Medical Corps, 3rd Infantry Division in Germany. After leaving the Army in 1991, she decided to follow in her sister’s footsteps and continue her nursing education. Buenrostro became an LPN and realized to increase her skills and income, she needed to move to the next level. That’s when she discovered Excelsior, then Regents College.

As a single mother of four children, Buenrostro needed to find a way to pursue her education, take care of her children, and work without sacrificing any of these. She applied and sent in her transcripts, and was accepted. “And so, once I got started, it was like non-stop. I didn’t look back. I set my schedule, made my own calendar, prepaid for my [CPNE] test so that I knew that I had to take it, and that’s what I did,” she says. Buenrostro adds that while attending Regents, she realized distance learning is not for everyone and self-discipline was a must for success. She says, “Excelsior prepared me a lot in that sense. I’m able to think independently, to work independently; and I run my businesses just like that, based on what I learned from going through the Excelsior program.”

Epicc Vascular is a vascular access company that provides nurses to travel to place PICC lines—special catheters called peripherally inserted central catheters meant to stay in place for an extended period of time to deliver antibiotics and chemotherapy—in patients outside of the hospital. Nurses go to nursing and personal homes as well as to hospitals so that patients don’t have to travel for the procedure. Buenrostro and her husband, who has an extensive background in business and marketing, have franchised the model, and to date there are 60 Epicc Vascular locations throughout the United States.

Blue Horizons Healthcare operates in much the same way as Epicc Vascular, allowing nurses to hire their own hospice agents and visit patients in their homes. She says this model reduces patient stress because they don’t have to travel to and from the hospital. Blue Horizons is also using cutting-edge technology to allow providers and patients’ families to use Facetime to communicate with patients, making them feel more engaged. This is something no other hospice franchise is doing, says Buenrostro. So far, there are about 12 hospice franchises operating under the Blue Horizons name, and more are in the works.

For both businesses, Buenrostro is pleased to provide a positive atmosphere where her employees like to work. She is also able to pass on her knowledge and experiences and says that some employees have even gone on to nursing school. “I feel that I played a big part in that because they can see all that we’ve been able to do, all that I’ve been able to do, in the business being a nurse,” she says.

Buenrostro Cosmetics began a couple years ago when Buenrostro realized that even though the colors of her cosmetics were beautiful, the names left a lot to be desired. Instead of names like “cocoa latte” and “coral,” Buenrostro wanted to come up with a line of cosmetics with names that are inspirational and positive. She named her lipsticks and eyeshadow palettes things like “empowered,” “like a boss,” and “massive success.” It’s since proven to be a big hit. She has also received positive feedback from her customers: “A lot of women have told me, gosh, this really helped me today. I really, really needed this.”

Buenrostro hopes to empower more people with Epicc Magazine, which features inspirational stories of people who own businesses, overcame adversity, or have a teachable moment to share. She hopes with these stories—and her own—she will motivate other people to get out and make a change. She says, “Maybe reading the story of my magazine will inspire them to go and do something great and wonderful.”

Buenrostro is an inspiration to many people, especially her children, who happen to be following in her path. Both her son and daughter are nurses, and Buenrostro couldn’t be happier. She says it’s been amazing to see what they’ve both been able to accomplish and is excited to see where they go from here.

Two businesses, one on the rise, and a soon-to-be magazine aren’t enough for Buenrostro. There are still so many things she wants to do; she already has an idea for a line of inspiring clothing for women. She says, “I just want to do as much as I can, because we only get one chance; we have one lifetime and we have to fit it all in there.”

More from Denette Buenrostro

The best business advice Buenrostro has ever received:

  • Never forget where you came from and why you started your business.
  • Don’t be afraid to fail; be afraid to not try again.
  • Ignore the naysayers.
  • Give back to the community.

Buenrostro’s keys to being successful:

  • Evolve constantly.
  • Help others shine.
  • Surround yourself with great and amazing people.
  • Have a real best friend. Buenrostro’s is Shalay Peterson, owner of Ohana Pediatrics. She understands the challenges women face, and the two are always there to build each other up and sometimes carry one another across the finish line.
  • Marry an incredible partner that loves you unconditionally and is there for you in the good, bad, and everything in between.

Favorite Study Tip

Going to college online can be hard. You may find that you have difficulty staying organized or disciplined enough to get your work done in the time you have to complete it. We asked students and alumni for their favorite study tip to help you stay focused and motivated.

“Write as many notes as you can then read and understand your subject every day, and create mnemonics you will remember. Make them really crazy so you will remember them!” —Ann Scorza

“Find what works for you—flashcards, reading, even coloring.” —Heather Butterfield

“Don’t procrastinate!” —Gina Cronrath

“I do 3–5 minutes of core pump workouts through my study sessions—helps me stay alert and healthy.” —Samuel Colby

“Find your quiet place away from others. You will find it hard to concentrate and absorb the knowledge with the dog barking, phones ringing, children running around, television blaring, etc.” —Billy Whitley

“Start early! Read all instructions. Don’t procrastinate—something else will happen. (Murphy’s Law will apply, as will the first corollary—Murphy was an optimist!)” —Bill Hefley

“Unless you’re using your phone to do coursework, keep it out of reach and out of sight.” —Colleen O’Reilly