STOP and Respond 1
How to Play
WGU Faculty Life
Start
Instructor
Program Mentor
Choose Your Marker!
STOP and Respond 1
STOP and Respond 2
STOP and Respond 2
Collaborate and Win!
STOP and Respond 3
Oh no – your student Sydney did not pass her objective assessment on the first attempt. She tells you, “I’m no good at this. I think I’m just going to quit.” First, how might you respond to Sydney? Second, how might you refine her course plan to include a second attempt?
How might you respond:- Acknowledge her feelings
- Reframe the setback
- Offer support and solutions
Refine the course plan:- Analyze the first attempt
- Targeted review and remediation
- Adjust learning strategies
- Set goals and milestones
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
Did you know?
Many courses have a course playbook which can provide pacing suggestions, assessment overviews, and learning resource information to faculty
Your student receives Military Benefits and is required to enroll in more than the normal 12 CUs required for full time status. You use the Term Pacing tool but find that course start and end dates overlap quite a bit making for a ‘messy’ term schedule. You also need to be sure you have enrolled the student in the proper number of CUs to ensure they receive their benefits, because different Military Benefits have varying requirements. How might you approach this scenario? What resources might you use?
- Explore alternative scheduling options
- Consult with team members who have worked with military students to see how they approached the situation
- Consult with the student and Military Support Services
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
During a call, your student admits to you that the real reason they have put off taking an Objective Assessment is that they do not have a webcam and do not currently have the funds to obtain one. How might you help this student?
Refer your student to the Online Access Scholarship. -If the student began their program within the last 30 days, the student needs to apply for the scholarship. - If the student began their program outside of the last 30 days, the PM applies for the student via a Student Support Request.
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
You get a new student assigned to you on the 28th day of the month as a late addition; the 1st of the month falls on Sunday. How might you approach the situation to ensure the student is still ready to start their courses as close to the 1st as possible?
You would do the following:1. Get into immediate contact with the student and start information gathering. 2. Prioritize critical onboarding tasks, such as Orientation 3. Provide Key Resources and Support
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Title
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Answer
Your student is excited about getting into the core classes for their program and would like to skip over the 1st few courses in the standard path and start with a course more closely aligned to their major, one that can take a bit more time to complete. What does this conversation sound like?
Acknowledge the student's view, but explain the implications of skipping foundational courses, including potential prerequisites or knowledge gaps. Cover topics like the student's prior knowledge and experience, the specific learning objectives of the skipped courses, the long-term impact on their academic plan and graduation timeline, and any potential challenges or support systems available. The aim is to find a balance between the student's enthusiasm and the academic requirements; collaborate to develop a revised course plan that aligns with the student's goals while ensuring a solid foundation for their program.
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
What are some useful strategies for helping students set short- and long-term goals to help them stay on pace?
Examples include:- teach goal setting
- break down goals into manageable goals
- SMART goals
- action plans
- regular check-ins
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
During your discussion with your student, they mention that the primary technology they use is an iPad and a Chromebook. They also ask if a webcam is really necessary for their program. How would you support this student in understanding WGU technology requirements and finding a resolution?
- Clarify WGU's Technology Requirements
- Explain that the webcam is used to ensure academic integrity during these exams.
- Explore if there are options for borrowing or renting a compatible device with a webcam if purchasing one is not immediately feasible.
- Discuss financial resources and technology scholarship
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Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
Your student Harrison asks how WGU's summer break will impact his ability to complete your course. How do you respond to him?
WGU operates on a competency-based model, not a traditional semester or term system with fixed breaks like summer break. Courses are self-paced, meaning students work through material and assessments at their own speed, rather than adhering to a strict schedule tied to a break.
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
Did you know?
A student does not have to start a course to access the Course Planning Tool.
Your student Tara has a performance assessment returned. How might you help Tara prepare to resubmit?
- Review Feedback Together
- Identify Areas for Improvement
- Develop a Revision Plan
- Provide Support and Resources
- Set goals and milestones
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Title
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Your student Dylan is experiencing an unexpected loss and needs time to process their grief. They do not believe they will finish their current course by the end date and want to push back their end date. First, what resources could you offer to Dylan? Second, who do you need to collaborate with to successfully push back a course end date?
Flip to Reveal the Program Mentor Answer
Flip to Reveal the Instructor Answer
Answer 1:- Student Well-Being Services
Answer 2:- The student and potentially the Instructor
Answer 1:- Student Well-Being Services
Answer 2:- The student and the Program Mentor
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Title
Write a brief description here
Write a brief description here
Your student states that they have already taken a course that is appearing on their Degree Plan and the transcript was not ready from the other institution. The student was told that their course would be transferred into WGU. What is your best course of action to advocate for your student’s time?
Inform the student that, with WGU’s competency-based model, if the student still has a firm understanding of the material, they can accelerate through the course. Remind the student that when they completed the Commit to Start, they agreed to all transfer credit recognized by WGU and would not submit further transcripts. The final option is to have the student dropped from the roll and have a new transfer evaluation performed; however, this delays their start date.
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Title
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In your very first call with your student, they reveal to you that they have anxiety in regard to taking assessments and tests. This anxiety has already hindered their progress at other schools and they are already concerned that this will impact their educational goals at WGU. What resources might you offer to your student in this first call without overstepping your role as a program mentor?
Resources you might offer include:- WGU Academic Coaching Center
- WGU Student Well-Being Services
- Remind the student that WGU's model allows for flexibility in pacing and retaking assessments, which can help reduce pressure and anxiety around test performance
Flip to Reveal the Answer
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Title
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Answer
- Once you move the marker to the space, click on the number to open a window.
- If the window contains a question, answer that question with the group.
- If the window contains a helpful hint, take note.
- When you reach "Stop and Respond" spaces, you must respond to the question on the space before moving on.
To "win," answer the final question about collaboration across roles.A note on the given answers: These answers are meant to be examples only. For most of these questions, there is no one correct answer.
WGU Faculty Life
How to Play
- Click the coin icon to flip the coin.
- If it lands on Thumbs Up, move your marker to the next odd numbered space.
- For example, if you're at the start and get a thumbs up, you would move to the space marked "1."
- If it lands on Thumbs Down, move to the next even numbered space.
- For example, if you're at the start and get a thumbs down, you would move to the space marked "2."
Uh -oh! Despite telling you they're doing great, one of your students appears to have trouble progressing in your course.Without the student directly reaching out to tell you, how might you know a student's progress has stalled?
Utilize the various Salesforce Tools, such as:- Notes
- EAs
- Tracking the degree plan
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
Your student Terry is struggling in one of his Gen Ed classes. “I just don’t see how this applies to my program,” he tells you. How would you help Terry see the value in the course as it applies to his program and career goals? What other steps could you take to help Terry with his frustration?
To help Terry see the value: - Connect the course to transferable skills
- Explain the course will help broaden his perspective and provide a well-rounded educaiton
- Help Terry explore hidden connections to his goals
To address Terry's frustration:- Listen actively and empathize
- Break down the "why" behind the course and connect back to Terry's "why"
- Suggest alternative learning strategies
- Focus on short-term goals and progress
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
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Your student Quitman expresses concern about using Webex for your Term Planning call. He states that he only wants to use his phone, and he absolutely will not appear on camera or allow anyone to see his computer screen. How do you approach this situation?
- Acknowledge and validate his feelings
- Discuss the importance of using screensharing to guide students through important resources
- Remind the student that objective assessments are a part of his course of study, and that those require the use of a proctoring service
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
Uh-oh! Despite telling you they’re doing great, one of your students appears to have trouble progressing through their term. Without the student directly reaching out to tell you, how might you know a student has stalled?
Utilize the various Salesforce Tools, such as:- Notes
- EAs
- Tracking the degree plan
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
Your student Cesia discloses to you that she is pregnant. She is worried that this may interfere with her ability to complete her courses at the end of the Term. She asks, " Does WGU support pregnant students?" What is your response? How would you document this in the notes?
- Affirm that WGU supports all students, including pregnant students, and is committed to ensuring they can complete etheir education.
- Encourage the student to reach out to Student Disability Services to discuss potential accommodations
- Do not document a student's diagnosis or medical information in notes.
- Example note: [Student] and I had a long appt. today. We went through PAs and the COS, & I showed her how to find the rubric and directions in the COS. We discussed the process of submitting and showed her how to load her classes. [Student] shared personal information; submitted referral and provided contact information for additional resources.
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Title
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- Best Practice Date: 7th of the month
- Remind students that if they are not registered on time, they will be withdrawn
- Remind students that for term 1 students who register later (the 20th), they don't have as much time left in the 45 day critical action policy
- Inform students that we know that students who get a course done early in the term are more likely to finish all their courses in the term
- Keep notes, check reports, and utilize Saleforce to keep track of students who have not yet registered; be sure to reach out proactively
- Make sure students know how to register for classes (many students may not know this)
- Students have until the 20th to finalize a term break
- For faculty knowledge only: It can take some time for students to be withdrawn due to administrative processes; this means, it is not likely a student will be withdrawn immediately after missing a deadline, which may buy the student a few days
Your understanding is that First Term students must register by the 20th of the month of the First Term. However, continuing students must register by the 10th for their subsequent terms. What is the best practice date all program mentors strive for? What happens if the student does not meet these dates and what can you do proactively?
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Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
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Yay! A new student has scheduled time to meet with you for help developing a course plan. What resources can you look at prior to the call to help create a personalized course plan?
- Review Course Planning Tool Results
- Review Personal Learning Guide Results
- Review Notes and History
- Review Course Playbooks (as applicable)
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Title
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To tie the student's desired pacing of one month per course back to their one-year graduation goal, you would need to explain the discrepancy and propose a revised plan.Proposed solutions: - Increase course load by accelerating once initial CUs are completed - Extend graduation timeline
A student indicates that they would like to graduate in one year and has 25 courses in their degree plan. When you start setting dates, they express they are pretty busy and say that they want to pace each course for one month. How do you tie the pacing back to their graduation goal?
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Title
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Your student is excited about starting your course, but they're unclear about some of the resources available to them. How would you explain to them the difference between the Course Planning Tool and a pre-assessment?
a. The Course Planning Tool helps you see the big picture, understand the course structure, and plan how you'll approach the material and assignments.b. The preassessment is to gauge your existing knowledge and skills related to the course material, helping both the student and the Instructor identify areas where the student might need more focus or support.
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Title
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Your student Omar is a devout Muslim. He is concerned about how he’ll perform in your course, as Ramadan occurs during the same time frame. How would you take this into account when creating his course pacing plan?
- Adjust deadlines
- Modify workload
- Provide alternative learning options
- Offer flexibility in participation
- Practice open communication
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Title
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Your student Tasha’s term ends on November 30. Through conversation, you learn that she normally hosts a large Thanksgiving gathering. How might this affect her term pacing?
This could affect her term pacing due to time commitment, stress and fatigue, prioritization challenges, and potential for delays. You could possibly discuss with Tasha the possibility for finishing coursework prior to Thanksgiving or having a definite plan for completing coursework after the holiday.
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Title
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Did you know?
A student does not have to start a course to access the Course Planning Tool.
Woo-hoo! Your student Sally passed their Objective Assessment ahead of schedule! Should you reach out to her PM and ask to move up her course end date? Why or why not?
No. Assuming the course only has 1 OA, the course end date cannot be changed once the student passes the course.
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Title
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Did you know?
A student can complete the Course Planning Tool via the mobile app or in a browser.
Did you know?
You must be connected to the VPN (Cisco Secure Client AnyConnect) to access a student's Course Planning Tool results.
During your term-planning call, your student mentioned that they had seen a video on social media stating that ALL WGU programs can be completed in one term or sooner. This was the primary reason for why the student chose WGU in the first place. How would you set expectations with this student so they understand program averages and common barriers that extend students' programs longer than expected (and potential solutions for them?)
Set Expectations:- Acknowledge the Appeal of Acceleration
- Discuss Program Averages: Explain that while acceleration is possible, most students take longer than one term to complete a program, and the average completion time varies by program and individual circumstances.
- Identify Common Barriers
- Discuss Time Management and External Commitments
Possible Solutions:- Develop a Realistic Study Plan
- Practice and Prepare for Proctored Exams
- Leverage Prior Knowledge/Experience
- Utilize WGU Faculty and Resources
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Title
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WGU has a 45-day critical action policy for new students. How would you address this in the term planning call, and what would your follow-up look like in the 1st 45-days of the term for those students who have yet to complete it?
In the Term Planning Call:- Clearly explain the policy
- Identify critical actions
- Set expectations and create a plan
Follow-Up in the 1st 45 Days:- Proactive check-ins throughout the 45 days
- Provide personalized guidance
- Reinforce the importance of the policy and the consequences of not fulfilling it.
- Students who complete one of the critical actions are more likely to complete all of the courses in their first term
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Title
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Your student is pushing against completing the Course Planning Tool, stating they already did the Personal Learning Guide. Why might you encourage them to complete the Course Planning Tool as well?
Course Planning Tool results are a starting point for collaboration with the student when developing a term or course plan. They can provide Program Mentors insight into which courses are likely to require more effort for the student and can help Instructors identify key topics or areas where the student may need support.
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Title
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ASYNCHRONOUS WGU Faculty Life
Veda Gerlach
Created on September 17, 2025
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Transcript
STOP and Respond 1
How to Play
WGU Faculty Life
Start
Instructor
Program Mentor
Choose Your Marker!
STOP and Respond 1
STOP and Respond 2
STOP and Respond 2
Collaborate and Win!
STOP and Respond 3
Oh no – your student Sydney did not pass her objective assessment on the first attempt. She tells you, “I’m no good at this. I think I’m just going to quit.” First, how might you respond to Sydney? Second, how might you refine her course plan to include a second attempt?
How might you respond:- Analyze the first attempt
- Targeted review and remediation
- Adjust learning strategies
- Set goals and milestones
- Acknowledge her feelings
- Reframe the setback
- Offer support and solutions
Refine the course plan:Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
Did you know?
Many courses have a course playbook which can provide pacing suggestions, assessment overviews, and learning resource information to faculty
Your student receives Military Benefits and is required to enroll in more than the normal 12 CUs required for full time status. You use the Term Pacing tool but find that course start and end dates overlap quite a bit making for a ‘messy’ term schedule. You also need to be sure you have enrolled the student in the proper number of CUs to ensure they receive their benefits, because different Military Benefits have varying requirements. How might you approach this scenario? What resources might you use?
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
During a call, your student admits to you that the real reason they have put off taking an Objective Assessment is that they do not have a webcam and do not currently have the funds to obtain one. How might you help this student?
Refer your student to the Online Access Scholarship. -If the student began their program within the last 30 days, the student needs to apply for the scholarship. - If the student began their program outside of the last 30 days, the PM applies for the student via a Student Support Request.
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
You get a new student assigned to you on the 28th day of the month as a late addition; the 1st of the month falls on Sunday. How might you approach the situation to ensure the student is still ready to start their courses as close to the 1st as possible?
You would do the following:1. Get into immediate contact with the student and start information gathering. 2. Prioritize critical onboarding tasks, such as Orientation 3. Provide Key Resources and Support
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
Answer
Your student is excited about getting into the core classes for their program and would like to skip over the 1st few courses in the standard path and start with a course more closely aligned to their major, one that can take a bit more time to complete. What does this conversation sound like?
Acknowledge the student's view, but explain the implications of skipping foundational courses, including potential prerequisites or knowledge gaps. Cover topics like the student's prior knowledge and experience, the specific learning objectives of the skipped courses, the long-term impact on their academic plan and graduation timeline, and any potential challenges or support systems available. The aim is to find a balance between the student's enthusiasm and the academic requirements; collaborate to develop a revised course plan that aligns with the student's goals while ensuring a solid foundation for their program.
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
What are some useful strategies for helping students set short- and long-term goals to help them stay on pace?
Examples include:- teach goal setting
- break down goals into manageable goals
- SMART goals
- action plans
- regular check-ins
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
During your discussion with your student, they mention that the primary technology they use is an iPad and a Chromebook. They also ask if a webcam is really necessary for their program. How would you support this student in understanding WGU technology requirements and finding a resolution?
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
Your student Harrison asks how WGU's summer break will impact his ability to complete your course. How do you respond to him?
WGU operates on a competency-based model, not a traditional semester or term system with fixed breaks like summer break. Courses are self-paced, meaning students work through material and assessments at their own speed, rather than adhering to a strict schedule tied to a break.
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
Did you know?
A student does not have to start a course to access the Course Planning Tool.
Your student Tara has a performance assessment returned. How might you help Tara prepare to resubmit?
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
Your student Dylan is experiencing an unexpected loss and needs time to process their grief. They do not believe they will finish their current course by the end date and want to push back their end date. First, what resources could you offer to Dylan? Second, who do you need to collaborate with to successfully push back a course end date?
Flip to Reveal the Program Mentor Answer
Flip to Reveal the Instructor Answer
Answer 1:- The student and potentially the Instructor
- Student Well-Being Services
Answer 2:Answer 1:- The student and the Program Mentor
- Student Well-Being Services
Answer 2:Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Title
Write a brief description here
Write a brief description here
Your student states that they have already taken a course that is appearing on their Degree Plan and the transcript was not ready from the other institution. The student was told that their course would be transferred into WGU. What is your best course of action to advocate for your student’s time?
Inform the student that, with WGU’s competency-based model, if the student still has a firm understanding of the material, they can accelerate through the course. Remind the student that when they completed the Commit to Start, they agreed to all transfer credit recognized by WGU and would not submit further transcripts. The final option is to have the student dropped from the roll and have a new transfer evaluation performed; however, this delays their start date.
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
In your very first call with your student, they reveal to you that they have anxiety in regard to taking assessments and tests. This anxiety has already hindered their progress at other schools and they are already concerned that this will impact their educational goals at WGU. What resources might you offer to your student in this first call without overstepping your role as a program mentor?
Resources you might offer include:- WGU Academic Coaching Center
- WGU Student Well-Being Services
- Remind the student that WGU's model allows for flexibility in pacing and retaking assessments, which can help reduce pressure and anxiety around test performance
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
Answer
- Once you move the marker to the space, click on the number to open a window.
- If the window contains a question, answer that question with the group.
- If the window contains a helpful hint, take note.
- When you reach "Stop and Respond" spaces, you must respond to the question on the space before moving on.
To "win," answer the final question about collaboration across roles.A note on the given answers: These answers are meant to be examples only. For most of these questions, there is no one correct answer.WGU Faculty Life
How to Play
Uh -oh! Despite telling you they're doing great, one of your students appears to have trouble progressing in your course.Without the student directly reaching out to tell you, how might you know a student's progress has stalled?
Utilize the various Salesforce Tools, such as:- Notes
- EAs
- Tracking the degree plan
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
Your student Terry is struggling in one of his Gen Ed classes. “I just don’t see how this applies to my program,” he tells you. How would you help Terry see the value in the course as it applies to his program and career goals? What other steps could you take to help Terry with his frustration?
To help Terry see the value:- Listen actively and empathize
- Break down the "why" behind the course and connect back to Terry's "why"
- Suggest alternative learning strategies
- Focus on short-term goals and progress
- Connect the course to transferable skills
- Explain the course will help broaden his perspective and provide a well-rounded educaiton
- Help Terry explore hidden connections to his goals
To address Terry's frustration:Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
Your student Quitman expresses concern about using Webex for your Term Planning call. He states that he only wants to use his phone, and he absolutely will not appear on camera or allow anyone to see his computer screen. How do you approach this situation?
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
Uh-oh! Despite telling you they’re doing great, one of your students appears to have trouble progressing through their term. Without the student directly reaching out to tell you, how might you know a student has stalled?
Utilize the various Salesforce Tools, such as:- Notes
- EAs
- Tracking the degree plan
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
Your student Cesia discloses to you that she is pregnant. She is worried that this may interfere with her ability to complete her courses at the end of the Term. She asks, " Does WGU support pregnant students?" What is your response? How would you document this in the notes?
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
Your understanding is that First Term students must register by the 20th of the month of the First Term. However, continuing students must register by the 10th for their subsequent terms. What is the best practice date all program mentors strive for? What happens if the student does not meet these dates and what can you do proactively?
Flip to Reveal the Answer
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Title
Write a brief description here
Yay! A new student has scheduled time to meet with you for help developing a course plan. What resources can you look at prior to the call to help create a personalized course plan?
Flip to Reveal the Answer
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To tie the student's desired pacing of one month per course back to their one-year graduation goal, you would need to explain the discrepancy and propose a revised plan.Proposed solutions: - Increase course load by accelerating once initial CUs are completed - Extend graduation timeline
A student indicates that they would like to graduate in one year and has 25 courses in their degree plan. When you start setting dates, they express they are pretty busy and say that they want to pace each course for one month. How do you tie the pacing back to their graduation goal?
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Your student is excited about starting your course, but they're unclear about some of the resources available to them. How would you explain to them the difference between the Course Planning Tool and a pre-assessment?
a. The Course Planning Tool helps you see the big picture, understand the course structure, and plan how you'll approach the material and assignments.b. The preassessment is to gauge your existing knowledge and skills related to the course material, helping both the student and the Instructor identify areas where the student might need more focus or support.
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Your student Omar is a devout Muslim. He is concerned about how he’ll perform in your course, as Ramadan occurs during the same time frame. How would you take this into account when creating his course pacing plan?
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Your student Tasha’s term ends on November 30. Through conversation, you learn that she normally hosts a large Thanksgiving gathering. How might this affect her term pacing?
This could affect her term pacing due to time commitment, stress and fatigue, prioritization challenges, and potential for delays. You could possibly discuss with Tasha the possibility for finishing coursework prior to Thanksgiving or having a definite plan for completing coursework after the holiday.
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Did you know?
A student does not have to start a course to access the Course Planning Tool.
Woo-hoo! Your student Sally passed their Objective Assessment ahead of schedule! Should you reach out to her PM and ask to move up her course end date? Why or why not?
No. Assuming the course only has 1 OA, the course end date cannot be changed once the student passes the course.
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Did you know?
A student can complete the Course Planning Tool via the mobile app or in a browser.
Did you know?
You must be connected to the VPN (Cisco Secure Client AnyConnect) to access a student's Course Planning Tool results.
During your term-planning call, your student mentioned that they had seen a video on social media stating that ALL WGU programs can be completed in one term or sooner. This was the primary reason for why the student chose WGU in the first place. How would you set expectations with this student so they understand program averages and common barriers that extend students' programs longer than expected (and potential solutions for them?)
Set Expectations:- Acknowledge the Appeal of Acceleration
- Develop a Realistic Study Plan
- Practice and Prepare for Proctored Exams
- Leverage Prior Knowledge/Experience
- Utilize WGU Faculty and Resources
- Discuss Program Averages: Explain that while acceleration is possible, most students take longer than one term to complete a program, and the average completion time varies by program and individual circumstances.
- Identify Common Barriers
- Discuss Time Management and External Commitments
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WGU has a 45-day critical action policy for new students. How would you address this in the term planning call, and what would your follow-up look like in the 1st 45-days of the term for those students who have yet to complete it?
In the Term Planning Call:- Proactive check-ins throughout the 45 days
- Provide personalized guidance
- Reinforce the importance of the policy and the consequences of not fulfilling it.
- Students who complete one of the critical actions are more likely to complete all of the courses in their first term
- Clearly explain the policy
- Identify critical actions
- Set expectations and create a plan
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Your student is pushing against completing the Course Planning Tool, stating they already did the Personal Learning Guide. Why might you encourage them to complete the Course Planning Tool as well?
Course Planning Tool results are a starting point for collaboration with the student when developing a term or course plan. They can provide Program Mentors insight into which courses are likely to require more effort for the student and can help Instructors identify key topics or areas where the student may need support.
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