Don't Let Emotion Derail Your Email Communication

In our daily work, we rely heavily on email to communicate with diverse constituents. While we spend a lot of time communicating with students via email, we spend an equal amount of time communicating with our colleagues via email in order to accomplish our work.

As we encounter frustrating situations, it is easy to infuse emotion into our written communication. In fact, because we are not face-to-face, it is sometimes easier to be assertive or aggressive in an email than on the phone or in-person. During these times, I recommend consulting with a colleague before you press “send.” An objective party can help you communicate your message clearly and effectively and can readily identify the emotionally charged content that should be omitted.

Below are excerpts from a frustrated employee who was trying to affect change in a procedure and was contacting a higher-level authority in order to do so.

Original statement:

I could forward you e-mails all day that are similar and in each of them students are frustrated and angry.

Replace with:

I have received numerous email complaints from students that are similar …

Original statement:
The information that is provided in this e-mail communication to students is wrong and it has generated a tremendous amount of complaints.

Replace with:

The information that is provided in this e-mail communication to students is inaccurate …

Original statement:

I will respond to this student and the hundred others with the appropriate information.

Replace with:

I will respond to this student as well as the other students …

Original statement:

Why not listen to our insight into this issue and allow us to do our jobs and assist the students with registering for the appropriate courses and provide them with support and not threats.

Replace with:

I am asking that you consider our insight into this issue as front-line experts who work with students…

In the instances above, you may see that a slight adjustment in a word or two may help to avoid further escalating the situation and being counterproductive. In general, I recommend the following litmus test when evaluating the appropriateness of your written communication:

Is the email:

• Professional?
• Objective?
• Factual?

 

Creating Effective Advising Notes

It is important that advisors keep accurate, effective notes pertaining to students. Effective notes allow advisors to easily recall the nature of their discussions and interactions with students, as well as actions taken on behalf of students. 

Effective, timely notes also help personnel throughout the university understand the history of communications with students as well as the nature of assistance provided to students. 

In a recent article published by Academic Impressions, I discuss chronological, summary, and process notes (Reamer, 2005). While each type of note has value, I encourage advisors to regularly make process notes that clearly document the nature of the interaction as well as the delivery of service to students. Let’s take a look at each type of note and how they can be improved. 

Chronological Notes: 

These types of notes are useful for quick documentation of an event. Examples:

• Returned student’s call. Left message.
• Student missed scheduled appointment.
• Sent link to commencement information.
• Mailed academic standing letter.

As you can see, we can’t determine much from these notations. Was there any other delivery of service? What is the academic standing? Is the student eligible for commencement? 

Summary Notes: 

These types of notes add context to chronological notes and summarize the nature of the interaction /communication. Examples: 

• Returned student’s call. Left message regarding withdrawal deadline.
• Student inquired about participating in commencement. Discussed deadlines and criteria for eligibility.
• Informed student she is on academic warning. Provided information about academic standing and impact on financial aid.

While summary notes provide a little more information than chronological notes, there are still questions that remain. Did you leave the correct withdrawal deadline? Is the student eligible for commencement? Was there any advising pertaining to the student’s academic standing? 

Process Notes: 

These types of notes capture the nature of the interaction with the student, and most comprehensively document the delivery of service (advising). Process notes can most effectively protect advisors and the institution from the claim that “no one told me,” or “I didn’t know.” Examples: 

• Returned student’s call regarding desire to withdraw from math class. Left message and informed student the withdrawal deadline is April 11. Invited in for advising session. Sent follow up email with links to financial aid and academic standing. Suggested student contact me prior to withdrawing to discuss options.

 

• Student called to discuss her academic standing. Confirmed for student that she is on academic warning, and explained that she must obtain a 2.0 during the spring semester in order to get back in good standing. Discussed reasons for academic difficulty. Student stated that her mother had surgery during the semester, and had to fly home for several weeks. Student stated that she could not catch up, but that she did not contact professor. Suggested that she keep in close contact with faculty member and advisor if she experiences future challenges. Developed academic plan which includes repeating ENG 101 in the spring. Provided student information about financial aid’s satisfactory academic progress (SAP).

• Student came in to discuss commencement. Reviewed record and informed student that, upon successful completion of current semester’s coursework, she will be eligible to participate. Informed student that she will receive an invitation to commencement in April that she will need to RSVP to. Asked her to contact me if she does not receive the invitation. Checked record and informed student that she has not applied for her degree; provided instructions on how to do so and encouraged her to apply ASAP. Instructed student to let me know when her last grade is posted so that I can expedite degree conferral.

As you make notes in students’ files, make sure to use objective language and accurately document the content of the advising session. 

References:

Reamer, F. G. (2005). Documentation in social work: Evolving ethical and risk-management standards. Social Work, 50(4), 325-334.

 

Anatomy of a Value-Added Email Reply

As we go through our day, we are often overwhelmed with the amount of emails we receive. It is tempting to move through them as quickly as possible so that we can catch up and so students don’t have to wait too long for a response. However, as we do so, we have to remember that each of these emails is a student seeking advising. Therefore, it’s important to view our response as an advising session.

 

With each response, I recommend taking an opportunity to add value to the discussion. In addition to providing the answers to the questions posed by the student, provide additional information, along with infusing a sense of care and concern for the student.

 

Below are actual email exchanges between students and their advisor. The discussions are about doctoral studies, but can readily be applied to any academic level.

 
SAMPLE 1

Student Email:

 

Would you happen to know what the deadline is for submission of any part of the dissertation for consideration for fall semester? I started over (again) and need to submit concept.

Also, do I need to register for continuing dissertation services - ADS 8091?

 

Basic Response:

 

You have until the end of the semester, Dec. 14, to submit your concept paper for review. You also have to register for ADS 8091 for the spring term.

 

Building a Value-Added Advisor Response:

 

To show that you care about the student, add: I am glad to hear from you, and am happy that you are ready to submit your concept paper!

You have until the end of the semester, Dec. 14, to submit your concept paper for review.

To move the student forward to help her achieve her goal, add: However, the earlier you submit, the better the likelihood that you’ll receive feedback by the end of the semester.

To help the student develop reasonable expectations and reduce anxiety, add: Both your chair and member have up to 10 business days to review your submission.

 

To help the student understand what she is registering for and to plan for future terms, add: You will need to register for ADS 8091, Applied Dissertation Services II, each semester until you’ve completed your dissertation. The course reference number for the spring is 34942.

 

To show that you care about the student's progress, add: Good luck with your concept paper review!

Comprehensive Response:

I am glad to hear from you, and am happy that you are ready to submit your concept paper!

You have until the end of the semester, Dec. 14, to submit your concept paper for review.

However, the earlier you submit, the better the likelihood that you’ll receive feedback by the end of the semester. Both your chair and member have up to 10 business days to review your submission.

 

You will need to register for ADS 8091, Applied Dissertation Services II, each semester until you’ve completed your dissertation. The course reference number for the spring is 34942.

 

Good luck with your concept paper review!


SAMPLE 2


Student Email:


I'm not sure if I will be able to complete this term. I do need help so that my financial aid is not impacted. I am available tomorrow after 3 pm, so we can talk. Please call me.


Basic Response:


If you do not complete the course, you will receive a failing grade. A failing grade will cause you to go on academic warning, and you will have to repeat the course. An F will also put you at risk for failing SAP. Please contact the Financial Aid Office if you receive an F grade.

Building a Value-Added Advisor Response:

To show that you care about the student, add: I am sorry to hear that you anticipate that you will not be able to complete the semester. I tried to call you, but was unable to reach you or leave a voicemail message.


If you do not complete the course, you will receive a failing grade. A failing grade will cause you to go on academic warning.


To help the student understand the academic implications of her situation, add: To learn more about academic warning, go to [insert link here].


To help the student understand the financial implications of her situation, add: A failing grade will negatively impact your financial aid. If you fail, you will have to successfully repeat the course in the spring and pass a minimum of 6 credits in the summer in order to remain in good standing. Anything less than that, you will fail financial aid's satisfactory academic progress (SAP) and will not be eligible for financial aid after the summer term. Please review the policy at [insert link here].

To move the student forward to help her achieve her goal, add: I would recommend contacting the instructor to determine your options, which may include submitting additional work or requesting an incomplete.

To show that you care about the student and to engage in future planning, add: Please feel free to call me to discuss your situation or provide me a good time to call you. At that time, we can also discuss your plans for the spring semester.

 Comprehensive Response:

I am sorry to hear that you anticipate not completing the semester. I tried to call you, but was unable to reach you or leave a voicemail message.


If you do not complete the course, you will receive a failing grade. A failing grade will cause you to go on academic warning. To learn more about academic warning, go to [insert link here].


A failing grade will negatively impact your financial aid. If you fail, you will have to successfully repeat the course in the spring and pass a minimum of 6 credits in the summer in order to remain in good standing. Anything less than that, you will fail financial aid's satisfactory academic progress (SAP) and will not be eligible for financial aid after the summer term. Please review the policy at [insert link here].

I would recommend contacting the instructor to determine your options, which may include submitting additional work or requesting an incomplete.

Please feel free to call me to discuss your situation or provide me a good time to call you. At that time, we can also discuss your plans for the spring semester.

 

NOTE TO READER:

 

You may wish keep a cheat sheet nearby with the following prompts, or develop a list of prompts that make sense for you:

• To show that you care about the student, add:
• To help the student understand the implications of her situation, add:
• To help the student develop reasonable expectations and reduce anxiety, add: 
• To move the student forward to help her achieve her goal, add: 
• To show that you care about the student and to engage in future planning, add:

 

Eliminating Bias from the Advising Process

It happens. As much as we hate to admit it, advisors encounter students who they perceive to be difficult, irrational, or simply unpleasant. We are human, and as such, are going to relate to some students better than others. In fact, we may enjoy interactions with some students while avoiding interactions with others. If you find yourself rolling your eyes when you see a student on your schedule, skipping over multiple emails from a particular student, or telling "funny" stories about students in the office, it's an indicator that you are at risk for introducing bias into your advising.


I received a call from a colleague the other day that started like this: "Do you remember that difficult student who..." I did recall the student right away. My colleague then said, "She is very upset because she's insisting that her record is wrong. I checked it, and there's nothing wrong with it. She keeps insisting that it's wrong. I'm going to tell her it's not." Each of our initial reactions to this student was that of defensiveness, for the student often communicates with a raised voice and imperatives. However, we must transcend our emotional responses, for we are here for students. Period. Advising is never about us. It is about the student. In this case, the student had a need. An unresolved need. It is our job to identify the source of her concern and help to resolve it, either by providing information or resolving the problem. The first thing to do is to consider the facts. The student stated that her record was incorrect, and told the advisor where she saw the discrepancy. The advisor checked one screen, and did not find the source of the discrepancy. She contacted me and I checked a few other screens and could not find the discrepancy. However, knowing that the student saw something somewhere, we kept looking. We found the problem buried deep in her record and then contacted another department to have the record adjusted. Instead of telling the student, "Nothing's wrong with your record," the advisor was able to respond, "I found the source of your concern and have requested that your record be adjusted."


Students come to us for help, and they come as humans. Rather than giving into the temptation to provide less than quality advising to our challenging students, try to understand the source of their behaviors and attitudes. For instance, this student had every right to be frustrated that she had requested a change in her record on multiple occasions, and it was not done. By having the problem solved, she is more apt to develop trust in her advisor and the institution. Students who approach us in anger are often fearful. The source of their fear may stem from a fear of academic failure, financial loss, or low self-esteem. When we are able to reduce the fears through providing comprehensive advising, we have a better chance of positively engaging students and affecting behavior change.


While all of us may experience these negative emotions from time to time, it is important to remember this. If you find yourself in contempt of your students, it's time to find a new profession. Thoughts such as "students are so lazy," "students are so demanding," or "why can't these students figure it out on their own?" can indicate that an individual is at risk for burn-out or is not a good fit for the role of advisor. It is my hope that the good days far outweigh the bad, and that you are able to enjoy the opportunity to share in your students' academic journey.

Purposeful Student Engagement - An idea for the holidays

As student retention becomes of increasing concern in the field of higher education, there has been a movement to focus on student engagement. Engaged students tend to be retained more than those who feel isolated or uncared for. Often, advising administrators develop campaigns that direct advisors to "reach out" to their students, with little direction other than a list of names, emails, and phone numbers. The focus is often on how many students can be contacted and, ultimately, enrolled.


Student engagement should not be limited toward these kinds of efforts. If an advisor needs to be told to contact her students, then something is already missing. Advisors, by the very nature of their roles, should be actively engaging their students every day. They should strive to know their students and to develop a relationship with them. These relationships will increase job satisfaction for the advisor, and will positively impact students who seek advising.


Recently, I sent out a mass email to all of my students, which I have included below. The response was amazing. Many students took the time to thank me for the encouragement or for simply being part of their academic journey. Others replied to inform me of challenges and successes they have experienced, while others simply followed up with an advising question. The payoff can be significant in helping students feel cared for, connected, and informed. This type of exchange can provide further opportunity to engage in proactive advising. For instance, the student who responds, "Thanks for the encouraging words; they are much needed!" opens the door for further discussion. Check his record. See how he's doing. Is he registered for next semester? How are his grades? Respond with an empathetic ear and further inquiry. Establish a dialog. This will truly exemplify student engagement, and will be meaningful for both the student and the advisor.


Mass email:


Students:

As we approach the Thanksgiving holiday, I wanted to take a moment to tell you that I am thankful for you!

I am truly fortunate to be able to work with students who are passionate about their careers and have chosen to pursue an academic achievement earned by very few.

I am grateful for the opportunity to help you develop your academic plans, strategize in order to overcome obstacles, and celebrate your successes. I am inspired by those of you who have faced significant life challenges, losses, and hardships and continue to persevere toward your academic goals. I am energized as I listen to you describe your work and articulate your research ideas. I am excited to have the opportunity to be among the first to call you “Doctor.”

The road to a doctoral degree is a long, trying one, often filled with unanticipated, sometimes seemingly insurmountable barriers. During those times when you’re not sure if you can continue in your program, reach out to me. We’ll try to find a way to make it work! If you’ve stopped out of the program, make sure to keep in touch with me so that you don’t lose sight of the academic and professional goals that brought you to NSU in the first place.

I value the partnerships that I have developed with so many of you. If we have not yet met, please drop me a line, give me a call, or stop by to say hello.

Wishing you all the best as we approach the holiday season.

Sharing the Passion

I have been a higher education professional for 30 years, working in academic advising, career and personal counseling. I've worked with students in proprietary settings, community colleges, public and private universities. The populations with whom I've worked range from traditional aged, campus-based undergraduates to online doctoral level students.

Throughout my career, I've always maintained a strong passion for the work I do. Assisting students to achieve their academic and professional goals is extremely meaningful work, and can make a significant difference in a student's college experience.

I welcome you to join me in sharing best practices through tips, experiences, and ideas. Let's share the passion!