INSTRUCTOR IMPACT: Shaping Student Success
1-7 players
OBJECTIVE:
This card deck is designed to promote discussion about the real-life challenges faced by adult college students. The goal is collective learning, empathy-building, and developing a support network among players. Players will collectively explore and discuss the challenges faced by community college students as they share insights and reflect on their own practices.
COMPONENTS:
Shuffle the Identity Cards and deal one to each player.
Shuffle the Situation Cards and place them face down a draw pile.
3. Decide on the number of rounds to play based on available time.
HOW TO PLAY:
The player who most recently attended a class goes first, then play continues clockwise. On your turn:
1. Draw a Situation Card and read it aloud.
2. Describe how your character (based on your Identity Card) would view or handle the situation and any additional effects that might result.
3. Taking on the role of an instructor or college staff member, describe how you would support a student facing this situation. Consider resources, advice, or interventions you might offer.
4. With the other players, discuss the proposed solution, offering suggestions, alternatives, or sharing related experiences.
5. As a group, collaboratively refine the solution, considering multiple perspectives.
6. Place the discussed Situation Card face up in a shared “Experience Pool” at the center.
7. After each turn, take a moment to reflect on what was learned from the discussion.
8. Play continues until the agreed-upon number of rounds is completed.
COLLABORATIVE ELEMENTS:
“Ask for Advice”
If a player is unsure how to approach a situation, they can ask the group for ideas before proposing their solution.
“Real-Life Connection”
After proposing a solution, players can share any real-life experiences related to the situation, fostering empathy and understanding.
“Real-Life Connection”
After proposing a solution, players can share any real-life experiences related to the situation, fostering empathy and understanding.
“Group Challenge”
Every fifth card drawn becomes a group challenge. All players work together to create a comprehensive solution.
REFLECTION PHASE:
After completing all rounds, the group engages in a reflection phase:
1. Review the cards in the “Experience Pool.”
2. Discuss common themes, surprising solutions, or particularly insightful moments.
3. Each player shares one key takeaway or something new they learned about navigating community college life.
GAME VARIATIONS:
● For smaller groups or shorter sessions, reduce the number of rounds.
● For more structured play, categorize Situation Cards (e.g., financial, academic, personal) to ensure a mix.
● For more complexity, draw multiple Situation Cards to address during each turn.
EXAMPLE #1:
Round 1:
Player 1 Identity: Jordan, 45, career-changer, former factory worker Player 2 Identity: Aisha, 30, GED graduate, lives 45 minutes from campus
Player 1 Situations:
1.“Textbook costs for the semester exceed financial aid allowance”
2.“Employer changes work schedule, conflicting with class times”
3.“Diagnosed with anxiety, affecting test performance”
JORDAN’S PERSPECTIVE: These situations compound to create a challenging scenario for me. As a career-changer, I’m already stretching my finances thin. The high textbook costs are a significant burden, especially since my financial aid doesn’t cover them. This financial stress is likely contributing to my newly diagnosed anxiety. To make matters worse, my employer changing my work schedule puts my entire educational plan at risk. I feel overwhelmed and unsure if I can continue my studies under these circumstances.
INSTRUCTOR’S RESPONSE: As an instructor, I would take a multi-faceted approach to support Jordan:
1. For textbook costs: I’d explore using Open Educational Resources (OER) or placing textbooks on reserve in the library I’d also connect Jordan with the financial aid office to explore additional funding options.
2. For work schedule conflicts: I’d offer flexible assignment deadlines and explore hybrid or asynchronous options for parts of the course. I’d also write a letter to Jordan’s employer explaining the importance of his education.
3. For anxiety: I’d refer Jordan to campus counseling services and work with him to create a more relaxed testing environment. I might also offer alternative assessment methods that could reduce test anxiety.
EXAMPLE #2:
Player 2 Situations:
1. “Bus route gets to campus 8 minutes after classes start”
2. “Invited to join honors society, additional fees required”
3. “English is not first language, instructor lectures at a fast pace”
AISHA’S PERSPECTIVE: These situations present a mix of challenges and opportunities for me. The bus schedule is a significant problem, as I’m already commuting 45 minutes. Arriving late to class could affect my grades and relationship with instructors. The honors society invitation is exciting, but the additional fees are a concern given my other expenses. Lastly, as a non-native English speaker, fast-paced lectures are challenging, and I worry about falling behind.
INSTRUCTOR’S RESPONSE: To support Aisha, I would:
1. For the bus schedule: I’d adjust the start of class by 10 minutes if possible, or provide the first 10 minutes of lecture content online. I’d also explore carpooling options with Aisha.
2. For the honors society: I’d discuss the long-term benefits of joining and explore scholarship opportunities to cover the fees. I might also connect Aisha with current members to learn more.
3. For language challenges: I’d provide lecture notes in advance, speak more slowly, and use more visual aids. I’d also connect Aisha with the college’s ESL support services and encourage her to form a study group.
GROUP DISCUSSION:
The group discusses how these multiple challenges interact and compound, often disproportionately affecting nontraditional students. They brainstorm ideas for systemic changes, such as more flexible class schedules, increased financial support, and improved language support services.