Course Communication Plan
Why
Communication plans are a great way to be clear with yourself and your students how and when you’ll communicate with them. It also gives you the chance to prepare ahead of time a few key messages that will support your students during high-stakes moments during the course. For example, before a big assessment students can benefit from reminders about resources to study and prepare. Afterwards, however, they may need some growth-oriented messages reminding them about the challenges of the course, their capacity to succeed, and how to use your valuable feedback to make progress before the next assessment.
These communications might take place in your syllabus, using Canvas announcements, or in class. Use the modality that makes the most sense for your message and goal.
Give it a shot
Respond to the following questions regarding how you plan to interact with students in your course.
- What tool(s) will you use for communication with your students, and how will students know about them (Announcements, Canvas Inbox, UNM Email, Discussion Recap Videos, Drop-In Zoom Office Hours, etc.)?
- How will you encourage students to take advantage of regular or by-appointment drop-in hours, where students can talk directly to you?
- How will you encourage students to ask for help or clarification if they need it? What should they expect as a response time from you?
- Identify 3-4 moments in the semester where you want to send specialized messages that go beyond simply reminding students about what’s next. This might be a message to promote academic resources in the lead up to the first big project. It could be a reminder of your drop-in hours, and a class-wide Wise Feedback statement after a project has been graded. These don’t have to be long. Choose the dates and create some rough drafts ahead of time so that they are easier to send once the semester gets into full swing.
Pro Tip!
You can prepare these ahead of time in Canvas Announcements. If you aren’t sure how to use Canvas Announcements, visit us in Open Labs to get help.Your answers to questions 1-3 can help you form a communication statement for your syllabus or course shell.
Your messages from question 4 can be sent throughout the semester, or prepared and scheduled in Canvas Announcements or Outlook.
Ask yourself
- Does the statement I add to my syllabus state how I will communicate with students and how often? Does it explain how students can get in touch with me, encourage them to do so, and outline which communication tools to use? Does it detail my response time? · Do my messages promote campus resources, academic or non-academic, during times of the semester when students might be most in need of a little extra support?
- Are my messages going to come at key moments in the course to provide students with the help they will need?
Some tools to help
Check out the template messages with suggested timing below. Revise and adjust as it makes sense for your courses.
| Week | Message | Template/Example | Rationale | Source |
|---|---|---|---|---|
| Week 1 | Welcome to the Course! | Hi [First Name]. Welcome to [Course Name]! Excited to have you this semester. Let me know if you have any questions. | Increased Instructor Presence Improves Participation: When students feel comfortable with their instructor, they are more likely to participate and engage in the learning environment. Starting the course with a personalized welcome message fosters a sense of belonging and sets a positive tone, which can enhance student engagement and motivation. | Instructor Presence and Interaction Guide - Cornell Center for Teaching Innovation |
| Week 2 | How to use Canvas | Need help navigating Canvas? Check out this quick guide: [link] or message me anytime! | Simplified Navigation Reduces Cognitive Load: Providing students guidance on using Canvas helps students focus on learning rather than figuring out where to find materials, enhancing their ability to navigate the course effectively and leading to increased engagement and reduced frustration. | Using Canvas Modules - The Office of Academic Innovation, Portland State University |
| Week 3 | Where to find Course FAQs | Got questions? Our Course FAQs are here: [link]. Let me know if you don’t find what you need. | ||
| Week 4 | How to use your calendar | Staying organized helps! Here’s how to sync your Canvas calendar: [link] | Time Management Improves Academic Performance: Encouraging students to utilize digital calendars and tools enhances their time management skills, helping students complete assignments on time, prepare for exams, and stay on top of their coursework. | Effective Time Management for Students - College Ave |
| Week 5 | Assignment Reminder | Friendly reminder: [Assignment Name] is due [Date]. Reach out if you need support! | Timely Reminders Improve Academic Engagement: Sending students reminders for important deadlines and upcoming tasks can help encourage students to engage with materials earlier on, motivate studying, and improve performance on assignments, exams and quizzes. This can greatly increase student follow through. | Freshman Year Financial Aid Nudges: An Experiment to Increase FAFSA Renewal and College Persistence - Benjamin L. Castleman & Lindsay C. Page |
| Week 6 | Tutoring Info | Need help? Free tutoring is available for this course. Check out the schedule here: [link] | Tutoring Improves Academic Performance: Students who participate in tutoring tend to have higher GPAs and pass rates, especially when they engage early in the semester. Reminding students about tutoring availability at key moments increases the likelihood they will seek academic support. | Tutor program participation: effects on GPA and retention to the second year - Theodore Coladarci, Mary Beth Willett and Debra Allen |
| Non-Participation or Missing Assignments (Targeted) | I haven’t seen you participate in discussions lately [and/or you have a few missing assignments]. Is there anything I can do to support you? | Outreach Helps Improve Learning Outcomes and Engagement: Active participation is linked to higher learning outcomes and retention. Prompt outreach and highlighting changes in participation can support student re-engagement. | Active learning increases student performance in science, engineering, and mathematics - Scott Freeman, et al. | |
| Week 7 | Mid-Semester Encouragement | We’re halfway there, keep up the great work! I’m here if you need anything. | Affirmations Reduce Academic Stress and Anxiety: Positive, personalized messages can strengthen students' sense of belonging and increase persistence, especially during high-stakes periods. Simple affirmations and emotional support from instructors can buffer the negative effects of academic stress and improve student well-being. | Effectiveness of Self-Affirmation Interventions in Educational Settings: A Meta-Analysis - Carolang Erscobar-Soler, et al. |
| Week 8 | Office Hours Reminder | I’m here to help! Drop into office hours [Days/Times] or message me to set up a time. | Engagement Builds Student-Instructor Connection: Inviting students to office hours normalizes help-seeking behavior and strengthens student-instructor relationships. Students who engage with faculty outside of class report stronger feelings of belonging and academic confidence, which positively affects retention and persistence. | Pedagogical Signals of Faculty Approachability: Factors Shaping Faculty-Student Interaction outside the Classroom - Bradley E. Cox, et al. |
| Week 9 | Grades Posted | Grades for [Assignment Name] are now available. Check Canvas and reach out if you have questions! | Timely Feedback Supports Student Motiviation and Self-Regulation: Timely feedback allows students to assess their progress, identify areas for improvement, and stay motivated. It promotes self-reflection and encourages constructive discussion with instructors. | Why Meaningful Feedback Is So Important For Online Learning - Scott Cooper |
| Did you know you can raise your grade? (Targeted) | Did you know you can raise your grade with [extra credit, resubmission, tutoring, etc.]? Let me know if you want help! | Timely Grade Information Increases Student Agency: Informing students about grade improvement opportunities encourages proactive engagement and help-seeking behaviors, which can boost motivation, academic performance, and persistence. | Handbook of Self-Regulation of Learning and Performance, 2nd Edition | |
| Week 10 | Course Check-In | How’s it going? Do you have any concerns about the course so far? Let me know! I am here to help. | Early Engagement & Encouraging Feedback Improves Enagagement: Regular check-ins encourage students to reflect on their learning experience and communicate challenges early. This proactive approach supports timely intervention and strengthens student-instructor connection. | Classrooms as Communities: Exploring the Educational Character of Student Persistence - Tinto, V. |
| Week 11 | Exam Reminder (Mid- or Final Project prep) | Reminder: our [Exam Name] is coming up on [Date]. Make sure to review the study guide! | Timely Reminders Improve Academic Engagement: Sending students reminders for important deadlines and upcoming tasks can help encourage students to engage with materials earlier on, motivate studying, and improve performance on assignments, exams and quizzes. This can greatly increase student follow through. | Freshman Year Financial Aid Nudges: An Experiment to Increase FAFSA Renewal and College Persistence - Benjamin L. Castlemen & Lindsay C. Page |
| Week 12 | Improvements Noticed(Targeted) | Great job on your recent work — keep it up! | Positive Feedback Enhances Motivation: Recognizing student progress reinforces positive behaviors, boosts motivation, and encourages continued effort, which supports continued academic growth and engagement. | The Power of Feedback - John Hattie & Helen Timperley |
| Week 13 | Extra Credit Reminder | There’s still time to submit [Extra Credit Opportunity]! It’s due [Date]. Extra credit is a great chance to boost your grade. | Timely Reminders Improve Academic Engagement: Sending students reminders for important deadlines and upcoming tasks can help encourage students to engage with materials earlier on, motivate studying, and improve performance on assignments, exams and quizzes. This can greatly increase student follow through. | Freshman Year Financial Aid Nudges: An Experiment to Increase FAFSA Renewal and College Persistence - Benjamin L. Castlemen & Lindsay C. Page |
| Week 14 | Growth Mindset Message | You're learning and growing every step of the way, so keep going! There is always more to discover. I'm here if you ever need help. | Growth Mindset Promotes Resilience and Persistence: Encouraging a growth mindset helps students view challenges as opportunities for development rather than as signs of fixed ability. Students with a growth mindset are more likely to embrace challenges, persist after setbacks, and ultimately achieve higher academic success. | Mindset: The new psychology of success. - Dweck, C. S. |
| Week 15 | Finals Reminder / Encouragement Message | Finals can be tough, but you’re capable and prepared. Let me know how I can support you! | Affirmations Reduce Academic Stress and Anxiety: Positive, personalized messages can strengthen students' sense of belonging and increase persistence, especially during high-stakes periods. Simple affirmations and emotional support from instructors can buffer the negative effects of academic stress and improve student well-being. | Effectiveness of Self-Affirmation Interventions in Educational Settings: A Meta-Analysis - Carolang Erscobar-Soler, et al. |
The Dean of Students Office has created an emotional calendar to illustrate the kinds of external factors that may be impacting students’ lives across the academic year. You might use it to inform your decisions about what kinds of messages to send when and how you want to frame your communications.
As you draft and revise your messages, consider Student Experience Project guidance on growth messaging to help you communicate your beliefs that students can succeed over time with appropriate effort and support.
You aren’t alone
Would you like some feedback on your plan or messages? Reach out to Jessica Hitzman at jhitzman@unm.edu or Stephanie Spong at sdspong@unm.edu.
