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Scaffolding Assignments: A Practical Guide for Faculty

Scaffolding is a powerful instructional strategy that supports student learning by breaking complex tasks into manageable steps. Rather than expecting students to leap from instruction to mastery in one bound, scaffolding acknowledges that learning is a process—one that benefits from structure, feedback, and gradual skill development. In online courses, scaffolding is especially important. Weekly modules with consistent structure, short instructional videos, and asynchronous Q&A forums can help students stay on track. 

At its core, assignment scaffolding involves designing assessments in a way that guides students through the learning journey. This might mean breaking a large assignment into smaller components, providing detailed instructions and rubrics, or integrating formative activities that build the skills needed for success.  

Scaffolding is not about making assignments easier or simplifying the work—it’s about setting students up for success. By breaking tasks into steps, providing timely feedback, and supporting students along the way, faculty can create learning experiences that are both rigorous and accessible. Thoughtful support leads to confident, capable learners who are ready to take on challenges independently.  

Why Scaffold? 

Scaffolding assignments helps students attain learning outcomes while reducing cognitive overload. When students are asked to complete a high-stakes task without adequate preparation or support, they may struggle—not because they lack ability, but because the task feels overwhelming. Scaffolding breaks the task into smaller, more manageable parts, allowing students to focus on building one skill at a time. This approach also creates more opportunities for feedback and intervention, helping students identify and address gaps in their understanding along the way.Ěý

Scaffolding an Assignment 

Let’s take the example of a final paper that is worth a large percentage of a student’s course grade. A large, high-stakes assignment, particularly within courses that are early in a student’s academic career, are excellent candidates for scaffolding. When designing a scaffolded assignment, it’s helpful to start with the end in mind. What should the final product look like? What skills will students need to get there? From there, instructors can work backward to identify the steps and supports that will help students succeed. This might include breaking the assignment into stages, providing examples of successful work, or offering guiding questions to keep students focused.Ěý

In the example of the final paper, the paper could be broken into smaller assignments: a topic proposal, an annotated bibliography, an outline, draft paper, and final paper. Each component is submitted separately, with feedback provided along the way. This not only reduces the pressure of the final submission but also gives students a clearer sense of how to approach each part of the task. 

Alternatively, an instructor may incorporate formative activities into a course to help students prepare for the final paper. This may entail running a collaborative mind-mapping session where students plan the structure of their papers, or place students in breakout rooms to work in teams to develop hypotheses or topic statements, or analyze sample arguments. On the course discussion board, students may be asked to respond to prompts that help them refine their thinking.  

Incorporating Student Voice 

Scaffolding isn’t just something instructors do for students; it can also be something they do with them. Inviting students to be part of the scaffolding process not only empowers students but also ensures that the scaffolding is responsive to their needs. When students feel supported and involved, they’re more likely to take risks, persist through challenges, and achieve meaningful learning outcomes. 

Inviting students to co-create the scaffolded assignment elements can increase engagement and ownership as well as help students understand how to approach complex, multi-step projects. If co-creation feels a step too far, instructors may instead ask students for feedback on assignment pacing and clarity in assignment prompts, and/or allow students to choose their own topics or formats. Including reflection prompts that encourage students to think about how they’re learning, not just what they’re learning is an additional way to incorporate student voice into the scaffolding process. 

Supporting Online Adult Learners

Adult learners are often balancing work, family, and other responsibilities while in online courses or programs. Faculty play a critical role in helping these students feel seen, supported, and validated. Here are five strategies that support adult online students’ sense of belonging.

  • Acknowledge and Validate Student Experiences 
    • Adult learners often bring diverse life experiences with them to courses and may also carry doubts or past educational trauma. In online environments, where connection may feel distant at times, validating their concerns and creating space for authentic engagement is essential to building trust and belonging. 
    • Faculty Tip: Create safe spaces for expression, such as anonymous feedback forms, discussion boards, one-on-one check-ins, or brief reflective prompts where students can share their concerns, experiences, and challenges. Respond with empathy and affirm their efforts using inclusive language such as “Your perspective is valuable” or “Many students face similar challenges—you’re not alone.” These small acts of recognition validate students’ experience and learning.ĚýĚý
  • Foster Belonging Through Intentional Outreach 
    • Adult learners may feel disconnected from their peers and institution, especially in online environments. Proactive, personalized outreach—such as checking in after a missed assignment or acknowledging personal milestones—help students feel connected to the institution and educational community. 
    • Faculty Tip: Ask students about their support systems and help them connect with campus resources. Even small gestures, like remembering a student’s career goal or celebrating a course milestone, reinforce that they matter. 
  • Make Learning Visible and Relevant 
    • Adult learners often pursue education with clear goals—career advancement, financial stability, or personal growth. If coursework feels disconnected from these goals, motivation may wane. 
    • Faculty Tip: Regularly connect course content to real-world applications. Use examples from students’ jobs, lives, and communities; discuss transferable skills; and help students articulate how course assignments support their long-term goals.Ěý
  • Provide Stability Through Consistency and Transparency 
    • Adult learners thrive in environments where expectations are clear and communication is reliable. In online courses, transparency and consistency help reduce uncertainty, build trust, and support persistence—especially for students balancing multiple responsibilities. 
    • Faculty Tip: Use a consistent structure for weekly modules, clearly outline deadlines and grading policies, and communicate any changes promptly with context. Consider posting a weekly announcement summarizing what’s ahead and reinforcing key expectations to keep students grounded and informed. 
  • Build Institutional Trust Through Faculty Engagement 
    • Students experience the institution through every interaction—emails, assignments, feedback, and support. Faculty are essential to creating a culture of care and connection. 
    • Faculty Tip: Offer flexible opportunities for engagement, such as virtual office hours, asynchronous check-ins, or online meetups. Normalize help-seeking by saying things such as “I’m glad you reached out—everyone needs support sometimes.”Ěý

Artificial Intelligence (AI) and Teaching

Generative Artificial Intelligence (Generative AI) innovations since 2022 have spurred new opportunities to make education more engaging and self-driven. Simultaneously, Generative AI has disrupted existing practices by acting as a catalyst to rethink the ways we teach and learn. Rapid Generative AI growth provides an important opportunity to improve teaching and learning for our current and future students by revisiting tried-and-tested practices, while innovating and experimenting with new learning tools and techniques.

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Online Student Success Strategies

So, you are enrolled in an online course. Congratulations! Online classes are an effective and rewarding way to learn, and they can provide a great deal of flexibility to help you meet your work, family, and personal responsibilities. 51ÁÔĆć has a strong reputation for offering high-quality online courses, and research shows that online learning works. Even if you have never taken an online course before, you can be successful!

Here are some proven success strategies for online learning:

Know What You’re Getting Into

Many students believe that online courses are easier than face-to-face courses. This is not the case! Online courses will require you to meet the same learning objectives as their face-to-face equivalents. However, online courses use different types of activities to engage you in the course and to help you learn. In short, make sure to treat your online courses with the same seriousness as your other courses.

Check Canvas and 51ÁÔĆć Email Daily

Your online instructor will probably communicate with you through Canvas or your 51ÁÔĆć email. Check them daily! You don’t want to miss out on important announcements about course changes or due dates. Review the syllabus to see if there are other ways that the instructor plans to connect with you and then check those communication channels as well. You can also receive push notifications when you use the .

Ask Questions

Contact your online instructor if you are confused or have questions about course content, assignments, or anything else in the class. Your instructor won’t know that you are having issues unless you reach out to them! Unlike in face-to-face courses—where instructors can scan the room for signs of confusion or uncertainty—online instructors may rely on you to take the initiative when you need help.

Develop a Study Plan

Online learning requires a bit more discipline, time management, and self-motivation. Develop a schedule of when you plan to do your coursework and stick to it! Because you may have questions that require you to contact your online instructor, give yourself a little extra time to complete your assignments, both in terms of when you get started and how long you plan to work on them.

Find a Good Place to Study

Locate a distraction-free space to do your work and avoid multitasking during your established work times. Shut off your phone or leave it in another room. Steer clear of social media or random internet searches. You can always reward yourself with periodic connection breaks when you have met your study goals. Ask family and friends to respect your study time and space so that you can be most successful.

Stay Organized

Use a to-do list and a calendar to keep track of assignments, due dates, and virtual meetings. If your online instructor uses Canvas due dates, you can easily track what is coming up by looking at your Dashboard, your Calendar, or in the Coming Up area of your Canvas course site. If your online instructor does not use Canvas due dates, use a printed calendar or Office 365 to stay organized.

Complete All Assignments

Many online courses require you to complete more assignments than you might normally do in your face-to-face courses. These assignments are usually intended to help you learn better and to keep you actively participating in the course. Make sure that you complete every assignment. Missing homework can quickly affect your grade, and most importantly, the assignments in the course are there to help you demonstrate your learning.

Connect with Other Students

Your classmates are a great resource, so connect with them as much as possible. For each of your online classes, find a partner that you check in with regularly through email or text. Set up virtual study sessions. Give it your all when you contribute to online discussions. Just like in face-to-face classes, you can develop a great support network with other students that may extend beyond the course and the current semester.

Be Flexible

Online instructors occasionally make mistakes. For example, they might have forgotten to publish a course module or to make an important link or resource available. When these things happen, working ahead and communicating with your online instructor can help you avoid stress, but being flexible with your study plans may also be necessary from time to time.

Use Online Campus Resources

There are number of fantastic support resources at 51ÁÔĆć that you can use as a student taking an online course. Your online instructor may have other resources to recommend to support you in your learning, but here are some of the most important ones:

Academic Support

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Health Resources

Teaching Tips from 51ÁÔĆć Students

The Thank an Instructor program has received nearly 800 comments from students (784 to be exact) about how instructors make a difference. The program provides an opportunity for 51ÁÔĆć students and alumni to submit a note expressing appreciation for an instructor who made a difference in their education.     

Based on student notes in the Thank an Instructor program, here are ten teaching tips for faculty that reflect what students said mattered most to them:

  • Show Genuine Care and Empathy. Students deeply valued instructors who were kind, patient, and understanding—especially during personal or academic challenges.
    • Tip: Make space for empathy. Acknowledge students’ struggles and offer flexibility when needed.
  • Believe in Your Students. Many students mentioned that their confidence grew because a professor believed in them when they didn’t believe in themselves.
    • Tip: Express belief in your students’ potential. A few encouraging words can have a lasting impact.
  • Make Complex Concepts Accessible. Students appreciated when instructors broke down difficult material into understandable parts and used real-world examples.
    • Tip: Use analogies, examples, and scaffolding to make learning more approachable.
  • Foster Open and Safe Communication. Students felt empowered when they could ask questions without fear of judgment.
    • Tip: Normalize questions and mistakes. Create a classroom culture where curiosity is welcomed.
  • Be Passionate and Enthusiastic. Passionate teaching was repeatedly cited as inspiring and motivating.
    • Tip: Let your enthusiasm for the subject show—it’s contagious and energizing for students.
  • Design Engaging and Varied Learning Experiences. Students loved courses that included interactive elements, diverse assignments, and creative approaches.
    • Tip: Mix lectures with discussions, projects, and hands-on activities to keep learning dynamic.
  • Be Available and Responsive. Office hours, timely feedback, and responsiveness to emails made students feel supported.
    • Tip: Be accessible and responsive. Even short check-ins can make students feel seen and valued.
  • Connect Learning to Real Life. Students appreciated when instructors tied course content to practical applications or career paths.Ěý
    • Tip: Highlight how course concepts apply beyond the classroom to increase relevance and motivation.
  • Encourage Reflection and Growth. Students highlighted how a class helped them discover new interests or career paths.
    • Tip: Prompt students to reflect on their learning and how it connects to their goals and identity.
  • Build Community and Belonging. Students cherished feeling part of a learning community where they could be themselves.
    • Tip: Use group work, discussions, and inclusive practices to foster connection and belonging.

The Positive Impact of Instructors: Students’ Perspective

CASL’s Thank an Instructor program has received nearly 800 comments from students (784 to be exact) about how instructors make a difference. The program provides an opportunity for 51ÁÔĆć students and alumni to submit a note expressing appreciation for an instructor. This brief report provides an overview of four main themes from student responses on how instructors have positively impacted students’ educational experiences.ĚýĚýĚýĚýĚý

1. Instructor Support and Belief in Students. Students repeatedly emphasized how instructors’ faith in their potential—especially in moments of self-doubt—transformed their academic trajectories and personal confidence. Faculty were credited with helping students persist through difficult semesters, rediscover self-worth, and believe in their future success. 

Theme 1: Instructor Support and Belief in StudentsĚý

Theme 1: Instructor Support and Belief in Students

This theme captures the widespread sentiment among students that instructors played a pivotal role in their academic and personal development by offering unwavering belief, support, and encouragement. Students consistently described faculty members as deeply invested in their growth, often identifying specific moments when instructors went beyond traditional academic duties to offer guidance, validate their potential, or provide emotional support. This belief in students’ abilities—often when students doubted themselves—was described as transformational, influencing not only students’ confidence and academic persistence but also their long-term career aspirations. The following excerpts illustrate the meaningful ways instructors inspired confidence and fostered students’ beliefs in themselves.  

  • “You’re the first math teacher I’ve ever had, at any level, who really believed in me and my abilities. Your course is the reason I feel confident enough to tackle higher-level math courses…” 
  • “You not only pushed me but challenged me with the support I needed which made this a course to love instead of a course to fear.”  
  • “I haven’t had an instructor believe in me the way you have since I was in middle school.” 
  • “You made me believe that I could do this…Your encouragement, support, and intensity and passion for teaching left a lasting impact on me.” 
  • “You made us feel like we were supposed to be there as students…and that you were on the students’ side; fighting for us, actually there for us, and that meant the world to me.” 
  • “You made me think about how I think. I doubted myself, but you did not. You reminded me I am not alone. My success mattered to you, which made it matter to me.” 
  • “It was visible how much you cared about my learning. I was lucky to have you as a teacher and you game me confidence in my skills.” 
  • “I want to express my heartfelt gratitude for the profound impact you have had on my journey as a student. Your kindness, empathy, and unwavering support have truly made a world of difference…”  
  • “I want to thank you for being warm, welcoming, encouraging and most importantly motivating me to further my education.”  
  • “You’ve truly been the best professor I’ve ever had—not just at 51ÁÔĆć, but in my entire education.”  
  • “Thank you for believing in me, for advocating on my behalf, and for playing such a pivotal role in my academic and professional development.” 
  • “You saw what I could be… I’ve never wanted to work as hard as I’m working now and that is because of you.” 
  • “You were genuinely the kindest teacher I have ever had… your graciousness really helped me this semester.” 
  • “Your feedback on the papers I have written this semester have severely improved my thoughts on writing, and your faith in me is something I will hold onto for the rest of my life.”  

Across the thank-you notes, students frequently conveyed that what set their instructors apart was not merely content delivery, but their unrelenting belief in students’ abilities. The impact of this support manifested in various ways—from students remaining in difficult courses to choosing new academic majors or advanced educational paths. Students said they felt motivated, capable, and proud because of faculty who pushed, encouraged, and challenged them without judgement. This belief frequently led to renewed academic confidence, clarified goals, and emotional healing—particularly for first generation college students. 

2. Innovative and Transformative Learning Experiences. Students thanked their instructors for coursework that was intellectually stimulating and life changing. Through passionate instruction, real-world relevance, and creative pedagogy, these courses deepened understanding, sparked new interests, and reconnected students with their life passions. 

Theme 2: Innovative and Transformative Learning Experiences

Theme 2: Innovative and Transformative Learning Experiences 

This theme reflects how students experienced personal and intellectual transformation through engaging course content, innovative pedagogy, and instructors’ passionate delivery. Many students highlighted specific classes as “eye-opening,” “life-changing,” or “challenging in the best way,” describing how these courses reshaped their worldview, ignited new academic interests, or revived their passions. These transformative experiences extended beyond cognitive gains to include shifts in self-perception, purpose, and future direction. Students attributed these moments to instructors’ ability to make complex material accessible, integrate real-world applications, and foster critical reflection. 

  • “Taking your classes is the most important reason I decided to major in this subject.” 
  • “This class opened my eyes into a new way of thinking and I’m forever grateful.” 
  • “Your course has had a lasting impact on the way I think as a researcher.” 
  • “After taking your course, I have started reading and writing again. I actually dug out all of my old projects and applied what we learned to them!” 
  • “You not only taught the theory with exceptional clarity but also cultivated a deeper appreciation for the phenomena.” 
  • “Your consistent feedback and the diversity of course materials helped bridge theory and practice for me.” 
  • “I’m glad I took this course. It reminded me that I am still creative and helped me regain my confidence.” 
  • “Your class has been instrumental in strengthening my analytical skills… empowering me to apply different methods.” 
  • “I didn’t expect I’d find it in this course. But I did, thanks to you, and I won’t forget that.”  
  • “The course was well-designed, and I loved the variety of topics we covered, and how you included so many different ways to learn!” 
  • “You made chemistry feel like one of the easiest subjects to learn… I’m sure I will be successful in the coming semesters of chemistry because of what I learned from you.” 
  • “Your lectures were incredibly insightful, and I truly appreciate the time and effort you put into making the material engaging and accessible.” 
  • “This class was thoughtfully laid out and made my semester more interesting. I really appreciate everything you do for your students.” 
  • “You made sure no one was left behind, and that in itself speaks volumes about your dedication.” 
  • “Your teaching has had a profound impact on me both academically and professionally… You made complex concepts accessible and sparked a deeper interest in data.” 
  • “You are an amazing professor who has made an impact on my academic and now professional career.” 
  • “I will be thinking about this class for years. This is why I came to college.” 
  • “I hated this topic before your class. Thanks to you, I now love it, understand it, and even got published in it!!” 
  • “You asked for our opinions and feedback and actually meant it, and then listened and responded.”  
  • “You make it clear how the classes actually fit together and built on each other!” 
  • “I really loved how organized class was! It relieved a lot of stress when I knew what was coming up in class.”  

Students wrote about the lasting impact of their courses, describing them as pivotal turning points in their academic and personal journeys. Students noted how instructors connected content to real-world contexts, job relevance, and personal meaning. Students repeatedly highlighted clear expectations, organized course design, and teaching that “just made sense.” Faculty explained concepts multiple ways, invited questions, and ensured comprehension before moving on. Students appreciated classes that built sequentially, offered structured but flexible activities, and provided frequent formative feedback. Students described these environments as empowering and low-pressure while still being rigorous and intellectually challenging. These comments on the thank-you notes underscored how faculty created intellectually rich environments that did more than inform—they inspired and transformed. 

3. Inclusive, Safe, and Empowering Learning Communities. Instructors were praised for fostering emotionally safe, respectful, and inclusive classrooms that enabled full student participation and identity expression. This theme included support for diverse backgrounds, identities, accommodations, and mental health needs. 

Theme 3: Inclusive, Safe, and Empowering Learning CommunitiesĚý

Theme 3: Inclusive, Safe, and Empowering Learning Communities

This theme is about students’ deep appreciation for instructors who cultivated inclusive, empathetic, and emotionally safe learning spaces. Many students shared how these environments empowered them to engage more fully—especially those who entered courses with anxiety, past negative experiences, or personal challenges. Instructors achieved this by encouraging open dialogue, validating students’ experiences, respecting diverse identities, and showing genuine care for students’ well-being. Such efforts were seen not only as supportive but as crucial to students’ academic persistence and well-being. 

  • “You’ve made anatomy and neuro anatomy a less stressful class due to your openness and welcoming personality.” 
  • “I was nervous going into college… but your class was truly a space where I could be myself, feel part of a community, and learn all at once.” 
  • “I used to be afraid to participate in my courses… But now, everything is different… I am sure I am on my way.” 
  • “You made class a safe space for me to speak my mind, which is something I have struggled with in the past.” 
  • “Thank you for creating a welcoming environment that made me feel comfortable.” 
  • “Thank you for being such a kind, understanding, and supportive instructor throughout the semester.” 
  • “You treated students as professionals… and established expectations of us as students and future providers.” 
  • “I felt welcomed, seen, and cared for.” 
  • “Thank you for making the classroom feel safe and encouraging.” 
  • “Your class was truly a space where I could be myself, feel part of a community, and learn all at once.” 
  • “You fostered a positive learning environment… where our lived experiences could be explored with both rigor and compassion.” 
  • “You made class so warm and welcoming, and you were so accommodating with my issues! I have definitely fallen in love with this discipline” 
  • “Your kindness and funny jokes in class made me feel welcomed, seen, and cared for.” 
  • “Even the seemingly small ways in which you showed patience and support made a huge impact.” 
  • “Thank you for being the kind of professor and person who makes students feel seen, supported, and safe.” 
  • “You were always responding to our doubts and always being supportive.” 
  • “You’ve given me so many tools to success and a different way of thinking… I finally feel like there is a place for me…” 
  • “You made me feel welcome, competent, and assigned excellent prompts to get all your students to both think critically and write creatively.” 
  • “You helped me find what I wanted to spend a large part of my life doing and helped me throughout this hard semester.” 
  • “I had no idea what I was doing and you welcomed me any way and said that’s why we are here, to learn. You never made me feel bad about it.”  
  • “You shared not just your knowledge but your experience which made me feel welcomed, wanted, and like I could be authentic.”  
  • “You listened to us, you waited for us to process what you shared and then you spoke. You were not frustrated that I did not understand right away. You did not make me feel stupid, but like I was learning.” 
  • “Your enthusiasm to teach, your enthusiasm for us, and the enthusiasm for the topic made all the difference to me” 
  • “Your dedication and flexibility to all of us was so clear.  You reached out, checked in on us, and were patient and caring about us as people not just students”  
  • “Not only did I feel like I could relate to you, but you helped me personally with support, encouragement, and recommendations on ways for me to get involved.” 

A recurring feature in the thank-you notes was the students’ recognition of faculty members who made them feel seen, heard, and safe. Faculty brought energy, humor, and deep passion for their subjects—making learning enjoyable, accessible, and interesting. These instructors fostered classroom cultures where students felt confident to speak, ask questions, and express vulnerability—experiences often described as rare or previously unattainable.

4. Accessibility, Flexibility, and Commitment to Student Success. Faculty were repeatedly commended for going above and beyond in offering accessible office hours, deadline flexibility, responsiveness, and tailored support. These efforts were vital to students’ ability to overcome personal, academic, or logistical challenges in order to succeed. 

Theme 4: Accessibility, Flexibility, and Commitment to Student Success

Theme 4: Accessibility, Flexibility, and Commitment to Student Success

This theme captures students’ appreciation for instructors who demonstrated flexibility, responsiveness, and accessibility—particularly in the face of personal, academic, or logistical challenges. Students frequently described professors who extended deadlines, accommodated disabilities or military service, adjusted to work schedules, or offered extra office hours. These efforts were not seen as simple administrative gestures, but as acts of care that enabled students to persist in their education despite obstacles. The theme highlights how flexible teaching practices directly influenced student retention, performance, and morale. 

  • “You helped me improve my work… and gave me extra time on assignments when I couldn’t meet the deadlines. I did not know if I could be a college student, but you allowed me to become one.” 
  • “It felt easy to contact you and not like I was bothering you. You cared about me as a person, not just as a student.” 
  • “You were my lifeline this semester. If not for you and your flexibility and understanding, I would not be able to come back and complete this degree.”
  • “You were understanding and willing to work with me to catch up… which really helped reduce my stress. It made me feel like you wanted me here.” 
  • “Thank you for accommodating my schedule and allowing me extra time to take my exams when necessary.” 
  • “Thank you for your patience in accommodating students and making students gain insightful skills in multivariate statistics.” 
  • “Even though I had problems with my attendance, turning in my work on time… you helped me complete this course and learn how to learn.” 
  • “I truly appreciate your flexibility with deadlines, checking in with me during class, and even the class in general.” 
  • “Your understanding during sick times and military service…bless you.” 
  • “Thank you for working with me and accommodating me. Once I got things sorted, I learned better than I have in nearly every class I’ve taken. You are a great teacher, because you actually helped us learn, not faulted us for living.” 
  • “You had my back so I could focus on the learning.” 

Throughout the thank-you notes, students expressed gratitude for instructors who not only taught with excellence but also recognized and responded to the complexities of students’ lives. Instructors were lauded for their availability, flexibility, and patience—especially in moments of life disruption. Whether accommodating military service, illness, personal crises, or simply extending deadlines with compassion, students emphasized how faculty “had my back” so they could stay focused on learning. This flexibility was seen not as leniency but as care-driven academic support. Faculty who offered personalized accommodations or remained consistently available were described as lifelines—often cited as the reason a student remained enrolled or succeeded. 

Overall, students expressed that what made their instructors exceptional went beyond content delivery—it was who they were as people and how they invited students into being part of a community of learners. Faculty became sources of inspiration and encouragement, and these quotes reflect the admiration students had for instructors in all the ways they made differences in their lives and educational journey.  

  • “You are not only an exceptional instructor but also a great person… I truly and sincerely thank you so much for not only believing in me but pushing me to do my very best.” 
  • “I’m always looking for role models… and I found one in you. I want to be you when I grow up!” 
  • “Your passion, skill, experience, intelligence, and talent all culminated to make this class truly great.” 
  • “You treat all students equally, lead with both empathy and discipline, and consistently inspire us to aim higher. Seeing you do it let me know I can do it.” 
  • “I aspire to follow in your footsteps and become half of the clinical provider you are.” 
  • “You were teaching from a figurative wellspring of both passion and skill.” 
  • “Thank you for being a mentor, motivator, and one of the most impactful educators I’ve ever had.” 
  • “You’ve given me so many tools to succeed and a different way of thinking. I will never forget you or this experience.” 

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