Tell me and I’ll forget. Show me and I’ll remember. Involve me and I’ll understand.
– Confucius
The first thing I always try to build up at the beginning of the course is a social presence. I want students to feel okay to raise any questions they have about the course syllabus any time throughout the course to enhance student-student and student-instructor interaction. For all on-campus courses that I am assigned to teach, it is hard to spend enough time with every student during limited lecture hours. Thus, it is not always possible to answer all questions that students have about the course. To accommodate students, I always try to hold part of my office hours in the classroom right after each class. This practice has resulted in some in-depth discussion about the lecture materials. Some students even choose to stay and listen to other students’ questions; especially it is helpful in policy and theory courses. I sometimes schedule an extra class time to go over the most challenging course content with students who are interested in additional learning opportunities and have the time to come and to learn in a group setting.
Technological tools is another way, which have allowed me to reach better students with different learning styles, increase my availability to students, and ultimately, improve the student’s learning process. Because technology has come to be a necessary and valuable part of learning, I make use of various technological tools in all the courses I teach.
E-mail is the primary communication tool I use with students outside of scheduled class time. I try my best to reply to students emails or answer phone messages when I can so that students know I am reachable outside classroom when they want to study and encounter some difficulties. However, to maintain manageable levels in answering e-mails and phone calls, I am using telephone and e-mail office hours. Students can leave me a phone message anytime, and I will reply on the designated time that is posted in the course syllabus. I usually respond to all e-mails within my e-mail hours that are listed in the course syllabus, so students know when to expect my answer and if they have a quick question they can receive an immediate response.
I have used both the WEB CT / ANGEL / Blackboard / Brightspace D2L class interface as well as class e-mail list to post the course schedule, explain projects in detail, provide students with additional ideas on how to complete course assignments, and provide them with resources and supplementary material. I find that using course management system and class e-mail list increases students’ involvement with the course material and allows me to model what it means to be a good communicator, always keeping my audience in mind.
I also have tried to maintain my communication with students even when the course is completed, as I am interested in their success and to build the network of social workers alumni, who can be potential mentors and guest speakers in my future classes. I believe that Facebook and Linked In are excellent social networking tools to keep in touch. However, I acknowledge numerous limitations of those services and try to maintain my accounts in a highly professional way to sustain an appropriate level of privacy.
I also found that the use of web conferences tools to be particularly useful in teaching distance education courses. I have experienced great success with “online” live communication with students. I find that many of my distance education students have scheduling conflicts, or live outside of the city and thus, live web conference that is scheduled via doodle poll and recorded for future viewings allows me to increase my availability to them. I use live web conferences in all my distance courses to hold online live discussions about the course content. Because I do much of my work on the computer, I am logged in at the scheduled time on either BB Collaborate, Skype, Zoom or Adobe Connect and make myself available for several hours nearly every second week for all interested students and I have found that students are very responsive to those sessions.
Students often send me messages as they are working on assignments at home or in the computer lab, to ask a quick question, get some suggestions, or even request that I read a paper and chat with them about how it might be improved. However, I ask students to value everyone’s time and understand the limitations of these online tools, as sometimes I receive nearly 40-50 e-mails per week and it is hard to answer all of them in the limited time, so I encourage students to visit me during office hours after class or attend online live session, because I believe that live contact is still the best way of communication.
COMMUNICATION POLICIES
Comprehensive Guidelines for Student-Instructor Communication
WITH PRACTICAL EXAMPLES
| Dr. Oleksandr (Sasha) Kondrashov Applicable to all courses taught by Dr. Kondrashov at any institution in Canada and internationally |
“Tell me and I’ll forget. Show me and I’ll remember. Involve me and I’ll understand.”
— Confucius
PREAMBLE: THE ART OF PROFESSIONAL COMMUNICATION
Dear Students and Colleagues,
Communication is the lifeblood of social work practice. Every day, social workers navigate complex conversations with clients, families, communities, colleagues, and organizations. The ability to communicate clearly, professionally, and effectively is not merely an academic expectation, it is a core competency that will define your success as a practitioner.
This comprehensive communication policy document includes practical examples designed to serve as learning tools. By studying both effective and problematic examples, you will develop the communication skills essential for professional practice.
EMAIL COMMUNICATION POLICY
Guidelines for Effective Email Communication with Your Instructor
| PRIMARY COMMUNICATION METHOD Email is the preferred method for all course-related inquiries. |
1. Philosophy and Purpose
Clear, professional communication is fundamental to social work practice. Learning to compose effective professional emails is itself an important skill that will serve you throughout your career.
2. Required Email Address
| USE YOUR UNIVERSITY EMAIL All course-related inquiries must be sent from your institutional email address to my university email address. Emails from non-university addresses (Gmail, Yahoo, Hotmail, etc.) typically go to junk/spam and will result in non-response. |
3. Email Format Requirements
| REQUIRED EMAIL ELEMENTS 1. PROPER SALUTATION: “Dr. Kondrashov,” or “Dr. Sasha,” or “Sasha,” 2. YOUR FULL NAME: As registered with the institution 3. COURSE NUMBER: The specific course code (e.g., SOCW 3000) 4. STUDENT NUMBER: Your institutional student ID 5. CLEAR SUBJECT LINE: Include course number and topic |
4. Email Examples: Learning by Comparison
The following examples demonstrate effective and problematic email communication patterns. Study these carefully to understand what makes professional email communication successful.
Example 1: Assignment Question
| ✓ EFFECTIVE EMAIL Subject: SOCW 3000 – Question About Policy Analysis Assignment Dr. Kondrashov, I am writing to ask for clarification about Assignment 2, the policy analysis paper. In the instructions, you mention that we should analyze “three key stakeholder perspectives.” I want to confirm whether this means three different types of stakeholders (e.g., service users, service providers, policymakers) or three individual stakeholders within one category. I have begun drafting my analysis of the BC Housing Support policy and want to ensure I am on the right track before proceeding further. Thank you for your guidance. Respectfully, Maria Chen Student Number: T00123456 SOCW 3000 – Canadian Social Policy |
Why this works: Clear subject line with course number; proper salutation; specific question with context; shows initiative by mentioning work already done; includes all required identification elements.
| ✗ PROBLEMATIC EMAIL Subject: question Hi there, I don’t understand the assignment. Can you explain it? Thanks |
Why this is problematic: Vague subject line likely to trigger spam filters; generic greeting; no course identifier; no student information; question is too broad (which assignment?); no context about what specifically is confusing.
Example 2: Requesting Extension
| ✓ EFFECTIVE EMAIL Subject: SOCW 3000 – Extension Request for Reflection Paper (Due Oct 15) Dr. Sasha, I am writing to request a 48-hour extension for the reflection paper due on October 15. My grandmother passed away this weekend, and I need to travel to Vancouver for the funeral service on Tuesday. I have already completed approximately 75% of the paper and am confident I can submit quality work by Thursday, October 17 at 11:59 PM. I can provide documentation from the funeral home if needed. I understand if this is not possible and will do my best to submit on time if an extension cannot be granted. Thank you for your consideration. James Wong Student ID: T00234567 SOCW 3000 – Canadian Social Policy |
Why this works: Specific subject line identifies assignment and due date; clear explanation of circumstances; specific extension request (not open-ended); demonstrates responsibility by noting progress; offers documentation; acknowledges instructor’s discretion.
| ✗ PROBLEMATIC EMAIL Subject: need extension!!! Professor, I can’t finish the assignment on time because I’ve been really busy with other classes and work. Can I have an extension? When is it even due again? Let me know ASAP. |
Why this is problematic: Excessive punctuation appears unprofessional; incorrect title (“Professor” vs. actual title); no course identifier; asking when assignment is due shows lack of preparation; “busy” is not a compelling reason; demanding tone (“ASAP”); no student information.
Example 3: Technical Issue
| ✓ EFFECTIVE EMAIL Subject: SOCW 4520 – Unable to Access Discussion Forum (Technical Issue) Sasha, I am experiencing a technical issue with the Moodle discussion forum for Week 3. When I click on the link, I receive an error message stating “Access Denied – You do not have permission to view this content.” I have tried the following troubleshooting steps: cleared my browser cache, tried different browsers (Chrome and Firefox), and logged out and back in. The issue persists. I have also contacted IT Services and am awaiting their response. I wanted to let you know in case my initial discussion post is delayed past the Wednesday deadline. Thank you, Priya Sharma Student Number: T00345678 SOCW 4520 – Educating for Social Change |
Why this works: Specific error message quoted; documents troubleshooting attempts; proactive communication with IT; advance notice about potential delay; professional tone throughout.
Example 4: Grade Inquiry
| ✓ EFFECTIVE EMAIL Subject: SOCW 3000 – Question About Feedback on Assignment 1 Dr. Kondrashov, Thank you for the detailed feedback on my first policy brief. I appreciate the time you took to provide substantive comments. I would like to better understand one area of feedback. You noted that my stakeholder analysis “needed more depth regarding power dynamics.” Could you suggest a reading or provide an example of what stronger analysis in this area might look like? I want to improve this skill for the final assignment. If this question would be better addressed in office hours, I am happy to attend on Thursday or book a Calendly appointment. Thank you, Ahmed Hassan Student Number: T00456789 SOCW 3000 – Canadian Social Policy |
Why this works: Opens with appreciation; quotes specific feedback; asks constructive question focused on learning; demonstrates growth mindset; offers alternative communication methods; maintains respectful tone.
| ✗ PROBLEMATIC EMAIL Subject: my grade I don’t think my grade is fair. I worked really hard on this assignment and my friend got a better grade but her paper wasn’t as good as mine. I think I deserve at least a B+. Can you change my grade? |
Why this is problematic: No salutation or identification; compares grades with another student (confidentiality issue); focuses on effort rather than quality; doesn’t reference specific rubric criteria; demanding rather than seeking understanding.
5. Response Times and Email Hours
I respond to student emails during designated email hours, which are announced on the course management system for every course I teach. Emails received during email hours may receive same-day responses. Emails received outside email hours will be addressed during the next scheduled email period.
PHONE COMMUNICATION POLICY
Guidelines for Phone and Voicemail Communication with Your Instructor
| FOR URGENT MATTERS ONLY Phone communication is reserved for time-sensitive situations when email response would be too slow. |
1. When to Use Phone Communication
| PHONE IS APPROPRIATE FOR: • Urgent matters requiring a response before the next email period • Time-sensitive situations (e.g., same-day class absence due to emergency) • Technical issues preventing email access • Complex matters that may benefit from verbal discussion |
2. Preferred Phone Hours
| RECOMMENDED CALLING TIMES Preferred Days: Monday – Friday Preferred Time Window: 10:00 AM – 3:00 PM Pacific Time Please avoid calling before 10:00 AM or after 3:00 PM Pacific Time when possible. If I am in another meeting, you can always leave a voicemail message. |
3. Leaving an Effective Voicemail
| VOICEMAIL MUST INCLUDE: 1. YOUR FULL NAME (speak clearly and spell if necessary) 2. COURSE NUMBER (e.g., SOCW 3000) 3. YOUR PHONE NUMBER (speak slowly, repeat twice) 4. BEST TIME TO CALL BACK (specific hours when you are available) 5. BRIEF REASON FOR CALL (one to two sentences) |
4. Voicemail Examples: Learning by Comparison
Study these examples to understand what makes an effective voicemail that will receive a prompt callback.
Example 1: Urgent Absence Notification
| ✓ EFFECTIVE VOICEMAIL “Hello Dr. Kondrashov, this is Sarah Thompson, S-A-R-A-H T-H-O-M-P-S-O-N, from your SOCW 3000 class, section 01. I’m calling on Monday morning because I’ve had a family emergency and will not be able to attend today’s class or submit my assignment that’s due today. I’m calling to let you know and to ask about options for the assignment. You can reach me at 250-555-1234. That’s 250-555-1234. I’m available any time today after 2:00 PM Pacific, or tomorrow morning between 9:00 and 11:00 AM. Thank you.” |
Why this works: States full name and spells it; identifies course and section; explains urgency briefly; gives phone number twice; provides specific callback windows; polite closing.
| ✗ PROBLEMATIC VOICEMAIL “Hey, it’s me. I can’t come to class today. Call me back.” |
Why this is problematic: No name given; no course identification; assumes instructor knows who “me” is; no phone number provided; no callback times; no reason given; too casual.
Example 2: Technical Emergency
| ✓ EFFECTIVE VOICEMAIL “Good afternoon Dr. Sasha, this is Michael Rodriguez, M-I-C-H-A-E-L R-O-D-R-I-G-U-E-Z, student number T00567890, calling from your SOCW 2120 Tuesday evening section. I’m having a technical emergency—my laptop crashed and I cannot access my assignment files. The assignment is due tonight at midnight. I’ve contacted IT and they’re working on data recovery, but I wanted to reach you in case I need to request a brief extension. My cell number is 778-555-6789. Again, that’s 778-555-6789. The best time to reach me is any time this afternoon until 9:00 PM, or Tuesday morning between 8:00 and 10:00 AM. Thank you very much.” |
Why this works: Complete identification including student number; explains situation clearly; shows initiative (already contacted IT); specific deadline mentioned; phone number repeated; multiple callback options provided.
| ✗ PROBLEMATIC VOICEMAIL “Hi Professor, I really need to talk to you right away about my grade. It’s really urgent. Please call me back as soon as you can. Thanks.” |
Why this is problematic: No name provided; incorrect title; no course identification; no phone number; no callback times; grade concerns are rarely urgent enough for phone; “ASAP” pressure inappropriate.
Example 3: Field Placement Concern
| ✓ EFFECTIVE VOICEMAIL “Hello Sasha, this is Jennifer Park, J-E-N-N-I-F-E-R P-A-R-K, from SOCW 4020, the field education seminar. I’m calling because I’ve encountered a concerning situation at my placement that I need to discuss with you before my next shift on Wednesday. It involves a boundary issue with a client. My number is 250-555-9876. Let me repeat that: 250-555-9876. I’m available today, Monday, after 4:00 PM Pacific, or Tuesday between 10:00 AM and 2:00 PM. I understand this is time-sensitive, so if you can’t reach me by phone, please email me and I’ll respond immediately. Thank you.” |
Why this works: Clear identification with spelling; explains why it’s urgent (next shift on Wednesday); mentions topic area without excessive detail; provides phone number twice; specific availability windows; offers email as backup; professional tone despite urgency.
5. Phone Communication Quick Reference
| Element | Details |
| When to Call | Urgent matters only; email is primary method |
| Preferred Days | Monday or Tuesday |
| Preferred Hours | 10:00 AM – 3:00 PM Pacific Time |
| Voicemail Required | Name, course, phone number (2x), callback time, reason |
| Message Length | Keep under 60 seconds |
CALENDLY SCHEDULING POLICY
Guidelines for Booking Appointments with Your Instructor
| FOR STUDENTS WHO CANNOT ATTEND REGULAR OFFICE HOURS Regular office hours are typically held one hour after class. Calendly is for students who genuinely cannot attend during those times. |
1. Purpose and Appointment Structure
| APPOINTMENT DETAILS Duration: 15-minute intervals (10 minutes meeting + 5 minute break) Format: All meetings are held on Zoom Phone Option: You can dial in by phone if you do not have internet access For longer meetings: Book 2 consecutive slots for 30 min, 3 for 45 min, 4 for 60 min |
2. Booking and Confirmation Requirements
| IMPORTANT: 24-HOUR CONFIRMATION REQUIRED Please email me at least 24 hours before your appointment with: • All relevant documents for review • Confirmation of the appointment details • Any specific questions you want to address Appointments that are not confirmed at least 24 hours in advance will be cancelled. |
3. Calendly Confirmation Examples
Example 1: Assignment Feedback Meeting
| ✓ EFFECTIVE CONFIRMATION EMAIL Subject: SOCW 3000 – Confirming Calendly Appointment Thursday 2:00 PM Dr. Kondrashov, I am confirming my Calendly appointment for Thursday, November 14 at 2:00 PM Pacific (I booked two consecutive 15-minute slots for a 30-minute meeting). Purpose: I would like to discuss feedback on my policy brief draft before final submission. Attached: Current draft of policy brief (PolicyBrief_Draft_Nguyen.docx) Specific questions I’d like to address: 1. Is my thesis statement sufficiently focused? 2. Have I adequately addressed counter-arguments in section 3? Thank you, Lisa Nguyen | T00678901 | SOCW 3000 |
Why this works: Confirms date, time, and duration; clearly states purpose; attaches relevant document; provides specific questions to focus discussion; includes all identification information.
| ✗ PROBLEMATIC (NO CONFIRMATION) [Student books Calendly appointment but sends no confirmation email] [Arrives at meeting unprepared, no documents, vague questions] |
Why this is problematic: Appointment will be cancelled per policy (24-hour confirmation required); if meeting happens anyway, time is wasted without documents to review; unprepared meetings are less productive for everyone.
Example 2: Academic Advising Discussion
| ✓ EFFECTIVE CONFIRMATION EMAIL Subject: SOCW 4520 – Confirming Calendly: Career Planning Discussion (4 slots) Sasha, I am confirming my Calendly appointment for Wednesday, November 20 at 1:00 PM Pacific. I booked four consecutive slots for a one-hour discussion. Purpose: I am approaching graduation and would value your guidance on career planning in the social work field, particularly regarding hospital social work positions. Attached documents: 1. Current resume (Resume_Patel_2024.pdf) 2. Draft cover letter for Interior Health position (CoverLetter_IH.docx) Topics I hope to discuss: • Whether my field placement experience adequately prepares me for hospital settings • Suggestions for strengthening my cover letter • Professional development opportunities I should pursue before graduation Thank you for your time and mentorship. Raj Patel | T00789012 | SOCW 4520 |
4. When the Calendar is Full
If the Calendly calendar shows no available times and you have an urgent matter, send an email explaining the urgency of your situation, include your phone number, provide specific times when you are available for a call, and I will call you back if possible to arrange an alternative meeting time.
COMMUNICATION SUMMARY
| “Clear communication builds trust. Professional communication builds careers.” |
| Channel | Use For | Requirements | Response |
| All course inquiries | Univ email; name, course, ID | Email hours (LMS) | |
| Phone | Urgent only | Complete voicemail | Mon/Tue 10AM-3PM PT |
| Calendly | Can’t attend office hrs | 24hr confirm + docs | 15-min Zoom slots |
| Social Media | Networking only | After course; no DMs | None expected |
| Text Message | NOT PERMITTED | Use other channels | N/A |
These policies support effective student-instructor communication while developing professional skills essential for social work practice. Thank you for taking the time to read and follow these guidelines.
© Dr. Oleksandr Kondrashov
This policy applies to all courses taught by Dr. Kondrashov regardless of institution.