Individual Check-ins for Student Success

Overview

Individual Check-Ins offer students a personalized space to reflect on their progress and communicate directly with their instructor. For many dual-enrollment students, this may be their first experience engaging in structured one-on-one conversations about their learning. While college professors often provide office hours, high school students may be unsure what questions to ask, may not yet take the initiative to attend, or are still building confidence to advocate for themselves. By making check-ins a standard part of class, instructors remove these barriers and create a powerful opportunity for students to practice communication, self-advocacy, and feedback—skills essential for college and career success. Structured check-ins also clarify expectations and build confidence in seeking support.

For instructors, check-ins serve as a proactive way to monitor both academic and social-emotional progress. They offer insights that may not surface in whole-class settings, allowing instructors to address challenges early, celebrate successes, and strengthen classroom culture.

Step 1: Choose an effective and sustainable format and cadence.

Before scheduling, determine what is realistic given your class size and workload. While the ideal format is synchronous, one-on-one meetings, this may not always be feasible. Consider creative approaches that still maintain personalization:

• Synchronous Options: Virtual meetings, chat conversations during a designated time, quick “check-in rounds” at the start or end of class, or structured drop-in slots (similar to office hours but with clearer expectations).

• Asynchronous Options: Email exchanges, voice or video reflections, short surveys, or journal-style check-ins with personalized instructor feedback.

• Small-Group Check-Ins: Meeting with 2–3 students at once balances sustainability with connection. These can occur during class in breakout rooms or at another scheduled time.

Once you’ve chosen a format, decide how often each student will check in. At least once per semester is recommended, though 2-3 spaced check-ins offer more impact. A few ideas for timing:

• Early in the course. Supports relationship building, gives instructors valuable context on how the course is starting, and builds buy-in for students to seek support later.

• Mid-term of Post-Assessment. Encourages reflection and goal-setting, and is an opportunity to directly surface and address concerns.

The goal is for every student to have at least one direct, meaningful conversation with you in a format that feels authentic and manageable.

Step 2: Intentionally introduce the purpose.

Present check-ins as a professional skill, not a remedial measure. Whenever possible, make at least one check-in required so every student experiences this structure–this will not only increase investment but also serve as an opportunity to practice two-way feedback.

• Sample Script 1: “In college, students are expected to meet with professors to check on progress and ask questions. In careers, employees meet with managers for the same reasons. Our check-in is a chance to practice that skill while making sure you’re getting what you need to be successful.”

• Sample Script 2: “One-on-one conversations are a big part of both college and future careers. This is your time to reflect, ask questions, and think about how you can use support systems effectively—not just in this course, but wherever you’re learning or working.

Step 3: Facilitate and reflect.

Prepare a short set of prompts that blend personal connection, academic reflection, and collaboration:

• “What’s something outside of school you’re excited about right now?”

• “What’s going well in this class so far? Where are you running into challenges?”

• “What’s one thing I could do differently to better support your learning?”

• “How can we work together to make this class feel manageable and engaging?”

Model professional communication: listen actively, affirm strengths, and provide specific, constructive feedback. End with reflection and planning questions, such as:

• “What’s one step you’ll take after this conversation?”

• “Who else can you reach out to for support?”

• “How might what we discussed apply to future classes or jobs?”

If attendance is low, don’t ignore it; ask students directly what makes participation difficult. These responses offer data to improve your format or timing.

When framed intentionally, check-ins become practice in self-advocacy, reflection, and professional communication—not just progress monitoring.

Optional Extensions:

• Anchor conversations in artifacts like student work, assessments, or reflections.

• If possible, offer choice in format to increase accessibility and comfort.

• Encourage students to set a goal at each check-in and revisit it later.

• Note patterns from missed or declined check-ins to refine your approach.

Though time-intensive, individual check-ins yield lasting benefits: stronger relationships, greater buy-in, and open, two-way communication. They offer students personalized support while building confidence in professional communication—a skill essential for college and beyond. Used flexibly and sustainably, they strengthen engagement, remove barriers, and foster a culture of proactive support.