“You Can Do This”: Encouragement from MBC’s ACTS Director

Academics don’t come naturally to everyone. In fact, when deciding whether to attend college, nervousness about academic proficiency is one of the main worries expressed by prospective students. 

Likewise, when students arrive at college, there is often a “culture shock” that occurs. College academic expectations are, of course, higher than expectations seen in high school classes. It is such a step up that it can be a complicated adjustment for the new college student. Therefore, needing some help with that adjustment is completely understandable. A little assistance can go a long way and even mean the difference between passing and failing. 

That is where I come in. 

I’m Mandi Foster, the ACTS Director for Montana Bible College. ACTS is an acronym for “Academic Culture Training for Students.” As the name suggests, I assist with the “culture shock” the student may be feeling, being newly immersed in the college academic world. 

As the ACTS Director, I am available to assist every student—not just the newly minted freshmen. My time is also not limited to probationary students. Any student at MBC can call or email me at any point for any assignment. They can request assistance with a daunting project or paper looming on the horizon. Recently, I even helped a graduating senior revise and edit his commencement speech. As the writing instructor at MBC, helping students with their writing is, of course, a joy for me. 

Students can also request to meet with me for the entire semester, for weekly sessions, if needed. When a student requests to be included in my weekly ACTS schedule, the first step I take is to write an action plan detailing our shared goals for the semester, according to their personal needs they shared with me. These goals could include, but are not limited to:

• improving study habits/time management 

• improving comprehension of course readings 

• building confidence in academic ability 

• proficiency in the research/writing processes 

  
  

The goals are to be completed by the end of the semester. No matter the goal, it is always fun to look back over the action plan and see the progress the student has made. Each week, as we work on the specific skills the student requested, they also share with me how classes and assignments are going. They keep me in the loop regarding major upcoming projects and papers, and I assist them in the research/writing processes. 

Whatever we are working on, I make a point to celebrate the little wins along with the big wins!

Of course, not every session is always about the wins. Many of the conversations I have with students during ACTS sessions are about pushing through discouragement. I offer encouragement and share personal testimony of my own college experience. 

I especially share with discouraged students that I myself failed a course in college and was required to retake it. I share about the breakdowns I experienced. I tell them how overwhelmed I was, especially by math assignments, and how I couldn’t comprehend anything my math professors said in class. All this coming from someone who now teaches at two colleges and is pursuing a doctorate in English!

I believe that the vulnerability and honesty of a teacher is one of the most effective ways to connect with students. And I can personally attest that this openness helps students trust me and relate to me. This relationship building is a huge part of the formula for student success. As one of the students in the ACTS program, Hudson Kelly, wrote, 

“ACTS is so helpful to all of us and really shows how the MBC staff cares for us and is invested in our learning,” Hudson, an ACTS program participant, said. “To have the extra hour for work every week with Ms. Foster has been so beneficial to my academics and also my student life here, getting to know my classmates as well as Ms. Foster.” 

When Hudson first joined ACTS, he was as nervous about college as any other freshman. Yet, over the course of the semester, I watched his confidence grow as I helped him make flashcards and study for exams, or as I took him through the writing process. Most of his success comes from his positive attitude and willingness to put effort into each assignment.

“I find that personally, school can get fast-paced at times, and it’s good to slow down, focus in on one thing at a time, and really dive into the work,” Hudson said.

Three years ago, when I first began tutoring college students with writing, I said a phrase to a student that stood out to me, and I still use it even now.

That phrase: A simple, “You can do this.” 

And they can. My job as the ACTS Director is to help students believe that. My job is to encourage them that they can reach their academic goals with hard work and God’s help. Watching students change their thinking and grow their academic confidence is incredibly rewarding. It is amazing to watch them begin to believe they “can do this.” 

All students can do amazing things. Sometimes, it just takes someone to believe in them so they can believe in themselves. And I can say with certainty that their ACTS Director believes in them!