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Student Engagement

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Student Engagement

  1. 1. STUDENT ENGAGEMENT It’s not about asking our students to marry us Presented by: Jason Barshay
  2. 2. Jason Barshay  BS, Mathematics/Computer Science, Carnegie Mellon University  MS, Leadership, Nova Southeastern University As an Academic Advisor, I know that I may likely be the only consistent relationship that students have with a university representative throughout their education. Therefore, I want them to know that there is someone at the university who believes in them, wants them to succeed, has their best interests at heart, and will always be their advocate. I also want them to know that they can come to me for help with anything, even if it is outside of the academic domain, and I will do my best to assist them or refer them on to someone that can do so. Seeing my students succeed is the single greatest pleasure that I have in my job. Senior Academic Advisor
  3. 3. What is student engagement?
  4. 4. It isn’t… Asking our students to marry us
  5. 5. It is… Intentionally and deliberately seeking to connect with students in meaningful ways
  6. 6. Why do we do it?
  7. 7. Why do we do it? “As academic and social integration increases, so does the likelihood of student persistence…It may be developed both through learning- centered interaction with faculty, academic peers and staff, and through informal social contact with faculty and involvement in student organizations…Despite poor academic performance, many students persist because of their successful social integration and feelings of fit with their institution.” (ACT, 2004)
  8. 8. Why do we do it? “It is the people who come face-to-face with students on a regular basis who provide the positive growth experiences for students that enable them to identify their goals and talents and learn how to put them to use. The caring attitude of college personnel is viewed as the most potent retention force on a campus.” (Noel, Levitz, & Saluri, 1985)
  9. 9. Why do we do it? “Academic Advising is the only structured activity on the campus in which all students have the opportunity for one-to-one interaction with a concerned representative of the institution.” (Habley, 1994)
  10. 10. Why do we do it? “Academic advisors provide students with the needed connection to the various campus services and supply the essential academic connection between these services and the students. In addition, academic advisors offer students the personal connection to the institution that the research indicates is vital to student retention and student success.” (Nutt, n/d)
  11. 11. Why do we do it? “Students are the bridge we all have in common and we are here to serve them – directly and indirectly. Remembering that students are the reason we are here…” (NSU General, 2009)
  12. 12. Why do we do it?  Because our students matter  and  Because we can make a difference
  13. 13. Who do we do it with?
  14. 14. Who do we do it with?  Undergraduate students  Graduate students  Local students  Distant students  Online students  Young students  Old students  Nice students  Mean students All students
  15. 15. Where do we do it?
  16. 16. Where do we do it?  In your office during scheduled office visits and walkins  Outside of your office  In the hallway  In the classroom  At events (e.g., commencement, open house, social events)  In the dorms  At the grocery store  Online  Facebook  Twitter  IM  Skype  LinkedIn
  17. 17. Where do we do it?  Go to your students; don’t make them come to you  Think outside the box…
  18. 18. How do we do it?
  19. 19. How do we do it?  Ask our students challenging academic questions  Any plans for what you want to do once you have your degree?  What made you decide to pursue a degree in human resources?  Of all the courses you’ve taken so far, what’s the one you’ve enjoyed the most and why?  What course did you find most challenging, and how did you deal with that challenge?
  20. 20. How do we do it?  Turn a proscriptive appointment into a developmental advising session  Before we take a look at classes for next semester, I wanted to ask about the statistics course you just finished. I know you were really anxious about it, and yet I see you did really well in it. What did you do to help yourself succeed?
  21. 21. How do we do it?  Get to know your students on a personal level  Ask them about their jobs or families  Get to know their interests  Listen  Keep notes  Tell them about yourself  Smile!
  22. 22. How do we do it?  Send welcome emails to your new students and call them
  23. 23. How do we do it?  Encourage students to give you feedback
  24. 24. How do we do it?  Include your photo in your email signature
  25. 25. How do we do it?  Take the initiative and be creative.  Don’t wait for them to engage you.
  26. 26. We can make a difference “My advisor is GREAT!! He has been there every step of the way. I have called him when times were rough and he really helped me with every question. Jason is very knowledgeable, understanding, and most of all he actually returns phone calls promptly. If it were not for Jason I would have probably taken a semester break that would have resulted in never starting again. Jason told me to just keep pushing and I did. I told him what semesters were going to be terrible for me and he recommended what classes to take and informed me of the work load. My friend and I started the MBA program a semester apart. I took advantage of my advisor and he did not. He quit after one semester, I am 2 semesters from completion which will increase my pay by 30k annually. His wife asked me what was my secret and I told her it was my academic advisor that helped me see it
  27. 27. We can make a difference “Thanks Jason!! Yes, it was surely a long haul for me!! Three kids, a full time job, and a divorce process!! Whew~ I barely survived-LOL....But thanks to NSU I will have a very bright future. I have many dreams yet to follow!! Thank you so much for your guidance throughout our dealings together as my advisor. Before you, I was just another number. No one ever really paid attention to me, the advisors kept changing and changing. Thank you for making me feel that I was an important student and thank you for your respect and attention to my questions.”
  28. 28. Academic Advising Thinking outside the classroom
  29. 29. References  ACT, Inc. (2004). The Role of Academic and Non-Academic Factors in Improving College Retention. (ACT Policy Report). Iowa City, IW: V.A. Lotkowski, S.B. Robbins, and R.J. Noeth.  Habley, W.R. (1994). Key Concepts in Academic Advising. In Summer Institute on Academic Advising Session Guide (p. 10). Available from the National Academic Advising Association, Kansas State University, Manhattan, KS.  Noel, L., Levitz, R., & Saluri, D. (Eds) (1985). Increasing student retention. San Francisco: Jossey-Bass.  NSU General Administration Engagement Commitment Plan. (2009, Feb 24).  Nutt, C. (n/d). Academic Advising and student retention and persistence. Retrieved from http://www.nacada.ksu.edu/Clearinghouse/advisingIssues/retention.ht m on 8/19/09