Student engagement is one of those concepts that has been
talked about and researched for many years. Evolving from Alexander Astin’s
seminal work on involvement as a means of better understanding the student
experience, student engagement is the extent to which students are actively
involved in their own learning and the learning environment.
As a higher education practitioner, I find the idea of student
engagement to be increasingly relevant in light of the post-traditional nature
of today’s college campus and the myriad delivery styles that have been
adopted. Colleges that have implemented student engagement strategies are
reaping the benefits such as increased retention and more satisfied students.
Leading the way in understanding this concept and the impact
it has on campuses across the nation are two national surveys that collect data
annually from America’s college students: the National Survey of Student
Engagement (NSSE) and the Community College Survey
of Student Engagement (CCSSE). In a collaborative effort, these two surveys
suggest that students are showing increased engagement in the learning environment
leading one to conclude that student engagement is both worth the effort and
making a positive impact on current college students.
So, what’s hot in student engagement? Below are five topics
I regard as relevant for practitioners today as we seek to engage college
students.
Ownership
The debate that rages on my campus is who owns student
engagement? Student affairs? The faculty? Students themselves? While I believe that
student engagement needs to be centralized, I think all of us have some part to
play in the engagement of our students. Student affairs tends to be the home of
student engagement based on the programs and activities designed to get
students actively involved on campus. But this is only one-third of the
experience. Faculty must be willing to come down off the stage and interact
with students in meaningful ways. Finally, students themselves must take
responsibility for ensuring that engagement occurs because they are the only
ones who can take advantage of the opportunities presented. I think this happens
when students are academically challenged while concurrently provided support
and opportunities to be involved in multiple ways.
Environment
“Engagement is an environment… not an activity.” I tweeted this statement recently because I
believe this to be true on our campuses. Too often we adopt a “build it and
they will come” mentality whereby we create and offer many programs and
activities in an effort to engage with our students when all we need to do is
change the model. Such a transformation as this is built on transparency and an
open campus environment. Activities create opportunities for involvement and
are an important component of student engagement. But an environment where
everyone seeks opportunities to connect, whether that be on the quad, in the
cafeteria, during and after class or at any point where students and faculty
meet, creates a richer engagement culture.
Individualization
While this seems to fly in the face of student engagement it
is actually a critical strategy for connecting with students. There is a
concept in customer service that applies to our engagement with students: moment
of truth. The moment of truth occurs anytime we interact with a student. It
is our opportunity to strengthen or diminish the relationship. The more
students are involved, both in and out of the classroom, the more likely they
will feel as though they are a part of the institution. When colleges practice
avoidance instead of engagement, whether intentional or not, they create
environments of mistrust and disrespect. This occurs most effectively on an
individual basis by everyone on campus. Collectively we can impact engagement…
but individually we can change the culture.
Dialogue
Classrooms, whether they have walls or not, should be places
of exploration and discovery. We should be crafting conversations that are
impactful, meaningful and rejuvenate the spirit of learning. Such conversations
can, and should, occur across the campus in multiple venues through various
mediums. Learning does not occur in isolation, it occurs in connection with
others. The dialogue presented here includes an exposure to diversity from a perspective
of inclusion. Robert M. Hutchins once stated, “Education is a kind of
continuing dialogue, and a dialogue assumes different points of view.” To
strengthen engagement requires us to create safe places on campus for such
conversations to happen, whether intentionally or sporadically.
Trust
Finally, I think student engagement simply comes down to
trust. Students must be willing to put themselves out there and those of us in
positions of authority need to be willing to accept them. Students who feel a
sense of trust on campus are more likely to advocate for their needs, respond
to opportunities and actively participate in their own learning and in the
learning environment. Trust is the lubricant that keeps the machinery of campus
moving in a friction-free environment. Trust is built through experience – experiences
with faculty, staff and others on campus. Too often we have policies and
procedures in place that undervalue the student experience in an effort to make
our administrative lives more efficient. Examining these protocols with an eye
toward students can lead to stronger bonds of trust.
Alexander Astin, when asked what motivated students to
become more involved, stated, “I don’t think most students are actively
searching for ways to become more involved. Some are. But in general, the institution
determines that - whether they encourage students to become involved actively
and create structures that have that effect on students.” This statement
summarizes the concepts presented above. It is the structures and culture we
create on campus that builds engagement opportunities. Our challenge is to examine
our own campus and see what needs to change. I am excited to hear your thoughts.
