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Month: September 2014

Back to School Series: Helping Students Interact with Professionals

Back to School Series: Helping Students Interact with Professionals

A comprehensive education is so much more than just “book learnin’.” Institutions of learning are also training grounds for building social, psychological, and professional life skills. As to the latter, many of us, after years or decades in the professional world, have forgotten that these rules of behavior and decorum are not necessarily innate- these skills need to be learned. And if we as educators and administrators fail to teach students the rules of professionalism, we are neglectfully leaving out a part of their education.

Be punctual, dress appropriately! Don’t walk into the office of someone from whom you need something with earphones in your ears! Pronounce your words clearly when speaking, and in emails, write in full sentences, and use proper punctuation and capitalization (i.e.- no text speak or emojis, please)! Much of this all seems like it would be common sense, right? Well, for some of us, maybe it is. But if we really think about it, that’s almost always because we picked up these lessons early, sometimes unconsciously, from our first role models: our parents and close family members. Perhaps we saw our fathers interact with their work colleagues. (Perhaps they even brought us to work to see for ourselves!) Perhaps we watched our mothers negotiate a deal with confidence and aplomb. Perhaps we grew up with the grandmother who was ever reminding us not to slouch, who, when we’d ask, “can Samantha and me go the mall?” replied, “You mean Samantha and I, dear.”

Many of the students who walk into my office as students in the success coaching program arrive without the benefit of those role models. Perhaps they are the first in their families to go to college and, while parents who lack a college education can certainly raise their children to be confident, articulate, responsible individuals, some may lack the experiences in the professional working world that would model for their children the more nuanced code of conduct. They may also just simply not know how some things work in the university setting itself. How does one untangle the legalese and acronymic language of financial aid forms, for example? Therefore, I make it part of my job as a success coach to help students learn how to behave in a professional setting, even on campus.

Part of the issue that students have when interacting with professionals in environments like the Registrar’s or Financial aid office is that they simply do not know what to request. When students are unable to effectively communicate what they need, both they and those tasked with helping them become frustrated, and problems are left unsolved. So with my students, the first thing we try to do is diagnose the problem. Then, we talk about effective ways to get the help they need from the resources available. In addition to the “nuts and bolts” tips I mentioned earlier, I always convey for my students the importance of coming across with some self-confidence…even if self-confident is the exact opposite of how they actually feel. Don’t be afraid to ask questions, of course, for asking questions is not only NOT a sign of weakness but actually a sign that a person is confident enough to admit what they don’t know, but DO walk into a room like you deserve to be there.

This is not always easy to do. It takes practice, but just as practice doing anything else can make one better at it, more comfortable in those clothes, so to speak, the same applies here. It reminds me of a student I once had who really struggled her first semester in college but by second semester, with guidance from the success coaching program, was doing much better. She was majoring in criminal justice, and that first summer she got an opportunity to work as an intern in a large city police station. When she returned in the fall, we got a chance to chat and the first thing she told me was how glad she was that we had talked about how to act in a professional environment. “I really did the things we talked about!” she reported excitedly, “and it worked! Before I left someone from the department went out of his way to comment on how mature I was!” She laughed, “and you and I both know that I came to school as one of the most immature people you could possibly meet!”

For online students, the age and life experience differential can often mean that they enter programs with a greater understanding of these professional skills. Many have full-time careers already, and for them it’s about remembering that the same knowledge that allows them to succeed at their jobs is entirely transferable here. With these students, it can be helpful to have them refer back to these experiences in the working world, to ask: what’s your work environment like? What are the big dos and don’ts? What are the rules, both explicit and tacit, about turning in work on time, communicating with colleagues and/or superiors?  Chances are, they are very similar to what’s required of them in college.

For me, however, there’s always one piece of advice underlying all others, and that is this: be someone with whom people like to work. Be someone they trust; be someone they can rely on; be someone they are happy to see walk into the office or classroom every day. Focus on that, and much of the rest of the path will illuminate itself from there.

Susan Marion is the Coordinator for Success Coaches at Tiffin University, in Tiffin, Ohio. She was instrumental in starting success coaching at the institution in 2007.  The program now has fifteen part-time success coaches and supports almost one hundred students who are at risk academically.

 

Back to School: Helping Students Interact with Professors

Back to School: Helping Students Interact with Professors

We’ve had good ones; we’ve had ones who were not so good. We’ve had ones who changed our lives, our career paths, who opened us up to new ideas and ways of thinking; we’ve had others with whom we just tried to get by with a passing grade. We’ve all most likely had a wide spectrum of relationships with our teachers and professors, both in primary school and college, so we know that those relationships can be as rewarding, fraught, and complex as any others. For university students, these are important relationships, even if only because these people hold the power of the grade, and thus it’s important for students to learn how to interact with their professors.

The students I’ve worked with who have had difficulty in this area have had such difficulty for a variety of reasons, but often the power structure that puts professors on a (for some) intimidatingly higher plane than students is at the heart of it. Simply put, students are scared to talk to them. Scared that if they take advantage of office hours or express a need for help, the professor might think they are dumb. Scared to talk to any authority figure, but especially one who has the power to decide the fate of their GPAs. For some, the issue is cultural, which is something we’ve found at our university with international students from a few specific countries. Not all international students face cultural barriers to effective communication with professors at American universities, but some do. In these cultures, the status differential between students and professors is even greater than it is here. These students hold their professors in such high regard that to actually talk to one seems unthinkable, and to really open up to one about having difficulty in the class- totally anathema. Even classroom participation can be restricted by notions that one simply cannot for any reason express a point of view that might conflict with that of the professor.

International students aren’t the only ones who have to develop the skills to build successful student/professor relationships, and the first thing I tell all my students who seem to be having trouble is to remember that their professors are…spoiler alert…actual human beings! They are people too! They are at times happy and sad and energetic and stressed out. They have, at times, blind spots and biases and holes in their own knowledge. And they are almost always not only willing but excited to interact with students who show enough interest in their class to actually talk about it with them outside class time. I tell my students that what they may see as showing weakness (asking for help), their professors almost always interpret as showing interest. It’s a professor’s dream! When I’ve had students who were particularly daunted by the thought of meeting with a professor one-on-one, I’ve actually walked with them to the professor’s office door. The walk there often looks like a scene from Dead Man Walking, but when they emerge? Smiles! Relief! It wasn’t nearly bad as they thought it might be; in fact, the professor turned out to be a real person just like I said he or she would be! Weight lifted, and a bridge crossed forever.

Now, we all know from our own experiences that once in a while you will come in contact with a professor who is not the ideal. Who for whatever reason is NOT open, friendly, or helpful. It’s the other side of the “professors are people too” coin: people are not always at their best. So how should students navigate those relationships? It starts in the same place: remember that this professor is a person just like you. You know how you have a life outside of class, and it’s not always perfect? Well, so do they. Maybe they or someone they love is going through a difficult time. Perhaps he or she is facing the same burnout toward the end of the semester as you. So don’t take it personally because it may not be about you at all! But since you still have to get the grade, figure out what makes this professor tick. Figure out what kind of behavior and work is going to get you the result you desire in this class and do that. (A good place to start is by getting insight from students who’ve had that professor before. If it’s the material in the class that is at issue, find other resources- like peer tutoring- that can help.)  It’s also good training for the real world- sometimes the relationships we have to cultivate and make work are not the ones we would always choose. Sometimes we have co-workers or bosses who are difficult to deal with, so what do we do? We figure out the best way to succeed in an imperfect environment. When students realize this, it’s just another thing that they now see can be applicable to the rest of their lives, and that in and of itself can be a motivator.

Lastly, I would be remiss if I didn’t mention how the student/professor relationship is growing and changing with the evolution of online education, and even those who have never taken an online class themselves can probably see both the positive and negatives based on their own experiences with things like social media. Often, online students find the relationships with their professors comes even easier online. Shy students who would never dare speak up in a lecture hall become poets in online discussion threads. Those who may have difficulty approaching a professor face-to-face find it much easier to communicate by email. These relationships can still be as complex and as rewarding as those with professors who are standing in the same classroom as their students, and each year that online education grows will provide us with more information as to how success coaches can help our students make the most of these relationships.

Susan Marion is the Coordinator for Success Coaches at Tiffin University, in Tiffin, Ohio. She was instrumental in starting success coaching at the institution in 2007.  The program now has fifteen part-time success coaches and supports almost one hundred students who are at risk academically.