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“We don’t view the students as on a conveyor belt. ... They re all different people, there s a lot of dive sity here. All of us care about that and value that in each student.”

  • Faculty member

“I’ve learned that I can’t just say, ‘It s your credit, it s your money.’ ...

ou have to get in there with these students. It s important to me for them to succeed, not just in this class, but in life.

  • Faculty member

22 2009 Findings

Is Your College a Connected College?

Colleges can use the guide below to prompt discussions about how well they are con- necting with their students. To what extent is your college doing each of these things (e.g., not at all, under discussion, partial implementation, or full implementation)?

Does your college …

Design experiences to ensure that all students make personal connections with other students, faculty, and sta during their earliest contacts with the college?

Create required cohort-based experiences, such as learning communities, study groups, rst-year seminars, and the like, to intentionally promote interaction among students?

Assign someone to serve as a primary contact for each new student (e.g., another student, advisor, success coach, mentor, etc.)?

Systematically inquire about students’ use of various technologies, including course management systems, the Internet, and social networking tools?

Systematically inquire about faculty and sta members’ use of various technologies, including course management systems, the Internet, and social networking tools?

Provide professional development for faculty on ways to engage students for academic purposes through Facebook, Twitter, YouTube, or other social networking technolo- gies? Provide this training to both full-time and part-time faculty?

Require orientation and training for students on the use of technologies employed by the college, rather than assume that they know how to use them?

Promote student connections with college services and sta by integrating services into organized courses?

Ensure that the college’s online courses consistently incorporate engagement strate- gies that promote student-student and student-faculty interaction?

Ensure that evening and online students have access to the services they need at times and in locations that t their schedules?

Establish and enforce academic policies regarding acceptable/encouraged and unac- ceptable uses of social networking technologies and electronic devices during class time?

Ensure that students have access to computers for uses related to their studies (e.g., computer labs, loaned laptops, etc.)?

Provide free, easily accessible Internet access throughout the campus?

Provide adequate, user-friendly support for use of broadband and wireless technolo- gies on campus and for online learning?

Provide comfortable, open spaces for students, faculty, and sta to interact?

Ensure that all full-time and part-time faculty members have adequate space to meet with students outside of class?

Build a college-wide culture of connection and caring?

Making Connections: Dimensions of Student Engagement

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