One area that I have found frustrating as I teach a course or lead staff development has been incorporating readings into active learning activities. Readings can serve as the jumping point for group discussions or further training. Unfortunately, students and staff do not always read the articles. Conducting some research and analyzing the problem, I have found that students don’t read for two reasons: Student ability, and student motivation. For whatever purpose, some students have not developed the metacognitive processes that allow them to process readings into concrete learning. Students’ lack of reading skills discourages them from wanting to read.  They also avoid the readings because they don’t see their purpose and are unable to translate reading concepts and make it their own. Students also have a difficult time being motivated to read due to distractions, such as socializing, activities/clubs events, entertainment, technology, exercise, and interacting with others. These social activities may also prevent students from seeing the value of readings, and actually reading them.

Realizing the type of students with whom we work, I developed the following strategies for reading incorporation.

• Ensure that requirements for text reading are listed on the syllabus. Have readings due each week and incorporate an activity around that week’s reading. For example, have a one-minute paper in the beginning of class asking students what was the common theme in the readings.

• Early on the first day of class or training, explain why the text was selected, how it supports the course content and how it’s organized. Emphasize the need to bring the text to class.

• Talk about the text during instruction so I serve as a role model to students. I will highlight points with page numbers from the text in class, and incorporate specific text examples into my discussions. This will model reading integration on an ongoing basis.

After laying the foundation for reading and understanding student’s abilities and motivation, I developed several strategies to use to incorporate readings into active learning activities.

Use of a Reading Skills Inventory

The inventory may look like this:

• Highlight as I read along
• Scan text at first, then read text in detail
• Write notes/comments in margins
• Write outline of main points in notebook
• Write up summary of ideas in few sentences
• Talk with peers on content of topic
• Seek internet sources of text concept for better understanding
• Email instructor for clarification on text content
• Have students break into small groups and talk about strategies they think they will employ for this course (as well as write down any additional strategies).

I administer the inventory mid-way through the semester and at the end of the semester. Each time, collect the inventory, gather the data, and report back to students on the data. The purpose of this is to assess if students are utilizing, developing, or avoiding reading strategies. Advise them appropriately and adjust class activities as needed. Additional suggestions for encouraging reading:

• Utilize online blogs or discussion boards. The use of discussion boards on weekly readings takes advantage of the need for social interaction, as well as allows students to construct their own understanding of the course material.
• Clearly state expectations in the syllabus. Grading points, expectations of due dates, and a method of assessing the blogs should be included.
• Be present in the online discussions. Respond to various postings to demonstrate your investment in students’ engagement on the topic. This allows you to role model how to analyze the reading into your own words. Additionally, students will be compelled to write on the discussion boards since they know that you will be responding to their postings.
• Use of a Classroom Assessment Technique (CATs) such as RSQC2 (Recall, Summarize, Question, Comment, and Connect).

1. Ask students to write down a one-sentence summary on that week’s reading.
2. Collect and compare students’ responses to assess whether the students connected the readings to the overall course
3. Bring this data back to the beginning of the next class in order to close the loop on assessment and maximize student learning.
4. Discuss with the class on missed points from the readings, review areas that they need additional information on, and connect the reading to the overall course. This will display to students your investment in their developmental, as well as assist them in understanding the purpose of the readings.

By incorporating reading in multifaceted approaches, students and staff will see the relevance of the readings, develop skills for reading comprehensiveness, and ignite their motivation to read. Reading will no longer be seen as an extra assignment; rather, it will drive everything that happens in the course or work unit.

I have books piled high next to my bed. Most of us do. I have grand aspirations to read them, but work and life take that precious reading time away. This past year I wanted to re-read The Leadership Challenge by Kouzes and Posner. I wanted to utilize this book as a framework for my advising group (RSA), but discovered much more for myself after reading it thoroughly. After six months (yes, it took me that long) I finished the book and am glad to provide you some insight on the book.

For those who don’t know about The Leadership Challenge, it was written as a leadership development program and highlights the practices leaders engage in. It focuses on participatory leadership compared to positional or situational leadership. The book outlines five practices of exemplary leadership: Model the way, Inspire a shared vision, Challenge the Process, Enable others to act, and Encourage the heart.

Model the way refers to leading by example. There were several sections in this area that really spoke to me. A quote that really spoke to me was “Leadership begins with something that grabs hold of you and won’t let you go” (p. 52). The authors expressed that good leaders spend at least 10 percent of their day committed to the spirit of what they do. Leaders make visions and values tangible by aligning actions with values. As I read this chapter, I reflected on my daily behaviors. Do my behaviors reflect the values I want passed on to my staff? How do I know whether they understand and possess these values? An excellent strategy provided by the authors was story-telling, the art of sharing stories as a training, recruitment and hiring tool.  Another strategy they provided was tradition setting, a powerful method to help staff feel empowered and receive recognition.

Inspire a Shared Vision refers to dream sharing with members; it talks about how to develop a shared sense of purpose and direction. This chapter emphasized credibility and caring as the framework of leadership. Without these two elements, leaders are not able to achieve their organization’s mission without the assistance of everyone. A great quote by the Chinese philosopher Lao Tse wraps up this concept of inspiration: “Tell me, I may listen. Teach me, I may remember. Involve me, I will do it” (p. 162). I love this quote because it speaks to what I hold dear regarding learning–that it occurs through a purposeful and intentional experience.

Challenge the process refers to making change by doing, and challenging the status quo. It’s about throwing out template agendas and routines and exploring the possibilities. I really enjoyed this chapter. One exercise the chapter proposes is conducting an idea gathering activity:  “Call three people (students/staff) who haven’t used your services (or that you have interacted with) and ask them why. Call three recent students you have interacted with and ask them why.  Make sure that you devote at 25% of every weekly staff meeting to listening to outside ideas for improving processes and technologies and developing new products and services” (p. 203). I have taken this to heart by asking those tough questions such as “Why we do things?” and “How we can improve?”. This is necessary if we really want to put the student at the center of everything we do. The concept that leaders are experimenters, doers, and failures really hit home for me. I often feel that I cannot make change at my work, although I try every day to make or create something new that I think will be for the betterment of our students. When something doesn’t get approved or requires more loopholes to jump through, I am nearly ready to give up; but when I reflect on this concept of “challenge the process” and the psychological hardiness one needs as a leader and a change agent, my strength is renewed.

The fourth practice is Enable others to act. This chapter highlights the importance of trust and mutual benefits. A sense of accountability, empowerment, and competence allows people to make an impact on the organization. In turn, they are more satisfied, engaged, and connected to the organization. This chapter has a great exercise called the “leaders coach” that focuses on fostering accountability (p. 298). The leader is seen as a mentor or a coach, who is responsible for creating a climate within which others feel enabled enlarge their sphere of influence.

The last practice focuses on Encouraging the heart. It’s about the celebration and acknowledgements of others, not just yourself. It involves adequate praise and social support. This chapter is full of ideas about how to recognize people, from the “bragging board” to “community tour”.  I love recognition and applauding those who have done a good job. Writing monthly OTMs (Of the Month) through the NRHH website is part of my monthly routine. I challenge my staff to highlight a student once a week who has made a difference in his or her floor community. There is so much potential in our students and our staff, but we often “run out of time” to celebrate their work. I challenge you to permanently schedule in your calendar times you will demonstrate your care and provide social support to those you oversee. You’ll be amazed at how good you will feel and how much the action of recognition impacts others.

The biggest message I received from this re-read was that leadership is an affair of the heart and that it should come from love.  The focus of the leadership challenge is not on positional leadership, but rather on participatory leadership. It is not about me as the lone leader. It’s about others and their experience with me.  At the same time, it IS about me as an exemplary leader.   I have to model the way and challenge the system. I have to create systems that enable others while inspiring them to greatness. I have to applaud our accomplishments and create a space for that. Only through all this work can love conquer all.

Reference

Kouzes, J., and Posner, B. (2007). The Leadership Challenge. CA: Jossey Bass.

Licinia “Lulu” Barrueco Kaliher, Ed.D., is a Ray Street Complex Director at the University of Delaware.

There are a plethora of discussion around student affairs and technology use. Some people struggle conceptualizing what this looks like. I want to highlight current and potential applications of technology for student affairs professionals to enhance learning. This list is not comprehensive, but hopefully by presenting examples and ideas this article will spark ideas that student affairs departments can develop.

Collaborative Applications

Collaborative applications focus on communicative knowledge building and idea exploration. These applications allow a group of individuals to develop knowledge by editing and evaluating material at their own pace. Examples of these applications are Wiki Spaces, Microsoft Groove (newly renamed Sharepoint), and Google Documents. A current student affairs application comes from Duke University staff members (http://www.studentaffairs.duke.edu/ra/programs-services/wiki-instructions), who are using wiki-spaces to archive document development, as well as collaborate on job searches with campus-wide committees within the student affairs division. Another example for collaborative application would be developing a wiki-space for student leaders to respond to a case study. Students can re-evaluate their solution by applying the knowledge gained in the training session and reviewing others’ perspectives on the case.

Online Forums

Online forums serve as an effective means of sharing thoughts and opinions on different topics and issues. Users post their questions, ideas, or opinions, communicating their thoughts in a coherent and understandable form, allowing for transparency of mega-cognitive processes. Examples of online forums are blogs, vlogs, Blackboard, Sakai, Word Press, and Twitter. A wonderful online forum that is providing excellent professional development for student affairs professionals is our own Student Affairs Collaborative (http://thesabloggers.org/). There are several components of this online forum:  WordPress allows contributors to post on various topics, such as staff training and development, political discussions on higher education, and conference reactions; additionally, using the medium of Twitter, a weekly #sachat occurs to provide student affairs professionals an opportunity to share their knowledge and contribute to the online community of learners. Another example for online forums to engage students would be developing an online forum after inviting an engaging speaker on-campus. Reflective questions could be posted about the event, and students could in turn post their thoughts about the event and/or ask each other questions, continuing the learning process after the event has ended.

Social Networking Sites

Social networking sites offer an online environment that feels less “academic” and more open to students freely expressing themselves. Within this environment, students may feel more comfortable asking questions, sharing experiences, and generating new ideas. Examples of social network sites are Facebook, Twitter, LinkedIn, and Second Life. Penn State World Campus (http://www.worldcampus.psu.edu) and Texas Woman’s University (http://www.twu.edu) are utilizing different online forums to develop a sense of community and belonging to online students. Delivered either through Facebook or a website, both institutions provide online academic advising sessions, chat rooms, and resources for students to explore at their own pace. Another possible use of a social network site would be to create a Twitter account for a Student Affairs division to not only promote campus events and resources, but also post questions, polls, or recruit students for focus groups or other leadership opportunities.

Pod/Video Casting

Pod- and Video-casting allows the facilitator to record information (in video or audio form) that can be shared and accessed at any time. This allows the student to review the information at their own pace and provides an opportunity for audio/visual learners to more fully engage in the learning process. ITunes, ITunesU, RSS Feeds, Blogs, and YouTube are excellent examples of pod/video-casting. The Ohio State University recently promoted the opening of their new student union through videos posted on YouTube. Not only did they highlight the beautiful LEED construction of this facility, but a flash mob was organized to promote excitement and interest from OSU students and other constituencies.  A possible student affairs application would be developing an i-pod quiz or videos using Snagit or Jing to train student employees on a routine task. Tags, or notes, can be added to the video to enhance the content.

Final Thoughts

I have provided some examples of current student affairs application of free open-source software available on the web.  If you have examples to share, please contact me at lulu@udel.edu , or follow me at twitter.com/lbarrueco. There are many great innovative and creative methods of using technology today to enhance students’ college experiences. Let us not be restrained by our old practices, but rather re-invent them in a manner that transforms our student affairs profession.

I was running very early the other morning with my kids in a stroller. For the first half of the run I concentrated on my running speed, talking to the kids, and asking myself why did I get up so early (and push two kids in a stroller). I was so focused on my own needs and keeping the kids “entertained” that I forgot where we were going. After a half hour, I turned around to head home but this time I was aware of the trees, the sound of the creek next to us, the tweeting of the birds, and the pounding sound of my shoes and the stroller tires. It was at this point I realized how much running was like what we in student affairs do to prepare for the upcoming academic year.

For those who run, setting new goals is as common practice as increasing your running pace to prepare for a half-marathon. A running plan is developed to achieve goals. Either daily or weekly achievements are set toward the final goal.  Similarly for student affairs professionals, summer is seen as an opportunity to refresh, renew, and begin new practices. This is often reflected by analyzing the previous year’s assessment reports, new policy development, and project management. We set deadlines, do project review, develop policies and procedures. The summer moves along until August.

For runners, injuries may accrue due to the pressure of the training program. They have been so focused on meeting goals that they forgot to listen to their body. The end point may be close, but they continue or increase their training sessions. For student affairs professionals, August means training and preparation. The grand plans developed during summer are set in motion. We spend endless hours in training sessions and meetings. We push ourselves and our team to the max, prepping campus for the arrival of our students.

Then “the wall” hits. For the runner, the body reacts to the training and pressure it is under and a fight between the runner’s mental and physical strength occurs. They begin to question why they run at all if this is what running is about. This can also happen for student affairs professionals during this time period. We may ask ourselves: Why are we here? Why are we doing this?

Some student affairs professionals (and their staff) can be over-trained, and overwhelmed by the pressure of meeting new goals. We work endless nights getting ready for the grand arrival of our students but suffer burn-out and exhaustion when they do arrive. Yes, the students are moved in and ready for classes but we are no longer happy to see them. Runners also experience this “over-training” concept. They have worked so hard toward their goal but are no longer are joyful on achieving it. The body may fail and even though the goal is in sight, the runner might stop altogether because the desire is gone.

I realized this quickly on that morning run. I was so focused on my goals, on what I was trying to achieve that I forgot why I was out there running. I was pushing (literally and figuratively) towards something so hard that I didn’t allow the goal to be “right there” with me. For runners, this is called “the zone”. I have only experienced this a few times in my running experience so I’ll try my best to explain it. “The zone” is where the body and mind unite and in motion together. The world around you seems to move in slow motion even though you are running. You can hear your heart beat and your mind working together. Thoughts seem to flow in and out but never distracting you from your path. A greater awareness of self comes into place.

For student affairs, I advise that we take a step back and find our “zone”, especially during August. Let’s release the pressure we have on ourselves to have everything ready for our students. Look around and be in the moment with your colleagues and your staff members. Enjoy their laughter and awkwardness in getting to know each other. Listen to their conversations, rather than thinking of that batch of emails you have to send out once you get back in the office. We push so hard to put our grand plans into action that we forget to step back and allow them to develop organically. The students will come no matter what. It’s best for us to finish the race, at ANY pace than to not finish at all.

Now, I’m off for a casual run (physically and mentally). Are you ready to join me?

Licinia “Lulu” Barrueco Kaliher, Ed.D., is a Ray Street Complex Director at the University of Delaware.

In recent news, Prince spoke out against the Internet stating, “All these computers and digital gadgets are no good. They just fill your head with numbers, and that can’t be good for you.” After reading the article, I’ve imagined this is all a publicity stunt to promote his new album (which I’m not going to promote). But his comments do cause me to reflect on the impact technology has had on our learning and development. Can Prince be right about gadgets not being good for you? I also thought to myself, if technology is not good for us, then is what we do in student affairs not good either?

So I thought about mp3 players – I have several different versions – ones that hook right up to the computer with the USB port and of course, a ipod. Are they no good? Sure, I can load them up with useless songs, but I have found that mp3 players (the same as the old personal cassette and CD players) represent a part of our soul. We put music, podcasts, shows, pictures, and other items on these devices because they mean something to us. When I’m running and a song comes on, it immediately transports me to a different place and time. When I’m listening to a podcast like “Tech Therapy” from the Chronicle, I’m learning and reflecting. My physical presence hasn’t changed – I’m still running physically, but my mind is running all over previous held knowledge and new thoughts and ideas are emerging. I think sometimes, student affairs can be seen as a mp3 player. We provide a menu of options for students to engage in.  We have weekend programs, community service projects, student activities, student groups, intramural teams, and the list goes on.  Sometimes, we have large attendance and sometimes a program or new initiative fails. As student affairs professionals, we reflect and re-analyze our efforts to reach students and provide support to them. But it’s important to remember, just as a mp3 player, students participate in different college programs as a reflection of who they are. Similar to a playlist on a mp3 player, students pick and choose their engagement on what reflects their interests and what would help them grow. We may not see how our actions impact them in the moment, but perhaps students’ cognitive processes are in motion helping them further in their development.

I also thought of computers. Are they filling my head up with numbers and useless information? Are they leading us to be disengaged with others and ourselves? There are numerous scholarly articles and research examining the effect of technology on disengagement (i.e. Main, Student disengagement in higher education: Two Trends in Technology, and Lindos and Zolkos, Technology, Community, and Education in Neoliberal Society: A Review of Michael Bugeja’s Interpersonal Divide). In these articles, arguments are presented regarding technology’s threat to higher education by encouraging commercialism and disengagement among students. For example, in a survey conducted with 116 students with GPAs below 2.0, one-third of participants acknowledged the impact recreational computer use had on their academic performance (Farrell, 2005). Many electronic addictions are also becoming prevalent on campuses like gaming, gambling, and web surfing (Carr-Chellman, 2005; Farrell, 2005). So how does student affairs practices fit into this new era of engagement? Often, student affairs professionals are seen as the experts in student engagement, being sought out by others on our expertise and talents. We are not limited by time and space. Our business is students, which sometimes requires accessibility at all hours and in various forms. There are arguments out there that state that student affairs is useless to the enterprise of higher education, that we should simply be “house mothers” and let the learning be left for the experts (i.e. faculty). But student affairs, like technology, does have a role in educating students. We can assist students in maximizing their academic goals by developing strategies to reach them. We provide a framework for challenge and support as students navigate through their college experience. Technology does the same, if utilized and directed with intentionality and purpose.

So I go back to my original question: Is technology no good for our brain? I don’t have a clear answer to that, but I know that my mind has been challenged by what technology has provided me. Technology makes me think of my practices. It delivers information to me daily that requires me to mull, reflect, act, and react to. I use a cell-phone to communicate with friends and family. I use a computer to manage all my professional responsibilities. I skype, I twit, I blog, I post, I read, I reflect, and I learn. Technology for the good or bad allows me to grow. So maybe Prince wants us to stay partying like it’s 1999, but I prefer to party it on into the future and let my mind keep growing.

Licinia “Lulu” Barrueco Kaliher, Ed.D., is a Ray Street Complex Director at the University of Delaware.

References

Carr-Chellman, A. A. (Ed.). (2005). Global Perspectives on E-learning: Rhetoric and Reality. Thousand Oaks, CA: Sage Publications.

Farrell, E. F. (2005, September 2). Logging on, tuning out: When students lose themselves in online worlds, it can be hard to bring them back to reality. The Chronicle of Higher Education, p. A46.

Hola! I’m excited to post my first blog for the SA Collaborative. Several of my friends commented on how long it took me to get my blogging going (I do have one for my family). It is weird their comments considering I have been “blogging” way before it existed. You ask how…. through letters and regular mass emails I would send off to my friends/family. Monthly I would sit down and write letters about the happenings in my life as well as my thoughts on any particular topic. I do still have some of those letters. It’s very interesting to review them and reflect on the person I was at that time. Once internet came, all my correspondences moved online and once a month I did just that until…. the kids (I have a 4 year old girl and a almost 2 years old son). I did have a blog for each of their births and their first-year but nothing else. I had so much to say about them that I forgot about me.

So it’s time for me to re-emerge and exchange the random thoughts flowing through my head. It truly is a lost art that letter writing but when I read others’ blogs like Eric Stoller, or  Gina Dixon I am reminded that the art has simply evolved. There is so much information out on the internet that we need tools (like google reader) to handle it all and almost anyone can or has a blog. So how do you figure out what or who you should follow? Here are my 5 steps to figuring out : To subscribe or not subscribe.

Step 1) What are your passions? Think of the things that are important to you and find blogs about them. For me, I have several identities that I am passionate about: mom, runner, musician (french horn player to be exact), SA professional, and educ. techy. I haven’t found a blog yet for each of my passions but I do subscribe to ones that helps me to keep my passions in the present and not lose in my everyday happenings. These blogs remind me about who I am and helps me be focus in my daily life.

Step 2) Will you read it? If the blog is too wordy, or doesn’t interest you, don’t subscribe. Read through each post and see if you want to continue on. If you can’t read it in a timely manner, then think about why you are subscribing. You have to think on how you will read the blog. There are great RSS feeders out there that can organize all your subscriptions in one place. Please don’t try to go to each blog everyday in an individual tab. It will take too long and you will lose interest. Some suggestions for readers: Google reader, Awasu, or Bloglines.

Step 3) Who’s writing? Is it a Dean of a college or your friend, or just someone random? I find myself subscribing to friends’ blogs and other SA professionals’ blogs. I do restrict subscriptions to blogs of individuals I don’t know unless I think the quality of the blog is worth it. Don’t get me wrong, but I want to trust the information I am receiving so make sure you check out who’s the author and if you trust their credibility.

Step 4) Do you care about the information? Basically, would you use this information to pass on to others, improve your own practices, or cause you to reflect. I almost always learn something new or post it on my Twitter account. I pass on information to my peers, my family, or store it in my head to be used later in a conversation. It helps me be on top of the things important to me and that I care to share.

Step 5) Will you contribute? Yep, I expect you to get involved and make your voice heard. It’s one thing to know people are subscribed to your blog but it’s something else when they share. So what if you have 100 people who say they read your blog. Are they actually participating in what you are posting? This is what I want you to think about when you reflect on a blog subscription. Don’t just take the information; do something with it. Post a comment on the topic, if you liked it or not, if you want to just say ‘great job’, or if you have something to add to the post. Comments, I believe, are the best part of blogs. There you will get just as much information as you read on the post.

I hope you enjoyed my first post. I will reflect on several topics like educational technology role in student affairs, SA practices, and SA happenings. I hope that through my posts I’m able to pass on some of my ‘random thoughts’ that will benefit you. Until tomorrow, enjoy!

Licinia “Lulu” Barrueco Kaliher, Ed.D., is Ray Street Complex Director at the University of Delaware.