Professors and faculty have the power to support their students’ success. They are powerful resources for students. They provide advice and potential mentorship on courses, careers and wellness. An issue, however, is that many students don’t reach out or know how to.
For example, 25% of graduates indicated not using resources for career prep.
Additionally, those who reach out for help are asked to wait. For example, students seeking mental health help at institutions are left without treatment due to unavailability of counselors.
Common issues in the student-professor gap
Students and professors are in constant in communication, but meaningful divide exists in the classroom.
Students and their educators possess different views on the skills learned in the classroom. For example, 44% of students feel they are career-ready coming out of post-secondary whereas 83% of educators agree.
If a majority of educators think students are career-ready, the same percentage will not teach or advise on career prep.
This leaves all students, especially those who are not career ready, without preparation for work.
For example, 90% of professors think students are learn extensive verbal communication, and 42% of students agree.
As a result, graduates are unable to effectively convey information to employers in interviews and/or jobs.
Additionally, ⅓ of faculty & career counsellors believe competitive job searches are simply challenging, though ⅘ students list this is a major stressor. If educators fail to see the pressure and stress students endure during a job search, many will not provide advice on the topic.
Suggestions for student engagement
With teachers including these factors into work, feedback and the classroom, students are supported on a mental and emotional level. This is important to incorporate balance.
Student (re)defined also discusses ways to engage students to encompass these factors. Major ones are:
- Ask about their goals
- Focus on professional and educational goal exploration into course outline
- Allow students to discuss personal things in assignments and reflection
As a student, I’ve noticed many professors keep assignments specifically in course material. A majority don’t give students the chance to write about their personal thoughts and/or experiences.
I believe this should be an important piece in school. Many students don’t take the time to write about personal experiences. As a result, students lack self-reflection skills. However, if this is a part of a graded assignment, students are motivated to write about and reflect on experiences as part of school and personal reflection.
Creating a positive classroom atmosphere
Leave room for reflection
Allow students to reflect on their experiences, those in school and out.
Focus on student strengths in feedback
Put constructive criticism on the side. Focusing on what students can improve on opens paths for learning. On the other hand, outlining student strengths will give them insight on where they are doing well.
Mindfulness is beneficial to student wellness. It promotes resilience, healing, reflection, self recognition and more. In the classroom, professors can use a short exercise to bring student minds into the class and the lecture.
For example, a body scan exercise can be done in under five minutes. Mindfulness in students also supports student success.
Ask students to build intrinsic motivation
Setting personal goals builds intrinsic motivation. This is useful when succeeding in school and in work as the success develops an internal sense of accomplishment.
Create a classroom that gives students room for growth. This means choosing their way of learning.
For example, some students retain information best from hands-on learning. As a result, they may not pay attention to a 3-hour lecture. Practice different learning styles and incorporate many in each class.
How can Motify help?
Motify bridges the gap between educators and their students. Teachers gain insight towards students who are under performing or at risk of failing, and possible reasons why.
For example, if a student is under performing, their professor can view their data, such as work hours and indicated stress. As a result, educators can reach out.
Motify removes the obstacle that many students are scared to, don’t know how, or don’t want to reach out by giving teachers the ability to do so.
Interested learning more?
Motify is looking for students, institutions, employers and mentors to register for our demo version. We want to provide students with the best student success tool, so your feedback is needed!
If you’re interested in learning more about how Motify benefits these groups, please follow these links according to your role: