A few weeks ago, I was sitting in my office and received a phone call from a co-worker who worked in student services. As an English instructor, I had received these phone calls in the past. He called to ask why I had dropped one of his favorite students from my class. I informed him the student missed seven classes which, at that time, was 40% of the class meetings. My syllabus allowed students to miss four classes, so the student had violated the course rules.
The student and student services worker had formed a close relationship, as he was his student success advisor; and his goal was to persuade me to let his “guy” back into my class. He told me about how this student was commuting from 30 miles away, worked two jobs, and had a wife and kid. Basically, he wanted me to cut the student some slack because of his extenuating life circumstances.
I liked the student. Ironically, he was one of my favorites. When he came to class, he was polite, smart, and engaging. I desperately wanted him to succeed. Once he had missed two more classes than the syllabus allowed, the other students in the class began to notice I was not enforcing the rules that were set out in the syllabus. I had no choice but to drop him from the course.
As an English instructor at a community college, I teach six courses a semester. Each course has, on average, 20 students each. Therefore, I am responsible for 120 students learning how to read and write. Only approximately 30% know how to write well when they enroll in the class. Usually 75% of the students come to class every day, pay attention to everything I say, and work overtime to pass the course.
While student services sees one student, the faculty members see all the students. Student services are able to work one-on-one with students and receive the intimate details of a student’s life. While, as faculty members, we get to know our students, and we always have to think about the class as a whole. Students are able to go to their success advisor and tell their daily troubles; however, faculty have a different role. For example, if I allowed a student to miss more that the allowed classes because he or she had to work, I would have to allow every student I teach the same. The result would be mass anarchy, and attendance would be poor. Few students would be in class to receive the necessary instruction to learn the skills to pass the course.
I believe student services plays an important part in student success. In community colleges, most students are not ready for the demands of a post-secondary education. They need to have a strong support system to succeed. Student services can provide that support, but they have to work with faculty to achieve that success. The following are suggestions about how faculty and student services can work together.
Student services needs to encourage students to adhere to rules as explained in the course syllabus. Often, faculty list policies about attendance, cell phone usage, talking while others are talking, and personal conduct. These rules and policies, may not seem important to the student, but faculty know they are vital to student success. Student services workers can help faculty enforce those policies, as they see the students on a one-on-one basis. They help by reinforcing their importance.
Not every concession can be made. Faculty are responsible for students learning the content of their courses. For example, our state is beginning to assess our graduating students’ writing ability. The philosophy of passing students along cannot apply to us any longer. Students must learn the content of the course.
Student services should be encouraged to have an open dialogue with faculty. Most faculty picked teaching as a career to help students. Unfortunately, at times, we cannot focus on the details of individual students’ lives because we have so many students to teach. Student services should keep faculty informed. We want to help, but we need to know what is going on.
And, faculty need to keep student services informed. For example, sometimes when I am grading papers, I will notice a student needs more help than I can give. He or she needs a learning specialist or someone trained to work with students with learning disabilities. Faculty members need to alert student services about such issues.
Student services and faculty can work together to achieve student success. Bridging the gap is possible.
Brian Dudak, Instructor, English
For further information, contact the author at Phillips Community College, 2009 Magnolia Manor Drive, Hernando, MS 38632. bdudak@pccua.edu
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