"A Student At Every Table" | Decision-Making With Students
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Like A/B testing a website, we ask members of a community before we make decisions that affect them; that’s how you get the most effective results. Whether you’re executing a social media campaign or delivering health programs, having students at your table is key. But what is the real value in having students help you make decisions? How can you involve them with no time or money? How does it benefit the whole student? Is there mutual gain? Learn how to make your work in Student Affairs more appealing to students with one simple step.
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"A Student At Every Table" | Decision-Making With Students
- 2. Testing
- 3. A Student at Every Table #RyersonSA Conference Bailey Parnell
- 5. Nothing About Us Without Us
- 6. The Good for Students
- 7. Student-Centred Education Develops learner autonomy and independence. Carl Rogers Assigns a central role to reflection and self-assessment. Engages learners to share responsibility for the learning process. Encourages learners to think critically when they plan. Enables students to develop appropriate uses for their learning. Has students monitor and evaluate their learning.
- 8. Why not in SA?
- 9. Student-Centred Education The instructor should be open to learning from the students and also working to connect the students to the subject matter. Frequent interaction with the students will help achieve this goal. The instructor's acceptance of being a mentor who guides rather than the expert who tells is instrumental to student-centered, nonthreatening, and unforced learning.- Carl Rogers
- 10. Kolb’s Experiential Learning Concrete Experience (DO) Abstract Conceptualizat ion (THINK) Active Experimentati on (PLAN) Reflective Observation (OBSERVE) Learning is the process whereby knowledge is created through the transformation of experience.
- 11. Workplace Autonomy Goal Metho d Tip Explain the why. Let them determine the how. Give peripheral decisions.
- 12. Benefits for SA New & Relevant Perspectives Stronger Services Customer Satisfaction
- 13. Orientati on
- 14. RU Student Life
- 16. Now What?
- 17. DO DON ’T Believe students are smart and capable. Because we are. Underestimate students’ ideas. Hinder creative collaboration by having students afraid to disagree. Empower students to make decisions. Create a space where students can contest your ideas.
- 18. StartNOW!
- 20. Bring a student to your table.
- 21. BaileyParnell
- 22. RESOURCES 1. Jones, Leo. (2007). The Student-Centered Classroom. Cambridge University Press. 2. http://www.bapca.org.uk/about/carl-rogers.html 3. http://elp- implementation.ecml.at/Understandingtheportfolio/Whatarethebenefits/t abid/2706/language/en-GB/Default.aspx 4. http://www.learning-theories.com/experiential-learning-kolb.html
Editor's Notes
- Our government is a guv of the people A long tme ago, we decided that those in power should be from the people and chosen by the people. That’s how we ensure they understand their constituency. We decided the most affective way to make decisions everyone was happy with was to incluse those the decision affected in that process.
- Not a B for my name, that is Beta testing. Beta testing is somethign we do often in my field of digital communications WHen developing somethign new, say a Student Affairs app, we put the first interation out to users who shoudl theoretically be using this app. In teh case of the SA app, it would be you. We ask them their likes and dislikes and incorporate their experiences into the version we launch. We decided that the most affective way to ensure we’re coming out with good products was to include the potential users in the process.
- Which brings me to student at every tabel - ABSTRACT Like A/B testing a website, we ask members of a community before we make decisions that affect them; that’s how you get the most affective results. Whether you’re executing a social media campaign or delivering health programs, having students at your table is key. But what is the real value in having students help you make decisions? How can you involve them with no time or money? How does it benefit the whole student? Is there mutual gain? Learn how to make your work in Student Affairs more appealing to students with one simple step. DESCRIPTION Our governments ask citizens what they want before they make decisions that affect them. We A/B test websites to see what users like best. We ask members of a community before we make decisions that affect them because that’s how you get the most affective results. The same concept should be applied in Student Affairs and yet is often forgotten. Who knows what students want or need better than students themselves? The “we know best” attitude sometimes creeps in and it does not benefit our students or our work. But including students does not just benefit us and the work we do. It benefits the student as well. The concept/theory of “learner autonomy,” coined by Henri Holec in 1981, explores the idea that students learn better when they are involved in the decision making around how they learn. Learner autonomy has been proven to work on the academic side of our institutions. It makes students more engaged, feel more ownership, be more inclined to participate and statistically more likely to find success. As we well know in Student Affairs, what happens outside the classroom is as much a part of the student’s growth. By giving students some autonomy in the work WE do, we’re not just creating stronger students; we’re creating stronger people. We’re developing the WHOLE STUDENT. Using examples from Ryerson and especially our student life brand as a case-study, as well as external wins and fails, attendees will see real-life ways students have contributed to our work and how we have weaved them into our very fabric. They will learn simple ways to include students such as quick chats or surveys, and more complex ways such as student work-study programs or focus groups. We are all at different stages in terms of time and resources, but the fundamentals are the same and this presentation will cater to all. Once you have the students at the table, I will also give tips about how to be effective such as not thinking you know best, but really listen to students and empowering them. Create a culture where they feel safe contesting your ideas. That’s the only way creative collaboration can happen, and it WILL happen. My objective is not to berate, but rather to inspire those at CACUSS to empower students and really morph this ‘whole student’ we all believe so strongly in.
- Feel free to tweet. i won’t be offended in your heads are in your phones.
- Nothing About Us Without Us!" (Latin: "Nihil de nobis, sine nobis") is a slogan used to communicate the idea that no policy should be decided by any representative without the full and direct participation of members the group(s) affected by that policy. This involves national, ethnic, disability-based, or other groups that are often thought to be marginalized from political, social, and economic opportunities. Similar to what we stand for with minority or marginalized groups, we try not to make decison without asking them. That is the crux of this presentation. A private corporation tests their product in focus groups to see if customers will buy it. In SA our product is personal professional and academic development of our clients, students Why spend time, energy, attention or money on prorams and product you’re not sure the students will be receptive to. That’s the main thing. Let’s not guess, but make sure our work is the best
- include students in your decision making, whether you’re delvoping a new mental health awareness program, or carrees advising sessions or campaign .
- Not just making better students, we’re making better peple stuent can make more decisions in how they learn
- we build the whole student Why can’t
- Not just making better students, we’re making better peple
- DO, OBSERVE, THINK & PLAN soft skills
- Create this and you will see a return.
- New perspective
- edm rachel
- You don't need student staff of your own. There are students always available to you through the AskMeRU team and RUSL team Don't be the team that says we don't have the time or money. Sometimes all it takes is one conversation Easy = quick chat Hard = survey of focus group
- Once you have students there, here's your dos and don'ts Do, take them and their ideas seriously Don't think you know best
- I guarantee someone in this audience has already dismissed what I've said because I'm still a student. But trust I know what I am talking about if for no other reason than I've lived it. I have had these leaders I talk about since I started at Ryerson and it's because of them allowing me to be me that I'm even in front of you today with successes to share. Take me as your proof. It works. I’m not an expert in student affairs here or in the overall field, but I know what it’s liek to be a traditional student now in 2015. Because i’m not an expert, I’m hoping to learn from those in the room that are and I hope you’ll share that with me.
- We’re starting a new campaign on teh #RyersonSA blog. #StudentsOfSA highlight your staff Student contribution rooted in student developmten February 5th - Anika You can submit