Connecting Work and Academics Teri Schnelle, Office of the Vice President for Student Life Lindsay Naylor, Office of the Vice President for Student Life

Meet and Greet In groups of 2-3 share your name, department, student employee supervision and what you are hoping to gain from today’s session.

Agenda  Enhancing student success through employment  The key role of supervisors  Overview of IOWA GROW® process and data  How do students and supervisors benefit?  Strategies, tools, and resources

Outcomes After participating in this session, you will be able to:  Articulate the purpose of IOWA GROW®.  Describe three strategies you can use to facilitate IOWA GROW® conversations.  Explain one way you will apply what you have learned today to your IOWA GROW® conversations.

 Student employment is positive for the student and employer  Student employees can be challenging  It is easier for supervisors in some areas to spend time developing student employees  Small efforts can make a big difference in helping our students develop important skills for lifelong success  There can be both an immediate and long-term payoff for this investment in student development Assumptions

Defining Student Success (UI SST, 2007)  University of Iowa students succeed when they achieve personal and institutional educational goals  Successful students develop skills and knowledge, become more mature in their thinking, assume greater responsibility for their own lives and learning, develop understanding of diversity and multiculturalism, and become effective leaders. Student Life Marketing & Design

Where do students …  develop skills and knowledge?  become more mature in their thinking?  assume greater responsibility?  develop understanding of diversity?  become more effective?

Why focus on learning?  Kuh: Students are most successful in “seamless environments” where they can make connections between classroom and out of classroom experiences  The Division of Student Life is the largest employer of students on campus  Our mission: The Division of Student Life fosters student success by creating and promoting inclusive educationally purposeful services and activities within and beyond the classroom.

High-impact activities  High-impact activities are those that allow students to apply learning to real-life, to make connections, to reflect and to integrate learning

High-Impact Activities  Most students work at some point  Employment can be related positively to engagement with the institution not a ‘distraction’ from academic pursuits  Work can be high-impact with some additional structure from us (supervisors)

 Identified outcomes (what we want them to know or be able to do)  Deliberate reflection Making employment high-impact  “Scaffolding” — using prompts that encourage students to connect previous knowledge and experience to new experiences and knowledge Student Life Marketing & Design

 Supervisors are educators  As supervisors, you help students learn real-world skills  Many supervisors are already having conversations with their student employees  Through IOWA GROW® supervisors can help make even deeper connections between work and academics Supervisors’ Role

Goals of IOWA GROW ®  To make student employment a high-impact activity by providing structured opportunities for students to reflect on and integrate what they are learning  To help students better articulate what they have learned from their job

What is IOWA GROW ® ? IOWA GROW® uses brief, structured conversations between student employees and their supervisors to help make the learning that is occurring through student employment more “visible” to the students. The conversations focus on 4 key questions about what students are learning and how they are applying their learning.  How is this job fitting in with your academics?  What are you learning here that’s helping you in school?  What are you learning in class that you can apply here at work?  Can you give me a couple of examples of things you’ve learned here that you think you’ll use in your chosen profession?

IOWA GROW ® data  Division of Student Life Student Employment Survey is conducted every spring  Spring 2014 survey  1,925 students surveyed  670 responses (35% response rate)  IOWA GROW® participants were determined based on their answer to the following question:  “How often during the spring semester have you had conversations with your supervisor about connections between your job and your academics?”

IOWA GROW ® data IOWA GROW® participants were significantly more likely to agree/strongly agree that their job was helping them attain the following 10 outcomes of student employment: 1 My supervisor helps me make connections between my work and my life as a student. 6 My job has helped me develop more effective time management skills. 2 My job has helped prepare me for the world of full-time employment. 3 My job has helped me improve my written communication skills. 4 I can see connections between my job and major/coursework. 7 My job has helped me improve my oral communication skills. 8 My job has helped me develop conflict resolution skills. 9 My job has helped me use critical thinking skills to form opinions and solve problems. 5 My job has helped me learn about career options. 10 My supervisor helps me make connections between my work and my life as a student.

IOWA GROW ® data IOWA GROW® participants were more likely to report gaining the following skills from their jobs: Percent of students

What do students say? “As an international student, I am no longer afraid of speaking English or giving a speech in front of others, especially with native speakers. My job helps me to be more confident and positive.” “My time management and organizational skills were the most improved by being a student employee. Without overwhelming amounts of free time that allowed me to procrastinate, I was forced to organize my time in order to be able to get everything done.” “Between communicating with parents on the phone, students having troubles at the desk, and even how to handle awkward and forced conversations with wayward students, I have learned how to talk to scores of people, which I feel is a crucial skill to an enriching education.”

Benefits for supervisors  When students make connections to the workplace, they are more invested  Invested employees do better work and feel more committed and responsible to you  These conversations also open the line of communication between you and your employees What benefits have you seen from your conversations with student employees ?

Before your conversation  Think about what you want your student employees to gain from their work  “By May, I hope the students I supervise are able to….” (do more, do better, know more, know better) What skills would you like your student employees to gain from their work ?

Before your conversation  Decide on one-on-one or group conversations  Send out questions ahead of time and let students know you will discuss their responses at your meeting  Think about how you can integrate your conversation into any check-ins or one-on-ones with students

Having the conversation  Remind students this is an IOWA GROW® conversation and restate the purpose  Use the four questions to guide the conversation  Take notes to refer to during the next conversation  Conversations don’t need to be long; most are minutes  Two per semester  Familiarize yourself with resources, included in your packet, in case students need referrals

Example conversation

Conversation strategies  Weave the questions into your conversation  Use your notes to revisit topics of interest in later conversations  Find new ways to ask the same questions What strategies have worked in your IOWA GROW conversations ?

Continuing conversations  Prompt students regarding the skills you have determined they should be learning  Incorporate other questions in addition to the four  Ask students to reflect on their experiences since your last conversation  Mention at the end of the conversation that you will be discussing this again later in the semester

Facilitating group meetings  Keep groups at eight students or fewer so that everyone has a chance to speak  Make sure to provide questions beforehand so that students come ready to discuss  Encourage students to share with a partner what they are learning at work and how it connects with academics  After partners have shared, have them report back to the group on what they talked about

Managing group dynamics ConcernStrategies One person dominates the conversation  Acknowledge their contributions, but ask, “What do others think?”  Call on other individuals to speak  Use a round-robin format so that each person gets to share A student remains silent  Ask in a non-pressuring way if they would like to share  Use small-group discussions or partner sharing A student keeps taking the conversation to a negative place  Acknowledge their frustrations and offer to follow up with them later  Move on to others who are interested in sharing

Making referrals  When a student confides in you about a personal concern, this means they trust you  As a supervisor, you don’t have to solve the problem for them, but just listen and connect them to a resource that can help  Familiarize yourself with the list of resources in your packet (page 3-4)

Continuing to support learning  Establish general outcomes for what students should learn from working in your office  Incorporate language of student learning into job postings and position descriptions  Create and use interview questions that prompt students to think about what they want to gain while working  Discuss learning outcomes during orientation/training

How can we help?  We want to know how we can support supervisors in their work with IOWA GROW®  What challenges do you encounter with IOWA GROW®? What can we do to support you in having these conversations with students?

Questions? Concerns? If you have questions or concerns, please contact Teri Schnelle at

Acknowledgments Thank you to all the supervisors and students who participated in IOWA GROW® during our pilot process; the core IOWA GROW® development team including: Penny Kaelber (formerly with Iowa Memorial Union), Rachelle Stewart (formerly with University Housing and Dining), and Tara Black (formerly with Student Health Service); and Cindy Seyfer and Belinda Marner who provided helpful project guidance. Special thanks to Dr. George Kuh for his support and consultation on IOWA GROW®.