Northcentral University

The Importance of Connecting with Students As a psychologist and faculty member, I try to remain cognizant of the fact that my role as a counselor shares some similarity to my role as a faculty member. While the boundaries and goals are different, my role in each is to facilitate growth, insight, and connection. This is similar for all of us here at NCU regardless of our department, though there is variability depending on the course we are teaching and the student with whom we are working. The first two goals of growth and insight can best be met when a connection, the third goal, is first satisfied. Our remote university offers students so many advantages including flexibility and the ability to maintain family and work lives while pursuing higher education. For many it is a perfect fit. One potential drawback is that remote education can feel lonely for some. But, developing a working relationship with learners can mitigate this feeling of loneliness. This begins with our warm and informative letters of introduction. These letters provide some personality and background behind the emails and feedback they will receive, reassuring students that feedback comes from a live and engaging expert. It also allows them a taste of our tone and perspective which is also helpful in building connection. Connection is also built into how we frame our feedback. The simple act of beginning with the student's name and a warm greeting are an important place to start. In addition, the way we address questions and concerns via email demonstrates our willingness to connect and engage. Students vary regarding how much or how little they want this connection, but making it clear that we are available can help to make a student feel supported. When a connection and rapport is built, facilitating growth and insight in learners becomes a more realistic task. As student work comes in, patterns regarding their strengths and personal growth begin to emerge. When a student feels respected and supported, they are better able to hear ways in which their work can improve. It is also good practice to offer ways in which their work was strong. From a Positive Psychology perspective, people feel empowered when their strengths are acknowledged and appreciated. Finally, a part of being a useful helper is developing empathy for those with whom we work. I used to be a big believer in strict deadlines and no late work. After going through some big personal life crises of my own, I began to take student challenges more seriously and developed greater empathy for the varied lives they each lead. Sick children, medical, financial, and work crises; these things all play a role. I still hold my students to the same standard of work, but am more willing to accommodate extension requests, understanding quite well, that life comes up in the most unexpected ways. I like to think that my students feel supported by my willingness to be flexible and that this enhances our connection and student-faculty relationship. Melissa Trevathan-Minnis, PhD Adjunct Faculty, Department of Psychology

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