Category Archives: 1. The Scoop

It’s Okay to Network Without Drinking… Getting Students to Do the Reading… How Instructors Can Help Student Well-Being

It’s Okay to Network Without Drinking

People don’t consume alcohol for a host of reasons—medication interactions, mental health, or other disabilities—and non-drinkers may not want to share those reasons in professional settings. Nevertheless, many networking opportunities center around drinking, with comments such as Come on, just one often a recurring chorus.

Consequently, those who avoid consuming alcohol should prepare comebacks to questions or comments about their status. If asked to take a drink, the abstinent networker should be able to leave it at an even-toned Thanks, I’m good. The more specific response, I don’t drink, begs a follow-up Why? In this case, the best response is to remain poised, avoid sounding defensive, and move onto another topic.

Moss, H. (2021, July 8.) How I navigate networking events as a person who doesn’t drink. Fast Company. Retrieved from https//www.fastcompany.com

Getting Students to Do the Reading

Do your students ignore assigned readings? If so, try one or several of the strategies below to encourage compliance.

Grade. Assign evaluative summaries of readings or give reading quizzes. The more weight awarded to reading goes toward final grades, the more likely students are to do it.

Don’t summarize. Avoid doing the work for students by covering the reading in depth during class.

Integrate readings into class sessions. Discuss and encourage questions about readings or put students into groups to discuss main takeaways with prepared prompts.

Assign less. Undergraduates respond best to a “less is more” approach.

Suarez, F. (2021, July 12.) 5 weeks to a better semester: Who’s done the reading? Chronicle of Higher Education Newsletter.

How Instructors Can Help Student Well-Being

Isolation, loneliness, and anxiety mark many students’ experience of higher education since the pandemic. Without taking on the role of therapist, instructors can help their charges by heeding a few tips.

  1. Don’t overwhelm students. Many students already feel they have lost out on learning opportunities and are playing catch-up, so make review a part of teaching practices. Use empathy when communicating during class and in online communications to help students feel supported.
  2. Focus on the process of learning. Students may not understand that struggling is part of learning. Remind them about the process of acquiring knowledge and provide opportunities for them to take multiple stabs at assigned work.
  3. Offer a “big picture” of curriculum. Throughout the term, make connections between the course content and what students can take away from learning activities.

Imad, M. (2021, July 8.) Pedagogy of healing: Bearing witness to trauma and resilience. Inside Higher Ed. Retrieved from https://www.insidehighered.com

 

 

Ask Better Questions to Elicit Better Responses… Business Grads Nab Top Job Opportunities… Is Your Self-Doubt Impostor Syndrome?

Ask Better Questions to Elicit Better Responses  

If your questions are not garnering the kinds of responses you’re looking for, try planning ahead.

First, decide which type of questions is required. When you want to evaluate students’ preparation and comprehension–called lower-level questions–ask specifics such as Who was XX?, What is XX?, Where did X occur? …

When you want to measure students’ ability to solve problems, require them to seek additional information, or encourage complex thinking, you will need to ask higher-level questions. These questions require deeper thinking and demonstrate understanding. For example, What is the difference between the direct and indirect organizational strategy? or In which types of situations might the direct method be appropriate?

For effective questioning, consider these pointers.

  1. Define the question’s goal.
  2. Choose the context of the question, making sure to focus on only the most important material.
  3. Pose questions that require more than a yes/no response.
  4. Script your questions.
  5. Phrase questions clearly.
  6. Pick questions that don’t imply the answer.
  7. Anticipate student responses.

Source: Center for Innovation in Teaching and Learning. University of Illinois Urbana-Champaign. Retrieved from https://citl.illinois.edu

Business Grads Nab Top Job Opportunities

Graduates with business degrees remain the top undergraduate vertical (i.e. education that leads to a career) with steady growth and no signs of diminishing anytime soon, according to a report issued by Wiley Education.

The most popular program within the broad Business Major remains Business Administration, and the most common areas of specialization within it are management, marketing, accounting, and human resources. These specializations are projected to compose over six percent of all occupations by 2029.

Real estate, organizational leadership, and management science are among the fastest growing business programs, while areas that are shrinking are hospitality administration, human resource management, and organizational behavior studies.

Source: Wiley Education Services. (2021). The state of the education market: Trends and insights in key bachelor’s disciplines.

Is Your Self-Doubt Impostor Syndrome?

People who regularly feel their achievements and abilities don’t pass muster may be suffering from imposter syndrome, of the self-belief that they are not as competent as others. Such sentiments are often experienced by first-generation college students, but any student may experience them.

Imposter syndrome includes constant feelings of anxiety and inadequacy while downplaying accomplishments and successes. Some students experience these sentiments so intensely that they are debilitated and feel like frauds.

Experts say the causes for imposter syndrome among college students may arise when new students are thrust among other high achievers, making the “imposters” diminish their own capabilities. Social media can reinforce these damaging feelings when the perceived imposter views others’ accomplishments.

To counter these feelings, students are encouraged to be on the watch for negative self-talk and replace it with lists of their positive attributes.

Source: Crable, M. (2021, Spring). Feeling like you don’t belong? You might have impostor syndrome. USCTrojanFamily. Retrieved from https://news.usc.edu

 

Set Goals to Improve Focus… Ask Questions, Be More Likable… Habits of Resilient People

Set Goals to Improve Focus 

Setting goals improves focus and productivity. Here’s why.

Goals spark action. Setting a clear objective generates action, plain and simple. But rather than targeting vague goals, (I want a car) experts say setting specific goals yields results (Save $2000 by December for down payment on used Jeep.)

Goals set focus. Once a goal has been set, behavior to attain that goal follows.

Goals create momentum. Seeing progress leads to future action, which nets more progress, which creates momentum to attain the goal.

Goals build belief in self. Achieving goals builds character, confidence, and self-efficacy.

Boss, J. (2017, January 19). 5 reasons why goal setting will improve your focus. Forbes. Retrieved from https://www.forbes.com.

Ask Questions, Be More Likable

Harvard researchers have found that people prefer conversation partners who ask them questions—at least three. It’s called the Three Questions Rule, and it works because asking questions and actively listening to responses signals caring. Not surprisingly, people prefer those who seem to care about them.

However, the researchers discovered it’s not enough to simply ask any question. The questioner needs to ask something that will require follow up. In other words, a breezy How’s your day? as you pass someone’s workspace won’t work unless several more specific questions follow: Were you able to obtain permission to use that image you liked? What do you think about the new marketing plan?

This back-and-forth shows interest and generates goodwill because asking genuine questions indicates respect for another person, which in turn helps create true relationships, the researchers conclude.

Haden, J. (2021, April 19). Harvard researchers say this mindset matters most: Follow the rule of 3 questions to be more likable. Inc. Retrieved from https://www.inc.com

Habits of Resilient People

Building resiliency—the ability to cope with a crisis and move on—can be learned. Below are some ways to cultivate resilience.

Expect setbacks and rejection.  Everyone suffers setbacks, but resilient people face the challenge and move on.

Give up comfort and accept growing pains. While taking the comfortable path sounds good at the moment when discomfort arises, facing growing pains actually helps to move past them.

Postpone instant gratification. Don’t expect prompt payoff. Instead, focus on the long term.

Remember failures. By recalling obstacles you’ve overcome, you realize you have the strength to bounce back.

 

Identify self-doubts. Face the petty doubts that cramp your work style. Rein them in rather than letting them run you.

Finally, be kind to yourself when you experience failure. You’ll bounce back faster.

Robinson, B. (2020, November 30). 10 habits of highly resilient people.  Psychology Today. Retrieved from https://www.psychologytoday.com