Daily Archives: March 17, 2015

6 Reasons for Student “Apathy”

Did I get your attention? Are you up in arms? Good!

If you’re a student, let’s hear from you. If you provide student support, please share your wisdom on this question: Why don’t more students take advantage of the resources we provide?

people-431943_1280This question has been bouncing in my head since last week’s Academic-Zone webinar, Supporting at-risk students transitioning to post-secondary: Study skills and writing focus.

During the webinar, I chatted with representatives from Loyalist College and Royal Roads University about our respective student support initiatives. The bottom line? We offer students many opportunities. We’re on-campus. We’re on-line. We’re creative, resourceful, flexible,  determined, and approachable. . . IMO 😛

The problem? Student engagement.  Don’t get me wrong. Many students use our services (approximately 5,000 last year); however, some don’t and those who don’t are often those who would benefit most. Based on my own experience at Brock University, I have listed several common reasons why students do not use  support services:

  1. Time management and self-regulation: Procrastination, over-scheduling, or an inability to break down complex assignments often results in poorly researched/written assignments or inadequate studying (let alone time to ask questions or explore support services)
  1. Independence: Many students see “help-seeking” or question-asking as a weakness rather than a strength. No judgement here: I think independence is an admirable quality.
  1. Self-Concept and Confidence: Students often make closed statements about their “abilities”, saying “This is how I write” or “I can’t do math” or “I am a 60s student”.  If I don’t believe that I can do better, why would I assess and revise my current strategies? Why would I invest more time and energy?
  1. Embarrassment: If students are unhappy with their work, they may not want to show it to anyone.
  1. Strategic Decision Making: Students make choices based on “value”. What value are we giving to the extra time and effort needed to improve assignments that require several revisions, like essays? Can we blame students if we accept poor quality?
  1. Motivation: Last, but certainly not least. Everyone is motivated to do what they’re doing, and to not do what they’re not doing. John Hope Bryant raises the question: Have young people “‘checked out’ of the traditional educational system”? Check out his post, A Bold New Approach to Education: Aspiration-Based Learning (ABL).

Our webinar session reminded me of a 2009 post on The Chronicle of Higher Education by Bob Kunzinger, Associate Professor of English and the Humanities at Tidewater Community College: “The $5,000 Approach to Teaching Writing”.

Obviocalculation-390319_1280usly, this post left an impression on me. In a nut shell, Kunzinger argues that many students basically decide to submit poorly written papers—that they know that their professors have to read it, regardless of quality, and that they “know there are usually ways to avoid putting forth a gallant effort on a paper.”

(Selection from Kunzinger’s post)

“What if I had a check on my desk for $5,000? And what if I rewarded the writer whose introduction most caught my attention, who most effectively made me want to continue because of a solid and clear thesis, with a check for five grand? Would your introductions improve even more?”

Cries of “Absolutely!” filled the room —to which I replied, “Then you always could do it. You just couldn’t be bothered.”

Silence followed.                                                    See full article

From my perspective, “you just couldn’t be bothered” is a complex statement and relates to reasons in my “why students do not use our support services” list. So what do we do? Unfortunately, I don’t have $5,000 kicking around.

One of the strategies we’ve employed at Brock University is to develop close partnerships between teaching faculty and student academic services, through which students are rewarded for successful participation in service skill-building activities (e.g., participation or assignment bonus grade for scoring over 70% on an academic-zone academic writing, numeracy, or lab report on-line quiz). Then, we draw students into other resources and supports that are available on a self-select basis, either on-line or on-campus.  This strategy provides an additional “value” to developing skills and increases students’ awareness of services.

Now, back to the list . . .

Your challenges? Strategies? Thoughts?

(I’d love to hear from students, staff, and faculty!)

3c94c98Margaret Groombridge, MEd, BEd, BA, OCT
Lead Designer, Academic-Zone
Coordinator Learning Skills Instruction
A-Z Learning Services, Brock University