1. STUDENT
ENGAGEMENT
It’s not about asking our students to
marry us
Presented by: Jason Barshay

2. Jason Barshay
 BS, Mathematics/Computer Science, Carnegie Mellon
University
 MS, Leadership, Nova Southeastern University
As an Academic Advisor, I know that I may likely be the
only consistent relationship that students have with a
university representative throughout their education.
Therefore, I want them to know that there is someone at
the university who believes in them, wants them to
succeed, has their best interests at heart, and will always
be their advocate. I also want them to know that they can
come to me for help with anything, even if it is outside of
the academic domain, and I will do my best to assist them
or refer them on to someone that can do so. Seeing my
students succeed is the single greatest pleasure that I
have in my job.
Senior
Academic
Advisor

3. What is student engagement?

4. It isn’t…
Asking our
students to
marry us

5. It is…
Intentionally
and
deliberately
seeking to
connect with
students in
meaningful
ways

6. Why do we do it?

7. Why do we do it?
“As academic and social integration increases,
so does the likelihood of student persistence…It
may be developed both through learning-
centered interaction with faculty, academic peers
and staff, and through informal social contact
with faculty and involvement in student
organizations…Despite poor academic
performance, many students persist because of
their successful social integration and feelings of
fit with their institution.”
(ACT, 2004)

8. Why do we do it?
“It is the people who come face-to-face with
students on a regular basis who provide the
positive growth experiences for students that
enable them to identify their goals and talents
and learn how to put them to use. The caring
attitude of college personnel is viewed as the
most potent retention force on a campus.”
(Noel, Levitz, & Saluri, 1985)

9. Why do we do it?
“Academic Advising is the only structured activity
on the campus in which all students have the
opportunity for one-to-one interaction with a
concerned representative of the institution.”
(Habley, 1994)

10. Why do we do it?
“Academic advisors provide students with the
needed connection to the various campus
services and supply the essential academic
connection between these services and the
students. In addition, academic advisors offer
students the personal connection to the
institution that the research indicates is vital to
student retention and student success.”
(Nutt, n/d)

11. Why do we do it?
“Students are the bridge we all have in common
and we are here to serve them – directly and
indirectly. Remembering that students are the
reason we are here…”
(NSU General, 2009)

12. Why do we do it?
 Because our students matter
 and
 Because we can make a difference

13. Who do we do it with?

14. Who do we do it with?
 Undergraduate students
 Graduate students
 Local students
 Distant students
 Online students
 Young students
 Old students
 Nice students
 Mean students
All students

15. Where do we do it?

16. Where do we do it?
 In your office during scheduled office visits and
walkins
 Outside of your office
 In the hallway
 In the classroom
 At events (e.g., commencement, open house, social
events)
 In the dorms
 At the grocery store
 Online
 Facebook
 Twitter
 IM
 Skype
 LinkedIn

17. Where do we do it?
 Go to your students; don’t make them come to
you
 Think outside the box…

18. How do we do it?

19. How do we do it?
 Ask our students challenging academic
questions
 Any plans for what you want to do once you have
your degree?
 What made you decide to pursue a degree in
human resources?
 Of all the courses you’ve taken so far, what’s the
one you’ve enjoyed the most and why?
 What course did you find most challenging, and
how did you deal with that challenge?

20. How do we do it?
 Turn a proscriptive appointment into a
developmental advising session
 Before we take a look at classes for next
semester, I wanted to ask about the statistics
course you just finished. I know you were really
anxious about it, and yet I see you did really well
in it. What did you do to help yourself succeed?

21. How do we do it?
 Get to know your students on a personal level
 Ask them about their jobs or families
 Get to know their interests
 Listen
 Keep notes
 Tell them about yourself
 Smile!

22. How do we do it?
 Send welcome emails to your new students and call
them

23. How do we do it?
 Encourage students to give you feedback

24. How do we do it?
 Include your photo in your email signature

25. How do we do it?
 Take the initiative and be creative.
 Don’t wait for them to engage you.

26. We can make a difference
“My advisor is GREAT!! He has been there every step of the
way. I have called him when times were rough and he really
helped me with every question. Jason is very
knowledgeable, understanding, and most of all he actually
returns phone calls promptly. If it were not for Jason I would
have probably taken a semester break that would have
resulted in never starting again. Jason told me to just keep
pushing and I did. I told him what semesters were going to
be terrible for me and he recommended what classes to take
and informed me of the work load. My friend and I started the
MBA program a semester apart. I took advantage of my
advisor and he did not. He quit after one semester, I am 2
semesters from completion which will increase my pay by 30k
annually. His wife asked me what was my secret and I told
her it was my academic advisor that helped me see it

27. We can make a difference
“Thanks Jason!! Yes, it was surely a long haul for
me!! Three kids, a full time job, and a divorce
process!! Whew~ I barely survived-LOL....But
thanks to NSU I will have a very bright future. I
have many dreams yet to follow!!
Thank you so much for your guidance throughout
our dealings together as my advisor. Before you, I
was just another number. No one ever really paid
attention to me, the advisors kept changing and
changing. Thank you for making me feel that I was
an important student and thank you for your respect
and attention to my questions.”

28. Academic Advising
Thinking outside the
classroom

29. References
 ACT, Inc. (2004). The Role of Academic and Non-Academic Factors in
Improving College Retention. (ACT Policy Report). Iowa City, IW: V.A.
Lotkowski, S.B. Robbins, and R.J. Noeth.
 Habley, W.R. (1994). Key Concepts in Academic Advising. In Summer
Institute on Academic Advising Session Guide (p. 10). Available from
the National Academic Advising Association, Kansas State University,
Manhattan, KS.
 Noel, L., Levitz, R., & Saluri, D. (Eds) (1985). Increasing student
retention. San Francisco: Jossey-Bass.
 NSU General Administration Engagement Commitment Plan. (2009,
Feb 24).
 Nutt, C. (n/d). Academic Advising and student retention and
persistence. Retrieved from
http://www.nacada.ksu.edu/Clearinghouse/advisingIssues/retention.ht
m on 8/19/09