Why Student Engagement Matters

By Angela D'Amour Dean of Student Engagement

 

College educators know several things about student engagement. First, student engagement matters. Students who are engaged inside and outside of the classroom make stronger connections, experience a higher sense of belonging, and enjoy their college experience more. It makes sense. The more invested we are in an experience, the more we take away from it. In college, the quality and quantity of student involvement is directly proportional to the amount of student learning and person development that occurs.(1)

                                                                                                                    

Some students need little motivation to get involved. They are the first ones to sign up for the newest club, and they begin working on the extra credit option the day it’s assigned. We all know these students—getting involved is the air they breathe. But the majority of students need a little nudge to get engaged. Generally, students get involved because someone they like or respect issues an invitation: “Hey Skyler, want to join the Orientation Team?” Or an idea, a vision, a challenge or a need inspires them. Students who participate in ministry often learn about a need in the local community through chapel or a table outside the DC. They think, “Hey, I like helping, and I’m free Thursday nights, so sign me up.” Sometimes, engagement begins as a matter of convenience. The student’s RA tells the section about the local Day of Caring and says, “I’ll coordinate lunch and transportation, and we’ll stop at the beach on the way home.” Done! But in all these situations, the more students listen, learn and interact, the more likely they are to get engaged on campus. 

 

College educators also know that the type of engagement matters: Engagement in the coffee club is good, and engagement in your economics and business major is even better. The process of learning shapes and transforms involved students. They become eager to apply what they’re learning in the classroom in their lives. They might look for a campus job, a position as a student leader, or an internship where they can use their new skills and knowledge. These students ask lots of questions, and they don’t settle on easy answers. Students engaged in the classroom tend to do better academically, they find the learning experience satisfying, and they demonstrate more resilience in the midst of academic challenges. (2)

 

At Westmont, we strive to help students become selectively involved in classes, activities and organizations that connect to their interests, identities and passions (2). For underrepresented students of color on a predominately white campus, involvement in ethnic organizations can be a particularly beneficial part of their college experience. Students need to feel comfortable trying out an organization and determining if it fits them. Students also need to be cautious not to get over-involved because too much engagement can leave them feeling overwhelmed and exhausted. Some students fall into the trap of making too many commitments early in the semester when their academic commitments are light, and they regret it during midterms when they have less time and energy for those activities. 

 

Finally, educators know that engagement in campus activities helps students build strong relationships, which are critical for thriving. A comprehensive, 80-year Harvard study on well-being revealed, “Good relationships keep us happier and healthier. Period.” (3) Involvements that promote positive interactions, shared emotional connections, and common interests and goals are fundamental to developing a sense of belonging within a community (2). Luckily, at a place like Westmont, we’ve established a proven track record of building strong relationships and communities. Good relationships protect our bodies and our brains. Building good relationships takes time, communication, care and trust (3).

 

References

  1. Why focus on student engagement? (n.d.). _Retreived from_ https://www.ccsse.org/center/about_cccse/focus.cfm
  2. Schreiner, L. A. (2013). Thriving in college. In P. C. Mather & E. Hulme (Eds.), New directions for student services, no. 143, (pp. 41-52). Wiley Online Library.
  3. Bariso, J. (2018, August 23). An 80-year harvard study says this 1 thing will make you happier and healthier. Retrieved from https://www.inc.com/justin-bariso/an-80-year-harvard-study-says-this-1-thing-will-make-you-happier-healthier.html (August 23, 2018)