Bigger is Better?

Recently the University of North Texas has seen a steady increase in the number of students enrolled, which now approaches 35,000.  With some classes filled to capacity at 500 students, the University has decided to take an interesting approach to resolve space issues.  This fall the University began construction of a new auditorium style classroom which will hold nearly 2,000 students.  The plan will be to consolidate multiple sections of courses, like freshman English, into fewer, larger sections.  “Students want to be in larger classes with their peers because it creates a sense of community” said one University official.  “It only makes sense; it’s hard to feel like your taking the same class when you’re not there at the same time and place.”  The University is already making plans to create even larger lecture halls in the coming years to accommodate future growth.

In addition to the added sense of community, students have noted that larger classes make it easier to learn.  “I’m not worried about getting called on in class or being required to participate — it’s not really my learning style.  I feel I learn more when I can just listen to the lecture and take notes”, said one student.  “Sometimes I don’t even have to go to class because I can get the lectures online now.  This is a real plus for me with my busy schedule.”

The new classroom will cost approximately $10 million dollars to complete and will include a number of amenities to aid in learning such as plasma screen T.V.’s and stadium style seating.  The University hopes to secure the needed funds by asking each student to commit to donating an undetermined amount of money each month for several years.  “We don’t want to say how much it will cost each student because each student is different and we hope they will seriously consider how much they will be able to contribute over the next 3-5 years.”

Sounds absurd?

If “bigger is better” doesn’t work in the classroom, why do we think it works for the Church?

Boston on my mind…

The best part about running a distance for the first time, you automatically set a new PR!  Today I ran the Hottest Half/10k (I ran the 10k not the half-marathon) — it was awesome!  I was a bit unsure about the last few miles;  Due to my natural tendency to be lazy, I hadn’t run anything over 4.6 in training.  I finished at about the time I predicted averaging about an 8:50 minute mile.

Even better than the race was the food after the race.  It seems the longer the distance the better the food.  I’m not usually one to partake in an ice cold beer at 9am, but it was free, and it was a light beer, and I had just run a 10k… It just seemed right ;-)

My coworker and running buddy John ran this one too and also met his goals — so now we’ve got a half-marathon in our sights.  This is what I’m thinking: I can run the half at the Dallas White Rock Marathon in December and then run the Cow-town Marathon in Ft. Worth in February!  THEN I can train and run the full in Dallas in December 09 to qualify for Boston 2010.  I’ve got 4 years to make it to Boston (I want to run Boston by the time I’m 30), but I think I can do it in 2.

Anyway, back to work tomorrow — this little “win” will definitely help carry me through what is sure to be a very busy week.

Reunited, and if feels so good…

I got my bike back!

This is my 2003 Giant Rainier that has been in my brother’s storage room for the past two years.  Needless to say, I haven’t ridden it in a while.  There was a time in college when I really got into trail riding — I remember when Josh, Drew, Ken and myself road Raider Trail (which is in the woods across the street from the coliseum) at night, with no lights.  That was actually pretty stupid, but that’s what college is all about, right?

Anyway, this has been a very much needed break from work — I have been beyond frustrated with work lately and this weekend has been great for re-energizing and re-focusing.  Sometimes you just have to get away to gain some perspective.  The last part of that is most important.  If we just get away to escape and don’t learn anything, we’re going to get back to find the same old problems and frustrations staring us back in the face only now they’ve grown and we haven’t.  A vacation isn’t a break from reality — that’s not healthy — it’s an opportunity to regroup, re-organize, and prepare to jump back into the fight.  Bring it on!

More Newsletter Article Madness

Published in the Aug/Sept issue of our office newsletter.

Leading Your Students to Academic Success

You have most likely heard the adage “You can lead a horse to water, but you can’t make it drink.”  A college professor of mine would always add the phrase “but you can salt its oats.”  With the addition of these six words we now have a suitable analogy for academic advising – we can lead our students to the waters of academic success, but we can’t make them drink; but we can create an encouraging environment that will enable students to take action.

Leading Your Students

While advisors seldom have formal leadership roles, an advisor is most certainly a leader.  Oftentimes management is confused for leadership, but leaders have a much different role than managers.  Leadership can be defined in one word – influence.  Bennis and Nanus describe managing as having charge of or responsibility for and leading as influencing and guiding in direction, course, action or opinion (2003).  Advisors have a tremendous opportunity to positively influence their students in ways which faculty and other support staff cannot.

The goal of an advisor is not merely to ensure students have an understanding of University requirements, but to enable them to make decisions that ultimately lead to their success.  What the student does as a result of the advising session indicates, to a degree, the effectiveness of the advising session.  A “win” in advising is not whether or not a student comprehends a list of requirements, the “win” occurs when a student applies what they’ve learned.

Enabling Students to Take Action: Salting the Oats

While the responsibility of action falls on the student, the opportunity to motivate and encourage a student to act is given to the advisor.  Kouzes and Posner state “Leaders take actions and create conditions that strengthen their constituents’ self-esteem and internal sense of effectiveness” enabling them to “make tough choices, to face opposition and the like because they believe in their skills and in their decision making abilities” (2008).  Succinctly put, leaders empower those they lead to make good choices.

How will you know if you are leading your students?  The end result of management is compliance.  The result of proper leadership is empowerment.  “Leadership stands in the same relationship to empowerment that management does to compliance.  The former encourages a “culture of pride,” the latter suffers from the “I only work here” syndrome” (Bennis & Nanus, 2003).  Evaluate each appointment.  How your student responded to the session will give you valuable feedback that will help you grow as a leader and as an advisor.  Additionally, check out the books referenced in this article to maximize your leadership potential.

Bennis, W., & Nanus, B. (2003). Leaders: Strategies for Taking Charge (Harper Business Essentials). New York: HarperCollins.

Kouzes, J., & Posner, B. (2008). The Leadership Challenge (The Leadership Practices Inventory). San Francisco: Jossey-Bass.