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Concession Man video • https: //www. youtube. com/watc h? v=e-3 w. Qi. Aq 7 f. M

Welcome to Engaging & Involving “Generation M”! • Warning: You will be asked to PARTICIPATE in various activities during this presentation • If you are unable or unwilling to participate, this might not be the presentation for you

Quick story: PIC

Engaging and Involving “Generation M” Asian American, Native American, & Pacific Islander Students Guy Smith, Whatcom Community College Melisa Nelson, Bellingham Technical College Chris Eder, Bellingham Technical College

Preview • Name Plate Introduction • Large Group Activity • Engagement/Involvement Theory • Practical application

Name Plate Introduction

“Zoom” Large Group Activity Interactive communication activity

Reflection

Immediate Feedback Assessment Techniques A B C D cards

Engagement/Involvement Theory Quiz

Experiential Learning Theory Q. 1: Experiential Learning Theory describes the learning cycle as: A. hearing, processing, using, and revising B. experiencing, reflecting, thinking, and acting C. doing, thinking, teaching D. engage, explore, explain, extend, evaluate

Immediate Feedback Assessment Techniques Scratch Off cards

Experiential Learning Theory Q. 1: Experiential Learning Theory describes the learning cycle as: A. B. experiencing, reflecting, thinking, and acting C. D.

Student Involvement Q. 2: According to Astin, student learning and development is dependent upon: A. Student’s investment of time B. Collaboration between programs and departments C. Student’s desire to learn D. Student’s paying attention

Student Involvement Q. 2: According to Astin, student learning and development is dependent upon: A. Student’s investment of time B. C. D.

Student Involvement Q. 3: According to Astin, what can you do to get students more involved? : A. Tell them to be more involved B. Just let them figure it out C. Focus on how much time and energy students are devoting to the learning process D. Designing more substantive learning outcomes and assessing each of those outcomes

Student Involvement Q. 3: According to Astin, what can you do to get students more involved? : A. B. C. Focus on how much time and energy students are devoting to the learning process D.

Millennial Generation Q. 4: Students from the Millennial Generation are engaged in their learning when: (choose all that apply) A. They’re in teams B. They’re entertained C. They’re using technology D. All of the above

Millennial Generation Q. 4: Students from the Millennial Generation are engaged in their learning when: A. B. C. D. All of the above (teams, entertained, technology)

Highlight: Astin’s Theory of Involvement Students learn more, the more they are involved in both the academic and social aspects of the collegiate experience

Highlight: Astin’s Theory of Involvement Involved students: • Devote significant energy to academics • Spend time on campus • Participate in student organizations and activities • Interact with faculty

Highlight: Astin’s Theory of Involvement Uninvolved students: • Neglect their studies • Spend little time on campus • Do not partake in extracurricular activities • Rarely initiate contact with faculty or other students

Highlight: Astin’s Theory of Involvement Factors Influencing Involvement: • Live in residence halls • Join social fraternity or sorority • Participate in extracurricular activities (including student government) • Participate in sports, especially intercollegiate • Enrollment in honors programs • Involvement in ROTC • Participation in professors’ undergraduate research projects • Part-time on campus job

Highlight: Astin’s Theory of Involvement What You Can Do: Design more effective learning environments Focus less on content and teaching techniques Focus more on how much time and energy students are devoting to the learning process

Can you think of a way to apply this to a class, club, or organization?

Highlight: Astin’s Theory of Involvement Student/Faculty Interaction • Frequent interaction with faculty is more strongly related to satisfaction with college than any other type of involvement

Highlight: Astin’s Theory of Involvement Theory Conclusion The greater the student’s involvement in college, the greater the amount of student learning and personal development

Personal Account of Engagement & Involvement

One Student’s Success • Publications • Presentations • International, National, Regional and State • National Affiliations • Service / Community Events • Student Government / Clubs

One Student’s Experience https: //www. youtube. com/watch? v=QC 0 u. Gcor. Al 0 https: //www. linkedin. com/profile/ preview? locale=en_US&trk=prof-0 sb-preview-primary-button

National Affiliations • Designated the Alpha Chi chapter of Sigma Chi Eta, the official community college honor society of the National Communication Association (May 19, 2008) • Chartered by the National Communication Association Student Clubs (May 15, 2008)

Community Events • Food Drive – benefiting Bellingham Food Bank • Pet Food & Supplies Drive – benefiting Whatcom County Humane Society • Volunteered for and participated in Whatcom Literacy Council (WLC) Trivia Bees and Silent Auctions • WCC Trivia Bees and Silent Auctions – benefiting Whatcom Literacy Council and Bellingham Food Bank • Hosted WCC’s “Bike-to-Work” Day Celebration • Hosted “Chill Out: Campus Solutions to Global Warming, ” produced by the National Wildlife Federation Campus Ecology Program

The Plan How I structured Involvement opportunities into my curriculum and club activities

Communication Class • Faculty involvement in Communication Club • Additional co-advisors (full time and adjunct faculty members, and staff members) • Encourage Student Government meeting attendance • Encourage Student Government positions (paid, executive level positions) = on campus part-time job + extracurricular activity

Transformation Uninvolved student to …

Involved student !!!!

Review • Name Plate Introduction • Large Group Activity • Engagement/Involvement Theory • Practical application

Quick story: pow-wow

Thank you!

Contact Information • Guy Smith, 360. 383. 3556 • gsmith 2@whatcom. ctc. edu • Melisa Nelson, 360. 752. 8443 • mnelson@btc. ctc. edu • Chris Eder, 360. 752. 8572 • ceder@btc. ctc. edu

References Astin, A. (1999) “Student involvement: A developmental theory for higher education” Journal of College Student Development, 40, 5, pp. 518 -529 Caine, R. , & Caine, G. (1991). Making connections: Teaching and the human brain (chap. 7). Alexandria, Virginia: ASCD. Retrieved January 6, 2008, from Western Washington University electronic reserve. Elkins Nesheim, B. , Guentzel, M. J. , Kellogg, A. H. , Mc. Donald, W. M. , Wells, C. A. , & Whitt, E. J. (2007). Outcomes for students of student affairs- academic affairs partnership programs. Journal of College Student Development, 48, 4, pp. 435 -454. Retrieved November 29, 2007, from Pro. Quest database. Kolb, A. Y. , & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4, 2, 193 -212. Retrieved October 21, 2007, from Pro. Quest database. Seidman, A. & Brown, S. C. (2006). Integrating outside learning with the classroom experience: The student learning imperative. Education, 127, 1, pp. 109 -114. Retrieved November, 29, 2007, from Pro. Quest database.