I’m a professor okay I’m an assistant professor it means that I’m in my first
professor it means that I’m in my first
professor it means that I’m in my first several years on the job and there is a
several years on the job and there is a
several years on the job and there is a lot for me to learn but if there’s one
lot for me to learn but if there’s one
lot for me to learn but if there’s one thing that I’ve learned so far it’s that
thing that I’ve learned so far it’s that
thing that I’ve learned so far it’s that for students asking for help doesn’t
for students asking for help doesn’t
for students asking for help doesn’t come naturally now let me tell you how I
come naturally now let me tell you how I
come naturally now let me tell you how I know this I teach statistics now when I
know this I teach statistics now when I
know this I teach statistics now when I tell people this I usually get one of
tell people this I usually get one of
tell people this I usually get one of two responses
two responses
two responses the wistful oh man I wish I had taken
the wistful oh man I wish I had taken
the wistful oh man I wish I had taken statistics or the remorseful oh man that
statistics or the remorseful oh man that
statistics or the remorseful oh man that was the worst class I ever took now
was the worst class I ever took now
was the worst class I ever took now these two responses together tell me
these two responses together tell me
these two responses together tell me first that statistics is a really
first that statistics is a really
first that statistics is a really important subject and second that it’s a
important subject and second that it’s a
important subject and second that it’s a subject in which students can really
subject in which students can really
subject in which students can really struggle and yet when I hold office
struggle and yet when I hold office
struggle and yet when I hold office hours the time every week when I sit in
hours the time every week when I sit in
hours the time every week when I sit in my office with my door wide open for my
my office with my door wide open for my
my office with my door wide open for my students to come and get help I’m often
students to come and get help I’m often
students to come and get help I’m often alone what am I doing wrong how do I
alone what am I doing wrong how do I
alone what am I doing wrong how do I become less lonely in my office hours
become less lonely in my office hours
become less lonely in my office hours now as it turns out the typical approach
now as it turns out the typical approach
now as it turns out the typical approach to office hours is this if I sit here
to office hours is this if I sit here
to office hours is this if I sit here they will come
they will come
they will come and this is the fundamental mistake that
and this is the fundamental mistake that
and this is the fundamental mistake that I’m making so many things stand in the
I’m making so many things stand in the
I’m making so many things stand in the way of students getting the help that
way of students getting the help that
way of students getting the help that they need
they need
they need fear self-doubt embarrassment of needing
fear self-doubt embarrassment of needing
fear self-doubt embarrassment of needing to ask
to ask
to ask they have competing demands they
they have competing demands they
they have competing demands they procrastinate and sometimes there’s a
procrastinate and sometimes there’s a
procrastinate and sometimes there’s a green lawn in a sunny afternoon outside
green lawn in a sunny afternoon outside
green lawn in a sunny afternoon outside but what would happen if I insisted
but what would happen if I insisted
but what would happen if I insisted invited or even just nudge my students
invited or even just nudge my students
invited or even just nudge my students to come and meet with me a recent study
to come and meet with me a recent study
to come and meet with me a recent study explored just this and they found that
explored just this and they found that
explored just this and they found that simple emails from professors to their
simple emails from professors to their
simple emails from professors to their students to provide them with some
students to provide them with some
students to provide them with some personalized feedback on how they’re
personalized feedback on how they’re
personalized feedback on how they’re doing to encourage them with strategies
doing to encourage them with strategies
doing to encourage them with strategies for how to do well in the class and to
for how to do well in the class and to
for how to do well in the class and to provide them with tips on how to get
provide them with tips on how to get
provide them with tips on how to get help made a real difference for how
help made a real difference for how
help made a real difference for how students did in the class now as it
students did in the class now as it
students did in the class now as it turns out this kind of relatively easy
turns out this kind of relatively easy
turns out this kind of relatively easy but proactive outreach to students is
but proactive outreach to students is
but proactive outreach to students is not just relevant for faculty it’s
not just relevant for faculty it’s
not just relevant for faculty it’s relevant for everyone whose work
relevant for everyone whose work
relevant for everyone whose work involves supporting students to access
involves supporting students to access
involves supporting students to access and succeed in higher education and I
and succeed in higher education and I
and succeed in higher education and I want to give you two examples
want to give you two examples
want to give you two examples so first did you know that students can
so first did you know that students can
so first did you know that students can struggle with college even before they
struggle with college even before they
struggle with college even before they get started in between getting admitted
get started in between getting admitted
get started in between getting admitted to college and actually enrolling there
to college and actually enrolling there
to college and actually enrolling there are a maze of processes that students
are a maze of processes that students
are a maze of processes that students need to navigate applying for financial
need to navigate applying for financial
need to navigate applying for financial aid obtaining vaccinations submitting
aid obtaining vaccinations submitting
aid obtaining vaccinations submitting final transcripts and housing paperwork
final transcripts and housing paperwork
final transcripts and housing paperwork signing agreements to borrow thousands
signing agreements to borrow thousands
signing agreements to borrow thousands of dollars of loans receiving their
of dollars of loans receiving their
of dollars of loans receiving their tuition bill understanding it and paying
tuition bill understanding it and paying
tuition bill understanding it and paying it figuring out how to get to campus
it figuring out how to get to campus
it figuring out how to get to campus while we ask students to navigate this
while we ask students to navigate this
while we ask students to navigate this maze for students who transition from
maze for students who transition from
maze for students who transition from high school to college they’re
high school to college they’re
high school to college they’re navigating that maze during a period of
navigating that maze during a period of
navigating that maze during a period of time when
time when
time when have little access to help and support
have little access to help and support
have little access to help and support they’ve graduated from high school their
they’ve graduated from high school their
they’ve graduated from high school their counselors are off for the summer and
counselors are off for the summer and
counselors are off for the summer and they have yet to join their college
they have yet to join their college
they have yet to join their college community because of this combination of
community because of this combination of
community because of this combination of complex requirements and a lack of
complex requirements and a lack of
complex requirements and a lack of access to support my colleague Ben
access to support my colleague Ben
access to support my colleague Ben Castleman and I find that about 10 to 20
Castleman and I find that about 10 to 20
Castleman and I find that about 10 to 20 percent of high school grads who intend
percent of high school grads who intend
percent of high school grads who intend to go to college in the fall succumb to
to go to college in the fall succumb to
to go to college in the fall succumb to what we call summer melt they don’t make
what we call summer melt they don’t make
what we call summer melt they don’t make it to their first day of college now
it to their first day of college now
it to their first day of college now what does this imply nationwide if we
what does this imply nationwide if we
what does this imply nationwide if we translate that 10 to 20 percent to our
translate that 10 to 20 percent to our
translate that 10 to 20 percent to our country as a whole this means that more
country as a whole this means that more
country as a whole this means that more students than would fill the largest
students than would fill the largest
students than would fill the largest football stadium in the United States
football stadium in the United States
football stadium in the United States more than twice over are failing in
more than twice over are failing in
more than twice over are failing in making the transition to college every
making the transition to college every
making the transition to college every year more disconcerting this is
year more disconcerting this is
year more disconcerting this is happening disproportionately to our
happening disproportionately to our
happening disproportionately to our low-income and first-generation college
low-income and first-generation college
low-income and first-generation college students so in response to these
students so in response to these
students so in response to these patterns we wondered well if we had a
patterns we wondered well if we had a
patterns we wondered well if we had a counselor reach out to students over the
counselor reach out to students over the
counselor reach out to students over the summer to check in with them about their
summer to check in with them about their
summer to check in with them about their college plans and to provide them with
college plans and to provide them with
college plans and to provide them with help and support could we make a
help and support could we make a
help and support could we make a difference
difference
difference in order to answer this question we ran
in order to answer this question we ran
in order to answer this question we ran an experiment we identified students who
an experiment we identified students who
an experiment we identified students who plan to go to college in the fall and
plan to go to college in the fall and
plan to go to college in the fall and then basically by the flip of a coin we
then basically by the flip of a coin we
then basically by the flip of a coin we divided them into two groups in one
divided them into two groups in one
divided them into two groups in one group students would get repeated
group students would get repeated
group students would get repeated proactive outreach from a counselor over
proactive outreach from a counselor over
proactive outreach from a counselor over the summer through emails phone calls
the summer through emails phone calls
the summer through emails phone calls and text messages to remind students
and text messages to remind students
and text messages to remind students about the tasks that they needed to be
about the tasks that they needed to be
about the tasks that they needed to be navigating and to offer them help and
navigating and to offer them help and
navigating and to offer them help and support and the other group would get
support and the other group would get
support and the other group would get nothing now comparing these two groups
nothing now comparing these two groups
nothing now comparing these two groups would give us the best chance of
would give us the best chance of
would give us the best chance of understanding whether this proactive
understanding whether this proactive
understanding whether this proactive outreach made a difference for students
outreach made a difference for students
outreach made a difference for students now to run this study we worked with an
now to run this study we worked with an
now to run this study we worked with an amazing nonprofit organization called
amazing nonprofit organization called
amazing nonprofit organization called you aspire now philosophically they were
you aspire now philosophically they were
you aspire now philosophically they were on board with the idea of the research
on board with the idea of the research
on board with the idea of the research but they were also highly devoted to
but they were also highly devoted to
but they were also highly devoted to their students and they were a little
their students and they were a little
their students and they were a little bit nervous about the idea that some
bit nervous about the idea that some
bit nervous about the idea that some students would get repeated offers of
students would get repeated offers of
students would get repeated offers of help through the summer while other
help through the summer while other
help through the summer while other students would not and so to align with
students would not and so to align with
students would not and so to align with their organizational principles we
their organizational principles we
their organizational principles we agreed at the beginning of the summer
agreed at the beginning of the summer
agreed at the beginning of the summer that any student who came through the
that any student who came through the
that any student who came through the door to ask for help would get it nobody
door to ask for help would get it nobody
door to ask for help would get it nobody would get turned away we also agreed at
would get turned away we also agreed at
would get turned away we also agreed at the beginning of the summer that they
the beginning of the summer that they
the beginning of the summer that they would advertise to all of their students
would advertise to all of their students
would advertise to all of their students that they were there to provide help
that they were there to provide help
that they were there to provide help over the summer if you have questions
over the summer if you have questions
over the summer if you have questions concerns or problems just come see us we
concerns or problems just come see us we
concerns or problems just come see us we are here to help and then the difference
are here to help and then the difference
are here to help and then the difference was that some students kind of got that
was that some students kind of got that
was that some students kind of got that reminder over and over again through the
reminder over and over again through the
reminder over and over again through the summer and the other students did not
summer and the other students did not
summer and the other students did not now for the students who didn’t get that
now for the students who didn’t get that
now for the students who didn’t get that outreach over the summer
outreach over the summer
outreach over the summer can you guess what share of them came
can you guess what share of them came
can you guess what share of them came through the door to ask for help
through the door to ask for help
through the door to ask for help virtually none 2% for students who did
virtually none 2% for students who did
virtually none 2% for students who did get proactive outreach through the
get proactive outreach through the
get proactive outreach through the summer more than half a huge difference
summer more than half a huge difference
summer more than half a huge difference without this proactive outreach
without this proactive outreach
without this proactive outreach important questions were going
important questions were going
important questions were going unanswered and students were not getting
unanswered and students were not getting
unanswered and students were not getting the help that they needed and we learned
the help that they needed and we learned
the help that they needed and we learned that this had huge implications for
that this had huge implications for
that this had huge implications for helping students get to the start of
helping students get to the start of
helping students get to the start of their college dreams this outreach
their college dreams this outreach
their college dreams this outreach reduced summer melt by about 20% now if
reduced summer melt by about 20% now if
reduced summer melt by about 20% now if getting through the transition to
getting through the transition to
getting through the transition to college is like a sprint race succeeding
college is like a sprint race succeeding
college is like a sprint race succeeding once you’re there is like a marathon and
once you’re there is like a marathon and
once you’re there is like a marathon and unfortunately too many students are
unfortunately too many students are
unfortunately too many students are struggling once they get to college and
struggling once they get to college and
struggling once they get to college and we also see huge differences by
we also see huge differences by
we also see huge differences by socioeconomic status if we look at
socioeconomic status if we look at
socioeconomic status if we look at students about 10 years after high
students about 10 years after high
students about 10 years after high school we find that for students from
school we find that for students from
school we find that for students from high-income backgrounds about 60% of
high-income backgrounds about 60% of
high-income backgrounds about 60% of students have earned a bachelor’s degree
students have earned a bachelor’s degree
students have earned a bachelor’s degree for students from low-income backgrounds
for students from low-income backgrounds
for students from low-income backgrounds this rate is about 14% more
this rate is about 14% more
this rate is about 14% more disconcerting for students from
disconcerting for students from
disconcerting for students from low-income backgrounds the most common
low-income backgrounds the most common
low-income backgrounds the most common out come ten years out is actually
out come ten years out is actually
out come ten years out is actually accessing some post-secondary education
accessing some post-secondary education
accessing some post-secondary education likely taking on some debt but not
likely taking on some debt but not
likely taking on some debt but not earning any degree or credential so what
earning any degree or credential so what
earning any degree or credential so what are we going to do a common response to
are we going to do a common response to
are we going to do a common response to these kinds of patterns is to talk about
these kinds of patterns is to talk about
these kinds of patterns is to talk about the cost of college and student debt but
the cost of college and student debt but
the cost of college and student debt but I want to argue that we need to look
I want to argue that we need to look
I want to argue that we need to look beyond just thinking about paying for
beyond just thinking about paying for
beyond just thinking about paying for college now of course money matters the
college now of course money matters the
college now of course money matters the research on financial aid tells us that
research on financial aid tells us that
research on financial aid tells us that giving students more money for college
giving students more money for college
giving students more money for college is going to make a difference it’s going
is going to make a difference it’s going
is going to make a difference it’s going to improve their chances but maybe not
to improve their chances but maybe not
to improve their chances but maybe not as much as we might think or hope
as much as we might think or hope
as much as we might think or hope instead we need to think also about
instead we need to think also about
instead we need to think also about other types of supports that students
other types of supports that students
other types of supports that students need and this brings me to my second
need and this brings me to my second
need and this brings me to my second example colleagues and I have been
example colleagues and I have been
example colleagues and I have been studying a scholarship program that goes
studying a scholarship program that goes
studying a scholarship program that goes beyond just helping students pay for
beyond just helping students pay for
beyond just helping students pay for college
college
college it takes a more comprehensive approach
it takes a more comprehensive approach
it takes a more comprehensive approach sort of like a well resourced parent
sort of like a well resourced parent
sort of like a well resourced parent might this program the Dell Scholars
might this program the Dell Scholars
might this program the Dell Scholars program focuses on supporting low-income
program focuses on supporting low-income
program focuses on supporting low-income primarily first-generation college goers
primarily first-generation college goers
primarily first-generation college goers to earn their bachelor’s degrees now
to earn their bachelor’s degrees now
to earn their bachelor’s degrees now like many other scholarship programs
like many other scholarship programs
like many other scholarship programs they provide students with a pretty
they provide students with a pretty
they provide students with a pretty generous $20,000 scholarship that they
generous $20,000 scholarship that they
generous $20,000 scholarship that they can use over their years in college to
can use over their years in college to
can use over their years in college to help cover their costs but then here is
help cover their costs but then here is
help cover their costs but then here is the difference beyond the money what
the difference beyond the money what
the difference beyond the money what they do is they stay in very close
they do is they stay in very close
they do is they stay in very close contact with their students they track
contact with their students they track
contact with their students they track them over time they collect data on how
them over time they collect data on how
them over time they collect data on how their students are doing on things like
their students are doing on things like
their students are doing on things like their academic progress key decisions
their academic progress key decisions
their academic progress key decisions that they’re making and their general
that they’re making and their general
that they’re making and their general well-being so as a student in the
well-being so as a student in the
well-being so as a student in the program if your GPA starts to slip if
program if your GPA starts to slip if
program if your GPA starts to slip if you’re taking on a large private loan
you’re taking on a large private loan
you’re taking on a large private loan with high interest rates if you’re
with high interest rates if you’re
with high interest rates if you’re working too much if you report to them
working too much if you report to them
working too much if you report to them feeling depressed overwhelmed or lonely
feeling depressed overwhelmed or lonely
feeling depressed overwhelmed or lonely they use that information to guide who
they use that information to guide who
they use that information to guide who they’re reaching out to and providing
they’re reaching out to and providing
they’re reaching out to and providing more support to as one staff member in
more support to as one staff member in
more support to as one staff member in the program explains to her students
the program explains to her students
the program explains to her students we are more than a check you are not
we are more than a check you are not
we are more than a check you are not alone to give you an idea of how this
alone to give you an idea of how this
alone to give you an idea of how this program works I want to tell you about
program works I want to tell you about
program works I want to tell you about David David grew up the oldest of six
David David grew up the oldest of six
David David grew up the oldest of six siblings in a single-parent household
siblings in a single-parent household
siblings in a single-parent household and he became the first in his family to
and he became the first in his family to
and he became the first in his family to attend college and went to this college
attend college and went to this college
attend college and went to this college that I’m showing you here now David was
that I’m showing you here now David was
that I’m showing you here now David was close to his family and decided that he
close to his family and decided that he
close to his family and decided that he wanted to stay living at home and so he
wanted to stay living at home and so he
wanted to stay living at home and so he travelled 50 miles to campus every day
travelled 50 miles to campus every day
travelled 50 miles to campus every day to help cover all of his costs and some
to help cover all of his costs and some
to help cover all of his costs and some of the costs of his family he continued
of the costs of his family he continued
of the costs of his family he continued to work overnight shifts as a janitor
to work overnight shifts as a janitor
to work overnight shifts as a janitor while he went to school despite those
while he went to school despite those
while he went to school despite those challenging circumstances he maintained
challenging circumstances he maintained
challenging circumstances he maintained a high GPA and loved school David’s in
a high GPA and loved school David’s in
a high GPA and loved school David’s in school today now when David was starting
school today now when David was starting
school today now when David was starting school he knew he wanted to finish
school he knew he wanted to finish
school he knew he wanted to finish college as quickly as possible he also
college as quickly as possible he also
college as quickly as possible he also knew that he wanted to major in biology
knew that he wanted to major in biology
knew that he wanted to major in biology and so when he signed up for his first
and so when he signed up for his first
and so when he signed up for his first semester he registered for a full load
semester he registered for a full load
semester he registered for a full load of introductory science classes get all
of introductory science classes get all
of introductory science classes get all of his requirements out of the way he
of his requirements out of the way he
of his requirements out of the way he thought seemed like a great idea to him
thought seemed like a great idea to him
thought seemed like a great idea to him now as required David had to report this
now as required David had to report this
now as required David had to report this information into the the program into
information into the the program into
information into the the program into the Dell Scholars Program and his his
the Dell Scholars Program and his his
the Dell Scholars Program and his his advisor responded immediately David
advisor responded immediately David
advisor responded immediately David these courses are a recipe for disaster
she advised him to ease up to take a
she advised him to ease up to take a lighter load to give himself the
lighter load to give himself the
lighter load to give himself the opportunity to transition to college
opportunity to transition to college
opportunity to transition to college successfully and get used to the
successfully and get used to the
successfully and get used to the academic rigor the large classes and the
academic rigor the large classes and the
academic rigor the large classes and the lack of personal nature of what he was
lack of personal nature of what he was
lack of personal nature of what he was about to embark on to this day David
about to embark on to this day David
about to embark on to this day David credits this advice with his successful
credits this advice with his successful
credits this advice with his successful transition to college now he came up
transition to college now he came up
transition to college now he came up against a second challenge also early in
against a second challenge also early in
against a second challenge also early in his college career when he went to his
his college career when he went to his
his college career when he went to his financial aid office to let them know
financial aid office to let them know
financial aid office to let them know that he had received this scholarship
that he had received this scholarship
that he had received this scholarship from the Dell foundation his college
from the Dell foundation his college
from the Dell foundation his college said fantastic we’re gonna take that
said fantastic we’re gonna take that
said fantastic we’re gonna take that scholarship money that you’ve received
scholarship money that you’ve received
scholarship money that you’ve received and we’re gonna use it to displace aid
and we’re gonna use it to displace aid
and we’re gonna use it to displace aid that we would have given you otherwise
that we would have given you otherwise
that we would have given you otherwise essentially using the Dell money to
essentially using the Dell money to
essentially using the Dell money to replace money that they would have given
replace money that they would have given
replace money that they would have given to him this meant a net financial
to him this meant a net financial
to him this meant a net financial benefit essentially of zero so seeing
benefit essentially of zero so seeing
benefit essentially of zero so seeing this the program worked with David in
this the program worked with David in
this the program worked with David in subsequent years to use the money not to
subsequent years to use the money not to
subsequent years to use the money not to pay his academic year bill but instead
pay his academic year bill but instead
pay his academic year bill but instead to pay for summer courses so in this way
to pay for summer courses so in this way
to pay for summer courses so in this way he was able to make the scholarship go
he was able to make the scholarship go
he was able to make the scholarship go further and also stay on track to
further and also stay on track to
further and also stay on track to graduate on time
graduate on time
graduate on time now David is just one student who’s been
now David is just one student who’s been
now David is just one student who’s been supported by this program but how about
supported by this program but how about
supported by this program but how about students overall so to investigate that
students overall so to investigate that
students overall so to investigate that we gathered data on thousands of
we gathered data on thousands of
we gathered data on thousands of applicants and students in this program
applicants and students in this program
applicants and students in this program now as a teacher of statistics
now as a teacher of statistics
now as a teacher of statistics I would love to thrill you with all of
I would love to thrill you with all of
I would love to thrill you with all of the analytic details but for now just
the analytic details but for now just
the analytic details but for now just the bottom line we find that students
the bottom line we find that students
the bottom line we find that students supported by this program are more than
supported by this program are more than
supported by this program are more than 20% more likely to complete their
20% more likely to complete their
20% more likely to complete their bachelor’s degrees for students who
bachelor’s degrees for students who
bachelor’s degrees for students who attend less selective institutions those
attend less selective institutions those
attend less selective institutions those that have lower graduation rates and
that have lower graduation rates and
that have lower graduation rates and perhaps have less robust systems of
perhaps have less robust systems of
perhaps have less robust systems of support the impact is over 30 percent
support the impact is over 30 percent
support the impact is over 30 percent these impacts are driven by a
these impacts are driven by a
these impacts are driven by a combination of flexible financial
combination of flexible financial
combination of flexible financial support and ongoing tracking and
support and ongoing tracking and
support and ongoing tracking and guidance provided to students just when
guidance provided to students just when
guidance provided to students just when they need it now this kind of proactive
they need it now this kind of proactive
they need it now this kind of proactive guidance isn’t going to help save
guidance isn’t going to help save
guidance isn’t going to help save students from all of the crises that
students from all of the crises that
students from all of the crises that they might experience in their college
they might experience in their college
they might experience in their college lives and I know this because during the
lives and I know this because during the
lives and I know this because during the decade plus period that my husband and I
decade plus period that my husband and I
decade plus period that my husband and I were in graduate school at Harvard we
were in graduate school at Harvard we
were in graduate school at Harvard we actually lived in a Harvard freshman
actually lived in a Harvard freshman
actually lived in a Harvard freshman dorm and we served as residential
dorm and we served as residential
dorm and we served as residential advisors for first-year students that’s
advisors for first-year students that’s
advisors for first-year students that’s right for 11 years all of my neighbors
right for 11 years all of my neighbors
right for 11 years all of my neighbors were 18 and we loved it we welcomed
were 18 and we loved it we welcomed
were 18 and we loved it we welcomed students to campus we helped them pick
students to campus we helped them pick
students to campus we helped them pick their classes we celebrated their
their classes we celebrated their
their classes we celebrated their successes and we counseled them through
successes and we counseled them through
successes and we counseled them through crises now there was one orientation
crises now there was one orientation
crises now there was one orientation year where we had brought
year where we had brought
year where we had brought a former student back to talk with a new
a former student back to talk with a new
a former student back to talk with a new crop of students and she shared this
crop of students and she shared this
crop of students and she shared this piece of advice with our new group she
piece of advice with our new group she
piece of advice with our new group she said I learned how to do college when I
said I learned how to do college when I
said I learned how to do college when I learned how to ask for help now there is
learned how to ask for help now there is
learned how to ask for help now there is so much truth to this statement and
so much truth to this statement and
so much truth to this statement and maybe we can be satisfied with students
maybe we can be satisfied with students
maybe we can be satisfied with students with waiting for students to learn this
with waiting for students to learn this
with waiting for students to learn this lesson in a place like Harvard we’re
lesson in a place like Harvard we’re
lesson in a place like Harvard we’re really so many of the supports that I’m
really so many of the supports that I’m
really so many of the supports that I’m talking about are baked into the student
talking about are baked into the student
talking about are baked into the student experience but for higher education as a
experience but for higher education as a
experience but for higher education as a whole we are losing far too many
whole we are losing far too many
whole we are losing far too many students while we sit and wait for this
students while we sit and wait for this
students while we sit and wait for this lesson to be learned while we wait for
lesson to be learned while we wait for
lesson to be learned while we wait for students to come and ask in some cases
students to come and ask in some cases
students to come and ask in some cases like when David was picking his classes
like when David was picking his classes
like when David was picking his classes students may not know that they’re
students may not know that they’re
students may not know that they’re making a bad move or that they need help
making a bad move or that they need help
making a bad move or that they need help and even when they need it it’s not a
and even when they need it it’s not a
and even when they need it it’s not a given that they’re gonna come and ask
given that they’re gonna come and ask
given that they’re gonna come and ask for it why we for students to make
for it why we for students to make
for it why we for students to make mistakes why wait for students to miss
mistakes why wait for students to miss
mistakes why wait for students to miss deadlines and miss opportunities to get
deadlines and miss opportunities to get
deadlines and miss opportunities to get in over their heads as folks who work in
in over their heads as folks who work in
in over their heads as folks who work in higher education as folks who work with
higher education as folks who work with
higher education as folks who work with students at all we can’t be satisfied to
students at all we can’t be satisfied to
students at all we can’t be satisfied to wait for students to make the same
wait for students to make the same
wait for students to make the same predictable mistakes and suffer the same
predictable mistakes and suffer the same
predictable mistakes and suffer the same predictable consequences so instead
predictable consequences so instead
predictable consequences so instead let’s reach out to our students to help
let’s reach out to our students to help
let’s reach out to our students to help them get ahead of these things and to
them get ahead of these things and to
them get ahead of these things and to provide them with the help that we know
provide them with the help that we know
provide them with the help that we know that they need and deserve thank you
that they need and deserve thank you
that they need and deserve thank you [Applause]
”
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