While watching the Blizzard of Bucks game with some of my students, the host pulled out the name for the next contestant. It was someone we knew—a student from our class—and we were ready to watch him win some money. Because our colleague had left the area to attend his afternoon class, the host selected another student to compete for prize money. As part of Blizzard of Bucks, you must be present to win. Unfortunately, students too often don’t realize that educational success works the same way.

Several years ago, I met with a student to go over the manuscript for her research paper; a paper that needed significant revisions because it included no academic citations. Because it was less than a week before the final paper was due, the student was very upset about the amount of work she was expected to complete. “Why,” she asked while almost literally stamping her feet, “am I just hearing about this for the first time?”

My response was simple, “Because this is the first time you have shown me the paper.” I did not bother to point out that the manuscript had been due one month earlier and that the student had skipped a series of mandatory conferences with me; conferences held during class time.

While this type of gross negligence is obviously harmful, there are more subtle ways that students lose because they are not present. Following are four less obvious ways that being present helps students win.

• Meeting with an Academic Counselor: Academic counselors can help select appropriate classes to advance a student’s goal but they can also help steer students into sections of classes that are most appropriate for them. For example, a student whose learning disability made it difficult for him to work in an unstructured, highly social environment enrolled in a class I taught; a problem that could have been avoided had he met with his counselor before enrolling. Although this student’s counselor would have recommended the student not enroll in my class, I know that this academic counselor has also encouraged other students to take sections of courses I teach.
• Meeting with Faculty Outside of the Classroom: One of the most important things a student can do is to meet with faculty members outside the classroom even when they do not have problems with a course. This is especially important when the faculty member teaches in the discipline in which the student plans to pursue. During casual conversations with students over a cup of tea or coffee, I learn things about them that allow me to provide better assistance; assistance that is often unrelated to the class in which the student in enrolled.
• Participating in “Frivolous” Campus Activities: One might legitimately ask how participating in Blizzard of Bucks is valuable to student success. Not only are campus events fun but students meet other students. Such student to student engagement builds relationships that we know make the college experience better and lead to student success. Members of the faculty, staff, and administration also attend such events and students can engage with them. I know that some of my students were able to interact with the dean of social sciences, the head of the Schoolcraft College Foundation, the director of the Transitions Center and others who are good contacts.
• Participating in “Serious” Campus Activities: Student clubs are a great way for students to advance their interests. Seminars and speakers sponsored by the International Institute, Learning Support Services, and University Bound allow students to improve their skills, learn from interesting speakers, and make contacts with individuals both on and off campus.

By helping students understand that student success involves more than what happens in the classroom, faculty provide a great service to students. However, as with the Blizzard of Bucks, students must be present to win. And for that, they are the ones who must accept the responsibility.

–Steven L. Berg, PhD