How many times a day do you see, hear, or think about the phrase “student success”? It is our primary goal, our focus, and the driving force behind everything we do. What about when your job duties (including the “other duties as assigned”) do not bring you in direct contact with students? Can you still contribute to student success? The answer is yes.

This is something I think about often because we are frequently asked to report on how we promote student success and I have a job that does not bring me in direct contact with students. However, after reading some of my fellow bloggers’ posts, I found that I am not alone in my assertion that yes I can contribute to student success.

I promote student success by helping faculty members navigate the myriad of forms, processes, and systems we have in the fiscal world. When faculty members are successful at the non-teaching part of their jobs, they are likely to translate that feeling into a happier and more successful learning environment. In “Sincere Thanks from an Adjunct” Chris Krause says, “The positive feelings and willingness to help I have experienced outside the classroom spills over into my classes as well. Students are the direct beneficiaries of this. I can be more available and am more willing to advocate for them when needed, because I am happy and comfortable in the environment” (Write 6X6 Blog).

I promote student success by participating in the One2One mentoring program. This program allows me to share with students strategies I have used to overcome obstacles in obtaining a college degree or finding my way around campus or dealing with the pressures of family, job and college all at the same time. It gives me an opportunity to listen and learn what that student needs to be successful and offer guidance and reassurance that their goals are attainable.  Ladonna Lewis, in “Coming Out of the Closet,” says “We all have closets that we can come out of with our students when appropriate” and “Maybe we can just listen to them sometimes, and try to connect them with resources. Sometimes for students, just seeing that someone like them can be a college professor, or administrator, or professional, can help them see themselves achieving their goals” (Write 6X6 Blog).

I promote student success by identifying myself as an employee of GCC. When I walk through the Enrollment Center or across campus students routinely stop me and ask directions, how to work the computers, or where to get help with… you name it.  Every day I come to work there is an opportunity for me to make a difference, taking the time to stop and answer their questions (or find someone who can) is a little thing that can make a big impact. In “Feeling Disgruntled?” Ingrid Austin says, “Just remember that we’re here to make a difference and that everything we do should be done with pride, joy, and self-satisfaction because what we do matters.  It matters to the students who are out there making an effort to better themselves” (Write 6X6 Blog).

Finally, I hope to promote student success in the future by accepting the suggestion of President Kovala. In “Random Acts of Relief” she says, “… to pay it forward with these and any other great ideas to give our students the extra nudge to the finish line. Stopping a student on the sidewalk and simply asking how they are doing, or walking through computer commons or the Library and checking in with students as they are busily working on the computer. Better yet, when a student is in line at Grounds for Thought, offer to pay for their coffee. These small gestures go a long way to assure students know we care about them and their success” (Write 6X6 Blog).