This month I have come full circle
in my Writing Project. The genesis
for this yearlong effort began with students at my campus. Last May 2012, as the spring semester
was ending, I wanted to personally thank the undergraduates working in our student
services suite so I handwrote thank you notes to each of them. That got me thinking about the process of
writing and sending out handcrafted correspondence. One thing led to another and, voila, The Writing Project was
born. Fast forward one year later
and a number of the recipients for the cards I have (and will) send out this month are also
current students at UConn Waterbury.
Instead of student employees I am targeting recently elected student
government officers, campus leaders, and individuals that have increased their
grades enough to remove themselves from academic probation. Start with students. End with students.
Besides the symmetry this
represents, and maybe a subtle encouragement for the undergraduates to think
about writing their own handwritten notes, I had specific reasons for writing
to each group. For example, I
wanted the student leaders to know that their efforts, especially at a commuter
campus, are vital to help build some semblance of community. Commuter students have so many
commitments tugging at them in all different directions—work, family life, and
school. Those individuals that carve
out a portion of their time to lead a club or organization deserve our
attention. This is what I wanted
to relay to the student leaders.
For example, our Psychology Club organized a simple end-of-semester food
drive. In the past, similar
activities have taken place with less than stellar results. This time around the campus-wide
collection was well-publicized, donations were dropped off on a regular basis and,
most importantly, the non-perishable items were picked up and delivered to the
food pantry. Great job! The administration does notice.
For the newly elected student
government officers my message was the same as that to the other club
leaders. However, I wanted to
convey a bit more. These
undergraduates provide year round programming to the study body—from the
frivolous to the more educational.
Their commitment to bettering the campus, within their individual time
constraints, is more substantial. Sometimes
we (the student services staff and campus hierarchy) might take their dedication
and diligence for granted, not really acknowledging their efforts and how it
improves the quality of life on campus.
I wanted my cards to let the incoming officers, all who had been involved
in student government previously, know we do take notice, we greatly appreciate
all your efforts, and we thank you.
The last group of students I will
write to before the Writing Project concludes are those undergraduates that,
having been on academic probation, have pulled themselves up academically to
now be in good standing. In other
words, their grades improved enough where dismissal from the University is no
longer a dark cloud hanging over their heads. During each
semester I get together regularly with individuals on academic probation. From the start, I tell them if they
work hard and consistently meet with me every few weeks the odds of them doing
well increases dramatically. Throughout
each term a large percentage of the students that heed my advice see the fruits
of their labor. It all culminates when
final grades are recorded to reveal a satisfactory (or higher) semester grade
point average. My note to these
students will express my congratulations for their improved grades, for their
dedication to their studies, and to a brighter future. In essence, I am hoping my card is the
final confidence booster so when the following semester begins these students
can now fly on their own.
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