My name is, John, and I'm the associate director of academic advising at the, at the College of Charleston in Charleston, South Carolina. And I'm a member of the Sale Professional Learning and Development Committee. On behalf of the committee, I want to thank you for participating in today's structured conversation. Today's, conversation features a professional learning opportunity for cell members, colleagues, and all of our attendees. The cell, and the professional learning and development com
mittee are committed to evolving, featuring, and representing diverse perspectives and identities in our offer, featuring and representing diverse perspectives and identities in our offerings to meet your professional development and identities in our offerings to meet your professional development needs. You can help us achieve this goal by submitting a structured conversation proposal of your own. And more information can be found on the, cell, structure conversation website, which we will add
into the chat. During this presentation, we will be recording. And we also invite you to participate with questions. Comments, and feedback through the chat function, which we will be monitoring as we progress. To get us started with today's, conversation, we'd like to invite all of our attendees to please chat your your name and title and institution into the chat so we know who's with us here today. So let's get started by welcoming our presenter today. Rachel Seaframe. From Virginia Commonwe
alth. University Rachel serves as the assessment specialist for the division of student affairs at VCU. She served in that role since 2,021 where she has worked to build a culture of assessment in both the the division and unit levels. And seeks to demonstrate meaningful ways that student affairs practitioners Can use assessment and research in their work. She holds a master's degree in education. Excuse me, educational psychology from the University of Virginia. And a bachelor's degree in bioin
formatics from VCU. Sense of belonging continues to be a critical topic for student affairs practitioners, particularly as it relates to students persistence at the university. In today's conversation, Rachel will discuss recent findings from one college campus. That looked at how students level of extroversion and their involvement in on campus contributed to their sense of belonging. And without further ado. I turn that over to Rachel. For a wonderful conversation today. Thank you for being he
re. Everybody, give me 1 s. Let me share my screen. Can you all see? See it? Are we good? Perfect. Okay, it's so great to see you. I'm so glad you all are here. I am gonna ask they said I'm gonna talk about adding personality into the mix. So we're gonna be talking about the influence of extroversion and involvement on students since the belonging. And let's see, here we go. Here's like a really rough agenda or roadmap of where we're gonna go today. So I'm gonna give a pretty brief introduction
on why we're gonna talk about this, do a really brief literature review or kind of give you an overview of what current research is saying. And then I'll dive into the study that we did. Okay, so first. The first thing I want to start with is why should we even talk about like extra version? Why does it matter? Is it even important? Obviously all of you are on this call and you think it's important to some degree. So this was kind of an aha moment for me, working in student affairs assessment. I
was looking over some open-ended feedback we had from our new student survey about a year ago. And there are a couple of student quotes that really stood out to me. So. We ask this survey about a month into the semester and to the fall semester and we're trying to get a feel for. How students are acclimating to the campus and building relationships. So this one student said, you know, I just wish that the event probably a large scale event, I wish the event had more things for people who are in
troverted and struggle in a social environment. And then another student. They had some really great insights. They were very, thoughtful in this response. They just said, I'm just less social than most people. And so going to weeks of welcome or big initial campus-wide programming, that's really overwhelming. It's just not very appealing. And so I wouldn't recommend it to anybody like me. So if more events for me that were one on one approach or small group, it'd be easier for me to recommend t
his to somebody like me. So this kind of got me thinking, I was thinking through like what existing data do we have related to this and then. Like what's out there in the literature? So this kind of led to 2 main questions. So first question was is students level of extra version. So how extra register is, this connected with their sense of belonging? And then another big question is, and we ask this a lot in student affairs, is students level of involvement on campus is this associated with the
ir sense of belonging. So just like thinking, keeping those questions in the back. Of my mind. So this kind of directed my literature of you just seeing what prior research is out there on these different constructs. So let's just start with sense of belonging. We talk about sense of belonging a lot in student affairs. And rightly so. Like it's very important. It's very connected to students retention and persistence at the university. And because we're interested in physics, we're talking a lot
about how campus involvement connects to sense of belonging. If we're doing if like we hideically if we're doing our programming right we are hoping that if students are more involved on campus, they'll have higher belonging. So here's just a couple of articles that. I came across there a little bit more recent and I think there's probably a little bit more out there but 2 articles and Zach in 2,019 they just found more engagement with peers and outside the classroom indicated more connection w
ith the university. And then knife send, from 2020, they found that students who were engaged 10 or more hours per week. Outside the classroom had higher rates of belonging. So we're kind of hoping this is a positive relationship here. Then I was just really interested in how extra version impacts campus involvement. So I guess the thought here is, you know, if you're more extroverted, Are you more likely to get involved? Does that look a little bit different for you if you're not as extroverted
? So here where there's not much out here connecting these 2 big constructs, but these 2 dissertation studies on the screen were very helpful. So Toma in 2,015 she was really interested in she looked at did a qualitative study and looked at how introverts and extroverts sought out different involvement opportunities on campus. And kind of looked at how they experienced involvement in different ways. And then whiply in 2,022 she was really interested in the introvert experience and she conducted
interviews with introverts across multiple colleges and universities. So we really don't know what this relationship looks like. It's probably extroversion probably does affect campus involvement. So how extroverted a student is. Probably does make a little bit of an impact. On students involvement. And then finally, I was interested in if you're how your extra version, so how extra a student is, how that impacts. Your belonging. And there's a little bit more out there on this. So Malone, 2012,
they found a moderate positive association between extroversion and belonging. Hair in 2017 they found that first year students who were more extroverted reported higher social engagement. And belonging their second and fourth years. And then this last one is hot off the press was just published last month. And stubble buying and colleagues, they just found the extroversion was positively associated with belonging. And this relationship was stronger within the context of larger universities, whi
ch was really interesting. So that's kind of our triad here. We have 3 different main things. Sense of belonging is our big outcome that we're aiming for. About VCU. The context did play a little bit. It played out in the findings, which was really interesting. But VCU, just overall across the board, we're an urban campus, public 4 year university. Our total enrollment is 2829,000. We are in our one. Recently we reached like the top 50 from the National Science Foundation for research expenditur
es. About 3 quarters of our student body is undergraduate, followed by 15% being graduate and 10% being first professional. And then just across the board. These are just just VCU, overall demographics. For gender, we're about 64% female, 35% male, about 1% other. And then, underrepresented minority, so anybody who is indigenous, black, African-american, Hispanic. Any of those categories if you're not exclusively white not exclusively Asian and not white and Asian, you're in this group. So we ha
ve about 33% of students who would be considered URM. 2524% our first gen and then about a third are Pell Grant recipients. So that's just context that we see you just stuff to keep in mind. Here are the broader research questions that I ended up with. And then I'm gonna dive into the study that we did. So the main research question that I had was is students level of extra version. So how extroverted they are and their level of involvement on campus. Is this associated with their sense of belon
ging and specifically their relational and social belonging? And I'll define that in a second. And then a couple of sub questions. So first of question was, are involved students, are they self reporting higher extroversion? So is there a difference in our involves needs just more extroverted. Main question there. And then second sub question are involved students self reporting higher sense of belonging. So here's a little bit about our study. Design and sample. This study is a little bit dated
, but some of this data was just sitting on the shelf. And, needed to be used. So we conducted this in fall of 2,021. So we were looking specifically just wanted to baseline understanding of involvement on campus. How students were involved in campus activities and student organizations. We conducted a random sample. We had 5,000 undergrads and 2,000 graduate professional students who were invited. And we got back a total of 688 responses. And that's about a 10% response rate, which isn't terrib
le. So it's decent. And about 67% of those. We're undergraduate, 31%, were graduate or professional. The model, the stats model that I'm going to show you all today that has a total of 389 complete observations. There's some reasons for that. The demographics questions and Extra version questions were right at the end of the survey, so not everybody got to those. Here's just a little bit of background on the students who responded. So we had about as far as those who responded, we had about 70%
female, 26% meal. And then 4% non-binary transgender queer gender nonconforming. About 38% were underrepresented minority. 23% were first gen. And then, we asked about their working status as well. So, 39% are not working at all. 35% are working off campus only. And then 25% are working on campus exclusively or are working on campus and off campus. Thank you. Yeah. Trying to get a student employment indicator there. And then housing situation. About 20% are living, we're living on campus and 80%
were living off campus. I think So the key predictors here, this it will probably be helpful for you all to think about so the first main predictor was extra version. Okay, and we used a standardized scale. There's lots of great skills out there for personality. We use the mini international personality item pool, specifically the extroversion subscale. The and it has those 4 questions you see on the screen. I am the life of the party. I don't talk a lot. I talked to a lot of different people a
t parties and I keep in the background. Okay so students are handed those and they are asked to rate how accurate those statements are about them. Hi. And that's used to calculate an extra version score for them. So the final score, score will range from negative 10 to positive 10. And what was really interesting. Was that extroversion when you charted it was normally distributed. So essentially we didn't have a most students were not. Either not super extra and they weren't super low on extrove
rsion. They were like, most of them are right in the middle, average level of And then additionally, campus involvement. I kind of recoded that as whether or not they were involved or not involved. And so those 3 categories you see on the screen, those were what constitute anybody who was considered in involved. So if they attended an activity or an event. If they were part of a group or an organization of some kind or if they did both of those activities. They were considered involved. About 56
%. Of our student body of our students who responded were involved. And then finally, sense of belonging. So this is. There's multiple ways to define or different characteristics of belonging. Our office is like 4 different subscales for it and I just chose to focus on the sub scale that related to belonging in pure relationships and support. And those 3 questions we ask are on the screen. So I have developed personal relationships with other students. Someone at BCU cares about my success. Hi,
I found a social circle at BC where I truly fit in. Students are asked. Those questions and whether or not. They agree with those statements. So this particular average score for this one was a little bit high so it was 4 and a half on a 6 point scale which is good news like overall. But yeah, just a heads up. Alright, so turning back to the research questions. There's that primary research question. Is there level of involvement and their level of extroversion? Is that associated with relationa
l and social sense of belonging? And then the 2 sub questions. So the first one, our students self reporting higher extra version. The answer to that is no, I ran a t-test, looked at differences between students. Extra version, average extra version for involved and not involved and there's no difference, which is actually really great news. If that was higher like more extroverts if the involved group was more extroverted, I'd be a little bit concerned. And then the second question are, it invo
lves student self reporting, higher sense of belonging. That one is a yes. So students, who are involved, I'll show you this chart. Students who are involved have a higher, sense of belonging in relationships. And social support. Which is not, shouldn't be super surprising. I also will just point out this is not a super massive difference between involved and not involved. When I presented this at IUPI, someone brought that up, that's really not big. I was like, yeah, it's really not. I'm not su
re what's going on here. But it is like a point half a point of a difference in their sense of belonging square. So after running those just comparative analyses, I wanted to see if I ran an ordinary least squares multiple. Regression model with sensible belonging is the outcome. And so main outcome since belonging in social and relational, support. I control for these, that you see on the screen. So I control for gender, under represented minority status. First gen, working status. Student leve
l, so if they were undergraduate versus graduate or professional and then their housing situation, whether they lived on or off campus. And then I added in my predictors. At steps 2 and 3. So their extra version score and then. Campus involvement if they were involved or not involved. And so. Here's kind of, I'll show this in a graphical format in a second, but here's essentially what I found. Students underrepresented minority status. This finding was really interesting. If controlling for ever
ything else on the screen if a student wasn't underrepresented minority, they had a little bit of a boost in their sense of belonging by like a quarter of a belonging point. That one was really interesting and I'll talk about that a little bit more in a second. As far as extroversion was very positively and significantly associated with belonging. And that number, like point 0 7 of a point, that looks really small. Until you think about the gap between those who are really low on extroversion re
ally high on extroversion. That can be a pretty big. Difference. And then campus involvement if you were involved, you had like half a point higher on belonging. And then. Just finally the model if you all are stats people the model explains about 10% of the variance in sense of belonging. Which is not like, wow, amazing, but it's still like worth considering. So here's another way to look at or think about what was on that last slide. So. These are predictions for our students who are not invol
ved. So as you all can see on the x-axis, we've got our extra version scale or score. So negative 10 positive 10. And then on the why we've got our sense of blinding squared. So pretty it's pretty obvious as the more, the more extroverted you are, the higher your sense of blinding is predicted to be. And this relationship is higher for students of underrepresented minorities. That's essentially what that's saying here. So students who are not involved and rate themselves higher on extroversion a
re also rating themselves higher on belonging in pure relationships and support. So that was not involved when we add in involvement, everybody gets a boost. It's not huge, but they do get a boost. So. Students who are involved and rate themselves higher on extroversion, same pattern. They're rating themselves higher on belonging in pure relationships and support. So just a few considerations. And I'm still thinking through this and I would love to hear everybody's thoughts about all this. One t
hought is kind of going back to those initial quotes that I showed at the beginning, just thinking about our campus activity and event design. Specifically for our large scale events and programming that happened, at the beginning of the semester or throughout the school year. Those tend might draw a more extroverted crowd and so Are there ways we can reach students who are just more introverted and need a little bit of extra help or have like social anxiety. Can we make a little some adjustment
s? Order for them to make friends. Another thought, is, and this is very specific to VCU and the finding around underrepresented minority students having higher sens of belonging. I'm just really curious like our campus activities and events are they just drawing more of those students in particular. Are there just specific things that they are leaning towards or are our activities, and it's more cater towards them, which is really great. I'm really surprised. That we found that, but it is defin
itely unusual. Another thing to think about is just how sense of belonging was measured. So I only looked at belonging in pure relationships. And support but there's other pieces of belonging so university affiliation or just general belonging with the university. I didn't include that in this. And then again, there's just those institution level factors. So, specifically thinking about. Urm status and how that is maybe fostered a little bit by the institution at large. It's just something to co
nsider. And then finally, this is kind of relating to campus. Activity or event design. But I'm really curious for our staff who are running programming or developing programming and implementing it what is their level of extradition? You usually have to be pretty extroverted to do all those things. Which is really great, but I guess kind of asking them not quite an implicit bias test, but asking them like where they are on the scale and just to think about that. As they are developing and plann
ing events. And then here's just some random resources before I turn it over to questions. I haven't actually read this book, but I've heard really great things. So quiet by Susan Kane. I've heard really awesome things she kind of brings a bunch of different items to light. About just how introverts have to kind of face a lot of face the extroverted world where it's very focused on being extroverted. And then these 2 dissertation studies, they're obviously very long, but they're very interesting
. So if you're interested in learning more about how extra version could really connect to campus involvement. These are really great resources. These are all the references if you're interested. And then I'm just open for questions or comments. I'm really curious. To know what this is looking like for you all if you all have done similar things. Thank you, Rachel. That, is a lot of fascinating, research. I'd like to invite our guests to, post into the chat any questions or comments or anything
you'd like to discuss in any any more detail. Rachel, I'll go ahead and kick it off. I'm I'm just a little I'm curious if in your in the course of your research. Deciphering extra version versus introversion and involvement and belonging. Did you find any instances with this? Where they research referred to belong tied belonging directly to persistence. At the institution or graduation rates or anything like that. Yeah, that's a really good question. I was actually reading a few papers about tha
t this past weekend. Yes, I think some people I just wanna make sure I'm raising this, right? Sense of belonging. Is there's a lot of all backup there's a lot connecting involvement on campus too since to like retention and persistence. If you're more engaged, you're more likely to stay. But then there's other research that's kind of using sense of belonging. As like an intermediate outcome. So, involvement predicting sense of belonging sense of belonging kind of if you have higher sense of blow
ing you're more likely to be retained. And then there's other factors that could play in there like mental health. Mental health status and that kind of thing. I don't know if that answers your question, but there is some. Yes, good. Thank you. Thank you. Let's see, I think. Ashley was asking about the source of your sense of belonging scale. Okay. So our scale was developed inally actually before I started working in my current position. So we had like a graduate assistant and she was really fo
cused on belonging and she kind of helped. Develop the scale. So we had a really long list and of like measures and sub skills. And that's been paired down. We did some. Like exploratory vector analysis and looked at that. Yeah, so it's. It was internally developed and it's got those 4 main pieces so general belonging I belong at VCU. University affiliation. Do you like wearing the school colors? Belonging with faculty and staff. So I feel like supported in the classroom and then what I just sha
red so longing and pure relationships. Great. We, had a question from Amanda. Was your sample, a stratified random sample across the subgroups that you identified. No, so that was just a straight simple random sample. It's a good question. Yeah, I would love to do a stratified random sample at some point, but we just haven't got into it. Great. Does anyone else? Wanna ask Rachel a question about her. Her research? So Rachel, if you would indulge me. Could we go back a couple of slides? I would l
ove to look again at. The, graph that, showed the, Yes, precisely. That one. Students who are involved. Right. And, and then, the. The previous or the lower 2. Startifications there those are those the students that did identify as. Those are the, sorry, that's a great question. So the 2 bottom ones. Are the ones who are not involved. But not involved. Okay. Interesting. Yeah, so this is. Yeah, parsing it out by involvement. So this is not involved. Right, got it. Got it. And then I And then we
add those who are involved. So same groups. They've just got the involvement piece added on there. Okay. All right. Now I think in. Yeah. So. And some of your summary. Comments you were discussing, of future steps as a result of what you've learned. You know, and you're continuing to ask some of those questions about programming and, you know, how exactly. So I wonder if you could speak to, you know, since you've wrapped this part up. Have there been any, tangible outcomes or new, concepts and p
rogramming that you've attempted? That's a great question. We've definitely presented like over like high level findings to some of our programming staff. Hmm. So I think last year we talked to We presented to our weeks of welcome committee but honestly we're only that this particular piece like about social anxiety that's like one, you know, that's one line. The presentation. So I wouldn't say it was heavily. Emphasized. I it's always this is always the struggle when you're an assessment profes
sional you know you kind of are kind of exhorting or encouraging. Thank you, and, Hello. Yes. Okay. You know, the practitioners in the room to like look at something a different way or try something new or have you considered this or this is the feedback we got so I think we definitely express it. No. But. Yeah, I haven't seen you, tangible outcomes yet, but. Okay. Alright, well that's certainly obviously that's a goal for anyone in I'm sure you would agree in student affairs. Yeah. We wanna tak
e a research and Thank you, to something the students can feel and experience. And if anybody here, including Rachel, figures out how to get introverted students more involved. I know I'd love to hear more about that. Yeah, I would too. Ashley had a follow up. She asked if, if you could share again, about how you define, defined involved. Versus not involved. That's a great question. I don't Let me go back a little bit. So involved. There you go. So in not involved. Means they did not attend. An
y events, they did not attend any activities. And that they are not involved in any student groups or organizations on campus. So there not involved in anything at all. They haven't gone to anything. Involved. I was really broad with the term involved. I I don't necessarily agree with this, but this is just, I was just curious if this would make a difference. So. You are an involved student if you attend one event or activity. You're an involved student if you're part of a group or a club or an
organization of some kind. Or if you're doing both of those things. That would be involvement, or at least that's how I defined it for this particular study. Ashley, does, does that, Does that give you the feedback you were looking for? We similarly, you, look at involved and not involved, but we over the past few years we've added another layer of highly involved and involved and it's been helpful to there's even more differentiation in the outcomes when you do that and so are highly involved,
our students who are involved in. They're actively in participating or they hold a leadership position and they're in one or more student orgs. And then the other students who don't fit that criteria are just involved. And then we have the not involved. And it's interesting because like the sense of belonging, the retention, and some other outcomes that we measure. Look different for those 2 groups. But we haven't considered extroversion and introversion. So this is really interesting because we
're really trying to think thoughtfully about our non-involved students and how we can kind of. Make. Find creative ways to engage them not saying that they're all introverts but you know it's another tool. So thank you Rachel for sharing your research. Yeah, definitely. Great. Marley was asking how, does campus involvement include student work? On your. On your campus. Not Not how I included it in the model. So, I did not include student employment in that involvement factor. That's a really gr
eat question. I did, however, included as a co-variant so they're working status. Was kind of was in there if they were working on campus. But no, it wasn't technically included. In as an involvement characteristic. But yeah, that's something to consider. Joseph had a comment and a question. He said that being familiar with the research that suggests student involvement is associated with persistence. He has often wondered if involvement and persistence were both outcomes of another factor. Like
introversion. How would you, Rachel, summarize how this study might speak to that? Yeah. I'm looking at that question. Give me 1 s. So I would say. It well, I think If we're kind of thinking about. Sense of belonging. I was like, intermediate. Stopping point or connector to persistence. Then, it would be It would essentially say if you're more extroverted. You know, your sense of belonging is higher and you, it's possible that you might persist a little bit better. At university. And then invol
vement is also playing a role there, but I wasn't I was hoping this was my dream. I was hoping to do a path analysis with this where you know, we have involvement and extroversion as the mediator on belonging as the outcome and I just couldn't get to that but So kind of like you're getting at, I think it's Joseph. It would be good to have like kind of Cause you are kind of, just like asking about a path analysis it looks like. Yeah, I don't think they answer your question. Yeah, Joseph makes the
follow a comment that the one underlining concern for him and his colleagues is that their efforts to get introverts involved could be counterproductive. And so I, you know, I would put that to the group if they have any. Any thoughts about? That specifically that the that the outreach to introverts. Might actually deter involvement. Or, you know, create, a greater sense of isolation, that could diminish belonging, a greater sense of isolation, that could diminish belonging, hope. I mean, we wo
uld hope not to manage, that could diminish belonging, hope. I mean, we would hope not in, hope. I mean, we would hope not to manage, persistence, but if there's anyone else that wants to speak to that, please, let's, Add to the comments here. We have another question from Donna. And she asked, do you have any insights on student involvement based on activity? If other activities that cater more towards introversion, do you think that that would get more introverts involved? So, so again, contin
uing that conversation about, about how, how this kind of outreach and involvement could impact those students that identify as introverted. Yeah, yeah. That's a really great question. So I think it depends on the kind of activity we're talking about here. If I've been thinking a little bit more about the new student experience. So, We ask our new students like if what if you attended an event did you attend by yourself? And you were more than happy to do so did you attend by yourself and you di
dn't want to be by yourself. Were you with a group of friends that kind of thing. So I think one piece of feedback we got from that particular survey, which is different survey, and the one I talked about is that you know, we would have introverts who would come to these huge events. And everybody else has come to the event with their small group of friends or their click and that kind of thing. And so. My supervisor and I were kind of talking through this and like what are ways? Obviously we're
not the programmer, so it depends on the programmer and what they have capacity for. But if there's ways to just mix everybody up and do like small group activities, like a mixer type of deal. That's one thought, especially if it's new students and they just want to meet new people and make new friends. But yeah, I don't obviously I don't know. I think we just have to be really creative. One thing I don't. No, enough about and I'm sure other people have thoughts about this is, kinda getting out
what Joseph was saying. Trying to get our introverts. Involved. Is that counterproductive? So I guess It just feels like post COVID and with all of our new Gen Z students like If sometimes it feels like we literally have to soft serve involvement up to them to get them to come to events and get involved sometimes. At least that's how I feel. On my campus because we have a lot of commuter students. So it, I, yeah, campus context is a big deal. But I will just point out. It was encouraging to see
that students who were involved. Versus not involved, there's no difference in their extra version. They were like very similar. Yeah, those are thoughts. I don't know. I would love to hear what other people think too. I certainly agree with you. Rachel, I think that we're really tapping into something that's, That's pertinent to all student affairs programmers and service providers. We need to, we want to address the students, needs as they, As they identify themselves in with, you know, parti
cular characteristics that impact their educational experience. Let's see, Amanda's added here. can you identify the students who were not involved in, in your study that, that is in quotations not involved in your study. And engage them in a follow-up focus group or engage them in an assessment process overall. Let them design the path. So that's a that's a very interesting. Suggestion from, Amanda. Rachel, would you like to speak to that? I think that's a really great idea. I will I will say o
n the study that I presented on we asked You know, all those key involvement questions and then. If they said they did weren't involved in anything, we also asked them if they like had if they plan to get involved or if they did not plan to get involved. And about 20% said they didn't plan to get involved at all. But then there's another 30% of those who were not involved and they said, I just don't know where to look for information about involvement opportunities. So I guess there's you know,
those folks who are just not gonna get involved in all they might be adult learners or not traditional students. They just don't have the time or capacity. But then there's that, you know, small group. Who needs more information or communication about these things but I really love that idea Amanda I think that's a really really good idea. Hey. Okay. Maggot, Megan, Megan Bell, if you're on the call. You got some great comments. I wonder, Megan, if I could invite you to step in. And just. Summari
ze your comments there. I know. I don't want to misspeak. Make it. Yeah. Sure. Oh sure, yeah, sorry. I can speak but not be on camera right now. Why not? Yeah, I was just thinking about maybe not separate events, but efforts to make the showing up at an event or activity. Feel less overwhelming for folks who aren't. As comfortable just. You know, meeting a bunch of new people. So. It made me think of at my prior institution, the recreation center had a fitness buddies program where you could sig
n up and then have a partner to go work out with. So. You know, the working out is the same, the use of the rec center, but it made going in. And accessing that feel that's what students were saying like. I just don't wanna walk in there and look like I don't know what I'm doing and I don't know anyone. So I wonder if that kind of thing could be applied to some other kinds of. Events. Or activities or joining clubs where kind of prearrange or make a software entry. Per people and that might work
that might benefit all students. Even the extra wood ones. So Yes. Yeah. That's a really great idea. Yeah. Thank you, Magg. That's great. And Marley had another additional comment some introverts don't place a high value off on involvement. But more just relationships that can occur by way of involvement. So perhaps this is more about promoting relationship development rather than getting students involved. And I think that that's I wouldn't I don't wanna misspeak here, but I feel like maybe th
at's exactly what Megan was just speaking about. It's more, it may not necessarily be about what they're doing, but rather who they're doing with it and having the opportunity to build a new relationship. Absolutely, that is what. The Toma, 2015 dissertation. That's what she highlights. So you did that's really good Marley. She really highlights that. Extroverts are involved in everything. And they're not really looking at depth of relationship and introverts are really looking for depth of rela
tionship. It's really interesting stuff. And that's a great comment. Again, for all of us, for all of us programmers to take away. When dealing with students who identify differently. In regards to extroversion and This is been a wonderful conversation. We're nearing the end of our hour together are there more comments or questions that people would like to put to Rachel or to put to the group for for discussion. It would just a moment there. Amanda says thank you. That's. Great. All right. So j
ust now just not hearing any, further, Comments for discussion. Let's go ahead and move to our conclusion. We'd like to think, Rachel, see for and again today of VCU for being here. And the. And the self professional learning and development committee. For bringing your research to us for today's conversation. Wonderful. context and content here. Our recording of the, structured conversation and associated materials along with the link. To provide feedback on today's session will be shared with
you via email. And will also be available on our website. So with that in mind, we'll look forward to, our next. Session March Seventh in which our topic will be. Ai in assessment. There will be details about that session coming. Again, by email. So, but mark your calendars, Thursday, March seventh. At 3 pm eastern again, thank you to Rachel. For being here, this was a really fascinating conversation and really just feels like a jumping off point for even a much greater deeper conversation about
involvement of our of our students. So. Without any other, additional comments or questions, we'll call it a rep. Thank you everybody for being here. Once again, please know, for all of our participants today, you are certainly invited. If you would like to, provide us with a structured conversation, we certainly, look forward to those proposals. So, just know that that proposal, app is on the structure. Conversation website of Sal. Thank you. Everybody for being here.
Comments