Social Connectedness Sample Clauses

Social Connectedness a) Collaborate with task forces/coalitions that support equitable social connectedness during the COVID-19 pandemic;

Social Connectedness. The need for social interaction can influence overall satisfaction with instruction and the university. Studies have shown that transfer students were the least to engage in college activities (Xxxxxx & Xxxxxxx, 2003). Commuters tend to go to class and leave immediately after without mingling with their peers. For students who were socially involved at the community college, there is no guarantee that they will continue to be involved in community and social activities at the university. They may shy from interaction because they may feel they need to establish themselves all over again. A student’s age and family obligations have some bearing on their social connections. There is a difference between traditional and nontraditional students as it relates to social adjustments. Traditional students interacted primarily with peers and in related activities; older students were less involved in campus activities and more likely to be involved in caring for family (Bye, Pushkar, & Xxxxxx, 2007). The social ambiance of the college campus is interconnected with the student. Feeling socially connected is an important part of college life. College organizations can provide a supportive climate. An organization can offer a group of similar interest, sense of belonging and allows students to focus more on learning (Xxxxxx et al., 2009). Students can obtain a positive experiences, support and motivation to achieve from faculty and staff through engaging in goal- setting activities. Active participation in orientation and academic success workshops can render positive results. Peer and faculty mentors can provide students with a sense of belonging and connectedness, which can inspire confidence to be academically successful (Xxxxxx et al., 2009). There are many factors (advising, academic preparation, learning styles, social connectedness, motivation, satisfaction) that can effect persistent and academic success. Those factors were briefly discussed as possible areas of interest for educators and administrators. Once a student transfers, there must be resources in place to help him or her succeed. Most importantly, the students need to know what resources are available and their location. Assisting students to matriculate to graduation is no easy task. Each individual student comes with his or her own abilities and concerns. This quantitative study will not reveal individual reasons why some students did not persist; however, the research will point out the percentage...

Social Connectedness. There is a general concensus that the women enjoy being together at the meetings; they have fun, they share, they expain that this is good for them and they view it as a social and personal benefit. One of the participants in the focus group discussion says, “its like this because we converse, it’s to make ourselves happy and feel connected” (Doer Focus Group Discussion, p 200-201). The women feel like their voices, their perspectives are a valuable part of the meetings, if they are able to open up and share with the other women. They feel like what they say becomes valuable for the other women, due to the fact that it is a safe space. Likewise, due to the fact that the women are from small communities their relationships have been pre-established before they spend more time within the social support groups. One of the women in the focus group discussion says, “yes, we are ‘good’[with and for one another], this is how we are”; the women are all neighbors, who spend time together as it is, or at least see each other and interact on a daily basis. (Doer Focus Group Discussion, p 226).

Social Connectedness. 1. Collaborate with state and or community task forces/coalitions that support equitable social connectedness during COVID.