Encouraging commuter student connectivity.

A characteristic of urban institutions is their high percentage of commuter students. Devising ways to increase the visibility and interaction of these students in classes and on campus is a challenge. Commuter students, in essence, have no "connectiveness" to the campus. Therefore, the full

Attending classes during lunch break is often quite common for students who commute. One of the most frustrating problems for these students is getting "connected" to the class. They usually get to class right at class time and leave as soon as the class ends. To help students connect in class, try using the cultural pursuit activity described in this article

The Activity/Assignment

On the first day of class, students complete a personal data sheet. In addition to the typical information requested (name, address, phone number, classification, and major), all students are asked to write one paragraph describing an unusual thing about themselves that will help someone remember them. Students provide some very interesting "tidbits" about themselves that are later used to develop a class cultural pursuit sheet. The cultural pursuit sheet is similar to a bingo card (See Appendix).

Cultural Pursuit Guidelines

The class cultural pursuit is developed from the student data sheets after classes have stabilized from the drop/add frenzy of registration. This class activity is always given for bonus points so students have the option of not participating. A "free space" can be entered on the activity sheet when necessary to accommodate non-participating class members or provide appropriate blocks as needed for the layout of the game.

The guidelines for completing the sheet are few and easy:

1. Each block on the cultural pursuit sheet contains interesting information about a student in the class. First, students are required to identify themselves from the information provided in the blocks of the sheet and put their name in the box that describes them.

2. Next, each student must get the signature of the correct class member for each description included in the remaining blocks on the sheet.

3. Students must obtain the signatures of the correct class member for each block on the sheet to receive the bonus points. Partial credit is not given and the sheet can be returned only once to students who have obtained incorrect signatures.

4. The cultural pursuit sheet must be completed and turned in for extra credit by the time the class is scheduled to cover the intercultural communication chapter.

5. Signatures must be obtained before or after class.

6. Cultural pursuit sheets are returned and discussed during the discussion of the intercultural communication chapter.

Possible Student Reactions

There has always been unanimous class participation in completing the cultural pursuit activity. Generally, all students welcome an opportunity to get bonus points, especially when it involves a fun activity. Students are very enthusiastic and begin collecting signatures after the first class when the sheets are distributed.

Since this activity must be completed before or after class time, the change in pre and post class behavior is obvious. Students will linger after class and get to class early to participate in the frenzy for signatures.

After class, students usually become so engaged in the activity that they have to be ushered away from the classroom in order for the next class to begin. Additionally, they are usually so engrossed in the activity before class that starting the class may be a challenge.

While the activity is cooperative, it has a competitive element. Students generally race one another to see whose sheet gets completed first.

Added Benefits

Although signatures must be obtained before or after class, commuter students get just as involved as campus residents in completing the cultural pursuit sheets. Also, since students cannot obtain signatures during class time, this forces them to get to class early and stay longer after class. Some other benefits of this activity are listed below:

1. forces students to get to know one another

2. develops students' networking skills and expands their network/contacts

3. enhances students' interpersonal skills

4. serves as a catalyst for cooperative behavior; students help one another complete the sheets

5. prepares students for group work activity

6. highlights and helps students appreciate the diversity of the class

7. provides an excellent introduction to the discussion of intercultural communication

8. facilitates communication across and between cultures within the class

9. improves overall classroom discussion of course material because students are more comfortable with one another

10. saves in-class time, but extends time for a class activity

Conclusions

Trying to connect a generally diverse student population is a difficult task. The basic involvement of commuter students at most universities is the degree to which they attend classes. Besides attending classes, students who commute are essentially detached from the university, campus activities, and other students. The cultural pursuit activity provides an easy way to "connect" not only commuter students, but all students.

The students are amazed at the interesting information about jobs, hobbies, etc. provided on the pursuit sheets by their class members. The information provided usually serves as a springboard for additional conversation or interaction. Students enjoy this activity and while the bonus points are welcomed, the fun of getting to know their class members eventually becomes the major advantage of this activity while simultaneously achieving connectivity for those who commute.

References

Bowman, C. A. (1992). Cultural pursuit. Common Ground. Philadelphia: American Association of University Students (AAUS).

Likins, J. M. (1991, Fall). Research refutes a myth: Commuter students do want to be involved. NASPA Journal, 29(1), 68-74.

[TABULAR DATA FOR APPENDIX OMITTED]