Building a community and culture of two-way communication: my MT experience & some thoughts for U of T

I recently sat down with Crystal Chin, a Communication Intern in the Office of Student Life, to talk about my experiences with communications at University of Toronto, my program experience, as well as my research and perspectives on technology/social media use in institutions. You can read some of our conversation here. [The selective transcription doesn’t mention my program experience, so I’ve written about it in this post]

Today, University of Toronto is hosting a Student Communications Summit. I anticipate the day will encourage fruitful dialogue and collaborations between different stakeholders here at the university. I won’t be in attendance, but I indeed look forward to what emerges from the day’s conversations.

I wanted to elaborate a bit more on two recent tweets I posted with the #listenUT hashtag.

@monicabatac: How do I share my two cents about my program? Everything from online surveys, focus group, comm committee, chats w/director #OISE #listenUT

@monicabatac: #listenUT: Search of #UofT, diff POVs & voices: acceptance/rejection letters, campus info, ?s, rants/raves, pics. Academics, social, random

The #listenUT hashtag was created to encourage students to share their experiences and recommendations regarding communications with University of Toronto. I recall reading a tweet that questioned how to engage students in Robarts (were they called study “zombies?’ or something?) in sharing/vocalizing their thoughts/perspectives.

My initial reaction is to cringe at any “Robarts” student stereotype, nonetheless my current thinking urges me to ask a fundamental question. Whose voices are represented at this communications summit? When we look to social media or voluntary focus groups to gather information about student experiences, are we only tapping into a particular group of social media/technologically savvy and/or “vocal” student populations?

If you search the #listenUT hashtag, I’d say there are very few responses. If you search #UofT instead, you’ll find a huge range of perspectives and information: everything from high school students sharing their acceptances/rejections, campus food events, students cramming and campus-wide exam anxiety, Instagram photos of Hart House, overheard student conversations, to department/faculty/research news releases.

If you already blog for some department/service for U of T, are heavily involved in campus life/student groups/extra curriculars, or engage with the university via social media, you’d know about this communication summit. You might be in attendance, you may have given your two cents via Twitter, your own blogging, or perhaps in a past focus group. If you hold a staff position where student experience or communications is part of your agenda, then you may have received an invite. What about all the other students? Other staff members? Faculty members? Sessional instructors? The list goes on and on.

I’ve sat in on a few focus groups for my own graduate program (Master of Teaching at OISE) and department, and indeed it has often been voluntary. I know for my colleagues who are single parents, married or have employment commitments, they certainly don’t have the luxury or flexibility in their schedules to come to such initiatives. Does that mean they cannot share their experiences? To counter that, we have often had the option of sending emails or responding to an online/paper survey. Though, I know for myself, a few of these important surveys have slipped through the [virtual or school bag] cracks and I forget to submit them.

For my program in particular, it has been very beneficial for students to feel not only encouraged to share their honest opinions, positive/negative experiences, evaluations and suggestions, but to be actively involved in improving our program. From cohort student representatives, monthly communications meetings, an emerging student association, focus groups, online surveys, open door policies [virtual and actual office doors] with our administrators and instructors, and even the promotion of Pepper and Twitter as collaborative communities, communication has improved drastically within my 2 years there.

I feel like my program is rapidly evolving into a collaborative community and this overall culture is mirrored in our course content and delivery, right to program planning, vision, and administration. While I am set to graduate soon, I have strong ties to the program and look forward to its constant growth and development.

An important lesson to take away from my own experience with communications within my program  – there’s no one way of “communicating.” Indeed, my program is fairly proficient in using technology to communicate and gather student feedback. However, there are also equal, if not further opportunities to meet face-to-face individually or in groups with different faculty, admin, and our program director. Heck, I spent an hour last week chatting with two of my professors [who also hold admin positions for the program] about summer plans and PhD proposals. Part of that was also spent hovering over a laptop to Google something, sharing personal stories, cracking jokes, and having the department chair drop in. Talk about accessibility.

I discussed a possible tension of communication, transparency, and accessibility with Crystal. It’s one thing for students to desire these things & another thing to provide it all together. Coming from a small graduate program, perhaps I have a skewed and biased perspective. Though at the end of the day, the foundations of collaboration, communication, and community have been built and are improving in different ways after each interaction –via email, at a meeting, each week/month/semester/year.

So that’s a small glimpse of my student experience at University of Toronto. I’m one of those social media-tech savvy, vocal students. I’ve posted it on my blog. I’ll post the link to Twitter with the appropriate hashtags. I’ll send the link to my program director and research supervisor. I’m sure another student in the program would prefer to chat over the phone or in person. Another may rather send an email response. Some may even decline the offer to share.

Communication should be two-way. The best communication is collaborative. True communication is accessible with multiple opportunities for interaction and participation. As all students have “the right to pass” (i.e. decline an invitation to the discussions), it is also important to develop and promote a collaborative, inclusive, and transparent culture in numerous ways – small and large scale, embedded and explicit. This can be a challenge for such a large institution, but student blogs, Twitter accounts, and the Student Communications Summit show great promise.

 

The new year brings a new trustee – my campaign begins…

On our first day of 2012, I would like to share an important message with you.

It is with the overwhelming support of my family and many colleagues, friends, and mentors that I will be running in the by-election for Toronto District School Board (TDSB) Trustee for Ward 20 – Scarborough-Agincourt.  I am excited & encouraged for the next two months of campaigning.  I hope you will come along for the ride.

Over the past few months, I have considered the range of career opportunities available after graduation. Anything and everything under the sun has been suggested- from oversea teaching gigs, employment with local boards, to tutoring.  I’ve considered continuing my studies or entering the private sector.  As some of you may know, I have not been 100% convinced that one opportunity was better suited for me than another.

I have spent the last two years navigating and switching between my identities as student, teacher, educator/mentor, researcher, community member, and advocate.  Yes, I am a multi-purpose, multi-identity stakeholder in education.  Becoming the Trustee for Ward 20 would allow me to continue this often messy, complex, yet invigorating work.  This time though, it is beyond informal conversations with peers or teachers – it is with the stakeholders themselves and with some weight in decision-making.

My reflections, learning, and experiences have always brought me back to the big picture, the critical implications of our definitions, practices, and values of teaching, learning, and education.  Would you agree there is dissonance in what is and what could be?

We all know we’ve got work to do.  Let’s get the votes.