Category: empathy

The Urgency for Outreach to Shy College Students – Faculty Focus

Shy students do not come to office hours nor seek the advice of faculty members. In the college classroom, they are quiet and reserved and may appear nervous or lacking confidence. Professors know the keys to success in college and gladly share these with students who ask our advice or visit our office, but assertive outreach is the only way to share critical advice with the shy student. What they do not know can harm them or at least set them back relative to peers, especially worrisome if they are first generation, lower income, or underrepresented minority students. Many outreached hands are needed to support and advise these students who lack the assertiveness to come to us. We must go to them.

In this article, I will review why many students appear shy in the college classroom and the keys to success every college student needs to hear from us in their freshman and sophomore years. Such outreach supports student retention, providing practical advice to help students navigate the college landscape toward successful completion of their degree.

Empathize with Shy Students in the Classroom

Better mentoring begins with empathy, so reflect upon a time when the college classroom was an intimidating place. Shy students are thinking much the same as we did in our first year of college. They can feel insecure and self-conscious, making social comparisons in an environment where grading makes explicit the varying levels of ability. They are inexperienced young adults, unsure of themselves or their competence (Medialle & Usinger, 2019). Consider the psychology of shy students within the unique performance environment of the university.

Class Participation

Shy students are afraid to make mistakes, fearing negative social judgment. Faculty contribute to this anxiety when we grade for class participation in our syllabus, so it is important to balance this practice with gentle encouragement to speak up and engage. Students adopt a risk-avoidance approach to classroom participation and so calculate potential benefits (reward for my effort), odds of success, and risk of not performing well, resulting in their level of effort calculation (B-O-R-E; Hendricson, 2014). Instructors can encourage class participation with verbal praise for positive contributions and affirming words for mistakes. Students’ perceived odds of success and risk can be shaped by our question (e.g., request a recap rather than extrapolation), by our thoughtful lead-up to the question (e.g., Q&A to draw a conclusion), or by offering help when met with silence (“the correct answer starts with a C … anybody?”). Be sensitive to the shy student’s thinking while in the Q&A environment and allow their initial silence to be a moment of calculation before action.

Power Dynamics in the Classroom

Adding to the intimidating nature of the classroom interaction, instructor power is both manifest and latent. We control course grades, write letters of recommendation, and grant access to professional networks. But we can also use latent authority to set a positive classroom tone: Be welcoming to all, learn students’ names and use them, and be happy during class or seem to be (act happy). Avoid teasing, sarcasm, and mockery as forms of humor as these may be poorly received. To shy students, an instructor’s outreached hand reminds them that you are a supportive approachable figure rather than a formidable authority. Be sensitive to the shy student’s perception of the classroom power dynamic and be careful how you wield this power.

Not Knowing the Unwritten Rules of College

Shy students more slowly engage and learn the common behaviors, values, and beliefs gotten only through their interactions with people on campus. Mintz (2024) reviewed college’s “hidden curriculum”, the institutional culture, expected behavior, and unspoken norms that influence academic success. Asking questions in class and help-seeking behavior for writing or tutoring services, although normal for college students, could be a first time experience for some shy students. They may associate stigma or shame with needing help, thinking “I’ll figure it out on my own” or “I should be able to do this”. Chatting informally with professors before or after class can seem awkward, especially if shy students view the professor as too busy, too important, or too different from me to be bothered. Visiting office hours is also common for college students and is an effective icebreaker to view faculty as supportive approachable figures, but it depends fully upon students asserting themselves. While just as important as the academic curriculum, the lessons of college’s hidden curriculum can take longer to reach students who are members of underrepresented groups (Smith, 2015). Not knowing the common rules of conduct can lead to missed opportunities that later become regrets.

Being Different, Blazing New Trails

As implied in several observations above, the new university environment may hold achievement-oriented beliefs, practices, and values that differ dramatically from a new college student’s home and family culture (Pyne & Means, 2013). Self-advocacy can feel selfish, and help-seeking can feel like evidence that college success is beyond one’s current competencies. For the first-generation trailblazers, attending college alone is a major step when they are deviating from family traditions, practices, or expectations (Cerezo, Lyda, Beristianos, Enriquez & Connor, 2013; Martin, Galentino & Townsend, 2014). Be sensitive to the shy student’s imposter syndrome, that intimate feeling that you may not belong here common in first-year students who lack a role model to help them navigate their college years (e.g., Nelson, 2024).

Early Advice that All College Students Need to Hear

Mentors with college experience can empathize with missed opportunities that became regrets. The advice many of us give today likely consists of some of those “what I wish I had known then” lessons. Because shy students do not come to office hours nor seek our advice, there is an urgency for outreach and mentoring. Shy students do not know what they do not know, and what they don’t know now can harm them in the near future. Help shy students, and all students, avoid these four pitfalls.

Protect Your Grade Point Average (GPA)

Students need a high GPA above 3.0 to compete for the better jobs or when applying for post-baccalaureate studies. GPA is a simple numerical indicator of overall abilities compared to other applicants, and it is no surprise that busy employers prefer the demonstrated work ethic of ‘A’ students over that of ‘C’ students. Once broken, a student’s GPA cannot be fixed without retaking courses for a higher grade, a time-consuming and limited option. Grades for courses in the major should be highest, ideally straight As, because this is supposed to be your favorite topic. A GPA below 3.0 weakens your entire application package for post-baccalaureate studies. Those admissions committees also like to see a steady increase in GPA into your junior and senior years, showing improved learning skills. We have seen too many students wait until senior year to decide to pursue graduate or professional school only to discover that a grade point average below 3.0 limits their opportunities.

Get Noticed in the Classroom. Instructors Write References.

Students influence the future content of job references and letters of recommendation by their own actions and words in the presence of faculty letter writers. Too few students are advised to get noticed early in the classroom by their professors, even though most students will need references or recommendations for their first job or for applications to post-baccalaureate study. Faculty write strong letters for students we remember, the ones who stood out in class because they showed enthusiasm and inquisitiveness (Gomez, 2016). Weak letters of recommendation come from professors with little memory of a students’ classroom performance and with no long-term student-faculty relationship. Advise students to participate in class to highlight the academic prowess, personality, and social skills they want future letter writers to remember. Advise students to take only in-person courses with potential future letter writers, because online courses with minimal personal interaction leave a weaker impression on the instructor’s memory. If students sit passively and quietly in class, do not get involved in the major, and do not interact with faculty in memorable ways, it is difficult for faculty to write strong letters of recommendation when called upon. This will be the case even for students who are highly intelligent with good grades, strong test scores, and immense potential.

Refine Essential Skills

Students may not realize the importance of refining essential next-level skills, such as writing scholarly prose, developing spoken communication skills, and mastering the efficient use of library resources. Students need to know that every writing assignment is a chance to improve through thoughtful feedback from an experienced content expert reading your paper. Every oral presentation is your only chance to improve public speaking skills needed in every future career. Every group project is a chance to practice teamwork because future job interviews will ask about experiences where you collaborated effectively with others to achieve a shared goal (Smith, 2023). All students must master searching library resources and consolidating scattered facts into a coherent argument or essay. After the completion of first-year English composition courses, it can be easy for faculty within the major to ignore the importance of essential competencies, but weak communication skills show up later in job applications, in-person interviews, and writing samples.

Find a Mentor to Guide You

Finally, shy students need to know that mentors teach students about college opportunities and how to avoid mistakes. There is no better way to learn about the vast opportunities in a specific professional field than in a one-on-one mentoring relationship with a seasoned professional. Mentors help students find the right degree and ensure that college choices contribute to developing essential career-relevant skills that lead to a thriving career (Pascarella & Terenzini, 2005; Kuh & Hu, 2001). Outreach is especially important for ethnic minority, lower income, and first-generation college students for whom attrition rates are especially worrisome (Keels, 2013; Museus, 2011). For first-generation students in particular, mentors offer the same advice that second-generation college students allegedly benefit from, i.e., the advice college educated parents give to their own college-aged children. Reach out to shy students to help them plan a road map to career success and learn the hidden opportunities available during the college years.

Active Outreach Facilitates Student Development and Supports Retention

Key contributors to college student success include frequency of contact with professors, mentor support, and high expectations (Baker, 2013; Huss, Randall, Patry, Davis & Hansen, 2002; Yorke & Thomas, 2003). Interactions with faculty members are more significant in the early years of college (Schreiner, 2010). It is mentors — faculty, college staff, and even older peers — who shape the student’s developmental process through active relationships that psychologists suggest transform personal identity from high school student to career-ready college graduate (Chickering & Reisser, 1993; Erikson, 1968). College mentors should focus upon career planning in the freshman and sophomore years to facilitate that identity shift needed for undergraduates to envision their future professional selves (Martin, Spolander, Imran & Beulah, 2014; Perez, Cromley & Kaplan, 2013). Interactions with faculty also play a positive role in student persistence (Pascarella & Terenzini, 2005), specifically being supportive of student needs, being approachable, and returning phone calls and emails in a timely fashion (Lundquist, Spalding & Landrum, 2002-2003). Faculty mentors facilitate student development and support retention by encouraging college students to start thinking strategically about their career options and possible futures.

Shy college students may lack the assertiveness to come to us, so we must go to them. Help shy students avoid pitfalls during their college years and teach them the importance of high grades, mentoring relationships, and essential communication skills. More outreached hands in the freshman and sophomore years remind students that faculty are supportive approachable figures rather than formidable authorities. Shy students are inexperienced young adults and need our support to reach their fullest potential.

John Gomez is a professor of psychology in his twenty fifth year of teaching and mentoring undergraduate students at Our Lady of the Lake University, a Hispanic-serving institution located in San Antonio, Texas. His research program and teaching focus upon helping undergraduate students to think strategically about their future professional selves, with special attention to mentees’ development of identity and purpose in life. A research focus has been on ethnic minority, lower income, and first-generation college students, for whom national college retention rates are most troubling. He mentors college students about academic self-preparation, graduate school decision-making, and career planning in psychology and related fields. He also mentors first-time college instructors about classroom management and career readiness. He has delivered peer-reviewed research talks at multiple mentoring conferences, including the Mentoring Institute (University of New Mexico) and the International Mentoring Association (University of Florida).

References

Baker, C. (2013) Social support and success in higher education: The influence of on-campus support. Urban Review, 45(5), 632-650.

Cerezo, A., Lyda, J., Beristianos, M., Enriquez, A. & Connor, M. (2013) Latino men in college: Giving voice to their struggles and triumphs. Psychology of Men and Masculinity, 14(4), 352-362.

Chickering A. & Reisser, L. (1993). Education and identity, 2nd ed. San Francisco: Jossey-Bass.

Erikson, E. (1968). Identity: Youth and crisis. New York, NY: W. W. Norton & Co.

Gomez, J. (2016 Spring). How to properly request letters of recommendation from your professors: Ask, don’t tell. Eye on Psi Chi magazine. American Psychological Association.

Hendricson, W. (2014) Interpreting a Student’s Apparent Lack of Motivation. Academy for Academic Leadership News. 2013; 3(1). DOI: 10.13140/RG.2.1.5097.2644/1

Huss, M., Randall, B., Patry, M., Davis, S. & Hansen, D. (2002). Factors influencing self-rated preparedness for graduate school: A survey of graduate students. Teaching of Psychology, 29(4), 275- 281.

Keels, M. (2013) Getting them enrolled is only half the battle: College success as a function of race or ethnicity, gender, and class, American Journal of Orthopsychiatry, 83(2,3) 310-322.

Kuh, G. & Hu, S. (2001). The effects of student-faculty interactions in the 1990s. Review of Higher Education, 2, 309-332.

Lundquist, C., Spalding, R. & Landrum, E. (2002-2003). College students’ thoughts about leaving the university: The impact of faculty attitudes and behaviors. Journal of College Student Retention, 4, 123- 133.

Martin, K., Galentino, R. & Townsend, L. (2014) Community College Student Success: The role of Motivation and Self-Empowerment, Community College Review, 42(3), 221-241.

Martin, L., Spolander, G., Imran, A. & Beulah, M. (2014) Evolution of student identity: A case of caveat emptor, Journal of Further & Higher Education, 38(2), 200-210.

Medialle, A. & Usinger, J. (2019 March) Engaging quiet students in the college classroom. College Teaching, 67(2):130-137. DOI:10.1080/87567555.2019.1579701.

Mintz, S. (2024 May 16) Life Prep 101. Inside Higher Education online magazine. https://www.insidehighered.com/opinion/blogs/higher-ed-gamma/2024/05/16/how-hidden-curriculum-prepares-students-post-college-life

Museus, S. (2011) Generating ethnic minority student success (GEMS): A qualitative analysis of high-performing institutions, Journal of Diversity in Higher Education, 4(3), 147-162.

Nelson, R. (2024 Winter) Succeeding in college without falling into the imposter phenomenon trap. Eye on Psi Chi magazine. Washington, DC: American Psychological Association.

Pascarella, E. & Terenzini, P. (2005). How college affects students, Vol. 2, A third decade of research. San Francisco, CA: Jossey-Bass.

Pyne, K. & Means, D. (2013) Underrepresented and In/visible: A Hispanic first-generation student’s narratives of college, Journal of Diversity in Higher Education, 6(3), 186-19.

Perez, T., Cromley, J. & Kaplan, A. (2013) The role of identity development, values, and costs in college STEM retention, Journal of Educational Psychology, doi: 10.1037/a0034027.

Schreiner, L. (2010) The critical role of faculty and faculty development in sophomore success. In Hunter, M. S., Tobolowsky, B. F. & Gardner, J. N., (Eds.) Helping sophomores succeed: Understanding and improving the second-year experience. San Francisco, CA: Jossey-Bass.

Smith, A. (2023 April 25) Teamwork is hard work. Here’s how to build the skills to do it well. Forbes online magazine. https://www.forbes.com/sites/annkowalsmith/2023/04/25/teamwork-is-hard-work-heres-how-to-build-the-skills-to-do-it-well/

Smith, B. (2015 March 24) Mentoring at-risk students through the hidden curriculum of higher education. Lexington Books.

Yorke, M. & Thomas, L. (2003). Improving the retention of students from lower socio-economic groups, Journal of Higher Education Policy and Management, 25(1), 63-74.

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September 12, 2025
Serving to Lead: The Transformative Role of Servant Leadership in Higher Education – Faculty Focus

Students learn just as much from who we are as educators as they do from what we teach. While content is important, the way faculty members carry themselves, how they communicate, lead, and treat others, can leave an even deeper impact on students’ personal and professional growth. This article explains that educators who use servant leadership principles create trust, empathy, and ethical development in students, ultimately supporting both academic success and long-term character building of students.

Throughout this article, I will explain why servant leadership is especially relevant in higher education today. While using a student-centered philosophy is very beneficial, adopting a servant leadership approach offers an extension of that philosophy. This is not just about teaching content effectively. It is about modeling values like integrity, empathy, and thoughtful decision making in ways students can absorb and carry with them beyond the classroom.
In this paper, I will provide research and real-world examples. I will present practical strategies faculty members where they know their students are walking away a better individual, professionally and personally. I will also discuss how faculty members themselves benefit from adopting a servant leadership model, finding stronger connections with students and a deeper sense of purpose in their work.

Modeling Values in the Classroom

One of the clearest ways servant leadership shows up in higher education is through the modeling of values that students can see and experience in everyday interactions. As Rabin and Smith say, “students learn as much from who we are as what we teach” (p. 2, 2013). This speaks to the purpose of servant leadership in higher education. In the context of the classroom, faculty who embody servant leadership not only communicate course content but also demonstrate values such as compassion and care through their actions.

This leadership approach directly supports student-centered teaching by emphasizing the importance of understanding students’ backgrounds, life circumstances, and unique learning needs. In the research article, Rabin and Smith explain that “to care for students, a teacher needs to know her students well enough to understand their unique motivations and needs” (p. 4). This describes a strong part of servant leadership, placing the needs of others before one’s own and creating relationships built on trust and mutual respect.

When higher education faculty take on the role of servant leaders, they transform learning environments. They challenge the authority-driven classroom stereotype and replace it with a relational one, where students are empowered, respected, and mentored not only academically, but as people. These professors serve as living examples of the kind of leaders we hope our students become.

How Faculty Benefit from Servant Leadership

While much attention is given to how servant leadership benefits students, its impact on faculty is equally as important. Faculty are the heart of teaching and service in higher education, and adopting a servant leadership mindset can enhance the purpose they find in their work.

Stronger relationships and classroom dynamics. Faculty who adopts servant leadership approaches often develop more meaningful relationships with students, which fosters better classroom engagement and cooperation. As Rabin and Smith explain, “teachers who practice an ethic of care consider developing relationships to be artfully complex and at the same time critical to a learning environment” (p. 8, 2013). When professors create spaces where trust and respect are mutual, the classroom becomes a place of safety and comfortability, benefiting both teaching and learning.

Personal fulfillment and emotional connection. The emotional toll of teaching is often overlooked, but faculty who embrace servant leadership experience a deeper sense of purpose in their work. Faculty gain more than content delivery; they gain the joy of watching students thrive and knowing their role made a difference.

Increased satisfaction and retention. Research shows that workplace satisfaction among educators increases when they feel seen and supported. Rabin and Smith talked about that a reflection of heart is critical for both effective teaching and faculty well-being (2013). When institutions encourage servant leadership, they cultivate a better faculty morale, higher job satisfaction, and stronger loyalty to the institution.

Practical Ways Faculty Can Begin Tomorrow

The foundation of servant leadership is intention. Faculty can begin modeling servant leadership in simple ways that foster stronger connections with students, healthier learning environments, and personal fulfillment. Below are three realistic strategies faculty can begin using tomorrow:

1. Practice Intentional Listening

Great teachers listen more than they talk, creating space for students to feel seen and heard. In the classroom, this might look like pausing before responding to student comments, asking follow-up questions that show curiosity, or creating reflection activities that allow the quieter voices to contribute. Being fully present communicates respect and care. Students are more likely to engage, ask questions, and trust the instructor when they feel heard. Faculty often gain feedback into student needs, boosting classroom culture and reducing conflict.

2. Respond with Empathy and Flexibility

Rather than assuming conflict or disrespect, servant leaders seek to understand the reasoning behind student behavior. For example, if a student misses a deadline, a professor might ask about circumstances before being close minded. This also could be seen as staying real with your students, making sure they know you make mistakes as well. Implementing this will make students feel respected and supported. Faculty reduce unnecessary conflict and model emotional intelligence, an essential skill for students to learn.

3. Empower Students with Real Responsibilities

Servant leadership isn’t about doing everything for others, it’s about helping others grow. Faculty can give students meaningful tasks like leading part of a class discussion, mentoring peers, or giving feedback about the course. Offering students that autonomy in the course will result in better trust and relationships. Students will build confidence and ownership over their learning.

Servant leadership in higher education is more than a philosophy, it’s a daily practice that transforms both student outcomes and faculty experiences. When educators lead with care, humility, and a commitment to student growth, they foster an environment where students thrive academically, emotionally, and ethically. By integrating servant leadership principles such as intentional listening, empathetic responses, and student empowerment, professors can cultivate vibrant, respectful, and collaborative learning environments. In doing so, they don’t just teach content, they develop whole people.

Carlee Norris was born and raised in Kansas and has always had a deep love for learning. Her appreciation for strong faculty leadership has shaped her perspective on education and student development. While earning her MBA at Kansas State University, Carlee authored an article exploring how students feel most empowered and how servant leadership can be used to effectively guide and support them. She is passionate about creating spaces where students feel encouraged, understood, and equipped to thrive.

References

LinkedIn. What are the benefits of applying servant leadership in higher education? How Servant Leadership Benefits Higher Education. https://www.linkedin.com/advice/3/what-benefits-applying-servant-leadership-ukuoe#:~:text=Servant%20leadership%20can%20help%20faculty,their%20academic%20freedom%20and%20autonomy

Online, U. of A. (n.d.). Ethics in education: The importance of good leadership. ONLINE. https://online.uark.edu/blog/ethics-in-education-the-importance-of-good-leadership.php

Rabin & Smith. (n.d.). Teaching care ethics: Conceptual understandings and stories for Learning: Journal of Moral Education: Vol 42 , no 2 – get access. https://www.tandfonline.com/doi/full/10.1080/03057240.2013.785942

University, S. C. (n.d.). Care ethics. Markkula Center for Applied Ethics. https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/care-ethics/care-ethics.html

Vicari, C. (2023, July 4). Prioritizing the ethics of care: Why it’s crucial for education in today’s world. LinkedIn. https://www.linkedin.com/pulse/prioritizing-ethics-care-why-its-crucial-education-todays-vicari/

Source link

August 29, 2025
Serving to Lead: The Transformative Role of Servant Leadership in Higher Education – Faculty Focus

Students learn just as much from who we are as educators as they do from what we teach. While content is important, the way faculty members carry themselves, how they communicate, lead, and treat others, can leave an even deeper impact on students’ personal and professional growth. This article explains that educators who use servant leadership principles create trust, empathy, and ethical development in students, ultimately supporting both academic success and long-term character building of students.

Throughout this article, I will explain why servant leadership is especially relevant in higher education today. While using a student-centered philosophy is very beneficial, adopting a servant leadership approach offers an extension of that philosophy. This is not just about teaching content effectively. It is about modeling values like integrity, empathy, and thoughtful decision making in ways students can absorb and carry with them beyond the classroom.
In this paper, I will provide research and real-world examples. I will present practical strategies faculty members where they know their students are walking away a better individual, professionally and personally. I will also discuss how faculty members themselves benefit from adopting a servant leadership model, finding stronger connections with students and a deeper sense of purpose in their work.

Modeling Values in the Classroom

One of the clearest ways servant leadership shows up in higher education is through the modeling of values that students can see and experience in everyday interactions. As Rabin and Smith say, “students learn as much from who we are as what we teach” (p. 2, 2013). This speaks to the purpose of servant leadership in higher education. In the context of the classroom, faculty who embody servant leadership not only communicate course content but also demonstrate values such as compassion and care through their actions.

This leadership approach directly supports student-centered teaching by emphasizing the importance of understanding students’ backgrounds, life circumstances, and unique learning needs. In the research article, Rabin and Smith explain that “to care for students, a teacher needs to know her students well enough to understand their unique motivations and needs” (p. 4). This describes a strong part of servant leadership, placing the needs of others before one’s own and creating relationships built on trust and mutual respect.

When higher education faculty take on the role of servant leaders, they transform learning environments. They challenge the authority-driven classroom stereotype and replace it with a relational one, where students are empowered, respected, and mentored not only academically, but as people. These professors serve as living examples of the kind of leaders we hope our students become.

How Faculty Benefit from Servant Leadership

While much attention is given to how servant leadership benefits students, its impact on faculty is equally as important. Faculty are the heart of teaching and service in higher education, and adopting a servant leadership mindset can enhance the purpose they find in their work.

Stronger relationships and classroom dynamics. Faculty who adopts servant leadership approaches often develop more meaningful relationships with students, which fosters better classroom engagement and cooperation. As Rabin and Smith explain, “teachers who practice an ethic of care consider developing relationships to be artfully complex and at the same time critical to a learning environment” (p. 8, 2013). When professors create spaces where trust and respect are mutual, the classroom becomes a place of safety and comfortability, benefiting both teaching and learning.

Personal fulfillment and emotional connection. The emotional toll of teaching is often overlooked, but faculty who embrace servant leadership experience a deeper sense of purpose in their work. Faculty gain more than content delivery; they gain the joy of watching students thrive and knowing their role made a difference.

Increased satisfaction and retention. Research shows that workplace satisfaction among educators increases when they feel seen and supported. Rabin and Smith talked about that a reflection of heart is critical for both effective teaching and faculty well-being (2013). When institutions encourage servant leadership, they cultivate a better faculty morale, higher job satisfaction, and stronger loyalty to the institution.

Practical Ways Faculty Can Begin Tomorrow

The foundation of servant leadership is intention. Faculty can begin modeling servant leadership in simple ways that foster stronger connections with students, healthier learning environments, and personal fulfillment. Below are three realistic strategies faculty can begin using tomorrow:

1. Practice Intentional Listening

Great teachers listen more than they talk, creating space for students to feel seen and heard. In the classroom, this might look like pausing before responding to student comments, asking follow-up questions that show curiosity, or creating reflection activities that allow the quieter voices to contribute. Being fully present communicates respect and care. Students are more likely to engage, ask questions, and trust the instructor when they feel heard. Faculty often gain feedback into student needs, boosting classroom culture and reducing conflict.

2. Respond with Empathy and Flexibility

Rather than assuming conflict or disrespect, servant leaders seek to understand the reasoning behind student behavior. For example, if a student misses a deadline, a professor might ask about circumstances before being close minded. This also could be seen as staying real with your students, making sure they know you make mistakes as well. Implementing this will make students feel respected and supported. Faculty reduce unnecessary conflict and model emotional intelligence, an essential skill for students to learn.

3. Empower Students with Real Responsibilities

Servant leadership isn’t about doing everything for others, it’s about helping others grow. Faculty can give students meaningful tasks like leading part of a class discussion, mentoring peers, or giving feedback about the course. Offering students that autonomy in the course will result in better trust and relationships. Students will build confidence and ownership over their learning.

Servant leadership in higher education is more than a philosophy, it’s a daily practice that transforms both student outcomes and faculty experiences. When educators lead with care, humility, and a commitment to student growth, they foster an environment where students thrive academically, emotionally, and ethically. By integrating servant leadership principles such as intentional listening, empathetic responses, and student empowerment, professors can cultivate vibrant, respectful, and collaborative learning environments. In doing so, they don’t just teach content, they develop whole people.

Carlee Norris was born and raised in Kansas and has always had a deep love for learning. Her appreciation for strong faculty leadership has shaped her perspective on education and student development. While earning her MBA at Kansas State University, Carlee authored an article exploring how students feel most empowered and how servant leadership can be used to effectively guide and support them. She is passionate about creating spaces where students feel encouraged, understood, and equipped to thrive.

References

LinkedIn. What are the benefits of applying servant leadership in higher education? How Servant Leadership Benefits Higher Education. https://www.linkedin.com/advice/3/what-benefits-applying-servant-leadership-ukuoe#:~:text=Servant%20leadership%20can%20help%20faculty,their%20academic%20freedom%20and%20autonomy

Online, U. of A. (n.d.). Ethics in education: The importance of good leadership. ONLINE. https://online.uark.edu/blog/ethics-in-education-the-importance-of-good-leadership.php

Rabin & Smith. (n.d.). Teaching care ethics: Conceptual understandings and stories for Learning: Journal of Moral Education: Vol 42 , no 2 – get access. https://www.tandfonline.com/doi/full/10.1080/03057240.2013.785942

University, S. C. (n.d.). Care ethics. Markkula Center for Applied Ethics. https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/care-ethics/care-ethics.html

Vicari, C. (2023, July 4). Prioritizing the ethics of care: Why it’s crucial for education in today’s world. LinkedIn. https://www.linkedin.com/pulse/prioritizing-ethics-care-why-its-crucial-education-todays-vicari/

Source link

August 29, 2025
Life vs. Education: The Empath Edition – Faculty Focus
After some 21 years teaching online in the University system, I’ve come to the conclusion that there is no absolute one thing that has more emphasis for student success than others, except life. I’ve tried course corrections (Navy); revisions to materials ad infinitum (at Vol. 74); communications efforts that has the FCC asking for advice; Soft Skills efforts that has made the Work Force smile; and, writing skills tactics that would make Edgar Allen Poe begin ‘raven’ over these efforts! There are many theoretical foundations for these noted items, and more. Let me say it this way: online students on the other end of the wire encounter life before they encounter educational requirements.

You might argue that this is not very applicable to helping students; until you sincerely begin to see them as they experience events in their lives. A few examples: I wonder why some students won’t communicate regularly only to find out that they are working two jobs, or have lost family, or they are afraid to ask for help (yes, even that!). I have had several military graduate students who are dealing with PTSD, and as a Navy Veteran myself, I understand how difficult it can be to open up and share such things with your “instructor.” And, some students simply struggle to balance life while achieving the educational goal of their dreams. Enter empathy.

Empathy theories¹ explore how we understand and respond to the emotions and experiences of others. Researchers might refer to this last statement as phenomenological, or the lived experiences of individuals. I simply call it helping students where they are. It goes beyond the notion of being open and accessible, to being inquisitive about my students—not prying, invasive, or demanding—but a healthy dose of empathy. The type of empathy that allows your students to open themselves up to others—namely, their instructor! Sounds dangerous? Consider the alternative.

A military officer, who had served in a hostile environment, was an excellent writer, thinker, organizer, and student. At the outset of the course, I had noticed that his signature file had a photo of him in uniform. I put on the empathy hat and commented on military experiences, and opened the door for him to share his own. That’s when I heard an amazing story of loss, hurt, and fear. The reasons for all of these, I will refrain from noting, but let it suffice to say this: my empathy for him pegged the meter of not only being an instructor to him, but a listener, a sounding-board for him to open up and share what was a hinderance to him. What did this “empathy” do for him? He was able to see that the experiences of his life were not his enemy, and that his time in my class–which was highly important for him in terms of his career—included acceptable discussions of those experiences that allowed him to feel okay to share and release many things he held onto and protected. In other words, while he was struggling with all these life issues, empathy enabled me to help him in many ways to let go of the past, focus on his future plans, and enjoy the learning before him.

Often, if we as teachers would take just that extra moment to open ourselves to listen to our students, it is amazing what we can hear. And once we hear, we can become an empath to enable our students to overcome some of life’s issues that keep them from being able to hold together life, school, work, family, and other things.

You might say, “Isn’t this the job of trained counsellors?” I might counter-opine, “I suppose so, in the Professional sense. But, are we as teachers not a form of counsellor? A potential empath to listen and help as we are able with our students?” Why can’t we as teachers listen significantly more deeply to our students, and actually hear what they are saying? And when we hear their voice in a manner of calling out for help, even in the smallest way, we can empathize with those difficult life times. Stated differently, listen to hear what they are saying!

Here are a few things that I do:
1. I remind my students from day one…if there is anything they need help with, contact me any time of day of night, and always keep me informed of issues that impact their progress.
1. I tell them often that I will leave no one behind, because every student is important to me. Someone in my own past classes assisted me by listening and helping, which made an incalculable mark on my life, and I will pay that debt as long as I teach.
1. Not only do I use email, I offer to call, text, use semaphore, carrier pigeon, or whatever it takes to get the “Comms, 5×5”² so we can chat and solve issues they face.
1. If an assignment is late and the student tells me that “the dog ate my paper”, I respond, “Well, tell me all about it!” [Proper Empathy Applied!]
1. I allow, after evaluation of work submitted, students to resubmit work. This is early in the semester so that they can readily see how the work is to be submitted, i.e., APA, grammar, other details. Why? Because if I wanted perfection, I might consider leaving the profession of teaching—as there are no absolute perfect outcomes in the world (my own empathy at work here).
1. I allow my students to give me feedback in real-time. Say what? Why do this? Because sometimes I hear frustration in the learning process, and if I allow them to tell me what’s on their minds (properly done), I can hear what I need to do to help them individually, and often, collectively. Empathy at work!
1. And finally, unless there is a major, serious issue at work, I let my defenses down and find humorous ways to release tension, even as I am doing 1-6 above. Another way to say this is: I don’t crush the objective of “Comms, 5×5” for the sake of getting the job done. Stated even differently: while the work is important, empathy helps me to treat my students as learners, not as “briefcase experts!”
So, when students struggle, I care as probably the vast majority of my co-teachers/professors do. But, walking that extra mile with them, for them, and applying empathy…we can make a huge difference in their lives for the rest of their lives if we but take the time to listen, hear, and be proactive FOR them! Why teach or lead or strive to move the status quo forward in the lives of people and/or a nation? We are but one end of the wire in online instruction, and lest we forget, the other end is our purpose for teaching! Therefore, let empathy—alongside your/my credentials and experiences—help our students to release their apprehension, fears, and worries about the success in our respective classes.

Lastly, while there are numerous theories of empathy, let us be the applied part of those theories. Our students will be the recipients for a lifetime!

Dr. Kenneth E. Scott, EdD, taught in the community college setting for 32 years and is now in his 21st year in the university setting. He continues to teach at Amridge University, a primarily online institution. He has been teaching online for 30 years and has a background in electrical engineering, systems design/software engineering, and business leadership and technology. He also served 11 years in the U.S. Navy.
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August 4, 2025
Life vs. Education: The Empath Edition – Faculty Focus
After some 21 years teaching online in the University system, I’ve come to the conclusion that there is no absolute one thing that has more emphasis for student success than others, except life. I’ve tried course corrections (Navy); revisions to materials ad infinitum (at Vol. 74); communications efforts that has the FCC asking for advice; Soft Skills efforts that has made the Work Force smile; and, writing skills tactics that would make Edgar Allen Poe begin ‘raven’ over these efforts! There are many theoretical foundations for these noted items, and more. Let me say it this way: online students on the other end of the wire encounter life before they encounter educational requirements.

You might argue that this is not very applicable to helping students; until you sincerely begin to see them as they experience events in their lives. A few examples: I wonder why some students won’t communicate regularly only to find out that they are working two jobs, or have lost family, or they are afraid to ask for help (yes, even that!). I have had several military graduate students who are dealing with PTSD, and as a Navy Veteran myself, I understand how difficult it can be to open up and share such things with your “instructor.” And, some students simply struggle to balance life while achieving the educational goal of their dreams. Enter empathy.

Empathy theories¹ explore how we understand and respond to the emotions and experiences of others. Researchers might refer to this last statement as phenomenological, or the lived experiences of individuals. I simply call it helping students where they are. It goes beyond the notion of being open and accessible, to being inquisitive about my students—not prying, invasive, or demanding—but a healthy dose of empathy. The type of empathy that allows your students to open themselves up to others—namely, their instructor! Sounds dangerous? Consider the alternative.

A military officer, who had served in a hostile environment, was an excellent writer, thinker, organizer, and student. At the outset of the course, I had noticed that his signature file had a photo of him in uniform. I put on the empathy hat and commented on military experiences, and opened the door for him to share his own. That’s when I heard an amazing story of loss, hurt, and fear. The reasons for all of these, I will refrain from noting, but let it suffice to say this: my empathy for him pegged the meter of not only being an instructor to him, but a listener, a sounding-board for him to open up and share what was a hinderance to him. What did this “empathy” do for him? He was able to see that the experiences of his life were not his enemy, and that his time in my class–which was highly important for him in terms of his career—included acceptable discussions of those experiences that allowed him to feel okay to share and release many things he held onto and protected. In other words, while he was struggling with all these life issues, empathy enabled me to help him in many ways to let go of the past, focus on his future plans, and enjoy the learning before him.

Often, if we as teachers would take just that extra moment to open ourselves to listen to our students, it is amazing what we can hear. And once we hear, we can become an empath to enable our students to overcome some of life’s issues that keep them from being able to hold together life, school, work, family, and other things.

You might say, “Isn’t this the job of trained counsellors?” I might counter-opine, “I suppose so, in the Professional sense. But, are we as teachers not a form of counsellor? A potential empath to listen and help as we are able with our students?” Why can’t we as teachers listen significantly more deeply to our students, and actually hear what they are saying? And when we hear their voice in a manner of calling out for help, even in the smallest way, we can empathize with those difficult life times. Stated differently, listen to hear what they are saying!

Here are a few things that I do:
1. I remind my students from day one…if there is anything they need help with, contact me any time of day of night, and always keep me informed of issues that impact their progress.
1. I tell them often that I will leave no one behind, because every student is important to me. Someone in my own past classes assisted me by listening and helping, which made an incalculable mark on my life, and I will pay that debt as long as I teach.
1. Not only do I use email, I offer to call, text, use semaphore, carrier pigeon, or whatever it takes to get the “Comms, 5×5”² so we can chat and solve issues they face.
1. If an assignment is late and the student tells me that “the dog ate my paper”, I respond, “Well, tell me all about it!” [Proper Empathy Applied!]
1. I allow, after evaluation of work submitted, students to resubmit work. This is early in the semester so that they can readily see how the work is to be submitted, i.e., APA, grammar, other details. Why? Because if I wanted perfection, I might consider leaving the profession of teaching—as there are no absolute perfect outcomes in the world (my own empathy at work here).
1. I allow my students to give me feedback in real-time. Say what? Why do this? Because sometimes I hear frustration in the learning process, and if I allow them to tell me what’s on their minds (properly done), I can hear what I need to do to help them individually, and often, collectively. Empathy at work!
1. And finally, unless there is a major, serious issue at work, I let my defenses down and find humorous ways to release tension, even as I am doing 1-6 above. Another way to say this is: I don’t crush the objective of “Comms, 5×5” for the sake of getting the job done. Stated even differently: while the work is important, empathy helps me to treat my students as learners, not as “briefcase experts!”
So, when students struggle, I care as probably the vast majority of my co-teachers/professors do. But, walking that extra mile with them, for them, and applying empathy…we can make a huge difference in their lives for the rest of their lives if we but take the time to listen, hear, and be proactive FOR them! Why teach or lead or strive to move the status quo forward in the lives of people and/or a nation? We are but one end of the wire in online instruction, and lest we forget, the other end is our purpose for teaching! Therefore, let empathy—alongside your/my credentials and experiences—help our students to release their apprehension, fears, and worries about the success in our respective classes.

Lastly, while there are numerous theories of empathy, let us be the applied part of those theories. Our students will be the recipients for a lifetime!

Dr. Kenneth E. Scott, EdD, taught in the community college setting for 32 years and is now in his 21st year in the university setting. He continues to teach at Amridge University, a primarily online institution. He has been teaching online for 30 years and has a background in electrical engineering, systems design/software engineering, and business leadership and technology. He also served 11 years in the U.S. Navy.
Source link
August 4, 2025