SEAHO Report - Summer 2024 - 39

Take Special Care:
The Power of Individualized
Approaches
By Emmanuel Ayiku, Louisiana State University
It makes sense what Theodore Roosevelt meant when he said, " No one cares to know what you know until
they know how much you care, and once they know how much you care, then they care to know what you
know. " Imagine trying to help someone poor and hungry and telling them you can help them get a job. That
is great, but they have an immediate need that you must first fulfill to get them to listen to you - you need
to get them something to eat. This understanding of immediate needs is crucial for educators, as it fosters
empathy and a deeper understanding of students' situations. Once you have given them something to eat
and listen to their story, they will likely listen to you; if you are lucky, they will be willing to accept your help.
My journey in higher education has been a testament to the power of individualized approaches. In graduate
school, we were taught theories and structure, read many articles, and reviewed case studies of students
and how to anticipate what students need. Theories are essential to our work because they provide us with
a framework to anticipate the needs of our students. I have learned that anticipating a student's needs is
different when utilizing an individualized approach to fulfill student needs. We understand each student is
unique and requires a tailored approach to their situation. This type of connection empowers us as we strive
to reach department objectives.
What do I mean by this? For example, one of the goals of Louisiana State University's Residence Life is
to make every student feel like they matter and belong. This is the target for each student, but how it is
accomplished differs based on each student's needs. For one student, mattering and belonging means
building relationships or finding a community. For another, mattering and belonging may be academic
achievement and recognition. By being intentional in our approach, we can discover students' immediate
needs and connect them to the resources that can help.
Bonvillian & Sarma (2021) said that despite the many resources in institutions to help students find their
purpose in life and their careers, college students need guidance more than they need us to create additional
programs. Like your institution, LSU has many programs and resources available to students. The unfortunate
thing many of us have seen, for some reason, is students being unaware of these opportunities regardless of
how they are advertised. So, what is a solution to this problem I have used? I build intentional relationships
with students.
You already know the importance of building intentional relationships. Since that is the case, what is the
purpose of this article? I desire to inspire you to rediscover why you started working in higher education.
Sometimes we push students through the structure we create with the belief that they will get the help they
need, but what happens when a student doesn't seek the resources you give them? What happens when a
student needs help but can't ask for help? The only way you know they need help and the only reason they
will open up to you is when you are intentional.
Allow me to share a personal story to shed some light on how being intentional has brought meaning to
my work. I had a first-year student named Kelly. We connected immediately when she moved in, and what
solidified our connection was that we created a handshake. I have a program called " Beat Your RC, " where
residents can play me in a game of their choice, and if they beat me, they will get LSU gear from me. Kelly
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SEAHO Report - Summer 2024

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