1. education
2. school

Welcome… to the Student Ambassador How-to Guide!
This is a pretty good gig. Representing
your institution, meeting prospective stu-
“To love what you do
its share of challenges that you’ll need to
more fun?”
dents and their families, sharing your fa-
and feel that it matters…
face head-on. Yet, the benefits of connect-
~ Katharine Graham
vorite parts of campus… Sure, it’ll have
ing with visitors in important ways are
how could anything be
long-lasting. So, in order to make the most of your student
ambassador position, here are some of the nitty-gritty how-
to tasks that can help make or break your experience. We
wish you the best!
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The Student Ambassador How-to Guide
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W
H o w t o … Create a Warm Welcome
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hen visitors step foot on campus, they’ll likely
spend a good deal of their time with you. You are
the face of your institution and often one of the
first people to welcome them—and make that first
impression. So, make sure your welcome is warm
and genuine!
You can do this by:
Using Names. Ask folks to wear nametags and
then address them by name. Most people feel valued
when you use their name—and welcomed. That’s
what you’re going for, right?
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Encouraging Questions. Invite visitors to ask
questions and then repeat them for the whole group
to hear so that everyone can benefit. And don’t ever
let on if you think, “Oh, that same old question
again!” Remember, just because you have heard the
answer a hundred times doesn’t mean that they have.
Making Time. Once a tour is over, be sure to
make time for follow-up questions and conversation.
Chances are that some folks will prefer asking things
one-on-one rather than in a large group setting.
Welcoming Words
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We’re so glad you chose to come check
us out!
Thanks for taking the time to see what
our campus is all about.
It’s really good to have you here with
us.
We understand that it takes time and
effort to visit different schools. Thanks
for coming.
It’s always so nice to meet folks who
I’ll be going to school with next year!
I’m here to answer your questions and
serve as your campus guide. Please let
me know how I can help you better
understand our school.
Think about what feels genuine and
true for you to say. And then create that
welcome with your words!
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Being Inclusive. Don’t just direct your tour to
the vocal visitors; see what others are hoping to
learn, too, so that everyone is included in the
process. And use inclusive language and examples,
like names from different cultures and words
that don’t assume anyGaining Trust &
thing about anyone.
Respect
Helping Them Be
in the Know. We
all like to be “in the
know” and you can do
this for visitors by
sharing school traditions, acronyms and
history. Knowing more
about a school can
help them feel more
like a part of that community, rather than
“just a visitor.” And
that might lead to
them deciding to attend your school!
Listening, Not
Just Talking. Yes,
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Be consistent
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Maintain a positive
attitude
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Keep people informed
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Hold people accountable
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Confront in private
when possible, not in
public
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Be a good listener
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Be welcoming to people
from a variety of backgrounds
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Welcome questions
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Don’t pass judgment on
mistakes—help people
learn from them
your role is to share
campus information.
Yet, it’s also important
√ Admit your own misto listen to your visitakes and learn from
tors. No group is ever
them
the same—one may
√ Share why you do
have great interest in
things instead of just
the rec center and scidoing them
ence offerings while
another wants to know
more about campus involvement and the student
media. You’ll never know this if you don’t stop to
listen.
Offering Genuine Thanks. Campus visitors
took time out of their busy lives to visit your school,
so saying something like, “Thanks for taking the
time to see what our campus is all about” can mean
more than just, “Thanks for visiting.”
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C
H o w t o … Connect with Visitors
onnecting to a campus is a great feeling: things click,
students can picture themselves there, families support that decision… However, before any of that can
happen, you need to connect with visitors so they
can see for themselves what wonders your campus
holds!
The Intro
When folks arrive on campus, there will be those
moments before a tour or an event begins when it’s time
to make contact. You can do this by…
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Offering Identifying Info. Since you want
visitors to feel comfortable with you, let them know
your name and then repeat it a few times, along
with other identifying info: “Hi, I’m Luisa. I’m a junior living on campus and I’m an economics major. I’m
from Durham, North Carolina. Again, my name is Luisa
and I welcome any questions you have during your visit
today.”
Asking Them About Their Trip. Where did
they travel from and how did it go? Chances are,
you may know something about that route or the
area where they live—perhaps you have family or
friends who live that way or you’ve attended an
event out there. Make the connection in whatever
way you can, even if it means saying, “Oh, I’m not
sure where that is—can you show me on the map?”
Learning About Their Interests. Let visi-
tors know what’s typically included on a standard
campus tour and then ask them if they have particular sites they’re interested in seeing. Take an informal survey of your group and then see if you can
work in those additional highlights. If not, be sure to
point them out so visitors can check out certain sites
once the tour is over.
Finding Out How They Heard About
Your School. This provides an opportunity to
engage in open-ended conversation. They might
have heard about the reputation of your business
program, seen your volleyball team at the playoffs
or had a family member who was an alumnus.
Whatever the case, asking this question might provide fun ways to spark a conversation that could
last the duration of your tour.
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Commenting on Something You Observe. Ask about the 5K event advertised on their
sweatshirt. Look at their high school jacket and say
something like, “I like your school’s mascot. Our
mascot is the Hungry Hippo.” Or note the debate
team bag someone is carrying by asking, “Oh, how
long have you been participating in that?”
Telling Them What’s Happening on
Campus. Invite visitors into the life of your cam-
pus by letting them know what events are occurring:
“The annual Fall Festival, complete with hayrides
and a scarecrow contest, is coming up this weekend.” Or “My little brother is here for siblings weekend. I’m excited to show him all of the fun things
about our campus.”
Should You Tell Your Story?
At times, you’ll get to a point in the tour
where you may want to “tell your story.” It may be
a funny story, good news you received, a favorite
moment, an embarrassing moment or just “filler.”
Be cautious in delivering these messages. You
want to make sure that your sharing is appropriate
and helpful rather than inappropriate and distracting. Some questions to ask yourself in determining
when to tell your story include:
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What is the reason you are telling your story?
If you are telling it just for filler, it may not be
the best option.
Do you sense a “connection” with the student
or family member?
Is your tour group engaged in your campus
presentation?
Is there an alum on your tour that you feel
comfortable “comparing campus notes” with?
Is the story appropriate for this audience?
As a rule of thumb, if you ever hesitate or
question whether you should give out certain information or tell a story, your conscience might be
telling you it would be best to just keep quiet.
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P
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H o w t o … Anticipate Visitors’ Questions
art of connecting with folks is anticipating things
they may not think to ask. For instance:
Dining Hall. Provide information about special
things from what to do if you’re lactose intolerant to
the bag lunch program that is offered.
Banking. Mention banking issues such as where
the ATMs on campus are located, what local banks
are within walking distance and where students can
go for assistance with their personal finances.
Computers. Instead of assuming that every stu-
dent has a computer of his/her own, point out
where computers are available on campus. Also
mention any special computer purchase deals offered through the bookstore and/or technology department.
Wellness & Recreation. Highlight the physi-
cal fitness programs that are offered on campus,
from intramurals teams to the fitness center to the
outdoor bike trail. Also let visitors know if there’s a
campus nutritionist available to consult with and
what services are offered through the campus
health/wellness center.
Safety Concerns. Point out different safety
components on campus, from the blue light phone
system to residence hall “ID only” entry systems to
campus lighting. Talk about other services provided
by campus public safety, too.
Think of other tidbits that you can easily incorporate
into your campus tours.
By getting a feel for your
tour participants at the
The Green Scene
very beginning, you’ll be
Let visitors know about camable to better anticipate
pus sustainability initiatives,
what questions they may
such as the recycling program,
find important.
Memory Tricks
As you’re being
bombarded with names
and hometowns and majors, you need to get a
grip on all the information! Here are a few easy
memory tricks to try:
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energy-saving efforts and how
campus food service is going
green. Research shows that
these types of initiatives are
becoming more and more important to students, to the
point where they are impacting
some students’ decisions
about where to go to school!
Conversation Cues
Here are some conversation starters to use during
those awkward silent moments that come up from time to
time:
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How many campus tours have you been
on? Follow up with something like, “There are a lot of
wonderful schools out there. I think it is great that you
are visiting campuses to find the best fit.”
What do you plan on studying? Be prepared
to follow this question up with factual information
about that particular major or department. You may
even know a fellow student in that major and can add
some personal insight from what they have told you.
What types of activities do you like?
Show them the campus center and point out the types
of student organizations they can join.
Have you applied for admission yet? Tell
them how to apply, walk them through the timeline
and inform them of what happens next.
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Repeat, Repeat. Be sure to repeat a person’s
name when you first meet and when you’re saying
good-bye. “It was nice to meet you, Sarah” helps her
feel remembered while also helping you to remember!
“My Memory IS Good!” Tell yourself that over
and over and soon it’ll become the honest-to-goodness truth.
Where, Oh Where? Try to remember where you
met someone. This bit of context often helps to jog
your memory muscles.
Beat Around the Bush. If you’ve completely
blanked on a student’s name, say something like,
“Oh, and what’s your last name again?” Then, look
up that person’s full name on your roster. Folks typically don’t get bent out of shape when you forget
their last name.
Just Breathe. Every brain needs down time to
become memory-proficient. After
all, stress starves memory cells by
releasing high doses of the hormone cortisol. So, step back for a
few moments, recharge and then
plunge back in again!
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D
H o w t o … Address Financial Concerns
ue to today’s uncertain economy, students and their
families are bound to have more economic questions
for you. Here are some ways to address these financial
concerns…
Talk About Job Possibilities
Let visitors know where to go on campus for job postings both on and off campus. Talk about some of the work
that students do on campus, from being a student ambassador to an RA to a food service employee. Discuss workstudy positions and how to go about applying for those.
Give them some options to chew on as they think about
how they’re going to afford an education at your institution.
Share Funding Sources
Point out where the Financial Aid office is and what
services they provide to students. Talk about scholarships
and grants that are available, too. Let visitors know about
possible funding sources to look into so they can put together their financial plan.
Anticipate $ Questions
Work with your supervisor and fellow ambassadors
to anticipate some of the financial questions you may receive during campus visits – and how you should answer
them.
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Will tuition be going up in the next year?
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What does it cost for an annual parking pass?
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What does the student fee go toward?
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How much can I plan to spend on books each
semester?
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Are all scholarships just based on grades?
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Does the Financial Aid office have any extended office
hours for commuters and non-traditional students?
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Are there any financial plans just for transfer
students?
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If you can’t afford the required meal plan to live on
campus, can you get out of it?
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Why does it cost more to live in the campus apartments than in regular residence halls?
Pool your collective knowledge and experience so
you’re all better prepared to field the inevitable financial
questions.
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Discuss Educational
Opportunities
FAFSA
Instead of using the
If students learn about fiacronym FAFSA when
nancial literacy as part of a
you’re talking about fifirst year seminar, let visitors
nancial
concerns, spell it
know this. Talk about proout so everyone undergrams and speakers on camstands what you’re saypus that discuss financial
ing: Free Application for
topics. If your Financial Aid
office holds clinics or extends
Federal Student Aid.
their counseling hours, share
that, too. Learning about finances is part of helping students handle the reality of their financial situation.
Don’t Get Into the Doom & Gloom
Try not to focus on state budget cuts to education or
the specifics of how the current economy is impacting
your particular campus. If people ask, of course, be honest—just don’t lead with the doom and gloom scenarios.
Instead, focus on what is being done, what is available
and what students can expect when they get to campus.
Empathize
While none of us can fully understand what another
person is going through financially, you can show compassion and empathy. A visitor who says, “I’m not sure
how we’re going to swing it this year” may be looking
for information on any special programs he can look into.
If you know that Financial Aid has a special economic recovery fund for incoming students, you can point him in
that direction. Or if a visitor says, “How much can I plan
to spend for books each semester?” you can let him know
about the availability of used books and how that can cut
the book bill significantly.
Be Careful Not to Hand Out Inaccurate
Information
When it comes to finances, accurate information is
critical and can be the difference between someone getting thousands of dollars in aid or very little. So, if you’re
unsure how to answer a financial question, don’t just
guess! Instead, work to get that visitor connected to the
correct resource. You can do this by asking your supervisor once you return from a tour or calling a particular office while the guest is there and then handing over the
phone so they can talk directly.
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T
H o w t o … Give Effective Campus Tours
here’s an art to giving an effective campus tour. It involves keeping visitors engaged, communicating
clearly and sharing your campus enthusiasm, often
while walking backwards! Here are some how-to tips
to help you get the job done.
Chart Your Course
A surefire way to decrease the stumbling possibilities
as you walk backwards on tour is to chart your course
ahead of time. Get a lay of the land by walking your tour
route one day and keeping an eye out for things such as:
uneven sidewalks, construction hazards, unusually-sized
steps, curb cuts and sudden curbs, and low branches that
could “thwap” people in the face.
By getting to know your route well, you’ll not only
make things safer for yourself as you give backwardwalking tours, but you’ll also be able to alert visitors. A
tour guide who says, “Okay, now the sidewalk here is a
bit uneven, so please watch your step” is providing a
simple yet invaluable service!
Make it Your Own
Individualize your tour to make it your own instead
of using a “canned” script. You likely have information
that you need to include yet you can do it in a way that
feels natural to you. Adding your own touches allows a
prospective student and her family an opportunity to see
a “real” student in action while adding a deeper sense of
connection to campus. So, add variety and make a tour
your own by:
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Practicing new routes while walking to class to see if
they work for the purpose of your tour
Sharing personal experiences and places on campus
where you enjoy spending time
Talking about events you’ve attended on campus,
from soccer games to theater productions, to show off
the diversity of opportunities and the benefits of taking advantage of them
Asking visitors questions along the way like, “Where
do you think you can go for academic assistance?”—
this gets them involved
By sharing personal anecdotes and
adding variety, you’ll help visitors’ campus viewbooks come to life in interesting,
memorable ways!
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The Freshness Factor
You may want to update your tour route from time to
time to maintain your fresh delivery and to add variety.
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Add current info (“This is where a good number of students gathered to watch President Obama’s inauguration” or “Yesterday we experienced massive
thunderstorms so that’s why the ground is still pretty
soggy”).
Don’t just follow a script—talk comfortably while still
emphasizing the key points (“Yes, pizza is the go-to for
many students yet there are so many healthy options
now available through dining services. My personal favorite? The salad bar in the dining commons – best croutons ever!”).
Tap into visitors’ interests as you speak (i.e. “Since some
of you mentioned an interest in working out, I wanted to
make sure you saw our wellness center. This is where
you can…”).
Keep It Lively
To keep tour members interested and engaged, try
some of these tricks…
Share History. Pepper your tour with historical
tidbits such as where campus traditions came from,
times of healthy activism, which office buildings used to
be residence halls, the overall growth of the campus,
renovation projects, famous alums and much more. Stories draw people in.
Beware the Babble. You’re excited to share
everything you know and love about your campus! Just
don’t lapse into babbling to compensate for silence. Do
you enjoy listening to one-sided conversations? Instead,
ask questions of your group to reign them back in:
“Anyone see the campus mascot ahead?” Have a candy
prize for folks who answer.
Talk About Interests. To get visiting stu-
dents involved, ask them to share thing they’re interested in. Then show them where clubs meet, where
athletic events are held, the arts center and more. They’ll
leave feeling good that they saw so much of what “they”
like rather than just a scripted tour.
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H o w t o … Give Effective Campus Tours continued
Expect the Unexpected
Be prepared for anything, from tour hecklers to campus emergencies…
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Cover with Humor. “My floor has a goal to
embarrass me 101 times this semester while I’m giving tours. Sorry you had to be part of number 76 …
only a few more to go.”
Don’t Allow Alumni to Always “Know
What is Right.” Many alums who join in your
tours have great campus memories yet may not be
up-to-date. If they give inaccurate information, step
up to the plate and provide the current facts to avoid
confusion.
Keep a Blank Piece of Paper Tucked in
Your Back Pocket at All Times. When
something unexpected happens, pull out your list
and say loud enough that the group can hear you,
“Where is this in the training manual? I know this
thing tells me how to deal with this situation.” Once
you get a laugh from the group, apologize for the
situation and move on.
Injuries or Emergencies on Tours
In case an emergency occurs on campus or something happens to one of your visitors, know what to do
next. Get to know:
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Building exits
Evacuation procedures
Tornado/hurricane/earthquake shelter areas
Locations of elevators (only for injury… elevators
cannot be used in emergency situations such as fires)
Emergency contact numbers
Questions to ask of your supervisor, prior to anything happening, include:
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Is there paperwork that needs to be completed if
there is an injury or emergency on my tour (even for
a twisted ankle or a bee sting)?
To what extent will your campus health center treat
a visitor?
Who makes the call to transport to a hospital or call
for an ambulance?
What do I do with the rest of my tour when someone is injured?
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These are critical situations for a campus and important when looking after campus guests. There may be serious liability issues involving accidents, so please work
with your supervisor to secure the details before something occurs!
Hey, Wait Up!
Wait for your group.
You are expected to be the
leader of the group yet you
don’t always need to be in
front of the group. Join the
families in the middle and
tag along with the folks in
the back sometimes. As long
as each of the tour participants are getting the necessary information about your
campus, it is okay to deviate
from the “norm” of being in
front of the group.
Elevator Etiquette
If there is a time when
you need to use an elevator and split your tour
in two or more groups,
let them know where you
are headed or where
they are to meet you.
You may also want to
take one group to your
destination and then return in the elevator for
the other group(s).
If you are in the “lead
position,” be sure to stop from time to time and allow
those in back to catch up. If you are not in the “lead position,” make sure your group knows which direction to
follow. You may get caught up in great conversation
while on tour, but never forget your primary role of
leading the entire group! Additionally, hold the door
open for your group when entering a building. This allows you to see some of the folks in the middle and back
of the tour while allowing time for you to visit with
them and see how they’re doing.
The Show Room
If you show your residence hall room or living
quarters as part of your tour:
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Keep it tidy.
Keep it clean of offensive material. Yes, it is
your room yet you are also representing your
campus.
Keep the basics of your room visible. If your
room comes standard with particular features,
you want your tour group to see what is available to them upon move in.
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C
H o w t o … Communicate Positive School Attributes
ampus brochures have all the best pictures – green
grass, smiling faces, beautiful facilities… As a student ambassador, you help bring these images alive
during campus visits.
Research shows that the number one predictor of
college success is a student (and family) making a connection to their campus, and the campus visit begins this
process. So, during your tours, really focus on the positive attributes that your school has to offer. There are
many!
What Do They Care About?
First of all, what is on visitors’ minds when they’re
looking for campus information? It likely includes things
like:
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Where they’re going to live
Concerns about roommates (if living on)
Requirements for certain majors
How to find campus jobs
What the dining hall food is like
Faculty expectations
Financial Anxiety
In this time of recession, you’ll probably get a
slew of financial questions, such as:
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How much time students typically spend studying
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Where to study
Be prepared for these questions, as well as the onthe-spot nature of those you just can’t prepare for!
Finding a “Good Fit”
You may hear admissions folks talk about finding a
“good fit.” Well, how exactly do you do that? Help
prospective students explore questions like:
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Does the campus offer the academic program you
are looking for?
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Is the student body friendly and can you see yourself socializing on this campus?
Does it seem like professors would be accessible to
you?
Are there programs and initiatives that are in line
with your values?
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Do a lot of students have part-time jobs? How do
I find one?
Tips to Try
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Opportunities to get involved
What expenses should I expect beyond tuition?
Sometimes a prospective student just goes with her
gut feeling. Showcase your campus effectively enough
that these “gut” decisions will be sound choices for her.
What students do on weekends
How to get academic assistance
Are the financial aid people easy to talk to?
And then encourage prospective students to develop
pro and con lists for the schools they are interested in.
This can help narrow their choices.
How “strict” the rules are
Parking and who is allowed to bring a car
How do I learn about scholarship opportunities?
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Support your institution with some of the following:
Know the strengths of your staff. Take some time at
the beginning of the year to get to know your peers
well enough to be able to direct a visitor to them for
more information. For instance, if Amy was part of
the marching band, whom better to answer questions about the marching band?
Refer your groups to an admissions counselor when
you are in over your head or when you need someone who has more in depth knowledge of a subject.
Never compare your school to another…the more
you badmouth others, the worse you look. You
should be focusing on the strengths of your campus
and how you can help a student wanting to seek
higher education. If you think of it in terms of someone going to college, or not going at all, does it really
matter which school they go to, as long as they get a
sound education?
Wear your institution’s attire and show support for
your campus. Don’t be caught wearing apparel from
another campus while you are working, as this can
make a bad impression. How can you possibly
maintain zest for YOUR school while promoting another campus?
Know the history of your campus and how progressive your campus has become. ‘That was then, this is
now.”
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Y
H o w t o … Provide Directions
ou’re on tap to be a Campus Compass once visitors
know how competent you are! So, be prepared to
provide directions in various formats, since folks
often respond to different types of directional “language.” They may include the following…
The Mapster Approach. For visual learners
who like having a campus map in their hands.
As an Ambassador: Learn to read a map upside down
so you can point the way while the visitor looks at the
map right side up. Point out shortcuts on the map rather
than just verbalizing them. And get very familiar with
the standard campus map in the viewbook or other admissions materials so you can jump right in and point
the way.
The Landmark Looksee. For folks who prefer having actual landmarks to guide them.
As an Ambassador: Choose five primary campus landmarks that are easy for visitors to see and identify, from
the main administration building to the library to a certain statue. Also determine common community landmarks to help direct visitors around town, from a large
gas station sign to the drugstore to the golden arches of
A Directional Self-Test
Okay, here’s a self-test to see how well you can
provide directions in a variety of directional languages:
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How far is the closest drinking fountain?
Where do you need to turn if you’re trying to
get to the visitor parking lot from the campus
center?
What should folks look for if they’re trying to
find their way to the recreation center from the
admissions office?
What direction is the library from a first-year
residence hall?
Where are some of the main public rest rooms
on the map?
Do this with your fellow ambassadors from
time to time to exercise your directional skills!
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The Upside Down Map Read
When you encounter lost souls on campus, wandering
around with maps in their hands, it’s good to be prepared,
because you’ll likely need to perform an “Upside Down
Map Read.” This means you’ll be looking at a map flip
side up as you give directions while the visitors look at it
right side up. So, practice this skill now. It involves flipping right turns to left ones, switching your perspective
about what is north and reorienting yourself when it
comes to landmarks.
And if you have trouble, just join the group on the right
side of the map and point the way!
McDonald’s. Then, close your eyes and
practice visualizing landmarks you’d use
to direct someone to the dining hall or
the bookstore. Keep doing this until
you’re a pro!
The Weathervane Approach. For people of the north-south-
east-and-west persuasion.
As an Ambassador: Determine which way is north on
campus and in town so that you have your bearings
when asked to provide directions. Use a map at first and
then test yourself without it. Do so daily, trying to determine where the ATM machine is from the dining hall,
where the student union is from the library and more
combinations, using north-south-east-and-west language.
The Feet Factor. For visitors who best deci-
pher directions offered in feet, yards and miles.
As an Ambassador: Jot notes on your campus map to
help you recall distances. Pick a distance on campus that
you know well as your standard – for instance, know
how far it is across the campus green. This will help you
be most accurate when providing other directions in
feet, yards and miles. And, since this
can be a tough way to measure distances, be truthful with your group if
you’re unsure!
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S
H o w t o … Focus on Students
ometimes, prospective students don’t speak up for
themselves. They may be so used to their parents
handling things that they’ve fallen into that pattern.
Or they may be afraid to speak up in a large group.
Whatever the case may be, you can focus on that potential student with a few simple how-to steps.
Be Approachable
Connect with each student one-on-one before a tour
begins, if possible. Make small talk, pay attention and listen to them. This initial connection is a great start because it’ll make folks feel more comfortable asking
questions and making comments along the way.
Direct Questions to Students
Don’t fall into the habit of always directing your
questions to the family members on tour, even if they
happen to be the main ones talking. Of course you want
to spend time and attention on them, yet the prospective
student is your main focus. So, ask for her input and
shift some focus. This subtle move may allow all visitors
to realize the importance of this (school) being the student’s decision.
Walk with Students
This shows that you are interested in them. Often
times, walking with the student can help shift focus
Student vs. Parent Wants
away from the parents and siblings. Another alternative
would be to walk between the student and their family
members.
As you do these things, also be sensitive to family
members and their needs. You may get the occasional, “I’m
the one paying for Donna’s education and would appreciate you addressing me directly” or “I’m the one who asked
you that question.” This is more the exception than the
rule, yet it serves as a good reminder that everyone on tour
needs to feel valued and heard.
Draw Students In
Sometimes you just need some specific questions and
comments to draw students into the conversation. They
may include:
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Oh, I see you are involved in theater, so I’m guessing
you’d like to see our 1300-seat performing arts center.
What types of shows have you been involved in?
We have an excellent intramurals and recreation program. What types of recreational activities do you like?
What kinds of new things are you hoping to try at college that you haven’t really tried before?
What are you interested in studying? Great, let me
show you the building where many of your classes
would be then.
Potential students and their families may be looking for different types of information. Here are
some examples:
A parent/family member wants to know
How much money do I need to send?
Are there distractions in the residence halls?
vs.
A student wants to know
Am I gonna be broke?
Will I be able to meet good people?
How are roommate conflicts handled?
Do I have to live with someone I don’t like?
Do they need money for snacks?
How is the food?
Can I send a care package?
How is the food?
What size fridge fits in their room?
How is the food?
How are courses selected?
Do I have to take 8 am classes?
Is financial aid available?
Is there group or one-on-one advising?
What do students do who are struggling?
Can my student graduate in four years?
Do I need to get a job?
How do I find or select my classes?
Are there nice people I can talk to if I need help?
How hard do I really have to work?
* Of course these are generalizations. Just try to look at things from a variety of perspectives!
10
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H o w t o … Include Families
arents, siblings and other family members may visit
campus with their student. So, including them and
helping them see how they too could be part of
your campus community is an important step when
recruiting the whole family.
The 4 “P”s of Family Partnerships
Perspective
The tumble of emotions that families with students
getting ready to head to school are experiencing may hit
them hard. Family dynamics and relationships are
bound to change and this fact starts crystallizing during
the campus visit. They may be wondering how to stay
connected despite distance, what it’s going to mean for
family finances and much more. Be aware of the possible
issues and lend perspective.
Patience
Once families realize how knowledgeable and competent you are, they may bombard you with questions.
Field these patiently and take a true interest in what
they’re wondering. Remember, they are asking these
things because they care about their child, not because
they want to make your life inconvenient! Parents and
families come to campus because they want to see what
college life is all about.
Professionalism
Some families may be under the impression that you
are “just another college kid” due to your age and appearance. Let them know who you are as a student, a
person and as a student leader. Your professionalism
will be enhanced by several other things, including:
Tips to Comfort Parents
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Let parents know that there are resources available
to their students. Explain the role of Resident Assistants (RAs), talk with them about the full-time staff
on campus, introduce them to tutorial and counseling services on your campus, etc.
Show them your campus facilities so they can picture where their student will be living, attending
classes and living campus life.
Let them know your faculty to student ratio, if it is
favorable.
Talk to them about availability of faculty and staff.
Introduce them to members of your campus staff.
11
Don’t Forget Siblings
Would you like to be a younger sibling who is
“dragged” along on the tour? More often than not, these
siblings will be uninterested and bored out of their
minds. They are thinking that this has nothing to do with
them. Involving them on your tour will help relieve the
boredom and make things smoother for you.
If you know there will be a younger sibling on the
tour, give them a koosh ball or stress ball to carry
around. That often diverts their attention and gives them
something to play with, while not being too distracting.
Ask them questions to keep them on their toes. You
don’t need to divert the entire attention to them for the
tour, rather occasionally throw a question or two at
them.
Show them places on campus that they would enjoy
like the recreation center, where students go bowling, the
campus Burger King ™ and more. Get creative, include
them in the conversation and you’re bound to have some
fans by the end of your tour!
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Keeping your cool when tested
Dressing the part; a neat, comfortable appearance
helps to instill confidence
Not making disparaging comments about fellow
students, administrators, faculty members or others
in the campus community in an attempt to make
yourself look better
Handling emergencies, both big and small, with
calm attention
Promises
In order to instill confidence, be truthful with parents. When they ask for your opinion “as one of the students,” use this opportunity to express your views about
the positive things being done. Be honest about what
you do and don’t know and don’t promise the moon. Do
what you can to help or point them in the
right direction. Don’t make promises you
can’t keep – as this will surely backfire. A
broken promise reflects negatively on the
university and can undo the many good,
helpful things you’ve done.
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C
H o w t o … Provide Good Customer Service
ampus visitors are customers, in that we’re providing them with a service and wanting their experience to be as positive as possible. You have a lot to
do with making that happen – and here’s how…
Give Accurate Timeframes. People’s time
is at a premium, so stick to the timeframes you’ve set.
This shows that you respect customers and their other
commitments.
Don’t Overpromise. In the quest to be helpful,
it’s easy to promise things you can’t necessarily deliver
on. Be careful of that— better to be honest about what
you can do than to promise something and not follow
through.
Smile and Engage. Look visitors in the eye,
listen well and give them your attention. They are your
most important “task” at the moment and should feel
like it.
Don’t Ignore Your Group. If you see a friend
when you’re giving a prospective student a tour, don’t
ditch the visitor! Instead, introduce everyone and include them in the conversation.
Personalize Tours. Ask visitors what they’re
hoping to get out of a tour and then work to customize
their experience as much as possible.
Leave the Door Open to Future Questions. We all think of questions after the fact and your
visitors will likely come up with things they’re wondering on the way home. So, keep the door open for them to
contact you through the admissions office if they have
additional questions.
Be Courteous
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Hold the door
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Say please and thank you
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Say “bless you” when someone sneezes
Excuse yourself if you inadvertently interrupt or
bump into someone
Allow others to walk in front of you when entering a
room
Hold the elevator for someone who is approaching
Offer to carry something if someone’s arms are full
Courtesy is a combo of what you say and what you do.
12
Customer Appreciation
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Give a campus bumper sticker to the person that
traveled the farthest for their tour
Walk visitors back to their cars after their tour and
wish them safe travels
Send a thank you email to visitors
Take a digital photo of visitors near a campus statue
and then email it to them
Contact individuals personally with follow up answers to their questions
Design a welcome banner with a visitor’s name on
it and have it on display upon his arrival
* Talk with your supervisor about how to handle it if visitors ask for your personal email address or phone number.
Customer Service in Action: Case Studies
Instead of spending time talking about what customer service is, the following case studies bring it to life
by showing how you can provide great customer service
by tuning into visitors’ needs and going the extra mile.
Omar was really nervous about transferring to a new institution. He was already halfway through his junior year of
college and felt transferring might set him back a semester or so. While on a tour, Omar asked his student ambassador about the transition and if he would lose any
credits. Omar’s tour guide, Amy, was not familiar with
the college Omar was transferring from and could not
comment on his classes. She did indicate that the transition for each student was different and that her campus
had resources to help him make a smooth transition. She
then walked Omar to the transfer coordinator in the Admissions office to answer his questions.
While giving a tour, Kiesha realized a prospective student
on her tour was very interested in volleyball. While touring
the athletic facility, Kiesha stopped by the volleyball office to see if the coach was available to speak with the
prospective student.
It was a hot spring day and Carlos was giving Shannon a
tour. Shannon was enjoying the tour, but looked pale and
seemed out of breath. As Carlos passed a campus restaurant, he purchased a water for Shannon. They sat down
in the restaurant for a few minutes and continued their
tour inside.
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H o w t o … Understand Visitors’ Diverse Perspectives
eople are coming from so many perspectives when
they step foot on campus. They may be concerned
about finding a community of like-minded people.
They may be looking to broaden their worldview.
They may be searching for services to support them.
Diverse perspectives are what make your campus
rich and interesting. So, be prepared to welcome these
varied people and perspectives each time you encounter
a group of visitors. By keeping an open mind and
warmly welcoming all, you’re starting off on a very
good foot.
Meeting Needs
Below are some issues that visitors may bring to
your tour. These are simply generalizations to help you
be prepared to meet their individual needs:
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First Generation Students. They and their
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Past College Grads. Others in the family may
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family may not know what to expect or what to ask.
Help them understand the admissions process. Also,
be sure not to use too much lingo or to assume that
they understand college life.
have been to college in the past. Help them see that
your campus has its unique characteristics and that
things tend to change from year to year.
Embracing a Diversity of People and
Perspectives
√ Listen to their issues and life experiences. The returning adult student may be uproot-
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ing his life (and income) to step back into education.
Listen to what he has done and express, “Wow, you’ve
done so much.” Help him feel prepared to make this
major move in his life.
Take time to be constructive. The student
with her GED or HSED may be uncomfortable sharing
that information with you. Show excitement that she
made the commitment to finish school and that she
wants to go on for a degree.
Recognize diversity. For the visitor who asks
about ethnic organizations or percentage of minority
students on your campus, show pride in programs
your campus offers.
When asked the gender makeup of your
campus, don’t buy into the stereotypes
of gender. Many visitors do not appreciate side
comments such as, “We have approximately 55%
women and 45% men…good for the guys, huh?”
Gay/Lesbian/Bisexual/Transgender Visitors. These students may be looking for campus
resources including student advocacy groups and an
open, welcoming campus.
International Students. Some may demon-
strate a language barrier. Make sure to speak slowly,
when necessary, and answer their questions directly.
The biggest disservice you can do for an international student is to simply nod your head and say
“uh-huh” when someone asks a question. If you
don’t understand,
ask him to repeat it
until you know
The Individual Approach
what he is asking.
Students of
Color. They may
be looking for students “like” them.
All students want
to feel as if they fit
in and have a stu-
13
Please note that talking with
individuals about what they’re
looking for is the best way to
truly understand someone
else’s perspective. These generalizations just provide a
place to start.
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dent group they can belong to. You may not know
what it is like to be a minority on your campus, so
don’t provide a false sense of your campus if you do
not know.
Gender. Your group may ask about the gender
makeup of your campus or if there are single gender
residence halls. Also, be prepared for visitors who
may not be in favor of students living in a residence
hall with the opposite gender.
GED or HSED Students. There are students
who have not received a high school diploma the
traditional way. They may (for any number of reasons) have had to complete their General Education
Diploma (GED) or their High School Equivalency
Diploma (HSED). This includes students who are
home schooled, so do not draw any assumptions. Instead, show them how they can be successful on a
college campus.
Returning Adult Students. They may be
taking a big step to explore college possibilities. Listen to their life experiences, address their fears and
encourage them to pursue their dreams.
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Y
H o w t o … Work with Visitors with Special Needs
be talking about
“Greeks” vs. “fraterni“You show compasties and sororities” or
sion and respect to
even as simple as exothers not because of
plaining the purpose of
who they are, but bethe student union.
cause of who you are.”
Acronyms are easy on
you and hard on your
tour members. You might not give abbreviations a
second thought, but they may leave your tour group
wondering, “What on earth does that mean?” The
next time you slip and use an abbreviation, look
around to see how many people are scratching their
heads trying to figure out what you meant. Don’t
leave them guessing…fill in the blanks of your campus lingo.
ou’ll encounter a variety of visitors with different
needs. Here are just a few to get you thinking…
First Generation College Students
Being the first student in your family to attend college seems like a big responsibility and often parents
and students don’t know what to ask because it is all so
new to them. Here are some things to know about first
generation college students and what their families may
want to know:
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Be Patient. When families are new to the college
selection process, they may not know what to ask or
what things to look for. You are now the “expert”
and they look to you for direction and guidance. If
there is silence (and there probably will be), add in
your personal comments and experiences while giving quality information about your school. The more
personal experiences you share (positive ones, of
course), the more they will feel comfortable and at
ease about their college search process.
State All the Facts. There may be a lot of
questions that seem like “no-brainers,” but if you
have not gone through this before, they can be very
important pieces of information. Regard each question with the utmost of importance and provide all
the necessary information to give visitors the “tools”
to make sound decisions about the college selection
process.
Don’t Get “Bored” with the Information
You Disseminate. If you feel you repeat your-
self…you do AND should. Remember, your audience is hearing this information for the first time
(even if you have said it 1000 times). Keep it fresh.
Keep it exciting. Keep it informative.
Stay Away from “College Lingo.” It is
easy to use simplified terms often used by folks that
have already been through the college experience.
However, as a first-timer through this “college
thing,” parents and students may
not understand what you are talking
about. Key examples of this would
14
Non-Traditional Students
This population of students is growing in number,
bringing special issues to campus. Therefore, it can be
hard for them to trust that you understand their concerns and needs. Whether you are a traditional-aged
tour guide or a returning adult student yourself, think
about a few ways to put non-traditional students at ease
and help them get excited about their future education:
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Listen to the Student—Carefully. You
may be the first person that has ever listened to
them discuss their future decisions.
Encourage Them. You may also be the first
person that has seriously supported them in their
decision and told them that they really have it in
them to succeed.
Don’t Assume that a Student is a Parent. It is a very easy thing to do and an even easier
way to turn a non-traditional aged student away
from your campus.
Know the Resources for These Students. Is there an adult resource center/non-tradi-
tional student center? Is there a specifically designed
lounge or computer lab? Keep a list of places that are
open later for non-traditional students to study.
Many are commuting from home and need to find a
place to go between classes (besides back to their
car). And find out about parking costs for students
who only occupy a space when they’re on campus
taking classes.
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H o w t o … Work with Visitors with Special Needs
English as a Second Language (ESL)
Some students and family members may not speak
English as their first language. Be aware of this within
any group and help alleviate some of the language barriers:
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Don’t use slang or acronyms. For any tour participant, these can be confusing. Use proper English
and don’t abbreviate the buildings, services or departments of your campus. Using terms like “y’all”
and “you guys” can leave a tour participant wondering whom you are addressing.
Don’t assume your tour participant grew up in another country. She may have been born in another
country or grown up here in a home where another
language was primarily spoken.
Prospective students may be foreign exchange students who have been visiting for a year. As tour participants, they may be exploring your campus to see
what their options are before returning to their home
country. Or, they may just be tagging along with a
friend or host family member to see what universities here are like.
If the ESL participant in your tour brings along a
person to assist him in understanding English, be
patient. Don’t always direct your responses or information to the guest interpreter.
Like so many other tour participants, ESL students
may not know the questions to ask. Other countries
have very different university practices and opportunities for students. In some cultures, higher education is expected and in others it is considered a
luxury.
Your guest wants to know what you have to say and
may be eager to learn about your campus, yet may
be too shy or embarrassed to tell you when he doesn’t understand. Show patience and encourage clarifying questions or remarks. If a questioning look
appears on your visitor’s face, elaborate a bit more
without being asked.
Body language plays a big role in your tour whether
a person speaks English as a first or second language. Americans often have a standard set of
norms for acceptable body language, as do other cultures. Don’t be offended if a person on your tour carries herself differently or even avoids eye contact. It
might be a cultural thing.
15
continued
Visitors with “Hidden Disabilities”
Within any group, someone may have a learning disability that isn’t immediately observable. That’s why
they’re often called “hidden disabilities.” When you’re
conducting any sort of program or tour, keep the following
things in mind:
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Give important information both orally and in written
form so members can process it both during and after
the event.
Don’t ask participants to read out loud, unless they
offer. Some people get very anxious or are unable to
read well in front of others.
Provide plenty of time for questions and answers.
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Don’t plan on speaking at a snail’s pace, but do take
the time to speak clearly, concisely and at an even
tempo. Talking too fast can be confusing for anyone
and important pieces of information from your tour
can be missed.
People with Disabilities
From time to time, you’ll have visitors with disabilities in your group. Talk with your supervisor about
ways to set up accommodations ahead of time to meet
the needs of these folks. Some things to take into consideration include:
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Mobility. If someone has difficulty walking, is a
motorized scooter or golf cart available for the tour?
Or if she’s in a wheelchair, how accessible are the
spaces you’ll be visiting?
Hearing. If someone
has a hearing impairment, how will you
make sure he gets the
information he needs?
Do you have access to a
sign language interpreter?
Vision. If someone
has a visual impairment, what resources
can you use?
It Doesn’t End Here!
There are other special
populations besides the
ones mentioned here for
you and your peers to
consider. Work with your
supervisor and peers to
brainstorm how to meet
the needs of other visitors with special needs,
too.
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W
H o w t o … Represent Your Institution Well
hen it comes to first impressions, you are on the
front lines! For many campus visitors, you are
their first glimpse of the institution and your actions are certainly intertwined with the feel
they’ll develop for your school. So, take the
time and effort to do things right. Make it your mode of
operation to be a positive role model and institutional
rep, even if no one is watching.
Keep in Mind…
While you may be able to separate you, the person,
from your role as a student ambassador, others may
not see the difference.
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Weighing your answers and actions before you act
makes good sense.
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Thinking about the various implications of what you
say and do is smart.
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Determining what message you want to send to others takes forethought.
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Reconciling who you, the individual, are and what
you, the student ambassador, want to convey to
your community takes intentional effort.
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Once you have gone through these considerations,
ensure that your self-identity and student ambassadoridentity complement each other instead of being in conflict. It’ll be a much easier year as a result!
Put Your Best Foot Forward as a Role Model
Students will be looking to you for cues regarding
what is acceptable behavior on your particular campus.
No Bashing
Don’t lapse into easy, disrespectful campus stereotypes, such as:
√
When you can’t find anything edible in the dining
hall, there’s always cereal
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Public safety are just glorified security officers
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The health center just hands out aspirin and bandaids
Good luck finding any peace and quiet in the residence halls—they’re nuts!
Instead, share the truths about these and other areas
of campus from a positive perspective. No place is perfect, yet as an institutional rep, there are many positives to
communicate.
16
They’ll be watching your actions and how you interact
with others. Plus, their families will be looking at you as
an example of what kinds of
role models their student
may find on campus. Will
they be happy with what
they see? Put your best foot
forward when interacting
with visitors and chances are
that they will be!
Here are some things to
consider:
You represent your institution when you:
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speak
act
communicate
goof off
act responsibly
tell jokes
interact with others
How do your actions represent your school?
Attitude. Are you approachable? Do you have a
positive attitude toward your school and position?
Body Language. Do your postures and gestures
match what your words are trying to convey? Is your
body language open or closed off?
Appropriate Messages. Are your messages
delivered in a proper tone, and with appropriate, not
derogatory humor? Do any jokes poke fun at an ethnicity,
group or gender? Do you tell “tall tales” about your previous “adventures” to get easy laughs?
Confident Decision-Making. Do you make
decisions with ease? What is your process? Do you come
across as confident or do you tend to second-guess yourself?
Questionable Behaviors. When you engage
in a questionable behavior, you not only impact your own
reputation but that of the institution in general. Before
you do something, do you think about the consequences?
Loyalty. Do you ever sell out your supervisor or a
colleague in order to make yourself look good? Even
when it’s subtle, it comes across as self-serving and disloyal.
Respect. Do you make it a practice to treat others
respectfully? Does having respect for someone mean you
have to agree with her on every issue?
Communication Style. Do you go directly to
the source when you have a problem or do you talk
around it, with people who shouldn’t necessarily be involved? Is talking about people a form of small talk that
you engage in?
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I
H o w t o … Play a Role in Retention
t may feel like retaining a student – or keeping him at
school—is a long way off when you’re just meeting
prospective students. Yet, you play a very important
role when it comes to both recruiting members of the
campus community and giving them a reason to stay.
What is Retention?
Retention is helping a student who may be considering quitting due to financial reasons by showing her financial resources she can tap into for assistance.
Retention is showing a student certain areas where
he can get involved to enhance his sense of connection to
campus.
Retention is guiding a student to the counseling center to talk with a professional about personal issues that
may be derailing her college success.
Retention is making connections between students
and the people in their academic life (advisors, professors, tutors, etc.) so they know where to get help instead
of struggling—and potentially failing—alone.
What Can You Do?
These may all seem like things that can’t happen
until a student gets to campus—and you’re correct about
that. Yet, as an ambassador, you lay the groundwork by
pointing out resources and creating an open, welcoming
environment where students know that members of the
community are there to help them succeed. For instance,
in the situations above:
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Belonging
Belonging is a potent force in most people’s
lives and college students are no exception. When
they visit campus, they’re looking for a place
where they can “fit” and “matter.” And that’s
where some of your personal anecdotes can help
illustrate how this campus gave you a sense of belonging. By hearing someone’s real life story, visitors are more likely to envision how they can
belong among the campus community, too. Just
don’t go overboard on the sharing and make sure
it remains appropriate.
Examples: “I wanted to get involved with the
school newspaper, so I went to an open meeting
and was really welcomed and put to work right
away.” OR “When I was struggling during my
first-year math class, I went to the learning center
and a great tutor walked me through things by
breaking down the complexities and making sure I
understood them, step by step. That made all the
difference as I learned to do well in that class.”
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The Student with Financial Concerns.
In today’s wobbly economy, finances are likely to
come up during your tour in one way or another. Be
in tune with the resources available to students and
their families, from extended financial aid hours to
campus job postings to financial literacy courses for
students. Let them know what resources are available so they can tap into them when the time comes.
The Student Wanting to Get Involved.
Point out various organizations and activities during
your tour. “Over there is where the Physics Club
does the annual Egg Drop that is really cool and
then 30 intramurals teams made up of people of all
skill levels play over there in the rec center.” Pepper
your tour with this kind of commentary – visitors’
ears will perk up when they hear something that interests them.
17
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The Student with Personal Issues. Make sure
your comments about any sort of
campus support services are very
positive: “Getting help is such a
sign of strength when you’re
dealing with something and the people who work
here in the various help centers have chosen to work
with college students because they care about them
and want to help them succeed.”
The Student Requiring Academic Assistance. Talk about how students regularly tap
into instructors’ office hours for additional help and
how the campus learning/tutoring center is a great
place to go for assistance. Point out how study skills
workshops are available in the residence halls and
beyond. Let them know that there’s a culture of
learning on campus and that supporting that learning, rather than assuming everyone is “getting it,” is
part of the picture.
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N
H o w t o … Work Well with Others
o ambassador does it all on his own – you need
others and they need you. Here are some strategies
for working well with the others on your team…
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Being Part of a Cohesive Team
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Provide the Behavior Favor. Respond to
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Avoid Cliques. Nothing breaks down group co-
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peers in need. Your positive approach will gain respect and they’ll be much more likely to return the
favor.
hesiveness like cliques. Some folks will become better friends than others, yet reach out beyond your
comfort zone to know others, too.
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Balance Strengths and Weaknesses. In
solid teams people complement one another, thus
creating an effective balance. Don’t limit yourself
from learning opportunities because “it’s not a
strength,” though. Grab this chance to learn and
allow others to learn from you.
Create Team Traditions. Spending so much
time together, you’ll develop your own traditions
that reflect your group’s special sense of loyalty or
quirkiness.
Establish Open Lines of Communication. Develop mutual respect through open, honest
sharing. Trust is crucial! Agree to discuss issues directly rather than behind someone’s back. And, follow through. If you sense someone is having a
problem with you, confront her with care and tact. It
may simply be a small misunderstanding.
Give “Put-Ups.” Often we hear of people get-
ting put down. Counteract that by taking some time
to tell another team member something they have
done well. Maybe you liked how they interacted
with a family, maybe they took a really tough phone
call and handled it brilliantly, or maybe they just
have a great demeanor on the job. These “put-ups”
are a great way to show appreciation and respect for
them and the work they do.
Support One Another. Your views may differ,
yet be sure to maintain a public air of support, addressing contentious issues in private. Recognize
each other for a job well done. It should never get so
hectic that you fail to be there for one another!
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Maintain a Professional Attitude. Profes-
sionals work together to resolve a situation rather
than searching for someone to blame. Honestly evaluating your own responsibilities and owning up to
your mistakes is the sign of a consummate professional.
Be Polite. Good manners are an important part
of any workplace relationship. Remember the
“thank you” and “please” philosophy. And be careful not to interrupt, even when your enthusiasm is
bubbling over!
Have Fun Together. While being professional
on the job is important, it’s also important to have
fun! Get together outside of work, celebrate birthdays, show appreciation and enjoy one another’s
company.
Connecting with Your
Supervisor
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Get to know her as a person, not just a supervisor,
by showing an interest
Offer feedback in constructive, rather than accusatory, ways
Provide genuine praise
and thanks, when warranted —recognition typically comes down the
chain of command but
rarely travels up
Ways to Work with
Colleagues
C ooperate
O ffer assistance
L isten
L augh
E nergize
A ccept
G ive praise
U nderstand
E xchange ideas
S upport
Volunteer for the not-sopopular tasks at times –
that way your supervisor won’t have to beat the
bushes to always find willing volunteers
Respect his experience, dedication and time
Get things done in a timely manner – chances are
that your supervisor is waiting on something from
you so that she can get her work done in a timely
fashion too
Don’t “bash” your supervisor behind his back –
bring up any concerns directly
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T
H o w t o … Handle Tough Questions & Situations
he art of making a positive impression is knowing
how to tackle the tough questions and situations directed your way. They’ll likely be flying fast and furious during your time as a student ambassador!
On the Spot
There will be times when questions and/or situations put you on the spot. Instead of getting overly
flustered, consider a few response options:
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Tough Questions
Visitors will be curious to hear what you have to
say—and some may consider it “their job” to test you
with tough questions. You’re up for it! In order to tackle
these questions in a quality way, consider the following:
You’re “not just a student with an opinion.” When
you speak, you represent the institution.
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No one—especially potential students – will trust
you if they feel you’re just feeding them a line. So, be
genuine without going to the opposite extreme.
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You can never know everything that people ask of
you. So, be gentle with yourself and get comfortable
admitting the limitations of your knowledge. Keep
learning about campus resources and places to get
more info. And don’t EVER make up answers – that
does much more harm than good!
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Patience is a key factor in handling all the “tough”
stuff tossed your way. You may think you have the tools
to answer every question, but honestly, someone will
probably throw you a curveball. Here are ways to react:
Be patient
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Respond calmly—don’t let your tour get you frazzled or upset
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Maintain eye contact during your delivery (even if it
is uncomfortable), as this shows credibility
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If your supervisor was in the room, would you
answer these questions differently than if you were
alone with a group?
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What are students really doing on weekends?
Why are some of the campus policies so strict?
What happens if I break a campus policy?
Can you get away with things here?
Practice your responses now to see what feels
comfortable and talk with your supervisor, too, if
you’re feeling stuck.
19
“Well, that’s definitely an interesting perspective.
Thanks for sharing it!”
Cover cleverly while you think of an answer: “Well,
that’s a good question, I’ve not had to answer that
one before”
You may simply say, “I don’t know,” and find someone who can answer the question more clearly
Dealing Well with Conflict
You may face disgruntled, angry visitors on occasion,
so be prepared to handle possible conflict:
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Q&A
“To be honest, I’m not sure how to answer that.
I’ll get right back to you once I find out.”
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Be prepared and confident (without) being arrogant
Have a proper attitude (including empathy and rapport) for a better chance of acceptance
Start the conversation with an open mind
Speak clearly and with compassion to increase understanding
Explain assumptions and limitations
Avoid confusing terms
Be honest and frank
Listen to concerns and feelings so that needs can be
met
Don’t interrupt—that can make things worse
Let others know WHY certain things need to occur or
WHY certain policies/procedures are in place
If you do not know the answer to a question, say so,
and offer to find out the answer
Operate with integrity
Respect the other person’s right to a satisfactory solution to the problem
It’s not about winning—it’s about keeping things respectful and open so you can all come to some sort of resolution.
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C
I
H o w t o … Communicate Effectively
ommunication involves talking, non-verbals, listening and writing. So, when giving tours or presentations…
Allow for Natural Breaks in Your Delivery. This will allow the group to feel relaxed without being rushed. Pausing between buildings or
even between sentences allows your group to ask
more questions, too. And as a student ambassador,
questions are a good thing!
Slow Down. A common complaint on campus
I
tours is the perception that the tour is rushed. Take
your time. The faster you talk, the more slurred your
speech and the less visitors get out of your tour. Project your voice, slow your pace, be as articulate as
possible and breathe regularly to relax yourself.
Project Your Voice
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Look at the people you’re speaking with. Many people
hear better if they’re also seeing your lips move and observing your facial expressions.
Don’t cover your mouth when you speak.
Breathe deeply from your diaphragm before speaking
instead of taking shallow breaths.
When possible, try to stand a bit above your group, on
the slope of a hill, a stage or a curb. They’ll be better
able to see you, plus your voice won’t get lost in their
crowd.
Avoid the Use of Idle Phrases. The words
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“like” and “um” tend to be very distracting. This is a
habit that is very challenging to break. Have your
peers and supervisor listen to you and help remind
you when you are using these conversation killers. If
you say them enough, the words tend to be the only
thing a visitor hears and your message gets lost.
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Avoid Obscenities at All Costs. If you trip,
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bite your tongue. If something startles you, bite your
tongue. If you are angry, bite your tongue. In
essence, show your tour group that you have control
and can take everything in stride.
Don’t Gossip or Talk about Others. Put-
I
ting someone else down during your tour not only
makes you look bad, it makes the campus look like
they hire “not-so-good” staff members. Even if you
Humor How-To
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Don’t disrupt the flow of your presentation with
jokes
Steer clear of offensive jokes and comments
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Don’t laugh at people—laugh with them
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Try not to try so hard
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Keep the humor in check—don’t go overboard
with the “funny stuff”
Address offensive humor appropriately
Use humor to include people, not exclude them—
there’s a time and place for private jokes
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disagree with another person, your tour group is not
the place to offer your opinion. If a tour member offers
negative feedback about someone else, politely take
the information, respond by saying something like,
“I’m sorry to hear this” and offer to deliver that message to your supervisor. This makes the visitor feel
valued while also exhibiting your professionalism.
Illustrate with Stories. A poignant, brief
story can do wonders when it comes to illustrating a
point. Your audience will probably remember these
stories of real people and real experiences long after
your talk is over. According to Tom Peters, author of
The Pursuit of Wow,
“The most potent
“Buts” Out!
speeches are often
Using the word “but” in a
little more than
sentence cancels out everystrings of (such)
thing you say before it and
vignettes, loosely
can
negate the listener’s feellinked by an outline and in support
ings. So, beware of “buts!”
of just one or two
big ideas.”
Don’t Compare Your Campus to Another Campus. Each campus is so unique.
What might be a great “fit” for you might be the
worst fit for another person. Let visitors make those
decisions for themselves. If asked to compare a campus or a particular program, offer that each campus
is unique and that you can provide information
about your campus and its programs, but encourage
them to visit the other campus to see for themselves.
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H o w t o … Communicate Effectively continued
Write Like a Pro
Being a Good Listener
There’s great value to writing that is clear, concise
and clean, whether it’s used in thank you notes or email
communication. Here are some tips:
There is such value to listening well. It makes people
feel important, it lets you tune into what their issues are and
it shows that you respect them. Here are a few strategies:
Avoid the Passive Voice. Instead of writing
Don’t Interrupt. Listen solidly without anticipating
what you’ll say next. As a result, you’ll be much less likely
to interrupt.
Be Specific. Just like a reporter, communicate
the “who, what, where, why, when and how” of what
needs to done. Stay objective unless you’ve been specifically instructed to use subjective language.
“The program was planned by Dane,” write, “Dane
planned the program.” This makes it clearer and less
awkward.
Be Concise. There’s no need to be long-winded.
Get to the point and steer clear of too much “fluff” in
your writing. You’ll lose readers if you spout off too
long!
Get Things Right. Take great care when
spelling people’s names, getting their titles correct and
other specifics. And also make sure that you do a careful
proof of your work. Spell check doesn’t catch everything!
Attribute the Words of Others. If you’re
quoting someone, put quotes
around their words and tell
where you got the information.
Don’t take credit for words
other than your own!
Don’t Go “and”
Crazy. When you’re trying to
Numbers
In formal writing, use
the word for numbers
one through nine. After
that, you can use the
actual number symbol.
Just don’t start a sentence with any number
—use the word instead.
cram a lot of information into
your writing, it’s easy to insert
“and” many times. However,
this makes for a real run-on
sentence that is poor form and
hard to read. So, if you have
more than two “ands” in a sentence, consider turning
that long sentence into two shorter ones.
Make Things Match. If you’re referring to one
person, then don’t use “they” later on. Make your tenses
match throughout your writing, instead of using “did”
one time and then “does” the next. And your
singular/plural references should jive, too.
Read It Out Loud. One very effective way to
self-proof your work is to read it out loud. This will help
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Make Eye Contact. Look folks in the eye as you’re
listening to what they say. It communicates that you’re focusing and connecting with what they’re saying.
Reflect Back. One sure way to show that you’re listening is to reflect back to someone what they said (“So, it
sounds like you’re considering majors in either business or
communications.”).
Avoid Distractions. When you’re listening to
someone, try not to let your eyes stray to something happening in the background. Don’t turn at every sound or answer your cell phone in mid-sentence. That person should
feel like your primary focus.
you determine if you’ve used incorrect words, if your
sentences run on too long, if your tenses don’t match
and more.
Sources: www.mindtools.com/CommSkll/WritingSkills.htm,
www.arc.sbc.edu/writingerrors.html
Non-Verbal Communication
It can be easy to grimace when a speaker stumbles
over his words or to shrug when you’re not sure what
someone is talking about. Or the eye roll—that’s a classic. However subtle these non-verbals may seem,
though, chances are that others in your group will pick
up on them. You’re on display—they’re watching you
for an example—and if your non-verbals show a lack of
respect, they may think it’s okay to do the same.
The Non-Verbal Message Decoder
Squirming = Bored or uncomfortable with the topic
Nodding = Listening and engaged
Crossed arms = Closed off to what is
being said
Leaning forward = Interested in what the
other person is saying
Heavy sighs = Discontented or bored
Smiling = Sends positive support
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I
H o w t o … Handle Mistakes
n any scenario where you put yourself out there,
you’re bound to make some mistakes. That’s okay.
The true test is how you respond when this happens. Do you face up to mistakes and take responsibility? Do you pass them off on someone else? Do
you ignore them? Do you embrace them as learning
opportunities?
In a public setting where you’re also setting an example—such as the student ambassador gig—how you
handle mistakes is critical. Here are some suggestions…
If You’re Unsure about a Fact, Don’t
Act Sure. There’s no way to know everything about
how your campus operates. So, when you get a question
that you’re unsure of, say it: “I’m not really sure about
that one—I’ll find out and get back to you.” Don’t give
an answer that may or may not be right, just to appear
like you know what you’re doing. That’s worse because
you’re likely spreading false information.
Admit When You’re Wrong. It takes strong
character to say, “I was wrong.” It may feel uncomfortable at the time, yet folks are bound to respect you for it.
Admitting when you’re wrong not only demonstrates
human fallibility, it admits a willingness to hold yourself
to certain standards.
Apologize for Any Harm. If you inadver-
tently offended someone or did them harm somehow
through your mistake, be very up front and apologize.
You can’t take away what you did, yet your genuine remorse and desire to mend fences can make a big difference to many.
Don’t Pass the Buck. Some people misplace
blame to make themselves look better. In the moment, it
may feel good, yet it won’t feel right in the long run.
And people are very tuned in to this kind of thing.
They’ll likely be able to sense when you’re trying to
build yourself up at the expense of others.
Learning from Mistakes & Criticism
Constructive feedback can be difficult to hear and to
give. Yet it is a gift given to help someone improve and
become a better leader and person. And while success is
nice, mistakes are often our best learning tools. Most
people clearly remember the mistakes they made and
what they learned from the experience.
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Stay open to the lessons they contain, as well as any
criticism that may be thrown your way, by:
not taking it personally
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asking for clarification or examples
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thinking about what you can do to address the
concern/mistake
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not letting one criticism taint all the positive things
you do
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embracing mistakes
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refusing to turn around and assign blame
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Why People Complain
What happens in the event that a customer is not
happy with the service they received or the information disseminated to them? Is the customer in these
situations always right? Maybe, maybe not. Your job
is to try accommodating them so they have a good
feel for your campus and leave feeling confident in
their campus experience.
Before you just lump everyone into the “difficult” category, try to take a step back and recognize
why someone may be complaining. It’ll help you better understand where they’re coming from. Their
reasoning might be:
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they’re searching for someone to just listen to
them
they’re under stress
the possibility of their son/daughter/grandson/etc. going away to school frightens them a
bit
they’ve recently experienced something traumatic
they’ve been given the run-around by other campus departments
they’re “testing” how well the school will respond to their concerns
Typically, there’s something below the surface
that causes people to act the way that they do. Try to
figure out what it is that motivates a complaint so
that you can respond most effectively!
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T
H o w t o … Be an Ambassador of Character
his leadership position you’ve taken on requires
strength—strength of will, strength of convictions
and, most importantly, strength of character. Your values help define you as an ambassador and as a person. And your character is who you are and how you
act, even when no one is looking.
So, what’ll it be? What is the essence of your character now and what would you like it to be? As you carve
out your character, as a person and as a student ambassador, consider the following:
Good Intentions Alone Don’t Cut It. You
may have the best of intentions, yet if your multiple
promises go unfulfilled, that’s what will be remembered.
Don’t promise so much that you’re unable to follow
through on your good intentions!
You Need to Act. Again, wishful thinking and
good intentions alone aren’t enough. Put them into action. That’s what exhibits your true character.
Let Your Values Be Your Guide. If something feels wrong, it probably is—at least for you. Your
values have been your guiding force for many years so
don’t abandon them now!
It’s the Big AND the Little Things. How
you act under pressure during major decision periods
speaks to your character. So, too, does how you act on an
everyday basis. Your character impacts the person you
choose to be, when others are around and when no one
else is watching.
Being a person of character in front of your tour
groups sets the best of examples, especially for prospective students who are looking to you for guidance. By
seeing a college student being true to herself while being
a good person, you’re modeling the way.
The Ethics of Ambassadorship
You’ll likely face some ethical dilemmas during your
time as a student ambassador. How you respond is key.
For example:
Someone Tells Visitors in Your Group a Fact You Think is
Untrue. Don’t publicly confront that person at the time
until you’re able to check your facts. Then, follow up
with the group to let them know the true story, without
blaming the initial person or selling him out. Just say
something simple like, “I realized during the tour that
you were told X, but when I double checked the reality
is Y.”
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Character: n. The group of ethical and
mental characteristics that mark a person or group.
“You cannot dream yourself into character; you must hammer and forge yourself one.”
~ James A. Froude
“Every little action of the common day
makes or unmakes character.”
~ Oscar Wilde
A Fellow Ambassador Keeps Asking You to Cover Shifts.
It’s nice to do each other
favors, yet if a colleague is
A Person of Character
taking advantage of your
Works Toward Being...
good nature and helpfulness by always asking you
C onsiderate
to cover shifts at the last
H umane
minute, you’ll need to
A ware
stand up for yourself.
R eliable
Take that person aside priA ctive
vately and explain how
you feel put on the spot —
C ulturally sensitive
use “I” statements so you
T eam-focused
don’t come off as accusaE ffective
tory and so the other perR espectful
son can see how the
Carve out your character
situation is impacting you.
carefully. It’s the
Ask that she not do that to
essence
of who you are.
you anymore.
You Overhear Another
Ambassador Bashing Your
Supervisor in Public. Again, ask that person to speak with
you privately and explain how you feel about hearing
this (“It feels very disloyal and harmful to the group.”).
Express your concern that speaking behind your supervisor’s back rather than expressing feelings directly to
him can really harm your team. And offer to role-play
how that ambassador might approach things with your
supervisor—this way, you’re being helpful as she determines a better way to solve the problem.
We all face ethical dilemmas in life. Respond with
tact, care and a desire to set things right.
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T
H o w t o … Be Inclusive
here’s nothing like being included to make people feel
welcomed. And there’s nothing like being excluded to
get off on the wrong foot. Here are some things to
keep in mind as you embrace diversity and work toward a more inclusive approach…
Using Inclusive Language
Inclusive language sends the message that you
value, accept and respect all people. So:
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Don’t assume that everyone comes from two parent
households. And don’t assume that everyone has
both a mother and a father.
Don’t comment on people’s bodies directly or indirectly. You never know who may be struggling with
body image issues.
Use male and female pronouns interchangeably.
When talking about someone in a position of influence (i.e. a professor or administrator), don’t always
use male pronouns. Conversely, don’t always use female pronouns when referring to “traditionally female” positions (i.e. a nurse or secretary).
Direct eye contact is considered disrespectful by
some cultures. Don’t assume that an averted gaze is
a sign of disinterest or disrespect.
Don’t rely on “people-harming humor” to get an
easy laugh. That joke about an Irish person could
easily offend a student and make the campus environment immediately unwelcoming.
Make sure that when you talk about siblings, you
also include only children in the conversation.
Don’t assume that all romantic relationships are heterosexual. Figure out comfortable language that includes all different types of relationships.
If someone is late, it may be a cultural thing rather
than a purposeful lack of respect. Don’t criticize
them publicly.
Don’t just use student culture references (i.e. celebrities, musicians, trends, etc.) that apply to traditionalaged students. Non-traditional students may feel
excluded if you do.
Use examples from a variety of religions and don’t
take it as a fact that everyone believes in God.
Infuse examples and names from different cultural
backgrounds, too.
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Respecting Diversity
There are many things to think about when working
with the wide variety of people you’ll encounter this
year. Here are just a few…
What’s in a Name? There will probably be
several occasions when you discuss hypothetical situations with your peers or campus visitors. In order to be
inclusive, use names from a variety of cultures in your
case studies, examples and stories. It just might make a
difference to the Hispanic woman in your group to hear
“Marta” used sometimes instead of always hearing
names like “Michael” and “Sally.”
Let Go of Assumptions. Not all students
come from two-parent families. Not all are in relationships. Not all have the same sexual orientation. Some
may have children of their own back home. Not all will
be of the same age. Not all went directly from high
school to college. You get it… assumptions can alienate!
Steer Clear of Harmful Words. Expressions such as “That’s so retarded” or “You’re so gay”
may have no impact. Yet, there’s also the possibility that
someone may silently feel excluded through a seemingly
benign comment. Trying to be funny or to “fit in” can inadvertently alienate the people you’re trying to reach.
Who knows if someone has a brother with a disability
who suffers from the “retarded” label? Who knows if
someone is struggling with coming out of the closet and
hears the term “gay” used in a derogatory fashion? It’s
better not to take that potentially damaging chance.
The Messages You Send
Sometimes it’s not the things that
you say that send messages of inclusion
or exclusion. It might be the button on
your backpack or the message on your
T-shirt or the posters on your door. Be
aware of the message-makers that you
choose and the impact these items can
have.
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H o w t o … Balance Work, School & Life
n the midst of all your responsibilities, you need to
treat yourself well so that you can keep going in a
healthy, balanced way. Take a look below to see what
you’re doing well and what areas might need more attention…
Get Enough Sleep. Not getting enough sleep
catches up with you, making you sluggish, prone to
germs and forgetful, while also slowing down your response time. Try to go to bed around the same time each
night and get up about the same time in the morning. A
sleep schedule can help you all the way around.
Eat Healthfully. You know the drill… water,
multiple servings of fruits and veggies, protein and
grains mixed healthfully fuel your body. Too much caffeine, sugar, salt or fatty foods slow you down and
sludge up your body. Find that balance.
Say “No.” Just because you’re in demand as a
trusted, competent student leader, it doesn’t mean you
have to say “yes” whenever you’re asked to do something. Recognize when you’re over your head so that
you don’t overextend yourself. And trust that people
will still respect and admire you, even though you may
sometimes have to say “no.”
Talk Things Out. Yes, people may come to you
to talk through their problems because you’re such a
good listener. Yet, you need to be able to unload, too.
Find friends and also consider talking with someone in
the counseling center when
you need to work things
through. That’s what
Manage Your Time
they’re there for!
Take Breaks.
Build in time for yourself,
whether it’s to work out,
veg out or space out. You
need this time to replenish
yourself and keep your
schedule from overtaking
your life.
Move Around. De-
termine your exercise
methods of choice and
make them part of your
weekly routine. Take a
walk with a friend, ride
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Wear a watch
Put commitments
into your calendar
system
Getting Organized
When your stuff is in order, it’s much easier to feel
balanced overall. So:
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Put all your student ambassador materials in one
place, whether it’s a folder, binder, file cabinet or certain desk drawer, so you can find them easily.
Keep your desktop clear so it’s available whenever
you have a school, work or personal project that you
need to dig into.
Organize your email and computer files so your monitor isn’t littered with icon overload.
Put things away when you’re done with them.
Chances are that your space is limited, so put things
in their place to avoid clutter.
There’s a saying that “Stuff steals time.” So, keep your
stuff in order!
your bike, work out in the wellness center, do yoga with
friends in your residence hall… just move around and
get your heart pumping.
Make Time for Friends. We all need those
connections to stay on an even keel. Our friends are the
ones who keep us grounded, interested, enthusiastic and
engaged. So, make time for these important folks in your
life—it’ll be good for everyone involved!
You deserve to feel balanced and healthy—plus, the
healthier you are, the more effective you’ll be in your
ambassador position. All the best as you do this important work to welcome and draw new students into the
campus community. It couldn’t be done
without you!
Know when your
“good times” of the
day are
Don’t overbook
Study in between
tasks
Try to be early
Respect others’ time
Many thanks to Troy Moldenhauer, Associate
Director of Admissions at the University of Wisconsin-Whitewater, for all his ideas and contributions.
The Student Ambassador How-to Guide
Prepared for our institution by PaperClip Communications.