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And here are the results from the last poll.
June, 2009
30
Jun 09
Integrating Public Service into the College Experience
Crossposted at Future Majority.
One of my favorite aspects of blogging and working in student affairs is learning about various programs and initiatives that infuse civic engagement and service-learning into the college experience. Dickinson College in Pennsylvania is prepared to announce the implementation of a public service fellowship program which will serve as one of the best examples yet of an institution linking its values with President Obama's call for public service.
From the soon-to-be-released release:
After four years of high school, not all students are ready to continue with higher education. For some, a one-year break from academia, commonly referred to as a "gap year," provides time for students to learn more about themselves and the world. Already common in other countries, the U.S. is now seeing an increase in students seeking time off before matriculation to save money for college; others seek civic engagement or travel. President Obama has called on Americans to participate in our nation’s recovery and renewal by serving in our communities. To support this idea, the federal government’s Web site Serve.gov is an online resource for registering a community program, finding service opportunities and the tools for creating one.
[...]
Students can apply for admission into the Fellowship in their senior year of high school. If accepted, students may defer enrollment until the beginning of the academic year for one, two, three or four years. Students who have engaged in public service for up to four years following high-school graduation receive a $10,000 tuition credit for each year of public service, up to a total of $40,000. Use of credits will be limited to a maximum of $10,000 annually and will be applied to the student's account when matriculated. The Fellowship amount will be in addition to other institutional grants and scholarships for which the student may be eligible. Dickinson grants and scholarships won’t be affected by receipt of the Fellowship unless the student's total gift aid exceeds the student's total cost of attendance. The college will work with students to determine the best timing for using the credits, within the context of other aid.
Students must engage in meaningful public service devoted to improving the human condition and/or the natural environment. A student may opt to join well-established public service programs that offer a wide array of experiences, such as AmeriCorps (which also awards up to $4,725 for college tuition), or the student may pursue an independently designed project with a local, national or international nonprofit organization. In all cases, students must work 30-40 hours a week for 10-12 months (at least 1,200 total hours). The hours may be a traditional 30-40 hour workweek, or a more intensive experience such as disaster relief work that may require 12 to 14 hour days. The public service work may be compensated or uncompensated.
In order to reap the financial benefits of this program, Public Service Fellows must submit an application including an essay stating how they hope to contribute to themselves and society through the work they will be completing. Once the project is complete, the student is then required to submit a reflection essay discussing how the student's experience will impact his or her Dickinson experience.
In addition to the financial advantages afforded to them, Public Service Fellows will add to an already impressive Dickinson education. Those students participating in the program will contribute to a reflection ceremony open to the Dickinson community by sharing lessons learned from the public service projects. Furthermore, the campus will give Public Service Fellows priority consideration for campus-based leadership positions, such as resident advisor and campus advisor, further emphasizing the importance of giving back to one's community throughout the Dickinson experience.
Granted, a Dickinson education isn't cheap to start with. The tuition itself is almost $40,000 a year, and the bill only increases after other fees are added. But as noted above, students can work in public service for up to four years, netting $40,000. While students can only spend up to $10,000 yearly, all of this money is on top of any additional financial aid the school offers (receiving the fellowship does not impact other scholarship and grant opportunities).
One way to add to the program might be to incorporate an academic piece. For instance, instead of limiting students to writing two essays, perhaps those deciding to matriculate at Dickinson any given year would be required to register for a seminar to further explore their experiences, more intensely investigating themes they observed or felt while serving. This would then improve the quality of the on-campus discussion led by fellows.
In 2008, many of the Democratic presidential candidates offered similar proposals on their platforms, but nothing was this beneficial to students. This initiative provides Dickinson with a way to accentuate the importance of civic engagement among its students, while making its valued education more accessible to students predisposed with the ability to work hard and develop strong reflective skills. Those fellows admitted will be offered opportunity after opportunity to learn how to contribute to the greater good, while following in the footsteps of Dickinson College's founder, Dr. Benjamin Rush, a signatory of the Declaration of Independence. In a public address in 1787, Rush urged every citizen to become an engaged public servant. Now, some 222 years later, with another American leader issuing the same call, Dickinson College is doing its best to lead it.
Are there any similar programs at your institutions?
29
Jun 09
Tweet…tweet…. anyone out there?
Here on campus we are recovering nicely from a busy orientation season and are starting to reflect on our successes, failures and ideas for the future. One of the biggest new things we tried this year was use of Twitter for orientation in a few different ways.
First, we set up a Twitter account that we used as a staff communication tool. This was a closed account where only our orientation leaders and department staff could "follow" and we just used it for quick and simple communication, announcements, reminders, etc. Next, we set up an "Off2BSC" account that was posted for freshmen, transfers and their family members to keep up to date on the orientation program and issues that are important during the transition.
We had a great outcome from this work and ended up with a good number of "followers" on the public account after very little publicity. We're on top of the world with a great success and came up with a bunch of new ways to use Twitter for our office's functions. I even recruited a student for one of our programs by Tweeting about it! Congrats to us, right? But…
I had the "opportunity" to be with the groups of students as they were doing their final course registration steps with their advisors so I used it to ask them about Twitter. Group after group of 20 people came through that room and no more than 1 student in any group even had a Twitter account.
So, what next? Are students on your campus interested in Twitter or is no one out there going to hear our "Tweets?"
29
Jun 09
Student Affairs and Faculty Divided Literally by a River
Though many goals overlap, cooperation between Student Affairs and Faculty on campuses is a real challenge and an ongoing SA Blog debate.
A recent trip to Pasco-Hernando Community College’s West Campus not only had the normal friction between the two groups, but the campus was also set up in a way that had the two groups literally divided by a river.
Spatial layout of a campus can play a major role in either hurting or promoting cooperation. At my Alma Mater, the student activities office was tucked far away in a corner of the campus and it was a real challenge to either make faculty aware we existed or how to find us.
What’s the layout like on your campus? Does it help or hurt your cooperation with Faculty?
22
Jun 09
John Legend Incorporates Student Development Theory in Commencement Address
If you've not had the chance to watch/read singer/songwriter John Legend's commencement address at the University of Pennsylvania, you should. Legend uses cognitive development theory to describe his own experience in college and to sound a call for more truth-finding in our society. Just a disclaimer: Legend expresses some political opinions in the speech, so if you're not willing to read those, you might not want to keep reading.
When I walked onto this campus, I felt like I had traveled to another
world, a world that was bigger, busier and, yes, more challenging than
the one I was leaving behind.
world, a world that was bigger, busier and, yes, more challenging than
the one I was leaving behind.
Before coming to Penn, like they said, I grew up in Springfield,
Ohio, and much of my education had come from my parents, my Christian
elementary school and the Pentecostal Church we attended on a regular
basis.
With my grandmother by my side, I learned to play gospel piano,
and I absolutely loved singing in the church choir. So, as you might
imagine, I heard a lot of sermons. A lot of sermons. Some of them were
rousing and inspiring. Some were the perfect cure for insomnia. And
almost all of them were very, very long. I'm going to try not to do
that today. Sometimes I just wanted them to wake me up when it was time
for me to sing.
But it gave me a sense-it gave me a strong sense of morality, a
belief that there was a right and there was a wrong. It gave me a sense
that there were two sides to this journey we call life. Good versus
evil. Dark versus light. Heaven versus Hell. You're either with us, or
you're with the terrorists. Clear choices. Perfect opposites.
Like many people, I found comfort in that clarity. There's a
certain confidence that comes with being sure about the way the world
works. It's all written in an infallible book, and there's nothing left
to discuss. Mission accomplished.
Dualism anyone? Legend continues:
But when I stepped off that first plane ride to Penn and then became a
freshman here, things got a little confusing. The lines became more
blurry with each new person I met, each new class I took, each new
concept I learned. That comforting dichotomy of right and wrong was
replaced by what professors here would call inquiry, methodology and
praxis, or in layperson's terms, a never-ending series of questions,
discussions, analyses and options.
freshman here, things got a little confusing. The lines became more
blurry with each new person I met, each new class I took, each new
concept I learned. That comforting dichotomy of right and wrong was
replaced by what professors here would call inquiry, methodology and
praxis, or in layperson's terms, a never-ending series of questions,
discussions, analyses and options.
Legend's plea — that one should use the privilege of a college education to better pursue the "truth," confronting deception and obfuscation however it may appear — is particularly relevant. In a technological world that enables us (and our students) to reinforce our opinions by tuning in to the media of our choice, it is now more difficult for our college degrees to get any exercise. We're told what to think in bullet points, and we're expected to accept it, even though there remains much gray area to be explored. Developing and using that internal voice — what some might call "self-authoring" — is at the heart of Legend's message and, political views aside, I believe he linked it well with our current events.
I found Legend's speech intriguing enough to post here because it fit so well with student development theory and was one of the more explicit references to it I've seen in pop culture since I've been in student affairs.
You can check out more of Legend's speech here. The video of the entire address is below.
Any thoughts? What are the best, more explicit examples of student development theory in popular culture that you've seen?
17
Jun 09
Healthy Lifestyles in Student Affairs
As student affairs administrators, we face formidable challenges to living a healthy lifestyle. For instance, with the prevalence of live-on entry level positions in our field, it can take more work than usual to live anything but a sedentary and gluttonous life, especially if one lives on a smaller campus.
The food that is most readily available tends to be ultra-processed. The supply of Otis Spunkmeyer muffins, Pop Tarts, and potato chips is inexhaustible, while ripe fruits and fresh vegetables make occasional cameos. Sandwich lines appear to be a decent choice, until the sodium content is analyzed – bread, lunch meat, and cheese usually add up to over half of one’s sodium allowance for the day. Sodium is also a problem with many dishes in many all-you-care-to-eat facilities.
The notion of exercise in our field is ironic. We have better access than many people to a fitness facility, but the nature of our jobs, especially for those in residence life, makes scheduling this time into our schedule appear to be impossible. The weight room and gym are usually crowded at your only available times throughout the day, and while you might want to take care of your body, standing around and waiting for equipment to become available is frustrating.
While many of us don’t want to intentionally endanger our health, there are, of course, other forces coming into play. As I just mentioned, the notion that we are already too busy makes many appearances in excuses for not going to the gym (I speak from experience here). It also can lead to increased consumption of the aforementioned processed foods. Put simply, after a long day of work, your couch’s value skyrockets. Inversely, the idea of making a fresh, nutritious meal in the kitchen has never been so repulsive. At this point, sodium-laden TV dinners make an appearance, or, if one is particularly motivated, he or she may visit their fast food joint of choice for a low-thought, high-everything else meal.
If you’re reading this and don’t recognize yourself in the preceding paragraphs, or do but don’t care, then you may stop reading here if you wish (I don’t want to come off as preachy – some people are happy with where they are). If you do wish to change some things about your wellness routine (or just create one), I have thought of a few ways to begin. Disclaimer: I’m not an expert, and I want to make sure I’m not perceived to be one.
- Examine your thought process: Yes, we like to help people. It's noble. And sometimes we like to think of it as selfless. But when it gets to the point that it's harmful, it's a problem, and it can limit our effectiveness. We help the best when we feel good and have added credibility. So frame your efforts as a way to help students. By taking steps to improve your quality of life, you'll be role modeling excellent role modeling skills!
- Gather support among colleagues: Even taking a few steps can require support (challenge and support!). Find some colleagues — those who you trust and those who you might want to get to know better — and explore whether or not they might be interested in joining you. In attempting to avoid conventional office fare — M&Ms, baked goods, etc. — an ally or two to assist you in resisting the peer pressure to binge can not only be helpful, but it can also create opportunities for establishing better relationships.
- Take advantage of on-campus resources: Yes, the gym might be the go-to place for too many people, why not be different? Instead of walking the track every day, make that your rain location, and walk outside. Is your campus hilly? Find a hill to run or walk, or find a set of stairs for a good cardio workout. And start slow — identify two days a week which could contain a good time to exercise. If it doesn't work out, don't just quit, but go back to the drawing board. Try it again. For nutrition, campus health centers are usually an overlooked resource. Many have staff members prepared and ready to assist you in changing your dietary routine.
- Plan a program: Find a few students who might be interested in encouraging positive wellness habits on campus and invite them to help you plan a large-scale program on campus to raise awareness. Farmers Markets in appropriate climates, for example, can bring the campus and community together, while encouraging sustainability and wellness simultaneously.
- Eat fish for dinner: In my own effort to eat better, I have discovered fish as a good compromise meal. Fish delivers you the protein found in most red meats, but contains a quarter of the sodium and far fewer levels of cholesterol, saturated fat, and calories. The compromise comes into play in the preparation. Most fish can be baked for 20 minutes. Pair the fish with some rice and your vegetable of choice, and voila! A substantive and healthy meal. (One should be careful to avoid overconsuming too much seafood due to the possibility of mercury poisoning. Also, be sure to check the nutrition facts prior to purchasing the fish; I'm not talking about fish sticks here.)
Again, this isn't the be-all, end-all of exercise/nutrition programs, but I felt it was an important topic to broach among student affairs practitioners. Many of us (including myself) are so absorbed in our work and helping others that we neglect ourselves. Do you have any tips to add?
16
Jun 09
An Optimistic Summer Read – “Always Looking Up” by Michael J Fox
For those of you looking for a quick and inspirational summer read, I recommend Michael J Fox's (2009) Always Looking Up: The Adventures of an Incurable Optimist.
I entered a graduate school program for Student Affairs and Higher Education because I wanted to ignite students with the passion to create change, just as my mentors did for me while at Allegheny College. I wanted to work with students to help them put their dreams into action, and to believe in the power of their imagination. As I reflected on my own journey, I realized that few have doubted my knowledge and abilities, and those that did were supportive while I worked to prove their initial assumptions false. While reading Fox's work, I realized that I was not treating the students I work alongside with the same respect and optimistic lens as did the mentors that encouraged me throughout my undergraduate career. Perhaps this is the reason that my sense of purpose was lacking, and my soul was not as fulfilled as I longed for it to be during my first year of graduate studies. I did not believe enough in the student’s ability. While I spent my time doubting my students, my own internal hope starved.
Fox (2009) frequently mentions the power of perspective; this is a lesson I carry with me, and I will implement it into my practice with students come fall. Fox mentions how quickly one can turn a pessimistic thought into an optimistic one simply by viewing the situation from a different angle. This seems like such a simple concept, but it is beneficial to remind yourself of this valuable concept on occasion. Fox reminds his readers that they choose their attitudes and optimism is a choice. His simple and applicable advice inspired me to begin envisioning a productive and fulfilling second year of graduate school, and continue on to make positive change throughout my life. I realized that I lost much of my hope, inspiration, and optimism in transition. Like Fox, I needed to learn to cope with transitioning to a new phase of life. Fox discusses his transition from a healthy and active lifestyle to life as a Parkinson’s patient. His book chronicles his journey through this difficult diagnosis.
Although I am far from the trials and tribulations of Parkinson’s disease, transitioning to graduate school was a journey I initially was not prepared to navigate. I excelled in the classroom, developed relationships, and thoroughly enjoyed the experience, but once I paused, I recognized a change in how I viewed the world and my place in it. Fortunately, Fox allowed me to regain my optimistic vision and commitment to truly be the change I desire to see. Ironically, I needed someone in constant motion to remind me to pause. Parkinson’s patients have a difficult time starting and stopping any motion. For me however, this summer is crucial because it allowed me to stop moving and reflect. Myself, and many others who are passionate about creating change, often do not take the time to simply pause. I needed someone in constant motion to remind me to pause, slow down, and reflect on where my optimistic views were hiding, and why my visionary imagination was diminishing. Thanks to Fox's simplistic and realistic advice, I have reclaimed my optimisim and am inspired with undying hope and optimisim for what is to come!
15
Jun 09
Being memorable to the zombies of orientation
In the past week I had the pleasure of delivering four presentations to newly-admitted students and their parents. Okay… it was mostly their parents. Each session was attended by approximately 25 people, and the highest student headcount in any of my sessions was three. But, all four sessions were great, and the parents asked all the right questions and even played along with our quiz-show style presentation format. Parents can be great reinforcers of our message, even if one worries somewhat about the filtering process. So, I was thrilled to have such an attentive and interested audience.
At the conclusion of my fourth presentation I staffed an information table among a market place of university services. It was the end of the orientation program, and 90 percent of those wandering down the isles had the affected gate of a student zombie. But, those few dozen students that coerced themselves into one more conversation with yet another staffer (me) had a familiar refrain:
"I'll think about career stuff later."
The parents, who were equally worn down from the program's pace and volume, dutifully took each of my handouts and said something akin to, "my daughter says she'll think about career stuff later, but I'll make sure she gets these."
Of course we must recognize that orientation is a time of excitement and is the next step in a big transition in the lives of these students. Orientation programs are also a time of "brain saturation," in which the attendees are usually given more information than they can possibly process. So, the best one can hope for is for students and parents to remember who you are and why you exist. But, over the years I've learned it's best to not expect them to remember the specifics — there's just too much to take in.
So, we hope. We hope we made a good impression and seemed friendly and approachable. We hope students remember that handout, now crumpled at the bottom of their book bag, picked up from the info table. We hope parents utter our name during that tear-filled phone conversation in the second semester when their student is entirely frustrated.
We hope we've planted enough seeds so they remember that we exist not only for resumes and career fairs, but also for support and encouragement. For exploration and excitement. For conversation and collaboration. We hope.
15
Jun 09
Just for Grins: Academic Phrases Translated
You may have heard a collegue use these terms in discussing his or her latest research (or perhaps your major professor). You may have used these terms yourself without understanding their true meaning. Consider this a brief lesson in "academic-speak." The term is followed by the real explanation.
"In my experience…" (Once.)
"In case after case…" (Twice.)
"In a series of cases…" (Thrice.)
"It is believed that…" (I think.)
"It is generally believed…" (A couple of others think so, too.)
"Correct within an Order of Magnitude…" (Wrong. Wrong. Wrong.)
"According to standard statistical analysis…" (Rumor has it.)
"It has long been known…" (I didn't look up the original reference.)
"A definite trend is evident.."' (This data is practically meaningless.)
"Three of the examples were chosen for detailed study…" (The other results didn't make sense.)
"Typical results are shown below…" (This one made the prettiest bar chart.)
"A careful analysis of the obtainable
data would indicate…" (Three pages of critical notes were obliterated
when I knocked over my glass.)
"A statistically-oriented projection of these findings…" (A scientific wild guess.)
"A highly significant area for exploratory study…" (A totally useless topic selected by my academic degree committee)
"Additional study will be required for
a more complete understanding of this phenomenon…" (I didn't understand
this, and probably never will.)
10
Jun 09
Summer Reading Review: God’s Harvard by Hanna Rosin
One of the best things about my particular position at my
institution (a 10-month, residence life coordinator post) is that I do not work
in June or July. I use this time
to recharge and plan for the fall, and I also find myself reading a great deal
for pleasure, a luxury that sometimes falls by the wayside during the academic
year. Being the geek that I am,
sometimes this reading for pleasure overlaps with my interest in higher
education and students.
Last week I read God’s Harvard: A Christian College on a
Mission to Save America by Hanna Rosin.
Rosin details the experiences of students at Patrick Henry College, an
institution founded in 1998 to serve students who are primarily home-schooled
for elementary and secondary school and come from conservative evangelical
Christian homes. PHC offers
degrees in government and classic liberal arts, and does not receive any
federal financial support. Patrick
Henry has quickly developed a reputation as a proving ground for students who
are interested in working in the federal government for conservative members of
congress, or within other political roles. Patrick Henry College aspires to be an Ivy League – quality
institution for conservative Christian students.
In the name of full-disclosure, I am not a particularly
spiritual person, and I am skeptical of most organized religions, especially
fundamentalist Christian sects. I
picked up God’s Harvard because I am always interested in learning about
different kinds of institutions, and Penn State is certainly a polar opposite
of Patrick Henry College. I was
also interested in what the student experience would be like at an institution
where religious faith and doctrine are valued above all other attributes.
Rosin does a good job of painting a picture of what it is
like to learn and work at Patrick Henry College. The students that she chose to
follow are diverse (by PHC standards) and have unique experiences and reasons
for choosing Patrick Henry College.
Rosin really illustrates the tensions that exist when some students want
to push their limits and explore who they are at PHC. She also brings to life what it is like to teach at an
institution where evangelical principles must permeate all aspects of the
curriculum and secular perspectives are intentionally ignored (and in my
opinion, academic freedom is severely limited).
In all, God’s Harvard was an eye-opening read that I would
very much recommend to others in student affairs. It made me think about the importance of the work we do in
student affairs and how our unique perspective and training is very much
lacking at Patrick Henry College.
