Cindy, this is great news! I'm curious how you are defining Citizenship here?

I think those of us who work in campus programming have always known leadership experience and student learning go far beyond how to plan, cater, advertise, and execute “insert-your-random-event-here”. Its not simply about hanging balloons and painting signs.

While it can certainly be argued that universities can be somewhat closeted communities (immune to what happens outside them), I would also argue that universities are also microcosms of the larger culture/environment they exist in. You have lots of ideologies, cultures, and motives colliding in a small environment. Students programming campus events (be them cultural, service, or spirit events) learn how to work within that small environment. They learn how to work with lots of different student populations, how to effectively market to lots of different people. A good programming process forces them to think outside their own perspective and think more about what is better for the larger community. It doesn't matter if its a pep rally or a movie night, we ask our students every day how they can connect with as many students as possible. We stress the importance of sharing cultural events with everyone, not just students of any one particular culture.

Isn't that what citizenship is all about? Thinking beyond the self and more about the community? Universities are a great place to learn that skill. I had not thought about it until you posted this! I'd be very interested in your other findings

Thanks for this!

Andrea

Cindy,
First PhD-type talk: I would be very cautious about making any definitive conclusions. The data MAY suggest a linkage. While I haven’t seen the data, it’s probably some sort of correlation, not a causation and there may be other intervening variables leading to your potential hypothesis. A follow-up qualitative response may be useful if you want to test this hypothesis more. Were these program board students involved in similar activities prior to yours in high school? There may be more of disposition there then. Ok researchy chat over – more philosophical stuff worthy of attention:

You do raise the “what constitutes service” questions which arises often, but resolution never seems to occur except for “well, it depends” – classic higher ed speak, but true.

The definitions of institutional service seem divergent – serving on campus committees, advising student orgs etc are seen as service for faculty and staff.

Its more blurry with students. Before the PhD days, I was an Asst Director of Student Life at a small public, and the students got “service” hours for all sorts of questionable activities, the most common was the student government (program board included) student leaders who ‘worked’ longer than their weekly hour allotment (they were all in paid stipend positions) were getting “service” hours for this which built some resentment from other non SGA students…why this was ever allowed doesnt matter now, but I ended it and after some minor grumblings they seemed to have a better idea of what true campus service was.

Which brings the conversation back around again – are students who are members of a club who put on a campus bbq – should that be considered “service?” – if I added that the money paying for it was out of student activity fees, would that matter?
If program board staffs were paid, should they receive “service” hours for events they put on? Ah the plot thickens

Anyway, great points of dialogue!
-SMF

Thanks, Andrea… I'm glad I'm not the only student activities professional who didn't consider this before. The Multi-Institutional Study of Leadership uses the Social Change Model as its theoretical framework. Here's the definition. Makes sense for programming, right?

Citizenship is the process whereby the individual and the collaborative group become responsibly connected to the community and the society through the leadership development activity. To be a good citizen is to work for positive change on behalf of others and the community. Citizenship thus acknowledges the interdependence of all who are involved in or affected by these efforts. It recognizes that the common purpose of the group must incorporate a sense of concern for the rights and welfare of all those who might be affected by the group’s efforts. Good citizenship thus recognizes that effective democracy involves individual responsibility as well as individual rights.

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