Crisis on Campus

            Crisis on campus is an issue that no student affairs professional wants to face, however, the reality in todays’ world is that most of us will encounter this situation at some point in our careers.  The key to successful facing these events is having a plan.  College campuses with solidified crisis management plans can communicate efficiently with students, faculty, visitors, and local community members.  Often times, crisis can bring individuals together.  However, without a plan to handle the crisis at hand and the after effects of the crisis, an unexpected event could shake the foundations of student and professional life on campus and in the community. 

            Surprisingly, after the attacks on September 11, 2001, many college students who were directly impacted said they did not plan on changing any of their educational plans or career goals.  Many reported that they felt safe surrounded by their peers and found some sort of peace and normalcy in their daily routines and classes.  Professors and other staff members also offered support and adequate counseling for students.  Pace University’s World Trade Institute was destroyed, but the students at Pace reported no plans of changing their major or career goal.  Some researchers attribute that to the age of those students, citing that young students had a robust future planned and would only use this crisis as a form of motivation to succeed in their goals and eventually change the world. 

            Gary Thomas, director of the program for school preparedness and planning in the National Center for Disaster Preparedness at Columbia University believes schools should have plans for all possible situations.  What might not be considered a terrorist attack could have a serious impact on a campus.  A derailed train, a chemical spill, or even spreading fires could pose a serious threat to campus crisis.  He encourages campuses to have plans intact to address multiple scenarios. 

            The first step is to develop a comprehensive plan, identifying and addressing possible risks in the surrounding areas.  This plan should be focused on four key phases:  mitigation and prevention; preparedness; response; and recovery.  School administrators, faculty members, and students should all be aware of plans and procedures.  Practicing drills and updating the people on campus of policy changes is key to success in crisis situations.  Staff training and student orientations should include information about crisis events and plans of action for all on campus.  Thomas encourages campuses to look at other schools for suggestions, but to tailor policies and procedures specifically for institutions. 

            According to Barry Munitz, former head of the California State University System feels that institutions should focus on the welfare of students.  Rather than focusing on faculty benefits and workloads, we should focus on preparing the next generation of students.  In today’s world with such advanced technology and access to more weapons than ever before, it is imperative that each institution has a tested and reviewed plan of action for crisis events.  Along with students’ emotional health, we are also responsible for providing the safest environment for learning and development. 

Sources:
Pace U
Barry Munitz
A Plan of Your Own

Spirituality and Students

“No aspect of life is considered so important to Americans outside higher education, yet deemed so unimportant by the majority of those inside, as religion.”

For decades, many public universities and institutions of higher education have worked their hardest to separate themselves from the church all religious ties.  However, in light of current events in our country and the world, researchers have started to examine the role religion and spirituality in the lives of college students. 

When tragic events occur, sociologists take the pulse of the public to measure how much of a role spirituality plays in peoples daily lives.  During and after wars, people are polled about how often they pray and attend church services.  These attitudes are also examined when the economy is on the downhill and when controversial elections take place.  Finally, after years of research and various publications on the issue, higher education professionals are starting to take note of the role religion and spirituality play on college campuses. 

New findings report that parents, who in the past might have chosen a more liberal, public university for their children, are now encouraging their children to consider private schools built on a religious foundation.  Their reasoning?  The rise in underage drinking and promiscuous sexual behavior.  Many parents feel that smaller schools with less of a bar scene might also have fewer pressures facing students. 

In his article Faith and Diversity in American Religion, Alan Wolfe discusses how todays students are moving from a more “religion” centered way of thinking to a more “spiritual” way of life.  He credits this to the outside influences today’s students interact with.  The amount of knowledge and information that students have access to allows them to develop their own ideas outside the confines of a traditional church or house of worship. 

As Student Affairs professionals, we should familiarize ourselves with different religious beliefs and become comfortable discussing spiritual exploration with students.  During these discussions, professionals should be careful not to force their own personal beliefs onto students, allowing students to make decisions and reach conclusions on their own.  If studies show that students are praying more now than they ever have, we should be prepared for the questions they have.  We should develop policies and programs to enhance student development along with religion and spirituality.  

Most Freshmen Say Religion Guides Them

Faith and Diversity in American Religion

Study Documents Students Spirituality

MRS Degrees: Setting Students Up for Success Professionally AND Personally

               Princeton alum, and former Class President (’77), Susan Patton has recently received some negative press due to a letter published in the Daily Princetonian, Princeton’s student newspaper.  In the letter to the editor, Patton suggests that women should not be ashamed of looking for a spouse during their undergraduate years.  She credits marital success to equality in intelligence, and argues that bright young women should seek out partners who can intellectually stimulate them and challenge them, if not they might become bored or annoyed with their spouses. 

                Critics slammed Patton and called her “shallow and one-dimensional.”  Others accused her of not being a part of the modern world and praised her for never having daughters of her own.  Amira Young even pointed out that after 27 years of marriage, Susan Patton is getting a divorce; discrediting her own advice that women should find a spouse while they’re young.  Young points out the changes that young college graduates experience as they continue to develop personally and professionally, suggesting that waiting to choose a life partner might be a better course of action for many individuals. 

                Contrary to many of the critical responses, Christine B. Whelan suggests that women should put serious thought into the men they date.  She points out that young-adults are encouraged to plan out every aspect of their professional life, setting goals and mapping out a course of how to reach those goals.  Why, she asks, are individuals not encouraged to carefully pursue a spouse?  Whelan points out that if you replace the word “marriage” with “career,” Patton’s letter becomes a very sensible bit of advice for any young collegian.  If we encourage students to take such care in making professional decisions, shouldn’t we encourage them to really evaluate their personal decisions as well? 

                Studies suggest that college students are more successful in classes when they’re married rather than when they’re single.  In a study of over 11,000 graduate students, spanning 20 years, Joseph Price found that married men were 75% more likely to finish their graduate program within four years than single men.  Likewise, married women were 25% more likely to finish graduate school quickly than their single peers.  Price attributes some of these findings to the drive that families provide.  He was encouraged to finish his work and research in time to eat dinner with his family every night. 

                As professionals shouldn’t we encourage our students to develop professionally and personally?  Not to say that we should suggest majors such as Education and Family Studies, that provide an easy course load during a student’s undergraduate career, we should definitely prepare students to succeed in a career they will enjoy.  But we should also provide them with a safe place to explore the other aspects of life after college, which include starting a family. 

Sources:

Susan Patton
'Marriage' is Not a Dirty Word
Amira Young
Tying the Knot and Success in Graduate School

Greeks Battling Sexual Assault

Greek houses are one area of campus were administrators constantly battle for control.  As independent organizations with national headquarters and standards that, theoretically, are to be upheld nationwide, Greek organizations often see little advantage to allowing school officials some authority in their groups.  However, the growing number of sexual assaults that can be linked to Greek organizations must be addressed.  If national chapter headquarters, maybe thousands of miles away, cannot address these issues, then student affairs professionals and institution administrators must take action.  Some campuses are looking to stricter hazing and alcohol policies while others have relied on student leadership to help put an end to inappropriate and dangerous student behavior. 

                Dartmouth College has a policy in place designed to protect sorority women and punish misbehaving fraternities.  If a sorority woman reports any type of physical, sexual, or emotional assault by a fraternity member to her chapter, the chapter will take action on her behalf.  After the report, the women’s chapter reports the alleged incident to the fraternity and gives them 24 hours to begin an internal investigation.  If a proper investigation is not launched in the given time frame, all eight sorority organizations on campus cancel any future events with that fraternity.  Ellie Sandmeyer, a leader in the Dartmouth Greek community says that this policy is not meant to replace formal reporting channels, but it is designed to make fraternity members feel as if they all have a “stake in the issue.”

                Douglas Fierberg argues that by ending alcohol consumption on campus and binge drinking by minors, campuses can see a significant reduction in assault related incidents.  He also suggests that institutions implement an “open disclosure policy,” to make the public aware of all incidents that take place on campus.  He points out that this policy would be similar to other laws that protect the general public and believes women have the right to know if they are entering the scene of a sexual assault.  One might argue that posting this information would be pointless after the accuser or the accusers pledge class moved out of the Greek house, or that groups can change, or that one individual does not entirely define a group.  I agree with these arguments wholeheartedly, but as a female and a member of a Greek organization, I would want to be made aware of any incidents that occurred on campus.  While posting a sign might not be necessary, making the public aware of incidents and their setting might encourage women to be more cautious and aware of their surroundings. 

                While no individual can provide the solution to sexual assaults on college campuses, the combined efforts of students and professionals can lead to a decrease in the number of incidents.  A combination of education, alcohol policies, and peer influences can make a significant impact on student behavior and awareness of these incidents.  Until all students recognize that this is indeed a serious problem on college campuses, we will see no change in student behavior or student response. 

Sources: 
Dartmouth
End Boozing First

College Students and Our Economy

As Americans, we look to the economy for explanations about so many things in our daily live—gas prices, interest rates, and the cost of a gallon of milk.  We also look to the economy to explain trends in college attendance, job placement rates, and the number of students enrolled to continue their education.  In a society that places such value on education, we must work to provide all students with quality courses and the highest level of instruction. 

In recent years, legislation has focused on the support of community colleges.  Providing larger pell grants to more students has allowed for higher admission rates and will hopefully lead to higher enrollment in four-year institutions.  Many community college students work full time jobs off campus, or have family responsibilities that do not afford them much time to spend on coursework.  As a result, these students do not take a full course load each semester and may take longer than the traditional student to complete their program.  New legislation also proposes and increased emphasis on “critical work force areas,” including healthcare, biotechnology and STEM courses.  Policy makers hope that this new legislation will eventually stimulate the economy and return the investment made by government entities and schools. 

Governors are also being encouraged to take an active role in protecting the educational opportunities of students in their states.  By providing valuable scholarships and educational opportunities, states can capitalize on innovation and progressive ideas from the students of state universities.  Unfortunately, many states do not have the funds to provide the assistance to students that they once could.  Budget cuts have led to a rise in tuition and fewer available scholarships for incoming students.  During the recession between 2002-2004, state governments cut billions of dollars out of their budgets that were once appropriated for higher education.  Without this state funding, schools are forced to cut programs, fill classrooms to overflow capacity, and offer fewer experiences for students outside of the classroom.  As the economy takes a turn for the better, lawmakers should look at the costs of limiting educational opportunities and examine the outcomes and benefits of a more educated population.

Despite the dip in America’s economy, those employed by colleges and universities report higher job satisfaction than in years past.  The Chronicle of Higher Education’s “Great Colleges to Work for” survey included results from over 200 campuses and nearly 41,000 employees.  Employers reported healthy relationships with co-workers and supervisors, appropriate work-life balance, and confidence in the leadership in their department and at their institution.  Despite less funds to work with on campuses, professionals feel secure in their jobs and have faith in the administration guiding their institution into the future. 

Regardless of economic worries and the threat of fiscal cliffs and government shutdowns, professionals at our colleges and universities must focus on their responsibility to students.  Providing a positive experience that allows for growth and development into (hopefully) responsible individuals who can make positive contributions to society. 

Sources:
Community Colleges
Upbeat Employees
Governors to Colleges
Law-Makers and Budget Cuts

Behavior and Campus Involvement

Student behavior is an issue in any school setting, but the sense of accountability students have throughout grade school and high school disappears when students move away from home.  Without parents to monitor student behavior, college students experience a new freedom both inside and outside of the classroom.  At universities there are no “detentions,” and the most significant punishment most instructors can give is to lower a student’s grade in the course.  Unless there is significant disruption in class, or a serious concern on behalf of the professor, disruptive students won’t see an administrator to address their behavior.  The challenge facing professors and student affairs professionals is communicating expectations to students. 

One might assume that all 18-24 year olds know what is expected of them in a classroom, but we must remember that the college experience is a completely foreign concept for many high school graduates.  In high school classrooms, there is a smaller student-teacher ratio and often much more class interaction.  Along with new class atmospheres, students don’t have a school bus or parents dropping them off at school at the same time every morning.  Students have the freedom to arrive on campus when they please and unless instructors and offices have strict tardy policies, they might also arrive late to classes and meetings.  How can Student Affairs professionals set students up to succeed throughout their college experience? 

A study by researchers at the University of Michigan reports that students who attend religious services on a weekly basis also reported better behavior.  The study suggests that students are not restricted by religion, but encouraged to live healthier and more responsible lifestyles.  Studies have also shown positive correlations between student involvement on campus and academic performance.  These clubs and organizations give students positive experiences dealing with their peers, adult advisors, and community members.  By giving students responsibilities, they gain leadership skills and learn how to communicate clearly and effectively.  These organizations also help students discover their interests and passions, ultimately aiding their career and goal development. 

Richard Vedder goes so far as to call today’s colleges “country clubs,” arguing that by allowing students more freedom, they are not experiencing the development of past college students.  He points to a decline in in labor productivity and growth.  He suggests that the campus activities create distractions and allow students to make excuses for studying and class attendance.  Although studies have failed to show the lack of college preparedness for incoming freshman, students have also reported less studying and more partying.

By encouraging students to get involved in campus organizations, Student Affairs professionals can attempt to curb behavior problems on campus.  Equipping students to effectively balance coursework and extra curricular activities can lead to success in the classroom and in personal growth.  Finding a happy medium between being over-committed and not involved at all is an important task.  As professionals, we should work with individual students on a case-by-case basis, taking into account their personal interests and ultimate career and life goals.

Sources:

Religion and Behavior

Campus Clubs and Student Needs

Colleges and Country Clubs

Disruptive Student Behavior

Alcohol on Campus

It seems alcohol is one problem that plagues all college campuses.  Regardless of size, geographical location, or demographics, campus administrators across the country cannot control the alcohol consumption of their students.  Some blame the local and institutional law enforcement, while others blame federally incentivized laws that require the drinking age to remain at 21 years.  Whatever the cause of this alcohol epidemic, if the alcohol culture of our students’ does not change future generations will suffer.

                  In Devon Jersild’s article, Alcohol in the Vulnerable Lives of College Women, Jersild addresses the staggering statistics facing today’s college women.  Studies show that women are more likely to suffer long term consequences and more health issues from alcohol related substance abuse than their male counterparts.  Today’s women are more likely to depend on alcohol than their mothers and according to studies, working women are less likely to abstain from alcohol and more likely to drink heavily than women who do not work.  Since many women begin drinking heavily during their college years, there is concern for the development of women both socially and emotionally.  Women who abuse alcohol slow in development and damage their vital organs more quickly than men.  Jersild also suggests that women drink more heavily in an effort to “keep up with the boys.”  Rather than the genteel and well-behaved persona that women of former generations upheld, today’s college women want to be seen as equals with their male counterparts. 

                  Brandon Busteed reports that the number of college students consuming dangerous levels of alcohol is down in recent years.  He attributes some of this to educational programs that teach students the negative affects of alcohol such as AlcoholEdu.  Along with these educational measures, Busteed attributes some success in curbing the alcohol culture to local authorities and institutional administrators.  He says that an effort to reduce the amount of off campus partying has paid off in several college towns.  With landlords and police cooperating with one another and working together, the number of underage students who have access to alcohol can be limited and the number of alcohol related incidents could be reduced. 

                  Stephen Guest writes from a parents’ perspective in his article The Importance of Enforcing Alcohol Rules, he and his wife lost a daughter due to alcohol related accidents.  He blames the administration of higher education institutions and local law enforcement officials.  His daughter was killed in a snowmobile accident in which the driver of the snowmobile was intoxicated.  Had local law enforcement officials taken action when the party was reported, her life might have been spared.  He raises the question, “what are our colleges doing to protect studetns?”  Guest and his wife are encouraging lawmakers to take a proactive stand against underage drinking and to work to decrease the amount of binge drinking on college campuses. 

                  As administrators, we should develop programs that will educate students on the dangers of binge drinking.  I’m not sure what the proper course of action might be, but something needs to change to protect the development of college students.  

Alcohol and Women

High-Risk Drinking in College

Enforcing Alcohol Laws