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