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($    (2C$ !  ehfgdC<< cx9 Z6Times New Roman Regular 0 2(  X  NXXBanning#X XNC#NXX #X XN#NXX Ԁ  16  #X XN# / 2(  X  n^XXCampos#nXWX^C#n^XXW#nXWX^#n^XXWԀ  16  #nXWX^# 2(  X  NXXBanning  10  x9 Z6Times New Roman Regular 2(  XXNXX  Guidelines  102  #X XN7# /'  _X_qNXX  10  ڀJournalofStudentAffairs,Vol.IX,2000#qX XNW#x9 Z6Times New Roman Regular 2(  X  uNXXBanning  10  (3$ !   2(  X  NXXGuidelinesforManuscriptPreparation  103  x9 Z6Times New Roman Regular 7 2(  X  xNXXDenke&Gasser#xX XNC#xNXX #xX XN#xNXX Ԁ  16  #xX XN#O&x9 Z6Times New Roman Regular 2(    zNXXClemons  25  #zX XN5#x9 Z6Times New Roman Regular 2(  NXX  Denke&Gasser  33  #X XN)# 2(  }NXX  Denke&Gasser  33  #}X XN)#x9 Z6Times New Roman Regular 2(  NXX  Denke&Gasser  33  #X XN)#x9 Z6Times New Roman Regular 2(    NXXEdwards&Sweeton  43  #X XN5# 2(    NXXEdwards&Sweeton  43  #X XN5#x9 Z6Times New Roman Regular 2(    NXXFeldman&Roy  53  #X XN5# 2(    NXXFeldman&Roy  53  #X XN5#x9 Z6Times New Roman Regular 2(    NXXHattas  63  #X XN5# 2(    NXXMcCrillis  69  #X XN5# 2(    NXXNewmanGonchar  77  #X XN5# 2(    NXXRiera  85  #X XN5#NXX  2(    NXXRiera  85  #X XN5#NXX x9 Z6Times New Roman Regular]]C]W@C____L_@S_d_3_ _L_X_X_I_ @U_ _ (@_  !  @X XXX _X_XXTRP'3 Letter Landscape3' '3 Letter Landscape3'T5 22A22J222p2_BE 22m22r222\2   C  .XXX@X .#vX.X  :#D  CXXXX  2 CXXXX   CXXXX  22 CXXXX   CXXXX  222 CXXXX   CXXXX  2222 CXXXX   CXXXX  2222 CXXXX  22BumperStickerEthnography:AStudyofCampus Culture#.XX.#vf# JamesH.Banning    .#vX.XX  #.XX.#v#.0X.X Thepurposeofthisethnographicstudywastoillustratetheuse   ofcampusartifacts"automobilebumperstickers"toassistintheunderstandingofcampuscultureandsubcultures.Bumperstickerswerecategorizedbythematiccontentandbycampusgroupsassociatedwithassignedparkinglots.Inadditiontoidentifyingculturalvaluesassociatedwithdifferentcampusgroups,thepresenceofbumperstickerssupportingopposingviewsonanissuesuggestapotentialconflictincampusvalues.Finally,theabsenceofcertainbumperstickermessagessuggestsvaluesthatarenotbeingpromotedoncampus. #.XX.0P#.#vX.X   #.XX.#v #.0X.XX!  BACKGROUND   #.XX.0e #.0X.XThefocusofanethnographicinquiryisonansweringthequestionofwhatisthe &0 cultureofthisgroupofpeople(Patton,1990).Traditionally,themethodofchoicefortheethnographerwasto liveinthecultureasaparticipantobserverandcollectinformationabouttheculturethroughinterviews,observations,anddocuments.Banning(1991)pointsouttheusefulnessofethnographicapproachintheattempttounderstandthecultureofthecollegeanduniversitycampus.Thenotionofassessingacampusculturethroughanauditprocesshasbeenwelldocumented(KuhandWhitt,1988;Whitt,1993;WhittandKuh,1991).Whitt(1993)definedacultureauditasproviding bothinsidersandoutsiderswithameanstosystematicallydiscoverandidentifytheartifacts,values,andassumptionsthatcompriseanorganizationsculture(p.83).KuhandWhitt(1988)notethatculturalassumptionsandbeliefs, ...arejustbelowthesurface...manifestedinobservableformsorartifacts(p.16).Geertz(1973)suggestsasimilarnotionthatartifactsstoreculturalmeaning.BanningandBartels(1997)illustratehowphotographsofculturalartifacts(artwork,posters,sculpture,physicalstructures,andgraffiti)canhelptheethnographerevaluatethemulticultural climateofacampus.Banning(1996)notedthatbumperstickersattachedtovehiclesparkedoncampuscouldbeviewedasculturalartifactsandcouldprovideinformationtoassistintheassessmentandunderstandingofacampusculture.Gardner(1995)sharedasimilarnotionabouttheimportanceofobservingbumperstickers.SheobservedthatbumperstickersleadtoaportraitofAmerica ...anation # ( ofpeopleinautomobilesthatultimatenationalicononthemovewithstickersexpressingaview,sharingafrustration,orofferingsomeperceivedinsight,solution,orwisdom(p.6).Shewentontonote:XE1KK8S [ ck "XEThebumperstickermaybeanexpressionofpersonalphilosophy,politicalangerandoutrage,religiousconviction,parentalpride,sexualpreference,orsocialcomment.Itmayrepresentasimplestatementofpersonalhumor,ethnicidentity,orclassresentment.ItmayofferviewsoftheoppositesexandmarriageorofAmericancultureandsocialinstitutions(p.6).X0 E  EE H.KKS [ ck "KK8XHGardner(1995)alsopointedoutthat bumperstickersdonotemergeinavacuumbutwiththeeraandpoliticalcultureofwhichtheyareapart(p.6).Thepurposeofthisarticleistoillustratetheuseofcampusautomobile"bumperstickers"toassistintheunderstandingofthecampuscultureandsubcultures.   PROCEDURE  r|   Setting    ThestudywasconductedonalargeuniversitycampusintheRockyMountainregionwithastudentpopulationintherangeof20,000to25,000. DataCollection    Ratherthanusingaparticularsamplingstrategyobserversattemptedtorecordallbumperstickersofallcarsinallcampusparkinglotsonaparticularday.Thecampuswidecanvassofbumperstickersoccurredonatypicalday(nonholidayandnounusualeventsorweatherconditions).Smallteamsofgraduatestudentscanvassedeachparkinglot.Theobserversrecordedthefollowinginformation:lotlocation,lotzone(thelotzonedeterminedtheparkingeligibilityforparticulargroups),numberofcarsinthelot,thenumberofcarswithbumperstickers,andaverbatimrecordofeachbumperstickermessage.SeeTable1. DataAnalysis   Afterenteringthedata(bumperstickermessages)intoaqualitativedataanalysissoftwarepackage,eachmessagereceivedacodeindicatingtheparkingzoneandacodereflectingthecontentofthemessage.Aftercodingallbumperstickers,majorthemesemergedinductivelyfromthecodingstructure.Thesemajorthemesorcategoriesformedthebasisofthesubgroupanalyses.SeeTable2.&& L   .#v.0.#v.#v.#v.#v.-.#v.#v.-.#v.#v.#v.#v.XX.#vX(XX.XX(XXX(X(XXX(X(XXX(X(XXX(X(XXX(X(XXX(X(XXX(X(XXX(X(XXX(X(XXX(X(XXX(X(XXX(X(XXX(X(XXX(>XXXX(          >0X>X#@0>0G#.0@0  DISCUSSION:CAMPUSCULTURE  !& &2 2    H4X` hp x (#KKXH'L!2 22 22 22 22 2    Theplacementofbumperstickersonvehiclesdriventocampusbyfaculty,students, andstaffseemstobearelativelyfrequentpractice.Fortytofiftypercentofall Z#d) vehiclesassociatedwithstudentlotshadbumperstickers.However,facultyandstaffwereapproximatelyhalfaslikelytoengageinthisactivityasthestudents. Thebumperstickermostoftenfoundoncampusvehiclesacrossallgroupsrepresentedtheidentificationofthelocalinstitution.Thevalueof prideinthelocalinstitutionwouldbeareasonableinterpretation.Ifotherinstitutionshadbeenincludedinthestudy,thenperhapsanormativebaselinecouldbeestablishedtomakecomparativejudgementsacrossinstitutionsregardingthe degreeofprideinthelocalinstitution.Ifaninstitutionrankedverylowinthismeasureof prideinlocalinstitution,thenadditionalmeasurestoassessthecauseofthelackofpridemightbewarranted.Arelativelyhighnumberofbumperstickersrepresentedinstitutionsotherthantheoneunderstudy.Couldthisfindingrepresent splitinstitutionalallegiance?Orcoulditreflectperhapsahighnumberoftransferstudentsoncampus?Forfacultyandstaff,thehighnumberofnonlocalinstitutionalstickerscouldrepresentinstitutionsfromwhichtheygraduated,and/orbywhichtheywerepreviouslyemployed.Furthercrossinstitutionalstudiesmightfindtheratiooflocaltononlocalinstitutionalidentificationstickersameasureofinstitutionalacculturation.Thelargenumberandvarietyofbumperstickersrepresentingorganizationalmembershipsfoundacrossallcampusgroupscouldbeviewedasaneedtoproclaimsomeaspectofidentityand/orperhapsanexpressionofaneedtobelong.Thisbroadrangeoforganizationalbumperstickersincludedprofessionalorganizations,activityclubs,andsocialgroups.Whenconcentratingonlyonthestudentlots,manyoftheprofessionalandactivityorganizationsrelatedtooutdooractivities,forexample,skiing,hiking,climbing,scubadiving,equestrian,rodeo,andotherphysicalactivities.Nodoubt,theseactivitiesarenotonlyreflectiveofayouthcultureoncampus,butalsoreflectiveofthemountainsettingofthecampus.Coupledwiththisfindingwasthehighnumberofbumperstickersrelatingtooutdooradventureandthehighnumberofbumperstickersadvertisingproductsandshopsassociatedwithoutdooractivities,i.e.,skishops,scubagearshops,andavarietyofproductnamesassociatedwithoutdooractivities.Thecampusbumperstickersalsosuggestedanallegiancetoparticularradiostations,bandsandperformers,andprofessionalsportsteams.Inaddition,acommitmenttoenvironmentalandanimalrightsissuesfrequentlyappearedinallgroups.Insummary,thebumperstickersappeartoreflectastudentculturethatisyouthfulandinvolvedinoutdooractivities.Withinthiscultureasenseofidentitycomesfrombelongingtoorganizationsdevotedtotheseactivitiesaswellassportsteamsandradiostations.Theculturereflectsacommitmenttoenvironmentaland animalrightsissues. Z#d) Facultyandstaffcultureevidentintheirbumperstickerspresentsasimilarpicture, butonerepresentedbytheolderageofthisgroup.Outdooradventurestickersappeared,butnotasoften.Organizationalmembershipremainedhigh,buttheorganizationsmostoftenreflectedprofessionalandcareeractivities,ratherthanadventureactivities.Thecategoriesof hobbiesand liberalpoliticalcausesappearedonthefacultyandstafflist,butnotonthestudentlist.Notonlycanbumperstickershelpdescribecampusculture,butanexaminationofthevariousstudentparkingzones(residencehallparkingzones,commuterparkingzones,andfamilyhousingparkingzones)detectedvaluesofcampussubcultures.Forexample,thefamilyhousinggrouphadahigherpresenceofbumperstickersassociatedwith carinsuranceand familyissuesthananyotherstudentgroup.Thecommuterstudents'bumperstickersreflectedmoreofthe outdooradventureand recreationalsportsareasthananyothergroup.Unlikeallothergroupsthecategoryof Christianidentificationdidnotemergeasatopcategoryincommuterlots.Alsoofallgroups,commutershadthehighestrankingofthe miscellaneouscategory.Thisperhapsreflectsthediversityofinterestswithincommuters.Thetwocategories humorand peaceissuesemergeduniquetotheresidencehallstudents.̀Conflictsincampusvaluescanalsobeinterpretedfromthebumperstickersbylookingatissueswherethereareanumberofbumperstickersonbothsidesoftheissue.Thissuggeststhatdifferencesinopinionarebeingheldonimportantissues.Twoconflictingissuesemergedinthisparticularcampusstudy:Antiabortionvs.prochoiceandcreationvs.evolution.GiventhehighidentificationofthecampusculturewithChristianitytheseissuesmightbeexpected.Foracampusprogrammerinstudentactivities,thesemightbetheissuesthatwouldattractandinvolvestudentsinimportantdebates.Finally,insightscanbegainedaboutthecampusculturebyansweringthequestion:Whatbumperstickersweremissingthatonemightexpectonacampus?Onenotableabsencefromtheinventoryofbumperstickers,despitethefactthestudywasconductedinanelectionyear,wastheveryfewstickersdevotedtopoliticalissues,candidates,orpoliticalparties.Thissuggestsapathytowardthepoliticalprocessesassociatedwithgovernment.Also,ofthethousandsofbumperstickersinventoriedonlyahandfuldealtwithissuesofdiversityandtolerance,despitestronginstitutionalgoalsandprogramsdevotedtothisconcern.Oddlyenough,therewerealsoonlyaverysmallnumberofstickersthatpromotedoridentified academicmajors.Studentsvaluesorinterestsintheiracademicmajorsappearnottotranslateintothepresenceofbumperstickers.Itisimportanttonoteanumberofcautions.Thisstudycanvassedthebumperstickersatonlyoneinstitution.Theassumptionthatthebumperstickersonthe $( * vehiclesrepresentvaluesassociatedwiththe zoneinwhichthevehicleisparkedhassomeroomforerror.Thebumperstickercouldrepresentthevaluesofapreviousowner,thevehiclecouldbeaborrowedcar,aparentscar,orthevehicle'sbumperstickercouldhavebeenattachedtothecarwithoutpermissionoftheowner.Theavailabilityofparkingforthevariousgroupsmustalsobeconsidered.Thelargenumberofbumperstickersinvolvedinthisstudy,however,decreasestheimpactofthesepossiblecautions.̀   SUMMARY    ;Campusbumperstickerscancontributetoanunderstandingofcampuscultureaswellastoanunderstandingofthecampussubculturesidentifiedthroughassignedparkingzones.Inaddition,notingthepresenceofbumperstickerssupportingopposingviewsonaparticularissuecanidentifyorpredictpotentialconflictsincampusvalues.Theabsenceofcertainbumperstickermessagesmightalsosuggestwhatvaluesarenotbeingpromotedoncampus.Bumperstickerethnographymaynotpresentthemostrefinedpictureofthecampusculture,butithaspotential,asaquickandeasytool,toassistintheprocessofunderstandingcampusculture.;<  REFERENCES   >Banning,J.H.(1991).Ethnography:Apromisingmethodofinquiryforthe  studyofcampusecology.TheCampusEcologist,9(3),13.  Banning,J.H.(1996).Bumperstickerethnography:Anotherwaytoviewthe  campusecology.TheCampusEcologist,14(3),14. Zd Banning,J.H.&Bartels,S.(1997).Ataxonomy:Campusphysicalartifactsas  communicatorsofcampusmulticulturalism.NASPAJournal,35(1),    2937.Gardner,C.W.(1995).Bumperstickerwisdom:America'spulpitabovethe r|   tailpipe.Hillsboro,OR:BeyondWordsPublishingCompany. :D Geertz,C.(1973).Theinterpretationofculture.NewYork:BasicBooks.   Kuh,G.D.&Whitt,E.J.(1988).Theinvisibletapestry:CulturesinAmerican    collegesanduniversities.ASHEERICHigherEducationReport,No.     1.Washington,D.C.:AssociationfortheStudyofHigherEducation.Patton,M.(1990).Qualitativeevaluationandresearchmethods.Newbury ("   Park,CA:SagePublishing.Whitt,E.J.(1993).Makingthefamiliarstrange:Discoveringculture.InG.D.  Kuh(Ed.).Culturalperspectivesinstudentaffairswork.Washington, n x%   D.C.:AmericanCollegePersonnelAssociation.Whitt,E.J.&Kuh,G.D.(1991).Theuseofqualitativemethodsinateam  approachtomultipleinstitutionstudies.TheReviewofHigher   "(   Education,14,317337.1-,X,` XX-_ #)  N$X * BE7 XXdXXd7  VP. Y 222km22vm222lm222Sj2_JamesBanningisaprofessorintheSchoolofEducationatColoradoState  University.  .#v.0  #.0.#vG#.-.0 Table1.Campusvehicleswithandwithoutbumperstickersbyparkinglotzonetype. #.0.-CH#.#v.0    H#.0.#vH#*}]^Fddd Xdd Xdd XXX},FZZ@,ZZ@,FZZ@,'ZZ@+  ," Zd  C,.-.0TypeofParkingZone 4*",C"6 C4VehicleswithStickers 4*C"6 C4VehicleswithoutStickers 4*C"6 C4TotalNumberofVehicles LB*C"  6 CLFaculty/Staff 'C C'Ѐ 255(21%) 'C C' 966(79%) 'C" C' 1221 :0C" C:ResidenceHalls 'V` C C'Ѐ 197(42%) 'V`!C C' 271(58%) 'V`"C" C' 468 :0V`#C" C:FamilyHousing '$C C'Ѐ 324(44%) '%C C' 407(56%) '&C" C'Ѐ 731 :0'C" C:CommuterStudents '(C C' 1027(51%) ')C C' 992(49%) '*C" C' 2019 :0+C" C:TOTALS#.0.-hJ#. .0 '-C C'.-. 1803(41%) '&0.C C'2636(59%) I?&0/C" W@4439CW@I4439#. .-P#J@>1C" W@4439  W@ J.-.  $ I #. .-#Q#  .-. Table2.TopTwelveBumperStickerCategorieswithFrequenciesbyCampusGroup#. .-Q#.#v.   Q#. .#v+R#.-. *_aF ddFZZ@ZZ@FZZ@'ZZ@]^XX, dd ,dd ,dd ,dd ,dd ,dd +  $ &0 $#. .-R#.^"Q^. Rank#. ^.^"Q6T#.^"Q^.  4*"6 4FacultyandStaff 4*"6 4ResidenceHallStudents 4*"6 4FamilyHousingStudents 4* "6 4CommuterStudents 4* "6 4TotalCampus#. ^.^"Q|T#.#v.  YO$"  6  ?1.?Y#. .#v)V#.^"Q^.  1. @ G=2"  ?1. ? G Local  InstitutionalIdentification(48) 'B L ' LocalInstitutional  Identification(122) ' ' Local  InstitutionalIdentification(63) 'B L ' Local  InstitutionalIdentification(507 ) 'B L ' Local  InstitutionalIdentification(740) G=B L"  @2.@G 2.  @ G=2^ h#"  @2. @ G OtherCollege ^ h$ Identification(36) 'n x& ' Organizational ^ h' Membership(21) ' ( ' Organizational ^ h) Membership(56) 'n x+ ' Outdoor ^ h, Adventure(77 ) ' - ' Organizational ^ h. Membership(165) G=n x0  @3.@G 3. G=2 1"  @3. @ G Organizational  2 Membership(31) ' 4 ' RadioStation  5 Support(20) '  6 ' Automobile  7 Issues(30) '  8 ' Miscellaneous  9 (69) '  : ' OtherCollege  ; Identification(126) G= =  @4.@G 4. G=2 >"  @4. @ G RadioStation  ? Support(24) '>H @ ' Bandsand  A Performers(16) '>H B ' RadioStation  C Support(26) '>H D ' OtherCollege  E Identification(62) ' G ' RadioStation  H Support(120) G=>H I  @5.@G 5. G=2 J"  @5. @ G Advertising  K ProductsandServices(19) ' M ' Advertising  N ProductsandServices(8) ' P ' OtherCollege  Q Identification(25) ' S ' Advertising  T ProductsandServices(60) ' V ' Outdoor  W Adventure(114 ) G=jt X  @6.@G 6. G=2Y"  @6. @ G Environmental Z IssuesandAnimalRights(18) '] ' Christian ^ Identification(8) '_ ' Environmental ` IssuesandAnimalRights(18) 'c ' Bandsand d Performers(57) 'e ' Advertising f ProductsandServices(99) G=(h  @7.@G 7. G=2i"  @7. @ G Outdoor j Adventure(17) 'JTk ' Environmental l IssuesandAnimalRights(7) 'n ' Outdoor o Adventure(13) 'JTp ' Organizational q Membership(57) 's ' Miscellaneous t (98) G=JTu   @8. @G 8. G=2v"   @8.  @ G Christian w Identification(16) 'y ' Outdoor z Adventure(7) 'v{ ' Advertising | ProductsandServices(11) '~ ' RadioStation  Support(50)#. ^.^"QV#.^"Q^. #@^"Q^^.^"Qr#.^"Q^^@^"Q 'v ' Environmental  IssuesandAnimalRights(88) G=  "@9."@G 9. G=2"  "@9. "@ G Hobbies(16) ' ' AutomobileIssues  (6) y '*4 ' Miscellaneous  (10) '*4 ' Environmental  IssuesandAnimalRights(45) ':D ' Bandsand  Performers(85) #. ^.^"Qh#.^"Q^.  H>*4 $@10.$@H 10.#. ^.^"Ql#.^"Q^.  H>3V`" $@10. $@ H Miscellaneous V` (15#. ^.^"Ql#.^"Q^. ) #. ^.^"QVm#.^"Q^.  ' ' Allegianceto V` ProfessionalSportsTeams(6)  fp  y #. ^.^"Qm#.^"Q^.  ' ' Allegianceto V` ProfessionalSportsTeams(9) #. ^.^"Qkn#.^"Q^.  ' ' Recreational V` Sports(37) #. ^.^"Qo#.^"Q^.  ' ' Automobile V` Issues(71) #. ^.^"Qo#.^"Q^.  H> &@11.&@H 11. #. ^.^"QMp#.^"Q^.  H>3 " &@11. &@ H FamilyIssues   (11) #. ^.^"Qp#.^"Q^.  '  ' Humor(6)#. ^.^"Qq#.^"Q^.  '  ' FamilyIssues   (8) #. ^.^"Q r#.^"Q^.  '  ' Automobile   Issues(29) #. ^.^"Qr#.^"Q^.  '  ' Christian   Identification(48) #. ^.^"Q;s#.^"Q^.  H>!$ (@12.(@H 12. #. ^.^"Qs#.^"Q^.  H>36"@" (@12. (@ H Political/ 6"@ Liberal(9) #. ^.^"Qnt#.^"Q^.  '" ' PeaceIssues(4) #. ^.^"Q(u#.^"Q^.  '6"@ ' Christian 6"@ Identification(7) #. ^.^"Qu#.^"Q^.  '" ' Allegianceto 6"@ ProfessionalSportsTeams(27) #. ^.^"QFv#.^"Q^.  '# ' Allegianceto 6"@ ProfessionalSportsTeams(48) #. ^.^"Qv#.^"Q^. "# "   $  Ї#. ^.^"Qw#.#v.   HowtheFamilyEducationalRightsandPrivacyAct  IsAffectingTodaysCollegeStudent#. .#v*x#.XX. Ix   LisaD.Campos    #. X.Xx# X#@ . ;i#> @   >0> ThemostrecentlegislativechangestotheFamilyEducational V` RightsandPrivacyAct(FERPA)haveaffectedcollegesanduniversities.Thisarticlefocusesonhowthelawhaschanged,howthosechangesareaffectingcollegesanduniversitiesandthevariousresponsescollegesanduniversitieshavehadregardingthechanges.#@0>0y#.0@0  > H  XryyyINTRODUCTION  Withtherecentchangesinlegislation,manyhighereducationinstitutionsneedto R\  clarifytherolesoftheadministrators,thestudent,andthestudentsparentswithrespecttoastudentsrighttoprivacy.Shoulduniversitieshavetheabilitytoreleaseeducationalrecordswithoutthestudentsconsent?Ifso,isittheroleofauniversitytoactas informersandcallthestudentsparentswhentheirchildhasviolatedauniversitypolicy?Likewise,whatrightsandresponsibilitiesshouldstudentsgainastheytransitionfromchildtoadultandfromhighschooltocollege?Whatabouttheparentsrightstoinformationabouttheirchild?Whensendingtheirchildtocollege,dotheyrelinquishtheirparentalobligationsorshouldparentsbeentitledtoknowthedetailsoftheirchildsdisciplinaryrecord?Therearenoabsoluteanswerstotheabovequestions.However,recentlegislationmayserveasaguideforcollegesanduniversitiesinappropriatelyrespectingstudentsandtheirprivacyrights.TheUnitedStatesCongresspassedtheFamilyEducationalRightsandPrivacyAct(FERPA),alsoknownastheBuckleyAmendment,in1974.Sincethen,theActhasprovidedinstitutionsofhighereducationwithalegalguidelinetofollowwhenhandlingstudentsprivacyrights.TheActwasadoptedinorderto ...protectthem[students]frominappropriatereleaseofthose[educational]records(Lowry,1994).Originally,withoutwrittenconsentfromeitherthestudentortheparent(ifastudentisundertheageofeighteen),collegeanduniversitiescouldnotreleaseeducationalrecords.Thefederallegislativeprocesshasaddedvariousamendments,whichhavealteredFERPAinmanyways.Forexample,in1994anamendmenttoFERPArequiredcollegesanduniversitiestoreleaseasecurityreportthatincludescampuscrimereporting,institutionalresponse,andprevention.Perpetratorsofthecrimesarenotidentifiedinthesereports.Whilestillprotectingtheidentitiesofstudents,thevariousamendmentstotheActhaveinfluencedthechangestoFERPAs # ) 22Lk22Mk22philosophicalideaofprotectingtheprivacyofstudents.Recently,CongresshasagainalteredFERPAagain.In1998,amendmentsmodifyingSections951,whichrelatestocrimesofviolence,and952,whichrelatestoalcoholordrugpossession,werepassed.Theseamendmentsareeffectingnotonlycollegesanduniversitiespolicies,butalsostudentsrightstoprivacy.Itisimportanttoaddressseveralcomponentsofthenewamendments.Theauthorwilldescribethechangesandthereasonsforthe1998amendmentstoSections951and952.Theauthorwillalsoexplainvariousuniversitiesresponsesandmorespecifically,theirimplementedpoliciesandresultswiththeiradministrativeconcerns,aswellasdescribingstudentaffairsprofessionalsroles.&&           1998CHANGESTOTHEFAMILYEDUCATIONALRIGHTSAND & 0  PRIVACYACT     9&riat2 2    T4X` hp x (#,X,` XT'& 2 22 22 22 22 22 22 22 2    ThemodificationstoSections951and952,establishedinthe1998FERPAamendments,willhaveanaffectonstudentslives.AsaresulttothechangeofSection951,thecollegeoruniversityisallowedtoreleasestudentsrecordsregardingdisciplinaryproceedingswhenastudenthascommittedor ...isanallegedperpetratorofanycrimeofviolence(asthattermisdefinedinSection16ofTitle18,UnitedStatesCode),oranonforciblesexoffense...(DepartmentofEducation,34CFRpart99).Universitiescanreleasethe finalresultsofanydisciplinaryproceedingwhich shallincludeonlythenameofthestudent,theviolationcommitted,andanysanctionimposedbytheinstitutiononthatstudent;andmayincludethenameofanyotherstudent,suchasavictimorwitness,onlywiththewrittenconsentofthatotherstudent(DepartmentofEducation,34CFRpart99).ThealterationmadetoSection952ofFERPAinvolvesstudentsandalcohol.Inthepast,acollegeoruniversitycouldnotreleaseinformationregardingastudentsalcoholviolationsifthestudentwasovereighteenyearsofage,unlesstheuniversitycouldprovethestudentwasfinanciallydependentonhisorherparent(s).FERPAnowstatesparentsorlegalguardiansofstudentswhohaveviolatedanyalcoholorcontrolledsubstancelawcannowbenotifiedifthestudentisundertheageoftwentyoneand ...theinstitutiondeterminesthatthestudenthascommittedadisciplinaryviolationwithrespecttosuchuseorpossession(DepartmentofEducation,34CFRpart99).Withthesetwoamendmentsinplace,studentsrecordsarenotassecureastheywereinthepast.However,somepeoplefeelwithtodayssocietalproblems,studentrecordsshouldnotbeasprotectedastheywerein1974.  "( 5 4XX7 XXdXXd7  25 4XX7 XXdXXd7  5 4XX7 XXdXXd7  225 4XX7 XXdXXd7  5 4XX7 XXdXXd7  5 4XX7 XXdXXd7  5 4XX7 XXdXXd7  5 4XX7 XXdXXd7  225 4XX7 XXdXXd7  5 4XX7 XXdXXd7  225 4XX7 XXdXXd7  5 4XX7 XXdXXd7  225 4XX7 XXdXXd7  5 4XX7 XXdXXd7  225 4XX7 XXdXXd7  5 4XX7 XXdXXd7  225 4XX7 XXdXXd7  225 4XX7 XXdXXd7  2&& L           REASONSFORAMENDMENTSTOFERPA љ   &yriat2 2    H4X` hp x (#XH'L2 22 22 22 22 22 22 22 2    Mostpeoplerecognizebingedrinkingandalcoholabuseascommonproblemsatmanycollegesanduniversities.Infact,accordingtoTheChronicleofHigher jL 25 4XX7 XXdXXd7  225 4XX7 XXdXXd7  2Education, amongmorethan14,500studentssurveyedat116institutions,43 2 percentreportedthattheyhadbingedatleaseonceintheprecedingtwoweeks...(Wechsler,1998).Theseandotherbehavioralproblems,includingcriminalactivityoccurringoncollegecampusesnationwideinitiated,thechangesmadetotheFERPA.Specifically,followingfivealcoholrelateddeaths,SenatorJohnW.WarnerofVirginiawaspersuadedbyastateTaskForceonDrinkingbyCollegeStudentstosponsortheamendment(Reisberg,1998). Section951  V 8  ProvidingstudentswithasafecampusenvironmentwasthemainobjectiveofamendingSection951.Carnevale(1999)indicatedCongressproposedthechanges,whichwouldallowcollegesanduniversitiestodisclosedisciplinaryproceedingswhenastudenthascommittedaviolentcrime,inordertodecreasecrimeoncollegecampuses.Parentalinfluenceandeveninterferencecanbenefitboththestudentandthecollegeoruniversitywhenastudentsbehavioraffectsthecampusenvironment.Theamendmentwillalsobeusedtoeliminateviolentcrimesoncampuses. Section952  : Inanefforttoloweroreliminatealcoholrelatedincidents,suchasbingedrinkingdeaths,fights,andsexualassaults,Congresspassedthe1998amendment952regardingsubstanceabuse(Carnevale,1999).InTheChronicleofHigher h Education,BonnieHurlburt,DeanofStudentsatRadfordUniversity,agreedwith N0 thisresponse.Shestated, ...weweresoconcernedaboutalcoholasaserioushealthandsafetyriskthatwefeltitwasincumbentuponustodosomethingtoturnitaround(Reisberg,1998).Likewise,LeRoyRooker,DirectoroftheFamilyPolicyComplianceOfficeattheDepartment#@0.0}{#.0@0ԀofEducation#@0.0^#.0@0stated, [alcoholabuse]is bD veryseriousouttherearoundthecountry,andtheresaneedtoinvolvetheparents(ascitedinCarnevale,1999).Withtheoptionofnotifyingastudentsparents,itisanticipatedthatalcoholrelatedincidentsoncampuseswilldecline.&& L          UNIVERSITIESRESPONSE J  6" &riat2 2    H4X` hp x (#XH'L6 2 22 22 22 22 22 22 22 2    Withthenewchangesineffect,manyhighereducationinstitutionsareinadilemma.Manypoliciesmustbealteredtoserveboththebestinterestsofthestudentsaswellasthecollegeoruniversity.Highereducationinstitutionsareimplementingvariousapproachestocomplywiththenewlaws.  "( E&           ImplementedPolicies T    Eriat2 2    '2 22 22 22 22 22 22 22 2  TheUniversityofDelaware,amongthefirstinstitutiontoimplementthenew amendments,islookedtoasamodelforotheruniversitiesastheyinterpretnewpolicies.AccordingtoReisberg(1998),theUniversityofDelawarenotifiesparentswhentheirstudenthasviolatedanycampuspolicy.Inconjunctionwiththis,theUniversityalsoimplementedazerotolerancerulewhichincludessuspendingorexpellingastudentafterthreealcoholviolations(Reisberg,1998).Othermoreflexibleapproachestonotifyingparentsofstudentbehaviorexist.Forexample,accordingtoamemorandumwrittenbyKeithM.Miser,VicePresidentofStudentAffairs(personalcommunication,April23,1999),ColoradoStateUniversitywillcontinuetotreatstudentsasadultswhilemaintainingasafecampusenvironment.TheUniversityfeelsanimportantpartofstudentdevelopmentismakingthetransitionintoadulthood,whichincludestakingresponsibilityforonesownactions.However,undercertaincircumstances,suchasseriousincidentsassociatedwithsubstanceabuse,theUniversityrealizestheimportanceofparentalinvolvement.UnliketheUniversityofDelaware,ColoradoStateUniversitywillnotsendlettershomeeverytimeastudentviolatesschoolpolicy.Instead,parentswillbenotifiedbyapersonalphonecallininstanceswherethestudentsbehaviorinterfereswithhisorhersafetyorthatofotherstudentsoncampus.ParentalnotificationwillalsobegivenifthebehaviorisongoingandmayresultinsuspensionorexpulsionfromtheUniversity.Inregardtoviolentcrimesorsexualoffenses,theUniversitymayreleasetheoutcomesofUniversityDisciplinaryHearings.ColoradoStateUniversitysinterpretationofandapproachtotheamendmentsfocusesonnotifyingparentswhosechildrenparticipateinhighriskbehavior.OtheruniversitiesareimplementingsimilarapproachestoColoradoStateUniversity.TheUniversityofRadfordwillnotifyparentsoffinanciallydependentfreshmenwhentheyaredisciplinedforadrugviolationoramajoralcoholoffense,ortwominorones(Reisberg,1998).Likewise,GeorgeWashingtonUniversitywillonlynotifyparentsiftheproblemisapublicissueorisasevereviolationofcampuspolicy(Carnevale,1999).AccordingtoReisberg(1998),VirginiaTechsendslettershometoparentsuponastudentsprobationorsuspension.%&             Results Q  bD! %riat22    H4X` hp x (#XH'b22222222222222  TimothyF.Brooks,DeanofStudentsattheUniversityofDelaware,believesnotifyingparentswhentheirchildhasviolatedacampuspolicyisworkingwell(Reisberg,1998).Followingtheinitialimplementationofnotifyingparents, thestudentsrecidivismratehasplummeted(ascitedbyReisberg,1998).Dr.Brooksfurtherexplainsthattheconversationsbeingheldbetweenparentandchildareassistingindecreasingfutureinfractions(Reisberg,1998).AlthoughthesystemattheUniversityofDelawareseemstowork,someadministratorsdonotfeelitistheresponsibilityoftheinstitutiontonotifyparentsof F$( * theirchildrensactions.Rather,thestudentsshouldtakeresponsibilitytocommunicatewiththeirparentswithoutinvolvingtheinstitution.Itshouldalsobenotedthat,accordingto#@0.0#.0@0GusKravas#@0.0 #.0@0,ViceProvostforStudentAffairsatWashington  StateUniversity, thevastmajorityofourstudentsarerespectingandlawabidingcitizens(Reisberg,1998).&& L          UNIVERSITIESCONCERNSWITHAMENDMENTS    &4san2 2    H4X` hp x (#XH'LD2 22 22 22 22 22 22 2    Otheradministrativeconcernsregardingthenewamendmentshavearisen.Someadministratorsareworriedthatuniversitieswillbeheldmoreliablenowthattheresponsibilityisonthemtoreleasetherequestedinformation.Inthepast,universitiescoulduseFERPAasjustificationfornotreleasingstudentrecords,especiallywhenhandlingastatesOpenRecordsLaw.AmemorandumwrittenbyDonnaW.Aurand,AssociateLegalCounselatColoradoStateUniversity,explainswiththerecentamendmentsinplace,universitiesnowhavealegalresponsibilitytochoosetodisclosestudentinformation#@0.0X#.0@0(personalcommunication,January20,1999)#@0.0r#.0@0. |  InTheChronicleofHigherEducation,GusKravasstated, notonlydowehaveto ^@  considerwhatsinthebestinterestofthestudents,butnowwehavetoaskourselveswhetherwehavealegaldutytonotifyparents(ascitedbyReisberg,1998).Alegaldutyhasbeenplacedonthecollegesanduniversitiesanditistheresponsibilityofeachcollegeanduniversitytomanageandimplementlawabidingpolicies,meanwhile,continuingtoprotectstudents.Administratorsandstudentsareopposedtothenewamendmentsforvariousreasons.Manyofthembelievethatnotifyingparentscandomoreharmthangood(Reisberg,1998).Parentsmaybesoupsetwiththeirchild,thattheywithdrawthatstudentfromthecollegeoruniversity.Otherparentsmaysidewiththeirchildandinitiatealegalbattlewiththecollegeoruniversity.InTheChronicleofHigherEducation,Andrea  R.Goldblum,DirectorofJudicialAffairsattheUniversityofColoradoinBoulder,states, wehaveparentswhohelptheirstudentslearnthenormsandexpectations,andthenwehaveparentswhohindertheprocessbytryingtogettheirstudentsoff(Reisberg,1998).Shebelievessomeparentswillarguethattheirsonordaughterdidnotcommittheviolationandcouldthreatentosuetheuniversity.OtheradministratorsbelievethechangesintheActwillnowgivethepublicareasontomonitoruniversitiesandtheirbehavioralproblems(ParentsandStudentConduct,1999).Atthistime,theimplicationsoftheamendmentsarenotcertain.&& L          ALLOWINGSTUDENTSTODEVELOP   z \% &`san2 2    H4X` hp x (#XH'Lz p2 22 22 22 22 22 22 2    Studentaffairsprofessionalsrealizedevelopmentoccursinmanyways.Therefore,educatingpolicymakersaboutthestudentdevelopmentprocessiscrucial.Forexample,explainingtheprocessinwhichautonomousdecisionmakingenhancesastudentsdevelopmentwillaffecthowadministratorsviewparentalinvolvement.It N$0 * isalsolikelythatpolicymakersdonotrealize, developmentoccursasindividualsrespondtonovelsituationsandtasksthatchallengetheircurrentlevelorcapacity(Strange,1994,p.405).Withthisknowledge,policymakerswouldmakemoreinformeddecisions.Hopefully,withtheassistanceofstudentaffairsprofessionals,administratorswillrealizetheimplicationsofcallingastudentsparentswhenthestudenthasviolatedapolicy.Althoughthisrealizationwillbe throughthelensofastudent,itisimportantforadministratorstorealizethepotentiallydamagingeffectstheirpoliciescouldcreate.Inordernottodenyastudenttheopportunitytodevelop,studentaffairsprofessionalsmustrespondtothechallengeofeducatingadministratorsaboutstudentdevelopment.&& L          CONCLUSION     &san2 2    H4X` hp x (#XH'L2 22 22 22 22 2    ThevariouschangesmadetotheFamilyEducationalRightsandPrivacyAct,havegrantedmorediscretiontocollegesanduniversitiesdisclosingofeducationalrecords.Thesechangesareaffectingcollegesanduniversities,students,andtheirparents.Withmoreresponsibilitygiventoinstitutionsofhighereducation,itisnowthedutyoftheinstitutionstoproperlyapplytheamendments,andatthesametime,protectastudentswellbeing.Theuniversityhasthediscretiontocreatepoliciesandprocedurestofollowwhendisclosingeducationalrecordsandstudentinformation.Theroleofpolicymakersistoseekknowledgeregardingthedevelopmentofstudents.Studentaffairsprofessionalsmustbepartofthepolicymakingdecisionsinordertosharetheirknowledgeregardingstudentdevelopment.ImplementingFERPAsnewamendmentshasnotandwillnotbeaneffortlesschallenge.However,itisimportanttoremembertheoriginalintentofFERPA,whichisprotectingstudentsrighttoprivacy.  && L          REFERENCES    &4san2 2    H4X` hp x (#XH'LD2 22 22 22 22 2    FamilyEducationalRightsandPrivacy,34C.F.RPart99,Volume64       DepartmentofEducation,(1999).Carnevale,D.(1999,June).Educationdepartmentproposesguidelinesfor  changesinlawonstudentprivacy.TheChronicleofHigher   #   Education.RetrievedJune7,1999fromtheWorldWideWeb:   $   http://www.chronicle.com/daily/99/06/99060301n.htmLowery,J.(1994).FamilyEducationalRightsandPrivacyAct.ASJA.   >! &   RetrievedSeptember19,1999fromtheWorldWideWeb:   "'   http://165.91.98.33/about/ferpa.htm ParentsandStudentConduct.(1999,March15).Syntex,p.828. #p) Reisberg,L.(1998,December).Whenastudentdrinksillegally,should       collegescallmomanddad?TheChronicleofHigherEducation.    RetrievedJune7,1999fromtheWorldWideWeb:        http://www.chronicle.com/weekly/v45/il5/l5a03901.htmStrange,C.(1994).Studentdevelopment:Theevolutionandstatusofan   2   essentialidea.JournalofCollegeStudentDevelopment,35.p.405.  Wechsler,H.(1998,November).Gettingseriousabouteradicatingbinge      drinking.TheChronicleofHigherEducation.Retrieved    d   September19,1999fromtheWorldWideWeb:     J ,   http://www.chronicle.com.html       LisaCampos(01)isagraduatestudentintheStudentAffairsinHigherEducation Z <  programatColoradoStateUniversity.HerassistantshipisworkingintheOfficeoftheVicePresidentforStudentAffairs.#. .0y# .#v.     #. .#v(#.^"Q^. #@^"Q^^.^"Q޾#.^"Q^^@^"Q#. ^.^"Q#.#v.   !p*   22RL22yL22EnhancingthePhysicalInteriorEnvironmentoftheWorkplace:TipsforStudentAffairsandHigherEducationAdministrators#. .#v:#.#v.  F(  #. .#v#.XX.   StephanieClemons,Ph.D.  F( #. X.X#.0. X  Thisarticleofferssometipsforstudentaffairsandhigher   educationadministratorsconcerningtheappropriatedesignofinteriorspaces.Issuessuchasimplementing universaldesign,developingfunctionalspaceplans,encouraginga senseofplace,specifyinglighting,andutilizingergonomicfurnishingsarediscussed.   #. .0x#X%& L   .#v. .#v.#v.#v.#v.0.#v.#v.0.#v.#v.#v.#v.XX.#vX(XX.XX(XXX(X(XXX(X(XXX(X(XXX(X(XXX(X(XXX(>XXXX(      >0X>X#@0>0#.0@0  INTRODUCTION N  jL  %tify22    H4X` hp x (#XH'L22222222222222      Highereducationadministratorsmakeongoing,multipledecisionsconcerningthephysicalworkplaceenvironmentonacampus.Administratorsareaskedfortheirinputandmanytimesmakedecisionsconcerninginteriorsofbothpublicspaces,suchasstudentcenters,aswellasprivatespaces,suchasresidencehalls.Furthermore,manyadministratorsinfluencethereconfigurationanddesignofcampusofficespace.Althoughcampusfacilitydepartmentsofferguidelinesonspaceallocationwithinabuilding,basedonstateand/orfederalregulations,andpurchasingdepartmentsprovideexpertiseinbiddingandorderingfurnishingsandequipment,thereisanoccasionalgapinthedecisionmakingprocess.Administratorsfindtheyneedadviceconcerninguseofagivenspacetoenhanceitsproductivityaswellastheevaluationoflight,color,andmaterialstoenhanceitsfunctionandaesthetics.Inaddition,moreandmoreadministratorsarebecomingawareofissuesconcerningterritorialismandtheneedforprivacyintheoffice,aswellasthedesiretoreflecttheinclusive,culturalsensitivityoftheircampusininteriorspaces.Thisarticlediscussesanumberofinteriordesignissuesspecificallywithintheworkplaceandofferstipsforstudentaffairsandhighereducationadministrators.Theworkplaceorofficeenvironmentwasselectedbecauseappropriatedesigninthesespacescanenhanceeffectivecommunication,increaseproductivity,encourageteamwork,andimprovemorale(TheImpactofInteriorDesign,1997).Theofficeenvironmentcanbefoundoncampusesingeneralbuildingssuchasadministrationandlibrariesaswellasinstudentbuildingsincludingfinancialaidandadmissions. $( VP.   BACKGROUND   Tounderstandthecontemporaryworkenvironment,onemustexamineitsorigins.Theofficebeganinthehome.PriortotheIndustrialRevolutioninthesecondhalfofthe#@0.0/#.0@018th#@0.0#.0@0Ԁcentury,mostofficeswerefoundinroyalhouseholdsandinresidences . belongingtomerchantsandartisans(Smith,1987).Attheturnofthenineteethcentury,anIndustrialRevolutionmanagementstyleprevailedandtheofficeenvironmentshiftedfromthehomeorfarmtotheindustrialfactory(Cutler,1993).Inthelatterpartofthe#@0.0 #.0@0nineteeth#@0.0#.0@0Ԁcentury,technology    intervenedwiththeinventionoftheelevatorandwithadvancesinbuildingconstructionmethodssuchastheuseofsteelandconcrete(Heyer,1993).Withtheinventionoftheelevator,theofficeshiftedintohighrisebuildingsforthefirsttimeandthe modernofficearrived!removedfromboththehomeandtheindustrialfactory(Kleeman,etal.,1991).Theconceptofanofficeevolvedthroughoutthetwentiethcentury.However,itwasnotuntilthe1980sthatofficedesignshiftedfromaproducteconomy,withtheofficeteamsupportingtheproductionofatangibleitem,toaninformationsocietyinwhichinformationwasthecommodityfortradeorsale(HermanMiller,Inc.,1993).Newtechnologies,suchasthelaptopcomputer,facsimilemachines,andInternetconnectionsimpactedtheofficewiththeappearanceofmonitors,importanceoftelephone/wiringaccess,andartificiallightingissuesconnectedwithglare.However,thesesametechnologiesmadetheprocessofworklessexpensive,moreflexible,andgearedtoemployeesatalllevelsofresponsibilities.Today,theincessantuseofinformationtechnologyhasstimulatedincreasingpressuresoftimeandurgencybecausewecancommunicatewithoneanotherinstantlyandofteninagloballevel(Heerwagen,1996).Withcontinuedimprovementincomputerandtelecommunicationstechnology,informationworkisvirtuallylocationindependent.Manypeoplenowworkeffectivelyintheircars,fromtheirhomes,orvirtuallyanywheretheyareprovidedwiththehightechtoolsneededtoperformtheirspecifictasks(Kleeman,etal.,1991).Asinthecorporateworld,employeesinhighereducationliterallytaketheirofficetoadministrativeorcommitteemeetings.Today,inordertooffermobilityandflexibilityintheworkplace,thetrendcontinuestobetoteardownpermanentofficewallsandtradefreestandingfurnitureforopenofficesystemswithpanelsandmodularfurniture.Modularfurnishingscanbehookedontofreestandingpanelsinmultipleconfigurations.Panelsystemscontinuetogrowinpopularitynotonlybecausetheyprovideincreasedflexibility,butthey alsoreducecostsandimprovespaceutilization.Thesesystemsmakeiteasierto #d) Y%  2Y%  Y%  22Y%  Y%  22Y%  22Y%  22Y%  22Y%  Y%  22Y%  2meetchangingneedsforindividuals,teams,anddepartments(TheImpactofInterior2Y%  Y%  22Y%  Y%  22Y%  22Y%  22Y%  22Y%  Y%  22Y%  2Design,1997). However,challengesexistwiththeuseofpanelsystems.Asaccessibilityandflexibilityimprove,theneedforprivacyincreases.Inaddition,difficultiesarisewithacousticsandefficientlighting.Thecurrenttrendofhomeofficesindicatesacircularevolutionbacktothehouse.TheHomeOfficeAssociationofAmericareportedthatapproximately41millionpeopleworkathome,about42%oftheworkingpopulation(Slaughter,1996).Primaryreasonsinvolvetechnologicaladvancesandtheneedforprivacytoaccomplishtasks.Despitethesechallenges,manycampusbuildingshavebeenremodeledtoencouragetheuseofpanelsinopenofficesystems.Waystoaddresssomeofthesetechnologicalissuesintheofficeenvironmentareeffectivespaceplanningtoenhancecommunication, creatingasenseofplace,andspecifyingergonomicfurnishings.Inadditiontoaddressingnewchallengesintheofficeduetotechnologyissues,therearealsothosethatrelatetohumanandculturalneeds,suchasimplementationofuniversaldesignandeffectiveuseofcolorandlight.Following,eachofthesedesignsolutionswillbediscussedinsomedetail.Althoughnotacomprehensivelist,attentiontothesefundamentaldesigncriteriamayenhancethequalityoflifeforstaffandstudentsalike.  TIPSFORWELLDESIGNEDOFFICESPACES  A  EffectivelyPlanInteriorSpaces  `   ProductivityisavitalissueincorporateAmerica.Sincestaffproductivityoftenismeasuredintasksandaccountability,studentaffairsandhighereducationadministratorsneedtoanalyzehow,when,andwhereindividualemployeesandteamsperformtheirjobresponsibilities.Access,comfort,privacy,noisereduction,andflexibilityneedtobeconsciouslydesignedintothefinishedspace(TheImpactofInteriorDesign,1997).Whenevaluatinganewspaceorassessingtheredesignofanexistingspace,itiscriticaltogeneratediagramstodetermineeffectivecommunicationflowwithintheorganization.Thistechniquecantrackofficeactivities,paperflowroutes,filingsystems,furniture/equipmentallocations,andverbalexchangestoensureworkflowandcommunicationefficiency(Kilmer&Kilmer,1992).Forexample,severalyearsago,EnrollmentServicesatColoradoStateUniversityconsolidatedmanyoftheirofficesandstaffintoonebuilding.Conceptually,theywantedtoachievea onestopshoppingservicecenterfortheirstudents.Timewastakentoevaluatecommunicationflowwithinspecific,andbetweenadjoining,departments.Manychangesweremadeconcerningadjacenciesofindividualworkstationsaswellasaccesstoadministratorsandresourcesspecifictoidentifiedtasks.Studentaffairs $( * andhighereducationadministratorscanreduceemployeefrustrationandstaffinefficienciesbyassessingthesetypesofworkplacecharacteristics. Encouragea SenseofPlace  L Inadditiontotheeffectiveplanningofworkspacestoenhancecommunicationchannels,theenvironmentshouldoffera senseofplacetostaffandstudents.A senseofplaceisatheoryofinterconnectednessorbelongingtoanenvironment,andsecuritywithinit. Senseofplacereferstoapersonsexperienceinaparticularplaceandhowheorshefeelsaboutit(Steele,1981).Whenpeoplecancontrol,use,modify,andpersonallymarkaspace,theyfeelanattachment,commitment,andresponsibilityforit,whichisthebasicpremiseofterritorialism(Steele,1981).Manyfactorsintheworkenvironmentconspireagainstasenseofplaceorplacemaking.Forexample,rapidchangesintechnologyandtelecommunicationsdecreaseconnectednessandidentitytotheimmediateenvironment.Campusadministratorscanenhanceplacemakingbyencouragingprofessionalpersonalizationofworkspaces.Photographsofsignificantfamilymembers,apostcardfromarecentvacation,orothermemorabiliathatpersonallymarksanindividualsworkenvironmentassistsincreatingasenseofplace.Similartosenseofplacecreatedintheworkenvironment,studentsunconsciouslylookforplacemakingoncampus.Thecampusphysicalenvironment,asaplace,providesapowerful,informalsettingforstudentstolearnaboutdifferentculturalvalues(Banning,1999).Therecognitionofpeopleandculturalidentity,orhowaplacereflectsthecultureofthosewhouseit,isimportantintheofficeenvironmentaswell.Anareathatevokesamessageofinclusivenessthroughtheappropriateuseofsignage,accessories,andaccessibility,whetheringeneralpublicspacesorinanindividualsworkenvironment,willofferasafeandfamiliarplaceforbothstudentsandstaff. SpecifyErgonomicFurnishings  % Onetipforhighereducationadministratorsisthespecificationofergonomicfurnishings.Ergonomicsisthestudyofrelationshipsbetweenhumanbeingsandtheirfunctionintheenvironment.Comfortrelatestothewayfurnitureaccommodatesthehumanbody.Humanbeingsdifferinshape,size,andage,producingawiderangeofanthropometricdimensions(Kilmer&Kilmer,1992).Comfortlevelscanvaryduetodifferencesinsizeandproportionofthebody.Themostimportantpieceoffurnitureintheofficeisthedeskchair.Althoughtheycanbeoneofthemostexpensivepiecesofofficeequipment,withpricesrangingfrom$750$1,500/chair,theirselfadjustingattributescanproperlysupportthebodyinavarietyofworking positionsandincreasecomfortlevels.Ergonomicallydesignedfurnishingsreduce #d) absenteeism,increasemorale,andpreventmedicalinjuries(TheImpactofInteriorDesign,1997). PracticeUniversalDesign  L Aconceptreferredtoas universaldesign,offersadesignsolutionformultipleusersoftheworkenvironment!youngorold,physicallychallengedorphysicallyfit.Universaldesignreferstodesigningallproducts,interiorandexterior,tothegreatestextentpossiblewithouttheuserappearingdifferentorspecial,regardlessoftheproduct.TheAmericanwithDisabilitiesAct(ADA)isjustasmallpartofthismovement.Accessibility,adaptability,affordability,aesthetics,andsafetyarecharacteristicsofitsfeatures,products,orstructuralelements(Mace,Hardie,&Place,1991).Whendesigningthecampusworkenvironment,itiscriticaltoremembertheagerangeofbothstaffandstudents.Bytheyear2050,theUnitedStatescensusisexpectedtoreveal67millionor22percentofthenationspopulationwillbe65yearsorolder(Davis&Beasley,1994).Lossofmobility,colorperception,andeyeacuityarebutafewofthechallengesfortheagingindividual.Forexample,lossofmobilitycanaffectapersonscapabilitiesintheofficeanumberofways.Pullingoutthebottomfiledrawer,typingoncomputers,turningknobsonmachineryoropeningheavydoors,aswellassafelynavigatingfloorlevelchanges(steps,ramps,ordaises)arecommonchallenges.Yetthephysicalchallengesforanagingindividualcanbethesameforapregnantwomanoraportlygentleman.Implementinganappropriatedesignfortheagingindividualintheofficecanimprovethequalityoflifeforpeopleofallageranges.ThroughtheADA,manystudentaffairsandhighereducationadministratorshavebecomeawareoftheissueofaccessibility.However,proponentsofuniversaldesignrequestanadditionalsensitivityincreatinginteriorspacesthatprovideabetterphysicalenvironmentforallpeople. EvaluateUseofColorandLight  % Twoofthemostpowerfulelementsofdesignarecolorandlight.Theycanenhancetheaestheticsandfunctionofacampusoffice.Researchstudiesrevealthatcoloraffectsthebrain,nervoussystem,andhormonalactivity.Responsetocolorisbothpsychologicalandphysiological(Mahnke&Mahnke,1987).Likewise,lightnotonlyprovidesadequateilluminationandapleasantvisualenvironment,butalsoaffectsthehumanorganismpsychologicallyandemotionally.Itiscommonknowledgethatininteriorenvironments,colorsetsthemoodandestablishesanimage.However,thewayapersoninterpretsorfeelsaboutacolorcanvaryaccordingtotheirexperiences,education,andculturalassociation.Colorassociation,orsymbolism,generallyisbasedonapersonsindividualpersonalityor $( * culturalbackground.Forexample,inWesterncultures,blackgenerallysymbolizesdeathandmourning,whereasineasterncivilizations,thesymboliccolorofdeathiswhite(Kilmer&Kilmer,1992).Sensitivitytocolorusageandculturalmeaningsportrayedbycolorsinofficespacecanenhanceapositiveimagewithinacampusenvironment.Criticaltasksareperformedinanycampusoffice.Soefficientlightiskeyinpreventingaccidentsandensuringaccuracyofdetails.Qualityelectriclightthatisflexible(e.g.portableoradjustable)alsoimprovesproductivitysincethehumaneyefatiguesasthedaywearson.Anindividualseyesightalsodecreasesastheyageandthemuscleoftheeyeloseselasticity(Gordon,G.&Nuckolls,J.L.,1995).Therefore,agingeyesbecomeeasilyfatiguedanddetailsofcriticaltasksbecomemoredifficulttoread.Tocompensate,designoftheofficeshouldincludenotonlygenerallightintheceilingforcommontasks,butlightatspecificworkstationsthatcanbeincreasedastheeyefatigues.Flexibilityinlightingdesigninstallationscanassistthoseofallages.̀Researchalsoindicatesthatpeopleneedtobeawareofthepassingoftime.Therefore,daylight,oraccesstoawindowtoseeseasonschangeandadayshifttonightisacriticalcomponentintheofficeenvironment(Steffy,1990).Withdaylight,however,comesthechallengeofglare,ormisplacedlight.Useofcomputersintheofficehascausedglaretobecomeacommonenemy.Becauselighttravelsinastraightpath,movingthecomputerortasksurfaceperpendiculartothedaylightcanresolvetheproblem.Lighting,bothnaturalandartificial,mustbecoordinatedwithfurnitureplacementandpeopleperformingthetask.p  CONCLUSION  Q Thechallengeofrecruitingandretainingqualifiedemployeesisbecomingincreasinglydifficult.Recentresearchindicatesthatthephysicalworkplaceenvironmentplaysanimportantroleindecisionsaboutacceptingorleavingajob.Thephysicalworkplaceimpactscomfort,accesstopeople,aswellasprivacyandflexibility(RecruitingandRetaining,1999).Interiorspaceonacampusstandsatapremium.Understandinghowtechnologychangesimpactthewayworkisbeingaccomplishedandhowtoeffectivelydesigninteriorspacesintheirbuildingsmayhelpstudentaffairsandhighereducationadministratorsuseallottedsquarefootagemoreefficiently.Studentaffairsandhighereducationadministratorsarebusy.Theyareconcernedaboutcreatinganethicalenvironment(Anderson&Banning,1998)andbuildingresidencehallcommunitiestoenhancetheindividual(Noeldner,1998).Theyevaluatehowtopreparenewprofessionals(Binard,1999)andhowtorespondto $( * offcampusmisconduct(Dicke&Wallace,1999).Timeisatapremium.Inaddition,assessingthenearbyworkenvironmentandtakingactiontoimproveitrequirestimeandmoney.However,gooddesignrarelynecessitatesanymorefinancialresourcesthanpoordesign.Realizingthatasanation,citizensspendover80percentoftheirtimeininteriorspaces,gooddesignseemsasmallpricetopaytoimprovemorale,increaseproductivity,addresspsychologicalandphysicalneeds,aswellasofferaphysicalenvironmentthatisinclusiveandattractive.%  REFERENCES    +Anderson,S.K.&Banning,J.H.(1998).Creatinganethicalenvironment:A  journeylookingforaroadmap.JournalofStudentAffairs,7,2634.  l  Binard,K.(1999).Studentaffairsinhighereducation:Howarewepreparing  newprofessionals?JournalofStudentAffairs,8,104,112. a  Cutler,L,M.(1993,October).Changingtheparadigm:Isitworkplaceorwork  environmentofthefuture?ProceedingsoftheInternationalFacility     ManagementAssociation,Denver. L  Davis,T.D.,Jr.&Beasley,K.A.(1994).Accessibledesignforhospitality:  ADAguidelinesforplanningaccessiblehotels,motelsandother  recreationalfacilities.(2ndEd.).NewYork:McGrawHill,Inc.  Dicke,L.L.&Wallace,W.(1999).Respondingtooffcampusmisconduct. `   JournalofStudentAffairs,8,3446. $ Heerwagen,J.(1996,June).Naturalizingtheworkplaceofthefuture:   U   Technology,ecology,andplace.ProceedingsoftheInternational    FacilityManagementAssociation,Denver. x Heyer,P.(1993).Americanarchitecture.NewYork:VanNostrandReinhold.Kilmer,R.&Kilmer,W.O.(1992).Designinginteriors.Orlando:Holt,   m   Rinehart&Winston,Inc.Kleeman,W.B.Jr.,Duffy,F.,Williams,K.andWilliams,M.(1991).Interior    designoftheelectronicoffice:Thecomfortandproductivitypayoff. X   NewYork:VanNostrandReinhold.Gordon,G.&Nuckolls,J.L.(1995).Interiorlightingfordesigners(3rded.). M   NewYork:JohnWiley&Sons,Inc.Mace,R.,Hardie,G.J.,andPlace,J.P.(1991).Accessibleenvironments:  Towarduniversaldesign.InW.Preise,J.Wischer,&E.T.White  (eds.).Designinterventiontowardamorehumanearchitecture.New a#   York:VanNostrandReinhold.Mahnke,F.H.&Mahnke,R.H.(1987).Colorandlightinmanmade    %   environments.NewYork:VanNostrandReinhold. !L& HermanMiller,Inc.(!993,January).Makingaplace,bridgingthephysical }"'    andthepoetic.Holland,MI. E#( Noeldner,T.(1998).Buildingresidencehallcommunitiestoenhancethe    i   individual.JournalofStudentAffairs,7,4449. - Recruitingandretainingqualifiedemployees!bydesign(1999).American    SocietyofInteriorDesigners,Washington,D.C.Slaughter,P.(1996).TwonewstoresinDallasfocusonhomeoffice.      Furniture/Today,20,(41),4,33. E Smith,C.R.(1987).InteriordesignintwentiethcenturyAmerica:Ahistory.     NewYork:Harper&Row,Publishers,Inc.Steele,F.(1981).Thesenseofplace.Boston:CBIPublishingCompany,Inc.  0 Steffy,G.R.(1990).Architecturallightingdesign.NewYork:VanNostrand a     Reinhold.Theimpactofinteriordesignonthebottomline(1997).AmericanSocietyof      InteriorDesigners:ProductiveSolutions,Washington,D.C.  StephanieClemons,Ph.D.,AssociateProfessorhasbeenteachinginteriordesign   forelevenyearsintheDepartmentofDesignandMerchandisingatColoradoStateUniversity.Sheisveryinterestedinstudentaffairsandadministrationissues. :Y.^"Q^.0#@^"Q^^.^"Q#.^"Q^^@^"Q#.0^.^"Q<#.#v.0  ")   222{R22~R222|R22OrganizationalIlluminatus:TheEffectsofMajor ExigencyatColoradoStateUniversity#.0.#v<#.#v.0 } #.0.#v=#.XX.0< MarkS.Denke,Ed.D.andRayF.Gasser }  #.0X.XM>#X  Asalargeresidentiallandgrantuniversity,ColoradoState -  Universityservesasasecondhomeformanystudents,faculty,andstaff.Althoughthepredictionofspecificcampusexigencyisimpossible, organizationalilluminatus(TheJargonDictionary,1996)requirestheuseofreframinginprovidingmaximumpreparationforrespondingtocampusexigency,coordinatingaccurateinternalandexternalcommunication,andpreparingforpostcrisissupport,evaluation,andresolution. <  X>?? INTRODUCTION  1    Campusexigencycanhappenatanytime,onanycampus.Developingeffectiveresponseproceduresiscriticaltoreactingtoanypotentialcrisis.However,sometimesitisdifficulttoforeseeandplanforeverypossibleincident.Giventheunpredictabilityofcrisis,administratorsdevelopguidingprinciplesandpoliciesandtestplannedresponsesinordertoadequatelyaddresscampusemergencies.UsingexamplesfromColoradoStateUniversity,onecanbegintoexplorehowstudentaffairsadministratorsidentify,preparefor,andreacttocampusemergency.0    Overthepastthreeyears,severalincidentschallengedColoradoStateUniversitytoemploycreativeapproachesto organizationalilluminatus(TheJargonDictionary,1996)foralloftheaffectedpopulations.Byhighlightingtheaftermathofthedevastatingfloodsthatdecimatedthecampusandcommunity,theriotsbyColoradoStatestudentsinthenearbycommunity,thereactiontothedeathofMatthewSheppard,andtheColumbinetragedy,thisarticlewillprovideexamplesofresponsemechanismsforotherinstitutionsofhighereducationtoreferencewhenaddressingsimilarexigency.Theseinstitutionalresponsesseektoprovidesomesenseofnormalcyandsecuritytostudents,facultyandstaffinveryunstableandtragictimes.AfterdiscussingthevarietyofexigenciesthatColoradoStateUniversityovercame,thearticlewilloffersomeconclusionsutilizingvariousframesoforganizationalbehavior.A0 @  @ 0@`  @   U#' %&                        THE500YEARFLOOD H i %Horme22    H4X` hp x (#XH'iH222222222222    0      OnJuly28,1997,atremendous500yearflooddevastatedmanyareasoftheColoradoStateUniversitycampusandsignificantsectionsoftheFortCollinscommunity.A500yearfloodisonethathasa1in500chanceofoccurringinanygivenyear.Itisnotafloodthatoccursevery500years(Fetrow,2000).TheflooddestroyedthelowerleveloftheCSULoryStudentCenterandtherecentlyrenovatedMorganLibrary.Inaddition,morethansixteenothercampusbuildingssuffereddamage.ThiscrisisresultedinthemostimpressiveorganizationalresponseinColoradoStateUniversityhistory(Grigg,etal.,1998).WhiletheUniversityhaddevelopedanEmergencyOperationsPlan(ColoradoStateUniversity,1998)priortotheflood,theexigencyofthefloodexceededmostotheremergencies.Thefloodcauseddamagetotalingover$100million,including buildingdamages,about425,000libraryvolumesinundated,lossofasemesterstextbooksinthebookstore,andmanyotherlosses,bothpersonalandprofessional(Grigg,etal.,1998).0    Whilethefloodoccurredpriortotheregularacademicyear,itdidaffectbothayouthconferencewith3,500participantsandapproximately800summerschoolsessionstudents.FacilitiesOperations,inconjunctionwiththeOfficeofConferenceServices,institutedanemergencymanagementteamtodealwiththecrisis.Atthesametime,thefloodrecoverycommitteeidentifiedthetopfiveimmediateprioritieswhichincluded protectinghealthandsafety,respondingtopersonalandprofessionallossesofstaffandfaculty,resumingclassesassoonaspossible(theUniversityonlymissedabouttwodaysofthesummerterm),cleaningandpreparingfor(andminimizingdisruptionto)thefallsemester(Grigg,etal,1998).0                    J  0    Duringthefirstfewdaysaftertheflood,Facilitiespumpedoverfivemilliongallonsofwaterfromfloodedbuildingsanddocumentedtheextentofdamageineachbuilding.ThePublicRelationsOfficeissuedcontinuousandfrequentpressreleasesupdatingthepubliconthestatusoftheUniversity.TheCSUwebpageaswellasletterstoincomingstudentsassuredthemthatthecampuswouldbeopenonscheduleinlateAugust.Whilethefloodmadenationalandinternationalheadlinesforafewdays,stateandlocalmediacontinuedtotellthestoriesofsurvival,rebuilding,andrenewalformanysubsequentmonths.0HQ                  0    Asdisplaceddepartmentsandfacultylookedfortemporaryspacesforofficesandclasses,unaffectedbuildingsandindividualsopenedtheirdoorstosupportthe CantStopUscampaign.Thiscampaignbecamearallyingcryandsourceof  T% motivationforthecampuscommunityasCSUworkedtoovercomethissetback.Onemonthaftertheflood,astheUniversityopenedintimeforFallSemester,therewerestillobstaclestoovercome.Overthenexttwoyears,thecampusrebuiltthedamagedportionsofthelibraryandstudentcenterandsalvagedthousandsofbooksthroughafreezedryingprocess.ColoradoStateUniversityopenedtostudentson $( * timeforfallsemesterasitremainedunitedindisasterrecovery.TheeffortsculminatedtwoyearslaterintheFallof1999withtheconstructionofamitigationwalltoprotectthebuildingsfromwaterflowinthefuture.Tosignifytheimpactoftheflood,ColoradoStateUniversityconstructedamemorialandhungplaquesmarkingthewaterlevelintheremodeledstudentcenter.Q0  0  E&  X  .#v.0.#v.#v.#v.#v.0.#v.#v.0.#v.#v.#v.#v.0.#vm.0mmmmmmmmmmmm>0m                  #@0>0Q<#.0@0X  STUDENTRIOTINGINTHECOMMUNITY \   EYe,2 2    ' Y2 22 22 22 22 2    0    ]  InearlySeptember,1997,inFortCollinsneighborhoods,twodisturbancesinvolvingCSUstudentstookplace. Policewerecalledataroundmidnightfornoisecomplaintsintheareajustnorthoftheuniversitycampus.Aspolicetriedtobreakuptheseveralpartiesinthearea,someofthemorethan500peoplegathered,resistedandthrewbottlesandrocks.Onelargefirewasstartedwithdebrisinthestreet(Milligan,1997).Thefirstincidentresultedinthearrestoftwostudents.SincethedisturbancesoccurredoffcampuswithinthejurisdictionoftheFortCollinsPoliceDepartment,theCSUPoliceDepartmentdidnotrespondtothecomplaint.Therefore,theUniversitysreactiondifferedfromtheotherexamplesofexigencydescribedinthisarticle.TheUniversityquicklycooperatedwiththerequestsofFortCollinsPoliceastheyconductedtheirinvestigation.Thefollowingweekend,afterarepeatedincident,theUniversityincreaseditsinvestigationbycreatinga24hourhotline toaccepttipsfromcallerswithknowledgeaboutColoradoStatestudentsinvolvedineitherofthetwoincidents(Milligan,1997,p.1).Dr.KeithMiser,VicePresidentforStudentAffairs,andMr.SteveODorisio,PresidentoftheAssociatedStudentsofColoradoStateUniversity,respondedtomediainquiriesandreiteratedtheUniversityscooperationwiththeCitysinvestigationefforts.0    Utilizingphotographsandvideotapeoftheincidentstakenbythepoliceandthecampusnewspaper,CSUadministratorsidentifiedtheprimaryparticipantsintheriotsandquicklyrespondedwithdisciplinaryaction.TheidentifiedstudentswerereferredtotheUniversityjudicialprocess,aseparatesystemfromthecitycriminalproceedings.Dr.MarkDenke,AssistantVicePresidentforStudentAffairs,sharedwiththemediathatasaresultofthedisciplinehearingsthreestudentsweredismissedfromtheUniversityandonestudentwasplacedonprobation.Inthearticle,Dr.Denkedescribedthejudicialprocess,aswellasdefinedwhatthetermsoftheassignedsanctions(Milligan,1997).Atalltimesduringtheresponse,theUniversityrespectedthestudentsprivacyrightsundertheFamilyEducationalRightsandPrivacyAct(FERPA).]%&                       THEMATTHEWSHEPPARDTRAGEDYANDAFTERMATH g %$ge,22    H4X` hp x (#XH'!4g2222222222  9 !&   B.` hp x (#XB      Itwasjustalittlebefore8:00p.m.onTuesdayevening,October8,19988(when)MatthewSheppardsaidgoodnightandwenttotheFiresideBarinLaramieonhiswayhome.TherehemetAaronMcKinneyandRussellHenderson,whoduringtheir $( * conversationledhimtobelievetheyweregay.MatthewlaterleftthebarwithMcKinneyandHenderson,wastakentoalocationseveralmileseastofLaramie,andwasrobbed,severelybeaten,tiedtoabuckfence,andleftinsubfreezingtemperatures(Hurst,1999,p.5).9h                .#v.0.#v.#v.#v.#v.0.#v.#v.0.#v.#v.#v.#v.0.#vm.0mmmmmmmmmmmm>0m  #@0>0\#.0@0Fivedayslater,MatthewShepparddiedinPoudreValleyHospitalinFortCollins, = Colorado.WhileMatthewwasaUniversityofWyomingstudent,heconsideredhimselfamemberoftheFortCollinsGay,Lesbian,BisexualandTransgender(GLBT)community.TheimpactofMatthewsdeathwassignificantforstudentsatColoradoStateUniversity.Someconsideredhimaclosefriend.Otherswereshockedbythebrutalityandhatredthatthissenselessincidentrepresented.Gayandlesbianstudentsexpressedfearfortheirownsafetyandconsideredbeinglessopenabouttheirhomosexuality.Atthesametime,theUniversityrespondedtoacrisisthatgrabbednationalattention.DuringHomecomingWeekend,membersofthePiKappaAlphafraternityandAlphaChiOmegasororitybuiltafloatforthecommunityparadethatincludedascarecrowwiththeword ImGaywrittenonit.Theverypublicincidentwasharshlycriticizedbythecommunity. Thisincidentbelieswhatweasaninstitutionrepresent.Thisoffensiveacttargetingmembersofourgaycommunitygoesagainsttheverybeliefsthatweasauniversitycherishmost(ColoradoStateUniversity,1998,p.1).TheUniversityidentifiedthestudentsinvolvedandquicklytookdisciplinaryactionagainstthem,resultinginsimilaroutcomesasthosefromtheriots.TheColoradoStateUniversitycommunityrespondedbybringingstudents,staff,andfacultytogethertogrieve,notonlyforMatthewSheppardsdeathbutalsoforthehatethatthissenselessactrepresented.CSUPresidentAlbertC.Yatesissuedapressrelease: OnbehalfoftheentireColoradoStateUniversitycommunity,IwishtoextendsincereandheartfeltcondolencestothefamilyofMatthewSheppard,ayoungmanwhoselifewasguidedbyabeliefintheinherentdignityandvalueofallpeople!andwho,inhisfinalhours,taughtusmuchabouttheimportanceofcaringfor,learningfrom,andupliftingourfellowhumanbeings(Yates,1998).ItwastheactionsofthenewlycreatedGay,Lesbian,Bisexual,TransgenderStudentServices(GLBTSS)OfficethatprovidedthemostsupporttothestudentsmostshockedbythemurderofMatthewSheppard.Anofficecreatedonlyafewmonthspriortothistragedy,GLBTSShelpedtoorganizeacandlelightvigilinmemoryofMatthewSheppardintheSculptureGardenoftheLoryStudentCenter.Hundredsofstudents,staff,andfacultyattendedthevigil.Anyonewantingtospeakwasofferedanopenmicrophonetoexpresshisorhersadness,anger,fear,orregret.Additionally,theGLBTSSofficeprovidededucationalinitiatives,includingaspeakersbureauthroughtheStudentOrganizationforGays,LesbiansandBisexuals $( * (SOGLB).GLBTSSandtheUniversityCounselingCenterworkedtogethertohelpsupportgrievingstudentswhoalsowerebalancingthetragedywithapendingcelebrationoftheNationalComingOutDayeventsofOctober11,1998.Inaddition,communitymeetingswereofferedintheresidencehallstodevelopproactiveandeducationalstrategiestodiscouragethisscenariofromoccurringagain.  &&  Թ  B.` hp x (#XB      X  &zurba2 2     XX'={2 22 2  %&    B.` hp x (#XB      X{   COLUMBINETRAGEDY |   %7|      XX' G|    0    }  OnApril20,1999,theStateofColoradowatched,horrified,aslocaltelevisioncoveredashootingatColumbineHighSchoolinLittleton,Colorado.AsquicklyasstudentsandstaffatColoradoStateUniversityfoundoutaboutthistragedy,theUniversityofferedimmediatesupportandresponseforthehundredsofColumbinegraduateswhoattendedColoradoStateUniversity.Manystudentshadasibling,friend,orformerteacheratColumbineHighSchoolandreactedwithgriefandaquestforanswers.Withunprecedentedspeed,andasenseofcaringfortheemotionalimpactonthecampus,theUniversitystaffresponded.0    Astheeveningofthetragedyapproached,theresidencehallstaffofCorbettHallpulledresourcestogetherinordertoorganizeacandlelightvigilfortheColumbinestudentstosharetheirgrief,anger,andpain.WhatbeganasanefforttosupporttheColumbinestudentsresidinginCorbettHall,becamethesupportofthestudents,staff,andfacultyofColoradoStateUniversity,andthenthesupportoftheneedsofagrievingcommunity.0    TheUniversitysPublicRelationsOfficenotifiedthemediaoftheCorbettHallvigil,aswellasothereffortsbeingorganizedonbehalfofColoradoStateUniversityfacultyandstaff.ThekeyplayersoftheUniversitydiscussedtheeventstorespondwithaunifiedeffort.TheUniversityastheRegistrarsOfficeandHousingandFoodServicesworkedtoidentifystudentswhomightbeaffectedbythetragedy.TheUniversityCounselingCenterissuedanallcampusemailremindingstaff,faculty,andstudentstoutilizetheservicesprovidedbyitsstaff.0    Todoitsparttoencouragecommunicationandexpressionofsympathyandregret,theAssociatedStudentsofColoradoStateUniversitysetup severalbannersforpeopletosigntosendamessageofhopetothehighschool,itsstudents,andstaff(Yates,1999).TheLoryStudentCenterInformationDeskofferedsilverandbluememorialribbons,thecolorsofColumbineHighSchool,forseveralweeksuntiltheendofthesemester.Thecampusorganizedablooddrive,andaspecialwebpagewasestablishedtoprovidemoredetailedinformationoncampusandcommunityactivities.Finally,theColoradoStateUniversityFoundationagreedtocollectmoneytoassistColumbine,thevictims,andtheirfamilies.OnFriday,April23,1999at11:30a.m.theuniversitycampushadamomentofsilencetohonorthevictimsandsurvivorsoftheterribletragedy. $, * Ї}  RESPONSESFROMANORGANIZATIONALFRAMEWORK C i ?0    &&  X                      X  BolmanandDeal(1991)identifyfourframeworksorparadigmspresentinany  organization.ItisimportanttolookatthepotentialcomplicationswithinanorganizationalframeworkinordertodescribetheresponseofColoradoStateUniversityevidentinthesefourexamplesofcampusexigency.Thestudentaffairsprofessionalwillbeabletoadaptthesescenariosandinstitutetheirowncampusprotocol,byanalyzingtheColoradoStateUniversityresponsetocampusexigencyfromtheperspectiveoforganizationalbehavior. lj0       TheStructuralFrame     BolmanandDeal(1991)describethestructuralframeastheway structuredevelopsinresponsetoanorganizationstasksandenvironment(p.119).Simplyput,thisframeistheformalorganizationalstructure.Someimportantitemstoconsiderforanycrisisfromastructuralframeworkinclude:capitalizingontheroles,talents,andskillsofindividualswithinthedepartmentand/orinstitution;andreportingstructure.Amajortaskinvolvesusingtheseresourcestoeliminatesomeoftheconfusionduringanemergencytofacilitateaneffectiveresponse. /&ڈurba2 2    H4X` hp x (#XH' 2 22 2  0     TheHumanResourceFrame   Thisframeismorehumanisticandcollegialasitaddstothestructuralframe, theinterplaybetweenorganizationsandpeople(Bolman&Deal,1997,p.120).Basically,theframeworkdescribespeopleasbeinganorganizationsmostcriticalresource.Someimportantconsiderationsduringacrisisinclude:identifyingandmeetingindividualsmostbasicneeds,understandingtheemotionalandphysicalwellbeingofindividuals,andattentiontoothersduringcrisis.0     ThePoliticalFrame   BolmanandDealseesthisframeintermsofconfrontingissuesdirectly,organizingcoalitions,andmanagingconflict.Thepoliticalframe viewsorganizationsasaliveandscreamingpoliticalarenasthathouseacomplexvarietyofindividualandgroupinterests(p.186).Considerationduringacrisisisduetothepeopleunitedtowardtheorganizationsgoals,everyonesknowledgeandunderstandingofwhatandwhytheyaredoingwhattheyaredoing,scarcityofresourcesasasourceofconflictduringthecrisisandgettingthefullstory.0     TheSymbolicFrame  $ Thesymbolicframefocusesongroupcultureandorganizedanarchy,placingmorevalueonwhatsomethingmeansthanwhatishappening. Thesymbolicframeseekstointerpretandilluminatethebasicissuesofmeaningandfaiththatmakesymbolssopowerfulineveryaspectofthehumanexperience,includinglifeinorganizations (Bolman&Deal,1997,p.244).Verysymbolicactivitiesduringacrisis:the #d) meaningofsymbolsofsupport:ribbons,flags,vigils,themourningprocesses,thetokensleftbehindasaremindertothecrisis:plaques,dedications,etc.   &&  X                    X  CONCLUSION  L &'urba2 2    H4X` hp x (#XH'72 22 2  0                      0    Whileplanningandpreparationcanprovideabasicpathforaninstitutionasitfacesacrisis,noamountofplanningcanprovidealloftheanswersforeveryscenario.Insomeinstances,theinstitutionwillrespondinadequately.Howeversuchinstancesserveasabenefitinthattheyfinetunefuturestrategiesforadministrators.Theexampleslistedinthearticleprovidegoodcasestudiesforfutureadministrators.Drawingfromtheexigencyexamplesinthisarticle,thefollowingarerecommendedaskeystrategiesforrespondingtoanycampusemergency.0spon                  E1` hp x (#XE0    :  .#v.0.#v.#v.#v.#v.0.#v.#v.0.#v.#v.#v.#v.0.#vm.0mmmmmmmmmmmm>0m                  #@0>0Kn#.0@0  H.` hp x (#,` XH0  X 1.  Communicateasmuchaccurateinformationbetweendepartments,offices, ]  andindividualswithintheuniversityassoonaspossible.Duringatimeofexigency,thegeneralpublicisinterestedindetailedinformationandthepublicdemandsinformationandsoundbytes.Itisimportanttoaccuratelycommunicatewithservicesandofficesthatcanhelprespondtothecrisisandforonepersontoserveasthespokespersontocommunicateinformationtothemedia.  0    :ۜspon                .0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0  0  X 2.  Solicitappropriatesupportservices.Remember,anadministratorisnever } aloneinrespondingtothecrisis.Forexample,arecentstudentdeathinParmeleeHallatColoradoStateUniversityrequiredResidenceLifestafftocollaboratewiththecampuspolicedepartment,theCountyCoronersOffice,thePublicRelationsOffice,theCounselingCenter,theHELP/SuccessCenter,aswellastheOfficeoftheVicePresidentforStudentAffairs.  0    0  X 3.  Mobilizetheinstitutionsresourcesandpeople.Itiswithintheinitial 4 stagesofanyemergencythatsuccesswillbeoutlined.Institutionsshouldconsidermakingorganizedplansforresponsetogeneralemergencies.Individuals,offices,departments,andotherconstituenciesshouldbeabletoworkcooperativelywithcommongoals.Essentialelementsofanyplanshouldincludethedevelopmentofamission,crisisteam,communicationprocedures,andspecificprotocols.  0                      Workingwithintheorganizationalframeworkofalargeuniversity,studentaffairsadministratorsarerequiredtoconsiderthepotentialoutcomesofanyemergency,respondaccordingly,andworktogetherwiththebestinterestsofthestudentsinmind.Exigencyplanningallowsanorganizationtoincreasetheeffectivenessand immediacyofitsresponsetovictims,reducetheseverityanddurationofthecrisis #d) tothecampuscommunity,reassurethecampus,andprotecttheimageoftheinstitution. 0    Usingcommonsenseandexperiencetodealwithorganizationalbehaviorproblemscanworkunderconditionswherechangeisveryslow,andwhereonehaslikelydealtwithasimilarsituationinthepastandlearnedfrompastmistakes.Buttheenvironmentwehavetodealwithisincreasinglydivergingfromsuchapattern.Weareconfrontingsituationsandproblemswehavenotdealtwithandarebeingaskedtosolvethemmorequicklyandmoreskillfullythaneverbefore.0  0 spon                  && L     B.` hp x (#XB       REFERENCES      &Yand2 2     XX'LM i2 22 2  0    Bolman,L.G.,&Deal,T.E.(1991).Reframingorganizations.San    0    Francisco:JosseyBass.0  B.` hp x (#XB        ColoradoStateUniversity.(1998).ColoradoStateUniversityDeplores %    DiscriminatoryActions.[Online].Available:0spon                  `                           http://www.colostate.edu/Depts/PR/univstatement.html`F 22    .0.0>0.02222  #@0>0u#.0@0 L    ColoradoStateUniversity.(1998).LessonsofRecovery,Emergency   y    OperationsPlan[Online].Available:`                  Բ h      A    http://www.colostate.edu/floodrecovery/e 8 mergencyopsplan.html` 22    .0.0>0.02222  #@0>0'#.0@0   Fetrow,D.(2000).Floodplains[Online].Available:`                       d   http://www.ce.utexas.edu/stu/fetrowdd/flood` 22    .0.0>0.02222  #@0>0#.0@0pN=~1.htm , Grigg,N.S.,Doesken,N.J.,Frick,O.M.,Grimm,M.,Hilmes,M.,McKee,T.  B.,&Oltjenbruns,K.A.(1998).FortCollinsFlood1997:Lessons    fromanExtremeEvent.[Online].Available:`                       |   http://www.colostate.edu/floodrecovery/extremeevent.html` 22    .0.0>0.02222  #@0>0\#.0@0 D Hurst,J.C.(JulyAugust1999).TheMatthewSheppardtragedy:Management  ofacrisis.AboutCampus,4,511. 5 Milligan,T.(1997,August30).ColoradoState,CityOfficialstoCoordinate    FollowingIncident.[Online].Available:`                  ȼ h      \   http://www.colostate.edu/Depts/PR/releases/news/incident`22    .0.0>0.02222  #@0>0 #.0@0 $ Milligan,T.(1997,September8).ColoradoStateUniversityEstablishes Q   HotlinetoIdentifyStudentsInvolvedinIncidentsNearCampus.[On     line].Available:`                      h      x!   http://www.colostate.edu/Depts/PR/releases/news/hotline.htm`"22    .0.0>0.02222  #@0>0#.0@0 <" TheJargonDictionary:Illuminatus!(Version4.00,24,July1996)[Online]. i#   Available:`                  4 `     h      1 $   http://www.n C etmeg.net/jargon/bibliography/illuminatus.html`j22    .0.0>0.02222  #@0>0#.0@0  % Yates,A.C.(1999,April21).OpenLettertotheUniversityCommunity[On !P&   line].Available:   http://`                  |www.colostate.edu/Depts/PR/releases/news/csucares.html`22    .0.0>0.02222  #@0>0#.0@0 E#( 9% Ip x (#X9  Yates,A.C.(1998,October12).StatementfromColoradoStateUniversity @  i  PresidentAlbertC.Yates.[Online].Available:`                   @  @  @  1 http://www.colostate.edu/Depts/PR/acystate.html`V22    .0.0>0.02222  #@0>0#.0@00 @     Dr.MarkS.DenkeistheAssistantVicePresidentforStudentAffairsandan E AssistantProfessorintheSchoolofEducationatColoradoStateUniversity.HeteachestheOrganizationalBehaviorcourse(HE676)intheSAHEMastersProgram.RayF.Gasser(97)istheComplexCoordinatorforCorbettResidentialComplexatColoradoStateUniversity. e   .#v.0 #.0.#v#.^"Q^.0#@^"Q^^.^"Q#.^"Q^^@^"Qh#.0^.^"Q ##@0.0M#T0@0#@0T0#.0@0 }$ *   .#v.0LearningCommunities:Past,Present,andFuture #.0.#vw# i k  .XX.0KeithE.EdwardsandNickSweetonX  #.0X.X#Theauthorsofthisarticleexaminethehistoryandphilosophyof A learningcommunities,thecurrentresearchontheimpactoftheselearningenvironmentsonstudentsacademicachievementandretentionrates,andconcludewiththeauthorsrecommendationsforcreatingorimprovingsimilarinitiatives.  a  Xo}  INTRODUCTION  Integratingstudentaffairsandacademicaffairsisahottopicinthefieldofhigher u  education.Manyprofessionalsbelievethataninstitutionsmissioncanbebetterachievedbycombiningthesetwofunctionalareas.Someinstitutionshavealreadyintegratedthetwoareasintoasingledivision(Altizeretal.,1996).Otherinstitutionshaveattempteddifferentmethodstointegratethecurricularandcocurricularexperiencesforstudents.Onemethodisimplementingacademiclearningcommunitiesinresidencehalls.Inthesecommunities,studentslivewithotherstudentsintheiracademicdisciplineandareprovidedacademicresourcesinthelivingenvironment(Rowe,1981).Researchhasshownthatthisatmosphereindirectlyincreasesstudentsacademicsuccessandpersistencerates,aswellasstudentsatisfaction(Pascarella&Terenzini,1981).Thisarticlewillexaminethehistoryandphilosophyoflearningcommunities,currentresearchontheimpactoflearningcommunitiesonacademicsuccessandretentionrates,andconcludewiththeauthorsrecommendationsforthefutureoflearningcommunitiesoncollegeanduniversitycampuses.p HISTORICALCONTEXT  L TheearliestmodelsofAmericanhighereducationreflecttheidealsoflivingandlearningenvironments(Schroeder&Mable,1994).EnglishinstitutionssuchasOxfordandCambridge,themodelsforAmericanhighereducation,involvedfacultymembersinalmosteveryaspectofthecollegiateexperience.Whilefacultytaught,aswellasateandsocializedwiththestudents,portersandotherstaffmembersmanageddisciplineandotherareasofstudentsupervision.EarlyinstitutionsofAmericanhighereducation,suchasHarvard,Yale,andPrinceton,attemptedtoimitatethisEnglishmodel.However,theseinstitutionsdidnothavetheresourcestobuildfacilitiesinwhichfacultywouldbeinterestedinliving.Inaddition,facultyinAmericahadresponsibilityforallaspectsofthestudentexperience,includingstudentsupervisionanddiscipline.Thisleftfewboundariesbetweentheroleofeducatorandauthorityfigure. $@ ) Ї22{22{22Americaninstitutions,foundedinthesecondhalfofthenineteenthcenturylookedtoGermanmodelsofhighereducation(Schroeder&Mable,1994).Germanuniversitiesfocusedalmostentirelyonteachingandresearch.LargeresearchuniversitiesinAmericaadoptedthismodelandalsoviewedinclasseducationandresearchascompletelyseparatefromextracurricularactivitiesandlivingarrangements.TheGermanmodelwasalsoadoptedbythelargelandgrantinstitutionsthatemergedfromtheMorrillActof1862andthesecondMorrillActof1890.DescriptionsoftheGermanmodelrarelyincludedtheword learning.ThislackoffocusonstudentoutcomeshasbeenarecentcriticismofAmericaneducationatalllevels.Recently,politicians,researchers,andeducatorshavecriticizedthequalityofundergraduateeducationintheUnitedStates(Cross,1993).Whileseparatingstudentaffairsfromacademicaffairshelpedmakehighereducationmoreefficientathandlingincreasednumbersofstudents,institutionsnowrealizethatitwasnot,infact,thebestforallstudents(Schroeder&Mable,1994).Researchincreasinglyillustratesthe importanceofpeerculture,activestudentinvolvement,theseamlessnatureofstudentexperiences,andtheneedfornewpartnershipsbetweenacademicandstudentaffairs(p.12).f  LEARNINGCOMMUNITIES  P Theresearchontheeffectivenessofatraditionalresidencehallexperienceincontributingtoacademicsuccessisinconclusive.Asaresult,residencehallstaffhaveattemptedtostructurethelivingenvironmenttoeffectivelyincreasestudentsacademicsuccess(Pascarella,Terenzini,&Blimling,1994).Learningcommunitieshavevariedpurposesandstructures.Rowe(1981)outlinedsixbasicstructuresforsuchenvironments:specialinterestunits,likemajorunits,unitswithnoncreditclassesandprogramming,unitsofferingregularlyscheduledclasses,unitswithuniqueorexperimentalprograms,andresidentialcolleges.Atthemostbasiclevel,specialinterestunitsgroupstudentsaccordingtoaparticularextracurricularinterest,usuallyinvolvingafacultyadvisorwithexpertiseinthatarea.Specialinterestunitsmightfocusonastronomy,athletics,arts,etc.Administratorsorganizelikemajorunitsmoreformallythanthespecialinterestunits.Likemajorunitsgroupstudentswiththesamemajortoincreasepeeracademicsupportandstructuredassistancefromtheuniversityinaconcentratedacademicarea.Noncreditclassesandprogrammingunitsrequireacommitmentfromthestudenttobeinvolvedinacourseorformalprogram,somenoncreditclassesorprogrammingunitsmightinclude:musicensembles,leadershipstudies,andwellnessdevelopment.Unitsofferingregularlyscheduledclassesorganizestudentstoaddanadditionalaspecttothecourse.Facultyusuallybecomehighlyinvolvedintheprogrammingandlivingaspectsoftheprogram,sometimestotheextentoflivinginaresidence $( * hall.Someprogramsinvolveuniquecourseofferingsorexperimentalprogramsthatrequirearesidentialaspectinordertobesuccessful.Examplesmightinclude:communityservice/volunteerismunits,languagefloors,orintenseacademicendeavorssuchasdramaticarts,writing,andtheaterproduction.Thefinalmethodofstructuringalearningcommunityexistsintheformofaresidentialcollege.StructuredtoresembletheOxfordresidentialmodel,residentialcollegesattempttocreateanenvironmentclosesttoa minicollege.Residentialcollegesnotonlyhousestudentswithsimilarinterests,theyalsoaddafacultyinvolvementcomponent,studygroupsandprograms,extracurricularactivities,andtutorialprograms(Rowe,1981).In1967,learningcommunitiesemergedinthemoderneraofhighereducation(Centra1967).Atthattimemostresidentialcommunitiesconsistedofseparatemaleandfemalequarterswithacommonsarea,whichincludeddining,recreation,laboratory,offices,etc.Administratorsattemptedtomakeresidencehallsacademicenvironments,ratherthanmerelyhotelsoncampus.However,evaluationattemptsatthetimeshowednostatisticallysignificantimpactoftheprogramsonstudentperceptionsofanintellectualorcohesiveenvironment(Centra,1967).Bytheearly1970slearningcommunitiesofallkinds,includingresidentialcolleges,begantoemergealloverthecountry.Manyoftheseprogramsweredevelopedtopersonalizetheeducationalexperienceofstudentsattendinguniversitieswithswellingstudentpopulations(Schein&Bowers,1992).In1971,TaylorandHansonlookedattheimpactofgroupingengineeringstudentstogetherinahomogeneouslivingenvironment.Theresultsofthestudyshowedasignificantcumulativeincreaseintheachievementofthestudentsintheprogram.Theinitialsuccessofthisinitiativeencouragedotherpractitionerstoproceedwithsimilarprograms.#@0.0#.0@0In1974,DeCosterandMableoutlinedwhattheycalledthe purposeandprocess 4 ofresidenceeducation.Theycalledformorethanjustprovidingaphysicalenvironmentforstudents,butaneducationalenvironmentaswell.Bydesigningavarietyofstructuredenvironmentstomeetthediverseneedsofstudents,institutionscanbetterencourageholisticgrowth(DeCoster&Mable,1974).Historically,residencehallstaffmembershaveclaimedthatmerelybylivinginresidencehalls,studentswouldexperiencemoresuccess.Housingdepartmentsnowrefertotheirfacilitiesas residencehallsratherthan dormstoemphasizethatthesefacilitiesprovidemorethanjustplacestoeatandsleep.Housingfacilitiesideallyhavedevelopedintolearningenvironments.Manypractitionersinhighereducationhaveattemptedtoverifythebenefitofresidencehallsaseducationaltoolsbydemonstratingtheirinfluenceonastudentsacademicsuccessaswellasonretentionandpersistence.However,studieshaveledtoinconclusiveresultsinsupportofthishypothesis(Astin,1973;Blimling,1989;&Pascarellaetal,1993).#@0.0#.0@0 $( * ЇMagnarella(1975)conductedanevaluationofalearningcommunityafteritsfirstyearinexistenceattheUniversityofVermont.Magnarella,throughdiscussionsandaquestionnaire,discoveredthatprogramstudentsindicatedamorepositiveexperienceintheareasofintellectualatmosphere,educationalopportunities,extracurricularopportunities,andcommunityspiritthandidnonprogramstudents(Magnarella,1975).Ineveryaspectinvestigated,theprogramshowedpositiveresults.Afterfouryears,MagnarellareturnedtotheprogramattheUniversityofVermonttoreexaminetheimpactsoftheprogram.Thelivingarrangementcontinuedtohaveapositiveaffectontheacademicandintellectualqualityofthestudentexperience.Thisuniqueenvironmentandfacultyinvolvementaddedtotherichnessoftheexperienceforthestudents(Magnarella,1979).In1976,Madson,Kuder,Hartanov,andMcKelfreshexaminedtheimpactofalearningcommunityonstudentsatisfaction.TheprogramgroupedstudentsintolivingenvironmentsbytheirmajorsintheCollegeofForestryandNaturalResourcesatColoradoStateUniversity.Madsonetal.foundstudentstobemoresatisfiedwiththeeducationalbenefitsoftheirenvironmentandmorepositiveabouttheirstudentcolleagues.Inaddition,thestudentsbecamemoreawareofactivitiesandorganizationswithintheirfieldandexhibitedahigherlevelofparticipationintheoutofclassactivitiesthanotherstudents(Madsonetal.,1976).InasimilarprogramatAuburnUniversity,SchroederandGriffin(1976)examinedthegroupingofengineeringstudents.Researchersfoundevidencethattheprogramhadapositiveimpactonpersistenceratesinengineering,renewalratetotheresidencehalls,andacademicachievement(Schroeder&Griffin,1976).FollowingtheearliersuccessoftheprogramwiththeCollegeofForestryandNaturalResources,ColoradoStateUniversitycreatedasimilarprogramhousingengineeringstudents(McKelfresh,1980).Whiletheprogramdidnotshowastatisticallysignificantimpactongradepointaverages,studentsshowedgreaterincreasesinsatisfactionwiththeirenvironment,theservicesandfacilitiesprovidedbytheUniversity,andtheconnectiontotheCollegeofEngineeringthandidsimilarstudentsnotinvolvedintheprogram.Withevidencegrowinginsupportoflearningcommunities,criticsbegantoemergeinthelate1970s.Somecriticsclaimedthatbrighterandmoretalentedstudentswouldbemorelikelytobeinvolvedinlearningcommunitiesthusimpactingthevalidityoftheresearch.Inresponsetothiscriticism,BlimlingandHample(1979)studiedtheimpactoflivingenvironmentsongradepointaverageacrossthespectrumofabilitylevel,whilecontrollingfortheimpactvariancefromACTscores,gender,andpreviousgradepointaverage.Theprogramsshowedastatisticallysignificantpositiveimpactongradepointaverage,eventakingintoaccountpre existingfactors.Theevidenceindicatedthattheprogramaloneincreasedstudent #d) gradepointaveragebetween.05and.20pointsforthequarterstudied(Blimling&Hample,1979). PascarellaandTerenzini(1981)examinedwhylearningcommunitiesseemedtoincreasestudentperformanceandsatisfactioninanumberofareas.Theirresearchindicatedthatthestructuredlearningenvironmentdidnotdirectlyinfluencestudents.However,theenvironmentsindirectlyimpactedstudentsbyincreasingboththequantityandqualityofinteractionbetweenstudentsandfaculty(Pascarella&Terenzini,1981).Interactionsbetweenfacultyandstudentsdirectlyimpactedstudentacademicsuccessandsatisfactionwiththeirlivingenvironments.In1988,Clarke,Miser,andRobertsstudiedtheimpactofthreedifferentfactorsofstudentsuccessandsatisfaction:structureofthelearningenvironment,facultyinvolvement,andacademicthemes.Theyfoundsimilarresultstopreviousstudies;studentsindicatedhigherlevelsofsatisfactionwiththeirfacilitiesandprogramofstudythanstudentsintraditionalresidentialenvironments.Forthosestudentsinvolvedinthelearningcommunity,involvementinoutsideareasincreasedacrosstheboard,fromstudygroupstoattendanceatparties(Clarkeetal.,1988).Aftertheinitialresearchshowingthebenefitsofacademiclivingunitsconductedbetween1966and1978(DeCoster,1966;Madsonetal.,1976;EbbersandStoner,1972;Pounder,1973;andSchelhas,1978),investigatorsattemptedtorevisittheresearchandreexaminethebenefitsofsuchprograms.Thistimefocusingonwomen,GoldenandSmith(1983)foundthesamepositivebenefits:academicatmosphereandintellectuality,involvement,emotionalsupport,independence,order,andorganization.Inaddition,theresearchersfoundadecreasedlevelofacademiccompetitionwithintheacademiclivingunitandanincreasedlevelofacademiccooperationcomparedtootherlivingunits.Asimilardecreaseinsocialorientationalsoappearedforthelearningcommunitystudents;studentsnotinvolvedinastructuredlivingenvironmentseemedto partymore.Researchshowedthatlessrestrictivepeergroupsledtothisfinding(Golden&Smith,1983).Despitethesestudies,ScheinandBowers(1992)declaredthattheimpactoflearningenvironmentsonacademicperformanceandretentionremainedunclear,duetoalackofcontrolforpreexistingfactors.Thisparallelsthedifficultiesresearchershadindeterminingtheimpactofresidencehallsingeneral.Inoneofthemostrecentstudiesoflearningcommunities,Pike,Schroeder,andBerry(1997)examinedtheimpactofafreshmaninterestgroup,alearningcommunitythatincludedafirstyearseminar.Theirstudyfoundthattheresidentiallearningcommunities didnotimprovestudentsacademicachievementandpersistencedirectly,butdidindirectlyimprovestudentssuccessbyenhancingtheirincorporationintocollege(Pike,etal.,1997,abstract).Theirstudyfounda $( * significantpositiveimpactinfacultystudentinteraction,socialintegration,andinstitutionalcommitment,whiletheacademicachievementinterceptwaslowerforthestudentsintheprogram.TheprogramhadpositivelyimpactedstudentsinthreeoutoffourcriticalfactorsinTintosconceptualmodel(Pikeetal.,1997).AccordingtoTinto(1993),thestudentwilllooktotheiracademicandsocialintegration,andiftheyaresatisfiedwithboth,thestudentwilllikelystayattheinstitution.Learningcommunitiesaimtointegratestudentssociallyandacademicallyinallareasofthecollegiateexperience(Tinto,1993).Researchersconcludedthattheprogramhadanindirectimpactonsignificantlyhigherlevelsofacademicachievementandpersistence(Pikeetal.,1997)."  AUTHORSRECOMMENDATIONS   l  Basedoncurrentresearchavailableonlearningcommunities,aswellasTintosconceptualmodelofretention,theauthorshavethreemajorrecommendationsforimprovingthequalityandimpactoflearningcommunities.Theauthorsrecommendincreasinginteractionbetweenfacultyandstudents,strategicallygroupingstudents,andinvolvingstudentassistantsandmentors.Bycreatingclassroomspacesinresidencehalls,eitherbybuildingnewfacilitiesorreassigningexistingspace,collegesanduniversitiescanincreasestudentandfacultyinteraction(Tinto,1993).Studentswouldthenhaveaconcretemeansofassociatingtheirlivingenvironmentwithalearningenvironment.Forexample,aloungecouldbereassignedasaclassroomspace,equippedwithawhiteboard,computeraccess,etc.Whilecreatingafunctionalclassroomspace,theimportanceofmaintainingtheinformalenvironmentthataloungeprovidesshouldnotbeoverlooked.Insuchanenvironment,studentstendtobemorerelaxedandcomfortable,andinturn,theyaremoreengagedinlearning(Strange,1994).Collegesanduniversitiescanincreasefacultyandstudentinteractionbyhousinginterestedfacultyinapartmentswithintheresidencehalls.Thiscreatesthefacultymembersaccessibilitytostudentsduringeveningsandnights,increasingtheinformalstudentfacultyrelationship.Forexample,thenightbeforeamidtermexam,thefacultymembercouldveryeasilyattendastudysessionintheresidencehalls.Facultycouldalsoeattheirmealswithstudentsintheoncampusdiningcenters,jointhemforsocialevents,andengageindiscussionsoutsideoftheclassroomenvironment.Theresearchdiscussedthatincreasingstudentfacultyinteraction,bothformallyandinformally,positivelyinfluencesstudentpersistence(Pascarella&Terenzini,1981;Pikeetal.,1997). h  !& Theauthorssecondrecommendationforimprovinglearningcommunitiesinvolvesstrategicallygroupingstudents,eitherbyacademicareaorextracurricularinterests.Theauthorswouldpreferthatstudentsbeassignedbyareaofstudyormajorinorder $( * toallowforthedistributionofacademicinformationandresourcestoonesingleplace.Afirstyearstudentwhomovesontoafloorconsistingofstudentsfromthesamemajorwillimmediatelyhavesomethingincommonwithothermembersofhis/herfloorcommunity.Inthisenvironment,socialconnectionswilllikelydevelopquickly.Administratorsmayplacestudentsintothesameintroductoryclasssectionsfortheirmajors.Asaresult,theylivewiththesamestudentswithwhomtheyhavesomeoftheirclasses.Therefore,studentscansimultaneouslydevelopsocialandacademicconnections.Whenthereisatestinoneofthesecommonclasses,studentscaneasilyaccessclassmateswithwhomtheycanstudy.Thesocialpressuretoperformacademicallywilllikelyencouragemorestudentstostudy,andasaresult,gradeswillimprove.ProgramssuchasthesehavebeensuccessfulattheUniversityofMassachusettsatAmherst(J.Battista,personalcommunication,April5,1999).Whiletheauthorsclearlyprefergroupingstudentsbyacademicinterest,theyalsorecognizetheimportanceofprovidingextracurricularinterestgroupingsforstudentslookingforabroaderexperience,engagingwithstudentsoutsideoftheiracademicprogramofstudy.Studentscouldrequestenvironmentssuchashealthandwellness,alcoholfree,orlanguagefloors.Dependingontheextracurricularinterestgrouping,havingliveinfacultymightstillbewarranted.Insituationsthatdonotlendthemselvestofacultyliaisons,developingarelationshipwithauniversitystaffmemberwithexpertiseinthisareacouldbeconsidered.Finally,theauthorsrecommendemployingmorestudentassistantsandacademicmentorsinlearningcommunities,inadditiontoresidentassistants.Unlikearesidentassistant,thefocusofastudentmentorwouldbesolelyacademic.Upperclassmentorscouldresideonthefloor,serveasteachingassistantsinoneofthecommonclasses,andserveasacademicaidstolearningcommunitystudents.Studentassistantscouldholdstudysessionsbeforemajorexamsandserveasgeneraltutorstostudentsinthelivingenvironment.Theacademicmentorswouldbeavailableduringtimesthatthestudentstudy.Residentassistantsonthesefloorscouldfocusonintegratingacademicsintothecocurricularaspectsofthelearningcommunity.Forexample,floorsocialprogramscouldbringinprofessionalsfromthestudentsareaofstudytoeatmealswiththestudents.Floorscouldtakeexcursionstoplacesrelatedtothestudentsmajor.Forexample,afloorofpremedmajorscouldtakeatriptothemorgue.Thiswouldbebeneficialbecauseitincreasestheintegrationofthestudentsacademicandsocialexperiences(Tinto,1993).Inthelearningcommunitiesofthefuture,othertypesofstudentassistantscouldhelpstudentswithavarietyofissuessuchasinformationtechnology,research,andwriting.StudentsproficientwithcomputerscouldbecomeInformationTechnologyAssistantsandassiststudentswithcomputerissues.Thesestudentassistantscould $( * liveintheresidencehallsandservetheresidentswholiveinthathall.Thiswouldbebeneficialforallinvolved;aresidentgetspromptassistancefromapeerwholivesintheirresidencehall,andthestudentwhoprovidestheassistancegainsconsultingexperience.  CONCLUSION  = **Bytakingalookatthehistoryofhighereducation,theauthorsofthisarticlefeelthatlearningcommunitieshavedevelopedfromaphilosophyprevalentearlyinAmericanhighereducation.Today,universitiesarereturningtothisphilosophyinanefforttocreateanintegratedacademicandcocurricularexperienceforstudents.Inexaminingthedataonlearningcommunities,ithasbecomeclearthattheseenvironmentshaveatleastanindirectrelationshipwithstudentacademicsuccessandfacultyinteraction.Basedonthisinformation,theauthorshavemaderecommendationsforuniversityadministrators.Whetheruniversitiesarecreatingnewlearningcommunitiesorlookingtomakeexistingprogramsmoreeffective,theauthorsrecommendincreasinginteractionbetweenstudentsandfacultymembers,strategicallygroupingstudents,andprovidingpeermentorsandotherstudentassistants.k*  REFERENCES  P .Alitzer,A.(1996).Amodelforincreasingcollaborationbetweenacademic  andstudentaffairs.CollegeStudentAffairsJournal,16,5661.  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(1993).Cognitiveimpactsoflivingoncampusversuscommutingto  college.JournalofCollegeStudentDevelopment,34,216220. } Pascarella,E.T.&Terenzini,P.T.(1981).Residencearrangement,   E   student/facultyrelationships,andfreshmanyeareducational       outcomes.JournalofCollegeStudentPersonnel,22,147156. d Pascarella,E.T.,Terenzini,P.T.,andBlimling,G.S.(1994).Theimpactof  residentiallifeonstudents.InC.Schroeder&P.Mable(Eds.),  Realizingtheeducationalimpactofresidencehalls(pp.2252)San     Francisco:JosseyBass.Pike,G.R.,Schroeder,C.C.&Berry,T.R.(1997).Enhancingthe   @"   educationalimpactofresidencehalls:Therelationshipbetween   m#   residentiallearningcommunitiesandfirstyearcollegeexperiences  andpersistence.JournalofCollegeStudentDevelopment,38609  %   621.Pounder,D.(1973).Womensresidencehalls:Freshman,undergraduateor  coed.JournaloftheNationalAssociationforWomenDeans,   E#(   Administrators,andCounselors,36,125129.  $) Rowe,L.P.(1981).Environmentalstructuring:Residencehallsasliving  learningcenters.InG.Blimling&J.Shuh(Eds.),NewDirections -   forStudentAffairs:IncreasingtheEducationalRoleofResidence  Halls(pp.5164).SanFrancisco:JosseyBass. T Schein,H.K.andBowers,P.M.(1992).Usingliving/learningcentersto  provideintegratedcampusservicesforfreshmen.Journalofthe I   FreshmanYearExperience,4,5977.   Schelhas,C.L.(1978).CanFreshmanresidencehallsbejustified?Journalof  p   CollegeandUniversityStudentHousing,7,2124.  8 Schroeder,C.C.&Griffin,C.(1976).Anovellivinglearningenvironment  forfreshmanengineeringstudents.EngineeringEducation,67,159 -     161.Schroeder,C.C.&Mable,P.(1994).Residencehallsandthecollege    P    experience:Pastandpresent.InSchroeder,C.C.&Mable,P.(Eds.). }    RealizingtheEducationalPotentialofResidenceHalls.San   A    Francisco:JosseyBass.Strange,C.(1994).Studentdevelopment:Theevolutionandstatusofan  essentialidea.JournalofCollegeStudentDevelopment,35,399412. (  Taylor,R.G.&Hanson,G.R.(1971).Environmentalimpactonachievement  andstudyhabits.JournalofCollegeStudentDevelopment,12,445    454.Tinto,V.(1993).Leavingcollege:Rethinkingthecausesandcuresofstudent @   attrition.(2ndEd.)Chicago,IL:UniversityofChicagoPress. q    KeithE.Edwards(00)isasecondyearStudentAffairsinHigherEducation X graduatestudent.NickSweeton(01)isafirstyearStudentAffairsinHigherEducationgraduatestudent.BothauthorsarecurrentlyHallDirectorsatColoradoStateUniversity.   I#@0.0`#T0@0T.T0g7   E$& Ї#T0T.^K#T.T0TheLegalityandConstitutionalityofMandatory i StudentFees:TheCampusClimateforStudentOrganizationsAfterRosenbergerandSouthworth#T0T.K# ( TXXT0K  AndrewR.FeldmanandJenniferG.Roy ( #T0XTXL#X#@0T0>K#>0@0  Mandatorystudentfeeshaveperplexedcampusadministrators A  foryears,andin1999,theUnitedStatesSupremeCourthearditsfirstcaseonthesubjectinfiveyears.Whetherornotstudentfeescanbeusedfororganizationsofareligiousorpoliticalnatureisuncertain,asiswhetherornotstudentscanbeforcedtosupportstudentorganizationswithwhichtheydisagreeideologically.Thisarticleexaminessomeoftheissuessurroundingtheuseofmandatorystudentfeestosupportstudentorganizationsoncollegecampuses.Theauthorsconcludewithrecommendationsforstudentaffairsadministratorsdealingwiththiscomplexissue.#@0>0M#T0@0Kg7 I  XMMM%&           INTRODUCTION Q %MQimpr22    Q4X` hp x (#IXQ']Q2222    Studentaffairsadministratorsmustbemoreawarethaneverofthepotentialramificationsofstudentfeepoliciesimplementedattheirinstitutions.Recentcourtdecisionsbothsupportandprohibittheuseofpublicuniversitiesfundsforstudentorganizationsofapolitical,ideological,orreligiousnature.Inaddition,courtshaveruledbothforandagainststudentswhoobjecttotheirmandatoryfeessupportingstudentorganizationswithwhichtheydisagree.Theimportanceofuniversitiesprovidingamarketplaceofideascanconflictwiththeprotectionofstudentsfreespeechrights,whichincludetherightsnottospeakortosupportcertainkindsofspeech.Thisarticleinvestigatessomemajorlegalcasesthathaveinfluencedhowstudentaffairsadministratorshistoricallyhavemanagedmandatorystudentfees.Ananalysisofthecurrentlegalsituationanditsimplicationsforthefuturefollows.ThefirststatelegislatedbillenactedonstudentfeepolicyanditseffectsonColoradoStateUniversityareexamined.Finally,theauthorsofferrecommendationstohelpinstitutionsofhighereducationdeterminethebeststrategyforaddressingmandatorystudentfees.%&           LEGALCASES W  %"% %PWimpr22    H4X` hp x (#XH'%"`W2222    Conflictingopinionsofvariousstateandfederalcourtsmakeitdifficulttodeterminewhetherornotmandatorystudentfeesarelegal.Morethanfortymajorcourt q$ ( 222222decisionsaddresstheissue(Johnson,1997);fourarediscussedhere.Twoissuesemergethatareparamounttoalegalanalysis:first,whetherapublicuniversitymaydenyfundingtocertainstudentorganizationsbecauseoftheirreligious,political,orideologicalnature;andsecond,whetheruniversitystudentsmayberequiredtofundthroughmandatorystudentfeesthosestudentorganizationswithwhichtheydisagree.  U          Denyingfundstopolitical,ideological,orreligiousstudentorganizations   Ua[       Tiptonv.UniversityofHawaii(1994)  \   In1994,theNinthCircuitoftheU.S.CourtofAppealsheardtheTiptoncase.The   UniversityofHawaiiManoarefusedtoprovidestudentfeefundingtostudentgroupsofareligiousnature.AfterfundsweredeniedtofourcampusChristiangroups,fourstudentsinitiatedalawsuitagainsttheUniversity(Jaschik,February16,1994).TheNinthCircuitruledfortheadministration,findingthattheuniversityhadprohibitedtheuseofpublicfundingtopromoteaparticularreligiousviewpoint,agreeingwiththeDistrictCourt'sassertionthatthestudentsinreligiousgroupshad#@0T0P#X0@0Ԁ #@0X0_#T0@0norightto %  governmentsubsidizedspeech(O'Neil,November23,1994).ThefeeallocationsysteminplaceattheUniversityofHawaiididnotprohibitdistributionofstudentfeestoallreligiousgroups;fundingwaspermittedforprogramsthat#@0T0f_#W0@0 haveasecularpurposeanddonotpromoteonlyonereligion#@0W0`#  (Jaschik,February16,1994),whichleadtothedenialforthefourChristiangroupsinquestion.TheCourtreliedontheEstablishmentclauseoftheFirstAmendment,inwhichgovernmentagenciesareprohibitedfromestablishinganysemblanceofastatesupportedreligion,inmakingitsdecisionanddidnotfeeltheirrulingwouldviolatestudentsFreeExerciserights.TheTipton  courtdidrequiretheUniversity d toapplythepolicyjustlyandconsistently.\    Rosenbergerv.RectorandVisitorsoftheUniversityofVirginia(1995)  Until2000,theRosenbergercasewasthemostrecentU.S.SupremeCourtdecision x renderedonthepolicyoffundingstudentorganizations.Rosenberger,likeTipton, @ addressedtheconflictapublicuniversityfacesinfundingreligiousstudentorganizations.Ononeside,astateentityhasadutyundertheFirstAmendmenttoavoidestablishingareligion.Ontheotherside,thegovernmentmaynotinhibitthefreeexerciseofreligionorthefreespeechrightsofstudents.  RosenbergerandotherstudentsattheUniversityofVirginiafoundedWideAwake, E# acampuspublicationwithanacknowledgedChristianperspective.Atthetime,therewereapproximately15otherstudentpublications,secularandnonsecular,oncampus,includingdailynewspapers,literarymagazines,satiricaljournals,andothers.RosenbergersoughtfundingfromtheStudentActivityFund,apoolofmandatorystudentfeescollectedtofinancestudentorganizations.Deniedbecauseofthereligiousnatureofthemagazine,Rosenbergerappealedwithoutsuccess.HethensuedtoelicitfundingforWideAwakefromtheStudentActivityFund. $< * Yc  Virginiaarguedthat,infundingareligiousstudentorganization,theUniversitywouldbeinviolationoftheEstablishmentClause,whileRosenbergerclaimedthedenialoffreeexerciseofhisreligion.Ina54decision,theU.S.SupremeCourtruledforthestudents; theFirstAmendmentrightsofallstudentswereprotectedaslongasthe[mandatorystudentfeemoney]wasdisbursedinawaythattreatedallideologiesasequallyvalidanddeservingofsupport(Blumner,1998,p.A12).ThelegalbasisforthedecisionrestedontheCourtspastfindingsthat governmentalentitiesmayneutrallysupplybenefitstoreligiousorganizationswithoutviolatingtheFirstAmendmentprohibitionagainstestablishingareligion(CaseSummary,FirstAmendmentCenter).TheCourtfoundthatbyofferingstudentfeemoneytostudentorganizations,theUniversityobligateditselftofundallgroups;itcouldnotdistinguishbetweenorganizationsbasedontheircontentorviewpointindeterminingwhetherornottofundthem.h    AnotherissuethecaseraisedisthetypeofpublicforumcreatedforthediscussionofmultipleviewsattheUniversityofVirginia.Themajorityopinionwrote, Onceithasopenedalimitedforum,however,theStatemustrespectthelawfulboundariesithasset(Rosenberger,1995).Bycollectingmandatorystudentfeesforthe m  purposeoffundingstudentorganizationsandclubs,theUniversityhadanobligationtotreatequallyallpointsofview,evenreligiousones.TheFirstAmendmentrightstofreedomofspeech,freedomofexpression,andfreedomtofreelyexerciseonesreligionseemtooutweighanypossibleviolationoftheEstablishmentClause.Furthermore,theCourtfoundtheUniversitywaspracticingunconstitutionalviewpointdiscrimination;U.S.SupremeCourtJusticeKennedywrote:lX  Theviewpointdiscriminationinherentintheuniversity'sregulationrequiredpublicofficialstoscanandinterpretstudentpublicationstodiscerntheirunderlyingphilosophicassumptionsrespectingreligioustheoryandbelief.Thatcourseofactionwasadenialoftherightoffreespeechandwouldriskfosteringapervasivebiasorhostilitytoreligion(Rosenberger,1995). e X^plpU          Requiringstudentstosupportstudentgroupswithwhichtheydisagree   U3r       Smithv.RegentsoftheUniversityofCalifornia(1993) L!   TheUniversityofCaliforniaBerkeleysawoneoftheearliestmajorcourtcasesaboutstudentfees.TheCaliforniaSupremeCourtconsideredthelegalityofmandatingstudentfeeswhenastudentprotestedtheirdistributionin1981.Atthetime,theUniversityrequiredstudentstocontribute$12.50instudentfeesperquarter.Variousstudentclubsandorganizationsreceivedthedistributedmoney,14ofwhichpetitionerSmithidentifiedasobjectionablebasedontheirpoliticalorideologicalnature.TheCourtfoundthecollectionoffeesforstudentactivitiesconstitutional,butastudentobjectingtotheuseofhisorherfeesforpoliticalorideologicalactivitieswasentitledtoarefundofthatportionofthefees. [The] $0 * burdenondissentingstudentsspeechandassociationalrightsinthiscaseisrealandsubstantial.Studentsare,infact,forcedtosupportcausestheystronglyoppose(Smith,1993,Section10).  Thiscasefocusedonthedutyofacollegeoruniversitytoprovideamarketplaceofideas,aconceptthecourtshavegenerallysupported(Court,Legislator,July28,1997;Ritter,1997)andtherightofstudentsnottosupportspeechwithwhichtheydisagree.TheSmithcourtfoundthatstudentsconstitutionalrightsmustbeupheld,  ` fortheFirstAmendmentrighttofreespeechincludestherightnottospeak(Hudson,February4,1998).Amonghighereducationpractitioners,dissentaboutmandatorystudentfeesremains.UCBerkeleyconstitutionallawprofessorJesseChopersaid, astudentatastateuniversitycannotbecompelled,byaconditionofbeingastudentthere,topaystudentfeesthatgotosupportpoliticalorideologicalbeliefsthatthestudentdisagreeswith(Healy,September4,1998).Incontrast,WisconsinpoliticalscienceprofessorDonaldDowns,althoughnotinsupportofusingmandatorystudentfeesforpoliticalpurposes,believesjustasapubliclyfinancedinstitutionofferscoursesonavarietyofideologicalpersuasions,soshoulditsupportdifferentstudentgroups(Healy,September4,1998). Southworthv.Grebe(1998)  TheSeventhCircuitoftheU.S.CourtofAppealsdecidedtheSouthworth(1998) X case,broughtbyagroupofstudentsattheUniversityofWisconsinMadisonwhoprotestedtheirmandatorystudentfeespayingforstudentgroupswithwhosepurposethestudentsdisagreed.Atthetime,Wisconsinstudentspaid$32.03persemesterinstudentactivitiesfeesaspartoftheiroverallfees(Ritter,1997).Thesumwasdispersedtovariouscampusorganizations,includingsomewithpoliticalorideologicalagendas.Southworthandtwootherstudentsobjectedtotheuseofthestudentfeestopayforcertaingroups,includingWisconsinPublicInterestResearchGroup;theCampusWomensCenter;theLesbian,Gay,BisexualCampusCenter;andtheInternationalSocialistOrganization(Southworth,PartI,SectionC,1998). @ Ѐ   q WhentheCourtofAppealsruledinfavorofthestudents,theUniversityofWisconsinappealedtotheU.S.SupremeCourt,whichgrantedcertiorariforthe19992000term.Southworthraisescompetingissuesofastateinstitutionsrolein T! providinganarenaformyriadideasandastudentsrightnottofundspeechthatheorshedoesnotsupport.ThemajorityopinioninSouthworthruledthat funding I# groupsthatengageinpoliticalandideologicalactivities[is]notrelevanttotheschool'seducationalmissionandthat theuseofthesemandatoryfeesviolatedfreespeechrights(Martyka,August12,1998).MarkGallagherofthePacificLegalFoundation,agroupthatarguescompelledspeechcasesbeforetheU.S.SupremeCourt,said, theuniversityshouldnotforcestudentstofundviewpointstheydisagreewith;theuniversitycanstillprovideaforumtoairdifferentviewpoints(Hudson,February4,1998). $@ * ЇTheCourtofAppealsdecisionrecommendedtheUniversityinstituteanoptoutsystemtoallowstudentstochoosewhichstudentactivitiesofapoliticalorideologicalnaturetofund.TedCrabb,DirectoroftheWisconsinStudentUnion,decriedsuchamethodaslogisticallydifficulttoimplementanddetrimentaltostudentgroups.Crabbstated, Ifyougointoasituationforduescheckoff,sothatstudentscheckwhichstudentactivitiesgetfunding,veryfewwillgetanyfunding(Ritter,1997,p.27).However,theCourtaddressedonlythosestudentorganizationsengagedinpoliticalorideologicalactivities,notsocialorrecreationalclubs. Theappealscourtpointedlydidnotstrikedowntheuniversity'suseofstudentfeestosupportnonpoliticalorganizations(Healy,September4,1998).  Wisconsinspositionreiteratedthenecessityofmandatorystudentfeesto promotetheUniversity'seducationalmissionbyprovidingopportunitiesforthefreeexpressionofdiverseviewpointsondifficultandchallengingissues(Ritter,1997,p.27).IntheCourtofAppealsdecision,bothpetitionersandrespondentsagreedthattheFirstAmendmentprotectsfreespeechoncampus, butthestudentsdonotaskthat[thecourt]restrictthespeechofanystudentorganization;theymerelyaskthattheynotbeforcedtofinanciallysubsidizespeechwithwhichtheydisagree(Southworth,PartI,SectionC,1998).WhattheFirstAmendmentdoesnotrequire 1  isgovernmentsubsidizationoffreespeech.TheCourtruledthattheeducationalmissionoftheuniversity,whileimportant,didnot justifythecompelledfundingofprivateorganizationswhichengageinpoliticalandideologicaladvocacy,activities,andspeech(Southworth,PartII,SectionA,part1,1998). E %& L          LEGALANALYSIS w  h %)cea22    H4X` hp x (#XH'L92222    Thecourtsprovideconflictingguidelinesregardingtheuseandconstitutionalityofmandatorystudentfees.Theissuepresentsmanyconstitutionalconcerns,includingthefreeexerciseofreligion,thepotentialestablishmentofreligionbyagovernmententity,andthefreedomofspeech,whichincludesthefreedomnottospeak.WhiletheTipton(1994)courtattemptedtoavoidexcessiveentanglementbythe i governmentinreligion,theRosenberger(1995)majorityfoundthatitwasmore 1 detrimentaltodenythefreeexerciseandfreespeechrightsofthestudentspublishingacampusmagazinewithanacknowledgedChristianperspective.Bothcasesmadedeterminationsontheuseofstudentfeesforreligiousorganizationsoncampus,andbothuniversitiessoughttoupholdtheEstablishmentclause.Inseekinglegaldirection,studentaffairsadministratorsshouldfollowtheU.S.SupremeCourtsdecisioninRosenberger(1995),whichprotectedtheFirstAmendmentrightsofall  d% students,sinceittakesprecedenceoverthelowercourtsdecisions.  OnNovember9,1999,theU.S.SupremeCourtheardSouthworth;therulingcould #( prohibitapubliccollegeoruniversityfromrequiringstudentstopayfeesthatsupportideologicalandpoliticalviewpointswithwhichtheydisagree.Sincestudent $@ * activitiesfeespayforawidenumberofstudentorganizationswithvaryingornopoliticalandideologicalpersuasions,theuniversityarguedthatallviewpointsaretreatedequitably.SouthworthandtheothercomplainantsmaintainedthathavingtopayforanyperspectiveobjectionableviolatestheFirstAmendment.Arulingisexpectedinthespringof2000.Giventhecurrentcourtscomposition,somebelievethelowercourtrulingwillbeupheld(Greenhouse,1999;Schmidt,1999).Ifthatistrue,studentactivitiescoordinatorsmustpreparetoofferstudentsamethodofwithdrawingtheirsupportfromsocalled controversialgroupsiftheywish.  Ananalysisofthemandatorystudentfeecasesmustalsoconsiderthenatureofanopenforumoncampus.Whenauniversitypermitsandevenpromotestheexpressionofvariousideas,mustitsupportfinanciallyallformsofspeech,includingthatofapoliticalandreligiousnature?Somelegalcasessupportthefunding,whileothersstresstheneedforthestatetoremainuninvolved.Themarketplaceofideas,sovitaltothenatureandpurposeofacollegeoruniversity,demandsopendiscussionofideas;inquestioniswhetherstudentsorthegovernmentarerequiredtofundsuchactivity.Courtshaveruledthatstateagenciesarenotresponsibleforfinancingthefreedomofexpression,butmustensureanopenforumisprotectedwhencreated. %& P          THE  WELLSBILL   %̗cea22    H4X` hp x (#XH'Pܗ2222    ColoradoSenateBill97028(1997),knownastheWellsBill,tookeffectinthestateofColoradoonJuly1,1997.Thefirststatelegislatedbillinthenationtospecificallyaddressmandatorystudentfees,thelegislationdirectsandempowerstheColoradoCommissiononHigherEducation(CCHE)tocreatespecificpoliciesforallColoradopubliccollegesanduniversitiesthatchargemandatorystudentfees.Thelegislaturecreatedthebill toconsiderstudentsopinionsconcerningtheamountassessedinfeesandthepurposesforwhichtheinstitutionusestherevenuesreceived(SB97028,1997).ThebillmandatesColoradoinstitutionsofhighereducationtoadoptpoliciesregardingthedefinition,assessment,andallocationofstudentfees.TheWellsBillrequiresanitemizationofanygeneralstudentfeeonthestudentbillingstatementandtherefundofanyautomaticallyassessedoptionalfeesorcharges,uponrequest,toanystudentwhopaidthefee.Inaddition,institutionalplansmustdefinethestudentfeeproposalandapprovalprocess,establishproceduresforstudentparticipationindeterminingstudentfees,andcreateacomplaintresolutionprocessfordisputesonstudentfeeproposalsoranyissuesrelatingtostudentfees(RevisedInstitutionalPlan,1997). %&           STUDENTFEEAPPEALS   !& %QUni22    H4X` hp x (#XH'!a2222      ColoradoStates RevisedInstitutionalPlanforStudentFeesandChargesallowsastudenttofileacomplaintortorequestawaiverforaspecificstudentfeebysubmittingarequesttotheappealsofficerintheOfficeoftheVicePresidentfor $, * StudentAffairs.Thedecisionoftheappealofficerisdeemedfinal(RevisedInstitutionalPlan,1997).TheonlycurrentlyoptionalfeeatCSUisfortheColoradoPublicInterestResearchGroup(COPIRG);studentscanrequestarefundduringthetelephoneregistrationprocess,byacheckoffonthestudentbill,ordirectlyfromtheCOPIRGofficeoncampus(RevisedInstitutionalPlan,1997).  In1998,theAssociatedStudentsofColoradoStateUniversity(ASCSU),thestudentgovernmentassociation,fundedovereightyclubsandorganizationsfromthestudentactivitiesfeeof$7.40persemester.ASCSUsblanketpolicyistodenyfundingtostudentgroupsandorganizationswithreligious,ideological,orpoliticalagendas.However,theColoradoStudentAssociation(CSA),selfidentifiedasapoliticallobbyinggroupandcurrentlyreceivingstudentfeemonies,couldpresentapotentialcontroversy.CSAisconsideringidentifyingitselfasan educationalorganizationratherthanasalobbyinggroupasaresultofsomestudentsdemandsthatCSAnotbegrantedfeemoney.NostudentyetatColoradoStateUniversityhasrequestedastudentfeewaiver.However,asrecentlegalcaseshavefoundthatmandatorystudentfeesareunconstitutionalincertaincircumstances,morestudentsmaychallengethistraditionalmethodoffundingstudentclubsandorganizations.%& L          RECOMMENDATIONS    %YUni22    H4X` hp x (#XH'Li2222    Currentlegaltrendsindicateamovementtowardissuingatleastapartialrefundoffees.Somecampuseshavedevelopedcheckoffsystemsthatallowstudentstochoosewhichorganizationstheywillsupportbeforetheypayanyfees.Severalcampusesdevelopedfundingsystemsthatinvolvemorestudentinputintotheentirefeeallocationprocess.Writingaboutstudentfees,Gibbs(ascitedinJohnson,1997)recommendsthat:C = $#CX'    B.4 <DL!XB'"0    0  Institutionsknowtheirstateconstitution,laws,andregulations.'݌p Ќ  '  '"0    0  Institutionshaveaclearlywrittenpolicystatementofguidelines' ݌4 Ќ    forcollection,allocation,andexpenditureoffees.'  ' "0    Institutionsareclearonwhichorganizationsandactivitiescan' ;݌% Ќ    applyforfunding.'  ' "0    Feessupportprimarilyeducationalrequests.' &݌D! Ќ  '  'í"0    Policiesgoverningthedistributingoffeesbecontentneutral.'íޭ݌q" Ќ  '  '"0    Theprocessallowsforagreatamountofstudentdialoguebefore 5# feesarecollectedanddistributed.'݌  Ќ  '  '"0    Feesonlyfundoncampusorganizationsandevents.'݌ T% Ќ  XC = $$=C  E+ 4 <DL!, XEAftertheWellsBillpassed,ColoradoStateUniversityimplementedaformalprocedureforitsstudentfeeappealprocessandpublicizedittostudents.Until1998,nofeeappealprocessexisted,andnooneinformedCSUstudentstheycouldpetitionastudentfee.Now,anappealscommitteehearscases,andtheappeals $( * proceduresarepublishedonallinformationlistingthefees.InsuchcasesasSouthworthandSmith,courtssaidthatuniversitiesmaynotforcestudentstofund - expressionwithwhichtheydisagreeandhaverequireduniversitiestoofferstudentsrefundsorwaivers.OtheruniversitiesshouldfollowCSUsexampleinestablishinganappealsprocess.  UniversitieslikeCSUthatdonotprovidestudentfeefundingtoorganizationsdeemedreligiousorpoliticalmaybevulnerabletoalawsuitbasedonRosenberger,  ` butatthesametimetheyareshieldedfromtheproblempresentedinSouthworth.  ( Coordinatorsofstudentactivities,inconsultationwithuniversitycounsel,shoulddeterminethebestpossiblecourseofactionbasedonthesetwolegalcases.  InstitutionsshouldresearchhowtheUniversityofVirginia,theUniversityofCalifornia,andtheUniversityofWisconsinsystemsarecurrentlyaddressingstudentfeesanddiscusswiththeseinstitutionshowthesefeesystemsareworkingforthem.AssociateViceChancellorofStudentsandDeanofStudents,RonaldStumpoftheUniversityofColoradoBoulder,whoworkedattheUniversityofVirginiaduringtheRosenbergercase,offeredthisadvice: Followwhatmakessenseforthecampus, y  itspoliticalclimate,andusethebestlegalinterpretationasaguide.Ialsowouldputintothefundingprocessameansforrefundsfordissidentssotheycanoptout(R.Stump,personalcommunication,November8,1998).Thisapproachconsiderstheconstitutionalrightsanddiverseinterestsofallstudents.%&           CONCLUSION C   %Uni22    H4X` hp x (#XH'2222    Mayapublicuniversitydenyfundingtostudentorganizationsofapolitical,ideological,orreligiousnature?Maystudentsbeforcedwithmandatorystudentfeestosupportstudentgroupswithwhichtheydisagree?Afterareviewofcurrentcases,theapparentanswertobothquestionsis no.Theissueofmandatorystudentfeesisconfusing,dueinnosmallparttotheconflictingcourtrulingsonthesubject.Studentaffairsadministratorsneedtoconsiderthecompetingdemandsoftheuniversitytoprovideanatmosphereofintellectualdiscoursewithroomfordivergentpointsofview,aswellasthestudentconstitutionalrightstofreedomofspeech,freedomofreligion,andfreedomofexpression.Studentaffairsadministratorsfaceachallengingtaskthatisnegotiablewithcarefulattentiontoallconcerns.  %&           REFERENCES    $ %esa22    H4X` hp x (#XH' 2222    AssociatedStudentsofColoradoStateUniversity, ReferendumForIncreased  StudentFunding,Bill2157,21stSenate,25thSession.(1992).Blumner,R.(1998,August28).Studentfeesandfreespeech.TheRocky #(    MountainNews. #x) Carroll,T.W.(1998,November6).Usingstudentfeesforlobbying,Letter i    totheEditor.TheChronicleofHigherEducation,B9. 1 CaseSummary,Rosenbergerv.UniversityofVirginia,115S.Ct.2510(1995).  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Jaschik,S.(1994,February16).Courtupholdsarulingonreligious  activities.TheChronicleofHigherEducation,A36. $  Johnson,J.F.(1997).Studentactivityfees:Anexaminationofsystemsand  therelatedlegalconcepts.Unpublishedmanuscript,Indiana      University.Martyka,J.(1998,August12).AppealscourtupholdsU.Wisconsinfees  decision.UniversityWire[Online].Available:www.uwire.com..0@0OfficeoftheVicePresidentforStudentAffair.(1998.November).#@0.0E#.0@0Studentfee )   survey#@0.0#.0@0,ColoradoStateUniversity.  #@0.0?#O'Neil,R.M.(1998,September25).Whatarecentcourtrulingmeansfor H   requiredstudentfees.TheChronicleofHigherEducation. y O'Neil,R.M.(1994,November23).Atroublesomesupremecourtcase. A   TheChronicleofHigherEducation.   .0@0RevisedInstitutionalPlanforStudentFeesandCharges.(1997,December). h   PaperpresentedatmeetingoftheStateBoardofAgriculture,   ,   ColoradoStateUniversity.#@0.0"#ԀRitter,D.(1997).Studentschallengeactivitiesfees.TheBulletinofthe     AssociationofCollegeUnionsInternational,65(1),2633. |! ЀRosenbergerv.RectorandVisitorsoftheUniversityofVirginia,S.Ct.  (1995).Schmidt,P.(1999,November12).Supremecourtshutdownoverstudent  speech.TheChronicleofHigherEducation.  % ЀSenateBill.97028(enacted),GeneralAssemblyoftheStateofColorado  (1997).̀Smithv.RegentsoftheUniversityofCalifornia,16Cal.Rptr.2nd181(Cal.  Sup.Ct.1993).  $) Southworthv.Grebe,(7thU.S.Ct.App.1998)[Online].Available:  www.kentlaw.edu.̀Stump,R.(1998,November8).Personalcommunicationviaemail.      AndrewR.Feldman(99)istheAsistantDirectorofStudentLifeforCommunity = ServicesattheUniversityofVermont. JenniferG.Roy(99)istheCoordinator   ofProgrammingandLeadershipDevelopmentatCaliforniaStateUniversity,Chico.  ,  .0@0.#v.0P !$" #.0.#v3#  .#v.0JustEmailMe:StudentsoftheInformationand i TechnologyAge#.0.#v# }  .XX.0  LauraM.Hattas#.0X.X#X  Growinginimportancetohowstudentaffairsprofessionals -  practiceistheirunderstandingoftechnologyandtheeffectsofsuchtechnologyonstudents,theuniversityandtheworldatlarge.Questionsremainnotonlyunanswered,butunasked.Ifadministratorsaretoeffectivelycontributedevelopmentallyandeducationallytothelivesofstudents,arevolutionmaybeimminent.   t  X  U  .#v.0.#v.#v.#v.#v. .#v3" . 3""33""33""33""33""33""3O0#"3      Og`%#O0#@0%Og`#.0@0  Sevenpercentofhouseholdsownedcomputersin1983.By1997,thenumber i  explodedto44percent.Onlyfiveyearsago,in1995,theInternetremainedvirtuallyunknowntothemassesandinaccessibletomostoftheworldspopulation.In1997,therewere80millionemailusersworldwide.Currentprojectionsprophesizethatover40percentofAmericanhouseholdswillbeconnectedbythisyear(Tapscott,1998).U    .0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0  Todaystraditionallyagedcollegestudentgrewupalongsidethetelecommunicationsindustry.Collegegraduateswillenterajobmarketthatnotonlydemandsaworkingknowledgeofinformationtechnology,butalsohungersforthosewithamasteryofcyberspaceskills.Understandingthechallengesconfrontingstudentsdemandsthatstudentaffairsprofessionalsbeawareofchangingtechnologyanditspotentialeffectsonstudents,theworldtheywillenter,andthefieldofstudentaffairs.LevineandCureton(1998a)likenedtherelationshipofstudentstotheircollegeoruniversityasthatofcustomerstoabank:X?+ ` <DL!X?Thinkaboutwhatyouwantfromyourbank.Weknowwhatwewant:anATMoneverycorner.AndwhenwegettotheATM,wewanttheretobenoline.WealsowouldlikeaparkingspotrightinfrontoftheATM,andtohaveourchecksdepositedthemomenttheyarriveatthebank,orthedaybefore!(p.14).X0    E+ 4 <DL!` XEManystudentsnowexpectconvenienceandimmediategratificationfromtheirpostsecondaryinstitution.Why?ArthurSandeen(1996)heldchangesintechnologyresponsible:  Q#' X?+  <DL!X?22Rapidadvancesincommunications,informationprocessing,andcomputer technologyhavechangedthewaycollegesanduniversitiesconducttheiraffairs.Theseadvanceshavealsochangedtheexpectationsofstudentsandothersforefficient,rapidservicesandaroundtheclockaccesstoinformation(p.455).Xe0 F  FF E+ 4 <DL! XEStudentsfamiliarityandcomfortwithtechnologicalinnovationshavemadethemaccustomedtosystemsthatcancatertotheirexpectations.%& L   .#v.0.#v.#v.#v.#v.#v.#v.#v.#v.#v.#v.#v.#v. .#v3" . 3""33""33""33""33""33""3O0#"3      Og`%#O0#@0%Og`#.0@06      ATECHNOLOGYPROFILE  M   %ssin22    H4X` hp x (#XH'L +22222222  Alookattechnologicaladvancesoverthelasttwodecadesillustratesthechangeseffectinghowstudentsandadministratorsliveandworktoday.Themostinfluentialinclude:geneticengineering,fiberoptics,CDROMs,digitalaudiotape(Levine&Cureton,1998b),personalcomputers,robots,semiconductors,software,interactivesoftware,cellularcommunications,satellitelinks,andtheInternet( TheHitchhikers,1996);nottomentiontheadvancesinmedicaltechnologies.Manyofthesedevelopmentscrushedpeoplesformerknowledgeoftimeandspace;turningabelaboringpapertaskintotheclickofamouse,andconnectingpeopletoculturesandtopersonsoncetoofarawaytoimagine.Beyondthetechnologieswealreadyknow,thecapacityforfurtheradvancementseemsinfinite.Currently,computingpowerdoublesevery18months.Theaveragecartodayhasmorecomputerprocessingpowerthanthefirstlunarlandingcrafthadin1969. NocommunicationmediumhasevergrownasfastastheInternet...withthenumber[ofusers]doublingeveryyear,( TheHitchhikers,1996,p.s4).Purchasinggroceries,tradingstocks,orparticipatinginavideocallinrealtimearenolongeradventsofthefuture.And,clearly,thezenithofsuchgrowthremainsindeterminate.Howdoesperpetualtechnologicalgrowthimpacttheworldthatfuturecollegegraduateswillenter?Thetechnologyforecastof1998,fromDesignNewsclaims % thatinthenearfuturetherewillbedualprocessorsondesktops.Thebrainsoftwocomputerswillbemerged,doublingacomputers(andoftenapersons)speedandworkcapacity.New flexiblecircuitsarebeingdevelopedthatenablecommunicationdevicestobemorecomplex,whilebeingsmallerandmoreeconomical.Alternativeusesofplasticsarebeingdeveloped(thereisanallplasticcarinthefuture).Intranettechnologiesareabounding,andtherearemajoradvancementsintheuseofhydraulicpower.Futuregraduateswillenteraworkarenaincreasinglydifferentthantoday,changebeingtheonlyconstant. $, * Ї0   CHILDRENANDTECHNOLOGY  i Theimpactoftechnologyongraduatesindicatestheneedtopreparestudentstomeetit.Atthesametime,highereducationitselfneedspreparation.Envisioningthefuturecampusincludespicturingthefuturestudent.Adepictionofwhowillbecomingtocollegecanbegleanedfrominformationontodaysyouth.Electronic = Children(Gill,1996)exploredthreemajorissuesdealingwiththeeffectsof   technologyonchildren:childrenwatchingtelevision,playinggameswithcomputers,andcomputersineducation.Howhavechildrenrespondedtotheinformationrevolution?Theauthorassertedthattherewasarelationshipbetweenviolenceandtelevision,describedthepotentialforaddictiontocomputergames,andidentifiedcomputergamesinfluenceonnegativegenderidentificationandhinderingofsocialdevelopment.Itisimportanttoexaminehowprecollegestudentslearn,tobetterprepareeducatorstounderstandtheincominggenerationofstudents.Thisbecomesevenmorecrucialasoneimaginespotentialrevolutionstocurrentstructuresofeducation.Thefinalissuein H  ElectronicChildren(Gill,1996)exploredthequalityofeducationandthefutureof u  educationbasedonuseofcomputersinthecurriculumandcitedProfessorSeymourPapert:?+  <DL!X?0 F  FF XTherewontbeschoolsinthefuture...Ithinkthecomputerwillblowuptheschool.Thatis,theschooldefinedassomethingwherethereareclasses,teachersrunningexams,peoplestructuredingroupsbyage,followacurriculumallofthat.Thewholesystemisbasedonasetofstructuralconceptsthatareincompatiblewiththepresenceofthecomputer(p.75).  0 X&& L   .#v.0.#v.#v.#v.#v.#v.#v.#v.#v.#v.#v.#v.#v.0.#vm.0mmmmmmmmmmmmP/'m      #@0'P/Û#.0@0  E+ 4 <DL! XE-    THENETGENERATION &rea     H4X` hp x (#XH'L]  Althoughanabundanceofinformationsubsistsonthegenerationsofstudentsbornuptolate1970s,littlematerialexistsoncurrentandupcomingstudents.DonTapscott(1998),namedthisgrouptheNetGenerationagenerationraisedinaworldthatfilterslifeexperiencesthroughtechnology.Tapscottwroteaboutanewmind,anewlearningandanewculture.Hisproclamationincludedagenerationlap.Thisyoungergenerationhasbecomeanacknowledgedauthorityforthefirsttimebytheirelders,astheysurpassthemintheirmasteryof,andcomfortwith,technologyandchange.SixteenyearoldKimDevereauxshared, Ithinkthattechnologyhaschangedthewayadultstreatme.TheyseemtotakemyopinionsmoreseriouslybecausetheyrealizeIjustmayknowsomethingtheydont(p.37).Tapscott(1998)statedthatAmericansocietywasbecomingknowledgebased.His viewofchangesineducationconjecturedthattheyfollowedtheeconomys #p) movementfrombeingagrariantoindustrial,thenbusiness,andnow,heasserted,itwouldhavetochangeagain: ?+ ` <DL!X?0    XIntheneweconomy,wealthisincreasinglycreatedbyknowledgeworkbrainratherthanbrawn.Therehavealwaysbeenpeoplewhohaveworkedwiththeirmindsratherthantheirhands.Already,almost60percentofAmericanworkersareknowledgeworkersand8of10newjobsareininformationintensivesectorsoftheeconomy(p.127).XaE+ 4 <DL!` XETapscott(1998)referencedDavisandBotkin, butwehaveyettodevelopaneweducationalparadigm,letalonecreatetheschoolhouseofthefuture,whichmaybeneitherschoolnorhouse(p.151).  ~  &&    .#v.0.#v.#v.#v.#v.#v.#v.#v.#v.#v.#v.#v.#v.0.#vm.0mmmmmmmmmmmmP/'m      #@0'P/#.0@0    THENETUNIVERSITY   ]  &ssin2 2    H4X` hp x (#XH']&2 2    Thisideaoftearingdownthereveredschoolhousemayunnervemanypeople.Italsomaybejustthat:anidea.However,theestablishmentofeducationalinstitutionssolelyofferingdistancedegrees,likeWesternGovernorsUniversity,mightdrivethewreckingball.LevineandCureton(1998b)spoketorapidchangeintechnologyandhowpeoplerelatetosuchchange.TheyreferencedtheIndustrialRevolution.Sincechangeoccurredsorapidly,withoutawaytounderstandexactlywhatthefutureheld,peoplewere confused,frustrated,angry,lost,flailing,andoftenfailing(p.153).Lossreignedasthedominantemotion.Todaycouldbeatimeofsimilarunrest,particularlywithregardtodrasticmovementsinamajorinstitutionlikeeducation.Distancelearningexhibitsoneofthemostobviousunionsoftechnologicaladvancementandeducation.Benedict(1996)wrote,X?+  <DL!X?  Whenmostpeoplethinkoftheprocessofhighereducationtheyusuallythinkofagroupofstudentssittingtogetherinaspecificplace,ataspecifictime,andforaspecifieddurationoftime,usuallyinasemesteroffourteenorfifteenweeks.Thisimageoftenincludesafacultymemberpresentinginformationtothestudents,usuallyinalectureformat...Imagineaclassofstudentswhonevermeetfacetofacewithoneanotherortheprofessor;whosehomesarespreadthroughoutthecountry;whocommunicatethroughcomputers,faxmachines,andvideotapes(p.477).XY  0 F  FF E+ 4 <DL! XEBenedictdescribedwhatmanyofusknowasdistanceeducation.Theconceptstraditionallyheldaroundlearninghavebrokendowntofitaneducationalrelationshipbetweentheinstitutionandthestudentsolelythroughtechnologicalmeans.Forexample,Benedictconsideredthespeedinwhichindividualsgather information.Whatoncetookdayscollectingresearchandmakingcopies,notto #d) mentionlookingthroughauniversityslibrarycardcataloguemighttakeafewhours.   PeoplecancommunicateacrossoceansthroughtheInternet,makingaccesstothebreadthanddepthofinformationnecessaryforresearchinstantlyavailable.Classroomsholdthecapabilitiestojoinotherclassroomsworldwidethroughcomputerandteleconferencing.KomivesandWoodard(1996)statedthatamajorcampusissuewas creatingandleadingwithtechnology(p.549).Theycontendedthatpractitionerswouldbeexpectedto knowhowtoharnesstechnologytodesignlearningenvironmentsandmeettheserviceneedsofstudents.Howdothesepractitionerslearntheknowhowtodothissuccessfully?    &&    .#v.0.#v.#v.#v.#v.#v.#v.#v.#v.#v.#v.#v.#v.0.#vm.0mmmmmmmmmmmmP/'m      #@0'P/w#.0@0+   CONCERNS    0  &7ssin2 2    H4X` hp x (#XH' G2 2    Manystudentaffairsprofessionalswonderifstudentstodayexperiencegrowingisolationamongsttheirpeers,andothers,asadirectconsequenceoftechnology.AccordingtoBenedict(1996),somestudentsindistantlearningprogramsreportafeelingofisolationorlonelinessduetotheabsenceofclassroominteraction.Thisisofgraveconcerntostudentaffairspractitioners.Iftheprofessionsfocusistobuildcommunityandfosterthedevelopmentofstudents,howwouldanyimpactmanifestifwenevermeetthestudentswithwhomwework?Shoulddehumanizationbeconsideredapotentialandrealdanger?Thequestionforstudentaffairspractitionersremains:howwillstudentservicesneedtochangetoaccommodatethefacttheiropportunitytoreachstudentsenduresonlyviacomputer?Iscommunitystillpossible?Ifthefutureofhighereducationcanbeseenthroughacomputermonitor,whatdoesitlooklikeforstudentaffairs,andforstudents?Furthermore,willthetheoriesofdevelopmentusedbyprofessionalsstillbeapplicable,orisanewageoftheoryimminent?Becomingincreasinglyimportanttounderstandingstudentsdevelopmentisknowingthepotentialeffectsofnewtechnology,andhowthattechnologymayalterstudentaffairspractitionersabilitiestoeffectivelyparticipateinstudentsdevelopment.Oneareaforreexaminationabidesinwhatweknowaboutinvolvementtheory.Astin(1996)foundinvolvementapowerfulcatalystinstudentdevelopment.Heexactedthreemajorformsofinvolvementashavingthemostimpact:academicinvolvement,involvementwithfaculty,andinvolvementwithstudentpeergroups.Wouldstudentaffairsasanentitystillbeabletoaidinthefulfillmentoftheseaspectsonavirtualcampus?Somewouldrespondwithaquickandresounding, No.Withoutthephysicalandreal  T% interaction,involvementwoulddevelopanentirelynewmeaning,onethatiscontrarytoaknownfoundationinthefield.Andyet,distancelearnerstoldBenedict(1996)thattheyreceivedgreaterinteraction,throughemail,withbothfacultyandpeersthantheydidintraditionalclasses. $, *   Allaspectsoftheroleofstudentaffairsinastudentsdevelopmentdeserveexaminationaswemove,notnecessarilyontoavirtualcampus,buttowardacampusthatisincreasinglyconnectedthroughacomputer.Todothis,practitionersneedtobestudents;tonotonlylearnthenewtechnologies,butconcentrateonhowtheycaneffectpositivechangeinstudentsthroughthisnewmedium.#@0.0#.0@0  Aclearperspectiveregardingthisrevolutionneedstobemaintained,however.Forinstance,warninggoestothosecontemplatingthequickanddramaticeffectsprojectedofnewtechnologiesfromagroupwhocallthemselvestechnorealists.   Theyclaimthattoomuchextremistthinkingabouttechnologyabounds,andsomewhereinbetweenliesrealityandtruth. Integraltothisperspectiveisourunderstandingthatthecurrenttideoftechnologicaltransformation,whileimportantandpowerful,isactuallyacontinuationofwavesofchangethathavetakenplacethroughouthistory,(Bennahum,etal.,1998,p.19).Theymightaskstudentaffairspractitionerstoreflectupontheassumptionthattheeducationaluniversewillberevolutionizedasanunauthenticatedconclusion.   CONCLUSION "  Inarapidlychangingworld,professionsarechallengedcontinuallytoexaminethemselvesinlightofnewtechnologies.Theconcernsforstudentaffairspractitionersaremany.Theuncertaintyaboutthefutureisgreat.Whileimpossibletoimagineallofthepossibilitiesofrevolutionizingthecurrentlystructuredcampus,hopefullythisarticlebringstomindthoughtsabouthowtechnologicaladvancementimpactscampusfromstudentsrooms,toclassrooms,toourownoffices.Basedonhis/herparticipationinhis/hereducationthroughcommunicationdevices,todaysstudentmayfacedevelopmentalissueswehavenotyetdiscovered.Thedawnofmajorchangeintermsofourinteractionwithstudentsandtheuniversityrises.Theworldgrowingaroundandwithinhighereducationremainsunpredictableandfullofnewpotentialsandmysteries.Isstudentaffairsrespondingtothecalltoexplorethem?#   REFERENCES   &  Astin,A.(1996,March/April).Involvementinlearningrevisited:Lessonswe  havelearned.JournalofCollegeStudentDevelopment,37,123134. 9# Benedict,L.(1996).Technologyandinformationsystems.InS.R.Komives&  D.B.Woodard&Associates(Eds.),Studentservices:Ahandbookfor  \%   theprofession.SanFransisco:JosseyBassPublishers. !$& Bennahum,D.S.,Biggs,B.S.,Borsook,P.,Bowe,M.,Garfinkel,S.Johnson,  S.Rushkoff,D.,Shapiro,A.,Shenk,D.,Silberman,S.,Stahlman,M.,  &Syman,S.(1998,April6).Technorealism:Getreal!Amanifesto  fromanewgenerationofculturalcritics.TheNation,266,1920. $8 * Gill,Tim(1996).Electronicchildren.UnitedKingdom:BiddlesLtd. i Thehitchhikersguidetocybernomics.(1996,September28).TheEconomist, 1   340,s3s6.  Komives,S.R.&Woodard,D.B.(1996).Buildingonthepast,shapingthe  future.InKomives,S.B.&Woodard,D.B.&Associates(Eds.),  StudentServices:Ahandbookfortheprofession.SanFransisco: E   JosseyBassPublishers.Levine,A.&Cureton,J.S.(1998a,May/June).Collegelife:anobituary.    h   Change51,1417.  , Levine,A.&Cureton,J.S.(1998b).Whenhopeandfearcollide:Aportraitof ]     todayscollegestudent.SanFransisco:JosseyBassPublishers. %   Sandeen,A.(1996).Organization,functions,andstandardsofpractice.InS.R.  Komives&D.B.Woodard&Associates(Eds.),Studentservices:a  H    handbookfortheprofession.SanFransisco:JosseyBassPublishers. y  Tapscott,D.(1998).Growingupdigital:Theriseofthenetgeneration.New A    York:McGrawHill.Technologyforecast1998.(1998,January5).DesignNews,53,7077. d      LauraM.Hattas(00)isagraduateHallDirectoratColoradoStateUniversity  andgraduatestudentintheStudentAffairsinHigherEducationprogram./#@0.0k# .0@0.#v.0  "l#   22ANASSESSMENTOFINTERNATIONAL STUDENTSNEEDSINTHEUNITEDSTATES#.0.#v1##@0.00#.0@0.^"Q^.0 } #@^"Q^^.^"Q2##@0^@^"Q'2#K1.0@0.XX.0  RandyR.McCrillis  } #.0X.X2#X   Thisarticleexaminestheneedsofinternationalstudentsasthey U  enterintoandmaneuverthroughtheUnitedStatesinstitutionsofhighereducation.Inaddition , itexaminesthebarriersthat  | internationalstudentsencounter.Theauthorassessesthesourcesofstressandhowhighereducationadministratorscanworktowardsrelievingsomeofthepressureinternationalstudentsencounter.    XM3[3  INTRODUCTION  Internationalstudentsareincreasinginnumbersandbecominganimportantaspect   oftheUnitedStateshighereducationsystem.In1995,over450,000internationalstudentswereenrolledincollegesanduniversitiesintheU.S.(Coleman,1997),makingtheUnitedStatesthelargestproviderofhighereducationtointernationalstudents(Barker,1996).Areviewoftheresearch(Barker,1996;Piland&Barnard,1996;MyersLipton,1996;Kintzer,1995;deVerthelyi,1996;Aper&Currrey,1996;Kao&Gansneder,1995;Coleman,1997)identifiesmanyissuesfacinginternationalstudentsenteringUnitedStatesinstitutionsofhighereducation,accompaniedbyvaryingconcernsofuniversitieswhohostinternationalstudents.  9   U  .#v.0.XX.#vX(XX.XX(XXX(X(XXX(>XXXX(      #@X XX>X۱2#.XXX@X   .0X.X Internationalstudentsfaceavarietyofconcernsastheyattempttomaneuverthrough \ theUnitedStatesinstitutionsofhighereducation.Amongthepressuresthesestudentsfaceinclude:adjustingtonewsurroundings(Kao&Gansneder,1995;deVerthelyi,1996;Barker,1996);languagebarriersandtheuseoftheTestOfEnglishasaForeignLanguage(TOEFL)asabasefordeterminationofEnglishproficiency(Coleman,1997;Kao&Gansneder,1995);andfinallyconnectingwithfacultyandpeers(Coleman,1997;Aper&Currey,1996;Kintzer,1995).Thesefactorsmaydeterminewhetherastudentsucceedsorfailsinasystem.  !    #.XX.0 :#.0X.XU8    .0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0  E&    .#v.0.0.#v.#v.0.XX.#vX(XX.XX(XXX(X(XXX(>XXXX(      #@X XX>X9#.XXX@X #.XXX.X=#.0X.X  ԀADJUSTINGTOTHENEWSURROUNDING @ @" ET>    .0.0.0.0.0.0.0.0.0.0.0.0.0.0.0.0'd>    #.XX.0?#.#vX.XU  .#v.#v.0.#v.#v.0.XX.#vX(XX.XX(XXX(X(XXX(>XXXX(      #@X XX>Xۺ?#.XXX@X   #.XXX.XA#.0X.X Internationalstudentsfaceavarietyofobstaclesuponarrivalatacollegeor 1!$ university,asdostudentsfromtheU.S.Theyarechallengedbytheinabilitytobuyfoodthattheywereusedtoathomeaswellaslocatingtheirclasses.WhilemanyoftheirconcernsaresimilartotheU.S.student,internationalstudentsarefurtheredchallengedbytheacculturationprocess.Theacculturationprocessisnotedbyfive A$( stages.Thehoneymoonperiodiswheretheinternationalstudentiselatedtobeinthenewcultureandexcitedbyeverythingnew.Cultureshockorstage2,theinternationalstudentisimmersedinnewproblems:housing,transportation,foodlanguage,andnewfriends.Fatiguemayresultfromcontinuouslytryingtocomprehendandusethesecondlanguage,theymaywonderwhytheycamehere.ThethirdstageInitialAdjustmentsfindtheinternationalstudentshasmovedpassedthedifficultiesoffindinghousingandgoingtoschool.Theyarenowabletoexpressbasicideasandfeelingsinthesecondlanguagebutmaynotbefluentyet.InstagefourMentalIsolation,theinternationalstudenthasbeenawayforalongperiodoftimeandmayfeellonely.Manystillfeeltheycannotexpressthemselvesaswellastheycanintheirnativelanguage.Frustrationsandsometimesalossofselfconfidencemayresult.Someindividualsmayremaininthisstage.ThefinalstageisAcceptanceandIntegrationwherearoutinehasbeenestablished.Thestudenthasacceptedthehabits,customs,foodandcharacteristicsofthepeopleinthenewculture.Thestudentfeelscomfortablewithfriends,associatesandthelanguageofthecountry.Inadditiontotheacculturationperiodotherdifficultiesthatareheightenedforinternationalstudentsinadjustinginclude:thecontrastbetweenprearrivalexpectationsandthefirstimpressions;theconflictincelebratingdifferentholidaysandreligiousfestivalsthanthosecelebratedinthehostcountry;thelackofconnectionwithasupportsystem;theinadequacytoeasilyattendtoonespersonalneeds;andfinally,theprocessoflearningandunderstandinganewculture(Coleman,1997;deVertheyli,1996;Barker,1996).UB    .#v.0.#v.#v.#v.#v.#v.#v.#v.#v.#v.#v.#v.#v.#v.#v    #@..#v`C##@X X@.C#@0X@X .0@0    =        #.XX.0$N#.0X.XThehostinstitutioncanhelptomaketheperiodofadjustmentmucheasieronthe  studentbyprovidinghimorherwithinformationonsupportgroups,theacculturationprocessandplacestobuyculturespecificfoodandclothing(MyersLipton,1996).#.XX.0N#.0X.XInaddition,hostinstitutionscanassistthese#@0.0CN#.0@0studentstofeelathome Q bysimplyaskingthestudentwhatsheorhemayneedtofeelathome#@0.0P#.0@0.   oN={N      #.XX.01P#.0X.X%&           ԀLANGUAGEASABARRIER mR%Rtho22    H4X` hp x (#XH',R222222     !X      ?+ 4 <DL!!?nS     XX  U  .#v.0.0.#v.#v.0.XX.#vX(XX.XX(XXX(X(XXX(>XXXX(      #@X XX>XVQ#.XXX@X   #.XXX.XQ#.0X.X Thelanguagebarrierisoneofthegreatestchallengesfacingmanyinternational % studentsastheyenterintothehighereducationarena.AccordingtoWan,Chapman,andBriggs(1992)lackofexperienceinspeakingthe Englishlanguageappeartooverrideallotherconcerns,whichsuggestthatinternationalstudentsperceivedlanguageskillshavethemostinfluenceontheirappraisalofthestressfulnessofclassroomsituations(p.617).Whenaninternationalstudentdecidestoenrollinauniversityofhighereducation,heorshemustfirsttaketheTOEFLwhichdeterminesproficiencyinspeaking,understandingandwritingEnglish(Kao&Gansneder,1995).Basedontestscore,heorshemayberequiredtotakeanEnglishclassbeforeheorsheisallowedtoenroll.Thismayaddanadditionalburdenforthestudentwhoonlyplannedonenrollingforacertainnumberofsemesters.Inaddition,theoriginalinformationthestudentreceivedmaynothaveincludedthe $( * additionalEnglishclassorproficiencyinEnglishasaprerequisite.Therefore,theTOEFLnotonlysendsthemessagethattheinternationalstudentmaynotbecompletelyreadytoenterintothesystemasastudentbutalsoarequiredadditionalcoursepotentiallyaddsfinancialpressuresandtimeconstraints.SomeresearchersarguethattheTOEFLdoesnotaccuratelydeterminetheactuallevelofthestudentsoralandwrittenability(AmericanAssociationofCollegiateRegistrarsandAdmissionsOfficers,1971).ThetestisdesignedtoassessastudentsproficiencyintheEnglishlanguagebutdoesnottaketheabilitytounderstandthemoreformallanguageutilizedincollegesanduniversities(Coleman,1997).#.XX.0 V#.#vX.X   UUdT    .0.#v.0.0.0.0.0.0.0.0.0.0.0.0.0.0  =        Coleman(1997)suggestedthattherearefourdifferentwaysthatlanguagebarriers a   canplayoutintheclassroomforinternationalstudents:understandinglectures,takingtimedtests,askingquestionsandfeelingcomfortableenoughtoparticipatefullyingroupprojects.Oftentimes,professorsmovetoorapidlythroughthematerialduringlecturesandmaynotrealizethatinternationalstudentsmaynotbeabletolistenattentivelywhilewritingnotesinEnglish.Inaddition,studentsmaynotbefamiliarwiththeprofessorsuseofformallanguageuniquetoeachdiscipline.Forexample,aninternationalstudentstudyingaccountingmaynotbefamiliarwiththeEnglishterminologyusedtointerpretabalancesheetoranincomestatement.Internationalstudentsareatadisadvantagewhentheydonotunderstandthedefinitionormeaningofdifferentvocabularywordsfromthebeginning.=^        =        Furthermore,theusageofculturalspecificlanguageintheclassroomcancauseanxietyforinternationalstudents(McKnight,1994).Facultyoftenwillusecolloquialorslangexpressions,referencestoAmericanpolitics,currentAmericanevents,history,figures,orevencomicstrips,movies,andsongs.Whenfacultydonotexplainthesereferencesandexpressions,theinternationalstudentmaymissthepointoftheentirediscussionandfeelanxietyoverthemisunderstanding.Therefore,whenfacultyhaveoneormoreinternationalstudentsintheclassroom,theymustcarefullybeawareofthestudentsneeds.Facultymayhavetosetasidetimetogooverthematerialorallowtaperecorders,sotheinternationalstudentmayreplaythelectureatalatertimetoachieveabetterunderstandingoftheinformationpresentedintheclass.b  =b      =        Anotherconstraintthatfacesinternationalstudentsparallelstothelanguagebarrieristakingtimedtests.Internationalstudentsmaynotbeabletofinishtestswithintheallottedtime,evenwhentheyknowthematerial(Coleman,1997).Thus,itmaybeimportantforfacultymemberstoconsideralternativemeansofassessinginternationalstudentsskillsandknowledge.Thismayincludeasupplementtotimedtests,orreplacingthetimedtestwithanotherwaytotestcompetency. =f      of   Y#( =        Internationalstudentsneedtofeelcomfortableenoughtoaskquestionsanddiscuss ideasinclass.Someresearcherssuggestthatthereasonstudentsdonotopenupinclassisbecauseofculturaldifferences(Kao&Gansneder,1995).Garner(1989)observedthatAsianstudentsusuallyareunaccustomedtoinitiatinginteractionsintheclassroombutwerewillingtotalkoneononewithprofessorsoutoftheclassroom.Researchersalsofoundthatinternationalstudentswhowerereluctanttoinitiatediscussionsbecauseoftheirculturalbackground,buttheywouldcontributeifindividuallysolicited(Adams,1992).=\i      ;i  =        KaoandGansneder(1995)interviewedinternationalstudentsandfoundthatculture,aswellasfamiliaritywiththematerial,influencedastudentsparticipationinclass,butmoreimportantlytheydiscoveredthatfamiliarityorlackoffamiliaritywiththematerialdidinhibittheirinteraction.InsteadoffocusinginontheproblemswithspokenEnglish,theydeterminedthatitactuallywasthematerialthatwasinfluencingthestudentslackofassertivenesstotalkopenlyinclass.Theyalsofoundthatthefriendlinessoffellowstudentshadtheleasteffectupontheinternationalstudentswillingnesstoparticipate.Afinalinsightfromtheirresearchwasthedifferencebetweeninternationalmalestudentsandinternationalfemalestudentsquantityofspeakingintheclassroom.Theyconcludedthatalthoughthemalesdidspeakupmorethanthefemales,itwas notstatisticallysignificant(p.132).ThisisnotcongruentwithresearchonAmericanCaucasianstudents,whichfoundthatfemalestudentsparticipatedlessoftenandlessassertivelythanmalestudents(Brooks,1982). =klinan      ^l  =        Afinalareatoexamineisthecomfortlevelofinternationalstudentsasthey ` participateingroupprojects.Coleman(1997)foundthatoftentimestudentswillcomplaininternationalstudentsdonotcontributetoteamassignmentsbecausetheymaynottalk.Robinson(1992)attributedthistoalackoffamiliaritywiththelanguageandcultureandthelackofcommunicationskills,whichincludedebating,arguing,expressingdisagreement,dealingwithconflict,andmakingrecommendations.TheseskillsarevitaltocommunicatingintheEnglishlanguageandmanyculturesdonotemphasizetheusageoftheseskillsasintheUnitedStates.Withouttheuseoftheseskills,allstudentswhoparticipateingroupswouldhaveahardertimeinteracting,especiallyduringthe stormingstageofthegroupprocess.Conflictandpolarizationcharacterizethestormingprocessofthegroupprocess;thisphasefindsmembersresistinggroupinfluencesandtaskrequirements.Italsofindsmembersofagroupredefiningtheirpositionsandjobresponsibilities.Faultymembersneedtobeawareofthisandencouragethestudentsinthesegroupstotryandworkouttheirdifferences,sothattheinternationalstudentsmaygainskillsinthisarena.Facultymembersplayanimportantroleinincreasinginternationalstudentscomfortlevelwithlanguageskillsandreadinesstotalkinclass(Coleman,1997).Ifafacultymembercanfindwaystoengagethesestudentsinclassthroughavarietyofways, $( * thesestudentswillhaveamucheasiertimegatheringknowledge.FacultycanalsohelpstudentsfromtheUnitedStateslearnaboutotherculturesandcountriesthroughinternationalstudentsbyencouragingdialoguingbetweenthestudents.bq  =oqinan      && L   .#v.0.0.#v.#v.0.XX.#vX(XX.XX(XXX(X(XXX(>XXXX(      #@X XX>X۾U#.XXX@X #.XXX.X0]#.0X.X  CONNECTIONWITHPEERSANDFACULTY z y & y2 2    H4X` hp x (#XH'Ly2 22 2  x  =        Socialpressuresthataffectinternationalstudentsinvolvementwiththesetwogroupsinclude:theculturalbarrier,thelanguagebarrier,andthelackofunderstandingatboththeuniversitylevelandatthepeerlevel.Aswithmoststudentswhentheyfirstenterahighereducationsetting,internationalstudentsareuneasyabouttheirabilitytoconnectwithbothfacultyandpeers.Studentsinvolvementwithboththeirpeersandfacultycanenhancehisorherinvolvementandintegrationintothecampuscommunity(Aper&Currey,1996;DeVerthelyi,1996).=|inan      |  =        Culturalbarriersareprobablythemostrecognizable.Whenmostinternationalstudentsarrive,theymayhavesomebackgroundontheUnitedStatesculture,butdependingonwheretheywillbeattendingschoolthosegeneralizationsabouttheculturemayormaynotapply(Coleman,1997).ItshouldalsobenotedthatmanytimesthestudentsareattendingschoolintheUnitedStatesbecausetherearenoorfeweropportunitiesforhighereducationwheretheycamefrom.Therefore,theremaynotbeaninterestinunderstandingorassimilatingtothecultureoftheU.S.,whichwilleffectanyrelationshipthestudentwillmakewithothers.ItisinthissoledesireforeducationthatmayleadaninternationalstudenttoshyawayfromrelationshipswithstudentsfromtheUnitedStates.=~inan      ~  =        Dependingupontheethnicityofinternationalstudents,therelationshipstheyformwithothersmaylookandfeeldifferentthanstudentsfromtheUnitedStateswillcreatewitheachother.Forexample,forsomecultures,therelationshipbetweenfacultyandstudentsisconsiderablymoreformalandlessparticipatorythanintheUnitedStates(Coleman,1997).Anotherbarrierthatcomesintoplayisthatinternationalstudentsmayhavedifferentattitudestowardgenderandracialequityand,inturn,besubjecttoorinfluencesomeoftheirpeersandfacultysattitudesandprejudices(Barker,1996).Furthermore,allrelationshipscarryculturalvalues,norms,judgements,andattitudeswithinthem,whichimplythatstudentswhowishtointeractwithintheconstraintsoftheseculturalvaluesareawareofalloftheseunderlyingcurrentsandtheirinfluences.Whenapersonfromanotherculturemakesamistakebasedupontheseculturalrules,thatpersonmaybeexcludedfromfurtherrelationsinthefutureandnotunderstandwhatheorshedidthatwaswrongorinappropriate.Therefore,thismaycausetheinternationalstudenttoshyawayfromestablishingrelationshipswithpeersandfaculty(Robinson,1992).Inhibitionstowardsinteractionscanresultinalienationandlackofmeaningfulconnection,withoutanypartyactuallyawarethatthemanifestationliesintheculturalbarriers. $( * =inan        =        ThemisunderstandingsoftherelationshipthatinternationalstudentsmayhavehadwithintheirowncountriesandculturescanbeseenwiththeguidelinesofacademichonestywithintheUnitedStates(Robinson,1992).Inmanyinstances,internationalstudentsdonotunderstandthedifferencebetweendoingaresearchpaperorcopyingsomeoneelseswork.Theyoftenfailtocitetheproperreferencesinaresearchpaper.Theymaynotunderstandhowfacultymembersdefinitionsofplagiarismandhonestyandtheconsequencesthatcanoccuriftheydonotfollowtheirrulesorguidelines.Inothercountriesfacultymaynotnecessarilysharethesameviews,attitudes,andinterpretationsofacademichonesty.Forexample,whattheUnitedStateswouldconsiderascheatingisactuallycondoned,insomeothercultures,asstudentsareexpectedtoassisttheirlessgiftedpeers(Coleman,1997).=Ȉinan        =        Inordertomaketheserelationshipsmoreeffective,researchprovidesavarietyofsuggestions.First,AperandCurrey(1996)suggestedthatinternationalstudentsshouldreachoutthroughworkorworkstudypositionsoncampus.TheyreportthatthosestudentswhoworkoncampushavebetterEnglishskills.Thejobsettingprovidessomevaluableopportunitiesforinteractionbetweenstudentsandfaculty.Researchseemstosuggestthatstudentswithjobsoncampusreportfeelingmoreconnectedtotheinstitutionandtootherstudents,whichinturnimpliesthattheywereenjoyingtheirexperiencesthroughtheseconnections(Aper&Currey,1996).InadditionitneedstobenotedthatthismaybeaUnitedStatesbiasthatbeingconnectedtoaninstitutionleadstoanenjoymentataninstitution.=inan      ތ  =        Theinstitutionneedstoincludeandencourageinternationalstudentsinitsactivitiesinordertobenefitstudents.Thismaybeintheformoffacultyincorporatinglearningexperiencesthatincludeinternationalstudents.Theadministrationcanhelpbyhavinghighereducationinstitutionsincludeinternationaleducationintheinstitutionsmissionstatement,writtenpoliciesandproceduresforfaculty,establishmentofandstaffinganinternationaleducationoffice,policyandadvisorycommitteesinplacetoinvolveconstituenciesoncampusininternationaleducation,institutionalmembershipininternationaleducationassociations,andfundinginternationaleducationprogramsandactivities(Barker,1996). =inan        &&    .#v.0.0.#v.#v.0.XX.#vX(XX.XX(XXX(X(XXX(>XXXX(      #@X XX>Xyz#.XXX@X   #.XXX.Xz#.0X.XԀCONCLUSION    &spec    H4X` hp x (#XH'+    Ԗ Asnoted,thefacultymemberandtheinstitutionarekeyfactorsininternational q" studentssuccessorfailure.Theattitudeoftheuniversityorcollegetowardsinternationalstudentswillhelptodeterminethesuccessofanindividual.Internationalstudentscananddobringavastamountofdifferentexperiencesandperspectivestotheclassroomandoverallinstitutionofhighereducation.Inthiseverincreasingglobalenvironment,appreciationandunderstandingofthoseuniquedifferencesarecriticalifstudentsaretobesuccessful.   $( *  REFERENCES  i .  Adams,M.(1992).CulturalinclusionintheAmericancollegeclassroom.In  L.Border&N.Chism(Eds.),NewDirectionsforTeachingand L   Learning:Teachingfordiversity(517).SanFrancisco:JosseyBass. } AmericanAssociationofCollegiateRegistrarsandAdmissionsOfficers.  (1971). E   AACRAOAIDparticipantselectionandplacementstudy.Washington,     DC:USAID.Aper,J.P.&Currey,D.E.(1996).WorkandthecollegeexperiencesofAsian  students.InternationalEducation,25(2),3448. Y   Barker,T.S.(1996).Administrationofinternationaleducators:Surveyresults  ofTexasfouryearcollegesandmedicalschools.International    |    Education,25(2),7490.  D  Brooks,V.R.(1982).Sexdifferencesinstudentdominancebehaviorinfemale  andmaleprofessorsclassroom.SexRoles,8,683690. 9  Coleman,S.(1997).Internationalstudentsintheclassroom:Aresourceandan  opportunity.InternationalEducation.25,5261. \  DeVerthelyi,R.F.,(1996).Facilitatingcrossculturaladjustment:A   $    newsletterbyandforinternationalstudentsspouses.Journalof Q    CollegeStudentDevelopment,36(6),699701.  Garner,B.(1989).SoutheastAsiancultureandclassroomculture.College x   Teaching,37,127130. @ Kao,C.&Gansneder,B.(1995).Anassessmentofclassparticipationby  internationalgraduatestudents.JournalofCollegeStudent   5   Development,36(2),132140.  Kintzer,F.C.,(1995).Internationaldevelopmentsinhighereducation:new  perspectivesonnonuniveristies.CommunityCollegeJournalof     ResearchandPractice,19,235246. Q McKnight,A.(1994,March).Thebusinessoflisteningatuniversity.Paper    presentedatthe28thAnnualTESOLConvention,Baltimore,MD. x MyersLipton,S.J.(1996).Effectofservicelearningoncollegestudents  attitudestowardinternationalunderstanding.JournalofCollege i   StudentDevelopment,37(6),659668. 1  Piland,W.E.,Barnard,B.(1996).Multiculturaleducationintheclassroom. !   CommunityCollegeJournalofResearchandPractice,20,4963. T" Robinson,J.(1992,October).InternationalstudentsandAmericanuniversity #   culture:Adjustmentissues.PaperpresentedattheWATESOL  Annual M $   Convention,Arlington,VA.Wan,T.Y.,Chapman,D.W.,&Biggs,D.A.(1992).Academicstressof  internationalstudentsattendingU.S.universities.ResearchinHigher "4'   Education,33,607623. e#(  -$)  RandyR.McCrillis(00)istheCoordinatorforMulticulturalTrainingand - LeadershipDevelopmentforResidenceLifeatColoradoStateUniversity.  0  #.XX.0֕#.#vX.X  #@..#v##@X X@.#0@.X@X     m" 2 2TheRoleofOrientationProgramsinGuiding FreshmanTransitiontoCollegeLife#@X X@.# }  RebeccaA.NewmanGonchar  } X    @0X@X  Orientationprogramsenhanceauniversitysarsenaltopromote U  freshmensuccessastheytransitionintolifeattheuniversity.Freshmensucceedwhentheymakeprogresstowardfulfillingeducationalandpersonalgoals.Establishingandmaintaininginterpersonalrelationshipsanddevelopingidentityareamongthetopthreecontributorstofreshmensucces.(Upcraft,Gardner,&Associates,1989)Whiletraditionalorientationprogramsprovideanessentialacademicandlogisticbasisfromwhichstudentscanmaneuveraroundcampus,progressiveorientationprogramsoffersachallengingsocializationprocesswhichcanaidintheiradjustmenttothecollegeexperience.Thisarticleaddressestheneedforinnovativeorientationprogrammodels.Researchwasconductedtoestablishrelevanttheoreticalsupportofsocializationprograms,whichallowfirstyearstudentstheopportunitytomakeahealthytransitiontoacollegeoruniversity.Thestudentaffairsprofessionalsroleisaddressedasameansfordevelopingnewprogrammingmodels. 4 X*Todaysfirstyearcollegestudentsneedguidanceinformingthesocialsupportnetworksnecessarytoeasetheirtransitionsfromhighschooltohighereducation.Thedifferencesbetweentheirlivesinhighschoolandtheirnewlivesatacollegeoruniversitycanoverwhelmandfrustratenewstudents.Whiletheideaofattendingacollegeoruniversitycanbefunandexcitingatfirst,thepositivefeelingstowardsthefreshmanexperiencemaydiminishquicklyiftheydonothavepeerswithwhomtosharethoseexperiences.Socialsupportnetworks,suchaspeerfriendships,reducethefeelingsofalienation,homesickness,andstress.Whenstudentaffairsprofessionalsguidethedevelopmentofinterpersonalrelationshipsbetweenfirstyearstudents,theycontributetostudentssuccessfultransition.Administratorsnotonlyareeasingthetransitionprocessbutalsoultimatelycontributingtothestudentsacademic,social,andemotionalwellbeing(Upcraft,Gardner,&Associates,1989).Orientationprogramspreparenewstudentsfortheexperiencestheywillhaveatacollegeoruniversity.  #<' Firstyearstudentssucceedwhentheymakeprogresstowardfulfillingeducational andpersonalgoals.Establishingandmaintaininginterpersonalrelationships,aswellasdevelopingidentity,areamongthetopthreecontributingfactorsforasuccessfulfirstyear(Upcraft,etal.,1989).Studentaffairsprofessionalscanaidinthedevelopmentofinterpersonalrelationshipsfromthebeginningofstudentspostsecondaryexperience.Byinvolvingelementsofsocialintegrationintofirstyearstudentorientationprograms,programmerspreparefirstyearstudentsforsuccessfultransitionstoacollegeoruniversity.Traditionalorientationprogramsprovideanessentialacademicandlogisticbasisfromwhichstudentscanmaneuveraroundcampus;creativeorientationprogramscanofferstudentstheopportunitytoexperienceachallengingsocializationprocess,whichwillaidinstudentsadjustmenttothecollegeoruniversity.Academic/logisticbasedorientationprogramsofferservicessuchasadvising,registration,degreerequirements,andcampustours.Socializationprogramsoffermoreopportunitiesforinteractionandleadershipexperiences.D TRANSITIONS @   GardnerandEllis(1989)citemanychangesstudentsendurewhentheybeginatauniversityorcollege.Theacademic,social,andemotionaldifferencesbetweenhighschoolandcollege/universitymayaffectanindividualsabilitytosucceedinthenewenvironment.ThetransitionsstudentsfacearehighlightedbyTinto(citedinWilkie&Kuckuck,1989)inthefollowingquote,B.4 <DL!XB0  X   Thefreshmanyearofcollegerequiresaseriesofrapidandprofound   ` adaptations,academicallyaswellassociallyandemotionally.Theinabilitytoadapttothenewenvironmentoftencausesstudentseithertowithdrawfromschoolduringorafterthefreshmanyearortoperformataloweracademiclevelthanexpected.(p.1)  E+ 4 <DL!, XESuccessfulfirstyearstudentsovercomethesedifferencesastheymakethetransitiontocollege/universitylife.In1993,Tintodrewastrongconnectionbetweensocialsupporttheoryandfreshmenadjustmenttheory(Wilkie&Kuckuck,1989).Thefirstyearstudentsadjustmenttocollege/universitylifeisnolongerthoughttoincludeonlyacademicchallenges.Newstudentsrequiresocialinteractionstopositivelyinfluencethetransitiontheyexperience.Developingstrongsocialconnectionswithotherstudentscancontributetothenewstudentssuccessinmanyways.Tinto(Wilkie&Kuckuck,1989)explainsthatsocialsupportincreasesthestudentsselfesteemandselfperception,aswellasincreasesthestudentsabilitytounderstandandmanageproblems,toadjusttoadversesituations,andtoengageincampuslife.Negativesocialinteractions,suchasdistractingorpressurefilledparties,maynotcontribute $( * positivelytoastudentssuccess.However,mostsocialinteractionspositivelycontributetoastudentsoverallsuccessincollege.Orientationprogramsinitiateacycleofpositivesocialinteractionsandexperiences.Significantsocialrelationshipshelpstudentscopeeffectivelywiththedemandsofcollege/universitylife,thatinturnpositivelyimpactsthestudentsacademicperformance(Napoli&Wortman,1998).Socialandemotionalwellbeingappeartohaveadirectrelationshiptoanindividualsabilitytoperformacademically.Whenstudentshaveconfidenceintheirrelationshipsandarereceivingpositivereinforcement,theymorelikelydeveloptheacademicskillsnecessarytobesuccessful.Inaddition,anindividualsdesiretobesuccessfulataninstitutionincreasesasheorshedevelopsasocialsupportnetwork(Napoli&Wortman,1998).Notonlydosocialnetworksimpactanindividualsacademicability,butalsotheycontributetoanindividualsattitudetowardsacademicsuccess.a  TODAYSSTUDENT  |   Collegesanduniversitiesmusttakeamorevestedinterestinthelivesoftodaysteenagersastheybecomecollegestudents.Unfortunately, studentsarecomingtocollegetodayfeelingoverwhelmedandmoredamagedthanstudentswhocameinpreviousyears(Levine&Cureton,1998,p.7).LevineandCuretonsuggestthatthepercentagesofstudentswitheatingdisorders,ofstudentsdisruptingclassrooms,abusingalcoholanddrugsorattemptingsuicidehaveallincreasedinrecentyears.Whileitislikelythatthenumberofstudentsseekingpsychologicalcounselingserviceswillincrease,studentaffairsprofessionalsalsomustbeintentionalincreatingenvironmentstoaidinthefreshmantransitionanddevelopment.Whenastudentsemotionalandsocialwellbeingisinjeopardy,thestudentsacademicskillsandpersistencetograduationalsoareatrisk.Theeducationalsystemstransitiontostandardizedtestingduringthelastdecadealterededucationalobjectivestomakestudentsmorecompetitiveintheeconomicmarket(Gilbert&Robins,1998).However,preparingstudentstoperformwellonstandardizedtestsdoesnotnecessarilyequipthemwithskillsnecessarytoadaptsuccessfullytolifechanges.Manystudentsmaybehighlymotivatedacademically,howevertheymaynothavethesocialskillstoadjusttocomplicatedpersonallivesandsocialproblems(Thomas,Adams,&Birchenhough,1996).Ingeneral,manyfirstyearstudentsareunpreparedforthechallengestheymayfaceinnewenvironments.Theyneedguidanceinformingandmaintaininginterpersonalrelationships,aswellasdirectionintransitioningtoadifferentlifeatacollegeoruniversity.LevineandCureton(1998)explainthattodaysfirstyearstudentsaremoredetachedfrominterpersonalrelationshipsthantheyhavebeeninyearspast.Thiscompoundstheirinabilitytoformhealthyandsupportiverelationships. $( * Institutionsofhighereducationmustaddressthefirstyearstudentsneedforacceptanceandsocialconnection.Withoutmanysocialconnections,thefirstyearstudentmaygetlostinthedailystrugglesoftransitioningtoanewenvironment.Thestudentsfocusbecomes selforientedandsocialconnectionsbecomesomethingheorshemustworktoaccomplish.Notonlyarestudentsemotionalandsocialtransitionhinderedbythoughtsofsocialrejection,butalsotheiracademicresponsibilitiesarenolongertoppriorities(Napoli&Wortman,1998).Socialintegrationandacceptanceareimportantfactorsinthetransition/successequation.Withoutsocialintegration,studentsaremuchlesslikelytosucceedattheircollegeoruniversity(Napoli&Wortman,1998).Theiracademicfocusturnsawayfromstudyingandtowardsthesearchforacommunityinwhichtheywillfit.Thestruggleto fitinandgainacceptancesaturatesfirstyearstudentsminds.Unfortunately,atsomeinstitutionsofhighereducation,themajorityoffirstyearstudentsworkharderatcreatingtheirownsocialnetwork,whileneglectingotherprioritieslikepreparingforclassorstudyingfortests.Failuretodevelopthesocialcirclescausessomestudentstolosetheirdeterminationtoattaintheonceimportantcareerenhancingdegree.Oftheincreasingpopulationoffirstyearstudentswhopersistinpostsecondaryeducation,itisestimatedthatonlyfiftypercentwillmakeittograduationwithinfiveyears(Gardner&Ellis,1997).Theotherfiftypercentwilleitherdropoutortakelongerthanfiveyearstograduate. Ifthetransitionismadesuccessfully,thengrowthanddevelopmentoftheindividualcanbeexpected(Upcraft,Gardener,andAssociates,1989,p.57).Thestudentaffairsprofessionalmustaidinthedevelopmentofhealthysocialties,inordertopreparestudentsforasuccessfulcollege/universityexperience.Healthyrelationshipsarebasedontrust,honesty,reciprocalappreciation,respect,andopencommunication.Healthyrelationshipsenhancethedevelopmentofthoseinvolved(Galvin&Cooper,1996).Successfultransitionsmustincludethedevelopmentofsocialsupportnetworksthatonwhichstudentscanrely.Freshmenneedtoformrelationshipswithotherstudentsinordertomaintaintheiracademic,social,andemotionalwellbeing.& L T    ORIENTATION  D! 'L*Studentorientationprogramscanprovidefirstyearstudentswiththeskillsandknowledgetheyneedtostarttheircollegecareers.Manycollegesanduniversitiesacrossthecountryhavedevelopedaninnovativeapproachtoorientingnewstudentstocampuslife.Inrecentyears,orientationprogramshavebeguntoengagenewstudentsinprogramsbeyondtheofficialcampustoursandthecourseregistrationprocesses.Institutionshavebeguntoinvolvenewstudentsinachallengingnewenvironmentthatfocusesondevelopingtheskillstobesuccessfulemotionally,socially,andacademically. Attheveryleastfreshmenwhohitthechallengesof $( * orientationcampsbeforetheyhitthebooksgetachancetomakesomefriends,pepperupperclassmenwithquestions,andhavefunbeforetheyplungeintotheusualorientation,likethelibrarytour(Weiss,1998,p.A1).Thestudentaffairsprofessionalneeds tobeaknowledgeablepractitioner,avisionary,andsomeonewhocanfindsolutionstothechallengesofafuturemarkedwithrapidchange(Rickard,1997,p.38).Improvingthequalityoflifeoncollegecampusesshouldprovidespecialattentionandsupportforthefirstyearstudentsgrowthandadjustment.Orientationprogramsshouldbedesignednotonlytosteerstudentsinlogisticaldirections,butalsotoinitiateandsupportthedevelopmentofinterpersonalrelationshipsthatultimatelywillimprovethequalityoftheirtransition.AccordingtoBarefoot(citedinGardner&Ellis,1997),thetopthreeinfluencesforsuccessfultransitiontolifeatacollegeoruniversityare makingnewfriends, buildinginstitutionalcommitment,and interactingwithfaculty,especiallyoutofclass.Orientationprogramsprovidethebasisforsuccessfultransitionsbyofferingtheenvironmentforthesepositiveinfluencestotakeplace.Intentionalprogramming,suchasneworientationprograms,canprovidestudentswiththenecessarytoolsforsuccessfultransition.Furthermore,programsforfirstyearstudentscanfacilitatethedevelopmentofpositivesocialsupportnetworksamongcollegefreshmen,continuingstudents,faculty,andstaff.Boyer(1987a)statesthatmostcollegesaretooinformalintheintroductionofstudentstothecollegeexperience.Bychallengingstudentstodevelopsocialsupportnetworksrightfromthebeginning,orientationprogramscanbethesteppingstonestoahealthytransitiontocollege/universitylife.Orientationprogramscanhavea uniqueapproachtoforminganacademiccommunitybyintentionallydisorientingandpurposefullychallengingstudents(Magolda,1997,p.44).Facilitatorsrecognizethatstudentspeakdevelopmentoccurswithabalanceofchallengeandsupport.AstudentdevelopmentmodeldesignedbySanford(1966),challengeandsupportsuggestsoptimumdevelopmentoccursasaresultofvariouschallengesandsupportsprovidedbythestudentsenvironmentandinterpersonalrelationships.Orientationprogramsalsocanencouragethedevelopmentofcommunityandselfawareness.Studentscanbeencouragedto explorethewholenessandinterconnectednessofhumanexperience(Magolda,1997,p.46),todevelopcommunicationandleadershipskills,andtoengageindiscourseunfamiliartotheirdailylives.Whiletraditionalorientationprogramstendtoofferstudentsonlythebasiclogisticalknowledgetobesuccessfulstudents,thenewmodeloforientationprogramsenhancesthestudentsabilitytocreateawayoflivingconducivetocollegelife.Newstudentslearntheskillsnecessarytobesuccessfulemotionally,physically,academically,andsociallyintheirnewenvironment.Beyondenhancingstudents $( * academictransition,orientationprogramsincreasethenewstudentsselfmotivation,andawarenessofuniversitylife.Byteachingallnewstudentsthattheyarenotaloneandthattheyarepartofalargercommunity,orientationprogramspromotecohesiononcollegecampuses,encouragingindividualstomakefriendsandconnectionstotheinstitutioninwhichtheyareenrolled.AtTexasA&MUniversity,studentsdevelopedahighlysuccessfulmodelforaneworientationprocess.Thisprogrammodel,knownas FishCamp,challengesstudentstoengageinthedevelopmentofsocialsupportnetworks. Whilelittle,ifany,harddataexist,thesomewhatconsensualsubjectiveexperienceofAggiesisthatFishCampconnectsthemintimatelytoacommunity,asetoftraditions,andtoeachother(dhttp://stuact.tamu.edu/stuorgs/fishcamp/,1998}).Firstyear AggiesappeartoleaveFishCampwiththesocialconfidencetheyneedtosurvivethetransitiontocollegelife.Whendevelopinganeworientationprogramthatbetteraddressestransitionissues,itisessentialtoestablishobjectivegoals.Coordinatingtheeventsthattakeplaceduringanorientationprogramrequirescreativityanddetermination.Theprogramsshouldbedesignedtoaccomplishtheparticulargoalsoftheorientationprogram.Eachprogramgoalshouldberelatedtotheoverridinggoal:helpstudentsfeelmorecomfortableenteringtheuniversityenvironmentandprovidethemwiththeskillsneededtobesuccessfulandhealthy.& L (    DISCUSSION    'LAELearningandgrowthduringtheyearsstudentsspendincollegeextendswellbeyondtheclassroomwalls.Collegestudentscontinuallyshapeandreshapetheiridentitiesastheydiscovertheiradultindependence.Whileincollege,itisimportantforstudentstolearntofunctionselfsufficiently,aswellastotakeresponsibilityforachievingtheirgoals,andtobreakawayfromsocialpressures(Chickering&Reisser,ascitedinEvans,Forney,&GuidoDibrito,1998).Firstyearstudentsneedtobegintheprocessofdevelopingselfidentitywithinthesocialsupportstructure.Feelingsofalienationamongfirstyearstudentscanhindertheirabilitytogrowandmature.Feelingsofrejectionandinadequacythreatenstudentsacademic,social,andemotionalhealth.Whilenewstudentorientationprogramsmustaddressthelogisticalaspectsofpreparingstudentsandtheirfamiliesforcollege,theyalsoshouldaddressthesocialneedsoftheenrollingstudent.Developingsupportiverelationshipswithpeerscanhelpeaseastudentstransitioninmanyimportantways.Thefeelingofbelongingcanhelpincreaseastudentsselfconfidence,selfesteem,selfdetermination,and personalinitiative(Napoli&Wortman,1998).Theskillsnewstudentsgainat #d) orientationprogramscanalsoenhancetheirdecisionmakingskillsandstressmanagementabilities. Orientationprogramsplayanessentialroleinpreparingcollegestudentsforthemanychallengesbeforethem.Todaysfirstyearstudentsneedguidanceinformingtheskillsneededtobesuccessfulininstitutionsofhighereducation.Whileacademicandlogisticalorientationtoacollegeoruniversityisimportant,itcannotofferalltheadditionalskillsneededtosurvivethetransitiontocollege;todayscollegestudentsneedguidanceintheemotionalandsocialrealmsoftheirlifeaswell.Somearenotpreparedtoadapttocollegelife,whichleavesthemvulnerabletofeelingsofalienationandinadequacy.Socialsupportnetworkscontributetocollegestudentsemotional,social,andacademicwellbeingbyprovidinganenvironmentinwhichhealthyadjustmentcanoccur.Studentaffairsprofessionalsmusttakeanactiveroleinpromotingstudentdevelopmentbyprovidingintentionalprograms,establishedtoeasethetransitionthatcollegefreshmenexperience.  REFERENCES  @  Boyer,E.L.(1987a,January).Thecollegeascommunity.Paperpresentedat  themeetingofTheFreshmanYearExperience,West,Universityof  California,Irvine.Evans,N.J.,Forney,D.S.,&GuidoDibrito,F.(1998).Studentdevelopmentin }   college:Theory,research,andpractice.SanFrancisco:JosseyBass E   Publishers. `    Galvin,K.M.&Cooper,P.(1996).Makingconnections:Readingsin   h   relationalcommunication.LosAngeles:RoxburyPublishing   0   Company.Gardner,J.N.&Ellis,D.B.(1997).Teachingnewstudentseminars:   %   Classroomstrategiesforretention.UniversityofSouthCarolina:  NationalResourceCenterforTheFreshmanYearExperienceand  StudentsinTransition.Gilbert,R.N.&Robins,M.(1998).Welcometoourworld:Realitiesofhigh 5   schoolstudents.ThousandOaks,California:CorwinPress,Inc.   Levine,A.&Cureton,J.(1998,March/April).Whatweknowabouttodays  collegestudents.AboutCampus.3(1).  " Magolda,P.(1997).Newstudentsdisorientation:Becomingamemberofan  academiccommunity.JournaloftheFreshmanYearExperience,  $   9(1),43104.  p% Napoli,A.R.&Wortman,P.M.(1998).Psychosocialfactorsrelatedto   !4&   retentionandearlydepartureoftwoyearcommunitycollegestudents. a"'    ResearchinHigherEducation,39(4),419462. %#( Rickard,C.E.(1997).Thechangingcharacteristicsofenrollmentmanagement  atfouryearpubliccomprehensiveuniversities.TheForum,73(2), -   3839. TexasA&MUniversity:FishCamp(1998).FishCamp.[Online].   P   Available:http://stuact.tamu.edu/stuorgs/fishcamp/Thomas,M.,Adams,S.,&Birchenough,A.(1996).Studentwithdrawalfrom  highereducation.EducationalManagement&Administration,24(2),     207221.Upcraft,M.L.,Gardner,J.N.,&Associates.(1989).Thefreshmenyear    (   experience:Helpingstudentssurviveandsucceedincollege.San U     Fransico:JosseyBassInc.,Publishers.Weiss,K.(1998,September24).Welcometocollege:Nowtakeahike.The  x    LosAngelesTimes,p.A1,A16.  @  Wilkie,C.&Kuckuck,S.(1989).Alongitudinalstudyoftheeffectsofa   q    freshmanseminar.JournalofTheFreshmanYearExperience,1(1), 5    110.    RebeccaA.NewmanGonchar(01),AssociateManagerforInternationalHouse I  andLoryApartments,isagraduatestudentintheStudentAffairsinHigherEducationprogramatColoradoStateUniversity. #@X X@0t# p   ,E@.X@X  e#$ ,EL7 XXdXXd7  #@X X@.#;K @0X@X 23 33 320  @.@0@.@.@.@.@0@.m@0mmmmP/'m      #PX)X'P/T#  0    P/')XPXP/''P/P/''P/P/''P/@0'P/@0@0@0@0@0@0  @.@0AcademicLifeontheCollegeCampus A #@0@.d# @X X@0JosLuisRiera#@0X@X #   @.@0%X  U  @.@.@X X@.X(XX@X X(XXX(X(XXX(>XXXX(      TXXX>X  #T0XTXN# Thisarticleaddressesthecurrentsituationofacademiclifeon  collegecampusesanditseffectonstudents.Thepaperfocusesontheperspectivewithwhichstudentsviewacademiawithintheircollegeexperience,andhowthathasdevelopedthroughoutthelatterhalfofthe20.0T0th#T0.00 #century.Suggestionsaremadeforfaculty 9  andstudentstomoreeffectivelymeettheirneedswithintheacademicenvironment.     X~ Asthesunrisesinabeautifulclearbluesky,thesceneissetforanothermoveinday U  onacollegecampus.Itis8:00a.m.inlateAugust,asmanyeagerfirstyearstudentspreparetoembarkonanewphaseoftheirlives.Theimportanceofthisdayisalltoofamiliartofacultyandstaffathighereducationinstitutions.However,todaysstudentsseemtohavedifferentattitudestowardstheircollegeexperiencethanthoseoffacultyandstaff.Moreover,forthetraditionallyagedcollegestudent,theexpectationsaswellastheoutcomesofthe collegeexperience,notablyvaryfromthosewhoattendedcollegeseveraldecadesago(Levine&Cureton,1998).Throughanhistoricalreviewoftheevolutionofacademiclifeoncollegecampuses,thispaperwillexaminetheacademiclifeofcollegestudents,describetheirgoalsandaspirations,anddiscusshowinstitutionsofhighereducationcanservestudentsmoreeffectively.U    T.T0T.T.T.T.T.T.@.T.@.@.@.@.@.@.     !X         ?+ 4 <DL!!?  @0@.Importanttoevaluatingthepresentstateofacademiclife,isexploringthecurrent X climatefacingthecollegestudent.LevineandCureton(1998)reportthathighereducationinstitutionsareattractingolderandmorediversestudents.Infact, fewerthanoneinsixofallcurrentundergraduatesfitthetraditionalstereotypeoftheAmericancollegestudent;eighteentotwentytwoyearsofage,attendingfulltime,andlivingoncampus(1998,p.5).Therefore,acrosssectionofcollegestudentswouldshowabreadthofexperienceinthepoliticalandsocialeventsthathaveinfluencedthem.v     XX  Manyundergraduatesnolongerviewtheircollegeexperienceasthecentralfocusoftheirlives,evenduringthetimetheyareattendingschool.Work,family,andaplethoraofotherresponsibilitieshavereducedcollegecourseworktoanother activity.Consequently,collegestudentsseemtoprefertheirrelationshipwiththeinstitutiontoresembletheirrelationshipwiththeirbank,telephonecompany,orsupermarket(Levine&Cureton,1998).Anexpectationexiststhatcollegeoffices,administrators,andfacultybeavailableandaccessiblewhentimeisavailablein $( studentsschedules.Studentsalsoexpectafocusoncustomerservice,specifically convenience,quality,service,andcost.Clearlytodaysstudentsaremorethanjuststudents,theyaresophisticatedconsumers,whorequiretheirinstitutionstofilltheirneeds.Aconflictexistsbetweenthestudentsfocusoneducationascareerpreparationandlearningforlearningssake,theguidingphilosophythatformedhighereducation(Hersch,1997).ModeledaftertheEnglishuniversitiesofOxfordandCambridge,theAmericanundergraduateinstitutionssoughtresponsibilityfor guidingthesocial,aswellas,academicdimensions8ofcollegestudents(Komives,Woodard,&Associates,1996,p.5).Historically,inanattempttopreparestudentsfor leadershipandservice,educatorsofthepastdesignedtheresidentialcollegeastheepitomeofacademiaandresidentiallivingwithinthesamesetting(Komives,Woodard&Associates,1996).Levine&Cureton(1998)foundthatstudentsarecomingtocollege morecareerorientedbutinneedofacademicremediation.Infact, fewpeoplestillbelieveintheimportanceoflearningforlearningssake(p.8).Theemphasisoncareerorientededucationbecamecleaererwhencollegestudentsweregiventheopportunitytoratethefollowingfourcategoriesaccordingtotheirlevelofimportance: Careerskillspersonalvalues,lifeskills,andlearningforlearningssake.(Hersh,RichardH.,1997,p.18).Herschfoundthat, Personalvaluesareviewedbythemajorityoftheaudiencestobemoderatelyimportant.Overall,learningforlearningssakewasviewedbytwofifthsofrespondentsasleastimportant(p.18).Clearly,collegestudentsdesiredrelevant,tangible,andapplicableoutcomesfromtheiracademicexperience.Hersch(1997)reportsthatmanytraditionallyagedstudentsattitudestowardsthetypeofcollegeeducationtheysought(i.e.,liberalartsvs.careeroriented)wereformedbytheprimarycustomerinthecollegesearch,theparents.Thatis,parentstraditionallyhavethegreatestinfluenceoveracollegestudentsenrollmentdecision.Theconceptofaliberalartseducationisbothquestionedandconsidered aluxurybeyondtheirreachformanyparentsandstudents(Hersch,1997,p.19).InHerschs(1997)study,thevalueofaliberalartseducationwasquestionedby85percentofstudentsand75percentofparentsbecausetheyindicatedthatacollegesimportanceandvalueliesinitsabilityto preparestudentstogetabetterjoband/orincreasetheirearningpotential(p.18)..0@0Also,manybelievedaliberalarts $ educationwasoutofreachbecauseitwastooexpensiveandthat istrueonlyofliberalartseducation(Hersch,1997,p.21).#@0.09"##@.@0;#@0@. ԀSincetheirfocuswascareeroriented, Y!& theyfeltthataliberalartseducationdidnotpreparecollegestudentsforthejobmarket.However, whenpushed,mostpeopleagreethatproblemsolving,criticalthinking,andwritingandoralskills"abilitiestraditionallyimpartedbyaliberalartseducation"are,infact,careerskills8(p.18).Inessence, mostpeoplebelieve i$( * youcangetaliberalartseducationanywhere"itsnotunique(p.17).Businessexecutives,however,seekstudentswithliberalartsbackgroundsand havegreaterfaithintheeffectivenessofaliberalartseducationthandoparents(p.18).Teachingmethodologieshavechangedtoadapttotheneedsofthecurrentstudentpopulation.Today,theprocessofteachingandlearningintheclassroomisconsideredacommunalact.0@0(Higgins,1998)#@0.0'###@.@0]##@0@..Theformallecture,asaneducational  techniquefades,exceptinlargeuniversities.AsHigginsclearlyarticulated, dialoguesanddiscussionsactivelyinvolvingthethinkingofteachersandstudentsarethehallmarksofthemoststimulatingandpopularclassesoncampus(p.15).Acooperativeteamworkapproachamongfaculty,aswellasstudents,ispreferredbycollegesanduniversitiestoday.Thisconceptextendsintoteamteachingandteamlearning. Informaswellascontent,thecollegeissaying:weallneedtodependononeanotherratherthancompetewithoneanother(Higgins,1998,p.15).Thisemphasizestheimportanceofstudentsworkingtogetherasopposedtocompetingagainsteachother.Thoseinstructorswho colearnandmodelpositivelearnerbehaviorsdisplaysuccessfulteaching(Higgins,1998,p.15).Onerecommendationtocollegeinstructorsreads, Wheneverpossible,createlearningcommunitiesorganizedaroundspecificintellectualthemes,communityserviceprojects,andotheracademictasks(Davis&Murrell,1993;Tinto,GoodsellLove,&Russo,1993ascitedinNuss,1998,p.188).Boyerreported:XLearningcommunitiesfosterbothactiveandcollaborativelearningstrategiesandhelpstudentslearntovieweachotherasessentialpartnersintheteachingandlearningprocess.Collegesanduniversitiesshouldencouragefacultytomakegreateruseofactivemodesofteachingandrequirestudentstotakegreaterresponsibilityfortheirlearning.Facultyrewardsystemsshouldbedesignedtorecognizetheseefforts(ascitedinNuss,1998,p.188).Xz,Engineeringthecurriculumtodayrequireseducatorstointertwineworldviewsandanemphasisontheinterdisciplinarymethod,asopposedtoconfinementwithinadepartmentorsubject.Linksbetweencontenttheoryandpracticeexistbywayofinternshipsthatteachstudentsto applylearningtolivingwhilestillincollege(Higgins,1998,p.16).Eachofthesefundamentalchangesintheapproachtoteachingintheclassroomcanbeattributedtotheevolvingneedsofstudents,aswellasthewillingnessofcollegeinstructorstomeetthoseneedsoverthepastfivedecades.Sincethe1950s,thestudenthasseensomeremarkablechanges.Theinventionoftelevisiondramaticallyinfluencedtheacademicdevelopmentofthecollegestudent(Higgins,1998).ThetelevisioninfusedpositivechangesintothecurriculaofacademiathroughouttheUnitedStates.Higginsrecountedtheprocessbywhich i$( * televisionturnedtheworldintoa globalvillagewhereviewerscouldseedebatesofpoliticalleaders,liveculturalperformances,andgeneralnewsfromaroundtheworld.Curriculatookaninterestinvaryingraces,religions,andwaysoflife.Higginsstatedthatthe pervasiveinfluenceofviolenceandsexcreatedasocialclimateofcruelty,suspicion,manipulation,fearandretaliation,since [s]tudentsbringtheseemotionsandhabitsofbehaviortocollege(p.13).LevineandCureton(1998)add, Studentsarecomingtocollegetodayfeelingoverwhelmedandmoredamagedpsychologicallythanstudentswhocameinpreviousyears(p.5).Sincestudentsarebeginningcollegeinthisfashion,universitycounselingcentersreporteatingdisorders,drugabuse,gambling,alcoholabuse,suicideattemptsandclassroomdisruptionasseriousissues(Levine&Cureton,1998).ThedecadeoftheSixtiesbroughtyetanotherbreakthroughforstudentsthecomputer.0@0(Higgins,1998)#@0.05##@.@0'#@0@.z'.Althoughmanystudentsdidnotownapersonal 5  computer,thetechnology,whichacomputerbegantooffersociety,impactedstudentslives.Asuddenexplosionofmediaviatelevision,thebirthcontrolpill,andthecomputerbroadenedmanystudentsperspectivesbeyondthatoftheirparents.Manycollegecampusesbecamearenasforindependence.Thefocusofstudents,asawholebecametoprotesttheresultingpoliciesduetoinlocoparentis.    Theideaofinlocoparentiswasoutrightrejectedbystudents,andthecampus  becameaforumforsitinsandprotestsoveracademicandsocialtraditions.XInlocoparentiswasnotafairorjustrelationship.Womenstudentswere ! treatedinequitably;inmanycases,thereweredifferentstandardsforadmissiontothecollege,differentdresscodes,anddifferentstandardsofacceptablestudentconduct.Therewasanabsenceofstudentfreedomofspeechandassociation,andthestudentwasunabletochallengearbitraryrulesandregulations(Nuss,1998,p.185).Xa9Thisaffectedtheacademicarena,inthat rigidacademicrequirementsburstasunder(Higgins,1998,p.14).Essentially,studentsdislikedspecificcurricularequiredforonesdegreebeingintertwinedwithgeneralcollegerequirements.CurriculaappearedtobeinlimbointheSeventies(Higgins,1998).Therewerenoradicalchangesornewmodelsoflearningimplemented,leavinginstructorsstagnant.Studentsacceptedadministrativeattemptstoreturntotheprevioussystembaseduponrequiredcourseswithadjustmentstocurriculainspecificdisciplines.AsHigginsstated 8theoldorderwasover,butthenewhadnotyetbeendefined(p.14).TheEightiesdrewamuchclearerpictureofthe newstudent(Higgins,1998,p.15).Administratorsandfacultywhodaredtocreatenewmodelsforlearningandteachingdroveacademiawitharenewedenergy.Asreportedinthe1990 u$4 * publication,CampusLife,surveyfindingsindicatedthatcollegestudentsofthe A Eightieswere morematureandmorefamiliarwithahomeinaglobalworldvillagethanweretheirpredecessors(ascitedinHiggins,1998,p.15).Studentsinthiseraweredescribedasmoreindependentandmoresophisticated.Collegestudents,however,werelimitedintheirculturalliteracyandhadmorepersonalproblemsthanreportedbystudentsinearlierdecades.Alsointhe1980s,collegesanduniversitiesnotedtheriseinthenumberofparttimeandnontraditionalstudents(Higgins,1998).Studentsenteringcollegetodayare radicallydifferentinexperience,expectationsandneedsfromtheirpredecessors(Higgins,1998,p.16). Dramatic8technologicalchangesareforcinghighereducationleaderstoreconsiderthefundamentalnatureofthecollegeoruniversityanditsrelationshipwithstudents(Nuss,1998,p.183).Theimplementationandacceptanceoftechnologyinanacademicenvironmenthasplayedamajorroleinthechangedfaceofacademiclife. Thecomputerhas,ofcourse,becomeanindispensabletoolinallcontentareas.Itisnowawayofthinkingandcomposing8thecomputerhaschangedthedynamicsoftheclassroomimmeasurably(Higgins,1998,p.16).Theconvergenceoftechnologyandlearningpresentaveryrealstruggleformanyuniversities(Green,1999).Distancelearningeducation,usingtechnology,continuallyincreasestheaccessibilityofhighereducationtoalltypesofpeople.Howcandepartmentsfulfilltheneedsofallstudents?Thechallengeformanyacademicdepartmentsisaccepting theresponsibilityforaddressingtheinstitutionalchallengeofaccessandlifelonglearning(Green,1999,p.11).#@.@0l6#@0@.However,theeffectsoftechnologygobeyondthatofaccess.Nontraditional d studentsandfacultybotharemoreuncomfortablewithtechnologythanstudentsofthecurrentgeneration.Green(1999)stated:#@.@01F#@0@.XManyundergraduatesenteringcollegetodayhaveanenviedlevelofcomfortwiththekeyboard,thecomputer,andtheInternet.Butwhatbecomestrulychallengingforfaculty,whatraisestheleveloffacultydiscomfortandOedipalaggressionintheclassroom,iswhenstudentsbegintoconfrontprofessorsoncontent!onwhatweknow(p.12).XuGEssentiallystudentsaccesstotechnologyprovidesthemwithsomuchinformation,theirknowledgesurpassesthatoftheirprofessors.0@0(Green,1999)#@0.0I#6.Confirmedreports # showcollegestudentsuseemailtocontactscholarsdiscussedinclass,andthentheyconfronttheirprofessorsonhowtheymayhavemisrepresentedthescholarsresearch.AnotherchallengetoprofessorsresultsfromstudentsretrievalofinformationfromtheWebpriortoprofessorsreceipt,asmanystilldependsolelyonmagazinepublications.  #h) Althoughtechnologymayserveasameanstobroadenastudentseducational experience,therearedefiniteidentifiablefactorsthatmaydelayastudentsacademicdevelopment.Oneofthesefactorsisstress.ZurillaandSheedyfoundthat collegestudents,especiallyfreshmen,areagroupparticularlypronetostress(ascitedinRoss,1999,p.312).Inadditiontotheadjustmentofbeingawayfromtheirhomesforthefirsttime,studentsfeelpressureto maintainahighlevelofacademicachievement(p.312).Stressintheacademicarenamayresultfromtherealityoftheir continuousevaluation,suchasweeklytestsand/orpapers.Otherstressmayinclude excessivehomework,unclearassignments,anduncomfortableclassrooms(Kohn&Frazer,ascitedinRoss,1999,p.313). Inadditiontoacademicrequirements,relationswithfacultymembersandtimepressuresmayalsobesourcesofstress(SganCohen&Lowental,ascitedinRoss,p.313).Seventythreepercentofcollegestudentsattributeoneoftheirtopfivestressorstotheincreaseinclassworkload(Ross,1999).Itstillisunclearastowhethermoststressorsinacollegestudentslifeareduetoacademicsorinternalrelationships.However,itisnoteworthytoincludethatthreeoutofthetopfivestressorsinacollegestudentslifewerefoundtobeintrapersonal;changeinsleepinghabits,changeineatinghabits,andnewresponsibilities(Ross,1999)..0@0Itisimportantforadministratorstoidentifywhatcollegestudentsviewasrealistic  goals,aswellastheirlevelofmotivationtopursuethesegoals.#@0.0Q#IԀAccordingtoseveral P reportsbyEskilson&Wiley(1999),studentssoughtcurriculumthatsupportedtheircareergoals.Contrarytothe popularassumptionofGenerationX,Eskilson&Wiley(1999,p.51)reportedthatmanystudentsresponsestotheirsurveyquestionsseemedtobebasedontheirfamilysituation,theirgender,socioeconomicstatus,andtheirethnicity.Moststudentsreportedthatitislikelytheywouldachievetheirgoalsinlife.However,firstgenerationcollegestudentsindicatedconcernthat difficultieswithconnections,money,andgettingtherighteducationmightimpedetheirfuturesuccess(Eskilson&Wiley,1999,p.52).Infact,EskilsonandWiley(1998), foundnocorrelationbetweencollegeacademicperformanceasmeasuredbygradepointaverage,andtheimportanceattachedtofuturematerialsuccess,suggestingthattheirhopesforthefuturemaynotbefoundedonpresenteffortandaccomplishment(p.57).Manyoftodaysstudentsarticulatedthisobservationinthecommonphrase:Itisnotwhatyouknow,butwhomyouknow.Thistrulyepitomizeshowstudentsfeelaboutmakingthe rightconnectionswithothersinordertodevelopandenjoyasuccessfulcareer.Studentsconsideredmoneytobeaprerequisitetosuccess;bothforsustenanceandeducationcosts(Eskilson&Wiley,1999).Inaddition,studentsrealizedthatalackofmoneyandhelpful connectionscouldimpedesuccessforthoseinalowersocioeconomicbracket.Studentsalsoidentifiedmotivationasadeterminingfactorofsuccess.Eskilson&Wileys(1990)researchshowedthatforwhitewomenandmenofcolor, thosewhoseparentshadalowlevelofeducationare,onaverage,moreoptimisticthan i$( * theircounterpartsfromahighereducationalbackground(p.52).Womenofcolordisplayedanoppositepatternthanotherstested,andtherewasnoimpactof parentaleducationonwhitemales.Insummary,minorityrespondentswerefoundsignificantlymorelikelytoexpectfinancialsuccess(Eskilson&Wiley,1999).Thispointedtothefeelingthatstudentshadanexpectationtobeasgoodastheirparents,ratherthanhavingtheinnerdriveordesiretobemoreeducatedthanonesparents(Eskilson&Wiley,1999).However,therewassomeoverlapingoalsratedmosthighlybywomenandmen,whiteandminoritiesalike.Thetopfivegoalsthatoverlappedincluded: havingawarmcaringrelationshipwithanotheradult,toacquiremasteryofskillsfortheiroccupation,tohaveasecurefinancialfuture,tohaveacomfortablerelationshipwiththeiroriginalfamily,andtobephysicallyfit(Eskilson&Wiley,1999,p.60).Truly,theacademyistransitioning.Facultyarelearningnewteachingskills,inordertobettermeettheneedsofstudents.Thisisachallengeforprofessors,especiallysincemanyhaveneverseennewteachingmodelsofdemonstrated.However,itappearsthatboththestudentsmotivationandtheinstructorsattempttoadapttheirteachingstylesneedtochangetofacilitatemoreeffectivecommunicationandlearningintheclassroom.AsHiggins(1998)states, mostcollegeadministrators,trustees,facultyandstaff8wouldagreethatthetruegoalofhighereducationistotransformlives.Theacceptanceofthischallengemightindeedbethemostimportantchangeinhighereducationthathasoccurredoverthelast50years(p.15).&&    @.@0@.@.@.@.@X X@.X(XX@X X(XXX(X(XXX(>XXXX(      TXXX>XT0XTX  REFERENCES b ` &`gan    T0T0T0T0T0T0T0T0@0T0@0@0@0@0@0@0'`    Eskilson,A.&Wiley,M.G.(1999).SolvingfortheX:Aspirationsand   )   expectationsofcollegestudents.CitationofYouthand      Adolescence,30(1),5170. t Green,K.C.(1999,March).Whenwishescometrue:Collegesandthe  convergenceofaccess,lifelonglearning,andtechnology.Change,31 A   (2),1015.0  @.@0@.@.@.@.@X X@.X(XX@X X(XXX(X(XXX(>XXXX(      TXXX>X#TXXXTXb#T0XTXHersh,RichardH.(1997,March).Intentionsandperceptions:Anational     surveyofpublicattitudestowardliberalartseducation.Change,29, P!   1623.0egan    T0T0T0T0T0T0T0T0@0T0@0@0@0@0@0@0  Higgins,T.(1998August).EvolutionsinHigherEducation.Momentum,29 #   (3),1215.Komives,S.,Woodard,D.&Associates.(1996).Studentservices:A  h%   handbookfortheprofession.SanFrancisco:JosseyBassPublishers. q!0& Levine,A.&Cureton,J.(1998).Whenhopeandfearcollide:Aportrait 9"'   oftodayscollegestudents.SanFrancisco:JosseyBassPublishers, #(    1998. #) Nuss,E.(1998).Redefiningcollegeanduniversityrelationshipswith   A    students.NASPAJournal,35(3),18392.  #@X X@0 g#@0X@X Ross,S.(1999June).Sourcesofstressamongcollegestudents.College    StudentJournal,33(2),31217. T c  JosLuisRieraisastudentintheStudentAffairsinHigherEducationgraduateprogramatColoradoStateUniversity.#@X X@0pl#@.X@X R  t  #@X X@.m#Lm @^"Q^X@X  $ # Ї#@X X^@^"Qn# @.X@X 3G 3GenderOnCampus:IssuesforCollegeWomen #@X X@.n# A &&    B.` hp x (#XB@.X@X @0@.@.@0@X X@.X(XX@X X(XXX(X(XXX(>XXXX(      TXXX>XT0XTX    #TXXT0Bq#SharonBohnGmelch bq  &o     TXXXTXTXXXTXTXXXTXTXXXTX@X XXTX@X XX@X @X XX@X @X XX@X  XX'Uo  RutgersUniversityPress,1998  224pages,$16.00(softcover)oqD   (#X      B.` hp x (#(#BDs      XX    E&    B.` hp x (#XB      t    @0X@X ReviewedbyWendyM.Wallace#@X X@0bu# Lu   Etsch3 3    ' t3 33 32 22 2  @uӀ  @0X@X GenderOnCampus(1998)bySharonBohnGmelchwasarefreshing,yetequally y 8 saddeningglanceatwomensstatusoncollegeanduniversitycampuses.Gmelchexaminedtheharshrealitiescollegiatewomenexperiencedayinanddayout.Thisbookbroughttogetherthevarietyofissuesfacedbywomenincollegeastheendofthetwentiethcenturyneared.Shebroughtthereaderuptodatewithstatisticsandinformation,whichwereknowntobetrueasmanyastwentyyearsago.Someofthestatisticsreinforcedthemyththatchangeshaveoccurred,whileintruth,womensstatusinsociety,mirroredonthecollegecampus,haschangdeminimallyn.Theabolitionofthedifferencesorthedisparitiesintreatmentbetweenthegendersisdistant.Gmelchprovidedconcreteandspecificexamplesofwayswomenandmencanaddresstheissuesthatdividethem.Gmelchdividedherbookintofoursections:GenderIssuesonCampus,DealingWithDiversity,SexualityandtheBody,andCollegeandBeyond.Gmelchapproachedthetopicsoffeminism,genderandtheclassroom,theimpactoflanguage,andwomeninathleticsinthefirstsectionofherbook.Shedefinedfeminismas oneofhumanitysbasicsocialmovementsforequalityandliberty(1998,p.8).AccordingtoGmelch,tobeafeministwastobeaproponentofwomenhavingfullequalitytomen,todeploresexism,andtodesireaworldinwhichmenandwomenareequallyvalued.Gmelchsdedicationtodiversityandtheexplorationofwomensissuesfrommultipleperspectives,evidentinthesecondportionofherbook,wasrefreshing.Shediscussedtheuniqueissuesofwomenofcolor,nontraditionallyagedwomen,womenwithdisabilities,andwomenwhoidentifyaslesbian,bisexual,ortransgendered.AlthoughGmelchdedicatedachapterspecificallytodiversity,shealsowovetheneedtoaddressthediversityofwomenthroughoutherbook.Gmelchexaminedsexuality,drugandalcoholuse,work,politics,andmediathroughthelensofmulticulturalism.Thisintertwiningofdiversityissuesreinforcedherpremisethatwhite,ablebodied,heterosexualwomenarenottheonlyoneswhofacegenderrelateddiscrimination.  9#' Unfortunately,asmuchasGmelchdedicatedattentiontoissuesofdiversity,she skimmedoverwomensissuessurroundingsexualityinonechapterofthethirdsectionentitled, SexualityandtheBody.Withoutfullyexploringthevarioussexualityissueswomenfaceincollegesuchascontraceptionandpregnancy,shewrappedsexualexploration,sexuallytransmittedinfections,HIVandAIDS,andabortionintooneverybriefchapterpertainingtosexuality.Gmelchdidexploreotherissuesrelatedtohealthandsexuality,includingeatingdisordersandbodyimage,problemswithdrugsandalcohol,andsexualassault.Shefurtheridentifiedtheimpactmen,media,andexpectationsplayedupontheseconcerns:Gmelchsuggestedthatadvertisementsoffera distortedimageofwomanhood(p.217)inwhich womensbodiesareusedtoadvertisevirtuallyeverything(p.218).Inherlastsection,Gmelchmovedbeyondthecollegeenvironment,broadeningherfocustomedia,work,andpolitics.Forwomentransitioningoutofcollege,theseaspectsplayedanimportantroleintheirlives.Sheclaimedthatthemannerinwhichwomenareportrayedinmagazines,films,televisionprograms,andinthenewshasindirectlycontributedtowomensperceptionoftheirplaceinsociety.Gmelchallegedthatthefocusoftheimagesonsexualityfurtherinfluencedhowbothmenandwomenview,behavearound,andinteractwiththefemalesexintheyearsaftercollege.Gmelchassertedthatwomenwhoworkoutsideofthehomecontinuetofacesimilarissuesandinequalitiesaswomenincollege,including thedifficultyofbalancingworkandfamilyobligations(p.242).Gmelchsfollowupineachchapter,withconcreteinformationandapproachestoinitiatechange,wasthemostinspirationalpartofGenderOnCampus.Eachchapter ` endedwiththreesections: DidYouKnow, WhatYouCanDo,and Resources.Thefirstsection, DidYouKnow?,listedfactsandfiguresrelevanttothesubjectathand:vC = $$=CXE1` hp x (#XE  U          Fourpercentofwomenwithdisabilitieshavecollegedegrees,comparedto20percentofnondisabledwomen(p.141).X]X  Theethniccompositionofenteringcollegestudentsinthe1990sisroughly8percentAfricanAmerican,2percentNativeAmerican,4percentAsian,4percentLatino,and82percentwhite(p.108).XUago      ]C = $$=CH.` hp x (#h` XH WhatYouCanDopresentedthereaderwithspecificstrategiesforhandlingconcernsandaddressingproblemsoncampus:C = $$=CE1` hp x (#XE0  0(   (( X  U          Ifyouareheterosexual,donotassumeeveryoneelseis.Payattentiontothelanguageyouuseandtotheassumptionsitcontains.Dont automaticallyassume,forexample,thatotherwomenwillwanttobring #h) ;KVXXXX  3;KVXXXX  33;KVXXXX  32;KVXXXX  22;KVXXXX  2theirboyfriendstoasocialevent.Instead,askthemtobringtheirpartners3;KVXXXX  33;KVXXXX  32;KVXXXX  22;KVXXXX  2orsignificantothers(p.87). XUago      ]UXU        9  H.` hp x (#h` XH      Encouragetheofficeofresidencelifeorthedeanofstudentstotrainresidentadvisorsabouteatingdisordersandhavethemtalktoincoming3;KVXXXX  3firstyearstudentsabouttherisksandhowtodetectapossibleproblem(p.163).Xv9Ñago    $h` XX$  Uago      C = $$=CH.` hp x (#h` XHThefinalsection, Resources,providedreaderswithalistofbooks,videos,andorganizationsfromwhichonecanseeknewinformationandsourcestoeducatestudents,faculty,andstaff.Examplesincludedthefollowing:C = $$=CE1` hp x (#XEX Book  q 0  Ѐ Tannen,Deborah.1990.YouJustDontUnderstand.NewYork: 5  Morrow(p.57). Video  D  Ѐ WomenofHope:LatinasAbriendoCamino.Thistwentyeightminute I  documentary,producedbytheBreadandRosesProject,profilestwelvewomenwhohavebrokennewgroundintheirlivesandachievements,inpolitics,writing,theater,andotherareas.ItincludesimportantarchivalfootageandfeaturesasoundtrackofdiverseandimportantLatinmusic.Astudyguideandpostersarealsoavailable.FilmsfortheHumanities,POBox2053,Princeton,NJ085432053.Phone:(800)2575126(p.114). Organization  m, Ѐ MediaWatch,POBox618,SantaCruz,CA950610618.Phone:(408) 1 4236355.MediaWatchisanationalorganizationconcernedwiththeimageofwomeninmedia.Itproducesaquarterlynewsletter.Ifyousubscribe,youwillreceivepreaddressed,prewrittenpostcardstosendtoexecutives,advertisers,andmarketerswhoengageinsexistadvertising(p.233).XC = $$=CH.` hp x (#h` XHThestrategiesdescribedinGenderOnCampusprovidestudentaffairs P! administratorswithtangibleinformationandmethodstocreatechangeoncampusesandtocreatewelcomingenvironmentsforallwomen.Bulletinboards,pamphlets,workshops,seminars,classlectures,anddiscussionsweresomeoftheidentifiedtoolsthatschooladministratorscouldutilizetoeducatetheirstudentpopulation.Gmelchsownbiasestowardtheseissuesandthemeswereprevalentthroughthetopicsonwhichsheprovidedthemostinformation.Firstandforemost,asawoman,thebiasofgrowingupfemaleinapatriarchalsocietyperhapsinfluencedherselectionofthistopicasasubjectforherauthorship.Asananthropologyprofessor, y$8 * herspecificbackgroundisingenderandethnicity,perhapsexplainingwhyshewovemoreethnicandracialthemesthroughherbookthandiscussingissuesforwomenwithdisabilities,nontraditionallyagedwomen,orwomenwhoidentifyaslesbian,bisexual,ortransgendered.Thisbookishighlyrecommendedformanypeople:womenenteringcollege;otherwomenwantingtounderstandthecurrentissuesfacedbytheirsisters,daughters,mothers,andfriends;menwishingtounderstandtheissueswomenface;andadministratorswantingtocreatepositivechangeontheircampus.Gmelchbelievedawareness,understanding,andactionarekeycomponentstocreatingamoregenderequalworldforcollegewomeninthenextmillennium.%& L   B.` hp x (#XB@.@0@0@.@.@0@X X@.X(XX@X X(XXX(X(XXX(>XXXX(      >0X>XT0>0  REFERENCE   q 0  %2sues33     XX'L B332222    Gmelch,S.B.(1998).Genderoncampus:Issuesforcollegewomen.New     Brunswick,NJ:RutgersUniversityPress.WendyM.Wallace(99)isaComplexCoordinatoratColoradoState    University.   #TXXT0v#T.XTXy ## Їأ#TXXT.(#T.XTX 3HG  3Classof1999#TXXT.# P X Eachyear,studentsofthegraduating } < SAHEclassconductoriginalresearchintheformofathesis,orprepareaprofessionalpaperinordertomeetgraduationrequirements.TheEditorialBoardispleasedtosharetheresearchtopicsfromtheClassof1999.WhatfollowsisthecurrentplacementofthemembersoftheClassof1999,followedbythetitleoftheirresearch.Pleasefeelfreetocontacttheauthorifyouwouldlikemoreinformationabouthisorherresearch.Acopyofeachauthorsthesisorprofessionalpaperalsoare__kept_intheSAHELibrary,locatedinthePalmerCenterontheColoradoStateUniversitycampus.X]O ___T&+&XTX #" LeslieAlfonso#TXX+&T&# A T&+&XTX UniversityAdvancement  ColoradoStateUniversityFortCollins,ColoradoTortLiabilityinHigherEducation:FutureImpactonStudentAffairs ` Professionals  y8 RuthannCoyote    ResidenceLifeUniversityofArizonaTucson,ArizonaMotivationsforGivinginAlumniDonorsataPublicInstitution a   LauraDicke    AreaCoordinatorJohnCarrollUniversityUniversityHeights,OhioThrowingaPebbleIntothePond:TheImpactofthePresidents I LeadershipProgramonStudentsEthicalLeadershipDevelopment !  TanyaDommel  h EnglishInstructorHongIkUniversitySeoul,KoreaAdoptedAsianAmericanStudents:AJourneyThroughCollege    AndrewFeldman  P AssistantDirectorofStudentLifeforCommunityServicesUniversityofVermontBurlington,VermontMakingtheColoradoStateUniversityChallengeRopesCourseaMore  " EffectiveTeambuildingExperience !#  Q$ & Ї RebeccaFernandez  A StudentDevelopmentSpecialist/StudentSupportServicesMetroStateCollegeofDenverDenver,ColoradoAQualitativeStudyontheFutureofEthnicStudiesatColoradoState ` University:ConsideringtheValidityofCreatinganEthnicStudiesDepartment Q   KyleFunakoshi     RecruitmentCoordinatorforAsian/PacificStudentsWashingtonStateUniversityPullman,WashingtonProvidingAdvocacySupportServicesforMultiracial/Multiethnic 9  StudentsatColoradoStateUniversity    ErinE.Guild X  AssistantDirectorofCampusActivitiesandConferenceServices q0 FrontRangeCommunityCollegeLarimerCampusFortCollins,Colorado  ! PromotingAcademicIntegrityatColoradoStateUniversity   TamiL.Gonzales D  FortCollins,Colorado  ]  AQualitativeStudy:HowUnitedStatesGlobalNomadsExperience 5 College    GwenJohnson  T AcademicAdvisorWesternStateCollegeGunnison,ColoradoWildernessPursuitOrientationProgram:AModel  "  U$ & Ї KyleKraus  A ResidenceDirectorUniversityofMassachusetts,AmherstAmherst,MassachusettsK12andHigherEducation:HistoricalReview,Collaboration,andthe ` FutureImplicationsforStudentAffairs y8  ChristieLeighton    OfficeofFinancialAidColoradoStateUniversityFortCollins,ColoradoParaprofessionalsintheFinancialAidOffice:Considerationsfora a  ComprehensiveProgram 9   KirstenPeterson    ResidentDirectorUniversityofSantaClaraSantaClara,CaliforniaTheRelationshipofMissionStatementsandthePrivatizationof ! CampusHousing   LaurelReed  @ AssistantDirectorofCampusActivitiesDenisonUniversityGranville,OhioTheUniversityWideSupportStaffDevelopmentProgram:AModel   DaveRosch  i( ResidentDirectorSyracuseUniversitySyracuse,NewYorkUsingtheSIDIVandCSEQtoMeasureIntellectualDevelopmentof !# StudentsinaDistanceEducationProgram "`$  Q$ &  JenniferG.Roy  A CoordinatorofProgrammingandLeadershipDevelopmentCaliforniaStateUniversity,ChicoChico,CaliforniaFactorsThatDeterEthnicallyDiverseStudentsfromPursuingResident ` AssistantPositionsatColoradoStateUniversity y8  DaveRuble    ResidentDirectorWesternWashingtonUniversityBellingham,WashingtonInvolvementRevisited:StudentswithLearningDisabilitiesandTheir a  NeedsOutsidetheClassroom 9   TraceySouverein    FortCollins,ColoradoTheNeedforChange:UniversitiesandWomenwithFamilies q0  WendyM.Wallace   ComplexCoordinatorColoradoStateUniversityFortCollins,ColoradoTraversingMountains:TheCareerExperienceofFemaleStudent Y AffairsProfessionals 1 #TXX+&T& #֥    T.XTXoH ColoradoStateUniversityJournalofStudentAffairs A GuidelinesforManuscriptPreparation#TXXT.=#T0XTX  Purpose -  ManuscriptsshouldbewrittenfortheStudentAffairsgeneralistwhohasbroad  responsibilityforeducationalleadership,policy,staffdevelopment,andmanagement.Articleswithspecializedtopics,suchasharassment,shouldbewrittentoprovidethegeneralistwithanunderstandingoftheimportanceoftheprogramareatoStudentAffairs;suchanarticleshouldnottaketheformofaprogramspecialistwritingtoaprogramspecialist.TheEditorialBoardinvitessubmissionsofthefollowingtypesofarticles:C = $$=C'  B.4 <DL!XB'"0    0  Quantitative,Qualitative,orEmancipatoryResearchArticles'݌  Ќ  '  '"0    0  EditorialArticles'݌  Ќ  '  '"0    0  HistoricalArticles'݌X  Ќ  '  'Z"0    0  Opinion/PositionPieces'Zu݌]  Ќ  '  '"0    0  BookReviews'8݌!  Ќ  C = $$=CE+ 4 <DL!, XEResearcharticlesfortheJournalshouldstresstheunderlyingissuesorproblem h thatstimulatedtheresearch;treatthemethodologyconcisely;andmostimportantly,offerafulldiscussionoftheresults,implications,andconclusions. Procedure |  Manuscriptsshouldnotexceed3,000words(approximately12pagesofdouble @ spaced,typewrittencopy,includingreferences,tables,andfigures),andshouldnotbefewerthan1,000words(approximatelyfourpages).Exceptionsshouldbediscussedwiththeeditorspriortosubmission.Tosubmitanarticle:$ XX$IG{(1  .0    Preparethemanuscript,includingtitlepageandreferencepage,in  accordancewiththePublicationManualoftheAmericanPsychological  Association,FourthEdition.IG{(  d IG{(2  .0    IG{luall(  Sendtheoriginalthemanuscripttotheaddresslistedfortheeditorial m,  board.  C [ $$=CIG{(3  .0    IG{sity(  Includeanarticleabstractandbriefdescriptionoftheauthor(s)." IG{(4  .0    IG{sd(  Doublespaceallportionsofthemanuscript,includingreferences,tables, x# andfigures.  IG{(5  .0    IG{(  Avoidsexistterminology;refertopage50ofthePublicationManualfor A!% assistance.  IG{(6  .0    IG{26(  Donotusefootnotes;incorporatetheinformationintothetext."' IG{(7  .0    IG{b(  Usetheactivevoiceasmuchaspossible.#P( IG{(8  .0    IG{'(  Checksubject/verbagreement,singular/plural.U$ ) toIG{(9  .0    IG{(   Useverbtenseappropriately:pasttensefortheliteraturereviewand A descriptionofprocedures,andpresenttensefortheresultsanddiscussion.  IG{(10  .0    IG{Ceyo(   Proofreadanddoublecheckallreferences/citationsbeforesubmittingyour  manuscript.  IG{(11  .0    IG{Beyo(   SaveyourarticleinRichTextFormat(.rtf),IBMversions,whenever Q possible.  L գ($[LIG{(12  .0    IG{tsi(   Authorswillbeprovidedwitha_Ԁ3.5_diskonwhichto__typetheirarticle;_  thisdiskshouldbesubmittedwithyourfinalcopy.  IG{(13  .0    IG{tsi(   Anyarticleunderconsiderationforpublicationinanationallydistributed a  journalmaynotbesubmittedtotheColoradoStateJournalofStudentAffairs.    ( X X(#TXXT0#T.XTX e$$ ! Ї  PASTEDITORS#TXXT.#T0XTX A    AsweproducetheninetheditionoftheColoradoStateUniversityJournalof  StudentAffairs,wewanttoacknowledgethosewhohavelayedthefoundationfor  oursuccess.  h U#TXXT0#T.XTXMANAGINGEDITORS#TXXT.#T0XTX } <     199899  KirstenPeterson99  U   #TXXT0#T0XTX 1997980  BethYohe98  1996970  RayGasser97&JocelynLowry97  1995960    DeEttaJones96&MichaelKarpinski96`  1994950  JeremyEaves95&AliciaVik95e$  1993940  MaryFrank94&KeithRobinder94)  1992930  JodiBerman93&BradLau93  1991920    MarieE.Oamek92p  T.T0FACULTYADVISORS#T0T..#T5/T0 D #T0/T5ڀ#   1996topresent0  MarthaFosdick(95),AssistanttotheVicePresidentfor X StudentAffairs,ColoradoStateUniversity  1991to19980  Dr.KeithMiser,VicePresidentforStudentAffairs,Colorado ! StateUniversity