WHAT A RIDE!!!!!!!!!!!!!!

Wow! I truly can’t believe it’s over. This been the most dynamic class I have ever experienced. No textbooks, no lectures. Just the students and the instructor talking through the issues of student affairs. Now why should that be so unusual?

I don’t know the answer to this. But what I do know is this was the most spectacular method of teaching I have ever encountered. I must say, I have learned more about student affairs through this class than I could ever have imagined. Through the interaction with my classmates, I have been able to develop an insight into several topics relevant to the college student today. We started out with the generic topic of the college student today. From that topic, we moved into more specific areas such as the college student and community, and freedom of speech on the college campus. I shared the views of most of my classmates concerning the importance of the college community. I think we all had similar feelings about the importance of the physical structure of the community. We varied on the effects of the virtual community, as it relates to twitter, facebook, and the like. Needless to say, I showed my age on this one! From there we moved into some rather serious subjects – school shootings, beyond freedom of speech, and “sex, drugs, and rock and roll.” Sparky shared some of his experiences and how he handled difficult situations. It was so interesting to hear about how he worked "with" the students, not "around" them when he was working through a crisis. I learned so much just from listening to him.

Although varied, each of these topics had a central theme – what is going on in the minds of college students today. Being the “grandmother” of the class, I had the unique opportunity of hearing about these topics from each of you. You are the heart and sole of the university campus. You are living and breathing each of these topics everyday. So each of you were “teachers” for me. Thank you.

Speaking of teachers, I don’t know anyone that could have done a better job at instructing this class than Sparky. His knowledge and compassion for student affairs was evident in the stories we all enjoyed. But they weren’t just stories. Each of them had a message. Sparky shared with us his experience with and his appreciation for the college student. In each topic we discussed, he was able to add a personal insight that can't be found in any textbook.

I would be remiss if I left my blog without telling each of you just how much I enjoyed being in this class with you. The discussions we had made me feel like I really got to know each of you. This seldom happens in the "traditional" class setting. I feel like this class "set the bar" for all my other classes. I'm not sure any will be able to measure up.

I am sure our paths will cross in other classrooms, but this is an experience I will always treasure.

From "The Grill" to the Ole Miss Union

Our topic this week involved student unions. I tried to find the history of the Ole Miss student union, but was unsuccessful. However, (and I will be revealing my age with this one) I remember when the Student Union was located in what is now Weir Hall. Well, actually we called it "The Grill." Sounds strange, but it was really a neat place. People gathered each morning and discussed everything from the next sporting event on the University to world events. If you were looking for someone, odds were, they were at "The Grill."

Since I was unable to find information that specifically addressed the Ole Miss student union, I decided to write a little about the design of student unions in our country and how they have evolved.

During the late 1800’s several building types, not previously associated with a university began to spring up on college campuses. Among these were gymnasiums and student centers. According to an article I came across in the Chronicle of Higher Education, student centers began in the 1890’s as the university student population began its break from the homogeneous history. Students were from a more diversified income level, ranging from the very poor to the socially elite. The faculty members of this era were almost strictly focused on scholarly research, while the students were there for “social grooming.” There was no longer a collective identity to the university. The birth of the student center, or student union, provided an outlet for students to exercise their desire for a life outside the classroom.

According to my research, the first student center was erected on the University of Pennsylvania campus. Houston Hall, as it was named, was a cozy setting that resembled a country estate and featured a “clubhouse,” in the traditional English style and donned with dark oak paneling in every possible area. Almost a century passed before the building was remodeled to include outside concessions and a more commercial atmosphere. The discrete clubhouse gave way to the open atrium and a more contemporary atmosphere. Most every student center/union was followed this architectural design.

The Ole Miss Union seems to have been built along this same design. So what’s wrong with that? Personally, I think the design of the Ole Miss Union is more like a “visitor’s center” at a national park. Nothing against having an atrium, but our union just doesn’t have any personality. Too much concrete and glass for me. A modern student center should not only serve the students, but also act as a recruiting center for prospective students. When prospects visit the Ole Miss campus, in which single building do they spend the most time? Okay, maybe it’s the Turner Center, but I’ll leave that for another time.

How Green is Your Valley?

“Going green” is certainly the rage nowadays. We see it everywhere we look. And this is a good thing. College campuses are the perfect setting for instilling “green” initiatives. College students seem to always be looking for a “cause” and this is certainly one worthy of sustaining. The University of Mississippi “Red, Blue, and Green” campaign has really gained momentum and seems to be making progress in the environmental campaign.

However, I decided to take a walk through the “valley” of University offices, just to see how we are doing. Here are a few of the “ungreen” activities I observed.

Only 2 of the 12 offices I visited had “waste paper” recycling bins that I could see. They may have been in a back office, but how many people are going to make the effort of walking to another office to recycle their discarded paper when the trash can is right under or beside their desk?

EVERY office I visited had computers turned on that were not in use and no one seated at the computer. Each of these computers had screen savers running.

Of the 12 offices I visited, most were using LCD monitors. However, there were 8 CRT monitors among those that were left on and not being used. Newer monitors are more energy efficient than older monitors. New CRT monitors require less energy than older CRT monitors of equivalent size. However, LCD monitors require much less energy than CRT monitors. Not to mention how much friendlier they are to the eye!

Here are a few items to consider:

After lighting, computers and monitors have the highest energy consumption in office environments. Simply turning them off at night or during long periods of unused time can save hundreds or thousands of dollars a year on electricity costs.

In a typical “9 to 5” office, computers are used for less than 25% of the week. Ensuring computers are turned off at night reduces their running time by 75%. This represents an opportunity to make significant savings on energy consumption and electricity costs.

According to Cornell University’s website, a typical workstation consists of energy eating devices such as a computer, monitor, and any number of peripherals. A typical example might include a Dell Optiplex GX280 desktop, Dell 17" CRT monitor, keyboard, mouse, speakers and a scanner. Such a configuration when left turned on and idle, would consume 150 watts per hour or 3.6kWhrs every day or $1,143 per year. I don’t know exactly how many such configurations like this are on the University of Mississippi campus, but the cost for every 100 such configurations would be $114,300.00 per year. And this is if the system is left idle!

Bottom line, we all need to be more conscious about turning off our computers at night or anytime they are not in use for an extended period of time. Additionally, we need to discourage the use of screensavers, and simply turn off our monitors when not in use. As for printers, speakers, scanners, and other peripherals, these devices should also be turned off when not in use.

I found this information from the Cornell website really put it into perspective for me.

These days with power consumption and costs on the rise, saving energy is becoming a larger issue. There are a multitude of ways to save energy by adjusting settings on PCs, printers, and peripherals. Looking at computers, you can see the difference between leaving it on all the time compared to turning it off at the end of the day. It would take the work of close to 500 trees to counteract the effect of leaving one computer on all the time. Compare this to only 70 trees for a computer that was turned off at the end of the day, weekends and lunch hours.


The entire article can be viewed at: http://computing.fs.cornell.edu/Sustainable/FSSustainableComputingGuide.pdf

Most of us are pretty good at turning off the light when we leave a room. Why not just turn off that computer on your way out?

The following link is a fun video about "Going Green." Talks about "walking the walk" when going green. We can't just talk about it, we have to do it!
http://www.youtube.com/watch?v=_hPcPEeB_Ok

Changed Lives

If it happened to this female it can happen to anyone.

Mary was excited about entering college. She had grown up around the university – actually lived in the same town as the campus. Most of her best friends were attending the same school. Like many females on this campus, Mary went through "Rush" with the anticipation of being in a sorority with her friends. That part didn’t work out exactly as she had anticipated. Although her other girl friends were invited to join the sorority of their choice, Mary was not. As the week of "Rush" progressed, Mary was “cut” from what were considered the “prestigious” sororities her friends were asked to join. However, she did get a bid to one of the “other” sororities. Mary accepted the bid.

As the first weeks of school evolved, everything progressed much as Mary had anticipated. She met new friends and really began to enjoy her life as a “pledge.” She lived on the same floor of the dorm with her high school friends and life was good. Much to her surprise, Mary was asked to be a “little sister” to one of the fraternities on campus. She never expected this, as these invitations usually went to girls in the sororities her friends had pledged. Mary was so proud, so excited!! Everyone in Mary’s sorority congratulated her and encouraged her to accept the offer of being a “little sister.” Mary did.

Soon after, the fraternity had a party and all the “little sisters” were invited. Mary even had a date with one of the fraternity pledges. She didn’t really know the guy, but her sorority sisters assured her that it was okay. Mary was quite anxious, but also excited about attending the prestigious party.

The music was loud and everyone was drinking. Mary was embarrassed to admit to her date that she had never had any alcoholic beverages, so when her date brought her a drink that tasted like fruit punch was felt relived. She found it actually tasted quite good. As the evening progressed , Mary's date continued to refill her cup. That was about the last thing Mary could clearly remember about the evening.

Mary awoke the next morning in a bed she did not recognize in a room she did not ever remember seeing before. Where was she? Was she still in the fraternity house? She was dizzy and nauseated. What had happened? She only remembered drinking a few glasses of that “punch.” As her head began to clear, Mary realized that she was naked. She looked at the sheets partially covering her body and saw that she had been bleeding. The pain she felt on her body was nothing compared to the emotional pain that soared through her head. Oh my God! Mary knew what had happened. Sometime during the night she had had sexual intercourse, but with who? She quickly dressed and walked out of the room. As she proceeded down the stairs, she realized immediately that she was in fact still in the fraternity house. The jeers and laughter she met as she exited the building still echo in her ears.

Mary was ashamed. No, she was humiliated. How could she have let this happen? How many people knew? How could she ever face her friends again?

Mary’s life was forever changed. She never went back to the fraternity house. She did not accept the invitation to become a fraternity “little sister.” As a matter of fact, Mary never stepped back into a fraternity house. Her sorority sisters could not understand her decision and made known their disappointment in her. Mary eventually left the sorority.

This is a true story. It happened over 35 years ago to someone I know very well. Date rape on the college campus is a serious problem. According the U. S. Justice Department’s National Institute of Justice and Bureau of Justice Statistics, approximately 1 in 36 college women experience a rape or attempted rape in an academic year. The Sarah Isom Center for Women and Gender Studies reports the following alarming statistics:

§ 1 in 6 college women are victims of rape or attempted rape
§ Average age of victim is 18
§ 70 – 85% of women are acquainted with their assailant
§ Almost 60% of rapes occur on the 1st date
§ High percentage of acquaintance rapes of freshmen women occur sometime between the first day of school and the first break
§ Alcohol and/or drugs are involved in 90% of all acquaintance rapes
§ 95% of victims do not report the assault to the police / 50% tell no one

Acquaintance rape is a serious matter. No one has the right to sexually assault another person. Being under the influence of drugs and/or alcohol does not change this fact. Mary Todd, sexual assault advocate and assistant director of Kansas State University’s Women’s Center put it this way. "There are absolutely no circumstances which make it acceptable to force sexual activity on another person. It doesn't matter if a woman has been drinking with someone all night, if they are engaged in petting, if they have had sex on previous occasions -- without an active, mindful 'yes' it is an assault.” (http://www.k-state.edu/media/webzine/Didyouhearyes/mostunreported.html)

I found a very informative NPR radio interview dated March 4, 2010. I hope everyone will find time to listen to this audio. Perhaps it will help you avoid becoming a victim. Or maybe it will help you understand just how tragic acquaintance rape can be to both the victim and the perpetrator.

http://www.npr.org/templates/story/story.php?storyId=124272157

Seeking Purpose and Understanding

This week’s topic of spirituality on the secular campus was incredibly interesting to research. The article that struck me the most was one by Peter Laurence entitled, “Can Religion and Spirituality Find a Place in Higher Education?” Although somewhat dated (1999), it really spoke to my thoughts and feelings about this concept in the life of a secular campus.

First of all, I want to express that I am a Christian. I believe that Jesus Christ was the Son of God and that only through Him can one achieve eternal life. I respect the right of others to have their beliefs and do not believe it is right to judge those who do not share my beliefs. Having said that, there is an obvious difference between religion and spirituality. While religion generally refers to a set of beliefs and practices designed to guide the believer into a particular lifestyle, spirituality relates more to a search for a connectedness and purpose.

Peter Laurence expressed three patterns of expression as it relates to spirituality:
Spirituality as it relates more to an “inner” rather than and “outer” experience

“Whole” and “holistic” thoughts, such as seeing oneself as a part of the bigger picture, and

Having a relationship with the entire universe.

Truly, the number of definitions and concepts of spirituality you can gather will depend on how many people you survey. But once compiled, they all lead to one central theme: Going beyond a search for academic knowledge and into a quest for the meaning and purpose of life.

Parker Palmer wrote a book that anyone interested in how religion and spirituality relate to the educational setting should consider reading. The book entitled, The Courage to Teach, deals with the manner and reason why academia feels threatened by concept of spirituality and education. The answer is simple. Academia is primarily empirically based, while spirituality is completely subjective. Others fear that mixing spirituality with education will lead to curriculum skewed toward specific religious views. The reality is that spirituality (or connectedness) on the secular campus can be a very positive force in breaking down the fragmentation associated with our educational structure.

Stepping out into another area, I would like to address the concept of spirituality as it relates to religion on the secular campus. As an instructor, I am always very cautious to not to make religious references when dealing with my students. However, I hear more and more students referencing their religion to me. I believe the “diversity” concept has actually served to strengthen the Christian beliefs on the secular campus. For so many years it seemed almost taboo to even mention the word “Christian” in the academic setting. I believe the move in recent years towards a more accepting attitude of other religious beliefs, such as Muslim and Buddhism, has lead to an awakening of Christian values and expression on the secular campus. Although they have been around as long as I can remember, Christian groups are finding a rebirth on the college campus. I personally, feel this is a positive move.

When "Free Speech" Turns Violent

Citizens of the United States are guaranteed many freedoms that people in many other parts of the world can only dream of. Unfortunately, there are those who take advantage of these freedoms and protections by thinking they can exercise them without regard for the rights of others.

One of the most cherished freedoms we hold as Americans is the freedom of speech. Recently, students at the University of California Berkeley took advantage of this freedom by turning free speech into a riot. Incitement to violence is not protected as free speech. And this is exactly what happened on the UC Berkeley campus on February 26, 2010. Footage of the protest can be see at the following link:

http://www.youtube.com/watch?v=zPW9YU9z5gg

What began as students attending an event leading up to the planned March 4th protest concerning recent tuition hikes, lead to a dance party, and eventually to a riotous event where university buildings were damaged. Problems began when students broke into an area closed for renovations and hung a banner advertising the upcoming March 4th protest. Damage to the building included broken windows and graffiti sprayed on the walls. The crowd continued to grow and confrontations with the police included students and former students throwing bottles, setting trash cans on fire, and breaking store front plate-glass windows. Police attempting to quell the crowd were pelted with rocks, bottles, a fire extinguisher, and other items.

What could have been the planning of a peaceful demonstration of freedom of speech was transformed into the arrest of several students and former students with charges ranging from assaulting a peace officer to inciting a riot.

And exactly what was accomplished by this action?

Whether or not the students have a legitimate argument concerning the recent tuition hikes, their voices are now tarnished by these riotous actions. Protests that are organized and for the right reasons and are carried out in a lawful manner do not destroy property and put people’s safety in danger. Instead, they bring awareness to the issue at hand. It really makes me wonder if these people realize just how precious freedom really is. I am outraged and saddened when I see citizens of this great country taking for granted what many in the history of our nation have fought and died to protect. Perhaps they would appreciate it more if they experienced life in a part of the world where simply speaking your mind can get you imprisoned or even executed.

Incitement to violence is not protected as free speech.

Building Accountability and Respect

Having a background in criminal justice, I am familiar with the concept of Restorative Justice. Although there are many variances, the basics of Restorative Justice focus on repairing the harm done and providing a method of “healing.” Some consider it as being too easy on the offender. Others view Restorative Justice as simply a way for the offender to get away with his/her offense without “paying a price.” Nothing could be further from the truth.

Restorative Justice is not a specific program, but rather a set of values and principles that become a guide on how a community or, in our case, an institution of higher learning approaches its response to policy infractions and student misconduct. Additionally, Restorative Justice focuses on the future, or the outcome of the process. This differs from “traditional” justice where the focus is on the present – the offender and the punishment. In one of the articles I read, the author, Eric Gilman, did an excellent job of explaining this. Mr. Gilman explained that in order to truly recover from a crime, all parties must be involved in the outcome or “healing” – the victim(s), the community, and the offender.

The outcomes for the offended include:
§ Having the opportunity to be heard
§ Having input in the “restoration” process and making sure his/her harms are actually addressed
§ Receiving the support needed for healing

The community focus for outcomes should address:
§ Insuring a safe community environment
§ Partnering with the justice system to assist the victim and the offender in becoming positive members of the community

As for the offender, the primary focus of Restorative Justice involves:
§ Accountability for the harm done
§ Being active in determining how the harms are addressed
§ Re-entry into the community as a productive and caring citizen

All of these principles are very applicable to the college campus environment. I will say that there are certain offenses that I do not feel should fall completely under the umbrella of Restorative Justice. By this I am referring to violent offenses that are better served with a combination approach of traditional and restorative.

Mr. Gilman’s entire article can be found at http://www.sfu.ca/cfrj/fulltext/gilman.pdf

Another source I found interesting was the Restorative Solutions website: http://www.restorativesolutions.us/colleges.html

Bearing in mind that this site is in the business of selling training workshops, they did have some interesting ideas worth sharing.

I am sure that most will agree that a lasting solution to any problem is one in which those affected have some sense of ownership. Following the principles of participation found in the concept of Restorative Justice – the students, the university officials, and the offender, all have a voice in the restoration process. Allowing the offender to be an active participant in this process will lead to a more long lasting and meaningful outcome for all parties involved.

Secondly, the Restorative Justice system requires the offender (which in this case would be a student) be held accountable to all parties. Students who violate campus policy or are involved in misconduct are actually offending everyone associated with the school. Even those who are not “direct” victims are affected by the mark on the reputation of the institution. Restorative Justice requires that the offender be held accountable to everyone. In return, the university can also play an active role in helping the offending student continue as a productive and responsible member of the university community.

Lastly, I believe that Restorative Justice facilitates a culture of caring. It has long been my philosophy that most crimes are the result of a lack of respect – both civilly and personally. Implementing Restorative Justice provides for an opportunity for others to share what respect means in their lives and how it has shaped their values. Who knows, it might be contagious.