Communicating with College Students (in Emergencies)

Over the course of the semester, we have covered topics each week that have sparked my interest even more in their particular areas. However, two topics have stuck with me over the course of the semester in which I want to fuse together into one topic…how to communicate with today’s college students in times of emergency. This is a very challenging topic for student affairs professionals and university administrators due to the amount of protection they owe the university community. I guess this blog could also relate to communicating with students in general regardless of the situation. Through personal experience, I have noticed significant changes in the ways students respond to communication from me as well as other students affairs professionals just in the past two to three years. In times of crisis, it is imperative to have an effective communication system in place to notify the entire university community immediately to avoid further problems associated with the emergency. In today’s technologically savvy world of communication, there are several areas of communication that should be utilized in times of emergency and they are as follows: e-mail, Facebook, Myspace, text messaging, and others. Each of these methods should be utilized in order to communicate with everyone.

E-mail
E-mail has become very out-dated in terms of communicating with students, and it does not have the same effectiveness as it did several years ago. Today, college students have become apathetic towards e-mail, especially campus-wide e-mail. With the excessive amount of university e-mails sent out daily, it is easy for students to overlook an “emergency” e-mail as opposed to a brown bag luncheon lecture or a new exhibit at the library. Also, some student inboxes are rarely checked resulting in being bounced back claiming that the mailbox is full. As mentioned in a blog I was reading about the topic, the author made a great point by saying that “if we want to communicate with them efficiently, we probably should look into using their preferred media rather than trying to force them to use email which they do not understand, and which they fear.”

Facebook/Myspace
Of course, the first thing many college students do as soon as they wake up is check their Facebook account…if they haven’t already done so on their iPhone, Blackberry, etc. Many universities are already utilizing this interface, but it is the responsibility of the student to “Friend” the university or join a particular university group to be up to speed with alerts and other communication the university may deem important. Of course, there could be problems with Facebook and/or Myspace if duplicate accounts are created as imposters, but hopefully, that would never be the case!

Text Messaging
Text messaging has become to “go-to” means of communicating with students lately. From a personal standpoint, I never thought text messaging would be as utilized as it is today to communicate with students. As an staff member, it is easier to communicate with my students because I know they receive the message as soon as I send it, and I can receive a response almost immediately, if they are not in class, of course! The implementation of the REBALERT interface at Ole Miss has been very effective in notifying the community of weather warnings/watches, and fortunately, we have not had to utilize the program for a campus crisis. Unless something drastic changes, I would think that text messaging is the most reliable means of communicating with a large amount of people in a short amount of time.

Others
So, barring a severe emergency that cuts our communications methods, how does the university communicate with students? For example, if Oxford and the University suffer a major hit to all telecommunications (phone, internet, etc.), how do we get a quick message to all students? Some universities are actually tackling that issue at a rapid pace. The use of the campus emergency system (sirens) has been a popular method recently. The warning system has the capability of playing a message to alert the area of any type of situation that may arise. Of course, the other way is to use the old-fashioned means of communication and use word of mouth, which could be scary!

Over the next five to ten years, technology will probably completely change what I have written about in this blog, but it is important for universities to constantly evaluate their communications methods to ensure that the university community is aware of any and all emergencies on campus.

http://www.terminally-incoherent.com/blog/2008/08/21/communicating-with-college-students-using-their-own-media/

What’s in a “modern” student union?

During my time at Ole Miss, the only thing I have lacked as an undergraduate student, graduate student, and staff member is a quality student union. With the construction/renovation of student union facilities at in-state schools such as Southern Miss and Mississippi State, I cannot help but admit that my jealousy has sunk in. In comparison to other schools in the SEC, we are the only school lacking an actual Union Director to lead the operation of the Student Union. Student Unions are a vital part to the mission of universities. They should assist the learning mission of the university with the social mission of developing students. Without a quality student union, students lack the “attractive” meeting space to bond together. For example, at Ole Miss, our 1970s-style student union features many trends that were popular during that time. Many of the characteristics of the union can be compared to those of the Law School and Turner Center. The first thoughts that come to my mind are tons of concrete, not much room for traffic, and obsolete windows. In terms of interior characteristics of the Student Union, we are lacking proper meeting spaces, an actual ballroom facility, area for student organizations, theatre/auditorium space, other retail services, and quality recreational areas.

In an article from The Bulletin, a publication from American College Unions International (ACUI), the authors highlight the necessary areas for student unions as well as common trends and benchmarking data. They list thirteen components that are necessary for “current” student unions. The list is as follows:
- Food Service
- Bookstore Facilities
- Ballroom Facilities
- Student Organizations
- Administrative Offices
- Conference/Meeting Rooms
- Theater/Auditorium Space
- Additional Retail Services
- Recreation/Entertainment
- Lounge Space
- Special/Miscellaneous Components
- Academic-Related and Student Services
- Multicultural Centers

The article explains three overarching trends when taking each of these areas into consideration. One being, program components are being built to accommodate flexibility and variety. It is important for unions to keep up with the fast pace of our world (in terms of technology) as well as the diversity within it. Another theme, these particular program components are increasingly catering to specific student feedback and trends. One thing that has been changed slightly at Ole Miss is the use of the bookstore. Due to student feedback, we have a coffee area (Starbucks) as well as a bookstore that is similar to that of something off campus (Campus Bookmart and Rebel Rags, combined). Lastly, the program components my go beyond all expectations and create a student-friendly union. There must be devotion to student organizations within a student union in order for universities to promote leadership development of students. As fast-paced as our world is, the renovation of the Ole Miss Student Union will need to be light-years ahead of the current trends in order to remain both competitive and attractive to students.

http://www.acui.org/publications/bulletin/article.aspx?issue=412&id=1134&terms=trends+in+student+unions

Going Green....but HOW?

Many colleges and universities across the country are leading the way for a greener future for our planet. By doing so, various positions have been created, buildings have been adjusted, constructed, or demolished, and new initiatives have popped up across the country. For example, here at the university, an actual department was created to oversee campus sustainability. By having an office that is dedicated to the cause, new policies can be easily created and implemented. They can also help increase campus awareness. In terms of buildings, the new law school will be LEED-certified (as well as the Luckyday Residential College.). Other buildings have been renovated to accommodate expectations to be green. Despite all of this encouraging work and progress by the universities, the biggest difference-maker will be made by faculty, staff, students, and visitors. So, for this blog, I want to focus on the opportunities the campus community has to enhance the green initiative in terms of energy consumption.

Of course, in our technology-driven world, electricity is used or wasted every second of the day. Did you know that just by having an appliance plugged in and turned off, energy is being wasted? Think about that…your phone charger by your bed at home, your nice plasma-screen television, and even that light in the corner that you never turn on. In terms of the workplace, everyone (or almost everyone) operates with a computer. These contraptions use a ton of energy when being used. Change the settings so that they are set on energy-efficient or have the monitor shut off after an hour of no use or go as far as putting your computer in stand-by when you go to lunch. Also, relating to computers, it seems that we print out tons of garbage that is never physically read again. Digitize the paper keep it on your computer rather than wasting the paper and placing it in the filing cabinet. Also, in relationship with paper, when sending something across campus, why use a one-time-use envelope when reusable envelopes are available.

The Sierra Club provides ten ways to be GREEN at work…

1. Be bright about light
2. Maximize computer efficiency
3. Print smarter
4. Go paperless when possible
5. Ramp up your recycling
6. Close the loop
7. Watch what (and how) you eat
8. Rethink your travel
9. Reconsider your commute
10. Create a healthy office environment

http://sierraclub.typepad.com/greenlife/2007/03/10_ways_to_go_g.html

Many of these adjustments are very simple and can be made on an individual basis. I think, however, that it is the responsibility of the leadership within universities to implement these policies to ensure the university meets green standards.

Sex, Drugs, and Alcohol: What’s wrong with it?

According to a National Institute of Justice study, about 62% of 100,000 reported sexual assaults were due to the victim being “drugged” while 5% of the assaults were considered date-rape. Of course, not all of these assaults occurred on a college campus, but the numbers are still somewhat startling. In an article titled “A dangerous mix: drinking, sex, and college students,” Carol Smith claims that alcohol is the number one date rape drug on campus. The article points out how common it is for drugs to be associated with sexual assault. According to Trinka Poratta, a consultant for police departments and educational institutions says there are almost 40 different drugs that are common factors in campus sexual assaults including benzodiazepines (Valium and Ativan), party drugs (Ecstasy), and pain meds (Vicodin). The most common date rape drug is GHB because of it is common to dispense this potent odorless and clear liquid in eye dropper or a nasal spray bottle. Some date rape drugs can affect the system in as quickly as 15 minutes. Also, when some drugs are combined with alcohol, the result can be amnesia. Even if an individual consents to a sexual encounter, the individual is considered legally incapable of consent which would result in a rape charge for the assailant.

Since many of these cases go unreported, it is difficult to file charges against individuals who can make this a routine. Poratta says that she tells men “you may get with it a few times, but if you don’t get away with it, you are a sexual predator for life; that is a heavy jacket to wear.” Men can protect themselves from being accused of a drug-facilitated sexual assault easily, “have sex sober” according to Poratta. Other preventative measures include the following:

• Always get your own drink and watch it being poured.

• Never leave your drink unattended. If you need to use the restroom and can't take your drink with you, leave it with a trusted friend—not a new date!

• If your drink tastes funny, do not drink it. Dispose of it to keep others from drinking it.

• Keep in mind that most drugs used to spike a drink are colorless and tasteless; therefore, keeping your drink within sight is paramount.

• Be aware of how your friends are acting. If they seem more "out of it" than usual, be very wary and keep an eye out for them.

Even though it may be difficult to prevent date rape, it is never the victim's fault regardless of the outcome.

http://invw.org/node/940

http://www.womensweb.ca/violence/rape/daterape2.php

Study on Sprituality in Higher Education

Beginning in 2003 at UCLA, a group began a 7-year study that focused on Spirituality in Higher Education. The goal of the study was to examine changes students make in their lives during their college experience and how their college experience shapes and develops their spiritual qualities. The study is the first national longitudinal study of students’ spiritual growth. The actual text related to the findings will not be released until later this year.

After researching and collecting data from 14,527 students at 136 colleges and universities, the researchers develop the idea that “higher education should attend more to students’ spiritual development, because spirituality is essential to students’ lives.” The study was able to provide the researchers with information to help implement programs to helping students develop spiritually. The reasoning behind their idea of colleges helping students grow spiritually is that they believe that it will create “a new generation who are more caring, more globally aware, and more committed to social justice than previous generations.”

The researchers measured each student by creating two sets of measurements for Spiritual Qualities and Religious Qualities. Under Spiritual Qualities, they measured Spiritual Quest, Equanimity, Ethic of Caring, Charitable Involvement, Ecumenical Worldview. Within Religious Qualities, they measured Religious Commitment, Religious Engagement, Religious’Social Conservatism, Religious Skepticism, Religious Struggle. Through these areas, the researchers found that even though religious engagement declines during the college years, students enhance their spiritual qualities during this time.

At the conclusion of the study, the group asked themselves three questions:

1. What college experiences are most likely to promote students’ spiritual development?

2. How does growth in spiritual qualities such as Equanimity, Ethic of Caring, and Ecumenical worldview affect traditional outcomes, such as academic achievement, leadership skills, and satisfaction with college?

3. If colleges and universities emphasized activities and practices that promote spiritual development, how would traditional outcomes such as academic performance and leadership development be affected?

The researchers were able to conclude that by engaging in inner work (self-reflection, meditation, contemplation), students were able to improve their spiritual qualities. In terms of spiritual questing, students showed an increase when faculty encouraged them to explore questions of meaning and purpose.

As a whole, this is a very interesting study. I think once the results are “physically” published, colleges and universities will be able utilize the research. Of course, the students will benefit the most if the findings are actually realistic and institutions are able to create programs that enhance spirituality. One of the main reasons I like the study is because it focuses more so on student spirituality and not necessarily religious beliefs.

http://www.spirituality.ucla.edu/

"I can't believe it IS butter!"

Despite being known as a very well-respected educational institution and other accolades, Harvard University is not necessarily considered the “founder” of student protest. Harvard University is known as having the first student protests in the United States, well, at least on the grounds of the U.S. The first recollection of protests on university campuses can be traced back to the 1700s at Harvard.

The Great Butter Rebellion of 1766 is considered the first student protest on American soil. Asa Dunbar, the grandfather of Henry David Thoreau, led the charge for this particular protest when he proclaimed, “Then arose Asa, the Scribe, and went unto Butter stinketh, and we cannot eat thereof; now give us, we pray the, Butter that stinketh not.” This particular protest centered on food at the college. The faculty condemned Dunbar and others for insubordination. As a result of this protest, the Board of Overseers for Harvard met and asked for confessions of the insubordination and received none. The Board demanded that peace be restored to the campus without changes.

Two years later, a much larger scale protest took place called The Great Rebellion of 1768. Again, college food was the center of this protest. Riots accompanied this protest and resulted in an even more unsuccessful outcome. Severe penalties were enforced upon the students who participated in the protest.

Before the fighting of the Revolutionary War broke out, a sense of patriotism stretched across the student body of Harvard. Two Tory students brought tea into the Dining room in 1775 which resulted in riots on campus.

A few years later, in 1780, the most successful student revolt in college history took place. The students took a mild approach to this protest and sought out President Samuel Langdon. After several resolutions were passed by the students and much to the pleasure of the students, Langdon resigned from his position with the university.

These protests established a great starting place for the development of protests over time. The foundation created by these protests can be seen in protests during the 60s through today.

Page link: http://www.thecrimson.com/article/1963/5/3/riot-rebellion-pthe-statutes-of/

Restorative Justice in Higher Education

"The way that you see how you affected people is very powerful."
Dustin, Colorado State University

In an April 2009 article in The Chronicle (“With ‘Restorative Justice’, Colleges Strive to Educate Student Offenders”), Sara Lipka claims that “student-conduct administrators around the country are hailing restorative justice as the next big thing.” With the process of restorative justice, students at fault are able to claim responsibility for their mistakes while learning a lesson that would hopefully prevent a similar situation from occurring in the future. A blend of mediation and restitution, it seeks to resolve a conflict by identifying the harms caused and devising, with suggestions from both victims and offenders, an agreement to repair them. This form of justice involves cooperation from both the offender and the victim. In a way, the process involves both mediation and restitution. The offender learns how and why a situation harmed the victim and is then offered the opportunity to remedy the situation. The article also makes mention that restorative justice “not only offers an alternative to the legalistic conduct systems colleges now shun; it also resonates with so many mission statements about personal growth and community.”

A company called Restorative Solutions provides classes that teach the process to college administrators. On their website, they highlight five steps that help the process, and they are listed as follows:

• hold students who harm accountable for their actions.
• provide those harmed with a safe place to share how the incident impacted them.
• give students, faculty and residence hall staff a voice in helping the respondent (offender) make things right.
• develop an effective alternative to the traditional system of judicial affairs.
• create a culture of belonging and caring where community standards are relied upon for setting and correcting behavior.

Several institutions across the country have begun to bring restorative justice into their disciplinary systems. For example, Clemson University, Michigan State University and the University of Michigan have all begun to implement this policy. At Michigan, some student cases have even begun to consist of a restorative conference rather than a disciplinary hearing. The article includes several instances that range from remedying a situation involving students releasing a bullsnake in a lecture hall to students riding through a farmer’s pasture to a drunk student terrorizing a family at their own home. Stuart Field, a biology instructor, claims that “It can really stick with them and go a long way towards affecting future choices.”

http://chronicle.com/article/With-Restorative-Justice/30557/
http://www.restorativesolutions.us/colleges.html

Campus Crisis Management: Planning only goes so far…

After the tragedy at Virginia Tech in April 2007, the institution and the administration were sharply criticized in the general public and in the media for their response and crisis-action plan. The New York Times published an article in August of 2007 (Virginia Tech Criticized for Actions in Shootings) that focused on a state panel’s recommendation that the university did not act quick enough to alert the public (students and community) of the hostile situation on campus. The panel claims that by doing so, the university failed at a preventing the deaths within the campus community. In the article, the university falls in a dang-if-you-do-dang-if-you-don’t situation. While the panel felt that the university did respond properly to something as simple as a double-homicide on campus, it was chastised for not locking down the campus after premature police findings. After the tragedy at Virginia Tech, colleges across the nation critiqued and strengthened their policies concerning campus crises.

Universities have gone above and beyond in terms of creating precise campus crisis response plans. For example, many institutions have implemented quick alert systems such as the Red Alert system at The University of Mississippi. To add to the technology, official university websites now feature “emergency information” as a topic on their main page as well as the implementation of social networking sites such as Facebook or Twitter. As mentioned in a February 2008 article in The Chronicle (Colleges Must Create 'Culture of Preparedness,' Campus-Safety Experts Say), one expert went as far to say that it would not be surprising to see colleges implement a campus emergency response plan video at freshman orientation sessions. The article also mentions creating a “culture of preparedness” with the community. The main idea behind this culture is to communicate to the students. The state panel in Virginia found that this culture was absent on the campus of Virginia Tech. Regina Lawson, chief of police at Wake Forest University, even goes as far as saying that it is imperative that institutions not only implement emergency-response plans, but they practice them as well.

With all of this being said, planning can only carry an administration so far. John Buck of Webster University in Missouri mentions in the Chronicle (During a Campus Crisis, There Is No Substitute for Experience) that experience matters most when incidents arise. At an annual conference for the Association of College & University Housing Officers-International, only two of twelve officials responded that they relied on response plans and protocol to make decisions in times of crisis. The other ten officials said that their decisions were driven by previous experience and similar incidents. Unfortunately, experience is something that cannot be taught. It is suggested by Buck that younger staff members be brought in during times of crisis to observe how the situation is handled and what takes place. How will younger generations of staff members be able to respond in the future without experience from the past?

Freedom of Speech on Campus

"Teachers and students must always remain free to inquire, to study and to evaluate, to gain new maturity and understanding; otherwise our civilization will stagnate and die."
-United States Supreme Court, 1957

In almost five years of working at The University, I have developed a deeper respect and understanding towards freedom of speech on college campuses. I remember while I was in college, several individuals (Brother Micah, Richard Barrett and the infamous Anthony Hervey) would visit the campus causing controversial scenes among students. Students would congregate in front of the Student Union supporting, opposing, and even arguing with these individuals. I can remember thinking to myself, “why would the university let these people come to campus?”. The above quote from the Supreme Court sums up everything I have gradually learned about Freedom of Speech in the realm of higher education. It is important for universities to provide an outlet for the display of organizations, or people, regardless of their beliefs, their history, and their relationship with the university.

By visiting the website for the Foundation for Individual Rights in Education, I was able to broaden my knowledge of First Amendment rights. The article titled “P.C. Never Died: Think campus censorship disappeared in the 1990s? Guess again.” (Reason Magazine) by Greg Lukianoff was very informative and provided a recent account of incidents involving censorship on campus. Lukianoff provides several examples that fall on both sides of the fence in terms of decisions and actions taken by institutions across the country. He argues that the mainstream media has begun to accept the PC-mindset on college campuses today. For example, Lukianoff depicts the story that involved a racial slur in 1993 at the University of Pennsylvania and the media attention garnered by the situation. To contrast this situation, he also explained a situation involving a student/worker at Indiana University/Purdue University-Indianapolis. He was found reading a book that depicted “Klan-related” material on the cover that offended co-workers. This situation occurred in 2007 and did not garner any media attention for over a year and half. Was there disinterest on behalf of the media to cover this story or have universities succeeded at becoming more “PC”? I am sure there are plenty of valid arguments for either side.

Going back to what the Supreme Court stated, the institutions should provide a learning place for students to mature and understand the world they grow up in. In a way, some institions are inhibiting college students from exploring and questioning their own beliefs as well as the beliefs of others. Lukianoff says in his article that “The overwhelming majority of universities, public and private, promise incoming students and professors academic freedom and free speech. When such schools turn around and attempt to limit those students' and instructors' speech, they reveal themselves as hypocrites, susceptible not only to rightful public ridicule but also to lawsuits based on their violations of contractual promises.” Universities need to understand that the First Amendment extends to their grounds as well, and they only hinder the maturation and understanding process of students and faculty/staff by limiting their freedom of speech.

In conclusion, students should be allowed to speak, argue, debate, question and analyze topics they consider important to them. Universities are setting poor examples by punishing some individuals because of their expression. What student in their right mind would want to speak out on behalf of their beliefs if they know they will be punished afterwards? The sense of fear should not prevent students from voicing their opinions. Of course, after finishing my undergraduate work, I developed a better understanding of the purpose of having such unwelcome guests on our campus. By visiting our campus, they were fostering conversation among students at our university.

Link to magazine article: http://thefire.org/article/11456.html

Collegiality and Community on College Campuses

"Building a vital community is a challenge not just for higher learning, but for society at large.”

-Ernest L. Boyer, Carnegie Foundation for the Advancement of Teaching

Despite sounding like a common and basic word, many different definitions exist for the term community. One definition of a community refers to the concept as a physical locality. Another definition of community describes it as simply a society at large. While both of these definitions can relate back to the higher education realm, neither definition completely grasps what community means to the students in higher education. One definition stands out in Merriam-Webster’s dictionary in which it defines community as “a unified body of individuals.” This definition best describes the college experience for students. In our evolving world of higher education, constant threats endanger community and collegiality at our institutions daily. Some of these threats can be controlled, others, unfortunately, cannot. I want to address the concept of campus crises as well as technology on campus to further understand collegiality among college students.



In a review of the tragedy at Virginia Tech in 2007, Terry Wildman (“Sustaining Academic Community in the Aftermath of Tragedy”) questions the effect on the academic community after the incident. Wildman was concerned with the recovery of the academic community and how it could return to achieving high aspirations for the students of Virginia Tech. Regardless of the argument of who was at fault in this situation, the response by the administration and VT community was important because they were charged with restoring a sense of community among the students, faculty, staff, and Blacksburg community. The administration focused on a student-centered approach to restoring the sense of community at this large institution. Classes were cancelled for one week while questions were resolved regarding the end of the semester and how to evaluate the students’ performance. The crisis at Virginia Tech was one example of how the university administrators brought resolve to the community at a large institution.

From a personal standpoint, I can recall the fire at the Alpha Tau Omega house in 2004 that claimed the lives of three students. As a student leader at the time, I can vividly remember the University’s response to the situation. As part of Welcome Week, one of the Student Programming Board’s largest events, Rumble in the Grove, was cancelled on that Friday. The University Counseling Center was prepared to handle the students suffering with the loss of the students’ fellow classmates, fraternity brothers, children. Volunteers were quickly assembled to assist the displaced students while prayer vigils were organized for the campus community. The University leaned on the strong sense of community among the student body to steer its way through the situation.

To switch gears, I would like to address the somewhat controllable area of technology. The incredible advancements in technology have forced college students to change how they react in their community. According to NASPA (http://naspa.org/2008%20technology%20use.pdf), in a survey to college students across the country, over 80% of students owned a laptop. Over half of the students surveyed were frequent users social networking sites. In the same research, 90% of college students claimed to own a cell phone. Almost 85% of these students responded that they use text messaging, and over 70% of those students use text messaging at least a few times a day to communicate. What do these statistics mean? The community in which students communicate has become more technological. By thinking about how much time there is in a day and how much time the students spend texting and “Facebooking,” I wonder how much time is actually spent with face-to-face interaction. Despite this gradual change in communication among the community, a 2005 article in The Chronicle by Vincent Kiernan (“Students Desire a Balance of Technological and Human Contact, Survey Suggests” http://chronicle.com/article/Students-Desire-a-Balance-o/11687/), concludes that students still want to see a balance in terms of their academic community. In a survey of over 18,000 students, 41% of students preferred moderate use of technology in the classroom while 26% wanted limited use of technology. In the article, Robert Kvavik claimed that students “value the interaction among themselves and with faculty, and they don’t want technology to get in the way of that.”

The campus community is constantly changing, and universities are responsible for providing a positive community that is comfortable for students. This means the universities will need to maintain stability within the community while accommodating the changing world of higher education (as well as the changing personalities of students).

College students have changed dramatically since the days I roamed the Ole Miss campus. I am sure you are thinking this was 10-15 years ago. Unfortunately, in just the 5 years after completing my undergraduate education, I have witnessed significant changes. I may not have been aware if these changes were taking place while I was enrolled, but the changes I have noticed seem to be pretty surprising while looking from the outside! Also, since my education has been limited to Ole Miss, these my ideas may be something that exists only at our institution, but I, regretfully, do not think that is the case. This posting is not necessarily a ranting and raving tirade but merely my opinion on how students have changed for the worse in such a short amount of time.

I often wonder what happened to preaching responsibility while growing up? The phenomenon that has evolved lately, “helicopter parents,” is something that drives me crazy. These parents do everything for their students. I understand that it is important to have a part in your child’s life, but is it important to know your student’s Webmail password so you can check to make sure Professor Smith has e-mailed the proper assignment? At Orientation sessions each year, it seems that parents have more and more control over the decisions students make regarding what classes they take, what student groups they join, and who their friends are, to name a few. It is frustrating that these “helicopters” want to sit in on job interviews, e-mail professors concerning grades, etc. It makes me wonder if this is a psychological shift among the parents and students to where responsibility is no longer a theme in growing up. In my opinion, responsibility is the root of the problems associated with college students today.

Despite this lack of responsibility, there are students who strive themselves to become better students and citizens. There are students leading student organizations on campus as well as volunteering at various locations around the University and in the City of Oxford. These students are leading by example, but who follows these leaders? It seems that some students feel that they can live and do however they want. They have an increased sense of pride because they have not faced failure. They have been constantly praised for doing just about anything. I still think back to the times when I didn’t get an award just for competing, or I did not make every team I tried out for. By not facing failures such as these, children/students do not learn to strive to do better. Education seems to be one of the only areas that has not changed towards this mindset. For example, if you fail a test, you fail a test. You don’t get credit for trying.
This generation of students has been growing up with online social networking and a digital age that limits face-to-face interaction with the use of text messaging, instant messaging, and E-mail. College administrators struggle keeping up with the rapidly developing area of technology. Questions are often asked regarding how to communicate with students. Technology seems to become out-dated on a constant basis. Besides the idea of lack of responsibility among college students, communication methods with college students worry me just as much. Developing interpersonal skills is a thing of the past by not working directly with people.

Like I said, this entry is not a rant and rave about how college students could do better. My few thoughts are merely ideas of how students should improve in order to succeed.