DOCSLIB.ORG

The Campus As a City

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Campus As a City THE CHRONICLE HIGHER OF EDUCATION The THE CAMPUS AS CITY Campus as City Crucial strategies to bolster town-gown CHRONICLE.COM relations and run a thriving 21st-century institution Quality OF Life IT’S WHAT WE DO. From campuses rooted in the center of a major city to an insulated college town, universities have something in common across the Sodexo, world leader in Quality world, they are metropolises full of life, interconnected by people of Life Services, enhances the student experience on campus. working hard to better themselves and the world around them. Just By focusing on services that like cities that are measured by the quality of life they offer their improve quality of life, we impact citizens, from housing and livability to recreation and security, modern our partners’ ability to attract, campuses are held accountable in the same way. In fact, the campus engage and retain students. environment is a determining factor when choosing to attend or stay From dining programs that meet at a university. Sodexo has observed that in addition to the core set the preferences and lifestyles of today’s student to purpose- of criteria by which students and faculty measure an institution, such built environments designed as academic and financial factors, there is also a web of touchpoints to promote the mission of the that shape the campus experience ultimately driving satisfaction, institution, our commitment to happiness and loyalty. improving quality of life spans the entire campus experience. Visit us at www.us.sodexo.com This has shifted the higher education landscape significantly; everyone expects more than an education, they want an experience. This poses great opportunity to us all—educators, business partners and community members—to work together enabling a successful on- campus experience. Operating a college campus is increasingly complicated and requires laser focus; focus that can only be achieved with partnership and exploring new ways to bring value to higher education. Sodexo is committed to furthering this important body of work as the sponsor of this Special Report: The Campus as City as we believe it is critical to listen, explore best-practices and share insights with the higher education community. Working together we can impact every step of the students’ journey – from the choice of their university, to their arrival and assimilation on campus, and on to their departure into the professional world as responsible and successful citizens. SATYA MENARD We hope you find the information in this report valuable and we look forward to collaborating in ways that will positively evolve the nature of CEO Schools and Universities higher education for generations to come. Worldwide Quality OF Life IT’S WHAT WE DO. TABLE OF CONTENTS About the Author From campuses rooted in the center of a major city to an insulated Introduction college town, universities have something in common across the Sodexo, world leader in Quality Even as many campuses have become towns or cities unto themselves, they are also more often of Life Services, enhances the 4 world, they are metropolises full of life, interconnected by people contiguous, physically and operationally, with the towns and cities beyond. student experience on campus. working hard to better themselves and the world around them. Just By focusing on services that like cities that are measured by the quality of life they offer their improve quality of life, we impact Section 1: citizens, from housing and livability to recreation and security, modern our partners’ ability to attract, Running a Modern Campus campuses are held accountable in the same way. In fact, the campus engage and retain students. Leaders must coordinate a complex network of services — like planning and development, housing, From dining programs that meet 10 environment is a determining factor when choosing to attend or stay transportation, and public safety — with constrained resources and heightened expectations. at a university. Sodexo has observed that in addition to the core set the preferences and lifestyles of today’s student to purpose- of criteria by which students and faculty measure an institution, such 18 The Future of Energy Efficiency built environments designed as academic and financial factors, there is also a web of touchpoints to promote the mission of the 22 Making Food Social and Local that shape the campus experience ultimately driving satisfaction, institution, our commitment to Scott Carlson covers the cost happiness and loyalty. improving quality of life spans and value of college as a senior the entire campus experience. writer at The Chronicle of High- Visit us at www.us.sodexo.com Section 2: This has shifted the higher education landscape significantly; everyone The Role of an Anchor Institution er Education. In 20 years there, he has written about a range expects more than an education, they want an experience. This Public-funding cuts, neighborhood crises, and a sense of responsibility have all pushed institutions 26 of issues: college management to take a more active role in their communities. poses great opportunity to us all—educators, business partners and and finance, campus planning, community members—to work together enabling a successful on- 3 Principles for Town-Gown Projects (of Any Size) energy, architecture, and sus- campus experience. 35 tainability. He has written two The Urban Setting: an Asset and an Obligation in-depth reports, “Sustaining 36 the College Business Model” Operating a college campus is increasingly complicated and requires and “The Future of Work,” and laser focus; focus that can only be achieved with partnership and a series on how higher educa- exploring new ways to bring value to higher education. Sodexo is Section 3: tion perpetuates inequality. He committed to furthering this important body of work as the sponsor Bold Bets for the Local Community was the founder and host of The Ambitious projects open up possibilities, but also stir up concerns — and require deep, sustained of this Special Report: The Campus as City as we believe it is critical 38 Chronicle’s popular Tech Thera- engagement with local partners to pull off. to listen, explore best-practices and share insights with the higher py podcast and has contributed to The Chronicle Review pieces on education community. Working together we can impact every step 42 A School for ‘3 to Ph.D.’ Marxist scholars, resilience, and of the students’ journey – from the choice of their university, to their practical skills in education. His arrival and assimilation on campus, and on to their departure into the 44 A Hub for Collaboration work has won awards from the professional world as responsible and successful citizens. Education Writers Association, 46 A Small College’s Entrepreneurial Spirit and he is a frequent speaker at SATYA MENARD colleges and conferences around We hope you find the information in this report valuable and we look 48 A Site for the Future of Flight the country. forward to collaborating in ways that will positively evolve the nature of CEO Schools and Universities Worldwide higher education for generations to come. Lawrence Biemiller, a senior writer at The Chronicle who What’s Ahead covers campus architecture and 50 Town-gown relationships will become more complex — and essential. Colleges can play a vital role planning, among other topics, in uplifting their communities and tackling broader issues like affordable housing and sustainability. contributed to this report. 53 Recommendations Cover illustration by Kevin Van Aelst INTRODUCTION THOMAS KOJCSICH A strong relationship over decades has paid off for both Virginia Commonwealth University and the city of Richmond. hen two students ventured beyond their cam- pus walls, went drinking, and offended — possi- bly assaulted — a tavern owner, townspeople ral- lied to his defense. Tensions were running high, and hundreds of students mobilized as well. It was Oxford, England, in 1355, and the St. Scholastica Day riot claimed more than 90 lives. That may have been the bloodiest clash be- tween town and gown, but it wasn’t the first and certainly isn’t the last. As colleges and universities have established their own enclaves, building up facilities and services, they don’t always pay heed to their surrounding areas. At the time of the riot, townspeople begrudged THE CAMPUS AS CITYW 4 the chronicle of higher education scholars’ privileged status, and universities often meddled in local affairs, writes Alan B. Cobban in English University Life in the Middle Ages. “In the eyes of their citizens, it seemed that the towns of Oxford and Cambridge were being largely taken over by the universities in their midst,” he says. “This created a framework of resentment.” But the two sides depended on each other. And they still do. Even as many campuses have become towns or cities unto themselves, they are also more of- ten contiguous, physically and operationally, with the towns and cities beyond. Today a college performs plenty of the functions of a local municipality: planning, housing, transportation, public safety, health care. Running insti- tutions with growing profiles and footprints, presidents often act as mayors, working to manage multiple offices and contracts, to be good stewards, and to create and enact a vision for the future. the chronicle of higher education 5 THE CAMPUS AS CITY At the same time, campus walls are more po- men from elite families, from the corrupting influ- rous. A college may be its own domain, but being ences of the city, writes Steven J. Diner in Univer- part of a larger place increasingly means support- sities and Their Cities: Urban Higher Education ing it in numerous ways. The public now expects in America. In the latter part of the 20th century, that. And a financially pressured or otherwise some small and medium-size college towns — Ann striving institution may need it.
Load more

Recommended publications
  • Town, Gown, and the Great Depression: Yale and New Haven During the Construction of Yale’S Original Residential Colleges
    DAVID MCCULLOUGH TOWN, GOWN, AND THE GREAT DEPRESSION: YALE AND NEW HAVEN DURING THE CONSTRUCTION OF YALE’S ORIGINAL RESIDENTIAL COLLEGES In 1930, New Haven had nearly all the hallmarks of a city devastated by the Great De- pression: thousands of hungry young children, unemployed parents wandering the streets looking for work, businesses shuttered. Meanwhile, the slice of the city that was Yale seemed impervious to the effects of the economic crisis. Throughout the Great Depression, the University hungrily bought up land and erected massive new buildings, including the eight which would come to serve as its first residential colleges. In the fol- lowing pages, David McCullough III ’17 explores this historical juxtaposition, tracing the simmering tensions which erupted between town and gown in this fraught time. By David McCullough III, DC ’17 Edited by Eva Landsberg and Emily Yankowitz 9 TOWN, GOWN, AND THE GREAT DEPRESSION A TUESDAY IN OCTOBER October 29, 1929, New Haven: On the corner of College and Chapel Streets, the prominent Hotel Taft, with its whitewashed Gregorian columns and twelve-story red brick façade, towered over the quiet Green. Next door, a string of Ford Model As sat along the curb beneath the grandiose sign and overhang of the Schubert Theater. Behind locked doors, the theater began to bustle in preparation for the evening’s performance. The steeples of the Trinity Episcopal, Center, and United Churches poked above the tree line, three abreast along Temple Street. And throughout the bustling Green, rows of elms took on their autumnal yellows and reds. Through Church, Elm, and Chapel Streets, trolleys glided by whirring automobiles and rattling carts full of every good imaginable.
    [Show full text]
  • Student Power in Medieval Universities
    • Student Power In Medieval Universities V. R. CARDOZIER Current student power efforts have precedent in medieval universities, pri­ marily at Bologna, which was a completely student-dominated university. The university government was composed of students only, except for the chancellor, a church appointee whose power was limited largely to awarding degrees. Professors were required to abide by student-approved regulations, to swear obedience to the (student) rector, and to follow procedures pre­ scribed by students in conduct of classes. Either by church or royal decree, students enjoyed privileges unknown today, such as freedom from taxation and military service, often freedom from arrest and trial in civil courts, and other considerations. URRENT A'ITEMPTS by university stu­ UNIVERSITY GOVERNMENT C dents to gain more control over their own affairs and over university govern­ Student power at Bologna evolved ment in general are not a new phenomenon. naturally from the circumstances under Their desire to influence curricula. course which the university developed. It began content, teaching methods, grading, selec­ as a collection of teachers who practiced tion and promotion of professors, to gain essentially as independent entrepreneurs. student representation on university gov­ Although the teachers formed guilds quite erning bodies, freedom from police inter­ early, these were informal and without vention in campus demonstrations, and power. complete self-determination of non-aca­ While almost all of the teachers were demic student life, all have precedents in Bolognese, most of the students were for­ medieval universities. eigners. To protect themselves from in­ The most complete student control of justices by the city and to provide other universities occurred at Bologna during services cooperatively, the students began the 13th and 14th centuries.
    [Show full text]
  • Town and Gown Relations: Finding Equitable Prosperity for Neighborhood Resident Stakeholders
    Rowan University Rowan Digital Works Theses and Dissertations 6-27-2016 Town and gown relations: finding equitable prosperity for neighborhood resident stakeholders Ian T. Foley Rowan University Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Higher Education Commons Recommended Citation Foley, Ian T., "Town and gown relations: finding equitable prosperity for neighborhood resident stakeholders" (2016). Theses and Dissertations. 1728. https://rdw.rowan.edu/etd/1728 This Thesis is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. TOWN AND GOWN RELATIONS: FINDING EQUITABLE PROSPERITY FOR NEIGHBORHOOD RESIDENT STAKEHOLDERS by Ian Thomas Foley A Thesis Submitted to the Department of Educational Services and Leadership College of Education In partial fulfillment of the requirement For the degree of Master of Arts in Higher Education at Rowan University May 5, 2016 Thesis Chair: Burton R. Sisco, Ed.D. © 2016 Ian Thomas Foley Dedication This thesis is dedicated to the residents of Glassboro, New Jersey, and the students of Rowan University. We must remember that tensions form not from a place of malice or spite, but in misguidance and misunderstanding. Separate any attitudes and it becomes clear, people who make up these communities have one in the same values, sound education and peaceful livelihood. I wish the students and future students of Rowan University, and resident of Glassboro, New Jersey, the best of luck in achieving an equitable experience for all.
    [Show full text]
  • 2020 Town and Gown Lecture Stuart Schwartz
    The University of Arizona College of Social and Behavioral Sciences Division for Late Medieval and Reformation Studies 2020 Town and Gown Lecture Stuart Schwartz George Burton Adams Professor of History Yale University Mala Sangre: Religion and Race in Colonial Latin America In the late fifteenth century, Portugal and Spain expelled or converted their Muslim and Jewish minorities, and then sought on the basis of their religious or ethnic background to ascribe to their “bad blood” negative inherited characteristics. These minorities were marginalized in those countries, and in theory also excluded from the newly acquired overseas colonies created in the Americas. They came anyway. There, Iberian contact with Native Americans and Africans led to the growth of populations of mixed origins that were also marginalized over time as a system of privilege and discrimination based on religion, color, and race solidified. Was this a ‘pre-scientific’ origin of modern racism? Or, did Iberian medieval concerns with religious purity, ‘honor,’ and ‘nobility’ seemingly enforced by state and religious institutions create a complex but distinct system of hierarchy more akin to one based on social classes? In any case, the legal and juridical divisions of society were consistently challenged or circumvented by the marginalized groups, which raises questions about the role of law or the state and the degree to which our understanding of Latin American society, or indeed any society, needs to focus on custom, law, or practice. Stuart Schwartz is the George Burton Adams Professor of History at Yale University. In 2000, he was made a comendador da Ordem do Cruzeiro do Sul, Brazil’s highest award for foreigners, in recognition of his contributions to Brazilian history.
    [Show full text]
  • Engaging the Local Community: Why Bother? Mary S
    Intersections Volume 2008 | Number 27 Article 4 2008 Engaging the Local Community: Why Bother? Mary S. Carlsen Follow this and additional works at: http://digitalcommons.augustana.edu/intersections Augustana Digital Commons Citation Carlsen, Mary S. (2008) "Engaging the Local Community: Why Bother?," Intersections: Vol. 2008: No. 27, Article 4. Available at: http://digitalcommons.augustana.edu/intersections/vol2008/iss27/4 This Article is brought to you for free and open access by Augustana Digital Commons. It has been accepted for inclusion in Intersections by an authorized administrator of Augustana Digital Commons. For more information, please contact [email protected]. MARY S. CARLSEN Engaging the Local Community: Why Bother? In the late 19th century, British settlement worker and teacher the medieval universities and the host town was, in fact, ofen Margaret Sewell discussed the beginnings of social work education adversarial. Te medieval universities had no investment in a in Britain and around the world stating what was needed was a physical campus. Tey could threaten to move. An excerpt from Wikipedia includes a description of some of these threats: serious, thoughtful and organized efort to tackle social ills not only as part of personal religion, but Because they had no investment in a physical a social obligation; not merely as an expression of campus, they could threaten to migrate to another sympathy but as a recognition of difculties urgently town if their demands weren’t met. Tis wasn’t presenting themselves to be resolved, and demand- an empty threat. Te scholars at the University of ing for their solution gifs of the head as well as of Lisbon in Portugal migrated to Coimbra, and then the heart.
    [Show full text]
  • Example Script Narrative with No Advert. Episode “Town and Gown”, Part of the Jisc Edu 4.0 Series
    Example script narrative with no advert. Episode “Town and Gown”, part of the Jisc Edu 4.0 Series Hello everyone and welcome to this FINAL episode (WAH) in our Education 4.0 series with friends at Jisc, looking at the changing world of education in the fourth industrial era. A big shout out to Jisc for supporting the series, to all our amazing guests and to you for listening in. What’s been your favourite episode in the series? We’d love to hear from you; tweet us using the hashtag #edu4_0 with what you’ve learnt or shared over the series… <TRANSITION> This week’s episode is all about town and gown. How can town and gown work together to reinforce our social fabric? To kick off this episode, I spoke to Fiona Boyd, at J.Wippel and Company, one of the largest gown makers for Universities, about the history of the term… *Use of the renaissance music - Renaissance Lute John Dowland Album.mp3 * <Fiona Boyd clip 1> up to 3:33 “so the relevance of the term just refers to Oxbridge. As Fiona mentions, the history of the academic gown evolved from garments warn by clergy, which were practical for drafty buildings like churches and Universities. In Roger Kemp’s Town and Gown Relations: A Handbook of Best Practices, this item of clothing also serves as a social symbol, as it was impractical for physical manual work. I can’t imagine painting whilst in one, for example, or washing up. So, in their distinctive clothing students were set apart and distinguished from the citizens of the town and Inevitably, this led to tensions.
    [Show full text]
  • Life in the Medieval University Cambridge University Press
    7 Qasg L f\ VI The Cambridge Manuals of Science and Literature LIFE IN THE MEDIEVAL UNIVERSITY CAMBRIDGE UNIVERSITY PRESS i^tttum: FETTER LANE, E.C. C. F. CLAY, Manager m Opfl SI The Student's Progress (From Gregor Reisch's Margarita pliilosophica, Edition of 1504, Strassburg) ^ VI • With the exception of the coat of arms at the foot, the design on the title page is a reproduction ofone used by the earliest known Cambridge printer, John Siberch, I 5 2 I NOTE ON THE FRONTISPIECE In this picture the schoolboy is seen arriving with his satchel and being presented with a hornbook by Nicostrata, the Latin muse Carmentis, who changed the Greek alphabet into the Latin. She admits him by the key of congruitas to the House of Wisdom (" Wisdom hath builded her house, she hath hewn out her seven pillars," Proverbs ix. 1). In the lowest story he begins his course in Donatus under a Bachelor of Arts armed with the birch ; in the next he is promoted to Priscian. Then follow the other subjects of the Trivium and the Quadrivium, each subject being represented by its chief exponent—logic by Aristotle, arithmetic by Boethius, geometry by Euclid, etc. Ptolemy, the philosopher, who represents astronomy, is con- fused with the kings of the same name. Pliny and Seneca represent the more advanced study of physical and of moral science respectively, and the edifice is crowned by Theology, the long and arduous course for which followed that of the Arts. Its representative in a medieval treatise is naturally Peter Lombard.
    [Show full text]
  • Colleges and Universities in the Greater Boston Area*
    A New Era of Higher Education-Community Partnerships The Role and Impact of Colleges and Universities in Greater Boston Today A Report from the Carol R. Goldberg Seminar www.goldbergseminars.org A New Era of Higher Education-Community Partnerships The Role and Impact of Colleges and Universities in Greater Boston Today A Report from The Carol R. Goldberg Seminar Prepared by The Boston Foundation University College of Citizenship and Public Service at Tufts University Seminar Co-Chairs Richard M. Freeland, President, Northeastern University Thomas M. Finneran, President, Massachusetts Biotechnology Council Project Oversight Robert M. Hollister, Dean, University College of Citizenship and Public Service, Tufts University Mary Jo Meisner,Vice President for Communications, Community Relations and Public Affairs, The Boston Foundation Project Director Julia Gittleman, Mendelsohn, Gittleman & Associates Report Authors James Davitt Rooney Julia Gittleman Report Editing and Design Barbara Hindley, Senior Editor, The Boston Foundation Kate Canfield, Canfield Design Dear Members of the Greater Boston Community: When the Carol R. Goldberg Seminar was launched nearly 25 years ago, Boston was just emerging from decades of urban decline—not unlike many other U.S. cities—that compromised its competitive position and quality of life. Today, our region reflects the remarkable renaissance that has transpired since the first Seminar was held. Over the past quarter century, Greater Boston has experienced sustained economic growth, strengthened its increasingly diverse community fabric, and reclaimed its position as one of the leading regions in the world. Central to this comeback is one of our area’s signature assets—our 75 colleges and universities—which help to anchor the region’s economy, enhance and enrich our day-to-day experiences, and shape our region’s identity.
    [Show full text]
  • *A Guide to Yale College, 2018–2019
    Yale.* *A Guide to Yale College, 2018–2019 1 | lives A Guide to Yale College 2 | lives This is Yale. We’re glad you asked. p. 80 | State of the Lives. Arts. From the digital to the classical, Yale’s p. 8 | First-Year spectacular arts options. Diaries. Yale’s newest students chronicle a p. 82 | The Daily week in the first year Show. A slice of Yale’s and give some advice. creative life during p. 92 | The Student one spring weekend. Voice. Student publi- cations and political life. p. 84 | The Science Channel. Life outside the lab. Apply. p. 12 | Anatomy of a p. 95 | The Residential College. Particulars. Delving into the How to apply, what layers of Yale’s unique we look for, and residential college visiting campus. system (14 gorgeous stand-alone “colleges”). p. 86 | Shared p. 96 | Affordable. Studies. Places. Communities. For Everyone. Yale’s Cultural Houses, Our financial aid policy p. 30 | Blue Booking. religious communities, eliminates the need When parties and p. 62 | and a∞nity organiza- for loans and makes shopping are academic. Inspired tions and centers. Yale a≠ordable for all. Plus: shopping lists, by Icons. special programs, p. 46 | A Hands-On Why p. 90 | Difference and some startling Education. Learning architecture Makers. Through numbers. by doing. matters. Dwight Hall, students find their own paths p. 48 | Next-Gen p. 70 | Cultural to service and leader- Knowledge. For Capital. The modern ship in New Haven. Yalies, one-of-a-kind univer sity, the cosmo- resources make politan college town. all the di≠erence.
    [Show full text]
  • Front of Brochure (Folded): TAKE ONE TOUR A
    Front of Brochure (folded): TAKE ONE TOUR A Guide to your Bus Route G-2 Take a city tour from LeDroit Park to Georgetown! Whether it’s your everyday route or a special trip through town, see the city in a new way. Just “Take One” – a personal, portable tour guide and a Metrobus, G-2! Map HOWARD UNIVERSITY— 4th and Bryant Sts. Howard University was founded in 1866 by General Oliver O. Howard, head of the Freedmen’s Bureau, as an institution which welcomed all students regardless of race or creed. It soon became a mecca for black students seeking quality education. Landmarks on the campus include General Howard’s 1867 house. The oldest collegiate buildings are a fine cluster of Georgian Revival structures dominated by the towered original library. Most were designed by Howard professor Albert Cassell and enjoy a fine hilltop view of Washington. TOWN AND GOWN— 4th St. Between Elm and W Sts., west side LeDroit Park and Howard University grew up together. Land for LeDroit Park was purchased from Howard and many Howard professors have lived in the neighborhood. Today, university development is intruding into the historic community which Howard fostered. A similar situation exists at the Georgetown University end of this bus route. ELM STREET— Elm between 3rd and 4th Sts. Like Elm Street all the streets of LeDroit Park were originally named for trees. The old names can be seen on the new street signs installed by the city. MCGILL HOUSES— northeast corner 3rd and T, and southwest corner 3rd and U Sts.
    [Show full text]
  • Town and Gown Relations Through the Lens of Transportation: a Background Document for Corvallis and Oregon State University
    Oregon State University Policy Analysis Laboratory Town and gown relations through the lens of transportation: A background document for Corvallis and Oregon State University Ivan Kuletz Introduction This document examines the historical and cultural implications of Town and Gown relations as they relate to solving issues of transportation. The paper begins with a bullet- point background summary and moves into a discussion of comparative cases both in the U.S. and Germany. It concludes by examining the situation in Corvallis and OSU. My argument is that solutions to both transportation issues and Town and Gown tensions must spring from and speak to the culture and history of both communities in order to succeed. While cultural relevance is a necessary condition for success, it is not sufficient; success is only possible through sustained cooperation between both communities. Background Town and Gown: ! “Town”: The non-academic population of a university town. ! “Gown”: The academic population of a university town. ! “Town and Gown” is a reference to the dialogue or tension between the two populations, and is a phrase with a history going back to the Middle Ages. ! Universities in the Middle Ages were an extension of the clergy, and so the universities, students, and faculty were often exempt from civil jurisdiction. ! These civil exemptions and their fallout provided historical precedent for some of the benefits and conditions of modern universities as well as Town and Gown tensions. Modern Era in the United States: ! Beginning with the post-WWII influx of new students with families thanks to the G.I. Bill, college students across the nation began living off campus in greater and greater numbers.
    [Show full text]
  • College Town Dilemmas
    GoodGood Neighbors? F rom Soaring Rents to Sour Relations, Housing Dilemmas Confound New England College Towns N. SEAN BOWDITCH ozens of Free Pizza Delivery! fliers and copies of Just D Rentals swirl like tumble- weeds outside the entrance to the Asian Sunrise Market in Boston’s Allston- Brighton section. Around the corner on Linden Street, the guitar strains of REM blare from an open window; Budweiser cans litter a grassless lawn. College stu- dents lounge in groups on front stoops. ON SATURDAY NIGHT, they will pack Harpers Ferry to hear live blues. After 2 a.m., when the bars close, the walls of Allston-Brighton’s neat, single-family homes and triple-deckers will vibrate to the bassline of all-night keg parties. By morning, longtime neighbor- hood residents and new immigrants from Southeast Asia and Russia will curse their common threat: the annual onslaught of house-partying, non-voting, rent- swelling college students. For years, civic leaders have talked up the over- whelmingly positive impact of New England’s 280 colleges and universities and their 800,000 students. But across the region, the effects of colleges on hous- ing are increasingly problematic, and keg parties are the least of the problem. PHOTO BY REBECCA DEANS. CONNECTION WINTER 2001 11 The issues are myriad. Despite evidence that living Coming Back on campus provides more opportunities for students In New Haven, Conn., Yale University officials remind to interact with peers and faculty members and take visiting luminaries to stay with university-provided part in extracurricular activities, large numbers of escorts as they walk from business meeting to evening students—either by choice or due to lack of dorm cocktail reception.
    [Show full text]