University of Massachusetts Boston ScholarWorks at UMass Boston New England Resource Center for Higher The Academic Workplace Education (NERCHE)

Spring 1992 The Academic Workplace (Spring/Summer 1995): Today's College Students: Myths and Realities New England Resource Center for Higher Education at the University of Massachusetts Boston

Zelda F. Gamson University of Massachusetts Boston

Arthur Levine Teachers College at Columbia University

Follow this and additional works at: https://scholarworks.umb.edu/nerche_academicworkplace Part of the Higher Education Commons, and the Higher Education and Teaching Commons

Recommended Citation New England Resource Center for Higher Education at the University of Massachusetts Boston; Gamson, Zelda F.; and Levine, Arthur, "The Academic Workplace (Spring/Summer 1995): Today's College Students: Myths and Realities" (1992). The Academic Workplace. 9. https://scholarworks.umb.edu/nerche_academicworkplace/9

This Occasional Paper is brought to you for free and open access by the New England Resource Center for Higher Education (NERCHE) at ScholarWorks at UMass Boston. It has been accepted for inclusion in The Academic Workplace by an authorized administrator of ScholarWorks at UMass Boston. For more information, please contact [email protected]. The Academic Workplace

New England Resource Center for Higher Education

Spring/Summer 1995 Volume 6, Number 2

Sharon Singleton, Editor Letter from the Director Published by the New England Resource Center for Higher Education Graduate College of Education University of Massachusetts at Boston Boston, Massachusetts 02125-3393 t is easy to forget about students nowadays. Harried, burdened by Telephone (617) 287-7740 jobs and families and worried about economic uncertainty, students Fax (617) 287-7747 eMail [email protected]. umb. edu today are seen but not heard. But they are here, all around us, as we faculty and administrators cope with our equally burdened lives. It has been curious how little one hears about - let alone from - students in current discussions about U.S. higher education. As we carried out our re­ search on general education reform, my colleagues and I rarely heard about Today's College Students students as active agents of reform, al­ Myths and Realities. though we were told often that stu­ dents were the reason for tightening by Arthur Levine, President, Teachers College requirements or introducing "skills" Columbia University - page 6 courses in writing and thinking. In our studies of the academic labor market, we learned about the recruitment, re­ tention and promotion of faculty without anyone breathing a word about the connection of these matters to students. Students, in these discussions of the academic workplace, were little more than background noise. In This Issue Even current calls for restructuring higher education, a hot-button item in the states, national associations and foundations, neglect to mention students Events ...... 2 except in the most generalized terms, in connection to costs, access, and fi­ Funded Projects ...... 3 nancial aid. It is only among those faculty and ·administrators who occasion­ NERCHE Conference Report .... 5 ally get together at a special meeting, workshop or conference on teaching and Think Tunks ...... 9 learning that one hears much concrete talk about students. Consultation & Outreach ...... 15 Book Review ...... 16 It is strange indeed that an industry should pay so little attention to its Interstate Interchange ...... 17 main clients/constituents/products. It is only when those clients/constituents/ Visiting Fellows ...... 17 products make trouble for us, by not turning up in adequate numbers, or pre­ Congratulations To: ...... 18 senting us with their personal problems, or creating media disasters that we Reader Survey ...... 19 notice them - and, even then, in embarrassingly simple-minded ways:

Continued on page 2

Workplace Workplace Academic Academic The The 2 2

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ideas. ideas. correct correct politically politically of of enforcers enforcers

are are they they basket-cases; basket-cases; emotional emotional are are Collaboration Collaboration Building Building Service: Service:

they they oriented; oriented; consumer consumer too too are are They They Professional Professional - Learning Learning Service Service 1995: 1995: Fall, Fall,

1 1 page page From From Director Director the the from from Letter Letter CONFERENCE~ CONFERENCE~ THE THE TO TO CALL CALL Events Events Funded Proiects

Program on Faculty Professional Service and Academic Outreach

he new Program on Faculty quality can be applied. The monograph T Professional Service and also suggests an Action Agenda for a Academic Outreach is well under­ college or university. way. The early activity that focused Making the Cose for Professional on establishing the Program, produc­ Service will be useful to any college or ing and acquiring materials, and col­ university interested in enhancing profes­ lecting resources has given way to defining a national presence in the area of pro­ sional service. We urge institutions to fessional service. During the last three months the Program has had on-going contact acquire multiple copies for distribution to with key organizations and individuals in service-learning and outreach including academic administrators, department the American Association for Higher Education (AAHE) and Campus Compact. chairs, and senior faculty members so as Catherine Burack, Zelda Gamson, Deborah Hirsch, and Ernest Lynton presented at to stimulate wide discussion. the AAHE's Forum on Faculty Roles and Rewards in Phoenix and at the national Order copies from AAHE for conference in Washington, "The Engaged Campus." $10 for members; $12 for non-members. This spring, we conducted the first systematic look at faculty professional ser­ Send check, Visa/Mastercard number or vice in New England, mailing inventories of the structures, policies, and activities institutional P.O. to Box LY, AAHE that support faculty professional service to New England area colleges and univer­ Publication Orders, 1 Dupont Circle, sities. Once we have compiled the results, they will be available for dissemination. Washington, DC 20036-111 O; fax We are also getting the word out about faculty professional service over the (202) 293-0073. For more information, Internet through a higher education service-learning gopher site maintained by the call (202) 293-6440, Ext. 11. University of Colorado at Boulder ( gopher.csf .colorado.edu). Future plans include site visits to regional campuses, workshops, and confer­ ence presentations. If you would like to be on the mailing list call: (617) 287-7740 or eMail: [email protected]. Cultures of Success: A Study of Community Colleges New AAHE/NERCHE Monograph on Professional Service with High Transfer Rates

he AAHE Forum on Faculty Roles and Rewards, in collaboration with the n 1993, Senior Associate Howard T NERCHE Program on Faculty Professional Service and Academic Outreach, ILondon received funding from the Ford announces a new monograph, Making the Case for Professional Service, by Senior Foundation for a four-year study of com­ Associate Ernest Lynton. munity colleges around the country that Russell Edgerton, President of AAHE, in his Foreword calls this publication are unusually successful in preparing "a new map of the terrain (of professional service)" that provides "grist and guid­ "at-risk" students for transfer to four-year ance ... both for campus leaders who make policy as well as for individual faculty institutions. Now in its second year, the who do outreach and who seek and deserve more recognition for this work." project has produced rich data from which emerged a portrait of community college The monograph makes the case for greater emphasis and better rewards students. for professional service by faculty based on their professional expertise. It shows how faculty engagement in such service can be an intellectually challenging activity Perhaps the only generalization that can benefit the teaching and research vitality of an academic institution if that can be made about today's urban properly conceptualized, performed, evaluated, and rewarded. Making the Case community college students (and it too is for Professional Service uses examples of actual projects to illustrate how faculty riddled with exceptions) is that most come members can "make their case" by documenting their work, and how measures of from groups that in previous generations

Continued on page 4

Spring/Summer 1995 3 Funded Proiects

Cultures of Success: A Study of Community Colleges with High Transfer Rates continued from page 3

were "educationally disenfranchised," or "stop out." As a result, these students may strategies for assisting new student popu­ "marginalized." Whatever term one wishes take many years to achieve their educa­ lations to achieve their diverse educa­ to use, they are students who until recently tional goals. tional goals. would not have attended any institution Students who wish to transfer face The project has just been awarded with the word "college" in its title. additional challenges. Urban community an additional grant from the Spencer Increasingly concentrated in the two-year colleges have stubbornly low transfer rates Foundation to extend its work. sector are American Indians, Asian, and owing to structural factors, such as inade­ For more information about the Pacific Islanders, Hispanics, and African­ quate articulation agreements between project, contact Kathleen M. Shaw and American students. In comparison with two and four-year colleges and the Howard 8. London at Bridgewater State undergraduates at four-year colleges, scarcity of financial aid. Moreover, trans­ College, (617) 332-8830, community college students are older (with fer students often have difficulty moving eMail: [email protected]. a median age in the upper 20's), more into a more middle class environment with likely to have families, to be single par­ which they have little familiarity. ents, to receive public assistance, and to have jobs ranging from half to full-time Community colleges have a history employment. College is not .always the of innovation in response to changing central part of their complex lives, lead­ economic conditions and the needs of ing to discontinuous enrollment patterns. business and industry. While they must con­ It is common for urban community college tinue to be responsive to these factors, the students to vary in the number of courses challenge for contemporary urban commun­ they take each term or to temporarily ity colleges is to develop innovative

4 The Academic Workplace NERCHE's Second Regional Conference Report

Changing Faculty Roles and Rewards: Moving to the Next Stage

uring the weekend of May 5-6, in colleges and universities, and the Day two opened with a plenary Dconjunction with the American scholarly challenges of faculty. address by Donald Schon, Ford Professo Association on Higher Education, NERCHE Emeritus of Education and Urban Studie: Elaborating on the notion of ser­ held its Second Regional Conference on at the Massachusetts Institute of Technol­ vice, Deborah Hirsch, NERCHE's Faculty Roles and Rewards at the New ogy, highlighting issues critical to setting Associate Director, discussed the England Center in Durham, New the stage for individual and institutional role of faculty in students' learning Hampshire. In this gracious setting, faculty innovation: creating momentum and SUF and presented a model of and administrators took the challenge to port for change. The three concurrent ses "Professional Public Service" that rethink institutional priorities and find ways sions that followed introduced additiona joins faculty and students in collab­ that are satisfying and productive for fac­ voices to the fertile discussion of faculty orative academically-based service. ulty to work. Conference presenters and work. participants accepted this challenge in the Donald Harward, President of Scholarly and professional associ­ spirit of collaboration with a commitment Bates College, talked about the ations have begun to realize that to action. role of research in teaching-ori­ the present reward system fails tc ented colleges and universities, its On Friday afternoon, keynote recognize those faculty activities relationship to the teaching institu­ speaker, Eugene Rice, Director of the that require a high level of discipl tion's mission, and how teaching Forum on Faculty Roles and Rewards at nary expertise. Robert Diamond, and research can be mutually rein­ AAHE, inaugurated the conference with Assistant Vice Chancellor of forcing. his thought-provoking look at what it Syracuse University, talked about means to be a scholar, framing many is­ Philip Friedman, Provost of how statements of faculty work sues that were echoed in subsequent Bentley College, described the evo­ drawn up by disciplinary groups, conference sessions. He spoke especially lution of specific teacher/scholar can inform institutional faculty re­ ward systems. A panel of respon­ about images of faculty in the future, as assessment models for faculty per­ the "New American Scholar." formance, beginning with the rela­ dents, Carla Howery, Deputy tionship of faculty activities to insti­ Executive Officer, the American Participants then selected from tutional missions and expanding to Sociological Association; Julian Olf among concurrent sessions that ap­ include customized expectations for Professor, University of Massachu­ proached faculty roles and rewards from individual faculty and cross-depart­ setts/Amherst; and H.Lee Schlorff, the perspectives of teaching, professional mental, programmatic contributions. Dean of the Faculty and Undergrac service, service learning, research, and uate College, Bentley College, offer assessment. Leslie Flemming, Dean of the ed perspectives from the disciplines College of Arts and Humanities at Pat Hutchings, Director of the the University of Maine, examined At the departmental level, reform AAHE Teaching Initiative, dis­ the issues institutions face in creat­ in faculty roles and rewards trans­ cussed the implications of teaching ing standards of faculty productiv­ lates to changes in departmental as a scholarly activity for prevail­ ity while responding to diverse cultures. Jon Wergin, Professor of ing conceptions of teaching, insti­ constituencies, rapidly changing Education at Virginia Common­ tutional evaluation and reword technologies, and redefinitions of wealth University, explored the policies, and student learning. teaching, scholarship, and outreach. pressures for change that depart­ ments face and the subsequent chal­ NERCHE Senior Associate, lenges for departmental leadership. Ernest Lynton, made the case for After a full and productive after- the benefits of direct professional noon, participants "brought the informa­ Moving the discussion to the arena tion home" in discussion groups con­ service and outreach to the larger of governance, Philip Quaglieri, structed to reflect the perspectives of their community, the intellectual life of Chair of the Faculty Council at the institutions.

Continued on page 1:

Spring/Summer 1995 5

Workplace Workplace Academic Academic The The 6 6

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Almost two out of three students (64 percent) say they are engaged in service activities.

students always had, to get training campuses, and surveyed 300 chief corporations, media, the schools, and and skills for an occupation. Half student affairs officers. Here is the pic­ families - are not working. Their (49 percent) saw the chief benefit of ture that is emerging of a generation greatest distrust is reserved for poli­ a college education to be increasing that is deeply pessimistic about the tics, politicians, and government. They their earning power. world they have inherited but surpris­ do not believe government is part of The generational images we ingly optimistic about their own ca­ the solution. form grow out of the shifts in the atti­ pacity to make things better. This generation of undergradu­ tudes, values, and behaviors of young The key events which influenced ates is angry that they are being people. For the most part, these shifts this generation are the Challenger forced to face social problems that are quite small. Nonetheless, the Explosion, the Iraq War, the fall of the are not of their own making. Because media capture the nation's attention Soviet Union, the Exxon Valdez acci­ the problems are large and growing by sharpening the changes from one dent, the Rodney King trial, and AIDS. larger, the students feel they do not generation to the next. We then adopt Each event is perceived as ultimately have the luxury of withdrawing from them to define and label generations negative. Even the fall of the Soviet them and focusing on themselves, as and, with time, the labels become Union is seen as having negative con­ they perceive the "yuppies" to have more real than the generations them­ sequences, such as the instability of done. selves. They evolve into stereotypes Russia, the war in Bosnia, and the Although students feel they have and cartoons which eclipse the diver­ lack of control over the former Soviet to solve problems ranging from sity that exists within every genera­ nuclear arsenal. poverty and pollution to AIDS and the tion. This is what happened with our The majority of students believe economy, they. reject quick fixes and image of the young people of the '60s that our nation is in deep trouble. broadscale solutions. They have cho­ and generations before and after them Most think our key social institutions sen to focus on local problems. Almost and the continuity among them. - government, health care, two out of three students (64 percent)

The Jekyll-and-Hyde character­ continued on page 9 izations of the current generation by Fortune and Business Week are, in this sense, both accurate. Each cap­ ~ --....._ tures a different slice of the genera­ r -----.. ~ ~~ 1 GRE.AT PROF! "\ tion, but neither describes the gener­ C.oo.o GRIEF, ) ( ;ff.E.SH- l,JH.EN ~ ( ( I AT LAST> .I:'M } ation as a whole. We are yet to take Gf.T REAL I. ) 15 SHE. GO~NA ) ( HAP ALL. THIS ( SA'f SOMETHtN' IN .BEGINNING- TO ,ct) an accurate picture of the current gen­ \.._ IN INTRO! _) A MURR I CAN? ) C UNPE'RSTANO TH/ eration of young people. '--- __./ \... _../ \... \__..,- ~ u "--- ~ A Portrait of Today's College Students

I have just completed a study of current undergraduates. We sur­ veyed a representative sample of 9, l 00 college students, carried out focus group interviews on 30 THE CHRONICLE OF HIGHER EDUCATION VIVIAN $COIT HIXSON

8 The Academic Workplace Think Tanks

One of NERCHE's hallmarks is its Think Tanks for faculty and administrators from New England schools and colleges. Think tanks meet five times a year for intense discussions of the most serious issues facing higher education.

Student Affairs Think Tank

he Student Affairs Think Tank this year strengthening rather than weakening com­ Thas been guided by the theme, "The munity, as others argued. Challenge of Change." Under the lead­ The third and fourth sessions of the ership of Jack Warner, Dean of Student Think Tank focused on models and strate­ Affairs at Bristol Community College, the gies for change. Deline Hickey, Vice Today's College Students - Myths & group began with a discussion of future President for Student Affairs at Keene Realities continued from page 8 trends in the larger society, with particu­ State College, described a system for im­ lar emphasis on demographic changes proving links among student affairs offices say they are engaged in service in New England. The group asked at her institution that was introduced sev­ activities. whether they should accept the premise eral years ago and how that system has This is a generation that is that New England's economic future re­ changed. Discussion turned to anxieties deeply worried about the future after quires a higher rate of participation in about change among staff members and higher education. Having accepted this college. "Will I get a good job?", ways to overcome those anxieties. Susan premise, it then turned to the question of Vice President and Dean of they ask. "Will I be able to repay my Brady, how to increase attendance in the region's Student Development at New England loans?" They also worry about having colleges and universities, with special at­ College and Zelda Gamson, Director of happy marriages. Many have never tention to potential students from under:­ NERCHE and a coordi~ator of the Think witnessed a successful adult, roman­ represented groups, such as first-genera­ Tank, continued the conversation about tic relationship. They desperately want tion students from poor families, students change by posing questions about re­ to be happy... and fear they won't be. of color, and older students. Discussion structuring. How do leaders initiate Nonetheless, they are more optimistic then turned to how to overcome cultural change, they asked, that maintains the about the future than their predeces­ barriers and insure success for students commitment to doing the best for students sors. Three out of five are convinced with these characteristics. and institutions? How do they reassure tomorrow will be better than today. In its second session, the group ex­ and sustain the commitment of their staffs? They attribute the improvement to the amined the impact of technology on How do they engage the faculty in change? The closing session of the Think commitment of their generation. higher education and student affairs. With Daniel DiBiasio, Interim Vice President for Tank, led by Lynn Willett, Vice President At bottom, this is a generation Student Affairs at the University of New for Student Affairs at Bridgewater State that wants to do well and do good. Hampshire as discussion leader, the Think College and a coordinator of the Think Three out of four say it is essential Tank discussed a number of professional Tank, drew up conclusions of the year's that they be very well off financially, ,and popular readings about the role of series on change for publication. yet five out of eight want a job that computers and related technologies. All will make an important social contri­ members of the group described how new bution. Current college students don't technologies had affected their offices and Members of the Student Affairs staff. Several told interesting stories about want to be Donald Trump, but the Think Tank 1994-1995 the positive effects of technology. Electronic Susan Alexander, Dean of Students, Wheaton thought of being Mother Teresa isn't mail, for example, has increased students' College; Rosalind Andreas, Vice President for all that appealing either. Student Affairs, University of Vermont; Doris access to student affairs staff members and Arrington, Dean of Student Services, Capital to other students, in many ways Communiy-Technical College;

Think Tanks continued on page I 0

Spring/Summer 1995 9 Think Tanks

Members of the Student Affairs Think Tank 1994-1995 continued from page 9

Robert Bongiovanni, Vice President of Student for Academic Affairs at Dean College and systems, and monitoring inappropriate Affairs, Thomas College; Susan Brady, Vice President & Dean of Student Development, Jean Woodbury, Associate Dean of communication. New England College; Evelyn Clements, Dean Academic Affairs at Framingham State of Student Development, Middlesex Community College; Daniel DiBiasio, Interim College, led a discussion on student re­ Vice President for Student Affairs, University of tention. The group shared organizational Members of the Associate Deans New Hampshire; Raymond Ferland, Vice and programmatic efforts that have been President for Student Affairs, Community . Think Tank 1994-1995 College of Rhode Island; Zelda Gamson, Director, effective in reducing student attrition. Some Dorothea Alexander, Assistant Dean for New England Resource Center for Higher of these included: commitment and sup­ Academic Affairs, Northshore Community Education; Paula Gagnon, Dean of Student port from institutional leaders, a process College; Zelda Gamson, Director, New England Affairs, Lyndon State College; Barbara Hazard, Resource Center for Higher Education; Carol Dean of Stucients, University of New England; that is long-term and inclusive of all Hurd-Green, Associate Dean, Boston College; Delina Hickey, Vice President for Student Affairs, members of the institutional community, re­ Jean Herbert, Dean of Freshmen and Keene State College; Deborah Hirsch, Associate Sophomores, Tufts University; Deborah Hirsch, Director, New England Resource Center for sources to implement programs targeted Associate Director, New England Resource Higher Education; Joyce Hopson-King, Assistant at reducing attrition, and the importance Center for Higher Education; Milton Kornfeld, to the Dean of Students, University of of accurate and on-going data on student Associate Dean for Academic Affairs, Brandeis Connecticut; Joseph Horton, Dean of Students, University; Lanny Kutakoff, Acting Vice St. Anselm College; Joan Apple Lemoine, Dean retention and academic standing which President for Academic Affairs, Dean College; of Students, Douglass College, Rutgers University; is correlated to measures of program ef­ Susan Lane, Associate Dean, Massachusetts Susan Lincoln, Dean of Student Services, College of Art; Dorothy Laton, Associate Dean Gateway Community-Technical College; Martha fectiveness and impact. Not surprisingly, for Undergraduate Studies, Assumption College; Mathis, Dean of Students, Norwich University; the group cited faculty as critical to any Myra Lerman, Director of Undergraduate Affairs, John McCray, Vice President for Student Affairs, program's success and discussed ways Suffolk University; David Levinson, Associate University of Rhode Island; Robert Minetti, Vice Dean for Liberal Arts & Business, Massachusetts President for Student & Administrative to involve them in retention efforts. Bay Community College; James McCroskery, Services, Bentley College; Sheila Murphy, Dean Associate Dean, Faculty of Arts & Sciences, for Student Life, Simmons College; Several of the NERCHE Think Tanks Rhode Island College; Victoria McGillan, Dean, Dwight Rideout, Assistant Vice President & Dean have explored the importance and impact Wheaton College; Lois Nunez, Associate Dean for of Student Services, University of Maine; Karen Academic Affairs, Sargent College, Boston Rigg, Vice President for Student Affairs, of technology in our workplaces this University; Sr. Mary Daniel O'Keefe, 0.P., Northeastern University; Robin Rose, Dean of spring. Lois Nunez, Associate Dean of Associate Dean, College of Arts & Science, Boston Student Life, Brown University; Neil Severance, Academic Affairs at Sargent College, College; Sarah Rockett, Assistant Academic Dean, Vice President for Student Affairs, Rhode Island University College, University of Rhode Island; School of Design; W. Gregory Swett, Dean of Boston University and Milton Kornfeld, Gwendolyn Rosemond, Associate Dean for Student Affairs, Eastern Maine Technical College; Associate Dean of Academic Affairs at Academic Affairs, Salem State College; Ray Jack Warner, Dean of Student Affairs, Bristol Sickinger, Assistant Dean, Faculty of Community College; Lynn Willett, Vice Brandeis University, surveyed Associate Undergraduate Studies, Providence College; President for Student Affairs, Bridgewater State Deans Think Tank members about the ways Voncile White, Dean of First-Year Students, College they use technology on their campuses Wellesley College; Jean Woodbury, Associate Dean for Academic Affairs, Framingham State and in their jobs. Among respondents, College there was little uniformity in the use of Associate Deans Think Tank tools such as eMail and the Internet, soft­ ware packages for word processing and database management, and voicemail. Student Affairs/Associate he Associate Deans Think Tank, led In addition to sharing information about Dean's Dialogue Tby Milton Kornfeld, Associate Dean specific programs, the group discussed of Academic Affairs, Brandeis University, some of the broader philosophical issues and Deborah Hirsch, Associate Director that the introduction of new technologies ccasionolly, NERCHE brings to­ of NERCHE, focused this year on the de­ has created on their campuses. These in­ 0 gether members of different think livery of academic support services for clude: assuring equal access to both com­ tonks to discuss topics of mutual interest. Members of the Student Affairs Think Tonk students. This fall, they discussed how to muting and residential student populations, and Associate Deans Think Tank met this help faculty address and respond to an limiting information overload and its im­ winter to discuss how to help faculty re­ increasingly visible population of disrup­ pact on workload and productivity, train­ tive and/or disturbed students. In Decem­ ing faculty and staff to use ever-changing spond to students' psychological problems ber, Lanny Kutokoff, Acting Vice President systems, decentralizing information as manifested in the classroom. In the following essay, Victoria McGillin, Dean,

10 The Academic Workplace

Spring/Summer Spring/Summer 1995 1995 11 11

Think Think Tanks Tanks Continued Continued on on page page 12 12

classes, classes, themselves themselves and and challenged challenged outside outside or or ignored ignored as- modate modate these these students students in in the the classroom. classroom.

poraneous poraneous occurred, occurred, conversations conversations manifested manifested in in the the back back of of address address the the question question of of how how to to accom­

problems, problems, when when they they the the spirit spirit moved moved them, them, carried carried on on extem­ the the following following week. week. Institutions Institutions had had to to

Students. Students. Behavior Behavior Students Students strolled strolled in in and and out out of of classes classes as as dent dent is is likely likely to to return return to to the the classroom classroom

call call to to the the Dean Dean of of increased increased disruptiveness disruptiveness by by faculty faculty in in does does the the not not classroom. classroom. work work when when that that stu­

"text" "text" or or by by a a quick quick classroom. classroom. The The "refer "refer havior. havior. and and The The run" run" faculty faculty approach approach began began to to struggle struggle with with

ing ing assignment assignment as as students students to to simply simply "disappear" "disappear" from from the the shared shared expectations expectations about about classroom classroom be­

turbing, turbing, creative creative writ­ could could no no longer longer count count upon upon disturbed disturbed no no longer longer arrived arrived on on our our campuses campuses with with

the the occasionally occasionally dis­ regimen regimen as as quickly quickly as as possible), possible), we we 'of 'of classroom classroom etiquette etiquette continued. continued. Students Students

Faculty Faculty responded responded to to return return the the student student to to his his or or her her "normal" "normal" Throughout Throughout the the 1980s, 1980s, the the erosion erosion

they they flunked flunked out. out.

by by short short term, term,

crisis crisis stays stays (designed (designed to to

dential dential treatment treatment facilities. facilities.

handle handle the the demands demands of of the the classroom, classroom,

lengthy lengthy

hospitalizations hospitalizations

were were

replaced replaced

the the classroom, classroom,

now now

more more

often often into into

resi­

graduated. graduated. Alternatively, Alternatively, if if they they could could not not

sues sues

or or result result

in in a a medical medical

leave. leave. As As

students students

continued continued

to to "disappear" "disappear"

from from

(for (for the the most most part) part) all all assignments assignments and and vices, vices, sufficient sufficient to to either either

resolve resolve

the the is­

student student affairs affairs staff. staff. Severely Severely problematic problematic

expected) expected) compelling compelling questions, questions, completed completed good good social social and and academic academic support support ser­

selves selves quickly quickly dealing dealing with with an an expanded expanded

room, room, took took notes notes dutifully, dutifully, asked asked (when (when now now meant meant more more than than just just providing providing

institutional institutional demands demands would would find find them­

affairs, affairs, students students appeared appeared in in the the class­ any any student. student. Retaining Retaining qualified qualified students students

able able

to to

respond respond

to to

increasingly increasingly

minimal minimal

ruled. ruled. From From the the perspective perspective of of academic academic as as much much right right to to a a college college education education as as

vided vided

for for a a

speedy speedy referral. referral.

Students Students un­

loco loco parentis parentis were were rarely rarely questioned. questioned. /n /n skilled skilled and and qualified qualified schizophrenic schizophrenic had had

tensive tensive campus campus mental mental health health services services pro­

both both inside inside and and outside outside the the classroom classroom or or psychological psychological problems. problems. A A highly highly

any any student's student's behavior, behavior, the the advent advent of of ex­

of of concerning concerning the the "natural" "natural" division division power power purely purely based based on on a a history history of of behavioral behavioral

ulty ulty member member became became concerned concerned about about

firmly firmly in in the the middle middle classes. classes. Assumptions Assumptions against against a a student student "otherwise "otherwise qualified," qualified,"

"classroom "classroom etiquette" etiquette" remained. remained. If If a a fac­

room room based based upon upon a a value value system system rooted rooted tions tions could could no no longer longer discriminate discriminate

out out formal formal codes codes of of behavior, behavior, an an unstated unstated

set set of of expectations expectations for for the the college college class­ also also made made manifest manifest the the fact fact that that institu­

itarian itarian classroom. classroom. While While institutions institutions threw threw

rived rived on on our our campuses campuses shared shared a a common common Americans Americans with with Disabilities Disabilities risk. risk. The The Act Act

jected jected authoritarianism authoritarianism in in favor favor of of an an

egal­

own own social social background, background, students students who who ar­ file file but but who who represented represented a a greater greater social social

"received" "received"

knowledge. knowledge.

Many Many

faculty faculty

re­

classroom classroom changed changed little. little. No No matter matter their their ted ted students students who who met met their their academic academic pro­

greater greater

freedom freedom

to to question question and and debate debate

sent. sent. Through Through the the 1950s, 1950s, the the nature nature of of the the 1980s 1980s also also meant meant that that institutions institutions admit­

increasingly increasingly optional optional and and students students felt felt

focus focus on on their their consequences consequences for for the the pre­ declining declining enrollments enrollments throughout throughout the the

by by their their first first names, names, attendance attendance became became

cal cal trends trends over over the the past past forty forty years years and and As As illustrated illustrated by by the the last last example, example,

parentis, parentis, students students began began to to call call the the faculty faculty

I I will will briefly briefly sketch sketch several several critical critical histori­

accepted accepted her. her.

loco loco to to change. change. With With the the rejection rejection of of in in

ing ing

profile profile

of of our our students. students. In In this this article, article,

grades grades and and very very high high SATs, SATs, the the college college

learning), learning), classroom classroom etiquette etiquette also also began began

times times

awkwardly, awkwardly,

in in response response to to the the chang­

youngest youngest

individual individual

there. there. With With excellent excellent

course course work; work; area area studies; studies; experiential experiential

Higher Higher

education education

has has

evolved, evolved,

at at

son, son,

even even though, though,

at at 17, 17, she she

was was the the

tent tent of of the the curriculum curriculum ("relevance" ("relevance" in in

tal tal had had voted voted her her to to be be their their

spokesper­

most most of of these these changes changes focused focused on on the the con­

Changing Changing Student Student Population Population

women women on on her her ward ward in in the the

mental mental

hospi­

portant portant changes changes in in the the classroom. classroom. While While

Classroom Classroom Responses Responses to to a a

scribed scribed with with great great pride pride the the fact fact that that the the

campuses. campuses.

Students Students

began began to to demand demand im­

Opening Opening

the the

Pandora's Pandora's Box: Box: tive tive university, university, one one young young woman woman de­

activism activism and and student student

diversity diversity to to

our our

example, example, in in her her application application to to a a selec­

The The

1960s 1960s

brought brought

both both student student

consultation consultation and and outreach outreach activities. activities. comfort comfort in in sharing sharing that that "baggage." "baggage." For For

home home for for the the good good of of the the academy. academy. are are available available to to campuses campuses through through our our and and more more students students felt felt less less and and less less dis­

our our classrooms. classrooms. These These students students were were sent sent developed developed resources resources on on this this topic topic which which disclosure-as-good-for-the-soul, disclosure-as-good-for-the-soul, more more

denly denly and and permanently permanently disappearing disappearing from from istrators istrators can can take. take. In In addition, addition, NERCHE NERCHE them them heavier heavier "baggage." "baggage." In In an an era era of of

lems lems most most often often that that resulted resulted academic academic in in a a student student and and student student sud­ affairs affairs admin­ family family backgrounds, backgrounds, they they brought brought with with

this this problem problem and and sibility sibility outlines several several outlines of of the the Dean. Dean. actions actions In In either either case, case, prob­ campuses campuses from from ever ever more more dysfunctional dysfunctional

Wheaton Wheaton College, College, describes describes the the origins origins of of the the classroom classroom signments. signments. and and were were the the As As sole sole students students respon­ arrived arrived on on our our

Dialogue Dialogue continued continued

Student Student Affairs/ Affairs/ Dean's Dean's Associate

Think Think Tanks Tanks .

' mI Student Affairs/Associate Deans Dialogue continued from page 11

To say that our faculty are feeling Second, faculty need to feel em­ distinctions. Let us return to the student overwhelmed is to put it lightly. Raised in powered to exert control in the classroom. who was self-mutilating in the classroom. an era of shared (if unstated} classroom This means that faculty must involve them­ The faculty member believed that both the values, faculty now find themselves fac­ selves in shaping a code of conduct for most sympathetic and most "accommo­ ing classrooms where those values are not the classroom, and institutions must take dating" response was to ignore the stu­ dent. The instructor's kindness, combined only unknown, but where their own sense responsibility for teaching it to incoming with the intimidation she felt about "suici­ of safety and control feels challenged. students. To create a classroom environ­ dality," resulted in behaviors that were not The Pandora's box (once firmly held in the ment in which learning occurs, faculty only more dysfunctional for the student, hands of student affairs staff) has been must expect certain minimal standards. they interfered with the learning envi­ opened. Over-or under-reactions by un­ What expectations should a faculty mem­ trained or unguided faculty are a likely ber set? Simple. That which contributes ronment for all students in the class­ consequence. For example, one faculty to (or at least does not detract from) an room. In this instance, the faculty mem­ overreaction resulted in a faculty member environment of learning for all members ber met with a college psychologist. All three met to discuss the problem of the granting permission for a student with of a class is acceptable. That which inter­ student's classroom behavior and its im­ Attention Deficit Disorder to play with a feres with learning is not. yo-yo throughout class, so long as the pact on the class as a whole. They dis­ yo-yo did not hit the floor or furniture. I am not referring to the old, rigid, cussed the fact that his suicidality was an While this novel "accommodation" helped authoritarian model that explicitly or im­ issue for the student and the college's that young man maintain his focus on the plicitly proscribed everything from dress mental health services, not the student and calculus lesson, it proved very disturbing to speech. The new code does need to be the faculty member. The faculty member for others in the class. Another faculty explicit about the minimal expectations and psychologist drew up a behavioral member under-reacted by ignoring a necessary to make a college classroom contract for the student to sign. He young person's repeated suicidal verbal­ work for all students (e.g., policy on at­ agreed no longer to discuss his suicidality izations (in the hopes that they would go tendance, participation, preparation, class­ with the faculty member, to discuss those away) until that young man began to room "decorum," etc.). These codes need feelings with a counselor and to cease self-mutilate during the class itself (stab­ to be incorporated into institutional docu­ self-mutilation in class. What he chose bing himself with a pen until he drew ments (e.g., the catalog} as a part of the to do outside class was his decision but blood}. As both faculty felt these problems institutional contract with admitted students. if he failed to abide by the in-class con­ concerned the classroom, they tried to With ·years of experience in struggling tract, he agreed that he would be with­ manage their problems on their own. with students around acceptable behav­ drawn from the class. If he felt so out of Retaining this traditional division between ior, student' affairs staff possess valuable control that he could not sign the contract, student affairs and academic affairs expertise in these issues. Academic affairs then he would have to be withdrawn from clearly proved less than functional. and student affairs staff need to collabo­ the college and sent home on a medical Several responses are called for. rate on the development of the contract leave. The student signed and abided by First, academic affairs and student affairs to ensure consistency inside and outside the contract. He finished the course (and must begin to engage in a healthy dia­ the classroom. the semester} without further incident. logue. Receiving a one-shot workshop on , Third, it is critical that faculty dif- The Pandora's Box will not close on campus referral services is no longer suf­ ferentiate between behavior and diagno­ its own. Even a return to a more selec­ ficient for faculty. Faculty need to be bet­ sis. Too often, faculty respond to a stu­ tive admissions picture in the next 10 ter educated about students' behavioral dent's label, rather than to a student's years will not address the loss of class­ styles and appropriate classroom re­ behavior. The most frequent consequence room culture. Faculty must accept the fact sponses. Collaboratively they should de­ is that they do not hold the student ac­ that the classroom has changed, perhaps sign teaching/learning programs to ad­ countable for his or her own behavior. irrevocably. They, in turn, need to adjust dress the full range of faculty classroom Student affairs staff, particularly mental their pedagogic responses. Faculty can­ behavior concerns. health consultants, can help with these not do this alone. It is time for a serious

12 The Academic Workplace

Spring/Summer Spring/Summer 13 13 1995 1995

Think Think Tanks Tanks Continued Continued on on page page 14 14

University University of of Hampshire; Hampshire; Sandra Sandra Elman, Elman, New New

Provost Provost Vice Vice & & President President for for Academic Academic Affairs, Affairs, Think Think Tank Tank members members explored explored

gion gion

was was the the focus focus

of of a a

spirited spirited discussion. discussion.

University University of of New New England; England; Walter Walter Eggers, Eggers,

At At its its

first first session session

in in

September, September,

contract contract with with any any of of the the SPREs SPREs in in the the re­ DiPadova, DiPadova, Dean, Dean, College College of of Arts Arts Sciences, Sciences, & &

University University of of Massachusetts/ Massachusetts/ Amherst; Amherst; Theodore Theodore

tracted tracted agency. agency. Whether Whether NEASC NEASC should should education. education.

Provost Provost

Vice Vice

& & President President

of of Academic Academic

Affairs, Affairs,

tion, tion, for for which which the the SPRE SPRE will will turn turn to to a a con­

and and the the

myriad myriad

expectations expectations

of of general general Connecticut Connecticut State State University; University; Patricia Patricia Crosson, Crosson,

Karen Karen Beyard, Beyard, Vice Vice President, President, Central Central one one of of eleven eleven criteria criteria can can trigger trigger interven­ prehensive prehensive look look at at the the definitions, definitions, goals, goals,

Academic Academic Affairs, Affairs,

Northeastern Northeastern University; University;

cational cational institutions. institutions. Failure Failure to to meet meet any any

NERCHE NERCHE Senior Senior Associate, Associate, took took a a com­

Michael Michael Baer, Baer, Provost Provost Senior Senior & & Vice Vice President President for for

T T

Entities} Entities} in in each each state state that that will will monitor monitor edu­

Tank, Tank, Sandra Sandra convened convened Kanter, Kanter, by by Tank Tank 1994-1995 1994-1995

SPREs SPREs (State (State Postsecondary Postsecondary Review Review his his year, year, the the Liberal Liberal Learning Learning Think Think

Members Members of of the the Academic Academic Affairs Affairs Think Think

The The amendments amendments also also set set up up so-<:alled so-<:alled

regulatory regulatory dimension dimension of of accreditation. accreditation.

its its to to institutions institutions substantially substantially increase increase the the

year. year.

Liberal Liberal outcomes outcomes Learning Learning and and Think Think conduct conduct Tank Tank unannounced unannounced vis­

of of the the Academic Academic Affairs Affairs Think Think Tank Tank this this

agencies. agencies. Requirements Requirements to to assess assess student student

basis basis for for discussion discussion at at the the final final meeting meeting

dures, dures, and and standards standards of of accreditation accreditation

Provost Provost of of Mount Mount Ida Ida College, College, was was the the

ments ments for for the the structure, structure, operating operating proce­

comes, comes, James James prepared prepared Martin, Martin, by by

Education Education Act. Act. The The Act Act includes includes require­

Endicott Endicott College College

ments ments to to assess assess it. it. A A summary summary of of the the out­

the the 1984 1984 Amendments Amendments to to the the Higher Higher University; University; John John Weston, Weston, Vice Vice President, President,

three three standards standards of of quality quality with with measure­

President President for for Academic Academic Affairs, Affairs,

Sacred Sacred Heart Heart and and its its emphasis emphasis on on the the implications implications for for

College; College;

Thomas Thomas

Trebon, Trebon, Provost Provost Vice Vice & &

smaller smaller groups, groups, each each charged charged to to outline outline

about about the the role role

of of regional regional accreditation accreditation

Academic Academic Dean, Dean, Norwalk Norwalk Community Community Technical Technical

The The participants participants

then then

divided divided into into three three

Middlesex Middlesex Community Community College; College; Lee Lee Thornton, Thornton, (NEASC), (NEASC), summarized summarized the the current current debate debate

Schilling, Schilling, Vice Vice President President for for Academic Academic Affairs, Affairs, and and preserving preserving quality quality on on their their campuses. campuses.

Association Association of of the the Schools Schools and and Colleges Colleges

Affairs, Affairs, University University of of Maine Maine at at Machias; Machias; Carl Carl

role role of of chief chief academic academic officers officers in in defining defining

Associate Associate Director Director of of the the New New England England Mark Mark Schlesinger, Schlesinger, Vice Vice President President for for Academic Academic

sustained. sustained. They They

emphasized emphasized

the the critical critical

Academic Academic

Affairs, Affairs, North North Adams Adams State State College; College;

first first meeting meeting Sandra Sandra in in September, September, Elman, Elman,

Vermont; Vermont; Raymond Raymond Rodrigues, Rodrigues, Vice Vice President President for for

how how each each standard standard can can

be be measured measured

and and

"Accountability "Accountability

and and Accreditation." Accreditation."

At At

its its Acting Acting President, President, Community Community College College of of

its its size, size,

mission, mission,

or or

heritage, heritage,

along along

with with

Provost, Provost, Simmons Simmons College; College; Barbara Barbara Murphy, Murphy, sity, sity, focused focused this this year year on on the the topic, topic,

Academic Academic Affairs, Affairs, Mt. Mt. Ida Ida College; College; Jane Jane

Milley, Milley, dards dards

of of quality" quality"

for for a a

campus, campus, whatever whatever

Academic Academic Affairs, Affairs,

Northeastern Northeastern Univer­

College; College;

Martin, Martin, Vice Vice President President for for James James

work. work.

The The group group

defined defined

several several

"stan­

Provost Provost and and Senior Senior Vice Vice President President for for President President Dean Dean of of the the & & Faculty, Faculty, Bradford Bradford

for for Higher Higher Education; Education; Peggy Peggy Center Center Maki, Maki,

Vice Vice

effectiveness effectiveness

and and value value

affect affect our our common common

Senior Senior Michael Michael Associate, Associate, Baer, Baer, and and

Lynton, Lynton, Senior Senior Associate, Associate, New New England England

Resource Resource

T T

lic lic confidence confidence

in in

higher higher

education's education's

Ernest Ernest vened vened Lynton, Lynton, by by NERCHE NERCHE Academic Academic Affairs, Affairs, Westfield Westfield State State College; College; Ernest Ernest

creditation creditation standards, standards, and and eroding eroding pub­

College; College; William William Lopes, Lopes, Sr. Sr. Vice Vice President President for for he he Academic Academic Affairs Affairs Think Think Tank, Tank, con­

Livingston, Livingston, Dean Dean of of Academic Academic Affairs, Affairs, Lasell Lasell

ing ing economic economic circumstances, circumstances, evolving evolving ac­

Academic Academic Affairs, Affairs, State State College; College; Cathy Cathy Keene Keene

measured, measured, and and how how factors factors

such such

as as chang­

Gordon Gordon Leversee, Leversee, Interim Interim Vice Vice President President for for

Academic Academic Affairs Affairs Think Think Tank Tank

Dean Dean of of Faculty, Faculty, University University of of Southern Southern Maine; Maine; where where it it is is found, found, how how it it is is and and is is not not

Lawson, Lawson, Sr. Sr. Vice Vice President President

for for Academic Academic Affairs, Affairs,

focused focused on on accountability accountability on on campus: campus:

Affairs, Affairs, University University of of Southern Southern Maine; Maine; Jonathan Jonathan

Deborah Deborah Hirsch Hirsch by by of of NERCHE, NERCHE, the the group group Lapping, Lapping, Provost Provost Vice Vice President President & & for for Academic Academic

Academic Academic Dean, Dean, Eastern Eastern Nazarene Nazarene College; College; Mark Mark

At At the the February February meeting, meeting, facilitated facilitated

Affairs Affairs Planning, Planning, Lesley Lesley & & College; College; David David Kale, Kale,

Education; Education; Robin Robin Jacoby, Jacoby, Dean Dean of of

Academic Academic the the discussion discussion in in subsequent subsequent meetings. meetings.

England England Resource Resource Center Center New New

for for Higher Higher

exploration, exploration, the the group group agreed agreed to to

continue continue

Institute; Institute; D<'borah D<'borah Hirsch, Hirsch, Associate Associate Director, Director,

the the 21st 21st century. century.

Academic Academic Affairs, Affairs, Hampshire Hampshire Technical Technical New New stitutional stitutional assessment assessment still still lacks lacks systematic systematic

Wheaton Wheaton College; College; Arthur Arthur

Harris, Harris, Dean Dean of of determine determine the the shape shape of of the the classroom classroom for for

broad broad and and complex complex and and the the issue issue of of in­

Provost Provost Vice Vice President President & & for for Academic Academic Affairs, Affairs,

ing ing environment environment

of of the the present present to to best best

Boundary?" Boundary?" Because Because the the subject subject is is both both for for Higher Higher Education; Education; Hannah Hannah Center Center Goldberg, Goldberg,

enforce enforce a a set set of of

expectations expectations for for the the learn­ Zelda Zelda Gamson, Gamson,

Director, Director, New New

England England

Resource Resource

"Accountability "Accountability or or Intrusion: Intrusion: Where Where is is the the

President President of of Academic Academic Affairs, Affairs, Bentley Bentley College; College;

fairs fairs and and student student

affairs affairs must must create create and and

led led the the group group in in a a discussion discussion of of the the topic, topic,

Massachusetts/Boston; Massachusetts/Boston;

Philip Philip Friedman, Friedman, Vice Vice

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Tanks Tanks Think Think

15 15 1995 1995 Spring/Summer Spring/Summer

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change. change. lasting, lasting, and and effective, effective, to to lead lead

545-5146. 545-5146. (413) (413)

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to to participants participants Gamson Gamson invited invited Zelda Zelda

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University-Northridge University-Northridge

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California California the the Kanter Kanter assisted assisted Sandra Sandra interests. interests. competing competing of of phere phere

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College; College; Island Island Rhode Rhode Biology, Biology, Melaragno, Melaragno,

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NERCH NERCH appropriate appropriate an an recommend recommend either either and and purview purview our our within within

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College; College; Simmons Simmons Mathematics, Mathematics, Beers, Beers, Donna Donna

1995-1996 1995-1996 Tank Tank Think Think NERCH NERCH with with affiliated affiliated consultants consultants activities, activities, outreach outreach its its Through Through

Chairs Chairs Department Department the the of of Members Members

continued continued

Tank Tank Think Think Chairs Chairs Department Department

Outreach Outreach Consultation Consultation & & NERCHE NERCHE Book Review

Generation at the Crossroads His analysis of the reasons for this politi­ the brief but intense student activism - Apathy and Action on the cal withdrawal constitutes the great which accompanied the equally brief American Campus strength of his work. Instead of condemn­ Gulf War. And he cites recent trends to­ ing today's students for foiling to measure ward greater political activism and demon­ up, Loeb seeks to understand the forces strations among today's high school Loeb, Paul Rogat. New Brunswick, NJ: which impede student involvement and students. Rutgers University Press, 400 pages. those that encourage it. Loeb finds encouragement in the Reviewed by Jack Warner; Dean of After introducing the myths which community service movement and students' Student Affairs, Bristol Community plague this generation, Loeb organizes increasing concern for the environment. College, Foll River; MA. his book into three major sections: Book I: He writes of the formation of the Campus "I'm Not That Kind of Person," Book II: "I Opportunity Outreach League (COOL), Hod to Toke a Stand," and Book Ill: "The which now hos chapters on over 1,000 World in Motion." The first section de­ campuses. He believes that community e ore o!I pretty tired of the over­ scribes the major barriers today's students service con be used to stimulate political W generalized stereotypes of the stu­ face in becoming socially and politically action, as students experience up close dent generation attending college in the active. These barriers include the desire the effects of poverty, homelessness, and l 980's and early l 990's. Much has been for success in the face of a limited job the diminished prospects of the poor and written about their low motivation, cyni­ market, reluctance to voice unpopular racial/ethnic minorities and environmen­ cism, and poor academic preparation. ideas, and lack of politically active role tal degradation. We have heard about their emotional de­ models. Another barrier is the stereotyping Anyone who wonts a nuanced and tachment and lock of idealism. And we of the l 960's, which hos trivialized sympathetic perspective on today's col­ have been told about their low expecta­ achievements of the civil rights, anti-war, lege students should read this book. In tions, skepticism about the future, toler­ and women's movements. Perhaps the contrast to the dismissive portraits of the ance for dishonesty and violence, and most overwhelming barrier to current stu­ current generation, he offers the hopeful economic dependency. Even the descrip­ dent involvement comes from a prevailing stories of individuals and groups who are tive label, "Generation X," reveals our sense of powerlessness. His chapter, "You able to overcome prevailing cynicism and puzzlement. Don't Hove a Soy," speaks eloquently to make themselves and their issues heard. Poul Rogol Loeb is disturbed about how students perceive their lack of power He points us to the future by asking how the oversimplified stereotypes of this gen­ in influencing today\ political structures. the vision of involvement exemplified by eration of students. An independent jour­ Loeb moves from discussing unin­ these students con be sustained ofter col­ nalist, Loeb spent seven years visiting over volved "Adopters" to describing those lege through continuous service and ac­ l 00 colleges on campuses in 30 states to who ore actively involved in politics. He tivism. It is a challenge to us all. discuss with students their values, back­ shows how several contemporary students grounds, ideals, and involvements. His ex­ began successful social movements: tensive interviews have resulted in a com­ Barb Meister formed the group Form­ pelling book. Loeb seeks to understand Action Concerns Tomorrow's Society where the stereotypes come from and (FACTS) to counter the family form crisis what hos produced the detachment of re­ rrer own family hod experienced. The cent college students from social and po­ Greeks for Peace movement at the litical activism. University of Michigan and the successful Loeb himself is concerned with pro­ anti-apartheid efforts of the mid-l 980's moting social justice, the conditions which resulted in the divestment of funds in create upward mobility, and opposing the South Africa in more than 150 colleges forces that perpetuate inequality. Yet he and universities. Student protests at City shows much sympathy toward a relatively University of New York opposed tuition apathetic and non-political generation. and fee increases there. He describes

16 The Academic Workplace News

Interstate Interchange Visiting Fellows

The Second Annual Symposium Coping with the Disruptive In addition to Janet Zollinger Giele on General Education in the Student In and Out of the Brandeis University; Brad Rose, Brown Professional College Curriculum Classroom University; Fuad Safwat, University of Massachusetts/Boston; Jack Warner, n April 7, the General Education The Massachusetts Vice Presidents/ Bristol Community College; Patricia Wilkif 0 Department of Berklee College of Deans Council of Student Affairs of the University of Massachusetts/Boston, Music sponsored a symposium exploring Massachusetts Community Colleges, NERCHE has welcomed two Visiting the relationship of general education to NASPA Region I, and NERCHE sponsored Fellows for the spring term. a professional development day for fac­ professional schooling. Presenters used Mary Ella Feinleib is Visiting ulty and college administrators on Friday, case studies to describe various efforts to Scholar at the Harvard Graduate Schoo April 7 featuring Gerald Amada, author create coherent and substantive ap­ Education and Professor of Biology ai of Coping with the Disruptive College of proaches to general education, paying Tufts University. For the past two decades Student: A Practical Model. Amada of­ special attention to "Objectives and she has dedicated herself to academic fered practical suggestions for systematic Obstacles" and "Strategies and Solutions." administration. At Tufts she has served c and legally acceptable procedures for chair of the Biology Department, Dean dealing humanely with students' disrup­ Conflict Management in Higher of the Colleges of Liberal Arts and tive behavior, a problem that has reached Jackson, and Acting Dean of the Faculty Education alarming proportions in colleges and universities. of Arts, Sciences, and Technology. Durinf In today's world, colleges and uni­ her years as Chair and Dean, Tufts saw versities are competing for scarce re­ a substantial increase in the number of Volunteer Opportunities Grow at sources, struggling with "downsizing," and women professors and departments chair: unable to support multiple departments and the University of New Hampshire and progress was made in appointing divisions. Conflict is a reality with which faculty and administrators of color. During the 1993-94 year, staff in we must contend. In order to know how Mary Ella has also served as both Vice­ the University of New Hampshire's Divi­ conflict is managed at campuses through­ Chair and Chair of the New England sion of Student Affairs created the Partner­ out the country, William Warter, of the Commission on Higher Education. ship for Social Action, a campus-wide National Association of Mediation in community service component to co-cur­ Jean Woodbury is the Associate Higher Education, and Susan Holton of ricular activities. The service initiative has Dean for Academic Affairs at Framingharr Bridgewater State College have prepared included the revitalization of a student ser- State College. Entering the field of edu­ a survey of conflict management programs cation as a teacher for the Hawaii Depart at institutions of higher education for the ment of Education 25 years ago, she ha compilation of a forthcoming directory been specializing in collaborative efforts from Jossey-Bass. to support underprepared and other at­ For a copy of the survey please call risk students at Framingham State CollegE Susan Holton, Department of Commun­ volunteer opportu- ~ since 1978. Jean was instrumental in de ication, Theatre Arts and Communication nities, and a tutoring veloping the Center for Academic Suppor Disorders, Bridgewater State College, program with area and Advising at the College as well as its Bridgewater, MA at (508) 821-2034 or public schools. freshman assessment/placement program send an eMail message to and is completing a four-year study doc­ [email protected]. umenting the strength of developmental reading instruction for at-risk freshmen. During the past l O years she has con­ ducted an historical study of the origin and implications of censorship on instruc lion in American public education.

Spring/Summer 1995 17 Congratulations to:

Kathleen Assar, ficademicfiffairs 'Think 'Tank, has left her position as rf'rovost and Senior 1?ice rf'resident at ean of educational Services at Pima Community College infirizona.

Studentfiffairs 'Think 'Tank member, Daniel BiBiasio, will leave his position as Interim Vice rf'resident for &udentfiffairs at the Vniversity of Jfew fiampshire to become president of Wilmington College in Ohio.

Clark Hendley, of the fiberal £gaming 'Think 'Tank, has accepted the position of rf'rovost of the College of Saint

Jean Kim, former member of the &udentfiffairs 'Think 'Tank, has moved from her position as Vice rf'resident for Studentfiffairs and

Sandra Kurtinitis,ficademicfi.ffairs 'Think 'Tank, leai,es her position as ©ean officademicfi.ffairs at

Studentfi.ffairs 'Think 'Tank member, Joan Apple Lemoine, has left her position as ©ean of Students at Western Connecticut State Vniversity to become ean of Students, ouglass College, rf{_utgers Vniversity.

Lee Thornton, of theficademicfi.ffairs 'Think 'Tank, has become president of Columbia ean.

Rosalind Andreas, Studentfiffairs 'Think 'Tank membe,~ will be stepping down as 1?ice

Sponsors Support for the New England Resource Center for Higher Education comes from the Graduate College of Education, the Office of Graduate Studies and the Division of Continuing Education at the University of Massachusetts at Boston. The Pew Charitable 1rusts, the Exxon Education Foundation, the Andrew W. Mellon Foundation, The Education Resources Institute and an anonymous gift have provided funding for special projects.

18 The Academic Workplace Reader Survey

·E encourages discourse, discussion and development o NE RC H new ideas and initiatives in the organizational life of colleges and universities. It does this through its think tanks, workshops, confer­ ences, outreach activities and newsletter. To enable us to help you better, we would like you to take a few minutes to fill out the following reader survey and return it to us by July 15, 1995. Please mail responses or fax them to (617) 287-7747.

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Spring/Summer 1995 19

Mail Mail Class Class Third Third

52094 52094 No. No. PERMIT PERMIT 02125-3393 02125-3393 MA MA Boston, Boston,

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University University Education, Education, Higher Higher for for Center Center Resource Resource England England New New to: to: mail mail and and Papers Papers Working Working NERCHE NERCHE to to payable payable check check make make

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#15: #15: Paper Paper Working Working

Elman Elman E. E. Sandra Sandra 1992 1992 Spring Spring

1991 1991 Foll Foll

: : l l Paper Paper # # Working Working Institutions Institutions Comprehensive Comprehensive

University University 7 - 7 Weserva/1 Weserva/1 # # Study Study Case Case

in in Faculty Faculty of of Characteristics Characteristics The The

Series Series Change Change Organizational Organizational

Kanter Kanter Sondra Sondra

Youn Youn I.K. I.K. Ted Ted

14: 14:

Paper Paper # # Working Working 1994 1994 Spring Spring

0: 0: l l Paper Paper # # Working Working

Problems Problems Environmental Environmental and and Social Social To To

1991 1991 Foll Foll

1991 1991 Spring Spring Expertise Expertise Academic Academic Applying Applying for for Paradigm Paradigm

Process Process Change Change Curriculum Curriculum Education Education General General

Universities Universities and and Colleges Colleges Massachusetts Massachusetts Universities: Universities: A A Utlization" Utlization" "Knowledge "Knowledge

the the and and Grants Grants Outside Outside Here: Here: Stops Stops Buck Buck The The

in in

Faculty Faculty Hispanic Hispanic and and Black Black of of Status Status The The Bernstein Bernstein B. B. Abram Abram

Kanter Kanter Sandro Sandro

Elman Elman E. E. #3: #3: Sandro Sandro Paper Paper Working Working

#9: #9: Paper Paper Working Working

#7: #7: Paper Paper Working Working

1991 1991 Spring Spring

1990 1990 Fall Fall

Analysis Analysis 1990 1990 Winter Winter

Findings Findings Initial Initial

Policy Policy A A Knowledge: Knowledge: of of Utilization Utilization the the in in

Universities Universities and and

Colleges Colleges

Comprehensive Comprehensive Education: Education: General General Implementing Implementing

Universities Universities Metropolitan Metropolitan of of Mission Mission The The of of

Origins Origins

The The

Knocked: Knocked: Opportunity Opportunity Gamson Gamson F. F. Zelda Zelda and and

Lynton Lynton

Ernest Ernest

A. A.

Finnegan Finnegan E. E. Dorothy Dorothy London London Howard Howard Kanter, Kanter, Sandra Sandra

#8: #8: Paper Paper Working Working

#6: #6: Paper Paper Working Working #5: #5: Paper Paper Working Working

Series Series Education Education General General

Papers Papers Working Working