Trinity Faculty Going Downhill (Part 2)

At Trinity University, some believe that drawing faculty members physically downhill – from the upper campus academic area to the lower campus residential area – can create an enriching and meaningful learning environment for students. It is a sometimes controversial issue because faculty members can only be stretched so far and students often like to separate, rather than integrate, their in-class and out-of-class experiences. This three-part series will take a look at the history, issues, and current standing of the blended educational experience at Trinity University.

Part 2: Collaboration
Trinity’s mission boasts a residential campus experience. On a very basic level, the three-year residency requirement is in place to shape the student identity as being immersed in the traditional college experience; to house students close to one another; and to offer easy access to lectures, athletic contests, and plays. Beyond that, the requirement affords the University a tremendous opportunity to foster interactions between students and faculty members outside the classroom.

One of the reasons that the campus pub – the Tigers’ Den – was so attractive when proposed and implemented, was that it created a space where professors and students could sit down over a beverage and wax poetic about Kant and Nietzsche in a setting that a classroom doesn’t allow. An experienced professor here wishes the University would buy housing near campus so faculty members can live close by and participate in campus events and have meaningful informal interactions with students. It makes senses, as sometimes the best interactions aren’t planned, and they happen in the most unusual settings and at the most unusual times. Creating opportunities allows for these types of interactions to occur.

One of the most sincere, yet damaging programs created on campus to create this dynamic occurred in the late 1980’s, when the then Residence Halls staff proposed and implemented a program called Faculty Friends. The idea was to connect students on campus with professors who would become informal mentors and leaders. Because the relationships were artificial the program failed miserably. Professors saw little benefit to going downhill for a dinner with students who had been cajoled by Resident Assistants into participating. Moving faculty from that era beyond that experience has proven challenging for years and even decades.

Generally, bringing professors and students together on campus is more of a challenge on larger research campuses. At schools like Trinity, professors will regularly serve extensive office hours and relish the opportunity to assist students outside of class and in small groups. This is what students view as the most significant part of their educational experience here. Most think that is enough, whereas others come from campuses where there were language houses and special living units, and regular night-time and evening interaction that made the experience really meaningful. One professor (not from TU) recently made a strong case for the benefits to students and faculty when professors live among students.

Faculty members do not speak with the same voice related to their outside-the-classroom roles on campus. Indeed, faculty members are judged almost entirely on the quality of their teaching and on research, a measure of one’s engagement, productivity, and ongoing development of expertise within a discipline. Service, such as serving on committees, comes in a distant third. Several years ago a professor helped advance a faculty-generated proposal that Residential Life would pay for faculty meals in the dining hall. The Faculty Senate declined, fearing that the ones who didn’t participate would be judged negatively, or that this would create an expectation for all professors that would interfere with the important business of teaching and research.

Likewise, I have been asked by professors why there is “this push to get faculty into the dorms.” On the flip-side, others have asked why we aren’t creating a better, more interactive environment on lower campus between faculty and students. One such professor challenged me personally years ago to include a residential option with the Humanities 1600 course. The success of that program has been transformational for me, and for the Residential Life program at Trinity.

Coming in Part 3: What works

Counter inTUitive

This is a (new) regular feature to examine the information in the weekly Trinitonian editorial. I love the Trinitonian and the students who run it. Sometimes, however there are more nuances to the issue than they have space for. Besides, electronic media allows for there to be "watchdog" watchdogs. Editorials are rated by "hits," as in blog hits, with one being worst and 5 being best. If they are published on-line I will provide links.

Last week I was disappointed when the Trinitonian called out the University for not reducing carbon emissions. We do have a ways to go there. More troubling, though, was they called out Physical Plant Director John Greene while patting the students on the back for making great strides in recycling and other efforts. While the students have done well, they would be nowhere without Physical Plant and ARAMARK. In particular, John Greene took a poor student-run recycling program into his department and dedicated two full-time staffers, a truck, and recycling bins to this important issue. ARAMARK eliminated Styrofoam, as a response to important input on the topic. My point is, the last person who should be identified as slacking in sustainability initiatives is John Greene. Other cost and institutional issues are at play in measuring and then reducing the University's carbon footprint.
2 hits

This week, the Trinitonian calls on students to be vigilant about the new ASR constitution, which has that student government body directly funding student groups instead of appointing a board to do this for them, or having THAT board delegate to other groups (TIGER/TDC) to distribute. The editiorial calls on students to be vigilant about what ASR may sneak into its bylaws and also to be careful about the power ASR has. Finally, students are called on to regularly challenge ASR's authority. I generally like all of these points. ASR should be accountable and transparent. Hopefully as proposals for funding are submitted they will be put on-line for students to comment on. In addition, the ASR budget should be put on-line so any student can determine at any time that the activity money they pay is being well-spent.

What I would have liked to have seen emphasised more is that students can directly "vote the bums out" if they feel they are not good stewards of student activity fee money. In addition, this new constitution may create more interest in students running for senate positions. (In recent years the first wave of applications for candidacy didn't produce the minimum number of candidates required.) Also, the truth is that ASR has held this power all along, but delegated it to an appointed group to give out the money to the other groups to give out the money. Finally, on the issue of the by-laws, these are simply the procedures used, among other things, to accept proposals and allocate money. They should not be controversial (and never have been) and also will be published on-line.
3 hits

I'm NOT Gay (not that there's anything wrong with that*)

You don't want to receive an e-mail from your wife that reads "I always knew you were gay!" It seems my appearance in a recent student video project though, featuring Trinity grad Michael Elder, has spurred some questions. I prefer to think of myself as a good sport. This video was part of Bri McGlammory's Tiger TV project for the "Not So Late Show." I was happy to participate. Sometimes my internal filter doesn't work so well, but I did decline Mike's invitation to spoof the Lady and the Tramp spaghetti scene, and I did pass up on an on-screen back-rub. When Mike asked if I could sit "sexily" on the piano I told him that was the only way I knew how. Having seen the video I now realize that's not entirely true. I fear I have single-handedly taken the sex out of sexily.

I have gotten questions about my orientation lately because I also have a touring bag for when I am on my bike. It is NOT a purse. My dad used to have keys and a billfold. That's it. I have a camera, for my blog, an iPhone, reading glasses, earphones, business cards... I think you understand.

The picture above? Now I can explain that. Again, I was just being a good sport. I passed by this photo op on the esplanade and was in a playful mood so I jumped in. I thought it was funny. I am NOT gay. I didn't actually kiss the guy, and I'm glad, because it turns out he is not even a student. The young woman is, and this was a photo project for a Beginning Photography course.

But more to the point... Trinity University has an obligation to accept all of our students for who they are -- and that includes those students who are gay, lesbian, bisexual, and transgender. The challenge is to move from being just tolerant to actually welcoming and embracing this population (probably about 5% of the student body, not counting those questioning their sexual orientation and gender identity). Fortunately, recent generations have become much more open to lifestyles that are different than their own and the University has some strong allies for them throughout the faculty and staff, most notably Dr. Richard Reams in Counseling Services. According to Dr. Reams about two-thirds (64%) of the 34 LGB students who responded to an anonymous LGB Campus Climate Survey last semester reported the climate to be somewhat or very welcoming, an increase from 47% in 2004.

Some people worry about this welcoming approach to our gay population. I have had e-mail exchanges with older alumni who feel that THEIR Trinity would never have allowed homosexual students to form a student group. In an exchange that I was accidentally copied on, one person openly speculated that I was probably a "faggot." In my own journey away from homophobia, I discovered I wasn't offended by this.

There are other signs I have evolved. My reaction to the photo above was not "oh my, did I really pretend to kiss a guy," but rather "dang, I need a haircut." I no longer ask Dr. Reams to put an asterisk (*not gay) by my name in the annual Trinitonian ad welcoming gay, lesbian, and transgender students to campus. And, I didn't find the request to do the video that big of a deal. (Out of respect for my wife, I would have actually declined if a female student had asked to do this.) But now my wife and I have other issues to resolve.

In many offices on campus, including mine, there are rainbow signs that state "LGBT Ally." These offices are safe places for students to discuss their lives authentically. I like that. This should be a safe place. I suspect in years to come, when this generation is in charge, those proclamations won't even be necessary. I plan to meet them there.

*Seinfeld reference

100th Post Means Free Stuff for Readers!

This is the 100th "Dean's List" post! This blog had its humble beginnings in June 2008. Congratulations to me! Someone recently said that if I have had a thought related to Trinity I have blogged about it. That is not entirely true, as I only verbalize or write about 10% of what pops into my head. This would surprise those who think I have no internal filter. The filter is just a liberal little sucker.

The idea of the blog was to have another way to communicate with students. Turns out that there are probably more parent readers than students, but that's okay. Some students, like Raj Singh, have drawn attention to the blog. He satirized it in the Trinitonian in more than one column. Others, like Ali Deizza and Leslie Stryker, have tried to bribe their way into the blog. These two said they would bookmark it as favorite on their web pages. I am a little offended by that. I am not that easy. One of my new favorite students is Puru Shah, who routinely posts responses as "Digital Subway."

I was going to make a list of what I considered to be the top five posts, but decided that would be arrogant. It also dawned on me that I might not be able to identify five, which would be pretty embarrassing. So in celebration, I am offering FREE Trinity car wind socks and car flags to anyone who wants them (while supplies last). These have real retail value between $7 and $10. I have a huge stash that was I given by the TU bookstore because they were going to throw them away. I love Trinity and love those who read my blog, because I am narcissistic. So we all deserve to do a little flag-waving. Stop by Northrup 118 during normal business hours to pick up a free flag or sock. (Students, you can get ones for your parents.) And thanks for reading. I would probably still write even if I had no audience. But then again, I would be stuck with all these flags...

Trinity Faculty Going Downhill (Part 1)

At Trinity University, some believe that drawing faculty members physically downhill – from the upper campus academic area to the lower campus residential area – can create an enriching and meaningful learning environment for students. It is a sometimes controversial issue because faculty members can only be stretched so far and students often like to separate, rather than integrate, their in-class and out-of-class experiences. This three-part series will take a look at the history, issues, and current standing of the blended educational experience at Trinity University.

Part 1: The set-up
In 1996 ACPA, a student affairs professional organization, released the Student Learning Imperative. This was a bold document signaling that the student affairs profession was about more than room assignments, dances, and campus activities. In truth, there has long been an educational slant to programs outside the academic area. These are done to support students and help them become engaged, which translates to retention, which translates to success. This call to new action, however, has further entrenched the role of student life staff members as educators.

The expectations for student affairs staff to add value to the learning experiences have increased dramatically, as demonstrated by the Student Learning Imperative and its follow-up, Learning Reconsidered. The landscape features outcomes-driven programming and assessment in which the staff must demonstrate not just that students enjoyed a program, but that they learned something, and can articulate that learning. Students and parents expect, and institutions promise, the shaping of global citizens who are prepared to interact and contribute to the greater good in the world. There are many such opportunities outside the classroom, such as through service learning, through how students treat others and are held accountable for their actions, and through campus organizations. Collaboration with faculty members is seen as a “best practice” and expected, if not demanded.

There was a time when faculty members did all campus administrating and coaching in addition to teaching, but the system evolved to a faculty/staff system to allow professors to focus solely on teaching while others could focus on student services and campus life. The paradigm has shifted again, though, to one in which learning is seen as happening everywhere and all the time, and is the responsibility of everyone on campus. Most professors probably wouldn’t want to deal with hazing anymore than I want to tackle differential equations with students. But we can probably all agree on student learning, development, and growth as our primary and shared goals. Strict compartmentalization of upper and lower campus may not best serve our students.

Anyone who has ever sat through a student commencement speech quickly realizes that students see their own learning as comprehensive. Their experiences in the classroom are supplemented by the ones in life: whether this occurs from talks about their goals and ambitions over tacos at 3 a.m. or how they dealt with difficult roommates. Students reflecting on their college experience will discuss their decision-making, relationships, involvement, and exploration and experimentation as critical to their education.

I have long compared the university to a sports franchise. The faculty members are like the players. Without them, there is no product. The quality of the team or the faculty determines the quality of the team or university. The students are like the fans. Without them, we are left with a group of older people playing with a ball and drinking Gatorade or reading a lot of really complicated books. For students, there is not a guarantee that the game will always be good and likewise, there is no guarantee that every class will be a buzzer-beating thriller. Finally, the staff members are like the coaches, management, and cheerleaders. The students and faculty actually could live without this group for a short while. But eventually someone would need to prepare schedule, make the arrangements, provide the food, manage the Web page, deal with the disorderly, and collect the money.

The student affairs profession has tried too hard, sometimes, to legitimize itself to the faculty rather than accept serving in this important support role. This role has evolved beyond one of providing services to students, and has become one of educator. In becoming educators to improve the student experience, staff members have worked to break away from their silos and collaborate with the faculty.

Coming in Part 2: Collaboration

Mission Accomplshed

This is a story about coffee mugs. Not ordinary coffee mugs. These are brand new Student Affairs coffee mugs. The mugs feature the Student Affairs mission and the values that the Division members hold dear. This is good stuff and the development of the mission/vision/values was the first step in assembling the Student Affairs strategic plan. That five-year plan contains important elements, including goals and learning outcomes. The goals and outcomes are all systematically being assessed to determine what students learn as the results of our efforts to develop the co-curricular educational experience for our students.

Thanks for getting this far: There will be a payoff. Before the current VP arrived there was a different new mission that was about learning, helping students discover their identities, and helping them discover their places in the world. We brainstormed then about how to brand and communicate our mission, which was before we had our own Web page. One of the ideas was coffee mugs. Sometimes something gets into your head and it won't go away, like the new Miley Cyrus song or the Princess Leia costume in Star Wars. That's the same with me and the coffee mugs.

So, the odyssey began. Students should know that in any work environment employees must justify programs, proposals, purchases, and expenditures That is usually a good thing, to ensure that people are good stewards of their resources. The questions that the mugs and I faced were: How much will the mugs cost? Who will pay for the mugs? What is the point of the mugs? Are they for the staff to learn the values more closely? Are they for others who need to learn our mission? Will they promote the Student Affairs mission and values? Should we have t-shirts instead? Are the costs justified? Where will you get the mugs?

The mugs were approved under the condition they be paid for out of the Dean of Students' humble budget. In order to properly dispense the mugs to the Student Affairs staff I decided to host a Student Affairs "coffee" morning for staff members to come to Northrup 118 for some hot joe and their new mugs. So began odyssey two. I communicated this idea to the Residential Life staff, to which they were supposed to say: "Great idea for the give-away of the great mugs!" In reality their responses were: "I don't drink coffee, do I still have to come?" and, "if you have hot chocolate people might come," and "I only drink tea. Will you have tea?" Josh Brack announced that he would use his mug as a pen holder and not for a drink. The other thing students should know about work environments is that sometimes you just feel like giving up.

So the morning of the unveiling and the Student Affairs "Coffee/Hot Chocolate/Tea Reception" Vice President Felicia Lee responded to my query about her excitement-level by responding "You and those mugs. You are like a pit bull with those mugs." I think this was code for "you, my friend, might just get a bonus this year. The morning was going well. There was great vindication. Staffers were stopping by, enjoying their choices of beverages in the new mugs (which everyone pointed out should be rinsed first...) and then Reverend Nickle gleefully announced that the word "department," in the mission, was supposed to be "development." Though the values on the mugs include things like caring, respect, and integrity, the value of "ha-ha-ha, the stupid mugs aren't even right!" seemed to trump the others. My attempts to blame my senior secretary, the mug company, and Dr. Lee's current and former assistants never gained traction.

All subsequent visitors were asked to read the mission and none of THEM picked up on the mistake. Much like you may have missed the misspelling in the title of this post. If not for the Rev, these mugs would be on the hot ticket list today, rather than being pushed in the face of the Dean of Students by his wonderful colleagues. Amen Reverend.

This all evoked memories of the inaugural Sophomore College t-shirt I designed that read "Sophmore College," and the "Trinty Parent" newsletter. And I consider myself a detail guy. And so goes the story of the Student Affairs mugs... The story of serving, of supporting, and becoming global citizens. And maybe on the next go-around, of double and triple checking.

The Newlywed Game for Roommates

Residential Life Coordinators Josh Brack and Lily Gonzalez, who oversee the first year housing area and supervise the Resident Mentors strutted their own event planning skills, hosting the Newlywed Game for Roommates on October 13. Many students hoped to be selected, but only a few were chosen to compete for prizes based on how well they know their new roommates. This is the first time Residential life put on this program at this scale, though Res Life student staffers have done smaller versions in the past. Josh Brack, pictured at right, emceed the event and apparently didn't even have to look beyond his closet for an appropriate jacket.

As with the old Newlywed Game, roommates were quizzed about the habits and preferences of their other halves. The event drew a great crowd to the Tigers' Den, which is still available only for programs. Check at right for a slide show (photos by Sophomore College Coordinator Cally Chenault). Don't fret about the co-ed pairings, they are all staff members who either live alone or in the case of the pro staff, definitely not together.