Arkansas Tech University (porter)

Report
Keeping
Students
on
Campus
and
Audra Porter
James Bailey
Jay Lieblong
Arkansas Tech University
February 16, 2013
Building
Community
Relations
Goals
Keep students on
campus
Build community
relations
Market
Extending the hours of the
campus coffee shop and select
dining establishments to allow for
24-hour student access
Reduce the amount of traffic in
town through University Transit
Social media
Hosting late-night, on-campus
activities
Require Freshmen to remain
pedestrians until Sophomore year
Community website
Using an existing campus
structure, create a campus bar
Host events at a convention
center
Host alcohol-friendly campus
events
Creation of a Civic Engagement
Department
Implement Service Learning
Ecology Theory
Recognizing that
environments shape
human behavior, we must
make the most of the
space and existing services
we have.
A 24-hour coffee shop on
campus with comfortable
seating and 24-hour food
options would encourage
students to stay on
campus late at night
instead of heading out in
town.
Existing spaces can be
redesigned to bring
people together (Schuh, et
al., 2011).
An assessment could
measure GPA levels,
degrees granted, and
student contributions to
the workforce, to
demonstrate the
effectiveness of our
program.
Offering late night
campus events that ended
upwards of 3 am such as
movies, games and
sporting activities would
also encourage students to
stay on campus (Student
Affairs Leader, 2006 ).
Benefitting the institution,
ecological theory and
environmental assessment
can contribute to
institutional efficacy in
retaining and graduating
diverse students (Schuh,
et al., 2011).
Campus Bar Establishment
 Allowing an on-campus bar would eliminate many of the problems we are
addressing. Not only would we take the rowdy students away from disrupting the
community, but we would also keep them safer in a controlled environment. An oncampus bar would help regulate their drinking compared to off-campus parties. In
a controlled environment, we can eliminate alcohol as the exclusive activity by
introducing food, games, and other forms of entertainment (Paschall & Saltz, 2007).
 Most of the research that has been conducted will show that students drink more
off-campus than on-campus and at other campus events (Voas, Johnson, Turrisi,
Taylor, Honts, & Nelsen, 2008). Other campuses that have tried to implement
alcohol on campus noticed an increase in the beginning of drinking, but it quickly
lowered to less than non-alcoholic campuses.
This graph shows the number
of drinks consumed before,
during, and after several
different events. It also breaks
it up to show the difference
between under 21 (illegal) and
over 21 (legal) drinkers. In the
graph, both groups drink more
during off-campus events
which has been linked to
several of our problems: noise,
drunk driving, unmonitored
drinking, etc
(Paschall & Saltz,
2007)
This graph shows the percent of students who drank 5+
drinks in the past two weeks (top) and the amount of
times drunk past 4 weeks (bottom). TU is the Transition
University. This University was allowing alcohol oncampus during activities under the dates listed to see
how it affected drinking patterns. CU is the Control
University. This University was a sister school to the TU.
It shows what would presumably have been
happening at the TU if the transition did not take effect.
Both the top and bottom show an incline in the first few
semesters, but by the end of the data TU is lower in
both categories (Voaz et al., 2008).
Campus Bar Establishment
Redesigning a structure to incorporate an establishment that
serves alcohol on campus and stays open until 2 am will prevent
students from leaving campus to drink, reducing drinking and
driving in the surrounding town. Examples of college campuses
with bars include: Vassar College, Middlebury College, Trinity
College Cambridge, and Colorado State University.
Offering and allowing alcohol at university events could bolster
attendance at our events and reduce the number of students
traveling off-campus to drink, followed by driving under the
influence back to campus to attend our events. Texas A&M
University has implemented this successful program and has no
thoughts of removing it (McLean & Harris, 2012). This is a
proven method of preserving tradition, but allowing for
innovation for the changing demographics of the student
population.
Build Community Relations
Have monthly think tank committee meetings to assess
community standards, the effectiveness and popularity
of the plans we are implementing, and to brainstorm on
new ideas to build community relations between the
school and town.
We propose to create a Civic Engagement department in
our Student Life division to seek out volunteer
opportunities in the surrounding community. We will
make graduate assistant, work-study, and service
learning opportunities available to students.
Incorporating this video from George Washington
University into our freshmen orientation presentation
will serve as comedic relief for the students and also
introduce students to the idea of respecting the
surrounding culture of our university.
•Good Neighbor Video: We Are Not Alone
University Transit
 Implementing a university transit system will be beneficial to our university and the
surrounding town. The system will potentially reduce number of students walking
off-campus, require fewer students to have their own transportation, thus reducing
the amount of traffic on and off-campus, and late night service will reduce the
number of students drinking and driving.
 Reducing the number of students driving under the influence is of great
importance: https://www.youtube.com/watch?v=4B_rbmOrhGM
 University transit could also serve to shuttle students to and from school-wide
events held off-campus. Holding large university events at convention centers
rather than on-campus will reduce the amount of off-campus traffic and nuisance
to the surrounding community.
University Transit
 Some universities that have two or more geographically separate campuses require
a transportation system. University transit systems are usually only for use by
students, faculty, employees, and visitors with passes, and are not available used as
public transportation. Examples of universities with university transit systems
include East Carolina University (located in North Carolina), University of
Arkansas- Fayetteville, University of Kentucky, (American Public Transportation
Association, 2013).
 In an arrangement between universities and U.S. public transit agencies called
Unlimited Access, fare-free transit service is offered for all students (and, on some
campuses, faculty and staff as well). The university pays the transit agency for all
rides taken by eligible members of the campus community.
 According to an evaluation by Brown, Hess, and Shoup, 2003, the results of the
Unlimited Access program at the University of California, Los Angeles (UCLA), “bus
ridership for commuting to campus increased by 56 percent during the program’s
first year, and solo driving fell by 20 percent. Because these startling results were
achieved in a city famous for its addiction to cars, they suggest that Unlimited
Access can succeed almost anywhere.”
Pedestrian Freshmen
 Not allowing freshmen to have vehicles on campus would, again, alleviate traffic on
and off-campus. Freshmen could rely on the university transit to get them on and
off-campus. An assessment could measure retention rates from freshmen to
sophomore year before and after the plan was implemented.
 Town businesses could still flourish by servicing our university in various capacities:
 Community crafts could be sold in our bookstore
 Some screen-printing/ embroidery could be done by boutiques for university clothing
 Local restaurants could cater for our events
Addressing campus events
 Finding a new location such as the nearest hotel and convention center to host large
events at will decrease the need for there to be so many people invading the town.
Utilizing our shuttle service to escort students back and forth to events that involve
alcohol can reduce driving under the influence.
 (Virginia Beach Convention & Visitors Bureau, 2012)
Service-Learning
 College students around the country are participating in service-learning projects in record numbers.
 “Community service-learning can be characterized as a form of experiential education in which students combine the
carrying out of needed tasks in the community with intentional learning goals and with conscious reflection and
critical analysis.”
 The effects of the service-learning research performed by Ignatius University’s philosophy department was a positive
experience but one group produced better results.
 Two college student groups were formed to find out if working with the youth or working with older adults in the
community had a positive lasting result or not.
 Over 200 studies said that the effects of community service-learning of college students have been positive, but
working with adult learners rated as more rewarding to the college students than working with the youth. This
was based on a qualitative measurement of how the students felt after the experience. The reason for the
difference was found to be the college students lofty expectations of making a significant contribution or change in
a youths life. After the trial was over they did not feel as rewarded as they thought they would.
 Another debate that arises is weather or not the working conditions should be mandatory or structured. The
findings suggest that students that engage in more than 20 hours a week of service-learning achieve a greater
awareness of social issues and a deeper commitment to community involvement (Seider, Rabinowicz & Gillmor,
2012)
Greening the Economy Through Service-Learning
 According to the research conducted by Ignatius University, environmentalism is one of the top servicelearning passions of todays college student.
 Robert J. Koester the director of the Center for Energy Research/Education Service (CRES) says that a
major misconception is shifting technologies would suggest new skills and different business models but
Koester says that much of alternative sourcing of energy, energy conservation, and delivery-system
management involves nothing more than repurposing existing skill sets.
 “It is an alternative expression of the current manufacturing capacity.”
 Colleges and universities are institutional settings that operate like that of a community, city, or small
town.
 A lot of campuses have over 10,000 students and have their own infrastructure that operates much like a
city.
 “The students and citizens participating in a well-structured campus and community interaction can adopt
the modeled values as a bridge to lifelong adult learning” (Koester, 2013).
 Greening of the economy simply put is the future of the economy brought about by a shift from the use of
fossil fuels to renewable-resource-based energy; a shift that can start with students and have positive
effects on communities.
Helping the Nation with Service Learning and
Greening the Economy
 Why universities are the best place to succeed in greening of the economy:
 College campuses have an infrastructure like cities and towns
 Most of the Universities employ from the community and in turn what changes are made to the university
by students and staff is service-learning. Students are tasked with implementing new programs and
working along side university staff (members of the community) to retool the Universities power supply,
water consumption, waste, refurbishing the grounds with recycled or reusable waste, and countless other
green economic upgrades. The knowledge that is gained by the students and staff will transform the local
community as well.
 College campuses have ownership, and their own policies that enable them to integrate planning and
operations with education more than most corporations or communities
 At its very nature of formal organization, problem identification, policy development, and integrated
action, the university setting is a great platform for partnership and vision (Koester, 2013).
 It is the perfect set up when over 350 university presidents and chancellors in more than 40 countries
signed the Tallories Decleration.
Ball State University
Became a signatory to the Tallories Declaration in 1999, a ten point action plan for incorporating
sustainability and environmental literacy in teaching.
 Today Ball State University has a Council On The Environment (COTE). This council consists of a
member of each of the academic colleges of the university, student body, and the local Muncie
community. Its mission is to provide “leadership for initiatives at Ball State University and community
that promotes sustainable use of natural resources and the protection of ecological systems that sustain
life.”
 We think that a University should embody the ideals and consider modeling their service-learning projects
based on the models created by Ball State University, students and Muncie community.
Marketing
The University of North
Carolina- Wilmington
developed a website for
students preparing to
move, or already are
living, off campus.
UNCW’s PERCH is
designed to teach
students community
standards, show
affordable property off
campus, and bring
roommates together.
Message boards are
provided so students can
converse about local
happenings..
We want to propose an
engaging
student/community
relations with an
educational website for
off campus students.
Made for students living
off campus or students
preparing to move off
campus, to learn about
life outside the
university. On the site
we would bring forums
for non-student
residents, law
enforcement, and
students to discuss
disruptive behavior and
other neighborhood
issues and guidelines.
Using social media such
as Facebook, the
university’s Twitter
feed, and the university
calendar to market
community outreach
programs is an easy way
to reach students and
bolster student
involvement at local
community events.
References
 American Public Transportation Association. (2013, February 09). University transit. Retrieved from
http://www.apta.com/resources/links/Pages/USUniversityTransit.aspx
 Andrews, P. (2013). Ramskeller. Retrieved from http://www.sc.colostate.edu/ramskeller.aspx
 Brown, J., Hess, D. B., & Shoup, D. (2003). Fare-free public transit at universities: An evaluation. Journal of Planning Education and
Research, 23, 69-82. doi: 10.1177/0739456X03255430
 Chapman, R. J. (2007). On-campus taverns: A look at the pros and cons of operation. Informally published manuscript, Behavioral
Health Counseling Department, Drexel, Philadelphia, PA, Retrieved from http://www.robertchapman.net/essays/taverns.pdf
 Designing Late-Night, Substance-Free Student Events. (2006). Student Affairs Leader. 34(13). 6.
 East Carolina University. (2013, January 09). Ecu transit. Retrieved from http://www.ecu.edu/cs-studentlife/transit/
 Koester, R. (2013). Higher education, adult learning, and greening of the economy.. Adult Learning, 24(1), 37-42. doi:
10.1177/1045159512467777
 McLean, C., & Harris, G. (2012, November). Cultivating tradition-based programming for a changing student population. Presentation
at Southern association for college student affairs, Memphis, TN.
 Middlebury College. (2013). Middlebury college catering options. Retrieved from
http://www.middlebury.edu/offices/business/scheduling/caterers
 Online Universities. (2013, February 09). 10 campuses with the best public transportation. Retrieved from
http://www.onlineuniversities.com/rankings/10-campuses-with-the-best-public-transportation/
 Paschall, M. J., & Saltz, R. F. (2007). Relationships between college settings and student alcohol use before, during and after events:
a multi-level study. Drug & Alcohol Review, 26(6), 635-644. doi:10.1080/09595230701613601
 Saltz, R. F., Welker, L. R., Paschall, M. J., Feeney, M. A., & Fabiano, P. M. National Center for Biotechnology Information, National
Institute for Health. (2009). Evaluating a comprehensive campus-community prevention intervention to reduce alcohol-related
problems in a college population. Retrieved from website: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2701100/
 Schuh, J.H., Jones, S.R., Harper, S.R., and Associates (5th ed.). (2011). Student services: A handbook for the profession. San
Francisco, CA: Jossey-Bass Publishers.
 Seider, S., Rabinowicz, S., & Gillmor, S. (2012). Differential outcomes for american college students engaged in community servicelearning involving youth and adults. Journal of Experiential Education, 35(3), 447-463. Doi 10.5193/JEE35.3.447
 Texas A&M University. (2013). Responsible tailgating. Retrieved from http://tailgating.tamu.edu/rules.html
 Trinity College Cambridge. (2013). College bar. Retrieved from http://www.trin.cam.ac.uk/index.php?pageid=50
 University of Arkansas- Fayetteville. (2013). Transit and parking. Retrieved from http://parking.uark.edu/
 University of California- Los Angeles. (2013). Unlimited access. Informally published manuscript, Institute of Transportation Services,
University of California- Los Angeles, Los Angeles, CA, Retrieved from http://www.its.ucla.edu/research/UA/index.cfm
 University of Kentucky. (2013). Buses & shuttles. Retrieved from http://www.uky.edu/pts/buses-and-shuttles
 University of North Carolina- Wilmington. (2013). Perch. Retrieved from http://www.uncw.edu/PERCH/
 Vassar College. (2002). Matthew's mug: The groove is in the heart. Vassar: The Alumnae/i Quarterly, 98(2), Retrieved from
http://vq.vassar.edu/issues/2002/02/vassar-today/matthew-mug.html
 Virginia Beach Convention & Visitors Bureau. (Photographer). (2012). Virginia beach convention center. [Web Photo]. Retrieved from
http://www.visitvirginiabeach.com/conventioncenter/
 Voas, R. B., Johnson, M., Turrisi, R. J., Taylor, D., Honts, C., & Nelsen, L. (2008). Bringing alcohol on campus to raise money: impact
on student drinking and drinking problems. Addiction, 103(6), 940-950.

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