Community and the Campus

                Universities around the nation grow larger and larger every year. As a result, defining community on campus is become harder and even more important. Communities on a campus come in a variety of different areas such as student organizations, athletics, and residence halls. One has to wonder what these communities are portraying about the larger campus community. Are they hurting or promoting a true whole community? Another question that faces higher education institutions is in regards to the physical community. Are the gathering places still important for communities that are continually tech savvy?

                In her article, Deborah Taub, points out that the ever growing campus size has made the sense of community lessen at most institutions. She points out the diverse student population as another hurdle. Part-time and commuter students cannot become involved in the campus community in the same manner as the traditional student. Our student populations are no longer small classes of privileged white males and sense of community is not quite as obvious. Taub goes on to share “The Social Change Model” which urges student affairs professionals to see leaders in all students. She then goes on to describe one of the best way to use these leaders to build community on campus is through service-learning. As a pillar of the university service would be a great way to create a common thread throughout the community.

                Magolda takes a look at rituals on campus and how they create a certain perception about the community. He suggests that hundreds of student organizations only show that it is hard to gain a true understanding of issues relevant to entire campus. Throughout the article Magolda uses the ‘voice’ of a student tour guide and how that voice sets up expectations about the campus community. Beginning with a campus tour one is expected to uphold traditions, whether those be roles or expectations, because they are sacred. A sense of normalization is expected on campuses to uphold this tradition and is even romanticized. Are we truly building a community if students are not themselves? Are these traditions ignoring the needs and development of some members of the population?

                Another question about community on campuses today is whether the physical structure of community is still necessary. Scott Carlson points out in his article in The Chronicle that many thought that the library would soon be obsolete with the rise in technology and e-books. The reality is contrary to this statement and one of the biggest reasons is that it helps create a sense of community. “The library, as someone once put it, is one of few places you can go to be alone in public.”  Another testament to this is the millions of dollars being put into state of the art student centers and unions across the country. The Ohio State University just spent $100 million on a new student union and $140 million on a recreation center. Large portions of these projects are being absorbed by the students in their tuition and fees. Why is there not outrage? It creates a place for a sense of community and a point of pride for the community.

                Community is complicated for the growing institutions across the nation. These institutions have to tread carefully and hope that perception does not harm their efforts. There is hope however, as the populations of these institutions continually call for more opportunities to become a part of the larger community.

Sources:

Carlson, S. (February 4, 2013). For making the most of college, it's still location, location, location. The Chronicle of Higher Education.

Magolda, P. M. (2001). WHAT OUR RITUAS TELL US ABOUT COMMUNITY ON CAMPUS. About Campus, 5(6), 2.

Kronholz, J. (2005, May 18). Colleges get building fever; when big-ticket amenities are added to campus unions students often foot the bill. Wall Street Journal. Retrieved from http://search.proquest.com/docview/399008247?accountid=14588

Deborah J. Taub (1998): Building community on campus: Student affairs professionals as group workers, The Journal for Specialists in Group Work, 23:4, 411-427