Social Responsibility for a Traditional College Student - Research Paper Example

? Personal Responsibility and the Traditional College Shateisha Bruce of Northern Iowa This study examines the importanceof educating traditional college students on their personal responsibility throughout their college experience. All too often students leave for college and have no idea what the next chapter of their life will consist of in college. I see it beneficial to integrate a social responsibility piece into curriculum. Keywords: personal responsibility, traditional, college student \ Personal Responsibility and the Traditional College Student Introduction The goal of the current proposal is to address integrating the subject of personal responsibility into curriculum specifically for the incoming traditional college student. Freshman, all too often students leave for college and have no idea what the next chapter of their life will consist of in college. They understand they are headed to college and they are expected to attend class, make the grades, and graduate to get a good job. What they do not realize is that it is hardly that simple. There is so much more to the college experience aside from the obvious and one thing I feel traditional students lack is an understanding of personal responsibility. Students embrace the absence of their parents with the new gained freedom but the end result is binge drinking, campus reports of rape, alcohol poisoning, and lowered retention rates. It has been understood that in order to cultivate the values of responsibility, and good citizenship in the next generation that active investment is desirable for the purpose of civic responsibility. Apart from simply academic endeavors, productive and stable society needs in socially minded individuals able to give due diligence to the needs of the community, and interest of a multicultural integration for the betterment of the whole. A time-honored strategy which serves as both an indicator and an encouragement of civic responsibility would be the fostering of voluntary service programs, often involving college students. Primarily, the evaluation for any such program at the college level is whether and to what extent the program or intervention measure benefits the students collectively. Involvement in voluntary service initiatives can be useful in the strategic planning for institutional policy in the long run. While civic responsibility and social awareness are desirable traits, and such programs by definition should be bereft of a profit motive, there must still be some nod to the principle of efficiency. What is the most effective use of the institution's time and resources with an eye towards long-term objectives of cultivating social responsibility? The investigation of programs and interventions that promote student responsibility are valuable for long-term planning purposes, but the body of literature concerning longitudinal research on the subject remains sparse. There are findings that indicate voluntary service programs can provide gains in civic responsibility, as well as cognitive performance – but more work is needed to fully quantify to what extent such gains are likely. And critics would suggest that many such studies concerning cognitive gains with respect to voluntary programs demonstrate limited evidence of effectiveness beyond the originating college campus. (Astin & Sax, 1998), (Batchelder & Root, 1994) Literature Review To integrate the subject of personal responsibility into curriculum would serve them well. Like a College 101 but on the social end rather than the academics end. In the article, “Teaching Students Personal and Social Responsibility With Measureable Learning Outcomes”, the topic of personal and social responsibility was addressed with regards to the 21st century college student. There was a study done at Rollins College (a small private liberal arts school) and Winthrop University (medium-sized, public comprehensive university) to evaluate personal and social responsibility; they created Core Commitments as a guiding philosophy (AAC&U, 2010a). These Core Commitments aimed to hold some responsibility to the institutions to enforce importance of having students explore their ethical responsibilities to self and others. In the article, the six dimensions of PSR consisted of striving for excellence, cultivating personal and academic excellence, contributing to the larger community, taking seriously the perspective of others, and developing competence in ethical and moral reasoning (AAC&U, 2010b). But the principle of volunteer involvement in higher education is not without some critics. In addition to preliminary findings listed in the introduction that dispute the value of voluntary service programs as being valuable towards the cultivation of social responsibility, there are other more practical objections. Most notably is the objection that students who are engaging in volunteer work are then distracted from the necessary business of academic achievement, time better spent studying for the next exam. Astin & Sax refute this point as a result of longitudinal studies in order to assess the beneficial nature of voluntary service. In fact the Astin study does demonstrate modest increases in college grade point averages as a result of community involvement through volunteer work to cultivate social responsibility. Other factors that also demonstrated measurable improvement were the rates of persistence, whether or not the students dropped out. In fact, in a measure of 10 beneficial behaviors including demonstrable increases in knowledge, 7/10 factors were improved in students that engaged in volunteer work to expand their sense of involvement and responsibility. In this study, there were four types of voluntary service, and the increases in performance occurred with two out of four thus it is demonstrable that other factors besides simply pouring in hours of lonely study can enhance the college experience. And achieving a wide range of interests and avenues of involvement in the college campus will provide personal benefits, the balance of which lead to overall improvement, both in grades and in terms of overall personal fulfillment. It is worthwhile to investigate these beneficial activities and to explore ways in which the advantages can be identified and maximized. Among the beneficial activities most likely to yield an academic advantage to participating students and education related volunteer program seems to be the most effective. (Astin & Sax, 1998) which is not surprising, colloquial wisdom would hold that teaching an activity forces the teacher to improve their own knowledge concerning that activity, and the Astin study offers data confirming this benefit. Other researchers have posited a list of four psychosocial milestones for the healthy development of college students. The extent to which these four vectors of development are realized will influence the student’s ability to adopt a cosmopolitan perspective that will inform a sense of identity as well as interpersonal relationships. These four principles underlie a holistic. Of student development, whereby improving the entire person will yield advantages in academic pursuits and future career goals. The four developmental vectors are as follows: 1.) Establishment of identity. 2.) Establishment of autonomy. 3.) Establishment of purpose. 4.) Establishment of emotional control. (Chickering & Braskamp, 2009) This fourth vector may also be realized through the development of management strategies for emotion. Suppression of one's feelings is rarely a sign post of mental health, but a healthy outlet by which the motions can be constructively expressed is beneficial. The establishment of identity is an important psychological construct, with profound implications for the growth of social responsibility, according to researchers. (Colby & Sullivan, 2009) in this instance, the possession of a coherent sense of self becomes a motivational force that spurs on the individual to the realization of constructive values with a moral identity and sense of civic responsibility. As technology eases communication between people from the most divergent geographic origins possible, interaction within the global village where nations, cultures, and different races intersect a true global perspective is necessary. This is especially true given the international presence on most college campuses. And these experiences, from people of diverse backgrounds and beliefs are necessary for the development of a clear sense of identity in this modern world. The individual must measure him or herself against people from different walks of life in order to know who you truly are. (Chicerking & Braskamp, 2009) Another vital step on the road to healthy adulthood is the development of autonomy. Autonomy in and of itself might be termed an insufficient objective. There must be a process by which the growing individual first learns to think and feel in a way that is not dependent upon the values or input of others, and as this capacity grows there must be a progression towards an independent identity that allows inter-dependence. With a strong sense of self, the young adult can come to realize that every action has the potential to affect someone else and the personal freedom must exist within the context of law and responsibility. The individual must learn the value of community, and the consensus, towards the greater good of others as well as the self. The research of Chickering (2009) also finds that for the student to achieve a true sense of purpose, they must first be able to ask "who am I?" This will allow the individual to make projections concerning future identity. "Who should I become?" is the next logical question. An important sense of identity allows the individual to project their ideas and interests on into the future in order to achieve a sense of attachment or calling. This self-knowledge permits the growth of personal significance, self-esteem and motivation. When the student knows who they are and who they want to become it drives them to take positive action. This realization informs interactions with others, career plans and hobbies. The increasing globalization of modern society becomes a rubric by which the individual measures their sense of self, but in some respects it also makes purpose and self-identification more difficult. In a society of millions of people, many of which have radically different backgrounds, sometimes different languages, beliefs and origins, a different definition of identity may be necessary. Most humans no longer exist in ethnically homogeneous tribal groups where all individuals are known quantities with predictable beliefs and behaviors. Modern communities in an industrialized country are more likely to be voluntary, and temporary as a result of the dizzying array of personal choice as well as the loss of geographic barriers. People with means can relocate, or find new social groups that share various interests with much greater ease than the inhabitants of nation-states or the tribes of ancient times. Being born in any particular country may not be enough to tell the individual who they truly are, and thus their ultimate sense of purpose can remain elusive without a personal voyage of self-discovery. The college experience is a vital part of this growth process, but involvement from the individual is necessary. And it behooves campus professionals to facilitate the growth of these factors in their students in the interest of ultimate academic excellence. I want to not only focus on stimulating students intellectually, but challenge them to engage in learning on multiple levels-, perceptive, cognitive, emotional, and interpersonal. Statement of Problem Students are more than ever harming their own prospects for the future upon their arrival at an institution of higher learning. At college away, from their parents – it is common to make predictable mistakes, incurring penalties as a result of a lack of understanding of personal responsibility. The less minimal instruction the more there is destruction. Studies show 44% of college students engage in binge drinking. State College reports alarm over this development. With rape, drinking, and academic dismissal on the rise, I feel the underlying issue is lack of development. Students are overwhelmed with excitement at the prospect of making their own choices, but are unable thoroughly think through decision making. Students are not prepped for the pressures of college life and therefore make costly decisions that are many time irreversible. Participation in volunteer programs could serve as a sort of reality check, and would also provide a range of benefits that affect the entire person, not simply their base of knowledge. Through the support of activities that make college students better people overall the tendency towards self-destructive behavior is lessened, with academic as well as personal benefits. The need is real, and has been acknowledged for several years by campus professionals. Campus professionals are in agreement concerning the value of programs that encourage social awareness and personal responsibility. But respondents of educational surveys expressed considerable skepticism about the future prospects of a dedicated focus towards social responsibility initiatives at most state universities. While such programs do generally exist, among campus professionals surveys indicate that considerable room for improvement and expansion of these programs exists, and would be beneficial. (Dey, 2008) Method The importance of integrating social responsibility into educational practices starts with faculty and student affairs. I think that there should be measureable training. Collaboration into the curriculum is my vision. In order to be effective it will have to be an effort between both in order to create solid effective experiences for students. A course similar to College 101 but more on the social responsibility and interpersonal end would be very beneficial to college students as I foresee a higher rate of graduation if this is implemented. One way of doing this would be as apart of the class, having students attend (mandatory or for extra credit) functions on campus helping to increase positive engagement. This would jumpstart students with getting involved on campus functions and hopefully decreasing the likeliness of activities like binge drinking. Demonstration for greater community awareness, ethical and moral reasoning and increase contribution to the greater good were results expected and attained by students who entered the colleges during the time of evaluating PSR in the Winthrop study. I was inspired by this article to propose more research be done toward the issue of social responsibility and the traditional college student. I plan to interview students and faculty alike in order to gather information. All too often students come to college and it seems the excess freedom and absence of parents lead to frivolous decisions that have an end result that is costly. Students do not know the importance of time management and appropriate partying (drinking responsibly, safe sex, etc). If there could be a course designed to address these issues addressed and would like to troubleshoot with students on how to engage in a social life where there are not consequences to follow that you continuously pay for (i.e. Loss of scholarships, suspension, STD’s). I feel this outcome would be the most profitable for students. The sudden realization of freedom and independence can lead to abuses that will harm student prospects in the long run, but the disruption of social circles from home is also a possibility that can distract students from educational success. It is not unusual to feel isolated and homesick during the early years of a college education, especially for students that may be separated from the familiar for the first time. An excellent example of initiatives attempting to troubleshoot these issues that frequently trouble new students, and alleviate the challenges of independence would be the Posse program. This program has sites in most American metropolitan areas where students that display "extraordinary academic and leadership potential" (Hillbo, 2009) are organized in groups of 10 like-minded students. These student teams are intended to provide support, and opportunities for social networking, giving each other a ready-made social framework that will allow them positive involvement with a ready-made community that will benefit each other academically. The program is also intended to enhance leadership qualities. Gatherings and retreats our regularly scheduled for members of the program in order to address common concerns and new strategies for social involvement and self-actualization. (Hillbo, 2009) Here is opportunity for a meta-college course; A course on how to take a course. Strong emphasis should be placed on identifying activities and volunteer efforts that allow students to gain the most benefit from their higher education investment. The research presented above will summarize a meta-analysis of similar efforts to engage college students positively, and the results taken from other universities and investigators will allow for a core set of values that can be used for the purpose of a general higher education initiative. A proposal by which such meta-learning can be evaluated would be a rubric that examines holistic growth of the student as an individual. A series of tests known as the Global Perspective Inventory has been devised to measure the growth of students on a college campus through interpersonal and social factors. Anyone interested in cultivating social responsibility must at some point engage in a critical analysis of tools that allow the measurement of cognitive, inter- and intra-personal aptitude as a predictor of ultimate success in the college experience. Analysis methods such as these must be a part of any program that teaches college students how to be college students. Results The Astin study mentioned above is one example of serious, longitudinal research in which academic performance, and social responsibility are enhanced through the implementation of volunteer programs. But it also indicates that half of the available volunteer opportunities do not yield measurable benefit. But in 7/10 categories, including academic performance college students do experience measurable gains. (Astin & Sax 1998) Other measurement strategies utilizing the Global Performance Inventory create a list of eight values that demonstrate a student’s self-awareness and growth towards a constructive personal identity. A study in 2008 including 245 undergraduate students found improvement in all eight areas of holistic personal growth through social programs that utilize the GPI. A second test of 500 students also reported interpersonal benefits as a result of these social involvement programs. Discussion College is so much more than intellectually stimulating for a student. There is a large portion to the college experience that far exceeds indulging in your books but actual real-life experiences that a book can’t guide you through. I value knowing that there are studies and programs being implemented at institutions where students are being molded to be more aware of life skills I find necessary to become a positive commodity to mankind. I think student affairs personnel should continually be trained on how to effectively orient students on quality personal and social responsibility. We all have a responsibility to our institutions and communities, faculty and students alike. The written pledges of education literature on this subject helps us to become more aware of such responsibility and therefore act accordingly. The results of this study, and samples of other findings shown below give clear evidence for the notion that a holistic educational experience, where the college student is encouraged to become a better person can yield tangible gain. Below, the Astin study provides evidence of some form of improvement throughout all values measured: Table 1 from Astin & Sax, 1998 Below is a graphic summary expression advantages of the GPI initiative. Table 2: from Chickering & Braskamp, 2009 Most notable would be the increases that can arise from voluntary activity of an educational nature, tutoring and similar activities. This forces the student to master their own material, think about it, and presented again in a new way to aid a younger student on their own path towards academic excellence. Other activities that promote social responsibility serve to make the young student a more complete individual, and these findings support the idea of a dedicated course assisting students on the path to become a better person. References Ardaiolo, F., Neilson, S., Daughtery, T. (2011). Teaching Students Personal and Social Responsibility With Measureable Learning Outcomes. Journal of College and Character, 12(2), 1-9. Association of American Colleges and Universities. (2010a). Core commitments: Educatingstudents for personal and social responsibility. Retrieved from http://www.aacu.org /core_commitments/index.cfm Association of American Colleges and Universities. (2010b). Liberal education and America’s promise (LEAP). Retrieved from http://www.aacu.org/leap/index.cfm Astin, A.W & Sax, L.J. 1998. How Undergraduates Are Affected by Service Participation. Journal of College Student Development. MAY/JUNE 1998 VOL 39 NO . Batchelder, T. H., & Root, S. (1994). Effects of an undergraduate program to integrate academic learning and service: Cognitive, prosocial cognitive, and identity outcomes. Journal of Adolescence, 17, 341-355. Chickering, A. Braskamp, L.A. 2009. Developing a Global Perspective for Personal and Social Responsibility. Copyright© 2009 by the Association of American Colleges and Universities. fall 2009 | Peer Review | AAC&U. Colby, A., and W. M. Sullivan. 2009. Strengthening the foundations of students’ excellence, integrity, and social contribution. Liberal Education 95 (1): 22–29. Dey, E.L. 2008. Should Colleges Focus More on Personal and Social Responsibility? Association of American colleges and universities. Center for the Study of Higher and Postsecondary Education University of Michigan School of Education 610 E. University Ann Arbor, MI 48109-1259. Hillbo, K. 2009. Posse scholars address social responsibility. The Lawrentian > News. http://www.lawrentian.com/news/posse-scholars-address-social-responsibility-1.1983090. Accessed: 4/24/2011. Smeltz, A. (2012). Study: 44% of College Students Binge-Drink; Burdens put Blackouts on Hospitals. http://www.statecollege.com/news/local-news/study-44-percent-of-college-students-bingedrink-blackouts-put-burden-on-hospitals-1025804/ Read More