The fate of the middle class in the United States is a topic frequently discussed by our political leaders, including President Obama. Given the growing wealth inequality, there is good reason for this emphasis. However, this should not distract us from also paying attention to the fate of people who are living in extreme poverty. Most of these individuals live in far-off countries. Others are our fellow citizens.
A number of corporate leaders, including Bill Gates and Warren Buffett, have highlighted this global phenomenon of dire poverty and its deleterious effects. They have urged their colleagues to join them in giving generously to help relieve it. Although few college and university presidents can give on the scale of corporate magnates, we can do our part. An organization called The Presidents' Pledge Against Global Poverty works to bring us together to accomplish this goal.
The Presidents' Pledge was launched in 2011, and now has more than 30 members from colleges and universities around the country. Both active and emeriti leaders are part of this initiative. Ann Svennungsen, former president of Texas Lutheran University and now bishop of the Lutheran St. Paul Area Synod in Minnesota, was the founder of the organization. Her colleague in this initiative was Peter Singer, professor of ethics at Princeton University. Through his lectures, courses and books, Singer has inspired many people to give more generously to relieve global poverty.
Our motivation for joining the pledge is to do our part to help relieve a grievous situation. More than 1.2 billion people are living under the World Bank global poverty line of $1.25 a day. These individuals are likely to be hungry for at least part of each year and even if they have food, they will probably be malnourished. They must scrape together some kind of shelter and have little or no money left to send their children to school, find transportation to jobs or access even minimal health services.
Pondering the lives of these individuals and families moves many of us to want to help. However, a number of diverting thoughts often intervene. Sometimes we just want to close our eyes and forget such misery, concentrating on the ups and downs of the lives we and those around us live. We may think that the problem is so huge that it must be insoluble, and in any case, my own small gift won’t make a dent in it. Or we believe that any money we may give will be wasted because of corrupt government intermediaries or the difficulty of reaching those who are truly in need.
One of the goals of the Presidents' Pledge is to provide informed responses to each of these concerns, so that more of us follow our initial instinct of compassion. We hope to make relieving global poverty a moral priority for each of us, regardless of what else we may do with our money and what other philanthropic causes we may support.
For those who believe the problem is intractable, we point to the data reported succinctly by The Life You Can Save, an organization with a name taken from one of Peter Singer’s best-known books. If you look on the website of this organization, you will learn that the percentage of people around the world living under $1.25 a day fell by half between 1990 and 2010. Seven hundred million fewer people lived in extreme poverty at the end of these two decades, and the number of deaths of children under 5 years of age fell from 12.6 million in 1990 to 6.6 million in 2012.
These gains depended in part on gifts from people like us, gifts that strengthen relief organizations and supplement the aid provided by governments. For those who believe that it is impossible to channel aid where it is most needed, this same website lists organizations with a well-documented record of improving the lives of the poorest people around the world. Participants in the Presidents' Pledge would add other names to this list, which would include Oxfam and Partners in Health, among many others. The argument that giving will not make a difference simply cannot stand up to the evidence.
The mission of the Presidents' Pledge Against Global Poverty is “to make the greatest possible impact toward ending global poverty through the public leadership and financial commitment of university and college presidents.” We are convinced that our personal commitment will make a difference, along with the research, teaching and service provided by faculty, staff members and students on our campuses.
Many of us feel a special sense of obligation to the areas closest to our campuses -- whether Durham, East Palo Alto, West Philadelphia, Hartford, Buffalo or other neighborhoods. For this reason, we decided that up to half of the gift each of us makes can be designated for causes in the U.S.; the other half is to be contributed to international projects. Each donor can choose the causes he or she regards as most worthy of support, and the specific dollar amount of our giving remains private.
We had originally emphasized the importance of the public impact of our leadership, the example that joining the pledge would provide for our colleagues, both on and off campus. We still believe that this impact can be significant. However, to accommodate those who prefer not to be publicly identified, commitment to the pledge can be anonymous if a donor wishes.
Our initial goal was to ask each member to pledge 5 percent or more of their personal income for gifts to organizations of their choice that address global poverty. This is still our ideal, but we also welcome those who do not feel comfortable making this percentage pledge. We ask those who join us to commit to making the relief of global poverty a priority in their own portfolio of charitable giving.
College and university presidents should, we are convinced, be in the forefront of those who are tackling this crucial problem.
Nannerl O. Keohane is Laurance S. Rockefeller Distinguished Visiting Professor in the Woodrow Wilson School and the Center for Human Values at Princeton University. She previously served as president of Wellesley College and Duke University.
Sexual assault on college campuses is a national problem. No campus is immune. It is a challenge at public and private institutions, it plagues small colleges as well as universities with tens of thousands of students, it happens at highly selective colleges and institutions that cater to a local demographic. It also happens at our federal service academies (FSAs).
FSAs, supported nearly entirely by federal funding, are rightfully held to a higher standard due to both the level of federal support and the jobs FSA graduates fill in service to our nation. As superintendents (i.e., presidents) of the five academies -- the U.S. Military Academy (USMA), the U.S. Naval Academy (USNA), the U.S. Coast Guard Academy (USCGA), the U.S. Merchant Marine Academy (USMMA) and the U.S. Air Force Academy (USAFA) -- we embrace this higher standard and work at every level of our institutions to create a culture where sexual assault is eliminated and never tolerated.
We work tirelessly to design training and education programs to prevent sexual assault, to create an environment that encourages reporting, to care for the victims following an assault, to hold perpetrators accountable while protecting their constitutional rights and to track and report our progress so we can continuously improve. Our institutions have been the subject of intense scrutiny on these issues over the last decade, preceding the current national focus on sexual assault in higher education. We are taking this opportunity to share how we are addressing the issue of sexual assault on our campuses to promote transparency, and encourage continued dialogue among university leaders on this challenging problem.
Federal Oversight of Sexual Assault Prevention at FSAs
While the FSAs are not all covered by the Clery Act, which requires annual reporting on campus crime, all the FSAs must report sexual assault data annually through various other laws that cover the institutions. The most recent Annual Report on Sexual Harassment and Violence at Military Service Academies: Academic Program Year 2013-2014 was released in February 2015. The analogous USMMA report has also been released, and the USCGA report is scheduled for release this spring. These reports are designed to provide assault details, including the gender and military status of the accused and victim, time of day, location, etc., as well as the investigative and adjudication processes and outcomes. They also include all formal complaints of sexual harassment, and starting with academic year 2013-14, all informal complaints of sexual harassment. These reports contain similarities to those required of colleges and universities under the Clery Act and are written to provide insight into the prevention, victim advocacy/response, investigation/adjudication and assessment/reporting programs implemented at the FSAs. The following sections describe these efforts in more detail.
Prevention -- Education and Training
If we are to be successful at changing a culture, then we have to change behavior. When our candidates arrive at our academies, they arrive with a set of values that may or may not be congruent with the core values of the individual services and academies. Our education and training programs are therefore key to transitioning values and attitudes at matriculation to the values of our institutions (e.g., duty, honor, service, excellence, courage).
Education and training programs are the primary mechanism used to prevent sexual assaults at the FSAs. Although each of the academies is different, students typically receive roughly 30 hours of training and education on sexual assault prevention and response (SAPR) during their four-year academy experience. This training begins within the first two weeks of a new student’s arrival on campus and is augmented throughout the first-year summer program to include gender socialization, alcohol use, definitions of sexual assault, introductions to the reporting mechanisms and bystander intervention. This training is supported by external groups that specialize in defining sexual boundaries, discussing ways we communicate about sex and promoting healthy relationships. This initial training forms the foundation for training and education experiences that occur throughout the next four years.
Key to cultural and behavioral change is enabling open and honest dialogue where reflection and introspection can occur, and we have found that the best way to enable this dialogue is through peer-led small group forums, which all of the FSA programs now include. The students leading these forums receive extensive training that enables them to act as a counselor and approachable responder, ultimately serving as a low-threat conduit for students to seek help from the various supporting agencies (e.g., sexual assault response coordinator [SARC], counseling center, mental health, chaplains, etc.).
These students are also often the ones who organize and support relevant programs for Sexual Assault Awareness and Prevention Month in April, participation in local events, national conferences and the White House's ongoing “It’s on Us campaign. For example, as part of the most recent Sexual Assault Awareness Month, the Air Force Academy held a Take Back the Night event organized by students, which included multiple interactive displays and a guest lecture by Katie Koestner, founder and director of Take Back the Night.
In addition to the smaller peer-led groups, larger audiences with guest speakers nationally renowned for their research or advocacy on sexual assault prevention and response provide additional context. The point is that any successful program requires strong leadership starting from the top, and the buy-in and ownership of the students themselves. Grassroots student ownership is a critical component.
Officers and enlisted military members working directly with the students as mentors in their military organizations also receive special training and educational experiences to better prepare them for the challenges of the 18- to 22-year-old demographic. They guide discussion of actual case studies, they describe the elements of sexual assault and sexual harassment, they promote the responsible use of alcohol and examine trends in alcohol consumption by their peers, and they define the expectations of leadership that are required of these students now and when they graduate to lead in their respective service.
These training experiences are complemented by a focus in the general education curriculum on character and ethics. The FSAs typically require students to take general education courses that focus on educational outcomes like respect for human dignity, morals and ethics, and ethical reasoning and action. Academic courses promoting these outcomes provide a reinforcing mechanism for the assault prevention training and an opportunity for students to think critically about the elements that can lead to sexual violence, harassment and oppression.
Furthermore, at the FSAs, these classroom principles are highlighted and reinforced via centers dedicated to character, ethics and leadership, which organize full-day forums on ethics, professional conduct and risk. These forums provide a venue for students to engage in small group discussions with experienced moderators to reflect on challenges they face now as students, as well as difficulties they may encounter as future leaders. Finally, interdisciplinary faculty reading groups are used at some FSAs as a forum for faculty members to discuss gender relations and sexual violence in literature and popular culture, which provides a venue for faculty to share ideas and discuss topics before introducing them into the classroom.
In these ways, sexual assault prevention is designed as an integrated aspect of the academy culture and is a critical component in the character and leadership education of every student. Clearly, it is our responsibility to develop leaders who will set the conditions within their units where everyone is respected and feels valued, included and secure regardless of gender, ethnicity or any other characteristic -- a particularly important aspect given the removal of the combat exclusion law, which will allow women in formerly restricted units.
Victim care is among the highest priorities of every academy superintendent and our SAPR offices. Each SAPR office is staffed by dedicated, highly trained professionals, who provide immediate response and support to all victims of sexual assault. SAPR professionals have the ability to receive sexual assault reports in confidence, which provides victims the ability to make restricted or unrestricted reports.
Restricted reports are designed to give the victim access to counseling, medical care, legal services (e.g., a special victims counsel [SVC] or victim legal counsel [VLC] at all but USMMA), and in some cases special consideration in academy programs (e.g., coordinated flexibility in course work) without requiring the victim to pursue an investigation.
Unrestricted reports trigger an investigation by appropriate criminal investigative authorities in addition to allowing the victim access to the above services. Unrestricted cases of sexual assault are tracked via a monthly case management group meeting that enables all interested parties (e.g., law enforcement, SARC, counselors, medical professionals, administrators) to remain involved in the process and ensure victims are receiving the care and services they need, and ensures that any special circumstances are addressed at the appropriate level with an integrated response. These case management group meetings track a case until its final disposition.
Over time, the SARC has been augmented by professional victim advocates who provide one-on-one support to each victim throughout the process, as well as specially trained student advocates who support a victim in a low-threat student setting at some FSAs. More recently victim care at all FSAs except USMMA has expanded to include trained lawyers who enter into an attorney-client relationship and advise victims on their legal rights throughout the process, to include the victims’ right to privacy, and empower the victim to make informed decisions. Included in this advice, these lawyers help victims make an informed decision on whether to convert a restricted report to an unrestricted report. Because these lawyers have an attorney-client relationship with the victims, all conversations are confidential. If the victim converts a report of sexual assault from restricted to unrestricted, the lawyer safeguards the victim’s rights in the ensuing investigation and criminal justice proceedings. In this way, the FSAs ensure victims receive the focused care they need in either a restricted or unrestricted setting.
Every unrestricted report of a sexual assault at a FSA is referred to a criminal investigative organization -- such as the Naval Criminal Investigative Service (NCIS) -- a force that includes investigators specially trained to address sexual assault. The investigative organizations can interview witnesses, gather evidence, reconstruct the circumstances of a crime and provide a report of investigation to guide leadership on the appropriate disposition of the case. The crimes investigated involve a broad range of sexual offenses from sexually harassing statements to an unwanted touch or kiss to forcible rape. Note that the spectrum does not imply that one type of behavior will lead to the other. It simply illustrates the range of sexual harassment to sexual assault behavior we work to eliminate.
The severity of the allegation and availability of reliable evidence will inform how the misconduct is addressed. Options available to the FSAs range from administrative remedies such as disenrollment (i.e., expulsion with recoupment), to discipline through the student conduct system, to criminal proceedings. For criminal misconduct, each of us as superintendent and general court-martial convening authority, in consultation with our lawyers, may refer students to a court-martial. This requires a preliminary hearing, overseen by a military judge or senior attorney, to examine the evidence and provide advice as to whether probable cause exists. We receive an independent legal review and advice from our staff judge advocates (SJAs), who are senior lawyers with specialized training in sexual assault. Throughout this process we also consider the input of the victim’s lawyer and the accused’s defense counsel. Any decision not to prosecute a case undergoes multiple layers of review by attorneys and senior leaders.
One challenge the FSAs share with other small residential colleges is how to best separate a victim and accused on the relatively small academy campuses. For example, all Air Force Academy cadets live in one of two dorms roughly a quarter-mile apart, take all of their courses in the only academic facility on campus, and have relatively frequent gatherings requiring the attendance of all students. Hence, there is a high probability that the victim and accused will have continued incidental interaction. Thus, following an alleged sexual assault, the accused is given a military protective order, (i.e., no contact order) which requires him or her to avoid any physical, verbal or electronic contact with the victim and to report any incidental contact to the administration. Moreover, typically one of the cadets (i.e., accused or victim) is relocated so that they’re not living in the same dorm. Victims at several of the FSAs are also offered, upon the recommendation of the SARC and approval of the chain of command, the opportunity to take a semester or year off with no penalty in their progression to provide the time necessary to heal.
The FSAs use a variety of internally and externally administered anonymous climate surveys, focus groups and real-time reports from the SAPR office to guide programs and determine areas for improvement. These surveys examine the overall climate, provide feedback on the outcomes of the education and training efforts, and help leadership judge the perspective of the students toward sexual assault and sexual harassment, and they are used to judge prevalence -- i.e., the “true” amount of unwanted sexual contact. Comparing the prevalence with the number of restricted and unrestricted sexual assault reports in a given year provides an indication of the level of reporting. For example, the Academic Year 13-14 MSA report indicated the strength of reporting at the MSAs was roughly 16 percent, consistent with national levels of rape reporting, and three times the level of reporting indicated in a 2000 study of female college and university students funded by the National Institute of Justice and the Bureau of Justice Statistics, which used a similar definition for sexual assault.
Although the difference in prevalence and reporting may be due in part to students addressing the unwanted sexual contact themselves, it still suggests there are likely many incidents of unwanted sexual contact going unreported at MSAs.
To assimilate the survey data and derive programs that prevent assaults and encourage reporting, several of the FSAs (e.g., USAFA) have created a new office that reports directly to the superintendent. This office is better able to integrate sensors from across the campus to identify trends, target corrective action and interface with academy senior leadership to ensure unity of effort across the multiple helping agencies on campus. They are a one-stop shop for campus cultural issues and provide a higher headquarters ability to respond to and triage problems. They also are responsible for ensuring all reporting is integrated, accurate and informative. This office removes the burden and confusion that comes from having multiple offices respond to an assault, and provides centralized control of the response within the office of the superintendent.
As this nation’s federal service academies, we must hold ourselves to the highest standard, and we must be held accountable. We work daily to live up to this standard. We have made great strides over the past decade to improve the care of victims, the education of our students and the prevention of sexual assaults. However, we clearly have room to improve. We must continue to foster an environment that does not tolerate sexual assault, that supports victims and that develops leaders dedicated to maintaining an environment of dignity and mutual respect. We welcome continued dialogue with higher education leadership as we explore lessons learned and best practices. Together we can strive to eradicate sexual assault on college campuses.
The authors of this piece are:
Lieutenant General Michelle D. Johnson, superintendent, U.S. Air Force Academy.
Vice Admiral Walter E. “Ted” Carter Jr., superintendent, U.S. Naval Academy.
Lieutenant General Robert L. Caslen, superintendent, U.S. Military Academy.
Rear Admiral James A. Helis, superintendent, U.S. Merchant Marine Academy.
Rear Admiral Sandra L. Stosz, superintendent, U.S. Coast Guard Academy.
Hundreds of years ago, college leaders were faculty members who regularly taught undergraduates alongside their administrative duties. Even a century ago, someone might go from full-time professor to president, with teaching experience fresh in mind, and then return to the faculty.
Today, college presidents’ time is easily consumed by a wide range of responsibilities: fund-raising; media, community and government relations; routine and crisis communication in a world of social media and a constant news cycle; cheerleading for the institution to a diverse constituent base; showing up at countless campus events; managing budgets; improving morale and reputation; providing strategic leadership and vision; and more.
Because the work of presidents has grown exponentially, taken on relentless speed and become increasingly distant from the classroom, many believe that presidents no longer have any place as professors. Although I had been an award-winning, tenured full professor for many years, and more recently as a dean and provost guided doctoral research and taught a graduate seminar, I had to persuade my faculty union to approve me to teach at my current university. And, once approved, even though my only experience teaching freshmen was well before our current class of students was born, I was limited to a 100-level freshman class (designed to teach critical thinking, analysis and effective communication). No problem -- I wanted to teach a first-year seminar because I suspected I would learn a great deal from doing it, and I did.
Freshmen feel vulnerable. I developed a new course with attention and care, and took it through the steps of the curriculum review process, but walking into a classroom with 17- and 18-year-olds, I felt like they did. I was nervous and uncertain of my ability to succeed even though I interact regularly with freshmen in formal and informal settings outside the classroom and even became a student and took a bagpipe class with undergraduates last spring. What if I couldn’t create with them the safe but challenging learning community I envisioned? What if no one participated willingly in discussions after I made them move the rows of desks into a circle and posed well-designed, thought-provoking questions? Or if they hated the book I selected? What if their entire experience of school had programmed the freshmen not to think for themselves, not to look at their own experiences objectively and not to consider others’ views? At some point in the semester, each of these what ifs and many other unanticipated challenges occurred, forcing honest reflection and ongoing revision of plans.
Lesson learned: As presidents protected by layers of institutional bureaucracy, we forget how vulnerable our students feel and how much their uncertainty displaces engagement with learning. Standing in front of a class strips away the layers of protection and develops empathy that is important when we are confronted in the president’s office by students in crisis and frustrated families.
Freshmen need hope of success. Characterizations of traditional-aged freshmen can be disheartening -- they are always plugged into devices, have limited face-to-face social skills, are overprotected by hovering parents and care only about their future earnings. Indeed, these characterizations were true of some of my students some of the time. More importantly, as I was trying to guide them into the lofty ideals of liberal education that underpin the first-year seminar, they were still developing cognitively and emotionally. This often masquerades as a lack of commitment -- at times they misjudged, couldn’t anticipate consequences, didn’t perceive others’ perspectives and seemed incapable of self-regulation.
Although there were many moments when I questioned it, they taught me that freshmen do, in fact, care deeply about college. They care because college costs a lot, even at a public university, because they understand the role of higher education in preparing them for better professional and personal lives, and largely because they are trying to convince themselves that they can succeed socially and academically in college and in life. This was not easy for my students (half of them first generation and from low-income families), who have seen too many counterexamples of college graduates working low-wage “high school jobs” and teenage single-parent dropouts.
Lesson learned: Presidents worried about retention should not overlook the importance to freshmen of simply nurturing the tenuous hope that they can succeed in college.
Many freshmen aren’t prepared for college. The first-year seminar is intended to guide students into understanding college expectations, thinking critically and analytically, problem solving, communicating effectively, and handling difficult and challenging material. At Edinboro University, like many other colleges, these outcomes are approached through various topics that engage freshmen because they are “relatable,” as my students were so fond of saying. My seminar topic was College: What, Why and How, and we read pseudonymous anthropologist Rebekah Nathan’s book, My Freshman Year, as our core text alongside higher education and popular news and social media. These texts launched honest conversations about the purpose and culture of college and about national issues in higher education, and students enjoyed reading and talking about topics so close to their daily lives. But they also got bogged down in more difficult sections of the book.
They found the related research, statistics and other contextual information to be “boring” and “useless,” missing the way in which this information illuminated and provided insight and texture for their lived experiences. In high school, many had learned to “just skip the hard parts” and one admitted he had never read a book before, relying on plot summaries instead. Later in the semester they laughed when I said that I expected “a short essay answer, not just two or three paragraphs” on the final exam. In high school, they explained, three paragraphs constituted a full essay. By “essay” I was suggesting the deliberate construction of a coherent, well-reasoned argument, and they saw it as a demand to pen three paragraphs.
Lesson learned: Faculty concern about current freshman students’ poor preparation is not just nostalgic grumbling; these concerns are valid and presidents need to understand how intensely challenging and time-consuming it is to work with students who may be capable but whose high school preparation is sorely lacking.
Freshmen learn a great deal outside the classroom. We read about how the students Nathan studied balanced academic and social activities, and we talked about achieving the balance. When I asked my freshmen to go around the circle and state the percentage of time they spent on classes, homework, projects, studying and the like, the overwhelming majority stated that they spent only about 25 percent of their waking hours on anything academic (some even less), and this was probably inflated given that the question was asked in a classroom setting.
They dedicated their time primarily to social and occasional extracurricular activities and relaxing with Netflix. “Hanging out with friends most of the time” was justified as allowing them to “network for future jobs.” I cringed at these revelations, which too often were reflected in the quality of some students’ weekly writing assignments. But I also noted that even though they said they had come to college primarily to pursue a major that would prepare them for a good job, most also observed that they learned more outside of the classroom than in it. And, of course, that’s an important benefit of face-to-face residential college education. Learning to get along with strange roommates from unfamiliar places, to be a member of a much more diverse community than they were comfortable with and especially learning to manage their time wisely were all significant and necessary tasks for the freshmen.
Lesson learned: As an academic I had always assumed that what happened in the college classroom was primary. Presidents need to be reminded that what students learn in college is much broader than their classroom performance.
Freshmen change and grow dramatically. Managing their time in the context of extensive freedom and responsibility (they had, for the first time, to do their own laundry or control spending on entertainment) was a major stumbling block for my freshmen. And then there were new friends -- for many the first peers they had ever met who, unlike high school classmates, were “geeks” or “artists” or “different” like them and understood and accepted them for who they were. Even though the freshmen knew they should set aside time to study, many didn’t have the motivation and self-regulation skills to manage the pull of the social and were always behind on schoolwork. More than once I received a weeks-late assignment from a student with the message, “I know this is too late to count but I wanted to do it anyway.”
At the beginning of every class I had students do a brief informal written assignment related to the reading for the day, because I knew they needed a lot of practice with writing and because it signaled for them that they had to do the reading assignments and show up on time. And it gave everyone a chance at success -- if you were in class and had done the reading, you could do this assignment and do it well. Informal writing also allowed them to see that they could think and respond critically and thoughtfully to the reading and that they had something to say, so it laid the groundwork for overcoming an aptly misnamed “hate dread” of speaking in class. For nearly all, in their writing and in class discussions, opinion was conflated with fact and critical analysis of ideas and acceptance of complexity were new. Still, throughout the semester many openly, sometimes with shame, recognized and tried to shed their own stereotypical and ungrounded notions and develop academic habits of mind and inclusive attitudes.
Lesson learned: As presidents we talk a lot about the transformational impact of an education at our universities. Teaching freshmen lent credibility to what I say. They do grow and change significantly over even one semester -- we are, in fact, changing lives.
Freshmen do some of their best work for peer audiences. I worried that my freshmen’s long-term project presentations might be a disaster, because as hard as I tried to structure their presentations by requiring them to meet with me to discuss topics, submit information resources and determine a mode of presentation well ahead, multiple students’ project topics changed a day or two before they were signed up to present. Yet over the course of four full class sessions, they surprised me with very creative and interesting presentations that were courageous, honest and powerful, on topics that were very close to their hearts and minds, including suicide, sexual health in college, being LGBTQ on campus and being physically disabled as a college student. I was surprised to discover that presentation to an audience of peers is a powerful motivator that resulted in some students doing their best work of the semester.
Lesson learned: It is easy for presidents to question the motives of professors who devote significant amounts of class time to group work and presentation by students rather than “actually teaching,” but for many students the goal of presenting effectively to peers drives engagement and success. Further, they have surprisingly high standards when evaluating peer presentations.
Teaching a first-year seminar was an enormous amount of work on top of my “day job,” but I relished it. As a university president, I miss the challenges and rewards of teaching. Many of my freshmen regularly came to class 20 minutes early just to talk. They worried if I wasn’t there early myself and once sent a student looking for me five minutes before class started. They asked if I’d teach another course for them next year or continue the class into the spring -- flattering, but I worried maybe I wasn’t challenging them enough. They even reflected with empathy on what they read in the assigned text about professors planning extensively and then feeling like failures when students don’t participate in class. Still, I experienced a recurring feeling throughout the semester that I was working a lot harder than my freshmen.
In some ways I was, because I insisted on providing specific written feedback on all of their weekly assignments and because I wrestled constantly with what to do about cell phones in class, how to engage the perpetually disengaged, and similar challenges. It was difficult to give a poor grade to students I liked and cared about even when that grade was indisputably earned. And when I faced an instance of plagiarism, I felt like my trust was violated to its very core. I worked hard because I cared deeply, but my students worked hard, too, and I saw it demonstrated in so many ways throughout the semester. That made the planning, responding to writing, emotional and academic support, and personal investment not only worthwhile but also essential.
Essential to remembering why we choose to work with college students to begin with, essential to respecting the depth and intensity of faculty work when you haven’t done it in a while, essential to appreciating the striving and the dreams of even our most aloof undergraduates, and essential to recognizing how important it is to have professors who simply but genuinely care about their students. “Going off that,” as my freshmen often said, I’m now a better professor and a better president because of lessons I learned from the undergraduate classroom.
Julie Wollman is president of Edinboro University of Pennsylvania.