Abstract
As part of our ongoing recognition of About Campus's 20th anniversary, George D. Kuh looks back at some of the topics covered in the first year of publication. Not surprisingly, he identifies six important themes from Volume 1 that have defined the research and practice of student learning for the past 20 years. He discusses the gains in service learning, assessment of learning outcomes, diversity in recruitment and completion, holistic student development, collaboration between student and academic affairs, and the importance of two–year colleges since 1995 and reminds us where work is still left to be done.
Katie L. Treadwell, who has her own intriguing personal history with tragedy, having lived in Oklahoma City, Waco, and New York City, interviewed 11 student affairs leaders who managed crisis responses to high–profile campus tragedies. From the variety of unique experiences, Treadwell distills two common themes: complexity and compassion. The chaos of uncertainty created a staggering level of logistical details and uncertain circumstances and required many quick decisions without extensive discussion or input. However, the experience of crisis also brought out the underlying focus on compassionate leadership shared by all of these leaders.
Tricia R. Shalka brings to our attention the ubiquity of the experience of trauma among college students. Because trauma affects survivors’ capacity to learn and grow, this is an important issue for higher education. Shalka suggests that we must become sensitive to the possibility that disconcerting student behavior may be due to the experience of trauma. She describes elements of a trauma–informed approach that includes holding space open for survivors to share their stories, focusing on survivors’ needs, and empowering survivors to make their own choices. Most importantly, she reminds us of the tremendous resiliency of the human spirit.
Views from Campus
In a free–wheeling conversation with About Campus Executive Editor Frank Shushok, Jr., Nikki Giovanni, an accomplished poet, activist, and educator, comments on a variety of topics significant to higher education. Underlying many of her positions is the belief that imagination is the basis of all learning; therefore, one of our primary goals should be to teach students to trust their imaginations, their voice, and their truth. In order to do that, she argues for mutual respect, civility, and generosity in the classroom. Her goal is to throw out seeds of truth and wait for the grass to grow.