Every Day is Earth Day: Using a Latent Curriculum to Develop an Ethic of Sustainability Among College Students

As educators, colleges are in a unique position to inform future leaders about environmental issues.  This paper reviews a specific plan for developing an ethic of care for the environment in students, based on the work of Aldo Leopold.  The plan focuses on the latent curriculum, and argues that divisions of student affairs are best suited to develop it. Reference citation: Longwell-Grice, R. & Nordensten, R.(2011). Every day is Earth Day: Using a latent curriculum to develop an ethic of sustainability among college students.  CSPA-NYS Journal of Student Affairs, 11(1), 65-83.   &nbsp

Working class and working college : a case study of first generation, working class, first year, white male college students.

This dissertation is a case study involving four, first generation, working class, college students. The dissertation study chronicled the experiences of these students during their first semester at the college. In order to more effectively focus on the aspects of social class and first generation status, the study was restricted to white males. First generation, working class students must negotiate a difficult transition from their working class culture to the culture of academia, in order to be successful in college. This transition typically requires significant re-negotiation of relationships with family members and friends, who are not always supportive of their efforts. Research among first generation, working class students indicates that they face substantial barriers to earning a college degree, and are at a distinct disadvantage concerning access to college and degree attainment. Case study methodology was employed for this study. Participants were interviewed every two weeks throughout the semester to chronicle their experiences. The research question for the study was: How do first generation, working class, first year, white male college students make the necessary academic, social and cultural adjustments to college? The study focused on these students\u27 preparation for college, the support they perceived for attending college, their feelings of belonging to the college campus, and how their social class affected their college experience. The study found that this group of working class, first generation college students lacked significant support systems for their efforts during college. The study found that these students often lacked a sense of belonging to the college campus and indicated that administrators and staff in student services agencies had little, if any, impact on these students college experience. The study also found that their social class had a negative affect on these students ability to succeed in college. The study makes several recommendations for programs designed to help erase the perceived deficit working class, first generation college students have in order to help them succeed in college, and recommends that higher education also adapt its culture to meet the needs of working class, first generation students

Every Day is Earth Day: Using a Latent Curriculum to Develop an Ethic of Sustainability Among College Students

As educators, colleges are in a unique position to inform future leaders about environmental issues. This paper reviews a specific plan for developing an ethic of care for the environment in students, based on the work of Aldo Leopold. The plan focuses on the latent curriculum, and argues that divisions of student affairs are best suited to develop it

Across the Divide

The School of Education at the University of Wisconsin-Milwaukee coordinated a precollege program with rural, urban, and suburban high schools students to explore issues of race, class and geography to ameliorate the divide that often exists when high school students from monocultural communities move to more culturally diverse institutions of higher education. Through this program, participants engaged with each other via a common curriculum while participating in school projects and joint discussions. The goal of the program was to influence changes in the behavior of college-bound students, behaviors that often result in conflicts on campus when diverse cultures co-exist in new settings. Findings reveal that when institutions of higher education help connect and facilitate discussions among high school students, the potential benefits are high. Exposing high school students to diversity issues, while introducing them to a college experience, helps prepare them to ultimately take an active role in their communities

The Effect of Safe Ride Programs on Neighborhood Crime

Many colleges/universities offer night-time shuttles for their students to promote safety. These services are primarily intended to reduce the likelihood that students will drive after drinking and/or fall victim to crime. To date little data exists validating whether or not shuttle services achieve their goal of keeping students safe. This paper demonstrates that shuttle services do in fact reduce student victimization in the areas they serve by reducing the overall crime rate in these same areas. The study has relevance for other campus’ currently sponsoring, or considering sponsoring, such services