Campus Today Research Articles

Expanding faculty development through capacity-building: An institutional case study

The global pandemic highlighted the need for diverse faculty development partners to ensure student and faculty learning was supported, particularly in intensive modes of educational delivery. Our paper presents an institutional case study of how educational technology, in collaboration with the Center for Teaching and Learning and subject matter experts, served as untapped providers of faculty development. We detail the decision to shift to an intensive 7-week module system rather than our traditional 15-week semester in response to COVID-19. Although challenging for both faculty and students, this shift in educational delivery facilitated innovative approaches to faculty and student learning that are present on our campus today. This institutional case study highlights the role that capacity-building plays in capability development and professional learning for faculty and students alike to support effective teaching practice across diverse delivery modes.

Expanding faculty development through capacity-building: An institutional case study

The global pandemic highlighted the need for diverse faculty development partners to ensure student and faculty learning was supported, particularly in intensive modes of educational delivery. Our paper presents an institutional case study of how educational technology, in collaboration with the Center for Teaching and Learning and subject matter experts, served as untapped providers of faculty development. We detail the decision to shift to an intensive 7-week module system rather than our traditional 15-week semester in response to COVID-19. Although challenging for both faculty and students, this shift in educational delivery facilitated innovative approaches to faculty and student learning that are present on our campus today. This institutional case study highlights the role that capacity-building plays in capability development and professional learning for faculty and students alike to support effective teaching practice across diverse delivery modes.

Determining Scholarship Recipients at STIT Prabumulih Using the AHP Method

In every educational institution, especially universities, there are lots of scholarships offered to students. Likewise with the Prabumulih College of Engineering (STIT Prabumulih) which has a scholarship program for its students by applying predetermined rules or criteria, for example, parents' income, parents' dependents, student achievement index scores, etc. Due to this, not all scholarship recipients who apply for scholarships will receive a scholarship. The problem faced by the campus today is in the process of winning scholarships. therefore a decision support system is needed that can assist in providing scholarship recipient recommendations. In this study the authors used the AHP method and the Expert Choice application. From the calculation results obtained by the specified criteria, the GPA of 0.389 is the highest priority weight compared to other criteria. Then, from the results of calculating student data or all alternatives, the total value of each student is obtained. It can be concluded that the one who can be recommended to get a UKT scholarship is Student A because it has the highest score, namely 16.6% of the total calculated.

Development of Teaching – Aid Materials for Teaching and Learning Biology: A Waste to Wealth Approach (Paper Mache)

The campus today is littered with varieties of waste materials, which were generated from students' activities. The bulk of these wastes were solid wastes, and it is obvious that papers form a larger percentage of the waste on our campuses. These papers could include leftovers from students marked test scripts, detached textbook materials, personal notebooks, and jotters. Environmentalists have listed improper dumping of refuse and sewage disposal contamination as one of the major factors that hinder an eco-friendly society, most importantly in schools. One of the greatest problems confronting the education sector today is the lack of adequate instructional materials to teach the students. The cost of purchasing foreign-made instructional materials is on the high side. Hence, there has been serious agitation by educational technologists to venture into improvisation as alternatives to real objects. Using campus waste paper to mould improvised teaching aids for the teaching and learning of basic biological concepts will not only be of benefit to educators but also to environmentalists who are concerned about proper waste management. Up-cycling methodology was adopted for this study, which is the process of reusing waste materials without breaking them down into their base state to create another product.

Self-Censorship and the Academic Mission

Speak your mind or even just float an idea on a college campus today and you might have to pay a steep price. So many just hold their tongue. Philosopher Mark Mercer explains that self-censorship is widely practiced in university communities, and suggests several ways to upend it.

A Historical Snapshot of Latinx Student Activism from the 1960s to 1990s: A University Archival Analysis

The activism efforts of Latinx students from the 1960s to 1990s at Michigan State University preceded the current resources available to Latinxs on campus today. Guided by transformational resistance, university library archival sources are used to showcase various activism efforts demonstrated by these collegians. Some include a grape purchasing boycott, a sit-in, and a massive library book check-out protest, which all collectively played salient roles in the development of transformational changes for Latinx students. Recommendations from the findings are provided to advance future research and practice for institutional agents in working for and alongside student activists versus against them.

Opus in Brick and Stone: The Architectural and Planning Heritage of Texas Tech University by Brian H. Griggs

Reviewed by: Opus in Brick and Stone: The Architectural and Planning Heritage of Texas Tech University by Brian H. Griggs Kathryn E. Holliday Opus in Brick and Stone: The Architectural and Planning Heritage of Texas Tech University. By Brian H. Griggs. ( Lubbock: Texas Tech University Press, 2020. Pp. 352. Illustrations, appendices, notes, index.) Texas universities have long used their architecture to create a visually distinctive identity and to compete with each other through the grandeur and scale of campus facilities. Rice University's Collegiate Gothic, the University of Texas at Austin's Beaux-Arts ensembles, Trinity University's mid-century modern, and the University of Texas at El Paso's Bhutaneseinspired quads all create unified campus environments that contribute to clear visual narratives of the university's role in civic and educational culture. Texas Tech is no exception, and Brian Griggs's exhaustive exploration of its campus history focuses particularly on the Spanish Revival core of the campus, built gradually from the 1920s through the 1940s. Griggs is especially interested in the ways that the neo-plateresque Spanish Revival style, based directly on university architecture in Spain rather than the Spanish colonial architecture of Texas, was exploited by the university's architects and administrators to solidify the university's reputation and status in the competitive world of Texas higher education. When Texas Tech was founded in 1923, it did not immediately have the full support of the Texas Legislature. Because Texas A&M University already existed, many in the state believed there was no need for an additional agricultural college in Lubbock. Griggs takes a deep dive into the machinations of early supporters, including Amon Carter and John [End Page 92] Carpenter, who used their political and economic influence to found the university and insure its growth. The university's early architects, primarily William Ward Watkin of Houston and Wyatt Hedrick of Fort Worth, were savvy negotiators of this business and political climate and navigated the thorny problem of creating an image for Texas Tech from scratch on an apparently vacant, flat plain. The Administration Building, still standing today, is an excellent example of this early period, a relatively modest brick structure ornamented with beautifully crafted cast stone finials, scrolls, balusters, towers, and pediments typical of the style. Problems with funding, material, labor supply, and political chicanery are well-documented. Some of the more interesting aspects of Texas Tech's campus that make it distinctive receive less attention than its style. The campus was designed from the beginning to be sprawling, open, and navigated by car. Later advocacy resulted in a more pedestrian-friendly campus that pushed cars to the perimeter. Tech's early sponsors also visited technical campuses like the Polytechnic College of Pennsylvania and Lowell Technological Institute in Massachusetts to understand the needs of agricultural college buildings, particularly those dedicated to cotton and textile sciences. The campus's history of modernist architecture, especially the often-maligned brutalist tower of the Art and Architecture Complex, designed by Ford, Powell & Carson, receive relatively short shrift. These projects were certainly curtailed by funding and have been unpopular, but they also reflect the idealism of designers who believed that breaking with the past could provide freedom from its constraints. Griggs is a Texas Tech graduate, an architect who designs buildings for the campus today, and a passionate advocate for the campus's historic architecture and continuing the university's Spanish Revival style in its new buildings. His book is a product of both of those missions, providing an argument for how closely connected the Spanish Revival was to the ideals of the university's founders and early administrators. Architectural historians have increasingly interrogated these revivalist styles for their associations with Europhilia and whiteness during the era of Jim Crow. Debates during the 1930s over the inclusion of sculpted portraits of Abraham Lincoln or Jefferson Davis, for example, point to the inherently political nature of architecture on a public university campus. Both portraits, as Griggs clearly shows, were ultimately left out. Opus in Brick and Stone is lovingly documented, well-illustrated, and important reading for all Texas Tech graduates and students as well as anyone interested in the ways that campus architecture shapes...

In-situ Conservation of Some Butterfly Species Population of Koti Women’s College Campus, Hyderabad (Telangana) India

In-situ conservation of some species of Butterfly population (order: Lepidoptera) in the University campus of Koti Women’s college and its vicinity in Hyderabad (Telangana) India was undertaken, owing to their importance in the terrestrial ecosystem. Conserving butterfly species will result in the improved environment enriched with survival benefits for the other organisms also. One of the main aims of the present work is to stop the declines and conserve the most threatened butterfly species by in- situ conservation method encouraging the growth of the plants that attract the butterflies and also to introduce them in other places as well, where there is decline in their distribution. The significance of the study is to introduce them in the places where there is abundance of the flowering plants but without any butterfly species and also to connect to the other areas outside the campus to achieve a widespread distribution and conservation of them, a method of typical land scaping approach and to bring awareness among the people about the importance of their conservation. There is a dire need to ascertain the causes for the absence of the butterflies and to encourage them to increase in numbers in such natural habitats by corrective measures thereby conserving the species. Therefore, a study was initiated to record the number of different species of butterflies available in the college campus by selecting different locations. A total of 26 species of butterflies belonging to three different families i.e., Nymphalidae, Pieridae and Papilionidae, were recorded during the study period from June 2014 to Dec 2019. During the course of the study it was observed that the family Nymphalidae was dominant followed by Pieridae and Papilionidae in terms of both species composition and the total number. Nymphalidae accounted for about 57.3%, Pieridae 25.7% and Papilionidae at 16.9%. It was also observed that the numbers gradually increased in the campus today when compared to the initial study due to the efforts made. The campus is the source for the butterfly species to be distributed in different areas.

Why Bother? The Importance of Russian History on the Canadian Campus

What is the state of Russian history on the Canadian campus today? This article addresses the question by discussing the subject’s challenges in the wake of the Soviet Union’s collapse. Much as in the United States, the Cold War made it de rigueur to “know the enemy,” but since the “evil empire’s” collapse over 20 years ago, the field has appeared to be less important to academic administrators. Nevertheless, no serious history department in Canada can claim to be comprehensive without counting in its midst at least one Russianist.

Solitude: ‘The Most Pressing Issue on Campus Today’

Solitude: ‘The Most Pressing Issue on Campus Today’

For Members Only: Feminism on Campus Today

For Members Only: Feminism on Campus Today

Looking Back and Moving Forward: Future Directions for Diversity Research in Student Affairs

Diversity, pluralism, equity, access, multi­ culturalism, regardless of how they have been named, have been on the agenda of colleges and universities for nearly 50 years. The oft­cited demographic transformations in the United States remain a primary fuel for this focus. More than 1 in 5 undergraduates are students of color which includes African American, Asian American, Latino/a American, and Native American (American Council on Education [ACE] & American Association of University Professors [AAUP], 2000; Chronicle of Higher Education Almanac, 2008), and those numbers are only expected to grow in the future (El­Khawas, 2003; Murdock & Hoque, 1999). Further, other populations at U.S. campuses, such as international students, returning adult students, and students with disabilities, have also increased significantly (Chronicle of Higher Education Almanac; Kennedy & Ishler, 2008). Other groups such as students of different faiths, veterans, or lesbian, gay, bisexual, and transgender students, may or may not have actually increased numerically; nonetheless, these and other diverse student groups are a clear presence on campus. Despite the sustained attention, multicultural issues continue to be one of the most hotly debated and unresolved conversations on campus today (Anderson, 2008; Levine & Cureton, 1998). The protracted focus on diversity is coupled with its pervasive territory. These conversations have included such areas as the curriculum, admission, attrition and retention, tenure, programs and services, personnel issues; truth be told, few areas of university life remain untouched by these issues. Within higher education, student affairs professionals have always played an important role in addressing multicultural issues. Although the design and implementation of these responses have varied over the years, typical examples include: cultural centers, women’s centers, diversity workshops, and multicultural fraternities and sororities. This involvement is consistent with the traditional and historical expectations and responsibility of student affairs practitioners to address the needs of students outside the classroom (Hood & Arceneaux, 1990). Despite the significant role that student affairs has assumed for multicultural issues, the literature supporting and guiding these efforts has been, arguably, rather scant. Initially the literature simply underscored the belief that increasing racial diversity was a noble and appropriate goal for higher education (as racial diversity was the primary focus in earlier times). Although, over time, the body of literature increased and became more inclusive, sophisticated, and complex, the degree to which it supports and guides student affairs practice, particularly around multicultural issues, remains unclear. Given the 50th anniversary of the Journal of College Student Development, the timing is ideal to reflect on the growth and development of

Feminizing Science: The Alchemy of Title IX

The physical sciences have long resisted most inanities of the postmodern university. Nonetheless, these disciplines have not rejected all foolish notions prevalent on campus today. For some time, departments of physical sciences, engineering, and mathematics (SEM) have accepted feminist contentions that their practices are responsible for the underrepresentation of women in their ranks. Efforts to reverse this situation have followed––from female-friendly admissions standards to special dorms designed to support female engineering students. These efforts have failed to produce parity of the sexes in SEM fields––a predictable outcome given that their underlying premise is false. As their failure to deliver desired effects has become clear, proponents have rarely reconsidered their beliefs as to why female underrepresentation persists. Rather, talk has turned to use of coercive methods to augment current efforts. This thinking has been inspired by the use––or more accurately, abuse––of Title IX of the 1972 Federal Education Amendments to force proportional representation of women in college sports. Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering is perhaps the best example of this move towards Acad. Quest. (2008) 21:392–408 DOI 10.1007/s12129-008-9075-5

The Secular Thesis Revisited: Religious Life on the Secular College Campus Today

This essay considers the shifting terrain of the “religious” and the “secular” in liberal arts education from the perspective of a religious life administrator. The argument shows how current debates about secularity provide a helpful lens for understanding the changing forms of student religious and spiritual practices. Campuses are now finding their secularity challenged: long-held assumptions that equate modernity with an increasing secularization–and that equate religiosity with an incomplete modernity–have come under critical scrutiny. The pressures on secularity should not be understood as its defeat by triumphal or resurgent religion, but as secularism encountering its own limits, and perhaps making room for new modes of understanding beyond modernity’s crisis of belief and unbelief.

Elephants or Dinosaurs?

In this special section of the Kappan, 14 scholars and practitioners have taken a fresh look at the education of principals, superintendents, and other educational leaders, with a special focus on redesigning leadership programs at universities. These articles offer an exciting array of ideas for reforming leadership education as Ed Schools feel the pinch of recent critiques and new competitors. New ideas clearly matter, but will they be enough of a catalyst for change? Are Ed Schools open to fresh thinking? And do their denizens feel the sense of urgency typically required to propel organizational change? Frankly, I am not sanguine about widespread reform. I don't believe that the external pressure for change is sufficiently intense to force action, particularly in universities where the introduction of rigorous programs would mean fewer students and less money. These disincentives - combined with the absence of a public outcry for stronger leaders and of powerful constituencies pressing for quality--suggest that most Ed Schools will sit out the dance. They have done so before. Ed Schools resemble elephants--slow stepping and hard to budge. In the absence of overwhelming external pressure, is it possible to get these elephants to dance in new ways? (1) What will it take to rouse them to action? What might their new steps look like? What's at stake? I address these questions below and present a more optimistic viewpoint about the possibility of at least some Ed Schools instituting significant change. Even though the current ferment might not be enough to force action, I argue that an opportunity exists for forward-looking Ed Schools to overhaul their offerings and, more important, to address their declining influence. I suggest new ways to dance by offering a template for a leadership program that synthesizes some of the best thinking to be found in this special section and elsewhere. I certainly do not intend to present the way to prepare leaders--context always matters, and different programs are required for different stages in leaders' careers. I also recognize that some of the ideas presented here are controversial; they may fit some universities but be ill suited for others. I present a possible model in order to stimulate debate and encourage action, especially in those research-oriented universities that are inclined to self-examination and reform. Finally, I contend that substantial reform depends heavily on the organizational capacity of Ed Schools to learn their way to reform and, most of all, on their exercising leadership to make it all happen. WHAT'S AT STAKE? In my view, the current ferment in leadership education is symptomatic of a deeper and bigger problem that deserves serious attention: namely, the declining influence of many Ed Schools. they don't seize the moment, they risk becoming marginalized and irrelevant. Indeed, if these slow-stepping elephants fail to dance in new ways, they may just morph into dinosaurs. The decline in the influence of Ed Schools has its roots in three enduring difficulties that have recently become more troublesome. First, Ed Schools have long been burdened by low status within the academy,2 but things have gotten worse lately. As school reform continues to sputter and as frustration grows, Ed Schools are increasingly blamed for not making much of a dent. Fairly or not, critics now regularly ask, If Ed Schools are so good, why are the public schools so bad? Second, Ed Schools are very much isolated within the universities. Going it alone worked fine when public education was a back-burner issue, but school reform has become a hot topic on campus today, and faculty members across the university are engaged in the debate. Ignorant of the good work of many Ed Schools, it is easy for newcomers to blame them for the unsolved problems facing so many public schools. Lacking bonds of colleagueship, it's easy for collaborations that pursue new interdisciplinary approaches to fail. …

Making Meaning of Whiteness: A Pedagogical Approach for Multicultural Education

Background and Purpose. Classroom diversity in higher education is an important component of multicultural education. Despite affirmative-action plans supporting diversity, physical therapist programs continue to undenepresent minorities, hence compromising the ability to effectively educate physical therapist students for multiculturalism. This paper suggests the use of racial identity theory and whiteness as pedagogy for exploring the issues of difference and for developing attitudes supportive of cultural pluralism. This paper also presents a theoretical framework of multicultural education that educates for the cultural pluralism that supports the social justice and social action necessary for confronting health care disparities. Position and Rationale. Five theoretical approaches to multicultural education are presented. The last, the multicultural and social reconstructionist approach, acknowledges that oppression embedded in social structures give rise to societal disparities. While this knowledge empowers for social justice, it does not ensure the development of culturally pluralistic attitudes. Other pedagogies are necessary for students to actively engage with the privilege and power issues of difference. The white racial identity theory and the people of color racial identity theory provide for the personal exploration of privilege, oppression, and difference that support cultural pluralism. Discussion and Conclusion. Physical therapist education programs are obligated to graduate students who have acquired the necessary skills to address the health care needs of the demographically diverse population in the United States. In addition, students develop the skills to confront health care disparities. By combining the multicultural and social reconstructionist education approach, and the exploration of whiteness and race using racial identity theory, physical therapist educators can educate students for the cultural pluralism that empowers social action and social justice. Key Words: Cultural pluralism, Diversity, Multicultural education, Higher education. BACKGROUND AND PURPOSE Multiculturalism is a painful subject on campus today. Students don't want to discuss it.1 In their 1992-1997 study of United States college campuses and college students, Levine and Cureton1 note that multiculturalism remains the most unresolved issue on campus today. They posit that simply being present in a diverse campus environment is not enough to develop multiculturalism. Likewise, learning about differing cultures is also insufficient to develop attitudes supporting multiculturalism.2-7 The development of multicultural attitudes requires an environment supportive of a true exploration of cultural commonalities and differences. Students need guidance, contact, and common goals in order to engage in the conversation about difference and diversity.1 Through such engagement, students develop the cultural awareness and sensitivity that is so important for functioning within the diversity of United States society. Educating for multiculturalism requires a well-considered pedagogy and curricular plan, involving the creation of a safe environment for self-exploration and cross-cultural exploration. The question of how to positively influence change in students' racial attitudes, comfort with diversity, and beliefs about cultural pluralism is one that faces higher education in general, and physical therapist education specifically. In support of the Association of American Colleges and Universities'8 admonition that today's college students must learn, in every part of their educational experience, to live creatively with the multiplicity, ambiguity, and irreducible differences that are the defining conditions of the contemporary world,'(pxxii) institutions of higher education have undertaken numerous initiatives to increase engagement with social diversity. With the support of affirmative action, recruitment, and retention strategies, college campuses currently exhibit increased structural diversity,9 thereby quantitatively representing the differing groups in United States' society. …

Influences on Students' Openness to Diversity and Challenge in the Second and Third Years of College

This will come off snobby, but it's not racial. I am not a racist. I have black friends, my friends date black people. But I don't want to go to a diverse school. I wanted to be at a school like this. If you want to go to a diverse university, then apply to one. Why ruin it for people here? Lauren, quoted in Baxter Magolda, 1997 Introduction Diversity in Postsecondary Education Recent reports on the condition of undergraduate education have addressed the challenges of meeting the needs of an increasingly diverse student population and preparing students for life and leadership in an increasingly diverse society. Several have highlighted the necessity of developing inclusive, multicultural communities of students, faculty, and administrators (The Boyer Commission on Educating Undergraduates in the Research University [Boyer Commission], 1998; NASULGC, 1997; Wingspread, 1993). The most recent of these reports, Reinventing Undergraduate Education: A Blueprint for America's Research Universities (Boyer Commission, 1998), stated that students in research universities have the right to opportunities to interact with people of backgrounds, cultures, and experiences different from the student's own (p. 17) [emphasis added]. Nevertheless, persons in historically underrepresented groups, particularly students of color, tend to have been served poorly by higher education (NASULGC, 1997; R endon, 1998; Wilson, 1997a; Wingspread Group, 1993). Indeed, questions persist about the extent to which college campuses are making sufficient progress in educating all students for life in a diverse society (cf. Boyer Commission, 1998; NASULGC, 1997; Rendon, 1996; Wilson, 1997a, 1997b; Wingspread, 1993). There is evidence, for example, that many white undergraduate students are, at best, apathetic and, at worst, actively hostile toward participation in diverse learning communities (Baxter Magolda, 1997; Levine & Cureton, 1998a, 1998b; Wilson, 1997a, 1997b). In a report of their research on undergraduate students in the 1990s, Levine and Cureton (1998b) asserted that tension regarding and difference runs high across college life....Multiculturalism remains the most unresolved issue on campus today (p. 7). In fact, 62% of the deans of students participating in the Levine and Cureton (1998a, 1998b, 1998c) study stated that issues were the main cause of student conflicts on their campuses. For student respondents as well, multiculturalism far overshadowed any other issue, particularly when related concerns, such as gender equity, sexual orientation, free speech, and civil rights were added to the mix (Levine & Cureton, 1998c, p. 146). At the same time, students in the Levine and Cureton study, as well as in others (cf, Baxter Magolda, 1997; Grant Haworth, 1997), described reluctance to engage in discussions about or multiculturalism. This reluctance has been attributed to students' feeling that diversity has been shoved down their throats (Levine & Cureton, 1998c, p. 146) by high-school teachers, parents, and society in general, as well as students' perception that they are not free to express themselves openly and honestly about race, ethnicity, gender, or sexual orientation. They know which views are acceptable to voice. If they choose...to take the safe route and not voice the unacceptable, they can create a false sense of civility. This leads some students to devalue what they see as politically correct ideas (Baxter Magolda, 1997, p. 18). The statement by Lauren at the beginning of this article can be viewed as an example of voicing the unacceptable; Lauren affirmed this interpretation: People seemed to jump on me [i n response to my statement].... A lot of people didn't say anything; they probably felt the same as me, but they saw what I was getting into and didn't want to get involved (Baxter Magolda, 1997, p. 17). Thus, another response to campus tensions regarding and difference is an increasing fragmentation of student communities into increasingly smaller groups, many of which are founded on commonalities of race, culture, sexual orientation, and gender (Astin, 1993a; Levine & Cureton, 1998a, 1998b, 1998c). …

Bright College Years: Inside the American Campus Today

As the price of higher education escalates and the number of Americans seeking a college degree steadily rises, Anne Matthews paints this portrait of the American campus. With each chapter dedicated to sections of the academic year, Matthews puts students, professors and administrators under the magnifying glass. She conducts her investigation in four-year universities across the country, from large state schools like the University of Texas to specialized colleges like Cal Tech. This work reveals the changing shape of the American university and should be of interest to prospective students, their parents, and anyone concerned about higher education.

A Computer Module for Teaching Methodology

A recent newspaper article discussing future trends in higher education noted that by 1990 college graduates were likely to have had some “hands-on” experience with computers regardless of their chosen course of study, including the humanities. Nowhere is the impact of the technotronic society more visible than on the college campus today. Computer centers can now be found even at small, traditional liberal arts colleges. Computer manuals are becoming the equivalent of collegiate dictionaries.As it becomes increasingly apparent, even to the anti-technotronic segment of the academic community, that the development and expansion of computer usage is unlikely to wane, the dialogue about the role of the computer on campus is shifting.

Working with the Modern Student

In the last half decade a wave of disruptive incidents has swept across the nation and has profoundly shaken the equilibrium normally associated with our colleges and universities. The disruption by a few has tended to mask the larger concerns of the many that higher education and the community it does and must serve must change. To some extent the resultant changes have been evolutionary. There has been a steady acceleration of student participation in campus decision making. New curricula and innovations of all kinds have come about because faculty and administratorsas well as students-have encouraged them. To a lesser extent the violence on the campus has highlighted and hurried new changes, some desirable and some undesirable. As a result, we stand today in a changing educational environment and those who are responsible for honors programs must plan in the full awareness of the situation on the college campus today. I should like to describe the environment of student and general unrest and attempt to give some wholly unqualified advice about planning. Since my work as vice-president for student affairs has brought me into direct contact with both students and nonstudents on the campus and with the public as well, I should say at the outset that I have been much concerned with the level of public misunderstanding regarding the current state of campus unrest.