From the President’s Desk
The Heart of the Matter
California State University, Chico is, above all else, a center
for learning. Our first priority is the promotion, creation, and
support of an environment that fosters learning and the joys of
its lifelong pursuit. Both our Strategic Plan and our recently approved
Master Plan reinforce this priority. Although the most obvious expressions
of our learning community are our degree programs, we know that
learning occurs beyond classrooms and studios, lecture halls and
laboratories. It occurs everywhere and any time. This learning culture
without boundaries or borders guides and challenges us.
While we share with many other institutions of higher education
a focus on student learning and success, what distinguishes us is
the manner and the commitment of our faculty and staff to our students
and their education. In this special issue of Chico Statements,
we examine how the University approaches student learning through
some of the exemplary programs and people that translate a good
intention into a distinctive reality. I hope it conveys a sense
of the University’s long-standing commitment to the success
of our students and our record of achievement in this regard.
We chose six areas to highlight in this issue. The Honors Program
opens new vistas for students with small classes and creative approaches
to general education. Service learning offers thousands of students
meaningful experiences away from campus. Leadership programs cultivate
outstanding student leaders on campus and in the community. The
First-Year Experience program creates new connections for freshmen
adjusting to college. The Commission on Campus Life leads an effort
to establish new standards for student behavior. Co-curricular programs
provide healthy activities that enrich the lives of half of all
students enrolled at Chico State.
Learning is not something that just happens to a student. It is
not a spectator sport. It requires energy, time on task, a willingness
to explore one’s intellect and values, and an environment
that makes all of this possible. The keys, of course, to that environment
are faculty and staff who recognize that learning is an integrative
and collaborative venture and who seek to develop in students a
capacity for such learning throughout their entire life.
In the words of author and civil rights activist Marion Wright Edelman,
we “educate students not just to make a living, but to make
a life.” We emphasize that the capacity to learn finds its
fullest expression in the use of knowledge to improve self and society.
We believe that the goals of self-discovery and service are connected
and complementary.
Since colonial times, American colleges have been envisioned as
a social investment, focused largely on preparing new generations
for democratic leadership and participation. As such, they are instruments
of direct service to their communities. Chico State is mindful of
this heritage and obligation. Whether it is supporting small businesses,
improving irrigation systems, protecting wildlife, forecasting economic
developments, fostering community arts programs, teaching writing
in the rural North State, assisting tribal communities in cultural
preservation, or addressing hundreds of other needs, our faculty
and staff engage students not only in their work but also in the
habits of citizenship through service.
Every day I see our students bringing what they are learning to
bear in improving our campus and community. The Associated Students
testified before the Chico City Council in support of a measure
that would fine property owners for violations of noise and safety
ordinances. Our Greek community raised nearly $30,000 in a fun-filled
day for the Boys and Girls Club. I joined our students for both
of these events and was amazed and gratified by their passion and
generosity. This kind of engagement involves learning that is informed
by understanding. For what occurs is more than applied learning;
it is engaged living.
At Chico State, we believe that civic engagement starts with the
relationship that students have with the University, which must
communicate its expectations clearly and consistently. The dedication
of faculty and staff are critical to the integrity of the message.
So, too, are the opportunities that the University provides both
within and beyond the formal academic curriculum. When we are successful,
we develop the skills and form the attitudes that foster democratic
engagement and promote respect, civility, and altruism.
Over the course of the past academic year, the University has
had many chances to re-examine the message of engagement and to
assess how well we are doing, or not, in developing in our students
an appreciation for how their behaviors and choices affect their
own learning and those around them. We are constantly impressed
with the goodness and giving that characterize our students. Whether
assuming statewide leadership in sustainability issues, celebrating
the 40th anniversary of CAVE (Community Action Volunteers in Education),
documenting the peace process in Ireland, managing a successful
referendum to build a student recreation center, providing alcohol-free
entertainment alternatives, working with University police to make
our campus safer, and raising funds and awareness for Habitat for
Humanity, St. Jude Children’s Hospital, and countless other
community causes and services, our students give back, and pay forward,
joyfully and genuinely. They inspire us.
But, occasionally, some disappoint us.
Over the past academic year, we witnessed some very regrettable
student behaviors. As reported in the spring 2005 Chico Statements,
a student died in February as a result of hazing activities at a
fraternity not recognized by the University. Several students, including
one with a blood alcohol content six times over the legal limit,
were transported to Enloe Hospital for the emergency treatment of
alcohol poisoning. Another fraternity, this one recognized nationally
and by the University, participated in the production of a pornographic
video at its house during an alcohol-fueled party.
All of these behaviors brought scorn upon the University and skepticism
about our resolve and effectiveness in dealing with alcohol-related
problems. And all of these behaviors spurred us to assure our campus
community, city neighbors, alumni, parents, and friends that they
do not define who we are or what we stand for.
Some of you are familiar with these incidents and the actions
that the University has taken, including the development of a comprehensive
reform plan for the Greek system at Chico State and the establishment
of a commission on campus life. What guides all of our actions is
the goal of aligning individual behaviors with institutional values.
The charters of the Greek organizations, for example, are complete
with noble qualities: friendship, unity, respect, dignity, service,
leadership, citizenship, integrity. Our challenge to them is simple:
You are either who you say you are, or you are frauds. You are either
true to your claims, thus earning a place in our community, or you
are not, and there is no place here for those who do not live up
to their own promises.
Civic engagement is a key to our efforts. We aim to engage students
in the responsibilities of University citizenship, to enlist their
good hearts and good intentions in creating a safe, supportive,
civil, and respectful living and learning environment that fosters
student success.
As John Wooden, the great basketball coach at UCLA, once said:
“The crime is not to fail; it is to aim too low.” Our
aim regarding the kind of community we are building and the kind
of students we are educating is very high, because high performance
occurs within a framework of high expectations. Our faculty and
staff, as the stories in this issue illustrate, are committed to
our students meeting and exceeding these expectations. I know you
will find in the pages to follow evidence of these efforts, which
help to make Chico State a truly distinctive place, a truly remarkable
learning community.
—President |
