COLLOQUY

We in academe will research this issue, like we have conducted emerging issues' research in the past -- that is, study the blazes out of it -- and come only to the consensus that a long list of authoritative citations now exist on this topic; then, move on to the next emerging topic. But, can something really be accomplished, post haste, to rectify this growing problem -- and it is truly a problem -- of student uncivility on the college campus? The answer, emphatically and simply, is "yes."

Beyond the legal requirements of posted notices in published syllabi, definitive student code regulations, and specific new-student orientations and acclimation sessions, there must be the determination of the course instructor to take reasonable albeit hard-line stance with student behavior: to identify it, confront it, respond to it -- and do so consistently and rationally. As postsecondary institutions open their doors to the more general populace -- often called consumerism, but more often defined as budgetary and political survival -- these institutions must recognize that the academic culture and instructional climate will change as well. The general populace in this sense represents a growing number of students who feel compelled, or are compelled, to pursue postsecondary learning, but without a clue as to related benefits which they as students may accrue. Their professional aspirations are fuzzy, their occupational goals ambiguous, and their socio-personalogical skills not yet matured. It is no wonder that, with neither clear vision, defined mission, nor articulated goals, such students mirror those ill-defined and unstructured organizations in the small-business arena with no "business sense."

Yes, parents must do more to help the elementary schools, and elementary schools must do more to assist the transition to secondary education, and secondary schools must do more to inspire students to aspire to additional learning, in whatever form, mode, or context such learning might be available. But, as well, higher education professionals must recognize that as we reach out to all peoples in an attempt to optimize the attainance of democratic ideals across all peoples through learning and regard of all peoples, the positive effect on all peoples can only come through concerted, deliberative, and tireless effort.

To afford an optimal learning environment, and thereby maintain a suitable learning atmosphere for everyone -- student and instructor -- everyone must take responsibility, whether student, instructor, or administrator. Maintaining control of anything -- whether facility maintenance, a balanced budget, or instructional climate -- is "hard." Maintaining control is taxing, tedious, and by it very nature periodically tumultuous. No one said that parenting was easy, and higher education professionals are no less parents than the procreators of our student charges.

-- Brent E. Wholeben, Professor of Educational Administration and School Business Management, Northern Illinois University (posted 3/29, 4:45 p.m., E.S.T.)

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