Allegheny College: President's Office

At Allegheny College we believe in preparing students "to make a life as well as to make a living." By this measure, Allegheny is doing well, and we are committed to exploring ways to do even better. The Spring 2001 issue of Allegheny magazine, you will read about some of the ways in which the College helps students to develop social and civic skills and moral values. And as Allegheny provides fertile ground for students to become engaged citizens, the College is also committed to being a good institutional citizen within our own neighborhood and city.

Why should we be concerned with our students' level of understanding of and participation in civic and social affairs-the kinds of associations, activities, reciprocity, and trust that have become known as "social capital"? Quite simply, successful democracies and strong economies depend upon social capital to function. When inward focus, isolation, distrust, and lack of meaningful and active associations are the norm, highly complex legal procedures and systems replace the more useful and effective modes of informal social and economic rules and understandings.

Trust and reciprocity smooth social and economic transactions and build bridges between people of different backgrounds and circumstances. Studies show that those persons who have a strong sense of duty and a commitment to common enterprises are not only more satisfied with their lives but are healthier and live longer. The concept that true individual well-being is dependent on a robust and just society is essential for the success of local communities and of nations.

A liberal arts education-with its emphasis on the exploration and understanding of great ideas and works, history, political systems, society, the natural world, spirituality, self, and the continuing development of an ethical framework and moral values-has everything to do with preparing students for a life of citizenship in a participatory democracy. The level and quality of one's education are highly correlated with the extent of one's civic involvement, and positive social engagement presupposes moral principles that should be further developed as part of a college education.

We have our work cut out for us. The United States ranks 23rd of 24 established democracies in voter turnout according to sociologist Robert Putnam. In 1966, despite race riots and Vietnam, three-quarters of those surveyed felt that Washington could be trusted "to do the right thing"; during the peace and prosperity of 1997, three-quarters said just the opposite. In 1996 only 8 percent of those asked felt that honesty and integrity among the general public were increasing, while fully 50 percent believed these qualities were decreasing.

Participation in local political organizations and in virtually every other form of community involvement has decreased dramatically over the past thirty years. Citizen groups, once collections of active participants, largely have become advocacy-oriented "mailing list organizations," with membership gained by writing a check that funds paid staffs, lobbying, and advertising. Political parties have become highly professionalized and spend five-fold more than two decades ago for national and state campaigns to attract voters to their candidates and to the polls.

What has caused these and many other indicators of a healthy democracy to deteriorate? The reasons are complex and not entirely understood, but studies show some revealing correlations. Much of the change is age-related, with younger generations replacing older ones that are more socially engaged. Baby boomers (born 1946-64) and Generation X'ers (born 1965-80) are less likely to be knowledgeable about and engaged in civic activities than their parents were at comparable ages. For example, a 65-year-old American today is twice as likely to vote as a 25-year-old, an unprecedented phenomenon.

Researcher Alexander Astin's annual survey of students entering college reveals a general distrust of politics and an attitude that politicians and public policy issues have little to do with their lives. Only 28 percent of entering college students reported an interest in "keeping up to date in political affairs," less than half the figure reported in the mid-1960s. Daily newspaper readership among those age 35 and younger dropped from two-thirds in 1965 to one-third in 1990. Television viewership of news programs is down more than a third since the early nineties, while habitual viewing for entertainment is up. The average American now watches television four hours per day, and 77 percent of sixth graders report having a television in their bedroom. Putnam finds a strong correlation between more time watching television and decreased civic and social activity, asserting that television viewing habits represent the single best predictor of one's level of civic engagement.

Suburban sprawl and commuting, two-career families, and pressures of time, money, and the material lifestyle one desires also appear to correlate with declines in civic engagement and community involvement. These factors, coupled with various forms of electronic entertainment, ensured that being raised after World War II was quite a different experience from that of being raised earlier. Trends toward decreased voter participation, less respect for authority figures, and lower levels of informed and active citizenship cannot be blamed on the current younger generations-these declines began well before Generation X'ers were even born. Young people's attitudes and practices largely reflect the reality they experience, and they report that politicians do not address issues that are of substantial importance to them.

In the face of these findings, our work is more important than ever. Allegheny College has always placed a high premium on educating for citizenship, and there is considerable reason for optimism and pride in our people and programs. For example, student volunteerism is exceeding historic highs, both nationally and at Allegheny, a promising behavior that counters decreases in civic engagement. But as laudable as it may be, volunteer service alone is insufficient to ensure a commitment to active citizenship. Therefore, our voluntary service programs have been enhanced to include study, debate, and reflection. We have also launched a new Public Agenda Initiative, through which a community advisory board will help to ensure that students, faculty, and staff achieve a fuller understanding of social and personal issues connected with community needs.

The College attempts to model the kind of behavior that we hope to instill in our students. Our support of neighborhood coalitions to address matters of town-gown concern has been well received, and College employees are encouraged to be participants and leaders in groups such as the United Way, the Chamber of Commerce, advisory committees, and service clubs. Our Center for Economic and Environmental Development (CEED) and its component programs-such as the Meadville Community Energy Project, Creek Connections, Art and the Environment, and the Northwest Pennsylvania Sustainable Forestry Initiative-address matters well beyond our own institutional self-interest even as they advance it through meaningful experiences for students and faculty.

In the matter of institutional governance, Allegheny also demonstrates a commitment to democratic principles and mutual respect. Student leadership and activism are encouraged and practiced in countless ways both formally and informally. Students at Allegheny are taken seriously in matters of campus governance and residential life. They are members of important campus committees and participate in board of trustee meetings. Students have published the Campus since 1876, and students themselves created the Honor Code in the 1960s and have administered it ever since. Allegheny Student Government (ASG) is a valued partner in advising the administration, faculty, and board on important campus matters, illustrated by their recent research reports on campus safety, food service, the library, and the campus computer network. Rather than dictate campus policies to students, the faculty and administration invite student leaders to be partners in addressing matters of mutual concern.

In cooperation with national education associations, our voter registration program has increased student awareness of and participation in the electoral process. Student representatives were funded to attend the national political conventions last summer, and the College Republicans and Young Democrats are both active organizations on campus. Washington, D.C. has long been a popular location for student internships and off-campus study, and now an endowment created to honor the memory of Betsy Dotson '74 will fund up to twelve summer internships in the nation's capital every year. Complementing these activities, political science professor Dan Shea's newly proposed Center for Electoral Participation promises to enhance student interest and participation in electoral politics.

Activities associated with organized religion are an important and well-documented form of social capital in the United States. On our campus, student interest in religious life and spirituality is nurtured through active programs sponsored by the Office of Religious Life, led by Chaplain John Colatch. Working with him are a Catholic campus minister and advisors to Hillel and Allegheny Christian Outreach. Campus organizations such as Sojourners, Newman, and Allegheny Christian Outreach sponsor spiritual life retreats and social events each year, along with mission projects. Specially endowed funds make it possible to bring nationally prominent theologians to campus as guest scholars and lecturers to broaden student and faculty awareness of theological and social issues.

Allegheny seeks to be a leader in athletics by fielding competitive teams that emphasize good sportsmanship and citizenship both on the playing field and off. Dean of Students Dave McInally, Athletics Director Rick Creehan, and the coaching staff set high expectations, provide mentoring, and enforce standards of conduct that are aimed at establishing a program that "wins with class" while providing young men and women with experiences in leadership, teamwork, and discipline.

On the curricular front, psychology professor Elizabeth Weiss Ozorak and her colleagues have created an innovative minor called Values, Ethics, and Social Action (VESA). This and other service-learning initiatives are integrating voluntary service with the formal curriculum, leading to a deeper analysis and understanding of social issues. Our Experiential Learning Term Study Tours have added another dimension to the exploration of social and political issues with faculty-led seminars to places as diverse as South Africa, Austria, Yellowstone National Park, and the Oneida Community in New York.

At the national level, Allegheny College is one of the originators and signatories of Campus Compact's Presidents' Declaration on the Civic Responsibility of Higher Education, a statement that acknowledges our special obligation to educate for citizenship. Allegheny is one of only eleven colleges nationwide invited to be charter members of Project Pericles, originated by the Eugene Lang Foundation to create national models for other institutions in the matter of citizenship education. We have also received special distinction from the Bonner Foundation and AmeriCorps for our effective community service programs and from the Templeton Foundation as one of the Colleges That Encourage Character Development. At the local level, the present town-gown relationship is said to be more positive than at any time in memory.

As we strive to keep Allegheny's programs, experiences, and facilities up to date to meet the concerns and needs of students, parents, and employers, it is reassuring to know that our tradition of educating the whole person for life in a participatory democracy is intact. As important as gaining job skills and credentials is, Allegheny's mission as a top residential liberal arts college is more profound than that. We must demonstrate to students the necessity of living by values, showing respect for others, affirming and living by democratic principles, considering unfamiliar ideas, and balancing self-interest with the well-being of others. Through the education we offer to our students, Allegheny is doing its part to ensure that our graduates are prepared to be full participants in and shapers of our evolving society and democracy.