Re: Average Turn Over | <– Date –> <– Thread –> |
From: Kay Argyle (kay.argyleutah.edu) | |
Date: Fri, 8 Aug 2008 17:25:35 -0700 (PDT) |
> My very best "live in community" experience was in graduate school, > where 1/3 of the population left every year, and a different 1/3 > arrived. The same factors that work in cohousing foster community in a graduate program. Certain will be truer of some programs than others, but frequently enough are present for a sense of community to evolve. * community identity, with identifiable social boundaries Colleges and universities encourage loyalty and "college spirit" among the student body. Alumni become an extended family - graduates become professors in their turn, and steer their students to their old advisor for advanced degrees. Community identity is not absolutely required to create community, and not adequate to create it by itself, but it strongly reinforces the other factors. * interaction, assisted by common space. There is a fair amount of common space - the department office, computer labs, study areas, classrooms. Within the community of the department, each research group is a little neighborhood. Students share a lab and work together on research projects. * "just right" size, with subdivisions if necessary to maintain it, so interactions occur repeatedly among the same set of people, We're small enough the office staff, at least, know every grad student. For "efficiency," administrations like big departments. So far we've dissuaded the V.P.'s office from getting serious about its periodic notion that our small department ought to become part of a related one (apparently we are the only university in the U.S. with the two disciplines in separate departments) - we like the size we are, small but with an outsize reputation. (Size aside, we hear enough about the other department's office politics to not want to become their subdepartment - we like our culture better than theirs.) Our faculty are quite happy to do joint research with faculty in the other department (a typical justification given for a merger); they just don't want to BE in the other department. So the community protects its identity, without being insular. * ways to pass on the community culture Faculty and staff turn over far more slowly than the students, providing continuity, maintaining the community culture, and keeping the community memory. Besides formal orientation, new students receive much informal guidance, from the department staff, from their faculty advisor, and from others in their research group. Often another student shepherds a new arrival around - first to the payroll secretary, who steers them through applying for a Social Security number (our students are predominantly international), a work authorization, an ID card, a university email account - then to register for classes, find an apartment (often with another student in the department), open a checking account at the university credit union, apply for lab keys and a copy account, get a lab notebook. The new student continues shadowing for a week or two, following as the other student checks mail, orders gas cylinders, checks out a book from the department library, checks vendor pricing and requests the purchase of lab supplies, or walks over to the machine shop, the chemistry stockroom, or the cafeteria. A year later, they are the old hand showing someone the ropes. Kay
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consensus with or without voter override Audrey Watson, August 5 2008
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Average Turn Over Sharon Villines, August 6 2008
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Re: Average Turn Over Kay Argyle, August 7 2008
- Re: Average Turn Over Elizabeth Magill, August 7 2008
- Re: Average Turn Over Kay Argyle, August 8 2008
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Re: Average Turn Over Kay Argyle, August 7 2008
- Re: Average Turn Over Craig Ragland, August 7 2008
- Re: Average Turn Over Larry Miller, August 7 2008
- Re: Average Turn Over Craig Ragland, August 7 2008
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Average Turn Over Sharon Villines, August 6 2008
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