Faculty Voices: Learning social responsibility at USU
The role of universities in the United States has traditionally been to help students develop academically, grow into effective leaders, and become engaged citizens. As our world faces a growing array of complex problems, universities are being asked to help students acquire a new set of skills in social responsibility. No longer is it sufficient to produce the best physicians, engineers, and teachers; universities must graduate students who accept the responsibility to leverage their talents and training to help other people in their community, the nation and the world. Utah State University is not exempt from this trend and, in fact, is fully embracing this notion.
This fall semester, the Division of Student Services launched “Aggies Think, Care, Act,” a program that focuses on raising USU students’ awareness of their social responsibility as a member of the USU community. “Aggies Think, Care, Act” emphasizes that each community member is accountable for helping to foster the values of human dignity, equality, respect and safety for everyone.
The program is challenging students to think about how their words, actions or silence can affect problematic situations. Students are learning that part of being an Aggie means helping to create a caring community. A basic tenet is that the choices students make can affect daily behavior and help address more serious situations that may arise on campus. For example, caring about a roommate who is struggling, promoting academic integrity in a group assignment or a testing situation, speaking up when racist “jokes” are made, etc. The program also directs students to resources that help students act to end incidents of harm or injustice.
The trend toward social responsibility on university campuses is also an important part of the national dialogue at universities across the country. The Association of American Colleges and Universities (AAC&U) recently released its Core Commitments, a signature initiative of this consortium of 23 universities that aims to revitalize the academy’s role in fostering students’ development of social responsibility. The Core Commitments is “designed to help campuses create learning environments in which all students reach for excellence in the use of their talents, take responsibility for the integrity and quality of their work, and engage in meaningful practices, including taking seriously the perspectives of others, that prepare them to fulfill their obligations as students in an academic community and as responsible global and local citizens.”
The following incident illustrates the impact that applying the precepts of “Aggies Think, Care, Act” can have on individuals, others, and the USU community: One morning, I left my office with just enough time to make a punctual arrival at a speaking engagement on campus. In the interest of time, I took a shortcut through the lobby of the University Inn. As I neared the lobby exit doors, I noticed a University staff member approaching to enter the hotel pushing a handcart loaded with a large recycling barrel. The barrel was obviously quite heavy, making the handcart extremely unwieldy. Instantly, I realized the choice before me: I could open the door and hold it for him to enter easily or I could disregard his plight and continue on my way to ensure a timely arrival at my speaking engagement. I glanced at my watch and knew that if I took the time to hold the door, I would be late for my appointment. The group who had invited me to speak would be inconvenienced by my late arrival and might even be less attentive to my remarks since I had not cared enough to be punctual. I also knew that taking the time to hold the door for my campus colleague was the right thing to do. After this split-second deliberation, I opened and held the door enabling the recycling staff member to enter the building with minimal discomfort. He smiled and uttered a quick, “Thank you” as he passed by and I replied with a “You’re welcome” and proceeded on my way.
As I reflected on that seemingly inconsequential experience, I came to understand that all of the elements of being a socially responsible member of the USU community were played out in that brief encounter. First, I took a moment to think about the consequences of my behavior. I considered the impact that doing something helpful might have on another person, on me, and those depending on me. Second, I cared enough to consider the needs of someone else and the likely benefit or detriment that could accrue to them as a result. Third, I acted. In this situation, I chose the option that seemed most helpful to someone else and to a certain degree, disregarded my own needs. The outcome was that the relationship between two USU community members was enhanced and in turn, the broader USU community was improved.
James Morales is the USU vice president for student services