The transition to college is one of life’s major events. Like the first day of kindergarten and the birth of one’s child, the first few weeks of college are one of those times people tend to remember for the rest of their lives. You encounter new expectations, new freedoms and new friends, all of which add up to a rare opportunity to reinvent yourself. You must also cope with nervousness that your self-reinvention in this new environment might not be successful. What if college is too hard? What if you don’t fit in? 

Now imagine that your first week of college takes place in a foreign country. Not only are you not being served your mother’s cooking, but it is not even your native cuisine. Not only do you have to make new friends, but you must do so in a culture and a language that are not your own. You have an opportunity to reinvent yourself, but to many people your primary identity will remain “that student from another country.”

It was with those thoughts that I had lunch a week or so ago with seven international students who are currently undergraduates at Ithaca College. Isuru, Hugo, Sachiko, Jia, Scott, Desiree, and Riw came to Ithaca respectively from Sri Lanka, Brazil, Japan, China, Australia, Singapore via Australia, and Thailand. Going into the conversation with them I knew one thing for sure: all seven of these students were more intrepid than I was at age 18 when I ventured all of 35 miles from home to go to college!

These international students are incredibly upbeat about their IC experience despite wrestling at times with a natural longing to be back in more familiar environs. I asked them what the most difficult part of adapting to American college life had been. Was it language, food, or the academic expectations of American professors? Was it dealing with cultural stereotypes? Tony told me he wouldn’t mind not being asked again how often he saw kangaroos hopping around Sydney, but the overall answer to my question was unanimous: the hardest part was learning about American popular culture! Sports with unfamiliar rules, popular singers whose work is completely unknown, celebrities whose basis for being famous is hard to discern. TV shows everyone is expected to have watched growing up; aspects of American history that are assumed to be known to all. The hardest part, according to some of my erstwhile informants, is learning to interpret verbal and behavioral cues. When does “See you later” mean the person wants to see you later and when does it simply mean “goodbye?” 

These students were not complaining about the added work of cultural decipherment on top of their regular work as students. On the contrary, they are energized by the challenge of cultural adaptation and discovery. Their breadth of campus involvements is remarkable, even by the high standards of IC students in general. One is a freshman senator in the Student Government Association, one plays basketball, one is active in a student organization that raises awareness about the symptoms of depression.   All affirmed that the best way to be truly known and cared for as an individual – to get beyond the “international student” label – is to become active in something you care about. “You can make really good friends very quickly,” said one of my informants, “but only if you get out there and do something.” 

I have in the past been a non-degree student in university classrooms in France and the Netherlands, and I know how much harder it is to do quality work in another language and with a different set of academic expectations. Far from being daunted by the academic challenges at Ithaca College, though, these international students found classes and course work to be one of the best parts of the experience. “’Our professors get to know us,” one said, “and they expect us to think on our own rather than merely learn what is in the text book.” “We have incredible freedom,” added another. “We are responsible for our own learning, and as a result you get out of it only what you put in.” I asked if that constituted a difficult adjustment from the way they were taught in their home countries, and was told it was a big adjustment but not a difficult one.  “This is why I came to Ithaca College in the first place. Our learning is meaningful; we are not just completing problem sets for the sake of it.” 

I asked what we could be doing better. “Your backgrounds outside of the US enable you to see things that I and others on campus are likely to miss. What do you think should be different?” 

“Make the food spicier – American cuisine is so bland!” said one. Another student reacted in horror: “It is already too spicy – tone it down!” 

With that disagreement on the table, my informants focused on the way we conduct diversity-related programs and conversations on campus. “The tone is often so negative,” one person said. “It seems to be quite defensive.” I noted that given our country’s history with diversity and with particularly with issues of race, these are highly delicate topics. It is important to talk about diversity issues as we grope toward a more just society, but people understandably worry about giving offense and inadvertently causing backward movement.

There was a moment of silence around the table while everyone pondered. One student said quietly “I was never a minority before I came to this country. I was never before called ‘Asian,’ and I am still not sure what that means or who is and is not included in that category. What I do know is that when the conversation is always about the negative aspects of stereotypes and how everybody is really the same, then something is lost. We are different and it is possible to celebrate difference and learn from it without being defensive about it.” 

Our conversation continued on that and other topics for awhile, but these were the words that remained engraved on my heart as we broke up and I headed back to my office. We know as educators that the richness of the campus learning environment is immeasurably increased by having a student body as diverse as possible in every dimension of experience. I had just seen that richness in action. Scott, Riw, Isuru, Sachiko, Jia, Hugo and Desiree: I am glad you feel such great benefit to being part of the Ithaca College learning community. You are certainly giving back to it in full measure!

“Life is lived in community, not sitting alone in a room in front of a computer screen. An Ithaca College education unfolds through interactions within a residential community of students, faculty and staff. It is authentic to the way a successful and happy life is actually lived.”

I read those words last week on a 3x5 notecard written by an unknown individual who works at IC. I had asked faculty and staff at our January all college meeting to summarize for me the traits that make Ithaca College a distinctive educational community, one that offers special value to students. Before asking them to do this exercise, I outlined in some detail the emerging web-based forms of higher education instruction. For example, MITx will offer course materials organized so that online students can read materials, complete exercises and develop competencies parallel to what one would receive as a regular MIT student. Although MITx does not offer college credit (yet) or lead to a degree, its self-paced navigation through a given topic represents a convenient way to gain information and develop skills. MITx plans for the service to be free.

Online options for higher learning are today in their infancy. It would be short-sighted, though, to believe that the quality and diversity of such offerings will not grow enormously within the next decade. Wait another ten years beyond that and we will likely see development of competency verification systems that are accepted as qualifying individuals for entry level jobs even in the absence of a traditional college degree.

Given all that, I asked the assembled faculty and staff, what is the purpose of Ithaca College? Do we provide services that will soon be rendered obsolete by less expensive and more convenient alternatives? What are the distinctive and valuable aspects of an education gained in residence on a campus, and how can we make sure we are maximizing those elements of distinctiveness and value?

Since it is my job to think constantly about the mission and focus of an Ithaca College education, I knew there were good answers to the questions I was posing. I wanted to be sure our faculty and staff were also aware of those answers, since after all they are the ones who actually create student learning environments in the curriculum, through co-curricular activities, and in the residence halls.

Thirty minutes later, I was holding a four inch stack of note cards and slips of

paper. The handwriting on these submissions was often scrawling, reflecting the urgency and passion of the writers. The insights expressed make clear that IC faculty and staff do not simply work here, committed to their jobs but uncaring of the bigger picture. Their responses were deeply thoughtful about what makes our learning community so rich and how everyone can contribute to making it even better. 

Don’t take my word for it; let our faculty and staff speak for themselves:

What sets us apart? Human interaction – creative critical thinking – experiential learning – the application of what you are learning – travel opportunities – becoming a global citizen – internships – opportunities for service – communal living – exposure to diversity.

Students who have the best IC experience are the ones who are more engaged. They are engaged in the classroom, co-curricular sports, and other activities. They learn to balance that with an active social life too.

Everything we do needs to be immersive. If course delivery can be filmed and have the same effect it is not good enough. Every class, everyday, needs to be unique to the needs of that specific group of students.

The sharing of successes and the management of conflict are integral to personal development in support of educational growth.

Students in the IC community learn public speaking, writing skills, social skills, resourcefulness and making connections with others in ways that can’t be done online.

Our students learn about themselves; they develop confidence and become leaders skilled in team building.

We offer students a comprehensive education (intellect, emotional support, spiritual, physical and social development) not just the transmission of information.  

How do you teach tolerance and empathy to isolated individuals online?  

In Health Sciences and Human Performance students are able to observe and participate in patient care. They see their professors not just as theoretical experts, but also as model clinicians and professionals.

In Music the community of learners is critical. You maximize your talent by having excellent faculty giving excellent interactive instruction to excellent students – all working together at the same time.

Because our students learn in community, they learn by doing: values, ethics, humanity, morals, meeting deadlines, the excitement of varied lives in close proximity, becoming independent thinkers, taking chances!

Wisdom and maturity come from direct human experience, especially in a diverse setting.

Our students have an opportunity to develop “environmental intelligence:” self awareness – self regulation – social skills – learning to work with and listen to others. These are 90% of the ingredients for success in life.

Our secret is the extent of peer-to-peer learning. Interaction, especially in a diverse community, creates positive peer pressure that encourages individuals to stretch their thinking. Interaction with faculty outside class has the same effect: deep conversation advances the ability to question knowledge and gain deeper understandings. 

The core values at IC are to create opportunities for personal growth, intellectual discovery and leadership capabilities – and these will keep us relevant in years to come.

Anyone sitting alone with their computer doesn’t learn body language, non-verbal cues and a social interaction to promote themselves and their ideas to others.

IC gets you off the couch!

Indeed it does. We live in a revolutionary time in which the potential of communication technologies to organize information and guide the development of competencies is only beginning to be tapped. But the word “education” means very different things in different contexts. Sometimes it means achieving a certifiable level of skill related to some body of knowledge or set of practices. However, in its richest sense education is the process of reaching as near as we can to our full human potential. 

At Ithaca College we are blessed with a faculty and staff who are fully aware of their obligations to create an environment that fosters education in this fullest sense.

I am so excited to be at this school. I want to thank you for making Ithaca College feel so homey and welcoming. Especially as a freshman, I miss my home a lot, but I know that Ithaca was the right choice for me. It was very nice meeting you, and hopefully I will be able to talk to you again.

These words were never actually spoken. Finding herself with a few minutes at the end of a freshman class in our physical therapy program, Professor Barb Belyea asked her students to imagine themselves in an elevator with me. What would they want to say in the few moments we would have together? Her students dug into the impromptu assignment with gusto, and Professor Belyea was kind enough to send me the results. 

My experience at Ithaca has been amazing so far. I fell in love the first time I visited and still get that feeling now. Something about college pulls out this optimistic side of me that is not the same when I am at home. The professors of my classes want us to succeed and are a fantastic group of people. The students are welcoming and friendly, making for a complete sense of community throughout the campus.

I really like IC. I wish there were more time in the day to do and participate in the activities, clubs, and events that happen on campus. There are so many different and diverse people here that I’ve come to learn from, enjoy my time with, and become friends with. The professors I have encountered thus far are extremely helpful, understanding, and knowledgeable in their specific areas. Overall, I am loving my college experience. (I would like more activities that IC students and the community can participate in together on the weekends though.)

It’s a great school. I’ve met a lot of people who I can relate to, and get along with. My classes are all challenging and my professors are always ready to help me. … Transitioning into college was a fear of mine but it was very easy to do it here at Ithaca. Everyone is extremely welcoming and I’m glad to be here and be a part of Ithaca College.

Ithaca College is such an amazing, diverse school, and I’m so glad to say that I’m a Bomber. I may be kind of shy at times, and may not get involved in many things on campus, but I enjoy seeing all the life and uniqueness that is here.

Transitioning into college was a fear of mine but it was very easy to do it here at Ithaca. Everyone is extremely welcoming and I’m glad to be here and be a part of Ithaca College.

It was heartwarming to read these testimonials to the quality of our academic and residential community. It was also interesting to see what students would focus on if they had my ear for a minute or two.

I have enjoyed my Ithaca College experience so far. … My only complaint with college is the dependence on technology for assignments.  If a laptop were to crash, it would set students far back on work and notifications. Broadening the range of ways we spread information would be a good idea. Other than that, I love the school and have a nice day.

Understandably, a number of students would use the elevator ride to express their particular desires for change at IC:

I’ve enjoyed my time here at IC so far. The only things, as of now, that I would change would be the hours of the dining halls, especially on the weekends.

Squash courts should be built because there are a lot of people that would love to play whenever they wanted to.

Sometimes, alarms go off in Bogart [Residence] Hall and I’m not sure what they’re for so maybe you should get maintenance to check out the area for malfunctions.

I was able to get the alarm system in Bogart Hall checked out, but fortunately in other cases students are aware of the limits to my power: “I wish it could be warmer but there is not much you could do about that.”

Finally, several students wanted to be sure to get in a question or two themselves. Most common was, “What made you want to become president of a school like this?” 

After reading what Professor Belyea’s students would say to me in an elevator, I am sure the answer to that question is obvious. 

Last weekend we welcomed approximately 1500 parents and other relatives of IC students to campus for Family Weekend. The weekend gives the families of our students an opportunity to learn first-hand about their professors and classes, residence halls and friends, and other campus activities. I always offer a brief talk about the educational experience their sons and daughters are having. This year I framed my remarks around the theme: “Top Ten Questions You Should Ask Your Son or Daughter at Ithaca College.” 

Here are the questions a parent might ask in order to help their son or daughter get the most from their college experience. 

1.        What are you doing with your liberal education courses?

Many students regard their liberal education or core curriculum as a series of requirements to be checked off as quickly as possible. With thoughtful selection of classes and a thoughtful approach to the course material, though, the core curriculum can become a powerful source of the kind of big picture thinking, analytical abilities and written and verbal communication skills that prepare a graduate to meet the professional and personal challenges of life.

2.       What are you doing at 4:00 p.m. or 7:00 p.m.?

Ithaca College hosts speakers who give talks that are unconnected to any course, are not required, and are always open to the entire community. Among the speakers who have been on campus in just the last year or two: Branford Marsalis, Tony Kushner, Arianna Huffington, Helen Caldicott, James Carville and David Muir. Several times per week, guest speakers share their experience and insights -- usually at 4:00 p.m. or 7:00 p.m. (just before or after dinner). Is your son or daughter taking advantage of these opportunities?  

3.       Have you wandered the halls of an unfamiliar building?

Ithaca College offers an amazing array of courses of study, each taught in different formats that open one’s eyes to the wide world of learning and accomplishment. Has your son or daughter dropped in on a music rehearsal, an exercise science clinic, a class held in the financial trading room, a middle-of-the-night theater rehearsal, a student production for IC-TV, or a philosophy department colloquium?  

4.       What are professors like when you talk with them outside of class?

Our faculty are always willing to engage with students who have big picture questions that are not readily asked and answered in class. For that matter, our entire campus stands ready to engage with any question, problem or concern a student may bring forward. Don’t ask if your son or daughter talks with faculty outside of class – ask when the last time was that they did and what they talked about.

5.       What are you learning from your co-curricular activities?

We learn so much from purposive play. Co-curricular activities may originate from a desire to immerse in an interesting activity. But students in our 200 or so student clubs, organizations and teams also learn leadership skills, event planning, teamwork, and how to be entrepreneurial in getting something done.  

6.       Have you found ways to apply what you are learning?

Our students get involved in internships, volunteer activities, faculty-mentored research programs, and a staggering range of other ways of putting new knowledge to use in an independent setting. True learning takes place when knowledge and experience are united.  

7.       Tell me something about living in Ithaca.

Ithaca is a place of great natural beauty, exceptional human diversity for a town our size, and what must be one of the largest concentrations of social service organizations per capita in the country. Encourage your son or daughter not to get their college education in a vacuum but instead to experience Ithaca as the first community in which they will live as an independent young adult.

8.       Did you know Ithaca is not the center of the universe?

Ithaca College has centers in Los Angeles and London, in New York City effective Spring 2012, and in China effective approximately 2014. Most students in these centers have internships in addition to classes, giving them valuable work experience and connections. In addition, we assist our students with individual study-away arrangements in approximately 45 countries per year. Has your son or daughter considered the benefits of a semester off campus?

9.       Did you know there are 50,000 people standing behind you?

That is the number of living Ithaca College alumni. I have yet to meet one who does not stand ready to mentor a current student by sharing insights and contacts developed from their own professional experience.

10.   The future is now! Are you preparing for it?

Our Career Services Office can operate as a last-minute job placement bureau, but it best serves those students who start early. This enables students to be thoughtful about how their course of study and extra-curricular activities will develop the skills most prized by employers, graduate schools and professional schools. Career Services can also assist in strategies for snagging internships and developing the network of contacts that are so important to life after the bachelor’s degree.

I am told that our Career Services Office had a rush of visitors five minutes after my talk ended, with parents and students saying “The President told us to visit.” Fortunately the office was open at 10:00 a.m. on a Saturday morning! My audience clearly took my message to heart. I hope these questions are just as useful to others, including students thinking about how to get the most out of their college experience.

Last month my wife Amber and I were asked to lead a discussion in our county library of texts that have been influential in our lives. It was a powerful exercise for us to identify the books and stories that have shaped who we are. We learned a few things about each other as we shared our choices. 

One of the readings I chose was “Nightfall,” a short story by Isaac Asimov that was already a classic when I first read it as a teenager. The story is set on a planet in the middle of a dense star cluster, whose orbit brings it close to no fewer than six bright stars that transit the sky on a daily basis. As a result it is always daylight on the planet Lagash … except for once every 2,049 years when five suns have set and the sixth is covered by a lunar eclipse. 

That premise sets up the central question of Asimov’s story: What happens when nightfall, a daily occurrence for everything that lives on Earth, is instead a millennial experience?

What happens in Asimov’s story is the collapse of civilization. The citizens of Lagash have developed astronomy and mathematics, and their scientists know about the coming eclipse. Their archaeologists know that the cities of Lagash today are built on the remnants of at least nine previous civilizations, each of which was burnt to the ground with a periodicity of about 2,000 years. It is apparent that people burned their cities to the ground when faced with total darkness. But why? No one knows for sure because no one has experienced a world of total darkness. There is a religious cult that talks of something called “stars” that appear when the sky goes dark. They say stars have the power to drive people insane, but most people on Lagash dismiss these faith-based speculations. 

As the eclipse of the only visible sun in the Lagash sky proceeds and night begins to fall, the astronomers wait with foreboding. Some among them had hypothesized that the universe might be several light years in breadth, with perhaps an additional dozen stars in the sky so distant from Lagash as to be invisible under normal daylight conditions. They are on the right track, but the reality of the situation becomes apparent only as the eclipse becomes total.  Thousands of stars are revealed in night sky as seen from within a dense star cluster. In the cities people begin to burn their homes in a desperate effort to create light and escape the nighttime sky. Aton, the chief astronomer, can only whimper, “Stars – all the Stars – we didn’t know at all. We didn’t know anything. We thought six stars [made up the] universe …” 

Can we view the night sky the way a Lagashian would? Go out on a dark, clear night, lie on the ground, and really look up at the sky. You will get a feeling of falling into space. You will sense the unfathomable distances, the cold, and what Asimov called the awful indifference of the universe to our small and frail lives. We cannot see the sky the way Lagashians would, but we can get a tingle of the discomfort that was in them so extreme as to cause them to burn their cities. 

Put the shoe on the other foot. What might Lagashians experience on a daily basis that would for us be deeply disorienting? What would happen to our circadian rhythms on a planet where daylight never ends? How would our emotional state be affected by the fluctuations in gravity that must occur on a planet whose orbit is affected by six nearby stars? 

The story of Lagash is a simple one, written for the pleasure of adolescents and young adults. Even so, I have never looked at the night sky the same way since reading those 30 pages. Books are created by the imaginations of authors, but they live in the imaginations of readers. They may be the one thing more powerful than even the night sky.