Running head: Campus Observations

Campus Observations
Kirstie Harsha
Georgia Southern University

Campus Observations

Georgia Southern Universitys main campus in Statesboro, Georgia provided a great

opportunity to complete the campus observation assignment for the Contemporary College
Student course. I observed several different locations around the campus to make sure to get a
good sample of students to apply the studied theories. Each location was strategically chosen to
provide a broad audience in age, class, gender, and ethnicity.
The first location chosen was the Russell Union Student Center. I chose this location
because students of all ages and ethnicities congregate there to eat, learn, and hang out. The
second location chosen was the Henderson Library. The librarys central location provides a wide
array of samples. Henderson Library provides student of all ages with research material, study
areas, and a coffee shop to meet with friends. The third and final location observed was on the
pedestrian between the College of Business Administration and the College of Engineering and
Information Technology building. This location is frequented more by upperclassmen than
freshman because these two buildings house major classes and professor offices.
Arthur Chickerings Seven Vectors of Student Development theory is the theory I studied
and applied for the campus observation assignment. I chose this theory because its seven vectors
are diverse and can be studied in any student. Achieving competence in intellectual areas can be
seen more towards the College of Business Administration and College of Engineering and
Information Technology. Most of the students in this area are at least sophomores starting their
pre-major classes. Not only were they more intellectual but also more sophisticated in
interpersonal relationships. I observed this in the way that the students communicated with each
other and how they spoke to their friends and classmates. The Henderson Library is another
location that I saw both competence and those who struggle in the first vector. While walking

Campus Observations

through the library, I saw many students studying, but I also observed several students playing
video games on computers and several more loudly laughing and horse playing.
Different emotions could be seen all across campus. The Russell Union was full of
emotions from all students. In one corner I observed what seemed to be a young couple arguing
about an event from the night prior. They did not seem to care who saw or heard their argument.
They seemed to be freshman due to their living on campus. They did not seem to have control
over their emotions. In the Chick-fil-a line, a group of sorority girls were discussing upcoming
tests, quizzes, and homework and how anxious they were for the coming weeks. Their anxiety
could be seen on their faces and their body language seemed uneasy and tense. Emotions run
high in those who do not have control and lack understanding. There is a difference in the range
and appearance of emotions in the different classes (freshman senior). Incoming freshman
experience a wide range of emotions because of the many changes as they move away from their
parents and their home, meet new friends, and start a new life on their own. Those who are
nearing graduation have had the opportunity to learn from their mistakes and have more control
managing their emotions.
Developing autonomy (or independence) can be hard to measure in only observations.
Autonomy cannot always been seen in a physical appearance, but rather in conversation with
students. While a student can walk with confidence and exude independence, they may need
reassurance in everyday activities from friends, professors, and loved ones. Incoming freshman
lack autonomy in compassion to graduating seniors. The Millennial Generation (born 1982
2004) faces greater challenges in finding their independence, making the right decisions, and
start a career after graduation. Also known as the Me Me Me Generation according to Forbes

Campus Observations

website, millennials struggle to find autonomy because their parents have done so much for them
in their childhood.
Developing mature interpersonal relationships creates awareness and openness to other
ideas and cultures. As I walked across campus to different observation locations, I saw groups of
students all over campus made up of different ethnicities and genders. According to Forbes
website, Georgia Southern University has students who claim ethnicities of American Indian or
Alaskan Native, Asian/Native Hawaiian/Pacific Islander, Hispanic/Latino, Black or African
American, and White. Georgia Southern also reports to have 50% females and 50% males in
their student population. This wide array of ethnicities and equal genders provides Georgia
Southern students with the opportunity to develop openness to those who are not the same as
them. The various clubs and organizations within Student Affairs
Developing identity is said to be a pivotal vector within our textbook How College
Affects Students. This vector depends heavily on the previous vector, developing mature
interpersonal relationships. While identity can be seen in a physical and personal appearance,
identity can be hidden within as well. During the observation period in the Russell Union, I saw
groups of what I would presume to be younger students dressed in a very similar fashion. From
experience, students dress alike to fit in with the current college student population. As I moved
locations to the pedestrian on the other side of Georgia Southerns campus, I observed older
students transitioning to their classes. Each student was dressed in their own style. Identity is
developed from experience. College life offers students new experiences through various clubs,
organizations, and activities. Georgia Southern University has 274 listed organizations through
Student Activities that offer the 20,000+ students a chance to join, learn, and understand different
ideas.

Campus Observations

Developing purpose poses several questions to students: Who am I? Who do I want to

be? Where am I going? These questions can only be answered once you have developed an
identity that reflects your personal values and beliefs. Purpose cannot be measured by physical
appearance. Upperclassmen have an advantage in developing purpose over incoming freshmen.
The courses offered to upperclassmen guide them to find their purpose in their current lives,
career paths, and future lives. I was lucky to find several professors in the College of Business
Administration, Department of Marketing and Logistics that thought from personal experiences
and showed their students useful tips to use in their future careers. Each professor posed these
questions to their classes challenging the students to research and experience potential career
paths.
The theories studied from the Contemporary College Student course has been made easy
to observe and identify in Georgia Southern Universitys student population. Each of the seven
vectors in Chickerings theory on student development help to gage student growth while
attending a university. Chickerings theory is much like Maslows Hierarchy of Needs because
each vector depends on the one prior to the current vector. Georgia Southern University provided
excellent samples of students to study and apply Arthur Chickerings Seven Vectors of Student
Development theory.

Campus Observations

6
References

The Millennial Generation, "Keep Calm and Carry On" (Part 6 of 7). (n.d.). Retrieved
October 15, 2014. Retrieved from http://www.forbes.com/sites/neilhowe/2014/09/04/themillennial-generation-keep-calm-and-carry-on-part-6-of-7/.
Georgia Southern University. (n.d.). Retrieved October 15, 2014. Retrieved from
http://www.forbes.com/colleges/georgia-southern-university/.
Organization Directory. (n.d.). Retrieved October 15, 2014. Retrieved from
https://georgiasouthern.collegiatelink.net/Organizations.