Kathryn Primrose

Higher Ed: Past & Future

Month: March 2016

Who’s the Boss?

The nation of the United States of America has always had a special history and connection with the concept of government and authority. As a country literally born from a dissatisfaction with the then current system and propelled forward by a desire to create a brand new, separate system of government that could be uniquely shaped and adjusted to fit the young country in the best possible way, the idea of possessing an organized system responsible for governing others is a notion that is held particularly dear in many different aspects of American society. However, with this practically innate feeling of the right to have an influence and say in how any given governing structure is run, it is understandable how often times conflicts arise regarding just how such systems are managed and more importantly, who the ones who get to manage them will be.

There is no doubt that this struggle can be acutely observed within institutions of higher education. Universities have long served as unofficial hubs for students to explore their rights, opinions, and desires for themselves and the world around them, often times not in total agreement with those officially designated by the university to have control over these very issues. Thus a perpetual back-and-forth ensues, with students championing the argument that as the recipients of the education, the financial “customers” of the colleges themselves, and frankly the vast majority of a university population, they should hold a strongly prominent position of influence and decision making in regards to how the university is run and what occurs on campus. Yet on the other hand, university administrators present an equally compelling argument, revolving around the ideas that as the institution is the one that has admitted the students and who is responsible for the maintenance of the college’s reputation and functioning as a whole, they ought to be automatically and systematically entitled to those positions of authority and by extension, a greater level of control and influence.

This complex power struggle becomes even more evident when individual issues are considered. For example, when pondering the question of who should have a more weighted say in the hiring of faculty, tenure decisions, or curriculum revision, one might suggest that students should have a more active role, as such decisions directly impact their educational experience both financially and in the classroom. However, one might also suggest that such decisions cannot be made without the expertise and specific experience of faculty and administration, something that most students would not effectively be able to offer. Some issues, such as faculty workload or undergraduate student admission decisions, may not immediately seem like they would hold much interest to students in the first place, but upon further reflection could be interpreted as something that students might have very different opinions on then perhaps the general administration, especially considering the potential of differing mindsets regarding the “bottom line” goal for the university in general, whether that is to educate students most effectively or to most effectively wind up with a comfortable profit margin at the end of the year. Historically, there has been much debate over which party within an institution for higher education ought to hold the greatest say in regards to on campus political on-goings or social movements. As previously mentioned, the college years are almost famous for the increased passion for change and a heard voice observed in the students composing those populations, while faculty and administration scramble to make sure that everything that goes on within that realm is carefully monitored to fit within the acceptable molds that form the very reputation of their respective universities.

At the end of the day, there is not a simple excel spreadsheet where one could simply sort which aspects which populations of the university should hold the highest authority on and then simply call it a day. With a body of academic culture that is as cautious to embrace change as it is radical to encourage it, I don’t expect that this fluid struggle will become explicitly sorted out any time soon, if honestly ever. However, I do believe that intentionally endeavoring to pursue a more joint than divided effort to collaborate on issues and decisions between administration, faculty, and students will ultimately have the most successful impact in creating a college culture that is more unified and impactful as a whole.



The Science of Adulthood

According to about.chemistry.com, the scientific definition of a buffer is a solution that utilizes chemical properties to keep a solution “stable,” as well as being identified as “resistant to changes” (in pH). Although the concept of a buffer in the realm of modern college may not necessarily be as applicable to the real world outside of the chemistry lab, the parallels that it draws with the idea of a buffer between college students and the adult “real world” can offer significant insight into the debate of what exactly the role or right of the university administration is in providing such a buffer.

In a broader response to a question that could be answered in a broad variety of ways, I might dare propose a broad question of my own – if the purpose of creating a sort of buffer between college students and the adult world is created, when exactly is it that a person explicitly becomes an adult? Is there even such a thing as a full fledged, turning of the page moment where one second an individual is fully child, and the next fully adult? In my humble opinion, I feel that such a transition becomes a bit more complicated than that based on a number of factors. For most individuals, I feel that the road to adulthood is highly unique and varying from person to person. For some, a higher level of maturity and global consciousness may be obtained earlier in life, validating their place in the realm of adulthood perhaps sooner than when they are handed their diploma or don a cap and gown. For others, a prolific and unparalleled life event may take place that in essence forces them to make a leap into adulthood, often times not by choice. And for still others, the transition between adolescence and adulthood has become so diluted and prolonged that for some it is difficult to determine at what point true adulthood is reached. Is adulthood marked by well known life milestones, such as when an individual goes off to college, officially moves out of the house, starts a family of their own, or secures a “real” working career? Or is adulthood measured by the maturity and responsibility with which one faces those life events, either big or small?

These broad questions often elicit equally as broad answers from students, depending on who is asked. I believe that this fact is a large contributor to the ever gray and blurred line between what the university or parents have the “right” to control in the lives of today’s students. On the one hand, I believe that the college process brings about so many changes and new experiences for students on its own, that some level of shielding from further dramatic adjustments is a positive way to protect students from breaking under the weight of so many new transitions and impacts on their ways of life and identity. Also, it is a generally well regarded fact (no matter how much the youth try to dispute it) that older and wiser people are older and wiser for a reason, and that their insight ought to be respected as such. Yet on the other hand, I believe that imposing such restrictions on students is to some extent a step of too much presumption on the part of the university. The beauty of the college experience for many modern students is the opportunity to learn more than perhaps ever before in their lives about who they are as an individual, and how they will uniquely choose to forge the path that they want to pursue in life. For a university to impose the same general sanctions in hopes of creating a protective buffer that affects an incredibly large number of people, all trying to discover exactly what it is in life that makes them different from those thousand others, is a bit of a recipe for discontentment. Not all students can be protected in the same ways because not all students feel that they need to be protected from the same things.

All this to say, there are many ways to examine and advocate for or against a student buffer when it is examined under the context of being implemented for the sheer intended protection of the students in question. However, looking back to the scientific definition of a buffer, the true motives of such practices also must be adequately considered. Aside from benefitting students, imposing such a buffer can also be interpreted as highly beneficial for the authority in question as it gives them some level of established control over the student population, allowing them to have a greater chance at keeping such an at times unpredictable population “stable” and to some extent “resistant to change.” While these are amiable qualities in some respects in regards to the overall peaceful nature of the system, it can also come off a bit irksome to students often seeking the sort of changes that administration is reluctant to consider, a main source of the continued perpetuation of this forever struggle between the students and the authority figures present, such as parents or university administration.

At the end of the day, students must remember that their very identity as a student implies that they exist as such entirely because of the fact that they attend a university, and because of this the two entities are invariably intertwined whether they’d necessarily like to be or not. However, the constant give and take between the authorities and the students who will one day turn into these authorities themselves will continue to provide a widely varied source of discussion on the weight given to the student voice and variations of identity, ultimately contributing to a level of complexity that would make the periodic table jealous and a chemical reaction that will forever be anything but predictable.


It Started With Speed Dating

In an age of an ever growing, ever public push for a less divided and more inclusive society across a broad spectrum of categories, particularly here at the University of Oklahoma, I would naturally like to flatter myself that I am the sort of individual who never passes up a chance to combat racism, classism, or other forms of injustice in every day scenarios. However, it is something innate in the very core of human nature, I feel, to have a desire if not a raw need to view oneself in the best light possible, and to dismiss sneaking possibilities that might risk dragging down this high horse we’d like to ideally align ourselves with. And perhaps this is why divisive community practices such as classism or racism continue to be prevalent, despite the fact that the general society will almost always agree that such practices are immoral and otherwise wrong. This is because in order to effectively combat such things, individuals must accept partial responsibility and walk down the road of life for a turn with people truly different than themselves – something rather difficult to accomplish from the perch of a high horse.

While the depths and twists of unfortunate societal norms and why they continue to be perpetuated could be discussed and pondered endlessly by many a scholar more educated than myself, the purpose of this piece of writing is to describe a single situation in why I personally found myself in a position working to become more inclusive within my environment. As I mentioned above, I would like to think that I am an individual so in tune with my surroundings that I am consistently and boldly stepping out in everyday situations to combat behaviors that I witness obstructing such inclusivity. However, I would also like to think that I possess enough self awareness to know that this is certainly is not an accurate statement about my life. As a young adult still immersed in the substantial process of self discovery undergone during the first year of college, I will be the first to admit that there is still a lot that I am learning about how to recognize and act out in situations inhibiting inclusivity in the daily occurrences of life that I may encounter. Nevertheless, I have been fortunate enough to been spurred along in growing in this realm through various programs and situations that, although less definitively natural, have been very enlightening in my journey of becoming more educated on the world around me and its measure of inclusivity. For me, the most influential of these programs so far has been the OU Cousins program that I had the privilege of experiencing this past fall semester.

According to the official OU Cousins website, “the OU Cousins program was created in 1996 by President and Mrs. David Boren as a way of developing understanding, friendship, and unity among U.S., International, and exchange students at the University of Oklahoma.” I first decided to join OU Cousins on a whim after listening to a presentation on it during one of the first two weeks of school at a meeting of the President’s Leadership Class. I was eager to accumulate on campus extracurriculars, and had always sustained a deep curiosity related to international affairs and cultures. The woman giving the presentation spoke glowingly of the programs possibilities, speaking of how often international students spend their entire time at OU not feeling like they ever were really able to experience the culture of the university or even the state itself. And so, I signed up.

The first event of the program is entitled the “Matching Party,” where all of the international students and all of the American students interesting in finding a “cousin” gather in Jim Thorpe to participate in a whirlwind of facilitated get-to-know-you-games and an almost speed dating-esque atmosphere designed to better acquaint students with potential Cousins. Once a partnership has been established, you register together in the computer system, exchange contact information, and make tentative plans to get together sometime in the next few weeks. For me, this partnership was found in the form of a quiet yet cheerful girl from South Korea named Juyeon. After exchanging phone numbers and yes, social media accounts, wIMG_7726e awkwardly said our farewells and walked off our separate ways. At this point in the program, I was a little bit unsure of how everything would turn out. The program itself is very loosely structured, leaving the depth of the relationship established to be almost entirely dependent on the effort put forth by the pair of cousins in question. It was clear at this point in our relationship that we weren’t entirely certain of what we had in common, if anything, besides the desire to participate in the program, on top of the fact that there was also a distinguishable language barrier between us. However, throughout the next couple of months, we grew to establish a friendship that I can assure you I never would have predicted based solely upon that fateful first day. In order to introduce her to and/or help her become more familiar with different parts of OU culture, we partook in activities ranging from simple things like eating lunch together in the Caf to attending a showing of the latest Disney movie in Meacham Auditorium to even attending a local church together after her expressed interest upon hearing about my normal Sunday schedule. When she traveled to Florida over the Thanksgiving holiday she sent me a postcard in the mail, and even presented me with a traditional Korean fan as a gift. In the final main event of the semester before her return home, we attended and OKC Thunder game together along with over 50 other pairs of OU Cousins, complete with face tattoos, overpriced concessions, and even the opportunity to take a photo on the court following the game.IMG_7776


Although externally we participated in many fun activities, it was the things we exchanged under the surface that I now reflect on with the greatest fondness. From learning about the educational culture she grew up in compared to what she was experiencing at OU to answering questions about seemingly normal things on the OU campus that I never would have even thought might seem confusing to someone coming from another nation, to seeing the spark in her eyes when she truly seemed to feel a part of the place she’d traveled halfway around the world to learn at, having the honor of being Juyeon’s OU cousin was one of the most unique highlights of my first semester of college. Although in hindsight I will always think of ways I could have even better attempted to enhance her time at OU and her feelings of being included, I feel that without the OU Cousins program this bridge of inclusivity may as well as not have existed at all. And while this friendship may not have formed in the most typical or natural of ways, it was the meaning and heart behind it that I will always treasure, no matter how many miles or languages come to separate us.



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