The Retort

Expectations of Access and Excellence

January 29th, 2010 by Jen Gross Of The Retort Staff

I don’t exactly know how I keep track of my schedule, various deadlines, meetings, and appointments. To say I use a system to organize and coordinate my life is to be kind. I write things down, but not always in the right place at the right time. I sort of fly by the seat of my pants at times. But things seem to fall into place, more often than not, and I wind up in the right place at the right time with the right stuff.

For example, this very article is the serendipitous result of procrastination, a lack of planning, and an unexpected add-on to my already-packed afternoon schedule. To be clear, I did plan on writing the article today, the day of the submission deadline. But I did not plan on what to write.

I also did not plan on participating in a focus group during the precious break between my afternoon classes. Minutes before the meeting, a coworker informed me that I was expected to go, and that I had, in fact, agreed to go; I guess the record didn’t make it to my day planner.

At the focus group, there were so many students that we had to be ushered into the lower-level library classroom so we could all fit in the same room. While there was not much time to be curious about the nature and intent of the gathering, I was quite pleased when the group facilitator explained that the focus is all about the students, our experiences, and the things that impede or empower us to succeed at MSUB.

The value of an education is something I’m definitely passionate about, and I was eager to participate in said discussion. I think open dialogue and communication among students, faculty, and administration is imperative to an academic environment that is accessible to all students, that recognizes and meets the diversity of needs among students, and that provides students with a strong foundation for the next step in our lives, whatever it may be.

The discussion would be prompted by the facilitator asking a series of general questions aimed at determining students’ satisfaction levels with the quality and accessibility of education and resources at MSUB. The session also provided a safe environment for students to vent their frustrations with and at the university.

A special focus panel, consisting of several MSUB administrators, members of Billings’ business community, and representatives from private, third party firms. The panel was explained as a listening and troubleshooting team that would first hear students’ concerns and then find innovative and effective ways to address those concerns.

I feel really good about my education and experiences at MSUB so far, and I made sure to say so right away when our session started. I tend to gush about how much I enjoy this school, because I truly enjoy being here, and I am genuinely engaged in the learning process. However, many of the other participants did not exactly share my optimism and enthusiasm for the rose-colored picture I (instinctually) painted.

After my initial comment, most of the responses were voiced as specific concerns about programs, policies, and administrative woes at the university. Students were concerned about the unmet demand for childcare on campus, a lack of personalized academic advising, and the problems associated with academic programs being downsized and classes being eliminated.

Listening to what the other students had to say, I realized that sometimes I get swept away in my love affair with higher education. I forget that there is much room for improvement on many levels at MSUB. It dawned on me that the focus group was an excellent forum and audience to express some of my concerns for an improved learning environment.

Unfortunately, I had to cut out early for class, and I didn’t have a chance to add anything else to the discussion. Here are my top five concerns at this school and suggestions for meeting our expectations of Access and Excellence.

1. MSUB needs a written, comprehensive policy that gives students explicit alternatives to coursework that directly violates a student’s ethical or religious beliefs and guidelines. It is unacceptable and discriminatory that students who are opposed the use and exploitation of nonhuman animals have found no support from the Administration.

2. We absolutely need an interdisciplinary Women’s Studies program at this school. Apparently, MSUB had a Women’s Studies program in the 1980s but it disappeared as feminism became more and more marginalized by the mainstream. Revive the program!

3. Taking that a step further, a Women’s Studies course ought to be part of our general education requirements. There are far too many misperceptions among students about what Women’s Studies is and is not. Well-rounded students should have a basic understanding of the issues women face.

4. Given that MSUB students have diverse dietary needs and requirements (not to mention a growing number of vegans), foods should be clearly labeled as vegan or vegetarian. A variety of simple, delicious, and healthy vegan foods should be available daily for students who do not include animal products in their diets.

5. It is time to retire the morgue. The bodies preserved behind glass cases in the science building are disturbing and archaic. The University necessarily sends the message to anyone who enters the building that animals are ours to use for any means we like. It is oppression manifest as speciesism, and is as unacceptable as sexism, racism, classism, and heterosexism.