The Value of Campus Life 校园生活的价值

亚当·温伯格

The impact of higher education increases dramatically when students are enrolled in a college where they live on campus and are constantly interacting with a range of people and ideas.

The Gallup organization1 has done extensive longitudinal research on the connection between college and success in life. They find participation in an activity outside the classroom （what I will call a co-curricular activity2） to be one of the most significant predictors for success. Students who were highly engaged in a co-curricular activity are 1.4 times more likely to report thriving in all aspects of their lives and 1.8 times more likely to be thriving in their careers.

While in college， students have the opportunity to develop skills， values and habits they will need as adults. In a recent book， Making Decisions in College， a group of faculty from Wellesley College3 and Bowdoin College4 argue that， just as in life， the college experience is shaped by the decisions we make and don’t make on a daily basis. They write：

Colleges create spaces （both physical and metaphysical） in which students must make these decisions， often in the face of new and ambiguous situations. Some of these decisions are formal and happen only once or twice during college： what to major in， whether or not to study abroad， who to choose as an advisor， where and with whom to live next year. Others occur once or twice a semester： which classes to take， organizations to participate in， or lectures to attend. And still others arise every day： whether to invest time， with whom to hang out， whether to meet with professors outside of class.

Integrative learning

The deepest learning happens when classroom learning is followed by opportunities to practice what is being taught.

The learning happens everywhere in formal and informal ways. For example， for many students， residential halls may be the first place they have lived in a racially and ethnically diverse community. Hence， daily life becomes core to learning as they develop relationships with roommates and hallmates. Students learn to voice views， hear others， and understand how to work together to create the communities they want to live in.

The same can be said for student organizations. College campuses are filled with student-run organizations. Students who take on a leadership role in a campus organization face all the usual management challenges in the workplace and in civic life5—endeavors that include aligning and focusing groups of people who have different talents， personalities and levels of commitment.

Co-curricular learning

Students need to develop a broad array of soft and hard skills. No single curriculum can do it all. There is too much to learn and too few classes and courses to teach it all. Campus life is crucial to closing the gaps between what we teach in the curriculum and what students need to succeed.

For example， students have access to a range of on-campus leadership development programs that help them develop good management skills， and there are instructional modules designed to help them become more effective learners.

Mentorship6

From the professional and student staff members who cultivate community in residence halls， to campus safety officers， deans， health and counseling professionals， student development staff spend lots of time connecting and catalyzing students. The staff push students to get outside their comfort zones， to listen and hear other students， to reflect on their own world views and choices， and to learn.

Very often， this mentorship happens because a student has stumbled or is in crisis. This means two things. First， students get support in those key moments， making it possible for them to persist in college and move forward. And， second， those moments of struggle and crisis become learning moments.

Life skills

College is a place where students will develop life habits ranging from simple daily choices around nutrition， exercise and sleep， to larger habits around the kinds of relationships they will create and the ways they will deal with challenge and failure. There is a network of support staff who work to provide a safe and structured environment that fosters students’ psychological， physical and social development. Student can seek counselling services for health-related concerns， adjustment issues as well as interpersonal and relationship difficulties. Counseling helps students learn new coping skills， set goals， make decisions， manage stress， and explore various aspects of their emerging adult lives—independence， values， personal goals， intimacy and friendship.

Conflict

College campuses are filled with conflicts. Roommates sometimes do not get along. Campus organizations have competing interests. An event blows up into a major campus controversy. These are normal. Conflict is a crucial component of living democratically. Campus life programs help students learn to see conflict as normal and positive and how to turn conflict into those proactive and positive moments that lead to forward momentum. Therefore， the learning is magnified7 in ways that not only improve the student experience but also the lives they will lead.                                                   ■

大学生如果在校内住宿且常常接触各种各样的人和观点，高等教育对他们的影响会大大增强。

盖洛普咨询公司对大学教育与人生成功之间的关系展开了广泛的纵向研究。研究人员发现，大学期间参加课外活动（我称之为课程辅助活动）是预示学生未来取得成功的重要因素之一。据统计，大学期间积极参加课程辅助活动的学生在生活各方面取得成功的概率是未参加者的1.4倍、事业有成的概率是未参加者的1.8倍。

在大学期间，学生有机会培养日后所需的技能、价值观和习惯。韦尔斯利大学和鲍登学院的一些教师在最近共同出版的《在大学里做决定》一书中指出，大學经历与人生经历一样，也是由我们每天所做的决定和没做的决定塑造的。书中写道：

大学提供了学生面临这些决定的物理环境和认识空间。学生们必须做这些决定，而且常常是在从未遇到过的、模棱两可的情况下抉择。其中一些决定比较郑重，在大学期间只发生一两次，例如学什么专业，是否出国留学，选谁做导师，下一学年住在哪里、与谁合住;有些决定一学期就要做一两次：选哪些课，加入哪些社团，参加哪些讲座;还有一些决定每天都要做：是否投入时间，跟谁一起消磨时光，课后是否约老师见面。

整合式学习

课堂学习与课后实践相结合时，学习最为深入。

学习无处不在，有的正式，有的非正式。例如，对于许多学生而言，宿舍楼可能是他们第一次在多种族和多民族氛围中生活的地方。因此，随着他们与室友以及宿舍楼里其他同学的关系逐渐发展，日常生活就成了学习的核心内容。学生们在此学习表达自己的意见和听取别人的观点，并懂得如何齐心协力创造他们想要的集体环境。

学生社团同样也能提供学习的机会。大学里到处都有学生社团，在其中担任领导职务的学生会面对职场和生活中形形色色、常常出现的管理问题。例如，他们需要努力协调和凝聚才干、性格及投入度各不相同的人。

课程辅助学习

学生需要学习各种各样的软硬技能，但没有任何一种课程安排能够满足他们的全部需求。要学的东西太多，而课时和课程太少，难以一应俱全。校园生活对弥补学校课程与学生日后成功所需技能之间的差距至关重要。

例如，学生可以参加校内一系列培养良好管理技能的领导力发展项目，还可以利用为了帮助他们成为高效学习者而设计的教学模块。

指导关系

从负责营造宿舍集体氛围的专职员工和学生干部，到校园安全主管、系主任、健康专家及心理咨询师，这些助推学生发展的工作人员付出了大量时间建立学生之间的联系，促进他们成长。他们敦促学生们走出舒适区，去倾听其他同学的声音，去反思自己的世界观和所做的选择，去学习。

这种指导关系往往发生在学生遇到困难或危机的时候，因而存在两个方面的意义：首先，学生在这些关键时刻获得支持，就有可能坚持上完大学并继续向前发展;其次，这些困难和危机变成了学习的大好时机。

生活技能

大学是学生养成各方面生活习惯的地方，小到饮食营养、锻炼和睡眠的日常选择，大到未来构建何种人际关系、如何应对挑战与失败。大学设有为学生提供支持的团队，他们努力营造一个安全有序的环境，促进学生身心和社交能力的发展。学生遇到健康顾虑、适应问题以及人际关系和恋爱困扰时都可以寻求心理辅导。心理咨询师协助学生学习新的应对技能、树立目标、做出决定、管理压力、探索步入成年的方方面面的议题——独立、价值观、个人目标、亲密关系和友谊。

冲突

大学校园充满冲突：室友之间有时相处不融洽，校园社团之间利益冲突，小事件酿成重大校园争议。这些冲突都很正常。冲突是民主式生活的重要环节。各种校园生活项目帮助学生学会将冲突视为正常、正向的事情，并将之转化为积极行动的机会，进而形成前进的动力。学生的学习因此得到拓展和深化，这不仅丰富了他们的大学经历，而且对他们未来的生活也具有积极的意义。    □

（译者单位：北京第二外国语学院）