by:
  Kris Bulcroft,
  Carmen Werder, and
  Glenn Gilliam

  A Web of Connections

Student comments indicated that they overwhelmingly endorsed the effort to engage their perspectives in the campus change project. They sometimes expressed surprise that their ideas seemed to matter so much to faculty, and they frequently expressed appreciation for the chance to be heard.

Participation in the Carnegie Conversations was worthwhile to me because I was able to explain my opinions about education and how I would like to see it improved. I may only be a freshman and don't know very much about the university structure, but I am grateful that I could help create changes to help me learn better in my next three years here.

Participation in the Carnegie conversations has been a worthwhile experience. I finally feel like my voice as a student has not only been heard, but that it makes a difference.

Some students reported that they had learned much about themselves and about their connection to the structure and function of the university. Their comments revealed a heightened appreciation for the challenges facing an institution of higher education that is inviting students to help shape its culture in authentic and sustained ways. Students seemed much more understanding of the university as a community of learners.

To facilitate change anywhere about anything, an individual needs to understand her own role in her community. I have learned that my community involves all those around me, including those I don't have direct contact with. I also learned that what is happening in the community affects my life in ways I may not understand. Essentially, my community consists of a web of connections…. Understanding my role in my university community helped me realize that I am not only a student, but also part of a whole learning culture.

A preliminary qualitative analysis of the spring quarter 2000 student web board discussion data also revealed several recurring topics of ongoing student concern: community, diversity, communication, and access. The online exchanges pointed to a yearning for deeper and more meaningful interactions with their peers and with faculty in addressing these areas of concern.

• Introduction
• Campus Conversation at Western Washington University (Parts I & II)
• Where are the Students?
• Leadership Inside Out
• The AAHE Summer Academy
• A Web of Connections
• The Teaching and Learning Academy
• A New Course on Learning
• Diffuse Leadership
• A Public Rally for Learning
• Lessons Learned from the Students
• References
• print version