October, 2007 | THE RECORD

From the Editors

“The dazzling vision and relentless passion of the founders.” One might have thought that the title of Jim Malarkey’s Founder’s Day presentation was slightly hyperbolic. If you attended it, however, that preconception most likely vanished somewhere between Horace’s claim that ”nothing today prevents the world from being a paradise,” and Arthur Morgan’s quest for an “informal utopian community of learning.”

I remember when I was 14 years old and, when asked “what do you want to do when you grow up?” relentlessly answering “change the world.” I also remember losing momentum for the project as I advanced into the disillusioning turpitudes of adolescence. Like many teenagers in quest of identity and purpose, I wondered how to reconcile that yearn for transformative action and the weight of reality that gradually imposed itself on me.

Many educational institutions, observed Malarkey, have the purpose of “meeting market demands” and helping students adapt to society. What about students who do not recognize themselves in the profile of “fit in, slide through, and get away?” he asked. Then there is Antioch. Antioch as a hyphen between what the world is and what the world ought to be.

Antioch, in the time of Horace Mann was indeed a bootcamp, recounted Malarkey, if not for the revolution, for winning victories for humanity; a “cross between Harvard and West Point” where students exercised for two hours every day, academics were rigorous and morals stringent. “A war of extermination [against ignorance, oppression of body and soul, intemperance and bigotry] is to be waged and you are the warriors” was Horace’s message to Antioch graduates.

“This is not just a bachelor’s degree’” exclaimed Malarkey, “This is a War Cry.”

Arthur Morgan in the 1920s perpetuated and added to Mann’s vision. To prepare for the frontlines, you have to find your purpose; Co-op was thus instituted. Gen-Ed courses were brought to the curriculum, based on the idea that learning to know how the world works is not just a preference but a responsibility. Finally the idea that the whole human being thrives only in a healthy community inspired the principles of community governance.

The three legged stool was created.

“Education in America must mean nothing else than this,” declared Malarkey, drawing comparison between the task ahead and the boulder in Glen Helen under which the Morgans are resting together. To be a radical means to get to the roots, deep down to lift the boulder. “And Antioch is the place for that to be done.”

Antioch’s spirit “keeps losing itself and then finding itself,” observed Malarkey yet the “feisty if elusive Antioch spirit of inquiry and action” that characterizes it seems to resiliently survive through generations of Antiochians, regardless of incessant administrative turnovers, gaps in vision and top-down renewal plans.
And no matter how it redefines itself perpetually, Antioch continues attracting students who, like me, once dreamed of changing the world and wondered how to do it. Not only does it draw us in, but most importantly it revives the embers under the ashes, the will to take on that boulder, and the certitude that the potential to lift it is within us—assuming, of course, we get to graduate from Antioch College.
-JK

The Importance of Student Spaces in Creating Community

This text was originally published in The McGregor Voice, Fall Issue 1

I could complain about the small student lounge haphazardly located on the second floor. I could complain about our ongoing lack of “the library.” I could argue about the ways in which the new building does or does not meet my needs as a student.
But I would be giving “the building” too much credit. Running on an “if you build it, they will come” mentality has left us heavy on style but shy in substance. This building, the original buildings, any building is but a shell. It is not the building that shall define us, it is what we do with and within it that will determine the nature of our experience and the quality of our education.
Upon entering the main doors I would expect to see a student space of chairs and tables rather than a cluster of neat merchandising of spirit wear and accessories. A central space—together with the outdoor area—where students get to know each other beyond the classroom.
I would like a space reserved for our use until the library is ready—a room apart from the lounge for study such as an empty classroom or meeting room where those of us who use the time to work can do so—apart from the smell of microwaved leftovers. Most importantly, I would like to see Antioch University McGregor designate an Office of Student Affairs which could serve as a home for the McGregor Voice and other (up and coming) student organizations, and could fulfill other student needs as they arise, such as study groups or special meetings. Ideally, the University could create a FWSP job or staff position to develop the Office of Student Affairs as a resource for all.
I choose to attend a liberal arts institution, and I am seeking a certain level of engagement with my peers. Though many of us are busy working professionals or juggling some number of other full time commitments, I think most of us enjoy the learning process and are “fed” by our shared experience in the classroom.
My own McGregor experience has been excellent in many ways: my instructors have been top-notch, engaging, and truly accessible. My classes have a synchronicity that is often surprising, and I have reveled in the interdisciplinary focus of the curriculum.
But in terms of student services and student leadership, this branch of the University is in its infancy. What are the needs of the McGregor student body? Does each program have it’s own culture? What do we have to offer each other?
What are the things one typically associates with a liberal arts education from a private university?
How about in-house scholarships that decrease the cost of attendance while offering incentive for student leadership, community involvement, and academic excellence?
How about student organizations that offer opportunity for involvement that fosters our learning and helps grow our resumes for future endeavors?
How about advanced opportunities for internships, and the ability to take advantage of curriculum or special programs at the other Antioch University branches?
It just might begin with a central student space, not because it is pretty and modern, but because we commuters may begin to sense that we are a community of students with a potential for creating whatever opportunity we desire—for our own advantage and for those who will come after us.

To the Editor:

The Antioch University blurb, posted at the end of press releases and the like, reads: “Antioch College is part of Antioch University…,”
These careful semantics cannot hide the plain truth: Antioch College is the taproot of Antioch University. And it always will be.
While McGregor continues to move towards a more market driven educational product (and this explains why I, former Antioch student turned mother of three, am able to attend), they may have unknowingly given the student body more power than even self- governance allows. For consumers hold the power in an open market economy, and we are finding our voice.
While various groups work to “save” Antioch College, we students must reach our arms across this tiny town and forge connections. The leadership can build buildings, and they can tear them down if they choose. But what grows, and lives, will come from us.

United we stand.

Brooke Bryan
McGregor Student Mailbox #19

Dispatches from Community Meeting

If Horace Mann’s vaunted credo weren’t so fitting, “Work hard; party hard” might do the trick. So when attendance at Community Meeting waned, one of the parties in Antioch’s Holy Trinity was trash-talked by several community voices.
The Black and Tan Formal, of one of Antioch’s cultural cornerstones, was criticized by several community members for potentially depressing student attendance at important and expensive Community Day events.
Student and former Community Manager, Levi B. Cowperthwaite wanted students to consider monitoring their partying and regulating their workload so that they could participate meaningfully in events planned for Community Day, including guest speaker Allan G. Johnson’s 10:00 a.m. presentation.
Cowperthwaite observed that students have treated the past years’ Community Days as time to recuperate from the previous night’s partying or to catch up on homework.
Associate Dean of Faculty, Eli Nettles said, “I’m terrified Allan’s going to show up and there are seven people here.” She then said that she’d be honored if the date of Black and Tan was changed.
Nettles also said that an anonymous donor gave $5,000 to bring Johnson back to campus, because in light of the suspension of operations, Antioch couldn’t afford Johnson’s price tag.
“Since I was a first year, I though it was unfair to Community Day to have Black and Tan the night before,” said third-year Rachel Sears.
Events Manager Rory Adams-Cheatham was a staunch proponent for the party to remain the night before Community Day, “It’s the best party of the year a lot of the time…Antioch used to be the people who partied the hardest worked the hardest.”
But she conceded to the concerns raised, “I want to do what you all want…Come talk to me.”
And elsewhere in McGregor 113…Community Member of the Week was awarded to a talented cadre of current and former students, Dennie Eagleson was in two places at once to equalize Allan Johnson’s levels, CGC gave an update on Antioch’s next best thing, and announcements revealed that Antiochians are preoccupied with identity, sex, and war.
Community Member of the Week was awarded to fourth years (trivia with) Beth Goodney and (“lost in the Glen”) Julian Sharp. Nobel Prize Winner Mario Capecchi ’61 also got a certificate and most probably a hit-up for a donation.
Author Allan Johnson is coming to talk and do workshops on Community Day. A video of his presentation last term was projected on the wall.

Admissions 101

Active and engaged members of the extended Antioch College community are critical to a healthy admissions effort. Current students, faculty, staff, and alumni demonstrate what it is like to live Antioch College and they demonstrate what an Antioch College education does—for the individuals who take up the challenge and for the communities in which they live.

College admissions is a complex, fascinating profession that mixes counseling, marketing, research, education, community building, and ethics. In an effort to meet the needs of Antiochians eager for more information about admissions—at Antioch and in general, I bring you “Admissions 101,” regular admissions training bits for the greater Antioch community. Training alumni and others in the Antioch community in admissions is also a responsibility outlined in the admissions code of ethics, The National Association of College Admissions Counseling Statement of Principles and Good Practice (SPGP).

Antioch Admissions Do’s & Don’ts

Officially, Antioch College will suspend operations on June 30, 2008. Alumni, students, faculty, staff, the Yellow Springs community, and other friends of the College are working toward the continuation of operations. Until an official change in status is announced, however, it is unethical to recruit students to Antioch College.

Along with our own consciences, the governing organization of the admissions profession, the National Association of College Admissions Counseling (NACAC), does have the power to censure colleges and universities who violate the code of the ethics which guides the profession. Antioch College’s membership to NACAC and adherence to its “Statement of Principles of Good Practice” are arguably as important as maintaining the College’s accreditation. Without the NACAC seal of approval, our national recruitment efforts would virtually grind to a halt.

So what is to be done?! Here is a quick guide of Admissions Do’s and Don’ts to get us through this period of ambiguity.

DON’T
• Encourage students to apply for Fall 08 or beyond, in any way, explicit or implied.
• Contact schools, college guides, organizations, counselors, and/or companies for the purpose of advancing Antioch College as an option for students.

DO
•    Celebrate Antioch & Your Achievements—Continue submitting your love letters to Antioch. Wear your College hoodie, t-shirt, cap and display your Antioch bumper stickers/window clings. Tell those who ask how Antioch College changed your life.
•    Show Antioch—demonstrate in your community what an Antioch education means, not just talk about it. A great example of “showing” would be to work with your local alumni association chapter to organize a workshop or training related to the skills/knowledge gained through your Antioch experience. Make the educational event free and open to the public. This is not recruitment—it is a great community service activity that increases the visibility of the College.
•    Be Honest—when you are asked about the situation at the College, be honest.
•    Encourage Interested Individuals to Watch the Developments at Antioch College—it is not unethical to encourage someone to watch what is developing at Antioch. Antiochians, past and present, are extraordinary and the College itself is genuinely distinctive in the landscape of U.S. higher education—in short, we are worth watching.
•    Remember, students come first—the interests, needs, and success of the student is paramount.

If you have questions, ideas, suggestions, please contact me at aglukhov@antioch-college.edu.
Angie Glukhov
Director of Admissions & Transition Services

Next Week: Enrollment Management and Prospect. Management.