Business Office
at Valparaiso University

In a report released this week, New American Colleges and Universities were recognized for their commitment to preparing students to become broadly educated, global citizens. Arcadia University and Elon University are among 18 institutions nationwide that send more than 80 percent of undergraduate students on study-abroad programs. A report released on November 17 from the Institute of International Education found that U.S. study abroad participation increased eight percent in the 2006-07 academic year. While large institutions had higher numbers of students studying abroad, 18 smaller institutions, including Arcadia and Elon, were cited for sending a larger percentage of their students abroad.

Arcadia University was ranked #1 in the nation for having the highest percentage of undergraduate study abroad participation across the nation’s higher education institutions. Based on percentage of students studying abroad, other ANAC institutions ranked as follows among masters levels institutions: Elon, #3; University of Evansville, #7; Pacific Lutheran University, #8; University of Redlands, #20; and Ithaca College, #28.

Five New American Colleges and Universities were ranked in the top 40 for masters’ level institutions, based on the number of total students studying abroad. Their rankings are as follows: Elon, #1; Arcadia #7; Ithaca College, #12; Pacific Lutheran University, #26; and Hamline University, #37. For short-duration programs, Elon ranked #1 and Arcadia ranked #5 among masters’ level institutions. For mid-length duration programs, Ithaca ranked #3, Elon ranked #13, and Arcadia ranked #17.

For more on the report from the Institute for International Education, please visit this site.

To read releases on study abroad participation from our members, please see these links:

• Arcadia University
• Elon University
• Hamline University
• University of Evansville

The current feature
can be found on the
home page

Subscribe to our
News by Email
(Receive email updates when we add a new story to any of the news pages.)

The New American Colleges and Universities (ANAC) today launched the ANAC Student Exchange, an innovative program that will allow students to spend a semester at one of 13 colleges and universities nationwide. All participating campuses are ANAC members with a history of intercollegiate collaboration and a shared commitment to the integration of liberal arts, professional studies, and civic responsibility.

“Our consortium, unlike many based on geographic proximity, comprises institutions from across the country. ANAC presidents recognize that an institution cannot be all things to all students,” said Lynette Robinson, ANAC’s executive director. “By creating a consortium-wide exchange, our participating members are allowing students to expand and enrich their programs of study without officially transferring.”

Through the Student Exchange, students are able to take courses not currently offered on their home campuses, experience a new culture or geographical location, or perform internships that are available in specific locales, such as New York City and Washington, DC. Experiencing another culture and completing an internship or service learning project are frequently general education requirements at ANAC institutions. Providing options for students to easily study away from campus is one way to ensure students achieve their important educational goals.

“The ANAC Domestic Exchange program developed out of a keen awareness that, for many students with regional ties, there are exceptional opportunities to experience distinctive programs at partner institutions that are similar in size and educational philosophy. Whether it be such possibilities as a music business program in Nashville, service learning in the environs of North Carolina, ecological study of the Rocky Mountains, or dynamic interdisciplinary urban programs, among many others, these avenues for mutual enrichment can only benefit our students and our respective campus communities,” said Harold R. Wilde, president, North Central College.

The opportunities in the Student Exchange are extensive. While the participating colleges and universities are typically offering a standard curriculum, many are playing up their strengths. Schools in urban settings are offering city-based curriculum and field study. Others are leveraging their locations for internships or extracurricular activities. Courses in tough-to-find majors, such as aviation and meteorology, are now more accessible through the Student Exchange program. And because all ANAC institutions offer graduate programs, the Student Exchange provides an excellent introduction to graduate opportunities students may not have considered.

The first group of exchange students is expected to enroll in spring 2009. A complete list of programs is available at here.

More than one-third ANAC institutions chosen as up-and-coming by U.S. News

Eight New American colleges and universities (more than one-third of the membership) were listed as “schools to watch” in the 2009 rankings of America’s Best Colleges by U.S.News & World Report magazine. Belmont University, Butler University, Elon University, Pacific Lutheran University, Quinnipiac University, the University of Scranton, Valparaiso University and Wagner College were among 70 colleges and universities nationwide cited for recently making “striking improvements or innovations.”

These forward-looking institutions were all in the top four of their respective geographic regions on the “Up-and-Coming” list. Both Elon and Belmont were cited most overall during the nomination process, and Elon and Quinnipiac were top-ranked in their regions.

“It is compelling that so many New American colleges and universities were selected for this list,” said ANAC executive director Lynette Robinson. “They share a common mission – one recognized by Ernest Boyer over a decade ago – of creating learning environments that prepare graduates for meaningful careers and lives. Combining qualities of liberal arts, land grant, and research universities, these institutions are recognized as leaders in modeling many of the most innovative practices in higher education.”

The U.S.News America’s Best Colleges edition also includes a categorical list of “Programs to Look For,” that breaks down academic programs “commonly linked to student success.” Elon was cited in seven of out eight categories of academic programs including Internships, Senior Capstones, First-Year Experience, Undergraduate Research/Creative Projects, Learning Communities, Study Abroad and Service Learning. Wagner was recognized in three categories: First-Year Experience, Learning Communities and Service Learning. Drury University was also recognized for its First-Year Experience program. The Study Abroad category included the most ANAC members. In addition to Elon, Arcadia University, Butler and Pacific Lutheran were listed.

“I am pleased that so many of our campuses were cited in the ‘Programs to Look For’ but I am not surprised,” said Robinson. “To successfully integrate liberal arts, professional studies and civic engagement, ANAC members have found the programs in this list to be essential to achieving their core mission.”

Hampton University ranked #4 on the “Best Historically Black Colleges” list, and several ANAC members also were recognized on the “Great Schools, Great Prices” and “A+ Options for B Students” lists.

In the overall rankings, ANAC members continued to place high in their respective categories. Twenty New American Colleges and Universities are regionally-ranked master’s level universities, which are schools that award primarily undergraduate and master’s degrees and a small number of doctorate degrees. Nineteen placed in the top 25 in their regions, and 47 percent are in the top ten. In the national universities category, Samford University ranked #130 out of 262 schools, and in the liberal arts colleges category, Susquehanna University ranked #115 out of 265 schools.

Selection on the U.S. News & World Report list is based upon six key measures of academic quality, including assessment by administrators at peer institutions, student graduation and retention rates, faculty resources, student selectivity, financial resources and alumni giving. The listings include more than 1,400 accredited four-year schools. They are available online at www.usnews.com/colleges and in U.S. News & World Report’s September 1 issue, available on newsstands Monday, August 25.

About the U.S. News Media Group
The U.S. News Media Group is a multiplatform digital publisher of news and analysis, which includes U.S.News & World Report magazine, www.usnews.com, and www.rankingsandreviews.com. Focusing on Health, Money & Business, Education, and Public Service/Opinion,the U.S. News Media Group has earned a reputation as the leading provider of service news and information that improves the quality of life of its readers. The U.S. News Media Group’s signature franchises include its News You Can Use® brand of journalism and its “America’s Best” series of consumer guides that include rankings of colleges, graduate schools, hospitals, health plans, and more.

Nationally Ranked University Becomes 22nd Member of Integrative Institutions Consortium

Samford students come from 40 states and 29 foreign nations, forming a demo-graphically and culturally diverse campus community.

The Associated New American Colleges (ANAC), a national consortium of higher education institutions that integrate liberal education, professional studies and civic engagement has selected Samford University as its newest member. Samford becomes the 22nd member of this respected group of private colleges and universities, and the first representative from the state of Alabama.

Located in Birmingham, Ala., Samford offers 26 degree programs and 102 majors in eight schools alongside more than 100 student organizations. With a low student-faculty ratio it emphasizes engaged learning for its 4500 students, and has been recognized in The Templeton Guide: Colleges That Encourage Character Building for its First-Year and Civic Education programs.

“Samford’s principles and programs dynamically illustrate the ANAC mission – to purposefully integrate the student experience so that graduates are better prepared for success in the global environment,” said David Maxwell, president of Drake University, and chair of ANAC’s Board of Directors.

As with other ANAC members, Samford achieved high scores for student engagement on the National Survey of Student Engagement, an assessment tool sponsored by the Carnegie Foundation for the Advancement of Teaching. Community service, practicum and internships were areas of particularly high scores.

A key benefit of ANAC membership is information-sharing of best practices in integrative education across various affinity groups, such as presidents, chief academic officers, chief financial officers and student affairs officers. ANAC members also collaborate on projects, such as a recent venture which developed curricular models linking liberal arts and professional studies as a means of expanding the reflective capacities and applied competencies of graduates.

“Joining ANAC puts us in the company of distinguished, like-minded institutions who believe that rigorous academics alone are not enough to prepare our students. Combining what happens in the classroom with what happens beyond is critical if we are to provide the best learning experiences,” said Samford president Andrew Westmoreland. “ANAC will give us the opportunity to collaborate on best practices in integrative education with top institutions across the country.”

About Samford University

One of the many roundtable discussions at the Summer Institute

By day, the Institute was a lively gathering of conversations focused on the ANAC mission – to purposefully integrate liberal arts education, professional studies and civic engagement. Combining these facets of campus and community (both local and global) allows students to graduate with a deep understanding of their professional roles and aspirations as well as their responsibilities as global citizens.

The Bill and Carole Troutt Theater was the site for the first plenary address. Susan Painter, PhD, design psychologist and urban and university campus planner at AC Martin Partners, discussed how campus development can affect how well students adapt to college. After hearing her suggestions for campus design, roundtables of attendees met to discuss their campus development challenges and successes. Afterwards, a pre-dinner poster session allowed participants to informally showcase exemplary programs. 

Breakfast on the terrace at Belmont

On the second day, 12 ANAC presidents met for several hours to discuss common challenges they face in their roles. Spouses of presidents also met that morning to discuss issues they face in their roles. Roundtables, led by representatives from the 21 ANAC schools, generated more discussion on the advantages and challenges of creating truly integrative teaching and learning campuses. Discussions included helping students to successfully transition both into and out of college, designing curricula that foster integrative learning, encouraging entrepreneurship, supporting faculty and staff and meeting the needs of communities. That afternoon Barbara Walvoord, PhD, professor emerita at the University of Notre Dame in Indiana, delivered the second plenary address on “Assessing General Education in the New American College” and led a workshop on “Teaching Well, Saving Time.” Nine different affinity groups met later that afternoon: Career Services, Enrollment Services, Sponsored Programs, Student Affairs, Provosts, Library, Associate Provosts, Business Deans, and Arts & Sciences Deans.

Belmont alumna and adjunct instructor of music, Tammy Rogers King, performs with her band, The SteelDrivers

To close out this year’s Summer Institute, Stuart Dorsey, PhD, president of the University of Redlands, delivered an excellent overview of the range of fiscal, demographic and regulatory challenges that may await ANAC institutions.

Next year’s Summer Institute will be held June 24-26, 2009. Details will be coming soon. Hope to see you there!

For more photos of the Institute, click here.

It’s an age-old dilemma for the new graduate – how to get a job without experience and how to get experience without a job. New American Colleges are confident that their students are career-ready – they’ll even put their endowment behind it in one case.

Start Them Early

Many New American Colleges begin career preparation soon after freshmen have unpacked. Butler University has a “real life, real business” applied experiential learning approach in the College of Business Administration (CBA), beginning with career exploration during freshmen year. Next, sophomores write detailed business plans, present them to actual financiers and are potentially approved for up to $5,000 in seed capital. In 2007, 24 of the 26 plans presented were financed, and 12 were launched. Businesses have included a handyman service, photography service, travel agency, T-shirt silk screening and hot dog vendor. The CBA also launched a pilot program in which 20 students work on teams consulting for four local businesses. And a three-year pilot program began last fall that allows seniors in the Applied Portfolio Management course to invest $1 million of the school’s endowment. In just one semester, the investments gained 5.04 percent, compared to a 2.9 percentage gain for the Standard & Poor’s 500 index.

Business students at the University of Evansville and Westminster College also pitch original business plans to compete for start-up money from local investors. Westminster held its first on-campus business plan competition in January. First-place winner, Savvy May Creations, inventor of the Cap Trapper™, a solution to lost marker caps and disorganized, dried-up writing instruments, was awarded $5,000 and qualified for the statewide Utah Entrepreneur Challenge, with the chance to earn $40,000. At the University of Evansville, funded ventures have included the exotic – Greek Expectations (a Greek merchandise shop) and handcrafted jewelry from Saudi Arabia – to the everyday, or at least once a year – driveway sealing and holiday lighting services.

The University of Evansville sees these opportunities as “real-world experience in a controlled environment,” yet one of its senior projects may have real-world impact. Engineering students have examined Indiana’s Howard Ditch, which lies only 2000 feet north of the Ohio River. Water from the ditch flows away from the river before it connects with Pigeon Creek. The combined supply flows several more miles, often causing floods, before emptying into the Ohio River.

Professor Brian Swenty, who oversees the project, is optimistic that their proposal to re-route the water may actually be a viable option. The team will present its solution to county engineers in late April. Regardless of the outcome, Natalie Youngblood, a civil engineering student, sees it as a unique experience. She likes the hands-on aspect of the project and the ability to work directly with the client where she is seen as a project manager, not simply a student.

Like-Minded Executives and Students

Recently Northwest Indiana executives observed nearly 90 seniors at Valparaiso University’s business school as the students played the role of the plant managers at a hypothetical sunglasses manufacturer. These experiential opportunities reflect a hallmark of New American Colleges – integrating the college experience with professional goals, making sure that theoretical knowledge translates into practical applications. According to a survey released in January by the Association of American Colleges and Universities, business leaders in the U.S. are demanding more proof that students can succeed in real-world settings, recommending that schools actually test the ability to apply knowledge to real problems, rather than just testing the knowledge with multiple choice tests.

Students are also thinking along those lines. Last year the Chronicle of Higher Education cited a report by education-consulting firm Eduventures which surveyed 6200 college freshmen. Seventy-two percent of those polled said that professional preparation was the most critical factor in determining the value of postsecondary education. With rising costs, students are thinking seriously about how to pay back their loans. In a few weeks, college seniors will take their last final exams, heading into a job market in tough economic times. Students who have their foot in the door might have an easier time making that first connection. More than 75 percent of Butler University students, for example, complete an internship, and the school boasts a 94 percent placement rate following graduation (including those headed to grad schools).

Best practices in career preparation must include more than experience. Students must know how to market themselves, and that is why many New American Colleges are directing attention to developing life-long skills, such as interviewing, networking and resume development. Hamline University’s Bridges Scholars is a two-credit course aimed at freshmen and sophomores. The peer-led course focuses on career exploration, resume development and how to interact with those who can influence their futures. Rich Manke, director of Hamline’s Career Development Center, says of participants, “They have a resume, they know how to interview, and they are fearless networkers.” Simmons College’s Success Connection program makes that first networking connection for students by linking them with highly accomplished alumnae who host the student for a day of job-shadowing.

Realizing that face-to-face communication as a job seeker can be nerve-wracking, several New American Colleges host mock interviewing events with business and community professionals. Hampton University, whose career planning includes topics such as working a room and dressing the part, held one such interviewing event in which 220 students participated. Vivian David, director of Hampton University’s Career Counseling and Planning Center, says, “Our students are already prepared academically. What we have to work on is making sure they have the life skills – knowing how to make introductions, how to shake hands and how to network.”

“So many factors come into play when our students embark on their professional journeys. They need to know what they want to do, have some experience doing it and know how to sell themselves,” said Lynette Robinson, ANAC’s executive director. “By addressing career preparation from many angles, New American Colleges ensure that our graduates are ready to embark on their chosen paths.”

Resources: To read more visit AAC&U's site.

The cold months are not a time for hibernation at New American Colleges. Rather than waiting for spring semester to begin, many schools have created programs to give students unique, beyond-the-classroom experiences in between semesters. At New American Colleges, learning never takes a break.
We’re guessing luggage was popular on holiday wish lists. At Elon University, nearly 7 out of 10 students study abroad by graduation, and Winter Term is when many do so. This year more than 730 Elon students and 58 faculty and staff went abroad. Twenty-seven might be a magical number – both Elon and Pacific Lutheran University offer 27 faculty-led courses to achieve a worldwide perspective. At Elon, courses span the globe including Australian Aboriginal Studies, Field Biology in Peru, “On the Ground”: World War II in Europe, and Ghana: West African History and Culture. At Pacific Lutheran, more than 400 students from 18 different majors traveled to 21 different countries, hitting all seven continents…yes, even Antarctica. There was “Nature and Literature” in Ecuador, “Travel Writing” in Australia, and “19th Century Art” in Paris. Blogs allowed students to recount their days and post photos for the university community. Check them out at http://idd.elon.edu/blogs/elonwtstudyabroad/ and https://sojourner.plu.edu/.

Shared Interests

The Saakumu Dance Troupe performs for Hamline students in Ghana.

Perhaps Elon students crossed paths with Hamline University students in Ghana. Thirteen Hamline students went to the West African country to learn about West African music, while simultaneously studying social life and cultural production in African worlds. Students had daily drumming, dancing and xylophone lessons at the Dagara Music Center run by internationally acclaimed musician Bernard Woma. While living with Woma’s extended family, students learned about pounding fufu (a staple starch), braiding hair, carrying water, and getting children to school each day. Students regularly visited museums, monuments, the University of Ghana, cultural events, art markets, beaches, and restaurants in the capital city of Accra. They also participated in an overnight trip to Cape Coast and Elmina to learn about the legacy of the trans-Atlantic slave trade. A lasting connection was made when the Hamline group invited the Saakumu Dance Troupe to perform at the university. In February the dance troupe traveled to the U.S. for the first time.

Just North of There

Drake students at the Apollo Temple on the Aegean Coast in Didyma.

Six Drake University students represented Italy and Hungary in a Model European Union Simulation at Izmir University in Izmir, Turkey. The event, organized by the State University of New York, included students from the United States, Bulgaria, Poland, Romania, Turkey and the United Kingdom, who discussed, among many things, Turkey’s possible acceptance into the EU. Afterwards, Drake students and their professor opted for a 10-day study tour that included the Aegean coast, Ephesus, Cappadocia, Ankara and Istanbul.

Plenty to Do at Home

“Next step, do-sa-do!” Schmitz and students square dance at North Central College.

Other campuses took the opportunity to make the most of winter at home. Based on the idea that education can happen anywhere – in the classroom or in informal locations, such as a chance meeting with professors on the verandah – North Central College offered seven Verandah Experiences. While some Verandah Experiences happen off-campus or abroad, many take place on-campus. Associate Professor of Theatre Deborah Palmes used the principle of Ensemble Theatre – a form of directing in which the cast eats, sleeps and rehearses together – for the production of “Red Herring.” For three weeks, cast and crew spent as much of their days together as possible. Meanwhile, Associate Professor of Mathematics David Schmitz presented the “Mathematics of Square Dancing.” Schmitz taught students a beginner dance with 70 “calls” and discussed how square dancing allows us to visualize abstract mathematical concepts. The final exam was a dance, of course.

Plenty of calories were burned at Westminster College’s annual study-abroad alternative, Winter@Westminster. Twenty-seven students were faced with the question “Got snow?” and the multiple choice answers were (a) a base of more than 100 inches, (b) snow-to-date at more than 25 feet, (c) passes to seven world-class resorts, and (d) all of the above. You guessed it, D.

W@W student Tim Benson admires Utah's “greatest snow on earth.”

Winter@Westminster students are allowed to ski or ride 50 or more days while taking 12 to 16 transferable college credits. But it isn’t all ski lifts and hot chocolate. Winter@Westminster exposes students to snow industry leaders, giving them the connections to pursue a career in the field

Whether in a far-flung region or right at home, ANAC students follow their zest for life and exploration, giving them a step up on the competition, a better understanding of their roles in the world and in some cases, an impeccable Do-sa-do.

Ten ANAC Institutions Earn National Recognition for Service-Learning and Civic Engagement

“Community service and civic engagement are at the very heart of what it means to be a New American College,” said Lynette Robinson, executive director of ANAC. “By applying what they learn in the classroom to the wider community, students at ANAC institutions develop deep and lasting commitments to service.”

The University of the Redlands was one of only three institutions nationwide to receive the Presidential Award for Service to Youth from Disadvantaged Communities. The Presidential Award, launched in 2006, is the highest recognition a school can achieve for its commitment to service-learning and civic engagement. Scope and innovativeness of service projects, percentage of student participation in service activities, incentives for service, and the extent to which the school offers academic service-learning courses are factors in selecting the honorees.

The University of Redlands’ notable community service achievements include the Emmerton Elementary Mentoring project, a program developed and run by Redlands students for an elementary school located in a struggling neighborhood in San Bernardino. Participating students provide intensive tutoring and work with elementary students on behavioral education, interpersonal, and communication skills. In addition, the university runs Jasper’s Corner Homework Club, a free program that pairs college students with younger students in need of tutoring, and the Big and Middle Buddies program, which provides mentoring and on-campus activities to encourage youth to attend college.

The Honor Roll also recognized nine other ANAC institutions for their service-learning and community service programs. The following colleges and universities made the President’s Higher Education Community Service Honor Roll with distinction: Elon University, Elon, NC; Hamline University, St. Paul, MN; Simmons College, Boston, MA; Wagner College, Staten Island, NY; and Westminster College, Salt Lake City, Utah. The following colleges and universities made the Honor Roll: Belmont University, Nashville, TN; Ithaca College, Ithaca, NY; Susquehanna University, Selinsgrove, PA; and University of Scranton, Scranton, PA.

In congratulating the winners, U.S. Secretary of Education Margaret Spellings said, “Americans rely on our higher education system to prepare students for citizenship and the workforce. We look to institutions like these to provide leadership in partnering with local schools to shape the civic, democratic and economic future of our country.”

The Honor Roll is a program of the Corporation, in collaboration with the Department of Education, the Department of Housing and Urban Development, USA Freedom Corps, and the President's Council on Service and Civic Participation.  A full list of Honor Roll members is available at www.nationalservice.gov/honorroll.

The Corporation for National and Community Service is a federal agency that improves lives, strengthens communities, and fosters civic engagement through service and volunteering. The Corporation administers Senior Corps, AmeriCorps and Learn and Serve America, a program that supports service-learning in schools, institutions of higher education and community-based organizations. For more information, go to www.nationalservice.gov.

Green is the New School Color

Remember the all-you-can-eat dining pass. You picked up a tray at the beginning of the line and loaded it with anything that looked appealing. Who cared if you ate it or not? Mom wasn’t there to scold you. When you were finished eating, you dumped the remainder into the trash and left the tray for the campus dishwasher. These days much of that is changing. Since New American Colleges view civic engagement and social responsibility as a crucial aspect of the student experience, it’s not surprising that campuses are going green in an effort to do right by the environment.

Pacific Lutheran University switched from all-inclusive dining to a la carte meal plans to discourage students from wasting food. Elon University has eschewed trays to cut down on food waste and dishwashing. Hamline University now uses smaller trays, and Simmons College hopes to follow on the tray-less path. Other schools have taken a hard look at packaging and products, making a switch to more environmentally-friendly materials.

Food waste – especially leftover cooking scraps – is inevitable. But you know what they say about one man’s trash, so Hamline partnered with a local pig farmer who picks up scraps, including produce trimmings and peelings, twice weekly to use for hog feed. Meanwhile, Wagner College and Pacific Lutheran compost their food waste.

Westminster College installed 42 solar panels on its health and wellness center, making it the first college in Utah to harness solar power.

Other schools, such as Westminster College, Pacific Lutheran and Simmons, purchase locally grown goods and fair trade coffee. Simmons traded its national-brand chips for a local brand from Cape Cod. To keep its students in the loop, Ithaca College launched a Web page for its sustainable dining choices. And Valparaiso University is consolidating its three dining locations into one when its new student union opens, reducing transportation between facilities and redundant equipment.

Most institutions have taken their green movements beyond the cafeteria doors. The University of Scranton actually launched a Sustainability Task Force four years ago, and recently opened its first LEED-certified building. Ithaca, North Central College and the University of Evansville are also using green principles to guide new construction.

At Butler University, cleaning crews use only green cleaners, and its paper products are environmentally-friendly too. Moreover, its grounds care is done with an eye towards the green – clippings are returned to the lawns, and waste is composted to be used as fertilizer.

As role models for civic engagement, New American College students are leading the charge at some schools. As a result of a student proposal, Westminster recently purchased 11% of the campus’s energy needs from Rocky Mountain Power’s Blue Sky renewable energy program, which buys wind power from various sources. The result of Westminster College's Blue Sky purchase amounts to the same environmental benefit as planting 176,775 trees or not driving 1,927,500 miles. At Wagner, 25 students live together on the Earth Floor, committing their free time to raising student awareness about the importance of recycling, composting and using environmentally friendly products.

Richard Guarasci, president of Wagner College, said, “At Wagner College, we believe that, in our role as both educators and community members, it is important for us to provide a positive example in helping to moderate climate change. And, as large consumers of energy and other resources, this is an appropriate role for colleges and universities.”

Wagner, like many schools, is looking seriously at energy usage. It installed solar-powered trash cans and motion-sensor light switches. Meanwhile, Westminster became the first college in Utah to harness solar power with the installation of 42 panels on its health and wellness center. And, its soccer fields are the site of rainwater harvesting, later used for irrigation. Other schools purchase only Energy Star appliances or monitor space usage (for example, lights turn off automatically). Elon also began an overnight computer lab shutdown program rather than letting computers idle until dawn.

Awareness is a key element. Elon is instituting a sub-metering system in residence halls so that residents can see real-time power consumption in their buildings. This spring, the school will institute a competition between residence halls to reduce energy usage. And Hampton University is devoting its annual Black Family Conference to green issues.

Getting from here to there requires energy, so North Central is trying to shift energy consumption – from cars to people. Along with its Student Government Association, the college established an eco-friendly bike-sharing program known as the Cardinal Community Bike Program. Faculty, staff and students pick up red bikes at designated racks and pedal to their destinations.

Across the country, ANAC schools are proof that when campus communities exercise social responsibility, the effects can be far-reaching. And this green looks good on all of us.

For more information, please contact Michelle Apuzzio at 617-216-2793 or apuzzio@newamericancolleges.org.