Crime in College Park: understanding crime levels, perceptions, and environmental design in an off-campus student-occupied neighborhood

Gemstone Team Crime Prevention and Perception

A speculative systems model of the dynamic interaction among students, faculty and administration in the community college, with particular reference to intrinsic motivation and the teacher-administrator interface

The challenge the community college faces in helping meet the needs of the living open system of society is examined in this study. It is postulated that internalization student outcomes are required by society to reduce entropy and remain self-renewing. Such behavior is characterized as having an intrinsically motivated energy source and displays the seeking and conquering of challenge, the development of reflective knowledge and skill, full use of all capabilities, internal control, growth orientation, high self-esteem, relativistic thinking and competence. The development of a conceptual systems model that suggests how transactions among students, faculty and administration might occur to best meet the needs of internalization outcomes in students, and intrinsic motivation in faculty is a major purpose of this study. It is a speculative model that is based on a synthesis of a wide variety of variables. Empirical evidence, theoretical considerations, and speculative ideas are gathered together from researchers and theoretici.ans who are working on separate answers to questions of intrinsic motivation, internal control and environments that encourage their development. The model considers the effect administrators·have on faculty anq the corresponding effect faculty may have on students. The major concentration is on the administrator--teacher interface.For administrators the model may serve as a guide in planning effective transactions, and establishing system goals. The teacher is offered a means to coordinate actions toward a specific overall objective, and the administrator, teacher and researcher are invited to use the model to experiment, innovate, verify the assumptions on which the model is based, and raise additional hypotheses. Goals and history of the community colleges in Ontario are examined against current problems, previous progress and open system thinking. The nature of the person as a five part system is explored with emphasis on intrinsic motivation. The nature, operation, conceptualization, and value of this internal energy source is reviewed in detail. The current state of society, education and management theory are considered and the value of intrinsically motivating teaching tasks together with "system four" leadership style are featured. Evidence is reviewed that suggests intrinsically motivated faculty are needed, and "system four" leadership style is the kind of interaction-influence system needed to nurture intrinsic motivation in faculty.

South Morlan Residence Hall, married student apartments, Chapman College, Orange, California

South Morlan Residence Hall, married student apartments, Chapman College, Orange, California. Dedicated December 1, 1965. North Morlan was dedicated November 20, 1963 and named in honor of Dr. Halford J. Morlan and Perwyn Bohrer Morlan.

North Morlan Residence Hall, married student apartments, Chapman College, Orange, California

North Morlan Residence Hall, married student apartments, Chapman College, Orange, California. Dedicated November 20, 1963 and named in honor of Dr. Halford J. Morlan and Perwyn Bohrer Morlan. An addition, South Morlan, was dedicated December 1, 1965.

Morlan Residence Hall, married student apartments and dining hall, Chapman College, Orange, California

Morlan Residence Hall, married student apartments and dining hall, Chapman College, Orange, California. North Morlan, at the left, was dedicated November 20, 1963 and named in honor of Dr. Halford J. Morlan and Perwyn Bohrer Morlan. An addition, South Morlan, was dedicated December 1, 1965.

South Morlan Residence Hall, married student apartments, Chapman College, Orange, California

South Morlan Residence Hall, married student apartments and parking area, Chapman College, Orange, California. Dedicated December 1, 1965 as an addition to North Morlan, [Dedicated November 20, 1963 and named in honor of Dr. Halford J. Morlan and Perwyn Bohrer Morlan].

North Morlan Residence Hall, married student apartments, Chapman College, Orange, California

North Morlan Residence Hall, married student apartments and dining hall, Chapman College, Orange, California. Dedicated November 20, 1963 and named in honor of Dr. Halford J. Morlan and Perwyn Bohrer Morlan. An addition, South Morlan, was dedicated December 1, 1965.

Student walking by Founders' Hall, Chapman College, Orange, California

Founders' Hall [now Roosevelt Hall], Chapman College, Orange, California. Life trustee James Roosevelt’s name graces this historical building, which was originally named Founders’ Hall, until its rededication in 1994. This building completed in 1928 (2 floors, 12,280 sq.ft.) is listed in the National Registry for Historical Buildings and houses the Center for Academic Success, Department of Languages, Division of Social Sciences and the Writing Center. Originally constructed to serve as the Art & Cafeteria Building for Orange Union High School, it was acquired by Chapman in 1954.

Newly repainted signage, Student Union [old], Chapman College, Orange, California

Newly repainted signage on the Old Student Union, Chapman College, Orange, California; part of a campus renewal project in 1973. Originally the manual arts building and bus repair garage for Orange Union High School. Building annex additions through 1975 increased the size to 19,680 sq. ft. Used as a student union by Chapman College. In 1996 the building became the Cecil B. DeMille Hall, housing the Film and TV department.

Lounge area of the old Student Union, Chapman College, Orange, California

Lounge area of the old Student Union, Chapman College, Orange, California. Originally the manual arts building and bus repair garage for Orange Union High School. Building annex additions through 1975 increased the size to 19,680 sq. ft. Used as a student union by Chapman College. In 1996 the building became the Cecil B. DeMille Hall, housing the Film and TV department.

Lounge area of the old Student Union, Chapman College, Orange, California

Lounge area of the old Student Union, Chapman College, Orange, California. Originally the manual arts building and bus repair garage for Orange Union High School. Building annex additions through 1975 increased the size to 19,680 sq. ft. Used as a student union by Chapman College. In 1996 the building became the Cecil B. DeMille Hall, housing the Film and TV department.

Outside the old student union, Chapman College, Orange, California

Old Student Union, Chapman College, Orange, California. Originally the manual arts building and bus repair garage for Orange Union High School. Building annex additions through 1975 increased the size to 19,680 sq. ft. Used as a student union by Chapman College. In 1996 the building became the Cecil B. DeMille Hall, housing the Film and TV department.

Old Student Union patio, Chapman College, Orange, California

Old Student Union patio, Chapman College, Orange, California. Originally the manual arts building and bus repair garage for Orange Union High School. Building annex additions through 1975 increased the size to 19,680 sq. ft. Used as a student union by Chapman College. In 1996 the building became the Cecil B. DeMille Hall, housing the Film and TV department.

Snack bar inside the old Student Union, Chapman College, Orange, California

Snack bar inside the old Student Union, Chapman College, Orange, California in the 1970s. Originally the manual arts building and bus repair garage for Orange Union High School. Building annex additions through 1975 increased the size to 19,680 sq. ft. Used as a student union by Chapman College. In 1996 the building became the Cecil B. DeMille Hall, housing the Film and TV department.