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THE ECOLOGICALPERSPECTIVEThe National Association of Student Personnel Administrators’ (NASPA) Health Educationand Leadership Program proposes an ecological approach to understanding the campusenvironment that can help assist campus leaders address health-related issues to achieve ahealthy campus that is community based and not just individually focused. Campus ecologyis an innovative approach that merges student affairs and health paradigms to provide abroader understanding of campus health and its determinants (Strange and Banning, 2001).In this construct, health is interwoven among all aspects of college life and campusinfrastructures. Health and related issues should therefore be elevated to the top of thestudent affairs agenda.Campus ecology is not a blueprint or a recipe for improving an institution’s health. It is a newway to view the connections among health, learning, and the campus structure that exploresrelationships between and among individuals and the learning communities that comprise thecampus environment. In a healthy campus community, the learning environment supportseach student’s academic achievement and personal development, which are shaped by thevalues, norms, and traditions of the multiple learning communities; e.g., classrooms,residence halls, organizations, student services such as career counseling and employment,peer relationships, and others. These communities can promote or hinder student health,safety, and well being.To advance the health of students and learning communities, student affairs professionalsmust reframe traditional ways of managing relationships and learning environments. Bydoing so, they will better understand the interactions among the student, student affairs, andthe institution. The ideas presented here offer the student affairs practitioner a way to designa strategic planning process that integrates health across a wide institutional spectrum.The ecological perspective offers student affairs leaders a multifaceted approach to addressinghealth-related behaviors of students and groups. It provides a way to identify theintersections, interactions, and feedback between students and the multiple components oftheir environments. The ecological perspective makes it possible to recognize that individualbehaviors are the result of influences on the individual from the environment and vice versa.7

USING THE ECOLOGICALPERSPECTIVE ON CAMPUSThe ecological perspective may seem awkward or cumbersome at first, given the term’sbreadth, especially when conceptualizing health from this perspective. Because the conceptcan be applied to an individual, a division, a service area, or any structure, however, one canuse this opportunity to analyze situations and design interventions at any level. This approachcan be helpful when beginning a strategic planning process, conducting an audit ofprogramming or service needs, and instituting a committee structure to address health- andwellness- related issues. At the beginning, it is helpful to identify all aspects of theenvironment that positively and negatively affect individual and group behaviors.8

DESCRIPTORS OFENVIRONMENTAL COMPONENTSFor a college or university to move closer to realizing a healthy campus, it is important forstaff, faculty, and students to examine individual and environmental influences on the campusand then work strategically toward the goal. The following sections offer examples ofindividual and environmental influences to illustrate a broad range of areas that a campusshould examine when addressing factors that affect achieving a healthy campus.Individual InfluencesAn individual’s health behaviors, knowledge, attitudes, and values are influenced by manyfactors that reflect cultural identity, personality, and childhood experiences. Such internalinfluences include: Ethnicity or race Religion Health status Gender Character Economic status Age Personal values and goals Sexual orientation ExpectationsThese factors and more affect behavior and lifestyle choices. Individual influences can affectand be affected by environmental influences.Environmental InfluencesIn the environment are factors and influences that interact with an individual ororganizational unit and with each other and that need to be identified to understand theconcept of campus ecology. Environmental factors can be the physical setting or place(features of the natural environment and the man-made environment), human aggregate orcharacteristics of the people (social, economic, cultural, ethnic background of groups),organizational (size and function of organizations), and social climate and/or characteristicsof the surrounding community (support of a particular social setting and clarity ofexpectations). Each environmental factor may include several influences that predispose,enable, or reinforce behaviors.Following is a set of categories that list these environmental factors and influences (Moos,1986), each followed by a set of questions that can guide campus leaders who wish to examinethe campus health influences and plan for changes (Conyne & Clack, 1981) that will movetoward the goal of a healthy campus. Neither the list nor the sets of questions are completefor all situations; they are offered as examples. Each campus must determine which and howmany factors are important in its own setting.9

DESCRIPTORS OF ENVIRONMENTAL COMPONENTSEnvironmentalFactorPhysical Settingor PlaceInfluenceCampusgeographicalAspects of the place thatinfluence behaviors.a) How does the campus location affect studentbehavior; e.g., in the downtown section of alarge city versus a rural campus?b) To what extent do aspects of the immediatelarger community impact behaviors; e.g., anaffluent section of town versus an inner-city or avery rural setting?c) How might the prevalence of sexuallytransmitted infections or HIV/AIDS insurrounding communities impact student risktaking behaviors?d) To what extent do differences in healthcultures affect the campus; e.g., Californiaversus Minnesota versus New York versusAlabama?CampusmeteorologicalWays climate andweather affect behaviors.a) What is the impact on behavior of short daysand heavy snows? Conversely, how do warmtemperatures year round affect behavior?b) To what extent does a long winter with littlesun cause Seasonal Affective Disorder amongstudents, faculty, administrators, and staff?c) How do public displays of the body projectimages of healthy and unhealthy campuses; e.g.,at recreation and fitness centers?CampusarchitecturalThe influence ofbuildings and relatedstructures on behaviors.a) What does campus architecture convey aboutthe value placed on human comfort and diverseneeds of the community? Does form followfunction or function follow form?b) Are larger, more impersonal residence hallsmore conducive to risk-taking behaviors thanapartment-style buildings? What influences onbehavior result from old, outmoded residencehalls?c) How does the design of the student union orcampus center lend itself to healthy orunhealthy behaviors?d) How does the design of the campus impactstudent safety? Are walkways, parking lots, andbuilding entrances lighted and secure?10

DESCRIPTORS OF ENVIRONMENTAL te orCharacteristics ofthe PeopleBehavior settingThe environments, notjust architecture, thataffect and shapebehaviorsa) Are healthy or unhealthy behaviors associatedwith particular student organizations or groups?One example might be a fraternity meetingwith a range of behaviors that can be part ofthat setting.b) How do large campus events and rituals,such as convocation, registration, Greekrecruitment, athletic events, and ticket lotteriesaffect behaviors?c) Does the pattern of movement betweenresidence halls, commuter lots and lounges, andacademic areas affect how students behavetoward one another?e) How does the availability or lack of studentparking on campus affect behaviors?f ) Can students meet with advisors,administrators, and residence assistants inprivate (e.g., closed-door offices), or are allworkspaces open?g) Do students have access to and knowledgeof health-related services and materials (e.g.,hotline, condom, and birth control availability,etc.).h) Does the quality of campus aestheticsinfluence whether or not students perceive thatthe institution cares about their welfare? Doesthis perception influence the degree to whichstudents practice self care, make healthy lifestylechoices, and avoid serious risk behaviorsCharacteristics ofthe inhabitantsThe makeup of thecommunity thatinfluences members’behaviorsa) How does diversity (racial/ethnic,socioeconomic, gender, sexual orientation) orlack of it affect the ways individuals on and offcampus (faculty, staff, students, communitymembers) approach discussions about healthand health behaviors? How do preexistingperceptions and attitudes affect these discussionsand relationships?b) What is the cultural makeup of studentathletes, the Greek system, and the leadership ofclubs and organizations? Do individualminority (racial/ethnic, gender, sexualorientation) groups have recognizedorganizations or clubs?c) How does the composition of residents in aresidence hall affect behaviors? Do facultymembers live in residence halls? Are student11

DESCRIPTORS OF ENVIRONMENTAL COMPONENTSEnvironmentalFactorHumanAggregate orCharacteristicsof the PeopleInfluenceCampusgeographicalAspects of the place thatinfluence behaviors.residences mixed by gender, race, and class? Dograduate students and students with familieshave separate housing?d) Who are the students from the mostprivileged and the least privileged backgrounds,classes, ethnic groups, genders, and physicalabilities? How does privilege influence studentaccess to resources (internal and external) thatpromote health? Conversely, what are thebarriers for students of less privilege?e) Are students who have disabling conditionsor diseases welcomed as part of the campuscommunity? Are they given appropriateaccommodations? Is their confidentialityprotected; e.g., HIV positive status? Are theyfully eligible to participate in all aspects ofstudent life?f ) How do faculty and staff influence thecampus health environment?CulturalinfluencesCustoms, traditions,values, and rewardsthat play a part indetermining behaviorsof community membersa) What roles (good and bad) do intercollegiateathletics play on campus? What issues ofviolence are raised by intercollegiate athletics, ifany?b) What is the impact on students’ behavior of atradition of tailgating and use of alcohol atmajor fall sporting events?c) Where does the student body perceive studentleadership to be located; e.g., is InterFraternityCouncil/Panhellenic considered a major force oncampus or is the daily campus newspaper moreimportant to students? Is volunteering as a peerhealth educator perceived as being as much of aleadership role as being resident assistant?d) To what extent do institutionally supportedstudent organizations address issues of sexualminority health?e) Are campus HIV/AIDS awareness events heldannually?f ) How does a diverse population affectattitudes toward racism and prejudice?12

DESCRIPTORS OF ENVIRONMENTAL ceEconomic forcesWays changes andpriorities in economicsaffect behaviorsa) In what ways do students’ socioeconomicbackgrounds (privilege/need) affect behavior?b) Is enrollment increasing due to layoffs in theprivate sector so that the student body isaffected by severe economic stresses in additionto academic ones?c) Do students who work full time or who havefamilies feel connected to the campus and arethey represented in campus life?d) Do budget allocations affect student life inways that do or do not respond to students’concerns? During times of budget cuts, whatpriority is given to health services?e) During lean times, which specific healthissues receive greatest priority? Least priority?Are personal health concerns (seeing a clinicianfor an illness, injury, or other personaltreatment) given higher priority thancommunity health issues (incidents of alcohol,eating disorders, or sexual risk behaviors)?OrganizationalstructureAspects of theorganization thatinfluence behaviorsa) Does the organizational structure itself causestress-related behaviors? For example, is it veryhierarchical, are unlike activities or servicesgrouped together, is there too broad a span ofcontrol for good management and access byemployees and students?b) Is it obvious that the health and/or wellnesscenter holds a respected place in theorganizational structure?c) How do issues about the relationship betweenacademic and student affairs impact the conceptof a healthy campus?d) Are there meaningful and successful studentorganizations that address students’ interests andneeds for healthy choices?e) What is the highest level of leadership thataddresses health issues publicly and makes theconnection between health and academicsuccess? Does it make a difference if healthleadership is assumed by the president andboard of directors, the senior student affairsofficer, or the health service director? How ishealth best addressed publicly at different levels?Why is it often the case that health is notaddressed by top leadership, although mostwould agree that students cannot thrive inunhealthy environments, or when they are nothealthy themselves?13

DESCRIPTORS OF ENVIRONMENTAL COMPONENTSEnvironmentalFactorSocial Climate orCharacteristics ofthe sHow formal andinformal policies andpractices influencebehaviorsa) How do institutional policies and practicespromote a healthy campus?b) Are some policies and practices barriers tocreating a healthy campus?c) What new policies or practices could beimplemented to encourage healthy behaviorsand remove barriers?d) What role can the campus play in initiatingpolicy development to ensure a healthy campuscommunity?e) Are policies consistently and coherentlyenforced?f ) Are policies congruent with current campushealth practices?OrganizationalclimateHow the styles oforganizational operation(liberal/conservative, etc.)influence behaviors of theparticipants.a) How does the organizational structure allowfor more open interaction or communicationbetween students and senior administrators thanan organization built on strict hierarchy?b) Is the organizational climate studentcentered, faculty centered or administrationcentered? How does this affect organizational,individual, and group health behaviors?c) How are some of the social stigmas associatedwith HIV-related risk (race, class, sexualorientation, drug use) addressed on campus?d) How does the identity of the institution religious, public, private, two-year, four-year,graduate, residential, commuter - affect relationsand behaviors?Political climateWays politics on and offcampus influencebehaviorsa) Is the political climate in the state orcommunity pro- or anti-education? Does thisaffect funding?b) In what ways can the institution influence itsexternal communities to support a healthycampus?c) How does a shift from liberal to conservativemakeup of the governing body affect policiesthat guide student behaviors? Does this affectstudent government directions/leadership andfunding allocations?14

DESCRIPTORS OF ENVIRONMENTAL COMPONENTSEnvironmentalFactorInfluenced) In what ways does the political climateinfluence sexual health education, primarilyHIV prevention? Do those influences promotestudents to engage in sexual behaviors thatmight put them or others at risk?Reinforcementand RewardsThe influences ofinstitutional structures,formal and informal, onaspects of behavior.a) What institutional recognitions support andreward healthy behaviors of individuals andorganizations?b) How are individual and organizationalinitiatives rewarded? Are individuals and unitsheld accountable for promoting healthybehavior? Are there perceived rewards forunhealthy behaviors? If so, does the institutionknow about them? Why or why not?c) Is slack given to highly visible groups ofstudents or student organizations when they areinvolved in health-risk incidents? Are programsand systems in place to address the fact thatsome student communities may be moreinvolved that others in the highest incidence ofalcohol abuse and acquaintance-rape cases on anational level?d) Are there identified students as peer rolemodels on campus; e.g., peer educators, studentathletes, student organizational leaders, studenthealth staff?CampusarchitecturalThe influence ofbuildings and relatedstructures on behaviors.a) What does campus architecture convey aboutthe value placed on human comfort and diverseneeds of the community? Does form followfunction or function follow form?b) Are larger, more impersonal residence hallsmore conducive to risk-taking behaviors thanapartment-style buildings? What influences onbehavior result from old, outmoded residencehalls?c) How does the design of the student union orcampus center lend itself to healthy orunhealthy behaviors?d) How does the design of the campus impactstudent safety? Are walkways, parking lots, andbuilding entrances lighted and secure?15

PUTTING CONCEPTSINTO ACTION:Using the EcologicalPerspective on CampusThe previous sections introduced you, the student affairs practitioner, to an innovativeapproach for integrating student affairs and health concepts in order to achieve a healthycampus environment. During the 2002-2003 academic year, the Health Education andLeadership Program began testing this approach on nine campuses throughout the UnitedStates. The following institutions were selected through a competitive process: Arizona StateUniversity, California State University, San Bernardino, Prince George’s Community College(MD), Northeastern Illinois University, Pennsylvania State University, University ofNebraska-Omaha, University of Texas at El Paso, Western Washington University, andWilliam Rainey Harper College (IL). Each campus conducted an ecological assessment ofstudent health using the tenets of campus ecology identified in this booklet. At each site, thesenior student affairs officer and/or an upper-level representative from the student affairsdivision was actively involved in the process to ensure that campus ecology and the assessmentactivities were given high priority.The following section describes what we learned from the step-by-step process used on eachcampus, including illustrations of success from some of the campus projects. In the Appendix2we include a series of worksheets (referenced under the illustrations) that have been helpfulin conceptualizing the ecological approach.Step I - Establishing a Working GroupA broad representative group, that must include students, needs to be established to guide theprocess. Most college and university campuses have an established body that serves in anadvisory capacity to student health services. However, that group is usually too limited inmembership and should be expanded to include representatives from all areas of the campus.It is recommended that the senior student affairs officer on campus or an upper-levelrepresentative from his or her office chair this group. This is a crucial group that isinstrumental in guiding and participating in the ecological campus assessment process.Concepts Into ActionThe model that was successful on most of the pilot campuses was an expansion of the advisoryor wellness committee to integrate individuals representing a cross-section of the institution(including campus recreation, faculty members in the health sciences, campus police,residential life, student organizations, health services, counseling and career centers,international student associations, etc.).16

LEADERSHIP FOR A HEALTHY CAMPUS: AN ECOLOGICAL APPROACH FOR STUDENT SUCCESSThe University of Texas at El Paso (UTEP) established a new group to bring togetherrepresentatives of all areas that dealt with student health. The Vice President for StudentAffairs established the campus-wide Health Education Steering Committee and appointedthe Associate Vice President for Student Affairs/Dean of Students and the Director of theStudent Development Center as co-chairs. The Vice President continued to attend allmeetings of the group as an active participant. As t

Campus ecology provides a new way to view the connections among health, learning, and the campus structure. It encourages the exploration of relationships between and among individuals and the learning communities that comprise the campus environment. Leadership for a Healthy Campus: An Ecological Approach for Student Success calls for strong