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Wildcats strike out Missionaries

Senior All-American Tim Wilson races toward second base after hitting a line drive single up the middle, scoring senior Jordan Harlow. Wilson went four for five on the day with one triple and an RBI.  Tyson Takeuchi/Senior photographer

Senior All-American Tim Wilson races toward second base after hitting a line drive single up the middle, scoring senior Jordan Harlow. Wilson went four for five on the day with one triple and an RBI.
Tyson Takeuchi/Senior photographer

The Linfield baseball team swept a three-game series against Whitman College on March 16 and 17, winning 13-1, 3-1 and 7-2.

Juniors Kramer Lindell and Tim Wilson raked at the dish all weekend. Lindell went 7-10 with three walks, six runs scored and one RBI, while Wilson finished 7-11 with two walks, two runs scored, three RBI and two triples. Lindell also added two stolen bases. Both Lindell and Wilson had four hits on Sunday to end their weekends.

After this weekend, Lindell is hitting .459 with an OPS of 1.135. Wilson is not far behind, hitting .403 with an OPS of 1.066.

When asked about his success at the plate, Lindell said, “Our lineup is solid from one to nine and that forces pitchers to go right after you. Staying patient and attacking your pitch has been the formula this year.”

The team effort was evident in game one of Saturday’s doubleheader. Linfield lambasted Whitman’s pitching, highlighted by a seven-run fifth inning where Linfield sent 12 men to the plate. All seven runs in the fifth inning were scored with two outs. Wilson was 3-3, sophomore Corey VanDomelen reached base three times and scored two runs, and junior Jake Wylie smashed three hits—two of them doubles—and knocked in four RBI.

With the game out of hand after six innings—Linfield led 11-0—starting pitcher junior Chris Haddeland (4-1, 0.97 ERA) was pulled after an efficient six innings. He threw 70 pitches, struck out three and allowed just three hits and one walk.

Game two of the doubleheader was a pitcher’s duel between Whitman’s Spencer Hobson and sophomore Aaron Thomassen. Hobson lasted 6 2/3 innings and gave up just one run, despite giving up three hits and six walks.
Thomassen went seven innings, gave up three hits and three walks and just one run. The difference in the game was made by senior third baseman Jordan Harlow. Sophomore Kameron Bates and Wylie on second and third base for Linfield, Harlow drove both men in on a two out two-run single to right field.

“That’s definitely a situation that every athlete waits for…I was really excited. Any time that you are put in a spot to help your team win, it’s a lot of fun,” said Harlow, “it was my turn to pick [my teammates] up. I got a good pitch to hit and put a good swing on it.”

With the lead in hand, Huckins picked up the victory for Linfield—his first of the season. He fired two innings in relief of Thomassen, giving up one hit and striking out one.

The game on Sunday was tied at two before a four-run sixth inning gave Linfield the lead for good.

The sixth inning outburst was started with a walk by senior Michael Hopp, a bunt single from Wilson and a walk from Wylie.

Lindell scored Hopp with an infield single, and then junior Nick Fisher delivered the key blow: a bases-clearing triple to right center field. The triple was part of a three-hit day for Fisher.

Lindell and Wilson both had four hits on the day to end their weekends.

Sophomore pitcher Joe Stevick picked up his first victory of the season in relief of starting pitcher junior Zach Brandon. Stevick went 2 1/3 innings and struck out one.

With the victories, Linfield improved its record to 15-3, 8-1 NWC.

The team will travel to Spokane next weekend to play the Whitworth Pirates (9-8-1, 4-2 NWC). Whitworth’s record is misleading—it was picked to win the NWC by the coaches.

“We believe we are better than anyone we will play this year. We believe in ourselves and we play very well in these big games,” Lindell said.

Tyler Bradley/Sports Columnist

Tyler Bradley can be reached at

linfieldreviewsports@gmail.com.

College places 25th in abroad programs

Linfield College placed 25th in the nation this year for its student study abroad participation by the Institute of International Education.
Linfield was compared to other baccalaureate institutions similar to Linfield in the U.S., and placed higher than other schools with 68.1 percent of students participating in study abroad programs.
Nine years ago when Shaiik Ismail, director of the International Programs Office, first arrived at Linfield, the school was placing lower for its study abroad programs.
“We have expanded the opportunity for Linfield students to study abroad,” Ismail said. “When I came here we had 10 locations, [and] now we have 30.”
Having more locations allows students to have more choices to go abroad, Ismail said. While Linfield used to be focused more on language-based programs abroad, it is now expanding the opportunity to allow all students, especially those with science majors, to have the opportunity to go abroad.
“We found that students who did not have language proficiency were selecting programs offered by other institutions,” Ismail said. “[But] as a college, we don’t have any control over the quality of those programs.”
January Term courses abroad are a campus-wide approach to international education, Ismail said. Because it is not major or minor specific, courses are focused on certain themes, which allow faculty members to teach their passion.
“Statistics tend to indicate that companies and organizations look for employees with multicultural background,” Ismail said.
Samantha Sigler
News editor
Samantha Sigler can be reached at
linfieldreviewnews@gmail.com.

Linfield’s Glenn Ford appointed to board of directors

Linfield Administrative Officer Glenn Ford was appointed to the board of directors of the Oregon 529 College Savings Plan.

Ford said he was happy when State Treasurer Ted Wheeler appointed him to the Oregon 529 Savings Network Board.

His three-year appointment went into effect January 2013.

The State of Oregon created the plan to assist families in saving funds for their children and grandchildren’s college degrees. It permits investors to withdraw funds for education costs without being taxed at the federal or state level.

“Everyone can use the plan and its benefits to help them achieve their goals,” Ford said in an email. “Everyone from parents with young children to older students returning to college for additional training or to start a new career.”

Ford thinks the plan’s state and federal tax benefits will help families with aspiring college students be able to afford a college education.

“The opportunity to serve on a board whose focus is to help Oregonians afford a college education is something I am very happy and passionate about,” Ford said.

Ford is Linfield’s vice president of finance and administration and chief officer and treasurer. He provides direction on matters ranging from investment management to environmental health and safety. He played significant roles in the renovation of T.J. Day Hall and creating Linfield’s new Strategic Plan.

Ford joined Linfield College in July of 2007, but has worked in the field of higher education for 28 years.

He spent 22 years working in university finance and administration departments for Utah State University, Washington State University and the University of Idaho, all the while holding administration positions.

His local involvements include serving on the Board of Directors of the Willamette Valley Medical Center.  He was previously a member of the McMinnville Area Chamber of Commerce Board of Directors and the City of McMinnville Downtown Master Plan Advisory Committee.

Ford was a part of the TIAA-CREF National Advisory Council from 2009-12.

Today, he is on the Pioneer Educators Health Trust Board of Directors Treasurer, Liability Insurance Company Board of Directors Underwriting Committee Chair and member of the board of West Coast College Consortium.

Ford has a Bachelor of Science degree in Forest Products and a Master of Business from the University of Idaho.

Ford and his wife Tammy have two adult daughters and live in McMinnville.

Carrie Skuzeski

Culture editor

Carrie Skuzeski can be reached at linfieldreviewculture@gmail.com.

Graduates find it hard to wash away college debt

To get educated these days, most students have to go into debt.

And debilitating debt, experts say, could trigger a financial meltdown akin to the mortgage crisis if students don’t repay their loans.

It could also make the millennials, aged 18 to 34, the first generation in America not to do better than their parents, a potential failure that has people questioning the morality of how we now pay for education:

“Is it ethical to saddle a 17-year-old who’s never had experience with credit with this amount of debt?” asked Barmak Nassirian, associate executive director of the American Association of Collegiate Registrars and Admissions Officers in Washington. “No counseling teaches the pain of repayment.”

And while students suffer, lenders flourish, Nassirian added: “What’s better than garnishing my wages and owning a piece of me for life?”

Nationally, the average student debt is about $25,000 per person, according to 2010 figures, the latest reported by the Institute for College Access & Success. That’s the highest level of student debt in American history, up nearly 43 percent since 1996, in today’s dollars.

Overall, U.S. student debt is more than $1 trillion. This includes loans for students who attended any type of postsecondary institution—whether they graduated or not, according to the newly formed federal Consumer Financial Protection Bureau. That total is more than all the outstanding charges on all the credit cards throughout the United States ($693 billion), or all U.S. auto loans ($730 billion).

Student loans can be dangerous for young people, who can’t declare bankruptcy and walk away from their obligations, the way people with credit-card or gambling debts can. Student debt can be garnished from wages and Social Security.

“It worries me,” said Mike Mychack, 24, of Philadelphia. He graduated this year with $50,000 in debt from Temple University and now works at the Bridesburg Boys & Girls Club in Philadelphia, making less than $20,000 a year. “I’ll never be able to pay the loan off at this rate.”

The bulk of students in America attend public colleges and universities, where state funding nationwide has been cut 2.8 percent in the past two years.

At the same time, experts on college financing point out, universities are continually spending money to improve their physical plants and to make their campuses more enticing to students.

Certain schools offer financial-aid packages without loans. But often, experts say, parents are expected to contribute, and they end up taking out loans.

Colleges are facing a shift in who pays their bills, concludes a recent study by the Delta Project, a nonprofit that studies college spending. Especially at public universities, the portion of costs covered by tuition is going up faster than overall spending.

These days, more students than ever—10 percent—graduate with high debt, defined as loans of $40,000 or more, up from 3 percent since 1996, according to the Project on Student Debt.

Among all students, African-Americans carry the most levels of high debt in the United States.

About 16 percent of African-American graduates owed more than $40,000 on loans in 2008, the latest year calculated. For whites, it was 10 percent; Hispanics, 8 percent; and Asians, 5 percent.

African-Americans are “disproportionately recruited by and enrolled in for-profit colleges, which cost more on average,” said Pauline Abernathy, vice president of Institute for College Access & Success.

“It’s very troubling that the lowest-income students have the highest levels of student debt,” she said.

A disproportionate share of African-Americans have low incomes and are the first in their families to attend college, Abernathy said. They’re less likely to know someone who has gone to college to stop them from enrolling at any school that pressures them to sign up.

The U.S. Department of Education has accused some for-profits of using exploitative tactics to enroll students.

With so much overwhelming student debt, defaulting on loans is increasing.

About 320,000 borrowers who started repaying their loans in 2009 defaulted by the end of 2010—81,000 more than the year before.

More than 50 percent of the increase is from students who attended for-profit colleges, which charge tuitions that in many cases are double those of other colleges.

Students who default often ruin their credit, finding themselves unable to buy homes or even to secure more student loans to try to finish school.

Things could get worse in July, when interest rates on federal student loans for low-income students are set to rise to 6.8 percent, from 3.4 percent. President Barack Obama is fighting the increase, while Republicans in the U.S. House of Representatives are supporting it.

Not all student debt is bad.

College, in fact, can be the best investment a person ever makes.

But when the class of 2012 graduates next month, its members will be entering a job market with steep competition.

“The problem isn’t necessarily the $25,000 debt,” said Paul Harrington, director of the Center for Labor Markets and Policy at Drexel University. “It’s having the debt and then making $10 an hour that’s overwhelming.”

Students must be more strategic in picking majors that will lead to jobs that can pay back their loans, experts say.

“It’s one thing to have a six-figure debt and be graduating from medical school,” noted Hurley of the American Association of State Colleges and Universities. “But $40,000 in debt for a social worker or public schoolteacher—that’s not good at all.”

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Alfred Lubrano/
The Philadelphia Inquirer

High school students jump into college classes

In one corner of Miami-Dade College’s sprawling Kendall, Fla., campus, Tiffany Pineda slips into class. Attenzione! It’s time for Italian pronouns and grammar.

In jeans, a black tank top and red sneakers, she looks like a typical college student. But she’s a 16-year-old high school junior.

Like Tiffany, a growing number of high school students are taking college courses before graduation, a practice called dual enrollment that rewards them with tuition-free college credits.

For high schools, it gives students a way to accelerate. It can also help lift the schools’ academic standing; in 2010, Florida started to factor dual enrollment into state-issued letter grades.

That has created a surge in dual enrollment through Florida International University, according to FIU Provost Douglas Wartzok—an eight-fold over the last three years.

Across Florida, the number of students who participated in dual enrollment rose 23 percent last year.

In Miami-Dade, students can participate in a number of ways.

They can take a college class at their home school, taught by a Miami-Dade teacher who has been credentialed by FIU. FIU saw about 5,500 students enroll in classes at high schools last year.

A university professor can come to the high school to teach.

Students can take classes at a college campus.

Students can apply for early admission and take their senior year at a university.

At Westland Hialeah Senior High, about 230 of the 1,950 students—nearly 12 percent—take classes through FIU. Another 94 go to Miami-Dade College for courses. Those programs not only helped Westland Hialeah lift its grade to an A from a B, said Principal Guillermo Munoz, they also reflect a change in culture at the young school.

Dade schools and FIU share the expense of dual enrollment, which costs the public university about $250,000, Wartzok said. “As the school system gets better, the community gets better, and that’s good for everyone, including the university.”

The demand of dual enrollment programs in Broward, Fla., has grown so much that two high schools _ Coconut Creek and South Broward in Hollywood—are starting programs in which teachers accredited by Broward College will teach at the schools.

The two new projects will try to mimic the success of McArthur High School in Hollywood, Fla., where students can enroll in the “Mustang Academy,” a section of college-level courses. Several teachers at Cooper City High and Coral Springs High are also licensed to teach dual enrollment courses.

The Broward School District has also established the College Academy at Broward College, where more than 300 juniors and seniors report to the Davie, Fla., campus instead of a traditional high school.

“We’re developing some very strong partnerships,” said Cynthia Park, director of advanced academic programs for Broward County Schools.

Park said that last year, about 2,000 students completed dual enrollment courses at Broward College and the Broward campuses of Florida Atlantic University and FIU.

“Most of them leave with their associate’s degree, and it helps cut the cost of college in half,” she said. “Financially, it’s a good reason for many families.”

Two Miami-Dade programs—the School for Advanced Studies at Miami-Dade College and the Academy for Advanced Studies at FIU—allow students to split their course load between college classes with university students and accelerated courses with other high schoolers.

“I like how I get to pick my own college classes. I get to pick classes I actually like _ the freedom of it,” Tiffany said.

While Miami-Dade County Public Schools and Miami Dade College launched SAS in 1988, the program has grown in recent years.

Some 520 juniors and seniors study at its four Florida campuses, in Homestead, Kendall, North Miami-Dade and downtown Miami. The Kendall campus is the biggest, with 213 students. More than 800 people showed up at a recruitment event last fall at the Kendall campus—for 100 spots in the junior class. It draws students from public, private and parochial schools and home schoolers.

Several seniors in the School for Advanced Studies at the Kendall campus said they were looking for a challenge, like Ivan Cuartas who used to attend G. Holmes Braddock Senior High. “Now I’m getting humbled,” said Cuartas, 18, who wants to be a chemical engineer.

“It’s rigorous, but there’s a small learning community where they can not only help each other but get help from their teachers,” said Dennis Lindsay, a spokesman for SAS. “That alleviates some of the pressure.”

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Laura Isensee/
McClatchy Newspapers

 

Students shouldn’t be eager to hurry through college

The more high school students take college classes, the more college becomes like a glorified high school.

It’s hard to admit—especially because I earned a few college credits during high school—but until we stop seeing college as something to finish as quickly as possible, the power of our higher education system will continue to decline.

Rather than supporting the pursuit of knowledge and experience, which should be the goal of higher education, college classes in high schools create the culturally destructive mindset that higher education is something to race through as quickly and cheaply as you can, so you can get a high paying job and start earning money.

Money seems to be the primary motivation for everyone who champions the college during high school programs. Parents support it because finances are tight and college tuition is intimidating.

Some employers enjoy it because it provides them with newer, younger members of the workforce. The government benefits because it uses up less of its education budget, and those new members of the workforce become taxpayers.

Obviously, money naturally plays a key role in choosing to attend a university because the costs of a four-year program can be daunting, but earning a higher education is one of the greatest investments you can make.

Receiving a lot of college credits in high school to save money and expedite your university graduation date only dilutes your educational experience and puts you in the nine to five work force sooner than usual, causing you to miss out on the transition from youth to adulthood that a four-year span at a university can provide (e.g., breaking away from parents, being immersed in a diverse community, etc…).

Not only does speeding through college damage your educational experience, but it also compromises the effectiveness of democracy. The goal to receive a diploma as quickly as possible just to become eligible for a specific job skips over the important goals of becoming fully knowledgeable and engaged in society.

How can we take advantage of freedoms like voting, serving jury duty, and raising families if our primary vision for higher education is career training instead of becoming well-rounded and informed participants in the world?

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Joanna Peterson/Managing editor
linfieldreviewmanaging@gmail.com

 

Keeping childhood memories alive: Students bring pieces of home to college

Stuffed animals serve as one of the signature symbols of childhood. Many students keep them on their beds so that every night they are able to remember those moments that remind them of home. Ivanna Tucker/Features editor

Everyone who walks in the room notices the panda that sits casually on sophomore Sasha Pollock’s bed. This panda brings her a sense of comfort.

As children, people hold onto items that mean the most to them, whether that is a stuffed animal, blanket, photos or a toy of some sort. Some people believe that these childhood objects stand for their youth, while others view the items as comforting or peaceful.

The time spent away from home can be a difficult one to adjust to, and these items bring back memories. It is slowly being taught that it is time to grow up, but saving these keepsakes is a symbol of youth.

Pollock also has a purple jacket that she keeps with her as a reminder of what she has been able to live through.

According to Psychology Today, females are more likely to share that they brought these kinds of items, while males are more hesitant.

Most things show some feminine attributes, causing many to believe that it is not acceptable for men to have anything with sentimental value.

Men who do not follow this stigma are generally applauded for showing a sensitive side of themselves.

Freshman Christopher Clavel keeps a Pikachu at his bedside. His mother gave it to him when he was 5 years old.

“Now that I’m away from home and away from my mom, I can look back to it and remember how much my parents love me,” Clavel said.

Photos are another way to cherish memories from your youth. The visual image can trigger memories in a different way than other objects can.

Junior Leanne McCallum keeps photos of her grandmother and grandfather close to her. One sits on her desk, while another sits on a shelf in her room. The photo of her and her grandfather shows him at one of the last times he was at his healthiest.

“I bring them to remind me of my family when I miss them and for encouragement, McCallum said. When I have difficult times, I look at the photos and remember that [they] would want me to keep working hard and trying even when I don’t want to.”

Being away from home can bring homesickness, and some students use these objects to connect them back to a place where they felt safe.

These objects show a sense of positivity and bring back moments that students want to remember. With all the stress that college brings, students look to their childhood possessions to regain a feeling that those items carry.

“Most of the time people who bring childhood items to school because they have some sort of sentimental value,” Clavel said. “For me, at least, childhood was the best stage of my life: no worries and just fun.”

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Ivanna Tucker
/Features editor
Ivanna Tucker can be reached at linfieldreviewfeatures@gmail.com.

‘What do you want out of college relationships’?

Inside the female perspective

When the topic of college relationships comes up, people tend to make assumptions about what students expect  from relationships. The traditional view of dating is slowly fading away as students enter college.

Dating in college is an experience that many will encounter during their four years in school. People tend to be more sexually active while in college because of the freedom they gain.

Some dating expectations are mutual on both ends. However, women tend to have a different perception of the overall experience.

The first move: The common consensus from women is that men should make the first move. Even though many aspects of dating have changed, the traditional gender roles are commonly represented.

There is a broad range of what college women want out of relationships. Some want hook-ups, while some say they want commitment.

According to data collected by sociologist Paula England from Stanford University, 72 percent of both men and women have hooked up at least once during their time in college.

The ideal places that women on campus go to find people are fraternities and sometimes in class. Either way, there are difficulties based on comfort level. Linfield’s women to men ratio of 3 to 1 makes finding a good match a challenge.

The traditional way of dating still exists within campus, but it becomes rare to find it. Dating is not like it was in high school. Hooking up is more of a common trend among female students. Instead of looking for intimacy, many women look for the next eye-catcher to bring home for the night.

The definition of these two terms changes from person to person. To one female college student, “hooking up” may mean that they make out with a person, while to another, it means that they have sex. Females tend to lean toward the minimum side of these two definitions, while many males believe the opposite.

Respect is one of the main things that female students seem to be looking for in a relationship. The term connects with a variety of other characteristics that many females feel are ideal when trying to start a relationship.

“I think that a girl just wants a guy who will treat her like the world and care for her,” freshman Corcoran Brown said. “Whether that is for a month or the rest of her life.”

Once in a relationship, the hardest part starts, staying in it. In college, it becomes more difficult to maintain relationships, especially those that are long distance or started prior to college.

According to a study conducted by the American Psychological Association, women are happier in relationships when their significant other expresses empathy.

As dating has evolved, communicating has become a greater issue because it has become less common for students to actually go on dates.

To avoid the pressures of dating, it is becoming more common for girls to just “talk” to a guy instead of putting a label on their relationship. This new way of dating has allowed female students to explore and recognize what exactly they want from a relationship.

There is also the idea that women will meet their future spouse while in college.

“I know it doesn’t happen for everyone, but that belief puts a lot of pressure on people to find their future husband in these four years,” said junior Lori McEwen. “At the same time, many people actually do find someone in college.”

Research by the Institute for American Values, a survey showed that 63 percent of the college women who answered the survey agreed, “I would like to meet my future husband while in college.”

“Everyone is different,” said sophomore Miranda Horne. “Generalizing when you will find your husband is silly.”

Dates do not happen as often while in school. Instead, most people just want to hang out. Girls feel less pressure, but they do wish it would become clearer what guys want out of the relationship.

“I think being focused on finding dates is a distraction from school, freshman Dana Brumley said, “but if you are involved in an exclusive, lasting and healthy relationship, then it can help you grow in school and in yourself because they are a dedicated support-source during stressful times.”

Commitment is the ideal goal for most female students. After realizing that this will be hard to find, women can start to gain a new outlook on dating.

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Ivanna Tucker
/Features editor
Ivanna Tucker can be reached at linfieldreviewfeatures@gmail.com.

Think about majors before college

Everyone knows that it is not necessary to officially declare a major until the end of one’s sophomore year. It’s even encouraged that students try new things when they get to college because students often change their majors a few times before finally finding the right fit for them.

But is this really the best option for students—going in with the mindset that they don’t really need to figure it out until halfway through college?

After my first semester here at Linfield, I changed my major from psychology to mass communication, to biology.  But was this really the best choice for me?

Because I didn’t realize going in that I would become interested in becoming a dentist, which requires a student to major in biology I was unable to properly prepare this year and therefore did not sign up for the biology class.

Because of this, I will be taking classes during the summer, so that next year when I double up on my workload to major in biology, while still graduating on time, it won’t be so hard on me.

Now, I’m not saying that students should know exactly what they need to do from the moment they set foot on campus. But shouldn’t it be encouraged that students at least have a general idea before signing up for classes?

I feel as though some students fall back on the idea that it’s okay to not know for a few years, and therefore don’t take their education as seriously their first year of college. (talk about the tone this sets for the remaining three years?)

This leads to stress during junior and seniors year and can lead to students having to stay another semester or even  a year and graduating late.

Although I’m not saying this applies to everyone, I feel as though students should be encouraged more before coming into college to figure out their passions in life or what they want their future careers to be.

This would require high schools to prepare students, but I think that colleges should encourage students to have a better idea before coming in as well. This way, students can come to college more focused with a better mindset of how their college years will play out.

I am not sure there are many people advocating for two years for students to dabble in different disciplines.

The feeling I got from Colloquium was that from day one we were to be throwing our energy into stuff that we were passionate about, but if that didn’t pan out or we didn’t like the classes, we were then to look into pursuing a different path.

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Samantha Sigler/News editor
Samantha can be reached at linfieldreviewnews@gmail.com

Linfield students tied up in college housing mandate

While comparing public and private schools before coming to college, the detail of being required to live in college housing can often be missed. Linfield requires its students to live in college housing until they are either living within 30 miles of the school with their parents, 21 years of age, married or in financial need.

Considering more than half of the student population does not live within 30 miles, and the majority of the students are entering Linfield shortly after high school, a good number of students do not qualify to live off campus. But why is it so difficult to be allowed off campus?

At public schools, such as Oregon State University and the University of Oregon, the school does not require its students to live on campus even during their first year, as do many other schools. This leads one to question why Linfield restricts this liberty that is given to students at other institutions.

Although public schools do not require first-year students to live on campus, there are benefits to living in college housing for the first year of college.

For instance, students are able to make new friends and make an easy transition. In making new friends, freshmen are able to create a comfortable environment to make any adjustments they might need to make with the help of trained staff.

Another plus to living on campus is that students are then closer to their classes.

After the first year of college, the decision of where you’d like to live should include living off-campus.

College is all about independence and growing up; forcing students to live on campus clashes violently with the liberty that is supposed to come with adulthood and higher education.

Other colleges that require this are private schools a lot like Linfield, such as Pacific University, Willamette University and the University of Puget Sound.

While looking at the schools that often require this, one would think that a student’s desire to make their college experience more affordable would be enough of a reason to be allowed to live off-campus.

When someone wants to go through the process of being approved to move off-campus, the process is tiresome. There are so many people you have to see if you don’t meet any of the requirements.

Students can be sent to many places for information, such as financial aid, residence’s life or student affairs. It’s like being told to jump through a bunch of hoops; it shouldn’t have to be that difficult.

Living off-campus can help a student realize what it’s actually like to take on the responsibilities of being an adult on your own. It creates a turning point in life where students can make the transition from being a teenager to being an independent adult.

While the incentive for the college to fill its coffers with bloated housing fees is obvious, the potential benefits to the student should also be taken into consideration.

While there are many positive reasons to living on-campus, there are also reasons to live off-campus. Let the students decide where they’d like to live in this new chapter of their lives.

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Kaylyn Peterson
/Sports editor
Kaylyn can be reached at linfieldreviewsports@gmail.com