College Students Discuss Their Biggest Decisions: Make a Run For It?

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Holly Woodhead (Gettysburg College) wasted little time during her first three years at the Pennsylvania school. She studied hard to get good grades, joined the Campus Activities Board, and served as a senator and secretary in the Gettysburg Student Senate. She planned to take it easy a bit during her last year, a time she envisioned coasting through easier classes and savoring the last months of college.

But with some unfinished business in the Senate, and her strong background in student government, Holly was an ideal candidate to run for Senate president.

Like any student weighing a run for campus office, Holly faced a choice between two contrasts. On one hand, she could have stuck to her plan, guaranteeing the free time she yearned for. On the other hand, if she ran for president, she'd have to spend hours preparing her candidacy and campaigning throughout campus. And that's just before getting elected, when the real work begins. Once in office, she'd basically work full time with legislative and executive tasks, paperwork, and meetings with officials.

"My past three years in college had been so busy and stressful that I really wanted a year off," says Holly about her difficult decision. "However, I realized that if I decided not to do it that I might regret it in the future. In the end, the sacrifice and tradeoff of being stressed and not having enough downtime did not outweigh the potential of the position and my ability to have an impact on the school for years to come."

Catherine Bell (University of Kansas) faced the same choice when she decided to run for vice president of the KU University Senate. Campaigning took 50 hours a week for the five months preceding campus elections, she says. It was expensive and exhaustive, but incredibly rewarding. "I could not imagine a better experience for college," she says. "I met thousands of students, learned what is important to their age groups, and attained the communication skills necessary to be successful in any profession. Every bit of work was worth the stress and lack of sleep."

At graduation, Catherine received the Rusty Leffel Concerned Student Award, in recognition of her efforts to further the ideals of the university and higher education. Reflecting on her achievements, she says, "I am glad that I stepped out of my comfort zone to try something unlike my character." Her advice to new students: do the same thing. "Hey, you might find that you have a talent that you never knew you had before!"

Perhaps the biggest benefit for student leaders is the high they've received from effecting positive change on campus.

In the more mundane aspect of their positions, campus leaders serve as conduits for student concerns. But the strongest leaders don't just listen to problems; they study and act on them. They serve as spark plugs for change, whether it's the small things that add convenience to students' lives or the bigger things that have a broad, lasting impact.

At the University of Kansas, Catherine Bell led efforts to create a campus Multicultural Resource Center. Brian D. Foster of Ohio University helped reform the way student government funds are allocated to campus groups. Matthew Weber helped get some new channels added to the campus TV system at Providence ­College.