DSpace at Agnes Scott College

Kiss, Elizabeth

 
Colleges and Guns: What Should Higher 
Education Leaders Do? 
By Elizabeth Kiss 
Fall 2016  
 
“No student shall, within the precincts of the University… keep or use 
weapons or arms of any kind…” 
This campus gun ban was passed on October 4, 1824, by the board of 
visitors of the University of Virginia.  The six board members included two 
of the most famous names associated with American civil liberties:  Thomas 
Jefferson and James Madison. 
Last May, when Georgia’s Governor Nathan Deal vetoed a “campus carry” 
bill that would have authorized the carrying of concealed weapons on the 
state’s public college campuses, he cited as a “great historical precedent” 
for his decision that two of the principal authors of the Declaration of 
Independence and the United States Constitution saw no conflict between a 
campus gun ban and the Second Amendment. 
To drive his point home, Deal, a Republican, also quoted the late Supreme 
Court Justice Antonin Scalia, who, in his 2008 opinion in District of 
Columbia v. Heller, stated that “like most rights, the right secured by the 
Second Amendment is not unlimited,” adding that the Heller decision 
should not cast doubt on the constitutionality of “laws forbidding the carrying of firearms in sensitive 
places such as schools and government buildings.” 
We have witnessed a long list of deadly shootings in such “sensitive places” in recent years, including 
mass shootings at Virginia Tech (2007), Sandy Hook Elementary School (Connecticut, 2012), and 
Umpqua Community College (Oregon, 2015).  During the 2015-2016 academic year alone, eight 
shootings on U.S. college campuses claimed 28 lives.  
But while everyone agrees on the need to make schools and campuses safer from gun violence, radically 
divergent approaches have emerged.  After the Sandy Hook massacre of 20 first graders and six 
teachers, I joined nearly 400 college and university presidents in speaking out in favor of gun safety 
legislation. (See http://collegepresidentsforgunsafety.org for more information.)  Our open letter to 
policymakers championed several widely supported gun safety measures and argued for keeping 
campuses and classrooms gun-free. 
But others have called for a different response.  Since the Sandy Hook massacre, movements to approve 
“campus carry” (also known as “concealed carry”) legislation have been launched in over a dozen 
 
About the Author  
Elizabeth Kiss is the 
president of Agnes Scott 
College. 
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states.  This year, Texas became the eighth state to pass a campus carry bill.  The state’s new law, which 
allows licensed gun owners to carry concealed weapons in public university buildings and classrooms, 
went into effect on August 1, 2016, 50 years to the day after Charles Whitman shot 49 people and killed 
17 in a sniper-style attack from the tower of the University of Texas at Austin. 
How should higher education leaders respond to our nation’s fractious and polarized debate about guns?  
The Texas law’s most vocal opponents included retired Navy Admiral William McRaven, Chancellor of 
the University of Texas System.  McRaven, who served as commander of U.S. Special Operations 
Command (2011-14) and describes himself as a “big Second Amendment guy,” argued that his 
experience as an educator had persuaded him that allowing concealed weapons will make campuses less 
safe.  The state’s private colleges and universities were given the right to opt out of the legislation, and 
only one of 38 adopted the new law.  Faculty across the state passed resolutions against campus carry, 
and Nobel Laureate Steven Weinberg, a professor of physics at the University of Texas at Austin, 
announced he would ban guns from his classroom, even if he ends up in court for doing so. 
One ray of hope appeared in a December 2015 Washington Post editorial co-authored by two former 
adversaries:  Jay Dickey, former Republican Congressman from Arkansas, and Mark Rosenberg, 
president of the Task Force for Global Health. 
In the late 1990s, Dickey championed a law that forbade the Centers for Disease Control and Prevention 
from using federal funds “to advocate or promote gun control.”  At the time, Rosenberg was director of 
the CDC’s National Center for Injury Prevention and Control and was eventually fired because of his 
commitment to gun-violence prevention research. 
Since then, Dickey and Rosenberg have evolved from fierce opponents to allies and friends.  Today, 
they both believe that federal funding for research into gun-violence prevention should be dramatically 
increased.  Citing the example of how scientific research helped reduce motor vehicle deaths and saved 
hundreds of thousands of lives—without getting rid of cars—they argue that gun-violence research can 
be designed to “preserve the rights of law-abiding citizens and gun owners” while also making us safer. 
The public health toll of guns is undeniable.  More than 32,000 people die in firearms incidents, and 
more than 67,000 are injured in the United States each year.  Firearm injuries result in more than $48 
billion in medical and work loss costs annually.  Young people are profoundly affected by firearm 
violence.  In 2014, firearms were the instrument of death in 88 percent of teen homicides and 41 percent 
of teen suicides. And while non-firearm related injuries resulted in death in only 1 of 760 cases, almost 
one in four youth firearm injuries were fatal. 
A public health approach can help us figure out ways to reduce gun-violence injuries and deaths while 
safeguarding gun-ownership rights.  As higher education leaders, we should support such evidence-
based solutions and join Dickey and Rosenberg in advocating more federal funding of gun-violence 
prevention research.    
We can also create more opportunities for dialogue and debate about the Second Amendment, civil 
liberties, and public safety, and encourage our students to listen to voices on all sides of this distinctly 
American debate. 
In the end, though, we must take a stand on “campus carry.”  Here, I side with Jefferson, Madison, and 
Admiral McRaven.  As presidents and trustees, we have a fundamental obligation to protect the safety of 
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our campus communities and the culture of free inquiry in our classrooms.   At a time when we are 
navigating complex issues and risks—from student activism to mental health concerns to sexual assault 
and alcohol abuse—let’s not add more guns to the mix.  America can respect the rights of gun owners 
while keeping our classrooms and campuses gun-free. 
Other Articles In This Issue  
• Creating a Community of Scholars and Change Agents for Higher Education 
• The Role of Higher Education in Kansas’ Future 
http://agb.org/newsletter/ceo/2016/fall/colleges-and-guns-what-should-higher-education-leaders-do 
 


Colleges and Guns: What Should Higher Education Leaders Do?

Agnes Scott College Office of Career Planning

 
A Student Guide to Acing the Interview 
Interviews are designed for employers, graduate schools and volunteer programs to: verify a candidate’s qualifications, 
evaluate a candidate’s fit with the culture of the organization, help team members imagine a candidate doing the 
work, and more. In an interview, you need to project a professional presence as well as effectively communicate the 
value your skills/experience/knowledge could add to a particular organization and role. Interviews are also critical for 
you – the candidate – to help determine whether the position and organization fit well with your goals, interests, and 
preferences. To put your best foot forward in an interview, as well as properly assess how the organization/role 
fits with your needs, it is essential to prepare. 
Interview Lifecycle 
There are eight key steps to prepare for and ace an interview. Every time you complete a “cycle” (see below), what 
you learn will inform and improve your next interview cycle.  
 
Confirm Logistics 
In some cases, the first conversation with a recruiter will be to confirm the date, time and place. Within 1 week of the 
interview, he/she can usually share other details. If not provided, you may then ask the following of the recruiter: 
 Date, time, and address, including parking instructions (or phone call/Skype instructions); ask length of time 
you should block on your calendar 
 Names of those with whom you will meet; ask how many resume copies are needed (bring more) 
 The interview format (see types on next page) 
Research the Organization and the Interviewers 
 Google the organization; review its website and interviewers’ LinkedIn pages to answer questions below.  
 Use McCain’s LibGuide – Career Research to find the remaining information. 
 Know the bio(s) of the people you will meet - what were their career paths? What areas of the organization are 
important to them? Are they an influencer or decision-maker regarding this open position?  
Start 
here! 
 
 Know the mission of the organization, key initiatives and important leaders. 
 Check recent press on the organization and its competitors. 
 Reach out to Alumnae (via LinkedIn) who work(ed) at the organization or industry to get interview advice. 
 Anticipate what will interest/concern interviewers about your skills, experience, academics, background 
Develop Your Answers  
Common Interview Formats 
Most organizations use a series of interviews to screen and get-to-know candidates. Screening is usually conducted by a 
recruiter to evaluate whether or not the candidate has the availability, base level of skills and sometimes salary 
expectations that the hiring manager is seeking. Screening interviews are usually shorter (15 – 30 minutes) and occur 
via phone, Skype or career fairs. Longer interviews (~1 hour) are generally reserved for pre-screened candidates.  
Phone Interviews are the most common screening or initial interviews.  
 Plan to sit away from distractions with your resume and any relevant notes close at hand.  
 In a normal 30 minute session, you will probably be asked 5-8 questions.  
 A key challenge of phone interviews is building and gauging rapport with the interviewer without eye contact. 
Practice interviewing with a friend/co-worker or record yourself, paying attention to the tone of your voice, 
your level of enthusiasm, the length of your responses and of course how well you answered the questions. 
Video Interviews are increasingly used to broaden the geographic reach of searches and to increase an organization’s 
ability to evaluate “soft” skills such as relationship building and communication earlier in the interview process.  
 Automated video interviews require a candidate to provide a video response to computer prompts. The 
candidate is usually given a few “takes” at a question and then “submits” via upload the videotaped response.  
 Skype interviews are two-way, face-to-face conversations with video.  
 Candidates should dress for video-interviews as they would for an in-person interview and conduct the 
interview in a quiet place with a solid digital connection.  
 Candidates should practice video-interviewing (whether Skype or automated) to learn where to direct eye 
contact and make sure that their screen voice is confident, pleasant and easily understood.  
Face-to-Face or In-person Interviews are generally included as the final round of interviews.  
 Companies often mix one-on-one and panel (group) interviews to obtain perspectives of multiple interviewers.  
 Candidates should ask in advance about the agenda and interviewers for face-to-face interviews.  
Common Interview Questions 
Organizations use a variety of interview environments, questions and assessments to evaluate candidates. 
Most Common Interview Questions are straightforward, but do require preparation. Interviewers expect you to be 
able to position your responses relative to what is required for the role. Anticipate and prepare for these questions: 
Tell Me About Yourself:  Prepare a 1 minute response that connects your journey with the opportunity 
and organization. It is okay to include relevant personal info: interests, 
clubs, etc. 
How did you choose Agnes 
Scott College or your major? 
This question has no correct answer. It is designed to understand how you 
think and how you make decisions. Develop a logical and meaningful answer. 
How would friends or faculty 
describe you? 
Before the interview, make a list of positive attributes you have. Then 
choose the most relevant ones to mention in a particular interview.  
Why should I hire you? Identify your most relevant skill/experience, interest, and personality trait 
that relates to the position they are trying to fill. 
What questions do you have for 
me/us? 
Be prepared to ask insightful question of them. Avoid questions for which you 
could find answers online. Good questions to consider: 
o What is their opinion of what it takes to be successful at the company? 
What is the culture of the organization/department?  
o Position specifics:% of time on each task; typical growth path; training  
 
Common Interview Questions (cont’d) 
Behavioral Interviews are based on the principle that past behavior can predict future performance. These interviews 
inquire about your specific experiences rather than your reported traits, interests, or how you might handle a 
situation. Questions usually take the form of “Tell me about a time when (fill in the blank).” Consider these 
behavioral questions: 
Faced a stressful situation with a 
team 
Showed initiative and took the lead Had to go above and beyond the 
call of duty to get a job done 
Tried to accomplish something and 
failed 
Used persuasion to influence 
someone’s opinion 
Used good judgement and fact-
finding skills to solve a problem 
Dealt with conflict Missed an obvious solution to a 
problem 
Set a goal and was able to achieve 
it 
To answer these questions succinctly and effectively, you should use the STAR method (Describe: Situation/Task you 
were in; Action you took; Result or Response you created) to tell stories of relevant experiences. Identify your best 
story examples by considering the following sources: 
Internships Work experience Volunteering/Service 
Class Projects Travel/Study Abroad Campus Leadership 
Athletics Awards/Accomplishments Mentored Research 
Choose stories: 
 That are multifaceted and can be used to convey a variety of lessons or endings 
 Where you were the primary person leading, making decisions or doing the work (or where you can be very 
clear about the role you played) 
 Where you can quantify or speak specifically to result or response you created 
It is not necessary to memorize dozens of “stories” for behavioral or typical interview questions. Before an interview, 
select your best examples and practice telling them to answer a variety of questions. 
Computer Assessments. Many organizations use online tests or quizzes to evaluate sales ability, customer service 
mindset, proofreading or grammar skills, quantitative skills or software expertise (Microsoft Excel, PowerPoint). 
Usually, these assessments are part of the screening stage; however, some organizations use them later in the process.  
 
While less common, the following three types of interviews are used in specific situations:  
“The Airport Test” is a catch-all phrase for questions an interviewer may use to try to get to know the candidate on a 
more personal, but still professional level. Designed to unearth a candidate’s interests, hobbies or every day 
personality/demeanor, employers may ask questions like “What was the last book you read?”, “If you had a free day 
with nothing to do, how would you spend it?” or “How do you engage with your community?” The name, “Airport Test” 
comes from wanting to get a sense for how this person will get along with the team for long periods of time as if they 
were all “stuck at the airport” together. Be prepared to answer such questions with a professional response. While you 
want to be authentic, you probably would not want to reply that “50 Shades of Grey” was the last book you read.  
Case/Simulation Interviews are designed to evaluate how a candidate approaches a problem and thinks on their feet. 
Typically used by management consulting and investment firms, in a case interview, the candidate is asked to analyze 
a hypothetical situation/problem and discuss how they would address it. McKinsey & Company, Boston Consulting 
Group and other leading consulting firms have excellent case interview resources on their websites. If you think you 
will be given a case interview, seek out a consultant alumna in the Scottie Career Connect to help you practice.  
Technical Interviews are those where the position requires mastery of specific skills that are not easily learned on the 
job – e.g., computer programming/coding, statistical analyses, numerical problems, mastery of technical software, 
editing or public speaking. The candidate is given a timed “assignment” to complete while at the interview. 
  
 
Practice, Practice, Practice  
Practice is the #1 recommendation. You are encouraged to take advantage of the following resources for practice: 
 Round Robin Interviews with Alumnae on Oct 22nd and in late March (RSVP required) 
 Mock interview with a Career Coach  
 Industry-specific feedback via the Scottie Career Connect – a virtual group of alumnae who have agreed to 
practice phone and Skype interviews for students 
Use compass.agnesscott.edu to book appointments or reserve the Skype rooms near Buttrick classroom G4. 
Visual Impressions Matter 
What to Wear 
For interviews, professional business attire (suit or tailored dress), is required with close-toed, professional shoes. 
Agnes Scott alumnae share that across the spectrum of employers, interview attire is always more conservative than 
typical office attire. Do not assume that a nonprofit, healthcare or public service organization has a casual expectation 
for the interview. In some cases, intern employers accept more relaxed interview attire, but if so, we’ll let you know.  
If are unsure what to wear or need professional clothing, contact our Career Development Coordinator Irene Foran: 
iforan@agnesscott.edu. We partner with Dress for Success Atlanta and can arrange a styling appointment where you 
will receive at least one free outfit for interviewing. 
AVOID: too short, sheer, low-cut or skimpy attire; heavy makeup or perfume; loud make-up or peeling nail polish 
What to Bring 
Before your interview, prepare your Professional “Toolkit”: 
 Dark tote bag that is well-organized 
 Copies of your current, proofed resume on 20 lb. paper (You may find this at an office supply store or make up 
to 5 copies of your resume in our office in Buttrick G12.) 
 Padfolio and 2 pens in case you need to take notes 
 Agnes Scott College business cards available for order here: cardcafe.com/agnes_scott_college 
 Reference list with complete and accurate contact information (if requested) 
Plan to arrive early and ready 
 Map it ahead of time. Be sure you know where you are going. 
 Go to bed early the night before. Allow time in the morning to review your answers to common questions. 
 Eat a light snack before hand – you don’t want a growling stomach; no gum! 
 Bring a journal/newspaper article to read– not your phone or an issue of US Weekly or a “beach” novel. 
 Remember to silence your phone before you walk in the door. 
Convey a Positive, Professional Presence 
As with all relationship building, it is important to establish rapport and convey professional confidence.  
 Introduce yourself with eye contact, smile and firm handshake to everyone you meet from receptionist to CEO. 
 Do not badmouth prior experiences/employers. 
 Remember/write down names or ask for business cards so you can send a thank you. 
 Use active posture to show engagement and listening, and positive, engaging facial expressions. 
Follow-up – A Written Thank You is Crucial! 
Send a thank you email to all decision makers and influencers within 24 hours. Refer back to your interview 
conversation to show that you heard what they are looking for and make the link to your experience.  
Thank alumnae or others in your network who may have helped you prepare and let them know how the interview 
went. Every communication is a chance to reinforce your fit with the career opportunity and learn from your network.  
Need more help preparing for an interview? Use compass.agnesscott.edu to schedule an appointment.  
Thank you to Alumna Jasmine Adams Langevine ’07 for contributing to this guide. 


A Student Guide to Acing the Interview

Agnes Scott College Office of Internship and Career Development

Agnes Scott College Office of Alumnae Relations

Metro Atlanta

Agnes Scott College Center for Student Involvement

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Posting Policy 
 
Center for Student Involvement 
 
Contact Information 
141 E. College Ave 
Alston Campus Center, Room 216 
Decatur, GA 30030 
404.471.5879 
 
Posting and Marketing Policies 
 
Purpose of Posting Policy 
Agnes Scott College should be free from excessive and abusive postings, communications, 
chalking, and litter, which defaces and depreciates the value of the grounds and facilities of the 
campus. The following policies are designed to regulate the use of posting space. Commercial 
advertising of any kind is not permitted. The College reserves the right to deny posting of any 
materials on campus.  
 
Registered Student Organizations and Off-Campus Organizations  
Registered student organizations and off-campus communications must go through the 
Student Activities Office for approval of materials intended for posting. They must also abide 
by the following guidelines and requirements for posting. 
 
Guidelines for Postings 
All communication intended for on- and off-campus audiences by registered student 
organizations represents Agnes Scott College and is subject to proofreading, editing, and review 
by the Center for Student Involvement. Postings are defined as flyers, letters, banners, chalking, 
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emails, posters, programs, public folders, postcards, easels, table tents, announcements, 
newsletters, and any other medium of communication that is used to announce an event or 
message.  
 
Posting Process 
A final copy of all printed materials is to be dropped off at the Student Activities Office (Alston 
Campus Center, Room 216) for posting approval. Once approved, the poster will be stamped 
with an approval stamp and/or signed with and the name and date of a staff member of the 
Center for Student Involvement. Copies of the posting should be made from the stamped copy. 
Any postings without an approved stamp, in any posting area, will be taken down by the Center 
for Student Involvement.  
 
Sanctions and Enforcement 
 All student organization presidents are required to sign an agreement to abide by the 
posting policy. Failure to do so will result in suspension of posting privileges.  
 If, after three notifications, a student organization fails to comply with agreed upon 
posting policies, the organization’s posting privileges will be revoked for one month.  
 Individuals of organizations found damaging or tampering with another group’s 
publications, for any reason, unless otherwise instructed to remove the publicity by the 
Center for Student Involvement, could lose posting privileges for one month.  
 Organizations that post items improperly may be subject to disciplinary sanctions 
and/or charged for the removal of any damage to ASC property.  
 Posting of organizations that damage common areas will incur a minimum fine of $25.  
 
 
Campus Departments 
Campus Departments regulate their own posting content, which does not have to be approved 
by the Student Activities.  However, Campus Departments have to abide by the following 
guidelines and requirements for posting to include necessary information etc. 
 
Flyer/Poster Requirements: 
 All poster, flyers, banners, etc. must have the name of the sponsoring organization or 
department, and clearly promote the activity or event on each item. The date, time and 
location of the event should also be included on the materials.  
 The signs must be in reasonably good taste and abide by the Honor Code within the 
Student Handbook and cannot contain material or language that is obscene or 
defamatory.  
 If a sign, poster, flyer, etc. is in another language other than English, subtitles must be 
used to identify the name of the organization, subject of the flyer, and the time and 
place of the event.  
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 Posting can only be posted with blue painters tape. If on a bulletin board, tacks may be 
used. Note that if a different type of adhesive material is used, the posting will be taken 
down.  
 All printed materials must be no larger than 8.5”x11”; standard copier/printer size. 
Requests to post larger flyers by student organizations may be made through the Center 
for Student Involvement and will be evaluated on a case by case basis.  
 No materials should be placed over existing, approved materials. 
 
Campus Buildings Posting Restrictions 
 Alston Campus Center: Post only on magnetic strips and bulletin boards. 
 Avery Glen Apartments: No posting. 
 Buttrick Hall: Post only on magnetic strips and bulletin boards. 
 Dana Fine Arts Building: Post only with the permission of the Art and/or Theatre 
Departments.  
 Letitia Pate Evans Hall: Post only on bulletin boards or with table tents.  
 Mary Brown Bullock Science Center: Post only on bulletin boards. 
 McCain Library: Post only small table tents. 
 Presser Hall: Post only on magnetic strips. 
 Residence Halls (Agnes Scott Hall “Main,” Rebekah Scott Hall, Theme Houses, Winship 
Hall, Walters Hall, Inman Hall, Hopkins Hall): Students may submit 35 flyers to the Office 
of Residence Life by the Friday 2 weeks before the event. Flyers will be distributed to 
the residence life staff who will post flyers in designated areas.  
 Woodruff Physical Activities Building: Post only with permission on the bulletin boards. 
 
 
 
Signs cannot be posted on: 
 Any living thing, involuntary. 
 Elevators. 
 Interior and exterior doors of any building.  
 Trees, railings, staircases, bus shelters, newspaper boxes, benches, ceilings, car 
windshields, trash cans, recycling bins, light poles, windows (including postings done by 
window paint, etc.), walls, floors, painted surfaces or any other exterior surfaces unless 
given express permission by the Center for Student Involvement. 
 
Posting Removal 
If a posting has not been approved, staff will remove the posting. Out of date flyers will be 
removed. Postings must be removed no later than one week after the event. If at any time an 
individual finds a posting problematic (i.e. posting violations, etc.), they are to notify the Center 
for Student Involvement immediately. Individual may not remove or deface a posting for any 
reason, other than to remove an out of date posting.  
 
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Chalking 
Chalking on campus is permitted only on sidewalks. Chalking must be done with a water-soluble 
powder substance, in open, horizontal areas that can be directly washed by rain.  
 
Banners 
 Only Registered Student Organizations and Campus Departments may post banners in 
the Alston Campus Center.  
 All banners must have the name of the sponsoring organization, and clearly promote 
the activity or event. The date, time and location should be provided on all banners. 
 The signs must be in reasonably good taste and abide by the Honor Code within the 
Student Handbook and cannot contain material or language that is obscene or 
defamatory.  
 If a sign, poster, flyer, etc. is in another language other than English, subtitles must be 
used to identify the name of the organization, subject of the flyer, and the time and 
place of the event.  
 The Center for Student Involvement reserves the right to remove any banner just as it 
would any other marketing material posted on campus.  
 
Sustainability 
Chalking, banners, and online materials are encouraged to reduce the amount of paper used.  
 
 
 
 
 
Marketing via email (Office of Marketing and Public Relations campus-wide policy)  
 Students and student organizations (with the exception of Student Government) are not 
permitted to send emails to #students and are strongly encouraged to market events 
using either The Irvine or Facebook.  
 The Irvine condenses info traditionally emailed from units all over campus into one email.  
 Certain types of campus-wide news and announcements (please see list below) will now 
be included in The Irvine rather than being emailed directly by campus units, 
departments or individuals. Content can be submitted for inclusion in The Irvine either 
via the campus calendar (if the announcement is an event) or via an email to 
Communications (if the announcement is NOT an event) at theirvine@agnesscott.edu.  
 Announcements that are not events should be 50 words or less to keep The Irvine a 
manageable length. Any announcements with more than 50 words should be 
summarized in 50 words or less and can then link to a flyer or other source for more 
information. Please notify Communications if your message will require a link. 
 The Irvine is for campus-wide emailed announcements only. Announcements being sent 
to specific groups (class of 2015, international students, clubs, staff in DoS, etc.) would 
not need to be sent for inclusion. Events not open to the public or campus will not be 
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included in The Irvine. Users may indicate via the campus calendar if they wish to have 
their event included in The Irvine. 
 The following is a list of announcements that should be sent for inclusion in The Irvine 
rather than emailed to campus directly: 
 Any event open to all of campus (lectures, exhibitions, performances, bake sale, car 
wash, retirement party, open house, etc.) 
 Faculty/staff changes (new employee, employee leaving, retirements) 
 General information to be shared with all of campus (new items to be recycled, 
visitors on campus, etc.) 
 General news from Agnes Scott administration (new major, new initiative, etc.) 
 Requests for donations (charity drive, etc.) 
 Campus-wide requests for participation or volunteers 
 Campus newsletters (email will include link to your publication or page) 
 Media coverage about Agnes Scott or its students/faculty/staff 
 Hours updates (Evans, McCain, bookstore, etc.) 
 Non-emergency status update/project update (Main loop will be closed, construction 
starting soon, server will be down for scheduled maintenance, etc.) 
 If you have any questions about The Irvine, please contact Julia Lutgendorf at  
 jlutgendorf@agnesscott.edu or extension 5430. 
 
 
Questions? Contact Student Activities 
in the Alston Campus Center, Room 216. 
 
Posting Policy Agreement Form 
 
 
 
I, ______________________________________ President of ___________________________________ 
  Print Name            Organization 
 
have read and understood the Posting Policy put forth by the Gué Pardue Hudson Center for Student 
Involvement at Agnes Scott College. 
 
By signing this form, I take full responsibility for all flyers, banners, letters, posters, table tents, etc. that 
my organization puts out. I also agree to the terms laid out in the Sanctions and Enforcement section of 
the Posting Policy.  
 
 
 
___________________________________________________________  _________________________ 
  Signature       Date 


Posting policy

Agnes Scott College

Catalog 2016-2017

Faculty Handbook 2016-2017

Agnes Scott College Staff Council

Agnes Scott College Staff Council meeting agendas and minutes

	 	
 
Agnes Scott alumnae and students participate in “Scotties Give Back” during 
October 
Friday, October 28, 2016 
Contact: Erin Zellmer, Senior Director of Advancement Communications 
404.471.6405/ezellmer@agnesscott.edu 
More than 300 Agnes Scott College alumnae and 60 current students participated in a variety of 
public service projects during October as part of the first “Scotties Give Back” initiative.  The 
Atlanta area was the site for nine of the projects, with others organized by alumnae from 
Baltimore to Dallas to Seattle.  A full list of projects is available here: 
www.tinyurl.com/scottiesgiveback. School officials plan to continue the program on an annual 
basis. 
During October, Scotties packed 20,000 meals in less than two hours; helped renovate a Habitat 
for Humanity home; packed tote bags with school supplies; assisted with maintenance t three 
community parks; helped girls create jewelry; created origami artwork that will be sold to 
support clean water projects; and made fleece blankets for children in a hospital, among other 
opportunities. 
“Scotties Give Back” by the numbers: 
• 30,000 meals prepared 
• 3 tons of food sorted 
• 3 parks cleaned and maintained 
• 300 books donated 
• 86 blankets made 
• 5,500 diapers packaged 
• 387 art projects created 
• 50 school totes made 
• 700 clothing items sorted 
• 84 hygiene kits made 
• 30 trees planted 
• 3 city blocks cleaned 
• 1 house renovated 
• 81,189 people served 
	 	 	
“‘Scotties Give Back’ was created to focus on all the good we can do for each other and 
celebrate the role that community plays in the mission of our college,” said President Elizabeth 
Kiss.  “Community engagement is one of the many ways we achieve our mission of educating 
students to ‘think deeply, live honorably, and engage the intellectual and social challenges of 
their times.’” 
In 2015, Agnes Scott launched the Summit program, which reinvents liberal arts education for 
the 21st century by preparing every student to be an effective change agent in a global society.  
“We see this month-long commitment to community service as an extension of Summit,” said 
Kim Vickers, Senior Director of Alumnae Relations and a member of the Class of 1987.  “Agnes 
Scott alumnae are leaders wherever they are and they make a difference in their communities and 
the world.” 
### 
Agnes Scott College educates women to think deeply, live honorably and engage the intellectual 
and social challenges of their times. Students are drawn to Agnes Scott by its excellent academic 
reputation, exceptional faculty and metropolitan Atlanta location—offering myriad social, 
cultural and experiential learning opportunities. This highly selective liberal arts college is 
known for its diverse and dynamic intellectual community. Its signature program SUMMIT 
provides every student, regardless of major, with an individualized course of study and co-
curricular experiences that develop leadership abilities and understanding of complex global 
dynamics. Visit agnesscott.edu to learn more.  
 
 
 
 
 
 
 
 
141	E.	College	Ave.		|		Decatur,	GA	30030-3770		|		404.471.6302		|		agnesscott.edu	
 
 


Agnes Scott alumnae and students participate in “Scotties Give Back” during October

Agnes Scott College Office of Institutional Research

Agnes Scott College Common Data Set 2016-2017

Not a member yet

Colleges and Guns: What Should Higher Education Leaders Do?

A Student Guide to Acing the Interview

A Student Guide to Acing the Interview

Metro Atlanta

Posting policy

Catalog 2016-2017

Faculty Handbook 2016-2017

Agnes Scott College Staff Council meeting agendas and minutes

Agnes Scott alumnae and students participate in “Scotties Give Back” during October

Agnes Scott College Common Data Set 2016-2017

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