Live and learn

"Freedom!" is what freshman Erin Hankins shouts when reflecting on her first year of college -- freedom not only from her parents, but freedom to do whatever she wants, whenever she wants. Hankins admits that partying has frequently been on her to-do list since arriving at the UW, but she regrets nothing -- not even the time she beer-bonged while wearing goggles.

Such memories will indeed factor into her still-in-progress college experience, though Hankins and her friends will also remember long nights of conversation, drunken journeys around the dorm, meeting new faces every day and the excitement of their newfound freedoms. Every year, many freshmen -- whether they live in dorms, the Greek system or off-campus -- share similar experiences, and as the end of the year approaches, it remains up to them to glean lessons from the events of the past year.

Hankins and her friends say they certainly have.

Besides not having their parents around, they also do not have boyfriends. They broke up with their other halves either before or soon after they stepped on campus, a common practice among couples after high-school graduation.

"People change and think about their future more," said freshman Lauren Hilaman. "They also want to feel more connected to the school by interacting with everyone."

Hilaman broke up with her high-school boyfriend, who is a year younger and still in high school, after realizing this.

Though they rarely drank in high school, Hankins and her friends agree that easy access to alcohol has increased their drinking habits in college. Despite this, the women say they have adjusted to their first year at the UW well.

"The workload is hard, but not too overwhelming," said 19-year-old Blaise Rawlinson, adding that drinking and procrastination are just phases. "I'm assuming by the time I'm a junior, there will be more pressure to do well in school and drinking won't be such a big habit."

All three women say that the first year of college wouldn't have been the same without experiencing dorm life. Some enjoy it so much they return the following year.

"I'm staying because I don't want the responsibility of being on my own just quite yet," said Rawlinson.

There are other reasons for staying in the dorms. Sophomore Monica Landsness is reminded of her freshman-year experiences every day, when she peruses Lander Hall, where she is now a resident adviser (RA).

"I love being a resource for my residents -- someone who they can come to with suggestions or in search of advice," she said.

Landsness is a counselor, adviser, observer and friend to her residents. Besides being a resource, RAs plan events for their floor to get residents to interact.

"Casual interactions are a key to building a successful community," said Landsness, who wanted to become an RA because she loved being "involved" and wanted the same for her residents. "I want to be a part of their positive experiences in the resident halls."

McMahon Hall Resident Director Steve Railsback feels the same way.

"I enjoy working with students and providing leadership and being a consistent person in their resident halls," said Railsback, adding that the best part of his job is watching the residents share mutual experiences.

But there are also the not-so-cheery tasks embedded in the job descriptions of those managing the dorms. There is the role of surveillance, for example, a task that includes regulating the dorms' no-alcohol policy. RAs are obligated to inform their superiors of alcohol use in their building -- after they've reprimanded those responsible. RAs are usually drawn to loud crowds in a particular room and end up having to take action.

After documentation of the incident, the offending residents are sent to the resident director, who decides on a case-by-case basis whether or not to send them to the Alcohol Skills Training Workshop. Authorities may even contact the student's parents if they find it necessary.

Designed in the 1980s, the workshop is a two-phase educational program about alcohol and the effects of alcohol on the body.

First-time offenders are sent to phase one, where they are divided into groups of about 10 people. These groups meet for two 90-minute sessions conducted by peer facilitators.

"We don't condone drinking, but we realize that students are going to do it anyways. We want to help reduce the amount of harm they may do through education," said Katie Witkiewitz, alcohol- and drug-education coordinator.

Phase two is for repeat offenders. Students meet with a coordinator one on one during two 50-minute sessions in which the student and coordinator discuss what could be contributing to the drinker's habits.

"The main theme we try to get at is, is it really worth it?" said Witkiewitz.

The program has proven successful, as many students return for more referrals because they have become aware of how much alcohol is too much, and when they have a problem. According to a survey conducted at the end of each session, most students would recommend the program to their friends.

"Education is critical in how people are going to make decisions," said Witkiewitz.

Many have learned their lesson about drinking or learned more about it than they ever knew. After attending the workshop this year, sophomore Mong T. Choy said, "I found out a lot of cool stuff about how beer affects your body" -- knowledge for the next time he drinks.

One lesson Hilaman learned this year -- albeit on her own -- is the oft-quoted phrase "beer before liquor, never been sicker." She'll take that into consideration the next time she drinks, too.