Transformative programming is a hallmark of the fraternity and sorority experience. Whether it is a national program, regional meeting, or chapter-based activity, creating a space for fraternity and sorority members to dive deeper into understanding their purpose and developing ambitions for change has become an integral experience for undergraduates. For more than 20,000 students, the Undergraduate Interfraternity Institute (UIFI) is that hallmark program. How did UIFI become what it is today and how has it evolved throughout its 30-year history? In some ways, leaders that graduated from UIFI in 1990 had a similar experience to 2019 attendees. The program remains a time for students and facilitators to come together for five days — away from their day to day environments — to reflect upon their own experiences and address challenges the collective fraternity and sorority community faces. This article shares insights from some of the key individuals that have influenced UIFI and explores why it was created, what it looked like in the early years, and why it continues to impact undergraduate fraternity and sorority members today.
UIFI 30 YEARS OF
JACKIE HACKETT
In the late 1980s and 1990s, there were few educational opportunities that provided transformational learning experiences and human connections that lasted beyond any given program. There were nuts and bolts trainings, conferences, and academies. Many organizations did not have far-reaching learning experiences or diverse facilitator teams. The NIC staff and volunteers recognized a need for something similar to the Fraternity Executives Association (FEA) Interfraternity Institute (IFI) both in model and philosophy but for undergraduate members. This meant large group discussions about key issues the participants faced and unpacking those in a personal way through small group experiences. The goal was also to provide more education and resources to campuses with limited support. In its early years, UIFI received mixed buy-in from professionals but great feedback from participants and facilitators. As with many new ideas, conflict existed around program ownership and a concern for the unknown. UIFI’s first year consisted of two sessions. The first session had 28 students and 8 small group facilitators. After a strong first session, registration for the second session doubled. One of the greatest learning moments in the early years centered on participant management. Smaller-sized sessions had intimate conversations but could lack depth of discussion or participation. Larger sessions saw increased occurrence of unwanted behaviors but allowed for teachable moments and demonstration of confrontation, communication, and values-based decision making directly connected to program content. As seen in many programs, the most meaningful learning experiences occurred when students stepped out of their comfort zones and dug deep to process their experiences on campus and within the program. Due to this, the overall model of UIFI has remained similar over its 30-year history. Just like on campus, human dynamics and a desire for connection and belonging exist throughout programmatic experiences. Students craved a platform to discuss issues, talk through solutions, and be heard. UIFI provided that opportunity. For participants then — and still today — UIFI is the first time many students might have an emotional learning experience and/or find themselves around a diverse set of Greek leaders and change-makers. Throughout UIFI’s history, the content provided to students, facilitators delivering the content, and locations have changed, but the purpose
21 19 PERSPECTIVES Issue #4
