Perspectives Fall 2012

Fall 2012

of the Association of Fraternity | Sorority Advisors AFA1976.org | @AFA1976

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The Impact of Public Policy

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New Year, New Adventures

Public policy changes continue to impact higher education. How will this affect our communities?

Fresh strategies for adapting to your new year, role, supervisor, or institution

A Renewed Perspective Viewing wing a ch changing hanging prof profession fessiion through a different lens

NEARLY 20 YEARS OF ENERGIZING FRATERNITY AND SORORITY MEMBERS WITH HIS FUNNY AND IMPASSIONED KEYNOTE!

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STOP MAKING EXCUSES AND START GETTING SERIOUS ABOUT MEMBERS WHO ARE HOLDING YOUR COMMUNITY BACK Too often, good leaders and good chapters are not able to succeed because they are too busy cleaning up after the ones that don’t get it. Imagine how much more you could accomplish if they were part of the solution instead of part of the problem. David will say what you wish you could. Let him confront them in his funny, interactive and moving style.

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editor’s note I am the first to admit that I do not deal well with change. It takes me a while to warm up to a new idea or to accept the inevitable difference that change can bring. Even something as natural as the change in seasons brings with it stress and anxiety. The first chilly morning waiting for the bus this fall made me rush that afternoon to drop everything to find the warmer clothes in the attic. The silly thing is that I know that fall comes after summer and I could have anticipated needing those warmer things. And, if I had watched the weather I would have realized that though it was cold that morning, I also didn’t need to rearrange my day immediately to find the winter hats (that afternoon it turned out to be 80 degrees). Moral of the story – prepare for change!

Allison St. Germain Editor

As fraternity/sorority advisors, you are facing change much more often than you would probably care to admit. Changing membership, changing campus leadership, changing policies; perhaps you’ve even changed positions recently. Even something that rarely changed in the past, a campus’ Panhellenic Total, seems to change with more regularly these days. How does all of that change impact your role as a fraternity/sorority advisor? What kinds of change should you anticipate affecting your role in the future? How do you deal with change? The contributors to this issue of Perspectives look at different topics which all come back to change. Whether it be new policy decisions and their potential impact on fraternity/sorority life, or a new analogy for “turning” our communities, I thank each of our authors for their thoughtful insights.

This is an exciting issue of Perspectives. I hope that you could tell, even before opening the cover, that our Association’s print publication is in the midst of a change. Embracing all of the changes which come from an ever-expanding Central Office, Perspectives has gotten a face-lift. The content, which has been generating crucial discussion in the field of fraternity/sorority advising for much longer than I have been Editor, will be complimented by a fresh, new visual feel. I thank the staff for their help and professionalism through this process.

Though I might have gone on a mad hunt for the winter clothes one afternoon a few weeks ago, I can also take the time to appreciate the changing seasons. I love fall with the colors and flavors it brings. It only took one pumpkin spice latte for me to stop hating the need for warmer clothes.

As you thumb through this issue of Perspectives, though it might feel different at first, remember all of the reasons you enjoy it and know they are still there. We look forward to your thoughts and input as your Association’s publication undergoes its change. Please provide me feedback via email at asg@dzshq.com or find me on Twitter @ALStGermain. Tweet me your thoughts using #AFAPerspectives – I promise to reply!

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from the top A couple of years ago while out to lunch with my mentor and great interfraternal friend Mindy Sopher, I was carrying on over a slice of pizza about my frustrations with work that day. Something to the effect of being tired of the same issues year after year. Hazing, alcohol, poor leadership, lack of preparation….I was on a roll. After I finished my rant, Mindy crossed her hands under her chin, leaned in and said something profound. “You mean the only thing that changed was your expectation that it would?”

Ouch. I had to collect myself. Here I was finding myself in a typical pattern of higher education, blaming the new student leaders for not knowing what I had yet to teach them.

Shelly Brown Dobek 2012 President

Don’t get me wrong, the NC State community has changed tremendously during my tenure. We no longer have pudding wrestling recruitment events or three hour long probate shows that end with campus police breaking things up. We have defined community standards, a new vision and mission, membership growth, and a stronger sense of community. But amidst all of those efforts, one element remains remarkably unchanged: the human element.

Students will be students. They will push boundaries. They will feel entitled to things they don’t deserve. They will expect their actions to bear no consequence. They are a reflection of society, and as long as society struggles with issues of alcohol, violence and privilege, so will they.

Does this mean things are hopeless? No. It is simply a reminder that we must accept responsibility for what we can control and change, and let go of what we cannot. And to some extent, we must accept that our careers will be a version of Groundhog Day. This year’s freshmen didn’t attend last year’s speaker. This group of newly elected leaders hasn’t been to last year’s retreat. This group of students will make their own mistakes. If we are to embrace our charge of aligning the fraternity experience with the enduring principles of higher education, then our task is to meet students where they are and challenge them to move to the next level. And do so knowing that next year we have to do it all again. And when we do, we have an incredible opportunity to impact students’ development.

So each fall, as it begins again, I take a breath and remember, they don’t always know better.

No one remembers we “fixed” this issue 3 years ago. The efforts put into place have long been forgotten. But I have an ability to help this group to make better decisions this year. And who am I to blame a student leader for being at the start of his leadership journey?

So from my perspective, there are two things I’ve learned to combat the Groundhog Day frustrations of my chosen profession. First, assessment is important to help us articulate progress. Second, longevity can be transformational. While I don’t “feel” things changing day by, looking back at 2001 from where I sit now, it is easy to see real and lasting changes. Mother Teresa once said, “I alone cannot change the world, but I can cast a stone across the water to create many ripples.” So when you think one year on the road for your organization is enough, or that 3 years in your first job means it’s time to move on, consider the impact of staying. You just might have another stone to cast.

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Perspectives is the ofďŹ cial publication of the Association of Fraternity/Sorority Advisors, Inc. (AFA). Views expressed are those of the individual authors/contributors/advertisers and are not necessarily those of the Association. AFA encourages the submission of article, essays, ideas, and advertisement.

Submissions should be directed to the Editor, advertising queries to the staff.

Submission Deadlines: Winter 2013: November 1, 2012 Spring 2013: February 1, 2013 Summer 2013: May 1, 2013 Fall 2013: August 1, 2013 Editor: Allison St. Germain, Delta Zeta Sorority asg@dzshq.com phone: (513) 523.7597 direct: (203) 798.8777 Staff: Lea Hanson Director of Marketing & Communication lea@afa1976.org

in this issue

IMPACT OF PUBLIC POLICY ISSUES 12 THE ON FRATERNITIES & SORORITIES Whitney L. Swesey & Teniell L. Trolian

Changes in public policy are affecting higher education in an unprecedented way. As these changes affect the student population demographics and what the traditional college experience looks like, how will this affect the fraternity and sorority community?

20 NEW YEAR, NEW ADVENTURES Brooke Kingsley Isbell & Neil E. Stranglein

Monica Ceja Coordinator of Marketing & Communication monica@afa1976.org

As a new year begins, many fraternity and sorority professionals are settling into new roles. Kingsley Isbell and Stanglein give strategies to succeed in a new role while establishing strong professional relationships and avoiding burnout.

2012 Editorial Board: Jason Bergeron, University of Houston Amanda Bureau, Zeta Tau Alpha Heather Matthews Kirk, Zeta Tau Alpha Sarah McCracken, Delta Zeta Lindsay Sell, Colorado State University Kirsten Siron Fryer, University of Chicago Nathan Thomas, Bradley University Teniell Trolian, University of Iowa

COLUMNS

Association of Fraternity/Sorority Advisors P.O. Box 1369, Suite 250 Fort Collins, CO 80522-1369 info@afa1976.org phone: (970) 797.4361 fax: (888) 855.8670

www.afa1976.org @AFA1976

AFA is a proud member of:

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Editor’s Notes From the Top Research in Brief From Where I Sit Book Review Where Good Ideas Come From: The Natural History of Innovation

A Renewed Perspective We have shattered the glass ceiling! As you can see, the fall 2012 issue of Perspectives looks very different than it has in the past. By bringing the design of Perspectives to the Central Office at a huge cost savings to the Association, we hope you have an enhanced experience reading this magazine. With

full-color printing, design by professionals who fully understand the association, and content that remains fresh and relevant to members, Perspectives continues to be a leading resource for fraternity/ sorority professionals.

Enjoy your experience, and let us know what you think at @AFA1976 and #AFAPerspectives.

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research in brief

Byy Sarah McCracken,, Nathan P. Thomas,, and Teniell L. Trolian The Perspectives Editorial Board compiled a summary of current research related to our work as fraternity/ sorority advisors. Citations are included to encourage additional reading and review of the literature on these important topics.

Decreasing Authority Dependence During the First Year of College Baxter Magolda, M. B., King, P. M., Taylor, K. B., & Wakefield, K. M. (2012). Decreasing authority dependence during the first year of college. Journal of College Student Development, 53(3), 418-435. doi: 10.1353/ csd.2012.0040 Over the past several years, many colleges and universities have put forth great effort to improve the first-year experience, often focusing on academic success and bonding within the college community.

However, not as much focus has been placed on increasing the developmental capacities students need to meet the desired learning outcomes of college.

“Research shows that entering college students often adopt what to believe, how to view themselves, and how to act in relationships from external authorities without carefully examining their own thoughts and feelings” (p. 418). The authors note “the learning outcomes many educators emphasize require self-authorship, that is, the internal capacity to author one’s views, identity, and relationships” (p. 419). Using data from the Wabash National Study of Liberal Arts Education, the authors identified experiences that moved students towards selfauthorship throughout their first year of college. The authors specifically interviewed 123 students from 19 different institutions who demonstrated growth in their meaning-making abilities based upon external (societal expectations) to internal (personal beliefs).

Through the study, the authors used the following designations for meaning making: “three variations of external meaning making, Ea, Eb, Ec; two variations of predominantly external meaning making, E(I), E-I; two variations of predominantly internal meaning making, I-E, I(E); and three variations of internal meaning making (i.e., self-authorship), Ia, Ib, Ic” (p. 421). The authors found: In Year 1, 86% of the students were externally defined...

A much smaller portion (9%) received ratings in the predominantly external positions of E(I) or E-I, and only 4% were rated as predominantly internal, I-E or I(E).

None evidenced internal meaning making. By Year 2,

these percentages were (respectively) 57%, 34%, and 9% (p. 424-425).

Unfortunately, the authors noted while the student’s interviews demonstrate the challenges the students faced while moving towards an internal voice, they did not indicate the support they received. Further research is warranted into the level of institutional support provided and developmentally effective experiences resulting in meaning-making growth.

The findings of this study present several opportunities for student affairs practitioners, especially those in fraternity/sorority life.

The authors Fraternity/sorority professionals specifically suggest would benefit from exploring the use of “Taylor the Taylor and Haynes (2008) and Haynes’s (2008) developmentally framework for their work with sequenced framework first year experiences including for curricular new member education programs, and cocurricular retreats, new member Panhellenics, experiences” (p.

431). This threeservice projects, etc. tiered model seeks to provide the appropriate amount of “scaffolding” to support students as they explore new ways of meaning making. This could include staff-guided discussions as well as a “structure for developing personal goals and identifying one’s strengths and areas for improvement, practice critiquing and establishing group norms, and exploration of high-risk behaviors” (p. 432).

Fraternity/sorority professionals would benefit from exploring the Taylor and Haynes (2008) framework for their work with first year experiences including new member education programs, retreats, new member Panhellenics, service projects, etc.

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research in brief You Can’t Post That . . . or Can You? Legal Issues Related to College and University Students’ Online Speech Hutchens, N. (2012). You can’t post that . . . or can you? Legal issues related to college and university students’ online speech. Journal of Student Affairs Research and Practice, 49(1), 1–15. doi: 10.1515/jsarp-2012-6377 Hutchens (2012) provides a brief legal overview of student online speech as it relates to freedom of speech in public versus private institutions, academic versus non-academic forums, and students in practicum and internship experiences. With online speech being “a common part of the student experience” (Hutchens, 2012, p. 1), it is increasingly important to understand what constitutes freedom of speech and how an institution can act appropriately in dealing with situations involving students’ online comments and profile.

The distinction between public and private institutions provides a difference in approaching online speech.

Students in public institutions are provided much greater legal protection under the first amendment than their counterparts at private institutions. Courts have consistently, “limited the reach of institutional authority over student speech Students in public institutions taking place in campus forums created for are provided much greater students to express legal protection under the first their view and ideas” amendment than their (Hutchens, 2012, p. 1).

Both public and private counterparts at private campuses are granted institutions. the ability, by the courts, to regulate time, place, and manner of speech.

Private campuses fall into a contractual standard with their students and they may put into their handbooks rights and responsibilities of student speech. In both public and private institutions, the safeguards of due process apply (Hutchens, 2012).

When students are in the classroom at public institutions the standards of free speech are altered and the courts have granted much more regulation of students’ speech.

The classroom, including online courses or course content, has not represented the type of open forum granted to students outside of the classroom; citing, “institutions could regulate student speech that created a legitimate and substantial disruption to the educational process” (Hutchens, 2012, p. 5).

Additionally, the courts have extended the standards

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of free speech to students participating in practicum, internship, student teaching experiences, etc. The standards in these student opportunities have been found to mirror the professional standards established by, for example, a school district. Often times, these standards are more restrictive than the campus environment. The courts have cautioned colleges and university to “provide clear notice to students regarding expected professional standards” (Hutchens, 2012, p. 6).

Outside of the classroom, public institutions have been able to address online activity of students when there is a direct threat or harassment of other students. This line is often difficult to define as provided in an example by Hutchens (2012): “a university could not discipline a student for postings made on his personal website discussing violence and sexual abuse, even though the website was maintained on a web server operated by the university” (p. 9). In this case, there was no direct intent to harm or directives toward individuals. Institutions are allowed to take immediate action, including suspension, (and required) to investigate “credible dangers” (Hutchens, 2012, p. 9) when following their prescribed policies and procedures. Institutions are able to again monitor online speech, yet cautioned, to ensure such monitoring is not perceived as “arbitrary enforcement” (Hutchens, 2012, p. 12).

Many of the implications for fraternity/sorority professionals lie in educating students on their online rights and responsibilities, such as: •

Staying abreast of changing laws at the state level about online speech;

•

Understanding the differences between online speech in the classroom, outside of the classroom, and in their practicum experiences;

•

Knowing an institution’s policies and procedures (including the ability of an institution to create a formal social media policy) and the due process afforded to students in perceived violation of such policies; and

•

Teaching students to review their online profiles and how potential employers may view their profiles outside of the academic arena.

research in brief The Meaning Students Make as Participants in Short-Term Immersion Programs Jones, S. R., Rowan-Kenyon, H. T., Ireland, S. M., & Niehaus, E. (2012). The meaning students make as participants in short-term immersion programs. Journal of College Student Development, 53(2), 201-220. doi: 10.1353/ csd.2012.0026 Jones, Rowan-Kenyon, Ireland, and Niehaus explored the experiences of students in short-term immersion programs, including both service-learning and study abroad. Previous literature on the subject of servicelearning has found service-learning to be associated with increased tolerance for diversity, academic gains, enhanced critical thinking skills, and improved ability to work with others. Research on study abroad programs demonstrates that participants exhibit improved ability to identify and appreciate cultural differences, increased interest in global affairs, and increased openness, among others. This study explored the following research questions: a) What is the nature of the short-term immersion experience? b) What meaning do students make of their participation? c) What do students learn about themselves, others, and complex social issues through their participation? d) How is sense of agency in relation to their learning through these short-term immersion programs promoted (or not)? (p. 204)

These findings have direct implications for fraternity/ sorority professionals, especially with the increased participation by many campuses and fraternal organizations in service-learning projects. One important finding of What can fraternity/sorority the study was that students felt least professionals and volunteers, both supported upon their campus- and organization-based, return to campus. do to better support students as What can fraternity/ sorority professionals they return from study abroad and volunteers, experiences? both campus- and organization-based, do to better support students as they return from study abroad experiences?

Also, what can we be doing to capitalize on students increased sense of purpose and desire to make a difference?

Researchers used a multi-site case study approach, grounded in a constructivist theoretical framework.

Interviews, participant observation, and document analysis were all utilized. Researchers found through the short-term immersion programs, participants explored new surroundings, crossed the border into unfamiliar experiences, and also began to make personal connections with community members and issues.

These experiences led to increased understanding of social issues and cultures, dismantling of stereotypes, and for some, even an understanding of their own privilege. Many students also found reentry to their “normal� life to be challenging as they had a different perspective than many of their peers. Additionally, they reported an increased sense of purpose and desire to make a difference.

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research in brief

Effects of Diversity Experiences on Critical Thinking Skills: Who Benefits?

Loes, C., Pascarella, E., & Umbach, P. (2012). Effects of diversity experiences on critical thinking skills: Who benefits? The Journal of Higher Education, 83(1), 1-25. doi: 10.1353/jhe.2012.0001

Loes, Pascarella, and Umbach (2012) examined the “conditional effects of diversity experiences on growth in critical thinking skills” (p. 4) using the Wabash National Study of Liberal Arts Education (WNS), a longitudinal study investigating outcomes of the college experience, particularly at liberal arts colleges. Specifically, the study intended to determine if there were conditional effects on growth in critical thinking skills, using the critical thinking test from the Collegiate Assessment of Academic Proficiency (CAAP) developed by the American College Testing Program (ACT), along two dimensions of diversity involvement: interactional diversity (i.e., extent of participation in diversity-oriented experiences and discussions with diverse peers) and classroom diversity (i.e., exposure to topics of diversity in classes).

Loes et al.’s (2012) study used a sample of 3,081 first-year, fulltime undergraduate students from 19 different institutions that participated in the WNS data collection in Fall 2006 and Spring 2007. Sample participants included “20% students of color and 80% White students” (p.

Professionals may consider 13). The researchers developing interactional diversity controlled for a battery of pre-college programs or activities that can characteristics, enhance students’ exposure to including sex, race, [crticial thinking] experiences. parent education, and precollege academic preparation.

Further, they controlled for other during-college influences such as the structural diversity of the institution, institutional type, precollege critical thinking score, and college residence environment in their analysis.

Results of the study showed “measures of student exposure to diversity topics in the classroom and student involvement in interactional diversity experiences had no statistically reliable general effects on the development

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of first-year critical thinking” (p. 17), demonstrating no general effects for all surveyed students in the first year of college. However, effects on critical thinking in interactional diversity experiences were significant in the first year of college when looking at the conditional effects for White students and for students with different levels of precollege academic preparation.

The researchers found “engagement in interactional diversity activities (e.g., interactions with students of a different race, attending a racial/cultural awareness workshop, and the like) had a marginally significant positive net influence on the development of critical thinking skills for White students, but a slightly negative, though nonsignificant, effect for students of color” (p.

17), and “students who entered college with relatively low levels of tested academic preparation (i.e., ACT or ACT equivalent) derived substantially greater critical thinking benefits from engagement in interactional diversity activities than did their counterparts with relatively high levels of precollege academic preparation” (p. 19).

The results of this study have two key implications for fraternity/sorority professionals. First, given that exposure to interactional diversity activities had positive significant effects for White students, fraternity/ sorority professionals may wish to evaluate the types of interactional diversity experiences (i.e., extent of participation in diversity-oriented experiences and discussions with diverse peers) available to students in their communities or organizations. Further, professionals may consider developing interactional diversity programs or activities that can enhance students’ exposure to these types of experiences. Second, given that students with lower ACT scores derived greater critical thinking benefits from participation in interactional diversity activities, fraternity/sorority professionals might consider whether exposure to diversity experiences could enhance the overall academic success and learning experiences of fraternity/sorority members.

Higher Levels of Chapter Involvement Lead to Positive Gains in Students Contributed by: EBI

Higher education professionals often cite the positive impacts students gain from membership in fraternities and sororities. The results of the 2011-12 AFA/EBI Fraternity/ Sorority Assessment provide direct evidence to support those impacts such as increased leadership skills, communication skills, and interpersonal skills and suggest that higher levels of involvement in chapter activities may enhance those impacts. AFA, in partnership with EBI MAP-Works, LLC, developed the AFA/EBI Fraternity/Sorority Assessment to gauge the return on institutional resources and the overall educational experience of fraternity/sorority chapters.

In 2011-12 academic year, the AFA/ EBI Fraternity/Sorority Assessment was completed by 16,131 students nationwide representing more than 15 institutions of higher education.

According to the results, students who are more heavily involved in fraternity or sorority activities gain more from their experience. More time spent per week in chapter activities relates to many positive outcomes including higher levels of social integration, interpersonal and intrapersonal skills, leadership skills, personal development skills, selfworth, and pride in and commitment to the chapter. Nearly half of respondents indicated they spent an average of five hours or less per week on chapter related activities (lightly involved). A third reported they spent an average of 6-10 hours per week (moderate involvement) and 18% indicated being highly involved (10 hours or more on average per week).

Highly involved members are more committed to their chapters. Compared to 72% of those lightly involved in their fraternity/sorority, 86% of those highly involved indicated passion for achieving the chapter’s goals/tasks. Similarly, those who are highly involved are more likely to have an understanding of how their abilities contribute to the success of their chapters.

More time spent involved in chapter activities is also associated with gains in leadership skills. Approximately 83% of respondents heavily involved in chapter activities indicated their fraternity/sorority experience enhanced their ability to assume positions of responsibility to a large degree compared to 69% of those lightly involved. Even moderate levels of involvement are associated with large gains in leadership skills (6-10 hours per week in chapter activities).

Development of interpersonal skills is often cited as a benefit of fraternities and sororities. Results from the latest AFA/ EBI Fraternity/Sorority Assessment support this benefit.

In fact, the results indicate that the more time students spend involved in chapter activities, the larger gains they perceive in their interpersonal development. Compared

to approximately 78% of those lightly involved in chapter activities, 88% of respondents heavily involved reported their experience enhanced their ability to establish effective social skills and transfer those skills to other settings to a large degree. Students appear confident that the abilities enhanced by their fraternity/sorority will benefit them following graduation in whatever endeavors they choose to pursue.

Results from the AFA/EBI Fraternity/Sorority Assessment indicate more frequent involvement in chapter activities appears to relate to the perception of larger gains in a variety of beneficial outcomes. These include interpersonal skills and leadership skills. Additionally, higher levels of involvement are related to the perceived increased increassed connection to and pride p ide pr in i the thee chapter chapt pter as as well w ll as a greater we greeate gr ter understanding underssta und t ndi nd n din ing of one’s ing one ne’ss role ne’s rolle as as a contributor contributo torr to thee organization’s org gan aniz izzattio izat ion’s n’’s success. These The hesee results hese res e ults support su upport efforts upp up effor fforts ts to t increase incre rease involvement in nvolvvem emen nt of of members mem mbeers in i chapter-related cha apt p er e -rel ellatted ed activities. activvitie iees.

The Impact of Public Policy Issues on Fraternities and Sororities

By Whitney L. Swesey and Teniell L. Trolian

Public policy issues continue to impact higher education institutions.

Calls from federal and state governments to increase the number of students enrolling in post-secondary education, better prepare and support students in meeting the demands of college, make college affordable for students and families, and respond to new and diverse populations of students seeking higher education are creating new issues and challenges for colleges and universities in the United States.

Student affairs professionals often feel the impact of these issues and face challenges with increasing expectations and shrinking budgets. In this article, we explore a few of the public policy issues facing higher education: the American Graduation Initiative, issues of college readiness, the continuing financial crisis, increasing student enrollment, and education for veteran students and their potential implications on our work as fraternity/sorority advisors.

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THE AMERICAN GRADUATION INITIATIVE President Obama has called for America to once again lead the world in college graduates by 2020 with the American Graduation Initiative (Brandon, 2009). According to the College Board, “The United States used to lead the world in the number of 25- to 34-year-olds with college degrees.

Now it ranks 12th among 36 developed nations” (Lewin, 2010, para. 2). Further, the initiative encourages every American to enroll in at least one year of postsecondary education, including college and/or career training, beyond high school (American Association of State Colleges and Universities, 2010).

The American Graduation Initiative has several potential implications for fraternal organizations and fraternity/ sorority advisors. First, the American Graduation Initiative will lead to increasing college enrollments, particularly for public four-year and public two-year institutions, and such increases in student enrollment could also lead to membership growth for fraternities and sororities.

Further, increasing college enrollments will likely lead to the continued diversification of today’s college student population, particularly in regards to age, socioeconomic status, and veteran status. Fraternities and sororities will likely face the challenges of accommodating who have not typically joined.

Another potential implication of the American Graduation Initiative is the anticipated increase in the number of students attending two-year community colleges.

Increasing enrollments at community colleges could create demand for fraternity/sorority organizations on these campuses – campuses where fraternal organizations have traditionally not been present. The potential emergence of fraternities and sororities at two-year institutions raises a number of questions for fraternity/sorority advisors: Who will provide professional support and oversight for fraternities and sororities at two-year community colleges?

Are community college student affairs professionals equipped to add fraternity/sorority organizations? What does a two-year fraternity/sorority experience look like?

These and other questions emerge as one considers the implications of the American Graduation Initiative on college fraternal organizations.

COLLEGE READINESS

How have public policy issues

As more students impacted your work? are being @AFA1976 encouraged to enroll in #AFAPerspectives postsecondary education, issues concerning college readiness have recently emerged. In 2002, only 34% of students graduating from high school were prepared for and qualified to attend college (Greene & Winters, 2005); most students are not prepared with the studying or time management skills they need to succeed in college. Although the vast majority of high school seniors (more than 90%) say they intend to go on to postsecondary education, many do not engage in the kinds of educational activities that will prepare them to do well in college (McCarthy & Kuh, 2006). The goal of providing an undergraduate education for all qualified students is a continuing challenge that is becoming increasingly difficult (Spanier, 2010).

Since many students are unprepared to begin their college educations, they are required to take additional courses in order to catch up. Remedial courses are needed for 49% of freshmen entering higher education (Forster & Greene, 2003). The need for remedial coursework means many students will be in college longer, could potentially discourage struggling students, or lead to lower graduation rates. It is becoming increasingly important that students learn to utilize campus services that teach studying and time management skills.

As the length of time a student attends college increases, the length of time a student is a collegiate member of a fraternity/sorority may also increase. Advisors need to find new ways to engage their fraternity/sorority communities at wider age and developmental ranges.

THE CONTINUING FINANCIAL CRISIS Facing fallout from the 2008 financial crisis, state governments have continued to discuss the impact of decreasing tax revenues and budget deficits on states’ fiscal priorities (American Association of State Colleges and Universities, 2010). The College Board noted, “State funding per FTE student for higher education institutions was 23% lower in inflation-

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Veterans find peer support to be crucial and may seek it out by joining fraternity/ sorority organizations. adjusted dollars in 2010-11 than it had been a decade earlier” (2011, p. 4).

The continuing financial crisis has several potential implications for fraternity/sorority organizations and advisors. While many institutions’ enrollment numbers may have increased over the last five years, state subsidies, and therefore institutional operating budgets, have continued to decrease. Budgets for student affairs and student services offices may have also decreased, resulting in the elimination of programs and services. In such a climate, fraternity/sorority advisors are often expected to “do less with more,” making it a challenge to advance fraternity/ sorority communities and organizations.

Similarly, as state subsidies to campuses have decreased, many institutions have made up lost revenue through student tuition increases, thus making college less affordable. “Over the decade beginning in academic year 2000-01 and ending in academic year 2010-11, published tuition and fees at public four-year colleges and universities increased at an average rate of 5.6 percent annually beyond the rate of general inflation”(American Association of State Colleges and Universities, 2011, p. 3).

As tuition and fee costs have risen, more students have chosen to work. This increase in student work habits may have a potential effect on students’ decisions to pursue membership in a fraternity or sorority, as working students have less time to commit to organization activities.

Further, fraternity/sorority membership dues and housing costs add to the total college expense, placing additional burdens on students, potentially making membership cost prohibitive for those from lower socioeconomic backgrounds.

INCREASING STUDENT ENROLLMENT Given the current state of the economy, some are finding their answers to unemployment by enrolling in institutions of higher education. “Total postsecondary enrollment increased by about 22% between 2005-06 and 201011” (College Board, 2011, p. 9). As enrollment increases, institutions struggle to provide the same services with the fewer staff operating on smaller budgets. Further, as enrollment increases, institutions also struggle to find additional funding necessary to accommodate the sizeable student population growth, particularly in terms of physical space. Shortage of space has caused displacement of students from residence halls, and some institutions have been forced to relocate or combine office spaces for

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faculty and staff, often making it difficult to give students access to services when they are unable to locate a new or relocated office space.

Increasing enrollments have several potential implications for fraternity/sorority organizations and advisors.

Increases in organization membership may cause fraternity/sorority chapters to exceed their own housing and meeting spaces. If there isn’t a meeting room on campus that can accommodate large numbers of students at a time, membership limits may also be placed on student organizations by colleges and universities to restrain their size. Additionally, large space reservations may come with a fee charged to fraternity/sorority organizations for setup and use to assist with the costs of requiring a larger facility staff to meet their needs.

While fraternity/sorority membership may be increasing, budgets are often decreasing. Many fraternity/sorority advisors may find themselves in situations where they need to offer the same programming and experiences for more students using less money. Similarly, past programming and experiences, such as small officer workshops or new member education experiences, may not be as effective with a larger community.

VETERAN EDUCATION Higher education institutions have also seen a sharp increase in military service members seeking undergraduate education. In 2007-08, 4% of all undergraduates enrolled in postsecondary education were military service members (Walton Radford, 2009). Many veterans are able to attend college with the assistance of the GI Bill, and attending college may be an easier transition than work when returning from deployment.

Military service undergraduates may find it difficult to manage their time and transition in to student life.

Institutions have been recently discussing ways they can provide services and outreach to this unique population of students, as assumptions based on the traditional student model do not always fit this particular group of students.

For example, “in 2007-08 85% of military undergraduates were aged 24 and older” (Walton Radford, 2009).

Similarly, the military service members’ experiences can also create a social gap among peers, causing them to distance themselves from undergraduate life.

An increase in the veteran population in higher education has several potential implications for fraternity/sorority organizations and advisors. Veterans find peer support to be crucial and may seek it out by joining fraternity/sorority organizations. Since veterans tend to be developed leaders, they will be more likely to take on leadership positions.

Veteran students may be more goal-oriented or rely on and expect hierarchical models of leadership more than other students. Fraternity/sorority advisors will also need to partner with veterans’ affairs offices to better understand the needs of these students and to provide appropriate support and resources for veteran students who are also members of fraternities and sororities.

CONCLUSION These and other public policy issues continue to impact higher education and our work as fraternity/sorority advisors. In order to remain relevant, we must keep ourselves informed of public policy issues in order to better serve our ever-changing student population and in order to meet institutional demands. Several questions should be addressed as we consider the short- and longterm effects of these and other public policy issues: •

How do these issues impact our work with fraternities and sororities?

•

What other public policy issues are impacting our organizations and communities?

•

What can we do to respond to shifting policy issues and lawmaker priorities?

By answering these and other questions about the impact of public policy issues on our work, we can continue to advance the fraternal movement in the face of a changing system of postsecondary education.

Whitney L. Swesey is the Director of Greek Life at the University of North Carolina, Pembroke and a Project Leader for Rise Partnerships.

Teniell L. Trolian is a doctoral student in the Higher Education and Student Affairs Program at the University of Iowa.

REFERENCES

American Association of State Colleges and Universities. (2010). Top 10 higher education state policy issues for 2010. Retrieved from http:// www.congressweb.com/ American Association of State Colleges and Universities. (2011). Top 10 higher education state policy issues for 2011. Retrieved from http:// www.congressweb.com/ Brandon, K. (2009, July 14). Investing in Education: The American Graduation Initiative. [Web log]. Retrieved from http://www. whitehouse.gov/blog/Investing-in-Education-The-AmericanGraduation-Initiative College Board. (2011). Trends in college pricing. Retrieved from http:// trends.collegeboard.org Forster, J. P., & Greene, G. (2003). Public High School Graduation and College Readiness Rate in the United States. Retrieved from http:// www3.northern.edu/rc/pages/Reading_Clinic/highschool_graduation. pdf Greene, J., & Winters, A. (2005). Public High School Graduation and College-Readiness Rates 1991-2002. Retrieved from http://www. manhattaninstitute.org/pdf/ewp_08.pdf Lewin, T. (2010, July 23). Once a leader, U.S. lags in college degrees.

The New York Times. Retrieved from http://www.nytimes.com/ McCarthy, M. M., & Kuh, G. D. (2006). Are students ready for college?

What student engagement data say. Phi Delta Kappan, 87(9), 664-669.

Spanier, G. B. (2010). Creating adaptable universities. Innovative Higher Education, 35(2), 91 -99.

Walton Radford, A. (2009). Military service members and veterans in higher education: What the new GI Bill may mean for postsecondary institutions. Washington, D.C.: American Council on Education.

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The

of a Pond: A Process for Creating Community Change

By Bob Kerr

Creating fraternity/sorority community change is always a challenge. For students, as they move through the many layers and phases of student development, change is something that can be discomforting. Change represents new ideas, new processes, and new structures with very little evidence that it will produce the desired results. So, how do fraternity/sorority advisors help students understand the cyclical nature of community change and develop a comfort with the process? Perhaps an example can be found in the nearest farm pond.

Farm ponds go through a “turn� typically twice a year.

The turn happens when the water temperature changes and the upper layer sinks to the bottom of the pond and the bottom layer rises to the top. When these layers exchange, much of the debris and sediment from the pond is churned up to the top. It carries a very unpleasant odor, and the water does not look inviting. After the turn, the water stratifies into three layers. In a moderate climate, there is a summer stratification, fall turnover, winter stratification, and spring turnover. This offers us a great analogy on looking at how fraternity/sorority communities experience change and an opportunity to explore the process as a natural occurrence in the life of the individual and community.

Each fall, fraternity/sorority communities experience the acquisition of new students into their ranks. These new students bring a variety of skills, talents, hopes, and dreams with them. They also bring some developmental challenges that upset the natural order of things in an organization’s culture. There is new information that must be learned, customs that must be accepted, and the ever-present challenge of balancing the demands of an academic schedule. This turn brings to the surface the elements that need to be addressed and developmental intervention planned for prior to the next turn.

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from where I sit

Following the December break, the “winter stratification” takes place as organizations settle into a post-initiation and perhaps post-election cycle. This cycle is usually filled with transitions and the acquisition of new skills and knowledge by the leadership, or the “upper layer” of the organization. This is the time new ideas, programs, and evolutionary change can be considered.

The spring turn is often filled with debate as younger members demonstrate their willingness to challenge the traditions of the organization and leaders embark on an effort to implement positive change. It is also a time when older members defend the “way we have always done things” as a barrier to sweeping change. There is usually a significant churn in fraternity/sorority communities year round with the preparation for recruitment, interactions with diverse organizations, issues of privilege, and the “isms” that are part of a community filled with young adults at different stages of development. As spring comes to an end, there are decisions and implementations of new ideas as the group prepares for the summer stratification when leaders usually take responsibility for the sustainability of the organization. Hopefully, individuals continue their cognitive development, as well as their experiential base, during the summer as they prepare for the fall turn.

Looking at this cycle, we see there are some opportunities to introduce change elements in the process that will begin to evolve individuals, fraternities, sororities, and communities toward a values-based culture.

Using student development theory, we can start with the summer stratification and begin to prepare community leaders for the fall turn and the unpleasantness that often accompanies it. One key ingredient is to constantly provide leaders with data free of our interpretation.

We can ask them to consider the number of infractions that occurred during the last year, the cumulative amount of community service hours, their level of academic performance, the number of complaints community members lodged regarding social events, and the cumulative philanthropy dollars raised.

Summer stratification is when organizational leaders can be prepared to anticipate the shifts that are going to normally occur. Most of them are aware of “helping the

freshman” to adapt, but an advisor’s concern should also include helping the organization and community adapt developmentally.

During the fall turn, debris can be removed from the community when they rise to the surface. Knowing that it is coming and having prepared the organizational leadership that it is coming provides an educational platform to build off of and experience evolutionary change dynamics. The more students can see the cycles as normal, we get to provide theory-based interventions and education that magnify the opportunity for cultural change.

During the winter stratification, advisors have the opportunity to introduce organizational change theories that offer tangible steps for students to utilize. These theory-based models provide a great launching point and supports the development of leadership to move towards evidence-based change strategies as well as their own personal development.

The spring turn provides another opportunity to clear the debris from organizations and communities. When each situation or event brings the debris to the surface, we have to focus on supporting the development of the student leaders and support them as they move to clear the debris.

As long as we understand that the fall and spring turns are part of a natural cycle, a stronger fraternity/sorority community can be created. These natural cycles reassure the student leaders that their experiences of creating change are , cyclical, and perpetual. This is a life skill that is essential to their success after graduation.

Bob Kerr is the Coordinator of Greek Life at Oregon State University.

From Where I Sit features a personal perspective on the interfraternal community. If you have an opinion to share, email your thoughts to the editor at asg@dzshq.org.

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educate | dialogue | connect advance the movement 2012 AFA Annual Meeting November 28 - December 5 JW Marriott Indianapolis

Register now | afa1976.org 18

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With over 100 educational sessions covering relevant fraternal issues, the AFA Annual Meeting is the premier event for fraternity/sorority advisors to learn from the experts, glean new ideas, and network with colleagues.

Don’t miss out.

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New Year, New Adventures By: Brooke Kingsley Isbell & Neil E. Stanglein

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As fraternity and sorority members settle into a new year, many professionals settle into new jobs or new experiences in their current position.

Fraternity/sorority professionals challenge students to ask questions, create change, and develop a vision. Professionals need to do these things as well and need to keep the overall mission of their institutions or organizations, their departments, and their communities at the forefront when adjusting to changes and challenges.

As new professionals begin their adventures on a new campus or in a new organization, they need to be comfortable asking a lot of questions about campus or organization culture and why decisions were made the way they were. An effort to understand the campus culture and previous decisions is imperative for job success. New professionals must have patience in that process; finding that patience is sometimes a challenge.

A new academic year may also mean changes in office structure, including new supervisors and new departmental missions or visions. When fraternity/ sorority professionals find themselves with this challenge, a few things need to be kept in mind to create a successful relationship: •

Set expectations early. With a new supervisor comes new expectations. Take time to ensure all parties are on the same page about regular office practices.

On what emails would supervisors like to be copied?

How much decision-making authority is allowed?

Do supervisors need to be consulted on decisions or do they just want the verdict of that decision?

Also discuss expectations of evening events and normal working hours – what does that balance look like? Answering these questions early will make the fraternity/sorority professional’s job much easier in the long run.

•

Bring the fraternity/sorority community to the new supervisor. Many times in new supervisory situations, the new supervisor may not have a strong connection to the community. It is important to include them in community events and explain why those events are important to the community.

Allow them a few minutes during council meetings or trainings to introduce themselves so students understand and get to know other professionals who will work with their community. Allow supervisors to participate in recruitment in whatever way they feel comfortable. Putting them in charge of the sorority recruitment computer program might not be the best thing for them, but taking them on a tour of sorority recruitment might be beneficial.

•

Overshare about the fraternity/sorority community.

Share why things are done a certain way or how ideas have developed over time. A new set of eyes can be invaluable to addressing issues current professionals cannot see since they serve on the front lines.

Create an opportunity for the new supervisor to ask questions, challenge things, and offer suggestions to amend the “we have always done it this way” approach.

It will take patience and understanding not to make changes right away. New professionals should wait at least six months before instituting change in policy and procedure, council work, or department mission.

The questions a new professional asks about culture and past decisions will help guide these changes. New professionals should be mindful that organizations and institutions are rooted in tradition – and understanding those traditions will help them as advisors.

It is important to spend time with students both at their campus events and outside the office. This will enable the professional to understand the student culture.

Both students and the new professional will get to know one another on a personal level and will make the new professional more approachable to students.

During the first few months on campus, it is important for new professionals to take care of themselves. Burnout can easily occur and all professionals need to work to establish the balance of a new job and learning new things with taking care of their health and personal lives.

It is also important to remember that work/life balance looks different at different points of the year. A quick workout or a dinner with friends might be rare during Orientation, Welcome Week, Panhellenic Recruitment, or Greek Week. That work/life balance looks different when the semester is rolling and ”normal” working hours are established.

New jobs and new supervisors create exciting and challenging times. Communication is key and will help develop successful relationships for the professional, and in turn, create an environment in which the professional and the community can succeed.

Brooke Kingsley Isbell and Neil E. Stanglein are the Coordinators for Fraternity and Sorority Life at Virginia Commonwealth University in Richmond, Virginia.

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book review

Where Good Ideas Come From: The Natural History of Innovation

By Becky Koltonski

Innovation has always been something I believed I was not capable of discovering. After researching innovation and creativity for a professional task, I came across a TED Talk (Johnson, 2010b) which prompted me to read Steven Johnson’s book Where Good Ideas Come From: The Natural History of Innovation (2010a). The book challenged my original assumptions on creativity, and I discovered greater implications for the fraternity/ sorority advising profession and how we interact with students.

Johnson’s seven factors can also be applied to our daily interactions with students. By creating innovative environments, we can have a greater impact as advisors.

At an annual retreat, students are limited to their knowledge, skills, and abilities in that particular space and time. Their hunches may happen at a later time.

By teaching brainstorming skills and integrating them throughout the year, students can reach beyond their initial goals and engage in more fundamental issues in their chapters or fraternity/sorority community.

In his book, Johnson looks deeper into the creative process and explores seven factors that affect innovative environments where good ideas thrive:

Advisors can create a space for students to connect with each other and where all members of the community, not just leaders, feel welcome to engage and bring diverse perspectives. This place must break physical boundaries and spark meaningful conversations. This space could look like many different things: an open room in your department office, a regular social gathering, or an online community.

• • • • • • •

the slow hunch the adjacent possible liquid networks serendipity error exaptation platforms

Johnson tests my assumption of innovation as an epiphany moment when he discusses the development of a slow hunch. Looking at the experiences of past innovators, new discoveries generally do not happen in a flash of sudden insight. They happen when an idea is developed further over a long period of time.

As a profession, we need to build an environment that cultivates slow hunches among one another. One current platform available to fraternity/sorority advisors is online technologies. We should be able to engage in searchable, active databases where we cultivate slow hunches that just might collide with someone else’s hunch. Johnson describes that this network should be intuitive and able to connect hunches that may never have reached each other.

Johnson argues, if we are to tackle adaptive challenges, we need to view them from a multidisciplinary viewpoint.

Historically, inventors have taken ideas from other fields and related them to their own. I see this being applied in fraternity/sorority advising in being able to continually build bridges and collaborate with partners in academic affairs at our universities or in other professions in the private sector. The more diverse perspectives and disciplines are at the table, the more creative our results will be.

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Johnson takes a surprising perspective on the factor of error. We usually think of error as a natural stage in any creative process. He takes it one step further to say that error is critical to get out of comfortable assumptions, leading the way to something greater. Students often find it difficult to face the assumptions that led to coming up short in an initiative or program. They find it easier to focus on the outside factors that led to an initiative or program not being successful. Facilitating conversations about students’ initial assumptions and how they have changed after the program is over can then lead to more innovative solutions in the future.

I recommend Johnson’s book to fraternity/sorority advisors who are interested in tackling difficult problems.

The better we can be at creating an environment of open networks that works to cultivate slow hunches, the better we will be at finding innovative solutions to the issues facing us in fraternity and sorority life.

Becky Koltonski is the Coordinator of Education & Leadership Initiatives at Zeta Tau Alpha Fraternity. She previously was the Greek Life and Involvement Specialist at the University of WisconsinMadison.

REFERENCES Johnson, S. (2010a). Where good ideas come from: The natural history of innovation. New York: Riverhead Books.

Johnson, S. (2010b, September). Where good ideas come from. TED Talks. Retrieved from http://www.ted.com/talks/steven_johnson_ where_good_ideas_come_from.html

Sold to the Highest Bidder: An Experience of a Lifetime At the 2011 AFA Annual Meeting, Brandon Tsubaki, Associate Director for Student Outreach at the University of Southern California, won the opportunity to participate in Delta Upsilon’s Global Service Initiative by placing the highest bid in the AFA Foundation Silent Auction. “I was excited to be given the opportunity to get away from my day-to-day, take a step back, and reflect on the broader global issues we face,” Tsubaki said. “As a fraternity/sorority advisor, I encourage my students to live out their values, and I wanted to challenge myself to live up them as well.”

Tsubaki was aware of the opportunity before arriving at last year’s Annual Meeting, which allowed him to come prepared to accept the opportunity, having asked his supervisor for time off, should he win the silent auction.

“My employer was supportive of my decision and thought it would be great professional and personal development,” Tsubaki stated. “When I returned to work, it also enhanced my credibility with students when they knew I participated in something similar to the programs our office encourages.”

Brandon Tsubaki on Delta Upsilon’s Global Service Initiative in Negril, Jamaica

AFA FOUNDATION ASSOCIATION OF FRATERNITY/SORORITY ADVISORS FOUNDATION

One of the unexpected benefits was a closer relationship with Delta Upsilon. “As a member of Sigma Phi Epsilon, participating in DU’s Global Service Initiative allowed me to see that we are the same in so many ways,” said Tsubaki. “It was so beneficial to share in the full DU experience and see what is so great about the organization. I’m a lot more invested in the organization, and I love hearing what DU is doing.”

Consider donating the opportunity of experience.

Give to the AFA Foundation Silent Auction at the 2012 AFA Annual Meeting.