AFA Perspectives Summer 2007

Bringing Your “A� Game:

Your 8-Step Game Plan for Varsity Professional Development

in this issue: Hazing Prevention Through Bystanders | Writing for Professionals | Improving Practice Through Assessment

Perspectives is the official publication of the Association of Fraternity 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 articles, essays, ideas, and advertisements.

All Perspectives correspondence and submissions should be submitted to:

Kurtis Foriska 2007 Editor Assistant Director, The Ohio Union The Ohio State University The Ohio Union @ The Ohio Stadium 1961 Tuttle Park Place Columbus, Ohio 43210 foriska.1@osu.edu 614-247-5878 Fax: 614-292-6061

Perspectives is published four times per year.

Submission deadlines: Fall 2007 August 15, 2007 Winter 2008 November 15, 2007 Spring 2008 February 15, 2008 Summer 2008 May 15, 2008 Send address corrections to AFA: Association of Fraternity Advisors 9640 N. Augusta Drive, Suite 433 Carmel, IN 46032 317.876.1632 Fax 317.876.3981 info@fraternityadvisors.org

Board 2007 Editorial

Monica Miranda Smalls AFA Vice President for Resource Development, University of Rochester Michael Hevel, University of Iowa Megan Johnson, University of Iowa Ray Lutzky, Lambda Chi Alpha Georgianna Martin, University of Iowa Jeremiah Shinn, Indiana University Kirsten Siron, St. Mary’s College (IN) Todd Sullivan, University of Connecticut Allison Swick-Duttine, SUNY-Plattsburgh Nathan Thomas, Bradley University Robert Turning, The Johns Hopkins University

Perspectives / Summer 2007

– Kyle A. Pendleton, AFA President & Linda A. Wardhammar, AFA Executive Director

W

ith the arrival of summer, I have reached the mid-point in my term as President.

At the same time, Linda Wardhammar, our new Executive Director, is just beginning her new role with the Association. Recently, we had a chance to discuss various aspects of our roles, our history in the profession, and our thoughts about the Association. We thought sharing some of our exchange would provide some insight into us as Association leaders, so here you have it…A Conversation with the AFA President and Executive Director.

LW: When you think about the time you joined AFA and now, as you serve as President, how would you say things have changed, in terms of either the Association or the profession, and how have they stayed the same?

KAP: Well, the question about what hasn’t changed is much easier to answer. The issues we deal with – alcohol abuse, hazing, academic challenges, dirty fraternity houses, sexual assault, etc. – all were tackled by the IFC I served on while an undergraduate at Ohio State. Methods and partnerships in tackling the education have improved, but each year the education starts all over again.

completing a reflection exercise focused on association management principles and how our organization measured up. She must have noticed an awe-struck look on my face, because she asked me what I was thinking, and I said something like, “Wow, we’ve come so far.”

And that was 2002! It’s been another five years, and AFA has come at least that far from where we were then, and that’s just in relation to our functioning as an association.

I typically think of some of those changes first, because it has been such an interesting professional development experience to learn more about association management principles and strategies. But there have been so many other changes related to everything from the make up of the staff, to the development of the volunteer management structure, to “going solo” with the AFA Annual Meeting after having had a joint conference with the NIC for 30 years, to the Coalition Assessment Project, to the development of the Virtual Seminars, and the list goes on. The one thing that is not different, which is why so much else has changed in a positive way, is the dedication of the Executive Board and the volunteer corps to the mission and goals of our Association.

It’s the foundation of all of it.

LW: So, on a more general note, what does the term “fraternity/sorority” mean to you?

As for the changes, I am going to go with one I hope only gains momentum, and that is the trend of “it’s ok to make a career out of working in fraternity/sorority positions.”

Forward-thinking universities are finally acknowledging the importance of having experienced professionals heading up their fraternity/sorority program. I heard Doug Case once say, “No one ever asks a teacher why they’ve been doing it for 25 years.” So to the Jennifer Jones-Halls, JoAnn Arnholts, Mary Beth Seilers, and Charlie Warners out there who have been in the profession for many years, I say THANK YOU for my being my role models!

KAP: Well, for almost 20 years now, fraternity/ sorority has been my passion. From the moment I joined Delta Sigma Phi to now having dedicated my work to the movement, it encompasses all aspects of my life. Any time I see a dolphin, I don’t think Flipper, I think Tri-Delta. If I see red and green, I think Alpha Chi Omega or Kappa Sigma, not Jolly St. Nick. And any time I am watching Seinfeld in a group, I HAVE to say, “You know Julia Louis-Dreyfus is a Delta Gamma from Northwestern?” At the end of the day, it’s my friends, support, values base, education, pride and joy, biggest frustration, greatest hope, and the thing I cannot EVER see my life without.

KAP: So, what differences have you noticed within AFA since you were President in 2002 and now as the new Executive Director?

KAP: In my Spring 2007 Perspectives column, I challenged the membership to think provocatively. What would that look like for you?

LW: I don’t think there’s enough space in this column to mention all the things that have changed within AFA since my time on the Executive Board. I remember sitting next to Sue Kraft Fussell [former Executive Director] in a board development session during my first meeting as Past President. We were

LW: Well, I’ve definitely seen reactions similar to what you described in your column. I’ve sometimes reacted defensively myself to being provoked. I think it is human nature that a person’s first reaction to his/her reality or behaviors being challenged is to defend him/herself. But what usually comes next is continued on bottom of page 3

in this

– Kurtis Foriska, Editor

I

do not enjoy conversations about which Panhellenic chapters are at total, yet I find myself having that discussion frequently. I am sure those who advise sororities and fraternities have similar topics they reluctantly entertain. For me, summer offers a time to concentrate on critical issues facing the fraternal movement that is often compromised by competing demands for our attention.

This is not to say that considerations of quota/total, icebreakers, or party themes are not important. Performance and strength of community are often assessed by the size of our community, how many women went through recruitment, number of dollars raised or hours served, etc. Establishing effective methods to ensure growth, marketing, and assessment help our constituency groups become comfortable with base-level priorities to discuss more significant aspects of our community: how are we processing our service provided to our community? How are our values demonstrated in recruitment? We first must provide an assurance that basic needs are met (i.e. numbers, strong academics, demonstrated University support etc.) to have richer conversations.

The authors of the articles in this issue challenge sorority and fraternity professionals to have important conversations beyond the basic needs of the community. Sit down with advisors or colleagues and devise a plan to start a values movement on your campus using Dan Bureau’s article on page 20. Meet with the Dean of Students, wellness professionals, and student judicial officers to discuss the impact of bystanders on hazing. Act on Todd Sullivan’s article by refocusing your commitment to the profession.

Increase your credibility by practicing writing, even if it terrifies you. Defend the presence of sororities and fraternities on your campus through assessment. The summer affords the opportunity to enrich the fraternal experience on your campus through higher level, strategic conversations; seize the chance now.

Opportunities to ask questions of the authors or discuss the articles published in Perspectives with colleagues can be done in the Online Community on the AFA Website.

issue 4

Bringing Your “A” Game:

8

A Bystander Framework for Hazing Prevention

Your 8-Step Game Plan for Varsity Professional Development

12

Give AND Gain

18

Improving Professional Writing Skills

Volunteering for AFA

regular columns From the Top......................................2 Editor’s Notes......................................3 Putting It In Perspective.....................13 Core Competencies...........................20

continued from page 2

In the Spring 2007 issue, the following text was omitted from the article Why We Should Be Closing More Chapters

by Cobb and McRee. The text box titled “From Inter/National Organization Professionals...” on page 5 should have read “We cannot close a chapter this large because of the financial hit on our budget.” We apologize for the error. reflection and, hopefully, action. So, over the years, I’ve tried to look at that initial, defensive reaction as the door opening and know that my job is to work at pushing/pulling the door all the way open to get to the other side, whether that’s me pushing myself or me working with others.

Every person or organization needs to be provoked into self-reflection and consideration and implementation of new ideas.

Sometimes it’s a bit of a bumpy road getting there, but that doesn’t mean it’s not worth the trip.

KAP: Now be honest…what is a pet peeve you have when it comes to our profession?

LW: Well, I’m not sure I would call this a pet peeve… It’s more like an insight that I wish more “outsiders” had about the interfraternal movement. There are many times, typically after I’ve been involved in a board meeting, the Annual Meeting, or a fraternity/sorority leadership conference

or institute, when I wonder if the average person, especially the average naysayer, has any idea how much effort, time, brainpower, heart and soul, not to mention money, is devoted to furthering the fraternity/sorority experience. It’s incredible to me most of the time, and I’m right in the thick of it, so I can’t imagine what they would think if they knew. Yes, we still have a lot to work out despite this dedication and effort by hundreds of advocates. There’s no denying that. But I just wish that those who jump to the most negative conclusions or assume the worst had even a little perspective about how so many great people are working so hard to affect positive change.

I’m not looking for slack, just perspective and acknowledgement.

LW: What do you want your legacy as AFA President to be?

KAP: Wow! I’ve been asked so many times, and I have to tell you, it has not

gotten easier to answer. Dan Bureau, 2004 President, and Amy Vojta, 2003 and 2005 President, both told me that this was going to be the best AND worst year of my life professionally. So far, I have only seen the best. In my first six months, I chaired the Personnel Committee that hired you and the Association’s first Director of Programs, gave countless hours to assisting in getting the pilots off the ground for the Coalition Assessment Project; shifted the Executive Board’s focus to incorporate more strategic thinking and less “worker bee” approach; and have begun the initial stages of developing a strategic communications plan. Being in office for only one year has its challenges, because I feel like I am just going to be hitting my stride come November. So with that in mind, I hope to have worked effectively with Jay Anhorn, President-Elect, to incorporate his ideas and plans into my term in order for us to have a seamless, leadership transition.

Summer 2007 / Perspectives

Bringing Your “A” Game: Y o u r 8 - S t e p Ga m e P l a n f o r Va r s i t y Professional Development – Todd C. Sullivan First in a two-part series to help seasoned campus-based professionals perfect their “A” game and take things to the next level.

H

ow is the view from the junior varsity bench? Sure, you may have reached a certain level of success in your niche area of fraternity and sorority life. You may even be able to check off the tasks of your job description for your performance evaluation, hoping you will nab that 1-3% salary increase. But are you satisfied or are you ready to take your game to the next level?

Fraternity and sorority life (FSL) is akin to a mini division of student affairs and has the potential to reach all areas of campus (Arseneau, Kittle, & Mountz, 2006). The area has components of – and needs to interact with – residence life, alumni, foundation/development, judicial affairs, student activities, leadership, orientation, cultural centers, athletics, etc. Yet too many professionals are relegated to the sidelines – pigeonholed as “just” the fraternity/sorority advisor. Playing varsity entails moving beyond such a limiting description. It is time to step up to the plate and prepare for your future, rather than others prescribing it for you.

Challenge yourself to view and shape FSL so it is more broadly connected to the larger institutional aims. Demonstrating how your work with fraternities and sororities serves the academic mission of the institution will help you excel in your current role and prepare you for the future. Strategically position yourself to be a student affairs professional with expertise in fraternities and sororities (Arseneau et al., 2006). Discuss your changing role with your supervisor and work together to make FSL the model for an effective department within student affairs.

Serving as a fraternity/sorority professional for the “long haul” is gaining acceptance in student affairs. In the video “AFA Celebrates 30 Years” (Sullivan, 2006), long-time member TJ Sullivan noted the increased recognition of “fraternity/sorority advising as a perfectly valid career choice and a solid way to be a student affairs officer for some time.” Similarly, Binder (2006, p. 4) highlighted inherent opportunities “as the emerging trend of longevity in the fraternity and sorority advising profession grows into a community norm.”

Yet this validity by others is contingent upon growth and development, not stagnation. The following eight steps will help you transcend being a sideline player and rise to the level of a varsity professional.

1. Align your vision. Try to ensure that every aspect of your job answers the question, “What does

it mean to support the academic mission of the institution?” When creating a vision for your office, ask yourself how you can best assist in meeting the goals of the student affairs division and the institution as a whole. This may be easier in FSL than in other student affairs areas due to the espoused values of the organizations your office advises. FSL is uniquely positioned to support the values of the host institution.

For instance, since fraternities and sororities trumpet academic achievement, it follows that the office should advance this as well. By leading a values-based department that leads values-based organizations in service to the institution’s mission, you will be able to make your department relevant, and eventually essential, to your institution.

Assessment and strategic planning should also be conducted based on the institution’s aims, rather than in a vacuum based on arbitrary reasons. What is on the radar screen of your president and senior student affairs officer (SSAO)? Become part of the solution to their problems and issues by aligning your goals with their needs. For example, you can assess how fraternity/sorority membership affects the retention and graduation rates of students. As higher education becomes more business- and customer-oriented, consider the menu of services your department provides for students (Goodwin, Mason, & Robles, 2005). Articulate to faculty the value of student affairs in general – and FSL in particular – to feed, house, and advise students and to help them in their personal development (Arseneau et al., 2006). In this way, FSL can be viewed as providing services that fulfill students’ basic needs. Institutions may be recognizing the value of fraternities and sororities more now than in recent years. Are you furthering that trend?

Perspectives / Summer 2007

2 . Ga i n k n o w l e d g e . Football players review

game films and study plays. What are you doing to constantly improve yourself through learning? AFA has several publications and myriad web-based resources. Expand your knowledge beyond AFA as well; pick up articles and books that may seem completely unrelated. Your reading list can include other periodicals, The Chronicle of Higher Education, Fraternal Law, CAS Standards, etc. (Arseneau et al., 2006). If possible, attend conferences in addition to the AFA Annual Meeting.

of alliances necessary to establish the credibility of your position and department. Don’t reinvent the wheel. For example, partnering with the alcohol and other drug office or the women’s center will be more productive and satisfying than trying to design your own prevention program for substance abuse or sexual assault. This type of collaboration is often encouraged and appreciated.

Consider partnerships as an expansion of your network. View every individual and entity as an opportunity to enhance your

Create ways for parents and faculty to be invested in the future of “their” students, s u c h a s n e w s l e t t e r s a n d ad v i s o r y g r o u p s .

Consider furthering your education and pursuing an advanced degree. Is this the year to start your doctoral program? Read articles and consult colleagues about the typical questions (Full-time or part-time? Ed.D. or Ph.D.? Higher Education or some other program? Your current institution or elsewhere?).

Explore certificate programs in other fields of study; apply for seminars like the ACPA Mid-level Managers Institute.

Start close to home, however. Do not forget to learn as much as possible about your own institution. What are the most important elements of the campus culture to learn? How do you navigate campus politics? What pressures does your supervisor face? Knowing these answers and responding to them appropriately will mark you as a savvy professional.

3 . B e c o m e t h e e x p e r t . The most

valuable player is a standout who takes calculated risks rather than passively observing the action from the bench. Utilize the knowledge you have gained to become a professional expert.

Conduct assessment and research, and publish the results. Write articles for publications on and off campus. Pursue opportunities to speak and consult; become the media spokesperson for FSL issues. Study a new area beyond FSL and present what you have learned. These efforts make you indispensable to the campus community and solidify your status as the fraternity/sorority expert, but your additional interest areas will help ensure that you are not viewed as a one-trick pony.

Great athletes need a coach or personal trainer to help them maximize their potential. Who is yours? Find a mentor to help you cultivate your expert status. The best person to help guide you in your path may or may not be your direct supervisor. Karyn Nishimura Sneath suggests creating an “accountability club” of several peers and mentors who will inspire and challenge you with positive peer pressure (Wardhammar, 2007). These are the people who will ask you how far along your goals are, and how they can help. As you progress, be sure to mentor others as well to help prepare tomorrow’s experts (Espino & Mason, 2006).

4 . C o l l ab o r a t e a n d b u i l d p a r t n e r s h i p s . Developing positive personal rela-

tionships with colleagues in various areas may be second nature to you. If so, determine how to strengthen these relationships to forge true partnerships. Networking is important to get your foot in the door, but creating partnerships is essential to transform your job and functional area. Since FSL has the potential to touch all areas of the campus and community (Arseneau et al. 2006), determine the areas that are important to connect with, and go to them. Be strategic about these areas; consider which ones will net the type

work, rather than as a potential distraction from it. The next time a vendor solicits fraternity/sorority business for t-shirts or educational speakers, take the time to “tell your story” by explaining how your efforts to enhance the FSL program. Do this regularly with alumni, headquarters staff, community members, etc. You may not be in a position to work directly with the person or organization at that time, but they will be thinking about how your aims might be aligned. A conversation with a vendor about your budding leadership development program could evolve into a corporate sponsorship or endowment down the line.

5. Recruit an all-star team.

Athletic directors and coaches constantly recruit; they do not wait and hope that good players will come to them. Instead of simply posting a position description and hoping for the best, actively engage your network in searching for and enticing top talent. One of the biggest investments you can make in the future of your fraternity/sorority community is the recruitment and development of talented staff. Consider utilizing AFA professional advocacy resources to convince upper-level administrators that FSL is an area worth supporting. Think about your needs, then recruit, and “hire staff and graduate assistants who complement the office and add strength and diversity” (Espino & Mason, 2006, p. 18). Train them to advise students so that you can spend more time leading the department.

If your resources are limited in terms of staff, budget, and time, then there is a greater need to engage others in this work. On many campuses, chapter advisors and house corporation officers will step back if you are willing do things for them. Instead, you can create a shared vision that all constituents can support. Create ways for parents and faculty to be invested in the future of “their” students, such as newsletters and advisory groups. Ensure that everyone who has a stake in the success of the community has a specific role and be clear of expectations about time and other commitments. The idea is to lessen your burden, not create more work for you.

6 . A d v i s e l e s s . This may seem counter-intuitive,

especially for those who enjoy and are good at advising students.

However, sitting in another Interfraternity Council meeting arguing about alcohol in recruitment is probably not the best use of your time, whereas coalition-building might be. Advising is a key component of FSL, and you may retain the responsibility to ensure it happens even if it is not directly done by you, but by staff or volunteers you recruited. Many AFA members entered this field because of a positive experience with a fraternity/sorority advisor and enjoy being able to provide advice and mentoring to students. continued on page 6 Summer 2007 / Perspectives

continued from page 5 Yet as AFA has matured and begun to advocate for the profession, seasoned members need to advocate for themselves by becoming more of an administrator and less of an advisor.

Demonstrating the relevance of the department to upper-level administration will require more collaboration with various areas as mentioned in step four and less hands-on advising. For those who want to move up the career ladder, Schwartz (2007) cautions that “the very attributes that make you effective at your present level rule you out for the one to which you aspire” (p. 110). While you may be an excellent advisor, that is not what senior-level administrators do regularly. Bales, Heida, & Wasiolek (2006) suggest broadening your scope of responsibilities and aligning your skill set with senior-level positions. Administering a department requires a different skill set than advising students. This transition will be easier if you cultivate others to advise through steps four and five.

7. Turn skills into accomp l i s h m e n t s . Skill development is important, but

you need to demonstrate that you accomplished important objectives through your work. Your ability to move beyond transferable skills into measurable outcomes will designate you as an indispensable player in the campus community (S. Saunders, personal communication, May 16, 2007). Your résumé should speak to measurable accomplishments rather than rehashing your job description. How have you advanced your area, and how has FSL positively impacted student affairs and the institution as a whole? Instead of merely listing some of the skills you developed, clearly articulate quantifiable accomplishments. A skill such as “proficient with computers” could become “trained staff on implementation of web-based recruitment program for 500 students.”

Fraternity/sorority professionals wear many different hats, including advisor, advocate, counselor, disciplinarian, educator, enforcer, financial manager, leader, mediator, mentor, programmer, and spokesperson. Learn to market yourself based on these roles and the skills you have mastered (Goodwin et al. 2005).

This will bring you to the top of your game in your current role and prepare your candidacy for future advanced positions.

8 . P l a n y o u r e n d g a m e . The best

players know when it is time to retire or explore free-agency.

The old refrain that “you have to move out to move up” in higher education may not always be the case. Continuing as a fraternity/sorority advisor may be limiting over the long term, but you may be able to pursue a career as a student affairs professional with expertise in FSL for the long haul (Arseneau et al., 2006). The difference is that the former concentrates on advising, which may be personally rewarding, while the latter takes a longer view of the dynamic roles you can play in student affairs, which can be much more professionally rewarding.

Senior-level student affairs administrators and even presidents who have worked in FSL have found ways to effectively parlay their early experiences into these top positions.

At the end of a professional basketball game, people want to know the score. No player or coach can just say, “We forgot to keep track. We were just having fun.” The increased demand for accountability and outcomes in higher education requires that you have performance measures for success, as opposed to just dribbling up and down the court for fun. Performing at the next level involves aligning your vision, gaining and sharing knowledge, building coalitions, advising less and accomplishing more, and planning for the future. Measure yourself against these eight steps and create your own game plan for varsity professional development. See you on the court!

The next article in this two-part series will focus on ‘varsity-level’ staff development.

–T odd C. Sullivan is the Director of Fraternity and Sorority Life at the University of Connecticut.

References Arseneau, A., Kittle, P., & Mountz, J. (2006, December).

Professional development 201: Establishing your foundation and discovering your possibilities. Presented at the Association of Fraternity Advisors Annual Meeting: New Orleans.

Bales, K., Heida, D., & Wasiolek, S. (2006, November). Senior student affairs professionals’ insights on fraternity/sorority life.

Virtual Seminar. Association of Fraternity Advisors; Carmel, IN. Binder, R. (2006, Spring). Is fraternity/sorority advising a career?

Perspectives, 4.

Espino, M. & Mason, G. (2006, Spring). Staying in the game: Longevity in the fraternity and sorority advising profession.

Perspectives, 18-19.

Goodwin, M., Mason, G., & Robles, R. (2005, December).

Driving professional development: A crash course for mid-level professionals. Presented at the Association of Fraternity Advisors Annual Meeting: Atlanta.

Schwartz, G. (2007, June). The metamorphosis: To achieve true career success, be prepared to make these 4 major transformations along the way. Men’s Health, 22(5), 110-113.

Sullivan, T. C. (Producer). (2006). AFA celebrates 30 years.

[Video]. (Available from todd.c.sullivan@uconn.edu) Wardhammar, L. (2007, January). Professional development resolutions you can keep! Association of Fraternity Advisors Essentials. Retrieved May 17, 2007 from http://www.fraternityadvisors.org/Essentials/200701/ Prof_Devel_Resolutions.aspx

Perspectives / Summer 2007

Summer 2007 / Perspectives

A Bystander Framework for Hazing Prevention – Dr. Timothy C. Marchell & Dan Bureau

T

he third National Hazing Symposium (NHS), held in Orlando, Florida in March 2007, explored the role of administrators and institutions as bystanders to hazing. While a bystander approach to addressing student misconduct has been applied to other behaviors such as sexual violence (Berkowitz, n.d.; Berkowitz, 2006), only recently has this concept been adapted to hazing (Lipkins, 2006).

Moreover, little attention has been paid to the notion of administrators as bystanders.

The aim of NHS was to enable participants to facilitate change among key stakeholders within institutions or organizations.

Why focus on administrators rather than students?

While strategies that directly target hazers are necessary, it is vital to engage all bystanders as part of a comprehensive approach to prevention. To understand the importance of an administrative (e.g. school officials, trustees, alumni directors, and inter/national organization leaders) transition from bystanders to active agents of change, it is necessary to understand the roots of hazing and how professionals miss opportunities to exert influence (Berkowitz, 2006). Until administrators understand how they are part of the problem, they cannot become part of the solution.

Hazing is a function not only of internal group processes, but also a complex network of external forces that may contribute to its continuation. Because individuals (e.g. administrators, alumni, peers, parents) and entities (e.g. schools, alumni boards, fraternity/sorority headquarters) are part of this external environment, each may be bystanders with the potential to become active agents of constructive change.

While it is true that certain individuals may be more prone to commit acts of hazing, most students who haze others are psychologically healthy and unlikely to otherwise participate in conduct that psychologically

or physically abuses others (Berkowitz, 2006). Administrators are sometimes surprised at the involvement of respectable students in hazing activities. It seems incongruous that some students are willing to engage in hazing in one setting while conforming to socially accepted norms of behavior in others.

A full examination of the etiology of hazing is beyond the scope of this article; however, it is important to note that social psychology has demonstrated that under certain conditions, many people will act in harmful ways toward others when they would not do so otherwise (Zimbrado, n.d.). Role expectations, group norms, obedience to authority, conformity, lack of external constraints, and perceived lack of alternatives are a few of the factors that combine to generate and foster the continuation of hazing.

The notion of administrators as bystanders may give pause to those who recognize that hazing is antithetical to the values and mission of fraternal organizations. Nevertheless, it is vital to take a new look at approaches to hazing and realize that self-examination is essential to our planning. Unless we do so, we may misdirect our efforts toward strategies that will not effectively counteract hazing activities. Using a social-environmental perspective, administrators can identify ways that they are bystanders. By recognizing the extent to which one is a bystander, an administrator can clarify the opportunities for effective leadership in changing the culture that enables hazing.

What is the bystander framework?

The bystander framework posits that in order for a bystander to become an active agent of change, the individual must pass through a series of stages (Berkowitz, 2006): • Notice the behavior • Interpret the behavior as a problem

• Feel responsibility for taking action • Know what to do • Possess the capacity to act • Take action At each stage there are potential barriers to successfully progressing through to the next level. If an individual encounters any barrier that is not overcome, the sequence breaks down and the person does not take the needed action.

In many cases of bystander behavior, an individual’s progression through the stages is instantaneous. Consider a non-hazing example; when a parent sees a child about to touch a hot stove, he or she progresses through each stage immediately and takes action. By contrast, in some social situations people do not take action, even though in retrospect it may seem apparent to others that they should have. After Kitty Genovese was murdered on a New York City street in 1964, it was discovered that dozens of people heard her cries for help but did not take action. Why? One reason was that they thought someone else would do so. In other words, they did not feel sufficient responsibility for taking action.

Applying the bystander model to administrators The 2007 National Hazing Symposium guided participants through presentations on each stage of the bystander model with an invitation to reflect on where they and their colleagues/organization/institution currently stand in relation to hazing. At each stage, presenters identified potential barriers to progressing toward action and offered information to facilitate overcoming the identified obstacles.

Psychologist and consultant Dr. Alan Berkowitz opened the Symposium with an overview of the bystander model.

While it is true that certain individuals may be more prone to commit acts of hazing, most students who haze others are psychologically healthy and unlikely to otherwise participate in conduct that psychologically or physically abuses others.

Perspectives / Summer 2007

Throughout the day, Dr. Berkowitz introduced each stage by identifying the potential barriers to successful progression.

Stage 1: Noticing the behavior Potential barriers to comprehending the existence of hazing include: • Assuming that if you do not know about it, it does not occur; • Misconceptions regarding which groups haze; • Lack of “radar” for indications of hazing.

In order to prepare participants to better detect cases of hazing when they exist, Dr. Mary Madden of the University of Maine presented findings from the pilot phase of a major study of hazing among college students. The findings of the study (conducted with Dr. Elizabeth Allen) illustrate that hazing is prevalent among college students and occurs in a wide range of groups. Data also suggest that in many cases, students reported that advisers or coaches knew about and/or participated in the hazing.

The gap between the level of self-reported experience with hazing and official cases on campuses underscores the secrecy that allows hazing to go undetected. If administrators do not recognize the likelihood of considerable “unnoticed” hazing occurring, they will not be sufficiently motivated to take action. Administrators can address their responsibility as bystanders by reviewing the research of Dr. Madden and Dr. Allan (2006).

Stage 2: Interpreting the behaviors as a problem Psychologist Dr. Timothy Marchell from Cornell University explored points of misunderstanding that inhibit perceptions of detected behaviors as a problem. Many of these are easily identified by administrators who work with fraternities and sororities: • Context of behavior: evidence of hazing such as severely intoxicated students may be misinterpreted as “partying”;

• Construction of language: avoiding the term “hazing” in favor of terms such as “traditions” or “pranks” can contribute to the misperception that the identified behavior is not problematic. For example, one fraternity alumnus asserted that hazing was wrong and never occurred when he lived in the house. But when presented with current examples of hazing (including a nude calisthenics), he acknowledged that he had in fact participated in such activities; • Narrow judicial definitions of hazing: policies that exclude mental hazing, such as intimidation and humiliation, can prevent institutions from taking appropriate action in response to behavior.

Due to such specifically defined policies, administrators are often placed in the position of having to either find absolute proof that a violation occurred or not move forward with charges. This places administrators in a “bystander-bind” in which they are deprived of any power to enact change; • Confusion about coercion: a failure to understand the inherent coercion in hazing can lead administrators to conclude that identified actions were “voluntary” and therefore not hazing. State laws commonly spell out that consent is not a defense against charges of hazing; • Assumptions about the experience of being hazed: hazing takes many forms, with some being less severe than others.

Where a behavior falls on the continuum of hazing, however, is a function of both the observable actions and the subjective experience of the persons who are hazed.

The impact can vary widely depending on past experiences, personality, or values. Therefore, administrators may make the mistake of interpreting the behavior as not being serious, when in fact it could result in substantial “hidden harm” to some of the participants (e.g., those who have experienced prior psychological trauma).

In general, insufficient comprehension of the potential consequences to all involved (the individual who is hazed, the hazers, the local and national organization, and

the school) can be a significant barrier to action. This lack of understanding leads administrators to underestimate the risk or impact of hazing. As a coach once remarked about forced drinking activities, “Why can’t they just make them eat pizza until they puke?” The failure to identify hazing as a serious problem by all involved continues to minimize its destructive influence on the lives of victims. Persons who could stop hazing fail to take action.

Stage 3: Feel responsibility for taking action Even if an administrator is aware of hazing behavior and interprets it as a problem, no change will result if the person does not feel a responsibility to act. Alan Berkowitz explored the reasons that individuals fail to intervene even when they recognize that a problem exists, which include: • Social influence: assuming that there is not a need to intervene because others have not done so even though a behavior may be viewed as problematic; • Audience inhibition: fear of embarrassment or discomfort with the explicit facts of the case (e.g., sexual humiliation); • Diffusion of responsibility: assuming that someone else will do something.

Variations of this barrier include, “It’s not my job,” or “Why should I take the heat for this?”; • Misperceived social norms: belief that others are not concerned about the behavior. Individuals may underestimate the extent to which others believe that a given behavior is problematic and that strong action is warranted; • Fear of retaliation or other negative repercussions: administrators have cited not wanting to face student or alumni anger as a reason for not taking more vigorous action when hazing cases have been identified; • Feelings of guilt, shame, or hypocrisy about one’s own past acts of hazing: one may conclude that although a problem exists, “Who am I to point continued on page 10

Summer 2007 / Perspectives

continued from page 9 fingers?” Indeed, charges of hypocrisy from current perpetrators may prevent alumni from demanding change.

In some cases, administrators may be less concerned about addressing hazing in comparison to forms of bias such as sexism, racism, and homophobia. In reality, hazing is often linked to these issues. By drawing connections between it and other forms of exploitation (e.g., sexual violence), administrators may feel greater responsibility to address hazing (Berkowitz, 2006, Berkowitz, n.d.).

Stage 4: Know what to do Knowing what to do in response to hazing requires an accurate understanding of the causes of hazing. If one adheres to the view that hazing is caused by “a few bad apples,” then strategies will be disproportionately targeted directly at perpetrators and needed intervention at the environmental level will be missed.

An additional barrier at this stage is limited breadth of knowledge. For example, one may have adequate understanding of enforcement strategies but lack sufficient information about effective educational strategies or alternatives to hazing.

Veteran hazing educator Dave Westol provided a framework for institutional action to guide administrators in developing response protocols when addressing hazing activities: • Leadership, including public statements regarding intolerance of hazing, must come from the chief student affairs officer of the college or university;

• Expectations must be set for directorlevel administrators, with efforts to gain buy-in from stakeholders throughout the institution; • Hazing education must be directed at staff and faculty, as well as students; • Parents and alumni must be included as part of the solution. Parents should be told about what to look for and whom to contact. Recent alumni know what practices are occurring in the chapter and should be engaged; • Accountability is critical and must include clear definitions of hazing, effective monitoring, and significant consequences for violations; • Viable alternatives to hazing must be presented to groups, potentially with resources to facilitate change to non-hazing activities.

Institutions should consider making information about hazing incidents public. Any tendency to keep details out of the public eye, in order to protect the image of the college or university, serves to protect the offending organizations from natural consequences. A “sunshine” approach, such as the one used at Cornell University where all offenses (by fraternities, sororities, athletic teams, and all registered student organizations) are posted on a website (www.hazing.cornell.edu), reduces the risk of institutional collusion. At NHS, a special presentation by Dr. Brian Crow of Slippery Rock University examined the problem of hazing within college athletics, a population paralleling fraternities and sororities in how administrators (e.g., coaches, athletic directors) have a significant responsibility to prevent and respond to hazing.

Stage 5: Possessing the capacity to act Even though one may have a general sense of what should be done to prevent hazing, action can still be undermined by barriers such as: • Lack of training: for example, one may know that educational interventions are necessary, but not know how to design and deliver effective presentations; • Lack of resources: being able to execute a plan of action requires sufficient time, staffing, and funding.

For example, advanced outdoor educational programming may appeal to chapter members as an alternative to hazing, but it can be costly; • Lack of political will: a well-developed strategy will not be executed adequately without full institutional commitment.

Everything could be in place on paper, but the effort may not happen.

Topical breakout sessions during NHS provided an opportunity for participants to develop expertise and explore how to overcome the barriers they face to facilitating movement through the bystander stages within their institutions.

After being guided through the full model, participants were asked to reflect on key questions such as: • In which stage is my institution in relation to hazing?

• In which of the key action areas are we doing well?

• In which are we lacking?

• What would be needed to move the institution forward?

Parents and alumni must be included as part of the solution. Parents should be told about what to look for and whom to contact.

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Perspectives / Summer 2007

Conclusion

References

The bystander approach is relatively new in student life. The ability of such a model to create better processes that challenge the long-standing issue of hazing is untested and merits consideration by all invested in the fraternal movement. The bystander model, viewed through a socio-environmental lens and applied to administrators and their institutions, provides an innovative and promising approach to hazing prevention.

Allan, E.J., and Madden, M.M. (2006, June 30). National study of student hazing: Examining and transforming campus hazing cultures. Retrieved June 23, 2007 from http://www. hazingstudy.org/publications/national _hazing_study_pilot_web.pdf

–D r. Timothy C. Marchell is Director of Mental Health Initiatives at Cornell University and a consultant-speaker on hazing and alcohol abuse. –D an Bureau is a PhD. student at Indiana University in Higher Education and Student Affairs. He served AFA as the 2004 President and is currently the Association’s liaison to National Hazing Prevention Week and National Hazing Symposium efforts.

Lipkins, S. (2006). Preventing hazing: how parents, teachers, and coaches can stop the violence, harassment, humiliation. San Francisco: Jossey-Bass.

Zimbrado, P.G. (n.d.) Stanford Prison Experiment. Retrieved June 18, 2007 from http://www.prisonexp.org/

Berkowitz, A. (2006, December 18).

Fostering healthy norms to prevent violence and abuse: The social norms approach. Unpublished article retrieved from author on May 10, 2007.

Berkowitz, A. (n.d.). The social norms approach to violence prevention.

Retrieved May 10, 2007 from http://www.alanberkowitz.com/ articles/BPI.pdf Cornell University (n.d.). Hazing.cornell. edu: A revealing look at hidden rites. Retrieved May 14, 2007 from http://www.hazing.cornell.edu/

Summer 2007 / Perspectives

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Give AND Gain Volunteering for AFA

T

he Association of Fraternity Advisors IS a volunteer-driven organization. Volunteers are at the heart of all that we accomplish as an Association. We need YOUR help to forward the fraternity and sorority profession. Whether new to AFA or a seasoned veteran – we hope you will consider volunteering for AFA in the upcoming year.

AFA is Your Organization Please take a few minutes to complete the 2008 Involvement Form. The Involvement Form is available year-round; however individuals submitting forms by September 7, 2007, will be given priority consideration for appointments in 2008. Appointments will be made after election results are announced. Candidates for elected office are encouraged to also complete an involvement form.

Give AND Gain… here are a few of the benefits current AFA Volunteers have stated: • Giving back to a community that has given me so much

• Building connections with colleagues

• Becoming more informed professionally

• Receiving support and encouragement from other professionals

• Commitment to the success of our profession and Association

• Trying new roles and responsibilities that I wouldn’t normally do in my job – it builds and strengthens my professional skill set

• A responsibility to be involved in our volunteer-driven Association

• My talents are utilized to make a difference

AFA values the contributions of its many volunteers and encourages you to choose an area of interest and contribute your time and talents. There are many ways that you can participate: • Serve on a standing committee.

• Serve on an ad-hoc workgroup, task force, or thinking team.

• Write articles for AFA publications.

• Participate in discussions with peers in our Online Community.

• Facilitate an educational session at the Annual Meeting or a meeting in your local area.

Expectations of Volunteers Appointments for standing positions occur each September. Volunteer leaders spend approximately two months prior to the Annual Meeting transitioning, training, and planning for their new positions, with new responsibilities beginning immediately following the Annual Meeting. Ad hoc workgroups are appointed throughout the year as needed to address specific issues or projects and may work for a few weeks or an entire year. Information about specific committees or positions, training opportunities, basic expectations, and the 2008 Involvement Form can be found in the Getting Involved section of the AFA website.

Give AND Gain – consider sharing your talents today!

I believe in what we do within AFA. Like many other members, I have a passion for fraternity/sorority

“

affairs. I am committed to the future success of our fraternal organizations and AFA gives alumni, campus professionals, and inter/national organization staff a platform from which we can partner and work. In addition, becoming an AFA volunteer provides us with the means to continue learning, while receiving access to resources and knowledge of best practices.

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Perspectives / Summer 2007

– AFA VOLUNTEER

– Emily Perlow

Refresh, Reframe, Refocus: Using Assessment as an Improvement Framework

O

n a recent visit to Martha’s Vineyard with a group of student leaders, a fraternity member began to talk about the value of retreats to rejuvenate and renew the psyche of an organization. He spoke with excitement about his fraternity’s upcoming retreat, stressing how important the goal setting portions of the retreat are in helping the organization analyze its strengths, assess areas for improvement, and develop a plan to maintain strengths and improve in other areas.

“How do you know which areas to focus upon?” I asked him. He shared that his chapter uses an assessment tool provided by the international organization that enables them to determine areas in which they are top performing and areas where the organization could continue to grow, stating, “you can’t know where you’re going if you don’t take time to stop and figure out where you are.”

I was struck by the wisdom of his statement. Assessment that is both useful and meaningful is essential to renewal. The goal setting process is a secondary step in renewing commitment, direction, and drive. Assessment is the primary step, which is too often abbreviated or ignored by busy fraternity/sorority professionals whose focus must often necessarily be on the here-and-now risk management issue or chapter discipline problem. How many times have we thought to ourselves, “I’d love to collect this data, but I don’t have the ______________ [insert: time/ money/skills/staff/institutional support (Upcraft & Schuh, 2002)] to develop an instrument, collect the data, analyze the results, and distribute them.” Too often, we allow assessment to take a backseat to the day-to-day functions we perform.

How do we know our daily functions add value for our students or the institution if we do not take time for assessment? We cannot maintain our forward momentum as a fraternity/sorority movement on both a campus and inter/national level without taking time to listen to our constituents, assess our community status, and make decisions based on empirical data.

In Learning Reconsidered, Keeling (2004, p. 23) asserts,

“Student affairs must lead broad, collaborative institutional efforts to assess overall student learning and to track, document, and evaluate the role of diverse learning experiences in achieving comprehensive college learning outcomes.”

Assessment provides fraternity/sorority professionals important information that supports: 1) the existence of student learning in fraternity and sorority settings, 2) the need for additional fiscal and human resources for programming, 3) justification to those who feel the risks of fraternity and sorority life outweigh the benefits, 4) data that refutes media propelled stereotypes, 5) information about campus longitudinal trends, 6) informed resource investment and strategic planning, and 7) accurate measures of student satisfaction for services provided by the professionals supporting fraternity and sorority life (Pica & Jones, 2007).

Assessment is also important in helping fraternity and sorority professionals to explain perceptions and norms within the fraternal community. As Braxton and Caboni (2005, p. 5) suggest, “Given that norms influence college student behavior, a knowledge of the norms espoused by students in general and by student subgroups in particular also offers an interpretive framework through which to understand student behavior.” An understanding of norms within fraternity and sorority communities better enable professionals to change environments or enact policies that impact the “social contexts that produce normative orientations [that] include academic and study behaviors, drug and alcohol use, faculty-student interaction, interactions with other students, and sexual behavior and preferences” (Braxton & Caboni, 2005, p. 2).

The AFA/EBI Assessment – A natural fit to help meet your assessment goals.

Association of Fraternity Advisors (AFA) and Educational Benchmarking (EBI) partnered to develop a user-friendly tool to assess fraternity and sorority communities. Since 2003 the assessment has assisted 77 colleges and universities in measuring fraternity and sorority member satisfaction (Pica & Jones, 2007). The assessment is: • Easy to administer, either online or in paper form; • Provides real world data almost immediately via an online dashboard that allows you to produce data reports as you need them; • Provides options for more in depth analysis at a chapter specific level; • Allows for you to ask questions customized to your institution; • Offers analysis that reports mean scores and the impact of several aspects of the student experience, which point to areas for improvement; • Is cost effective (Perlow, 2007).

Mark Koepsell, former Director of Greek Life at Colorado State University, found the AFA/EBI to be the natural assessment tool for his campus. He shared, “Our Residence Life and Student Union departments were already utilizing EBI. To bring Greek Life into the mix of players on campus utilizing that technology was an easy choice. We actually do take the data from all three and combine them to gain some aggregate data.”

The AFA/EBI Assessment aids fraternity and sorority professionals in identifying areas to maintain, monitor, and improve; gives quantitative support about student perceptions regarding the degree to which their fraternity or sorority enhances skill development and learning, provides data that supports the outcomes associated with the fraternity and sorority experience, continued on page 14 Summer 2007 / Perspectives

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continued from page 13 identifies areas that merit focus of fiscal and human resources; and compares your fraternity and sorority community to comparable institutions around the country (AFA, 2007).

Gina Dowell, former Assistant Director of Greek Life at Elon University, sought advice from colleagues on whether to use the AFA/EBI Assessment. She states, “After hearing other professionals discuss their experiences with EBI, I gathered both positive and negative feedback.

Primarily it sounded like schools were using EBI to justify their purpose as an office, needs for additional funding, and to gain credibility by having actual numbers to represent the outcomes of their effort.”

TABLE 1: Maximizing your use of the AFA/EBI Assessment Adapted from Upcraft, 2003 • Build support from senior leadership by explaining the benefits of a nationally administered assessment that includes comparative data with other institutions.

• Build support among staff by demonstrating the value of data that drives goal setting and justifies the value of the fraternity and sorority experience to constituents.

• Maximize student participation by offering incentives for participation and choosing a survey administration format that suits your campus.

• Make the survey accessible. Consider administering the survey online so that participants can take it at any time.

• Participate in EBI training on the online data system. This will enable you to create customizable reports and produce graphs with ease.

• Determine which audiences should see findings. These may include chapter advisors, faculty advisors, chapter leaders, governing councils, alumni advisory boards, and administrators.

You may even consider presenting the results to your Board of Trustees.

• Tailor reports to the audience in such a way that the results are persuasive.

For example, campus police will be interested to know about student perceptions of safety and faculty advisors may be interested to know about academic support within chapters.

• Distribute results widely. Don’t let that useful data sit on a shelf! Make sure to get out there and share it!

• Use the results of the survey to drive goal setting for the upcoming year.

After multiple years of participation, longitudinal data can provide information about trends within your fraternal community.

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Perspectives / Summer 2007

Overcoming barriers to assessment A number of barriers exist to successful acceptance of any assessment tool, including: lack of time, lack of institutional commitment, lack of money, fear of the results, and lack of expertise (Upcraft, 2003). The AFA/EBI Assessment is a solution to each of these impediments.

the greatest percent participation received a $50 gift card. Mark Starr, Assistant Director of Greek Life at Case Western Reserve University, provided Chipotle burrito coupons to any chapter that had 100% response rate. Over the four years of participation, he reported that the response rate has been between 75% and 80%.

Lack of time – AFA/EBI provides instrument development and complex statistical analysis. The administration of the AFA/EBI Assessment is very user friendly in either paper or electronic survey format. Another benefit of the AFA/EBI Assessment for the busy professional is that EBI completes the data analysis, which is accessible online in real-time.

Lack of money – The cost per student is minimal and the results can enhance your fraternity and sorority life program. No institutionally developed assessment will provide the comparative data with six focus schools and all institutions who participate in the assessment. Additionally, the results could provide justification for additional funding for targeted programming areas.

Lack of institutional commitment – Gaining support from supervisors and from students can sometimes be a challenge. Robert Debard (2001, p. 85) suggests that, “Planning and presenting the idea is the most strategic budget management issue in student affairs. Such initiatives involve the unique identification of a solution to a problem or a response to an opportunity that can capture the attention of institutional leadership.”

When garnering institutional support, you must understand the AFA/EBI Assessment process. Spend time talking with the EBI staff, who can answer your questions about the instrument and the data. Additionally, consult with other fraternity/sorority professionals who have used EBI in the past. Once you have collected information about the assessment, pitch the idea by demonstrating that the AFA/EBI Assessment is a trusted instrument, recommended by the Association of Fraternity Advisors, which provides a comprehensive comparison with other institutions – data that other assessments will not capture.

Fear of the results – Another barrier is fear of what we may learn about student perceptions. Upcraft (2003, p. 559) asserts, “All assessment is a risk; we can never be certain that local assessment studies will have the desired impact of demonstrating the worth of student services and programs or insuring their survival.” The use of the AFA/EBI Assessment enables one to examine the strengths within a fraternity/ sorority office and set goals for areas that demand attention.

To gain student support, Tanner Marcantel, Assistant Director of Greek Life at Vanderbilt University, says, “We simply outline all the reasons we are conducting the assessment, the ways we intend to use the data, the stakeholders who will examine the results, and how the governing councils will use this to drive their programming. The students seem to respond well after they are fully informed.” Steve Hirst, Director of Greek Life at Wake Forest University, encouraged chapter buy-in by explaining to chapter presidents that the survey has the support of the inter/national organizations. Other institutions use incentives to drive student responses. At Worcester Polytechnic Institute, students are entered into drawings for gift certificates and prizes. Additionally, the chapter president whose chapter had

Lack of expertise – There is no statistical knowledge needed for the AFA/EBI Assessment. EBI prepares detailed analysis of the data. Lisa Blockus Brown, Assistant Dean of Students for Leadership Development at Cornell University, states, “It took very little effort on our part to analyze the data.

EBI did it all for us. Our big task was going through the data they provided to help translate it into easy to understandable nuggets of discovery.” Representatives from EBI are also available to answer questions and walk you through the data.

Additionally, you can attend sessions on AFA/EBI at the AFA Annual Meeting.

Turning data into action EBI founder, Joe Pica, identifies a Benchmarking Continuous Improvement Cycle (see Figure 1) that is important to follow when turning student perceptions into tangible results (Butler, 2007). When completing an assessment, fraternity and sorority professionals often stop after reviewing individual and comparative results, allowing these results to reside in the dark recesses of our offices. Once you overcome barriers and implement the assessment, the temptation may be to glance quickly at the results, but as Keeling (2004), asserts in Learning Reconsidered, “In order to facilitate continuous improvements, the assessment data must be used in a timely fashion. However, time should be

1: The Benchmarking allowedFIGURE for discourse on the findings,

Continuous Improvement Cycle Identify Performance Measures

Design Data Collection Instruments

Administer Data Collection Instruments

Analyze Data

Review Individual and Comparative Results

Identify Areas for Improvement

Design Improvement Plan

Implement Plan

reflection, and consideration of innovative action. Sharing the results should encourage inquiry and discussion” (p. 24). The primary methods to generate data driven improvements are: 1. Review the data with a focus on understanding students and finding ways to improve.

2. Investigate beyond mean scores.

Know what impacts your students most and focus efforts there to generate improvement plans.

3. If you do not understand what the statistics mean, ask an expert to explain the data implications.

4. Share findings with anyone who will listen. Start with the data and ask everyone why they think students responded as they did. Listen, record, think. This keeps the focus on students (where it should be) and enables you educate others about the student experience.

5. Once you understand “why,” share both the “why” and the data with groups that need to be involved in the improvement process. Build a change plan on the ideas that come forward.

Determine resources needed and propose a plan. Remember that resources may already be available if your data indicates that some areas have no or little impact on the student experience.

6. Implement the plan and assess the outcomes. The following year, adjust the plan and keep the improvement process moving (personal communication with Dave Butler, May 10, 2007).

To successfully use your AFA/EBI data to propel forward movement within your organization, consider the following tips and techniques: • Gain assistance in interpreting the data.

Koepsell, at Colorado State University, works with the Student Affairs Assessment staff person at his institution to help understand and disseminate the data.

You could also consider tapping into some of the fraternity/sorority faculty advisors to help interpret the data. At Cornell University, a student intern helped to analyze the results.

• Use the chapter specific data to set goals with chapter officers. At Worcester Polytechnic Institute, chapters report three goals each year to the Office of Greek Life Programs. They use the AFA/ EBI Assessment data for their chapter and their own perceptions to establish these goals. At the end of the academic year, the chapter officers review progress toward these goals as part of an annual report. Hirst, of Wake Forest University, presented the data to chapter presidents as part of regular Greek Leadership Caucus meetings to “help chapter officers bolster areas within their chapters that the membership communicated in the instrument that were somewhat lacking.”

• Use the data to drive departmental goal setting. Case Western Reserve focuses on a few factors and uses these factors to guide goal setting for the year.

Marcantel, of Vanderbilt University, states, “EBI helps us recognize areas that we as professionals can target for the coming year and focus our energy in those directions.”

• Schedule presentations with the following individuals using tailored reports that present information important to each constituent:

– Staff within the Division of Student Affairs – Chapter advisors – Faculty advisors – Chapter leaders – Governing councils – Alumni advisory boards – Board of Trustees • Enhance reporting. Incorporate the data into your Annual Report to justify volume increases, progress in goal areas, and student learning.

• Work with students and others to assist you in interpreting the results and to prepare a presentation for faculty and staff on the state of fraternity/sorority life on your campus. Sharing the data and asking students, colleagues, supervisors, and other constituents why they believe students responded as they did is a sound way of gaining a better understanding of the data while helping others understand the student perspective (Butler, 2007).

The idea is to share the data and ask why before you begin the solutions process.

• Hold focus groups with students, alumni, faculty, and staff to discuss factor areas that require attention. Use feedback from these focus groups to establish an improvement plan. You are less likely to be met with resistance to change if the stakeholders are involved in understanding the data that drives change and in creating solutions.

• Map longitudinal changes. Develop a publication that describes longitudinal changes in the fraternity/sorority community over time based upon AFA/EBI Assessment data.

There are many opportunities available in using the AFA/EBI Assessment data to enhance your current fraternity and sorority program. The key to turning results into real world action is to be intentional, spark discussion, and focus on continual improvement.

One of my students is renowned for quoting his grandmother, Ruby. One of the “Rubyisms” he shared recently continued on page 16

“You are less likely to be met with resistance to change if the stakeholders are involved in understanding the data that drives change and in creating solutions.”

Summer 2007 / Perspectives

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continued from page 15 has particular meaning for me as I embark on another summer of renewal, goal setting, and planning. “To be a good leader,” she says, “means that you must have people who want to follow you. If you don’t have people to follow, you’re just taking a walk.” In some ways, practice without assessment is the same – a meandering stroll without a map. By incorporating the results of the AFA/EBI Assessment efforts, fraternity and sorority professionals gain guideposts for achievement and the tools to lead the fraternity and sorority movement into the future.

Want more information?

To learn more, consult the EBI website (http://www.webebi.com/_AsmtServices/ FratSoro/default.aspx), or contact Dave Butler, AFA/EBI Project Director, at 302-286-0230 or dave@webebi.com.

–E mily Perlow is the Assistant Director of Student Activities & Greek Life Programs at Worcester Polytechnic Institute. She is also a member of the AFA/EBI Assessment Committee.

References Association of Fraternity Advisors (AFA).

AFA/EBI fraternity/sorority assessment Retrieved March 29, 2007 from http://www.fraternityadvisors.org/ KnowledgeCenter/Assessment/EBI.aspx.

Butler, D. (n.d.). AFA/EBI fraternity/ sorority assessment: Understanding the concepts behind the assessment and its power for positive change.

Retrieved May 3, 2007 from http://www.fraternityadvisors.org/ uploads/PublicDocuments/ EBI_Benchmarking.pdf.

Braxton, J., & Caboni, T. (2005).

Using student norms to create positive learning environments.

About Campus, 9(6), 2-7.

DeBard, R. (2002). Getting results! A guide to managing resources in student affairs. Horsham, PA: LRP Publications.

Keeling, R., ed. (2004). Learning reconsidered: A campus-wide focus on the student experience. National Association of Student Personnel Administrators and American College Personnel Association; Washington, DC.

Perlow, E. (2007, May). Assessment with power: The AFA/EBI fraternity/sorority assessment. Association of Fraternity Advisors Essentials. Retrieved May 10, 2007 from http://www.fraternityadvisors.org/Essentials/200705/Assessment. aspx Pica, J., & Jones, D. (2007, March).

Benchmarking assessments: The AFA/ EBI fraternity sorority assessment.

Association of Fraternity Advisors Essentials. Retrieved March 29, 2007 from http://www.fraternityadvisors.org/ Essentials/200703/Benchmarking.aspx Upcraft, M. L. (2003). Assessment and evaluation. In S.R. Komives & D. B. Woodard, Jr. (Eds.), Student services: A handbook for the profession (pp.

555-572). San Francisco: Jossey-Bass.

Upcraft, M.L., & Schuh, J. H. (2002).

Assessment vs. research: Why we should care about the difference.

About Campus, 7(1), pp. 16-20.

The Association of Fraternity Advisors Presents: Be. R.E.A.D.Y. – The First 90 Days Program Planning to start a new campus-based fraternity and sorority advising position this fall?

The First 90 Days Program is the newest professional development opportunity created by the Association of Fraternity Advisors specifically designed to assist with the transition into this new role.

Launching in July 2007, the inaugural program will enable participants to: • Have the unique opportunity to participate in an eight-session virtual seminar program and interactive online community; • Develop a plan for success in the First 90 Days of their new position; • Develop skills and core competencies necessary for the advising profession; and • Build a network of support with other professionals.

The program fee is $150 and will cover participation in all sessions facilitated by a variety of experienced AFA members. Additionally, participants will receive a variety of resources to be mailed in early July that will support their progress throughout the program.

To register, visit the AFA website at: http://www.fraternityadvisors.org/Foundation.aspx

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association of fraternity advisors

Summer 2007 / Perspectives

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Improving Professional Writing Skills – Michael S. Hevel

W

riting an article about professional writing is a daunting assignment. I am not an accomplished author, but it is unlikely that we could resurrect E.B. White and convince him to contribute to Perspectives. My fellow editorial board members will correct each grammatical error and ask, “Why is he writing this article?” Readers may skip this article due to its boring subject matter.

Despite all this, I offer this article for those readers who wish to improve their writing skills and for some readers who want to feel superior about their writing skills.

Fraternity and sorority professionals must be adept at a variety of communication skills. In a given day, a professional may address a large group, participate in committee meetings, receive several phone calls, have face-to-face interactions with student leaders, and send many e-mails. Often our most important communication occurs in written form. Few programs are funded or staff positions added without written justification to a senior-level administrator.

Professionals mail brochures to prospective members, write letters of recommendation for students, and send memorandums to various campus offices. At colleges and universities – institutions charged with teaching skills such as writing – written documents are subject to increased scrutiny.

The damage done by a poorly written memo to senior-level administrators or grammatical errors in a campus-wide e-mail are not soon forgotten.

Since most fraternity and sorority professionals possess graduate degrees, being concerned about our writing skills should seem like a non-issue. Not true. Becoming a good writer is a difficult task, and we do not improve as writers without practice. The longer it has been since faculty members scrutinized our work, the more we should be concerned about our writing skills.

According to noted author William Zinsser (2001),

Writing is hard work. A clear sentence is no accident. Very few sentences come out right the first time, or even the third time.

Remember this in moments of despair. If you find writing is hard, it’s because it is hard. [p. 12, emphasis in the original] 18

Perspectives / Summer 2007

In order to write well, professionals need to allow enough time for the writing process. Procrastination is the worst enemy of quality writing.

should be considered the next time you use your professional writing skills.

Many books provide writing advice, ranging from those concerned with the minute details of grammar to specific genres (i.e., nonfiction, novels, short stories).

Many authors cite Strunk and White’s (1979) Elements of Style as a must-have for writers. It is a brief book full of both grammar rules and writing style advice.

Lynne Truss’s (2003) bestselling Eats, Shoots, & Leaves; Bill Walsh’s (2000) Lapsing into a Comma; and Patricia O’Conner’s (1996) Woe is I each provide excellent grammar advice while remaining entertaining. Stephen King’s (2000) On Writing and William Zinsser’s (2001) On Writing Well also provide great advice in approaching writing.

According to popular novelist Stephen King (2000), “If you want to be a writer, you must do two things above all others: read a lot and write a lot” (p. 145). While student affairs professionals may not aspire to be “writers,” his advice is applicable for individuals for whom writing skills are a necessary part of the job. You do not have to finish Crime and Punishment or A Tale of Two Cities to improve your writing skills.

Newspapers, popular fiction, academic journal articles, and magazines all provide opportunities to learn writing skills. Notice how the grammatical error in the newspaper article is distracting? What motivated you to finish the novel? What are the implications from the journal article for your campus? Reading a variety of media with a critical eye may improve your writing skills faster than any other activity.

When I was a campus professional at a small liberal arts college, I was asked to answer questions for the Board of Trustees regarding the fraternities on campus. My initial response generated more questions, including “Why do 75% of students not join fraternities?” and “Why has fraternity recruitment not been more successful?” None of the questions were easy and none led to brief answers. The second response was a nine-page, single-spaced memo that relied on historical research, an understanding of the national issues facing the fraternal movement, and knowledge of the campus culture. The memo must have answered all of the trustees’ questions because I was asked no more. Two years after that memo was written and six months after I left the job, I visited the campus. The administrative assistant to the senior student affairs officer told me, “The other day in the President’s office they were talking about that memo you wrote.” Long after our personality traits and staff meeting contributions are forgotten, our written record demonstrates our work on behalf of students and the fraternal movement. Let’s hope we spelled everything correctly.

Below are 10 guidelines for effective professional writing. Despite the lessons learned in high school English class, there are few writing “rules.” For every rule, there are exceptions. These guidelines should not be considered an exhaustive list. Indeed, there are many more (i.e., avoid sarcasm, avoid generalizations, etc), but these guidelines

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Give Yourself Enough Time Writing well takes time, and your first draft will not be the final product. Some individuals need significant time to write a few words, while others are fortunate enough to produce a substantial amount of material in two hours. The final product of both will be stronger the more time allotted to work on the project. Writers can save time by creating an outline to guide their work and ensure the document fulfills its intended purpose.

Proofread, Proofread, Proofread Professionals must proofread their work.

“Rewriting is the essence of writing well: it’s where the game is won or lost” (Zinsser, 2001, p. 84). Stephen King (2000) recommends “two drafts and a polish” (p. 209). In many instances a document is important enough that the author should solicit feedback from others. Perhaps there is no better advice than to befriend a good writer willing to proofread your work. This is where Microsoft Word’s “track changes” feature is helpful, allowing the writer to accept or reject the proofreader’s changes.

The proofreader can also insert comments into the document to highlight unclear areas or to ask the writer questions.

It is also a good idea to have your supervisor proofread your work. This ensures that the supervisor is aware of communication sent to key constituencies. If there is a discrepancy between your ideas and those of your supervisor, it is better to have that discussion before the written communication leaves the office.

Learn a Citation Style In academe it is important to attribute others’ ideas and words to them. It is also important to provide information to readers about where to find those ideas. Few grievances are as severe in higher education as academic misconduct, including plagiarism.

Sometimes plagiarism is committed on purpose; many times it is an oversight of not adequately attributing sources.

Individuals familiar with a citation style prevent the latter from occurring. Student affairs research journals use the American Psychological Association’s (APA) citation style. Often graduate students in preparatory programs learn to use APA in their research papers. “Choose references judiciously and cite them accurately” (American Psychological Association, 2001, p. 215). A current edition of the APA’s Publication Manual is an important component of a professional’s library.

Be Concise Although “be concise” should stand on its own, I will briefly expand on the topic.

Students may brag when they write lengthy essays, writing five pages when they know only a few facts. Providing more information than necessary, or saying in three pages what could be condensed to one paragraph, is an easy way to lose your reader’s attention. To encourage writers to “omit needless words,” Strunk and White (1979) remind us that “vigorous writing is concise. A sentence should contain no unnecessary words, a paragraph no unnecessary sentences.… This requires not that the writer make all sentences short, or avoid all detail…, but that every word tell” (p. 23).

Be Inclusive Do not assume that everyone is a white, heterosexual, able-bodied, Christian man.

“Constructions that might imply bias against persons on the basis of gender, sexual orientation, racial or ethnic group, disability, or age should be avoided” (American Psychological Association, 2001, p. 61). Many readers may remember reading passages that attributed male pronouns to describe generic individuals (e.g., “The student called his mom.”).

Today, we are more cognizant of the diversity in society and how that diversity

impacts our campuses. Our writing should appreciate diversity.

Avoid Passive Voice Many writers find it difficult to consistently write in an active voice. “The habitual use of the active voice, however, makes for forcible writing. This is true both in narrative concerned with action but in writing of any kind” (Strunk & White, 1979, p. 18).

Writing in the active voice often shortens and creates clearer sentences. The active voice transforms the sentence, “Fraternities are held in low esteem by many faculty members,” into “Many faculty members hold fraternities in low esteem.” The latter sentence is more direct and effective.

Avoid Vernacular Phrases Phrases used in verbal communication are often ill-suited for writing. The sentence, “The philanthropy event was as good as gold” sounds fine when spoken, but appears awkward in written form. “The philanthropy event was successful” is a much stronger sentence. Bernstein (1965) advised writers “not to avoid the cliché, but rather to use it only with discrimination and sophistication, and to shun it when it is a substitute for precise thinking” (p. 105).

Avoid Adverbs When I was an undergraduate, my fiction writing professor reminded the class at every opportunity of his distaste for adverbs. These words – typically ending in “ly” but also including “very” and “just” – usually serve as modifiers to verbs.

However, in practice these words that writers think emphasize a sentence actually detract from it. “Most adverbs are unnecessary. You will clutter your sentence and annoy the reader if you choose a verb that has a specific meaning and then add an adverb that carries the same meaning” (Zinsser, 2001, p. 69). “He slammed the door,” is preferable to “He forcefully shut the door,” or “He forcefully slammed the door.” The first is simple and effective; the second uses needless words (“forcefully shut” meaning the same thing as “slammed”); the final sentence is repetitive, both “forcefully” and “slammed” lose their impact by being used together.

Be Cautious of Contractions Although contractions fill novels and popular nonfiction pieces, professional writing includes far fewer. A memo advocating for increased program funds will sound less professional filled with “don’t” and “I’ll” than a memo that spells out the two com-

bined words (e.g. “do not” and “I will.”)

In particular, contractions such as “I’d” or “we’d” should be avoided because they have multiple meanings (“I would” or “I had”) and can confuse readers (Zinsser, 2001).

Writing skills are an important component of a professional’s repertoire. Writing skills take time to develop, and the potential for improvement – even for the best writers – is ever present. However, well written documents demonstrate the seriousness with which we view our responsibilities and illustrate our commitment to academic mission of the institution. Although the advice provided here is not exhaustive, it can be a starting point for professionals interested in improving this important skill set.

–M ichael Hevel is a doctoral student in the higher education program at The University of Iowa. For three years he served as the fraternity advisor at Willamette University (OR) and currently volunteers for AFA and his fraternity, Pi Kappa Phi.

References American Psychological Association.

(2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: American Psychological Association.

Bernstein, T. M. (1965). The careful writer: A modern guide to English usage. New York: Atheneum.

King, S. (2000). On writing: A memoir of the craft. New York: Scribner.

O’Conner, P. T. (1996). Woe is I: The grammarphobe’s guide to better English in plain English. New York: Riverhead Books.

Strunk, W. J., & White, E. B. (1979).

The elements of style (4th ed.).

Boston: Allyn and Bacon.

Truss, L. (2003). Eats, shoots and leaves: The zero tolerance approach to punctuation. New York: Gotham Books.

Walsh, B. (2000). Lapsing into a comma: A curmudgeon’s guide to the many things that can go wrong in print – and how to avoid them. Chicago: Contemporary Books.

Zinsser, W. (2001). On writing well: The classic guide to writing nonfiction (6th ed.). New York: Collins Reference.

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– Dan Bureau

Beyond the Rhetoric and Into the Action of the Values Movement

R

ecently someone told me that although my commitment to advancing the fraternal movement is appreciated, I had better support my values soapbox talk with tangible ideas.

While the idea is relatively philosophical, I have shared a concrete strategy to advance the values movement: stop the way we are currently “fixing the problem” and ground all that we do in the mission and values of our organizations. This person continued to push the need for more tangible strategies as the reality of the person’s job requires spending hours addressing discipline cases, attending every student meeting, and putting out fires (figuratively and literally) created by the worst members in the community. The criticism is valid because we often have to do things that may not be sunshine and rainbows and grounded in powerful values conversations, but that does not mean those actions do not support a values movement. If we do our jobs correctly, everything we do is grounded in values and does not require additional work, but rather doing work differently.

I am convinced that we can advise “Greek Week,” support the step show, and sit through council meetings, while helping students understand the values of the fraternity and sorority community. In order to address this person’s concerns, I present the following 40 ways to advance the values movement. Some of the ideas involve scary things that many think are too time intensive.

Some require us to rethink how we do our work on campuses, at headquarters, and as volunteers. There are ideas that will demand us to give some extra time in newly chartered places, but will make us more efficient long term and excited about the work we do; increase our credibility as professionals and volunteers (as values educators); empower students to focus on their mission and values; and aid fraternities and sororities in efforts to maintain and increase relevance on our campuses. If you are ready to move beyond just planning Greek Week to creating a lifelong connection through values, read on.

Community and Membership Standards This category focuses on the expectations of a community and the need to address incongruence between expectations and actions.

1. First and foremost it is important to have a community mission statement and values developed through a process that involves all constituents. One strategy to begin this process is to print the mission statements of the chapters on campus and engage governing councils in their review.

Have the councils identify common values and select the ones appropriate to the collective community. Organizational values and mission statements can serve as a guide to develop a community statement. Two model community mission statements can be found at Kansas State University and Ball State University. Developing a mission should be done before taking any other steps to create a common place to begin.

Individual organizations have their own statements; communities should have missions and values as well. AFA provides a guide to creating a mission statement that can help you get started: http://www. fraternityadvisors.org/KnowledgeCenter/ AFA_Guides.aspx.

2. When new members enter the community, have each new member review the mission and values, identify one way they think they can contribute to its fulfillment, and submit their ideas to the fraternity/ sorority affairs office. Send copies to their inter/national organizations.

3. Inter/national organizations should apply the previous recommendation by using their own mission prior to new member initiation.

4. Host workshops with chapters focused on values and leadership. Partner with campus offices to create curriculum and respect cultural diversity and values.

5. Create a Community Values Society for juniors and seniors who have demonstrated excellence in the fraternity and sorority community. Have a nominations process to allow no more than a certain percentage of the community to become members each

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year. Every year, the current members nominate the next group of members. Activities should focus on one event annually promoting the collective fraternity and sorority community values.

6. In discipline cases, always capitalize on the opportunity for active reflection on mission and values. As an educational sanction, require mission and values review by the collective chapter and a short essay explaining how the violation represented a disregard for values.

7. Expect that every chapter of an inter/ national organization will practice ritual with a staff member or national volunteer at least once a semester. Traveling consultants should incorporate such training with at least the chapter officers as a basic responsibility during a chapter visit.

[6] [7] Awards

It is important to recognize good work.

Supporting efforts to advance the values movement in your awards process can pay dividends:

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8. Start the award application with a two-page essay detailing how the chapter fulfilled its mission that year. Require chapters to outline each espoused value and list at least two ways they lived out the value. Request a goal for the upcoming year with respect to improving each value.

9. In all categories (e.g. risk management, recruitment) list the community values inherent in such practices. For example, if responsibility and friendship are community values, list those under the category of risk management.

10. Separate categories by values instead of issue. For example, rather than giving a Risk Management award, have an award focused on Responsibility or Accountability. The physical award can be the same, just stated with more of a values focus. Again, it is important to be intentional in getting values “out there” and into the conversations of students.

11. Present “Living Your Values” Award.

The Ohio State University has such an award where chapters nominate members

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Stop the way we are currently “fixing the problem” and ground all that we do in the mission and values of our organizations.

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whose daily actions reflect the organization’s ritual. For information, visit ohiounion.osu.edu/greek_life.

12. Include metrics in your awards packet focused on attendance at leadership workshops, participation in headquarters, and other national leadership institutes such as UIFI or Leadershape.

13. Rather than bottom line numbers, focus on the percentage of participation. An organization of 10 members may perform differently than one of 100. For example, all members of a 10-member organization participating in 25 hours of service may show greater organizational focus to service than an organization of 100 performing 50 hours with only 40 members participating.

We must recognize when groups fulfill their potential as much as we recognize when groups who have endless potential do good work.

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This same concept can be applied to National Panhellenic Conference (NPC) sorority recruitment: if you have a chapter with 30 members but campus total is 60, is it important that they get quota or is it important that they get a percentage of their overall membership in the recruitment process? You may also want to have groups set their own aspiration early in the year and if they accomplish that goal, then they are eligible for the awards. For example, if the 30-member chapter has a goal of 15 new members and they accomplish this goal but quota is 25, they should be recognized for achieving their goal.

Awards Banquets There are a wide range of forums in which we recognize sound operations.

This is typically one of the few times the community comes together. Do not miss the chance to promote community and organizational values in this forum.

Collaborative Efforts (meetings with alumni, headquarters, partnerships) The values movement requires that people work together, not just give lip service to collaboration. True partnerships help advance the values of individual organizations and collective fraternity and sorority communities.

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16. At an alumni meeting each fall, pass around the mission statement of each advisors’ organization. Have them share with a partner how they live the mission each day and/or how the mission has come to mean something different to them as alumni than as an undergraduate.

17. During meetings between the campus professional and organization professional, use the organization’s mission and evaluate how the chapter is doing in respect to their espoused principles. Develop strategies together to support the students. It is beneficial to invite the alumni advisor and chapter president to this meeting as well.

If there are real issues that need to be tackled, there is no need to keep it secret from the chapter. Collaboration is a true value of fraternity and sorority communities and administrators should role model this behavior.

18. Ask inter/national organization alumni and staff for feedback in the process of developing community mission and values statements.

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[18] Greek Week

The intent of Greek Week and the practice rarely are the same. This week has the potential on all campuses to represent what it means to be a fraternity or sorority member. The dualism of fraternity and sorority life is often demonstrated during this time.

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14. Use PowerPoint to convey powerful quotes about values and promote community mission and values statements while students enter the banquet location. The University of Illinois Urbana-Champaign adapted this idea from the Mid-American Greek Council Association. You can ask either group about this idea.

15. At each table, have a centerpiece with a value on one side and then have all participants write on the back one way their chapter fulfilled this community value. If your ceremony is held in an auditorium, use ushers to distribute this information.

Ask attendees to turn in their cards at the end of the program and share the statements with your senior student affairs officer or post them on the fraternity/ sorority life website.

19. Rather than Greek Week, host one event each month that represents a fraternity and sorority value, helping to promote values year round.

20. During competitive activities, include opportunities to demonstrate leadership and academic excellence. Sure, you can pull a rope across a marker, but can you demonstrate how you could address world hunger through an essay contest or your ability in quantum physics during a quiz bowl tournament?

21. To help organizations understand the common values among organizations, at the start of Greek Week, distribute the mission statements of all organizations to each member via e-mail or some other format.

Allow them to see how missions often read quite similar. Host a discussion group early in the week highlighting the commonalities and discuss how different organizations facilitate their mission.

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22. It is not a community-wide event if the Interfraternity Council (IFC) and Panhellenic are the only groups involved.

Invest National Pan-Hellenic Council (NPHC) and culturally-based organizations early in the planning process. Determine a series of service activities to collaborate and demonstrate the collective value of civic responsibility.

Intake and Recruitment We will have more values-based members if we recruit differently. This requires an intentional inclusion of values into recruitment conversations.

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23. Train students how to have valuesbased conversations during recruitment events. Books such as Good Guys and I Heart Recruitment (both published

by Phired Up Productions) help with strategies. Student cannot be expected to do this unless they are trained.

24. During a “Meet the Greeks” or your campus efforts to promote culturally-based organizations, host a discussion on how values-based organizations support culture.

How does culture connect with values and vice versa?

25. Recruitment Counselors are trained to have conversations with potential new members. Why not include the widely held values of the Panhellenic sorority community in those conversations?

26. Panhellenic Formal Recruitment activities should be framed around a particular value in each round: Philanthropy and Service; Leadership and Campus Involvement; Academics and Personal Development; and culminate in the final night when the meaningful ceremonies often associated with the last stage of recruitment are facilitated. Adjust as your campus uses modified versions of NPC structured processes.

27. Promote an “Into the Streets” community service effort across all governing councils during the semester the campus does not have a more formalized recruitment or intake process. For example, many NPHC organizations bring in new members in the spring. In the fall, NPHC could partner with the IFC, Panhellenic, and other governing bodies and coordinate a Saturday dedicated to community service.

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Risk Management and Safety We often focus on the policy aspect of risk management and social responsibility. It is time we also focused on how policy shapes general concern for others.

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28. Advise students to revise the policy using the values of the community. Rather than saying “Drinking games are not condoned” say “Drinking games are contrary Summer 2007 / Perspectives

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to the value of responsibility.” Try to find some way to turn the policy discussions into values discussions. For example, when a chapter violates policy, refer to their mission and ask “so, how did this contradict what this statement says that you are about?”

29. Charge chapters with “violation of organizational mission.” If this is not in the code of conduct or in general fraternity and sorority community policies, incorporate it into these documents. Remind them that they say they are about one thing and are practicing another: for example, hazing is not in the mission for any organization.

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One-on-one meeting with student leaders Many of us have close contact with student leaders. There are many ways for inter/ national organization staff, volunteers, and campus professionals to integrate values into those conversations.

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30. As an organization staff member or national/regional volunteer, send notification that you will want to meet with each officer when you visit. In the letter inform them of the specific values or mission components you are most interested in discussing during those meetings.

31. Campus professionals should post the mission statements of all organizations on the office wall. You could also post them all to a website, making them easily accessible by parents or other constituents. When students come to meet with you, review the mission statement and say, “Prior to advising you on this matter, tell me how you think your mission should influence our conversation.”

32. Refer to yourself as a values educator.

Change the terminology. Human resources offices may not buy into this concept, but when talking to people about your responsibilities, first and foremost tell them that your job is to educate students on values in the context of fraternities and sororities.

33. Conduct an assessment project to determine the current level of understanding about community mission and values.

Use this data to shape future practices to develop a strategic plan to improve mission and action congruence.

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Advising Programs We all have a responsibility to support programs that promote student learning and development. We can integrate values conversations quite well in this process.

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34. Encourage NPHC to talk about widely held community values in between acts at the yearly step show. Apply this to other events focused on entertaining the community (e.g. talent shows).

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35. As you advise students on programs, focus advice on connecting their plans to the community values. Ask that all programs have stated outcomes that connect to fulfilling community mission and values.

Help students connect the activities to the values. Chances are they will not make decisions regarding events or t-shirts if they know you are concerned about their values being fulfilled by the activity.

36. If approval is required for events or programs, such as service initiatives, intake paperwork, social event registration, include proof the chapter has organized the event with respect to their mission and values. Just putting the mission on the form at least reminds them there is a mission;

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over. Volunteers move away. We have to start over again, but if we all consistently and intentionally advocate living our mission and values, then we will make some progress. Not everyone will buy in, but it is worth it for those who really want to become better men and women. Strive to reach the students in the middle who could go either way; you may win their support. Some students will never get it, and although you may be stuck giving them your time in discipline hearings, you attempt to address values during those conversations. Getting someone to think about mission and values even for a little while can make a difference.

Cultural change takes time,

and we do not know if we can do it

unless we make the attempt. we should pay attention to our purpose – that is progress in and of itself!

Advising Councils Council officers are often our most outstanding members. They can be true stewards of the values movement.

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37. Help the councils think innovatively: if the community is going to be about values, change the names of officers to reflect espoused values. For example, Vice President Judicial could become Vice President for Responsibility.

Secretary could become Vice-President for Interpersonal Relations. Be intentional: use language differently to integrate values concepts into daily thinking.

38. Apply many of the aforementioned chapter leaders’ strategies to council officers. Lead the goal development at an annual retreat and connect all goals to mission and values.

39. For inter/national organization representatives, when you meet with chapter leadership connect any feedback to how they are fulfilling the values of the organization. Values are open and for public consumption: connect chapter reports to organizational values and share those reports with the chapter advisor and campus professional.

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Just try to do it differently

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40. Cultural change takes time, and we do not know if we can do it unless we make the attempt. Excuses have to stop and we have to try. Do not get frustrated too soon. Remember, we get older but the students stay the same age. Staff turns

So is it all just philosophy or can we make this happen?

Philosophy is the discipline concerned with the questions of how one should live (ethics); what sorts of things exist and what are their essential natures (metaphysics); what counts as genuine knowledge (epistemology); and what are the correct principles of reasoning (logic) (from Wikipedia).

The values movement is a philosophy, but becomes practical as we attempt to advance the fraternal movement. We must modify how we currently do things, ask questions about what things can change, and determine where we can incorporate values into the interactions you have with students. The result is a different conversation that helps students develop and explore their own values in the forum of their organization and the fraternity and sorority community.

The values movement is powerful and worthy of your time, but the reality is that there are other forces competing for your attention. You have decisions to make; it is my hope that you will choose to become an active participant in the values movement through any of the aforementioned ideas or new ones you develop.

–D an Bureau is a doctoral student in Higher Education and Student Affairs at Indiana University. He served AFA as the 2004 President and has been actively involved in the fraternal movement for over 10 years.

1JDUVSF UIJT

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