Perspectives Magazine Summer 2013

Summer 2013

A Publication for Members of the Association of Fraternity/Sorority Advisors AFA1976.org | @AFA1976

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From Spare Change to Social Change How can our organizations use our privilege to represent disability progressively?

Community Service That Matters

Service can give our students the opportunity for moral development. Let’s implement projects that matter.

Make Service More Meaningful Than This Promoting social change through real service

editor’s note They adopt highways, collect and donate canned goods, and participate in 5K runs. They put on week-long competitions so other fraternity/sorority members donate to their cause. They paint banners, pass out information, put on contests of a wide variety, and they see-saw, dance, walk or relay for hours in various thons—all in the name of “service.”

While our students and their organizations are collectively raising millions for philanthropic causes, rarely do they go out into the community to work with, interact with or learn about the lives of the people they aim to serve.

Furthermore, many of the philanthropic and service programs fraternities and sororities conduct are rooted in competition, pitting groups and individuals against each other. Most involve a hefty entry fee, so throughout the year, campus organizations pay these fees to one other for each event— essentially passing a check without making real impact.

Heather Matthews Kirk Editor @hmk0618

Finally, many students confuse service and philanthropy, and the actions we promote and reward contribute to this confusion. While philanthropy—giving gifts for humanitarian purposes—is certainly valuable, volunteering through service—active participation that involves working with others and facing real-life problems—creates a connection between self and skills to the needs of the community (SDSU, n.d.).

This is true beyond fraternities and sororities and beyond college campuses. While more than 65 percent of Americans give money to philanthropic causes, only 27 percent of Americans volunteer (Chong, 2013).

We know there has been an increase in volunteering with the millennial generation (Healy, 2012), so where does this disconnect arise, and what will be the tipping point to elevate the service experience and the impact of real service among members?

What will be the tipping point to elevate the service experience and the impact of real service among members?

This issue of Perspectives will challenge readers to redefine and reframe their construct of service.

It aims to push readers to understand hands-on service and its benefits to students on a new level.

It will prompt readers to learn more about the populations we serve, what these groups need and how to fill that void. It will further push readers to make this an educational priority.

It will educate about how to transform service work into a service-learning experience through intentional planning, purposeful reflection and the creation of powerful environments.

It will question motives for service—is it for public relations or to give to others in a meaningful way? Is it self-serving or serving others?

It will also question whether what is being done is enough. Is changing a profile picture for a cause, buying a pair of shoes so someone else gets a pair, or even writing a check ENOUGH? Finally, we hope it will inspire you—spark an interest with your students and organizations to approach service in a meaningful way. Our intention is that this issue helps evolve service in the work of our readers and their students.

REFERENCES

Chong, Rachael. (2013). Service 2.0: The New Giving Will Transform Philanthropy. Retrieved April 23, 2013 from www. good.is/posts/service-2-0-the-new-giving-will-transform-philanthropy Healy, Michelle. (2012). Millennials might not be so special after all, study finds. USA Today. Retrieved July 20, 2013 from http://usatoday30.usatoday.com/news/health/wellness/story/2012-03-15/Millennials-might-not-be-so-special-afterall-study-finds/53552744/1 San Diego State University. (n.d.). What is the difference between Community Service and Philanthropy? Retreived July 20, 2013 from http://sll.sdsu.edu/leadership/service-faq.html

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from the president As you might expect, my role as AFA President has caused me to think about our association and profession from a more critical perspective than ever. The tremendous progress we have made during the past decade is obvious, but the necessity for additional progress is equally apparent. I do not think there is a clear-cut, “silver bullet” solution, but I do believe we have in our midst the capacity to be better at our jobs … if we want to.

Jeremiah Shinn 2013 President @booneshinn

The path to better (or from good to great) probably is not via conversations about what is wrong with the collegians, or whose fault it is that professionals find ourselves spinning our wheels. Instead, I believe the answers we seek are likely to emerge from conversations rooted in possibility-thinking and a mindfulness of the future we want to create, rather than a resolute fixation on the sordid past we are struggling to dismantle. As an association, it is our task to identify ways to incentivize this mode of thinking for the advancement of the profession.

One of the specific ideas I have been pondering lately has to do with what I will call “AFA currency” and how one acquires it. Existentially, I suppose the appropriate question is “What is cool in AFA?” For whatever reason, we seem to have unwittingly incentivized behaviors, beliefs and practices that do not have a direct and positive effect on the quality of our professional practice. Often, our professional “currency” is based on things such as: the prestige or perceived importance of the volunteer positions held, the number of AFA Annual Meetings attended, which organization’s dinners/receptions attended, who is in a member’s “AFA circle,” or the size of the fraternity/ sorority community or headquarters in which one is employed. Other forms of AFA currency are related to a member’s presence on Facebook, the number of nametag ribbons they acquire at the Annual Meeting registration table, the best (or most critical) tweets, or the most profound risk management train wrecks.

Relying on these and similar dubiously important artifacts as the standards for our professional currency is unsustainable and does very little to endear our profession to colleagues on campus who are swiftly moving past us in their collective professional knowledge and ability to influence change in the higher education world.

So … what do we do instead?

For whatever reason, we seem to have unwittingly incentivized behaviors, beliefs and practices that do not have a direct and positive effect on the quality of our professional practice.

In my column that appeared in the spring issue of Perspectives, I posed the question: “What if we shifted the focus of AFA engagement from our personal volunteer trajectory to our personal learning trajectory?” While this is only one tactic in a more comprehensive strategy, it serves as an example of the simple shift in thinking that could make a huge difference in the impact we could be making. When our focus is on building AFA currency by being great professionals, we have a far greater potential for impact than if our focus is on building AFA currency by being active volunteers.

Don’t get me wrong! We need active and engaged volunteers, but what we need more is a cohort of professionals willing to flip the script from the well-worn path of reacting to problems to one that imagines what a relevant, sustainable and progressive future might look like.

The future relevance of the fraternity/sorority community does not depend on a transient cohort of 18 to 22 year-old college students collectively and suddenly getting it. The future does not depend on them finally figuring out what we mean when we tell them to live their values. The future depends on the willingness of professionals to hone our craft—to think in terms of possibility, to do something different, and to align with the trajectory of higher education. Basically it requires each of us to be willing to accept a new kind of AFA currency.

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

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

Submission Deadlines: Fall 2013: August 1, 2013 Winter 2014: November 1, 2013 Spring 2014: February 1, 2014 Editor: Heather Matthews Kirk Zeta Tau Alpha Heather-Kirk@zetataualpha.org (317) 872.0540 @hmk0618 Staff: Lea Hanson Director of Marketing & Communication lea@afa1976.org Monica Ceja Coordinator of Marketing & Communication monica@afa1976.org 2013 Editorial Board: Noah Borton, Delta Upsilon Emilee Danielson Burke, Shippensburg University Kirsten Siron Fryer Andrew Hohn, University of Illinois Scott Isenga, University of Central Arkansas Sarah McCracken, Delta Zeta Nathan Thomas, Bradley University

Association of Fraternity/Sorority Advisors P.O. Box 1369, Suite 250 Fort Collins, CO 80522-1369 info@afa1976.org phone: (970) 797.4361 fax: (888) 855.8670 www.afa1976.org @AFA1976 AFA is a proud member of:

in this issue

Spare Change to Social Change: Disability 6 From Representation in Fraternity and Sorority Philanthropy Dr. Amanda Kraus and Daniel DeHollander

Our members have great opportunity to represent disability progressively, but our philanthropic efforts often fall short. How can our activities reflect values congruent with social justice?

14 Self-Serving Service Abbie Schneider

Our organizations’ creeds, symphonies and mission statements call for contribution to the greater good, but many of our philanthropic activities render this rhetoric empty. Can we lead the charge for more meaningful service?

Service That Matters: Maximizing Opportunities 24 Community for Moral Development Chip Phillips, Ph.D

Community outreach and service, when done right, creates a context to promote moral development in our members. In the wake of ethical scandals in business, religion and politics, such development is critical.

HIGHLIGHTS 12 18 20 28 30 34 36

COLUMNS

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Crafting Experiential Learning for Global Citizenship The Impact of Global Service = ≠ Enough Why Reflection?

Learning in a Global Classroom Brothers and Sisters in Uniform 10 Books that Spark Service

03 :: Editor’s Note 04 :: From the President 39 :: Spotlight

FROM SPARE CHANGE TO SOCIAL CHANGE: Disability Representation in Fraternity and Sorority Philanthropy

by Dr. Amanda Kraus and Daniel DeHollander

“Can you spare some change to help the blind?”, a college-aged woman wearing fraternity/sorority letters yelled at me as she passed by on campus.

“Imagine how you would feel if you were blind!”

Indeed, how would a blind or disabled student feel when confronted by such comments? The sorority woman’s request for spare change conjures up an image of a beggar, cap-inhand, awaiting a benevolent passerby to toss him a nickel.

This image is a familiar symbol of disability, one that many fraternities and sororities target in their philanthropy without considering the negative way it may represent disability to its members and the campus community.

Charity is an important thread in the tapestry of disability history. Historically, disabled individuals were considered genetically inferior and were hidden away, institutionalized, or sterilized so as not to pollute the human race (Braddock & Parish, 2001). In the mid 1900s, society began to adopt more compassionate or sympathetic attitudes to individuals with disabilities, although perhaps no more progressive or empowering. In 1966 the first Muscular Dystrophy Association (MDA) telethon aired (Haller, 2010). Telethons continue to be contentious and hotly debated in the disability community, as they portray disability as a fate worse than death. The goal of such charity is to eradicate disabilities or differences, a concept that could understandably offend the many disabled individuals with pride for their identities and community.

The 1960s also saw the birth of the civil rights movement, from which disability rights emerged. Disability activists and scholars pioneered this movement with strong influence from disability studies, an interdisciplinary and multidisciplinary field that examines disability as a social, cultural and political phenomenon (Shakespeare, 1997). This approach allows us to look critically at how disability has been and continues to be framed.

Traditionally, disability is framed in society and in higher education through a medical lens, where disability is considered a negative attribute. The medical model, as it is referred to, asserts that a disability is an individual’s problem that must be fixed or cured (Williams, 2001). This model is replicated in the media (Haller, 2011); newspaper headlines, television sitcoms and movies present disability in negative and damaging ways (Haller 1997, 2011). For example, disabled people are consistently portrayed as tragic or pitiful, in need of help. The telethon is a prime example of this representation.

It is hard to challenge the disempowering ideas with which we have been socialized. These images teach both disabled and non-disabled people about the disability experience, and these ideas shape not only our personal assumptions and beliefs, but our professional practice.

A promising way of conceiving of disability in higher education is emerging from the disability studies community and is beginning to permeate our practice on campus; it challenges the medical frame and argues that the disability experience is constructed and perpetuated by barriers in

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the environment that exclude disabled people from access and participation. This concept minimizes the impact of an individual’s impairment and locates the “problem,” or burden of responsibility, not in the individual but in the environment.

For example, a classroom that utilizes technology or materials inaccessible to blind or visually impaired students prevents the student from participating. The student would be able to fully participate if the environment was accessible. Shifting the focus from individual to environment yields great opportunity for practice on campus, specifically in philanthropy efforts that have the potential to target more systemic issues.

Sadly, disability and charity are still inextricably linked in our society, hence, great opportunity exists for fraternity and sorority men and women to represent disability progressively to members and campus community. In recent years, service learning and philanthropy have come under great scrutiny for being disingenuous and ineffectual in their outcomes (Fasone & Rose, 2009). Limited interaction with the communities being served or fundraising alone will not contribute to a transformative learning experience for students or sustainable change in the community. Relative to disability, the answer is not necessarily to eliminate philanthropic efforts, but to implement them responsibly, focusing less on curing individuals and more on addressing social change that would make environments more inclusive and accessible for all.

But we raised $40,000!

“But this is how we did it last year, and we raised a lot of money!” may be a response from students who do not understand how representing disability through charity is problematic. Fraternity and sorority members cite instances of charity and philanthropy, often interchangeably, to enhance their chapter’s reputation and to demonstrate their leadership capabilities. As a result, projects are more concerned with chapter traditions, enhancing chapter statistics, or “encouraging the heart,” a process in which an individual uses his or her own privilege to help those less fortunate (Dugan, 2008). By neglecting critical elements of philanthropic service, including “educational context, advocacy and reflection,” we miss the intended purpose of the philanthropy (Fasone & Rose, 2009) and raising money is recognized over creating transformative change.

The charity model of disability likely influences the way many organizations perform philanthropy related to disability, but as multicultural competencies increasingly shape our contemporary conceptualizations of service, leadership and community, it should be expected that measurements of success related to philanthropy reflect values congruent with social justice (Dugan, 2008; Taylor & Wall, 2012).

Philanthropic efforts that frame disability as a natural aspect of human diversity have the potential to make a great

Suggestions for the Responsible Implementation of Philanthropy community impact and reflect positive and empowering ideas about the disability experience to their members, campus, and surrounding communities. Projects in line with the intended values and purpose of philanthropy will yield positive and sustained educational and developmental outcomes, thus changing the representation of disability to chapter members and the campus community.

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Inter/national organization staff members, chapter advisors, philanthropy chairs, chapter members, and non-chapter members assisting in philanthropy activities must be educated on how the project will represent and impact the community being served.

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Chapter members, advisors and staff should be discerning when it comes to philanthropy themes and activities, and they should be critical of the potential impact of their individual behaviors as they carry out their activity. For example, what message might a date auction send to an organization that addresses domestic abuse?

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When conducting philanthropy or service projects, it is critical for all participants to understand the mission of the beneficiary organization so they may effectively educate and engage both chapter members and the community. If proceeds benefit a specific population, participants must represent that population respectfully in all aspects of the campaign.

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Opportunities for education and reflection should be incorporated into all stages of philanthropy. Proactive conversation will more effectively keep philanthropy projects congruent with larger values of education, advocacy and social justice (Fasone & Rose, 2009).

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Intentional reflection may prevent students and community members with disabilities from feeling alienated or targeted by philanthropy projects that were intended to raise awareness.

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Governing councils may consider recognizing organizations that facilitate educational philanthropic opportunities for chapter members, not organizations that simply raise the most money.

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Partner with campus resources to facilitate meaningful dialogue about the group being served. Governing councils may consider inviting speakers or presenters to lead workshops or trainings.

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When implementing diversity or social justice-related projects, those involved should first identify their own biases and examine useful models or concepts to guide their work toward progressive and respectful outcomes. These conversations should involve all those involved with the implementation of the philanthropy, including advisors. Meaningful, honest discussions about diversity, unique perspectives, and bias can inspire positive and sustainable changes related to other chapter activities.

Impact

The incident referenced at the beginning of this piece occurred during a long-established sorority philanthropy, and it did prompt a collaborative response from Fraternity and Sorority Programs and the Disability Resource Center that resulted in discussions between staff members, chapter advisors and student leaders. This incident highlights the need for proactive campus partnerships to increase the positive impact of philanthropy for everyone involved.

I’ve never thought it about it that way before …

Though it is often considered to be different or separate, disability, too, deserves to be a part of an organization’s diversity and social justice agenda. Despite the steady rise of disabled student enrollment at undergraduate institutions, campus diversity initiatives consistently neglect disability or portray disability in disempowering ways. Pity and tragedy are too often presented on campus and in society as the primary or sole aspects of the vast experience of disability. To this end, a richer, deeper understanding of the disability experience is necessary for not only chapter members, but the advisors and campus staff with whom they work.

The risks of perpetuating philanthropy or service projects that portray disability in tragic or disrespectful ways are profound. This messaging will not only impact a disabled chapter member or prospective member, but it will continue to reinforce disempowering ideas about disability to those community members without disabilities. By identifying the ways disability is represented throughout the organization, members can create a climate around disability that would make all members feel supported. Specifically: • • • •

Intentionally represent disability in images and language on chapter websites and marketing materials.

Clearly indicate accessibility options for all events.

Be sure recruitment activities are accessible to help increase the diversity of the membership.

When designing any events, programs or workshops, plan for a range of diverse participants and consider access broadly.

The answer is not to eliminate service or philanthropy events that address disability but to implement them respectfully and responsibly. Every event, including philanthropic endeavors, should demonstrate to the community an organization’s

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commitment to diversity, access and inclusion. One can begin this process by educating oneself and looking critically at how his or her chapter’s membership and practices reflect and represent diversity. Where disability is often forgotten, it is the responsibility of current chapter members, our future community leaders, to educate themselves and their brothers and sisters around how to represent it respectfully and consistently. This will require both learning about the richness and vastness of the disability experience and unlearning the disempowering messaging with which we have all been socialized. This educative process is what is truly necessary to effect sustainable social change.

REFERENCES

Braddock, D.L. & Parish, S. L. (2001). An institutional history of disability.

In Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.), Handbook of Disability Studies. Thousand Oaks: Sage Publications.

Dugan, J.P. (2008). Exploring relationships between fraternity and sorority membership and socially responsible leadership. Oracle: The Research Journal of the Association of Fraternity Advisors, 3(2), 16-25.

Fasone, L. & Rose, C. (2009). Fostering ethical and moral development of fraternity and sorority members through service. Essentials. Retrieved from http://www.afa1976. org/Publications/Essentials/EssentialsPrevisousIssues/ June2009FosteringEthicalandMoralDevelopment.aspx

Free self-assessment tools to initiate conversations about the effects of socialization and implicit and explicit bias: Implicit Association Tests implicit.harvard.edu/implicit/ Reducing Stereotype Threat reducingstereotypethreat.org Test Yourself for Hidden Bias tolerance.org/hiddenbias

Haller, B. A. (2010). Representing disability in an ableist world: Essays on mass media. Lousiville: Advocado Press.

IAT Corp. (1998). Project Implicit. Retrieved from http://implicit.harvard. edu/implicit/ Shakespeare, T. (1997). The social model of disability. In Davis, L.J. (Ed.), The Disability Studies Reader. London and New York: Routlege.

Stroessner, S., Good, C., & Webster, L. ReducingStereotypeThreat.Org. Retrieved from http://reducingstereotypethreat.org Taylor, B.J. & Wall, V. (2012). Is social justice the new diversity? Essentials.

Retrieved from http://www.afa1976.org/Publications/Essentials/ May2012SocialJustice.aspx Teaching Tolerance. (2012). Test yourself for hidden bias. Retrieved from http://www.tolerance.org/hiddenbias The University of Arizona. (2011). Disability Resource Center. Retrieved from http://drc.arizona.edu/ Williams, G. (2001). Theorizing disability. In Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.), Handbook of Disability Studies. Thousand Oaks: Sage Publications.

Dr. Amanda Kraus received her M.A. and Ph. D. from the University of Arizona in Higher Education. Dr. Kraus currently serves as Assistant Director for the University of Arizona’s Disability Resource Center. She is also Assistant Professor of Practice and Coordinator of the Master’s Program in the Center for the Study of Higher Education.

Her research interests include student development, disability identity and disability dynamics in the student veteran community.

Daniel DeHollander earned his B.A. from the State University of New York College at Geneseo and his M.A. in Higher Education at the University of Arizona. Daniel’s experiences at UA include roles with Student Transitions and Fraternity and Sorority Programs. His research interests include exploring opportunities to increase disability inclusion and representation within student affairs and understanding the role of masculinities in college student success.

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Check out online resources about inclusive event planning, universal design and disability awareness programming to aid in these conversations. For more information, visit drc.arizona.edu.

Greeks for Good 5K Fund Run At this year’s Annual Meeting

With wellness being a key ingredient of the 2013 Annual Meeting in Orlando, the AFA Foundation thought there would be no better way to celebrate (and do a little good in the process) than to host a 5K fund run/walk to kick off Thursday morning.

We’re planning the event with one main principle in mind— FUN! Runners and walkers of all skill levels in workout gear or crazy costumes will be welcome, and there will even be a way to participate from your deep slumber if you have no interest in a 3.2 mile jaunt to start your day.

The 5K Fund Run is being sponsored by the Greeks for Good program, and all proceeds and fundraising efforts will benefit the AFA Foundation and the profession we all love. More information about incentives (think best costume, best cheerleader and top fundraiser) will be included upon registration. Keep your eyes peeled for the Fund Run registration upon registering for the annual meeting. The Fund Run will take place on Thursday, December 5 at 6:30a.m. Once registered, we’ll provide with you information about how you can launch your very own fundraising campaign for the AFA Foundation at http://afa.greeksforgood.org.

We greatly look forward to this exciting new event, and we hope it becomes an annual event at the meeting.

Crafting Experiential Learning for Global Citizenship

by Sara L. Jahansouz, Ed.D.

The concepts of cultural competence and civility are becoming commonplace within the constructs of higher education.

Finding ways in which undergraduate students may learn and grow in these areas may seem like a challenge, but also lends way to creating meaningful learning opportunities through hands-on education involving international travel, social justice and civic engagement.

Over the course of three academic years, I created three mini service learning, study-abroad courses in Costa Rica and The Bahamas for an initial audience of fraternity and sorority leaders at The University of Tennessee at Chattanooga; however, this would grow and create later partnerships with the Disability Resource Center and the students they serve. The goal was to ensure we created opportunities that taught global citizenship while meeting academic rigor of the traditional classroom. Under the direction of a threecredit hour course, students studied keys to traveling abroad, including obtaining a passport, learning how to pack within a carry-on and navigating airport culture. Students engaged in learning opportunities surrounding social justice and civic engagement from a local standpoint, later to be applied onsite while in an international environment.

For professionals seeking to plan immersion learning experiences, here are keys to keep in mind.

Benefits

The benefits of creating and producing a program offered to students with an international travel component are plentiful.

Access Seek subsidies of donations and/or endowments to create a new dynamic of access for students who may not have the resources necessary to experience international travel.

Thinking outside the box is critical. Many donors are not able to give cash, but there are many other non-traditional gifts of great importance. For example, a local donor provides our housing abroad through unused timeshares. Transportation is provided locally to get us to and from campus to the airport and back. We have also had meals and transportation donated in The Bahamas through continued partnerships with particular people and entities. All of these partnerships bring the student cost down, increasing access to this unique endeavor. “I would never be able to afford an entire semester abroad,” said undergraduate UTC student Brenda Anderson said. “This experience allowed me to gain a passport, see the ocean for the first time and make an impact on the Bahamian community I was visiting.”

Academic Credit Collaborating with colleagues in academic affairs allows for the potential to create course-work that leads to earning academic credit hours for participation in an international service trip. Creating measurable outcomes and objectives to

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share during initial conversations with colleagues in academic affairs is a great place to start. Then ensure credentials are met for an appropriate instructor, and provide a syllabus approved by the institution’s accreditation body.

Experiential Learning A mini-study abroad experience allows for a great deal of learning to occur in a hands-on environment as students apply theory to practice. This has shown that providing opportunities for experiential learning engages students on a deeper-level in areas of identity development and social change. According to undergraduate student, Brandon Harden, “Visiting the Bahamas allowed me to see that people who look like me serve in many influential roles. I’ve never been exposed to a culture where being a person of color wasn’t different.”

Life Skill Development Through the use of qualitative pre- and post-tests, it has been determined that international travel plays a significant role on the development of self-esteem, self-efficacy and overall empowerment. For the UTC trips, had we utilized quantitative analysis in isolation, we would not have gained a holistic understanding of the level at which learning was occurring. It is important to use mixed methods to measure development. One student noted through reflection, “I’ve gained more courage than I can describe. Traveling abroad has empowered me to help my family and I see the world beyond the television.”

Potential Barriers to Consider

Language/Communication When choosing a location, consider the native language and your group’s level of competence working in this environment.

Visiting Costa Rica created a great challenge for our group, as we did not have a site leader fluent in Spanish. While two of eight students spoke some Spanish, this created unanticipated challenges for local transportation and agency work.

ADA Accessibility Foreign countries provide a number of challenges in the area of accommodations for students and staff with disabilities.

Take a full site visit to determine the official itinerary, communicate in person with community agencies that will be served, and finalize local transportation for students’ arrival.

Resources Abroad Some of the best contacts abroad are people you may meet sitting next to you on a plane or a trustworthy cab driver you meet along the way. Also tap into local entities. For example, we have had a tremendous amount of success working with the Ministry of Tourism for The Bahamas. The Ministry of Tourism connected us with the local agencies we serve and provides an opportunity to work with People-to-People, an international concept in which residents invite visitors into their home for a night of sharing local traditions and food.

Students should receive: Access

Surprises We Learned Along the Way

Some revelations that presented themselves included the need for one site leader to also serve as a trained and licensed counselor. Many students self-disclosed mental health concerns they were treating as well as high-stress/anxietyridden feelings about being abroad. Having a counselor on staff alleviated issues we could have faced.

Academic credit

Surprisingly students responded well to an agreement of no cell phone use throughout the experience. With limited access to wireless internet in the evenings, the balance of technology use was found quite appealing and students had many conversations surrounding recreating this thoughtful balance upon return to the states.

Experiential learning

Collaboration

Think outside of the box to collaborate with other university, local or international entities. For example, in addition to working with academic affairs and local donors, we found a unique opportunity to include participation from students registered with the Disabilities Resource Center. As colleagues discussed ways to create a mentorship experiences between fraternity and sorority members with students with Asperger’s, a student group comprised of students self-identifying as functioning with Asperger’s and/or autism joined to advance the learning and purpose of the program.

Qualitative findings tell the story of UTC’s Alternative Spring Break experience better than any syllabus or list of learning outcomes could. According to Meredith Levine, undergraduate student and two-time participant, “Being a part of [UTC’s ASB trips] for two years will forever remain an important and memorable part of my college experience.

Not only was this about service and culture, it was also about students coming together from different organizations and backgrounds and learning from each other. All the projects our group participated in were very meaningful, and I believe we made a positive impact in Bahamian communities. Special opportunities like our meal with the Bahamian family could never be understood in a textbook. The dinner was one of my favorite memories from the week, because it was something so unique. Getting to feel like a part of their family was a great way to further learn about Bahamian culture.”

Life skill development

Look for these potential roadblocks: Language barriers

ADA access

Resources abroad

Sara L. Jahansouz, Ed.D. serves as Associate Dean of Students at The University of Tennessee at Chattanooga.

Sara was named UTC Professor of the Year for her role of instructor of UTC’s course, An International Exploration of Civic Engagement and Social Justice. Sara’s dissertation focused on perceptions of learning through intentional experiences among undergraduate students.

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Photo credit: University Unions

Self-Serving Service

by Abbie Schneider

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F

raternities and sororities frequently exalt the value of their philanthropic causes and fundraising efforts.

However, as a professional in fraternity and sorority life I find the purpose of these efforts less easily understood. Many organizations’ values call for a contribution to the greater good or a promotion of justice. Similarly most oaths and creeds include rhetoric about causes greater than one’s self or how the development of the individual member is best accomplished through service for or with others. I understand the philosophical reason why fraternal organizations are linked with philanthropy and service, but if you look at the way these are enacted, the rhetoric we so heavily reference seems like lip service.

Members and chapters raise a lot of money for philanthropic causes and conduct many service hours for community and non-profit organizations, but I find myself questioning the true purpose of the activities. Is this work really rooted in a desire to fulfill our missions, or is the purpose to serve a means to offset the negative consequences of our organizations? Are these efforts an exercise in public relations for the purpose of crafting an image or recruiting new members?

This confusion is never clearer than in Panhellenic sorority recruitment.

About three years ago I was transitioning out of my role as recruitment advisor for my collegiate chapter. Like many chapters, this one had an inferiority complex not reflective of the actual positive experience members were having and providing. They excelled at continuous open recruiting but struggled to feel comfortable translating all they had to offer to potential new members in the formal recruitment process. We had spent the previous year working on how to be authentic in the midst of what felt like an inauthentic process to them.

In our final meeting we were discussing their recruitment goals and plans for the upcoming year. A big part of their plans centered on philanthropy round, or as I like to call it “craft for a cause.” In an attempt to help the formal recruitment process

become more grounded in values many Panhellenic councils have designated one day to be focused on philanthropic initiatives. In my experience, I have seen this turn into women working on a craft project loosely, at best, connected to an organization’s cause and, at worst, a complete sham. Certainly there are some chapters and campuses that make this work, but there also those where the crafts get dismantled and the materials used again the following round or year, never making it to their intended destination.

In the conversation with the chapter officers, they expressed frustration at trying to fit in with the expectations of the philanthropy round on their campus. The chapter had a decade-long relationship with a family abuse services agency in town. The previous year, in an effort to fit into the campus norms, the chapter had done a craft the agency ultimately declined to take because they did not have need for what was made. Additionally, the campus professional shared feedback that their cause, supporting victims of domestic violence, had not been as popular with potential new members as other more uplifting causes or less taboo issues like those that support children or cancer.

This conversation was one small example of how self-serving our philanthropic and service initiatives can become and how some of the systems institutions and organizations put in place can inadvertently encourage chapters to simply see their causes as a public relations opportunity rather than a way to affect change, increase their own world-view or impact the lives of others.

College Learning for the New Global Century (2007), a report from the National Leadership Council for Liberal Education and America’s Promise (LEAP), asserts that “the world is being dramatically reshaped by scientific and technological innovations, global interdependence, crosscultural encounters and changes in the balance of economic and political power.” The report questions whether students are actually getting the kind of learning they will need to navigate a “complex and volatile” world. The report provides

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recommendations for essential learning outcomes that include personal and social responsibility and integrative learning, two areas where inter/national organizations and fraternity/ sorority communities are well-placed to make an impact.

The issues that affect our world are varied, often intertwined and always complex. We live in a world where both obesity and hunger are linked to challenges with access to nutrientrich food and where legislation and economics dictate that access. A few hours at the food bank is certainly time well spent and contributes to the fulfillment of immediate needs.

However, is the time our chapter members spend in direct service or raising funds for a cause intentionally connected to the systems and circumstances that allow that issue to exist in the first place? How are they thinking critically or applying what they’ve learned in their political science, economics or literature classes to a complex, real-world problem?

College Learning for the New Global Century (2007) calls this a “precarious moment when short-sighted educational choices may prove permanently limiting to Americans’ prospects” and calls on members of the higher education community to work together to encourage the kind of learning graduates will need for an “interdependent and volatile world.” I would argue that right now, instead of looking at philanthropic relationships and service programs as places where for legitimate learning can occur, we have opted to put systems in place that enable members to view issues as a separate from them, and as simply the cost of doing business in order to maintain recognition with their national organization or campus.

Instead of asking sorority women during formal recruitment to articulate what they have learned over the course Is the time our of a year, or how they chapter members spend are applying their knowledge and skills in direct service or raising to address a realfunds for a cause intentionally world concern, we connected to the systems and pack chapter houses and student centers circumstances that allow that with women spending issue to exist in the first hours on handicrafts that potentially do not place? reach the population they intend to serve or do not impact them.

If we want the students with whom we work to be more civically minded—to have “an active sense of personal and social responsibility and a demonstrated ability to apply knowledge to complex problems” – we have to ask ourselves how we are perpetuating systems that encourage students to focus on looking good and feeling good rather than actually doing good (College Learning for the New Global Century, 2007). There are three things that could easily start all of us on a better, more meaningful path.

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1. Stop measuring effectiveness in funds raised and hours served. Start assessing ability to apply learning to complex problems.

Our industry loves to talk about learning outcomes, but we seem to like them best when they are easily measured through multiple choice assessments administered at the beginning and end of a program that takes place over a distinct period of time. What if instead of just basing accreditation and awards on hours served and funds raised, we assessed the ability to apply learning to complex problems through milestone events and actual performance?

Let’s get feedback from the agencies with whom our chapters work. Were their needs met? Did the chapter volunteers make meaningful contributions? Let’s evaluate the “philanthropy” events and weeks that chapters host. If we view these events as opportunities where members are to demonstrate understanding of complex issues and apply knowledge and skills to addressing them, we might encourage greater learning. An added measure: organizations who raise money through events that risk health and dignity get docked points for clearly missing the point. The ends don’t justify the means.

2. Stop enabling senseless practices. Start asking the “big” questions.

When students come to us with ideas for philanthropy round or fundraising events, we must ask them what difference they are going to make and help them make broader connections to meaning, purpose and integrity. Encouraging students to talk with an agency and determine not just short-term, one-day needs, but rather how the chapter can truly build a relationship that provides increased capacity for that agency is critical. Whether through a steady stream of volunteers or funding a particular program, longer-term commitments may unencumber agency resources that can take services or advocacy to next level.

College Learning for the New Global Century (2007) asserts that students “learn best when they can see the point of what they are doing. Illuminating real-world implications can help students discover the excitement and benefits of powerful learning.” Understanding agency needs helps students better understand the societal impact they are capable of having and creates opportunities for deeper learning.

3. Stop focusing on transactional events. Start encouraging transformational experiences that connect knowledge with choices and action.

A common theme in learning design theory is that what you do before and after a learning experience is critical to a learning experience having impact and being retained. If students show up for a few hours of service and the only context provided is through the minutes the community partner representative shares a little about the organization and its mission, we are providing a transactional event. Nothing sustainable has been built.

When students come to us with ideas for philanthropy round or fundraising events, we must ask them what difference they are going to make and help them make broader connections to meaning, purpose and integrity.

We hold joint trainings on campuses for risk management chairs so they can effectively navigate campus expectations around social events. Why not partner with the service learning office and do the same with philanthropy and service chairs and help them learn how to craft a more meaningful experience? What if each of our philanthropy officers knew how to provide engaging pre-service information or experiences that excited and informed members, like asking members to think about their coursework and ways it may intersect with the service area? What if there was not only a good debrief following the service event, but the philanthropy officers also had strategies to extend the experience weeks and months following the event? What if faculty members whose work intersected with our service topics were invited to be a part of this experience in some way?

Community service is a great experiential learning exercise, and there is no doubt that the experience in and of itself can sometimes have impact. But more often than not, we are leaving participants with the responsibility to make connections on their own and come to their own insights— without the benefit of hearing from different perspectives, being provided feedback or getting to be asked some of the really big questions. That is a missed opportunity.

Our fraternity and sorority communities contain thousands of students capable of contributing great things to their local communities and beyond. Yet, the College Learning for the New Global Century report (2007) references that less than 10 percent of four-year graduates are globally prepared, and many students do not think civic engagement is even a goal for their college studies. That presents a problem since most university mission statements as well as the missions and values of fraternal organizations touch on citizenship. Simply focusing on isolated actions, single events and capturing data of hours served and funds raised does not come close to capitalizing on the potential that exists in our communities to effect real change.

It is time to shift the focus, acknowledge how we’ve created systems that contribute to the problem, and find a way to become more intentional about implementing effective practices that will help student learning.

REFERENCE

The National Leadership Council for Liberal Education & America’s Promise.

(2007). College learning for the new global century. Association of American Colleges and Universities. Washington, D.C.

It’s time to think beyond a craft.

Abbie Schneider currently serves as the Director of Organizational Development at Alpha Gamma Delta Fraternity and has worked as a campus-based professional and headquarters professional for both men’s and women’s organizations. She believes there is no better feeling than working on something you believe in with people who are invested in each other and their cause.

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The IMPACT of “Volunteering abroad is an excellent way 1 billion people to acquire cross-cultural experience, worldwide are malnourished. develop skills that can help in future opportunities or careers, and gain deeper knowledge 1 out of every 7 adults Over 2.5 times more about important international in the world is people lack water problems and issues. It can illiterate. than live in the U.S. affect the volunteer just as much as the communities being served.”

61 million children worldwide are out of school.

A joint ACPA and NASPA task force identified globalization as an environmental challenge that will shape the future of student affairs for the these reasons: • • • •

Increasingly integrated, interdependent economies; Expanding and highly complex international knowledge networks; Intensifying availability of communication and information technology; Movement of millions of students and scholars around the world-learning, teaching, conducting research, disseminating knowledge, and spreading cultural influences.

Of those 61 million, 95% live in developing countries.

21 children under age 5 die each minute of preventable causes.

A child dies of hunger every 11 seconds.

f Global Service began on college campuses in the late 1980s.

In 2010, more than 72,000 students participated in alternative breaks.

Alternative breaks are “indeed contributing to the creating of active citizens.”

Growth of university alternative break trips in the 2000s is attributed to: •

•

The institutionalization of volunteer service as an integral part of the college experience.

The overwhelming interest in service along the Gulf Coast in the aftermath of hurricanes Katrina and Rita.

•

Participants show stronger intentions of voting after participation.

•

Alternative break participants are inclined to increase the amount of time they dedicate to service the community after an alternative break experience.

The organizations and communities served also benefit.

•

100% of nonprofit organizations that hosted break groups agreed or strongly agreed they benefited from the work done by students.

•

100% of these groups were interested in hosting future alternative break groups.

WHY GLOBAL SERVICE MATTERS

As boundaries separating nations, languages, cultures and political ideologies become permeable, the necessity of educating individuals prepared to navigate these boundaries becomes imperative.

A 2012 public opinion poll of Americans commissioned by NAFSA–Association of International Educators found the following:

79% 90%

94% 63%

63% 92%

“Before we make a ruling, did enough people change their Facebook profile picture?”

—no Supreme Court Justice ever

Changing your Facebook profile picture is not enough.

We are raising a new generation of leaders who think that if they update a photo or post a passionate tweet, they are supporting or contributing to a cause. I’m here to tell you, that is not going to cut it.

Don’t get me wrong. Awareness is a very important step to creating positive change, but it is only a first step. This past spring, I leaned back at my desk looking upon my monitor and could not help but be prideful as my Facebook feed filled with red equals signs. It was an incredible show of support for equal rights through social media as the Supreme Court began hearing both sides of the argument around same-sex marriage.

Again just weeks ago, as we waited to see if the Supreme Court would strike down the federal Defense of Marriage Act, profile pics started to flip with excited support. The SCOTUS decision will extend many benefits to couples in the states where samesex marriage is legal, but I found myself wondering where equal rights could be if all those sporting equal signs in my feed committed to action as well.

For any cause you believe in, changing your profile picture is not enough. While this act lets some people know what you think, it does little to impact an issue beyond creating limited awareness.

My good friend and social justice educator, Dr. Tanya Williams, often describes a phenomenon called “Facebook Tanya.” As a participant in my dissertation research she talked about the need to be authentic and real. “I’m gonna communicate my full self to you. I’m not trying to present

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only the Facebook Tanya. I’m not trying to craft it up to look a certain way. I want you to actually see the whole thing, so that you can continuously think and remember that human beings are not one-dimensional … I don’t want you to guess about me” (McRee, 2012).

Bottom line: Most people do not change their Facebook profile picture until the day everyone else does it. Arguably, most have not acted further to actually create change or move a cause forward. On social media, we claim to be invested in causes but in real life, most do not play a more significant role in forwarding these causes.

A hard-hitting example of this was highlighted during my morning commute to work this spring. There was a great story on NPR about all the pouring out of support for samesex marriage. “While most national polls show a majority of Americans now favor same-sex marriage, results vary with age, education, church attendance and where you live. Young people, who are the biggest supporters of gay marriage, are also the least likely to vote, especially in off-year or primary elections” (Horsley, 2013). Horsley went on to say, “Voters will become more accepting as gays and lesbians continue to become more visible. At the same time…such visibility is far from uniform around the country and in many areas gays still face discrimination in the workplace, at church, and even at home.” Let us not forget that at the time of this article, only 26 percent of states allowed same-sex marriage.

Even more concerning, our “support” is not translating to civic engagement—if we’re not voting, we’re not committed to action.

While we often claim we are big supporters and we believe in something, so few of us are about action and really understand the often-layered issues surrounding the problem. Social justice is not about thinking about doing something; it is about doing it.

We are living in a world where sending a tweet into cyberspace is seen as the equivalent of contributing to a cause. While communication can play a part, I am far more interested in what action(s) you are actually taking.

As fraternity/sorority life professionals, our campus and organizational values and missions tout that we are trying to raise active, engaged and serving citizens.

Over a decade ago, I co-presented a pre-conference program at the AFA Annual Meeting on educated principled citizens (McRee, Sullivan, Cobb, Guillory, & Whipple, 2001). We shared this quote from Robert Reich, former Secretary of Labor, “The young people I see at my university and at other universities are more involved in their communities, are volunteering more, are more concerned about what’s going on around them than any generation I’ve ever seen. When it comes to national politics they are deeply cynical…they feel that they have no effect. That politics is sort of a spectator sport. That they watch it on television and they feel that they have nothing whatever to do with it...the danger is that they look to national politics and they see nothing in it that inspires them, no greatness, no heroes, no sense that they could aspire to public office or to large visions of the future. And I think that’s what we are lacking now. That’s what we desperately have to restore.”

DO YOUR HOMEWORK

Whether the cause you hope to further is equal rights, breast cancer research or eliminating poverty, part of committing to action is gaining a real knowledge of what you are supporting.

If it is a cause you tweet about or an organization your students are interested in supporting, do your research. Encourage students (and yourself) to learn more about the causes they support and their actual impact. Understand the issues, challenges, threats and opportunities.

Some causes trend, swinging support and dollars quickly in a direction they had not been before. We saw this in March 2012 when Invisible Children “made Joseph Kony famous” with a 30-minute video that more than 100 million people watched. The video drove emotion and more; many clicked to donate opening their wallets to “end a war” as the video stated. Yet, data supports that less than a third of those funds went to direct solutions. Two articles written by journalist Zoe Fox in the past year help illustrate the point of trying to make a difference through awareness but not completely gaining and understanding real knowledge of what we are supporting.

“Invisible Children has been condemned time and time again.

As a registered not-for-profit, its finances are public. Last year, the organization spent $8,676,614. Only 32 percent went to direct services, with much of the rest going to staff salaries, travel and transport, and film production. This is far from ideal, and Charity Navigator rates their accountability 2/4 stars because they haven’t had their finances externally audited. But it goes way deeper than that” (Fox, 2013).

Helping students understand the fine print is equally as important as them becoming aware.

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Furthermore, while the almost-epic Kony video brought awareness to millions, those same viewers became “slacktivists.” “How do you make someone famous on the Internet? You tweet, share, change your avatar and email your friends. I don’t think I’ve ever seen so many of my Facebook friends share the same link or seen so many related topics trend on Twitter. By definition, these sharers and tweeters are slacktivists. They’ve expressed their support for a cause through an action that doesn’t directly impact the organization or cause” (Fox, 2012).

We all have a responsibility to teach more than surface-level change.

TOMS provides another example. It is great that while you get yourself a new pair of shoes, you provide a pair for someone in need. But do you know where they are made? China. And providing a pair of shoes does not address the real issue: poverty. While it strikes a chord with purchasers and starts a conversation about those in need, the organization is not seeking to solve the problem it points out. Kelsey Timmerman, author of Where are We Wearing, said “The problem isn’t that people don’t have shoes. It’s that they don’t have the means to buy shoes.” Look it up: The problem with TOMS shoes and its critics (Timmerman, 2011) and corporate responsibility at TOMS (TOMS, 2013).

How do we use examples like this to challenge students to think deeper about the causes they care about?

DON’T TALK ABOUT IT. BE ABOUT IT.

Are you being about it?

Here’s a test: Note: While equal rights is used as the cause example for the following test, these questions could be applied to multiple issues and causes. The goal is to challenge you and students to assess what you/they are doing.

Yes

No Have I aggressively sought out more information in an effort to enhance my own awareness and understanding of the cause (talking with others, reading, listening)?

Have I complained to those in charge of promoting non equal rights TV programs, advertising, news broadcasts, holiday observations, slogans, etc.?

Have I suggested and taken steps to implement discussions or workshops aimed at understanding and eliminating non equal rights practices or behaviors with friends, colleagues, social clubs, organizations or church groups?

Have I been investigating and evaluating political candidates at all levels in terms of their stance and activity against equal rights for all in relation to the cause?

“…The biggest educational challenge we face revolves around developing character, conscience, citizenship, tolerance, civility, and individual and social responsibility in our students” (W.K. Kellogg Foundation, 1997).

Have I investigated the curriculum of local schools in terms of their treatment of the issues of equal rights (also textbooks, assemblies, faculty, staff, administration, athletic programs and organizations)?

If you are going to give, do it to give, not to get something. As a case in point, I was in a recent conversation with Dr. Laura Osteen and Dr. Steve Mills who serve as the Director and Associate Director, respectively, of The Center for Leadership & Social Change at Florida State University about how they were seeing students come into their office not making as significant of an impact as they could and holding events that were not always benefitting the cause. As a result, they are pioneering a new concept called “values-based, targeted, informed, uncompensated initiative” (Osteen, 2013). Yes, uncompensated. No Greek Week points. No extra credit.

Dr. Mills went on to explain this concept by saying, “I don’t have a work-to-service ratio calculator. It just seems unfair to celebrate the person with tons of time on their hands who volunteers at the shelter fifteen hours a week and ignore the dedicated professional who works at least 15 hours more per week than they might have to in pursuit of value-based excellence” (Mills, 2013).

Have I contributed time and/or funds to an agency, fund or program that actively confronts the problems of non equal rights?

If you are going to get involved, then get involved. Don’t just change your Facebook picture to seem like you are about something. Be about the cause.

You can use similar questions to talk with students about their service or philanthropic efforts. If they really care about the cause, is having a fundraiser really appropriate?

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Have my buying habits supported non equal rights shops, companies or personnel?

Have I realized that individuals are trapped by their own schools, homes, media, government, families, etc., even when they choose not to be openly against equal rights for others?

Have I ended my affiliation with organizations which do not support equal rights for all in their membership requirements organizations that act against (or in some cases do not support) the cause?

Have I subscribed to a publication, which will educate me in the area of a culture other than my own about the cause or those affected? Have I left copies of that publication in sight where my friends and associates might see it and question my interest in it?

Adapted from Jane Elliott’s Commitment to Combat Racism.

If you care about social justice, then maybe an analogy will help. You know those moving sidewalks at airports? Dr. Williams would say that if you want to work toward social justice for all, it feels a lot like walking against a moving sidewalk (Williams, 2006). It takes work. It takes effort. If you don’t, then the sidewalk (and you) keeps on moving in the direction of institutional and historical privilege. You have to intentionally and actively walk in the other direction to make a difference. Every time you stop, the sidewalk just keeps moving.

There are opportunities to engage everywhere. Have you?

Does your rhetoric match how you spend your time and your money?

Regardless of where you stand on the issue of equal rights, poverty or any other cause or issue you care about, I invite you to consider whether or not you – and the students you advise – are really committed to the things you say through social media. Maybe it is time we all come out of the closet about the things we care about. If we want real change, then the issues you and I care about need us to do so. Don’t just look in the mirror. Figure out how you can apply this with your students and members.

So in the spirit of social media, let’s try an often-used post on for size.

REFERENCES

Astin, Alexander W., & Astin, Helen S. (2000). Leadership reconsidered: Engaging higher education in social change. Battle Creek, MI: W.K. Kellogg Foundation.

Elliott, Jane. (2013). Commitment to combat racism. Retrieved June 21, 2013, from http://www.janeelliott.com/commitment.htm Fox, Zoe. (2012). KONY 2012 may be flawed, but slacktivism isn’t the enemy. Retrieved June 26, 2013, from http://mashable. com/2012/03/09/kony-slacktivism/ Fox, Zoe. (2013). ‘Kony 2012’ one year later: Success or failure? Retrieved June 26, 2013, from http://mashable.com/2013/03/05/kony-2012retrospective/ Horsley, Scott. (2013). Supporters of gay marriage appear to gather momentum. Retrieved June 21, 2013, from http://www.npr. org/2013/04/01/175885708/supporters-of-gay-marriage-appear-togather-momentum McRee, Michael A. (2012). Instructor perceptions of what good lead facilitators do in long-standing, co-curricular, multi-day, undergraduate leadership programs (Human Resource Education Doctoral dissertaion), University of Illinois. Retrieved from http://hdl.handle.net/2142/42292 McRee, Michael A., Sullivan, Eileen G., Cobb, L. Martin, Guillory, Angela, & Whipple, Ed. (2001). Educating principled citizens: Forging partnerships to infuse values exploration into Greek life and throughout the educational experience. Paper presented at the Association of Fraternity Advisors, Washington, D.C. Mills, Steve (2013, June 12). [Personal communication].

Fill in the blank: Because I support equal rights, I will _______________.

Osteen, Laura K. (2013, May 31). [Personal communication].

(Hint: I hope your answer is more action-oriented than “change my profile picture.”)

Timmerman, Kelsey. (2011). The problem with TOMS shoes & its critics.

Retrieved June 21, 2013, from http://whereamiwearing.com/2011/04/ toms-shoes/

Or better yet, challenge your friend and family to match your efforts through sites like www.pledgebank.com who’s slogan is “I’ll do it, but only if you help” (Pledgebank, 2013).

Awareness is the first step, but it is our actions that will be the reason things change.

“Who will lead us? We know of course that we will be led by those we have taught, and, they will lead us as we have shown them they should” (Astin & Astin, 2000).

I support awareness.

I just don’t think it is enough.

Pledgebank. (2013). Retrieved June 27, 2013, from http://www. pledgebank.com

TOMS. (2013). Corporate responsibility at TOMS. Retrieved June 21, 2013, from http://www.toms.com/corporate-responsibility/l W.K. Kellogg Foundation. (1997). Returning to our roots: The student experience. 44. http://www.aplu.org/NetCommunity/Document.

Doc?id=181 Williams, Tanya (2006, May 21). [Personal communication].

Michael McRee is the Associate Executive Director for the Delta Upsilon Foundation where justice is the foundation.

He served as the VP at LeaderShape, Assistant Executive Director at AFLV, Greek Advisor at the University of Oregon, and consultant at the NIC. His undergraduate degree is from Kansas State University. He earned a masters and Ph.D. in education at the University of Illinois.

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Community Service That MATTERS:

Maximizing Opportunities for Moral Development

by Chip Phillips, Ph.D

In recent years,

scandals of ethical malfeasance have permeated business, political and religious organizations. In the wake of these transgressions, colleges and universities have been called upon to further engage their students in discussions and experiences that explore issues of ethical and moral character development.

One area of student extracurricular life that has the potential to positively impact moral development is participation in community service activities.

Involvement with community service creates a real world context that can promote moral development as the participants are afforded an opportunity to explore moral questions, engage in moral discourse, perform moral actions, and reflect on complicated moral issues (Hart, Atkins, & Donnelly, 2006).

For many fraternity/sorority affiliated students, a principal aspect of the fraternal undergraduate experience is participation in community service and philanthropic activities. Many fraternities and sororities actively sponsor philanthropic activities and encourage members to engage in service to the community. In fact, research indicates that students who affiliate with a fraternity or sorority are much more likely to be involved in service participation while in college. Pierson (2002) found that being affiliated with a social fraternity or sorority increased the likelihood that a student will be involved in volunteer work while in college. Similarly, Hayek et al. (2002) discovered that members of fraternities and sororities were more engaged in community service activities than students who were non-members. Fraternities and sororities clearly promote active volunteer service among their members. For example, in the 2011-2012 academic year fraternity/sorority members participated in more than 3 million community service hours and raised almost 24 million dollars for various philanthropic causes and organizations (National Panhellenic Conference, 2012; North-American Interfraternity Conference, 2012).

The outcomes of these achievements can benefit those receiving the donated time and assistance. However, what influence is the service itself having on the moral

development of the students that are performing it?

More importantly, are there ways to maximize the potential impact service participation could be having on a student’s development? A look at community service’s impact on student moral development reveals there are several approaches fraternity/sorority professionals and student affairs administrators might use to make community service participation developmentally impactful. These approaches can be broken down into three primary categories: application, duration and reflection.

APPLICATION

Undergraduate fraternity/sorority members perform service through a variety of contexts. Community outreach programs, service projects and philanthropic fundraising activities are all examples of varying types of voluntary activities that provide assistance to others.

The type of service endeavor and how it is planned and carried out could potentially have a positive impact on members’ moral development.

Moral development in fraternity/ sorority members may be most pronounced if they are engaged in activities which involve direct service with those people who the action is helping. The Neo-Kohlbergian theory of moral development posits that as individuals develop, they move from more simplistic conceptions of morality grounded in an established social order to an appreciation of more complex social systems (Colby, et al., 2003).

Greater awareness of social issues and participation in civically minded activities symbolizes the types of behaviors congruent with critical recognition of a broader social system. As a result of direct and active

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participation in socially meaningful service, fraternity/ sorority members would be holistically exposed to the experience and cause they are volunteering for enabling them to better challenge their own beliefs and societal perceptions.

These behaviors are a precursor for cognitive dissonance in the subsequent advancement in moral reasoning (Colby, et al., 2003). For instance, a community service activity that involves a member working to meet and feed the homeless at a local shelter may present a situation of greater dissonance than picking up litter on the side of the highway or raising money through soliciting funds from friends. This dissonance pushes moral development. Awareness of social issues seems more likely to come from a student’s going out in the community and engaging in service that allows them to see the social plight of the very situation in which they are working to advance.

When choosing what type of service endeavors to pursue, fraternity/sorority professionals would be wise to encourage students to partake in service initiatives that put them in close proximity to the cause for which the service benefits.

The method in which fraternity/sorority members plan and implement community service initiatives Students who is also an important aspect of creating a developmentally engage in the active impactful experience. Many planning of service fraternities and sororities perform service as a group, activities were more likely organizing and planning to express the intent to be events supportive of civically involved and to their chosen philanthropy or in conjunction with serve others in the community causes. Blyth, future.

Saito and Berkas (1997) found evidence that students who take an active role with their peers in the creation, planning and execution of service projects were more likely to develop a sense of responsibility for civic involvement and a sense of responsibility for helping others, in comparison to students who participated in, but did not plan and design their own service endeavors. Students who engage in the active planning of service activities were also more likely to express the intent to be civically involved and to serve others in the future.

For these reasons, fraternity/sorority professionals should be mindful of the responsibility they assume when creating and organizing service ventures. Allowing undergraduate members to play an active role in planning and implementing their chapter’s service initiatives may be an important aspect of allowing these students opportunities for moral development.

DURATION

With students logging millions of service hours each year, how important is the total amount of service that individual chapter members perform? Several research studies indicate that the amount of time that college students devote to service activities can impact various student developmental outcomes related to moral development. In a longitudinal study, Astin

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and Sax (1998) found that service participation was associated with higher levels of these students’ self-reported sense of civic responsibility, life skills development and academic involvement. There was also a significant relationship between the amount of time students spent volunteering and positive measures of development.

Vogelgesang and Astin (2000) attempted to discern differences in self-reported values and beliefs, academic skills, leadership and future plans of students that participated in service. The authors compared three groups of students: those who participated in course-based service-learning, those who participated only in co-curricular community service, and students who did not participate in any service activities. Results indicated that students who participated in either service type demonstrated considerable positive gains in all outcomes. This included benefits in the morally relevant affective measures of social concern, promotion of racial understanding, interest in civic engagement and critical thinking skills.

Long-term effects of service participation were measured

by Astin, Sax and Avalos (1999). Nine years after leaving college, students who had participated in service while in college continued to demonstrate a commitment to helping others, promoting racial understanding, and participating in community action programs. There was also evidence that duration of service involvement in both high school and college accounted for higher rates of service participation nine years later.

As several studies indicate, duration of service participation could be an important factor in helping fraternity/sorority members’ moral development. While it is not clear exactly how many service hours may maximize the potential for development, it appears that the more one participates in service activities, the better. Not only will that community service participation help maximize the potential for moral development, but it will also instill a commitment to service that will be carried forth even after finishing college.

REFLECTION

In addition to considering the duration and applicability of a chapter member's service experiences, fraternity/sorority life professionals should consider how students are making meaning of their service experiences. To provide opportunities for moral growth in fraternity/sorority members, it is important for the participants to partake in some type of structured reflection on the experience. The concept of reflection upon completion of service experiences comes from literature found in the field of service-learning.

The term “service-learning” refers to community service activities performed in conjunction with a structured and intentional curriculum designed to promote student development through critical reflection of the experience (Jacoby, 1996). Service learning has demonstrated that participating students have greater racial tolerance, value the role of service in communities and perceive communities as having the capacity for solving their problems. Servicelearning participation also correlates with an increased sense

of moral reasoning, social responsibility and civic engagement in students. Engagement in civic concerns might entail participation in public life, advocacy on behalf of others, or joining in work that promotes the well-being of everyone.

Most fraternities and sororities participate in community service experiences with their membership, but usually outside of any formally prescribed curriculum and without any structured elements of reflection that one would find in a designed service-learning program. Creating time for intentional reflection on service experiences that students participate in could potentially lead to a greater opportunity for moral development. In discussing how college facilitates moral development, Rest (1988) concluded that classes in moral education do not account for development. Instead, he found that “dilemma discussion interventions” such as those found in a service-learning curriculum, assist students in the active solving of moral problems.

The importance of reflection on service experiences comes from the opportunities it affords students to share feelings through connecting those service experiences to their own social values and sense of self. By encouraging these types of critical reflections, fraternity/sorority practitioners have an opportunity to engage students in considering issues of fairness and social inequality that could help foster moral growth. It would be wise for practitioners to utilize existing campus resources that may already be incorporating servicelearning as part of the curriculum in order to develop much more rigorous learning-centered sets of experiences for chapter members. Building time into chapter meetings or immediately after a community service venture to discuss the broader implications of the service experience could be as important as the service itself in spurring moral development.

CONCLUSION

Virtually all fraternity/sorority inter/national organizations support community causes, associate themselves with various philanthropic foundations and participate in numerous hours of community service. Service appears in many mottos, creeds and mission statements of fraternal organizations. It’s part of many campus fraternity/sorority community values statements. It’s at the very fiber of fraternity.

The hours volunteered by student members of fraternities and sororities have a positive impact on the constituencies and individuals they serve, as well as the students performing the service. Community service participation offers a tremendous opportunity to enhance moral development.

To capitalize on that prospect, students should be active in the planning of and participation in service opportunities.

In addition, being intentional about choosing experiences that place students directly and vigorously in contact with the causes that they are working toward creates a greater opportunity for the type of cognitive disequilibrium necessary to stimulate growth in moral reasoning. Once a service project or activity is complete, providing fraternity/sorority members an intentional opportunity to reflect on the experience and engage in conversation about its implication allows another occasion for moral growth.

In recent years, it has been reported that almost 10 percent of traditional-aged college students are involved in fraternities and sororities on their respective campuses and the prevalence of student interest in these organizations does not appear to be waning (DeSantis, 2007). Because of the high student interest and popularity of these types of organizations at colleges and universities across the country, it will continue to be important for fraternity/sorority professionals and student affairs administrators to be cognizant of the types of experiences being generated by student participation in them and how such experiences impact development. Community service participation is an important component of the fraternal experience and seems to have the potential to be an effective means of prompting moral growth.

REFERENCES

Astin, A. W. & Sax, L. J. (1998). How undergraduates are affected by service participation. Journal of College Student Development, 39, 251-262.

Astin, A. W., Sax, L. J., & Avalos, J. (1999). Long-term effects of volunteerism during the undergraduate years. The Review of Higher Education, 22(2), 187-202.

Blyth, D. A., Saito, R., & Berkas, T. (1997). A quantitative study of the impact of service learning programs. In A. S. Waterman (Ed.), Service-learning: Applications from the research (pp. 39-56). Mahwah, NJ: Lawrence Erlbaum Associates.

Colby, A., Ehrlich, T., Beaumont, E. & Stephens, J. (2003). Educating citizens: Preparing America’s undergraduates for lives of moral and civic responsibility. San Francisco: Jossey-Bass.

DeSantis, A. D. (2007). Inside Greek U: Fraternities, sororities, and the pursuit of pleasure, power, and prestige. Lexington, KY: University Press of Kentucky.

Hart, D., Atkins, R., & Donnelly, T. M. (2006). Community service and moral development. In Killen, M. & Smetana, J. (Eds.). Handbook of moral development (pp. 633-656). Mahwah, NJ: Lawrence Erlbaum.

Hayek, J. C., Carini, R. M., O’Day, P. T., & Kuh, G. D. (2002). Triumph or tragedy: Comparing student engagement levels of members of Greekletter organizations and other students. Journal of College Student Development, 43, 643-663.

Jacoby, B. (1996). Service learning in today’s higher education. In B. Jacoby & Associates (Eds.), Service-learning in higher education: Concepts and practices (pp. 3-25). San Francisco: Jossey-Bass.

National Panhellenic Conference. (2012). National panhellenic conference annual report. Indianapolis, IN: National Panhellenic Conference.

North-American Interfraternity Conference. (2012). Interfraternity directory: Fall 2007. Indianapolis, IN: North-American Interfraternity Conference.

Pierson, C. (2002). Volunteerism in college: Impacts on cognitive outcomes, learning orientations, and educational aspirations. Unpublished doctoral dissertation, University of Iowa, Iowa City.

Rest, J. (1988). Why does college promote development in moral judgment?

Journal of Moral Education, 17(3), 183-193.

Vogelgesang, L. J. & Astin, A. W. (2000). Comparing the effects of community service and service-learning. Michigan Journal of Community Service Learning, 7, 25-34.

Dr. Chip Phillips is an Assistant Dean of Students at the University of North Carolina-Wilmington. He received his M.Ed. and Ph.D. in Higher Education Administration from The College of William and Mary.

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Why Reflection?

by Andrew Hohn

Fraternity/sorority service trips are on the rise, whether hosted by campus communities or inter/national organizations. A key part that transforms such trips from service to service learning, making them more valuable for the participating students, is often a reflection component.

Research shows reflection has a positive impact on attitudes of the volunteers regarding service. It gives meaning to the entire experience of a service project from planning to implementation. It provides a way to evaluate the program, but more so, the effect of the project on the served population.

Reflection can occur before, during and after a service trip.

We asked a several professionals to identify why they felt reflection was an important piece of immersion trips they recently hosted. These techniques could also be applied to service programs, events or regular volunteer work.

Robyn Brock Director of Greek Life at Florida State University

“We believe reflection is a critical part of the student experience overall. We include it in the courses we teach, programs we sponsor and through conversation whenever we can. We have found, like many others, our students are busy doing without really thinking about how experiences can affect others and themselves. Because we recognize students learn in a variety of ways, we work to be intentional about providing different ways of reflecting like journaling, conversation or art. The heart of most reflection is asking thought-provoking questions as the students wander through their thoughts and experiences.�

Engaging Reflection Activities Journaling: This provides an opportunity for students to personally reflect on their experience. Ask for volunteer(s) to share their experience(s). This can be great to allow student to internalize their own experience before sharing (if applicable) with the group. Consider allowing those that are more artistically focused to draw in their journal if that provides reflection that is more meaningful.

Concentric circles: Participants make two circles and face each other. Pose a question for the pair to discuss for predetermined time period. Once each partner has had an opportunity to discuss, have one of the circle move to either the right or left.

Question discussion: Randomly or in a circle, each person responds to a posed question.

Letter to self: Prior to a project, have participants write a letter to themselves about their personal expectations regarding the project, or feelings about the community. Place it in a sealed envelope, and reflect on the letters after the service project.

One to three words: Each person shares one to three words to describe the service activity, how they feel about the service activity, or anything else regarding the project.

Inspirational quotes: Provide students with a large selection of quotes about service or helping others and ask them to identify one that resonates with them. Ask each participant to discuss as a group.

Posing Powerful Questions Kylie Corcoran

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How and why did this affect you? Your chapter? The community?

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Describe your reaction in three words. What else do you associate with those words?

• Example: inspired, overwhelmed, humbled

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Why was it important for our whole group to complete this service project?

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What did you learn about yourself as a direct result of today?

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Is your leadership experience service? Why or why not?

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What part of the service that we did today had the greatest impact on you personally? Why?

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Is service a value of your organization? How is service currently portrayed in your chapter (to be used after talking about a service experience and the value service plays in their lives)?

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Name three things that stuck in your mind about the service experience.

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Describe some of your interactions with those you were helping.

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How were you different when you left the service location compared to when you entered?

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How did the response of the people you helped make you feel?

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What have you learned about yourself?

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Why do you think we did this project?

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What is the long-term impact of this service?

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Now what?

• How does this align with your fraternal values?

• What have you learned from this service?

Graduate Assistant at University of Connecticut

“Framing our ideas and reflection activities around core concepts was important to us, so we developed a curriculum to use throughout the week. In 2012, we shaped our curriculum around Astin’s social change theory. In 2013, I used Greenleaf’s servant leadership theory as a guide. When selecting these theories or ideas, I have been intentional to think about what we want our students to learn from their Greek Alternative Break experience.

For us, it is not just about doing impactful service but also about developing as a fraternity/sorority leader and building community among our group. Once we set learning outcomes or goals for the trip, we are then able to construct activities that allow us to reflect on our service experiences and expand on the other goals.

I think it is important to mention the significance of reflection on how to take what happened during a service experience and bring it back into your local community or daily routine. Giving participants an intentional space and opportunity to discuss how the service affected them, why the service was meaningful, or high/low points of the experience is an opportunity to learn from themselves and from each other. Finally, I think it is essential to use multiple reflection methods. In our curriculum, we had students who reflected by sharing openly with the large group, some who processed best with one person, and others who wanted to write down answers to questions in a more methodical way.

Varying these approaches was helpful to give students different styles to find what might work best for them in a mixed group.”

Alex Snowden Indiana University-Purdue University Indianapolis

“I recently led my first alternative spring break with a group of fraternity and sorority members. Instead of having one specific person lead reflections, we asked members to partner and reflect in their own way. The students were creative! They had an iPad fireside chat, round table discussions and used pointed questions. To take the fraternal element further, we collaborated with nearby university and headquarters staffs and hosted a different fraternity/sorority speaker every night. Students were able to hear from a vice president of student affairs, fraternity consultant, director of civic engagement, and an alumnus of Pi Kappa Phi who walked them through the College of Charleston to show what it was like to found a fraternity in the 1800s.

This resonated with the students. They still talk about their experience with others, speaking about civic and fraternity/ sorority engagement in a different way.

Reflection is important because individuals need to understand why they do something and the potential impact. It also gives meaning to the service and transforms it from filling requirements to being a part of a person’s values.”

As you work with and students and/or volunteers who plan service initiatives, remember it is vital for students who have an opportunity to engage in meaningful reflection. This opportunity allows them learn more about the internal and external value of serving. Reflection allows service events to become meaningful experiences that could stay with them for a lifetime, possibly even prompting future civic engagement.

Andrew Hohn is starting his fifth year as Assistant Director of Fraternity and Sorority Affairs at University of Illinois.

He lives in Champaign with his wife, Jackie, and two beagles. Andrew received a Bachelor of Science in social sciences from Florida State University and earned a Masters of Education from the College of Student Affairs program at University of South Florida.

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AS STUDENT AFFAIRS PROFESSIONALS WE OFTEN SEE OUR STUDENTS IN MEMORABLE AND SOMETIMES TOUCHING MOMENTS, LIKE ACCEPTING A WELL-DESERVED AWARD OR A NEW LEADERSHIP POSITION.

We see their learning judged by their academic successes, like getting a good grade in a challenging class or completing a research project on an important topic. These are proud moments for professionals, but there is a way to push learning further. What about opening up the world to them, having them stretch beyond borders and across cultures to achieve a level of learning and engagement that will develop them into global leaders? How about extending fraternal values like friendship, loyalty, service and honor around the globe?

Students who participate in experiential learning experiences like volunteerism, study abroad and internships, strengthen valuable leadership and personal development skills. This, in turn, can infuse enthusiasm and energy into your fraternity/ sorority community.

A High Impact Experience

Students who study abroad return more mature, independent and confident. Encouraging college students to study or serve

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abroad is an incredible way to develop better leaders—for your fraternity/sorority communities and organizations and for their lifetime. Because they spend time outside of their comfort zone, students adapt to a new culture as well as make decisions on their own. During this time, students learn how to communicate better and solve problems independently.

These are often students who have relied upon their parents or other caregivers to assist them with many matters associated with their college careers.

To illustrate the powerful impact a short-term study abroad experience can have on students, we will explore a high performing program at Shippensburg University.

The Honors Program founded a study abroad service learning initiative called Reach Out in 2009. This literacy and leadership initiative at the Pathways of Learning School in Santo Domingo in the Dominican Republic has students developing instructional materials and curriculum for pre-k through sixth grade students. The university students and three advisors spend the academic year preparing for the trip through fundraisers, school supply collection drives, workshop development, facilitation of educational and awareness programs, and preparation of travel logistics.

Additionally, most students who study abroad or participate in immersion service experiences spend time participating in independent or group travel opportunities. Embarking on a trip to a new location encourages independence and self-reliance while diversifying a student’s life. They In January each year, 10 to 12 students travel to spend time enjoying new foods, surroundings and the Dominican Republic to the Pathways of language. Students typically have the chance Study abroad is a Learning School. During their weeklong visit, to visit historical sites and to discover new high-impact practice. the university students and faculty lead meaning surrounding their city or country of Similar to service learning workshops for teachers, work directly with travel. All of these new skills are completely students and deliver needed educational and internships, students who relevant to working in groups within their resources to the school. They also take study abroad are immersed organization or larger fraternity/sorority students on a field trip to visit cultural and community. in a new environment, which historical sites and spend an afternoon at a ultimately cultivates learning batey, a community of impoverished Haitian Study abroad is a high-impact practice. and appreciation of migrants.

Similar to service learning and internships, students who study abroad are immersed in a new environment, which ultimately cultivates learning and appreciation of diversity.

diversity

In an AAC&U report, Kuh (2008) describes strong positive effects of participating in high-impact activities as measured by the National Survey of Student Engagement (NSSE).

Specifically, first-year students and seniors who participated in learning communities, service learning, study abroad, student-faculty research, and senior culminating experiences reported greater gains in learning and personal development.

These gains included “deep approaches” to learning, which encompass integrating ideas and diverse perspectives, discussing ideas with faculty and peers outside of class, analyzing and synthesizing ideas, applying theories, judging the value of information as well as one’s own views, and trying to understand others’ perspectives (Brownell & Swaner, 2009).

Other benefits include increased language proficiency, improved academic performance, higher cultural competency and even higher graduation rates (Redden, 2010).

Reach Out: A Close-Up Look At A Short-Term Study Abroad Experience

The concept of study abroad has evolved through the years.

No longer does study abroad mean a junior year overseas; new trends are emerging making abroad experiences more accessible. Students now have the opportunity to participate in semester or yearlong study as well as opportunities during the summer and even winter terms. Short-term, faculty-led trips are often offered during school breaks and connect classroom learning to an overseas location. Week-long abroad service trips often are planned for school breaks. Abroad academic programs are offered in more disciplines than ever before.

This program yields profound benefits for Shippensburg and Dominican students and teachers alike. In the written reflections Shippensburg students write after their return, they frequently describe their experience as “life-changing” and “transformative.” As they see poverty and inequality first-hand, they become more empathetic and more inquisitive. The partnership between the Dominican and American participants has forged personal relationships that foster greater intercultural understanding and awareness.

Students who participate in this program, including several members of the university’s fraternity/sorority community, have returned from the trip with a stronger set of skills and a deeper level of personal growth. Their energy and enthusiasm for this project has encouraged other students to become involved and the ripple effect of their improved leadership skills is felt throughout campus. Many of them go on to accept leadership roles in other areas, devote more time to service projects and volunteerism and explore new opportunities, all while maintaining a dedication to the Reach Out program. As an advisor to this program I have witnessed students stretch their skills to develop practical learning experiences for others, reach across cultural boundaries to form life changing friendships, become mentors to young students in a foreign school and use the world as their classroom.

The Role of the Fraternity/Sorority Professional

As stated, experiences abroad build skills like problem solving, empathy, self-reliance and confidence. When affiliated students take advantage of these opportunities they develop skills that inevitably benefit the fraternity/sorority community. Regardless of the time a student is gone, he or she will likely return transformed into a more self-motivated,

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stronger individual. Students who return from overseas study are more dynamic, focused and career oriented. They typically have a greater appreciation of the world around them and a stronger desire to give back in their local community. They also have a better understanding of themselves as Americans and our role in the world politically, socially and economically.

Study abroad returnees also make connections with students from their country of study. This opens up connections and the ability to network nationally and internationally. These connections can lead to joint leadership, research and long term collaboration for chapters.

However, members of fraternities and sororities may be reluctant to explore study abroad options because of the many demands and leadership positions in their organizations.

They may turn away from these types of experiences because they believe they will be too expensive or require them to be away from campus. This is why it is especially important for fraternity/sorority advisors to be informed of study abroad and experiential learning opportunities available to students and encourage students to remain open minded about them.

The process of traveling overseas might appear overwhelming but most universities have an office or staff member who can assist with planning. If you know of a fraternity/sorority member who has studied or served abroad, encourage them to host an informational event or assist them Members with planning one for members of the larger community. of fraternities Students are your best and sororities may be resource for encouraging reluctant to explore study others to consider overseas study or service. In many abroad options because of cases, financial aid and the many demands and scholarships can assist with the cost of the experience leadership positions in and additional aid might their organizations. be awarded depending upon the location of study and the student’s financial need.

Students who study or volunteer abroad, even for a short time, may experience reverse culture shock or re-entry shock (GlobalLinks, n.d.). This is the period of time after which

Mary S. Burnett is the Associate Dean of Students and Director of International Programs at Shippensburg University where she handles study abroad programs and international student and immigration services. Her professional interests include working with students who have never been outside of the U.S. to study abroad and assisting international students.

Stephanie Erdice is the Director of the Women’s Center at Shippensburg University. She works on major programs like The Vagina Monologues, Take Back the Night and Consent is Sexy, as well as advising several feminist organizations and working to promote and develop women’s leadership on campus. In addition to her work in the Women’s Center she helps co-advise the Reach Out initiative.

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they return from their abroad experience when they begin to readjust to their former country, family, friends and university.

Students may experience restlessness, uncertainty, confusion, and anxiety about a change of goals or priorities. Those who traveled to developing countries or served in similar areas may also experience feelings of guilt or frustration, particularly as they relate to privilege and equality.

As mentors and advisors to these students, here are several suggestions to help students readjust.

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Encourage them to describe their experience in short stories using pictures and souvenirs. This will help their audience better understand and relate to what they are saying.

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Suggest they get involved in campus activities or events that keep them connected to their study abroad experience and allow them to connect to other students who have spent time in other countries. If there are not campus events or activities, propose they create one.

•

Recommend they continue to reflect on their experience using tools like journaling, creating a scrapbook or picture collage.

•

It can be helpful to stay connected to the friends they have made and the culture they have experienced. Using tools like Facebook and Twitter can make staying connected easy. In addition to communicating with friends and host families, by reading online newspapers and blogs from the countries they visited students can stay connected to the current events in their study abroad culture.

• Encourage them to express appreciation for those who helped them study abroad and find ways to give back to the college or university. Volunteer in the study abroad office to share their experience and talk to others considering the opportunity.

Inform yourself on the many ways students can make the world their classroom and encourage them to stretch beyond their own comfort zones. Along with snapshots of Bid Days and leadership programs, you can fill your office with postcards from the many countries your students have visited and watch the impact they have on your community and the world.

REFERENCES

Brownell, J., & Swaner, L. (Spring 2009). High-Impact Practices: Applying the Learning Outcomes Literature to the Development of Successful Campus Programs [Electronic version]. In. Kuh, G.D. (Ed.), High Impact Educational Practices, 26-30.

GlobalLinks Learning Abroad (n.d.). Reverse Culture Shock and the Re-Entry Experience. Retrieved June 4, 2013, from www.globalinksabroad.org/ for_alumni/reverse_culture_shock/ Redden, E. (2010, July 14). Study abroad may lead to better GPA, graduation rates. Retrieved May 17, 2013, from http://usatoday30.usatoday.com/ news/education/2010-07-14-IHE-study-abroad-benefits13_ST_N.htm

NOW BOOKING FOR NATIONAL HAZING PREVENTION WEEK

ERLE MORRING

HAZED

confused

ENDING THE CULTURE OF HAZING ON COLLEGE CAMPUSES In a three-month span, two pledges in ERLE MORRING’s fraternity chapter died. The fraternity culture on his campus was so immersed in hazing and so troubled by institutionalized alcohol abuse, he knew more deaths were imminent. In this powerful keynote, Erle openly discusses the lineups, the visitations, the spotlight parties, the hotboxes, the yelling and the intimidation he experienced as a new member and fought to end as an IFC president.

He offers hope and possibility to fraternity and sorority leaders facing an uphill battle changing their negative histories and traditions, and he validates the importance of realistic alternatives to negative new member education.

For more information about Erle, please contact us at (303) 745-5545, or e-mail info@campuspeak.com. You may also visit campuspeak.com/morring.

Brothers and Sisters in Uniform

by Emilee Danielson Burke

To most undergraduate members of fraternities and sororities, service means spending hours tutoring at an elementary school, collecting goods for a food drive or raising funds. For a small but increasing population, service has a far different meaning. For these undergraduate fraternity/ sorority members, service has been a way of life as a member of the active military, naval or air service, and these veterans are adjusting to a new life after deployment.

Soldiers returning to campus after a deployment can face a number of challenges, ranging from difficulty readapting to civilian life to recovery from physical or mental injury. This transition can be made easier with the support of the fraternity/ sorority professionals at the campus and organizational levels, as well as their undergraduate brothers and sisters.

For veterans, the campus environment and routine can include a number of challenges the average student may not encounter.

Depending on the policies of a specific campus, soldiers returning from deployment must reenroll in the university and register for classes. For many students, deployment

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pushes back their anticipated date of graduation which can affect how they qualify and apply for financial aid. Having access to a supportive community is essential for making the transition from military life to campus life successful.

Campus-based Professionals

One of the easiest ways to help students returning from deployment is to understand what mechanisms are already in place on campus.

Fraternity/sorority students with military affiliation can fall into several different categories depending on enlistment status or the military branch in which they are enlisted. This classification is related to the educational and other benefits they may receive. This system can be difficult to understand or navigate; what you need to know is who on your campus provides this support to military-affiliated students. If your campus has an office dedicated to veterans’ services, start there. Otherwise, seek out help from student records/registrar or the division of student affairs. Reaching out to that person or group of professionals to discover what services they

provide, where they are and how to find them will give you the tools to help your students. Additionally, it will extend the support network for these students on your campus.

Support for students returning from deployment may also be available through a campus organization like Student Veterans of America or a similar group. These groups are generally open to all students and provide support for military students on campus and in the local community. Your university’s counseling center, health and wellness center, ROTC program and local veterans groups are also good resources for potential support.

violation of his or her lease if the student is unable to fulfill it due to a deployment order?

Reviewing current policies for these options and making changes that are student friendly can assist chapters in recruiting and supporting enlisted students.

Undergraduate Members

The presence of enlisted members in a chapter can have a strong effect on the unity of the chapter with both enlisted and civilian members working together to honor and support members currently deployed while balancing the business of fraternity. Some enlisted men and women find that the Once you have this information, make sure it is accessible brotherhood and sisterhood experience offered by fraternity/ to fraternity/sorority students through web resources or sorority life is similar to the bonds built within their information disseminated at meetings. Having this military units. Returning to the chapter/community information available in the fraternity/sorority life can assist with the transition back to campus life. office and sharing it with your staff can create The support given to returning members is a community where everyone is informed reciprocated as those men and women create One of the easiest about the needs of these students and able to a strong base and support network that the ways to help students provide them with support. fraternity/sorority can use to build stronger returning from deployment chapters.

Organizational Professionals

is to understand what Many of the things a campus-based Chapters with members preparing for or professional needs to know about supporting returning from deployment should seek mechanisms are already in students recently returning to campus from out help from campus and headquarters place on campus. deployment are similar to those things inter/ resources. It is important for chapters to national organizations should know. These staff understand that not only does the solider need members and volunteers should work to be aware support, but the chapter also needs education of their members who are preparing for or currently about how to best support these members and each on deployment as well as those who have recently returned. other. Fraternity men and women returning from deployment What percentage of their membership is affected? How is this may find returning to campus to be difficult for a number of information shared? If this information is collected or known, reasons. Adjusting to an academic schedule and the rigors it can be used to assess program needs for advisors or connect of class scheduling, note taking, paper writing and getting members who are serving. For larger organizations this may involved can take some time. Chapters should work with their be difficult to monitor on an inter/national level. However, advisors to make sure that these members are being supported organizations should include information about supporting and aware of their needs. military-affiliated students in trainings for chapter advisors Conclusion and volunteers. Chapter advisors and volunteers are often When considering how to support a student returning from the first people that interact with military-affiliated students military deployment, knowledge is key to providing support. beyond the undergraduate chapter members. Providing Know what services are available, ask questions, provide information about the needs of these students gives advisors education and encourage support within your fraternity/ and volunteers the opportunity to provide support while sorority and campus community. Many young men and also allowing them to provide feedback to the headquarters women make the decision to join the armed forces. As a result about how military-affiliated students may be best supported. of this decision, their needs and concerns will change and This information could also be included in messaging to as fraternity/ sorority professionals, we need to develop the undergraduates through officer training and leadership skills to support and assist students and chapters. By making academies to provide additional knowledge about the needs the commitment to serve our brothers and sisters returning of military students and how to best support them. from deployment we honor their commitment to serving our Beyond information and training, headquarters professionals country and the fraternal values that unite us. should examine how their existing structures and policies may affect students preparing for, currently on or returning from deployment. Does the organization have a policy on how Emilee Danielson Burke is an Assistant Dean of Students these students pay dues? Can dues be pro-rated if a student and Director of Fraternity & Sorority Life at Shippensburg must leave during the middle of a semester? If a chapter University. She is a graduate of Mansfield University where has numerous members on deployment in a given semester, she earned a BA in history, a BS in communication and an MS in education. Her professional interests include fraternal does this change the way the chapter is billed for insurance, law, recruitment initiatives and utilizing pop culture in dues, and other national fees? Are there policies in place that educational programming. She is a proud member of Delta address leases in fraternity/sorority owned properties? Is it a Zeta and an active volunteer for AFA and several fraternities and sororities.

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Start a fire. Start a fire to serve. Light a match under yourself, a colleague or even a student leader to aid the community in a new way.

These 10 books did just that for 10 fraternity/sorority stakeholders—campus and headquarters professionals, a CEO and speaker/consultant, a traveling consultant and even a student. So whether you are rounding out your summer reading or preparing service-based initiatives for the future, take a look at one (or more) of these books.

Kimberly Novak

CEO Novak Talks, LLC

As a true bookworm, I am always looking for the next read and enjoy a broad range of subject matter. I can honestly say I take something away from everything I read, but occasionally I acquire a book that inspires me to “do something.” Doc Hendley’s Wine to Water was one of those reads. A compelling book about one man’s journey to make a difference and find himself long the way, Wine to Water proved to be about more than “a gripping story about braving tribal warfare and natural disasters and encountering fascinating characters in far-flung regions of the world,” as the book jacket says.

While the message of the book for some will be the importance of recognizing many people lack access to clean safe water (something I will never take for granted again), I found the story of the man, a self-described “regular, rough-and-tumble guy who loves booze, music, and his Harley,” inspirational. Hearing Doc describe in his own voice the realization of a desire to make the world a better place inspired me to recognize that no matter what the cause or dream is, we need to remember each of us has the capacity to “do something.”

No matter who we are, what we love, where we come from, each person can make a difference and perhaps grow in the process. Doc encountered people very different from himself as he developed the Wine to Water organization. Through service, he tells a story about embracing others for who they are, while not limiting ourselves by who we are. I am not sure what my cause will be or how I will make a difference. For now, knowing that I can is enough.

Christopher Maxwell Dir. of Member Services Sigma Lambda Beta

Letters to a Young Brother is a book about conversations author and actor Hill Harper has with his young, high school-aged male fans and mentees. They share the struggles they have in their lives with him, ranging from wanting money and success, accomplishing dreams, dating, and not feeling good enough. These are some of the same issues collegiate fraternity men struggle within their lives. Reading this book reminded me that even in college, young men are still trying to find themselves, and sparking a light of change starts by having an honest and meaningful conversation.

When discussing community engagement and service learning in higher education, professionals strive to ensure learning outcomes yield an ability to enhance students’ perspective of service while aiding the community through various efforts. However, not all experiences yield the expected outcomes. The Unheard Voices provides research and testimonials chronicling the experiences of both community organizations and students. The outcome of the research initiative uncovers three basic elements—communication, commitment and compatibility—to ensure the mutual partnership in service learning. As a campus based professional, our students tend to struggle in understanding the difference of service and philanthropic endeavors as well as how to effectively navigate their service experiences. After reading this book, as an advisor, I can more effectively help students use ways to communicate expectations while understanding the importance of a community organization’s mission and goals. In the long term, our students are more likely to give back to the community after their collegiate experience if they were successful in serving their community in their collegiate years.

A literary gift, Tattoos on the Heart: The Power of Boundless Compassion is the journey of Gregory Boyle through a spiritual quest to the founding of Homeboy Industries in Los Angeles. As Boyle explores the complex nature of intersectionality and shifting identities among current and previous gang members, he challenges his readers to deeply explore their own areas of privilege—a concept that could not be more relevant to fraternity/sorority members. Boyle states, “Compassion is not a relationship between the healer and the wounded.

It’s a covenant between equals... Compassion is always, at its most authentic, about a shift from the cramped world of self-preoccupation into a more expansive place of fellowship, of true kinship” (77). This powerful definition and call to action from Boyle not only influences my own service but also how I challenge students to rethink their acts of service.

Curiosity may have killed the cat, but who knows how long he lived and what he got from those experiences. In the book Curious?, Dr. Todd Kashan explores the idea of developing curiosity and how it can lead to more fulfilling experiences. He also focuses on how bringing curiosity and novelty into personal relationships can lead to better experience for those involved. To balance the text, he addresses the “Dark Side of Curiosity” and gives a glimpse of when curiosity can lead to issues. Finally, it provides resources and exercises to help people develop their curiosity and embrace new and novel ideas. This text gave me tactics on how to get students to move past the same service ideas and how to challenge them to develop service programs that are relevant and engage their passions. Also, since service in our organizations is rarely done as an individual, the importance of relationships really translated well into our students’ work and motivating others.

I thought I had a good understanding of the issues women and girls face in this world, particularly in developing countries, until I read Half the Sky. To say that this book was eyeopening and life-changing would be an understatement. Authors Nicholas D. Kristof and Sheryl WuDunn take readers on a journey into the lives of women across Africa and Asia facing daily struggles with poverty, sex slavery, war, disease and more. As the inspiration for the creation of the Circle of Sisterhood Foundation, this book challenged me to step out and inform others on the responsibility and privilege we have as educated women, as well as how we can positively impact the life trajectory of women and girls across the world.

Stephen Dominy

Coordinator of Fraternity and Sorority Life Kennesaw State University

Annie Carlson

Assoc. Dir. of Student Leadership & Organizations Wake Forest University

Adam Cantley

Asst. Dir. of University Student Centers University of Delaware

Michelle Marchand

Dir. of Educational Programs Delta Upsilon

Havaleh Havelka

Asst. Dir. of Fraternity Services Alpha Gamma Delta

Kaye Schendel

Dir., Global Service Initiative Delta Upsilon

Katie Moga

In his book Where Am I Wearing?, Kelsey Timmerman writes about his travels to Honduras, Bangladesh, Cambodia and China, searching out the actual factories that made his favorite clothes. Instead of demonizing the owners of these factories, Timmerman learns the stories of their workers and delivers his readers with a surprisingly balanced message on both the good and bad realities of a globalized economy. As a young adult who was too quick to climb my soapbox and jump on the boycott bandwagon, this book helped me to see the impact of my purchasing power. Where I chose to shop not only sends a message, it influences the livelihood of another human being. I recommend this book for someone wanting to better understand the effects of globalization and American privilege—even the privilege to shop where we choose.

In Blake Mycoskie’s book, he tells his powerful story of how he built the TOMS shoe enterprise and his journey to Start Something That Matters. While Mycoskie’s story is interesting, perhaps more important are the questions he poses to the reader to determine what matters most to you and what should you focus on in your life’s work. The book really challenges the reader to think about what they want their contribution in life and the world to be and concludes with a call to action. While not everyone is interested in Mycoskie’s magnitude of service, the book certainly will inspire you to find and live your passion. And he says it really is quite simple to start your journey: just put on your shoes and take that first step! He points out that just because the first step is quite simple does not mean that it cannot lead to something profound.

Soul of a Citizen, by Paul Rogat Loeb, found me at a time when my idealism had met the harsh reality of cynicism and doubt that many face while working for social change. While I could have become discouraged, this book taught me how to find courage and hope in those moments and how to turn others’ apathy into my motivation for impact. Often young people look at the world and see so many issues to tackle and the sheer amount of work to be done intimidates us. Loeb tells the story of “ordinary” citizens who find meaning through engagement in social involvement. Soul of a Citizen teaches that if we each channel our efforts into our own communities or areas of greatest passion, we can achieve our most idealistic of dreams.

Traveling Leadership Consultant Zeta Tau Alpha

Olivia Klemm

Sigma Kappa Collegian Indiana University-Purdue University Indianapolis

Cami Walker, author of 29 Gifts, was diagnosed with multiple sclerosis. In her battle with the disease, she received an unusual prescription from an African medicine woman—to give of herself for 29 days. It’s amazing to see the improvement in Cami’s life that comes through service and helping others. The gifts she gives to others show her all that she has to offer. The acts of kindness she chronicles range from being a good listener to buying coffee for the next person in line at Starbucks. This was a positive, uplifting read that inspires you to make helping others a habit.

spotlight Engaging in Long-term Partnerships Adds Value to Experience For the fraternity/sorority community at The College of William & Mary, community service goes far beyond a oneand-done program or a box for students to check. Because of an ongoing partnership with a local agency, students learn service and advocacy are a key part of the fraternity/sorority experience.

Since 1999, members at W&M have worked with The Arc of Greater Williamsburg, creating a long-term, successful service partnership. The Arc is an organization that serves adults with intellectual and developmental disabilities, who it calls clients. Students volunteer on a monthly basis and also host a landmark event for the organization, a carnival where hundreds serve.

When this relationship began 14 years ago, neither the students nor their advisor, Anne Arseneau, realized the lasting potential. The Panhellenic Vice President of Community Service at the time had a personal investment in working with adults with disabilities, and a convergence occurred when The Arc reached out for help hosting its carnival. For seven years, the partnership centered on the implementation of this event.

“Over time, we got our community to the place where they wanted to do more,” said Arseneau, the Director of Student Leadership Development. “They were ready to adopt an initiative that they would support year round on a long-term basis.”

Currently, students volunteer with one of The Arc’s events each month. Programs range from bingo to crafting, where students keep the clients company, encourage and get to know them. They develop friendships, spurring frequent volunteering and positive meaning-making. The clients’ parents also find great value in these relationships.

“The feedback we get is that this is a cool group of people for them to hang out with,” Arseneau said. “This smart, hip fraternity man isn’t someone who is in their daily lives.

Parents will say, ‘You don’t understand how special this is to my 26-year-old daughter.’”

Recently advisors and council officers have sought to increase reflection among the students.

“After the events, we send an email with questions to keep them thinking about their work a little bit differently,” said

Spotlight highlights best practices and work well done. Is there an initiative working well in your organization? Email Perspectives editor Heather Kirk at heather-kirk@zetataualpha.org.

A W&M sorority member assists a client during an arts and crafts program, one of the monthly service opportunities students coordinate with The Arc. Assistant Director of Student Leadership Development Jen Leung. After the carnival, the student coordinator sends facilitation to chapter presidents so they can lead peers in thoughtful conversation.

For the students, connection to service goes far beyond feeling good about doing good. “We’ve created an advocacy group of young adults for a group of people that doesn’t necessarily have that,” Arseneau said.

Leung added, “We’ve elevated what it really means to do service. It has also helped us introduce the idea that there is no place for alcohol in service activities.”

The long-lasting partnership has been a game-changer at W&M, but the success did not happen overnight. Arseneau and Leung shared keys to cultivating ongoing service.

“Finding a good partner, one that is interested in a reciprocal relationship, is crucial. We have open lines of communication and make regular contact,” said Leung. She advocates that the professional be the primary agency contact, and students provide an interface for their peers. “Have them rally the troops, educate and sign up participants,” she said.

Arseneau encouraged, “Be in it for the long haul. Sometimes events won’t go to plan. Because we’re in it long-term, we don’t evaluate one negative event as a failure of the partnership.”

The hard work is seemingly well worth it. “The thing that is so clear to us when students get involved is how deeply The Arc appreciates our time,” said The Arceneau. “They are a cheerleader for the fraternity and sorority community. We now have this agency in town that can’t stop talking about how great Greek students are. They’re so appreciative and it’s infectious.”

Association of Fraternity/Sorority Advisors www.afa1976.org P.O. Box 1369 Fort Collins, CO 80522-1369

Hazing Prevention in Practice Dan Wrona and Natalie Shaak

Thursday, August 29 2:00 p.m. EDT

We know hazing is a complicated issue and prevention requires more than a program or policy change to be truly effective. Yet, that is the extent of many of our hazing prevention efforts. Join us as we review the principles of the prevention model and discuss how they can be implemented into a comprehensive, multi-faceted, year-round strategy.

Get more details and register today!