AFA Perspectives Fall 2007 by Association of Fraternity/Sorority Advisors

Can Women Be Chauvinists?

Addressing Men’s Issues with Fraternity Men in this issue:

It’s All About the Experience | Research Ideas | Bringing Your “A” Game, Part II

– Kyle A. Pendleton, AFA President

Perspectives is the official publication of the Association of Fraternity Advisors, Inc. (AFA). Views expressed are those of the individual authors/contributors/ advertisers, and are not necessarily those of the Association. AFA encourages the submission of articles, essays, ideas, and advertisements. All Perspectives correspondence and submissions should be submitted to:

Amy Vojta, 2003 and 2005 President My first job was at The University of Texas at Austin as the Executive Director of Panhellenic (I was hired by the alumni; at that time the sororities were not part of the University but the fraternities were). If I were to go back and capitalize on that, I think with the backing of the institution I’d have been able to/would be able to do more… hold more chapters accountable for example, because I’d have support and not be perceived as acting on my own or coming up with my own nutty ideas (as if I invented risk management!).

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

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

Board 2007 Editorial

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

Perspectives / Fall 2007

n October 1st, E. Gordon Gee was sworn in as The Ohio State University’s 14th president. What makes this so noteworthy is that Gee served as OSU’s 11th President from 1990 to 1997, during my time as an undergraduate at OSU, and was (and continues to be) quite proud of his Pi Kappa Alpha membership. He recently told a sports radio station, “It is unusual to come back, but it is more unusual to be asked back.” I got to thinking about the old saying “that which is old, is now new” and how that could apply to us as fraternity and sorority advisors. With that in mind, I contacted a few of AFA’s Past Presidents and posed the following questions: • Think back to when you were a bright-eyed professional at your first institution. If you had the opportunity to return to that institution, what would that look like? • What were the challenges back then? Would they be the same now? Paul DeWine, 1990 President If I were to return, I would work more closely with IFC and Panhellenic to involve them in strategic planning and problem solving. I would encourage them to implement a systemwide evaluation (including faculty, staff, and alumni) and work with the administration to address their problems and shortcomings, and establish individual chapter and system-wide benchmarks to assess progress. And while students need to be intimately involved and have ownership in their successes and failures, the University needs to be clear with its expectations of the individual chapters and the system as a whole – accountability!

Jennifer Jones-Hall, 1999 President Would you want to? I am a firm believer in not going back... I don’t think you can ever go back and recreate what you remember. Why would you want to? I would not go back, but I certainly would have done some different things in my time. I think I would not have worried about students being my friends. I think I would have educated myself more on NPC policies and procedures back then. I think I would have learned that advisors truly are the ones who can help change a chapter. I think I would have not worn blue eye makeup and had big hair, and I really, truly wish that Libby Anderson would have taken down the picture of me from when I worked at Central Missouri in 1988! Barbie Tootle, 1978 President I began advising in the early days of the litigious era. But I always felt that if I did what was right – by the moral and ethical compass calibrated by my family, my schools, my fraternity – that if I just kept my head about me, I could – and did – step into the breach with a chapter and take action I thought would teach and resolve or at least get attention. And, I could – and did – make decisions that impacted individual students. I know that if I was dropped back into that office today, like a student at Hogwarts, I would take the same approach. Looking a student in the eye, recognizing that he or she knows what is right and wrong, coaching and cajoling them to do better, to be better – that is why I loved the job. The constraints on such an approach today make me glad I had my chance at Ohio State from 1974-1985. But I hope professionals do not back away from being good mentors, teachers, advisors every day. continued on bottom of page 3

in this

– Kurtis Foriska, Editor

his fall, The Ohio State University welcomed new students and a new president to campus. On Tuesday of move-in, I was informed that the president’s office requested a tour of the sorority and fraternity community for the president that weekend. I scrambled to prepare agendas, contact students, and ensure appropriate behavior throughout the tours. In addition, I was to identify campus leaders for a pizza party following the tours. I arrived early at the first chapter house with a detailed schedule and contact information for each chapter on the tour. The president arrived five minutes late, but the students were excited to have him there. He completed his tour 15 minutes early. I called ahead to inform the next chapter we would be arriving sooner than expected. Again, a quick visit, and we were off to the next facility with my schedule quickly falling apart. We then had an unexpected stop at a sorority having a yard sale and a fraternity that invited us to view their house, both of which were not a part of our tour. The “scheduled” tour continued in this manner, bouncing from planned and unplanned stops. At each point, I prayed the students would be respectful, especially at our unscheduled visits. To my relief, the students were honored that the University president cared enough to visit with them. The president spoke later that evening to a smaller group of leaders at the pizza party. A student asked the president what he thought his role was as president. He answered, “Really, my role is to learn from you, the students. I cannot build the best university if I don’t understand your experiences.” Isn’t that also our purpose as sorority and fraternity professionals? In this issue, Ed Leonard considers the experience of members and how we can improve that experience. Todd Sullivan speaks about improving the office experience by building better staffs. Megan Johnson, Georginna Martin and Michelle Castro ask us to examine how students’ gender shape their experiences and identity. The president is right – we become better educators when we learn from the experiences of our students. Sometimes the best experiences are those learned on our unscheduled stops rather than our planned ones, and this makes the tour through life more interesting.

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

issue

Can Women Be Chauvinists?

An Overlooked Opportunity:

Gender Oppression, Raunch Culture, and Sorority Women Today

Addressing Men’s Issues with Fraternity Men and in Fraternal Programming

Bringing Your “A” Game, Part II:

Fall 2007 Annual Meeting:

Varsity Staff Development

Our Envisioned Future

regular columns From the Top......................................2 Editor’s Notes......................................3 Core Competencies...........................16 SSAO’s Perspective............................19

Barbie Tootle, continued

Dan Bureau, 2004 President

The topics and issues from 30 years ago to the present are not very different. The context is enormously different. For example, in the area of alcohol abuse and misuse, beer was legal at 18. We had not forced drinking underground and in many ways, the problems played out more overtly, allowing more intervention. But short term fixes did not change the culture or keep the problem from repeating. Sexism was a front-burner issue. In the mid-70s, I was nixing “pimps and hos” theme parties, wet T-shirt contests, and the like – spending as much time persuading the women as the men that those were bad ideas. A woman advising men’s groups was quite a novelty in my early years, so I was challenged. I recall an IFC President explaining his conflicts with the Panhellenic President this way: “I can’t work with her. She just isn’t someone I would date.”

Going back, I would probably do the same things: have honest conversations about the future, involve students, alumni, and headquarters in the process of impacting change, and continue reinforcing the change through programs and advising. Things I would do differently: stop running around with my head cut off, stop working incessantly, and focus more on the organizational values rather than addressing the needed change as external factors FORCING us to change. • • • President Gee began his second presidential term at OSU with a seven year contract and the option to extend to 10 years. In a recent Ohio State Alumni magazine featuring Gee, he is quoted as saying that with this tenure, “Challenges now must center around people and ideas… We must engage and win the battle for talent.” Well said, President Gee. Well said. Fall 2007 / Perspectives

Beginning the Dialogue on Socialization

n this issue of Perspectives, you will find two articles about gender and socialization; one aimed at helping us as we work with college men and one exploring how female behavior is, in part, shaped by male and societal influences. Both articles are grounded in theory, providing a starting place for understanding gender and the processes that shape who we are as gendered beings. It is important to note that these articles have been written independent of each other and should be read as such. When reading both articles, the influence of the environment serving as either an oppressive or empowering force should be taken into consideration. Lewin (1936) stated that behavior is a function of a person and his/her interaction with the environment (as cited in Evans, Forney, and Guido-DiBrito, 1998). While this is not directly referenced in either article, it is a lens through which both articles should be viewed. The common theme in both articles is gender and the importance of the environment in shaping individuals. While these articles posit two very different ideas about men and women, they serve as “food for thought”; a place to begin dialogue in your work or volunteer position about the importance of understanding gender and associated environmental influence. The challenge lies in the recognition and application of these influenced genders to better educate and serve our various constituents. REFERENCE Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college. Jossey-Bass: San Francisco.

Perspectives / Fall 2007

Can Women Be Chauvinists? Gender Oppression, Raunch Culture, and Sorority Women Today

– Georgianna L. Martin & Michelle M. Castro

s educators, we observe, and are attentive to, how student culture influences the thoughts, values, and behaviors of college students. However, we were shocked to learn of “Catholic School Girls and Dirty Old Men” and “Golf Pros and Tennis Hos” themed date parties at our institutions. We do not believe to be sheltered or naive, but we were caught off guard by the standard that seems to have become the norm among our sorority women. Whether you are a campus-based professional, inter/national organization staff, or volunteer, you have likely encountered a similar situation. The challenge for fraternity and sorority educators is addressing this inappropriate behavior and language. The way in which we meet students, particularly our female students, when we encounter these types of events does make a difference. As a profession, we pride ourselves on balancing challenge with support. What does that challenge actually look like? We have all heard stories of inappropriately themed parties or event t-shirts, but how do we approach this subject with students? In many cases, we roll our eyes in disapproval, verbalize a soft admonishment, or even utilize an approach that questions standards and values. These are all possibilities and any of them is better than silence or inaction. However, there is a more serious conversation that should happen. Are we afraid to have deeper conversations that address the unobserved and intangible consequences of behavior? Why not educate our women about gender privilege, particularly when many of our women are unconscious of the ways in which they perpetuate gender oppression. In the vernacular, a chauvinist typically refers to a man whose perception of women is one that relegates her to homemaker and caregiver rather than a perception that includes modern images of women as equal in ability to men. However, the word chauvinist is anyone who believes in the superiority of one’s own kind (WordNet, n.d.). While many have been conditioned by society to associate the concept of a chauvinist with the “male chauvinist pig” image, a newer concept of a female chauvinist pig has emerged where women, through language, attitude, and action, contribute to gender disparity and stereotypes often with little realization of the consequences of their behavior. This article discusses the salient characteristics of and the reasons women give to justify the female chauvinist pig mindset and thoughts for consideration when challenging this worldview with sorority women.

The Female Chauvinist Pig and Raunch Culture Levy’s (2005) insightful and provocative review of modern gender issues often depicted traditional college-aged women in the role of chauvinists. She asserts that young women are doing their part to reverse the strides made in the feminist movement by playing out societal standards for beauty and sex and embracing raunch culture citing such events as the Girls Gone Wild spring break phenomenon. It sounds like a fantasy world dreamed up by teenage boys. A world of sun and sand where frozen daiquiris flow from faucets and any hot girl you see will peel off her bikini top, lift up her skirt… all you have to do is ask… but what’s strange is that the women who populate this alternate reality are not strippers or paid performers, they are middle-class college kids on vacation – they are mainstream. (Levy, 2005, p.17)

While many have been conditioned by society to associate the concept of a chauvinist with the “male chauvinist pig” image, a newer concept of a female chauvinist pig has emerged where women, through language, attitude, and action, contribute to gender disparity and stereotypes often with little realization of the consequences of their behavior.

In a similar manner, the heightened popularity of reality shows where many women vie for the attention of one man is also cited as an important social influence on women’s behavior and sense of self. For example, the women who competed for rapper Flavor Flave’s attention and affection in Flavor of Love were in a constant struggle to “out-sex” one another in order to be seen. Likewise, The Girls Next Door, a reality show about Hugh Heffner and his close female acquaintances has also gained popularity. This affinity for what has been termed “raunch culture” has also elevated the visibility and acceptance of once taboo subjects such as pornography, strip clubs, and pole dancing. As Paul (2005) explained, …(previously) wearing a thong meant painful waxing and a wedgie, pole dancing meant emulating a low-class stripper, and taking a man for a lap dance meant tolerating and even endorsing the humiliation of watching your mate cheat. Today, the pornography industry has convinced women that wearing a thong is a form of emancipation, learning to pole dance means embracing your sexuality, and taking your boyfriend for a lap dance is what every sexy and supportive girlfriend should do. (p. 109-110) Popular culture dramatically influences college students and, consequently, their defining and redefining of social norms. As educators versed in student development, use of popular culture images might be our opportunity to meet students where they are developmentally to raise awareness on some challenging issues.

The Women’s Movement For many traditional-aged college students, the women’s movement seems to be something to be studied in history, but perhaps not a social issue that affects or may someday affect them. While this perceived apathy towards women’s issues may be partly attributed to a woman’s stage of development, the messages she receives from the media and societal norms also may affect her attitude and hinder her development. Are we paying attention to the ways in which societal press may serve as both an empowering agent and an oppressive agent for traditional-aged college women? Goodman and Shapiro (1997) claimed that ambivalence and confusion about sexism and feminism abound in society. Many claim we are in a post-feminist era where the struggle for equality has ended. The reality is that while much progress has been made with gender equality, the societal constructs of gender privilege and gender oppression remain. For example, statistically, women have increased their representation and made gains in most fields (Goodman & Shapiro, 1997). However, women remain largely underrepresented in math and science fields. Similarly, gaps in wages between men and women still exist. Why is it that women, and in this case college women, continue to feed into these stereotypes? Why do they act in a way that has critics blaming them for a digression from the women’s movement?

Being One of the Guys Many of the women Levy (2005) interviewed expressed a desire to be seen as “one of the guys.” When questioned about their affinity for strip clubs and raunch culture, women explained that their willingness to participate helped them be seen as an equal to one of the guys. The gap in this logic is that participating in and encouraging activities where women are objectified is counterproductive to the reason these students gave for their willingness to participate. As professionals, it is our responsibility to teach our sorority women and fraternity men that objectifying any group is contrary to seeing that group as equal. Many women may fear losing the respect and trust of men in their lives if they are labeled as feminist (Goodman & Shapiro, 1997). Society’s progress in the past fifty years shows there is a long road ahead when the word feminist creates such a visceral response from both women and men. Goodman and Shapiro (1997) wrote, “...despite, in some ways because of the progress that has been made, there is also an anti-feminist backlash, with a reemphasis in the culture on hyper-masculinity and hyper-femininity as gender norms... an effort to redefine women as sex objects” (p. 110). Affirming one’s femininity is not a bad thing. In fact, when one of the reasons women gave for embracing raunch culture is to be seen as one of the guys, one would think that an affirmation of one’s own femininity is a step in the right direction. However, when the emphasis on femininity turns to pressure and an expectation for hyper-femininity, it is easy to see how far the women’s movement has left to go.

This is Liberation Some of the students Levy (2005) encountered expressed their willingness to embrace, participate in, and enjoy raunch culture stemmed from a belief that their involvement felt liberating. To equate a woman’s freedom on how she chooses to behave sexually and otherwise as liberating or as a product of the women’s movement is grounded in history. In fact, prior to the women’s movement, discussion or images related to sex from the feminine perspective was incredibly taboo. It is not surprising that many women today may justify their acceptance and affinity for raunch culture as liberating. The point we should help our female students understand, though, is that the freedom to do something does not alter the constructs of privilege and oppression and how they are played out in a social context. Levy (2005) explains, “...let’s not kid ourselves that this is liberation. The women who buy the idea that flaunting your breasts in sequins is power... I’m for all that stuff – but let’s not get so into (it) that we don’t notice how far we haven’t come. Let’s not confuse that with real power” (p. 76). Our observation is that women, by themselves, are sharp, intelligent, and independent beings. They have impressive GPAs, are award winners – both locally and nationally, excel in leadership positions, continued on page 6 Fall 2007 / Perspectives

continued from page 5 and compassionately give back to their community. Add one male student in the mix and the dynamic changes. In sorority life, we have the opportunity to create an environment that empowers women to recognize their responsibility as either silent contributors to gender oppression or as women who proactively address such issues when confronted with them. One does not have to look too far to see that inter/national leadership for many of the women’s organizations has made an attempt to highlight the organizations’ priority to empower women through the use of taglines, an emphasis on values programming, and easy access to mission and vision statements. For example, Phi Sigma Sigma’s mission reads, “to inspire the personal development of each sister and perpetuate the advancement of womanhood,” and Alpha Xi Delta’s vision promotes “inspiring women to realize their potential.” These phrases reflect the values of each individual organization, but they also provide a common language and theme for educators to use in opening the dialogue on the behaviors and culture discussed in this article. Making it personal for our female students may humanize their own thoughts and actions. As professionals and volunteers working with women’s organizations, let us capitalize on the opportunity to use these environments to empower students. The following suggestions begin to address and suggest programming toward dialogue surrounding women’s issues related to raunch culture and the female chauvinist pig mindset: • Plan a common reading experience for women leaders to critically look at these issues and how they play out in their organizations and in their interactions with men. Levy’s (2005) book titled Female Chauvinist Pigs: Women and the Rise of Raunch Culture is an excellent, thought-provoking look at the issues discussed here. • Host a movie/discussion night where a historical-based film is shown related to women’s issues. The HBO film Iron Jawed Angels is a stunning account of the struggle for women’s suffrage in the United States. This is a story that the average college woman probably did not hear much about growing up. Similarly, the film North Country examined sexual harassment endured by an iron mine worker during the early 1980s. Both films provide a starting place for discussion on actions and responsibility. • Be aware of your own habits of language. Remember the female students with whom you work are indeed women, not girls. Sometimes they need to be reminded of this as well.

Making it personal for our female students may humanize their own thoughts and actions.

Perspectives / Fall 2007

• Pay attention to marketing geared to students. It has become increasingly popular to use phrases such as “that’s hot” or “sexy” to describe a program or event. For example, describing a new and innovative leadership program as “sexy leadership” or advertising a community service event as “service is sexy.” The point is obviously to have a tagline that creates a buzz and attracts people to come to the event in the first place. Perhaps we can challenge one another to work on our creativity and find alternate ways of achieving the same goal. It is important to remember that we do not have all of the answers. It is paramount that we, as educators, remain observant and aware of the reality that our students experience and participate in on a daily basis. If we are not challenging the images or behavior we see, our complacency implies our acceptance and approval. The key to empowering female students lies in creating and sustaining dialogue, programming, and action aimed at striving to achieve the values and goals of our organizations and our institutions. Mainstream images and media would seem to indicate that raunch culture is not disappearing any time soon. Therefore, attempts to destroy this culture or to ignore it in hopes that it will dissolve will most likely be futile. Addressing how students think and act as women or toward women and how all of us respond to raunch culture is, perhaps, the next chapter in the women’s movement. – Michelle Castro is Coordinator of Greek Affairs at the University of Miami and Georgiana Martin is Ph.D. candidate at the University of Iowa.

References Alpha Xi Delta (n.d.). Retrieved August 3, 2007, from http://www.alphaxidelta.org/heritage.asp Chauvinist (n.d.). WordNet® 3.0. Retrieved July 5, 2007, from Dictionary.com website: http://dictionary.reference.com/ browse/chauvinist Goodman, D., & Shapiro, S. (1997). Sexism curriculum design. In M. Adams, L. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice (pp. 110-140). Routledge: New York. Levy, A. (2005). Female chauvinist pigs: Women and the rise of raunch culture. Free Press: New York. Paul, P. (2005). Pornified: How pornography is transforming our lives, our relationships, and our families. Henry Holt and Company: New York. Phi Sigma Sigma (n.d.). Retrieved August 03, 2007, from http://www.phisigmasigma.org/

An Overlooked Opportunity:

Addressing Men’s Issues with Fraternity Men and in Fraternal Programming – Megan P. Johnson

or three years I have coached a youth swim team. On multiple occasions, I have said to the boys on the team, “Oh, you look so strong!” or “You can do it, be brave.” Each time these comments slip out of my mouth, I cringe because I realize these kids hear messages about being strong or brave all the time. Boys are frequently told “boys don’t cry” or, the ultimate insult, “you play like a girl!” As I stand on the pool deck, I wonder how my words, combined with other similar messages they receive, affect the overall development of the boys.

such as gender, sexual orientation, race, religion, culture, and class, shape an individual’s overall identity. As we help students understand aspects of their identities, this model allows us to understand that students are in different places regarding the development of their overall identity. Students make sense of themselves when they understand how their various identities fuse together.

Familiarizing yourself with identity development helps you understand how masculinity is an aspect of identity that needs fostering during the college years. The more I learn about the socialization of men, the more I wonder how much of a service or disservice we are doing to the thousands of fraternity men across the country. Do we, as campus-based professionals, chapter advisors, and inter/national organization personnel, try to understand the actions of college men or are we punishing them for behavior that we have come to expect? Do we shame men when they act in manners that are consistent with messages they receive from the media, their peers, and society (Laker, 2003)? At a recent conference, a colleague stated that most professionals know very little about men as gendered beings. When have any of us had formal training about men’s identity development? Where do we learn about men’s identity or the socialization of men? It is challenging to identify specific opportunities when professionals are not taught to understand men’s issues. Although men are considered a privileged group, this fact is rarely discussed. Capraro states that, “men as a group have power over women as a group; but… men as individuals do not feel powerful” (2000, p. 192). When I reflect on my work with men, I recognize my own missteps and disappointments. It is easy to lose the commitment to addressing men’s issues when the office is flooded with reports of drunken behavior and men who have sexually assaulted women during or after a fraternity party. Research suggests that a minority of men are perpetrating the majority of assaults, but that does not make the information easier to digest (Lisak & Miller, 2002). I realize that I need to change my approach to working with men, and all educators and advisors need to be more intentional about how we engage men regarding significant issues.

Relevant Theories Familiarizing yourself with identity development helps you understand how masculinity is an aspect of identity that needs fostering during the college years. Jones and McEwen (2000) created the multiple dimensions of identity model which provides a theoretical framework on how different aspects of identity,

It is also important to understand gender socialization patterns. Children are exposed to differentiated gendered behaviors and patterns as they come to understand what it means to be a boy or a girl as early as age five (Martin & Ruble, 2004). It is amazing to see the language and visual images in popular culture that tell men and boys who and what they should aspire to become. Men are socialized as gendered beings from a very young age. Thus, men succumb to hegemonic masculinity, the idea that acceptable male-social behavior includes being stoic, in control, powerful, heterosexual, and competitive. Pollack (1998) contends that as men become socialized they experience a “gender straightjacket” which further represses their ability to share emotions (p. 7). Men experience gender role conflict as a result of the patriarchal system and the gender role system that serves to reify it; at the center of this is the fear of femininity, which shapes male behavior (O’Neill 1981, 1986). Men are taught not to cry or show emotion, but that they should be tough, fight, and have a high number of sexual partners. These behaviors are consistently reinforced on college campuses. Students are away from home, often for the first time, and perpetuate the male behavior they see exhibited by older members of the campus community. Unfortunately, fraternities can become an epicenter for encouraging negative behaviors. Although chapters do exist where men can be vulnerable and in touch with their emotions, where brothers hold each other accountable for their actions, and where they form authentic relationships not based on a drinking culture, they are exceptions to the norm. It makes sense that the culture of many fraternities and other all-male groups/teams across campus become a breeding ground for unhealthy behavior. According to Capraro (2000), “Men outnumber women in virtually every category of drinking behavior… prevalence, consumption, frequency… problem drinking, alcohol abuse and dependence, and alcoholism” (p. 191). This is true of men from diverse backgrounds including “age, ethnicity, geographic region, religion, education, income, and marital status” (Capraro, continued on page 8 Fall 2007 / Perspectives

continued from page 7 2000, p. 191). While this is not an issue solely associated with fraternity men, fraternities have the opportunity and the structured environment to address the male drinking culture and other negative behaviors that other student organizations do not. Men are forced to put up an emotional shield so they do not share their vulnerabilities. Our society encourages this behavior, reinforcing the concept of hegemonic masculinity. In a recent conversation with a former fraternity president, I found myself listening to his struggles with a senior member who had been permanently expelled from the college but who had been lying about it to his chapter brothers for over six months. This member had subsequently been engaging in self destructive behavior including severe alcohol abuse. The former president expressed to me that he was beyond frustrated with this member, but when I asked him why he thought this man was acting out, he had no idea. We engaged in a significant conversation about the pressure this member must be feeling. The former chapter president was a man, successful by societal standards, who had never thought about his own masculinity and who was initially not willing to talk with his fellow brother about the destructive behavior even though the entire chapter knew it was happening. I could not blame him; he had been socialized, as men have, to ignore feelings (save anger) and not engage in a dialogue where he could admit any fault, weakness, or vulnerability. O’Neill (1981) states, the concept of restricted emotionality comes into play as men are not taught to communicate thus driving emotional needs underground. Fraternities offer their membership values embedded in the core purpose of the organization. The fraternal movement has allowed conversations about values to take shape, especially when documents like the Call for Values Congruence are utilized on campus. Unfortunately, current inter/national fraternity programming is missing an important opportunity to address men’s issues. Indeed, many fraternal initiatives (e.g. Pi Kappa Phi’s Men of CLASS and Sigma Phi Epsilon’s Balanced Man), leadership development institutes, and continuous membership development programs address topics of integrity, leadership, character, health, etc. However, the amount of actual programming that acknowledges salient men’s issues is minimal, if in existence at all. This is one of the most overlooked educational opportunities to address men’s issues in the fraternity profession.

The campus approach to advising men has to change and evolve as well. No longer can men be shamed for their behavior, nor can excuses be made about “boys being boys.” We need to start talking with men about what masculinity means to them. Engaging men in discussing issues and breaking down social constructs of masculinity could be foundational pieces to solving the sexual assault, alcohol, communication, and organizational leadership issues that plague college campuses. Campus professionals are likely familiar with the offices of student activities, sexual assault/rape crisis, career services, multicultural affairs, but how much is known about resources for men and masculinity on campus? Do these resources even exist on campus? Both campus professionals and fraternal leaders must engage chapter advisors in understanding men’s issues. Many of our advisors, specifically alumni advisors, are perpetuating behavior they witnessed or engaged in during college. We must challenge advisors to understand the pressures and issues of college men. What follows is the beginning of how we can work with men on issues of masculinity. Campus Professionals: • Bring men together and start a conversation about their views of the state of the fraternity culture and its direction on campus. Start small. Men will engage more fully in one-on-one or small group interactions. Build a coalition of men willing to talk with one another and introduce them to each other in a safe space. • Understand privilege and masculinity. Draw connections between the reality of being a man and being privileged; this should be done in a manner that allows men to realize this is not their fault. We live in a patriarchy; talk with men about how this influences who they are and their roles in society. Please note: you need to understand historical cycles of oppression and social justice issues as they relate to privilege if you plan to engage in these conversations. If you are not skilled facilitating difficult conversations, utilize the expertise of a colleague who has these skills. • Expose fraternity members to positive male role models in the community (administrators – both young and more seasoned – coaches, religious and political officials, etc). • Connect the health center and counseling resources with the fraternity community, build a coalition to address men’s issues and behaviors. • Include programming for men about masculinity and gender within leadership training and development. Inter/national Organization Professionals: • Create programming focusing solely on men’s issues. – A llow men to come together from various chapters and learn from each others’ experiences. Encourage men to talk about their campus experience as men. – A cknowledge the privilege and power that comes with being a man, as well as the powerlessness in regard to expressing emotion. • Talk with men about their strengths and fears. Allow them to show vulnerability in a safe environment, where they will receive positive reinforcement.

Perspectives / Fall 2007

• Post questions about what kind of professional, partner, father, family member, and friend they aspire to become.

• Real Boys: Rescuing Our Sons From the Myths of Boyhood by William Pollack

• Ask students why issues of masculinity rarely come into conversations with fellow chapter members.

• The Macho Paradox: Why Some Men Hurt Women and How All Men Can Help by Jackson Katz

• Include articles and resources in publications, member programs, and volunteer training.

• Stiffed: The Betrayal of the American Man by Susan Faludi

• Confront their behavior if it becomes inappropriate during annual leadership schools or conventions. This can be as easy as letting an individual know that he is seeking attention from his peers and asking him why that is. Local, Regional, and Inter/national Volunteers: • Employ both males and females as chapter advisors. • Engage in conversations on masculinity within the advisory board and among the undergraduates.

As my colleague, Brian Reed, once stated “we need to stop viewing our challenges with men with our hands around their necks in frustration, but rather with our arm around their shoulders to guide them.” – Megan P. Johnson, a doctoral student at the University of Iowa, is the 2007 recipient of the Harry Canon Outstanding Professional Award given by ACPA’s Standing Committee for Men. She is the first female to be recognized with this award.

• Understand the differences in being a college man today as compared to previous generations (i.e. when you were in college).

References

• Do not allow men to get away with offensive language and behaviors; role model appropriate behaviors.

Capraro, R. L. (2004). Why college men drink: Alcohol, adventure, and the paradox of masculinity. In M.S. Kimmel & M.A. Messner (Eds.). Men’s Lives (pp.190-204). Boston: Pearson.

• Talk to other fraternity advisors about how to communicate with undergraduate men. Tips for Conversations on Masculinity: • Ask students, “What is it like to be a man at this institution?” Once this question is asked, it is imperative to listen to the responses and to not become defensive. Do not let the conversation divert into a men vs. women issue in relation to roles or opportunities on campus. Spend time engaging men in understanding their own masculinity; allow them to talk about their experiences. • Create an activity based setting. Men tend to engage more when they are not sitting across from each other and when they are doing something. Go on a walk, take advantage of traveling in a car, work on a project together, watch a sporting event, play a video game (yes, it works). • Listen to what they are saying and discern when it is ok to ask for more information and when the conversation should be put on hold. Not every conversation has to be a deeply moving one; sometimes it is best to just plant a seed and let men know there is a safe space available. • Thank them for sharing information and encourage them to talk with you or other people they trust about these issues. The following resources can assist you in understanding masculinity and serve as a programming guide: • American Psychological Association – Division 51 The Society for the Psychological Study of Men and Masculinity (SPSMM) http://www.apa.org/divisions/div51/

Davis, T., Laker, J., Reed, B., Edwards, K., & Harper, S. (2007). American College Personnel Association & National Association of Student Personnel Administrators Joint Conference, presentation, Orlando, FL. Jones, S. R., & McEwen, M. K. (2000). A conceptual model of multiple dimensions of identity. Journal of College Student Development, 41, 405-414. Kivel, P. (1992). Men’s work: How to stop the violence that tears our lives apart. Center City, MN: Hazelden. Lisak, D. & Miller, P. M. (2002). Repeat rape and multiple offending among undetected rapists. Violence and Victims, 17, 73-84. Laker, J., Davis, T., Helm, M. (2003). Bad dogs: Rethinking our engagement of male students. American College Personnel Association National Conference, Presentation Minneapolis, MN. O’Neil, J. M. (1981). Patterns of gender role conflict and strain: Sexism and fear of femininity in men’s lives. The Personnel and Guidance Journal, 60, 203-210. O’Neil, J.M., Helms, B., Gable, R., David, L., & Wrightsman, L. (1986). Gender role conflict scale: College men’s fear of femininity. Sex Roles, 14, 335-350. Pollack, W. (1998). Real boys: Rescuing our sons from the myths of boyhood. New York, NY: Henry Holt and Co.

• ACPA: College Student Educators International, Standing Committee for Men – http://www.myacpa.org/sc/SCM/index.html • The Institute for the College Male – http://www.myacpa.org/ pd/icm/ • Men’s Lives (6th Edition) by Michael Kimmel

Fall 2007 / Perspectives

Bringing Your “A” Game, Part II: Varsity Staff Development – Todd C. Sullivan This is the second in a two-part series to help seasoned professionals perfect their “A” game and take things to the next level. Part one appeared in the Summer 2007 issue of Perspectives.

f you are fortunate to say, “We are the office,” rather than, “I am the office,” this article will hold particular relevance. Yet, even if you are a one-person operation, you will find tips to help you build and retain a team of constituents to move initiatives forward. Keehner (2007) notes that supervisors must “select well-suited staff members, set realistic expectations and goals, motivate staff to work to their full potential, and provide rich opportunities for staff development” (p. 104). This article focuses on recruitment, developing a game plan, strengths cultivation, and coaching of a varsity-level team.

Recruitment Judson A. Horras, Administrative Secretary of Beta Theta Pi Fraternity, zeroes in on the importance of finding and supporting the right people: “Recruit the best. Train them. Allow them to do their job and allow them to love their job” (Brylski, 2007, p. 17). Olson (2007) contends that leaders in higher education must move past the passivity inherent in most search processes. “If we are to build outstanding departments and colleges, we need to take a page from the athletics playbook and aggressively pursue the best and the brightest” (¶ 5). The “best” is determined by your goals and needs. Recruit based on the inherent talents you seek, rather than just the skills and experience you can teach. Buckingham & Clifton (2001) lament how most job advertisements do not seek talent. “It is ironic that they itemize the qualities they can change in a person while ignoring the ones they can’t” (p. 221).

to do what they do best and provide occasional new projects to keep things fresh. Celebrate small, manageable wins for each person. The idea is not only to recruit the best people, but to keep them. Placing them in limiting roles can frustrate their potential for growth. Your overall game plan should help direct the “players” toward serving the values and mission of the organization or institution.

Live Strong, Work Strong Lance Armstrong is not an expert golfer. Tiger Woods does not race bicycles. However, each has found a significant talent and cultivated it through years of training. It is obvious that both love what they do and have become very successful at it. Imagine how miserable they would be if they had been “miscast” into roles they did not have the capacity or interest to develop. It is important to know and focus on what you are good at. Buckingham & Clifton (2001) wrote Now, Discover Your Strengths to help counteract a weakness-based workplace where employees are sent to trainings to fix their deficiencies. The authors conducted research and found that focusing on weaknesses was counter-productive and led to unhappy employees. In fact, the real potential was in providing opportunities for individuals to enhance their innate talents. “Each person’s greatest room for growth is in the areas of the person’s greatest strength” (p. 215). Rath (2007) takes this concept a step further, suggesting that

G i v i n g e a c h p e rs o n a n o pp o r t u n i t y t o d o more of what they are good at – their strengths – is the key to their motivation. As a fraternity consultant, I asked the president of an awardwinning chapter the key to the group’s success. He said, “We recruit self-motivated people.” The chapter refused to waste time with non-performers who would need punishments or rewards to impel them to act. Collins (2001) found that “if you have the right people on the bus, the problem of how to motivate and manage people largely goes away. The right people don’t need to be tightly managed or fired up; they will be self-motivated by the inner drive to produce the best results and to be part of creating something great” (p. 42).

Game Plan Once you have the right people, it is essential to develop shared expectations. Be clear; people need to know what they should and should not do and how they will know if they have met the expectations (Horras & Dealph, 2005). Give them opportunities 10

Perspectives / Fall 2007

“the epidemic of active disengagement we see in workplaces every day could be a curable disease… if we can help the people around us develop their strengths” (p. iv). While building the team, do not forget to focus on each individual. Buckingham & Clifton (2001) assert that individualization is the key “to turn your people’s talents into productive powerful strengths” (p. 171). People are not truly motivated by external stimuli. However, you can learn and capitalize on what motivates each individual. Giving each person an opportunity to do more of what they are good at – their strengths – is the key to their motivation.

Coaching We have heard of Olympic “Dream Teams” or baseball “All-Star” teams that have not performed up to expectations. If you have been able to recruit some all-stars, everyone might be moving

forward in different directions where some are more concerned about their own performance than that of the organization. Your goal is to ensure the whole is greater than the sum of its parts, not just a loose collection of individual talents. Building a great team starts with getting the right people and then getting them to head in the right direction. Transformative executives told Collins (2001): “‘If we get the right people on the bus, the right people in the right seats, and the wrong people off the bus, then we’ll figure out how to take it someplace great’” (p. 41). Fox (2002) supports the assertion that the right people need to be in the right position for the team to excel. General George S. Patton notably said, “Never tell people how to do things. Tell them what to do, and they will surprise you with their ingenuity.” Your focus should be on the product, not the process. If you have done a good job of recruiting the best people, you will not need to second-guess how they reach the goal. Utilize interns and graduate assistants effectively. Treat them like professionals and they will rise to the occasion; treat them like students and they will hold back on their potential. Cater to the different needs of your various team members. Renn & Hodges (2007) found that new professionals have needs such as “receiving adequate support [and] understanding job expectations” (p. 369). They should not be supervised exactly the same as volunteer advisors, undergraduate student workers, or secretaries. Even within categories, there are differences. Again, individualization is key. Effective supervision accomplishes a dual purpose: reaching the goals of the organization while also focusing on the developmental needs of each individual (Janosik et al., 2003). Reward good behavior. Even self-motivated people appreciate some type of recognition; “each of us needs to be viewed as an individual worthy of respect” (Buckingham & Clifton, 2001, p. 240). Take the time to find out what makes people feel appreciated. A chapter advisor might enjoy seeing her name in a newsletter or on your website; a colleague may be gratified with a hand-written thank you note. Do not assume that everyone needs a plaque to feel special.

Building a great team starts with getting the right people and then getting them to head in the right direction.

Conclusion In a recent staff meeting, my supervisor posed a provocative proposition to her direct reports: “What if we were all as committed to the success of each other’s areas as we were to our own?” She challenged us to consider how we might demonstrate teamwork through a commitment to our division’s success over individual accomplishment. Keehner (2007) stated that, “Promoting collaborative projects and services is central to the productivity and success of those involved in student affairs” (p. 124). Implementing this approach will help you transform a group of individuals into a high performance, varsity-level team. – Todd C. Sullivan is the Director of Fraternity and Sorority Life at the University of Connecticut.

The Great Boss Simple Success Formula 1. Only hire top-notch, excellent people. 2. Put the right people in the right job. Weed out the wrong people. 3. Tell the people what needs to be done. 4. Tell the people why it is needed. 5. Leave the job up to the people you’ve chosen to do it. 6. Train the people. 7. Listen to the people. 8. Remove the frustration and barriers that fetter the people. 9. Inspect progress. 10. Say “Thank you” publicly and privately. (Fox, 2002, pp. 4-5) continued on page 12

Fall 2007 / Perspectives

continued from page 11

Jud’s Thoughts on Staff Development After reading the Brylski (2007) article about Jud Horras’ appointment as the Administrative Secretary of Beta Theta Pi Fraternity, I had the opportunity to talk to Jud to learn more about his approach to staff development.

Recruitment • Recruitment is the #1 priority for any leader. • We start recruiting sophomores in college for staff positions.

• Try to give individuals five pieces of praise for every suggestion for improvement.

• We utilize every opportunity with students for recruitment (internships, conferences, chapter visits, special committees, holiday card lists, phone calls from alumni, etc.).

• Remember that you are not perfect when you are giving advice. Always be open to feedback when you are delivering it.

• We start with a target list of our top candidates and continue to work though that list until our positions are filled.

Big Picture

• Current and former staff members are our best recruiters. • Future staff recruitment is always a key departmental goal. • It is always better and cheaper to keep a top performer than it is to recruit, train, and develop a new one. You must be willing to do what is necessary to keep your talent around.

Coaching • Know the distinct difference between helping someone be successful in their job and helping someone love their purposeful work. • Like all good relationships in life, supervisors must have constant, quality communication with each staff member. • Never hire someone who requires micromanagement. • The “If after six months…” rule is painfully accurate. If a staff member does not have a good grasp on his job after six months, it is unlikely he ever will. • Use the 80%-20% rule. 80% of the job is the “must do”; 20% is the “I really want to try this.” The key is recruiting people that want the 80% portion.

References Brylski, S. (2007, Summer). The modest approach. The Beta Theta Pi, 16-17. Beta Theta Pi Fraternity: Oxford, OH. Buckingham, M. & Clifton, D. O. (2001). Now, discover your strengths. New York: The Free Press. Collins, J. (2001). Good to great: Why some companies make the leap…and others don’t. New York: HarperCollins. Dealph, S. & Horras, J. (2005, December). Creating a high performing staff. Presented at Association of Fraternity Advisors Annual Meeting: Atlanta. Fox, J. J. (2002). How to become a great boss: The rules for getting and keeping the best employees. New York: Hyperion.

• We do departmental “homeruns” for each semester and then each staff member develops goals based on those items. For example, if “fill 90% of advisory team positions” is the departmental goal, then each consultant maps out which chapters need specific advisor recruitment to make that happen. Set priorities and create specific plans to achieve the goals on each campus.

Perspectives / Fall 2007

• The Ohio State football team has 3.3 students to every one staff. Colleges routinely advertise a low professor to student ratio, such as 20:1. Most fraternity and sorority life offices are 500:1. What will it take for us to get to even 100:1? • Why is it that the fraternity/sorority community rarely benefits from university capital campaigns, and yet it is our alumni who give so much? How can we redirect some of the money to enhance fraternity/sorority life and potentially to recruiting and maintaining experienced, successful fraternity/sorority professionals? • Most fraternity/sorority professionals are educated in student development, not volunteer development or professional fundraising. When you are ready to professionally move to the next level, take some fundraising/development classes. While you can make a difference advising an interfraternity council meeting, you can make a much larger contribution by securing $100,000 in programming resources. • How would you do your job differently if you had a $100,000 budget? $500,000? $1 million? Develop your team to realize these possibilities.

Janosik, S. M., Creamer, D. G., Hirt, J. B., Winston, R. B., Saunders, S. A., & Cooper, D. L. (2003). Supervising new professionals in student affairs. New York: Brunner-Routledge. Keehner, J. (2007). Effective supervision: The many roles, responsibilities, and opportunities. In R. L. Ackerman & L. D. Roper (Eds.), The mid-level manager in student affairs (pp. 103-125). NASPA. Olson, G. A. (2007) Don’t just search, recruit. The Chronicle of Higher Education. Retrieved May 25, 2007, from http:// chronicle.com/jobs/news/2007/05/2007052501c/careers.html Rath, T. (2007). StrengthsFinder 2.0. New York: Gallup Press. Renn, K. A. & Hodges, J. P. (2007). The first year on the job: Experiences of new professionals in student affairs. NASPA Journal, 44(2), 367-391.

Fall 2007 / Perspectives

[ A FA 2 0 0 7 A n n u a l M e e t i n g • C i n c i n n a t i , O H • N o v. 2 8 - D e c . 2 ]

he Association of Fraternity Advisors is more committed than ever to ensuring that AFA members find value in their membership, establish community within the Association, and feel compelled to help shape Our Envisioned Future. The 2007 Conference Committee is dedicated to providing an outstanding educational experience for our members at the 2007 Annual Meeting. There will be new experiences, as well as some of the favorite programs and services of the Annual Meeting. We hope that you will join us at the historic Hilton Cincinnati Netherland Plaza as we create Our Envisioned Future. The 2007 Conference Committee is excited about the line-up of educational opportunities and professional development experiences that the Annual Meeting will provide. We have incorporated the feedback and ideas shared through the Call for Content to offer programs that will successfully help you manage the day to day challenges of fraternity/sorority advising. So you’re probably wondering “why should I go to the AFA Annual Meeting in Cincinnati?” That simple! Because the future is now… and there is nothing like gathering with colleagues, sharing success stories, and gaining professional development skills. Here are a few highlights you can expect at the 2007 AFA Annual Meeting: General Sessions: Two dynamic General Sessions will feature Dr. Nancy Zimpher, president of the University of Cincinnati, as she speaks about her vision for higher education and the value (and challenges) fraternities and sororities bring to the table in the fulfillment of that vision, and Dr. Walter Kimbrough, president of Philander Smith College, who will speak to the idea that “the future is now” as it relates to the explosion of Latino, Asian, and culturally-based fraternities and sororities on campuses across the nation. Pre-Conference Opportunities: Five amazing pre-conference opportunities will be offered this year on the topics of alcohol and other drug prevention initiatives, expansion/extension, media readiness, values-based change initiatives, and fraternal history. Interfraternal Heritage Tour of Oxford, Ohio: New to this year’s pre-conference program line-ups, this excursion will prove to be a memorable one! Beta Theta Pi, Delta Zeta, Delta Sigma Pi, Phi Delta Theta, and Phi Kappa Tau have partnered to provide this guided-tour. Participants will learn about the rich individual and collective history of fraternities and sororities in Oxford, OH. Transportation and a box lunch will be provided, and participants will be back to Cincinnati in time for all the evening events. Don’t miss this great opportunity! Philanthropy Project: This year’s philanthropy project is the Ronald McDonald House (RMH) Charities of Greater Cincinnati. RMH provides a supportive “home away from home” for families and their children who are receiving treatment at Children’s Hospital Medical Center or other area hospitals, regardless of their ability to pay.

Perspectives / Fall 2007

Educational Programming: Due to its success in the past, the Call for Content process was used again this year to create a strong schedule of educational opportunities suggested by AFA members. The educational programs will address the current critical issues in our field. Additionally, we have again partnered with the Fraternity Executives Association (FEA) to deliver programs specifically designed for inter/national fraternity and sorority staff members and volunteers. DRC Idea Exchange: This interactive, idea sharing session will allow colleagues to give and receive information on various topics to assist their daily work. The DRC Idea Exchange will take place concurrently with the Speaker Showcase and Fireside Chats to offer meeting attendees a variety of learning opportunities that afternoon. Fireside Chats and Meet & Greet: A 45-minute “Meet & Greet” networking opportunity will precede individually pre-scheduled, 20-minute Fireside Chat meetings. Graduate Training Track: Funded by a grant to the AFA Foundation from Rho Lambda National Honorary, this intensive and interactive educational track is specifically designed for graduate students and will complement the educational experience of those seeking careers in advising fraternities and sororities. Peer Network Program: The Peer Network Program supports the experience of first-time Annual Meeting attendees. The Peer Network Program will be held in conjunction with the First Timers Reception – our annual welcome program for all new attendees. Project Job Search: Looking for a new job? Seeking advice on your resume? Project Job Search will provide interview and resume critiquing to graduate students who are in the job search process. Speaker Showcase: We are pleased to again offer the AFA Speaker Showcase, which will allow attendees to preview current programs from several of our Associate Members. As always, there will be opportunities for relationship building and networking… something we do well at the AFA Annual Meeting (with our without programming)! An undisputed benefit of attending the conference is the opportunity to connect with colleagues and rejuvenate professionally. We hope that you join us in Cincinnati! We will be located in the heart of downtown Cincinnati, a prominent location with superb accommodations, amenities and proximity to some of Cincinnati’s favorite traditions and attractions. Additional information about the Annual Meeting and registration can be found at http://www.fraternityadvisors.org/ AnnualMeeting.aspx. Please join us at the Annual Meeting as, together, we create Our Envisioned Future.

When your campus is serious about hazing prevention... Crossing the Line is a full-day program that brings

Crossing the Line

a variety of campus groups (and administrators if

will help students:

desired) together to address the complex issue of hazing. Whether your campus has a clearly identified problem with hazing, or simply wants to prevent the evolution of harmful traditions, Crossing the Line is a perfect starting point to initiate positive change. With interactive activities, discussions, and learning, Crossing the Line facilitators help students open up and talk frankly about an issue that is often shrouded in secrecy.

n Demystify “rites of passage” n Understand the effects of hazing n Gain resources and tools for addressing hazing n Leave with a plan of action for implementing change

“Crossing the Line delves into the ‘Why we haze’ as much as the ‘How’ and the results. The hazing culture in a chapter or group must be factored in for meaningful change and from my review this is given significant attention in Crossing the Line.”

– Dave Westol, Limberlost Consulting Program Points n 6 hours n Can be done on a weekday evening or weekend day n Two CAMPUSPEAK facilitators

For booking information and availability, please call 303.745.5545 or e-mail info@campuspeak.com Fall 2007 / Perspectives

– Dan Bureau

Ready for Research but Don’t Know Where to Start? 10 Fraternity/Sorority Related Research Topics

ssessment. Evaluation. Qualitative and Quantitative Methods. Focus Groups. Interviews. Surveys. These are some of the many words that can jumble together for a person nervous about conducting research. However, student affairs professionals are expected to create a scholarly base to continue to document not only the characteristics of the students with whom we work, but also to gain insight into the outcomes based on engagement in activities both in and out of the classroom (Carpenter & Stimpson, 2007; Jablonski, Mena, Manning, Carpenter, & Siko, 2006). Fraternity and sorority practitioners and graduate students aspiring to serve in such capacities must accept their responsibility to support research. In addition, research may counter widely held perceptions about fraternities and sororities or at least confirm the speculation about these groups and provide a roadmap to shape programs to improve the fraternity and sorority experience (Hesp, 2005; Molasso, 2005). In an effort to promote research on fraternities and sororities, I asked ‘experts’ in higher education and the larger fraternal movement to offer potential topics that answer the question: what key topics need to be considered by higher education researchers studying fraternities/sororities? I compiled their responses into ten general categories. Below is a brief description of each category. A comprehensive explanation of each research area, suggestions for potential research methods, and a comprehensive list can be found on the AFA website by clicking on Publications – Perspectives – Previous Issues.

These guidelines and support structures can help increase your comfort with assessment and research while providing key information for the promotion of the fraternal movement. AFA also provides Research Mentors, renowned professors in higher education and well-respected researchers, to counsel and mentor you as you begin assessment

Perspectives / Fall 2007

and research efforts. I highly encourage practitioners wishing to hone research skills, masters’ level students beginning student affairs research, and doctoral students considering dissertation work or smaller research projects related to fraternities and sororities to use these resources to guide their research.

Suggested Research Topics: Impact of Culturally Based Organizations on Retention of Students of Color Although prior research on the impact of involvement on student retention exists, research lacks connections involving students of color. As culturally based organizations grow, the need becomes greater to document their impact on student development and identity. Character Building and Leadership Development Some research has connected leadership skills to membership, but determining the impact of fraternal organizations on leadership skills has often been supported by anecdotal information from persons involved in the movement. Addressing the factors contributing to the development of leadership skills and whether leadership skills influence fraternal membership or vice versa may provide evidence to perceived benefits and help to shape intentional experiences to improve the emphasis on leadership development in these organizations. Outcomes Assessment of Leadership Programs As fraternity and sorority professionals create leadership programs for students, understanding the need to accomplish clearly stated outcomes and determine their efficacy cannot be overstated. Assessing outcomes can provide data to share with potential donors justifying the need for funding, to increase the impact of marketing materials, and to strengthen the relationship between the fraternal movement and the academe.

Identity Development and Membership To support student development, we must examine how students shape identity and what factors contribute to the supportive environments where development happens. Existing research examined cognitive development and fraternity/sorority affiliation, but lacks difference between organizational types, qualitative experiences of members, and examining the valuesbased development, critical thinking, and decision making. Deferred Recruitment/ Intake Practices Deferred recruitment in North-American Interfraternity Conference (NIC) and National Panhellenic Conference (NPC) organizations is widely contested; previous research produced conflicting evidence. Research on culturally based organizations’ intake practices is absent. Research in this area does not currently match the amount of time inter/national organizations and campus practitioners alike spend discussing the issue. Research and assessment findings will help us all spend time on meaningful conversations rather than continuing to discuss our “gut feelings” or anecdotal information. Examining Hazing Culture The topic of hazing normally generates more questions than answers. Research focused on hazing will help professionals better understand the role of bystanders, organizational constructs that permit hazing, and how hazing is perpetuated will help practitioners develop strategies to successfully combat hazing. Sophomore Year Experience The sophomore year brings several potential changes for many members: living in the fraternity/sorority facility, taking increased leadership roles, selecting an academic major, etc. This area needs more attention to determine strategies to help students succeed in their transition into fraternities and sororities.

Senior Retention A common challenge to undergraduate organizations is retaining invested senior members. Assessment in this area can help explain this trend and potentially offer suggestions to inform our practice. Fraternity and Sorority Community Risk Management While methods for addressing risk exist, researchers may have an interest in learning the perceptions of students regarding the purpose and management of risk-related policies and how these policies affect behavior, if at all. Mission and Values Congruence Over the last three decades, documents have called for fraternities and sororities to “live their values” and make the changes necessary to be more in-line with their mission, purpose, and values. As mission based groups, examining the efficacy of fraternal organizations’ ability to accomplish espoused goals is an important research area to create credibility in student affairs as well as impact student development.

This list was compiled by Dan Bureau with the help of Charles Eberly, Marilyn Fordham, Dennis Gregory, Malinda Matney, Eric Norman, and Brian Tenclinger. – Dan Bureau is a doctoral student in Higher Education and Student Affairs at Indiana University. He served AFA as the 2004 President, is currently a board member of the Center for the Study of the College Fraternity, and has been actively involved in the fraternal movement for over 10 years.

References Carpenter, S. & Stimpson, M.T. (2007). Professionalism, scholarly practice, and professional development in student affairs. NASPA Journal 44(2). Retrieved August 21, 2007 from http:// publications.naspa.org/naspajournal/ vol44/iss2/art4 (Members Only)

Hesp, G. (2005). Defining a new identity through the rational and logical. Oracle: The Research Journal of the Association of Fraternity Advisors 1(1). Retrieved August 21, 2007 from http:// www.fraternityadvisors.org/uploads/ PublicDocuments/Oracle_vol1_iss1_ Hesp.pdf Jablonski, M., Mena, S.B., Manning, K., Carpenter, S., & Siko, K.L. (2006). Scholarship in student affairs revisited: The summit on scholarship. NASPA Journal 43(4). Retrieved August 17, 2007 from http://publications.naspa. org/naspajournal/vol43/iss4/art1 (Members Only). Molasso, B. (2005). A content analysis of a decade of fraternity/scholarship in student affairs research journals. Oracle: The Research Journal of the Association of Fraternity Advisors 1(1). Retrieved August 21, 2007 from http:// www.fraternityadvisors.org/uploads/ PublicDocuments/Oracle_vol1_iss1_ Molasso.pdf

Fall 2007 / Perspectives

Peers Helping Peers! The Value of Your Gifts to the AFA Foundation

Where Does the Funding for Scholarships and Grants Come From?

n the 2006-2007 fiscal year, the AFA Foundation was able to provide scholarships and program grants such as:

• Opening General Session at the Annual Meeting • Graduate Training Track at the Annual Meeting, made possible

Additional information about the AFA Foundation can be found in our 2006-2007 Annual Report. To view the report online, go to www.fraternityadvisors.org/Foundation.aspx and click on the link for Annual Highlights and then 2006 Annual Report. We could not provide these resources to AFA and to you and your peers without your important support. Your gift in support of the mission of the AFA Foundation affects not only the recipients, but the hundreds of students they advise on a daily basis.

by a gift from Rho Lambda National Honorary • Twenty Annual Meeting Scholarships, including five

Jennifer Jones-Hall Scholarships for graduate students • Three registration grants for the ACPA Mid-Level

Management Institute • Rick Barnes Interfraternity Institute Scholarships • Educational program grant for National Hazing Prevention Week

2006-2007 AFA Foundation Funding Sources Restricted Contributions $7,615.00, 10%

Many have asked if their gifts to the AFA Foundation really do make a difference. The answer is an emphatic YES!! As you can see from the chart on the right, 58% of the Foundation’s annual revenue comes from gifts made by individuals and organizations to the AFA Foundation. There is so much unmet need! While we’re excited to be able to offer the 19 Annual Meeting scholarships this year, we have received over 75 requests for help. If we all gave just a little, together we can accomplish a lot!

“

Silent Auction $23,955.00, 32%

Annual Fund $44,111.00, 58%

The AFA Foundation gave me the financial support that I needed to attend the Annual Meeting and participate in professional development that allowed me to grow both personally and professionally. – Andrew Hohn Coordinator of Greek Life, University of Missouri

The Foundation’s Mission

”

How Can I Help? There are several ways you can make a gift to the AFA Foundation:

To secure, invest, and distribute the necessary resources to support the educational objectives of the Association of Fraternity Advisors. As a registered 501(c)(3) organization, the Foundation raises money through individual, organizational and corporate donations to provide the highest quality professional development opportunities for AFA members. Gifts are taxdeductible to the extent the law permits.

1. Annual cash gift (check or credit card). To make an annual gift online, please visit: www.fraternityadvisors.org/foundation.aspx 2. Set-up automatic monthly or quarterly credit card installments. 3. List the AFA Foundation as a beneficiary in your will, estate, or life insurance policy. For recurring credit card charges or information on estate or life insurance gifts, please call the AFA Foundation at 678-654-6207. Please consider making a gift of $25, $50, $100 or more and mail to: AFA Foundation, 9640 Augusta Drive, Suite 433, Carmel, IN 46032

Perspectives / Fall 2007

[SENIOR STUDENT AFFAIRS OFFICERS’ PERSPECTIVES]

– Edward F. Leonard III, Ph.D.

It’s All About the Experience

s competition for new members increases, compounded by the ever-expanding number of campus organizations, the fraternities and sororities that will survive and thrive will be those that have differentiated themselves in their campus marketplace. As a college president, I often ask,

“When compared to other campus student organizations, what sets being in a fraternities/sororities apart?” What sets each chapter on your campus apart from the other fraternities/sororities and other campus organizations? Can the fraternities/sororities “be heard” in a noisy marketplace? Alternatively, is their message muffled or misheard because it is not loud or clear enough? Most of all, is being a member of a fraternity/ sorority even relevant on your campus? One path to differentiation is to deliver a better and stronger fraternal experience. After all, “it’s all about the experience.” That is, a comprehensive experience targeted to the student members who pay for the experience, to the fraternity/sorority professionals who work hard to make the experience better, to the alumni/ae members who give of their loyalty, time, talent, and treasure to make the experience stronger, and to the host institution that makes the experience possible. While the focus of this article will be on the fraternity and sorority life office (FSLO) delivering a better and stronger student member experience, its principles can be applied to any fraternity/sorority leadership organization (IFC, Panhellenic, NPHC, and so on) or chapter for purposes of expanding your institution’s commitment to delivering a richer, more meaningful experience throughout student life.

Guiding Principles Fraternity/sorority professionals need to accept their role to provide an experience that must emerge from and align with the FSLO’s guiding principles, which are framed by its mission, vision, values, and promise. The guiding principles, on the whole, function like a “True North,” keeping the FSLO focused and centered. • The mission should be a declaration of an organization’s purpose; its raison d’être (Bryson, 1995). • The vision should identify a realistic, credible, attractive future for the FSLO. The vision is the “ideal” state the FSLO aspires to achieve. • The values should set the boundaries to the subsequent strategies and actions. Values define the enduring beliefs that the FSLO holds in common and its endeavor to put into action. Core values guide the FSLO and its members in performing their work. • The promise should define, clearly and intentionally, what is important, believable, and distinctive in the experience and in guiding what the members can come to expect from the experience. From these guiding principles, flow the strategies and eventually actions that allow the FSLO to attain its mission, achieve its vision, operate with its values, and deliver on its promise. Most of all, the guiding principles, and the emergent strategies, describe how the FSLO “intends to create sustained value” (Kaplan & Norton, 2004, p. 29) for its members by delivering a better and stronger experience. Strategy Map (or Logic Model) A best practice for the FSLO in achieving the desired outcome of a better and stronger experience is the W.F. Kellogg Foundation’s Logic Model. A similar process has been introduced by Kaplan & Norton, which they call the Strategy

Map, “a visual representation of the cause-and-effect relationships among the components of an organization’s strategy” (Kaplan & Norton, 2004, p. 9). Both the Logic Model and the Strategy Map are built on “if – then” statements, which begin with desired outcomes and work backwards to resources.

“…a logic model is a systematic and visual way to present and share your understanding of the relationships among the resources you have to operate your program, the activities you plan, and the changes or results you hope to achieve” (Kellogg Foundation, 2004, p. 2). To simplify the process, consider a chain of planned work and intended results that begins with resources, which include available human, financial, and programmatic inputs. Then, optimizing those resources, the critical activities are the “processes, tools, events, technology, and actions” (Kellogg Foundation, 2004, p. 2) that are utilized to bring about the desired outcome, the specific end you want to achieve. Therefore, “reading a logic model means following the chain of reasoning or ‘If… then…’ statements… to provide stakeholders with a road map describing the sequence of related events connecting the need for the planned program with the program’s desired results” (Kellogg Foundation, 2004, pp. 2-3). If the FSLO wants to deliver a more meaningful experience (desired outcome), then excelling at those critical few activities that shape the total FSLO experience is essential, as is developing those sustainable resources that manage and advance the total FSLO experience. In other words, if the necessary resources are in place, they will accomplish the critical activities; if you excel at executing the critical activities, the desired outcome continued on page 20

...if you excel at executing the critical activities, the desired outcome of delivering a stronger and better FSLO Experience will be achieved. Fall 2007 / Perspectives

continued from page 19 of delivering a stronger and better FSLO Experience will be achieved. The desired outcome of delivering a better and stronger experience is not one dimensional to those who choose it; rather, it must be delivered throughout the entire FSLO to the primary constituents. To begin, if the FSLO is successful in delivering a better and stronger experience for the student members who pay for the it, then students may benefit from persisting, graduating, and securing jobs or graduate school enrollment resulting in higher retention rates, graduation rates, and placement rates. Similarly, the benefits, if successful, for the FSLO professionals who work hard to make the experience better will be higher morale and commitment resulting in higher employee retention and greater institutional experience (i.e., average years of service). The benefits of success for the alumni members who give of their loyalty, time, talent, and treasure to make the experience stronger will be higher levels of affinity and philanthropy resulting in higher levels of gifts and loyalty. Lastly, the benefits of success for the host institution will be the added accumulation of benefits such as higher retention, graduation, and placement rates for students, higher employee retention and experience, and higher levels of alumni giving and loyalty. These are the metrics that make a college president take notice. Let me suggest that possibly the most effective outputs to use as the “critical few activities” that have the best potential to shape the FSLO experience are those used in the National Survey of Student Engagement (NSSE), developed by George Kuh and his associates at Indiana University (http://nsse.iub.edu). They include Level of Academic Challenge, Student-Faculty Interaction, Supportive Campus Environment, Active & Collaborative Learning, and Enriching Educational Experiences. According to the NSSE literature, “these… are some of the more powerful contributors to learning and personal development” (National Survey of Student Engagement, 2007). Additionally, some colleges and universities are beginning to use these practices as critical activities to define and shape their own respective experiences. FSLOs, IFCs, Panhellenics, and fraternity/ sorority chapters would be well served to use these as their critical activities. Of the 42 effective educational practices that comprise the National Survey of Student Engagement (2007), I would suggest the 18 practices that the FSLO can influence:

Academic Challenge 1. Preparing for class Student-Faculty Interaction 2. Talked about career plans with a faculty member or advisor Supportive Campus Environment 3. Campus environment provides support you need to help you succeed academically 4. Campus environment helps you cope with your non-academic responsibilities 5. Campus environment provides the support you need to thrive socially 6. Quality of relationships with other students 7. Quality of relationships with faculty members 8. Quality of relationships with administrative personnel and offices Active & Collaborative Learning 9. Worked with classmates outside of class to prepare class assignments 10. Tutored or taught other students 11. Participated in a community-based project as part of a regular course 12. Discussed ideas from your reading or classes with others outside of class Enriching Educational Experiences 13. Talking with students with different religious beliefs, political opinions, or values 14. Talking with students of different race or ethnicity 15. An institutional climate that encourages contact among students from different economic, social, and racial or ethnic backgrounds 16. Participating in internships or field experience 17. Participating in community service or volunteer work 18. Participating in learning communities

Finally, for your FSLO to deliver a more intentional and well rounded experience by excelling at these critical few activities, you must first develop the sustainable resources necessary to advance, shape,

and deliver that experience through member education, member recruitment, and member involvement. Member Education. This is the FSLO’s

base activity and ultimately defines and shapes the experience. Additionally, recruitment and involvement are built upon the success of achieving consistent and positive membership education. The three components of member education are student, member, and leader. Too frequently, our chapters focus on new member education at the expense of all other member education. A successful FSLO can help chapters find the equilibrium between educating the three roles every member assumes as student, member, and leader to achieve a better and stronger experience through optimized member education. The metrics for success might include freshmen-to-sophomore retention rate and graduation rates. Member Recruitment. This activity

introduces and attracts new members to the chapters. However, the member recruitment process should not be confined to just recruiting members but retaining members. Specifically, member recruitment, as a means to gain resources in terms of people, provides the key touch points to the management and advancement of the experience through the balanced application of recruitment and retention as reflected both in the size and shape of each chapter’s membership. Lastly, member recruitment advances the level of success in moving prospective members through the recruitment funnel – inquiry to interest to joining to initiation to graduation. The metrics for success might include total membership; trend of new members in recent years; percentage change of membership from year to year; shape of the membership expressed as academics, diversity, campus involvement; and funnel yield rates (that is, how many potential members “in the funnel” actually join). Member Involvement. This activity

retains chapter members and allows them to benefit from the better and stronger experience that the FSLO and chapter leaders have worked hard to create. Additionally, members will be involved throughout the duration of their experience. The goals/metrics for success might include percentage of campus involvement and percentage of campus leadership positions held. This all comes together and is visually represented in the sample strategy map that follows (see next page). While this is only a starting point to begin the conversation, and from which an operational plan and budget would ultimately emerge, hopefully continued on page 22

Perspectives / Fall 2007

Sample Strategy Map (with goals and metrics) Guiding Principles

Mission / Vision / Values / Promise

Deliver a better & stronger Experience For the students who pay for the experience

persisting, graduating, and securing jobs or graduate school enrollment resulting in higher retention rates, graduation rates, and placement rates

For the professionals who work hard to make the experience better

For the alumni/ae who give of their loyalty, time, talent & treasure to make the experience stronger

higher morale and commitment resulting in higher employee retention and greater institutional experience (i.e., average years of service)

higher levels of affinity and philanthropy resulting in higher levels of gifts and loyalty

For the host institution that makes the experience possible accumulation of benefits such as higher retention, graduation, and placement rates for students, higher employee retention and experience, and higher levels of alumni giving and loyalty.

Excel at those critical few activities to deliver a better & stronger Experience

Academic Challenge

Student-Faculty Interaction

(1) Preparing for class

Supportive Campus Environment

(1) Talked about career plans with a faculty member or advisor

(1) Campus environment provides support you need to help you succeed academically (2) Campus environment helps you cope with your non-academic responsibilities (3) Campus environment provides the support you need to thrive socially (4) Quality of relationships with other students (5) Quality of relationships with faculty members (6) Quality of relationships with administrative personnel and offices

Active & Collaborative Learning

(1) Worked with classmates outside of class to prepare class assignments (2) Tutored or taught other students (3) Participated in a community-based project as part of a regular course (4) Discussed ideas from your reading or classes with others outside of class

Develop the Resources

to excel at those critical few activities Member Recruitment (1) total membership (2) trend of new members in recent years

Enriching Educational Experiences (1) Talking with students with different religious beliefs, political opinions, or values (2) Talking with students of different race or ethnicity (3) An institutional climate that encourages contact among students from different economic, social, and racial or ethnic backgrounds (4) Participating in internships or field experience (5) Participating in community service or volunteer work (6) Participating in learning communities

Member Involvement

(3) percentage of change in membership from year to year (4) shape of the membership (5) funnel yield rates

(1) percentage of campus involvement (2) percentage of campus leadership

Member Education (1) freshman-to-sophomore retention rate

(2) 4-, 5-, and 6-yr graduation rates Fall 2007 / Perspectives

continued from page 20 you begin to get the idea of how to deliver a better and stronger experience. • Certain resources are needed. • If you have access to those resources, you can effectively deploy them to accomplish the critical activities. • If you accomplish the critical activities to the extent intended, the members will benefit in specific ways. • If these benefits are achieved, the desired outcome of a better and stronger experience is achieved. Remember: it’s all about the experience! – Ed Leonard is the President of Bethany College in Lindsborg, KS and currently serves as the international president for Lambda Chi Alpha Fraternity

References Bryson, J. M. (1995). Strategic Planning for Public and Nonprofit Organizations: A Guide to Strengthening and Sustaining Organizational Achievement. San Francisco: Jossey-Bass Publishers. Collins, J. C. (2001). Good to great: Why some companies make the leap and others don’t. New York: HarperBusiness. Collins, J. C. (2001). Good to great in the social sector. Boulder, CO: Jim Collins. Collins, J. C. & Porras, J. I. (1994). Build to last: Successful habits of visionary companies. New York: HarperBusiness. Kaplan, R. S. & Norton, D. P. (1996). Balanced scorecard: Translating strategy into action. Boston: Harvard Business School Press. Kaplan, R. S. & Norton, D. P. (2000). The strategy-focused organization: How balanced scorecard companies thrive in the new business environment. Boston: Harvard Business School Press. Kaplan, R. S. & Norton, D. P. (2004). Strategy maps: Converting intangible assets into tangible outcomes. Boston: Harvard Business School Press. National Survey of Student Engagement (n.d.). Benchmarks of effective educational practice. Retrieved August 28, 2007, from http://web.indstate.edu/ ~saa/advising/Benchmarks of Effective Educational Practice.pdf W. K. Kellog Foundation (2004). Logic model development guide. Battle Creek, MI.

successful FSLO can help chapters find the equilibrium between educating the three roles A

every member assumes as student, member, and leader

better and stronger experience through optimized member education.

to achieve a 22

Perspectives / Fall 2007

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