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APRIL 2011 Vol. 43, No. 8

ORGANIZATION RETREATS: Should You Hold Them? Developing Your Vision and Mission Student Committee Makeover Being an Authentic Leader Creating an Alternative Break Program

NACA Foundation Scholarship Deadlines

The NACA Foundation offers numerous scholarships that are available to graduate students, undergraduate student leaders and associate members on an annual basis.



(Deadline: May 1)

(Deadline: May 30)



(Applications accepted between March 1 and May 1)


(Deadline: June 15)

(Deadline: May 30)

A complete list of scholarships and deadlines is available at For more information, contact Paige Jeffcoat at

SAVE MONEY BUILD RELATIONSHIPS DEVELOP SKILLS Just as in 1960, when a group of school representatives formalized a simple and practical idea to increase the buying power of their campus programming dollars, BLOCK BOOKING continues to be a cornerstone of NACA. Whether you approach the process from a money-saving standpoint or a student development perspective, the advantages to school members, associate members and artists/performers are many.

Benefits: • Saving money • Bring in more diverse talent by partnering with surrounding schools • Develop long-lasting partnerships with agencies and artists • Support green environmental efforts by eliminating excessive travel • Educate students in the art of negotiation, organizational skills and contracting • Create avenues for students to pursue future careers

Does Block Booking really work? Yes! A student affairs professional who uses Block Booking had this to say: In addition to leadership training, attendance at the conferences saves SAC a great deal of money in contract fee discounts, which are offered to schools who commit to acts at the conference. Last year, SAC saved approximately $9,050 in contract fees by attending the regional and National conferences.  By setting many of their Fall ‘10 programs at the National Convention in February, SAC was able to save approximately $3,100 in contract fees for the coming semester that would not have been discounted had delegates not been present at the Convention.

—Angie Dunlap, University of Memphis (TN)

For more information on Block Booking, visit BlockBooking/Pages/ BBIN20.aspx.





APRIL 2011 Vol. 43, No. 8


Retreats and Transitions Organization Retreats Why You Should—Or Shouldn’t—Hold Them ..................................7 By Jason Chapman, Southwestern University (TX)

Retreating IS an Option! Retreat Planning for Programming Boards ................................12 By Michelle Welter, Southern Illinois University Edwardsville

LEADERSHIP FELLOWS Transitional Periods and Planning Retreats: Topics to Consider ........................................................................17 By Jerome Thomas, Arkansas State University-Jonesboro

Programming Boards Shared Purpose Developing Your Group’s Vision or Mission Statement................20


By Leann Adams, Whitman College (WA)

Student Committee Makeover Improving Recruitment, Involvement and Retention ................24 By Stephen E. Pagios, Quinnipiac University (CT), and Brandon A. Mikulski, The University of Akron (OH)

How to Lead an Effective Meeting ..............................................29 By Stephanie London, University of Arkansas-Fort Smith

You Have to Be on Campus Again Tonight? Programming and Personal Relationships..................................48 By Dr. Barb Ramos, Simpson College (IA)


LEADERSHIP Being Authentic A Different Approach to Leadership ............................................37 By Rich Ramos, Simpson College (IA)


Learning Outside of the Box A Guide to Alternative Break Programs........................................42 By Meredith Hein and Jerrid Kalakay, Rollins College (FL)

NACA SPOTLIGHT 2011 NACA® National Convention Volunteer Awards ..................51 2011 NACA® Institutes ......................................................................................62 NACA® Chair Video Update ................................................................................63 Universal Calendar..............................................................................................63 What Would You Like to See in Campus Activities Programming™?............63 Block Booking All-Year Round ..........................................................................64 Rethink Music Conference................................................................................64 Share Your Good News ......................................................................................64 Upcoming Foundation Scholarship Deadlines ..............................................65 Register for STARS® ............................................................................................65 Call for Volunteers! ............................................................................................65 Regional Council Scholarship Recipients........................................................66 NACA® Leadership ..............................................................................................67

10 Questions with Rick Daniels, University of Wisconsin-Whitewater........................................68

COLUMNS Editor’s Page An Example of Transferable Skills—Again ....................................4 By Glenn Farr

Message from the Chair Tasting the Lemonade ... ................................................................5 By Ahmed Samaha

ADVERTISERS Adam Trent ....................................................10 Block Book It Now! 2.0 ....................................1 Campus Activities Network ............................41 Fantasy World ................................................34 NACA® Advancing Research Award................47 NACA® Advertising Opportunities ..................32 NACA® Digital Library ......................................6 NACA® Foundation ........................................47 NACA® Foundation Contributors ....................C3 NACA® Foundation Scholarship Deadlines ....C2 NACA® Membership Renewal ........................36 NACA® Online Bookstore ................................16 NACA® QR Codes ..........................................11 NACA® Social Media ......................................28 NACA® Strategic Plan ......................................6 NACA® Volunteering ......................................33 Redd Promo ..................................................C4



An Example of Transferable Skills— Again




Chair, NACA Board of Directors Ahmed Samaha Executive Director Alan B. Davis MARKETING & COMMUNICATIONS STAFF Director of Marketing & Event Management Dawn Thomas

By Marketing & Communications Manager Jason Darby

Glenn Farr

Editor Glenn Farr


he night before I composed this column, I held a read-through for the current stage play I’m directing and, once again, I realized how what I learn through my position with NACA translates into my private pursuits. For those of you who don’t know what a read-through is, it’s the first time cast members for a play gather to begin working on the show. In many cases, it’s also the first time most of them meet each other. The main work of such an event is to sit at a table and actually read through the script, line by line. It gives everyone an opportunity to hear the words being spoken by the actors who will be bringing them to life on stage, and everyone, especially the director, gets a feel for how character development may progress. In short, everyone gets an idea of what they will have to work with in terms of what cast members give to and take from each other as the production evolves. A read-through may also be called a table read for obvious reasons. While everyone is around the table, you also discuss expectations for the production, including directions characters may take, subtleties of interpretation you might want to try, costuming and makeup issues and approaches, the main rehearsal and production schedule, and even the timing of publicity photo shoots and marketing for the show. As a read-through and its attendant business proceed, the director, stagemanager and, sometimes, even the actors manage or make a variety of checklists to make sure all that needs to be accomplished before opening night—usually six to eight weeks away—actually gets done. Does any of this sound familiar to those of you who working and volunteering in campus activities? Does it sound suspiciously like a planning retreat? I’m sure, in all honesty, that a theatrical table read and a planning retreat share a number of attributes. I readily admit I have borrowed many elements of retreats for the table reads I have conducted, right down to the opening icebreaker. While I don’t necessarily have actors participate in any kind of official team-building exercise, I do, at the very least, have everyone individually introduce themselves, tell why they like theatre and what caused them to want to be a part of the production on which we are embarking. A number of the articles in this issue of Campus Activities Programming™ focus on planning retreats and transitions, and once again, our authors share information proving that what we learn through NACA has valid application in other areas of our lives.


Graphic Design Coordinator Jason Jeffers Advertising Sales Tracey Portillo Campus Activities Programming™ (ISSN 07462328) is published eight times a year by NACA (January/February, March, April, May, Summer, October, November/December) exclusively for NACA® members, Copyright © 2011 by the National Association for Campus Activities. Editorial, publishing and advertising offices: 13 Harbison Way, Columbia, SC 29212-3401. NACA full membership is restricted to institutions of higher learning; up to five subscriptions of Campus Activities Programming™ are allotted to member institutions based on full-time equivalent enrollment. Additional subscriptions are available for $70 each. Associate membership is restricted to firms whose talent, products, programs or services are directly related to the field of collegiate extracurricular activities; up to $144 of their membership fee is for up to three subscriptions to Campus Activities Programming™. Additional subscriptions are available to members for $70; to non-members for $70. Professional members may subscribe at a rate of $70. Library of Congress card number 74-646983; Library of Congress call number PN2016.N32A3. Statements of fact and opinion, or other claims made herein, are the responsibility of the authors, letter writers, providers of artist performance reports, and/or advertisers, and do not imply an opinion on the part of the Campus Activities Programming™ staff, NACA® Office employees, or officers, staff and other members of the Association. All rights reserved, including the right to reproduce the contents of Campus Activities Programming™, either in whole or in part. Any reproduction includes, but is not limited to, computerized storage of information for later retrieval or audio, visual, print or Internet purposes. All protections offered under federal copyright law will be strictly pursued, and no reproduction of any portion of this publication may occur without specific written permission from NACA. No material can be copied, in any form, if the purpose is to sell the material. Periodicals postage paid at Columbia, SC. POSTMASTER: Send address changes to CCampus Activities Programming™, 13 Harbison Way, Columbia, SC 29212-3401. NACA, National Association for Campus Activities, Campus Activities Programming™, Programming, and all other designated trademarks, service marks, and trade names (collectively the “Marks”) are trademarks or registered trademarks of and are proprietary to NACA, or other respective owners that have granted NACA the right and license to use such Marks. NACA allows its members to promote their NACA® membership on Web sites and printed materials. However, this designation does not imply NACA sponsorship or approval of events or content. For questions about the use of the NACA® membership logo or to request permission to use it, please contact Jason Darby at


Tasting the Lemonade ... By

Ahmed Samaha


t is hard to believe that 11 months ago, I wrote my first column as Chair of the Board for this magazine. It has been an exciting year for me, full of challenges, accomplishments and growth. As my term draws to an end, I would like to take a minute to revisit the five “lemons” I raised during my first column, which appeared in the May 2010 issue. While others will have to let me know how the “lemonade” tastes that I hopefully helped make out of these issues, I will give you my humble thoughts. 1. The Economy: While it does seem the recovery is taking hold, I think the worst is still ahead of us in terms of higher education funding and how that might affect campus activities. This year, we have looked at revising our fee structure for members, as well as opportunities to enhance our membership. Undoubtedly, this has been the biggest lemon during the past 12 months and one on which NACA struggles to maintain a grasp because of the various degrees of difficulty facing different parts of the country. That being said, we have been proactive in facing this issue and have offered a variety of different ideas in the hopes of addressing how our members can get the most for their dollars. While many of those ideas are still in discussion, I do think we are moving in the right direction in order to make NACA not only the best quality campus activities organization, but also the most valuable one in terms of membership dollars. 2. Membership: This year, our membership numbers shifted as we saw small growth in school membership, but a drop in associate membership. I think the growth can be attributed to the focus the Board and NACA Office placed on recruiting and retaining our school members. Through the work of Kristie Gerber, Chair of the Membership Committee, we have examined several different membership ideas and “loyalty” plans. We are moving in the right direction, but over the next year, I think you will see a true strategic plan for membership growth and retention developed and implemented. NACA is too good a value for our members not to grow at a healthy rate for the next few years, and I look forward to continuing to help the Association develop a true vision in this area. 3. Volunteer Management: We are a volunteer association, and as I stated repeatedly during the past 11 months, volunteers are the backbone of NACA. Through the work of Michelle Whited, a volunteer manual has been drafted and we are currently revising it to provide our volunteers with the structure and training they need to be successful. I think this “lemon” has a lot of juice left in it and we still have work to do in this area to ensure that every NACA volunteer has a truly meaningful experience. I look forward to seeing the work Hank Parkinson, our new National Volunteer Development Coordinator, does in making this lemonade truly tasty! 4. The World Around Us: I know some of our members question our move to expand our reach beyond the American market in terms of higher education and entertainment, but we are making significant headway in establishing NACA as a place that foreign countries and their representatives look to in order to understand the US college market, as well as the American higher education system. This is a long-term investment that is slowly starting to show some return, but I believe the real benefit will become apparent in about two to three more years. Patience is the key in making this lemonade, and I believe it will undoubtedly pay off in the end.

5. A New Strategic Direction: A new Strategic Plan will be ready for the Association by the end of the summer, and it could not have been done without the outstanding work of two people. Mark Constantine chaired the Self Study report, which was delivered to the Board in December and really gave us an understanding of the issues facing the Association. Chris Gill, who chaired the Strategic Plan Committee, did a terrific job throughout the year of soliciting information from all membership. We now have a draft a plan the Board will continue to work on and refine until the July meeting. Check out both the Self Study ( and the new proposed Strategic Plan ( While those were the big “lemons” I predicted would be challenging this year, two other issues captured much of my time and thoughts, as well. As you know, I have worked hard at being transparent in terms of how NACA is managed, as well as how we are dealing with the lawsuit with APCA/Cameo Publishing. While the lawsuit continues into its third year, I am thankful that NACA was insured for this type of burden and I do think an end is in sight. I am still convinced that NACA will be absolved of any wrongdoing and am sad that I could not help the Association reach an amicable agreement with APCA and Cameo Publishing. The other issue deals with Block Booking and how we manage this essential part of our Association. We are making progress in re-engaging our members in this process and I think business has definitely improved for all. During the next couple of years, I think you will see Block Booking continue to grow, which will result in more business being done at our events as well as back on campuses. Before I sign off, I want to thank some folks who have helped me so much this year. The NACA Office staff have been wonderful and helped me truly understand the many issues, while being patient with my many questions. I have been fortunate to have a group of friends in the NACA world who have helped me laugh throughout my NACA career and always kept me grounded. The Board of Directors has provided me with much information and many opinions, as well as laughs and memories. I have been truly lucky to work with such an outstanding group of professionals, associates and graduate students. A special thank-you goes to Brian Wooten, who will be writing this column for the next year. Brian has been a terrific friend for more than 15 years and we have shared much together in our NACA lives. He is going to be a terrific Chair of the Board and I look forward to helping him accomplish all of his goals. To my second family back at USCA, thank you for supporting my second job with NACA and never complaining about my many phone calls and time away from the office. Lastly, thanks to my wife, Kathy, and my two sons, who don’t really get this NACA stuff, but have always been supportive and understanding. I have one more year left on the Board and I look forward to continuing to serve the Association and its members. As always, if you have any comments or thoughts, my e-mail address is Thank you for letting me spend a little time with you each month and being a part of this wonderful Association!


“Check Out” the NACA Digital Library NACA is committed to enhancing relevant resources for our members, and our Digital Library is an overflow of that commitment. Whether you’re looking for articles from Campus Activities Programming™ Magazine, need to find a website about risk management, or simply want to locate some education and entertainment resources, the NACA Digital Library is your place to find it. Search hundreds of articles, websites and documents TODAY!

NACA STRATEGIC PLAN Here are some of the specific actions recognized as the top priorities for each goal: Goal 1: Professional Development

Goal 4: Inclusive Membership

Through the development of a comprehensive educational strategy, NACA will be the preeminent learning source for its members. Actions to be taken: Use the Steps to Individual Excellence as a Campus Activities Professional and the College Student Leader Competency Guide as the foundations for volunteer and curriculum development. Evaluate and modify the new Regional Conference Program Committee structure. The National Volunteer Development Team will examine and improve the various components of volunteer engagement.

NACA will develop and implement programs and services that support its diverse and inclusive membership culture. Actions to be taken: Collaborate with state and local campus activities organizations in an effort to provide educational opportunities to professionals and students. Explore the possibilities of international relationships to position the members of the Association for a global education and entertainment marketplace. Engage members and non-members through e-learning and social media to develop a stronger, more frequent connection to the Association.

Goal 2: Research Through NACA’s efforts, there will be a robust research agenda that advances campus activities in higher education. Actions to be taken: Continue to grow the year-old digital library. Review data from the Student Affairs Assessment & Knowledge Consortium. Refine the research agenda for the association and promote participation in research grant programs.

Goal 3: Knowledge Source NACA will be increasingly considered the most credible and trusted source of information about campus activities among our members, higher education and the entertainment industry. Actions to be taken: Serve as a resource for data about campus activities and the college market overall; Further develop the NACA brand by solidifying the message, developing concepts and ensuring consistency; Market the value of this information to all constituencies.


Goal 5: Business Networks All NACA members will see increased value in their participation and access to business opportunities. Actions to be taken: Explore non-dues revenue sources including new sponsorships. Improve the NACA website. Maximize opportunities to encourage and facilitate productive change, in part through reducing cultural and operational barriers within the Association which may impede change. Increase opportunities to preview talent via technology.

Goal 6: Advocacy Through proactive advocacy, NACA will increasingly influence the dialogue on campus activities issues. (This is a long-term goal.)

ORGANIZATION RETREATS Why You Should— Or Shouldn’t— Hold Them By Jason Chapman, Southwestern University (TX)


IT CONTINUES TO BE COMMON for organizations to hold retreats for members. Unfortunately, some retreats miss their mark and end up alienating or causing more dissension among members, or just completely missing the point. So, are these retreats really necessary? In a tight fiscal climate, are costly retreats doing enough good to justify being continued? Why Have Retreats?

Keys to a Successful Retreat

A good retreat can achieve many things for an organization. It can help build a team, improve team morale, improve productivity and help with member retention. An effective retreat can help in “creating a sense of growth, purpose, and community” (Croft, p. 7), which is necessary for member satisfaction. And, member satisfaction is crucial in retaining members.

Too often, members of an organization walk away from a retreat without having accomplished anything. Unfortunately, organizers often try to avoid major issues and just skim the surface of problems within the organization. So how do organizations avoid this type of retreat?

Create a Plan of Action Defining Member Roles A retreat can also be used to help define a member’s role in the organization and help to educate them. “During a retreat, experiential exercises can be implemented to bring out the various talents and strengths of a member, as well as define their roles within the organization” (Croft, p. 8). These kinds of activities help organization members get to know each other beyond their names or job titles. They will better understand each other’s strengths and weaknesses, which will help them work better as a team.

The first step is to have a good plan of action. The plan for a retreat should be formulated months in advance and should be changing constantly to reflect the state of the organization. Make sure that those who will be participating in the retreat are included in the planning; this will help them be more active during the retreat. This plan should include the objectives that are to be accomplished during the retreat. “You can’t come up with a workable structure and process for your retreat if you don’t specify what you want your event to achieve” (Eadie, pp. 40–41). Without precise objectives, a retreat has no purpose and will be viewed as a waste of time by those involved.

Focusing on Issues A retreat is a way to get away from the daily grind and focus on issues that the organization is facing. Retreats give people time to get away from the frenzy of the office and reflect on not only the organization, but also themselves. Taking time to slow down and reflect allows group members to better understand their organization. Most people aren’t disciplined enough to set aside time to reflect, so a retreat can be a trigger and a catalyst for this reflection to take place.

Completing Unusual Tasks and Making Difficult Decisions Retreats can be used by officers to get things accomplished they cannot do themselves, or to make tough decisions. Officers may not have all the information, the skills, or the time to get certain things done under normal circumstances, so retreats offer the opportunity for everyone to contribute and help accomplish tasks together. Also, when faced with making a tough decision, a leader might want input from others who might be impacted by it. A retreat offers an opportunity for that leader to discuss the situation with the group, which will help the leader gain the group’s broader perspective, as well as a greater number of ideas that may aid in decision-making. This should also make the decision easier for the entire organization to accept because they have been able to participate in the decision-making process.

Reaffirming Commitment Retreats are a great opportunity for any organization, and they can accomplish quite a few things in a short period of time. Among other things, a well-planned retreat “can be an opportunity to reaffirm commitment to the organization and its goals, to strengthen the management team, and to develop resources you never knew you had” (Cathcart, p. 63). 8 | CAMPUS ACTIVITIES PROGRAMMINGTM | APRIL 2011

Consider Participants’ Skills and Objectives When planning a retreat, the facilitator needs to take into account the participants and their skills. A retreat can be unsuccessful if the skills and objectives of participants are not taken into consideration. For example, focusing solely on physical activities can have a negative impact on some members of the group. “An agenda that includes an intense hike, a ropes course, or a horseback ride, for example, can isolate workers who do not have athletic talent” (Dahle, p. 10). Isolating workers during any part of the retreat will affect their involvement in the rest of the activities that are planned. Ridiculous physical activities can also result in injury, which will take the focus off what the retreat is trying to accomplish. “Physical challenges are sometimes based on this notion that if we all experience humiliation together, we’ll feel bonded” (as cited in Dahle, p. 10). Unfortunately, it often does not work that way. Such challenges often just humiliate people.

Tackle the Tough Stuff Another key to a successful retreat is tackling the tough stuff. Conflict and controversy shouldn’t be avoided; it should be welcomed as a time to voice any concerns or ideas. Too often, organizational retreats avoid touchy subjects and merely seek to reinforce the organization, but that does not lead to growth. Retreat facilitators must make sure that conflict is productive and doesn’t get personal. However, a lot of good can come from controversy and conflict.

Make All Activities Intentional Planners of successful retreats also make sure that every component is intentional. This means the entire schedule is planned and that even downtime serves a purpose. Nothing should be done just to fill time; every activity should

have a purpose to help the event meet its goals and objectives.

Include the Appropriate Participants A retreat’s success also depends on who is involved. Many retreats include only the top management of an organization. These people already work closely together and, therefore, know most of the same information. However, including other members of the organization can help improve the retreat. It allows more people to be trained, more people to give ideas, and enhances member retention. Most importantly, it allows for the leaders to know the problems that some other areas of the organization are facing, and allows them to hear about issues straight from the source.

Retreats are also difficult because they often include many people and activities; this means there are a lot of opportunities for things to go wrong. If things do go wrong at a retreat, it can be devastating for an organization. Due to these reasons, a retreat might not be the right answer for every situation and there are a variety of reasons you might decide not to have a retreat.

Don’t Use a Retreat as a Reward A retreat should not be used as a reward for hard work. Participants don’t see retreats as a reward; rather, they will most likely be frustrated because of all the work awaiting them when they return.

Don’t Rely on a Retreat to Boost Morale Understand that a Picnic Is Not a Retreat Another way to ensure that a retreat is successful is by making sure the organization doesn’t refer to events that aren’t retreats as retreats. If an organization refers to company outings or company picnics as retreats, it will give legitimate retreats a bad name. Some people already have a negative view of retreats, so to refer to non-retreats as retreats will cause people to come to a genuine retreat with negative perceptions and be reluctant to fully participate.

Conduct Follow-Through One of the most important keys to a successful retreat is to make sure to follow up on any assignments or ideas that come out of it. If great work is done during a retreat, but nothing changes back at the office, then the retreat was pointless. A retreat’s “ultimate success will depend on how much is remembered about building teamwork and communication” (Shuit, p. 48). Success requires a commitment to follow-through from all participants when they return to work. If a retreat serves only as a party, it is going to be a failure and you will not get any return on your investment.

But Have Fun, Too It’s also very important to have fun. If a retreat is all work, members will lose interest quickly. Fun activities should be intentional, too, but they are essential for an effective retreat. Unfortunately, we’ve all probably experienced retreats that lack intentional leadership content and resemble extended social outings with nothing but games, candy and fun. “The fun should stay, but learning, informed teaching and leadership development should be infused as well” (Eich, p. 17). By including these key elements, you can ensure that a retreat goes from okay to great. “Planning retreats are a proven process with a track record of results. All it takes is a commitment to improvement, a willingness to face your challenges, a couple of days away from the office, and a sincere concern for the people with whom you work” (Cathcart, p. 65).

Don’t Use a Retreat to Push a Secret Agenda Organization leaders should not use a retreat as a way to push a secret agenda. It is always best for the organization for leaders to be upfront and honest about what they hope to accomplish with the retreat. If members figure out that leaders are trying to push a secret agenda, it will create resentment and result in resistance to any ideas leaders might bring to the table.


Reasons Not to Hold a Retreat Retreats are risky; they can make people feel vulnerable. And many people already share a negative view of retreats. “Many might recall that after the last retreat they attended, nothing changed—except they had more work waiting on their desks when they returned to the office” (Liteman, p. 7). A bad retreat can make problems within the organization worse and actually cause an organization to go backwards.

A retreat also should not be used as the only way to improve morale. Simply holding a retreat will not accomplish this. In fact, morale will go down if there is no follow-through after the retreat or if participants feel the retreat was a waste of time.

Don’t Rely on a Retreat to Eliminate Conflict Don’t hold a retreat only in an attempt to remove conflict from an organization. Conflict is inevitable in an organization because people are passionate about it. And a retreat should not be used as a way to promote the ideas of an organization’s top executives. Retreats are events during which management can hear from everyone in the organization, not events during which leaders try to sell everyone on their ideas. In fact, they should do more listening than talking.

Don’t Hold a Retreat Only Because it’s a Tradition Most importantly, a retreat should not be held simply because it is tradition. A retreat is a serious endeavor and should not be held for frivolous reasons. An organization should have a serious purpose and objectives in mind when planning a retreat and must understand the event’s importance and what it can accomplish in order to create a successful one. By keeping all this in mind, an organization can ensure a retreat’s success and that it is not perceived by participants as a waste of time.

Care Must Be Taken The advantages of hosting a retreat are many, but the process must be handled carefully. Throwing a retreat together without proper planning or with the wrong purpose can harm an organization and its members. Retreats can be risky, but with proper planning and clearly set objectives, they can improve member retention, knowledge, morale and teamwork. Yes, retreats are worth the trouble, but much work must be done before, during and after any retreat to ensure its success.



About the Author

Cathcart, J. (1986). “How to Conduct a Strategic Planning Retreat.” Tranining and Development Journal, 40(5), 63-65.

Jason Chapman is assistant director of Student Activities at Southwestern University (TX), where he previously served as Student Activities coordinator. Active in NACA Central, he has served as the region’s Associate Member Registration Coordinator, as its Professional Development Luncheon Coordinator and CAMP Coordinator and has served on the region’s Showcase Selection Committee and as a Staff Memberat-Large. In addition, he was named the NACA Central Outstanding New Professional in 2008. He holds a bachelor’s degree in English and political science from Southwestern University and a master’s degree in organizational leadership from Gonzaga University (WA).

Croft, L.S. (2008). “Retreats as a Member Retention Tool.” Campus Activities ProgrammingTM, 41(1), 6-8. Dahle, C. (2004, Oct. 31). “How to Avoid a Rout at the Company Retreat.” The New York Times, p. 10. Eadie, D. (2007). “Advancing by Retreating.” American School Board Journal, 194(7), 40-41. Eich, D. (2005). “Developing a Quality Leadership Retreat or Conference: Intensive Learning for Personal and Group Development. Leadership Insights and Applications Series #20. College Park, MD: National Clearinghouse for Leadership Programs. Liteman, M., Campbell, S., & Liteman, J. (2006). Retreats that Work. San Francisco: Pfeiffer Publishing. Shuit, D. (2003). “Sound the Retreat.” Workforce Management, 82(9), 38-48.



Retreating IS an Option! Retreat Planning for Programming Boards

By Michelle Welter Southern Illinois University Edwardsville



S THE END OF THE SPRING SEMESTER DRAWS NEAR, most organizations begin to think about planning for the following year. One of the most important aspects of the planning process is to hold a retreat. For some organizations, a transitional retreat at the end of the year is very important. For other organizations, a planning retreat prior to the start of the year is necessary. So how do you decide what type of retreat is best for your organization? Should you do both? Once you decide what type of retreat to have, how do you plan it? These are all excellent questions that will be addressed in the pages that follow. I hope the information I share with you here will help you lay the groundwork for an amazing retreat. The biggest obstacle in planning a retreat is knowing where to start, so roll up your sleeves, grab a pen and paper, and prepare to plan a retreat!

Transitional Retreats A transitional retreat is typically held at the end of the year close to the time that an officer changeover will occur. At this type of retreat, outgoing board members mingle with incoming board members. This type of retreat can actually be a meeting (some organizations dedicate their final, regularly scheduled meeting of the year to transition) or even one-on-one sessions with an officer or chair and their replacement. At our university, we have found that getting all of the members together at one time is more beneficial than setting up individual meeting times. We actually dedicate an entire day to our transition. This type of retreat serves a number of purposes. First, it allows incoming members to ask questions of their predecessors. Each new officer or chairperson has the opportunity to sit down one-on-one with their replacement to discuss the position at length. The incoming chair is probably feeling slightly overwhelmed about the position they are about to assume. Talking with another student who has lived through the experience will provide them with the encouragement they need to start their year. The second purpose a transitional retreat serves is to provide some closure to outgoing members. After a year of hard work, outgoing members will surely have some information they want to pass on to their replacements. Instead of just leaving files for the next board, it is very fulfilling for outgoing members to talk about what they have accomplished, and even what issues they had, throughout the year. A transitional retreat might not be the best option for organizations that do not have a large amount of turnover. Experienced board members will probably not get as much out

of this type of retreat as new members would. If you have only a handful of new members, it will probably be best to just offer them the opportunity to talk directly to the persons currently holding their positions in a one-on-one setting. The transitional retreat for the Campus Activities Board at Southern Illinois University Edwardsville is typically held on campus on a Saturday afternoon and evening. We include teambuilding activities in addition to our transition activities. It’s important to remember that this is probably the first time that your new board will be together as a group, but it also might be the last time your outgoing board will be together. This event will be filled with excitement and in some cases a little sadness. You should definitely address those feelings with the group so they understand that they are completely normal.

Planning Retreats A planning retreat is typically held before the start of a new academic year. This type of retreat provides the organization with the opportunity to plan for the upcoming year, but also for the members to get to know one another. In addition, you can use the planning retreat as an opportunity to train members on policies and procedures for programming. At a planning retreat, your organization can set goals and objectives for the year, as well. For our programming board at SIU Edwardsville, our planning retreat serves all of these purposes; however, we place the biggest emphasis on teambuilding. When choosing to host a planning retreat, it is extremely important to have an end result in mind. If your goal is to teach a brand new programming board how to plan an event, you will obviously need more basic sessions on the agenda. However, if APRIL 2011 | CAMPUS ACTIVITIES PROGRAMMINGTM | 13

you have a board that consists mainly of veteran programming board members, you might want to focus more on teambuilding and communication exercises.

document you want to discuss? When you are on campus, you can just run to your office to copy them. You will also have access to additional presenters who would probably not be able to travel to an off-campus retreat.

How to Organize a Retreat Once you have decided what type of retreat to host for your organization, you need to plan it. Whether your organization’s retreat is going to take up an afternoon, a full day, two days, or more, the planning of the retreat might seem extremely daunting. In reality, planning a retreat is just like planning any event for your campus. If you follow these easy steps, your retreat should be a complete success. First, determine who will attend your retreat. Will only the officers attend the retreat or will all programming board members attend? It is beneficial to have as many of your board members at the retreat as possible. It is a great bonding experience for those in attendance. Those who are not there will more than likely feel left out. We require all of our executive board and programming chairs to attend our retreat. Because we host an out of town, three-day retreat, our students are made aware of the dates when they go through the interview process for their position. Next, decide when you will hold the retreat. Will it be held during the summer, right after school starts, or at midyear? The choice is yours. We choose to hold our retreat in August before classes start for the fall semester. When choosing a date, it is definitely important to keep other events in mind. For instance, don’t schedule your retreat over Move-In Weekend, as this will cause scheduling conflicts for some of your members.

We’re at the Retreat ... Now What? Set the Agenda Once you have made the basic decisions for your retreat, it’s time to plan the agenda! The layout of the agenda is really dictated by your goals for the retreat. A mix of fun, team-building activities and educational sessions will be crucial to a successful retreat. One way to determine what should be on your agenda is to talk to former members of your organization. What do they think should be covered at the retreat? They will offer incredible insight that will aid in the planning process.

Whether your organization’s retreat is going to take up an afternoon, a full day, two days, or more, the planning of the retreat might seem extremely daunting. In reality, planning a retreat is just like planning any event for your campus.

Third, where will you host your retreat? We recommend taking the retreat off campus, but that is not always a feasible option due to budget constraints. Our retreat is held at the YMCA Trout Lodge in Potosi, MO. We choose to take our students to a location that is far enough from campus to remove distractions, but close enough to make it an easy drive. This particular location caters to a wide variety of groups. It offers an extensive series of team-building programs and outdoor courses we are able to utilize. If you choose to stay on campus for your retreat, we suggest holding a lock-in or some sort of overnight aspect. We have previously held a lock-in in our University Center for a retreat. All of our members brought sleeping bags and slept in the main lounge of the building. The overnight aspect really adds to the team bonding we hope will occur. There are definite benefits to hosting your retreat on campus. You have access to many resources that would not be available if you took your retreat to an alternate location. Did you forget to make copies of a 14 | CAMPUS ACTIVITIES PROGRAMMINGTM | APRIL 2011

Choose Issues to Cover in Depth You can also remember the previous year and determine if there were any issues that arose that should be addressed at this year’s retreat. Did organization members consistently forget about a certain policy? Were there communication issues? Then, those items should be covered in a more in-depth fashion this time.

Keep Veteran Members Engaged You also want to keep in mind that you will probably have a mix of new members and returning members. You don’t want to completely bore your returning members, so try to find ways to keep them engaged. Can veteran members help lead sessions about the planning process or even about rules and regulations at your school? The answer is probably yes. Encourage them to get involved and they will feel like they are truly making an impact on the organization.

Build Fun into the Schedule Depending on the length of your retreat, it is a good idea to include some fun activities in your schedule. This could be a craft project or even playing a board game. For many of your members, this will be one of the most memorable times during the retreat because they will be getting to know the other members of the organization on a more personal level. Our retreat lasts for two-and-a-half days, so we have the opportunity to spend the evenings together just hanging out. One of our favorite things to do is to just sit around, asking each other fun questions. Questions like “What is the most embarrassing thing that has ever happened to you?” or “Who is your hero?” provide insight into each member of the group. Many of our members have said that as the year has progressed, they often remember those questions when they think about others in the group. We actually enjoy that activity so much we have begun starting our meetings with a question each week.

Rely on Campus Experts

After the Retreat: Continued Success

Are there individuals from your campus who can present sessions during your retreat? If you can bring in different people throughout your retreat, your members will remain actively engaged. It can be extremely boring for students (or anyone, for that matter) to sit and listen to the same person drone on and on for several days. Shake things up! This is obviously more easily accomplished if your retreat is on campus or near campus. That is definitely one of the benefits of hosting an on-campus retreat. Who should you invite to present at your retreat? Perhaps your scheduling office could talk about the space reservation and set-up process. Maybe the vice chancellor for student affairs could give some insight as to what major initiatives the university is working on for the upcoming year. It is a great idea to provide students with the opportunity to meet university employees with whom they will interact throughout the year.

Congratulations! You held a successful retreat! Now what? Afterwards, it may be easier than you think to forget what you covered or learned while at the retreat. It is really important to continue training and working on being a cohesive group once you start the year. Take time during your meetings to participate in a quick teambuilding activity and remember to revisit your goals and objectives periodically. Keep in mind that your goals and objectives might need to change throughout the year as your organization’s priorities shift, which is completely acceptable. The main priority should be to keep your group focused throughout the year. It is very easy to get bogged down in the details as the students become overwhelmed with schoolwork, jobs and programming responsibilities. Taking time throughout the year to do something fun as a group will remind the students of the great time they had getting to know one another at the retreat. This could be a game night, a dinner together, or even just watching a movie as a group. Planning a retreat, especially if you have never held one before, can seem like a daunting task. Just remember that your organization will benefit immensely from all of the hard work you put into planning it. Good luck and happy planning!

Discuss Goals and Objectives While you have your entire board together for the retreat, you should discuss goals and objectives for the year. Hold a brainstorming session during which you write down any and all ideas students have for goals for the upcoming year. Once you have them all down, take a break. You could move on to another session or fill the time with a fun activity. Later in the day, come back to the goals and whittle them down to a manageable list. You want to have goals that will challenge your organization. but that are not completely unattainable.

Include Reflection and Evaluation No matter how long your retreat lasts, it will be important to end with a closing reflection session. As a group, talk about what the students learned through their participation in the retreat. What was their favorite part? You can also give the students an evaluation to complete individually. This evaluation can be completely anonymous and can ask students questions that should help you plan an even better retreat the following year. You should specifically ask if there were any areas they hoped would be covered during the retreat that were not. Based on the results of this survey, you might need to take some time at one of your first meetings to go over a topic that was omitted at the retreat.

About the Author Michelle Welter is assistant director of Campus Life at Southern Illinois University Edwardsville, where she previously served as a graduate assistant for Student Organizations. Additionally, she served as a Graduate Intern for the 2005 NACA® National Convention. She holds a bachelor’s degree in political science and a master’s degree in public administration, both from Southern Illinois University Edwardsville.

The layout of the agenda is really dictated by your goals for the retreat. A mix of fun, team-building activities and educational sessions will be crucial to a successful retreat.



Transitional Periods and Planning Retreats: Topics to Consider By

Jerome Thomas Arkansas State University-Jonesboro



henever there is a change of leadership in an organization, that organization often takes a step backward before it can move forward. Transitional periods and planning retreats can help prevent this from taking place. In order for an organization to be successful, it must have good leadership. Transitions and planning retreats will also give members time to develop, plan and take action to achieve the organization’s vision. Although transitional periods and planning retreats have many similarities, they each serve different purposes. Transitional periods occur during the time when the current executive board is still in office, but after the new executive board has been selected or approved. Planning retreats can be held during transitional periods or any other time throughout the year. The primary focus of transitional periods and planning retreats is to organize, motivate and develop members, who, in turn, strengthen and improve the organization. The material that is covered in both transitional periods and planning retreats, along with their mutual purpose of moving the organization forward, are what make them similar. Both kinds of events focus on the organization’s purpose and they give guidance and instruction, as well as allow for planning the upcoming year. They also allow new members to work together for the first time in their new roles. The organizational chart and by-laws and executive board positions and descriptions, as well as the organization’s operational procedures, all need to be addressed, whether during a transitional period or during an actual planning retreat. Covering these items gives new members a basic understanding of their roles, limitations and the overall direction of the organization. However, based on my personal experiences and some additional exploration, I’ve created a list of topics I believe should be addressed during transitional periods and during planning retreats to be sure new members know how to conduct business throughout the coming year.

Topics to Cover

Agendas set the tone for your meetings. They identify the objectives and purpose of meetings. Most importantly, an agenda helps you maintain the attention and focus of participants, which also allows a meeting to run more efficiently. Developing an agenda requires pre-planning from the executive board and advisor. It’s important to solicit agenda items from each member to give them a voice in the organization. Issues to be discussed during meetings should be prioritized to maximize effectiveness. All information needed to act on an agenda item should be readily available during the meeting. The agenda should be finalized about three days before the meeting.

ending on time, as well as having regular meeting dates and times. Following these norms will help create a dedicated membership base because members know what to expect when attending meetings. Also, it’s important to establish a time frame before meetings for members to receive agendas, minutes and reports. This will help remind them of and help them prepare for upcoming meetings, as well as help keep everyone on task. Two days before meetings is a good time for agendas, minutes and other reports relevant to the meeting to be e-mailed to all members. Additionally, a time frame should be established for members to forward agenda items as well as time limits for reports. Before the end of the meeting, all of the actions that were taken should be briefly restated. All meetings should end on a positive note, which will give members a favorable experience and cause them to be more likely to participate in future meetings.

Taking Minutes

Motivating Members

Keeping records of what takes place at each meeting is vital to the progress of the organization. It helps keep everyone on the same page and helps resolve conflict. The minutes should include essential information, such as the name of the organization, the date, the meeting time, and the type of meeting that is taking place. Minutes should also include the names of the members present and indicate approval of minutes from the previous meeting. The body of the minutes should summarize all essential elements of the meeting, including all actions taken. Elements should be summarized individually in separate paragraphs.

Strive to get everyone involved in meetings by encouraging suggestions and ideas from all who are present. Follow up on individual suggestions and allow members the opportunity to put ideas into effect. Responsibilities should be spread among as many individuals as possible, but the person delegating should remain aware of how those tasks are being carried out. Constant contact should be maintained with individuals so they know their work is appreciated and viewed as important.

Conducting Effective Meetings Agenda Setting

Establishing Norms for Meetings Establishing norms for meetings also allows them to run more efficiently. The most important norm is starting and 18 | CAMPUS ACTIVITIES PROGRAMMINGTM | APRIL 2011

Campus Involvement Campus involvement is an important part of any organization. It expands the organization’s profile by enhancing relationships with other organizations. Enhancing relationships with other organizations, in turn, increases collaboration

opportunities. Campus involvement also increases the visibility of the organization, allowing it to attract support from across campus and increases recruitment opportunities. Showing that your organization’s membership is diverse and supportive of other organizations makes it easier for non-members and administrators to associate themselves with your organization. Once good rapport is created, you are likely to receive substantial support from other organizations when your organization hosts an event.

Event Planning and Your Plan of Action Preliminary Planning


Understanding how to complete preliminary planning for events should also be covered during planning retreats and transitional periods. Your members must understand how to establish goals and objectives for each event they plan to host. This will help your group determine whether the event was a success or if it didn’t meet desired expectations

Expectations and Goals Expectations of members within the organization should be reviewed. If there is no “buy-in” from the membership, then an event will not be a success. Also, goals and objectives of each event should be reviewed as they relate to other programs and activities that are taking place during the year.

into your marketing plan. Members should agree on the timing of initial promotion and additional follow-up. You should establish alternative publicity plans in case the original publicity does not yield expected results. And be sure to assign responsibilities for making final arrangements for the event and set deadlines for completion of crucial tasks.


The steps for creating a detailed budget for events should also be addressed during both transitional periods as well as planning retreats. Your budget should include total detailed estimated costs, along with all funding options. Traditional funding options include the organizational budget, fundraising and admission fees. Review your budget repeatedly as plans are developed. This will allow you to be aware of possible overexpenditures or insufficient income prior to the event so that appropriate adjustments can be made.

Essential to Progress Transitional periods and planning retreats are essential to any organization’s progress. Each organization has its own unique needs for success. Some organizations may need help with recruitment while others may need team-building exercises for their membership. From my experience, I believe focusing on the areas listed here will help build a firm foundation for a solid year for any organization.

Event Conflicts and History and Other Details Furthermore, review possible times and dates as they relate to or conflict with other programs to determine whether it might be possible to conduct joint ventures with other organizations. If a particular kind of program was held in the past, review the successes and failures of the past event and brainstorm possible alternatives. Solicit ideas from all possible resources and listen for unique ideas for implementation. Project expected participation from your membership, as well as the general public. Discuss the different facilities and personnel needed to produce each event. Estimate and/or determine costs for each event and review all financing possibilities. Priority dates, times and desired locations should be established as early as possible. After you have formed a plan, present it to your total membership for reactions and further suggestions.

About the Author Jerome Thomas is an admissions counselor at Arkansas State University, where he earned a bachelor’s degree in interdisciplinary studies, with emphasis in technology, business and communications. He is currently pursuing a master’s degree in college student personnel services at the university. He is also the Phi Beta Sigma Fraternity Inc. Northeast Arkansas Area Director.

Publicity and Promotion In addition to planning the event, you should explore different ways to publicize it. The traditional forms of promotion include written, verbal, visual, personal contacts, radio and news releases. Be sure to include social networking and technology




he value of mission and vision statements has been recognized in the business world for many years; some of the most successful companies base their operations on such statements of purpose. For example, Ben & Jerry’s® describes their mission as follows: “To make, distribute and sell the finest quality all natural ice cream and euphoric concoctions with a continued commitment to incorporating wholesome, natural ingredients and promoting business practices that respect the Earth and the Environment” (Ben & jerry's mission, n.d.). The values and priorities of the company are articulated clearly in this statement, and if you have ever enjoyed a pint of Ben & Jerry’s® Brownie BatterTM ice cream or read about the company’s efforts to reduce waste from their production plants, you know they are meeting those priorities pretty well. Most institutions of higher education have also created mission statements to describe their purpose and define their unique identity in an ocean of colleges and universities. But how many of us have developed a mission or vision for our departments or programming boards? If you do have a mission or vision statement, can you recite it right now, without looking it up? Establishing a guiding philosophy for your organization can create a powerful sense of shared purpose, and using that philosophy to guide your group’s actions leads to more effective operations and greater group member satisfaction. So, how can you put this tool to use in your organization?

The Difference between a Mission and Vision While some people use “mission” and “vision” interchangeably, they are really two distinct types of guiding statements. A mission statement describes what an organization is, capturing the essence of who you are and what you do. It is grounded in the here and now, while still being broad enough to describe goals for the organization in the near future. A vision statement, on the other hand, describes what an organization wants to be. It speaks to the future of your group and provides a source of inspiration for group members. A vision statement shares a vivid and energizing picture of what your organization seeks to become. While both vision and mission statements are useful to programming groups and student activities offices, many groups choose to create a mission statement, as it seems most relevant to current students who may not be in the organization in a few years. You should work with your group to determine the needs of your organization before choosing whether to write a vision statement, mission statement, or both.

steady progress towards its goals. 2. Guiding statements foster commitment among members by establishing a shared purpose and helping individuals develop a sense of belonging in the group. 3. Well-written mission statements provide clear motivation and direction for an organization’s activities. When the group feels lost or unsure of its path forward, a mission statement helps answer the question, “What next?” 4. Mission and vision statements provide clear and consistent messages to use in promoting your organization or describing its purpose to others. 5. Beyond the benefits of the “final product,” the process of writing a vision or mission statement creates stronger interpersonal bonds between group members and creates more satisfying opportunities for group member involvement. Most organizations, whether brand new or working from decades of history, can benefit from the direction and motivation found in a vision or mission statement.

Benefits of a Group Mission and Vision How do you know if your organization needs a vision or mission statement? There are a number of benefits to keep in mind: 1. Both mission and vision statements provide long-term guidance for your organization, helping promote smooth leadership transitions and assisting the group in making

Tools for Developing Your Mission Statement There are a number of tools to employ when your group is developing a mission or vision statement. For ease of presentation, we will focus on some resources for writing a mission statement, but both the process and tasks described can be easily adapted to create a vision statement instead.


Choosing your Working Group Some organizations are small enough that all members can easily participate in writing a mission statement. If your group has less than 10 or 15 people, all of your team members can participate in the activities described here. If your organization is larger, you may want to consider having a leadership team or working group write your mission statement. Be careful, however, not to completely exclude other group members. Look for opportunities to gather input and feedback from the entire organization during all steps of the process. Intentionally including voices outside the working group helps ensure your final product accurately describes your entire organization and truly articulates a shared purpose.

Identifying Values A mission statement is based on a set of shared values and group purpose. Therefore, the writing process is greatly enhanced by taking time for group members to answer the questions “Who am I?” and “Why am I here (in this group)?” before you jump into crafting the actual mission statement. By identifying both individual and shared group values, you build a foundation for better articulating a group purpose that all members believe in and support. The exercises below can help your team establish a set of shared values that will later influence the writing of your mission statement. 1. Poster Art Project: This exercise asks group members to share personal values and reasons for participating in the organization, thus helping the group build interpersonal connections and identify commonalities in their values. Each person should create a poster using markers, paints, magazines and any other craft supplies you have available to answer prompt questions. You can choose questions such as, “Why did you join this organization?” “What are your core values?” “Who are you in relation to the organization? (i.e. Are you majoring in a related field? Does the group reflect your passions or life goals?)” After everyone is finished, have participants share their posters and ask the group to discuss what they learned about each other, what similarities or differences they observed, and how they can now articulate shared values for their organization. 2. Post-it® Note Value Activity: This project requires group members to work first individually, then in small groups, and finally as an entire team to develop a set of shared values. This helps accommodate various learning and communication styles of group members. Break into pairs and have participants take turns sharing what motivates and excites them about

A mission statement describes what an organization is, capturing the essence of who you are and what you do. ... A vision statement, on the other hand, describes what an organization wants to be.


programming and what values they hold closest in their work as a programmer. After each partner has shared, pairs should create a set of shared values and write each value on a separate Post-it® Note. Gather the group together and have teams share their Post-its®. Then have the group work around a table to identify themes or shared values that have emerged. They may want to move Post-its® around, group them, or create connections. Debrief the exercise and ask the group to come up with a clear list of shared values that can later be used as a foundation for writing their mission statement. 3. Journal Prompts: This project requires significant individual work prior to the group gathering. Assign several questions or prompts for team members to address in writing in preparation for the team meeting. Questions can be similar to the prompts in the poster and Post-it® Note exercises, or could be more reflective, asking participants to share past experiences in the organization that have been most rewarding or best reflect the “ideal” organization they would like to create. When the group meets, facilitate a journal sharing process and discuss the things they are learning about each other. Look for areas of shared values or experiences and discuss how different perspectives or experiences might benefit the group as a whole. 4. Value Card Sort: This exercise is commonly used in working with individuals, but can be easily adapted to group use. Break into pairs and give each team a set of note cards with various values printed on them. Ask participants to take turns sorting the cards into three piles of “very important,” “somewhat important,” and “not at all important” values based on their personal views of the organization. After each person has shared, ask pairs to identify a set of shared “very important” values. Gather the entire group together and debrief the exercise. You can use a process similar to the Post-it® Note exercise to assemble a set of shared group values.

Writing Your Mission Statement Once you have developed a set of shared values, it’s time to begin writing the mission statement. You may want to employ a process similar to the value exercises that requires the group to work first as individuals or pairs, then in small groups, and finally, as an entire team. This ensures that many voices and opinions are included in the process and that everyone has the opportunity to impact the final product. Before you begin the writing process, review your goals with the group. Make sure to define your final product (mission or vision statement) and remind team members of the purpose your statement will serve. There are many brief articles on this topic available online that can be shared with the team to ensure you are all on the same page before you begin. (Entering “writing mission and vision statements” in your search field will return a number of useful websites.) A successful step-by-step process for writing a mission statement might look like this: 1. Review shared values with your entire group. Remind them that these values should influence the writing of the mission statement, but each word does not necessarily have to be included in the final product. 2. Have individuals work alone brainstorming five to seven words or phrases (rather than complete sentences) that they believe should be included in the mission statement.

3. Pair up participants and ask them to share their individual brainstorms, then condense and compromise on them to create a list of five to seven words or phrases on which they both agree. 4. Combine pairs to form two groups. Groups should share their prior work and begin drafting ideas for a mission statement. Remind them to answer the questions “Who are we?” and “What do we do?” This step will take a significant amount of time, likely 30 to 45 minutes. 5. Finally, bring the two groups together and share statement drafts. Give time for participants to ask questions or give feedback, and then ask groups to combine their ideas into one mission statement. This step will also take a significant amount of time and may not result in a final product in one sitting. If necessary, the group should step away for a while (potentially several days) to reflect individually on the draft. Reconvene the group to finish the process of polishing and finalizing your mission statement. You may notice at some point in the writing process that the group gets stuck talking about specific word choice. There can be a tendency to choose trendy, vague or jargon-like words (e.g. cutting edge, empower, outstanding) versus words that are clear and specific. Encourage the team to think carefully about meaningful words and ask them to consider whether or not someone outside their organization would accurately understand the group if they read the mission statement. If the answer is no, they should concentrate on choosing more focused and clear language.

Facilitator Skills If you are facilitating the mission or vision development process for a group, there are several important techniques to keep in mind. Primarily, you want to build “buy-in” among group members. This is essential to ensuring the final product is both understood and supported by those within the organization. Someone once said, “People support what they help to create” and this is an important idea on which to capitalize. Build on areas for which group members show enthusiasm and take advantage of roles that individuals naturally gravitate towards (motivators, note-takers, mediators, etc). By doing so, participants will develop a feeling of ownership for the final product. You might also call this “consensus building.” Rather than using voting as a decision-making tool, ask participants to seek understanding of others and consider where they can compromise or create new ideas. In order to build consensus, you may need to summarize group discussions to illustrate emerging themes or areas of agreement. It is also useful to give time for breaks and reflection if the group has reached an impasse. Facilitators should also address diverse learning and communication styles within the group. Some people prefer individual reading and journaling to solidify their opinions, while others want to discuss ideas and hear differing perspectives before making a decision. It is important to include activities that allow for individual, small group and large group interactions. By doing so, you emphasize the importance of process in addition to creating a final product. It may be important to remind the group that they will gain as much from

the exercise of creating their mission or vision statement as they do from actually having the final statement. Finally, facilitators should be prepared to navigate conflict in the group. At the beginning of the writing process, the group should set ground rules for communication and conflict management. It is valuable to discuss how conflict can be helpful and ways the group will handle it if it occurs. When directly addressing conflict, the facilitator can help the group look for common ground, encourage all participants to share their views, and promote understanding between opposing sides of an issue.

Moving Forward After finalizing your mission or vision statement, it is easy to believe you’ve reached an endpoint. In reality, you now have a powerful tool to optimize the functioning of your group, one that must be reviewed and re-evaluated on an ongoing basis. Institutionalize the process of sharing your vision or mission with members, incorporating it into decision-making processes, and updating it when the time is appropriate. (While your vision statement should ring true for your organization for quite a while, it may be appropriate to consider updating or re-working your mission statement after several years.) You should discuss how to best document your vision or mission to keep it relevant to daily work. Will you put it on your website or Facebook page? Should it be a regular header or footer on meeting agendas? Are the events you are planning congruent with your stated mission? How will you use your vision to train new members or leaders? All of these questions should be addressed to ensure the organization benefits as much as possible from the hard work you put into writing your guiding statement. While the process may seem daunting, the rewards of writing a vision or mission statement are significant. With an intentional plan and a modest investment of group members’ time, your organization can have a powerful tool for success!

References Ben & jerry's mission. (n.d.). Retrieved Dec. 14, 2010, from activism/mission-statement/

About the Author Leann Adams is assistant director of Student Activities at Whitman College (WA), where she earned a bachelor’s degree in mathematics and where she also previously served as resident director. While in graduate school, she served as a graduate advisor for the Program Council & Student Organizations at Oregon State University, where she earned a master’s degree in college student services administration. Active in NACA, she served as an educational session presenter at the 2009 NACA West Regional Conference and now serves as the region’s treasurer. In addition, she is a member of the American College Personnel Association and the National Clearinghouse for Leadership Programs.



Stephen E. Pagios Quinnipiac University (CT) and

Brandon A. Mikulski The University of Akron (OH)



IKE WAS VERY SUCCESSFUL IN HIGH SCHOOL. He figured out very early that being involved not only helped him meet new people, but also allowed him to put the work he did in classes into practice outside the classroom. When looking for colleges, he wanted a university that offered many options for co-curricular involvement. Upon applying and being accepted, he found the perfect school and began in the fall. As school started, Mike took the first opportunity to learn about the different groups on campus at the involvement fair. In meeting the programming board, he saw his future. He loved their desire to program weekly, as well as the potential of meeting new friends! He signed up for the first meeting and counted down the days until it occurred. At that meeting, Mike sat in the front of the room, ready to go. As it progressed, he was happy to be part of the breakout committee meetings that formed. Mike KNEW this group was right for him. Fast forward two months: this first-year student who was initially excited to be involved is now in his residence hall room alone playing video games. He dropped his involvement from the programming board because he felt his opinions were ignored and his time was not appreciated. After all, why would he want to be involved with a group that didn’t seem to value his contributions?

Throughout the year, whether intentionally or unintentionally, great students sometimes fall through the cracks. Students like Mike have the desire to be involved, but somewhere between the initial meeting and a couple months down the road, they are left behind. This may not necessarily be anyone’s fault. Most of us have a good amount on our plates, ranging from executing contracts and coordinating hospitality to school work and job responsibilities. Sometimes, worrying about the event becomes the most important aspect of the job and we forget the people who make it all happen. However, for many reasons, focusing on committees and improving them should be one of the most important goals for programming boards. The members participating in these meetings are the ones who choose to give up their time to be actively involved. These students are your future presidents, executives and “members of the year.” They are the dedicated recruiters who tap into an even larger population of interconnected student groups on campus. If a board does not give attention to keeping these superstars involved and retaining them over time, it is only hurting itself.

Why Even Have Committees? Before looking at improving committees—or adding a committee structure if there isn’t one in place—we must assess their importance. Some of the common benefits arising from committees include: • Brainstorming new and fresh ideas; • Helping with publicity and technology; • Providing people-power for larger events; and • Getting more involved in the organization, as well as in the university. But the importance of committees does not stop there. By creating committees, groups actively retain students by making them feel important and giving them a sense of belonging. When people are given tasks, they are allowed the

chance to succeed. We are telling our members, “I trust you enough to get this done,” while members are thinking, “I am being trusted for the success of this event.” This positive feeling helps to retain members, not only for the committee, but also for the entire organization. Committees also give us a true perspective of what is happening around campus. Sometimes, as leaders, we develop jaded points of view arising from the work of being involved. Fresh-minded committee members help a group rediscover realistic perspectives. For example, if you are a senior living in senior housing, you may not know what is going on in the firstyear area, so how are your programs going to connect with those students? In the long term, committees serve as a great tool to develop future leaders by entrusting them with important tasks and objectives of the whole group. They help shift students’ points of view away from themselves towards the needs and experiences of the organization or, even more importantly, of the broader campus population. In a very practical sense, a committee can serve as a way for an organization to provide sustainability for the group’s future success by creating committed members who can move into various leadership positions. Committees have the potential to be a powerful investment for an organization to first engage students to become involved as active general members and then to develop them into future student leaders within the organization.

How Do You Recruit People? You know what works best for your campus when it comes to member recruitment. For some schools, flyers are still the best way to go; for others, it is by posting a notice on Facebook. However, the most valuable way to recruit students is to treat recruitment like you would an event. Think of ways you would advertise an upcoming band: Facebook invites; radio station public service announcements; sample music; teasers; APRIL 2011 | CAMPUS ACTIVITIES PROGRAMMINGTM | 25

or, any combination of creative promotional ideas. Use them all, if appropriate, in your recruitment campaign. You want to show that getting people involved in the organization is just as important, if not more so, as that band that is coming to campus for one performance, only. Furthermore, use promotional avenues that already exist: involvement fairs; orientation sessions; table tents; the school newspaper; the local TV station; YouTube; mailbox stuffers; and so on. Create ways of promoting your committee that draw people in. Through such publicity, you want to show potential new members that being involved sparks their interest, makes good use of their time, and is ultimately beneficial for them. The final, and perhaps best, way to recruit new members is by using your current group’s executives and general members as examples. We advisors repeatedly remind our student leaders how much they serve as role models for the group’s general members. And more often than not, people join your committees because they like you and see you are passionate about working with the group. These students look up to the group’s executives and advisors because our excitement draws them in. Think of your own experiences. Why are you in the position you currently occupy? Yes, you may love programming, but was there someone who attracted you to the group? Never forget that the best recruitment tool comes from that interpersonal contact when someone already involved says to a new member, “I want YOU to be part of THIS.”

I Have the People for my Committee; Now What? After you have successfully recruited an excited group of members for your committee. Now, what do you do? You need to provide people with substantial experiences to stay involved; YOUR committee may be the reason they are part of the whole organization. For example, you may be in charge of a main-stage committee that focuses on bringing in big-name comedians and bands to campus and your committee may be the only aspect of the overall organization that members are involved with. That means they will be attending your committee’s meetings, only, and it, as well as the leadership you provide, serve as the only exposure that person has to the entire group. How can you keep this person involved? First, you need to be prepared for all your meetings. In the most basic terms, think about what you want to accomplish during these times. Are you brainstorming the next event or just planning promotion? Define the committee’s objectives, have a plan, and stick to it. For some, creating agendas works best. For others, e-mailing the group before the meeting to get them excited is successful. It is important that you are excited and upbeat about the committee’s time and the tasks at hand. Having a pessimistic, uncaring, “I don’t want to be here” attitude will negatively impact the numbers of committee members who show up at future meetings. Next, do not hold a meeting just to have a meeting. If nothing is happening in the next few weeks and you can’t justify a reason to meet, cancel the meeting or have a fun-only gettogether. In such a case, consider having dinner as a group, going for ice cream, or watching a movie. Sometimes, because we are so busy planning campus events, we forget that everyone may not really know other group members. Take time to develop interpersonal relationships. Remember that for most 26 | CAMPUS ACTIVITIES PROGRAMMINGTM | APRIL 2011

people, creating these meaningful relationships is a main reason they volunteer. As an executive officer, you may struggle with the “I know best, so I can do it all” mentality. We cannot stress enough the importance of delegation to your committee’s overall success. Give people the opportunity to succeed by assigning them tasks, thereby giving you time to deal with other important issues, such as keeping your committee engaged. As we suggested earlier, people are more likely to come back if they know they have a meaningful impact on your group. Also remember to be yourself. Most of the time, people serve on your committee because they want to work with you. Yes, they might love planning a concert, but if they don’t enjoy working with the person coordinating the meeting, they will stop attending. To a large degree, the success of the committee lies in the hands of the person planning its meetings and tasks. Make meetings fun. Share personal stories. Show appreciation for hard work. At the most basic level, treat your committee members the way you want someone to treat you. If the meeting is not fun for you, how could it be fun for anyone else? Additionally, when building interpersonal relationships, take time to recognize your committee members’ strengths and passions. By being cognizant of these, you can create opportunities for members to succeed as programmers through effectively assigning tasks, utilizing talents and tapping into your members’ various networks. Capitalizing on their strengths also allows them the chance to do what they are already good at, thereby associating these successes and positive feelings with you and your group.

Tuckman’s Theory of Group Development To have a successful group, look at the dynamics of your organization, committee, mission statement and purpose. As we mentioned earlier, also take time to observe the members, to understand your group’s progress and function, as well as to explore new opportunities. Tuckman’s Theory of Group Development recognizes the potential of a group through the process of developing new members to the closure brought at the end of the year, semester or elected position (Komives, Lucas, & McMahon, 2007). As executives and advisors, we must be able to identify our committee’s current phase so we can best channel efforts to make improvements and tackle any challenges that need to be faced. In Tuckman’s theory, a group can be in one of the following phases at any given time: forming, storming, norming, performing or adjourning (Komives, Lucas, & McMahon, 2007). Knowing committees are constantly cycling in their development can aid in deciding how to best work with the group to create new team-building initiatives. Something as simple as observing the group can provide a direction for your organization to adapt or reconstruct, or help create viable committees that not only benefit the organization, but also the members it attracts.

What Should I Avoid in a Committee Meeting? Obviously, doing everything opposite of what’s we’ve shared above would be something to avoid. Some other actions to avoid are: • Assigning tasks you would not do yourself; if you would not roll up your sleeves to do the work, why should you ask someone else? • Doing everything yourself. Allow others the chance to achieve.


Group/Committee is achieving tasks. “Operating like a well oiled machine.”

A transition period for new members (general or executive). Opportunity to reflect on group’s accomplishments and lessons learned. Bringing closure.



Establishing group processes and practices. Dynamics/Culture of Group/Committee



Differences of opinion. Important to listen. Essential for Group/Committee to continue to develop and grow.



Seeking membership. Initial team building and orientation to the Group/Committee.



Phases in Tuckman’s Theory of Group Development • Using “I” instead of “We.” If the committee came up with the idea, do not take the credit. Nothing turns off a group more than people who take credit for something they did not do. • Being late for your own meeting. • Arguing or belittling people in your meetings. This could severely harm the free flow of ideas and the committee’s sense of community. • Being too serious—remember to have fun. • Taking up the whole meeting with your own input. While you may love the sound of your own voice, you never know when others may have some great ideas or pointers. If they can never add input, you may lose a gem.

Ultimately, review your current committee structure and consider whether it would entice YOU to become involved as a general member. Would a regular first-year student such as Mike, now playing video games alone in his room, want to stay involved? Talk with your executive board and current committee members and ask this simple question: “Am I doing everything I can do to keep you involved?”

Reference Komives, S. R., Lucas, N., & McMahon, T. R. (2007). Exploring Leadership: For College Students Who Want to Make a Difference (2nd edition). San Francisco: Jossey-Bass.

How Do You Keep Them Coming Back? One of the toughest obstacles we sometimes face is keeping people involved in our committees. We hope that by initiating some of our suggestions, you will achieve higher retention rates, but what else can you do to keep people coming back? • Give members privileges, such as being the first to buy concert tickets or get T-shirts. • Create a member-only VIP section at shows. • Express public appreciation for ideas and accomplishments. • Create a mentorship program among new members and returning members to foster the development of relationships and buy-in to the organization on a more personal level. • Develop a merit system identifying the status of various committee members, providing incentives to help motivate continuous engagement. In the end, it is important to make the connection, identify a purpose and provide a sense of belonging, then nurture it all with your contagious enthusiasm and love for what you do. This can go a long way in establishing a firm foundation for membership retention.

Is This Really as Easy as It Sounds? When considering a committee makeover of any degree, it is important to comprehend there is no perfect model that works for everyone. When working with people, you must understand what is best for the group and the opportunities being given to individuals to help them succeed. Take time to learn what matters for your group, give everyone the opportunities they need to succeed, and make the experience more than simply just programming an event. Survey members to ask them what experiences they are seeking and why they signed up to be involved in the organization. This may help shape a more meaningful experience and connect your goals with their expectations.

About the Authors Stephen E. Pagios is assistant director of the Student Center & Campus Life at Quinnipiac University (CT). He previously served as Residence Life Coordinator for Co-Curricular Programs & Activities at The University of Akron (OH). Active in NACA, he has served as the Security Coordinator for NACA Mid America in 2007, as CAMP Coordinator for the region in 2009, as the World of Ideas Coordinator for the 2010 NACA® National Convention, and as the Career Preparation Center Coordinator for the 2011 Convention. For the 2011 NACA® Northeast Regional Conference, he will serve as the Graduate Intern Coordinator. He holds a bachelor’s degree in organizational communication from Assumption College (MA) and a master’s degree in college student personnel from Bowling Green State University (OH). Brandon A. Mikulski is coordinator for Living/Learning Communities at The University of Akron (OH), where he previously served as the graduate advisor for the Emerging Leaders Program and the Residence Hall Programming Board, and where he earned a master’s degree in higher education administration. He holds a bachelor’s degree in finance and marketing from Walsh University (OH). Active in NACA, he served on the 2006 NACA Mid America Showcase Selection Committee and was a Block Booking Graduate Intern at the NACA Mid America Regional Conference in 2009, the year the region also named him its Outstanding Graduate Assistant.


Wherever you go, there we are.


How to Lead an Effective Meeting


Stephanie London University of Arkansas-Fort Smith


S THERE SUCH THING AS A BAD MEETING? Yes. Bad meetings are often a result of lack of purpose, poor leadership, the wrong mix of people, individualism or too much competition. Creating a fun and purposeful meeting using the following tips and tricks will help any group avoid “meeting killer” behaviors and practices and create a close-knit, bonded organization.


Before a Meeting Is Scheduled Define the purpose. Defining the purpose of a meeting is the key to making it successful. If there is no real purpose, there is no point in meeting just to meet. One of the best ways to develop purpose and stay on track is by setting an agenda. When creating an agenda, place the easy-to-tackle issues at the beginning and save the more difficult issues for the end. Simple tasks may include making an announcement about a change in time for the next event or what attire should be worn, whereas a more difficult issue might include brainstorming on how to engage commuter students in events for the spring semester. If the smaller tasks are taken care of first, the group will have more time to attack the issues that need more thought. After you’ve mastered this type of agenda, try to make it fun and number each item, letting group members pick which number to tackle first. This should help keep members engaged in group discussion.

Choose a regular meeting time. After you determine the agenda and purpose for the meeting, choose an appropriate time and stick to it. Convening at the same time each week will establish continuity for your membership. If they know exactly when the meetings will take place, they are less likely to forget to attend. And, when a group has active members, it gets more accomplished.

Set an end time. Not only should you set a start time for all meetings, you should set an end time, as well. This means the discussion should wrap up at the designated end time, even if all the issues have not been settled. These can always be added to the next agenda. Because many students may be balancing education, work and extracurricular activities, not to mention family and friends, it’s important to let them know up front what the time commitment will be. This will help spare the organization from problems arising later from losing members.

Create an appropriate meeting space. Creating an appropriate meeting space is also key to holding a well-functioning meeting. Choose a room that is suitable for the group’s size. Having too small a space can make the room stuffy, while having a too large room can make it seem as though not everyone is present. If possible, arrange the room so that members face each other, such as in a circle or in a U-shape. This will not only give the leader better control of the room, but also help create equality among the members, which, in turn, sets up the space well for sharing ideas.

The First Meeting First meetings are always different from regular meetings. If the group is meeting for the first time, do not expect to get down to business. Most members are very shy during first meetings because they do not know everyone and are not sure just how things work.

feedback or expressing opinions about decisions until they feel comfortable with each other. Icebreakers should start simply. With a new group, ask questions such as, “What is your favorite food?” or “What was your favorite childhood toy?” As members become more comfortable, play games together and pursue deeper discussions.

Take care of initial business. After icebreakers have been completed, the leader should explain the purpose of the committee or group and the members’ role in the organization. This is also the time to get contact information: name, e-mail address, phone number, birthday, etc. Consider giving each member a binder containing important documents or a “welcome” goody bag. This can be as simple as some candy and a note saying, “Welcome to the team!”

Regular Meetings As the organization meets regularly, it is important to greet members as they arrive so they feel welcome. This is also a great way to get to know them. Ask how their day was, how they did on the big test, or what they have planned for the upcoming weekend, rather than just saying, “Hello.”

Break the ice even more. Although you conducted an icebreaker during the first meeting, do not stop there. You can use an icebreaker at the beginning of every meeting throughout the year. Starting with an icebreaker each time will encourage group discussion and feedback, and members who feel they are contributing to the group are going to feel more valued.

Stay on topic. At the same time, be sure to keep the conversation on topic. This may require the leader to diplomatically end any discussions that veer off topic or summarize any arguments that arise. For example, you might say, “I am hearing some of you say we should sell roses for our Valentine’s Day fundraiser, but some are saying that candy will last longer and be a better seller. Can we possibly sell chocolate roses as a compromise?”

Brainstorming Meetings Brainstorming is a great way to generate ideas quickly. When conducting a brainstorming meeting, be sure to define the problem that is being addressed (e.g. looking for faculty to approach for a dunking booth, creating activities for a themed event) and remind everyone of the goals at hand.

Before brainstorming, set the rules. • All ideas will be written down. • Ideas will not be evaluated until after brainstorming is complete. • Assign a leader to write down the ideas so that everyone can see them. • Set a time limit for discussion.

Brainstorming can be accomplished in several ways. Break the ice. First meetings are meant to break the ice. Consider conducting an icebreaker so members can learn more about one another. Members may not feel comfortable giving honest 30 | CAMPUS ACTIVITIES PROGRAMMINGTM | APRIL 2011

• Everyone shouts out an idea. • Allow everyone to give input one at a time • Hand out slips of paper, ask people to write down comments and then have the leader collect them.

Evaluate ideas. Once all the ideas are written for everyone to see, it is time to evaluate. First, eliminate any repetitive ideas. Then, look for common themes and eliminate ideas that do not fit. At this time, it may be wise to factor in how ideas will affect the budget or location (e.g. you might not be able to have a water balloon fight inside).

End-of-Meeting Responsibilities Before the meeting is complete, be sure to delegate responsibilities so that everyone is pitching in.

even a thank-you card. Celebrate holidays, like Valentine’s Day, with little cards or treats, or have a costume contest during Halloween.

Add some movement to meetings. Yes, an icebreaker will work, but consider spicing things up and have everyone switch seats mid-meeting or play music in the background during meetings for some additional entertainment.

Send wacky reminders. Set deadlines. Establish clear deadlines for when tasks should be completed, writing them down so leaders can remember to check in on assigned tasks. Those assigning tasks need to make sure they know how to do the task, themselves. Also, be sure to set a date and time for the next meeting if one has not already been established.

Recap, reinforce and evaluate. After the meeting is over, prepare and distribute a meeting recap within 24 hours. This will reinforce the importance of the meeting and tasks at hand. Any unfinished business should be put on the agenda for the next meeting. Evaluate the meeting with fellow officers and see if any improvements can be made.

Making Meetings Fun! Most groups are comprised of volunteers, so remember to not take them for granted. They are giving up their free time for the organization, so make it as much fun for them as you are able.

Have fun together outside of meetings. Create social time for the group. Have a holiday party with a gift exchange, head to a restaurant after a meeting or event, or even hold a movie night in someone’s dorm room.

Try meeting at a fun location. Meet at a restaurant or ice cream shop and have fun while getting down to business.

Do silly things. Celebrate member birthdays each month with candy, cupcakes, or even just a round of “Happy Birthday to You.” Give out a prize to a member who excels each month or during each event. This can be something simple like a giant candy bar or

When sending an e-mail to members reminding them about an upcoming meeting, choose a fun theme. This will make the reminder and meeting more memorable.

Meeting Blunders and How to Handle Them Often, not everyone in every group will be a team player. Here are some common issues and suggestions on how to approach them.

What if one person dominates the discussion? Having one or more people who always have a solution, no matter the problem, is okay, but not at the expense of other members. These types of people can make other members feel less important and ruin a group dynamic quickly. If this happens, as the group leader, strive to put the focus on other members. For example, if “Billy” is dominating the discussion, take the focus away from him by saying, “Billy, I think that is a great suggestion. Amy, what ideas do you have?” Continuing this way so that everyone has the opportunity to present a thought puts the leader in control and keeps the group dominator in check.

What if no one volunteers? Sometimes, members are afraid to volunteer because they are unsure if they can do the job. If no one is volunteering, delegate the tasks to members and assure them they will do a great job. For example, “Emily, you are so creative. Would you be willing to develop the flyer for this event?” Next, let them know how to tackle the task: “I will send you an e-mail with all the information that needs to go on the flyer. I have found Publisher to be a great application for flyers that I have created. You might try that or another application with which you are more familiar. If you need any help, please do not hesitate to ask.” Sometimes a member needs to hear from someone else that APRIL 2011 | CAMPUS ACTIVITIES PROGRAMMINGTM | 31

they can do something before they will believe it themselves.

What if the group keeps getting off topic? Getting off topic happens, especially if the members are friends. Being friends is fine, but friends can get off track talking about the movie they saw the night before instead of focusing on the task at hand. Remember to encourage a strong group bond, but in the meeting, as the leader, your goal is to help everyone stay focused. Try reeling the discussion in by saying, “While that is an interesting topic, let’s focus on figuring out the theme for the dance and we can come back to that later.” In most cases, the members will realize they got off topic and refocus.

What if there are tons of great ideas, but no follow-through? Lack of commitment is an issue that all groups deal with at one point or another. If members are coming up with lots of ideas, but are not committing to them, there is an issue. Maybe they are not seeing the group’s purpose as a priority for them at that moment. Consider attaching an incentive to the task. For example, perhaps the issue is coming up with creative ideas for marketing an upcoming event. Have members break into small groups and assign specific buildings on campus to which each group must market a program, then have them create a marketing plan. Next, tell them it is a competition and the team that does the best marketing and gets students to come to the event wins a prize.

Conduct a simple “How did you hear about this event?” poll at the event and see who wins. The competition will be fun, and while perhaps prizes should not be the incentive for everything the group does, one here and there to remind the group of its purpose should be okay.

Building a Valued Group Dynamic Making the most of meetings, creating purpose and having fun truly help build a valued group dynamic. Members who feel appreciated will always put forth their best effort to make the group succeed and continue to strive to build an ongoing wellrounded organization.

About the Author Stephanie London is Student Activities Event Coordinator at the University of Arkansas-Fort Smith, where she has advised the Campus Activities Board for four years. Active in NACA, she most recently served as an educational session presenter at the 2009 NACA ® Central Regional Conference. She holds a bachelor’s degree in English from the University of Arkansas-Fort Smith and is pursuing a master’s degree in college student personnel at Arkansas Tech University.

Advertising OppOrtunities— CAlltOdAy! Associate members, promote your acts, products and services to college students across the country! NACA can help you gain exposure to college programmers and their advisors. For more information about print and web advertising, or to reserve your ad space, contact Tracey Portillo at: Or, call her at 803-732-6222, ext. 207. Call today and reach thousands of eyes with your message!


Volunteer with NACA! Many opportunities exist for NACA members to become involved in the volunteer leadership of the Association on the regional conference and National Convention levels. • For information on regional volunteer positions, visit: ConferencePositions.aspx • For information on national volunteer positions, visit: NationalPositions.aspx


Membership Renewal Now is the time to renew your NACA membership online! Log in to the website, click on My Membership (under the Membership menu) and then pay online or download your invoice.

NACA. Connecting. Networking. Learning.



Rich Ramos Simpson College (IA)



e all struggle from time to time as we try to find authenticity in our life’s work. Are we who we say we are? Are we doing what’s right for those we work with and the organizations we have chosen to serve? Are we leading from the heart and being genuine to what we know is right? These have been dilemmas we have all faced as we grow as leaders and as we attempt to educate those future leaders we work with each and every day. We have all looked for the right leadership model to guide us and have used that model as a roadmap for how we work with the people and groups around us. We, in turn, live our daily lives as models of what a leader should be as prescribed by our chosen model. Whether you have chosen the social change model, servant leadership, transactional leadership, or whatever the flavor of the month happens to be, might I suggest that the time is ripe for a different approach? It may be the time to look at the approach known as authentic leadership.

Authentic Leadership Defined Authentic leadership, while not a new approach to leadership, is gaining ground and many people are taking a second look at what being an authentic leader truly means. Everyone always seems to want a simple, black-and-white definition of leadership. If that were possible, there would have been one definition offered years ago that we would still be using today. Clearly, given the multitude of leadership styles and models out there, no one has yet to find the one definition that tells us what leadership is in a definitive sense. With that in mind, why should authentic leadership be any different? While it could be phrased in a number of ways, one of the best definitions I have found comes from the book Authentic Leadership: Courage in Action by Bob Terry (1993). In it, Terry defines authentic leadership in the following way: Authenticity is knowing, and acting on, what is true and real inside yourself, your team and your organization AND knowing and acting on what is true and real in the world. It is not enough to walk one’s talk if one is headed off, or leading one’s organization, community or nation, off a cliff! (Terry, 2008). So, using this as our definition for authentic leadership, why should we consider it to be the right model? Answering that requires a deeper look into this model and a better understanding of what it means to be an authentic leader. Many of the principles within authentic leadership are nothing new, but this approach to leadership is more about looking at those principles with a new and fresh perspective and spending time focusing on one key word: authentic. As Bill George puts it: Being authentic is being uniquely yourself, the genuine article. Authentic leaders know who they are. They are good in their skin, so good they don’t feel a need to impress or please others. They not only inspire those around them, they bring people together around a shared purpose and a common set of values and motivate them to create value for everyone involved (George, 2008).


As we consider that, we need to think about some of the basic guiding principles of authentic leadership. Having a title does not make you a leader by default. Too many times, we have been convinced that the only way to be a leader is by having a title. We have been led to believe that if we are not a leader in the “traditional” sense, we need to wait on the sidelines until our name is called and it is our turn. Not true. Anyone can be a leader, regardless of whether or not they have a formal role in an organization. Often, the best leaders are those who are not in a formal role and who have not been “brainwashed” into believing the only way to accomplish something is through the traditional method. If you are in a formal leadership role, you should be willing to embrace that everyone can be a leader and that a title does not make you the leader by default. Old ways don’t excite this generation. The time is now for a new model of leadership. For many years, we have structured things under the premise that leadership works only through the standard leadership model. There is the leader at the top and then varying leaders as we go down the power chart to those at the very bottom, who, many times, feel disenfranchised from the organization because of the way the traditional model of leadership is designed to work. The current generation of new leaders wants the opportunity to lead now, not when it is “their turn.” We need to find ways to keep them engaged in what we are doing now, so that someday, they have the opportunity to be known as a leader and develop those leadership skills. It is not about turning over a project that is so critical that if it fails will bring the organization down, but it is more about giving them a project that is within their skill level so they are able to contribute to the greater goals of the organization.

Opportunities are important for all members. Members who are not engaged will move on. Everyone wants the opportunity to be a part of something bigger than themselves. But, along those same lines, they also want to be considered as a contributor to and a vital member of the overall success of the organization. If we don’t find ways to get those members who are not in formal leadership roles in our organizations engaged and growing in their own personal leadership development, they will look for new opportunities elsewhere. They need to know they are an important part of the organization and opportunities need to be found to support that personal growth we all need. Blowing up balloons doesn’t cut it. People need to find meaning in what they are doing. Regardless of the role we play, either in our jobs or the organizations to which we belong, we all want to feel we are considered an important part of whatever we do. We also want to know there is a greater purpose in what we are doing. We all have to start somewhere as leaders. We all can’t be at the top, but that doesn’t mean even those of us who are further down the ranks don’t need to find meaning and significance in what we do. Each of us wants to know there is value in what we offer and are not doing something just to make ourselves feel good. Therefore, we need to make sure there is meaning behind what we ask non-traditional leaders to do. Do your team members feel they are a part of something bigger? A lot of what goes into authentic leadership comes down to the notion of making sure people are engaged in what we are doing and are excited about being a part of an organization that does something people will remember. Is it special? Are your members contributing to the greater good? Internally, is it connecting with them as people?

Further Clarifying Authentic Leadership

How Do I Become an Authentic Leader? Authentic leadership is not so much about what you have read in the latest publication or what you learned in a class or from a book. So much of what authentic leadership is comes from within you. What is your life story? What made you, you? Where is your passion, your excitement? What drives you to do what you do? Many times the things that drive us come from the many experiences we have had growing up, some of which were good and some of which may have been negative. Regardless, they have all, at some level, had some impact on who we are and what keeps us going. You must remember that we are all going to lead in our own unique way and the key is that knowing who you are will help you be the best leader you can be. You may be asking yourself, what are the things that are really important to me? The answers to that question come from inside you, not from external factors.


With that in mind, it may be time to clarify the definition of authentic leadership just a bit more. In authentic leadership, we need to align those people in our organization around a mission and values that are true to us. We need to empower them. The idea of a leader having power over followers is a flawed notion and no longer works. Leaders need to know how to empower others and get them to step up and lead, as well. Any organization with an empowered model of leadership will far surpass those with a traditional model. Authentic leaders create a trusting atmosphere where team members are able to be open and honest about problems and challenges. Authentic leadership is not just about providing opportunities for all members of our organization, but it is also about providing exceptional service to customers. We need to create sustainable value for our customers and we need to create great products that people use and want.

Last but not least, as authentic leaders, we need to know, understand and appreciate collaboration. Collaboration across organizational lines is key to the success of the larger organization. But what makes authentic leadership that much different from the many other models out there? I am sure you could look at any number of models and find that descriptions of certain components are the same from model to model. What makes authentic leadership more distinct is best represented in this statement in a recent article by Andrew Cohen: The thought of being a leader may seem like an appealing idea to the ego, but the reality of what being an authentic leader implies scares the ego to death. It means ego death. Why? Because it means that we actually care so much about a higher purpose, a higher principle, a higher goal that we’re willing to make the most important sacrifices for the sake of what we are aspiring to accomplish. It means that we care so passionately about others also reaching that goal that we unhesitatingly sacrifice our own peace of mind, comfort, and security in order for them to succeed. (Cohen, 2005).

Seek Honest Feedback You can’t become a leader by reading a leadership book or by observing others. You become a leader by doing it and by getting honest feedback about what you are doing and how you are doing it. Evaluation and feedback are often unwanted, but are crucial to becoming better at what we do. While the commentary we get through evaluation and feedback may be unpleasant and hard to take at times, we must understand that if we are unwilling to listen and to grow from honest input from others, then we are really not looking to improve or move beyond the level we have already attained. It is really important to have someone with whom you can be open and honest and who will tell you the painful truth when APRIL 2011 | CAMPUS ACTIVITIES PROGRAMMINGTM | 39

needed. This person can be a mentor, family member or someone else, but they must be someone who can be completely honest with you. Build a Support Network Leading can be a lonely act, so find those in your circles who can support you. When you are having difficulties is when you find out who your real friends are. “Have a support group now to be there when you need it. Not when you need it.” (George, 2008). In other words, build the group of people you can lean on for support now, not because you need them now, but so they will be there when you truly do need them. Know Your Own Values Only you can determine the kind of leader you want to be and only you can determine who you are to be. It is imperative to know what your values are. No one can tell you what your values should be. We are all put into positions where our values are tested and these are the time to look inside ourselves, remember our values and what shaped them. Trust me when I tell you the “real world” will more than enough test your values. It’s all about taking a long look at yourself and finding those triggers in your life that made you the leader you are today. Those triggers could have formed 20 years ago or last month. But, it is those triggers that will help you become the authentic leader you want to be. Be Engaged Be a leader that is engaged with the people in your organization, not just other leaders. Don’t let your title be a barrier between you and the others in the organization. Allow Mistakes and Failures As an authentic leader, be prepared to allow people to fail and make mistakes. Reward and celebrate those who are innovators. Get rid of the “kiss up, kick down people” (George, 2008) and learn from those below you rather than those who are above you. The best feedback usually comes from subordinates. Follow Your Compass Lead your life with integrity so you can be the same person in work and in play. Live an integrated life and lead with a sense of purpose. As Bill George (2007) put it, “follow your compass and not your clock.” In other words, you don’t have to be at a certain point in life at a certain time. Stay true to who you are and where you want to be, not the calendar. Make sure you have a passion for the business you are in and think about the legacy you are going to leave. What did you do to make a difference in the world? What was really important in your life?

want to be a part of whatever that leader touches. • Impact—Authentic leaders are able to facilitate positive change and are able to make a difference. • Integrity—Authentic leaders know that the quality of their integrity is at the very base of what kind of leader they are.

Focus on What’s Really Important Last, but certainly not least, focus on what is really important. Don’t confuse the little things for the big things. Authentic leadership is about encouraging leadership in all people, not just traditional leaders. It requires the ability to look within yourself, take advantage of previous experiences and become the leader you should be based upon those experiences. Authentic leaders need to learn to be comfortable being who they are and not bend because a challenge comes their way. Authentic leaders grow strong by learning from the mistakes that they make and by listening to those around them. Can you find the authentic leader in you? Maybe it’s time you took a look.

References Cohen, A. (2005, April 7). Authentic Leadership. Retrieved March 2, 2011, from George, W. (2006, Oct. 22). Truly authentic leadership. Retrieved March 2, 2011, from articles/061022/30authentic.htm. George, W.W., George, B., & Sims. P. (2007). True North: Discover Your Authentic Leadership. San Francisco: Jossey-Bass. George, W. (Producer). (2008). Leading@google: bill george. [Web]. Retrieved March 2, 2011, from Hyatt, M. (2010, March 8). The five marks of authentic leadership. Retrieved March 2, 2011, from Simmons, B. (2010, Nov. 16). Authentic leadership. Retrieved March 2, 2011, from Terry, R.W. (2008, Dec. 9). Action wheel leadership resources. Retrieved March 11, 2011 from authentic-leadership.html

About the Author Hyatt’s Five Traits of an Authentic Leader So, are you an authentic leader? According to Michael Hyatt (2010), authentic leaders share the following five “I” traits: • Insight—Authentic leaders have a vision that lets them look beyond the obvious. • Initiative—Authentic leaders don’t wait for things to come to them. They are willing to take a risk and venture out of their comfort zone to achieve the goal. • Influence—Authentic leaders have an energy around them that draws people to them and makes those team members 40 | CAMPUS ACTIVITIES PROGRAMMINGTM | APRIL 2011

Rich Ramos is the Assistant Dean of Students at Simpson College (IA). He holds a bachelor’s degree in psychology from Central College (IA) and a master’s degree in counseling and student personnel from Creighton University (NE). He is currently a coach for the NACA new professionals webinar program and the coordinator-elect for the NACA Concert Management Institute. He has volunteered for NACA for more than 20 years, serving in various leadership positions on the regional and national levels.

Connect with other professionals The Campus Activities Network (or “CAN” as we like to call it) allows you to interact with the people and information most relevant to you. Exchange programming ideas with other community members through our online conversation tool or reach out to other professionals who are as excited about programming as you are.

Find great resources Our blog posts are written by campus activities professionals just like you and all of the discussions, pictures and videos are added by members of our community. You can also upload articles and resources to share with others. The content on our site is open to everyone, so you don’t have to worry about membership fees to access great articles.

Keep your programming money Did we mention that the Campus Activities Network is free? All you need to do is sign up and start connecting!


Students participating in Rollins College’s CTA Immersion program restore native plants along the Florida shoreline to restore a natural buffer zone. (right)

Students compact oyster shells along a section of Florida coastline as they work to establish a natural water purification system. (below)

Learning A Guide to Alternative Break Programs by

Meredith Hein and

Jerrid Kalakay Rollins College (FL)



s educators, we are continuously searching for innovative ways to educate and develop our students. Many higher learning institutions have adopted the theoretical foundation of experiential learning (Kolb, 1984) as a compass in the development of their programs. The focus for many is to establish distinct opportunities for students to experience learning. As Aristotle once said, “For the things we have to learn before we can do them, we learn by doing them� (Aristotle, n.d.). The desire to have students learn and develop by doing has fostered a new and exciting era in higher education. At Rollins College (FL), the learning development led to the creation of our alternative break program Rollins Immersion: Citizens Take Action. We would like to cover a variety of aspects regarding the program here, including its history, theoretical foundations, processes, developmental value and the potential applicability to your institution.

Outside of the Box History Conversations around the implementation of alternative breaks or service trips have been active among faculty and staff during the past 20 years at Rollins. The faculty had intermittently taken students on international service trips for almost 25 years. The experiences in service provided a backdrop for alternative breaks and service learning to occur. In 2005, a concerned group of students expressed interest in aiding with relief efforts during the aftermath of Hurricane Katrina. The college responded with institutional support. The students created a student organization called Rollins Relief and, during the past five years, have made several trips a year to New Orleans to assist in the recovery efforts. This grassroots movement conducted by the students opened the door to a distinct opportunity for Rollins. With faculty and students interested in facilitating and participating in service trips, the college had a win-win situation. During the next two years, the Offices of Community Engagement and Student Involvement and Leadership worked on solidifying funding for a sustainable alternative break program. The partnership between the two offices is special because they fall

into separate divisions within the college. Community Engagement is housed within the Academic Affairs Division and Student Involvement and Leadership within the Student Affairs Division. This union presented a unique and fertile package in terms of promotion to possible funding sources. After several conversations and proposals, the collaborative team was able to obtain a foundation grant that focused on the intersection of service and leadership development. In 2007, the Rollins Immersion Program: Citizens Take Action (CTA) was born out of a desire to provide our students with a meaningful vehicle for service and engagement. During its first year, the program saw six service trips, including an alternative break and five weekend immersions. During the past three years, the program has grown to just over 15 trips per academic year. Rollins College has greatly benefited by having an official alternative break program, which has been verified through the training and development of facilitators, fund-raising efforts, and higher accountability for everyone involved in service trips. The program is built on a theoretical framework pulling from many areas of education, leadership, and service learning. BreakawayÂŽ The Alternative Break Connections Active Citizen


Involvement and Leadership (OSIL), Assistant Director of Explorations, Graduate Assistant of Not concerned with Well-intentioned, OCE, Graduate Assistant of OSIL, and two their role in social but not well Concerned with Community student coordinators. problems. educated about discovering root becomes a priority Free-standing (committee-planned and social issues. causes; asks, in values and life implemented) trips are open to any and all “Why?” choices. members of the Rollins community and are typically facilitated by a member of the IPT. The coordination and planning of weekend Breakaway® Active Citizen’s Continuum experiences are primarily overseen by members of the IPT, Continuum has been the developmental foundation for the specifically the student coordinators. Through the IPT program. In this model, the students are believed to be on a partnership, a wide array of opportunities are offered and continuum from “member” to “active citizen” and, through their designed to inspire inclusiveness, embrace a spirit of social involvement in the program, they are able to actually become responsibility, and celebrate shared values of community. “active citizens.” CTA has been mindful in providing students Faculty-driven and student-driven immersion experiences with opportunities to learn and grow across each stage of the are open to any and all faculty or students to initiate, plan, continuum. coordinate and facilitate in partnership with the IPT. The IPT has In addition to the Active Citizen’s Continuum, the CTA program created structured guidelines to support these experiences and also pulls from Robert Greenleaf’s Servant Leadership Model. As to make sure that all facilitators have appropriate training. In he stated in a 1970 essay, “the servant-leader is servant first ... . order to encourage a deeper connection between the curriculum It begins with the natural feeling that one wants to serve, to and the co-curriculum, and to provide greater opportunities for serve first. Then conscious choice brings one to aspire to lead.” integrative learning, the Immersion Planning Team implemented These two theories combined to form the basis and direction for a process for faculty to apply for small grants titled the Faculty the program by focusing efforts on the participants’ Driven Immersion Funding Proposal. Faculty-driven experiences development. Facilitators also use the Social Change Model of are typically connected to an academic course and focus on the Leadership to help students in their development of self, issues to be explored by individual professors. organization and community understandings. Student-driven experiences also examine a wide range of issues and topics and are often connected to the individual Process passion areas of student organizations. In order to generate The Rollins Immersion Program: Citizens Take Action (CTA) exposes participants to critical cultural, social, political and structural issues in the community through weekends Assistant and weeklong experiences throughout the year Director of that are dedicated to leadership development Community and civic and community engagement. Rooted Engagement in the academic mission of the college to educate students for global citizenship and OCE responsible leadership, the program is Student Graduate intended to engage students, faculty and staff Coordinator Assistant in weekend (and sometimes week-long) experiences of education, reflection and action. Through direct community engagement, leadership development, multicultural Rollins education, discussion and pre/reflection Immersion: activities, participants will be immersed in the Citizens Assistant OSIL big challenges and questions that face Take Action Director of Graduate communities in the 21st Century. First Year Assistant Through the program, participants are Programs taken outside of their own campus community borders and immersed in activities and projects based on need-areas identified by Assistant community agencies and Rollins College. CTA Director of has three types of facilitated immersion Student Student experiences: freestanding, faculty-driven, and Coordinator Involvement student-driven. Free-standing immersions are and Leadership planned by the Immersion Planning Team (IPT), which is comprised of seven members: Assistant Director of Community Engagement Illustration of Immersion Planning Team (OCE), Assistant Director of Student



Conscientious Citizen


Active Citizen

more student-driven experiences, the Immersion Planning Team implemented a process for students to propose immersion trips titled the Student Organization Immersion Funding Proposal. As a whole, immersions are often structured utilizing Kolb’s Theory of Experiential Learning. Research indicates that the most effective learning often takes place when structured opportunities are offered. This allows participants to analytically reflect upon their individual experiences. An easy way to understand this learning theory is: do (replacing concrete evidence), see (observation and reflection), know (forming abstract concepts), and be (testing in new situations) (Kolb, 1984).

Developmental Value In an effort to set a high standard of learning through the Immersion program, a common set of learning outcomes and goals were established. In striving for excellence, Rollins students can become active citizens in their own communities. Identified below are the standard learning outcomes and goals for every immersive experience facilitated by the Immersion Planning Team.

Learning Outcomes: • Learn about the unique history and culture of the immersion destination. • Understand the environmental, political, socioeconomic and social factors that have impacted the growth, development and culture of the immersion destination. • Recognize how everyday leaders and citizens shape their community and the world in which we live. • Understand the complex nature of community engagement and community building as a function of responsible leadership and global citizenship. • Develop mutually beneficial partnerships between members of the Rollins community and community agencies/organizations locally, nationally and internationally. • Encourage active participation in the community and increase participants’ civic engagement. • Demonstrate proficient teamwork, communication skills and leadership development as an active citizen throughout the immersion experience and upon return to the Rollins community.

Goals: • Educate: to educate participants on the critical cultural, social, political and structural issues of communities in Florida and beyond. • Engage: to involve participants in direct civic, service and leadership projects in communities. • Theory to Practice: to provide opportunity for deep reflection and meaningful connection to knowledge, skills and values through the academic, personal and social experience at Rollins College. • Critical Reflection: to challenge participants to think critically about their role, purpose and responsibility as a member of the community. • Application: to empower participants to discover their purpose, vocation and place as active citizens and change agents in the world and create next steps of community involvement.

In addition to facilitating student engagement initiatives on campus, the Offices of Community Engagement and Student Involvement and Leadership have a strong history of providing students opportunities for contextualized, off-campus leadership development and community engagement. Throughout the immersion experience (pre, during, and post), participants are introduced and continually reminded of both the learning outcomes and overall goals. Each immersion is also individually assessed and structured based on the particulars addressed above. These collaborative endeavors will continue to forge the growing relationship between academic and student affairs and will provide a distinct and unique learning opportunity for students, faculty and staff. Additionally, with the steady increase of participants, the IPT also saw a growing need to develop additional immersion experiences and provide an opportunity to train past participants as facilitators to serve as site leaders. The IPT now offers training annually that is available to all members of the Rollins Community in partnership with Break Away® The Alternative Break Connection. The objectives of those trainings are: • To understand the role of the facilitator/site leader in the planning and implementation of an immersion versus that of a participant; • To understand several techniques of an effective facilitator; • To understand the purpose of the immersion program; • To understand the concepts of diversity and cultural competency; and • To understand the basics of several social justice issues that will be addressed in the immersion program: poverty, hunger, homelessness, human rights, health care, immigration, etc. The sessions have been designed to provide current and future facilitators with a consistent set of expectations, skills and tools to enable them to become confident and talented immersion site leaders. The specific learning outcomes for each session are: • To provide facilitators/site leaders with the knowledge base and the skill set necessary to implement a quality immersion experience; • To provide a common and consistent training experience for facilitators/site leaders who may have different backgrounds, skills, perspectives, etc; and • To build a network of supporters and advocates for the immersion program. Trained faculty, staff and student facilitators provide direction and support for participants during their journeys of education, reflection and action. The trained facilitator often couples Karl Rohnke’s “Challenge by Choice” Model with that of Nevitt Sanford’s theory of challenge and support. Rohnke’s Model focuses on activities that encourage participants to take steps outside of their comfort zones, and within their stretch zones. The model is comprised of three zones: comfort zone, stretch zone and panic zone. The stretch zone specifically allows participants to challenge themselves emotionally, mentally and physically. Practitioners of experiential learning often note that this is where the most learning has the potential to take place.


Sanford’s theory indicates that student affairs professionals need to provide a healthy balance of challenge and support to best assist students developmentally (Evans, Forney & GuidoDiBrito, 1998). Collectively, they allow both facilitators and participants to serve as teachers and learners in the immersion learning process experience.

THROUGH THE PROGRAM, PARTICIPANTS ARE TAKEN OUTSIDE OF THEIR OWN CAMPUS COMMUNITY BORDERS AND IMMERSED IN ACTIVITIES AND PROJECTS BASED ON NEED— AREAS IDENTIFIED BY COMMUNITY AGENCIES AND ROLLINS COLLEGE. Applicability to Your Institution If you are interested in getting an alternative break program started at your institution or are looking to revamp a current program, there are several things to consider on your journey. • First, there are vast arrays of resources available to you from Breakaway and other organizations focused on assisting in service learning. The important thing is to conduct research before jumping in. • Second, figure out who are the possible stakeholders and allies you can pull into the project. It is important to think of individuals inside and outside of your office and across division lines to provide the greatest chance of building a comprehensive program. • Third, decide which theories you will pull from in the creation of your program. This is incredibly important for setting the overall direction and vision of the program and can also help you realign it if it derails in the future. • Fourth, begin to work out the overall structure of the experiences, committee, facilitations, etc. These obviously will need to be revisited periodically as your program grows, but getting these pieces figured out early will help the program in its initial stages. • Fifth, decide on your assessment protocol for the overall program and for each trip. This will assist you greatly in telling the story of the program for your institution and possibly your donors. • Sixth, figure out where you are going to get the money to run the program. In higher education, this is the age-old question. If the first five things on the list are already taken care of, then you should be able to put together a pretty convincing grant proposal. This is, of course, if your office or institution is unable to fund the program. The biggest thing in searching for funding is not to become discouraged at being turned down. Remember that you need only one office, foundation, or donor to take up the cause and the program will be up and running. • Seventh, at least annually, revisit the program mission, goals and operations through a comprehensive assessment review.


A Positive Developmental Outlet Over the past four years, the alternative break program Citizen’s Take Action has seen tremendous growth with a great desire from students to participate in and from faculty and staff to facilitate trips. We have even had faculty and staff go on trips as participants, with students serving as facilitators. Great effort has gone into the program to make it a sustainable aspect of the Rollins College community for years to come. Since CTA’s beginning, our campus has seen a rise in student engagement, both anecdotally and through our assessments. The energy on our campus to be involved has always been there from the students. It was simply our job to channel it into a positive developmental outlet.

References Aristotle. (n.d.). The Quotations Page. Retrieved March 9, 2011, from Evans, N J., Forney, D.S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco, CA: Jossey-Bass. Greenleaf, R. (1970/1991). The servant as leader. Indianapolis: The Robert K. Greenleaf Center, 1-37. Kolb, D.A. (1984). Experiential learning: experience as the source of learning and development.Englewood Cliffs, NJ: Prentice-Hall, Inc. Komives, S.R., Wagner, W., & Assoc. (2009). Leadership for a better world. San Francisco, CA: Jossey-Bass. The Active Citizen Continuum. (n.d.). Retrieved March 7, 2011 from Rohnke, K. (1989) Cowstails and cobras II: a guide to games, initiatives, ropes courses & adventure curriculum. Dubuque, IA: Kendall/Hunt Publishing Company.

About the Authors Jerrid P. Kalakayis assistant director of Student Involvement at Rollins College (FL). Active in NACA since 2004, he has presented at NACA South and the NACA® National Convention. Currently, he is on the staff for the 2011 Huge Leadership Weekend Institute. He holds an associate’s degree in general studies from Valencia Community College (FL), a bachelor’s degree in management and marketing from the University of North Florida and a master’s degree in higher education from Florida State University. He is currently pursuing a doctorate in leadership and change from Antioch University. Meredith Hein is assistant director of the Office of Community Engagement at Rollins College. She holds a bachelor’s degree in political science and a master’s degree in student personnel administration in higher education, both from the University of Central Florida. She served as a leadership graduate assistant at the University of Central Florida and as student success adjunct faculty member at Valencia Community College. Additionally, she served as a Civic Education Project facilitator through Northwestern University (IL) in 2010. Active in NACA, she presented at the 2010 NACA® National Convention.

The NACA Foundation helps fund scholarships for deserving students, professionals and associates through means of tuition, books and supplies, and even NACA Institute or Convention registration fees. To make a gift to the foundation, please visit Make a gift today and help invest in tomorrow’s leaders. The NACA Foundation is a 501(c)(3) organization; all gifts to the Foundation are tax-deductible to the extent allowed by law. If you have any questions about the Foundation, please contact Paige Jeffcoat at


nACAAdvancingresearchin CampusActivitiesAward The purpose of the Advancing Research in Campus Activities Award is to provide monetary support and/or membership access to NACA members who are conducting research in the field of higher education, student affairs or campus activities. Each year, $500 is given for each of three awards, and another three awards are given by providing access to NACA membership for research sampling. For award guidelines and to find out more information about the NACA Advancing Research in Campus Activities Award and learn about other NACA Research Initiatives, visit: Drive Development and Scholarship in the Campus Activities Profession Applytoday!


You Have to Be on Campus Again Tonight? Programming and Personal Relationships



Dr. Barb Ramos Simpson College (IA)


couple of weeks ago, our phone rang. A young professional, in his first year as a campus programmer, was asking us why his girlfriend didn’t understand the demands of his job. After nearly 25 years of marriage to Rich Ramos, assistant dean of students at Simpson College (IA), I had several ideas to share with him. The demands of campus programming can challenge personal relationships with your spouse, girlfriend or boyfriend, or partner. However, there are several things you can do to enhance your relationships while still pursuing a career in campus activities.


Be clear about what you do. Most people are unfamiliar with campus programming positions. You are not a party planner, although some people have a hard time understanding the difference between that and what you actually do. Be clear that you are integral to student develop on a college campus. You don’t just entertain students, but provide opportunities for growth, development and leadership.

Communicate your schedule. Be clear with your partner about when you need to be on campus. Share your calendar in Outlook or whatever shared method works best for you. Or, if you live together, hang a big calendar on the refrigerator. It’s easier for your partner to know in advance when you need to be on campus than to get their hopes up to attend a special event away from campus and then have those hopes dashed!

Invite your partner to a campus event from set-up to tear-down.

Invite your partner to an NACA® National Convention or Regional Conference. I’ve attended a couple of NACA® National Conventions and Regional Conferences with my husband. They are unique. While professional conferences I might attend offer presentations from 9 am to 5 pm, NACA events involve educational sessions, Block Booking and showcases from early morning until—well—early morning. It’s difficult to explain to your partner what you are doing for three or four days while at a national or regional NACA event. Buy a day pass for your partner and let them experience the fun, entertainment, education and business of NACA.


Just because you are showing a two-hour movie on campus, it doesn’t mean that you are going to be on campus two hours. Attending an event from set-up to tear-down helps your partner to realize how much work goes into every event. In order to show a movie, the popcorn needs to made, the soft drink machine needs to be set up and chairs have to be carried in and set-up. Afterwards, it all needs to be cleaned up!

Let your partner get acquainted with your students. I drop by the campus center when possible to meet students who are involved in the Simpson College Campus Activities Board. We also have these students to our house for dinner at least once a year. The students love to be off-campus and in a home enjoying a home-cooked meal. I enjoy getting acquainted with the students who are involved in campus programming.

Encourage your partner to fill evenings with their own activities. If you need to be on campus every Thursday evening, encourage your partner to fill that night with an activity you wouldn’t necessarily enjoy. Your partner could join a book club, take a college course, work out at the gym, or take lessons in an activity that interests them.

Give your partner this article!

The key to healthy personal relationships for campus programmers is open and honest communication. Hand this article to your partner and start talking. Share your frustrations—and your joys!

Smoothing the Way for Healthier Relationships All personal relationships face challenges. Some of these are unique to campus programmers. By following a few simple tips, you can smooth the way for a healthier relationship with the campus programmer you love. In my own case, I believe being married to a campus programmer for 25 years certainly is proof of that!

About the Author Dr. Barb Ramos is an associate professor of education at Simpson College (IA). She earned a bachelor’s degree in elementary education from Central College (IA), a master’s degree in elementary school counseling from Eastern Kentucky University, an EdS in educational leadership and policy studies from Drake University (IA), and a PhD in educational leadership and policy studies from Iowa State University. She has become acquainted with the realities and demands of campus programming as the wife of Rich Ramos, assistant dean of students at Simpson College (IA).



2011 National Convention NACA Honors Volunteers for Accomplishments and Service, Recognizes Outstanding Programs During the 2011 NACA® National Convention, NACA announced award winners in a number of categories. The Association also recognized volunteers and special programs for their service and contributions to the student activities field. More coverage of the 2011 NACA® National Convention, which was held Feb. 19-23 in St. Louis, MO, will appear in the May 2011 issue of Campus Activities Programming™. Photography in this section is by Drew Commins.

Patsy Morley Outstanding Programmer Award Ken Brill, associate dean of students at Augustana College (IL), was awarded the Patsy Morley Outstanding Programmer Award. The award is given each year to an individual who best exemplifies outstanding achievement in the field of campus activities advisement. The award honors the late Patsy Morley, a former NACA Board Chair, who died in 1981. “This year’s recipient has been an integral part of student activities at his institution for 25 years,” said Board Member Chris Gill of Fontbonne University (MO). “When he first started, the notion of student leadership was just a whisper on campus. Through his years of work, he built the student leadership program from nothing to what it is today. He developed an Emerging Leaders program to foster firstyear students to become the next leaders on campus, as well as a lecture series that encourages students to think about how they can better their lives and the lives of others around them. “He has created a culture on campus that values co-curricular learning as part of a student’s everyday life Ken Brill (left) and Chris Gill and their college experience,” Gill added. “He works hard to help students use what they learn in the classroom to better their experience and others’ experiences outside of the classroom.”

C. Smith New Professional Shaw Award Natalie Keller Pariano, associate director of Student Activities and University Programming Council at Denison University (OH), was awarded the C. Shaw Smith New Professional Award. The Award was established in 1994 to honor the memory of one of NACA’s most beloved founders. C. Shaw Smith’s influence, affection and energy in support of new professionals entering campus activities is reflected in this annual award to recognize individuals who demonstrate the potential and commitment for excellence in service to Natalie Keller Pariano (right) accepts the C. Shaw Smith New Professional Award from Angela Zemke student leaders. “In her current role as associate director of Student Activities and University Programming Council at Denison University, Natalie takes on many additional responsibilities,” said Angela Zemke of Valparaiso University (IN), the 2010 recipient of the award. “In the last three years, Natalie’s passion for leadership programs has lead to the implementation of seven leadership programs and the revision of an existing program. “Leadership development and campus programming are two areas that Natalie is very passionate about and her work reflects this.” Zemke added. “She educates students, not only in terms of their campus organizations and involvement, but also in career development, opportunities at the graduate level in multiple fields, the expectations of the business and academic worlds, and personally.”


Frank Harris Outstanding Student Government Advisor Award Colleen Williams, undergraduate Student Government advisor at Case Western Reserve University (OH) for more than 20 years, was awarded the 2011 Frank Harris Outstanding Student Government Advisor Award. The award recognizes individuals who have the commitment to challenge and advise student government associations. It is named for the first Chair of the NACA Board of Directors, Frank Harris, who served as Chair in 1968-69, and who advised student government associations throughout his professional tenure until his retirement in 1997. “The number of students our recipient has advised includes individuals who have gone on to become doctors, lawyers, members of corporate America, educators and even a princess at Disney World,” said presenter Ally Randolph, a graduate student at Western Illinois University, who served as a member of the NACA Board of Directors in 2009-2011. “It is especially worthy to note that as a student government advisor, as well as a resource to the more than 160 student organizations on her campus, she takes on several roles with the students with whom she works,” Randolph added. “She is an educator, just as much as any member of her university’s faculty. She aims to teach students the skills and abilities necessary to become global citizens, ethical leaders and lifelong scholars.”

The Frank Harris Outstanding Student Government Advisor Award went to Colleen Williams of Case Western Reserve University (OH), who was unable to be present. Accepting on her behalf is her student Rishi Jain (right).

Outstanding Diversity Diversity has long been an integral part of many events at NACA’s National Convention and during the 2011 Convention, diversity awards were presented to individuals and campus programs within the Association that have moved NACA’s diversity initiatives forward through various activities and programs. The 2011 NACA Outstanding Diversity Achievement Award— Program was presented to three recipients: Xavier University (OH), for its Day of Solidarity In the fall of 2010, US media began reporting on a string of eight suicides related to homophobic bullying; three of the young men were college-aged students. Xavier University, a Jesuit, Catholic institution, recognized a need for an immediate reaction to the suicides, and the need for a proactive stance for lesbian, gay, bisexual, transgender and questioning (LGBTQ) individuals. Consequently, a campus-wide programming partnership comprised of 17 student organizations and campus departments, as well as academic departments, formed to plan a Day of Solidarity, which included an open letter to the campus signed by administration and much of the campus community; a daytime campus vigil; and an outdoor display. The Day of Solidarity raised awareness and opened dialogue on campus about LGBTQ students, faculty and staff. It also provided an outlet for the campus to engage in conversations about suicide and prevention. The events brought the campus community together and the dialogue about the expansion of campus services for LGBTQ students continues today. Chatham University (PA) for its Women of Color HERstory Celebration Women of Color HERstory Month is not a month that many institutions celebrate and Chatham identified the need to observe it on its campus. The program was founded in 2008 by a dedicated group of Chatham University students and staff, along with New Voices Pittsburgh to bridge the divide between race and gender, and to celebrate, educate and activate around issues that affect women, specifically women of color. Women of Color HERstory Month is celebrated each year from Feb. 15 to March 15. The 2010 celebration observed the theme “You Who Are Beautiful” and gave the Chatham University community an opportunity to express their individual ideas of beauty. The month consisted of visual displays featuring women from campus and their reactions to beauty, as well as displays that allowed students to honor the beautiful women in their lives. The “Evening of Expression,” featuring Simply Kat, gave students an opportunity to express themselves through song, dance, poetry and art. One of Chatham University’s Student Affairs Community Core Values is to create an environment that celebrates diversity, inclusiveness and respect for individual differences. This program is an example that speaks to this value. It forced students to challenge their perceptions of beauty and become more aware of how beauty varies among different cultures, ultimately expanding their appreciation for beauty and women, in general. University of Kentucky for its 2010 UK Homecoming Coalition The newly formed University of Kentucky Homecoming Coalition


Achievement Awards

Chatham University (PA) representatives accept the Outstanding Diversity Achievement Award—Program. From left to right are: Director of Student Activities Heather Black; Student Event Planner Brianna Britos-Swain; Student Event Planner Tara Grumbine; and Coordinator of Athletic & Fitness Center Holly Smith. is a student-led coalition that exists to unify the UK community through programmatic efforts, bringing forward a celebration of tradition, spirit and university values. UK’s annual Homecoming celebration is hosted by the UK Alumni Association and the UK Student Homecoming Coalition. The Coalition is comprised of representatives from the Student Activities Board, the Black Student Union, the Center for Community Outreach, DanceBlue, the Inter Greek Programming Assembly and the National Pan-Hellenic Council. These groups have historically planned events for Homecoming week for students and community alike, but had never come together to collectively plan. The group formed in February 2010 and began work to streamline the planning and promotion of Homecoming Week—Oct. 16-24, 2010. According to University of Kentucky President Lee Todd, “The Coalition has had additional fruitful conversation in regard to what are treasured UK Homecoming traditions in the eyes of the students and how collaboration among student organizations benefits the greater good.” The 2011 NACA Outstanding Diversity Achievement Award—Individual was presented to Gregory Clement, assistant dean of student services at Mount Wachusett Community College (WA). Clement joined MWCC at a time when student involvement was experiencing a downturn. Low budgets and increasingly committed students resulted in students seeking their involvement outside of the college. Within a short time, he turned student activities and leadership programs into one of the college’s centers of excellence. During the academic year, Clement sponsors numerous events that focus on issues of diversity. These events highlight issues including, but not limited to, race, ethnicity, culture and sexual orientation. A different event is offered monthly and Clement always strives to include all aspects of the college. He also sponsors events that bring together groups from the community, as well as surrounding schools, that focus on the issues of diversity and inclusion.

Xavier University (OH) representatives accept the Outstanding Diversity Achievement Award—Program. From left to right are: Blair Kmetz, Whitney Rohr, Matt Morefield, Jenn Mitsoff, Kelsey McCarty, Dustin Lewis and Jimmy Reitenbach. All in the blue T-shirts are members of the Student Activities Council. Mitsoff and Lewis are Office of Student Involvement staff members.

University of Kentucky representatives Josh Lucas, assistant director of the Office of Student Involvement, and Chris Goodale, incoming Student Activities Board president, accept the Outstanding Diversity Achievement Award— Program.

Gregory Clement accepts the Outstanding Diversity Achievement Award—Individual.


Founders Award Michael Miller, a speaker and trainer with Fun Enterprises, Inc. (MA), was awarded the NACA® Founders Award. Miller has served NACA in a variety of ways throughout the years, beginning in his days as a graduate student. He has had the rare opportunity to serve the Association from two different perspectives—first as a school member, and later as an associate member. He has volunteered at all levels of the Association, including service as Vice Chair for Regions on the NACA Board of Directors. More importantly, he continues to serve NACA by encouraging campus activities professionals to use the Association as a vehicle for professional development, networking and advancing student learning. His service to campuses has been so important, that one particular institution—Maryville University (St. Louis, MO)— created an award in his honor to recognize any university member who works towards creating a vibrant and active campus life. The Founders Award is the Association’s highest honor, given to an individual who has given continued and outstanding service to the organization, exemplified the standards of professional integrity and conduct and worked to further the field of campus activities programming.

Michael Miller

Lifetime Membership Award The NACA® Lifetime Membership Award was presented to Larry Markley, who was instrumental in founding the former NACA South Central Region—now known as NACA Central—in the mid-1970s. In fact, his tireless efforts over the years have earned him the title, “Grandfather of the South Central Region.” He spent 42 years in campus activities and higher education, including service as: • Assistant director of Student Activities at the University of Houston (TX); • Director of the Setzer Student Center at Lamar University (TX); and • Vice president for the College Network at Bruner Broadcasting Network. He retired after 23 years as director of the Brown-Lupton University Union at Texas Christian University. He is a past recipient of the NACA® Founders’ Award and the Patsy Morley Award. Also, an award and scholarship in the NACA Central Region and an endowed scholarship at Texas Christian University bear his name. “As he marks the close of a distinguished career in campus activities and student involvement, NACA presents this award to him as an expression of gratitude for the lasting imprint he has left upon our profession and the high standard that he has set for all who will follow in his path,” said NACA Board Chair Ahmed Samaha. The NACA Lifetime Membership Award, last presented in 2006, honors individuals who have unselfishly and tirelessly contributed to NACA. This award recognizes school staff members and associate members who have clearly given of themselves beyond the norm expected of volunteers or staff.


Legacy Award The NACA® Legacy Award, first presented at the 2010 NACA® National Convention during the 50th Anniversary Gala, provides a year of NACA professional development opportunities for up two deserving current NACA leaders who have the potential to serve the Association at a significant level for a significant period of time. The award for 2011 was presented to two active volunteers: • Matt Miller, Bridgewater State University (MA) • Stacey Sottung, Saint Joseph’s University (PA) Miller, assistant director of Student Involvement & Leadership at Bridgewater State University, was described by presenter Dr. Bill Smedick of The Johns Hopkins University (MD) as “an exemplary NACA regional volunteer who is ready to take great leadership potential to the next level.” Sottung, assistant director for Campus Programs at Saint Joseph’s University, was described by Smedick as “a volunteer who is energized and passionate about her experiences with NACA. She’s been involved on both the regional and national levels with the Association, and it’s clear that she not only takes great pride in her work when serving on—or leading—various committees, but thrives when doing it.” Miller and Sottung will each receive a complimentary registration to either an NACA regional conference or the 2012 National Convention. In addition, they will each receive a complimentary registration to one NACA Institute this summer.

Stacey Sottung (right) accepts the NACA® Legacy Award from Dr. Bill Smedick, a past NACA Board Chair.

Matt Miller

2010 Research Grant Awards The NACA® Research Grant is designed to encourage research that focuses on issues related to campus activities. The NACA® Education Advisory Group selects recipients out of proposals submitted. The recipient of the Comprehensive Award receives a stipend of $2,500 and travel to NACA National Conventions, while Secondary Award recipients each receive a stipend of $500.

NACA ® Research Grand Secondary Award • Fort Lewis College (CO)—The Impact of Late Night Programming on Alcohol-Related Behavior • University of Maryland—The Contributions of Alternative Break Programs to Students’ Future Intentions • Stephen F. Austin State University (TX)—A Comparative Analysis of the Effectiveness of Periodic and Meta-Cognitive Reflection for Fostering Learning Outcomes in Presidents of Campus Programming Boards

NACA® Research Grant Comprehensive Award • University of South Florida/Regina Young Hyatt—The Influence of Time Spent by Students on Co-Curricular Involvement and Online Social Networking on Their Academic Achievement

Regina Young Hyatt accepts the NACA® Research Grant Comprehensive Award.


Outstanding Program Award An NACA速 Outstanding Program Award was presented to The Northeast Social Media Initiative. NACA Northeast was looking for new ways to use social media to improve its conference experience for all attendees. Although Facebook had been used before, attempts were made to bring in other social media platforms to broaden its audience and message. A blog was created to help share updates from the Regional Conference Program Chair and to introduce the conference committee. Facebook and Twitter were used to send out small updates and encourage discussion among conference delegates. The blog proved to be a great success for introducing the planning committee to conference delegates. Twitter allowed for instant feedback and conversation with Northeast delegates. Trivia questions, comments on experiences and more allowed NACA Northeast to gauge the delegate experience. As a wrap-up, five students submitted blog posts in which they shared their conference experiences.

Accepting an NACA速 Outstanding Program Award for The Northeast Social Media Initiative, from left to right, are: Dennis Leszko from Western Connecticut State University, Scott Lyons from Johnson & Wales University-Providence Campus, Becky Riopel from College of the Holy Cross (MA), and Greg McGrath from Norwich University (VT).

Outstanding Service Citations Outstanding Service Citations are presented to individuals who have made significant contributions to NACA during the past year. These individuals have advanced the objectives of the Association as outlined in the Strategic Plan, have proven the success of the areas in which they have volunteered, served as an ambassador for NACA through their actions and work and have maintained positive attitudes as volunteers. Honored during the 2011 NACA速 National Convention were:

Amy Vaughan, Embry-Riddle Aeronautical University (FL), NACA South


Scott Lyons, Johnson & Wales University (RI), NACA Northeast

Natalie Keller Pariano, Denison University (OH), NACA Mid America

Campus Tradition Video Awards For the first time, NACA conducted a contest to recognize outstanding campus traditions. Through The NACA® Your Best Campus Tradition Video Competition™, NACA members voted online to determine award winners in two categories:

Schools with 15,000+ Undergraduate Full-time Enrollment The University of Central Florida— Spirit Splash

Schools with 1,000 to 10,000 Undergraduate Full-Time Enrollment Simpson College— Yell Like Hell

Tyson Wirtz, Student Body vice president at Simpson College (IA), accepts the award for Best Campus Tradition in the 1,000 to 10,000 Undergraduate Full-Time Enrollment category from 2011 Convention Chair Heather Larabee.


Foundation Honorary Trustees Each year, the National Association for Campus Activities honors individuals and businesses that have made lifetime contributions to the NACA Foundation totaling at least $1,000 and $5,000, respectively, by inducting them into the elite group of donors, the Honorary and Corporate Trustees. The contributions from Honorary Trustees and from all other Foundation donors help fund scholarships for students, professional staff and associates, offsetting the cost of their education, books and/or registration fees for NACA events. While no new Honorary or Corporate Trustees were inducted during the 2011 NACA® National Convention, a number of current Trustees advanced to new giving levels based on their cumulative donations:

Rich Ramos

From Honorary Trustee to Sustainer Dorita Hatchett, University of Houston (TX) Leslie Heusted, Washington University in St. Louis (MO) Dr. Dennis Pruitt, University of South Carolina From Sustainer to Patron Rich Ramos, Simpson College (IA) Steve Slagle, Promotional Products Association International (TX)

Leslie Heusted

Institute Coordinators Volunteers who coordinated 2010 NACA® Institutes were recognized for their service; and 2011 coordinators were announced.

2010 Institutes: Huge Leadership Weekend—Zeak Naifeh, Cameron University (OK) National Leadership Symposium—Lucy Croft, University of North Florida Concert Management Institute—Nick Pazdziorko, Penn State University Programming Basics Institute—Dustin Lewis, University of Illinois Student Government East Institute—Jude Butch, George Mason University (VA) Student Government West Institute—Amy Garrison, Georgetown University College of Law (DC) Student Organizations Institute—Regina Young Hyatt, University of Alabama-Huntsville

2011 Institutes: Huge Leadership Weekend—Amanda Horne, Stephen F. Austin State University (TX) National Leadership Symposium—Dr. Julie Owen, George Mason University (VA), and Dr. Marilyn Bugenhagen, Marian University (WI) Concert Management Institute—Chris Hargraves, University of Arizona Programming Basics Institute—Jessica Berkey, Furman University (SC) Student Government East Institute—Billy Dahlgren, Winthrop University (SC) Student Government West Institute—Brett Bruner, Baker University (KS) Student Organizations Institute—Billye Potts, Association for Student Conduct Administration (KY)


Retiring Program Leaders Retiring Regional Program Leaders were recognized for service:

Ashlee Burrs Graduate Intern Program Coordinator

Brian Gardner NACA Mid America RCPC Chair

Bill Harcleroad NACA Mid Atlantic Festival Chair

Scott Lyons NACA Northeast RCPC Chair

Barry McKinney NACA Central RCPC Chair

David Nevins NACA Northern Plains RCPC Chair

Amy Vaughan NACA South RCPC Chair

Michelle Whited Katie Holdgreve-Resendez National Volunteer Development National Block Booking Coordinator Coordinator APRIL 2011 | CAMPUS ACTIVITIES PROGRAMMINGTM | 59

Retiring Board of Directors Members Retiring NACA Board of Directors members were recognized during the 2011 NACA National Convention:

Steve Ransom, Immediate Past Chair 2004–2011

Bonnie Fox Schafer, Associate Member to the Executive Committee 2008–2011

Ally Randolph, Student Member 2009–2011

Leslie Heusted, Vice Chair for Programs 2008–2011


2011 National Convention Program Committee Chair Heather Larabee from the University of Southern California was recognized for her service as the 2011 NACA® National Convention Program Committee Chair with a framed copy of the Convention Program cover.

David W. Phillips Outstanding NACA Office Service Award Brenda Baker, director of Finance and Administration, was presented the David W. Phillips Outstanding NACA Office Service Award. Baker, who joined the staff in January of 2007, is responsible for fiscal and administrative operations of NACA and the Foundation. Specifically, she is responsible for analyzing financial data, developing and monitoring budgets, overseeing fiscal controls and procedures, overseeing the Office facility and grounds and managing relationships with service providers, such as banks, group insurance agents and investment managers, among others. In addition, she is the human resources contact for the Association. Before joining the NACA staff, she served as assistant director of Finance and Administration for the National Educational Telecommunications Association (NETA), as director of Finance and Personnel for the Congaree Girl Scouts Council (SC), and as director of accounting for the Greater Columbia (SC) Chamber of Commerce. She holds a bachelor’s degree in business administration from Southern Wesleyan University (SC) and an associate’s degree in accounting from Midlands Technical College (SC).

Brenda Baker (left) and Alan B. Davis



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What would YOU like to see in Campus Activities Programming ? TM

Send theme and article ideas to Glenn Farr, Editor, at

Universal Calendar To keep up with event dates for NACA and other student affairs organizations, check out Mistaken Goal: Where Student Affairs & Technology Meet at: student-affairs-conference-and-events-calendar/.

NACA速 Chair Video Update NACA速 Chair of the Board of Directors Ahmed Samaha is posting monthly video blogs designed to give NACA members essential information about the Association. See and hear his comments at:


Block Booking All-Year Round Free Webinar for NACA Members (School Staff and Students) An NACA webinar, Block Booking All-Year Round, originally presented Sept. 28, 2010, is available for viewing at your leisure at Through this webinar, you will learn how to better understand how to utilize Block Booking during and beyond the NACA regional conferences and National Convention. You will learn how to more effectively book performers, save money and better understand why this process is an important part of how NACA does business. Whether you are a veteran Block Booker or a rookie, there is something new for you in this webinar pertaining to recent changes in the Block Booking process. The webinar is facilitated by Katie D. Holdgreve-Resendez, assistant director of Campus Life at Eastern Michigan University, and Gordon Schell, director of membership Development & Member Services in the NACA Office.

MIDEM and Berklee College of Music Debut Rethink Music Conference MIDEM and Berklee College of Music (MA), in conjunction with Harvard University’s Berkman Center for Internet and Society and Harvard Business School (MA), have partnered to launch the Rethink Music conference, to be held April 25–27, 2011, in Boston, MA, at the Hynes Convention Center. Rethink Music will examine the business and rights challenges facing the music industry in the digital era. The conference brings music industry stakeholders together with legal, business and academic experts. Rethink Music will also examine potential changes to existing government policy and legislation in order to help the creation and distribution of musical works. Learn more about Rethink Music at

Share Your Good News Share what’s going on with you professionally and personally in the Campus News section of the NACA website, as well as in the NACA Spotlight in Campus Activities Programming™ magazine. This feature is designed for students and staff to inform others about what’s going on in their lives. It’s an easy way to announce a: • New job or promotion • Marriage or civil union • Birth or adoption of a child • Graduation • Award or other recognition • Thank-you to other members • And much more Visit to submit information, or e-mail it to Glenn Farr, editor of Campus Activities Programming™, at


Upcoming NACA® Foundation Scholarship Deadlines The NACA® Foundation offers numerous scholarships that are available to graduate students, undergraduate student leaders and associate members on an annual basis. Scholarship nominations are solicited each year. Upcoming scholarships and deadlines include: Multicultural Scholarship Program—May 1, 2011 NACA® Regional Council Student Leader Scholarship—May 1, 2011 NACA® East Coast Graduate Student Scholarship—May 30, 2011 NACA® Foundation Graduate Scholarships—May 30, 2011 NACA® East Coast Higher Education Research Scholarship—June 15, 2011 A complete listing of scholarships and criteria can be found online at: ScholarshipListings.aspx. For additional information, contact Paige Jeffcoat at

Register for STARS®

Call for Volunteers!

The Sustainability Tracking, Assessment & Rating System (STARS®) is a transparent, self-reporting framework for colleges and universities to gauge relative progress toward sustainability. STARS® was developed by AASHE (Association for the Advancement of Sustainability in Higher Education) with broad participation from the higher education community. NACA is a Founding Partner in the program.

Many opportunities exist for NACA members to become involved in the volunteer leadership of the Association on the regional conference and National Convention levels. • For information on regional volunteer positions, visit: ConferencePositions.aspx • For information on national volunteer positions, visit: NationalPositions.aspx

STARS® is designed to: • Provide a framework for understanding sustainability in all sectors of higher education. • Enable meaningful comparisons over time and across institutions using a common set of measurements developed with broad participation from the campus sustainability community. • Create incentives for continual improvement towards sustainability. • Facilitate information sharing about higher education sustainability practices and performance. • Build a stronger, more diverse campus sustainability community. The STARS® framework is intended to engage and recognize the full spectrum of colleges and universities in the United States and Canada—from community colleges to research universities, and from institutions just starting their sustainability programs to long-time campus sustainability leaders. STARS® encompasses longterm sustainability goals for already highachieving institutions, as well as entry points of recognition for institutions that are taking first steps towards sustainability. To learn more about STARS® or to register to become a STARS® Charter Participant, visit:



Regional Council Scholarship Recipients Announced Seven students have been named recipients of NACA’s Regional Council Student Leader Scholarships. The Regional Council Scholarship fund was established in 1996 to provide scholarships to recipients from within each of NACA’s regions. The fund, administered by the NACA Foundation, is maintained by an annual contribution from each of the regions. The scholarships are to be used for educational expenses, including tuition, books, fees or other related expenses.

NACA Central Randi N. Stella, recipient of the NACA Central scholarship, is pursuing a degree in photography, with a minor in printmaking, at Northern Illinois University. Stella currently serves as a photographer/photo technician for the Northern Star Newspaper in Dekalb, IL. She has also worked as a photographer or served as an intern at a number of Illinois newspapers. In addition, she continues to work as a freelance photographer and has exhibited her work professionally.

NACA Northeast Justin Wusinich, recipient of the NACA Northeast scholarship, is pursuing a bachelor’s degree in tourism and hospitality management in the Fox School of Business at Temple University (PA), with plans to graduate in May 2011. A Dean’s List student, he has served on the School of Tourism & Hospitality Management Student Professional Organization Executive Council. He has also been active in a number of other student organizations related to the hospitality industry. Additionally, he served on the Main Campus Program Board’s Community Service Committee.

NACA Northern Plains Leif Olsen, recipient of the NACA Northern Plains scholarship, is a senior aviation management major at the University of Dubuque (IA). He plans to graduate in May 2011 and go on to graduate school to pursue a master’s degree with a student affairs emphasis.

NACA Mid America Nicole Steffens, recipient of the NACA Mid America scholarship, is pursuing a master’s degree in maternal and child health at the University of Minnesota-Twin Cities. She holds a bachelor’s degree in social work, with a certificate in gender and women’s studies, from the University of Wisconsin-Madison and studied abroad at the University of Cape Town, South Africa. As an intern and a volunteer, she has gained experience in various areas of social work, grassroots organizing and children’s programs. She also spent her 2007 spring break volunteering with continuing Hurricane Katrina cleanup and rehabilitation in New Orleans.

NACA South Leah Hatfield, recipient of the NACA South scholarship, is pursuing a master’s degree in social work at the Kent School of Social Work at the University of Louisville (KY). She holds a bachelor’s degree in social work and criminal justice from the University of West Florida. Throughout her academic career, she has been involved in school and volunteer activities, many of which have been centered on her interest in social work and criminal justice. She also participated in her school’s soccer and track and field teams while an undergraduate.

NACA West NACA Mid Atlantic Bethany Tognocchi, recipient of the NACA Mid Atlantic scholarship, is pursuing a bachelor’s degree in graphic design at Towson University (MD). Currently, a resident assistant with the school’s Housing and Residence Life department, she also serves as the director of Fine Arts for the Student Government Association and is a member of the National Residence Hall Honorary. She is the recipient of NRHH Resident Assistant of the Month honors, as well as the TU Foundation Scholarship and Maryland Delegate and Senatorial Scholarships. In addition, she works as a freelance graphic designer.


Jordan Blackford, recipient of the NACA West scholarship, is pursuing pre-veterinary medicine at the University of Nevada-Reno. She holds an associate’s degree in liberal arts from Feather River College (CA), where she was president of the Associated Students organization. In addition, she served as an officer and exposition presenter for the Feather River College Students In Free Enterprise (SIFE) organization. She also volunteers at a local county animal shelter and holds a private pilot’s license solo certificate.



Immediate Past Chair



Vice Chair for Programs

Executive Director









University of South Carolina-Aiken 803-641-3411

Prairie View A&M University (TX) 936-261-1340

Kennesaw State University (GA) 770-423-6329

Suffolk University (MA) 617-573-8320

Washington University in St. Louis (MO) 314-935-3964

NACA Office 803-732-6222

SEI (WA) 253-863-4333

















Western Illinois University 309-298-3232

Fontbonne University (MO) 314-719-8057

North Dakota State University 701-231-8242

University of South Florida-Tampa 813-974-2599

University of South Florida-St. Petersburg 727-873-4180

JOEY EDMONDS Presents (CA) 818-426-1279

Texas A&M University 508-353-6979



NACA Central

NACA Mid America

NACA Mid Atlantic

NACA Northeast

NACA Northern Plains

NACA South









The University of Texas at San Antonio 210-458-4160

Maryville University of Saint Louis (MO) 314-529-9480

The Community College of Baltimore County (MD) 443-840-3660

Johnson & Wales University (RI) 401-598-4682

University of Wisconsin-Platteville 608-342-1075

Embry-Riddle Aeronautical University (FL) 386-226-6039

University of the Pacific (CA) 209-946-2235

Institute Series Coordinator

Leadership Fellows Coordinator

National Convention Program Committee Chair

Mid Atlantic Festival Coordinator





Pittsburg State University (KS) 620-235-4795

University of Washington-Tacoma 253-692-4481

SUNYCollege at Oneonta 607-436-2550

University of Southern CaliforniaUniversity Park 213-740-5656


“10 Questions with ...” is a recurring feature in Campus Activities Programming™ that recognizes individual campus activities professionals for their outstanding work and gives readers a chance to know more about them. If you’d like to recommend a professional staff member to answer “10 Questions,” contact Editor Glenn Farr at


Rick Daniels

Leadership Advisor for Greeks | University of Wisconsin-Whitewater

manual explains why leadership is more art than science. I am a huge fan of jazz music and this book applies the art form to various aspects of the leadership experience.

2. What recent campus program most exceeded your expectations and why? Each year, the education chairs of each Greek council plan a new member orientation seminar called Greek 101. All newly initiated and associate members are required to attend. The seminar is very interactive, complete with team-builders, an anti-hazing prevention workshop and a crash course on the history of the Greek community at UW-Whitewater.

3. Favorite campus program in your entire career and why? My favorite campus program of my career is the Alpha Phi Alpha Yard Show. I helped bring this program to UW-Whitewater as an undergraduate student and it's now the largest step show in the state of Wisconsin.

4. Three things on your desk right now you couldn't live without for work? My computer, my magic mouse and my external monitor. My printer is a close fourth.

5. Best teaching tool for your students? My best teaching tool would be my voice. I think one's voice is the delivery method for leadership and direction.


6. Technology that most benefits you at work? My computer.

7. Most challenging aspect of your job? Night meetings! The best time to meet for most of the students I work with is after 9 pm. One per week is OK, but when I find myself at work after 9 pm on two or three days out of the week, it gets to be frustrating to me and my family. But it's all for a good cause, so I find solace when I think of it that way.

8. Tip you can share for balancing work with a personal life? Learn to say, “No!” My biggest problem as a student was getting too involved and saying “yes” to every opportunity. This habit followed me right into my professional career until my wife helped me to realize that I have priorities outside of the office. I'm still working on it, but I think I'm learning to prioritize my time better, which creates a balance for my family life.

9. Best programming advice you've ever received? Learn when to take a directive approach and when to let the students take the lead. Sometimes, advisors need to take a backseat approach and let the students lead the way, and sometimes we need to be presidents.

10. Something unique about your programming board?


1. Leadership/management book you are currently reading? I am currently reading Leadership Jazz by Max DePree. This powerful

I don't work with the programming board, but I assist Greek letter organizations with their events. What's unique about this are the collaboration efforts Greeks have with other organizations. It's a beautiful thing to see organizations not Greek-affiliated take an active role in collaborating with students in the Greek community.

THE NACA FOUNDATION WOULD LIKE TO RECOGNIZE AND THANK THE FOLLOWING CONTRIBUTORS: 2010 ANNUAL GIFTS Individual Gifts Partners ($250+) Helen Churko Alan Davis Dr. Jonathan Dooley Sandy Edwards M. Kevin Fahey Leslie Heusted Dennis Pruitt Rich Ramos Promisors ($100-249) Robert J. Beodeker Ken Brill Jason Coombs Michelle Delaney Stephanie Fiely Dan Fergueson Brian Gardner Thomas Hailey Frank Harris Dorita Hatchett Colleen Hennessy Shanna Kinzel Jason LeVasseur Marcy Levy John Lindsay Tom Matthews Maryjo Mertens Michael Miller Myra Morgan Duane Orloske Billye Potts Ahmed Samaha Steve Slagle James Spinnato

Caryl Stern Paula Stuettgen Max Vest Steve Westbrook Contributors ($5-99) Ken Abrahams Kathy Allen Duane Anderson Susan Antonelli Dan & Renee Ashlock Ken Bedini Kenneth Best Melissa Bemus Sara Boatman Kyle Bohman Laura Puckett Boler Sarah Bordeleau Dr. William Brattain Pamela Brewer Marilyn Bugenhagen Don Carter Joe Cassidy Mark Constantine Elizabeth Covino Dr. Lucy Croft Berri Cross Michael Cuyjet Brian Daley Mike Daniels Skip Daugherty Dave DeAngelis J. Scott Derrick Greg Diekroeger Ruth Dickson Gail DiSabatino

Krysten Edwards Stephanie S. Ennis Dennis Fahey Robert Fink Linda Fogg Meredith Gansrow Kristie Gerber Nikki Giesler Chris Gill Lucyna Gorski Rick Greig Ann Hale Mark Hall Shelby Harris Scott Hazan Jared Hennings John Herbst Joseph Hickey Peggy Hnatusko Beth Hoag Stephanie Russell Holz Nikki Hornsberry George Howe Barbara Hubbard Regina Young Hyatt Doris Jackson Cindy Kane Debi Kee Ashley Kempson John Khairallah Michael Kitchie Michael Koluch Caren Korin Fred Kuo Tony Kwiatkowski Kimberly Lachut

Ebenezer Lancerio Heather Larabee Justin Lawhead Brian LeDuc Richard Mais Jennifer McCabe Jeanne McCue Maureen McDermott Greg McGrath James McLaughlin David Meabon Gregg Meyer Matt Miller Tim Moore Debra Moriarty Chuck Morrell Erin Morrell Matt Morrin Tricia Nolfi Theresa Beebe Novotny Raymon Parker Larry Payton Lee Peyton Nick Pirelli Steve Ransom Samarjit Rattan Susette Redwine Becky Riopel Laura Roberts John Robinson Steve Rose David & Judy Ross Annie Ruvolo Meagan Sage Frank Sargent Bonnie Schafer

Sharon Silverstein Chuck Simpson Dr. William Smedick Heather Smith Sonya Socha Dr. Gayle Spencer Don Stansberry Tanesha Stewart Carl Stiles Chris Storck Bernadette Strausbaugh Kari Stricklin Ernie Stufflebean Booker Suggs Artie Travis Dr. Beth Triplett Richard Veilleux Kevin Wallin Beth Waltrip Gordon Wood Brian Wooten Brian Workman Paul Wraalstad Angela Zemke Christine Zemke Corporate Gifts School/Company Pacesetters ($1,000-4,999) Collegiate EmPowerment Concert Ideas, Inc. NACA Mid America NACA Northeast Party Vision, LLC. Wacky Wax-Big Chair Photo

School/Company Promisors ($500-999) Fun Enterprises, Inc. Herff Jones Photography NACA Central NACA Mid Atlantic NACA Northern Plains NACA West School/Company Contributors ($100-499) Albertus Magnus College Auburn Moon Agency Bryant University Eastern Connecticut State University Forbes Marketing Group Frostburg State University Johnson & Wales University (RI) Massachusetts College of Liberal Arts NACA South Roger Williams University Seacoast Events Swank Motion Pictures, Inc. The Party People, Inc. University of Connecticut University of Massachusetts-Boston

2010 LIFETIME GIFTS Individual Gifts Foundation Legacies Robert J. Beodeker M. Kevin Fahey Dr. Skip Daugherty Chair’s Club Ken Abrahams Ken Bedini Robin Blake Marilyn Bugenhagen Ann Coyne Alan Davis Dr. Jonathan Dooley Dennis Fahey Frank Harris Brian Johnson Thomas Matthews Myra Morgan Susette Redwine Paul & Stacy Shrode Caryl Stern Dr. Beth Triplett Max Vest

Patrons OBTAINED NEW LEVEL: Rich Ramos Steven Slagle Sara Boatman Camille Hawthorne Colleen Hennessy Linda Picklesimer Billye Potts Laura Puckett-Boler Kandy Mink Salas Kevin Schaudt Jay & Carolyn Scott Chuck Simpson Dr. William Smedick Louis Ross Sustainers OBTAINED NEW LEVEL: Dorita Hatchett Leslie Heusted Dennis Pruitt

Dr. William Brattain Michelle Delaney Greg Diekroeger Gail DiSabatino Jeanne Dunay Jimmy Fergueson Mark Hall Maureen McDermott MaryJo Mertens Raymon Parker Larry Payton David & Judy Ross Albert Ruiz Ben Sherman Tony Warner Steve Westbrook

Honorary Trustees Duane Anderson Dan & Renee Ashlock Ken Brill Edmund T. Cabellon Dr. Lucy Croft Brad Crownover Michael Davidson DeRosa Robert Fink J. Tank Floyd Linda Fogg Kristie Gerber Thomas Hailey Ann Hale Logan Hampton Dorita Hatchett Larry Heller Stephanie Russell Holz Regina Young Hyatt Debrah Irwin Cindy Kane Craig & Charlotte Karges Ron Laffitte

Tim Lorenz Richard & Rebecca Mais T. Todd Masman Tanya McGinn Karen Moody Debrah Moriarty, PhD Matthew Morrin Susan Murphy Theresa Beebe Novotny Steve Ransom John Robinson Bob Sasena Gordon Schell George Sedano Dr. Gayle Spencer Don Stansberry Keith Stocker Christine Storck Paula Stuettgen Ernie Stufflebean Karen Taussig Nancy Walborn Bruce Zimmerman

Corporate Gifts Big Wave International, LTD. (CT) Collegiate EmPowerment Concert Ideas Inc. (NY) DCA Productions (NY) Fun Enterprises, Inc. (MA) Funny Business Agency (MI) Herff Jones Photography (PA) JOEY EDMONDS Presents (CA) Kramer Entertainment (MI) NACA Mid Atlantic Region NACA National Conventions NACA Northeast Region The Party People, Inc. (CT) The Smith Agency, Inc. (MI)

Campus Activities Programming™ - April 2011  

Campus Activities Programming™ - April 2011 Digital Edition

Campus Activities Programming™ - April 2011  

Campus Activities Programming™ - April 2011 Digital Edition