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MAY 2013 Vol. 46, No. 1


Film Series Programming 101 Build Something in the Dark Adventures in Off-Campus Programming Lullaby and Goodnight: Go to SLEEP! Advising Student Leaders in Their Second Terms

NACA’s MissioN, PURPosE, VAlUEs and sTRATEGiC PlAN NACA® Mission statement: The National Association for Campus Activities will be the recognized leader in higher education for providing members with innovative practices and access to programs that support campus engagement.

NACA® Core Purpose: To advance campus engagement

NACA® Core Values: • Supporting a collaborative environment among school and associate members and other organizations • Timely and effective communication • Development of an inclusive culture • Ethical behavior • Responsible fiscal management of the organization • Respect for individual points of view and philosophical perspectives

NACA® strategic Plan: GOAL: Ensure Campus Engagement is Essential for Student Success • Objective: Foster the connection between campus engagement and student success • Objective: Enhance collaborations with sister organizations that advance the field of campus engagement GOAL: Serve as a Recognized Knowledge Source for Campus Engagement • Objective: Expand the use of technology in all educational initiatives • Objective: Increase the use of virtual educational experiences through technology • Objective: Increase learning opportunities • Objective: Expand the focus on research GOAL: Establish Vibrant Business Opportunities • Objective: Increase promotional marketing to demonstrate the value and increase awareness of NACA • Objective: Enhance education provided to our members on the collegiate marketplace • Objective: Develop members’ understanding of the business process • Objective: Increase participation in the Block Booking™ process • Objective: Establish increased opportunity for traditional and non-traditional showcases GOAL: Develop Diverse Membership • Objective: Increase and retain membership • Objective: Improve brand identity GOAL: Foster Meaningful Volunteer Experiences • Objective: Increase the diversity of our volunteer base • Objective: Evaluate and improve the volunteer experience GOAL: Promote Excellence in Association Management • Objective: Practice knowledge-based decision-making • Objective: Improve communications with stakeholders • Objective: Support and enhance staff proficiency • Objective: Maintain and enhance financial management and operate according to industry standards




MAY 2013 Vol. 46, No. 1



Money Talks: Financial Literacy for Students ..........................................7 By Jackeline Bonilla, University of South Carolina

Film series From Selection to Screen: Film Series Programming 101 ....................10 By Jim Brockpahler, Iowa State University Collaborating to Make a Film Series More Accessible ..........................14 By Lacey Claver and Saville Harris, Stephen F. Austin State University (TX)

late-Night Programming Dancing in the Dark: How to Create a Successful Late-Night Programming Culture from Brainstorming Ideas to Implementation..............................16 By Lauren Dunning and Wadell Blackwell, Arizona State University-Polytechnic Campus Build Something in the Dark Beginning and Constructing a Late-Night Program Series..................19 By Jennifer L. Ferrell, Keene State College (NH), and Zachary Beaver, Seton Hill University (PA) LeADerSHIP FeLLowS A recipe for easy Late-Night Success ....................................................23 By Nikia M. Bryant, Eastern Connecticut State University

off-Campus Programming Adventures in off-Campus Programming 5 Levels to Help You Make Your Destination ........................................25 By Loryn Moynihan, Bridgewater State University (MA)

Wellness Lullaby and Goodnight Go to SLeeP! ..............................................................................................28 By Katie Little, University of South Carolina JUST STArT SoMeTHING empower, refocus and rejuvenate ........................................................34 By Jennifer Schreer, Albion College (MI) You’re a Star!: Tips and Best Practices for recognizing Members in Your Campus organization ....................................................................38 By Gary Fleisner, Denison University (OH)

Advising Advising: The Dance toward the Periphery of Self-discovery ............43 By Rich Whitney, PhD, Amy Mynaugh and Tanya Vandermoon, DePaul University (IL) Advising Student Leaders in Their Second Terms: How to Keep Them Motivated and Growing ........................................46 By Jesse R. Ford, University of Miami (FL) 3 Big Mistakes Team Leaders Can Make ................................................50 By Brandon Tigue, Western Carolina University (NC)

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NACA® spotlight The 2013 National Convention in Pictures Delegates “engage!” in Showcases, educational Sessions, Block Booking and More while in Nashville ......................................52 Convention Hosts Successful NACA® Foundation Fundraising events Foundation Trivia Tournament and Silent Auction ..........................58 2013 NACA® research Grant Call for Proposals ....................................59 2013 NACA® Institutes..............................................................................59 NACA® National Convention Graduate Intern Program Application Deadline ............................................................60 Fergueson elected to NACA® Board of Directors ..................................60 Dungy Joins NACA® Board of Directors as Guest..................................60 Upcoming NACA® webinars ....................................................................60 Upcoming NACA® Foundation Scholarship Deadlines ........................60 2013-2014 Associate Member regional Conferences Guide Available......................................................................................61 NACA® Call for Content............................................................................61 Campus Activities Programming® 2013-2014 Content Concentration Areas..............................................................61 read Campus Activities Programming® online ....................................61 Coming in the Back to School 2013 Issue of Campus Activities Programming® ..................................................61 NACA® Leadership ....................................................................................62 10 Questions with … Angel Nava, washington State University..........................................63

Columns eDITor’S PAGe Pass the Avocado, Please ......................................................................4 By Glenn Farr MeSSAGe FroM THe CHAIr Constructing for the Future ................................................................5 By Matt Morrin


CUrTAIN CALL Fame...I’m Going to Live Forever? ......................................................64 By Nancy Oeswein

AdVERTisERs 2013 NACA® National Convention Sponsors ........................................C4 Fantasy world......................................................................................32-33


Fogg entertainment..................................................................................12 Mike Super ..................................................................................................1 NACA® Advertising....................................................................................37 NACA® Block Booking ........................................................................13, 42 NACA® Foundation Scholarships ............................................................24 NACA® Graduate Memberships ..............................................................48 NACA® Institutes ......................................................................................41 NACA® Membership renewal ....................................................................6 NACA® 2014 National Convention..........................................................49 NACA® regional Conferences..................................................................27 NACA® Social Media..................................................................................22 NACA® Strategic Plan ..............................................................................C2 NACA® Volunteer opportunities ............................................................C3 NACA® webinars........................................................................................31 Seacoast ....................................................................................................36

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Pass the Avocado, Please


OftEN rEmEmbEr AN Old SAyING that tells us to look for an open window when we find a door has been closed. It’s become particularly pertinent to me due to some changes in my personal life, but it occurs to me that closed doors cause campus programmers to look for open windows many times, as well. Sometimes budgets aren’t as big as you like and you must book more affordable attractions. Sometimes budgets are so minimal you must create your own campus programs from scratch. then, tastes change and the program that might have been a hit on your campus for years no longer brings in the big audiences. In that case, you change programming gears and start over. No matter what the case, when doors unexpectedly close, we must start scoping for open windows. I began to look for open windows a few weeks ago when some blood work conducted as part of a health physical revealed a combination of good and not-so-good news. While in some areas, I might be ahead of the pack for men my age, in other areas, I definitely was beginning to see some doors closing, which indicated several things: • No, I can no longer eat just anything I please or as much of it as I want. • yes, I must return to regular exercise, no matter how much it hurts, and I must lose at least a little weight. • yes, I really do need to establish regular sleep patterns and try to get seven to eight hours per night. It’s not that these realizations were new to me. rather, I thought I had more time before I truly needed to attend to such things. but the facts were there in black and white on my lab report, or in red, if you consider the news came via blood analysis. Without going into too much detail, my previous habits, if continued unabated, were surely and more rapidly than I would have guessed leading me towards health problems such as heart disease and type II diabetes, two things in particular that are certainly not on my bucket list. Aer this news figuratively closed a few doors, I began flinging open all the windows I could to learn how to circumvent the unhealthy progression otherwise awaiting me. In a few short weeks, I learned more than I thought possible about balancing carbohydrates, good and bad fats, cholesterol, fiber and good old calories so I could open the most


Chair, NACA Board of Directors Matt Morrin Executive Director Alan B. Davis MArKeTING & CoMMUNICATIoNS STAFF

Director of Membership Marketing & Events Dawn Thomas Marketing & Communications Manager Latrice williams Editor Glenn Farr Graphic Designer Jason Jeffers Online Marketing Manager wes wikel Advertising Sales Lisa Stroud

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 © 2013 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 $95 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 $95; to non-members for $95. 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

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important window of all, one through which I could see the path leading me towards good health. Upon a doctor’s advice, I’ve added foods that were not part of the diet handed down to me through my German/Swiss ancestry, such things as tuna and olive oil, walnuts and avocados and a higher ratio of vegetables, in general. And in short order, things began to improve. While I’ve not yet had subsequent blood work to verify positive changes in my health, I can tell they are happening. I’ve lost some weight and I simply feel better overall. One of the most surprising changes has resulted from insisting that I schedule seven to eight hours of sleep per night. I no longer get sleepy during the day and I get through each day with nary a milligram of caffeine. When I was in college at the University of South Carolina, my dorm was only a block away from a very popular hamburger restaurant, a place whose burgers I craved. I remember one week that I ate one of their large burgers for lunch and dinner every single day – just because I liked them so much and there was no one to tell me not to. Now, of course, if that wouldn’t kill me, it would certainly lay a banana peel beside my waiting open grave. So, that’s one door I don’t mind having closed. Pass the avocado, please.

Email: Twitter: @EditorGlennNACA

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 Campus 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 Dawn Thomas at


Constructing for the Future MATT MORRIN Am vEry ExCItEd ANd ExtrEmEly hONOrEd to have the opportunity to serve as Chair of the board of directors for our very unique and quite amazing association! Serving in this role has been a goal from very early in my professional career and I look forward to making the most of this opportunity to serve our members and help bring NACA further success as a leader in higher education associations. I want to congratulate dave deAngelis for the successes NACA experienced this past year under his leadership. the initiatives and programs that were implemented have positioned both me, and NACA, to have a very successful year. thanks to dave, all of our volunteers, and the staff in the NACA® Office, we are going to easily move forward to complete and implement those programs – and design, construct and implement a few more. during the past few years, I have had the opportunity to be involved with several construction and remodeling projects at the University of South florida St. Petersburg. USfSP is a relatively young and growing campus and has been fortunate in the current economic climate to have resources for these projects. We have expanded the docks for our marina, remodeled a facility to create a new Student life Center and constructed a new University Student Center. I was able to learn more than I ever thought I would about the design, construction and operations related to new facilities on campus. much of what I’ve learned is very relatable to NACA and the projects that will be started and implemented, as well as the challenges we will face, this year. In April, dave deAngelis sent a message to all NACA® members announcing changes to the governance structure of the Association that were approved at the february board meeting. these changes took effect may 1. the structure, membership and focus of the board of directors and the role of the NACA® Office staff have all changed. Additionally, two new advisory groups to the board were created and will also begin to operate in may. the board of directors will be more focused on strategic and fiduciary issues and there will no longer be an Executive Committee as part of the structure. best practices in Association management calls for boards to: • Provide strategic direction for the Association; • maintain fiduciary integrity and ensure that adequate resources are available; and • Provide broad oversight of the Association and monitor the environment in which we are operating. the Office will be responsible for all Association operations and will assume responsibility for developing, implementing and interpreting policies and procedures. the Association’s three Advisory Groups – the Education Advisory Group, the Student Advisory Group and the Associate Advisory Group – will all provide information and feedback to both the board and the Office to allow for better decision-making and creation of programs, events and services. So, how does this relate to construction projects mentioned? In our new model, the board will essentially be the architects of projects and initiatives. We will scan the environment, gather information, and allocate the resources needed to “design the future” of the Association. In the past, the board may have been very involved in the actual construction of any projects, perhaps even performing duties that could equate to deciding


the size, shape and the color of paint of a specific room in a building under construction. this will no longer be the case, as these decisions are not strategic in nature. these types of decisions, and the work needed to actually complete the projects, will be the responsibility of the Office. this new model allows for the board to think more strategically and empowers the Office to make the decisions regarding operations. they are the Construction managers who are following the design of the Architect. We believe NACA will be a more effective, strategic and nimble organization and will be able to more effectively serve our school and associate members. Our members will be the occupants, customers and end-users of these “construction” projects. the implementation of this new governance structure is only one of the projects and initiatives the board and the Office will be working on or exploring this year. At the National Convention in february, I shared a few thoughts about what I hope we will accomplish this year. At that time, I promised to explore ways to ensure that the leadership of the Association more accurately reflected our diverse membership and volunteers. I do not have a definitive plan on how to do this and welcome suggestions from any of our members. In addition to this, the board and the Office will continue to implement and create leadership education programs and initiatives, will move forward with the purchase and installation of new technology to support our operations, and will strengthen the programs to support and train our Association’s most valuable asset, our AmAZING volunteers. this is a very exciting and somewhat uncertain time for campus and student activities in both the field of Student Affairs and on our campuses. the changing demographics in higher education, social media, and changes in governmental policy and regulations, just to identify a few of the factors that impact the environment in which we operate, will all have influence on our operations and the work we do. the board and I recognize that NACA will need to continue to evolve as an association and create and develop programs and services that will ensure our continued relevance to our campuses and students. the new governance structure will allow for more dedicated time to strategically position NACA for success in the years to come. I am very excited about the year ahead and look forward to working with the board, the Office and all of our volunteers this year. If you are not volunteering yet, I challenge you to get involved in some way. Write an article for Campus Activities Programming® magazine, present an educational session at a conference, volunteer at the Convention – just do something to get connected to NACA. I guarantee it is one of the best things you can do to positively impact your student or professional experience. None of what I mentioned will be accomplished or implemented unless we all work together towards the common goal of ensuring the success and relevance of NACA for our members. Please feel free to contact me with questions, suggestions or ideas at Enjoy the summer! Email: Twitter: @nacaboardchair Tumblr: May 2013 Campus Activities Programming® 5

RENEW ONLINE The 2013–2014 Membership year begins May 1. To renew, simply login to (click Membership, then MyMembership) anytime after April 1, update your demographic and contact information, and make a credit card payment. If you plan to pay by check or PO*, you still can. Just click on the appropriate payment method online and then mail it to the NACA Office.

NACA 13 Harbison Way Columbia, SC 29212 Phone: (803) 732-6222 Fax: (803) 749-1047 *PO available for schools only

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May 2013 Campus Activities Programming速 7

ENNIfEr IS A fIrSt-yEAr StUdENt WhO WAS fOrtUNAtE tO GEt A SChOlArShIP thAt COvErS All Of hEr ExPENSES WhIlE At SChOOl. however, she has never had this much power over her financial decisions. When her financial aid overage check arrives, Jennifer is pleasantly surprised by the large amount of money she just received and decides to spend her money on shopping sprees and a new laptop. towards the end of her first semester, she realizes she is very low on money and finds herself in a very difficult situation. trying to make ends meet and embarrassed to tell her family that she is broke, she decides to get a credit card to help get her through financially until her next financial aid overage check. Jennifer’s situation is an example of one of the many dilemmas college students face when making financial decisions. With the amount of outstanding student loan debt in the United States exceeding $1 trillion and nearly 8 million students taking out loans every year (martin & lehren, 2012), students are making important financial decisions during college that potentially have long-term ramifications. these decisions include applying for loans, budgeting for tuition and expenses, and choosing whether to work, save money, and/or apply for credit cards. yet, it is unclear on what basis students are making their financial decisions. A survey by the Center for Economic and Entrepreneurial literacy (2009) found that 54% of college students had overdrawn their bank accounts and 81% had underestimated the amount of time it would take to pay off a credit card balance by a large margin. So what can be done in order to ensure students are leaving college as financially responsible adults? the answer lies in education. financial education is “the process by which people improve their understanding of financial products, services and concepts, so they are empowered to make informed decisions, avoid pitfalls, know where to go for help and take other actions to improve their present and long-term financial well being” (US department of treasury, 2002). Across the country, universities have created financial literacy programs to educate students on how to be financially responsible. let’s take a look at some of these model financial literacy programs, learn how they educate students on their finances, and then share specific tips for infusing financial literacy into your programming efforts.


Model Financial Literacy Programs let’s examine how the University of North texas, the University of South Carolina, and texas tech University are educating students on financial topics such as loans, budgeting, credit card management, and debt management. The University of North Texas

the University of North texas (2012) has a financial literacy center called the money management Center. It offers a variety of services to students, including one-on-one consultations about budgeting, understanding credit reports and scores, analyzing on- and off-campus housing options, accessing emergency loans, planning for expenses aer college, and analyzing job offer packages. In addition, the center offers online financial literacy modules and workshops. “Students tend to look up information without necessarily seeking resources; however, this piques their interest to attend a specific workshop,” said Paul Goebel, director of the UNt Student money management Center (personal communication, Oct. 4, 2012). “Once a workshop is attended, students will oen schedule a one-on-one consultation. It is common for our personal consultations to exceed students’ expectations, because the session provides them with an opportunity to apply general money concepts gained from a workshop to their personal situations and they leave the consultation with an action plan tailored to the student’s needs and time commitments.” this shows the importance that the Student money management Center places on the visibility of their programs and the effect it has on a student’s desire to learn about financial literacy. 8 Campus Activities Programming® May 2013

The University of South Carolina

the University of South Carolina’s (2012) financial literacy program is housed in the Student Success Center and offers a variety of services to students. these include one-on-one consultations and workshops about topics related to credit management, debt management and budgeting. One of the biggest initiatives in the office is presenting financial literacy workshops to the University’s well-known first-year seminar course, University 101. these 50-minute presentations provide students the opportunity to learn how to create, maintain and live by a budget. this is a unique aspect because students have the opportunity to apply what they have learned by completing an actual budget during the presentation. Texas Tech University

the red to black Program at texas tech (2012) is unique in that it heavily focuses on using peer leaders to financially educate their fellow students. It uses graduate and undergraduate students majoring in personal financial planning to discuss topics such as creating a budget, saving money, paying off debt, investing in education, buying a car or home, expenses aer college, and learning about potential employers’ employee benefits. these students conduct individual consultations with students, present to campus groups and classes, and have a promo team that works to create visibility for the organization and its services. Angela mazzolini said that with regard to an area that has the highest impact on their campus, “client based coaches and outreach coaches go hand in hand; you need outreach to get clients” (personal communication, Oct. 4, 2012). therefore, this shows the importance of not only one-onone interaction, but also presentations and the relationship that exists among them. Tips for Campus Activities Programmers While these programs are examples of what many college campuses are doing to increase financial literacy among their students, what happens if there is not a financial literacy office available at your institution? Campus activities programmers are well positioned to help fill in this gap. here are specific steps and/or ideas your campus programming board can pursue to establish and promote a financial literacy education program. Choosing a Topic

It is important to find topics that pertain to and interest your specific audience. Identifying potential topics can be accomplished in one of two ways. the first would be to look at some of the programs’ websites mentioned above to survey the financial topics they cover. Another option is to conduct a student survey to see what financial topics students are interested in learning about. Popular topics to consider include budgeting, credit card management, credit scores and loan education. Delivering Financial Literacy Programs

Once a topic has been selected, the next step involves figuring out the best avenue for educating your audience. the programs mentioned previously use a variety of delivery modes, including individual consultations, websites and workshops. you will want to identify financial literacy resources that already exist on campus and/or within the community. for example, the financial aid office is a great place to visit to learn about their current programs, as well as areas of expertise their staff might have. Similarly, a campus credit union or local bank may be willing to present on credit card management, including different types of credit cards and what to look for when selecting a credit card vendor. Another resource may be the faculty in the business and/or finance departments to present on personal finance issues. by using resources already available, your programming board is able to collaborate with various campus and community constituents. Campus programmers can help presenters make these topics relevant for student audiences and help them incorporate active learning components into the presentations.

Creating Awareness Events

If the purpose of a program is to create awareness and spark interest in financial literacy, then awareness events are a great place to start. they allow campus programmers to target the general student population in a variety of ways. these events can range from brown-bag lunches to a musical concert, where the speakers and artists can discuss or share why they believe financial literacy is important. One way to attract attendees is to use facts and statistics about student loan debt. for example, marketing for events can include information like, “did you know that the average student graduates with $22,000 to $27,000 in debt?” the more specific the information you can provide, the better.


Introducing Budgeting Basics

While awareness events help target the general student population, a campus programmer can target more specific student populations. for example, many first-year students do not know the fundamentals of creating and living by a basic budget. therefore, campus programmers can consider creating a workshop on this topic during welcome week to ensure that new students get off to a good financial start. borrowing from the University of South Carolina, you might consider a workshop for up to 40 students that can include an overview of basic budgeting principles and then have students put what they have learned into practice by creating a budget for a fictitious figure on campus, such as the school’s mascot. this can be a fun and educational way for students to learn about the purchases that typical first-year students make. Sharing Financial Literacy Basics for Women

If a campus programmer is looking to target more specific and smaller student populations, then there are certainly a variety of options available. for example, a “Women in leadership” event can offer a panel of female speakers from the business and finance world that can discuss what it means to be a leader and the role sound financial management has played throughout the career journeys of each of the panelists. this integration of topics can help attract audiences interested in leadership and in financial literacy. It also allows programming boards to collaborate with campus leadership offices. A Basic Life Skill financial literacy is a basic life skill that educates students on what it means to be personally financially responsible. Unfortunately, many students are not receiving any financial literacy training. Colleges and universities are charged with educating students on the skills they will need to be productive, contributing members of society. While there may not be financial literacy programs available at every institution, campus programmers are uniquely

positioned to help educate students about financial literacy issues. by creating these educational opportunities, campus programmers are helping those students who find themselves in Jennifer’s situation. If Jennifer had the opportunity to attend a program on campus that discussed the basics of money management, she likely would have been wiser about distributing her financial aid overage check and could have avoided making other damaging financial choices. financial literacy programs are not only educational opportunities, but also preventive measures. they empower students to take personal responsibility for their decisions and graduate with the knowledge needed to be successful young adults.

references Koebler , J. (2011, April 26). States push to teach personal finance in schools. U.S. News & World Report. retrieved from lewin, t. (2012, April 20). Student loan interest rates loom as political battle. The New York Times. retrieved from 2012/04/20/education/student-loan-interest-rates-loom-as-politicalbattle.html martin, A., & lehren, A. W. (2012, April 13). A generation hobbled by college debt. The New York Times. retrieved from 2012/05/13/business/student-loans-weighing-down-a-generation-withheavy-debt.html?pagewanted=all&_r=2& mazzolini, A. (2012, 10 11). Interview by J. bonilla [Personal Interview]. red to black program. National Endowment for financial Education. (2012). Who we help. retrieved from National financial Educators Council. (2010). Financial literacy statistics. retrieved from texas tech University. (n.d.). Red to black. retrieved from http://www.orgs.ttu. edu/r2b/ U.S. department of treasury, Office of financial Education. (2002). Integrating financial education into school curricula: Giving America's youth the educational foundation for making effective financial decisions throughout their lives by teaching financial concepts as part of math and reading curricula in elementary, middle, and high schools. a white paper. retrieved from Office of Public Correspondence website:http://www.eric. rch_Searchvalue_0=Ed471873&ErICExtSearch_Searchtype_0=no&accno=Ed471873 University of North texas. (2012). UNT student money management center. (2012). retrieved from University of South Carolina. Financial literacy program. (n.d.). retrieved from

About the Author Jackeline Bonilla is a Certified Educator in Personal

finance and a graduate assistant for financial literacy in the Student Success Center at the University of South Carolina, where she is pursuing a master’s degree in higher education in student affairs. She also earned a bachelor’s degree in linguistics from the University of florida. She previously served as treasurer for the Phi mu fraternity and currently serves as an advisor to the South Carolina chapter. She is also the Orientation director for the Student Personnel Association at the University of South Carolina.

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hEthEr yOU’rE SCrEENING POPUlAr NEW rElEASES, fOrEIGN fIlmS, CUlt ClASSICS, dOCUmENtArIES Or A COmbINAtION Of thESE GENrES, there are some simple programming steps to consider as you set your campus film series schedule for the upcoming semester. from selecting titles and acquiring screening rights to utilizing your films to enhance and bolster other campus programs and efforts, there are a multitude of factors to keep in mind throughout the process and numerous ways to make your series more than just a movie screening.


Film Selection first and foremost is the selection of movies. for many schools, this is simply choosing the most popular (and affordable) titles being offered by one of the main distributors; for others, it’s a selection of foreign and indie films, old-school fan favorites or documentaries and educational films; and for still others, it’s a mix of everything. Whatever your selection style may be, consider your current and desired audience, as well as the upcoming academic calendar, before confirming your films for the next semester. As with any programming on campus, you want to diversify the options as much as possible so as to appeal to, and provide for, the numerous preferences of your potential audiences. While I personally enjoy a good (or oen not so good) action movie filled with car chases and explosions, that’s not everyone’s cup of tea. Keeping this in mind, mix it up and make sure you’re screening as many genres of films as your budget and schedule allow. for the best results when building your series, solicit and encourage feedback from your target audience. this can be done in a number of ways, from collecting paper ballots to utilizing social media. Not all ideas submitted will be plausible or desirable, of course, but this can still be a great way to engage your patrons, gather ideas and create discussion among your films committee members. you’ll also want to keep key dates and campus happenings in mind as you select films. from holidays and annual programs to onetime events and current issues, there are a number of ways you can tailor your film series to best fit into your campus calendar. As you choose your films and determine the order of your screenings, be mindful of campus happenings. you probably don’t want to screen the r-rated, violent thriller on family weekend, but maybe you do want to select an inspirational sports flick for homecoming week. film programmers can also look to their campus lecture series and institution’s academic theme for the year to gain ideas for films that can be shown, and even cross promoted, with another event and perhaps bolstered with a discussion or workshop. Other calendar-driven programmatic considerations could include showing original films before a sequel or remake is released into first-run theatres, showing films related to a particular holiday or monthly celebration and showing films specific to the season. Screening rights Once you know the movies you want to show, the next step is to acquire the licensing/permissions to screen them legally. many institutions and campus groups across the country hold a number of misconceptions about the need to acquire screening rights for their films. It doesn’t matter if you’re showing the film for free, if you already own the dvd, if it’s only a small group gathering, if it’s a really old film, or any other rationale – outside of private viewings in your own home, your group must obtain the screening rights or appropriate permissions to legally screen a movie. Even films deemed to be in the “public domain” can be tricky because, while the film itself may be common property, the particular version or cut or elements contained within (e.g., the musical score) of the copy you’re looking to screen may not be exempt from copyright law. many people mistakenly believe that when showing a film on campus or as a part of a university activity, they are exempt from copyright because the screening is viewed as educational. the reality is that this so-called “educational exemption” is allowable only under very specific conditions. for a screening to be permissible without paying for screening rights, it is first

necessary to use a legal copy of a film. then, it must be shown as part of a legitimate course of a nonprofit institution and the film’s content must be closely related to the course’s curriculum. finally, the instructor must be present during the screening that needs to occur in a classroom setting with the attendance limited to only those registered for the class. Given these parameters, no film screening outside of a closed classroom setting would ever be able to claim the educational exemption. how do you acquire screening rights? Occasionally, some educational and other films can be purchased with institutional rights that allow you to show that film anytime under certain conditions, but by and large, most films you’re going to consider will require date-specific screening rights that will likely come from a non-theatrical film-rights distributor. two of the largest distributors, generally representing the biggest studios and releases, are Swank motion Pictures and Criterion Pictures. Some smaller distributors to consider include New yorker films, Sony Pictures Classics, Janus films, magnolia Pictures, Kino lorber, Zeitgeist films and Oscilloscope laboratories, to name only a few. you can research your titles online and utilize the various distribution company websites to determine which company has your title (or should have your title) and reach out to them to verify rights and determine pricing. (for acquiring screening rights through distributors that are members of NACA, check the Online Membership Directory at When you contact a distributor about a film title and potential screening, understand that they’re going to need some basic information up front to make their job easier and your screening a success. they’ll be interested to know the dates you’re looking to screen a title, the number of screenings on each date, whether admission will be charged for your screening(s), and some basic venue details, most notably the capacity of the space. they’ll also need to know your preferred screening format. One thing to be mindful of with format is that some distributors still issue vhS tapes for movies that have not yet been made available for sale to the public, which could be problematic if your venue does not have vhS capabilities. many distributors will license you to show only the copy of the film they send you, which is the only way you’ll get pre-home releases of course, but some distributors will allow you to show your own copy, when applicable, which can potentially save on shipping and/or rental costs. you can check with the various distributors about that option. Venue and Technology your venue and the technology available to you comprise a huge part of your film screening process. you’ll want to make sure you have quality Av equipment, including a capable sound system for the audio aspect and a good projector for the visual aspect of your screening. you need to make sure all necessary media players are properly hooked up and all equipment is calibrated correctly. testing the film ahead of time is always a good idea, being mindful that all elements are working and being displayed properly. Pay attention to such things as the aspect ratio of the film, if the audio jumps drastically between dialogue and musical score or action components, how subtitles are displayed, and so on. If you’re screening a film outdoors, the same general rules still apply, but you’ll also want to consider the screen location as it relates to other lighting sources, which can cause issues, as well as the film itself. Unless you’re working with a very high caliber projector, darker films are never going to be great for outdoor screenings. Promotion If no one knows you’re showing the film, it’s going to be very difficult to build an audience. As with any program you’re presenting, you’ll want to do all the standard marketing, including individual posters, table tents, press releases, website listings, social media, email blasts, etc. you could also consider a program brochure or poster if it’s part of a multiple film series, as well as film trailers on campus television stations or in the student union and elsewhere, as appropriate. Please note, however, that depending May 2013 Campus Activities Programming® 11

on the screening rights you’ve acquired, marketing may likely be limited to on-campus sites and venues, only. Check with your distributor before buying any ads in the local newspaper or otherwise marketing off campus. One final and key promotional and marketing aspect to consider for your film series is to use the film screening itself to promote upcoming movies and other events. you’ve already got folks in the room, so make sure you’re using that screen the whole time – play ads for upcoming events, share information about your programming board, create reminders to silence cell phones and always be sure to create a trailer to preview the next film in your series. this can be a huge marketing outlet for your group. More than Just a Film Screening thus far, we’ve covered selecting films, acquiring rights/permissions, verifying the venue and technology, and basic promotion and marketing. more oen than not, this is all there is to a campus film series and, while these are necessary components, you can go further to make your series even more appealing. there are countless ways you can make your screening more than just showing a movie. from intentional title selection corresponding to other offerings and happenings on campus, in your community and on a global scale to hosting discussions before or aer the film, or by involving active participation from interested or related groups, you can take any film and turn a simple screening into a full-blown event. As with any event, getting creative with your marketing can set the tone for your film screening. Ping-pong balls decorated to remind folks to “keep an eye out for” your upcoming zombie flick, folks dressed up as recognizable characters from an upcoming movie handing out flyers, and specialty displays depicting scenes or images from the next film are only a few of the many ways to implement themed promotion. you can carry these creative elements into the actual screenings, as well, having characters on site at the event for pictures with the audience, greeting folks as they come in, and introducing the film. you could also host events before, during or aer the film. Invite science faculty to provide demonstrations or facilitate a discussion on your global climate change documentary or your time travel film; organize an outdoor game or activity aer that inspirational sports movie; host a film-related trivia contest aer showing a fan-favorite or cult classic; or even consider encouraging crowd participation by showing a film known for just that, such as The Rocky Horror Picture Show (know ahead of time what you’re getting into with that one, though!), The Dark Side of Oz or even a singalong with a popular musical title. the options are limitless for making your film series so much more than just screening a movie. While film programming may not be rocket science, there are specific details that need to be handled in advance and many ideas to consider as you move forward. remember that while there is nothing wrong with simply booking and screening a film – this can likely be one of your best attended and easiest-to-manage programs – always keep in mind the many creative options to market, promote and present your films, which can help boost attendance and increase recognition of your film series, thereby justifying the importance of a quality film program on your campus. About the Author Jim Brockpahler is the Entertainment Programs coordinator at Iowa State University. he previously served as the Student Activities coordinator at the University of Wisconsin-Eau Claire. Active in NACA, he has been involved in the NACA® Northern Plains region since 2000. In 2011, he served as the NACA® Northern Plains regional Conference Program Committee’s Communication Coordinator and, in 2012, he served as the Committee’s volunteer Center Coordinator. In 2014, he will serve as the NACA® Northern Plains regional Conference logistics Coordinator. he holds a bachelor’s degree in communications from the University of WisconsinEau Claire and a master’s degree in information communication technologies from the University of Wisconsin-Stout. 12 Campus Activities Programming® May 2013

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May 2013 Campus Activities Programming® 13




By lacey Claver and saville Harris, Stephen F. Austin State University (TX)

N JUSt A fEW ShOrt yEArS, the movie program at Stephen f. Austin State University (tx) has evolved from a friday night showing for fewer than 100 students to a functioning theater complete with a concession stand. In 2007, the student center was renovated to include a theater for 380 patrons with a 50-foot screen and surround sound. this great addition came with great responsibility, and the campus programming board was given the opportunity to expand its programming. Our programming board, Student Activities Association (SAA), excitedly accepted the new responsibility and began expanding the movie program. the theater is reserved throughout the week by university organizations and departments, but three consistent nights are reserved for the movie program each week. Aer surveying the campus and testing different show times, the campus programming board chose thursday, friday and Sunday as the prime movie nights. Each weekend on these days, SAA shows two separate movie titles, one at 7 pm and one at 9:30 pm.


Initial Success SAA Cinema was an instant success, drawing large crowds of students, faculty and staff, and community members. the goal of the theater was not only to provide entertainment for the campus community, but also to do so at a price point that encouraged students to stay on campus and remain engaged with the university aer classes let out for the day. the cost for students to attend a movie showing is only $1, and the programming board distributes free movie passes at weekly events to promote the theater. No movie is complete without the smell of buttery popcorn, so SAA members volunteered to run a concession stand during each showing. the 14 Campus Activities Programming® May 2013

students and local community were ecstatic to find that a patron could purchase popcorn, a drink and candy for only $2. the local movie experience had been brought to a new level, and word was spreading! the theater also became an opportunity for local businesses, as well as campus organizations, to reach a large audience. A movie preview is shown a half-hour prior to each regular showing and includes not only paid advertisements from local businesses, but also commercials for upcoming events and involvement opportunities starring students. the campus and local community enjoy getting to the movies early to see their friends on the big screen and keep up with all the programs occurring on campus. With such successful ventures, it is oen easy to forget that the initial program was created to help cultivate skills that students can develop into future careers. In an effort to make sure that student leaders continue to gain these valuable skills, many of the responsibilities for the SAA Cinema remain at the student level. A student leader position charged with designing and implementing marketing for the program was created within the officer board, and the organization as a whole determines the movie lineup. during organization retreats, the officers facilitate a movie training that teaches members the responsibilities of working the movies, including tasks such as ticket distribution, concession roles and theater ushers. the organization members are able to use the training they receive in customer service and apply them not only to the theater, but also to other semester programming. In addition, the officers serve as “night managers” and are responsible for directing the volunteer staff and for closing out the cash registers and completing necessary paperwork each night.

the campus and community members love to see the students’ cheery faces behind the counter and oen send kind notes applauding the exceptional service they received. Broadening the Mission: Improving Accessibility Our programming board members are challenged to relate each of the 200 annual events they plan and execute to their mission statement, which seeks to ensure they understand the responsibility of continuing to meet the needs of the university and the expectations of the organization. the theater staff has developed ways to identify how the theater program could achieve many of the goals listed in this statement. for example, as the movie program grew, the organization was able to offer films that not only culturally enlightened and entertained audiences, but also related to social and diversity issues being highlighted on campus and around the world. In addition to regularly scheduled programming, SAA is able to partner with organizations and departments across the campus. Each year, SAA partners with the economics reading group by hosting a movie night that is followed by a lively discussion facilitated by a professor. As the SAA Cinema continued to enjoy success, more and more students became involved in it. Our disability Services department reached out to SAA concerning a student who wanted to attend the movie program regularly with her friends. the program had a policy in place that students could request open-captioned movies; however, they would need to do so in advance. When this student explained she wanted to experience this low-cost entertainment option just as her friends did, the collaboration between SAA and disability Services progressed from offering reasonable accommodations to providing deaf and hard-of-hearing students the customer service to which all other students had become accustomed. the Student Activities Association began researching the different options available for providing the services needed by hearing impaired patrons that would not change the movie experience drastically for others. Aer much discussion and research, SAA found that it could purchase the licensing of open-caption versions for many of the films on the movie lineup. It was decided to include open-captioned movies in the regular scheduled programming, and the Office of disability Services would help reach out to students and the local deaf and hard-of-hearing community to promote this service. Open captioning is that which is imprinted on the video. Everyone in the audience is able to see the captioning on the screen, including descriptions of music or other noises that are occurring in any given scene. Open captioning cannot be turned on and off, so a separate version of the film must be purchased if you are using the service. Aer additional funding was secured, it was decided that on every friday night, open-caption films would be provided in the theater.

“Captioning is a very important part of the deaf community,” explained margaret hilton, the University deaf and hard of hearing Coordinator. “by having captioning, it allows people with hearing loss to be more independent. they do not have to wait for a hearing person to tell them what happened on the news or their favorite tv show. Captioning allows for students to see movie clips in classrooms that are used for educational aids. It also allows students to access music videos, youtube videos, movies, documentaries – all things that hearing people take for granted.” the announcement of this new service was exciting to share with the local deaf and hard-of-hearing community because the local theater was not AdA accessible and the closest accessible theater was more than 100 miles from the campus. the on-campus theater has since seen an increase in attendance on friday nights, and the Student Activities Association continues to seek opportunities to offer quality entertainment at a low cost for all students.

About the Authors Lacey Claver is coordinator of Student Activities at Stephen F. Austin State University (TX), where she previously served as assistant coordinator for Student Activities and as a graduate student for Student Activities. Active in NACA, she is currently serving as coordinator of the NACA® Student Government West Institute, for which she served as a staff member in 2011 and 2012. She also served as the NACA® Central regional Conference Program Committee’s Awards Coordinator in 2011 and has presented at the NACA® Central regional Conference and the NACA® National Convention. She holds a bachelor’s degree in hospitality administration and a master’s degree in interdisciplinary studies, both from Stephen f. Austin State University. Saville Harris is a graduate student for Student Activities at Stephen F. Austin State University. for NACA, he served as Conference facilitator for the 2012 huge leadership Conference. he holds a bachelor’s degree in kinesiology from Stephen f. Austin State University, where he is also completing a master’s degree in kinesiology.


May 2013 Campus Activities Programming® 15

DANCING IN THE DARK how to Create a Successful Late-Night Programming Culture from Brainstorming Ideas to Implementation

By Lauren Dunning and Wadell Blackwell, Arizona State University-Polytechnic Campus

16 Campus Activities Programming速 May 2013

ChOOlS ACrOSS thE NAtION are creating a culture of latenight events generally defined as occurring from 8 pm to 12 am or later. As an alcohol-free alternative for college students, late-night programming can enhance an individual’s collegiate experience while also providing an exciting challenge for a student activities board. As these programs begin to materialize at colleges and universities, several questions are being asked by those contemplating their own programming ideas: • What is a late-night program? • Is it a large-scale concert? • A ruckus game of bINGO? • A screening of the latest blockbuster movie before it’s available for rent? the answer to all these questions is a resounding yes! All these programming ideas and many more have been widely identified as prime opportunities to engage students to be involved on campus, late at night, on a friday or Saturday. Oen, programming boards are encouraged to provide opportunities for engagement in events that occur during this specific time frame. If your institution doesn’t currently offer late-night or weekend programs, it is important to consider several key aspects of planning before adding them to the portfolio of events offered by your board.


why Should we Undertake Late-Night weekend Programming? It is easy to get caught up in the logistics of how to do something and forget why you are doing it. If you are considering embedding a late-night program into your overall event portfolio, consider these questions to help you determine why you are pursuing it: • do your peers regularly mention that there isn’t much to do on campus over the weekend? • does the party scene seem to be a distraction that doesn’t benefit student success? • do you want a culture where there is something happening all the time and students are able to easily connect to and feel like they belong as part of their college or university? All of these possibilities can contribute to why a programming board should consider adopting late-night programs. When done right, late-night programming creates memories in a safe space, connects students to activities and opportunities, and develops the leadership of those planning and implementing the events. who Helps with Ideas for Programs? Oen, programming boards are viewed as experts for event planning on college campuses. Since your board is comprised of students, it has a unique advantage in providing relevant perspectives about what students actually want to do. your board is frequently asked to identify what is cool or what isn’t and this is a good beginning point. It’s essential that you bring programs you would want to see or be a part of while also considering the diversity of the student body. If you think that late-night programs will be most attended by freshmen or sophomores, figure out ways to engage them in the process. If you have a residential housing association (rhA), this organization could be a great partner in surveying what residential students engage in with reference to programming outside of their living space. Some questions you may want to ask are: • do you have a strong international student population? • do you have a live-on-campus community that includes family housing? • Are there parents who have young family members who will be brought to these events and do you provide any sort of services to encourage their ability to participate in them? While late-night events are open to the entire college community, it is important to consider a focus area and what that group’s interests and needs will be so all students feel included in your program.

what Do Students want? What event would make students stay on campus late or come back to events scheduled aer most classes are over? Providing a variety of programming opportunities with inclusive options is important when thinking of what to program during late-night hours. this is the fun part of any new programming effort because, when you begin to brainstorm ideas, you should consider options without monetary limits, as well as those with several constraints. the more you think about what activities should occur, the more successful you will be. think of the academic and social interests of campus, be intentional and make it interesting for the students. How Do we Begin our Programming Process? No matter your institutional makeup, it is important to consider prospective partners that may benefit from the purpose of your programming, and how you approach late-night programming can be directly impacted by your particular college or university culture. A campus where everyone commutes should likely approach weekend programming differently than an institution that has a high-rate of residential students. If you have residential housing, housing staff members will be key partners when planning campus events, as they have direct access to a core population. At Arizona State University (ASU), a workgroup began to discuss enhancing the culture of late-night programming to be more comprehensive. As a large-enrollment, public institution comprised of four campuses, partnerships with both athletics and housing were crucial to the success of our late-night programming efforts. Eventually, most student affairs departments were involved in the planning process and launched the project in the fall of 2010. At our institution, devils aer dark (dAd) programs have been buoyed by athletic events because of their ability to attract large numbers of students at the same time. the schedule of some of the athletic events fit within the identified timeframe for dAd programs, and dAd programs were usually conducted near the athletics venue. the crowds leaving a particular venue could be encouraged to stay later and the university decided to use this as a prime opportunity to continue to engage students in supporting activities related to the university. In contrast, rather than program against away football games with a late starting time, athletic viewing parties were embedded into local campus programs. At ASU, highlighting athletics events occurring during the same timeframe as our campus activities proved to be more successful than programming additional events on Game day. Down to the Details What are some of the more intricate details that need to be addressed? Find Administrative Support

your organization advisor and other university staff are key in supporting your late-night programming efforts. depending on the operating hours of certain buildings, you may have to request extended service from your campus administration. Programming outdoors can provide its own challenges at night, particularly if the space isn’t well equipped with lighting options that suit whatever activity you are trying to host. Oen, a student union provides a great hub for this sort of activity. there may be a cost attached to keeping buildings open later than usual or having event staff on hand in case certain equipment does not work properly. If you have administrative support, some of these fees may be waived for your programming group. Whenever talking with staff about opportunities, be sure to start with why the event(s) will support the overall campus community. Think of Frequency

Consistency is essential when considering a late-night programming model. do you want a late-night program to happen every week, or would it make more sense for them to occur once a month? When making scheduling decisions like this, it is important to consider your organizational May 2013 Campus Activities Programming® 17

bandwidth. how many event planners do you have as part of your programming board? how many events already take time and attention during the week? Also, what is your budget? While the cost of a late-night program can be small, it is still important to keep this in perspective as budgets need to be monitored closely. depending on your success when implementing a late-night program, the frequency can be decreased or increased based on student response. Ask other students how oen they would go to a late-night program. Would they be interested in both a friday and Saturday night option? Or should the board focus on one specific night of the week? Share the Wealth

throughout the planning process, it’s important to engage as many opinions as possible, because the more input you receive, the more likely your program will be successful. When you discuss the idea with others, be certain that many people are engaged in the process because this allows for other members of your board and campus to feel invested and consider being involved by attending or volunteering at an event. A late-night program acts as a platform. If you help build investment from other groups, you can invite other organizations and clubs to host certain efforts for it, or they will enlist your board’s help in promotion of their respective events. Not only does this engage more students, it also helps make a late-night programming effort more sustainable for your programming board. your board may also find many campus partners who are willing to help with expenses related to the program, which helps all budgets stretch a little further. Structure within Expectations

how you structure your late-night program depends on your own organizational makeup and culture. If you have a special events group that includes a lot of volunteers, it could easily become one aspect of that overall effort. If you are a lean board comprised of a handful of people, each member of your board might be required to facilitate a certain number of late-night events during the semester. the expectation of some late nighttime commitment needs to be made explicitly clear when discussing the culture of your programming board. If someone is unwilling to give up a friday or Saturday night ever, they might not be the right fit for your organization. Build the Brand and Find the Wealth

Whether the event is called late Night or Aer dark, work to develop a common language that indicates the timeframe for the event. If you are successful in building a consistent audience, late-night programming oen provides a frequency of direct contact with students that can encourage interest from corporate sponsors. this can help when considering how to afford any additional programs that were not budgeted at the beginning of the year. Also, if you can develop a distinctive logo that meets university or college standards, this helps with advertising events, because when students begin to identify with the logo, they immediately know who is producing the program. Don’t Forget to Evaluate

It’s easy to track event attendance, so be sure to do so! Attendance numbers will help you see if late-night programming generates legitimate interest on your campus. Passive feedback can be solicited by having evaluation forms available to be turned in directly aer the event. Something as easy as a suggestions box may also yield honest feedback. Want to get more involved? Consider inviting some students to participate in a focus group. the more you connect to other students and their experiences, the better. don’t be afraid to adapt or ask for feedback because you never know where a great idea will come from!

18 Campus Activities Programming® May 2013

About the Authors Lauren Dunning is coordinator of Student Activities at Arizona State University-Polytechnic Campus.

Active in NACA, she served as a Graduate Intern for NACA® West in 2010 and served the region as its Special Events Coordinator in 2011. She holds a bachelor’s degree in nonprofit management and a master’s degree in higher education, both from Arizona State University. wadell Blackwell is director of multicultural Student Affairs at Arizona State University-Polytechnic Campus. Active in the higher education field for 15

years, he holds a bachelor’s degree in business management from California baptist University and a master’s degree in educational leadership from Northern Arizona University.

Often, programming boards are encouraged to provide opportunities for engagement in events that occur during this specific time frame. If your institution doesn’t currently offer latenight or weekend programs, it is important to consider several key aspects of planning before adding them to the portfolio of events offered by your board.


dARk Beginning and Constructing a Late-Night Program Series By

Jennifer L. Ferrell, Keene State College (NH), and Zachary Beaver, Seton Hill University (PA)

May 2013 Campus Activities Programming速 19

AtE-NIGht PrOGrAmmING hAS bECOmE AN ESSENtIAl COmPONENt Of StUdENt ACtIvItIES PrOGrAmS as a response to and proactive measure against negative student behaviors. It is commonly understood that during their college years, many students are experimenting with a variety of social situations and oen testing boundaries, looking for new experiences and finding themselves away from home for the first time. Strong options for late-night programs provide students with alternative choices to less-than-favorable cultures of alcohol and other drugs and allow for organized social opportunities on campus. by providing interesting, exciting and varied late-night programs, it is possible to create a shi in the ways in which students socialize throughout the weekend. late-night programs are social and alcohol-free in nature, take place aer 10 pm on a thursday, friday and/or Saturday and are provided at little to no cost to attendees. to turn multiple late-night programs into a series, they must take place in a prescribed frequency over the course of the academic year. Establishing a late-night program series from the ground up might sound like a daunting task, but with some thoughtful planning, understanding of the student culture at your institution, financial resources invested and stakeholders in place, you can create a highly successful and well-attended ongoing series.


Student Culture It is imperative to have an understanding of the student culture on your campus before creating a new program series. Proper planning and preparation will help to ensure that time, energy and resources are used efficiently and effectively, meeting your campus’ specific needs. Series programming requires a deeper level of investment; understanding the scope and magnitude will prevent details from falling through the cracks. Asking and answering the following questions will help you get started: • What are students doing and what services and programs are currently being provided thursday through Saturday? • have campus administrators or specific departments identified problematic behaviors that need to be addressed, such as alcohol and drug consumption, vandalism, or violence/harassment, possibly exacerbated by boredom? • Similarly, are there specific populations of students, such as first-year students, athletes, or residential students, causing this behavior? • Is there a specific office, individual staff member or student organization responsible for the creation, implementation and continued direction of the series? • What types of activities and events are students interested in during late-night hours? • Are there specific weekend nights that would attract more participation? • Which campus facilities are available during these times? • What funding sources exist to cover the costs incurred? • do you currently have data to support and warrant the implementation of a late-night series? If not, how do you obtain it? As you answer these questions, keep in mind your campus demographics. An awareness of your campus’ unique challenges and characteristics will highlight opportunities to develop a strong series of late-night programs. Urban campuses or schools with a large commuter population may want to consider programming off campus and utilizing local venues and existing events. A primarily undergraduate, residential campus may want to take advantage of common spaces, such as a student union, residence hall, outdoor space or parking lot. Financial resources Quality programs must justify their value to decision makers to receive support for highly desired resources, including funding. Analyze the resources within your department, office or organization to determine if you will be able to support the series independently. reducing current costs and eliminating underperforming programs can free up money and 20 Campus Activities Programming® May 2013

provide a base with which to begin. It may be possible to utilize an existing program by making a number of minor adjustments to create a late-night program trial. Collect data and assess interest to justify additional financial resources or reassess current spending and/or programmatic efforts. Collaborating is an opportunity to pool resources and garner support from other departments, offices and organizations. With others financially investing in the series, you will also receive their vested interest in its success. A successful series will ensure that support from other campus contributors is likely in the future, possibly even at greater levels, and that those contributors will be champions for your programs. External opportunities exist in the form of sponsorships from local businesses, agencies and individuals, as well as grants from professional organizations and associations affiliated with higher education. research these opportunities early in the planning process and develop relationships with potential sponsors. be prepared to discuss the benefits for the sponsor that come from the reciprocal relationship, such as higher visibility, possible tax deductions, and a strengthened relationship with the institution. Create the Plan Once you are confident in funding sources, it is time to sit down and hammer out the details. Using previous data and new findings from your assessment of student culture, go through the following points to create your late-night series. Management of the Program

there are a number of ways a late-night series can be managed. managers might consist of an office, an individual staff member (professional or student), or a student organization. regardless of where the program is housed, related staff members and advisors must have a full understanding of the mission and objectives. Mission

In craing a mission for the program, ensure relation to institutional, departmental and office missions. the key points in each should be reflective of one another. Ultimately, the mission is the true definition of what the program is and why it exists. for example, the late-night series mission for Aer hours at Keene State College is: “Aer hours is a late-night programming series supporting the mission of the Office of Student Involvement by providing quality alternative social events for students during prime weekend social hours. through collaboration, student coordinators will gain valuable leadership and programming skills.” Utilize the mission to guide further decision making about the program. Timeline

Using the anticipated financial support, the frequency of events can be determined. If the creation of the program is intended to address and combat specific behavior and/or appeal to a specific student population, this will further guide the timeline. It is logical to begin the series at the start of a semester and maintain consistency in scheduling and frequency. Aer hours programs the third thursday and first friday of every month. these dates and the repetitive nature of the schedule make it easy for students to both remember and recognize the program. Additionally, begin programs at the same time. Aer hours events always start at 10 pm. Type of Programs

based on the schedule that has been established, the financial support, and what students are interested in doing, create a variety of program options that will appeal to the target audience. A combination of dances, interactive activities and performers can keep the series from becoming repetitive and students from losing interest. late-night programming should provide alternative activities that combat boredom and negative behaviors by providing engaging and interactive options.

Location of Programs


Similar to the need for consistency in schedule and timeline, a consistent location furthers the identity of the program. When choosing a venue or location, keep the following in mind: high visibility, accessibility and proximity to resources. A student union is oen constructed in the center of campus and is a main thoroughfare. An outdoor option such as a lawn or quad are known campus gathering spaces.

your supervisor, supervisees, other colleagues and campus administrators will provide support for the series from all angles. At a basic level, all coworkers need to understand the purpose and mission of the series, know when the events are, be able to field general questions, and promote the program. It may be necessary for one of these co-workers to assist in your absence or provide additional support during a larger event. Investment from supervisors is of utmost importance in advocating for the needs of the program and understanding the implications on the time and energy of the program manager. Similarly, campus administrators must understand the benefits of the series in order to effectively advocate for it and step in when needed.

Staffing the Event

Some types of programs require more than one or two volunteers. A program board comes with a built-in staffing mechanism. Programs managed by an office or individual will need to recruit additional help. this may mean recruiting members of a program board or other student organizations. Collaborating with another office or organization provides access to more volunteers and a deeper vested interest. Aer hours utilizes assistance from paid student employees and volunteers from the program board. Assessment

When creating any new program, it is imperative to undertake a thoughtful assessment. In addition to this being a good practice, it will ensure access to information needed to justify the existence of the program and resources required to maintain it. data gathered from assessment should illustrate support of the mission and provide proof that the series has the intended impact on student behavior. If the series is intended to combat alcohol consumption, compare the number of incidents on program nights to non-program nights.

Stakeholders Once you have a plan in place, who will be key players instrumental in making the series come to fruition? As you determine the best individuals to make this happen, be sure to keep in mind the big picture, as these key players should offer more than just financial support. Students

Students are the most important stakeholders throughout the entirety of this venture. In order to gain the interest, investment and attendance you are seeking, it is important to involve students in the process from the beginning. Allow students to provide their input when determining the types of programs offered. this can be done easily through surveys and focus groups. the more investment students have in the program, the more likely the series will be successful in terms of attendance, volunteer assistance and promotion.

Campus Support Services

Campus services will be utilized to provide support for the series in a different way than they are accustomed. these services include but are not limited to: • Campus police/security • venue staff and/or student union • maintenance and custodial staff • dining services • residence life the timing of these programs is going to have the largest impact on these service providers. Giving them ample notice about the event schedule, types of events, and special requests will ensure continued positive relationships. Community

Sharing the successes of the series, most notably data and statistics, with the community surrounding the campus will help to initiate or maintain relationships that may provide financial support or other benefits in the future. Information provided should highlight positive behavioral changes. Provide this information at the start of the new series and as it gains momentum and garners success. Branding and Marketing It is impossible to create recognition for a series without attention to its branding and marketing. distinguishing the late-night series from other programming is largely done with a consistent image. the creation of this image will come from the use of a logo, consistent look and scheduling of advertisements, frequent social media postings, creative novelties, and a memorable name. Establishing the identity of a new series requires additional thoughtfulness and attention at the beginning. A few options include sharing the mission statement and purpose at events, announcements at other programs, and extra visibility.


May 2013 Campus Activities Programming® 21


A high-quality brand will create memory, recognition and excitement. branding your series successfully will set expectations for attendees and set apart the late-night series from other programs. the creation of this framework will come from the program mission and objectives and characteristics such as the types of programs, time and location, and sponsoring organization. build the brand into everything.

despite the challenges, a strong and successful late-night program series is possible at any campus. the impact reaches beyond simply providing social opportunities for students to possibly lessening the number of incidents within residence halls and arrests in the community and combating general negative behavior. Witnessing this shi in culture is one way to justify the necessity of the series and provides a reason to continue. Construction can be messy and time consuming, but creating something desired, valued and substantive is worth it.


All aspects of the marketing must reflect the series’ brand accurately and thoughtfully. Consider the following: • Logo: illustrates the key components of the series. Imagery should indicate that the series takes place at night, is reflective of the sponsoring organization, and is vibrant and exciting. • Social Media: should be frequent, concise with adequate detail, and have a personality. the use of multiple platforms will ensure the information reaches a broader and more diverse audience. • Printed Materials: should have a consistent appearance, be placed in highly visible locations, and follow a routine posting schedule. Use printed materials to reinforce series information, including social media accounts, common language, use of the logo, and the mission. • Promotional Items: visible, tangible novelties that directly reflect the brand. • Verbal Announcements: use consistent language and convey an excitement for the program. Share background information with anyone speaking about the series to ensure he or she accurately conveys the brand in the message. Additional consideration should be given to choosing and implementing a consistent color scheme, font, and terminology. Possible for Any Campus there are many obstacles to creating a late-night series, including a difficult financial climate, resistance to allocating the necessary human resources, and added responsibility to already overworked staff. take a step back and reframe your perspective to highlight the important details. Know the student culture on your campus and get their input to guide the decision-making process around the timing and type of events involved. Understand budgetary constraints and opportunities for accessing additional funds. take time to thoughtfully create a detailed, mission-centered plan. Involve stakeholders early and provide frequent updates. develop a comprehensive, consistent branding and marketing strategy.

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22 Campus Activities Programming® May 2013

About the Authors Jennifer L. Ferrell is director of Student Involvement at Keene State College (NH), where she previously

served as coordinator of Student Activities. She holds a bachelor’s degree in history and a master’s degree in student affairs in higher education from Indiana University of Pennsylvania. Active in NACA, she served as the Showcase Selection Chair and was involved in On-Site hospitality for the NACA® Northeast region in 2008. She has also been involved in Showcase Selection and has served on the Campus Activities marketplace Staff on the National level. She has written for Campus Activities Programming® in the past on the topics of hospitality and managing event crises. In addition, she is serving as chair of the American College Personnel Association Standing Committee for Women. Zachary Beaver is coordinator of Student Activities at Seton Hill University (PA). he graduated from Keene State College in 2011 with a bachelor’s degree in computer science. he collaborated with ferrell on a previous Campus Activities Programming® article dealing with managing event crises.



Nikia M. bryant Eastern Connecticut State University

AtE-NIGht PrOGrAmS ArE KNOWN tO drAW IN drOvES Of StUdENtS ON ANy GIvEN frIdAy Or SAtUrdAy NIGht. Usually, late-night programming is allocated a substantial amount of funding in order to support a university’s effort to offer alternative, on-campus activities for students to help them avoid off-campus partying and drinking. If you have strong administrative support and a robust budget, you might become overwhelmed by what seems like endless event possibilities. here are a few suggestions that could enhance your late-night programming series.


Concept: Identify a Theme Choosing a theme for your late-night program seems simple enough, but with so many possibilities, it can be hard to choose just one. Sticking to what’s popular and current usually yields the best results. Whether it be offering archery lessons at your hunger Games-themed event or karaoke for your American Idol late-Night, looking to pop culture for a theme is sure to attract many excited students. themes will also help you to focus on more specific components of the program. food, novelties and entertainment can be centered around the theme and enhance the experience for attendees. you can also be creative in how you advertise the event and what promotional items you choose to incorporate. It can be as simple as a poster with catchy titles to describe novelties or handouts with a “save the date” tag attached. try not to rely on the idea of one or two activities to “complete” a program. It’s always wise to add several dimensions to add variety to your event. differentiation within themed late-nights will also help to make each event distinguishably different, retaining faithful attendees, while attracting new audiences. Planning late-night events a semester to a year ahead will give you a broader perspective as to what your late-night series will bring to the campus community. encourage Co-sponsorship teaming up with student organizations for late-night events could be a mutually beneficial decision. Although off-campus agencies offer an array of products and services that could easily compliment a late-night program, tapping into the talents found within other student organizations could be a good alternative or addition. the student organizations will have the opportunity to interact with late-night attendees and possibly attract new members into their organization. the programming board can incorporate the talents of the student groups while developing external relationships. Needless to say, collaborating is also a cost-effective approach to programming. by combining resources and talents, programming boards and other student organizations could create the ultimate themed late-night. Form Your Team late-night programs have several components and can seem overwhelming at first. If outside companies are involved, start by establishing what their needs are as far as student assistance. Next, identify which components of the event require peoplepower. If you’re having a buffet, do you need a few people to serve food? Should there be additional people for line control at

the airbrush station? being proactive and asking these questions could help to identify the areas that need peoplepower for support. Prior to each semester, students within the programming board should be encouraged to volunteer for specific shis during the event. for programming boards with paid positions, volunteering for events could be included as a condition of employment to ensure that events will always be properly supported. Other than personnel support, drawing a diagram or floor plan of the space where the late-night is taking place serves as a great visual aid. these floor plans can be distributed to those who are setting up the event or are working in various areas throughout the space. this is also a way to ensure that volunteers are distributed throughout the space in an effective way. Conduct Assessment Once it has ended, assess the components of your late-night event. What novelties had very long lines? Should all the food be placed out at one time or is it better to stagger delivery so you won’t run out before the event is over? taking note of these things and applying what you learn to future events can encourage a more proactive approach to troubleshooting problem areas. make note of attendance numbers and consider how the event was promoted, if the space chosen accommodated the flow of traffic, and if attendance fluctuated with the type of activities being offered. Also, offer ways for attendees to provide feedback about events, whether it be through online surveys or hardcopy surveys. Attendee feedback can inspire your next great themed late-night idea. bearing all these things in mind will help you to cook up the perfect themed late-night.

About the Author Nikia M. Bryant is the Student Activities/Student Center graduate intern at eastern Connecticut State University. In addition to serving as an NACA® leadership fellow, she has also presented at the NACA® National Convention. She holds a bachelor’s degree in marketing from Central Connecticut State University, where she is currently pursuing a master’s degree in counselor education with a concentration in student development in higher education.

Editor’s Note: Articles written for the NACA® Leadership Fellows Series are craed by participants in the NACA® Leadership Fellows Program, which serves as an opportunity for NACA® members of diverse backgrounds to become familiar with Association programs and professional development opportunities. For more information on the NACA® Leadership Fellows Program, visit May 2013 Campus Activities Programming® 23

Scholarship Opportunities Await You! NACA® Mid Atlantic Undergraduate Scholarship for Student Leaders NACA® Northern Plains Regional Student Leadership Scholarship NACA® South Student Leadership Scholarships NACA® Regional Council Student Leader Scholarships Multicultural Scholarship Program NACA® Foundation Graduate Scholarships NACA® Mid Atlantic Graduate Student Scholarship Markley Scholarship NACA® Mid Atlantic Higher Education Research Scholarship Lori Rhett Memorial Scholarship Barry Drake Professional Development Scholarship NACA® Mid Atlantic Associate Member Professional Development Scholarship Tese Caldarelli Memorial Scholarship Zagunis Student Leader Scholarship Scholarships for Student Leaders Ross-Fahey Scholarships For qualifying information, application deadlines and more, visit our Web site at

24 Campus Activities Programming® May 2013



May 2013 Campus Activities Programming速 25

ou’re in the process of planning an off-campus trip and you just booked the bus. so, you’re done planning, right? Wrong. technically, yes, all you truly need to constitute an off-campus trip is a bus booked for a set date, time and location. But wouldn’t you rather your off-campus trip be an off-campus adventure? there are numerous methods you can employ to enhance your event and to foster a better attendee experience. in fact, i prefer to examine offcampus programming as a sort of leveled approach, forming a pyramid, if you will. each level of the pyramid provides you, the event the planner, with various options to create a truly outstanding attendee experience. i believe there are five distinct levels to off-campus programming that increase in complexity as you advance up the pyramid. let’s take a look at each one individually.


Level One level one is rather simple, and it is the essence of an off-campus trip. it is merely booking a bus to a destination at a set date and time. the destination can be a major city, such as new York, or a smaller one, like providence, ri. You might be providing transportation to an event, like a tree lighting in December or a fall fest in october. however, you are merely serving as a source of discounted transportation. You do not purchase tickets for the group in advance, nor do you provide any resources to the group for them to utilize once they are at the destination. the trip is only a few hours long at minimum or a day long at maximum. this trip, while basic, does have some advantages. students have a convenient and affordable way of getting to a popular destination instead of having to organize a carpool or take an expensive train ride. and students who wanted to go to this destination, but not alone, might attend in hopes that they will make some new friends along the way. however, this trip has obvious disadvantages, which is why we turn to level two. Level Two level two allows you to give your trip attendees a bit more to work with. at this level, you do a little bit of research and legwork for them, so that you can provide them with a variety of resources to utilize while attending the event. if you’re going to a city, for example, print out a map of the subway system and a walking map with the meeting location clearly indicated on it. create a list of popular attractions, including a description of the activity, location, opening and closing times, and approximate cost. You should also generate a list of restaurants featuring various price points and tastes. to obtain any of this information, you can employ our trusted friend, google. many cities have official tourism websites with most of the information you need right on them, and there are several other legitimate sites that provide this information, as well. or, you can call that particular city’s visitors’ center. oen, they can send you packets of information for you to hand out or you might have to arrange for your participants to pick them up the day they arrive in the city. sometimes, it is also possible to purchase meal vouchers for your attendees. Depending on the city, food can be pretty pricey, and the average college student would probably prefer to spend what little money they do have on something more enduring. so meal vouchers can be a great alternative for some. the last element of level two is a scavenger hunt. scavenger hunts can be a fantastic way to engage participants and to construct a sense of connectedness. again, this might be a great time to use google to create your own hunt or to contact your destination to see if there is already one conveniently available for you to use. typically, attendees attempt to solve the clues offered in the hunt and then take a picture at or with who or whatever comprises the answers to the clues. either all who complete the scavenger hunt by the end of the trip receive a small prize and/or are entered into a drawing for a larger prize, or the first person to complete it wins a large prize. scavenger hunts can also be performed in groups, again building a 26 Campus Activities Programming® May 2013

feeling of connectivity during your event. moreover, given that today’s students are tech-savvy, you might want to look into employing one of the many scavenger hunt apps on the market. many are free and either have scavenger hunts premade by other users or allow you to simply and easily input the your own clues to create an entirely new adventure. in my opinion, if you are going to plan an off-campus trip, you should at a minimum strive to make it a level two trip. it definitely improves the overall attendee experience by easing any concerns or frustrations they may have. additionally, it really makes the trip feel more like an event and not just a cheap shuttle service. finally, it fosters connectedness among members that helps give them a strong sense of camaraderie. Level Three this level really takes the event up a notch. this kind of outing involves a performance of some kind, whether it be a sporting event or theatrical production, etc. Your organization purchases the tickets and then ideally sells them to your trip attendees at a discounted cost, bundled with the cost of transportation. the performance can be anything from a grand Broadway production to a smaller improv troupe, from a local minor league sports team to a major playoff game. You can truly adapt the type of performance based on your event budget and what you think attendees will be willing to pay for a ticket. When you incorporate some sort of production into the trip, it gives the event a greater purpose and focus. this may help you develop a more targeted advertising strategy for the event. even though the trip does revolve around an activity, you might still want to give attendees a few extra hours to enjoy the city in which the activity occurs. this way, attendees can grab a bite to eat and do a little shopping in order to really make a day of the performance. You might be thinking, however, that choosing just one type of production for every single trip participant to attend might seem limiting. What if not everyone likes Disney on Ice or the Boston Bruins? this brings us to level four. Level Four this level essentially consists of taking level three a step further by giving trip attendees options as to which type of performance they attend, with you acting as a sort of middleman ticket vendor. let’s say you’re planning a trip to new York city. You could offer tickets to perhaps Phantom of the Opera, a rangers game, and madame toussaud’s Wax museum. Your participants could choose tickets to one of those productions, with their ticket cost depending on which one they choose. they obviously would also have the option of choosing none of those. as the event planner, you could either purchase a certain amount of tickets in each category ahead of time or purchase them once you have final numbers for each one. this type of trip truly opens up an entirely different kind of marketing approach for your event. it’s as if you are planning two or three separate events in one. With this kind of event, you are truly taking off-campus programming to a whole new level. the attendee experience is truly one of a kind because you’re letting them choose their own adventure. logistically, this kind of event could be a bit more challenging to plan; however, with the right degree of organizational skills and preparedness, it shouldn’t be too much of a problem. Level Five the final level, the capstone to the off-campus programming pyramid, is an overnight trip. overnight trips in and of themselves could be the subject of an entire article. for the sake of simplicity, we will cover only the most important aspects. overnight excursions provide the best of all worlds. they allow attendees to spend more time to get to know a particular destination more thoroughly and to perhaps take in multiple activities. this is definitely a type of trip where you are going to want to pull in those level two resources, like maps, meal vouchers, etc., and where you are going to want to serve as the ticket vendor for various attractions. When planning an overnight trip, it is important to decide if you want it

third, and finally, prepare a standard speech the event coordinator can give on the day of the trip. it can consist of multiple parts, one before the bus leaves campus, one when you arrive at your destination, and one as the trip comes to an end. the spiel should include a welcome and closing, what policies are in place while on the trip, an outline of the day, and an introduction of those in charge. While the speech can be ad-libbed for a more natural effect, having a standard fill-in-the-blank presentation can again bring consistency to your off-campus events and ensure that all of the right information is being conveyed.

to have a planned itinerary, all free time, or a mix of both. Will there be required productions, meals, or tours? obviously, overnight trips have their own challenges, a major one being cost and another one being liability. a well-coordinated trip with no detail overlooked and with multiple contingency plans will be key here. But, if you can manage to pull off an overnight adventure, the payoff is well worth it. Good Ideas for Any Level regardless of which level trip you plan, there are few ideas you can implement to help any off-campus trip run smoothly. first, i strongly suggest that your organization sign up for a google Voice number. it is a regular phone number that can be connected and disconnected to any other phone number. the reason being is that, while on the trip, attendees will need an emergency contact number in case something goes wrong, or even if they’re just late getting back to the bus. however, your event coordinator or chaperone may not feel comfortable giving out their personal number to 50 strangers, nor should they feel obligated to do so. a google Voice number, or some sort of equivalent, allows for a hassle-free way for attendees to contact the person in charge. it also allows for consistency among your events because the number doesn’t change. You could even have the phone number printed on business cards to distribute to attendees. and the best part is, it’s free! second, communicate with trip attendees both before and aer the event. send them a reminder email letting them know they signed up in case they forgot the details or can no longer attend. this gives you another chance to give them the timeline for the day, so, hopefully, they have a better shot of remembering when and where to meet you. You can also take this opportunity to pass along those maps, dining suggestions, etc., so they can peruse them ahead of time and you can be more sustainable by not having to print them all out. aer the trip, send a follow-up email survey asking how everyone thought the trip went, because sometimes the end of the trip can be a bit chaotic with everyone just wanting to get off of the bus.

Road Trip!

Now, Get on the Bus! as you can see, off-campus programming is so much more than booking a bus. numerous opportunities are conducive to this kind of event planning; it really is up to you and your organization in terms of how far you are willing to go with your adventures. the key is to always be focused on making the trip attendee experience the best it can possibly be. Bon voyage! Editor’s Note: While Google’s services are mentioned in this article, they are used as examples and are likely not the only services that can be used to achieve the goals the author describes. Such mention is not to be construed as a specific endorsement of Google and its services by NACA or the author.

About the Author Loryn Moynihan is president of the program committee at Bridgewater State University (MA), where she is pursuing a bachelor’s degree in accounting and finance, with a concentration in accounting. she previously served as the off-campus adventures chair, as well as the vice president of membership, for the program committee. active in naca, she served as the naca® northeast foundation fundraiser coordinator in 2012.

NACA® Regional Conference Season will be here before you know it! Make your plans now. Find the latest information at NACA® South Sept. 26-29, 2013 Chattanooga, Tennessee

NACA® Northeast Oct. 31-Nov. 3, 2013 Hartford, Connecticut

NACA® Central Oct. 3-6, 2013 Tulsa, Oklahoma

NACA® West Nov. 14-17, 2013 Ontario, California

NACA® Mid Atlantic Oct. 17-20, 2013 Buffalo, NY

NACA® Northern Plains April 3–6, 2014 St. Paul, MN

NACA® Mid America Nov. 7-10, 2013 Peoria, IL

May 2013 Campus Activities Programming® 27

Lullaby and Goodnight

go to

sleep! 28 Campus Activities Programming速 May 2013


Katie little University of South Carolina

Frank slept two hours the night before his Chemistry final. Jill reviewed her lines one last time prior to her opening musical performance. Marcus, student body president, stayed up all night to prepare for an important meeting. What would have happened if frank had slept a full eight hours prior to his exam? Would he have earned a higher grade? if Jill took a short nap instead of practicing her lines one last time, would she have had a careerbest performance? Would marcus have led his meeting more effectively if he had prepared prior to the night before and, instead, had gotten a full night’s rest? recent research provides striking evidence that sleep deprivation can result in lower performance compared to functioning following adequate sleep (pilcher & Walters, 1997). the typical undergraduate student has a combination of commitments that include a class load of 12-18 credits, co-curricular involvement, 10-20 hours of paid work, social circle management, and study time. frequently, students maintain their competitive edge by working late into the night and, as a result, oen do not receive the recommended level of sleep to

maintain health. in addition, caffeine consumption, on-campus residence hall environments, and stress only worsen the sleep deprivation issue that is prevalent among college students. students hear about the importance of sleep, but few take steps to ensure they are receiving the recommended amount each night. i hope to provide information about recommended sleep amounts, share an overview of the current research on the positive benefits of adequate sleep, and offer examples of current campus programs that promote healthy sleeping habits among college students. Sleep Guidelines the national sleep foundation (2001) recommends that college-age students should receive seven to nine hours of sleep per night. college students may feel that they can function well on less than this amount of sleep, but their performance in and out of the classroom may be enhanced if they actually received the recommended hours of sleep each night (Buboltz, Brown, & soper, 2001). students can greatly benefit from sleeping the prescribed amount and need to take the steps necessary to make sleep a priority.

May 2013 Campus Activities Programming® 29

Establish a Routine an important way to optimize sleep cycles is to consistently go to sleep and wake up at the same time. the human body is wired to adhere to circadian rhythms, also known as the body’s “internal clock,” that regulate high and low activity at the cellular level. Whether a student goes to sleep or not, there are certain times, specifically when it is dark outside, when the body moves into low activity mode. if a student suffers from sleep deprivation on a regular basis, their circadian rhythm will be disrupted and they will not be able to function optimally, potentially leading to poor performance in academics, at work, and during co-curricular activities (Zisapel, 2001). Skip the All-Nighter in order to catch up on sleep aer an “all-nighter” or late night of studying, students oen sleep for long periods of time during the day. sleeping for long periods of time or taking long naps confuses the body and may further disrupt their sleeping patterns (milner & cote, 2008). the best way for students to combat this issue is to refrain from relying on long naps during the day to “catch up” on their sleep aer a late night. students are better off planning a study and activity schedule that allows for the recommended amount of sleep. Impact of Sleep sleep has a great impact on an individual’s overall health, including physical, mental, and emotional well being (Banks & Dinges, 2007). sleep deprivation, on the other hand, can produce adverse side effects. During sleep, the body supports muscle growth and restoration, regulates hormones controlling appetite, and helps to maintain the immune system (national sleep foundation, 2011). in addition, sleep helps to decrease tension, depressive feelings, and fatigue while simultaneously improving mood (Buboltz, Brown, & soper, 2001). sleep deprivation can result in an increased number of emotional outbursts, low patience, and delirium (Banks & Dinges, 2007). college students are already at a high risk for these conditions, so a lack of sleep only makes the situation worse. throughout the brain’s inactive hours, memories are integrated and consolidated in a way that allows new information to be committed to memory (Banks & Dinges, 2007). there are two forms of sleep oen studied in relation to learning ability and memory: rem sleep and nonrem sleep. rem sleep includes the cycle of rapid eye movement that occurs during a sleep period. rem sleep is thought to be the time where new information is integrated and ingrained into the brain. this is of significant importance to the college student because a lack of rem sleep can result in difficulty retaining new information (Buboltz, Brown, & soper, 2001). Whether in an academic or co-curricular settings, the inability to recall information is problematic for a college student. inadequate sleep levels can significantly impact students’ cognitive functioning by specifically hindering their ability to maintain focus for long periods of time. sleep deprivation alters students’ ability to hone in on information and decreases attention span (Buboltz, Brown, & soper, 2001). similarly, the time needed for the brain to process information and formulate a decision increases as the tiredness of an individual increases (harrison & horne, 2001). finally, students who report that they maintain regular routine sleep schedules (go to bed and wake up at the same time every day of the week and wake up fewer times during the middle of the night) report better ability to stay on task and earn higher gpas (curcio & de genarro, 2006). Not Enough Time to Sleep Whether it is the pressure of the college environment, the need to be constantly engaged, or a feeling of invincibility, college students oen do not set aside enough time to sleep. students are especially prone to have an unrealistic feeling of invincibility and, therefore, struggle to recognize the importance of taking the time necessary to recuperate. students negatively perceive the inability to keep up with the demands placed on them as signs 30 Campus Activities Programming® May 2013

of weakness. to prove their invincibility, students push themselves by staying awake into the morning hours to cram for exams or to complete assignments and last-minute details for the upcoming day. students feel pressure to complete their work and meet their deadlines, all the while failing to see that being sleep deprived runs counter to their desire to be successful inside and outside of the classroom. Snowball Effect sleep-deprived students suffer through a cycle that is difficult to break. By ignoring the body’s signals to sleep at night, students are less able to focus, process and retain information, and pay attention. consecutive days spent with little sleep produce a snowball effect because, without adequate sleep, it takes longer to process and retain information (harrison & horne, 2001). this can lead to a need for additional study time and therefore, less and less time for sleep. the longer a student stays awake, the more sleep deprived they become. the more sleep deprived the student, the more negative the impact on performance. Programming Applications programming boards have multiple avenues for educating students on the importance of receiving the recommended seven to nine hours of sleep. in order to create awareness, improve the health of the campus environment, and ideally enhance the performance of college students, sleep programming needs to be incorporated into the regular schedule of campus events. universities across the country are creating programming initiatives related to sleep. in efforts to help students adopt healthier sleep habits, it is important to use memorable and innovative programming techniques. Peer Education Umbrella Network

peer education has been a very successful programming tool when presenting information to student populations. for example, the peer education umbrella network at hastings college in hastings, ne, has peer educators who dress in their pajamas and take their mattresses to the student union where they educate passersby on the sleep needs of college students (pope, 2012). this programming effort is successful because it gets students’ attention and provides important information to students as they walk to and from class. Sleep Well @ Emory

sleep Well @emory (sleep Well, 2008), a program instituted by emory university (ga), helps students enhance their sleep time by taking little steps to improve their sleep environment and by paying attention to the activities they engage in prior to going to bed. the program highlights the consequences of sleep deprivation, but also provides steps students can take to improve their sleep routine. this program recommends that students take small steps such as using earplugs and an eye mask to improve their sleep environment. in addition, students are educated about relaxation techniques as well as the negative impact of late-night eating, caffeine and alcohol consumption on the quality of their sleep. Flash Nap

other cultures allow for a mid-aernoon nap to be incorporated into the work or school day. reminiscent of the spanish “siesta,” the university of louisville (2010) has come up with an initiative known as the “flash nap.” this activity is similar to a flash dance. however, following a sleep professor’s presentation, students take a short 20-minute nap in unison rather than dancing (pope, 2012). Impactful Opportunity it can be difficult to get students to attend programs concerning personal wellness and to get them to change their health behaviors. Because sleep recommendations can sound like parental advice, creative programming is needed to educate students on the topic of healthy sleep habits. students

also need to understand the impact that sleep deprivation can have on their ability to function in all areas of their lives: mentally, physically and emotionally. studies have shown that individuals who are significantly sleep deprived may have similar reaction times as those of drunk drivers (Williamson, 2000). the lack of sleep is a physical impairment that impacts performance. it is not just an inconvenience; sleep is fundamentally vital to well being. giving in to the body’s need for sleep does not show weakness, but shows understanding, maturity and the desire to put forth your best effort, both in and out of the classroom. Be the best you can be – catch some zzzs.

References Banks, s. & Dinges, D. (2007). Behavioral and physiological consequences of sleep restriction. Journal of Clinical Sleep Medicine, 3(5), 519-528. Buboltz, W., Brown, f., & soper, B. (2001). sleep habits and patterns of college students: a preliminary study. Journal of American College Health, 50(3), 131-135. curcio, g., ferrara, m., & de gennaro, l. (2006). sleep loss, learning capacity and academic performance. Sleep Medicine Reviews, 10(5), 323-337. sleep Well. (2008). SleepWell@Emory. retrieved from http://studenthealth. harrison, Y. & horne, J. (2000). impact of sleep deprivation on decision making: a review. Journal of Experimental Psychology: Applied, 6(3), 236-249. hastings college. (2012). Peer-Education Umbrella Network (P.U.N.). (2012). retrieved from cfm/src=DB/srcn=/gnaviD=35/snaviD=11 milner, c.e. & cote, K. (2009). Benefits of napping in healthy adults: impact of nap length, time of day, age, and experience with napping. Journal of Sleep Research, 18, 272-281. national sleep foundation. (2011) What happens when you sleep? National Sleep Foundation. retrieved from how-sleep-works/what-happens-when-you-sleep pilcher, J.J. & Walters, a.s. (1997). how sleep deprivation affects psychological variables related to college students’ cognitive performance. Journal of American College Health, 46(3), 121. pope, J. (2012, aug. 29). colleges open their eyes: Zs can raise gpas. The Des Moines Register, pp. a6. university of louisville. (2010). How to flash nap. retrieved from Williamson, a. & feyer, a. (2000). moderate sleep deprivation produces impairments in cognitive and motor performance equivalent to legally prescribed levels of alcohol intoxication. Journal of Occupational and Environmental Medicine, 57(10), 649-655. Zisapel, n. (2001). circadian rhythm sleep disorders, pathophysiology and potential approaches to management. CNS Drugs, 15(4), 311-328.

Learn from anywhere.

2013 NACA® WebiNAr SerieS

For descriptions and updates on additional Summer 2013 Webinars, please visit Pages/webinars.aspx.

About the Author Katie Little is assistant residence life coordinator at the University of South Carolina, where she has a housing assistantship at the institution’s Bates house. she is a member of naspa and the usc student personnel association. she is also a Diversity graduate mentor at usc and served as the student coordinator for Welcome Week (orientation) at creighton university (ne). she holds a bachelor’s degree in exercise science from creighton university and is pursuing a master’s degree in higher education and student affairs from usc.

May 2013 Campus Activities Programming® 31

JUST START SOMETHING Empower, Refocus and Rejuvenate!


Jennifer Schreer Albion College (MI)

After learning to take time for herself and pursue new goals in small, manageable steps, Jennifer Schreer found herself healthier and happier and participating in activities she previously might not have attempted, such as participating in a half marathon.

34 Campus Activities Programming速 May 2013

We so oen focus on what is going wrong in our lives, how busy we are, or how little time we have for a personal life, that we oen forget how to refocus our energy on the positive and what is going right. in the field of higher education and student activities, some would question whether anyone has the time and energy to keep a healthy work/life balance. But i would argue that, because our workload is so demanding and our daily schedules very oen end aer 5 pm, it is crucial to learn how to live a healthy work/life balance. in 2009, i weighed 372 lbs. and i was working in student activities in my current position and loving it. i was “happy,” going to work every day and “loving life,” or what i thought was loving life, until Jan. 2, 2010, when i “woke up” and realized i could be living an even better version of myself, a healthier and happier version. at that moment, i made the decision to “Just start something.” that was the exact phrase i said to myself, out loud as i sat on my couch in my one-bedroom on-campus apartment. Just start something, do something to make a positive change in your life. But where do you start? at that moment, i committed to three things; joining Weight Watchers, walking to a one-mile DVD each day, and taking the stairs more at work, instead of the elevator, to my third floor office. that’s where i started. at that point, that is what i could commit to and the best thing i did for myself at that moment and throughout my journey was to meet myself exactly where i was and to not expect myself to be someplace else. i gave myself permission to take time for me and i began setting small manageable goals i could actually achieve instead of overwhelming myself with goals too large to obtain. During the past three years, i have lost more than 120 lbs., met my significant other and even ran a half marathon. these were things i never thought i would do. i firmly believe these things happened because i began to put myself first, started really looking at the positive things in my life and learned how to set manageable and reachable goals. i began living a healthy work/life balance. i share my story because i feel the principles i used to get physically healthy are the same i also incorporate in my everyday work and personal life. they are relevant for any journey you might be on or whatever goal you may be setting for yourself. Empower: Just Start Something! one of the hardest things to do is to start, especially when it is something that causes you anxiety, overwhelms you or makes you feel insecure because it’s new territory to be explored. how oen do we have projects on our todo list that we push off to the next day? how many times do we hear ourselves say, “i’ll get to that tomorrow?” i have used the advice i gave myself on that cold January day countless times for projects at work, chores at home or personal goals i set for myself. When i find it hard to start, i remind myself to Just Start Something -- to do just one thing in the direction of my goal to get the ball rolling. i have found that those three words help break down the task or goal that might seem overwhelming, helping make it a more manageable one i feel i can accomplish, and once it is completed, i can move on to another small, manageable goal. these small tasks might consist of sending an email, making a phone call, or taking a five-minute walk around the block; or it might be putting away that one basket of clothes and then aer that, i can tackle the next basket. it all depends on what the overall challenge or goal is. the point is to start something. Do something in the direction of your goal. During my journey, i participated in a year of personal and professional coaching through collegiate empowerment and i was introduced to some helpful tools that guided me through the process. i have continued to use them in other areas of my life. one of the tools is the commitment cultivator, a worksheet you fill out with activities, behaviors or habits you wish to continue doing, start doing or stop doing. at first, it was not easy to fill out the worksheet because by doing so, i had to take ownership for the things in my life that were working or not working and what that meant for me. this accountability was uncomfortable, but necessary for moving forward and making progress. the tool helped by giving me the space to

identify specific activities, behaviors or habits that were working for me that i wanted to make sure to continue. it also allowed me to identify any new actions i knew i needed to incorporate into my life that would benefit me, as well as those i needed to stop doing that were hindering my success. i found myself using the commitment cultivator whenever i needed some direction or hit a speed bump on my journey and i needed some clarity to help maneuver over it. the great thing about this tool is that it helps pinpoint exactly where you are currently and helps to identify where you want to go by setting manageable goals. Refocus: Ask, “What Is Going Right in My Life?” i’ve always been a “glass-half-full” type of person, but life has a tendency to challenge that notion at times. for some of us, taking the time to focus on what is going right in our lives may be a major mental shi, but just like forming any habit, the more oen you do it, the more natural it becomes. When you start taking the time to notice the positive things in your life, you start realizing more positive things coming your way. We’ve all heard the saying, “What you put out, you get back.” i know from my own experience that when i started taking the time to think about and take notice of the good and positive things going right in my life, more good and positive things started coming my way. it was like looking through a different set of eyes and seeing the possibilities that could become realities. i began to celebrate even the little accomplishments and that lead to bigger achievements. things i might have overlooked in the past as no big deal, i really took notice of and gave myself positive feedback for them, which led to more positive results. When you begin to give yourself the time to think about the good things that are happening in your life, it starts to become easier and it gets you thinking more positively in everyday situations. to help in this process, i used a tool called the empowerment focuser, which helped me refocus my thoughts in a more positive way. on this worksheet, you list all the things that are going right in your life right now. right now could mean this month, this week, today or this very moment. then there is a column for you to write down the reason why you think it is going right. next to that, you write down the further progress you would like to see happen for each item and what the next steps would need to be in order to make that further progress possible. i have found this tool to be extremely helpful in identifying the things that are really going well in my life, as well as setting manageable future goals to help continue these actions and to move them forward. i began filling out one once a month, and then moved to once a week. sometimes i filled one out just when i needed to be reminded of the positive achievements or milestones with which i wanted to make further progress. When you start to recognize and celebrate the things that are going well, it becomes contagious and you begin to focus on how to bring more positive things into your life. Rejuvenate: Take “Me Days” i call “me Days” those that i set aside just for me and the things i want or need to do. sometimes, it’s a whole day and sometimes just a few hours – whatever i can fit into my life at the moment. i mark them into my calendar so i make sure to plan time for them just like i do for any other important meeting or function. i also try to look ahead and plan when my next “me Day” will be so i know i have another one scheduled. i think “me Days,” or “me hours,” are extremely important in keeping a healthy balance in my life. i enjoy the time i am at work and i put 110% of myself into the work that i do, but i also make sure to take time out for me to re-energize and rejuvenate so i am fresh and ready for the next day or task. i think of myself as a rechargeable battery. if i don’t take time to “recharge my battery,” i won’t have the energy to do what needs to get done for work or in my life. another important aspect here is being aware and knowing what recharges you. We all re-charge differently, so take the time to figure out what works best for you. some re-charge by spending time alone in a quiet May 2013 Campus Activities Programming® 35

place, while some need to be around other people to be re-energized. some get re-energized by being out in nature while others are rejuvenated with an hour of massage. finding out what works for you and planning it into your schedule is an important way of putting yourself first. in the end, others will benefit from your being refreshed. “me time” is just as important as any other scheduled activity you have in your calendar, perhaps the most important of all. it is up to us to decide how we use our time. We all know how easy it is to put in extra hours at work, especially when we love what we do. however, it is just as important and necessary to put the time into ourselves. consequently, our work will benefit. We are also role models for our students when it comes to having a healthy work/life balance. it is healthy for students to see professional staff as real people, with real lives, and being able to balance the two. our students are learning how to balance life and college every day right now, and they need to learn what it is like to balance work and life as a professional. We play an important role in demonstrating to them how to live a healthy work/life balance. i know that i am a better co-worker, advisor, friend, daughter, sister, aunt and girlfriend when i am achieving a healthy work/life balance. i am happier, more relaxed and able to stay focused, and have a clearer understanding of the goals i am setting. i have more energy at work and i am happier to be around because i have taken time out to reenergize and rejuvenate. it has taken me many years to figure out that it’s oK – and healthy – to take time out for me and that putting myself first is not about being selfish, it’s about taking care of myself so i can be the best version of me for my students, co-workers, family, friends and other loved ones. finding that balance can take some trial and error, but when you find it, it is the best thing you can do for yourself, the profession and the people around you.

36 Campus Activities Programming® May 2013

Editor’s Note: The Commitment Cultivator and The EmPowerment Focuser are copyrighted products of Collegiate EmPowerment. For more information, contact Collegiate EmPowerment at 1-877-EDUTAIN (338-8246);

About the Author Jennifer Schreer is director for campus programs

and organizations and assistant director for the anna howard shaw Women’s center at Albion College (MI). she previously served as assistant director of residence life at siena heights college (mi) and assistant director of student activities and resident hall director at the college of Wooster (oh). active in naca, she has served in showcase selection, regional conference evaluation and regional conference educational session coordination capacities. she has also presented educational sessions on the regional level. she earned associate’s, bachelor’s and master’s degrees at siena heights college.

Place your ad where hundreds of schools and thousands of campus contacts can see you! Reservations currently available for: Back to School issue of Campus Activities Programming速 2013 NACA速 Regional Conference Programs Contact Lisa Stroud today! 803.217.3469

May 2013 Campus Activities Programming速 37

38 Campus Activities Programming速 May 2013

You’re a Star! Tips and Best Practices for Recognizing Members in Your Campus Organization By

Gary Fleisner Denison University (OH)

aVe You eVer felt unappreciateD for the WorK You complete on campus? Do you wish more people said “good Job!” or “thanks!” more oen? as a programming board member, you must handle all aspects of an event, including helping with advertising, coordinating volunteers, and organizing hotel, transportation and hospitality, etc. on top of all those logistics, you must make sure the artists, audience and other programming board members are happy with everything. Being a member of a programming board can be very time consuming and oen stressful, yet more oen than not, students are not thanked or recognized for their contributions to the social environment on college campuses. therefore, it is crucial to encourage and recognize members of campus organizations. recognizing your organization’s members will let them know they are an important, vital part of it.


Tips for Recognition1:

Why Is Recognizing Members Important? recognizing organization members is important for a variety of reasons. aer spending months recruiting new members for your organization, you want to make sure they stay involved. recognizing them will help keep them committed and active. it makes them feel appreciated for the hard work they do week aer week. they will want to return and help more if you recognize their dedication to campus activities. in addition, it increases productivity within the organization. When people feel appreciated and recognized for their work, they feel wanted and needed. they believe that their contribution positively impacts the campus and will be more likely to help others and work harder. When people feel appreciated, they also have a happier outlook. When members are happy and have positive attitudes, an organization will operate much more effectively and efficiently.

Individualize the Recognition

Focus on the Positive

While in college, we take classes that teach us to critique and analyze the problems that exist in today’s world. We are oen taught to focus on what is wrong with something, more so than on what is right or correct. this method can be applied to campus programming. many people are guilty of this, including myself. instead of noticing what went well with an event, you see what went wrong and things you need to fix. many times, people accomplish great work but never get complimented because of one mishap. While wanting to improve is important, it is just as important to look for the successes and who was involved in them. You and your organization will be more positive and willing to work harder to improve knowing you may be recognized for your good work aerward. We can never smile and say thank-you enough to our fellow volunteers and members.

not everyone likes to be recognized for their accomplishments in the same manner. some members may enjoy receiving praise publically in the form of an award or praise from other members, while others would rather receive a thoughtfully written thank-you note. this is important to consider when finding ways to reward your members for their good work. the last thing you want to happen while recognizing someone is to have them storm out of the room in embarrassment because they were not comfortable with public recognition. to avoid this, there is one simple thing you can do: asK! When a new member joins the organization or company, one of first things their president or supervisor should ask is, “how would you like to be recognized for your work?” accordingly, if someone does not like public recognition, you will know not to recognize them in that manner. Your members will


tips based on the seven essentials found in: Kouzes, J.m., and B.Z. posner. Encouraging the Heart, A Leader's Guide to Rewarding and Recognizing Others. Jossey-Bass inc pub, 2004. print. May 2013 Campus Activities Programming® 39

appreciate you and their work much more because the recognition they receive will be thoughtful and meaningful to them! Recognize and Celebrate Together

members or volunteers may believe that the president or director should be responsible for recognizing members, but so should everyone else in the organization. rewarding and recognizing members for their good work should never fall on one person’s shoulders. everyone in your organization should be involved with recognizing their fellow group members in some capacity. this will ensure that members understand that recognition at any level of the organization is important to its success. recognition is for everyone. in addition, it is essential to celebrate recognition together as a group if the occasion calls for it. When you celebrate recognition together, it makes members, especially the individual being recognized, feel love and support, reinforcing the community that can be established in an organization. When you witness someone being recognized, it emphasizes the organization’s mission, values and goals because that individual obviously positively impacted the organization and/or campus by achieving one or more of its goals.

perienced member to work and bond with in order to help them get acclimated to the organization. the new member’s “buddy” can take them out to dinner and show them the operations of the organization. this will establish a solid bond between members and make the new member feel committed and engaged in the organization. On a Weekly Basis Mad Props Cup

the mad props cup is something the Denison university programming council uses at our weekly board of directors meetings. Board members pass the cup during the meeting and writes notes of appreciation or “mad props” to each other for the work that was completed the previous week. the notes can be written anonymously if the person offering the compliment so chooses. the “mad props” notes do not have to pertain only to what happened on the programming board. sometimes, the notes are just to compliment a member’s clothing or recognize other things, such as congratulating someone on an internship. the notes are read aloud at the end of each meeting. this is something to which the Board of Directors looks forward and enjoys doing each week! The UPC Creature

Other Tips for Recognizing Members:

• Don’t overspend – recognizing members doesn’t have to be elaborate or expensive. a simple note of appreciation or acknowledgment works well. • match the reward to the achievement – take into account the time, effort and significance of the accomplishment. • Be timely – recognize and give awards soon aer the task is complete. You don’t want to wait. otherwise, you might forget or other members will forget why a person deserves the recognition you are giving if you wait too long. • always state clearly why you are recognizing members – You want members to understand why an individual received an award. You don’t want members wondering why someone got something instead of them. You must ensure that the person deserved the recognition or tensions could arise in the group.

the upc creature this year is a rubber duck that the president of the Denison university programming council awards to the “member of the Week.” it is given at the weekly board of directors meetings to the person who completed great work throughout the week that helped contribute to the organization’s well being. that person can then carry it around with them, decorate it, and take pictures with it wherever they go until the next meeting, when someone else gets it. the upc creature is awarded to each person on the board at least once every semester to ensure everyone receives recognition for their hard work. the upc creature also changes every year when a new board is inducted. previous years’ creatures have included a dolphin and a gnome. the upc creature even has its own facebook page so members can post photos of the places they took it and how they decorated it week to week. Bragging Board

Examples of Recognition to Perform in Your Organization For New Members Induction Ceremony

at the end of each spring semester, the Denison university programming council (upc) holds an induction ceremony to recognize the incoming board of directors for the following school year. at this ceremony, all members wear business casual attire and are treated to dinner. the new members for the following year are inducted into their new positions. each new member is required to sign a statement of the values and mission of the organization, promising to uphold them. in addition, they receive a upc t-shirt and a lanyard with their name and position on it to wear on event days. at this ceremony, the new president and the advisor share how they are excited about the upcoming events and working with the new members of the programming board. Other Ideas:

• send a letter of welcome – a senior member of the organization can compose a welcome letter to new members expressing their excitement about this wonderful opportunity to collaborate together in the organization. • publish names of new members in a newsletter and introduce members to staff, etc. – the names of the new members can be posted in the campus activities and involvement office or published in an organizational newsletter or school paper. this is also a great way to promote the new members to the student body, so if they have questions or suggestions about programming on your campus, they know whom to contact. • assign a “buddy” or mentor – You can assign new members a more ex40 Campus Activities Programming® May 2013

a Bragging Board can be a whiteboard or chalkboard. members can write their own and others’ accomplishments or appreciations on the board so people can read them. similar to the mad props cup, the messages do not have to be limited to activities related to programming. the board should be posted in a location where members will notice it. once they read it, they will be aware of other members’ accomplishments and will be able to congratulate or thank them for their work. Other Ideas:

• smile! – smiling at someone can brighten their day! • informal thank-you – thank members for their work, no matter how large or small the task was. When a Member Leaves or Graduates Send-Off Ceremony

at the end of each year, the Denison university programming council holds a send-off ceremony. at this ceremony, all members dress up in formal attire and are served dinner. the outgoing president and organization advisor offer a speech and presentation and review the successes of the past year. they express their gratitude to the outgoing members for their years of service collectively, as well as articulate the major contributions and improvements each individual has made in the organization. the graduating seniors receive a certificate or plaque for their years of dedicated service and a stole bearing the programming board logo to wear on graduation day. the evening concludes with a video of pictures and clips from meetings and events that took place during the past year. each senior is featured in the video with a montage of photos of their involvement during the past few years. this ceremony is a great way to recognize members for their

years of involvement and is something to which our seniors especially look forward as they prepare for graduation in the coming weeks. Other Ideas:

• offer a letter of thanks or a certificate for their service – it is important to recognize the departure of a member for whatever reason (graduation, resignation, going abroad, etc.). no matter why a member leaves, it is essential to acknowledge they were dedicated to the organization and contributed positively to the campus environment. • Write a letter of recommendation or appreciation – other members will eventually need letters of recommendation from their supervisors, as well as their peers for award, job, internship, or graduate school applications. one way to recognize a member is by offering to write a letter for them when they need one. this shows that you understand the time and hard work the individual contributed and are willing to be a reference for the good work they completed in the organization.

About the Author Gary Fleisner is graduating this month from Denison University (OH) with a bachelor’s degree in sociology/anthropology. since 2012, he has served as executive director of the Denison university programming council (upc). he previously served the organization as its director of special events and director of finance. he also works as a programming assistant in Denison’s campus leadership & involvement center. he served as the on-site coordinator for Denison university’s leadershape institute in 2012. active in naca, he served as the naca® mid america region’s naca® foundation fundraising coordinator and received the region’s outstanding undergraduate student leader award in 2012. he has presented educational sessions for naca on the national and regional levels.

Throughout the Year • celebrate birthdays – celebrating your members’ birthdays with a cake or even just a card on behalf of the organization will make them feel appreciated and included. • send anniversary cards – send a card to members highlighting their year(s) of service and noting how they made a difference in your organization during the past year. • hold a recognition reception or lunch. • nominate members for school-wide awards and recognition. • hold a member of the month program – give a certificate or plaque to one member who stands out each month. • recognize other special moments in members’ lives, such as when they get a job/internship, acceptance into graduate school, etc.

Recognize and give awards soon after the task is complete. You don’t want to wait.

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For more information, contact Dionne Ellison at

May 2013 Campus Activities Programming® 41


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42 Campus Activities Programming® May 2013

ADVISING The Dance toward the Periphery of Self-discovery By

Rich Whitney, PhD, Amy Mynaugh and

Tanya Vandermoon DePaul University (IL)

hrough a semi-structureD interVieW to unDerstanD hoW the stuDents at Depaul uniVersitY (il) approach their programming WorK, we discovered some interesting intersections between programming and advising. at times, it seemed the students had just read a few student affairs textbooks and were telling us what we wanted to hear. in setting up the interview, though, we told them only that the questions would center on how they approached their duties, and that this discussion could help us understand the practice of how they carried out their campus jobs. the basic premise of the interview was to explore if an underlying model, theory, or process were guiding the work of the programming board. We believed the results could be used to understand connections between function and theory or to improve student training. recent research reveals that many student affairs professionals identify as practice people rather than theory people. Assessment Reconsidered (2008) reminds us that theory is practice and practice is theory. they seem to be more complementary than an either/or dichotomy. many in our profession are so fluent in college student development theory that they seem to approach their programming work, advising and day-to-day duties through an everpresent lens of theory, so much so that they seem to think everyone thinks this way. We would like to illuminate the role of the advisor from a couple of directions – programming and the eyes of the students. We will begin with a look at the programmer and programming aspects of the student affairs professional’s role. aer setting the programming stage, we will share information about the programming board on our campus and describe a major annual program (fest) to introduce our students’ voice. finally, we will explain how


the programming process, as explained by our students, mirrors the program development models of the field. We begin with the role of the advisor. One Part Programmer, Two Parts Advisor it is probably safe to assume that people going to work in student affairs are interested in working on campus amid students. although there are many avenues within the profession to work among college students, being an advisor is a perfect example of how to work directly with students. the difference may seem incidental at first glance, but the difference is in our choice of words – among and with – to describe the interaction. in both cases, we can provide programming for students attending college. the word among could be used for most types of student affairs work where the major benefactors of our programs and services are the students. it is when we choose the word with that we indicate the direct interaction and influence of the advising capacity for college students. the recently published Professional Competency Areas for Student Affairs Practitioners (2010) highlights the expertise, skills and attitudes needed within the profession. advising and helping are at the top of that list, albeit the list is presented in alphabetical order. more than coincidence, the key word in this competency area is advising over helping. this moves it to the first position on the list from a potential fourth position. again, this may seem like semantics or chance, but advising is similar to mentoring, which coordinates with educating, all of which connects to the leadership role of advising and mentoring. We also know that student affairs professionals create and implement programs for students. however, we know that the words programs (e.g., single occurrence, series, departmental) and programming (e.g., theoretical May 2013 Campus Activities Programming® 43

plan with a goal) can be used to describe and explain many different aspects of our jobs. the student affairs professional functions as the active programmer when they create and implement programs for students directly; sometimes working with a committee of other staff or faculty. We will call this the actiVe programmer, which refers to working among college students. DAB – DePaul Activities Board the Depaul activities Board (DaB) is comprised of elected student leaders and board members charged with planning on- and off-campus events for the university community. DaB presents approximately 60 events per year, including homecoming and the end-of-the-year outdoor concert – fest. through the work of its seven committees, DaB helps create a socially vibrant campus community. For Students by Students When asked to explain DaB to a new student or potential member of the board, our students all smiled and said, almost in unison, “the DaB spiel.” this was followed by, “We plan fun, mostly free events, for students by students.” all four representatives present emphasized the phrase for students by students. then, as if they had read astin’s work or Jane fried’s book, Transformative Learning Through Engagement, they added, “our job is to enrich the college experience, beyond the classroom.” they took their responsibility for getting “some of the student activity fees” and “being a catalyst for creating affinity for the student body” very seriously. they understood that the average student does not understand the many steps involved in creating programs, but they accepted the challenge with alacrity.

this group is about the practice of programming. remember that their self-proclaimed responsibility is to create programs for students by students. Without their realizing it, their process fits many of the program development models found in the literature. the foundation of all program development models, the cube (1974, 1989), discusses purpose, target and method. their comments about planning and implementation are similar to the Barr and Keating (1985) process of context, goals and plan. finally, they fit the six-step model (cuyjet, 1996) almost perfectly. through the discussion of what they do, they identified most of the incremental steps of all these models. the interesting thing about their “practice is theory” is that their training did not intentionally discuss nor include any of these models. perhaps we do approach our own practice from more of a theoretical lens than we assume. Ever Consider NATO When Programming? they said, at first, that programming small and large events was different. they started by discussing the process for a small event, hence the stages outlined above. When we moved to the large events, they decided the only difference is the large events are bigger; more research, more details, more moving parts, and more volunteers are needed to make them happen. even the annual events had incremental differences and nuances that make each year slightly different. for example, the nato summit was held in chicago during the spring of 2012. it is not common that student programming would somehow have to consider nato when planning for their yearend concert and outdoor celebration.


Programs Versus Programming they plan events, called programs, for the student body. more than just planning, though, they articulated they “strategically plan with a purpose.” they go in “with a goal” because, as they pointed out, going at it without goals makes the final product “unclear.” they moved on to define programming as a multifaceted process, an intentional infrastructure that builds community and increases student involvement with a purpose (the word purpose came up again), and one that includes multiple programs. With beautiful acumen, they articulated that programs and events are, in fact, different. they explained that programming is more than “putting on events.” in fact, programs have two components: events and everything else. programs are the events (what you see/attend) and everything else (what you don’t see). from their great description, we can refer to this as p=e3. What You See and Everything Else (P=E3) to produce what you see, the event, programming must be comprised of five stages: • pre-research, • research, • contracting, • the day of, and • aer the event. 44 Campus Activities Programming® May 2013

Advisors – the Incognito Teachers originally, advising was not part of the intended direction of our interview. the students brought up their advisors, so we went there. they reported that “this is a learning process” that has to be guided by advisors. they “keep us on track” and since they “know the policies of the university” and work at a “higher level,” advisors are the liaisons to the “higher ups.” the students acknowledged that each advisor decides on their roles and how they interact with the group, but each serves as “more of an educator.” they “challenge us and support us” through the process. advisors are like “teachers without the title.” their greatest description of the advisor, however, was “they are incognito teachers” because “they are not lecturing you, but you learn so much by them from the little things.” these little things are what fried (2012) explains as experiential pedagogy. astin (1999) tells us that students learn by becoming involved and these students reified these points by just explaining the advisor’s role. they reported that advisors function as the mentor programmer by “challenging and pushing you to learn and think on your own.” the close working relationships between students and advisors was reflected by the comment, “your life just spills out on your advisor.” they admitted that students have a lot going on and “when you are programming at such a large level, the stress is huge.” these students appreciated the structure provided by their mentors/advisors. they liked that the advisors are “always in the room” and help with the personal and professional relationships, but they are “once removed,” so they have “distance.” the

students liked that advisors push them and believe in them to get the job done, but that they are not micromanagers, either. they appreciated that there is an implied confidence in the students’ ability to accomplish. one student said, “they are willing to let me fail.” he went on to report that oen there is “more learning from failing than from succeeding.” the support for students being able to vent, cry and be honest adds to the relationship and the advising process. advisors are teachers, coaches, confidantes and taskmasters who build motivation, who “help me not second-guess myself.” Many Rewards the students remind us that “working the event” and the ability to “go backstage” are rewards for working on the programming board. they know this helps retain members on the board, which can then move forward and program more. they know their work builds affinity for the student body. there are weighty responsibilities that come with the benefits and rewards of programming, though. in their own words, they cannot do what they do without the mentoring and leadership of advisors. true to our theory of challenge and support, students appreciate the pushing, boundaries, relationships, and teachable moments of failing due to the fact they also get the support of the “out-of-the-classroom teachers” who guide them through mentoring. advisors are rewarded in many ways as we work both among and, probably more so, with our students. planning and implementing programs on campus is one of our rewards. By working with students, advisors have the benefits of programming and advising. We get to build something great through the synergy of working with students. We get to influence and observe their development. through our pedagogy of experiential learning, we add to the co-curricular classroom and see students adding to their skill sets and résumés. relationships are forged at the forefront of our work. our teaching happens at the periphery of their self-discovery. an added bonus for advisors is that we are paid to do all of this.

About the Authors Rich Whitney, PhD, is an assistant professor in college student Development at DePaul University (IL). he previously served as assistant director of management and leadership programs, extended studies, at the university of nevada-reno, where he also served as greek leadership coordinator. he is affiliated with the student personnel administrators and the american college personnel association and was named greek advisor of the Year for 2003 by the Western regional greek association. in addition, he has served as area coordinator and summer institute chair for the association of fraternity advisors. in naca, he has served in the past as an educational session presenter for naca® West. he has been published in The Nevada Review, New Directions in Student Affairs, Trends and the VISTAS Online Journal on topics pertaining to leadership and involving academic faculty in developing a strategic plan, among others. he holds a doctorate in counseling and educational psychology from the university of nevadareno.

Amy Mynaugh is assistant director of student involvement at DePaul University (IL). she previously worked at augustana college (il) in greek

life, campus activities and career services. she holds a bachelor’s degree in psychology from the university of iowa and a master’s degree in college student personnel from Western illinois university.

Tanya Vandermoon is a program coordinator for campus activities at DePaul University (IL). she previously worked at illinois institute of

technology (il) in greek life and student activities. she holds a bachelor’s degree in law enforcement and justice administration from Western illinois university and a master’s degree in higher education from loyola university chicago (il).

References acpa & naspa (2010). Professional competency areas for student affairs practitioners. Washington, Dc: authors. astin, a.W. (1999). student involvement: a development theory for higher education. Journal of College Student Development, 40(5), 518-529. Barr, m.J. & Keating, l.a. (1985). Developing effective student service programs: Systematic approaches for practitioners. san francisco, ca: Jossey-Bass cuyjet, m. J. (1996). program development and group advising. in susan r. Komives, Dudley B. Woodard Jr. and associates (eds.). Student services: A handbook for the profession (3rd ed). san francisco, ca: Jossey-Bass, pp. 397-414. Dunkel, n.W. & schuh, J.h. (1998). Advising student groups and organizations. san francisco, ca: Jossey-Bass. fried, J. (2012). Transformative learning through engagement. sterling, Va: stylus publishing Keeling, r.p. (2008). Assessment reconsidered. national association of student personnel administrators, Washington, Dc: authors

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ake a second to reflect on your career as a student affairs professional and think about the students you have encountered. reflect on your experience with those with whom you have cultivated a strong relationship and imagine this situation: you know a student leader who may work in your office, a student who is involved with a program you oversee, or a student you mentor. this student does a great job of managing time, staying organized and working hard to stay involved with co-curricular activities. this student is also the president of a small student organization you directly advise. currently, no other student is interested in serving as the president of this organization, so your student has decided to remain in the position for a second term. despite your concern for the time commitment involved, you allow them to continue. But how do you keep this student motivated? How do you keep them looking forward to the coming year and excited about continuing in this leadership role? What do you do to make sure they are having the experience they want? How do you assist them with attaining a leadership experience during their second term that is different than the previous one? With that in mind, i’d like to consider seven tips to guide professionals in advising student leaders through their second term in a leadership role, how to keep them motivated, and how to assist them in their further leadership development.


1. Show Them that Change Is Normal Many student leaders who remain within a leadership role for a second term focus on the ideal that everything must be the same as last year. explore ways to get the student leader to think about new and exciting programs and events the organization can implement. the sign of a great leader is to realize that change is necessary for growth. as a two-term officer within an organization, this student has the opportunity to ask questions as they prepare for their second term and anticipate issues before they occur. in many cases, student leaders have one term in a leadership role and this is the first and last time they have executed a program, hosted a meeting, or planned an event. this, however, is the advisor’s opportunity to teach students the importance of assessment and self-reflection. Many students who take on leadership positions get to see the outcome of a program or event only once. this student will get the chance to assess programs, events, and their experiences from the previous year. take a few moments to reflect on last year’s performance with your student. this can prepare them to focus on positives from their experiences and some areas in which to improve as they start their second term. 2. Encourage Them to Use Their Resources Within many student organizations, the leaders make most of the decisions. encourage your student leader to seek peer advice on how to make the organization more successful. Who were the major stakeholders in this organization last year? do they have advice for improving the organization? Motivation from peers is a great way to keep your student leader engaged. With the proper promotion of the student organization, new members will bring new ideas and different thoughts on board. encourage your student to seek advice from all members. everyone likes to be heard and to be able to participate and feel valued within an organization. are there faculty and staff members on campus who have research interest in some of the organization’s goals? What ideas does the student body have to improve the organization? are their similar organizations at other institutions? these are questions to get your student leader to think about ways to use campus resources and departments to assist them with programs, events and forums they might like to host. in addition, help your student find their own personal motivation. find out what they are passionate about and assist them in using their passion within the organization. allow them to see the possibilities of what they have the chance to do and how they can make those possibilities a reality.

3. Encourage Them to Set Goals encourage your student to set attainable goals. Write them down, along with the steps needed to make them possible. Write down everything, no matter how small the step. remember that running a student organization can be a very difficult job for a student. listen to their vision for the organization, but refrain from allowing them to focus too much on the big picture. Help them break down their vision into small goals that can be attained and set a timeline for each goal. discuss weekly objectives and action plans to determine how the organization will attain each goal. Give your student a copy of the goals and tell them to share the goals with the rest of the organization, delegating tasks to get the goals accomplished. as the semester unfolds, check the student’s progress with the goals, gauging how they feel about the progress of the organization. reinforce the importance of staying focused on the small goals and make sure they aren’t feeling overwhelmed. if so, explore ways to further break up some of the goals to help the student feel more at ease. this is a very simple concept, but crucial for success within any organization. 4. Allow Your Student Leader to Try New Ideas a great way to keep students motivated within an organization is to create new challenges. determine new ways for them to become a part of the campus community. What are some programs or events on campus that this organization could give assistance? reflect on a program the student organization hosted last year. What are some ways to improve it? are there new components that can be added to the program to make it more educational or exciting? should the students explore new co-sponsors or new collaborations with new departments or other organizations?





changing the focus of the program or thinking about it in a different way will create new challenges for student leaders as they resume their leadership roles for a second term. 5. Provide Feedback it is important to know your students and to effectively give them positive or negative feedback. show your interest in their development and create an environment where they feel motivated to work harder to reach their goals. consistent feedback is important within every situation. seek opportunities to recognize the work they have done. saying “thank you” or “Great job” are easy and effective ways to motivate students and keep them focused on their goals. When giving negative feedback, be aware of the language you use and the context in which you use it. Be direct, but remember to empower them to continue to improve the status quo.

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6. Help Them Understand the Need to Stay Positive as a leader in an organization, it is the student’s job to motivate the organization’s membership. as an advisor to a student organization, you need to make sure your student remains positive about their experience. remember to always make sure the student is having a worthwhile experience. an old saying by an unknown author states that “one must work hard and play harder.” this is the case with your student. set boundaries for how they are supposed to perform as a leader, but allow them to enjoy their experience. acknowledge the good work they are doing and provide them with opportunities to ask for ways to improve their performance. 7. Help Them Understand that Mistakes Happen Mistakes happen and stress is normal within any leadership role. this is an important thing for student leaders to realize. despite the fact this will be their second time in their leadership role, mistakes will still happen. they will face new problems and encounter new challenges. some mistakes will be small and can be easily fixed; some will be larger and could impact other projects and other people. it is important for students to realize all of the factors that are affected by a mistake. aer looking at the mistake, learn from it and move on. do not allow your student to focus on what could have been or what they might have done differently. these negative thoughts will stop the success of the organization. coach your student leader through their mistakes and help them see ways to change or accept the current situation. remember that everyone makes mistakes; learning from them is what makes leaders effective.

The Importance of Empowering Your Student Leader as a former two-term president of a student organization, i remember experiencing all of the things i’ve described above and reflecting on the advisor who got me through the challenges i faced. i saw a student organization with five members grow to 17 within my two-year presidency. to some, this would appear to be a small increase, but to a student who worked to improve the condition of the organization he served, this was a major accomplishment. empower your students to do great things, inform them that change is normal, encourage your students to use their resources, set goals, allow them to try new ideas, provide feedback, remain positive, and allow them to make mistakes.

About the Author Jesse R. Ford is assistant director of Multicultural student affairs at the University of Miami (FL). He holds a bachelor’s degree in history from coastal carolina university (sc) and a master’s degree in higher education and student affairs from the university of south carolina, where he served as the multicultural programming graduate assistant and served as the residents’ scholar for sigma phi epsilon fraternity.

Let Us Make Your Graduate School Experience a Little Easier. NACA is a leader in providing networking, educational and programming opportunities to assist members in advancing campus engagement. Join NACA now at the Graduate Student Membership Level for FREE and receive access to a wide variety of events, educational institutes, publications, educational sessions, face-to-face meeting opportunities and other programs just for you. Join Today! For more information, visit or email Use Promotional Code: GSM13 on application and in correspondence.

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2014 NACA速 NATIONAL CONVENTION For the latest updates visit

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Brandon Tigue Western Carolina University (NC)

50 Campus Activities Programming速 May 2013

nfortunately, in recent years, confidence in soMe leaders Has Been sHaken as they have taken the low leadership road. abrashoff (2002) said, “in our time, organizations oen become too complex for their leaders to run effectively. some beset leaders try to wiggle out of reality by ignoring chronic problems; others pit their subordinates against one another in so-called competition that winds up subverting any common purpose. the price of dysfunctional leadership is, of course, a dysfunctional organization” (p. 208). Working in the area of recruitment and activities, i think that everything revolves around teamwork. to have a successful recruitment season, many areas must depend on each other. admissions, orientation, residential living, activities, athletics, academics, high school counselors and more all need to communicate to assist students as they transition from prospective college enrollees to becoming fully enrolled and engaged on campus. Within this process, there are multiple opportunities for many people to practice leadership. However, in observing some of these opportunities, i have noticed three things that can slow down the efforts of any team, no matter whether it happens immediately or gradually. i call them the three not’s:


1. Not Delegating 2. Not Investing 3. Not Explaining Why

Not Delegating it is easy for a team leader to slip into the trap of assuming too much responsibility. delegation can become difficult because it is very much a trust issue. leaders oen know what they are capable of and where they need encouragement. However, they need to remember to let their team members also show their capabilities. delegation is a responsibility of leadership, and if a leader denies their team this opportunity, team members will likely lose motivation and become resentful of “the busy work” they have been assigned. if, as a leader, you do this, you’re short-changing team members because you aren’t allowing them to live up to or showcase their potential. you’re also short-changing yourself because you’re taking on more work than necessary and short-changing the organization through a resulting lack of attention to detail. it’s important to not look at delegation as a reward system, but rather as talent development. When challenging work is delegated, it provides members the opportunity to improve their overall skills. the majority of leaders spend ample time just observing. this is how they are able to know when a member needs more development and what new skills they can add. abrashoff (2002) said, “a lot of it is organizational attitude and mind-set. anything you can do to understand your people, support them in tough times, and nurture their gis will pay benefits to your bottom line” (p. 161). Most people view delegation as, “i will start them out with something small and, if they can handle it, i will give them more work.” this sets the bar low for expectations. instead of making workers prove themselves, assign tasks at a reasonable standard. proceed with the expectation that the member can and will meet their goal. instead of letting the member assist you on a project, let them develop the project on their own and offer guidance to direct the project toward your expectations. allow your team members to demonstrate their abilities. Not Investing team leaders must invest in their teams and team members by encouraging collaboration within the team and with other organizations. can a team function without collaboration? yes, but is it truly a team? “team” is defined as “to gather or join in a team, band, or a cooperative effort or a number of persons associated in some joint action” ( separate actions completed by themselves are more consistent with a project than an actual team. But, many consider these actions a team effort and, in turn, leaders begin to operate under the same behaviors. as a member of a team, you must be viable as part of the group and may need to complete work outside of meetings and functions. leaders oen forget the importance of collaboration and how this correlates with investing in team members. But, in this instance, it means helping them integrate into the organization and with surrounding partners. the best way to do this is by allowing and facilitating your team’s interaction with other departments.

collaboration oen brings many different agendas together. there are the team as a whole, individual team members, leaders, supervisors, students, and more who have their own agendas to pursue during collaborations. this is what keeps many leaders from truly supporting the practice. But, by not letting their teams collaborate, they are perhaps preventing team members from developing valuable networking skills, problem-solving skills, and other growth opportunities. Not Explaining Why Have you ever noticed that in the educational setting, and in life in general, the phrase, “there is no stupid question,” comes up a lot? unfortunately, many leaders operate under the “need-to-know basis” and don’t encourage questions from subordinates. When teams are dysfunctional, it’s likely because tasks are assigned with no explanation as to why they need to be completed. However, members need to understand a task and why they are expected to complete it. How does it relate to the overall picture? When they are given an explanation, they feel more a part of the team and that their work has an impact on the team’s overarching goals. leaders who don’t offer explanations underestimate the importance of team members having background knowledge. think about a current team or group in which you participate. if needed information is not presented when a task or project is assigned, how do you respond? for example, your leader comes to a meeting and says, “We are going to participate in a joint event with XyZ organization.” you and your fellow team members remember that the last time there was a joint event with this organization you were allowed to make only minimal contributions to the event other than being available for work on the day it was held. now come questions and uncertainty, perhaps disillusionment. you and your fellow team members are trying to figure out why you’re being directed to again participate in such a collaboration and the response you receive from your leaders is, “Just get it done.” this response, alone, is enough to change the attitude of team members towards the event and the XyZ organization, as well. direction without explanation deflates a group’s enthusiasm and energy throughout the event. sometimes, it is understandable that a leader is not able to give complete details. But, if that is the case, the leader must still provide some sort of explanation. Many Responsibilities a leader has many responsibilities, everything from daily operations to encouraging the longevity of the team. creating an environment with open communication and opportunities will prove valuable for team members. remember that teams are made up of people who are unpredictable, contradictory and sometimes uncooperative. leaders must be able to balance these factors and guide the team toward productivity. “to make sure people feel connected, they must foster collaboration by structuring collaborative conversation, reinforcing respect and inclusion, and defining joint goals and definitions of success” (Guttman, p. 3).

References abrashoff, d.M. (2002). It’s your ship: Management techniques from the best damn ship in the Navy. new york, ny: Hachette Book Group usa. Guttman, H.M. (2012). capitalize on team dynamics. Executive Edge: Information and Skills You Need to Get Ahead, 2 (4), p.3. About the Author Brandon Tigue is assistant director of admissions at Western Carolina University (NC). He holds a bachelor’s degree in communication/broadcasting from Western carolina university and a master’s degree in strategic leadership from Mountain state university (WV). this article is based on an educational session that was a collaborative effort of rotimi aryio, associate director of university programs, amanda everhart, graduate assistant for student programs, and tigue.

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The 2013 National Convention in Pictures Delegates “Engage!” in Showcases, Educational Sessions, Block Booking and More while in Nashville Nashville, long known as “Music City,” hosted NACA’s 2013 Convention, held at the Nashville Convention Center and the Renaissance Nashville hotel. Delegates who traveled to the fabled home of country music were able to engage in a variety of activities designed to help them see exciting new talent in Showcases, learn the latest in student development theory or related practical skills through educational sessions and to save money on bringing artists and other attractions to their campuses through Block Booking. In addition to the Campus Activities Marketplace, always a hub for school and associate interactions, delegates were able to enjoy other special events and appearances, ranging from a Convention Kick-Off featuring Retta of NBC’s Parks and Recreation and several other up-and-coming comics to a keynote presentation by TV pundit, award-wining journalist and online columnist for CNN and ESPN L.Z. Granderson. There were also many opportunities to celebrate diversity, always a hallmark of NACA events, ranging from the interactive and social Diversity Connection to the Diversity Dinner and more. Additionally, Block Booking activity continued to prove how schools can save significant amounts of money by pursuing the process on which NACA was founded. At the 2013 Convention, Block Booking saved schools $51,450. For a detailed report on Block Booking activity, see the April 2013 issue of Campus Activities Programming®, which is also available online at And the NACA® Foundation also accomplished significant fundraising during the Convention with new and traditional activities. See Pages __ for more information. In the next several pages, enjoy images from the 2013 National Convention as you continue to Engage back on your campuses and in your offices. Photos by Anita Brewer.

Delegates crowd the aisles to talk with agents about artists and attractions they hope to book for their campuses.

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British comedy juggler Nick Pike takes things seriously as he deftly juggles a few sharp implements.

School delegates and an agent share what appears to be a positive negotiation about an artist.

Turquoise Jeep gets the crowd up on its feet.

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A behind-the-scenes view of Convention Registration in progress.

Convention Keynote speaker L.Z. Granderson greets an excited delegate in the Campus Activities Marketplace.

54 Campus Activities ProgrammingÂŽ May 2013

Actress/comedian Gina Brillon performs during the NBC Stand-Up for Diversity College Tour, which was part of the talent showcases oered at the Convention.

NACA® SPOTLIGHT Some educational sessions gave student delegates opportunities to interact and network.

Emmy-nominated TV writer, producer and comedian Brad Wollack, who is also the co-star of the E! comedy series After Lately, entertains the Kick-Off audience.

“Queen of Soca” Alison Hinds performs during the NACA® Night on Nashville event.

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The Convention also allowed NACA leadership, past and present, to reconnect. Pictured are past Chairs of the NACA® Board of Directors. Seated, left to right: William D. Smedick (1998), Gail Spencer (2002), Greg Diekroeger (2006), Susette Redwine (1999), Chris Geiger (2000) and Billye Potts (2001). Standing, left to right: Brian Wooten (2011), John Dooley (2007), Steve Westbrook (2003), Justin Lawhead (2004), Ernie Stufflebean (2005), Ahmed Samaha (2010) and Regina Young Hyatt (2008).

Block Bookers representing institutions from all over the US met at the Convention to discuss their booking options for the coming year.

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The Graduate Student Reception provided an opportunity for graduate students attending the Convention to network and discuss issues of importance to them.

Dr. Alicia Fedelina Chåvez, associate professor in Educational Leadership at the University of New Mexico, presented an address at the Diversity Dinner titled Identity and Professional Practice: Inspiring through Introspection.

The Diversity Activities Group’s special displays at the 2013 National Convention focused on Historically Black College and Universities (HBCUs).

Dr. Beheruz N. Sethna, professor and president of the University of West Georgia, addressed the Professional Development Luncheon with his presentation, Implications of the Flattening World for American Higher Education and Society.

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Convention Hosts Successful NACA® Foundation Fundraising Events The NACA® Foundation conducts several fundraising events at the National Convention, most notably the Foundation Silent Auction, which this year allowed delegates to bid on 83 items to raise $1,789. New to the Convention this year was the NACA® Foundation Trivia Tournament, which had five sponsors (The College Agency, Campus Entertainment, Fun Enterprises, Inc., Perfect Parties and Seacoast Events, LLC) and allowed 16 teams to compete to raise $3,151. Top placing teams were: • Third Place – The University of Miami Team, consisting of Joshua Brandfon, Trici Fredrick, Maritza Torres, Matt Binion and Katie Winstead Reichner • Second Place – The NACA® Board of Directors Team, consisting of Ken Brill, Dave DeAngelis, Brian Gardner, Chris Gill, Brenda Baker and Terri Potter • First Place – The College Agency Team, consisting of Judson Laipply, Sue Boxrud, Coz Lindsay, Craig Heitkamp (all with The College Agency [MN]) and Danny Mackey (with Neon Entertainment [NY])

Winning the NACA® Foundation Trivia Tournament was The College Agency Team. Left to right are: Judson Laipply, Danny Mackey, Sue Boxrud, Craig Heitkamp and Coz Lindsay.

School souvenirs and all kinds of swag were available to successful bidders during the NACA® Foundation Silent Auction.

Delegates bid on T-shirts and other items during the NACA® Foundation Silent Auction.

An autographed poster of Raven-Symoné was among items on which delegates bid in the NACA® Foundation Silent Auction.

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2013 NACA® Research Grant Call for Proposals The National Association for Campus Activities is now seeking proposals for the NACA® Research Grant. The NACA® Research Grant is designed to encourage the development and dissemination of knowledge that has the potential to improve the experiences of college students. Completed applications must be received by the NACA Office by 11:59 pm ET, June 14, 2013. Comprehensive Award Package

One research team will be selected for the Comprehensive Award Package. This package includes a stipend of $2,500, paid travel to the NACA National Convention and additional considerations. Secondary Award Package

Up to five research teams will be selected for the Secondary Award Package. This package includes a cash stipend of $500 and additional considerations.


The NACA® Research Grant competition is open to faculty, staff and graduate students who plan to conduct research on issues related to college student activities and campus engagement. Cross-institutional research teams are encouraged to apply.

• Research Requirements & Selection Criteria

Proposals will be evaluated on the extent to which they: • focus on issue(s) related to campus activities and/or campus engagement. Although all issues related to campus activities will be considered, special consideration will be given to proposals addressing one of the following topics: a. Impact of and involvement in campus activities on improving academic

and student success b. Assessment related to campus activities and/or campus engagement c. Structures of programming boards d. Evidence of learning associated with working/volunteering in campus activities e. Impact of social networking on campus activities and involvement f. Impact of involvement and student activities on alumni giving/involvement g. Impact of technology and its increasing accessibility on students’ lives and their involvement in campus activities h. Impact of participation in campus activities on civic engagement and community service i. Impact of programming for non-traditional students or underrepresented populations clearly articulate a strong research design. Qualitative, quantitative, and mixed-method studies will be considered. Methodology must be appropriate for the research question(s). produce results ready for presentation during the 2014-2015 NACA® Conference/Convention season. explore unique issues, subjects, analysis, participants and/or samples. Research must be original work of the investigators and may not have been reported elsewhere. have potential to have a national impact on student success initiatives. Results of the research should be relevant to a wide audience.

For more information and an application, visit: researchinitiatives/Pages/default.aspx. If you have questions, contact NACA® Director of Education and Research Dr. Sandra Rouse at

2013 NACA® INSTITUTES What will YOU do on your summer vacation? Attend one or more NACA® Institute where you can have fun, learn valuable skills and network with both seasoned professionals and fellow students. Huge Leadership Weekend

Student Organizations Institute

Student Government East

John Newcombe Tennis Ranch (TX)

The Ohio State University

Old Dominion University (VA)

May 30–June 2

June 19–21

July 18–21

Programming Basics Institute

Concert Management Institute

National Leadership Symposium

Washington University in St. Louis

Marquette University (WI)

University of Louisville (KY)

June 13–16

June 25–28

July 22–25

Student Government West Colorado School of Mines

July 11–14

For more information, contact Dionne Ellison at

May 2013 Campus Activities Programming® 59


Fergueson Elected to NACA® Board of Directors Dan Fergueson, director of College Activities at Linfield College (OR), has been elected to the NACA® Board of Directors. His term

becomes effective May 1, 2013. Fergueson has worked in student activities for 15 years, having previously served as coordinator of Student Activities at Shawnee State University (OH). Active in NACA, he has served the NACA® West Region as Showcase Selection Coordinator, Regional Coordinator/Regional Conference Program Coordinator, Regional Business Manager and as Block Booking Coordinator. On the national level, he served as the NACA® Block Booking Coordinator in 2005-2007 and recently completed a term as the NACA® Assistant Block Booking Coordinator. He received the NACA® West Region’s Peggy Horgan Award for Outstanding Regional Volunteer in 2007 and the Shelley K. Bannish Award for Outstanding Staff Advisor in 2011, as well as Linfield College’s ASLC Senate Outstanding Service Award for 2003-2004. At Linfield College, he has served on a number of advisory and planning committees and currently serves on the Administrators Compensation Committee. He holds a bachelor’s degree in biology from Albion College (MI) and a master’s degree in student personnel administration from Western Washington University.


Dungy Joins NACA Board of Directors as Guest Member Dr. Gwendolyn Jordan Dungy, executive director emeritus of the National Association of Student Personnel Administrators (NASPA), has joined the NACA® Board of Directors as a Guest. Dungy served as executive director of NASPA from 1995-2012. Before that, she served as associate director of the Curriculum and Faculty Development Network and National Diversity Network Coordinator for the Association of American Colleges and Universities. In addition, she served as Division Dean, Humanities and Arts at County College of Morris (NJ); Dean of Student Development at Montgomery College (MD); Director of Counseling at Catonsville Community College (MD); and on the counseling faculty at St. Louis Community College at Meramec (MO). She is the author of published articles on topics ranging from collaboration and leadership to assessment and aspects of the Millennial generation in publications such as the Journal of Student Affairs Research and Practice and Talking Stick and books such as Learning Reconsidered and Learning Reconsidered II. She is also a well-known speaker, having addressed organizations ranging from the Association of College and University Housing Officers-International (ACUHO-I) to various conferences and colleges and universities. She addressed delegates at NACA’s 50th Anniversary Convention in Boston in 2010. She holds a doctorate in educational policy making and administration from Washington University in St. Louis (MO), a master’s degree in English literature from Drew University (NJ), a master’s degree in counseling and guidance from Eastern Illinois University and a bachelor’s degree in English from Eastern Illinois University.

Upcoming NACA® Webinars NACA offers great webinars all year long, covering a wide variety of student affairs-related topics. For details, visit the webinar page at Pages/webinars.aspx on the NACA® website. Get the most out of your NACA® membership by signing up for a webinar today! Interesting in Presenting an NACA® Webinar?

We’re currently seeking topics and presenters for the 2013-2014 schedule. Contact Morgan Grant at if you’d like to be considered.

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 are: • Multicultural Scholarship Program – May 1, 2013 • NACA Regional Council Student Leader Scholarship – May 1, 2013 • NACA East Coast Graduate Student Scholarship – May 30, 2013 • NACA Foundation Graduate Scholarships – May 30, 2013 • NACA® Mid Atlantic Higher Educational Research Scholarship – June 15, 2013 • Lori Rhett Memorial Scholarship – June 30, 2013 • Barry Drake Professional Development Scholarship – Aug. 1, 2013 • NACA® Mid Atlantic Associate Member Professional Development Scholarship – Aug. 1, 2013

A complete listing of scholarships and criteria can be found online at: ScholarshipListings.aspx. For additional information, contact Dr. Sandra Rouse at Also, see Page 24.

NACA® National Convention Graduate Intern Program Application Deadline Nears The NACA® National Convention Graduate Intern Program provides opportunities for graduate students to be mentored by student activities professionals who have been in the field for at least five years, with a focus on developing mentors from the pool of previous NACA® Board members and other leadership. Seven graduate interns and mentors will be selected. Applications are currently being accepted for Graduate Interns (Grad Students) and Mentors (Seasons Professionals). The application deadline is June 1, 2013. Graduate Interns and Mentors may apply online at: Graduate Interns will present educational sessions, network with NACA® past and present leadership, and communicate frequently with other interns, as well as their mentor and coordinator. Mentors will assist their assigned Graduate Interns in an acclimation into NACA and the field of higher education through providing feedback on program and projects, routine correspondence and in-person meetings at conferences. For questions, including benefits, contact the 2014 National Convention Graduate Intern Coordinator Christopher Conzen at 60 Campus Activities Programming® May 2013

Read Campus Activities Programming® Online Be sure to check out the online version ( Center/Pages/CampusActivitiesProgrammingMagazine.aspx) of Campus Activities Programming® each month. Each issue contains all the content of the regular printed edition, as well as additional content developed especially for the online version. In the May 2013 online edition, be sure to read “Programming with a Purpose: A Guide to Achieving Real Learning through Theory-Based Planning” by Kara Woodlee of the University of South Carolina.

NACA® SPOTLIGHT NACA® Call for Content Have you ever wondered how NACA chooses topics and presenters for educational sessions, webinars, magazine articles, etc.? Think you have something great you'd like to share with your NACA® colleagues? Check out the Call for Content ( Education/EducationalSessions/ Pages/EdSessionsSubmission.aspx) to learn how to submit a proposal or other content dealing with a topic reflecting your expertise for the following categories: • Educational Sessions at the 2013-2014 Regional Conferences • Educational Sessions at the 2014 National Convention • NACA® Webinar Presentations • NACA® Research Grant • Advancing Research in Campus Activities Awards • Digital Library Resources • Articles for NACA's Campus Activities Programming®

Deadlines for each category are included in the Call for Content Packet PDF ( If you have any questions, contact Dionne Ellison at dionnee@ or Morgan Grant at

Campus Activities Programming® 2013–2014 Content Concentration Areas September 2013

Student Engagement/Team Building/Recruitment and Retention Article Deadline: May 31 October 2013

Leadership Development/Skill Development/Professional Development/Career Preparation Article Deadline: June 14, 2013

Coming in the Back to School 2013 Issue of Campus Activities Programming®

November/December 2013

Nontraditional Students/Community Colleges/ International Students/Alternative Programming Article Deadline: Aug. 2, 2013 January/February 2014

Back-to-school-time is just a few months away and the Back to School 2013 issue of Campus Activities Programming® will cover topics pertaining to kicking off a new academic season – everything from contract negotiation and getting your programs off to a good start to preparing for the fall regional conference season.

2013-2014 Associate Member Regional Conferences Guide Available For associate members, this guide provides all of the information you need for each of NACA’s seven regional conferences for the upcoming year. Download the guide at: RegionalConferences/Pages/default.aspx

Conference-Convention Preparation/Programming Planning/SeriesTheme Programming/Concert Production/Promotion Article Deadline: Sept. 20, 2013 March 2014

Collaboration/Advising/Communication Article Deadline: Nov. 19, 2013 April 2014

Assessment/Budgeting/Risk Management Article Deadline: Dec. 13, 2013 May 2014

Conflict Resolution/Wellness/Retreats Article Deadline: Jan. 14, 2014

Articles are also being sought targeting or written by graduate students. Contact Glenn Farr at

May 2013 Campus Activities Programming® 61


Chair MATT MORRIN University of South Florida-St. Petersburg

Immediate Past Chair DAVID DeANGELIS Suffolk University (MA)

Chair-Elect KEN BRILL Augustana College (IL)

Treasurer BARRY McKINNEY The University of Texas at San Antonio barry.mckinney@

Vice Chair for Programs BRIAN GARDNER Maryville University of Saint Louis (MO)

Member CHRIS GILL Culver-Stockton College (MO)

Member CINDY KANE Bridgewater State University (MA) cindy.kane@

Member DAN FERGUESON Linfield College

Guest to the Board JENNY BLOOM, EdD University of South Carolina

Guest to the Board GWEN DUNGY NASPA

Executive Director ALAN DAVIS NACA Office


NACA® South JOSH BRANDFON University of Miami (FL)

NACA® West ANDREA RAMIREZ University of Washington-Bothell


Leadership Fellows Coordinator MEGHAN KENNEY Suffolk University (MA)

NACA® Central LASHAUNDRA RANDOLPH University of MissouriKansas City

NACA® Mid America DAIN GOTTO Northern Illinois University

National Convention Program Committee Chair SHANNA KINZEL University of Washington-Tacoma

Institute Series Coordinator AMANDA HORNE Stephen F. Austin State University (TX)

Mid Atlantic Festival Coordinator KIMBERLY HERRERA Anne Arundel Community College

62 Campus Activities Programming® May 2013

NACA® Mid Atlantic STACEY SOTTUNG Saint Joseph’s University (PA)

NACA® Northeast MATT MILLER Bridgewater State University (MA)

TEN QUESTIONS with 1. Leadership/management book you are currently reading? Reading is a special treat for me; currently I’m not reading any one book, but I have stacks of books around my house I find myself constantly grazing through. Two books that stand out are Works of Heart: Building Village through the Arts, edited by Lynne Elizabeth and Suzanne Young; and a longtime favorite I frequently revisit, Teachers as Cultural Workers: Letters to Those Who Dare Teach, by Paulo Freire. Both of these books tie in to the style of mentorship I strive for in working with students and helping them manage campus-wide arts programs that engage our campus and community.

2. What recent campus program most exceeded your expectations and why? An Art-o-mat is a repurposed cigarette vending machine designed to sell art. We have acquired one as a long-term installation in our student-run art gallery. The project has exceeded my expectations in that it has engaged so many different people. People from all ages and backgrounds are intrigued by the installation; they love the concept and want to engage with it. We expected students to like the machine, but were surprised when professors, administrators, local families and community members wanted to use it too. 3. Favorite campus program in your entire career and why? I really love all of the programs, small-scale or large, those with big budgets, others with none, the best attended and even the train wrecks. They all kind of build off of each other and create the life and culture on our campus. But my favorite program is the one that hasn’t happened yet. It has the most potential. I feel like I’m always looking at how we can innovate and improve our programs. As soon as we start wrapping up one project, I’m already looking at the next one and how we can make it better.

5. Best teaching tool for your students? Connecting one on one is the best teaching tool for my students. Each student is different with different goals, experiences and strengths. Meeting individually with them really offers the chance to help guide their development and serve as a resource to help them grow. 6. Technology that most benefits you at work? My smartphone. It’s an extension of my brain. I use the mobile applications to sync my email and calendar, as well as keep a task list that helps me prioritize projects and keep things manageable. 7. Most challenging aspect of your job? Having to say goodbye to our graduating students each year.

Angel Nava Arts and Programs Coordinator for Student Involvement Washington State University

4. Three things on your desk right now you couldn’t live without for work? A reliable blue pen, my computer, and a box of crayons. The pen and computer are pretty standard tools in an office environment. The reason for the crayons is that I read somewhere that the smell of crayons helps manage stress, so I keep it nearby in case of emergencies. I also keep a small bottle of bubbles on my desk. Sometimes, when no one is around, I blow bubbles to help me think, it also helps me remember to breathe.

8. Tip you can share for balancing work with a personal life? Making time for your personal life is just as important as making time for work. I build time into my calendar for family, friends and myself. Making appointments in Outlook for both work meetings and my own personal time reminds me to switch gears. I’m fortunate to be in a job I love, and it can sometimes be easy to overwork myself for longer periods of time without realizing it. Being able to see personal time carved out alongside work time helps me see if I’m balancing things in a healthy way. 9. Best programming advice you’ve ever received? “Sometimes, it’s better to ask for forgiveness than permission” is the best programming advice I’ve ever received. It has been helpful in giving the OK to take reasonable risks when programming and, generally, in life. I think sometimes people stop great ideas before they start because they are worried about failing or not being validated by others. For me, it really ties into the quote “Don’t let the fear of what is difficult paralyze you” by Paulo Freire. Yes, it’s important to have well-received events and ideas, but the fear of falling short shouldn’t stop a program from the possibility of growing. Sometimes, it’s better to just push through and plan and hope for the best. 10. Something unique about your programming board? Something unique about our programming board is having dedicated arts committees. At a lot of schools, I’ve seen arts programming happen outside of a programming board. Having the arts as an active part of our board allows for interesting collaborations and programs that might not happen otherwise.

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

May 2013 Campus Activities Programming® 63


Fame … I’m Going to Live Forever? By Nancy Oeswein

N FEBRUARY, WE HAD A GREAT NACA® NATIONAL CONVENTION! It is one of the gis of this business that we get to travel several times a year to spend time with great friends and colleagues and fill our hearts with meaningful conversation, Art, and new poetry, laughter and inspiration. Every year, there are one or two conversations I really treasure, but sometimes there are trends or occurrences that cause me worry. This Convention was no exception. I got to spend a treasured two hours with a longtime friend and got to make an amazing connection with someone I had known casually for years, finding some new common ground in a passionately shared hobby. However, there were several moments that made me a tad nervous about a good segment of this generation of college students. We all know these Conventions aren’t filled with regular students. They are peopled by leaders, the best of the best, typically people passionate about Art and Community. So, when I see a disturbing trend among these leaders, I naturally extrapolate that to the rest of the student body. I’ve been lamenting certain aspects of technology for years. I even present an ed session occasionally called, “Are We Too Busy LOLing to Really Laugh Out Loud,” that focuses on how the very technology that makes our lives more efficient and more interconnected also disconnects us from real life a good deal of the time and minimizes our engagement level and the depth of our experiences. Over the years, I’ve seen on average a less engaged student population, less inspired or impacted by the Art and experiences in front of them. There are always grand exceptions, but the trend is undeniable. It affects the quality of the college experience and the employability and life quality of today’s students. But, another trend also seems to have intersected with the impact of technology. Twenty-one years ago this May, MTV aired The Real World and launched the modern reality TV movement. This current generation has been brought up on a steady diet of people who are famous for being famous. Quality writing, great thought about how Art can reflect and elevate the life of the moment seem to be getting rarer each year, on TV, especially. The beauty in the past of limited entertainment choices was that with less distractions, quality rose more quickly to the top, and there was more of a shared experience with those offerings across generations. Plus, the now heavier competition to break through the clutter means that the broad cross section of reality TV offerings continually sink to new levels of celebrating bad behavior, poor choices, mediocrity or humiliation for attention. For the current generation of college students, it has always been common in their lifetime for people to be able to readily gain fame without great accomplishment. It’s getting harder to find someone who doesn’t at least know someone who knows someone who has been on a reality TV show or gone viral in some video. The result is that it seemed to me at this year’s Convention that many attending showed a new level of fame obsession. In that CAMP room and on that stage filled with hundreds of poets, writers, dream spinners, heart healers, world changers, laugh makers, and another few hundred people passionate about the transformative power of Art, I'm saddened that so many would spend precious moments in line to get a photo with people famous for being famous, famous for making bad choices but airing them on TV, famous for being on TV talking to people who cannot connect with other humans without the aid of technology.


64 Campus Activities Programming® May 2013

Aer 20 years in this business, I still get a little geeked about the level of magic and beauty collected in one giant room, and I feel like a lot of students are just missing it. FAME does not = ART. Fame doesn’t equal accomplishment or value. Yes, I have and do represent famous or somewhat famous artists. But my rule of thumb is, “Would I watch this person’s Art for an hour or more and be engaged, impacted or changed in some way by what they do if I’d never heard of them?” and “Will this Artist’s presentation still have value five years from now?” Once again this month, we’ve turned away a celebrity who has a connection with this generation that I’m certain I’ll see standing in another booth come fall with a long line of students waiting to see them. As you program this fall, please think about the things that move you, inspire you, make you laugh, and share that. If you program consistent quality and get creative in your marketing, you’ll find an audience, and maybe change a lot of lives in the process. You’ll create a brand that your students respect and serve the directive with which you’ve been charged – to program to bring the community together and open up students’ hearts and minds to new ideas. Whether or not it will be easy to draw an audience should be a consideration, but it should never be the only one or even the most important one.

Nancy Oeswein owns Auburn Moon Agency (Campus

Activities Magazine’s 2013 Agency of the Year) and lives in Rochester, MI, with her husband, two children and a dog. She leaves the frozen North as oen as possible for adventures and exotic ports around the world or just anywhere, except Detroit.

“Curtain Call” is a regular feature of Campus Activities Programming® in which performers or agents who are members of NACA share anecdotes that help illuminate their perspectives and experiences in the college market. Entertainers and agencies wishing to submit a prospective column should contact Editor Glenn Farr at

volunteer with naca

Thank You to the Sponsors of the 2013 NACA速 National Convention

PROGRAMMING WITH A PURPOSE A Guide to Achieving Real Learning through Theorybased Planning By

Kara Woodlee University of South Carolina

1 Campus Activities Programming速 May 2013


f you were asked to make chocolate chip cookies for the first time, how would you go about trying to learn how to make them? would you read a recipe? would you ask someone to explain the process to you? would you want to see pictures of the different steps? what about working in the kitchen with someone to show you how to make them? maybe they would even let you help by teaching you how to measure the ingredients and set the oven temperature. undoubtedly, you would learn the most by working in the kitchen where you can actually experience the process of making the cookies. this same hands-on learning process is as important for creating new programs as it is for learning to bake cookies for the first time. i would like to share kolb’s experiential learning theory as a guide to empower student programmers to intentionally plan meaningful programs.


The Role of Programming in College Student Learning programming is important to college campuses for many reasons. one is that programs increase the number of opportunities students have to become involved in educational pursuits outside of the classroom. why is this important? according to alexander astin’s (1999) student involvement theory, “the amount of student learning and personal development associated with any educational program is directly proportional to the quality and quantity of student involvement in that program” (p. 519). in other words, the more students are engaged, the more students learn. therefore, participating in educational programs outside of the classroom can actually increase student learning. Programs Can Become Part of the Curriculum programs outside the classroom have the potential to become a meaningful part of a student’s education. when students participate in a program that enhances and intensifies their depth of understanding of the topic at hand, the program can be considered co-curricular instead of merely eXtracurricular, the difference being that outside programming has the potential to enhance and reinforce the learning happening inside the classroom instead of just being something extraneous to do aer class. when keeping student learning at the forefront of activity planning, the role of student programmers becomes increasingly impactful as they have the opportunity to positively influence the quality of learning and the overall education of their peers. What is Kolb’s Model? kolb’s (1984) experiential learning model is a cycle that emphasizes learning based in concrete experience. Because it is a cycle, the learning process can happen over and over and become deeper and more meaningful. through experiences, students are able to learn more about concepts they are covering in the classroom by connecting them to real-life applications. concrete experiences are important to student success, both in and aer college. employers are looking to hire students with practical experience and practical skills in their field. schiller and hanks (1984) found that employers value real-life skills more than students’ Gpa or the classes they took. Concrete Experiences – “What are these?”

a concrete experience is something that you can do, instead of something that you read about, think about, or talk to others about. let’s look at the chocolate chip cookie story as an example. there is a difference between reading the recipe for making cookies and getting in the kitchen and experiencing the process for yourself. the concrete experience is the starting point for kolb’s model. Reflective Observation – “What are you doing/what happened?”

reflection is the next step in the model. when students are asked to reflect on what they have learned, they are creating the big picture of what happened and what was accomplished during an experience. taking the time to create this big picture is necessary to prepare for the next step of abstract conceptualization, where students will create meaning from the experience. WEB EXCLUSIVE

Abstract Conceptualization – “So what does this mean to me?”

this is the period of taking the big picture created in the previous step and putting it into context with other life experiences and knowledge. essentially, a student would analyze how the experience fits into his or her own life and then create new meaning by evaluating what new skills, ideas and values they have acquired. different students can and will walk away from the same event with different understandings and implications based on their own past experiences. Active Experimentation – “Now what am I going to do with this new knowledge?”

at this point, students have created new knowledge and meaning from their experience. this part in the cycle allows students to put into action their newly created skills, ideas and values. Because they have gone through the cycle of reflecting and making meaning, this part in the cycle allows students to evaluate how their new knowledge will have an impact on their actions now and moving forward. Using Kolb’s Model to Plan a Program kolb’s model can be used as a framework for planning programs that enhance student learning. the following is a handy planning guide, complete with examples, for student programmers seeking to integrate kolb’s model into their design of educational programs for their peers. Step 1 – Start with the End

to plan meaningful programs, programmers should start by thinking about what they hope participants will learn by the end of the event. what is the purpose of the program? what skills do we want participants to acquire? programmers should think specifically about what they want the participants to be able to understand, talk about, or do as a result of the program, and then build the program around the desired learning outcomes. a sample learning outcome might be: as a result of attending this program, students will be able to identify two pertinent topics in the upcoming election. another might outcome might be: students will register to vote. Step 2 – Brainstorm the Experiences You Can Offer

engage in brainstorming actual concrete experiences, such as community service or other group activities that can be used to achieve the learning outcomes established in step 1. keep in mind that students do not have to engage in hands-on experiences to learn something new. for example, simulations or films can be viewed to help students visualize a concrete experience. an example of a concrete activity is to host a presidential debate viewing party early in an election year. this is a fun way to make students aware of the current issues shaping the presidential race, as well as to get them thinking about their own civic responsibility to vote. Step 3 – Provide an Opportunity for Reflection: Answering “What happened?”

there are a variety of ways for promoting student reflection on what they have learned. one way to prime students for reflection before an experience is to provide them with questions to think about during the program. for example, participants can be asked before the debate: who do you think will win the debate? why? what topics do you anticipate will be most fiercely debated? this encourages students to actively reflect before and during the debate. facilitating a discussion at the end of the program also provides an opportunity for participants to reflect. students will be able to discuss together what happened during the program. this idea-sharing is valuable to creating the complete “big picture” because students may notice different things about the experience, or interpret it in multiple ways. examples of postdebate questions include: who do you feel won the debate? why? what topics were discussed by the candidates? what issues caught your attention during the debate? which issues covered during the debate were most important to you personally? May 2013 Campus Activities Programming® 2

Step 4 – Making Meaning: Answering “So, what does this mean to me?”

making meaning of an experience is where the magic happens in terms of learning. combining what is gained from the new experience with past experiences creates new knowledge for each individual. oen, a reflection discussion can flow right into a meaning-making discussion. when the participants engage in discussion about their personal thoughts and feelings, it can provide new context for each person because the ideas of others may differ from an individual’s own worldview and past experiences. sharing information from credible sources, such as statistics in studies from peer-reviewed journals or news articles, can also help participants create new meaning by contributing to or challenging the knowledge they already have. in the debate example, the programmer will continue to facilitate discussion to assist the participants with making meaning of their experience: did anything you saw or heard during the debate surprise you? why? what issues discussed affect you as a college student? has your opinion of voting changed aer watching the debate? why or why not? how would you define citizenship aer this debate? what can you do in the future to be a responsible citizen? are you more or less likely to vote in the election aer listening to the debate? why? Step 5 – Putting Knowledge into Action: Answering “Now what am I going to do?”

the final step in kolb’s model is active experimentation, and it involves students putting their new knowledge into action. when programmers implement this last step, referring to the original learning outcomes established in step 1 is helpful in creating a call to action. creating a personal challenge or providing an opportunity for students to act on their new knowledge is a perfect ending to a program designed to enhance student learning. in our debate example, aer the group discussion, students should have a deeper understanding of the issues surrounding the upcoming election and how the election might impact issues more pertinent to them. this is the perfect time to give students the opportunity to register to vote or file for absentee ballots.

References astin, a.w. (1999). student involvement: a developmental theory for higher education. Journal of College Student Development, 40(5), 518529. kolb, d.a. (1984). Experiential learning: experience as the source of learning and development. englewood cliffs: prentice hall. murrell, p.h., & claxton, c.s. (1987). experiential learning theory as a guide for effective teaching. Counselor Education and Supervision, 27(1), 4-14. schiller, s., & hanks, w. (1984). experiential learning increases students' job market prospects. Instructional Innovator, 19-21.

About the Author Kara Woodlee is a graduate assistant for university 101 programs at the University of South Carolina, where she is completing a master’s degree in higher education and student affairs. she holds a bachelor’s degree in human biology from the university of indianapolis (iN). while pursuing her bachelor’s degree, she served as an orientation leader, an orientation team coordinator, a campus program Board committee chair, as assistant to the director of the writing lab and as an admissions representative. during her two years at usc, she has also served as an academic success coach. in addition, she is a 2013 acpa (american college personnel association) convention scholarship recipient, has served as director of academic events for the chi sigma alpha honors society, as a member of the student personnel association, and as a community service programs service saturday and alternative spring Break leader.

Toward a Deeper Understanding using kolb’s experiential learning model to plan and implement programs will enhance student learning. programming is important because it allows students to be engaged outside of the classroom in real-life experiences and to make connections with concepts they are learning in the classroom. when students engage in concrete experiences, they gain a deeper understanding of concepts related to an experience, themselves, and their skills and abilities.



Campus Activities Programming® - May 2013  

The May 2013 issue of Campus Activities Programming® magazine.

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