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Learning Outcomes through Reﬂection Working Together Doesn’t Have to Be Awkward We’re All on the Same Team Getting Faculty Involved Beyond Earth Day: Advancing Sustainability
NOVEMBER/DECEMBER 2011 Vol. 44, No. 5
SAVE MONEY BUILD RELATIONSHIPS DEVELOP SKILLS Just as in 1960, when a group of school representatives formalized a simple and practical idea to increase the buying power of their campus programming dollars, BLOCK BOOKING continues to be a cornerstone of NACA. Whether you approach the process from a money-saving standpoint or a student development perspective, the advantages to school members, associate members and artists/performers are many.
Benefits: • Saving money • Bring in more diverse talent by partnering with surrounding schools • Develop long-lasting partnerships with agencies and artists • Support green environmental efforts by eliminating excessive travel • Educate students in the art of negotiation, organizational skills and contracting • Create avenues for students to pursue future careers
Does Block Booking really work? Yes! A student affairs professional who uses Block Booking had this to say: In addition to leadership training, attendance at the conferences saves SAC a great deal of money in contract fee discounts, which are offered to schools who commit to acts at the conference. Last year, SAC saved approximately $9,050 in contract fees by attending the regional and National conferences. By setting many of their Fall ‘10 programs at the National Convention in February, SAC was able to save approximately $3,100 in contract fees for the coming semester that would not have been discounted had delegates not been present at the Convention.
—Angie Dunlap, University of Memphis (TN)
For more information on Block Booking, visit www.naca.org/ BlockBooking/Pages/ BBIN20.aspx.
Ladies & Gentlemen...
START YOUR ENGINES.
2nd ANNUAL NACA FOUNDATION BOWLING TOURNAMENT & 30th ANNIVERSARY RECEPTION FRIDAY, FEB. 24, 2012 / CHARLOTTE, NC More details to come: www.naca.org/events/nationalconvention
NOVEMBER/DECEMBER 2011 Vol. 44, No. 5
Collaboration Working Together Doesn’t Have to Be Awkward or Weird ..................12 By Sarah Morgan, University of South Carolina Providing Strong Customer Service in Student Activities ..................16 By Steven Harowitz, University of South Carolina
Creating Your Own Byline Building a Better Relationship with Student Media ............................21 By Ashley Crisp, University of South Carolina Stop, Listen, and Collaborate! ................................................................25 By Allyson Randolph Crust, Washington University in St. Louis (MO) We’re All on the Same Team Collaboration with College Athletic Departments ..............................28 By Michael Rapay, Winthrop University (SC)
Getting Faculty Involved in Student Aﬀairs ..........................................47 By Brian B. Parr and Ahmed F. Samaha, University of South Carolina Aiken
Sustainability LEADERSHIP FELLOWS SUSTAIN-ing Your Organization: Keep Your Team Motivated, Healthy and Moving Forward ................36 By Cari Urabe, University of California-Santa Barbara Beyond Earth Day Advancing Sustainability in Campus Activities and Entertainment ..40 By Krista Harrell-Blair, Old Dominion University (VA); and Ryan Ihrke, Green Mountain College (VT) 10 Tips for Incorporating Sustainability into Your Campus Events ....44 By Jodie Cherry, Arkansas State University
Peace of Mind Events that Teach: Accomplishing Unique Learning Outcomes through a Week of Reﬂection ..................................................................6 By Adam Peck, PhD, Stephen F. Austin State University (TX); Pam V. Rault, PhD, University of New Orleans (LA); and Dale-Ellen O’Neill, MA, University of New Orleans (LA) The Pursuit of Happiness: It’s Up to YOU! ............................................31 By Meredith E. Schuster-Gansrow, Massage on the Go USA Emotion: A Fuel for Intelligence ............................................................51 By Cristina Rodriguez, DePaul University (IL)
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National Convention Preview National Convention Update ..................................................................54 By Berri Cross, 2012 National Convention Program Committee Chair Preliminary Schedule ..............................................................................55 Educational, Professional Development Sessions................................56 World of Ideas ..........................................................................................61
NACA Spotlight NACA’s Your Best Campus Tradition™ Video Competition ................62 Registration Open for The Placement Exchange..................................62 NACA® Seminar for New Professionals ..................................................63 NASPA’s Investing in Our Future Webinar Series....................................63 2012 National Convention Guide Available ..........................................63 Legacy Award Deadline ..........................................................................63 Block Booking Webinars Available ........................................................64 NACA® Chair Video Update ....................................................................64 Advertising Opportunities ......................................................................64 Universal Calendar ..................................................................................64 Read Campus Activities Programming™ Online ....................................64 Coming in the Jan/Feb Campus Activities Programming™....................64 Nov/Dec Campus Activities Programming™ Web Exclusive ..................64 NACA News................................................................................................65 Campus News............................................................................................65 Share Your Good News! ..........................................................................65 Rhett Scholarship Awarded ....................................................................66 Foundation’s 30th Anniversary Pledge..................................................66 2012 Multi-Institutional Study of Leadership ......................................66 2012 NACA® Research Grant ..................................................................66 Upcoming Foundation Scholarship Deadlines ....................................66 NACA® Foundation Contributors............................................................67 NACA® Leadership ....................................................................................68 10 Questions with … Chris Corces-Zimmerman, Stanford University (CA) ........................C3 Statement of Ownership ........................................................................24
Columns Editor’s Page: A Circumspect Point of View ............................................4 By Glenn Farr Message from the Chair: From Success to Signiﬁcance ........................5 By Brian Wooten
ADVERTISERS Entertainment Unlimited....................................................................................11 Fantasy World ..............................................................................................34–35 NACA® Advertising ..............................................................................................19 NACA® Block Booking ......................................................................................C2 NACA® Digital Library ........................................................................................46 NACA® Foundation ............................................................................................46 NACA® Foundation Bowling Tournament ........................................................1 NACA® QR Codes................................................................................................20 NACA® Social Media ..........................................................................................38 National Philanthropy Day ................................................................................39 Redd Promo ........................................................................................................C4 Richard Barker: I-Hypnotize..............................................................................15
November/December 2011 Campus Activities ProgrammingTM 3
A Circumspect Point of View GLENN FARR
OllAbOrAtION CAN bE CONsIdErEd A dElICAtE Art frOm A CErtAIN pOINt Of vIEw. to do it well, you must be able to simultaneously yield to someone else’s needs and goals while asserting and maintaining your own. It requires skill, diplomacy, tact and patience. I think it also requires considerable self-knowledge. How can you eﬀectively and fairly deal with another person or organization if you don’t truly know what makes you or yours tick? I once had a manager who, in a ﬁt of frustration, said, “You’re the most annoyingly self-aware person I’ve ever met.” I don’t remember why she found my self-awareness annoying, nor do I recall the complete context of the conversation, but up to that point, I had always ﬁgured being at least somewhat self-aware was to my advantage. I believe my pivotal moment of individual circumspection occurred when I was about 12. Aer riding my bike to the top of my parents’ long driveway on an early fall evening when I was very bored, I stopped, turned around and peered down the hill towards the bleak, rural setting that lay across the lonely, two-lane road the driveway abutted. I had a clear sense of questioning, “Is this all there is?” In that moment, I understood I didn’t really enjoy living in a rural area and I didn’t belong there. I was under-stimulated and under-challenged and I wanted, if not more, then something else, at least. As I matured, I increasingly came to value such reﬂection and introspection. Coming to understand my true likes and desires, and my limits and fears, as well, I’ve been able to do a better job of digging myself out of some of the potholes on my path and to not burn some bridges I might want to cross again. being circumspect, self-aware, or whatever you choose to call it, has allowed me to make wiser choices and decisions, which have, in turn, led to any number of enriching experiences I might not otherwise have had.
Chair, NACA Board of Directors Brian Wooten 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 Tracey Portillo
Campus Activities Programming™ (ISSN 07462328) is published eight times a year by NACA (January/February, March, April, May, Summer, October, November/December) exclusively for NACA® members, Copyright © 2011 by the National Association for Campus Activities. Editorial, publishing and advertising offices: 13 Harbison Way, Columbia, SC 29212-3401. NACA full membership is restricted to institutions of higher learning; up to five subscriptions of Campus Activities Programming™ are allotted to member institutions based on full-time equivalent enrollment. Additional subscriptions are available for $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 nonmembers 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
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Obviously, a circumspect approach can be beneﬁcial to leaders, too, no matter what your degree of leadership experience. In this issue, we touch on topics important to emerging leaders, such as learning through reﬂection, how to “play well with others” through collaboration and how happiness and other emotions can be accessible states of being or assets in other ways. It’s oen been said you can’t love someone else if you don’t love yourself ﬁrst. I’d like to paraphrase that and assert that you can’t know someone else (or group or organization), and be able to work with them productively, unless you know yourself or your own group ﬁrst. Email: firstname.lastname@example.org Twitter: @EditorGlennNACA
of Campus Activities Programming™, either in whole or in part. Any reproduction includes, but is not limited to, computerized storage of information for later retrieval or audio, visual, print or Internet purposes. All protections offered under federal copyright law will be strictly pursued, and no reproduction of any portion of this publication may occur without specific written permission from NACA. No material can be copied, in any form, if the purpose is to sell the material. Periodicals postage paid at Columbia, SC. POSTMASTER: Send address changes to 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 email@example.com.
MESSAGE FROM THE CHAIR
From Success to Significance BRIAN WOOTEN
t Is HArd tO bElIEvE tHE fAll sEmEstEr Is AlmOst bEHINd us and we are again looking at the beginning of a new holiday season. I think it is only ﬁtting, as we begin this 2011 holiday season, that this issue of Campus Activities Programming™ should focus in part on collaboration and the importance of relationships. As NACA continues to evolve and develop, we become increasingly more cognizant that it is only through working together that we might reach our ultimate goal of providing quality learning experiences for our students. I am reminded of the work done almost four years ago, when we partnered with our sister associations in higher education organizations to produce Learning Reconsidered 2. As you know, this document advocated the need to blur the rigid lines between the various groups on college campuses and ensure that student learning became the focus of everyone’s work. this conversation regarding the need for colleges and universities to focus on providing a more holistic and relevant education continues. recently, the president of Arizona state university announced the development of the “New American university” (http://newamericanuniversity.asu.edu/), where education would be transformed to connect more with the community and provide increasing opportunities for students. many institutions are following this same pattern and, in addition to graduation rates, deﬁning student success by the degree in which the institution is able to create engagement with the overall campus community. during the past few months, the NACA® board of directors has talked a great deal about this call for increased collaboration in higher education and the dynamic nature of our ﬁeld. more and more, we have recognized that our world, in providing cocurricular programming, has changed drastically. Campuses no longer have singular programming entities creating campus culture, but numerous groups seeking to create campus cohesion through an array of programs and activities. Once again, the nature of our student populations across the country is changing. The Chronicle of Higher Education indicated in its “College of 2020” report that the students entering our colleges and universities will be increasingly diverse with wider ranges of experiences, backgrounds and needs. I think our profession will play a central role in forging these new campus communities (http://etcjournal.ﬁles.wordpress.com/2009/06/thecollegeof2020.pdf).
Over the years, it has been our ﬁeld that has transformed campus activities, not only into a rich source for student leadership development, but also as a means for bringing the campus community together. It has been campus activities that has been the ﬁrst, in many instances, to take the lead in stimulating the diﬃcult dialogues on complex issues by inviting speakers to our campuses, by developing alternative spring break programs or other civic engagement activities to address or shed light on social issues, or by providing our more social programming opportunities that have created the “fun” environment needed to build connections. As our institutions call for an increased need for community engagement, we are positioned well to be leaders to make this happen. the new Association strategic plan that will be widely shared in february at the 2012 National Convention serves as the Association’s road map to allow us to build upon our successes in campus activities and lead us in building engaged communities that will signiﬁcantly contribute to our students’ future success. I look forward to the conversations that will be generated about this new plan and even more so to the resulting action steps that will be taken to achieve these bold new goals. there is no doubt in my mind that, when we look back in the next ﬁve years, NACA will be seen as a leader in campus engagement and our profession will be increasingly seen as an integral agent in student learning. I look forward with great anticipation to the new relationships and collaborations that will be part of our future in NACA. I wish you a great holiday season, Email: firstname.lastname@example.org Twitter: @nacaboardchair Tumblr: thenaca.tumblr.com
November/December 2011 Campus Activities ProgrammingTM 5
EVENTS that TEACH Accomplishing Unique Learning Outcomes through a Week of Reflection By Adam Peck, PhD, Stephen F. Austin State University (TX) Pam V. Rault, PhD, University of New Orleans (LA) and Dale-Ellen O'Neill, MA, University of New Orleans (LA)
Origins of the Program this ﬁrst incarnation of the week of reﬂection was held at saint louis university (mO) in April of 2007. the program was designed to make the institution’s learning outcomes feel more relevant for students. with daily events and reﬂective activities, the program was focused on what students were learning, in the classroom, in their co-curricular experiences and in their connections with others outside of the university. sitting in the audience at one of the daily reﬂection activities was a young graduate student in the higher education program. within a few short years, she would be in her ﬁrst professional position and the designer of the week of reﬂection program would be serving as a dean of students at a diﬀerent institution. both would take the week of reﬂection program to their respective institutions, tailoring it to ﬁt the needs, culture and learning outcomes of these students. Aer having been applied to diﬀerent environments and contexts, the week of reﬂection program has been reﬁned and changed. what remains is a program that accomplishes what few others can boast. for students who participate, it provides a way of thinking about what they are learning in terms beyond just earned credits, grades or progress towards a degree—they are able to perceive how all of this education is changing them.
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November/December 2011 Campus Activities ProgrammingTM 7
Description of the Program at SFA stephen f. Austin state university (tX) has completed its third week of reﬂection. the program has changed quite a bit since the ﬁrst one that took place in the spring of 2009. for one thing, it is much more grounded in the culture of the institution. sfA students are very likely to be the ﬁrst persons in their family to attempt higher education or graduate with a college degree. they are more likely to have vocational motives for pursing a college degree and, as a result, they tend to view education in consumerist terms. the idea that college is supposed to be transformational does not necessarily occur to them. the event takes place over the course of one week, and like the preceding programs, each day is dedicated to a theme. the themes match up with our learning outcomes for our division and include leadership, cultural competence, service, scholarship and wellness. Each day has events related to the topic. during the past two years, we have had daily noontime events that are more experiential or hands-on in nature and evening events that tend to be more passive, such as speakers, ﬁlms or panel discussions. we use more than just the events to prompt reﬂection in our students, though. At each event, students receive a printed “reﬂection guide” that includes questions on each day’s theme. for example, on the day related to scholarship, students are asked, “what have you learned this year that changed something you previously believed?” And on the day of service, students were asked, “what causes or issues did you discover this year that made you want to do something about it?” some discussions used these questions as their basis, but students were also free to consider the guide on their own timeframe. to download our reﬂection guide, visit our website at www.sfasu.edu/deanofstudentaﬀairs. Another tool for helping students reﬂect consisted of “reﬂection cookies.” using a specialty company that makes customized fortune cookies, questions from the reﬂection guide were placed into fortune cookies. this activity feels natural to students. when they visit a Chinese restaurant, once the meal is ﬁnished, they crack open the fortune cookie and think about what the information inside might mean to them. doing this with “reﬂection cookies” was a fun and interactive way to encourage students to think. In the assessment of the program, students discussed the impact of the cookies. One wrote, “I actually had a few cookies. Each time I ate one, I took the time to ponder the question.” Another added, “I learned to look at myself and realize that I need to look into the future and not at the now, and that I need to set personal goals for myself to reach my ultimate payoﬀ.” these kinds of insights seem unique to this program. the evening events that have developed over the past two years provide the opportunity to work closely with academic areas. last year, partnering with a speaker series on campus, we added a keynote speech for the week of reﬂection. the ﬁrst speaker was former Heavyweight boxing Champion and entrepreneur George foreman, who reﬂected on his viewpoint of diversity, leadership and potential. this past year, Apollo astronaut and painter Alan bean discussed how his perspective as an artist was shaped by being the fourth man to walk on the moon. these events have provided a very visible presence for the program and have helped to secure faculty buy-in for it. Description of the Program at the University of New Orleans (UNO) many times, students become caught up in the action and lose sight of the purpose and the meaning behind the act. uNO decided to implement the week of reﬂection because it provides students the opportunity to take a moment and reﬂect upon what they have learned through their involvement or coursework and how it impacts their future. the reﬂective aspect is the critical component that links the goal of learning to actual learning. uNO implemented its ﬁrst week of reﬂection in April 2011. during the planning process, staﬀ evaluated the model implemented at saint louis university (mO) and stephen f. Austin university (tX) and adapted the program to ﬁt the learning outcomes and educational needs of our students. 8 Campus Activities ProgrammingTM November/December 2011
the themes we chose reﬂected the values of uNO students and the learning outcomes of the division of student aﬀairs: wellness, social Justice, scholarship, leadership and service. the uNO week of reﬂection spanned a period of six days, starting on a monday and concluding on saturday. All activities were planned according to the selected themes. the group decided to dedicate two days to wellness, focusing on physical wellness and emotional wellness on separate days. the majority of the events were scheduled during lunchtime or mid aernoon hours. Events ranged from participative events such as Yoga in the Quad and writing faculty and staﬀ thank-You Notes to lectures on the North Korean Human rights Crisis and a media session on Internet Addiction. the week concluded with day-of-service opportunities during which students were not only able to reﬂect upon how their actions created positive change in the New Orleans community, but also how the act of the service itself changed them as individuals. the latter aspect tends to get far less attention and without the week of reﬂection, might never be given serious consideration by the student. students received a reﬂection guide that was adapted from the one used at stephen f. Austin. these guides were distributed through various means during the week. the reﬂective questions were integrated into the nine events; however, the guide was also conveniently available to students who were not able to attend the events. the guides were placed in common areas, cafeteria lines, college/department oﬃces, and were also emailed to all students throughout the week. Beneﬁts for Faculty the week of reﬂection is a highly eﬀective tool in creating partnerships between faculty and student aﬀairs professionals that result in integrated learning experiences both within and outside of the classroom. such partnerships not only create a seamless learning environment, but also enable students to be more fully connected with their campus community. through such collaborations, students are able to build relationships with student aﬀairs professionals and faculty, widening their sources of support. through these relationships, both faculty and student aﬀairs professionals are able to mentor students, providing insight upon their reﬂections and, in turn, boosting student learning, retention and overall student success. In short, the week of reﬂection provides us a way to speak to students with one voice about how what they are learning both inside and outside of the classroom is changing them. we know of faculty on both campuses who have reﬁned their own thinking about the learning outcomes of cocurricular programs based on their participation in the week of reﬂection. through the week of reﬂection, higher education professionals aid students in reﬂecting, not only on their personal development, but also on how the knowledge acquired in the classroom can be applied to enhance their community. this idea of fostering learning so that students reﬂect on the knowledge gained in order to better their community is a mutual mission for both student aﬀairs professionals and faculty members. this shared focus is what makes a week of reﬂection a unique and eﬀective tool in creating partnerships or gaining faculty “buy-in” and establishing seamless learning environments. for example, this past year, at the university of New Orleans, the coordinators of the week of reﬂection approached Andre perry, phd, a faculty member within the College of Education and a renowned scholar in educational reform, to speak to students concerning leadership and citizenship. during this presentation, perry spoke of the importance of students becoming experts in their ﬁeld in order to bring change to their community. the students le the program with a reinvigorated passion for their academic ﬁeld and dreams of how they could use their degree to make an impact on the community. Also, this inspired the participating students to become actively involved in their learning experience. Another example of academic and student aﬀairs partnerships is exhibited through stephen f. Austin’s week of reﬂection, which has beneﬁted from the strong support of the Center for teaching Excellence. student Aﬀairs
at sfA has partnered with the CtE to provide faculty workshops on reﬂection, the Reﬂection Guide for Faculty and the day of Gratitude program. In addition, student aﬀairs and the history department cosponsored a lecture by author Jack sacco. during this program, sacco discussed his pulitzer-nominated book, Where the Birds Never Sing. Here, through the discussion of the book’s depiction of Nazi concentration camps, students were able to reﬂect on present and past social injustices. In addition, the co-sponsoring academic area enjoyed a full house of students eager to contemplate some pretty weighty questions. At both sfA and uNO, the week of reﬂection program has beneﬁted from the collaboration of academic and student aﬀairs. students beneﬁt from the kind of seamless learning environment that the program creates, and both student aﬀairs staﬀs have seen faculty understanding of and appreciation for co-curricular learning increase. Beneﬁts for Student Aﬀairs Staﬀ Not only does the week of reﬂection aid in creating partnerships between faculty and staﬀ, but also fosters coalition building between all functional areas in student aﬀairs. many would agree that the core mission of most student aﬀairs programs is to create programming that fosters the holistic development of students. what makes the week of reﬂection so eﬀective is the ability for all departments to contribute. whether it is a recreation center, counseling oﬃces, or career services, the possibilities for week of reﬂection programs are limitless. In many circumstances, programs that departments are already implementing can be tweaked to incorporate a reﬂective piece and occur during this week. for example, at the university of New Orleans, the Counseling Center holds monthly relaxation breaks for students. this past year, the coordinators of the week of reﬂection approached the Counseling Center and asked if they would like to hold one of their relaxation sessions during the week of reﬂection. Here, the staﬀ members within the Counseling Center simply had to add a reﬂective piece at the conclusion of their workshop (which will likely beneﬁt the program moving forward). In this instance, the reﬂection piece consisted of having students think about how they maintain wellness: mind, body and spirit. In addition, the counselor asked students to consider how they are going to commit themselves to better wellness throughout the semester. At sfA, the week of reﬂection is a showpiece for the whole division and helps students to see that these programs are working towards common goals. It can be easy to forget sometimes that students don’t necessarily know how our oﬃces and departments appear on an organizational chart. Our recreation center takes the lead on our wellness day, the oﬃce of leadership and service provides programs on those days and student organizations assist with each day’s events.
Marketing the Week of Reﬂection while marketing for each particular college or university is unique, a marketing strategy for a week of reﬂection should focus not solely on the general student body, but also on faculty, staﬀ and student leaders. In addressing faculty, stephen f. Austin university’s week of reﬂection uses an eﬀective tool to gain support, a Reﬂection Guide for Faculty. this guide is sent to all faculty members and introduces them to the mission and the event schedule for the week. In addition, this guide is a tool to help faculty prompt classroom discussion and provides reﬂective activities that can be tailored to the faculty member’s time limitations. for example, the guide includes a list of short reﬂective questions that take only ﬁve minutes of class time, as well as topics for short reﬂective papers. this Reﬂection Guide for Faculty, therefore, not only informs faculty of the importance of the program, but also of ways to easily implement reﬂective activities that support the week’s mission with regard to marketing to staﬀ members, at the university of New Orleans, the associate dean of student Aﬀairs extended an invitation for participation in the week to all ofﬁces within student Aﬀairs, as well as other student service-oriented oﬃces. within this invitation, she described the importance of the week, the beneﬁts to their individual ofﬁces, as well as provided examples of events that each oﬃce could sponsor that were both reﬂective and low maintenance. Each oﬃce was also given ﬂiers and posters to display, as well as an emailed itinerary of events. uNO students also received several emails throughout the week highlighting the events and the questions in the Reﬂection Guide. most importantly, a list of learning outcomes for the program was also provided to all faculty and staﬀ in order to reiterate the beneﬁts of the program. In addition to staﬀ and faculty, the universities aimed at obtaining support from student leaders. various student organizations were oﬀered the opportunity to collaborate with student Aﬀairs in planning an event within the program. Also, the coordinators of the program reached out to the advisors of various student leadership organizations to explain the goals of the program. these advisors were asked to re-iterate the importance of such programs to their organizations. this resulted in some organizations requiring that certain events be attended. lastly, the participating universities focused their marketing plans on the general student body. In addition to the standard marketing plan for events, such as posters, handbills and newspaper announcements, every student received an email from the dean of student Aﬀairs inviting them to participate in this week of reﬂection. therefore, while creating a marketing plan at each college or university is unique, in establishing a week of reﬂection, it is important that marketing focuses on four central audiences: faculty, staﬀ, student leaders and the general student body.
AMONG THE MOST EXCITING RESULTS OF THE WEEK OF REFLECTION PROGRAM IS THAT IT HELPS US TO ACHIEVE LEARNING OUTCOMES THAT ARE NOT EASILY ACHIEVED BY OTHER PROGRAMS. IT ENCOURAGES STUDENTS TO DO SOMETHING THEY DO NOT OFTEN DO ON THEIR OWN: STOP TO CONSIDER HOW WHAT THEY ARE LEARNING IS CHANGING THEM.
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Outcomes from the Program Among the most exciting results of the week of reﬂection program is that it helps us to achieve learning outcomes that are not easily achieved by other programs. It encourages students to do something they do not oen do on their own: stop to consider how what they are learning is changing them. It makes learning and development outcomes relevant to students and uses what we discover about what they are learning to prime future learning. the assessment demonstrates that students are gaining new insight into their own learning. One student wrote, “I learned that I should take the time to look back at what I have done and think about how it aﬀected me.” Another added, “I was able to really think about how my time at sfA has changed my view of diversity. I took the time to really think about how much my co-curricular involvement has literally changed my post graduate plans.” Another student talked about using the Reﬂection Guide to prime their personal reﬂection, explaining, “I’ve learned to ask myself questions, such as those in the Reﬂection Guide, more oen.” finally, one students talked about the impact of their reﬂection cookie, saying, “I’ve learned that insights can come from anywhere, even a cookie.” the week of reﬂection program truly accomplishes some unique learning outcomes that transcend the typical role of student aﬀairs at our institutions. Additionally, last year at sfA, 66% of students who attended one or more events in the week of reﬂection at sfA said it made them want to learn more from their classes and 72% said that they wanted to learn more from co-curricular programs. Over the past two years, an average of 67% of students who attended events in the week of reﬂection said it made them look at their learning in a new way. this last year, 75% of students responding to the week of reﬂection survey said that it increased their commitment to meeting their personal goals and 70% said that it increased their commitment to meeting their educational goals. Starting Your Own Week of Reﬂection As student aﬀairs administrators, we need to be “reﬂective practitioners” (schön, 1983), not only seeking meaningful experiences for our students, but also tailoring programs to meet the mission and goals representative of our university and the students we serve. the week of reﬂection is not the typical program implemented because of student demand. As previously stated, the need and buy-in for this program may not have full impact within the eyes of the students and faculty until aer the ﬁrst year of implementation. for this reason, we will oﬀer a few suggestions that may assist in planning the ﬁrst week of reﬂection on your campus. Determine the key players on the planning committee.
with this being a new initiative on campus, student aﬀairs administrators may decide to build the program ﬁrst, allowing for trial and error before oﬃcially unveiling it to the academic side. On the other hand, faculty on the planning committee from the beginning can provide valuable insight and may assist in reaching buy-in from academic colleagues. the campus culture and the relationship with faculty will probably be a large determining factor in this decision. Administrators should also seek student participation in the planning process. student input on the types of events will be constructive and their assistance in recruiting peers to participate in the events will be invaluable. Determine the Reﬂection Themes.
selection of the themes is a critical component of the week of reﬂection. the planning committee should discuss the intended outcomes for the program. In that process, a dialogue should take place as to whether to develop learning outcomes speciﬁcally related to the week of reﬂection or adopt already established departmental/divisional learning outcomes.
10 Campus Activities ProgrammingTM November/December 2011
Brainstorm the events.
the events in the week of reﬂection directly correspond to the selected themes. the events should not be designed to change how students feel, but rather allow the opportunity for personal reﬂection. participation in such events may help students learn more about themselves and reﬂect upon their own values. the events should be tailored to the speciﬁc campus culture. A well-received event on one campus may not be successful at another. budget will be a determining factor as to the number and type of events scheduled for each theme. It is also a good idea to be conscious of the time of the year the week of reﬂection is implemented on campus. whereas it makes sense to schedule the week of reﬂection at the end of the year so that students can reﬂect upon what they learned that academic year, keep in mind that this is usually the busiest time of the year for student Aﬀair professionals. Determine the development of the Reﬂection Guide.
the Reﬂection Guide provides overall questions that represent each theme. Each theme also includes probing questions that encourage students to reﬂect upon their views and values. the Reﬂection Guide lists the dates of the program broken down by day, the theme corresponding to the date, a Question of the day, followed by probing Questions. A Question of the day for a leadership theme may ask, “How did you lead others this year?” probing Questions may ask, “when did you feel like you were a leader this year?”, “Can you think of a time in which you were a leader in class?”, “what have you learned in the past year about your own leadership style?” faculty can be very useful in the development of these questions. Reﬂection Guides should be given to students attending the programs, as well as being readily available to students who are unable to attend the programs. Strategically plan marketing.
In addition to the usual marketing and advertising techniques typically implemented on your campus, strategically consider how the week of reﬂection can be marketed to faculty and staﬀ, as well. Although they are not the targeted audience, more conversation about the week of reﬂection will identify it as a learning-based initiative and program of distinction. Ask the dean of student Aﬀairs to promote the concept of the week of reﬂection to upper administration. discuss the program with academic deans and ask if faculty can incorporate a component of the themed reﬂections in their classroom lectures. Encourage student leaders to help spread the word about the new program. Conduct assessment.
Assessment is a critical component of the week of reﬂection because the program is based on learning outcomes. In order for the week of reﬂection to gain credibility as a learning-based program, intended outcomes must be measurable. Ask student participants to complete self reﬂection surveys at the week of reﬂection events. Incorporate minute self reﬂections into student leader meetings. Your assessment should be driven from the learning outcomes that you write for the program in the early stages. A Unique Program the week of reﬂection is unique in two senses. It is a novel way for student activities professionals to contribute to the teaching and learning environment of their institutions. It also is a programmatic approach that produces some unique outcomes. It is quite literally a program that makes students think. As we continue to seek ways to articulate how our programs impact students, the week of reﬂection enlists students in making our case for us and demonstrates that eﬀectiveness to key constituents like faculty in ways that other programs cannot. we know of several institutions that are currently planning similar programs and are excited about discovering if they will see the same beneﬁts that have been seen at our institutions and, perhaps, to see if they might impact the ﬁeld of student activities as a whole.
References schön, p. (1983). The Reﬂective Practitioner: How Professionals Think in Action. New York: basic books.
About the Authors Adam Peck, PhD, is dean of student Aﬀairs at Stephen F. Austin State University (TX). He previously served
as director of student life at saint louis university (mO), as the senior student aﬀairs administrator for the texas union at the university of texas-Austin, and as director of student activities at mcKendree university (Il). Active in NACA, he is a current member and former chair of the Educational Advisory Group. In the past, he has served as coordinator for the Huge leadership weekend professional development Institute, as well as business manager and marketplace Coordinator for NACA® Central, in addition to a number of other capacities. He received the larry markley Award for his contributions to NACA® Central and the student aﬀairs ﬁeld in 2009. He has written a number of articles for publications in higher education. He holds a doctorate in higher education administration from the university of texas at Austin, a master’s degree in communication studies from southern Illinois university at Edwardsville and a bachelor’s degree in theatre from lewis university (Il). Dale-Ellen O'Neill, MA, is coordinator of leadership programs at University of New Orleans (LA). she holds a bachelor’s degree in psychology and a master’s degree in high education administration from saint louis university (mO). she is pursuing a doctorate in education administration from the university of New Orleans (lA). At uNO, she advises the Omicron delta Kappa leadership Honor society and is co-adviser for the Greek life Oﬃce. she also is a committee member for the school’s diversity Cabinet. In NACA, she has participated in the Huge leadership weekend and the NACA® Central Conference. Active in the American College personnel Association, she is communications co-chair for the Graduate student & New professionals Committee as well as newsletter co-chair for the disability standing Committee. Pam V. Rault, PhD, is interim dean of student Aﬀairs at the University of New Orleans, where she previously
served as director of Campus Activities and associate dean of student Aﬀairs. Active in NACA, she has served as the NACA® Central regional Conference Chair, in addition to many other volunteer positions on the regional and national levels, including coordinating the Advanced leaders Institute at the Huge leadership weekend. she received the larry markley Award from NACA® Central, as well as the NACA® south Central markley student Award. she holds a bachelor’s degree and master’s degree in business administration from the university of st. thomas (tX) and a doctorate in educational leadership from the university of New Orleans.
November/December 2011 Campus Activities ProgrammingTM 11
12 Campus Activities ProgrammingTM November/December 2011
“If you have an apple and I have an apple and we exchange these apples, then you and I will still each have one apple. But if you have an idea and I have an idea and we exchange these ideas, then each of us will have two ideas.” —George bernard shaw (thinkexist.com)
udGEt Cuts. rEOrGANIzAtION. stAffING CHANGEs. programming boards across the country are dealing with the same challenges and working within the “new normal.” In a time of limited resources around campus, the natural instinct is to simply pare down programming. the better solution is to pool both ﬁnancial and human resources, as well as share ideas. by taking advantage of natural and varied strengths and their ﬁt with other groups, student organizations can ensure the best results in programming.
Why collaborate? recent studies theorize that cooperation, rather than competition, is the reason human society has ﬂourished (Nowak, 2011). think about it: one of the greatest inventions in human history is the rise of “modern” societies: groups of people living and working together. without cooperation, cities would not exist. when it comes to programming, think of your event as a city, and consider all the components necessary for success. the beneﬁts of collaboration are many. Remember that two heads are better than one
… And four heads are better than two. this type of collaboration can bring a program to the next level by gaining outside perspectives and/or diﬀerent points of view. what is perfectly obvious to your organization might turn into an “aha!” moment for your co-sponsor, and vice versa. In september of 2009, Carolina productions, the student programming board at the university of south Carolina-Columbia, brought the star of the food Network’s Ace of Cakes, duﬀ Goldman, to campus. by working with the school of Hospitality, retail and tourism management, we turned what was originally just a speaking engagement into a cake-decorating contest judged by Goldman and an in-class appearance. Inﬂate your audience
the same concept applies to your audience. Your programs probably draw a loyal group of students. If you work with another organization, you have the chance to reach out to a whole new (and captive!) audience to get them excited about your upcoming events. by utilizing traditional and more contemporary electronic promotional methods, you can inﬂuence potential audiences and perhaps even attract new members. does your program have a message that directly relates to a class that is currently being taught? bridge the gap between in- and out-of-class learning by contacting the professor involved and asking if your program may be oﬀered as an extra-credit assignment. make sure you have a way to prove students attended this program, however! special stamped programs or posters, as well as a sign-in sheet, work well here. thanks to a nod from sport and Entertainment management classes at usC, an appearance by famed Coach Herman boone (who was portrayed by denzel washington in Remember the Titans) overﬂowed our venue and is still being talked about today! Credit has also been given to u101 students for our cultural programs, and a few women’s studies classes received extra points for coming to hear stacy Nadeau (one of dove’s real Campaign for beauty models) speak.
Collaboration can create new contacts. when ice cream legends ben and Jerry visited usC, Carolina productions worked with the darla moore school of business to host a private Q&A with students and an invitationonly reception for business students prior to the main event. this partnership worked so well that we are already talking about future opportunities. the faculty principal of usC’s two-year educational enrichment program (Capstone scholars) approached Carolina productions about working together to bring the author of The Naked Roommate, Harlan Cohen, to the university of south Carolina. The Naked Roommate, a favorite book for ﬁrst-year reading assignments, was not a program that would normally be considered for the Cp calendar. the Capstone scholars program also was not a co-sponsor that had been identiﬁed previously. Add meaning to programming
these newfound partnerships can add important dimensions to programs. bring in campus or community aﬃliates who can enhance your program without adding to the program itself. Having a speaker on sexual health and responsibility? Ask colleagues from the health center to have a table outside your event with information detailing the services they have available to students. distributing literature or swag items will remind students long aer the program is over what resources they have available to them! Help leaders gain valuable new experiences
by partnering with other organizations (especially those groups student programmers are not closely aﬃliated with), student leaders work in areas they may not experience otherwise and learn to adjust their leadership styles to ﬁt. this is an especially challenging learning opportunity when planning an event with a group that does not traditionally plan large-scale events. Each organization will have diﬀerent priorities that must be approached with equal importance and sensitivity. the ﬁrst-ever fashion for a Cause (a socially-conscious fashion show) was co-sponsored between Carolina productions and fashion board (a student organization aﬃliated with the retail management major). Carolina productions provided a special host (Naima mora, winner of America’s Next Top Model, Cycle 4), contacts with socially-conscious fashion lines, event facilities and set-up and promotion, while fashion board was wholly in charge of ﬁnding and coordinating the student models. Resources while two heads are better than one, the same can be said for other resources. Here are a few to consider: Financial
the more funding sources that are available, the bigger the pot to fund an event. However, co-sponsors do not need to equally fund a program, and they do not necessarily need to contribute any funds to an event. there are other ways to collaborate.
November/December 2011 Campus Activities ProgrammingTM 13
Your members will work their social circles to inﬂate the audience for an event, as will your co-sponsoring organization, eﬀectively doubling the reach of your promotional eﬀorts (both traditional and electronic).
Identifying partners there are other organizations on campus that naturally lend themselves to co-sponsoring programs. You’ve probably worked with another group once or twice already and had a good experience. but, what about organizations that aren’t such obvious choices as co-sponsors?
members of both organizations should be available to promote and execute the program. use students from both organizations (at least one student from each organization) to coordinate various aspects of the event (crowd control, emceeing, etc.). this will ensure that both parties have an equal share in making sure things get done, and done well. It’s also makes for great networking for student leaders. Promotion and Media Attention
utilize social media to its fullest extent by having both groups send out the same messages and images regarding the event, posting them on facebook, twitter, etc. Challenge all members of both groups to use the event poster as their proﬁle pictures. Have each organization use the promotional methods that work best for their audience, but don’t forget the traditional methods of promotion, as well (dorm storms, posters, etc.). Accountability when working with other people and groups, it is imperative to be on the same page regarding responsibilities. Communication is imperative! much like group projects in class, it is frustrating and unfair if one group is doing more work than the other. Keep everyone accountable to ﬁnishing projects with purposeful and consistent communication. set deadlines and hold both sides accountable for meeting them. Paperwork
Are there classes (or even entire majors) that ﬁt with your program? Contact professors in relevant classes, give them all the information about your event, and ask if they are willing to oﬀer extra credit for students who attend it. You may be lucky enough to solicit assistance from an academic department that has programming money available. they may even cover some of the expenses! most majors have an associated student organization or honor society. Ask them if they would like to be involved in the planning and execution of an event. It might be a great, but unexpected, opportunity for all concerned.
By partnering with other organizations (especially those groups student programmers are not closely affiliated with), student leaders work in areas they may not experience otherwise and learn to adjust their leadership styles to fit.
Are one or more organizations contributing ﬁnancially to this event? Clearly stating each party’s ﬁnancial contributions is critical, as is determining if one party will pay all costs up front and be reimbursed by other sponsors at a later date. If such is the case, identify the date at which all payments are due. failure to repay on time may prevent future co-sponsorships. Create a co-sponsorship agreement and have both parties sign it (we have a template available for you to download at http://cp.sc.edu/ system/forms/Co-sponsorship%20 Agreement.docx?1317322763). by having all the responsibilities down on paper and mutually agreed upon, there will be no question about who is in charge of what. make sure you cover all your bases and revise this document as it ﬁts your organization or program. Even if no money is on the line, it is a wise move to document each organization’s responsibilities before, during and aer the event. Non-negotiables
Each organization will most likely have a set of rules they must follow in order to stay within university policy. Have a few discussions about your own non-negotiables before you enter talks with the partnering organization. Is your organization limited to what you can and can’t spend your budget on? Are you forbidden from purchasing food for the audience? Can you buy t-shirts? If not, are those costs your co-sponsor can absorb? Can you open your events to the general public? do non-students need tickets or need to be accompanied by a current student? 14 Campus Activities ProgrammingTM November/December 2011
Partnering within your own organization
does your organization have multiple committees? Instead of only the Cultural programs Committee paying for a salsa band, see if the Concerts Committee wants to help out, as well. the same can be said for speakers that hold popculture relevance, or an actor who also promotes community service. Which came ﬁrst, the idea or the partner?
there may be instances when you have a great idea for a program and then identify a key partner. there may also be times when you recognize a partner and work together to create a program from the beginning. both approaches have pros and cons. the important thing to remember is that you are working together for the same outcome—a great event! What do you want?
when identifying potential partners, it’s important to outline exactly what you want. Are you interested in ﬁnancial assistance? Or are you more concerned about reaching a larger audience? do you want the recognition that comes with this partnership? make sure you know what your intended outcomes are before soliciting co-sponsors.
Final Tips when deciding if your group needs and/or wants a co-sponsor for an event, ask yourself wHY you are considering a co-sponsor. Is it a ﬁnancial decision? do you need more human resources? Or, is this a great networking opportunity that may lend itself to future partnerships? regardless of the reasons behind collaboration and co-sponsorship, communication is the make-it or break-it component of such an event. If both sides are not in complete agreement, the chances of your program derailing skyrocket. Create a co-sponsorship agreement and hold each other accountable. this is a business agreement, so don’t be afraid to stand up for what you and your organization want. Your organization must be ready to give and take during the planning phase. Your members must be ﬂexible and open to modifying the initial vision for the event. bringing in additional points of view may oen change the perceived outcome or execution of an event. If these changes enhance the program, roll with them! However, if the suggestions will only hinder
the ﬁnal outcome, do not be afraid to speak up in order to save your event. when working together with a co-sponsor, the planning process may take longer than normal. schedules do not always coincide, so be prepared to slow down a bit. schedule meetings between both parties when everyone is available and continue to meet and check-in throughout the planning process. Create timelines and checklists and revisit them periodically. Even though everyone is busy, this continued dialog would beneﬁt both groups in the end. when two (or more) groups are working together on an event, it is imperative to create a cohesive promotional campaign. use the same verbiage and the same images to make sure your potential audience doesn’t get confused. make sure that event coordinators from both groups serve as administrators of the facebook event you create to promote the event, rather than having each group create its own event and inviting friends separately. this will also help prevent sending rsvps to two separate events and skewing your potential numbers. And ﬁnally, when collaborating with other organizations, the most important tip to remember is that it’s about sharing the spotlight, rather than taking all the credit!
References Nowak, m. (2011). Super Cooperators: Altruism, evolution and why we need each other to succeed. New York: free press. thinkexist.com. George barnard show quote. retrieved sept. 29, 2011 from http://thinkexist.com/quotation/if_you_have_an_apple_ and_i_have_an_apple_and_we/207452.html.
About the Author Sarah Morgan is assistant principal of preston residential College at the University of South Carolina, where she previously served as program
Photo by Cathy Heinz Photography
adviser to Carolina productions and Carolina Aer dark. she also served as assistant director for student Activities at whittier College (CA). Active in NACA, she has served on the National membership Committee, as the NACA® west regional Communications Coordinator and CAmp Coordinator and as the National Convention lecture showcase selection Coordinator. she holds a bachelor’s degree in English from the university of tampa and a master’s degree in higher education administration from florida state university.
Richard Barker is a professional stage hypnotist from the United Kingdom whose quick wit and charm have made him a crowd favorite. His approach is edgy, fresh and unique and he delivers a fast-paced show. Barker says, “I truly believe the people who volunteer to come on stage are my guests. They are the stars of the performance.” Richard's show will have you intrigued, amazed, and on the edge of your seat. Most of all, Richard will leave you laughing. See up to date video at www.incrediblehypnotist.com or www.youtube.com/incrediblehypnotist For Booking Information contact the National Entertainment Group at 877-383-6056 or email email@example.com
November/December 2011 Campus Activities ProgrammingTM 15
16 Campus Activities ProgrammingTM November/December 2011
PROVIDING STRONG CUSTOMER SERVICE in
STUDENT ACTIVITIES By
Steven Harowitz University of South Carolina
CtIvItIEs bOArd mEmbErs HAvE A lOt swIrlING ArOuNd IN tHEIr HEAds: “did I reserve a dressing room?” “what time is the talent arriving at the airport?” “I hope a lot of students attend.” understandably, some things can be forgotten during an event’s execution, but it’s crucial to never forget customer service, an integral component to a positive patron experience. put yourself in the mindset of a student attendee. If the event staﬀ are minimally excited about the event and seem to be more worried about things other than you, are you likely to join that organization or be overly encouraged to come to another event?
November/December 2011 Campus Activities ProgrammingTM 17
the patrons who attend student activities events are all-important to the mission of the activities board. without them, we have no events, executive boards, and even, <gasp!> NACA! Accordingly, we must remember to treat patrons with utmost kindness and generosity. In other words, we must provide excellent customer service. following are some tips on how to provide good customer service in student activities that should help you train your board members in the fundamentals of customer service, how to go above and beyond the basics and, ﬁnally, how you can assess and improve customer service overall. The Basics Here are a few basics of good customer service, not so much rooted in theory, but in solid practice: 1. Smiling Faces: this should be a given, but sometimes in the midst of a hectic event, it can be tough to remember. A smiling face can go a long way with customers and it shouldn’t be overlooked. 2. Open Palm\Two-ﬁnger Point: this is a classic in terms of customer service. when you use one ﬁnger to point, it oen elicits a feeling of judgment or mockery, not exactly emotions you want patrons to feel. Your event staﬀ should use an open palm or two ﬁngers (index and middle); it is a more welcoming professional gesture. 3. Attentive Attitudes: Every person wants to feel they are welcome and that their needs are important, which is exactly what event staﬀ should demonstrate. the mindset should be, “I am grateful you are at this event and we are here to make it enjoyable for you!” this doesn’t mean you must be overly assertive and obsessive, but be attentive to your customers when appropriate. 4. Inclusive Language and Activities: taking a note from The Fish Philosophy, “we try to not stand apart from our customers but to ﬁnd ways to respectfully include them in our fun.” (Christensen et. al.). when your board is around patrons, they should be aware of their language and how they interact. It is tempting to chat, laugh about inside jokes, and pal around with those with whom we are comfortable, but board members need to understand that customers are in attendance and want to take part in the fun, as well. 5. Keep Your Team Pumped: A happy team oen translates into happy customers. A team that is unhappy will have trouble providing good customer service because their own dissatisfaction will get in the way. It is the adviser’s duty to be attentive to team members’ needs and do whatever is necessary to get them prepared for non-stop smiling and happiness. A few ways to do this might include oﬀering pre-event treats, cheers and chants, or using the empty venue for a dance party before the doors open. 6. On Stage vs. Back Stage: disney brings us another great tidbit to use for customer service training. Event staﬀ should be constantly aware of their actions and how public those actions may be. disney drives home the belief that staﬀ (or cast, as disney calls them) should be at the absolute top of their game when “on stage” (with patrons if referring to student activities) because this is when staﬀ members are most visible. backstage actions need to be just that, kept completely backstage; otherwise, you risk the issue of “perception is reality,” with patrons viewing unprofessional language and activities. 7. The Customer Isn’t Always Right: Contrary to popular belief, the customer isn’t always right. Nevertheless, when they’re wrong, allow them to be wrong with dignity. 8. Service Recovery: don’t fret. things will go wrong from time to time, but as Albert Einstein so brilliantly put it, “In the middle of diﬃculties lie opportunities” (Hammond et. al.). And, so it goes with student activities.
Just because something goes awry with a patron doesn’t mean you are unable to recover. use the moment to create an even better moment. for example, ﬁnd a way to exceed the customers’ expectations by providing them a vIp seat at that particular event or at a future one. Common Problems and Not-So Common Solutions Each activities board has unique problems, but some problems are universal and have been faced year-in, year-out by boards throughout the country. Here are a few common problems with not-so common solutions. Students Who Can’t Get into the Event
Not enough seats at an event is a common problem experienced by many activities boards. the activities fees paid by students that go to activities boards mean that each student should have an opportunity to attend any event. However, facility limitations can make that diﬃcult. One way to help remedy the frustration students feel when not being allowed admittance is to use “return vIp passes.” A return vIp pass allows students who came to an event at the prescribed time, but weren’t able to ﬁnd a seat, the ability to have vIp seating at a future event of their choice. Long Lines
One of the most common issues experienced in conjunction with any event tends to be long lines. such lines can easily turn oﬀ students who otherwise would want to attend because of the boredom they expect to experience while waiting for entry or due to the sheer length of the line. However, you can engage this captive audience through entertainment and other activities. student-run novelty acts or quiz games played via social media can be fun ways to keep students entertained during their wait. these tactics can also be eﬀective when an event’s starting time is delayed
JUST BECAUSE SOMETHING GOES AWRY WITH A PATRON DOESN’T MEAN YOU ARE UNABLE TO RECOVER. USE THE MOMENT TO CREATE AN EVEN BETTER MOMENT.
18 Campus Activities ProgrammingTM November/December 2011
Performances Getting Cut Short
I would hope this is a less common issue then others. when a performance gets cut short, it is a disappointment to both the activities board and students in attendance. this type of situation could emerge due to cancelled ﬂights, artist illness, or facilities problems. unless the event isn’t cancelled until moments before, your students will not be nearby for a formal apology. urge your program board members to take to social media and e-mail to write an honest apology. Your students pay the fees that bring artists so they deserve honesty, even if the mistake lies with your board. students will appreciate being “in the loop” and knowing you care enough about them to apologize and share insider information. Going Above and Beyond the great thing about customer service is there’s no limit to how far you can go with it. Here are a few ways to push your customer service beyond your students’ expectations. Enact Random Acts of Kindness
for a while now, I have subscribed to the practice of “random Acts of Kindness.” It continually amazes me what this type of mentality will do for customer relations. I oen read Inc. and Entrepreneur magazine to gain insights from the private sector on how I can improve my own student aﬀairs work. And much to my excitement, I stumbled across trendwatching.com, which listed “random Acts of Kindness” as one of the “2011 most Crucial Consumer trends.” this is a phenomenon not new to the world, but one that is currently taking it by storm. It involves creating “wow” moments for unsuspecting patrons, using created experiences to exponentially heighten
patrons’ enjoyment. You can provide these acts of kindness in any way you choose, but examples would include upgrading patient or polite patrons to front-row seating or letting them meet the talent. Use Your Social Network
You attracted students to your social media sites with marketing and givea-ways. Now, use these same channels to have conversations with your patrons. this provides you an opportunity to ask for feedback and comments regarding your programs or future planning. be sure it’s a two-way conversation.
References Hammond, J. s., Keeney, r. l., & raiﬀa, H. (march 5, 2002). Smart Choices: A Practical Guide to Making Better Life Decisions. (p. 18). Crown business.. Christensen, J., lundin, s. C., ph.d., & paul, H. (2000). Fish! (p. 66). New York: Hyperion. Disney Follow-Up Information
Oﬀer Rewards Cards
As a way to show appreciation for student attendance, some institutions have installed rewards for repeat patrons. this type of program is a great way to stay engaged with students and give them a tangible “thank you” for their dedication. the emergence of Id cards with retrievable data has made these types of programs eﬃcient and less time consuming than in the past. with retrievable data, activities boards can use attendance data to aggregate rewards programs tracking. If your activities board does not have this opportunity available, simple laminated “punch-out” cards can also do the trick. to take this even further, you can create competitions for students who attend the most events. Improving Your Customer Service In oﬀering customer service, as in all work, you may encounter speed bumps from time to time. It is important to constantly seek feedback on how your student staﬀ are doing so you can help them improve their customer service skillsets. such assessment can show you where your strengths are and where improvements can be made. the problem with assessment in this case is that it can be diﬃcult to judge issues relating to patrons’ ethos. to gauge patrons’ feelings towards your customer service, you will need to seek qualitative feedback. In the past, surveys have been the go-to method to ask open-ended questions, but it can be challenging to elicit responses from over-surveyed students. Here are a few ideas to help you engage your patrons and decipher their thoughts on your customer service: Secret Shoppers
A useful practice for the grocery store industry can now be an eﬀective tool for customer service assessment. while your patrons are waiting in line for doors to open, have four or ﬁve students agree to become secret shoppers for audience feedback. You will provide printed cards on which your secret shoppers can record feedback, and on which you can designate what topics you want guests to focus on. this makes feedback instantaneous and in the moment rather then delaying it until surveys are dispersed and, hopefully, completed. Live-Chatting
As for the use of social media in customer service, it can also be used for receiving live feedback from patrons. Establishing a twitter hashtag or text tracking system gives students an open medium to provide positive comments or (hopefully) constructive criticism. using these channels repeatedly will help patrons remember the resource is there and allow them to funnel their thoughts right into your assessment eﬀorts. Little Red Card
If you’ve ever been in line at disney, then you know what the little red card is. disney cast members use it to track how long it takes for patrons to make their way through a line. It is a timing mechanism that allows staﬀ to update signage with updated expected waits. this tactic can be useful when your board brings in a novelty act, such as “bongo ball” or “what the puck,” activities that are interactive and can handle only a certain number of students at a time. with a little red card system, you can keep your patrons updated on their wait times, which is information they will appreciate.
for more information on disney Customer service, visit www.disneyIinstitute.com or read Be Our Guest: Perfecting the Art of Customer Service.
About the Author Steven Harowitz is a graduate assistant for Carolina productions at the University of South Carolina, where he is pursuing a master’s degree in higher education and student aﬀairs. He holds a bachelor’s degree in interdisciplinary studies from the university of Central florida. Harowitz has written two previous articles for Campus Activities Programming™ magazine on intentional programming and sponsorship packets. He currently serves as the Graduate Education sessions Chair for NOdA’s region Iv Conference (srOw) and recently presented the NAspA student leadership program’s October webinar on “utopian leadership.” Connect with him by reading his blog at www.stevenHarowitz.net or follow him on twitter @stevenHarowitz.
CALL TODAY! Associate members, promote your acts, products and services to college students across the country! NACA can help you gain exposure to college programmers and their advisors. For more information about print and web advertising, or to reserve your ad space, contact Tracey Portillo at: firstname.lastname@example.org. Or, call her at 803-732-6222, ext. 207.
Call today and reach thousands of eyes with your message! November/December 2011 Campus Activities ProgrammingTM 19
20 Campus Activities ProgrammingTM November/December 2011
by ASHLEY CRISP university of south Carolina news media? In most cases, the How oen do student aﬀairs professionals interact with frequently have a tension-ﬁlled reanswer is not very oen. student aﬀairs and student media ically housed under the student lationship. while most campus media entities are techn with each other. On the one hand, student aﬀairs umbrella, unfortunately, they ﬁnd themselves at odds age for programs and events; on the other hand, aﬀairs professionals can be frustrated by the lack of cover oen than student aﬀairs professionals would stories that critique personnel or funding choices pop up more student newspapers, leading to frustration and prefer. miscommunication is common, particularly with y medium when two groups feel like they are high tension on both sides. It can be tough to ﬁnd a happ tugging at diﬀerent ends of the same rope.
Even in the best of learning environments, it may be diﬃcult to delineate the diﬀerences in purpose between student aﬀairs and student media. the basic concept that serves as the dividing line between the two is the fourth Estate. this idea originated with Edmund burke in 1787 during a parliamentary debate in England (splichal, 2002). to quote burke, “there were three Estates in parliament; but, in the reporter’s Gallery yonder, there sat a fourth Estate more important far than they all” (splichal, 2002, p. 44). burke was referring to the media as an unoﬃcial, independent inﬂuence on the government. the media’s coverage of government inﬂuences how the government operates, and, similarly, the media’s coverage of universities impacts how universities function. regardless of the validity of the fourth Estate concept, few administrators would argue that student newspapers generally do not hesitate to criticize the administration. Journalists feel their primary job is to disseminate true information to their readers and they are not necessarily concerned if toes are stepped on during the process. Given that the united states Constitution guarantees freedom of speech, the government provides little regulation of media. Of all news outlets, the government has historically given the most freedom to print journalism, in particular, the newspaper. why? while there is hypothetically an inﬁnite amount of paper, airwaves and bandwidth are more limited. It is much more costly to start a television or radio station and since fewer radio stations and television stations exist, they are regulated more heavily. because print media have more competition, they encounter less regulation (red lion broadcasting Co., Inc., et al v.
federal Communications Commission et al., 1969). On most college campuses, the student newspaper is a primary source for campus news. Knowing the system and story behind student media can give campus organizations and staﬀ the tools they need to handle any situation involving press, from promoting an event to diﬀusing a controversial topic. regardless of their role, student aﬀairs professionals may need or want to interact with student media, and it’s important for them to build more eﬀective relationships with it. there are three important aspects of this relationship: • understanding how student media works, • using student media to an advantage, and • Knowing how to react to negative press. How Student Media Works there are two key elements in how those in media go about doing their work: the discussion of fact versus opinion and the process of gathering information. Fact Versus Opinion
the most important legal term for members of media is the word libel. “libel is the publication—in words, photos, pictures or symbols—of false statements of fact that harm another's reputation” (student press law Center, 2001, para. 1). In layman’s terms, libel is anything printed that is untruthful.
November/December 2011 Campus Activities ProgrammingTM 21
libel, even at the college level of journalism, is taken seriously and a student or faculty member can choose to pursue legal action if they feel they have been libeled. In order for a statement to be considered libelous, it must meet ﬁve qualiﬁcations to be proven: falsity of statement, publication, defamation, identiﬁcation and negligence/malice (Harrower, 2007). Each of these qualiﬁcations has its own intricacies, which can be untangled by a lawyer if a student aﬀairs professional decides to pursue a lawsuit. How is this relevant to student aﬀairs professionals? Any student aﬀairs professional interviewed for a story or who is used as a source of information by student media could potentially be libeled. particularly on a college campus, it is vital that professionals know in what capacity they are quoted and referenced. Any staﬀ or faculty member used as a source for a story needs to follow up and make sure to check the facts against what is printed. while student writers are still learning the ropes and may not understand an error until it is too late, a staﬀ member could still take the heat for any incorrect information that makes it to print. How does criticism diﬀer from libel? It is not illegal to publish an opinion as long as truthful facts back up the argument. fair comment and criticism can be deﬁned as the right to comment on matters of public interest and concern, as long as it is done fairly and honestly. Obviously, no one likes negative things said about them in the press. However, people have a right to their own opinions, and those opinions can be published. for example, a student performance group produces an original play written by one of its members. there is no rule preventing a student journalist from criticizing the play and saying it was poorly written or claiming that the performers were not up to par. the criticism may or may not be legitimate, but it is not illegal for someone to state his or her opinion. Criticism is a tough thing to handle. luckily, a college campus is an environment ﬁlled with change, and one particular news story is not the focus of campus life for long. with this brief overview of fact versus opinion, perhaps student aﬀairs professionals can view campus news reports more critically and understand when the value of truth has been violated. Gathering Information there are three primary ways that reporters gather information: public meetings, tape recorded interviews, and public documents. Public meetings
Harrower said it best: “Every citizen has a right to monitor the government’s activities and hold public oﬃcials accountable for their decisions” (p. 141). Journalists have the right to attend local, state and federal meetings. there are a few exceptions, including the purchase of land, discussion of personnel issues, and consultation with legal counsel. laws not only require that meetings remain open, but also require that announcements of meeting times (and changes) be posted. when it comes to the college campus, the rules are diﬀerent for public versus private institutions. for example, a private university’s student government is not responsible for providing public documents to media, as its revenues are all from private sources. However, for a public university’s student government, all decisions, information and meetings are public due to state and federal contributions to the university. fines and jail time may result from violating a journalist’s right to attend an open meeting at a public university, so advisors to student groups of this nature should be aware of the law in these situations.
involved parties that the conversation is being recorded. In a two-party state, a source could pursue legal action against a reporter who did not inform them of a recorded conversation. some journalists tape record every conversation they have, while others only take sporadic notes. the method of dictation is up to the reporter and it is a matter of personal preference. Additional information can be found on the reporter’s Committee for freedom of the press web site (see references). Public documents
Any information about federal, state or local funds dispersed to an institution are considered public knowledge because they were derived at least in part from taxpayer dollars. while this does not have a large eﬀect on private institutions, it changes the game considerably for public colleges and universities. Every cent and every action is documented—personnel searches, new construction, repairs, even employee salaries. In addition, any funds provided by a student (tuition, activity fee, health fee) are reported. Knowing how student media and its journalists gather information gives student aﬀairs professionals two beneﬁts. first, interviewees with this background knowledge are better informed about their own rights and can better understand the journalist’s perspective. this can provide professionals with an opportunity to provide more concrete and planned answers to reporters’ questions. taking the extra time to research allows a source to avoid being caught oﬀ guard by a question. second, there are facts and ﬁgures an administrator may not be comfortable personally providing. while the journalist is entitled to it, some departments, unfortunately, may discourage a student aﬀairs professional from giving information outright to a journalist. providing a student with the appropriate documents to cite (rather than a particular staﬀ member’s name) takes pressure oﬀ of the source. this approach gives a source a safe way to connect students with honest information while also distancing his or her name from association with touchy information. How to Use Student Media to Your Advantage Anyone working with students can take advantage of the publicity oﬀered by student media. future events or programs, awards received, projects completed and human-interest stories—all are potential news stories and add variety to a news outlet. It beneﬁts not only students, but also a particular department, and the university as a whole to get positive press. Having a strategy for pitching an idea to student media is crucial. Just like any good advertising plan, multiple exposures are key to obtaining media attention. for example, if the student government was trying to generate media attention for a student forum to discuss student concerns on campus, they would want as many attendees as possible. Along with ﬂyers, emails and facebook groups, the organization should also utilize student media outlets by contacting the television station, radio station, and/or newspaper weeks in advance of the event. Ideally, leaders of the group would arrange a meeting with an editor or manager and pitch the idea. following it up with an email, the students could provide names, contact information and times for the journalist to contact sources. by utilizing student media resources, it could mean the diﬀerence between an event’s success and failure. Timeline
recording a conversation gives reporters the advantage of having a wordfor-word playback of their interviews. However, it is important to know each state’s laws regarding the recording of conversations. some states have one-party laws, which means that only one party (the person recording) has to be aware of the act. In these states, journalists do not have to inform the interviewee that the conversation is being recorded. Ethically, they probably should, but they may not be required to do so by the law. some states are two-party states, requiring the recorder to inform all 22 Campus Activities ProgrammingTM November/December 2011
A common obstacle in the road to good publicity is timing. A student newspaper typically lines up its potential stories and contacts a week in advance. It will vary based on how oen the newspaper is published, but professionals should plan to make the initial story pitch at least a month in advance of the event. last-minute notiﬁcation of events will likely not produce much media interest. It is also important to keep in mind that newspapers cannot possibly cover every single story idea every week. therefore, getting in the lineup early is a small but extremely beneﬁcial tactic to getting a story covered.
In addition to early contact, student aﬀairs professionals should proactively establish and maintain relationships with media outlets. setting up meetings to discuss a story and how the story is progressing keeps both groups on the same page. Keep in mind that no journalist has to have the story approved by the source before publication, nor are they required to divulge what other contacts for the story have shared with them. It can be hard for student aﬀairs professionals to ultimately give up control of a story idea, but they must remember that the goal in journalism is to provide impartial news. Press Releases
so, how, exactly, can a student aﬀairs professional make a story pitch? the ﬁrst step is to submit a press release. while this is generally a foreign concept to student aﬀairs professionals, a press release can be created and distributed by anyone. the purpose is simply to get the basic information out to the public in a clear and interesting way. templates for press releases are only a search engine away on the Internet and any professional can take advantage of these online resources. In general, creating this type of document involves answering the following questions: what, who, when, where, why and how? A press release can include as much or as little information as desired. It serves to alert media to a potential story and gives them information about whom to contact if they want to learn more information. Face-to-Face Interaction
student aﬀairs professionals can feel free to call or stop by the student media oﬃce. A face-to-face conversation oen proves to be more eﬀective than simply submitting a press release. Aer sending a press release, professionals should follow up with a phone call or email asking if the newspaper received it. this provides the opportunity for the reporter to learn more and to possibly set up an interview. the student aﬀairs professional can share their availability to get together for an interview. taking the steps to work with student media on their own playing ﬁeld can allow a student aﬀairs professional to reap beneﬁts far into the future when it comes to generating positive publicity for events. How to React In an unexpected and potentially negative press situation, a student aﬀairs professional has a lot to consider. professionals have three levels of response to such incidents: the interview, press release and “no comment.” The Interview
this is the most liberal and courageous approach to handling a potentially damaging or unwanted news story. If student aﬀairs professionals ﬁnd their department, program, or personal reputation unexpectedly covered in the newspaper, they can volunteer to do an in-person or phone interview on the topic by contacting the editor or reporter. depending on whether it is a weekly or a daily paper, the editor may or may not decide to run a follow-up story covering your response. professionals should keep in mind that interviews do oﬀer the opportunity to share another perspective on the topic, but remember that their words could be taken out of context when printed in the paper. A student aﬀairs professional should be sure to emphasize the context and the importance of accurately representing the situation.
while press releases are excellent tools for promoting a story, they are also eﬀective in dealing with unexpected press situations. what are the beneﬁts to using a press release as a reaction? It allows student aﬀairs professionals to address the situation and deﬁne the issue in their own terms. the writer can choose to include a plethora of information or just enough to cover the basics. Another beneﬁt of submitting a press release instead of doing an interview is that follow-up questions cannot be asked. using a press release as a defensive tool allows an oﬃcial response to be made and simultaneously eliminates the possibility of unplanned controversial responses to questions. “No Comment”
the “no comment” approach is one heard in the news all the time. but, how and when should student aﬀairs professionals use this technique? using “no comment” with journalists should be a last resort option for student aﬀairs professionals. If a situation arises in which no answer will satisfy the press and its readers, “no comment” is the route a lot of companies and individuals alike pursue. while it can leave readers and journalists frustrated, it can slow down the growth of the story. “No comment” takes a student aﬀairs professional’s contribution to a story oﬀ the table and out of consideration. for example, if a newspaper reports a story on a controversial personnel change approved by a university president, it is possible that students and faculty will not agree with the decision. for the university, a press release is an option, and so is “no comment.” the option selected will depend on whether or not one wants to open the door to further discussion. more than likely, the university president might issue a short statement and respond to later requests with “no comment,” as the decision will probably not be reevaluated. the more comfortable a student aﬀairs professional feels in his or her capacity to respond to a story, the more likely reporters will turn to them for information in the future.
A Straightforward Approach It can be challenging for student activities oﬃces to work and connect with campus media. However, with a straightforward approach, student activities professionals can take intentional steps to enhancing their relationships How does criticism with student media outlets. A relationship with student media is two-fold, incorporating both oﬀendiﬀer from libel? sive and defensive strategies. while the relationship It is not illegal to must be maintained on both sides to be eﬀective, publish an opinion it is critical that student as long as truthful aﬀairs professionals do their part in facts back up the building proargument. Fair ductive workcomment and ing relationships with criticism can be members of the deﬁned as the right student media.
to comment on matters of public interest and concern, as long as it is done fairly and honestly.
November/December 2011 Campus Activities ProgrammingTM 23
References Christian, d., Jacobsen, s., & minthorn, d. (2009). Associated Press 2009 stylebook and brieﬁng on media law (44th ed.). New York, NY: basic books. federal Communications Commission (fCC). (n.d.). Federal Communications Commission (FCC) Home Page. retrieved from http://www.fcc.gov/ Harrower, t. (2007). Inside reporting: A practical guide to the cra of journalism. boston, mA: mcGraw-Hill. red lion broadcasting Co., Inc., et al v. federal Communications Commission et al. 395 u.s. 367 (1969). splichal, s. (2002). principles of publicity and press freedom. lanham, md: rowman & littleﬁeld publishers. student press law Center. (n.d.). student press law Center. retrieved from http://splc.org the reporters Committee for freedom of the press. (2008). Can We Tape?: A Practical Guide to Taping Phone Calls and In-Person Conversations in the 50 States and D.C. retrieved from http://www.rcfp.org/taping/
About the Author Ashley Crisp is a graduate assistant working with student Government at the University of South Carolina in Columbia, where she is pursuing a
master’s degree in health education and student aﬀairs. she holds a bachelor’s degree in communication studies from Clemson university (sC), where she served as editor of The Tiger, the student newspaper.
Statement of Ownership, Management and Circulation Publication Title: Campus Activities ProgrammingTM Publication Number: 334-3700 Filing Date: Oct. 1, 2011 Issue Frequency: Monthly, except January/February; June, July and August (Summer); and November/December Number of Issues Published Annually: 8 Annual Subscription Price: $95.00 Complete Mailing Address of Known Office of Publication: 13 Harbison Way, Columbia, Richland County, SC 29212-3401 Complete Mailing Address of Headquarters or General Business Office of Publisher: 13 Harbison Way, Columbia, SC 29212-3401 Full Name and Complete Mailing Addresses of Publisher, Editor and Managing Editor: Publisher: National Association for Campus Activities, 13 Harbison Way, Columbia, SC 292112-3401 Editor: Glenn Farr, NACA, 13 Harbison Way, Columbia, SC 29212-3401 Managing Editor: Glenn Farr, NACA, 13 Harbison Way, Columbia, SC 29212-3401 10. Owner: National Association for Campus Activities, 13 Harbison Way, Columbia, SC 29212-3401 11. Known Bondholders, Mortgagees, and Other Security Holders Owning or Holding 1 % or more of Total Amount of Bonds, Mortgages, or Other Securities: None 12. Tax Status: Has Not Changed During Preceding 12 Months 13. Publication Title: Campus Activities ProgrammingTM 14. Issue Date for Circulation Data Below: September 2011 (July 28, 2011) 1. 2. 3. 4. 5. 6. 7. 8. 9.
15. Extent and Nature of Circulation
Actual No. Copies Each Issue During Preceding 12 Months
Actual No. of Copies of Single Issue Published Nearest to Filing Date
a. Total Number of Copies: ......................................................................................................................................................................................................................2,550 ....................................................1,900 b. Paid Circulation (by Mail and Outside the Mail) 1. Mailed Outside-County Paid Subscriptions Stated on PS Form 3541 (Include paid distribution above nominal rate, advertiser’s proof and exchange copies.) ....................2,302 ....................................................1,573 2. Mailed In-County Paid Subscriptions Stated on PS Form 3541 (Include paid distribution above nominal rate, advertiser’s proof and exchange copies.) ..................................1............................................................1 3. Paid Distribution Outside the Mails Including Sales Through Dealers and Carriers, Street Vendors, Counter Sales, and Other Paid Distribution Outside USPS® ......1............................................................0 4. Paid Distribution by Other Classes of Mail Through the USPS (e.g. First-Class Mail®) ..................................................................................................................16............................................................0 c. Total Paid Distribution (Sum of 15b , , , and ) ..................................................................................................................................................................2,320 ....................................................1,574 d. Free or Nominal Rate Distribution (By Mail and Outside the Mail): 1. Free or Nominal Rate Outside-County Copies Included on PS form 3541..........................................................................................................................................70 ........................................................78 2. Free or Nominal Rate In-County Copies Includes on PS Form 3541 ....................................................................................................................................................0............................................................0 3. Free or Nominal Rate Copies Mailed at Other Classes Through the USPS (e.g. First-Class Mail®) ................................................................................................17 ........................................................34 4. Free or Nominal Rate Distribution Outside the Mail (Carriers or Other Means) ................................................................................................................................46............................................................0 e. Total Free or Nominal Rate Distribution (Sum of 15d , ,  and ) ............................................................................................................................................133 ......................................................112 f. Total Distribution (Sum of 15d and 15e)..............................................................................................................................................................................................2,453 ....................................................1,686 g. Copies not Distributed ..............................................................................................................................................................................................................................97 ......................................................214 h. Total (Sum of 15f and g)......................................................................................................................................................................................................................2,550 ....................................................1,900 i. Percent Paid (15c divided by 15f times 100)......................................................................................................................................................................................94.5%......................................................93% 16. Publication of Statement of Ownership: Publication required. Will be printed in the November/December 2011 issue of this publication. 17. Signature and Title of Editor, Publisher, Business Manager, or Owner:
Editor I certify that all information on this form is true and complete.
24 Campus Activities ProgrammingTM November/December 2011
Stop, Listen , and Collab orate! By
Allyson Rando Washin lph Cru gton U st niversi in St. L ty o uis (MO
SO, YO U’VE A TTEMP CO-SP TED T ONSOR AN EVE O anothe NT wit r organ h ization depart , camp ment, o u s r comm partne unity r, but y o u’re be unders ginning tan to arise w d the issues t hat can hen wo rking w group. ith Either y our pro another board gram is ju and no st handing ou ming tb t mone y plannin eing given a l arge ro g, one l o e living u rganiza in p to its tion is not respon comm sibilitie unicatio s, o n is lac you’re k ing and r just co nfused suppos abo ed to b e doing ut who is give up wh yet. We will exp at. Don’t import an lo workin t steps to take re g with when anothe or grou r organ p and s ization h a succe are tips for c reating ssfu experie l collaborativ e nc involve e for all partie d! s
November/December 2011 Campus Activities ProgrammingTM 25
So What Does Collaboration Mean? first, we need to begin by deﬁning some commonly misused terms. programming boards oen use the terms co-sponsorship and collaboration interchangeably. However, these terms are very diﬀerent. Co-sponsorship comes from the preﬁx co-, which means “with, together, joint, jointly,” and the root word sponsor, which means “a person or an organization that pays for or plans and carries out a project or activity” (merriam-webster Online, 2011). Collaboration comes from the root word collaborate which means “to work jointly with others or together, especially in an intellectual endeavor” (merriam-webster Online, 2011). Consequently, the term co-sponsorship is usually used to describe a ﬁscal relationship or transaction, rather than an intellectual partnership. Collaboration is the process of working together with another organization to begin, create, think through, and evaluate an endeavor such as an event, program or policy. this process requires the two partners to work together, from beginning to end, to establish a program that will suit the needs and mission of both organizations. for the purpose of clarity, we will discuss tips and suggestions for collaboration. What’s the Use in Collaborating When I Can Just Do It Myself? Collaboration can be diﬃcult if done wrong, but when done right, the beneﬁts are numerous. some common struggles organizations have when trying to collaborate with another group include: • Not feeling invested in or appreciated in the collaborative relationship; • feeling like a “bank” for other organizations; • Confusion about roles in the collaboration process due to lack of communication; • realizing the event does not meet the mission of one or more parties involved; and • feeling that your organization is doing all the work with little or no help from the other organization(s). However, if you follow the simple steps below, collaboration can be mutually beneﬁcial to all groups and individuals involved. Collaboration allows organizations to save money, share resources (monetary and personnel), brainstorm the best possible ideas, share knowledge of event planning, learn about the mission and goals of other groups, attract larger audiences, meet people you might not have before, and develop relationships for future programming endeavors.
which feels like it is just doing work for the other organization. Your options for who to work with are endless. You can work with other campus organizations or clubs, members of the Greek community, academic departments, student services departments, local businesses or national corporations. think about who you have worked with in the past, who you have never worked with, and why you want to work with a speciﬁc group. maybe your programming board wants to establish a connection with the community, so you might reach out to your local rotary Club and ﬁnd out how you can work together. Or, maybe you want to get more athletes involved with your programming board, so you reach out to the men’s soccer team to host an event together. take a risk and reach out to new people! 2. Meet and discuss organization goals/mission.
upon reaching out to another group, schedule a time when the members of each of your groups can meet to get to know each other. review the missions of your organizations and discuss your goals for establishing this partnership. Just as you make sure your events meet your mission, you should also make sure that whatever events you brainstorm also meet the mission of the other organization(s). If your missions are so diﬀerent that you cannot agree upon a mutually beneﬁcial event, then the collaboration will not succeed. You should not host an event that does not support your mission.
In a cosponsorship, it is common for the parties involved to split the cost of the event, but in a collaboration, it is likely that one organization may cover the cost of most of the event. Depending on your situation, decide who will cover certain costs, or if the cost of the event will be split evenly.
The Golden Rules of Collaboration 1. Who do you want to collaborate with?
before brainstorming events or making any plans, the ﬁrst step in the collaboration process is to decide who your organization would like to work with. Choosing a partner is the ﬁrst step in the process because collaboration requires that the groups work together from beginning to end. this allows participants to create an endeavor that will meet the mission and goals of all groups involved. It also ensures that all groups feel ownership of the event. Oen, one group will approach another group with an idea already in mind and ask them to help with it. usually, this means that one group is more excited about executing their idea than the other group, 26 Campus Activities ProgrammingTM November/December 2011
brainstorming is one of the most important steps in the collaboration process and it must be conducted with multiple members of each organization to ensure that the best ideas are discovered. don’t forget to follow the golden rules of brainstorming: come up with as many ideas as possible, do not concentrate on the quality of each of the ideas, never criticize an idea, welcome all crazy and unusual ideas, and feel free to expand upon and improve other ideas (scanlon). 4. Develop event objectives.
Aer brainstorming, narrow down your best ideas and decide what you’re going to do. Aer all involved groups have agreed on an event, program or other endeavor, it is important to establish objectives. It is important to reﬂect on your initial intentions in seeking out a collaborative relationship with this group and include that in your objectives. In reference to an earlier example, if you wanted to work with the soccer team so you could get more athletes involved as leaders and participants in your programming board, include that as a goal for the event. similarly, make sure the objectives of the other organization(s) are also heard. then, brainstorm other objectives for this event. think about what eﬀect you would like to have on your organization, the campus, community, speciﬁc populations and the world. discuss how you will know that your objectives were met. 5. Distribute responsibilities.
Aer the previous steps have been completed, distributing responsibilities among individuals and organizations should be fairly easy. As members of a programming board, you are the experts at event planning and might be able to oﬀer great insight into how to organize and implement an event.
However, other organizations and groups probably possess expertise in another area and can oﬀer you some great knowledge and new ways of doing things. It is important to understand that you are working with another group and should be sensitive to their usual methods; do not just rely on your traditional methods of event planning. during this time, you should create a comprehensive list of what needs to happen to make this event a success. Include all details including room reservations, contracts, marketing and more. make sure you list every minute detail and task so that nothing is overlooked. A common struggle in collaboration occurs when a detail is overlooked and each organization expects the other to do it, resulting in no one taking care of the important details. Aer listing all of the tasks that need to be completed, divide them among your organizations. while you may be used to completing all of the tasks yourself, divide them evenly, and trust that the others will complete their tasks in a timely manner. 6. Divide ﬁnancial responsibilities.
with nearly every event, there comes a ﬁnancial burden. many times, the other organizations we work with have little or no budget for hosting events, meaning that the programming board is responsible for most or all of the cost of the program. In a co-sponsorship, it is common for the parties involved to split the cost of the event, but in a collaboration, it is likely that one organization may cover the cost of most of the event. depending on your situation, decide who will cover certain costs, or if the cost of the event will be split evenly. 7. Develop a collaboration agreement.
A collaboration agreement is very important in the collaborative relationship. Creating a document that spells out the parties involved, contact information, tasks to be completed, ﬁnancial responsibilities and event details is useful to all individuals involved. Also, by creating a signed agreement, all parties involved are held accountable for their responsibilities, and this document can be used as a reference when planning the event. 8. Plan.
the next step is simple enough. Complete the tasks that you agreed to complete. schedule regular meetings with all groups involved to touch base, solve issues that may arise, and keep each other informed of what is going on. 9. Market the event.
decide who you would like your audience to consist of and how you will market the event. Each group may have a particular target audience to which their events regularly appeal. these audiences should learn about the event early so that they can help spread the word. decide what types of marketing you will use, when you will market the event, and develop a strategy for making the event known. 10. Host the event.
this is the easy part! show up and see all of your hard work in action! make sure you have members of all groups involved in attendance to help set up, run the event, and clean up. Hopefully, the members of each organization have the chance to get to know each other and enjoy the event! 11. Meet to discuss and evaluate the event.
the ﬁnal step, event evaluation, is one of the most commonly overlooked, but is also one of the most important. soon aer the event is over, schedule a time to meet and evaluate the event, as well as the entire collaboration process. Have an honest discussion of the pros and cons involved and discuss solutions for making this event and collaboration better in the future. document this discussion and put it on ﬁle for future board members to reference when considering other collaborations or similar events.
Creating a Collaboration Agreement A collaboration agreement is a useful tool for documenting all of the details of an event and your work with another organization. It can be used as a checklist, a communication tool, and a contract to hold one another accountable. when creating a collaboration contract, include any important items that are pertinent to your organization, and make it your own! but, don’t forget to include these important items: • Name of each organization involved • Name, phone number, and email address for the primary contact person from each organization • Event information • title • date • time • location • Cost • tasks to be completed • room reservation • Audio/visual • Artist contract • marketing and advertising • Hotel reservation • security • ticket sales • And so much more… • Itemized budget and anticipated costs for each organization • statement of mutual agreement signed by a member of each organization and organization advisors. Easy if Done Correctly Collaboration can be easy if done correctly, and by following these steps, you can ensure that your organization will be the most popular group on campus, you will have made plenty of connections across the community, and you’ll have plenty of money and resources to plan some remarkable events!
References Merriam-Webster Online. retrieved Oct. 4, 2011 from http://www.merriam-webster.com/dictionary/. scanlon, J. (June 4, 2009). “brainstorming for better business.” retrieved Oct. 4, 2011 from www.businessweek.com/innovate/content/ jun2009/id2009064_920852.htm
About the Author Allyson Randolph Crust is program coordinator for
the skandalaris Center for Entrepreneurial studies at Washington University in St. Louis (MO). she previ-
ously served as a graduate assistant for programming at western Illinois university, where she earned a master’s degree in college student personnel. she holds a bachelor’s degree in organizational leadership from maryville university (mO). Active in NACA, she served as the NACA® mid America student representative, then as a student member of the NACA® board of directors. she is also the recipient of the NACA® foundation’s william E. brattain Graduate scholarship and was named the NACA® mid America region’s Outstanding undergraduate student.
November/December 2011 Campus Activities ProgrammingTM 27
y sity a p R Ranive
el p U a h o ic nthR M i W
28 Campus Activities ProgrammingTM November/December 2011
tudENt AtHlEtEs mAKE up A smAll but INfluENtIAl pOpulAtION ON mOst COllEGE CAmpusEs ACrOss tHE COuNtrY. developing programming for them can be a particularly diﬃcult task due to the many demands placed upon them on the ﬁeld, as well as in the classroom. the remaining time they have leaves few opportunities to participate in university-sponsored programs. In order to reach out to these members of the campus community, it is important to understand their needs within the institution and with whom you should be collaborating in the athletic department.
Understanding Student Athletes the most important thing to remember when considering what kinds of programs student athletes would want to attend is that they are just like every other student on campus in that they have a divided interest and some will be more participatory than others. these students like comedians and bands just like the next student. this also means they share a lot of the same problems that can arise while in college. Main Diﬀerences from the General Student Population
the main diﬀerence between student athletes and traditional college students are the time requirements they face. A division I football player, for example, can spend up to 20 hours per week on football-related activities, such as practices and meetings, another 10 or more hours in required study hall, and maintain a full academic schedule. this does not leave a lot of room for anything else, especially if the student athlete is in season, which means they will have travel days, too. this is why it is extremely important to maintain a working relationship with a contact from the athletic department, such as the CHAmps/life skills Coordinator (Challenging Athletes’ minds for personal success) or a student-athlete academic advisor. these staﬀ members are familiar with the many diverse schedules of each of the teams and will work with coaches to decide on times that are the most realistic for student athletes to attend mandatory programs. An example of the diﬀerence in availability between student athletes and traditional students is that for traditional college students, friday aernoons or common time hours are good times to hold meetings, workshops or programs, but horrible times to get student athletes to attend. friday aernoons for student athletes are a pretty heavily scheduled time consisting of practices, game preparations, or possibly even travel to an away game. sunday nights, however, are typically a great time for student athletes to attend an event because, for the most part, everybody is back home and free from athletic requirements. Conversely, traditional college students are at home or in their residence halls and are not necessarily willing to come out to something on campus. In most instances, though, a night early in the week, such as a monday or tuesday, is the best time to work with the athletic department in scheduling a program that is open to the entire student body at the college. The Value of Programming to Athletes
something important to realize and continuously consider throughout this type of collaboration is that the athletic departments and coaches tremendously support the complete development of their student athletes, as long as your programs do not conﬂict with their athletic responsibilities, there should not be a problem getting their cooperation. the better student athletes are at understanding themselves and having a grasp on being successful college students and young adults, the bigger the asset they will be to the team. On the other hand, if student athletes do not take care of themselves and do something immature or dangerous, possible disciplinary action may be taken
against them and this also aﬀects the team, but negatively. the athletics departments may be more in the limelight at some colleges and universities than at others, but student athletes are some of the most eﬀective ambassadors for schools across the country. therefore, it is important for the entire institution to take some responsibility in making sure student athletes are as mature and ready to handle the rigors of life to the best of their abilities as possible. this is one reason programming can be a very beneﬁcial endeavor for athletic departments and universities. there are currently a number of major program topics from which student athletes could really beneﬁt that athletic department staﬀ members and coaches are already seeking on their campuses. for example, a trending topic now is freshmen issues and how to handle them. It is very important for student athletes to learn how to handle simply being a college student, much less an athlete at the intercollegiate level. the female athlete triad is a major issue that aﬀects female student athletes across the country. the female triad, in short, is a condition that aﬀects females who play sports or exercise so intensely that three conditions arise: disordered eating, amenorrhea and osteoporosis. Nutrition programs or daily health lessons are some types of programs from which these athletes could certainly beneﬁt. finally, money-saving and spending tips programs are also very useful to student athletes due to the fact that, with an extremely busy schedule, their budgets might be tighter than the traditional college student who may have the opportunity to ﬁnd work on or oﬀ campus there are also other major program topics, such as drug and alcohol use, safe sex, and relationship issues that always will hit home with the student athletes and can aﬀect their lives in major ways. programs dealing with these topics would be great options for student athletes and just about any athletic department would consider making attendance mandatory. International students are a signiﬁcant component of student-athlete groups at most schools across the country. these students deﬁnitely would beneﬁt from any programs being oﬀered that would better help them understand the culture in which they now live and participate. Almost anything these student athletes attend will be a cultural event to them and will assist in their overall success during their time in America. Collaboration Opportunties with Your Athletic Department there are some speciﬁc people you should look for on your athletic department’s staﬀ directory as you work to oﬀer programs to student athletes: your institution’s CHAmps/life skills (Challenging Athletes’ minds for personal success) program coordinator and the athletic department’s academic advisors. some schools may not have a CHAmps/life skills program or may not have a full-time staﬀ member who supervises and facilitates it, so an academic advisor, for example, may manage the program. CHAmps/life skills was developed and implemented by the National Collegiate Athletic Association (NCAA) in 1994 to improve and enhance the student athlete experience within their selected college or university and is located within all three divisions of the NCAA. the program aims to increase student athletes’ opportunities for success in life beyond athletic participation by following ﬁve main commitments: 1. Commitment to Academic Excellence—to support the academic progress of the student athlete towards intellectual development and graduation. student athlete academic advisors regularly verify that student athletes are maintaining required grade point averages and are staying on track to graduate within four to six years. most student athletes not only need to keep a certain GpA, but also continually move forward towards a degree at a certain pace to maintain eligibility. November/December 2011 Campus Activities ProgrammingTM 29
2. Commitment to Athletic Excellence—to build philosophical foun-
dations for the development of athletic programs that are broad-based, equitable and dedicated to the well being of the student athlete. the athletic department wants to make sure that athletic teams are being coached properly and are receiving quality leadership. 3. Commitment to Personal Development—to support the development of a well-balanced lifestyle for student athletes, encouraging emotional well being, personal growth and decision-making skills. It is vitally important for athletic teams to develop leaders among their student athletes, so becoming personally mature is important. 4. Commitment to Career Development—to encourage the student athlete to develop and pursue career and life goals. student athletes develop certain qualities that other traditional college students do not have and the athletic program does their best to help them realize their potential. 5. Commitment to Service—to engage the student athlete in service to his or her campus and surrounding communities. service opportunities are becoming more and more important in the daily lives of student athletes. Another thing to keep in mind about CHAmps/life skills is that on most college campuses, these programs are not receiving any money from the NCAA, except for some possible grant opportunities, which are becoming smaller and smaller each year. some athletic departments budget more funds than others towards these programs, so it is more than likely that your institution has to be pretty resourceful and creative when it comes to developing programs that beneﬁt student athletes. this is why collaborating with other departments on campus is so important. some examples of departments CHAmps/life skills coordinators like to collaborate with as much as possible are health and wellness, career services and student activities boards. some athletic departments actually set a minimum number of programs student athletes must attend throughout the school year to fulﬁll the departmental requirement to meet team rules. Generally, there are a variety of events selected that will give each student athlete an opportunity to best meet his/her individual needs and goals. some of these programs may include activities board-sponsored programs, but also career-building workshops or health and wellness programming, as well. It is important to keep in mind that CHAmps/life skills coordinators and academic advisors must balance the total number of mandatory programs student athletes are required to attend with the rigorous schedule the athletic department already requires of them; so, be selective with regard to which programs you believe are most beneﬁcial when asking to make something a requirement. the earlier you can ask the athletic department to consider making an event mandatory for their student athletes, the better. many student athletes are provided a planner by their athletic program containing a variety of helpful information, such as NCAA eligibility requirements, university policies or services, and, of course, a year-long calendar. If you can collaborate on events early enough in the publication cycle, these events can go in the planner’s calendar. It might even be possible for events to be added in these planners that are not mandatory but that would be beneﬁcial for student athletes to attend. If an event is not in the planners, but has been chosen as a mandatory event, advisors will need at least one to two weeks to give notice to the student athletes and coaches. this means that around three to four weeks before an event is the latest you can realistically propose some sort of collaboration with the athletic department. Beneﬁcial Relationship for All As I mentioned before, student athletes are just like every other traditional student on campus except for the time commitments placed on them due to their speciﬁc responsibilities. It is important to work with them to help them succeed and become better people within your institution because, not only are they students, too, but also because of how important they are 30 Campus Activities ProgrammingTM November/December 2011
soMe athletic depaRtMents actUally set a MiniMUM nUMbeR of pRogRaMs stUdent athletes MUst attend thRoUghoUt the school yeaR to fUlfill the depaRtMental ReqUiReMent to Meet teaM RUles. ... soMe of these pRogRaMs May inclUde activities boaRdsponsoRed pRogRaMs ... . to our colleges and universities. they are some of the most eﬀective ambassadors for our schools in the surrounding communities. Athletic departments have shown that they are more than willing to be collaborative and work with other departments across campus if it means that, in some way, their student athletes will come out of these programs more mature and more prepared to be leaders in the community than when they went in. It just takes someone to make that ﬁrst phone call or send that email to the athletic department to create a relationship that can aﬀect hundreds of student athletes every year on your college campus.
References National Collegiate Athletic Association (2008). NCAA CHAmps/life skills program. retrieved sept. 12, 2011, from http://www.ncaapublications.com/productdownloads/ls08.pdf sherman, r. & thompson, r. (n.d.). managing the female Athlete triad. retrieved sept. 12, 2011, from http://www.ncaa.org/wps/wcm/ connect/2db7d8004e0db26bac18fc1ad6fc8b25/female_athlete_triad.pdf ?mOd=AJpErEs&CACHEId=2db7d8004e0db26bac18fc1ad6fc8b25 winthrop university Eagles Athletics, CHAmps/life skills. retrieved sept. 14, 2011, from http://www.winthropeagles.com/sports/ 2010/3/24/GEN_0324103331.aspx?id=162
About the Author Michael Rapay is assistant director of Campus programming at Winthrop University (SC). Active in
NACA, he is the special Events Coordinator for the 2011 NACA® south regional Conference planning Committee. He holds a bachelor’s degree in history from Averett university (vA) and a master’s degree in higher education from Old dominion university (vA).
The Pursuit of Happiness: It’s Up to YOU By
Meredith E. Schuster-Gansrow Massage on the Go USA
AppINEss rEAllY bEGINs wItH tHE INdIvIduAl and, yet, there are ways to create an environment where health and happiness can ﬂourish. what I’ve discovered is that prolonged happiness, in most cases, doesn’t just come to you. It is a process that, like any relationship, takes nurturing, work, ﬁne-tuning and an open mind.
November/December 2011 Campus Activities ProgrammingTM 31
If happiness is up to the individual and it takes work, then it makes sense to me that just as staying healthy takes guidance and education, so does happiness. what better time than college to learn these life lessons? for many, it is the ﬁrst time they are out on their own and juggling a much larger workload. for others, it is a fresh beginning, but is still a huge addition to their life’s work and responsibility. the reality is that, no matter your life circumstances, now is always a great time to learn to be happier and healthier. the sooner you begin, the more time you have to enjoy. the more you practice, the easier health and happiness become. I would like to oﬀer you some tools for pursuing happiness as an individual, as well as discuss how, through programing, that you can create a mindset of health, vitality and happiness on campus. when my husband and I ﬁrst moved in together, we had our share of challenges to work out. I remember thinking, “why is it that when I come home from work I have to work on our relationship? I don’t want to work on this. I want ‘it,’ meaning us, to just work.” what I have discovered over the years is that if you put in the work early and tend each day to your happiness and relationships, be they with friends, signiﬁcant others, co-workers, etc., like a garden, happiness becomes that much easier. sometimes we need to weed the garden, but better you weed little by little than deal with a big mess that can ruin your veggies. Happiness is a ﬁne balance between taking life lightly and being responsible for your own well being. when we blame others for what is happening in our lives, we actually are empowering them instead of empowering ourselves. so, the next time someone is really bugging you, ask yourself if you are willing to give your power to that person. that doesn’t mean that others don’t do hurtful things. most of the time they are not trying to hurt you. they are just looking out for themselves, not realizing or not caring enough about how their behavior may impact others. dealing with such people in a way that doesn’t negatively impact you is where, sometimes, the work comes in. “Rules” for Happiness there are a lot of seemingly contradictory guidelines to follow when it comes to creating your own happiness. Here are some I think work best: • Confront others when needed, but wish those people love and wellness, even if you are angry with them. • If you have been in a situation where it would have been best to confront in the moment and you didn’t because you were either too nervous or just weren’t prepared for whatever came at you, know that the person will either do it again, and you will have another chance to handle things diﬀerently, or it won’t happen again and you can move on. • Allow yourself to feel your anger. However, accept that you got yourself into the situation in which you ﬁnd yourself. You can do this without punishing yourself or others. Instead of punishing yourself, think of other areas you may be handling in a similar fashion and take care of them before they, too, get out of control. • learn from your mistakes and perhaps from the mistakes of others, as well, but be ready to jump in again and learn more. • failure is really failure only if you don’t try with all that you are, or if you don’t learn something from the error. • Give all of yourself to what you feel passionate about, yet let go of the outcome. • do your work with enthusiasm and all that is within your power, yet realize that not everything is in your control. • Have your vision in mind, but allow for the unexpected. • sometimes, we all have to deal with a diﬃcult problem. ultimately, the earlier you handle a tough situation, the more time there is for happiness. • Oen, it is better to be happy than to be right. • Compromise on situations, but never on your values. • see the situations that appear to be bad as lessons in your personal
32 Campus Activities ProgrammingTM November/December 2011
DO THINGS THAT NOURISH YOUR SOUL OR INNER BEING. FOR SOME, IT’S RELIGION OR A SPIRITUAL PRACTICE. FOR OTHERS, IT CONSISTS OF RANDOM ACTS OF KINDNESS, MEDITATION OR BEING CREATIVE, TO NAME A FEW.
• • • •
growth. what positive thing can you walk away with from what has happened? do things that nourish your soul or inner being. for some, it’s religion or a spiritual practice. for others, it consists of random acts of kindness, meditation or being creative, to name a few. for many, it is more than one thing. we all have ways of being creative. Art, writing, music, dance and performance are some of the ways we traditionally think of when we consider being creative. However, problem solving is also a useful and rewarding way to be creative. the irony about utilizing creativity, spiritual practices or problem solving, though, is that, most of time, in order for these practices to nurture our souls, we must ﬁrst do just that—practice and build up a skill set. for example, when a musician wants to play his/her instrument to blow oﬀ steam, how would they be able to do that if they had never played before? It would cause more frustration because of lack of ability and would not provide the relief they were seeking. pursue the major in college that inspires you, not the one leading to the hottest job or what others want for you. this is about your happiness. trust your gut, it’s usually right. the more you do so, the easier it becomes, even if you are wrong from time to time. take care of a situation that needs immediate attention and then laugh about it later. laughter sometimes is the best medicine. Create a mindset of quality over quantity. this tip can be utilized in many diﬀerent areas: friendships, programming, course work and résumé building/ work experience. do something physical. whether it’s sports, exercise, or some other activity, don’t put limits on yourself. It is good to challenge your body. If you begin physical discipline now, as you get older, it will be easier to stay in shape. make it fun, but still do it even when you are not in the mood. many times, the hardest part is just getting out there and doing it. the more you exercise now, the more freedom you will have physically, not only as you get older, but even right now. the more you take care of your health, the less likely you are to get sick. realize you can’t take care of everything today and you can’t focus on every aspect of your well being at the same time. this is a lifelong process. when you have something in your life, whether it is an experience or a long-term situation that is challenging and diﬃcult, list its beneﬁts and the positive gis it can or does bring you. I have had type 1 diabetes since the age of two. Although I wish I didn’t have it, I have received many gis from this disease. I probably take better care of
myself on a daily basis because of it than I would have otherwise. I have made many friends over the years that I might not have known. I appreciate the energy and vitality I have when all is going well because I know what it feels like when it is not. • take breaks. Oen we are taught to go aer our goals, to keep plugging away, to not quit. taking a break, procrastinating and quitting are three very diﬀerent things. Certainly, we have deadlines, but oen we have more time than we realize. taking breaks gives us time to gain a new perspective, to allow life to take care of some of our obstacles. we don’t always have to “do” in order to accomplish. sometimes we just have to “be.” most of the time, it really is a combination of both. Again these rules of happiness may seem contradictory, but the key is to live within the opposing rules. A dear friend of mine told me, “If you want harmony and balance, put on your ipod and walk a tight rope.” Harmony and balance are ﬂeeting moments for which we strive. However, part of the human experience is to overcome challenges, grow and continue to reach new levels. so, seek harmony and balance, but know that life will give you a push if you are not paying attention. that, ultimately, can make you stronger, depending on how you choose to handle your circumstances. I recently interviewed my high school art teacher, dan Christoﬀel, about happiness. dan is someone who always is in a good mood, generous with his time and has more energy than most 20 year olds. (He is 73.) I asked him what he felt were the keys to happiness. He identiﬁed three things: • love what you do. work shouldn’t feel like work. • Have someone to love. • Have the ability to receive their love. He also added that if you seek out the good in others, that is what you see and what is given back to you. the more you practice this, the more it will become second nature. Here is one more important thought. when you are feeling bad, use those feelings to understand what you don’t want and consider it a blessing that life is telling you what you do want. do your best to focus on the people, things about people and situations that make you feel good. If you can’t feel good in the moment, just work on feeling a little better. write a success journal each day to document even the smallest things that you feel good about. the more we focus on the things that bring us joy, the easier it is to feel happy.
Creating a Mindset of Health and Happiness Wellness we’ve all heard that we should eat healthy, exercise, get enough sleep, surround ourselves with positive people, relax, have fun, enjoy what we do, give to charity, and the list can go on. there are all sorts of wellness wheels you can Google. they vary a bit, but they typically cover physical wellness, meaning diet, exercise and overall health; ﬁnancial wellness, meaning money matters and occupation; social wellness, including family, friends and intimate relationships; and spiritual, emotional, intellectual and environmental wellness. One thing I noticed when searching for wellness wheels is that there is a lot of variety. my guess is the variations were dependent on who created each wellness wheel and what the creators valued. No matter who you are, you are not going to have all of the diﬀerent aspects of wellness exactly where you want them to be at all times. Ask yourself what you value most. It’s the same as wanting to create harmony and balance as your steady consistent way of being. I like to work on the area in which I ﬁnd myself the weakest at the moment and that is most important to me. that doesn’t mean if I ﬁnd I haven’t been in touch with friends as much as I’d like that I stop my business or my exercise routine. I just might work more on setting my intention and reaching out a bit more. I may also take a look at what I have been doing over the last month. I might then realize I have been engaging
more than I thought and be okay with it or I might ask myself why I feel the way I do. Am I enjoying the people I am connected with? Am I looking to avoid another area of my life? Am I going by my own expectations or someone else’s? do I just need a break? social media is a great format to consider when creating a mindset of health and happiness on campus. show your own joy, recognize the positive in others and acknowledge them through your facebook postings and tweets on twitter. many people seem to feel their value is based on how busy or stressed they are. why not help people to feel their value by showing how you feel about them and aﬃrm them for how well they take care of themselves? Programming You do need to pay attention to how many people are attending the programs you provide and, perhaps, even how many programs you are providing. but if you have presented a program attended by only a small number of people who really enjoyed and got meaning out of, it was still a successful program. Cost-per-student may be an important factor, but the experience of the students involved may be much more important. If you loved the program and the people who attended felt the same way, focus on your promotion and getting people involved next time rather than changing the program. Notice which students got involved and ask them to help bring more students the next time you oﬀer that particular program. when striving to create a happy college experience, consider the programs you bring to campus. do they upli and inspire people? such a program can be a lecture, but it can be much more than that. It can be an experience, as well. people learn how to create happiness in their lives, not only by hearing about actions they can take or what others have done, but by experiencing a program that brings them personal joy and well being. Ideally, the program will remind them of things they can do to make themselves feel better now and in the future. when they experience these types of activities, it is natural for them to want to have more positive experiences. It’s important to give them opportunities to try diﬀerent things that they might not have tried on their own or that remind them of what is available to them. Aer considering the type of event you want to create, think about the atmosphere that will surround it. the more senses you can involve, the more impact it will have. Check in with your own gut and consider how it makes you feel. In this case, you must separate how you feel about bringing the event to campus and how you and others will feel participating in it. ultimately, we will strive for a good feeling on both fronts. Allow Happiness to be Contagious As my art teacher said, work shouldn’t feel like work. whether it is the programming committee or the people you bring on campus to provide programs, seek out people who enjoy what they do. their energy will be contagious and so will yours.
About the Author Meredith E. Schuster-Gansrow has been involved with NACA in one way or another for 16 years. she holds a bfA from school of visual Arts (NY) and is a licensed massage therapist. she owns Massage On the Go USA with her partner and husband. together, they help colleges and universities create a mindset of vitality through the experience of massage. she can be reached at email@example.com.
November/December 2011 Campus Activities ProgrammingTM 33
SUSTAIN-ing Your Organization Keep Your Team Motivated, Healthy and Moving Forward By
Cari Urabe University of CaliforniaSanta Barbara
36 Campus Activities ProgrammingTM November/December 2011
Maintaining an active membership in campus organizations can be a challenge. People tend to get involved in multiple activities, go into study mode during diﬀerent times of the year or graduate. You know, life happens. So what is that magical formula that some groups have that make their organizations thrive? How do these groups sustain themselves so that their organization’s legacy, goals and vision persevere over time? Although it could be luck, you will most likely ﬁnd there is a common theme among such organizations that makes them and their members successful. To think about ways to help you improve the culture and livelihood of your organization, consider the acronym SUSTAIN. You may use the steps represented by it to analyze the functioning of your group and adapt them to your unique situations. These proactive steps will assist you in keeping your team motivated, healthy, and moving forward throughout the year.
Next, consider whether your organization has supported other groups on campus and/or oﬀered suggestions of collaboration. These groups are your peers and will usually want to help you succeed, especially if you have already built a relationship with them. Hold joint meetings, invite them to your events, and see where there are ways you can help them, as well, with the resources your organization can provide. If your organization is ﬁrmly established, another resource you might ﬁnd helpful is your alumni. Alumni are wonderful when it comes to providing perspective and can usually identify with what your group members are experiencing because they were once members and know your organizational culture. They can oﬀer a range of assistance, whether that might consist of coming back to campus to give presentations and advice or to help expand your resource network.
Set speciﬁc goals. Use your resources and collaborate with others. Share your talents with others and give back to the community. Train your group via mentorship opportunities. Ask your members for feedback. Initiate fun ways to recognize your group and keep things interesting. Nurture your relationships.
Share your talents with others and give back to the community.
Set speciﬁc goals. First of all, whether your organization is brand new or has been around for years, it is always wise to dedicate time to discuss your goals with your leadership team. Setting speciﬁc goals can be a simple and eﬀective way to hold yourselves accountable, give your group direction, be intentional with your actions, and challenge your organization to do the best it can. Something that can help with goal setting is to create a mission and vision statement. A vision statement is a broad and long-term view that projects how the organization would like to see itself in the future. A mission statement includes the purpose and values of the organization and ways to support its vision. In simpler terms, ﬁnd ways of breaking your larger goal (vision) into smaller and more manageable goals (mission) that will ultimately lead you to your overall goal. If you currently do not have a mission or vision statement or need to revamp what you currently have because it is outdated, involve your organization’s members to create something new together. Having diﬀerent voices included in decisions that impact the larger group will provide you with a more well-rounded and inclusive perspective. Once you have ﬁnalized your mission and vision, be sure to revisit each of them regularly and keep them up to date. Having visual reminders, such as framing your mission, vision and goals, displaying them in your agendas, or having other items that reﬂect what your organization stands for, will provide your group with a clear and consistent message. Use your resources and collaborate with others. College campuses are rich environments because of the resources, connections and knowledge available. By utilizing your interpersonal skills, you and your organization can begin to create wonderful allies and friends across campus that will want to support you and your organization in your endeavors. People want to help you and get involved in some capacity, but you may need to take the ﬁrst step by putting yourself out there and doing some outreach. If you are unsure where to start, tap into some of your faculty and staﬀ members to see if there are ways you can collaborate. Perhaps they have connections you don’t and can help you network with key players who can assist your organization. Faculty and staﬀ members are also helpful in providing insight and suggestions and can serve as mentors, or even as advisers, for your organization. It is best to contact these individuals early so they can make sure they are aware of the commitments that assisting you will entail before they start preparing their syllabi and calendars for the coming year.
Has your organization ever given back to your campus community or to the surrounding community? Although service projects and philanthropic events do not have to be the core of your organization’s work, it can be very rewarding for you to give back to your community in either active or passive ways. Learn what your members are passionate about and see whether there is a community service organization whose mission aligns with yours, and with whom you can build a relationship. The beneﬁts of giving back to others are endless. You can accomplish this in multiple ways that beneﬁt other people, animals or the environment, etc. While taking the opportunity to positively contribute to your community, your organization also receives much from sharing your members’ talents. Giving back to your community creates pleasant memories and may start a new tradition for your group. It may also expose your group to communities of which it might not have been previously aware. Conversely, more people are likely to become aware of your group and the good work it’s doing. It’s deﬁnitely a win-win situation. Train your group via mentorship opportunities.
Peer mentorships can be some of the most powerful and impactful learning opportunities available when both members are actively invested in the relationship. Mentorships happen in a variety of ways. Some form organically and others are more formal, occurring when people are matched up with one another based on various criteria. Whichever way the mentorships originate, they can be mutually beneﬁcial, with both the mentor and the mentee learning from each other. In the process of mentoring, the mentor is considered the person with more “experience” in a particular area and is one who can share their knowledge with someone with less experience. The role modeling behavior involved in mentoring helps to shape the development of new leaders. Providing mentorship and leadership opportunities for your members not only helps them in their personal growth, but allows you to invest in your organization’s overall well being as you train its future leaders. Also, save and organize any documents you create as part of the mentoring/training processes so that future leadership transitions will be as seamless as possible. To be proactive about membership retention, ask mentors to personally connect with their mentees, and ﬁnd ways you can provide opportunities to give ownership of the organization to your members, allowing them to actively participate in meaningful ways. People oen are more invested in and more fully support initiatives they help to create. Let it be among your goals to ﬁnd ways members can experience positive gains from participating in your organization. Ask your members for feedback.
To help assess how your organization is doing, ask your members! Be open to feedback so you can make changes as necessary and learn and grow in the process. How you react to feedback is crucial, as it will either promote or hinder honest feedback from members in the future. There are many ways to receive feedback from members. You can
November/December 2011 Campus Activities ProgrammingTM 37
provide forums so they can oﬀer feedback in person and everyone can share open dialogue. You can also conduct anonymous surveys to evaluate your organization, and you may even ﬁnd it helpful to ask whether your leadership team is perceived as diverse and if you have created and maintained a space that is welcoming and inclusive to all. All organizations include relationships in which some members are closer than others. However, if there are cliques and resulting behaviors within your group that aﬀect its proper functioning, make sure to address them immediately. Behavioral dynamics that separate some members from others can be among the most harmful things aﬀecting an organization. Strive to be proactive in dealing with such issues by being ready to oﬀer creative problem-solving techniques.
Nurture your relationships.
Investing in others makes a big diﬀerence, so you may want to consider how much eﬀort you put into the members of your organization. Have you gotten to know them as people both inside and outside of your regularly scheduled meetings? If not, why?
Initiate fun ways to recognize your group.
College campuses vary in their ﬁnancial ability to recognize organizations. However, there are many ways to show your appreciation for group members and recognize their contributions that cost little to no money. The thought or gesture itself can be all the reward someone might need. Sending messages of appreciation can go a long way. You can present members personal letters that express your gratitude, you can send text messages that let them know you are thinking about them, you can even sit down with the person face to face and let them know you appreciate them. It’s best if you know how your particular group members like to communicate so you can express your gratitude in a way that motivates them. Next, if you have a little bit more money to work with, have fun with your organization by going on group outings. Retreats, whether they are on or oﬀ campus, can be a good way to recognize your group through appreciation activities, get-to-know-you-more exercises, and general bonding time. A retreat is also a great incentive for your members, giving them something to which they can look forward.
One of the most important factors in sustaining your organization is to nurture the relationships among the members of your group. Investing in others makes a big diﬀerence, so you may want to consider how much eﬀort you put into the members of your organization. Have you gotten to know them as people both inside and outside of your regularly scheduled meetings? If not, why? Relationships are one of the greatest and most important ways to sustain your organization, so be sure to make that extra eﬀort to help members connect. SUSTAIN-ability
As you reﬂect upon SUSTAIN as it applies to your organization, you are already taking steps to create a more sustainable group that can help develop leaders who will beneﬁt your members and the larger community. SUSTAIN is a continuous process of improvement to increase your organization’s eﬀectiveness, so continue to evaluate your organization on a regular basis to ensure its general health. Best of luck!
About the Author Cari Urabe is a resident director at the University of California-Santa Barbara. She previously served as a residence director at Syracuse University (NY) and as an assistant residence hall director at Seattle University. Active in NACA, she is involved in pursuing diversity initiatives for NACA® West and the NACA® National Convention. She served as the Student Representative for NACA® West in 2005–2006. She holds a bachelor’s degree in communication studies from Eastern Washington University and a master’s degree in student development administration from Seattle University (WA).
Editor’s Note: Articles written for the NACA® Leadership Fellows Series are craed 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 www.naca.org/volunteers/pages/leadershipfellows.aspx.
Wherever you go, there we are. 38 Campus Activities ProgrammingTM November/December 2011
“IT IS EVERY MAN’S OBLIGATION TO PUT BACK INTO THE WORLD AT LEAST THE EQUIVALENT OF WHAT HE TAKES OUT OF IT.” ALBERT EINSTEIN National Philanthropy Day November 15, 2011 Support your favorite philanthropies during the month of November! Donate to the NACA Foundation online at www.naca.org/Scholarships/Pages/Donate.aspx or send in the donation envelope included with this magazine. November/December 2011 Campus Activities ProgrammingTM 39
EARTH DAY 40 Campus Activities ProgrammingTM November/December 2011
Krista Harrell-Blair Old Dominion University (VA)
Ryan Ihrke Green Mountain College (VT)
ACA STRIvES TO dEvELOP NEW ANd INNOvATIvE WAYS to infuse sustainability practices and ideas into campus programming. Under the guidance of the NACA® Board of directors and with the eﬀorts of the NACA® Sustainability Work Group and countless other volunteers, NACA has been and must continue to be a leader in the higher education sustainability movement. The NACA® Sustainability Work Group creates initiatives and projects that inﬂuence the practices, policies and resources of the organization and its members. Involvement at every level of the Association is critical for NACA to become a prominent sustainably-focused organization. We will discusses the role of NACA in advancing sustainability in higher education and the NACA® Sustainability Work Group’s eﬀorts to raise awareness, share knowledge and inﬂuence change in campus activities and entertainment. NACA® Sustainability Work Group In 2006, the National Association for Campus Activities joined the Higher Education Association Sustainability Consortium (HEASC) in an eﬀort to address sustainability issues in higher education. Aer the ﬁrst two years of working with HEASC, NACA involved some interested volunteers in dealing with sustainability issues as they relate to campus activities. NACA’s director of Education and Research recruited a coordinator of what was originally called the HEASC Liaison Group. This group consisted of the coordinator, four other volunteers, and the NACA® director of Education and Research. The initial purposes of the group were to identify current sustainability issues in campus activities that should be considered by NACA and to represent NACA as an organization and its members with HEASC. The key tasks of the group have been to: • Participate in conference calls; • Keep NACA membership informed of HEASC programs, projects and resources; • develop a more in-depth program on sustainability in campus activities for each of the NACA regional conferences and National Convention; • Work on special projects related to sustainability that help NACA members; • Assist in the planning of Campus Sustainability day; and • Assist with the National Wildlife Federation’s Campus ChillOut Competition. Work Group members include Krista Harrell-Blair (coordinator), Old dominion University (vA); Ryan Ihrke, Green Mountain College (vT); Heather Cantwell-Miller, Stonehill College (MA); Emily virtue, St. Olaf College (MN); Ian Martin, Western New England University (MA); and immediate past member vamsi Manne, Old dominion University. The
current working mission of the group is to advance sustainability in campus activities by raising awareness, creating knowledge, inspiring action and establishing green educational and business opportunities directly within the National Association for Campus Activities and indirectly for the larger higher education community. Furthermore, the group’s vision is to create a progressive and comprehensive sustainability plan that will be integrated at all levels of NACA. New priorities have been identiﬁed and will be presented aer Board approval. Connections and Partners HEASC
Since 2009, the NACA® Sustainability Work Group has intentionally connected with NACA members and functions as an advocate and voice for campus activities on national-level sustainability issues. In the past, the members have served as liaisons to HEASC, with the coordinator taking the lead on primary communication with the consortium. HEASC aims to assist higher education in taking a leadership role in strengthening education, research and practice for a sustainable society. HEASC fosters knowledge exchange between member associations, with many associations working together on joint projects to keep a collective, ongoing focus on sustainability in higher education. Current HEASC members include: • American Association of Community Colleges (AACC) • American Association of State Colleges & Universities (AASCU) • Association for the Advancement of Sustainability in Higher Education (AASHE) • Association of Collegiate Conference & Events directors International (ACCEd-I) • American Council on Education (ACE) • ACPA-College Student Educators International (ACPA) • Association of Higher Education Facilities Oﬃcers (APPA) • Association of College & University Housing Oﬃcers International (ACUHO-I) • Association of Governing Boards of Universities & Colleges (AGB) • Council for Christian Colleges & Universities (CCCU) • National Association of College & University Business Oﬃcers (NACUBO) • National Association of Educational Procurement (NAEP) • National Association of Independent Colleges & Universities (NAICU) • National Intramural-Recreational Sports Association (NIRSA) • Society for College & University Planning (SCUP)
November/December 2011 Campus Activities ProgrammingTM 41
US Department of Education Summit on Sustainability NACA® Sustainability Work Group Coordinator Krista Harrell-Blair attended the US department of Education Summit on Sustainability in September 2010 on behalf of the Association. The Summit aimed to create action steps for all levels of education to advance sustainability initiatives within the economy. Inspirational and progressive college presidents, leaders across education, and pioneers in sustainability came together to be a part of the solution, with NACA having a voice at the table. Harrell-Blair was part of a Summit team of delegates that oﬀered a recommendation—to convene a group to provide information on existing national sustainability initiatives from students and identify and act on potential synergies between the groups related to student engagement in sustainability initiatives on campuses—forwarded on the ﬁnal list of considerations. The recommendations are under review by the US department of Education and the White House to determine the next steps in creating the transition needed to shi to a green economy. Presentations and Promotion Consistent outreach, both within NACA and in higher education, continues to be a signiﬁcant focus of the group. Each member of the NACA Work Group has facilitated educational sessions and/or focus groups at not only the NACA® National Convention and regional conferences, but also at other professional organization meetings. Members presented on the topic of sustainability in campus activities at meetings for the Upper Midwest Association for Campus Sustainability (UMACS), the Association for the Advancement of Sustainability in Higher Education (AASHE), and the Association of College Unions International (ACUI). NACA also supported the ACPA Institute on Sustainability, with Harrell-Blair serving as Program Coordinator. The Sustainability Work Group also shares information via webinars and publications. The group developed a sustainability webinar presentation for the NACA webinar initiative. Members Heather Cantwell-Miller and Ryan Ihrke facilitated the ﬁrst webinar in May of 2010 as a basic overview of sustainability in campus activities. The group also supported the National Campus Sustainability day webinar this past October and is working to develop a new collaboration with AASHE for a collaborative STARS® webinar. Each member of the Work Group has also contributed to NACA’s Campus Activities Programming™ magazine with articles on sustainability in campus activities and entertainment. Many of these articles are available in the NACA digital Library. In an eﬀort to continue to provide relevant sustainability resources for NACA members, the Work Group has developed the NACA® Sustainability Resource Guide, which is currently under review by the NACA leadership. The Resource Guide will serve as a quick and eﬀective reference for our members on the topic of sustainability in campus activities and entertainment. Topics may likely include: • Sustainability, Higher Education and NACA • Examples of Sustainability Learning Outcomes • National Touring Events and Sustainable Program Ideas • Steps to Enhancing Student Engagement in Sustainability Initiatives on Campus • How to Initiate Funding • Simple, Low-cost Ideas • Campus Sustainability Resource List • Campus/Leader Proﬁles—Excellence in Programming In december 2010, the National Association of Campus Activities Sustainability Work Group reached out to NACA members to share programs and policies that are happening on their respective campuses so we might share them in the Resource Guide. The submissions were fantastic and inspiring. The Sustainability Work Group will be pleased to share the results in the guide when it is complete and made available. It is our hope that the Resource Guide will be an essential accompaniment to event planning by NACA’s school and associate members.
42 Campus Activities ProgrammingTM November/December 2011
What’s Next? As members of the NACA Sustainability Work Group, we have been meeting with students and staﬀ within and outside of the NACA. On campuses, at conferences and during cross-country conference calls, we hear of exciting ways schools are advancing sustainability through campus activities. People continue to express interest in advancing sustainability further in their schools and also in connecting with a larger audience. With campus-speciﬁc eﬀorts, national initiatives and global events, there are many sustainability-focused activities in which you can get involved. Below are some options that rise to the top, based on repeated inquiries to the Sustainability Work Group and movement within the larger realm of higher education sustainability. Sustainability Reporting
Reporting on campus sustainability initiatives helps schools measure their sustainability performance and can help drive change to more sustainable practices within higher education. NACA is a founding partner of STARS®, the Sustainable Tracking, Assessment and Rating System, a self-reporting tool that measures higher education sustainability in the areas of Education and Research, Operations, and Planning, Administration and Engagement. If your campus isn’t already a member of STARS®, hosting a sustainability-focused event with information about how to become a member of STARS® is a great way to initiate a campus-wide discussion about measuring sustainability within campus activities and on your campus as a whole. If your school is already a member of STARS®, there are speciﬁc points awarded that are directly related to campus activities, including Sustainable Events, Student Sustainability Outreach Campaigns, and Student Groups with a Focus on Sustainability. In addition, there are other credits available that can also connect to campus activities and events, including the Innovation category, which awards points for creative initiatives that do not quite ﬁt another category. To receive STARS® credits for sustainable activities, check with your campus STARS® reporter to make certain your sustainability eﬀorts are being documented accurately. If you aren’t sure whether you are meeting the requirements for the speciﬁc credit, again check with your campus’ STARS® reporter or review the STARS® technical manual to determine the credit requirements. For more information about STARS®, the STARS® technical manual, and information on how to advocate for STARS® registration at your school, visit https://stars.aashe.org/. Greening NACA® Conference and Convention Experiences
One of the most common questions the Sustainability Work Group has heard during regional conferences and National Convention presentations pertains to what NACA is doing to promote sustainability during these events. As with most discussions of sustainability, the activities that are already taking place can be easily overlooked. The facilitation of Block Booking has a signiﬁcant sustainable beneﬁt that should not be overlooked. Hiring artists and performers to visit schools within the same geographic region during the same timeframe cuts down on the overall travel required for our events. Increasingly, Convention sites across the country are making eﬀorts to increase the sustainability of meetings at their locations. The Charlotte Convention Center (NC), the site for the 2012 NACA® National Convention, highlights the sustainable initiatives the facility has launched. These include using biodegradable cups made from cornstarch and environmentally friendly cleaning products that use less chemicals and water while being cost-comparable and as eﬀective as traditional products. As part of the site selection process for future NACA events, giving consideration to the Convention’s sustainability initiatives can help further demonstrate the demand to the convention and hospitality industry for
more sustainable events. Sustainable NACA events are not just the responsibility of the planning committee. Everyone who participates in conferences and Conventions is responsible for the sustainability of the events. Presenters
Through the Sustainability Work Group’s presentations of general sustainability initiatives, it is obvious that many schools are hosting sustainable events and are interested in learning about other schools’ eﬀorts. Submitting an educational session as a student, staﬀ or associate member is a great experience. Placing a focus on your sustainable activity or event will likely help ﬁll your presentation with like-minded individuals interested in your topic with whom you can network during and aer the event. Even if you are not presenting on a speciﬁc, sustainable topic, you can also consider how sustainability relates to your event or activity and include some information about this in your session. Also, think carefully before you print a large number of handouts for your session. Instead, oﬀer a sign-up for a digital copy of materials you would typically hand out. The NACA digital library located on the NACA website (http://www.naca.org/MediaCenter/digitalLibrary/Pages/digitalLibrarySearch.aspx) is a good resource to post and access presentation materials. Participants
Whether or not you are a conference or Convention session presenter, you can still take a wide range of sustainable actions as a participant. Some ideas include: • Bringing a reusable water bottle; • Opting out of linen service during your stay; • Walking or using public transit for any necessary travel during the conference; • Creating a plan with your school’s team for the Marketplace so you don’t come home with duplicate copies of the same promotional materials; • Asking agencies what sort of sustainable programs they oﬀer and book one or more of these events at your school; • Checking with area schools to see if carpooling to and from the conference would be an option; and • Attending sustainability-themed presentations. Apply to Join the Sustainability Work Group If sustainable event planning is something that gets you excited, consider applying to be a member of NACA’s Sustainability Work Group. In addition to roles working directly with regional conferences, there are opportunities to work in project-speciﬁc areas with a more limited commitment. For more information about helping NACA lead the way in sustainability and campus activities through the Sustainability Work Group, contact Krista Harrell-Blair at firstname.lastname@example.org. Through supporting national sustainability initiatives and creating campus-speciﬁc programs, NACA has been actively involved in sustainability dialogue and action. As students, professionals and business leaders, we have unique skills and resources to create leadership opportunities and engage communities. If you are looking for more information, check out resources such as presentations at regional conferences, as well as a Sustainability Toolkit, which we hope to oﬀer soon. Please also share your experiences in how you are connecting sustainability with campus activities at your schools. By getting involved with ongoing conversations and promoting how we are integrating sustainability in campus life, our enthusiasm can continue leading the way to a more sustainable future.
About the Authors Krista Harrell-Blair is a graduate research assistant for the SACS/COC (Southern Association of Colleges and Schools Commission on Colleges) Reaﬃrmation as she pursues a doctorate in higher education from Old Dominion University (VA). She holds a master’s degree in education with an emphasis in higher education administration and a bachelor’s degree in human services counseling, both from Old dominion University. She previously served as assistant director for Programs and as Campus Activities coordinator for UNCW Presents in the department of Campus Life at the University of North Carolina Wilmington. Active in NACA, she has presented programs and educational sessions on the national and regional levels. She also served as the volunteer development Coordinator for NACA® South and as a mentor at the 2007 NACA® South Regional Conference. In addition, she has been involved with the National Association of Student Personnel Administrators, the American College Personnel Association and the Association for the Advancement of Sustainability in Higher Education. Ryan Ihrke is director of Student Involvement at Green Mountain College (VT). He previously served as as-
sistant director of Campus Activities at Minnesota State University-Mankato. In NACA, he currently serves as a member of the NACA® Sustainability Work Group. His article “Sustainability Revolution: Let the Competition Begin” appeared in the September 2010 issue of The Bulletin, a publication of the Association of College Unions International. He holds a bachelor’s degree in ﬁne arts from Luther College (IA) and a master’s degree in experiential education from Minnesota State University-Mankato.
The NACA® Sustainability Work Group creates initiatives and projects that inﬂuence the practices, policies and resources of the organization and its members.
November/December 2011 Campus Activities ProgrammingTM 43
10 Tips for Incorporating Sustainability into Your Campus Events By Jodie Cherry Arkansas State University Teaching our programming board members how to be great leaders and preparing them for their futures beyond college are two of the main goals of campus activities advisors. With that in mind, and with an increasing emphasis on sustainability on campuses throughout the country, it becomes essential to incorporate sustainability into campus programming. We professionals must relay the importance of having a sustainability focus in all decision making, whether big or small. It is also important for student programming board leaders to step up and lead by example. Here are 10 tips to help you incorporate sustainability into campus events.
1. ADOPT GOAlS One way to ensure your student leaders are actively thinking about and incorporating sustainability practices is to adopt clear, speciﬁc and measurable sustainability goals during their training. In order to create an oﬃce culture focusing on sustainability, it is important to discuss the issue from the very beginning and to incorporate goal assessments throughout the semester. Creating an event preparation checklist with a sustainability section and having open conversations about event programming sustainability during one-on-one meetings with your programming board are two ways to ensure students understand the importance of incorporating sustainability practices in their work and activities. To help create an oﬃce culture of sustainability, remind students to turn oﬀ their computers and lights every day after they complete their oﬃce hours and set up recycling bins in your programming oﬃce.
2. MAKE THE MOST Of YOUR RESOURCES Does your university programming board host any events that are campus traditions? If so, consider reusing the decorations for those events. For example, much money can be saved on banners when letters are changed out on them instead of purchasing completely new banners. Also, by not dating your prize giveaways and T-shirts, you can reuse them with other events. If you plan to promote with ﬂiers, use recycled paper. At Arkansas State, we have found that most students learn about our events via our Facebook page, Twitter feed, or through word-of-mouth promotion, thereby allowing us to print fewer ﬂiers. We also heavily rely on sidewalk chalking, which is cheap and highly eﬀective. Another way to use less paper, while still being able to eﬀectively market to students on campus, is to preload jump drives with event information and hand them out as prizes during “Welcome Back” events. Giving away recycled back-to-school supplies is another great giveaway for the ﬁrst week of school. You might also make sure all of your event registration forms, homecoming forms, etc, are oﬀered online. Not only will this draw students to your website, it will also cut costs and help preserve the environment.
3. UTIlIzE BlOCK BOOKING™ NACA’s Block Booking™ opportunities are important for any programming board. Block Booking™, which allows multiple schools to book the same artists, results in lower appearance fees paid by schools and sequential tour routing for artists. It oﬀers a win-win situation for you and the entertainment you bring to campus. One important way to ensure you are reaching the full potential that Block Booking™ oﬀers is to develop relationships with other student programming boards and professionals near your university. Chances are, students at your university and those at neighboring schools share similar interests in entertainment, and those nearby schools will be more than happy to share ideas with their peer institutions.
4. COllABORATE Collaboration is imperative for student programming boards to maximize their sustainability eﬀorts. Whether it’s through small initiatives such as partnering with facilities management to ensure proper recycling cans are available at events, or large initiatives such as partnering with your student government association to get rid of all plastic on campus or to install water puriﬁers, there is no eﬀort too large or small to tackle. Another collaborative eﬀort idea is to partner with your parking services department to encourage a reduction in parking fees for students who carpool. And placing additional bike racks around campus might encourage students to ride their bikes to class instead of driving. Another collaboration worth investigating is partnering with residence life to incorporate sustainability practices with annual Operation Move-In events (which are designed to facilitate the move-in experience for freshmen). This is a great way to set a tone of sustainability support from the very beginning for students as they enter college. Collaboration also serves as a means to strengthen relationships with other organizations and/or oﬃces on campus, which, in turn, can foster sustainability.
5. TAKE ADVANTAGE Of GOOD WEATHER If your university is lucky, you may have four or ﬁve months of good programming weather. Use this time to host events outside in order to conserve energy inside. This is also a great time to team up with faculty to encourage a day of conducting classes outside, or collaborating with residence life to host a Power Hour in on-campus housing. During a Power Hour, students are encouraged to turn oﬀ all electrical appliances and devices to save energy.
44 Campus Activities ProgrammingTM November/December 2011
6. IMPlEMENT EARTH DAY INITIATIVES What a great day to promote sustainability. I’m sure most college campuses have activities on or surrounding Earth Day, but following are several successful ideas Arkansas State and surrounding colleges have implemented: • Partner with Greek life, residence life, other student organizations, or other universities to host sustainable competitions, such as residence hall energy conservation contests or game-day recycling eﬀorts. • Host an environmental movie series leading up to Earth Day. • Host a sustainable fashion show. • Play recycling games, such as toss the plastic bottle into the recycling can for a prize, or spin the wheel to answer questions about sustainability to win a prize. • Sponsor a guest lecturer to speak and invite local high school student leaders to learn about sustainability practices. • Create a prominent display/monument of plastic bottles to raise awareness of how many plastic bottles are thrown away at your university each day.
7. AVOID BURN OUT By the end of the semester, after your programming board has oﬀered a full schedule of events and has worked many oﬃce hours while trying to balance school, social activities and life in general, are your students completely burned out? It is the role of mentors and advisors to encourage students to lead well-rounded and balanced lives. In order to sustain leadership within a programming board, it is essential for advisors to ensure that board members are both physically and emotionally healthy and don’t forget to focus on their schoolwork and maintain good grades. To truly maximize your student’s leadership potential, it is important to focus on retaining them as leaders, providing them constant encouragement, and to always strive to further develop each of their individual strengths.
• Partner with local companies to give out sustainable products and to promote their recycling eﬀorts. • Partner with your campus store and food court to oﬀer reusable bags instead of plastic ones. • Host a clothing drive to collect clothing for people in need. • Partner with your dining services department to oﬀer fair trade coﬀee, donate leftover food from the cafeteria to homeless shelters and soup kitchens, go tray-less (which leads people to buy less food they ultimately throw away), or compost appropriate leftover foods to support on-campus organic food gardens. • Partner with entertainers who can educate as well as entertain by promoting sustainability causes.
8. TRACK AND EVAlUATE SUSTAINABIlITY EffORTS The Association for the Advancement of Sustainability in Higher Education has created a framework to help universities track and evaluate their sustainability eﬀorts. STARS®, the Sustainability Tracking Assessment & Rating System, was designed to provide a framework for understanding, enable meaningful comparisons over time, create incentives for growth, facilitate sustainability practice information sharing, and to build stronger campus sustainability communities. Any institution of higher education in the US or Canada may register for STARS® online at www.stars.aashe.org. After registering, universities can collect their data, submit their STARS® report, achieve their rating, and then highlight their achievements across media outlets. Using STARS® is easy and eﬀective, encourages collaboration across campus, and is a great way to ﬁnd and develop new goals and ideas.
9. RECOGNIzE SUSTAINABIlITY ACHIEVEMENT Do you have a student on your board that has displayed outstanding eﬀorts in promoting sustainability? Encourage them to apply for AASHE’s Student Leadership Sustainability Award. Visit www.aashe.org for eligibility requirements and competition guidelines. You might also create an award to present at your end-of-the-year banquet to the student who has taken the lead on sustainability eﬀorts on your campus. Being rewarded for hard work seems to encourage positive change and encourage students to spring into action. The National Wildlife Federation also oﬀers a competition each year focusing on climate action on campus. Its National Chill Out Competition is a great way to show oﬀ your sustainability eﬀorts on campus, and the NWF website serves as a great place to glean new ideas and become more educated on how your college can take action. To learn more, visit http://www.nwf.org/Global-Warming/Campus-Solutions.aspx.
10. BECOME CATAlYSTS fOR CHANGE If your programming board has already implemented any of these practices, I commend you on your excellence and encourage you to continue to move forward in further implementing sustainability practices. If not, there is no better time to start than now. Begin by choosing one or two eﬀorts about which your students are most passionate and work hard to facilitate change in those areas. Your student leaders’ eﬀorts will not go unnoticed, and they will be the catalyst for change across your university.
About the Author
Association for the Advancement of Sustainability in Higher Education. Retrieved online at: www.aashe.org
Jodie Cherry is coordinator of Student Services at Arkansas State University, where she advises the Student Activities Board and the yearbook. Previously, she was a graduate assistant at the school, working with the Alumni Center and the Leadership Center.
The National Wildlife Federation. Retrieved online at: http://www.nwf.org/Global-Warming/Campus-Solutions.aspx
November/December 2011 Campus Activities ProgrammingTM 45
The NACA Foundation helps fund scholarships for deserving students, professionals and associates through means of tuition, books and supplies, and even NACA Institute or Convention registration fees. To make a gift to the foundation, please visit www.naca.org/SCHOLARSHIPS/Pages/Donate.aspx Make a gift today and help invest in tomorrow’s leaders. The NACA Foundation is a 501(c)(3) organization; all gifts to the Foundation are tax-deductible to the extent allowed by law. If you have any questions about the Foundation, please contact Paige Jeffcoat at email@example.com.
“Check Out” the NACA Digital Library NACA is committed to enhancing relevant resources for our members, and our Digital Library is an overflow of that commitment. Whether you’re looking for articles from Campus Activities Programming™ Magazine, need to find a website about risk management, or simply want to locate some education and entertainment resources, the NACA Digital Library is your place to find it. Search hundreds of articles, websites and documents TODAY! www.naca.org/MediaCenter/DigitalLibrary
46 Campus Activities ProgrammingTM November/December 2011
Getting Faculty Involved in Student AďŹ€airs By
Brian B. Parr and Ahmed f. Samaha University of South Carolina Aiken
November/December 2011 Campus Activities ProgrammingTM 47
HICH ASPECT OF CAMPUS LIFE IS MORE IMPORTANT TO THE COLLEGE ExPERIENCE: ACAdEMICS OR STUdENT ACTIvITIES? This is a common question on many campuses, and a heated argument on some. While many members of the university community may argue that academics is most important, there is no doubt that student activities play an important role in creating a meaningful college experience. Although some, including many students, say their college experience is based mainly on extracurricular activities, academics are central to the mission of all universities. The answer to the question above, then, is both. Combining academics and student activities leads to a richer student experience and a more vibrant learning environment. Students who make connections between their coursework and their extracurricular interests are more likely to be engaged learners and campus citizens. Faculty who have involvement with student organizations and other aspects of campus life may be more supportive of students and student activities, in general. Unfortunately, many chances for faculty to get involved with student activities are missed, either because of resistance to or a lack of awareness of these opportunities. This resistance likely comes from the faculty, who either don’t recognize the value of extracurricular involvement with students or who wish to be involved but aren’t able to ﬁt it in with other professional demands. Our goal is to draw attention to opportunities for faculty-student interaction outside the classroom and strategies to initiate and maintain faculty involvement in student activities. Data about faculty and Student Involvement in Campus Activities The National Survey of Student Engagement (NSSE) and the Faculty Survey of Student Engagement (FSSE) provide insight into the importance of and participation in faculty-student interaction outside the classroom. The NSSE questionnaire addresses the amount of time and eﬀort students put into their studies and other educationally purposeful activities, as well as students’ perceptions of how the institution promotes student participation in activities that are linked to student learning, including campus activities. The 2010 NSSE report includes responses from nearly 400,000 students at more than 700 universities and colleges. The FSSE examines faculty perceptions about student engagement in curricular and extracurricular activities, the importance faculty place on these activities, and the nature and frequency of faculty-student interactions. The 2010 FSSE results are based on questionnaires completed by almost 20,000 faculty at more than 150 institutions. Based on FSSE results, 49% of faculty spend one to four hours per week working with students on non-academic activities and 38% of faculty spend no time engaged in students activities. Furthermore, only 18% of faculty surveyed perceive that students work with faculty on student activities “oen” or “very oen.” According to the NSSE, 17% of freshman and 23% of senior students report they work with faculty members on extracurricular activities “oen” or “very oen,” and about 50% report that they never have this involvement with faculty. The results of these surveys suggest that the majority of faculty spend little time involved with student activities. One of the NSSE Benchmarks of Eﬀective Educational Practice is student-faculty interaction, with the goal that faculty become role models and guides for lifelong learning. Most institutions include this sentiment as part of their mission or vision statements, so it is recognized as being an important part of the college experience. The major point to be drawn from these data is that since nearly 90% of faculty have little or no involvement in student activities, there is a great opportunity to engage faculty in extracurricular activities with students. It is important to note that this reﬂects actual and perceived participation, not faculty interest in or value of these types of activities. Opportunities for faculty Involvement On our campus, a new program called Inter-Curricular Enrichment (ICE) was recently introduced. The purposes of the ICE program are to 48 Campus Activities ProgrammingTM November/December 2011
support the university mission to produce “engaged learners and principled citizens” and to broaden students’ cultural and intellectual perspectives and promote lifelong learning. All students are required to attend 16 ICE events in order to graduate. In addition to meeting the goals above, the ICE program provides unique opportunities to combine academics and student activities programming. For example, a student organization that hosts a viewing of a ﬁlm may invite one or more faculty members to participate in a discussion of the ﬁlm. Students who attend the event are exposed to faculty members they might normally not see, the discussion beneﬁts from the expertise of the faculty members, and the event qualiﬁes for ICE credit. Additionally, the faculty members themselves beneﬁt by interacting with and sharing their interests with a wider group of students than they would normally encounter in the classroom. Most student organizations are required to have an adviser, oen a faculty member, to provide guidance and ensure that the group follows university policies. This is an excellent opportunity for faculty members to share their knowledge and experiences with students. Faculty advisers can inﬂuence student attitudes about their education, promote academic success, and encourage engagement with other faculty, staﬀ, and students in the campus community. This also exposes faculty to aspects of campus life of which they may not be aware and allows students to better understand the perspectives of faculty members. It’s also an opportunity for faculty to maintain involvement with professional, social and service organizations to which they belong, but may have dried away from, and to share their passion for these organizations with students. Faculty can make excellent hosts or judges for events. This allows faculty to share their expertise or enthusiasm for their area of interest. Students beneﬁt by interacting with faculty in an environment that is more conducive to having fun than a classroom. Aer all, who would be a better host for a campus poetry slam than a poetry professor or judge for a battle of the bands than a musician? There are many opportunities to involve faculty as participants in events, from more academic discussions like the ﬁlm example presented earlier to student activities and volunteer eﬀorts. Many faculty members are interested in sharing their expertise with student organizations and at educational events. Most faculty are already involved in some form of community service and may participate in volunteer projects related to their service. As a result of their professional and community connections, faculty involvement oen provides greater student experiences in service and volunteer programs. Faculty who are participants in programs and projects can also increase student involvement by requiring or encouraging students in their classes to attend. Others are happy to get involved as participants in activities like intramural sports. And there are few things that will motivate students to participate like the chance to beat some of their professors on the basketball court! Tips for Getting faculty Involved in Campus Activities 1. Make it relevant to the faculty member’s area of interest.
There are few things a faculty member likes more than to know someone is interested in their area of teaching or research. Asking faculty to participate in events or with student groups that are relevant to their area of expertise is a good ﬁrst step to get them interested. 2. Know your faculty.
While there are many faculty who are interested in getting involved with student activities, there are some who are not. Unfortunately, some faculty members see student activities as a distraction from academics. And other faculty who are interested just don’t have the personality to eﬀectively work with students outside the classroom. How do you identify those faculty who would be good to include? The answer is simple: ask the students. Most students are good at picking out faculty they would like to spend more time with and who would make positive contributions to campus activities.
Ultimately, the one factor that may determine faculty involvement more than any other is simply asking.
Many faculty members have prior experience that may make them more likely to get involved. For example, a faculty member who was in a Greek organization in college would be a good choice to become a fraternity or sorority advisor, and would likely appreciate the importance of their role. In some cases, faculty members may seek out opportunities to get involved based on their past experiences, even going so far as to help start a campus chapter or a new student organization. 3. focus the involvement.
Most faculty, just like everyone else on campus, are very busy. And, in many cases, spending time with student organizations or campus events is time away from research, creative work and teaching. And since this “extra” work isn’t necessarily rewarded, faculty are reluctant to take it on, especially if it seems like it will require a signiﬁcant time commitment. Faculty may be more likely to get involved in activities or with student organizations if they have clear information about responsibilities and time commitments. The faculty participation should be focused on the essential aspects of the event, recognizing that much planning and organization can be done without the faculty member’s direct involvement. 4. Get families involved.
A great way to get faculty to participate in campus events is to involve their families. For example, a fraternity may want to start a reading program with local kids. Faculty members who have kids may be interested in participating in or helping to organize the program. Inviting faculty and their families to athletic events, concerts and service activities is a great way to
expose faculty to campus activities. Based on this involvement, these faculty are likely to be supportive of student activities in the future. 5. Never underestimate the power of free pizza.
Everyone likes a free lunch. And even the busiest faculty members need a break at times. Events or meetings that include a meal or snack will probably be more inviting. In the end, many faculty never outgrow that aspect of their college experience—free pizza is a good reason to do almost anything! 6. Ask.
Ultimately, the one factor that may determine faculty involvement more than any other is simply asking. Oen, faculty would be happy to get involved in extracurricular activities but aren’t aware of the opportunities. And a request coming from the students themselves may be more meaningful. The faculty Perspective (Parr) I believe that understanding the student experience is important in being an eﬀective educator. One of the reasons I became interested in a career in academia was to build and maintain connections with students. I am fortunate to have a group of former professors who still serve as mentors and friends. Some of my fondest memories as an undergraduate include getting to know a faculty member during a weekend trip with a student organization or being invited to dinner at a favorite professor’s house. These relationships have shaped who I am as a faculty member and instilled in me the important role I play in the development of my students.
November/December 2011 Campus Activities ProgrammingTM 49
The Student Aﬀairs Perspective (Samaha) Student aﬀairs professionals and faculty at an institution are oen seen as adversaries competing for students’ time, as well as trying to educate them about what each group thinks is important. For student aﬀairs professionals, the emphasis is on the holistic development of the student, while faculty are oen focused on their discipline. However, I would argue that both are equally important and can be complimentary. Too oen, many of us in student aﬀairs just complain about how isolated faculty are and how unwilling they are to became part of other aspects of campus life. On the other hand, many
faculty like to think that what we do is not an important part of the educational process. Quite honestly, it is time for us to stop complaining about each other’s roles on campus and come up with solutions to help reach out to each other in order to enrich the learning for our students, as well as create an exciting and dynamic environment. And, whether student aﬀairs professionals want to admit it or not, it is our responsibility to reach out ﬁrst and work towards building bridges that create meaningful experiences for our students. Why should it be our responsibility? Faculty are oen seen as the most important stakeholders on a college campus. Having them involved in our programs and events lends more credibility to what we do, especially during a time in which resources are limited and every aspect of higher education is being questioned as it relates to the mission of the institution. But it is not just about protecting what we do or proving our worth to our community. Faculty bring special skills and talents to the table that can make the campus life opportunities we provide even better. Finding ways to embrace them will make our students better prepared for the real world. Finally, we must realize that not every faculty member is willing or able to get involved. I know there are certain faculty members on my campus who just do not ﬁnd what we do outside the classroom all that important or beneﬁcial. Over the years, I believe we at USCA have reduced that number of faculty to be a very small group but, at some point, you just have to realize it is not worth the energy or frustration to continue to try to pursue a relationship with those faculty members. It is more important to focus on the majority (and I truly believe it is a majority on most campuses) who want to be a part of campus life in some way. In the end, we are all at our institutions of higher education for the same reason—educating students—and that common ground can be a fruitful place to develop terriﬁc programs!
About the Authors
National Survey of Student Engagement. (2011). Major diﬀerences: Examining student engagement by ﬁeld of study—annual results 2010. Bloomington, IN: Indiana University Center for Postsecondary Research. Available from: http://nsse.iub.edu/.
Brian B. Parr, PhD, is an associate professor in the department of Exercise and Sports Science at the University of South Carolina Aiken. He earned a bachelor’s
In my current position, I am involved with student activities in several ways. Even though I am not a member of a Greek organization, I was asked to serve as faculty advisor for a new fraternity on campus. Ten years later, many of these young men have become friends with my family and me. I am oen invited to speak with student organizations about health and wellness, a great opportunity for me to share what I do with others. When I can, I take part in activities and attend events on campus, oen bringing my family. I see involvement in campus events as a way to maintain relevance with students. Each year I get older, but the students stay the same age. This creates a potential gap in understanding between my students and me, something that is illustrated in the Beloit College Mindset List. By staying involved with students, I gain an appreciation of their experience and the students can better appreciate mine. This makes me a more understanding teacher and advisor and allows students to realize that what they see in the classroom is only one aspect of my career and life. My hope is that my students will utilize lessons from the classroom in their professional lives, but I am aware that what they may remember most is the time I took them out for pizza following a ﬁnal exam. And that’s ﬁne with me.
Combining academics and student activities leads to a richer student experience and a more vibrant learning environment. Students who make connections between their coursework and their extracurricular interests are more likely to be engaged learners and campus citizens.
Faculty Survey of Student Engagement. (2011) Typical-student survey results summary tables. Bloomington, IN: Indiana University Center for Postsecondary Research. Available from: http://nsse.iub.edu/. The Beloit College Mindset List (2011). Available from: http://www.beloit.edu/mindset/.
degree in biology from Stonehill College (MA), a master’s degree in exercise science from Central Michigan University and a doctorate in exercise physiology from the University of Tennessee.
Ahmed Samaha is the director of Student Involvement at the University of South Carolina Aiken. Currently
pursuing his Phd from the University of South Carolina Columbia, Samaha is serving as the Past Chair of the Board of directors for NACA.
50 Campus Activities ProgrammingTM November/December 2011
Cristina Rodriguez DePaul University (Il)
November/December 2011 Campus Activities ProgrammingTM 51
NTELLIGENCE IS OFTEN ASSOCIATEd WITH KNOWLEdGE GAINEd FROM A BOOK, classroom or set of written directions. But, intelligence goes beyond books and protocol. There is knowledge that is gained from consciousness of self, others and context. This intelligence can be referred to as “emotional intelligence,” and it is essential knowledge for eﬀective leadership. Beginning a leadership role can be overwhelming and, many times, the ﬁrst priority for a leader is to learn the ins and outs of the job, including the standard protocol of the organization. As leaders progress in their roles, they realizes that, in addition to learning all of the technical information involved, they will also need to adapt to and work with a team of leaders. Becoming aware of their emotions, the emotions of others and the inﬂuence of their environment will allow them to be wholesome, eﬀective leaders.
Tell me a little bit about yourself … If you have ever been interviewed, you were probably asked to tell the interviewer a little bit about yourself. Although it is important to explain your experiences, chances are the interviewer wants to know about your personality and what makes you who you are. The interviewer will want to know your emotional triggers, including what motivates you and what frustrates you. An interview is the beginning of what could lead to a working relationship within an organization. Being conscious of yourself is the ﬁrst step to becoming an emotionally intelligent leader. Reﬂection is an essential tool in discovering your emotional triggers. When was the last time you had fun? Who were you with? What were you doing? By asking yourself these questions, you can identify what you enjoy. How about the last time you went from 0 to 10 on the anger scale in a matter of seconds because someone got under your skin? Why did this person have this eﬀect on you? Knowing yourself and what sets oﬀ your emotions will allow you to make a conscious eﬀort to control them. For example: You are frustrated because you feel you are the only person on your team that is carrying the load and doing all the work. You keep your frustration to yourself and decide to take matters into your own hands. Your team notices you are aloof and begins to resent you for not working with them. By acknowledging your frustration and communicating your feelings, though, you can avoid separation from your team. Another great way to reﬂect is to seek feedback from people who: 1) you respect, 2) can discuss your skills and abilities with, and 3) can share thoughts about you based on diﬀerent contexts and situations. It’s important to have a support group from which you can seek feedback and gain diﬀerent perspectives in order to have a better understanding of your identity. How many times have situations become clearer aer speaking to a mentor or friend? By explaining yourself and listening to others you respect, you gain insight about yourself and become a more selfassured individual. For some people, reﬂection can be writing, listening to song lyrics or engaging in a hobby. As long as you’re taking time to gain introspection, you are becoming more self-aware. Put yourself in their shoes … Have you ever been asked to put yourself in someone else’s shoes? Being conscious of others is another essential element of becoming an emotionally 52 Campus Activities ProgrammingTM November/December 2011
intelligent leader. In life, you will need to interact and coexist with others, so being able to understand and work with the people around you is vital. The Merriam-Webster Dictionary deﬁnes empathy as “the action of understanding, being aware of, being sensitive to, and vicariously experiencing the feelings, thoughts, and experience of another … .” Empathy is generated from a sincere understanding of another person’s feelings. By sharing the same emotions of another person, you become more relatable and can oﬀer feedback based on your own perspective and judgment. A person who feels you understand their feelings about a situation will more likely be open to receiving your input. Part of being an emotionally intelligent leader means being aware of the overall vibe of your group. Organizations will have their highs and lows throughout the year. So, ask yourself: • Is everyone thriving and working harmoniously? • Are people struggling and having problems working within the group? By assessing group morale, you can spot trends and determine how to keep the momentum going or ﬁgure out how to resolve issues that may be hindering the organization. To be able to inﬂuence the members of your organization, you must be the embodiment of someone who is genuine and trustworthy, someone who will be willing to do what you ask of others. Leading by example never goes out of style. People will be compelled to follow your lead if they feel you are contributing your share to the organization and are behaving in a way that matches what you say. Another essential component of being an inﬂuential leader is to listen and make sure all voices are heard. As a leader, you represent all constituents and need to ensure that their ideas and concerns are addressed. If people feel heard, they will more likely feel they are being included and are needed in the organization. When someone has citizenship in a group, they feel a duty to contribute towards its success. Inspiring a feeling of citizenship in your organization is essential. Finally, diversity within an organization should be celebrated. Everyone has their own unique talents and it’s important to identify these talents and capitalize on them. For example, one person’s public speaking skills may not be strong, but they may have excellent writing skills. Another person may have poor writing skills, but may be a captivating public speaker. Seeking ways to have the talents of your team members complement one another will allow you to excel in an array of diﬀerent ways. When in Rome, do as the Romans do … Whether we realize it or not, we may be foreigners sometimes without leaving our hometown. Consider the person you are with your family, friends, colleagues and acquaintances. The way you interact with your best friend is vastly diﬀerent from the way you interact with a person you know
from the gym, and if you were to switch those two roles, you would receive puzzled reactions from the other people involved. Now, consider your demeanor at a local library compared to your behavior at a favorite rock band’s concert. It’s completely diﬀerent, and you would be kicked out of the library if you were head banging there to amped music. The same applies to your leadership styles. Being conscious of context is the ﬁnal element of becoming an emotionally intelligent leader. If you have ever been in involved with an organization for two years or more, you have probably noticed that no two years of the organization’s life have been alike. There are several variables that aﬀect an organization, including members, resources, community inﬂuences and administration. All of these factors contribute to the dynamics of any given year. • What are the group personalities, and how do they interact? • What are some beneﬁts and limitations of your environment? • What are the needs of the community? • How does the administration aﬀect your organization’s performance? By being aware of these factors, you can identify a leadership style that will adapt to the situation at hand. When it comes to student organizations, transition in leadership provides a good example of how easily context can change. An organization that is heavily dependent on speciﬁc leaders may have to change the way it operates should those leaders leave. Newly elected leaders may need proper training before proceeding in their positions. Consequently, there may be a number of shortcomings for the group while they await training. Perhaps the organization is a fully functioning autonomy accustomed to certain ways of accomplishing tasks, and new leaders would like to introduce diﬀerent ways of accomplishing the same tasks. Student members may be opposed to these new ways, and tension may grow between the students and their new leaders, aﬀecting the organization’s workﬂow. Looking at the whole picture will allow you to identify the dynamics of the situation at hand and take proper action. If you are a newly elected leader and have not yet been properly trained, think of ways you can resolve the problem before you. Seek help from staﬀ members, search organization archives and rally your team to work together to accomplish its goals. If you are a leader accustomed to certain ways of accomplishing tasks and are faced with changing the ways in which you do them, consider other perspectives and weigh the outcomes of your decisions. • does this change oﬀer improvement? • Will it aﬀect the overall function and mission of the organization? • Why do these people want the change, and how can you work together to reach common ground? Having a shared vision is key to the success of an organization and, as factors change year to year, the vision changes, too. Therefore, understanding environmental inﬂuences and the people you are working with will allow you to adapt your leadership style to better communicate with and motivate your team. The way you work with one individual may be completely diﬀerent from the way you work with another. diﬀerent personalities require diﬀerent approaches. Being aware of the context you are in will allow you to be a more eﬀective leader. Being aware of the need to be aware … Now that you’re aware of the need to be aware of self, others and context, you can practice being an emotionally intelligent leader. Leadership is an ongoing process. If you continuously practice emotionally intelligent leadership, it will soon become second nature to you. Remember to measure your progress and not to expect perfection. You may come across situations you’ve never seen before, but by gaining knowledge from self-reﬂection, empathy for others and the environment around you, you can become more emotionally intelligent and equipped to overcome any challenge.
Being conscious of yourself is the ﬁrst step to becoming an emotionally intelligent leader. References Merriam-Webster Online. Retrieved Sept. 15, 2011 from http://www.merriam-webster.com/dictionary/empathy. Shankman, M.L. Allen, S.J. (2008). Emotionally Intelligent Leadership. San Francisco: Jossey-Bass.
About the Author Cristina Rodriguez is a graduate student at DePaul University (Il), where she is studying public service
management. She holds a bachelor’s degree in public relations from Florida International University, where she served as president of the Student Programming Council. Active in NACA, she currently serves on the Board of directors, having previously served on the NACA® South Regional Conference Program Committee (RCPC). She is also a recipient of the NACA® Southeast Student Leadership Scholarship and has presented educational sessions on the regional and national levels. In 2010, she wrote the article “Student Aﬀairs Across Borders” for Campus Activities Programming™. Follow her on Twitter: @CristivRod.
November/December 2011 Campus Activities ProgrammingTM 53
2012 NACA® CONVENTION PREVIEW NATIONAL CONVENTION UPDATE By
Berri Cross 2012 National Convention Program Committee Chair
2012 NACA National Convention Charlotte, NC | Feb. 25–29 Rev Your Engines! As the semester comes to a close for so many of us, the 2012 National Convention Program Committee is working hard to make the upcoming Convention exciting and fun! Start talking with your delegation now about what you want out of this year's experience. This Convention is designed to help our delegates network with each other, as well as learn about and take advantage of the many resources available to us in the college market. We are focusing on how we can FUEL UP WITH NACA! Live Life in the FAST Lane—Volunteer!! It is never too early to begin thinking about how to become involved in the 2012 Convention, as many volunteer opportunities exist for staﬀ and students. Volunteer opportunities are available from the moment Convention registration opens until the last load-out of CAMP on Tuesday night and everything in between. NACA was built on the legacy of its volunteers. We need you! Opportunities are available in many areas of the Convention, including stage crew and video crew. When you are on the stage crew, you make sure selected artists are ready to go for a phenomenal showcase. The video crew is responsible for managing all the setup and teardown of the video equipment for the showcases, including all video operations and cameras. What an exciting opportunity to get involved! Both of these opportunities are available to both professional staﬀ and students of member schools. To participate, you must submit an application before the Convention. For more information, visit http://www.naca.org/Pages/Home.aspx. We have many wonderful educational sessions for you to attend at the Convention, but we also need people to review some of the sessions to provide feedback to our presenters. As an on-site reviewer, you will be assigned an educational session to attend and provide constructive feedback to the session coordinator. These comments are compiled and given to the presenter following the Convention. The feedback is a very valuable tool to assist in the development of our presenters and for the Association, as well. If you are interested in serving as an on-site reviewer, contact Melissa Turco at Melissa.firstname.lastname@example.org. Best Campus Traditions In an eﬀort to highlight member campuses, the 2012 Convention wants to draw attention to the best! Does your school have a tradition that is truly unique? One that brings out school spirit like no other? You will have a chance to prove that your campus tradition is the greatest in all the land in this year's edition of NACA's Your Best Campus Tradition™ Video Competition! Details for this year's competition are available at http://www.naca.org/MediaCenter/Pages/videocompetition.aspx. The winning school from each category will win complimentary registration for the 2013 National Convention, a cash prize and more! Completed submissions are due Dec. 2, 2011.
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World of Ideas The NACA World of Ideas is an excellent venue to showcase your truly remarkable programs, ideas or marketing tools. This is a place for everyone to share and learn from each other! Why re-create the wheel when someone else has done the work for you? For more information about the World of Ideas, contact Natalie Keller Pariano at email@example.com. Diversity Group The Diversity Action Group is planning its events based on the theme "Everyone Is Cultural" and we hope you will take advantage of the many events that are scheduled. We have many exciting opportunities for you, including: • Diversity Connections • Black History Month Display • LGBTQIA Mix & Mingle • Coﬀee & Conversations • Diversity Dinner • Partnerships with Leadership Fellows • Dance Party • And More! Plan Early & Save Remember to take advantage of savings with early registration, as well as Convention hotel savings. The deadline for early registration is Feb. 3, 2012, and if you book hotel rooms before Jan. 27, 2012, you will see substantial savings. Visit the web portal for the Convention
to keep up to date on happenings, details and information: http://www.naca.org/events/nationalconvention/pages/default.aspx Pit Stop! Located in North Carolina are beautiful beaches and mountains—we have it all! Did you know The Biltmore Estate in Asheville is America's largest home and includes a 255-room chateau, an award-winning winery and extensive gardens? Did you know Mount Mitchell in the Blue Ridge Mountains is the highest peak east of the Mississippi? It towers 6,684 feet above sea level. The tallest natural sand dune on the East Coast is Jockey’s Ridge at Nags Head, which stands 110 to 140 feet, depending on winds, and the Cape Hatteras Lighthouse is one of 10 lighthouses operating on North Carolina's coast and the tallest in America at 208 feet.
Berri Cross Director of Student Life Guilford Technical Community College (NC) Email: firstname.lastname@example.org
2012 NACA® CONVENTION PREVIEW What’s Happening When? This is a preliminary schedule of events at the 2012 NACA® National Convention and is subject to change. Saturday, Feb. 25
Monday, Feb. 27
12:01 am–12:00 midnight ..........Roving Artists 9:00 am–8:00 pm........................Registration Open 9:00 am–8:00 pm........................Volunteer Center Open 12:00 noon–7:00 pm ..................Exhibitor Set-up 2:00 pm–3:00 pm........................State of NACA and Annual Business Meeting 3:00 pm–6:30 pm........................Career Preparation Center Open 4:00 pm–4:45 pm........................Regional Meetings/Convention Orientation 4:00 pm–5:00 pm........................Block Booking Orientation 4:45 pm–5:45 pm ........................Diversity Connection 5:00 pm–6:00 pm........................Dinner on Own 5:30 pm–6:00 pm........................Associate Member Welcome Meeting 6:00 pm–7:15 pm ........................Convention Kick-Oﬀ 7:15 pm–8:15 pm..........................Marketplace 1 8:20 pm–10:45 pm ......................Mainstage Showcase 1 10:35 pm–12:05 am ....................Marketplace 2 11:35 pm–12:35 am......................Diversity Mix & Mingle–LGBTQIA
12:01 am–12:00 am ....................Roving Artists 8:00 am–9:00 am ........................Block Booking Meetings 8:30 am–2:00 pm ........................Volunteer Center Open 8:30 am–4:00 pm ........................Career Preparation Center 8:30 am–8:00 pm ........................Registration Open 8:50 am–9:50 am ........................Educational Oﬀerings 2 10:00 am–12:10 pm ....................Club Showcase 2 10:00 am–12:10 pm ....................Lecture Showcase 2 1:15 pm–2:15 pm ..........................Professional Educational Oﬀerings 3 1:30 pm–3:00 pm ........................Discover NACA—Potential School and Associate Members 1:30 pm–3:30 pm ........................Mainstage Showcase 3 (Patsy Morley Award Presented) 2:20 pm–3:20 pm ........................Professional Educational Oﬀerings 4 3:30 pm–4:30 pm ........................Educational Oﬀerings 3 4:40 pm–5:40 pm........................Sampler Showcase 5:15 pm–6:40 pm ........................Film Screening 5:40 pm–6:40 pm........................Marketplace 5 6:40 pm–8:15 pm ........................Dinner on Own 6:40 pm–8:15 pm ........................Diversity Dinner 8:20 pm–10:50 pm......................Mainstage Showcase 4 (Frank Harris Award Presented) 9:00 pm–10:00 pm ....................National Convention Program Committee Reception 10:55 pm–11:55 pm ....................Marketplace 6 11:30 pm–12:30 am ....................Diversity Dance Party
Sunday, Feb. 26 12:01 am–12:00 midnight ..........Roving Artists 8:00 am–9:00 am ........................Coﬀee and Conversations Exchange 8:30 am–11:30 am ......................Career Preparation Center 8:30 am–2:00 pm ........................Volunteer Center Open 8:30 am–7:00 pm ........................Registration Open 9:00 am–10:00 am ......................Block Booking Meetings 9:00 am–10:00 am ......................Training Showcases 9:00 am–4:00 pm........................Swank Photo Shoot 10:15 am–11:15 am ......................Educational Oﬀerings 1 11:30 am–1:15 pm ........................Lunch on Your Own 11:30 am–1:00 pm ......................Professional Development Luncheon 1:15 pm–2:15 pm ..........................Professional Educational Oﬀerings 1 1:20 pm–3:20 pm ........................Club Showcase 1 1:30 pm–3:20 pm ........................Lecture Showcase 1 1:30 pm–4:00 pm ........................Career Preparation Center 2:00 pm–3:00 pm........................New Associates Reception 2:20 pm–3:20 pm ........................Professional Educational Oﬀerings 2 3:35 pm–4:35 pm ........................Marketplace 3 4:45 pm–6:30 pm ........................Dinner on Your Own 6:20 pm–8:55 pm ........................Mainstage Showcase 2 8:30 pm–10:30 pm......................Film Screening 9:00 pm–10:00 pm ....................Marketplace 4 10:15 pm–11:30 pm ....................NBCU Stand Up For Diversity Tour
Tuesday, Feb. 28 12:01 am–12:00 am ....................Roving Artists 8:00 am–3:00 pm........................Educational Exhibits 8:30 am–12:00 pm ......................Career Preparation Center 8:50 am–9:50 am ........................Educational Oﬀerings 4 9:00 am–10:00 am ......................Block Booking Meetings 9:00 am–2:00 pm........................Volunteer Center Open 9:00 am–5:00 pm........................Registration Open 9:55 am–10:55 am ......................Educational Oﬀerings 5 11:00 am–1:00 pm ......................Mainstage Showcase 5 (Product/Services Video) 1:00 pm–2:15 pm ........................World of Ideas/ Boxed Lunch for Delegates 2:15 pm–3:15 pm..........................Educational Oﬀerings 6 3:20 pm–4:00 pm........................Keynote Speaker 4:00 pm–5:00 pm........................Marketplace 7 4:15 pm–6:00 pm ........................Film Screening 5:10 pm–7:10 pm ........................Mainstage 6 7:10 pm–8:45 pm ........................Dinner on Your Own 8:45 pm–10:35 pm ......................Mainstage Showcase 7 10:35 pm–11:35 pm ....................Marketplace 8 11:45 pm–2:00 am ......................Block Booking Meetings
November/December 2011 Campus Activities ProgrammingTM 55
2012 NACA® CONVENTION PREVIEW Educational and Professional Development Sessions Preview NACA’s 2012 National Convention will oﬀer a variety of educational and professional development sessions designed to acquaint delegates with the latest in everything from leadership development theory and best practices to how to oﬀer low-cast and unusual programs on campus. Here is a preliminary listing of what to expect in Charlotte, NC. (This listing may change. Some abstracts are condensed. Full abstracts, along with updated presenters and locations, will appear in the January/February 2012 issue of Campus Activities Programming™.)
Sunday, Feb. 26 10:15 am—11:15 am Educational Oﬀerings 1 "Cause Baby, You Were Born This Way!"
Let these words guide you to acceptance of others and YOURSELF! Join us for an interactive experience of celebrating diﬀerences on college campuses! We will highlight ethical approaches for combatting issues associated with a diverse college environment. A Study of Student Involvement Factors and Inﬂuence on Performance on the CPA Exam (2011 Secondary Research Award Winner)
This research tests Alexander Astin’s theory of student involvement, based on the assumption that if students are involved with or committed to their education, they will achieve higher levels of success. This research concentrates on accounting graduates sitting for the CPA exam. Attention Programmers: Get a Bigger Bang for Your Buck!
As student programmers, we all come up with really amazing ideas for campus activities. But, as we all know, sometimes “big ideas” cost “big money.” Unfortunately, big money isn’t something all of us have at our disposal, especially these days. This program has been designed to ﬁnd a way around low dough in order to achieve high reward. Students will have the opportunity to share ideas on how to program on a tight budget, learn about eﬀective low-cost programs, methods to maximizing their allocated budget and how to utilize the services and talent that surrounds them. Students will leave with tangible ideas on how to “Get a Better Bang for Your Buck.” Birds of a Feather Don't Always Flock Together!
Have you ever wondered what your personal leadership style is? Ever wondered what it takes to work with all diﬀerent types of leaders? In this workshop, you will learn whether you are an owl, eagle, bluebird or hummingbird. Come see how diﬀerent leadership styles work together to ﬂy in a V-formation!
Don't Get Fired Up: Positive Relations between Agencies and Schools Are as Easy as Turning the Key!
Why can't we all just get along? We CAN! Agents, university professionals and students each have a job to do. Simply stated, those jobs are mutually beneﬁcial. Sometimes, egos and personalities get in the way and we lose sight of how we can positively interact and help each other. Attend this session led by seasoned professionals who have had some great relationships (and some not so great) and have chosen to learn from those experiences and share with you successful ways to work together. Engaging Students in NACA
You love going to NACA conferences, but you feel like your friends in your organization suite just don't understand. You might not realize all that NACA has to oﬀer them and how you can collaborate and build partnerships on your campus, as well as provide insight into the great resources that NACA has to oﬀer to support them through their college experience, in and out of their on-campus involvement! Events 101: The Roots and Wings of Successful Events
This session will provide a comprehensive overview of the event management process: research, design, planning, coordinating and evaluation. Participants will come away with a greater knowledge of the process and helpful strategies to ensure event success. From Party to Celebration: Changing the Culture of an Event While Keeping the Tradition Alive
Named one of MTV's “Best Campus Parties” in the ‘80s and ‘90s, Cornell University's Slope Day had a reputation for focusing on drinking and debauchery. As one of the most popular traditions on campus, Slope Day had become not only a risk to students and the university, but also a day many administrators simply despised. In 2001, students, faculty, staﬀ and administrators came together to develop a plan to make Slope Day a safer, more enjoyable celebration, while maintaining the traditional aspects that were important to students. Come learn how these groups collaborated to take the focus oﬀ of alcohol and turn the party into what was recently named one of the "Ten Best Campus Music Events in the Country."
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Mr. Brown Can Moo, Can You?
Dr. Seuss' Mr. Brown is a very talented individual, not unlike the organization members we dream of having. Fortunately, student leaders can create training to develop the Mr. Browns for their groups. This highly interactive and hands-on session will help participants gain insight into developing meaningful training experiences for their members. Participants will develop a full training sessions to take back to campus ready to use! Racing for Success: Making the Most of Your Graduate School Experience
This session discusses getting the most out of your graduate school experience for full-time master’s students. The presenters will highlight experiences within assistantships and professional associations that will help students to maximize their learning and development during graduate school. Student-Driven Model for Student Programming
Do your programming board’s membership numbers peak at the beginning of the year and then slowly dwindle? Do you have diﬃculty keeping your best members? Do you have diﬃculty getting students to make your programming board their highest priority? Perhaps it’s time to increase the challenge. This session will discuss a model for giving students total control over their programming board, from proposal to implementation to assessment, in ways that increase engagement with the program and provide valuable learning opportunities for the student. Turning Your Student Leadership into Professional Success: Résumé Building & Interview Tips
So you’ve been extremely successful as a student leader on campus, but do you know how to translate that leadership onto your résumé or during an interview? This session will give you the tools and some helpful tips to prepare you for your next step in life, whether it is another leadership role on campus or your ﬁrst professional job.
2012 NACA® CONVENTION PREVIEW Sunday, Feb. 26 1:15 pm—2:15 pm Professional Educational Oﬀerings 1
Sunday, Feb. 26 2:20 pm—3:20 pm Professional Educational Oﬀerings 2
From Clicks to Connections beyond Campus: Learning Leadership through Technology
Advising Student Governments—The Changing Face of Student Governance
Learn how four campuses utilized technology to create a cross-institutional, social experiment in leadership education. Presenters will discuss program development, assessment, outcomes, collaboration, successes, obstacles and program evolution. Resources will be provided to turn knowledge into post-conference action.
The relationship between student leaders and organization advisers involves a delicate balance of respect, communication, credibility and commitment. The complex formula for success is oen more mysterious for student governance advising. Through dialogue and disclosure, participants will explore a variety of strategies to make advising student governments less chaotic and more fruitful.
Get Naked! The Bare Truth About Series Programming!
Being a Supervisor on the ‘Front 9’
This highly interactive program will oﬀer the bare, naked truth about the ins and outs of series programs. We will explore ways to design and implement quality series programs that will entice active participation and ﬁll seats! Students will leave with a comprehensive list of series ideas, methods for delivery and key attributes for implementation.
Grad school prepares us for many things, but oen does not give us the tools for supervising professionals. Come discuss ways to become a GREAT supervisor for graduate assistants or new professionals just starting their careers. The session will also include ways to incorporate learning outcomes for grad students not in a student aﬀairs program.
Great Expectations: Holding Student Leaders Accountable
Blending Experiences: A Graduate Student Collage
Student leaders oen have to prioritize academics and a long list of leadership positions. A volunteer position on a programming board may fall to the wayside. In this session, we’ll discuss strategies to keep student leaders motivated and for holding them accountable.
Finding it tough to balance an assistantship or professional position with classes, advising responsibilities, building a professional network AND maintaining a healthy work/life balance? Come to this interactive roundtable to meet other graduate students in the region, swap experiences and walk away with a fresh perspective.
Learning, Living & Documenting Mission Initiatives into the Lives of Students
Mission initiatives serve as a guide for the student’s education and as the basis of how we recruit students. When exploring and implementing cocurricular activities, the mission initiatives are rarely used in the programming model. This session explores how mission initiatives are incorporated into student life and the crucial role they play in students’ development. Why Would He Be So Stupid? Understanding the Generations
Why didn't she respond to my text? Why doesn't he ever call me back? Diﬀerent generations can collide at work. Working in a university is no exception, especially when ﬁve or more generations can be found on one campus! If you understand the diﬀerent values and needs of each generation, supervising and/or working alongside others can be less discouraging and more productive.
Policies, Procedures and Purpose: Crafting Organization Management Tools that Make Sense
Navigating the sea of student organization-related policies can be daunting. Join this session to learn about and share tips for improving your workﬂow and the student experience by creating more eﬀective, enforceable and manageable policies. StrengthsQuest Network: Implementation on Your Campus
Using StrengthsQuest on your campus or thinking about starting? Join us to learn about Bridgewater State University’s ﬁrst year of StrengthQuest implementation with students and staﬀ. We will share experiences and facilitate idea exchanges between participants who are also using the inventory. That Agent Won't Stop Calling ME!
Ever wonder why agents just won’t stop bugging you? Emails, phone calls and more emails! This session addresses the diﬀerent types of agents that you have all encountered, how to eﬀectively communicate with them and puts you in their shoes and them in yours.
Monday, Feb. 27 8:50 am—9:50 am Educational Oﬀerings 2 It’s All About Relationships: How to Be an Emotionally Intelligent Leader
Leadership is a learnable skill that is based on developing healthy and eﬀective relationships. Discover how to use "Emotionally Intelligent Leadership" and apply it to your role as a student leader. Join us in an exploration of the capacities that deﬁne the emotionally intelligent leader. Building & Branding a Successful Late-Night Programming Series: Tips, Challenges and Success!
Creating a regular series of late night/weekend programs can leave students and professionals wondering where to even start! This session will present unique ways to brand your new latenight initiative in an eﬀort to increase student attendance and engagement through diverse programming. Connected, Conﬁdent & Confused in the Workplace
As a Millennial student, you will come across many new challenges as you enter the workplace. Join us for this very interactive session on tips and strategies you can use to help you become better prepared for life aer college. Educational Programming for the Modern Student
The modern student is a reﬂection of society’s strengths and weaknesses. Our students face adversity in a number of areas, both in and out of the classroom, that aﬀect their academic success. This session will review issues facing students and types of educational programs that can help inform the student body of resources available to them to help them cope with and remove barriers to their own academic success. For Program Board Presidents and Vice Presidents Only—It's Good to be the King, or Is It?
Leading the board can be the best and worst of times. Let’s make it the BEST by focusing on ﬁve key areas. Then, together, we’ll look at the common problems you face to ﬁnd solutions. Come prepared to interact! Fuel Up Your Festival
While the basic steps of festival planning will be covered, this program is designed to transform festival events into signature events. Presenters will incorporate logistics from university and middle agent perspectives providing a well-rounded discussion on university festival events.
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2012 NACA® CONVENTION PREVIEW Making Your Member's Experience a Hole-in-One
Is your executive board feeling burned out? Tired of having two people show up to a committee meeting? We can change that! Come see how we've implemented programs to create a more meaningful experience for our members and grow our organization. Moving Up in the Pack: Instilling Spirit and Tradition at a Young Institution
Have you walked around campus lately, only to see more T-shirts from other universities than from your own? This session will discuss how two institutions revamped Homecoming and created traditions to encourage students to believe in “CINO” and “We Are Spartans.” NACA Behind the Scenes: How You Can Build Your Professional Experiences
Volunteering for an association should always contribute to your professional development. During this session, you will determine what you need to round out your professional development experience through the Steps to Individual Excellence as a Campus Activities Professional. You'll then discover the volunteer positions and activities NACA has to oﬀer to help build your professional skill set. Both regional and national opportunities, including timelines and duties, will be outlined to help you ﬁnd the best ﬁtting experience.
The Good, the Bad, and the…Risky? Taking and Managing Risks in Student Programming
This session will show you how to take creative risks in your programming ideas, as well as ways to ensure that student organizations plan and host events where everyone involved has a new, safe and fun experience!
Monday, Feb. 27 1:15 pm—2:15 pm Professional Educational Oﬀerings 3 From Arbitrary to Intentional: Expanding a Comprehensive Leadership Program
Learn how one oﬃce is expanding its comprehensive leadership program. Discuss leadership foundations, learning outcomes, assessment techniques, collaboration opportunities, what worked, what didn’t and program evolution. All resources will be provided. How Associates Can Make the Most of the NACA Experience
If you are a new associate or performer to NACA, this is the session for you! Learn NACA lingo, conference business, what Block Booking means, how to work with schools/advisers/students AND ask all those questions you've been thinking about since last night!
You Get the Best of Both Worlds: Life as a Dual-Positioned Professional!
In an era of budget cuts, dual positions in campus activities and residence life are becoming commonplace. In this session, we will share our experiences in dual positions, strategies for balancing dual roles and idea exchange among participants.
Monday, Feb. 27 2:20 pm—3:20 pm Professional Educational Oﬀerings 4 Empowering Students to Be More than “Just A Member”
Being a member of the campus programming board is one of the best leadership opportunities on campus. It’s an even better experience when students (and grad students!) are empowered and encouraged to be involved in both the planning and execution processes. Laying the Groundwork for Sustaining Leadership Programs on Campus
Providing the best experience possible for students to learn about themselves and others is a common theme that drives most leadership development. Challenges to sustaining these programs as budgets and resources become scarcer are real. Let’s focus on steps needed to sustain these valuable programs.
New Professionals Roundtable
This session will be a roundtable for new professionals (0–3 years) in student activities to meet and connect with each other, discuss transitioning into their new role, and share lessons learned along the way.
The Inﬂuence of Time Spent by Students on Co-curricular Involvement and Online Social Networking on Their Academic Achievement (2010 Comprehensive Research Award Winner)
How do I attract sponsors and vendors to my campus? Join presenters from a large school, small school and partners from Campus Entertainment to discuss creative ways to bring in extra revenue to your programming eﬀorts.
The purpose of this study was to understand the relationship between time spent by students engaged in student co-curricular involvement, online social networking and studying on their academic achievement. Additional factors such as student residence, gender, ethnicity, class standing and work for pay were also considered. Results from this study will be presented during this informative, discussion-oriented presentation.
That’s Not Funny! Or Is It?
To Be or Not to Be Your Own Consultant
To be truly socially just, do you have to eradicate humor? I don’t think so! Let a trained professional explain how humor works and how it oﬀends other people. Five jokes will be shared that will be used as examples of intersections of identities, politics, current events, language, heterosexism, xenophobia, racism, and how our own judgments work as the joke teller and the listener. If we think before we joke—we can still joke.
Regardless of the type of challenges faced by student aﬀairs professionals, it is never easy to step back to assess the big picture. Come discover how to serve as your own consultant (if need be) and inﬂuence change within your organization or community. Session facilitators will share their experiences with leading organizations through change and a multitude of challenges with or without support from an external consultant.
Show Me the Money: Successful Revenue Generation, Sponsorships and Your Institution
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Serving Commuter Students Roundtable
Does your job description require you to engage commuter students? Come share your successes and failures and get advice and resources from fellow colleagues. The Role of Reﬂection in Achieving Learning Outcomes for Programming Board Presidents (2010 Secondary Research Award Winner)
Structured reﬂection is oen regarded as an essential element of experiential learning. There is, however, very little literature to guide practitioners as to which structures of reﬂection are most eﬀective. This session will present the ﬁndings of a study that investigated the eﬀectiveness of two kinds of reﬂection. Using ﬁve competencies from the College Student Leader Competency Guide, this study compared the ratings of students engaging in periodic and meta-cognitive reﬂection to determine the eﬀectiveness of each. The Wonderful World of Advising— Transitioning Ourselves to the Next Level
Call it Adviser 201, but aer an exciting ﬁrst experience working with a programming board, what happens next? Join this session to learn more about successful tips and experiences of digging deep and developing your board to go to the next level!
2012 NACA® CONVENTION PREVIEW Monday, Feb. 27 3:30 pm—4:30 pm Educational Oﬀerings 3 Building Relationships/Partnerships to Create Diverse Audiences (Leadership Fellows)
This session will focus on how advisers can help students create and/or build lasting relationships with other units on campus to help increase the diversity of the audience. Many times, students have the responsibility to initiate the partnership, but advisers can also assist with fostering a relationship for the good of the organization, as well help provide an opportunity to build a professional network. Enough Already! Let’s Fix the Work/Life Balance Problem
This is not your average work/life “balance” session. Get ready for some tough love. Using results from a 2010 survey of administrators about the habits of campus activities professionals, we’ll talk about real-life strategies for controlling your time and life. Market Research 101: Find Out What Your Campus Community Wants to See on Campus!
How do you know what your students want to see on campus? Market research! This session will teach you how to integrate market research into your board to make your events more successful and keep your campus community satisﬁed and wanting more! Ohhh, I'll Remember That!
If you ever lose information from year to year or forget those small details from events you planned months ago, this session is for you. Learn a great way to keep track of every event you ever plan, including a matrix system, advertising material, orders/act information, evaluations and whatever else you might need, all in one place. The matrix system will break down every detail of the planning process. We will discuss how to make an evaluation form that ﬁts your campus and share diﬀerent planning strategies that have or have not worked for you. Promoting Your Event.com— Fuel Up with Promo Ideas
Having trouble "fueling up" your event attendance? Need some extra, low-cost ideas to help get students out to your event? Have budget cuts caused you to think way out of the box when it comes to marketing and publicity? Well, you are in LUCK! This session will focus on the Campus Life Marketing Committee and Campus Activities Board at Winston Salem State University (NC). Come learn the best guerilla tactics to get people to attend your events.
Rocking Horse or Race Car? Which One Wins the Race?
Yes, There Is Such a Thing as a Successful Cafeteria Show
What can LEGOs teach you about growing your programming board through connection? How can Slinky Dog demonstrate the value of patience when your oﬃce, staﬀ, or community is changing? What has every child learned from Little Green Army Men that will help with strategic planning? Whether you are a student, staﬀ member or associate in Toy Box Leadership, you will ﬁnd the toy box a great place for lessons to successfully inﬂuence and lead others.
Whether looking to create a new aernoon series in your dining space, or just improve on an existing program, this session is for you. Learn how to work with your space to be more than where students eat.
Staying True to Your Core: Discovering and Implementing Your Organization's Core Values
Identifying and adhering to core values is key to creating a culture of integrity and sustaining a programming board’s direction. Come explore how your board can internalize its core values so that it will always stay true to its core. Strategic & Successful Inclusive Programming Models
Inclusive programming means more than having one or two diversity programs a year. Come discuss ways to drive your programming board to thinking about inclusiveness all the time, while still having fun socially based events. Well, Guys, We Did It
The program you had been preparing for just went oﬀ without a hitch. Now you can sit back, right? Not yet! This roundtable will cover the important steps once a program is ﬁnished, including evaluations and following up. What Makes an Eﬀective Organization? A Successful Start
This session will provide tips, ideas and examples of how to eﬀectively plan and facilitate a retreat for your executive board that covers training, team dynamics and leadership development. What's Important to You? Lifetime Goals and Bucket Lists!
Are you a student leader who needs to set goals, but has no idea where to start? This program is for you. Aer today’s session, you will have more than 10 goals set for your college career, as well as your lifetime. Win-Win Relationships Between Agencies and Schools
Creating win-win relationships between schools and agencies is easy as long as you remember the golden rule for any relationship—communication! As a new student programmer, you must realize that you are not the ﬁrst person to be new, nor are you alone in the experiences you are facing. Every year, program boards across the country turn portions of their membership over and advisers and agents need to relearn how each new student works and use it as a learning process that each of you will work through together.
Tuesday, Feb. 28 8:50 am—9:50 am Educational Oﬀerings 4 A Day in the Life of a Programming Board Member
The ability to think quickly on your feet is a valuable skill. You will be challenged to respond to typical situations encountered as a chair of a programming board. Our programming chair (you) will be confronted with pushy agents, uncooperative musicians, contract disputes, publicity problems and more. Discussion will follow all exercises. Five Dysfunctions of a Team?? Who Knew??!!
Feel like your programming team just isn’t coming together? This presentation, based on Patrick Lencioni’s Five Dysfunctions of a Team, will give you important tools to combat the dysfunctions of many groups to enable you to become a successful team of programmers. Homegrown Programs: Using Logic Puzzles, Trivia, Existing Board Games and a Common Theme to Create an Outstanding, Low-Budget Event
You've got $250 to spend ... and you need a good outlet for your students. How do you get started and what can you do to provide a fresh outlet that is of high quality? This session will focus on developing quality events using thought, creativity and a little initiative. Leadership Is about Purpose, Not Position—Recruitment & Retention that Works
Your job as a leader is not to create a great organization; it’s to continue the organization’s success and ensure that each consecutive year will be even greater. This begins with attracting the right people and creating lasting engagement. Learning Curves—Who Needs ‘Em? A Leadership Directive to Prevent Student Staﬀ Transition Periods
Are you having trouble trying to make it through the summer transition? When you received the coveted student director position, did you suddenly realize you had no idea how to advance a show? Learn how to eliminate student position transition and advance leadership skills with a homegrown leadership program.
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2012 NACA® CONVENTION PREVIEW Making the Artist Feel at Home
This program is designed to highlight the techniques to properly host a guest at your institution. We will cover all the basics from advancing to breaking down a show. Marketing Events on a Large Campus
As any student at a large university can attest, it’s not always easy to make your event stand out in a sea of alternative activities. Come see how one of the largest programming boards in the country markets their events! Mission: Transition
Are you are a staﬀ member or graduate student starting a job at a new institution or a student who is getting a new adviser? Then this presentation is for you. Starting a job at a new institution can be intimidating and transitions can be stressful. But you are not alone; the transition is just as stressful for the students you advise. This presentation will look at the do’s and don’t’s from both a staﬀ and a student perspective and give tips for your mission of smooth transition. NACA Leadership Fellows Program
The NACA Leadership Fellows Program is an opportunity for NACA members of underrepresented ethnicities to become familiar with Association programs and professional development opportunities. This session will provide an overview of the program, including an opportunity to speak with current and past participants. On the Right Track: Major events, Major Challenges, Major Success
Every major event presents its own challenges. By utilizing the combined knowledge and skills of the presenters and attendees, the session will address and discuss major events and tricks and tools to make them simpler, easier and more successful. Technology and Leadership: Moving from Who Is the Boss to Who Has the Best Idea
Leadership is shiing from a top-down model to more of a best-idea model, resulting from individual freedom of movement and the ability of people to share their ideas as never before because of available technology. Leadership becomes more of a model where the best idea attracts our attention. This session will examine how these practices can be incorporated in our student activities work, including engaging students in opportunities that best prepare them for the future work force.
The Michael Scott Leadership Academy: That's What She Said ... Advice from an Adviser
He's no longer with The Oﬃce, but his spirit lives on! If you're a fan of NBC's The Oﬃce and enjoy Michael Scott's antics, join a seasoned student organization adviser and see what you can learn from Michael's leadership faux pas. We will revisit Michael's most well known antics and talk about how they can help you become a better student leader! Using Disney’s Magic of Customer Service to Put the Bippity Boppity Boo into Your Programming Board!
Pit Crew, Team Owner and Living Legend: A Mentoring Relationship over the Years
Ladies and gentlemen, start your engines! Is your adviser/mentor a part of your pit crew and helping you with skills? Are they more like the team-owner and let you do the driving, but oﬀer advice along the way? Or, is your mentor someone you call upon when you need them, but in your heart, they are a living legend? Programming for the Forgotten Students: Non-Traditional Students (Leadership Fellows)
We all know that Disney takes customer service to inﬁnity and beyond! Through this session, you’ll recognize their concepts are not too diﬀerent from what we must strive towards as programmers. Enhance your organization’s overall service by utilizing Disney’s standards!
This session will bring awareness to a demographic that is sometimes overlooked in programming. Due to economic trends and other factors, we are experiencing an increase in enrollment of non-traditional students and graduate students at colleges/universities nationwide. We would like to bring awareness to this growing demographic and discuss strategies for event programming that is inclusive of these students, who also pay student fees.
Tuesday, Feb. 28 9:55 am—10:55 am Educational Oﬀerings 5
Quantifying Fun: A New Approach to Assessment
But Everyone's Doing It: How to Create Programs that Are Inclusive of Everyone on Your Campus
Most institutions are committed to diversity, but as a campus programmer, what are you doing to create activities that promote inclusivity? Our goal is to help you make sure that everyone on your campus feels included in each of your programs.
As budgets tighten, union management must justify their programs, facility needs and staﬀ positions. Looking to corporate America as a guide, this session will explore assessment using dashboard indicators. Attendees will leave knowing how assessment can be easily added to daily routines and a clear idea of how to use technology to measure elusive objectives such as fun, impact, success and satisfaction. Revving Up for Risk Management
Concert Hospitality: So Easy and So Important
Concert hospitality can set the tone of the day. This interactive session will help the audience understand hospitality riders, how to edit them, and how hospitality presentation can be key to a successful working relationship with the artist. Having the Courage to Start: Finding Your Voice in “Diversity” Conversations (Leadership Fellows)
This session is intentionally designed to provide working professionals tools and best practices to approach conversations about diﬀerence with students and colleagues. Additionally, it will provide an overview of possible ways to incorporate topics of diversity into curriculum, trainings and learning outcomes at diﬀerent campus communities. Intentional Leadership
Increase the intentionality of your leadership development, ensuring quality connections between your oﬃce, division and institutional mission. Drawing from CAS standards, leadership and student development theory, this session will help you reﬂect on and build intentional and assessable leadership outcomes and methods.
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Every good driver has a plan when starting a race. You want to avoid sharp corners and reach the ﬁnish line safely. Come learn keys to successful risk management and take the checkered ﬂag! Rockin' the Résumé
Translating your experience to your résumé can be, well, challenging. Find out how you can translate what you are doing to formulate a résumé that rocks. Remember to bring a copy of your résumé—even if you don't think it rocks. By the end of this session, you will be more conﬁdent in what you do and how you are communicating it via paper! To the Twitterverse and Beyond: Make the Most of Your Marketing!
What! No one's reading your campus-wide emails or ﬂyers anymore? Ridiculous! Avenues of communication seem to change almost daily, so how are we supposed to keep up? Come ﬁnd out how technology mixed with the “classics” can do the trick.
2012 NACA® CONVENTION PREVIEW Wasting Time and Losing Change? The Importance of Eﬀective Transitions
Through the use of an interactive activity and discussion, this program will illustrate the importance of creating and implementing eﬀective transition strategies for a student-programming board. We will also highlight some best practices from Elon University's (NC) Student Union Board. What's Your Proﬁle? Character and Image in Student Leadership
Does your proﬁle or image deﬁne you? Is your true character shining through? This session will engage students to consider how their character as individuals, student leaders and student groups can guide them to be their very best.
Tuesday, Feb. 28 2:15 pm—3:15 pm Educational Oﬀerings 6 Celebrating the Human Experience: Creating Successful Diversity and Cultural Events
Learn how to create and execute fun and innovative diversity and cultural programs. This session will teach participants how to deal with potential obstacles in diversity programming and allow participants to brainstorm and plan new and interesting diversity events. College for Kids: Incorporating Family Programming
We all do a pretty good job programming for our traditional students, but what about our non-traditional students with families? Come learn some unique ways to create a family programming series and to incorporate family programming into your existing activities! Community Is the Name of the Game
Is your board a team? Is there a strong community atmosphere? This fun interactive session will teach you how to bring your board closer with new icebreakers and team builders. Contracts and Contract Riders: Reading the Fine Print
It is tough to be a fair negotiator while remaining shrewd and keeping the best interests of the institution in mind. Understanding contract etiquette as you protect yourself and the institution may seem like a contradiction in terms, but is not! We will discuss in depth what is meant by some of the ﬁne print in entertainment contracts and riders.
Do you want to take your organization in a new direction? You are invited to participate in a session that helps determine what kind of Gleeader you are. Learn about leadership styles that your favorite Glee character embodies. Is There a Welcome Mat at Your Closet Door?
This session will focus on creating an open and more welcoming and inclusive environment on your campus for LGBT students through programming, dialogue and initiatives. Ask yourself: is there a welcome mat at our closet door? Late-Night Done Right
An overview of a research project conducted at the University of Nebraska-Lincoln regarding its Campus NightLife (CNL) programming board will be presented. The CNL mission statement, membership and programming techniques will be explained. The research component will explain the responses of student surveys regarding satisfaction with CNL programs and the eﬀectiveness of CNL programming in terms of curbing underage alcohol consumption, as well as the most eﬀective means of publicity for CNL events. More than Event Evaluations: Assessing Your Organization
Brainstorming, team builders and events are fun! But how do you ensure your member experience is up to par? Assessment! You need to assess more than just your events. This session will discuss some ways we've used assessment. Bring your ideas and challenges, too! Rev Up the Leadership: Implementing a Professional Development Series for Your Program Board
This session will follow two professionals who implemented a professional development series for their programming board. They will discuss the purpose, explain their approaches, topic ideas, and share how other professionals can take this initiative back to their school. Right on Track: The Ins and Outs of Volunteer Management
Volunteers: If they can’t see their way in, they’ll quickly ﬁnd their way out! Come learn the keys to volunteer management to help your organization retain its members and have successful programs year aer year!
The Floor Is Yours! A Roundtable Discussion on Concert Management Issues and Answers
This moderated discussion is your opportunity to choose the concert management topics important to you. In an open forum, you, the audience, will get the ﬂoor to talk about your concert issues, exchange information and get the answers to your concert management questions. The Top Travel Destinations around the World of Student Aﬀairs
Ever wonder what college students and higher education professionals are doing at their universities? Come on a journey to discover crossborder higher education. You’ll soon learn how you can make a diﬀerence and celebrate cultural diversity on your campus! We Are More than Free T-Shirts: Remodeling a Small Liberal Arts C.A.B
This is a discussion about the diﬃculties of changing a campus activities board at a small liberal arts college. It will cover changing the perception of the organization, gaining members, and learning to change for the better of the campus.
Share Your Best during World of Ideas The World of Ideas will once again be part of the NACA® National Convention, scheduled for Tuesday, Feb. 28, from 1-2:15 pm in the Charlotte Convention Center Ballroom. Share your expertise or top-notch program in an area such as campus activities, leadership, student organization management, student government, community service and new student orientation. There are two ways to participate: Distribute Materials: Your institution can
request a table to distribute information about great programs, marketing materials, giveaways and more. Participants come to network and learn more about what other institutions are doing. Delegates from the institution displaying materials will be on hand to answer questions. Poster Sessions: Professionals and students can submit proposals for poster sessions. A poster session showcases research and/or institution programs. Presenters will post a display on a large bulletin board (provided at the Convention) and interact with those circulating in the room. Unlike an educational session, a poster session allows viewers to study and restudy your information and discuss it with you one-on-one. It combines text and graphics to make a visually pleasing presentation. As viewers walk by, your poster should quickly and eﬃciently communicate your topic. The deadline to apply to participate in the World of Ideas is Dec. 2, 2011. For information on applying, contact Dionne Ellison at email@example.com. For most other questions about the World of Ideas, contact Natalie Keller Pariano at firstname.lastname@example.org, telephone:
November/December 2011 Campus Activities ProgrammingTM 61
NACA’s Your Best Campus Tradition™ Video Competition Accepting Entries Submissions Due Dec. 2, 2011 Does your school have an amazing campus tradition that showcases school spirit at its best? Can you highlight best practices in programming eﬀorts through this tradition that could prove helpful for other campuses? If so, enter NACA’s Your Best Campus Tradition Video Competition™, which was created so schools can provide resources to other member schools and also engage campuses in friendly competition to showcase what they believe is their best campus tradition. Up to three representatives from the winning campus will receive a complimentary registration to the 2013 NACA® National Convention and will present an educational session about their winning campus tradition. Additionally, the winning campus will submit an article to Campus Activities Programming™ magazine for inclusion in a future issue. And ﬁnally, the winning campus will receive an award of $1,000 for use at their next campus tradition. To participate, schools must be: • An NACA school member; • Upload a video to YouTube, Vimeo, etc. highlighting your best campus tradition (you must follow any policies of the website to which you are uploading your video); and, • Complete the competition registration form at http://new.naca.org/SiteCollectionDocuments/2011_Your%20Best%20Campus%20Tradition%20form.pdf (and include your video link).
Completed submissions are due by Dec. 2, 2011. A panel of judges will select the top three submissions in each category, based on undergraduate full-time enrollment: • Under 5,000 undergraduate FTE • 5,001-15,000 undergraduate FTE • Over 15,000 undergraduate FTE
Three semi-ﬁnalists will be selected in each category, if applicable. All submissions will be notiﬁed by Dec 9, 2011, if they make it to the semi-ﬁnal round. All semi-ﬁnalists will participate in a voting contest promoted by NACA to school members. Voting will occur before the 2012 NACA® National Convention. The campus winner will be announced at the 2012 National Convention in Charlotte, NC, Feb. 25-29.
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Registration Open for The Placement Exchange March 7–11, 2012, Phoenix, AZ Fresh oﬀ of a record-breaking year, The Placement Exchange is back as THE place for student aﬀairs job placement. Reserve your space today and come to Phoenix, AZ, March 7-11 to help make 2012 another successful event. The 2011 Placement Exchange broke all previous attendance records, and an even larger attendance is anticipated for 2012. TPE 2011 hosted the largest number of interviews and candidates in the history of any student aﬀairs event to date: • More than 11,500 interviews scheduled; • With 1,201 candidates in attendance; • And 532 positions available.
These facts, and anticipated growth for 2012, cements TPE's position as the largest international student aﬀairs job placement service. Whether you are a candidate looking for a new job or an organization looking to hire new staﬀ, The Placement Exchange delivers exceptional service at the most aﬀordable prices. TPE is the leader in job placement and has the experience to assist you with the job process. Along with the latest technology to assist your online search before and during the event, The Placement Exchange also features on-site services such as mentoring, orientation sessions, and a StrengthsQuest evaluation. Plus, for interviewing institutions, the hall provides the most spacious and comfortable table space, as well as premium services that provide upgraded and larger space. Register now for The Placement Exchange to help identify and match talented and spirited individuals with innovative and inspiring campuses. Visit The Placement Exchange website at www.theplacementexchange.org to register and learn more about what is in store for Phoenix 2012. Follow TPE year-round on Facebook at Facebook.com/tpe365 and Twitter at twitter.com/TPEcanserv.
NACA® Seminar for New Professionals Register now to participate in NACA's Seminar for New Professionals. The ﬁrst months are critical to the success of new professionals and this program is designed to help new professionals eﬀectively address transitioning into a new position. The seminar will run from late November 2011 until February 2012 and will consist of six webinars. Experts in the ﬁeld will present essential topics for anyone starting a new position in campus activities. Participants will receive a variety of resources from NACA to support their progress throughout the program, including advance reading
NASPA’s Investing in Our Future Webinar Series Continues In conjunction with Careers in Student Aﬀairs Month, the National Association of Student Personnel Administrators (NASPA) in October launched Investing in Our Future: “Basic Level” Professional Competencies for Students Interested in Student Aﬀairs, a free webinar series for the more than 500 undergraduate and 3,000 graduate student members of NASPA. The series, which began Oct. 19, 2011, continues through April 18, 2012.
Based on the Professional Competency Areas for Student Aﬀairs Practitioners, these webinars address the broad professional knowledge, skills and, in some cases, attitudes expected of student aﬀairs professionals, regardless of their area of specialization or positional role within the ﬁeld. NACA, the Association of College &
materials. Networking and discussion opportunities will also be oﬀered participants throughout the seminar. If you supervise entry-level professionals in campus activities, consider this program as part of their training. If you supervise graduate students looking to start their ﬁrst professional position next fall, this is an ideal graduation gi. More information, as well as a link to the registration form, is available at http://www.naca.org/ Events/Pages/snp.aspx. Or, contact Paige Jeﬀcoat at email@example.com, telephone: 803-217-3471.
Legacy Award Deadline Is Nov. 11, 2011 The Legacy Award was created in honor of NACA’s 50th Anniversary and will provide a year of NACA professional development opportunities for up to two deserving current NACA leaders who have the potential to serve the Association at a signiﬁcant level for a signiﬁcant period of time. The deadline to apply is quickly approaching. Apply online at http://forms.naca.org/NACA/Forms/NationalAwardNomination.htm. Winners will receive: • Complimentary registration to either one NACA regional conference or the NACA® National Convention • Complimentary registration to one NACA® Institute The registration fee for each of these events would be provided by NACA during that year. Any additional fees not covered by NACA would be the responsibility of the award winner. The registrations apply to the ﬁscal year that begins the May following the award presentation. No award will be retroactive or applied to a future year.
How to Nominate
University Housing Oﬃcers-International (ACUHO-I) and the National Orientation Directors Association (NODA)
are cooperating sponsors of the series. For more information about webinars in the series, including how to register for remaining webinars, visit http://www.naspa.org/ programs/profdev/future/. You may also contact Nathan Victoria, assistant director of Educational Programs and Social Media for NASPA, at firstname.lastname@example.org, telephone: 202-265-7500, x1163.
2012 National Convention Guide Available Associate members, the 2012 National Convention guide is available at http://www.naca.org/SiteCollectionDocuments/2012_Assoc_Conv _Guide.pdf. ®
The guide contains all policies related to the 2012 NACA National Convention. Take time to become familiar with all event policies. Review them and keep them on hand. You will be responsible for knowing and following policies. Take time now to understand more about how you’re spending your money and how the Convention process works.
The NACA® Legacy Award candidate may be self-nominated or nominated by someone else. The successful applicant for the Legacy Award will have served NACA in multiple previous roles as a volunteer and will have future volunteer aspirations within NACA. Follow-up with a nominated candidate would occur to provide application materials. The application materials requested are: • Cover letter addressing why the candidate should be considered with a list of past recognized volunteer experiences within NACA • A goal sheet addressing future personal volunteer aspirations within NACA • Résumé with list of references • Letter of support from institution
Past Award Recipients 2011 • Matt Miller, Bridgewater State University (MA) • Stacey Sottung, Saint Joseph’s University (PA) 2010 • Brian Gardner, Maryville University of St. Louis (MO) • George Micalone, Iowa State University
November/December 2011 Campus Activities ProgrammingTM 63
Block Booking Webinars for Schools, Associates Available Anytime If you missed the new Block Booking Webinars for schools or associate members when they were originally presented recently, or if your delegation or staﬀ would like to watch them again, they are now available for viewing anytime. Simply visit the webinar page at http://www.naca.org/Events/Pages/webinars.aspx, watch these valuable presentations at your convenience, and have your delegation/staﬀ prepared for upcoming regional conferences or the National Convention.
Universal Calendar To keep up with event dates for NACA and other student aﬀairs organizations, check out Mistaken Goal: Where Student Aﬀairs & Technology Meet at: http://mistakengoal.com/blog/2010/08/19/studentaﬀairs-conference-and-events-calendar/.
November/December Campus Activities Programming™ Web Exclusive How is the relationship between your programming board and your school’s student government association? Are they trusted partners or could interactions between the groups go a little more smoothly? If you’d like to improve relations between the two groups, then look to the online version of the November/December 2011 issue of Campus Activities Programming™. In “How to Develop a Positive Working Relationship with Your Student Government Association,” Amy Vaughan Deahl oﬀers tips on how to discover commonalities between the two groups and understand each other better to facilitate a strong working relationship. Find the online version of Campus Activities Programming™ at http://www.naca.org/ MediaCenter/Pages/CampusActivitiesProgrammingMagazine.aspx.
NACA® Chair Video Update NACA® Chair of the Board of Directors Brian Wooten is posting monthly video blogs designed to give NACA members essential information about the Association. See and hear his comments at: http://thenaca.tumblr.com.
Advertising Opportunities—Call Today! Associate members, promote your acts, products and services to college students across the country! NACA can help you gain exposure to college programmers and their advisors. Ad rates for 2011-2012, along with deadlines are available at http://www.naca.org/SiteCollectionDocuments/Ad_Rates_August _2011.pdf. For more information about print and web advertising or to reserve your ad space, contact Tracey Portillo at: email@example.com; telephone: 803-732-6222, ext. 207. Advertising space is still available for the 2012 NACA® Northern Plains Regional Conference Program and the 2012 NACA® National Convention Program, as well as the January/February 2012, March 2012, April 2012 and May 2012 issues of Campus Activities Programming™. Call today and reach thousands of eyes with your message.
64 Campus Activities ProgrammingTM November/December 2011
Read Campus Activities Programming™ Online for Additional Content Campus Activities Programming™ is available online at approximately the same time it begins arriving at your schools and offices. So, if you don’t have your hard copy handy, but have broadband access, visit http://www.naca.org/Events/ Pages/snp.aspx to ﬁnd not only the latest issue of NACA’s ﬂagship publication, but other recent issues, as well. Online issues include special web-only exclusive articles you won’t ﬁnd in the printed copy, so check it out today!
Coming in the January/ February 2012 Campus Activities Programming™ Get a comprehensive preview of what’s in store for delegates at the 2012 NACA® National Convention in the upcoming January/February issue of Campus Activities Programming™. From complete educational session descriptions to showcasing artist bios and Block Booking pricing, you’ll ﬁnd valuable information that will help you and your delegation plan to get the most out of your 2012 Convention experience. In addition, ﬁnd helpful guidance on everything from planning an outdoor adventure program and making your outdoor festival a success to current trends in late-night programming and developing weekend programming.
Claiborne Named 2013 Convention Program Committee Chair
Fahey Announces Retirement
Darrell Claiborne, director of the University Union and Student Activities at Shippensburg University (PA), has been named the 2013 NACA® National Con-
vention Program Committee Chair. The 2013 National Convention will be held at the Nashville Convention Center in Nashville, TN, Feb. 16–20, 2013. Claiborne has been active with several professional associations, including NACA, the Association of College Unions International (ACUI) and the National Association of Student Personnel Administrators (NASPA), for the past 13 years. Throughout his involvement with NACA, he has held numerous regional and national leadership positions. Throughout his career, he has also served at Trinity College (CT), Bryant University (RI) and Plymouth State University (NH). Currently, he is leading a major renovation and expansion project for the Anthony F. Ceddia Union Building (CUB), doubling the size of the existing facility, with an anticipated completion date in the fall of 2012. His experience and areas of interest in the ﬁeld of student aﬀairs/campus activities are centered on student activities/programming boards, union operations, diversity/multicultural aﬀairs, student government, leadership development, new student orientation, Greek life, international student services and residence life, among others.
Larabee Named National Volunteer Development Coordinator Heather Larabee, EdD, has been named NACA’s National Volunteer Development Coordinator. She served as Chair of the 2011 NACA® National Convention Program Committee and has recently served on the NACA® Education Advisory Group. In addition, she has written articles for NACA’s Campus Activities Programming™. Currently, she serves as assistant dean/director of Campus Activities at the University of Southern California.
SHARE YOUR GOOD NEWS! Share what’s going on with you professionally and personally in the Campus News section of the NACA website, as well as in the NACA Spotlight in Campus Activities Programming™ magazine. This feature is designed for students and staﬀ to inform others about what’s going on in their lives. It’s an easy way to announce a: • New job or promotion • Birth or adoption of a child • Award or other recognition
M. Kevin Fahey, senior associate director for Student Activities at the University of Connecticut, has announced he will retire at the end of the current academic year. He has worked in student activities/student aﬀairs for 42 years, 33 of which he has spent at the University of Connecticut. “I could not be more pleased with my chosen career and I am especially thankful for all the students and colleagues I have met and worked with along the way,” Fahey said. “I look forward to making my last year at UConn one of the best.”
Stubbs Joins UWF Ben Stubbs has joined the University Commons and Student Activities Student Involvement team at the University of West Florida. He is responsible for overseeing the Campus Activity Board, Homecoming Committee and student organization operations. A UWF graduate, he previously served as assistant director for Programs and Assessment in the Department of Recreation at the University of Tennessee, where he completed his master’s degree in college student personnel. He is currently pursuing a doctorate in higher education administration and should complete his dissertation soon.
Nikki Giesler Marries The former Nikki Giesler, director of Student Involvement at Westminster College (MO), married Alex Cornwell on Aug. 6, 2011.
UlupinarButzer Marries Partner Aysen UlupinarButzer, coordinator of
Co-Curricular Programs and Activities at The University of Akron (OH), married her partner, Jessica, in Connecticut on June 10, 2011.
• Marriage or civil union • Graduation • Thank-you to other members • And much more
Visit http://www.naca.org/Education/Pages/CampusNews. aspx to submit information, or e-mail it to Glenn Farr, editor of Campus Activities Programming™, at firstname.lastname@example.org.
Jessica (le) and Aysen Ulupinar-Butzer
November/December 2011 Campus Activities ProgrammingTM 65
NACA® SPOTLIGHT Brouillette Awarded Rhett Scholarship Amber Brouillette, a sophomore at Western Washington University, has been awarded the NACA® Foundation’s Lori Rhett Memorial Scholarship for 2011. A President’s List student at the school, she is a member of the National Society of
Collegiate Scholars and has also been involved with DisAbility Resources for Students-WWU. Active as volunteer, she has been involved with or continues to be involved with such organizations and endeavors as Relay for Life, Future Educators of America and Compass2Campus. The Lori Rhett Memorial Scholarship was endowed in 1996 to recognize the achievements of undergraduate or graduate student leaders enrolled in colleges and universities located in the former NACA® Paciﬁc Northwest Region.
Foundation’s 30th Anniversary Pledge The 30th Anniversary of the NACA® Foundation is right around the corner, so NACA members are being encouraged to pledge to donate $30 during 2011–2012. Donors have the option of giving the entire amount up front, or pledge to donate over the course of the year—NACA will send you reminders! You can even make a pledge in the name of someone you’d like to honor (which is a great way for program board members to thank their adviser!). The 30th Anniversary campaign had its kick-oﬀ at the 2011 National Convention, and the following donors are oﬃcially a part of the “30 for 30 Club!” • • • • • • • • •
Dan Ashlock Melissa Beer Josh Brandfon Kim Bruemmer Linda Fogg Chris Gill Jason Heiserman Regina Young Hyatt Maryville University CAB
• • • • • • • •
Barry McKinney Jeanie Morgan John Robinson Chuck Simpson William Smedick Gayle Spencer Jodi Solomon Steve Westbrook
2012 NACA® Research Grant NACA is committed to expanding the pool of research related to campus activities and encourages you to consider applying for the NACA® Research Grant competition, which is designed to encourage the development and dissemination of knowledge that has the potential to improve the experiences of college students. The competition is open to faculty, staﬀ and graduate students who plan to conduct research on issues related to college student activities. Cross-institutional research teams are encouraged to apply, as well. Completed applications must be received by the NACA® Oﬃce by 11:49 pm ET, June 15, 2012. • Comprehensive Award Package
One research team will be selected for the Comprehensive Award package, which includes a stipend of $2,500, paid travel to the NACA® National Convention and additional considerations. • Secondary Award Package
Five research teams will be selected for the Secondary Award package, which includes a cash stipend of $500 and additional considerations.
Want to be a part of the “30 for 30 Club?” Get started by seeing all the diﬀerent ways you can contribute at: http://www.naca.org/Scholarships/ Pages/Donate.aspx. Also, “30 for 30” cards will be available at each 2011–2012 Regional Conference and the 2012 National Convention.
For more information about the NACA® Research Grant and other research initiatives, visit http://www.naca.org/Education/researchinitiatives/ Pages/default.aspx, or contact Dr. Sandra Rouse at email@example.com.
2012 Multi-Institutional Study of Leadership
Upcoming NACA® Foundation Scholarship Deadlines
Registration is open for the 2012 Multi-Institutional Study of Leadership (MSL). The MSL is a national research program examining how the college environment contributes to student leadership development. Participating campuses receive comprehensive reports outlining outcomes achievement across several leadership-related constructs, rates of participation in key experiences (clubs and organizations, community service, leadership programs) and how they inﬂuence learning, and comparisons across outcomes with peer institutions and national data. Participation in MSL is a great way to document student learning, assess student needs, and justify resources. Contact Dr. John Dugan (firstname.lastname@example.org) at Loyola University Chicago if you have questions. More information is available at www.leadershipstudy.net.
The NACA® Foundation oﬀers numerous scholarships that are available to graduate students, undergraduate student leaders and associate members on an annual basis. Scholarship nominations are solicited each year. Upcoming scholarships and deadlines include: • Wisconsin Region Student Leadership Scholarship— Jan. 15, 2012 • NACA East Coast Undergraduate Scholarship for Student Leaders—Feb. 15-March 31, 2012 • NACA Southeast Student Leadership Scholarship— March 31, 2012 • Multicultural Scholarship Program—May 1, 2012 • NACA Regional Council Student Leader Scholarship— March 1–May 1, 2012 • NACA East Coast Graduate Student Scholarship—May 30, 2012 • NACA Foundation Graduate Scholarships—May 30, 2012
A complete listing of scholarships and criteria can be found online at: http://www.naca.org/Scholarships/Pages/ScholarshipListings.aspx. For additional information, contact Paige Jeﬀcoat at email@example.com.
66 Campus Activities ProgrammingTM November/December 2011
NACA® Foundation Contributors The NACA® Foundation gratefully acknowledges the following individuals, institutions and companies for their donations to its ongoing educational programs. Contributions have funded 22 scholarships and awards totaling $6,800 so far during 2011.
Ken Abrahams Duane Anderson Daniel Ashlock Heather Barbour Kenneth Bedini Theresa Beebe Novotny Melissa Beer Kenneth Best Joshua Brandfon William Brattain Kim Bruemmer Jeannette Buntin Carrie Campbell Justin Camputaro Justin Cirisoli Jason Coombs Berri Cross Michael Daniels Alan Davis David DeAngelis Candace DeAngelis Michelle Delaney Greg Diekroeger Jon Dooley Kate Edmonds M. Kevin Fahey Linda Fogg Curt Fowler Brian Gardner Kristie Gerber Chris Gill Beth Gionfriddo Megan Habermann Thomas Hailey Frank Harris Dorita Hatchett Scott Hazan James Hermelbracht Kimberly Herrera Leslie Heusted Dian Holder April Isley Jason LeVasseur Cindy Kane Charlotte Karges Meghan Kenney John Khairallah Shanna Kinzel Gina Kirkland Ryan Kocsondy Cindy Kozil Fred Kuo
Kimberly Lachut Jack Lank Heather Larabee Justin Lawhead Brian LeDuc Tim Lorenz Scott Lyons Lina Macedo Jessica Manjack Edie McCracken David McGraw Barry McKinney Jim McLaughlin Michael Miller Laura Miller Matt Miller Jim Monnier Jeanie Morgan Charles Morrell Erin Morrell Matt Morrin Zeak Naifeh Corey O'Brien NACA Oﬃce Duane Orloske Stephen Pagios Henry Parkinson Rich Ramos Steve Ransom Becky Riopel Laura Roberts John Robinson David Ross Meagan Sage Eva Sager Ahmed Samaha Bonnie Schafer Chuck Simpson William Smedick Jodi Solomon Stacey Sottung Gayle Spencer James Spinnato Caryl Stern Christine Storck Ernie Stuﬄebean Ronald Tumiski Kari-Ann Wanat Steve Westbrook Michelle Whited Brian Wooten Cara Workman Regina Young Hyatt
School and Associate Member Contributors
Albertus Magnus College Auburn Moon Agency Bridgewater State University Bryant University Caldwell College Campus Entertainment, LLC Campus Marketing Specialists Central Connecticut State University College of the Holy Cross Concert Ideas, Inc. Eastern Connecticut State University Fairﬁeld University Fitchburg State University Fun Enterprises, Inc. Johnson & Wales University-Providence KCI-Custom Yearbooks LTE Consulting, Inc. Maryville University of Saint Louis Massachusetts College of Liberal Arts Massachusetts College of Pharmacy & Health Sciences Norwich University Party Vision, LLC Promotions & Unicorns, Too Roger Williams University Rowan University Saint John's University Sophie K. Entertainment, Inc. Suﬀolk University Summit Comedy, Inc. Swank Motion Pictures, Inc. The College Agency The Party People, Inc. Tus University University of Bridgeport University of Connecticut-Storrs University of Massachusetts-Boston University of North Florida Wacky Wax™-Big Chair™ Photo Wagner College Western Illinois University Worcester Polytechnic Institute
(Reﬂects contributions received Jan. 1—Sept. 29, 2011) November/December 2011 Campus Activities ProgrammingTM 67
NACA® LEADERSHIP 2011–2012 NACA® BOARD OF DIRECTORS
Chair BRIAN WOOTEN Kennesaw State University (GA) 770-423-6329 firstname.lastname@example.org
Immediate Past Chair AHMED SAMAHA University of South Carolina-Aiken 803-641-3411 email@example.com
Chair-Elect DAVID DeANGELIS Suﬀolk University (MA) 617-573-8320 ddeangelis@suﬀolk.edu
Treasurer MATT MORRIN University of South Florida-St. Petersburg 727-873-4180 firstname.lastname@example.org
Vice Chair for Programs CHRIS GILL Culver-Stockton College (MO) 573-288-6322 email@example.com
Executive Director ALAN DAVIS NACA Oﬃce 803-732-6222 firstname.lastname@example.org
Member KATE EDMONDS JOEY EDMONDS Presents (CA) 818-426-1279 email@example.com
Member BRIAN LeDUC Texas A&M University 508-353-6979 brianleduc@ tamu.edu
Member KIM BRUEMMER North Dakota State University 701-231-8242 kim.bruemmer@ ndsu.edu
Member BRIAN GARDNER Maryville University of Saint Louis (MO) 314-529-9480 firstname.lastname@example.org
Member KRISTIE GERBER University of South Florida-Tampa 813-974-2599 email@example.com
Member BARRY McKINNEY The University of Texas at San Antonio 210-458-4160 barry.mckinney@ utsa.edu
Member KEN ABRAHAMS Fun Enterprises, Inc. (MA) 781-840-0180 firstname.lastname@example.org
Member CRISTINA RODRIGUEZ DePaul University (IL) CRODRI45@ mail.depaul.edu
NACA West JENN MAZZOTTA University of the Paciﬁc (CA) jmazzotta@paciﬁc.edu
2011–2012 NACA® PROGRAM LEADERS
NACA Central ZEAK NAIFEH Cameron University (OK) email@example.com
NACA Mid America JOSH GRUENKE Northern Kentucky University firstname.lastname@example.org
NACA Mid Atlantic CRISSY FABISZAK Community College of Baltimore County (MD) email@example.com
NACA Northeast SCOTT HAZAN Central Connecticut State University firstname.lastname@example.org
NACA Northern Plains JENNIE HARTZHEIM Beloit College (WI) email@example.com
NACA South ANGEL LEE MIANO University of South Carolina-Aiken firstname.lastname@example.org
National Convention Program Committee Chair BERRI CROSS Guilford Technical Community College (NC) email@example.com
International Programs Chair SHELBY HARRIS University of Massachusetts-Boston firstname.lastname@example.org
Institute Series Coordinator EDIE McCRACKEN Fort Hays State University (KS) email@example.com
Webinar Series Coordinator ANGIE ZEMKE Valparaiso University (IN) firstname.lastname@example.org
Leadership Fellows Coordinator SHANNA KINZEL University of Washington-Tacoma email@example.com
Mid Atlantic Festival Coordinator KIMBERLY HERRERA Anne Arundel Community College firstname.lastname@example.org
68 Campus Activities ProgrammingTM November/December 2011
How to Develop a Positive Working Relationship with Your Student Government Association By
Amy Vaughan Deahl Embry Riddle Aeronautical University (FL)
69 Campus Activities ProgrammingTM November/December 2011
ow does your programming board interact with the student government association on your campus? do you feel the sga is a trusted partner in campus involvement? Campus programming boards and student governments both oﬀer students unique involvement opportunities, but they do not always work well together. if your programming board struggles in its relationship with the student government, then it is time for your organization to look for ways to develop a positive relationship with the sga. To do so, you ﬁrst need to take a look at what type of relationship you currently share. Here are questions you should ask: 1. Who do you know in the SGA? relationships built between groups are most oen initiated by individuals. do members of your programming board know members of the sga? are you friends with any of the same people? do you take the same classes? Take a look at the students who are involved with the programming board and see what commonalities you may already have with the students in the sga. 2. When do you work with the SGA? if you are thinking about where to start building a relationship with the sga, take a look at how you currently work with the organization. do you work on any of the same programs or campus initiatives? do you provide entertainment for any sga events? do you both participate or work on large campus events like Homecoming? if your programming board is currently working with the student government, this can provide a springboard to building a stronger, more positive relationship between the two organizations. 3. What do you have in common with the SGA? This is probably one of the most important questions to consider when building your organizational relationship. generically speaking, a student government association exists on a college or university campus to represent the interests of the student body and look for ways to improve the overall student experience. in the same fashion, a campus programming board generally exists to provide a variety of social opportunities for the student body that enhance students’ co-curricular experience. it is easy to see a connection between these two organizations. both groups exist, in some form, to enhance and improve the student experience. To think that a student government association and a campus programming board have nothing in common would be to ignore the basic purpose of both organizations. 4.In what ways could the campus programming board beneﬁt from having a positive working relationship with the student government? oen, there is conﬂict between diﬀerent campus organizations, especially if they cross paths or compete for the same campus resources. Have you ever been looking to plan a program and realized that another organization was already using the space you needed? The positive solution to the problem is to look for an alternative space or an alternative date, but the more frequent reaction is to get frustrated with the other organization. if organizations work together more, there should be less of this reaction. Look for the ways your campus programming board and the student government could both beneﬁt from working together. Could you promote each other’s events? Could you share comments and suggestions about the campus with each other? Could you share resources? For example, if the sga owns a popcorn maker and the programming board shows weekly movies on campus, wouldn’t it be great if you combined your resources to enhance the weekly movies by asking sga to serve popcorn? Why You Should Work on a Better Relationship aer your programming board has taken a look at what type of relationship it currently has with the sga, it is time for you to ﬁgure out
why you should work on building this relationship. Let’s take a moment to reﬂect on some examples of positive working relationships. every institution of higher education relies on people working together for a common, positive outcome. your programming board works with an oﬃce of campus activities or student involvement in order for you both to build a wellrounded calendar of events and activities. This oﬃce works with a variety of other campus entities to provide opportunities for co-curricular involvement that complement a student’s academic program. The residence life oﬃce works with academic aﬀairs to make sure housing is ready and available prior to the start of the academic term. you can look at the people you interact with on your campus and see plenty of oﬃces working together to achieve their goals. you can also look at the work you do on a regular basis. who does your campus programming board work with in order to plan and execute a program or event? There are most likely a variety of other campus oﬃces you deal with in order to be successful in planning your program. How hard would it be if you did not work well with these other oﬃces? in the campus environment, we must rely on each other in order to be successful. The key to a positive working relationship is ensuring that all involved entities contribute to the process and each beneﬁts from the work involved. ragins and dutton “oﬀer the idea of positive work relationships as a reoccurring connection between two people that takes place within the context of work and careers and is experienced as mutually beneﬁcial, where beneﬁcial is deﬁned broadly to include any kind of positive state, process, or outcome in the relationship” (2006). This can be applied to both a campus programming board and the student government. since the basic purpose of each of these is to positively impact the student experience, working together towards the presumed outcome would be mutually beneﬁcial. if each organization is contributing to enhance the experience of the student body, there should be plenty of easy ways to work together. Ways to Develop a Better Relationship Let’s take a look at a few creative ways you can work to impact the development of this type of relationship with the sga on your campus. Attend an SGA meeting.
what types of meetings does the student government hold? are there any meetings that are open to the general campus population? by attending an sga meeting, you can better understand how the organization operates, as well as gain insight on its current projects on campus. if you cannot physically attend an sga meeting, ﬁnd out if minutes are posted online? at a minimum, you want to understand the sga’s current priorities as an organization. Ask to introduce your executive board to the SGA executive board.
a great way to start building a positive relationship is by actually knowing with whom you might be working. Contact a member of the sga’s executive board to ﬁnd out if you could bring your campus programming board’s oﬃcers by to oﬃcially introduce yourselves to the sga oﬃcers. Think about the last time you ﬁnally met an agent or artist with whom you have talked several times on the phone. wasn’t it great to put a face with the voice on the other end of the line? in just the same way, if you plan to reach out to the student government to start working with them, look for a way to ﬁrst personalize the connection between your groups as individuals. Look for a program that the SGA is sponsoring, attend it, and then invite SGA members to one of your programs.
your campus programming board can get to see how the sga operates by attending an event it is sponsoring. This is a great way to see how the sga executes an event, as well as show support for the organization. once you have attended one of the sga events, send a personalized invitation to the organization’s members for one of your own events. Here at embry-riddle aeronautical university in daytona beach, FL, the sga may not understand
November/December 2011 Campus Activities ProgrammingTM
every aspect of putting together an entertainment event, but its members deﬁnitely have an idea of how much work the programming board puts into planning and executing an event. in addition to showing support for one another, attending each other’s events helps to foster mutual respect between your organizations.
References ragins, b. and dutton, J. (2006). Positive Relationships at Work: An Invitation and Introduction. in J. dutton and b. ragins, Exploring Positive Relationships at Work: Building a Theoretical and Research Foundation. Lawrence erlbaum publishers.
Oﬀer to help with the programs SGA is implementing.
Campus programming boards are deﬁnitely in the business of organizing programs and promoting them. because your board is accustomed to doing these things, oﬀer to help a member or a committee of the sga with promoting one of its events. your board has a frequently used skill set that the overall sga membership may not. whether it’s sharing ideas or recruiting extra volunteers to help, if you can assist the student government with what it is trying to accomplish, you lay a foundation of contributing to the success of the organization. Then, the next time your programming board needs help with an event, there is a basis for seeking help from the student government. Determine whether both organizations can participate in a leadership training together.
both the campus programming board and the student government association must demonstrate leadership skills within their own organizations. a great way to build the relationship between these two organizations is to utilize a common training opportunity. whether you attend a retreat or go to an on-campus leadership seminar, look for ways to gain similarities. if members from both organizations attend the same leadership training, you will spend time together, as well as work on skills from which each organization can beneﬁt.
About the Author Amy Vaughan Deahl is associate director of student activities & Campus events at Embry-Riddle Aeronautical University (FL). she also served as a residence
hall director at the university of south Florida and as student activities coordinator at blackburn College (iL). active in naCa, she most recently served as a 2011 national Convention graduate intern mentor. she also recently served as the naCa® south rCpC Chair, aer having served naCa® south as its business networks Coordinator, production assistant Coordinator, Camp Coordinator, mainstage production Coordinator and Club showcase Coordinator. she was the 2009 recipient of the C. shaw smith new professional award. she also received an outstanding service Citation from naCa® south. she holds a bachelor’s degree in biology and spanish from Carson-newman College (Tn) and a master’s degree in college student aﬀairs from the university of south Florida.
Organize a day of teambuilding with SGA members.
an easy way to build or strengthen the relationship between the campus programming board and the student government is to spend time together participating in teambuilding activities. it sounds like an easy and obvious idea. The key to making this successful, though, is to get the buy-in of both groups. participants need to feel they will beneﬁt from spending their time on this activity. approach the idea with a positive attitude and look for help in planning so the games or activities are purposeful. Seek assistance from your adviser(s) to build a connection between the two organizations.
don’t forget one of the best resources available to you—your programming board adviser. almost every organization on a college or university campus has an adviser. many times, those advisers have met and know other advisers. if you feel you have tried some of these ideas and you are still struggling to initiate or build a relationship with the sga, ask your adviser for help. They may already know the sga adviser and can help you build a bridge to a positive working relationship with the organization. Begin Building that Relationship Now There are many other ways to build a positive working relationship with the student government—just use your creativity. even if it is something as simple as having a conversation over a cup of coﬀee, you have to start somewhere. remember both of your organizations can beneﬁt greatly by developing a relationship and working together. but having a positive working relationship between your campus programming board and the student government does not happen overnight. it is a process. but, if you start with a positive attitude, you have one foot in the door.
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Both groups exist, in some form, to enhance and improve the student experience. To think that a student government association and a campus programming board have nothing in common would be to ignore the basic purpose of both organizations.
TEN QUESTIONS with 1. Leadership/management book you are currently reading?
8. Tip you can share for balancing work with a personal life?
I’m currently ﬁnishing up a great book called Student Success in College by Kuh, Kinzie, Schuh and Whitt.
For me, the most important things are to prioritize my time away from work to have space to do things that really energize me. Whether those are work related or completely separate, I make a huge point to step away from my job and put my work hat in the closet during weekends and breaks. Nothing is so pressing that it can’t wait a few days, and that time oﬀ will only help me be better at my job in the long run.
2. What recent campus program most exceeded your expectations and why?
I recently began a position in Residential Education at Stanford University, so I am experiencing a host of programs for the ﬁrst time! In particular, an event during New Student Orientation called Faces of Community has really le a lasting impact on me. At this event, a number of current Stanford students spoke about their personal journeys to and while at Stanford, and their how lives prior to college have shaped how they have experienced their time here. 3. Favorite campus program in your entire career and why?
My favorite campus program would have to be the 2010 Homecoming Comedy Show at the University of Maryland that featured Demitri Martin and Mike Birbiglia. I had the pleasure of working on this with some truly amazing students who made a good program absolutely unforgettable for me and all in attendance! 4. Three things on your desk right now you couldn’t live without for work?
• My cell phone • A collage of family pictures • My notebook (an actual notebook, not a computer!) 5. Best teaching tool for your students?
Experience, in my opinion—there is no better teacher than hands-on learning where students have the chance to get their feet wet and really learn what to do and how to do it. While not always the easiest route, it is almost always the most rewarding and memorable.
9. Best programming advice you’ve ever received?
Chris CorcesZimmerman Program Associate Stanford University (CA)
6. Technology that most beneﬁts you at work?
I would have to say my cell phone. Between making phone calls, sending emails/texts, searching websites, taking pictures, and beyond, it is incredibly versatile and I oen feel at a loss without it! 7. Most challenging aspect of your job?
The most challenging aspect of my job has been the very gradual process of learning a new institutional culture while working in an oﬃce that is very much in transition. Residential Education at Stanford is on a path towards greatness, both in practice and in the people who are working here. Like many paths, there are curves and hills along the way, but they make it worth the climb at the end.
While it has never been directly expressed to me in words, modeling aer supervisors in my interactions with students has been an invaluable lesson. I ﬁrmly believe in the power and capability that students have to achieve and learn through their involvement on campus. As a professional, my hope is to be a resource for them so they can go on to achieve everything they have in mind for their programs and their college experience as a whole. 10. Something unique about your programming board?
One unique aspect about the programming board at the University of Maryland (Go SEE!!), where I was a graduate student, is that it is extremely decentralized in the sense that each director has a certain set of responsibilities (some programmers, some promoters, some production specialists) and all do their own piece towards the successful execution of a program. One person does not do multiple jobs or pieces of a program. The students work together and rely on each other to create programs that serve as the foundation to the student experience at Maryland.
“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 email@example.com.
November/December 2011 Campus Activities ProgrammingTM C3
Campus Activities Programming™ Magazine - November/December 2011