The Phoenix Member Education Manual - Chapter Edition

NOBLE LESLIE DEVOTIE

SAEFOUNDERMEETING

SIGMA ALPHA EPSILON IMPORTANT DATES & DEADLINES

UPCOMING EVENTS

EDUCATIONAL EVENTS

RITUAL ACADEMY - EVANSTON, IL

LEADERSHIP SCHOOL - GARDEN GROVE, CA

RITUAL ACADEMY - EVANSTON, IL

LEADERSHIP SCHOOL - EVANSTON, IL

CONVENTION

169TH ANNIVERSARY CONVENTION

ATLANTA, GEORGIA

EARLY REGISTRATION OPENS

EARLY REGISTRATION CLOSES

REGULAR REGISTRATION OPENS

REGULAR REGISTRATION CLOSES

HOTEL RESERVATION DATE CLOSES

HAVE A QUESTION?

AUGUST 4-6, 2023

JANUARY 4-7, 2024

AUGUST 2-4, 2024

JANUARY 9-12, 2025

JUNE 19-22, 2025

APRIL 1, 2025

APRIL 30, 2025

MAY 1, 2025

MAY 27, 2025 - 5:00 PM ET

MAY 27, 2025 - 5:00 PM ET

Contact your the Fraternity Service Center at contact.. Don’t know your point of contact? Check out the chapter coverage map or email us at contact@sae.net.

REPORTING REMINDERS

• Maintain up-to-date membership and officer rosters as changes occur.

• Report and initiate Candidates for Membership within 96-hours of bid acceptance.

• Pay for new intiates within 10 days of Initiation.

• Report all incidents using the Incident Report within 24 hours of the incident.

• Complete all officer transitions within two weeks of elections.

SERVICE & PHILANTHROPY

Don’t forget to regularly report your chapters service hours and philanthropy dollars.

REPORTING DEADLINES

SEPTEMBER 11, 2023 | SEPTEMBER 9, 2024

Update Rosters for Fall Invoice

SEPTEMBER 15, 2023 | SEPTEMBER 16, 2024

Fall Invoice Due

NOVEMBER 15, 2023

House Corporation Annual Report Due

FEBRUARY 12, 2024 | FEBRUARY 10, 2025

Update Rosters for Spring Invoice

FEBRUARY 15, 2024

Spring Invoice Due

APRIL 15, 2024

Alumni Association Annual Report Due

MAY 15, 2024

Eminent Archon Report Report change of officers for the Fall

Chapter & Colony 990s †

Housing Corporation 990s †

Alumni Association 990s †

Province 990s †

† Applicable if your fiscal year ends December 31.

† File Form 990 with the IRS by the 15th day of the fifth month following a fiscal year end.

FOUNDATION SCHOLARSHIPS

NOVEMBER 1, 2023

Foundation Scholarship Application Opens

MARCH 1, 2024

Foundation Scholarship Application Closes

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Submit your good news to communications@sae.net to be featured in The Record or The Record Online

MEMBER EDUCATION

The purpose of member education is to develop brothers into their full potential as True Gentlemen. In our effort to achieve the highest standards of friendship, scholarship, leadership, and service for our brothers, we must educate them on a variety of topics. This includes the history and traditions of Sigma Alpha Epsilon, as well as personal and professional development topics like academic success, how to be a leader, and being a good brother.

Though other organizations may begin their education through a new member program, we do not. Sigma Alpha Epsilon eliminated pledging in 2014. This was a historic move not just for this organization, but for all fraternities and sororities. SAE led the way by removing the two-tiered membership experience and implementing an educational experience for ALL members. Since then, SAE’s member education program has taken on multiple forms but has always included the 96-hour Bid-to-Initiate process.

Our current version, The Phoenix Member Education Program, was piloted with nearly thirty chapters in Spring 2020 and was rolled out to all emerging chapters and chapters in Fall 2020. As part of this new program, the Fraternity Service Center developed facilitator guides for each lesson and component. Every lesson has a detailed outline, so any brother delivering a lesson knows exactly what information should be covered and ways to cover it. This newest manual edition for 2023 allows Member Educators to pick and choose the lessons that will best suit the needs of your emerging chapter or chapter. The Fraternity Service Center understands not every group is the same or has the same needs, so this updated version allows for flexibility in approach while still covering the core necessities of member development. This manual is meant to serve as a resource for Member Educators and other chapter leaders as you plan and facilitate SAE’s member education.

THE PHOENIX MEMBER EDUCATION PROGRAM

Why this format?

• Education for all members takes us back to our roots before fraternities adopted pledge processes in the mid-1900s. Our founders did not earn their membership through a process but rather earned it every day by living as a True Gentlemen.

• Pledging drives division between groups of brothers. Sigma Alpha Epsilon’s approach to education and brotherhood intentionally eliminates this and focuses on unity of the entire chapter.

Why it works:

• Including all members in the education program keeps everyone engaged in the ongoing learning process. It gives older members the opportunity to help facilitate lessons for the chapter and for members to learn from each other.

• Professional and personal development topics covered in the lessons make your members better men and help prepare them with the necessary skills for successful careers and their lives after graduation.

• If you get to know men before you give a bid there is no longer a need for an extended candidacy period. By the time someone accepts a bid you should already know he will make a great SAE. Once he is initiated he can immediately become a positive contribution to the chapter and continue his education throughout his undergraduate career as an alumnus.

How this fits into my emerging chapter or chapter:

• Member Onboarding takes place during the 96 hours between bid acceptance and initiating a candidate for membership and continues for an additional three weeks once candidates are initiated. The live programs during the Pre-Initiation Period are for all members, serving as an opportunity to continually re-educate and reengage older members.

• The other education sessions (Brother-to-Brother Lessons) are designed to fit into your chapter meetings when everyone is already gathered together.

• This program is the baseline all chapters and emerging chapters are required by fraternity law to implement. You are always encouraged to do more than the minimum number of requirements and to add in other appropriate educational and brotherhood activities for the entire membership to help meet your emerging chapter’s or chapter’s needs.

THE PHOENIX MEMBER EDUCATION PROGRAM

The Phoenix Member Education Program was inspired by the feedback and collaboration of Sigma Alpha Epsilon’s undergraduate brothers. This program replaced The True Gentleman Experience as SAE’s member education program and provides programming for every member of the chapter.

There are two exciting components of The Phoenix Member Education Program:

MEMBER ONBOARDING

Member Onboarding offers programming for our Candidates for Membership and programming for initiated members to intentionally welcome members to the chapter, and reflect on membership thus far. This programming engages the whole chapter during initiation week, within the 96 hours from bid to initiation, and the three weeks following initiation.

BROTHER-TO-BROTHER LESSONS

Brother-to-Brother Lessons are weekly lessons facilitated by the Member Educator (with the help of other chapter leaders) and are meant for all brothers of the chapter. Each lesson enriches members with the knowledge of Sigma Alpha Epsilon history and core values, as well as how the lessons of history apply to us today.

There are six categories of the Brother-to-Brother Lessons. Lessons from all categories will be required each term, some of which are pre-selected and the rest of which you may choose based on your chapter’s needs.

MEMBER ONBOARDING

PRE-INITIATION MEMBER ONBOARDING INTRODUCTION & CHECKLIST

Member Onboarding is both a process of welcoming candidates for membership to the fraternity and a recommitment to the values of Sigma Alpha Epsilon for initiated brothers. As outlined below, Pre-Initiation Member Onboarding takes place over a 3-4 day period (between bid acceptance and initiation). While the program is designed for a 3-day period, it can be expanded to the full 96 hours or compressed. It consists of a hybrid of online education through our learning management system and facilitated meetings between members and the candidates for membership.

The outline below details what should take place during each day of the Member Onboarding process:

DAY 1 - WELCOMING OUR MEMBERS (PAGE 6)

1. Bid Acceptance

2. Meeting #1

a. Welcome & Registration (Candidates for Membership)

b. Recommitment to Sigma Alpha Epsilon (Initiated Members)

c. Chapter Introduction (All Members)

DAY 2 - PREPARING FOR INITIATION (PAGE 11)

1. Meeting #2

a. The Meaning of Membership (Candidates for Membership)

b. Alumni Activity (Candidates for Membership and Alumnus)

2. Online Module

a. Pre-Initiation Member Onboarding Course

DAY 3 - INITIATION (PAGE 15)

1. Meeting #3

a. Pre-Initiation Review (Candidates for Membership)

b. Pre-Initiation Review (Initiated Members)

c. Initiation Ceremony (All Members)

d. Chapter Meal (All Members)

Select an initiation team and practice the ceremony.

Date your chapter hands out bids.

Date bids are finalized/accepted.

Initiation date

Invite alumni for Alumni/Candidate meeting on Day 2.

Invite alumni to Initiation & chapter meal.

Reserve rooms and prepare materials for the following meetings:

Welcome & Registration (Candidates for Membership) (65 min)

Recommitment to SAE (Initiated Members) (50 min)

Chapter Introduction (All Members) (95 min)

The Meaning of Membership (Candidates for Membership) (70 min)

Alumni Activity (Candidates for Membership and Alumni) (50 min)

Pre-Initiation Review (Candidates for Membership) (20 min)

Pre-Initiation Review (Initiated Members) (20 min)

Initiation Ceremony (All Members)

Chapter Meal (All Members)

WELCOME & REGISTRATION - CANDIDATES FOR MEMBERSHIP

DESCRIPTION:

Once potential members have accepted their bids, this meeting will provide steps and instructions to report them to the Fraternity Service Center, granting them access to membership education resources.

BEFORE MEETING:

GOALS:

• Welcome candidates for membership.

• Register candidates for membership through The SAE Portal.

• Review online requirements and upcoming schedule.

• Collaborate with the Eminent Treasurer to help plan and facilitate this session.

• Acquire multiple computers for faster registration.

• Collect full names and email addresses of each candidate for membership.

• Make sure you have officer access to The SAE Portal (usually Eminent Archon & Eminent Treasurer).

OUTLINE (65 MINUTES)

WELCOME: (5 MINUTES)

1. Welcome the candidates for membership

2. Share the goals of the meeting (listed above)

ENTRY TO THE SAE PORTAL: (20 MINUTES)

1. Add candidates for membership to your chapter’s official roster via The SAE Portal by clicking “Add Member” or “Add Members in Mass.”

2. Candidates for membership will receive an email instructing them to establish their The SAE Portal account

a. If candidates don’t receive the email automatically, you can send the email manually by:

i. Go to The SAE Portal

ii. Click Chapter

iii. Click Member Initiation Reporting

iv. Select the email icon under the “Actions” column where you can send the email immediately.

3. Instruct candidates to log into their The SAE Portal account to complete their registration

INTRODUCTIONS: (20 MINUTES - TAKES PLACES CONCURRENTLY WITH THE ENTRY INTO THE SAE PORTAL)

1. While the candidates for membership are registering in The SAE Portal, have everyone else in the room introduce themselves by answering the following questions:

CANDIDATES FOR MEMBERSHIP INTRODUCTIONS

a. Name

b. Major

c. What city & state are you from

d. One hobby or talent you have

2. Have active members in attendance (and alumni if applicable) introduce themselves first to break the ice

3. If some candidates for membership are still registering after all the introductions, ask the following questions:

a. What are you looking to get out of joining SAE?

b. Why did you join SAE?

WELCOME & REGISTRATION - CANDIDATES FOR MEMBERSHIP - CONTINUED PRE-INITIATION MEMBER ONBOARDING DAY 1

EXPECTATIONS OF A MEMBER: (10 MINUTES)

1. As a member of the Fraternity, there are certain things that are expected of you. Every member of the chapter must complete the following 7 expectations each semester:

1. You must maintain a minimum GPA of 2.5 or higher (as specified by chapter bylaws)

i. Our chapter’s minimum GPA is ______

ii. First and foremost, you are here to graduate from this school

iii. GPAs are reviewed each semester

2. You must be involved in at least one additional campus or community organization (The member educator can help you find involvement opportunities)

i. Proof of involvement is required each semester

3. You must complete at least 85% of educational assignments throughout the year

i. We host weekly educational sessions at chapter meeting for all members

4. You must attend at least 75% of chapter Ritual events

i. Initiations, graduation ceremonies, and installation of officers

5. You must be financially current or on an approved payment plan

i. Your initiation fee is $310 and semesterly dues are ______

6. You must complete a minimum of 20 service hours per academic year (The member educator can help you find service opportunities)

7. You must attend at least 85% of chapter meetings

i. Your attendance will be tracked during roll call each week

Add any additional expectations your chapter might have for ALL members

2. Members who fail to meet the expectations are held accountable by the chapter’s standards or judicial board.

a. As an SAE you earn your membership every day

b. Remember, if the SAE experience isn’t for you after hearing our expectations, you can withdraw now without judgement.

3. Ask for questions. If no one has a question, consider asking them the following:

a. Which of the expectations that I described excites you the most?

b. Which of the expectations do you think you might struggle with?

ONLINE COURSE OVERVIEW: (5 MINUTES)

1. As part of the Pre-Initiation Member Onboarding, Candidates for Membership will need to complete the “Pre-Initiation Member Onboarding Module” online through SAE’s learning management system. They should receive an email tomorrow morning that will lead them to the course and give them instructions for logging into the system. This course MUST be completed before Candidates for Membership can participate in the Initiation Ritual.

WELCOME & REGISTRATION - CANDIDATES FOR MEMBERSHIP - CONTINUED PRE-INITIATION MEMBER ONBOARDING DAY 1

SCHEDULE FOR THE NEXT FEW DAYS: (5 MINUTES)

1. Discuss the schedule

2. Allow for questions

WHEN WE LEAVE HERE

a. We will go into a meet & greet with the entire chapter

b. When you receive your email from saesupport@xceleratemedia.com, create an account on our online learning platform and complete the Pre-Initiation Member Onboarding Module. Make sure it is not in your Spam Folder.

TOMORROW WE WILL THE DAY AFTER TOMORROW

a. Meet again at (TIME) and (LOCATION)

b. We will talk about the meaning of SAE membership and interact with an alumnus/a few alumni of the Fraternity.

c. Make sure you complete the PreInitiation Member Onboarding Module

a. We will have another meeting about initiation and what to expect

b. Wear badge attire at the Initiation Ceremony (coat & tie, dress pants, socks, and dress shoes)

c. In total, the activities that day are estimated to be about 4 hours. You will need to arrive one hour before the ceremony. The ceremony will last about an hour (might be more if you have more than 20 candidates), and then finally a meal with the entire chapter.

NOTES:

• Do the Eminent Archon, Member Educator, and Eminent Treasurer have access to report members in their SAE Portal account? If you’re not sure, contact the Membership & Records department at 847-475-1856 or your Chapter Services Consultant.

• Click the link to see the Reporting New Members Guide for further assistance with reporting new members.

• Click the link to see the Candidate for Membership Handout with all of this information listed.

• Click the links to see the Reporting New Members Resource and the Adding PNMs to the Recruitment Tool Resource if you need assistance navigating through The SAE Portal.

RECOMMITMENT TO SAE - INITIATED MEMBERS

DESCRIPTION:

Before we welcome the candidates for membership into the Fraternity, it is important that we reflect on our time in the chapter and recommit to SAE.

BEFORE MEETING:

GOALS:

• For initiated members to reflect on their time in SAE.

• For initiated members to recommit to the ideals of SAE.

• Meet with the Eminent Archon so he is prepared to lead this session.

OUTLINE (50 MINUTES)

WELCOME: (5 MINUTES)

1. Welcome everyone to the session

2. Say/paraphrase the following:

a. The candidates for membership are getting registered with the Fraternity, and before we collectively get together, we will take some time to reflect and recommit to SAE. These next few days are a time not only to onboard our newest members, but to onboard ourselves again with the aims and ideals of our Fraternity.

ACTIVITY: (40 MINUTES)

1. Divide the chapter into groups of 4-5 men from different graduating classes

2. Once in their groups, have each member discuss the following questions: (4-5 minutes for each question)

a. What do you remember most about your initiation?

b. What do you wish you knew before getting initiated?

c. What has SAE helped you learn about yourself since you were initiated?

d. Which brother(s) helped you out the most during your first semester as an SAE? What did he/they do that you appreciate the most?

e. What does it mean to you to be a True Gentleman SAE?

3. Reconvene as a group and, for each question, ask for a few members to share their answers with the whole chapter.

4. Ask and discuss the following question with the entire chapter:

a. As The Phoenix reminds us, we must strive to make the Fraternity, ourselves, and our world better than we found it. What can we do to assist our newest members and ensure they have the best experience this week and beyond?

WRAP-UP: (5 MINUTES)

1. Remind everyone that the candidates for membership will be joining you soon and everyone will introduce themselves to the candidates by using the prompts below:

a. Name

b. Major

c. Office Position (if applicable)

d. A brief answer to the question: “What does it mean to you to be a True Gentleman SAE?”

NOTES:

The Eminent Archon should keep track of time and work to keep the discussion focused and the lesson moving.

DESCRIPTION:

This session provides introductions and social time for candidates for membership and initiated members to begin building meaningful friendships that will be the foundation of their brotherhood.

BEFORE MEETING:

GOALS:

• To introduce candidates for membership and initiated members.

• To provide social time for members to get to know one another.

• Meet with the Eminent Archon so he is prepared to help you lead this session.

• Provide food like pizza, sandwiches, and non-alcoholic refreshments for the chapter. Don’t forget plates, napkins, and utensils.

OUTLINE (95 MINUTES)

WELCOME: (5 MINUTES)

1. Welcome everyone to the session

2. Say/paraphrase the following:

a. To the whole group: It’s important that we have the entire chapter here tonight because this is when we really start getting to know our candidates. We know they’re awesome; we’ve offered them membership into SAE, and now we can start getting to know them as brothers. This is also an opportunity for us to start showing them what it means to be an SAE on this campus.

b. To the candidates for membership: We already know that you’re all have a lot to offer SAE, that’s why we offered you bids. Tonight is for you to get to know us, and each other, too. Thank you for choosing SAE—we hope tonight is the start of many lifelong friendships.

INTRODUCTIONS: (30 MINUTES)

1. Begin by introducing the idea of “The True Gentleman.” Explain what it is and why it’s important

2. Instruct the chapter to rise and recite “The True Gentleman” together

3. Ask initiated members and then the candidates for membership to introduce themselves using the prompts below:

CANDIDATES FOR MEMBERSHIP INTRODUCTIONS INITIATED MEMBERS INTRODUCTIONS

a. Name

b. Major

c. Office Position (if applicable)

d. “What does it mean to you to be a True Gentleman SAE?”

a. Name

b. Major

c. What city & state are you from

d. One hobby or talent you have

4. Once introductions are completed, the Eminent Archon should say/paraphrase the following:

a. In the previous session I asked the active brothers the following question: “What can we do to assist our newest members and ensure they have the best experience this week and beyond?” I want you to hear some of their answers.

5. Allow 3-5 brothers to share their answers, and reiterate your commitment to the new candidates for membership.

BROTHERHOOD ACTIVITY: (60 MINUTES)

1. Begin the casual brotherhood activity, and provide food and refreshments for the chapter.

2. Encourage everyone to meet new people throughout the night.

3. Consider having a variety of activities such as: Televised or In-Person Sporting Event, Video Games, Cards, Board Games, and Pool.

NOTES :

The purpose of the evening is to get to know one another, so make sure your activity is conducive to conversation and socializing.

DESCRIPTION:

To provide candidates for membership with an understanding of the ‘why’ of our Ritual in advance of the initiation ceremony.

BEFORE MEETING:

GOALS:

• Prepare candidates for membership for the initiation ceremony.

• Meet with the Eminent Archon so he is prepared to help you lead this session.

• The Eminent Archon or Member Educator should review all candidates in The SAE Portal to make sure they claimed their accounts and completed/began completing the online courses.

• Have a copy of the Ritual Book of Sigma Alpha Epsilon.

• Provide copies of “The True Gentleman.”

• Provide paper, pens, and envelopes for each candidate for membership.

OUTLINE (50 MINUTES)

WELCOME & INTRODUCTION: (5 MINUTES)

1. Welcome the candidates for membership

2. Ask everyone to briefly introduce themselves again and take roll

3. Say/paraphrase the following:

a. Soon you will be participating in the Initiation Ceremony of Sigma Alpha Epsilon. This is a ceremony that has roots in our origin and has been shared with every initiate of the Fraternity. Before the ceremony takes place, we think it’s important for you to reflect and discuss why you are joining and what your expectations are for initiation – before, during, and after.

REFLECTION ON JOINING: (10 MINUTES)

1. Divide the candidates for membership into groups of 2-3 men

2. Ask each group to discuss the following questions:

a. Why are you joining SAE?

b. What do you hope to learn during initiation?

c. What is a ritual?

3. Return as a group and ask for a few volunteers to share their answers with the whole group

EXPECTATIONS FOR INITIATION: (10 MINUTES)

1. Show the candidates for membership a copy of The Ritual of Sigma Alpha Epsilon

2. Say/paraphrase the following:

a. This is The Ritual of Sigma Alpha Epsilon. I’m showing you this copy of it now, and we will be passing it around to each of you shortly. While you hold it, we ask that you do not open it. When the book comes to you, it is your turn to speak and to answer the question, “What excites you the most about the idea of initiation?” Or “What do you think or expect will happen during initiation?”

b. Pass the book around and allow each person to answer one of the following questions:

i. What excites you the most about the idea of initiation?

ii. What do you think or expect will happen during initiation?

3. Once everyone has a chance to hold the book and speak, say/paraphrase the following:

a. During your initiation you will:

ii. Hear a bunch of unusual sounding titles and words

iii. Members will be wearing fancy robes

iv. Nothing improper (hazing, etc) will take place

v. You will be moved around the room as a group while members explain the symbolism and significance of the Fraternity

b. Because the nature of our Ritual is private, we cannot share everything with you right now. This is to help you prepare yourself for the exciting step in your life soon to take place.

THE MEANING OF MEMBERSHIP - CANDIDATES FOR MEMBERSHIP - CONTINUED

WHAT WE EXPECT OF YOU: (10 MINUTES)

1. Ask and discuss the following question:

a. What do you think we expect out of you during the ceremony?

2. Share the following expectations with the candidates for membership:

a. You may be standing for nearly an hour.

b. When asked a question, respond ‘I do’ if you agree.

c. You will be asked to pronounce your name individually.

d. Please dress in a coat and tie with a button down shirt.

e. Throughout the ceremony, a brother will be giving you guidance on what to do.

f. You’re going to hear some things in Greek. If you don’t hear it or understand it, we will explain it to you after the ceremony again.

g. Please don’t expect to understand everything about the Ritual in one day. The Fraternity offers an educational program on the study of our Ritual for initiated members.

h. After you are initiated, you may borrow a Ritual book to study and review after initiation.

i. Relax and enjoy yourself - many brothers say this is one of the moments they remember most during their time as an undergraduate.

3. Share the following oaths with the candidates for membership so they know what they’ll be agreeing to:

a. You will follow all chapter laws and policies of the Fraternity.

b. You will pay your bills on time.

c. You will recruit the best men for the Fraternity.

d. You will study hard, do as well as you can academically, and help others do the same.

e. You will conduct yourself as outlined by the definition of a “True Gentleman.”

f. You will be friendly with members of the Fraternity and not spread rumors or gossip.

g. You will stand up for a brother when someone is speaking ill of him.

h. You will not haze or allow yourself to be hazed.

i. You will help brothers who are at odds with each other resolve their conflict.

j. You will resolve issues between brothers using your influence.

k. You will swallow your pride and yield to your brothers when you are wrong.

4. Ask and discuss the following question:

a. Why do you think we have these oaths?

WHAT YOU EXPECT OF US: (10 MINUTES)

1. Say/paraphrase the following:

a. Membership in Sigma Alpha Epsilon is for life. Upon your initiation, you are a full member with all the same rights, responsibilities, and privileges as any other member. Membership is a two-way street. We have provided you over the past two days with what we expect of you, but now we want to know what you expect of us.

2. Ask and discuss the following question:

a. What do you expect of us?

3. Reassure the candidates for membership that hazing is not permitted in SAE.

THE MEANING OF MEMBERSHIP - CANDIDATES FOR MEMBERSHIP- CONTINUED

WHY WE HAVE RITUAL: (10 MINUTES)

1. Ask and discuss the following question:

a. Why do you think we have a ritual?

2. Once everyone answers, be sure to emphasize the following:

a. Ritual is what makes us unique. It sets us apart from other fraternities and sororities. It also explains the obligations and requirements of membership, and outlines that joining a fraternity is not something to be taken lightly, nor is it something that is easy to quit.

3. Pass out copies of “The True Gentleman.”

4. Ask and discuss the following question:

a. You’ve heard us talk about “The True Gentleman” already. What are some of the values in the creed that stand out to you?

5. Once everyone answers, be sure to emphasize the following:

a. “The True Gentleman” holds us to a higher standard. You will be expected to recite this later in the semester. Keep in mind what we discussed here, and listen for the values discussed tomorrow during the ceremony.

TOPOI ACTIVITY: (10 MINUTES)

1. Distribute pens, paper, and envelopes.

2. Explain the activity to the group by saying/paraphrasing the following:

a. You are going to write a ‘Topoi’ [pronounced Toe-Poy]. A Topoi is an evolution of a practice from our founders. In this letter to yourself, put down your thoughts, expectations, and goals for yourself as you are about to embark upon this next stage in your life with membership in Sigma Alpha Epsilon. This is to yourself, which we will seal, collect, and then hold until your graduation ceremony from the Fraternity. At that time, you’ll get the Topoi back and you can see how much you may have changed.

3. After 10 minutes, ask the candidates for membership to seal and write their names on the envelopes

4. Collect the envelopes and keep them in a safe place

CLOSING: (5 MINUTES)

1. Thank the candidates for membership for their work today.

2. Remind the candidates for membership of the following:

a. Dress code for initiation tomorrow.

b. Time and place for initiation tomorrow (and how early they should arrive).

c. Remind them to complete the Pre-Initiation Member Onboarding Module tonight if they haven’t already. They will not be permitted to go through initiation if it is not completed.

NOTES:

ALUMNI ACTIVITY (RECOMMENDED) - CANDIDATES FOR MEMBERSHIP & ALUMNUS

DAY 2

DESCRIPTION:

An alumnus will provide insight to candidates for membership on what to expect by becoming a member of SAE. This will be achieved by answering 3 questions for the candidates: Why did you join? What did you hope to get?

What did you hope to give?

BEFORE MEETING:

GOALS:

• To convey a sense of organizational longevity.

• To share a different perspective on membership.

• To introduce the concept of stewardship.

• Select between one to three distinguished alumni to facilitate this activity.

• Provide them with this guide so that they are prepared for the discussion to take place at least one week in advance.

• Provide copies of “The True Gentleman.”

OUTLINE (50 MINUTES)

INTRODUCTIONS: (5 MINUTES)

1. Ask alumni members and then the candidates for membership to introduce themselves using the prompts below:

CANDIDATE FOR MEMBERSHIP INTRODUCTIONS ALUMNI INTRODUCTIONS

a. Full name

b. University/Chapter designation

c. Graduating year

d. Where they currently live and what they do for a living

REASONS FOR JOINING: (15 MINUTES)

a. Name

b. Major

c. What city & state are you from

d. One hobby or talent you have

1. Alumnus should ask and discuss the following question with the candidates for membership:

a. What are some reasons you are joining Sigma Alpha Epsilon?

2. After hearing some of the reasons the students joined the organization, the alumnus should share their own stories about why he joined and what it meant to him. (This would be a great opportunity for the alumnus to share photos and other memorabilia).

BENEFITS OF MEMBERSHIP: (15 MINUTES)

1. Alumnus should ask and discuss the following question with the candidates for membership:

a. What do you hope to gain by joining SAE?

2. After taking a few responses, the alumnus should share what he hopes the candidates for membership will gain by joining SAE.

3. Alumnus should also express how his relationship with SAE has grown as an alumnus (have him share any earned awards or memorabilia).

GIVING BACK TO THE ORGANIZATION: (10 MINUTES)

1. Alumnus should describe some of the ways he’s given back to the organization (time, talents, donations, volunteering, etc.).

2. Alumnus should ask and discuss the following question with the candidates for membership:

a. When you picture yourself as an alumnus of SAE, what do you see?

QUESTIONS & CLOSING: (5 MINUTES)

1. After completing the conversation, alumnus should wish the candidates luck on their journey to initiation.

2. Allow the candidates to ask the alumnus any questions.

NOTES:

Remember that the candidates for membership have not yet been initiated, so information regarding the Ritual should not be shared.

THISLESSONCONTAINSPRIVATE RITUALINFORMATION.

TOACCESSTHESELESSONSVISIT

PORTAL.SAE.NET AND CLICK "LEARNING MODULES"

THISLESSONCONTAINSPRIVATE RITUALINFORMATION.

TOACCESSTHESELESSONSVISIT

PORTAL.SAE.NET AND CLICK "LEARNING MODULES"

THISLESSONCONTAINSPRIVATE RITUALINFORMATION.

TOACCESSTHESELESSONSVISIT

PORTAL.SAE.NET AND CLICK "LEARNING MODULES"

POST-INITIATION MEMBER ONBOARDING INTRODUCTION & CHECKLIST

Once the 96-hour bid-to-initiation period ends, and the Candidates for Membership are initiated, a three-week process called “PostInitiation Member Onboarding” begins. Post-Initiation Member Onboarding will provide newly initiated brothers with the knowledge and information they need to have a safe and successful SAE collegiate member experience.

Each week, new initiates will complete two online modules to educate themselves on various topics that are important to Sigma Alpha Epsilon. The modules must be completed each week before the weekly meeting. There will also be assigned chapters from The Phoenix and The History Book that will need to be read before the weekly meetings.

In addition, new initiates will attend an in-person meeting each week with their Member Educator and other relevant officers. The PostInitiation Member Onboarding Weekly Meetings serve as check-ins for new initiates and an in-person opportunity to learn more about Sigma Alpha Epsilon. During these meetings, new initiates will review the material from the online modules they completed, learn and practice The True Gentleman and songs of SAE, and review chapters from The Phoenix and The History Book

The outline below details what should take place during the Post-Initiation Member Onboarding process:

WEEK 1

1. Online Modules

a. Sons of Minerva

b. Becoming True Gentleman

2. Pre-meeting Reading from The Phoenix

a. Why Fraternity?

b. Mission, Vision, & Values

c. The True Gentleman: Outmoded or Immutable

d. The True Gentleman: An Interpretation

e. Greek Alphabet

3. Weekly Meeting (New Initiates)

WEEK 2

1. Online Modules

a. The History of SAE

b. SAE Infrastructure

2. Pre-meeting Reading

a. The Phoenix

• Our Insignia

• The Ritual of SAE

b. The History Book

• The Founders

• Our Historic Sites

3. Weekly Meeting (New Initiates)

WEEK 3

1. Online Modules

a. Leadership Development

b. Lifelong Membership

2. Pre-meeting Reading from The Phoenix

a. The Story of the Phoenix

b. Songs of SAE

c. Appearing Well in Any Company

d. The Governance of Our Fraternity

3. Weekly Meeting (New Initiates)

4. Big Brother/Little Brother Session (Big/Little Pairs)

Create a review process to discuss the chapters from The Phoenix and The History Book

Remind new initiates to complete assigned online modules and readings before each meeting

Create a brief presentation about your chapter’s local history, if one does not already exist

Create an efficient process for each member to recite The True Gentleman

Have all potential big brothers complete the Big Brother Mentorship Module

Reserve rooms and prepare materials for the following meetings:

Week 1 Meeting (New Initiates) (60 min)

Week 2 Meeting (New Initiates) (60 min)

Week 3 Meeting (New Initiates) (45 min)

Big Brother/Little Brother Session (Big/Little Pairs) (95 min)

CONTINUED MEMBER ONBOARDING - WEEK 1 POST-INITIATION ONBOARDING

DESCRIPTION:

PME Post-Initiation Onboarding Weekly Meetings serve as a check-in for new initiates and an in-person opportunity to learn more about Sigma Alpha Epsilon. This week’s meeting will have participants review Minvera’s Highway and Minerva’s Shield, practice reciting the TG and a few SAE songs, and review/discuss chapters from The Phoenix.

BEFORE MEETING:

• Have Minerva’s Highway pulled up to review.

• Have The True Gentleman pulled up on the SAE Website.

• Have Minerva’s Shield pulled up on the SAE Website.

GOALS:

• Confirm everyone’s completion of this week’s two modules.

• Review Minerva’s Highway.

• Learn and practice reciting the TG.

• Review Minerva’s Shield.

• Learn and practice singing SAE Grace, Hail to the Purple, and Friends.

• Cover the assigned chapters from The Phoenix.

• Have the song recordings of SAE Grace, Hail to the Purple, and Friends pulled up on the SAE Website.

• Create a review process/procedure to discuss the chapters from The Phoenix.

OUTLINE (60 MINUTES)

OPENING: (5 MINUTES)

1. Say/paraphrase the following:

a. Welcome to your first weekly meeting of the continued Member Onboarding of the Phoenix Member Education Program. PME Weekly Meetings serve as a check-in for new initiates and an in-person opportunity to learn more about Sigma Alpha Epsilon. This week’s meeting will review Minvera’s Highway and Minerva’s Shield, practice reciting the TG and a few SAE songs, and review/discuss a few chapters from “The Phoenix.”

b. To start off, we need to make sure everyone completed this week’s online modules. There were two lessons that should’ve been completed. [Take a minute or two to ensure everyone completed their modules. You can do this in the way that best fits your chapter (i.e. honor system, showing proof of completion, keeping track in a spreadsheet, etc.).]

MINERVA’S HIGHWAY: (10 MINUTES)

1. Ask the following:

a. To start us off, who can give me a short summary of the story of Minerva’s Highway? [Allow for one or two participants to share their answers, and hit on the following points of they were not said by volunteers first:]

i. When someone joins SAE, they are presented with three paths that they can choose to take: the Zero, the Nero, and the Hero.

ii. The Zeros “think their badge guarantees all,” they are complacent, and they can’t be insulted or inspired - they’re just there. The Neros “fiddle while their chapters are burning” like Emperor Nero did while Rome was burning. They do things for the fraternity out of selfish interests, try to liven things up for their own entertainment, and are willing to live by the reputation of the group but not the rules of the group. The Heroes “do and overdo all that the fraternity asks of them.” They seek to strengthen the chapter, never give up when things are bad, and don’t become complacent when things are good. They are the members that elevate the chapter.

iii. The three paths look similar at the beginning, but once you go down one of the paths it’s hard to switch to a different one.

2. Ask participants the following questions and allow volunteers to share their answers:

a. What stood out to you most while you were reading this story?

b. What was a major lesson or take away you gained from reading Minerva’s Highway?

c. How can you apply this to your SAE membership and experience within the fraternity?

CONTINUED MEMBER ONBOARDING - WEEK 1 POST-INITIATION ONBOARDING

RECITING THE TG: (10 MINUTES)

1. Say/paraphrase the following:

a. A large part of membership in Sigma Alpha Epsilon is living each day as a true gentleman. The True Gentleman or “The TG” is what we call our creed, and it outlines behaviors and actions that describe what being a true gentleman truly means. In your module this week you learned about the history of The True Gentleman. As you also heard, it is tradition for brothers to memorize the TG. We recite it in chapter meetings and at local and national events. Let’s take time to recite the TG together: i. [Practice together, going slowly line by line with the TG displayed on participants’ phones and/or on a screen. Then do it as a group without reading it.]

“The True Gentleman is the man whose conduct proceeds from good will and an acute sense of propriety, and whose self-control is equal to all emergencies; who does not make the poor man conscious of his poverty, the obscure man of his obscurity, or any man of his inferiority or deformity; who is himself humbled if necessity compels him to humble another; who does not flatter wealth, cringe before power, or boast of his own possessions or achievements; who speaks with frankness but always with sincerity and sympathy; whose deed follows his word; who thinks of the rights and feelings of others, rather than his own; and who appears well in any company, a man with whom honor is sacred and virtue safe.”

2. Ask the following:

a. In your opinion, why is the True Gentleman important? [Allow for volunteers to give responses. Be sure to hit on the following points if they are not brought up by participants first:]

i. It lists the expectations of members and how they should conduct themselves

ii. It serves as a guide for what we should look for in new members that we bring into the fraternity

iii. It reiterates the core values of SAE:

• Scholarship - “whose deed follows his word”

• Leadership - “whose self-control is equal to all emergencies…” “who does not flatter wealth, cringe before power, or boast of his own possessions or achievements…” “who thinks of the rights and feelings of others, rather than his own…”

• Friendship - “who is himself humbled if necessity compels him to humble another…” “who speaks with frankness, but always with sincerity and sympathy…”

• Service - “who does not make the poor man conscious of his poverty, the obscure man of his obscurity, or any man of his inferiority or deformity…”

3. Say/paraphrase the following:

a. The True Gentleman is what binds together all members of the fraternity: collegiate members, alumni members, members from different universities and different chapters, members who joined 50 years ago, and members like you who have just joined the brotherhood. Next week I’d like for more of you to be able to recite it from memory!

MINERVA’S SHIELD: (10 MINUTES)

1. Ask the following:

a. Who can tell me what Minerva’s Shield is? [Allow volunteers to answer, but hit on the following points of they are not stated by participants first:]

i. Minerva’s Shield is the name of SAE’s official health and safety guide. This document details all the expectations, protocols, and crisis procedures that all members are expected to understand and follow.

2. Say/paraphrase the following:

a. The very first thing in Minerva’s Shield is a copy of the Membership Agreement every member has signed. This covers both financial and conduct agreements. This was signed online when you claimed your account on The SAE Portal, but if you ever forget what you agreed to, it’s in Minerva’s Shield.

b. The next section is all about reducing risk. There are various topic areas included in this section, and they all have to do with maintaining the health and safety of our members. Let’s run through the main topics and review the main points from each one. [List the name of each topic area and ask for a volunteer to share the key takeaway for the topic. Hit on the following points if they are not stated by participants first:]

CONTINUED MEMBER ONBOARDING - WEEK 1

POST-INITIATION ONBOARDING

i. Hazing:

• SAE has a strict no hazing policy.

ii. Alcohol:

• All members of SAE must follow all university, local, state, and federal laws; the chapter cannot purchase alcohol with chapter funds for any reason; recruitment, member education, and philanthropy events must be dry events with no alcohol. No events with alcohol can have hard liquor.

iii. Drugs, Controlled Substances, and Firearms:

• Again, all members of SAE must follow all university, local, state, and federal laws; it’s also important to know that drugs, controlled substances, and firearms are not permitted on SAE property.

iv. Sexual Assault and Misconduct:

• Remember that people cannot legally give consent if they are intoxicated; this section also includes a response plan if it’s ever needed

v. Designated Driver Programs

• They are not permitted within the fraternity. This includes requiring members to stay sober and drive others around and/or volunteer driving for SAE related events.

vi. Indemnification:

• SAE’s insurance policies will not cover us if we do not follow these policies. This is both on an individual and chapter basis. If an incident occurs, and the proper policies and protocol were not followed, our insurance company will not cover anything related to the incident.

vii. Property Management & Loss Prevention

• Make sure any SAE house is safe; personal property being used for the chapter or fraternity is done at a person’s own risk

viii. Health & Safety Fine Structure:

• Supreme Council can issue a fine equaling $100 per member on chapter roster for a chapter violation regarding health & safety.

ix. Event Planning:

• If it seems like a chapter event, others will see it as a chapter event. So even if we don’t label something as a chapter event, it can still be considered one from an outside perspective.

x. Open parties are not permitted.

• SAE as a national organization does not approve or register events, but if our campus requires that we register events then we must do so.

xi. Crisis Management:

• We need to know the chapter chain of command in case of an emergency, but also know it is everyone’s responsibility to help.

3. Ask the following:

a. Why do you think it’s important that we have Minerva’s Shield? [Allow volunteers to answer, but hit on the following points of they are not stated by participants first:]

i. It keeps members and guests of the fraternity safe and healthy

ii. It helps members hold each other accountable

iii. It gives us an action plan for emergencies that may occur

iv. It helps us plan safe events

4. Say/Paraphrase the following:

v. Every fraternity and sorority has health and safety guidelines that their organization has created for members to follow.

Part of the SAE Experience is looking out for our members and building a healthy and stable brotherhood.

CONTINUED MEMBER ONBOARDING - WEEK 1

POST-INITIATION ONBOARDING

SAE SONGS: (10 MINUTES)

1. Say/paraphrase the following:

a. Songs are an important part of the fraternity experience for Sigma Alpha Epsilon. Much like the TG, they are a way to connect all members across the realm, regardless of when or where someone was initiated. SAE Songs are sung at various educational and leadership events, initiation and Ritual ceremonies, and other special occasions! Because of this, we’re going to take a few minutes to learn and practice some of the songs together. Feel free to visit this link to play the recorded versions of the songs and sing along with the music:

SAE Grace

Ye ancient Father of our clan, We bow our hearts to thee, We offer thanks for bread and meat

And for our ΣAE.

Bless brothers all we humbly pray, Tho’ far on land and sea, And keep us true to high ideals, We ask for ΣAE.

Hail to the Purple

Hail to the Purple, Hail to the Gold!

Hail to Phi Alpha, motto of old!

Hail success, Fraternity, In years yet to come!

Hail Sigma Alpha Epsilon.

READINGS FROM THE PHOENIX: (15 MINUTES)

Friends (Verse and Chorus)

The chairs all are empty

The last guest has gone. The candles burn lower and lower

And sputter on and on.

But after the last guest’s departed, Haunting the smoke laden air, There remaineth a lingering presence, The ghost of good fellowship rare.

Chorus

Friends, Friends, Friends you and I will be, Whether in fair or in dark stormy weather, We’ll stand or we’ll fall together for ΣAE; We will always be, Our bond celebrating till death separating Old pals from me.

The Fraternity Service Center recommends having members read the assigned chapters of “The Phoenix” before attending the weekly meeting. This ensures everyone can spend the time together reviewing the lessons and takeaways from the chapters instead of spending time reading them during the meeting.

The Member Educator should be prepared to review the assigned chapters with participants during the meeting. This could include asking participants to summarize the chapters and/or having participants share what their major takeaways were. Feel free to get creative with your reading review.

The chapters to be reviewed for this week’s meeting are the following:

Note: The is also a Minerva’s Highway chapter but since it was covered in the online course, it’s not assigned reading, though may be a helpful resource to go back and look at later.

• Why Fraternity?

• Mission, Vision, & Values

• The True Gentleman: Outmoded or Immutable

CLOSING:

1. Say/paraphrase the following:

• The True Gentleman: An Interpretation

• Greek Alphabet

a. Congratulations on completing your first weekly meeting for SAE’s continued Member Onboarding! We have two more of these meetings to complete in order to continue learning about Sigma Alpha Epsilon.

b. To prepare for next week’s meeting, you will complete the two assigned online modules and read the following chapters from The Phoenix and The History Book: Our Insignia, The Ritual of SAE, The Founders, and Historical Sites. Please have these items completed before we meet again.

c. Thank you for your participation, and Phi Alpha!

NOTES:

CONTINUED MEMBER ONBOARDING - WEEK 2

POST-INITIATION ONBOARDING

DESCRIPTION:

PME Post-Initiation Onboarding Weekly Meetings serve as a check-in for new initiates and an in-person opportunity to learn more about Sigma Alpha Epsilon. This week’s meeting will have participants learn about the local history of their own chapter, review the TG and songs from the previous meeting, learn and practice “Yours in the Bonds” and “Violet”, and and review/discuss chapters chapters from The Phoenix and The History Book.

BEFORE MEETING:

GOALS:

• Confirm everyone’s completion of this week’s two modules.

• Review the history of your local SAE Chapter.

• Practice reciting the TG and singing SAE Grace, Hail to the Purple, and Friends.

• Learn and practice singing Yours in the Bonds and Violet.

• Cover the assigned chapters from The Phoenix and The History Book.

• Create a brief presentation (10-15 minutes) about your chapter’s local history, if one does not already exist. Have this pulled up to review.

• Have The True Gentleman pulled up on the SAE Website.

• Have the song recordings of Yours in the Bonds and Violet pulled up on the SAE Website.

• Create a review process/procedure to discuss the chapters from The Phoenix and The History Book.

OUTLINE (60 MINUTES)

OPENING: (5 MINUTES)

1. Say/paraphrase the following:

a. Welcome to our second weekly meeting of the continued Member Onboarding of the Phoenix Member Education Program. In this week’s meeting we will cover our chapter’s local history, practice reciting the TG and the SAE songs we learned last week, learn practice singing two new SAE songs, and review/discuss a few chapters from “The Phoenix and The History Book.”

b. To start off, we need to make sure everyone completed this week’s online modules. There were two lessons that should’ve been completed. [Take a minute or two to ensure everyone completed their modules. You can do this in the way that best fits your chapter (i.e. honor system, showing proof of completion, keeping track in a spreadsheet, etc.).]

OUR CHAPTER’S HISTORY: (15 MINUTES)

The Member Educator and their team should have created a brief lesson (10-15 minutes) that reviews the important aspects of the chapter’s history. Highlights to include could be, but are not limited to, the following:

• How and when the chapter was founded

• Where the charter is kept/located

• The local founders, if applicable

• Notable members of the chapter

• Notable historical events and traditions of the chapter

• Notable awards and recognition the chapter has received

THE TG AND LAST WEEK’S SAE SONGS: (15 MINUTES)

1. Ask the following:

• Is there anyone who feels that they can recite The TG from memory? [Take a few minutes to let volunteers attempt if they feel ready.]

2. Say the following:

a. Let’s take a minute to practice reciting the TG together again: “The True Gentleman is the man whose conduct proceeds from good will and an acute sense of propriety, and whose self-control is equal to all emergencies; who does not make the poor man conscious of his poverty, the obscure man of his obscurity, or any man of his inferiority or deformity; who is himself humbled if necessity compels him to humble another; who does not flatter wealth, cringe before power, or boast of his own possessions or achievements; who speaks with frankness but always with sincerity and sympathy; whose deed follows his word; who thinks of the rights and feelings of others, rather than his own; and who appears well in any company, a man with whom honor is sacred and virtue safe.”

CONTINUED MEMBER ONBOARDING - WEEK 2

POST-INITIATION ONBOARDING

3. Ask the following:

a. Who can remind me of the names of the SAE Songs that we learned last week? [Take answers from volunteers until they respond with the following: SAE Grace, Hail to the Purple, Friends.]

4. Say the following:

a. Let’s practice singing those songs together to make sure they stay locked in our memories. Feel free to visit this link to play the recorded versions of the songs and sing along with the music:

SAE Grace

Ye ancient Father of our clan, We bow our hearts to thee, We offer thanks for bread and meat

And for our ΣAE.

Bless brothers all we humbly pray, Tho’ far on land and sea, And keep us true to high ideals, We ask for ΣAE.

Hail to the Purple

Hail to the Purple, Hail to the Gold!

Hail to Phi Alpha, motto of old!

Hail success, Fraternity, In years yet to come!

Hail Sigma Alpha Epsilon.

NEW SAE SONGS: (15 MINUTES)

1. Say/paraphrase the following:

Friends (Verse and Chorus)

The chairs all are empty

The last guest has gone. The candles burn lower and lower And sputter on and on. But after the last guest’s departed, Haunting the smoke laden air, There remaineth a lingering presence,

The ghost of good fellowship rare.

Chorus

Friends, Friends, Friends you and I will be, Whether in fair or in dark stormy weather, We’ll stand or we’ll fall together for ΣAE; We will always be,

Our bond celebrating till death separating

Old pals from me.

a. Now that we’ve practiced a few things that we learned last week, we’re going to begin committing two more songs to memory.

Violet

Wherever you may go

There are flowers that you know, The fragrant lilacs, red rose, Or gardenia, white as snow, Each flower may bring a dream to you

As one flower does to me, A dream of friendship firm and strong, In my fraternity.

Violet, Violet

You’re the fairest flower to me.

Violet, Violet

Emblem of fraternity.

With your perfume memories come Of Sigma Alpha Epsilon

Dearest flower beneath the sun, My Violet.

READINGS FROM THE PHOENIX AND THE HISTORY BOOK: (15 MINUTES)

Yours in the Bonds

I am yours in the bonds of old SAE

When your name you have signed, These few words you will find

To all SAE’s have a meaning for those who sign,

These words were created for just your use and mine.

The Fraternity Service Center recommends having members read the assigned chapters of “The Phoenix” before attending the weekly meeting. This ensures everyone can spend the time together reviewing the lessons and takeaways from the chapters instead of spending time reading them during the meeting.

The Member Educator should be prepared to review the assigned chapters with participants during the meeting. This could include asking participants to summarize the chapters and/or having participants share what their major takeaways were. Feel free to get creative with your reading review. The chapters to be reviewed for this week’s meeting are the following:

The Phoenix

• Our Insignia

• The Ritual of SAE

CLOSING

The History Book

• The Founders

• Our Historic Sites

Say/paraphrase the following: You’ve made it through your second weekly meeting for SAE’s continued Member Onboarding!

We have just one more of these meetings to complete together. To prepare for next week’s meeting, omplete the two assigned online modules and read the following chapters from The Phoenix: The Story of the Phoenix, Songs of SAE, The Governance of Our Fraternity, and Appearing Well in Any Company. Please have these items completed before we meet again.

CONTINUED MEMBER ONBOARDING - WEEK 3

POST-INITIATION ONBOARDING

DESCRIPTION:

PME Post-Initiation Onboarding Weekly Meetings serve as a check-in for new initiates and an in-person opportunity to learn more about Sigma Alpha Epsilon. This week’s meeting will have participants individually recite The TG for the group, recite the SAE Songs that were learned in the last two meetings as a group, and review/discuss chapters from The Phoenix.

BEFORE MEETING:

GOALS:

• Confirm everyone’s completion of this week’s two modules.

• Have each individual recite The TG to the group.

• Recite SAE Grace, Hail to the Purple, Friends, Yours in the Bonds, and Violet as a group.

• Cover the assigned chapters from The Phoenix.

• Create an efficient process for each member to recite The True Gentleman.

• Have The True Gentleman pulled up on the SAE Website.

• Have the song recordings of the various SAE Songs pulled up on the SAE Website.

• Create a review process/procedure to discuss the chapters from The Phoenix.

OUTLINE (45 MINUTES)

OPENING: (5 MINUTES)

1. Say/paraphrase the following:

a. Welcome to our last weekly meeting of the continued Member Onboarding of the Phoenix Member Education Program. In this week’s meeting we will individually recite The TG for each other, recite the various SAE Songs that we learned during the last two meetings, and review/discuss from a few chapters from “The Phoenix.”

b. To start off, we need to make sure everyone completed the last two online modules. [Take a minute or two to ensure everyone completed their modules. You can do this in the way that best fits your chapter (i.e. honor system, showing proof of completion, keeping track in a spreadsheet, etc.).]

THE TG: (15+ MINUTES)

1. Say/paraphrase the following:

a. This week we’re going to have each person practice reciting The True Gentleman for the group. Let’s take a second to recite it together, and then we’ll go one-by-one until each person has recited it to the best of their ability.

“The True Gentleman is the man whose conduct proceeds from good will and an acute sense of propriety, and whose self-control is equal to all emergencies; who does not make the poor man conscious of his poverty, the obscure man of his obscurity, or any man of his inferiority or deformity; who is himself humbled if necessity compels him to humble another; who does not flatter wealth, cringe before power, or boast of his own possessions or achievements; who speaks with frankness but always with sincerity and sympathy; whose deed follows his word; who thinks of the rights and feelings of others, rather than his own; and who appears well in any company, a man with whom honor is sacred and virtue safe.”

[Take time for each new initiate to recite The TG from memory. Have volunteers go first, and then have them go in a predetermined random order, like by birthday or alphabetically. Allow each member to restart once or twice if they make a mistake (as time permits). Encourage new initiates who are struggling or not correctly reciting it, and applaud new initiates who correctly recite The TG.]

SAE SONGS: (10 MINUTES)

1. Ask the following:

a. Who can tell me the names of the songs that we learned over the last two meetings together? [Take answers from volunteers until they respond with the following: SAE Grace, Hail to the Purple, Friends, Yours in the Bonds, and Violet.]

2. Say the following:

b. Great! Let’s go ahead and practice singing those together to be sure we are committing them to memory.

CONTINUED MEMBER ONBOARDING - WEEK 3

POST-INITIATION ONBOARDING

Feel free to visit this link to play the recorded versions of the songs and sing along with the music:

SAE Grace

Ye ancient Father of our clan, We bow our hearts to thee,

We offer thanks for bread and meat

And for our ΣAE.

Bless brothers all we humbly pray,

Tho’ far on land and sea,

And keep us true to high ideals, We ask for ΣAE.

Hail to the Purple

Hail to the Purple, Hail to the Gold!

Hail to Phi Alpha, motto of old!

Hail success, Fraternity, In years yet to come!

Hail Sigma Alpha Epsilon.

Violet

Violet, Violet

You’re the fairest flower to me.

Violet, Violet

Emblem of fraternity.

With your perfume memories come Of Sigma Alpha Epsilon

Dearest flower beneath the sun, My Violet.

READINGS FROM THE PHOENIX AND THE HISTORY BOOK: (15 MINUTES)

Friends

(Verse and Chorus)

The chairs all are empty

The last guest has gone.

The candles burn lower and lower And sputter on and on.

But after the last guest’s departed, Haunting the smoke laden air, There remaineth a lingering presence, The ghost of good fellowship rare.

(Chorus)

Friends, Friends, Friends you and I will be, Whether in fair or in dark stormy weather, We’ll stand or we’ll fall together for ΣAE; We will always be, Our bond celebrating till death separating Old pals from me.

Yours in the Bonds

I am yours in the bonds of old ΣAE.

When your name you have signed,

These few words you will find

To all ΣAEs have a meaning for those who sign.

These words were created

For just your use and mine.

The Fraternity Service Center recommends having members read the assigned chapters of “The Phoenix” before attending the weekly meeting. This ensures everyone can spend the time together reviewing the lessons and takeaways from the chapters instead of spending time reading them during the meeting.

The Member Educator should be prepared to review the assigned chapters with participants during the meeting. This could include asking participants to summarize the chapters and/or having participants share what their major takeaways were. Feel free to get creative with your reading review.

• The Story of the Phoenix

• Songs of SAE

CLOSING

• Appearing Well in Any Company

• The Governance of Our Fraternity

Say/paraphrase the following: Congratulations! You completed all of your in-person meetings for SAE’s continued Member Onboarding! We hope that you’ve gained new knowledge throughout this process. The next step in your continued education as a member of SAE will be to participate in Brother-to-Brother lessons. This portion of the Phoenix Member Education Program allows brothers to present to the chapter on educational and professional topics that will benefit each brother in his continued education and development. Phi Alpha!

BIG BROTHER/ LITTLE BROTHER SESSION

BIG BROTHER MENTOR EDUCATION PROGRAM

DESCRIPTION:

Nearly every chapter has a Big Brother/Little Brother or similar mentorship program. What education is given to members who become big brothers or mentors? What are newly initiated brothers learning organically about the purpose of a big brother or mentor? The goal of this program is to provide ongoing education on Big Brother and Mentor Programs. This program is designed to build mentorship skills and set expectations for the Big Brother/ Little Brother relationship.

GOALS:

• Understand the role of a Big Brother Mentor

• Understand the value of a mentoring relationship

• Identify the signs of healthy and unhealthy Big Brother/ Little Brother relationships

• Identify ways in which their Big Brother/Little Brother relationship plays a role in the

• membership experience

• Plan a healthy Big Brother/Little Brother activity to do together following the session

• Identify ways to find mentorship in other areas of life

BEFORE MEETING:

• Ensure all big brothers have completed the Big Brother Mentorship Module

. The module is available on SAE’s Online Learning platform via The SAE Portal

• It is suggested that any member hoping to become a big brother completes the module during recruitment or Member Onboarding (the three weeks following initiation) so big brothers can be assigned to little brothers at the end of their PostInitation Member Onboarding, and this session can be held immediately following.

• Make sure your meeting room has a projector/screen and audio.

• Print the Big Brother/Little Brother Reflection Worksheet (one per big/little pair).

OUTLINE (95 MINUTES)

WELCOME & OVERVIEW: (5 MINUTES)

1. Display the Big Brother/Little Brother Session Slides

2. Welcome big/little pairs to the session.

3. Say/paraphrase the following:

a. It’s important that we understand the value and importance of the big/little relationship.

b. The Big Brother Mentor Education program is made up of two components:

i. The Big Brother Mentorship Module that all big brothers should have already completed, and

ii. This Big Brother/Little Brother Session, where we clarify roles within this mentorship relationship and participate in some activities that can begin to foster that relationship.

BIG BROTHER/ LITTLE BROTHER SESSION: (90 MINS)

1. Pass out the Big Brother/Little Brother Reflection Worksheet (one per big/little pair).

2. Facilitate the remainder of the session using the Big Brother/Little Brother Session Facilitator Guide.

NOTES:

BROTHER-TO-BROTHER LESSONS

BROTHER-TO-BROTHER INTRODUCTION & CHECKLIST

Brother-to-Brother Lessons are weekly lessons and SAE songs facilitated by the Member Educator (with the help of other chapter leaders) and are meant for all brothers of the chapter. Each lesson enriches members with the knowledge of Sigma Alpha Epsilon history or directly supports the mission, vision, and values of SAE.

Each chapter should select 9 lessons each semester OR 6 lessons each quarter (18 per year). This is the minimum expectation and you are always welcome to do more than this amount.

There are six categories to the Brother-to-Brother Lessons. Lessons from all categories will be required each term, some of which are pre-selected and the rest of which you may choose based on your chapter’s needs.

CATEGORY LESSON REQUIREMENT DESCRIPTION

Ritual & The Fraternity

Scholarship & Academics

Leadership & Campus

Diversity, Equity, & Inclusion

Health & Safety

Service & Community

Ritual & The Fraternity lessons focus on topics about SAE’s history and ritual. Each lesson includes an SAE song to teach and practice with your members.

Scholarship & Academics lessons focus on topics related to academic support and success.

Leadership & Campus lessons focus on topics like community involvement and recruitment.

Diversity, Equity, & Inclusion lessons focus on topics critical to developing diverse representation and an inclusive chapter environment.

Health & Safety lessons focus on topics like alcohol management, mental health, and healthy relationships.

Service & Community lessons focus on giving back through service and philanthropy.

SUGGESTED CHAPTER MEETING AGENDA

2 each semester OR 1-2 each quarter (4 per year)

Post-Initiation Reflection after every initiation

1-2 each semester OR 1 each quarter (3 per year)

1 each semester OR 0-1 each quarter (2 per year)

1-2 each semester OR 1 each quarter (3 per year)

2 each semester OR 1-2 each quarter (4 per year)

Minerva’s Shield every term

1 each semester OR 0-1 each quarter (2 per year)

Below is a suggested chapter meeting agenda. It is designed to expedite the meeting and allow for time to educate all members with a Brother-to-Brother Lesson.

Opening Ceremony (2 minutes)

Special Guests (5 minutes)

Reading of minutes of last meeting (3 minutes)

Brother-to-Brother Lesson (10-15 minutes)

Officers’ reports (10 minutes)

Committee reports (5 minutes)

Unfinished business (5 minutes)

New business (10 minutes)

Announcements (5 minutes)

Closing Ceremony (2 minutes)

BROTHER-TO-BROTHER CHECKLIST

Use this chart to select a minimum of 18 Brother-to-Brother Lessons for the year. Keep in mind which categories need to be met each term and which lessons need to be done each term.

At the end of the PME Manual you will find a chart that will help you organize your selected lessons into a schedule for the full year.

RITUAL & THE FRATERNITY (CHOOSE 4)

Post-Initiation Reflection (Required every term)

An Introduction to The Phoenix Member Education Program

Building Brotherhood

The Basics

The Founders

Local History

Symbols of SAE

John O. Moseley - The Teacher

The Levere Memorial Temple

Lucy Pattie

Minerva’s Highway

Applying for Fraternity Awards

SCHOLARSHIP & ACADEMICS (CHOOSE 3)

The Foundation (And Scholarships)

True Gentleman - Scholarship

Online Learning

Academic Campus Resources

Alumni Career Panel

SAE Career Connect

Academic Relations with University Faculty & Staff

Creating Study Skills for Academic Success

Understanding Time Management

LEADERSHIP & CAMPUS (CHOOSE 2)

True Gentleman - Leadership

True Gentleman - Friendship

My Digital Life

Our Fraternity and Sorority Community

Campus Involvement

365 Recruitment

Our Genetic Code

Chapter Inclusion & Belonging

Social Identities

Implicit Bias

Minerva’s Shield (Required every term)

Healthy Relationships

POST-INITIATION REFLECTION

DESCRIPTION:

Meant for all chapter members, this lesson is a reflection and review of the initiation ceremony.

BEFORE MEETING:

• Make sure your meeting room has a projector/screen and audio.

GOALS:

• Review and reflect on the initiation ceremony.

• Reinforce key components of the Ritual and our values.

• Instill a sense of membership in every member.

• Emphasize each member’s role in the advancement of the Fraternity.

• Inform the Eminent Preceptor that he will assist with a portion of this lesson.

• Ensure you have the Post Initiation Reflection Slideshow pulled up.

OUTLINE (55 MINUTES)

WELCOME AND CONGRATULATIONS: (5 MINUTES)

1. Welcome and congratulate the newly-initiated brothers by reiterating the following messages:

a. There are no secrets between us any longer.

b. We are more than friends. We are brothers.

c. The Ritual may take a lifetime to understand, so it’s important to review and reflect regularly.

WHAT IS OUR RITUAL?: (15 MINUTES)

1. Ask the newly-initiated brothers the following question:

a. When you went through the Ritual, was it what you were expecting? How or how not?

2. Ask 5-7 previously initiated brothers the following question:

a. What do you recall from your initiation and what were your thoughts and feelings?

3. Divide the chapter into groups of 3-4 people. Equally disperse new initiates with older members. Ask them to discuss the following questions in their groups for 5 minutes:

a. Based on the Ritual, what are some of the things that we value as an organization?

b. How should we treat each other as brothers?

4. After 5 minutes, have a few members share their answers with the whole group.

5. Say/paraphrase the following:

a. “Our Ritual calls for us to be better friends and brothers. The Eminent Recorder’s speech, read by (insert brother’s name here), dates back to 1856 and is part of the original Ritual heard by all initiates since our founding.”

b. “We will go through hard times, we will struggle and often fail, but our brotherhood keeps us motivated to push forward, to be better, to excel, and to succeed.”

UNWRITTEN FORM REVIEW: (5 MINUTES)

1. Our Eminent Preceptor, (insert brother’s name here), will review the meanings of SAE and Phi Alpha in both Greek and English:

a. Display the slide with SAE and Phi Alpha.

b. Discuss SAE and Phi Alpha.

c. Explain pronunciations and meanings.

d. Review with the chapter the grip and the salute (only between brothers in private spaces).

POST-INITIATION REFLECTION - CONTINUED RITUAL AND THE FRATERNITY

CARDINAL VIRTUES REVIEW: (15 MINUTES)

1. Display the Coat-of-Arms.

2. Point out the four cardinal virtues and how they correspond to each symbol.

3. Divide the chapter into groups of 3-4 people. Ask them to discuss the following questions:

a. What does it mean to call something a “Cardinal Virtue,” and why do we have them?

b. Which cardinal virtue interests you the most? Why?

c. Which cardinal virtue is harder to understand? Why?

4. After 5 minutes, have a few members share their answers with the whole group.

OATHS - WHAT YOU AGREED TO IN JOINING: (10 MINUTES)

1. During the ceremony you were asked to respond, “I do” to several questions. Here is a simplified list of what you agreed to:

• You will follow all chapter laws and policies of the Fraternity.

• You will pay your bills on time.

• You will recruit the best men for the Fraternity.

• You will study hard, do as well as you can academically, and help others do the same.

• You will conduct yourself as outlined by the definition of a “True Gentleman.”

• You will be friendly with members of the Fraternity and not spread rumors or gossip.

• You will stand up for a brother when someone is speaking ill of him.

• You will not haze or allow yourself to be hazed.

• You will help brothers who are at odds with each other resolve their conflict.

• You will resolve issues between brothers using your influence.

• You will swallow your pride and yield to your brothers when you are wrong.

2. Ask the group the following questions and allow a few members to respond:

a. Which of these oaths resonate with you most?

b. Which of these oaths seem harder or require extra attention?

QUESTIONS & CLOSING: (5 MINUTES)

1. What questions do you have regarding the Ritual or today’s lesson?

2. Congratulate the new initiates and thank all members for their commitment to SAE.

NOTES:

Feel free to invite brothers in leadership roles to help you facilitate different portions of this lesson (such as the Eminent Preceptor for the “Unwritten Form Review” portion).

AN INTRODUCTION TO THE PHOENIX MEMBER EDUCATION PROGRAM

RITUAL AND THE FRATERNITY

DESCRIPTION:

This lesson is a brief overview about the new content and benefits of The Phoenix Member Education Program.

GOALS:

• Introduce The Phoenix Member Education Program.

• Provide an overview about Member Onboarding.

• Provide an overview about Brother-to-Brother Lessons.

BEFORE MEETING:

• Make sure your meeting room has a projector/screen and audio.

• Inform officers of the activity so they can help lead breakout groups.

OUTLINE (15 MINUTES)

OPENING: (5 MINUTES)

1. Display the Introduction to Phoenix Member Education Handout

2. Briefly introduce the following components of The Phoenix Member Education Program:

a. Member Onboarding (Programming for candidates and members during initiation week and three weeks following initiation)

b. Brother-to-Brother Lessons (Weekly lessons, like this one, facilitated by the member educator and other leaders at chapter meetings)

ACTIVITY: (5 MINUTES)

1. Divide the chapter into 3-6 groups and assign them one of the following: Pre-Initiation Member Onboarding, Post-Initiation Member Onboarding, & Brother-to-Brother Lessons.

2. Ask each group to make a list of 3 ways their component (or aspect of their component) will benefit member education for your chapter.

3. After 2-3 minutes, ask a representative from each group to share one or two of their answers.

CLOSING: (2 MINUTES)

1. Commitment to SAE doesn’t stop after initiation. The Phoenix Member Education Program unites all brothers and challenges them to continuously grow as members and Rise Above.

2. What are your big takeaways from today? What are you looking forward to the most with The Phoenix Member Education Program?

SONG: (3 MINUTES)

Sigma Alpha Epsilon is known as the singing fraternity, and the songs of SAE are a proud tradition celebrated by many chapters across the country. By learning to sing SAE’s songs, members can bring a little more ‘fun’ to their chapter experience and keep the strong singing tradition alive. This lesson’s song is “Phi Alpha Born.” Click the link to display the sing-along version of “Phi Alpha Born ” (see lyrics below).

I’m Phi Alpha born

And I’m Phi Alpha bred

And when I die I’ll be Phi Alpha dead!

NOTES:

So rah, rah, Phi Alpha, Alpha Rah, rah, Phi Alpha, Alpha, Rah, rah, Phi Alpha! ΣΑΕ!

BUILDING BROTHERHOOD

RITUAL AND THE FRATERNITY

DESCRIPTION:

Host a brotherhood event that requires the entire chapter to work as a team. Continuing the theme of friendship, this lesson focuses on teamwork and strengthening brotherhood through shared challenges.

BEFORE MEETING:

• Acquire materials & reserve activity spaces (if applicable).

GOALS:

• Bond with brothers from every member class.

• Foster a shared sense of ownership within the chapter.

• Build brotherhood through positive shared experiences.

• Remind brothers to dress accordingly or bring any necessary materials (if applicable).

• Divide the chapter into groups (if applicable) to avoid brothers from grouping with their classes.

OUTLINE (60 MINUTES)

ACTIVITY: (55 MINUTES)

1. Share the goals of the lesson with the chapter (listed above).

2. Select an activity or challenge that requires participation from the whole chapter. The chapter may compete as one large group or split into smaller groups. If the chapter is split into smaller groups, each group should contain representatives from various member classes. Here is a list of activity ideas:

IN-PERSON ACTIVITIES: ONLINE ACTIVITIES:

CLOSING: (5 MINUTES)

1. Ask and discuss the following question:

a. What is something new you learned about your brothers during this challenge?

b. What is something you learned during this activity that you think the rest of the chapter should know about your teammates?

c. What was it like to do something as an entire group, rather than by member class?

NOTES:

THE BASICS

RITUAL AND THE FRATERNITY

DESCRIPTION:

You’re the next contestant on the SAE game show! Learn the basics of SAE in a trivia format!

GOALS:

• Learn the factual and essential information that forms the backbone of SAE.

• Determine how this common knowledge increases friendship among brothers in the chapter, the province, and the realm.

• Broaden the capacity to be a TRUE friend.

BEFORE MEETING:

• Make sure your meeting room has a projector/screen and audio.

• Review The Basics Slideshow.

• Optional: Notify the chapter to brush up on their SAE trivia knowledge.

• Optional: Provide/prepare prizes for trivia winners.

• Optional: Have the chapter break up into a few groups to work together.

OUTLINE (22 MINUTES)

OPENING: (2 MINUTES)

1. Say/paraphrase the following:

a. “Traditions establish and ground the Fraternity’s signs and symbols. The history of SAE explains the development of many of the visible signs of the Fraternity, such as the badge, the flag, and more. Symbols stand for a concrete object but represent a concept. Let’s review some of our most prominent signs, symbols, history, and basics.”

ACTIVITY: (15 MINUTES)

1. On a screen, project The Basics Slideshow.

2. Provide any additional educational information for each question/answer at your discretion.

3. Keep track of who/what group answered correctly first, and keep a tally so you do not forget.

4. Once the game has ended, announce the winners.

CLOSING: (2 MINUTES)

1. Ask the following questions:

a. Why is it important to learn and know the signs, symbols, and history of SAE?

b. Were there questions that you didn’t know the answer to or were surprised about?

c. In your opinion, which sign or symbol best represents friendship?

NOTES:

THE FOUNDERS

RITUAL AND THE FRATERNITY

DESCRIPTION:

An overview about SAE’s eight founding fathers and how each of them were crucial contributors to the development of the Fraternity’s name, its first officers, the badge, and making committee appointments.

BEFORE MEETING:

• Make sure your meeting room has a projector/screen and audio.

GOALS:

• Learn biographical information about the founders.

• Explore the friendship qualities exhibited among the founders and how they inform our decisions today.

• Broaden the capacity to be a TRUE friend.

• Inform the officers that they will be leading small-group discussions.

OUTLINE (15 MINUTES)

OPENING: (2 MINUTES)

1. Say/paraphrase the following information:

a. “The eight founders were approximately our age. Similar to this year, our founders were going to college against a background of social and political unrest. But what established our fraternity in 1856 was the friendship and collegiality that these eight shared, traits that remain the foundation of SAE today.”

b. Share the goals of this session with the chapter (listed above).

ACTIVITY: (10 MINUTES)

1. Play The Founders video for the chapter.

2. Have each officer lead a group, and have him ask the following questions:

a. What do you think were some obstacles our founders had to overcome in 1856, and the years shortly thereafter, in order to establish and grow our Fraternity?

b. What are some obstacles we are facing, as we are trying to grow our chapter?

3. After a few minutes, return as a group and have a few groups share their answers.

4. Ask the whole group the following question:

a. How did the Founder’s friendship and bond as brothers help them overcome these obstacles? How can we follow their example today?

SONG: (3 MINUTES)

This lesson’s song is “Sons of the Famed Minerva.” Click the link to display the sing-along version of “Sons of the Famed Minerva ” (see lyrics below).

Sons of Famed Minerva, Brothers loyal and mighty, Sing your praise for SAE.

With your light before us, We will join the chorus, Fighting we will stand for thee.

NOTES:

Hail her! Hail Her! Proud Fraternity. Longer, stronger, her bond will ever be.

Roar ye mighty Leo

Guard of old Phi Alpha, Live and die for SAE.

LOCAL HISTORY

RITUAL AND THE FRATERNITY

DESCRIPTION:

Showcase your chapter’s local history with this customizable lesson plan. As a national organization, SAE is rich with history, but so is every SAE chapter. Use this lesson as an opportunity to highlight unique qualities, attributes, and members of your chapter.

BEFORE MEETING:

GOALS:

• Learn the factual and essential information about how your chapter began.

• Instill a sense of pride not only for SAE, but for your local chapter as well.

• Unite the chapter in friendship over this shared history.

• Arrange for 3 different members (active or alumni) to speak about each topic for 5 minutes.

• Collect artifacts and/or pictures to share for each topic.

• Optional: Invite alumni to speak and/or participate in the lesson.

OUTLINE (18 MINUTES)

THE BEGINNING: (5 MINUTES)

1. Show the chapter an important artifact/picture from the early days of your chapter’s history such as:

a. Charter

b. Picture of founders

c. Composite

d. Other significant artifacts and/or regalia

2. Have a brother (active or alumnus) explain the significance of the artifact and how it pertains to your chapter’s beginning. He should briefly address the following:

a. When and where your chapter was founded.

b. Who helped in the founding of your chapter.

c. Why the original founders decided to start SAE on your campus.

THE CHALLENGE: (5 MINUTES)

1. Show the chapter an important artifact/picture from a challenging time in your chapter’s history such as:

a. A loss of charter

b. A suspension

c. An incident

d. Financial hardship

e. Low membership

2. Have a brother (active or alumnus) explain the significance of the artifact and how it pertains to your chapter’s ability to overcome obstacles together and “Rise Above.” He should briefly address the following:

a. A brief overview of a major obstacle your chapter had to overcome

b. How friendship and brotherhood allowed your chapter to “Rise Above” the obstacle.

c. How the brotherhood grew stronger as a result of overcoming the obstacle and “rising from the ashes.”

LOCAL HISTORY - CONTINUED RITUAL AND THE FRATERNITY

THE FUTURE: (5 MINUTES)

1. Show the chapter an important recent artifact/picture that most/all of the members would recognize such as:

a. Recent composite

b. Recent shirt

c. Recent awards/trophy

d. Philanthropic achievements

2. Have a brother (active or alumnus) explain the significance of the artifact and how it pertains to your chapter’s present and future. He should briefly address the following:

a. How the men in this meeting continue to strengthen SAE on your campus.

b. How your chapter is stronger than ever (or could be stronger than ever) with a commitment from every man to encompass what it is to be a True Gentleman.

c. What does the future hold and how can each member help your chapter “Rise Above.”

NOTES:

If you need more information about your chapter’s history, send an email to education@sae.net.

PORTAL.SAE.NET AND CLICK "LEARNING MODULES"

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PORTAL.SAE.NET AND CLICK "LEARNING MODULES"

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PORTAL.SAE.NET AND CLICK "LEARNING MODULES"

JOHN O. MOSELEY - THE TEACHER RITUAL AND THE FRATERNITY

DESCRIPTION:

Learn about John O. Moseley and how his passion for scholarship helped develop the first leadership school and paved the way for SAE’s current educational programs like Emerging Leaders Academies, Ritual Academy, and Executives Academy.

BEFORE MEETING:

• Make sure your meeting room has a projector/screen and audio.

GOALS:

• Examine John O. Moseley and his contributions to SAE.

• Identify the formation and evolution of the Leadership School.

• Discuss educational leadership opportunities available for SAEs.

• Familiarize yourself with the “Programs” section of the SAE website (to help answer questions).

• Notify brothers who attended SAE educational events to prepare a brief description about the event(s) and the benefits of attending.

OUTLINE (18 MINUTES)

OPENING: (3 MINUTES)

1. Say/paraphrase the following:

a. “In the midst of the Great Depression, John O. Moseley was determined to develop a leadership school in the newly built Temple. The Supreme Council granted him permission, but Moseley had to secure the funding. He was successful and he launched the first leadership school of any Greek letter organization. His tradition of developing our leaders continues today in the form of our Leadership School, Emerging Leaders Academies, Ritual Academy, and Executives Academy.”

2. Share the goals of the lesson with the chapter (listed above).

ACTIVITY: (10 MINUTES)

1. Play the video about John O. Moseley and SAE Events.

2. Display the SAE Programs website.

3. If a brother from your chapter attended one of the following events, have him briefly describe the event and its benefits:

4. If no one from your chapter has attended one/some of the events, be sure to discuss each of the events listed above.

CLOSING: (3 MINUTES)

1. Ask and discuss the following question:

a. How can you better yourself as an individual and member of this chapter by attending one (or more) of these events?

2. If anyone is interested in attending these programs, the Foundation offers scholarships, and your Chapter Educational Fund (CEF) may have scholarships available to help pay for registration and travel. Check with your chapter advisor and be sure to apply!

SONG: (3 MINUTES)

This lesson’s song is “Violets.” Click the link to display the sing-along version of “Violets ” (see lyrics below).

Wherever you may go

There are flowers that you know, The fragrant lilacs, red rose, Or gardenia, white as snow, Each flower may bring a dream to you

As one flower does to me, A dream of friendship firm and strong, In my fraternity.

NOTES:

Violet, Violet

You’re the fairest flower to me

Violet, Violet

Emblem of fraternity

With your perfume memories come Of Sigma Alpha Epsilon

Dearest flower beneath the sun

My Violet.

THE LEVERE MEMORIAL TEMPLE

DESCRIPTION:

This lesson takes you on a virtual tour of the Levere Memorial Temple and discusses the importance of the Fraternity Service Center (FSC).

BEFORE MEETING:

• Make sure your meeting room has a projector/screen and audio.

GOALS:

• Attend a virtual tour of the Levere Memorial Temple.

• Discuss the history of the Temple and development of the Fraternity Service Center.

• Notify any brothers who may have attended the Levere Memorial Temple to prepare a brief description about theirexperience visiting.

OUTLINE (30 MINUTES)

OPENING: (5 MINUTES)

1. Ask your chapter the following question:

a. “What can you tell me about SAE’s Levere Memorial Temple?”

2. After e few members share their answers, say/paraphrase the following:

a. “The Temple, built by Alfred K Nippert, was based on the hopes and dreams of William ‘Billy’ Levere. After his death, Levere left $25,000 to SAE. Nippert, chosen as the building committee chair, dedicated himself to construct a national headquarters for the Fraternity. The Temple also houses the Fraternity Service Center (FSC), the SAE Foundation, and the SAE Financial & Housing Corporation.”

VIRTUAL TOUR: (10 MINUTES)

1. Introduce the virtual tour of the LMT by saying/paraphrasing the following:

2. “Today we’re going to watch a virtual tour of the Levere Memorial Temple. We’ll discuss highlights at the end of the video, so be sure to remember your favorite parts of the tour.”

3. Play the Levere Memorial Temple Virtual Tour

CLOSING: (5 MINUTES)

1. Closing: (5 Minutes)

2. Conclude the session by asking a few members to answer the following question:

a. “What about the Levere Memorial Temple stood out to you? What impressed you the most?”

SONG: (3 MINUTES)

This lesson’s song is “Friends.” Click the link to display the sing-along version of “Friends ” (see lyrics below).

The chairs all are empty, the last guest has gone

The candles burn lower and lower and sputter on and on

But after the last guest’s departed, Haunting the smoke laden air.

There remaineth a lingering presence, The ghost of good fellowship rare.

NOTES:

Friends, friend, friends, you and I will be Whether in fair or in dark, stormy weather, We’ll stand, or, we’ll fall together for S-A-E

We will always be, Our bonds celebrating Till death separating Old pals from me.

Phi Alpha!

LUCY PATTIE

RITUAL AND THE FRATERNITY

DESCRIPTION:

Lucy Pattie is honored as SAE’s only female member for the service she offered to the Fraternity. Little did Lucy know that she would play an important role in the fraternity at the onset of the Civil War.

BEFORE MEETING:

• Practice reading The Story of Lucy Pattie

GOALS:

• Learn about Lucy Pattie’s contributions to SAE.

• Understand Pattie’s reasons for her contribution.

• Value Pattie’s contributions.

• Make copies of the handout or, if meeting virtually, have it ready to share electronically.

• Make sure your meeting room has a projector/screen and audio.

OUTLINE (20 MINUTES)

OPENING: (5 MINUTES)

1. Say or paraphrase the following:

a. “Lucy Pattie is honored as SAE’s only female member for the service she offered to the fraternity. In the antebellum South, the Pattie family lived near the Kentucky Chi chapter at the Kentucky Military Institute. Little did Lucy know that she would play an important role in the fraternity at the onset of the Civil War.”

2. Ask brothers the following question and have them volunteers answer aloud:

a. What are the criteria that we use to select members?

3. Read out a few answers that you think are really good.

4. Thank brothers for their input and note that you will come back to these responses later.

THE STORY: (10 MINUTES)

1. Make copies of the Lucy Pattie Handout

2. Read The Story of Lucy Pattie out loud to the chapter or play the Lucy Pattie Video

3. Ask the chapter to complete the handout. Give them 2 minutes to do so.

a. If you are in person, you can allow them to complete the worksheet together with someone sitting next to them.

4. Ask and discuss the following questions:

a. What service did Lucy Pattie give to the Fraternity?

b. How did she offer this service?

c. Why did she offer this service?

d. What was the impact of her service?

CLOSING: (5 MINUTES)

1. Ask and discuss the following questions:

a. Based on the Lucy Pattie story, which criteria from our original list of recruitment criteria are applicable for allowing Lucy Pattie into the fraternity as the only woman member?

i. Suggest brothers scroll up in the chat if they do not remember what criteria were listed.

a. What can we learn from Lucy Pattie and how can we emulate her devotion to SAE?

2. Good responses might include loyalty, discretion, confidentiality, commitment. Ask brothers to expand upon their responses and really explain them.

i. Say or paraphrase the following:

3. “Thank you all for participating. I hope you learned about Lucy Pattie’s contributions to SAE and understand her reasons for them. As a Fraternity, we value her contributions and hope that each one of you aims to emulate her devotion to SAE.

NOTES:

MINERVA’S HIGHWAY RITUAL AND THE FRATERNITY

DESCRIPTION:

When you are given the pin of SAE to wear, it does not mean that the journey to being a fraternity member is complete. Being a good fraternity member requires more than just the memorization of specific information and being present at initiation. There are three roads that members can take once they join Sigma Alpha Epsilon; the Zero, the Nero, and the Hero.

BEFORE MEETING:

GOALS:

• Understand the differences between Zero, Nero, and Hero brothers.

• Determine which brother category they currently identify with and compare it to which member category they want to be.

• Reflect upon how they can align which member category they are in currently with the one they want to be in.

• Have the Minerva’s Highway story on it ready to display to the chapter.

• Make sure all chapter members are able to see/read the story.

OUTLINE (22 MINUTES)

CHOOSING A PATH: (20 MINUTES)

1. Have the Minerva’s Highway story displayed for the chapter

2. Ask brothers to read the different paragraphs of the story

3. Ask brothers to discuss the following questions:

a. How do you feel after hearing this story?

b. Have you ever thought of our membership in the way this story portrays?

c. What are some ways that members can switch roads? From Zero to Nero to Hero? From Hero to Nero to Zero?

CLOSING: (2 MINUTES)

1. Say/paraphrase the following:

a. Each member has a choice of which road they will travel on during their journey with SAE. But what’s important to remember is that you can switch roads at any given time. Ultimately, taking the road of the Hero would elevate our Fraternity and our chapter to do the most innovative, ground-breaking, and impressive things. If more members take the road of the Hero, there’s no telling where we could go as a Fraternity.

NOTES:

APPLYING FOR FRATERNITY AWARDS

SCHOLARSHIP AND ACADEMICS

DESCRIPTION:

Sigma Alpha Epsilon has a variety of annual awards given out to chapters and individual brothers. The categories of the Fraternity Awards Competition are individual awards, Chapter awards, Alumni Association awards, House Corporation awards, and Advisory Board awards. These awards also include the two highest chapter awards: the John O. Mosley Award for Fraternity Zeal and the Chapter Achievement Award.

BEFORE MEETING:

GOALS:

• Distinguish between the different types of award applications.

• Develop a plan for the application process.

• Demonstrate clarity and correctness of response to prompts.

• Brothers participating will need technology to access the Fraternity Awards Competition webpage.

• Review the Award Application Guided Worksheet so you feel comfortable facilitating the activity.

• Provide a limited amount of copies of the Award Application Guided Worksheet as a reference, possibly one for every three to four members, or share the Award Application Guided Worksheet link with your chapter so they can download it digitally.

OUTLINE (40 MINUTES)

OPENING: (5 MINUTES)

1. Introduce the topic and highlight what will be covered in this session.

2. Have your members open their computer or device to the Fraternity Awards Competition page.

3. Have them read the four bulleted reasons on “Why Apply?”

4. As they are reading, have them determine why your chapter should apply for an award(s).

5. Have them share responses in pairs or small groups, then lead into a brief discussion that covers support for each reason:

a. Recruitment Material

b. Alumni Engagement

c. Monetary Incentives

d. University Relations

6. Acknowledge that all the reasons they expressed to apply are excellent.

INSTRUCTION: (2 MINUTES)

1. Say/paraphrase the following:

a. We will identify and explore the various awards available for the many aspects of our chapter and SAE.

b. We will then do a quick study of the application for an award of choice.

c. Finally, we will understand the methodology for drafting strong responses for the application prompts.

ACTIVITY: (28 MINUTES)

1. Have participants form groups of 3-4 members.

2. If you have between 90-100 participants, you have members to cover the Individual and Chapter Awards with groups of 3-4 members. If you have more than 100 participants, you may have some groups review the additional categories and awards (the ones not in bold). If you have less than 90 participants, assign smaller groups and try to cover each Individual and Chapter Award; groups can be assigned multiple awards if needed.

a. Individual - 7 groups

b. Chapter - 17 groups

c. Alumni Association - 4 groups

d. Housing Corporation - 2 groups

e. Advisory Board -1 group

3. Each group needs to briefly read the description and the criteria for the award application.

4. Ask the participants if they think the chapter or anyone in the chapter has met the criteria to apply to any of the awards they reviewed. Have 3-5 members read those awards out loud and briefly describe why they think that that chapter/individual could apply for that award(s).

5. Distribute or provide the link to the Award Application Guided Worksheet .

6. Say or paraphrase the following.

APPLYING FOR FRATERNITY AWARDS - CONTINUED SCHOLARSHIP

AND ACADEMICS

a. “We will take some time to guide each other through the awards application process. The goal is for you to be able to help the chapter apply for any of the seventeen chapter awards if you are asked to assist. You will be able to apply for any seven of the individual awards.”

7. We are going to work through the Award Application Guided Worksheet together.

a. You can utilize the STAR method (Situation, Tasks, Action, Results) as you work through this section.

b. There are blank lines that the participants will fill in based on the information you provide. The answers and definitions to these fill-in-the-blank sections are provided below in Bold. You will also help prompt them on the examples that are listed below in italics. Anything that is in BOLD or ITALICS below is what the participants will fill into the black sections on their worksheet.

c. Topic Sentence: incorporate the prompt itself into the topic sentence to introduce the main point(s) of the paragraph, e.g., for this award application.

i. Examples:

1. Our chapter held a campus-wide philanthropy during November per our national affiliation with Movember to focus on three essential men’s health issues: mental health and suicide prevention, prostate cancer, and testicular cancer. (This will be the topic sentence used in this example.)

2. Our chapter partnered with our local non-profit organization, Meals from the Heartland, which fights childhood hunger in the area.

3. Our chapter co-sponsored an event with the Delta Delta Delta chapter on campus to bring about awareness and provide support for Doctors Without Borders to further their cause to save lives and help expand their efforts in crisis areas.

d. Supporting Sentence: these sentences form the body of your response and develop the ideas presented in the topic sentence through examples and details. These purposes also help define, clarify, describe, or explain the key concepts introduced in the topic sentence.

i. What - Identify and explain the critical support(s) to further develop the topic sentence (Tell the reviewer WHAT your focus is). Include specifics and detailed examples that truly identify, explain, support, and create the response for this award.

ii. How - Explain the development of those identified supports (Tell the reviewer HOW the focus was implemented by the members and/or the chapter).

iii. Example:

1. We chose this philanthropy because of its importance and impact on each of our members and everyone’s brothers, fathers, uncles, and grandfathers. We established a committee, chaired by our Philanthropy Chairman, in September of six interested brothers. They developed a calendar of duties, from contacting the IFC director to setting up the month’s events in November. The first week in November, in the Student Center, we distributed the college’s brochure for its Suicide Hotline and put stickers on as many students as possible. The second week in November, the campus health contact spoke at our chapter meeting about the awareness of prostate cancer and its symptoms. In the third week in November, a local doctor spoke at our chapter about testicular cancer and the method for self-exam. We also distributed brochures about the dangers of testicular cancer to those interested at the Student Union; we attached the brochure to a bag of mixed nuts! During the entire month, we all tried to grow a mustache. We took before and after pictures of each of us, posted them on our website (along with promotions of the three weeks’ activities), and had an online vote for “The Best Mustache.” The winning brother got a $25 gift card to TGI Fridays.

e. Clincher Sentences: these sentence(s) may summarize those key points used as supporting evidence; they may also strongly end the paragraph by identifying the impact or importance of evidence presented through the supporting sentences.

i. Why - Explain the support’s impact, importance, or influence on the chapter and the individual members; reflect upon the prompt according to the award itself.

ii. Example:

1. This month-long activity was so worth all the dedicated work of the chapter. All brothers were assigned to assist and serve in many ways, from serving as the on-site group at the student center or inviting the guest speakers, from stapling a bag of nuts to a brochure to growing a mustache and more. We did not raise any money from this project, but we created awareness of these men’s mental and physical health issues among our chapter brothers and a campuswide audience. Because all brothers were involved in this project, all brothers benefited personally and by their contribution to a worthy cause for more people.

f. Complete developed response:

i. Our chapter held a campus-wide philanthropy during November per our national affiliation with Movember to focus on three essential men’s health issues: mental health and suicide prevention, prostate cancer, and testicular cancer.

APPLYING FOR FRATERNITY AWARDS - CONTINUED SCHOLARSHIP

AND ACADEMICS

We chose this philanthropy because of its importance and impact on each of our members and everyone’s brothers, fathers, uncles, and grandfathers. We established a committee, chaired by our Philanthropy Chairman, in September of six interested brothers. They developed a calendar of duties, from contacting the IFC director to setting up the month’s events in November. The first week in November, in the Student Center, we distributed the college’s brochure for its Suicide Hotline and put stickers on as many students as possible. The second week in November, the campus health contact spoke at our chapter meeting about the awareness of prostate cancer and its symptoms. In the third week in November, a local doctor spoke at our chapter about testicular cancer and the method for self-exam. We also distributed brochures about the dangers of testicular cancer to those interested at the Student Union; we attached the brochure to a bag of mixed nuts! During the entire month, we all tried to grow a mustache. We took before and after pictures of each of us, posted them on our website (along with promotions of the three weeks’ activities), and had an online vote for “The Best Mustache.” The winning brother got a $25 gift card to TGI Fridays. This month-long activity was so worth all the dedicated work of the chapter. All brothers were assigned to assist and serve in many ways, from serving as the on-site group at the student center or inviting the guest speakers, from stapling a bag of nuts to a brochure to growing a mustache and more. We did not raise any money from this project, but we created awareness of these men’s mental and physical health issues among our chapter brothers and a campus-wide audience. Because all brothers were involved in this project, all brothers benefited personally and by their contribution to a worthy cause for more people.

g. NOTE: The other prompts would be answered similarly:

1. Include the prompt in the topic sentence with a direction connected to your chapter.

2. Develop supporting sentences that answer “What?” and “How?”

3. End the response with a sentence(s) that answer the question “Why?”

CLOSING: (5 MINUTES)

1. Say/paraphrase the following:

a. Now that we have covered the variety and extensiveness of the SAE Awards and that we know how to respond to the award application prompts, which award should we pursue and submit the application for in the spring? OR

b. What is our plan to pursue the John O. Moseley Award for Fraternity Zeal or for Chapter Achievement? Can we consider it for this year or should we determine a one to two-year plan of action for pursuit and application?

NOTES:

• The Eminent Deputy Archon could lead this lesson since they are in charge of the awards and awards application. It should also be noted that it is not the sole responsibility of the EDA to do all the drafting of awards applications, but instead, those officers directly involved with specific awards should work in collaboration with the EDA, e.g., the application for the Outstanding Scholarship Awards should be a collaborative effort between the EDA and the Scholarship Chair.

• This lesson should be offered early in the school year so that focus can be given throughout the year toward the award and the chapter’s progress to substantiate the application.

THE FOUNDATION AND SCHOLARSHIPS

SCHOLARSHIP AND ACADEMICS

DESCRIPTION:

This lesson offers a virtual “scholarship search” to help members familiarize themselves with the scholarship portion of the website and learn about different Foundation scholarship opportunities.

BEFORE MEETING:

• Make sure your meeting room has a projector/screen and audio.

GOALS:

• Identify the SAE Foundation.

• Identify the forms and criteria for scholarship applications.

• Familiarize yourself with the Foundation scholarships.

• Familiarize yourself with the “Scholarships” section of the SAE website (to help answer questions).

• Optional: Prepare prizes for the winning team.

OUTLINE (18 MINUTES)

OPENING: (2 MINUTES)

1. Ask the chapter to raise their hand if:

a. They have ever applied for an SAE scholarship

b. They have ever applied for any scholarship

c. They would like to receive money from a scholarship

2. Say/paraphrase the following:

a. SAE’s members and alumni fund the Foundation’s strong and viable scholarship opportunities. Every year, members are able to apply for scholarships as early as November 1st. Today we are going to learn about some of those scholarships and how to apply.

SCHOLARSHIP SEARCH ACTIVITY: (10 MINUTES)

1. Divide the chapter into groups of 4-5.

2. Tell them they are about to compete in an online Scholarship Search using their phones.

3. Whoever gets the most correct answers the fastest wins. Prompt the chapter to navigate to www.sae.net/resources/ scholarships

4. Display The Foundation (and Scholarships) Slideshow

5. Once 1st, 2nd, & 3rd place teams have been determined, review the answers of the Scholarship Search (located in the slideshow).

CLOSING: (3 MINUTES)

1. Allow members a couple minutes to review the “Scholarships” page at their own leisure.

2. Ask them which scholarship(s) they might consider applying for, and have a few brothers share their answers.

NOTES:

TRUE GENTLEMAN - SCHOLARSHIP SCHOLARSHIP

AND ACADEMICS

DESCRIPTION:

Now that we’ve spent time discussing scholarship, academic success, and educational development, we will discuss how these pillars connect with our creed, “The True Gentleman.”

BEFORE MEETING:

• Make sure your meeting room has a projector/screen and audio.

GOALS:

• Understand the importance of scholarship in SAE.

• Dissect, analyze, and interpret how The True Gentlemen plays into scholarship and professional growth.

• Remind brothers to bring a pen and paper to the meeting (or provide extra for them).

OUTLINE (18 MINUTES)

OPENING: (3 MINUTES)

1. Display the True Gentleman - Scholarship Slideshow

2. Say/paraphrase the following:

a. “Today we will be talking about one of the most important aspects, if not the most important aspect, of being a college student and an SAE: Scholarship. There are many definitions to scholarship, but simply put, it is an academic study or the achievement of learning at a higher level. Scholarship is the basis of why we came to college – it is the foundation of the college experience.”

3. Share the goals of the lesson with the chapter (listed above).

4. Ask brothers to explain their answers to the following question:

a. How does scholarship play an important role in your life?

THE TRUE GENTLEMAN ACTIVITY: (10 MINUTES)

1. During the recruitment process we discuss the following:

a. Why we came to this school.

b. Why we joined SAE .

c. How our commitment to SAE is mutually exclusive with our commitment to education.

2. Ask and discuss the following question:

a. As a chapter or as individuals, how do/should we exemplify our commitment to scholarship when recruiting new members,?

3. As a chapter, read the following excerpt from “The True Gentleman” and discuss how the quote promotes scholarship:

a. “…whose deed follows his word…”

CLOSING: (3 MINUTES)

1. Ask and discuss the following question:

a. How does scholarship play a role in your life, and how can you use “The True Gentleman” to become a better student and learner?

NOTES:

ONLINE LEARNING SCHOLARSHIP AND ACADEMICS

DESCRIPTION:

This lesson reviews skills and tips for effective online learning. Each member briefly identifies their goals for the semester and any obstacles standing in their way. The provided tips help support each member’s goal(s).

BEFORE MEETING:

• Make sure your meeting room has a projector/screen and audio.

GOALS:

• Identify skills and habits for effective online learning.

• Develop a plan that identifies goals, obstacles, and tactics for students taking online courses.

• Remind brothers to bring a pen and paper to the meeting (or provide extra for them).

OUTLINE (18 MINUTES)

ONLINE LEARNING OBSTACLES: (5 MINUTES)

1. Share the goals of the lesson (as outlined above).

2. Display the Online Learning Slideshow

3. Ask the following question and record the group’s responses.

a. What are the 5 biggest obstacles about being an online student?

4. Make edits as needed until your list is complete and agreed upon by the group.

ONLINE LEARNING TIPS, STRATEGIES, & HABITS: (5 MINUTES)

1. Ask the following question and type the group’s responses.

a. What are some of your top tips, strategies, or habits for students doing online classes/learning?

2. Make edits as needed until your list is complete and agreed upon by the group.

MAKING A PLAN: (5 MINUTES)

1. Review the 10 tips provided in the slideshow and highlight any tips that weren’t already mentioned by the group.

2. Prompt the group to write a personal GOAL by saying the following:

a. What is your biggest academic goal this semester? How do you hope to become a better online learner?

3. Prompt the group to write a personal OBSTACLE by saying the following:

a. What is the biggest obstacle or obstacles standing in the way of your goal?

4. Prompt the group to choose TIPS, STRATEGIES, or HABITS by saying the following:

a. Based on our discussions today, which tips, strategies, or habits will help you achieve your goal and overcome your biggest obstacle(s)?

CLOSING: (3 MINUTES)

1. Ask a few members to share their answers with the group.

2. Encourage members to share their goals with as many brothers as possible. This helps with accountability and support of each person’s goal.

NOTES:

ACADEMIC CAMPUS RESOURCES

SCHOLARSHIP AND ACADEMICS

DESCRIPTION:

Showcase the academic resources on your campus with this customizable lesson plan. Each university has dedicated offices and resources to help students succeed academically. Use this lesson as an opportunity to highlight the unique academic support resources your school offers.

GOALS:

• Understand the importance of academic success in SAE.

• Identify the resources available on campus to help students succeed academically.

BEFORE MEETING:

• Academic/Scholarship Chairman should research the academic resources available on campus and plug them into the appropriate places in this lesson (including in the slides).

• Make sure your meeting room has a projector/screen and audio.

OUTLINE (15 MINUTES)

OPENING: (2 MINUTES)

1. Display the Academic Campus Resources Slideshow.

2. Say/paraphrase the following:

a. “We all know academics are important to being in SAE. We have a required minimum GPA, and of course, you must be in college to join. But oftentimes we need support to do our best. Our chapter offers support but the university also has many free resources to help us do well in ith our classes. We want to be sure everyone is aware of these and can take full advantage so we can continue to maintain our top academic standards, and so each of us can graduate and go on to succeed after college.”

CAMPUS RESOURCES: (10 MINUTES)

1. Ask brothers to raise their hand (or use the hand raise feature) if they have ever been to the any writing, math or tutoring centers on campus. Ask them to type in the chat which ones they have used before.

2. Tell your members that you are going to review a few resources like these and there will be an opportunity to share your positive experiences towards the end.

3. Present the applicable information about the following resources on your campus. Please include any additional offices or centers that are unique to your campus at the end.

a. Writing Center

b. Tutoring

c. Academic Advisors

d. Library

e. Other (i.e. study center, computer labs, etc.)

4. Ask if anyone has a positive experience they would be willing to share with the chapter about utilizing one of these resources for a class. Ask them to be brief but to share specifically how the office/center helped.

a. Depending on timing, allow 1-3 brothers to share. If you have more than one share, ask them to talk about a different office or resource.

CLOSING: (3 MINUTES)

1. Ask and discuss the following questions:

a. If you have never used one of these resources on campus, why not?

b. What would make you more likely to visit one of these resources when you need help in a class, on a paper, etc.? (Suggest going with a brother, if that does not come up)

NOTES:

ALUMNI CAREER PANEL

SCHOLARSHIP AND ACADEMICS

DESCRIPTION:

An alumni panel will provide insight on how they forged a path to their current career and give tips for how to use your fraternity experience as a leg up in the professional world.

BEFORE MEETING:

GOALS:

• Convey a sense of organizational longevity.

• Share career advice with undergraduate members.

• Connect undergraduate and alumni members with similar career interests.

• Alumni Chairman or Academic/Scholarship Chairman should select three distinguished alumni to serve on the panel. They should represent three different career paths (and/or three different majors).

• Communicate with panelists about logistics and provide them with the list of sample questions at least one week in advance.

• Make sure your meeting room has a projector/screen and audio.

• Optional: Update the Alumni Career Panel Slideshow with your speaker(s) information.

• Optional: Review the Alumni Career Panel - Sample Questions for possible questions to ask.

OUTLINE (35 MINUTES)

OPENING: (5 MINUTES)

1. Ask alumni panelists to introduce themselves using these prompts:

a. Full name

b. University/Chapter designation

c. Graduating year

d. Where they currently live and what they do for a living

CAREER OVERVIEW: (5 MINUTES)

1. Ask alumni panelists to briefly describe the following:

a. Their career field

b. What they studied in college

c. Professional and/or college experiences that helped them prepare for their career

OPEN QUESTIONS: (20 MINUTES)

1. Open up questions to the chapter. Allow brothers to ask career and fraternity related questions.

a. You may want to use the list of sample questions to help get the questions started. This helps model appropriate questions to your brothers and gives them a few minutes to think of questions they want to ask the alumni.

b. As brothers ask questions, ask that they first introduce themselves, including name and year in school.

2. As you approach the 30-minute mark, ask your alumni panelists to give one final piece of career advice.

CLOSING: (5 MINUTES)

1. Thank your alumni panelists for their participation. Ask the chapter to thank them with applause.

2. If the panelists have agreed to share their contact information, remind brothers that they can reach out at any time for career advice.

NOTES:

SAE CAREER CONNECT

SCHOLARSHIP AND ACADEMICS

DESCRIPTION:

Career paths are strengthened by the Bonds of our Fraternity. “ΣΑΕ Career Connect” is a set of initiatives and resources tapping into Sigma Alpha Epsilon’s national network of brothers with more than 251,000 living alumni and 12,500 collegians. In today’s evolving and competitive workplace, it’s important that ΣΑΕs continue to build important life skills that underscore values, accountability, teamwork, resiliency, responsibility, self-awareness, problem-solving, and communication.

This lesson will cover the various initiatives that are part of SAE Career Connect and give brothers the chance to take advantage of these unique opportunities.

OUTLINE (30 MINUTES)

OPENING: (5 MINUTES)

1. Ask the chapter to discuss the following questions:

GOALS:

• Become familiar with the Career Connect initiatives.

• Identify ways the different Career Connect initiatives can help you meet your professional goals.

• Sign up to be a Career Mentee.

BEFORE MEETING:

• Have the “SAE Career Connect” presentation ready to display to the chapter.

• Be sure that all members are able to see the presentation.

a. What are some ways SAE has helped you feel more prepared for your professional career after college?

b. What are some ways your SAE network has helped you advance?

PROGRAM OVERVIEW: (10 MINUTES)

1. Display the presentation about the program.

2. Facilitate the presentation, and have brothers read the more text-heavy slides out loud. Use the speaker notes in the slide show to help you elaborate on each initative.

DISCUSSION: (10 MINUTES)

1. Have brothers discuss the following questions:

a. Which initiatives are you most interested in participating in and why? How will they help?

b. What are some topics you might like to see in the upcoming Backpack to Briefcase sessions?

c. What are some topics you might like to hear in upcoming TG Talks?

CLOSING: (5 MINUTES)

1. Say or paraphrase the following:

a. Don’t forget to sign up to be a Career Mentee so you can get matched with an alumnus mentor in your future career field or who shares similar interests.

b. Career Connect is a truly unique-to-SAE program, so it’s important we take advantage of all our SAE network has to offer.

c. Please make sure you’re following the national SAE account on Instagram (@sigmaalphaepsilon) so you don’t miss the promotion of the upcoming Backpack to Briefcase sessions, TG Talks, and all the other great initiatives they offer. If we take advantage of all of the resources we are offered, we all have the opportunity to find internships and advance into strong careers after college, becoming the best versions of ourselves and making our chapter proud.

NOTES:

If anyone needs support with accessing The SAE Portal for the first time, they should follow these instructions

If there are any questions about the programs that you cannot answer, someone from your chapter would like to learn more about, or you have feedback on program topics your chapter would like to see, please contact the Alumni Services department at the Fraternity Service Center (FSC) at alumni@sae.net

ACADEMIC RELATIONSHIPS WITH UNIVERSITY FACULTY & STAFF

SCHOLARSHIP AND ACADEMICS

DESCRIPTION:

Building and maintaining professional and academic relationships with your university faculty and staff is important to succeed as a student.

GOALS:

• Identify the importance of building and maintaining academic relationships with university staff and faculty.

• Identify which faculty and/or staff member to contact for specific needs and questions to ask them.

• Develop an action plan for building and maintaining positive academic relationships with professors and university staff.

BEFORE MEETING:

• Brothers will need technology or a pen/pencil for the Academic Relationships with University Faculty & Staff Worksheet .

• Provide a limited amount of copies of the Academic Relationships with University Faculty & Staff Worksheet , or share the link with your chapter so they can download it digitally.

• You’ll need a whiteboard, or poster board, a marker or a projector, and a computer to write down the questions that the group shares out loud in the activity.

OUTLINE (30 MINUTES)

WELCOME & ACTIVITY: (5 MINUTES)

1. Have brothers participating partner up with another brother. Have them tell each other who their academic advisor(s) are, their professors and what courses they teach, and someone who works in the Academic Support Office and/or the Writing Center. The brothers will use the first page of the Academic Relationships with University Faculty & Staff Worksheet to write down this information.

2. Have them answer these questions with their partner:

a. Why is building and maintaining professional/academic relationships with our university faculty and staff important?

b. What is the value of our university’s Writing Center and Academic Support Office?

3. Have some volunteers share their responses in a group discussion.

INSTRUCTION: (2 MINUTES)

1. Say or paraphrase the following:

a. You all have identified essential people you have met thus far in your college career, including academic advisors, professors, and faculty who work in the Writing Center and Academic Support Office.

b. Furthermore, you have identified the value of building and maintaining academic relationships with these individuals who are a part of your collegiate success.

c. We’re going to develop an action plan to assist us in further developing these relationships.

ACTIVITY: (20 MINUTES)

1. Say/paraphrase the following:

a. Let’s have everyone look at the list they just created. I want you to circle your academic advisor and two of your professors. It could be your two favorite professors or two that challenge you the most or one of each.

b. After you pick, list three qualities you admire or respect for each person on the first page of the worksheet beside their name.

c. Pull out a phone, computer, or tablet, look up when their officer hours are, and add that to the first page of the worksheet. Maybe add it to your planner after this lesson.

d. As a group, let’s identify five to six questions that you could ask academic advisors, professors, and other faculty and staff members.

ii. Write their answers on the whiteboard or poster board, or if you have a projector, you can type them out.

iii. Here are some possible questions (if you need to help jumpstart the group):

1. Academic Advisors:

a. How many credits would you suggest I take this upcoming semester?

b. What classes would you say are a priority vs classes that could wait?

c. What was the best advice you received?

d. What are the next steps I should take in the next year?

e. May I ask you for a letter of recommendation in the future?

ACADEMIC RELATIONSHIPS WITH UNIVERSITY FACULTY & STAFF - CONTINUED SCHOLARSHIP AND ACADEMICS

2. Professors:

a. What are the important connections of this class to today’s society?

b. What would you like to add to our curriculum study?

c. How did you determine to pursue your area of study?

d. What major changes have you seen from when you first began teaching?

e. May I ask you for a letter of recommendation in the future?

3. Writing Center Staff:

a. How am I able to sign up to get help at the Writing Center?

b. What do you see as strengths and areas for improvement in academic writing?

c. Would you be willing to review my resume and cover letter?

d. What materials or resources should every student have access to?

e. When or why should students make an appointment with you?

4. Academic Success Office Staff:

a. What services does your office have available?

b. What skills does someone who is applying for graduate programs need?

c. What are the best tips you have for interviewing for a graduate program?

d. Could we schedule a mock interview?

2. Say/paraphrase the following:

a. From this list of questions, decide and write down four to six questions that you would like to ask each of the three people that you picked.

b. Complete your Action Plan on the third page of the University Faculty & Staff Academic Relationships Worksheet. Write in the faculty/staff member you want to meet with, their office hours or the hours of operation, and the list of questions that you want to ask them.

CLOSING/DEBRIEF: (3 MINUTES)

1. Say/paraphrase the following:

a. Get back with your partner and tell them your Action Plan with the faculty and staff members that you picked.

2. Ask these two closing questions (either pair share and then whole group share OR whole group share):

a. How will these meetings build and maintain professional/academic relationships with your university faculty and staff?

b. Why are these relationships important?

NOTES:

CREATING STUDY SKILLS FOR ACADEMIC SUCCESS

SCHOLARSHIP AND ACADEMICS

DESCRIPTION:

Often in college, students may find themselves struggling academically. This lesson focuses on learning, understanding, and applying study skills to succeed academically within and outside of the classroom.

BEFORE MEETING:

GOALS:

• Brothers participating will better understand the value of implementing and practicing an array of study skills.

• The Scholarship Chairman should facilitate or co-facilitate this lesson.

• Set-up: Prior to the meeting and in preparation for this lesson, make sure to have one handout per participant, sticky notes, a whiteboard, chart paper, or poster paper.

• Facilitator Note: Prior to participants entering the space, write on a whiteboard or other writing surface (chart paper, poster board, etc.) a vertical line to create segments with the following labels:

• 0 to 5 hours

• 6 to 10 hours

• 11 to 15 hours

• 16 or more hours

• Print and distribute or provide the link for the Test Preparation Skills Self-Evaluation sheet. This sheet is pre-work and must be completed prior to the lesson. Have members complete this before you start the lesson.

• Print and distribute or provide the link for the Study Strategies & Best Practices sheet and the Barriers to Effective Studying Self-Assessment sheet.

• Have the “Study Skills Slideshow ” presentation ready to display in the chapter

• Be sure that all members are able to see the presentation.

OUTLINE (55 MINUTES)

OPENING: (5 MINUTES)

1. Say/paraphrase the following:

a. As brothers enter the space, provide them with a sticky note and ask them to write the total hours they spend studying per week (for all classes and academic commitments) and sign their name (First name is fine).

ii. Have the participants put their sticky note on the board that corresponds with the time frame that they wrote on their sticky note (i.e. if some wrote 7 hours, have them stick their note on the board where it is labeled 6 to 10 hours).

iii. Let the participants know that we will revisit the sticky notes later in the lesson plan.

iv. Talk about the prework assignment as a part of the opening. Ask some reflection questions.

1. How did you feel about the Test Preparation Skills Self-Evaluation?

2. Was there anything that surprised you?

3. Are you happy with your results?

4. Is there anything that you can do to improve your study skills?

INSTRUCTION: (30 MINUTES)

5. Learning Letters:

a. Utilize the Study Skills Slideshow presentation and display Slide 2 for one (1) minute. Tell the participants to study the screen and that they may not write down or take photos of what is displayed.

i. The letters will be displayed: J FKFB INAT OUP SNA SAI RS

1. Once the one (1) minute is up, advance to Slide 3.

ii. Please note this will be a blank slide.

b. Ask: Does anyone have an idea of what those letters could mean or symbolize?

i. Allow for answers and discussion.

c. After a few answers, advance the slide deck to Slide 4.

i. The letters will have been shifted to show their true alignment

1. JFK FBI NATO UPS NASA IRS

d. Share: Even though these are the same letters, our brain can make sense of them when they are more readily identifiable and remembered from lived experiences.

CREATING STUDY SKILLS FOR ACADEMIC SUCCESS - CONTINUED

SCHOLARSHIP AND ACADEMICS

e. Ask: So, what is the point?

i. Allow for some answers from the group.

b. Share: It is hard to memorize random letters, items, or things; however, when our brains can make a connection or make sense of information, it is easier to remember things!

2. Getting Scientific about Study Skills

a. Say or paraphrase the following:

i. We are going to watch a short video on scientific study skills. As we watch, make note of any of the tips you have used and at least one you would like to start using.

ii. Show the video on Slide 5.

b. Once the video has ended, ask the following questions to the group:

i. What are YOUR top tips for academic success?

1. Type or write out their responses. Share this page after the lesson or have them snap a photo of the list.

2. We could stand up here all day long and tell you how to study better or smarter or whatever, but what do YOU already know to be true about how to be successful? (You’re already experts!)

ii. Is it always possible to apply the same study strategies to every situation or class? Why or why not?

3. Taking on the Memory Curve

a. Advance to Slide 6 to show the Memory Curve.

b. Say or paraphrase the following:

i. There are scientific studies that have been done with work on memory and the length of time before revisiting the items learned.

ii. The dark blue curve indicates the effects on memory and learned items when there is no review of the material.

iii. Each line represents the material being reviewed further out in time with the aqua/teal line being consistent reviews for a month on a frequent basis where 75% of information is retained.

ACTIVITY: (15 MINUTES)

1. Circling back to the sticky notes, break members into groups based on how many hours they reported studying.

a. If there is a large number of members present, this activity can be done by creating multiple groups or assigning areas within the space using the four-time range and asking them to find a smaller group of no more than 5 to 6 people.

2. As the groups are being formed, pose the following task:

a. Within three (3) minutes, write down as many study tips and strategies you use when preparing for an exam/test as you can.

3. Once the three (3) minutes have passed, distribute the Study Strategies & Best Practices handout. (NOTE: You can use this document to add their responses when you asked them what their best study tips were after the video. You may send this document out to the group at the end of the session).

a. Have the groups review the handout and mark/cross out items they currently do while putting stars next to the ones they would like to implement.

4. To better understand how these tips and strategies can assist our members in being successful in their academics, it is time to lead a discussion based on barriers to effective studying.

a. Put members in groups so that one person from each “number of hours studied” range from the sticky note activity are together. If the numbers don’t match up perfectly in the groups, that is fine. Match to the best of your ability.

i. NOTE: Use the four corners of the room to help make this process easier for a large group. If some groups are larger than others, you can divide them into smaller sub-groups.

b. In their groups, have everyone review the Barriers to Effective Studying Self-Assessment worksheet. Have participants work through each of the items and share the frequency with which each member experiences them.

c. For members of the group who experience items “sometimes” or “frequently,” ask the group to discuss how they overcome those items.

5. Close the activity by sharing and talking about various academic resources on campus that assist in skill building:

a. The Fraternity Service Center Campus Resources List

b. Tutoring centers

c. Writing Labs

d. Office of Academic/Student Success

e. Study Strategies & Best Practices Working Sheet

f. Etc.

6. Discuss any highlights or plans to be implemented by the Chapter Scholarship Chairman.

CREATING STUDY SKILLS FOR ACADEMIC SUCCESS - CONTINUED SCHOLARSHIP AND ACADEMICS

CLOSING: (5 MINUTES)

1. Conclude and debrief your session with a few discussion questions:

a. How do you currently spend your time studying that you are the proudest of? Least proud of? Is there something you learned about or heard today that you can change about the way you are currently spending your time studying? If so, what?

b. Think about the most productive person you know. What makes them able to accomplish so much? Are there things you can learn from them?

c. How can you eliminate or minimize some of the distractions that come with being in college and studying for academic success?

NOTES:

Some information and additional materials are adopted from:

• Robinson, F. P. (1970). Effective study (4th ed.). Harper & Row

• Dartmouth College, Academic Skills Center. (2001). Why spend time scheduling?

UNDERSTANDING TIME MANAGEMENT

SCHOLARSHIP AND ACADEMICS

DESCRIPTION:

Often in college, students will find themselves trying to fit as many priorities as possible into a finite amount of time. This lesson plan focuses on understanding and applying time management practices and skills when it comes to pursuing academic success.

BEFORE MEETING:

GOALS:

• Analyze our understanding of time management.

• Identify strategies to implement to improve time management.

• Identify and implement study skills best suited for each member’s learning style.

• Review the lesson, Time Management Estimation Activity sheet, and 8-8-8 Model Timeline sheet so you feel comfortable facilitating the activity.

• Print and distribute or provide the link for the Time Management Estimation Activity sheet and the 8-8-8 Model Timeline sheet.

• To save time, you can have all chapter members watch the video, “How to gain control of your free time ” as prework to this lesson.

OUTLINE (45 MINUTES)

OPENING: (5 MINUTES)

1. Ask all members to close their eyes. Once all participants have their eyes closed, say or paraphrase the following:

a. Right now, you have your eyes closed and you are not able to look at a clock. The challenge is to simply stand/raise your hand/ open your eyes once you believe 2 minutes has passed.

2. As the facilitator you will keep track of each participant standing and the time in which they stand.

3. Once all participants have completed the activity lead a discussion de-briefing.

a. How did you feel about this activity?

b. What was your thought process druing the activity?

c. Did you use any skills to track time during the activity?

CONTENT/INSTRUCTION: (30 MINUTES)

1. To begin and share the activity show the video “How to gain control of your free time ” by Laura Vanderkam (12 minutes in length)

a. The irony and a discussion point will be any members present who say, “they didn’t have time.”

2. After watching the video, discuss the following (in pairs, groups, or as a whole group):

a. What can you do to plan your time so that it reflects your most important priorities and so that you feel good about the way you are spending your time?

b. What might be difficult in doing so?

c. Who can support you in managing your time well? How so?

d. Discuss the strategies outlined in the video (make a three-category priority list and include your priorities in your weekly planner before you include other tasks and appointments; keep a time diary; maximize “in-between” moments by putting down your phone and instead doing what matters most to you).

e. What are the benefits and challenges of each strategy? Which of these strategies feels the most “do-able” for you?

f. Identify and share one specific, measurable step that you can use to align your time with your priorities.

3. 8-8-8 Exercise: Has anyone heard about 8-8-8 model?

a. Out of 24 hours, 8 are meant for sleep and 8 are for an average workday or academic related activites such as class, studying, and homework. That means there are 8 hours each day left for everything else.

b. Examples of the things that would be in those other 8 hours include but are not limited to eating, extracurriculars, spending time with friends, exercising, Chapter meetings, events, etc. Items in this time frame are considered “free” time. Fraternityrelated activites should never impede on work/academics or sleep, so it MUST fall in the remaining 8 hours of the day.

ACTIVITY: (15 MINUTES)

1. Ask participants to spend ~5 minutes filling out the Time Management Estimation Activity worksheet. They should be roughly estimating their time, so encourage them to move quickly on this part.

2. After the participants fill out the Time Management Estimation Activity worksheet, have them take the ~7 minutes to fill in the 8-8-8 Model Timeline.

a. Have the participants utilize the Time Mangement Estimation Activity Worksheet to help them complete the 8-8-8 Model Timeline. The 8-8-8 Model Timeline breaks down their entire 12-hour day for the whole entire week.

UNDERSTANDING TIME MANAGEMENT - CONTINUED SCHOLARSHIP AND ACADEMICS

3. Discuss the following as a group:

a. How do you spend most of your week/day?

b. If someone were to look at your paper, what would that person assume are your top three priorities on a weekly basis? What are your top three priorities? Do they match? Why or why not?

c. When and how do you practice self-care? Do you feel you spend enough time on this? Too little? Too much?

d. Do consider yourself to be a procrastinator? Why or why not?

e. What are some your biggest “time wasters” or distractions?

CLOSING: (5 MINUTES)

1. Conclude and debrief your session with a few discussion questions:

a. What aspects of how you currently spend your time are you the proudest of? Least proud of? Is there something you learned about or heard today that you can change about the way you are currently spending your time? If so, what?

b. Think about the most productive person you know. What makes them able to accomplish so much? Are there things you can learn from them?

c. How can you eliminate or minimize some of the distractions that come with being in college?

d. What resources exist on campus that could assist you in effectively managing your time?

NOTES:

Some information and additional materials are adopted from:

• Robinson, F. P. (1970). Effective study (4th ed.). Harper & Row

• Dartmouth College, Academic Skills Center. (2001). Why spend time scheduling?

TRUE GENTLEMAN - LEADERSHIP LEADERSHIP AND CAMPUS

DESCRIPTION:

Using “The True Gentleman” as a guide, this lesson pulls excerpts from our creed and discusses how “The True Gentleman” interprets and promotes leadership.

BEFORE MEETING:

• Make sure your meeting room has a projector/screen and audio.

GOALS:

• Understand how leadership plays a role in the Fraternity.

• Dissect, analyze, and interpret how “The True Gentleman” displays leadership.

• Remind brothers to bring a pen and paper to the meeting (or provide extra for them).

OUTLINE (15 MINUTES)

OPENING: (3 MINUTES)

1. Display the True Gentleman - Leadership Slideshow

2. Say/paraphrase the following:

a. ‘’Leadership extends beyond our membership in SAE, but in our toughest moments, we can turn to ‘The True Gentleman’ for guidance.’’

3. Share the goals of the lesson (as outlined above)

4. Ask brothers to write (or type) their answers to following questions:

a. How would you describe yourself as a leader?

b. What traits make up a good leader?

THE TRUE GENTLEMAN ACTIVITY: (10 MINUTES)

1. Read the following excerpts from “The True Gentleman” and discuss as a chapter how each quote promotes leadership: (spend 2-3 minutes on each quote)

a. “…self-control is equal to all emergencies…”

b. “…who does not flatter wealth, cringe before power, or boast of his own possessions or achievements…”

c. “…who thinks of the rights and feelings of others, rather than his own …”

CLOSING: (2 MINUTES)

1. Ask and discuss the following question:

a. What did you originally write or hear for traits of a good leader and how can the “True Gentleman” help us work toward these traits?

NOTES:

TRUE GENTLEMAN - FRIENDSHIP

DESCRIPTION:

One of the biggest appeals to joining Sigma Alpha Epsilon is the life-long friendships that a member forms. Reviewing the messages of previous lessons and “The True Gentleman,” this lesson examines friendship on a personal and fraternal level.

BEFORE MEETING:

• Make sure your meeting room has a projector/screen and audio.

GOALS:

• Understand the importance of friendship in SAE.

• Dissect, analyze, and interpret how “The True Gentleman” displays friendship.

• Remind brothers to bring a pen and paper to the meeting (or provide extra for them).

OUTLINE (18 MINUTES)

OPENING: (3 MINUTES)

1. Display the True Gentleman - Friendship Slideshow

2. Say/paraphrase the following:

a. ‘’Friendship is a state of mutual trust and support. As a member, it is essential to each person’s experience that they are able to find, make, and keep friends to help them thrive in the experience-packed adventure that is college. We’ll spend time talking about what inspires us, as SAEs, to follow three simple ideas: honesty, connecting with others, and authenticity.’’

3. Share the goals of the lesson (as outlined above).

4. Ask brothers to write (or type) their answers to following questions:

a. How would you describe yourself as a friend?

b. Why is it important as a brother of SAE, to understand what it means to be a friend?

THE TRUE GENTLEMAN ACTIVITY: (10 MINUTES)

5. As a chapter read the following excerpts from “The True Gentleman” and discuss how each quote promotes Friendship: (spend 2-3 minutes on each quote)

a. “…who is himself humbled if necessity compels him to humble another…”

b. “…who speaks with frankness, but always with sincerity and sympathy…”

c. “…who thinks of the rights and feelings of others, rather than his own …”

CLOSING: (2 MINUTES)

1. Ask and discuss the following question:

a. How did you describe yourself as a friend, and how can you use “The True Gentleman” as a guide to become a better friend and brother?

NOTES:

MY DIGITAL LIFE

LEADERSHIP AND CAMPUS

DESCRIPTION:

This lesson asks members to examine their most recent social media posts and determine if these posts represent the ideals and values of SAE. Members are empowered to use social media to highlight accomplishments, brothers, and their chapter.

BEFORE MEETING:

• Make sure your meeting room has a projector/screen and audio.

GOALS:

• Reflect on your most recent social media posts.

• Identify and generate positive social media content that successfully represents SAE’s mission, vision, and values.

• Post something positive on one or more of your social media accounts to use as an example.

OUTLINE (18 MINUTES)

ONLINE IMAGE: (5 MINUTES)

1. Display the My Digital Life Slideshow

2. Share the goals of the lesson (as outlined above)

3. Ask and discuss the following questions:

a. How do you think people perceive you and SAE based on how you present yourself on campus?

b. How do you think people perceive you and SAE based on how you present yourself online?

LAST 5 POSTS: (5 MINUTES)

1. Prompt your chapter to do the following:

a. Take 1 minute to look up the last 5 posts you made on social media.

b. Ask a few volunteers to share/summarize their posts.

c. After each of the volunteers share their posts, ask the following question:

d. What would a potential new member learn about each person from seeing these posts? What would they learn about SAE?

NEXT 5 POSTS: (5 MINUTES)

1. Say or paraphrase the following:

a. “Most of you probably don’t have anything incriminating on your posts/accounts that could harm our chapter or SAE, but do you have anything that helps promote our chapter and SAE? Just because we’re not wearing letters at any given point doesn’t mean we stop being SAEs. We need to hold ourselves to a high standard as True Gentleman in person and online.”

b. “We’re each going to plan 5 positive posts that promote our ideals, our brothers, and/or SAE.”

2. Have brothers take 3 minutes to plan 5 social media posts. Here are some examples to help get them started (their posts should include specifics):

c. Highlight a recent chapter accomplishment (philanthropy, grades, leadership, etc.)

d. Compliment/thank a brother for his achievements or help

e. Let people know the cool things you’re doing with SAE

f. Repost SAE content from official SAE profiles and The Record Online

g. Post pictures or screenshots of positive activities with your brothers

3. After 3 minutes, ask a few brothers to share their post ideas.

CLOSING: (3 MINUTES)

1. Ask and discuss the following question:

a. “What are some positive outcomes we could see as a chapter if we all continue to make posts like these on our social media profiles?”

NOTES:

OUR FRATERNITY AND SORORITY COMMUNITY

LEADERSHIP AND CAMPUS

DESCRIPTION:

Learn about the councils and communities that make up your campus’s fraternity/sorority community.

** Be sure to research the councils that exist on your campus before preparing this lesson. Some of the councils listed may not exist on your campus, or they may go by different names and acronyms.

GOALS:

• Understand the councils that make up your FSL community.

• Identify opportunities to work with councils/organizations.

• Reflect on how we can make our fraternity and sorority community more inclusive and united.

• Understand effective collaboration strategies.

BEFORE MEETING:

• Edit the Our FSL Community Slideshow as needed to reflect appropriate information for your campus community (instructions in speaker notes will help guide you with this task).

• Ensure your meeting room has a projector/screen and audio.

OUTLINE (25 MINUTES)

OPENING: (1 MINUTE)

1. Project the Our FSL Community Slideshow

2. Say/paraphrase the following:

a. “Our fraternity and sorority community at ____ (university) is made up of many different types of fraternities and sororities. We may be familiar with some fraternities, as we might have met them during recruitment or have friends who joined other chapters. We might also be familiar with some sororities, with whom we have social events and invite to our philanthropy events. But our community also includes many culturally-based and historically Black fraternities and sororities. We will discuss all four groups to help us understand the full picture of our community. As leaders in our community, we must be aware of all groups that make up our community and do our best to reach out, include them, and make our community a better place for everyone.”

OFFICE OF FRATERNITY AND SORORITY LIFE - OFSL: (2 MINUTES)

1. Explain that the Office of Fraternity and Sorority Life (or insert name of this office on your campus) is the office that oversees all fraternity and sorority life programming.

a. This may or may not include co-ed business and service Greek-lettered organizations, but for the purposes of this lesson, we will be focusing on single-sex, social fraternities and sororities.

2. Review the content in the slide show to help you explain the purpose of the Office of Fraternity and Sorority Life:

a. “This office is made up of university staff that advises our chapters and councils.”

b. “Councils are the governing bodies that each of our fraternity and sorority chapters on campus fit into. We will discuss each council briefly.”

3. Review the content on the next slide to show the staff from the Office of Fraternity and Sorority Life:

a. Include photos of the professional staff members, including the IFC advisor and any other staff who works directly with your chapter, so your members can easily identify them and put a name to a face.

INTERFRATERNITY COUNCIL - IFC: (2 MINUTES)

1. Explain that we will start with our own council: the Interfraternity Council, or IFC.

a. “IFC is the council SAE is a part of. Similar to the founding of our organization, most of the fraternities in IFC were created out of the need to incorporate a social experience for the men in the early days of colleges and universities..”

2. Review the content in the slide show to help you explain the purpose of IFC on your campus:

a. List chapters in the council.

b. “The NIC is the North American Interfraternity Conference. Just like we have the national SAE organization, IFC has the NIC. They serve as a trade-organization for campus IFCs and provide leadership”

c. “As a member of SAE, you have the ability to run for the IFC executive board. This is a great opportunity for you as a leader and for us as a chapter to have our member(s) leading the council.”

PANHELLENIC COUNCIL - CPH: (2 MINUTES)

1. Next is the Panhellenic Council, often referred to as ____ (ex. Pan, CPC, CPH, etc.)

a. “Panhellenic organizations were founded as colleges began admitting women in the late 1800s and needed social outlets and support. As women, they were not allowed in our fraternities, so they created their own organizations and called them

OUR FRATERNITY AND SORORITY COMMUNITY - CONTINUED LEADERSHIP AND CAMPUS

sororities, women’s fraternities, and secret societies.”

2. Review the content in the slide show to help you explain the purpose of Panhellenic on your campus:

a. List chapters in the council.

b. “NPC is the National Panhellenic Conference. Just like IFC has the NIC, Panhellenic has NPC. NPC is made up of 26 inter/ national sororities that work together to create policies and procedures to support their councils and organizations.”

NATIONAL PAN-HELLENIC COUNCIL - NPHC: (3 MINUTES)

1. Next is the National Pan-Hellenic Council, or NPHC.

a. “NPHC organizations were founded as colleges began admitting Black students in the early 1900s and needed social outlets and community support. They were not allowed in our fraternities at the time because of the color of their skin, so they created their own organizations that integrated the values of the Black community.”

2. Review the content in the slide show to help you explain the purpose of NPHC on your campus:

a. List chapters in the council.

b. “NPHC’s national organization has the same name, the National Pan-Hellenic Council. There are nine national members (5 fraternities and 4 sororities), so they are often referred to as the ‘Divine Nine.’ Their work largely revolves around bringing social justice and advocacy to the forefront of the Black community.”

c. “NPHC organizations are commonly known for their stepping and strolling, which are dance-like art forms that involve the precise rhythmic choreography of stomping, clapping, chanting, and singing, all in one. They also have calls, which are unique vocal expressions attributed to a specific organization. NPHC stepping, strolling, and calls are rooted in the cultural aspects of various African tribes and traditions. You are welcome to watch/listen, but it is disrespectful to repeat the calls or try to copy the stepping and strolling if you are not a member.”

MULTICULTURAL GREEK COUNCIL - MGC: (3 MINUTES)

1. Last but not least, is the Multicultural Greek Council, or MGC.

d. “MGC organizations were founded as more brown and non-white students began attending colleges and universities in the mid-1900s and needed social outlets and community support. They were still not widely accepted into the fraternities and sororities that existed at the time, so they created their own organizations that included aspects of their different cultures and communities.”

2. Review the content in the slide show to help you explain the purpose of MGC on your campus:

a. List chapters in the council.

b. “MGC organizations belong to a few different national umbrella groups because the different organizations have different special interests. First is NALFO, the National Association of Latino Fraternal Organizations. They are made up of Latinobased fraternities and Latina sororities. Next is NAPA, the National APIDA Panhellenic Association. APIDA stands for Asian Pacific Islander Desi American, so examples of the focus for organizations in NAPA are Asian-interest, South Asian, and Asian American Culture. The third major umbrella group is NMGC, or the National Multicultural Greek Council. The NMGC is a coalition of fraternities and sororities who were truly founded to promote and celebrate the unity of many cultures.”

c. “Many MGC organizations also step and stroll. Similarly to NPHC, they may have performances throughout the year or step or stroll at a variety of events.”

STRATEGIES FOR EFFECTIVE COLLABORATION: (5 MINUTES)

1. Say/paraphrase the following:

a. Even though our organizations and councils differ, we all work toward a common goal. To ensure that our organizations evolve, recruit the best members, and grow and maintain growth whenever we leave. We need to focus on our organizations and councils as a fraternity and sorority community as a whole. Together, we can build a community on our campus, and whenever one of us needs help, we all have the opportunity to support and help each other get back to where we want to be.

b. Effective collaboration is an essential tool when faced with a situation you may not agree with. For example, say that our campus administration told us that within the next five years, they will kick the Greek organizations out of our houses and convert them into apartments because they need more space. What would we do? How would we work with the other councils to ensure this doesn’t happen?

c. Here are some strategies for collective collaboration: I’ll give examples of these strategies from the university admin apartment scenario above.

i. Conduct thorough research and preparation.

1. Each council and the organizations within could pull the numbers of how many people they recruit and how they fill their houses. The common thread would be to show that each organization with a house is enforcing incentives to get members to live in the house and keep it full. Giving the university admin these numbers and/or a plan for filling the houses is a great first step.

OUR FRATERNITY AND SORORITY COMMUNITY - CONTINUED

LEADERSHIP AND CAMPUS

ii. Build and maintain strong relationships with each council, organization, additional on-campus organizations, etc.

1. When we understand that we all make up one culture/community and it is threatened, it creates the opportunity for us to work together. Building a strong community that supports one another is extremely effective. Collaborate with one another. We could create petitions, hold events, raise awareness, etc.

iii. Identify your common goals as a fraternity and sorority life community.

1. The common goal in this scenario is that all of our councils do not want to lose our housing. By working together on this common goal, we might discover other common goals that we share with other organizations and councils and collaborate on others things.

iv. Maintaining open and effective communication.

1. For this scenario, we all would have to be on the same page and ensure that everyone is aware of what is happening. We could recommend meeting weekly or biweekly with updates from each council and organization to ensure everyone is kept in the loop on how we are trying to solve this issue together.

v. Utilize negotiation techniques and tactics.

1. If everyone is on board, we could negotiate with the university administration about a time frame. If we collectively agree, we could pitch something like, “As a Greek community, we will ensure that we fill our houses to 90% capacity for the next three years. Would you reconsider turning our houses into apartments if we can do this?” This is just one example. Does anyone else have any other examples for this scenario?

b. This is just one scenario where we, as a Greek community, unite and support each other. There also doesn’t have to be an extreme event threatening our organizations for us to support each other! We can attend other councils’ events and partner with them on service or philanthropy initiatives. The list is endless!

DISCUSSION: (5 MINUTES)

1. Ask and discuss the following questions:

a. Why do these different types of organizations exist?

i. Home on campus for all types of people with different interests, needs, etc. They focus on different ways to provide friendship and support to people who value a variety of different things and have different salient identities.

b. How can we do a better job of including ALL chapters in the events and programs we do?

i. Invite them to our events philanthropy events. Attend their stroll competitions and step shows. Support their fundraisers. Hold “brotherhood” type events together to get to know them.

c. Why is that important?

i. We need to make sure SAE is being an inclusive and inviting chapter. We want others to know that we value them, even though we are in different organizations or councils. Just because we are an older or a newer chapter, doesn’t mean one is better.

d. How can we all work together to advance our campus’s fraternity and sorority culture?

i. We need to support each organization’s initiatives and partner with each other. We may have some differences, but we all joined our organizations for the same reasons, and we have the opportunity to create a united fraternity and sorority culture on our campus.

CLOSING: (2 MINUTES)

1. Say/paraphrase the following:

a. “Thank you all for listening and participating in this discussion. It’s very important to us as SAEs that we are aware of and knowledgeable about all the chapters and councils on our campus. We want our community to be inclusive and welcoming, so this is the first step. Throughout your time in the chapter, I hope you take the opportunity to step out of your comfort zone, make some new friends (in and out of SAE), and learn about people different from yourself.”

NOTES:

CAMPUS INVOLVEMENT LEADERSHIP AND CAMPUS

DESCRIPTION:

Learn about a variety of opportunities to get involved on your campus outside of the fraternity and highlight some of your brothers’ involvement.

BEFORE MEETING:

GOALS:

• Understand the expectation for all brothers to be a member of another organization.

• Identify common opportunities for campus involvement.

• Reflect on types of organizations members want to join.

• Member Educator should look up the campus involvement resources on campus and plug them into the appropriate places in this lesson (including in the slides).

• Arrange for 3 different members to speak about the 3 involvement categories. These should be brothers who are involved in an organization that falls into that category. Provide them with talking points and allow them to add in some personalized content, too.

• Make sure your meeting room has a projector/screen and audio.

OUTLINE (15 MINUTES)

OPENING: (2 MINUTES)

1. Display the Campus Involvement Slideshow

2. Say/paraphrase the following:

a. “Sigma Alpha Epsilon expects all members to also be part of at least one additional organization. This helps us all become more well-rounded and spreads the name of SAE further across campus. We will have 3 brothers share about the resources we have on campus and a little about their involvement experiences.”

3. Ask members to raise their hand or use the hand raise feature to indicate if they are involved in an organization outside of SAE. Ask them to keep their hand raised if they are involved in more than one organization. More than two?

FRATERNITY AND SORORITY LIFE: (3 MINUTES)

1. Have a brother who is involved in or familiar with the Interfraternity Council (IFC) explain the ways to get involved in Office of Fraternity and Sorority Life (OFSL; change this nme on the slides if your campus office has a different name) opportunities outside of SAE.

a. The opportunities available on your campus (i.e. IFC executive board, FSL programming board, Order of Omega, Greek Week boad, etc.)

b. The benefits of getting involved in these opportunities (i.e. getting to know people in other fraternities or sororities, building leadership skills, and getting to help influence IFC policies and procedures, etc.)

2. If he is or was involved in IFC or another OFSL organization, have his speak briefly about his personal experience with applying/ running for his position and what he has gotten out of it.

INTEREST-BASED ORGANIZATIONS: (4 MINUTES)

1. Have a brother who is involved in an interest-based organization explain the ways to get involved on campus.

a. Some opportunities available on your campus (i.e. Student Government, Club Sports, Cultural Centers, community service organizations, religious organization, etc.)

b. The benefits of getting involved in these opportunities (i.e. leadership skills, fun, new friends, etc.)

c. The office that oversees Student Organizations (i.e. Office of Student Activities, Office of Involvement, etc.)

d. The involvement website at your school and how to search for organizations and events (i.e. Campus Labs, Engage, etc.might be called something school-specific like “KnightConnect” or “beINvolved”)

2. This brother should speak briefly about his personal experience with joining an interest-based organization on campus and what he has gotten out of it.

CAMPUS INVOLVEMENT - CONTINUED LEADERSHIP AND CAMPUS

ACADEMIC OR CAREER-FOCUSED ORGANIZATIONS: (3 MINUTES)

1. Have a brother who is involved in an academic or career-focused organization explain why these are a good way to get involved on campus. He should note that you can get involved with these types of organizations the same way you would any other orgsanization on campus

a. Some opportunities available on your campus (i.e. Business Fraternity, Pre-Med or Pre-Law organization, Computer Science Club, Psychology Club, etc.)

b. The benefits of getting involved in these opportunities (i.e. career-related experience, networking, meeting others with similar career goals, etc.)

2. This brother should speak briefly about his personal experience with joining an academic or career-focused organization on campus and what he has gotten out of it.

CLOSING: (3 MINUTES)

1. Ask and discuss the following questions:

a. Why do you think SAE requires all members to be involved in another organization?

b. What have you gained the most from being involved in an organization outside of SAE?

NOTES:

365 RECRUITMENT

DESCRIPTION:

An overview of the key concepts of 365 Recruitment and assessment of your chapter’s strengths and challenges.

BEFORE MEETING:

GOALS:

• Review the concept of 365 Recruitment.

• Assess the chapters recruitment needs.

• Work with your chapter’s Recruitment Chairman to facilitate this lesson.

• Make sure your meeting room has a projector/screen and audio.

OUTLINE (18 MINUTES)

OPENING: (2 MINUTES)

1. Display the 365 Recruitment Slideshow

2. Ask/discuss with brothers “Who knows what 365 Recruitment is?”

3. Highlight the correct answer(s) and say or paraphrase the following:

a. “That’s correct. 365 Recruitment is the idea that we are always recruiting, not just during a certain chapter or IFC recruitment period. Brothers should always be looking for PNMs and be introducing them to other members of the chapter.”

DEFINITIONS: (5 MINUTES)

1. Say or paraphrase the following:

a. “Recruitment is the responsibility of the whole chapter, not just the recruitment committee, so we are going to review a few basics of recruitment, and 365 Recruitment, in particular.”

2. State that a PNM is anyone being considered for membership. Ask “How and where do we find PNMs?”

a. Call on a few brothers to give responses.

b. Good answers should include that brothers meet new guys in classes, clubs, intramurals, and other activities on campus. They should always be representing SAE in a positive light so PNMs all over campus will have a positive view of the Fraternity.

3. Review content on the “365-Day Recruitment” slide.

4. Review content on the “Database” slide, including the speaker notes.

START, STOP, CONTINUE: (10 MINUTES)

1. Explain that we are going to do an activity called Start, Stop, Continue.

a. Start – activities are those things the chapter should begin doing in regard to recruitment practices.

b. Stop – looks back at the previous year to identify which recruitment practices didn’t work and should cease.

c. Continue – identifies things that worked in the previous year and need to remain a part of the chapter’s recruitment practices.

2. Distribute the 365 Recruitment Handout or share the link.

3. Have the brothers split into groups of 4, or split them into enough breakout rooms so each room has 4-5 people.

4. After 4 minutes, bring everyone back together.

5. Starting with “Start,” ask brother to share what their groups came up with. Add their ideas to the slide to document them.

a. Good examples AR “Getting to know more guys in other organizations we’re in” or “Wearing letters to class more often.”

6. Continue with “Stop.”

a. Good examples might include “Only considering new men during the IFC recruitment period” or “Wearing letters when we are not representing SAE well (i.e. sleeping in class, going out to bars).”

7. Finish with “Continue.”

a. Good examples might include “Adding names to our database every week” or “Having a recruitment tip of the week at chapter.”

CLOSING: (1 MINUTE)

1. Thank everyone for participating and remind them that the whole chapter is responsible for 365 Recruitment.

2. The Recruitment Chairman should review the Start, Stop, Continue notes, and work on them with the recruitment committee. You may want to do further education with the chapter as a follow-up.

NOTES:

PNM VALUES

LEADERSHIP AND CAMPUS

DESCRIPTION:

Develop a core set of values that your chapter looks for in potential new members. These values and mission statements should not replace, but merely coexist with our National values and National Mission Statement.

BEFORE MEETING:

• Work with Recruitment Chairman to facilitate this lesson.

• Make sure your meeting room has a projector/screen and audio.

OUTLINE (20 MINUTES)

OPENING: (3 MINUTES)

1. Display the PNM Values Slideshow

2. What are the things you appreciate in a friend? (Call on a few people)

GOALS:

• Create 5-6 core values statements unique to your chapter.

• Instill a better understanding of who we wish to recruit and how to spot the values we aim for in PNMs.

3. What are the things you appreciate in a mentor? (Call on a few people)

4. What are things you don’t appreciate in friends? (Call on a few people)

5. Say or paraphrase the following:

a. “Understanding the things our chapter looks for in friends and mentors will help us understand what we value. Often times it is hard to define the values we hold as individuals and as a unique SAE chapter. We are going to work through an activity that will help us define some of this, and in turn, will help us become better at recruiting the best possible men.”

ACTIVITY: (12 MINUTES)

1. Explain what a “VIP” is in relation to this exercise.

a. VIP = A very important person to you that you admire and hold in high regard

2. Explain that there are no wrong answers in this exercise.

a. VIPs can be people you know, people you don’t know, superheroes, or other fictitious characters.

3. Remind them to go in with an open mind and don’t give answers that you think we want.

4. Distribute the PNM Values Handout or share the link.

5. Instruct brothers to write down the names/titles of 3 VIPs that they admire. Next, they will write down 3 adjectives that best describe those 3 VIPs that they listed.

6. After approximately 5 minutes, bring everyone back together.

7. Ask a few participants to read aloud, one of their VIPs and the associated adjectives, and ask why they chose that person.

8. Next...

a. If meeting in person, collect all pieces of paper with VIP lists on them and start highlighting repeating words and themes. Take the top 5 most frequently used words/themes and write them on the whiteboard/ type onto the slide

b. If meeting virtually, have everyone type all their adjectives into the chat. Copy and paste these into the slide and start highlighting the repeating words and themes.

9. Using the 5 most frequently used words/themes, ask the chapter to write down a few sentences or phrases about how you could identify this characteristic in someone.

10. Have a few people share theirs outloud and ask everyone to put theirs in the chat. Copy and paste these into the slide for future chapter reference.

PNM VALUES - CONTINUED

CLOSING: (5 MINUTES)

1. Ask the group what the purpose of this exercise was.

2. Why are shared values important? (Identifying PNMs, Developing good chapter leaders, etc...)

3. Why is having a list of words and concrete descriptions important? (Creating a cohesive recruitment strategy, setting a chapter standard, know how to spot strong PNMs, etc..)

4. Do any of the values or descriptions created today reflect anything you recognize? (The True Gentleman, SAE National Values, etc...)

5. What commonalities do the National SAE Value and Mission Statement have with the unique ones you just made?

6. Say or paraphrase the following:

a. “These values and descriptions we created today do not replace, but merely coexist with our National values and National Mission Statement. Ideally they overlap a bit, but the point is to give us a concrete way to explain what we are looking for in PNMs and a concrete ways to determine if potential members might embody these characteristics. We will be cleaning up this list and posting it somewhere that everyone can access and reference it.”

NOTES:

FSC PROGRAMS

LEADERSHIP AND CAMPUS

DESCRIPTION:

The Fraternity Service Center (FSC) is the headquarters of Sigma Alpha Epsilon. The FSC provides support to our chapters and members across the realm, as well as provides programs on various topics for collegiate members and advisors to attend. The staff at the FSC also provide educational training sessions on multiple topics to assist chapters on their campus.

GOALS:

• Become familiar with what programs are offered by the Fraternity Service Center.

• Identify areas of growth for the chapter based on the programs offered.

• Select at least two programs that would be beneficial to attend or to have facilitated to the chapter.

BEFORE MEETING:

• Have the FSC Programs presentation ready to display to the chapter.

• Be sure that all members are able to see the presentation.

OUTLINE (18 MINUTES)

OPENING: (5 MINUTES)

1. Ask the chapter to discuss the following questions:

a. What are some things our chapter does really well in terms of chapter operations?

b. What are some areas we feel our chapter could do better work in?

KNOW THE OPTIONS: (10 MINUTES)

1. Display the presentation about the various programs offered by the FSC.

2. Have brothers read the different slides and have them elaborate on what each program’s purpose is.

PICK A PROGRAM: (10 MINUTES)

1. Have brothers discuss the following questions:

a. What are some programs that you learned about that you are interested in?

b. What FSC program topics do you think would be beneficial to cover?

c. Are there any programs you would like to see our Chapter Services Consultant bring to us?

CLOSING: (1 MINUTE)

1. Say paraphrase the following:

a. The Fraternity Service Center exists to support our chapters, members, and alumni in achieving our goals. Part of that support comes from the programs and events that they offer to us that we can take advantage of. Not only do we gain applicable skills and materials to apply to the chapter by attending and utilizing their support, but there is also the opportunity for personal and professional development. If we take advantage of all of the resources we are offered, including those offered by our university and local community, we can become the best version of our chapter and make a mark on our community.

NOTES:

If there are programs that your chapter would like to see your Chapter Services Consultant bring to your campus, reach out to them via email or phone to connect and talk through when they could visit! If you do not know who your Chapter Services Consultant is, find them on the SAE website here: https://www.sae.net/resources/chapter-map/

BEING YOUR BROTHER’S KEEPER LEADERSHIP AND CAMPUS

DESCRIPTION:

One of the many virtues of membership in our Fraternity is learning from one another. As we were founded in 1856 to ensure the opportunity to bond together for a common purpose, we must remain firm in our conviction that “The True Gentleman” symbolizes adherence to high ideals. We must be our Brother’s Keeper and hold each other accountable to these ideals.

BEFORE MEETING:

GOALS:

• Define what being your “Brother’s Keeper” means.

• Discuss what accountability means in regards to being your “Brother’s Keeper”.

• Identify networking opportunities and resources that SAE has to offer.

• List at least three skills to utilize throughout your undergraduate career.

• This will be a discussion based session; ensure that you have the appropriately sized room for your chapter.

• Share this QPR Sign-up Form link with your brothers at the end of this session.

OUTLINE (35 MINUTES)

OPENING: (5 MINUTES)

1. Read this poem from John Masefield aloud to the participants:

a. There are few earthly things more splendid than a university. In these days of broken frontiers and collapsing values, when the dams are down and the floods are making misery, when every ancient foothold has become something of a quagmire, wherever a university stands, it stands and shines; wherever it exists, the free minds of men urged on to full and fair inquiry, may still bring wisdom into human affairs.

There are few earthly things more beautiful than a university. It is a place where those who hate ignorance may strive to know, where those who perceive truth may strive to make others see; where seekers and learners alike, bonded together in the search for knowledge, will honor thought in all its finer things, will welcome thinkers in distress or exile, will uphold ever the dignity of thought and learning, and will exact standards in all these things. They give to the young in their impressionable years, the bond of a lofty purpose shared, of a great corporate life whose links will not be lost until they die. They give to young people that close companionship for which youth longs,and that chance for endless discussion of themes which are endless, without which youth would seem a waste of time.

There are a few things more enduring than a university. Religions may split into sector or heresey; dynasties may perish or be supplanted, but for century after century, the university will continue, and the stream of life will pass through it, and the thinker and seeker will be bound together in the undying cause of bringing thought into the world. To be a member of these great societies must ever be a glad distinction.

—By John Masefield (Britain’s Poet Laureate 1930-1967)

2. Ask participants the following questions:

a. What themes do you gain from this poem?

b. What are some things you can take from this poem to integrate into your daily lives?

CONTENT/INSTRUCTION: (25 MINUTES)

1. Say/paraphrase the following:

a. College is the time and place to try new things, and our Fraternity provides many opportunities to help you reach your full potential. You attend a college/university to get an academic education. In your formal education thus far, you have had a directed experience. In other words, others have been responsible for getting you this far - parents, teachers, coaches, friends, and more. College is self-directed, and you now have the flexibility and ability to challenge and try new things. What happens to you is essentially a result of the choices you make.

i. How do you relate to this information and what I just described? (Give your own experience(s) if you need to start the conversation and then open it up to have participants share.)

BEING YOUR BROTHER’S KEEPER - CONTINUED LEADERSHIP AND CAMPUS

b. Thank you for sharing! Let’s reflect together for a moment. You came into this world without any knowledge, skills, abilities, or character. Since then, you’ve experienced life and have progressively become more independent and interdependent, and have grown into the person you are today. During your time in SAE, you’ll build upon the resources and ideals that started with our eight founding fathers. As brothers, we share this common heritage, and our missions and values bind us and keep our brotherhood strong. We all want to feel accepted and a part of the group, but sometimes our peers might not have our best interests in mind. We must fall back on the ideals and values that have sustained our organization thus far. We have little to worry about if we use our mission, vision, and the True Gentleman as guideposts to our decision-making. Stay true to your values and hold brothers accountable for their actions if they are not living as true gentlemen.

i. Ask participants the following questions (Feel free to add your own experiences to get the conversation going):

I. Why did you decide to join SAE/What stood out to you?

II. Why is it important to hold each other accountable to our ideals and values as members of Sigma Alpha Epsilon?

c. Knowing yourself is a major key to success. Don’t exceed your limitations unless you assess the risks carefully. Remember the consequences of your actions and measure what those might be and the effect that they could have in the years to come. Being a member of SAE is for life, which comes with many benefits. One is the large network of brothers who will support you through obstacles and success and want the best for you. Being a collegiate member in SAE is only one part of the life long membership. Use your resources and ask for help when you need it, congratulate brothers who are having success, hold brothers accountable for their actions, the list goes on and on.

i. Ask participants the following questions:

I. What are some of the SAE resources that you are aware of? (There are multiple resources found on the SAE website, there are closed SAE Facebook groups where members can seek internships or job opportunities after college, etc.)

II. How could it be beneficial to utilize these resources in your own life?

III. Are there any resources that our chapter could create to help one another?

d. When we attend college, we are exposed to a new form of independence. This independence can come with difficulties when we are learning to navigate different circumstances on our own. We are used to living in an environment where we may have had to obey our parents or guardians’ rules and have them hold us accountable for our actions. Your responsibility is now to hold yourself accountable and understand that your actions may have serious consequences. There are three critical processes you’ll work through during the undergraduate experience.

i. Skills

I. Building Skills

• Building skills helps you develop a growth mindset, allowing you to see yourself as someone who has the potential to become much more. It enhances your ability to complete tasks, be comfortable in various settings, grow personally, take on new experiences, develop in your career, discover new talents, and much more.

II. Building Your Network

• Building a healthy sense of community is crucial to building skills and nurturing self esteem. We all want to fit in and feel involved in a group of people who care about us and each other. Find ways to come together rather than simply act, talk, and dress alike, then find value in your connectedness. Developing this kind of community will give you a flexible network of support that will serve you well now and in the future. This is a gift of our Fraternity, and it will sustain you always.

III. Being Your Brothers Keeper

• As a member of SAE, you will be expected to look out for your brothers. Know when it is right to intervene and help them through a tough time, lend a helpful hand, support and applaud them and be there when they don’t expect it. The rewards from doing so will stay with you for life and help you beyond your collegiate career. Modeling the “right way” will enable you to reset your moral compass from time to time. We are not telling you what to do but instead hope to encourage you to make your own decisions based on what is suitable for you.

ii. Ask participants the following questions:

I. Which skill do you think you currently do best at?

II. Which skill do you feel could use some practice?

e. As our brother’s keepers, we must do whatever we can to provide resources and ensure that we are developing successful leaders. We need to empower brothers and each other to navigate everyday challenges and issues. As our brother’s keeper, we should be able to recognize warning signs and calls for help from our brothers in need. We must speak up and have conversations with our brothers who appear to be dealing with mental health crises such as substance abuse, anxiety, and/or depression. We cannot expect that they are going to ask for help or resolve these issues on their own.

BEING YOUR BROTHER’S KEEPER - CONTINUED LEADERSHIP AND CAMPUS

f. SAE provides QPR training, a free training that aims to equip participants with the skills to recognize signs of crisis, respond to someone in crisis, and how to get help and save a life. We will be sharing the link to sign up for this training after the session, and it is free to all undergraduate members.Share this QPR Sign-up Form link with your brothers!

g. Being in this brotherhood means that we support each other and provide a helping hand to brothers who need it. We are a diverse group of individuals who are committed to living our mission, vision, and the True Gentleman everyday. A way to live by these virtues is to develop and build upon our bond by being active bystanders and approaching our brothers or friends when we see a potentially dangerous or harmful situation. We can achieve this through accountability and having concern for the safety of ourselves, our brothers, and our friends

i. What makes it hard to hold each other accountable?

ii. What are some things we need to hold each other accountable for? [Some examples include but are not limited to: drinking excessively, ensuring dates for social events get back to their living spaces, following chapter bylaws and university policies, following Minerva’s Shield, intervening if there is suspicious behavior, etc].

iii. What can we do to improve in this aspect of brotherhood?

CLOSING: (5 MINUTES)

1. Have participants stand and recite The True Gentleman together

2. Say/paraphrase the following:

a. As True Gentlemen, it is our responsibility to one another to look out for each other, keep each other’s best interests at heart, and hold each other accountable. That was the intention of our founders when they started our Fraternity, and that remains the intention behind the word “brotherhood” for SAE’s today.

b. I hope that you have taken away the importance of being your brother’s keeper and understand what our founders intended when they created our organization.

NOTES

APPEARING WELL IN ANY COMPANY LEADERSHIP AND CAMPUS

DESCRIPTION:

Good taste is a mark of quality and character, and good manners are a sign of good taste. Each of us is concerned with consideration for those whom we meet casually and those with whom we live in a close relationship. Learning more about ‘Appearing Well in Any Company’ can set us up for success when it comes to being considerate of others.

BEFORE MEETING:

GOALS:

• Learn about proper etiquette when it comes to Chapter Hospitality, Introductions, Dress, and Table Manners.

• Have the participants read Appearing Well in Any Company from The Phoenix.

OUTLINE (35-45 MINUTES)

OPENING: (5 MINUTES)

1. Say/rephrase the following:

a. Our creed, the True Gentleman, should guide our daily activities and provide a path to strive towards in all aspects of our lives. Part of living the True Gentleman includes, “thinking of the rights and feelings of others rather than our own.” Said differently, we are concerned for the people with whom we may come in contact with.

2. Ask your chapter brothers present to answer the following question:

a. What are some ways people can be considerate of one another?

b. What are some ways our chapter can be considerate of other chapters/organizations?

3. Say/Rephrase the following:

a. Before this meeting, you were all asked to read the “Appearing Well in Any Company” chapter from The Phoenix that discusses how to be considerate of others in public settings. We’re going to take some time now to review what the text advised, and also discuss if we would add any additional information or tips in terms of etiquette related to Chapter Hospitality, Introductions, Dress, and Table Manners.

ACTIVITY: (25-30 MINUTES)

1. Start by breaking brothers up into four groups. Each group will be discussing one of the four topics covered in the text. If your chapter has a larger number of members, consider breaking each group into smaller subgroups to allow for better conversation. (i.e. have two groups discussing chapter hospitality, two discussing introductions, and so on.)

a. Chapter Hospitality

b. Introductions

c. Dress

d. Table Manners

2. After each group is separated and assigned a topic area, give them 10 minutes to work together to answer the following questions.

a. What information is shared in the text related to your topic area?

b. What additional pieces of advice would you add to the text related to your topic area?

3. Once everyone is finished, have each group present their discussions to the rest of the chapter. Allow for volunteers from the audience to share anything else they would add related to the topic area, and discuss each of the four topic areas in depth.

CLOSING: (1 MINUTE)

1. Say/rephrase the following:

a. Thank you all for taking time to review what the text “Appearing Well in Any Company” says about etiquette and having a productive conversation about consideration for others. We would be wise to remember this information for the future when we are in a setting representing our fraternity and/or ourselves.

NOTES:

PERSONAL BRANDING AND MARKETING

DESCRIPTION:

With most brothers having at least one account on social media, it’s safe to say that digital marketing and branding is a big deal. It’s the quickest way for individuals and organizations to release content, spread their messages, and interact with followers. This lesson will get members thinking more about their own personal brand and creating content that aligns with how they want others to view their accounts.

BEFORE MEETING:

GOALS:

• Identify types of engaging content on various social media platforms.

• Differentiate between “personal brand” and “personal branding”.

• List at least three strategies for creating more engaging content.

• Identify sources of inspiration for participants’ own personal branding.

Tell participants they should bring an electronic device capable of searching social media sites.

OUTLINE (35 MINUTES)

OPENING: (3 MIN.)

1. Start by asking the chapter members present to raise their hands if they have at least one social media account. (Pause for brothers to raise their hands)

2. Ask the following questions and allow time for responses:

a. What accounts are some of your favorites on any of the platforms?

b. Why do you like that content or account so much?

c. What sticks out about that profile’s content or profile to you?

3. Say/paraphrase the following:

a. One of the quickest ways to release content, spread a message, and interact with others is through social media and digital marketing. Although a majority of people around our age have accounts, that doesn’t mean they use them effectively. Creating a brand and marketing yourself in an intentional way can make you stand out

CREATING A BRAND (5 MIN.)

https://personalbrand.com/definition/

1. Ask the following question and allow time for responses:

a. Who can tell me what they think a “personal brand” is or what it means?

2. Say/paraphrase the following:

a. PersonalBrand.com says that a “personal brand” and “personal branding” are two different things. One is an objective or a goal, and one is a process. To put it simply, they say “A personal brand is rooted in the minds of people in the market. Personal branding is the effort to communicate and present your value to the world.”

b. PersonalBrand.com believes that “A true personal brand revolves around what other people say about you. Personal branding revolves around what you say about yourself.”

3. Ask the following questions and allow time for responses:

a. Why is it important to differentiate between personal brand and personal branding?

b. When would someone’s personal brand and personal branding differ from one another?

c. What are some ways to make sure your personal brand and personal branding are in alignment?

4. Say/Paraphrase the following:

a. In order to begin building a personal brand, you have to first decide what it is you want the world to know about you and what you want to connect with others about. Only then can you begin to plan what content will help you build that brand.

PERSONAL BRANDING AND MARKETING - CONTINUED LEADERSHIP AND CAMPUS

GAINING INTEREST AND ENGAGEMENT (5 MIN.)

1. Say/rephrase the following:

a. Speaking of content, when it comes to posting, no matter the platform, there are a few tips that professionals have offered up to gain more engagement and interest.

i. Reels vs. Stories vs. Posts

I. Knowing when to post reels vs. stories vs. actual posts can make content more relevant for your followers and your target audiences. The more video and audio you can include in these elements, the more engaging they will be. However, different content should be highlighted in different ways.

• Highlights and recaps are great for Reel content. Announcements and campaigns do well when they are actual posts. Snapshots and in-the-moment activity is awesome story material.

ii. Day and Time

I. Capitalizing on the day and time of content releases can help you reach a wider audience. Researching when you post content will help you create an effective schedule and allow your page to be seen by more people. There are actually days and times that have shown to have heavier traffic on social media sites!

ii. Captions and Messaging

I. Using creative captioning and messaging can draw in more followers and grab the attention of your viewers. Captions don’t always have to be funny, but you can use puns, trends, quotes, and other elements to your advantage. Find what feels comfortable to you and run with it!

2. Ask participants the following question and allow time for responses:

a. What other tips do you have for us related to creating and sharing content on our pages?

b. What tactics have you seen work well in the digital world?

c. What strategies have you seen fall short when it comes to engaging others and building interest? ACTIVITY: (15

MIN.)

1. Say/paraphrase the following:

a. We’re going to do a short activity to help gain some inspiration from others regarding our social media pages. Everyone pull out your devices and go to the Sigma Alpha Epsilon Instagram and Facebook pages.

b. Instagram - @sigmaalphaepsilon; Facebook - Sigma Alpha Epsilon; Twitter - @sae1856

2. Ask participants the following questions and allow time for responses:

a. What are some things that you like about the pages and the content?

b. What elements do you think you could take from the pages that would fit with your own style, content, or brand?

c. What are things from those pages that may not resonate with you, your followers, or your brand?

3. Say/paraphrase the following:

a. As members of Sigma Alpha Epsilon, we can always use our national organization’s pages as inspiration and direction for our own digital marketing and branding. However, we can also draw inspiration from other sources that we resonate with.

4. Ask participants the following questions and allow time for responses:

a. Are there organizations, people, or sources outside of social media that you draw inspiration from?

b. How can you take this content and use it to your advantage when it comes to digital marketing and branding?

c. What are some places you can look for inspiration if you’re stuck or not sure what direction you want to go?

PERSONAL BRANDING AND MARKETING - CONTINUED

MEDIA ETIQUETTE A THROUGH E (5 MIN.)

1. Say/paraphrase the following:

a. Once you’ve determined the personal branding we want to proceed with and found inspiration for content, you have to actually post. Because we are True Gentlemen, there are a few things we should keep in mind when posting content on social media.

Just remember the letters A-E to help.

i. Accurate Information - Update all contact information on all platforms any time there is a change, and make sure that whatever you are posting is accurate.

ii. Branding - Posting content that follows your brand makes it more recognizable and personal, but do not take or copy anyone else’s content or branding without their permission.

iii. Clean Content - Anything that could be considered PG-13 or above should be heavily considered before being posted on social media pages or virtual interactions. This includes, but is not limited to:

I. Violence

II. Strong negative and/or vulgar language

III. Any nudity or sexually explicit content

IV. Implied or visible alcohol or drug use

V. “Adult” activity.

vi. Diversity, Equity, and Inclusion, Awareness - Be cognizant of your word choices and how others may be impacted by them, follow up on any statements you make with appropriate action, and respond to comments and replies in a polite way while taking the feedback to make changes when they are applicable and necessary.

vii. Expressions and Impressions - What you say and the words you use actually do matter, and they are what make impressions upon those who see your content. Think about what you’re posting and if it gives viewers the impression of you that you want them to have.

2. Ask participants the following question and allow time for responses:

a. What are some other etiquette tips and best practices that you think our members should keep in mind?

CLOSING: (2 MIN.)

1. Say/paraphrase the following:

a. An important thing to remember about digital marketing and branding is that you will never grow your online presence and following without trying new things, getting ahead of trends, and creating an actual plan for your content.

b. We all have this unique technology at our fingertips, so let’s use it to our advantage. Create a brand and content that says something about you and lets others know what you’re passionate about!

NOTES:

If members have any questions related to digital marketing and branding, please feel free to connect them with our Communications Department in the Fraternity Service Center - https://www.sae.net/about/team/:

BUILDING & MAINTAINING RELATIONSHIPS WITH UNIVERSITY FACULTY & STAFF

LEADERSHIP AND CAMPUS

DESCRIPTION:

Creating connections with your campus community can help you and your chapter in many ways. This lesson is designed to strategize how you can build more supporters and develop meaningful relationships with faculty and staff. If your chapter is in need of a staff/faculty advisor or additional advisors for your advisory board, this is a great opportunity to seek out individuals to fill those vacancies.

GOALS:

• Identify relationships that brothers participating have with the campus community.

• Develop strategies and techniques for building and maintaining positive relationships with professors and university staff.

• Create a plan to expand and strengthen relationships with the campus community.

• Identify faculty/staff on your campus that could serve as on on-campus advisor for your chapter.

BEFORE MEETING:

• Gather and provide the following materials for each chapter member: a thank you card with an envelope, a scrap piece of paper or notecard, and a pen or pencil.

OUTLINE (45 MINUTES)

WELCOME & ACTIVITY: (5 MINUTES)

1. Share the goals of the meeting and the agenda.

2. Instruct each brother to write a list of all the faculty, staff, and administration members they know. Give them about 3 minutes.

3. Once they have written down as many names as they can, rate each member by putting a 1, 2, or 3 next to each name to signify their level of relationship with each person.

a. 1 = I see this person at least once a week; they know my name and quite a bit about my life.

b. 2 = I see this person at least once a month; they may know my name but not much else.

c. 3 = I see this person once a semester or less; they don’t know who I am.

PAIR & SHARE (10 MINUTES)

1. Have each member pair up with another brother and share their list. After they share, have them discuss these questions:

a. Did you list any of the same people?

b. For any of the people you both listed, did you have different levels of relationship with them?

c. Why is it important to have relationships with faculty and staff in your campus community?

d. From your list, who would you recommend as a potential on-campus advisor? Whether that is our staff/faculty advisor ( if you need one) or an additional advisor, who could be a good fit for our advisory board needs?

i. NOTE: If you are in need of an advisor, collaborate as a group and pick two staff/faculty members that you would like to ask to fill your advisory vacancies. If you do not need to fill any vacancies, it still may be worth asking another on-campus staff/ faculty member to be an additional on-campus advisor.

ii. Whenever your chapter decides on the individual(s) to ask to serve as an on-campus advisor(s), have the person who has the best relationship with them ask them to serve as your advisor(s) in person.

MAINTAINING RELATIONSHIPS (10 MINUTES)

1. Say/paraphrase the following:

a. “Let’s have everyone look at the list they just created. I want you to identify one person who you would say you have the best relationship with. Each of us will write a thank you card to that person.”

2. Have each member write a thank you card to one of their stronger relationships on campus. It could be to show appreciation for their support in their development/growth, for a great class activity, or for hosting an event they attended. Make sure it is specific and genuine.

3. Once each person is done, have them seal the envelope and ensure they distribute it to the intended person. They could deliver the letter to the person during their office hours, before or after class, or take the letter to the campus mail center.

4. As a large group, talk about maintaining relationships:

a. Why is it important for us as individuals to maintain positive relationships with faculty and staff?

b. How can we maintain and grow individual relationships on campus?

c. Why is it important for us as a chapter to maintain positive relationships on campus?

d. Why is it important to maintain or develop relationships with our on campus advisor(s)?

BUILDING & MAINTAINING RELATIONSHIPS WITH UNIVERSITY FACULTY & STAFF - CONTINUED LEADERSHIP AND CAMPUS

BUILDING RELATIONSHIPS: (10 MINUTES)

1. Say/paraphrase the following:

a. “Now that we have thanked our top supporters, we want to develop a plan for building relationships with those who we don’t have a strong connection with but would like to build stronger relationships with. Look at your list and find three people who you don’t know as well but you would like to.”

b. “Once you select those people, I want you to partner up again with a new partner and develop a plan to build a relationship with those people.”

i. Example – I will attend the office hours of my Psychology professor to get help with my research paper.

ii. Example – I will set up a lunch meeting with my Academic Advisor to get to know them better and to share my future goals.

iii. Example – I will invite the Chief of Police to come to a chapter meeting to train our brotherhood on campus safety.

iv. Example – We will invite our on campus advisor(s) to our service and philantropy events so they can help support us and share/help us share our events with thier on campus network.

c. “As a follow-up to those meetings/interactions, I encourage you to send a thank you card or find another opportunity to engage with this person. Relationships are not built on one-time interactions. It takes time, trust, and a mutually beneficial connection.”

CLOSING/DEBRIEF: (10 MINUTES)

1. Debrief Questions:

a. What was the purpose of this session?

b. How can positive relationships affect you? What about negative relationships? Any examples to share (good or bad)?

c. Why is it important for our chapter brothers to have positive relationships on campus?

d. Do you think we have positive or negative relationships on campus? Why?

e. How can we (as a chapter) improve our relationships on campus?

f. If we fill our advisory vacancies or get an on campus additional advisor, how are we going to work with them and how are we going to show them our appreciation?

2. Review the goals of your session, and discuss how participants achieved these goals.

NOTES:

OUR GENETIC CODE

DIVERSITY, EQUITY, AND INCLUSION

DESCRIPTION:

This lesson helps create a welcoming space for all members and potential members by assessing the inclusiveness of your chapter. This lesson will highlight the similarities and differences of each member in hopes of generating productive discussions about diversity, equity, and inclusion.

GOALS:

• Visualize the similarities and differences between chapter members.

• Adjust or strengthen your chapter’s social environment or recruitment strategies as needed.

BEFORE MEETING:

• Review the “Genetic Code List” to familiarize yourself with the prompts. Add any additional prompts you think might benefit your chapter.

OUTLINE (20 MINUTES)

OPENING: (2 MINUTES)

1. Say or paraphrase the following:

a. “It’s normally obvious that a chapter should make its members feel welcome, respected, and heard. Since organizations like ours tend to recruit people who are similar to us, this usually isn’t too hard. What’s more difficult is broadening our ideas of who belongs in our chapter and what others can bring to the table. Today we’re going to first make sure that the members we have feel like they belong and then identify any areas where we might improve our recruiting.”

GENETIC CODE LIST: (10 MINUTES)

1. Say or paraphrase the following:

a. “We’re going to start by looking at the similarities and differences that make up our chapter. It will probably confirm a lot of things we already knew about each other, but it could teach us something new.”

2. Clear the room so all members are able to stand in a large circle facing one another. As each prompt is read, ask members to step forward if the prompt relates to them. If you are meeting virtually, ask members to turn off their cameras and turn them back on for each prompt that relates to them.

3. Read each prompt and ask brothers to step forward (or turn on their camera) for each prompt that relates to them:

a. Visible Characteristics

i. Can roll your tongue

ii. Can wiggle your ears

iii. Have dark hair

iv. Have blue eyes

v. Wear glasses or contacts

vi. Had braces growing up

vii. Have an extroverted personality

viii. Speak multiple languages

ix. *Have altered your appearance to feel accepted (dyed your hair, exercised, changed your clothes)

x. *Dress, present, or identify outside of binary boundaries or social norms

xi. *Have been judged by your skin color or appearance

b. Experiences & Affiliations

i. Went to a private high school

ii. Are an only child

iii. Have a large family

iv. Played sports in high school

v. Are (or have been) a member of the Dean’s list

vi. Participated in Boy Scouts

vii. Attended a church camp

viii. Regularly attend church

ix. Are a member of a non-Greek organization

x. *Are from a country other than the U.S.

OUR GENETIC CODE - CONTINUED DIVERSITY, EQUITY, AND INCLUSION

xi. *Have attended a rally or protest xii. *Have been discriminated against xiii. *Identify as a member

CLOSING: (8 MINUTES)

1. Ask and discuss the following questions:

a. What stood out to you?

b. What big similarities did you notice about the people in the room? What did you notice about groups we don’t have represented in the room?

c. How can we be more intentional with our recruitment to ensure we are seeking and recruiting people from all backgrounds and life experiences?

NOTES:

CHAPTER INCLUSION AND BELONGING DIVERSITY, EQUITY, AND INCLUSION

DESCRIPTION:

This lesson informally assesses how well members feel like they belong and are included within their chapter. The survey in this lesson can be used as an indication of a chapter’s health in the areas of diversity and inclusion.

BEFORE MEETING:

GOALS:

• Assess the chapter’s ability to include people from various backgrounds.

• Adjust or strengthen your chapter’s social environment or recruitment strategies as needed.

• Print or email the Chapter Inclusion & Belonging Survey to members of the chapter (these surveys are meant to be anonymous).

• Collect the surveys before the meeting so you can collect and share the data.

• Turn the surveys into a graph, chart, or type the results, so everyone can visualize the outcomes.

OUTLINE (17 MINUTES)

INTRO: (2 MINUTES)

1. Say or paraphrase the following:

a. “Prior to this meeting I sent you all the Chapter Inclusion & Belonging Survey. The surveys were anonymous, but I collected the results and I’m going to share the results with you now. The point of this survey is to bring us all together and identify different perspectives within the chapter/emerging chapter. Remember to be respectful of the results we hear because these are the answers and opinions of your fellow brothers.”

2. Share the goals of the lesson (as listed above)

SURVEY RESULTS & DISCUSSION: (5 MINUTES)

1. Share the results of the survey discuss the questions/answers for each of the following questions:

a. My chapter is known as the “____________” house/chapter because we share specific similarities and recruit for that type of person.

b. I trust that my chapter will support me if my actions/decisions are different from others’.

c. To be accepted in my chapter, I feel like I have to hide aspects of my identity/personality.

d. My chapter actively encourages me to be myself.

e. I feel like I have to conform to the group in order to feel like I belong.

f. My chapter gives me the opportunity to develop my strengths.

g. My chapter has conversations that include and are open to a wide variety of perspectives.

h. My chapter often holds events with organizations outside of IFC or NPC.

i. My chapter attends diversity programming other than what is mandated by our national office or university.

j. My chapter takes it seriously to recruit a wide variety of new members.

DISCUSS THE RESULTS: (10 MINUTES)

1. Ask and discuss the following question:

a. After completing the survey and hearing the results, what can we do as a chapter to apply some of the feedback and create a positive change in our chapter?

NOTES:

Whenever talking about Diversity, Equity, & Inclusion, remind the chapter to be respectful of all perspectives and opinions. Though you want to keep the conversation light, remind the chapter that jokes that may be funny to some, may be viewed as insensitive and disrespectful to others.

SOCIAL IDENTITIES

DIVERSITY, EQUITY, AND INCLUSION

DESCRIPTION:

Talking about our own identities and those of our brothers is critical to reflecting on the diversity within the chapter. By opening up this conversation, you will take steps towards recognizing how your chapter can become more inclusive.

GOALS:

• Encourage members to consider their identities and how they’re perceived in different social settings.

• Discuss how privilege normalizes some identities over others.

• Sensitize students to their shared identities with their brothers, as well as diversity of identities in the chapter.

BEFORE MEETING:

• Make sure your meeting room has a projector/screen and audio.

• Print copies of the handout or have the file ready to share.

OUTLINE (20 MINUTES)

OPENING: (2 MINUTES)

1. Display the Social Identities Slideshow.

2. Say/paraphrase the following:

a. “Understanding ourselves is the first step toward understanding others. We are going to explore our own social identities and reflect upon the diversity of identities our chapter holds. I want to encourage you all to take this seriously. You will be asked to dig a little within yourself, but no one will be put on the spot and asked to share, unless they are comfortable doing so.”

DEFINITIONS: (4 MINUTES)

1. Ask what brothers think “social identities” are. Take a couple responses (if in person) or ask brothers to type their responses in the chat.

a. Share that social identity is a person’s sense of who they are based on their group membership. This could be anything from race, religion, or family to a team you’re on or the school you attend.

2. Say/paraphrase the following:

a. “We’re going to talk through a few common social identity categorical definitions. You can take notes on the ones you didn’t know on the back of this worksheet, because afterward you will be asked to define your own social identities.”

3. Define the following terms:

a. Sex and Gender

b. Race and Ethnicity

c. (Dis)ability status

IDENTITY WHEEL: (8 MINUTES)

1. Distribute the Social Identities Handout or share the link.

2. Ask brothers to quietly complete their Identity Wheel. There are additional definitions for them on the second page, if they need them.

3. When they are done filling in the wheel, they should jot down their answers to the 5 prompts in the middle of the circle.

4. When most members look done or after about 5 minutes, begin discussion with the following questions:

a. Was this easy or hard to fill out?

b. What was the hardest prompt to answer, and why?

SOCIAL IDENTITIES - CONTINUED DIVERSITY, EQUITY, AND INCLUSION

DISCUSSION: (5 MINUTES)

1. Ask and discuss the following questions:

a. Would it be easy or hard to share your wheel with others? Why?

b. Are there certain categories you would feel more comfortable sharing than others? Why?

c. Which categories are you most aware of within the context of the chapter? Least? Why?

2. Say/paraphrase the following:

a. “Many identities are experienced differently in different social settings. In the fraternity setting, gender may not be much of a thought. But maybe your race or religious identity is more frequently thought about. This is also related to the fact that some identities are normalized over others. It is important for us to break down these societal norms so we can make sure all brothers and potential members feel included and valued for the diversity of identities they bring to our chapter.

CLOSING: (1 MINUTE)

1. Thank everyone for participating in the activity and discussion. Encourage brothers to continue the dialogue and their own education about their identities.

NOTES:

DIVERSITY, EQUITY, AND INCLUSION SPEAKER

DIVERSITY, EQUITY, AND INCLUSION

DESCRIPTION:

Diversity, equity, and inclusion are important for all brothers to learn about and engage with. This education is ongoing and includes a variety of topics. This lesson allows you to choose a DEI topic relevant to your members and to utilize a professional on your campus as the educator.

BEFORE MEETING:

GOALS:

• Introduce a new or deeper dive into a relevant DEI topic.

• Convey support for diversity, equity, and inclusion in SAE.

• Familiarize the chapter with a resource from their university.

• Select and reach out to one campus staff member who can speak about diversity, equity, and inclusion topics (suggestions in DEI Speaker Planning Guide).

• Communicate with the speaker about logistics and provide them with the topics you would like them to discuss (suggestions in DEI Speaker Planning Guide).

• Make sure your meeting room has a projector/screen and audio.

• Optional: Update the DEI Speaker Slideshow with your speaker(s) information.

OUTLINE (30 MINUTES)

OPENING: (5 MINUTES)

1. Introduce the topic of diversity, equity, and inclusion. Explain that everyone needs to take this topic seriously and be respectful of your guest speaker.

2. Ask the speaker to introduce themself using these prompts:

a. Name

b. The office they work in

c. What their office does

PRESENTATION: (20 MINUTES)

1. Allow your speaker to present on the topic(s) you have planned.

2. Ensure brothers stay engaged and respectful.

CLOSING: (5 MINUTES)

1. Thank your speaker for working with your chapter. Ask the chapter to thank them with applause.

2. Remind brothers of the diversity, equity, and inclusion resources on campus.

NOTES:

IMPLICIT BIAS

DIVERSITY, EQUITY, AND INCLUSION

DESCRIPTION:

**This activity must be done in person and will not work as intended in a virtual setting.

All individuals develop attitudes and stereotypes towards other people and things without even realizing that these attitudes and stereotypes exist subconsciously (https:// perception.org/research/implicit-bias/). It is important to identify and address these attitudes and stereotypes through conversations and interactions with others.

GOALS:

• Introduce participants to the concept of implicit bias.

• Assist participants in understanding how implicit bias can affect the chapter/Fraternity.

• Identify implicit biases that could be impacting the chapter’s membership.

BEFORE MEETING:

• Create enough badges (can be stickers or pieces of paper) to give one to every participating chapter member.

• Divide all the badges into four groups, and cut each group into one of the following shapes: stars, circles, squares, and triangles.

• Color every badge one of the following colors: red, yellow, green, and blue (be sure to mix up the shapes and colors).

• Number every badge one of the following numbers: 1, 2, 3, and 4 (be sure to mix up the shapes, colors, and numbers).

• Every badge should have a color and a number.

• For example, all of the triangles should have different colors and numbers on them.

OUTLINE (45 MINUTES)

OPENING: (5 MINUTES)

Adapted from Pendry, Driscoll, & Field (2007)

1. Introduce the following problem:

a. “A father and son were involved in a car accident in which the father was killed and the son was seriously injured. The father was pronounced dead at the scene of the accident and his body was taken to a local morgue. The son was taken by ambulance to a nearby hospital and was immediately wheeled into an emergency operating room. A surgeon was called. Upon arrival and seeing the patient, the attending surgeon exclaimed “Oh my God, it’s my son!’ Can you explain this?”

i. The answer is: The surgeon was the son’s mother

2. Say/paraphrase the following:

a. Around 40% of the people who are asked to participate in solving this problem never give the correct answer. This is because many people have a strong, unconscious association between the surgical profession and men. This type of association is called ‘implicit bias’, also known as ‘unconscious bias’.

BRINGING ATTENTION TO BIAS: (5-10 MINUTES)

Taken from https://www.simplypsychology.org/implicit-bias.html

1. Say/paraphrase the following:

a. Implicit bias (also known as unconscious bias) refers to attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious way, making them difficult to control. What sets implicit biases apart from other forms of biases is the fact that they are subconscious – we don’t even know if we have them.

b. This means that implicit biases form involuntarily from our experiences. They may even contradict our conscious beliefs without us knowing! For example, if you were exposed to only male doctors, or TV shows and movies where a majority of the doctors and medical staff growing up were male, then you probably formed an implicit bias. That bias may tell you that when you hear “doctor” you think “male doctor”, even though you know that women can be doctors too.

c. It is also possible that implicit bias causes people to express explicit liking of a certain social group or approval of a certain action, while simultaneously being biased against that group or action on an unconscious level. Therefore, implicit biases and explicit biases might be different for the same person.

d. Implicit biases become evident in many different domains of society including but not limited to racial stereotypes, health care, gender stereotypes, the legal system, LGBTQ+ community bias, and workplace interactions/systems.

e. There are different causes of implicit bias in humans. Our brains have a natural tendency to look for patterns and associations in order to make sense of a very complicated world. We also like to take mental shortcuts to make it faster and easier for the brain to sort through all of the overwhelming data and stimuli we are met with every second of the day. Influences from media, culture, and individual upbringing can also contribute to the rise of implicit associations that people form about the members of social outgroups. The way TV portrays individuals, or the language journal articles use, can ingrain specific biases in our minds.

f. Implicit bias can be reduced in a few ways including meditation, adjusting your perspective, training, and education. Because of the harmful nature of implicit biases, it is critical to examine how we can begin to remove them.

PRACTICE MAKES (ALMOST) PERFECT: (25-30 MINUTES)

Adapted from Fowler (2006)

1. Pass out one of the stickers/badges/pieces of paper to each member who is participating in the activity.

2. Ask the participants to openly display the stickers/badges/pieces of paper so that other participants can see them.

3. Say the following:

a. “Without saying anything or talking, break into groups.”

b. Allow time for them to formulate their groups - notice that they will probably break into the same shapes, same colors, or same numbers

4. Instruct the participants to break into different groups without talking.

a. Allow time for them to formulate their groups - notice what the common themes are.

5. Instruct them to break into different groups again without talking.

a. Allow time for them to formulate their groups.

6. Conclude the activity and collect the stickers/badges/pieces of paper.

7. Say/paraphrase the following:

a. Most groups who do this activity will instinctively split into groups based on the stickers/badges/pieces of paper we gave you, into the same shape, color, or number. But what if I told you that the stickers had nothing to do with splitting into groups? Would you have split into groups with all kinds of colors, numbers, and shapes? Would you have worried about the stickers/ badges/pieces of paper at all? Implicit bias tells you that because I gave you a sticker/badge/piece of paper right before the activity, that it was part of the “instructions”, even though that was never stated.

CLOSING: (5 MINUTES)

1. Ask participants to discuss the following questions:

a. How does knowing about implicit bias make you feel?

b. Can you think of any other implicit biases that we may have as a chapter?

c. How do you think implicit biases might be affecting our membership (aka our recruitment success, the satisfaction of our members, etc.)?

2. Say paraphrase the following:

a. Part of truly living the True Gentlemen as SAEs includes consciously working to better ourselves and our interactions with others. That’s why it is important that we identify biases and shortcomings when we can, and work to better ourselves for the sake of our chapter, fraternity, and communities.

NOTES:

MINERVA’S SHIELD HEALTH AND SAFETY

DESCRIPTION:

An overview of SAE’s official health and safety guide using interactive scenarios.

BEFORE MEETING:

GOALS:

• Introduce/review Minerva’s Shield for all members.

• Understand the importance of SAE’s policies.

• Explore health and safety scenarios and how to address them.

• Member Educator or Health and Safety Chairman should select which scenario(s) to use from the list provided.

• Edit Minerva’s Shield Slideshow to reflect which set of scenarios you have chosen. After downloading the presentation, delete any unneeded slides (i.e. the ones related to the other scenarios; they are color coded by set).

• Make sure your meeting room has a projector/screen and audio.

OUTLINE (20 MINUTES) OPENING: (2 MINUTES)

1. Display the Minerva’s Shield Slideshow

2. Ask/discuss with brothers “Who knows what Minerva’s Shield is?”

3. Highlight the correct answer(s) and say or paraphrase the following:

a. “That’s correct. It is SAE’s health and safety policies. It outlines the procedures for reducing risk related to things like hazing, alcohol, and sexual assault. It also serves as a guide for event planning and crisis management.”

OVERVIEW: (5 MINUTES)

1. Explain that Minerva’s Shield exists to help reduce risk. Review the speaker’s notes about Minerva’s Shield in conjunction with slide 3.

a. Discuss the rest of Minerva’s Shield using the speaker’s notes on slide 4.

SCENARIO ACTIVITY: (7 MINUTES)

1. Announce that the chapter will be broken into small groups by counting off (if in-person) or with breakout rooms (if virtual).

2. Explain that each group will have 4 minutes to discuss the scenario and answer questions about the situation. Each group should:

a. Elect someone to be the scribe and take notes during your discussion.

b. Be prepared to share responses with the rest of the chapter.

3. Copy and paste the Minerva’s Shield: Health & Safety Scenarios and questions into the chat so everyone can still see it when in their breakout rooms (if meeting virtually).

4. Have brothers count off to make groups of 6 (if in-person) or send them into breakout rooms of 6 (if virtual).

5. Odd numbered groups/breakout rooms should discuss Scenario 1 and even numbered groups/breakout rooms should discuss Scenario 2.

6. After 5 minutes, bring everyone back together.

DISCUSSION: (6 MINUTES)

1. Ask and discuss the following questions, first for Scenario 1, then for Scenario 2:

a. What do you need to consider?

b. How would you handle the situation?

c. What type of actions would you need to take?

2. Explain the suggested outcomes for your selected scenarios and present the outcome of the chapter this happened to.

CLOSING: (2 MINUTES)

1. Ask the brothers what their biggest takeaway from this lesson was. Select 2-3 to share their answers or have everyone type in the chat. If meeting virtually, read some of the responses out loud for everyone.

2. Thank everyone for participating and remind them about the health and safety resources available to them.

NOTES:

HEALTHY RELATIONSHIPS

HEALTH AND SAFETY

DESCRIPTION:

Understanding the changing social dynamics of the #MeToo era begins with the foundations of healthy relationships. When respect, empathy, and consent are present, healthy relationships can flourish, creating open and welcoming spaces that fraternities can be proud of. This session will prompt your members to discuss and debate their fundamental beliefs about healthy relationships.

BEFORE MEETING:

GOALS:

• To discuss the fundamental characteristics of healthy relationships.

• To determine what we believe, as a chapter, in regards to friendships, brotherhood, familial relationships, and intimate relationships.

• Ask the Health and Safety Officer to help you prepare and facilitate this lesson.

• Make sure your meeting room has a projector/screen.

• Bring tape and print papers with the words “Strongly Agree,” “Agree,” “Disagree,” & “Strongly Disagree.”

OUTLINE (60 MINUTES)

OPENING: (5 MINUTES)

1. Project the following slideshow.

2. Say/paraphrase the following:

a. “The #MeToo movement has generated positive social change that fosters the support of women and victims of sexual assault and condemns sexist and misogynistic behavior.”

b. “One easy way to make sure our chapter is in tune with these shifting social norms is to discuss and set expectations about what we believe healthy relationships (in general) look like. If we practice healthy relationship skills in ALL of our relationships, we can make sure our chapter contributes positively to our campus community.”

3. Share the goals of the lesson with the chapter (listed above).

WE BELIEVE ACTIVITY: (45 MINUTES)

1. Before starting the activity, clear the room of large furniture and other obstructions, and designate four corners of the room with the following labels (For virtual meetings, have your brothers comment their selection in the chat):

2. Tell your members that this activity will prompt each person to consider what they believe to be true and what they think the chapter as a whole should believe about having healthy relationships.

3. You’ll cover three different topics:

a. Relationships with Family (Empathy | Gratitude | Sacrifice)

b. Relationships with Brothers (Loyalty | Management of Emotions | Patience)

c. Relationships with Intimate Partners (Conflict Resolution | Respect for Persons | Consent)

4. Tell your members that as you read the statements for each category (listed on the next page), they should move to the corresponding corner of the room (or comment their selection in the chat for virtual meetings)

5. Once each member has moved (or commented), ask the corner with the most people to explain why they selected that qualifier. Then, ask the other corners why they think differently. (Members may feel strongly one way or the other, and it’s okay if they want to debate their beliefs.) Spend about 5 minutes discussing and debating each statement.

6. When initial discussion about the statement is over, ask your members to think about what the chapter as a whole should believe. This may be different from the opinions of individual members. Think about your values, ritual, and what is expected of a True Gentleman. Try to come to a consensus about what type of behavior should be expected of True Gentlemen.

HEALTHY RELATIONSHIPS - CONTINUED HEALTH AND SAFETY

7. After you’ve completed discussion about individual beliefs AND discussion about what the chapter as a whole (or what True Gentlemen) should believe, move on to the next statement/slide:

a. Relationships with Family (Empathy | Gratitude | Sacrifice):

• I believe it’s okay to be blunt (even if it hurts our family’s feelings) because they’ll love us anyway.

• I believe it’s important to tell our family members we are grateful for them.

• I believe that sacrificing for family is an important part of being in a family.

b. Relationships with Brothers (Loyalty | Management of Emotions | Patience):

• I believe it’s okay to turn your back on a brother if he is disloyal to you first.

• I believe it’s okay to yell at a brother because our oaths will keep us connected.

• I believe it’s okay to be impatient with brothers because otherwise nothing will get done.

c. Relationships with Intimate Partners (Conflict Resolution | Respect for Persons | Consent):

• I believe it’s okay to overlook how someone feels in a relationship if they are being unreasonable.

• I believe it’s okay to treat someone like they’re just a hook-up if that’s what they are.

• I believe it’s okay to try to go as far as you can in bed if they seem into it.*

• I believe it’s okay to hook up when you’re both really drunk because you’re more relaxed that way.*

CLOSING: (10 MINUTES)

1. After all the statements have been discussed, briefly summarize the session and how you think it went. Consider the following:

a. Was there agreement on how to treat and respect others?

b. Were there differences of opinion that warrant further discussion about who we are as a chapter?

2. Ask and discuss the following questions:

a. What did we learn about who we are (and how we treat people) as a chapter?

b. What are we going to do with this knowledge as we move forward?

NOTES:

*If no one in your chapter speaks to the concept of consent, it may be necessary for you to point to Minerva’s Shield during your discussion of what a True Gentleman would do. Consent laws differ from state to state, so it’s very risky to proceed without spoken confirmation of consent or if one or both of you have been drinking.

PARTY CULTURE SWOT

HEALTH AND SAFETY

DESCRIPTION:

This lesson reviews skills and tips for effective online learning. Each member briefly identifies their goals for the semester and any obstacles standing in their. The provided tips help support each member’s goal(s).

GOALS:

• Identify the external factors affecting party culture on your campus and in your chapter.

• Clarify your chapter’s relationship with party culture and alcohol.

• Set productive goals related to how your chapter interacts with and uses alcohol.

BEFORE MEETING:

• Make sure your meeting room has a projector/screen and audio.

• Download the Party Culture SWOT Handout .

• Work with the Health and Safety Chairman to lead this lesson.

OUTLINE (40 MINUTES)

OPENING: (10 MINUTES)

1. Break the chapter into small groups of 3-4 men each. If breakout groups are not possible, discuss as a chapter.

2. Ask the following question. (If you have small groups, ask a few groups to share their answers):

a. How would you define the reputation of fraternity and sorority life on our campus?

3. Ask the following question. (If you have small groups, ask a few groups to share their answers):

a. What examples from our chapter support or go against that reputation?

PARTY CULTURE SWOT ANALYSIS: (15 MINUTES)

1. After you’ve gotten an idea of how the chapter thinks about itself, use the Party Culture SWOT Handout to identify the different strengths and challenges surrounding party culture and alcohol use.

a. As a chapter, complete the “Strengths” section (as prompted by the handout)

b. As a chapter, complete the “Weaknesses” section (as prompted by the handout)

c. As a chapter, complete the “Opportunities” section (as prompted by the handout)

d. As a chapter, complete the “Threats” section (as prompted by the handout)

CHAPTER GOAL SETTING: (5 MINUTES)

1. Once you complete the SWOT analysis, set at least two chapter goals (with deadlines and people responsible) regarding how you want to move forward with this information. The goals should cover the following:

a. Goal #1: Improvement of a Chapter Weakness

b. Goal #2: Intentional use of a Chapter Strength or Opportunity

NOTES:

MENTAL HEALTH SPEAKER

HEALTH AND SAFETY

DESCRIPTION:

With more mental health concerns than ever before, all chapters are encouraged to increase discussion of mental health-related topics. By using professionals from your university, you will learn about relevant mental health topics and the resources on your campus.

BEFORE MEETING:

GOALS:

• Introduce mental health topics.

• Convey support for mental health and openness to discussing with brothers.

• Familiarize chapter with a mental health resource from their university.

• Member Educator or Health and Safety Chairman should select and reach out to one campus staff member who can speak about mental health topics (suggestions in Mental Health Speaker Planning Guide).

• Communicate with the speaker about logistics and provide them with the topics you would like them to discuss (suggestions in Mental Health Speaker Planning Guide).

• Make sure your meeting room has a projector/screen and audio.

• Optional: Update the Mental Health Speaker Slideshow with your speaker(s) information.

OUTLINE (30 MINUTES)

OPENING: (5 MINUTES)

1. Introduce the topic of mental health. Explain that everyone needs to take this topic seriously and be respectful of your guest speaker.

2. Ask the speaker to introduce themself using these prompts:

a. Name

b. The office they work in

c. What their office does PRESENTATION: (20 MINUTES)

1. Allow your speaker to present on the topic(s) you have planned.

2. Ensure brothers stay engaged and respectful.

CLOSING: (5 MINUTES)

1. Thank your speaker for working with your chapter. Ask the chapter to thank them with applause.

2. Remind brothers of the mental health resources on campus.

NOTES:

ALCOHOL RISK REDUCTION HEALTH AND SAFETY

DESCRIPTION:

Discuss risk reduction as it relates to alcohol consumption at the individual, chapter, and community levels.

BEFORE MEETING:

GOALS:

• Explore strategies to reduce the risk for those who choose to consume alcohol.

• Discuss ways the chapter can reduce alcohol-related risk.

• Member Educator or Health and Safety Chairman should make copies of the Alcohol Risk Reduction Handout or, if meeting virtually, have it ready to share electronically.

• Add campus resources for alcohol into the last slide of the Alcohol Risk Reduction Slideshow.

• Make sure your meeting room has a projector/screen and audio.

OUTLINE (20 MINUTES)

OPENING: (5 MINUTES)

1. Display the Alcohol Risk Reduction Slideshow

2. Say or paraphrase the following:

a. “We know that alcohol is prevalent in many situations on a college campus. If you make the choice to drink, we can talk about ways to do so in less dangerous and risky ways. We are going to discuss how to do this as individuals and as a chapter.”

3. Ask “What are some of the ‘not-so-good’ things about drinking?”

a. Have brothers call out their answers or type them in the chat.

b. Record their answers on the slide.

GUIDELINES & STRATEGIES: (7 MINUTES)

1. We’re going to review some guidelines and strategies that a person might use if they were hoping to avoid some of those negative consequences.

2. Say or paraphrase the following:

a. “If you are currently abstaining from alcohol, that’s great. I encourage you to stick with that because it is the most effective way to keep yourself out of risky situations.

b. If you do typically drink a more moderate amount, you’re maximizing the ‘positive’ effects of alcohol use and mostly staying away from risks associated with alcohol.

c. If you typically drinkto a higher level where you experience multiple ‘negative’ effects of alcohol, I would really encourage you to set a lower limit. This will help you experience the positive effects of alcohol and minimize negative effects and risk.”

3. Say or paraphrase the following:

a. “If you are thinking about cutting back, here are some things I would recommend you do to be safe.

b. First, it’s a great idea to set your drinking limit before you start. Keep track of how much you drink.

i. Once you forget how much you have consumed, it can be tough to know when you have had too much. What are some ways you have seen people keep track of their drinks?

c. Space out your drinks. The rate of consumption is just as important as the amount!

i. Alternate alcoholic drinks with non-alcoholic drinks. Have you ever heard of the “cup in the hand buffer?” You don’t have to feel different when you aren’t holding an alcoholic beverage, just hold something else! This can help with your rate of consumption.

d. Drink for quality, not for quantity.

i. This will ensure an all around better experience.

ALCOHOL RISK REDUCTION - CONTINUED HEALTH AND SAFETY

e. Avoid drinking games.

i. Games can lead to quicker consumption, more consumption, and the possibility of drink-matching. Drinking games can also make individuals feel pressured to drink beyond their limit.

f. Learn drink refusal skills.

i. You shouldn’t feel bad or embarassed for not drinking. Think about ways you can decline a drink while still feeling comfortable in the environment. What are some good ways you can refuse a drink if it’s offered to you?

• Ask the group to share with the others around them. Then, ask for answers from the large group. If meeting virtually, ask brothers to type their answers in the chat.

g. Find a partner who will tell you when you’ve had too much.

h. Don’t accept a drink if you don’t know what’s in it. You don’t have a way to know what a standard drink is when someone else has prepared the drink for you.”

REFLECTION: (5 MINUTES)

1. Ask brothers to take a couple minutes to answer the questions on the handout.

2. Ask and discuss the following questions:

a. How can we make changes in the chapter?

b. In the campus/fraternity and sorority community?

CLOSING: (3 MINUTES)

1. Say or paraphrase the following:

a. “I want to thank you for participating. Today we talked about the ways you can reduce risk if you choose to drink alcohol. If you choose not to consume alcohol, I hope you learned valuable information that will enable you to look out for your brothers and friends. I hope you will also leave this session with an idea of how you will reduce alcohol risk in the chapter. It’s the responsibility of each of us to make sure SAE is a safe environment. Being safe and smart about alcohol consumption can make the SAE experience better for everyone.”

2. Review the provided list of resources. Encourage brothers to take a picture of the slide and not to feel shy about reaching out.

NOTES:

PRESCRIPTION DRUG ABUSE

HEALTH AND SAFETY

DESCRIPTION:

Learn about the variety of prescription drugs that commonly get abused on college campuses and the risk factors associated with them.

BEFORE MEETING:

GOALS:

• Introduce brothers to commonly abused prescription drugs’ names and effects.

• Explore how the chapter can address prescription drug abuse in the chapter and on campus.

• Member Educator or Health and Safety Chairman should add campus/community resources for drug abuse into the last slide of the Prescription Drug Abuse Slideshow.”

• Make sure your meeting room has a projector/screen and audio.

OUTLINE (18 MINUTES)

OPENING: (1 MINUTE)

1. Display the Prescription Drug Abuse Slideshow.

2. Introduce the concept of drug abuse by saying or paraphrasing the following:

a. “Prescription drug abuse is defined as: the use of illegal drugs or the use of prescription or over-the-counter drugs for purposes other than those for which they are meant to be used, or in excessive amounts. Drug abuse may lead to social, physical, emotional, and school-related problems.”

b. “We are going to discuss drug abuse because we know drugs are prevalent on campus and exist within our community. We want all brothers to be informed, aware of the dangers and risks, and to feel confident helping a brother in need.”

COMMON DRUGS & INTERACTIONS: (10 MINUTES)

1. Review the following drug types, including street name, commercial name, health effects, and what happens in combination with alcohol. You may need to do some research on these before the lesson:

a. Benzodiazepines

b. Prescription Opioids

c. Prescription Stimulants

d. Methamphetamine

2. Explain the two types of drug interactions:

a. Potentiation

b. Antagonistic

3. Review the additional risks of abusing prescription drugs.

DISCUSSION: (5 MINUTES)

1. Ask and discuss the following questions:

a. How would you assess the chapter’s level of risk as it relates to prescription drug abuse?

b. What can we do to address these risks?

c. What can we do to help the fraternity and sorority/campus community become aware of and address the risks of prescription drug abuse?

CLOSING: (2 MINUTES)

1. Ask the brothers what their biggest takeaway from this lesson was. Select 2-3 to share their answers or have everyone type in the chat. If meeting virtually, read some of the responses out loud for everyone.

2. Thank everyone for participating and remind them about the drug abuse resources available to them.

NOTES:

DESCRIPTION:

A deeper dive into the reasons service is important and valuable to serve our communities.

BEFORE MEETING:

GOALS:

• Develop social awareness and appreciation for civic and community responsibility.

• Reflect on how community service and leadership experiences contribute to the development of character and awareness of self.

• Community Service Chairman should make sure your meeting room has a projector/screen and audio.

OUTLINE (15 MINUTES)

OPENING: (2 MINUTES)

1. Display the Value of Service Slideshow

2. Say/paraphrase the following:

a. “We know that the True Gentleman asks us to serve others and our community. This is a critical aspect of being an SAE. We’re going to dig more into this idea today, and discuss some of the additional value we gain and give through participating in community service.”

WHY SERVE: (3 MINUTES)

1. Ask brothers to share what type of community service they most recently participated in (doesn’t matter how long ago it was).

2. Ask brothers to share why they participated in that service (as opposed to doing something else). Encourage them to be honest.

a. Hopefully some will say something like “because it is something I care about” or “It makes me feel good to give back.” If they do, highlight these responses to make your next point.

3. Explain that serving others is more impactful and meaningful when we care about the population we are serving or the issue we are working to address. Some of you might care passionately about curing childhood cancer, while others care more about serving the elderly. When we feel good about the service we are doing, it has a positive impact on us, not just those we are serving.

REASONS TO SERVE (4 MINUTES)

1. Explain that there are three overarching reasons to engage in community service (other than just “it’s required”).

MAKING A DIFFERENCE BUILD COMMUNITY

REFLECTION & DISCUSSION: (5 MINUTES)

1. Distribute the Value of Service Handout (or share the link).

GROW PROFESSIONALLY

2. Ask brothers to take 2 minutes and fill out their worksheet. Challenge them to write down at least one thing for every question.

3. After 2 minutes, pose the following questions to engage the chapter in group discussion:

a. What skills or knowledge did you gain through your favorite community service experience?

b. What did this experience teach you about leadership?

c. What did this experience teach you about yourself?

CLOSING: (1 MINUTES)

1. Say/paraphrase the following:

a. “Thank you to those who shared their experiences. It is great to see that brothers are engaging in meaningful community service. It is important that we understand the social issues most affecting our communities and are able to give back responsibly. We also reflected on how our community service and leadership experiences have contributed to the development of our own character and awareness of self, which is key to being able to serve others to the best of our abilities.”

2. Remind brothers of the 20 hrs/year service expectation and the personal growth and value they are adding to the world.

NOTES:

TRUE

DESCRIPTION:

Using “The True Gentleman” as a guide, this lesson pulls excerpts from our creed and discusses how “The True Gentleman” interprets and promotes service.

BEFORE MEETING:

• Make sure your meeting room has a projector/screen and audio.

GOALS:

• Further understand how service plays a role in the Fraternity

• Dissect, analyze, and interpret how “The True Gentleman” displays service

• Remind brothers to bring a pen and paper to the meeting (or provide extra for them).

OUTLINE (15 MINUTES)

OPENING: (3 MINUTES)

1. Display the True Gentleman - Service Slideshow

2. Say/paraphrase the following:

a. ‘’As members of SAE we have a responsibility to give back to our community. In doing so, even the smallest acts of service and kindness can lead to positive outcomes for everyone involved.’’

3. Share the goals of the lesson (as outlined above)

4. Ask brothers to write (or type) their answers to following questions:

a. What does it mean to serve?

b. Why do we serve? What’s our motivation?

THE TRUE GENTLEMAN ACTIVITY: (10 MINUTES)

1. How does “The True Gentleman” call upon us to serve our community, others, and ourselves? Read the following excerpts from “The True Gentleman” and discuss as a chapter how each quote promotes service: (spend 2-3 minutes on each quote)

a. “…poor man of his poverty…” (Working to help those in need and lending a hand)

b. “…obscure man of his obscurity…” and “...inferiority or deformity...” (Do not exclude individuals or groups because of their differences)

c. “…whose deed follows his word…” (Sticking our word and commitment to our community)

CLOSING: (2 MINUTES)

1. Ask and discuss the following question:

a. How do we grow as servant leaders using “The True Gentleman” as a guide?

NOTES:

DESCRIPTION:

The Sigma Alpha Epsilon Foundation raises and manages funds to support the educational initiatives of the Fraternity, as well as the upkeep and operation of the Levere Memorial Temple. This lesson introduces brothers to the Phi Alpha Club. The Phi Alpha Club is specifically for undergraduates.

BEFORE MEETING:

• Make sure your meeting room has a projector/screen and audio.

GOALS:

• Familiarize yourself with Phi Alpha Club’s initiatives and offerings

• Instill a sense of lifetime service as a member of SAE

• Ask an active brother or alumnus who has donated to the SAE to help you with this lesson.

OUTLINE (10 MINUTES)

GENEROSITY: (2 MINUTES)

1. Ask brothers to raise their hand if any of these apply to them:

a. If you ever purchased a product to help with a fundraiser.

b. If you ever gave money to a homeless person or someone in need.

c. If you donated money such as tithes and offerings at a religious institution.

d. If you ever bought a gift or meal for someone else.

e. If you ever helped raise money for a worthy cause.

f. If you ever received financial help from someone else.

2. Say or paraphrase the following:

a. “It seems like a lot of you already have experience and understand the importance of service and donating our resources to help others. Today’s lesson talks about an opportunity we have to help our fellow brothers and all of SAE.”

PHI ALPHA CLUB VIDEO: (5 MINUTES)

1. Say or paraphrase the following:

a. “The Sigma Alpha Epsilon Foundation raises and manages funds to support the educational initiatives of the Fraternity, as well as the upkeep and operation of the Levere Memorial Temple. As undergraduates, if we donate at least $25, we are automatically entered into the Phi Alpha Club. Here is a video with more information about the Phi Alpha Club and its benefits.”

2. Play the Phi Alpha Club Video CLOSING:

(3 MINUTES)

1. If a member or an alumnus in your chapter donated to the SAE Foundation, have them share their experience and why they think it’s important to donate to SAE’s foundation

2. If you do not have a member who has donated, ask and discuss the following question:

a. “Why do you think SAE offers the Phi Alpha Club, a club specifically for recognizing undergraduate donors?”

NOTES:

For more information about how to donate to the SAE Foundation, visit support.sae.net

DESCRIPTION:

For the thousands of people diagnosed every year with lifethreatening blood cancers like leukemia and lymphoma, a cure exists. NMDP provides ground-breaking research, innovative technologies, patient support, and education that saves lives.

BEFORE MEETING:

GOALS:

• Understand the purpose of NMDP.

• Identify at least two ways to contribute to NMDP or raise awareness for their cause.

• Print off “NMDP Information Sheets” to give one to each participant.

• Have the SAE Service & Philanthropy Website ready to go before you begin the session.

• Have the NMDP website pulled up and ready to go when you start the session.

OUTLINE (20 MINUTES)

OPENING: (5 MINUTES)

1. Ask participants to discuss the following questions:

a. Is there anyone who has any experience with blood cancers, such as leukemia or lymphoma? Does anyone have a family member, friend, or someone they know who was diagnosed?

i. Ask people to elaborate on their answers and talk about their experiences

b. Has anyone heard of “NMDP”?

i. If so, what can you tell me about the organization?

SAE IS A MATCH: (15 MINUTES)

1. Hand out the “NMDP Information Sheet” to all participants

2. Review the information on the sheet and have different brothers read the various sections or paragraphs on the sheet.

3. Ask participants to discuss the following questions:

a. Why do you think NMDP is important?

b. What activities or events do you can think the chapter could host to raise awareness/funds for NMDP? (Have someone draft a list based on the ideas suggested - share with your Service and Philanthropy Chair afterward.)

i. Go to the SAE Website and click on “Learn More” under the NMDP section. This can provide you with ideas and more resources.

ii. Go to bethematch.org and click on the “Support The Cause” tab to see suggestions NMDP offers on how to support them.

c. Would you be willing to get swabbed and be added to the NMDP Registry?

i. Would we be interested in having a “swabbing event” for the campus?

NOTES:

If members say they would be willing to get swabbed and be added to the registry, click on the “Join the Donor Registry” on the NMDP website here. If your chapter would like to host a live swabbing event, fill out the interest form here

CHILDREN’S MIRACLE NETWORK HOSPITALS

DESCRIPTION:

Children’s Miracle Network Hospitals (CMN Hospitals) is the largest network of children’s hospitals in the United States and Canada and partners with leading providers of pediatric healthcare with a mission of helping as many kids as possible live better, healthier lives.

BEFORE MEETING:

GOALS:

• Understand the purpose of Children’s Miracle Network Hospitals.

• Identify at least two ways to contribute to CMN Hospitals or raise awareness for their cause.

• Print off “CMN Hospitals Information Sheets” to give one to each participant.

• Have the SAE Service & Philanthropy Website ready to go before you begin the session.

• Have the Children’s Miracle Network Hospitals website pulled up and ready to go when you start the session.

OUTLINE (20 MINUTES)

OPENING: (5 MINUTES)

1. Ask participants to discuss the following questions:

a. Has anyone ever spent time in the hospital as a child, or have a family member or friend who did? If so, what was that like for you or them? For family?

b. Has anyone heard of “Children’s Miracle Network Hospitals”?

i. If so, what can you tell me about them?

SAE MAKES MIRACLES HAPPEN: (15 MINUTES)

1. Hand out the “CMN Hospitals Information Sheet” to all participants

2. Review the information on the sheet and have different brothers read the various sections or paragraphs on the sheet.

3. Ask participants to discuss the following questions:

a. Why do you think Children’s Miracle Network Hospitals are important?

b. Does anyone know where the nearest one is?

c. Would it be feasible for us to partner and volunteer with the nearest hospital?

i. If not, what activities or events can you think of that we could host to raise awareness/funds for Children’s Miracle Network? (Have someone draft a list based on the ideas suggested - share with your Service and Philanthropy Chair afterward.)

1. Go to the SAE Website and click on “Learn More” under the Children’s Miracle Network Hospitals section. This can provide you with ideas and more resources.

2. Go to the CMN Hospitals website and click on the “How To Help” tab to see the suggestions they offer on how to support CMN Hospitals.

NOTES:

If the chapter is interested in partnering with CMN Hospitals, visit the CMN Hospitals website for more info on how to get involved.

DESCRIPTION:

Movember focuses on three important men’s health issues: mental health and suicide prevention, prostate cancer, and testicular cancer. Movember is helping to transform how men think about their health – and how to act on it.

BEFORE MEETING:

GOALS:

• Understand the purpose of Movember.

• Identify at least two ways to contribute to Movember or raise awareness for their cause.

• Print off “Movember Information Sheets” to give one to each participant.

• Have the SAE Service & Philanthropy Website ready to go before you begin the session.

• Have the Movember website pulled up and ready to go when you start the session.

OUTLINE (20 MINUTES)

OPENING: (5 MINUTES)

1. Ask participants to discuss the following questions:

a. Is there anyone who has any experience with prostate or testicular cancer? Does anyone have a family member, friend, or someone they know who was diagnosed?

b. Raise your hand if you’ve ever had experience with a man or boy committing suicide.

c. Raise your hand if you or someone you know is a man/boy who lives with a mental health illness or has trouble with mental health.

i. Ask people to elaborate on their answers and talk about their experiences

b. Has anyone heard of “Movember”?

i. If so, what can you tell me about the organization?

CHANGING THE “FACE” OF MEN’S HEALTH: (15 MINUTES)

1. Hand out the “Movember Information Sheet” to all participants

2. Review the information on the sheet and have different brothers read the various sections or paragraphs on the sheet.

3. Go to the Movember website and click on the various tabs to sift through some of the information. Be sure to go to the “About Us” and “Men’s Health” tabs.

4. Ask participants to discuss the following questions:

a. Why do you think Movember is important?

b. What activities or events can you think of that we could host to raise awareness/funds for Movember and what they stand for? (Have someone draft a list based on the ideas suggested - share with your Service and Philanthropy Chair afterward.)

i. Go to the SAE Website and click on “Learn More” under the Movember section. This can provide you with ideas and more resources.

ii. Go to the Movember website and click on the “Support Us” tab to see the suggestions Movember offers on how to support them.

NOTES:

If the chapter is interested in partnering with and supporting Movember, go to the Movember website to get resources and toolkits to help!

DESCRIPTION:

Across the U.S., too many kids go without a bed – or even a pillow – to sleep on. These children end up sleeping on couches, blankets, and even floors. Sleep in Heavenly Peace (SHP) is dedicated to building, assembling, and delivering top-notch bunk beds to children and families in need.

BEFORE MEETING:

GOALS:

• Understand the purpose of Sleep in Heavenly Peace.

• Identify at least two ways to contribute to SHP or raise awareness for their cause.

• Print off “SHP Information Sheets” to give one to each participant.

• Have the SAE Service & Philanthropy Website ready to go before you begin the session.

• Have the Sleep in Heavenly Peace website pulled up and ready to go when you start the session.

OUTLINE (20 MINUTES)

OPENING: (5 MINUTES)

1. Ask participants to raise their hands if they’ve ever slept on a couch or the ground before (somewhere that wasn’t in a bed). Allow time for people to raise their hands and look around at the number of participants.

2. Ask participants to discuss the following questions:

a. Did you enjoy sleeping somewhere that wasn’t a bed?

b. Was it comfortable?

c. Can you imagine sleeping on a couch or the ground for an entire week? A month? A year?

d. How long do you think you’d be comfortable sleeping without a bed?

3. Ask participants the following questions:

a. Has anyone heard of “Sleep in Heavenly Peace”?

i. If so, what can you tell me about them?

SWEET DREAMS BECAUSE OF SAE: (15 MINUTES)

1. Hand out the “SHP Information Sheet” to all participants

2. Review the information on the sheet and have different brothers read the various sections or paragraphs on the sheet.

3. Ask participants to discuss the following questions:

a. Why do you think Sleep in Heavenly Peace is important?

b. What activities or events can you think of that we could host to raise awareness/funds for Sleep in Heavenly Peace?

i. Go to the SAE Website and click “Learn More” under Sleep in Heavenly Peace. This provides you with more ideas and resources.

ii. Go to the Sleep in Heavenly Peace website and hover over the “Find my Chapter” tab, and then click on the “Get Involved” tab to see the suggestions SHP offers on how to support them.

c. Is there a Sleep in Heavenly Peace Chapter near us?

i. If so, would it be feasible for us to get involved and volunteer with them?

ii. If not, would we be interested in starting a chapter?

NOTES:

If members are interested in volunteering with a current chapter or starting a new one, contact Sleep in Heavenly Peace to start that process!

LESSON SCHEDULES

QUARTER SYSTEM SCHEDULE (EXAMPLE)

MEMBER ONBOARDING: WEEKS OF

The Founders (R&F 1)

DEI Speaker (DEI 1)

Online Learning (S&A 1)

Our FSL Community (L&C 1)

MEMBER ONBOARDING: WEEKS OF

Health Speaker (H&S 2)

Our Genetic Code (DEI 2)

Minerva’s Shield (H&S 3)

(S&C 1)

Alumni Career Panel (S&A 2)

MEMBER ONBOARDING: WEEKS OF Minerva’s Shield (H&S 1)

PNM Values (L&C 2)

Minerva’s Shield (H&S 4)

Post Initiation Reflection (R&F 4)

Campus Resources (S&A 3)

Social Identities (DEI 3)

TG Service (S&C 2)

QUARTER SYSTEM SCHEDULE

Use this chart to fill in your Member Onboarding weeks and 18 Brother-toBrother Lessons. Keep in mind which categories need to be met each term and which lessons need to be done each term.

QUARTER

MEMBER

MEMBER

SEMESTER SYSTEM SCHEDULE (EXAMPLE)

Mental Health Speaker (H&S 2)

DEI SPEAKER (DEI 1) PNM Values (L&C 2)

(S&A 2)

THE FOUNDERS (R&F 3)

Academic Campus Resources (S&A 3)

DEI Speaker (DEI 3)

Phi Alpha Club (S&C 2)

SEMESTER SYSTEM SCHEDULE

Use this chart to fill in your Member Onboarding weeks and 18 Brother-toBrother Lessons. Keep in mind which categories need to be met each term and which lessons need to be done each term.

SEMESTER

MEMBER