Fraternity & Sorority Life Chapter Advisors Manual

Transcription

1 Fraternity & Sorority Life Chapter Advisors Manual Updated: Summer 2012

2 College Panhellenic Council Alpha Epsilon Phi Alpha Gamma Delta Alpha Omicron Pi Alpha Sigma Alpha Alpha Xi Delta Phi Mu Phi Sigma Rho Sigma Sigma Sigma Zeta Tau Alpha Multicultural Greek Council alpha Kappa Delta Phi Sorority, Inc. Delta Phi Omega Sorority, Inc. Kappa Phi Gamma Sorority, Inc. Lambda Phi Epsilon Fraternity, Inc. Interested Ladies of Lambda Theta Alpha Latin Sorority, Inc. Lambda Upsilon Lambda Fraternity, Inc. Sigma Beta Rho Fraternity, Inc. Sigma Lambda Upsilon Sorority, Inc. Theta Nu Xi Sorority, Inc. Interfraternity Council Alpha Epsilon Pi Alpha Kappa Lambda Delta Chi Lambda Chi Alpha Phi Gamma Delta Phi Kappa Psi Phi Kappa Sigma Phi Mu Alpha Sinfonia Pi Kappa Alpha Pi Lambda Phi Sigma Alpha Epsilon Sigma Phi Epsilon Theta Chi Triangle National Pan-Hellenic Conference Alpha Phi Alpha Fraternity, Inc. Delta Sigma Theta Sorority, Inc. Iota Phi Theta Fraternity, Inc. Kappa Alpha Psi Fraternity, Inc. Omega Psi Phi Fraternity, Inc. Phi Beta Sigma Fraternity, Inc. Zeta Phi Beta Sorority, Inc.

3 History of Fraternity and Sorority Life at VCU On May 14, 1970, the Eta Tau Chapter of Delta Sigma Theta Sorority, Inc., became the first chartered Greek-letter organization at VCU. We hold the distinction of only a few pre-dominantly white colleges and universities to have a historically African-American sorority begin our fraternity and sorority community. Delta Sigma Theta was followed by Phi Beta Sigma s chartering on August 21, Theta Delta Chi s chartering on November 1, 1970, marked the first IFC group formed at VCU. In 1972, Kappa Sigma Fraternity, Omega Psi Phi Fraternity, and Sigma Gamma Rho Sorority joined the VCU fraternity and sorority community. By 1973, Alpha Phi Alpha Fraternity and Alpha Kappa Alpha chartered. On October 19, 1974, Kappa Alpha Psi Fraternity became a member of the fraternity and sorority community at VCU. After 1974, no other organizations joined the VCU fraternity and sorority community until 1977 when Zeta Phi Beta Sorority chartered on April 30. At this point VCU hosted all eight existing historically African-American fraternities and sororities. In the spring of 1979, Phi Sigma Sigma chartered their chapter and became the first National Panhellenic Conference sorority at VCU. The 1980 s and 1990 s brought a great deal of expansion in the IFC and Panhellenic communities. Pi Kappa Phi (1982), Alpha Kappa Lambda (1983), Pi Lambda Phi (1983), and Kappa Delta Rho (1986) colonized and chartered organizations. Also in 1986, Sigma Phi Epsilon re-chartered its second oldest chapter in the nation. Also joining the community was Phi Sigma Kappa (1987), Tau Kappa Epsilon (1991), and Theta Chi (1991). After about five years with only one Panhellenic sorority on campus, Alpha Sigma Alpha successfully joined the fraternity and sorority community in 1984 followed by Alpha Omicron Pi (1985), Phi Mu (1988), Sigma Sigma Sigma (1990), and Alpha Gamma Delta (1993). This brought the number of NPC sororities to six. Unfortunately, the fraternity and sorority community suffered several setbacks in the mid-1990s with the loss of Sigma Phi Epsilon and Alpha Omicron Pi. However, in 1996, Iota Phi Theta Fraternity joined

4 the campus and the National Pan-Hellenic Council formed at VCU. In 2000, Pi Kappa Phi left campus and in 2002 Tau Kappa Epsilon and Theta Delta Chi left campus. Since 2002, the IFC and Panhellenic communities at VCU have been at a steady and healthy increase. Sigma Alpha Epsilon, Alpha Epsilon Pi, Sigma Phi Epsilon, Phi Kappa Sigma, Pi Kappa Alpha and Phi Kappa Psi have all joined the community. Triangle Fraternity and Lambda Chi Alpha colonized during the academic year and IFC will welcome Phi Gamma Delta in Fall The IFC will also welcome Kappa Delta Rho, Pi Kappa Phi and Sigma Chi in future years. The College Panhellenic Council welcomed Alpha Epsilon Phi, Alpha Omicron Pi, and Phi Sigma Rho since the spring of 2007.CPC welcomed Zeta Tau Alpha and Alpha Xi Delta during the academic year and will welcome Alpha Delta Pi, Kappa Delta and Gamma Phi Beta in future years. In addition, VCU is among many other Universities to see an increase in culturally based fraternities and sororities. Expansion of these groups began with Lambda Upsilon Lambda in 1999, and has followed rapidly ever since adding eight organizations in eight years. Sigma Beta Rho (2002), Delta Phi Omega (2003), Kappa Phi Gamma (2005), Sigma Lambda Upsilon (2005), and alpha Kappa Delta Phi (2006), Lambda Phi Epsilon (2007). Theta Nu Xi (2010), and the Interested Ladies of Lambda Theta Alpha (2011). Page 4 of 91

5 University Student Commons & Activities Division of Student Affairs Fraternity and Sorority Chapter Status August 2012 Chapter/Organization Name Council Local Founding Date ACTIVE CHAPTERS 1 Delta Sigma Theta NPHC 5/14/ Alpha Epsilon Pi IFC 5/23/1970; Re-chartered Fall Phi Beta Sigma NPHC 8/21/ Kappa Sigma IFC 5/14/ Sigma Gamma Rho NPHC 2/23/ Omega Psi Phi NPHC 3/20/ Alpha Phi Alpha NPHC 12/5/ Alpha Kappa Alpha NPHC 4/21/ Kappa Alpha Psi NPHC 10/19/ Zeta Phi Beta NPHC 4/30/1977; Re-chartered Spring Phi Sigma Sigma CPC 4/28/ Alpha Sigma Alpha CPC 2/25/ Pi Lambda Phi IFC 4/7/ Alpha Kappa Lambda IFC 9/14/ Alpha Omicron Pi CPC 9/27/1986; Re-chartered Fall Phi Mu CPC 4/1/ Sigma Sigma Sigma CPC 2/17/ Delta Chi IFC 9/1/ Theta Chi IFC 11/16/ Alpha Gamma Delta CPC 10/30/1993 Page 5 of 91

6 21 Lambda Upsilon Lambda MGC 12/10/1999; Chartered Fall Sigma Beta Rho MGC 11/24/ Sigma Lambda Upsilon MGC 3/26/ Sigma Alpha Epsilon IFC 2/24/ Delta Phi Omega MGC 6/3/ Kappa Phi Gamma MGC colonized: 3/6/ alpha Kappa Delta Phi MGC colonized: 5/20/ Alpha Epsilon Phi CPC 3/1/ Phi Kappa Sigma IFC 1/30/ Lambda Phi Epsilon MGC colonized: January Sigma Phi Epsilon IFC Re-colonized March Iota Phi Theta NPHC Plan to petition NPHC in Fall Pi Kappa Alpha IFC 4/17/ Zeta Tau Alpha CPC 11/19/11 35 Alpha Xi Delta 4/29/12 36 Phi Kappa Psi IFC 4/12/12 37 Phi Sigma Kappa IFC Re-colonized Fall 2010; closed Fall Theta Nu Xi MGC Chartered Spring Lambda Theta Alpha MGC Colonized: Spring Triangle Fraternity IFC Colonized: Fall Lambda Chi Alpha IFC Colonized: Spring Phi Gamma Delta IFC To colonize: Fall 2012 Page 6 of 91

7 Common Values As members of fraternal organizations, fraternity and sorority members at Virginia Commonwealth University are bound by the common expectations outlined in the NIC, NPC, NPHC and NALFO Standards, VCU policies and guidelines, and the four basics of membership outlined by the Office of Fraternity and Sorority Life. These four basics are: Leadership, Scholarship, Community Service, and Friendship. Every day members are encouraged to live their ritual actively and strive to exemplify the common values of fraternity and sorority membership. Each council creates its own expectations of members in regards to leadership, scholarship, community service, and friendship. With the reorganization of Greek Council into the Fraternity and Sorority Caucus, the promotion of inter-fraternal affairs has become the focal point of Fraternity and Sorority Life at VCU. The Multicultural Greek Council follows the Fraternity and Sorority Life s vision of these ideals daily through its programming and enforcement of policies and regulations. Holding community service and philanthropy events which are designed to include all of the IFC fraternities has become an integral part of fraternity life. Scholarship has become a renewed focus of the IFC. Currently new policies are being established to promote scholarship. Recently, IFC member fraternities have been holding events only open to other IFC members which encourages involvement and friendship. Governing Councils Fraternity and Sorority Leadership Team In the fall of 2006, the umbrella governing council Greek Council was dissolved and in its place the Fraternity and Sorority Caucus was created. The purpose of this caucus is to create an atmosphere designed specifically for the promotion of interfraternal communication and organization. The purpose of this structural change was to strengthen the individual council s ability to be self-governing. While most of the planning for fraternities and sororities is still done at the individual council level, the Fraternity and Sorority Leadership Team is responsible for planning events for the entire fraternity and sorority community. These events will include among other things, Greek Week and community, philanthropy, and fundraising events. The group is also responsible for the promotion of Fraternity and Sorority Life as a whole to ensure a positive and uniform vision is displayed. Page 7 of 91

8 Programs/Traditions Programs for Fraternity and Sorority Life include, but are not limited to: Fall Block (Step Show) Halloween Watch Order of Omega Presidential Roundtable meetings (monthly) Annual Fraternity and Sorority Leadership Retreat for all the new fraternity and sorority executive officers and all council officers Greek Week to include Greek Games, Penny Wars etc. AFLV Conference Council Officers attend the Association for Fraternal Leadership & Values Central Region Conference Monument 10K race Fraternity and Sorority Awards- honors in the eight standards areas and outstanding male/female leader of the year, new member of the year Spring Memorial Scholarship Step Show Page 8 of 91

9 Office of Fraternity and Sorority Life Professional Staff Brooke Kingsley Isbell Undergradute Institution: Purdue University Degree: Consumer Sciences Affiliation: Phi Mu Graduate Institution: North Carolina State University Degree: Master of Education VCU Office of Fraternity and Sorority Life responsibilities: College Panhellenic Council advisor, National Pan-Hellenic Conference Advisor and Fall Block Advisor. Brooke is also responsible for office assistant management, fraternity and sorority life assessment and risk management education. Volunteer work: Brooke serves as an active volunteer for Pi Kappa Phi Fraternity, serving as a Ladder of Risk Facilitator, served as a facilitator for the 2012 Pi Kappa Phi College and is Alcohol Skills Training Program (ASTP) certified. She has also served as a facilitator for Phi Mu UIFI. Neil E. Stanglein Undergraduate Institution: University of Missouri Degree: Bachelor of Journalism with an emphasis in Radio/Television Affiliation: Lambda Chi Alpha (Founding Father) Graduate Institution: University of Missouri Degree: Master of Education VCU Office of Fraternity and Sorority Life responsibilities: Multicultural Greek Council advisor and supervise the Graduate Assistant for Fraternity and Sorority Life. Neil also leads the office public relations and marketing efforts, serves as the chapter advisor liaison and serves on the University s Neighborhood Relations Committee and Sexual Assault Prevention Committee. Volunteer work: Neil was named to the Connections Magazine Editorial Board. Connections is the magazine for the Association of Fraternal Leadership and Values (AFLV) and is also a three-year member of the Assessment and Awards Committee for AFLV. Neil is also an active volunteer for the Association of Fraternity/Sorority Advisors, serving as the 2012 Events Coordinator for the Association s Annual Meeting. Neil has volunteered for the Association since 2006 and served as the 2011 Educational Programs Chair and 2010 Special Events Coordinator for the Annual Meeting. He was named Outstanding Volunteer in Neil is also a national volunteer for Delta Zeta Sorority and facilitates Advance Panhellenic, SALAD and Motivating the Middle interactive workshops for Campuspeak, Inc. Page 9 of 91

10 Deonte Young Undergraduate Institution: Virginia Commonwealth University Degree: History Affiliation: Alpha Phi Alpha Fraternity, Inc. Graduate Institution: Virginia Commonwealth University Degree: Master of Education (in progress) VCU Office of Fraternity and Sorority Life responsibilities: Interfraternity Council and Greek Week advisor, as well as working with philanthropy and community service efforts for all four councils. Page 10 of 91

11 Purpose of This Resource This manual is intended to be a useful resource guide to advisors of fraternities and sororities at Virginia Commonwealth University. This resource will outline some of the considerations advisors will encounter, some of the questions advisors will be asked, some of the answers advisors will need to give, and a general scope of their responsibilities. It is intended to complement and supplement your own organization s resource materials. The manual cannot substitute for an advisor's sensible assessment of his/her own work. Basic Assumptions about Advising Fraternities and Sororities 1. Chapters are different. Chapters are different not only in their statistical and physical attributes, but above all in the quality of their organization, in their size, and in their attitude..therefore, an advisor must take the information contained in this manual and modify it to fit his/her particular chapter. 2. Advisors are different. By accepting this position an advisor agrees to assist the undergraduate chapter in conducting its operations and in realizing its ideals and aspirations. However, each advisor will also have his/her or her own philosophy and unique approach to advising and should take those into account. 3. Advisors are volunteers. The advisor is a volunteer and has other more important demands on his/her time. The chapter must, therefore, avoid setting up unrealistic expectations of him/her. 4. Advisors are advisors, not dictators. If push comes to shove, an advisor cannot force a chapter to do anything. His/her respect and authority are based upon the quality of his/her relationship with the members. 5. There is often no right answer. Advisors can consult with the inter/national organization, other advisors or the OFFICE OF FRATERNITY AND SORORITY LIFEOffice of Fraternity and Sorority Life for feedback. 6. Common sense is supreme. In the end, follow your gut. Page 11 of 91

12 Advising Philosophy of the Office of Fraternity and Sorority Life The role of advisors is to identify and meet students, organizations and councils in their current context and lead them through a process to identify and arrive at a new and better place. The advisors will treat everyone fairly; remembering that treating everyone equal does not mean fair, and treating everyone fair does not mean equal. Advisors will use the concept of equal effort with chapters the amount of effort chapters put into developing themselves is the amount of time the advisors will put in to working with them. Advisors will participate in leadership coaching, educating and involving chapter advisors and inter/national volunteers in efforts on the campus-level and be a partner to our inter/national organizations. Advisors will take a team approach to ensure each chapter is receiving the education and assistance it needs. The advisors will use the Council for the Advancement of Standards (CAS) in Higher Education as a guide to working with chapters and the fraternity and sorority community. CAS will specifically guide the work of the Fraternity and Sorority Life Office with chapters during the academic year. Page 12 of 91

13 Virginia Commonwealth University Mission Statement As the premier urban, public research university in Virginia, VCU s mission is to advance knowledge and student success through its commitments to: an engaged, learner-centered environment that fosters inquiry, discovery and innovation in a global setting; research that expands the boundaries of new knowledge and creative expression and promotes translational applications to improve human health; interdisciplinary collaborations that bring new perspectives to complex problems and mobilize creative energies that advance innovation and solve global challenges; health care that strives to preserve and restore health for all people, to seek the cause and cure of diseases through groundbreaking research, and to educate those who serve humanity; diversity that provides a climate of inclusion, a dedication to addressing disparities wherever they exist, and an opportunity to explore and create in an environment of trust; sustainable, university-community partnerships that enhance the educational, economic and cultural vitality of the communities VCU serves in Virginia and around the world. Vision statement of Virginia Commonwealth University VCU will be a premier urban, public research university distinguished by its commitment to: the intellectual and academic success of a diverse student body; research and discovery that advances knowledge, inspires creativity and improves human health; The global engagement of students, faculty and staff that transforms lives and communities. Core values of Virginia Commonwealth University Accountability committing to the efficient and transparent stewardship of our resources to achieve institutional excellence. Achievement ensuring distinction in learning, research and scholarly pursuits, service and patient care. Collaboration fostering collegiality and cooperation to advance learning, entrepreneurship and inquiry. Freedom striving for intellectual truth with responsibility and civility, respecting the dignity of all individuals. Innovation cultivating discovery, creativity, originality, inventiveness and talent. Service engaging in the application of learning and discovery to improve the human condition and support the public good at home and abroad. Diversity ensuring a climate of trust, honesty and integrity where all people are valued and differences are recognized as an asset. Integrity adhering to the highest standards of honesty, respect and professional and scholarly ethics. Page 13 of 91

14 The Chapter Advisor: Basic Expectations Every inter/national organization has minimum expectations of their chapter advisors. Inter/national leaders know that advising a chapter takes a personal investment of time and they want to be respectful of the time you re devoting away from your work responsibilities, family, and other volunteer commitments. They will have a solid list of basic responsibilities for you to follow. Be sure to read your own organization s chapter advisor manual to see the overlaps and the differences in expectations within that document and this manual. Comparing these two resources with your coadvisors would be a great discussion starter. Expectations In most advising relationships, whether between student and academic advisor, investor and financial advisor, and so on, any difficulties that arise can usually be attributed to the lack of clear expectations which are determined, understood, and supported by both parties. If the members do not know or understand what the advisor may be expecting from the chapter, both in specific terms and regarding the overall relationship, it is easily possible that some of his/her expectations will not be met, creating tension and dissatisfaction which can permeate the interaction between them. The reverse is also true. It is vitally important that the advisor and the chapter articulate and understand what each expects from the other. The advisor, for example, may reasonably expect the following: to be kept informed about current chapter news and events. schedule a regular meetings with the chapter president/executive board to keep up-todate on problems, future events, and so on. Perhaps the chapter president will call him/her regularly with this information. attendance at certain chapter events (standards meetings, chapter meetings, etc.) expect to be given all due assistance from the fraternity or sorority. The advisor is human, and he/she would like to be rewarded with thanks and praise when his/her job is well done. Naturally, many of the advisor's rewards are intangible, but if he/she can be assured that he/she will be kept informed and is considered a vital part of the chapter, his/her effectiveness is bound to be enhanced. The chapter expectations may include: receive answers to its questions. o An advisor cannot be expected to know every answer to every question. However, the chapter expects to receive either an answer or the referral to a source for the answer to every question it may have, assuming the question is reasonable. the advisor be at least minimally visible and that he/she will be impartial, taking no sides with individuals or groups (especially in an election), and maintain rapport with all the members. The fraternity or sorority does not underestimate the importance of the advisor to a chapter's welfare. Virtually every outstanding chapter has an outstanding advisor behind it and those chapters with major problems often have ineffective advisors or no advisor at all. The fraternity or sorority expects an advisor to carry out his/her responsibilities (as determined by him/her and the chapter) to the best of his/her ability once he/she accepts the position, and to help the chapter find another advisor if he/she cannot or is unwilling to carry them out. Page 14 of 91

15 The advisor also expects to receive all possible assistance from the inter/national. It is necessary to ask whether the chapter, the advisor and the inter/national organization have discussed responsibilities and expectations. What does the chapter expect from its advisor? What does the advisor expect from his/her chapter? What does the inter/national organization expect from advisors? A discussion of responsibilities and expectations is necessary to ensure that a clear pattern of agreement and understanding exists between the chapter and the advisor. It is highly recommended that such a discussion occur on a regular basis. Even if the same advisor works with the same chapter for many years, the chapter membership changes with enough frequency that expectations taken for granted by both sides one year may be overlooked the next. The effectiveness of the chapter advisor will be enhanced considerably if there is discussion each year between him/her and the leadership of the chapter about expectations. Goals After the conversation between the chapter and the advisor regarding expectations, goals should be considered next. The chapter and the advisor need to assess where the strengths and weaknesses are of the chapter and where the advisor should focus their energy. Goals for the advisor for the year should outline what the chapter wants most from the advisor and vice-versa, and what each agrees to be in a position to provide. The goals should be specific and measurable (see page X on how to develop SMART goals) These goals should be as specific as possible to say that the advisor should help improve the chapter's scholarship is not very useful for it gives neither him/her nor the chapter much guidance. The goals should be recorded and copies distributed to the chapter and to the advisor. Without recording the goals on paper, it becomes far too easy for the goals to be neglected and placed on the back burner or worse, forgotten. In addition, recording the goals ensures that the goals have been discussed and found to be realistic and attainable by both parties. The process of establishing specific and realistic goals is not always easy. In fact, it takes a considerable amount of time and work. Once the first set of goals is in hand, however, it becomes much easier in subsequent years, for the process of establishing goals becomes a process of evaluating progress on a previous set. The process of goal evaluation and reformation should be the basis of a regular discussion between the chapter and the advisor. Expanded Expectations: The Great Advisor The good advisor meets the basic expectations of the chapter and inter/national organization. The great advisor discusses expanded expectations with the chapter and works to meet them together. The expanded expectations of chapter advisors are: Communicate, communicate, communicate Most often the advisor isthe liaison between the chapter and the university and the chapter and the inter/national organization. Don t wait until problems come up. Be proactive and introduce yourself to the campus professional to establish that relationship. Set up a face-to-face meeting to begin building this important relationship. Be sure to and call the inter/national organization staff and/or immediate volunteer supervisors for pertinent resources, materials, and training opportunities. Talk with specific chapter advisees to see how to best communicate with them. Some students are night owls Page 15 of 91

16 and respond best to at midnight. Others have their cell phones with them at all times and regularly check their voice mail. Still others may prefer quick text-messaging for short and quick answers. Lead with integrity Follow the do as I do philosophy. When inter/national organizations recruit new members for their colonies they are often told, Recruit in your image. That means that alumni members must be vigilant about leading with values such as responsibility, trust, honesty, fairness, civility, and caring. Undergraduates have you as a unique connector to the inter/national organization. Advisors represent an individual as well as a leadership position to aspire to. Make yourself worthy of their respect. Be present Attend and be an active participant in chapter meetings to create and sustain relationships with the undergraduates. Negotiate with the chapter on the number of meetings they would like advisors to attend. Advisors will find it easier to advise undergraduates when you have a two-way trusting relationship. Attending at least two meetings a month will help cement those relationships. Discuss how long meetings last. If they are consistently two hours or longer, the chapter leadership may need some coaching on how to manage their meetings. Attend special chapter events such as Initiation, Founder's Day, alumni events, parent/family events, recruitment, officer training and transition, retreats, etc. Be respectful of the chapter and campus culture The chapter you advise may or may not be your chapter of initiation. Advisors will benefit from asking probing questions about the way we do things here as the advisor determines the best way to interact with their students, other volunteers, and campus officials.. Get information on your organization s liability insurance to put your mind at ease In order to be covered by the organization's insurance policy, advisors may need to pay annual per capita dues. Some organizations include this in alumni dues. Be sure to contact immediate volunteer supervisors to discuss specific responsibilities and liability. Know the boundaries for the chapter and keep them on file The chapter s representative to the undergraduate governing council should have a copy of that organization s constitution and by-laws. If there is a formalized university expectations document, office of fraternity and sorority life standards document, or other policies, these are good resources to have in advisor files. Know the end goal of advisement From a college student development point of view, the main goal of the advisor is to help the chapter and the individual members become accountable for their actions. Campus-based professionals and chapter advisors are coaching them to be self-sufficient and self-directed adults. Remember, most of our founders created fraternities and sororities at the ripe old age of (students were much younger back then). Students today have more resources, knowledge, and support from all fraternity/sorority stakeholders than ever before. They just need direction on where to find these resources and how to make good decisions with the information they have. Page 16 of 91

17 Know the responsibilities of the Advisory Team Some chapters are fortunate to have one involved alumnus to advise them. Others are even more fortunate to have an entire team of volunteers working to support the members in their personal development and the chapter in its organizational development. Know and understand the team s responsibilities to maximize volunteer time and work smarter, not harder. Basic Advisory Team Expectations Share expectations of and definitions of chapter success Meet monthly as a team for a commitment to effective communication Set goals and objectives for the advising team, not the chapter Work as a collaborative unit to provide services and resources to the chapter Help each other become competent, confident, and caring professionals Help the chapter look to the future Remind the chapter that four years (or so) go by very quickly. Before they know it, they will be alumni Members.. The chapter should think about what they want to do as a unit to contribute to the long-term health of the chapter. Help them create a meaningful goal setting retreat that they can facilitate on their own or involve others. Connect the skills they are using to the strategic planning used in corporations and volunteer organizations. Help them understand the importance of creating and maintaining an organization that has enough momentum and strength so they can have an organizational on campus in 20 years. Utilize the resources already at your fingertips. One good standard of excellence is the inter/national organizations award criteria or other campus award criteria.. You should also look to the future by planning with the end in mind. Who will replace you as the chapter advisor? What type of succession plan is there? Create a solid chapter advisor s file with lessons learned, helpful people list, and other notes so your successor can continue your good work. Remember, many chapter advisors are the longterm knowledge base for the chapter. The advising team will want to know the history, habits, and traditions of the chapter. Page 17 of 91

18 Advisor Support System The Campus Advisor The focus of this individual is on the big picture. The campus-based advisor looks at the overall health of the community and works with the undergraduate leaders to empower them with knowledge, skills, and resources to lead their governing councils and chapters. The advisor is not responsible for the success or failure of a community. Chapters are student-led, student governed organizations. The advisor works to challenge the community with high expectations, new learning experiences, and appropriate sanctions in the event of judicial proceedings. The advisor also works to support the students with caring, concern, and empathy to create a positive fraternity experience for their own members. The Inter/national Organization Staff/Volunteer Supervisors The inter/national organization staff work to preserve the overall health of the inter/national organizations chapters. They work to create resources and experiences to support the chapters. They consult with chapter leaders individually through chapter visits. Staff members offer feedback and sometimes directives to get a chapter on track with the organization s policies and standards. Depending on the resources available, a headquarters staff may consist of a lead staff member (executive director), chapter services/development department, traveling leadership consultants, and a host of other individuals dedicated deeply to the values and mission of the organization. Some organizations are more volunteer-driven with fewer staff members and a greater number of volunteers supporting the chapters and the members. Don t their responsibilities sound a lot like the responsibilities of the campus professional? They should. Sometimes the only real difference lies in the proximity of the service providers to the chapters. Page 18 of 91

19 Working with Students: Dealing with Conflict Conflict occurs when individuals or groups are not obtaining what they need or want and are seeking their own self-interest. Sometimes the individual is not aware of the need and unconsciously starts to act out. Other times, the individual is very aware of what he or she wants and actively works at achieving the goal. About conflict: Conflict is inevitable; Conflict develops because we are dealing with people's lives, jobs, children, pride, self-concept, ego and sense of mission or purpose; Early indicators of conflict can be recognized; There are strategies for resolution that are available and DO work; Although inevitable, conflict can be minimized, diverted and/or resolved. Beginnings of conflict: Poor communication Seeking power Dissatisfaction with management style Weak leadership Lack of openness Change in leadership Conflict indicators: Body language Disagreements, regardless of issue Strong public statements (in meetings, etc.) Airing disagreements through media (Facebook/twitter) Conflicts in value system Desire for power Increasing lack of respect Open disagreement Lack of candor on budget problems or other sensitive issues Lack of clear goals No discussion of progress Failure related to goals Unable to evaluate each other fairly, thoroughly or at all. Conflict is destructive when it: Takes attention away from other important activities Undermines morale or self-concept Polarizes people and groups, reducing cooperation Increases or sharpens difference Leads to irresponsible and harmful behavior, such as fighting, name-calling Page 19 of 91

20 Conflict is constructive when it: Results in clarification of important problems and issues Results in solutions to problems Involves people in resolving issues important to them Causes authentic communication Helps release emotion, anxiety, and stress Builds cooperation among people through learning more about each other; joining in resolving the conflict Helps individuals develop understanding and skills Techniques for avoiding and/or resolving conflict: Meet conflict head on Set goals Plan and communicate frequently Be honest about concerns Agree to disagree - understand healthy disagreement can build better decisions Get individual ego out of management style Let your team create - people will support what they help create Discuss differences in values openly Continually stress the importance of following policy Communicate honestly - avoid playing "gotcha" type games Provide more data and information than is needed Develop a sound management system Controversies usually start around: Changes in the way "we've always done things" Notions of fundamental values Determined, articulate advocates for every side Inability to compromise Rampant rumors Threats of retaliation Elections Reaching Consensus through Collaboration Groups often collaborate closely in order to reach consensus or agreement. The ability to use collaboration requires the recognition of and respect for everyone's ideas, opinions, and suggestions. Consensus requires that each participant must agree on the point being discussed before it becomes a part of the decision. Not every point will meet with everyone's complete approval. Unanimity is not the goal. The goal is to have individuals accept a point of view based on logic. When individuals can understand and accept the logic of a differing point of view, you must assume you have reached consensus. Follow these guidelines for reaching consensus: Avoid arguing over individual ranking or position. Present a position as logically as possible. Avoid "win-lose" statements. Discard the notion that someone must win. Avoid changing of minds only in order to avoid conflict and to achieve harmony. Avoid majority voting, averaging, bargaining, or coin flipping. These do not lead to consensus. Treat differences of opinion as indicative of incomplete sharing of relevant information, keep asking questions. Page 20 of 91

21 Keep the attitude that holding different views is both natural and healthy to a group. View initial agreement as suspect. Explore the reasons underlying apparent agreement and make sure that members have willingly agreed. Page 21 of 91

22 Danger Signs and Possible Solutions Chapter members not participating in chapter activities: Re-examine activities to be sure they appeal to majority. Ask what members want out of their fraternal experience and what activities will best help them achieve their goals. Help each member understand their individual responsibility for participation. Divide chapter into committees to plan each major activity so everyone is involved and has responsibility. Imbalance of chapter activities, thus appealing to limited interests: Whole group must face imbalance (or possibility of it) and discuss, with everyone present, allowing for individuals to express their views. Perhaps activities are too sophomoric to retain upper class interest or participation. List chapter activities under categories (social, philanthropic, community, etc.) and see where imbalance occurs. Conflicts between members; little cooperation; cliques: Determine source of conflicts. Stimulate programs to emphasize positive aspects of the chapter. Involve all members in chapter decision-making and activities. In housing situations, change roommates each term. Chapter attracts one type of person and would like to attract a more diverse group of women/men: Group may not feel it can attract any other type. Group discusses current image and what types are needed to change that image. Feeling of no responsibility to anyone: leader to member, member to member, member to International, collegian to alumni, chapter to corporation, etc.: Group must learn to hold others accountable for the responsibilities they have voluntarily taken on themselves. If an officer is negligent, they should be removed from office in the best interests of the chapter. All members must realize they are responsible for maintaining high standards because their image affects that of the group. Plan and carry out several alumni activities during the year. Top offices held by underclass members: Educate chapter and Nominating Committee of the value of upper-class officers for their experience and leadership abilities. Training/experience in one position leads to better performance in offices with more responsibility. When underclass members assume too much responsibility, the potential for "burnout" is significant. Page 22 of 91

23 Chapter meetings are long and drawn out: Check use of parliamentary procedure. Eliminate repetition. Limit time each person can speak. Use the committee structure to streamline chapter business. Members are slow in paying dues, not signing promissory notes or not paying at all: Chapter must implement the 5% rule. (When 5% of chapter members have accounts past due, any social event is canceled, including formal.) Help chapter establish incentives for early and full payment of account (lower dues, prizes, etc.). Educate chapter members on financial obligation to the Fraternity - both locally and Internationally. Members need to be aware of the consequences of not paying their bills. Approach corporation about the possibility of scholarships. No particular regard for Ritual, its meaning or performance: Hold Ritual workshops frequently. Include mechanics, but it is more important to include discussions of meanings and everyday applications to make it come alive. Insist on proper attire. Make sure equipment is in good order. Review Ritual with Chapter President. Lack of continuity and passing of files and information from one officer to the next: Insist on a well-planned, well-attended Officer Transition Workshop. Advisors should check officer's notebooks periodically. Chapter files need to be kept up-to-date with usable materials. Chapter is losing members through school dropouts as well as Member dropouts: Suggest that personal interviews be held to determine causes and offer some solutions. Evaluate the Academic Development program and academic goals set by the chapter. Be certain there is an atmosphere for academic achievement. Organize tutors/mentors for members with grade problems. Be sure that all members feel a responsibility to the group - not just those who hold office. Settle personal conflicts as soon as possible. Several New Members decide not to be initiated: Determine the primary reasons: individual problems, no sense of commitment to the Fraternity, financial inability, not enough bonding time/sisterhood activities? Make sure the chapter understands the commitment of all members for a successful New Member Orientation. Not all chapter members are involved in recruitment preparations: Perhaps the Vice President of Membership Development is too involved (i.e., dictatorial). Make sure every chapter member has a job and feels the responsibility of developing and executing recruitment plans. Utilize all the recruitment committees fully. Page 23 of 91

24 Recruitment plans are not competitive with those of other chapters on campus: Have New Members evaluate the chapter's recruitment and give impressions of recruitment techniques use by other chapters. Examine entertainment. Is it appropriate? Is it outdated? Does it contain inside jokes? Are the decorations competitive? What atmosphere is created at the parties? Chapter tends to make elections a popularity contest without regard for leadership abilities: Make sure the chapter is educated in the procedures for elections Members should openly discuss the qualities for each major office that would be most beneficial to the chapter. This should be done early on in the election process - perhaps at the time of the goal setting workshop with reminders prior to class caucuses. Make sure all candidates have talked with current officers of any office they are interested in to discuss duties and activities. Page 24 of 91

25 Student Development Theory: The Basics Student development theory provides advisors a foundation for understanding the natural maturation and development of the students with which they work. A basic knowledge of the theories and methods of human development and their applications in college settings will help you facilitate the development of your advisees. As some advisors have said, Now I know why s behavior drives me nuts! In Loco Parentis For about the first three hundred years, the theory that dominated thinking about higher education was in loco parentis: colleges acting on behalf of parents for the good of their students. As the average age of seventeenth-century freshmen was about fourteen, students were considered children, and the institution their parents. Character development (which really meant traditional Christian religious values) was instilled by strict rules and regulations and enforced by rigid discipline. The development of students' character was substantially more important to early American colleges than the development of their intellect. Today, in loco parentis has been replaced with total student development encouraging the development of a student s social, environment, moral, leadership, and identity development. Families of Student Development Theory Student development theories generally fall into five broad categories; 1) psychosocial, 2) cognitivestructural, 3) person-environment, 4) humanistic, and 5) student development process models. 1. Psychosocial theories address developmental issues or tasks and events that occur throughout the life span. These tasks and events tend to occur in sequence and are correlated with chronological age. Individuals progress from one stage to another by accomplishing related developmental tasks or by resolving crises. This is the "what" or "content" of student development. For example, William Perry's theory helps us understand how students think in a sequential order. The first five stages in this theory deal with students' intellectual development as they move from a dualistic view of the world (black and white, right and wrong) to a relativistic view of the world (all knowledge is contextual, "it depends"). The remaining positions deal with students' ethical development. 2. Cognitive-structural theories address how individuals reason, think, and make meaning of their experiences. Development is seen as hierarchical stages with each successive stage incorporating parts of the previous stage. This is the "how" or "process" of student development. 3. Person-Environment theories address behavior as a function of the person and the environment. For example, if you think about the chapters on your campus there may be a beautiful chapter house and the members treat it with respect. Nobody punches holes in the walls, no one thinks of leaving their empty pizza boxes in the hallways. This chapter probably has an influential house director or chapter advisor positively influencing the behavioral expectations of the members and is there to remind them of the value of respect of property. Other chapter houses may be littered with garbage, old clothes, food smeared on the walls from a food fight these members are equally (and negatively) influenced by their environment. The implicit values are destruction, an it s not my house attitude, and basic disrespect. Many of these person-environment theories are used in career planning. Page 25 of 91

26 4. Humanistic existential theories share a common philosophy of the human condition. Humans are free, responsible, self-aware, potentially self-actualizing, and capable of being fully functioning. Development is internally motivated. These theorists believe the forces of growth are within the person and are facilitated by self-disclosure, followed by self-acceptance and self-awareness. These theories are used extensively in counseling. 5. Student development process models are either abstract representations of the field of student personnel work or recommended sets of action steps for the practice of student development. They give us the process steps of how to use theories rather than the why, what to do, or how to do it that the theories provide. These models help practitioners put the theories into actual practice. There are dozens of theories falling into these five families. Many address general populations of traditionally-aged college students; however, more recently theories have emerged which address the differences in development in specific populations such as returning adult students, African-American students, gay/lesbian/bisexual/transgendered students, female students, etc. (adapted from Page 26 of 91

27 Group Development Stage 1: Forming In the Forming stage, personal relations are characterized by dependence. Group members rely on safe, patterned behavior and look to the group leader for guidance and direction. Group members have a desire for acceptance by the group and a need to know that the group is safe. They set about gathering impressions and data about the similarities and differences among them and forming preferences for future sub grouping. Rules of behavior seem to be to keep things simple and to avoid controversy. Serious topics and feelings are avoided. The major task functions also concern orientation. Members attempt to become oriented to the tasks as well as to one another. Discussion centers around defining the scope of the task, how to approach it, and similar concerns. To grow from this stage to the next, each member must relinquish the comfort of non-threatening topics and risk the possibility of conflict. Stage 2: Storming The next stage, which Tuckman calls Storming, is characterized by competition and conflict in the personal relations dimension an organization in the task-functions dimension. As the group members attempt to organize for the task, conflict inevitably results in their personal relations. Individuals have to bend and mold their feelings, ideas, attitudes, and beliefs to suit the group organization. Because of "fear of exposure" or "fear of failure," there will be an increased desire for structural clarification and commitment. Although conflicts may or may not surface as group issues, they do exist. Questions will arise about who is going to be responsible for what, what the rules are, what the reward system is, and what criteria for evaluation are. These reflect conflicts over leadership, structure, power, and authority. There may be wide swings in members behavior based on emerging issues of competition and hostilities. Because of the discomfort generated during this stage, some members may remain completely silent while others attempt to dominate. In order to progress to the next stage, group members must move from a "testing and proving" mentality to a problem-solving mentality. The most important trait in helping groups to move on to the next stage seems to be the ability to listen. Stage 3: Norming In Tuckman s Norming stage, interpersonal relations are characterized by cohesion. Group members are engaged in active acknowledgment of all members contributions, community building and maintenance, and solving of group issues. Members are willing to change their preconceived ideas or opinions on the basis of facts presented by other members, and they actively ask questions of one another. Leadership is shared and cliques dissolve. When members begin to know and identify with oneanother, the level of trust in their personal relations contributes to the development of group cohesion. It is during this stage of development (assuming the group gets this far) that people begin to experience a sense of group belonging and a feeling of relief as a result of resolving interpersonal conflicts. The major task function of stage three is the data flow between group Page 27 of 91

28 members: they share feelings and ideas, solicit and give feedback to one another, and explore actions related to the task. Creativity is high. If this stage of data flow and cohesion is attained by the group members, their interactions are characterized by openness and sharing of information on both a personal and task level. They feel good about being part of an effective group. The major drawback of the norming stage is that members may begin to fear the inevitable future breakup of the group; they may resist change of any sort. Stage 4: Performing The Performing stage is not reached by all groups. If group members are able to evolve to stage four, their capacity, range, and depth of personal relations expand to true interdependence. In this stage, people can work independently, in subgroups, or as a total unit with equal facility. Their roles and authorities dynamically adjust to the changing needs of the group and individuals. Stage four is marked by interdependence in personal relations and problem solving in the realm of task functions. By now, the group should be its most productive. Individual members have become self-assuring, and the need for group approval is past. Members are both highly task oriented and highly people oriented. There is unity. Group identity is complete, group morale is high, and group loyalty is intense. The task function becomes genuine problem solving, leading toward optimal solutions and optimum group development. There is support for experimentation in solving problems and an emphasis on achievement. The overall goal is productivity through problem solving and work. Stage 5: Adjourning Tuckman s final stage, adjourning, involves the termination of task behaviors and disengagement from relationships. A planned conclusion usually includes recognition for participation and achievement and an opportunity for members to say personal goodbyes. Concluding a group can create some apprehension in effect, a minor crisis. The termination of the group is a regressive movement from giving up control to giving up inclusion in the group. The most effective interventions in this stage are those that facilitate task termination and the disengagement process. Adapted from: Tuckman, B. (1965) Developmental Sequence in Small Groups. Psychological Bulletin, 63, Tuckman, B. & Jensen, M. (1977) Stages of Small Group Development Page 28 of 91