AFA Perspecitves Summer 2006

2 Perspectives / Fall 2005

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Summer 2006 / Perspectives 3

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in thisi s s u e

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regular columnsThe Mighty Quill ...................................... 3

From the Top..............................................4

Core Competencies ....................................6

SSAOs’ Perspectives ..................................14

A Must Read ............................................21

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A FA

The First 30 Years

– Allison Swick-Duttine, Editor

Summer is here. A time to relax and catch up on personal and professional projects that wenever seem to have time for when students are

on campus. It is also a time for many professionalsand volunteers to participate in national leadershipconferences and institutes that challenge fraternityand sorority members to act in congruence withtheir fraternal values and rituals.

I believe that there is no change initiative moreeffective than simple conversations with youngadults about what they and their organizations valueand how their behaviors align with (or are antithetical to) these beliefs. Myphilosophy is that an hour spent challenging a student through a passionatediscussion about ritual and fraternal values may (and usually does) save manyhours confronting counterproductive behaviors later.

During my eight years as a fraternity/sorority professional, I have attendedmany presentations that have made me more adept at facilitating values-basedconversations. One of the presenters to lead me to some of my own “a-ha”moments was Dr. Mari Ann Callais, Theta Phi Alpha National President andnationally recognized speaker about living the ritual. Therefore, I have askedMari Ann to share some of her tips for promoting dialogue and reflectionabout ritual. As Mari Ann stated, “Open, honest dialogue is the surest wayfor sisters and brothers to take pride together in ritual, their chapter, and allthat their fraternity or sorority experience has to offer.”

Following are some ways that Mari Ann suggests to generate dialogue about ritual:

• As part of a chapter development program or retreat, encourage the chapters that you work with to place the ritual equipment in the middle of the room and discuss what those symbols mean in their everyday lives.

• Encourage members to read the ritual book on their own. Remind themthat anyone can read the ritual unless otherwise designated by theirinter/national organization. Many members do not know that they can read ritual documents; they often believe that only officers have access to the ceremonies.

• Invite alumni to discuss the meaning of the ritual ceremony and how they are living the ritual values in their daily lives. Ask them to discuss the connection between fraternal ritual and lifetime commitment.

• Help undergraduates analyze their mottos, creeds or things that are open to the general public. Take each line from these and help them to examine it intensely.

continued on page 5

In the Summer 2005 issue article: Two Roadmaps to One Destination, Part 1 (p. 13),portions of New Mexico State University’s fraternity/sorority community strategic planwere used and the reference was omitted. We apologize for the oversight.

+BRANDING + VALUES = CONGRUENCE A Cure-all for Fraternity/Sorority Life?

&Values & Action Congruence

The Power of Service!A N I N V I T A T I O N T O V O L U N T E E R

The Challenge ofValues Congruence

12

?ValueARE FRATERNITIES AND SORORITIES TEACHING THE OF COMMUNITY SERVICE18

Perspectives is the official publication ofthe Association of Fraternity Advisors,Inc. (AFA). Views expressed are those of the individual authors/contributors/advertisers, and are not necessarily thoseof the Association. AFA encourages thesubmission of articles, essays, ideas, and advertisements. All Perspectivescorrespondence and submissions shouldbe submitted to:

Allison Swick-Duttine 2006 Editor

Director of Fraternity/SororityLife & Leadership Development

State University of New YorkCollege at Plattsburgh

Angell College Center 204101 Broad Street

Plattsburgh, NY [email protected]

518.564.4825Fax: 518.564.4839

Perspectives is published four times per year.

Submission deadlines:Fall August 15, 2006Winter November 15, 2006

Send address corrections to AFA:Association of Fraternity Advisors9640 N. Augusta Drive, Suite 433Carmel, IN 46032317.876.1632Fax [email protected]

2006 Editorial

BoardMonica Miranda SmallsAFA Vice President for Resource DevelopmentUniversity of Rochester

Jim Barber, University of MichiganDan Bureau, Indiana UniversityKurt Foriska, Ohio State UniversityTim Haskell, Santa Clara UniversityMichael Hevel, Willamette UniversityMegan Johnson, Dartmouth UniversityKirsten Siron Young, Jacksonville UniversityMelinda Sutton, University of Texas, Tyler

– Dr. Ron Binder, AFA President

Using Organization Values in Decision Making

One of the challenges facing chapterpresidents is deciding what ideas orprojects the chapter will pursue. They

work with many members who have goodideas; ones that will take their chapter in many different directions. Their challenge is todecide to which ideas they will commit chapterresources (members and financial). Some think they can “do it all” and work on multi-ple projects; while others are paralyzed by the choices in front of them (the “deer in theheadlights” phenomenon). The key to navigat-ing this challenge is having a core set of valuesto guide the decision-making process. Onceyou know your values, the rest generally fallsinto line.

Some of you may recall the Tylenol scare anumber of years ago where bottles were tampered with and people were poisoned. The decision to pull all Tylenol bottles fromstore shelves was made by mid-level managers,acting in accordance with the company’s stated values. To them, they were simplyapplying the values of the company to theireveryday decisions.

Many of us make every day decisions that ultimately reflect our core values and those of our organizations. They influence whichideas or projects we pursue, and to whichareas we will commit our resources. Whilemost people think of resources as fiscal, themost important resource is human. And likethe chapter president who wants to do it all,we too have limited resources, particularly asit relates to staff time. We must intentionallypick and choose the ideas that are deserving of precious resources.

Much like the chapter president, we also needa set of guiding principles to help us makethese increasingly tough decisions. Ideally, ourchapters turn to their organization’s Ritual.Strong chapters use the Ritual on a regularbasis and it becomes the essence of their organizational culture.

For fraternity/sorority life offices andinter/national organizations, these guidingprinciples can be found in a solid missionstatement upon which operations are based.

Organizations that have a clear set of valuesgenerally experience more success because theprojects they undertake reflect their missionand directly relate to their core values and priorities. These are generally called mission-driven organizations. Those that do not have a clear set of values can frustrate their con-stituents by the changing nature of their workor by appearing to be arbitrary in their deci-sion making. They also have staff that sufferfrom high burnout as they try to be the “endall” when it comes to serving constituents.

Ultimately, it comes down to determining corevalues and acting upon them. Often times wesee this clearly with other groups – the chapterswe work with for instance – but have troublewhen it is our own organization. This is humannature. The trick is to stand back and ask ifwe have clearly defined the values that shouldguide our decisions, and then to ask if ouractions and decision are congruent with thosevalues. If we are open about our values, ourconstituents will let us know if we are beingincongruent. Problems arise when we areunclear or uncommunicative about our values,leaving our constituents little upon which to judge our congruency. Being transparentallows mission-driven organizations to be held accountable.

As an organization, AFA invested its resourcesover the past two years to develop our mission,vision and strategic goals. They reflect the corevalues of the Association and our desire to be the essential resource for professionals andvolunteers who advise fraternities and sororities.The ultimate value of our strategic-planningprocess lies in the well-defined “road map” we use to guide our decision making and ourwork. As we progress as an organization, weare counting on everyone to hold us to the values reflected in the Strategic Plan and askthe question, “Are we operating in congruencewith our stated values?” As with many thingsin life, time will tell if this is true. We areworking hard to ensure that the answer to this question is a resounding “Yes!” We hopeyou will too.

4 Perspectives / Summer 2006


Gamma Sigma Alpha Striving to uphold the highest ideals of scholastic achievement

Gamma Sigma Alpha National Honor SocietyGamma Sigma Alpha National Honor SocietyGamma Sigma Alpha National Honor SocietyGamma Sigma Alpha National Honor SocietyGamma Sigma Alpha National Honor SocietyCommitted to the academic achievement, leadership and excellence of fraternity and sorority members everywhere. For more infor-mation call 213-740-2080 or check out our web site at gammasigmaalpha.org. Membership Requirements: Students are eligible formembership based on grade point average and active membership in a fraternity or sorority recognized by their university or college.Only students with a cumulative grade point average of 3.5 or above at the start of their junior year or a grade point average of 3.5 orhigher in any semester during their junior or senior years are eligible.

Gamma Sigma Alpha honors the top 1% of fraternity and sorority members nationally, and members receivethe unique opportunity to network with other outstanding students, as well as faculty and administrators

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• When working to teach chapter officers about how to hold members accountable for their actions… rather than telling themember that they violated a rule or standard, suggest that thestandards/discipline board place their initiation promises or oaths in front of them and ask them which ones they have notlived up to as promised.

• Sponsor ritual/creed/motto discussion nights where a small groupof students get together and discuss the meaning of these.

“We have to teach fraternity and sorority members that it is okay to talk about what ritual means without revealing the details of theceremony,” Mari Ann said. “Fraternity and sorority professionals,staff, volunteers, and alumni have all taught fraternity and sororitymembers that ritual is secret – now we need to teach them how tomake the words in the ritual come alive and have meaning.”

What has repeatedly struck me about Mari Ann Callais’ message isthat the answer to our problems as a fraternity/sorority communitymay be quite simple. We simply must have conversations aboutwhat we value as fraternal organizations.

A couple of years ago, Kaye Schendel of University of Wisconsin –LaCrosse (and one of my dearest sorority sisters) referred to me abook by Margaret Wheatley. The essence of the book is that changewill happen when we start having honest conversations with eachother about what we value rather than creating policies and proce-dures in reaction to behaviors. The essence of Wheatley’s book sumsup my feelings about this issue of Perspectives:

“I believe that we can change the world if we start listening to oneanother again. Simple, honest, human conversation. Not mediation,negotiation, problem solving, debate, or public meetings. Simple,truthful conversation where we each have a chance to speak, weeach feel heard, and we each listen well.” (Wheatley, p. 3).

REFERENCE

Wheatley, M.J. (2002). Turning to one another: Simple conversationsto restore hope to the future. San Francisco, CA: Berrett-KoehlerPublishers.

continued from page 3

PA R T N E R S H I P S A N D C O A L I T I O N S

• Establishes and maintains trusting relationships with all constituents;

• Brings together the various undergraduate segments of thefraternity and sorority community on a frequent basis tobuild a shared understanding;

• Serve as a liaison to colleagues and upper-level administra-tion to develop an understanding of fraternity and sororitycommunity needs for organizational development;

• Seeks opportunities to build and strengthen partnershipsacross the campus, the community, and the profession (AFA, 2003).

Parent phone call at 9:00 a.m. Meeting with student leadersat 11:00 a.m. Lunch with a colleague at noon. Walk through ofchapter houses at 2:00 p.m. Meeting with a chapter consultantat 4:00 p.m. Council meeting at 7:00 p.m.

How many days do you spend with a similar schedule, runningfrom meeting to meeting with different groups or individualswho all hold an important stake in your fraternity/sororitycommunity? The various constituencies that are involved in a campus fraternity/sorority community form a complex network of relationships, often connected in unforeseen ways. Strange and Banning (2001) discuss the idea that human aggregates, the individuals who constitute a group,influence and even create the surrounding environment.

The people who make up a community have a great impact on the organizational culture of that community. Efficiency,effectiveness, and the ability to make values-based decisions (or any decisions at all) depend greatly on the people in thegroup and how they interact. The human aggregate contributesto the environment and passes it along to future generations.The dominant features of an environment depend at least par-tially on the characteristics and interactions of the people whoinhabit that environment (Holland, 1973; Strange & Banning,2001). This environment in turn determines who is comfort-able within a group, who is uncomfortable, who decides toleave, who chooses to stay, and who decides to join. The humanenvironment is very important in the culture and continuity ofan organization or community.

Many fraternity/sorority professionals have utilized personalitytypologies such as the Holland types (1973) and the Myers-Briggs Type Indicator (MBTI) (Myers & McCaulley, 1985),and are familiar with the idea of categorizing people accordingto personality, vocational interest, campus involvement, or anynumber of other characteristics captured by a survey instru-ment. For purposes of exploring AFA’s Core Competency of

Building the Human Environment


– James P. Barber

partnerships and collaborations, what is more important thanthe specifics of the various typologies is that these systems illus-trate the difference between environments that are dominatedby just one type (or similar types) of people and environmentsthat include a broad range of interests and perspectives. Groupsthat are focused and homogeneous tend to be resistant tochange and reinforce the status quo, while groups that are heterogeneous and less focused are generally more open tochange within the environment (Strange & Banning, 2000).

Human aggregate theory can be a lens used to examine fraternityand sorority communities on a number of levels – the chapterexecutive board, the chapter itself, the governing council(s), thenational organization(s), professional associations, etc. Takingan in-depth look at the campus fraternity/sorority communitycan be an important exercise in understanding and improvingyour skill level in our Core Competency of partnerships andcoalitions. Examining the long list of the constituents includedin the Core Competency document indicates the complex natureof this task: “members; prospective members; parents; alumni;volunteers; fraternity and sorority headquarters’ staffs; chapterhouse directors; university faculty, staff and administrators;local and campus community; and vendors” (AFA, 2003). So,how do all these stakeholders come together to form the humanaggregate for your fraternity/sorority community?

The task of a fraternity/sorority professional is to build the rela-tionships with and between these groups and engage them inthe community to a level appropriate for your campus (e.g. aneighbor from the community may be less frequently involvedthan an undergraduate leader or chapter advisor). A good place to start stock-taking is to look around and assess who is around the table – or on the e-mail list – when important discussions take place. Are alumni advisors invited to attendgoverning council meetings? How informed are house directorsor faculty members about the latest initiatives within the fraternity/sorority community? How are parents and familiesengaged in important issues? The next step is to question howthe dynamics of meetings or decision-making processes mightbe different if all perspectives were represented. How would the inclusion of different voices change the human aggregateand possibly affect the outcome of the conversation?

As student-centered practitioners, it is important to maintainstrong student participation and leadership, even as changesmay occur to the human aggregate to include a broader rangeof stakeholders. One element of the partnerships and coalitionscompetency is to bring the undergraduate segments of the fraternity and sorority community together frequently. Humanaggregate characteristics also have a noticeable effect on ourundergraduate organizations. The homogeneous environmentsthat can be, result from our status as (mainly) single-sex organi-zations, and the historical divisions along racial and culturallines that are evident in the structures of governing councils on


The human environment is very important in the

culture and continuity of an organization or community.

many campuses can have great impacts on the human aggregate in fraternity/sorority communities, and thus on the experience of individual members.

Again, a process of stock-taking is a useful starting point for assess-ing progress in this Core Competency. Do undergraduate councilshave the opportunity to meet together and have meaningful inter-action, or does the campus Interfraternity Council meet separatelyfrom the National Pan-Hellenic Council, Panhellenic Association,or Multicultural Greek Council(s), coming together only brieflyeach year for an event such as “Greek Week” or the annual awardsceremony? Moving out once again from the undergraduate level,what about the chapter volunteers and house directors? Are thereopportunities for these important advisors to build relationshipsacross governing council lines? Are there any points of interactionwith faculty members or upper-level administrators? In order to be successful in building and strengthening partnerships across thecampus, community and profession, sometimes it is not enough to seek opportunities for such collaboration. Often, we as profes-sionals must be the ones to create these opportunities.

Building the partnerships and coalitions vital to a successful frater-nity/sorority community is a difficult task no matter which roleyou may play in the human aggregate. Whether you are a campus-based professional, a chapter advisor, or a headquarters staff member, this core competency is an important part of succeedingin your position. It is also important to note the interconnectednessof our Core Competencies; partnerships and coalitions do not standalone in any community. Maintaining these relationships requirescommunication, earning trust and respect from all constituencies’calls for adherence to ethical standards, and so on.

REFERENCES

Association of Fraternity Advisors (2003). Core competencies for excellence in the profession. Retrieved June 16, 2006, from http://www.fraternityadvisors.org/Business/CoreCompetencies.aspx.

Holland, J. L. (1973). Making vocational choices: A theory of careers. Englewood Cliffs, NJ: Prentice Hall.

Myers, I. B., and McCaulley, M. H. (1985). Manual: A guide to the development and use of the Myers-Briggs Type Indicator.Palo Alto, CA: Consulting Psychologists Press.

Strange, C. C., and Banning, J. H. (2001). Educating by design: Creating campus environments that work. San Francisco:Jossey-Bass Inc.

– James P. Barber is a doctoral student and research assistant inthe Center for the Study of Higher and Postsecondary Educationat the University of Michigan.

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YEARS OF PROGRESS (1982-1990)

In retrospect, during the late 1980’s, the Association was very much like an adolescent. Collectively, we were seeking to understand ourprofession as well as the appropriate role for AFA (a sense of identity). In addition, we were struggling with the issues of independence(or interdependence) – from organizations such as the National Interfraternity Conference, the Fraternity Executives Association, andthe National Panhellenic Conference. At the same time, we sought validation from the larger, significant professional student affairsorganizations – ACPA and NASPA. Essentially, we were very much struggling to ‘mature.’ Given a very strong and patient membership,thoughtful leadership, and understanding friends from the organizations mentioned above, the maturity eventually evidenced itself.

– Gary Bonas, 1987 AFA President

An ongoing focus for AFA was marketing. We knew there were (fraternity/sorority) advisors out there who may not know about AFA and what we had to offer. We wanted to ensure that all individuals working with (fraternities and sororities) had the wonderfulprofessional development and mentoring opportunities offered through membership in AFA.

– Bridget Guernsey Riordan, 1989 AFA President

afaThis is the third installment in a four-

part series about the evolution of theAssociation of Fraternity Advisors.

– Dan Bureau

The First 30 Years

During the 1976 annual meeting of fraternal associations inWilliamsburg, Virginia (led

primarily by, then known as, the NationalInterfraternity Conference (NIC)), a group of campus professionals with responsibilitiesrelated to fraternity and sorority advisingdiscussed the formation of a professionalassociation. The Association of FraternityAdvisors (AFA) was born. The December1976 issue of the Fraternity Newsletterstated “the association will be designed torepresent campus advisors/deans, provideinput to the NIC and FEA [FraternityExecutives Association], organize in-servicetraining for a highly mobile group of studentpersonnel members, and encourage researchand publications benefiting the field” (p.3).

As the 1980s progressed, the Association andits leadership were stable. The financialstatus of the Association was healthy. TheAssociation continued to host well-attendedAnnual Meetings with workshops facilitatedby campus professionals as well as fraternityand sorority executives. The vision of theindividuals who gave life to AFA was beingrealized. Accomplishments include theeffort to professionalize fraternity andsorority advising, addressing membershipneeds, and AFA’s historical relationshipwith the NIC. However, this success wasnot without challenges.

Fraternity and sorority advising is a rela-tively young phenomenon in the world ofcollege student personnel. From its veryorigin, AFA accepted the onus to advanceadvising fraternities and sororities as aprofession throughout North Americancolleges and universities. This commitmentwas affirmed through a resolution that“encourages colleges and universities toprovide a professional staff member toserve as fraternity/sorority advisor, whosetime is spent in fraternal affairs in com-mensurate with the needs of students andchapters on their campuses” (AFA, 1993).

Fraternity and sorority advising was per-ceived by some with merit, but by others asrudimentary in the greater purpose of high-er education. In his State of the Associationspeech, President Vic Boshini offered thatfraternity and sorority advising “is not now,and will probably never be, a top prioritywith too many university/college presi-dents… We are not in the mainstream ofhigher education… We need to admit thatwe augment a good education; we do notinitiate it” (1985).

Some argued that the undermining of theprofession’s credibility was often due to itsown members’ actions. Doug Lange (1983)and Larry Lunsford (1979) shared thesethoughts in their presidential remarks and

President Shelley Sutherland (1984) stated: “I have learned that we… are responsiblefor the development of our students. Thisincludes teaching respect and responsibility,and yet… one of the most frustratingpoints... has been the lack of the latterqualities among our own colleagues... How can we teach our students to beresponsible if we ourselves are not?”

In addition to the Association presidents,members also found forums to convey theirthoughts. Patrick H. Deese, a member ofAFA, wrote in The Fraternity Newsletter“[M]any within AFA may be experiencinga role identity problem: are we administra-tors and educators or are we (fraternity/sorority) advocates and (fraternity/ sorority)apologists? [U]niversities hire us to lead,manage and improve our systems, not justrespond to crises and promote a betterimage. We must address honestly and vig-orously those substantive ills which exist in every Greek system, and we must makea quantifiable difference in substance, notjust image” (1985, p. 12).

As AFA approached its 10th anniversary in1986, membership continued to increase.This provided a challenge of balancingprograms and services for those fraternityand sorority professionals engaged inadvising for less than five years and those


who have served longer in such positions.A 1988 survey conducted by the Associationreflected a growing perception that AFAneeded to address the needs of its tenuredmembers (Robel, 1988). Responses includedthe need for research as well as a certificationprogram to enhance the credibility of theprofession. One respondent also offered “Ithink one of the biggest services that AFAcould offer to senior managers... is sessionson staying involved with the Greek Systemwhile not being responsible for it” (p. 3).

Between 1982 and 1990 AFA hosted senior management institutes and forumsfor research. AFA assisted the NationalAssociation of Student Personnel Admin-istrators (NASPA) in soliciting articles for a special edition of the NASPA Journaldedicated to fraternity and sorority issues(Robel, April/May 1989). Providing servicesto meet the needs of tenured membershipprovided a challenge for the Associationthroughout the 1980s. Although someprogress was made, the dilemma is one that surfaced regularly for the associationthroughout its history and continues today.

As the start of the final decade of the 20thcentury approached, AFA owed much of its success to the efforts and assistance of both the FEA and the NIC. These associationsassisted AFA with resources throughout itsfirst 10 years; however, the FEA AdvisoryBoard ended its formalized assistance in1981 and the NIC was left to evaluate how it would support the Association. Inaddition, AFA came to question whether or not its dependence on the NIC for itsAnnual Meeting should continue. AFA and the NIC had offered joint meetings for close to 10 years, but in 1985 PresidentBarb Robel stated “[A] move such as this [separating] could… be a sign of maturityfor our association” (Executive CommitteeMeeting Minutes, 1984).

A committee was formed to address thenature of the relationship with the NIC.Various charges were posed to this groupincluding an overall evaluation of the timing and location for annual meetings.The Executive Board viewed this as anopportunity to not only assert itself as a“mature” association, but also to reflect on the many decisions that could set a newdirection for AFA (Executive CommitteeMeeting Minutes, 1984).

This was not the only point of contentionbetween the NIC and AFA. In 1987, AFAPresident Gary Bonas addressed the NIC ontheir new program, Interchange, stating, “itis a program whose purpose is to providesupport for campus IFCs [InterfraternityCouncils]… [However it is] prohibitive to all but the wealthiest of IFCs” (Bonas,1987, p. 1). AFA leadership had hesitationsabout the program’s implementation, yetthey remained on its advisory committee.

While AFA and the NIC finally reconcileddifferences concerning Interchange anddecided to continue to host jointly spon-sored annual meetings, the relationshipbetween AFA and the NIC became moreand more complicated. Decisions made tocontinue a joint meeting and support theprograms of the NIC became opportunitiesfor the leadership of AFA to reflect on their codependence throughout the 1980sand into the 1990s. This matter would beaddressed throughout the remainder of the 20th century and into the new millennium.

As 1990 approached, many accomplishmentshad occurred for AFA: addressing the geo-graphical needs of members through estab-lishing elected representation of regional vice-presidents on the Executive Board; thedevelopment of an advisors manual; notedprogress in the areas of inclusion andaddressing plurality in fraternities and sororities, illustrated through the resolutions

passed in the late 1980s; the formation andnurturing of partnerships with other highereducation associations such as NASPA and the Council for the Advancement ofStandards in Higher Education (CAS).Planning for the future became a prioritywith the emergence of a strategic plan in1985 (Guernsey Riordan, 2003).

As the 1980s ended, an emerging issuecalled “risk management” became a focal point for fraternity and sorority professionals. In her State of the Associationaddress, President Bridget Guernsey wrote,“While our members welcome the stan-dards set by the fraternities dealing withrisk management, they are concerned about the enforcement of these policies…Involvement and education in these areaswill be continued to better assist our members” (Guernsey, 1989).

Looking ahead to the 1990s and a new millennium, risk management was one ofmany challenges emerging for AFA. TheAssociation continued to contribute to theadvancement of the fraternal movement in collaboration with higher education and interfraternal partners. New challenges presented opportunities to prepare for thefuture. Entering the Strategic Planning andDecision-Making Years (1990-2001) andthe Evaluative Years (2001-present day), theAssociation stood poised to evolve into whatit is today: the essential association for per-sons invested in the fraternal movement.

In the next installment, Bureau examinesthe final two phases of the association andprovides predictions for the future of AFA.

– Dan Bureau is a PhD student in the HigherEducation Student Affairs program atIndiana University and a facilitator forCAMPUSPEAK. He served AFA as the2004 President.

REFERENCES

Association of Fraternity Advisors (1993, December). Resolution regarding fraternity/sorority advising and supportservices. Retrieved June 16, 2006 fromhttp://www.fraternityadvisors.org/Resolutions/Advising.aspx.

Bonas, G. (1987, October/November). From the president. The FraternityNewsletter, 16(2), 1.

Boschini, V. (1985, February). Report of the president. The Fraternity Newsletter,12(6), 5-8.

Deese, P.H. (1985, January). The 8th AFA conference: Some observations by anovice. The Fraternity Newsletter, 7(5),11-12.

Executive Committee Meeting Minutes (1984, July 7). Retrieved from theBowling Green State University LibraryStudent Life Archives. AFA. Proceedings.MS-364. Box 5 Executive Committeeminutes/reports 1985-1986.

Guernsey, B. (1989). State of the association.Retrieved from the Bowling Green StateUniversity Library Student Life Archives.AFA. Officer Files. MS-364. Box 1Bridget Guernsey. President.1989-1990.

Guernsey Riordan, B. (2003). The role of the Association of Fraternity Advisors.In Gregory, D.E. (Ed.), The administra-tion of fraternal organizations on North American campuses (179-195).Asheville, NC: College AdministrationPublications Inc.

Lange, D. (1983, January). State of the association address. The FraternityNewsletter. 11(5), 5-8.

Lunsford, L. (1979, December). State of the association address. The FraternityNewsletter, 7(5), 5-7.

Robel, B. (Ed.). (1989, April/May). The Fraternity Newsletter, 16(4.1), 9.

Robel, B. (Ed.). (1988, June). The Fraternity Newsletter, 15(7), 3.

Sutherland, S. (1984, January). State of theassociation. The Fraternity Newsletter,6(5), 2-6.


SexUnder the Influence

fraternity president, involved in all the activities, knew all the administrators.But when it came time for parties, Joel learned to mix sex and alcohol. Likemany students, most of Joel’s sexual encounters came under the influence.Alcohol gave him the extra courage he needed that night, and a justification the next morning. The pattern continued after graduation, and as a result Joel is living with HIV today. His program is part alcohol awareness, part sexualhealth lesson. In “Sex Under the Influence,” he encourages students to help theirfriends make smarter decisions surrounding sex and alcohol.

Joel has been educating young people for 15 years and has spoken to a millionstudents. He has been recognized for his commitment to young people in hisfield with AFA's Jack Anson Award, the NIC Silver Medal, and the Ryan'sAngel Award from The Ryan White Foundation. Joel has served 15 years on Sigma Alpha Mu's professional staff and Board of Directors including two terms as International President.

In addition to his program,“Sex Under the Influence,” Joel is willing to leaddiscussions, round tables, and in-services about the evolution of HIV oncampus when visiting your campus this year.

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In the 25th Year of AIDS:

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[2]

[3]

[4]

[1]

+Corporations know that a strong brand is essential to a

successful communication strategy. For fraternities andsororities, a brand can be more than a logo and a tag

line; a brand can become an ideal for the community itself.Organizations that use and communicate a values-based brandthrough their public relations efforts, recruit individuals whoespouse those values, creating a paradigm shift away from theestablished normative culture of hazing and alcohol misuse.

An early form of “branding” for fraternities and sororities is thecoat of arms. Derived from European families who used a coat ofarms to identify themselves on the field of battle, fraternities andsororities use a coat of arms for values identification, immediateassociation, and recognition. However, the form’s relevance to the average undergraduate diminished to the point where today a coat of arms or crest are more revered for their decorative qualities and less for their ritualistic significance.

Many inter/national headquarters concentrate efforts on develop-ing and updating brands for their chapters but find resistance tothese campaigns from chapters that do not completely buy intotheir own fraternal values. These groups dismiss the branding as“what ‘Nationals’ wants us to do” rather than embrace it as anaccurate reflection of their values. Their resistance may stem froma lack of understanding their own fraternal rituals or a completerejection of the stated values. There is a disconnect between whatvalues sororities and fraternities should be branding and what they actually brand, resulting in poor decision making and publicregard for fraternities and sororities.

Without clearly defined values, it can be difficult for a chapter,council, or fraternity/sorority community to synthesize the elementsof an appropriate brand. When chapter t-shirts and promotionalmaterials reflect a lack of respect for women, a culture of alcohol,or another warning, values are not fully integrated into the chapter.For a community that believes “image is everything,” most cannotagree on what that image should be. The declining interest in fraternity/sorority life is a natural and understandable reaction to a community that often says one thing and does another.

At this point in the history of fraternity/sorority life, simply promot-ing values congruence may not be sufficient. We should recognizethe importance of strong, local, values-based brands that can serve the future needs of fraternity and sorority chapters. Whilesome individual groups can benefit from their own branding efforts,community-wide brands can be more effective. In addition todrawing more potential new members into the fraternity/sororitycommunity as a whole, the brand can be used by administratorsinternally to align the chapters with the campus mission. Thisresults in increased accountability of those chapters who do notuphold the values of the entire community, separating them as an anomaly rather than part of the normative culture.

A successful, campus-wide brand should incorporate a key message about the campus fraternity/sorority community, as well as an element of shared values.

A 4-step process can help students identify the message behindtheir campus-wide brand.

S.W.O.T. Analysis: Examine the strengths, weaknesses, opportuni-ties, and threats that fraternity and sorority members perceive inan open, free-form discussion. The purpose of this discussion istwo-fold; the students will be on the same page about how theyperceive the community around them and they will generate a listof “publics” they interact with regularly. This can also help engagestudent in the process of developing a community brand.

Direct Linkages: From the results of the S.W.O.T. analysis, askstudents to identify the publics with a direct connection to the fra-ternity and sorority community. Draw a circle with the fraternitiesand sororities at the center, with branches leading off to other circlescontaining the identified publics. This helps students prioritize thepublics of the highest concern and recognize those with a directconnection to their success.

Public Values Identification: After the students have prioritizedtheir publics and are able to select one or two with the highest priority, they need to understand them better. Have students brain-storm what they believe are the values of the publics identified; ifpossible, incorporate members of that public into the discussion(for example, having a professor present to discuss faculty values).The commonly used phrase “know your audience” is critical atthis step.

Messaging: The results of the public values identification mustthen be compared to the shared values of the fraternity/sororitycommunity. The points of congruence will produce the best mes-sages to correspond to the public. A certain amount of creativity is required here, and the message should go through a few draftsafter being presented to a few “test” members of the public. Themessage should be basic and easily understood and communicatedin as few as one or two words.

Once the brand is created and designed, it must be incorporatedthroughout the fraternity/sorority community. A brand does notbecome a “living, breathing” part of the campus until it is repeatedand recognized by the campus community. If a brand is popular, it will become a mantra, inspiring students to live up to the ideal it represents in addition to their own fraternal beliefs.

In addition to branding, a community or chapter can create a values-based public relations campaign by making some changesthat, while simple, require an adherence to basic fraternal values.

• Chapter officers: The public relations chair/officer should befocused on the core values of the chapter, not just in getting the chapter’s “name out there.” In effect, they become the “chief ethics officer” and should be charged with instilling a certain amount of responsibility into the chapter for its own values. This means when a potentially dangerous decision comes before the chapter leadership, the public relations chairresponds with “that doesn’t match our values” versus “thatmight make us look bad.”

BRANDING + VALUES = CONGRUENCE A Cure-all for Fraternity/Sorority Life? – Ray Lutzky


continued on page 13

A successful, campus-wide brand should incorporate a key message about the campus fraternity/sorority community,

as well as an element of shared values.

> > > >


National News• A corporation with over $100 billion

of supposed revenue files for bankruptcyafter being discovered for accounting fraud.

• A media mogul spends time in prison afterbeing found guilty of securities fraud.

• A political leader admits to infidelity afterhaving sexual relations with a womanother than his wife.

• A celebrity marries a childhood friend on a whim and less than three days laterhas the marriage annulled, blaming theirrational behavior on Las Vegas.

• Several police departments in citiesthroughout the U.S. capture Internetpredators trying to arrange sexualencounters with children.

Fraternal News• Two young fraternity men who have

been taught to keep “careful watch over their personal conduct” break intoanother fraternity’s chapter house andvandalize property.

• A group of fraternity men whose chaptervalues “integrity… in all relationshipsand pursuits” chants about rape anddrinking during a recruitment event.

• Sorority women who believe in the idealsof “Christian womanhood” encouragenew members to dress like prostitutes for a fraternity/sorority mixer.

America, not just colleges and univer-sities, clearly faces a values crisistoday. Many institutions, businesses,

and organizations are grappling with a lackof commitment and a shift in focus fromwhat is best for the team to what is best for the individual. Society sends distortedvalues messages like “don’t drink untilyou’re 21 – but if you do, drink responsibly”or “marriage is a lifetime commitment –but if you don’t like it, divorce is always an option.” Even in the world of education,both primary and secondary, emphasis is placed on helping students pass a testrather than actually educating students.

No clear reason is evident as to why theways people actually live have shifted so far from the espoused values of society.While there is no obvious explanation

for the change, there are reasons to support making a shift back to a more values-focused society.

Project DEEP, (Documenting EffectiveEducational Practices), (Kuh, Kinzie, Schuh,Whitt & Associates, 2005) examined 20colleges and universities that are most suc-cessful at engaging students. The study concludes that schools adhering to theirmission and values are most likely to engagestudents. Their “institutional philosophies…are threads woven into the institution’sconscience that help people determine howto spend their time and energy in pursuit of the institution’s mission and purposes”(p.27). Students know what to expect whenthey choose to attend those institutions andhave a clear understanding of expectations.Because of the consistency between what ison paper and what is actually in practice,students typically excel.

Most recently, in the wake of the men’slacrosse team controversy at Duke University,President Richard H. Brodhead sent a letterto the Duke community outlining a “cam-pus-culture initiative” to examine “ourinstitutional practices, to assess the extentto which they do, or do not, promote thevalues we expect students to live by” (Lipka,April 14, 2006). Brodhead’s statement castslight on the disparities between studentactions and the values the college espouses.Weeks later, a review board of the studentjudicial process at Duke recommended“that the university’s honor code shouldfocus on citizenship, not just academicwork” in light of the scandal (Lipka, May 2, 2006).

On a recent episode of Meet the Pressdealing with faith in America just daysafter Brodhead’s letter went out, the overallsentiment from various religious leadersindicated that a disconnect exists in societybetween what people say they value andwhere they actually spend their time,money, and other valuable resources(Fischer, April 16, 2006).

From just these examples alone, one cannotquestion the importance of teaching valuescongruence. It should come as no surprisethat many college students are stuck inLawrence Kohlberg’s pre-conventional levelof moral development where they only dowhat is right to get rewards (or awards –sound familiar?) and will adhere to a policy

only because of fear of sanctions (Crain,1985). Many students are terrified ofbreaking academically-focused honorcodes; they do not cheat on exams or plagiarize term papers because they knowthe ultimate consequences may be severe.

They do not relate that same honor code to having a fake ID, drinking under-age,vandalizing college property, using racialslurs, being disrespectful to staff andadministration, or any other action(s) with a more “social” focus. Unfortunately,these are also the more real-life values they are lacking. Teri Cugliari, AreaCoordinator and Coordinator of Greek Lifeat Presbyterian College, recently stated thatan essential responsibility of college anduniversity administrators and advisors is to“teach our students that there is a differencebetween actually living honorably and abid-ing by an Honor Code” (Cugliari, 2006)

The challenge of teaching values congruencewithin fraternity and sorority communitiesis in helping students better understandthemselves so they are prepared to fullycommit to an organization with similar values. Adopting a modified version of the Social Change Model of LeadershipDevelopment can help fraternity and soror-ity advisors reduce “the widening gapbetween the rhetoric of (fraternities andsororities) and the reality of their practices”identified in the Call for Values Congruence(Franklin Square Group, 2003). The SocialChange Model itself lays out seven C’s to creating change: consciousness of self,congruency, commitment, collaboration,common purpose and controversy withcivility. Teaching the model through activeparticipation from students can help themto apply such lessons to their respectiveorganizations. In examining the SocialChange Model, three components areessential for fraternity and sorority communities to enact values congruence.These are consciousness of self, consistency,and collaboration (Higher EducationResearch Institute, 1993).

CONSCIOUSNESS OF SELFStudents need to know and understandwhat they value – not necessarily whattheir parents or friends value. Clarifyingtheir own values and beliefs will help themrecognize those values in others. Becausecollege is such an intense time of personal

The Challenge of Values Congruence– Dana R. Becker

> > > >


development, personal values may evolvesomewhat over a student’s college career,but the core values will most likely remainthe same from orientation to commencement.To help an entire fraternity or sororitychapter create a “consciousness of self,”members need to have meaningful conver-sations about their creed, mission, idealsand purpose. Fraternity and sorority members often can deliver their creed from memory but cannot say in their own words what that creed really means or how its meaning affects them as members. Making that connection causesthose values to change from being justwords on paper to being a part of who they are and how they choose to live.

CONSISTENCYConsistency can be where so many studentsstruggle because it is the act of living whatthey believe; walking the talk. In order for students to fully understand and applywhat they are learning in a classroom, they are taught to Survey, Question, Read,Recite, and Review – the SQ3R method(Gardner & Jewler, 2000). Applying andreflecting on the information repeatedlymakes the difference in students memorizingthe information for a test and actuallylearning it. In much the same way, forchapter members to fully understand andappreciate the organization’s values, theyshould review and seek to apply them with consistency.

At the same time, members should realizein order for an organization to be recog-nized for its values, its members have toCONSISTENTLY demonstrate those valuesthrough actions. This is where fraternitiesand sororities err, resulting in negative public images.

Asking fraternity and sorority members to reflect on whether or not what they aredoing is consistent with their values allowsthem to make the connection betweenthought, word, and deed. At the same time, knowing people are paying attentionmakes a difference. While it is important tolive the organization’s values consistently, members will be more successful at thiswhen held accountable by national head-quarters, advisors, school administration,as well as their peers.

COLLABORATIONA true collaboration of fraternal organiza-tions creates a stronger fraternity and sororitycommunity overall. The adoption of a fra-ternity/sorority community brand, as hasbeen done at Colorado State University orDrexel University, both winners of the AFAOutstanding Change Initiative award inrecent years, allows all members, regardlessof the fine line differences of their valuesand rituals, to establish a unique communitycongruent with their shared values. Studentsfrom various fraternities and sororities havea powerful experience when they sit togetherand discuss the very traits and characteristicsfor which they want to be recognized. Theyquickly realize the discrepancies betweentheir values and actions when they are activelyengaged in creating an ideal fraternity andsorority community.

Because of the society’s disparity in “practicing what we preach,” encouragingundergraduate members of fraternal organizations to live their values is no easytask. Without values congruence, however,fraternities and sororities are merely socialclubs. Advisors can expect to be met withresistance and hesitation, but putting theSocial Change Model into practice mayhelp advisors send students out into the“real” world with a strong sense of character, a sense of commitment to theirbeliefs, and a desire to continue living a life of purpose within any community. This goal is the ultimate reason why values congruence is so important.

– Dana Becker is the Director of StudentActivities and Greek Life at PresbyterianCollege.

REFERENCES

Crain, W.C. (1985). Theories of development.New York: Prentice-Hall.

Cugliari, T. (April 11, 2006). Public presentation.

Fischer, B. (Executive Producer). (2006, April 16). Meet the press [Television Broadcast]. Washington, DC: NBC.

Franklin Square Group. (2003). A call for values congruence. Retrieved June 16, 2006, fromhttp://www.fraternityadvisors.org/uploads/PublicDocuments/CallforValuesCongruence.pdf.

Gardner, J. & Jewler, A. (2000). Your college experience: Strategies for success. Belmont, CA: Wadsworth Publishing Company.

Higher Education Research Institute. (1993). A social change model of leadership development.University of California, Los Angelese: Author.

Kuh, G., Kinzie, J., Schuh, J., Whitt, E. & Associates. (2005). Student success in college – Creating conditions that matter. San Francisco: Jossey-BassPublishers.

Lipka, Sara (April 14, 2006). At Duke, turmoil over rape allegations brings underlying tensions to the surface. The Chronicle of Higher Education,Retrieved April 17, 2006, from http://chronicle.com/daily/2006/04/2006041404n.htm.

Lipka, Sara (May 2, 2006). Duke U. reports on lacrosse players’ conduct fault alcohol abuse and lax enforcement. The Chronicle of HigherEducation, Retrieved May 2, 2006, from http://chronicle.com/daily/2006/05/2006050202n.htm.

• Faculty: It can be difficult to determinewhich faculty members are fraternity orsorority members on any campus; however,there are at least a few easily identifiableallies (who may or may not be affiliatedthemselves). Bringing these individuals closer to the fraternity/sorority community,via an awards program or honor societyinduction, is an important step in creating avoice for a fraternity and sorority communitythat has credibility with the faculty.

• Athletics: Strong support of campus athleticsis an easy way for a fraternity/sorority com-munity to align themselves with the rest ofthe community. In addition to being enjoyableand communal, campus athletics are one of the purest forms of school spirit. Highlypublic, spirited participation at college sportsevents can elevate image; however, it canreinforce old stereotypes if alcohol or inap-propriate behavior are involved.

When creating a new image for fraternity/sorority life, we must acknowledge that there is already a brand. It is beer and wings,Animal House and Old School, hazing andsexual assault. Images like those are difficultto overcome, but that is why a comprehensivebranding strategy is even more important. Asstereotypes become self-perpetuating in somechapters’ misguided pursuits, more damagewill be done (probably beyond what we havealready seen or can imagine). There is only so much abuse the system can take before it is too late, and a values-based approachwith a focus on messaging can bring aboutthe beginning of a solution.

– Ray Lutzky is Marketing Coordinator forMarketing Management Analytics, Inc.



HOPE for Jaded Deans – Debbie Heida

Reflecting on the current approach to values and values congruence, I have thought about the past 25 years of conversations about values and “a return to values.” Haven’t

we been “returning to values” long enough? This is not new territoryfor any of us. We have frequently called it different things andpackaged it for promotion to a wide range of audiences (students,faculty, alumni, boards, etc.), but we have always talked aboutways to narrow the gap between our ideals and our behaviors.

When I was a young professional talking about these issues, I desperately wanted a sense of optimism from my student affairscolleagues, faculty on campus, chapter advisors, students, andespecially from my boss. And depending on the campus, the situation, the boss, and sometimes what seemed like the phase of the moon, I got responses that ranged somewhere between

We’ve tried it before That’s the best ideaand it didn’t work. since sliced bread.

Listening to all of the feedback I received as a young professional, I frequently ended up incredibly frustrated and feeling caught inthe middle between stakeholders who believed a new paradigmcould make a difference and those who were keen on proving whyit would never work. This was particularly difficult with students.New chapter and council officers are like the phoenix: confidentthey are rising from the ashes of poor leadership, abysmal finances,lack of follow-through, and an absence of judgment in key situa-tions to finally set the chapter on firm footing for the future. Thependulum often swings from one leadership style to another andevery chapter president seems to think the previous president “didn’t quite get it.”

Student affairs professionals must stay focused on the positives and continue to guide students toward the accomplishment of their goals and those of the organization they lead. Hope springseternal for students and we would not have it any other way. We are in the business of teaching students that they can make a difference and we count on the fact that they frequently do.

And now that I am one of those senior student affairs officers, Ifind myself asking some of the same questions. What is differentthis time as we address alcohol education when nothing seems tohave made a significant difference in the past four decades? Socialnorming seems to work on some campuses or with some groupsbut the change does not always last. What is different in how wewill address hazing that has not been tried before? While we toutfraternity and sorority grade point averages that are higher thanthe campus average, the research on academic engagement is notnearly so positive. How will we ensure ongoing alumni leadershipfor our chapters? For every chapter with an amazing chapter advisor, we have at least one that is struggling and without a visible and consistent safety net for support. Are we expecting too much? Are we just tired of being apologetic when there arehigh visibility behaviors that are antithetical to our values?

I define jaded as cynical to the point of severe sarcasm or findingthe worst in a situation or an idea. Yet when I “Googled” defini-tions, the word I got was “exhausted” and that actually made

me feel a bit better. There is more hope in weariness than extremecynicism. And why should we be hopeful this time? What shouldget your attention and that of your senior student affairs officer’s?

While many of us who are battle tested may be a bitjaded, there are also good reasons for optimism.

The values congruence initiative that resulted in A Call for ValuesCongruence has been led from the beginning by college presidents.Major initiatives that have had lasting impact on our campuseshave received significant support from the top of the academicinstitution. While social change theory leads us to empower fromall levels of the organizations, the pragmatists know that changeled by presidents tends to actually happen. When presidents getinvolved, they mean business. If they can follow through on thecontents of the Call for Values Congruence, maybe the rhetoric we have been espousing for years may become reality (FranklinSquare Group, 2003).

No one entity is alone in this endeavor. University presidents,inter/national fraternity and sorority leaders, the umbrella groups,student affairs professionals, alumni, and students are all interestedin being part of this initiative. It took the serious involvement ofthe presidents to make some of us want to be involved. For others,involvement was desired so that something was not done to uswithout it being done with us. For others, there is genuine enthusiasmfor an initiative that is collaborative.

Another reason to believe this could work is that it is assessmentbased. While we all have enough experience with standards modelsto have our concerns about them, the assessment movement is partof higher education at every turn. The public, our government enti-ties, and our accrediting bodies are requiring that we documentour success in meeting our objectives. The question for fraternityand sorority communities and those of us who are invested in thismovement is “what are our values and are we teaching them?”Assessment and benchmarking models assume that we are all striving to reach our goals and that measurement provides a guideto course correction and improvement. Assessment moves the focusto the students we serve and requires that we prove that they arelearning, an integral outcome of engagement in fraternities andsororities within higher education.

And if the arguments above are not convincing, do we have anythingto lose? We have tried many other things and to date we have notbeen satisfied with the results. When that happens in any other areaof higher education, we do not throw up our hands and condemnthe students or the organizations. Instead we study, we debateappropriate approaches, we determine the best course of action,and we act to improve. The higher education community has usedthis approach for faculty issues, for athletics, for civic engagement,and now for fraternities and sororities. It is a model that works. Itenergizes an entire higher education community in a positive way.

Why would we not want to try this? Are we jaded? Weary fromthe journey? Of course, we get tired from attempts to deal with thesame problems and issues over and over again. But then again, weare in higher education where our community changes by at least

[ S E N I O R S T U D E N T A F F A I R S O F F I C E R S ’ P E R S P E C T I V E S ]

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The Power of Service!

Volunteers are the heart of AFA. It is

through the strength and commitment

of our volunteers that the Association

remains responsive to its membership. AFA

volunteers are an essential vehicle for identifying

the opportunities and challenges facing the

fraternity and sorority profession. Through our

volunteer management program, leaders from

all aspects of fraternity and sorority advising

are brought together to help AFA make the

best decisions in moving forward.

We invite you to join this innovative group of

leaders. Your contributions will make a difference –

to the Association, the profession, and the

fraternal movement.

Why Participate?Participating as a volunteer provides you a rare opportunity totruly influence our profession. The results of your contributionsare tangible and will not only help shape the future of AFA,but will provide you with great personal and professionalbenefits.

AFA values the contributions of its many volunteers andencourages you to choose an area of interest and contributeyour time and talents. There are many ways that you canparticipate:

• Serve on a standing committee.• Serve on an ad-hoc workgroup, task force, or thinking

team.• Write articles for AFA publications.• Facilitate an educational session at the Annual Meeting

or a meeting in your local area.• Participate in discussions with peers in our Online

Community.

Expectations of VolunteersAppointments for standing positions occur each September.Volunteer leaders spend approximately two months prior to the Annual Meeting transitioning, training, and planningfor their new positions, with new responsibilities beginningimmediately following the Annual Meeting. Ad hoc work-groups are appointed throughout the year as needed toaddress specific needs or issues and may work for a few weeksor an entire year. Information about specific committees orpositions, training opportunities, basic expectations, and the2007 Involvement Form can be found in the Getting Involvedsection of the AFA website.

AFA is Your OrganizationPlease take a few minutes to complete the 2007 InvolvementForm and submit it online by September 8, 2006. Appoint-ments will be made after election results are announced.Candidates for elected office are encouraged to also completean involvement form. Thank you in advance for your contri-bution to AFA.

Your contributions will make a difference!

25 percent each year. We will have some of the same problems overand over again. Yet we are in the business of problem solving andwe might just be on to something this time. This is a movementthat requires the collective best thinking of the higher educationcommunity to support the learning and development of students.The cause has presented itself. There are opportunities to lead,regardless of your place in the organization. Historically, these very situations have provided arenas for our best work.

REFERENCE

Franklin Square Group. (2003). A call for values congruence.Retrieved June 16, 2006, from http://www.fraternityadvisors.org/ uploads/PublicDocuments/CallforValuesCongruence.pdf.

– Debbie Heida is the Vice President for Student Affairs at Berry University.


A N I N V I T A T I O N T O V O L U N T E E R

&


Practitioners and volunteers invested in the fraternal movement have longchallenged fraternity/sorority members

to live the values stated in their organizationalmission statements. Far too often, undergrad-uate members espouse their high values buthave difficulty living them. Alcohol misuse,hazing, a lack of respect, and a strong disconnect to organizational missions hasspurred colleges and universities to takeaction against the very organizations manybelieve can provide the most well-rounded,personal and professional developmentalexperience.

The leadership of the Association of FraternityAdvisors (AFA) believes individuals concernedwith the future of the fraternal movementshould be engaged in creating solutions tothe problems faced by today’s sororities andfraternities (Binder & Vojta, 2006). As weseek to understand the experience of studentsand the potential of fraternal organizations,one essential method is conducting qualitativeresearch. Through qualitative research wecan examine the reality of students and gain insight into the areas where investedconstituents can be most effective.

Qualitative Research OverviewMaykut & Morehouse (1994) identify eightcomponents of qualitative research to consider.

• An exploratory and descriptive focus

• An emergent design

• A purposive sample

• Data collection in the natural setting

• Emphasis on human as instrument

• Qualitative methods of data collection

• Early and ongoing inductive analysis

• A case study approach to reporting research outcomes

The first three components are related to thedesign of the study. In the first characteristic,an exploratory and descriptive focus, people’sexperiences are typically the focus. In emergentdesign, the evolution of ideas and themes overtime has provided the opportunity for gain-ing additional insight into the experience ofsubjects, often leading to important findings.A purposive sample provides for the carefulselection of participants, increasing the likelihood that common experiences will be represented in the data. According toTrochim (2002), “[w]ith a purposive sample,you are likely to get the opinions of your

target population, but you are also likely tooverweight subgroups in your populationthat are more readily accessible”.

The next three components are related to thedata collection. The context of understandingwhat people experience is of particular inter-est to qualitative researchers. Creating a forumthat feels appropriate to the participants isimportant, and is reflected in the collectionof data in the natural setting. The emphasison human as instrument enhances the ulti-mate goal of qualitative researchers to createunderstanding of experiences in order toshape practice. Typical qualitative methodswill involve participant observation, groupand individual interviews, and the collectionof documents. Methods vary and includeethnographies, grounded theory examinations,and phenomenography (Norris, 2003).

The analysis and outcome componentsinclude early and ongoing inductive analysisand a case study approach to reportingresearch outcomes. Documents, individuals,and opinions are sought to help “illuminatethe phenomenon of interest” (Maykut &Morehouse, 1994, p. 46) during the processof research development. Rich narratives arethe results of qualitative research and providethe reader of the research information forunderstanding the research outcomes. Theseeight components can inform future researchnecessary to understanding students and thepotential of fraternal organizations.

Examining Recent Values Initiatives The authors of A Call for Values Congruence,known as the Franklin Square conferees,“believe the cure for the maladies facing col-legiate Greek chapters is a collaborative andproactive approach among stakeholders ledby college and university presidents” (2003,p. 4). A Call for Values Congruence outlinesa specific set of strategies for campuses to use which includes administrative and alumniinvolvement and an assessment process foreach campus fraternity/sorority community.

The leadership of AFA and the NASPAFraternity and Sorority Affairs KnowledgeCommunity coordinated efforts to help bringto life the Call for Values Congruence docu-ment beginning in 2003. Additional meetingswere held in conjunction with the AFA 2003 Annual Meeting and a National GreekSummit was held in Washington, DC inFebruary 2004. Further discussion took

place at the NASPA National Conference in Denver in March 2004. Finally, the GreekSummit VIII hosted presidents representingthe three main college and university associa-tions (American Association of State Collegesand Universities, National Association ofIndependent Colleges and Universities, andNational Association of State Universitiesand Land-Grant Colleges) for an update. Thepresidential delegation announced its desireto create criteria and a process for the certifi-cation of fraternity/sorority communities.

The National Association of Latino FraternalOrganizations (NALFO), the NationalPanhellenic Conference (NPC), the NationalPan-Hellenic Council (NPHC) and theNorth-American Interfraternity Conferencehave all unveiled standards documents sincethe Call for Values Congruence was presented.Each of these documents reflects the commonstandards of member organizations andplaces responsibility not only on the umbrellaassociation, but on member organizations toenforce the standards.

Evaluating mission performance using theCall for Values Congruence as a templateOne researcher sought to investigate the extentto which the Greek Experience: A Survey of Fraternities and Sororities, published bythe Center for the Study of the CollegeFraternity, can describe, reflect, and revealthe concepts of the Call for Values Cong-ruence document. In addition, the impact of the survey and the Call for ValuesCongruence on a small state university in the Midwest was evaluated.

Information obtained from the documentanalysis of the Greek Experience Surveywas shared with five fraternity and sororityprofessionals. These individuals providedfeedback on the survey relative to the Callfor Values Congruence. The five individualsrepresented a high-level university adminis-trator, an independent consultant and businessowner, a staff member of the North-AmericanInterfraternity Conference, a campus fraternityand sorority advisor, and a fraternity founda-tion director.

By utilizing the panel of experts, the documentanalysis of the Greek Experience Survey, andthe data collected from the campus, questionswere identified for the development of furthertools to assess the values congruence of frater-nity and sorority undergraduate members.

Values & Action Congruence

– Dan Bureau, Kaye Schendel, and Stevan Veldkamp


For example, the panelists identified 50 ques-tions from the Greek Experience Surveythat are applicable to positively affectingintellectual development, which is item one in the Call for Values Congruence. In the area of scholarship, the survey asksnumerous questions regarding scholarshipprogramming, scholastic support, involve-ment of faculty advisors, and recognition.

This practice was completed for all actionitems included in the Call for ValuesCongruence, including values facilitation,alcohol use, leadership development, alumniengagement, faculty involvement, positiverelationships (brotherhood and sisterhood),hazing, human dignity, and nurturing citizen-ship, service and outreach. The results indicateoverlap between the Call for Values Cong-ruence and the survey, but a retooling of the survey may allow for a more intentionalmethod to evaluate success of fraternalorganizations.

Use of Campus Evaluation Practices toAssess Action and Values CongruenceOne method to examine action and valuescongruence is to evaluate performance of chapters in relation to their espoused mission statements. Easily accessible at most fraternity and sorority websites, mission statements provide a glimpse into the purpose of the organization.

At a small private institution in the Midwest,an evaluation project allowed for action andvalues congruence to be a focal point for acommunity’s goal setting. Eleven organiza-tions are affiliated with the campus. Eachorganization participated in a meeting withthe evaluator to discuss their chapter’s per-formance. The objectives of these hour-longmeetings were to examine the following:

1. What does your organization do well andwhat can you improve?

2. Examining your mission, what things doyou think you are doing well and wherecan you improve?

3. Evaluating other organizations on campus,how well are they implementing theirrespective missions?

Each organization was broken into smallgroups. Depending on size, these groupsranged from three to four people in a groupto seven or eight people. At least two groupswere created at each organization. Reflectingon the organization of the evaluation session,starting with examining what they do welland how they can improve without connectingpractices to their mission is important. Theconcept of mission-based organizations shouldnot be immediately introduced. This allowsfor the evaluator to remind them they aremission-based organizations, a fact that fartoo often undergraduates fail to capture inaddressing action and values incongruence.

Findings indicated it was an easy task forstudents to discuss what they do well. Oncethey were provided their mission as a templateto evaluate their performance, the task becamemore difficult. Ending the meeting with askingthem to look at other organization’s missionscan be powerful because it allows them tocatch a glimpse into other groups, recognizecommonalities, and provide important feed-back to these organizations.

Findings proved interesting. Rarely didorganizations identify with their missionstatements when they answered what theywere doing well. When asked to evaluatetheir performance in comparison to theirmissions, many discussed how they were not fulfilling their mission as well as theycould. Also, many identified other chaptersperforming even weaker in facilitating theirrespective missions. This experience providedinsight into how students perceive their ownexperiences and those of others to reflecttheir organization’s mission.

Non-affiliated students, administrators, andalumni were also asked to participate in ameeting to discuss similar issues. Many citeda lack of understanding of organizationalmission when asked about values and actionscongruence. External parties could not con-nect the perceptions of these organizations toreviewed mission statements. Many said ifthe fraternities and sororities were cognizantof these missions, they may operate betterand improve their public image.

Reports were compiled for each organizationthat included their members’ thoughts and thethoughts of others external to the chapter.Individual and organizational identificationwas withheld to avoid obvious problems that can arise when fraternities and sororities provide feedback about each other. All theinformation was provided to chapters andstudent life staff. A full day retreat examiningthe primary areas needing attention was held to provide education on the necessary skillsstudents must have in order to realize thepotential of their organizations.

RecommendationsTwo methods to examine mission and actioncongruence have been provided in this article.As stated, qualitative methods can give voiceto the experiences of undergraduates. Somerecommendations for future practice include:

• Increased attention by fraternity and sororityprofessionals to assessing congruence throughaccreditation programs, reporting systems,and advising and consulting services;

• Reference to standards documents duringadvising opportunities;

• Inclusion of mission statements in awardsprograms;

• Partnerships with a wide range of stakehold-ers to improve campus-specific practices andincorporate headquarters’ standards evalu-ation models;

• Collaboration with external consultants or campus institutional research boards to assess campus climate for mission andaction congruence, as well as the success of organizations in fulfilling their missions;

• Finally, the incorporation of qualitativeefforts to give voice to quantitative data as well as provide guidance for policy and decision making.

Conclusion Accountability in higher education and theinterfraternal world has never been moreimportant. Challenging persons invested in the fraternal movement to examine howactions may reflect congruence with or disre-gard for the missions of their organizationmust be an adopted practice in efforts toreform undergraduate fraternities and sorori-ties. For colleges and universities, the practiceof qualitative research to examine currentsuccess and prepare recommendations for future practice can reflect institutionalmissions. Connecting mission and actions to create a more meaningful and develop-mental fraternal experience can be an essential practice for the long-term preservation of fraternal organizations.

– Dan Bureau is a PhD student in the HigherEducation Student Affairs program atIndiana University and a facilitator forCAMPUSPEAK. Kaye Schendel is theAssistant Director of Student Activities at the University of Wisconsin, LaCrosse.Stevan Veldkamp is the Director ofStudent Activities at Indiana University.

REFERENCESBinder, R. & Vojta, A. (2006, Winter). Presidential

remarks delivered on Friday, December 2,2005. Perspectives. pp. 4-5. Association ofFraternity Advisors. Carmel, IN.

Franklin Square Group. (2003). A call for values congruence. Retrieved June 16, 2006, fromhttp://www.fraternityadvisors.org/uploads/PublicDocuments/CallforValuesCongruence.pdf.

Maykut, P. & Morehouse, R. (1994). Beginning qualitative research: A philosophic and practicalguide. Philadelphia, PA: Falmer Press.

Norris, J. (2003). Qualpage. Retrieved May 13, 2006, from http://www.qualitativeresearch.uga.edu/QualPage/.

Trochin, W.M.K. (2002). Nonprobability sampling. Retrieved May 13, 2006, fromhttp://www.socialresearchmethods.net/kb/sampnon.htm.

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College students who perform volunteer work are more likely to attend graduate school, donate to their alma mater,volunteer in their community after college, and socialize

with individuals from different backgrounds. In the short term,volunteering while in college has a positive influence on a student’sacademic development and influences time spent on classwork, problem- solving skills, and grades earned. Volunteering also has a positive affect on the student’s social development by increasinglife skills such as leadership, self-confidence, and conflict resolution(Campus Cares, n.d.).

Fraternities and sororities espouse service and volunteerism as anessential component of the experience of members, but are theseorganizations teaching members the value of community service?Data from the AFA/EBI Fraternity/Sorority Assessment can aid in answering this question.

Overview of instrument: The AFA/EBI Fraternity/SororityAssessment has 77 perception questions that utilize a seven-pointLikert scale. The number one represents “very dissatisfied” andseven represents “very satisfied.” The perception questions areused to comprise 15 factors (or constructs).

A factor is a grouping of statistically related questions that describesa broad concept more completely than just asking a single question.Fourteen of these factors are independent variables that, together,define overall program effectiveness, the dependent fifteenth factor.There are also 14 categorical questions (e.g. gender, ethnicity, andclass standing) asked of each respondent. In 2005, 27 colleges anduniversities participated in the assessment and submitted 15,600responses from fraternity and sorority members.

Aggregate Results: (An analysis of responses from all participatinginstitutions.) One of the fourteen independent factors is Opportunitiesto Participate in Community Service. The factor is composed oftwo questions that ask the degree to which the fraternity/sororityprovided opportunities to participate in community service activities.While both questions are high performing, Chart 1 reveals mem-bers perceived there were more opportunities within the college/university than outside the college. The Opportunities to Participatein Community Service factor was one of the higher performing factors on the assessment. Only one of the fourteen independentfactors, Interpersonal Relationships, had a higher mean thanOpportunities to Participate in Community Service.

While the Opportunities to Participate in Community Service factoris a top performing factor, it is only a minor predictor of overallprogram effectiveness. In other words, providing opportunities toparticipate in community service has little impact on member per-ception of the effectiveness of the fraternity/sorority experience.With this in mind, it can be inferred that providing opportunitiesfor volunteerism is not the same as teaching the value. It is necessaryto search further to discover if fraternities and sororities are teachingthis value to their members.

In addition to the Opportunities to Participate in Community Servicefactor, there are two other questions on the assessment focusing onissues related to community service. The first addresses the mean-ingfulness of the community service opportunities that are provided.Chart 2 illustrates over half of the members were moderately tovery satisfied with the meaningfulness of the community serviceopportunities.

Chart 2 shows over half of the respondents reported the fraternity/sorority experience heavily contributed (responded 6 or 7 on a 7 point scale) to their commitment to community service. Thisindicates that more than half of respondents directly connectedtheir membership in a fraternity or sorority to their current commitment to community service.

ValueA R E F R AT E R N I T I E S A N D S O R O R I T I E S T E A C H I N G T H E

O F C O M M U N I T Y S E R V I C E– Sally Vestal

The U.S. Department of Education estimates during the 1999-2000 academic year more than

five million college students gave 1,166,889,241 hours of their time to volunteer service.The monetary value of this time

is estimated to be over 17.6 billion dollars (Campus Cares, 2001).

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fraternity/sorority contributed to commitment to community service

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Chart 3 takes a closer look at the second question, “To whatdegree has your fraternity/sorority experience contributed to yourcommitment to community service?” Members who reported anextreme contribution to their commitment on this question alsoperceived the overall fraternity/sorority experience to be very effec-tive with a factor mean of 6.65. Conversely, those members thatindicated the fraternity/sorority did not make a contribution totheir commitment to community service, responded less favorablyon the overall effectiveness factor. The aggregate factor mean forthis group of members was 4.53. As the chart shows, memberswho experienced an increased commitment to community serviceperceived the fraternity/sorority experience as more effective.

Similarly, members who responded that the campus fraternity/sororityexperience did not provide meaningful volunteer opportunities,perceived the overall fraternity/sorority experience to be less effective,while members who were very satisfied with the meaningfulness of the community service opportunities provided indicated that the overall fraternity/sorority program is more effective as seen in Chart 4.

Summary: Member perceptions on the community service factorindicate they are very pleased with the community service opportu-nities the fraternity or sorority provides. Members are satisfiedwith the level of meaningfulness of service programs provided andreport their fraternity/sorority experience contributes to their com-mitment to community service. Those who indicated the fraternity/sorority increased their level of commitment to community servicealso perceived the overall fraternity/sorority program as moreeffective. Given the apparent long and short-term benefits volunteerwork has on college students, fraternities and sororities should becongratulated for imparting this value to their members. Fraternitiesand sororities with lower than average performance may be able tostrengthen the quality of, and commitment to, community serviceby enlisting assistance from other university groups that commonlyspearhead volunteer efforts.

For more information on this assessment or how your institutioncan become involved, please contact:

Dave Butler, Project Director302-286-0230 | [email protected]

EBI assessments are also available for college housing, college union/student centers, first-year initiative programs and many academicareas in higher education. Please visit http://www.webebi.com/ formore information.

– Sally Vestal is the Production Manager for EducationalBenchmarking, Inc.

REFERENCESCampus Cares: Solutions for Stronger Communities (n.d.).

Retrieved June 19, 2006, from http://www.campuscares.org/.

Campus Cares: Solutions for Stronger Communities (2001). National statistics on the community engagement of college and university students. Retrieved June 19, 2006, fromhttp://www.campuscares.org/resources/engagement.html.

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Mattson, M.G. & Orendi, J.A. (2006). Good guys: The eightsteps to limitless possibility for fraternity recruitment.Naperville, Illinois: Phired Up Productions, LLC.

When I first read Good Guys: Eight Steps to LimitlessPossibility in Fraternity Recruitment, I was impressed.I thought that it captured in less than 200 pages

almost everything a fraternity man (or even a sorority woman)needs to know about the why and how of values-based, continuous, dynamic recruitment.

But then I wondered, would students, to whom this bookis targeted, feel the same? So I asked J.J. Reardon, ourInterfraternity Council Vice President for Recruitment, to read Good Guys and co-author this review.

So, basically, we liked the concepts. We agreed that the examplesused in the beginning do not fit every campus, particularlythose that do not do a formal recruitment, and could be hardto relate to for some students. In fact, when J.J. first startedreading Good Guys and I asked him how he liked it, he saidthat he didn’t. He just could not relate his experience at SUNY-Plattsburgh with the examples in the book. However, I encouraged him to keep reading and his opinion changed. We believe that it is important to mention that if the reader doesnot read past the introductory chapter (which is frequently thereality among busy college students), they will miss out on thesimple, yet effective concepts in this book.

In our opinion, if your students could absorb just a few conceptsin Good Guys, they would be:

• People and Purpose There are the two basic needs thatmake a fraternity tick. Almost all failed fraternity chapterscan trace their failure back to a lack of focus on people andpurpose. If 80% of a chapter’s energy was placed on peopleand purpose (rather than the current 20%), the quantity ofquality members would increase dramatically. J.J. and I dis-cussed problems that fraternities may have (e.g. recruitment,financial, filling a house, motivation, participation, disrespect,risk management problems, etc.) and were able to trace all of these problems back to a lack of people and purpose.

• Know your product. If you don’t know your product, youare not going to be able to sell it. J.J. and I talked about arecent fraternity retreat we both attended. When the fraternitywas asked what set them apart from other fraternities, theysaid, “We have a tight brotherhood.” Funny… a differentfraternity had said the exact same thing at a retreat the nightbefore and another said the same thing at an IFC meeting theprevious week! If you do not know what makes your fraternitydifferent from the others, you will have difficulty convincingpeople to join.

Good Guys: Eight Steps to Limitless Possibility in Fraternity Recruitment

– Reviewed by J.J. Reardon and Allison Swick-Duttine

• A.C.E. Your Values. This step states that achieving, communi-cating, and expecting fraternal values are key to recruitment.Our favorite part was about the fact that fraternities are soafraid to disclose esoteric secrets that they rarely tell potentialmembers anything about what their organization stands for.The authors effectively explain that values must be embracedby all members, communicated every day through actions, andupheld through member accountability. J.J. and I discussed amember who has the fraternity motto tattooed on his arm,but truly does not understand the significance nor behave incongruence with the organization’s values. We discussed howhis fraternity could prevent this problem by communicatingthese fraternal values during recruitment, teaching valuesthrough new member education, and holding membersaccountable when they do not live up to these values.

• Know Your Audience. This section is a reiteration of thetried and true “always, maybe, and never joiners” concept;however, it just works! J.J. was a maybe joiner who thoughthe was a never joiner. He did not join his fraternity until lastApril because he thought fraternities were stereotypical andwould be of no benefit to him. Then he met a member ofAlpha Chi Rho Fraternity and was sold. We liked this sectionbecause it demonstrates for many campuses that their frater-nities are not living up to their recruitment potential. It alsogives a practical exercise to demonstrate the point to thosegroups who refuse to believe in the concept.

One of our favorite things about Good Guys is that it is verypractical. At the end of each chapter are “Do It” sections thatgive specific action steps and activities. Throughout the bookare quotes, case studies, and exercises to help communicate the points.

One of our favorite suggestions was to create a “5 for 5Challenge” where each member of a fraternity is required tomeet five new people for five days. This exercise alone wouldincrease a fraternity’s recruitment pool by 25 potential members per brother. J.J. plans to condense exercises like this to use for chapter recruitment director training.

The authors mention that, “In less than a month’s time, you could employ new patterns of behavior in your life totransform fraternity recruitment into a seamless part of yourday” (Mattson & Orendi, 2006). J.J. and I agreed and are now devising our own experiment to implement with one ofour fraternities next year – if they complete all of the sectionsthat we teach them, we will give them a “sign on” bonus foreach new member. Our theory is that their numbers will increaseif they use the strategies in the book, and by reinforcing theirbehavior for one month, they will create new recruitmenthabits. Then, theoretically, other fraternities will follow theirexample and all recruitment numbers will increase.


As J.J. and I spent hours discussing Good Guys, we had some epiphanies,developed several new goals, and came to some common conclusions. Butmost importantly, we had a meaningful, intense discussion about fraternalvalues. This book was a springboard to an extremely rewarding conversa-tion with a student.

Good Guys will be a phenomenal resource for those students who basically“get it,” are already progressive leaders, or have a strong relationshipwith a national volunteer or a fraternity/sorority professional. Other students may need some help processing (and following through with) the concepts. Hand a copy to a student, ask him or her to read it, then sit down and have a conversation about values-based recruitment. Forme, Good Guys has not only cemented my belief in the power of a values-based conversation, it has reinforced a student/advisor relationshipthat I cherish.

– J.J. Reardon is the Interfraternity Council Vice President forRecruitment and Allison Swick-Duttine is the Director ofFraternity/Sorority Life & Leadership Development at the State University of New York College at Plattsburgh.

REFERENCE

Mattson, M.G. & Orendi, J.A. (2006). Good guys: The eight steps to limitless possibility for fraternity recruitment. Naperville, Illinois: Phired Up Productions, LLC.

This review was originally published in the April 2006 issue of Essentials,AFA’s educational e-newsletter.

”“In less than a month’s time,

you could employ new patterns of behavior in your life to

transform fraternity recruitment into a seamless part of your day

Association of Fraternity Advisorswww.fraternityadvisors.org9640 N. Augusta Drive, Suite 433Carmel, IN 46032

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AFA Perspecitves Summer 2006

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