Jessi Dillingham - Week 2 - Fraternity and Sorority Life

Activities

• Researched current bystander training sessions at other institutions
• Created detailed outline of possible bystander intervention training topics, statistics, and other information for fall fraternity training
• Worked at the organization fairs and Fraternity and Sorority Life interest sessions for summer orientations
• Met with site supervisor to learn more about his position and current issues in fraternity and sorority life
• Discussed academic initiatives site supervisor wishes to implement during the upcoming academic year

Practice: Reflective Insights

1. In the numerous meetings I have had with my site supervisor, I have begun to realize how much work goes in to fraternity and sorority life.  A large amount of behind-the-scenes work takes place in order to keep the office running smoothly.  Although the office does not have a large professional staff, it has a number of student workers.  The students are dedicated and have incredible attitudes.  Many of them are working over the summer, and I am continuously impressed by the quality of work they expect of themselves.  In my interactions with both my site supervisor and the student workers in the office, I see how much collaborative work takes place.  The summer work this office does sets the stage for successful fall events, which play a huge part in recruiting students to fraternities and sororities.  I think many individuals assume a higher education institution closes when the summer begins; however, I now realize that the majority of the planning and preparation is done over the summer, making this time of year just as busy as the fall and spring semesters.
2. I have also begun to realize what a collaborative field student affairs is.  For example, my site supervisor is planning to implement a fall training session for fraternities at Mississippi State.  The training will include a number of important topics, such as bystander intervention.  My site supervisor has a contact at another southern institution, and the two have been conversing about the training that is in place at the other institution.  The individual at the other institution has willingly shared some of the training materials he uses with my supervisor.  Often, I hear the phrase “do not reinvent the wheel” in student affairs, and that phrase is beginning to make more sense.  I appreciate the collaboration that occurs in student affairs, and I believe that collaborating with contacts at other institutions can be incredibly useful in improving one’s own institution.

Practice: Application of Course Readings

In Chapter 11 of our textbook, the authors remind the reader how important it is to remain student and learner centered.  As a student affairs professional, it can be easy to get caught up in the politics and and trivial issues in this profession.  Reminding oneself daily that students are at the center of the work we are doing as student affairs professionals will help the field of student affairs succeed in its central goal.

This chapter struck me as especially relevant in light of the past two weeks in my practicum.  I am fortunate to be in an office where students are valued and encouraged to learn, create, and thrive.  This experience will be an important one to remember as I work to become a student affairs professional.  Just as my office keeps the students at the center, I must keep students at the center of my work in student affairs.

Theory: Reflective Insights & Application of Course Readings

In Introduction to Student Affairs in Higher Education last fall, our class was introduced to the ACPA and NASPA Competencies.  My experiences thus far have reminded me of one of the intermediate competencies of the Student Learning and Development section.  It states, “One should be able to design programs and services to promote student learning and development that are based on current research on student learning and development theories” (ACPA & NASPA, 2010).

The Office of Fraternity and Sorority Life is actively practicing this competency each day.  By designing a specialized training for Mississippi State’s fraternities, providing students with the opportunity to work in the office, giving students leadership roles, and involving them in the planning of the upcoming year’s events, students are both learning and developing.  The things this office is doing are based on current research on practices of other higher education institutions.  For example, as I begin designing the fall semester fraternity training, I am doing a substantial amount of research on current practices at other institutions before bringing any ideas forward to my site supervisor.  As the competency I mentioned states, research is an incredibly important component of program and service development in higher education.  I am enjoying the experience of developing a program from the beginning, and I look forward to seeing how the program continues to develop.

References

ACPA & NASPA (2010). Professional Competency Areas for Student Affairs Practitioners.

Amey, M., & Reesor, L. (2009). Words of wisdom. In Beginning your journey: A guide for new professionals in student affairs (3rd Ed.). (pp. 207-221). Washington, DC: National Association of Student Personnel Administrators.