Office of Fraternity and Sorority Life - Jessi Dillingham - Blog Post 2/Week 4

Activities

• Continued brainstorming 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 discuss daily routine of a fraternity and sorority life office and similarities/differences when compared to other offices on campus

• Researched potential academic initiatives for upcoming year

Practice: Reflective Insights

1. During my practicum, I have learned a number of valuable lessons.  One of the lessons I have learned is an observation regarding fraternity and sorority life generally.  A couple of weeks ago, I had the opportunity to attend a sorority's ceremony in celebration of ground breaking for an expansion of the sorority house.  Many of the attendees were sorority sisters from years ago.  This reminded me just how strong the bond can be between sorority women and how important the sorority experience can be for some women.  I enjoyed seeing how excited the alumni sorority members were about the expansion.  Although they will not be directly benefited by the addition, they still feel loyalty to the current students who are in the sorority and excitement when the sorority is benefiting from something.
   
2. Another experience I have had this summer is collaborating with the other offices on campus.  Although many of the offices located in the Union and other buildings on campus have their own responsibilities, they are constantly working together to improve the student experience, recruit students, and improve Mississippi State overall.  Each office is a crucial component to giving students the Mississippi State experience, and while the offices may not always agree on allocation of resources, it seems that most offices have respect for the responsibilities of the other offices.  My site supervisor can often be found in other offices working to collaborate with that office, and that has encouraged me to begin thinking about ways I can work with other offices in the future and bring the staff members together at an institution to unite and work toward a common goal.
   
3. The third lesson I have learned is how different supervisory styles can impact an office.  I see a number of supervisors in my office, due to my office being so close to a number of other offices in the Union.  Some supervisors tend to be more introverted and private, while others tend to be more open.  For example, my supervisor is open and incredibly honest about his thoughts and opinions, and this assists those in the office in knowing what is expected, as well as enjoying our jobs.

Practice: Application of Course Readings

Similar to Elizabeth and as stated above, I have been learning many lessons about supervisory style.  In Chapter 1 of the textbook, Amey & Reesor (2009) discuss the unwritten rules of the office, as well as supervision.  I am beginning to learn how distinctive supervisory styles can be between individuals.  This style largely depends on the role each professional plays.  Someone in student activities or a more programming based position may be able to be more open about everything going on in the office; however, someone in the dean of students office might be required to maintain a more confidential, private supervisory style.  When I reflect upon my own position as a Residence Director and my supervisor's position as Assistant Director of Fraternity and Sorority Life, I see the many differences between our positions and how those differences contribute to a overall different supervisory style.  Another contributor can be a supervisor's age.  Because I am so close in age to my supervisees, I have to be careful how close I get to them.  However, my site supervisor, as someone who is not only a year removed from his undergrad, is able to be a more fun and quirky supervisor, while still retaining the respect of those he supervises and advises.

Theory: Reflective Insights & Application of Course Readings

Once again, I turn to the Professional Competency Areas for Student Affairs Professionals (ACPA & NASPA, 2010) to reflect upon the theoretical insights I may gain from this experience.  The past weeks have reminded me of the Advising and Helping section in many ways.  As I read over the listing of knowledge, skills, and attitudes student affairs practitioners are expected to demonstrate, I quickly began to realize that my site supervisor possesses almost all of these qualities.  He is a fantastic advisor and helper to students in his functional area.  I specifically realized this while seeing my site supervisor work at the orientations we had during June.  While watching him interact with current and future students, I saw that he is able to maintain a purposeful, positive relationship with his students and that he has rapport with almost, if not all, of the students whom he supervises and advises.

The specific theory that comes to mind when I observe my site supervisor is Chickering and Reisser’s Seven Vectors theory (1993).  My site supervisor seems to have a good understanding of the ways in which he may assist his students in moving through the seven vectors at a rate that works for them and assists them in growing.  Over the summer, I have been able to observe my supervisor as he encourages students as they work through the “establishing identity” and “developing purpose” stages. 

References

ACPA & NASPA (2010). Professional Competency Areas for Student Affairs Practitioners. Retrieved from: https://www.naspa.org/images/uploads/main/Professional_Competencies.pdf.

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

Chickering A., & Reisser, L. (1993). Education and identity. San Francisco: Jossey-Bass.