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Archive List: Full articles for Members Only ARTICLE 1: Sigma Lambda Honor Society The Association for the Promotion of Campus Activities is proud to present a new honor society especially designed for student programmers that excel in scholarship and leadership. Sigma Lambda Honor Society is your opportunity to gain recognition for your outstanding contribution to your respective university or college through your outstanding leadership, service, & academic achievements. Sigma Lambda exists to provide student programmers with opportunities to meet other students with similar interests and network with peers in the programming industry. Scholarships will be awarded each fall to one participant per category. Those individuals, who are awarded, will then have the opportunity to receive the spring scholarship of $1000 at the National Conference. Conference Scholarships, Networking, Resume builder, Recognition at conference Induction ceremony at regional conference. Members will receive a ribbon for their name tag, certificate of membership, membership pin, & a graduation stole. How to join: Sigma Lambda Application Form ARTICLE 2: The Issue of Ethics Since 2002 I have studied the martial art Aikido (translated "the way of harmony") under Sensei Herman Hurst, 5th Dan in Detroit, Michigan. At first glance you might not think of a martial art (especial one utilizing potentially destructive throws, pins and joint locks) as a picture of peaceful conflict resolution, but the founder of Aikido, Morihei Ueshiba, absolutely intended his system as a vision of, and a means to, peace and harmony between humans. He taught, "to injure an opponent is to injure yourself…to control aggression without inflicting injury is the art of Aikido." True to these words, Ueshiba (known throughout the world as O'Sensei, meaning "great teacher") transformed the brutally effective techniques of Aiki-jujitsu into the gracefully flowing (but still very powerful) art of Aikido – an art that teaches one how to successfully defend against an attack without causing serious injury to the attacker. Three steps found in all Aikido techniques provide powerful metaphors for the study of conflict resolution. They are Enter, Blend, and Control and together form the "E, B, C's" of transforming conflict into cooperation. ENTER If / When / How BLEND CONTROL (finish) Practice, practice, practice ARTICLE 3: ACE ThAT TEST! Did you ever study all night long and felt like you knew the material inside and out only to have your memory fail during the test? Did you ever sit at your desk knowing that you knew the answer, but just couldn't recall what it was? And as soon as you left the classroom, YOU REMEMBERED! If these problems sound too familiar, here are some study habits that will specifically help you develop recall and increase memory. It is very important to use deep breathing techniques, stretching exercises or music to relax BEFORE studying. The Alpha brain state is best for learning and occurs during relaxation. Also, new research suggests that the hippocampus (an area of the brain used in memory) can be adversely affected by stress. In fact, the research indicates that brain cells within the hippocampus can actually be destroyed under extreme pressure! It is a fact that during a learning or study session, we remember best at the beginning of the session and second best at the end of the session. This proven theory is called the Primacy-Recency Effect. Therefore, study the difficult or important learning first and TAKE FREQUENT BREAKS which will create more beginnings and endings where learning occurs more readily. College students should take breaks every 20 to 25 minutes while studying. Divide the learning and studying into small chunks. Arrange the learning into groups that are related to each other and discover how the learning is relevant to you. One of the most important formulas for building a super memory is to use Mnemonics. Students can maximize learning in less time by using simple mnemonic tools like Acronyms and Acrostics. An Acronym is a single word made from the first letter of each word in a series. For instance, to remember the Great Lakes, use the word HOMES (Huron, Ontario, Michigan, Erie, and Superior). Acrostics also uses key words but doesn't only have to be one word. For instance, every musician can recall using Every Good Boy Does Fine to remember the notes on the lines in the treble clef . Using rhymes, jingles, rap songs and creative stories are also Mnemonics and are tremendous ways to remember math formulas or the conjugation of verbs in foreign language class. Eat a snack or meal high in protein, but low in calories before studying to help you become more alert. Preview the material first, especially when studying new material or a difficult subject. Research suggests that previewing material before studying can increase learning as much as 35%! Study in a comfortable area and position with natural lighting. Making the learning active will help concentration and increase recall. So highlight key facts using different colors, ask yourself questions, take notes, and self-test on what you have learned. Practice reading out loud while studying to activate more areas of the brain. If you think you are an auditory learner, use an accent while you read and alternate reading loud and soft or fast and slow. If you are a visual, hook up mental pictures to the learning. The more unusual or humorous the learning is, the more easily it is remembered. Associate learning with events or stories that are funny or unique and unusual. Two or the most important techniques for developing a super memory are to 1) review often and 2) make sure to get enough sleep. Cramming is counterproductive to learning—it would be better to review once and get a good night's sleep than to cram for a test. Of all the senses, smell seems to be the one that humans can best use for increasing learning and memory. Research suggests that peppermint, lemon and cinnamon are the best scents for anchoring learning into the brain. Study in a room filled with peppermint odor by using a spray, candle or food flavoring. When you are tested over the material, chew peppermint gum or suck on a peppermint candy and experience the memories of what was studied flowing into your mind to help you answer the most difficult questions. INSTANT MEMORY TIP: ARTICLE 1: Student Activities Reconsidered: A New Direction in Programming (Full Article)
Dels Suggs Learning Reconsidered Article Learning Reconsidered: A Campus-Wide Focus on the Student Experience was released in 2004 by the National Association of Student Personnel Administrators (NASPA) and the American College Personnel Association (ACPA). The impact of this publication is as dramatic and deep as a rock tossed into a still pond, and as the ripples radiate out they are impacting student activities. This new philosophy will likely influence student life for years to come, and may very well change the way you approach your job in student affairs. If you are unfamiliar with Learning Reconsidered, here is a too-brief summary: Learning is a comprehensive, holistic, and transformative activity which integrates both academics and student development. Essentially, learning in higher education is not about content (learning facts), but about personal development (learning to think and application of knowledge). Learning Reconsidered calls for the utilization of the entire campus experience, and the collaboration of all campus educators (www.Learning Reconsidered.org) towards this goal. What does this mean to student activities? Quite simply, it calls for a change in philosophy, content, and delivery of activities. Truly, it is a return to student activities as a "co-curricular" learning opportunity instead of an "extra-curricular" event. (See "Campus Collaboration: Integrating the College Mission into Programming" in Student Activities Journal, February, 2005). The Philosophy of Student ActivitiesConsider the call for collaboration of all campus educators. That of course, includes you. You are a campus educator, whether you realize it or not. I believe that Student Affairs personnel are frequently undervalued by their academic colleagues, who often see student activities professionals as akin to camp counselors or "Julie" from the Love Boat television series. Perhaps some of you believe this yourselves, and view your job on campus to provide a diversion and release from the pressures of campus academics. Ask yourself this question: "Am I as important to this campus as a Math or English professor?" According to Learning Reconsidered: Yes, you are. Student Activities should be far more than stress relief, far more than just entertainment on campus. Student Activities should reinforce classroom learning. But more importantly, Student Activities should provide additional learning opportunities that are not available in the classroom. Student Activities should be a full partner in the comprehensive, holistic, transformative activity of learning. Understanding your role in learning may call for you to reassess your attitude about yourself and your responsibilities. You must realize that you are a vital part of campus learning. The programs you present should foster the personal development of students, and the transformation of these students into adults who will continue to learn and integrate that knowledge into their daily lives. You must become the campus expert in the area of Student Development. It's likely you already are, whether you realize it or not. The Content of Student Activities Does a more emphatic embrace of this new philosophy of student activities call for a change in content? Not totally, although you will find yourself looking at all of your programs and evaluating their academic content. Consider your current programs. Some of them fit perfectly into the Learning Reconsidered concept. You know that any lecturer you bring to campus no matter how entertaining the program is there for a more important educational purpose. Lecture programs seek to enlighten. The presenters you bring to campus are experts in sharing their knowledge and point of view. They may do it in a funny, fresh, or exciting way, or they may be boring. Regardless, they are really there to educate. Consider some of your music programming, especially if you present classical, jazz, or blues on campus. These programs provide a cultural content which your students will be unlikely to find anywhere else. This really applies to any musical genre which is considered out of the mainstream. While your students may hear recordings of this music on radio or television, they are unlikely to witness a live performance anywhere else but on your campus. However, some of your programs might need to be modified to support the concept of holistic learning. As an example, many campuses present a film series for their students. Unfortunately, these film series are often the same blockbuster movies that were just shown at the cineplex at the local mall. A campus film series should be more than just second-run movies. Contemplate a film series of important historic films. Your students need to see "Citizen Kane" far more than they need to see the latest Adam Sandler film. You should show important documentary films, or the foreign films which are rarely shown by commercial theaters. Collaborate with the faculty in your Mass Communications Department and put together a film series that supports learning not just entertainment. The Delivery of Student Activities In embracing the Learning Reconsidered concept, you may need to take another look at the way you present your activities. You know that learning is taking place. Are there ways you can change the presentation to increase the retention of knowledge and to improve the educational outcome of the program? Again, consider the difference between a "co-curricular" learning opportunity instead of an "extra-curricular" event. What can you do to increase the academic value of the program to your students? Dave Leenhouts, Director of Student Life at Coastal Georgia Community College, uses a concept he calls Reflection 1101. In essence, it consists of a group or audience discussion held immediately after an event. But the purpose is not to critique the performance, rather to discuss the content of the performance. Imagine watching a film, enjoying a comedian, or marveling at an illusionist, and then having a lively discussion following the show. That would certainly allow for a better understanding of the content, and an integration of that content into your students thought processes. Understand that not everyone will want to participate, at least not at first. But you may be surprised at the response from your students, especially if the content is controversial or challenges established standards. Consider having a professor or other expert lead the discussion, especially if that person has good teaching and critical thinking skills. They may be able to contribute another point of view. Like A Guided Tour If you've ever had a guided tour of a city or museum, then you understand how a docent can turn a simple experience into a remarkable learning opportunity. It is one experience to walk through a museum unattended, reading the displays and looking at the exhibits. It is a totally changed and dramatically improved experience to be guided and informed by an expert in the process. I remember going to the Salvador Dali Museum in St. Petersburg, Florida, walking around being stunned and overwhelmed by these great works of art. However, when I took a guided tour, I began to realize how much I had missed during my first look. The guide pointed out small details in the paintings that I had missed; she explained the symbolism of the objects and subjects of the paintings; and, she gave the historical, cultural, and biographical background I needed to better understand these remarkable works of art. In the same way, having a contemplative discussion of a programs content following the presentation on your campus. Guided, reflective discussion is one important way to maximize the learning that occurs at your programs. Seven Student Outcomes Learning Reconsidered calls for "transformative learning." This concept leaves behind the idea of learning as simply the transfer of knowledge, and embraces the development of the whole student. To this end, Learning Reconsidered suggests seven learning outcomes that students should achieve. These outcomes relate directly to Student Activities, especially the model of co-curricular programming. Let's consider them individually, and address the role of activities in producing this outcome. First: Cognitive Complexity Cognitive complexity is the development of critical thinking skills. The growth of reflective thinking, effective reasoning, and intellectual flexibility is a prime example of cognitive complexity. This may be the basis of the liberal arts education: teaching students how to think. Now consider the programs that can assist in the development of cognitive complexity. You need to present programs that expose your students to new ideas, programs that make the cognitive gears turn. That would include programs such as lectures on current topics of importance. Consider presenting debates or other issue-oriented programs. These don't necessarily need to be expensive celebrity speakers faculty members may also be effective in presenting a discussion of topical issues such as global warming. You may also want to consider using some of the popular game shows. Programs such as "ThinkFast" (see sidebar) and others can target their content into new areas of learning. Your students might enjoy a game show on the Constitution as much as a trivial pusuit of pop culture and it meets the Constitution Day requirement, too. Second: Knowledge Acquisition, Integration and Application Knowledge Acquisition, Integration, and Application is both gaining and utilization of knowledge. One of your goals in programming should be to integrate student classroom learning into the facilitation of activities. We're talking about combining co-curricular learning and experiential learning. The most basic way of implementing this outcome is with your programming board. Assign tasks to your board members that both utilize and enhance their classroom curriculum. Your business majors in accounting should be dealing with the programming board budget. Your marketing majors should be developing the promotion and advertising for your programs. These examples enable your students to apply the knowledge they've gained in the classroom in another area, giving them an opportunity to both integrate and apply the knowledge they've gained. Consider also utilizing your faculty with this outcome. Invite your marketing professors to teach your publicity committee how to succeed. Ask mass communication professors to help your board create a worthy film series. Reach out to your faculty, and include them in your teaching and learning. Third: Humanitarianism Humanitarianism is the understanding and appreciation of human differences, cultural competency, and social responsibility. Through these academic terms comes a concept that many programmers have been at the vanguard for decades: promoting diversity. You know how your programs celebrate diversity. Plan more opportunities for student activities to both reflect and explain the diversity of cultures on your campus. Present cultural festivals honoring your international students, and bring in international artists to perform. And honor all human diversity-- gender, racial, spiritual, GLBT. You should foster a respect for the differences among students at your school. Fourth: Civic Engagement Civic Engagement is the commitment to public life, and a sense of civic responsibility. This includes encouraging "communities of practice" an academic term for what we would call a service club or organization. It would also include engaging in principled dissent, that is, learning to disagree on pricipals and ideas in a civil manner, a powerful concept lost on the mass media. Consider organizing campus service projects. While Habitat for Humanity does a wonderful job in building houses and communities, there are other worthy options. An organization called "Love Works" takes volunteers into rehab existing but substandard housing, adding wheelchair ramps for elderly homeowners , and more. Create food drives, voter registration drives, anything that promotes students to reflect on their responsibilities to the world at large. Consider using touring artists who advocate service projects and causes. You will find that many artists will give you a discounted fee in exchange for the opportunity to support a cause they believe in. Fifth: Interpersonal & Intrapersonal Competence Interpersonal & Intrapersonal Competence is the development of personal attributes such as identity, self-esteem, confidence, ethics and integrity. It also includes the development of meaningful relationships, and the ability to work with others. Once again you will find student activities on the cutting edge of this outcome. Every time you present a motivational speaker or a leadership development program, you are teaching in interpersonal and intrapersonal competence. Your students are developing their own sense of values and integrity from these programs. Your leadership retreats do more than teach your student leaders the campus procedures on room reservations and food service. They help your students learn to work with others students, and lead to the development of meaningful relationships. This is another fine example of experiential learning on your program board. Teaching your students to work together, to cooperate, to delegate, and to complete their assigned tasks are all excellent ways to facilitate this important outcome. Sixth: Practical Competence Practical Competence is, in many ways, life skills. The importance of managing your personal affairs, health, and wellness cannot be overrated. Understanding and implementing economic self-sufficiency is knowledge that will be demonstrated throughout the life of a student. Some examples of programs that improve practical competency include wellness programming and health fairs. First Year Experience (FYE) programs are also prime examples, teaching everything from balancing a checking account to using the library. Consider other opportunities to enhance practical competence with your programs. There are many excellent speakers on finances and fiscal matters for students, as well as speakers on alcohol and drug abuse. Even suicide awareness programs would be beneficial in learning these practical, real-world skills. Seventh: Persistence and Academic Achievement Persistence and Academic Achievement include managing the college experience to produce personal and academic success. This leads logically to academic goal success, such as attainment of the degree or certification sought by the student. There are many opportunities for your student activities office to contribute to this outcome. The experiential learning your programming board is gaining is a powerful example of both persistence and achievement. Honoring board members who maintain a high GPA is another opportunity to encourage academic achievement. There are many other occasions for you to enhance this outcome. There are many lecturers and speakers who address learning skills and retention, testing skills, and much more. Motivational programs to inspire degree completion is another means of increasing academic goal attainment. Consider also support groups which work with returning and non-traditional students, and programs which encourage academic persistence. Presenting Holistic Programs What Learning Reconsidered says about your activities programs is simple, straightforward and to the point you should be enhancing holistic learning on your campus. Consider it a challenge to you, the campus expert on student development, to craft, hone, and create programs which lead to the transformation of students on your campus. You need to practice Intentional Programming. Plan your activities and events like it is a curriculum. Seek out programs that encourage collaboration between your students, faculty, and staff. Add a reflective component to your programs, to enhance the learning opportunity of every program you present. Bring in artists, speakers, and special events that contribute to the seven learning outcomes discussed. Learning is a comprehensive, holistic, and transformative activity which integrates both academics and student development. It calls for a change in philosophy, content, and delivery of activities. Learning Reconsidered calls for the utilization of the entire campus experience, and the collaboration of "all campus educators." First and foremost, that includes the Office of Student Activities. Copyright 2007 By Del Suggs ARTICLE 2: Creating a Course on Student Activities (Full Article)
Have you ever thought about teaching an academic credit-bearing course on Student Activities Programming Theory and Application? There are plenty of credit bearing leadership courses and first year seminars that try to connect students to the institution; but have you asked yourself "why not a course on program planning?" At Hilbert College we did just that. In 2003, Sepideh Yeoh, Director of Residence Life and Student Activities, convinced the Academic Affairs division to list Student Activities Programming Theory and Application as a 3 credit class that can be taken as a general studies college course as either a lower or upper level elective. Sepideh left in 2004 and I was able to revamp the course and continue teaching it for the last three years. The course, in its current state, is designed to provide students with an introduction to student activities programming as pre-professional undergraduates. Also it teaches them the importance of extracurricular participation at their institution; and how student activities programming can enhance learning in the classroom. Students study theoretical concerns and the achievement of practical outcomes associated with the development of a holistically balanced set of program initiatives. Course study supports academic interests, while modeling student affairs goals. Students are also introduced to the multiple functions of Student Activities and College Union offices in Higher Education, as well as given an overview of the Students Affairs field in general. Students examine multiple student development theories to provide a conceptual matrix for identifying and validating a range of academically supported and student affairs -related goals- e.g., multiculturalism, community building, wellness life-styles, contemporary issues, social interaction and spirituality. Through these theories, students are able to show how targeted student programming initiatives through particular campus activities and events can be generated to reach the goals of Student Affairs. The course also focuses on application by providing direction, which enables students to implement and evaluate actual programs through membership in Hilbert College student clubs and organizations. The class uses Hilbert College as a model for peer program development with a focus on learning. In particular, the course provides an overview of each step of program assessment, planning, implementation, and outcome evaluation. Students also benefit from an overview of related programs on other campuses. The course is offered as either a lower or upper level elective and both sections are taught concurrently. Students enrolled in the upper level elective go beyond programming through organizations to actually creating their own programs individually. They are introduced to theories in advising undergraduate student organizations. Additionally, they gain a general understanding of legal issues in higher education and how they affect activity programming. The main focus of the course is the experiential piece of getting involved in program planning. Most of the assignments revolve around critical thinking, looking at actual programs on campus, and tying in theories learned in class. Students are required to attend a minimum of five events throughout the semester and write reflection papers on each event. We also incorporate two textbooks into the course. New Directions for Student Services, Powerful Programming for Student Learning: Approaches That Make a Difference published in 2000 by Debora Lidell and Jon Lund is required for students enrolled both in the lower and upper level sections. Advising Student Groups and Organizations published in 1998 by Norbert Dunkel and John Schuh is required for students enrolled in the upper level section only. So how can you convince your academic affairs division to incorporate a course on Student Activities Program Planning? Let them know that getting students involved in student activities, clubs, organizations, and other student affairs functions is a way to get them connected to their College. Research indicates that extracurricular involvement positively impacts student self-esteem, increases persistence to obtain a degree and assists students in the development of leadership qualities (Tinto, 1993). By creating extracurricular opportunities for students outside of the classroom we are enhancing our retention rates from the freshman to sophomore year and ultimately impacting our persistence rate through graduation. By allowing a course on the fundamentals of program planning we can engage students who may not get involved in the first place by offering them college credit. Our students who are already involved in program planning tend to be the ones that have a hundred different things going on during the school year. By providing an academic setting to learn the theories behind program planning we can enhance their understanding of the value in social programs on college campuses. The skills learned in Student Activities Program planning can also be carried over into every day program planning like planning for a wedding, a graduation party or other events that will most likely occur in every ones lives. Ultimately, if more colleges offered a course on Student Activities Programming we might see more of an understanding of the educational value of Student Affairs in Higher Education. It will make our jobs easier in recruiting students to be a part of our programming boards and even just to attend events. Finally, it will reward those activity board members, who contribute countless hours of work by putting on a program just for the reward of seeing a great even on campus, with college credit for their hard work. Dunkel, N., & Schuh, J. (1998). Advising Student Groups and Organizations. San Francisco: Jossey-Bass. Liddell, D., & Lund, J. (2000). New Directions for Student Services, Powerful Programming for Student Learning: Approaches That Make a Difference, No 90. San Francisco: Jossey-Bass. Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition. ARTICLE 3: It's All In The Family: A Home Grown Look At All Inclusive Community Based Programming (Full Article)
There are some things that money just can't buy. Love is one. Community is another. As Student Activity Advisors, we all work towards similar goals. One goal we all share is that we want our programs and events to add value to our students' lives. A helpful strategy in this endeavor is to encourage students to be active in the planning and to be active participants in the events themselves. The more successful events are the ones, which are truly born from the ideas of our students. Here at our small rural college, we are learning that the students want their events to be inclusive, family-oriented, and community-based. What is Community? Community cannot be achieved simply through shared experiences. Otherwise, you would be able to "buy it" for the mere cost of a ball game ticket. Community is actually based on relationships. Community is a joint pursuit of the true, the good, and the beautiful. Isn't it then towards these ideals that our programming should endeavor? The temptation is to let our event programming be simply entertainment. Yet to really engage our students, student programming needs to be more. In the world of Student Activities, so much depends on our student activity leaders. They set the tone for our events with their level of interest and involvement as well as their planning and execution of events. If we have great participation from our student leaders, our student body will naturally become more engaged in our event programming. As experience will attest, great participation and involvement by our student leaders presupposes a shared vision, camaraderie, and joy. At our small rural college, we spend less money on contracted entertainment and more time planning events, which are "home grown." At our campus, students are the artists. This type of programming enhances students' talents and abilities while also creating a more natural draw to events. Outside entertainers are great, but if they are used too frequently in our programming, students remain spectators, being passively entertained rather than actively engaged. With "home grown" family events, we have found that faculty and their families frequently attend and even participate as entertainers themselves. The events then become more edifying by being a part of the students' formation and education for life. True-to-Life Experience and a Seamless Learning Environment As I mentioned before, a significant portion of interest in family-oriented programming at our school comes from our students. They really enjoy those events that appeal to everyone in our community – faculty, staff, and student body alike. They love seeing our professors and their spouses and children attend student events. This faculty presence is very important as it allows students the opportunity to observe how their faculty practice what they teach. It gives them a vivid sense that these people are not simply teachers but are also husbands, wives, and parents. This obviously creates much healthier and stronger faculty/student relationships. During our event planning meetings, it has been wonderful to witness how often the students will think of ways to make their professors feel particularly welcome to attend. Other events are actually built around faculty and student interaction after hours, such as our "Fireside Chats." Students have expressed that these events are some of their favorites because the environment provides for conversation in a relaxed atmosphere. Students can truly relate to their professors and actively participate in the discussions. In general, this type of interaction is closer to the relationships students will be having as graduates. Students do not necessarily need to have events just for themselves. When during adult life do you actually have experiences exclusively with people one or two years older or younger than yourself? Family programming is forward thinking. After college, students will realize that many people in their lives are not just a few years older or younger. In life, we have to learn to have relationships with people of all ages, and this is done quite successfully in a family-programming atmosphere. Family Programming is Good Business Too much funding can sometimes get in the way of inclusive and family programming. As Student Activities Directors we are tempted to bring in the highest quality entertainment, which often comes at a high price. When our students are responsible for planning the event, finding the "home grown" performers, setting up and cleaning up afterwards, they are extremely engaged in the event. They organically spread the word to their friends because they don't want the time they invest to be wasted. Even if one's budget was unlimited, it does not guarantee the achievement of community. There is no price tag on it. Community is not guaranteed just by throwing enough money at an event. When the students are directly involved in every aspect of the event, it also teaches them a great lesson in personal responsibility. When programming is simply entertaining students, it becomes an expectation to "please me" one which can soon reach an almost impossible-to-please level. With family programming, students learn to interact with a world that is made up of more than just their own personal needs and desires. With a family-oriented, community-based model, the students can have a better chance of seeing how their world relates to others and gain a better understanding of their place in the world. ARTICLE 1: Presenting Native American Cultural Programs (Full Article)
Contact Red Hawk at: In the heart of every state lies a unique opportunity to experience the rich culture and wonders of the Native American Indians. November is Native American month; this month is the perfect time for colleges and universities to establish programs and activities that celebrate the diversity of the Native American community. Sunrise ceremonies, educational conferences, panel discussions, art shows, performing arts and other programs that provide an opportunity to learn more about indigenous people and their culture is the main focus for many Universities during November. However, most colleges and universities lack the resources to accomplish such a venue. Up till now most activity directors simply rely on local Native students to speak and introduce topics during this month. Now, you can't blame them for their efforts, most people simply don't know where to go for assistance on booking large scale cultural programs during November.
Just as it would be appropriate to bring something to someone's house for dinner, if I were to ask for assistance from an elder, I would bring tobacco or sage to that meeting wrapped in red felt. I would present it to whoever is in charge as a form of respect, a way of showing us that you understand our cultural protocol. I would always greet the elderly women with a kiss on the cheek and a hug. If a Native elder, male or female, fails to give you a hug before and after the meeting, chances are you are getting nowhere with them and I wouldn't expect a quick call from them any time soon. In a world where it has become politically incorrect to touch and hug, we Natives use it as a way of acceptance. Getting to know Natives at the cultural level is the first key to getting full-scale cultural support for your event. In the Native American culture, the basic family unit is the extended family. Based on this extended family premise, if you can secure one, chances are you can secure everyone. When I lived in Utah I used to go to the Native Cultural event at Brigham Young University. Now, that University knew how to throw an event! They combined the local native POW WOW, a Native festival, and Native American Month together by allowing the tribes to use University grounds to hold their annual festival. After securing a dance group and two drum groups, the rest simply followed. The university soon secured craft vendors, Native food vendors, dancers, storytellers, historical reenactments and musicians. Their cultural events last two days; secure one, secure all. A really good Native American cultural program should last a week (in my opinion), starting with a series of small cultural programs and panel discussions on basic cultural understanding and ending with a two day full blown Pow Wow. I like to bring in history experts with lots of artifacts one day followed up by a series of lectures on topics such as how to cook Native foods, making Native crafts like the dream catcher, medicine wheel, award feathers and so on. One lecture I like delivering myself is Native American's during the Civil War. This is always a great topic. Most people think we Indians just sat that war out. They don't realize that Native people have fought in every war the United States has ever been in, including the Civil War, which split most tribal members just as most American families were split between the North and South. I'll bet most of you didn't know that the last Confederate General to surrender was a full blood Cherokee Indian named Stand Watie who reached the rank of Brigadier General in 1864. There are 561 federally recognized tribes and another couple of dozen or so that are not federally recognized. That's a lot of tribes, and they are scattered throughout the United States. The Bureau of Indian Affairs (BIA) is the US government agency responsible for the administration and management of the 55.7 million acres of land held in trust by the United States for American Indian tribes and Alaskan Natives. This is approximately 2.3% of all the land in the United States. Today, there are 304 Indian Reservations in the United States. Some tribes have more than one reservation, others have none, and some reservations are shared by multiple tribes. The point I'm trying to make with this little history lesson is that we're still here and we love telling our stories and history. I have spoken and performed to over one million people in the past 20 years and I am still amazed at the beautiful reaction college students have when I show up at their campuses in full regalia or in a jacket and tie. It's this excitement and lack of understanding about our culture which keeps me employed. I often tell my students, "for 400 years we've been trying to tell people about our culture and people wouldn't listen; now they have to pay us to lecture to them." That's a joke. But I would seriously encourage every campus to take advantage of the golden resources you have in your own state. Make November a cultural extravaganza your campus will never forget, and if you need help drop me an e-mail or give me a buzz. I'm a modern Indian that doesn't have to rely on traditional methods of communication; I use cell phones and computers to do my work, and when I go camping… I camp at the Marriott. ARTICLE 2: Learning Reconsidered: Addressing Cognitive Complexity and Knowledge Acquisition (Full Article)
Learning Reconsidered: A Campus-Wide Focus on the Student Experience was released in 2004 by the National Association of Student Personnel Administrators (NASPA) and the American College Personnel Association (ACPA). Here is a far too-brief summary: Learning is a comprehensive, holistic, and transformative activity which integrates both academics and student development. Essentially, learning in higher education is not about content (learning facts), but about personal development (learning to think and application of knowledge). Learning Reconsidered calls for the utilization of the entire campus experience, and the collaboration of "all campus educators" (www.LearningReconsidered. org) towards this goal. This means a change in philosophy, content, and delivery of activities. Student activities must be a "co-curricular" learning opportunity instead of an "extra-curricular" event. Reconsidering Student Activities Learning Reconsidered calls for collaboration of "all campus educators" to produce "transformative learning." This concept leaves behind the idea of learning as simply the transfer of knowledge, and embraces the development of the whole student. Student Activities should reinforce classroom learning. But more importantly, Student Activities should provide additional learning opportunities that are not available in the classroom. Student Activities should be a full partner in the comprehensive, holistic, transformative activity of learning. Imagine that your school has a campus-wide curriculum, complete with learning outcomes. These outcomes relate directly to Student Activities, especially the model of co-curricular programming. Student Activities Directors as Educators Of course the Director of Student Activities is an educator, as are the assistant directors, program specialists, and coordinators. In fact, the Office of Student Activities plays a duel role in student education. We discuss those co-curricular programs presented by the Offi ce of Student Activities. These programs have campus-wide learning component, a lesson or learning outcome aimed at all who attend the program. That is often the primary purpose for presenting a particular program. However, the Office of Student Activities often works directly with a team of students in producing these events. This team-- the Campus Activities Board, Student Union, or other name-- is actually a secondary teaching opportunity for the Offi ce of Student Activities. This program board, comprised of student, has the opportunity to learn more than just the content of whatever program, event or attraction they are presenting. They also gain remarkable skills in executing the presentation, those skills we sometimes refer to as "real life" skills. ARTICLE 3: Tennessee to be kickoff state for APCA Student Life Advisors Drive In Workshops! (Full Article)
As part of the APCA Regional Advisory Committee outreach program, APCA state coordinators are being encouraged to hold one day drive in workshops for student life advisors in their state. The events are fi nanced through minimal delegate fees and fi nancial contributions from APCA. The fi rst to be held this year is the APCA / Roane State Tennessee student life advisors drive in. Sammy Mowery is the Roane State advisor and TN state coordinator. We asked her about the upcoming workshop she will be hosting in November. APCA: Tell us about Roane State's joint venture with the APCA for the Tennessee statewide Student Life drive in. Mowery: Last year I accepted a position on the APCA Regional Advisory Committee as the Tennessee State Coordinator. One of the suggested activities is to hold a one-day drive on professional development for campus activities staff during your term of offi ce. This sounded like fun, so after a few discussions with the APCA national offi ce, the framework for the conference took shape. The conference is going to be very casual with a collegiate spirit theme, so all attendees are encouraged to wear their college colors. APCA: Who is invited to attend? APCA: Was it fun to do? The workshop will be held on November 19, 2007 at Roane state campus in Knoxville, TN. For registration information, contact Sammie Mowery at (865) 882 -4638. If you are interested in developing a state drive in conference or becoming involved with the APCA Regional Advisory committee in your state, please contact the APCA national offi ce at (865) 429-9123.
ARTICLE 1: Two year Long Initiative With HBCU's Culminates In New Programs At APCA National Conference (Full Article)
Several directors have participated over the past two years at organizational meetings in New York City and Atlanta to develop educational presentations on topics affecting HBCU's. HBCU directors have also consulted on the organization of HBCU special events to be hosted at APCA including an all African American Artist showcase on March 15th. South Florida sensation and Epic Records recording artist CASLEY will be a part of that showcase, along with several other notable African American artists in the fields of poetry,comedy and music. "A couple of years ago the APCA reached to about 13 historically African American Universities to provide dialog regarding what we felt our schools needed when it came to programming," says Steve Stephens from Coppin State. "Since that time, several HBCU's have formed a partnership with the APCA and have served in pivotal roles as consultants and event planners to help ensure the authenticity of the HBCU programming initiative. Student Activities Administrators such as Deon Ridgell of Xavier University and myself have had the chance to sit down face to face with Eric and tell him what we feel our institutions need. The results of these meetings and dialog sessions will be on display at the APCA National Conference in Atlanta during the month of March. I feel that our constituents at our sister HBCU's will be well pleased at what we have planned for them." "This is an exciting development for both the APCA and the campus activities marketplace." says Eric Lambert, APCA Executive Director. "The addition of HBCU directed sessions and events at the APCA national will signal a new era of artistic and professional collaboration." Some topics to be addressed will be HBCU programming issues, leadership development programs, production and cooperative buying potential among HBCU's. These sessions will take place during scheduled APCA conference seminars times, and will be held at the national conference facility, the downtown Sheraton Atlanta Hotel. "One of our focuses will be to bring APCA closer and make it more accessible to the HBCU community. I think a major factor of strengthening relationships is respect," adds Lambert. "We are not the saviors of, nor the innovators of HBCU programming. We are not simply trying to lure HBCU's to attend our conference and go along with the fl ow of whatever we have planned. HBCU's have been successfully programming their own events and facilitating programming training for many Two Year Long Initiative With HBCU'S Culminates In New Programs At APCA National Conference New HBCU Programs At APCA National Conference SEARCH GO Home Journal Notes Artist Report Cards Featured Artist Spring Events HBCU 12 January/February 2008 Student Activities Journal www.apca.com years. Their direction should and does come from within." "Our hope is to introduce some cooperative buying advantages to the systems currently in place, and offer a venue that HBCU's can take advantage of to experience a logistically friendly environment to do their own programming. We will be offering meeting facilities, AV systems, specially selected showcases and specially designated events for the HBCU's attending. It is our hope that by making an inclusive and welcoming environment for this important sector of the campus programming market, we can create a positive environment for our HBCU school member's programming to flourish." One example of the HBCU directed events to be included is a featured Step Show spotlight, where one fraternity and one sorority will be chosen to perform at the conference. "During our dialog sessions,we sat down to plan how to provide genuine programming that reflected the HBCU campus life, " says Stephens. "One of our primary objectives besides our educational session and panel discussion was to also provide a social outlet for both our African American Universities and our majority serving institutions to have an event that provides quality entertainment with a true HBCU feel." "The event we came up with was our ATL Step-spotlights. We are currently searching the Atlanta area (along with Georgia and the surrounding states) for one National Pan-Hellenic Council Fraternity and one Sorority to represent their organization at our conference." An honorarium of 500.00 dollars will be given to each of the two organizations that are chosen. Please submit a recent performance to: Mr. Steve Stephens II
ARTICLE 2: Learning Reconsidered: Addressing Humanitarianism, Civic Involvement, and Interpersonal and Intrapersonal Competence (Full Article)
Contact Del at 1-800-323-1976 or www.SaltwaterMusic.com
Learning Reconsidered: A Campus-Wide Focus on the Student Experience was released in 2004 by the National Association Student Activities should be a full partner in the comprehensive, holistic, transformative activity of learning. Learning Reconsidered presents learning outcomes that apply to a campus-wide curriculum. These outcomes relate directly to Student Activities, especially the model of co-curricular programming. Co -curricular Programs in Student Activities Of course the Director of Student Activities is an educator, as are the assistant directors, program specialists, and coordinators. In fact, the Office of Student Activities plays a duel role in student education. We discuss those co-curricular programs presented by the Office of Student Activities. These programs have a campus-wide learning component, a lesson or learning outcome aimed at all who attend the program. That is often the primary purpose for presenting a particular program. However, the Office of Student Activities often works directly with a team of students in producing these events. This team-- the Campus Activities Board, Student Union, or other name-- is actually a secondary teaching opportunity for the Offi ce of Student Activities. This program board, comprised of students, has the opportunity to learn more than just the content of whatever program, event or attraction they are presenting. They also gain remarkable skills in executing the presentation, those skills we sometimes refer to as "real life" skills. The Seven Student Outcomes In fact, these outcomes call for a broad, campus- wide collaboration. And not without good reason. Philosophy might call these seven outcomes virtue terms used to describe a fully-realized person. These learning and development goals are important, and not just for students to obtain. We should all be seeking to achieve these goals, whether student or educator. And, remember, if you are a part of the campus then you are an educator. Does a more emphatic embrace of this new philosophy of student activities call for a change in content? Not totally, although you will find yourself looking at all of your programs and evaluating their academic content. Consider your current programs. Many of them f t perfectly into the Learning Reconsidered concept. Last issue we looked at the first two outcomes: cognitive complexity; and, knowledge acquisition, integration, and application. Outcome Number Three: Humanitarianism You know how your programs celebrate diversity. Plan more opportunities for student activities to both refl ect and explain the Likewise, you can present programs of visual arts, featuring international artists. Be sure you consider all types of diversity. This included ethnic and racial diversity, religious diversity, and more. Consider, too, identity diversity such as GLBT programs. Helping students to understand about different people is teaching them to appreciate the human race. You should foster a respect for the differences among students at your school. Of course, you are already doing more than just presenting a festival or programs about different cultures. There are so many other programs that you do on campus that develop humanitarianism. International studies, studying abroad, and exchange programs have long targeted humanitarianism. And consider this: interdisciplinary courses presented by your campus often develop humanitarianism. Remember those courses that you took in college which included the study of great literature and art from a specific culture? What was it called? Of course-- Humanities. Outcome Number Four: Civic Engagement You are already developing civic engagement. Your students probably build houses for Habitat for Humanity. They go on Alternative Spring Break trips to help rebuild New Orleans and the Mississippi coast. They walk in the Relay for Life for the American Cancer Society. They might hold a dance marathon for a childrens hospital. Many students are actively engaged in their community. Consider organizing additional campus service projects. While Habitat for Humanity does a wonderful job in building houses and communities, there are other worthy options. An organization called 'Love Works' takes volunteers to rehab existing but substandard housing, adding wheelchair ramps for elderly homeowners, and more. Create food drives, voter registration drives, anything that promotes students to reflect on their respon-Humanitarianism is the understanding and appreciation of human differences, cultural competency, and social responsibility. But there are many other areas that contribute to civic engagement. Student governance groups-- in all their incarnations-- develop civic engagement. Student
Government Association, Residence Hall Association, Commuter Student Association, even Student protests on campus, like it or not, is a clear indication of civic engagement. Perhaps you can soften the reaction of the administration to your campus protesters if you point out that they are actually demonstrating a mastery of the civic engagement outcome as called for in Learning Reconsidered! Consider using touring artists who advocate service projects and causes. You will find that many artists will give you a discounted fee in exchange for the opportunity to support a cause they believe in. Outcome Number Five: Once again you will find student activities on the cutting edge of this outcome. Every time you present a motivational speaker, you are teaching in interpersonal
and intrapersonal competence by teaching student to set and achieve goals. Your students are developing their own sense of values and integrity from these
programs. Your leadership retreats do more than teach your student leaders the campus procedures on room reservations and food service. They help your
students learn to work with other students, and lead to the development of meaningful relationships. When your students work together on your program
board, and are certainly gaining in interpersonal and intrapersonal competence. They are gaining self-confi dence and self-esteem. They are learning ethics and
integrity. It's really another fine example of experiential learning on your program board. There are also so many paraprofessional positions on campus which develop these competencies. Residence hall assistants, peer tutors, orientation leaders, and all those workstudy jobs promote the development of interpersonal and intrapersonal competence. Teaching your students to work together, to cooperate , to delegate, and to complete their assigned tasks are all excellent ways to facilitate this important outcome. Transformative Learning You need to practice Intentional Programming. Plan your activities and events like it is a curriculum. Seek out programs that encourage collaboration between your students, faculty, and staff. Add a refl ective component to your programs, to enhance the learning opportunity of every program you present. Bring in artists, speakers, and special events that contribute to the seven learning outcomes discussed. In the next issue, we'll address additional learning outcomes from Learning Reconsidered. If you have any thoughts, questions or comments, just drop me an email. Copyright 2008 By Del Suggs All Rights Reserved
ARTICLE 3: Fighting Alcohol Abuse On Campus With Your Activities Program! (Full Article) Editors Note: April Is Alcohol Awareness Month, and this particular speaker offers question and answer sessions, a willingness to speak at multiple venues on practical help for dealing with student addictions and an abundance of free resource information for your students and staff. His advice on collaborating with student wellness centers is valuable for all directors looking for allies in a holistic programming effort. Consider programming collaborations with other departments such as orientation, wellness and career centers when planning a holistic programming schedule. E-mail: stanbumgarner@comcast.net | |||||||||||||||||||||||||||
Jason Enser is Director of Student Activities College at Hilbert College (Hamburg, NY) where he also is an adjunct instructor under
the General Studies department. He teaches GS 170 Introduction to Student Activities Programming Theory and Application and GS
370 Introduction to Student Activities Programming Theory and Application. He previously served as Director of Campus Life at
Jamestown Community College. He holds a master's degree in student personnel administration from the Student University of New
York College at Buffalo and a bachelor's degree in communication and political science from the State University of New York at Fredonia.
Tom McGraw has been the Director of Student Activities at Christendom College for the past three years. He is currently the Alumni
Director, a job in which he gets to plan the ultimate community event each year: Homecoming Weekend. He has a Master's Degree in
History from George Mason University, and he did his undergraduate studies at Christendom. He loves playing basketball on the
alumni team against the students, coaching little league baseball, and attending his children's baseball games. He can be contacted at 800-877-5456 or via e-mail at tvmcgraw@yahoo.com
Red Hawk is a keynote speaker on cultural diversity, a traditional dancer, author and recording artist. He is a member of APCA and the National Center for Cultural Competence at Georgetown University. 
As a full blood Native American myself, I do hundreds of cultural programs and keynotes per year and the bulk of my work is done in the
month of November. It's always politically correct to have an Indian around during Native American month, you see. After 20 years, I'm
still amazed at the number of colleges and universities that lack the knowledge regarding Native Americans living in their own state.
They have a massive amount of resources right at their finger tips. A lot of it has to do with cross cultural misunderstandings in their
approach to the local tribal leaders. Every state has a tribal organization in it, yet during the month of November campuses are still
lacking resources and contacts for their events. Part of the problem lies in the approach to the tribal councils. By that, I mean the way we
ask people for things. Native people sometimes have a funny way of accepting offers if not presented in the proper way. Think of it this
way, you would never show up at a dinner party without bringing something to eat or drink. That would be considered rude. In the
Native culture, the same thing applies. As a Native, I would never request something from the tribal elders, a Native dancer or a drum group without paying honor to them first. 
Sammie Mowery
This year's APCA conference will have some new programming elements and populations. In addition to the
normal contingency of campus activities departments and other assorted buyers and talentcoordinators, we will add enhanced programming elements for Historically Black Colleges and Universities (HBCU's). HBCU campus
activities directors have been spearheading efforts over the past year for HBCU participation in the upcoming national conference in Atlanta, GA.