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Branch Out Alternative Breaks Site Leader Manual

What We’re About (& other deets) 2

Alternative Breaks: What Makes them Great 4

Resources: Key Elements of Alternative Breaks (Reflection, EOT, Group Building)

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Take-Aways: Pages for Your Notes 12

Leadership Resources: Partnering with your Co-SL, Conflict Resolution, Effective Meetings, Logistics

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Suggested Readings 23

Helpful Forms: Group Agreements, Site Agreements 24

Branch-Specific Info: Timelines & Other Stuff in the back

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Branch Out Alternative Breaks: What We’re About [& other deets] Branch Out Vision

To create a community of active and educated individuals dedicated to the pursuit of social justice. Branch Out Mission

Branch Out will engage students in diverse quality alternative breaks so that they become active and educated members of society.

Why “Alternative Breaks?”

Talking about Branch Out as an alternative breaks program, rather than a “service trips” program, indicates that we approach our work as more than a direct service and travel experience. We educate our participants on issues, prepare them with training and orientation, reflect on our learning, and build active citizens. “Alternative Breaks” is a term recognized nationally, and using that term identifies us as part of a national movement of strong programs building active citizens and making positive community change. We ask that you use the terminology of Alternative Breaks (or alt breaks, or ABs), too. Program Outcomes

We design Branch Out ABs to have a powerful impact on students and communities. Here are the outcomes we measure, based on our mission statement: A Community of Active Individuals Through participation in Branch Out, students will:

• Make a meaningful contribution to the communities in which they serve and on the issue (e.g. affordable housing, access to healthcare) they address

• Know how to take action on the issue in the future • Share things they learn about the issue with others (friends, family, classmates) • Develop an increased commitment to service • Be more invested in service in their home communities

A Community of Educated Individuals Through participation in Branch Out, students will:

• Gain knowledge on the issue their alternative break addresses • Delve more deeply into the issues they address, asking about root causes and how it plays out in

specific communities • Make connections to the issues they address and their academic work on campus, as well as their

future plans • Increase their understanding of and ability to interact with people of different cultural and economic

backgrounds Substance-Free

Out of respect for our host communities and to ensure focus on our mission, All Branch Out Alternative Breaks are substance-free (alcohol and other drugs). Please refer to www.wm.edu/branchout for more information on this policy, including guidelines for enforcement. Site leaders play an important role in making this policy part of each trip’s culture.

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Financial Aid

Branch Out offers need-based financial aid to site leaders and participants on National and International alternative breaks. Applications and information about financial aid are available at www.wm.edu/branchout. Site Leader Job Description

Desired Skills:

• Commitment to community engagement

• Strong leadership skills

• Strong organizational, communication, and interpersonal skills

• Interest and a willingness to learn about the social issue addressed by your alternative break

• Ability to make time commitment to program, including trainings, retreats and all other meetings Position Requirements:

• Become Defensive Driving certified (Regional and National)

• Attend the mandatory Site Leader Retreat

• Attend other mandatory Site Leader trainings throughout the Fall semester

• Attend additional meetings as necessary and scheduled

• Communicate with host site and lodging contacts before trip to plan quality issue education, direct

service opportunities and finalize logistics

• Facilitate reflection, group building, education, orientation and training

• Communicate regularly and work with OCES staff and Student Directors, submitting all paperwork

as requested and on time

• Manage team budget and follow appropriate financial procedures

• Lead team meetings and education sessions

• Lead at least one post-break reorientation activity with your team

• Attend and bring your team to the Branch Out reorientation event in the Spring

• Assist with participant recruitment and selection

• Commit to alcohol and other drug-free policy

Contact Information

www.wm.edu/branchout wmbranchoutnational@gmail.com branchoutregional@gmail.com branchoutinternational@gmail.com Melody Porter, Associate Director of Community Engagement: mcporter@wm.edu 757-221-7639, Blow Hall 318 Office of Community Engagement & Scholarship, Blow Hall 326

BIG KUDOS and lots of thank-you’s to Branch Out’s Student Directors of 2010-11, who with Melody

Porter, put their heads together to create this manual for you: Adam Harris, Katherine Eklund, Meagan

Taylor, Samanthe Tiver, Tanji Ahmed and Wesley Ng. Not only are you active citizens, you’re superstars.

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Alternative Breaks: What Makes them So Great!

Eight Quality Components & Active Citizenship

Each of Branch Out’s ABs includes the eight quality components, developed by Break Away:

• Education

• Orientation

• Training

• Strong Direct Service

• Reflection

• Reorientation

• Diversity

• Substance-Free We also use the Active Citizen Continuum:

And the corporate-sounding (don’t let that fool you) Triangle of Quality Community Service:

EducationEducationEducationEducation REFLECTIREFLECTIREFLECTIREFLECTI

ONONONON

Direct Direct Direct Direct

ServiceServiceServiceService

EDUCATIONEDUCATIONEDUCATIONEDUCATION without without without without

DIRECT SERVICEDIRECT SERVICEDIRECT SERVICEDIRECT SERVICE & Reflection:& Reflection:& Reflection:& Reflection:

• Hollowly academic

• Becomes rote

• Cynicism and complacency with status quo

ReflectionReflectionReflectionReflection without without without without

Education & Education & Education & Education & Direct Service:Direct Service:Direct Service:Direct Service:

• Shallow, empty

• Feels overly touchy-feely

• No context for effective follow-up

Direct Service without Direct Service without Direct Service without Direct Service without

Education & ReflectionEducation & ReflectionEducation & ReflectionEducation & Reflection::::

• Frustrating

• Reinforces hurtful stereotypes

• Can exploit community

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You’ll notice that in addition to these tools, we’ll be talking about other important issues, such as power, privilege and mutual benefit, as well as what alternative breaks do to encourage people to be dedicated to the pursuit of social justice.

Education Resources

Branch Out is developing a comprehensive issue education bank through an online wiki: branchout.wmwikis.net. All site leaders are urged to join the wiki, and add articles, books, films and other helpful resources for the benefit of future site leaders and participants.

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What Is Reflection?What Is Reflection?What Is Reflection?What Is Reflection? Reflection on community engagement at William and Mary is the intentional incorporation of experience, understanding and

knowledge, allowing for deeper learning and personal transformation that leads to further engagement. It involves education and

orientation and critical understanding of the issues underlying the circumstances of engagement. It is the process, either done

alone or in a group, of bringing together the why’s, how’s, what-happened’s and what-if’s that come from connecting with

others, working for justice and learning about social issues. Reflection may be enriched by group builders, but its purpose is

learning and transformation rather than group bonding. It also helps ensure that students are working toward community goals

and gaining a sense of civic responsibility, rather than solely achieving their own goals. Reflection is a necessary component of all

of our work at the Office of Community Engagement and Scholarship, so our interaction with communities is responsible and productive, and contributes to student learning.

onononon engagement at William and Maryengagement at William and Maryengagement at William and Maryengagement at William and Mary

eflecting a guide for leaders and practitioners

Preparing for ReflectionPreparing for ReflectionPreparing for ReflectionPreparing for Reflection • No matter what the scale of the trip is, do something to

get everyone together before you go - it may get hectic

when you arrive. And it sets a good dynamic and tone.

• Set yourself up for successful reflection by orienting

and educating your group about the social issue you’re

addressing, and the community host.

• Think of questions to pose to the group before the

project, whether by asking them to ponder specific

questions, or giving them a two-page reading to look at

for five minutes before the project. This helps insure that

the project becomes an experience of education and

critical reflection, beyond simply service.

• Start post-project reflection by returning to those

questions, and building off of them. Don't let responses

just lie there; follow up on them and ask to go deeper.

• Think about the reflection setting ahead of time, so it's

not just in the van by default on the way home. Choose

somewhere quiet, where eye contact is possible.

• Keep to 15 people max; if bigger, break up into smaller

groups.

• Just put things out there - they will often spark a

longer conversation. Trust the group.

• Ask the group about how this relates to life back on

campus for them - the “now what?” part of the what -

so what - now what stages of reflection.

What What What What ---- So What So What So What So What ---- Now WhatNow WhatNow WhatNow What Most of your conversations will follow the what - so

what - now what track. Think of it as asking: “What

happened? So what does that mean? Now what do we

do?”

What is descriptive, asking for facts (what happened,

with whom), and gets at group interaction (how did you

work together?) So what is a shift from descriptive to

interpretive—it gets at the meaning for each participant,

as well as the feelings involved, lessons learned, and the

all-important why. Now what is contextual: it puts the

situation in a larger context, the big picture.

It allows the group to apply lessons learned and insights

gained into new situations, as well as set future goals and

create action plans.

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Some Questions to AskSome Questions to AskSome Questions to AskSome Questions to Ask

What surprised you today?

What strengths did you see in

today in students, community

partners, others?

What was most challenging?

Did what you experienced line

up with what you had learned

about the related issue(s)?

In what ways did you see the

effects of the historical,

cultural and political realities of

this community?

What would be a thesis of an

article you would write about

the issues we addressed today?

What will you still be thinking

about days from now?

How does this compare to

community engagement you’ve

been involved with before?

How was this the same? How

was it different?

Ideas & Tips for Quality Group ReflIdeas & Tips for Quality Group ReflIdeas & Tips for Quality Group ReflIdeas & Tips for Quality Group Reflectionectionectionection

• Contrast expert opinions; write a paper agreeing or

disagreeing with experts in terms of your own

engagement experience

• Create a contract or needs assessment with community

partners

• Debrief with community partners on site for lessons

learned

• Create a presentation for other students or community

partners

• Keep a group journal

• Blog together about your experience

• Display different photos from magazines/newspapers,

have people choose one that describes how they feel and

discuss

• Create art together - a banner, painting, collage, etc.

• Evaluating positives, negatives and possibilities

• Personal reflection: What two values do you live with as

most important? How does this relate?

• Write a letter to yourself. Create a list of personal goals

SourcesSourcesSourcesSources “Preparing for Reflection” and “Why Reflection is Important”

come from W&M’s Community Service Leaders and OCES staff,

2008-09.

“Ideas and Tips for Quality Reflection” come from William and

Mary’s Community Service Leaders and OSVS staff, 2008-09, and

“Creating Your Reflection Map” by J. Eyeler in M. Canada (Ed.),

Service Learning: Practical Advice and Models, San Francisco, 2001,

Jossey-Bass.

“What - So What - Now What” is from the Johnson State College

Break Away Site Leader’s Guide to Reflection, Laura Megivern, 2008.

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The Office of Community Engagement and Scholarship ◊ The College of William and Mary

Together, issue education, orientation and training combine to help students prepare for

quality community engagement. Each serves a pivotal role in helping move students

through the Active Citizen continuum from member to volunteer, volunteer to

conscientious citizen, conscientious citizen to active citizen.

Education, OrientatEducation, OrientatEducation, OrientatEducation, Orientation ion ion ion and Trainingand Trainingand Trainingand Training

a guide for leaders and practitioners

What is Issue Education?

Issue Education gives participants an understanding of the social issue their service addresses. With this

understanding comes the ability to think critically about the root causes of the social issue and one’s role in

alleviating it. Good issue education combines information on the social issue generally with specific

information on the issue in context of host community.

For instance, if you're going to do invasive species removal near DC, good issue education would utilize one article

on how invasive species affect local ecosystems and a website that discusses the invasive species present in the

location where you’re serving. Issue education comes in many forms from articles to presentations, video clips to

research.

Preparing for Issue Education

Think about the issue. What issue is your trip addressing? What do you know about this issue? What do you still

need to learn? As you make logistical preparations with your community partner or service site, ask them for ideas

on resources, articles, or aspects of the issue that participants should be exposed to before coming on the trip.

Be sure to think outside the box. Articles are great for discussing the issue in depth, but film clips, guest speakers

and mini-service projects with your team will help to widen your education. Remember, you’ll have a variety of

learners on your team so presenting the issue using diverse methods will help get everyone more

involved.

Making Issue Education Happen

For longer-term community engagement with consistent participants (for example, one- to three-week break trips

or year-long tutoring programs), involve participants in issue education. Create an education committee or

alternate leadership for education sessions among all participants. Doing so can increase the investment of all, as

well as the variety of topics and styles explored.

Weekend and one-day projects face an additional challenge in issue education because they have less time with

their team, but that does not make issue education any less pertinent or possible. Think about how to

communicate your message with a balance of efficiency and thoroughness. If you're traveling somewhere

overnight, you may want to show a movie Friday night after arriving on site. If you're doing a day trip, you can

find short articles to have participants read and discuss the day of the trip, 30 minutes before leaving.

Issue Education

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Sources and Contributors:

Break Away Alternative Breaks

Citizenship School manual,

Branch Out Student Directors,

Allison Anoll, Melody Porter.

What is Orientation?

Orientation helps participants understand the community partner they’ll be working with. It can come

from a variety of courses (a representative from the organization, the non-profit's website or introductory

materials, or past participants) and serves to teach the team about the mission, history, goals, and vision of their

community partner. This helps students understand their role in the larger goal of the organization.

Preparing for Orientation

Do your homework! Go online or call the community partner to identify key information about their

organization. Look for components in the work and organization that make it unique, and be sure to highlight

those with your team. Give participants as broad an overview as possible. If Orientation occurs on-site, have your

team come up with a list of questions to ask when the initial presentation by the non-profit is over. Come

prepared!

Making Orientation Happen

Quality orientation takes a little time, so ask your community partner how long to plan for, and add that time into

your hands-on service time.

ORientation

What is Training?

Training is skill-focused - it equips the team with the skills necessary to have a safe and effective trip. It

can range from basic safety with power tools to sensitivity training.

Preparing for Training

Get a good sense of the specific tasks your team will be working on with your community partner. Ask your

contact what skills your team will need so you can come prepared. See what your community partner

offers in terms of on-site training related to the work that you will be doing. If additional training is needed, get

the contact information of an agency, individual, or group that your community partner recommends.

Making Training Happen

There are many resources both on- and off-campus that can help with training. Home Depot and Lowes offer

safety training, which may be necessary for some sites. Housing Partnerships offers OSHA (Occupational Heath

and Safety Administration) training and certification, as well. If you are working with sexual assault victims, then

Sexual Assault Peer Advocates (SAPA) can help you learn how to approach a sexual assault survivor. These are

among the numerous types of programs that can help well prepare you for certain types of work.

Know that nonprofits’ needs may change quickly, so tasks may not be static from one day to another. Be flexible!

Training

EOT Ideas… Show a movie - Volunteer at a local agency that addresses a

similar issue - Attend a workshop - Invite a professor with

expertise in the area to speak - Take your team to a rally or

protest related to the issue - Read your community partner’s

annual report or newsletter - Meet with a group that’s addressing

the same issue in a different context (e.g. a national trip meeting

with an international team) - be creative! have fun!

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Major Issues Member Behavior Leader Role

Forming inclusion, individual identity

withdrawal, humor, silence

explain rules, purpose, goals, openness, honesty, clarity

Storming conflict, power, anger, rebellion, loss of purpose, questioned participation

attack group leaders, polarization of members

safe harbor, don’t panic, solve problems, clarify, teach, give direction

Norming group identity, what are the norms?, individual vs. group

testing, power struggles, establishing routines, failure to commit, formation of cliques

trainer, teach skills, empower, be patient, role model

Performing productivity, cohesion, pride, strong identity, accept responsibility, independent.

cooperation, enjoyment, productive group

reinforce, back off, let them go, challenge them, be a mirror

Transforming letting go, fear of leaving, nostalgia, loss, grief, loss of intimacy, denial of success, what’s next?, application of learning

withdrawal, blame, anxiety, sentiment, breakdown in skills, detachment

coach, support, affirm, focus on positive, solidify learning, validate experience, provide action plans, ceremonies, transition and closure

Team building and group process are key elements of alternative breaks: they increase the effectiveness of the team, build affinity for the program and the project, and further student learning by helping foster challenging and critical communication. While the elements of team building can feel simple and even sometimes corny (name games, anyone?), they work together to serve this higher purpose of effective, challenged and cohesive groups, who can address social issues with a common purpose. Alternative break leaders can ensure that their teams work with a common purpose by being attentive to group dynamics; adding boldness, sensitivity and little self-consciousness to team-builders; and responding to their team in the different stages of group process. Check ‘em out,

below - and work with your co-leader to plan for each stage with your team.

Teambuilding�for�effective�

alternative�breaks�

The�stages�of�Group�Process� � �������courtesy of Break Away

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They’re cheesy, they’re silly, they make you feel like a dork… but they work. Ice breakers, when led with enthusiasm and chosen appropriately, serve four important

purposes: for your team

• you learn each other’s names

• you learn important things about each other

• you build up a sense of common purpose by solving a challenge together

• you get used to each other (and prepared for long van rides) by getting up in each other’s

space.

So - as you and your co-leader think about how to build up a sense of community amongst your team, start with ice breakers. Focus on names & get-to-know-you’s first, and move

slowly into challenge- and space-focused activities.

Learning�Names�

alpha/ bday lineup

about my name silly or serious superlatives thank you cards

warm fuzzies

Learning�About�Each�Other�

nametag switch

two truths & a lie scar or tattoo stories

personal map/timeline blanket drop shake your buns/train wreck

Resources for good quality ice breakers include: teampedia.net - the Johnson State College handout (available from your student directors) - this handout!

Resources for this handout: Break Away’s ABCs manual, students at the College of William and Mary, and years that Melody Porter spent running around and participating in dorky name games.

Group�Builders�Vs.�Reflection�

It’s pretty common for teams to do group builders, and feel like they’ve done reflection,

because they’re more connected and thoughtful. But it’s important to remember that group

builders and reflection are NOT the same thing. Reflection involves focused conversation

and thought about social issues; group builders pave the way for effective reflection. So if

you want to do warm fuzzies or affirmations, do them, because they’re great - just

remember that those are group builders, not reflection.

Building�a�Common�Purpose�

thank you cards

warm fuzzies affirmations human knot

flip the boat navigator

Getting�Up�in�Each��

Other’s�Space�

jedi mind trick

look up look down birdie on a perch

knights and dragons

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Branch Out Site Leader Training Take-Aways whatcha want to remember & implement?

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Branch Out Site Leader Training Take-Aways whatcha want to remember & implement?

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Branch Out Site Leader Training Take-Aways whatcha want to remember & implement?

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Leadership Resources: Co-Site Leader Partnerships

Talking About Your Partnership

Before you dive into work with your co-Site Leader, talk about your strengths and weaknesses, ways you can balance each other out, and communication and other style issues. Coming to an understanding about these things before you begin to work together can help you avoid bumps in the road, and to talk about them more easily should difficulty arise. Topics to discuss – circle your natural response

• When communicating I like to TAKE TIME TO RELATE/STAY ON TRACK/BE CASUAL AND PLAYFUL/THINK BEFORE I TALK

• In communication, I dislike HESITATION/LOOKING STUPID/NON CONFORMITY/NEGATIVITY

• When communicating with me, I like people to BE SPECIFIC ABOUT EXPECTATIONS/BE KIND/SKIP THE SMALL TALK/BE INFORMAL AND LIGHTHEARTED

• If someone is speaking and I find something interesting to add, I ADD IN RIGHT AWAY/WAIT FOR THEM TO STOP BEFORE I ADD IT

• I prefer to PLAN MEETINGS IN DETAIL AND WELL IN ADVANCE/HAVE A GENERAL OUTLINE/NOT HAVE MUCH OF A PLAN AND PLAN AS I GO

• My schedule is STRICT/FLEXIBLE

• I prefer to do things EARLY/LAST MINUTE

• I prefer to LEAD A LARGE MEETING/MEET WITH SOMEONE ONE ON ONE/EQUALLY COMFORTABLE WITH BOTH

Please be specific!! My role in pairs is usually _______________________________________________ My role is groups is usually ______________________________________________ My role while leading a group is usually ____________________________________ My role as a subordinate is usually _________________________________________ My ideal partner is _____________________________________________________ My least ideal partner is ___________________________________________________ When I have an issue with a partner, I _____________________________________________ My ideal method of communication (i.e. computer, email, etc) is ___________________________ I prefer to do work during this time of day ______________________________________________ I stay organized by _____________________________________________________ My biggest weakness as a partner is _______________________________________________ Some Tips:

• Look for the best in others. It’s easy in a group dynamic, especially with people we might not get along with well, to focus on what that person does wrong, the skills they lack, and so on. Remember one good thing each person does, and one thing he or she brings to the table.

• Give a little, take a little. Regardless if you’re the group leader or a group member, compromise is key. Everyone can’t always be right; a group can’t take every possible path towards a goal. Remember, the end result is the most important thing. Be willing to bend a little and you’ll be surprised at how willing others will be to bend a little for you in the future.

• If you make a rule, go by it. Earn the respect of your group members by personally adhering to the rules you expect them to follow. Evaluate your rules, standards, and guidelines frequently.

• Be enthusiastic! Negativity is contagious. If you aren’t excited about your idea, don’t expect others to be excited either. Don’t allow group progression come to a screeching halt by being that person

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who is always nay-saying without offering alternatives; smile, get excited, and have fun because your programs will be much more successful if you are enjoying them.

• Admit when you are wrong. It’s hard to admit that your idea might not have been the greatest or that you might have been out of line in a comment to a fellow group member, but the acknowledgment will do tons to foster group unity.

• Don’t put things off. Procrastination: we all do it. No one likes it. Why? Because it causes a last minute frenzy which leads to stress, anger, and projects that are not as good as they could be.

• Be tactful. Sometimes tough things have to be said for the benefit of the group. Don’t launch a personal assault on a group member; keep criticism professional and not personal. Try the sandwich technique: start with a positive, go to a negative, end with a positive. Always praise publicly and critique privately.

• Say thank you! Two words that can change everything: thank you. People want to know that you understand the effort they’ve put forward; they want to know they are appreciated and that you don’t take them for granted. Say thank you and group members will be much more likely to continue volunteering in the future.

Tips for Working with a Partner

• Start off on a good foot. Start your relationship off right by getting to know one another and investing in your friendship FIRST before the planning begins. Get dinner together, go out for coffee, or just take a walk!

• Make expectations clear. Have clear, agreed upon meeting times. Decide primary means of communication and share contact information. State upfront the workload you face and discuss how together you will manage projects. When dividing up tasks, make sure to take notes for later reference.

o You might find it helpful to track your progress in planning in a shared electronic format, such as the Project Worksites offered by Google: http://www.google.com/sites/help/intl/en/overview.html

• Talk early and talk often. Pay extra attention to times over academic breaks when you still may need to accomplish Branch Out tasks.

• Just talk about it! If you’re having trouble finding times to meet or feel one co-leader isn’t pulling his weight, vocalize these tensions or talk to your advisor. Don’t let them fly by unresolved because they can lead to bigger problems later.

• Set goals. Establish a clear timeline as to when goals should be accomplished and hold each other accountable. If you want, ask your advisor or student directors to share in the accountability and check-in on your progress.

• Be Constructive. Give yourself time to think through your criticism before sharing so that you can maintain the health of the relationship while sharing your perspective.

• Recognize your strengths (…and weaknesses). Knowing your own strengths and weaknesses helps inform your partnership so that you can share the work. If you’re not organized and your partner is, don’t volunteer to manage the money!

• Share the work. Make sure you spread the work evenly so that both parties feel included but not overwhelmed.

Source: William and Mary Office of Student Activities

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Leadership Resources: Conflict Resolution Conflicts are unavoidable in life, and you never know when conflict might arise on an alternative break. If conflict is not handled well, the results can be damage team dynamics, cause disengagement from or aversion to the alternative break experience. But here’s the good news: Conflict is not necessarily a

bad thing! If resolved effectively, conflict can provide opportunities for personal growth including

• Increased understanding: well-resolved conflict may enable participants to expand their understanding of the issue and gain perspective based on diverse insights

• Increased group cohesion: effectively resolved conflict may enable participants develop stronger mutual respect

• Improved self-knowledge: conflict pushes individuals to examine themselves and defining and prioritizing values

Styles of Conflict Resolution

There are a number of different conflict resolution styles, some of which are better for certain situations. It is important for you and your co-leader to know which styles you tend towards so you can develop a conflict resolution plan together. Which style do you use most often?

Competitive: People who tend towards a competitive style are decisive, take a firm stand, and know what they want.

• This style can be useful in an emergency or when decision needs to be make fast but can leave people feeling hurt and resentful when used in less urgent situations.

Collaborative: People who tend towards a collaborative style try to meet the needs of all people involved and acknowledge that everyone is important.

• This style is useful when you need to bring together a variety of viewpoints to get the best solution.

Compromising: People who tend towards a compromising style try to find a solution that will at least partially satisfy everyone, and expect everyone to give up something to get something.

• Compromise is useful when those involved in the conflict are a standstill and a decision needs to be made.

Accommodating: People who tend towards an accommodating style are generally not assertive but are highly cooperative and may be persuaded to abandon a position when it is not appropriate.

• Accommodation is appropriate when the issue matter more to the other party or when peace is the most valuable objective.

Avoiding: People tending towards this style generally evade the conflict entirely and don’t want to hurt anyone's feelings.

• This can be appropriate when the controversy is trivial, or when someone else is in a better position to solve the problem.

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Once you and your co-leader know each other’s styles, you can think about the most appropriate approach (or mixture of approaches) for situations you may encounter. Think about your own instinctive approach, and how you may need to change this or rely on your co-leader for effective conflict resolution. A Model for Conflict Resolution

Listen

• Use active listening skills to ensure you hear and understand the positions and perceptions of those involved. Restate or paraphrase to ensure that you are accurately hearing the perspectives of those involved.

Respond

• Identify and clarify the issue. Affirm the perspectives those involved. Use “I” statements and focus attention on the issue rather than the people.

Expand common ground

• Identify common ground. Add relevant information. Agree and establish objective facts, then encourage those involved to consider the issue in a new light, exploring perspectives together.

Reference: Mind Tools Toolkit on Conflict Resolution, Available from

http://www.mindtools.com/pages/article/newLDR_81.htm

Leadership Resources: Leading Effective Meetings Don't meet if you don't have to.

• "Is a meeting the best way to handle this?"

• Meet regularly, same time, same place. Work out meeting "arc" before each semester. (Alternate fundraising, education, logistics.)

Set concrete objectives for the meeting.

• What, specifically, do you want to accomplish? What is the best way to do so? Have an agenda. Share it in advance. Follow it in the meeting.

• Ask for input on the agenda ahead of time, but at the beginning of the meeting, ask for additions.

• Estimate how much time each piece will take. Sometimes even writing the times down helps people to get on board and stay on task.

At the meeting

• Start with a greeting, check-in, energizer, to see where people are and how they are. Follow the energy of the group.

• Start on time, end on time. Show respect. Have someone besides you take notes.

• As part of those notes, there should be a task matrix - what needs to be done? By whom? By when? Who will follow up on these things? Make all of this part of a follow-up email so people remember what they're supposed to do.

Mix it up.

• Don't facilitate every meeting the same way. Have people cover different topics. Assign them ahead of time.

Close the meeting

• Don’t just end it and leave; have people share last words or some other sum-up exercise. Evaluation

• Meet with co-leader for a sec afterward to see what worked, what didn't, what needs to be followed up on in different ways

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Leadership Resources: Logistical Information How to Book Rooms

Contact Information

Scheduling Office - Office of Student Activities Campus Center 209 Phone: 757-221-3272 Facilities Coordinator: sskeating@wm.edu http://www.wm.edu/offices/studentactivities/scheduling/students/index.php Weekly Meetings

Weekly meeting locations can be scheduled through the Scheduling Office in the Campus Center - see contact information above. You must fill out a Student Request Form to schedule locations on campus. Forms are available in the Scheduling Office and can be filled out/ turned in any time the Campus Center is open. **Requests can take several days to process** To ensure a location - be sure to list alternate dates, times and locations that would work for team meetings.

• Locations include most rooms in academic buildings - to see a full list of academic building locations see this document: http://www.wm.edu/offices/studentactivities/documents/roomsavailable_scheduling.doc

• To view available spaces for major campus venues such as the Sadler Center, Campus Center, etc. please refer to the website listed above.

Major events/ Event Planning

The scheduling office is available to help you schedule major events for any organization.

• Take note - popular times slots for larger rooms such as the Sadler Center conference rooms (York, James, Colony) can fill up quickly. Reserving rooms like the Commonwealth Auditorium or Phi Beta Kappa Hall sometimes take months of preparation to guarantee a slot on a certain date/ time.

• The scheduling office holds a scheduling lobby for many of these spots that is held in late September for the scheduling of meetings/events for the Spring Semester and late March for the scheduling of meeting/events for the Fall Semester. Please refer to the scheduling lottery web page for further details: http://www.wm.edu/offices/studentactivities/services/schedulinglottery/index.php

o Essentially - if you are planning a large event that must take place on campus,

schedule these events as early as possible to make sure you can get a room/ space

that is appropriate for your activity.

o Work requests for electrical or carpentry needs, outdoor tables, chairs and fencing

must be filed with the Office Manager at least two weeks prior to the event.

o Extra charges will be associated with these work requests and the student

organization will be billed. Organization is responsible for any damage to

equipment.

Van Certifications

Van certification is necessary for any person to drive a university van or vehicle in any capacity. Being van certified and/ or having as many people in your organization van certified gives you more flexibility

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when driving and will greatly increase the capability for transporting various people for Branch Out activities. Whether it be for transportation to a fundraiser or driving to a community partner or worksite, being van certified is highly convenient for many Branch Out roles. Van Safety Training

In order to drive a university vehicle (car or van), a student must be Van Safety certified by W&M Police though the Van Safety Training. Any student who has previously taken and passed this class does not need to retake the class; you are still an approved driver for college vehicles. You CANNOT drive any college vehicle without this training. Individuals who have had a moving violation within the past year are not eligible to participate in this training to become certified. To reserve a space in a training session, please come to the Office of Student Activities (Campus

Center 203) at least one week in advance. If classes do not have at least 5 people registered by 5:00 p.m. on the Thursday before, the class will be cancelled.

When you register, you will be given a W&M Police Department Van Driver Training form that must be filled out and taken to Campus Police 5 days in advance of your scheduled class. Each class is limited in size so plan ahead and schedule your space early. If you have any questions, call Student Activities at 757-221-3300. All classes are held in the conference room in the student activities office on the second floor of

the Campus Center. A current semester class schedule can be found at:

http://www.wm.edu/offices/studentactivities/services/vansafety/index.php

Student Driver Authorization

Under the university's Vehicle Use Policy, you are required to complete a Student Driver Authorization Form prior to driving

• a university vehicle OR

• a personally-owned vehicle on university business or for a university-related activity (each as defined in the Policy) where you will be driving another student or seeking reimbursement (applicable if you are also an employee of the university).

Van/ Vehicle Rentals Student Activities

Student Activities have van available for transportation for any official student organization on campus. Requests for vehicles can be obtained and must be submitted at least two weeks in advance to the Office

Manager in Room 203 of the Campus Center. To rent vans, you must have enough Authorized Student Drivers to cover the mileage that you will be covering (see Van and Driver Certification section above) and must follow all policies all policies and procedures as set forth by the Office of Student Activities. Office of Community Engagement and Scholarship

OCES also has vehicles and vans available for limited use by affiliated organizations. Like the SA vans and vehicles, a student must be authorized through the College of William & Mary to operate an OCES vehicle.

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For vehicle reservations, please contact Liz Gentry in OCES for reservation details: 757-221-3263, megentry@wm.edu. Van availability may be subject to limited times depending on current reservations, so please make arrangements at least two weeks ahead of the planned trip. Vehicle use MUST be related to an OCES/ volunteer related activity, and mileage is carefully monitored. Use of vehicles for personal use is strictly prohibited.

TIPS Training TIPS is a training program sponsored by the Office of Student Activities and Office of Health Education at the beginning of each semester. The purpose of TIPS is to train designated members of your organization to be effective and responsible event managers.

• In order to sponsor an event with alcohol, you must have members that have undergone

TIPS training. TIPS training must be attended each academic year (not calendar year).

• Sessions are offered both in the Fall and the Spring, with a more limited number of available slots in the Spring.

• Students must register for the session by calling the Student Activities Office at 757-221-3300 or by email at darepe@wm.edu . Please specify which session you will be attending. Classes will be limited to 40 students. If you have never taken the class before, sign up for TIPS I. If you have taken the class in previous years, sign up for TIPS II.

• A current semester class schedule can be found at:

http://www.wm.edu/offices/studentactivities/services/tips/index.php Publicity Guidelines and Regulations

Free forms of publicity/ advertising

• W&M TV - Contact Assistant Director of Technical Services for the University Centers: 757-221-1335

• Electronic Sign - Available in the Campus Center. Contact Campus Center Candy Counter at 757-221-3435

• Flat Hat - fhnews@gmail.com

• W&M News - call 757-221-2639

• Dog Street Journal - www.dogstreetjournal.com

• Student Happenings

• Facebook events

• Residence Life/RAs

• Campus Radio web.wm.edu/so/wcwm

• Listservs: Volunteer-l, Culture-l

• W&M news

• Virginia Gazette – www.vagazette.com

Paid advertisements

• Flat Hat Advertising - flathatads@gmail.com Regulations for posting flyers on campus

Recognized student organizations, departments and offices at the College, and members of the College community may place posters on kiosks, bulletin boards, and other specifically designated areas around

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campus. (Posters shall be defined as signs, advertisements, handbills, announcements, and other informational devices.) Posters may be placed on campus bulletin boards with the following provisions:

• They may not exceed 14 inches by 22 inches in size.

• They must carry the name of the sponsoring organization and the date (week) of posting.

• Posters must be removed at the end of two weeks unless an extension is granted.

• No advertisements offering paid for research may be posted on campus. The College reserves the right to remove information posted in violation of this regulation.

Banners that exceed size restriction must get approval. Banners, signs and posters may NOT be

posted or hung on trees, poles, walls, doors, windows or fences without permission. Use of sidewalk chalk is forbidden.

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Suggested Readings

Privilege

“Unpacking the Invisible Knapsack,” Peggy McIntosh: http://www.nymbp.org/reference/WhitePrivilege.pdf Privilege, Power and Difference, Allan G. Johnson

Ethics of International Service

“International Service Not Worth the Cost,” Long Vinh: http://flathatnews.com/content/69902/international-service-trips-not-worth-cost “Poverty Tourism Can Make Us So Thankful,” Kent Annan: http://www.huffingtonpost.com/kent-annan/poverty-tourism-can-make-_b_803872.html

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Group Agreements When the team is together on an Alternative Break, we recommend that you draw up a group

agreement between members, in order to keep things running smoothly. A group agreement can cover everything from how the team will behave, to what electronics are permitted on the trip, to how free time will be spent. Teams often function more smoothly when a team agreement is agreed on prior to the alternative break, thus setting the standards and expectations of each member. Here are some things to consider:

Electronics

Cell Phones

• Will team members be allowed to carry their own cell phones on them?

• Is there a specific time/place for cell phone usage?

Music, iPods & portable entertainment

• Do you want to consider a no-iPod rule for some of your travel time, to encourage conversation?

• Can team members bring their own mp3 players?

• When can these mp3 players be used?

• Should the team create a team playlist beforehand?

• iPods can be helpful for journaling and individual reflection time.

Laptops/Computers

• Are team members allowed to take their own laptops?

• Should one person carry a laptop?

• When are team members allowed to use the Internet? Is it restricted? Cameras

• Taking photos of strangers or children without permission objectifying.

• When is it permissible to take pictures?

• Should the team rotate days to take pictures?

• Have you asked your community partner about photo-taking rules?

• Have you discussed your team guidelines for sharing and posting photos online? Discuss and agree on some general guidelines.

Alcohol

All Branch Out alternative breaks are alcohol- and substance-free. All participants and leaders in Branch Out Alternative Breaks programs are not to consume alcoholic beverages and/or illegal drugs while participating in an alternative break trip. Consequences of violating the policy include:

• The individual who violates the policy will be asked to leave the trip after the violation, at their own expense.

• Individual or group meeting with Site Leaders/Team Leaders during the trip, and meeting with Site Leaders/Team Leaders and OCES staff upon return to campus.

• Referred to the Dean of Students Office for violating the Student Code of Conduct's Alcoholic Beverage Policy, and Failure to Comply with Directions policy. Sanctions range from a warning to suspension.

Should an entire team decide to violate this policy, the group will be removed from Branch Out membership for the current and following year.

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Discussing this with your group will help your group come to a common agreement to abide by the policy, and reduce the need for Site Leaders to enforce the policy on their own.

• What happens if a member consumes alcohol during the trip?

Group Behavior

• Do you need to have a buddy system in place? If so, how many “buddies” do there need to be?

• Go over the group contract together and have everyone sign it. What are the consequences of breaking this contract?

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This is a voluntary partnership between the _______________________ at the College of William and Mary and ________________________________________. Branch Out’s mission is to engage students in quality alternative breaks so that they become active and educated members of society. Our alternative break trips focus on specific social justice issues. Branch Out and our community partners work to provide meaningful pre-trip education, direct service, reflection on the issues and experiences, and resources for continued engagement. Our goal is not simply to organize week-long trips, but to develop students to become informed, active, and engaged citizens, while meeting critical community needs. This site agreement takes effect when signed by both parties. The College of William & Mary assumes the following responsibilities:

• Student Site Leaders will serve as an active liaison between the college and the site both before and during the trip.

• Participants will be prepared through pre-trip education, orientation, and training for work on projects that involve strong direct service and community interaction.

• Participants will prepare for the unexpected and be flexible when necessary. The Alternative Break Service Site assumes the following responsibilities:

• Designate a coordinator to serve as liaison with William & Mary.

• Communicate with Student Site Leaders before the trip during the planning period.

• Provide on-the-job training, direction, and supervision to all volunteers working with the site.

• Undertake reasonable measures to ensure the safety of the working environment for volunteers.

• In case of unexpected problems or projects being completed quicker than anticipated, provide back-up projects, so participants can be of the most assistance.

By signing, the parties indicate their agreement with the responsibilities outlined above. _______________________________ ___________________________ Site Contact Name Date _______________________________ ___________________________ Melody Porter Date W&M Contact: Melody Porter, Assoc. Director, OCES; mcporter@wm.edu; ph. 757-221-7639; fax 757-221-2452; Blow Memorial Hall Room 326, PO Box 8795, Williamsburg, VA, 23187-8795. Alternative Break Host Site: Site Contact Name: Phone: Address:

Email:

Office of Community Engagement and Scholarship

The College of William and Mary Branch Out National Alternative Breaks Site Agreement

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Branch Out Regional Resources

BOR Semester Timeline

3 weeks before the semester begins

Initial Contact With Host Site (email AND phone call

2 weeks before the semester begins

Post the following to the BOR Planning Log -Finalized trip dates (confirmed with the community partner) -Community partner goals: What does the community partner want out of this experience? -Creative trip name developed with community partner: issue focused and appealing

4 weeks before your trip

Post the following on the BOR Planning Log and bring it to Advising meeting #1 1. Blurb: should be enticing and contain a) nature of direct service, site b) location and time of departure and return c) pre-meeting time and location d) any other information a participant should know 2. Budget 3. Publicity plan

3 weeks before your trip

Post the following on the BOR Planning Log and bring it to Advising meeting #2 1. Issue Education plan: resources, activities, local experts

The week before your trip

-By Monday: contact and get any final details from your community partner -When trip is full or registration is closed (whichever comes first)- Contact all participants (Note this on the planning log) -Hold pre-trip meeting (Post agenda on the planning log) -Friday: Get van keys, OCES liability forms, deposits, roster

The day after your trip

Send Student Directors and Melody a full trip report: who came, what did you do, community partner feedback, overall evaluation, any issues/ concerns

The week after your trip

-Send all participants a reorientation email providing resources, opportunities, contacts for further involvement -Have a post trip meeting with Student Directors to discuss how the trip went, future suggestions

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Branch Out Regional Trip Checklist

Before the semester begins

• Initial phone call and email to community partner

• Confirmed trip dates decided with community partner and posted to planning log

• Develop a trip name with co-site leader and community partner

4 weeks before the trip

• Site agreement with community partner

• Develop a blurb with co-site leader and community partner including nature of direct service o Community partner description o Date and time of departure/ return

• Post blurb to planning log

• Inform site directors of foreseen expenses (accommodations, tolls, food, supplies)

3 weeks before the trip

• Begin publicity

• Facebook event

• Email to relevant classes/ organizations

• Personally invite at least 3 people

2 weeks before the trip

• Find relevant issue-education resources, contact local experts

1 week before the trip

• Confirm details with community partner

1-2 days before your trip

• Print maps/ directions to site

• Pick up roster, deposits, tshirts, liability forms and van keys from the OCES office

• Send a pre-trip email to all participants with a tentative agenda, information about appropriate clothing and materials to bring, and links to issue education articles/ videos/sites, etc

On your trip

• Do a group builder/ icebreaker

• Fill out liability forms

• Return deposits, hand out tshirts

• Discuss issue education material

• Assist community partner in site orientation

• Ensure that all participants are actively participating in direct service

• Facilitate a reflection activity

• Thank your community partner

After your trip

• Post trip report posted to log

• Send a thank you to community partner

• Send a reorientation email to participants telling them about how to stay involved in the issue

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Branch Out National Resources

Timeline for Site Leaders

After first SL training:

• Initial phone call and email to community partner (Explain nature of the trip, ask the community

partner for their goals, let the community partner know you would like any educational or

training materials)

• Confirmed trip dates decided with community partner

• Develop a trip name with co-site leader and community partner

• Initial phone call with assigned housing to confirm dates

By the end of November:

• Weekly advising with your student director and weekly training with all of BON

• Site agreement with community partner

• Develop a blurb with co-site leader and community partner including nature of direct service and

community partner description

Over winter break:

• Help publicize recruitment of team members

• Find relevant issue-education resources (contact community partner and local experts); post on

branchout.wmwikis.net

• Plan four pre-trip meetings

During Late January/Early February:

• Lead pre-trip meetings

• Finalize plan for trip including:

o Time and place for departure and arrival

o Trip itinerary (and give this to your advisor and Melody)

o Additional training/education from community partner

o Contact WM alumni office in your location to set up activities for free time

o Confirming housing and what facilities you have exactly, especially cooking facilities (Do

you need towels, bedding, food, cooking utensils)

o Gather recipes and decide how you will be cooking/allocating food

o Gather all liability forms for Branch Out, community partner, and housing

o Finish reorientation plan (and give to your advisor)

During the week before trip:

• Print maps/ directions to site

• Pick up van keys from assigned

• Pick up check from the Bursar’s office, if you are the Moneypenny for your trip

• Pick up shirts, first aid kit, etc. at the Mullet meeting

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After your trip:

• Send a thank you to community partner

• Return keys, receipts & change, first aid kit, all to the places you got them

• Participate in Branch Out reorientation

• Organize trip-specific reorientation (formal and informal)

• Send a reorientation email to participants telling them about how to stay involved in the issue

Sample Pre-Trip Meeting Agenda

Meeting 1

Goals: Learn every one’s name. Familiarize them with organization. Complete all paperwork.

Introductions

• Introduce ourselves (5 minutes)

• Name Game: The Story of My Name (20 minutes)

o Name, Major, year

Group Builder: Connection (10 minutes)

Logistics: (15 minutes)

• Talk about your host organization—Mission, Objectives, Service Projects

• Give participants information packet—exact times/dates you will leave and return, your

contact information, any additional info about the organization

• Decide on a weekly meeting time (whenisgood will be emailed)

Announcements: Instruct them to bring journals for meetings and reflections

For next week... (Sent out over email)

Assignments: Readings about issue

Meeting 2

Goal: Establish team goals and begin issue education; participants should feel Informed generally about

the issue and why they want to be on the trip

Names—ball game (5 min.)

Why are we here? Share. (3 min.)

Active Citizenship Continuum

• Explanation: http://www.jmu.edu/csl/images/print_continuum.jpg (3 mins)

• Where are you? Activity (5 min.)

o Discussion: How does this impact our understanding of service? Are you

surprised? Motivated or discouraged?

Goals and Expectations

• One Liner Activity: What are your expectations for the trip? OR What is your personal goal for

the trip? (5 min.)

• Discussion: What are our expectations for the team? What do they expect to get out of the

trip?

o Cooperate under stress

o Support each other even when we feel weak

o Function as a unit

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o Grow together as people from diverse backgrounds and perspectives

• Create team goal list (5 min.)

o Our Goals: Everyone learn something and physically survive.

o Understanding issue as it affects Americans and how issues interconnect in area

o Learn the policies that perpetuate poverty and inequality

o Get/Stay involved with Branch Out

o Move from charity to Justice

Group Builder: Human Knot (5 min.)

Issue Education

• Smaller Group Discussion

o What struck you about the statistics?

o Is poverty more or less widespread than you expected?

o How did you feel in the Hunger 101 experience? (Talk about the reality)

• Video/multimedia

• Mindmap Web (10 min.)

For next week… Assignments: NONE.

Meeting 3

GOALs: Acquaint team with location and organization; participants will be informed specifically about the

issue in Baltimore and beginning to form questions/opinions of what their experience will be/how they

will become a part of the issue

Name Game: Name-Action (5 minutes)

History of location of trip (20 minutes)

• Think of the web: Establishing relationships between issues

• General reflection

• Historical events

• Current Politics

Group Builder: Evolution (10 minutes)

About Organization (20 minutes)

Free time Planning

Meeting 4

GOAL: Participants will be informed of logistical issues and prepared intellectually to leave for the trip

Go over ASB Handbook

• What to do on Sunday!

• What to do on Thursday

• What to pack!

• Money to bring!

• Cell phone policy

• Lap-top policy

Group Builder: Picture Telephone *BRING PAPER SLIPS

Break into groups for meal planning

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Feelings about the trip

• Creating a safe-zone

• Importance of reflection on the trip and why we'll be doing it

• Concerns?

• No lap-tops- plan ahead!

Recipe Fun!

One of the best challenges of preparing for an alternative break is planning for meals that people will eat

and enjoy, while staying within budget. Site Leaders in the past have begun this document for sharing

recipe ideas – check it out, and share your own!

https://docs.google.com/document/d/1gziX8IN14dCnBLzUCgGG-OLBkUhHz9XRWjhJ-

5AJm7c/edit?hl=en&authkey=CObpwosD

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Branch Out International Resources

Branch Out International Timeline for Site Leaders

Beginning of Semester Schedule/ Timeline

Summer before Fall Semester

• Site leaders should be chosen - establish initial contact/ continuing contact with Host Site

• Finalize trip dates before team selection

• Email and phone (if possible) to confirm partnership

• Submit dates to Branch Out Int'l (Melody and Student Directors)

• Generate trip goals/ learning objectives/ expectations with co-leader

• Begin to generate project goals and outcomes with community partner

1 week before Fall Semester

• Prepare posters/ flyers/ etc. for Fall Recruitment

• Prepare BOI Information Powerpoint slide

• Prepare BOI Trip Participant Application supplement questions and submit to BOI SDs

1st Week of Fall Semester/ Orientation Week (Aug. 21-27)

• Site Leader Retreat (Weekend of August 27th, 2011)

• Recruitment information on Student Happenings/ Volunteer Listserv, etc.

• Activities Fair (working Branch Out table)

• Create budget for team based on how many team members you will have, fundraising goals throughout the year, expenses, etc.

2nd Week of Fall Semester (Aug. 28 - Sept. 3)

• BOI Information Session and/ or individual team information sessions

3rd-5th Week of Fall Semester (Sept. 4 - 24th)

• BOI Applications due by end of 5th Week

• Generate and review interview questions with co-leader

6th Week of Fall Semester (Sept 25 - Oct. 1)

• Interview candidates for team membership

• Preferred Rosters due to BOI SDs by end of 5th Week!

• Rosters finalized (Usually by October 1)

• Choose team Fundraising Chair

7th Week of Fall Semester (Oct. 2 - 8)

• First team meeting: o Trip deposits due (~$300) o Review trip goals/ expectations/ learning objectives o Begin Education, Orientation and Training components into meetings o Begin getting items for BOI Auction

• Passport information! Make sure everyone has an up-to-date passport that does not expire until six months after trip is complete. - Check needs for visas – including special considerations for team members who are not US citizens

Rest of Semester guidelines

• Fundraising - active communication with fundraising committee chair

• BOI Auction items

• Individual team undraising initiatives (Yardwork/ leaf raking)

• Letter Writing Campaign (BOI Sponsored letter-writing event)

• Continue Issue Education, Orientation and Training

• Introduce Active Citizenship Continuum

• Start doing team reflections, discuss plans for reorientation

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• Do something fun with your teams! (bowling, karaoke, etc.)

• Stay in contact with community partner to continue developing goals & timeline for what you will do with them

• October: financial aid applications due, all team paperwork due (Health/safety information, travel health insurance information - part of required forms)

• All team members should make appointments with travel health

Week-by-Week Countdown to Trip

2-3 Months before departure

• Team Roster finalized and submitted to Melody

• Review vaccination guidelines (some vaccinations need multiple return visits)

• Passport information verified and COLOR photocopies made of passports

• Register trip with local embassy

• Confirm dates/ source itinerary from host site

10 Weeks before departure

• Remind team members to get required vaccinations

• For countries w/ malaria - visit doctor to get malaria pills, etc.

6-8 Weeks before departure

• Fundraising push (between Fall and Thanksgiving Break for Winter Teams; Winter Break for Spring Teams)

• Shoot to have 2/3 of funding secured with 6 weeks left to go

• Plane tickets should have been bought (waiting much later will just warrant higher ticket prices)

• Verify that everyone has up-to-date passports *again*

• Continue following news about your country & issue

• Hit issue education hard in team meetings

• Schedule guest speakers related to the topic

4 Weeks before departure

• Should have in-country itinerary by this time - review all dates, etc. Submit to Melody & your advisor.

• Have members contact professors if they'll be missing any classes/ write letters to professors/ Dean of Students Office if necessary

• Arrange for transportation to/ from airports and housing the night before/ after the trip if necessary

• Develop a Group Agreement with your team, including use of technology, simple living, substance-free

• Continue with strong issue education – don’t let fundraising get in the way of the purpose of the trip!

2 Weeks before departure

• Vaccination checks

• Should be in nearly constant communication with community partner

• Email parents with your itinerary and contact information for - - W&M Branch Out International, in-country contact and all other important contacts (flight numbers, etc. also)

• Check State Dept Website to see if any travel warnings come up

• Distribute packing lists, etc. for review by the team

• Secure international cell phone/way to get your phone to work in-country in case of emergency

1 Week before departure

• Emergency Information trip packets will be handed out by BOI SDs and Melody

• Review all pertinent safety information with your team

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• Emergency contact info

• Passports! Make sure everyone has them. And visas!

• Consistently check the news and be in touch with your community partner. Confirm and re-confirm trip plans (it's almost too late to cancel now)

• Submit trip itinerary to Melody with all appropriate in-country contact information.

• Pre-trip Meeting with team - final checklists

• Withdraw all necessary money from the bank for in country expenses, airport fees, baggage fees, etc.

• Double-check finances one last time (this should be an on-going process)

• Confirm tickets with airline

Day before departure

• Passports - got em'

• Make sure you have emergency contact information for all trip members

• Double-check lodging/ transportation to/ from airports

• Confirm (one last time) flights with airline

• Confirm with community partner that you are indeed coming

• Double-check that you have cash on hand/ finances squared away

• Reminder email to parents - restating contact information and itinerary.

Departure Day! - Passport, airport fees, etc.

During Trip • In-country arrival orientation (where the hotel is, policies, procedures, meeting points, etc.)

• Do an ice breaker

• Ensure that all participants are actively participating in direct service

• Stay in constant communication with community partner to ensure that you’re achieving their goals

• Facilitate daily reflection activities

• Discuss reorientation activities/ procedures DURING the trip

• Integrate in Issue Education, Orientation and Training knowledge

• Be sure to integrate discussion about learning objectives/ goals, etc. that you all created at the beginning of the year

• Try and identify participants who would make solid candidates for next year's leaders

• At least one update email/ blog post to parents of participants

1 Day/ 1 Week after trip

• Reorientation activities/ plans - DO THEM

• Reminder email to all participants about reorientation opportunities, resources, etc.

• SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis of trip with your co-leader

• Post-trip advising meeting with Student Director/ Advisor

• Thank-you to community partner

2-4 Weeks after trip

• Continue contact with team for reorientation

• New site leader selection process - application and interview process in conjunction with BOI

• After new site leaders are selected, hold official transition meeting between current and new site leaders

• Branch Out International Trip Membership Applications due mid-March

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Fundraising Tips

When thinking about fundraising, it is most important to balance fundraising with other aspects of pre-trip preparation. It should be a part of pre-trip coordination and team activity, but not the ONLY focus by any means.

What is the role of fundraising on your team?

• Covering travel cost and other expenses but also covering supplies and donations (depends on the group).

• Both goals are covering costs that come out of team members' pockets

General Guidelines for fundraising:

• For any fundraiser, there should be a cost-benefit analysis going into whether or not you should do it: If you're not making minimum wage for the amount of effort you put in, it's probably not a worthwhile fundraiser.

o i.e. if you sell Holiday wreaths, and you have to spend countless hours buying and making the wreaths but only make a minimal amount of money off of few sales, it is not the best use of a team's/ team member's time.

• Applying for grants is sometimes a decent option for teams, but usually work best for trips with learning partners (professors). If you/ your team would like to have a workshop on grant writing please consult the Student Directors or Melody - like all fundraisers there are costs and benefits to receiving grant money. For most grants, you need to be incorporated as a 501(c)(3) nonprofit, and it is often not worth the time and trouble of doing this, when you do a cost-benefit analysis.

• Fundraising is very competitive on campus - try and work together with other teams to coordinate fundraisers so that teams are not stepping on each other's toes (i.e. having four donut sales going on at one time).

• Make sure you have a fundraising chair/ Fundraising committee member that can

coordinate fundraisers for the team with the rest of Branch Out International.

"The Ten Most Important Things You Can Know About Fundraising"

Source: Kim Klein from Grassrootsfundraising.org

This article is a great supplement to any organization about how to go about properly fundraising/ requesting money from various parties. It gives a few key tips good for many situations:

• You MUST ask for money, people will not simply give it to you - you must have a succinct reason (sales pitch) for people to donate to your organization/ cause

• Thank before you bank - Thank-you notes, etc. are key - they do not need to be fancy or long, but a simple message will do. If you do not have time to thank donors, you don't have time to have donors.

• Donors are NOT ATMS - to not rely on them for emergency funding and do not keep in touch with them just for the sake of being a reliable source of cash. Do NOT make your donors feel like you are simply using them.

• Most money comes from people, and most of those people are not rich - raising money does not necessarily need to come from wealthy philanthropists, and indeed 7 of 10 adults give donations to one cause or another.

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• People have the right to say no - No one is obligated to support your group and do not overly pressure people to donate when they have no desire to - guilt trips, tricking or manipulating someone into giving will NOT work as a repeat strategy.

• To be good at fundraising, cultivate three traits: o a belief in the cause for which you are raising money and the ability to maintain that belief

during hard times

o the ability to have high hopes and low expectations - you will often be pleased but rarely disappointed.

o faith in the goodness of people.

• Fundraising is a means to an end, a way to promote a cause.

• Fundraising should not be confused with fund chasing, fund squeezing, or fund hoarding. o fund chasing - You should not be chasing grants and drifting away from your mission just

for the sake of raising more money. o fund squeezing - cutting back on expenses does not equal "how can we raise more money"?

o fund hoarding - putting away money for a "rainy day" is not the same as having a state of finances where no situation seems important enough to warrant the use of the savings - that money isn't doing anything just sitting in a bank account.

• Fundraising is an exchange - people pay you to do the work they cannot do alone!

• Fundraising is NOT begging - it should be compensation for the work that you/ your organization is doing.

• Planning is key and is a 4-step process: plan, plan, plan and then implement your plan.

Letter Writing

Why do personal solicitations matter?

• It is chance to tell your story - personalize the letter to explain why you applied and what you hope to gain from the experience

• They unite the group in a common cause without placing specific monetary goals on the participants

• They are the most effective means of fundraising

• They can also be a way for you to educate people you know about the issues and communities you care about

Who Should You Approach?

• Home Community (Civic Organizations - Rotary, Ruritans, etc., Religous community)

• Friends

• Employers and co-workers

• Mentor(s)

• Family members (try not to ask the person you always ask for help from) “Friend-raising”Activity

It can be daunting to think of whom you should write to, and often we end up thinking of the same 10 people. Using this activity can help you break out of that box, reach out to people you haven’t talked to in a while, and spread the word about your issue even further and more effectively. It is important to think of your letter-writing as an opportunity to connect with people, not just a time to ask for money. How to do it:

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• Come up with 8-10 categories of people (high school teachers, coaches, neighbors, etc.)

• Spend 30 seconds for each category just listing names (no second thoughts!)

• After you've brainstormed for every category, put a star next ot the 10 people you want to reconnect with.

• This is BreakAways's most successful letter-writing strategy!

Letter Writing Campaign Tips

• Talk to the donors so the letter won't be a surprise when it arrives.

• Make your case quickly – describe your project and what problem it will solve.

• Appeal to hearts first with a short description of your alternative break. Make it personal and passionate! Facts and figures to follow.

• Paragraphs and bullets should be no more than 3 sentences or items, but make the letter longer to fully explain your service!

• Ask directly for the donor’s help. Tell them how much to give. Providing at least a minimum will help guide the reader.

• Appeal to the donor’s sense of urgency by providing a deadline. “We need these funds by ___ in order to fulfill our service trip’s mission”

• Include a P.S.! See attached examples.

• INCLUDE A HAND-WRITTEN NOTE! This leads to an 80% higher response rate, according to Break Away.

• Make follow-up phone calls 1-2 weeks after mailing the letter.

Fundraising Brainstorms: These are brainstorms from 2010-11's Branch Out International teams, including effective and ineffective fundraising activities that they did. Best Fundraiser

• Selling items from country or just crafty type things ($7-20)

• 5k run

• Soccer tourney

• Yard work

• Auction

• Poker Tourney (with $100.00 prize)

• Car smash (happened to have car)

• Writing to relevant businesses for supply donations

• Selling political t-shirts (Obama)

• Bake Sale (day for admitted students...ahhhh-good date choice)

• Sports tourney

• Selling bricks so that they are part of the process ($20-25)

• Catering for football games (Florimonte’s $40.00 for 3 hours to cater)

• Dinner and a movie (food recipes from a country and a film about the issue)....good idea! Least Lucrative

• Timing of a food based fundraiser (from local businesses) put in a lot of effort but not a lot of money

• Sold food at frats after a party

• Selling flowers around Valentines Day (start up costs made it not worth it)

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• Baskin-Robins (make more if you work there than if you do as a fundraiser)

• Date auctions (logistics...hmmm)

• Golf Tourney (community connections, sponsorships...fizzled)

• Auction for some teams (not a lot of big items but have a few doo dads)

• Sometimes business donations not worth it (again Baskin Robbins)

• Valentines Fundraiser (wanted to donate instead of buying the Valentine)