Perspectives Winter 2010

W i n t e r 2010

A publicAtion for members of the AssociAtion of frAternity/sorority ADVisors.

Supporting Students with Disabilities

Annual Meeting Highlights | Why Should We Be Concerned With Disabilities? | Working With Students Who Have Learning Disabilities | Supporting Student Learning: Assistive Technology Resources for Students | Local Governments Embrace ADA Guidelines on Public Accommodations

Allison St. Germain

Our fraternity/sorority communities serve more people than we sometimes realize. We can provide life-changing experiences for members, both positively and negatively, without even

being aware. Many times in our professional lives we concentrate on if that chapter made quota or on the outcome of the latest judicial hearing.

How many of us really concentrate on being life-changing? That seems like such a large, scary thing. But it does not need to be. We need to start somewhere. As Steve Farber said at the Annual Meeting, “we have to do something” to start making change.

In this issue of Perspectives we are focusing on members with disabilities – whether physical or learning disabilities – and what we can DO to remove constraints from our normal operating procedure to change their lives. Are our fraternities and sororities doing all they can to help support members, both undergraduate and alumni, with disabilities? What new research or legislation is out there for us to consider? The Editorial Board hopes we have given you a variety of different ways to consider changing the world of fraternity/sorority life for this specific population of members.

Thank you to everyone who has contributed to Perspectives this past year or has approached the Editorial Board with ideas. We welcome your ideas for future issues. Please note the submission dates for articles on this page. But, article ideas can be sent at any time. Or, perhaps you have a topic you would like to see covered, but are not able to write an article. Please send us your ideas so they can give your publication direction for future issues.

in this

8 Annual Meeting Highlights

12 2009 AFA Award recipients

13 Membership Milestones

16 Why Should We Be Concerned With Disabilities?

20 Working With Students Who Have Learning Disabilities

22 Supporting Student Learning: Assistive technology resources for Students

24 Local Governments embrace ADA Guidelines on Public Accommodations

regular columns

editor’s notes ............. 2

From the top .............. 3

From Where i Sit ....... 14

Core Competencies .. 26

Perspectives is the official publication of the Association of Fraternity/Sorority Advisors, Inc. (AFA). Views expressed are those of the individual authors/contributors/advertisers, and are not necessarily those of the Association. AFA encourages the submission of articles, essays, ideas, and advertisements. All Perspectives correspondence and submissions should be submitted to:

Perspectives is published four times per year.

Submission deadlines:Spring 2010 February 1, 2010 Summer 2010 May 1, 2010 Fall 2010 August 1, 2010 Winter 2011 November 1, 2010

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

Allison St. Germain 2009 Editor

Director of Educational Technologies Delta Zeta Sorority

14 Elgin Avenue Bethel, CT 06801

[email protected]

Phone: 513/523-7597 Direct: 203/798-8777 Fax: 513/523-1921

BoardAmanda Bureau, Zeta Tau Alpha

Megan Johnson, University of Iowa

Georgianna Martin, University of Iowa

Heather Matthews Kirk, Zeta Tau Alpha

Monica Miranda Smalls, University of Rochester

Katie Peoples, Drexel University

Jessica Pettitt, CAMPUSPEAK, Inc.

Todd Sullivan, University of Connecticut

Nathan Thomas, Bradley University

Rob Turning, Johns Hopkins University

2009 Editorial

2 Perspectives / Winter 2010

– Carolyn E. Whittier, Ph.D., 2009 President

On July 25, 2009, I saved a man’s life. I had just completed the summer AFA Executive Board meeting and my amazing experience as a Faculty Fellow for the Blue Dot group at IFI.

I was looking forward to three days on the beach with the waters of Lake Michigan, my two best friends, my sister, and my niece and nephew. On this day, I was busily building a sand castle with my nephew when I saw my sister run by, taking off her cover-up, and jump into the extremely rough waters. She yelled for me to join her, and so I did. I could barely see a father and his son about 100 yards out due to the huge Lake Michigan waves and undercurrent that day. The two were not doing well. My sister was able to save the son, and I swam out to the father. When I got there, he looked me straight in the eye and said, “I don’t want to die.” He immediately put his arms around my neck to hold on, and we both went under.

The reason I share this story is that I knew I could help in the situation because my parents had insisted that all of the Whittier girls take lifeguarding – and we all did. I was a lifeguard for eight years at the country club pool. I blew my whistle to get people to stop running on the deck; I made sure kids were not jumping in on top of one another off the diving board; and I watched over the swimmers every day. Never in those eight years did I have to get into the water to save a swimmer.

When I came up from under the water this summer, I looked this father straight in the eye and said, “We are going to make it, just follow my lead,” and my instincts kicked in. These were not skills and instincts I learned as a lifeguard. I was following the instincts that have been developed through my time as a higher education professional. Be direct and knowing. Communicate. Use your resources. Ask for help. Be calm on the exterior, and kick like hell under the water. Keep the faith that you will achieve the goal.

I have reflected upon that day several times since then, and I think about our work and the impact we are having on the lives of undergraduate men and women. I was provided a basic skill when I was 14 through the insistence of my parents, which when used in combination with my life skills, resulted in a life being saved at the beach that day. And isn’t that what we are all trying to do? Give undergraduate men and women skills, which when used in combination with their life experiences, will provide them a path to success and making a difference in the world?

So this is where the Association of Fraternity/Sorority Advisors finds its place in our profession.

It is the Association’s first priority to provide outstanding professional development to our members. It is our responsibility to ensure that you have the skills you need to be the most effective professional in your interactions with students. AFA attempts to provide you with this skill development in a variety of ways through our programs, services, and resources.

On your chair is the 2009 End of Year Report, which outlines the projects and initiatives of the Association in the past year. Some of our accomplishments have already been highlighted by other members of the Executive Board, and traditionally, the outgoing President would now present the rest of the picture of the success of the Association in the past year. It would be typical for me to share about our name change and our partnership with Zeta Tau Alpha to provide the MentalHealthEdu™ resource to all Professional members – or to provide an update about our work with governmental relations or the pending hazing resolution.

However, it is my humble opinion that the true success of the Association of Fraternity/Sorority Advisors is not found in how many resources we produce or how many members attend the Annual Meeting. Our success is not only in our ability to be fiscally sound, or in our ability to extend our professional development offerings to others outside of our normal structures. AFA is not successful solely because of our partnerships or collaborations, or because we are meeting our members in more locations than ever before. The overall success of the Association is found in YOU. Our success is found in the work of our members and the impact they are making on the interfraternal movement. Our members are the Association’s greatest asset, and you are the success the Association has experienced in 2009.

Recognizing that our success is found in the work of our members, I sent an e-mail to every member of the Association asking them to share their greatest professional accomplishment in 2009. As I read the stories of professionals making an impact on critical issues such as bystander behavior, recruitment effectiveness, alcohol and drug education, collaboration between councils, and so much more, I felt privileged to know these stories. And so, instead of verbally sharing with you the initiatives and advancements of the Association in 2009, which I do hope you will read in the End of the Year Report that is on your chair, I would like to present to you the true success stories of the Association in 2009. (The following are a few excerpts from a video presentation shown during the 2009 Business Meeting. A copy of the video can be requested by e-mailing [email protected].)

Carolyn E. Whittier, Ph.D., 2009 President & Kelly Jo Karnes, 2010 President

Annual Presidential RemarksDelivereD December 9, 2009, at the aFa annual meeting

Winter 2010 / Perspectives 3

tracy maxwell – hazingPrevention.org – 16-year aFa member | Six new national organizations have signed on as HazingPrevention.org sponsors including Lambda Theta Alpha Latina Sorority, Inc. and Alpha Phi Alpha Fraternity, Inc.

cory anDerson – alpha Phi alpha Fraternity, inc. – 4-year aFa member | At the UM-Dearborn’s first Greek Awards ceremony, the students surprised me with naming an award The Cory J. Anderson Living Your Ritual Award.

ben PenDry – north-american interfraternity conference – 2-year aFa member | The NIC has seen growth in all areas of fraternity membership over the last year.

martin cobb – beta theta Pi Foundation – 13-year aFa member | Exceeding the Beta Foundation’s annual fundraising goal for the “Beta Leadership Fund” by 2%.

robyn carr – eastern illinois university – 4-year aFa member | Developing, requesting, and ultimately hiring an additional full-time staff member in our area.

mike mcree – leadershape, inc. – 14-year aFa member | The creation and launch of the Association of Fraternal Leadership & Values. AFLV will have several new initiatives that will work to transform fraternities and sororities.

wes mccormack – texas a&m university – 1-year aFa member | Attending the 2008 Annual Meeting through the generous support of an AFA Foundation Scholarship.

shane winDmeyer – campus Pride – 14-year aFa member | I treasure the opportunity to speak about LGBT issues and social justice to men and women in fraternities and sororities. I believe the values of fraternity and sorority life are congruent with that of being allies for all people.

anne arseneau – the college of william & mary – 16-year aFa member | The on-going relationship that the fraternity and sorority community at W&M shares with the ARC of Greater Williamsburg is role modeling and creating opportunities for regular hands on service.

melissa otis – widener university – 9-year aFa member | My accomplishment for 2009 has been returning to work because the fraternal experience is important and something I want for my daughter in 2027.

t.J. sullivan – camPusPeak – 21-year aFa member | Forging a partnership with NPC to work on the issues of college panhellenic effectiveness and innovation.

carolyn e. whittier, Ph.D. – virginia commonwealth university – 13-year aFa member | Serving as the 2009 President of the Association of Fraternity/Sorority Advisors.

KEEP thE FAith don’t let anybody tear you down.

KEEP thE FAith just keep your eyes on the prize, and your feet flat on the ground.

KEEP thE FAith because it’s just a matter of time before your confidence will win out.

So I am asking each and every one of you to Keep the Faith in the year ahead. Keep the Faith that your work is important and critical to the future. Keep the Faith that the conversations you are having today with fraternity men and sorority women will prepare them to make the change we need in the future. Keep the Faith that your Association is working to provide you with the very best skills, knowledge, and resources to ensure your success in working with fraternities and sororities. Keep the Faith that our profession is relevant in every way to the world around us.

It has truly been a pleasure serving as your President for the past year. Part of the joy of this position is working with amazing people, and the 2009 Executive Board has truly been a wonderful group of men and women to provide leadership for the Association. Please help me in thanking them all for their commitment to the Association this year. I would also like to publicly thank our amazing Central Office Staff. Please join me in thanking Linda Wardhammar, Jason Pierce, and Sarah McCracken for their commitment to the Association and their daily care and concern for our members.

I have enjoyed every minute of my service to the Association, and I look forward to the year ahead in the development of the new strategic framework for the Association. I invite each and every one of you to continue to be an active participant in YOUR association.

Thank you all for an amazing year.


– Kelly Jo Karnes, 2010 President

Welcome to all of my interfraternal brothers and sisters! I am so honored and humbled to be installed as the next President for the Association of Fraternity/ Sorority Advisors.

Anyone who knows me, knows that I love music. I can’t live without it. It’s the first thing I turn on the morning, and I never travel without my iPod. In my secret other life (you know…we all have one of those, right?), my dream is to be a really cool DJ, spinning retro hits on vinyl or debuting the hottest singles by the latest superstars.

What I love most about music is that it has served as my memory of everything that has happened in my world. I remember being in grade school and for every “A” that I received in a subject, I would get to buy a new record or cassette of my choice. This was how I acquired my Madonna “Like a Virgin,” Bruce Springsteen “Born in the USA,” and Cyndi Lauper “She’s So Unusual” cassette tapes. Not a bad start to my collection!

When I hear a certain song, I can’t help but flash back to a time in my life, be it a particular incident, person, or occasion. Some of these memories are great, happy experiences, while others are sad and cause me to reflect.

I think many of us do this when we hear music, but let me put this to the test. When I mention the song “Jesse’s Girl” by Rick Springfield, does this bring back any memories for any of you? First kiss? First concert? First grade?

Now, I fully understand that when this song came out in 1981, some of you in the room were just born. But this song reminds me of learning to twirl a baton in fifth grade, and later in life, getting to see “The Ricker” (as I so fondly refer to him) in concert during graduate school with dear friends Holly and Jen. We realized that “The Ricker,” even at age 50, still had it! For me, music provides the soundtrack to the defining moments in my life. These are the moments that have transformed me into the person I am today, and the moments that bring me before you today.

How many of us dreamt that when we grew up, we would be a fraternity/sorority advisor or a staff member for an inter/national fraternity or sorority; yet, here we all sit. There had to be those defining moments that caused each of you to realize that you should be doing the job you are doing; helping collegiate members realize their potential, and helping alumni never forget what it means to be a lifetime member. Carrie just shared with you a recent defining moment, and I hope this will cause you all to reflect on your own moments.

I can pinpoint a few experiences that have taken me to where I am. I don’t think we realize these experiences are really important to our future, but looking back, they are the turning points, the defining moments that change the direction of our worlds and our work. I want to share a few of these moments with you.

The first one that comes to mind takes me back to my freshman year at the University of Kansas (Rock Chalk Jayhawks, by the way!). I had been dating a young man through the last two years of high school and my freshman year at KU and really thought that he was “the one.” So, as you can imagine, I was devastated when he called to tell me he wanted to break up. The song I played over and over again during that moment was “To Be With You” by Mr. Big.

At the time, I did not realize it, but this was the defining moment that brought me to fraternity/sorority life. Let me explain. I made

the decision after my freshman year at KU to transfer to Emporia State University, in Emporia, KS. I needed a change of scenery and a fresh start. I decided, as the little girl from Kansas, that I would click my ruby red slippers together and try out a new experience. I had two best friends from high school who had gone to ESU as freshmen and had decided to join a sorority. Sara and Sasha begged me to go through Rush (yes, it was still called that), so I decided to check it out. My friends had both joined Tri Sigma and kept telling

me, “Just list them down. You are in.” Little did I know at the time that was a major rush infraction! NPC women, I hope we have passed the statute of limitations on that violation!

The decision to join Tri Sigma at ESU was the best thing I could have done! Little known to me at the time, this would be the first defining moment that would lead me to AFA.

I have been so blessed because of my experiences with Tri Sigma. Thank you to our current National President, Laura Sweet, the entire Executive Council, and leaders both present and past, especially Beth Deines, Allison Swick-Duttine, Kaye Schendel, Angie Carr, and Reatha Cox, for their continued support. They have nurtured me in various leadership roles, supported my AFA work, and allowed me to ask tough questions about why we do things the way we do with our organization. Unfortunately, when I ask those tough questions, it usually means that I get put to work!

This amazing organization even went so far as to place me as their “cover girl” for the most recent issue of our national magazine, The Triangle. Clearly, it was a slow news period in Sigma land. Funny, I had always thought my first cover shoot would be me and Brad Pitt, walking hand and hand on the beach with our 12 adopted kids. Go figure!

Defining MomentsDelivereD December 9, 2009, at the aFa annual meeting

I am a firm belIever that, when done right,

fraternity/sorority life can be

life-changing for undergraduate students.


Thank you to all of my Sigma sisters from ESU and the ones whom I have come to know and love over the years. We belong to a phenomenal organization! Whenever I hear the song “We are Family” by Sister Sledge, it will forever remind me of the wonderful times that shaped my sorority experience with Tri Sigma.

Another important experience that Emporia State would provide me would be my introduction to fraternity/sorority advising as a career. Rueben Perez was my fraternity/sorority advisor. I worked for Rueben as a student worker in the Student Activities Office, and I came to learn that, “Really, you can get paid to do this job of working with Greeks?” I started talking with Rueben about how to become a fraternity/sorority advisor.

You see, I had an amazing undergraduate sorority experience, and I am a firm believer that, when done right, fraternity/sorority life can be life-changing for undergraduate students. The interest to serve in a profession where I could work to ensure that every student has a positive fraternity/sorority experience was new for me, and I was anxious to learn more. I am so grateful to Rueben for his guidance, advice, and support as he introduced me to the field of student affairs. He remains a very dear friend, and I know that no matter how long between a phone call or visit, he is there to laugh with me and cry with me, for whatever the occasion calls!

My next defining moment came in the late ’90s as I entered graduate school at the University of Kansas.

This time will forever be marked by the Barenaked Ladies song “One Week.” I still don’t know all the words to this song, nor do I even understand them all, but it takes me right back to this time in my life. “Chickity China the Chinese chicken, you have a drumstick and your brain stops tickin’.” I have no idea what that means. But I sang this song non-stop during graduate school, and each time I hear it I’m reminded of those days.

This defining moment came as I had my first opportunity to meet Dr. Bill Nelson. Bill was the fraternity/sorority advisor at KU, and I had the great fortune to do an internship with him. He gave me my first hands-on experience working with undergraduate council officers, alumni advisors, house corporation boards, and house directors, and even brought me to my first AFA Annual Meeting. Clearly, I was hooked.

When the Assistant Director for Greek Life position at KU came open upon my graduation, I was not sure I was ready to work at such a large institution with such a big fraternity/sorority community. Nonetheless, I applied, and, much to my surprise (and probably his), Bill hired me. I may not have been his first choice, but I was very grateful for the opportunity to work with and learn from Bill. Almost everything I know about advising fraternities and sororities, I have learned from Bill. He is a Shaffer Award winner within AFA and an icon within our profession. He gave me my first shot, and I will forever appreciate that. He has been a mentor, advisor, and dear friend.

I loved my experiences at KU, and the wonderful staff I worked with during that time. I try and visit often, as Lawrence, KS is where my family lives and home to my best friends Holly, Lisa, and Becky. I will always be a Jayhawk, (the flagship institution in the state of Kansas…Mike McRee!) and have often joked that I have been a one-woman recruiting team for the graduate program or for open jobs at KU.

My work with fraternity/sorority life has taken me to Old Dominion University in Norfolk, VA, and now to the University of Iowa. ODU gave me great exposure to diversity and really meaningful experiences with multicultural groups and NPHC leaders. I am so thankful to have worked for and with staff members who let me create new practices and ways of doing things in order to grow the ODU community.

My current work, just like Dorothy in The Wizard of Oz, takes me home and back to the Midwest once again. I think that as we all progress through our careers, we make decisions about what matters most, and for me it was to return closer to my family. Once again, in his infinite wisdom, Dr. Bill Nelson hired me to work with him at the University of Iowa (Go Hawks!). This current defining moment has allowed me to work with amazing young professionals (I can call them that now that I am becoming “seasoned,” maybe a little “overcooked,” in my 12th year in the field), and a wonderful support staff. I am proud to be a part of great things happening at Iowa. Bill

and our Dean of Students, Dr. David Grady, have been so supportive of my AFA work and the profession. I am blessed that I get to be in the same city as three inter/national fraternity/sorority headquarters, the international president for Alpha Chi Omega sorority, the national President of the Order of Omega, a few former national presidents, and the one and only Mary Peterson! It doesn’t get any better than that! Thank you so much to the KU, ODU, and Iowa students for helping me learn from my mistakes to become a better professional.

A special shout out to the IFI 1999 class. I still believe that something truly special happened that summer at IFI, with so many of us still in the profession after 10 years.

There are so many who have influenced me over the years to bring me to this defining moment with you here today. Much thanks to my fellow AFA Board members, both past and present, and the amazing staff members at the AFA Central Office. Jason, Sarah, and Linda truly do much of the work that makes our Association so vibrant and strong.

Thank you to the dear friends I have gained as a result of working in this field, including Anne Arseneau, Amy Vojta, Mark Keopsell, Mike McRee, Shelley Sutherland, Melissa Shaub, Angela King, Patrick Alderdice, David Stollman, Ginny Carroll, Carrie Whittier, and Sue Kraft Fussell. Your support and willingness to laugh with me (or at me) means the world.

I would be remiss if I did not take one final moment to say a huge thank you to my parents and family. My mom Gwen and stepdad Ted are both here with me once again. For those of you who attended the Annual Meeting in New Orleans in 2006, you may have had the chance to meet my parents then.

I cannot begin to wonder what the next defining moment will be for us as an Association.


I used to have my mom repeat back to me what my Master’s degree was in (Masters of Education in Higher Education Administration).She could rattle it off, but probably still wonders each day what it is I do. They have seen me in action as a conference chair in New Orleans, and this past summer my mom got to see me present at the National House Director’s Conference in Niagara Falls, Canada. They have been so supportive of every move I have made, every job I have worked, and every volunteer role I have assumed. Heck, for them, I think they love to just travel to the wonderful locations for the great parties and receptions. So, if you see them later, buy them a drink. They will probably need it, and they certainly have earned it for raising me! Truly, thank you for everything you have done for me to bring me here today.

As you have heard, there have been many defining moments that have led me to stand before you today. I believe that as an Association, we too, have faced defining moments and will have more to come. It was a defining moment for us to create our Position Statement on Hazing and Educational Initiatives in 1980 (re-affirmed in 1999), and we continue to have those tough conversations today. We have begun to take an active lobbying role in Washington, DC in support of the Collegiate Housing and Infrastructure Act, and hope this leads to additional opportunities to tackle bigger issues in Washington for our students, such as college affordability.

We have defined our strong partnerships with the NIC, NPC, NPHC, NALFO, and FEA. We are now defining our work with NAPA and NMGC and hope to continue to serve as the convener and facilitator for our interfraternal partners. We have also defined ourselves beyond the interfraternal world as a premier higher education association and are looking to broaden our connections and experiences with other partner associations such as NASPA, ACPA, and NASAP.

So what will our next defining moment be as an Association? In this tough economy, we are exploring new resources in order to reach and meet our members where they are. We have a duty to provide them with the best knowledge and the greatest services offered by the Association, even if they are unable to attend the Annual Meeting. We offer Virtual Seminars, Affinity Networks, Online Communities, free online resources, and if you have not done so…“Facebook us.” Who knows, by this time next year, you may be able to follow our Tweets on Twitter, as we continue to explore cyber networks to connect our members!

As an Association, we are assisting in giving voice to important higher education issues such as mental health, bystander behaviors, hazing, alcohol, fire prevention, assault, and hate on campus. Our roles have changed and so have our students. We are beyond being concerned with what to call our “rho chi’s” and planning Greek Week, and on to the business of fostering values-based, educational experiences for our members.

We must continue to refine the roles and responsibilities of each member of the Association and ensure that we are in the best position to provide relevant services and experiences for members

of fraternities and sororities. I challenge the 2010 Board to review our current membership categories to determine if they are still in alignment with the needs of our members.

I want us to continue to develop innovative resources to help each of our members become better professionals and volunteers, as well as assist in creating visionaries for the future of our work. We must provide members the tools to do the important work we do daily.

During the next several months, we will see the closure of our 2005-2010 strategic plan and the creation of our next one that will take us through 2015. This new plan will map the future of AFA and our role in higher education and the fraternal movement. I cannot begin to wonder what the next defining moment will be for us as an Association. The challenges facing us are great and this new strategic direction must be our guide to align the best of our human resources, financial resources, and strategic initiatives.

I challenge each of us to nurture ALL of our members within the Association and to remember that this should not be a profession that is a starting point for “just a few years,” but a valued and vibrant career choice for professionals committed to making an impact.

I remember Jennifer Jones Hall saying that fraternity and sorority work should not be a “stop over” on the way to bigger and better

jobs within higher education. Our work IS the important work. And as more professionals are staying in fraternity/sorority life longer, we need to continue to offer them support and professional development, as we learn from these seasoned leaders’ mistakes and victories.

Finally, I believe that we must find a way to encourage our young fraternal leaders to considering fraternity/sorority advising as their profession. Most of us work with amazing students whom we would be proud to call colleagues, yet we do not provide any opportunities for these future professionals to explore all that fraternity/sorority advising or working for a headquarters can offer. Perhaps we could provide that defining moment and experience for these young leaders, which may encourage them to pursue our field of work.

I am so grateful to be standing before you and am excited for the challenge and opportunity 2010 will bring. I encourage you to think about the defining moments that have brought you to where you are, and to take the chance to thank those who have helped you along the way. I am a firm believer that we do not say “thank you” nearly enough.

So as I close, I will channel my inner Kansas girl with red ruby slippers one final time and say that I promise you the “courage of a lion, the heart of a tin man, and the wisdom of a scarecrow” to guide and move our Association to the next level for the future of the fraternal movement. Thank you.

I cannot begin to wonder what the next defining moment will be for us as an Association.


EDUCAtEThe heart of the Annual Meeting was once again the educational programming and intentional learning. The Educational Programs Committee was deliberate about creating worthwhile professional development opportunities for all Annual Meeting participants, including more than 100 educational program offerings. Annual Meeting Advance programming (formerly known as pre-conference programming) included discussion about bystander behavior as well as best practices for large fraternity/sorority communities, reframing risk management dialogues, and the implications of the changing economy for fraternities and sororities. Educational program topics included assessment, collaboration, creating systemic and sustainable change, multiculturalism, advising, and alumni support. Finally, through a generous donation from Zeta Tau Alpha Fraternity and Foundation to the AFA Foundation, we were able to provide a program specifically designed for seasoned professionals. To view educational program handouts from over 100 programs offered at the Annual Meeting, please visit the Knowledge Center on the AFA Website.

Two General Programs were designed to inspire, challenge, and engage our members. Steve Farber, noted leadership expert and author, opened our Annual Meeting with his program, “Greater Than Yourself.” Attendees received a copy of his new book with the same title. Steve’s dynamic presentation encouraged members to love what they do, be accountable, and take time to mentor and guide others. Special thanks to Beta Theta Pi Fraternity and Foundation

whose donation to the AFA Foundation made this program possible. The second General Program titled “Change or Die” featured Dr. Bernard Franklin, Delta Upsilon International Fraternity President. Dr. Franklin used his vast experience with educational institutions and programs as a foundation to ask us to think more critically about the services we provide and the way our current fraternities and sororities exist. He pointed to a more global community that our students should embrace and challenged us to enable our students to be the innovative and driven leaders this world seeks. Thank you to Delta Upsilon International Fraternity whose donation to the AFA Foundation funded this program.

iMPACtGraduate Training Track (GTT): Complementing the educational experience of those graduate students who are seeking careers in advising fraternities and sororities, the GTT is an intensive and interactive educational opportunity. We thank the 75 participants and AFA members who volunteered their time and energy as facilitators for the Track and first-ever capstone program. The GTT is funded by a grant to the AFA Foundation from Rho Lambda National Honorary.

The First-Year Case Study Challenge, in its second year, continued to allow more graduate students to take part in case study programming. In addition to the Challenge, the AFA/Order of Omega Case Study Competition had a full slate of participants. Congratulations to all of the students – especially the winners – and a hearty thank you to the AFA members who volunteered as judges for both programs.

The 2009 Annual Meeting provided attendees with a premier professional development experience. From December 6-10, 1,010 registrants convened at the Hyatt Regency Jacksonville Riverfront in Jacksonville, Florida. Attendees were educated on relevant topics, trends, and issues; impacted to create positive change; and involved in efforts to advance the fraternal movement. Here are a few highlights of what volunteers, graduate students, and professionals experienced at the 2009 Annual Meeting:


General Program Speaker: Steve Farber

2009 AFA

President Carolyn E

. Whittier, Ph.D

.

AFA Foundation Silent Auction

Jack L. Anson Award Winner:

Peter D. Smithhisler

Fireside Chat Participants

Exhibit Hall ParticipantsWinter 2010 / Perspectives 9

2009 Annual Meeting Planning Team and Graduate Staff

The Developmental Resource Center showcased best practices, programs, and initiatives in the eight Core Competencies for Excellence in the Profession and introduced a poster presentation display for each of the Competencies. Materials can now be viewed on the AFA website. Simply go to the Knowledge Center from the AFA home page.

In congruence with the value of service and giving shared by fraternal organizations, the Association supported Operation Gratitude, an agency providing support to deployed troops in the Armed Services. The Service Project was brought onsite for the first time this year to encourage greater participation. Over 150 letters were written and mailed to currently deployed service members to thank them for their bravery, honor, and commitment to keeping us safe.

iNVOLVEThe Fireside Chats Meet & Greet continues to be a successful event for Annual Meeting attendees. The traditional Fireside Chats program was expanded to accommodate nine chats per table this year. These chats were productive and meaningful, with 166 tables staffed by representatives from more than 85 inter/national organizations. A total of 1,429 chats took place this year.

This year’s Graduate Staff members truly enhanced the Annual Meeting through their commitment and dedication to our attendees. Specials thanks to Lauren Berman, University of Louisville; Susan DuMont, University of Delaware; Matt Knickman, University of Central Missouri; Wes McCormack, Texas A & M University; Josh McKenzie, University of South Carolina; Mary Phillips, Bowling Green State University; Maritza Torres, University of Florida; and Allen White, University of South Florida for the early morning meetings, ability to adapt to changing needs, and overall positive attitudes. This team of eight outstanding graduate students is sure to make an impact on our profession and the Association.

THE AFA CONNECTION first-timers programming was an overwhelming success! More than 230 first-time attendees registered for the 2009 meeting, and many of them were served by THE AFA

CONNECTION Kick-Off on Sunday evening. This year’s Kick-Off encouraged first-timers to get in the “driver’s seat” and take ownership of their Annual Meeting experience. Small group connections were made with established members of the Association serving as Connection Captains, and participants set goals to serve as a personal reminder throughout the meeting. Members of the First-Timers Committee also served as hosts to over 100 first-timers at off-site meals on Monday evening – filling reservations at a half dozen restaurants.

The Exhibit Hall had another great year with over 30 Associate members and interfraternal partners exhibiting. New in 2009 was the addition of non-profit organizations that provided a new dynamic to the conversations. In addition, the largest Speaker Showcase in the history of the program was offered this year. Program attendees received a snapshot of a variety of topics from seven presenters who support the advancement of individual students, communities, and the fraternal movement.

More than anything, the 2009 Annual Meeting was the result of dedicated Association volunteers – both those who served year-round in coordinator or committee member roles, educational program presenters, and those who provided extra support on-site as Ambassadors. These AFA volunteers helped implement active and passive learning-centered programs for meeting attendees. Opportunities to connect, reconnect, and mentor were plentiful. Through new initiatives and traditional events, the 2009 Annual Meeting brought together and to life the dynamic elements of the Association.

The 2010 Annual Meeting, in Phoenix, Arizona, will take place Wednesday, December 1, through Sunday, December 5, and promises to raise the bar. Join friends, colleagues, and fraternal partners as we come together to continue to advance the fraternal movement and embark on new goals.

2010 AFA Executive Board

Outstanding Volunteer Award Recipients:

Dan Bureau, Emily Perlow, Johanne Jensen, and Dominic Greene


The Intake EquationFacilitatorsWe utilize a core of highly trained campus professionals who work nationwide and have personal experience with multicultural Greek issues:

Eddie Banks-Crosson Syracuse University

Darnell Bradley Cardinal Stritch University

Shelly Brown Dobek North Carolina State University

Sam Centellas Indiana University, South Bend

Christopher Culkin Wright State University

Michelle Guobadia University of North Carolina, Charlotte

Veronica Hunter Lehigh University

Maria Iglesia University of California, Berkeley

Victoria Lopez-Herrera Columbia University

Mecca Marsh George Mason University

Monica Miranda Smalls University of Rochester

Brooklynn Parrott Kennesaw State University

A real and hard hitting approach to the most critical issues affecting historically Black and culturally oriented fraternities and sororities.

Created by members of these organizations, The Intake Equation hits the core challenges surrounding hazing and intake. It challenges student leaders to take action, and gives themthe confi dence and urgency necessary to make signifi cant change at the grassroots level.

Through interactive discussion and activities, students will develop actionable ideas to help them build and maintain a legacy of success. Best of all, they will learn how to shape their memberships in a manner consistent with the mission and values of their organizations.

Whether your campus has a fl edgling multicultural Greek community or one steepedin decades of tradition, The Intake Equation meets your students where they are. Because this workshop is facilitated by members of NPHC and NALFO groups, students will appreciate the participation of brothers and sisters who share the values and concerns about the future of culturally oriented fraternities and sororities.

Workshop Details• 6-hour interactive workshop• Weekday evening or weekend day• One or two CAMPUSPEAK facilitators

Issues Addressed• Hazing• Intake• Values• Risk Management

For more information, contact us at (303) 745-5545or e--mail us at [email protected].

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interactive workshopsIW

www.campuspeak.com


award recipients[ROBERT H. SHAFFER AWARD]

Steve Veldkamp

• • •

[JACK L. ANSON AWARD]

Peter D. Smithhisler

• • •

[SUE KRAFT FUSSELL DISTINGUISHED SERVICE AWARD]

Dan Bureau, Indiana University

Dr. Lori Hart Ebert, Pi Kappa Phi Fraternity & CAMPUSPEAK, Inc.

Deb Ensor, Zeta Tau Alpha Fraternity

Jennifer (JJ) Jones, Southern Methodist University

Kyle A. Pendleton, Purdue University

• • •

[ESSEnTIAlS AWARD]

Colleen Rose & Leslie Fasone “Fostering Ethical and Moral Development of

Fraternity and Sorority Members through Service”

• • •

[ORAClE: THE RESEARCH JOURnAl OF THE ASSOCIATIOn OF

FRATERnITy/SORORITy ADvISORS AWARD]

Ashley M. Asel, Tricia A. Seifert, & Ernest T. Pascarella “The Effects of Fraternity/Sorority Membership on College

Experiences and Outcomes: A Portrait of Complexity”

• • •

[PERSPECTIvES AWARD]

Georgianna Martin & Megan Johnson “Using Religious & Spiritual Differences

as a Catalyst for Change”

Jason Bergeron, Allison Foster, & Andrea Gaspardino Kovachy “Creating a Culture of Assessment: The ‘Top Ten’ list”

• • •

[AFA/IATF OUTSTANDING ALCOHOL/DRUG PREVENTION PROGRAM]

Pi Kappa Phi Fraternity

[OUTSTANDING CHANGE INITIATIVE AWARD]

Worcester Polytechnic Institute

• • •

[DIVERSITY INITIATIVE AWARD]

University of Vermont

• • •

[ExCELLENCE IN EDUCATIONAL PROGRAMMING AWARD]

Lehigh University GEM: Leadership Development Program

Delta Delta Delta Reflections: Body Image Program

RISE Partnerships From Hazing to Health

• • •

[GAYLE WEBB NEW PROFESSIONAL AWARD]

Veronica Hunter, lehigh University

• • •

[OUTSTANDING VOLUNTEER AWARD]

Dan Bureau, CAS Liaison Jenni Glick, Essentials Editorial Board

Dominic K. Greene, Awards & Recognition Chair Johanne Jensen, Essentials Editorial Board

Emily Perlow, Essentials Editor

• • •

[AFA/ORDER OF OMEGA CASE STUDY COMPETITION]

1st Place: Jimmy Byars, north Carolina State University

Matt Selm, University of louisville

2nd Place: Mike Neiduski, Clemson University

Justin Sipes, Bowling Green State University

3rd Place: Matthew Gilsbach, northeastern University

Katie Langesen, University of Iowa

[2009 AFA Award Recipients]


membership milestones[membership milestones]

[30-YEAR MEMBERS]

Lissa BradfordJoni BurkeRay GalbrethKim PaduloEd PeaseEileen Stevens

[25-YEAR MEMBERS]

Rick BarnesAlison Bartel KellerCarol DanielsDrew HunterScott ReikofskiWes Schaub

[20-YEAR MEMBERS]

Dudley LongDave MaguireBetty MulkeyBetty QuickClaudia Shamp

[15-YEAR MEMBERS]

Mande AdamsJim BarberMichael DeenMike FarleyBob Gordon

Sally GrantAngela GuilloryJulie JohnsonDan KelleyPaul Kittle

Kenneth NilsenAlan NordykeKyle PendletonJerry StebbinsStan Sweeney

Carol WarrenLynda WileyMic Wilson

[10-YEAR MEMBERS]

Carol ArmstrongDenny BubrigJulie BurkhardDennis CamachoMichael CareyKate CarnellMarsha Carrasco CooperBeth Conder

Tommy CoyChandra DafferAshley DyeAndré EarlyAngie EichlerBev FarmerPamela FreemanAndrea Fuller Cooper

Scott GillardKim GodwinAnn GoodmanIval GregoryAaron HaightJoy HelselRyan HilpertsWendy Holbrook

Karen KatzBobbi LarsenPaul LawsonRyan LovellTiffany LyonAngel McAdams PrescottEve RileyMalaea Seleski

Ronald ShidemantleKristin TorreyAndrea WeberDan Wrona

[5-YEAR MEMBERS]

Carola AldenMichelle ArdernMaxi AriasDave AurichEddie Banks-CrossonAndrew BarclaySu BartlettBrian BatesAliya BeaversChristina BellJason BergeronAndy BergmanJason BiggsAngie BongNoah BortonBelinda BostonStephanie BoxRobyn BoydBlake BradleyMartia BrawnerRobyn BrockAndrea BrownJeff BrownJohn Bulcock

Ken BurgerMike CatalanoJamel CatoeBrian ClarkeMelissa ClarkeHeather CohenAmy ColvinJarrod CruzTeri CugliariBrandon CutlerJonnelle DavisPaul DudleyTimothy DunnShawn EagleburgerJonathan ElderRonald EngleTodd FarmerEthan FieldmanAllison FosterKristin FoutsJon GayerPatty GesellJenni GlickJason Gomez

Marissa GottfriedLindsay GreenwellJim HarrisonDan HarropChris HaugheeAndy HughesVeronica HunterStan JacksonMegan JamesJessie James-StinsonCassandra JosephDonna KeimEli KerAnita KerlinLara KlinknerBrian KuriskyTony LakeJen LambdinLeanna LaskeyBriana LemosGabby LeonMary Kate LoboughKen LoewenJoann Loveless

Gentry McCrearyPhil McDanielJoslyn McGriffDani McQuaideKimberlee MonteauxLauren MoranLucy MorlanJessica NeumannKim NovakRyan O’RourkeBill ParisEmily PerlowKate PlanowJon PooleCarol PrestonMoira PrivenSherri RaeVeronica Rangel RodriguezAlysia RourkeSabrina RyanJonathan SandersJosh SchuttsLindsay Sell

Alex SeltzerNatalie ShaakChad ShepherdCody SiewertChris SilvaCarrie Smith YouellCat SohorEmily StanderJessie StapletonClarke StroudMichael StumpfShannon SumerlinMike TaddesseAngie TozierJamari TrentTeniell TrolianKim VanceDeanne WaltersMeghan Ward-BoppMarc WestChristina WitkowickiSandra WohlleberTyler Young


As my son entered fourth grade, something seemed “off.” He was reading at a high school level or

greater. People constantly commented on how well spoken he was. He was mature beyond his years, and able to engage in intelligent, witty conversations with all ages. He had a great vocabulary. He was a generally happy kid with lots of friends. But when we looked at his handwriting, it was terrible. He could spell the same word wrong three times in one paragraph.

This was difficult ground for a new parent. We had just adopted my son a year earlier, and I couldn’t put my finger on what could possibly be wrong. As fourth grade turned into fifth, and fifth turned into sixth, the frustration grew. I forced my son to sit at the dining room table doing handwriting exercises. I circled misspelled words in his assignments, requiring him to erase and correct each one. We had his vision checked. I told him to quit being lazy and put more effort into his homework assignments, often forcing him to sit with me at the dining room table slowly writing out every word. It was painful.

Nothing made sense. The kid was reading Stephen King novels, for heaven’s sake. He was correcting his friends on the use of “me” and “I” when they spoke. Even so, his grades were slipping. His teachers were becoming frustrated, and parent-teacher conferences were depressing. His teachers loved him personally, but didn’t understand why he wasn’t putting forth better effort. “It’s the middle school thing,” they’d say. “He will grow out of it once the hormones settle down.” I continued to hope, even as the stress level increased at home.

He started giving up: not doing homework, failing to turn in major assignments, lying, and acting out when teachers pushed him. His report cards were either A’s or F’s – nothing in between.

From Where

I SitBy t.J. Sullivan

Something just didn’t make sense.


Sometimes, life gives you a gift when you need it most, and mine came in the form of a relationship. My partner, Scott, is a Ph.D. psychologist who had some background in learning diagnostics. Dr. Scott casually brought home some old copies of testing materials from his personal files and ran my son through some exercises in the family room after dinner one night. He suggested some testing and helped me find a qualified psychologist in our area specializing in learning differences.

For his part, my son was excited about getting tested. He wanted answers too.

I had never heard of dysgraphia. No one I knew had ever heard of it. Pardon the coarse explanation, but in the way that the better-known “dyslexia” is characterized by words having a hard time getting from the page to the mind, “dysgraphia” is characterized by words having a difficult time getting from the mind to the page. When it comes time to write or type, my son’s processing speed is in the third percentile – the lowest three percent of all humans. In terms of reading skills, he was in the 97th percentile for his age group.

I am not ashamed to admit I got choked up when I heard the diagnosis. Suddenly, it made sense that he could read a Dean Koontz novel but couldn’t remember how to spell Sullivan, his new middle name. Best of all, my son and I hugged, and I apologized for questioning his effort. I apologized for all the times I told him to quit being lazy and put in some effort. I apologized for all the tense nights spent at the dining room table with a look of disappointment on my face.

For a guy who had graduated fourth in his high school class and who had graduated

from college at age 19, I suddenly felt very stupid. Learning had always come naturally to me, and I knew nothing about the learning disabilities that millions cope with every day. Even as I type this piece, my spell check program recognizes the word “dyslexia” but asks me to correct “dysgraphia.”

My son and I were lucky. I married a brilliant man who recognized a problem. I had the funds to pay for $5,000 in diagnostic testing. Recently, I was able to put him in a private school with a cutting-edge approach to learning challenges and teachers who know how to teach kids like mine. He uses a program called “Dragon Speak,” speaking answers to tests into a headset while a computer writes out his answers.

Last week, he came home after the first quarter with six A’s and a B, and he’s annoyed by the B in Geometry. A few years ago, he was disengaged from school and his teachers. Today, he loves his teachers and is playing on his basketball team. A fair amount of my speaking money now goes to his annual tuition, but it’s totally worth it.

He’s looking at colleges, and when he goes, he will need to choose a school where the learning services center is top notch. It will be one of the leading questions we ask when visiting schools. How do faculty members work with students with special needs? Do the learning services staff members do a good job advocating for students who often don’t advocate for themselves?

Clearly, not all students and parents are as lucky as we. School systems do a spotty job of diagnosing learning disabilities – it’s expensive, after all. Kids without resources disconnect from their schools or fake their

way through with miserable grades, and many maintain a belief that they are failures. Many kids think they are stupid, and they start limiting their own potential or acting in self-destructive ways. Many of their parents beat their heads against walls wondering why life with their child can’t be easier.

My journey with my son led me to suggest this focus on disabilities to the editorial board of this publication. The stigma and lack of understanding is formidable. Surely, there are hundreds of students with undiagnosed learning challenges in our fraternity/sorority communities. I often wonder how many of our students turn to unhealthy choices as a coping mechanism.

I recently heard a fraternity/sorority advisor expressing frustration that one of her student leaders couldn’t, or wouldn’t, fill out a simple form to register an event. “Seriously, how hard could this be?” she asked. Years ago, I would have agreed with her. At that moment, my thoughts went to my son. He’s starting to look for a job, and simple job applications are a nightmare for him.

Perhaps this issue of Perspectives will encourage you to learn more about the wide array of disabilities challenging your students. It’s worth studying. Maybe you’ll encourage your staff to learn more. Perhaps you’ll be able to give hope to a family you know is struggling with some of the same challenges my family faced.

– T.J. Sullivan is the vice President and CEO of CAMPUSPEAK. He, Dr. Scott, and their two sons live in Denver, Colorado.

Something just didn’t make sense.

From Where I Sit is a section in Perspectives featuring a personal perspective on the interfraternal community. Do you have an opinion to share on fraternity/sorority life? Tell us how things look from where you sit by emailing your thoughts to the editor at [email protected], and you could see your ideas in a future issue of Perspectives.


the enrollment of students with disabilities in undergraduate institutions has grown steadily over the past 30 years. in 1978, only 2.6 percent of incoming students reported a disability (u.s. Department of education [useD], 1998). this number increased to 9 percent by 1996 (useD, 1998), and

continued to rise each year through 2003 (heath resource center, 2009). according to the most recent data, 11.3 percent of undergraduate students have some form of disability (useD, 2005), up from 6.3 percent in 1993 (useD, 1995). as more individuals with special needs come to campus, questions about how to incorporate them into the fraternity/sorority experience will become more prevalent.

how does it impact our work? Consider the following situations that we must be prepared to address when advising fraternal organizations.

A man or woman who signed up for recruitment is confined to a wheelchair.•

A member’s grades have slipped below the minimum standard, and he/she is requesting •the chapter grant a special exception due to a learning disability.

A member of the chapter has a physical disability and wants to move into the chapter house.•

A new member is blind and has to learn the organization’s history and policies to pass the •inter/national exam.

During adjudication for a behavioral incident, a member reveals a related emotional disorder.•

A chapter sends a member who is hearing disabled to a leadership development retreat.•

Each of these scenarios raises a number of questions: What legal standards must be met? Does this qualify as a disability? Regardless of the law, what ethical questions are involved? What would fraternal values dictate? What is the most practical way to address the situation? With the help of these questions, we can dissect the issue to gain insight about how to address these scenarios.

Why should we be concerned with disabilities? By Dan Wrona


What are the laws?As defined by both the Americans with Disabilities Act (2008) and Section 504 of the Rehabilitation Act (1980), a disability is any “physical or mental impairment that substantially limits a major life activity.” This broad definition includes impairments ranging from physical and physiological disorders to mental illness and learning disabilities.

The Rehabilitation Act (1980) requires that special programs and services be provided to individuals with disabilities by institutions receiving federal financial assistance. It also requires that these individuals report and verify their disability to be eligible for any accommodations and services (Heath Resource Center, 2009). The Americans with Disabilities Act (2008) prohibits discrimination of people with disabilities through employment, by public entities, in public venues, transportation, and communications. In short, these two laws require all individuals be provided fair access, equal participation, and equal benefit. Exception is provided in cases where these accommodations would place an undue hardship on the organization.

These statutes speak clearly to the employment relationship and to public spaces and services, but the requirements are minimal for membership organizations such as fraternities and sororities. Private clubs are identified as an exception to the employment and public access standards of ADA (1998), and no section of either ADA or the Rehabilitation Act specifically addresses access to membership. Based on this interpretation, fraternal organizations are under no legal requirement to recruit, accept, or accommodate people with disabilities in terms of membership selection.

On the other hand, a few caveats complicate the situation. Certainly organizations that make mention of disabilities in their anti-discrimination statements would be expected to comply with their own policies. Further, in its only direct reference to fraternal organizations, the Rehabilitation Act states that, “[An institution] that provides significant assistance to fraternities, sororities, or similar organizations shall assure itself that the membership practices of such organizations do not permit discrimination...” (1980). In simpler terms, the fact that fraternities and sororities are recognized and served by the university may be enough to argue that ADA statutes apply just as they would for any other student organization. This seems to suggest that, although the university does not make membership decisions, it has a responsibility to encourage access and acceptance.

What are the ethical implications?Although few legal requirements prohibit disability discrimination by membership organizations, doing so raises serious ethical questions. Fraternities and sororities claim to act on noble principles, and this assertion suggests that we should aspire to a higher standard than the minimum required by law. So besides what we must do, what could we do to prevent discrimination? Fortunately, where they do apply, the ADA and the Rehabilitation Acts spell out an excellent framework of principles we could readily adopt (1998, 1980):

Provide Fair Access: Regardless of his/her ability, any individual •should have the opportunity to be considered for membership.

Require Essential Functions: Decisions about membership should •be based only upon meeting the basic standards and ideals inherent to the organization.

Ensure Equal Participation: Every individual should be able to •participate fully in the organization and all of its activities.

Provide Equal Benefit: The benefits of membership should be fully •and equally available.

Offer Reasonable Accommodation: Adjustments should be made •to accommodate disabilities up to the point where it becomes an undue burden on the organization.

Rely on Private Organization Status: Ultimately, fraternal •organizations maintain the right to select members based upon their own criteria, regardless of any outside influence.

These guidelines present a helpful framework for making ethical decisions about how to accommodate disabled individuals, but there are still some challenging questions up for debate.

What do our values dictate?The debate about how disabilities and membership intersect opens the door to deeper, more fundamental questions about what it means to be a fraternity or sorority member. At times, members insist they are the most outstanding leaders, scholars, and servants on campus. At other times, we argue that anyone who is willing to make the commitment to work together to become a better man or woman is welcome to join. Is membership about excellent performance? Or is it about the commitment we make? Or does it demand both?

Consider the example of a student with a qualified, registered learning disability: this member is putting forth every possible effort toward his/her academics, but is unable to meet the minimum grade point standard as set forth by the chapter. One line of thinking states that since he/she has taken an oath to fulfill the principles of the organization and has put forth the effort, he/she should be given special accommodations in bringing up his/her GPA, either through an extended time period or additional assistance. A second line of thinking says there are minimum standards to which the student has committed. Those minimum standards ensure we are recruiting quality members, challenging people to achieve, and sending a message that academics are the priority.

How do we balance the tenets of openness and acceptance with the commitment of excellence, especially in cases where mental, emotional, and learning disabilities are involved? Consider also the concept of fairness in this scenario. Is it fair to ask a member to meet a standard that represents a basic minimum to the organization, but which represents a phenomenal achievement to the individual? Although there is no single clear or correct answer, it is worth exploring some of the more realistic options and practical solutions.

What is most practical?After asking what fraternities and sororities must do, could do, and should do, the best answer about what we can do involves more questions. How many of our policies present a limitation for a disabled person? Are we equipped to provide an equal experience? How do we accommodate a learning disability in the new member program? What are the direct benefits to an inter/national organization versus the cost of implementing ADA-compliant communications systems? Are fraternity and sorority members ready to accept, let alone reach out to, disabled individuals and consider them for membership?

continued on next page


Although these are all significant questions, the following steps will begin to shed light on the answers:

Review the ADA and Rehabilitation Acts to gain a better •understanding of the ethical framework they offer.

Contact the disability services office on the campus(es) with •which you work to learn about the range of qualified disabilities, and to collect suggestions about how to provide reasonable accommodation.

Consult your legal counsel for assistance in picking apart more •complicated scenarios.

Review the acceptance clauses of each organization in your •community, the governing councils with whom you work, and the college/university to determine what commitments they have already made to prevent discrimination.

Evaluate the written standards and unwritten expectations of •membership among the organizations with whom you work. Raise the question about what changes they could and should make to accommodate a student with a disability.

Review all policies and activities to identify limitations of access, •involvement, and enjoyment for an individual with disabilities.

Re-evaluate programs and activities to determine where •accommodations may be necessary.

Explore potential adjustments to meeting locations, membership •education practices, chapter events, and communication tools where possible.

Change operational practices to provide alternate opportunities •to engage (e.g., minutes).

Join the discussion! Many of the questions posed in this article •have been posted to the Perspectives forum on the AFA Online Community to continue the discussion and add to the knowledge base.

A model for moving forwardIt is important to note that the term “disability” is a misnomer. In reality, many individuals are quite capable of making their way in the world, and of fulfilling the expectations of fraternity or sorority membership. Those who are able to remain in good standing with the institution should have equal rights and access to membership. Organizations that accept this reality and work proactively to accommodate people with disabilities will provide a more relevant and meaningful fraternity/sorority experience to a broader range of people. In many cases, it is unlikely that a disabled individual would even consider fraternity/sorority life as an option, so imagine the impact of an organization that decides to ignore tradition and confront the status quo.

Based on the increasing rate of disabilities within the college student population, organizations that work proactively to accommodate disabilities will not only avoid legal and ethical breaches, they will offer a more relevant experience to an underserved and untapped population. Because this issue is muddied by intersections of membership, housing, and funding decisions, moving forward will require a collaborative effort and open communication among students, alumni, organizational staff, housing corporations, and the university.

REFERENCES

Americans with Disabilities Act of 1990, Pub. L. No. 101-336, §2, 104 Stat. 328 (2008).

Heath Resource Center. (2009, April 28). Students with Disabilities in the College Classroom. Retrieved December 2, 2009, from http://www.heath.gwu.edu/index.php?option=com_content&task=view&id=1063&Itemid=29

U.S. Department of Education. (1998). Profile of 1996 college freshmen with disabilities. Retrieved November 6, 2009, from http://www.ed.gov/about/offices/list/ocr/impact.html

U.S. Department of Education. (1980). Rehabilitation Act. Retrieved November 6, 2009, from http://www.ed.gov/policy/rights/reg/ocr/edlite-34cfr104.html

U.S. Department of Education, National Center for Education Statistics. (1995, July). The 1992-93 national Postsecondary Student Aid Study. Retrieved December 2, 2009, from Digest of Education Statistics: http://nces.ed.gov/programs/digest/d95/dtab204.asp

U.S. Department of Education, National Center for Education Statistics. (2005, August). 2003–04 national Postsecondary Student Aid Study. Retrieved December 2, 2009, from Digest of Education Statistics: http://nces.ed.gov/programs/digest/d08/tables/dt08_231.asp

– Dan Wrona is the CEO & Project leader for RISE Partnerships, a company that provides leadership skills training to college fraternities and sororities. He is an active member of the Charlotte chapter of the American Society for Training and Development and received his MBA from the University of South Carolina. He is also an Associate member of AFA.

continued from previous page


afa

with the National AFA/EBIFraternity/SororityAssessment

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Contact: Glenn Skaggs (417) 429-0081 [email protected] www.WebEBI.com

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As a graduate student at the University of Iowa, I am fortunate to have classes with practitioners seeking advanced degrees; these experiences enrich my perspective regarding current student trends on campus. Given that my graduate assistantship does not involve working with students, it is always helpful to hear my peers’ experiences with the changing student demographic. Recently, I sat down with one of my classmates, Mike Venzon, who serves as the Caseload Coordinator of Student Disability Services here at the University of Iowa and is a current doctoral student in Higher Education. After several years of informal conversations about Mike’s work, we engaged in a candid conversation about how he interacts with undergraduate fraternity and sorority members; the result of our conversation is this article.

Mike has worked with students with disabilities for the last eight years, and although his undergraduate institution did not have fraternities and sororities, Mike was highly involved on campus and can relate to the demands placed on students’ time. We hope these insights will present a broad picture of how fraternity/sorority professionals can be more aware of the increasing need to support students with learning disabilities.

working with students who have

leArnIng DIsAbIlItIesLearning DisabiLities

Q Mike, tell me about your experience with students with learning disabilities? | Generally speaking, first semester

students with learning disabilities (LD) do not seek our services. When they finally do, they report that they wanted to try to succeed without the accommodations they had in high school. Additionally, most students lack time-management skills. My understanding is that many college students join fraternities and sororities their first semester of college and the demands on their time may become overwhelming, especially if they have a learning disability. The combination of students adjusting to college, joining a fraternity or sorority, and trying to balance new academic demands has the potential to impact their overall academic progress.

An additional trend I have seen relates to the interactions of student affairs professionals and students with LD. There is a lack of awareness among professionals that many students have hidden disabilities, LD being just one type. In addition to students with LD, students have conditions such as Attention Deficit Hyperactivity Disorder (ADHD), mental health concerns (e.g., depression, anxiety),

chronic health issues, etc. Given the demands on student affairs professionals’ time and lack of attention in graduate programs to disability as part of diversity/multicultural competency, it makes sense that this is a blind spot. However, that does not reduce the importance of this issue.

Q It seems like having a background in college student development would be useful for staff members working

with students with disabilities. Are all student disability services providers trained in student development? | Actually, it is rare to find disability service professionals with a higher education background. Most of the time, their backgrounds are in psychology, social work, rehabilitation counseling, and even special education. On some campuses, disability services becomes “another duty” that professionals balance with their primary role. It’s important to note where disability services falls within the institution’s organizational structure; for example at the University of Iowa, SDS is under the auspices of the Vice President for Student Services, but on many

An interview by Megan P. Johnson


After my conversation with Mike, I found myself reflecting more about the role of LD and its impact on students in fraternal organizations. As a chapter advisor for a fraternity, I am involved with the scholarship chair ensuring that members who struggle academically can get help from the leadership. However, in the last three years I have not had a single conversation with any member of the fraternity about possible LD issues or even how leaders should deal with these personal matters. My conversation with Mike served as a great reminder about a big issue I am overlooking. It made me realize that if I am not paying attention to this topic, it is possible other advisors and fraternity/sorority professionals are missing this opportunity as well. If academics serve as a cornerstone of the fraternity/sorority experience, this is another chance for us to pay attention to issues that truly impact out members.

campuses it might fall under the umbrella of Academic Affairs. This can impact the mission, financial support of the office, and qualifications needed for staffing. However, when talking with colleagues at other institutions, we have noticed that on many campuses the disability services office is sought out by individual students, rather than used in a proactive and collaborative approach to address these issues with students in organizations. There seems to be a missed opportunity to include SDS in training with student leaders.

Before I came to our meeting today, I was talking with a member of a sorority here on campus. She let me know that all chapters have academic or scholarship chairs, and this was new information to me. I wonder how many people in my position across the country are unaware of how fraternities and sororities academically support their members. This is a two way street. SDS professionals need to be more aware of services these organizations provide, but campus professionals working with fraternities and sororities need to understand how SDS can be utilized as a resource.

Q What advice would you give to fraternity/sorority professionals? | The first piece of advice I would offer

is for individuals to acknowledge their own biases in working with disability. If people haven’t reflected on these issues, it is a good starting point. After general awareness, the second step is understanding what resources the SDS office on campus offers. For example, many offices offer accommodations such as extended time for testing, reduced distraction setting (semi-private or private rooms), note-taker assistance, readings in alternative format (audio or screen reader format), and one-on-one planning/strategy sessions. These accommodations level the playing field for eligible students, and although they are used in academic settings, becoming aware of these accommodations benefits fraternity/sorority advisors in working with and training scholarship chairs.

Q Mike, you suggest that professionals and chapter leaders seek the services SDS offices offer, but what

about confidentiality issues? | Due to the legal issues associated with the documentation we keep, confidentiality is something that SDS officers take seriously. If a student requests it, a simple consent form can be signed, which will allow us to share information and aid the student’s organization in assisting them. Additionally, our office can provide a variety of resources including consulting, referrals, training, and how to handle accommodation requests if it becomes an issue within a student’s living space. We can work with these organizations to help them understand how to create an environment that allows students to feel comfortable sharing their LD.

When the sorority woman was in my office earlier, she talked about the importance of study hours and academics within her sorority. But with her specific LD, the environment is not conducive for her learning style. If fraternities and sororities have academic assistance

programs, it would be helpful for people in my position to understand how we can work with these programs to help students with LD. For example, during the new member process asking SDS officers to walk through a ‘learning history’ with new members would help raise potential red flags for new members, allow chapter leaders to know which members might need more academic support, and get them the support early so they are able to succeed. This type of collaboration would also help build a bridge between fraternities and sororities and SDS officers on campus.

Q Earlier you mentioned time management. How important is that for students with LD? | Time

management is especially difficult for first-year students to grasp. As students with LD join fraternities and sororities, they become involved in a variety of traditions and activities. Although these extracurricular activities may have a positive impact on their college experience, students with LD must remain aware of the additional time constraints and the impact of LD on their learning.

Time management logs are an example of a non-disability specific tool that assists student affairs professionals in breaking down committed versus uncommitted time. College students, especially those involved in time-intensive groups such as athletics or fraternity/sorority life, must find ways to take advantage of their schedules. For students with LD, the task of scheduling in extra blocks of time to read, take exams, etc. is an additional stressor.

Q It makes sense that time management is an issue, both for students with and without LD. What resources

would you recommend practitioners be aware of to aid both individuals and groups in working with students with LD? | I would reiterate the willingness of our office to learn more about fraternities and sororities and our ability to conduct trainings and work with students and staff who might want to address these issues proactively. Again, I realize the time constraints campus professionals have; however, there is a consistent stream of students with LD coming to college. As these students get involved on campus, they need to be aware of tutor referral services, academic advising, math and science labs, the writing center, etc. It is important for individuals working with fraternities and sororities to know how to utilize services offered.

I’ve also found the website www.AHEAD.org to be extremely useful. This is the Association on Higher Education and Disability’s website, and it is a great place to gather information about regional affiliates, publications, and general disability resources in higher education.

– Megan P. Johnson, is a doctoral student and is working on a degree in Higher Education at the University of Iowa.


Free OnlIne resOUrCeseducationPlanner.org | This site offers several free self-assessment tools and resources through which students can explore potential career paths, learn more about effective skills for studying, prepare for graduate school exams, and assess their learning styles. The site’s Learning Styles Quiz takes students through a twenty-question assessment that explores the ways in which they take in and remember information, to determine whether they are a visual, an auditory, or a tactile learner. The online tool also provides follow-up resources on the best ways to approach each unique learning style.

mywebspiration.com | By registering for a free login to this site, students can utilize a mind-mapping tool for visual thinking and learning. Using integrated diagram and outline views, students can create an outline of information that can then be displayed as a graphic diagram, or they can create a graphic diagram that can be viewed as an outline. This combination of multiple learning modes gives students variety of ways to view ideas and understand concepts.

Quizlet.com | This site also requires a free registration, and allows students to create and share electronic flashcards for learning. Students can create flashcards on any subject, or access a set of shared flashcards on thousands of subject areas, including math, science, history, foreign language, and vocabulary. Students can also use their cards to play term-to-definition matching games or take timed quizzes. The site also offers flashcards for standardized test preparation, including the SAT, GRE, LSAT, and GMAT, and integrates with Facebook to enable students to share their flashcards with friends.

readPlease.com | This site offers a free download of text-to-speech software that allows copying and pasting of text from any electronic source, which is then converted to speech by the software. There are options to increase or decrease the size of the text, have each word highlighted in a bright color as it is read, select a masculine or feminine voice that reads the text aloud, and control the speed at which the text is read.

OtHer resOUrCes AvAIlAble FOr PUrCHAsekurzweil 3000 | Kurzweil is a software tool for struggling readers, including students who may have learning disabilities. The software, available for purchase ($395.00), allows students to more actively engage in reading and writing by highlighting text or words, creating footnotes and notes within the text, setting bookmarks for important ideas and concepts, and extracting key ideas in to outlines or study guides. These tools can help students improve reading comprehension and retention of material by organizing ideas and main points while studying or doing research.

livescribe smart Pen | The Pulse Smart Pen, available for purchase ($169.95 – 2GB), allows students to take notes while simultaneously recording live sound. This pen is utilized in conjunction with the LiveScribe notebook, which utilizes special coded commands at the bottom of each page. When reviewing notes, students can double click on a word or sentence they wrote to play the audio from the lecture. This allows students to recall not only their notes, but a particular point of the class lecture or discussion.

REFERENCES

Association of Fraternity/Sorority Advisors. (2007). Core competencies for excellence in the profession. Retrieved November 7, 2009, from http://www.fraternityadvisors.org/Business/CoreCompetencies.aspx

Brainflare, Inc. (2005). Quizlet. Retrieved November 6, 2009, from http://quizlet.com

EducationPlanner.org. (2009). learning styles quiz. Retrieved November 2, 2009, from http://www.educationplanner.org/education_planner/discovering_article.asp?sponsor=2859&articleName= Learning_Styles_Quiz

Inspiration Software, Inc. (2009). Think visually. Work collaboratively. Online. Anytime. Retrieved November 6, 2009, from http://mywebspiration.com/about

Kurzweil Educational Systems. (2006). Kurzweil 3000: Solutions for struggling readers. Retrieved November 5, 2009, from http://www.kurzweiledu.com/kurz3000.aspx

LiveScribe, Inc. (2007). Introducing PUlSE. Retrieved November 5, 2009, from http://www.livescribe.com/smartpen/index.html

ReadPlease Corporation. (2003). ReadPlease 2003 free version. Retrieved November 2, 2009, from http://www.readplease.com/english/downloads/#rp2003

– Teniell Trolian is the Assistant Director for Greek Affairs in the Center for Student Involvement at Kent State University and has an M.A. in College Student Personnel from Bowling Green State University.

One of our primary roles as fraternity/sorority professionals is to support and enhance student learning. This is best articulated in the Core Competency of Educator, as outlined by the Association of Fraternity/Sorority Advisors (2007), which states, “A fraternity/sorority advisor applies student development and organizational development theory to his/her practice in challenging and supporting councils, chapters, and individual members. The advisor helps students to be aware of what they are learning and how this applies to their curricular lives.”

I recently had the opportunity to attend a resource fair on assistive technology during disAbility Awareness Month (intentionally spelled disAbility to place emphasis on what students are able to do rather than on what they may be challenged by), where staff from the Accessibility Student Services office at Kent State University provided hands-on demonstrations of several assistive technology resources available to students. As fraternity/sorority professionals, we often work with students with varying ability levels. These resources opened my eyes to a plethora of learning support options for students and generated ideas for ways that fraternity/sorority advisors can help students become more academically successful.

SUPPOrtiNG StUDENt LEArNiNG: Assistive Technology Resources for StudentsBy teniell L. trolian


Six years ago, the paths of Ryan Williams and Kyle Jordan crossed at the Interfraternity Institute. Little did they know at that time that their competitive nature would help support the fraternal movement soon after. Ryan is the Assistant Director of Greek Life at the University of South Carolina, and Kyle has recently transitioned out of higher education. But they both believe in the value of supporting the AFA Foundation. In 2006, the friends, who had previously made modest donations to the AFA Foundation and had participated in the silent auction over the years, challenged one another to obtain their Leadership Circle recognition bricks at the same time (for cumulative giving of at least $1,000). They both celebrated this achievement

at the 2009 Annual Meeting in Jacksonville. A key to reaching this benchmark for Ryan and Kyle was focusing on giving on a monthly basis instead of one lump sum which can seem overwhelming, especially in these economic times. Ryan noted, “Twenty-one dollars a month is $250 for the year and that can help send a professional to the Annual Meeting. That’s a cup of coffee each week, so it’s not that much of a sacrifice, and the

dividends can be enormous!” Kyle agreed, “I recognize that donating to the Foundation may seem overwhelming. However, if every member donated $1 each month for their first year in AFA, then increased it to $2 each month for their second year, etc. they could establish a reasonable pattern of giving that would benefit the membership of AFA and our campus communities.” When asked why giving to the Foundation is so important,

especially for entry and mid-level professionals, Kyle said, “Even though I no longer work on a college campus, I use the knowledge and skill set garnered as a campus-based professional on a daily basis.” He gained those skills through the generosity of others, having received two AFA Foundation scholarships. Thinking of the quote by Winston Churchill, “We make a living by what we get, but we make a life by what we give,” challenge yourself and other AFA members to make a commitment to consistently support the Foundation through a regular monthly donation. Join Ryan and Kyle as they make the commitment to reach the next level of giving. Thank you to Ryan, Kyle, and all of the AFA Foundation donors!

Living Up to the ChaLLenge of SUpporting the afa foUndation

Kyle Jordan (left) and Ryan Williams with their “Leadership Circle” bricks at the Annual Meeting in Jacksonville.

The Foundation’s Mission

To secure, invest and distribute the necessary resources to support the educational objectives of AFA and other relevant research, scholarship and educational programming that further the fraternity/sorority advising profession.

As a registered 501(c)(3) organization, the Foundation raises money through individual, organizational and corporate donations to provide the highest quality professional development opportunities for AFA members. Gifts are tax-deductible to the extent the law permits.

How Can I Help?• RECURRINGGIFTS For more information on setting up a regular automatic donation on your credit card, contact the

AFA Foundation office: [email protected] or 678-654-6207. You may donate for a calendar year or set up a recurring gift to ensure that your donation continues to have a positive impact on the AFA Foundation and the Association of Fraternity/Sorority Advisors.

• ONLINEGIFTS To make a gift online, please go to www.fraterityadvisors.org/foundation.aspx – you will complete

one page on the AFA Foundation site then complete a PayPal page.• ESTATEGIFTS List the AFA Foundation as a beneficiary in your will, individual retirement plan, or life insurance

policy. You may wish to keep your gift anonymous, but if you would like to notify the AFA Foundation of your intent, you will be listed as a member of the Amicus Sequentes Circle.

• ENDOWMENTS Individuals, businesses, and organizations are welcome to endow a gift to provide continued

funding for an AFA program. Many of these gifts are in honor of specific individuals.

AFAFoundation;9640AugustaDrive,Suite433;Carmel,IN46032

AFA FOUNDATIONASSOCIATION OF FRATERNITY/SORORITY ADVISORS FOUNDATION


Or it must fall within one of twelve enumerated categories •(including establishments serving food or drink; places of exhibition or entertainment; places of recreation; places of education; and places of exercise).

At first glance, it would not appear that fraternity or sorority chapter houses would qualify under the above criteria; furthermore, the Act goes on to offer an exemption that does specifically exempt fraternities and sororities from the Title III requirements.

This exemption comes in a very clear position set forth in the Act that it does not apply to “private clubs.” It goes on to state the “establishments exempted from coverage under Title II of the Civil Rights Act of 1964,” which references the exemption for “a private club or other establishment not in fact open to the public” are in fact exempt as well.

The ADA itself does not define a “private club,” so one must turn to other regulatory bodies that have done so. In Kelsey V. University Club of Orlando (1994), a federal district court has determined that a private club meets the following criteria:

The club is a club in the ordinary sense of the word;•

The club is private as opposed to public;•

The club requires some meaningful conditions of •limited membership.

The conclusion is that fraternities and sororities would more than likely fall under the “private club” exemption. There are several other exemptions that could apply, but for purposes of this writing, we feel the argument stands clearly on the above analysis.

If the application question is clear, why does there seem to be so much confusion at the local level where the property owners, or in this case the fraternity and sorority house corporations, may be told something quite the opposite? What has emerged is a blurring of the lines between the legitimate application of ADA requirements versus other governmental entities that also legislate on the subject of public accommodations or accessibility for disabled individuals.

As mentioned previously, the legislation was passed by the federal government because these matters had not been addressed at the local or state level. What has emerged since the original ADA legislation was enacted in 1990 is a willingness by municipalities to more closely govern the accessibility requirements of structures in their communities, which occurs through the improvement of the local building codes. Most commonly, municipalities have adopted the International Building Codes (IBC) 2006 (International Code Council, 2006), which reference accessibility standards. These updated building codes and the adopted appendix codes identify accessibility requirements for new construction and renovations and do vary by municipality.

In 1990, the Americans with Disabilities Act (ADA) was passed to extend civil rights protection and to prohibit discrimination against people with disabilities. This was considered sweeping

federal legislation at the time, because it addressed the inadequacies of local and state regulations in the areas of:

Title I. EmploymentTitle II. Public Services and TransportationTitle III. Public AccommodationsTitle IV. Telecommunications

Since the ADA’s inception, there have been additional amendments to reinforce and clarify the overall intent of the significant and far-reaching legislation, the most recent being the ADA Amendments Act of 2008 (ADAAA). Under this Act, more individuals will likely be deemed to have disabilities and will qualify for protection from alleged discrimination. In addition, the original ADA legislation has been embraced by many legislators at the state and local level, which has caused an increase in the number of regulations similar in scope and spirit to the ADA requirements at the community level.

The ADA defines an individual with a disability as a person who has a physical or mental impairment that substantially limits one or more major life activities (e.g., seeing, hearing, speaking, walking, breathing, performing manual tasks, learning, caring for oneself, or working) (2008). The definition also includes a person who has a history or record of such impairment, or a person who is perceived as having such impairment. However, the Act does not specifically list impairments.

Title I of the Act has been the most widely discussed, has received the most attention, and is the most commonly understood. As such, in this article, I hope to delve into the impact and application of Title III: Public Accommodations upon fraternity and sorority chapter housing.

Title III of the ADA applies to “places of public accommodation.” Specifically, it reads in Subchapter III Public Accommodations and Services Operated by Private Entities Sec. 12182, “No individual shall be discriminated against on the basis of a disability in the full and equal enjoyment of the goods, services, facilities, privileges, advantages, or accommodations of any place of public accommodation by any person who owns, leases (or leases to) or operates a place of public accommodation” (2008). Accordingly, the first question that arises is whether or not a fraternity or sorority chapter house meets the qualifications of being a “public accommodation.”

To be considered a place of public accommodation under Title III, the facility must meet one of the following criteria:

It must be operated by a private entity;•

The operations of the business must affect commerce;•

By Cindy Stellhorn

Local Governments Embrace ADA Guidelines oN PuBLIc AccoMMoDATIoNS


These IBC codes allow for two distinct classifications of code:

Residential – 1, 2 & 3 family dwellings•

Commercial – Everything else•

Most municipalities would consider a fraternity or sorority chapter house a commercial structure, even though it could be seen as a private dwelling with private club occupancy.

As these new codes have been developed and adopted, the nuance of what is required and what is acceptable is reviewed and approved at the local municipality level. These differences indeed bring about some of the confusion that exists, and make it virtually impossible to create a standardized rule for accessibility for a fraternity and sorority chapter house. Suffice it to say that the merits of the ADA’s accessibility requirements have been embraced by many municipalities and even some universities, and ultimately they may merge to be one in the same.

We have also seen colleges and universities embrace these same accessibility requirements on property that they manage, own, and/or operate, which could affect fraternities and sororities if chapter housing is tied to the university in some fashion.

Lastly, the matter of compliance generally does not come into consideration unless there is new construction and/or major renovation of a chapter house. Each municipality has its own thresholds for when the current building codes must be addressed, and it will be critical to seek out local expertise on this matter when contemplating renovation work.

Building codes continue to evolve and improve, reflecting influences like the federal legislation of ADA. Local communities have stepped up and now “own” the responsibility of providing accessibility for individuals with disabilities. No longer is it simply a matter of whether the owner of the property or the occupant is required to meet ADA, but what your local municipality and community have embraced.

Aside from the legislated reasons to provide accessibility to individuals with disabilities, the fraternal community continues to address this issue on other grounds, such as a moral obligation to provide for access to all types of members and guests on their properties. Be it the temporary ramps being installed during recruitment to provide for access to a prospective new member with disabilities to renovations in an existing building to accommodate the needs of a new or current member, fraternities and sororities stand ready to operate in the spirit of cooperation for those who wish to join their membership.

REFERENCES

Americans with Disabilities Act of 1990, Pub. L. No. 101-336, §2, 104 Stat. 328 (2008).

International Code Council. (2006). International Building Codes. Retrieved January 15, 2010, from http://www2.iccsafe.org/states/2009ICodes

Kelsey V. University Club of Orlando, 845 F. Supp. 1526,1529,(M.D. Fla. 1994).

– Cindy H. Stellhorn is the vice President of MJ Insurance Sorority Department and a member of Kappa Alpha Theta Fraternity.

www.gammasigmaalpha.org – [email protected] - 317-876-4695

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Collaboration: an imPortant element in aDDressing mental health on the college camPus

By Benjamin J. Williams

An increase in awareness on college campuses in relation to mental health and illness has encouraged and required increased collaboration between mental health professionals and fraternity/sorority professionals. The level of collaboration on any campus is often dictated by the specific nature of that campus and students’ needs at any given time. Significant collaborative efforts currently

exist between the fraternity/sorority professionals and mental health professionals at Bradley University, and the following overview is provided to potentially help others as they work to develop similar collaborative endeavors.

One of the key elements that should be considered in developing the collaborative relationship between offices is the ongoing issue of balancing the rights of the student to treatment, policies pertaining to confidentiality, and the rights of others (campus, community, etc.). Recent occurrences on college campuses have demonstrated the need for increased communication between campus partners. For example, in April of 2007, 32 students were killed by a gunman in a residence hall and a classroom on the campus of Virginia Polytechnic Institute and State University. Other campus shootings occurred in February 2008 on the campus of Northern Illinois University (Gray, 2008), January 2002 on the campus of Virginia’s Appalachian School of Law, and October 2002 at the University of Arizona (Morgan, 2007). While these are occurrences that are widely recognized and covered by major media outlets, there are other incidents that occur regularly on college campuses and in our communities that are more individual, but have residual effects in chapters and in the larger community. Some of these examples could be cutting, depression, over usage of medicine, suicidal tendencies, and eating disorders. Because of this gap in communication, departments are compiling and sharing information so earlier interventions can occur utilizing the best resources on the campus.

At Bradley, there are three ways in which our collaboration addresses this area: Awareness, Education, and Action. These three approaches allow us to work together and address any present and future concerns. To address mental health issues on campus, in addition to the campus life offices, Bradley is equipped with a University Counseling Center staffed by a doctoral level psychiatrist and four Masters level counselors. The center is a part of the Health Services department, as it is a part of treating the overall wellness of our students.

collaborative sponsorships:Follow-up reports with departments.•

One-on-one education with faculty, staff, and students.•

Collaboration between the Center and the Wellness Office to offer •informational peer education programs to student organizations (i.e., fraternities and sororities).

These programs and opportunities are often facilitated through the •Office of Fraternity and Sorority Life. It is important for the person serving in the fraternity/sorority advisor role to be well versed on the opportunities and resources that are provided in each workshop.

EDUCAtiONThe fraternity/sorority advisor ensures every opportunity is made available for resources to be utilized; it is a focus of conversation during leadership retreats, council meetings, and one-on-one conversations with chapter leadership. The advisor must be aware of what is available in order to provide the most useful resources to the members of the fraternity/sorority community. Some of the resources that have been useful tools to the community have been:

AWArENESSFrom an awareness perspective, several initiatives have been implemented across campus providing students the opportunity to learn about the Counseling Center, and also to learn about themselves. Some of the opportunities sponsored individually by the Counseling Center are:

center sponsored initiativesThe Center participates in all National Awareness Days, providing •educational programs for students in high traffic areas on campus.

A comprehensive website has been created, including valuable •information from several national organizations.

Free screenings are offered in the six major mental health illness •areas: depression, bi-polar disorder, general anxiety disorder, post-traumatic stress disorder, eating disorders, and alcohol abuse. These screenings are offered through the Screening for Mental Health website www.mentalhealthscreening.org. If a participant tests high on the screening, he/she will automatically be referred to call Health Services. The screening also provides the student with valuable feedback.


QPR (Question, Persuade, and Refer) Training is made available •on campus for student organizations. This training helps students identify students at risk and provides them with strategies to intervene.

Fraternity and sorority educational programs are done in •partnership with the Wellness Office. These programs are completed at the request of the fraternity/sorority.

ACtiONOnce a student is identified as being at risk, action is taken to address the situation and provide treatment options to ensure the student’s success at the university and beyond. When a call is made to the Counseling Center, the following occurs:

The level of urgency is categorized.•

The outreach options are clarified. It is determined who on •campus will contact the student.

It is determined whether or not the person who has made the •referral would like to be identified or not.

The process moving forward is clarified with the caller.•

A call is made to the student in question and the student is told •about the referral and offered an appointment with the Counseling Center. If the student does not wish to make an appointment, the student is given information regarding resources available to him/her.

If there is imminent risk, the Counseling Center collaborates with other offices on campus to locate an individual and makes personal contact with that student to request they call Health Services. Oftentimes, that can be with the Office of Fraternity and Sorority Life, as the majority of our chapter facilities are independently owned and not operated through Campus Housing. If there is imminent risk identified, an assessment takes place. It is ideal if the assessment is done under voluntary circumstances; however, if the student is not willing to complete the assessment voluntarily, it becomes mandatory.

Frequently, offices other than the Counseling Center are first notified of concerns regarding students. This happens because of the close relationships that are naturally forged when working with the same students consistently. These professionals are the ones who are directing students on what their next steps should be. When situations such as these arise, there are a few different options available to offer the help required:

A student can be referred/mandated to be assessed by the Counseling •Center through the university judicial process. Pending the outcome of the assessment, the student could be required to participate in further treatment. The Counseling Center then works with the judicial officer to verify that the student has been coming to the Center for appointments.

The president of an organization can request that the student sign •a release statement allowing the Center to inform the officer that he/she is continuing treatment. This is often done to maintain that member is in good standing with the organization.

A faculty/staff member can make a referral and receive verification •that an appointment has been made.

OUr rOLESFor fraternity/sorority advisors, it is not only important to know the process, but to also know the available resources. Building relationships with your campus counseling center and being aware of the services and resources available allows us to be a part of the identification and follow-up. This ensures one more piece of the puzzle is in place in providing the most positive and healthy college experience for all students.

Chapter presidents play an important role in the identification and treatment of members in need, particularly if that member is living in the chapter facility. As a result, the Office of Fraternity and Sorority Life, the Counseling Center, and the chapter president work closely together to ensure the student is getting the care he/she requires and the safety, well being, and mental health of the individual and community are protected.

Within the fraternal movement, it is critical we work together in the advancement of a healthy college experience. To do so, it requires collaboration in integration of services and information.

REFERENCES

Gray, S. (2008, February 16). How the NIU massacre happened. TIME. Retrieved on January 4, 2010, from http://www.time.com/time/nation/article/0,8599,1714069,00.html

Morgan, D. S. (2007, April 16). Other campus shootings: A list of recent fatal shootings at U.S. colleges and universities. CBS news. Retrieved on January 4, 2010, from http://www.cbsnews.com/stories/2007/04/16/national/main2689234.shtml

– Ben Williams is the Associate Director of Fraternity and Sorority life at Bradley University in Peoria, Il. He is a member of Phi Kappa Tau Fraternity.


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

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Register by February 23 for lower rates! AFA members receive the member rates ($50 savings) for both candidate and employer registration!

For more information and to register, please visit The Placement Exchange: Chicago ’10 website at http://www.theplacementexchange.org/event/index.cfm

The Placement Exchange: Chicago ‘10March 3-7

If you are looking for a job in the fraternity/sorority advising profession or the

student affairs profession, or if you are hiring for an open position, you won’t want to miss The

Placement Exchange: Chicago ’10. A joint venture of ACUHO-I, AFA, ASCA, NACA, NASPA,

NODA, and HigherEdJobs.com, the event is dedi-cated to making job placement a rewarding and

low-stress experience for all involved.

The 2010

Executive Board will soon be developing the

Association’s next strategic plan.

Take Part in AFA’s Member Survey!

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to get involved in the future of the

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Members

received a short electronic survey in early

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Documents

Perspectives Winter 2010