~ Office of Student Involvement

Monmouth College

Wackerle Career and Leadership Center: Office of Student Involvement

309-457-2268 engage@monm.edu

www.monmouthcollege.edu/wc/leadership

Student Organization Advisor Manual

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Table of Contents

Dear Advisor 3

Office of Student Involvement 4

New Student Organization Policy

Important Phone Numbers 6

The Role of the Advisor 7

Advisor Best Practices 10

Understanding Group Development 11

Motivating Student Leaders 14

Officer Transition 16

Advisor Resources 18

Student Development Theory 101 19

My Role As Your Advisor… 24

Your Role As Our Advisor… 25

20 Tips for Advisors to Increase Organizational Productivity 26

Advisor’s Self-Evaluation Checklist 27

Retreats 28

Fundraising Event Request Form 29

Student Organization Basic Constitution Template 30

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Dear Advisor: Congratulations on your role as an advisor to a student organization at Monmouth College! Advisors play a crucial role in providing guidance to organizations, developing student leaders, and enhancing the overall student experience. The purpose of this manual is to clarify your role as an advisor, provide tips for effectively advising a student organization on the Monmouth campus, and direct you to further advising resources. We welcome any questions you may have regarding your position. Please do not hesitate to contact the Office of Student Involvement. We also suggest that you visit our web site at http://www.monmouthcollege.edu/wc/leadership Additionally, it is recommended that advisors become familiar with the Student Organization manual for information on policies, procedures, etc., which can be found at http://www.monmouthcollege.edu/wc/leadership/involvement/studentorganizationresources.aspx Every registered student organization has access to the staff member in the Office of Student Involvement. This person is here to help in the following ways:

Consultant – advising the group on program planning, resolution advice for internal issues, etc.

Cut through red tape – explaining College policy and appropriate methods for groups to conduct business

Referrals – to appropriate areas/departments for the purpose of conducting organization business

Advocate – for student groups as a whole with the administration The staff member is not here to replace you as the organization’s advisor. They are here to supplement the information you know and help you and your organization have a successful year. Again, thank you for your commitment to enhancing student involvement and leadership development at Monmouth College! Best wishes for success as an advisor! Sincerely, Office of Student Involvement Staff Monmouth College 309-457-2268 engage@monm.edu

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Office of Student Involvement

309-457-2268

Lower level Stockdale Center

What is the Office of Student Involvement?

The Office of Student Involvement is the main hub for student involvement and is a

part of the Wackerle Career and Leadership Center. We house many different areas

of student life including Greek Life, Greek Housing, student organizations, leadership

development, Alternative Spring Break, community service and volunteerism.

What annual programs do we sponsor?

Involvement Fair—during orientation weekend there is an opportunity for all students

to explore the different student organizations.

Leadership Workshop Series—workshops on various leadership topics are offered to

students to begin or fine tune their leadership skills.

Saturday of Service—a Saturday dedicated to community service. We arrange

opportunities for our students to volunteer with local community partners.

Alternative Spring Break—a weeklong service program which typically occurs over

spring break.

Volunteer Fair—similar to the Involvement Fair, each fall community partners

participate in this fair in order to showcase the opportunities that students can

participate in during their time at Monmouth.

Highlander Leadership Awards—awards banquet that honors excellence in student

leadership, and student organization programming.

What is available to students and student organizations?

Meeting space

Computers

Supplies

Die cut letters and shapes

Poster paper, printer paper, and construction paper

Lamination

Binding equipment for presentations

Student Organization mailboxes

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Office of Student Involvement

309-457-2268

Lower level Stockdale Center

What can we do to help the student organization you advise?

The Wall of Resources

Provides multiple documents on how to effectively run student organizations.

Several topics include: creating constitutions, motivation, transitioning officers,

delegation, goal setting, etc.

Workshops and Presentations

Are available by the staff members in the office. Just set up a time to discuss

some of the problems your organization is facing.

Retreats

We gladly work with advisors or students to set up extended retreats to help

organizations get off the ground, or back on track.

Manuals

We have three manuals available, the Student Organization Manual, the

Advisor Manual, and the Event Planning Manual.

Policy Interpretation

If you’re not sure about something your students want to do, we can offer a

second opinion.

New Student Organizations

The process for starting a new student organization is outlined on the next

page. Students must start by meeting with the staff in the Office of Student

Involvement.

Advertising

The Office of Student Involvement oversees the napkin dispensers and

television in the main dining hall.

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College Policy Regarding the Formation of Student Organizations

1. The group, which consists of currently enrolled students, will develop a constitution (and

by-laws if appropriate) and seek a member of the faculty or staff willing to serve as an

advisor.

2. Upon completion of step 1 the organization will schedule a meeting with a representative

from the Office of Student Involvement to present their proposal to seek official recognition.

The representative from the Office of Student Involvement will assist the group in seeking

approval by first reviewing the proposed constitution (and by-laws if appropriate) for content

and structure.

3. Upon receiving a favorable recommendation from the Office of Student Involvement, the

representative will recommend to the Executive Committee of ASMC that the proposal be

brought to a Student Senate vote.

4. Upon receiving a favorable recommendation from the Executive Committee of ASMC, the

proposal will be brought to a vote before the Student Senate.

5. Upon receiving a favorable recommendation from the Student Senate, the ASMC Student

Affairs representative will recommend to the Student Affairs committee of the faculty that a

group’s proposal be brought to a vote.

6. The Student Affairs Committee of the faculty will conduct a review of the petitioning

organization according to its own criteria. (A copy of the committee’s criteria for recognition

may be obtained from the committee chair from the Office of Student Affairs). If deemed

appropriate, the committee will recommend to the faculty as a whole that the group be

formally recognized as a Monmouth College student organization. The Student Affairs

Committee of the faculty must approve all appointments of faculty advisors.

7. Recognition does not occur until voted on by the faculty.

Important Phone Numbers

Office of Student Involvement 309-457-2268

Wackerle Career & Leadership Center 309-457-2115

Office of Student Affairs 309-457-2114

Office of Campus Events 309-457-2345

Office of Residence Life 309-457-2113

College Security 309-337-5708

Dean-on-Call 309-337-5713

Emergency Work Orders 309-457-3333

City of Monmouth Police (non-emergency) 309-734-8383

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The Role of the Advisor

The role of the advisor has changed from the commonly-held image of a far-removed faculty or staff member who serves as a signatory on forms. Student organizations at Monmouth look to their advisors for support, leadership, and advice throughout the academic year. Nonetheless, there is great variation in the level of involvement among advisors depending on the needs of each organization’s membership. Each advisor perceives his/her relationship to a student organization differently. Some advisors play very active roles, attending meetings, working with student officers, and assisting in program planning and development. Others maintain a more distant relationship to the organization. It is the Office of Student Involvements hope that each advisor will maintain regular contact with his/her organization. An advisor accepts responsibility for keeping informed about activities of the organization and for advising officers of the organization on the appropriateness and general merits of policies and activities. However, advisors are not responsible for the actions or policies of student organizations; students are solely responsible. Advisors should be both accessible and interested and should provide whatever counsel a group or its members might seek. Given the myriad of purposes, activities, and objectives of various student groups, the role of the advisor will vary in some degree between groups. The purpose of this section is to outline basic roles of an advisor. As groups vary in their expectations and needs, it is important that you, as an advisor, develop an understanding with the organization you advise as to the nature of your involvement. The advisor and group should agree on a set of expectations of one another from the onset and should write this list down as a contract between the group and the advisor. The following are some of the roles you may assume as an advisor: Educator As an advisor, your role of educator will often come through modeling behavior, guiding the student in reflection of their actions, and being there to answer questions. One of the most difficult actions to take as an advisor is to do nothing, but sometimes this can be the most important action of all. Allow the students to make their decisions even if they do not agree with your ideas. Sometimes, students will succeed; other times, they may fail. The key is to return to the reflective agent and give the students a safe place to reflect on their experiences. Advisors also have a responsibility to support the academic success of students. There are numerous ways to play this role. Ask the students, individually, how their semester is going. If you are concerned about their grades, ask them to share tests and assignments with you. Refer students to the many resources available on campus designed to help them be successful academically (i.e. Writing Center, Academic Success Center, math tutoring). Motivator As an advisor, you may have to motivate students to excel and to carry out their plans and achieve their goals. Some students are easily discouraged and at the first sign of difficulty they may want to quit. You will need to be their ―cheerleader‖, to keep them excited about all of the potential successes they will experience. You can motivate students through the recognition of their efforts, appealing to their desire to create change, and connecting their experiences here at the College to the experiences they will have in the community. Everything they are doing now will help them in the long run.

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Conflict Mediator Inevitably, students are going to join the organization with different agendas, goals, and ideas about how things should function and the direction they should be taking. When working with students who have come into conflict, it may be necessary to meet with them and have them discuss their issues with each other. In many cases, it may be necessary to remind them that they both want what is in the best interest of the organization. Ask them how they think they can work together, point out the organization’s mission, and ask how their conduct is helping the group achieve its mission. Sometimes, one student may be causing problems with other students. In many cases this student may not realize that his/her actions are causing a problem. In this case, speaking with the student privately and discussing how his/her attitudes are impacting other people and how those attitudes or actions can be changed to make everyone feel better. In many cases, the student will appreciate the honest feedback. Reflective Agent One of the most essential components to learning in ―out of classroom‖ activities is providing time for students to reflect on how and what they are doing. As an advisor, you will want your officers to talk to you about how they think they are performing, their strengths, and their weaknesses. Give them the opportunity to discuss their thoughts on their performance, then be honest with them. Let them know when you agree with their self-perceptions and in a tactful manner let them know when you disagree. Remember, any criticism you provide students should be constructive and you will want to provide concrete examples of actions the student took that seem to contradict their self-perceptions. When students discuss their weaknesses, ask them how they can improve those areas and how you can help them. Students usually have the answer to what they need; they just don’t like to ask for help. Remember to have the students reflect on their successes and failures. Mentor Many students will come to see their advisor as a mentor and the success of these relationships can last many years and be rewarding for both the student and the advisor. If the student is seeking an education and a career in your field, you may be asked to assist in his/her professional development. To be effective in this capacity, you will need a knowledge of their academic program and profession, a genuine interest in the personal and professional development of new professionals, and a willingness to connect students to a network of professionals. You may be approached to review resumes, to connect students with the community resources, or to be a sounding board for their ideas of what they want to accomplish in the field. At times, students will seek out someone to assist with their personal development. In this capacity, a mentor will have a basic understanding of student needs and perspectives, a desire to challenge students intellectually and emotionally while providing support to meet the challenge, and the ability to listen to students’ verbal and nonverbal communication. Students may want to talk to you about family or relationship issues, conflicts they are having with other students, or to have conversations about their ideas and thoughts on different subjects. Team Builder When new officers are elected or new members join the organization, you may need to take the initiative in turning the students from individuals with separate goals and expectations into a team. Team building is important because in enhances the students’ relationships between one another and the advisor. Positive relationships help the organization succeed and to work through conflicts and difficult times. To accomplish the goal of creating an effective team, it is necessary to conduct a workshop (if you and the students have the time, a full-scale retreat encompassing team building and goal setting could be planned) to engage students in this process.

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There are numerous websites dedicated to icebreakers and teambuilding activities. Here are just a few examples:

http://www.residentassistant.com/games/ http://wilderdom.com/games/Icebreakers.html

Policy Interpreter Student organizations operate under policies, procedures, and rules. At times, students may not be aware of these policies and they will do things in an inappropriate manner. The more you know about these policies, the better advice you can provide to the students about their plans. One key policy to be aware of is the College Policy on Hazing: (A) Hazing is a practice of some organizations that is inevitably damaging to individuals and

the campus community. National agencies condemn hazing, as do all responsible per-sons. Monmouth College will act against any individual or campus organization guilty of hazing.

(B) While the College has adopted the definition of hazing established by the Fraternity

Executives Association to identify hazing activities, it should be noted that this definition applies to behavior exhibited by all Monmouth College organizations, sports teams, groups and individuals, not just Greek organizations. This definition is not intended to be exhaustive.

(C) Hazing is any action taken or situation created intentionally, whether on or off premises,

to produce mental or physical discomfort, embarrassment, harassment, or ridicule. Such activities and situations include paddling in any form; creation of excessive fatigue; physic cal and psychological shocks; branding; quests, treasure hunts, scavenger hunts, road trips, or any other such activities carried on outside the confines of the house; wearing of apparel in public that is conspicuous and not normally in good taste; engaging in public stunts and buffoonery; morally degrading or humiliating games and activities; late work sessions which interfere with scholastic activities; and any other activities which are not consistent with fraternal law, ritual, or policy or the regulations and policies of the

educational institution. As an advisor you will assume numerous roles and all possible roles that are not mentioned here. A key idea to remember is that you are an advisor not the leader. You provide guidance, insight, and perspective to students as they work on projects, but you should not be doing the work. Students will learn if they are engaged. Be careful of being talked into doing the work for a student project. The students make the decisions, and they are accountable for those decisions, and for the successes and failures of their groups. Information adapted from the ACPA College Student Educators International, Commission on Student Involvement’s Advisor Manual, http://www.myacpa.org/comm/student/documents/acapadvisormanual.pdf

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Advisor Best Practices The Office of Student Involvement has a set of best practices for all student organization advisors.

Attend regularly scheduled meetings as often as possible. Meet with the officers to discuss organizational goals, assist with the development of

programs, discuss the financial status of the organization, etc. Support the organization; it is expected that the advisor will attend group sponsored

activities when appropriate. Be knowledgeable of Monmouth College policies regarding student organizations. Be familiar with the group’s history and traditions. The advisor should also be familiar

with the constitution and bylaws and should be prepared to assist with their interpretation.

Recognize the general financial condition of the organization and encourage the maintenance of sound financial records.

Review the group’s functions and encourage all members of the group to fully participate, assume responsibility for group activities, and maintain a balance between academic responsibilities and co-curricular involvement.

Help the students understand the impact and implication of activities in which the group wishes to engage.

Ensure that the organization files appropriate registration paperwork annually with the Office of Student Involvement and that the Office of Student Involvement is notified whenever officer changes occur.

Assist in resolving conflicts between group members and/or officers. Sign all documents that require an advisor’s approval. Assist the organization with smooth officer transitions. Maintain open communication with the Office of Student Involvement.

In addition to the best practices that the Office of Student Involvement has, the following is a list of general advisory functions. Note that all advisors do not perform all functions, and your personal checklist may vary depending on the group you advise.

Read e-newsletters (What’s Happening, Advisor News) sent by the Office of Student Involvement, to stay current on upcoming events and other information pertinent to student groups.

Initiate ideas for discussion when you believe they will be helpful to the group. Check all official correspondence before it is sent. Veto a decision when it violates a stated objective, the bylaws, or College policy. If

you are unsure if it violates a policy, have the students contact the Office of Student Involvement.

Let the group work out its problems; allow for mistakes and ―doing it the hard way‖. Recognize students for their work through campus awards, thank you notes, etc.

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Understanding Group Development

Bruce W. Tuckman’s Four Stages of Group Development Knowing and understanding the intricacies of how a group develops and works together will benefit your student organization. Understanding Tuckman’s model may assist an organization to reach effectiveness more quickly. Stage 1 – Forming

Description The group is just coming together. This phase is often characterized by shyness,

uncertainty and diffidence among the members, although extravert members may rapidly assume some kind of leadership.

How does it apply to student organizations? The fall is the time student’s start looking for ways to get involved. They seek out

student organizations that interest them resulting in a mixture of experienced and inexperienced student leaders. The inexperienced student will depend on the experienced students and the advisor for guidance and direction. Individual roles and responsibilities are unclear. Processes are often unknown and the students will test the system, leader, and the advisor.

Role of the advisor in this stage In this stage the consistency and continued support of the advisor is vital. The

advisor must be prepared to answer many questions regarding the organization’s purpose and objectives.

Stage 2 – Storming

Description This is the point in which there is a period of jockeying for position, authority and

influence among them members. Disagreements appear or are manufactured and roles are eventually allocated. The initial leaders may not survive this period. It is the most uncomfortable phase of the group’s life – a sort of group adolescence.

How does it apply to student organizations? Late in the fall the students are usually still struggling within their organization.

Decisions don’t come easily, and members vie for position as they attempt to establish themselves in relation to the other members. New leaders or potential leaders may be emerging. Clarity of purpose increases but plenty of uncertainties are still present. Cliques may be present and there may be power struggles.

Role of the advisor in this stage In this stage the advisor may need to remind the organization to focus on their goals

and objectives. Possibly have the group participate in some communication team builders. The understanding of different communication styles may deepen their understanding and appreciation for each other.

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Stage 3 – Norming

Description After the internal structure is sorted out, there is then the issue of what the group

stands for. What kind of behavior and contribution is acceptable and what isn’t? Members explore behind the power processes of storming and begin to form some idea of the group’s identity. This is rarely done explicitly and it can readily slip back into Storming.

How does it apply to student organizations? Agreement and consensus begins to form among the organization members and they

respond well to facilitation by the leader and settle into their roles and responsibilities. Decisions are made by the group and delegation is accepted. Commitment and unity is usually strong at this point. The students hopefully are engaged in the organization and are having fun and participating in social activities as well. There is general respect for the leader and some leadership may be shared by the other members of the organization.

Role of the advisor in this stage This is a good time for the advisor to have the students discuss each other’s working

style and how the group should develop processes and tasks to get their goals accomplished.

Stage 4 – Performing

Description After all the previous phases, the group can begin to get some work done, on the

basis of a relatively stable structure.

How does it apply to student organizations? The members are more strategically aware of their goals and objectives and are

clearly focused on their completion. The students have a shared vision and are able to function with no interference or participation from the leader or advisor. The organization has a high degree of autonomy. Conflicts may occur but now they are resolved within the organization positively, and necessary changes to processes and structure are made by the members.

Role of the advisor in this stage This is a very rewarding experience and the advisor will naturally be in the

background for guidance and support. The group at this stage is accomplishing their goals and moving in a positive forward direction.

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Stage 5 – Adjourning

Description This is about completion and disengagement, both from the tasks and the group

members. Individuals will be proud of having achieved much and glad to have been part of such an enjoyable group. They need to recognize what they’ve done and consciously move on.

How does it apply to student organizations? As the academic year comes to an end, members of the organization will be making

decisions on running for office, continuing as a member, or looking for other opportunities the following year.

Role of the advisor in this stage This provides an opportunity to work with individual students on their next steps. It’s

also important to work with the outgoing officers to transition the new officers so they are prepared to take on their roles. And don’t forget to celebrate all that the group has accomplished over the year.

This model is not a linear one. At times the organization may regress to the previous stage, especially if membership changes. Patience and diligence by both the members and the advisor will keep the group moving in the right direction. Adapted from Case Western Reserve University’s Student Activities and Leadership Resources, http://studentaffairs.case.edu/activities/resources/advisor/development.html

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Motivating Student Leaders

Six Ways to Motivate Student Leaders Involvement – Allow initiation of an individual’s own ideas, allow student(s) to have

important input, listen with interest, make sure people understand what is happening. Interests – Assign responsibilities according to interests and allow trial of new ideas. Self Satisfaction – Specify times for progress reports when meeting with officers.

Trust the student/s. Make yourself available when student(s) are setting goals. Friendships – Give student(s) opportunity to socialize. Don’t be overly strict about

sticking to business all the time. Allow student(s) to work in small groups. Encourage student leaders to conduct and get acquainted through activities. They, and you, can never know all there is to know about each other.

Recognition – Tell the student(s) they have done a good job, compliment the person in the presence of others, put emphasis on the person’s success, don’t dwell on past failures, and give credit where credit is due.

Rewards – Give out prizes, send notes of appreciation, take the student(s) out to lunch, and throw a party for members.

Hints on Motivating Others

Study members and learn what makes each one tick. Be a good listener. Criticize in private. Praise in public. Be considerate. Delegate responsibility to others. Give credit where credit is due. Avoid domination or forcefulness (i.e. bossiness). Show interest in and appreciation for others. Make members want to do things through inspiration, incentives, and recognition. Never forget that the leader is the role model. Play up the positive. Be consistent. Show members that you have confidence in them. When you make a mistake, admit it. If an idea is rejected, tell the originator why. Be careful of what you say and how you say it. Put yourself in the members’ shoes. Remember that people carry out their own ideas best. Give members the opportunity to take part in making decisions--especially those that

involve them. Let members know where they stand and why.

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Major Motivational Patterns You will quickly notice in your organization that what motivates one individual will not as effectively motivate another. Some seek recognition, compensation and benefits, and other outward sources of motivation. Others are more internally motivated and have a need to see their work successfully accomplished and are motivated by feeling of competence or making a difference. It is worth taking time to think about individual members to attempt to identify their sources of motivation—it may even be worth asking outright! You can then work with group members in a way that helps that particular individual to shine and feel worthwhile. Below is a sampling of general types of sources of motivation. Remember that many group members will fall into more than one category. Achievement Motivation These people work for the challenge and accomplishment, a sense of accomplishment for its own sake. Their challenges will usually be defined internally and may often involve a sense of service to others. Hero Motivation The primary drive is to do well in the eyes of someone admired and sometimes emulated by the individual. The person’s interest may be totally in the ―hero‖ (such as group leader, advisor, professor), and failure to gain attention from the hero may result in dropping out. Affiliation Motivation The primary drive is to be in the company of and relate to people. These individuals will be best at interactive elements of their experience. Competence Motivation These people seek job mastery and professional growth. They are very interested in the technical aspects of the job and may approach several aspects of their position from an intensely analytical perspective. They see the job as a science to be perfected. They will write down much of their work, as it pleases them to see the fruits of their labor before their eyes. Step Ladder Motivation They participate primarily because they see it as a means to an end, with ulterior motive in mind (for example, the student who gets involved in ―X‖ Club during the spring term because it may help them become an RA). Fight-For-A-Cause Motivation These people fight for an issue that they see as reflective of their deep convictions. Often participation will be intense and at an emotional level. Power Motivation These people seek control. They like to have their individual opinions influence what the masses will do. In an unsophisticated individual, obnoxiousness and a general overbearing attitude may surface. In a more sophisticated person, obnoxiousness may not appear, but a resistance to delegating responsibility may. The person feels that by keeping information to him/herself, his/her power base will be maintained.

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Officer Transition

One of the most important functions of an advisor is to assist in the transition from one set of organization officers to the next. As the consistent ―historian‖ of the organization, the advisor has seen changes, knows what works and can help maintain continuity. Investing time in a good officer transition early on will mean less time spent throughout the year nursing new officers through the year. The key to a successful transition is making sure new officers know their jobs BEFORE they take office. Expectations should be clearly defined. There are a number of ways to conduct the officer transition. The following examples demonstrate two commonly used methods. The Team Effort The team effort involves the outgoing-officer board, the advisor, and the incoming officer board. This method involves a retreat or series of meetings where outgoing officers work with incoming officers on:

Past records/notebooks for their office and updating those together Discussion topics should include:

Completed projects for the past year. Upcoming/incomplete projects. Challenges and setbacks. Anything the new officers need to know to do their job effectively.

The advisor’s role may be to:

Facilitate discussion and be a sounding board for ideas. Facilitate goal setting for the board as a whole and for individual students. Organize and provide the structure of a retreat. Offer suggestions on various questions. Refrain from telling new officers what they should do. Fill in the blanks. If an outgoing

officer doesn’t know how something was done, or doesn’t have records to pass on to the new officer, you can help that officer by providing the information he or she doesn’t have.

The structure of a team effort retreat can take many forms. The advisor’s role in this process is to provide historical background when needed, help keep goals specific, attainable and measurable and provide advice on policies and procedures. One-on-One Training, Advisor with Officers While it is ideal to have the outgoing officer team assist in training the incoming officers, often it is left up to the advisor to educate the incoming officers. In that situation, there should be a joint meeting of the new officer and the advisor. After that meeting, the advisor should meet individually with each officer transition examine the notebook of the previous officer (or create a new one). Things to include in a new notebook:

Any forms the officers may need to use Copies of previous meeting agendas A copy of the organization’s constitution and bylaws A contact list of the new officers Contact information for resources on campus (people, departments) Goals

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Discuss what the officers hope to accomplish in the forthcoming year. Assess the officer’s role in the organization. What are the expectations of each position? What are the student’s expectations of the position and his/her goals? Whatever the approach to officer transition, it is an important component to ensure that the new leaders are prepared for their responsibilities and are able to ―hit the ground running‖ as their term begins. Information adapted from the ACPA College Student Educators International, Commission on Student Involvement’s Advisor Manual, http://www.myacpa.org/comm/student/documents/acpaadvisormanual.pdf

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Advisor

Resources

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Student Development Theory 101

Student development theory based on research helps guide our work with students, addressing many developmental issues they face throughout their college careers. Please utilize these next few pages as an introduction to some of the most commonly referenced student development theories.

Psychosocial and Identity Development Theories

These theories examine the complex ways people identify/define themselves as their lives evolve. The content of that development is explored.

Chickering’s Theory of Identity Development

Seven vectors of development that contribute to the formation of identity.

―Vectors‖ have direction and magnitude – pathways for journeying toward individuation:

Developing competence

Intellectual Competence-acquisition of knowledge and skills related to particular subject matter; increased skills in critical thinking and reasoning

Physical Competence-comes through athletic involvement and recreational activities

Interpersonal competence-skills in communication, leadership, and working effectively with others

Managing emotions

Students develop the ability to recognize and accept emotions, as well as to appropriately express and control them

Moving through autonomy towards interdependence

Increased emotional independence, which is defined as ―freedom from continual and pressing needs for reassurance, affection, or approval from others

Developing mature interpersonal relationships

Development of intercultural and interpersonal tolerance and appreciation of differences

Establishing identity

Comfort with body, appearance, gender, sexual orientation, cultural heritage, a secure sense of self in light of feedback from others, and self-acceptance and self-esteem

Developing purpose

Intentionally making and staying with decisions, even in the face of opposition

Developing integrity

The interests of others are balanced with one’s own interest, development of a more humanized value system

Personalized value system is established in which core values are consciously affirmed and the beliefs of others are acknowledged and respected.

Students move through vectors at different rates. Vectors can interact with each other, and students can reexamine issues associated with vectors they have previously worked through.

Takes into account emotional, interpersonal, ethical, and intellectual aspects of development.

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Schlossberg’s Transition Theory

―Transition‖ is any event, or non-event, that results in changed relationships, routines, assumptions, and roles.

Anticipated event—ones that occur predictably (an expected graduation from college)

Unanticipated event—not predicted or scheduled (a divorce or sudden death)

Nonevents—transitions that are expected but do not occur (failure to be admitted to medical school)

Personal—related to individual aspirations

Ripple – felt due to a nonevent of someone close

Resultant—caused by an event

Delayed—anticipating an event that might still happen

Individual moves from preoccupation with the transition to an integration of the transition.

Four sets of factors influence ability to cope with transition:

Situation—Trigger, timing, what aspects are in a student’s control, is a role change needed, is it permanent/temporary, their previous experience with a similar situation, are other sources of stress present

Self—personal demographics; aids to coping

Support—social support is identified by the individuals’ stable supports

Strategies—coping responses: those that modify the situation, those that con-trol the meaning of the problem, and those that aid in managing the stress in the aftermath

Racial and Ethnic Identity Development

Phinney’s Model of Ethnic Identity

Ethnic identity is important to the development of a positive self-concept for minority adolescents

Focuses on what people learn about their culture from family and community.

Three distinct stages for minority adolescents to actively explore their identity and re-solve inherent conflicts.

Diffusion-Foreclosure

Individuals have not explored feelings and attitudes regarding their own ethnicity

Moratorium

The individual becomes increasingly aware of ethnic identity issues

Identity Achievement

The individual achieves a healthy bicultural identity

Focuses on the resolution of two conflicts:

Stereotyping and prejudice by majority groups

Clash of value systems between majority and minority group

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Gay, Lesbian, and Bisexual Identity Development

Cass’ Model of Homosexual Identity Formation

Based on the assumption that acquisition of homosexual identity is a developmental process resulting from the interaction between the individual and his or her environment.

Six stages of perception and behavior:

Stage One: Identity Confusion—first awareness of homosexual thoughts, feelings, and attractions. It is accompanied by confusion and anxiety.

Stage Two: Identity Comparison—individuals have accepted the possibility that they might be gay or lesbian. They may seek out other gay and lesbian individuals to learn what it means to be gay or lesbian.

Stage Three: Identity Tolerance—have acknowledged they are probably gay or lesbian and seek out other gay or lesbian people to reduce their feelings of isolation.

Stage Four: Identity Acceptance—a positive connotation is placed on homosexual identity in this stage. Contacts with other gay and lesbian people are frequent, and friendships develop.

Stage Five: Identity Pride—Individuals focus on gay issues and activities and minimize contact with heterosexuals.

Stage Six: Identity Synthesis—homosexual and heterosexual worlds are dichotomized and individuals are judged based on who they are as people, rather than on their sexual orientation.

D’Augelli’s Model of Lesbian, Gay, and Bisexual Development

Based on the assumption of a more general life span model, D’Augelli viewed development of sexual orientation as a life-long process, with multiple changes occurring over time in attitudes, feelings, and behavior.

Suggests environmental factors play a major role in the development of a positive gay, lesbian, or bisexual identity.

Six interactive (not stages) involved in lesbian, gay, and bisexual identity development:

Exiting heterosexual identity: requires recognition that one’s feelings and attractions are not heterosexual as well as telling others that one is lesbian, gay, or bisexual.

Developing a personal lesbian/gay/bisexual identity status: involves determining for oneself the unique meaning being gay, lesbian, or bisexual will have in one’s life.

Developing a lesbian/gay/bisexual social identity: consists of creating a support network of people who know and accept one’s sexual orientation.

Becoming a lesbian/gay/bisexual offspring: involves disclosing one’s identity to parents and redefining one’s relationship after such disclosure.

Developing a lesbian/gay/bisexual intimacy status: [not having access to] cultural scripts directly applicable to lesbian/gay/bisexual people leads to ambiguity and uncertainty, but it also forces the emergence of personal, couple-specific, and community norms, which should be more personally adaptive.

Entering a lesbian/gay/bisexual community: involves making varying degrees of commitment to social and political action.

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COGNITIVE-STRUCTURAL THEORIES

These theories examine how students evolve in their thinking and intellectual development through their lives and make meaning of their experiences.

Perry’s Theory of Intellectual and Ethical Development

Structures that shape how people view their experiences.

Continuum of development from simplistic absolutes (right/wrong, good/bad) to complex forms seeking to affirm personal commitments.

Nine positions (not stages – no implied duration and they are considered to be points of view of the world at a given point in time).

Kohlberg’s Theory of Moral Development

Confined to moral reasoning, the cognitive component of moral behavior.

How people make moral judgments.

Moral development represents the transformations that occur in a person’s form or structure of thought with regard to what is viewed as right or necessary.

Justice is the central principle to the development of moral judgment.

Six stages of moral reasoning are:

Level 1: Pre-conventional

Stage 1: Heteronymous Morality

Obeying rules/Avoiding punishment/No concern for others.

Stage 2: Individualistic, Instrumental Morality

Follow rules if in their interest/Fairness—equal exchange/Pragmatic perspective.

Level II: Conventional

Stage 3: Interpersonally Normative Morality

Fulfilling expectations/Carrying out social roles/‖Good person‖ image/Gaining approval of others.

Stage 4: Social System Morality

See just social system/Uphold societal laws/Carry out duties, obligations.

Level III: Postconventional or Principled

Stage 5: Human Rights and Social Welfare Morality

Fundamental human rights and values/Protect rights and ensure welfare of all people.

Stage 6: Morality of Universalizable, Reversible and Prescriptive General Ethical Principles

Equal consideration of all points of view in moral situation/Decisions based on universal, generalizable principles that apply in all situations.

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Gilligan’s Theory of Women’s Moral Development

Central focus of care orientation is attachment to others.

Relationships with others carry equal weight with self-care when making moral decisions.

Care and responsibility is the central theme behind women’s moral compass.

Women’s moral development proceeds through a sequence of three levels and two transition periods:

Level I—Orientation to individual survival

The individual is self-centered and preoccupied with survival

For most women, relationships do not meet their expectations and some women intentionally isolate themselves as protection against the pain associated with unfulfilled intimacy

Transition I—From selfishness to Responsibility

Levels address the relationship between self and others

The individual integrates responsibility and care into her repertoire of moral decision-making patterns

Level II—Goodness as self-sacrifice

An individual may give up her own judgment in order to achieve consensus and remain in connection with others

Transition II—From Goodness to Truth

Transitions address the understanding between selfishness and responsibility.

Level III—The Morality of Nonviolence

The individual raises nonviolence, a moral mandate to avoid hurt, to the overriding principles that governs moral judgment and action

The individual recognizes ―the moral equality between self and other‖

Adapted from Indiana University-Purdue University’s Advisor Handbook, http://life.iupui.edu/osi/student-orgs/advisors.html and in part from Student Development Theory in College: Theory Research, and Practice. Evans, Forney, and Guido-DiBrito, 1998.

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This form is designed to help advisors and officers determine the role of the advisor (s) in your

student organizations. Directions: The advisor and each officer should respond to the following

items, then meet to compare answers and discuss any differences. For any items that are felt not to

be the responsibility of the advisor, it would be valuable to clarify which officer will assume that

responsibility. For each statement, respond according to the following scale:

A. Essential for the advisor

B. Helpful for the advisor to do

C. Nice, but they do not have to do it

D. Would prefer they not do

E. Absolutely not an advisor’s role

The Advisor is Expected To:

__1. Attend all general meetings __2. Attend all executive committee meetings __3. Attend all other organizational activities __4. Explain College policy when relevant to the discussion. __5. Help the president prepare the agenda before each meeting. __6. Serve as a parliamentarian. __7. Speak up during discussions with relevant information or when the group is likely to make a poor decision. __8. Attend conferences with the students in the organization. __9. Be quiet during general meetings unless called upon. __10. Assist organization by signing forms that require your signature. __11. Attend advisor workshops sponsored by the Office of Student Involvement. __12. Take an active part in the formulation of the group’s goals. __13. Initiate ideas for discussion when he/she believes they will help the group. __14. Be one of the group except for voting and holding office. __15. Require the treasurer to clear all expenditures with you before making financial commitments. __16. Request to see the treasurer’s books at the end of each semester. __17. Have regular one-on-ones with president __18. Attend organization’s social events __19. Check the secretary’s minutes before they are distributed.

__20. Receive a copy of all official correspondence. __21. Store all group paraphernalia during the summer and between changeover of officers. __22. Keep the official files in his/her office. __23. Inform the group of infractions of its by laws, codes, and standing rules. __24. Keep the group aware of its stated objectives when planning events. __25. Mediate interpersonal conflicts that arise. __26. Be responsible for planning a leadership skill workshop. __27. State perceptions of his/her role as advisor at the beginning of the year. __28. Let the group work out its problems, including making mistakes and “doing it the hard way”. __29. Insist on an evaluation of each activity by those students responsible for planning it. __30. Take the initiative in creating teamwork and cooperation among officers. __31. Let the group thrive or decline on its merits; do not interfere unless requested to do so. __32. Represent the group in any conflicts with members of the College staff. __33. Be familiar with College facilities, services, and procedures. __34. Recommend programs, speakers, etc. __35. Take an active part in the orderly transition of responsibilities between old and new officers. __36. Meet with treasurer monthly to reconcile financial statements. __37. Plan organization retreats.

My Role As Your Advisor (Advisor Version)

Adapted from:

Office of Campus Activities

Bowling Green State University

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This form is designed to help advisors and officers determine the role of the advisor (s) in your

student organizations. Directions: The advisor and each officer should respond to the following

items, then meet to compare answers and discuss any differences. For any items that are felt not to

be the responsibility of the advisor, it would be valuable to clarify which officer will assume that

responsibility. For each statement, respond according to the following scale:

A. Essential for the advisor

B. Helpful for the advisor to do

C. Nice, but they do not have to do it

D. Would prefer they not do

E. Absolutely not an advisor’s role

The Advisor is Expected To:

__1. Attend all general meetings __2. Attend all executive committee meetings __3. Attend all other organizational activities __4. Explain College policy when relevant to the discussion. __5. Help the president prepare the agenda before each meeting. __6. Serve as a parliamentarian. __7. Speak up during discussions with relevant information or when the group is likely to make a poor decision. __8. Attend conferences with the students in the organization. __9. Be quiet during general meetings unless called upon. __10. Assist organization by signing forms that require your signature. __11. Attend advisor workshops sponsored by the Office of Student Involvement. __12. Take an active part in the formulation of the group’s goals. __13. Initiate ideas for discussion when he/she believes they will help the group. __14. Be one of the group except for voting and holding office. __15. Require the treasurer to clear all expenditures with you before making financial commitments. __16. Request to see the treasurer’s books at the end of each semester. __17. Have regular one-on-ones with president __18. Attend organization’s social events __19. Check the secretary’s minutes before they are distributed.

__20. Receive a copy of all official correspondence. __21. Store all group paraphernalia during the summer and between changeover of officers. __22. Keep the official files in his/her office. __23. Inform the group of infractions of its by laws, codes, and standing rules. __24. Keep the group aware of its stated objectives when planning events. __25. Mediate interpersonal conflicts that arise. __26. Be responsible for planning a leadership skill workshop. __27. State perceptions of his/her role as advisor at the beginning of the year. __28. Let the group work out its problems, including making mistakes and “doing it the hard way”. __29. Insist on an evaluation of each activity by those students responsible for planning it. __30. Take the initiative in creating teamwork and cooperation among officers. __31. Let the group thrive or decline on its merits; do not interfere unless requested to do so. __32. Represent the group in any conflicts with members of the College staff. __33. Be familiar with College facilities, services, and procedures. __34. Recommend programs, speakers, etc. __35. Take an active part in the orderly transition of responsibilities between old and new officers. __36. Meet with treasurer monthly to reconcile financial statements. __37. Plan organization retreats.

Your Role As Our Advisor (Student Version)

Adapted from:

Office of Campus Activities

Bowling Green State University

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20 Tips for Advisors to Increase Organizational Productivity

1. Know what the students expect of you as an Advisor.

2. Let the group and individual members know what you expect of them.

3. Express a sincere interest in the group and its mission. Stress the importance of each Individuals contribution as a whole.

4. Assist the group in setting realistic, attainable goals. Ensure beginning success as much as possible, but allow the responsibility and implementation of events to lie primarily with the organization.

5. Have the goals or objectives of the group firmly in mind. Know the purposes of the group and know what things will need to be accomplished to meet the goals.

6. Assist the group in achieving its goals. Understand why people become involved. Learn strengths and emphasize them. Help the group learn through involvement by providing opportunities.

7. Know and understand the students with whom you are working. Different groups require different approaches.

8. Assist the group in determining the needs of the people the group is serving.

9. Express a sincere interest in each member. Encourage everyone to be responsible.

10. Assist the members in understanding the group’s dynamics and human interaction. Recognize that at times the process is more important than the content.

11. Realize the importance of the peer group and its effect on each member’s participation or lack thereof. Communicate that each individual’s efforts are needed and appreciated.

12. Assist the group in developing a system by which they can evaluate their progress. Balance task orientation with social needs of members.

13. Use a reward system and recognition system for work well done.

14. Develop a style that balances active and passive group membership.

15. Be aware of the various roles that you will have: clarifier, consultant, counselor, educator, facilitator, friend, information source, mentor, and role model.

16. Do not allow yourself to be placed in the position of chairperson.

17. Be aware of institutional power structure—both formal and informal. Discuss institutional developments and policies with members.

18. Provide continuity for the group from semester to semester (not mandatory but encouraged).

19. Challenge the group to grow and develop. Encourage independent thinking and decision-making.

20. Be creative and innovative. Keep a sense of humor!

Adapted from M.J. Michael

Office of Student Leadership Development Programs at East Carolina University

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Advisor’s Self-Evaluation Checklist

Please answer the following questions as they relate to your role as a student organization advisor. Fill in the blanks in front of each question using the following scale:

5 = all the time 4 = most of the time 3 = some of the time 2 = almost never 1 = never

___ I actively provide motivation and encouragement to members.

___ I know the goals of the organization.

___ I know the group’s members.

___ I attend regularly scheduled executive board meetings.

___ I attend regularly scheduled organizational meetings.

___ I meet regularly with the officers of the organization.

___ I attend the organization’s special events.

___ I assist with the orientation and training of new officers.

___ I help provide continuity for the organization.

___ I confront the negative behavior of members.

___ I understand the principles of group development.

___ I understand how students grow and learn.

___ I understand the principles that lead to orderly meetings.

___ I have read the group’s constitution and by-laws.

___ I recommend and encourage without imposing my ideas and preferences.

___ I monitor the organization’s financial records.

___ I understand the principles of good fundraising.

___ I understand how the issues of diversity affect the organization.

___ I attend conferences with the organization’s members.

___ I keep up to date with information and news from the Office of Student Involvement.

___ I know the steps to follow in developing a program.

___ I can identify what members have learned by participating in the organization.

___ I know where to find assistance when I encounter problems I cannot solve.

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Retreats

Why should your organization have a retreat/workshop?

Organization retreats and workshops enable student organizations to briefly get away from the distractions of school and work and to focus on the needs of the organization and the needs of the individual members of the organization. Planning for the future will enable an organization to operate more efficiently. By setting goals and planning together, members of an organization can operate more effectively as a team.

Establish the purpose for your retreat

Team building, skills training, communications, goal setting, problem solving, planning, learning, orientation, socializing, transition, revitalization, conflict resolution.

Determining who the retreat is for

New officers, executive board, all organization members, etc.

Selecting a facility

On campus or off campus; convenience vs. isolation, urban or rural getaway. When looking for an off campus retreat location consider nearby summer camps. They often charge cheap rates in the off season. Be sure to check availability, accessibility, and accommodations. Don’t forget about costs and contracts. Consider applying for funding through ASMC to help offset costs.

Transportation

If your event is off campus, members should be provided with adequate and safe transportation.

Food and drink

Before deciding on a menu consider cost, cooking facilities, preparation and clean up. Try cooking together, it makes a great team building activity. On a tight budget? Consider potluck.

Selecting the best format

Workshops presented by an ―expert‖-advertising, program planning, public speaking, fund-raising, etc.

Experiential Exercises-team building, brainstorming, communication skills, ropes course etc.

Selecting the facilitators and presenters

Organization officers, organization members, faculty advisor, other faculty members, administrators.

Planning the retreat

Have members sign up to participate on committees. Remember people support what they help create.

Evaluating your retreat

Evaluation forms. Ask members what they thought of the experience. What would they change/keep the same? Ask presenters what they thought? What could have made it better?

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FUNDRAISING EVENT REQUEST FORM

The IRS classifies Monmouth College as a 501 ( c )3 charitable organization with the authority to accept tax-deductible gifts. 501 ( c )3 organizations including many (but not all) non-profit organization such as charitable homes for the elderly, charitable hospitals, alumni associations, schools, the Red Cross, churches and other “charitable organizations.” Occasionally, the College is asked to make contributions to other not-for-profit entities. This most commonly happens when student groups have conducted fund raising programs to benefit another not-for-profit organization. IRS regulations restrict the College from making donations to organizations that are not also 501 ( c )3 organizations. Thus, donations of funds to such organizations, handled by the College, will only be made after the College has received a copy of the done organization’s IRS letter confirming the donee’s status as a 501 ( c ) 3 organization. (This is a common request made to charities and NOT out of the ordinary.) Organizations are encouraged to request copies of this letter prior to conducting fund raising efforts on the done organization’s behalf in order to confirm the 501 ( c )3 status, and the letter will be required BEFORE the Business Office will process such request for payment. Fraternal organizations (fraternities and sororities) are classified as 501 ( c )7 organizations. Typically they have their own checking accounts and when they conduct fund raising activities it is appropriate for them to manage those donation through their own checking accounts. If any Monmouth College organization or individual raises money to donate to an INDIVIDUAL (fire victim, cancer victim, flood victim) or an organization that is NOT 501 (c )3 classified, an account needs to be set up with a local bank where deposits would be made. The bank then would disperse the funds. Fundraisers need to contact a local bank about what they need in order to do this. They will need a tax ID number to put on the account which normally is the TAX ID (SS number) of the individual beneficiary.

Name of Student Organization ____________________________________________________________

Contact Person ________________________________________________________________________

Phone ___________________________________ Email __________________________________

Date(s) __________________________________ Location _______________________________

Describe the purpose of the event. Include who will benefit and how the funds will be used.

Describe how the funds will be raised?

By signing below I acknowledge that I have read, understand and agree to the conditions stated in the Monmouth College Fundraising Policy.

________________________________________ _______________________________________ Student Contact Signature Date

________________________________________ _______________________________________ Sponsoring Organization Advisor Signature Date

Office of Student Involvement Wackerle Career and Leadership

Center 700 East Broadway

Monmouth, IL 61462 Telephone: 309-457-2308

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BASIC TEMPLATE VERSION

Edit this document as appropriate for your organization. Be sure to notice text which is marked with square brackets, [such as these words], which needs to be replaced.

This document is only a guide. Modify it as much as needed for your organization’s purpose.

TIP: A constitution provides the guiding framework for an organization. Do not include details which would regularly change, such as the calendar dates of events, or are otherwise not central to the organization’s most basic operation.

(The United States Constitution describes how to elect the President, but not the speed limit on the interstate.)

Press [TAB] and [SHIFT-TAB] to change between articles, sections, and sub-sections.

Press [SHIFT-ENTER] to create a new line without creating a new section.

THE CONSTITUTION OF

Monmouth College

RATIFIED [DATE]

[STUDENT ORGANIZATION NAME HERE]

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THE CONSTITUTION OF [STUDENT ORGANIZATION NAME HERE]

MONMOUTH COLLEGE

Preamble

[Insert preamble here.]

Name, Purpose, and Governance

Name The name of this organization shall be [Student Organization Name Here] (hereafter, [Short Name]). [If appropriate, note the organization’s affiliation with a national or international agency.]

Purpose [Insert purpose here.]

Governance Our organization shall comply with the rules of the Associated Students of Monmouth College (ASMC), the policies of Monmouth College, and the laws of the land.

Membership

Members Membership in our organization is open to all students of Monmouth College who are in good standing with the College. Our organization does not discriminate on the basis of race, religion, color, sex, national origin, ancestry, disability, age, sexual orientation, marital status, or other factors as prohibited by law.

Expectations of Members Members of our organization are expected to:

[Insert expectations here.] [Consider financial expectations such as dues.] [Consider attendance expectations.] [Consider academic or GPA expectations.]

Loss of Membership [Describe how members might loose membership here.]

Selection of Officers

Election of Officers [Describe how and when officers are elected. It is recommended to elect officers January in order to plan for the following year.]

Installation of Officers [Describe how elected members are installed. It is recommended that they are installed a month after election, to allow for transition, and to enforce a

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minimum academic standard for installation.]

Removal of Officers [Describe how officers may be removed.]

Advisor The organization shall have at least one qualified advisor who is a current faculty or staff member at Monmouth College. [Describe any additional qualifications.]

Officers and Representatives

Officers The officers of our organization shall be in the order ranked:

President Vice President Treasurer Secretary Student Government Representative [Consider other offices] Advisor

Duties of the President The President shall:

[List responsibilities] Meet [weekly/biweekly] with the Advisor. Delegate tasks to other officers and members as needed for the organization to fulfill its purpose.

Duties of the Vice President The Vice President shall:

[List responsibilities] Perform other duties as assigned.

Duties of the Treasurer The Treasurer shall:

[List responsibilities] Perform other duties as assigned.

Duties of the Secretary The Secretary shall:

[List responsibilities] Perform other duties as assigned.

Duties of the Student Government Representative The Student Government Representative shall:

[List responsibilities] Perform other duties as assigned.

Duties of [other officer – or delete this section] The [other officer] shall:

[List responsibilities] Perform other duties as assigned.

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Duties of the Advisor The Advisor shall:

Meet regularly with the President and officers to share insight and advice. Clarify campus policies to the organization as appropriate. Advocate appropriately on behalf of the organization to campus officials. Sign all Requisitions for Payment and Requisitions for Purchase Orders authorized by the members

during a business meeting, upon request of the Treasurer and if the expenditure is appropriate within College policy.

[List additional responsibilities]

Conducting Business

Meetings The organization shall meet at least [weekly/monthly/etc.] to conduct business.

Quorum [Describe what percentage of members is required to conduct votes.]

Committees The organization may create committees, and the chairs of these committees shall report to the general membership each meeting.

Ratification and Amendments

Ratification This constitution is ratified with the [percentage] affirmative vote of all members, and upon approval of the Associated Students of Monmouth College and the appropriate committee of the Faculty of Monmouth College. This constitution supersedes and replaces all previous governing documents.

Adoption of Amendments A proposed amendment must receive a [percentage] affirmative vote of all members. An adopted amendment will become effective immediately upon its acceptance by the Associated Students of Monmouth College.

Authors [Name] [Name] [Name]

Ratified

[Date of ratification]

Amended

[Dates of amendments – This will be blank for now.]