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Editor's Note
We educate. It's what we do. Sometimes we are thoughtful, deliberate, and strategic about the educational experiences we offer members. But, then our jobs catch up with us. In the hustle and bustle, and sometimes chaos, even the best practitioners stop being intentional and start doing what it takes to make it through the day unscathed in what we perceive to be the most effective way. But do you ever wonder if you took the time to be intentionally educational more often, would the judicial hearings, interpersonal issues, safety concerns, and other every day struggles lessen, thereby giving you more time to be intentional? It's an easy cycle that traps us all at some point. Now that the summer months are upon us, this edition encourages you to consider how you can create intentional learning experiences that transform, support, and integrate fraternity and sorority members from new members to alumni/ae.
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Getting First Year Students to Year Two: Intentional Education for First Year Students in their Second Semester
First year experience programs were created at colleges and universities across the country with the intention of assisting first year students in negotiating their first year of college. This movement improved retention rates for students and encouraged colleges to create a transition process that does not end with just the typical summer or pre-semester orientation program. Recently, colleges and universities across the country have shifted the focus from only first year transition programming to also include the unique needs of second year students (Schaller, 2005). >>Read full article
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Being Intentional With Evidence of Learning in Students' Co-curricular Experiences: A Case Study
In the summer of 2005, members of the Division of Student Affairs at Texas A&M University initiated a process to identify a set of shared learning outcomes for students who serve in positions of leadership across the University. These leadership positions occur in student organizations, fraternities and sororities, residence life, or the student union. The process resulted in the formation of a cross-functional Student Leader Learning Outcomes (SLLO) team of advisors and administrators that includes anyone who works with students and has an interest in creating intentional learning experiences that bridge student classroom and co-curricular experiences. It has been apparent that no matter where we serve students, we desire that they develop in similar capacities, regardless of the context or venue in which student leadership occurs. This similarity in developmental goals and desired outcomes has provided synergy and enthusiasm which continues as A&M enters into the fifth year of implementation. >>Read full article
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Book Review: Brothers and Sisters: Diversity in College Fraternities and Sororities
The college environment provides students an arena for some of the most transformative years of personal growth. Inside and outside the classroom, students are exposed to new ideas, cultures, experiences, and relationships. As professionals in higher education, we provide an environment that encourages students in a multitude of ways. Understanding the needs and current experiences of an ever-changing student population is a constant challenge. It is challenging to meet the diversity of student needs given the broad cross-section of cultural histories, sexual orientations, religious preferences, and abilities. It is essential that we as professionals become knowledgeable about students' developmental needs, experiences, and the environments where student sub-populations will best excel. Brothers and Sisters: Diversity in College Fraternities and Sororities (Torbenson & Parks, 2009) parallels these ideas as it provides a historical overview and understanding of some Black, Latino/a, Asian, Native American, Multicultural, GLBT and religious fraternal organizations. >>Read full article
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