As our campus partners welcome back their students and kick off the fall semester, the OrgSync Client Services team is in full gear traveling all over the country to visit more than 40 campuses for on-site trainings.
This summer, we worked closely with the campus administrators and now it’s time to launch OrgSync to the student leaders! Last week, our team visited Wake Forest University, Winston-Salem State University, Grant MacEwan University (Canada), Illinois Mathematics & Science Academy, and Penn State Altoona.
At Winston-Salem State University, OrgSync RockStar Vivian Spencer created OrgSync t-shirts to hand out at trainings. Check out the Student Engagement staff in their t-shirts below (bottom right)!
Wake Forest has re-branded OrgSync as “WakeSync” and there are magnets all over campus with the logo.
This week, we’ll be at Texas Christian University, Ferris State University, East Carolina University, Wichita State University, Washtenaw Community College, and Colorado State University-Pueblo. Our campus partners have been doing an EXCELLENT job marketing OrgSync to their students and getting the buzz going and we love seeing the results of their hard work when we arrive on campus.
We are excited to see what this week’s campuses have in store for us!
A Conversation with Carlos E. Cortés Professor Emeritus of History – University of California, Riverside
carlos.cortes@ucr.edu
Let’s talk about labeling.
Nevada Senator Harry Reid put his foot in it when he referred to Barack Obama as “light-skinned” and having “no Negro dialect, unless he wanted to have one.” These quotes surfaced this year in the book, Game Change, which dealt with the 2008 presidential campaign.
Some of the flap focused on Reid’s choice of the word, “Negro.” But that flap also raised a larger issue, the labeling of societal groups.
Well, since group labels can be so problematic, why don’t we just stop using them?
I’ve heard speakers, including diversity trainers, recommend such an approach. Get real!
We can’t live without group labels — for people, for other animals, for things. Labels are vital to communication. We couldn’t speak or write about groups without using labels.
We don’t just buy cars. We buy Fords and Toyotas and Volkswagens. And we use group labels to talk about them.
We don’t just write “fruits and vegetables” on our shopping lists. We use group labels to specify apples or bananas or beans or broccoli.
People don’t just have dogs. They have Dachshunds, Cocker Spaniels, and German Shepherds.
Tigger isn’t just our kitty. He’s an Ocicat.
We couldn’t talk about a group’s history or culture if we didn’t use a label to specify what group we’re talking about. When we discuss intergroup relations, we use labels for the groups that are interacting.
Group labels are integral to life and communication. On college campuses we use them constantly, such as:
whendescribing the demographic make-up of our institutions.
when talking about generations – Baby Boomers, Generation X, Millennials.
when referring to some student groups or student centers.
when titling courses and academic programs.
Group labels inevitably give rise to controversies, often heated ones.
Some labels are clearly wrong, mainly historically-grounded epithets used to disparage and insult a group of people. But the opposite of wrong isn’t always right. It may just be preferred, and preferences change, constantly. These changing preferences should be respected. Yet sometimes multiple labels for the same group may end up co-existing, often without any single label emerging triumphant.
Group labels change. In 1969 my campus, the University of California, Riverside, established the Mexican-American Studies Program, with support from UMAS (the United Mexican-American Students). UMAS then became MeCHA, Movimiento Estudiantil Chicanos de Aztlán. After I became Program Chair in 1972, a group of students came to me, demanding that we change the name of our program from Mexican-American (passé) to Chicano (more in vogue). I told them they didn’t need to demand, just ask. We voted to change the label and the university approved.
Label preferences change and negative epithets become labels of pride. When I was growing up in Kansas City, Missouri, during the 1940’s, you could insult people by calling them “queer.” Although that term is still controversial, we now have college courses on Queer Theory, Queer History, and Queer Literature.
Change happens. Handicap gives way to disability and, in some situations, to special needs. Each label reflects a distinct way of envisioning the group and the changing world around it.
Multiple labels for the same group sometimes co-exist. Students take Native American History classes while using books published by the American Indian Historical Society. I attend Latino conferences, read Hispanic and HispanicBusiness magazines, and contribute to the National Council of La Raza.
Labels can be a puzzlement. Don’t become disoriented if the National Association for the Advancement of Colored People celebrates Black History Month by holding an African American Unity Dinner to raise money for the United Negro College Fund. One of Harry Reid’s blunders was being asleep at the switch, linguistically. But we all make labeling mistakes. It’s inevitable.
So what should student affairs professionals do? A few suggestions.
Don’t be afraid of group labels. They’re necessary for communication.
Avoid historically-grounded negative group epithets, unless they have morphed into labels of group pride.
Remain alert to changing group preferences and respect those changes. But don’t expect to find a permanent, change-resistant right word.
Cut other folks some slack. None of us can be up-to-date on changing preferences for every group. We’ll make “mistakes.”
Don’t play group label “gotcha,” because constantly correcting others throws cold water on communication.
Pick your moments to explain label changes. Usually it’s better to do it one-on-one, not in group discussions to embarrass others and show off your supposed labeling superiority.
Group labels are inevitable and necessary. Try to use them in ways that connote respect rather than disparagement. But realize that nobody ever achieves labeling perfection.
You won’t always be right. In fact, you can’t always be right because sometimes there isn’t any right. We’ve got to learn to live with that dilemma.
When it comes to Spring Break, most people think of college students taking a week (or two) off from studying to get crazy in beach towns from Florida to California. And for some, that’s what the break is about. But a growing number of students are turning away from the call of the wild and using their break to lend a helping hand as volunteers.
These “alternative spring breaks” are fast becoming the norm for some students, thanks to efforts from groups like United Way, which has programs dedicated to rebuilding parts of the southern United States still devastated by hurricanes Ike and Katrina, and individual service organizations set up at schools like Indiana State University that encourage students to get involved in their local communities instead of wasting a week partying. Young adults wind painting houses, sorting and donating clothes, feeding the homeless, and more. But what’s behind the surge in volunteering?
Part of it has to do with the modern popularity of service as promoted by the federal government. Serve.gov is the landing page for President Obama’s service-oriented organization that connects users with volunteer groups, and the 2008 campaign spoke often of public service. Yet the national push by politicians is nothing new, nor, sadly, is the occurrence of tragedies like Hurricane Katrina or the Haiti earthquake.
The other thing getting college students motivated to volunteer is that they see how good it can be for their academic, professional, and personal lives. More and more schools are participating in programs that reward students with course credit for engaging in acts of public service. For instance, Global Crossroad has partnered with a number of schools to allow students who enroll in GC’s international volunteer programs to earn credit at their home institution. That’s a great way to boost your academic career while helping out people in need. Similarly, experience as a volunteer looks good on a resume for potential employers, demonstrating sacrifice, teamwork, and a willingness to assist someone less fortunate. More and more students are realizing that getting ahead in the job market often means standing out from the crowd, and volunteering is a great way to develop the skills and track record to prove you can do just that.
Additionally, many schools are using online tools to organize their alternative spring breaks and volunteer campaigns, often using OrgSync. Recognized student organizations at UCLA are using OrgSync to coordinate programs and interact with a Volunteer Calendar that offers a breakdown of available opportunities to give back. Using the online portal is a great way for disparate student groups to get focused and come together on major volunteer campaigns, as well as an innovative use of Web technology.
Ultimately, though, the alternative spring breaks and rise in volunteerism are a mix of all those factors as well as the intangible ones, like the chance to learn about the world by helping out some of its struggling residents. As they come of age and begin the transition into working adulthood, many students realize that volunteering is an opportunity to influence their peers and the world for good, and to demonstrate that there are longer-lasting, more productive ways to spend a school vacation.
OrgSync was recently featured on Article Alley. This article does a great job at explaining the benefits of having a co-curricular platform to manage campus communication, such as the social media based platform offered by OrgSync. The author, Ethan Luke states, “A solid co-curricular management system would establish a reliable communication system to keep all members of student life informed, engaged and active. These systems are often inexpensive, easy to install, and easy to manage.“
According to the article, Co-curricular management tools make the following possible:
1. Communication Management- Establish and enhance reliable communication systems to keep all members of student life informed, engaged and active.
2. Promotion -Event promotion enables life on campus to be more active, engaging and invigorating. Lively campus activity positively effects incoming freshmen applications and enrollment.
3. Track and Asses -Track and assess different facets of campus life as well as student preferences and feed back on different events and programs.
Guest Blogger: Angelica Quicksey, Campus Liaison for Claremont McKenna College
In a 2007 New York Times article, Thomas Friedman, author of The World is Flat, called green the “new red, white, and blue.” He claimed that environmental awareness and activism has become a central topic on Main Street but that we, particularly my generation, still need a greater understanding of and commitment to truly being green.
Start a Green Initiative on your Campus!
On the contrary, the green movement has been gaining momentum on college campuses around the nation for some years now, and today it continues to grow stronger. The next generation is in fact doing more than ever before to create a greener campus and graduating students carry this ideology into the world.
Since its introduction in 2006, 657 institutions have signed the American Colleges and University Presidents Climate Commitment. These institutions have agreed to completing an emissions inventory, creating an action plan and target date for becoming climate neutral, and taking immediate steps to reduce greenhouse gas emissions.
Often times, such commitment does not stem from the president’s office but originates among student’s themselves. Most schools have environmental clubs, which spearhead many of the initiatives taken at their respective institutions. Going tray-less in dining halls; reducing energy and water use in dorms; bike sharing programs; these are only a few examples of the slew of environmental-friendly activity that is taking place on college campuses around the U.S.
In addition to these more standard methods, some students have taken more creative approaches:
• Students at the University of Cincinnati for example, set up an entire farmers market on their campus to promote local food.
• Claremont McKenna Students took a particularly interesting approach and hosted a party called “Save the Ales,” in hopes of having a positive impact on the decrease in hops growth due to global warming.
Indeed, students play a vital role in increasing the movement to “Go Green.” Beyond these examples, students participate in panels to give long-term direction to their campuses. Such plans integrate sustainability into long-range models for campus development. Today, as campuses continue to grow, build, and expand, Leadership in Energy and Environmental Design (LEED)Certification seems to be almost an epidemic. Such commitment to sustainable structures on campuses serves to show that students not only have a dedication to a green present, but a sustainable future.
Guest Blogger: Evelyn Wang, former OrgSync Marketing Intern, Student at the University of Texas at Austin
As I grow older and hopefully wiser, I have come to the conclusion – communities matter. Before coming to college, I never fully comprehended the importance of having a group of friends and belonging to a community. Not to say, I didn’t have friends before college, but from elementary to high school my classes were filled with the same 30 students. Everything was familiar and structured; I knew where I belonged and fit in.
However, everything changed after graduating high school. We all went our separate ways – different colleges and different life paths. From my class, I was one of the three people that went to The University of Texas at Austin. When I arrived at UT, things were certainly different. I felt like Dorothy in The Wizard of Oz, and I was definitely not “in Kansas anymore.” Like most freshman, I had a difficult time adjusting to college. Actually, that might be an understatement. I had an extremely difficult time adjusting to college. Everything about it – the unfamiliarity, the people, the campus size, the crowded sidewalks and hallways, all the idle time I had, and the absolute lack of freedom from not having a car in Austin, it spun my world around.
As a freshman, I would have never thought I’d stay at UT long enough to graduate, let alone miss UT. But here I am, attending my last semester at UT, a bit disappointed that my college career is almost over.
So, how did I manage to turn things around, succeed and have a different opinion about UT? In hindsight, it was definitely the people I connected myself to through the communities I joined my first year in college. By joining a Freshman Interest Group and an organization called Christians On Campus, I was able to meet and befriend people who shared my interests that would ultimately be the support I needed to succeed at UT.
Student groups provide a sense of belonging.
With encouragement from these friends, I soon joined a business club, the McCombs Diversity Council and was able to expand my network and become more involved in school. I can say with absolute certainty I would NOT have continued my studies at UT if it were not for my involvement in these groups. I would be living at home in Dallas, attending UTA, never leaving my comfort zone, and definitely not growing as a person.
The three student organizations I joined early on helped me form a group of friends and become a part of a community. I met peers that helped me enjoy my college experience, and who have probably influenced and impacted my life in ways I will never know. This was essential to my development as a student and in many ways saved my college career. Student organizations and communities on campus matter more than most people realize. Connections keep people growing and developing, and I was certainly no exception.
Today’s Guest blogger is Glen Baumgart, a longtime friend of mine in higher education. Glen has been working with higher education community engagement programs for over 12 years, and currently serves as the Director of the Volunteer and Service Learning Center at The University of Texas at Austin.
If you work in higher education, then you have heard this line before, “I learned more outside the classroom than in the classroom” as students reflect on what they have learned and how they have grown. There is a lot of truth to that statement. In the classroom, students wrap their minds around theories, concepts, lessons, and content. But it is outside the classroom in student organizations, internships, community service activities, leadership programs, and other experiences where students are challenged with putting this new knowledge into action. And its not just putting knowledge to action, but integrating this new knowledge into the fabric of their lives, their morals, values, goals, and social interactions.
Universities and colleges seem to be well aware of this. Look at any institution of higher learning, and you will see a number of professional positions aimed at outside the classroom learning and programming. And the learning is very intentional. Ask any leadership, housing, community service, career, or programming staff what students learn through their programs, and they are sure to rattle off a laundry list of learning outcomes. But ask how that learning is measured, and you would likely hear staff mention a lack of assessment, or mention reliance on evaluation surveys or on quick reflection discussions. The assessment or measure of learning seems much less rigorous than that of an academic course with its grades, assignments, measures, and evaluations.
But it is possible to beef up the rigor of co-curricular programs in a way that matches the rigor often seen in academic coursework. To do this, we start by looking at the abundant research on college classroom learning. We know what works, and can identify the most important elements in classroom instruction that lead to learning. So, lets apply what works to achieve learning outcomes in the classroom, and apply them to our co-curricular programs.
The following components are used most often by teaching effectiveness professionals in higher education and used in research on classroom learning to help faculty improve their course structures. Lets use these elements, but adjust them to fit or co-curricular programs. Think of it as creating a co-curricular syllabus:
1. Identify the learning outcomes
Sounds easy, but this is likely the hardest part. Most college courses only have three to five learning outcomes – understand this theory, know this lab skill, etc. Three to five, and that’s when the instructor has three hours of student attention per week. In co-curricular terms, its wise to start with just one specific learning outcome. What is the most important learning outcome your program teaches?
2. Evaluation or measurement system
How will the student know they have met the desired outcomes? Try to describe in measurable terms what the learning outcome would look like. Is there a certain behavior? Do students respond to a survey in a certain way? How would they demonstrate the desired outcome?
It is important to start with these two components. It is from here that one build the rest of the co-curricular syllabus.
3. Students MUST understand the learning goals
This is the most missed component in college courses, but one of the most important. If your goal is for students to learn a specific outcome, then tell them that at the start. Students who understand the goals from the start are more likely to cue into the instructional techniques. A good practice for this is to make sure the outcome is part of the recruitment / application process.
4. Estimate prior knowledge
What do the students know in regards to your learning outcome prior to joining the program? A simple survey or questions on an application can help you understand where your students are coming from. In course lingo, we call these “prerequisites”, and most co-curricular programs have them too, but are seldom stated. What experiences or knowledge should the students in the program bring with them? If a certain prior knowledge is important, then that should be part of your recruitment or advertising.
5. Estimate motivation and interest in the learning outcome
Any course should be designed to peak the student’s interest by not being too difficult, but not being too easy either. This is why the prior knowledge is so important. Students must have some motivation or interest in the topic, otherwise it unlikely they will learn. This will help in designing the logistics of the program to help determine what might be boring, or what might be overwhelming. How does your program maximize students’ interest? How will it keep them motivated to finish?
6. Now develop the actual instruction logistics
Huge mistake by instructors and program coordinators alike, we tend to jump into the program’s logistics before we think about learning outcomes, measures, prior knowledge, or motivation. We tend to start creating a program, then looking back to what is being learned. Try, and its hard to do, but try to answer the first five components first before any thoughts on how you’ll do it.
7. Identify the learning moments
Another often missed component in course construction as well as co-curricular. As you plan the instruction, think hard about when instruction is actually taking place. If it’s a course, then you know you have time in a classroom when the instructor teaches, and that assignments must be done for grades. So, it is during these times you know students are interacting with material. In co-curricular it is much harder to identify the time. Some groups meet only once a week. So, during that hour meeting, when is it and under what circumstances do you know students are paying attention to instruction? Is there a time for reflection? What about online chats? Tweets? If you can identify the most likely time the student learns, the more impactful the program will be.
8. Evaluate and adjust
Look at your measurement instruments, your surveys, and make adjustments for next time. Try to be creative in your evaluation. Lets say your learning outcome was the understanding of a certain leadership concept. Then send the students an online survey during the following semester. See if they still have that understanding. If so, success! Now you can really say that they learned that concept.
These steps are often used to help increase the effectiveness in college courses. Shifting them a little, one can use them to help ensure a rigorous learning experience in the co-curricular program.
Also See our interview with Glen when we were on the UT campus this past summer.
OrgSync was recently featured on 
