Welcome to the NASPA Fraternity and Sorority Knowledge Community (FSKC). The purpose of our KC is to understand the impact fraternal organizations have on campus and educate NASPA professionals on issues, trends and best practices that help the organizations contribute to the missions of their universities. With more than 1400 members, the FSKC has the opportunity to have a significant impact on our campuses and within NASPA. We welcome your involvement.
This midterm election is undoubtedly one of the most high stakes of its kind in recent history. The country as a whole is engaged in ways that we have not seen for quite some time. What role do young people play in that engagement? Potentially, a significant one. According to the census, only 23 percent of voters aged 18 to 34 participated in the 2014 midterms; however, research suggests these numbers are subject to change, especially through the support of heightened civic engagement efforts by the higher education community. Check out this post by Krista Saleet, Director of the Public Service Center at Cornell University and the Region II Representative on NASPA's Public Policy Division to learn more! This post originally appeared on the NASPA Blog on October 4, 2018.
Laura Anderton, Director of Sorority/Fraternity Life & Leadership at the University of South Dakota, shares how utilizing a strengths-based framework can help us understand student motivation and address behavioral issues.
Situation: You have a student leader that you meet with on a regular basis who is concerned about their original career path and asking for time in your meeting to discuss their concerns. You have always had a positive connection with this student as their mentor and are glad to help out as a listening ear. This student is heavily involved in student leadership opportunities and is one of the top student leaders that you have the opportunity to connect with. In the conversation you discover that they are unhappy in their major and are looking to explore other options before they approach their third year at the institution. The student loves their student leadership opportunities, and makes a comment that they “wish I could continue to do what I’m doing as a student leader.” In this moment, you realize your opportunity for suggestions could go down multiple paths. Do you take this opportunity to recruit this student to the field of student affairs? Do you refer them to the career development center on campus? Do you dive deeper into why they are unhappy in their major?
As the Chair of the Adult Learners and Student’s with Children Knowledge Community of NASPA, I want to share with the wider NASPA community members an opportunity to publish while increasing the sparse amount of literature available to professionals who support adult learners.
I love working with the upperclassmen student leaders who facilitate the first year experience programs at my institution. They are always an amazing group of students who care deeply for others, inspire collective excitement for the incoming students, and strive to make the new students experience positive in every way.
From slicing apples to sending texts, education professionals have drawn from a growing suite of behavioral insights to design interventions that positively influence student behavior. Nudging can take on a variety of forms that range in strength and scale, but with such an adaptable concept comes the need to prevent confusion or unintentional misuse in practice. While behavioral interventions are rightfully discussed for their potential to achieve large-scale change at low costs, it’s also worth underscoring the importance of implementing nudges with fidelity. Ethical nudges should be designed with the intention of benefitting those being nudged, and they should never be misleading, coercive, or restrictive. As illustrated in a satirical cartoon from the Behavioral Scientist magazine, a “gentle tap of good sense” falls neatly in the center of the nudge continuum, whereas “feather of statistical insignificance” and “bat of paternalistic overreach” lie on opposite ends. In this post, NASPA's Research and Policy Associate Alexa Wesley offers a few suggestions for ways student affairs professionals can strike the right balance on the nudging scale.