Author Archives


14
May 10

The Pomodoro Technique™: Transforming Time into Your Friend

The Pomodoro Technique™ was created by Francesco Cirillo in 1980s after a long search to improve his own study habits. While attending college in Rome, he had a difficult time staying focused and concentrating on his work. He grabbed the familiar kitchen timer in the shape of a tomato (a pomodoro in Italian) and used it to set short term deadlines for himself. Essentially, he would set the timer and work without interruption until it went off.

The Pomodoro Technique™ is deeper than just setting a timer and going to work. The whole purpose is to change your mindset about time and work. It’s not just a silly idea,
but it’s synthesis of concepts proposed by Steve McConnell, Tony Buzan, Hans-George Gademer and Tony Gilb in a variety of areas and disciplines.

It’s built around three basic assumptions:

First, that you will come to see time differently. It’s not the enemy. By changing your view of time from “becoming” (the abstract, dimensional use of time), you eliminate the
anxiety associated with working under a deadline.

Second, that better use of the mind results in a higher level of consciousness, clarity of thought, and more effective learning.

Finally, that using simple tool like a timer reduces the complexity of applying the technique and makes it more effective and efficient.

Of course, there is a website that explains it all. And, while there is a book, you can download it free.

You might think that it would be difficult to apply this in your own office, as it calls for working uninterrupted in 25 minute cycles. There are, however, ways to interrupt and to
keep track of those interruptions. And now — during the Summer when students are fewer and farther between — it might be a useful method of getting through that endless “To-Do” list we all face.


20
Oct 09

Encouraging Campus Collaboration

After last week's SACHAT, I thought I'd share some campus collaboration ideas I've assembled over the past couple of years.  It’s perhaps  the most common missed opportunity on any college campus.  While campus entertainment can be fun, it can also be culturally enriching, or have an educational slant.  But even more important, programs can serve to reach across campus and bring students, faculty, and staff together.

Some connections between programming and academics are easily apparent.  When you bring in lecturers and other speakers, their primary purpose is to educate. Speakers from environmental and human rights groups aren’t there for fun– they’re there to teach your students about the world.

But there are other, not so obvious co-curricular uses for your programs.  Reach out to the faculty on your campus. There are professors you already know who are supportive of student activities. Meet with them and discuss how student activities can be supportive of their teaching, too.

Some departments will have an distinct connection.  The music department on your campus produces graduates with great musical skills.  Perhaps the students (and faculty) could benefit from a master class presented by a performer you are bringing to campus.  Maybe the performer could speak to music majors
about the “real world” of the music business, and help them to create a career plan to follow after graduation.

The comedians that you bring to campus also have relevant skills and experiences to share.  They have appeared on stages all over the country, and they may have been featured in films and on television.  Wouldn’t the students in your theater or drama department love to talk with a real live successful
comedy star?   See if you can’t set up a question and answer session with theater majors.  What valuable lessons your students could learn about life in New York City or LA!

The human mind is an amazing thing, and your campus probably has a number of psychology majors trying to understand it. Wouldn’t they learn from interacting with the hypnotist or mentalist you’ve booked on your campus?

Most humanities classes have a requirement for students to attend a number of cultural events during the term, such as a concert, a play, an art gallery, etc.  Your humanities faculty could certainly select a number of programs from your upcoming semester’s events for students to attend.  Just imagine thirty or forty (or more) students boosting your audience when an entire humanities class shows up.

Another very obvious connection is with spoken word performers.  Poets practically live for poetry, and would leap at the chance to speak to an English class.  That might jump-start a freshman’s appreciation for poetry, and produce a future Billy Collins or Sylvia Plath. 

The mass communications department on your campus may have a class in the history of the cinema. By co-sponsoring with them, you could present a film series of classic motion pictures that would serve the entire student body in addition to the film classes.  Everyone should have a chance to see Citizen Kane or The African Queen, not just film majors.

This isn't as easy as it looks.  I know you've experienced resistance (and resentment) towards your programs by faculty.  But try putting the past behind you, and reach out to your faculty again.  To quote Rick in Casablanca, it might be "the beginning of a beautiful friendship."


15
Jun 09

Just for Grins: Academic Phrases Translated

You may have heard a collegue use these terms in discussing his or her latest research (or perhaps your major professor).  You may have used these terms yourself without understanding their true meaning.  Consider this a brief lesson in "academic-speak."  The term is followed by the real explanation. 

"In my experience…"   (Once.)

"In case after case…"   (Twice.)

"In a series of cases…"   (Thrice.)

"It is believed that…"   (I think.)

"It is generally believed…"   (A couple of others think so, too.)

"Correct within an Order of Magnitude…"   (Wrong. Wrong. Wrong.)

"According to standard statistical analysis…"   (Rumor has it.)

"It has long been known…"   (I didn't look up the original reference.)

"A definite trend is evident.."'   (This data is practically meaningless.)

"Three of the examples were chosen for detailed study…"   (The other results didn't make sense.)

"Typical results are shown below…"   (This one made the prettiest bar chart.)

"A careful analysis of the obtainable
data would indicate…"   (Three pages of critical notes were obliterated
when I knocked over my glass.)

"A statistically-oriented projection of these findings…"   (A scientific wild guess.)

"A highly significant area for exploratory study…"   (A totally useless topic selected by my academic degree committee)

"Additional study will be required for
a more complete understanding of this phenomenon…"   (I didn't understand
this, and probably never will.)


23
Apr 09

Growing Your Mind to Leading

We often get so busy with the day-to-day– that is, LIFE–  until we have to struggle to focus on the world beyond us.  Especially here at the end of the semester, we're all caught up in the excitement and work of finishing the year that it's sometimes difficult to look beyond today.

Striving for our own professional growth can fall further and further back on our list of priorities.  I have a wonderful definition of leadership that I try to keep in the front of mind:  "Leaders facilitate action and guide change."  That means that leaders make things happen; and, they guide the things  that are happening to them.  Here are a few suggestions to help you keep "ahead of the curve" as we take action and shape our own future.

1.  Read– and read widely

It takes time, and that is a rare and valuable commodity.  Still, true leaders,
are
hungry for information, trends, and conversations from everywhere in
our world — not just higher ed. Reach out to new sources of knowledge.  Grab a new newspaper.  Read a new (or old) book.  Get curious. Read about things you don't know, instead of just reinforcing what you already know.

2.  Synthesize new ideas

The book of Ecclesiastes reads "there is nothing new under the sun."  It's just as true today as it was three thousand years ago.  Yet ideas
are the essence of leadership.  Understand you don't need to create new ideas.  The ideas are already out there.  You need to find them, and apply them to your needs.  Is texting any different that passing a note in class?  No, it's just the contemporary application of an old concept.  Synthesize new applications for old ideas.

3.  Lead from where you are

Waiting for a position or title to empower you is the biggest possible waste of potential.  You don't need a more important job– or job description– to lead.  Start leading now.  Embrace your possibilities.  Strive to be the best.  Demonstrate your own vision and integrity, and become the leader you seek.


9
Jan 09

Sixty Ideas in Fifty-Minutes

We actually had no intention of trying to break the record for low-cost
program ideas set last year at the APCA National Advisors' Conference.  Fifty minutes later, the
delegates in Las Vegas had
suggested 106 ideas!

Jill captured these for you, and I wanted to make sure they got
posted.  If they don't make sense to you, drop me a line and I'll try to explain. I hope you find some inspiration for low-cost programs on your own campus.

FiftyOne Hundred and Six Ideas in Fifty Minutes

  1. Sitcom Night

  2. Lunch with Lawmakers

  3. Singing Contest-College Idol

  4. Biggest Loser/Winner Weight Loss
    Competition

  5. Most Pushups, etc. Beat the
    Trainer

  6. Olympics Sports Competition

  7. Open Mic Night

  8. Rock Band/Guitar Hero Battle

  9. Battle of the Bands

  10. International Festivals

  11. Ability Day

  12. Lip Sync Competition

  13. Grains of the World-i.c. Coffee

  14. Dances of the World

  15. Art Shows

  16. Local Battle of the Bands

  17. Car Show

  18. Stereo Competition

  19. Game Night Sporting Event

  20. Midnight Madness w/ Intramurals

  21. Election Night Party

  22. Texas Hold’em

  23. Casino Night

  24. Holiday Bizarre

  25. Gingerbread House Making

  26. Karaoke Night

  27. Microwave Cooking Contest

  28. Iron Chef

  29. Home-grown secret postcards

  30. Halloween Costume Contest

  31. Pumpkin Carving

  32. On-Campus Trick-or-treating

  33. Staff Trick-or-Treating

  34. Trunk-&-Treating

  35. Haunted House

  36. Ghost Tours

  37. Pumpkin Toss/Bowling

  38. Turkey Bowling

  39. Halloween Dance Party

  40. Day of the Dead

  41. Christmas Caroling- Nursing home

  42. Jail and Bail

  43. Kiss a Pig

  44. Craft Night

  45. Board Game Night

  46. Retro Game Night

  47. Twister Tournament

  48. Dining Etiquette Banquet

  49. Fashion Show

  50. Murder Mystery Dinner Theater

  51. Glow-in-the-dark Easter Egg Hunt

  52. Dress for Success

  53. Interview Dressing

  54. Spaghetti Luau

  55. Dancing w/ the Staff

  56. Glow-in-the-dark Frisbee Golf

  57. Happy Friday Motivation Message

  58. First-Class Mondays-Hand out
    cheesy items

  59. Happy Hour Mondays-Mocktails

  60. Finals-Snacks

  61. Midnight Breakfast

  62. Massages

  63. Makeup/Spa Day

  64. Last Comic Standing

  65. Campus-wide Pillow Fight

  66. Oreo Stacking

  67. Largest Twister Game

  68. Bingo

  69. Marshmallow Wars

  70. Beauty Pageant

  71. Drag Show

  72. Cow Bingo

  73. In the Dark-use flashlight

  74. Cup Program-Roofies w/ Sheriff’s
    Dept.

  75. Sidewalk Chalk Contest

  76. Window Decorating Contest

  77. Lincoln-themed Jeopardy

  78. Jeopardy Game

  79. Who wants to be a Millionaire?

  80. Pop Culture Trivia

  81. Take it or Leave it-Deal or no
    Deal

  82. Reality TV Show

  83. Amazing Race

  84. Dorm Room Makeover

  85. Diversity Uno

  86. 24 Hour Make a Film

  87. Boxes and Walls-Diversity Events

  88. Date Auction

  89. Shack-a-thon-homeless awareness

  90. Oscar Party

  91. Cut-a-thon – Locks of Love

  92. Dr. Pepper Hour

  93. Tasty Cheesecake

  94. Best (fill in the blank) Showdown

  95. Chicken Wing Competition

  96. Chinese New Year

  97. Super Bowl Party

  98. Ipod Party

  99. CD Party-Swap Music

100.Afternoon Tea

101.Sample the
Wine

102.World Religion
Panel

103.Mad Hatter Tea
Party

104.Mad Pottery
Tea Party

105.Pack of
Clothes from Goodwill and have Fashion Show

106.Pool
Tournament


7
Nov 08

They Don’t Know What They Don’t Know

Students and new staff members will frequently ask me about surveying their students.  They often seem very matter-of-fact and self assured that they’ve found an answer to one of their pressing programming  issues:  what to present on campus.

It makes sense at first glance.  Wondering what to program on campus?  Ask your students!  Brilliant.  And wrong.

Here’s the problem with surveying your students in order to plan your programs:  They don’t know what they don’t know.

The vast majority of the students on any campus are blissfully unaware of the universe of student activities programs that are available.  They don’t attend APCA and NACA conferences.  They don’t read Student Activities Journal, Programming  or Campus Activities magazines.  They don’t even read this blog.

They essentially have no idea of what’s available in the marketplace.  They don’t know what they don’t know.

Ask them what bands to book, they’ll tell you "My Morning Jacket" or "Fall Out Boy."  If you ask about comedy, they’ll tell you Chris Rock or Dane Cook.  Odds are, your campus can’t afford those acts.  Or at least not all of them.  So you haven’t gained much from your survey.

But more importantly,  my original premise:   They don’t know what they don’t know. 

Ask your students:  would you like to stick your hands in different colors of hot, molten wax?  Really?

Yet we’ve all seen students at conferences line up for hours, waiting to produce their very own "Wax Hands."

Ask your students:  would you like to see a ventriloquist?  Really?

Many students may not even know what the word means.  Yet we’ve all seen students rolling in laughter over Dan Horn, Jeff Dunham, or Taylor Mason.

I often liken entertainment surveys to asking children about dinner.  If you ask the average child what he or she wants for dinner, they’ll tell you what they know:  they want a Happy Meal.  And if that’s what you always give them, they never learn to appreciate more exotic food like broccoli or sushi.  Don’t we all know college students whose diet consists of burgers and chicken strips– because it’s the only food they learned to like?

Take your co-curricular duties to heart.  Remember that you serve an important teaching function on your campus.  Avoid a regular diet of "Happy Meals" for your students.  Book some unusual programs, events that aren’t even on the students’ radar.  Your students– and your campus– will be better for it.


27
Oct 08

Dream Big

When it comes to goals, we’ve had the S.M.A.R.T. mantra pounded into us.  You know, your goals should be Specific, Measurable, Achievable,  Realistic and Time-based.  It’s a handy rule of thumb when it comes to setting those organizational and personal goals each year.

That’s a useful tool.  But let me offer you another tool. Dream Big.
Set an extraordinary goal, something that’s not “smart.”  Set a goal
that’s a real long shot, something that’s not easily attainable or
realistic.  Companies sometimes call them “BHAGs” big, hairy audacious goals.

Why would you want to set an impractical goal?  For one simple reason:  big goals are inspiring.

It might be difficult to make that 8 a.m. Organic Chemistry class if
your only goal is to pass.  You might be more inspired to get up early
and study if your goal is to be a great heart surgeon.  Sure, medical
school could be years away from now, and practicing medicine even further way if you plan to specialize in cardiac surgery.

But having that big goal may make the difference between actually getting up and going to class or sleeping in and just barely passing (or flunking).  It helps to be inspired. 

When I was in graduate school, my fellow grad students had an
expression to deal with all the tedious busy work we got assigned:
“anything not worth doing is not worth doing well.”  But when we were
inspired by a big goal, we would come in early and work latedoing all the little things it took to achieve it.   

Come up with that organizational goal that will inspire your
members.  Having that big dream can make the mundane chores seem more
important.  Think of the difference it makes to have a big goal.  Could you get your members to participate in a fund raising car wash if the goal was to take all of the members to see a movie? 

Now, imagine if the goal was to take all of the members to the national convention in New York. 

See the difference a goal makes?  Inspire your members with a big goal.  You just might attain it.


3
Sep 08

Using the Five Whys

"The Five Whys" is a method of distilling the true cause/effect of an issue.  Simply put, it involves asking the question "why?," and then asking "why?" of the answer.  The pretense is that if asked five times, that simple question will take you to the heart of the matter.

When I first heard of the Five Whys, I was told it was an ancient Chinese technique.  Later I learned it was neither ancient nor Chinese– it had been developed by  Sakichi Toyoda at his automobile company to aid problem solving.  Whatever the source, it’s a useful tool.

A quick example:  My car won’t start.  Why?  Because the battery is dead.  Why? Because the alternator isn’t working.  Why?  Because the belt broke.   Why?  Because it was worn out.  Why?  Because I didn’t follow the maintenance schedule. 

So the root cause of my car failing to start is my own neglect of the required maintenance.

The concept is to peel back the layers of an issue, and get down to the true problem or concern.  But is also works in helping to determine a purpose.  I like to use it to analyze a situation, condition, proposal, or issue.

It’s especially useful in developing a purpose or mission statement.  While assisting an SGA to create a mission statement, I began by asking them why the SGA existed.  "To be the voice of the students" they replied.  Why?  "So the administration will know the students’ opinion on important school issues."  Why?  "So the school can better meet the students’ needs."  Why?  "So more students can get an education."  Why?  "So they can become successful productive citizens."

So the SGA’s real purpose is to help students become successful graduates.  That’s a totally different idea and more powerful purpose that just being the "voice of the students."

While it may seem a little hokey, and the number five is pretty arbitrary (could be three, could be six), it does seem to work.  Maybe looking at the path we’ve come will make the path ahead seem more clear.

The next time you’re faced with a decision, issue, or question try the Five Whys.  You might just get down to the "heart of the matter."    


17
Jun 08

Creating A Contemporary Mission Statement

Every organization on campus needs a Mission Statement.  As a matter of fact, every department and office on campus should have a Mission Statement.  While it sounds like a pretty simple matter to create a mission, it’s more difficult and requires more thought than you might initially consider.

The modern mission statement is far different than it’s predecessor.  How can that be?  Isn’t a mission statement just the purpose for an organization?  Shouldn’t it be simple to capture your purpose in a few words?

Here’s the difference in the modern Mission Statement:  it explains why. 

Old school mission statements defined what an organization did.  Contemporary mission statements define why an organization does what it does.

See, it’s really the why we do things that matters.

Let me give you an example.  I worked with a history and natural science museum to create a new mission statement.  Their old mission was typical.  It explained what the museum did:  maintained a collection of native plants, animals, and historic buildings and presented programs to the public.

I started out the rewrite by asking everyone why the museum was important.  I talked with staff, volunteers, board members, visitors, any one who had an opinion.  Why was all the stuff the museum did important?

I discovered that the museum had a higher mission than just collecting artifacts.  All of the collections were simple tools serving a bigger goal.   

In the end, this became the new Mission Statement:  "The Museum promotes knowledge and understanding of the area’s cultural history and natural environment, inspiring people to enrich their lives and build a better community."

The real mission of the organization was to inspire people to enrich their lives, and to thereby create a better community.  That was why volunteers gave their time.  That was why staff members worked long hours without complaint.  That was why donors provided funding.  Collecting artifacts and presenting exhibits just assisted in reaching that end goal.

Think about applying that lesson to your organization and office.  Take a look at your mission statement.  Does it define what you do?  Redevelop it so that it explains why you do what you do.  What is your ultimate purpose?


9
Apr 08

Developing Learning Outcomes in Student Affairs

Student learning outcomes are truly the first step in intentional programming.  Yogi Berra said it best:  "If you don’t know where you’re going, you’ll wind up some where else."  Student learning outcomes help you to know where you’re going.

Whether you’re embracing Learning Reconsidered or following the CAS standards (Council for the Advancement of Standards in Higher Education), you’ll find learning outcomes to be a valuable road map.  It’s a simple matter to develop them for your programs.  Here are some basic guidelines.

First, remember your ABC’s and sometimes D.  That stands for "Audience," "Behavior," "Condition," and "Degree."  These are the four components of a learning outcome.  In their simplest form, they go together like this: "Condition-Audience-Behavior-Degree." 

Here’s an example.  "After seeing the film ‘Snow White’ (the condition), the students (audience) will be able to name (behavior) five of the seven dwarfs (degree)."

Note that "degree" isn’t always necessary, and a perfectly fine learning outcome could be:   "After seeing ‘Snow White’ (the condition), the students (audience)
will be able to name the seven dwarfs (behavior)."  Degree just gives you some wiggle room regarding the level of learning that you expect to occur.

That’s pretty straightforward.  Of course, nothing is truly easy, or at least we all seem to believe that.  So keep these ideas in mind while you’re developing your learning outcomes.

1.  Start small.  Don’t try to develop learning outcomes for your entire schedule of events at once.  Select one or two to begin with, preferably reoccurring traditional events.  That way you can use the learning outcome every year.

2.  Make a list of what students should know or be able to do or demonstrate after a specific program.  Turn that list into learning outcomes.

3.  Don’t over think. Learning outcomes can be basic, like the "Snow White" example.

4.  Keep them assessable.  Don’t use behaviors like "will understand"  or "will appreciate"  because they are too difficult to assess.  Use behaviors like "will identify"  or "can list" because that is a behavior you can assess.

5.  Finally, relate your learning outcomes to the larger objectives and outcomes you are seeking.  Whether it’s Learning Reconsidered’s Seven Student Outcomes, the CAS Standards , or your own campus’ goals and objectives, make sure your outcomes are in line.

The University of Rhode Island has some exceptional materials to assist in developing Student Learning Outcomes.  "Student Learning Outcomes 101" and "Student Learning Outcomes 201"  contain all the basics, and can really jump start your writing. 

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