It’s easy for us to count off, probably on more than one hand, the programs we’ve been a part of this year. Those that stand out in our minds probably gave us the greatest challenge, taught us something about ourselves, allowed us to see that “A-Ha” spark of engagement, or provided us an opportunity to collaborate with colleagues in departments outside of our own. But, what programs had the greatest impact on our special or unique populations?

On this Memorial Day, one unique student population comes to mind: our veterans. Having worked at an institution that was less than 10 miles from an air force base, currently working at an institution with a significant percentage of students serving or recently transitioning back to life as a civilian, and coming from a family of proud military men and women, this group is always in the forefront of my mind.

If you were to assess your campus programs and services right now, could you explicitly list the transition services offered at your institution to men and women returning from deployment? Did you host a roundtable to hear what your veteran students need from your department? Have you done all you can to help these students transition from a battle mindset to your campus grind? Have you opened the dialogue to discuss how your institution can do more?

Like many of the veteran students on my campus, I care a lot about action and less about words. It’s easy to make services for unique populations a checkbox on an ever growing list of tasks, and a greater challenge to create a relationship with these students. Building relationships is the key. We know that human beings like to laugh, especially those who are returning from high stress situations like the battlefield, so why not extend a personal invitation to a veteran to attend the comedy show your program board is hosting? Military men and women have received many hours of leadership training; are you looking at the future facilitators of a workshop in your leadership portfolio series? If your residence hall floor is looking for a service project, how about becoming pen pals for deployed servicemen and women? Opportunities are endless and reaching out to a unique population can be incorporated into programs and activities you’re already offering.

Your campus is not alone if this unique population hasn’t been in the spotlight. Admittedly, my campus is in the beginning phases of having organized transition services for students going to or returning from deployment. However, together we face this challenge: instead of flowery words, truly honor the service of the many men and women who gave the ultimate sacrifice –extend a hand and build a relationship with your veteran students.

Happy Memorial Day.

You’ve received the honor, now what do you do with it?

Campus risk managers take different forms on every campus. Some institutions have specific departments that cover the spectrum (threat assessment, event safety, bystander intervention, classroom management, hazing recognition, etc.); others outsource to local attorneys or companies. A few use a combination and select one or two individuals to manage an aspect of the protocols.

Having served in the role in regards to campus activities, here are a few recommendations to help you cover your… uh, assets. (Please adapt them to fit your campus culture and needs.) Please note, I am not an attorney. Using the advice below as legal advice to save you in a situation is not recommended.

1.)    Meet with those in the know – ask your institution to clearly delineate your responsibilities in regards to risk management. (ie. Responsible for walk-thru’s of venues prior to events occurring.)

2.)    Obtain professional insurance. (ACPA recommends Professional Liability Insurance.)

3.)    Attend a work-shop on risk management in student affairs, as it pertains to your job duties. ( NCHERM, NACA, or APCA are great resources.)

4.)    Ask questions (especially if a situation is unclear).

5.)    Be aware of all necessary paperwork (ie. Event participation waivers when traveling off-campus, incident reports, meeting history notes).

6.)    Know that anyone can sue for anything. (It costs less than $50 to file in several states.) If you’ve done your homework and have written documentation, it may be a rough ride during the process but you’ll usually come out on top.

Risk management. Words, much like lawsuit, that can make any professional cringe. Of course, everyone looks at the protocols differently depending on personal experiences. In the end, risk management for me comes down to two choices: the art of illusion or the act of preparation.

When I look at being a campus risk manager for events, I strive to find a bit of excitement in the position as this role is usually one that is loved, hated, but hardly ignored. Enter – Harry Houdini. 

Yes, Houdini was a magician, an escape artist, an entertainer; but he was also a risk manager. The “Challenge of the Mirror” (as noted in The Secret Life of Houdini: The Making of America’s First Superhero) is an example of Houdini in dual roles of risk manager and entertainer. He was challenged by The Daily Illustrated Mirror to escape from handcuffs made by a local blacksmith with a lock that “no mortal man can pick”. The actual escape from the cuffs took over an hour by all accounts and included requests to have his jacket removed (only to have to personally cut it off with his mouth using a pocketed penknife), for a drink of water, and for more comfortable arrangements (he was inside a cabinet). The audience was entertained.

Houdini had already proven to be a master with card tricks and in reacting to situations thrust upon him. Roll in Houdini – Risk Manager. Substantiation exists that the “Challenge of the Mirror” was one performance Houdini minutely planned. He commissioned the handcuffs using his own sketches, worked with the newspaper to issue the challenge, and encouraged local politicians to be in attendance. In effect, he knew the circumstances, the props, and the audience. He sealed his reputation as The Handcuff King.

In the role of campus risk manager, you take steps like Houdini’s – performing your own act of preparation. For an event: you evaluate the venue, the performer’s needs, available staff – ensuring you know your risks. The approved marketing scheme is intentional and appealing to your campus population, ensuring a high attendance and participation. Your institution’s reputation, or that of the sponsoring organization, is revered because the event is successful.

In my experience, institutions that rely on the art of illusion are often those that have dialogues about risk management in stealthily held meetings. The conclusion of the meeting may or may not be disseminated to staff members that have to respond in the situation. Campuses that are growing rapidly also use the art of illusion. For example, if your risk management plan still lists having a “crier” run building to building alerting individuals to an emergency – you fall into this category (Yes, this is in an emergency handbook at one not-to-be-named institution). Conversely, institutions (or departments) that rely on the act of preparation often have a task force to write policies, share information, and ensure all staff know the plan. If you have attended a meeting about quarantining students and entertaining them during an avian flu outbreak, you may fall into this category.

The next time that you receive the honor (or draw the short –straw) of campus risk manager, just remember Houdini –make a comprehensive plan and expect success. 

When asked “what’s leadership?” all of us most likely have our own mental image and list of characteristics of what we equate with a successful leader.  Recently, when meeting one-on-one for our monthly “updates” session, I had the opportunity to ask several students, who are each officers in campus organizations, what leadership is to them. I had no expectation of what type of responses I would get, but was curious to hear the answers.

In as much length and detail that they felt would answer the question, I asked each to finish the statement “In campus activities, student leadership is…”.

I have listed demographic facts about the respondent as a reference point.

Here are several responses I received:

“…an experience that will profoundly impact your life, if you attack it with gusto!” (Senior, Female, Bio Major)

“…a chance to have a diverse resume.” (Sophomore, Male, History Major)

“…like playing in a sandbox. You have great toys, that sometimes you share, but you just love playing. If someone comes in your sandbox and poos in it, you get angry – immediately booting them out of the area, but accepting them back in when you think they’ve learned.” (Junior, Female, Legal Studies Major)

“…better than working at McDonald’s.” (Senior, Female, Business Major)

“…like Frogger. To succeed, you have to cross a very busy road, missing obstacles and choosing a path that works out for you. Sometimes, you don’t make it – but at least you stepped out into traffic.” (Freshman, Female, Undeclared)

Personally, I relate strongly with the Frogger answer. The object of the video game referenced is for a frog to cross a multi-lane highway of traffic approaching at various speeds. The frog gets a couple of lives, with the best case scenario (winning maximum points) being to cross the street without incident.

Reflecting this example to leadership…isn’t that our best case as well – to succeed in reaching our goal without too many setbacks? When we make it to the other side, we’re probably grinning just like the frog – celebrating a job well done. The end of the statement “but at least you stepped out into traffic” confirms a student leader’s mind frame – as student leaders are often those who are willing to step in front of the crowd even when the challenge ahead could be win or lose.

I thank all of my students for allowing me the privilege to share your insight. I learn so much from each of you every day. 

If you were asked to complete the statement, what would your answer be?

Do you feel there are not enough hours in a day? Working on a committee that’s in need of goal reminders? Are you and your grad assistant really on the same page? Is your desk covered in post-it notes of all your "to-dos"?

If so, you’re not alone.

Feeling overwhelmed with the quantity of post-it notes that were slowly overtaking my workspace, and recognizing that I needed a clearer way to communicate with my office assistant, I searched for a way to organize daily projects while keeping long-term goals in sight. I knew that I needed something that was easy to access and was incredibly user friendly. Of course, I looked digitally – thanks to advice from Swift Kick.

What did I find? Basecamp.

A free* online tool that makes collaborative work more efficient.

This flexible tool allows for sharing of ideas between users, a calendar of upcoming events or "milestones", a to-do list that allows for items to be checked off (giving a great sense of accomplishment), and so much more! Even when I’m out of the office, I can keep up-to-date with events and track deadlines.

(This tool is free* if you’re only using 1 project. With multiple projects, there are different fees associated.)

Here’s the current project my assistant and I are sharing: Spring 2008 Activities…a broad reaching topic with many possibilities.

For this project, we use "Milestones" as a calendar of registered events on our campus.

(A great visual to aid in determining when the "busy days" are.)

Beside each event, we list who’s responsible as the office contact or who will be attending the event to represent the institution.

Event specifics can also be listed – aiding in risk management and year-end reporting.

With the goal of getting rid of post-it notes (GO GREEN!), all of our to-dos are posted with who is responsible for the task.

When at my computer, I keep the tool open so that to-dos can be added as the thoughts come to me.

We even share messages about the tasks we’re working on!

This feature is similar to Email, with the fact that you can attach documents…but, more efficient for collaborative projects in my opinion.

In student activities, much of the work we do is a collaborative effort to provide educational experiences for our students outside of the classroom. Toward this end, it’s important that we manage internal projects and "to-dos" of our offices, while coordinating campus-wide initiatives, and communicating upcoming event information to the campus community. Why not find a tool that makes this goal or task easier?

This tool is useful within clubs or committees, too! One of our student organizations is setting up a project in Basecamp to plan and implement Relay for Life. All members of the club are signing up as users and will share details about tasks. The organization’s use of the tool is in its infancy; however, the time they are saving on meetings has already grown exponentially.

Think of the possibilities of what you could accomplish if you only had more time.

There are never enough hours in a day, and since I haven’t quite figured out how to clone myself, this tool provides an organized way to keep all the projects I’m working on in check.

However, it’s not the only tool. What tools have you found or use to make collaborative projects easier and more efficient?

Walking into the campus billiard hall I manage, I am witness to a definitive example of blurring boundaries. Before me are seven students, intently engaged in manipulating individual laptops to perform winning moves in some online game each is playing. At first glance, I notice that a) each has headphones on and is ignoring the environment around them (though all are seated around the same 8 seat table) and b) each is playing the same game.

I am able to engage one of the players in a brief conversation when his game is paused, and here’s what I gathered:

1.) All seven are playing the same game: Second Life (an example of a MMORPG)
2.) Each can communicate with one another – but only through typing in the game (Comfortable in their anonymity)
3.) All are friends who are in the billiard hall because it has Wi-Fi with faster connections and zero blocks – otherwise they’d be in their own residence hall rooms. (Forced interaction?)
AND THE MOST STAGGERING FACT FOR ME…
4.) Some of the gamers/students’ greatest friends are players of the game – who they chat with online, but have never met in physical space. (Sharing details of one’s life before "meeting"…)

While there may be a few discussion topics in the above situation – I focus now on Blurring boundaries - when the line between online and offline relationships is indeterminate and nearly irrelevant.

This is a difficult concept to grasp if you’re from a generation where communication is based on face to face interaction. A concept so easy to accept if you’re a student currently enrolled in an institution of higher education who easily accepts friends into his Facebook/MySpace network. For those of us in-between "both worlds", like me, it’s a concept I am torn between completely understanding and being totally intolerant of, but accept that the students I work with thrive in the blurred environment. For this reason, I strive to learn more.

I clearly see the blurring of the line between an offline and online life in-terms of work habits and household duties. For example, 15 years ago I may have only recorded financial transactions in a check ledger. Today, I track all financial history online and am working on using tech resources like Mint for money management.

In terms of student affairs, blurring boundaries is a topic we will need to address and work with if we are truly striving to offer students the best experiential education possible. Students who would rather interact online than in person will feel uncomfortable in workshops of a new student orientation program that is solely based on face-to-face interactions and activities. Students, who want to invite their "friends" to events, may be including those that they have never met – creating a situation for physical or emotional distress, according to the school psychologist in my SA department.

MMORPG’s provide an environment where a particpant befriends a player who has shown loyalty in a crisis. In life, we interact and make friends, determining after a crisis if the relationship is to continue. For students that are active MMORP gamers, they are versed in the blurred boundaries of online and offline relationships.

Is your institution discussing the blurring of the two relationships? 

With this grey area, a question can also be raised about data ownership and portability – what information and details about your life can be found online? Are they exact details or a character you’ve created (i.e. Second Life)?

Can we as student affairs professionals help students bridge the gap – aid students in recognizing the importance of having strong, supportive relationships, either online or off?

Is blurring boundaries an issue worth addressing?

Wiki sites are a collaborative effort to present content on a given topic. Reviewers have the opportunity to add, delete, and revise any digital text displayed. There’s no requirement of who can post and little screening is done prior to publishing. Inaccuracies may result because, after all, it’s the opinion of the reviewer making the post. Wikipedia, a free online encyclopedia that ANYONE can edit, receives a lot of criticism from members of academia because of these inaccuracies – citing that similar sites surround students in an environment of fallacies. However, I support the use of wiki sites as a starting point – a spring board to delve deeper into the content.

In 2006, Wikipedia co-founder Jimmy Wales discouraged college students from using the site for “serious research”. According to The Chronicle of Higher Education, Wales delivered his message differently last week, changing it to be “do your own research” in regards to students utilizing Wikipedia for projects and academic assignments. One could argue either way; however, one fact remains – wiki sites present an opportunity for individuals to participate in an academic process, not just regurgitate information gleaned from texts and journals. Through reading student posts on a wiki site, you can recognize critical thinking skills and the limits they reach when seeking out supporting academic materials.

Wiki sites fold and grow as reviewers participate. The sites are only as strong in academic founding as the information the reviewers post. For the greatest outcome in learning, it’s important for reviewers to read, post their own research, and comment on others’ citations.

Using Wiki sites has a place in student activities as well. Several Student Government Associations have been cited as posting organizational constitutions on a wiki-space, encouraging members to make changes and additions. All edits are logged in the site’s history, allowing for a document to be created that’s a collaborative effort of the membership.

Not to be left out, even conferences are embracing the use of wiki-sites to change participant experiences. The APCA Advisor Summit space allows for attendees to post questions and “best practices”, while presenters give previews of the sessions to be facilitated at the summit. This wiki-space makes for a different, more engaging, conference experience. No longer do we have to sit back and wait to learn (anxious that we’ll hear the same material we’ve heard the past three years). Now we can take an active role, providing presenters with “what we need to know”, “what we’d like to know”, and “what we already know” lists.

Wiki sites are a growing culture of collaborative efforts, dependent upon participation. So I ask you, have you Wiki-ed lately?

Research presented by Camille Bunting & John Donley at the Bradford Woods Research Symposium stressed that “if a person is supported to move out of his/her comfort zone, and has a powerful experience, then powerful conditions exist for positive change” (1).  I support this education assumption by taking student leaders to camp. Our “camp” is a day on a challenge ropes course. Working at an institution with many students from urban backgrounds makes going out into the wildness a huge step out of their comfort zones.

Before participating in a challenge course, however, it’s important to develop goals the group would like to achieve. The goals can be educational, developmental, or recreational in nature. Often with the student leaders I work with, the group chooses to develop leadership skills through personal challenge and activities in teamwork. Loading into the van in the wee hours of the morning, there is much complaining and many questions – mostly from the anxiety of not knowing what will face them during the day. I give very basic information and stress that the day will be a “challenge by choice” and it’s up to the leader how far he/she would like to involve or challenge themselves. A typical day at camp will be 4 – 10 hours. Challenges begin by starting off with team energizers in a field (trust falls, name games), working through low elements (ground based obstacles, low roped activities), and finishing up with high elements (pre-fabricated course in trees or with utility poles).

It’s important to make sure you’re using a challenge course that is certified and one that puts SAFETY FIRST. YMCA’s and local church camps often have some version of a course at reasonable rates if you don’t happen to have one on your campus. If you’re looking for a retreat that will focus on group interaction, development of leadership skills, and problem solving then a day at camp may be exactly what your students need. Outcomes of a day at camp are numerous – with a growth in self-confidence, experience in positive risk taking, and teamwork topping my list.

I just returned from working with Orientation leaders on a course. A comment from one of my sophomore leaders sums it up best “I didn’t think I could, but now I know I can. No obstacle will stop me this year!”

Research:

1) Bunting, C. J., & Donley, J. P. (2002).  Ten Years of Challenge Course Research: A Review of Affective Outcome Studies.