I am procrastinating on my dissertation now. So I have questions for you:
1) How do you describe your CA role to your friends?
2) How do you describe your CA role to your family?
3) How do you describe your CA role in the professional world?
4) How do you describe your CA role to your professors?
5) How do you describe your CA role to your residents?
6) How do you describe your CA role to your RAs?
Think about why there may be differences in the way that you talk about your CA role. How do those differences inform and impact that way that you assess and engage in role?
Thursday, July 22, 2010
Wednesday, July 21, 2010
Transitions!
Before I get into the “meat and potatoes” of this blog post, I want to briefly introduce myself. My name is Bryan, and I am going to be the new housefellow for Resnik and West Wing. Lucas suggested reading through the CA Blog as a way to get acquainted with the other housefellows and CAs. I have really enjoyed all of the conversations and insights! This is a team that I am excited to join!
Transition is something that I have been thinking about a lot lately. In the past 3 weeks, I have resigned from an old job, started a new job, moved from rural central Pennsylvania to Oakland, and begun living apart from my partner (whom I have been living with for the past 7 years). It has been a very up-and-down few weeks. The excitement of new opportunities at CMU and in Pittsburgh has been tempered with the anxiety that goes along with opening up a new chapter in my career and personal life.
In a roundabout way, thinking about my current transition has helped me to reflect on our students and the important transitions that they experience while living on-campus. In many ways the business of higher education is all about transition. Each semester sees new students arriving on campus while others depart. During their time with us students choose majors, study abroad, take on leadership opportunities (like being a CA!) and learn more about who it is that they are, and who they hope to become. We are constantly surrounded by transition.
As you think about the CA role, how do you see yourself being a resource to your residents as they experience the many transitions that are a part of the college experience? Schlossberg (1995) defines transition as “any event, or non-event, that results in changed relationships, routines, assumptions, and roles.” By that definition, transitions are happening all of the time! Schlossberg identified four major sets of factors that influence how well a person can cope with transition (Evans, Forney, & Guido-DeBrito, 1998). Let’s identify those factors, and reflect on how we can help our residents.
Situation: Important factors include the timing of the situation, the duration of the transition, and previous experiences with similar transitions. During a transition, individuals will also be dealing with concurrent stresses and questions about whether or not they feel in control during the changes. Working in the residence halls and apartments, we may have some real insight that our residents would benefit from. We also live within the situation . . . and as an outsider we may have some unique perspective on the situation.
Self: During transition, we think about who we are in terms of demographic characteristics (socioeconomic status, gender, etc.) and psychological resources. How has our background prepared us to manage this transition? As CAs, we can play a role in helping students to know more about who they are through programming, conversation, and our relationships with each other.
Support: To manage a transition, individuals need to feel a sense of support. A supportive community is one of my favorite aspects of residence hall and apartment living. What can we do as CAs to make sure that everyone in our community feels that they will receive affirmation, assistance, and positive feedback when they need it?
Strategies: To manage transition, you need a plan in order to proceed. When we talk to our residents about their transitions (or when they come to use for mentoring and guidance), how can we help them to move forward in productive ways, while leaving it up to the student to decide how best to move forward?
I hope that this blog post is some “food for thought” as you prepare to return to campus. I know that meeting everyone for CA Training is part of my transition that I am very much looking forward to!
References:
Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Schlossberg's transition thoery. In Student development in college: Theory, research, and practice (pp. 107-122). San Fransisco, CA: Jossey-Bass.
Schlossberg, N.K., Waters, E.B., & Goodman, J. (1995). Counseling adults in transition (2nd ed.). New York: Springer.
Transition is something that I have been thinking about a lot lately. In the past 3 weeks, I have resigned from an old job, started a new job, moved from rural central Pennsylvania to Oakland, and begun living apart from my partner (whom I have been living with for the past 7 years). It has been a very up-and-down few weeks. The excitement of new opportunities at CMU and in Pittsburgh has been tempered with the anxiety that goes along with opening up a new chapter in my career and personal life.
In a roundabout way, thinking about my current transition has helped me to reflect on our students and the important transitions that they experience while living on-campus. In many ways the business of higher education is all about transition. Each semester sees new students arriving on campus while others depart. During their time with us students choose majors, study abroad, take on leadership opportunities (like being a CA!) and learn more about who it is that they are, and who they hope to become. We are constantly surrounded by transition.
As you think about the CA role, how do you see yourself being a resource to your residents as they experience the many transitions that are a part of the college experience? Schlossberg (1995) defines transition as “any event, or non-event, that results in changed relationships, routines, assumptions, and roles.” By that definition, transitions are happening all of the time! Schlossberg identified four major sets of factors that influence how well a person can cope with transition (Evans, Forney, & Guido-DeBrito, 1998). Let’s identify those factors, and reflect on how we can help our residents.
Situation: Important factors include the timing of the situation, the duration of the transition, and previous experiences with similar transitions. During a transition, individuals will also be dealing with concurrent stresses and questions about whether or not they feel in control during the changes. Working in the residence halls and apartments, we may have some real insight that our residents would benefit from. We also live within the situation . . . and as an outsider we may have some unique perspective on the situation.
Self: During transition, we think about who we are in terms of demographic characteristics (socioeconomic status, gender, etc.) and psychological resources. How has our background prepared us to manage this transition? As CAs, we can play a role in helping students to know more about who they are through programming, conversation, and our relationships with each other.
Support: To manage a transition, individuals need to feel a sense of support. A supportive community is one of my favorite aspects of residence hall and apartment living. What can we do as CAs to make sure that everyone in our community feels that they will receive affirmation, assistance, and positive feedback when they need it?
Strategies: To manage transition, you need a plan in order to proceed. When we talk to our residents about their transitions (or when they come to use for mentoring and guidance), how can we help them to move forward in productive ways, while leaving it up to the student to decide how best to move forward?
I hope that this blog post is some “food for thought” as you prepare to return to campus. I know that meeting everyone for CA Training is part of my transition that I am very much looking forward to!
References:
Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Schlossberg's transition thoery. In Student development in college: Theory, research, and practice (pp. 107-122). San Fransisco, CA: Jossey-Bass.
Schlossberg, N.K., Waters, E.B., & Goodman, J. (1995). Counseling adults in transition (2nd ed.). New York: Springer.
Tuesday, July 20, 2010
Life-Long Learning
A while ago, someone wrote (and I'm sorry I'm a bit too lazy to look it up right now), that their mission this year was to explore parts of Pittsburgh unseen. To "jog somewhere besides the Cathedral of Learning."
Well, Sunday, a friend and I set out to do just that. We went to Edgewood and Frick Park. And, the Frick Museum. Now, I'm going to steal a bit from my own blog about the experience:
...we headed to the Frick Museum with pretty low expectations. Maybe it was because I'd only ever heard it called the "Carriage and Automobile Museum."
Thanks to an iPhone, we made it to the correct spot, and walked into a giant, stone... museum. The Frick really can't be explained any other way.
We were immediately greeted and talked through the grounds. The Frick has an art museum (which we were in), a car and carriage museum, a giftshop that used to be the Frick's playhouse, a greenhouse, and "Clayton" (the mansion of Henry Clay Frick).
Here's a mini history lesson: Frick saw that baked coal made coke, useful for steel. Carnegie saw the Frick had a lot of these coal-baking ovens. They became partners. Sometime later there were riots. Carnegie went back home to Scotland. Frick had to deal with it and used violent measures. Frick then hated Carnegie; Carnegie then hates Frick. Carnegie won't let Frick into his gentlemen's club. Frick builds his own building with a club on the 20th floor (it's called the Frick Building, on Grant between Forbes and Fifth... It's where I'm working this summer!) They get old. Carnegie writes to Frick: I'm sorry, we're old, let's forget about this. Frick writes back: I'll see you in hell. The end.
So, learned a little something? I only learned part of that during our tour of Clayton (just the coal-to-coke business). The rest my mentor told me at Carnegie Learning, where my internship is this summer.
Well, during our four-hour stay on the grounds of the Frick, I learned more little tidbits that I knew what to do with. The evolution of the word "sublime" (from "fearsome" to "awe-inspiring" to "awesome")? Check. The fact that Victorians would never take naps in their beds? Check. Franklin Roosevelt and Eleanor Roosevelt were cousins, and pronounced their last names differently (Rooo-sevelt and Rose-evelt)? Check. The first drive-in gas station? On Baum Boulevard (in Pittsburgh). The bicycle being a big break for woman's independence? Check.
Every single person we encountered that day wanted to share something. They treasured their job, the history, and the stories. Even the two tour guides were swapping tales after the tour was finished.
Now I get to talk about that cliche, "life-long learning." I mean, even the theory of evolution will tell you that if we stop, we die. I'm reading a book called "The Red Queen: Sex and the Evolution of Human Nature." Even those of you who dislike or don't believe in the idea of evolution can understand the metaphor of the Red Queen in "Alice in Wonderland." She must keep running just to keep up with the world; if she slows down, she falls behind.
As it is with learning. We've all met those people who have decided to get off the treadmill. Some refuse to get off. (My grandpa bought himself an Android for Christmas. While he doesn't know his own phone number, he can chose a place for dinner lickety-split.)
So the Frick Museum was a success. But that was Sunday! It's Tuesday now.
Today I volunteered to tend a gallery at the Mattress Factory, an installation art museum and catalyst for artists like Mark Garry (who was talking). While the tending of the gallery was a bit dull (only three people visited my floor), the whole event was smoothly run: an enjoyable evening, even for us volunteers.
Places like that just make me savor Pittsburgh all the more. Yes, rain is predicted this whole week. Yes, the humidity is a bit hit, as is the temperature. But, yes, Pittsburgh knows its art and history!
Helps a lot while I'm jogging along on that treadmill of learning.
Well, Sunday, a friend and I set out to do just that. We went to Edgewood and Frick Park. And, the Frick Museum. Now, I'm going to steal a bit from my own blog about the experience:
...we headed to the Frick Museum with pretty low expectations. Maybe it was because I'd only ever heard it called the "Carriage and Automobile Museum."
Thanks to an iPhone, we made it to the correct spot, and walked into a giant, stone... museum. The Frick really can't be explained any other way.
We were immediately greeted and talked through the grounds. The Frick has an art museum (which we were in), a car and carriage museum, a giftshop that used to be the Frick's playhouse, a greenhouse, and "Clayton" (the mansion of Henry Clay Frick).
Here's a mini history lesson: Frick saw that baked coal made coke, useful for steel. Carnegie saw the Frick had a lot of these coal-baking ovens. They became partners. Sometime later there were riots. Carnegie went back home to Scotland. Frick had to deal with it and used violent measures. Frick then hated Carnegie; Carnegie then hates Frick. Carnegie won't let Frick into his gentlemen's club. Frick builds his own building with a club on the 20th floor (it's called the Frick Building, on Grant between Forbes and Fifth... It's where I'm working this summer!) They get old. Carnegie writes to Frick: I'm sorry, we're old, let's forget about this. Frick writes back: I'll see you in hell. The end.
So, learned a little something? I only learned part of that during our tour of Clayton (just the coal-to-coke business). The rest my mentor told me at Carnegie Learning, where my internship is this summer.
Well, during our four-hour stay on the grounds of the Frick, I learned more little tidbits that I knew what to do with. The evolution of the word "sublime" (from "fearsome" to "awe-inspiring" to "awesome")? Check. The fact that Victorians would never take naps in their beds? Check. Franklin Roosevelt and Eleanor Roosevelt were cousins, and pronounced their last names differently (Rooo-sevelt and Rose-evelt)? Check. The first drive-in gas station? On Baum Boulevard (in Pittsburgh). The bicycle being a big break for woman's independence? Check.
Every single person we encountered that day wanted to share something. They treasured their job, the history, and the stories. Even the two tour guides were swapping tales after the tour was finished.
Now I get to talk about that cliche, "life-long learning." I mean, even the theory of evolution will tell you that if we stop, we die. I'm reading a book called "The Red Queen: Sex and the Evolution of Human Nature." Even those of you who dislike or don't believe in the idea of evolution can understand the metaphor of the Red Queen in "Alice in Wonderland." She must keep running just to keep up with the world; if she slows down, she falls behind.
As it is with learning. We've all met those people who have decided to get off the treadmill. Some refuse to get off. (My grandpa bought himself an Android for Christmas. While he doesn't know his own phone number, he can chose a place for dinner lickety-split.)
So the Frick Museum was a success. But that was Sunday! It's Tuesday now.
Today I volunteered to tend a gallery at the Mattress Factory, an installation art museum and catalyst for artists like Mark Garry (who was talking). While the tending of the gallery was a bit dull (only three people visited my floor), the whole event was smoothly run: an enjoyable evening, even for us volunteers.
Places like that just make me savor Pittsburgh all the more. Yes, rain is predicted this whole week. Yes, the humidity is a bit hit, as is the temperature. But, yes, Pittsburgh knows its art and history!
Helps a lot while I'm jogging along on that treadmill of learning.
Monday, July 19, 2010
Part I - Mistakes
Not that I have ever made one, but I have been thinking about mistakes recently. Last week I watched a Nova episode about the deadliest plane crash in history NOVA episode .
The program intrigued me for two reasons. First, it confirmed that I hate flying because of a lack of control over what happens once I board the plane. On the other hand, I love everything else about flying (delays, gate changes, lines, etc. Not even kidding). The second idea was about making mistakes. The crash was caused by multiple circumstances, mostly out of control of any one decision makers. However, in the end there was fault and individual mistakes. In my mind I was thinking about you can so casually make a decision that so impacts the lives of other people and how would you ever rectify a mistake that has such dire outcomes. Of course, there is a continuum of mistakes based on consequences, but if life is about making and learning from mistakes, shouldn't there be a way to say your sorry?
On the idea of making and learning from mistakes, Holly & I would like to give you a 2 part assignment. For now, simply share a recent mistake you have made (please only do so in your comfort zone). Let us know the decision, why you made it, why it was a mistake and who was effected. Later in the week we will pose some follow up thoughts. In advance, thank you for sharing.
The program intrigued me for two reasons. First, it confirmed that I hate flying because of a lack of control over what happens once I board the plane. On the other hand, I love everything else about flying (delays, gate changes, lines, etc. Not even kidding). The second idea was about making mistakes. The crash was caused by multiple circumstances, mostly out of control of any one decision makers. However, in the end there was fault and individual mistakes. In my mind I was thinking about you can so casually make a decision that so impacts the lives of other people and how would you ever rectify a mistake that has such dire outcomes. Of course, there is a continuum of mistakes based on consequences, but if life is about making and learning from mistakes, shouldn't there be a way to say your sorry?
On the idea of making and learning from mistakes, Holly & I would like to give you a 2 part assignment. For now, simply share a recent mistake you have made (please only do so in your comfort zone). Let us know the decision, why you made it, why it was a mistake and who was effected. Later in the week we will pose some follow up thoughts. In advance, thank you for sharing.
Sunday, July 18, 2010
"To Believe in the Perfectibility of Man"
So clearly, this is going to be an amazing CA training. Everyone has been so thoughtful in posting and commenting that I, for one, cannot wait to have the full think tank together in a few short weeks!
Today, my post is a bit of a stream of consciousness... I have been doing a lot of thinking/reading/writing about the greatest author of all time, John Steinbeck (yes, I am literarily myopic). In one of his few published interviews, he talked about how all of his writing, his ideas come from the "belief in the perfectibility of man": a pretty edgy idea if you ask me.
So here's the rub: believing in the perfectibility of man insists that in our minds somewhere, we hold on to the notion that we have an image or concept of ourselves that is ideal. Wouldn't this concept lead us to strive towards the impossible? Are we not setting ourselves up for failure in the midst of such a striving?
Without polish or revision, I submit this: that the *belief* in one's perfectibility is the stuff of great leadership-- however you define it. Inherent in this belief is the opportunity to make mistakes, to rise up, to be better, to unveil your capaciousness, to journey with purpose, to fumble happily. In short, the belief in perfectibility is a kind of proclamation of the human struggle. Its the germ of optimism, fighting its way out from self-doubt, road block, imagined deficits...
I think believing in one's ability to rise to your own "ideal" however, you define it, again, is inspiring. It's kind of like knowing inherently, that you will always have space to grow. As a leader for your teams, instilling that belief in them, helping an RA shape that concept in the image of their own design is incredibly empowering, and blows the lid off of what they think they can and cannot do.
One caveat that must be posed here: striving-this concept never sits well with me, and I'm not sure it can be divorced from Steinbeck's refrain. When we strive, we look beyond the here and now, beyond who we are and what we have. While some of that is productive and energizing, it bears the inherent risk of feeling dissatisfied with the present. So, can we strive without judging?? What do you think?
Being a CA means a lot of things, and its inflections come from your unique passions and perspectives. But at the end of the day, it means that you have the phenomenal role of believing that your best self, and the best selves of your team can find an articulation through this collective work. How will you create this space? What are the conversations, tone, people, experiences that you want to bring to your team to support their capaciousness? When does this get lost in our work and how do we reconnect with it? How do you process the fumbles and stumbles that will inevitably happen so they become a part of the journey?
At the end of the day, we will never be perfect. And seriously-- who wants to be?? But, we *can* be more than we thought was possible, and with that-- from that-- we may get closer to our purest selves; kind, giving, thoughtful, resilient, focused, clear and visionary.
In this belief--in our collective belief-- we just might change the world as we know it.
Here's to thinking big, making things happen, stumbling along the way, and having a good laugh all along the way....
in razzyfresh love,
Helen
Today, my post is a bit of a stream of consciousness... I have been doing a lot of thinking/reading/writing about the greatest author of all time, John Steinbeck (yes, I am literarily myopic). In one of his few published interviews, he talked about how all of his writing, his ideas come from the "belief in the perfectibility of man": a pretty edgy idea if you ask me.
So here's the rub: believing in the perfectibility of man insists that in our minds somewhere, we hold on to the notion that we have an image or concept of ourselves that is ideal. Wouldn't this concept lead us to strive towards the impossible? Are we not setting ourselves up for failure in the midst of such a striving?
Without polish or revision, I submit this: that the *belief* in one's perfectibility is the stuff of great leadership-- however you define it. Inherent in this belief is the opportunity to make mistakes, to rise up, to be better, to unveil your capaciousness, to journey with purpose, to fumble happily. In short, the belief in perfectibility is a kind of proclamation of the human struggle. Its the germ of optimism, fighting its way out from self-doubt, road block, imagined deficits...
I think believing in one's ability to rise to your own "ideal" however, you define it, again, is inspiring. It's kind of like knowing inherently, that you will always have space to grow. As a leader for your teams, instilling that belief in them, helping an RA shape that concept in the image of their own design is incredibly empowering, and blows the lid off of what they think they can and cannot do.
One caveat that must be posed here: striving-this concept never sits well with me, and I'm not sure it can be divorced from Steinbeck's refrain. When we strive, we look beyond the here and now, beyond who we are and what we have. While some of that is productive and energizing, it bears the inherent risk of feeling dissatisfied with the present. So, can we strive without judging?? What do you think?
Being a CA means a lot of things, and its inflections come from your unique passions and perspectives. But at the end of the day, it means that you have the phenomenal role of believing that your best self, and the best selves of your team can find an articulation through this collective work. How will you create this space? What are the conversations, tone, people, experiences that you want to bring to your team to support their capaciousness? When does this get lost in our work and how do we reconnect with it? How do you process the fumbles and stumbles that will inevitably happen so they become a part of the journey?
At the end of the day, we will never be perfect. And seriously-- who wants to be?? But, we *can* be more than we thought was possible, and with that-- from that-- we may get closer to our purest selves; kind, giving, thoughtful, resilient, focused, clear and visionary.
In this belief--in our collective belief-- we just might change the world as we know it.
Here's to thinking big, making things happen, stumbling along the way, and having a good laugh all along the way....
in razzyfresh love,
Helen
Tuesday, July 13, 2010
Back to Basics
Everyone was already in place. I could see them lined up through the full-length glass panes as I approached the door. Feet spaced shoulder-width apart and eyes to the front. The clock above the entrance to Absolute Ballroom read “6:40”. I was ten minutes late. The Indian music began to play. I quickly slipped off my shoes and navigated through the rows of people to a free space in the middle. The instructor, with knees and elbows bent, switched from heel to heel, moving her arms in tandem with the bass drum. “This is ‘basic’,” she said. The pace of the music picked up. She began leading us four steps to the right, four steps to the left, all while keeping up the her heel changes and arm sways. “Watch me,” she reminded us. She brought us back to the center, to continue the “basic” motions. She raised her arms and swayed them as she began to scoot forward pushing her hips out to the side with each step. Her movements slowed as the song ended. People walked quickly to and from the water fountain and the instructor walked over to me. “Hello, I don’t think we’ve met. This is your first time at the Bhangra class?” I answered ‘yes’ and explained that I had found out about the class from a friend. “Well, I’m glad you’re here,” she said through a wide smile. She turned to the class. “Alright. Is everyone watered and ready to go?” A faster song began to play. “Now it’s going to get complicated. Watch carefully.” Following the quickening drumbeat, she sprung up from the wooden floor, her knees fully tucked under. She turned to the side and went up again. As the drumbeat became more frequent she began saving time by twisting her body in the air in order to switch the side she was facing. “Come on! Get those knees up!” She looked toward the center of the room. “Rachel, get those knees up!”
By the end of the one-hour Bhangra session my ponytail was stuck to the back of my neck as if I had just gotten caught in a flash-Pittsburgh-rainstorm. I headed to the restroom to dry my face off. As I took care of my raccoon eyes, I realized I couldn’t stop smiling. The hour of Bhangra, though it was originally meant to be my workout for the day, did not feel like one. Many times during the hour it had felt as if I was back to being my uncoordinated 5-year-old self attempting to pat my head and rub my stomach at the same time. Many times during the hour I had looked up to see women and men, some three times my age, keeping up with every hip swing and heel touch. Many times I had to stop and restart my motions after realizing I was off beat. Somehow the fact that I was not an expert at Bhangra dancing made me feel elated.
During our time at CMU we are taught to be experts in our fields of study. We spend long hours in labs, studios and lecture halls honing our knowledge. Once we have passed the threshold of being a novice, adding to our acquired knowledge base often becomes easy and even comfortable. It is that first step of building a strong foundation that can sometimes be the most difficult.
Come August 3rd, we will be asked to be novices. Even those who have been through many a CA/RA training will be asked to discover something new and remember what it is like to not be the expert. This will be difficult for many of us. Especially considering that an expert is exactly what Carnegie Mellon has trained us to be. We must enter the situation humbly. As if it’s our first time learning a new dance.
Sunday, July 11, 2010
Some thoughts...
Hi all,
First of all I wanted to start by thanking everyone for their contributions. Though I’ve been a silent member thus far, I’ve really enjoyed learning from and about each of you through posts. This brings me to my first thought that I wanted to share – a lesson/thought that I’m sure we all know, but this blog specifically reminded me of it.
Because the author of the post’s name is only signed at the bottom of the message, I’ve been able to read many posts without knowing who wrote it at the start. Some of them I realized right away who had written it (it’s a strong hint when you talk about being a Donner HF or CA ) but others I had no idea until I got to the very bottom. While I’ve had the opportunity to get to know some of you better than others, I still don’t know most of you that well. It was exciting to read a post, take it in and then have the opportunity to combine it with what I know of the person. The lesson that this reminded me of is that of not letting pre-conceived notions interfere when judging/learning about a situation/person. It’s not always so easy to just cover up a name and get to see something from a blank slate, but it’s an important aspect to keep in mind.
The other thing I wanted to talk about in my post is more of a thought provoking, self-reflection idea. I am currently in Jerusalem taking a Jewish studies course and this week in one of my classes we were talking about someone who is considered to have been one of the greatest rabbis of all time. I’m not sure exactly how we got to this point, but my teacher said “Wouldn’t it be great to know the guiding principles of the most respected and trusted rabbis of all time?” Then he asked us each to think about our own guiding principles in life. While we didn’t dwell on it in class, it got me thinking. I drew a blank when he first asked us but it was a great prompt that I’ve been thinking about lately and wanted to share with you all.
A last parting thought – I was in Tel Aviv 2 weeks ago and saw graffiti that said, “The greatest revolution is personal revelation.” I think this ties in with some of the ideas that have been brought up in other posts. As members of the community who hope to enrich the lives of the students around us, it’s important to remember the significance of not just blanket programs/activities/ideas to cause changes, but that every individual must learn and understand for his/herself. Anyone have other interpretations or comments on this?
Hope everyone’s summers are relaxing and memorable!
-Danielle
First of all I wanted to start by thanking everyone for their contributions. Though I’ve been a silent member thus far, I’ve really enjoyed learning from and about each of you through posts. This brings me to my first thought that I wanted to share – a lesson/thought that I’m sure we all know, but this blog specifically reminded me of it.
Because the author of the post’s name is only signed at the bottom of the message, I’ve been able to read many posts without knowing who wrote it at the start. Some of them I realized right away who had written it (it’s a strong hint when you talk about being a Donner HF or CA ) but others I had no idea until I got to the very bottom. While I’ve had the opportunity to get to know some of you better than others, I still don’t know most of you that well. It was exciting to read a post, take it in and then have the opportunity to combine it with what I know of the person. The lesson that this reminded me of is that of not letting pre-conceived notions interfere when judging/learning about a situation/person. It’s not always so easy to just cover up a name and get to see something from a blank slate, but it’s an important aspect to keep in mind.
The other thing I wanted to talk about in my post is more of a thought provoking, self-reflection idea. I am currently in Jerusalem taking a Jewish studies course and this week in one of my classes we were talking about someone who is considered to have been one of the greatest rabbis of all time. I’m not sure exactly how we got to this point, but my teacher said “Wouldn’t it be great to know the guiding principles of the most respected and trusted rabbis of all time?” Then he asked us each to think about our own guiding principles in life. While we didn’t dwell on it in class, it got me thinking. I drew a blank when he first asked us but it was a great prompt that I’ve been thinking about lately and wanted to share with you all.
A last parting thought – I was in Tel Aviv 2 weeks ago and saw graffiti that said, “The greatest revolution is personal revelation.” I think this ties in with some of the ideas that have been brought up in other posts. As members of the community who hope to enrich the lives of the students around us, it’s important to remember the significance of not just blanket programs/activities/ideas to cause changes, but that every individual must learn and understand for his/herself. Anyone have other interpretations or comments on this?
Hope everyone’s summers are relaxing and memorable!
-Danielle
Yes to the WHaM
Corinne: Leading from afar has been my challenge, from last semester as I studied abroad to currently as my staff members are all over the world. In addition, my staff continues to grow into its own. With a transitional housefellow, a newly-hired RA, and parts of a team I've never met, I'm coming into this year with a challenge on my doorstep.
However, many things have fallen into place. I am in Pittsburgh for the summer; my RAs are receptive to my e-mails; housefellows all over campus are happy to meet with me. It makes me excited to see what can be accomplished when the team is complete and together in August.
WHaM (Welch, Henderson, and McGill) have had some fits and starts in the past, but I'm hoping to help forge an identity this year. With a mix of first-years and upper-class in all of the buildings, though, it might be a tough job made easier by the fact that each house has a unique focus to it already.
I wish there were "3 Steps to Being a Good CA", but this blog seems to be the best there is right now. :) I know that there are the roles of an RA... what would you say the roles of a CA are? (Or is there a list I'm going to see during CA training...)
One thing that has brought a lot of joy in my life is my mantra to say yes. Many times, the default is "no." "No, I've got work." "No, I'm too tired." "No, no one else will be there."
These have been in situations that "yes" was an event or opportunity. Our chances to say "yes" as a CA, though, carry a bit more weight. When we say "yes" to an RA or resident (or housefellow for that matter), it should be a good start to greater support. We say "yes" and enable them, not just set them afloat without an sail. That is the "power of yes" as a leader.
Comment with your favorite program that you had to do the least amount of work for. (Mine was the Spring Stever Day that the house council planned and executed two years ago. I was amazed!)
Also, all this text was getting boring, so here is what I took pictures of during RA training two years ago.... Stever staff, '08-'09 playing Wii!
However, many things have fallen into place. I am in Pittsburgh for the summer; my RAs are receptive to my e-mails; housefellows all over campus are happy to meet with me. It makes me excited to see what can be accomplished when the team is complete and together in August.
WHaM (Welch, Henderson, and McGill) have had some fits and starts in the past, but I'm hoping to help forge an identity this year. With a mix of first-years and upper-class in all of the buildings, though, it might be a tough job made easier by the fact that each house has a unique focus to it already.
I wish there were "3 Steps to Being a Good CA", but this blog seems to be the best there is right now. :) I know that there are the roles of an RA... what would you say the roles of a CA are? (Or is there a list I'm going to see during CA training...)
One thing that has brought a lot of joy in my life is my mantra to say yes. Many times, the default is "no." "No, I've got work." "No, I'm too tired." "No, no one else will be there."
These have been in situations that "yes" was an event or opportunity. Our chances to say "yes" as a CA, though, carry a bit more weight. When we say "yes" to an RA or resident (or housefellow for that matter), it should be a good start to greater support. We say "yes" and enable them, not just set them afloat without an sail. That is the "power of yes" as a leader.
Comment with your favorite program that you had to do the least amount of work for. (Mine was the Spring Stever Day that the house council planned and executed two years ago. I was amazed!)
Also, all this text was getting boring, so here is what I took pictures of during RA training two years ago.... Stever staff, '08-'09 playing Wii!
Wednesday, July 7, 2010
Following the leader...
I (Lenny) was contacted a few months ago by the Director of Chapter Development for Phi Kappa Theta National Fraternity. Her message asked if I would be willing to do a presentation for the upcoming Leadership Institute that is to be held this August in St. Louis.
Do you have any techniques to offer about engaging those who could be Isolates or Bystanders? How do you find the Participants/Activists/Diehards amongst your residents?
What kind of follower do you identify with?
Are you always the same kind of follower?
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http://www.youtube.com/watch?v=V74AxCqOTvg&feature=related
The presenter also talks about the tipping point, where we’ve moved beyond the few people dancing and have created a movement. What is the tipping point in our residence halls? How do you know?
The presenter talks about the followers emulating the followers and not the leader. How does this play out in our communities? Talk about the importance of this idea, especially in light of messaging, who are the followers, do we always get to select who others follow?
If you’re interested in knowing more about the presenter, here’s his bio:
Derek Sivers is best known as the founder of CD Baby. A professional musician (and circus clown) since 1987, Derek started CD Baby by accident in 1998 when he was selling his own CD on his website, and friends asked if he could sell theirs, too. CD Baby was the largest seller of independent music on the web, with over $100M in sales for over 150,000 musician clients. After he won the 2003 World Technology Award, Esquire Magazine's annual “Best and Brightest“ cover story said, “Derek Sivers is changing the way music is bought and sold... one of the last music-business folk heroes.” In 2008, Derek sold CD Baby to focus on his new ventures to benefit musicians, including his new company MuckWork where teams of efficient assistants help musicians do their “uncreative dirty work”. His current projects and writings are all at sivers.org.
Tuesday, July 6, 2010
It is 7:09 AM and I am waiting for the subway train (or “the T” here in Boston) to depart. There are 12 other passengers in the car with me, wait…now 13, and I have not heard one word uttered besides one single mouse-like “excuse me.” The train departs. A few people have headphones on, a few read, and a few have their eyes closed. I can’t tell if people are actually sleeping or not. It seems that people on the T will do anything to avoid human contact, especially in the morning. Why? Because it takes effort, it is potentially awkward, and because it threatens one’s comfort zone. “Davis Square, doors open on the right” says the lackluster conductor. About a dozen more passengers enter. Same thing.
During this morning’s trip, only one person really stood out to me. He looked to be in his early 30’s, had on hiking shoes and REI-ish style clothing, and looked to be pretty normal overall. However, his ipod-style headphones were blasting "Party in the USA" by Miley Cyrus. Just about every passenger gave him a look. Some gave quick glances, and others looked like they expected to see a 16 year old girl, but were confused and shocked to see a man instead. Now I have rocked out to this song on several occasions and I bet at least half the passengers on the train have as well. Props to this dude for not caring.
During this morning’s trip, only one person really stood out to me. He looked to be in his early 30’s, had on hiking shoes and REI-ish style clothing, and looked to be pretty normal overall. However, his ipod-style headphones were blasting "Party in the USA" by Miley Cyrus. Just about every passenger gave him a look. Some gave quick glances, and others looked like they expected to see a 16 year old girl, but were confused and shocked to see a man instead. Now I have rocked out to this song on several occasions and I bet at least half the passengers on the train have as well. Props to this dude for not caring.
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