Student Organizations/Greek Life
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The Cincinnatian. 1931
Nineteen-Thirty-0 ne General Index Page Book I—Calendar Women's Hockey 71 Page Women's Vigilance Committee 26-7 Applied Art.s Annual . 184 Women's Swimming 159 Applied Arts Club 181 April 175-95 •Y" Quartet 152 y. M. C. A between Books Babcock, R. George 74 Y. W. C. A 109 Bachmeyer, A. C 164 Baseball 215-19 Basketball 153-157 Book II—Organizations Beaux Arts Ball 182-83 Berwanger, William 16-18, 215 Acacia 64-65 Boat-Ride 212-13 Aus and Features 121-60 Buckley, Catherine 204 Advertising Index 147 "C" Club 75 A. 1. Ch. E 116 Cadet Officer's Ball 127 A. 1. E. E 117 Choritides 214 Alpha Alpha Pi 106 Cincinnatian 267-69 Alpha Chi Omega 86-87 Co-ep Club 117 Alpha Chi Sigma 107 Co-op Club 116 Alpha Delta 1 heta 90-91 Co-op Day 210-11 Alpha Gamma Delta 92-93 Co-op Engineer 119 ^Vlpha Kappa Psi 108 Council of Si.x 24 Alpha Omicou Pi 96-97 Cross Country 56 Alpha Phi Omega 66-67 Debate Council 98-99 Alpha Tau Omega 54-55 December 89-109 iVmerican Commons Cluli 60-61 Arete 23 Dorm Council 25 118 Dyer, Elizabeth 68 A. S. M. E Braune Civils 119 Engineer's Ball 103 Engineering College 114 Beta Gamma Sigma 14 Engineering Tribunal 115 Beta Rappa 56-57 Beta Pi i:.psilon 104 February 139-59 Beta Theta Pi 34-35 Fencing 57 Ferson, Merton 142 Chi Delta Phi 18 Freshman Class 63 Chi Omega 78-79 Freshman Reception 87 Cincinnatus Society 8 Freshman Women's Council 102 Delta Delta Delta 72-73 Freshman "Y" Council 28 Delta Phi Epsilon 100 FVeshman "Y"' Dance 28 Delta Sigma Pi - 109 German Club 230 Delta Tau Delta 38-39 Girls' Glee Club 151 Delta Zeta 82-83 Glider Club 132-33 Eta Kappa Nu 13 Gowdy, R. -
Summer Professional Development Institute – Topics & Speakers
Summer Professional Development Institute – Topics & Speakers Think Like a Futurist: Connecting Today ’s Realities to Tomorrow ’s Possiblities Jeremiah Nelson, Director of Enrollment Management, Charlotte MBA Programs, Wake Forest University School of Business The evolution of Graduate Enrollment Management from a secondary revenue source to a life-sustaining priority has been quietly occurring across the higher education landscape for more than twenty years. Long before the pandemic disrupted our industry, cracks have been showing and growing in the historically respected and admired ivory tower. This session will introduce NAGAP's integrated interdependence model for graduate enrollment management to better understand where we are today and how that informs the future possibilities for our programs, universities, and the profession. This session will be interactive and offer participants opportunities to network and interact in breakout rooms. Participation with a microphone and webcam is recommended. Jeremiah Nelson currently works for Wake Forest University School of Business as Director of Enrollment Management. With more than 20 years of higher education leadership experience, Jeremiah is most passionate about access to graduate education and issues of diversity, equity, and inclusion. He earned his PhD in Leadership Studies at North Carolina A&T State University. Jeremiah is also currently serving as NAGAP President. 1A Is That My Job? Understanding and Defining Your Role in Marketing Your Graduate Programs Marcus Hanscom, Director of Graduate Admission, Roger Williams University As a new graduate enrollment professional, you’ve probably learned that central to your role is your ability to wear many hats. One of those hats is successfully marketing your graduate programs, which goes well beyond simply advertising or standing at a recruitment table. -
YORK UNIVERSITY Job Posting – CPM (Confidential, Professional and Managerial Employees)
YORK UNIVERSITY Job Posting – CPM (Confidential, Professional and Managerial Employees) Position Title Associate Director, Graduate Student Affairs Job Code: 950759 Faculty/Department: Office of the Dean, Faculty of Grade: F Graduate Studies I. JOB PURPOSE: The Office of the Dean, Faculty of Graduate Studies is accountable for the institutional governance of graduate studies at York University. The Faculty provides strategic guidance and facilitation of graduate education standards and regulations to ten (10) resource Faculties and 60+ graduate programs. It is responsible for promoting and enhancing the quality of graduate education and fostering excellence in graduate teaching and learning at York University. The Faculty of Graduate Studies includes all graduate programs at York University, more than 6,000 students, and the largest body of active researchers on campus. Reporting to the Executive Officer, the Associate Director, Graduate Student Affairs, is accountable for the direction and management of the graduate student affairs portfolio of the Faculty of Graduate Studies at York University. The Associate Director works closely with the Executive Officer, Associate Vice- President & Dean, Faculty of Graduate Studies, and Associate Deans of Academic and Student Affairs to develop institutional strategies to deliver graduate student services at York University. Strategic and procedural development involves interpreting graduate education regulations and provincial standards on quality and translating them into institutional procedures at the graduate level. The Associate Director provides strategic and procedural input for the development and operationalization of the Graduate Studies Strategic Plan as it relates to institutional mandates agreed upon with the Provincial Ministry and the University Academic Plan, including the Integrated Resource Plan. -
Internationalisation and the Role for Student Affairs Professionals: Lessons Learned from the International Student Engagement Meeting Initiative
Journal of Student Affairs in Africa | Volume 3(1) 2015, 83–91 | 2307-6267 | DOI: 10.14426/jsaa.v3i1.94 Reflective practice Internationalisation and the role for student affairs professionals: Lessons learned from the International Student Engagement Meeting Initiative Allen M. McFarlane* Internationalisation in higher education is not new; as past studies indicate, it dates back to the beginning of formal higher education (Bhandari & Blumenthal, 2013, Guruz, 2011). What is new is that it has intensified and, as a result, a growing number of universities and colleges in countries around the world are developing plans to increase international student enrolment. Universities around the globe are thinking strategically about how best to attract and graduate international students, as reported in University World News and the Chronicle of Higher Education. In fact, at the African Higher Education Summit, Claudia Costin of the World Bank said that, ‘higher education is growing globally and they are highest in Africa.’ Professional associations such as the NAFSA: Association of International Student Educators have long provided a forum for professional engagement and best practice with still more new emerging organisations that include the International Association of Student Affairs and Services (IASAS). In the US, according to the Institute of International Education (2014) Open Doors report, almost 900 000 international students enrolled at colleges and universities. This number represents an 8% increase from 2012. This reflection piece presents some of the lessons learned from an initiative at New York University (NYU) that could be used by other student affairs professionals in other parts of the world, including Africa. -
The Role of Student Affairs in Student Learning Assessment
National Institute for Learning Outcomes Assessment December 2010 The Role of Student Affairs in Student Learning Assessment John H. Schuh and Ann M. Gansemer-Topf Foreword by George Kuh knowledge accountability connection self-reflection educate action understand communicate listen learn access quality innovation success ingenuity intellect curiosity challenge create achievement connection self-reflection educate action understand communicate listen learn access quality innovation success ingenuity intellect curiosity challenge knowledge accountability connection understand communicate listen learn access quality innovation success ingenuity self-reflection educate action understand intellect knowledge accountability connection self-reflection educate action understand communicate curiosity challenge create achievement connection self-reflection curiosity challenge create achievement connection self-reflection knowledge accountability connection self-reflection educate action understand communicate listen learn access quality innovation success ingenuity intellect curiosity challenge educate innovation success ingenuity intellect curiosity challenge create achievement knowledge accountability connection self-reflection educate action understand communicate curiosity challenge create achievement connection self-reflection understand communicate listen learn access quality action educate action understand communicate listen learn action understand communicate listen learn access quality innovation success ingenuity intellect curiosity -
Chairs' Handbook
D E PAR TM E NT CHAI R S’R CHAI NT E TM PAR E D ES LITI BI I NS PO ES R D AN LES RO REVISED 08/2021 DEPARTMENT CHAIRS’ ROLES AND RESPONSIBILITIES The Department Chair, together with the Dean, is responsible for maintaining and enhancing the highest standards of scholarly excellence and for setting intellectual and academic priorities. Within the department, the Chair is the intellectual and administrative leader for the faculty, instructional and administrative staff, and undergraduate and graduate students. The Department Chair also plays a critical role in connecting the Department to the Division and the University. The Chair serves as liaison with the Dean of the Social Sciences Division and the Master of the Social Sciences Collegiate Division (SSCD), and represents the Department to the central administration and the rest of the University. More generally, Chairs are advocates for their departments within the University and, critically, they also represent the perspective of the Division and the University to the members of their departments. Department Chairs are officers of the University, and this role entails legal and professional responsibilities. The commitments that Chairs make to faculty, students, staff, and job candidates (among others) can be interpreted as binding upon the institution and so need to be carefully deliberated and coordinated with the Dean and other administrative bodies. Chairs are responsible for the oversight of the department’s finances, the academic programs offered by the department, and the implementation of the procedures of departmental governance. Chairs have access to confidential information, and they must maintain confidentiality in all personnel matters including salaries and annual raises, disciplinary issues, and negotiations in recruitments and retentions. -
College Student Affairs Leadership
College Student Affairs Leadership Volume 1 | Issue 1 Article 5 2014 Welcome to College Student Affairs Leadership Donald Mitchell Jr. Grand Valley State University Follow this and additional works at: http://scholarworks.gvsu.edu/csal Part of the Higher Education Commons Recommended Citation Mitchell, Donald Jr. (2014) "Welcome to College Student Affairs Leadership," College Student Affairs Leadership: Vol. 1: Iss. 1, Article 5. Available at: http://scholarworks.gvsu.edu/csal/vol1/iss1/5 This Editorial Contents is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in College Student Affairs Leadership by an authorized administrator of ScholarWorks@GVSU. For more information, please contact [email protected]. College Student Affairs Leadership Spring 2014, Volume 1, No. 1 Copyright © 2014 Grand Valley State University All Rights Reserved ISSN (Print): 2332-4422 ISSN: 2332-4430 Welcome to College Student Affairs Leadership Donald Mitchell, Jr., Grand Valley State University, Grand Rapids, MI On behalf of Lindsay Greyerbiehl ‘14, inaugural editor in chief, the M.Ed. in Higher Education program, and the College of Education at Grand Valley State University (GVSU), welcome to College Student Affairs Leadership (CSAL), a peer-reviewed journal for graduate students in student affairs and higher education. The mission of CSAL (n.d.) is to highlight “the professional interests of student affairs and higher education practitioners, as well as current national and international student affairs and higher education issues, while giving budding scholars the opportunity to present their work to an international audience” (para. 1). The launch of CSAL was made possible through the support of GVSU’s Office of Graduate Studies, University Libraries, and the Center for Scholarly and Creative Excellence. -
Student Affairs, Academic Affairs, and the Institutional
STUDENT AFFAIRS, ACADEMIC AFFAIRS, AND THE INSTITUTIONAL MISSION: ADMINISTRATOR PERCEPTIONS AT A RESEARCH UNIVERSITY by LITSA ORBAN RIVERS KARRI HOLLEY, COMMITTEE CHAIR CHRISTIAN K. ANDERSON SARA HARTLEY PHILO HUTCHESON CLAIRE MAJOR A DISSERTATION Submitted in partial fulfillment of the requirements for the Doctor of Philosophy in the Department of Educational Leadership, Policy, and Technology Studies at the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2017 Copyright Litsa Orban Rivers 2017 ALL RIGHTS RESERVED ABSTRACT Factors such as changing student demographics, economic conditions, the emphasis on degree completion, technology, increased accountability, and an increased focus on student learning are changing the face of higher education. These changing conditions can be viewed as threatening, or as an opportunity for units to respond strategically and advance the institutional mission. The role of the academic affairs unit has not wavered because the unit’s day-to-day work directly serves the institutional mission (Helfgot, 2005). However, student affairs units undergo pressure to show relevance in order to thrive in the changing environment. Understanding a collective interpretation of the role of student affairs work, how it relates to the role of academic affairs work, the intersections between the two units, and how all of this relates to furthering the institutional mission, is critical for the future of student affairs activity. There is limited research about academic and student affairs units in relation to the institutional mission. More specifically, there is little research involving administrator perspectives regarding this topic. Through case study research design, this dissertation explores the relationship between academic and student affairs units and what this relationship means for furthering the institutional mission. -
Positive Experiences: Focusing on the Good in New Professionals in Student Affairs Amy Dinise-Halter
University of Northern Colorado Scholarship & Creative Works @ Digital UNC Dissertations Student Research 5-1-2014 Positive experiences: focusing on the good in new professionals in student affairs Amy Dinise-Halter Follow this and additional works at: http://digscholarship.unco.edu/dissertations Recommended Citation Dinise-Halter, Amy, "Positive experiences: focusing on the good in new professionals in student affairs" (2014). Dissertations. Paper 107. This Text is brought to you for free and open access by the Student Research at Scholarship & Creative Works @ Digital UNC. It has been accepted for inclusion in Dissertations by an authorized administrator of Scholarship & Creative Works @ Digital UNC. For more information, please contact [email protected]. © 2014 AMY DINISE-HALTER ALL RIGHTS RESERVED UNIVERSITY OF NORTHERN COLORADO Greeley, Colorado The Graduate School POSITIVE EXPERIENCES: FOCUSING ON THE GOOD IN NEW PROFESSIONALS IN STUDENT AFFAIRS A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Amy Dinise-Halter College of Education and Behavioral Sciences Department of Leadership, Policy and Development: Higher Education and P-12 Education Higher Education and Student Affairs Leadership May 2014 This Dissertation by: Amy Dinise-Halter Entitled: Positive Experiences: Focusing on the Good in New Professionals in Student Affairs has been approved as meeting the requirement for the Degree of Doctor of Philosophy in College of Education and Behavioral Sciences in Department -
Greek Week 2008
Greek Week 2012 Official Rulebook Presented by: Sean Wood Justin Bernard Molly McCann Courtney Wertz Greek Week 2012: Table of Contents Introduction/Mission Statement……………………………………………3 Greek Week Chairs and Contact Information…………………………....3 General Rules/Information………………………………………………...4-8 Intoxication Understanding and Policy…………………………....4 Student Work Policy……………………………………………….5 T-Shirt Competition………………………………………………..6 Competitors Registration Form…………………………………..7-8 Greek God/Goddess Form………………………………………..9 General Rules……………………………………………………...10-11 Miscellaneous……………………………………………………..12 Greek Week Pairings……………………………………………………..13 Calendar of Important Dates…………………………………………….14-15 Schedule of Events………………………………………………………16 Greek Games (outdoor games) Chariot Race……………………………………………………..17-18 Dizzy Bat……………………………………………………….....18 Pyramid Race……………………………………………………..19 Tug-of-War…………………………………………………….....19 Relay Races…………………………………………………….....19-21 Greek God/Goddess………………………………………………………20-21 Tournaments/Competitions Dodgeball…………………………………………………………..21-22 Greek Forum……………………………………………………...………..22 Philanthropies………………………………………………………………23-24 Can-struction……………………………………………………….23-24 Blood Drive…………………………………………………………………24-25 Greek Sing…………………………………………………...…………….26-27 Score Forms (all events)…………………………… ……………….......28-33 1 Dear Greek Week Participant: We are extremely excited about the Greek Week events this year! Greek Week is an annual event sponsored by the Office of Greek Life through the Interfraternity and Panhellenic Councils that will take -
Predoctoral Psychology Internship Training Program
POSTDOCTORAL FELLOWSHIP TRAINING MANUAL 2019-2020 Stanford University Counseling and Psychological Services Mary Mendoza Newman, Ph.D., Senior Assistant Director for Training COUNSELING AND PSYCHOLOGICAL SERVICES STANFORD UNIVERSITY POSTDOCTORAL FELLOWSHIP PROGRAM I. Counseling and Psychological Services at Vaden Health Center Primary Mission for Student Affairs (SA) Stanford’s commitment to learning is inherently linked to every aspect of student life. Drawing upon a community passionate to meet students’ needs in an individualized way, the extraordinary resources at Stanford University provide the support, services, and tools in order to create a fulfilling college experience. CAPS is an essential resource to the development of student life. CAPS is an integral part of Vaden Student Health Center at Stanford University, which functions under the administration of the Student Affairs (SA). CAPS primary function is the provision of mental health services to the student community. In addition, to its collaborative efforts in health care services within Vaden Student Health Center, CAPS provides psychological consultation to and collaborates with staff in all departments within Student Affairs, faculty, parents, and off campus providers. CAPS is an essential resource to the development of student life. Therefore, the Internship Training Program is a valued component of CAPS, Vaden Student Health Center, Student Affairs, and the campus at large. The department of Student Affairs is a diverse organization of professionals dedicated to the ethical, cognitive, psychological, and social development of its students in collaboration with faculty to support of the university’s educational and research mission. The three guiding principles of Student Affairs are to Educate, Serve, and Learn. -
Publication.Pdf
1 Edited by the National Staff - Special thanks to: Daniel Miller ΑΦΖ '14 Nicolas R. Hewgley ΔΣΦ '15 The Exoteric Manual, 18th Edition, 2015 The Fraternity of Alpha Chi Rho 2 RB Stewart National Headquarters 109 Oxford Way Neptune, NJ 07753 [email protected] (E-Mail) (732) 869-1895 (Phone) www.alphachirho.org (Website) www.facebook.com/AlphaChiRhoHQ (Facebook) 3 "The experience of Greek letter societies has developed certain tendencies against which we need to caution ourselves and our younger brethren." The tendencies we should avoid include vanity, egotism, contempt for the poor, a merely social spirit, idleness, and inactivity. Revered Founder Rev. Paul Ziegler 4 INTRODUCTION The first Exoteric Manual was printed in 1895 under the authorship of Revered Founder Paul Ziegler. Designed to present the ideas of the Fraternity, the six paged, 3.5" x 4.5" book contained an oath for postulants encouraging them to maintain the high ideals of Alpha Chi Rho. Since 1895 the Exoteric Manual has been revised many times to reflect the growth and changes in the Fraternity. Though the manual has encountered changes, its purpose as an educational tool and Brotherhood life-guide has not. This Exoteric contains the history of Alpha Chi Rho, its principles, ideals and mission. As the men of Alpha Chi Rho, we must always keep an eye open to change and development. Since the inception, the Fraternity has gone through many changes which have enabled the Fraternity to survive. Evolution has made this Fraternity stronger and better able to fulfill the changing needs of the brotherhood. The new Exoteric Manual is a book for life and is to be used not only through the Postulant period, but also through one’s college career and beyond.