GREEK LETTER ORGANIZATIONS
ADVISORS HANDBOOK
2012
Greek Letter Organizations and Societies (GLOS) Office
217 Collis Center
Hanover, NH 03755
(603) 646-2399
http://www.dartmouth.edu/~orl/greek-soc/index.html
GLOS Office Staff 2012
The GLOS office is the administrative office that oversees and supports all
Greek Organizations recognized by Dartmouth College. The Office is comprised
of the following administrators and support:
Wes Schaub
Collis 217a
Director of Greek Letter Organizations and Societies
HB 6196
Phone 603 646 9007
Sam Waltemeyer
Coordinator of GLOS Educational and Leadership
Initiatives
HB 6196
Phone 603 646 0467
Collis 215
Ruth Kett
Collis 217
Administration Coordinator
HB 6196
Phone 603 646 2399
Bernard Haskell
Assistant Director of Residential Operations
1 North Massachusetts Hall. HB 6231
Phone 603 646 3308
Elicia Rowan
Undergraduate Housing
1 North Massachusetts Hall
Phone 603 646 3093
Laurie Rogers
213 Collis
Phone 603 252-0336
Financial Assistant
Office 646 1283 (by appointment)
Angela Zhang ‘12
Alpha Theta
GLOS Office Intern
DARTMOUTH RESOURCES – College Telephone List
EMERGENCY NUMBERS
Safety & Security
Emergency
Non-emergency
Dick's House
Medical Appointments
Counseling & Human Development
646-3333
646-4000
646-9401
646-9442
OFFICE OF RESIDENTIAL LIFE
Residential Life Operations, Basement of North Mass Hall
Bernard Haskell, Assistant Director of Residential Operations
After hours troubleshooter
Dean of the College, Parkhurst Room 111
April Thompson, Associate Dean of the College for Campus Life
Ed Leavitt, Executive Assistant
Residential Education, 3rd Floor, 5 Rope Ferry Road
Greek Letter Organizations and Societies, Collis 303
Wes Schaub
Sam Waltemeyer
Ruth Kett, Administration Coordinator
Housing Office, Basement of North Mass Hall
Elicia Rowan, Associate Director of Housing
646-1203
646-3308
646-2344
646-3901
646-2980
646-2980
646-1491
646-9007
646-0467
646-2399
646-3093
646-3093
CAMPUS RESOURCES
Holly Potter, Academic Skills Center
Institutional Diversity and Equity, Blunt Alumni Center
Career Services, 63 South Main St, 2nd Floor
Hopkins Center
646-2014
646-3197
646-2215
646-2422
Office of Pluralism and Leadership
Native American Program, 205 Collis Center
Center for Women and Gender, 6 Choate Road
Advisor to Black Students, 211 Collis Center
Advisor to LGBTA, 211 Collis Center
Advisor to Asian & Asian American Students
International Students Office
646-1656
646-2110
646-3456
646-3456
646-3635
646-0123
646-2331
Tucker Foundation
Main Office
Roth Center
Chaplain
Community Service
Fellowships & Internships
646-3350
646-0410
646-3416
646-0411
646-2558
Conferences and Special Events Office
PEAC – Peer Education Action Corps
DAPA – Drug and Alcohol Peer Advisors
SAFE – Students Against the Abuse of Food & Exercise
SAPA – Sexual Abuse Peer Advisors
EDPA – Eating Disorders Peer Advisors
646-2923
646-9414
646-9474
646-9442
646-9430
646-9442
Health Services
Counseling & Human Development
Health Promotion
Women’s Health
646-9442
646-9442
646-9401
Office of the President
Office of the Provost
Undergraduate Dean’s Office
Dean of the College Office
Undergraduate Judicial Affairs Office
Admissions
Financial Aid
Off Campus Programs
Student Activities & Collis Center
Dartmouth Hillel
Aquinas House
646-2223
646-2404
646-2243
646-3901
646-3482
646-2875
646-2451
646-1202
646-3399
646-0410
643-2154
COMMUNITY RESOURCES
Alcoholics Anonymous
Al-Anon
Narcotics Anonymous
Headrest, information/referral, 24-hour hotline (Lebanon)
Planned Parenthood
Rape Crisis Program (Lebanon)
West Central Services, Counseling Center (Lebanon)
Women’s Crisis Line, 24-hour regional hotline (Manchester)
Women’s Information Service (WISE) counseling, support (Lebanon)
448-6655
(802) 295-7611
(802) 773-5575
448-4400
298-7766
448-5525
448-1101
668-2299
448-5922
GLOS at Dartmouth
The GLOS Office is your greatest resource as an Advisor of a Greek
Organization.
There are currently 41 organizations and societies:
3 Coeds (all local)
Alpha Theta (AΘ), Phi Tau (ΦΤ), The Tabard
8 Sororities (3 Local, 5 National)
Local: Sigma Delta (ΣΔ), Epsilon Kappa Theta (ΣΚΘ), Kappa Delta Epsilon
(ΚΔΕ)
National: Alpha Phi (ΑΦ), Alpha Xi Delta (ΑΞΔ), Delta Delta Delta (ΔΔΔ),
Kappa Delta (ΚΔ), Kappa Kappa Gamma (ΚΚΓ)
15 Fraternities (9 Local, 6 National)
Local: Alpha Chi Alpha (ΑΧΑ), Alpha Delta (ΑΔ), Beta Alpha Omega
(ΒΑΩ), Bones Gate, Chi Gamma Epsilon (ΧΓΕ), Chi Heorot, Gamma Delta
Chi (ΓΔΧ), Kappa Kappa Kappa (ΚΚΚ), Phi Delta Alpha (ΦΔΑ)
National: Psi Upsilon (ΨΥ), Sigma Alpha Epsilon (ΣΑΕ), Sigma Phi Epsilon
(ΣΦΕ), Sigma Nu (ΣΝ), Theta Delta Chi (ΘΔΧ), Zeta Psi (ΖΨ)
5 Multi-Cultural Organizations (all national)
Alpha Kappa Alpha Sorority, Incorporated (ΑΚΑ)
Alpha Phi Alpha Fraternity, Incorporated (ΑΦΑ)
Alpha Pi Omega Sorority, Incorporated (ΑΠΩ)
Lambda Upsilon Lambda Fraternity, Incorporated (ΛΥΛ)
Sigma Lambda Upsilon Sorority, Incorporated (ΣΛΥ)
2 Undergraduate Societies
Amarna
Panarchy
8 Senior Societies
Greek Letter Organization Advisor Job Description
An advisor…
 Understands the organization’s values, purpose, and goals for the future and is
committed to helping the members maintain and/or achieve this
 Serves as a liaison between the chapter and the national organization and/or the
College
 Is trustworthy, approachable, available, and accessible
 Is up-to-date on college policies and the organization’s constitution and bylaws
 Is proactive about getting to know the general members as well as officers and about
finding ways that they can help the organization
 Is willing to give help or advice to any member about any type of issue related to the
organization
 Was in a fraternity or sorority or at least understands the culture of Dartmouth Greek
Life
 Stays updated on what’s going on with the organization
 Strives to continually help the organization be as self-sufficient as possible
Specific duties could include:
 Helping the organization handle any judicial processes
 Deciding on a check-in system with the officers and following through with it; this
could involve regular in-person meetings, phone calls, or emails or attendance at
officer meetings
 Attending programming events put on by the organization in order to get to know
more of the general membership
 Attending GLOS Advisor meetings and reporting the information back to the chapter
 Maintaining a relationship with the Advisory/Corporation Board
Ways to find a new advisor:
 Talk to GLOS for help!
 Find out if any Dartmouth professors are alums
 Promoting/advertising position in alumni newsletter, or just generally contacting
alums to let them know about the search
 If the organization is national, contacting national to provide the organization with a
list of alums (not just Dartmouth chapter) in the area
 Ask Advisory/Corporation Board for help
NAVIGATING DARTMOUTH
There are many challenges to being an advisor of a GLOS Organization; however, being an
advisor of a GLOS Organization at Dartmouth College poses certain challenges sue to the
unique culture of Dartmouth.
The D-Plan: The “D-Plan” is Dartmouth’s unique schedule: Dartmouth College is an
institution that runs all year long. Dartmouth consists of four quarters a year: Fall, Winter,
Spring, and Summer. There are students enrolled on campus every term (our word for
quarter), every year – as a result, all clubs and organizations exist and function all year long.
The GLOS Organizations are no exception.
Typically during the Fall, Winter and Spring there will be students of all classes on
campus (Freshmen, Sophomores, Juniors and Seniors); Summer is a special term because it
is typically only the Sophomores who are around (the class who is in between Sophomore
year and Junior year). This term is known as “Sophomore Summer,” as the majority of
inhabitants on campus are sophomores. As a result, the GLOS Organizations are run and
inhabited mostly by sophomores.
Each GLOS Organization has some form of an Executive Board, as described in their
individual by-laws. Officers are elected for a “year,” running from Spring through the
following Winter. However, there is always a separate group of Officers who serve during
Sophomore Summer. This lack of continuity makes your role as Advisors even more
important as you serve as a constant during all these transitions.
Students are eligible to go through recruitment starting Sophomore Fall: At Dartmouth,
students are eligible to join a GLOS Organization as early as Sophomore Fall. Most GLOS
Organizations hold formal recruitment during the Fall and Winter terms each year, though
Fall Recruitment has a much larger enrollment.
Chapter Meetings Happen Wednesdays at 10 pm: Generally the GLOS Organizations come
together once a week for meeting every Wednesday at 10 pm. Sometimes they are formal,
traditional meetings; sometimes they are social meetings.
Dartmouth and GLOS Vocabulary:
Blitz – Dartmouth’s e-mail system; the primary form of communication on Dartmouth’s
campus; has become a verb (e.g. “I will blitz you”)
D-Plan – See above
Term – a quarter of the academic year (e.g. “Winter is the shortest term at Dartmouth”)
Frat Row – Webster Avenue; the street on which many of the GLOS Organizations reside
Recruitment – The process of attracting and obtaining new members
PNM or Potential New Member – any eligible undergraduate who is interested in joining a
GLOS organization
ADVISOR RESPONSIBILITIES
The responsibilities you have as an Advisor to a GLOS Organization at Dartmouth varies
depending on the specific needs and strengths of the organization and the officers within
that organization. The best way to determine and understand your responsibilities is to
communicate with the officers, who are speaking on behalf of the brotherhood or
sisterhood, and discuss their expectations of you and your expectations of them and of the
role.
There are some concrete responsibilities:
 Attend a termly Advisors Meeting run by the GLOS Office
 Visit your organization at least once a term to survey the physical plant
 Communicate frequently with the President of your organization
Other ways you can reach out to your organization:
 Host a weekly dinner at your house to which you invite the officers or a different
group of brothers and sisters
 Attend the formal ceremonies of your organization (such as Initiation or Chapter
Meetings)
 Organize one session on the history or traditions of the organization for the New
Members during their New Member Education Period
 Make your unique skills and knowledge public and available to the organization (if
you are a professor, plan an event involving your field of study; if you are a graduate
student, talk to the members about life beyond Dartmouth; if you have a lot of
experience traveling, share your stories with the members)
 Stop by the house during events
 Ask follow-up questions about the Action Plan
 Send care packages to the members during finals
 Organize communication with the parents of your members
 Attend Executive Board meetings
 Host retreats
Student Development Theory: The Basics
Student development theory provides advisors a foundation for understanding the natural
maturation and development of the students with which they work. A basic knowledge of
the theories and methods of human development and their applications in college settings
will help you facilitate the development of your advisees. As some advisors have said, “Now
I know why _________’s behavior drives me nuts!”
In Loco Parentis
For about the first three hundred years, the theory that dominated thinking about higher
education was in loco parentis: colleges acting on behalf of parents for the good of their
students. As the average age of seventeenth-century freshmen was about fourteen,
students were considered children, and the institution their parents. Character development
(which really meant traditional Christian religious values) was instilled by strict rules and
regulations and enforced by rigid discipline. The development of students’ character was
substantially more important to early American colleges than the development of their
intellect. Today, in loco parentis has been replaced with total student development –
encouraging the development of a student’s social, environment, moral, leadership, and
identity development.
Families of Student Development Theory
Student development theories generally fall into five broad categories; 1) psychosocial, 2)
cognitive-structural, 3) person-environment, 4) humanistic, and 5) student development
process models.
1. Psychosocial theories address development issues or tasks and events that occur
throughout the life span. These tasks and events tend to occur in sequence and are
correlated with chronological age. Individuals process from one stage to another by
accomplishing related developmental tasks or by resolving crisis. This is the “what” or
“content” of student development.
For example, William Perry’s theory helps us understand how students think in
sequential order. The first five stages in this theory deal with students’ intellectual
development as they move from a dualistic view of the world (black and white, right and
wrong) to a relativistic view of the world (all knowledge is contextual, “it depends”). The
remaining positions deal with the students’ ethical development.
2. Cognitive-structural theories address how individuals reason, think, and make meaning
of their experiences.
Development is seen as hierarchical stages with each successive stage incorporating
parts of the previous stage. This is the “how” or “process” of student development.
3. Person-Environment theories address behavior as a function of the person and the
environment.
For example, if you think about the chapters on your campus there may be a beautiful
chapter house and the members treat it with respect. Nobody punches holes in the
walls, no one thinks of leaving their empty pizza boxes in the hallways. This chapter
probably has an influential; house director or chapter advisor politely influencing the
behavioral expectations of the members and is there to remind them of the value of
respect of property. Other chapter houses may be littered with garbage, old clothes,
food smeared on the walls from a food fight – these members are equally (and
negatively) influenced by their environment. The implicit values are destruction, an “it’s
not my house” attitude, and basic disrespect. Many of these person-environment
theories are used in career planning.
4. Humanistic existential theories share a common philosophy of the human condition.
Humans are free, responsible, self-aware, potentially self-actualizing, and capable of
being fully functioning. Development is internally motivated. These theorists believe the
forces of growth are within the person and are facilitated by self-disclosure, followed by
self-acceptance and self-awareness. These theories are used extensively in counseling.
5. Student development process models are either abstract representations of the field of
student personnel work or recommended sets of action steps for the practice of student
development. They give us the process steps of how to use theories rather than the why,
what to do, or how to do it that the theories provide. These models help practitioners
put the theories into actual practice.
There are dozens of theories falling into these five families. Many address general
populations of traditionally-aged college students; however, more recently theories have
emerged which address the difference in development in specific populations such as
returning adult students, African-American students, gay/lesbian/bisexual/transgendered
students, female students, etc.
GLOS COUNCILS
The Interfraternity Council (IFC) serves to advocate the needs of its member fraternities
through enrichment of the fraternity experience; advancement and growth of the fraternity
community; and enhancement of the educational mission of host institutions. The IFS is also
committed to enhancing the benefits of fraternity membership, which is in line with the
National Interfraternity Conference (http://www.nicindy.org/).
The Panhellenic Council (Panhel) at Dartmouth supports its women’s fraternities by
promoting values, education, leadership, friendships, cooperation, and citizenship, which is
in line with the National Panhellenic Conference (http://www.npcwomen.org).
The Coed Council supports and coordinates its three co-educational fraternities.
National Pan-Hellenic Council (NPHC) “promotes interaction through forums, meetings and
other mediums for the exchange of information and engages in cooperative programming
and initiatives through various activities and functions.” It also provides “unanimity of
thought and actions as far as possible in the conduct of Greek letter collegiate fraternities
and sororities, and to consider problems of mutual interest to its member organizations.”
(http://www.nphchq.org/about.htm)
National Association of Latino Fraternal Organizations (NALFO) “is an umbrella council for
Latino Greek Letter Organizations. The purpose of NALFO is to promote and foster positive
interfraternal relations, communication, and development of all Latino Fraternal
organizations through mutual respect, leadership, honesty, professionalism, and
education.” (http://www.nalfo.org/)
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Super 8 Motel
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Residence Inn by Marriott Hanover Lebanon
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Six South St Hotel
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Courtyard by Marriott Hanover Lebanon
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Garden Court At The Radisson
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Useful Websites & Resources
DARTMOUTH WEBSITES
Campus Life
http://www.dartmouth.edu/home/campus_life
Student Life Office
http://www.dartmouth.edu/~stulife/
Dartmouth Intramural Sports http://www.dartmouth.edu/~imsport/
Undergraduate Judicial
Affairs Office
http://www.dartmouth.edu/~uja/
Student Handbook
http://www.dartmouth.edu/~deancoll/documents/handbook
ex.html
Dartmouth College Alcohol
Policy
http://www.dartmouth.edu/~deancoll/studenthandbook/alcohol.html
Interfraternity Council
http://www.dartmouth.edu/~ifc/
Panhellenic Council
http://www.dartmouth.edu/~panhell/
Greek Leadership Council
http://www.dartmouth.edu/~greeks/
GLOS Handbook and Policies
http://www.dartmouth.edu/~orl/documents/glohandbook0910.pdf
Dartmouth Order of Omega
http://www.dartmouth.edu/~omega/
RESOURCES
North-American
Interfraternity Conference
National Panhellenic
Conference
http://www.nicindy.org/
http://www.npcwomen.org/
National Pan-Hellenic Council http://www.nphchq.org/home.htm
National Association of
Latino Fraternal
Organizations
http://www.nalfo.org/
Northeastern Greek
Leadership Association
http://www.ngla.org/
National Order of Omega
http://www.orderofomega.org/
Association of Fraternity
Advisors
http://www.fraternityadvisors.org/
Insurance
http://www.marshcampus.com/dartmouth
Alcohol EDU
http://www.alcoholedu.com/
HELPFUL WEBSITES FOR CHAPTER ADVISORS
Association of Fraternity Advisors
www.fraternityadvisors.org
BACCHUS/GAMMA Peer Education Network
www.bacchusgamma.org/
Resources available to advisors and students
www.dartmouth.edu/~orl/greek-soc/
National Resource Center for the First Year Experience and Students in Transition
http://www.sc.edu/fye/
Hazing
National Hazing Prevention Week:
http://www.stophazing.org/
http://hazing.hanknuwer.com/
www.nhpw.com
FIPG, Inc. (risk management resources)
http://www.fipg.org/
Fraternal Law
http://www.manleyburke.com/
Fire Safety
http://www.seton.com/
http://www.burnprevention.org/
http://www.homefiresprinkler.org/
Principles of Good Practice - Student Affairs
http://www.acpa.nche.edu/pgp/principle.htm
Interfraternal Associations
National Panhellenic Conference:
http://www.npcwomen.org/
National Pan-Hellenic Council, Inc:
http://www.nphchq.org/
National Association of Latino Fraternal Organizations: http://www.nalfo.org/
North-American Interfraternity Conference:
http://www.nicindy.org/
Center for the Study of the College Fraternity:
http://www.indiana.edu/~cscf/
Fraternity Executives Association:
http://fea-inc.org/
Gamma Sigma Alpha:
http://gammasigmaalpha.org/
Order of Omega:
http://www.orderofomega.org/home
Regional Undergraduate Fraternity & Sorority Conferences
Northeast Greek Leadership Association:
http://www.ngla.org/home
Southeastern Interfraternity Conference:
http://www.seifc.org/
Southeastern Panhellenic Conference:
http://www.sepconline.net/home
NINE BASIC EXPECTATIONS for FRATERNAL MEMBERS:
A Statement of Fraternal Values and Ethics by the
NIC Commission on Values and Ethics
Basic Expectations
In an effort to lessen the disparity between fraternal ideals and individual behavior and to
personalize these ideals in the daily undergraduate experience, the following Basic
Expectations of fraternity membership have been established:
I
I will know and understand the ideals expressed in my fraternity ritual and will strive to
incorporate them in my daily life.
II
I will strive for academic achievement and practice academic integrity.
III
I will respect the dignity of all persons; therefore, I will not physically, mentally,
psychologically or sexually abuse or haze any human being.
IV
I will protect the health and safety of all human beings.
V
I will respect my property and the property of others; therefore, I will neither abuse nor
tolerate the abuse of property.
VI
I will meet my financial obligations in a timely manner.
VII
I will neither use nor support the use of illegal drugs; I will neither misuse nor support the
misuse of alcohol.
VIII
I acknowledge that a clean and attractive environment is essential to both physical and
mental health; therefore, I will do all in my power to see that the chapter property is
properly cleaned and maintained.
IX
I will challenge my members to abide by these fraternal expectations and confront those
who violate them.
WORKING THROUGH CRISES
Managing crises is one part of the job. Invest time now in discussing crises and
“what if” situations. Help the students create an implementation plan to assist
them as they work through the difficulties of these situations and you will be
boosting their self-confidence and preparing them for the worst.
Immediate crisis situations may involve:
-Fire
-Death of a member
-Serious accident
Short-term crisis situations may involve:
-Destruction of property
-Alcohol/drug abuse
-Hazing
-Sexual assault
-Bias-related violence
-Eating disorders
Everyone thinks “this won’t happen to us.” Hopefully it won’t. But, in the event
of an emergency or tragedy, your members – undergraduate and alumni – will
feel more in control of the situation with proper planning.
As you develop your crisis management plan, use AFA’s Advising Fraternities
and Sororities Manual (risk management chapter), FIPG’s Risk Management
Manual, and your own inter/national organization’s supplementary resources.
The FIPG Manual is available at
http://www.fipg.org/FIPG/FIPG.nsf/vwPagesByKey/Resources?OpenDocument.
Preparing Students: Eight Steps to Discuss for Crisis
Management Planning
1. Define the Crisis
Obtain clarity and understanding; Be as specific as possible; Reach an agreement that
the crisis being defined is really the problem
2. Gather Information
Discuss the issues and concerns related to the crisis
3. Diagnose and Analyze the Causes
Brief your VIPs (determine who these individuals are); Perform a focused analysis;
Select areas of chapter management/programming for modification based on the
analysis
4. Propose Solutions
Brainstorm and make a list of as many alternative solutions as possible
5. Discuss the Solutions
Evaluate the merits of each alternative solution; Rank alternative solutions from most
desirable to least desirable
6. Decide on a Solution or a Series of Solutions
Choose a solution that seems feasible, i.e., has potential for success; Choose a
solution that the chapter can actually implement
7. Plan Action Steps
List detailed steps for implanting solutions; Plan specific steps that you as individuals
can take
8. Evaluation
Evaluate our way of working together; Express your feelings and opinions about the
way you are working together; Plan ways in which you can improve your chapter
leadership/advising relationships
YOUR ORGANIZATION
Name:
Address:
HB:
Phone:
Website:
President (Name, HB, Phone):
National Contacts:
National Website: