Gar kellom men and service webinar presentation


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Presentation for the 9/29/2010 "Engaging Men in Service" webinar hosted by Iowa and Minnesota Campus Compacts.

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  • Approached new coach in December of 2007 – I attended his press conference, told him I had an opportunity that he may be interested in. We met two weeks later, talked about my grant proposal, and our head coach was quite interested. Selected the football team because of the large number of men that could be involved and because there was little participation from any of our men in the previous Lilly activities. I also focus on athletics because most if not all of our previous Lilly activities had not focused on athletics or student athletes. When I spoke with head coach, and the assistant coaches, and stated I wanted to focus my pilot project on the football team and student athletes, because of my perception of previous activities not being of much interest or focus for student athletes, the coaching staff was very interested. When I spoke with the head coach about my proposal, he shared with me his philosophy of developing whole player First Year: “Followership” Second Year: True Character Third Year: Leadership Forth Year: Service for the Common Good
  • Before vocational discernment can begin, male student-athletes need to understand false masculinities in order to comprehend the definition of true masculinity. Men are influenced by multiple forces that can pull them in the wrong direction at times. As a result, they can lose the ability to listen for their calling. Offering a new definition of masculinity will hopefully help the men participating in the grant to understand these outside forces, thereby enabling them to do some “imaginative listening” free of false masculinities. Our directed reading, Season of Life , will provide content for the structured discussions, reflections, and service opportunities. “ Season of Life” describes an unconventional way of coaching and offers an alternative view of the definition of masculinity. Joe Ehrmann, the influential coach of the Gilman Greyhounds who are highlighted in the story, discusses his position that many men are socialized to accept and to live out “false masculinities”. Ehrmann attributes “ false masculinity ” to three main issues: athletic ability sexual conquest economic success   He believes that athletic ability serves as a means of elevating a boy to a man and contributes to his false sense of masculinity. Moreover, the male tends to base his value on athletic achievement. Secondly, Ehrmann continues by stating that sexual conquest legitimizes young men. Thirdly, Ehrmann argues that economic success gives young men a false notion power. Sadly, this power tends to lie in materialism and possessions, which inevitably sets men up to “compete with others for what they have” (Marx 73).   Coach Ehrmann offers an alternative he calls “ Strategic Masculinity ” which consists of two components: Relationships - developing enduring relationships that are grounded in love and meaning. Athletic ability, power, prestige, and wealth mean nothing if we cannot build successful relationships with others. Discerning a cause higher than oneself - we need to think of others first; that we have to have a purpose beyond ourselves. Book was distributed to upper-class students in May of 2008 by the football coaching staff. First-year students received the book from the head coach when they came for summer registration, which I believe had a significant impact on the player as well as parents. Monthly discussions were headed up by either the head coach or one of the assistant coaches, and initially the team was broken up by class, we adjusted that and put the juniors and seniors together towards the end of the season. Discussion questions were pulled from the book, provided to all the coaches, and were centered around our head coache’s philosophy of “developing the whole player”: First Year: “Followership” Second Year: True Character Third Year: Leadership Forth Year: Service for the Common Good
  • At the Annual Conference on the College Male last year, we attended a workshop put on by the staff at Augustana College. Augustana currently has a project in which they called “Athletes Giving Back” that organizes service activities for student-athletes that better fit their season schedules, creates healthy competition, and positive recognition in addition to appropriate and timely reflection. With the endorsement of our Student Athlete Advisory Council and the athletic department, the grant implemented this project which involved both male and female student-athletes. It will include having teams decide as a group which service activities best meet their interest, sign up for these activities, and complete a reflection handout afterwards. Teams will compete against each other for points according to how many service hours they put in, which provides healthy competition. If student-athletes fill out the reflection handout, the team will receive an additional point/service hour. At the end of the year, points will be tallied, and the winning team will receive a pizza party, funded by the grant. Participants will also receive a t-shirt, which signifies their connection to the program and will advertise the program around campus. LASO Committee - collaboration between Counseling, AD office, Career Center, SAAC
  • During the month of January, Luther College has a three-week long January Term. This is a time where students take one course and when the typical academic workload is somewhat less time consuming. During the month of January, we will sponsor a supplementary dinner, show a feature film, have an informal discussion Movies will be selected from films listed on the PTEV web site ( http://www. ). We hosted two movie nights, and showed the following movies:   Fight Club – questions were: What is the role of psychological exploration in discovering who one is called to be? Can one only find oneself when one is willing to lose everything? Can one who has not hit bottom discover her or his true way in life? Good Will Hunting – questions were: The movie also shows the young male culture of cruelty and demonstrates that the need to be tough -- to never show vulnerability, weakness, hurt, or sadness -- leads to a dead end. The movie shows loyalty and wanting the best for your friends -- the essence of a loving friendship. The script of Good Will Hunting raises some powerful and interesting questions, dealing with the realms of personal responsibility, taking control and deciding what you want from life. We asked the students who gets to decide what we “do”? What/who are important, appropriate influences as we think about our “calling”?
  • Dinner and discussion once a month (February, March, April) All 5 of the captains of the football team 5 underclassmen from the football team selected by the head coach. They were invited because of their potential leadership skills Head football coach and grant leader For each dinner an outside speaker is being invited. Each speaker has been given some reflective questions, and to talk about “their story”, share what shaped them as a young adult male, how they came to their “calling”, and what serving others has meant to them. We plan to invite a community leader from LaCrosse, Wisconsin who has run several successful businesses and has been heavily involved in community service including historical sustainability in the city of LaCrosse. He has agreed to come twice. We also plan to invite a recent Luther football alum.
  • Summer Read: LASO: “ it’s rewarding to see how taking just a little out of your own day can mean the world to someone else” “ I decided to join LASO to join my team in something bigger than us, to expand our team and look outside ourselves and use what we do in a bigger and positive manner” “ as athletes we are constantly in the public eye… LASO gives students the opportunity to be recognized for service and get the word out” Vocational Discernment Through Film Vocational Dinner Series
  • Collaboration Involving multiple offices (counseling, career center, athletic department, public information, publications) gets more of the community to buy into the program Relationship building – counseling with student-athletes, with coaching staff Where the men are It is important to go where the men are already gathering, whether it is on the field, in a lounge, go to where they are Go where they are at in relation to communication – young college men are comfortable with self-reflection, with watching a movie with “a bunch of other guys” then talking about it Common ground Working with the football team, it was clear they were more comfortable because they knew the team was reading the book (and the coaches), the team would come to the movie nights, the team would be at the dinners – “normalizes” the experience Safe Space Young men feel more comfortable in “spaces” where they have some level of mastery, such as reading, watching a movie with other men they know, with participating when there is a coach present. We need to be prepared to feel “less safe” if we want to reach men where they feel more safe – it will mean going to places (lounges after work, the field house) that may seem “out of the box” for us – I feel the young men know that, and it has an impact on them.
  • Gar kellom men and service webinar presentation

    1. 1. Gar E. Kellom PhD Director, Student Support Services, Winona State University, Winona, MN Editor: Designing Effective Programs and Services for College Men, Jossey-Bass New Directions Series – 107 -2004 Editor: Engaging College Men, Men’s Studies Press, 2010
    2. 2. Our Purpose Today <ul><li>This presentation will highlight several strategies and different types of programming that have been successful for increasing engagement in male students in order for participants to apply these to their campuses. </li></ul>
    3. 3. Outline For the Seminar <ul><li>Why aren’t men involved? National data on lack of male involvement in college </li></ul><ul><li>What research tells us men need, tools, mentors, etc. </li></ul><ul><li>Examples and strategies from Saint John’s University, Augustana College, Luther College and eleven other schools </li></ul>
    4. 4. Your Campus Needs <ul><ul><li>Who would you like to target (some men, all men)? </li></ul></ul><ul><ul><li>What type of service volunteering? </li></ul></ul><ul><ul><li>What type of barriers/challenges do your men face? </li></ul></ul><ul><ul><li>How does this relate to the institutional mission? </li></ul></ul>
    5. 5. Measureable Outcomes <ul><ul><ul><li>What assessment instruments can help you find some of these campus needs? </li></ul></ul></ul><ul><ul><ul><ul><li>NSSE, CSEQ, CIRP, etc—which questions to look at </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Other internal tools </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Qualitative measure (particularly finding out key campus culture challenges) </li></ul></ul></ul></ul><ul><ul><ul><li>Focus groups, etc.  </li></ul></ul></ul>
    6. 6. The Situation: National Data <ul><li>Volunteering/Service (Campus Compact): 35% male </li></ul><ul><li>Study Abroad (Institute for International Ed): 35% male </li></ul><ul><li>TRIO – Talent Search, Upward Bound, etc,: 36% male </li></ul><ul><li>Spending 6 or more hours/week studying: 26% </li></ul><ul><li>Use of Career Services: no gender data even collected </li></ul><ul><li>Use of Health Services: ample data to show fewer men </li></ul><ul><li>Health Promotion Activities: ample data – fewer men </li></ul><ul><li>Discipline Cases: more men (eg. 900 SJU, 300 CSB) </li></ul><ul><li>Disturbing: 3 our of 4 completed college suicides: men </li></ul>
    7. 7. Male/Female Participation in Programs on Theological Exploration of Vocation <ul><li>  </li></ul><ul><li>Research by Catherine Brooks of Brooks Research Group, Feb. 2008 </li></ul><ul><li>  </li></ul>
    8. 8. Why Aren’t Men Involved? <ul><li>Gender imbalance on many campuses </li></ul><ul><li>Campus culture: not a man’s place </li></ul><ul><li>Other Choices: sports, video gaming </li></ul><ul><li>Social Construction of Masculinity? </li></ul><ul><li>1. Be a “Big Wheel” – in charge </li></ul><ul><li>2. Be a “Sturdy Oak” – self-sufficient </li></ul><ul><li>3. “Give ‘em Hell” – risk taking, take it to the limit </li></ul><ul><li>4. No “Sissy Stuff” – no “girl’s” activities </li></ul>
    9. 9. What Research Tells Us <ul><li>Men need mentors (“Pied Pipers”): </li></ul><ul><li>Example: Trinidad/Tobago Service and Study Trip to work with HIV Infected orphans and study at University of the West Indies </li></ul>
    10. 10. Design Activities They Seek Osborne Study: College Men Teaching Children
    11. 11. Add adventure? India/Nepal/Tibet
    12. 12. Mentors/Intergenerational Connections <ul><li>Annual Conference on the College Male </li></ul><ul><li>Father/Son Luncheon </li></ul><ul><li>Spirituality Groups </li></ul><ul><li>Lilly Grant to Increase College Men’s Involvement in the Common Good </li></ul>
    13. 13. 14 Pilot Schools and Projects <ul><li>Augustana </li></ul><ul><li>Davidson </li></ul><ul><li>Duke </li></ul><ul><li>Georgetown </li></ul><ul><li>Gustavus Adolphus </li></ul><ul><li>Hope </li></ul><ul><li>Hastings </li></ul><ul><li>Luther </li></ul><ul><li>Morehouse </li></ul><ul><li>Siena </li></ul><ul><li>Wabash </li></ul><ul><li>Wagner </li></ul><ul><li>University of Portland </li></ul><ul><li>Saint John’s University </li></ul>
    14. 14. Two Sample Pilot Projects <ul><li>Augustana College </li></ul><ul><li>Bob Haak </li></ul><ul><li>Luther College </li></ul><ul><li>Stu Johnston </li></ul>
    15. 15. Augustana College Fraternity Alumni Network Robert D Haak, Director Center for Vocational Reflection Becca Poock, FAN Coordinator Kevin Conte, Student Leader
    16. 16. Where did we start? <ul><li>Questions from earlier work </li></ul><ul><li>College Students’ Beliefs and Values Survey (2004-07) </li></ul><ul><li> M F </li></ul><ul><li>Participated in religion organization 2.5 28.0 </li></ul><ul><li>Participated in volunteer work < 1 hr/wk 61.5 52.8 </li></ul><ul><li>Think community action important 30.0 40.5 </li></ul><ul><li>Integrating spirituality important 30.8 54.8 </li></ul>
    17. 17. FAN Overview <ul><li>WHY? </li></ul><ul><ul><li>Foster mentoring relationships </li></ul></ul><ul><ul><li>Encourage vocational reflection </li></ul></ul><ul><ul><li>Equip younger & older generation </li></ul></ul><ul><li>WHO? </li></ul><ul><ul><li>140 alumni from 6 active fraternities </li></ul></ul><ul><ul><li>Junior/Senior fraternity students </li></ul></ul><ul><ul><li>Program coordinator </li></ul></ul><ul><ul><li>Student leader </li></ul></ul>
    18. 18. <ul><li>WHAT? </li></ul><ul><ul><li>Mentoring relationships </li></ul></ul><ul><ul><li>Networking with fraternity alumni for students </li></ul></ul><ul><ul><li>Re-connection to Augustana College </li></ul></ul><ul><ul><li>Connection to “real world” </li></ul></ul><ul><li>WHEN? </li></ul><ul><ul><li>Monthly – at least two contacts </li></ul></ul><ul><ul><li>Mid-year event </li></ul></ul><ul><ul><li>End of year event </li></ul></ul>
    19. 19. <ul><li>The WHYs & The HOWs </li></ul><ul><ul><li>Matched alumni & students from respective fraternities – 15 matches </li></ul></ul><ul><ul><li>Matched careers & majors </li></ul></ul><ul><ul><li>Trained alumni in mentoring skills and objectives </li></ul></ul>
    20. 20. Connecting with Students <ul><li>Communication </li></ul><ul><ul><li>Phone Calls and Face to Face </li></ul></ul><ul><ul><li>Starting Early and Talking to Greek Council </li></ul></ul><ul><ul><li>Emailing </li></ul></ul><ul><ul><li>Fraternity Meeting Visits </li></ul></ul><ul><li>Commitment </li></ul><ul><ul><li>Networking Is Attractive </li></ul></ul><ul><ul><li>Student-Initiated Professional Network </li></ul></ul><ul><ul><li>FAN Chairs Did Not Commit </li></ul></ul>
    21. 21. Working with Alumni <ul><li>Communication </li></ul><ul><li>Reflection </li></ul><ul><li>Commitment </li></ul><ul><li>Scheduling </li></ul><ul><li>Matches </li></ul>
    22. 22. <ul><li>Liberal arts college, ELCA </li></ul><ul><li>Majority of students from Iowa, Minnesota, Wisconsin and Illinois </li></ul><ul><li>2500 students, 2000 living on campus </li></ul><ul><li>42% male, 58% female </li></ul>
    23. 23. Focus Group: Football Team <ul><li>Approached new coach in December 2007 </li></ul><ul><li>Large number of men </li></ul><ul><li>Low participation in Lilly (vocational discernment) activities </li></ul><ul><li>Strong interest from coaches </li></ul><ul><li>Integrated into new coaching philosophy “developing the whole player” </li></ul>
    24. 24. Summer Read: Season of Life <ul><li>Discussion of masculinity before vocational discernment </li></ul><ul><li>“ False Masculinity” </li></ul><ul><li>“ Strategic Masculinity” </li></ul><ul><li>Group discussions with the team </li></ul>
    25. 25. Luther Athletes Serving Others <ul><li>Started at Augustana College </li></ul><ul><li>Provide service opportunities for student-athletes </li></ul><ul><li>Competition between teams </li></ul><ul><li>Collaboration between Counseling, AD office, Career Center </li></ul><ul><li>Poster campaign </li></ul><ul><li>483 community services hours in 9 weeks (fall semester) </li></ul>
    26. 26. Vocational Discernment Through Film <ul><li>PTEV web site </li></ul><ul><li>“ Fight Club” </li></ul><ul><li>“ Good Will Hunting” </li></ul><ul><li>25 football players at each event </li></ul>
    27. 27. Spring Vocation Dinners <ul><li>5 captains, 5 invited underclassmen </li></ul><ul><li>Invited guest </li></ul><ul><li>Focused on leadership and serving others </li></ul><ul><li>Guest provided reflection questions </li></ul><ul><li>Speakers include: local community leaders, successful football alums </li></ul>
    28. 28. Feedback From Students <ul><li>Summer Read </li></ul><ul><li>LASO </li></ul><ul><li>Vocational Discernment through film </li></ul><ul><li>Vocational dinners </li></ul>
    29. 29. What We Are Learning <ul><li>Collaboration across campus </li></ul><ul><li>Go where the men are </li></ul><ul><li>Common ground & peer support </li></ul><ul><li>Safe space </li></ul>
    30. 30. Hastings College – Research <ul><li>Men and Service </li></ul><ul><li>Women and Service </li></ul><ul><li>Men more externally motivated </li></ul><ul><li>Men spent less time (CIRP data) is this developmental? </li></ul><ul><li>Men more rational and analytical in their descriptions of service </li></ul><ul><li>So the picture becomes more complex </li></ul><ul><li>Women more intrinsically motivated </li></ul><ul><li>Women spent more time </li></ul><ul><li>Women more emotional and subjective in their descriptions of service </li></ul><ul><li>Linda Sax, Ron Chesborough and I do spring forum on men and women service </li></ul>
    31. 31. Georgetown – Micro-grants <ul><li>Solicited student ideas for increasing male service </li></ul><ul><li>#1 – Trip to a Bolivian Orphanage </li></ul><ul><li>#2 Camp “No More Deaths” in Arizona working with migrants from Mexico </li></ul><ul><li>#3 Homeless Project in Lexington , Kentucky </li></ul><ul><li>All three showed passion and engagement – their ideas </li></ul>
    32. 32. Road Trips and Sky Diving <ul><li>Davidson chose Road Trip Nation as a model </li></ul><ul><li>Funded students to visit alumni they admired </li></ul><ul><li>Did filming of the trips </li></ul><ul><li>The actual trip was often more impactful but they met dedicated men working for the common good </li></ul><ul><li>Duke University used a more ritualistic approach </li></ul><ul><li>Dinners together with reflection </li></ul><ul><li>To bring out each man’s inner commitments and passions </li></ul><ul><li>Sky diving together helped </li></ul>
    33. 33. University of Portland <ul><li>The League of Extraordinary Gentlemen </li></ul><ul><li>Met regularly and actually formed a men’s group that did service </li></ul><ul><li>At each meeting they would ask each member to make a pledge to do an “extraordinary action” between meetings </li></ul><ul><li>Membership went from 0 to 70 in three years </li></ul><ul><li>Now active in continuing their group past the grant </li></ul>
    34. 34. Gustavus and Larry Daloz <ul><li>Deep M-Pact was their group </li></ul><ul><li>Retreats and breaking bread around the fire </li></ul><ul><li>Larry Daloz as a consultant – mythological approach </li></ul><ul><li>Four traditional pillars: procreation, provide and protect </li></ul><ul><li>Times are making those obsolete </li></ul><ul><li>How do we harness the “heroic imagination” of Peter Pan and “knights” or “Jedi” or “iron man” </li></ul><ul><li>Transforming outer strength to inner strength </li></ul>
    35. 35. Wagner College – Staten Island <ul><li>Formed the “Core Four” </li></ul><ul><li>Men’s group that had as one of its four founding principles the expectation of service </li></ul><ul><li>Worked with United Activities Limited in New York City that provided mentors for middle school boys </li></ul><ul><li>Student writing in our book shows reasons like “changing the image of men to a positive one” </li></ul><ul><li>Understanding and changing traditional masculinity </li></ul><ul><li>Mentors are key – now expanding men’s centers </li></ul>
    36. 36. <ul><li>The League of Extraordinary Gentlemen at the University of Portland </li></ul><ul><li>The Siena College Men’s Spirituality Groups </li></ul><ul><li>Wagner College </li></ul>Forming Men’s Groups: Big News
    37. 37. <ul><li>Men’s Groups are part of the culture </li></ul><ul><li>Maybe it is just exploring deeper levels </li></ul><ul><li>Or addressing specific issues in groups </li></ul><ul><li>Changing women’s roles </li></ul><ul><li>Changing men’s roles </li></ul><ul><li>How to adjust </li></ul><ul><li>Domestic abuse – men’s role </li></ul>Might This Not Be a Good Approach at Your School?
    38. 38. 1 st Conference of College Men’s Groups Working to Stop Violence
    39. 39. Working to Stop Gender Based Violence in California
    40. 40. Byron Hurt and Shyam Sriram
    41. 41. 4 themes from this work <ul><li>Knowledge or Empathy is a reason to do this work </li></ul><ul><li>Guidance and encouragement from a mentor or someone admired (Don McPherson) </li></ul><ul><li>Self-improvement and altruism – a “calling” </li></ul><ul><li>Social/peer support and exploration of masculinity </li></ul>
    42. 42. Winona State University <ul><li>Fathers who are student formed Dedicated Academic Dads (DAD) and meet twice a week </li></ul><ul><li>Sharing stories of their lives and parenthood </li></ul><ul><li>How to balance school and raising children </li></ul><ul><li>Forming a student organization for fathers and mothers and developing activities for both </li></ul>
    43. 43. Voices from DAD <ul><li>Bronson </li></ul><ul><li>Peter </li></ul><ul><li>Chris </li></ul><ul><li>Craig </li></ul>
    44. 44. <ul><li>Best Practices for Engaging College Men </li></ul><ul><li>Summary </li></ul><ul><li>  </li></ul>Conclusions and New Directions
    45. 45. #4 Best Practice: themes, process <ul><li>Creating safe spaces, sacred spaces </li></ul><ul><li>Confidentiality and building trust are essential </li></ul><ul><li>Facilitating disclosure, deeper sharing – reflection, allowing us to “go deeper” </li></ul><ul><li>Allowing bonding to occur – bonding is what displays authenticity </li></ul><ul><li>Men are socialized not to be in touch with emotions and affections – this is the challenge </li></ul><ul><li>Bringing men together to struggle to overcome racism, sexism, etc. </li></ul><ul><li>A “pilgrimage out of our comfort zone”, expanding men’s roles </li></ul><ul><li>Empowering student ideas </li></ul><ul><li>Mentors and mentoring – intergenerational communication, acknowledgement (affirmation, validation) of younger men by older men. We see a hunger for interaction. Yoda, Gandolf, Darth Vader, </li></ul>
    46. 46. Themes continued <ul><li>Fellowship/brotherhood (the art of treating a non-biologically related person as if he were biologically related). Holy-ethical friendship </li></ul><ul><li>Discipline and responsibility to avoid abuse of power/privilege, turning the outer armor into inner strength to work for good. </li></ul><ul><li>Generating energy and hope </li></ul><ul><li>Connecting to otherness </li></ul><ul><li>Employing support/challenge/inspire </li></ul><ul><li>Working through homo-phobia – fear of other men </li></ul><ul><li>Becoming part of something bigger – Obama </li></ul>
    47. 47. Key on - Your Campus Needs <ul><ul><li>Who would you like to target your outreach to? </li></ul></ul><ul><ul><li>What type of programming/outreach does your campus need? </li></ul></ul><ul><ul><li>What type of cultural challenges do your men face? </li></ul></ul><ul><ul><li>How to find this information </li></ul></ul><ul><ul><li>How will you measure engagement so you know you are successful </li></ul></ul><ul><ul><li>There is no right way – many paths to increasing male engagement in service </li></ul></ul>