Fall 2006 - 3 - October 18.doc

AGENDA

1. Updates
2. Calendar
3. Pre-Election Social
4. Clubs Management
5. Transitions
6. Directors’ Goals
7. Upcoming Topics for ASM meetings
8. Agenda Items for Next Time
Tool Time: A precursor for delegation

 

1.     Updates – here from everyone (briefly).

a.      Jon- busy, good

b.     Kevin –

c.      Collin –overachiever

d.     Andrea

e.      Emily

f.      Nick

g.      Danielle

h.     Sara – Meeting with Castanias

i.       Josa- Good Busy

j.       Geoff – Busy, broke

k.      Alex

 

2.     Calendaring

Discuss Key Dates for ASM Board Members.

Next Week’s Meeting Time?

October

11/2 Meet the Dean -

10/20 – Sloshball – Nope

10/27 – 10/29 – Net Impact Conference

10/28 – C4C Walk for Gold

November

11/2 – Halloween Party at the Villa

11/6 – Pre-election Social event, 6-9pm

11/8 – Prospective Student Event

11/9 – ASM Speeches and Elections – 10:30-12

11/9 – 1^st Year v. 2^nd Year football game 3-4:30

11/9 – Post Election Celebration – 5pm -??

11/9 – Alumni Social 7-9 in Sac

11/9 – Marketing Panel 1-3

11/16 – Faculty Spotlight Event: Professor Elsbach – San Francisco

11/29 – Clubs attend the ASM Meeting

December

12/7 – ASM Transition Dinner

12/13 – Winter Celebration

 

3.     Pre-Election Social

The calendar is tight preceding our ASM elections.  Let’s discuss ideas.  For instance, could we make it work to do the PRE-ELECTION SOCIAL on Monday, November 6^th, in the evening?  The 1^st Years will have class from 2-5pm.  We could set up the social as a pizza function, perhaps.  It’s imperative that we’re all there (with at least one C4C) rep.  Does this date allow enough time for people to decide to run?  Last year, people needed to get nominated before running for office.  Perhaps if the Nov 2^nd events are cancelled, this event could fit there?

 

6:30-9

 

4.     Clubs Management

Danielle has identified November 29^th as our meeting date with the clubs.  Perhaps we can do pizza that day and have the clubs present to us about their schedule.  Importantly, we have worked diligently with the clubs so that each club has the tools to succeed. Most clubs have updated websites by now.  Still issues.  Use helpdesk.    Communications officer should work with clubs to keep website information updated and centralized.  Communications person vs. Danielle’s position.

 

4.5  Tim Keller suggested another ASM position of “Director of Leadership Development”

           

Meeting Times

            10/31 Tuesday 174 

            11/7 –  Tuesday 261

            11/8 – Prospective Students lunch/panel

            11/21 – Tuesday 174

 

5.     Transitions

We agreed to help with a strong transition by

• coffee/lunch with incumbents
• ASM transition dinner – Andrea is taking the lead.
• Three overlap meetings with newbies – Final three meetings.
• Anything else?

 

6.     Positional Goals

Here’s a list of goals that the ASM has taken on:

• Geoff – 1) Continue strong and work hard on the smooth transfer of power. 2) Formalize documentation for the ASM website. 
• Danielle - Planning the New Student Leader Orientation
• Emily - Reserve Golf Course for Golf Tourney and get the ball rolling, maybe planning the next committee meeting
• Josa – 1) Phone all Alums with Update from students 2. Organize a class gift campaign in fall quarter to assess the opinions of our class and begin the process of creating the best message possible to get 100% participation from our class on donations.  3. Encourage students to attend Alumni Socials, invite alumni to our socials (when appropriate).
• Dre and Kevin - stay involved with C4C after the transition by offering guidance and being present to major events such as the Wine Tasting benefit, TOC events and volunteer events.
• Paige - stay in touch with the 1st years and help them relax.  To ensure that at least half of the ASM positions are actually competed for.  Will do this w/ targeted emails to 1st years who would like to run for ASM office.
• Alex – Graduation speaker, newsletter, calendar for the winter, contact faculty with event schedule, secure annual funds from the GSM to account for increased participation from the WPs.
•  Jon - tour of the Budweiser brewery and to plan events that don’t interfere with our busy school schedule and allow the first years to get to know the 2nd years better in an environment outside of school.
• Nick – present a highly organized and weekly updatable budget for next year.  Prepare or expand the notes to be comprehensive and contain more institutional memory
• Sara –
• Tim
• Heather – Furthering collaboration between day-time and WP students by scheduling a meeting between interested students to kick off said collaboration and planning.
• Collin -  Bi-weekly (twice a month) newsletter, and host a meeting for 1^st years.   

 

Weird tangent about “Under the Banner of Heaven”

 

Clubs aren’t overwhelming 

Can go to all the parties

 

7.     Upcoming Topics for ASM meetings

 

8.     Agenda Items for Next Time

Position Descriptions and Edits

Student Oath of Principles

 

9.     Tool Time Theme – Leading by Delegation: understand your team’s strengths

Every team consists of unique team members.  A leader’s ability to achieve results may require him or her to rely on a team.  Importantly, every team member has strengths and weaknesses.  Leaders must be able to communicate with all team members and deploy members successfully.  Some team members dislike oversight, while others enjoy feedback and direction.  An ability to understand each team member is fundamental to a leader’s success with his or her team.  Therefore, it is important to understand individual learning and intelligence styles.  Although many theories exist, two accepted theories for learning styles and intelligence are auditory/visual/kinesthetic Learning styles and Gardner’s 7 Intelligences Theory.

First, understand how people learn, then communicate to them accordingly.  Afterwards set up a project for the team that capitalizes on the team member’s special intelligences.

Learning Styles:

Visual Learners learn through seeing...                   

These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs.  During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.

Auditory Learners learn through listening…

They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.

Tactile/Kinesthetic Learners learn through , moving, doing and touching...    

Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.

Pluralization of Intelligence

While intelligence was initially perceived as a unitary (if overarching) concept, which could be captured by a single number, a debate soon arose about whether the concept could legitimately be broken into components. Such researchers as L.L. Thurstone and J.P. Guilford argued that intelligence was better conceived of as a set of possibly independent factors. In recent years, buoyed by findings from fields as disparate as artificial intelligence, developmental psychology, and neurology, a number of investigators have put forth the view that the mind consists of several independent modules or "intelligences."

In Gardner’s "theory of multiple intelligences," he argues that human beings have evolved to be able to carry out at least seven separate forms of analysis:

§         Linguistic intelligence (as in a poet);

§         Logical-mathematical intelligence (as in a scientist);

§         Musical intelligence (as in a composer);

§         Spatial intelligence (as in a sculptor or airplane pilot);

§         Bodily kinesthetic intelligence (as in an athlete or dancer);

§         Interpersonal intelligence (as in a salesman or teacher);

§         Intrapersonal intelligence (exhibited by individuals with accurate views of themselves).

These ideas have attracted some attention on the part of educators seeking a more comprehensive and individualized educational system. Recently my colleagues and I have been exploring certain educational implications of the theory in our own research.

http://www.newhorizons.org/future/Creating_the_Future/crfut_gardner.html

 

On-going ASM goals:

§         Coordinate high quality operations

§         Leadership – bring well crafted ideas into sustainable actions

§         Proactively support students and student groups to succeed and thrive, aka the inverted umbrella phenomenon

§         Prepare for smooth transitions