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ACADEMICS
ACADEMIC REQUIREMENTS FOR FRATERNITY/SORORITY
MEMBERSHIP
You must be an undergraduate student in the institution
to be eligible to participate in membership recruitment. In addition,
each chapter requires a certain GPA minimum for membership.
ACADEMIC SUCCESSES
At the Spring 2009 Order of Omega Scholarship Banquet,
the following chapters were awarded for their performance during
Fall 2008:
| Most Improved Sorority GPA |
Kappa Alpha Theta, +0.27 |
| Most Improved Fraternity GPA |
Delta Tau Delta, +0.07 |
| Highest Sorority New Member GPA |
Kappa Kappa Gamma, 3.52 |
| Highest Fraternity New Member GPA |
Delta Tau Delta, 3.01 |
| Highest Sorority GPA |
Kappa Kappa Gamma, 3.44 |
| Highest Fraternity GPA |
Beta Theta Pi, 3.3 |
| Highest Overall GPA |
Kappa Kappa Gamma, 3.44 |
ACADEMIC REPORTS
Each semester, a report is assembled showing where
the sororities and fraternities fall in terms of their respective
grade point averages (GPA). There is also an indicator of all
combined fraternities, all combined sororities, all Greek organizations,
all males at Carroll, all females at Carroll, and all students
at Carroll. To view each report, click on the link below.
ACADEMICS & SCHOLARSHIP: WHAT YOUR
CHAPTER CAN DO!
Improving
Chapter Scholastic Performance | Chapter
Influences on Academic Performance
Predictable Needs &
Stress Periods | Ideas
for Chapter Programming
Scheduling Your
Time | Analyzing
Your Time Wasters | Some
Practical Tips for Saving Time
Some Study Skills Tips to
Remember | Some
Tips for Scholarship Programming
Improving Chapter
Scholastic Performance
"I'm not sure why we're not doing better in grades.
We've got the new members doing study tables four times a week.
What else can we do?"
 A
lot. Many chapter scholarship programs assume that study tables
are the answer to weak academic performance. Rarely will that
be the case. Think about the whole notion of a study table: you
take a group of energetic young students, put them at the same
table in the same room and the same time, and make them study.
Sounds a little crazy, doesn't it? It should, because the study
table concept assumes that the best time of day for everyone to
study is from 6-10 p.m. or whenever your study tables are held.
The problem is that evenings aren't the best time to study for
everyone even though they may be the most convenient time for
study tables. Members' biological clocks differ, but we try to
treat them all the same. No wonder it doesn't work very often.
No, the key to a successful chapter scholarship program is not
study tables - it's much more. Successful scholarship programming
must have a strong individual emphasis because what works for
one member may not work for the next. This being true, the chapter
needs to devise a scholarship program that meets individual members
where they are at, and takes them to where they are capable of
going in terms of academic performance.
BACK TO TOP
Chapter Influences
on Academic Performance
Besides the scholarship program, many aspects of chapter life
influence whether or not members get good grades. Think of what
has influenced the GPA you have received in the past. Your overall
results were probably tied to a number of variables and influences.
The following are some of the questions to consider about how
your chapter may be affecting the academic performance of your
members.
Recruitment
- Do you talk with prospective members about scholarship and
identify their motivation and goals?
- Does your chapter have a set GPA standard you try to apply
during membership selection?
- Do you look at an individual's class rank?
- Do you stress the academic standards of the chapter to prospective
members during recruitment events?
- Do you note the chapter's academic support programs in place?
- Do you spend a significant portion of recruitment talking
about academic programs within the chapter, or do you emphasize
social programs more exclusively?
New Members
- Does your chapter have the new members set individual GPA
goals?
- What types of time management/study skills programs do you
offer for new members?
- Does your chapter have realistic expectations for the chapter's
demands on new members' time?
- Is the ability to serve as a scholastic role model a requirement
for Big Brothers or Big Sisters?
- Does the chapter offer a variety of incentives for academic
achievement among the new members?
- Are new member activities carefully scheduled so they do not
conflict with major exam periods?
While you shouldn't only emphasize new members in your scholarship
program, it is obvious that the chapter will suffer if new members
fail to perform well academically. First, it is likely to reduce
your initiation and retention percentages and the number of new
members who can become actively involved in the chapter. Second,
it ensures that the chapter GPA will suffer the next few terms
while new member grades are improving. Finally, it lends support
to faculty members who argue that freshmen should not be able
to join Greek organizations.
Initiates
 Can
the scholarship program guarantee that everyone will get good
grades? Not likely, but it can go a long way to creating a chapter
culture that promotes academics.- Is scholarship somehow talked about in chapter each week?
- Do you provide regular recognition for members doing well
on tests and in classes?
- Do you offer awards for outstanding academic performance over
the course of a term?
- What types of time management/study skills programs are offered
to members?
- Does your chapter provide for tutoring?
- Are members' grades a factor in their ability to hold a leadership
position and obtain other privileges?
- Does the chapter set and enforce minimum grade point standings
for members? for officers?
- Is chapter grade point for recent terms graphed and displayed
prominently so members can see the chapter trend?
- Are members harassed by other members when they don't want
to go out to the bars or participate in other alternatives to
evening study?
- Does the chapter plan stress relievers for periods around
exams?
- Do you pay the initiation fee for members elected to honor
societies?
Social
- Does the chapter schedule major social events on the weekends
so weeknights are left free for studying?
- Do you enforce social probation or limited social privileges
for members with poor grade point averages?
- Do you have a realistic calendar of social events or do you
have more activities planned than any other chapter on your
campus?
BACK TO TOP
Predictable
Needs and Stress Periods for Members
 These
questions should have you realizing the complexity of creating
a chapter culture that highly values academics. That doesn't mean
that the chapter is boring or doesn't also have a great deal of
fun. Chapter members can both work hard and play hard so long
as the work gets done and the best results are achieved. Often
some predictable issues influence whether or not a member achieves
the results they are capable of producing. One such negative influence
is stress.
The cycle of student stress can be used to provide programming
at appropriate times during the year. The following cycle is based
on a semester system, but the months can easily be modified for
campuses on a different academic calendar.
September
- Homesickness; especially for new students.
- Values crisis: students confronted with questions of conscience
over values conflicts in the areas of race, drugs, alcohol,
morality, religion, and social expectations.
- Feelings of inadequacy and inferiority develop because of
the discrepancy between high school or community college status
and grades and initial college performance.
- "In Loco Parentis Blues:" students feel depressed
because of real or perceived restrictive policies of the college
or university.
- Foreign students can sense confusion, vulnerability, and lack
of any advocates in power positions on campus.
October
- New students begin to realize that life at college is not
as perfect as they were led to believe by parents, teachers,
and counselors. Old problems seem to continue and new ones are
added. An external reality in which they had placed their hope
often fails them.
- Mid-term workload pressures are followed by feelings of failure
and loss of self-esteem.
- Sexual conflicts and confusion result when confronting, often
for the first time, different sexual orientations and conformity
to different standards of sexual behavior.
- Non-dating students sense a loss of esteem because so much
emphasis is placed on dates.
- Job panic for mid-year graduates.
November
- Academic pressure is beginning to mount because of procrastination,
difficulty of work, and lack of ability.
- Depression and anxiety increase because of feelings that one
should have adjusted to college by now.
- Homecoming blues develop because of no dates or lack of participation
in activities.
- Economic anxiety: funds from summer work and/or family are
beginning to run out.
- Some students have stopped expanding their network of friends
beyond the first few people with whom they came into close contact.
December
- Extra-curricular time strain: seasonal parties, concerts,
social service projects, and religious activities drain student
energies.
- Anxiety, fear, and guilt increase as final examinations approach
and holiday papers are due.
- Pre-holiday depression, especially for those who have concerns
for family, those who have no home to visit, and for those who
prefer not to go home because of family conflicts.
- Financial strain because of holiday gifts and travel costs.
- Pressure increases to perform socially because of the approaching
vacation and extended separation time.
January
- Post-holiday depression at again being away from home security
and positive strokes.
- Significant time spent socializing; perceptions that academics
haven't really begun until the second or third week of classes.
February
- Many students experience optimism because second semester
is perceived as going "downhill."
- Vocational/career/major choices cause anxiety and depression.
- Couples begin to establish stronger ties or experience weakening
of their relationship.
- Depression increases for students who have failed to establish
strong social relationships or achieve a moderate amount of
recognition from their peers.
March
- Drug and alcohol use increases significantly before, during,
and after spring break.
- Academic pressures increase.
- Extra-curricular crisis for juniors (Will I get my internship?)
and seniors (Will I get into graduate school? Will I get a job?
Have I really learned anything? Did I select the wrong major?).
April/May
- Academic pressures continue as mid-term results are received
and finals approach.
- Frustration and confusion develop because of decisions necessary
for summer or fall pre-registration.
- Summer job pressures.
- Major often has to be declared and pressure mounts.
- Papers and exams are beginning to pile up, but motivation
to study decreases as weather changes and becomes warmer.
- Job recruitment panic.
BACK TO TOP
Ideas for Chapter Programming
 In
addition to programs on the obvious topics (time management, test
taking, study skills), a good chapter scholarship program addresses
other related issues as well. You should consider programs that
help the chapter examine scholastics for the organization overall
and programs that are designed more for the individual member.
The following are brief descriptions of several activities you
can include in your chapter academic programming.
Values Voting: Scholarship
If chapter members do not value scholarship and place a priority
on academics, the best scholarship program will have little effect
on them. This activity measures members' commitment to academic
achievement and can easily be used in a chapter meeting or separate
workshop. A chapter member or advisor should facilitate the discussion
after members respond to each statement.
Academic Programming Year By Year
This is a simple activity for involving members in identifying
the educational programs that would be of most value to them during
a particular year in school. During a chapter meeting have everyone
gather in groups by the same year in school and brainstorm a list
of 5-10 topics related to academics that they think will be issues
for them during the coming year. From those lists you can develop
your calendar of programming.
BACK TO TOP
Scheduling Your
Time
 Time
scheduling will not make you a perfectly efficient person. Very
few people can keep a rigorous schedule day after day over a long
period of time. In fact, many students who draw up a schedule
and find themselves unable to stick with it often give up completely.
The following method of organizing time has been more helpful
to many students and does not take much time. It is more flexible
than many methods and might help you establish long-term, intermediate,
and short-term goals.
Long-Term Schedule
Construct a schedule of your FIXED COMMITMENTS only. These include
only obligations that you are REQUIRED to meet every week; i.e.
meetings, job hours, classes, etc.
Intermediate Schedule
Now make a list of MAJOR EVENTS and AMOUNT OF WORK to be accomplished
in each of your classes and clubs or organizations this week.
This may include non-study activities.
Examples:
Quiz Wednesday in Biology
Paper due Thursday in French
Intramural game Tuesday night
Chapter on Monday
Finish 40 pages in History by Friday
Read 6 articles for Poli Sci by Tuesday
These events will change from week to week, and it is important
that you make a new list prior to the beginning of each week.
Sunday night might be the most appropriate and convenient time
to do this.
Short-Term Schedule; One Per Day
On small note cards each evening before going to bed or early
in the morning, make out a specific daily schedule. Write down
specifically WHAT is to be accomplished. Such a schedule might
include, for example, on Wednesday:
8-8:30 Review History
9:30-10 Review Math and prepare for quiz
12-2 Work
3-4 Study French in Language Lab
7-10 Chapters 4,5 History
10 Call home
Using this type of format allows you to move from the "big
picture" of commitments to the daily things you need to do
to help you methodically move towards your overall goals and objectives.
BACK TO TOP
Analyzing Your Time Wasters
Below are some common time wasters, their possible causes, and
some solutions to consider.
Waster: lack of planning.
Possible cause: failure to see the benefits.
Solutions: recognize that planning takes
time on the front end but can save it in the long run; emphasize
results, not activity.
Waster: lack of priorities.
Possible cause: lack of goals and objectives.
Solutions: write down personal goals
and objectives. Discuss your priorities with family and friends.
Waster: over commitment.
Possible cause: broad interests; confusion
in priorities; belonging to too many organizations.
Solutions: say no and put first things
first. Resign from some activities.
Waster: management by crisis.
Possible cause: lack of planning; unrealistic
time estimates.
Solutions: allow more time and plan
for interruptions.
Waster: paperwork and reading.
Possible cause: knowledge and information
explosion.
Solutions: read selectively and skim
for general understanding when appropriate.
BACK TO TOP
Some Practical Tips for Saving
Time
- Prioritize your things to do. Prepare and follow a daily written
list. Make out your list at the end of each day for the following
day.
- Make definite commitments to yourself and others.
- Periodically assess whether or not you are spending your time
on the priorities you identify for yourself.
- Keep your personal goals updated and in writing.
- Learn how to use small chunks of time instead of wasting them.
- Block in time for studying when you are most alert and likely
to be productive.
- Think carefully before taking on any new commitments. Allow
some time to pass between being asked to volunteer and actually
responding.
- Reduce the amount of time you spend watching television.
BACK TO TOP
Some Study Skills Tips
to Remember
- Plan your schedule so that you allow plenty of time for the
necessary review and for your classes.
- Select an appropriate location for study - away from distractions.
Don't try to study where you normally sleep, watch TV, etc.
- Use a study skills system. Any number of systems are available,
but always approach your studying in a systematic way.
- Develop a consistent approach to note taking. Be sure to review
your notes regularly and highlight key points.
- Learn/memorize material in some meaningful way. Note memorization
makes it difficult for you to retrieve information later. Using
flash cards can allow you to test your knowledge on breaks between
classes, etc.
- Avoid cramming. Such practice overloads your short-term memory,
blocks long-term memory, and builds test anxiety. Try to be organized
so that you aren't learning new information just prior to a test.
- Study with a classmate - it can facilitate learning. This provides
you with an opportunity to recite information, and helps develop
good organization for improving memory.
- Talk to your teachers. Ask questions in class, and make appointments
to visit them.
- Use the review of previous tests as a way to increase your learning.
Determine what you are missing and why, and then work with your
teacher to develop strategies which will help you not make the
same mistake twice.
- Set realistic goals for yourself, write them down, and refer
back to them often. Accentuate the positive in any learning situation
because we learn better when we are motivated.
Taken from a handout provided by the Wichita State University
Reading/Study Skills Center
BACK TO TOP
Some Tips for Scholarship Programming
-
 Work
with your advisory boards and house corporation officers to have
some funds set aside for small awards and recognition.
- Plan recognition activities that can occur on an ongoing basis.
For example, have members bring tests to chapters that they got
an A or B on. Place all tests in a box and draw 2-3, giving away
a prize for the person who submitted each of those tests. Prizes
can be small.
- Start a scholarship stock market. Print up fake stock certificates
with the fraternity/sorority name on them and give out a certain
number of shares for every high grade earned on a test, in a class,
etc. Once per term, let members use their stock to "buy"
items from a chapter store consisting of shirts, cups, hats, and
other small items with your fraternity or sorority name on them.
- Create numerous small competitions and pairings to try and boost
member GPAs: big bro or big sis and little bro or little sis,
all members of a particular recruitment class, everyone with birthdays
in the same month, etc.
- Meet individually with members doing poorly and try to help
them identify what they could do to improve. Create a scholarship
contract that holds them accountable for taking any actions that
you decide on together.
- Talk to members of chapters on your campus who do well academically
and determine what their chapter does for scholarship programming.
Steal some ideas!
- Have your faculty advisor or chapter advisor meet with new members,
individuals doing poorly, and other targeted groups to offer their
support and encouragement.
- Create special competitions around mid-terms and finals. Have
some visual displays of ongoing results and progress to help build
enthusiasm.
- Have the entire chapter agree on a chapter GPA goal and establish
an incentive that the whole chapter will benefit from if the goal
is reached; i.e., free pizza party.
- Offer to pay 50% of any member's tutoring bill.
- Give discounts off dues, formal, etc. to members getting a B
average or better.
- Keep members' grades confidential unless they have released
the information to be public.
- Use grade reports by the university. Carefully review individual
member's grades to try and pinpoint which individuals are most
positively and negatively affecting the chapter GPA. Thank those
doing well and meet individually with those doing poorly.
- Make sure all chapter officers understand how their area of
responsibility can help or hurt individual or chapter GPA.
- Have numerous awards for individual improvement, not just individual
achievement like highest GPA, etc.
- Have a brief scholarship tip of the week at every single chapter
meeting. Keep the emphasis on scholarship in front of the chapter
whenever you can.
- Attend and participate in scholarship chair roundtables sponsored
by the IFC or Panhellenic or the Greek Advisor. You never know
where you will pick up (or share) some great ideas.
- Emphasize positive incentives more than negative reinforcements.
- Have members from each recruitment class involved on the scholarship
committee.
- Encourage members to apply for campus and national scholarships
or awards.
- Acknowledge members who make the Dean's List, are selected for
a campus honorary, etc.
- Design educational programs that are targeted for different
needs.
- Be familiar with, and take advantage of, free academic resources
provided by the college or university. Refer members whenever
possible.
- Diligently enforce any academic standards set by the chapter.
Failure to hold members accountable is almost worst than failure
to have any standards.
*SOURCE: UNIVERSITY OF OREGON GREEK LIFE OFFICE,
http://darkwing.uoregon.edu/~greek/
BACK TO TOP
Improving
Chapter Scholastic Performance | Chapter
Influences on Academic Performance
Predictable Needs &
Stress Periods | Ideas
for Chapter Programming
Scheduling
Your Time | Analyzing
Your Time Wasters | Some
Practical Tips for Saving Time
Some Study Skills Tips to
Remember | Some
Tips for Scholarship Programming
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