30 YEARS OF UIFI

Transformative programming is a hallmark of the fraternity and sorority experience. Whether it is a national program, regional meeting, or chapter-based activity, creating a space for fraternity and sorority members to dive deeper into understanding their purpose and developing ambitions for change has become an integral experience for undergraduates. For more than 20,000 students, the Undergraduate Interfraternity Institute (UIFI) is that hallmark program. How did UIFI become what it is today and how has it evolved throughout its 30-year history?

In some ways, leaders that graduated from UIFI in 1990 had a similar experience to 2019 attendees. The program remains a time for students and facilitators to come together for five days — away from their day to day environments — to reflect upon their own experiences and address challenges the collective fraternity and sorority community faces. This article shares insights from some of the key individuals that have influenced UIFI and explores why it was created, what it looked like in the early years, and why it continues to impact undergraduate fraternity and sorority members today.

In the late 1980s and 1990s, there were few educational opportunities that provided transformational learning experiences and human connections that lasted beyond any given program. There were nuts and bolts trainings, conferences, and academies. Many organizations did not have far-reaching learning experiences or diverse facilitator teams. The NIC staff and volunteers recognized a need for something similar to the Fraternity Executives Association (FEA) Interfraternity Institute (IFI) both in model and philosophy but for undergraduate members. This meant large group discussions about key issues the participants faced and unpacking those in a personal way through small group experiences. The goal was also to provide more education and resources to campuses with limited support.

In its early years, UIFI received mixed buy-in from professionals but great feedback from participants and facilitators. As with many new ideas, conflict existed around program ownership and a concern for the unknown. UIFI’s first year consisted of two sessions. The first session had 28 students and 8 small group facilitators. After a strong first session, registration for the second session doubled.

One of the greatest learning moments in the early years centered on participant management. Smaller-sized sessions had intimate conversations but could lack depth of discussion or participation. Larger sessions saw increased occurrence of unwanted behaviors but allowed for teachable moments and demonstration of confrontation, communication, and values-based decision making directly connected to program content.

As seen in many programs, the most meaningful learning experiences occurred when students stepped out of their comfort zones and dug deep to process their experiences on campus and within the program. Due to this, the overall model of UIFI has remained similar over its 30-year history.

Just like on campus, human dynamics and a desire for connection and belonging exist throughout programmatic experiences. Students craved a platform to discuss issues, talk through solutions, and be heard. UIFI provided that opportunity. For participants then — and still today — UIFI is the first time many students might have an emotional learning experience and/or find themselves around a diverse set of Greek leaders and change-makers.

Throughout UIFI’s history, the content provided to students, facilitators delivering the content, and locations have changed, but the purpose and outcomes have not. The purpose of UIFI continues to be geared toward developing strong student leaders; building relationships between fraternity and sorority headquarters professionals, campus professionals, and volunteers through volunteer facilitation; and modeling what great programs can accomplish for participants and campuses.

Knowing that data frequently drives decisions, understanding what UIFI looked like in the early years was crucial for understanding where it should go moving forward. Over time, data has shown the greatest impact(s) on students are the ritual-based conversations, accountability discussions, and continuing the conversations long after leaving the session. As a result, and with advances in technology, the UIFI family is able to continue discussions about key components and remind students and facilitators about resources that drive continued success and affinity to the program. Data pulled from longitudinal surveys shows providing consistent contact and refreshing of memories helps motivate students. Knowing this, the current curriculum includes a blueprint and roadmap for action planning, for when participants return to campus and need quick references to the conversations shared during UIFI.

Looking at data from the past 15 years, the North American Interfraternity Conference (NIC) has consistently sought to assess participants’ personal growth. Consistently, it has found commitment to the fraternal experience, understanding the role of Ritual, and appreciating the importance of these aspects are the highest areas of growth. Due to this, these areas have remained in the curriculum. Changes to the curriculum have come from lower scores or changing demographics and needs of college-aged students. The curriculum is continually modified and developed to offer undergraduate fraternity/sorority leaders an innovative educational experience that provides the awareness, motivation, and skills necessary to elevate their chapters, councils, and communities. In addition to participant data, updates and changes are made based on facilitator feedback about the experience. As the professionals delivering the content - either in general sessions or chapter meetings - facilitators have immense knowledge about the UIFI experience.

Understanding the evolution of UIFI helps us shape the program’s future. As UIFI crosses its 30-year threshold it is important to think about how we can continue to meet students where they are and provide innovative interfraternal educational experiences. Data from the last 30 years helps us understand what works, what is outdated, what still needs to be addressed, and where students are in understanding the fraternity and sorority experience. We believe in the value of institute-style programming and offering increased opportunities for students to engage in intentional learning experiences with diverse peers. As such, there may be changes to UIFI in the upcoming years as we think about how to achieve this goal.

Jackie Hackett serves as assistant director of education and leadership development at the North American Interfraternity Conference. Prior to working at the NIC, she was the assistant executive director for undergraduate engagement at Phi Mu Delta National Fraternity. She is a member of Sigma Sigma Sigma from Marshall University and received a M.A. in student affairs in higher education from Indiana University of Pennsylvania.