Fraternity Fun and Games: When Initiations Invade Lectures

For many yale students, the late winter weeks mean unusual sights and sounds. New fraternity and sorority pledges are frequently enough seen performing tasks around campus, from relay races in dining halls to impromptu concerts at the Elm.These activities sometimes spill into classrooms,even large lecture halls,becoming stages for these initiations.

ryan Chao ’28 experienced this firsthand during a Wednesday morning “introductory macroeconomics” lecture. He recounted the unexpected intrusion: I wasn’t paying a lot of attention… And then all of a sudden, a bunch of frat guys run in. They’re like, ‘Where is he?!’

Chao described organized chaos as students with masks and bags over their heads stormed the lecture hall, located their target in the front row, and dragged their victim from the room. The class reacted with amusement and documentation. And everyone’s looking over, laughing, filming. And the professor’s just like, ‘another one of these,’ Chao noted.

The professor, Aleh Tsyvinski, who teaches Economics 115 and 116, is accustomed to such occurrences. his introductory economics classes,often enrolling over 400 students,are a popular venue for these public displays. Tsyvinski approaches these interruptions with humor and understanding.

The social clubs tapping is usually fun — sometimes it does get a bit overboard, but as long as the folks who do it keep it civil and mindful of others, it usually is ok.
Aleh Tsyvinski, Economics Professor

According to Chao, the disruption was brief, and students quickly refocused on the lecture material.

Professor’s Viewpoint: Respectful Interruptions Only

Similar incidents have occurred in other large introductory courses. Jean-Claude Pierre ’28 recalled a moment from his “Introductory Microeconomics” course,taught by Professor Cormac O’Dea,where a student stood up and jokingly challenged the professor’s clarification,repeatedly insisting,You’re wrong. You’re actually explaining this wrong.

O’Dea, known for his wit, has a unique approach to these situations. Cormac is funny, Pierre said. He just says his rule is: if you interrupt class with a prank, it has to be funny. So, like, he’ll rate the funniness. In this instance, O’Dea reportedly declared, That one? Wasn’t that funny.

O’Dea clarified that his tolerance for interruptions depends on respect, emphasizing the importance of maintaining a conducive learning environment.

While I am always eager for members of the class to engage and participate, I don’t exactly encourage interruptions from those outside the course. Such interruptions do occur in a large class, and when they do, I think they need to be respectful of everyone in the class and should end as soon as the instructor asks that they do.
Cormac O’Dea, Economics Professor

A Cappella Ambiance: New Blue’s Singing Valentines

beyond fraternity antics, Yale classrooms have also been serenaded by surprise singing valentines from New Blue of Yale, the university’s first women’s a cappella group, founded in 1969.

For decades, New Blue has offered “singing valentines,” allowing members of the Yale community to purchase performances for friends, loved ones, and even professors. the offering includes a barbershop-quartet-style rendition of a chosen song, delivered at the recipient’s preferred location and time.

Amiah Hanson ’27, a business manager for new Blue, described the experience of singing in front of large lectures as definitely hectic but fun. Fellow business manager Jas Hollis ’27 added, Sometimes the people themselves will start laughing, like the people we’re singing to. And so we have to try to keep it together. It’s usually a lot of fun, but yeah, a little nerve-wracking.

Hollis and Hanson explained that they always seek permission from professors before performing in class. If the professor says no, then we don’t come. If they say yes, then yes, we come. And sometimes they’re really excited about it, and it’s really cute! Hollis said.

While most professors are receptive, New Blue has also faced rejections due to concerns about class time. Though,Hollis clarified that this wasn’t the most common response and that,generally,professors are all really happy to welcome New Blue.

Professors Embrace the Valentine’s Spirit

Professor Paul Cooper, who teaches “General Chemistry II,” welcomed New Blue into his lecture, thinking, This sounds kind of fun! He sees the tradition as a positive element of university life.

I don’t particularly have a problem with it.I think it sort of reminds us that we’re connected to a bigger part of the world.
Paul Cooper, Chemistry Professor

Tsyvinski echoed Cooper’s sentiment, describing the Valentine’s Day performance as phenomenal.

sometimes,professors themselves are the intended recipients of the singing valentines. New Blue often pretends the delivery is for a student to maintain the element of surprise.

Professor Benjamin Foster, GRD ’74 ’75, who teaches “Earliest Literature of the Ancient World,” was pleasantly surprised when a singing valentine turned out to be for him. It was not set up
Yale Classroom Capers: When Academics Meet Unexpected Interruptions – An Exclusive Interview

Did you know that Yale University classrooms are sometimes the unexpected stage for fraternity initiations and surprise a cappella performances? It’s true! And the reactions from professors are often surprising… and delightful.

World-Today-News.com Senior editor (STE): Professor Eleanor Vance, a renowned expert in higher education cultural dynamics, welcome. Your insights on how esteemed Yale University faculty handle classroom disruptions caused by student activities and unique campus traditions are eagerly awaited. Let’s start wiht those memorable fraternity pranks. How common are such disruptions, and how have they evolved over time?

Professor Vance (PV): The phenomenon of student-led disruptions in academic settings, specifically those involving fraternity or sorority initiations, is a longstanding and multifaceted issue. While frequency fluctuates across institutions and eras, it reflects the interplay between evolving student culture and the established norms of the academic environment. Historically, such pranks frequently enough involved more boisterous and potentially disruptive tactics.However, in recent times, ther’s been a discernable shift towards events prioritizing controlled, brief incursions that minimize disruption. These changes show the influence of social awareness, heightened sensitivity, and administrative efforts to balance traditions with maintaining efficient academic flow in higher learning environments.The key is respecting boundaries,not necessarily abandoning traditions. Think of it as a careful balancing act between upholding institutional norms and student exuberance.

STE: The article mentions Aleh Tsyvinski and Cormac O’Dea’s approaches to these situations. Could you elaborate on effective strategies professors can employ to manage unplanned classroom interruptions?

PV: Professors Aleh Tsyvinski and Cormac O’Dea represent diverse yet equally effective approaches. Professor Tsyvinski’s humorous acceptance reflects a strategy of controlled tolerance, acknowledging that short-lived disruptions can sometimes be absorbed with minimal impact on lecture continuity. This approach proves effective— particularly in very large classes, where pinpointing and addressing individual culprits quickly becomes a monumental task. Professor O’Dea’s emphasis on the “funniness” factor highlights a diffrent tactic—one that subtly establishes clear boundaries. By assessing the humor quotient, he assesses the level of disruption and implicitly emphasizes the expectation of limited disruption. This fosters student self-regulation by implying that disruptive behavior will not be rewarded or ignored. The overarching principle for both professors is to prioritize a productive learning environment while displaying flexibility and understanding. the strategy a professor chooses depends on various factors including their personality, classroom size, and their learning goals.

STE: The article also highlights the charming tradition of singing valentines by New Blue of Yale. How dose this exemplify a more positive interaction between student life and academics?

PV: The a cappella tradition exemplified by New Blue demonstrates a unique opportunity for positive engagement. This is an engagement between student social culture and the learning environment. Unlike fraternity initiations,which can often be unplanned & disruptive,New Blue’s performances are,typically,planned and always require prior consent from both the recipient and faculty.This is an essential ingredient for any event that potentially disrupts the learning environment: obtaining permission This careful approach makes New Blue’s actions a showcase of respectful interaction. They understand they’re operating within the context of class time, and demonstrate courtesy to everyone involved. They exemplify a prosperous method of integrating student life into the academic experience in a harmonious, planned manner. This contributes positively to overall campus social dynamics and the relationship between students and faculty.

STE: What broader lessons can other universities and educators draw from Yale’s experiences with these diverse classroom interruptions?

PV: There are several key takeaways that institutions can apply:

Establish Clear Guidelines: Develop clear guidelines that address disruptive behaviour within the classroom and provide consequences for irresponsible actions.

Foster Open Interaction: Encourage open lines of communication between faculty, students, and student groups. This is critical in mediating expectations and finding positive ways to incorporate student activities.

Promote Mutual Respect: Emphasize mutual respect between students and faculty to facilitate a learning environment conducive to both academic excellence and positive social experiences.

Balance Tradition with Order: Maintain a delicate balance between respecting traditions and maintaining order that is free of severe disruptions.

* Prioritize Learning: Continuously remind everyone that the prime objective is learning rather than entertainment.

STE: Professor Vance, thank you for these insightful perspectives. It helps frame this playful aspect of campus life within a thoughtful discussion of effective classroom management and social dynamics. This thoughtful discussion is valuable to all those involved in higher education.

PV: My pleasure. I hope this discussion promotes understanding and enables institutions worldwide to navigate the always-interesting interaction between student life, tradition, and the ongoing pursuit of knowlege.Feel free to share your thoughts in the comments below, or share this interview on social media!