comprehensive student leadership program model: an introduction, applications & critique
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Comprehensive Student Leadership Program Model: An Introduction, Applications & Critique. Paige Haber University of San Diego Leadership Educators Institute December 6, 2008. Program Outline. Overview of the Comprehensive Leadership Program Model Students Structure Strategies scope - PowerPoint PPT PresentationTRANSCRIPT
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Comprehensive Student Leadership Program
Model: An Introduction, Applications & Critique
Paige HaberUniversity of San DiegoLeadership Educators
InstituteDecember 6, 2008
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Program Outline
•Overview of the Comprehensive Leadership Program Model StudentsStructureStrategiesscope
•Application of Model on Campuses•Critique & Further Development of Model
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Handbook For Student Leadership Programs (2006)
•Chapter 3: Structure, Design, and Models of Student Leadership Programs (Haber)
•National Clearinghouse for Leadership Programs
•Editors: Komives, Dugan, Owen, Slack, Wagner
•Second Edition under development
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Handbook Chapters
• Approaches, Lenses & Models
• Student Learning in Leadership Programs
• Structure, Design & Models of Student Leadership Programs
• Lesson Plans for Leadership Educators
• Experiential Learning• Leadership & Diversity
• Leadership Courses
• Co-Curricular Leadership Programs
• Competencies of Leadership Educators
• Funding Leadership Programs
• Standards for Practice
• Assessment & Evaluations of Leadership Programs
• Leadership Resources
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Rationale for Chapter
• 1976: American College Personnel Association’s (ACPA) Leadership Task Force
• Increase in presence of College Student Leadership Programs
• Many are ad-hoc -without intentional structure, outcomes, and strategies
• Growing emphasis on comprehensive leadership programs
• CAS Standards for Leadership Programs
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Overview of Chapter
• Student Leadership Programs Background & definitions
• Developing & Establishing Leadership Programs Kotter’s (1996) model of change Planning Team, Staffing
• Comprehensive Leadership Program Model
• Program Spotlights
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Leadership Program
Program or activity intentionally designed with the purpose of developing or enhancing college students’ leadership skills, knowledge, or abilities
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Comprehensive Leadership Program
An intentional array of experiences, programs and services that
• provides educational, experiential, and reflective components
• includes a variety of delivery methods • is specifically designed to promote self-understanding, development of a personal leadership philosophy, development of leadership skills, and the ability to view self as an integral component of a larger community
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Comprehensive Leadership Programs
Designated• Concentrated within a specific office or department
Campus-Wide• Collaborative efforts from campus as a whole
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Background of Model
•Comprehensive Leadership Program ModelCAS StandardsTraining Education & Development (TED) Model
Leadership Identity Development Model (LID)
Program-specific examples
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Comprehensive Leadership Program Model
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Students
Open Targeted Positional
Campus-wide All students on campus can participate
All students in a specific student population can participate
All students holding leadership roles can participate
Designated All students on campus are eligible to apply
All students of a specific population are eligible to apply
Only students in specific leadership roles can participate
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Structure
• Program mission• Structure adapted to fit campus environment/ mission
• Learning outcomes identified, defined & assessed
• Intentional design that utilizes past research, theories, and models
• Commitment / requirements • Credentials • Themes, tracks, phases
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Strategies
• Diverse delivery methods
• Learning Models: Experiential Learning
Leadership Identity Development
Training, Education & Development (TED) Individual level Group level
• Cocurricular Elements
• Curricular Elements
• Strategies used should be in line with mission, outcomes & purposes of the program
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scope
Individual Focus Relational Focus Big Picture Focus
Focus View of self Example
Individual
self as leader club president
Relational
self as a member of a group
club president and integral part of club
Big Picture
self as a citizen/ member of a community
club president, integral part of club, and integral part of community
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Loyola Marymount University
• Jesuit Institution, Approx 5000 undergrads• Committee: Student Activities, Student Housing, Multicultural Programs
• Allies on campus- invited many to join• Capitalizing on what already exists & streamlining programs
• Focus on making programs intentional• Campus-wide focus and housed from one office (Department of Student Leadership and Development)
• Leadership Institute focus of Divisional Convocation
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LMU- Students
•Students:Open/ Campuswide: All Students, Open Entry
Designated/ Positional: Leadership Scholar Program
Required some student leaders (i.e. RAs) to do workshops (which were open to others)
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LMU- Structure
• Mission, Values & Definition- in line with institution
• Learning Outcomes• Leadership Models: Social Change Model of Leadership
• Campus considerations- around Service, Mission, programs in existence
• Commitments varied by track (i.e. Leadership Scholar, Positional Leader, etc.)
• Added to co-curricular transcript; Associated with scholarship program
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LMU Strategies
• Leadership audit of programs on campus and classified them as Training, Education, or Development
• 1-Credit Courses- open to all, required for some 1st year- SCM- Individual 2nd year- SCM- Group 3rd year- SCM- Community
• Workshop Series - across campus• A-la Carte - Menu of presentations and resources from across campus for clubs and organizations
• Speakers
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Univ. of California- Irvine
• Created 3cs of the Process (The Leadership Train) Connect- all the programs- in same room, identify
what’s happening, share resources and information Collaborate- work together- whole greater than sum of the parts
Create- campus-wide comprehensive program- pull the pieces together and “direct traffic for the students”
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UCI cont.
•Involved students in the process- creating culture of student empowerment
•Talked to people from other institutions
•Chapters 1-3 with students•Chapter 3- helpful for creating any type of organization or program
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University of San Diego
• Committee of stakeholders from across campus (co-chaired by Dept. of Leadership Studies & Student Affairs)
• Audit of what leadership programs are already in existence on campus
• Leadership models• Leadership definition• Examining what other campuses are doing• Learning Outcomes• Multi-Institutional Study of Leadership
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Applications
•How can this model inform student leadership programs and initiatives on your campuses?
•What ideas can you take back to strive toward a comprehensive or campus-wide leadership focus?
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Model Critique
•What’s missing?•What doesn’t make sense?•What opportunities do you see for growth?
•What are practitioners looking for?
•What additional questions do you have?
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Questions & Discussion
Paige HaberUniversity of San Diego
Leadership Educators InstituteDecember 6, 2008