naspa slpkc - september 2013 issue
DESCRIPTION
ÂTRANSCRIPT
@NASPASLPKC
#SALead
September 2013
2
WELCOME from the co-chairs
On behalf of our entire SLPKC Leadership Team,
we'd like to be the first to welcome you to another
academic year. We hope that the summer has
allowed you the opportunity to unwind, rejuvenate,
and come back ready to serve your students. Be
assured that the SLPKC has been busy over the
summer offering webinars, conducting research,
representing our members at a national leadership
collaborative summit, recognizing outstanding
leadership programs, and much more. We are
fortunate to have many of these summer projects
highlighted within this newsletter.
As we head into the fall, we encourage you to use
the many resources the SLPKC offers to plan and
refine the leadership programs that your campus
offers. Be assured that many more webinars,
book reviews, and research is on the way
throughout this semester to ensure that our
campus leadership programs are robust as ever.
If there is ever anything we can do for you or your
campus, please do not hesitate to reach out to
us. Best of luck this semester and we look
forward to connecting up with you throughout the
upcoming months!
Sherry Early, Bowling Green State University
Michael Baumhardt , University of Scranton
3
meet the
EDITORS
Ashley Spicer-Runnels is the Leadership Institute Coordinator in the
Dean of Students Office at Texas State University. She obtained a
B.S. in Family Studies from Lamar University, an M.B.A. from
University of Houston-Victoria, and a Doctorate of Education in
Educational Leadership from Lamar University. Her research was
broadly based on multiracial student persistence as well as the
implications of social and academic integration. Prior to her existing
role as Coordinator, she was responsible for the following areas:
multicultural programming, new student programming, student
government, Greek life, and parent and family programming.
Amanda Horton is the Assistant Director for Campus
Life and Student Programs at Wake Forest
University. She received a B.A. in Communication
from N.C. State University and a M.S. Ed. from
Baylor University. In her current role she oversees
the My Journey Initiative which seeks to develop and
promote innovative programs designed to
intentionally challenge and support students through
the distinct developmental transitions that occur
throughout a four-year college experience. Prior to
her work at Wake Forest, Amanda worked in the Office of the Chaplain at Baylor University.
4
SPLKC Webinars Webinars with the SLPKC are some of the simplest and easiest ways to get involved with the Knowledge Community. Whether you would like to present, or simply attend, participation in these presentations is a valuable asset to furthering the research and practice surrounding the leadership development of college students. Each semester, the SLPKC strives to offer several engaging and informative presentations to aid our community members in their pursuits.
Recordings and PDF slides for past and recent presentations can be found on our SLPKC website, under the Webinars section, at http://www.naspa.org/kc/slp/slpkcresources.cfm. We are currently working on putting together offerings for the 2013 Fall and 2014 Spring semesters. If you would like to present, or have suggestion of someone you think would be a valuable resource to the SLPKC, please contact Ross Beitzel at [email protected].
a word of…
CONGRATULATIONS TO OUR MEMBERS!
We are pleased to celebrate
another SLP KC baby! Congrats
to the Thompson family. Emily
Margaret Thompson made her
debut on July 20th at 1:04pm.
According to mom (Jamie) she
weighed 6lbs. 15oz. and
everyone is excited and doing
great--especially 22-month-old
big sis, Ainsley.
Announcements!
5
Great Leadership Opportunity for Student Leaders This Fall!
4th Annual Circle of Change Leadership Conference
From November 1-3, 2013, student leaders from all over the country will be gathering on the campus of the California State University, Dominguez Hills to attend the 4th Annual Circle of Change Leadership Conference.
The great thing about this upcoming career leadership conference is that emerging leaders from all across the country will not only have the opportunity to be one of 200 student leaders that will receive a free scholarship to the conference, but they will also network with industry experts from respected companies/organizations, participate in cutting edge leadership educational sessions, engage in a meaningful service-learning project, and be inspired by nationally recognized leadership experts/speakers.
Student leaders will leave the conference with career and leadership skills that will lead towards greater personal success as a leader, an amazing network of professional mentors and peer mentors from across the country, a greater understanding of self, and an amazing confidence and passion to make the world a better place. For more information about the conference and opportunities available, visit our conference website at www.circleofchangeleadershipconference.com or email [email protected].
Joshua Fredenburg
National Speaker, Author, Leadership Expert, Pres. of the Circle of Change Lead Conference
Phone: (310) 562 2998
As the 2013 Conference submission deadline
approaches, we the pre-conference workshop chairs
are starting to gear up to plan this year’s
pre-conference workshop. David DeAngelis was
recently appointed as the new co-chair of the
Pre-Conference Leadership Team. David is the Director
of the Office of Student Leadership and Involvement at
Suffolk University in Boston. At Suffolk, his primary
responsibilities include working with the co-curricular
leadership development program, advising student
organizations and overseeing the daily operations of
the Student Activity Center. His passion is experiential
learning and how it can be used with leadership
development training.
Avani Rana, the co-chair for this year has recently
accepted a position at the College of New Jersey. She
is the new Assistant Dean of Students and Director of
Leadership. Her new role entails starting new
leadership programs at TCNJ. Both Avani and Dave are
currently EdD students as well and are balancing
research and work. Avani just completed her
coursework and is hoping to defend her proposal in
October on the topic of on how the ethnic identity
development of South Asian students affect their
involvement
Both of us are
excited to work
on this year’s
proposal.
The proposal for
this year has
been developed
by a committee of leadership educators who are
focused on new and emerging leadership theories that
are designed with distinct populations of students in
mind. The distinct populations that we are hoping to
focus on are: students of color, students with
disabilities, non-traditional students, LGBT leadership,
and veterans. We are hoping to address a variety of
issues that focus on these populations. We currently
have a small committee that will be working on the topic
and the proposal.
If you are interested in assisting with the programming or would like to share ideas, please feel free to email either of us. We are more than happy to discuss this year’s topic. You can email Avani at [email protected] or Dave at [email protected]
Pre-Conference Workshop Update
6
As we start a new school year and we gear up for new students to arrive on campus, our main focus as professional staff is to ensure that we are connecting with our students and providing the programs and services needed for their
development and success in college.
However, we may sometimes easily forget about the importance of continuing to work on our own professional development or that of people in the field. The Graduate Support Program through the Student Leadership Programs Knowledge Community focuses on connecting graduate students with professional staff, not only to advance the field as we mentor graduate students who will soon enter Student Affairs but also, to develop ourselves. This program allows for us to get to know colleagues from other institutions as well as the Leadership in the SLP-KC. By participating in this program, professional staff is afforded the
opportunity to mentor an incoming member of our field who, though still a student, has a lot of knowledge that they can also share with us. At the same time, since they are currently going through a graduate program, many times these students are much more aware of current best practices and other information that we can only get by reading The Chronicle (and seriously, many times we can only skim through it due to lack of time). In all reality, we often think of “being a mentor” as something we do to help someone else but when looking deeper, we should realize that this is a two-way relationship that helps both people involved and ultimately, helps our field. Cristina Ferrari, a graduate student at Loyola University of Chicago, participated in the program during the 2013 NASPA conference in Orlando. She has the following to say about her experiences in the program. She states, “I met up for coffee at the NASPA annual conference and we had a really great conversation. We've emailed since and are hoping to find a time to meet up in person again this fall. I learned that people find their way to the functional area of student leadership development in a variety of
Graduate Support Program
7
ways and no two students view leadership in quite the same way.” In addition, she notes that “it was interesting to compare program successes and challenges at our different institutions as well as to share our interests and paths to student affairs. I think this mentorship program is unique because it pairs professionals with the same area of interest and, often, geographical regions together allowing them to connect on multiple levels. I'm looking forward to learning more from my mentor and sharing with him how my views on leadership and students affairs continue to change.”
Dave Borgealt, Director of the Student Leadership Institute at DePaul University also participated in the program as a mentor. He writes that in addition to the reward of connecting with an energetic, passionate young professional, “it was helpful to hear about the joys and challenges of a student affairs job search for new professionals. I learned about current concerns of new professionals, their perceptions of the search process, and practices of current hiring departments. It was also great to hear how new professionals are intentionally working theory into their conversations with potential employers and into their practice.”
The SLPKC sponsors the mentor program for graduate students each year during the national conference. The program is designed to connect graduate students who are interested in student leadership with current profes-sionals in the field. To serve as a professional mentor, one needs to be currently working in an area of student leadership at an institution of higher education, have a minimum of 2 years professional experience, and attend events at the annual conference events with his or her mentee. To participate as a mentee, one must be cur-rently enrolled in a graduate program, interested in working with student leaders, and committed to attend events at the annual conference with his or her mentor. If you would be interested in participating as either a graduate student mentee or a professional mentor, you can sign up by completing the online form at this link: https://orgsync.com/59279/forms/78995. Take advantage of this terrific professional development opportunity and chance to continue your contributions to the fields of student affairs and student leadership.
Gabby Mora
Associate Director, Residential Living Office
Drexel University
8
Are We Supporting ALL Students In Their Leadership Development?
Two parallel trends have
emerged over the last several
decades on higher education
campuses: (1) formal curricular
and co-curricular student
leadership development initiatives
have grown significantly and (2)
educators have been working to
meet the needs of an increasingly
diverse student population.
However, higher education
institutions show a lack of
understanding of the unique
leadership perspectives and
needs associated with students of
color and other underrepresented
students (Arminio et al., 2000;
Dugan, Komives, & Segar, 2008;
Kruger & Carter, 2001). In
particular, the Asian American
and Pacific Islander (AAPI)
student population as an
aggregate is increasing in size on
college campuses, yet remain an
understudied and often
misunderstood group due to the
legacy of the model minority myth,
which views this population as
monolithic and high-achieving
without any need of campus
support or services (Hune, 2002;
Teranishi, 2010). While scholars
have recently debunked this myth,
revealing the heterogeneity of this
group, including such challenges
as financial and academic needs,
much needs to be learned about
the unique experiences of AAPI
college students, especially in
relation to their leadership
development.
In a qualitative case study that I
conducted at a predominantly
white institution, I examined
fourteen diverse AAPI college
students’ leadership perspectives.
Their interpretations of their
leadership development
experiences shed light on this
often invisible issue. As
demonstrated in the student
quotes at the start of this article,
one significant finding reveals that
many AAPI students associate the
term leadership with traditional,
dominant notions based on white,
male, middle-class norms that
promote authoritarian, manage-
ment driven models of leadership.
This results in their disconnect
with, and sometimes disdain of,
this social construct historically
derived on the dominant culture.
This study suggests how this
dominant leadership discourse
serves as a form of
institutionalized racism that not
only perpetuates the stereotype
that AAPIs are not a legitimate
minority group and lack leadership
skills, but also silences, alienates
and overlooks many AAPI
students who do not internalize
the dominant assumptions of
leadership, thus fueling a negative
self-concept as a leader.
Interestingly, there was a strong
sentiment across all study partici-
pants that AAPIs in general are
viewed as invisible and ineffective
Uncovering the Voices of Asian American and Pacific Islander College Students
“I feel like I’ve actually had to
step away from my culture in
terms of my leadership
development. So whenever I
practice leadership…I have to
take on a different personality in
order to lead well. Because how
my parents, how my culture has
taught me isn’t effective here.”
- 1.5 generation Chinese
American senior female
“I cringe at [the word leader] just
a little bit because it’s been
appropriated by people who are in
the mainstream, in the limelight…
I think that’s dangerous to
emphasize a leader because
‘leader’is singular, right?... It’s
overlooking the mass of people
that were working behind the
scenes that were doing the hard
work.”
-1st generation Indian American senior male
“My definition of a leader is
probably staunchly different
than what’s written. And I think
it’s because in our community…
it’s not any one person that
makes the great change. It’s the
community. The community has
to move together. In the AAPI
community, even if you are
considered a leader, that doesn’t
mean they charge you to make
the decisions…they entrust you
to rely on them to find
solutions.”
-2nd generation mixed-race
Samoan American senior male
9
leaders. As one student reflected, “…(AAPIs) are
seen as more obedient to the system…they are
then just like followers. They are just there to …
contribute what is expected of them.” Another stu-
dent summarized the study participants’ general
sentiments when expressing, “I don’t think when
people think leadership they automatically think
first to (AAPIs).” In addition, only two study partici-
pants confidently identified themselves as a lead-
er. I argue that, not coincidentally, these
two students with a strong self-concept as a leader
embraced many more elements of the traditional,
dominant leadership perspectives than the emerg-
ing contemporary perspectives (Kezar et al, 2006)
that promote more collaborative, process-oriented,
non-hierarchical forms of leadership.
We as higher education practitioners need to
challenge and expand the current leadership
discourse on our campuses in order to better
support all students in their leadership
development. We need to engage in critical
inquiry to deconstruct and reconstruct the concept
of leadership so that it is not left undefined and
thus relegated to the oppressive and exclusive
traditional notion based on position and the norms
of the dominant culture. This reconstruction needs
to adopt emerging leadership models that are
culturally relevant (yet non-essentialized) and
expansive in its acknowledgement of what
constitutes as leadership engagement (Balon,
2003; Liang et al., 2002; Shigeoka, 2001).
Critical leadership perspectives offer a solution
that pushes us to construct a counternarrative that
interrupts the dominant worldview in pursuit of
changing power structures (Foster, 1989). We
need to engage in institutional, programmatic and
personal reflection around questions such as:
What kind of leader does our program want to
develop? Do we intend to promote a certain kind
of leadership? Are our institutions/programs/staff
biased towards certain leadership perspectives?
Are we intentional and explicit about this? Whose
voices are prominent in our work? Whose voices
are we excluding? When we recruit and select
participants for our programs, do we seek out and
appreciate broad ways of knowing and being?
Have we considered multiple ways of thinking
about leadership? How can we change our
practices to better serve those whose voices are
not typically heard? How can we better align our
actions with our principled intentions? Ultimately,
we need to discover new ways of engaging in a
leadership discourse that more effectively
empowers not just AAPI students, but all students,
thereby reclaiming lost student leadership potential
and supporting all students in their journeys to
develop the skills, knowledge, and attitudes
needed to make their positive contribution in the
world.
Francesca Lo, Ed.D.
Associate Director, Pipeline Project
Leadership Liaison, Undergraduate Academic Affairs
University of Washington
206) 616-2302
10
Spirituality and spiritual development are receiving increased attention in higher education. Student affairs professionals need to consider what impact programs and initiatives can have on students’ spiritual development and meaning making. Leadership development is an area that may have an impact on students’ spiritual development. It was my interest in leadership development programming that prompted
this exploratory study.
My study examined the relationship between participation in leadership development programs and students’ sense of spirituality/meaning-making. This exploratory study answered the question: What effects does participation by college students in leadership development programs, specifically leadership retreats, speaker/workshop series, conferences, emerging/new leader programs, positional leader training, and peer educator leader teams, have on students’ sense of spirituality/meaning-making? This question was addressed using student response data from a Midwest institution’s participation in the Multi-Institutional Study of Leadership (MSL), focusing specifically on a subset of questions related to spirituality/meaning-making. My hypothesis was that college students who participate in leadership development programs will develop a higher level sense of spirituality/meaning-making than students who do not participate in such programs. Results indicated statistical significance between participation in leadership retreats, conferences, workshop/speaker series, new/emerging leader programs, and peer educator leader teams and students’ sense of spirituality/meaning-making. The one exception was participation in positional leader training. Participation at any level in positional training (none, once, sometimes, or often) had no significant impact on students’ sense of spirituality/meaning-making.
Based on the results from my study, at an initial level, it is clear that participation in leadership development activities has an impact on students’ sense of spirituality/meaning-making. The influence is stronger
when students participate once, sometimes, or often in leadership retreats, workshops, and emerging/new leader programs. Attendance at leadership retreats was also the only activity shown to have significance on thinking about developing a meaningful philosophy of life.
I am continuing to analyze my data and looking forward to writing an article for submission to share, more fully, what I have learned from this study. Responses do imply that participation, at some level, in leadership development activities has a positive impact on students’ sense of spirituality/meaning-making. There is evidence in the literature that students are seeking ways to make meaning of their experiences (Astin et al, 2005; Kuh & Gonyea, 2006). Leadership development is one area that has been identified as a way to guide students in this process of spiritual development which can lead to the development of stronger leaders more than focusing on traits or skills can do. More research is needed to understand the possible impact of leadership development participation on meaning-making – someone willing to take this on?
Does Leadership Program Participation Impact Students’
Sense of Spirituality-Meaning-Making?
Brenda McKenzie
Teaching Assistant
Kent State University
330-388-7117
References
Astin, A. W., Astin, H. S., Lindholm, J. A., Bryant, A. N., Cal-
deron, S., & Szelenyi, K. (2005). The spiritual life of college
students: A national study of college students’ search for mean-
ing and purpose. Los Angeles: Higher Education Research
Institute, University of California, Los Angeles.
Kuh, G. D. & Gonyea, R. M. (2006). Spirituality, liberal learn-
ing, and college student engagement. Liberal Education, 92
(1), 40-47.
11
For the past ten years, one of my primary
goals as a national speaker, author,
leadership/diversity expert, and scholar has
been to discover the most effective
strategies that emerging and seasoned
leaders can use to influence, lead, and
develop the next generation of leaders in the
world. Throughout this amazing journey, I have
discovered how generations are formed in our
culture and society, learned about certain leadership
principles that are more conducive for the millennial
generation than previous generations, and have
identified a variety of reasons why certain leaders fail
with the millennial generation while others succeed.
In addition to these findings, scholarly research on
this subject matter has also led me to realize that in
order for emerging and seasoned leaders to become
more effective at influencing, leading and developing
the next generation of leaders, individuals must be
able to adapt and apply the leadership style
principles that are most conducive for the millennial
generation. Zemke et al. (2000) discovered that
differences in the attitudes, values, and beliefs of
each generation affect how each generation views
leadership, while Meredith et al. (2002) adds that
these differences require all leaders to have a style
that is broad and flexible to each generation
represented in the organization or workplace.
Subsequently, although I have spoken, written
books, and articles on this subject matter for
emerging and seasoned leaders over the past ten
years, just recently, I was in the process of doing
some research for my dissertation and discovered
that one of the most important leadership styles of
the future for men and women to possess that
desire to effectively serve, influence, lead, and
develop leaders of the next generation is
transformational leadership. Transformational
leadership is a well-known leadership style that was
originally developed by James M. Burns in 1978
and further developed by Bernard Bass the 1990s.
According to both of these leadership experts,
transformational leaders recognize organizational
members' differences and manage work according
to those differences, these leaders seek creative
ideas from the members of their team, they facilitate
problem solving discussions amongst the members
of their team, and inspire the members of their team
by providing meaning and purpose, compelling
visions, and unique challenges that bring the best
out of people. These types of leaders also create a
unified and collective purpose amongst everyone
involved with the team and they place the needs of
the followers above their own which ultimately leads
to greater trust and admiration. Essentially, when
these qualities of leadership are exemplified, we
experience the positive
transformation and impact of
leaders such as Dr. Martin Luther
King Jr., Mahatmi Ghandi, Cesar
Chavez, and Mother Theresa.
In regards to the future of our
communities, nation, and world,
one of the primary reasons why I
am so convinced that
transformational leadership is the
leadership style of the future with members of the
younger generation is because tons of research
over the past ten years has revealed that
Millennials are positively influenced by the qualities
of a transformational leader. For example, many
research experts have discovered that Millennials
like to engage in things that have meaning. They
like to be part of the process of developing ideas
and strategies for the organization or team, desire
mentorship and constant attention from their
leaders, all while enjoying being empowered,
TRANSFORMATIONAL LEADERSHIP
The Leadership Style of the Future!
12
challenged, and motivated. Research finds, the
millennials appreciate leaders that lead with the servant
leadership model, they believe in pursing things
collectively, seek frequent positive, open communication,
and high levels of participative leadership from their
leaders.
In addition to these realities of the Millennial Generation,
we are also going to need more transformational leaders
because our culture and society is at a place in time
where we need leaders who set a positive example of
leadership, have a fresh vision for the future, creative
insight, inspiring messages, a collective purpose, an
ability to influence and inspire others to reach their fullest
potential, and most importantly, a heart to positively
transform the culture and lives of people in our
community, nation, and world.
Although some of these qualities of leadership may seem
challenging for certain people right now, the amazing
thing about leadership is that it is truly something that we
can all develop if we take the time to study and learn how
to effectively apply different leadership styles and
principles to our day to day obligations as a leader.
Furthermore, Vince Lombardi and many other successful
leadership experts will also tell you that great leaders are
not born, they are developed through a process of
effective leadership development. So, with that said, as
we all evolve and grow into more effective leaders in the
21st Century, not only do I challenge you to develop other
transformational leaders around you through your actions
and mentorship, but I encourage you to take some time
daily to reflect and learn how you can
become more effective at applying
this leadership style into your
leadership experience because it will
truly make a huge impact on your life
and the future of our communities,
nation, and world.
Bass, B. M., & Avolio, B. J. (1989). Potential biases in leadership measures: How pro-
totypes, leniency, and general satisfaction relate in ratings and ranking of transforma-
tional and transactional leadership constructs. Educational and Psychological Meas-
urement, 49, 509-527.
Burns, J. M. (1978). Leadership. New York: Harper & Row.
Meredith, G., Schewe, C.D. and Hiam, A. (2002), Managing by Defining Moments,
Hungry Minds,
New York, NY.
Zemke, R., Raines, C. and Filipczak, B. (2000), Generations at Work: Managing the
Clash of Veterans. Boomers, Xers, and Nexters in Your Workplace, AMACOM, New
York, NY.
References
Joshua Fredenburg National Speaker, Author,
Leadership/Diversity Expert Vision XY
[email protected] 310-562-2998
13
I recently attended the North-American Interfraternity Council’s (NIC’s) Undergraduate
Interfraternity Institute (UIFI) in Waxahachie, TX with students from Texas Christian University
(TCU). UIFI is an intensive, five-day institute that challenges individuals to look at themselves,
their values, and their dreams/goals for their organizations. Most sessions of this institute bring
together fraternity/sorority members from across the nation in
Indianapolis, but I had the pleasure to serve during the second, campus-
based version of this program with TCU. Not only is this a unique
opportunity for TCU fraternity/sorority members, but it was also an
incredibly memorable experience for me.
I could go on for hours about how awesome UIFI was and how I have
positively changed due to my attendance. Instead, I want to talk about
the most important theme of the entire program: Values. Every one of
our fraternities and sororities has a core set of values. Each of us took
an oath when we joined to uphold these values. Some of us committed
to our organizations without fully understanding these values. It happens.
In fact, some organizations often initiate people on the predication that
they have the potential to live their values with enough guidance.
Regardless of how and/or why a person is a member, they are now
committed to living the values of the organization for the rest of their
lives.
This is where things get so difficult for individuals and organizations alike.
It is hard to select people based on their values and even harder to live
them. Why? The reason is often that values are so simple and abstract
that we often complicate them into something much greater. UIFI made
things a little easier to grasp with this statement: Values are what you do.
Think about that for a minute. “Values are what you do.” The concept is must easier to understand, but the
implementation becomes more difficult. Even so, UIFI helped 50 students reconnect and/or explore their
values and set up plans of action for the future. That is the beauty of the program. Now, 50 students are ready
to tackle various issues in the TCU fraternity/sorority community because they understand their values and have
plans of action.
Why does this matter? With summer break coming to an end, it is a time to create an action plan for the
upcoming year and beyond. More importantly, it is a time for individual members to reflect and plan for the
role(s) they will take in their organization and the larger campus fraternity/sorority community. If values are our
actions, then what have your actions said about you over the past year? What will they say about you during the
upcoming year? In a larger sense, what do your actions say about the values of your
organization? Reflect on these for a while and think about how you will stay the same or
change during the upcoming academic year. The choice is ultimately yours, but
remember that your founders selected a core set of values in the hopes that individuals
like you (yes you!), would live better lives, create an amazing fraternal organization, and
make the world a better place. Remember, it all starts with you.
Scott Isenga
University of Central Arkansas
Assistant Director of Student Life/IFC & IGC Advisor
616-450-4510
My First UIFI Experience
14
As is the case with most programming boards, the Central Activities
Network (CAN) at Central Connecticut State University holds a summer
retreat annually to prepare for the upcoming year and create bonds
amongst the group. This year the retreat was led by the organization’s
advisors along with members of the executive board. What is somewhat
unique is that all members are invited to participate in the retreat, not only
committee chairs or executive officers. So, we worked hard to tailor
various components of the retreat towards the unique populations.
Setting the Tone
This year, the focus was setting the tone and a fresh start for the year. We
had some new position-holders and a few veterans, but we wanted all to
start the year with an open mind and a passion to make positive changes.
With that in mind, we built the retreat to teach the foundation, build a
cohesive team and coordinate effective, advanced planning. We wanted
the attendees to feel appreciated and recognized for volunteering for these
roles (none are compensated for their time). Our intention was to create a
space for each member to take ownership of their positions and the
organization, so they began the year energized and enthused to make a
difference!
Creating the Environment
It is essential to have an understanding of what type of environment you
want to create when planning a retreat. As a result of creating the
environment, you are allowing the retreat to achieve its purpose. We went
into the planning of the retreat carefully selecting the location which would
meet our needs, a neighboring institution. We had a relatively small group,
so we want an intimate setting where we could utilize several presentation
formats. Our summer retreat was focused on successful group functionality
as well as empowering our members so that they felt excited and eager to
begin a new year of programming. Discussion of the organization’s mission
was important in teaching the newer members to connect their daily
activities back to that mission.
Establishing Relationships
As a new student executive board takes control every year, it was
important for CAN to establish new relationships between the members
and advisors. There was a balance between fun group activities and more
in-depth conversations. We started with a quick number-game energize
and it became a favorite for the students to do on free time. Then we ended
our first day with a Sneetches themed discussion. The Dr. Seuss story,
Sneetches, sets the scene for learning about one another and not creating
boundaries based on appearance. It creates a great opportunity for the
A Programming Board Retreat: Setting the
Stage for a Successful Year
Colleen Powers
Central Connecticut State
University
Assistant Director of Student
Activities and Leadership
Development
860-832-1999
Nathan Baird
Central Connecticut State
University
C.A.N.Program Advisor
860-832-1996
15
students and advisors to bond and learn about one another on a higher
level. Altogether, we hope the group creates some sense of a relationship
where trust, respect and friendships can form.
Advanced Planning
For our retreat, it was crucial to schedule in a majority of time for planning
for the upcoming year. All members were updated on what events were
already being planned or were in the process of being booked. This allows
the group to focus on how to market these events. We also laid out time for
group brainstorming so everyone can contribute and become more
involved decision-making in the organization. Our officers, chairs, and
members thoroughly enjoy being a part of the "behind the scenes" portion
of programming. Last year, the focus was on building up membership and
giving general members a sense of belonging and opportunities to
contribute, we use the retreats to bring everyone into the process.
Nuts & Bolts
Without rules, regulations, forms, deadlines, and a constitution, an
organization has difficulties functioning. Hence, we call them the Nuts and
Bolts to an organization. While this can be a bit dry, our student execu-
tive board was creative in presenting this information to the whole group.
One example was a Price is Right game show with prizes as incentives
to teach fiscal procedures and budgeting. Each Executive board member
presented on a topic and added a personal spin on teaching the material.
Then, to keep the Nuts and Bolts well-oiled, it is essential for the executive
board to generate expectations for themselves and others. As advisors we
like to prepare the executive board members ahead of time so that they
can express their expectations easily and create a conversation with the
group.
Overall, the summer retreat for our programming board was successful,
although we always review the retreat afterwards to make notes for next
year. We do some qualitative evaluations with the retreat planners, to
discuss changes and improvements, issues to follow up on, etc. We also
seek some quantitative data from the attendees to make sure their
feedback is included as well. Feedback was positive, and we found that
the time spent to tailor the retreat exactly to what the organization needed
was received well by the attendees.
Michelle Zohlman
Central Connecticut State
University
C.A.N. President
860-832-1990
16
REGION UPDATES
Hello Region III members of the Student Leadership Programs Knowledge
Community! My name is Megan Turnage and I am serving as a member of
the SLP KC Advisory Board. I am a Graduate Assistant in Residential Life at
Rollins College in Winter Park, Florida and a second year Masters student at
the University of Central Florida in the Higher Education program. I look
forward to finding new and exciting ways to grow the Region III SLP KC and
welcome any suggestions that you may have as we move forward!
I am excited about serving the NASPA SLPKC as a new member of the leadership
team, representing Region III. I am a graduate student at the University of Georgia
pursing a degree in College Student Affairs Administration with a graduate
assistantship working with the UGA Alumni Association’s student programs. Prior to
attending UGA, I attended Emory University where I worked as a hall director upon
graduation.
As a member of the leadership team, I am looking forward to offering collaborative
opportunities as well as promoting events and conferences focused on student
leadership. I am enthusiastic about serving the SLPKC in this new role and
appreciate any suggestions or ideas you would like to share with us. Thank you in
advance! –Veronica Roman ([email protected])
RE
GIO
N I
VE
We are excited to reach out to all of you who have
expressed interest in student leadership programs by
introducing ourselves as your new Region IV East
Student Leadership Program Knowledge Community
(Region IVE SLPKC) representatives.
We both have a passion for working with students as
they develop their leadership skills and wanted to give
you some information about how both of us arrived at
this work.
Eric: For the past four years, I have been the Assistant
Dean/Director for the Center for Leadership &
Involvement at the University of Wisconsin-Madison.
Prior to that I was the adviser for the Adventure Learning
Programs, a team building and ropes course student
organization at UW-Madison. I also have 6 years of
experience in residential camp settings in Wisconsin. My
journey with student leadership development programs
began during my undergraduate experience at St. Norbert
College (SNC).
Lisa: For the past two years, I have been serving as the
Director of Residence Life at John Carroll University.
Prior to arriving at John Carroll University, I worked in
Residence Life at Xavier University and the
University of Dayton. I have had the privilege of
developing student leaders primarily in Residence Life
and enjoy being involved in the students’ journeys of
self-awareness and understanding of others.
We both look forward to meeting more of you in person
during the upcoming year and welcome any individual
feedback that you might want to share at any time.
Join us on Facebook at https://www.facebook.com/
slpkc4east?fref=ts
Eric Knueve Lisa Brown
RE
GIO
N I
II
17
PR
OG
RA
M S
PO
TL
IGH
T
When the Women’s Leadership Center was founded in 2004,
we were given the directive to develop a “signature program,”
something unique and personalized for Alfred University’s
women students. To meet that goal, The Women’s Leadership
Academy was created to provide high quality, personalized
and multidimensional leadership education to prepare
members to lead ethically, intelligently and effectively. The
Academy experience teaches essential knowledge in classic
leadership theory, feminist perspectives, communication and
professionalism. We strive to ensure that Academy graduates
are confident performing in leadership roles; can speak
effectively in public, collaborate well with others, manage
projects of significant complexity, engage with mentors and
professional networks, and advocate for gender equity.
Particularly important for any campus with a gender
imbalance in its student population, the Academy has proven
to be an excellent vehicle to encourage young women to
become their own best advocates, to build leadership
confidence, and to learn how to network effectively. In
addition, the Academy is a model of merging academic
coursework within a Student Affairs context, with deep
experiential education/service-learning engagement.
Part of the Academy’s work is to help in developing not just
high-quality programs as assessed by internal/local standards,
but in developing new standards for women’s leadership
programs. Like the SLP KC, we are striving to make
contributions to the foundations of leadership programming,
contribute to new knowledge, and present these new ideas for
discussion with our colleagues.
The Academy provides opportunities such as academic
coursework, field trips, conferences, mentors, internships, and
sponsored research. Coursework explores topics of gender,
leadership theory, feminism, politics, economics,
communication, persuasion, power, privilege, and ethics. A
practicum course, requires members to complete a capstone
project of significant scope and complexity. These projects
reflect unique personal passions of each emerging leader, and
engage authentic leadership skills. Examples of capstones:
Annual Women's Conference; Women in the Wilderness
Education Experience; Alfred Advocacy for Women (art
mural); Emerge, the leadership magazine; Strong STEMs (a
peer mentoring program for women students in Science, Tech,
Engineering and Math) Women in the Workforce Seminar
Series; Mr. Feminist, an original one-act structured
improvisational theater experience.
Annually, the Academy welcomes a new cohort, selected
competitively of 10 to 12 persons. The capstone projects
affect well over 400 students/community members each year,
about 20% of our student population.
Women's Leadership Academy: Spotlight Program Influences on Student Learning
18
We use a multi-modal approach to assessment. A pre- and post-experience
survey measures learning outcomes as well as self-reported levels of
confidence and self-efficacy peer communication, listening, conflict
management, public speaking. Journals and a leadership portfolio are also
used. Each capstone requires a substantial end-project report, which includes
a self-assessment of performance, 360-team assessment of the Academy
member, an operations manual to support continuation of the project, a
budget and timeline detail. In addition, observation from mentors and
capstone "coaches" (project guides) are used.
The Women's Leadership Academy experience is, in the words of one of our
members, "One of the most profoundly important experiences I've had to
learn about myself, my peers, leadership, my community and how I can
make a difference." Academy students are recognized on campus as among
the most respected student citizens; the members are regularly noted as
outstanding academically, in campus leadership positions and in athletics.
Kathy Woughter
Alfred University
Vice President for Student Affairs
The Peer Ambassador Leadership program was founded at John Jay College of Criminal Justice in 2009. Student Affairs took the lead in establishing a cohort of students who, with the proper training, could clearly and articulately represent the college and its mission. They have become representatives for the entire college, trained to serve the community in an array of different activities, including but not limited to: New Student Orientation (as orientation leaders), Commencement, conducting campus tours, assisting in special recruitment and retention events, and serving as hosts for presidential occasions.
The program provides each Ambassador with opportunities for mentorship, leadership, volunteerism,
and increased competencies in the realms of personal and career development. Peer Ambassadors must take part in a week long training session during the summer which covers topics such as Leadership Development, Becoming a Professional, Diversity Training and Orientation 101. In training, they start to become experts in their jobs, but also begin to develop valuable skills that will serve them well after graduation.
Since its inception in 2009, the program has grown significantly from 18 peer ambassadors in 2009 to 32 for this year. It is a highly competitive process and students must have a 3.0 GPA or higher to qualify, as well as demonstrated leadership experience, a desire to represent John Jay College, school spirit and strong
interpersonal and communication skills.
They learn how to engage with people at all levels – from freshman entering college for the first time, to higher education administrators and directors of academic departments, local politicians and the president of the college. Our Ambassadors are role models for the new students and they are examples of the good that the institution does. In our assessment of new applicants, we found that the majority of them learn about the program through other Ambassadors. You commonly hear new applicants describe their orientation experiences as one reason why they want to be peer
The Peer Ambassador Leadership Program at John Jay College of Criminal Justice
19
PR
OG
RA
M S
PO
TL
IGH
T
ambassadors. Peers have a memorable impact on their fellow students and many choose to follow in their footsteps, creating the next generation of leaders.
We believe in investing in our students. What makes this program so successful is that we are dedicated to training them properly for the job they are going to do. More importantly we also design training in areas that go beyond the scope of their job description. The leadership and diversity skills they learn and the career development programs we provide for them are essential to their development inside and outside the classroom. They leave the program with stronger resumes, better speaking skills and critical leadership identities. In addition, many of them attend graduate school both at John Jay College or elsewhere.
We feel that the Peer Ambassador Leadership Program is a best practice.
Students who express interest in making a positive impact on the institution as ambassadors become exceptional leaders on campus until graduation and valuable alumni. They build networks with administrators and develop close relationships that keep them connected to the college.
Rosann Santos-Elliott John Jay College of Criminal Justice
Associate Director of Student Transition Programs [email protected]
212-237-8139
As leadership educators, we are constantly being
asked to do “more with less.” It seems we face an ever
shrinking allotment of resources, personnel and time.
Research shows the positive impact that direct interactions
with faculty have on a student’s leadership development
(Komives et.al., 2011). Moreover, recent findings from the
Multi-Institutional Study of Leadership suggest that
leadership programs are most effective when developmentally
sequenced (Dugan, 2012). But providing the one on one
attention needed to appropriately challenge and support can
be unmanageable without help.
At the College at Brockport, a SUNY school in upstate New
York, the Leadership Development Program applies the
Social Change Model of Leadership Development (Higher
Education Research Institute, 1996) to provide a sequential,
theory-based program that incorporates more than 140 faculty
and staff volunteers. Each certificate offers its own unique
opportunities, but direct and frequent interaction with college
employees is a cornerstone of the program’s success.
Enhance Student Leadership Development with Cross-Divisional Relationships
20
Kimberly Piatt
The College at Brockport (SUNY)
Coordinator of Leadership Development
585-395-2987
In the first level of the program, the Green Leadership
Certificate, students are assigned a faculty/staff mentor who
works with them throughout the year to promote
self-awareness, increased reflection and the connection of
leadership concepts and individual values to all facets of
student life. In the Gold Leadership Certificate, the second
level, students explore group values as they are assigned to
work with several of their peers on a Social Action Project
that will benefit the Brockport community. Each group is
assigned an advisor who plays an integral role in promoting
an understanding of group dynamics, mission and vision
creation and conflict resolution. The third level offers
students a chance to explore societal values through the
Leadership and Society course and campus or community
internship. Finally, the Capstone Certificate allows students
to utilize the concepts learned by planning the Annual
Student Leadership Conference, addressing a Capstone
Cause and several other opportunities to put leadership into
action. In every level of the program, faculty and staff
members provide a direct connection to participants and
allow individualized learning to occur.
Time can be a precious commodity on a college campus. It
may seem like an impossible task to include others so direct-
ly in programming, but when done effectively, it can truly
revolutionize leadership development. When implementing
an effective volunteer program, it is important to keep sever-
al things in mind. First and foremost, have a variety of
opportunities available, ranging in duration, commitment
level and expertise needed. Once options have been
determined, start small. Consider who may be a current
stakeholder or within the sphere of influence and start there.
Tailor the message to fit the audience, making sure that the
volunteer options are appealing and mutually beneficial.
Make sure that volunteers receive adequate training and
support needed to be successful in their positions. Finally,
celebrate the small victories publically. This will entice
others to get involved as well!
The Leadership Development Program was recently selected
for a Spotlight Series Award for Theory to Practice. For
more information about the program, visit
www.brockport.edu/leadership
Higher Education Research Institute. (1996). A social change mod-
el of leadership development, guidebook III. Los Angeles,
CA: Higher Education Research Institute.
Dugan, John. “Recent Findings from the MSL: A Focus on Devel-
opmental Sequencing.” Leadership Educators Institute,
Ohio State University, Columbus, OH. December 2012.
Komives, S. et al (2011). The Handbook for Student Leadership
Development (2nd ed.). San Francisco, CA: Jossey-Bass.
21
PR
OG
RA
M S
PO
TL
IGH
T
Dr. Jaimie Hoffman
California State University—Channel Islands
Assistant Director for Student Leadership Programs
805-437-3141
Back to Basics, takes place at CSU Channel Islands (CI) is an annual 26-hour, on-campus student leadership retreat that was established in 2006 and is grounded in the concepts of basic training and Susan Komives' Model of Student Leader Identity Development. Students are brought “back-to-the basics” of leadership by engaging in goal setting, discipline, delegation, communication, teamwork, professionalism, self-reflection and motivation through the use of interpersonal, small group and public communication modalities.
Upon arrival to the retreat, student leaders (who are given the title of “Cadet”) are issued their retreat uniform (a camouflage retreat t-shirt with a motivational quote on the back), a pre-test, and a required goal-setting “check-in” with the Retreat General (the Vice President for Student Affairs). When “Checking-In” students stand in front of the room stating what he/she would like to personally achieve as a result of being part of the retreat. During “Checking-In” The General encourages each student to speak with both confidence and
conviction.
The student leaders are then split into squads to create a sense of camaraderie and team. Each squad is given direction to rotate the leaders in their group every two
hours to allow each cadet in the squad to experience being a leader and a follower multiple times within the twenty-six hour retreat. Each squad participates in a company competition which includes a marching drill that illustrates a variety of leadership concepts; for example, marching (drills) helps the cadets to see how important clear directions are for the group as well as aligning and keeping pace with the other cadets and the leader’s vision. In order to create
camaraderie and assist the cadets in learning the University mission-related concepts, students create a squad name, a cadence, and a reflective a guide-on (flag) to focus the squad’s beliefs and values.
Throughout the Back to Basics Leadership Retreat, the General calls upon individual students to step to the front of the group and answer questions (public speaking), speak for their squad, and recite information, such as the poem Envictus by William Ernest Henley. This provides the opportunity for individuals to build their confidence, receive encouragement, and represent their squad.
At the conclusion of the retreat, a closing ceremony is held to recognize outstanding individuals and squads. The final element of the closing is when students “check-out” with the General by standing at attention in-front of the entire group and stating the degree to which they achieved his/her intended outcomes/goals. As each student “checks-out,” he/she is given a dog tag and is congratulated for the achievement of his/her stated outcomes.
Pre and post-test are administered to assess students’ knowledge of stated learning outcomes and movement along the Hope Scale (1996). The Hope Scale is a psychological assessment that measures goal-directed thinking. Each year’s pre and post-test results, along with student reflection, show that the retreat is achieving stated outcomes, being rated positively by students (satisfaction) and showing that students are making progress on the Hope Scale.
Snyder, C. R. (1996). To hope, to lose, and to hope again. Journal of personal and interpersonal loss, 1:1-16.
Student leaders go Back to Basics
at California State University Channel Islands
22
Are your students looking for a way to take their leadership to the next level? Are they interested in expanding
their leadership development in an international context? Do your students have a passion for making positive
social change? Do you want to provide frameworks for your students to learn about leadership in an international
context?
"The program taught me about a variety of leadership styles and helped me to discover some of my
personal strengths as a leader. Our open dialogues encouraged exploration into my own thoughts, and I
was able to use what I learned to apply to the changing environment around me."
–Victoria Pisini, University of Pennsylvania, International Relations
I am excited to share information about a unique partnership between ACPA – College Student Educators
International and Semester at Sea designed specifically for your undergraduate student leaders. SAILS: Students
Advancing International Leadership at Sea <http://lyris.acpa.nche.edu/t/112692/970632/2473/0/6/> will set sail at
the end of the spring semester – a perfect opportunity for students who cannot fit in a whole semester abroad!
Your students will join a dynamic group of undergraduate student leaders from across the world and take the
adventure of a lifetime aboard the MV Explorer, the home of Semester at Sea. This special opportunity for student
leaders is a part of Semester at Sea's Enrichment Voyages <http://lyris.acpa.nche.edu/t/112692/970632/2473/0/7/
>. The SAILS program is designed to give students hands-on experience of learning collaboratively in an
international context. With a focus on global leadership and personal leadership development, students will have
the opportunity to meet and connect with others interested in leadership for positive change, enhance leadership
development, and participate in service-learning opportunities and site visits.
"When I applied to the leadership program through Semester at Sea, I knew that it would be an incredible
experience. However, I didn't think it would be a life changing experience. Learning about all the different
leaders throughout the world has opened my eyes to wanting to change people's lives for the better, even
if it is in the simplest form."
–Christine Wamba, California State University Channel Island, Liberal Studies
As the lead for the upcoming 2014 program, I bring with me a vast and varied background in college student
leadership and international education as an author, educator, and researcher with Semester at Sea and other
organizations. Students can choose to participate in one leg of the journey or the whole expedition. Voyage dates
are May 18 to 31, 2014 and/ or June 1 to June 15, 2014. The expedition will visit Germany, Poland, Lithuania,
Estonia, Russia, Finland, Sweden, Denmark, United Kingdom, Iceland, and the Isle of Man
<http://lyris.acpa.nche.edu/t/112692/970632/2474/0/8/>.
I hope that you will share this information with your student leaders and encourage them to participate
<http://lyris.acpa.nche.edu/t/112692/970632/2473/0/9/> in this once in a lifetime opportunity today.
Paige Haber-Curran, Ph.D.
Assistant Professor, Student Affairs in Higher Education
Texas State University
SAILS: A Unique Opportunity or Your Undergraduate Student Leaders