Director’s Note The challenges of our diverse and changing world require knowledgeable, ethical, caring, and inclusive leadership in all fields and sectors. The Mary Lynn and Warren Staley School of Leadership Studies seeks to prepare leaders from all backgrounds and academic disciplines to be the change agents that our communities desperately need. I invite you to take a look back at an exciting year of growth and progress for the Staley School—we’ve been leading change, thinking globally, and forging new pathways! In the pages that follow are some of the 2014-2015 highlights within our academic minor, our emerging graduate programming, our study abroad and international opportunities, and our civic engagement and service-learning programs. Our students and faculty have been hard at work exercising leadership in communities local and global and helping shape—and lead—the discipline of leadership studies. In the current year—including the months to come—we’ll be making more strides towards our visionary goal of becoming a national center for civic leadership. Late last year, the university launched its Innovation and Inspiration Campaign to raise $1 billion for Kansas State University. Through Innovation and Inspiration, the Staley School has put forth an ambitious set of goals for the many ways
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Fostering Innovative Learning 2
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Forging New Pathways
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Thinking Globally
we’d like to grow our impact on the leaders of the future. The programs and opportunities you’ll read about in this Annual Report would not have been possible without generous support from our alumni and friends as well as our partnerships on campus, in the Manhattan community, across the country, and around the world. So, with your help, we look forward to continuing our progress on engaging students with community, enhancing our one-of-a-kind faculty, and fostering innovative learning in the years to come. With gratitude,
Mary Hale Tolar, Ed.D. Director of the Staley School of Leadership Studies, Mary Lynn and Warren Staley Chair for Leadership
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Engaging Students with Community
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Leading Change
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Shaping the Discipline 3
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Leadership Studies Minor K-State’s interdisciplinary minor in the Mary Lynn and Warren Staley School of Leadership Studies is designed to complement your academic major while providing a formal and structured learning experience as part of the total leadership development process. The 16-credit-hour minor combines a theoretical focus with an emphasis on personal leadership development and a practical focus utilizing application and experiences. The discipline of leadership studies, as it is taught at K-State, is based on a broad definition articulated by Joseph C. Rost (1991): “Leadership is an influence relationship among leaders and followers who intend real changes that reflect their mutual purposes.” 6
Core Courses | 10 credit hours LEAD 212: Introduction to Leadership Concepts | 2 credit hours Students will practice leadership in a collaborative learning community as it relates to self, others, and community. This course is an introduction to understanding leadership through the perspective of person, position, process, practice, and purpose.
LEAD 350: Culture and Context in Leadership | 3 credit hours Students are provided the opportunity to integrate course and leadership experiences in light of contemporary issues in the study of leadership behavior across cultures and contexts. Students will explore the impact of cultural identity, life experience, and world views on leadership relationships as it relates to privilege and inclusion. Students will develop the capacity to practice inclusive leadership through advocacy for social change.
LEAD 405: Leadership in Practice | 2 credit hours Students will engage in a leadership practicum to understand the process of facilitating change in self, others, and systems. The course is designed to develop the capacity to exercise leadership to make progress on personal and community issues.
LEAD 450: Senior Seminar in Leadership Studies | 3 credit hours In this capstone course students will integrate and apply learning from the minor. Emphasis will be on the clarification of the students’ personal values, their evaluation of codes of ethics for organizations in their proposed professions, and their analysis of current events through the lens of ethical dimensions of leadership.
Standard Focus | 6 credit hours Developed as the first model for the leadership studies minor, the standard focus allows students to select electives that complement their academic major.
Requirements: Students must take six credit hours from an elective list.
Nonprofit Focus | 6 credit hours The nonprofit focus prepares students for leadership in today’s rapidly growing nonprofit sector. Upon completion of the minor, students will receive a nonprofit leadership designation on their transcript. Required Elective Courses: LEAD 420: Theories of Nonprofit Leadership (3) LEAD 499: Internship Seminar (3)
Other Requirements: • Participation in professional development experience facilitated by the program • Completion of a 150-hour internship with an approved organization • Participation in the Nonprofit Leadership Student Association (optional)
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LEAD 212: Introduction to Leadership Concepts Students will practice leadership in a collaborative learning community as it relates to self, others, and community. This course is an introduction to understanding leadership through the perspective of person, position, process, practice, and purpose.
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Enrollment Statistics 51 833 157 Summer ‘14
Fall ‘14
Spring ‘15
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LEAD 350: Culture & Context in Leadership
Students are provided the opportunity to integrate course and leadership experiences in light of contemporary issues in the study of leadership behavior across cultures and contexts. Students will explore the impact of cultural identity, life experience, and world views on leadership relationships as it relates to privilege and inclusion. Students will develop the capacity to practice inclusive leadership through advocacy for social change.
Enrollment Statistics 196 142 10
Fall ‘14
Spring ‘15
LEAD 405: Leadership in Practice
While enrolled in LEAD 405: Leadership in Practice, students will engage in a leadership practicum to understand the process of facilitating change in self, others, and systems. The course is designed to develop the capacity to exercise leadership to make progress on personal and community issues.
Enrollment Statistics 132 119 Fall ‘14
Spring ‘15
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LEAD 450: Senior Seminar in Leadership Studies
In this capstone course students will integrate and apply learning from the minor. Emphasis will be on the clarification of the students’ personal values, their evaluation of codes of ethics for organizations in their proposed professions, and their analysis of current events through the lens of ethical dimensions of leadership.
Enrollment Statistics 103 121 12
Fall ‘14
Spring ‘15
Nonprofit Focus The nonprofit focus prepares students for leadership in today’s rapidly growing nonprofit sector. Upon completion of the minor, students will receive a nonprofit leadership designation on their transcript. Students must also Participate in a professional development experience facilitated by the program, Complete a 150-hour internship with an approved organization and, participate in the Nonprofit Leadership Student Association (optional).
The Nonprofit Leadership Student Association is a student-ran organization that seeks to extend learning for students at K-State beyond the classroom. Most students are enrolled in the Nonprofit focus of the Leadership Minor of the Staley School, but some are not. Activities include a variety of professional development opportunities relating to non-profit competencies such as service events, professional speakers, tours of local facilities, community educational events, and more.
Nonprofit Leadership Student Association
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Graduate Student Leadership Development Program The Graduate Student Leadership Development Program (GSLDP) provides K-State graduate students an opportunity to develop leadership skills to make positive change in their work, studies, and student organizations. Through this semester-long experience, graduate students will work with peers and professional leadership coaches to dive into challenges that are most important to them. The Staley School of Leadership Studies and the Kansas Leadership Center have created this program specifically for graduate students who want to move beyond technical expertise to solve problems.
The learning objectives of this program are: • Distinguish between authority and leadership • Understand the concepts of adaptive leadership including diagnosing the situation, managing the self, intervening skillfully, and energizing others • Understand how to facilitate change in self, others, and community • Exercise leadership on difficult challenges in personal and professional settings
Vision
Engineering Leadership and Innovation Program
The College of Engineering ELI program will prepare exceptional engineering students for potential leadership roles in organizations that will flourish in a dynamic business environment operating under complex social, ethical, political, economic, business and engineering factors.
Mission
• Equip students with the skills and confidence needed to lead real-world engineering projects. • Strengthen students’ classroom learning through a leadership practicum on a creative inquiry team. • Help students build a realistic career plan directed toward engineering management. • Build students’ appreciation of nontechnical factors that affect technical decisions. 16
Certificate in Community Engaged Leadership The Staley School of Leadership Studies and Points of Light have partnered to offer students a 1 year, 12 credit hour undergraduate leadership certificate program. The program cultivates a model of leadership consistent with principles of partnership, reciprocity, and mutual benefit. The certificate is available to anyone across the country with a passion for creating positive community impact, and is ideal for undergraduate students, those working with nonprofits, or national service members. All courses are delivered virtually and community-based service is integrated throughout.
About the program In partnership with Points of Light, the largest organization in the world dedicated to volunteer service, the Staley School of Leadership Studies will be launching an innovative Community-Engaged Leadership certificate program. This certificate program will: Be delivered virtually and will not be bound by geography. The program is rooted in cutting edge interactive and real-time virtual learning. The virtual format maintains the social and learning intimacy that has historically been reserved for a traditional brick and mortar classrooms. Build a bridge between theory and practice. Through the extensive Points of Light action networks across the country, students will be taking the theoretical knowledge they learn in the virtual classroom and applying them in their community through ongoing community-engaged learning experiences. Be made up of twelve credits, including the three required courses. Each course will have a capstone assignment involving a community-engaged project that requires the student to put their knowledge to practice inside their communities and; Focus on the following three learning goals: critical thinking, community and group problem solving, and dialogue and deliberation. This certificate program leverages the study of the liberal arts, humanities, and social sciences, connected to applied public and civic engagement, with an eye to meaningful professional development. The theoretical material discussed in the courses will be connected to applied and communitybased projects. Students will be required to capture the results, impact, and other general dimensions of their projects through photos, video clips, assessment surveys/ interviews, and reports. Our intention is that students will be able to use their community engagement projects to showcase their competency levels in many of the “soft skill� categories that are not generally reflected in college transcripts, resumes, and professional references.
To learn more about the Certificate in Community Engaged Leadership watch here:
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International Studies Curriculm Quito Ecuador: In Ecuador, six students participated in a facultyled study abroad course. They volunteered with local children’s organizations, participated in educational tours, and studied global leadership and development through experiential learning abroad.
“I learned and grew more than I ever imagined possible through learning about myself and my culture, my impact on other cultures as a global citizen, and how to use my leadership skills in everyday life.” - Nicole Kraly, senior in Education - Modern Languages
Photos: 1. (top) Student take a break from the classroom to enjoy rafting in Ecuador. (bottom) The full team of students stands with
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faculty member Eric Hartman (far right) while exploring the area.
International Service Teams International Teams is a service-learning program of interdisciplinary teams of Kansas State students. These teams travel and live in different communities around the world during the summer break. International Teams work with these community partners on community-specified service projects. Student Program Coordinators: Kaitlyn Rippel and Brady Armstrong Community Partners: Ocean View, South AfricaIn South Africa, students work with an organization called Volunteer Mzansi. Each team member is placed at a different project in Ocean View and lives with a host family in the community. Service ranges from assisting in classrooms to working alongside health professionals and community centers. Five students were apart of the South Africa team. Cabarete, Dominican Republic In the Dominican Republic, students will work with an organization called The Dream Project in Cabarete. Students will be advocates for educational empowerment as they come alongside The Dream Project as counselors for a summer program for at-risk youth. Three student were apart of the Dominican Republic team. Photo: (above) Student take a moment to enjoy the view of the ocean while traveling with International Service Teams.
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HandsOn Kansas State HandsOn Kansas State promotes civic learning and leadership through meaningful volunteer and service opportunities between campus and community. HandsOn strives to develop socially responsible citizens knowledgeably equipped for active participation. Student Coordinators Luci Finocchiaro, Agriculture/Animal Science Cari Olberding, Family Studies and Human Services Garrett Wilkinson, Nutritional Science
Furniture Amnesty is a community-wide service project in collaboration with the City of Manhattan, Riley County Police Department, Kansas State University, businesses and nonprofits, to gather and distribute unwanted furniture to those wanting and needing furniture. This annual event encourages the community to properly dispose of furniture by recycling, reusing and repurposing furniture, keeping it out of the landfill but giving it to those who need it. The event has grown with the increase in the number of households and individuals being impacted and the amount of furniture being distributed.
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Manhattan Good Neighbors
Manhattan Good Neighbors is a program activity of HandsOn Kansas which focuses on building positive relationships between college students and permanent residents in Manhattan, KS. MGN promotes civic leadership by developing and educating K-State students about our seniors in the community, expectations of being a good neighbor and engaging in service work in collaboration with the City of Manhattan. MGN coordinators two community-wide projects each year; Furniture Amnesty Day (July) and Fake Patty’s Day clean up (March) and an on-going outreach to elderly in the Manhattan community called the Senior Assistance Program.
Academic Mentoring Academic Mentoring is a program of the Staley School of Leadership Studies Student Coordinators and HandsOn Kansas State. The Academic Mentoring program selects, trains Sophia Alonso, Life Sciences and places federal work study eligible K-State students in school and commuDaniel Ecklund, Management nity-based classrooms and programs that promote reading, math and family Emily Siess, Psychology literacy. In 2012, Academic Mentoring received the Kansas Mentor’s Gold Star certification given to programs who mentor youth and ensure a commitment to quality and effective mentoring practices. Academic Mentors are placed throughout the Greater Manhattan area covering three school districts. The goal of the program is not only to enrich the academic and social lives of school age youth but to help Academic Mentors become socially responsible civic leaders through their work with youth and learn more about the assets and needs of the education system and community they live. To help Academic Mentor learn and develop leadership skills, they engage youth, families and the community in a Global Youth Service Day project in April.
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Alternative Breaks Alternative Breaks is a program that sends students to communities across the United States over winter and spring breaks in order to do service in those communities as well as learn about pressing social issues. The Alternative Breaks program challenges the typical volunteer mindset and helps students gain empathy and understanding.
Student Coordinators Tyler Bedell and Rebecca Jenkins
For the 2015 Winter Break Tyler Bedell and Rebecca Jenkins were the student coordinators. Over spring break 2015 Tyler Bedell was the student coordinator, and currently Rebecca Jenkins coordinate the program individually.
Staley School Ambassadors The mission of the Staley School Ambassadors is to recruit students to the Staley School of Leadership Studies, promote the mission and goals of the Staley School, and educate campus and community members about leadership.
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Snyder Leadership Legacy Fellows The Staley School of Leadership Studies, in partnership with K-State Athletics, is excited to offer a leadership development program that honors Coach Bill Snyder’s work in developing a family of leaders: the Snyder Leadership Legacy Fellows. Coach Snyder is a developer of leaders, whose legacy continues to have a tremendous impact far beyond the game of football. The Staley School of Leadership Studies and K-State Athletics honor Coach Snyder’s leadership legacy in a manner that, like his understanding of leadership, serves individuals and communities broadly. The Staley School will continue Coach Snyder’s efforts by extending to new audiences the opportunity for personal and professional leadership development that he has so generously provided to those with whom he works and lives. The Legacy Fellows and this program will continue Coach Snyder’s work in leadership development for future generations.
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Leading Change Institute
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Photos: 1. (top) Participants of the 2015 Leading Change Institute discussing issues together. 2. (bottom left) Dr. Balu Balasubramaniam, Founder of the Swami Vivekananda Youth Movement, and Lori Kniffin, Advisor of Academic Programs at the Staley School of Leadership Stuies, at the 2015 LCI. 3. Chance Lee (center), Instructor at the Staley School of Leadership Studies, working with fellow 2015 LCI participants.
Ethical Global Partnerships The inaugural Staley School of Leadership Studies Leading Change Institute, “Ethical Global Partnerships, Learning, and Service,” convened the week of August 10th. The Institute engaged more than 30 professionals from the fields of global development and higher education in discussion and action planning around ethical global partnerships. The structure of the institute was open, collaborative, and generative—participants engaged across multiple sectors discussing strategy, policy, practice, and processes related to higher education’s role in global development. In sharing about their experience, participants indicated that the progressive community of practice that was built allowed the group to have conversations that don’t often happen in their areas of scholarship and Photo: (above) Brandon Kliewer, Instructor at the Staley School of Leadpractice—especially as it relates to both the value ership Studies leads a conversation during LCI 2015. and potential challenges involved in cross-sector partnerships that are critical to enhancing global development and service. Holding true to the intentions of Leading Change, the Institute created a space that honored the complexity of this issue and made room for creative and innovative responses. The 2015 LCI has resulted in rich conversation and—most critically—the opportunity for practitioners, scholars, and policymakers to connect and advance work on ethical global partnerships, and the focus today is on sharing and mobilizing the knowledge and energy generated. Since the 2015 Institute, there are multiple pieces of research and policy moving forward through the global networks developed during the program. • Materials are in development to guide future policies for international volunteer work that will be put into place at international development organizations and shared broadly with the development sector. • Campus partners are working with undergraduates and colleagues in research on global partnerships to advance scholarship resultant from the program. This includes a series of talks, webinars, and publications that will share the work of LCI and invite future collaboration. • An online collaboration space was created to further the discussion, establishing a publically-accessible archive for policy, research, and dialogue to continue moving forward. For the Staley School, another exciting outcome was the experience gained from putting the model for this kind of progressive community of practice into action. As the network around Ethical Global Partnerships continues to grow and build upon their progress, the Staley School has begun to shift its focus to future opportunities to lead change. Areas that are currently being considered are opportunities with the Mandela Washington Fellowship—a six week leadership development experience for young African leaders who we would host on our campus—as well as the opportunity to convene another network of diverse stakeholders from the area of Global Food Systems. Both will engage the knowledge present at Kansas State University and its network of alumni and partners in working across sectors to lead change. 31
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Faculty and Staff No Picture Available
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Lynda Bachelor Project Coordinator/ Interim Director Kansas Campus Compact
Stephanie Bannister Adjunct Instructor
Tamara Bauer Instructor
Nidhi Bhandari Instructor
John Carlin Visiting Professor
Ana De Campos Paula Graduate Research Assistant
Leigh Fine Assistant Professor
Micheal Finnegan Assistant Professor
Trisha Gott Assistant Director/ Instructor
Jackie Harmon Administrative Support Specialist
Eric Hartman Assistant Professor
Marcia Hornung Coordinator for Partnerships/ Instructor
Brandon Kliewer Assistant Professor
Lori Kniffin Adviser of Academic Programs/Instructor
Lori LaVezzi Administrative Officer
Chance Lee Instructor
Irma O’Dell Associate Professor
Kerry Priest Assistant Professor
Mary Kay Siefers Senior Associate Director/ Assistant Professor
Theo Stavropoulos Communications Coordinator
Mary Tolar Director/Associate Professor
Kyle Van Ittersum Graduate Research Assistant
Andrew Wefald Assistant Professor
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Notable Faculty Awards and Scholarship 1. Outstanding Professor of the Year Nominee, Housing and Dining Services, Kansas State University. 2. Kansas State University Excellence in Engagement Award: Food Security and Leadership. Presented to one program annually that best embodies concerted efforts to work with community partners outside the university. 3. Second place Innovative Practice Presentation, awarded by the Association of Leadership Educators; Association of Leadership Educators (ALE) Conference, San Antonio, TX. Second Place: Best Leadership Pedagogical Practice Presentation.
4. Received the Mortar Board Outstanding Faculty Member for Leadership Studies 5. Award Recipient, College of Education Travel Award for Professional Conference Presentation, $750 (2015) 6. Award Recipient of K-State Excellence in Engagement Award for community partnerships entitled Food Security and Leadership, $2500 7. Award Recipient of Mortar Board Outstanding Faculty Member Award 8. Award Recipient of Teacher of the Month - Kappa Alpha Theta 9. K-State Excellence in Engagement Award
Notable Faculty Publications 1. The utility of your students: Community partners’ critique. In V. Jagla, J. Strait, & A. Furco (Eds.), Service-learning pedagogy: How does it measure up? (pp. 231 – 256). American Educational Research. 2. The effects of interpersonal skills and work engagement on transformational leadership and the well-being of leaders. Leadership and Organization Development Journal. 3. Positive psychology applied to work. In S.G. Rogelberg (Ed.), Encyclopedia of Industrial/Organizational Psychology (2nd Ed.) (pp. X-X). Thousand Oaks, CA: Sage Publications 4. Looking ahead: Envisioning the next generation of civic work, Diversity & Democracy. 18(1), 28-29. 5. Attention + Action: The Southwest Florida paradigm for community-engaged scholarship in Service-Learning and Civic Engagement: Sourcebook. SAGE Publications. 6. “Leadership through Service: Advancing Economic Justice through Intergenerational Learning at FGCU.” Intergenerational Learning and Transformative Leadership for Sustainable Futures. Eds. Peter Blaze Corcoran and Brandon Hollingshead. Wageningen, The Netherlands: Wageningen Academic Publishers, 2015. 377-83. 7. Emerging spaces of community-engaged leadership: Reconsidering online learning and the purposes and process of democratic engagement. In Scott Crabill and Dan Butin (eds.) Community Engagement 2.0?: Dialogues on the future of the civic in the disrupted university. New York, NY: Palgrave Macmillan. pp. 82-91. 8. Educating for democracy by walking the talk in experiential learning. Journal of Applied Learning in Higher 9. Exploring students’ experiences in first-year learning communities through a situated learning perspective. International Journal of Teaching and Learning in Higher Education. 10. Peer-led learning communities: Exploring integrative highimpact educational practices for leadership education. Journal of Leadership Education. 11. The hidden “who” in leadership education: conceptualizing leader educator professional identity development. Journal of Leadership Education. 12. The hunger project: Exercising civic leadership with the community for the common good in an introductory leadership course. Journal of Leadership Education, 14(2), 218-228. 13. The Facing Project: A service-learning approach. The Facing Project Toolkit.
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14. Connecting to Experience: High-Impact Practices for Leadership Development. New Directions for Student Leadership, 2015(145), 71-83. doi: 10.1002/yd.20125 15. Leadership awareness and identity development. In B. Reichard and S. Thompson (Eds.), Leadership developmental readiness and the pursuit of leadership excellence (New Directions for Student Leadership Development). San Francisco: Jossey-Bass. 16. Market Incentives and International Volunteers: The Development and Evaluation of Fair Trade Learning. The Journal of Public Scholarship in Higher Education, 4: 31 - 56. 17. Pushing boundaries: Introduction to the global servicelearning special section. Michigan Journal of Community Service Learning, 21(1): 55 – 63. 18. Fair trade learning: Ethical standards for international volunteer tourism. Tourism and Hospitality Research, 14, 108 – 116. 19. Educating for global citizenship: A theoretical account and quantitative analysis. American Democracy Project eJournal of Public Affairs Special Issue on Global Engagement, 3(1). 20. Clearer thinkers, better people? Unpacking assumptions and liberal education. Network: A Journal of Faculty Development. 21. Global service-learning. In C. Dolgon, T. K. Eatman, and T. Mitchell (Eds.), The Cambridge Encyclopedia of Service-Learning. New York, NY: Cambridge University Press. 22. Fair trade learning: A framework for ethical global partnerships. Larsen, M.A. (Ed.) (2015). International Service Learning: Engaging Host Communities. New York: Routledge. 23. De-centering self in leadership: Putting community at the center. In W. Wagner & S. Komives (Eds.), New Directions for Student Leadership Series. Jossey-Bass. 24. New public scholars. In M. Post, E. Ward, N. Longo, & J. Saltmarsh (Eds.), Voices of the next generation of engagement. Sterling, VA: Stylus Publishing. 25. Interrogating global citizenship. In M. Johnson & P. M. Green (Eds.), Crossing Boundaries: Tension and Transformation in International Service-Learning. Sterling, VA: Stylus Publishing. 26. Global citizenship offers better solutions. International Educator. May / June, 74 – 79. Retrieved from http://www.nafsa. org/_/File/_/ie_mayjun15_forum.pdf 27. “Penalized or Privileged? Sexual Identity, Gender, and Educational Attainment.” American Journal of Education 121:271-297. 28. “Teaching Multicultural Leadership Using a Social Constructionist Approach.” Journal of Leadership Education 14(2):209-217.
Notable Invited Talks or Presentations and Conference Presentations 1. First year experience conference presentation: The hunger project – Mobilizing first-year students in service learning. 2. Educating for? Higher Education and the Effort to Achieve Justice, American Educational Research Association, Chicago. 3. Examining the Transformative Service Learning Process Model, International Association for Research on Service Learning and Civic Engagement Conference, New Orleans. 4. Peer leadership. Individual presentation as part of panel discussion, Powerful pedagogies for undergraduate leadership education and development, accepted for presentation at the International Leadership Association Global Conference, San Diego, CA. 5. Contextualizing leadership education: A transdisciplinary perspective. Panel discussion accepted for presentation at the International Leadership Association Global Conference, San Diego, CA. 6. Exploring leadership educator journeys through case stories. Individual presentation as part of panel discussion, Narrative approaches to leadership education and development, accepted for presentation at the International Leadership Association Global Conference, San Diego, CA. 7. Leadership scholarship: An intentional process. Pre-conference workshop presented at the Association of Leadership Educators Conference, San Antonio, TX. 8. Advancing qualitative research in leadership education. Roundtable session presented at the Association of Leadership Educators Conference, San Antonio, TX. 9. The hunger project: Developing civic leadership through servicelearning. Innovative practice session presented at the Association of Leadership Educators Conference, San Antonio, TX. [Awarded second place innovative practice presentation.] 10. Kansas Hunger dialogues 11. “Use of iPads in High School Math Classes,” National Council of Teachers of Mathematics Annual Aonference. 12. The effects of interpersonal skills and work engagement on transformational leadership and the well-being of leaders. Paper presentation at the annual conference of the Midwest Academy of Management, Minneapolis, MN. This paper was nominated for the best faculty paper award. 13. Universidad San Francisco de Quito, Quito, Ecuador, Faculty Development Series: “Best Practice to Advance Student Learning through Experiential Education, Best Practice in Community-University Partnerships, The University, Civic Mission, and Moral Imagination.” 14. International Association for Research on Service-Learning and Civic Engagement. Webinar Speaker, “Five Distinctive Components of Global Service-Learning: Framing a Research Agenda.” 15. Utrecht University, University College Roosevelt, Middleburg, Netherlands, 5/15, “Going Glocal Symposium: Evidence-based Education for Global Citizenship.” 16. International Service-Learning Summit, Durham, NC, “State of the Field and Moving Forward.” 17. IMPACT Conference, Los Angeles, CA, “Going to the Action: The Politics of Service and Civic Engagement.” 18. Break Away. Webinar Speaker, “Ethical Photography, Social Justice, and Alternative Breaks.” 19. Plenary Speaker, 4th Annual Intercultural Horizons Conference, New York, “Currents in Community Development, Civic Engagement, and Intercultural Competence.” 20. American Democracy Project Webinar, “Advancing Civic Learning in Online and Virtual Spaces.” 21. Subject matter expert / dialogue participant, Better Volunteering, Better Care: A strategy meeting for a global communications plan to prevent orphanage tourism. UNICEF, Save the Children, Better Care Network. London, UK. 22. Melibee Global Education Consulting. Webinar Speaker. “To Hell and Back with Good Intentions: Global Service Learning in the Shadow of Ivan Illich.” 23. The 14th Annual Conference of the International Association for Research on Service-Learning and Community Engagement, New Orleans, LA, “Global Service-Learning Best Practices.
24. American Educational Research Association Annual Conference, Chicago, “Educating for? Higher Education and the Effort to Achieve Justice”, “Division J - Postsecondary Education / Division J - Section 1: College Student Learning and Development: Pluralistic and Global Dimensions of College Student Outcomes.” 25. Forum on Education Abroad, New Orleans, “International Education and Ethical Community Partnerships: Considering Fair Trade Learning,”. 26. International Association for Research on Service-Learning and Community Engagement, New Orleans, “Fair Trade Learning, Community Impact, and Expressing the Important Ethics of Good Global ServiceLearning,” “Intercultural Learning, Global Civic Learning, and Critical Thinking: Outcomes across Institutions and High Impact Programs,” “FieldBuilding in Global Service-Learning: A Review of Current Scholarship,”, “How is ISL Crossing Boundaries? Tension and Transformation in International Service-Learning”. 27. 4th Annual Intercultural Horizons Conference, New York, “Intercultural Competence and Global Citizenship: Tensions and Resolutions?” 28. Heartland Campus Compact, Lincoln, NE, “Global Service-Learning: Overview and Best Practices.” 29. “Lesbian, Gay, and Bisexual Students’ Likelihood of Graduating College: Penalized or Privileged?” AJE Forum: Forum of the American Journal of Education. http://www.ajeforum.com/lesbian-gay-andbisexual-students-likelihood-of-graduating-college-penalized-orprivileged-by-leigh-e-fine-ph-d/ 30. “Leadership and Conflict.” Course reading for LEAD 212: Introduction to Leadership Concepts, Kansas State University. E-book. 31. “Leadership: Philosophy, Styles, and Behaviors.” Course reading for LEAD 212: Introduction to Leadership Concepts, Kansas State University. E-book. 32. Manhattan, KS, Rotary Club of Manhattan, Civic Leadership: Public Narrative and Community Change 33. Manhattan, KS, Leadership Manhattan, Civic Leadership Strategy Workshop 34. Manhattan, KS, Kansas Association of City/County Management Conference, Transformative Leadership 35. Wamego, KS, Wamego Young Professionals, Exercising Civic Leadership through Public Narrative 36. Washington D.C., American Democracy Project/The Democracy Commitment, Advancing Civic Learning in Online and Virtual Spaces 37. Manhattan, KS, Utilizing Service-Learning in Broaden Community Engagement, College of Education, Kansas State University 38. Atlanta, GA, Imagining America Plenary (Performance), Organizing & Disruption in Higher Education 39. Fort Myers, FL, Global Initiatives: Global Perspectives on Civic Engagement, Florida Gulf Coast University 40. Mapping Power: Communication and Reciprocity in CommunityEngaged Partnerships, paper & facilitated session at the Engaged Scholarship Conference. 41. Mapping the Potential of Generative reciprocity: The emerging frontier of biopower and relational communication within campuscommunity partnerships poster presentation at International Association for Research on Service-Learning and Community Engagement Conference. 42. Mapping intersects of power, communication, and reciprocity: Conceptual and functional spaces for transformative learning in community-engaged scholarship, paper presentation at the International Transformative Learning Conference. 43. Online pathways to community-engaged leadership, teaching demonstration at The American Democracy Conference. 44. Community-Engaged Scholarship, Democracy, and Online Education: The Politics of Place Reconsidered paper presentation at the Western Political Science Association Conference. 45. When Did Innovation Become Just About Cutting Costs? Reconsidering Online Learning and the Future of Democratic Engagement paper presentation at the Pathways to Achieving Civic Engagement Conference. 46. Department of State - Summer Institute for Civic Engagement 47. Chennai, India, US Consulate - Dialogues on Democracy 48. NEH - Kansas In Common: An Ecology of Civic Activity
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Developing knowledgable, ethical, caring, inclusive leaders for a diverse and changing world.