SLPKC
i n n o v a t e
Annual and Spotlight Awards Deadline
2
SLP-KC Annual Awards Nominations will be accepted until Friday, November 30th. Please submit nominations to student.leadership. awards@gmail.com. Award recipients will be recognized by the SLP-KC during the 2012 NASPA national conference in Orlando, FL.
Spotlight Awards of members who are transforming higher education through outstanding and innovative leadership programs and services.
All NASPA members are encouraged
to share successes and highlight good or promising practices in research and assessment, influences on student learning in and outside the classroom and theory to practice. Individuals can nominate or self-nominate exemplary college leadership programs for the SLP-KC Spotlight Series. Selected programs will be highlighted in our quarterly newsletter and recognized at the NASPA SLP-KC annual conference breakfast. For more information please visit http://www.naspa.org/ kc/slp/recdev.cfm#SLPKC_Awards
welcome
On a quarterly basis SLP KC recognizes the contributions
Welcome from THE SLPKC CHAIRs It is with great excitement that we welcome our over 4,000 SLPKC members!
Greetings SLP Members, I hope you are having a great start to the new academic year. We’re excited to bring you the new newsletter. It continues to be our hope and the SLP KC’s charge to provide leadership resources to scholars and practitioners. We are very excited to do so by
settings we work in and co-create. Innovation is also necessary to cultivate creativity and change as leadership educators. We hope in this edition of our newsletter you are inspired by best practices, resources, and ideas! We also welcome you to contribute in editions in the future.
taking the SLP newsletter to the Best, next level (thanks to our phenomenal editors) and offer a themerelated issue centered on innovation. Innovation is essential in the dynamic higher education
Sherry L. Early
Adam Cebulsk works with OrgSync and holds his MSEd degree in Higher Education Administration and Policy (concentrating
4
on strategic planning and leadership development)
from
Northwestern
University. His background has focused on strategic planning and assessment for student affairs divisions and departments at a variety of institutions.
Meet your Editors this year, Tom realized that in order to preach the benefits of leadership and involvement to students, he should also be involved. He looks forward to working with you. As Newsletter Co-Coordinator, he will work to solicit, edit, and compile content as well as assist with the layout and design of the newsletter. He hopes that you will be willing to submit content regularly and encourage others to do so.
submit
During the NASPA conference in Phoenix
Attend our Webinars Take advantage of our continuing education offerings!
FREE September Webinar
FREE October Webinar
The Intersectionality Of Leadership (September 18, 1pm EST)
Please plan on joining us for our FREE October Webinar (October 25, 2012 @ 12pm EST) as we welcome Matthew Garrett, Director of the Office for Student Leadership and Service at Emory University.
In a collaborative effort with ACPA and the National Clearinghouse of Leadership Programs, NASPA’s SLP-KC’s September webinar will provide an insight into the intersectionality of leadership. Presented by Mark Torrez (Assistant Director for Community Engagement for Emory University and Leadership Education Chair for ACPA’s Commission for Student Involvement) this webinar will strive to: - Provide a conceptual understanding of the intersectional and interdisciplinary nature of leadership - Offer insight in to how best to collaborate with other offices in order to best deliver consistent leadership to students - Share examples of how these concepts have been implemented at Emory University Please visit: https://docs.google.com/ spreadsheet/viewform?formkey=dGR CNlV6QmdMN2V3NVdDRXJjOTdueV E6MQ#gid=0 to register for this event.
Through this webinar, Garrett will introduce you to the SLPKC 2012 Spotlight of the Year Program, Leadership Emory. This initiative was developed by the Division of Campus Life to help unify all leadership development at Emory. Their goal is that by the time every Emory student receives a diploma, he or she: will have grown to embody the Five Core Tenets; will value his or her own civic engagement; and will understand that leadership is a lifelong process whether it is accompanied by an official title or not. In this presentation, the participant will be given an overview of the initiative, learn the aspects that make this program unique, and gain insight into how Leadership Emory has been enacted, assessed, and evaluated. The strategic plan for Leadership Emory will also be discussed. Please visit: https://docs.google.com/ spreadsheet/viewform?formkey=dFU xbGlvM2tHbnRYTGYxMEcyNDBvcX c6MQ#gid=0 to register for this event.
Mission: change
6
Juniors & Seniors: Your mission is to enhance your leadership and team management skills by engaging alumni, San Antonio leaders, and the city through service!
is
Mission:
Change?
Mission: Change is the capstone leadership experience for Trinity University’s junior and senior students invested in making a positive difference in the community. Mission: Change provides students with the tools to act upon their passions and create change. The theoretical underpinning of Mission: Change is the Social Change Model of Leadership Development (HERI, 1996). The model is integrated into the curriculum through the group and society/community perspectives. Workshop content includes an alumni panel of individuals who are creating change in their professional roles, analysis of an action planning guide, an examination of change, and an intercultural conflict styles inventory. Students identify a passion area, conduct a needs assessment, and select a community partner. Between the final workshop and the
reception date (approximately one month) students execute their community project.
Community
Projects
Participants addressed several social issues.
PAGE TITLE
What
Out of the 11 participants, five projects emerged: a bone marrow donor drive, an
environmental program for middle school
students, programming for immigrant children at a shelter, research related to young female health and wellness issues; and an international service program in Ecuador. A summary
of these projects can be viewed on the Trinity University website.
Participants presented their projects in a formal setting to an audience of faculty, staff, alumni, and students. Audience members engaged
participants by providing feedback on their
projects, suggestions for further engagement
in the community, and ideas for future collaborations.
Assessment
Assessment was conducted through pre- and post-assessment paper surveys using a four-point Likert scale to determine self-perception of skill development and learning. Both the pre- and post-assessment response rates were 100%. Respondents included seven female and five male students. Overall, data illuminates that participants perceive skill development and learning related to Social Change Model competencies as a result of participating in Mission: Change. The average positive change was one degree (on a Likert scale of one to four) for each SCM competency measured. Online journal responses also supported quantitative data: “I believe that working within a group for Mission: Change is an excellent way to create shared aims and values.” Another student observed: “Our individual and collective actions have repercussions that have an effect on the lives of others; changing the course of someone else’s life requires only intent and action.”
The Future of Mission: Change
Mission: Change combines leadership and service, successfully drawing junior and senior students to act upon their passions and create change. By participating in this program, students work with others toward a common goal, manage conflict constructively, and examine the process of creating change. As other leadership programs within the Division of Student Affairs transition to academic credit, Mission: Change will likely take on additional service learning components and increased academic rigor. If you would like to share suggestions or advice as the program migrates to this curricular format, please contact Jamie Thompson. For more information, visit http://web.trinity.edu/x6195.xml.
Jamie Thompson Assistant Director Campus and Community Involvement Trinity University jamie.thompson@trinity.edu References Higher Education Research Institute [HERI]. (1996). A social change model of leadership development (Version III). Los Angeles: University of California Los Angeles, Higher Education Research Institute.
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The Value of Mentoring Professionals in Student Affairs have many opportunities to shape college students and that is our main focus. However, sometimes we forget about shaping the minds of a student population that will soon be a part of the field: graduate students in Higher Education/ Student Affairs/College Student Personnel. Working with these students and helping them get involved in the field will help up continue to improve and develop Student Affairs. As Student Affairs Profes-
undergraduate students
sionals, we are constantly
that we often forget about
working with our undergrad- another extremely imporuate students to ensure that tant student population
Gabby Mora Resident Director Residential Living Office Drexel University
they are finding mentors
on campus: the graduate
in their professors, other
students in Higher Educa-
professionals, or student
tion or Student Affairs
leaders on campus. Our
programs.
focus is so intense on our
These students are clearly the next generation of professionals in the field but many times, unless they intentionally seek out a mentor, we do not truly think about their needs in this area. Yes, a lot of the initiative comes from the students themselves but at the same time, we need to put ourselves out there and form relationships with them so they are aware of the mentoring opportunities on campus and even regionally or nationally.
give them access to professionals, many of them do not, making it extremely difficult for them to connect with the field. And for those who do have assistantships, sometimes they are simply looking for someone outside of their department/office who shares their passions and interests. The greatest thing about mentorship is that it does not have to be a full-time job. Often, all it takes is reaching out and being there for the mentee. Whether to discuss an issue happening on their campus, guide
An important part of finding the right
them through the job search process, or
match for a mentor/mentee relationship
simply serving as a sounding board for
is similar values and interests but these
ideas, a phone conversation or an encour-
are two areas that unless explicitly asked,
aging email is sometimes all it takes to help
we do not often take the time to explore
our graduate students. As we continue to
or discuss with others. As leaders in our
shape the future of Student Affairs, we
fields it is our duty to encourage the next
need to take into account the needs of our
generation and help them find their place
graduate students and how we can begin
in Student Affairs. Although many graduate
to help them understand our field so they
students in Higher Education and Student
can continue moving toward the develop-
Affairs have graduate assistantships that
ment and improvement of Student Affairs.
Denise Carl University of Idaho SLPKC Position Co-Coordinator Spotlight Series
Title Coordinator, Student Engagement
meet the team
10
What career and leadership
a breaking point and wanted a different,
advice would you give new
more meaningful life, so I made several
student affairs professionals?
changes to make grad school happen.
Understanding the politics of your institution is important, get to know the lay of the land, ask questions, observe. Take the time before you start to reflect upon your
Student affairs is a great opportunity to work with really engaging students, it brings variety to every single day and there are always challenges.
personal values, write them down, remind yourself of them throughout your journey.
Can you point to any specific examples of leaders that
Discuss your career path including your decision to
resonate with you? Coach Eric Taylor on Friday Night Lights
pursue a career in student affairs? As an undergraduate I was very involved in our student activities department for
How do you define leadership?
two and a half years. While I loved the
I like how Warren Bennis defined lead-
work, I just wasn”t sure about continuing
ership: “Leadership is a function of
my education. I worked for six years
knowing yourself, having a vision that is
prior to going back to graduate school for
well communicated, building trust among
student affairs. I had many jobs and many
colleagues, and taking effective action to
moves during this time period. I reached
realize your own leadership potential.”
Dec 9-11 Leadership Educators Institute The Ohio State University, Columbus, Ohio, USA December 9 – 11, 2012 For more information and conference updates, visit the web site, http://www.naspa.org/programs/lei/ default.cfm.
registration open
12
Leadership education of college and university students is an important and ongoing process within higher education institutions. Student affairs professionals play an essential role in coordinating, shaping, and evaluating this area by developing leadership courses and programs, creating co-curricular opportunities, and using new technologies. The Leadership Educators Institute (LEI) is an innovative forum geared specifically towards new to mid-level student affairs professionals and leadership educators with these responsibilities. The Institute is coordinated by NASPA, ACPA, and the National Clearinghouse for Leadership Programs, and will be held December 9 –11, 2012, at the Ohio State University in Columbus, Ohio. The Leadership Educators Institute aims to create a space where student affairs administrators will discuss current leadership topics:
• Leadership development theory discussions which will include the Relational Leadership Model, the Social Change Model, and Leadership Identity Development (LID);span> • Leadership courses (credit and non-credit) will include innovative syllabi, effective textbooks, incentives for students, experiential learning, and service oriented; • Assessment of leadership programs including learning outcomes, using CAS Standards, virtual leadership portfolios, certificate programs;
Before October NASPA/ACPA/NCLP member Non-Member Student Member* After October NASPA/ACPA/NCLP member Non-Member Student Member*
12,
12,
2012 $395 $480 $195 2012 $595 $680 $255
To Register: Register Online or download the registration forms: [Word] or [PDF]. Completed registration forms can be mailed, or faxed, to:
• Cohort leadership programs, emerging leaders, multiyear programs, developmental issues, and funding; and
ACPA-College Student Educators International at the National Center for Higher Education One Dupont Circle, NW, Suite 300 Washington, DC 20036, USA (202) 827 – 0601 (FAX)*
• Intersectional role of leadership education in identity development, service-learning, social justice education, and other functional areas.
* The fax number listed above will send your form to a secure email account in order to protect your credit card information.
Students must be undergraduate or graduate members of one of the sponsoring associations. For more information on membership to one of the sponsoring organizations, please contact Tiki Ayiku at tayiku@naspa.org (NASPA), Vernon Wall at vwall@acpa.nche.edu (ACPA), or Craig Slack at cslack@umd.edu (NCLP).
For more information and conference updates, visit the web site, http://www.naspa.org/programs/lei
Individuals must be fully registered in order to attend any LEI session or event. You may register online or print a registration form from either the ACPA or NASPA Web sites.
Submitted by Brenda McKenzie Associate Director Center for Student Involvement Kent State University
Learning to Lead through Collaboration
14
Program spotlight from Bradley University
As the scope of and demand for leader-
to leadership training. Bradley University imple-
ship training continues to increase, many
mented a Leadership Studies Minor (LSM) in
institutions are developing an academic
2006, uniquely creating an 18 credit hour, inter-
component to leadership training. Bradley
disciplinary program that is co-coordinated
University implemented a Leadership
by Academic Affairs and Student Affairs and
Studies Minor (LSM) in 2006, uniquely
representing an innovative partnership aimed
creating an 18 credit hour, interdisci-
at academic excellence through the inclusion of
plinary program that is co-coordinated by
Student Affairs practices. A natural result of the
Academic Affairs and Student Affairs and
initial committee’s career areas, the LSM repre-
representing an innovative partnership
sents a collaborative effort between the College
aimed at academic excellence through
of Education and Health Sciences’ Leadership
the inclusion of Student Affairs practices.
in Education, Human Services and Counseling
As the scope of and demand for leadership training continues to increase, many institutions are developing an academic component
Department (LEHC) and the Division of Student Affairs’ Lewis J. Burger Center for Student Leadership and Public Service (LJB).
The true collaboration between these two divisions
services and academics respectively. In addition,
exists not only in name, but also in practice. The
close ties between originating committee member
LJB Center Director and LEHC Assistant Professor
and LSM instructor produce constructive feedback.
serve as co-coordinators for the program, and work
Therefore, the co-coordinators naturally see, hear,
together to make decisions regarding program
and explore disparate areas and topics of lead-
outcomes, class offerings, instructor appointments,
ership as the two reside in related, yet different,
and strategic planning.
career fields.
While structuring an academic minor as a shared
Decisions are data-driven. The Director and Assis-
program between Academic Affairs and Student
tant Professor consider, revise, and facilitate evalu-
Affairs is truly unique, the innovation continues
ation of courses and program outcomes regularly,
beyond concept and into the classroom. Course
and these outcomes are regularly compared to the
instructors are subject matter experts and include
current climate of our society’s leadership needs.
tenured faculty members, Student Affairs profes-
The Minor and related courses have become
sionals, and local business leaders. Many of the
increasingly interesting to students and enrollments
classes are team taught by a faculty member from
continue to increase even during a time when the
the College of Education and Health Sciences and
campus enrollment has remained consistent.
a Student Affairs professional. Student evaluations have cited many benefits to this collaborative approach, explaining that courses provide insight not only on theory, but also on practice, creating a more comprehensive classroom experience. The functioning of this collaboration is more than nominal. Each of the two leads brings a unique perspective housed in the professions of student
For more information contact Dr. Chris Lucas Assistant Professor Leadership in Education Human Services & Counseling clucas@bradley.edu Katie McGinn Director Lewis J. Burger Center for Student Leadership and Public Service kmcginn@bradley.edu.
Dave Borgealt depaul University SLPKC Position Graduate Support Co-Coordinator
Title Director, Student Leadership Institute
meet the team
16
What career and leadership advice
consciously develop the core skills that tran-
would you give new student affairs
scend department, you are better able to grow
professionals?
and change as our campus environments do.
There are three pieces of advice I would offer to
Describe one or two “defining moments�
new professionals in our field.
that helped you develop as a leader?
1. Follow your passions as they will carry you
One defining moment for sure was the first position
through long hours and weekend work and the
in which I was asked to lead a department and its
rewards of our work, when you lead from the
team. The position really forced me to trust my
heart, are far greater than the monetary rewards
instincts and knowledge to collaboratively shape
some other fields may offer.
a vision and mission for the department and to
2. Be relationship-centered. Meaning in life and work comes from the relationships we build. We can accomplish more together than we can on our own and you never know how relationships will help you continue to develop and move forward
develop professionals to be successful in bringing that mission to life. I learned a tremendous amount about my strengths and weaknesses as a leader and the importance of a collaborative approach to our work and leadership.
in the field.
How do you define leadership?
3. Be sure to develop the generalist skills of our
Similar to the definition that grounds the Social
profession, even if you want to specialize in an
Change Model, I define leadership as the process
area of student affairs. One of the joys and chal-
of people coming together to create positive social
lenges of our field is that positions and depart-
change toward a shared vision. Each of us brings
ments change, given the innovative spirit of
gifts to that process and leads in different ways
our field and the changing pressures of limited
throughout the work of the group.
resources and increased accountability. If you