@NASPASLPKC #SALead
FAREWELL from the co-chairs Dear SLP KC Members,
Has it been three years already?!?!? Indeed it has. We have been honored to serve as Co-Chairs for the Student Leadership Programs Knowledge Community. As a farewell, we would like to reflect on our time as Co-Chairs and revisit our mission and strategic goals. The mission of the Student Leadership Programs Knowledge Community is to serve as a resource for higher education professionals who have a professional interest in young-adult (i.e., college students) leadership training, education, and development. The Community will share best practices, provide critical evaluation of the field, examine standards for leadership programs, support national and regional efforts to develop student leadership programs, make contributions to the literature, recognize exemplary programs, and cultivate a forum for the presentation of new Sherry Early, Bowling Green State University ideas. Our 2012-2014 Strategic Goals are outlined below. SLP-KC Strategic Goals 2012-2014
To engage our membership through short- and long-term volunteer opportunities Maintain cutting edge technology on the KC website and through online resources, webinars, etc. Continue offering a mentor/mentee program to support graduate students and new professionals at conferences and beyond Solicit sponsorships to advance the KC Provide an informative quarterly newsletter Recognize colleagues through spotlight series and award nominations
During our term, we have remained NASPA’s largest KC and doubled the leadership team through creating co-coordinator positions and adjusting the organizational structure Team Leaders oversee. Member engagement through volunteer opportunities has increased significantly. Members are contributing to our newsletter, presenting and/or attending webinars, retweeting us, Facebooking us, blogging, and reviewing programs submissions for annual awards, sponsored programs, and Spotlight Series nominations. The mentoring program is being maintained and is being piloted to region IV-East in hopes we will offer mentoring opportunities at the regional and national levels.
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Social media has been more intentional and interactive. We have Twitter followers who include #SALead in their leadership tweets. Our Facebook page has Spotlight Series recipient photos as the cover, inspirational quotes, resources, volunteer opportunities, and jobs and more likes and shares than ever! The leadership team has kept a record of resources. You can find our newsletters on our Issuu, our free webinars are recorded and can be downloaded at your convenience, and our resources are going through a major overhaul. We have maintained our sponsorship with Jossey-Bass and partnered with OrgSync as an additional in-kind sponsor. Our newsletters have numerous contributors and each quarter there is a new leadership-related theme. As luck, hard work, and collaboration by way of our phenomenal leadership team we have accomplished our strategic goals. So, we must take a moment to say THANK YOU to each and every single SLP KC leadership team member who has volunteered their time, talents, and energies in service during our tenure as Co-Chairs. Speaking of collaboration—the theme of this newsletter is collaboration in leadership. Not only have we collaborated with our leadership team and SLP KC members, but we have also cultivated collaborative relationships with ACPA’s Commission for Student Involvement, committed to supporting the ALE’ Leadership Education Research Agenda, and participated in the Inter-Association Leadership Collaborative coordinated by the National Clearinghouse for Leadership Programs. Finally, we have focused on paying attention to leadership educators who are practitioners and scholars. As we all know, best practices inform research and research informs practice. We hope this seamless approach to leadership education has been beneficial for all SLP KC affiliates.
As Danielle Howard and Matt Clifford embark on their journey leading the SLP KC, we wish them, the leadership team, and all SLP KC members the best. Our conference edition of the newsletter will formally welcome Danielle and Matt as they begin their term at NASPA 2014 in Baltimore.
Thank you all for an amazing journey,
Dr. Sherry L. Early – Bowling Green State University Michael C. Baumhardt, M.A., M.B.A. – The University of Scranton
SLP National Co-Chairs
Michael Baumhardt , University of Scranton
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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.
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ANNOUNCEMENTS! October 22, 2013 Sherry Early successfully defended her dissertation "An Examination of Mentoring Relationships and Leadership Capacity in Resident Assistants" utilizing Dr. John Dugan's Multi-Institutional Study of Leadership 2009 data.
NASPA Leadership KC 2014 Pre-Conference
Saturday, March 15th • 09.00 AM – 04.00 PM Dr. John Dugan will be one of our featured speakers for this interactive full day conference session. #3 - Innovative and Emerging Ideas in Leadership: Identifying ways to support students of special interest
Effective leadership development programs on our campuses not only provide students with a theoretical understanding of the art of leadership but also provide students with the meaningful opportunity to engage in experiences that allow them to practice skills or gain an understanding of the dynamic nature of a leader. This pre- conference workshop will provide an overview of Important Dates current trends, research and emerging theories within leadership programs. The session will also explore how January 10, 2014: Ear ly-bird Rate Expires various student leadership models relate to students of special interest populations on campus. This will be done February 14, 2014: Regular Rate Expir es linking student development theory with leadership development models. This session will be highly interactive, February 15, 2014: Late Rate Begins and participants will share perspectives and lend additional reference to the discussion. March 15, 2014: NASPA Annual Conference Begins
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Spotlight Series Student Leadership Programs Knowledge Community (SLP-KC) believes that it is important to recognize and to share the good and promising practices within student leadership development created by individuals and through programs. One way the KC accomplishes this is through our quarterly Spotlight Series. On a quarterly basis SLP-KC recognizes the contributions 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 and 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 the Facebook page. When the selection committee reviews programs they look at the following items: the description of the program, program mission and goals, assessment methods, results of the program, takeaways for other institutions, connection to the SLP-KC mission statement. This year there are two more opportunities to submit a nomination this academic year, January 7 and April 1. All submissions for the Spotlight Series are via OrgSync. https://orgsync.com/45737/forms/54390 A big shout to our selection committee members:
Opal Albrecht, Kansas State University Crystal Brown, Eastern Illinois University Cynthia Fulford, Cedar Crest College Meredith Hein, Rollins College Mitchell Holston, Virginia Tech Tammy Hong, Texas State University - San Marcos Antonio Jenkins, Mid-South Community College Laura Keith, University of West Georgia Kim Kushner, University of Colorado - Boulder Chaya Sandler, Kendall College
Denise Carl University of Idaho
Student Engagement Coordinator 6
Mentorship Program: Regional Pilot Program a Success. Join us for Baltimore! Recent research from the Multi-Institutional Study of Leadership (MSL) confirms that mentoring relationships are high impact practices when it comes to promoting the development of students as socially responsible leaders. The MSL defines a mentor as “a person who intentionally assisted the student’s growth or connects the student to opportunities for career or personal development” (Dugan et al., 2013). Similarly, for us as leadership educators, mentoring relationships can provide safe spaces to engage in dialogues that help us raise self awareness and make meaning from past decisions and actions as we consider options for future decisions. At the 2013 NASPA IV East regional conference in Skokie, Illinois, the Student Leadership Programs Knowledge Community Mentorship Program provided the opportunity for professionals to mentor graduate students and new professionals interested in student leadership programs. This November, 14 individuals took advantage of this opportunity. Participants included 7 graduate students and 7 professionals.
When asked to describe what was most valuable about the mentorship program, one mentee, Omega Styles, a graduate student at DePaul University said, “being part of the mentoring program was a great experience for me. Having the opportunity to meet with a veteran student affairs professional and discuss my career aspirations and the trends of the profession was invaluable. My mentor was very open, pleasant and provided me with great advice as I navigate my career path.”
Participating mentors also found the program to be beneficial. Jennifer Bonarek, Director of Student Leadership and Involvement at Concordia University Chicago, served a mentor. She described her experience by stating, “as someone who does not interact with graduate students on a regular basis, I benefited from hearing about our profession and the conference experience from my mentee. Her perspective was refreshing and our conversation helped me look at the conference with new eyes.” Both mentors and mentees gained insights into the profession and their own professional journeys through the new relationships they formed.
The SLPKC would like to bring the advantages of this program to even more graduate students and professionals at the 2014 NASPA annual conference in Baltimore, March 15-19. If you would be interested in being a mentor or mentee during the conference, please sign up via the following online registration form: https:// orgsync.com/59279/forms/78995 Contact Dave Borgealt (dborgeal@depaul.edu) or Gabby Mora (mgm92@drexel.edu) with questions or for more information. Providing or receiving mentorship is an important component of our continued development as leaders and educators. Please consider joining the mentorship program. Don’t miss this great opportunity.
Reference: Dugan, J. P., Kodama, C., Correia, B., & Associates. (2013).Multi-Institutional Study of Leadership insight report: Leadership program delivery. College Park, MD: National Clearinghouse for Leadership Programs. 7
SUPPORTING INCLUSIVE COLLEGIATE ENVIRONMENTS In 2008, the United States elected its first African American President, Barack Obama, which signified an important shift in diversifying of politics. The new administration has developed the most diverse and inclusive leadership team in the country’s history, establishing a new standard for all organizations (Dexter, 2010). Higher education continues to devote a lot of attention to diversity issues on campus, through development of policies and programs related to college admissions, financial aid, employment, multicultural affairs, and desegregation. The Higher Learning Commission’s 2003 Statement on Diversity acknowledged that diversity in the United States enhanced higher education, contributed to the development of students and other campus constituents as global citizens, and was an essential element of a pluralistic society (Association of American Colleges & Universities, 1998).
administrators to design effective programs that nourish the campus climate of multiculturalism” (Cheng, 2004, p. 229). To cultivate collaboration and support inclusion, all campus constituents should build a sense of community. Cheng (2004) recommends student affairs administrators should strive to build a community that:
(1) has an open environment where free expressions are encouraged and individuality is
Many college students experience their first significant interracial exchanges during college, yet, how the exchanges are perceived vary by racial group. “Although educational institutions enroll a diverse student body, research suggests that these students do not necessarily accepted and respected; (2) engages faculty and experience a similar campus environment” (Ancis, students in teaching and learning; (3) provides an Sedlacek, & Mohr, 2000, p. 180). America is becoming active social and learning environment in increasingly diverse; unfortunately, many programs and residence halls; (4) fosters positive relationships services centered on issues of diversity or among ethnic and cultural groups through multiculturalism are the reactive, direct result of a hate programs and student activities; (5) celebrates crime or act of discrimination. Student affairs traditions and heritage of the institution; and (6) administrators uphold all aspects of institutional culture provides assistance to students when they feel as engaged members of the collegiate community, lonely or depressed (p. 216). including the promotion of diversity and Diversity leadership desires to “combine elements of a new leadership paradigm with an emphasis on multiculturalism. According to Cheng (2004) “…a sense of community transformation, with the values of cultural pluralism and means more than just a common structure for different multiculturalism transforming colleges and universities sub-communities to coexist; it requires student affairs into inclusive organizations that embody diversity as a 8
core vale and emphasize respect for the plurality of population groups that make up campus communities” (Aguirre & Martinez, 2007, p. 40). Fundamentally, diversity leadership can adapt organizational culture by encouraging leadership roles and practices from a diverse perspective that promotes an inclusive campus environment. Sense of community is not easily achieved; by no means do we posit a one-size-fits-all recommendation to build an inclusive campus community. However, we can share one best practice implemented at Bowling Green State University (BGSU) by Graduate Student Senate (GSS). GSS is the governing body for graduate students. In addition to responding to graduate students’ needs, GSS also offers an opportunity to recognize any student groups committed to diversity and inclusion. It was noted in fall 2012, there was a lack of campus awards centered on diversity or inclusion. GSS felt that this was unacceptable for a campus that prides itself on diversity and inclusion, thus the governing body created the Inclusion Award. This annual award “recognizes student organizations that have demonstrated a significant commitment to enhance diversity on campus through efforts to promote a campus climate that respects and values individual and cultural differences” (“GSS Diversity, Equity, & Inclusion Award, n.d., para. 1). A $200 award will be granted to one undergraduate and one graduate organization registered with the Office of Campus Activities. For more information on award criteria please see https:// sites.google.com/site/bgsugss/awards. The inaugural call for submissions occurred in spring 2013. The individuals who created the award were the reviewers who selected one recipient, the India Student Association. Another institution, Buena Vista University (BVU) created a student newsletter, Under the Umbrella, for all faculty, staff, students, and parents. The newsletter showcases student leadership and organizational programming, and include BVU alumni, parents of BVU students, and student profiles. There are a number of ways to create a sense of community and support inclusion. BGSU’s GSS’s intent was to remind others that recognition and support of efforts is one of many ways to achieve community and inclusion. BVU’s objective was to bring awareness to initiatives supporting diversity and multicultural issues. Postsecondary institutions should continue to desire to improve their institutional diversity status on their campuses, through the exploration of a variety of educational endeavors, such as development of institutional diversity offices, diverse programming and sponsoring diversity focused speakers and/or
workshops. It is important that post-secondary institutions acknowledge that diversity is important, and therefore should develop initiatives (research, training, or programs) that embrace individuals’ differences and similarities, thus allowing for an interactive learning environment in higher education. For questions, please contact Dr. Christina Wright Fields (wrightf@indiana.edu) or Sherry Early (searly@bgsu.edu). References: Aguirre, A, & Martinez, R.O. (2007). Diversity leadership in higher education. ASHE Higher Education Report, Vol. 32, No. 3. San Francisco: Jossey-Bass. Ancis, Julie R., Sedlacek, William E., Mohr, Jonathan J. (2000) Student perceptions of campus cultural climate by race. Journal of Counseling and Development. 78, 180-185. Association of American Colleges & Universities. (1998a). Diversity blueprint: A planning manual for colleges and universities. Washington, DC: Association of Colleges & Universities. Cheng, David X. (2004). Students’ sense of campus community: What it means and what to do about it. NASPA Journal. 41(2), 216-234. Dexter, B. (2010). The chief diversity officer today: Inclusion gets down to business. Heidrick & Struggles International, Inc. The BGSU GSS Diversity, Equity, and Inclusion Award application can be found at https://docs.google.com/file/ d/0B2JeODDoJGrYYklHNWlxTHlEb1k/edit? usp=drive_web
Dr. Christina Wright Fields Indiana University
Sherry Early Bowling Green State University 9
Leading the Way: Launching a New Initiative on Campus In August 2013, Central Connecticut State University launched their new leadership initiative, CLIMB. The purpose of this new program was to recognize students for all the leadership development they were already participating in, and to highlight the opportunities taking place across campus. The program is still in its infancy, but so far, the response and feedback has been overwhelmingly positive.
The Brainstorm: The development of the program came from ideas heard at a NASPA Drive-In, where several professionals shared the basics of their campus’ leadership programs. That event sparked conversation at Central to Colleen Powers develop something new that could touch more students and could tie together the leadership taking place across campus. A committee of Central Connecticut professionals in the Student Activities and Leadership Development Office, State University Hall Directors, graduate interns and students was gathered. The committee met weekly for six months doing extensive research on theories and comparable programs, and discussing various ideas, themes, major components, concepts, goals, and vision. And, ultimately created the backbone for the program launched this fall. There was a tremendous amount of buy-in for the program because of the input the various constituents had in the creation. The Purpose: Leadership Development is a major part of the SALD office, but had been primarily targeting leaders in the 120+ clubs and organizations on campus for the past few years. The staff recognized that students were gaining leadership experience through various roles, trainings, positions, and organizations across campus, and those were all valuable in their development. SALD also recognized the limits in available human and fiscal resources, and wanted to create a program which was self-sustaining and reached a large audience. Below is the mission created in these meetings: Central Leadership Initiative: Mission Blue (CLIMB) is the comprehensive leadership program from the Student Activities and Leadership Development Office designed to guide students in developing their leadership skills through engaging in a variety of programs campus-wide within four co-curricular cornerstones: Cultural Competency, Professional Growth, Citizenship and Campus Engagement. The Creation: Ultimately, what was created was CLIMB, a comprehensive leadership program which tracks students’ participation in developmental activities across four co-curricular cornerstones, as described above. Points: All students earn points for events, trainings, and positions in which they participate. The points are tracked through the department’s online student organization management system. Points are assigned by co-curricular cornerstone, and based on level of commitment. For example, a Resident Assistant would earn 3 points, while attending an event would earn 1 point, in any given category. Points are tracked based on card-swiping into events, attendance reports received from advisors, and membership in organizations. Involvement Portfolio: As part of the online student organization management system, an Involvement Portfolio, or Co-Curricular Transcript, is created for each student. This is somewhat self-reported, as students need to “join” the organizations they are a part of on the website to get credit for membership. Students can view 10
and manage their portfolio right on the site, so they have one, comprehensive document which shows their progress in the four cornerstones, as well as the dates of their involvement activities.
Signature Experiences: The committee created signature experiences which are targeted for specific audiences based on where students are developmentally. The first experience is called Foundation, is open to all new students, and focuses on the primary concepts needed to excel in leadership: self-assessment, awareness, communication, etc. The first Foundation day was held in September, and another will be held in February. Since this is the first year of the program, Foundation was the only signature experience offered. Next year Adventure will be added, which is the experience geared towards second and third year students and focuses on group dynamics. The final experience will be Service, targeting senior leaders, who will work together to create and implement a program effecting the greater community. All the Signature Experiences earn points for students, but are not required to participate in CLIMB in general. Recognition: Students earning more than 25 points in their first year will be recognized at the annual Leadership Recognition Dinner. Based on current numbers, it is anticipated that many students will meet that point level, and it may be adjusted for future years. Recognition will continue in subsequent years, after students have had the opportunity to continue building their involvement portfolio and earning points. The Rollout: Marketing was very important as this new initiative was launched, as was educating faculty, staff and current leaders on campus to act as the ambassadors for the program. While the portfolio is open to all students, new students were the target audience since they would be experiencing this campus for the first time. SALD staff and graduate interns went to work creating logos, marketing documents, and brochures. Social media was heavily utilized as well. The biggest factor in spreading the word was doing in-person commercials to specific groups and departments on campus. These included RAs, OLs, Peer Leaders, FYE Faculty, Admissions, Career Center, Learning Center, and more. Faculty and Staff were also encouraged to submit their events and programs to be included since it was acknowledged that there was leadership taking place everywhere, and that for example, Peer Tutors were gaining extensive experience and should get credit for that! The Evaluation: The program is still in its early stages, and this is considered the pilot year. However, anecdotal feedback has been quite positive. An assessment was given to those students participating in the first Signature Experience, and that data was encouraging as well. The staff will continue to assess the program itself, and also looks forward to seeing how it may positively affect campus-wide assessments taking place such as the Student Satisfaction inventory and the EBI survey. CLIMB is a very exciting initiative on campus, and currently, the focus is to keep the momentum of the new initiative going through the spring semester. Students are actively participating in the program, seeking ways to earn points, and learning so much through the process. The Student Activities and Leadership Development is looking forward to seeing the program grow and develop along with the students! 11
Rollins College Emerging Leaders Institute Experiential learning opportunities provide students at Rollins College with a chance to explore themselves, others, and leadership development in their community and beyond. Every fall, approximately 20 students embark on a leadership journey aimed at cultivating leadership capacity and efficacy for first and second year students. The Emerging Leader Institute (ELI) is a weekend immersion aimed to facilitate the empowerment, development and fellowship of emerging leaders and student leaders on the Rollins campus. The primary focus of this weekend immersive experience is to actively develop the leadership potential of the participants through discourse and interactive peer-led workshops. ELI has molded young student leaders every fall semester since 2010.
This weekend is an opportunity to develop promising first and second year students, while providing cohesiveness between the current and future leaders of the campus. The program also addresses the need for more advanced leaders by giving older students the chance to act as facilitators, teachers, and examples to the next generation of students. ELI actively develops the leadership potential of the participants through discourse, interactive workshops and direct experience. As a capstone to the institute, participants create campus initiatives that serve as action plans for change in the Rollins community. With the support of faculty and staff who serve as Leadership Allies, students are given the additional encouragement and resources necessary to reach their goals beyond the institute.
Jeremy DiGorio Rollins College Assistant Director for Leadership Development
Meredith Hein Rollins College Associate Director Community Engagement
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The Emerging Leaders Institute is grounded in assessment and intentional learning outcomes, which provide tangible goals directed towards student success. The experience looks to achieve five concrete goals. First, ELI seeks to promote a foundation of personal and social responsibility based in diverse communities and real world challenges for their undergraduate experience and beyond. Second, the weekend strives to instill a sense of community and cohesiveness among participants through exercises of cooperation, collaboration and teamwork. The third goal is to enable participants to act consistently in regards to their personal values, beliefs, attitudes and emotions. Next, the weekend seeks to challenge participants’ preconceived notions of leadership by exploring flexibility, skillsets, and dimensions of leadership through group discussion. Lastly, the fifth goal is to develop a community of leaders who are resilient, transparent and authentic in their decision-making. Ultimately, this was achieved through creating an environment where education and expansion of participant's pre-conceived understanding of leadership. Assessment results from this year’s Emerging Leaders Institute were overwhelmingly positive. 100% of students agreed that they “took seriously the perspectives of those they encountered throughout ELI, developed a more thorough understanding of the interconnectedness of their community, and overall, their participation in ELI has helped them to acknowledge their personal and social responsibility to their community.” Also, 95% of students agreed that they were “challenged to think critically about their role, purpose, and responsibility as a member of a diverse community.” Originally developed by students, this experience, now in its fourth year has proven to leave a lasting impact on our college.
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PROGRAM SPOTLIGHT
7 Dimensions of Wellness Hello my name is Lauren Kaplan and I am a Student Development Advisor at Valencia College in Orlando, Florida. In my position, I supervise student leaders and oversee programs/events both on campus and college wide. Valencia College is made up of five campuses across the central Florida area. On each of our campuses, Student Development is represented.
This fall semester, our department took the initiative and created a whole new health and wellness program that is centered on the 7 Dimensions of Wellness This program is comprised of a handful of students on each Valencia campus who are our Wellness Ambassadors. Our Wellness Ambassadors implement health and wellness related programs, workshops, and events for students on campus. I am the Wellness Ambassadors Advisor on my campus, so therefore I supervise five Wellness Ambassadors who are dedicated to not only their position, but their ability to start to change our health and wellness culture here on campus through their innovative programming and ability to connect with their peers. A program that I would like to highlight that our Wellness Ambassadors have implemented, planned, and executed would be our annual October “Fright Night” Halloween themed event that our Student Government hosts. This year, our Wellness Ambassadors decided to partner up with SGA to bring a health and wellness educational component to our event. Their plan was to show students the possible after
effects of going to a party, where students are more than likely to drink and then, drive. Our students wanted to bring a creative side to it by using a very popular Wii video game called, “Mario Kart”, complete with Wii steering wheels, and beer goggles. Students played the video game while using their beer goggles to simulate drinking and driving in a safe environment. My students spoke to their peers on statistics of drinking and driving and gave out Blood Alcohol Level Content cards for both men and women. My students also ordered SWAT Team Halloween costumes so they can represent combating drinking and driving at their event. Their set up was a two tables and a television set to play the Wii game on. The tables were decorated in Halloween décor and on the tables were informational literature and resources on drinking and driving. It was a simple program to bring awareness on the subject of drinking and driving. Our Wellness Ambassadors plan on continuing the conversation with students through similar events and programs throughout the academic year.
Lauren M. Kaplan M.Ed. Student Development Advisor Valencia College, East Campus
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BLOG SPOTLIGHT
Lean into Leadership Over the past several months there has been quite experienced
in
our
daily
lives
as
rather
a bit of buzz around Sheryl Sandberg’s book, inextricably linked, was what we set forth to Lean In. And it was in the midst of all this buzz explore through our programs. And we think the
that last spring a group of our colleagues came model has a lot of potential on other campuses, or together. The conversation started at the request with other books, which is why we’re excited to of the Director for the Wild Hope Center for share it with the NASPA SLPKC. Read more Vocation. She wondered if there was any about programs and the possibility for the Women’s Center, Career NASPA Connections
and
Student
Involvement
SLPKC
blog
outcomes on the here:
http://bit.ly/
& NASPASLPKCblog
Leadership to develop some sort of program based upon the book. At first we had some conversation about the book itself, and the criticisms it was receiving. Then we realized that within that criticism there was the potential to explore some really interesting topics.
And so we pulled together and outlined a series of programs for faculty, staff, and students that would roll out during the 13-14 academic
Amber Dehne Baillon Pacific Lutheran University Associate Director of Student Involvement & Leadership
year. And when the new Resident Director and
Gender
for our Women’s Empowerment Equity
living
learning
community started in August, we invited her to the planning team. Every member of the planning team saw the potential with Lean In, just from different vantage points; there were connections to women’s issues, career development, vocation, and leadership. This combination of topics,
Melissa Williams Pacific Lutheran University Resident Director Harstad Hall 15
UPCOMING EVENTS & OPPORTUNITIES Jossey-Bass Webinar: Designing Intentional, Competency-Based Student Leadership Development Tuesday, December 10, 2013: 12pm - 1pm EST Register here<http://facebook.us4.list-manage.com/track/click? u=77fe2a65dfb535ef4de1de429&id=25bd7cf504&e=7505721d07>.
December CSI E-Series: Teaching Leadership Revisited Thursday, December 12, 2013: 1pm - 2pm EST Register here<http://facebook.us4.list-manage.com/track/click? u=77fe2a65dfb535ef4de1de429&id=defc176c64&e=7505721d07>.
December CSI E-Series: Multi-Institutional Study of Leadership Insight Report: A Conversation with the Authors Tuesday, December 17, 2013: 1pm - 2pm EST Register here<http://facebook.us4.list-manage2.com/track/click? u=77fe2a65dfb535ef4de1de429&id=730a912833&e=7505721d07>
Commission for Student Involvement Research Grant Application Deadline to apply is 11:59pm Saturday, February 1, 2014 In order to encourage significant research in areas of student involvement (student organizations, leadership development, community service, and fraternity/sorority life), the Commission for Student Involvement awards two $500 research grants annually. All ACPA members are eligible. Graduate students are especially encouraged to apply. Commission membership is NOT required. The research question(s) must align with the various purposes and activities of the Commission for Student Involvement's traditional functional areas or the intersections of these areas. For more information and how to apply please visit our web site<http://facebook.us4.list-manage1.com/track/click? u=77fe2a65dfb535ef4de1de429&id=d18381b893&e=7505721d07>
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