SLPKC Spring 2017 Newsletter

Conference Preview | KC Award Winners | Sponsored Programs | AND MORE!

NEWSLETTER Spring 2017

Volume 2, No. 2

Spring 2017 SLPKC Newsletter

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Spring 2017 SLPKC Newsletter

A Word From the Co-Chairs Jimmy Brown, Assoc. Director, Student Leadership Development, University of Chicago Kim Kushner, Coord. for Events & New Student Programs, University of Missouri-Kansas City

On behalf of the SLPKC Leadership Team, we hope that you are getting excited for the Annual Conference being held this year in San Antonio. The Annual Conference is always such a special time for the KC, as it gives us the opportunity to network and engage with our colleagues from around the globe. This edition of our newsletter will feature some of the wonderful events and sponsored sessions that we have available at this year’s conference.

We hope that you will take advantage of all of these events and welcome the opportunity to speak with you about how you can get more involved in the KC activities throughout the year – be it on the Regional or National level.

Tell us what’s on your mind! E-mail us at slpchairs@gmail.com or find the SLPKC on social media at

Student Leadership Programs Knowledge Community

@naspaSLPKC

We wanted to take this moment to also highlight our goals for the upcoming year.

• Increase our online presence through the use of social media and

interactive features on the NASPA website. This includes an increase

in our podcast and webinar offerings.

• Find opportunities for more face-to-face interactions of SLPKC

members, both regionally and during our National Convention.

• Strengthen the relationships between SLPKC and the other KCs,

which will allow us to reach a broader audience of professionals.

• Strengthen our Regional connections, finding new opportunities for

our Regional Representatives to serve as resources for best practices

and current research related to student training and development.

• Provide opportunities for scholarly research for leadership educators

in all aspects of leadership development and assessment.

As we develop our strategic teams to tackle these goals, please keep an eye on the KC email for ways that you can be involved in helping us succeed.

Finally, we want to recognize and welcome our newest KC Chairs-elect, Avani Rana and Sean Ryan. Both of these professionals have a history of volunteer leadership on the KC, and we know that you can expect great things from them in the future. Congratulations, Avani and Sean!

We hope you find this newsletter helpful as you think about and plan for your 2017 Annual Conference.

SLPKC Executive Board 2016-2017

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Jimmy Brown, Chair University of Chicago

Aaron Jones, Team Lead - Communications University of California, Santa Cruz

Myles Surrett, Webinar/Website George Washington University

Kim Kushner, Co-Chair University of Missouri - Kansas City

Avani Rana, Team Lead - Conference The College of New Jersey

Jeffrey Domagala, Webinar/Website Pace University

Matt Clifford, Past Chair Wake Forest University

Kat Dougherty, Spotlight Series & Awards Franklin Pierce University

Sundi Musnicki, Newsletter Eastern Washington University

Danielle Kleist, Past Chair Washington State University Tri-Cities

Susan Hua, Social Media/Communications University of San Francisco

Joshua Fredenburg, Conference Events Nova Southeastern University

Eric Scott, Social Media/Communications University of Alaska Southeast

Rachel Winters, Conference Events University of Virginia

Congratulations to the 2017-2018 SLPKC Exec Board!

SLPKC Exec Board 2016-2017 Rachel Winters, Conference Events University of Virginia Heather Stevens, Graduate Support University of Miami Chris Campbell, Graduate Support University of Vermont Rich Whitney, Literature Review DePaul University Benjamin Williams, Literature Review University of Colorado Boulder

Avani Rana - Chair Elect The College of New Jersey

Sean Ryan - Chair Elect Longwood University

Chair - Jimmy Brown, University of Chicago Chair - Kim Kushner, University of Missouri, Kansas City Past Chair - Matt Clifford, Wake Forest University Past Chair - Danielle Kleist, Washingt State University Tri-Cities Team Lead - Myles Surrett, George Washington University Team Lead - Aaron Jones, Univesity of California at Santa Cruz Team Lead - Sally Parish, University of Memphis Conference Special Events - Rachel Winters, University of Virginia Conference Special Events - Michele Kurtz, Wake Forest University Graduate Support - Meghan Perez, University of Tennessee Graduate Support - Chris Campbell, University of Vermont Lit Review & Resource - Benjamin Williams, Georgia Tech Lit Review & Resource - Amy Fitzjarrald, University of Houston Newsletter - Megan Webster, Fairfield University Newsletter - Maggie McCarthy, University of Missouri, Kansas City Podcast Production - Katilyn Cooper, Wake Forest University Podcast Production - Morgan Zuziak, University of Nevada, Reno Pre-Conference - Jeff Nilsen, University of Chicago Program Review - Stacey Malaret, University of Central Florida Program Review - Heather Brake, Arkansas State University Social Media/Communication - Lauren Krznarich, Indiana University Social Media/Communication - Susan Hua, University of San Francisco Sponsorship - Jared Eakins, University of Illinois at Urbana-Champaign Spotlight Series/Awards - Christina Hernandez, Mount Saint Mary's University Spotlight Series/Awards - Taylor Stokes, University of Florida Webinar - Jeffrey Domagala, University of Michigan Webinar - Joshua Fredenburg, Nova Southeastern University Region I - Tracey Pakstis, Becker College Region II - Christina Ferrari, SUNY Fashion Institute of Technology Region III - Anthony Crenshaw, University of Richmond Region IV-E - Eboni Turnbow, Wayne State University Region IV-W - Matt Skoy, North Dakota State University Region V - Janna Bernstein, University of Nevada, Las Vegas Region V - Melanie Lee, University of Utah Region VI - Trislenge Ortiz, Marshal B. Ketchum University

Sally Parish, Pre-Conference University of Tennessee, Knoxville Sean Ryan, Pre-Conference University of Alabama, Birmingham Sheraz Iqbal, Program Review University of Florida Heather Brake, Program Review Southern Illinois University, Carbondale Jared Eakins, Sponsorship University of Illinois at Urbana-Champaign Tracey Pakstis, Region I Becker College Christina Ferrari, Region II SUNY Fashion Institute of Technology Anthony Crenshaw, Region III University of Richmond Sean Ryan, Region III Representative Longwood University Eboni Turnbow, Region IV-E Representative Wayne State University Matt Skoy, Region IV-W-Representative North Dakota State University Janna Bernstein, Region V Representative University of Nevada, Las Vegas Trisienge Ortiz, Region VI Representative

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Spring 2017 SLPKC Newsletter

Integrative Leadership Learning: The Social Change Model in Action Dennis McCunney, Director, Center for Leadership & Civic Engagement, Eastern Carolina University Tara Kermiet, Associate Director for Curricular Programs, Eastern Carolina University Suzannah Lott, Assistant Director, Center for Leadership & Civic Engagement, Eastern Carolina University

Many leadership education programs within student affairs focus exclusively on co-curricular, out of classroom leadership learning.

These programs often have solid pedagogical approaches and blend theory with experiential learning strategies. While this approach builds on well-developed theory behind student affairs programming, there are limitations to this divisional model. In a climate where institutions are increasingly being pressured to demonstrate collaboration, efficiency, and proven effectiveness, a collaborative approach can provide real value. Meaningful collaboration can positively impact student learning as well; scholars note that “various forms of collaboration between student and academic affairs have resulted in opportunities for students to extend their learning beyond the classroom setting” (Schmidt & Kaufman, 2005, p. 242). We sought to put this concept of meaningful collaboration into practice at East Carolina University by launching a new initiative called ECU Leads. We have also learned a few lessons along the way.

Our institution benefits from a variety of resources that build the capacity for leadership education on campus. Our mission is deeply rooted in notions of civic leadership and service. Our senior leadership will often talk about leadership concepts in various settings around campus. The institution has a deep commitment to educating local leaders, striving to transform the region for the better. Opportunities for leadership education are integrated throughout the university.

From faculty training opportunities to staff development gatherings to student leadership summits, a wide variety of both formal and informal events encourage campus community members to learn about leadership.

Many students take advantage of leadership and service programs on our campus. The institutional definition is recited often; it is well integrated into the mottos of many student clubs and organizations. This institutionalized definition served as an asset for our evolving leadership certificate program. Our planning team realized that if we attempted to build this initiative around the university’s well-known leadership definition, then we would be able to quickly gain traction and buy-in from students and professional colleagues.

Our institution’s clearly stated leadership definition also connects well with the social change model of leadership development. Many of its basic elements -- with its focus on individual, community, and society -- support our own leadership definition. So, we decided to build our program into a three stage model. Supported by the leadership theories students would learn through their leadership studies classes, our program model recognized the natural stages through which students would travel in their 4

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(Continued from Previous Page) own leadership development. We also recognized that while many of our leadership programs referenced our leadership definition or gave a cursory glance to it, few students had the opportunity to immerse themselves deeply.

One main advantage to the development of this program involved a key resource on campus -- our leadership studies minor. The minor is an interdisciplinary set of courses that, as an academic program, has been moved to several departments and colleges throughout its history. The frequent transition left the program somewhat unstable with very few students enrolled in the minor, except for a newly designed general studies program. Still, many students who enrolled in the leadership minor classes from this general studies program were often just completing mandatory academic requirements; much of it was externally imposed. Our newly evolving leadership certificate program attempts to build on the solid theoretical foundation of this leadership studies minor, and at the same time, breathe some new life into it.

Throughout this new initiative, we have learned about the value of building leadership education into institutional and divisional strategic plans. For the past several years, institutional leaders at ECU have expressed interest in building a student leadership program that progressively monitors and assesses leadership learning.

Such an approach can link isolated experiences together, helping students build upon their leadership knowledge, values, abilities, and behaviors over time. By placing this program within our divisional strategic plan specifically, the effort to build the program has been supported by key campus leaders. In effect, the program has had official institutional backing because it has been listed in guiding documents for the university for some time.

Lastly, we’ve also learned about the value of building stakeholder teams -- across departments and across divisions -- to develop and implement this approach to leadership education (Engstrom & Tinto, 2000). Through our experience and relying upon principles of partnership theory, our campus developed a team-based approach to launching this initiative.

Various campus resources were leveraged to help build upon the institution’s commitment to leadership education.

References Schmidt, N. & Kaufman, J. (2005). Learning commons: Bridging the academic and student affairs divide to enhance learning across campus. Research Strategies, 20(4), 242-256.

Engstrom, C.M & Tinto V. (2000). Developing partnerships with academic affairs to enhance student learning. In M.J. Barr & M.K. Desler (Eds.), The handbook of student affairs administration (2nd ed.). San Francisco: Jossey Bass. pp. 425–452.

Looking for a way to

with the SLPKC at the NASPA Annual Conference in San Antonio?

You’re invited to the Student Leadership Programs Knowledge Community Open Meeting & Awards Reception Tuesday, March 14, 6:00 - 7:30 pm at the Grand Hyatt in Bonham E! Come meet your fellow Student Leadership Educators and celebrate outstanding Student Leadership Programs and Professionals. If you’re looking for innovative program ideas, engaging conversations about leadership, and/or getting more involved in the SLPKC make sure to be there!

If you can’t make it to the reception make sure to stop by the SLPKC table at the Graduate Programs & Knowledge Communities Fair on Monday, March 13th from 7:00 - 9:00 pm in the Lonestar Ballroom at the Grand Hyatt.

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Spring 2017 SLPKC Newsletter

Congratulations to our 2017 SLPKC Award Recipients!

Outstanding Service to the Student Leadership Programs KC Myles Surrett, The George Washington University

Myles Surrett currently serves as an Assistant Director in the Center for Student Engagement at the George Washington University (GW). Myles graduated from Furman University with a degree in History and completed a Master’s Degree in Higher Education Administration from GW. Previously, Myles worked in the non-profit sector with The Close-Up Foundation in DC and Greater Birmingham Habitat for Humanity in Alabama. In addition to his positional capacity, Myles is thrilled to serve as the incoming Communications Team Leader for the SLPKC. He will complete a rewarding stretch as the Webinar Co-Coordinator in March 2017. Myles also serves as the host and producer of the NASPA Leadership Podcast.

Outstanding Contribution in Student Leadership Dr. Rosalyn Kempf , Mount Saint Mary’s University

Rosalyn Kempf currently serves as Acting Assistant Vice President for Student Affairs and Director of Women’s Leadership at Mount Saint Mary’s University, Los Angeles, home to one of the country’s first leadership programs for women. As head of the Women’s Leadership and Student Involvement department she oversees leadership programs, new student orientation, clubs and organizations, and the student government across the University’s two- and four-year campuses.

Rosalyn holds an Ed.D.in Educational Leadership from UCLA where her dissertation research examined the long-term impact of holding college leadership positions on first-generation Latinas. She earned her Master’s in Higher Education from the Harvard Graduate School of Education and Bachelor degrees in History, Sociology, and Social Science with an emphasis on Public and Community Service from UC Irvine. Rosalyn has previously served on the editorial board for JSARP and currently serves on the board of the Public Leadership Education Network (PLEN).

In her spare time she enjoys family road trips and curling up with a good book!

Outstanding Leadership Spotlight Program of the Year Leadership Scholar Program, Mount Saint Mary’s University

What sets Mount Saint Mary’s University (MSMU), Los Angeles apart from other universities in the field of collegiate leadership education is its long history of preparing college women as leaders. In 1974, MSMU started the Leadership Scholar Program as a means of attracting high-achieving students to its Doheny campus. The program led to the formal founding of the Women’s Leadership Program in 1975, one of the nation’s oldest leadership programs for women. For over 40 years, Women’s Leadership at Mount Saint Mary’s has provided students with leadership education, skill-building, and opportunities for action (Continued on Next Page) 6

(Continued from Previous Page) and reflection. Its hallmark still remains the Leadership Scholar Program – a comprehensive, cohortbased experience with an emphasis on students working together to accomplish change and make a difference for the common good. Through this program, freshmen and sophomore students at the Chalon campus are invited to apply and become part of a unique, comprehensive leadership development experience. The Leadership Scholar Program recognizes the leadership potential of individual students dedicated to making positive contributions to their campus, their community, and their personal lives through involvement, service, and leadership activities.

Dr. Susan Komives Research Award Estee Hernandez, Florida State University

Estee HernĂĄndez is a doctoral candidate in the Higher Education program at Florida State University, where she also serves as a Program Coordinator at the Center for Leadership & Social Change and an Instructor in the Undergraduate Certificate in Leadership Studies. Her research focuses on the graduate student experiences of marginalized communities and Chicana/Latina women along the educational pipeline. As an educator, her practices focuses on flattening the power dynamic between Teacher and Student and fostering a community of Learners, as well as (re)centering cultural funds of knowledge.

Join us for the Student Leadership Programs Knowledge Community Open Meet & Awards Reception Tuesday, March 14 | 6:00-7:30pm | Grand Hyatt Bonham E

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Spring 2017 SLPKC Newsletter

NASPA 2017 SLPKC Sponsored Programs Monday, March 13 8:30am - 9:20am A Critical Narrative Analysis: White Student Leader Participation in Service-Learning Programs Convention Center, 006B The purpose of this presentation is to share findings from a research study exploring how white student leaders experience race and privilege in critical co-curricular service-learning programs. This presentation will also cover implications for practice and serve as a resource for college administrators working with students and community members.

3:00pm - 5:00pm Inter-Association Leadership Education Collaborative (ILEC): The Future of Leadership Education Discussion Grand Hyatt, Bonham B Attention leadership educators and those interested in leadership development! We need your feedback! The InterAssociation Leadership Education Collaborative (ILEC) represents a 4-year effort by NASPA and 7 other higher education associations to identify a higher education global leadership education agenda. This presentation will share the background of this ILEC work, and discuss strategic priorities the ILEC has charged those within the student leadership education field and leadership studies discipline to address by 2020. We will be soliciting feedback that will be very helpful in continuing to engage and build on this topic, shaping the advancement of leadership education.

Tuesday, March 14 8:30am - 9:20am Critical Perspectives on Gender and Student Leadership Grand Hyatt, Texas B The session focuses on the forthcoming issue of New Directions in Student Leadership, which focuses on the connections between gender and student leadership. Contributing authors will share highlights from their work, illuminating current research and examples of practice related to specific gendered populations (e.g., men, women, trans* students).

A critical examination of the existing literature and directions for future research and practice will be presented.

10:00am - 10:50am Creative Leadership: The Arts as a Tool for Engagement and Inclusion Grand Hyatt, Presidio AB From Hamilton to guerilla art, the arts are an often untapped tool to help our students get engaged and grow as leaders. Using the Social Change Model as a basis, this session will dive into the ways that creativity can help students engage in deep learning around their own values, their role in a community, and their engagement as citizens. Be prepared to learn about yourself, to get engaged, and to create positive change.

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Monday, March 13 10:00am - 10:50am Curriculum Enhancement Process: Moving Leadership Programs to the Next Level Convention Center, 210 AB Have you ever felt like your mantra is “just keep swimming”? You feel overwhelmed at the sheer amount of outcomes within higher education. Sometimes it is challenging to begin, or you are so deeply entrenched in your program planning that you struggle to dig your way out. It’s time for you to hit pause and apply a Curriculum Enhancement Process model that is grounded in teaching and learning literature to your leadership program or area.

1:15pm - 2:05pm Infusing Social Justice Themes in College Student Leadership Programs Grand Hyatt, Texas A Privilege plus prejudice equals oppression. In your leadership series, are issues of diversity and multiculturalism only discussed during that “one special diversity session”? What can be done to develop seamless leadership programs that embrace citizenship, inclusion and service? Join us as we embark on a journey that will assist us in evaluating the “cultural readiness” of your leadership programs.

Strategies, activities and concepts will also be discussed in an effort to provide resources for participants.

Tuesday, March 14 11:05am - 11:55am “Welcome to the Big Leagues”: Transforming Traditional Leadership Programming to Online Marriott Rivercenter, Grand Ballroom Salon E Online learning is an exciting opportunity, but has many practitioners wondering how to best serve those students.

FIU’s Center for Leadership and Service has successfully engaged both fully online students in a co-curricular leadership program and also utilized a flipped classroom model to begin to embrace this trend. This session highlights key concepts to consider when designing online co-curricular programming, as well as, strategies and lessons learned throughout the process.

3:40pm - 4:30pm Assessing Co-curricular Student Leadership: Multiple Constructs, Multiple Methods Convention Center, 205 Leadership is defined in multiple ways, leadership programs vary in content and process, and institutions promote the idea that students and graduates are leaders. One of the challenges, though, is to assess student leadership and programs in a meaningful way that provides value to the individual, the department, and the institution. Based on the recent New Directions in Student Leadership monograph, Assessing Student Leadership, this session will explore methods and resources to assess student learning and leadership.

Wednesday, March 15 8:00am - 8:50am Supporting the Leadership Development of Student Activists Convention Center, 205 This session will present recommendations for practice from a mixed-method leadership study conducted with student activists at a highly selective, private, research I institution in the Midwest. The study focused on outcomes of participation in student activist behaviors, how activist groups form, make decisions, and navigate the change process. The presentation will provide suggestions for programs and advising strategies that can further the leadership development of student activists.

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Wednesday, March 15 (Cont.d) 9:00am - 9:50am Collaborating To Impact Leadership Development and Career Readiness Skills in Student Employees Convention Center, 207A What do Sports Officials and RAs have in common? They make the tough “call”, manage conflict between “teams”, are the leader on the “field”, and build relationships with people with a variety of backgrounds and experiences.

The University of Texas at San Antonio’s Campus Recreation, Housing and Residence Life and Campus Living Villages will share resources and examples of their collaboration for identifying specific career readiness skills, joint all-staff training and assessing student learning.

How to Get the Most Out of NASPA 2017 Whether you’re new to NASPA or a seasoned pro, attending a conference can be an exciting and sometimes overwhelming experience. It is an opportunity to connect with colleagues and renew your passion for our work.

Here are a few tips to help you navigate the NASPA 2017 Conference and get the most out of your experience: Plan Ahead. Check out the offerings of sessions and other activities early on and come up with a plan for which ones you want to attend. Consider what sessions colleagues from your institute are attending - the more sessions that you can cover, the more information and resources you can bring back to your campus!

Find a Balancee. Attend a variety of sessions that apply to your current position, areas of professional interest you want to explore, or topics that speak to you personally.

Take a Breather. Conferences are only a few days, but they are packed with activities and information! Don’t forget to incorporate some downtime into your schedule, remember to consume more than just coffee, and try to get a good night’s sleep!

Get Out There & MINGLE! There are countless ways to network at conferences. During sessions, try to sit with people you don’t know. Introduce yourself to those sitting around you. Take some business cards to share. If you get business cards from others, write down a few notes on the back with reminders about that person and your interaction with them.

GET INVOLVED! While you’re at the conference, learn about ways to get involved with NASPA. Learn about volunteer opportunities, join a knowledge community, or run for an open position! This is a great way to build up your professional network, gain valuable experience, and give back to the organization.

We hope you have a great time at NASPA 2017! Attend as many sessions and events as you can, put yourself out there and meet new people, and don’t forget to HAVE FUN! 10

NASPA Student Leadership Programs Knowledge Community: Advancing Leadership Education through the Inter-Association Leadership Education Collaborative (ILEC) Kim Kushner, Student Leadership Programs Knowledge Community (SLPKC) Co-Chair

Introduction In Considerations of Student Learning in Leadership (2011), Julie Owen writes “leadership can and should be learned…and that leadership educators can purposefully foster learning that helps students integrate knowledge, skills, and experiences in meaningful ways” (p. 109). Since its inception, the Student Leadership Programs Knowledge Community (SLPKC) has sought to be a resource for higher education professionals interested in creating these meaningful learning environments that foster leadership capabilities for our diverse college student populations. One of thirty Knowledge Communities within NASPA-Student Affairs in Higher Education, the SLPKC aspires to meet its 3,000+ members’ needs through finding opportunities to cultivate the higher education leadership education field. In working to achieve this goal, the SLPKC has joined seven other professional associations dedicated to the work of college student leadership education for shared initiatives, research, and resource development. Over the past four years, SLPKC and NASPA office representatives have united with liaisons from these associations, working collaboratively to better serve their members in advancing the leadership education field. Over multiple phone meetings and yearly-in person meetings, the Inter-Association Leadership Education Collaborative (ILEC) formed, aiming to support, promote, and advance leadership education and professional development opportunities for its membership associations, while also aspiring to “…defin[e] the significant priorities for the advancement of the field of leadership education and the communities they impacted” (ILEC, 2016, p. 2).

This article examines the evolution of the ILEC’s objectives, focusing on the SLPKC’s desire to link its strategic goals and mission to the ILEC priorities defined in Collaborative Priorities and Critical Considerations for Leadership Education (2016), a document aimed to provoke conversation among leadership education communities of practice. Through outlining how ILEC priority areas hope to evolve the leadership education field, this article highlights manners where the SLPKC’s current initiatives map directly to the ILEC priorities. This article also analyzes how the SLPKC can better connect to challenges and gaps outlined in this priorities document.

The NASPA Student Leadership Programs Knowledge Community The NASPA Student Leadership Programs Knowledge Community (SLPKC) serves as a resource for higher education professionals who have professional interest in leadership training, education, and development for college students. This community’s mission includes sharing best practices, providing critical evaluation of the leadership education field, examining standards for leadership programs, supporting national and regional efforts to develop student leadership programs, making contributions to literature, recognizing exemplary programs, and cultivating a forum for the presentation of new ideas. To meet this mission, the SLPKC’s current strategic goals include: (1) Increasing SLPKC’s online presence through the use of social media and interactive features on the NASPA website; (2) Finding opportunities for members to have face-to-face interactions, both at the regional level and during the NASPA Annual Conference; (3) Strengthening relationships between the SLPKC and other Knowledge Communities, reaching a broader professional audience; (4) Strengthening NASPA regional connections, finding opportunities for the regional representatives to serve as resources for best practices and current research related to student leadership training and development; and (5) Creating scholarly research opportunities for leadership educators in all aspects of leadership development and assessment.

The SLPKC strives to achieve its mission and goals through the work of its volunteer leadership team, consisting of two co-chairs, three team leads, and thirty-six leadership team volunteers split into work areas related to (Continued on Next Page) Spring 2017 SLPKC Newsletter

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(Continued From Previous Page) regional representation, outside collaborations, communications, sponsorship, and NASPA Annual Conference events. These volunteers support NASPA’s overall mission and vision to be the principal source of leadership, scholarship, professional development, and advocacy for student affairs, and to become a leading voice for the student affairs profession.

In thinking about the SLPKC’s work and its relationship to the ILEC’s Collaborative Priorities and Critical Considerations for Leadership Education, it is important to first examine the primary assumptions framing the ILEC group’s overall inquiry. They include: (1) Leadership educators balance multiple roles and professional identities (e.g., teacher, practitioner, scholar), and (2) To advance Leadership Education we must expand traditional paradigms of research and practice and engage in forms of scholarly inquiry that promote integrative thinking, boundary-spanning experiences, and collective meaning-making. These lenses closely match how the SLPKC aspires to enact the ILEC priorities. This article aims to further the conversation surrounding these lenses, linking them to the ILEC priorities, thereby beginning to critically analyze and question why the SLPKC offers what it offers and what processes hinder its ability to advance the priorities this document champions.

The ILEC Priority Areas The three priority areas identified within the ILEC document include: (1) Building inclusive learning communities; (2) Expanding evidencebased practice through assessment and evaluation; and (3) Enhancing our community of practice through professional development and resources. Within the SLPKC, these priorities build on its mission and strategic goals.

For the priority related to building inclusive learning communities, the SLPKC attempts to “utilize technology to increase access to leadership learning for all students and educators” (ILEC, 2016, p. 6). This effort has been most recently put into practice through the SLPKC Leadership Podcast (2016), where the Knowledge Community has featured NASPA President Kevin Kruger, Dr. John Dugan, Dr. Susan Komives, and highlights from influential and well-structured leadership programs worldwide. Through dialoguing with leadership education experts and sharing best practices of innovative leadership education trainings/programs, the SLPKC hopes to “[i]nvite and include multiple perspectives on leadership concepts, theories, and models” (ILEC, 2016, p. 6).

Moreover, the first priority is also addressed through SLPKC NASPA Annual Conference work, exemplified through preconference efforts and abilities to sponsor a diversity of programs to create inclusive learning communities for all NASPA conference attendees. Over the past few years, the SLPKC has focused preconference efforts on topics ranging from building college student resiliency through leadership development, to how to effectively

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(Continued from Previous Page) use leadership competencies in co-curricular environments, to constructing partnerships to create cultures of leadership within college campuses. The SLPKC has sponsored programming on topics addressed by this priority, including but not limited to examining identity intersectionality, ethics and culture within leadership education, and how to effectively build “capacities for community and social change” (ILEC, 2016, p. 6). In reviewing this priority area, the SLPKC recognizes there are many ways it has yet to achieve this priority. One action to support this priority area includes sharing more resources on our website, social media, and through our communications methods that complement this priority’s themes of privilege, social justice, equity, intersectionality, and exploring the underrepresented voices that “engage transdisciplinary resources, research, and pedagogies” (ILEC, 2016, p. 6). Reflecting on how the SLPKC can partner with other Knowledge Communities or professional associations working closely with these topics is essential to “cultivating collective capacities for community and social change” (ILEC, 2016, p. 6); bringing ideas and identities to the forefront that may not have paired with leadership education trends and topics in the past is essential to continue the creation of cross-cultural and global leadership competencies in an ever-evolving learning environment.

Priority 2 involves expanding evidence-based practice through assessment and evaluation. The SLPKC has attempted several membership-based assessments, most recently with the NASPA SLPKC Membership Feedback Survey (2013). This survey’s primary outcomes included gaining a better understanding of whether the organization is reaching its membership effectively and to assess overall satisfaction with what the SLPKC provided its membership and the student leadership community at large. Overall, the survey indicated more outreach was needed to ensure members felt a strong connection to the community. Members also stated the SLPKC leadership team needed to be “more intentional with its approach to professional development, particularly when it [came] to promoting the various opportunities that exist[ed] for members of the community…[r]ather than trying to focus on constantly generating new knowledge, the team need[ed] to utilize and promote already existing resources” (Clifford, Kushner, & Piatt, 2013, p. 11). Although the SLPKC implemented this survey three years ago, these findings are a reminder of the work the SLPKC still has within this ILEC priority area. The SLPKC must work to share opportunities to educate professionals about how to effectively “understand the outcome of leadership over time” using diverse methods of data collection, longitudinal studies, and assessment methods focused on learning outcomes (ILEC, 2016, p. 7). It must also focus on “what about” leadership initiatives fosters learning, instead of merely sharing best practices through spotlight series, blogs, and newsletter articles. Thus, the SLPKC can continue to work with peer associations to create accessible opportunities for professional development surrounding topics of assessment and learning outcome development. Translating this information to current practitioners is essential, so they can then utilize this information to show the value of their work to stakeholders both within and outside higher education who may not have a background in leadership education (ILEC, 2016, p. 7).

ILEC’s Priority 3 asserts that enhancing the communities of practice through professional development and resources is essential in leadership education. The SLPKC is a professional development network for its membership. In building this network, it hopes to “[c]reate meaningful professional development that is (Continued on Next Page)

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(Continued from Previous Page) appropriately sequenced, of high-quality, and provides extended learning opportunities” (ILEC, 2016, p. 8). With over 3,000 members of various professional backgrounds, education levels, and ways they choose to engage with NASPA and the SLPKC, the definitions of “appropriately sequenced” “high-quality” and “extended learning opportunities” is challenging to measure and achieve; a graduate stdent’s professional development needs may differ from a senior student affairs officer’s needs, which also may differ from a faculty member’s research interests. Thus, inclusivity towards helping close the gap between levels and addressing the scholar/practitioner divide is needed to continue to prepare “to be flexible and nimble in response to emerging topics and trends” (ILEC, 2016, p. 8).

Moreover, the SLPKC can continue to create “more inclusive and accessible pathways to ensure leadership educators are reflective of the populations [they] serve” (ILEC, 2016, p. 8). This inclusivity may look like increased mentorship opportunities at regional and national conferences, continuing to build technology sharing opportunities, and truly listening to members’ needs through “forums for dialogue across formal and informal learning experiences” (ILEC, 2016, p. 8). The SLPKC is proud of the mentorship program it has established at the NASPA Annual Conference; each year, it hosts graduate student and new professional mentees paired with leadership education professionals from diverse student affairs functional areas. Continuing to create accessible outlets for in-person networking for leadership educators will help achieve this priority, especially during NASPA Regional Conferences, Leadership Educators Institute (LEI), and other leadership education-related conferences and drive-ins. Lastly, professional development is also about doing self-work to better support students. Facilitating training opportunities on topics such as leadership assessments, offering reading lists to help professionals create effective curriculum, and supporting professionals throughout their own leadership journeys can only help to better serve students.

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Conclusion This article highlights ways the NASPA SLPKC champions the ILEC Collaborative Priorities and Critical Conversations for Leadership Education document. The SLPKC works closely with NASPA and other Knowledge Communities, who also recognize leadership education professionals and implement effective leadership education programming; however, this article aims to highlight SLPKC-specific accomplishments and challenges, since its membership is most closely identified as those interested in college student leadership education. This ILEC document espouses that it hopes to become a “co-created and ever-evolving conversation within and among leadership education communities of practice” (ILEC, 2016, p. 5); similarly, the SLPKC strives to be a dynamic and collaborative organization who values and hears its members’ needs. Through taking this document and evaluating its impact with members at 2016 NASPA Regional Conferences, the 2016 LEI Conference, and the 2017 NASPA Annual Conference, the SLPKC leadership team hopes to continue to critically examine and reflect upon its work, engaging membership in conversations as to how the organization can develop a greater community of educators and seek to provide ongoing and innovative professional development opportunities for all educators regardless of their professional identity.

References: Clifford, M., Kushner, K.A., & Piatt, K. (2013, June). Findings from the membership feedback survey 2013. SLPKC June 2013 Newsletter.

Retrieved from http://archive.naspa.org/files/SLPKC_Newsletter_June2013.pdf.

Inter-Association Leadership Education Collaborative (ILEC) (2016). Collaborative priorities and critical considerations for leadership education.

Submitted for publication.

Owen, J. E. (2011). Considerations of student learning in leadership. In S. R. Komives, J. P. Dugan, J. E. Owen, C. Slack, & W. Wagner (Eds.), The handbook for student leadership development (2nd ed., pp. 109-133). San Francisco, CA: JosseyBass.

Reflections of an SLPKC Think Tank Facilitator As we prepare for the 2017 NASPA Annual Conference, here is a look back at a piece done by one of our 2016 Think Tank facilitators, Dr. Sherry Early.

Dr. Sherry Early, Assistant Professor, Marshall University

As leadership educators and practitioners—this is a BIG deal! When most of us think of the Social Change Model of Leadership (SCM) we think of non-positional leadership, values-based practices, how individual constructs influence group constructs which influence societal/community constructs, and ultimately lead to positive, purposeful change. We must also celebrate our sustained collaborative relationship with the Student Affairs Partnering with Academic Affairs Knowledge Community.

So, here is a brief history lesson. As a former Co-Chair of the SLPKC, a few years ago, we did not have a Think Tank and focused on awards and socializing. Dr. Susan R. Komives pulled me aside and spoke about how much she looked forward to the creativity and excellent dialogue she experienced during the Think Tank—so we decided to bring it back. With last year’s KC leadership, the Think Tank rose to another level and I was honored to be asked to be one of the facilitators.

The Think Tank co-coordinators asked the facilitators to think of evidence-based and practitioner-based topics connected to the SCM. With a brief lecture on the SCM, research, and competencies—our participants then self-selected into the topic of their choice. As facilitators, we created five topic-specific questions to discuss with our participants.

Luckily, the topics were so interesting, all facilitators had many engaged participants. As anticipated by the Think Tank coordinators, each group felt 45 minutes was not enough time to discuss their topic.

Luckily, prior to the Think Tank the co-coordinators asked the facilitators to participate in a post-NASPA SLPKC webinar and we all agreed; therefore, I will not share the topics or the top three items shared by each group at this time. However, in my classes I asked students for key take-aways.

Here is what they had to say:

• Diversity discussions matter—encourage your student leaders to engage often!

• Mentoring is important, both at the peer and sage levels.

• We need to walk the line as advisors/supervisors/mentors to challenge and support our student leaders appropriately.

• Social media is not going away and guides how we are accessible and perceived by our student leaders.

• Generation Z’s needs challenge the way professionals on college campuses teach/advise/mentor in practice.

Graduate students, new professionals, mid-level professionals, non-profit, corporate sponsors, and faculty were afforded an opportunity to have rich, meaningful dialogues centered on the Social Change Model of Leadership Development’s evolution and future implications through participation in last year’s Think Tank. It is my hope that these discussions continue as we witness (and contribute to) the next 20 years of Social Change!

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Spring 2017 SLPKC Newsletter

Region III- SLPKC Spring 2017 Webinars March 8th

Topic: The Relationship between Student Development & Student Success 8:30-9:00 CST

April 12th

Did You Know???

The SLPKC Has a Webinar & Podcast Series!

Interested in being featured for a webinar or podcast this year?? The webinar team is looking for interesting programs, services, initiatives that we can highlight this upcoming year.

Previous podcasts/webinars have featured Sherry Watt, Stacey Malarat, Susan Komives, and Matt Clifford.

If you have something you’d like to highlight or share with the KC, contact Jeff Domagala at jeffdom@umich.edu or Myles Surrett at msurrett@gwu.edu.

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Topic: New to Student Life?

Q & A Helpful Tips Student Affairs Professionals 8:30-9:00 CST

May 3rd

Topic: Resource Management and Strategic Planning for Student Leadership 8:30-9:00 CST To present, go to

https://goo.gl/forms/vPIDaAglvW5377Bk2

To participate, go to

https://goo.gl/forms/evDK2HODQ96mPdTy1

For more info, contact Sean Ryan at ryanse@longwood.edu.

Interested in Connections Between leadership and service?

Join the NEW Civic Learning & Democratic Engagement (CLDE) KC! The CLDE KC strives to share and create resources to further educate individuals within the field and engage professionals at every level as they promote engaged citizenship, democratic participation, applied learning, and social responsibility.

One of NASPA’s newest KC’s and an evolving functional area within student affairs, the CLDEKC is a space for professional development, idea generation, scholarship, and discussion related to the field of civic learning and public service. Join the KC by visiting the NASPA KC webpage.

Representatives have been placed within each region’s leadership team.

Check with your region’s leadership or contact Dennis McCunney (mccunneyw@ecu.edu) or Lindsey Woelker (lwoelker@gmail.com) for more information.

Thank you to our wonderful sponsors!

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