Jan.
2011
SLPKC & n o i t c e p s I n t ro p i h s r e Lead
Newsletter Co-Editors Adam Cebulski
opening thoughts...
Stuart School of Business, IIT
A few words from the new senior leaders of the Student Leadership Programs
Quincy Martin III
Knowledge Community within NASPA.
Triton College
Contents
Greetings SLPKC, Melissa and I, as your co-chairs, are excited to dedicate this newsletter to the events, meetings, and activities taking place at the national conference. Inside you will find information about the SLP KC preconference workshop (Purposeful Leadership: Developing Change Agents). In addition, we have several KC sponsored sessions focusing on various leadership topics, which are also described in the newsletter. Finally, we have shared the date and time of our member meeting. Based on the feedback of our KC members, we moved this to an afternoon meeting with a joint reception immediately following. We felt it was important to provide a social networking opportunity so that you can learn from one another. We recognize not everyone can attend this conference due to budget constraints but be assured we will share these resources with you on our website. If the KC can provide better programs or services to you, please contact Melissa or I to share your idea. Sincerely, Jan Lloyd, Ph.D. Acting Asst. Vice President for Student Affairs & Dean of Students University of South Florida Polytechnic
Melissa Shehane, M.Ed. Senior Advisor, Leadership & Service Center Dept of Student Activities Texas A&M University
Jan Lloyd—University of South Florida Polytechnic
Graduate Mentorship Program Announced Mission Change Multi-Institutional Study of Leadership Understanding Your Moral Intelligence Content Contributors Michael Bamhardt Chris Bohle Caldwell Chenault Sherry Early Eric Edwards John Dugan Amanda Davis Jamie Thompson
Melissa Shehane—Texas A&M University
Online Resources for Student Leadership Programs
Graduate Student Mentorship Program Open call for participants! The SLPKC Graduate Student Mentor Program is designed to connect
Student Leadership Programs KC has a variety of resources to assist you
graduate students who are interested in student leadership with current professionals in the field. Each graduate student (mentee) will be matched
in developing, expanding,
with a professional (mentor) during the national conference and will be
and assessing your
encouraged to network during the course of the conference.
leadership programs. We have a list of leadership
There is an expectation that the mentor and mentee attend SLPKC and
journals and books as well
Conference social events together. It will be up to the discretion of both the
as literature reviews.
mentor and mentee if they wish to continue to communicate after the
There is also a list of
conference. The purpose of the program is to connect the mentee to the
leadership conferences
SLPKC and NASPA, provide the mentee with networking opportunities during
available. Want to share ideas and
the conference, and allow the mentee to learn more about working with
get feedback from your
student leadership programs.
leadership colleagues?
Mentor Requirements:
You can join the SLP
education
listserv by emailing jdesanto@naspa.org and adding the subject line Join SLP listserv. Already on the
Currently working in an area of Leadership at an institution of higher
Minimum of 2 years professional experience
Commitment to attend conference events with mentee
listserv? Send an email to
Mentee Requirements:
slp@listserv.naspa.org
Currently enrolled in a graduate program
Commitment to attend conference events with mentor
Sign Up Process: Please visit the following form: https://spreadsheets.google.com/viewform? formkey=dGFNTzJwLU0xSFQ1dHBsWmRxbVA3Tmc6MQ Questions: Please contact SLPKC Mentorship Program Coordinators: Michael Baumhardt (baumhardtm2@scranton.edu) or Amanda Davis (AJ-Davis3@wiu.edu)
program spotlight >>>
Mission Change
Jamie Thompson & Caldwell Chenault, Trinity University Juniors & Seniors: Your mission is to enhance your leadership and team management skills by engaging alumni, San Antonio lead-
What is Mission: Change? Mission: Change is the capstone experience for Trinity University’s leadership programming as it targets junior and senior level 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. This cocurricular program requires individuals to explore their own leadership through theory-to-practice transformational leadership activities, small and large group discussions, and individual reflection. 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 (and related values: common purpose, collaboration, controversy with civility, and citizenship).
Mission: Change includes six weeks of meetings and a reception in which students present their community projects. The community projects represent social justice issues and illustrate how participants have chosen to address these issues and create change in their communities. By participating in this program, students are able to work with others toward a common goal, manage conflict constructively, and examine the process of creating change.
Assessment Data Assessment was conducted through pre- and post-assessment paper surveys. Both the pre- and post-assessment response rates were 100%. Participant attrition was less than one percent. Of the 11 participants, 10 students were juniors and one student was a sophomore (granted specific exemption from the junior/senior requirement). Respondents included seven female and five male students.
( c ontinued on page 7 )
Mission Change (Continued from page 4)
Student Learning Outcomes Data: Work with others toward a common goal (Common Purpose, Collaboration) Data demonstrated an average increase of one point on a four point scale (actual increase from 3.08 to 3.9) in response to participants’ ability work with others toward a common goal. Qualitative data also support this growth: “I believe that working
Professional Development
within a group for Mission: Change is an excellent way to create shared aims and values. […] It is nice to know that others are passionate about similar areas, and I think this create[s] a productive environment in which I can achieve my goals.”
How are you developing your staff to be better
Manage conflict constructively (Controversy with Civility)
leadership educators?
Data demonstrated an average increase of less than one point on a four point Learn something great
scale (actual increase is 3.17 to 3.50) in response to their ability to take into account
at a conference or
multiple perspectives when managing conflict or giving/receiving feedback. For
workshop?
example: “I think after knowing people's conflict style, I can figure out a way to get We want to hear!
my message to the others, and also change my behavior to take advantage of the strengths.” Examine the process of creating change (Citizenship)
Data demonstrated an average increase of less than one point on a four point scale (actual increase is 3.0 to 3.40) in response to their ability to influence positive change. One 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.” Overall, the data illuminates that participants perceive skill development and learning related to Social Change Model competencies as a result of participating in Mission: Change.
Community Projects At the conclusion of the formal leadership workshops, participants tackled several specific social issues through the development and execution of a community project. Community projects varied in number of contributors, scope of interest areas, and the length of time in which goals were or will be accomplished. Out of the 11 participants, five projects emerged; a bone marrow donor drive, an educational environmental program for middle school students, weekend programming for children at an international shelter, research related to youth wellness among females; and an international community service program in Ecuador. A summary of these projects
can also be viewed in a YouTube video.
(Continued on page 7)
Multi-Institutional Study Of Leadership Chris Bohle, Trinity Christian College John Dugan, Loyola University Chicago
T
he Multi-Institutional Study of Leadership (MSL) examines college student leadership development, and specifically, the role higher
MSL Information
education plays in developing students’ capacities for socially responsible
The Multi-Institutional Study of
leadership and other critical college outcomes (e.g., identity salience,
Leadership (MSL) is an annual,
complex cognitive skills, social perspective-taking). Since 2006, over 150
national survey of leadership development among college students.
schools have utilized the MSL with more than 200,000 student
It explores the role of higher education
participants. In anticipation of changes to the MSL survey instrument in
in developing leadership capacities
2012, a group of practitioners and researchers gathered in November
with a special focus on specific environmental conditions that foster
2010 at Loyola University Chicago to discuss ways the instrument can
leadership development. MSL is
best be refined to benefit leadership educators and institutions of higher
conducted in partnership with the
education. The MSL research team anticipates adding new outcome
National Clearinghouse of Leadership
measurements, demographic variables, and refining measures associated
Programs (NCLP).
with the college context.
Although summit participants expressed overall satisfaction with the instrument, most agreed that as the college context changes, so to must the instrument. Furthermore, research from MSL and other leadership studies in recent years have provided greater insights into the process of leadership development. Altering the MSL survey instrument provides a key opportunity to extend this research and the ability for schools to engage in evidence-based practice. Participants agreed that the following must be renewed or refreshed as priorities in the 2012 version of the MSL:
Critical self-reflection remains an important aspect of building students’ capacities for socially responsible leadership and should be explored as a key leadership development construct;
Social justice must act as a lens for one’s development of socially responsible leadership and MSL research can extend our understanding of how social justice and leadership intersect;
Individual institutional goals or priorities can be better advanced by giving schools the flexibility to
(Continued from page 6)
choose from a bank of existing sub-studies on a variety of topics.
The recent meeting also provided an opportunity to discuss how the MSL Research team can better support schools in understanding the results of participation in the study as well as translating results to practice. A number of new resources and changes in the structure of participation in the study will target this need in the coming year. Given the continuously evolving nature of the American college student, leadership education must also adapt and accommodate in order to allow practitioners to better serve students. As a core tenant of the MSL and socially responsible leadership, the MSL leadership team wishes to hear from you if you have input regarding the 2012 round of the MSL. If you have questions or suggestions, please write to Dr. John Dugan, Assistant Professor in the School of Education at Loyola University Chicago. He can be reached at jdugan1@luc.edu.
Additional information about the MSL can also be found at
Region Reps Region 1 Brian Quinlan
Anna Maria College Region 2 Leah Barrett
SUNY-Brockport Region 3 Leslie Grinage
Duke University Region 4E Michael Baumhardt
University of Scranton Region 4W Gretta Mincer
Metropolitan State College Region 5 Eric Alexander
Oregon State University Region 6 Steven Lerer
University of CaliforniaRiverside
www.leadershipstudy.net.
(Continued from page 5)
Mission: Change combines leadership and service, successfully drawing junior and senior students to act upon their passions and create change. For more information about this program, visit http:// web.trinity.edu/x6195.xml.
References Higher Education Research Institute [HERI]. (1996). A social
Get Featured! We welcome articles that discuss trends, original ideas, and detail best practices in student leadership in higher education. For more information about submitting to our newsletter, please e-mail your inquiry to SLPKC.NASPA@gmail.com.
change model of leadership development (Version III). Los Ageles: University of California Los Angeles, Higher Education Research Institute.
Submission Deadline March 25, 2011
Issue Date April 15, 2011
Understanding Your Moral Intelligence
SLPKC Resources Leadership Team Resources Chair Matt Garrett Emory University
Eric Edwards, University of Wisconsin-Parkside How Well Do You Know Your Moral Compass? Understanding your moral compass is one of the most important ongoing learning components in the field of residence life and student affairs. Following one’s moral compass not only feels right, but also sets the correct example for others to follow. In essence, it enhances one’s own leadership qualities. In the book, Moral Intelligence, by Lennick and Kiel (2008), the authors describes the importance of knowing your own moral intelligence and provide a program on understanding that moral compass better. The topic of moral intelligence is so broad that it would be impossible to
Technology Team Leader Dex Tuttle Southeast Missouri State University
Literature Review & Pre-Conference Workshop Joseph Ginese Babson College A.J. Stramaski Texas A&M University
cover everything in this article, but from being born to be moral, to strategies on strengthening your moral skills, this article will provide an overview on developing one’s moral understanding. In order to do this, understanding integrity, responsibility, compassion & forgiveness, and one’s emotions will truly help your moral compass to
Webinars & Speaker Series James Beitzel Amy Hecht Auburn University
point north.
Lennick and Kiel state that understanding your own moral intelligence as a leader is just like understanding baseball intelligence as a baseball player and turning that intelligence into competence. Much like leaders, baseball players must train hard and practice technical skills such as batting and pitching, as well as their non-technical skills such as “strategy, judgment, and emotional composure” (p. 37). Developing leaders are recommended to follow the same pattern as strategy, judgment, and emotional composure aid in learning about one’s moral compass. Following your moral compass is also about reaching one’s goals. Lennick and Kiel state that “successful ball payers know that getting what they want means doing whatever it takes to reach their goals. In other words, the best ball players make sure that their talents, skills, and actions are aligned with their goals” (p. 37). In leadership, we all know that goal setting is important. How you reach those goals correlates with your moral competencies. Continued on Next Page
We are adding more online leadership resources so please share your favorite leadership link with
(Continued from page 8)
Stated in Lennick and Kiel, “moral competence…is actually a collection of competencies. Each is related to one of the four universal principals that we have found are key to effective leadership [which are] integrity, responsibility, compassion, and forgiveness” (p. 77). However there is yet another kind of moral skill-“the emotional competencies that help us in our efforts to maintain alignment” in our moral compass (p. 79). It is
important to note that “in the real world, individual
Telling the truth
moral competencies and emotional competencies are Standing up for what is right interwoven” (p. 77-78). In short, the best leaders
Keeping promises
blend their competencies to create their personal and
The Responsibility Competencies
organizational achievements.
Taking responsibility for personal choices
The Integrity Competencies
Admitting mistakes and failures
Acting consistently with your principals, values,
Embracing responsibility for serving others
and beliefs Principals: Do you have forgiveness?
The Compassion Competency
Compassion? Humility? Wisdom? Courage?
Actively caring about others
Values: Achievement? Creativity? Wealth? Friendship? Loyalty?
The Forgiveness Competencies
Beliefs: What are your convictions? What do you
Letting go of one’s own mistakes
use to make decisions when the going gets rough?
Letting go of others’ mistakes
What do you believe?
The Emotional Competencies In terms of emotions, Lennick and Kiel state that “moral challenges usually provoke highly charged emotions” (p. 115). As a result, it is important to manage our emotions in a positive way. Lennick and Kiel say it best that “emotional competencies are essential tools for the morally smart leader” (p. 115). When nurturing your emotional health, leaders need emotional reserves to effectively deal with morally challenging situations. There must be a foundation of emotional well-being in order to manage stressful situations effectively. It is just like driving a car. You cannot expect your car to go too far if it is low on gas. If your emotional gas tank is empty, it will prove difficult to be emotionally successful. Plus, as a leader, it will be challenging to be an effective role model to others.
In order to maintain a full gas tank of emotional health, Lennick and Kiel recommend three practices:
(Continued on page 10)
(Continued from page 9)
1) Maintain balance by “establishing emotional equilibrium by allocating personal resources-such as time, energy, and money-to areas of your life that make sense to you” (p. 124). 2) Recharge your emotional batteries by engaging in activities that you enjoy rather than engaging in activities only because you feel you have to do or only because you think it is good for you. 3) Manage emotions for peak performance as self-awareness competencies and personal effectiveness competencies are synergistic. Lennick and Kiel state that “you cannot control what will happen to you in the course of a day. But you can imagine it. You can prepare for it. You can get ready to be successful” (p. 127).
So, what’s the final stretch? Developing our moral compass takes time and practice. We can continually work on perfecting it, but we must also be emotionally understanding that our moral compass will never be perfect. We’re only human afterall. However, incorporating these leadership practices into our everyday lives will allow us to be more emotionally and morally aware leaders; which in turn, will allow us to be better role models for those that are affected by us everyday. We are lifelong learners and the lessons that we pass along to others will be up to you. One question to ask yourself as you continue to grow is, what direction is your moral compass pointing? If you feel north, safe travels my friends. Lennick, D. & Kiel, F. (2008). Moral intelligence: Enhancing business performance & successful leadership. New Jersey: Wharton School
Registration Rates for NASPA Annual Conference Regular By 2/15/11
Late After 2/15/11
NASPA member
$ 425
$ 500
NASPA Student member
$ 125
$ 150
One-day Member*
$250
$300
NASPA member
$90
$105
Student member
$60
$70
NASPA member
$50
$65
Student member
$35
$45
Conference Registration
Pre-conference Workshops Full Day
Half Day
Happy New Year! As we look forward to a fresh start in 2011, I wanted to extend a warm welcome as the Conference Team Leader for the Student Leadership Programs Knowledge Community (SLPKC). The conference team has been working very hard to provide an outstanding Pre-Conference Workshop, excellent co-sponsored programs, and interactive table filled with resources at the Community and Graduate Fair. As always, we are looking for volunteers and interested colleagues to assist during the conference and beyond. If you are interested in volunteer opportunities during the conference, please contact me at searly@bgsu.edu and I will be sure to connect you with the area(s) of interest you prefer. Without further adieu, I would like to graciously thank the members of the Conference Planning Team for their preparation, hard work, dedication, and attention to detail to date. J. Matthew Garrett and Mallory Trochesset, Pre-Conference Program Title: “Purposeful Leadership: Developing Change Agents� Abstract: Leadership educators play a vital role in developing students who are prepared for lives of purpose. As such, this workshop will ask participants to examine the role and purpose of leadership educators while also exploring current best-practices in student leadership programming. Participants in this workshop can expect an interactive dialogue in which they explore their own self-identity as a leadership educator and have the opportunity to create a personal action plan. Sunday, March 13, 2010 9:00 AM - 4:00 PM- Limit 100 Participants For more information please contact Matt (matt.garrett@emory.edu) or Mallory (malloryt@usf.edu) Kathy Siebold, Program Review Committee Kathy has solicited reviewers for SLPKC co-sponsored programs and this year we have exceptional offerings. For more information please contact Kathy (ksiebold@ou.edu) Michael Baumhardt and Suzanne Flores, Community and Graduate Fair Michael and Suzanne have collaborated on updating leadership resources and organizing the interactive, welcoming, and informative SLPKC table. Additionally, Suzanne has worked very hard on updating the SLPKC brochures that will be widely distributed at the conference. For more information, please contact Michael (baumhardtm2@scranton.edu) or Suzanne (suzannef@pdx.edu) We are very much looking forward to seeing you in Philadelphia! If you are interested in joining the SLPKC Team please fill out our interest survey. Respectfully, Sherry L. Early Conference Team Leader searly@bgsu.edu