“Leadership is not position. It's about connection and influence. At its highest level, leadership is about adding value to the world.”
- Robin Sharma
Sheridan is positioned to be a trailblazer in student leadership development, unleashing everyone’s potential to flourish in, and shape a rapidly changing world (Sheridan 2024). The Student Leadership Development (SLD) Framework will galvanize students as they face a complex world, facilitate opportunities to develop their S-Sense, and play a significant role in a signature student experience.
The Student Leadership Development Framework is the result of extensive community-based research including feedback from our students, staff and faculty.
This enhanced cycle of engagement and involvement will create connection, a sense of belonging, spirit and pride in the Sheridan community. Ultimately, the SLD Framework aspires to develop curious, empathetic, reflective and self-aware individuals and aims to develop resilient leaders whose potential is unleashed to make a difference in the people, organizations and communities they serve. The full document can be accessed here.
Reflective Reading Guide
As you explore the core concepts and learning outcomes of Sheridan’s SLD Framework, consider the following:
Where do these concepts appear in your existing programming?
How could these concepts be integrated or aligned?
How might the SLD unit further support student leadership development in your program or unit?
“Leadership is not just a title. It’s the impact and influence you give to others.”
- Camilia Orellana Larach, Peer Mentor Team Lead and Varsity Basketball Athlete
Student Leadership Development Framework
REFLECTIVE SELF-AWARE
Personal Growth BRUINS
Working Together
Making A Difference
EVITAROBALLOC
The Framework consists of three pillars:
Personal Growth
A focus on developing the individual.
Working Together
A focus on group development and collaboration.
Making a Difference
An outward focus on community impact
Developing self-awareness and emotional intelligence; identifying values and strengths, exploring leadership styles and identity
Understanding shared vision; recognizing and appreciating difference; establishing trust and relationship building
Students are seeking more leadership experiences to feel connected to Sheridan, to make lifelong friends, to build skills and to make a difference in the people, organizations and communities they serve.
The SLD Framework is grounded in contemporary leadership theories which recognize principles of selfawareness and inclusivity while specifically to applying to working with postsecondary students.
The Social Change Model (SCM)
(Komives, 2009)
The Exemplary Leadership Model (ELM)
(The Leadership Challenge, 2002)
Emotional Intelligence
(Emotional Intelligence, 1995)
Strengths-Based
(Clifton, Anderson, & Schreiner, 2006)
Research indicates that those who can identify and determine how to use their strengths are:
6 times more likely to be engaged in their jobs
3 times more likely to report having an excellent quality of life
Model The Way Inspire a Shared Vision Challenge the Process Enable Others to Act Encourage the Heart
Primary Competencies
Personal Self-Awareness
Self-Management
Social Social Awareness Relationship Management
Experiential Learning
(David Kolb Experiential Learning Styles and Learning Cycle, 1984)
Concrete Experience
Reflective Observation Abstract Conceptualisation
Experimentation Experiential Learning Cycle
Guiding Principles
While it is difficult to determine a single definition for leadership, the following principles shape our perspective regarding student leadership development at Sheridan. The Student Leadership Development Framework’s principles embrace students as co-creators, foster students’ unique perspectives, and underlines leadership as a complex process that can be learned.
Leadership is complex.
We recognize leadership is diverse and will foster students' unique perspectives and identity development There is no 'one size fits all' best approach or theory
Students are co-creators.
Students are valued partners in the creation and growth of all leadership development programs and initiatives.
Leadership can be learned.
More than skills development, leadership requires understanding, practice and reflection.
Leadership is inclusive.
Leadership does not require a position or title. Everyone can engage in leadership and has the capacity to lead
Leadership is a process.
It is a choice and a journey in becoming collaborative, resilient, a role model, and an agent of change.
Leadership creates positive change.
People and communities are transformed by collective action and leaders who work together to make a difference.
LEAD Program
Leadership Education and Development
Through the LEAD program and activities, students will demonstrate and apply their leadership skills, engage in reflective growth, and have a positive impact on the development of themselves, the teams they work with, or their community. The program uses the three pillars: Personal Growth, Working Together, and Making a Difference.
PROGRAM LEARNING OUTCOMES
Personal Growth
Developing the individual.
Explore, identify and articulate one’s own personal values, strengths, capabilities and leadership style that supports effective leadership
Identify various leadership styles and their impact on an organization and on the behaviours of other employees
Develop a leadership mindset that supports personal resilience, agility, and wellbeing
Working Together
A focus on group development and collaboration.
Demonstrates personal leadership which fosters mutual trust, empathy, inclusivity and understands their impact on others
Develop tools and techniques for communicating effectively toadiverseteamthrough the synthesis and application of leadership theories
Exhibit positive interpersonal and collaborative team building skills through collaboration, problem solving and conflict resolution
Making a Difference
An outward focus on community impact.
Identify how leaders create climates which foster creativity, innovation and influence positive change in organizations and communities
Model purposeful civic action and exhibit respect for the complexities and conflicting interests inherent in community work within a leadership context
Analyze creative leadership strategies for leading diverse teams in cross-disciplinary and global contexts
LEAD Program
Bruins Leadership Bruins Leadership Development Opportunities Development
"You
already hold all the capabilities within you to uplift and empower others. It's a matter of passion, patience, intent, and courage." - Sheridan Student Leader
This FREE one-day conference, which is open to all Sheridan students, features student-led leadership workshops, opportunities to meet other students, and the chance to network with and learn about leadership from Sheridan senior leaders
PEER MENTORS
Peer Mentors are are upper-year students who play a pivotal role in building community and supporting new Sheridan students through their transition to college life. They offer support, guidance, and encouragement to new students through planning events and activities, developing workshops, and sharing their knowledge of campus and community services.
"Leadership means to influence others in a positive way in order for them to become the best version of themselves."
Tejaswini Shah, Peer Mentor (Business Administration: Human Resources Advanced Diploma)
LEADERSHIP BRIDGE PROGRAM
Reverse mentoring flips the traditional hierarchical model of mentoring. In the Leadership Bridge program, students act as the mentor to Sheridan professional staff and faculty by sharing their unique perspectives The reciprocal relationship can deepen the staff mentee's ability to empathize and provide the student mentor with rich knowledge of the Sheridan experience
PEER LEADERSHIP COACHES
Peer Leadership Coaches are a student position within the Peer Mentor team that supports student leadership through the development and facilitation of leadership opportunities, including LeaderSHOPS and hallway outreach campaigns hosted by Sheridan’s Student Leadership Development and Engagement department.
YEAR END STUDENT LEADERSHIP CELEBRATION
Each year, the Student Leadership Development & Engagement team recognizes and celebrates student leaders from across the Sheridan community!
Both staff and fellow students nomainte students who have consistently displayed exceptional leadership capabilities, made a positive impact on the student experience at Sheridan, and gone the extra mile to act as a role model to others for one of seven Student Leadership Awards.
"CLC has been an incredible experience. I learned many tools I can use in any type of leadership role. I know these skills will stay with me and help me in many aspects of my future, no matter where I end up."
JJ
Van Goozen, CLC Participant (Bachelor's Athletic Therapy)
VOLUNTEERING & CITIZENSHIP
As part of the Double Blue Crew, Sheridan students have access to a wide range of volunteer opportunities both on campus and in the surrounding communities, supporting their early transition into college life
With training, resources, and support provided by the through the Student Leadership Development & Engagement department to ensure success, students can participate in meaningful experiences. Volunteer initiatives, including days of service and community impact projects, allow students to make a positive difference in the local communities Sheridan serves
COLLEGIATE LEADERSHIP COMPETITION
The CLC is a high-impact, experiential leadership development initiative that provides students with an opportunity to develop real-world leadership skills and work collaboratively with other students Sheridan students participate on a team, meeting weekly with their coaches.
Teams from Sheridan compete against other Canadian postsecondary schools in an inperson competition, with the top scoring Sheridan team advancing to the annual North American virtual competition in April.
LEADERSHOPS
Exploring the pillars and LEAD outcomes through a suite of in person and virtual workshops that delve into leading self, leading others and leading community
Choose your own adventure style options allow students to create an individualized mix of sessions to support the creation of their leadership identity.
Current LeaderSHOPS:
Leading Self
Identifying Your Leadership Strengths
Values Based Leadership Leading Others
Problem Solving for Leaders Navigating Conflict as a Leader Leading Community
"Knowing and working with my staff mentee has been the greatest gift."
- Sheridan Student, Leadership Bridge participant
INFORMAL RESOLUTION PROCESS
This cross-departmental approach provides an avenue for students to become engaged on campus with guidance, advice and clear expectations The process connects SRRO identified students to opportunities and student leaders seamlessly and confidentially The IR Process provides opportunities to reflect on their choices, make a difference in the Sheridan community and shift towards growth in a more profound way that previously possible
LEADERSHIP ON DEMAND: TRAINING FOR ONCAMPUS LEADERS
Leadership on Demand offers tailored leadership training for students in formal leadership roles at Sheridan Student leader groups can choose from a variety of LeaderSHOPS or request customized training for specific needs These sessions are facilitated by Student Leadership Coaches with the support of the Student Leadership Development and Engagement team
Through centralized leadership training, the Student Leadership Development and Engagement team ensures all Sheridan student leaders can enhance their leadership potential. These sessions help students develop transferable soft skills, gain professional development, and engage in valuable networking opportunities, benefiting them in any role they take on.
"I
feel more connected to my peers and I'm grateful to Sheridan for this opportunity."
- Abhinav Girdhar, Student Leader
Student Leadership Development Mapping Activity
A community outcome mapping activity will serve as an instrumental piece of the planning and growth process as the Student Leadership Development team continues to work towards building program components that serve to grow all student’s leadership potential and capabilities.
Input from the Sheridan community is valuable and will inform decision making as the team strives towards provision of comprehensive, needs-based, centralized baseline training, workshops and programs that student leaders, volunteers and all students can engage with at any point of their learning journey.
Purpose
Assess the existing landscape of leadership training, development initiatives, programs, and activities across different departments, faculties, and service areas. Identify how these efforts align with the Student Leadership Development Framework, and highlight any gaps or opportunities for enhancing student leadership training and development
Goal
To integrate feedback and guide the development of future programming and activities that will enhance the development and potential of Sheridan students as leaders.
