2014/2015 Emerging Leaders Program Handbook

Emerging Leaders Program Participant Handbook 2014-2015

Name: _____________________________ Gem Group: _____________________________ Peer Helpers: ______________ & _______________

Table of Contents Introduction.................................................................................................... 4 REQUIREMENTS................................................................................................ 5 Fall Term Requirements.................................................................................. 6 Winter Term Requirements............................................................................. 7 Requirements 101.......................................................................................... 8 MENTORSHIP....................................................................................................

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What Defines Mentorship?............................................................................. 11 Roles and Responsibilities............................................................................... 12 Mentor Meetings........................................................................................... 14 Mentoring Agreement...................................................................................

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Mentoring Contract.......................................................................................

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SMART Goals.................................................................................................. 18 Mentoring Goals............................................................................................. 19 PROFESSIONALISM...........................................................................................

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REFLECTION...................................................................................................... 23 Your Reflection............................................................................................... 24 Fall Term Questions........................................................................................ 26 Winter Term Questions................................................................................... 27

Introduction Hello and welcome to the Emerging Leaders Program! This program, coordinated through Leadership and Student Engagement, is designed to support the development and success of first-year students at the University of Calgary. Participants will be introduced to university life and will be enabled to gain valuable leadership skills that can be applied in both academic and life pursuits.

This handbook will serve as your guide throughout the program. All participants are to complete a set of requirements in both semesters. These requirements are listed on pages 6-7 and are followed by a brief explanation. The remainder of this handbook consists of three sections: Mentorship, Professionalism, and Reflection.

The Mentorship section defines the relationship between you and your mentor, allowing you to benefit from their insight and support. This section also includes a tool for setting goals with your mentor, and can be found on pages 18-19.

The Professionalism section provides some pointers for your first-year experience, emphaszing professional conduct.

The Reflection section contains the guidelines for your final reflection, and a set of self-reflection questions to aid you in the process.

As you go through this program, you will have the support of your Peer Helpers and Leadership Ambassador. Do not hesitate to come to us if you have any questions or concerns.

We are thrilled to be a part of your first-year experience and hope you have a meaningful start to your university career!

Christopher Klune Leadership Ambassador, Emerging Leaders Program Leadership and Student Engagement University of Calgary lead@ucalgary.ca

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REQUIREMENTS

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Fall Term Requirements Please keep track of which activities you use to complete requirements. At the end of the semester you will be required to complete a spreadsheet to submit to your Peer Helpers.

Attend the Emerging Leaders Program Meet and Greet during Fall Orientation Week on Thursday, September 4, 2014 Attend the Fall Leadership Retreat in Kananaskis on Saturday, September 13 or Sunday, September 14, 2014 Participate in three social events or community events (of which one is volunteering for Meal Exchange’s Trick or Eat or Distress Centre on Campus Club’s Outrun the Stigma) Attend two meetings with your Mentor Attend a keynote speaker event on campus or within the Calgary community Attend two university-related workshops Participate in an on-campus club, society, service-learning initiative or equivalent

Fall term requirements due: November 30, 2014 Send to lead@ucalgary.ca Please put in the subject line of the email “your name: Fall term requirements”

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Winter Term Requirements Please keep track of which activities you use to complete requirements. At the end of the semester you will be required to complete a spreadsheet to submit to your Peer Helpers.

Attend the Winter Leadership Retreat on Sunday, January 11, 2015 Participate in three social events or community events (of which one is the Leadership Exchange hosted by Leadership and Student Engagement on Saturday, February 7 or the Canadian Cancer Society’s Relay for Life) Attend two meetings with your Mentor Attend a keynote speaker event on campus or within the Calgary community Attend two university-related workshops Continued participation in an on-campus club, society, service-learning initiative or equivalent Attend the year-end Leadership Gala on March 29, 2015 Complete and submit a personal reflection at the end of the program

Winter term requirements due: March 31, 2015 Send to lead@ucalgary.ca Please put in the subject line of the email “your name: Winter term requirements”

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Requirements 101 Each requirement of the Emerging Leaders Program is meant to engage participants in the campus community. This section will provide an outline of each requirement along with examples of activities that can fulfill each requirement.

Emerging Leaders Program Meet and Greet Traditionally held during Orientation Week, the Meet and Greet brings together all participants of the Emerging Leaders Program. Get introduced to your respective group and Peer Helpers.

Review program expectations and get tips from the program’s Leadership Ambassador.

Leadership Retreats A Leadership Retreat is held near the beginning of both Fall and Winter terms. Retreats bring together all program participants to engage them in group activities and provide in-depth exploration of leadership concepts. The Fall Leadership Retreat is held in Kananaskis on Saturday, September 14 or Sunday, September 15, 2014: participants are required to attend only one of the two dates. Please check your email for more specific instructions. The Winter Leadership Retreat will be held on-campus on Sunday, January 11, 2015. This retreat focuses on individual talents and will feature a team competition.

Social/community events Each group is led by two Peer Helpers who are responsible for creating group social events throughout the year. These events are designed to develop a sense of community for first-year students: think of your group as a support network as you traverse university life. Activities range from potlucks to game nights to volunteering. There will be about two events hosted per month (for October, November, February, and March). You must attend two of these Peer Helper-led events each term (and you are welcome to attend more). Additionally, there will be two programwide community events per semester. These events bring together the entire cohort of the program, and are designed to support the larger campus community. You must attend one of these events per semester. Your Peer Helpers will send out information and reminders as these events approach.

Mentor Meetings You are required to meet with your mentor twice per semester. Please refer to page 14.

Keynote Speaker Events To increase your awareness of campus events and to develop an appreciation for new ideas, you are required each term to attend a keynote speaker event on campus or within the Calgary community. Each faculty on campus holds speaker events throughout the year, but you are welcome to attend an event outside of your faculty. Part of being an Emerging Leader is not only acquiring ideas, but developing a critical mindset during the process.

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Requirements 101 Participation in an on-campus club, society, service-learning initiative or equivalent Student leadership involves finding one’s passion. First-year students have an excellent opportunity to explore what the campus has to offer. To encourage exploration, the program requires participation in a club (typically within the Students’ Union), a society (within the student’s respective program or faculty), or a service-learning initiative (a project that contributes to the larger community).

Remember that it is the quality of contribution that defines engagement, not the quantity.

First-year students should focus on one or two co-curricular activities throughout the year that interests them.

As a reminder, Leadership and Student Engagement operates the Co-Curricular Record (CCR), an official “transcript” for non-academic activities. The Emerging Leaders Program is an activity which can be placed on the CCR, as well as the certificates which come from completing the University of Calgary Leadership (UCL) workshops. Almost all clubs within the Students’ Union exist in the CCR database. Start building your co-curricular experience now and build your personal leadership identity along the way.

For more information on the CCR, visit: https://leadership.ucalgary.ca/faq/FAQS.htm Workshops Some things cannot be taught in the traditional classroom setting. To encourage active involvement in the learning process, participants are required to attend two workshops per semester. Available workshops on campus: • Leadership and Student Engagement*: http://www.ucalgary.ca/leadership/programs/ucl • Career Services: http://www.ucalgary.ca/careers/studentsandalumni/workshops • Student Success Centre: https://success.ucalgary.ca/myAccount/ssc/Events.htm Participants are encouraged to select workshops they consider relevant to their personal goals.

The experience will be more enriching if you are interested in the topic. *Workshops offered by the UCL Program can be used to obtain a certificate. Please visit the website for more information.

Leadership Gala Whereas the Meet and Greet in Orientation Week welcomes students to the program, the Leadership Gala at the end of the year celebrates their first-year success. This is a formal event for students involved in all programs offered by Leadership and Student Engagement, and a great way to take a break from studying before final exams.

Personal Reflection The final requirement of the Emerging Leaders Program, participants are asked to submit a reflection of their first-year experience. More information of this requirement is found on pages 24-25.

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MENTORSHIP

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What Defines Mentorship?

This section aims to set each Emerging Leader up for success with their matched Mentor. Please take the time to read and consider this section so as to approach your mentorship relationship with confidence. There is no reason to be intimidated: your Mentor wants to see you become successful in your transition into university life. Let’s start with a definition.

Mentorship is: voluntary; trust-based; mutually productive and beneficial; active in communication; growth- and discovery-oriented; and focused on clearly defining and achieving the mentee’s personal and/or professional goals. In short, Mentors provide support and empowerment for mentees to achieve something important to them.

Keep in mind the following four principles of mentoring: A Mentor is a role model Mentors lead by example. Mentees learn both directly and indirectly from their Mentors by asking questions, listening, and oftentimes simply watching. Mentors know that even when they’re not speaking, they are sending a message and providing opportunities for learning.

Mentoring is freely given and freely received Mentors volunteer their time and talents and in return enjoy intangible benefits. The most effective Mentors have achieved many personal and professional successes and are willing to share their experiences with someone else. Mentees should accept their Mentor’s input and advice, and regularly thank their Mentors for their contribution of time and expertise.

Mentoring relationships are built on honesty and trust.

Confidentiality is crucial to mentorship. When Mentee and Mentor keep the information and ideas they have between them, they build a sense of trust in each other and commitment to their relationship. Both parties in a mentoring relationship should appreciate working with someone they can trust.

Mentoring requires constant communication A successful mentoring relationship is characterized by frequent and consistent face-to-face meetings, telephone conversations, and/or the exchange of emails. Through dedicated and uninterrupted discussion, Mentors and Mentees form a strong relationship and have an increased chance of achieving the goals they set together.

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Roles and Responsibilities The Role and Responsibilities of a Mentee Have an agenda Meetings should have a purpose; let your mentor know what you wish to learn/accomplish. Be organized and specific in your request for information or assistance. A helpful tip is to prepare a list of questions in advance for the meeting. For the meeting, be professional in your appearance and in your conversation. During the meeting, be an active listener: take the time to reflect on given advice.

Understand that your mentor is not a therapist or an academic advisor Even if your mentor is a professional advisor, in the context of a mentorship they are meant to be a guide on your first-year journey. They can refer you to different resources, but they are not meant to “tell you what to do.� They understand that your experience is yours to craft, and act in a supportive role.

Reciprocate As the mentee, understand that you have your own base of knowledge, perspectives, and/ or opinions that you can draw from. Your mentor will no doubt appreciate you sharing your ideas. This exchange can lead to fulfilling mentorships: do not be afraid to speak your mind (in a professional way, of course).

Create a feedback loop Strive to follow up on suggestions/agreed-upon next steps made by your mentor and let them know how things develop. Mentorship is akin to a compass: you must refer to it consistently to receive feedback.

Express gratitude Your mentor will no doubt be a busy individual. Make sure you acknowledge the time and energy they put into mentoring you.

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Roles and Responsibilities The Role and Responsibilities of a Mentor Provide advice and constructive feedback Through their acquired experiences, mentors will provide advice and feedback to you throughout your time together. There are some pieces of advice that take time to be appreciated. Whether you agree with them or not, appreciate given advice: they’re free.

Share experiences Mentors will share their stories with you, some containing lessons, others for entertainment. This is the human element of mentorship: the sharing between two people. Once again, do not be afraid to share your own stories.

Provide a source of accountability In terms of the Emerging Leaders Program, you will be working with your mentor to set and pursue goals in your first year of study. This allows them to hold you accountable: they are there to set you up for success.

Provide challenges and ideas As you transition from high school into university, you will be exposed to new challenges and new ideas. This is how we grow, and your mentor understands that your development is an ongoing process. Keep an open mind and a proactive spirit.

Provide a sounding board There will be times when you will face obstacles in your first year. The challenges look different for everyone but it’s almost a rite of passage for students. It is in these moments that your mentor can help you navigate through the storms, and when trust is developed. Remember: your mentor can only give you advice; they will not tell you what to do.

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Mentor Meetings Below is an outline of the minimum four meetings between mentee and mentor. Of course, each mentorship relationship will have a different dynamic. So long as both mentee and mentor feel that their time is productive, deviations are permitted. In short, consider the following a general reference.

First Meeting This meeting should occur before mid-October, ideally once the participant has settled into their classes. The first meeting is an opportunity for mentees to share their initial experiences in university life and the reasons they are pursuing their studies. Mentors can share some of their background information and where they fit within the university. Expectations for future meetings can be set (e.g. how will subsequent meetings be coordinated? Can you arrange them in advance?). The mentee should leave this meeting with an action item for the semester, with the mentor holding them accountable. Please refer to page 15 & 17 for the Mentoring Agreement and Contract.

Second Meeting This meeting should occur in mid- to late-November. Mentees should have received their first set of assignment grades and/or midterm marks. This meeting can focus on how the first semester went for the mentee, what they enjoyed from their classes, and how they are preparing for final exams. Additionally, mentees should provide feedback on the action item set from the first meeting.

Third Meeting This meeting should occur between mid- to late-January and focus on how the mentee feels about their first semester and what they would like to get out of their second semester. A new action item should be set for the semester, once again with the mentor holding them accountable.

Fourth Meeting The final scheduled meeting should occur in late March. Participants will have begun the composition of their final reflection. Mentors can facilitate reflection by focusing on the highlights of the mentee’s first year, lessons learned from both academic and co-curricular experiences, and goals for the participant’s second year.

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Mentoring Agreement Use these guiding questions to develop a mentoring agreement, which is the easiest and most effective way of setting the ground rules for your mentoring relationship: Meetings and Other Communication Who will arrange our meetings?

These should be based on mentor availability and mentees should be prepared to be flexible. The mentor will contact the mentee to arrange the first meeting. After the initial meeting, mentees should initiate the organization of meetings.

How often and where will we meet?

These should be at the convenience of the mentor, however both parties should take into account any issues of transport as well as financial costs involved in coffees/dinners/events, etc.

Mentors and mentees should be up front with their financial situations as they relate to proposed meetings. Mentees and mentors should both cover their own costs for any meetings unless otherwise agreed. Under no circumstances should mentees assume mentors will cover costs of meetings.

How long will our meetings last?

An average minimum meeting time is one hour, but subject to the schedule of the mentor.

What happens if one of us can’t attend a scheduled meeting?

Mentees should remember the importance of professionalism. If you are unable to attend a meeting, provide notice to your mentor. Contact them by both phone and e-mail to let them know, and make sure to propose another time that would be convenient for your mentor.

How and when will we communicate between meetings?

This should be mentee-initiated. It is best to try and communicate using several methods (ex: in -person, phone, e-mail) in order to learn professional conduct in different mediums. Avoid only communicating via e-mail.

What limitations, if any, do we want to put in place for our communications?

Mentees and mentors alike should respect one another’s schedules. Unless otherwise stated by mentors, mentees should avoid sending multiple e-mails or making multiple phone calls between meetings. Keeping a journal of questions, comments, reflections and thoughts will help mentees to compile ideas in order to maximize in-person meetings and written or telephone correspondence.

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Mentoring Agreement Mentoring Relationship What level of confidentiality do we need? How will we keep our discussions confidential?

This discussion provides an opportunity for mentoring around the issue of confidentiality.

It is recommended that all discussions remain confidential to the mentoring pair with some exceptions: • If either a mentor or mentee is at immediate risk of harming themselves or others, it is the other part’s legal obligation to report this situation to the appropriate authority (ex: a local hospital, the Calgary Police Service, etc.)

• If either party feels the mentoring relationship is unhealthy, this situation must be communicated to the Leadership Ambassador and the Coordinator of Leadership Programs (Training).

What are individual and joint goals for this relationship? How will we reach our relationship goals? How will we measure our progress towards our goals?

Mentors should guide mentees in goal-identification, goal-setting, goal-implementation and evaluation.

What happens if we get off track?

Leadership and Student Engagement will support the success of each mentoring pair. If either party feels they are ‘off track’ and unable to find a solution, the appropriate staff member will guide the pair through the process keeping in mind the pair’s goals for the mentoring relationship.

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Mentoring Contract Purpose of Contract: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Mentoring will begin on (date): Mentoring will end on (date): Frequency of meetings:

____________________________________ ____________________________________ ____________________________________

As a mentor, I agree to the following responsibilities: • To provide constructive and honest feedback to my mentee • To respect the confidentiality of our meetings • To share the wisdom I have gained as a result of my experiences • To support my mentee in identifying goals and helping him/her achieve them Name

Signature

Date As a mentee, I agree to the following responsibilities: • To communicate openly and honestly with my mentor • To accept feedback from my mentor • To come to each meeting prepared • To work with my mentor and on my own to identify goals for development and to involve myself in that development • To be proactive in maintaining the mentorship relationship, asking for support when necessary Name

Signature

Date

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SMART Goals SMART Goals are a tool to help you achieve all that you are striving for in your first year of university. They are used to set objectives and design outcomes. Setting SMART goals increases your chances of success in completing or reaching your goals.

S M A R T

Specific: It is important when you are setting goals to make them as specific as possible, as a specific goal has a much higher chance of accomplishment than a general one.

A specific goal is a goal that will answer the Five “W� questions. It will tell you WHAT is expected, WHY it is important, WHO is involved, WHERE is it going to happen and WHICH attributes are important.

Measurable: In order for a goal to be SMART, it is important that you have some sort of criteria or way of measuring your progress while pursuing your goal. This helps with motivation and staying on track.

Attainable: When setting a goal, it should be something that you feel is achievable. The goal should be challenging, but also realistic.

Relevant: When picking goals, make sure that they matter to you. You will be more likely to try and accomplish the goal if it is significant for you. Often, relevant goals will be in support or alignment of other goals.

Timely: Give your goals a time frame. This will motivate you and help you focus your efforts on completing the goal before the deadline.

Example of a SMART goal: a letter is placed at the end of each statement as it relates to the above SMART equation: By the end of this academic year (T), I will complete the personal leadership tier of the University of Calgary Leadership (UCL) Program by attending all 5 workshops (S, M & A).

Achieving this will give me new skills that will complement my academics (R).

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Mentoring Goals SMART Goal 1.

Action Mentee Responsibility:

Mentor Responsibility:

2.

Mentee Responsibility:

Mentor Responsibility:

3.

Mentee Responsibility:

Mentor Responsibility:

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Measures of Success

PROFESSIONALISM

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Professionalism Professionalism informs how we behave and conduct ourselves, however it can be a difficult concept to understand and master. We have compiled a list of things to remember during your encounters with your mentor and other professionals: • Turn off your phone during meetings, interviews, and other formal occasions.

Do not insult the person(s) giving you their time.

• Shake hands with the person you are meeting; thank them for their time when you leave.

• Make sure your voicemail message is appropriate and clear if you are giving your number out.

• Bring pen and paper to meetings to take notes on important information.

• Bring a list of questions or topics you wish to address in advance; this shows preparation.

• Understand the impressions hygiene and attire convey: it is a sign of respect for others when one displays self-respect.

• Learn about the differences between business formal, business casual, etc. and dress accordingly based on the occasion.

• Carry conversation in a respectful manner, whether you are listening, asking a question, or expressing an opinion.

• Be present. Enjoy the time you have when meeting with professionals.

Professionalism is also expected of you online. As part of the Emerging Leaders Program, you are invited to be a part of the program’s Facebook group. Please review the usage rules below: • Use the wall as a place for relevant discussion and pieces of interest.

• Keep all posts related to requirements, leadership, and involvement opportunities. E.g., Keynote speakers, community events, etc.

• Keep language appropriate, respectful and inclusive.

• Try to refrain from posting personal questions that would be better sent to your Peer Helpers.

• Postings of any advetisements is not permitted • The Leadership Ambassador, Peer Helpers and Leadership and Student Engagement office reserve the right to delete any post they deem irrelevant or inappropriate.

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Professionalism Consider the following when exchanging emails as a university student, sending emails: • Be aware of the impression your email address makes: the account you made in junior high might have been funny, but may be frowned upon by professionals.

Also, emails sent from a Hotmail account can end up in junk folders. To be safe, use your @ucalgary.ca account.

• Use succinct and descriptive subject lines. E.g., “English 265: assignment 4 submission” • Start your email off with a salutation. E.g., “Good morning Professor Wiens” • Consult to your course syllabus for which titles to use in reference to a person.

E.g., “Dr.” is used for someone who has a PhD or an MD. Do not be afraid to ask how a person would like to be referred if you are unsure.

• Take the time to ensure that spelling, grammar, and punctuation is correct before sending an email, and be sure of when you are using “reply,” “reply all,” or “forward.”

• Avoid the usage of emoticons and abbreviations in professional emails.

• Use a formal and proper tone when communicating through email. This is a great habit to develop early on.

• Keep your emails concise. Omit needless words. Be direct, do not ramble. (This increases the likelihood of getting a response.)

• Sign your emails. E.g. “Regards, John” Receiving emails: • Carefully read your emails. Asking your mentor or professor a question which they’ve already answered conveys a lack of attention on your part. Respect the time and effort put into writing an email by reading them thoroughly.

• It is common courtesy to respond to emails with 48 hours if an action or response is required. You are responsible for all emails sent to you from the University of Calgary, your professors, and from programs in which you are a member (e.g., the Emerging Leaders Program).

• To keep your emails organized, create an “Archive” folder for important records, and “Hold” for short-term reminders and emails to follow up.

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REFLECTION

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Your Reflection This section contains guiding questions that correspond with the requirements, as well as the guidelines to follow to complete your final reflection. We recommend you answer the questions that correspond with each requirement right after you complete them so your ideas and opinions are still fresh in your mind. This will make completing your final reflection easier. Your final reflection is an important part of your experience in the Emerging Leaders Program because it gets you thinking about what you have accomplished academically, personally and socially in your first year of study.

As the final requirement of the Emerging Leaders Program (ELP), you will compose a thoughtful, thorough and developmental reflection on your involvement in the program.

This reflection is to act as a summary of your first year as a student at the University of Calgary, and should focus on the following five points: • Transition • Academics • Balance • Integration • Goal-setting Creativity: Originality and creativity are encouraged in your reflections, if you choose to create a more artistic reflection piece, we ask that you include a one-pager describing what you did and why. A creative project could be a newspaper/magazine article, a blog, a vlog (video blog), a podcast, an art creation (painting, photo essay etc.).

Formatting and references (if you choose the reflective paper option): • Will be no less than 3 full pages, and no more than 5 full pages, not including the title page, and if applicable, your reference page • Will have 1” margins, will be double-spaced and written in 12 pt Times New Roman font • Will have a formal title page, and proper in-paper citations (should you decide to use external references)

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Your Reflection Here are some ideas/questions to guide your reflection: • How did you find your transition from high school to university? Was it like you expected? Did ELP aid you in this transition? If so, how?

• Did ELP aid you in striking a balance between your academics, co-curricular involvement, work and other commitments during your first year of university?

If so, how?

• As you prepare to finish your first year and transition into second year, how do you plan to take your ELP experience forward? What skills did ELP help you develop during your first year?

• As you prepare to transition further into university, what are your short-term and long-term goals? How has ELP influenced these goals?

• What did you learn about yourself from the StrengthsFinder activity?

• Was the program what you expected? What suggestions do you have for improvements to the program?

• How would you describe your experience with the mentorship component of ELP? • Overall, how did ELP contribute to your personal growth as a student leader?

What parts of the program challenged you to step outside of your comfort zone?

How did these experiences make you feel?

• Do you plan to continue into the Sophomore Leadership Program (SLP) next year? If so, what would you like your SLP experience to involve?

Final reflection due: Tuesday, March 31, 2015 | Send to elp@ucalgary.ca Format: .doc, .docx, .pdf file. If your format is more creative (ex. Blog, Vlog, YouTube/ Vimeo, artistic expression) please send the appropriate link or drop-off your project with the LSE office and follow-up with an email to confirm it has been received.

Please put in the subject line of the email: “your name: Final Reflection”

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Fall Term Questions Fall Leadership Retreat • • • • •

What skills did you develop at the fall retreat?

How did the retreat contribute to your personal growth as a leader?

What did you learn about yourself and others at the fall retreat?

Was the fall retreat what you expected?

What suggestions do you have to improve the retreat?

Social/community events (answer these questions for each social you attend) • • • • • • •

Date of social: Peer Helper(s) running the social: What was the social? What did you do at the social?

How did the social relate to leadership?

What did you get out of the social?

What did you learn about yourself at this social?

How would you improve the social?

Workshops (answer these questions for each workshop you attend) • • • • •

Date of workshop: Name of workshop: What skills did you gain by attending this workshop?

How will you apply these skills in your life?

What have you learned about yourself from attending this workshop?

Keynote • Date of keynote: • Name of keynote: • What was the topic of the keynote presentation?

Mentor Meetings • What action item did you and your mentor create for you this semester?

• How did it feel to exchange views with someone?

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Winter Term Questions Winter Leadership Retreat • What did you learn about yourself from the StrengthsFinder activity?

• What did you learn about effective teamwork strategies during your afternoon activities?

• What suggestions do you have to improve the retreat?

Social/community events (answer these questions for each social you attend) • • • • • • •

Date of social: Peer Helper(s) running the social: What was the social? What did you do at the social?

How did the social relate to leadership?

What did you get out of the social?

What did you learn about yourself at this social?

How would you improve the social?

Workshops (answer these questions for each workshop you attend) • • • • •

Date of workshop: Name of workshop: What skills did you gain by attending this workshop?

How will you apply these skills in your life?

What have you learned about yourself from attending this workshop?

Keynote • Date of keynote: • Name of keynote: • What was the topic of the keynote presentation?

Mentor Meetings • What action item did you and your mentor create for you this semester?

• What traits of your mentor do you wish to emulate?

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Leadership and Student Engagement office 293 MacEwan Student Centre 2500 University Drive NW Calgary, Alberta, T2N 1N4 Monday - Friday 8:30 a.m. - 4:30 p.m. lead@ucalgary.ca 403.220.5824

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