Residential College Vision
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This was for the open presentation that was part of my interview for the faculty principal position at Virginia Tech. I was a candidate for both the Honors Residential College and the Residential College at West Ambler Johnston.
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Residential College Vision
- 1. The Residential College, the Faculty Principal, and a Vision for the Future Presented by Eric K. Kaufman Department of Agricultural and Extension Education
- 2. Objectives for this Session • Who is Eric Kaufman? • What does he bring to the faculty principal role? • What is his vision for the residential college?
- 3. Who is Eric Kaufman? • Associate Professor & Extension Specialist • Husband & Father • Servant Leader • ALE • ILA • BUMC
- 4. Uncovering a Career Track Why Ag Education? Why Leadership Education? 4
- 5. Eric’s Personal Strengths 5 • Responsibility • Learner • Discipline • Harmony • Analytical
- 6. Leadership Approach • Challenge the Process • Inspire a Shared Vision • Enable Others to Act • Model the Way • Encourage the Heart
- 8. Love for Residential Colleges Fundamental advantage of the residential college system: “the way students in the colleges educate one another.” - A Collegiate Way of Living, by Ryan (2001, p. 24) 8
- 9. Residential College Mission 9 “First and foremost, residential colleges at Ambler Johnston are places where students belong, learn, and give…. build a community of scholars in the spirit of Virginia Tech's motto, Ut Prosim (That I May Serve).”
- 10. What about that “middle” part of the mission? “These multi–disciplinary, freshman through graduate level living–learning communities, thriving with meaningful and sustained relationships among faculty, staff, students, and the worlds they pursue together, promote rich intellectual, cultural, and social context where students ‘know and are known.’" 10
- 11. Multi-Institutional Study of Leadership Faculty Mentoring
- 12. Social Change Model of Leadership
- 13. Social Change Leadership Development in College 13
- 14. Social Change Leadership Development in College 14
- 15. Case-in-Point: Kylie Gilbert "Devoting my time to serving others and doing the things that truly excite me has shifted my goals from achieving the ‘dream job’ to building a fulfilling life and finding ways to impact the lives of others.” “A student’s success in college is greatly influenced by the existence of a positive environment and support system from the very beginning…. Sometimes it takes as little as a meaningful conversation at an ice cream social to make a student feel welcome and give them the confidence to be open to new ideas and take risks.” Aspire Award Winner for Courageous Leadership
- 16. Role of Faculty Principal: Invisible Leadership
- 17. What is Invisible Leadership? “Leadership in which the common purpose, rather than any particular individual, is the invisible leader that inspires leaders and followers to take action on its behalf.” (Hickman & Sorenson, 2014, p. 1)
- 18. Key Components of Invisible Leadership (Hickman & Sorenson, 2014) • Compelling and deeply held common purpose. • Readiness to use individual strengths in either leader or follower roles with or without recognition. • Strong shared bond among participants.
- 20. Possibilities for Practice of Invisible Leadership Hickman & Sorenson, 2014 Figure 6.1, p. 79
- 21. Faculty Principal Practices Invisible Leadership (Hickman & Sorenson, 2014) • Facilitate change • Cultivate Purpose • Facilitate the Group • Foster Collective Capacity • Facilitate Relationships Exemplary Leadership (Kouzes & Posner, 2012) • Challenge the Process • Inspire a Shared Vision • Enable Others to Act • Model the Way • Encourage the Heart
- 22. Moving Forward
- 23. Thank You! Contact: Dr. Eric Kaufman, Associate Professor Agricultural and Extension Education Department 266 Litton Reaves (0343), Virginia Tech Blacksburg, VA 24061 (540) 231-6258 ekk@vt.edu
Editor's Notes
- The open presentation is an opportunity for the faculty principal candidate to share to an audience that included invested members of the residential college and Virginia Tech. The presentation should last approximately 20 minutes and they we will transition to an open dialogue/ Q&A session. Residential College Faculty Principal Open Presentation Prompt: The Residential College, The Faculty Principal, and a Vision for the Future. In your talk please consider the following: Who you are? What you bring to the faculty principal role? What is your vision for the residential college? In your vision for the college it would be helpful for you to consider the residential college environment, in particular its diversity (academic years, academic disciplines, and ethnic, regional, gender, etc.) and the opportunity for this to provide rich learning opportunities for students.
- Residential College Faculty Principal Open Presentation Prompt: The Residential College, The Faculty Principal, and a Vision for the Future. In your talk please consider the following: Who you are? What you bring to the faculty principal role? What is your vision for the residential college?
- Who knows what Extension is? Extension specialist appointment ensures that community education is part of my responsibilities. Ethan is 8; Sara is 5. Shevon is here today; an opportunity to meet her after the presentation. Note Juanita, an au pair from Columbia who is living with us for a year. Current president of the Association of Leadership Educators. Recently coordinated student case competition for International Leadership Association. Shevon and I serve as co-lay leaders for Blacksburg United Methodist Church; volunteer work; currently helping with transition between pastors.
- I was raised in a farming community but never planned to be a farmer. Through my involvement in high school agriscience and the related student organization, I realized I could support the agriculture community without being the producer. More importantly, though, my interest in agricultural education is due to my high school agriscience teacher. He took interest in me as a person; not just a student. Based on my relationship with him outside the classroom, I wanted to follow in his footsteps and have similar relationships with students of my own. After a few years of teaching high school agriculture, though, I was left wanting more. I really enjoyed the leadership development components with my students and wanted to do more of that. In graduate school, I got excited about the potential for collective leadership, in part through my role in coordinating an adult leadership development program for Florida’s agricultural community. I get excited about leadership because the field is changing, and I can have a positive influence on the future—not only for my students but also for those they work with.
- In multiple completions of the Clifton StrengthsFinder, “responsibility” and “learner” are always among the top. Others that sometimes surface include “deliberative” and “focus.” I shared this report with “harmony,” in part because I was surprised to see “harmony” as one of my signature themes. I don’t see myself in the flowery image that comes to mind with harmony, but I do believe I have strengths in identifying common group between individuals and groups.
- In graduate school, a leadership course introduced my to Kouzes & Posner’s five practices of exemplary leadership, and they resonated with my beliefs and hopes for leadership. This research-based model recently celebrated 25 years of application, and it continues to have broad application and appeal.
- The practices of exemplary leadership are based on stories of personal bests. (Everyone seems to be able to identify a time when they were at the leadership best.) Mine may have been as an undergraduate student in leadership overload. Serving as president or chair of three different organizations forced me to rely on others. I was president of my fraternity, president of a professional organization affiliated with my major, and chair of a student-run scholarship board. I was forced to go into meetings with little knowledge of what was going to be reported and accomplished during the meeting. I learned to surround myself with good people and let them excel.
- Frank Shushok provided me with this book on residential colleges, and it highlighted this priority for the residential colleges. Peer learning is a priority for me in my classes: I try to help students develop interpersonal and lifelong learning skills, because I believe they need to be able to continue to learn without direction from a college professor.
- I am pleased with this mission statement for the residential colleges, particularly for the emphasis on Virginia Tech’s motto. http://www.housing.vt.edu/facultyprincipal/residential_college_overview.html
- I am glad you asked… The middle section of the mission statement add insight into HOW we can accomplish the desired outcome, and it reflects well concepts that surfaced in the multi-institutional study of leadership.
- The report revealed these high impact practices that influenced college students’ leadership capacities. The one common to all demographic groups was “socio-cultural conversations with peers.” The second most common was faculty mentoring. Both of these are foundational to the residential college system. Although Virginia Tech has not participated in the multi-institutional study of leadership, I would be interested in having Virginia Tech join the study, in part to identify advantages from the residential colleges. http://leadershipstudy.net/resources/reports-publications/national-reports/
- The multi-institutional study of leadership is based on the social change model of leadership. The idea is that our capacity for leading social change expands as we develop an increased awareness and commitment to these seven values.
- We might think of the process in college as working this way…
- The multi-institutional study of leadership revealed that social perspective taking (i.e., socio-cultural conversations) is critical to the development process.
- Kylie Gilbert was recently recognized with Virginia Tech’s Aspire Award for Courageous Leadership, and I was impressed with how she articulated the role of her college experience in her personal development. http://www.vtnews.vt.edu/articles/2014/02/022614-dsa-gilbert.html
- This quote attributed to Lao Tzu, identifies what I believe the goal should be for the faculty principal leading the residential college. Don’t be fooled, though, invisible leadership doesn’t mean it doesn’t exist; it just means the faculty principal won’t receive the credit.
- This 2014 book provides a research-based framework for understanding invisible leadership.
- Can a common purpose actually inspire leadership? Common purpose is the invisible leader that inspires leaders and followers to take action on it’s behalf. Hickman & Sorenson, 2014, Figure 2.1, p. 19
- Based on the residential college mission/vision statement and the Virginia Tech motto, we already have a common purpose: Ut Prosim (That I May Serve). Unfortunately, this is often misconstrued or limited to service projects. Instead, we need to embrace Ut Prosim as a way of life.
- Creating the Context for Invisible Leadership Facilitate the Work of the Group Cultivate Purpose as Lived Experience Generate and Sustain a Culture of Invisible Leadership Facilitate Selection of New Members Foster Collective Capacity Engage Members in Meaningful Work Facilitate a Strong Bond or Relationship Facilitate change