Portfolio Presentation:Eportfolio – high impact reflection processBegan in March 2011 after having a conversation with a student affairs pro at NASPA about taking agency for my education. To me, graduate school was the fuzzy time between highly structured classes in college and my life-long learning career outside the classroom.Weekly reflections and snapshots of my work – good practice toward my goal of being a scholar of leadership development[Portfolio Page][Philosophy]Spatial thinkingHow to student affairs functional areas build on one another – Maslov’s Hierarchy of NeedsTransitions are seamless when staff work together under a unifying VPSAHow I have been able to grow to understand student affairs[Core Competency]Congruency with my values of justice, purpose, compassion, and accountabilityHighlight a few [Assessment]Broke knowledge, skills, and values into education, specific types of experiences, learning, and future goalsIntegrated coursework with internships, job shadows, assistantship projects, and professional conference learningAttached papers and projects[FAMU rubric] [Comprehensive leadership plan]Also separated my experiences by position or course:[Assistantship]What I learned at the Center with links to my projects, curriculum, videos, or relfections[SLDP ACPA Slides][Internships] [Courses] – Courses and Independent study are separated because they will continue after my Master’s coursework[Job Search Tools] – Valuable to have your resume available to viewers but take out contact informationHaving my blog and portfolio online has been a great way to distinguish myself from other candidates. At ACPA I was able to pull my ipad out at interviews and show my graphical Philosophy statement and my previous assessment plans[Synthesis reflection]Key learning:Knowledge – Assessment/standardization, student development theory, and justice-based access to higher eduSkills - teaching and facilitating leadership development and social justice topics, advising, and supervising student staffNew strength – thinking about universities systematically and building campus parternshipsLeast prepared – greek life or student conduct – not addressed in coursework and not an internship interest of mineMost prepared – leadership and social justice development through experiential programs, service-based learning, campus activities, or academic advising. skills in facilitating student decision making (individually or as a group) developing and teaching curriculum on leadership development specific to an audience’s developmental level. I have challenged myself to think systematically about how all campus partners to come together to encourage student leadership dev- the skills and knowledge to assess student needs and interests to improve current offerings or create new programmingWhich is preciously what I’m going to talk about today for my job talk.Any questions at this time?
Most schools that offer leadership development programming have the breadth, what they are seeking now is depth.Don’t have the staff or resources to offer more programming but are not getting the outcomes they wantSo…Transform the programs you already offer into high-impact practices Maximize student interactionsBased on current leadership development research and the CAS Standards for Student Leadership Programs, this presentation will outline the foundation of leadership development program sequencing that provides a deep and meaningful experience for each student participant.So we’re all on the same page, I’ll outline some basics of leadership development & education…
6 key learning outcomes of all leadership development programsAs outlined by CAS Standards To get to these learning outcomes it is essentail that the communtiy agrees upon them..
To build a campus that take leadership development seriously, and it’s not just as a resume line…TRANSITION:So..Just as other student affairs programs may be structured based on student development theory, so should leadership programs. Often leadership development programmers put aside these traditional theories for soley leadership-specific literature.But really, leadership development should be based on a student’s developmental level
For my model I have focused on aligning different development theories to track the sequence of development based on the traditional college stages of the Leadership Identity Development Model (Komives et al., 2006) - Most students enter college in stage 3 can develop to leave in stage 5*Briefly explain this “sequencing” table
Your department currently supports several High impact and experiential learning mediumsBut how can these mediums best be organized to aid the development of students at their specific stage with their specific needs?
Based on your current programming, deeper leadership learning could be attained by mapping the developmental tools you use. Based on the previous sequencing of development theories, we know that we must challenge a student with the next developmental level for them to advance ( plus one staging)*Briefly explain this “depth” table
[ADD NOTES]The tree’s branches can only grow as far as the root run deep.SO WHAT? – Maximize our financial and staff resources to provide high-impact learning opportunities. Stop re-inventing the wheel with new programs and workshops, just make current offerings deeper and more meaningful based on the developmental needs of the students involved. [Participatory Action Research - http://en.wikipedia.org/wiki/Participatory_action_research]
Are our students learning something meaningful?*explain assessment[Now how I’ve been able to do implement this curriculum for specific students without spending an incredible amount of time and money….Student Leadership Development Planning based on individualized goal-setting and learning partners for accountability – a top that I recently presented on a ACPA and if I had more time, would address further.]
As a candidate that is well-versed in student and leadership development theory I have the competencies necessary to build upon your current social justice, service, and leadership programs to create more intentionally meaningful developmental curriculum.I am excited to learn from your history and current successes, and grow into an office that leads the way in high-impact leadership practices.[TREE: http://www.sustland.umn.edu/implement/images/planting_fig1a.gif]
Need for LeadershipDevelopment Make-meaning of campus involvement, current events, and community learning Helps blend curricular with co-curricular activities to frame life-long learning Prepare students for satisfying professional and civic lives
Assumptions of Leadership Leadership is a process of learning about oneself and others, not a position Leaders are not born, they are made through education and reflection Everyone can be a leader and develop their leadership Leadership is focused on helping others and changing the community for the better Leaders encourage and inspire others to lead. Managers provide direction for the decisions and actions of others
Learning Outcomes1. Knowledge Integration, Construction & Application2. Critical & Reflective Thinking3. Self-awareness & Integrity4. Interpersonal Relationship Building5. Civic Engagement & Social Perspective Taking6. Practical Skills in Professionalism and Self- motivation
Campus Partnerships Align leadership development with the institutional mission Partner with faculty, student affairs staff, and community agencies Integrate leadership into campus life
Developmental SequencingLeadership Stage 3: Leader Stage 4: Stage 5:Identity Identified Leadership GenerativityDevelopment DifferentiatedModelPerry’s Theory of Shifting from Contextual relativis Shifting to aIntellectual & Dualism to m: Everything is commitment toEthical Multiplicity relative but not relativismDevelopment equally valid(1970)Baxter Magolda’s Crossroads: Becoming the Internal foundation:Theory of Self- Students are author of one’s life: Grounded inAuthorship (1992) dissatisfied with Choosing own internal belief self values systemFacilitating Plus 1 Facilitate student Facilitate students Facilitate the shift(+1) Staging distinguishing contributing to of mindset from between leader- decision making doing “for” others center “As theInspiration: MSL Research Team, ACPA, 2012 and building to service with the leader, I/they make consensus. Stress community. Stress
Breadth of Mediums forLearning Campus involvement Community service/learning Coursework Employment (ex. Residence Assistant) Individualized goal-setting Mentoring by staff, faculty, or community agent Socio-cultural conversations/Perspective taking
Adding DepthLeadership Baseline Moderate HighExperienceCurriculum Leadership Social Change Leadership Without Challenge (Kouzes Model (HERI); Easy Answers & Posner); (Heifetz & Linksy); StrengthsQuest Leadership & the (Clifton & Anderson) New Science (Wheatley)Pedagogy Experiential Peer Learning Participatory Action Education; Models; Research; Reflection training; Group consensus Community Individualized goal- building organizing; setting Systems thinkingMedium for Community service Co-coordinators or Build coalitionsLearning or positional training student boards of among community(snapshot) for organization or equal power – agencies – Systems employment (RA) – Contributing to thinking and thinking Gain self-awareness group decision politically making
Branching Out: Community Organization & Social JusticeGrowth = Building upon Thinkingprevious development Building Up: Involvement, Mentorship & Service Roots: Values and Self-Awareness
Assessment Align learning outcomes of all programs Evaluate effectiveness of program Astin’s I-E-O Model (1994) Satisfaction “Perceived ability to make change” (Dugan, Komives, & Segar, 2008) Contributing to research progress Multi-Institutional Study of Leadership