January 2011 - SLPKC Newsletter

Jan. 2011

SLPKC

Introspection &

Introspection & Introspection &

LeadershipLeadershipLeadership

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 pre-conference 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. Melissa Shehane, M.Ed. Acting Asst. Vice President Senior Advisor, for Student Affairs & Leadership & Service Center Dean of Students Dept of Student Activities University of South Florida Polytechnic Texas A&M University

Contents

A few words from the new senior leaders of the Student Leadership Programs

Knowledge Community within NASPA.

thoughts... opening opening

Melissa Shehane—Texas A&M University Jan Lloyd—University of South Florida Polytechnic

Newsletter Co-Editors Adam Cebulski Stuart School of Business, IIT Quincy Martin III Triton College

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

Graduate Student Mentorship Program Open call for participants! The SLPKC Graduate Student Mentor Program is designed to connect

graduate students who are interested in student leadership with current

professionals in the field. Each graduate student (mentee) will be matched

with a professional (mentor) during the national conference and will be

encouraged to network during the course of the conference.

There is an expectation that the mentor and mentee attend SLPKC and

Conference social events together. It will be up to the discretion of both the

mentor and mentee if they wish to continue to communicate after the

conference. The purpose of the program is to connect the mentee to the

SLPKC and NASPA, provide the mentee with networking opportunities during

the conference, and allow the mentee to learn more about working with

student leadership programs.

Mentor Requirements:

Currently working in an area of Leadership at an institution of higher

education

Minimum of 2 years professional experience

Commitment to attend conference events with mentee

Mentee Requirements:

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 ([email protected]) or

Amanda Davis ([email protected])

Online Resources for Student Leadership Programs

Student Leadership Programs KC has a variety of resources to assist you in developing, expanding, and assessing your leadership programs. We have a list of leadership journals and books as well as literature reviews. There is also a list of leadership conferences available. Want to share ideas and get feedback from your leadership colleagues? You can join the SLP listserv by emailing [email protected] and adding the subject line Join SLP listserv. Already on the listserv? Send an email to [email protected]

program spotlight >>>

( c ontinued on page 7 )

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 co-

curricular 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.

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

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.”

Manage conflict constructively (Controversy with Civility)

Data demonstrated an average increase of less than one point on a four point

scale (actual increase is 3.17 to 3.50) in response to their ability to take into account

multiple perspectives when managing conflict or giving/receiving feedback. For

example: “I think after knowing people's conflict style, I can figure out a way to get

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.

Mission Change (Continued from page 4)

(Continued on page 7)

Professional Development

How are you developing

your staff to be better

leadership educators?

Learn something great

at a conference or

workshop?

We want to hear!

he Multi-Institutional Study of Leadership (MSL) examines college

student leadership development, and specifically, the role higher

education plays in developing students’ capacities for socially responsible

leadership and other critical college outcomes (e.g., identity salience,

complex cognitive skills, social perspective-taking). Since 2006, over 150

schools have utilized the MSL with more than 200,000 student

participants. In anticipation of changes to the MSL survey instrument in

2012, a group of practitioners and researchers gathered in November

2010 at Loyola University Chicago to discuss ways the instrument can

best be refined to benefit leadership educators and institutions of higher

education. The MSL research team anticipates adding new outcome

measurements, demographic variables, and refining measures associated

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

Multi-Institutional Study Of Leadership

The Multi-Institutional Study of

Leadership (MSL) is an annual,

national survey of leadership

development among college students.

It explores the role of higher education

in developing leadership capacities

with a special focus on specific

environmental conditions that foster

leadership development. MSL is

conducted in partnership with the

National Clearinghouse of Leadership

Programs (NCLP).

Chris Bohle, Trinity Christian College John Dugan, Loyola University Chicago

MSL Information T

Get Featured!

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 [email protected].

Additional information about the MSL can also be found at

www.leadershipstudy.net.

(Continued from page 6)

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 [email protected]. Submission Deadline Issue Date March 25, 2011 April 15, 2011

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 California-Riverside

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

change model of leadership development (Version III).

Los Ageles: University of California Los Angeles,

Higher Education Research Institute.


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

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

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

Understanding Your Moral Intelligence

SLPKC Resources Leadership Team Resources Chair Matt Garrett Emory University

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 Webinars & Speaker Series James Beitzel Amy Hecht Auburn University

We are adding more online leadership resources so please share your favorite leadership link with

Eric Edwards, University of Wisconsin-Parkside

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

moral competencies and emotional competencies are

interwoven” (p. 77-78). In short, the best leaders

blend their competencies to create their personal and

organizational achievements.

The Integrity Competencies

Acting consistently with your principals, values,

and beliefs

Principals: Do you have forgiveness?

Compassion? Humility? Wisdom? Courage?

Values: Achievement? Creativity? Wealth?

Friendship? Loyalty?

Beliefs: What are your convictions? What do you

use to make decisions when the going gets rough?

What do you believe?

Telling the truth

Standing up for what is right

Keeping promises

The Responsibility Competencies

Taking responsibility for personal choices

Admitting mistakes and failures

Embracing responsibility for serving others

The Compassion Competency

Actively caring about others

The Forgiveness Competencies

Letting go of one’s own mistakes

Letting go of others’ mistakes

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)

Regular

By 2/15/11 Late

After 2/15/11

Conference Registration

NASPA member $ 425 $ 500

NASPA Student member $ 125 $ 150

One-day Member* $250 $300

Pre-conference Workshops

Full Day

NASPA member $90 $105

Student member $60 $70

Half Day

NASPA member $50 $65

Student member $35 $45

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

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 [email protected] 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 pur-pose. As such, this workshop will ask participants to examine the role and purpose of leadership educa-tors 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 ([email protected]) or Mallory ([email protected]) Kathy Siebold, Program Review Committee Kathy has solicited reviewers for SLPKC co-sponsored programs and this year we have exceptional of-ferings. For more information please contact Kathy ([email protected]) 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 ([email protected]) or Suzanne ([email protected])

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 [email protected]

January 2011 - SLPKC Newsletter

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