@NASPASLPKC

#SALead

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FAREWELL from the co-chairs

Dear SLP KC Members,

Has it been three years already?!?!? Indeed it has. We have been

honored to serve as Co-Chairs for the Student Leadership Programs

Knowledge Community. As a farewell, we would like to reflect on

our time as Co-Chairs and revisit our mission and strategic goals.

The mission of the Student Leadership Programs Knowledge

Community is to serve as a resource for higher education

professionals who have a professional interest in young-adult (i.e.,

college students) leadership training, education, and development.

The Community will share best practices, provide critical

evaluation of the field, examine standards for leadership programs,

support national and regional efforts to develop student leadership

programs, make contributions to the literature, recognize exemplary

programs, and cultivate a forum for the presentation of new

ideas. Our 2012-2014 Strategic Goals are outlined below.

SLP-KC Strategic Goals 2012-2014

To engage our membership through short- and long-term volunteer opportunities

Maintain cutting edge technology on the KC website and through online resources, webinars, etc.

Continue offering a mentor/mentee program to support graduate students and new professionals at

conferences and beyond

Solicit sponsorships to advance the KC

Provide an informative quarterly newsletter

Recognize colleagues through spotlight series and award nominations

During our term, we have remained NASPA’s largest KC and doubled the leadership team through

creating co-coordinator positions and adjusting the organizational structure Team Leaders oversee.

Member engagement through volunteer opportunities has increased significantly. Members are

contributing to our newsletter, presenting and/or attending webinars, retweeting us, Facebooking us,

blogging, and reviewing programs submissions for annual awards, sponsored programs, and Spotlight

Series nominations. The mentoring program is being maintained and is being piloted to region IV-East in

hopes we will offer mentoring opportunities at the regional and national levels.

Sherry Early, Bowling Green State University

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Social media has been more intentional and interactive. We have Twitter followers who include #SALead

in their leadership tweets. Our Facebook page has Spotlight Series recipient photos as the cover,

inspirational quotes, resources, volunteer opportunities, and jobs and more likes and shares than ever! The

leadership team has kept a record of resources. You can find our newsletters on our Issuu, our free

webinars are recorded and can be downloaded at your convenience, and our resources are going through a

major overhaul. We have maintained our sponsorship with Jossey-Bass and partnered with OrgSync as an

additional in-kind sponsor. Our newsletters have numerous contributors and each quarter there is a new

leadership-related theme. As luck, hard work, and collaboration by way of our phenomenal leadership

team we have accomplished our strategic goals. So, we must take a moment to say THANK YOU to each

and every single SLP KC leadership team member who has volunteered their time, talents, and energies in

service during our tenure as Co-Chairs.

Speaking of collaboration—the theme of this newsletter is collaboration in leadership. Not only have we

collaborated with our leadership team and SLP KC members, but we have also cultivated collaborative

relationships with ACPA’s Commission for Student Involvement, committed to supporting the ALE’

Leadership Education Research Agenda, and participated in the Inter-Association Leadership Collaborative

coordinated by the National Clearinghouse for Leadership Programs. Finally, we have focused on paying

attention to leadership educators who are practitioners and scholars. As we all know, best practices inform

research and research informs practice. We hope this seamless approach to leadership education has been

beneficial for all SLP KC affiliates.

As Danielle Howard and Matt Clifford embark on their journey leading the SLP KC, we wish them, the

leadership team, and all SLP KC members the best. Our conference edition of the newsletter will formally

welcome Danielle and Matt as they begin their term at NASPA 2014 in Baltimore.

Thank you all for an amazing journey,

Dr. Sherry L. Early – Bowling Green State University

Michael C. Baumhardt, M.A., M.B.A. – The University of Scranton

SLP National Co-Chairs

Michael Baumhardt , University of Scranton

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meet the EDITORS

Amanda Horton is the Assistant Director for Campus

Life and Student Programs at Wake Forest

University. She received a B.A. in Communication

from N.C. State University and a M.S. Ed. from

Baylor University. In her current role she oversees

the My Journey Initiative which seeks to develop and

promote innovative programs designed to

intentionally challenge and support students through

the distinct developmental transitions that occur

throughout a four-year college experience. Prior to

her work at Wake Forest, Amanda worked in the Office of the Chaplain at Baylor University.

Ashley Spicer-Runnels is the Leadership Institute Coordinator in the

Dean of Students Office at Texas State University. She obtained a

B.S. in Family Studies from Lamar University, an M.B.A. from

University of Houston-Victoria, and a Doctorate of Education in

Educational Leadership from Lamar University. Her research was

broadly based on multiracial student persistence as well as the

implications of social and academic integration. Prior to her existing

role as Coordinator, she was responsible for the following areas:

multicultural programming, new student programming, student

government, Greek life, and parent and family programming.

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ANNOUNCEMENTS!

NASPA Leadership KC 2014 Pre-Conference

Saturday, March 15th • 09.00 AM – 04.00 PM

Dr. John Dugan will be one of our featured speakers for

this interactive full day conference session.

#3 - Innovative and Emerging Ideas in Leadership: Identifying

ways to support students of special interest

Effective leadership development programs on our

campuses not only provide students with a theoretical

understanding of the art of leadership but also provide students with the meaningful opportunity to engage in

experiences that allow them to practice skills or gain an understanding of the dynamic nature of a leader. This

pre- conference workshop will provide an overview of

current trends, research and emerging theories within

leadership programs. The session will also explore how

various student leadership models relate to students of

special interest populations on campus. This will be done

linking student development theory with leadership

development models. This session will be highly interactive,

and participants will share perspectives and lend additional

reference to the discussion.

Important Dates

January 10, 2014: Ear ly-bird Rate Expires

February 14, 2014: Regular Rate Expires

February 15, 2014: Late Rate Begins

March 15, 2014: NASPA Annual

Conference Begins

October 22, 2013 Sherry Early

successfully defended her dissertation

"An Examination of Mentoring

Relationships and Leadership Capacity

in Resident Assistants" utilizing Dr.

John Dugan's Multi-Institutional Study

of Leadership 2009 data.

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Student Leadership Programs

Knowledge Community (SLP-KC)

believes that it is important to

recognize and to share the good and

promising practices within student

leadership development created by

individuals and through programs.

One way the KC accomplishes this is

through our quarterly Spotlight

Series.

On a quarterly basis SLP-KC

recognizes the contributions of

members who are transforming

higher education through outstanding and innovative leadership programs and services. All NASPA members

are encouraged to share successes and highlight good and promising practices in research and assessment,

influences on student learning in and outside the classroom, and theory to practice. Individuals can nominate

or self-nominate exemplary college leadership programs for the SLP-KC Spotlight Series. Selected programs

will be highlighted in our quarterly newsletter and the Facebook page.

When the selection committee reviews programs they look at the following items: the description of the

program, program mission and goals, assessment methods, results of the program, takeaways for other

institutions, connection to the SLP-KC mission statement.

This year there are two more opportunities to submit a nomination this academic year, January 7 and April 1.

All submissions for the Spotlight Series are via OrgSync. https://orgsync.com/45737/forms/54390

A big shout to our selection committee members:

Opal Albrecht, Kansas State University

Crystal Brown, Eastern Illinois University

Cynthia Fulford, Cedar Crest College

Meredith Hein, Rollins College

Mitchell Holston, Virginia Tech

Tammy Hong, Texas State University - San Marcos

Antonio Jenkins, Mid-South Community College

Laura Keith, University of West Georgia

Kim Kushner, University of Colorado - Boulder

Chaya Sandler, Kendall College

Spotlight Series

Denise Carl

University of Idaho

Student Engagement Coordinator

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Recent research from the Multi-Institutional Study of Leadership (MSL)

confirms that mentoring relationships are high impact practices when it

comes to promoting the development of students as socially responsible

leaders. The MSL defines a mentor as “a person who intentionally

assisted the student’s growth or connects the student to opportunities for career or personal development” (Dugan

et al., 2013). Similarly, for us as leadership educators, mentoring relationships can provide safe spaces to engage

in dialogues that help us raise self awareness and make meaning from past decisions and actions as we consider

options for future decisions. At the 2013 NASPA IV East regional conference in Skokie, Illinois, the Student

Leadership Programs Knowledge Community Mentorship Program provided the opportunity for professionals to

mentor graduate students and new professionals interested in student leadership programs. This November, 14

individuals took advantage of this opportunity. Participants included 7 graduate students and 7 professionals.

When asked to describe what was most valuable about the mentorship program, one mentee, Omega Styles, a

graduate student at DePaul University said, “being part of the mentoring program was a great experience for me.

Having the opportunity to meet with a veteran student affairs professional and discuss my career aspirations and

the trends of the profession was invaluable. My mentor was very open, pleasant and provided me with great

advice as I navigate my career path.”

Participating mentors also found the program to be beneficial. Jennifer Bonarek, Director of Student Leadership

and Involvement at Concordia University Chicago, served a mentor. She described her experience by stating, “as

someone who does not interact with graduate students on a regular basis, I benefited from hearing about our

profession and the conference experience from my mentee. Her perspective was refreshing and our conversation

helped me look at the conference with new eyes.” Both mentors and mentees gained insights into the profession

and their own professional journeys through the new relationships they formed.

The SLPKC would like to bring the advantages of this program to even more graduate students and professionals

at the 2014 NASPA annual conference in Baltimore, March 15-19. If you would be interested in being a mentor

or mentee during the conference, please sign up via the following online registration form: https://

orgsync.com/59279/forms/78995

Contact Dave Borgealt (dborgeal@depaul.edu) or Gabby Mora (mgm92@drexel.edu) with questions or for more

information. Providing or receiving mentorship is an important component of our continued development as

leaders and educators. Please consider joining the mentorship program. Don’t miss this great opportunity.

Reference:

Dugan, J. P., Kodama, C., Correia, B., & Associates. (2013).Multi-Institutional Study of Leadership insight report:

Leadership program delivery. College Park, MD: National Clearinghouse for Leadership Programs.

Mentorship Program: Regional Pilot Program

a Success. Join us for Baltimore!

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In 2008, the United States elected its first African

American President, Barack Obama, which signified an

important shift in diversifying of politics. The new

administration has developed the most diverse and

inclusive leadership team in the country’s history,

establishing a new standard for all organizations

(Dexter, 2010). Higher education continues to devote a

lot of attention to diversity issues on campus, through

development of policies and programs related to college

admissions, financial aid, employment, multicultural

affairs, and desegregation. The

Higher Learning Commission’s

2003 Statement on Diversity

acknowledged that diversity in

the United States enhanced

higher education, contributed

to the development of

students and other campus

constituents as global citizens,

and was an essential element of

a pluralistic society

(Association of American

Colleges & Universities, 1998).

Many college students

experience their first significant

interracial exchanges during

college, yet, how the exchanges

are perceived vary by racial

group. “Although educational

institutions enroll a diverse

student body, research

suggests that these students do not necessarily

experience a similar campus environment” (Ancis,

Sedlacek, & Mohr, 2000, p. 180). America is becoming

increasingly diverse; unfortunately, many programs and

services centered on issues of diversity or

multiculturalism are the reactive, direct result of a hate

crime or act of discrimination. Student affairs

administrators uphold all aspects of institutional culture

as engaged members of the collegiate community,

including the promotion of diversity and

multiculturalism.

According to Cheng (2004) “…a sense of community

means more than just a common structure for different

sub-communities to coexist; it requires student affairs

administrators to design effective programs that nourish

the campus climate of multiculturalism” (Cheng, 2004,

p. 229). To cultivate collaboration and support

inclusion, all campus constituents should build a sense

of community. Cheng (2004) recommends student

affairs administrators should strive to build a community

that:

(1) has an open environment where free

expressions are encouraged and individuality is

accepted and respected; (2) engages faculty and

students in teaching and learning; (3) provides an

active social and learning environment in

residence halls; (4) fosters positive relationships

among ethnic and cultural groups through

programs and student activities; (5) celebrates

traditions and heritage of the institution; and (6)

provides assistance to students when they feel

lonely or depressed (p. 216).

Diversity leadership desires to “combine elements of a

new leadership paradigm with an emphasis on

transformation, with the values of cultural pluralism and

multiculturalism transforming colleges and universities

into inclusive organizations that embody diversity as a

SUPPORTING INCLUSIVE

COLLEGIATE ENVIRONMENTS

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core vale and emphasize respect for the plurality of

population groups that make up campus

communities” (Aguirre & Martinez, 2007, p. 40).

Fundamentally, diversity leadership can adapt

organizational culture by encouraging leadership roles

and practices from a diverse perspective that promotes

an inclusive campus environment. Sense of community

is not easily achieved; by no means do we posit a

one-size-fits-all recommendation to build an inclusive

campus community. However, we can share one best

practice implemented at Bowling Green State University

(BGSU) by Graduate Student Senate (GSS). GSS is the

governing body for graduate students. In addition to

responding to graduate students’ needs, GSS also offers

an opportunity to recognize any student groups

committed to diversity and inclusion. It was noted in

fall 2012, there was a lack of campus awards centered

on diversity or inclusion. GSS felt that this was

unacceptable for a campus that prides itself on diversity

and inclusion, thus the governing body created the

Inclusion Award. This annual award “recognizes

student organizations that have demonstrated a

significant commitment to enhance diversity on campus

through efforts to promote a campus climate that

respects and values individual and cultural

differences” (“GSS Diversity, Equity, & Inclusion

Award, n.d., para. 1). A $200 award will be granted to

one undergraduate and one graduate organization

registered with the Office of Campus Activities. For

more information on award criteria please see https://

sites.google.com/site/bgsugss/awards. The inaugural

call for submissions occurred in spring 2013. The

individuals who created the award were the reviewers

who selected one recipient, the India Student

Association. Another institution, Buena Vista University

(BVU) created a student newsletter, Under the

Umbrella, for all faculty, staff, students, and parents.

The newsletter showcases student leadership and

organizational programming, and include BVU alumni,

parents of BVU students, and student profiles.

There are a number of ways to create a sense of

community and support inclusion. BGSU’s GSS’s

intent was to remind others that recognition and support

of efforts is one of many ways to achieve community

and inclusion. BVU’s objective was to bring awareness

to initiatives supporting diversity and multicultural

issues. Postsecondary institutions should continue to

desire to improve their institutional diversity status on

their campuses, through the exploration of a variety of

educational endeavors, such as development of

institutional diversity offices, diverse programming

and sponsoring diversity focused speakers and/or

workshops. It is important that post-secondary

institutions acknowledge that diversity is important, and

therefore should develop initiatives (research, training,

or programs) that embrace individuals’ differences and

similarities, thus allowing for an interactive learning

environment in higher education.

For questions, please contact Dr. Christina Wright

Fields (wrightf@indiana.edu) or Sherry Early

(searly@bgsu.edu).

References:

Aguirre, A, & Martinez, R.O. (2007). Diversity leadership in higher

education. ASHE Higher Education Report, Vol. 32, No. 3.

San Francisco: Jossey-Bass.

Ancis, Julie R., Sedlacek, William E., Mohr, Jonathan J. (2000)

Student perceptions of campus cultural climate by race.

Journal of Counseling and Development. 78, 180-185.

Association of American Colleges & Universities. (1998a).

Diversity blueprint: A planning manual for colleges and

universities. Washington, DC: Association of Colleges &

Universities.

Cheng, David X. (2004). Students’ sense of campus community:

What it means and what to do about it. NASPA Journal.

41(2), 216-234.

Dexter, B. (2010). The chief diversity officer today: Inclusion gets

down to business. Heidrick & Struggles International, Inc.

The BGSU GSS Diversity, Equity, and Inclusion Award application

can be found at https://docs.google.com/file/

d/0B2JeODDoJGrYYklHNWlxTHlEb1k/edit?

usp=drive_web

Dr. Christina Wright Fields

Indiana University

Sherry Early

Bowling Green State University

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Leading the Way: Launching a New Initiative on Campus

In August 2013, Central Connecticut State University launched their new

leadership initiative, CLIMB. The purpose of this new program was to

recognize students for all the leadership development they were already

participating in, and to highlight the opportunities taking place across

campus. The program is still in its infancy, but so far, the response and

feedback has been overwhelmingly positive.

The Brainstorm: The development of the program came from ideas heard at

a NASPA Drive-In, where several professionals shared the basics of their

campus’ leadership programs. That event sparked conversation at Central to

develop something new that could touch more students and could tie

together the leadership taking place across campus. A committee of

professionals in the Student Activities and Leadership Development Office,

Hall Directors, graduate interns and students was gathered. The committee

met weekly for six months doing extensive research on theories and comparable programs, and discussing various

ideas, themes, major components, concepts, goals, and vision. And, ultimately created the backbone for the

program launched this fall. There was a tremendous amount of buy-in for the program because of the input the

various constituents had in the creation.

The Purpose: Leadership Development is a major part of the SALD office, but had been primarily targeting

leaders in the 120+ clubs and organizations on campus for the past few years. The staff recognized that students

were gaining leadership experience through various roles, trainings, positions, and organizations across campus,

and those were all valuable in their development. SALD also recognized the limits in available human and fiscal

resources, and wanted to create a program which was self-sustaining and reached a large audience. Below is the

mission created in these meetings:

Central Leadership Initiative: Mission Blue (CLIMB) is the comprehensive leadership program from the

Student Activities and Leadership Development Office designed to guide students in developing their

leadership skills through engaging in a variety of programs campus-wide within four co-curricular

cornerstones: Cultural Competency, Professional Growth, Citizenship and Campus Engagement.

The Creation: Ultimately, what was created was CLIMB, a comprehensive leadership program which tracks

students’ participation in developmental activities across four co-curricular cornerstones, as described above.

Points: All students earn points for events, trainings, and positions in which they participate. The points

are tracked through the department’s online student organization management system. Points are assigned by

co-curricular cornerstone, and based on level of commitment. For example, a Resident Assistant would earn 3

points, while attending an event would earn 1 point, in any given category. Points are tracked based on

card-swiping into events, attendance reports received from advisors, and membership in organizations.

Involvement Portfolio: As part of the online student organization management system, an Involvement

Portfolio, or Co-Curricular Transcript, is created for each student. This is somewhat self-reported, as students

need to “join” the organizations they are a part of on the website to get credit for membership. Students can view

Colleen Powers

Central Connecticut

State University

11

and manage their portfolio right on the site, so they have one, comprehensive document which shows their

progress in the four cornerstones, as well as the dates of their involvement activities.

Signature Experiences: The committee created signature experiences which are targeted for specific

audiences based on where students are developmentally. The first experience is called Foundation, is open to all

new students, and focuses on the primary concepts needed to excel in leadership: self-assessment, awareness,

communication, etc. The first Foundation day was held in September, and another will be held in February.

Since this is the first year of the program, Foundation was the only signature experience offered. Next year

Adventure will be added, which is the experience geared towards second and third year students and focuses on

group dynamics. The final experience will be Service, targeting senior leaders, who will work together to create

and implement a program effecting the greater community. All the Signature Experiences earn points for

students, but are not required to

participate in CLIMB in general.

Recognition: Students earning more

than 25 points in their first year will be

recognized at the annual Leadership

Recognition Dinner. Based on current

numbers, it is anticipated that many

students will meet that point level, and it

may be adjusted for future years.

Recognition will continue in subsequent

years, after students have had the

opportunity to continue building their

involvement portfolio and earning

points.

The Rollout: Marketing was very

important as this new initiative was

launched, as was educating faculty, staff

and current leaders on campus to act as the ambassadors for the program. While the portfolio is open to all

students, new students were the target audience since they would be experiencing this campus for the first time.

SALD staff and graduate interns went to work creating logos, marketing documents, and brochures. Social

media was heavily utilized as well. The biggest factor in spreading the word was doing in-person commercials

to specific groups and departments on campus. These included RAs, OLs, Peer Leaders, FYE Faculty,

Admissions, Career Center, Learning Center, and more. Faculty and Staff were also encouraged to submit their

events and programs to be included since it was acknowledged that there was leadership taking place

everywhere, and that for example, Peer Tutors were gaining extensive experience and should get credit for that!

The Evaluation: The program is still in its early stages, and this is considered the pilot year. However, anecdotal

feedback has been quite positive. An assessment was given to those students participating in the first Signature

Experience, and that data was encouraging as well. The staff will continue to assess the program itself, and also

looks forward to seeing how it may positively affect campus-wide assessments taking place such as the Student

Satisfaction inventory and the EBI survey.

CLIMB is a very exciting initiative on campus, and currently, the focus is to keep the momentum of the new

initiative going through the spring semester. Students are actively participating in the program, seeking ways to

earn points, and learning so much through the process. The Student Activities and Leadership Development is

looking forward to seeing the program grow and develop along with the students!

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Experiential learning opportunities provide students at Rollins College with a

chance to explore themselves, others, and leadership development in their

community and beyond. Every fall, approximately 20 students embark on a

leadership journey aimed at cultivating leadership capacity and efficacy for

first and second year students. The Emerging Leader Institute (ELI) is a

weekend immersion aimed to facilitate the empowerment, development and

fellowship of emerging

leaders and student

leaders on the Rollins

campus. The primary

focus of this weekend

immersive experience is

to actively develop the

leadership potential of

the participants through

discourse and interactive

peer-led workshops. ELI

has molded young

student leaders every fall

semester since 2010.

This weekend is an

opportunity to develop

promising first and second year students, while providing cohesiveness

between the current and future leaders of the campus. The program also

addresses the need for more advanced leaders by giving older students the

chance to act as facilitators, teachers, and examples to the next generation of

students. ELI

actively develops the

leadership potential

of the participants

through discourse,

interactive

workshops and

direct experience.

As a capstone to the

institute, participants

create campus

initiatives that serve

as action plans for

change in the Rollins

community. With the

support of faculty

and staff who serve as Leadership Allies, students are given the additional

encouragement and resources necessary to reach their goals beyond the

institute.

Rollins College Emerging Leaders Institute

Jeremy DiGorio

Rollins College

Assistant Director for

Leadership Development

Meredith Hein

Rollins College

Associate Director

Community Engagement

13

The Emerging Leaders Institute is

grounded in assessment and intentional

learning outcomes, which provide tangible

goals directed towards student success.

The experience looks to achieve five

concrete goals. First, ELI seeks to

promote a foundation of personal and

social responsibility based in diverse

communities and real world challenges for

their undergraduate experience and beyond.

Second, the weekend strives to instill a

sense of community and cohesiveness

among participants through exercises of

cooperation, collaboration and teamwork.

The third goal is to enable participants to

act consistently in regards to their personal values, beliefs, attitudes and emotions. Next, the weekend seeks

to challenge participants’ preconceived notions of leadership by exploring flexibility, skillsets, and

dimensions of leadership through group discussion. Lastly, the fifth goal is to develop a community of

leaders who are resilient, transparent and authentic in their decision-making. Ultimately, this was achieved

through creating an environment where education and expansion of participant's pre-conceived

understanding of leadership.

Assessment results from this year’s Emerging Leaders Institute were overwhelmingly positive. 100% of

students agreed that they “took seriously the perspectives of those they encountered throughout ELI,

developed a more thorough understanding of the interconnectedness of their community, and overall, their

participation in ELI has helped them to acknowledge their personal and social responsibility to their

community.” Also, 95% of students agreed that they were “challenged to think critically about their role,

purpose, and responsibility as a member of a diverse community.” Originally developed by students, this

experience, now in its fourth year has proven to leave a lasting impact on our college.

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PR

OG

RA

M S

PO

TL

IGH

T

Hello my name is Lauren Kaplan and I am

a Student Development Advisor at Valencia

College in Orlando, Florida. In my position,

I supervise student leaders and oversee

programs/events both on campus and

college wide.

Valencia College is made up of five

campuses across the central Florida area.

On each of our campuses, Student

Development is represented.

This fall semester, our department took the

initiative and created a whole new health

and wellness program that is centered on

the 7 Dimensions of Wellness This program

is comprised of a handful of students on

each Valencia campus

who are our Wellness

Ambassadors. Our

Wellness Ambassadors

implement health and

wellness related

programs, workshops,

and events for students

on campus. I am the

Wellness Ambassadors

Advisor on my

campus, so therefore I

supervise five

Wellness Ambassadors

who are dedicated to

not only their position,

but their ability to start to change our health

and wellness culture here on campus

through their innovative programming and

ability to connect with their peers.

A program that I would like to highlight

that our Wellness Ambassadors have

implemented, planned, and executed would

be our annual October “Fright Night”

Halloween themed event that our Student

Government hosts. This year, our Wellness

Ambassadors decided to partner up with

SGA to bring a health and wellness

educational component to our event. Their

plan was to show students the possible after

effects of going to a party, where students

are more than likely to drink and then,

drive.

Our students wanted to bring a creative side

to it by using a very popular Wii video

game called, “Mario Kart”, complete with

Wii steering wheels, and beer goggles.

Students played the video game while using

their beer goggles to simulate drinking and

driving in a safe environment. My students

spoke to their peers on statistics of drinking

and driving and gave out Blood Alcohol

Level Content cards for both men and

women.

My students also ordered SWAT Team

Halloween costumes so they can represent

combating drinking and driving at their

event. Their set up was a two tables and a

television set to play the Wii game on. The

tables were decorated in Halloween décor

and on the tables were informational

literature and resources on drinking and

driving.

It was a simple program to bring awareness

on the subject of drinking and driving. Our

Wellness Ambassadors plan on continuing

the conversation with students through

similar events and programs throughout the

academic year.

Lauren M. Kaplan M.Ed.

Student Development Advisor

Valencia College, East Campus

7 Dimensions of Wellness

15

BLOG SPOTLIGHT

Over the past several months there has been quite

a bit of buzz around Sheryl Sandberg’s book,

Lean In. And it was in the midst of all this buzz

that last spring a group of our colleagues came

together. The conversation started at the request

of the Director for the Wild Hope Center for

Vocation. She wondered if there was any

possibility for the Women’s Center, Career

Connections and Student Involvement &

Leadership to develop some sort of program

based upon the book. At first we had some

conversation about the book itself, and the

criticisms it was receiving. Then we realized that

within that criticism there was the potential to

explore some really interesting topics.

And so we pulled together and outlined a series of

programs for faculty, staff, and students that

would roll out during the 13-14 academic

year. And when the new Resident

Director for our Women’s Empowerment

and Gender Equity living learning

community started in August, we invited her to

the planning team. Every member of the planning

team saw the potential with Lean In, just from

different vantage points; there were connections

to women’s issues, career development, vocation,

and leadership. This combination of topics,

experienced in our daily lives as rather

inextricably linked, was what we set forth to

explore through our programs. And we think the

model has a lot of potential on other campuses, or

with other books, which is why we’re excited to

share it with the NASPA SLPKC. Read more

about programs and the outcomes on the

NASPA SLPKC blog here: http://bit.ly/

NASPASLPKCblog

Lean into Leadership

Melissa Williams

Pacific Lutheran University

Resident Director Harstad Hall

Amber Dehne Baillon

Pacific Lutheran University

Associate Director of

Student Involvement &

Leadership

16

UPCOMING EVENTS & OPPORTUNITIES

Jossey-Bass Webinar: Designing Intentional, Competency-Based Student Leadership Development

Tuesday, December 10, 2013: 12pm - 1pm EST

Register here<http://facebook.us4.list-manage.com/track/click?

u=77fe2a65dfb535ef4de1de429&id=25bd7cf504&e=7505721d07>.

December CSI E-Series: Teaching Leadership Revisited

Thursday, December 12, 2013: 1pm - 2pm EST

Register here<http://facebook.us4.list-manage.com/track/click?

u=77fe2a65dfb535ef4de1de429&id=defc176c64&e=7505721d07>.

December CSI E-Series: Multi-Institutional Study of Leadership Insight Report: A Conversation

with the Authors

Tuesday, December 17, 2013: 1pm - 2pm EST

Register here<http://facebook.us4.list-manage2.com/track/click?

u=77fe2a65dfb535ef4de1de429&id=730a912833&e=7505721d07>

Commission for Student Involvement Research Grant Application

Deadline to apply is 11:59pm Saturday, February 1, 2014

In order to encourage significant research in areas of student

involvement (student organizations, leadership development,

community service, and fraternity/sorority life), the Commission for

Student Involvement awards two $500 research grants annually.

All ACPA members are eligible. Graduate students are especially

encouraged to apply. Commission membership is NOT required. The

research question(s) must align with the various purposes and

activities of the Commission for Student Involvement's traditional

functional areas or the intersections of these areas.

For more information and how to apply please visit our web

site<http://facebook.us4.list-manage1.com/track/click?

u=77fe2a65dfb535ef4de1de429&id=d18381b893&e=7505721d07>