Programming for Higher Education - Non-Academic Programs

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This section is for those who have some role in developing co-curricular leadership development programs in higher education (Greek life, student organizations, student government, etc.).

Contents

Organizations

  • The LeaderShape Institute - The LeaderShape Institute is an interactive, energizing, and unique experience that builds leadership skills no other program can match. And since 1986, over 20,000 participants from all over the world have graduated from our program. But be prepared! It is six days of non-stop self-discovery and learning from practical experiences that build your leadership concepts and abilities. It's go, go, go 12 hours a day... And you'll love it! (Source: LeaderShape Website)
  • Innernature - Founded in 2001, innernature’s mission is to guide people in discovering and being who they truly are. In support of this mission, we offer individual, group, and family therapy in a traditional office setting. Our main focus, however, are rite-of-passage experiences in the wilderness, which vary in length from two to ten days. We also offer retreats in a semi-wilderness setting, meaning that some nights will be spent in-doors and some out-of-doors under the nighttime sky. (Source: Innernature Website)
  • The National Clearinghouse for Leadership Programs (NCLP) - The National Clearinghouse for Leadership Programs, through the development of cutting edge resources, information sharing, and symposia, supports leadership development in college students by serving as a central source of professional development for leadership educators. The National Clearinghouse for Leadership Programs also works to connect leadership educators to one another and support those developing leadership programs in their communities. (Source: NCLP Website)
  • National Service Learning Clearinghouse- Service-learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. (Source: NSLC Website)
  • National Service-Learning Partnership - The Partnership, founded in 2001, is a national network of members dedicated to advancing service-learning as a core part of every young person’s education. Service-learning is a teaching method that engages young people in solving problems within their schools and communities as part of their academic studies or other type of intentional learning activity. (Source: NSLP Website)

Assessments/Instruments

  • The Student Leadership Practices Inventory - The SLPI is the only leadership tool designed specifically for students and young people. Developed by Jim Kouzes and Barry Posner, the second edition of this celebrated instrument package approaches leadership as a measurable, learnable, and teachable set of behaviors. This 360° leadership assessment tool helps students and young people measure their leadership competencies, while guiding them through the process of applying Kouzes and Posner’s acclaimed Five Practices of Exemplary Student Leadership® model to real-life challenges. (Source: Product Website)
  • The EI Profile - Based on the concept of emotional intelligence (EI), the EI Profile is a unique tool that can enhance, inspire, and transform individuals and organizations. (Source: Product Website)

Cool Resources

  • Learningware's GameShow Pro - Increase comprehension and retention while creating a fun, energetic atmosphere. Gameshow Pro lets you use your own content to create an unlimited number of game shows in 6 familiar TV-style formats. (Source: Product Website)
  • Simulation Training Systems - For more than 34 years, thousands of companies, organizations, universities and charities worldwide have used our award winning simulations to help them create profoundly memorable learning experiences. We have products for two different audiences, please choose one below, and let us show you why our customers value our simulations so highly. (Source: Product Website)
  • HRDQ - Building a model with teammates. Taking a skills assessment. Role playing. Action planning. It’s all part of the HRDQ experience. For more than 25 years, we’ve helped thousands of leading organizations improve performance and solve business challenges with learning solutions based on our unique Experiential Learning Model™. And we want to help you do the same. (Source: Product Website)
  • The Go Game - By utilizing the latest in wireless technology and building upon people's intrinsic need for fun and connectivity, The Go Game seeks to become the first truly compelling application of the wireless web. Our game encourages players to realize the magic and creativity that surrounds them daily…to see their world as the enriching playground it can be. We aim to re-create the way you recreate. (Source: Go Game Website)
  • Wilderdom - Index to group activities, games, exercises and initiatives.

Publications

Collegiate Leadership Development Programs

This section categorizes the many co-curricular leadership programs on campuses throughout the world.

Australia

United States

Alabama

Alaska

Arizona

Arkansas

California

Colorado

Connecticut

Delaware

District of Columbia

Florida

Georgia

Hawaii

Idaho

Illinois

Indiana

Iowa

Kansas

Kentucky

Louisiana

Maine

Maryland

Massachusetts

Michigan

Minnesota

Mississippi

Missouri

Montana

Nebraska

Nevada

New Hampshire

New Jersey

New Mexico

New York

North Carolina

North Dakota

Ohio

Oklahoma

Oregon

Pennsylvania

Rhode Island

South Carolina

South Dakota

Tennessee

Texas

Utah

Vermont

Virginia

Washington

West Virginia

Wisconsin

Wyoming

Student Leadership Development Theory

Learn more about some emerging models of student leadership and development.

The Leadership Identity Development Model

This model is based on a grounded theory investigation. The central purpose of the research was to "explore the process a person goes through to come to an awareness that they can make a difference and can work effectively with others to accomplish change" (Komives et al., 2006, p. 3). Based on their research, the authors developed a six stage model of leadership identity development.

Stage One - Awareness

  • In this stage, individuals become aware of the concept of leadership. An awareness of leaders exists although it is a concept external to the individual - a leader is the coach, mom or the president.

Stage Two - Exploration/Engagement

  • The exploration/engagement stage is marked by involvement in an increasing number of organizations and activities. Leadership is still "external" to the individual. However, there is an increasing desire for involvement.

Stage Three - Leader Identified

  • Stage three is marked by a recognition of "leaders" and "followers." In addition, the individual has an increased desire to make changes and be a part of the inner workings of the organization(s) with which they are associated. The authors identify two aspects of this stage: emerging and immersion.
    • Emerging - "students are trying on new roles and identifying skills and abilities they need to be effective as leaders or members" (Komives et al., 2006, p. 3).
    • Immersion - the individual has an opportunity to experience the organization is a member and a leader - however, the perception that leaders are responsible for getting everything done is the dominant perspective of individuals. In other words, leaders do leadership and followers follow.


Key Transition

  • The key transition is marked by a realization that leadership is a complex process that cannot be accomplished only by one individual. There is an increased awareness that perspectives of others must be taken into account and this stage "signals a shift in consciousness toward interdependence with others" (Komives et al., 2006, p. 4).


Stage Four - Leadership Differentiated

  • The students become aware that leadership is a relational process and understand that the role requires facilitation, community building and so forth. Like stage three, the authors identify two aspects of this stage: Emerging and immersion.
    • Emerging - In the merging phase, "they need to develop new capacities such as trusting others, listening and building community" (Komives et al., 2006, p. 4).
    • Immersion - Students understand and become more comfortable with a shared model of leadership in which the student leads and at times follows.

Stage Five - Generativity

  • This stage is marked by the student's realization that they must "grow" other leaders within the organization who will continue his or her efforts. In addition, the student better understands how the organization relates with other organizations and entities within the larger system/community. In addition, student in stage five have established views on leadership and a style or approach that is consistent with his or her personal values.

Stage Six - Integration/Synthesis

  • Stage six is marked by a student's awareness of his or her leadership and a confidence in their ability to take on leadership roles. Individuals in this stage also have an awareness of the complexities of organizations and their own personal values. They are comfortable in leadership roles (formal or informal), but understand that leadership is a relational process.

It is important to note that the authors discuss the importance of mentors throughout the process. For instance, adults and peers play an important role in helping the individual move through each stage. Of course involvement in organizations allows an individual a "practice field" in which to learn, try on new styles and develop his or her knowledge, skills and abilities.

Social Change Model of Leadership Development

Funded by the Higher Education Research Institute, this model was developed by a number of individuals working in higher education. According to the guidebook (HERI, 1996) the authors had two primary goals for the model:

  • To enhance student learning and development; more specifically, to develop in each student participant greater
    • Self-knowledge: understanding one’s talents, values, and interests, especially as they relate to student’s capacity to provide effective leadership
    • Leadership competence: the capacity to mobilize oneself and others to serve and work collaboratively.
  • To facilitate positive social change at the institution or in the community; to undertake actions which will help the institution/community to function more effectively and humanely. (p. 19)

The model examines leadership development from three different levels:

  • The Individual – What personal qualities are we attempting to foster and develop in those who participate in a leadership development program? What personal qualities are most supportive of group functioning and positive social change?
  • The Group – How can the collaborative leadership development process be designed to facilitate the development of the desired individual qualities (above) but also affect positive social change?
  • The Community/Society – Toward what social end is the leadership development activity directed? What kinds of service activities are most effective in energizing the group and in developing desired personal qualities in the individual? (p. 19).

In addition, the authors developed the “7 Cs” for leadership development for social change.

  • Individual Values
    • Consciousness of Self – Similar to self-awareness, this term means the individual has a grasp on the “beliefs, values, attitudes and emotions that motivate one to take action” (p. 22).
    • Congruence – Similar to Kouzes and Posner’s concept of Modeling the Way, congruence means that individuals beliefs, values, attitudes are in congruence with actions and behavior.
    • Commitment – The individual and group is genuinely committed to the course of action undertaken. There is a level of passion and a willingness to stick with it for “the long haul.”
  • Group Process Values
    • Collaboration – Collaboration allows for each individual to share and “own” the chosen course of action. The group benefits from multiple perspectives and ways of knowing.
    • Common Purpose – A common purpose engages many and fosters a collective action, rather than only a few. Alignment of the group around this common purpose taps into the group’s collective energy.
    • Controversy with Civility – Controversy is an element of any group or team. However, how the group works through the challenges makes all the difference. Doing so with civility “can often lead to new, creative solutions to problems, especially when it occurs in atmosphere of civility, collaboration and common purpose” (p. 23).
  • Community/Societal Values
    • Citizenship – Citizenship means there is a connection between the individual and the larger community. In addition there is a willingness to “give of self” for the benefit of the larger common purpose.

Theory and Applications to Leadership Development

Based on the above model, we at CLD offer the following sugestions when designing a program in alignment with the Social Change Model of Leadership Development.

  • Help students better understand their personal values, goals, attitudes and motivations for involvement.
  • Help students examine the level of congruence between their espoused theory of action and their actual behavior.
  • Help students understand how commitment aligns with personal values and how commitment can benefit all involved.
  • Provide opportunities for collaboration and highlight the inherent benefits in this approach when making decisions.
  • Give “voice” to all involved and work to build a collective vision or common purpose for the group or organization. Help students understand this process and its benefits and inherent challenges.
  • Allow for healthy disagreement among participants and encourage civil discourse.
  • Clarify and help students understand where they fit into the larger organization and what membership means for them as individuals.
  • Help students understand how the model interrelates and discuss the interaction between individual and group, group and the community/society, and the individual and the community/society.

Student Development Theory

Sound knowledge of student development theory is an important aspect of any leadership development program. This page links the two so program architects can design transformational events that better impact participants. Think we should include other theories of student development - send us your thoughts!

Seven Vectors of College Student Development

The Seven Vectors of College Student Development was developed by Chickering & Reisser. Based on the Seven Vectors model, leadership development programming should:

  1. Build Student Self-Efficacy - Self-efficacy is belief or confidence in one’s abilities to work through various situations. According to Avolio and Gibbons (1989), developing individuals’ self-efficacy can have a major effect on their growth and development. This can be accomplished by recognizing “previous accomplishment, providing emotional challenges, conveying high expectations, and modeling appropriate strategies for success” (p. 298).
  2. Focus on Self Awareness/Self Regulation - Programming should provide students an opportunity to become more aware of their feelings, behaviors, values, world views, and so on. In addition, helping them "regulate" unhealthy behaviors that will serve as barriers to their aspirations.
  3. Encourage Interdependence - Programming should allow students the opportunity to move from autonomy to interdependence and challenge problem solving abilities and views of "correct" courses of action. In addition, programming should expand the world view and thinking of participants - moving away from a dualistic model of thinking.
  4. Build Mature Relationships - An opportunity to develop mature relationships that foster development and build self-efficacy while helping the individual appreciate differences.
  5. Establishing Identity - Programming should continually challenge students to "look in the mirror" and become more aware of their how culture, gender, lifestyle and identity. Based on this new found knowledge, programming should appropriately challenge, reinforce and support students in their identity development through feedback.
  6. Clarify Vision or Purpose - Programming should help students determine their "place" in the world and identify appropriate and realistic goals.
  7. Developing Integrity - Challenging students identify a set of guiding principles and values and behave with congruency.

Perry's Cognitive Theory of Student Development

Please click the link above for a detailed description of this theory of student development by Perry. Similar to some adult learning theorists (e.g., Mezirow and Brookfield) Perry's Cognitive Theory of Student Development asserts that development occurs through "cognitive conflict." Potential applications to leadership development programming:

  1. Leadership development initiatives should challenge students to move from a dualistic method of thinking such as "right" and "wrong." When confronted with a problem or puzzle students should be allowed an opportunity to view it through a number of angles.
  2. Leadership development initiatives should challenge students to be able to argue for and against multiple perspectives and identify a number of potential reasons for this world view.
  3. Leadership development initiatives should allow students the opportunity to clarify which options they best align with based on personal values while at the same time having the ability to appreciate and understand differing opinions and perspectives.

Women's Ways of Knowing

The Women's Ways of Knowing theory of student development by Belenky, Clinchy, Goldberger & Tarule. Potential applications to leadership development programming:

  1. Leadership development initiatives should help female students clarify how gender impacts how they experience the world and how they approach leadership.
  2. Leadership development initiatives should help female students better understand how asserting authority in leadership roles may impact them.
  3. Leadership development initiatives should have the opportunity to practice expressing themselves in a public manner and way to gain respect for their minds and their ideas.

Experiential Learning - Kolb & Jarvis

Theories of Experiential Learning were developed by Kolb & another by Jarvis. Potential applications to leadership development programming:

  1. Kolb offers a simple and straight forward method for linking experience with learning. Leadership development interventions that take these four points into account will likely yield a "higher level" of learning for participants. In other words, it is more likely that connections are made for the learner.
  2. Kolb offers that individuals learn in different ways and as a result, programming that meets the needs of the four learning styles will likely yield better results.
  3. A close examination of Jarvis' thoughts yield a concept that we are all aware of - we do not necessarily learn from experience. In fact we all have experiences every day that we never "learn" from. In addition, even though we have "learned" we may not choose a different course of action. For instance, think about trying to diet - we know the Cheetos will not help in our effort to lose weight, but this can be a difficult decision to act upon.
  4. Helping student move through the cycle may accelerate their ability to move from a dualistic model of thinking. For instance, the process of developing abstract concepts based on various scenarios - in other words, a "this or that" approach simply cannot work.
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