LEADERSHIP - SERVICE - RECOGNITION - PHILANTHROPY
LEADERS - GRADUATE STUDENTS - EFFICACY - TEAM
BUILDING - CHANGE AGENTS - GIVING BACK - FACILITAT
DEVELOPMENT - LEADERSHIP - SERVICE - RECOGNIT PHILANTHROPY - LEADERS - GRADUATE STUDENTS - EFF - TEAM BUILDING - CHANGE AGENTS - GIVING BACK FACILITATION - DEVELOPMENT - LEADERSHIP - SERVICE
RECOGNITION - PHILANTHROPY - LEADERS - GRADU STUDENTS - EFFICACY - TEAM BUILDING - CHANGE AGENTS - GIVING BACK - FACILITATION - DEVELOPMENT
LEADERSHIP - SERVICE - RECOGNITION - PHILANTHRO LEADERS - GRADUATE STUDENTS - EFFICACY - TEAM BUI - CHANGE AGENTS - GIVING BACK - FACILITATION DEVELOPMENT - LEADERSHIP - SERVICE - RECOGNITION
PHILANTHROPY LEADERS - GRADUATE
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@example.com and adding the subject line Join SLP listserv. Already on the listserv? Send an email to firstname.lastname@example.org
Join us November 16 – 19 for the 2011 NASPA Western Regional Conference in San Diego at the Hard Rock Hotel. Come together with students, faculty and professionals who are con nuing to build and shape the Anthology of the Student Aﬀairs profession, a diverse collec on of priori es, prac ces, and values grounded in the learning of yesterday and today and commi ed to the promo on of learning and success today and tomorrow. Learn more at h p://naspa2011.ucsd.edu, join us on Facebook (NASPA Rocks San Diego), and follow us on Twi er (@naspaROCKSsd) to receive the latest conference updates. You can also email us at email@example.com. Get ready for a truly unique conference experience as NASPA rocks San Diego!
program spotlight >>>
Volunteer Tuesdays Steffoni Smith, University of Northern Iowa Volunteer and service opportuni es are becoming more prevalent addi ons to standard courses in higher educa on as well as within the college co‐curricular experience. Currently, at the University of Northern Iowa, implementa on of volunteerism into the curriculum has been proposed in the university’s strategic plan through service learning pedagogy. Service learning programs allow par cipants to link volunteer and service opportuni es with their own learning and development in order to apply this knowledge to their personal and professional lives. In addi on, various programs currently exist on campus to oﬀer service and volunteer opportuni es to students who merely seek to be involved, serve the community, and meet new friends. One such program is the Student Leadership Center’s Volunteer Tuesdays program. Due to the growing interest in developing and implemen ng service and volunteering as part of the higher educa on experience, the Student Leadership Center developed the Volunteer Tuesdays program in response to a needs assessment conducted in the spring of 2010. Past research was compiled, as well as findings from surveys including the EBI (EBI Student Survey Assessment, n.d.), all of which showed that students were very interested in par cipa ng in service opportuni es as an expression of leadership but were hindered by lack of me, no transporta on, and were unaware of the opportuni es. Thus, Volunteer Tuesdays was developed to respond to these needs and the program has been incredibly successful in its first semester. Volunteer Tuesdays was created to give students the opportunity to serve at a variety of area agencies, provide transporta on to and from the agencies, and receive a free t‐shirt for their involvement. Our original goal was to register 28 total students (14 students per each of two 3 hour sessions). We easily met this goal on the first Volunteer Tuesday, September 7, 2010, and have averaged 30 students per event for the successive 20 Tuesdays. With such great interest in the program, we quickly expanded our ini al four dates to the en re Fall and now Spring semesters. Local agencies and non‐profits are also reaping the benefits of this new program. Lauren Finke, Execu ve Director of the Volunteer Center of Cedar Valley, coordinates the dates and mes with the VCCV’s member agencies in the community. Volunteer Tuesdays has partnered with over 20 agencies including the Northeast Iowa Food Bank, Aspire Therapeu c Riding Program, Cedar Falls Lutheran Home, Iowa Green AmeriCorps, and the Cedar Valley Arboretum and Botanical Garden. Students enjoy the variety oﬀered and connec ng to places in the community that they may be unfamiliar with. ( c ontinued on page 7 )
Mission Change (Continued from page 3)
Leadership, integrity, and teamwork skills are quali es the Student Leadership Center values in its student volunteers. Ge ng the campus involved in ac vi es that extend out into the community is beneficial to everyone
involved. It provides a great service and a great way to show that UNI is more than just a college campus. Rachel Smithart, a freshman educa on major and ac ve
How are you developing your staff to be better
par cipant of Volunteer Tuesdays, commented that,
“volunteering gives me an overwhelming feeling. You
Learn something great
know that you have just made a huge diﬀerence, and it's
at a conference or
amazing to know that people around you can benefit
from just three hours of your week. The people we are
We want to hear!
able to work with are truly phenomenal and have had a huge impact on my experience at UNI. Making a diﬀerence through volunteer eﬀorts is so important. You never know if
you might be the one needing help in the future." The Student Leadership Center is incredibly proud of the Volunteer Tuesdays program. To date, over 300 students have par cipated in the program, many returning again and again, with a total of 1764 hours of service just this year. Our hope that Volunteer Tuesdays will become part of the culture at UNI by con nuing to provide wonderful opportuni es for students to serve while connec ng to the community in a posi ve and powerful way! Bibliography EBI Student Survey Assessment. (n.d.). Q4. Of the following, in what type of leadership program would you be most interested in par cipa ng? [Data file]. Retrieved from
Team Building Program Builds Teams and Leaders Steffoni Smith, University of Northern Iowa
The Greek philosopher Plato reportedly once observed that “you can discover more about a person in an hour of play than in a year of conversa on” ("Play therapy,"
n.d.). The Team Building Program oﬀered through the Student Leadership Center (SLC) at the
MSL Information The Multi-Institutional Study of
University of Northern Iowa (UNI) set its founda on on this simple statement in order to oﬀer a
Leadership (MSL) is an annual,
program which would develop groups and teams while also developing leaders. The SLC is
national survey of leadership
entering its second year of oﬀering the Team Building Program to the campus
development among college students.
community including students, faculty and staﬀ. Team building is a form of experien al educa on which compliments
It explores the role of higher education in developing leadership capacities with a special focus on specific environmental conditions that foster
training and work experiences by crea ng dynamic, real‐life situa ons for
leadership development. MSL is
learning, growth and development. Experien al educa on compliments
conducted in partnership with the
classroom experiences by crea ng dynamic, real‐life situa ons for student
National Clearinghouse of Leadership Programs (NCLP).
learning. A recent program with the UNI Dining Student Supervisors is a perfect example of how the Team Building Program supports group development. Student par cipants discussed their experience on the program evalua on saying: Helped me feel more at ease with my posi on Helps you see many aspects of leadership Let us struggle just enough to facilitate learning Will take what I learned today and apply it to work experiences In this way, the SLC Team Building Program is serving the campus community by crea ng cohesive and eﬀec ve groups of individuals. The Team Building programs are facilitated by SLC Student Facilitators who are trained in not only the instruc ons of the team building ac vi es, but also in group dynamics, conflict management, debriefing and ac ve listening. Student Facilitators learn how to assess group needs, develop custom programs, facilitate and debrief
(Continued from page 5)
ac vi es and ini a ves, and finally help the group apply experien al concepts to real world situa on.
The Student Facilitators have all grown as leaders due to their work with the SLC Team Building Program. Already ac ve on campus through the Northern Iowa Student Government,
Region 1 Brian Quinlan
Anna Maria College Region 2 Leah Barrett
Felly Phommalinh commented that her experience as a Student
Facilitator has helped her become a be er public speaker and
Region 3 Leslie Grinage
more aware of her strengths as a leader. She feels that this knowledge will serve her well as she progress in her career
Region 4E Michael Baumhardt
University of Scranton
In this economy, employee training and professional development are the first programs to lose funding. The program oﬀered through the SLC is in credibly cost eﬀec ve – because it’s free to any campus aﬃliated group. To date, the SLC has worked with over 1300 individuals including student groups and
Region 4W Gretta Mincer
Metropolitan State College Region 5 Eric Alexander
Oregon State University Region 6 Steven Lerer
organiza ons, Greek chapters, university departments, and faculty members. The value of the program and its impact on campus has increased since its incep on in 2010 and is
University of CaliforniaRiverside
con nuing to promote leadership and team work within the UNI community. Bibliography Play therapy. (n.d.). Retrieved from Wikipedia: h p:// en.wikipedia.org/wiki/Play_therapy
Get Featured! We welcome ar cles that discuss trends, original ideas, and detail best prac ces in student leadership in higher educa‐ on. For more informa on about submi ng to our newsle er, please e‐mail your inquiry to SLPKC.NASPA@gmail.com. Submission Deadline Issue Date June 17, 2011 July 8, 2011 September 16, 2011 October 7, 2011 December 9, 2011 January 6, 2012 March 16, 2012 April 7, 2012
Leadership Program Certificate Warrington College of Business Administra on, University of Florida Horace Tucker, Associate Director, School of Business Joshua Funderburke, Assistant Director for Career & Leadership Programs Leanna Mcclellan, Program Assistant, Career & Leadership Programs Patricia Allshouse, Graduate Assistant for Career & Leadership Programs Chris na Wan, Graduate Assistant for Career & Leadership Programs The School of Business at the University of Florida is dedicated to crea ng innova ve programs to challenge students to enhance their leadership strengths through coursework while also requiring them to apply their strengths through leadership and service experiences, and giving them the opportunity to reflect on their learning through interac ons with professional staﬀ members. To accomplish this, the Career & Leadership Programs division of the School of Business created the Leadership Development Cer ficate Program, which gives students the opportunity to work through three levels of cer fica on.
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
A er reviewing the Na onal Associa on of Colleges and Employers Job Outlook Survey, we recognized that students may want to go above and beyond their major requirements to gain important leadership skills. To help them find these courses, we created an “academic matrix” that incorporates courses from various colleges around the University in areas such as leadership, ethics, communica on, and career planning & personal development. In addi on, we have included foreign language in this program to foster an understanding of the importance of intercultural competency and global awareness. The courses provide the founda onal knowledge in areas that students can then make use of in the experien al component of the program. The academic matrix also gives students an alterna ve to simply choosing innocuous elec ves to fulfill their degree requirements. Furthermore, this program diﬀers from our University’s Leadership Minor in that it does not prescribe a certain set of courses, but instead allows the student to customize the course selec on to help them develop their own unique strengths.
We are adding more online leadership resources so please share your favorite leadership link with
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The second component of the program encourages students to engage in service and leadership experiences that will give them the opportunity to put into prac ce the knowledge and skills they are gaining in the classroom. Through the service component, we challenge our students to integrate into their worldview the idea of the leader as servant, as ar culated by Robert Greenleaf (1973). Students comple ng this program will understand that no ma er which field they enter, they have a responsibility to use their leadership skills in their communi es, and with the people they will manage, to help them grow and “become healthier, wiser, freer, [and] more��autonomous.” We require students to complete two years in a leadership posi on to earn the highest level of cer ficate, which allows students the opportunity to advance through the stages of experien al learning as described by Kolb (1984). Our belief is that students will take their knowledge and skills into their first leadership posi on to gain the “concrete experience” that is the founda on of the experien al learning cycle. We have also built reflec on in to the program, by requiring the student to meet with a professional staﬀ member of our Career & Leadership Programs a er the comple on of the second and third levels of the program. This facilitated discussion allows the students to cri cally analyze themselves and their experiences to develop a more abstract concept of the role of the leader and their own unique leadership style. Finally, we encourage them to con nue their leadership and personal development journey through the final stage of the experien al model by ac vely experimen ng in their future leadership posi ons to fully integrate their learning and experience into a cohesive ideology that will guide their transi on into their careers. We believe that guiding students through a process of skill building and prac cal experimenta on in leadership roles, as well as engagement in their communi es, will increase a student’s personal and professional development as well as their ability to a ain their career goals. The reflec on we require will also give them a sense of accomplishment, and hopefully an apprecia on for the fact that they received more than just a degree from their college experience: they gained the opportunity to make an amazing life for themselves while enriching their communi es and the followers whom they will serve.