2015-16 PLLC Annual Report

ANNUAL REPORT 2015-16

P E T E R LO U G HE E D L E AD E R S H I P C O L L EG E

ANNUAL REPORT INAUGURAL Y E A R PETER LOUGHEED 2015-16

LEADERSHIP

PETER

PETER LOUGHEED LEADERSHIP COLLEGE March 31, 2015 - April 1, 2016

Lorem ipsum dolor sit amet, ligula suspendisse nulla pretium, rhoncus tempor placerat fermentum, enim integer ad vestibulum volutpat. Nisl rhoncus turpis est, vel elit, congue wisi enim nunc ultricies sit, magna

tincidunt aecenas aliquam. Dui aliquet, sagittis felis sodales, dolor sociis mauris, vel eu est libero cras. Interdum at get habitasse elementum est, ipsum purus pede porttitor class, ut lorem adipiscing, aliquet sed auctor, imperdiet arcu er diam dapibus libero duis. Enim eros in vel, volutpat nec pellentesque leo, temporibus scelerisque nec.Ac dolor ac adipiscing amet bibendum

i

SECTION 1 M ESS AG E F RO M TH E PRI NCI PAL When Dr. Martin Ferguson Pell (Vice-Principal) and I began to create the Peter Lougheed Leadership College in April 2014, we decided to recruit our “Pioneer” class for September 2015 although Peter Lougheed Hall would not yet be available. In the spring of 2015 we admitted 49 students, from 9 different faculties who were organized into diverse interdisciplinary forums of about 10 students.

A retreat at The Banff Centre in August 2015 launched the students into the two courses that comprise the first year PLLC experience: Foundations of Leadership, hosted by the Faculty of Arts and led by me, and Topics in Leadership, hosted by the Faculty of ALES and led by Dr. Rhonda Breitkreuz. PLLC students meet Monday nights and participate in one full day weekend workshop each semester.

Foundations of Leadership (FoL) is an enhanced blended course with content modules available online accessed over a two-week period.Thirteen senior U of A Professors from ten faculties, as well as one Deputy Minister from the Alberta government, all recorded presentations for the online component. An interdisciplinary group of graduate Teaching Fellows was ably trained and led by our Director of Instruction, Dr. Cristina Stasia. Assignments for the FoL course included written assignments and the production of video podcasts by each forum.

Alternate Mondays featured our Topics in Leadership (TiL) Lougheed Leadership Lecture Series –open to the public. Approximately 2,500 non-PLLC guests attended the lectures, which were also live-streamed to the Augustana campus and to Red Deer College. PLLC students prepared for these presentations, wrote about them, and forums took turns conducting master classes with the speakers.

2

Our Mentors Team is co-chaired

by Mr. David Hancock and the Hon. Anne McLellan. After excellent training by Ian Chisholm of the Roy Group, our community volunteers (38 to date) engaged with students in a variety of ways.

Pioneer Class members are now pursuing their summer “stretch experiences” and will report back on them at The Banff Retreat 2016 at the end of August.

Founding Principal Kim Campbell presenting the first Lougheed College Leadership Lecture, September 2015

We have recruited the second class of 86 scholars for the 2016-17 academic year. Dr. Richard Field of the Alberta School of Business will lead the Workshops in Leadership Course for the second year experience and Dr. Margaret–Ann Armour of the Faculty of Science will guide the Capstone Projects.

Full steam ahead for year two of PLLC!

Rt. Hon Kim Campbell PLLC Founding Principal

SECTION 2 VI S I ON , MI SS I O N, AN D VALU E S The University of Alberta’s Peter Lougheed Leadership College (PLLC), is a broad, inclusive community of undergraduate students, graduate teaching fellows, and instructors. The PLLC creates opportunities for leadership skills development through enhanced formal and cocurricular programs, experiential learning, engagement with a wide range of leadership styles, commitment to ethical behavior and social responsibility, and access to excellence in mentorship. As part of the University of Alberta, the PLLC relies on the shared values of the University of Alberta that are centered on the principle of “uplifting of the whole people” which forms the bedrock for our behaviour and guides our actions and interactions. These values set the standard for how the PLLC intends to travel forward in fulfillment of its mission and vision.

VISION

Peter Lougheed carrying the Olympic Torch to the opening of the February 1988 Winter Olympics

PLLC is a thriving centre of excellence for leadership skills development where students are immersed in and benefit from leading-edge learning experiences.

PRINCIPLES OF PRACTICE & VALUES

MISSION PLLC is dedicated to creating an exceptional interdisciplinary, multiple campus, and collaborative learning environment in which students gain the attributes, skills, and competencies essential for their life endeavors.

3

Embodiment of leadership practices PLLC models and sets an example for the leadership practices of ethical responsibility, authenticity, critical/strategic thinking, effective communication, and acting with integrity.

Diversity of Learning Experiences • The student-centered learning approach at the PLLC utilizes a range of learning processes including cutting edge digital learning, experiential learning, the opportunity to participate in an immersive residential experience, and mentorship.

• Formal learning experiences are evidence-based and closely linked to scholarship in leadership practices.

Interdisciplinary collaboration and synergy From design to delivery, the PLLC identifies and utilizes the wealth of experience, scholarship, and collective wisdom of the academy, its partners, and a broader community of stakeholders to optimize learning experiences for all.

Accessible participation The inclusive approach to leadership development at PLLC ensures that:

Global Learning Objectives for PLLC Scholars Upon the completion of the PLLC program PLLC scholars will have: • Developed the knowledge, skills, insight, and expertise needed to embark on a lifelong journey to leading advancements in society.

• Learned and practiced how to be effective in applying their skills and academic learning to address significant regional and global challenges.

• Be competent to take on multi-dimensional problems in complex environments by applying foundational principles of leadership.

• Have learned to respect the value of engaging perspectives generated by colleagues with diverse approaches, experiences and values when problem solving.

• Understand how to develop a personal hierarchy of values to support ethical decision-making and dilemmas.

• The composition of the PLLC cohorts are representative of the University of Alberta campus as a whole.

• Leadership opportunities are coordinated and shared across the entire campus as the college serves the university as a catalyst for excellence in leadership practice and mentoring in any setting.

4

SECTION 3 P ET E R LO UG H EE D LE AD E RSHI P I NI TIAT IV E The Peter Lougheed Leadership Initiative (PLLI) was established to shape future generations of leaders. PLLI applies the principle that the whole can be greater than the sum of the parts, and the complementary partnership that has been formed between a worldclass research university and a leading centre for executive leadership is creating opportunities that are unique in Canada and beyond. PLLI is inspiring and supporting students, scholars and executives keen to drive change by advancing learning and thinking on leadership and advancing innovation in “leadership” learning experiences.

Overseeing the strategic direction of PLLI is the PLLI Advisory Board (Terms of Reference and members listed in Appendix 2). The Advisory Board meets alternately in Banff and Edmonton every 6 months.

The PLLI celebrates the extraordinary leadership of Peter Lougheed and emphasizes the value of the diverse university experiences that influenced Peter Lougheed’s leadership style and values.

These experiences include the importance of introducing challenging co-curricular and extra-curricular experiences for a wide and extensive range of undergraduate students; the opportunity for in-depth immersive experiences for students in the Peter Lougheed Leadership College; ongoing development of the curricula across campus that emphasize the importance of interdisciplinary teamwork and leadership competencies; and the development of values to promote global and community responsibility. Furthermore by virtue of the learning model, opportunities for graduate students’ teaching, training and professional development have emerged.

The PLLC is creating a resonance across campus that mobilizes resources and knowledge to involve the broadest range of students, in

5

preparation for their roles as engaged and critically thinking leaders of their generation.

The governance and oversight of the Peter Lougheed Leadership Initiative is summarized in the framework outlined below.

PLLC is an administrative unit of the University of Alberta reporting to the President. An Academic Oversight Committee is responsible for advising and monitoring the academic quality of PLLC courses and the Certificate in Interdisciplinary Leadership Studies.

SECTION 4 MEET THE PLLC TEAM The PLLC is an Administrative Unit at the University of Alberta under the leadership of Founding Principal Kim Campbell and the executive leadership of Vice Principal Martin Ferguson-Pell. The PLLC Team is responsible for creating an environment in which the academic activities of PLLC can flourish. Delivery of academic programs is the responsibility of Lead Instructors from our host faculties and are supported by the PLLC administrative team.

Dr Cristina Stasia, Director of Instruction, is responsible for training the Teaching Fellows and provides an outstanding professional development experience for them, working closely with the Lead Instructors (Section 5).

The PLLC Team also coordinates a range of co-curricular activities, including an Academic Orientation, the Banff Retreat (Section 9), Stretch Experiences (see Section 10), the Mentorship Team (Section 11) and Co-curricular Programs.

Jane Lee is Administrative Director providing management of the PLLC Budget, student recruitment and record keeping, host faculty liaison, program scheduling, student registration and planning. Jane also supervises 2 administrative assistants, (Ahmed Hayat and KayLea Schnell) and Andrea Urbina who is responsible for PLLC communications and event planning. Sheila Graves, Principal Campbell’s personal assistant, provided extensive administrative support for PLLC particularly in the creation of the mentorship team and coordination of the Lougheed Leadership Lectures.

Rt. Hon Kim Campbell Founding Principal

Dr Ferguson-Pell Vice Principal

Dr Cristina Stasia Jane Lee Andrea Urbina Director of Instruction Administrative Director Communications and Events Coordinator

6

KayLea Schnell Administrative and Financial Assistant

Ahmed Hayatt Administrative and Financial Assistant

SECTION 5 M EE T TH E L EAD IN STRU CTORS Lead Instructors of the PLLC academic courses are appointed by the four faculties to delivery the courses.

The Pioneer Class Lead Instructor for Foundations of Leadership was Principal Kim Campbell, who is an adjunct professor in the Faculty of Arts. The Lead Instructor for Topics in Leadership was Dr. Rhonda Breitkreuz, Associate Professor in Human Ecology in the Faculty of Agriculture Life and Environmental Sciences (ALES).

Dr. Cristina Stasia was appointed Arts Faculty Coordinating Instructor for the Foundations of Leadership Course and worked closely with her colleagues in the Faculty of Arts to coordinate with their academic requirements. Her role subsequently expanded to include support for the lead instructors in coordination and integration of the courses, and with training and professional development of the teaching fellows. She fulfills these roles as Director of Instruction.

Above: Principal Campbell with Students

In addition to our lead instructors, 13 professors from 11 faculties plus a Deputy Minister of the Government of Alberta all contributed to the online component of the Foundations of Leadership Course. They are listed in Appendix 1.

Above: Dr. Rhonda Breitkreuz with Speaker Dr. Carol Tavris

7

SECTION 6 M EE T TH E T EAC HI NG FE LLOWS For the Pioneer Class, 10 teaching fellows were recruited from 5 faculties. Since the forum model was a new concept, as was the academic framework and content, the forums were supported this year by 2 teaching fellows each. During the Inaugural Year, one teaching

RYAN BENCIC Faculty of Law

ZAHRA KASAMALI Faculty of Education

MARIYA MELENTYEVA Faculty of Arts

ALBERT BOAITEY Faculty of ALES

SHANIKA DONALDS Faculty of ALES

fellow left U of A to take a up role with the new government in Ottawa.

The 2 teaching fellows for the forum at Augustana Campus were recruited from among the academic advisors there since Augustana Campus does not offer programs for graduate students.

JOSHUA SAMAC Faculty of Law

SARAH TREGONNING MEGAN CALDWELL Augustana Augustana 8

NICOLE WILSON Faculty of Business

SECTION 7 T E AC H I N G F ELLOWS & FORU M FACI LITAT ION

Given PLLC’s interdisciplinary focus and commitment to engaging students from all faculties, we were committed to recruiting teaching fellows from graduate programs right across campus. Since the academic content of the courses focuses on interdisciplinary leadership it was not reasonable to expect the teaching fellows to be familiar with the course content. Furthermore, since parts of the courses were delivered through experiential learning activities as interacting forums rather than solely through traditional lectures delivered by the lead instructors, the teaching fellows needed to be prepared carefully for their roles.

Preparation of the teaching fellows therefore includes familiarizing them with the academic content of the courses, training them to deliver the content effectively to their interdisciplinary forums, providing them with facilitation skills, preparing them so that they could support students in their forums academically, engaging student in the values of PLLC; supporting students with personal growth and personal challenges, and training them to accurately and consistently assess student work, providing rich and substantial feedback in disciplines outside their own creating a strong sense of collegiality among team members.

Above: Dr. Stasia in training with Teaching Fellows

Each forum in the Pioneer Class was led by 2 teaching fellows. For the instructional component of their role this required the teaching fellows to adopt a team teaching approach. The professional development program provided training in the challenges and benefits of team teaching.

Above: Dr. Stasia addressing Teaching Fellows in training

9

TE AC H I N G F ELLOWS | TRAI NI NG AND PROFESSIONAL DEVE LO PM EN T Teaching training for the Pioneer Class teaching fellows comprised time set aside to learn the online course Foundations of Leadership, a 5-day summer training program, and weekly 3-hour training sessions throughout term time. Since none of the teaching fellows were “interdisciplinary leadership scholars”, it was also necessary for all teaching fellows to learn from scratch the academic content of the two courses which included time to learn and recommend revisions to the online course Foundations of Leadership and prepare for the TiL discussions.

The Foundations of Leadership course employed a number of novel pedagogical tools including the implementation of “interdigitation” between course modules, the use of social media for assignments and a major team assignment to develop a video podcast. The teaching fellows were introduced to the use of these novel approaches to learning which were very well received by the PLLC scholars.

To accommodate the team teaching approach and the interdisciplinary basis of PLLC, as well as to ensure that the individual needs of the lead instructors and host faculties were met, an intensive summer training program was developed. A central feature of the summer training was to ensure that the teaching fellows worked closely as an integrated team and benefitted from the pedagogical perspectives of their interdisciplinary teaching fellow colleagues. The training provided teaching fellows with skills including: assessment strategies, facilitating discussion, and how to manage classroom issues.

Through the professional development program they developed the skills to build a strong team culture in the forums. The professional development program for PLLC Teaching Fellows was developed based on Dr Stasia’s experience in training teaching assistants at Syracuse University. However Dr Stasia modified the program to meet the opportunities and challenges of teaching in an interdisciplinary environment, and equipping teaching fellows with the skills to deliver and assess innovative activities and assignments.

10

Above: Teaching Fellows Speaking with The Banff Centre Facilitator

SECTION 8 ACA DE MI C CO U RSE S PLLC scholars work towards meeting the requirements of a Certificate in Interdisciplinary Leadership Studies hosted by the Alberta School of Business. They do so while also meeting the academic requirements of their primary degree. Some programs are able to integrate the courses into the requirements of a student’s primary degree while for others this is not possible and the student completes the Certificate for extra credit.

Foundations of Leadership This course introduces PLLC Scholars to foundational principles of leadership.

Principal Campbell is the Lead Instructor for this course on behalf of the Faculty of Arts Academic requirements for Certificate in Interdisciplinary Leadership Studies

Topics in Leadership This course introduces PLLC Scholars to expert speakers on the practice of leadership.

Dr Rhonda Breitkreuz is the lead instructor for this course on behalf of Faculty of ALES. 11

The Certificate in Interdisciplinary Leadership Studies requires a two-year commitment.

Students take two courses 3 credit courses each year which straddle both semesters.

The two courses are designed to be integrated, or interdigitated, so that foundational academic content is expanded upon with experiential content, module by module. PLLC scholars are also required to undertake a summer stretch experience between Year 1 and Year 2 of the program.

TOPICS IN LEADERSHIP The Topics in Leadership course was also designed to ensure that PLLC met its commitment to reach out across campus and to the community while retaining the highly interactive forum model for PLLC scholars.

The course comprised a series of 9 public lectures (Lougheed Leadership Series) followed by forum discussions led by the teaching fellows. One forum was chosen for each lecture to meet the speaker(s) in a master class facilitated by the Lead Instructor. The master class provided an opportunity for scholars to prepare for and discuss the topic directly with the presenter(s). In the Inaugural Year an estimated 2,500 members of the public attended the 9 lectures in the Lougheed Leadership Series.

THE END OF HIERARCHY | Dr. Ray Muzyka and Lt.-Gen Christine Whitecross September 28, 2015 LEADERSHIP, INFLUENCE AND PSYCHOLOGY | Dr. David Rast October 19, 2015 MISTAKES WERE MADE (BUT NOT BY ME): THE PSYCHOLOGY OF SELF-JUSTIFICATION | Dr. Carol Tavris November 2, 2015 BARRIERS TO PARTICIPATION | Dr. Deryk Beal, Kelly Falardeau and Dr. Arya Sharma November 23, 2015 EMOTIONAL INTELLIGENCE | Margot Ross-Graham January 11, 2015 BUILDING A VISION AND A TEAM | Marc and Craig Kielburger January 25, 2016 TELLING A STORY | Todd Babiak and Shari Graydon February 8, 2016

Above: Community attending inaugural Lougheed Leadership Lecture, Why Do We Lead? with Rt. Hon Kim Campbell

WHY DO WE LEAD? | Rt. Hon Kim Campbell September 14, 2015

12

ETHICAL AND MORAL DIMENSIONS OF LEADERSHIP | Mark Tewksbury February 29, 2016

TOP I CS I N LEADERSH I P | WORK SH OP S An additional highlight of the Topics in Leadership Course were two one-day workshops focusing in-depth on two important issues for Canadians.

LEADING THROUGH HEALING This one day workshop focused on learning about the historic trauma and government legislation impacting Indigenous peoples while gaining a greater understanding of the purpose the purpose and outcome of the Truth and Reconciliation Process in Canada.

Facilitated by: Ms. Tracy Bear Dr. Shalene Jobin Dr. Patti LaBoucane-Benson Chief Wilton Littlechild Location & Date: October 4, 2015 at Augustana Campus

THE ART OF ENGAGING DIFFERENCE This one day workshop focused on deepening students’ understanding of the place of leadership in the political, social, community and cultural spheres in a pluralistic society.

Facilitated by: Dr. David Goa Mr. Verlyn Olson Dr. Ghada Ageel Dr. Valerie LaPointe Gagnon Location & Date: March 12, 2016 in Lister Centre Above: Students participating in Workshop, the Art of Engaging Difference

13

FOU N DAT I O N S OF LE A DE RSH I P: M ODUL E S

The Foundations of Leadership Courses comprises 8 modules. Each module has an online component that PLLC Scholars can complete in their own time over a 2-week period prior to a face-to-face seminar. facilitated by the teaching fellows. The topics of the modules and the Topics in Leadership Lougheed Leadership Lectures complement each other, or as we say in PLLC, are interdigitated.

• • • • • • • • •

Module 1 Module 2 Module 3 (Pt. 1) Module 3 (Pt. 2) Module 4 Module 5 Module 6 Module 7 Module 8

What is Leadership?

Models of Leadership Decision Making Decision Making Diversity Emotional Intelligence Team Building Communication Moral Dimensions

Above: PLLC scholars in Foundations of Leadership seminar.

14

FOU N DAT I O NS OF LE A DE RSH I P | VOD CAS T S Working in a team is an acquired skill, and working in a very diverse interdisciplinary team can be even more challenging. The culmination of the Foundations of Leadership course was a team assignment where each forum was asked to choose a topic related to their learnings in the two first-year courses, and prepare a video podcast (vodcast).

Teaching fellows were given focused training as part of their professional development program so that they could facilitate their forum in the preparation of their vodcast. Mentors were invited to participate and help forum members widen their networks, organize the vodcast presentation and develop teamwork skills.

Technical support was provided by video instructor Zac Hogle from NAIT which helped ensure technical quality of the vodcasts and introduced students to new skills.

The five vodcasts that were produced were presented at a special screening at the Metro Cinema in Edmonton on April 7th, 2016.

Forum 1 | Poverty and Transportation Forum 2 | Sexual Assault Forum 3 | Food Insecurity Forum 4 | Student Mental Health Augustana 1 | Transportation in Camrose Augustana 2 | Student Mental Health at the Augustana Campus

15

Above: PLLC scholars filming Vodcast assignment.

SECTION 8 R EC R U IT M EN T AN D RE TE NTI ON

An extensive process of consultation, facilitated by the Students’ Union, was undertaken to determine how best to recruit students to PLLC and provide the kind of information they need to make the decision to apply. Eight focus groups were held. A recruitment video was produced along with a brochure and a website providing necessary links to the application process. Students’ guidance suggested the most effect way to recruit students is through direct face-to-face recruitment methods and social media. A series of information sessions were held across North Campus, at Campus St Jean, and Augustana Campus.

Applicants were individually interviewed and selection criteria focused on academic capacity to take on the extra workload, level of commitment, leadership potential, and enthusiasm for the PLLC program as a whole. Each applicant provided a letter of support from an academic advisor from their department and a reference letter from a community member.

51 students were offered places in the Pioneer Class and 49 accepted them. During the first semester 3 withdrew indicating they had misjudged the additional workload or experienced unexpected conflicts with placements associated with their primary degree. By the end of the first year an additional 3 withdrew from the program. Two withdrew because their grades in their primary degree did not meet PLLCs requirements to remain in the program, and one scholar who was offered a place in medical school.

The following graphs confirm that for PLLC scholars their overall U of A GPA did not change during their first year. U of A indicates that there is little change on overall GPA during the 3rd undergraduate year. The average GPA for the PLLC courses was 3.60 compared to 3.35 for PLLC scholars’ overall GPA at the end of the year. The PLLC GPA and overall GPA were fairly closely correlated. Comparing the two first year courses for the Certificate in Interdisciplinary Leadership offered by the host faculties (Arts and ALES) the average GPA for both courses was 3.73 and grades for scholars taking the courses were showed a moderate degree of correlation.

Diversity of recruitment across faculties was encouraging. As anticipated faculties and departments vary in their policies in allowing students to take courses for extra credit and in their capacity to permit PLLC courses required for the Certification in Interdisciplinary Leadership to count towards their primary degree. A challenge for students in the health sciences and education is their capacity to commit to PLLC’s face-face-face activities while being required to undertake teaching or clinical internships.

16

Pioneer Class – by Faculty

17

SECTION 9 TH E BA N F F C ENTRE RE TRE AT

Given the close links between Peter and Jeannie Lougheed with The Banff Centre, the framework for the Peter Lougheed Leadership Initiative (Section 2) sought opportunities to build a strong collaboration between PLLC and The Banff Centre. Extensive conversations have been held to build a strong, meaningful relationship and a first step was to hold a retreat at The Banff Centre for the Pioneer Class, capitalizing on the programming expertise of The Banff Centre video.

The two and a half day retreat preceded the beginning of the first week of classes. A group of 8 students from the Alberta School of Business’ Certificate in Leadership were also invited to attend. Students were taken by bus from the North and Augustana campuses. This was the first opportunity for the forum members to meet each other and their teaching fellows. Programming was provided on the bus to ‘break the ice’ and make the most use of the travel time to Banff.

Programming at Banff included a welcome from Principal Campbell, and a brief review of the life and contributions of Peter Lougheed.

Two keynote speakers provided personal perspectives on their lifetime leadership experiences: • William Thorsell Conditions of Leadership: Focusing on the heart of things.

• Stephen Hrudey When Leadership Fails: Safe Water and the Walkerton Tragedy Each day started with a smudge ceremony conducted by Elder Corley Powderface who also mingled with students throughout the orientation to share perspectives on Indigenous leadership. Backbone provided a remarkable international Indigenous dance program. PLLC scholars were challenged throughout the orientation with activities that placed particular emphasis on teamwork, developing their forum’s identity and feeling more empowered at the edge of their comfort zone.

18

The Banff Centre Retreat August 2015

SECTION 10 S T R E TC H E X P ERI ENC E S A very important part of the PLLC program is the opportunity for scholars between their first and second year with PLLC to undertake a stretch experience. This is a requirement for all PLLC scholars but is not graded or structured academically. There are several goals for the stretch experiences: 1. To undertake a minimum of 200 hours of leadership activity that puts into practice the learning from the two first year courses.

2. To select a stretch experience that takes the student outside their comfort zone while developing leadership skills.

3. To link the stretch experience with the student’s personal career strategy, using the opportunity to fill in gaps in leadership-related experience that may be important as the student moves towards graduation and the next stage in their life endeavour.

For the inaugural year, PLLC scholars have traveled internationally, nationally and remained at home for their stretch experiences in a variety of opportunities.

An extensive evaluation plan for the Stretch Experiences is planned.

Each student will present a poster of their stretch experience that will be evaluated by a team drawn from the PLLC mentors. A formal program evaluation will conducted by an external organization specializing in program evaluation. All scholars will provide a comprehensive self-reflection of their stretch experience and will share their insights and experiences with the incoming class.

19

SECTION 11 M EN TO R S H I P Access to mentors is one of the most frequently mentioned opportunities sought out by prospective PLLC scholars. The PLLC Mentorship Team led by former Premier David Hancock and former Deputy Prime Minister Hon. Anne McLellan is committed to creating a wide range of mentorship opportunities for PLLC scholars. The mentors believe that their experiences can connect scholars to influential networks and provide a sounding board as scholars take on the challenges of PLLC and the transition to their career and life goals.

A group of 38 diverse and experienced Albertan’s responded to a recruitment drive by David Hancock and Anne McLellan. Ian Chisholm, who leads the Roy Group, a leadership consulting group that has provided mentorship training for the U of A Venture Mentor program, provided a one-day training program to ensure that a consistent approach for mentorship within PLLC was established. The Above: Scholars with Mentor Team Member Doug Horner

20

PLLC scholars also participated in a mentee training session to help them make the most of mentorship opportunities.

In January 2016 a Mentorship Networking event was held, bringing together the mentors and mentees in a “world cafe” format. Each mentor had an opportunity to meet each mentee for about 10 minutes.

Subsequently numerous informal interactions have been initiated between the mentors and mentees. The mentors have also participated in a range of PLLC activities including observing in the Above: Scholar speaking with Topics in Mentor Team Member Giri Paligandla Leadership forums, assisting students develop their vodcasts (Section 8) and putting on three panel sessions discussion leadership in different contexts: Politics, Voluntary Organizations and Social Enterprises, Entrepreneurism and Start-Ups.

SECTION 12 TE A M WO R K ASSE SSME NT One of the exciting challenges of the PLLC Experience is its emphasis on working in interdisciplinary teams. There are numerous tools available to evaluate academic programs which focus on individual achievement.

There is also widely available methods for assessing individual personality types, implicit attitudes, emotional intelligence and styles of leadership. However the assessment of teams and the optimization of team dynamics, especially at the undergraduate level is much less well developed.

PLLC is working closely with Dr Thomas O’Neill, Director of the Individual and Team Performance Laboratory, Department of Psychology, University of Calgary. PLLC is a partner in Dr O’Neill SSHRC-funded Partnership Development grant and is keen to address Dr O’Neill’s observation that “Although universities often give team assignments they rarely teach teamwork skills”. PLLC’s role and interest is to help support the development of tools and data that measures the development of these skills longitudinally. PLLC is committed to contributing to knowledge for enhancing students’ team learning experiences.

The Teaching Fellows were able to apply some of Dr O’Neill’s tools to assess students’ understanding of their forum’s teamwork skills both before and after undertaking the FoL vodcast project. The results indicated a significant improvement in students’ understanding of their strengths and weakness when working as a team, as well as understanding their classmates’ approaches to teamwork.

Above: PLLC Scholars at Inaugural Lougheed Leadership Lecture

“If I could reach into the depths of my imagination I couldn't create a better collage of people to work with. For the first time in my life I'm thinking that diversity and cooperation may be able to coexist in a productive manner.”

-Monty Sawalha, Pioneer Class Scholar

21

SECTION 13 F UNDR A IS I N G The creation of PLLC has only been possible thanks to generous Albertans who have stepped forward to provide substantial funding support for PLLC and the creation of Peter Lougheed Hall (PLH).

Founding donors have provided nearly $12 million and the Government of Alberta $35 million over 10 years to support the cost of Peter Lougheed Hall and the cost of delivering the programs of PLLC. John and Bunny Ferguson provided extraordinary leadership and vision not only in the creation of the College and the design of Peter Lougheed Hall, but have closely coordinated the foundational fund raising. Neither PLLC or Peter Lougheed Hall would have been possible without their boundless enthusiasm, generosity and creativity.

As part of the agreement with the University of Alberta community, PLLC relies exclusively on funds raised and does not draw upon the operating budget of the university. It is therefore necessary for PLLC leadership to continue the fundraising efforts initiated by John and Bunny and they are doing so effectively in close collaboration and with support from the University of Alberta Vice President of Advancement, Heather McCaw and her team.

Above: John and Bunny Ferguson attending The Banff Centre Midsummer Ball, 2014

22

SECTION 15 PETER LOUGHEED HALL

Peter Lougheed Hall has been specially designed to become the “home” of the Peter Lougheed Leadership College. Peter Lougheed Hall is a 7925 sq.m ’cohort’ student residence with 143 beds in one and two bedroom configurations. Peter Lougheed Hall will occupy a prime location on campus on Saskatchewan Drive creating an anchor for the East Village residences.

Peter Lougheed Hall has been designed to create clusters of 12 student rooms to match the forum programming of PLLC. Each cluster is provided with a meeting space equipped with video conferencing and flexible furnishings to support student activities. Peter Loughed Hall is provided with large inspirational common spaces, faculty in residence accommodation, a fitness studio and dining facilities.

Due to open in the early summer of 2017, Peter Lougheed Hall will form a focal point on campus for activities relating to interdisciplinary leadership helping to put into practice the University of Alberta’s strategic plan “For the Public Good”.

23

Above: Artist’s renditions of Peter Lougheed Hall, home of the Peter Lougheed Leadership College

APPENDIX 1 C O N T R I B U TO R S TO FO U N D AT I O N S O F L E A D E R S H I P

DR. VIC ADAMOWICZ Faculty of ALES

DR. TIMOTHY CAULFIELD Faculty of Law

DR. JACKIE LEIGHTON Faculty of Education

DR. TOM BARKER Faculty of Extension

DR. MARGARET-ANN ARMOUR Faculty of Science

DR. JANET FAST Faculty of ALES

DR. MARVIN WASHINGTON Alberta School of Business

MR. CHRIS MORRIS Faculty of Physical Education & Recreation

DR. GREG BASS Deputy Minister of Transportation

PROFESSOR JAN SELMAN Faculty of Arts

DR. LARRY KOSTIUK Faculty of Engineering

PROFESSOR MARCIA SPETCH Faculty of Science

PROFESSOR KIMBLY NOELS Faculty of Arts

DR GRETA CUMMINGS Faculty of Nursing

24

APPENDIX 2 PLLI ADVISORY BOARD Peter Lougheed Leadership Initiative Advisory Board comprises the following members: • • • • • • • • • •

President and Vice-Chancellor, University of Alberta President, The Banff Centre Chair, Board of Governors, University of Alberta Chair, Board of Governors, the Banff Centre Stephen Lougheed (family representative) Joseph Lougheed (family representative) John Ferguson, Lougheed (family representative) Bunny Ferguson, Lougheed (family representative) Vice-President (Leadership Development), the Banff Centre Vice-President (Advancement), University of Alberta

Responsibilities of the Advisory Board: • Ensure academic, administrative, and outreach collaboration between University of Alberta and the Banff Centre.

• Advocate for financial and legislative support for the Peter Lougheed Leadership Initiative with regional, provincial and national governments.

• Coordinate joint fundraising initiatives between University of Alberta and the Banff Centre.

• Meet at least twice annually to review progress toward goals and to advise strategy.

• Provide strategic advice to the Principal of the Peter Lougheed Leadership College and the Vice-President (Leadership

25

Development), Peter Lougheed Leadership Institute at The Banff Centre.

• The appointment of the Principal of the Peter Lougheed Leadership College and the Vice-President (Leadership Development) of the Peter Lougheed Leadership Institute will be made through existing policies and procedures of the respective institutions. Two members of the Advisory Board are be part of the search committees to hire the Principal of the Peter Lougheed Leadership College and the Vice-President (Leadership Development) of the Peter Lougheed Leadership Institute at the Banff Centre.

APPENDIX 3 THE MENTORSHIP TEAM All members of the Peter Lougheed Leadership College Mentorship Team are trained by the Roy Group.

The Mentorship Team is co-chaired by Anne McLennan and David Hancock.

Dr. Jodi Abbott Michael Aherne Tommy Banks Marc De la Bruyere Mary Cameron Robb Campre Lewis Cardinal Sarah Chan Cheng-Hsin Chang Greg Christenson Maxine Clarke Prof. Anne Fanning Morris Flewwelling Kara Flynn Susan Green Bruce Hogle William Hogle Fred Horne Doug Horner

Councillor Agnes Hoveland Shenaz Jeraj Yasmin Jivraj Chris LaBossiere Patti Laboucane-Benson Steve MacDonald Hana Marinkovic Spence Nichol Verlyn Olson Anne Marie Petrov Giri Puligandla Paula Simons Sameer Singh Ken Spillett Gail B. Stephanik Adam Sweet Marguerite Trussler

26