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Change Makers: Phi Theta Kappa Journal of Student Leadership

MAKERS

Journal of Student Leadership 6th Edition

Phi Theta Kappa Mission The mission of Phi Theta Kappa Honor Society is to recognize academic achievement of college students and to provide opportunities for them to grow as scholars and leaders.

Change Makers: Phi Theta Kappa Journal of Student Leadership

About Phi Theta Kappa Phi Theta Kappa Honor Society recognizes the academic achievement of students at associate degree-granting colleges and helps them grow as scholars and leaders. Recognized by the American Association of Community Colleges as the official honor society for two-year colleges, PTK also serves as the nation’s largest honor society in higher education, with more than 4.4 million members and nearly 1,200 chapters in 11 countries, including approximately 220,000 active members in colleges today. Through scholarships, leadership development, and transfer and career pathways, PTK helps students turn their potential into opportunity. Learn more at ptk.org.

Publisher

Phi Theta Kappa Honor Society, Inc.

Editor

Jennifer Stanford Senior Director of Student Leadership

Production Staff

Tracee Walker Senior Director of Student Experience

Makayla Steede Creative Content Manager

Lori Brechtel Creative Designer

Phi Theta Kappa Honor Society

International Headquarters | 1625 Eastover Drive, Jackson, MS 39211 ptk.org | 601.984.3504 Phi Theta Kappa is committed to the elimination of unlawful discrimination in connection with all employment relationships, business operations, and programs. Discrimination based on gender, family or marital status, race, color, national origin, military of veteran status, economic status, ethnic background, sexual orientation, gender identity, transgender status, genetic information or history, age, disability, political affiliation, and cultural and religious backgrounds is prohibited. @2026 by Phi Theta Kappa, Inc., in the United States and Canada. All rights reserved. No part of this publication may be reproduced without the consent of Phi Theta Kappa. The name, logo, and various titles herein have been registered with the U.S. Patent and Trademark Office. Change Makers: Phi Theta Kappa Journal of Student Leadership is published annually by Phi Theta Kappa, 1625 Eastover Drive, Jackson, MS 39211, 601.984.3504.

Change Makers: Phi Theta Kappa Journal of Student Leadership

Table of Contents Letter from the Editor...............................................................................6 About the College Project........................................................................7 Editorial Board..........................................................................................8 College Projects.......................................................................................9

Project CalFresh: Expanding Food Access on Campus Beta Kappa Delta Chapter Santa Monica College Santa Monica, California

Building Community Through Recognition: Celebration of Student Work Event

Sun’s Gonna Come Up: GED Toolkits for Incarcerated Learners Alpha Tau Zeta Chapter Athens Technical College Athens, Georgia

College-Wide Career Readiness Workshop

Alpha Psi Sigma Chapter Springfield Technical Community College Springfield, Massachusetts

Alpha Epsilon Rho Chapter Bellevue College Bellevue, Washington

Omicron Beta Chapter Mesa Community College Mesa, Arizona

Alpha Epsilon Nu Chapter Bishop State Community College Mobile, Alabama

From Awareness to Action: Reviving Recycling at MCC

Plate It Forward: A Campus Food Rescue Initiative

Change Makers: Phi Theta Kappa Journal of Student Leadership

Connecting High School Students to Tri-C and Phi Theta Kappa Beta Upsilon Beta Chapter Cuyahoga Community College – Westshore Westlake, Ohio

Disaster Preparedness Symposium

Project TREE (Tree Rescue Emergency Effort) Theta Omega Chapter Wilbur Wright College Chicago, Illinois

AI & You: The Responsible AI Use in Higher Education

Beta Theta Omicron Chapter Skyline College San Bruno, California

Pi Epsilon Chapter Mississippi Gulf Coast Community College – Jackson County Gautier, Mississippi

“Bobcat Banter”: Starting a Student-Led Podcast Alpha Epsilon Upsilon Chapter Pasco-Hernando State College – West New Port Richey, Florida

Installing Mindfulness Signs on our Campus Walking Trail Alpha Iota Gamma Chapter Johnson County Community College Overland Park, Kansas

Assets for Life: Empowering Students Through Financial Literacy Iota Xi Chapter Union College of Union County, New Jersey Cranford, New Jersey

From Crayons to Caps & Gowns: Navigating the Community College Journey Through a CCsmart Lens Alpha Epsilon Zeta Chapter Delaware Technical Community College-Stanton Newark, Delaware

Student-Led Learning Sessions Eta Tau Chapter Odessa College Odessa, Texas

Creating a Mural to Celebrate Excellence in Education Beta Zeta Mu Chapter Western Iowa Tech Community College Sioux City, Iowa

Change Makers: Phi Theta Kappa Journal of Student Leadership

A Letter from the Editor One of the things I appreciate most about the College Project is that no two projects look exactly alike. Each college has different priorities, challenges, and opportunities, and the best projects begin with chapters taking the time to listen and learn. The projects featured in this issue are great examples. Students promoted mental health and mindfulness, strengthened financial literacy and career readiness, connected high school students with community college opportunities, supported recycling and sustainability, and helped their campuses prepare for emergencies. Just as impressive as what they accomplished is what they learned along the way. Students worked with college leaders, conducted research, managed budgets, analyzed data, communicated with partners, and adjusted their plans when things didn’t go as expected. They learned that leadership isn’t just about having a good idea. It’s also about listening, collaborating, and following through. That’s really what the College Project is about. It gives Phi Theta Kappa members an opportunity to better understand their college and its priorities, build relationships, and put their leadership skills into practice. As you read these projects, I hope you’ll find inspiration not only in what these students accomplished, but also in how they got there. These stories show what can happen when students and college leaders listen to one another and work together toward a shared goal. Whether you are a student, advisor, college administrator, faculty or staff member, or friend of Phi Theta Kappa, I hope you come away encouraged by what our students can accomplish when given the opportunity to lead and serve. With gratitude,

Jennifer Stanford Senior Director of Student Leadership Phi Theta Kappa Honor Society

Change Makers: Phi Theta Kappa Journal of Student Leadership

About the College Project The Phi Theta Kappa College Project is designed to engage students in leadership and service activities that support their college’s mission and build positive relationships with the college administration. The process of completing the College Project fosters student growth and helps fulfill our mission to provide college students with opportunities to grow as scholars and leaders.

Learning Outcomes Planning, developing, and implementing a College Project contributes to personal, professional, and soft-skill development. It also allows students to have a meaningful impact on their college campuses by partnering on projects that support the institution’s mission. Members involved in the development and implementation of a College Project will be able to: •

esign, organize, and implement a plan of action that results in a project that supports D their college’s mission.

•

Demonstrate leadership, critical thinking, problem-solving, and reflective skills throughout the project process.

•

orm and lead teams that collaborate effectively with college administrators to determine F and carry out an appropriate project.

•

Engage in professional written and verbal communication.

•

Provide evidence of project impact using quantitative and qualitative assessments.

•

ompile a report that communicates the project’s outcomes with clear, accurate, and C effective language.

Achieving these learning outcomes helps students build the analytical, collaborative, and leadership skills that are essential for success in academic, professional, and community environments.

Change Makers: Phi Theta Kappa Journal of Student Leadership

Editorial Board The Change Makers Editorial Board is comprised of officers of Phi Theta Kappa’s Association of Chapter Advisors (ACA). The ACA board includes four ACA officers, one from each of Phi Theta Kappa’s four divisions. ACA officers are responsible for providing feedback to Phi Theta Kappa Headquarters staff on a variety of Society programs and priorities. The ACA board is made up of Phi Theta Kappa chapter advisors. ACA officers are nominated and elected by fellow Phi Theta Kappa advisors. Madelyn Bowman ACA Chair Representing Division II Tarrant County College – South Fort Worth, Texas Dr. Sandra Rath ACA Vice Chair Representing Division IV Central Arizona College – San Tan San Tan Valley, Arizona Dr. Sara Banfield ACA Secretary Representing Division I Raritan Valley Community College Branchburg, New Jersey Mathew Herrman Immediate Past Chair Representing Division III University of Arkansas Community College at Morrilton Morrilton, Arkansas

Change Makers: Phi Theta Kappa Journal of Student Leadership

Project CalFresh: Expanding Food Access on Campus Beta Kappa Delta Chapter Santa Monica College Santa Monica, California

Abstract Our chapter launched “Project CalFresh,” a student-led consulting initiative designed to guide Santa Monica College (SMC) toward immediate compliance with Assembly Bill 2033 (The EASE Act). This new state law mandates that California community colleges provide at least one on-campus food vendor that accepts CalFresh EBT benefits by September 2025. Our project directly supported SMC’s strategic priority of “Equity and Basic Needs” by addressing a critical gap in campus infrastructure. While SMC operates a food pantry, our institutional research data revealed that 52% of students remain food insecure. Furthermore, our current campus vendors were legally unable to process federal EBT payments, leaving thousands of students unable to use their benefits on campus. Acting as a pro bono task force, the chapter conducted a comprehensive three-month feasibility study to solve this legislative and humanitarian crisis. We researched federal USDA retailer regulations, analyzed procurement contracts from peer institutions, and vetted operational models. Our final deliverable was a “Strategic Compliance Blueprint” presented to the administration. This proposal detailed how the college could expand its existing partnership with the vendor Everytable to open a fully compliant “Amenity Store.” Our solution provided the college with a path to meet the state mandate with zero startup capital, effectively turning a legislative liability into a sustainable asset for student health and retention. Planning The planning process began with a strategic assessment of Santa Monica College’s institutional vulnerabilities. After the Vice President of Leadership and Project Director Krystal-Rose Uduma identified the upcoming AB 2033 mandate as a potential liability, the chapter’s executive board met with the school’s basic needs project manager to confirm that no compliance plan was currently in place (Figure 1, next page). Following this administrative consultation, the chapter officer team presented the “Project CalFresh” concept to the general membership, who voted unanimously to adopt it as our primary service initiative.

Change Makers: Phi Theta Kappa Journal of Student Leadership

AB 2033 Compliance + Student Value Pathway

AB 2033 (State Mandate)

SMC Food Insecurity

Requires EBT Access on Campus

Widespread Student Food Insecurity

EBT-Eligible Meals (sold cold; free on-site heating)

Need for Real, Affordable Meals

Partner with Everytable (meets legal requirements and student needs)

Figure 1 To ensure professional-grade execution, the project director devised a “Major-Matching” planning strategy. Rather than soliciting general volunteers, we structured the project as a consulting firm, assigning leadership roles that aligned with members’ academic majors and career goals. For example, business administration students were assigned to the “Financial Impact Team” to calculate ROI and contract costs, while political science and pre-law majors formed the “Regulatory Compliance Team” to interpret federal USDA statutes. Communications majors managed stakeholder outreach, and sociology majors led the student needs assessment through surveys. This structure was operationalized through the creation of individualized “Task Briefs”—detailed research directives that outlined specific deliverables, deadlines, and required sources (such as the SMMUSD Wellness Policy or the Compton CCD Contract). To maintain oversight, the team utilized a centralized “Master Communication Log” and held weekly “Stand-Up” meetings to track progress. This intentional planning ensured that every member not only contributed to the project’s success but also gained tangible, résuméworthy experience in their future fields. Leadership Development To implement “Project CalFresh” effectively, the chapter required a diverse set of specialized knowledge and technical skills. By assigning roles based on academic majors, members were able to apply their classroom theory to this real-world consulting project. Connor (strategy consulting) utilized his skills in data reconciliation to “pressure-test” institutional data

against operational realities, synthesizing federal USDA retailer rules into a coherent business case. Sacha (public policy) leveraged his experience with policy research to navigate complex procurement laws, specifically analyzing the “Compton Community College District” contract to create a procurement guide for our administration. Yesenia (accounting) applied financial modeling and cost-benefit analysis skills to evaluate the economic viability of the “Amenity Store” model, ensuring the proposal was fiscally responsible. Sandra (sociology/public policy) provided critical subject matter expertise by interpreting the dense legal text of AB 2033 and synthesizing six years of “RealCollege” survey data to establish the project as a legal and humanitarian mandate. Members also needed high-level project management abilities to coordinate this multi-faceted study. Vincent (business administration) and Kristina (communications) utilized Notion to build complex relational databases that tracked every stakeholder interaction and deliverable. This required them to master “cross-organizational” skills, ensuring that the financial team’s data aligned perfectly with the policy team’s regulatory findings. To strengthen these areas before implementation, the chapter utilized a rigorous “Task Brief” system. Before drafting a single word of the proposal, every member was required to study specific “Source Documents” relevant to their role. Janessa (pre-law/ environmental policy) studied Los Angeles County Health Department permits and city-level farmers market regulations to untangle the conflicting rules

Change Makers: Phi Theta Kappa Journal of Student Leadership

between city, county, and state jurisdictions. Connor and Sandra conducted a deep-dive analysis of the USDA Food and Nutrition Service (FNS) retailer authorization guide to understand the critical distinction between “Restaurant Meals Program” (hot food) and “Standard Retailer” (cold food) compliance. Kristina strengthened her technical capacity by learning the Notion platform, moving from basic proficiency to database management. The team also developed “soft skills” or abilities through overcoming specific obstacles. Yesenia demonstrated persistence and networking ability when faced with unresponsive EBT equipment providers, doggedly following up to secure accurate pricing data. Janessa relied on critical thinking to overcome “information overload” by visually mapping out the regulatory hierarchy of farmers markets. Vincent strengthened his adaptability by stepping into a cocoordinator role, learning to manage “information asymmetry” across 13 different workstreams. Through this structured “learn-then-execute” approach, the chapter ensured that every recommendation presented to the college was backed by verified, expert-level research. Collaboration The chapter executed “Project CalFresh” with the discipline of a professional agency, utilizing industrystandard tools to manage our 13-member task force. We abandoned standard group chats for a centralized Notion Workspace, where we built a “Master Task Tracker” to monitor the status of every deliverable in real-time. Communication was bifurcated: internal strategy occurred via daily “Stand-Up” threads on Discord, while external outreach was strictly managed through a “Communication Request Log.” This protocol required members to draft emails to high-level stakeholders (like Everytable’s vice president of business development) and submit them for review by the communications director before sending. This ensured a unified, professional voice that prevented us from overwhelming our partners. We communicated with three distinct collaborator groups: campus administration (basic needs & procurement), external non-profits (Food Access LA), and corporate partners (Everytable). To bridge these groups, we hosted a “Technical Feasibility Summit” via Zoom, where our student researchers acted as intermediaries, translating the corporation’s technical specs (e.g., “30-amp power requirements”) into language the college’s facilities department could approve. By serving as the central communication hub, the chapter removed the administrative friction that typically stalls large projects, proving that student

leaders can effectively manage complex, multistakeholder coalitions. Impact Quantitative Outcomes: The chapter delivered a “Strategic Compliance Blueprint” that provided the college with a path to save an estimated $75,000 in capital expenditures, as our negotiated model requires the vendor to cover all construction costs. Our research identified a solution for the 14,000+ students (52% of the student body) currently facing food insecurity, creating a mechanism to unlock millions of dollars in federal CalFresh aid on campus. Additionally, the team produced nine technical briefs totaling over 40 pages of original research, covering everything from USDA retailer codes to comparative ROI analysis. Qualitative Outcomes & Member Impact: Beyond the metrics, the project fundamentally transformed the members’ professional identities. In our postproject reflection survey, Sandra (policy lead) noted, “I pushed myself out of my comfort zone to take ownership... it showed me that students are no longer just passengers; they become the navigators.” Yesenia (finance lead) reported that negotiating pricing directly with EBT processors gave her “confidence to work in a real-world financial environment.” By moving from passive students to active consultants, members developed the “soft skills” of resilience and adaptability. The project also reduced the stigma of basic needs on campus, reframing EBT access not as “charity,” but as a standard student right, equivalent to library access or financial aid. Chapter–College Relationship Before “Project CalFresh,” our relationship with the administration was positive but traditional: we were viewed as an honor society that hosted events. This project redefined our chapter as a strategic asset. By proactively addressing the AB 2033 mandate before the administration had formulated a plan, we shifted the dynamic from “students asking for permission” to “junior consultants offering solutions.” This shift was solidified when we presented our “Piggyback Procurement Strategy” to the business services department. By handing them a ready-touse contract template from a peer college (Compton CCD), we saved the college’s legal team months of work. This level of operational maturity earned us a seat at the decision-making table. The administration no longer views Phi Theta Kappa solely as a club for scholarships; they now recognize us as a “Think Tank” capable of solving institutional challenges. We demonstrated that scholar-servant-leaders do not just serve the community; we have the intellectual capacity to lead the institution toward a more equitable future.

Change Makers: Phi Theta Kappa Journal of Student Leadership

Building Community Through Recognition: Celebration of Student Work Event Alpha Psi Sigma Chapter Springfield Technical Community College Springfield, Massachusetts Abstract Our PTK College Project sparked a transformational change by elevating the student experience. The mission of our college is to “support students as they transform their lives through excellent education.” Our institutional data indicated that one in three students do not continue their education the next semester, making retention a top priority and a call to lead. Before meeting with administrators, our chapter reviewed the college’s mission and Momentum strategic plan. With this finding, our team met with the chief academic officer (CAO) and dean of STEM. They shared ideas for improving retention, and we discussed project options for enriching the educational experience. Administration shared project ideas with our chapter before selection, and we mutually agreed on the project before proceeding. After a thorough analysis, we agreed to provide a platform to unite the campus to celebrate achievements. We called this strategy the ‘Celebration of Student Work’ event. Research indicates that students who feel academically recognized and connected to campus are more likely to persist, making this recognition-based initiative a strategic intervention for retention through belonging, morale, and connection. Our chapter led planning, delegation, organization, and execution. Administrators helped finalize the date, event space, and provided funding. We received support from twelve faculty members who encouraged participation and served as mentors. The event featured 110 project presentations and over 400 attendees (Figure 1). Our gymnasium was filled with excitement and pride, reinforcing our belief in the power of recognition to reshape campus culture. We provided regular progress updates and delivered a final outcomes report to administrators. Our feedback survey showed boosted confidence and a sense of belonging. Faculty noted increased class engagement, and administrators expressed interest in sustaining it every semester. By publicly exhibiting achievement, the project supports our mission’s

Change Makers: Phi Theta Kappa Journal of Student Leadership

commitment to excellent education while building the PTK hallmarks of leadership, service, and fellowship skills. Planning Our CAO participated in our first PTK meeting to discuss college priorities and potential project directions. Before proposing project ideas, our chapter met with our CAO to listen to administrative perspectives on current institutional needs aligned with the strategic plan. During a follow-up meeting, several project ideas suggested by administration were discussed collaboratively. Through this dialogue, both administration and the chapter mutually agreed that the Celebration of Student Work best addressed student engagement and retention goals. Only after receiving administrative approval did the chapter proceed with planning and implementation. PTK leaders developed a formal project proposal and action plan to share with administrators for support. Our CAO assisted with logistics and coordination with academic deans, while faculty were encouraged to involve students in presenting class projects. The dean of STEM helped us promote the event and provided funding for lunch and supplies. The proposed project was presented to the chapter for discussion and refinement, allowing members to volunteer based on their skills and interests. Our PTK leadership team used Google Workspace collaboration tools to assign responsibilities, manage event registration, faculty coordination, and volunteer management. We partnered with the University of Massachusetts to donate snacks and invited local high schools. We arranged transportation for one school group with administrative support. Through this process, our chapter learned that effective collaboration, communication, and shared leadership strengthened relationships. This led to positive outcomes and prepared us to execute similar projects in the future. We gained valuable experience in teamwork, leadership, and problem-solving that ensured the project’s success and long-term impact. Leadership Development Executing the campus-wide Celebration of Student Work event required careful planning, collaboration, and projectbased leadership. We formed an eight-member committee with each member taking on a significant task. We learned the basics of writing a proposal, then wrote a project proposal with an action plan with timeline and submitted it to our CAO for consideration. To further equip ourselves, we completed PTK Edge courses, attended leadership webinars, and reviewed resources on the PTK website. A SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis was used to identify chapter strengths and lay out a roadmap to success. This helped our team to assign responsibilities based on individual skills. Members used Google workspace tools, WhatsApp and Zoom meetings to communicate and share progress efficiently.

Figure 1

Change Makers: Phi Theta Kappa Journal of Student Leadership

Figure 2 Critical thinking was essential as we faced challenges with cancelled event space, scheduling conflicts, and funding shortages. When an event set up conflict occurred, the team collaborated with facilities to adjust the date and layout to ensure that the event remained on track. We learnt how to use the Qualtrics platform to manage event registration, feedback surveys, and data analysis. In the process, our chapter strengthened our collaboration and relationship-building skills. We learned that effective leadership requires patience, adaptability, and that serving others can create a lasting impact beyond the immediate task. These experiences support the PTK Hallmarks of

leadership, service, and fellowship and strengthened our chapter’s ability to plan, organize, and lead future college initiatives with confidence and purpose. Collaboration For successful execution, our committee intentionally coordinated every step with clear communication and collaborative partnerships across campus and the community. All actions were guided by our administration’s priority of improving student engagement and retention. We closely followed the action plan that was drafted with our CAO and continually checked whether it aligned with our college’s needs.

Change Makers: Phi Theta Kappa Journal of Student Leadership

Our main campus partners were our advisors, administrators, staff, faculty, facilities, STEM, career and transfer centers, admissions, and clubs. Our communication within our team and collaborators was through meetings, emails, shared Google documents, and group messaging systems. In addition, we also partnered with four faculty members from the University of Massachusetts who mentored our students in their projects and provided food and supplies for the event, and two local high school principals, namely Central and Veritas, who wished for their high school students to participate. We regularly updated our college administrators and partners throughout planning, so they were aware of the progress made. The chapter demonstrated flexibility and creativity when addressing challenges such as space constraints, scheduling conflicts, setup, and budget limitations. We adjusted the event layout as required by facilities, revised timelines as needed, and secured in-kind contributions from community partners to facilitate success. Throughout the project, the chapter maintained transparent communication and feedback results with college administrators, who wished to make the Celebration of Student Work a regular event. At the end of the event, we submitted our final report of results to our VP. Our focus stayed on delivering what our college asked for, not what we assumed. We understood the importance of communication and collaboration to strengthen relationships and create a positive campus culture. Our chapter completed this project successfully while building skills in leadership, teamwork, problem-solving, and service. Impact Our College Project was a tremendous success, demonstrating measurable positive outcomes for student engagement. We initially expected only around 50 student project submissions but received 110, with over 400 students attending! Projects included research posters, models, demonstrations, capstone projects, architectural designs, and business plans. Jesse Lederman, regional director from the senator’s office, presented trophies to the top three winners for outstanding presentations (Figure 2). Our feedback survey showed that presenters made friends and gained confidence, indicating the event’s role in strengthening the sense of belonging and supporting retention goals. One student shared, “When my grandma said, ‘I am so proud of you,’ it made me feel seen, supported, and motivated to continue my education.” Another noted, “Initially I was afraid, but when I saw people genuinely interested in my work, my fear turned into confidence.” The infectious joy, pride, and excitement in the gymnasium created a heartwarming sense of community.

Faculty shared that they saw improved class engagement and teamwork in their students. In our post-event survey, students reported stronger connection to the campus (96%), engagement in campus activities (98%), interaction with classmates and faculty (100%), retention motivation (94%), confidence growth (96%), and awareness of campus resources (99%). Because of this success, administrators mentioned institutionalizing this event. This project strengthened our working relationship with administrators and faculty through shared leadership and mutual support. Through planning and execution, our members embodied PTK’s Hallmarks of Scholarship, Leadership, Service, and Fellowship through humility, dedication, and collaborative effort. This project moved our members from leading small chapter activities to leading campus-wide initiatives with confidence. Chapter-College Relationship Our administrators were instrumental in bringing our College Project to life and strengthening our chapter’s partnership with the college. From the start, our chapter took time to review the college’s mission and institutional priorities so that our ideas supported campus needs, not assumptions. We met with our CAO to listen first, discuss retention challenges, and explore possible project directions. Administration shared multiple ideas with us before selection, and together we agreed that the Celebration of Student Work event best answered the need to improve student morale, academic pride, and retention. Once the project was approved, our chapter stepped into the lead role. We formed an eight-member committee, submitted a project proposal to our CAO for feedback, and followed his advice, which led to successful event execution. Throughout planning, we held structured progress meetings with academic leadership and delivered consistent updates, so collaborators always knew where the project stood. Our chapter completed seven administrative and partner meetings before launch, reinforcing accountability and trust through direct communication. Our administrators shared that the project was one of the most well-organized student-led retention efforts they had seen. Our chapter also collaborated with the University of Massachusetts, invited two local high schools, secured mentorship from 10 faculty members, and coordinated 15 volunteers. The event engaged over 400 participants, uniting the campus around a shared goal of celebrating student achievement to support engagement, confidence, and persistence. Administrators recommended continuing the event each semester, showing sustained institutional support.

Change Makers: Phi Theta Kappa Journal of Student Leadership

From Awareness to Action: Reviving Recycling at MCC Omicron Beta Chapter Mesa Community College Mesa, Arizona Abstract The Omicron Beta Chapter’s College Project aimed to reinstate recycling at Mesa Community College by leading a college-wide event to raise awareness about the impact of proper recycling, encouraging sustainable habits, and strengthening community engagement. This supports MCC’s mission to “create an inclusive and vibrant learning community where everyone is supported to achieve success.” Our project directly supported the college’s values of Community, Leadership, Continuous Improvement, and Integrity, and we brought the community together through a year-long project to increase awareness about the need to reinstate recycling on campus. Our chapter’s efforts directly led to the launch of a pilot recycling program, fully supported by our college’s administration. During the discovery phase of our project, we learned that while some departments recycled materials, campus recycling bins were ultimately emptied with general trash. With the college president’s approval, we evaluated the potential benefits of campus recycling and explored strategies for re-implementing a recycling program. This project further supported MCC’s mission by encouraging cooperation between departments, empowering our community, and promoting collaboration with community partners when we hosted a campus-wide “Trash-ure Hunt” during Earth Week on April 24, 2025 (Figure 1). The event brought together 45 volunteers (students, staff, and faculty) to sort through over 700 pounds of trash and recyclables collected and displayed in the heart of campus. Through the event, we discovered that general trash contained over 200 pounds of clean paper and nearly 300 pounds of cardboard that could have been recycled instead of dumped in landfills. This data, published on the college intranet (Figure 2), highlighted the campus’s recycling shortfalls. Approximately 35% of the total aluminum we found went into general trash, and this data was presented

Change Makers: Phi Theta Kappa Journal of Student Leadership

Figure 1 to the MCC and Maricopa Community Colleges’ District Sustainability Committee to support the launch of a pilot aluminum recycling program at MCC. Planning In preparation for the College Project, after reviewing the college’s mission, our advisors and College Project officer scheduled a meeting with the college president. On December 12, 2024, we met with Dr. Richard Daniel to discuss campus needs and outreach opportunities. At his recommendation, our chapter focused on sustainability and recycling, leading to the development of the “Trash-ure Hunt” event to assess the feasibility of reinstating recycling at MCC. The event was approved to take place during Earth Week 2025. Using quantitative data gathered from the “Trash-ure Hunt,” we met again with Dr. Daniel on May 8, 2025, to present our findings and advocate for recycling on campus. He expressed strong support and advised us to research recycling costs and involve Vice President of Administrative Services Mr. Rob Budach. On July 8, 2025, we met with Dr. Daniel and Mr. Budach, both of whom enthusiastically supported the project and connected us with Associate Vice President of Operations (AVP) Mr. Sergio Ybanez, who oversees the college’s Maintenance and Operations (M&O). We then worked closely with the Sustainability Committee and M&O to evaluate feasibility. We learned that recycling pickup by the City of Mesa would be costly, contamination above

5% could result in penalties, and additional staffing would be required. Due to the financial impact of implementing a comprehensive mixed-recycling program, our chapter strategically scaled down the initiative to ensure long-term sustainability. We focused on exploring aluminum and cardboard recycling with the Sustainability Committee and the AVP of Operations. Since cardboard recycling was already in place, we proposed piloting a program using existing classroom bins and targeted signage to focus solely on aluminum cans. Research and discussions confirmed that aluminum recycling would generate revenue rather than costs. We proposed allocating funds from the aluminum recycling toward student scholarships and additional sustainability efforts, such as a campus community garden. After receiving administrative approval, we launched a pre-pilot program to assess participation, estimate revenue from three buildings, and determine staffing needs for campus-wide implementation. Supported by data from the “Trash-ure Hunt,” we collaborated with the Center for Community & Civic Engagement (CC&CE), Sustainability Committee, Maintenance & Operations, and the Maricopa Community College District Sustainability Team to advance recycling efforts at MCC. Leadership Development To carry out a successful and meaningful college project, we relied on the myriad of skills that our officers and subcommittee members brought to the

Change Makers: Phi Theta Kappa Journal of Student Leadership

Collaboration After data from the “Trash-ure Hunt” confirmed the feasibility of reinstating recycling on campus and approval from the college administration was granted to move forward, our chapter president established a subcommittee composed of chapter members and volunteers. We collaborated with the Center for CC&CE to discuss the economic impact of recycling on campus and to garner community support by inviting them to attend our PTK in-person general and executive meetings, held twice a month. Our College Project officer and vice president networked with diverse student organizations, including Net Impact, the Art Club, Sigma Chi Eta (Communication Honor Society), Business & Entrepreneurial Club, and ASMCC Student Government, by attending meetings to present our project, generate awareness, and recruit volunteers. We also communicated with these groups through email and tabling events to promote the project. To maintain timely communication with chapter members, we regularly posted announcements on our Omicron Beta Canvas page and on the MCC intranet to reach a college-wide audience. Figure 2 table, including research strategies, interpersonal and written communication, planning, outreach/ networking, goal setting, and advocacy. To further strengthen our leadership skills, the subcommittee participated in a Leadership Skills Sharing seminar as well as a Writing Workshop. In the leadership seminar, we engaged in a roundtable discussion where members shared personal leadership experiences and tips for managing time, responsibility, and networking strategies. The Writing Workshop helped us translate our voices and thoughts into clear, impactful writing. Moreover, our College Project officer completed the PTK Advocacy Edge course on April 23 with the aim of being able to more effectively advocate for awareness of proper recycling. We continued to practice our leadership skills by organizing and implementing the pre-pilot aluminum recycling and working through complex logistics with tenacity, endurance, and a strong work ethic. We demonstrated accountability, problem-solving, time management, team building, adaptability, and advocacy by coordinating with many campus departments. We also recruited and supervised volunteers, adjusted plans in response to unforeseen challenges, and ensured that the project aligned with both our mission and institutional expectations.

After completing the ‘Trash-ure Hunt’ data-gathering event, we continued our partnership with the MCC Sustainability Committee by attending biweekly meetings to gain support for implementing a modified recycling program at MCC focused on aluminum. We further collaborated with the art, biology, anthropology, English, communication and theatre, performing arts facilities, and mathematics departments to promote our “Go Green, Get Green” campaign by distributing flyers and “Recycle Aluminum Cans Here” signage, which we designed. Overall, we formed a joint venture with the CC&CE, administration, Sustainability Committee, and M&O to bring the project to fruition. Impact The project produced significant quantitative and qualitative outcomes. Quantitatively, we sorted over 700 pounds of trash, which revealed that more than 200 pounds of clean paper, 300 pounds of cardboard, and approximately 35% of aluminum cans were improperly discarded in general waste. We shared this data on the college intranet and presented it to the Sustainability Committee, earning their support for developing a pilot aluminum recycling program. From a qualitative standpoint, the project increased campus awareness of recycling gaps and demonstrated that while a full recycling program is currently not feasible due to costs, a small-scale pilot is a feasible and sustainable starting point. The

Change Makers: Phi Theta Kappa Journal of Student Leadership

project also had a strong impact on members and empowered student leaders to engage in actionbased learning while developing organizational, communication, and leadership skills through crosscampus collaboration and project implementation. As published in the iTeach@MCC newsletter shared with college administration, “A year-long project focused on recycling efforts was launched. As part of the College Project, this initiative empowered student scholars to lead campus-wide efforts in reducing landfill waste and promoting sustainability through innovative campaigns, such as the ‘Trash-ure Hunt’ event during Earth Week 2025. Through this collaborative, action-based learning project, students gained hands-on experience in strategic project development and research.” The qualitative outcome also extended to diverse campus organizations and departments coming together to work toward a unifying goal. Chapter-College Relationship The project strengthened our chapter’s relationship with college administration in a remarkable way, in that all the executive administrators have only been at MCC for one year and had not previously experienced Phi Theta Kappa-caliber projects. Our project helped open the door for the administration team to become closely involved in our chapter and in Phi Theta Kappa overall. The clear evidence of our chapter’s impact by combining data-driven research and measurable outcomes helped fortify our initiatives and sustain collaboration with college administration. Through our project, we effectively revealed significant recycling gaps on campus, and this allowed administrators to objectively assess the feasibility, costs, and operational challenges of reinstating recycling at MCC. Importantly, our project initiated the research and dialogue the college needed to evaluate its scope in a responsible way, and by working closely with the administration, our chapter successfully built trust and demonstrated accountability, adaptability, and authenticity. Our collaborative efforts directly led to the implementation of a sustainable ‘Go Green, Get Green’ aluminum recycling pilot that will generate revenue, which we can then give back to the community through student scholarships and future initiatives. The project also opened doors for continued partnerships with college administration. Ultimately, the project demonstrated that studentled initiatives can produce meaningful, measurable results while supporting institutional decision-making, long-term planning, and collaboration for positive change.

Change Makers: Phi Theta Kappa Journal of Student Leadership

Sun’s Gonna Come Up: GED Toolkits for Incarcerated Learners Alpha Tau Zeta Chapter Athens Technical College Athens, Georgia Abstract The initiative, “‘Sun’s Gonna Come Up’: GED Toolkits for Incarcerated Learners,” is a PTK College Project that supports General Educational Development (GED) completion among incarcerated learners. This project directly supports PTK’s commitment to the Athens Technical College (ATC) mission, which emphasizes lifelong learning, workforce preparation, and accessible educational pathways. The project was developed in collaboration with ATC, the ATC Adult Education Department, the Athens-Clarke County (ACC) Jail, and the ACC Sheriff’s Office. These stakeholders established a joint goal to raise awareness of the ATC GED Jail Program and to encourage GED completion and persistence among incarcerated learners. This collaborative approach ensured that the project aligned with shared priorities and addressed a clearly defined educational need. To meet this objective, the chapter prepared GED toolkits, collected instructional supplies, established partnerships with other educational stakeholders, and met planned project milestones. Through this work, the chapter shared information on the benefits of technical college education, outlined opportunities for incarcerated learners to continue their education, and strengthened PTK leadership skills. In support of this Georgia initiative, Sheriff John Q. Williams emphasized the importance of these programs, noting that they promote “hope, hard work, and a commitment to personal growth” (Clarke County Sheriff’s Office, 2025).This project stands out for helping an underserved population and showing real results through coordinated teamwork. Planning Beginning the project, the chapter reviewed the ATC mission statement to ensure a shared foundation for the college’s values. In early summer, the chapter held its first collaborative College Project meeting to discuss potential projects. The initial planning team, consisting of the ATC vice president for academic affairs (VPAA), the vice president for student affairs (VPSA), the dean of general education, PTK advisors, and the PTK chapter president, established clear expectations and priorities for the College Project.

Change Makers: Phi Theta Kappa Journal of Student Leadership

Figure 1

The planning team initially proposed a professional clothing closet. However, after preliminary research, PTK members identified space and staffing constraints that would affect the project. After several problem-solving meetings, the team determined the project was not feasible. With input from administration, the team shifted the focus of the College Project to the ATC GED Jail Program. To address this project change, the College Project team expanded to include the ATC executive director of adult education, who oversees the ATC GED Jail Program, and the ACC Jail Program Coordinator. The expanded team agreed that the proposed initiative would benefit the ATC GED Jail Program by collaborating with the ACC Jail, the ACC Diversion Center, and the Department of Community Supervision. During these conversations, the final planning team identified a need for program visibility and brainstormed ways to raise awareness on campus and in the community. The chapter team coordinated with the ATC GED Jail Program’s partners to achieve the following objectives:

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Contact the ACC Jail Program Coordinator to learn program requirements, obtain GED completion data, and arrange supply delivery.

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Create and distribute ATC GED Jail Program flyers, requesting ACC Jail-allowable supplies and donations.

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Meet with the University of Georgia (UGA) student organization, Athens Prison Tutorial (APT), to discuss a long-term mentoring partnership.

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Meet weekly with the College Project team to receive updates.

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Distribute donations to off-campus GED sites, including the ACC Jail, ACC Diversion Center, and the Georgia Department of Community Supervision.

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Present the College Project results and conclusions to stakeholders.

Leadership Development Before implementation, the chapter team learned how GED instruction is delivered in jail-based classrooms and reviewed distribution site requirements and jail

Change Makers: Phi Theta Kappa Journal of Student Leadership

and professional communication, problem-solving, and coordination with institutional and community partners. With the foundation in place, the chapter had the knowledge, skills, and organizational capacity to implement the College Project. Team members developed informational flyers, coordinated donation efforts, and communicated project goals across the campus community to support the ATC GED Jail Program (Figure 2). Collaboration To solicit donations and inform the campus community, the team sent educational flyers and detailed emails to the college’s VPSA, who assisted by mass-distributing weekly emails to faculty and students throughout the donation-collection period. At the same time, the team selected three buildings on the main campus for donations. The VPSA collected donations in his office suite. The chapter team used a Microsoft Teams channel and email to provide regular updates on project progress and donation totals. The team, using targeted messaging across campus, maximized visibility and response. Figure 2 security protocols. The team met via Webex and exchanged emails weekly with lead partners. The ACC Jail Program Coordinator informed the chapter team that each GED testing center had different restrictions and approved materials. For example, the ACC Jail did not offer on-site instruction and required GED preparation books, whereas the other sites provided direct instruction. The president of APT, a UGA student-led tutoring group, met with the PTK team and informed members that APT provides weekly GED tutoring for incarcerated learners at the jail to prepare them for testing. Through these conversations, the team identified an additional need: consistent mentorship. In the broader context, the team reviewed statelevel research that indicates that Georgia has one of the largest incarcerated populations in the U.S. Approximately one in four incarcerated individuals reoffend within three years (Seshadri, 2025), underscoring the importance of educational access and ongoing support (Figure 1). To successfully implement the College Project, each officer assumed leadership responsibilities based on their strengths and collaborated to develop the skills needed before the project began. To prepare for work in secure environments, PTK officers received training in jail management and electronic communications across the three sites, covering procedures and security protocols. ATC also briefed the team on campus donation-site rules. Through this preparation, members strengthened their leadership skills in oral

After coordinating logistics with stakeholders via email and phone, the chapter team delivered donated supplies to the ACC Jail Program Coordinator, the ACC Sheriff, and other officers at the ACC Jail on December 11, 2025. During the visit, the team met with the ACC Sheriff to discuss future mentorship opportunities. As a result of this collaboration, the ACC Sheriff agreed to serve as the keynote speaker for the PTK Spring 2026 Induction Ceremony, thereby strengthening the connection among the college, the PTK chapter, and the ACC community. PTK team members also distributed curated supplies to the ACC Diversion Center and the Georgia Department of Community Supervision, expanding the project’s reach across the county. Impact Collections from the two-week donation period at ATC included 148 packs of notebook paper, 53 spiral notebooks, 125 composition notebooks, 80 GED study guides, 36 packs of writing implements, and $130 in cash donations. The College Project team delivered supplies to partner sites, providing resources to 50 incarcerated learners seeking to earn their GED (Figure 3). The awareness campaign increased campus understanding of the college’s work with incarcerated learners. Anecdotally, donors reported that they were previously unaware of the ATC GED Jail Program and expressed appreciation for the chapter’s efforts, reinforcing the project’s visibility. Project outcomes for GED learners included access to college-issued study guides, instructional supplies, and academic support resources. The team practiced

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servant leadership by planning, communicating with stakeholders, and following through on commitments to support incarcerated learners. Guided by an ACC Jail official, team members coordinated logistics and represented the college confidently in restricted settings. One PTK officer reported increased confidence in professional communication after coordinating site approvals. Through follow-up conversations, the chapter president met with incarcerated learners to offer encouragement and share information about educational pathways. The chapter views this engagement as an initial step toward sustained educational support and ongoing collaboration. One incarcerated learner explained that hearing a chapter officer’s return-to-school experience made returning to school after passing the GED feel more real. Another PTK officer, who recently earned her GED, said she was proud that her service was helping others facing the same challenges she did. By collaborating with the college, the chapter reached more incarcerated GED learners and provided greater support than it could have on its own. Based on this experience, the chapter will continue partnering with the college to expand educational access and support learner persistence. Chapter-College Relationship The College Project strengthened relationships among student affairs, academic affairs, and adult education. Administrators reported improved communication with PTK and praised PTK’s consistent follow-through. Through sustained collaboration, administrators recognized PTK members by name and expressed enthusiasm for upcoming initiatives, further establishing the chapter as a student-led, trusted campus partner.

Figure 3 Kemorion, the first person to earn a GED at the ACC Jail, shared, “It ain’t ever the end… even though some days may seem like rainy days, it won’t rain forever. The sun’s gonna eventually come up” (Johns, 2025). After completing the GED program, Kemorion expressed interest in pursuing welding at Athens Technical College. To evaluate project outcomes and plan future collaboration, the chapter hosted a 2025 year-end brunch with college administrators to review results and discuss opportunities for continued partnership and long-term planning. The project confirms that students can act as catalysts for meaningful change when research, leadership, and community partnership work together.

Chapter officers advanced collaboration with administrators and community partners by managing logistics and coordinating approvals. Through this work, officers improved their professional communication skills and their ability to represent the college and PTK in interactions with community partners. As members completed the end-of-year survey, they reflected on lessons learned and leadership growth. Most reported increased selfconfidence in taking initiative while maintaining teamwork and accountability. Officers discussed successes and challenges and identified next steps for continued collaboration.

Sources: Clarke County Sheriff’s Office. (2025, May 19). Facebook. https://www.facebook.com/clarkecosheriff/ posts/1096704762495190?ref=embed_post

The chapter remains committed to supporting mentorship for incarcerated learners and promoting educational pathways at ATC beyond GED completion. By following this planning and partnership model, other PTK chapters can adapt the approach to guide college initiatives that require administrative coordination and community engagement.

Seshadri, A. (2025, December 4). New data shows 1 in 4 people leaving Georgia’s justice system reoffend. WJBF. https://www.wjbf.com/news/georgia-news/newdata-shows-1-in-4-people-leaving-georgias-justicesystem-reoffend/

Johns, V. (2025, June 2). “It ain’t ever the end”: Athens teen becomes first to earn GED at Clarke County Jail. Online Athens. https://www.onlineathens.com/ story/news/2025/06/01/athens-teen-becomes-firstto-earn-ged-at-clarke-county-jail/83873299007/?gntcfr=1&gca-cat=p&gca-uir=false&gca-epti=z118732p 118750c118750e002800v118732&gca-ft=172&gcads=sophi

Change Makers: Phi Theta Kappa Journal of Student Leadership

College-Wide Career Readiness Workshop Alpha Epsilon Rho Chapter Bellevue College Bellevue, Washington Abstract In December 2024, we held a general meeting to review applying for a PTK scholarship. During that meeting, some transfer students expressed concerns over securing a summer job, interviewing, and résumé writing. Our chapter met with general members to talk about challenges students were facing regarding career readiness in mid-January 2025. A recurring concern was fear of interviewing, even among students with strong qualifications. One student who was a past board member said that she had applied to several jobs, but felt she lacked the skills that employers were looking for. Students shared that tricky interview questions from local tech companies felt intimidating and left them unsure how to prepare. Our board president had attended a career readiness workshop through a professional women of color group and thought it might work as a PTK-driven event. Before moving forward, we reviewed Bellevue College’s mission, which emphasizes student success, equity, and preparing students to thrive in their careers and communities. So, we knew the event would align with the college’s mission. We then met with career services and the college president to share student feedback and hear their priorities, which included improving employment outcomes and strengthening connections with local employers. Together, we decided to host a Career Readiness Workshop (Figure 1) that would support students and align with the college’s mission. The chapter planned and hosted the workshop, open to the entire campus. Students enjoyed résumé coaching, mock interviews, and networking opportunities with professionals from Apple, Microsoft, Hiya, and Compass. Participants were encouraged to follow up with Career Services for additional guidance. The project directly supported Bellevue College’s mission by helping students build confidence, sharpen professional skills, and take tangible steps toward meaningful careers.

Change Makers: Phi Theta Kappa Journal of Student Leadership

Planning Our planning process started with regular biweekly board meetings, including the chapter president, vice president of service, communications officer, and chapter advisor. We shared ideas, brainstormed, and collected feedback from our general members. Before reaching out to administrators, the board reviewed Bellevue College’s mission and priorities to make sure any project we proposed would truly support student success. After members highlighted interview anxiety as a major concern, the chapter president met with Career Services and the college president to discuss potential project ideas. Administrators shared their priorities for student engagement and workforce readiness. We explored multiple options and mutually agreed to move forward with the Career Readiness Workshop before any planning or implementation began. Once approved, our chapter worked closely with career services and campus partners to coordinate logistics, identify employers, and plan student outreach. The collaborative process allowed us to ensure the project met both student needs and the college’s mission. Leadership Development Successfully implementing the workshop required leadership, organization, communication, and problem-solving skills. Each chapter board member took ownership of areas that suited their strengths and interests, including project planning, marketing, logistics, event coordination, and student check-in. Before the event, the chapter reflected on areas where we could grow. We shared planning updates on Discord and invited questions from members, using these to identify potential gaps or challenges. Our communications officer went to numerous club meetings to invite those clubs to sign up to participate. This helped to build a vibe and buzz about the event. When questions revealed knowledge gaps, tasks were assigned to members willing to research solutions. Discussions during subcommittee and weekly board meetings ensured everyone felt confident in their responsibilities. Members strengthened their skills through handson leadership, collaboration, and guidance from our chapter advisor. Campus resources, like the Writing Center, helped polish our materials. This process helped members grow in strategic thinking, professional communication, and project management, while building confidence in leading a large-scale campus event.

Figure 1 Collaboration The chapter carried out the project through consistent communication and collaboration with campus partners and community professionals. We primarily used Microsoft Teams and email to coordinate with Career Services, college administration, faculty, and participating employers. These tools allowed us to share timelines, confirm expectations, and provide regular updates on planning progress, logistics, and attendance goals. To address scheduling challenges and ensure adequate coverage, chapter members demonstrated flexibility by working in shifts based on availability. This allowed us to staff registration, assist employers, support students, and manage logistics throughout the event without overwhelming any one member. When last-minute changes arose, such as schedule adjustments or room setup needs, the board quickly communicated updates and reassigned roles as needed. Our efforts remained focused on carrying out the college’s wishes by closely aligning with career services’ goals for student engagement and employer interaction. We worked collaboratively with administrators, staff, faculty, students, and industry professionals to ensure a smooth and professional event.

Change Makers: Phi Theta Kappa Journal of Student Leadership

After the workshop, the chapter shared outcomes and feedback with Career Services and college administration, including attendance, employer participation, and student impact, completing the project with clear follow-up communication. Impact The Career Readiness Workshop had strong participation, with approximately 50 students attending over the course of the event. Chapter members helped conduct 15+ mock interviews, reviewed 30+ résumés, and connected students with recruiters from Apple, Microsoft, Hiya, and Compass. In addition, we partnered with Career Services to provide guidance for students from non-technical backgrounds, ensuring the event was inclusive for the broader campus community. Qualitatively, students reported feeling more confident in interviewing and networking, with several noting that one-on-one feedback helped them understand how to communicate their skills more effectively. Faculty and administrators praised the chapter’s organization and professionalism, noting that the event strengthened the college’s ability to support career-ready graduates and connected students with industry professionals. The project directly supported Bellevue College’s mission by enhancing student success, equity, and workforce preparation. Our chapter strengthened its relationship with the college through collaboration with Career Services and administration, gaining trust and demonstrating leadership. Members reflected on their own growth, developing skills in project management, communication, and scholarservant leadership while learning how to plan a largescale campus event with measurable impact. Chapter–College Relationship The Career Readiness Workshop strengthened our chapter’s relationship with Bellevue College administration in multiple ways. Approximately 50 students participated, including interactions with recruiters and administrators, which allowed leadership to see the project’s reach and impact. We presented our results to the Associated Student Government in May 2025. The administration praised the event, with the president’s office and a trustee attending to observe firsthand. They requested that the chapter consider making it an annual event due to its strong outcomes and positive reception. Qualitatively, administrators and other student groups noted the professionalism of our chapter members, their ability to organize a large campus-wide event, and the meaningful support provided to students. This aligned directly with the college’s mission to

prepare students for careers and build connections with the local workforce. Through planning and implementing the workshop in collaboration with administration, members honed professional communication, leadership, and project management skills, learning to work effectively with multiple stakeholders. The experience strengthened the chapter’s credibility and established a foundation for continued collaboration with college leadership, ensuring future initiatives are supported and impactful.

Change Makers: Phi Theta Kappa Journal of Student Leadership

Plate It Forward: A Campus Food Rescue Initiative Alpha Epsilon Nu Chapter Bishop State Community College Mobile, Alabama Abstract In early spring 2025, our chapter began our College Project by meeting with President Oliver Charles, discussing his vision for our institution and looking closely at Bishop State’s mission to provide “accessible and affordable higher education” and its vision to “equip students with the skills to achieve real-world success” (Bishop State Community College, n.d.). Food availability on our campus is limited; we do not have a cafeteria and there are no food establishments nearby. As students ourselves, we realized a hard truth: education isn’t truly accessible if you’re sitting in class hungry. We saw a gap between the college’s goals and the reality many of us face every day. To prove this, we created our February 2025 campus survey, which received over 350 peer responses. The data was eye-opening: 58.57% of our classmates reported that their food didn’t last, and 35.45% suffered from acute hunger. These numbers turned our project into a mission. We met again with the president and college leaders to brainstorm a way to fix this. During our talk, the administration shared how this could fit into the school’s Quality Enhancement Plan (QEP). We collectively realized that while we had initially thought about a small “Lunch Bag” project, the data demanded something bigger. We mutually agreed to build the 103 Corner Store, a permanent rescue food pantry in the Caldwell Building. This project directly supports Bishop State’s priority of student success by removing the “hunger barrier” that stops so many of us from finishing our degrees. We wanted to make sure Room 103 became a place where students feel empowered, not embarrassed, ensuring that real-world success starts with having a full plate. Planning The planning for the 103 Corner Store was a collaborative effort that brought students, faculty, and administrators together. As a commuter HBCC (Historically Black Community College), we knew our peers needed a

Change Makers: Phi Theta Kappa Journal of Student Leadership

during PTK Awareness Week (Figure 1) to show the campus that the 103 Corner Store isn’t just a club project but a permanent part of the Bishop State family, dedicated to keeping our students fueled and focused. Leadership Development To successfully launch the 103 Corner Store, our members needed to master several high-level abilities: strategic logistics, professional networking, and brand management. Before we began, our chapter took time to assess our strengths and weaknesses. We realized that while we had the passion, we needed to strengthen our “soft skills” in formal advocacy and inter-departmental coordination to handle a project of this scale. To prepare, we participated in leadership development activities centered on project management and effective communication. We practiced “professional pitching” to ensure we could clearly explain our data to stakeholders. We then used critical and strategic thinking to organize our responsibilities effectively. Rather than everyone doing everything, we created specialized leadership roles: Creative Directors: These members collaborated with the Art Club to design a welcoming brand and worked with the public relations (PR) department to ensure all materials met college regulations.

Figure 1 resource that was as flexible as their schedules. We started in February 2025 by working with the Institutional Research Department to create a campus-wide Food Insecurity Survey, which was modeled on a short, six-question government survey of food inequity. When we saw that nearly 60% of our peers were struggling, we knew we had to act.

Outreach Liaisons: These leaders networked with college sports teams, faculty, administrative staff, and the distance education department to build campuswide awareness.

We took these findings to a strategic meeting with the college president, the dean of students, and faculty from the math and humanities departments. We didn’t just present a plan; we listened. While our chapter first suggested a simple distribution project, the administration challenged us to think about sustainability. They recommended a permanent location to better serve the long-term needs shown in our research.

By intentionally training in these areas before implementation, we transformed from a group of volunteers into a team of scholar-servant-leaders. We learned that true leadership isn’t just about hard work; it’s about recognizing where you need to grow and organizing your team so that everyone’s talents are used to help our peers succeed.

This mutual brainstorm led to the birth of the Food for Thought Committee (a team of supportive faculty) and the college giving us Room 103 in the Caldwell Building to call home. We worked together to order industrial refrigeration and shelving to handle fresh food, not just canned goods. To make sure the pantry stayed stocked, we built a network with the Love All Food Pantry, The Links, Incorporated, and local partners like Aldi and Panera. We chose to launch

Student Advocates: We created and managed the new Peer Navigator role, which acted as a direct bridge between the student body and the pantry.

Collaboration Carrying out the 103 Corner Store required a high level of coordination between off-campus donors and campus leadership. We maintained regular correspondence with the director of a regional food pantry partner, Connie Guggenbiller, which allowed us to secure our first independent corporate donor. Communication occurred through weekly officer meetings, bi-weekly launch sessions, and frequent updates with our chapter advisor and the Food for Thought Committee.

Change Makers: Phi Theta Kappa Journal of Student Leadership

A defining moment of our cooperative effort was our ability to demonstrate flexibility. Initially, we planned to copy the distribution model used by our off-campus partners. However, our Food Insecurity Survey data suggested that a high-profile distribution might cause students to feel embarrassed. We listened to this “student voice” and worked with our faculty liaison to pivot. We successfully advocated for a private campus location to ensure dignified access. Throughout the process, we focused on carrying out the college’s wishes for a sustainable, professional resource. We ensured all logistics met the strict guidelines of our regional food bank provider. By organizing volunteers from various departments to provide consistent support, we kept stakeholders updated and involved. This collaborative approach ensured the project was not just a chapter event but a campus-wide movement. We concluded the implementation phase by providing a final status report to the college administration, confirming that the pantry was ready to serve our peers. Impact The establishment of the 103 Corner Store provided measurable relief to our campus, which is located in a government-designated food desert. By reviewing the 2024 local crime reports and recognizing the lack of affordable nearby dining, our chapter identified that a food pantry was an essential resource for academic persistence. Our project achieved impressive reach within its first four months (Figure 2): Student Reach: Nearly 4,500 students were served, with 3,075 specific food assistance services provided. Resource Recovery: Partnerships contributed over 490 pounds of rescue food and enabled the distribution of 30 specialized meal boxes during the holidays. Campus Engagement: Over 120 stakeholders attended the “Pantry Party” launch, and officers successfully conducted outreach in 20 different classrooms. Financial Success: We secured a $7,000 grant, matched by the college president, totaling $14,000 for sustainable infrastructure. The intangible benefits were equally transformative. Survey results confirmed that 70% of students reported decreased stress and a greater ability to focus on class. A first-year student noted that the pantry was the only affordable option within walking distance, while a nursing student shared that it was a vital lifeline during 12-hour clinical days. During a

Figure 2 period of government resource instability, a studentparent expressed that the pantry provided immediate relief for their children when benefits were delayed. We have created an ongoing volunteer program at the pantry each month. Impact on Members: As chapter members, this project challenged us to grow as professional advocates. By hosting a “SNAP into Wellness” workshop with the Alabama Department of Human Resources, we learned to navigate complex social systems. We evolved from students into scholarservant-leaders, gaining the confidence to manage large-scale logistics and lead with empathy. This project proved that when we align our efforts with the college’s mission, we can ensure no student has to navigate their education while battling hunger alone. Chapter-College Relationship The establishment of the 103 Corner Store fundamentally reshaped our chapter’s relationship with the college administration, moving us from a student organization to a trusted institutional partner. By presenting rigorous data and executing a consistent plan, we proved that our chapter was a reliable ally in solving a major student barrier. Vice President Dr. Khalilah Burton stated that our

Change Makers: Phi Theta Kappa Journal of Student Leadership

administrative meeting with her team was one of the most professional and organized meetings that she has ever attended. A pivotal moment in this relationship was when President Charles encouraged our chapter to apply for the IMPACT Grant. After we secured the $7,000 award, he demonstrated his confidence in our leadership by providing an additional $7,000 in institutional matching funds. This combined $14,000 investment transformed the project from a student initiative into a permanent, professionalized component of the college’s infrastructure. We continue to fund supportive elements for the pantry from this grant. Our ongoing partnership with the director of a regional food pantry and our commitment to monthly volunteering solidified our reputation for reliability. We developed long-term relationships with faculty and executive leaders that will benefit the college for years to come. Through this project, we grew significantly as scholar-servant-leaders; we honed our abilities in professional communication, strategic advertising, and large-scale project management. What began as a project to address a nutritional gap became a vehicle for deep institutional bonding. We successfully bridged the gap between student needs and administrative resources, leaving a longlasting legacy at our institution. Our chapter is now recognized not just for our academic achievements, but as a proactive force for student well-being that works hand-in-hand with the college to support students for generations to come.

Change Makers: Phi Theta Kappa Journal of Student Leadership

Connecting High School Students to Tri-C and Phi Theta Kappa Beta Upsilon Beta Chapter Cuyahoga Community College - Westshore Westlake, Ohio Abstract Pathway to Success: Cuyahoga Community College (Tri-C), PTK, and Tomorrow’s Scholars aims to reduce the stigma associated with community colleges while also increasing awareness, understanding, and enrollment at Cuyahoga Community College and Phi Theta Kappa, particularly among Cuyahoga County high school students. Our project emphasizes Tri-C as a strong beginning place for academic, professional, and personal success while also highlighting PTK’s transformative impact through current members’ perspective, data collection, and peer-to-peer engagement. This project directly supports Tri-C’s mission to “empower learners, ignite purpose, and impact the regional economy by emphasizing the college’s exceptional education, holistic support systems, and innovative pathways.” By sharing real student experiences, particularly those of PTK members who transferred from fouryear institutions, reentered education, or started their journey at Tri-C, we highlight how our college provides accessible opportunities, academic excellence, and the time and resources students require to grow confidently. Furthermore, the project emphasizes leadership development, research, and community engagement: values that reflect both Tri-C’s mission and PTK’s hallmarks. Planning To ensure that our College Project was in line with Tri-C’s vision, values, and strategic priorities, chapter officers and chapter members along with advisors met with the president of the Westshore Campus, during the spring 2025 semester. The conversation emphasized the importance of improving public perceptions of community colleges, expanding access, and strengthening pathways for student success, which directly influenced the scope of our project and reinforced Tri-C’s commitment to diversity, integrity, academic excellence, and community trust. In the next step of the planning process, a survey titled “PTK in Your Own Words” was developed to gather

Change Makers: Phi Theta Kappa Journal of Student Leadership

feedback from PTK members at the four PTK chapters at Tri-C. The feedback we sought included individual academic journeys and overall involvement with PTK. Before sending the survey out, we contacted the Office of Institutional Research and Development to review the survey questions and make sure it met all college data collection protocols. The survey was sent out on our behalf by our chapter advisors and student engagement, and was included in the Honors Program newsletter. After the survey was implemented, officers met with the director of scholarships for the Tri-C Foundation. At this meeting, we presented the intent of the project, the importance of PTK, and our desire to connect with local high schools to encourage high school students to consider Tri-C as an option in their educational pursuits. Our presentation at this meeting helped secure $5,000 to be used as scholarship money. Knowing the money was secured, we then worked with the dean of academic success and the campus recruitment specialist to set up visits to local high schools to make students aware of Tri-C, PTK, and the scholarship opportunity. Additionally, the officer team was invited to make a presentation to the board of trustees (BOT) to update and provide awareness of the chapter’s activities. The College Project was the focus of our presentation, which was enthusiastically received by the BOT. By beginning our College Project planning early in the spring 2025 semester, our chapter was able to launch the project with clarity, purpose, and a solid foundation. The advice we received on changing the perspective of community colleges in high school classrooms and emphasizing the wide variety of opportunities accessible to those students offered our chapter a solid foundation for designing our approach to the project. Throughout our planning process, the chapter officers kept all documentation organized in a Google Drive, provided our advisors with continuous updates, and kept the campus president up to date on all activities. While all chapter members were invited and encouraged to participate, very few did so. Moving forward with next year’s College Project, the officers will make a greater effort to engage the entire chapter in the project. Leadership Development Networking was essential at all stages of the project. Members identified and collaborated with key stakeholders at multiple levels, including high school administration, Tri-C faculty and staff, campus leadership, the Tri-C Foundation, and PTK representatives. Successfully building and maintaining these relationships depended on effort, perseverance, and the ability to clearly communicate

our vision, which secured the support and resources needed to advance the project. Effective communication and professionalism were especially important when addressing high-level audiences such as the campus president and the BOT. Members demonstrated respect, institutional knowledge, and confidence while clearly conveying the project’s purpose, outcomes, and alignment with Tri-C’s mission. These same skills were applied when interacting directly with high school students, with messaging tailored to be both approachable and inspirational. Presentation, time management, and organizational skills were critical to the project’s success. To ensure clarity and impact, members strengthened their public speaking, graphic design, and storytelling skills while carefully managing schedules, meetings, and access to high school classrooms. These skills were refined through early planning, delegation, practice, and feedback from advisors and college officials. While preparation was essential, practice proved to be the most valuable teacher. This project allowed members to grow through real-world experience, trial and error, and continuous refinement. Along the way, we received meaningful feedback and praise, including commendation from our campus president, who stated that our presentation was one of the best he had ever seen and suggested it serve as a model for students across campus. At the same time, the project presented challenges, particularly in gaining access to high school classrooms due to varying administrative structures. Navigating these differences required adaptability, persistence, and advanced communication skills, all of which were strengthened through the process. As we prepare to expand outreach to additional high school classrooms in the spring, we do so with increased confidence and effectiveness, supported by the lessons learned and leadership developed through this experience. As chapter members, we are confident that completing the Competitive Edge had the biggest overall impact on preparing us for this assignment. The training emphasized critical thinking, communication, teamwork, and workplace professionalism, skills that were necessary when speaking to campus leaders and stakeholders, managing administrative roadblocks, and tailoring our approach to different audiences. Collaboration To effectively plan and carry out this College Project, we followed four main steps in our approach:

Change Makers: Phi Theta Kappa Journal of Student Leadership

settings to highlight Tri-C, PTK, and the scholarship opportunity through relatable, student-led conversations. PTK chapter officers led these presentations (Figure 1). In addition to the main steps of our project, we had the privilege of presenting at a board of trustees meeting to highlight the work our PTK chapter has accomplished this year. During the presentation, our College Project was discussed and, to our surprise, generated significant interest among the trustees. They asked thoughtful questions and expressed how meaningful the initiative was to them, noting their shared commitment to Tri-C and the surrounding community. One trustee was particularly impressed and requested that we share our project materials so she could present our work at an annual conference she attends in Washington, D.C. We were truly honored by this recognition. Impact Quantitative: • 5 students were interested in joining and attending Tri-C during the high school outreach events.

Figure 1 Surveying: Outreach to all four PTK chapters at Tri-C in which we surveyed members on when they learned about PTK and Tri-C, their entry pathway, and what they wished they had known earlier. The survey also measured members’ sense of belonging, reflecting a strong positive impact of PTK, and was refined in collaboration with the Department of Institutional Research. Data Conversion: Analysis of survey responses converted into meaningful statistics and student quotes. These insights were used in our outreach efforts to show high school students that members who were once in their position wished they had known about the opportunities available through Tri-C and PTK at an earlier stage. Securing a Scholarship: Worked with the director of scholarships at the Tri-C Foundation to establish five $1,000 scholarships to incentivize academic excellence, encourage early PTK engagement, and bridge the monetary gap for students transitioning directly from high school to Tri-C. Peer-to-Peer Outreach: Presentations and engagement in high school classrooms and

•

16 PTK members shared their personal stories and experiences via the survey.

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Presented to approximately 50 high school students.

Qualitative: •

Received strong positive feedback about PTK through the PTK in Your Own Words survey (Figure 2, next page).

•

Received positive feedback from the BOT, and executive leadership, including commendation from the board’s executive administrative assistant for the professionalism and the quality of the project presentation, along with a formal request to share the materials with the full BOT.

Chapter-College Relationship This project played a significant role in strengthening our chapter’s relationship with Tri-C’s college administration. Because the project emphasized long-term impact, community engagement, and student success, it closely aligned with the college’s institutional goals. As a result, the BOT expressed interest in the project, recognizing its potential to positively influence future Tri-C students and strengthen the college’s connection with the surrounding community. The project brought recognition and visibility to both Tri-C and PTK by highlighting student leadership, academic excellence, and service. This visibility

Change Makers: Phi Theta Kappa Journal of Student Leadership

Figure 2 resonated with administrators and executive leadership, as it demonstrated how PTK initiatives directly support the college’s mission. Administrators expressed pride in the chapter’s progress and outcomes. Throughout the planning and implementation phases, chapter leadership worked closely with campus administrators and executive members, fostering open communication and mutual trust. These interactions strengthened professional relationships and reinforced PTK’s role as a collaborative partner within the institution rather than simply a student organization. Working side by side with our campus leadership created a powerful sense of teamwork, mentorship, and shared purpose, demonstrating how student-led initiatives can meaningfully contribute to administrative goals and community engagement.

Change Makers: Phi Theta Kappa Journal of Student Leadership

Disaster Preparedness Symposium Beta Theta Omicron Chapter Skyline College San Bruno, California Abstract The Beta Theta Omicron Chapter created a blueprint and organized a Disaster Preparedness Symposium at Skyline College on November 14, 2025, to educate students, faculty, staff, and community members on critical emergency preparedness skills. The symposium featured three rotating hands-on workshops: emergency first aid, creating customized first aid kits, fire extinguisher training, and go-bag assembly. The event attracted 50 attendees. Attendees rotated through workshops. At check-in and registration, community partners SAGE (Students Advocating for Greener Environments) and HOPE (Healing, Overdose Prevention, and Education) provided additional resources on natural-disaster coping and overdose prevention. During our initial planning, the chapter reflected on California’s unique vulnerability, and the Bay Area’s in particular, to natural disasters while recognizing a gap in disaster preparedness education on campus. While meeting with the administration, we learned they had identified emergency preparedness as a priority but were unable to facilitate this resource. Therefore, we mutually agreed to create our project. They were enthusiastic about our proposal and connected us with district emergency personnel and campus partners who could help bring the symposium to life. The symposium directly supported the college’s mission to empower and transform a global community of learners. It used collaboration and dialogue to connect communities and drive positive action. It also allowed attendees to gain knowledge and confidence in disaster readiness. The project also aligned with multiple institutional values. We demonstrated community partnership by working alongside the San Mateo County Community College District (SMCCD) Office of Emergency Management (OEM), Skyline EMT Program, SAGE, and HOPE. The project embraced open access by welcoming students, staff, and community members. It supported student success and equity by providing free first aid kits,

Change Makers: Phi Theta Kappa Journal of Student Leadership

expertise to ensuring the project’s success. Through this collaboration, we narrowed down the educational goals of our workshops. Subsequently, the OEM and the dean of STEM suggested expanding the collaboration to include the Skyline College EMT program for a first-aid workshop. This led to meetings with the EMT program director. They provided guidance on workshop content and helped secure free Narcan for distribution.

Figure 1 breakfast, and lunch to remove financial barriers. Planning The Disaster Preparedness Symposium emerged from a deliberate, collaborative planning process that began during Beta Theta Omicron’s officer training in June 2025. Recognizing the San Francisco Peninsula’s vulnerability to earthquakes, wildfires, and flooding, and especially motivated by the recent devastating Palisades and Eaton fires, the chapter identified disaster preparedness education as a meaningful way to serve both the college and the surrounding community. In late July, an advisor and the vice president of College Project met with Skyline’s vice president of administrative services (VPAS) in person. After we sent our initial proposal, he also expressed his excitement for the project. The meeting aligned our vision with institutional priorities and led to an agreement to create a replicable blueprint for a community disaster preparedness symposium across the district’s campuses. Following the meeting, the VPAS connected us with the OEM in the district’s public safety department. The chapter then met with the OEM team to develop the symposium structure. The team expressed strong support for the concept and committed their

Going into August, we compiled a to-do list with focused deliverables and an expectation of 30+ attendees. Objectives included creating a budget, selecting supplies and catering, finalizing the event date and venue, and conducting outreach to participants. Early in September, we communicated with the VPAS and the OEM to settle on a date and location that fit everyone’s schedules and those of other college events. The College Project team developed a budget before presenting it to the Associated Students of Skyline College (ASSC), securing $1,800 in funding to cover refreshments and supplies for the first-aid kit assembly activity. ASSC expressed strong interest not only in supporting this inaugural event but also in partnering to repeat the symposium in future years. We also sourced event materials from the Marketing, Communications, and Public Relations (MCPR) Department, including chapter-branded crossbody bags and promotional items for attendees. The chapter created an advertising campaign (Figure 1) that included flyers, social media, email outreach, and digital displays on campus. Leadership Development During the planning and execution of the Disaster Preparedness Symposium, the chapter identified the skills required to ensure the project’s success. Members developed these skills through a learningby-doing approach, working alongside campus and district experts and gaining hands-on experience. Project Management: Coordinating three simultaneous workshops, multiple presenters, community partners, and event logistics required systematic planning. Members created detailed task lists and developed initial plans. This strengthened their ability to manage complex projects through an iterative process. Communication: Members learned how to communicate and give presentations during officer training and a chapter workshop. Emails were reviewed by an advisor, and presentations were practiced. These skills were then applied when presenting proposals to administrators and conducting meetings with district staff.

Change Makers: Phi Theta Kappa Journal of Student Leadership

Collaboration and Flexibility: Success depended on collaborating with diverse partners and adapting to expert input. The chapter demonstrated flexibility and responsiveness by pivoting to include the suggested involvement of the Skyline EMT program. Budget/Resource Management: The chapter developed a budget with input from both collaborators and officers. It then presented a formal proposal to ASSC, securing $1,800. Members learned budget management by drafting, receiving feedback from the advisor, and revising before the presentation. Event Promotion: Members used multiple strategies to recruit participants, utilizing physical and digital media. The chapter’s meeting with MCPR provided guidance on both the outreach strategy and timing for promotions. Subject Matter Knowledge: Members researched local disaster risks. They also consulted district emergency professionals to inform outreach and materials planning. Collaboration The chapter conducted the Disaster Preparedness Symposium through collaboration, consistent communication, and defined roles among its members and collaborators. Throughout implementation, our decision-making processes built sustainable partnerships with the OEM team and the Skyline EMT program. These partners could support future events and help document the project. We collaborated with presenters to create content appropriate for our venue and audience. For fire extinguisher training, we emphasized educational content over live demonstrations. For first aid, we worked with the EMT director to finalize materials distributed at the workshop. Each presenter approved the room design for their workshop before the team submitted it to facilities for setup. Throughout the project, we provided regular updates to the administration and our event collaborators as planning progressed. Our team presented to ASSC to secure funding and, as a result, established a future partnership. We updated community partners SAGE and HOPE about venue details, logistics, and expected attendance so they could successfully table at the event. We utilized resources by sourcing from multiple partners: ASSC funding covered food and supplies. MCPR provided branded crossbody bags and promotional items. The EMT program helped secure free Narcan.

Figure 2 On the day of the event, chapter volunteers managed registration logistics, handing out event bags, name tags, and workshop schedules. We managed the workshop rotation by executing hourly transitions. Chapter members oversaw the information booth and community partner tables, coordinated breakfast and lunch distribution, and addressed issues in real time. After the symposium, we documented results and shared them with the college administration, demonstrating the value of resources invested. We compiled lessons learned, planning templates, and contact information to support future symposiums across the district. We shared this documentation with the OEM and ASSC to facilitate planning in subsequent years. Impact The symposium exceeded expectations, attracting 50 attendees, well above the district’s initial target of 30 participants. Every participant received a customized first aid kit (Figure 2) they assembled themselves, free Narcan obtained through the EMT program, and branded materials donated by MCPR. Exit survey results (Figure 3, next page) showed strong success: 90% of attendees rated the experience as “Great” or “Amazing,” and 90% indicated they would use the contents of their emergency kits in a real-life situation and would prepare go-bags at home. Survey responses revealed meaningful takeaways, with participants highlighting Narcan administration, CPR techniques, tourniquet application, and learning about different types of fire extinguishers as key skills gained. One attendee shared that they “hope this becomes a yearly event,” while another called it “an awesome event that should be held more often.” The hands-on format gave attendees the knowledge and confidence to take action in emergencies. The EMT program offered mental health resources and support for coping with disasters. Furthermore, following the event’s success, ASSC contacted the chapter

Change Makers: Phi Theta Kappa Journal of Student Leadership

to discuss making the symposium an annual event with continued support from the district team. Planning and executing this event pushed members to grow as campus leaders. Members who had never written formal proposals learned to pitch ideas to administrators. Similarly, they gained confidence in professional communication throughout the process. Working alongside district professionals provided insight into how institutions function and how to navigate complex organizations to accomplish goals. They can apply this preparedness knowledge in their lives and share it with their families. Chapter-College Relationship This project significantly strengthened our chapter’s relationship with the college administration. This project helped develop and strengthen our chapter’s relationship with the college administration at multiple levels. By working closely with administrators throughout planning and execution, we built trust and established lines of communication, showcasing the chapter’s reliability and capability to organize impactful events. The symposium helped build connections with the newly appointed vice president of instruction and college president, positioning the chapter as a trusted campus partner. Additionally, their positive response paved the way for future collaboration. At the district level, we established a strong working relationship with OEM, who were impressed by our project and offered to support future events. At the student level, we also garnered the ASSC’s support for future collaboration. Advocating for student interests and contributing to campus-wide priorities as a valued partner, the chapter laid the groundwork for stronger partnerships and continued administrative support.

Figure 3

Change Makers: Phi Theta Kappa Journal of Student Leadership

“Bobcat Banter”: Starting a Student-Led Podcast Alpha Epsilon Upsilon Chapter Pasco-Hernando State College – West New Port Richey, Florida Abstract The 2025 academic year marked a period of innovation and reflection for the Pasco-Hernando State College (PHSC) Phi Theta Kappa chapter. Before proposing any College Project, our chapter intentionally focused on understanding where the institution currently stood and where it aimed to go. Members regularly attended district board of trustees meetings and met with college staff to gain insight into PHSC’s mission and strategic priorities. PHSC’s mission emphasizes being a learning-centered institution that serves its community through accessible education while promoting academic success, personal enrichment, socioeconomic advancement, and social impact. Through this preparation, a recurring challenge became clear: student retention and engagement. While PHSC offers high-quality programs, the college lacked a consistent digital platform to highlight student success, share campus news, and create a sense of connection across the community. By May 2025, we also identified underutilized campus resources, including a fully equipped digital media studio that was rarely used. In July 2025, our chapter met with the director of the Performing Arts Center, the director of retention, a digital media program professor, and the vice president of academic affairs. Together, we discussed the possibility of creating a student-led podcast that would support the college’s mission while addressing engagement and retention concerns. With the president’s initial approval, we mutually agreed to launch a pilot project producing three to five marketing-approved, student-led podcast episodes. This project, later titled “Bobcat Banter,” intentionally used existing campus resources to create a sustainable digital platform that elevated student voices, showcased academic and extracurricular success, and aligned with PHSC’s institutional priorities. Planning The planning process spanned approximately three months and began with the chapter advisor, chapter

Change Makers: Phi Theta Kappa Journal of Student Leadership

president, and active chapter members. This phase included extensive listening and observation, particularly during a period of leadership transition at the college. Despite administrative changes, both leadership teams agreed that PHSC needed this initiative.

Figure 1

Following three board of trustees meetings between January and April, the chapter reached out to the PHSC marketing department to ensure a digital media project was not already underway. While no such initiative existed, this confirmation led us to the director of the digital media studio. Initial Zoom meetings in May and June revealed that the college already possessed professional-grade equipment, including cameras, microphones, editing software, and studio space—resources that had simply gone unused. Subsequent meetings with digital media faculty resulted in a collaborative plan to launch the project in August. Volunteers were recruited from digital media classes to gain hands-on, career-ready experience. From a single outreach effort, four students volunteered, reinforcing alignment with PHSC’s mission of workforce preparation. The project soon gained the attention of the college president and vice president of academic affairs, who approved a one-year pilot model contingent upon successful pilot episodes. Planning included scheduling seven recording and editing dates, coordinating guests, drafting scripts for marketing approval, and outlining production workflows. Even the project’s name evolved collaboratively—from “Bobcast,” to “Bobcat Den,” and finally “Bobcat Banter.” At the end of the fall semester, the completed episodes and outcomes were formally presented to senior leadership, including the president and multiple vice presidents, all of whom expressed support for continuing the project into 2026. Leadership Development To successfully implement this project, chapter members needed a combination of institutional knowledge, leadership skills, and technical adaptability. Participation in PTK’s Research Edge course and attendance at board of trustees meetings helped members understand college governance and strategic priorities. Key skills included public speaking, professional communication, relationship-building, event coordination, and strategic planning.

Figure 2

Because PHSC had never implemented a project of this kind, members also needed resilience, creativity, and persistence. With guidance from our longtime PTK advisor, Connie Frankel, we practiced critical thinking by addressing logistical questions such as recording schedules, editing timelines, and script approval processes. Students with digital media

Change Makers: Phi Theta Kappa Journal of Student Leadership

backgrounds strengthened their technical skills in filming, editing, and production, while business and leadership-focused members supported coordination, organization, and stakeholder communication.

collaborators shared how similar initiatives had led to national recognition and career opportunities at their institutions, reinforcing the long-term value of the project.

The chapter also assessed areas for growth, particularly in navigating PHSC’s strict marketing brand guidelines. Learning to follow exact specifications—down to font choice and color consistency—was one of our greatest challenges. To further strengthen leadership development, one member coordinated a mentorship opportunity with a professional video editing studio in the Tampa Bay area, providing real-world exposure and guidance beyond the classroom.

Chapter members experienced personal growth as well. Initial nervousness gave way to confidence, professionalism, and excitement for future leadership roles. The completion of polished, marketingapproved episodes demonstrated feasibility and directly addressed the college’s goal of improving engagement and communication. As a result, administrators began exploring expanded staffing, internships, and stipends to support the digital media program.

Collaboration Consistent communication was essential to the project’s success. From the first meeting in May, all communication was documented through emails, recorded Zoom meetings, and organized shared folders. The chapter met weekly on Thursdays for production work and held Tuesday check-ins to review scripts, confirm guest participation, and coordinate with collaborators.

Chapter–College Relationship This project significantly strengthened the chapter’s relationship with PHSC administration, particularly during a period of leadership transition. By successfully implementing a student-led initiative aligned with institutional goals, the chapter earned trust and confidence from administrators. Leadership expressed appreciation for students from diverse academic backgrounds collaborating across studies to elevate the college.

The project involved collaboration with faculty, administrators, student athletes, Student Life, and external institutions. Episodes featured student athletes from volleyball, baseball, and basketball, requiring coordination across athletic departments. Stakeholders, including the chapter advisor, digital media faculty, marketing department, and college administration, received regular updates through email and shared access to content. Despite challenges with branding compliance, volunteers carefully reviewed PHSC’s 25-page branding guide and communicated updates during team meetings. This flexibility and attention to detail ensured the project met institutional standards while maintaining student creativity. Impact Quantitatively, the project produced three fully approved pilot episodes, each featuring two to three participants. The core team remained consistent throughout the project, collaborating with 14 administrators and partnering with two external partners, including the PHSC athletics and Hillsborough College (Figures 1 and 2). Each episode received approximately 20–75 views with no promotion, establishing a strong foundation for future growth. Qualitatively, the impact was significant. PTK alumni guests expressed gratitude for having a platform to share their stories, while student athletes appreciated increased visibility for their programs. External

The chapter will be formally recognized at a district board of trustees meeting—an evolution from passive observers to active contributors. With administrative support secured, the project has now entered Phase Two: a one-year pilot program ensuring sustainability and continued collaboration beyond current members’ graduation.

Change Makers: Phi Theta Kappa Journal of Student Leadership

Installing Mindfulness Signs on our Campus Walking Trail Alpha Iota Gamma Chapter Johnson County Community College Overland Park, Kansas

Abstract “JCCC will be an innovative leader in equitable student access, learning, and success.” Johnson County Community College Mission Statement Looking into our College Project, we knew from the start that we wanted to work with our school to be innovative, sustainable, and give back to the community in a unique way that may not typically be thought of. Eventually, this idea turned into using an existing space, our school walking trail, and implementing mental health signage to help students be more present in the moment. While many faculty and staff use the walking trail, none of the executive team knew that it existed, and we felt that bringing awareness to the trail was an opportunity to give students an outdoor space that would promote physical wellness and mental health. We worked with the school to install signage around the trail, taking an underused part of campus and turning it into a sensory space. This can directly lead to students’ success by investing in their mental health. We knew right away we did not want our signs to be something basic that only gets looked at once or twice, so we designed them to be interactive. We took a deep dive into exploring sensory messaging and how we can try to get people to be more here in the moment, researching trails around the United States, meeting with a faculty member specializing in mindfulness at JCCC, and getting feedback from the JCCC marketing team. We also knew we wanted to help turn the trails into “sensory spaces,” where someone could go if they felt overstimulated or overwhelmed so they could calm down and appreciate the air around them. We took a lot of inspiration from the 5-4-3-2-1 grounding method used to help with anxiety, panic attacks, and PTSD flashbacks: five things you can see, four things you can touch, three things you can hear, two you can smell, and one you can taste. Making our physical campus space one that supports student learning and success

Change Makers: Phi Theta Kappa Journal of Student Leadership

Figure 1 through mental health and well-being was a way that we could contribute directly to our campus mission.

specializes in mindfulness about helpful wording for the signage and started to identify themes.

Planning During one of our PTK summer officer retreats, we brainstormed ways that our team felt we could contribute to campus. We emailed the college president to schedule a meeting and she referred us to the dean of students. We brought a few ideas to the table for this conversation, and she narrowed it down to two areas of interest. After meeting with the dean of students and refining our ideas, we met with the executive vice president of finance and administration. With her, we narrowed our spring project down to promoting mental health on the campus walking trail. We prepared and presented ideas for mental health signage to her, the vice president of strategic communications & marketing, and the associate vice president of campus services. We took inspiration from mental health signs implemented in other communities and parks.

A couple of weeks later, our president and the facilities team walked the trail once more to finalize sign placements, and drafts of the signs were created by our officers and submitted to marketing for feedback. The marketing team on our campus edited the signs to align with JCCC branding. We received the notification that the final designs were sent to print services and then worked with facilities who installed the signs and provided the posts.

Towards the end of the fall semester, the team visited the trail with the head of the facilities team and a marketing staff member to brainstorm the possible placement of the mental health signage. Our chapter’s president later had a meeting with the marketing team to discuss timeline, design process, and sign dimensions. In the spring semester, we met with a professor in religion and philosophy who

Soon after, we began planning the grand opening of the mental health signage along the trail, including invitations to faculty members for presentations throughout the afternoon and opportunities for students to walk the trail and engage with the signs. Leadership Development This project stretched us to collaborate across our campus and to build creative skills that none of us thought were in our repertoire! We learned a lot about campus processes for requesting changes and funding. There were many steps in approval for the creation and installation of signs. We met with each office, sometimes multiple times, and communicated updates via email. We also relied on the expertise of our campus team, especially facilities, whose vision for tree placement

Change Makers: Phi Theta Kappa Journal of Student Leadership

and knowledge of campus burning and mowing practices greatly influenced sign placement. Learning how to network, communicate, and be comfortable in formal meetings with high- level campus administration were key to success, and our president especially grew as a public speaker. We also had to communicate effectively as a team via our use of Slack (a professional communication platform) and by creating an environment where ideas could be shared openly. Innovation and creativity were an important part of this project because we were given free rein to design the signs ourselves. We brainstormed concepts as a group with marketing to understand what works visually. We also collaborated with a JCCC faculty member to make our signs creative, resourceful, and unique. Creativity and innovation also required us to do research on mindfulness and mental health so that we had information to use for design. Our research gave us the foundation on our signs to leave worries behind, internalize words of positivity, use mantras, and practice breathing techniques. Finally, this project required discipline, leadership, and persistence. As a team, we worked hard to be punctual on deadlines as well as stay organized during the entire process. We took initiative and accountability in the creation of the signs and approving finalizations. Finally, we made sure plans went through, and our plans and ideas were able to be realized, even when the weather required us to change dates. Collaboration In meeting with campus administration, we were at first disappointed when the president redirected us to the dean of students, but she became a major ally! She was thrilled by the idea of getting students out on the walking trail. Keeping her updated on our progress and inviting her to the final event was helpful in building campus connections. We had many key players for this project beyond our team of students and advisors. We needed support from the VP of finance, marketing, facilities, and faculty. This required us to communicate often, especially with updates. Our president crafted these emails and executed the meetings that took place on the journey to project approval. We found that it was important to come prepared to meetings with an agenda, follow up with reminders, check in as key dates approached, and circle back with a thank you. The project would not have been possible without the full support of each of these offices. The administrators of the school empowered the executive team to have complete creative freedom in the language and designs of the signs. The

team collaborated with a professor to formulate the language of the signs to promote mindfulness in a new way every time someone returns. Once we finalized the wording, we collaborated closely with Marketing to ensure the signs aligned with the college’s branding and were designed in a way that would stand out. Finally, for the walking trail grand opening, the religion and philosophy professor hosted a meditation. Additionally, the executive director of sustainability gave a brief talk on the intersection between mental health and sustainability. Impact Officers hosted a grand opening for the trail and invited the students and faculty to walk and follow the signs. There were around fifteen people at the event. Survey participants were highly satisfied, with 100% giving the event a 5/5 score. 71% of survey respondents said that the signage made them want to return to the trail. One responded, “I felt so relaxed and relieved after the trail and meditation. I’d recommend the trail to others.” Another said, “I felt encouraged, and it reminded me to make time for peace and mindfulness in the midst of a very loud world.” This event was hosted immediately before finals week, allowing students the chance to relax before a stressful week. The signs, which have been carefully designed to last, will stand as a tangible example of the impact PTK members can have on campus. One of those signs faces the parking lot and maps out to students how they can use the walking trail. The other five signs each have a mental health practice. Through the event and sign placement, students will be more likely to use the trail. Community members also use the trail; one of JCCC’s trustees regularly uses the trail, which officers discovered when he walked through our event and learned about PTK. Chapter-College Relationship Our chapter engaged with many departments and faculty members that often do not work directly with students, such as marketing and facilities. This will set up future chapter teams for success when they work on future College Projects, ensuring that departments are familiar with PTK. We also had practical meetings with multiple members of the marketing team, faculty with relevant research interests, and the head of facilities. Administration allowed the PTK executive team to run each of these meetings. We were careful to come prepared with research and any items that we had promised from the last meeting to establish that PTK leaders can be trusted on campus. We maintained communication throughout with all parties and sent thank-you notes to relevant administrators for their participation.

Change Makers: Phi Theta Kappa Journal of Student Leadership

Assets for Life: Empowering Students Through Financial Literacy Iota Xi Chapter Union College of Union County, NJ Cranford, New Jersey Abstract The Iota Xi Chapter’s College Project was designed to support Union College of Union County New Jersey’s (UCNJ) mission of “Transforming our community one student at a time.” A major college priority is to support post-graduation success, having developed several initiatives following the “College 3.0” model. In alignment with this goal, we aimed to educate and provide guidance through financial literacy workshops helping students in the transfer process and beyond. These workshops provided students with opportunities to network with professionals who were once in their shoes and understood similar financial challenges. Research discloses “approximately 74% of community college students report experiencing financial stress … regarding not having enough money to participate in activities and having a large amount of debt upon graduation” (Heckman 19). These alarming numbers reveal that students pursuing career goals face the burden of managing financial expenses such as school loans or tuition without knowledge of how to minimize these costs. Under this weight, students often feel discouraged while trying to maintain high grades and work full-time in order to pay for personal and academic needs. As a result, UCNJ has made financial literacy a priority to help students feel more in control of their future rather than limited by the affordability of a four-year institution. Moreover, learning effective ways to save, budget, and avoid debt provides students with skills they can use in adulthood. The chapter and college administration agreed that offering seminars with professionals in a question-andanswer format would be more intimate and effective than traditional lectures. In support of this initiative, a plan was developed to hold two interactive workshops with professionals and alumni, giving students practical tools and guidance to navigate their finances effectively.

Change Makers: Phi Theta Kappa Journal of Student Leadership

Additionally, we met with public safety to discuss Narcan use on campus in response to a potential overdose within the community. We explored partnering with The American College of Surgeons Stop the Bleed Program to teach students bleeding control actions. Finally, we explored collaborating with our allied health department to lead a CPR workshop. After thorough research and meetings, we created a PowerPoint for PTK officers to review and provide feedback on both options. At a meeting with the president and administration, the service team presented both ideas (Figure 1). Administration gravitated toward the financial literacy project and suggested incorporating alumni so that students could envision themselves succeeding at respected institutions after graduation. The service team then presented the College Project Assets for Life: Empowering Students Through Financial Literacy to the general membership encouraging their participation.

Figure 1 Heckman, S., Lim, H., & Montalto, C. (2014). Factors related to financial stress among college students. Journal of Financial Therapy, 5(1), 3. Planning Our chapter is fortunate to have a college president who allows us to propose ideas regarding the yearly College Projects. We began the process by collecting suggestions about student needs on campus from the chapter membership at two separate meetings. Following discussions with the service team, two topics emerged: 1) financial literacy, connecting students with professionals who have navigated finances and the transfer process, and 2) health and safety education, focused on emergency response actions such as CPR and Narcan use. The service team met with UCNJ’s transfer advisors to discuss challenges students encounter when transferring. They shared that most students underestimate the importance of proactive financial planning and often miss out on opportunities to advocate for themselves and explore out-of-state options. One advisor, also a UCNJ alumnus, shared his experience transferring as a first-generation student who successfully negotiated his financial aid package. This was something we thought would be important for students to know. We also explored creating a transfer scholarship list.

Leadership Development The project was led by the vice president and committee leader of the Service Hallmark, who were responsible for planning, coordinating, and implementing all aspects of the project. Members needed strong leadership, communication, organizational, and advocacy skills to effectively educate students on transfer funding, financial literacy, and self-advocacy. Navigating college finances can be overwhelming, especially when students are unsure about scholarships, negotiating financial aid packages, or personal budgeting. While UCNJ offers resources, many students are unaware of them or unsure how to access individualized support. Our goal was to bring awareness to these resources and help students feel more confident as they transition into adulthood. Before implementing the project, the team recognized gaps in their understanding of financial aid, transfer pathways, and personal finance, and took time to strengthen these areas. Through extensive research, members explored credit management, strategies to maintain a good credit score, and responsible borrowing. We also studied the differences between need-based and merit-based financial aid, FAFSA processes, and student loan options, including federal versus private loans. This preparation helped members feel confident leading discussions and asking informed questions during guest speaker seminars. Project leaders used strategic planning to organize announcements during PTK meetings and collected student questions to guide discussions. Volunteers

Change Makers: Phi Theta Kappa Journal of Student Leadership

attended the workshops, assisted with setup and dismantling, and asked follow-up questions about budgeting, FAFSA, and career-related financial decisions. Members consulted with advisors to better present the material and engage students in meaningful conversations. Through these activities, chapter members strengthened their communication, advocacy, and leadership skills, ensuring the project promoted financial independence and informed decision-making for students. Collaboration From start to completion of the project, we carried out effective and constant communication with all collaborators, including advisors, finance professionals, alumni, chapter members, and financial aid officers. We implemented reminders for weekly emails and text messages to organize meetings and track the progress of our workshops. Emails were used for detailed updates such as composing questions for our seminars and affirming availability with guest speakers. Text messages were used for quick confirmation with other chapter officers in preparation for the workshop. We held meetings with advisors and our moderators for the two workshops. One centered on personal finance and the other on the financials of transferring which collaborated with Project Achievement, a mentorship program supporting African American students on campus. Meetings helped ensure our questions were engaging for the audience and allowed the speakers to share their own experience in their answers. In addition, we collaborated with our tech-savvy students and media services to record the transfer workshop to share on our college YouTube channel, expanding access to UCNJ students. Impact We achieved both qualitative and quantitative successful outcomes with this project. Strong volunteer involvement came from chapter officers, UCNJ students, and collaborations with the administration including our chief financial officer, associate director of financial aid, director of the business center, and transfer specialists from private and public institutions. We also partnered with Project Achievement, which strengthened our campus connections. These efforts allowed us to hold two successful workshops, one on personal finance and the other on the financials of transferring. The personal finance workshop (Figure 2) was attended by 40 students and featured faculty and staff from UCNJ. The panel addressed topics like credit card use, budgeting and debt, with questions created by chapter members and the audience. One example was, “How can someone build an emergency fund while managing ongoing expenses

Figure 2 such as tuition?” Afterward, students expressed how helpful the workshop was and their own ambitions to become business owners. One student mentioned, “I never knew the damage of missing one credit card payment; I will definitely make sure to pay it on time from now on!” While attendance at the first workshop was respectable, we sought to increase participation. So we arranged a collaboration with Project Achievement, which holds weekly lunch meetings during the time of our planned workshop. The second workshop had 90 students in attendance. For this workshop (Figure 3, next page), the panel included transfer specialists from both private and public institutions, along with two alumni to discuss the transfer process and financial aid. We thought it important to represent both public and private

Change Makers: Phi Theta Kappa Journal of Student Leadership

Chapter–College Relationship After thoughtful discussions amongst ourselves and with our administrators, Iota Xi created a college project that would align with UCNJ’s core values including student success, excellence, and stewardship. We aimed to contribute to the College 3.0 goal by providing a better understanding of finances, benefiting students while at UCNJ and also once they leave the college. The college administration and our chapter agreed on the importance of ensuring that every student should be educated on financial literacy; this includes opening a credit card, paying for school as well as budgeting. The administration expressed their passion for this topic and our vice president of finance was the first to volunteer for our panel. Her perspective raised issues that we had not thought of, for example, the current role of sports gambling in student debt. We gained valuable insight and assistance from many administrators from the director of financial aid to the vice president of academic affairs who suggested we record the transfer workshop to post on the college YouTube channel. They helped us grow as leaders as our project provided a student service that they were proud of.

Figure 3 schools as their financial flexibility can vary. The experience of the alumni was important as it allowed the students to connect with someone who recently traveled the path they were on. Many students felt that they had a lot of questions that had been answered by the workshop. One question asked was, “What should we state in our appeal letter when negotiating our financial aid package?” In addition, we overheard students speak about how they actually understood the difference between the financial aid packages of a private versus a public institution and the likelihood of them applying to mentioned scholarships. Overall, these outcomes addressed UCNJ’s goals of promoting student success and provided a safe space for financial planning conversations.

Change Makers: Phi Theta Kappa Journal of Student Leadership

Project TREE (Tree Rescue Emergency Effort) Theta Omega Chapter Wilbur Wright College Chicago, Illinois

Abstract This year, the Theta Omega Chapter at Wilbur Wright College launched Project TREE (Tree Rescue Emergency Effort). In collaboration with The Morton Arboretum, as well as our campus grounds team and various academic departments, we saved diseased trees and planted several new saplings. This addressed an environmental need and beautified our campus’s outdoor space. Our project is directly related to several pillars of Wright College’s mission statement. Wright College is a “student-centered, community-based, equity-focused institution of higher education.” Thus, we partnered with The Morton Arboretum, a local, communitycentered institution. Their experts educated us on the politics of trees, especially the equity of urban canopy. By investing in trees on campus, we actively promoted environmental equity for our diverse student body. Our campus seeks to provide a “high-quality education for baccalaureate transfer, workforce preparation, career advancement, and personal development.” In line with this goal, The Morton Arboretum explained that trees help reduce stress and improve students’ academics. Through planting more trees, we supported student success. Lastly, to further aid Wright College’s mission of being “community-based,” we strengthened the connection between students, staff, and academic faculty. During our Arbor Day, students, faculty, and grounds staff came together to improve the state of trees at Wright College. This heightened students’ sense of community and strengthened ties between departments. Planning Over the summer, our chapter met weekly. We spent a few sessions reading our college’s strategic plan and mission statement, and brainstorming ideas on how to improve our campus. One quote in the strategic plan that stood out was our college’s goal to “deepen and expand partnerships at the city, community, and neighborhood

Change Makers: Phi Theta Kappa Journal of Student Leadership

level.” Thus, we wanted to choose a project where we could partner with an external organization. We met with College President Oroz in July to gain his perspective. He asked that our chapter focus on improving our campus’s outdoor space. After speaking with him, we brought this information back to the weekly meeting. At this point, our advisors informed us that there was a group of trees on campus in very poor condition. Their lack of proper care was in violation of a contract with The Morton Arboretum, which donated the trees. Our chapter was excited about this tree restoration project. However, we were sure to ask for President Oroz’s input. We sent him the proposal for Project TREE in October, before our chapter president met with him again to ensure that the project was realistic, fit our college’s mission, and matched his goals. He responded in the affirmative, so we proceeded.

Figure 1

Figure 2

Our next step was to meet with The Morton Arboretum in October to gain an understanding of the needs of the trees. Additionally, we met with our campus’s grounds and risk management departments that same month to refine logistics. Together, we created a plan to ensure the trees were consistently watered as their species required. Next, we sent a callout email to faculty and staff of various departments, asking them to “adopt” a tree. Finally, we planned an Arbor Day in November, where we taught students and faculty about the importance of trees and their proper care. Officers delegated tasks related to this event, such as scheduling a time that worked for all collaborators, creating a survey allowing each department to choose a tree, sending invitations to staff and students, and creating a flyer (Figure 1). Leadership Development To successfully implement this College Project, chapter members needed strong planning, communication, and collaboration skills, as well as a working understanding of tree care. All our officers, except the chapter president, were new to Phi Theta Kappa. Thus, to develop soft skills, the chapter spent the summer and early fall planning various volunteer events. Two officers worked together to lead each event, seeking guidance and feedback from the chapter president and advisors as needed. This method of “learning while doing” worked well. Officers strengthened their ability to plan timelines, delegate work, create invitations, and reflect on the results of their work. As our chapter approached Project TREE, we used weekly planning meetings for officers to report progress, adjust responsibilities, and collectively problem-solve as needed. This process allowed officers to continue improving their

Change Makers: Phi Theta Kappa Journal of Student Leadership

ability to work efficiently as a team while maintaining accountability. Members also needed to develop practical knowledge related to tree care. Through several Zoom meetings with The Morton Arboretum, members learned techniques such as mulching (Figure 2). The Morton Arboretum also provided our chapter with educational resources. We studied these and returned with informed questions. We adapted these recommendations to align with the campus’s available resources and volunteer capacity, learning how to apply expert input within real-world limitations. Lastly, members strengthened their leadership abilities through participation in development opportunities, including the Illinois Regional Conference. There, they learned best practices for developing a well-organized College Project and collaborating effectively with stakeholders. Namely, a useful tip we received at the conference was to consistently update the campus administration about the progress of our project. Collaboration The chapter carried out the project through weekly planning meetings with members and advisors. We used these meetings to coordinate progress, assign responsibilities, and establish timelines. During these meetings, tasks such as drafting proposals, contacting faculty and staff, and researching tree care were delegated among officers. Each week, officers reported on their assigned responsibilities and sought guidance or help when needed. Throughout the project, the chapter maintained open and ongoing communication with campus stakeholders. When the chapter ran into problems, we discussed solutions amongst ourselves, with our advisors, and with any relevant staff. For example, early in the project, we wanted faculty and staff to water trees themselves. However, after meeting with the campus grounds and risk management departments, the chapter learned that the distance between the trees and available water sources made this plan impractical and raised safety concerns. In response to this feedback, the chapter adapted its approach and developed alternative methods for departmental involvement, including having departments decorate their adopted trees during the holiday season. This solution preserved engagement while respecting campus policies. Toward the beginning of the project, our chapter president provided biweekly progress reports to President Oroz and the grounds department. This shifted to monthly updates as staff became more independent in caring for their trees. After the Arbor

Figure 3 Day event, the chapter shared a final report with President Oroz and all our other collaborators, including images of the improved state of the trees. Impact The project produced measurable quantitative outcomes that demonstrated campus-wide engagement and lasting environmental impact. A total of 28 faculty, staff, and students participated in the Arbor Day event, with 15 departments formally adopting trees. Through these efforts, the chapter restored 14 existing trees and planted two new ones. In total, 16 trees are now actively maintained and monitored through departmental adoption, ensuring the project’s ongoing sustainability beyond the chapter’s direct involvement. In addition to these measurable results, the project yielded significant qualitative outcomes. Faculty and staff expressed enthusiasm for the opportunity to participate and take ownership of our green space. Following the event, staff members made remarks including “Thank you for reaching out and encouraging us to pause our day-to-day work to participate in events like this” and “Having a tree representing our unit is deeply symbolic of the work we do.” Plaques that we placed on the trees recognizing the departments’ adoption of them further increased their sense of pride and accountability (Figure 3). One faculty member stated, “We will care for our tree and nourish it just as we do our students.” The Arbor Day itself brought together students, administrators, and staff toward a shared goal. After our final update, college administrators responded positively to the chapter’s work, noting the improved condition

Change Makers: Phi Theta Kappa Journal of Student Leadership

of the trees and the chapter’s professionalism in coordinating a large-scale, collaborative initiative. Restoration of the trees was in line with President Oroz’s goal of beautifying the campus. Our inclusion of The Morton Arboretum, as well as several departments, helped fulfill our college’s strategic plan to strengthen connections at the campus and local level. The project also had a meaningful impact on chapter members’ development as scholar-servant-leaders. Members developed leadership and organizational skills by managing timelines, coordinating logistics, and adapting plans in response to administrative feedback. Most importantly, members embodied servant leadership by volunteering their time to restore shared campus spaces. This project reinforced our understanding that effective leadership is rooted in collaboration, service, and responsiveness to community needs. Chapter-College Relationship Through this project, Theta Omega established a strong relationship with the college administration. Much like the restored trees themselves, the partnership that developed between the chapter and administration fostered long-term collaboration. This project demonstrated the chapter’s ability to listen to administrative priorities, communicate professionally, and deliver impactful results. We were able to choose a project that was meaningful both to President Oroz and ourselves. We developed brand-new relationships with the grounds and risk management team, as we’d never interacted with these departments before. Through professional communication, our chapter built mutual respect with these collaborators. The relationship between the chapter and administration was further strengthened through the Arbor Day event, which served as the project’s centerpiece. Including many different departments in this event allowed our chapter to renew connections with individuals we worked with in previous years and meet potential partners for our future initiatives. By meeting our commitment to rescue the trees, our campus built rapport with all our collaborators. As one faculty member noted, “You truly serve our students and campus with such care and compassion.” Our chapter is now viewed as professional, hard-working, and accountable by the college president and the various departments that worked with us.

Change Makers: Phi Theta Kappa Journal of Student Leadership

AI & You: The Responsible AI Use in Higher Education Pi Epsilon Chapter Mississippi Gulf Coast Community College-Jackson County Gautier, Mississippi

Abstract Artificial Intelligence (AI) is a common tool for the average college student; however, the results aren’t always accurate or properly optimized. Deciphering content produced by AI tools without instruction poses a risk for students’ academic development. The Pi Epsilon Chapter at Jackson County Campus reviewed our collective academic experience, along with concerns raised by faculty and students across campus, and found widespread confusion regarding AI. Many students felt troubled about what AI content is acceptable to use in class, as there are few to no policies regarding AI use. Our officer team met with campus administration to discuss several project ideas. During our meetings, there were ongoing issues with AI usage among students. Through these conversations, a single theme remained constant: students need clear guidance on the appropriate use of AI. Therefore, we developed targeted sessions to address these academic policy gaps, designing and hosting three campus-wide AI literacy sessions featuring faculty experts who demonstrated prompt-writing strategies, professional usage, and ethical guidelines for using AI. Teaching students how to properly use AI directly aligns with Mississippi Gulf Coast Community College’s (MGCCC) mission statement, “...to provide superior instruction through traditional and technological formats...”, by structuring the sessions to strengthen the digital literacy skills of our students. Our project advanced MGCCC’s Excelerate 2030’s Priority 1: Teaching and Learning Excellence by strengthening students’ digital literacy and Priority 3: Student Success by reducing academic risk caused by improper AI use. This aligns with our project’s ambition to enhance digital literacy and awareness of appropriate AI use across MGCCC. These sessions gave students practical skills

Change Makers: Phi Theta Kappa Journal of Student Leadership

the MGCCC mission and brainstormed possible College Project ideas with the administration team. We reconvened at our second meeting on July 7, and the administration pointed out that teaching appropriate use of AI directly supported our college’s mission. MGCCC Excelerate 2030 highlights students’ digital skills and institutional excellence; they strongly suggested we develop a series of AI workshops centered on strengthening AI literacy. After thorough research, the administration and our PTK chapter ultimately decided to implement AI sessions to meet immediate student needs, making a long-term impact on our students.

Figure 1 and clearer expectations for AI use, reducing academic risk and strengthening digital literacy on our campus. Planning Our preparations began in early May 2025 with advisor-led meetings to research a project that was both feasible and impactful. We met regularly to review the College Project’s rubric and guidelines and our college’s mission statement. During these meetings, chapter members were encouraged to propose ideas that directly supported our college. Through diligent research, including faculty feedback and student concerns as well as officer input, we developed ideas to present to campus administration. Three proposals were selected: 1. Create a student lounge to foster a sense of community on campus; 2. The replacement of fluorescent lighting in classrooms to enhance student learning; 3. Implement educational forums to teach students how to properly utilize AI. On June 16, our PTK officer team held our first formal meeting with campus administration, including the vice president, the dean of teaching and learning, the dean of student services, and the dean of business services. During the meeting, we reviewed

Leadership Development When starting this project, our PTK officer team had little knowledge of how to appropriately use AI. This limited our abilities to aid in guiding campus AI sessions. To have a thorough understanding of AI and how to use it appropriately, our officer team reached out to Dr. Napier, a Ph.D. in computer science. Dr. Napier is the director of the Mississippi Artificial Intelligence Network (MAIN), the nation’s first statewide AI initiative used across all Mississippi colleges (Figure 1). Before meeting with Dr. Napier, he provided us with ample educational resources on understanding AI. This training strengthened our team’s foundational skills by giving us the technical knowledge needed to assist in planning and hosting our AI sessions. After our officer team viewed the educational resources provided, we met with Dr. Napier on September 29 for additional training. During this training, Dr. Napier discussed generative AI platforms such as ChatGPT and Meta AI and discussed appropriate AI usage. We learned that statistics showed 66% of college students don’t fully understand how to use AI. Our team also participated in the Myers-Briggs Type Indicator assessment to learn about our individual strengths and weaknesses and how we could work together as a team to divide responsibilities based on our strengths. We used our critical thinking and newly learned skills to evaluate how we could make a long-term impact through AI sessions. This project allowed our officer team to use and grow our communication, research, and organizational skills to put together three successful AI sessions. Our team organized different event speakers and created surveys for each AI session to gain feedback. The vice president of leadership and scholarship was assigned to oversee the College Project. Our chapter president reached out to the administration and our speakers for each session. Kacie, Anna, Natalie,

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Connor V, and Morgan planned and created the surveys used at each of the sessions. As a result, our officer team felt that our newly learned skills in the usage of AI would contribute to helping conduct our three sessions. Collaboration The Pi Epsilon Chapter officer team completed this project through constant communication and organization with our collaborators. The team used weekly officer meetings, shared Google Docs, and GroupMe to coordinate logistics. These tools ensured constant updates, adjustments, and clear communication between all parties. After discussion, the group agreed that the AI sessions aligned with the college’s mission, as administrators noted the growing need to teach responsible AI use. We initially planned to have the three sessions in the main building’s lecture hall; however, the administration requested that the sessions be held throughout campus to be accessible to all students. Our team adapted quickly to the unexpected request by moving the first session to the newly renovated library loft, the second session to the cafeteria, and the final session to the main lecture hall (Figure 2). Each AI session required our officer team to handle room preparation, technology checks, speaker introductions, student registration, survey distribution and collection, which was coordinated by the vice president of service. Before launching the project, we contacted Dr. Napier, and he agreed to help our officer team further understand AI. The officers met with our campus vice president, dean of student services, dean of teaching and learning, and dean of business services to finalize the dates, approve session outlines, and assist with the event logistics by the beginning of September. Our chapter president initiated communication with faculty by emailing each potential speaker, discussing the purpose of our project. Dr. Miller, Mrs. Kirby, Dr. Carter, Ms. Posey, and Mr. Stuart agreed to be our AI session speakers. Before each session, the leadership team communicated with the speakers to confirm their agenda and logistics, ensuring everyone stayed coordinated. In addition, we met frequently with our campus administration to discuss updates and changes regarding our project. In our final meeting with the administration on October 28, they expressed their gratitude and requested that we continue our sessions in Spring 2026, showing how our project strengthened our partnership.

Figure 2 Impact The quantitative results of our three AI sessions reached 95 students, faculty, and administration. The qualitative outcomes of our project were addressed through surveys given throughout three sessions. Each survey contained the question, “How would you rate this session? followed by numbers 1 to 5, labeled “Very Poor” to “Very Good,” respectively. Across the three sessions, the average rating was 4.77, with 77% of the attendees responding with “5.” The qualitative results included short-response questions asking whether individuals benefited from their attendance. Most responses claimed feeling more competent in AI usage. When asked, “How is this session going to change how you use AI?”, one student commented, “I will start using AI more in class to help understand difficult subjects or to help plan out essays.” An outcome we strove for in this project was to reveal the concerns associated with AI usage. Even with personal research into AI, our officer team indicated they gained a better understanding from AI session speakers, as well as training provided by Dr. Napier. One officer team member remarked, “Working on this project helped me collaborate with other team members by planning our project, in addition to learning to work with our collaborators.”

Change Makers: Phi Theta Kappa Journal of Student Leadership

As a result of the three AI sessions, faculty in attendance also reported clearer expectations for student use of AI. In conclusion, the project not only strengthened our officer team’s AI skills but also sharpened our communication, team building, and time management skills. This project supported the MGCCC mission by increasing student digital literacy and shaping responsible AI usage on our campus. Chapter-College Relationship Our PTK chapter’s three AI sessions at the Jackson County Campus significantly strengthened our relationship with campus administration. By addressing a timely and complex topic, AI and its implications, we demonstrated our commitment to academic excellence, student engagement, and responsible use of technology. Our campus vice president, Dr. Bradley, recognized our initiative as aligning with institutional goals around digital literacy and critical thinking. Dr. Bradley stated, “I am so proud of everything that this team has accomplished. They have shown great leadership and commitment toward their endeavors.” Collaborating with faculty and staff to organize the sessions strengthened communication, built trust, and fostered long-term institutional partnerships. Campus support in promoting the AI events, providing space, and attending sessions demonstrated a shared investment in student development. As a result, we have built stronger connections with campus administrators, paving the way for future collaborations and continued support.

Change Makers: Phi Theta Kappa Journal of Student Leadership

From Crayons to Caps & Gowns: Navigating the Community College Journey Through a CCsmart Lens Alpha Epsilon Zeta Chapter Delaware Technical Community College – Stanton Newark, Delaware

Abstract Our College Project focused on CCsmart and career pathways, framed through the lens of community college as a wise choice. We aimed to develop three-tiered, themed programming (Figure 1 shows the tiers: Discovery, Direction, Destination) to promote core goals of CCsmart and reach a broad range of campus community members, including but not limited to new and returning students, recent graduates, campus employees, and our biggest audience and youngest participants in our summer camps. Our project directly aligned with our college president’s “Commit to Complete” (#committocomplete) campaign, which focused on increasing student retention and degree completion. Outlined in the College Mission Goals for FY 2629, Delaware Tech has committed to “strengthen programs and services through partnerships and community vibrancy” and “cultivate learning and student success through highquality programs and comprehensive support services that promote equitable outcomes.” Our mission statement emphasizes that “students are at the center of everything we do” and applies to every learner at every level and experience within our college system. After reviewing the mission, we met with the dean of student affairs, who served as liaison to the vice president and campus director, to determine the College Project and provide feedback that would ultimately shape the final direction. We then held a meeting with our campus workforce development youth programs manager who enthusiastically supported the idea of a career-focused collaboration. The College Project was well received by all stakeholders because it embodied the spirit of the CCsmart initiative and generated engaging, career-focused programming, which directly aligned with Delaware Tech’s mission to strengthen programs, promote student success, and foster community engagement.

Change Makers: Phi Theta Kappa Journal of Student Leadership CCsmart Discovery Summer campers designed postage stamps & wrote “Postcards to My Future Self”

CCsmart Destination Graduates wrote “Postcards to My Past Self”

Orientation, and the Get Involved Resource Fair and added “CCsmart Take 5 Tuesdays” and a fall CCsmarties Candygram Fundraiser.

CCsmart Direction Current students wrote one-word inspirational mantras on luggage tags

Figure 1 Planning Inspired by the Middle States Regional Convention, we registered Alpha Epsilon Zeta (AEZ) on the CCsmart website on March 19, 2025. At a team lunch during Catalyst, we collectively brainstormed combining CCsmart with careers. After Catalyst, we met with the dean of student affairs and discussed the connections among the college’s mission, the president’s “Commit to Complete” campaign, and the CCsmart initiative. We agreed that our programming should focus on the core philosophies of CCsmart: emphasizing the value of community college, maximizing the community college experience, and highlighting opportunities after community college. The dean suggested the idea to have graduates write advice that could be distributed to new students during New Student Orientation. She also suggested having AEZ members advertise the benefits of community college to different high school groups touring the campus. Together, we came up with the theme of “Navigating the Community College Journey” and decided to make each programming segment thematic. The dean communicated our preliminary plan to the vice president and campus director, who enthusiastically supported it and recommended we meet with the workforce development youth programs manager, who oversees the summer camps, to incorporate career exploration into camp programming. At our first meeting, the manager wholeheartedly endorsed a collaboration, and together we brainstormed age-appropriate, engaging activities to teach students about community college and career pathways. We planned a six-week program, with each age group participating in two sessions. Our advisors suggested that we also incorporate CCsmart into events typically held in the fall. We decided to connect CCsmart to several scheduled events, including the Graduation Party, New Student

With approval from the dean and vice president and campus director, we reached out to the Smarties candy company in New Jersey, which generously provided over 2,000 rolls of Smarties to use for our CCsmarties campaign and fundraiser held on October 2, National Smarties Day. Overall, the College Project plan was collaboratively developed by the AEZ leadership team, advisors, and campus administration, with support from the Smarties candy company. Leadership Development On April 16, 2025, four AEZ officers and a regional officer met to develop a plan. Our vice president of fellowship led reflection on our personal reasons for attending community college. We reported similar responses, such as affordability, smaller class sizes, and transfer opportunities. We also explored and discussed CCsmart so that we fully understood its purpose. Time management was especially critical; our vice president of leadership developed an electronic timetable for all events and a volunteer sign-up schedule to coordinate responsibilities efficiently. Fall events, including New Student Orientation, the Get Involved Fair, “Take 5 Tuesdays,” and the CCsmarties Fundraiser, were distributed among members to allow individual leadership growth. Assisted by two advisors, officers coordinated major events, demonstrating critical thinking, strategic planning, and effective project management. Because graduation was approaching, our advisors were instrumental as they guided us through planning and approvals, helping expedite marketing requests for the Graduation Party and high school outreach materials. Our regional officer created scripts for consistent presentations, ensuring all members felt prepared. For the summer camps, the chapter president, vice president of service, and regional officer collaborated with two advisors to turn ideas such as career capes, games, and college-themed activities into actionable programming. Sessions were conducted over five weeks with debriefs after each to reflect on successes and improve future sessions. By reflecting, communicating, researching CCsmart, following an implementation calendar, practicing public speaking, collaborating, and learning the event approval process, we developed the practical, interpersonal, and leadership skills required to implement a successful College Project.

Change Makers: Phi Theta Kappa Journal of Student Leadership

Figure 2 Collaboration The “Destination” phase celebrated students completing their community college journeys. On April 24, 2025, AEZ hosted a Graduation Party activity where graduates could write advice to themselves as first-year students on a “Postcard to My Past Self.” (These postcards were distributed to new students later at our fall events.) Graduates received goodie bags, tied with cards reading “You’re a CCsmart Cookie!” and printed with a QR code linked to the CCsmart website. At our final spring chapter meeting, the dean verbally conveyed her appreciation for effectively incorporating her idea into the College Project. The “Discovery” phase increased awareness of the benefits of community college, and at the recommendation of our VP and campus director, explored careers with our summer campers. Campers’ caregivers received a letter that explained our project and included the CCsmart website QR code. Our age-appropriate, career-focused activities included:

Kindergarten-Second Grades: After hearing the book, Donovan’s College Adventure by Jahquan Hawkins, students colored CCsmart postage stamps about their own future adventures and designed CCsmart Career Capes so that they became community college superheroes (Figure 2). Third-Fifth Grades: After hearing the book, What’s College About Anyway? by Betsy Thomas Patterson, campers played Careers BINGO, designed career scarecrows (to go in our PTK Pumpkin Patch), and made CCsmart Career Capes. Sixth-Eighth Grades: We arranged a tour of our campus, highlighting the hands-on career pathways such as nursing, automotive, and culinary. Each camper wrote career goals on a “Postcard to My Future Self.” After each session, we met with advisors and the youth programs manager to debrief and discuss adjustments for the next session. For instance, the career capes were completed over a two-week period. We realized that not all the campers would attend each week. As a contingency plan, we pre-made

Change Makers: Phi Theta Kappa Journal of Student Leadership Dean Baker

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60 summer campers participated in the CCsmart and career programming

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60 caregivers received letters explaining the project and CCsmart

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75 new students received CCsmart advice cards and completed inspirational luggage tags

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30 current students attended “Take 5 Tuesdays”

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250 CCsmart candygrams sold

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45 high school students learned about CCsmart

Dr. Brainard, Pres. of Delaware Tech

AEZ’s College Project by the Numbers 120 graduates completed CCsmart advice postcards 60 summer campers participated in the CCsmart and career programming

60 caregivers received letters explaining the project and CCsmart 75 new students received CCsmart advice cards and completed inspirational luggage tags

30 current students attended “Take 5 Tuesdays”

250 CCsmart candygrams sold

45 high school students learned about CCsmart

Figure 3 capes for campers who missed the first week. Also, we adjusted to work with sixth through eighth graders for only one week as they were the smallest group and wouldn’t need two weeks to complete our planned activities. The “Direction” phase focused on current students navigating their community college experience. We incorporated CCsmart into existing fall events, including New Student Orientation and the Get Involved Fair where we distributed the graduates’ advice cards (with CCsmart QR codes) and invited students to fill out paper luggage tags with one word to inspire them. We added the CCsmarties Candygram Fundraiser and a bi-monthly board game station in the cafeteria called “CCsmart Take 5 Tuesdays.” Although our final meeting with the vice president and campus director was unexpectedly canceled due to scheduling conflicts, we provided our final report as an email summary of our outcomes, adjustments, and next steps. Impact Quantitative outcomes include the substantial number of campus community members reached as highlighted in Figure 3. •

120 graduates completed CCsmart advice postcards

The College Project produced meaningful qualitative outcomes as well. Examples of advice from graduates included: •

“Connections matter!”

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“It’s never too late!”

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“Take your time. Everything will fall into place!”

New students commented on how much they appreciated receiving the advice cards, noting that it confirmed that they had made the right choice. Campers demonstrated high engagement and creativity while making Career Capes, career scarecrows, and personalized postcards, often expressing excitement about their future educational and career possibilities. One camper exclaimed, “I didn’t know college had so many clubs!” AEZ members demonstrated ownership of specific tasks. For example, a new member volunteered to host “Take 5 Tuesdays” when our VP of fellowship was unavailable. Our VP of leadership manned the CCsmarties fundraiser table as her schedule allowed. Our chapter president and regional officer led the various tabling events. Chapter–College Relationship Throughout the project, we collaborated closely with the dean, vice president, and youth programs manager, successfully incorporating their feedback. We demonstrated accountability, even when our final meeting with the VP was canceled. We aligned the project activities with the college’s goals, and administrators noted how we support the campus philosophy. Hosting “Take 5 Tuesdays” and the CCsmarties Fundraiser increased the chapter’s visibility and showed that we can manage programming effectively. Overall, chapter members displayed professionalism and earned the trust and confidence of administrators to know that they can count on AEZ to deliver quality programming in the future.

Change Makers: Phi Theta Kappa Journal of Student Leadership

Student-Led Learning Sessions Eta Tau Chapter Odessa College Odessa, Texas

Abstract Odessa College (OC) has a mission to offer “exemplary courses, programs, and services to assist students in achieving their educational goals and becoming lifelong learners.” Our College Project Team (CPT) reviewed the mission and met with college administrators to discuss it. During these meetings, the administration discussed concerns with declining student success rates and underutilization of campus resources. The administration identified areas where a student-led initiative could most effectively support institutional priorities. After reviewing multiple project options together, the chapter and administration mutually agreed that a series of well-structured, student-led success sessions best aligned with the college’s mission. We collaborated with administration, OC resource representatives, and campus stakeholders to learn what resources and services were offered and how we could improve visibility. Based on these discussions, our chapter hosted a series of student-led sessions where students learned about resources, and developed the foundational skills and habits required for academic success and long-term professional growth. Planning In March 2025, our CPT met with the vice president of student services and enrollment management (VPSS) to brainstorm ideas for a College Project. Through these discussions, we learned that the various organizations that serve as resources for students throughout their academic journey at OC were underutilized. As a result, the administration noticed a decline in student success rates. Together, we explored a variety of intervention strategies and collectively developed the idea for the Amigos Club. In this student-led organization, students could connect with resources and peers, offer support, and help guide others through their academic journey. Chapter representatives met with the coordinator of student life (CSL), the student activities director (SAD), and the executive

Change Makers: Phi Theta Kappa Journal of Student Leadership

abilities, the entire CPT participated in a workshop titled “Conducting Effective Workshops” hosted by a certified professional trainer/speaker. Through this workshop, chapter members strengthened their presentation skills by learning how to design sessions with clear goals and intended takeaways.

Figure 1 director of student life/student experience officer (EDSL) to discuss the requirements for forming a campus club. After consultation with the VPSS and Student Life leadership regarding feasibility and institutional needs, the chapter and administration jointly determined that a structured series of studentled learning sessions would be a more effective and timely solution. The administration formally approved the revised project plan, and the CPT moved forward. We agreed to meet in person with the VPSS at least twice a month for updates, while using email between meetings. After receiving feedback from the VPSS, the CPT team determined the following goals needed to be met: 1. Meet with the appropriate campus stakeholders to discuss resources and services; 2. Research and identify the academic and professional needs of students; 3. Determine an appropriate time and accessible location for the sessions; 4. Develop a schedule and plan session content; and 5. Contact the creative marketing department for advertising Leadership Development The chapter selected the members who would lead the college project based on their membership engagement, previous completion of Competitive Edge, and motivation to grow as leaders. The CPT needed to develop multiple skills to ensure the project’s success. Because our project involved planning and delivering various student sessions, the team members recognized we needed to develop presentation skills to facilitate and lead these meetings. The CPT selected three members to serve as the primary facilitators of the sessions. To help develop and improve presentation skills/

Members gained a deeper understanding of how to select appropriate presentation formats – such as lectures and seminars – based on the audience. Members also learned how to adjust their tone, language, and delivery methods to maintain student engagement. The team developed the ability to facilitate meaningful interactions by acknowledging audience contributions and creating an environment where students felt heard and supported. Team members also conducted two workshops at Texas regional conferences to refine acquired presentation skills (Figure 1). CPT members utilized skills learned in Competitive Edge to maintain effective communication with campus stakeholders. Student surveys were used to evaluate session effectiveness and identify emerging student needs. Our team met with the director of Permian promise (DPP) to learn how to create, edit, view results, and link a QR code to the survey. Chapter members strengthened leadership and assessment skills by designing surveys, reviewing results, and applying feedback to enhance future programming. Collaboration Using the project objectives, we met weekly with various collaborators from the start of the project through its completion. The team met with campus stakeholders to learn about their programs and services. The team was consistent and proactive in communicating with the DPP and VPSS to support planning efforts, disseminating mass communications, and providing ongoing updates via email and text. The DPP and VPSS were instrumental in helping determine suitable topics for the sessions. In addition, the CPT remained in regular contact with participating members in person, via email, and through GroupMe. The VPSS, DPP, and the CPT initially agreed that one monthly session would be practical to assist students identified by the administration. However, after reviewing the low attendance during the first two sessions, the team met with the DPP and VPSS to address this challenging concern. To improve participation, the CPT pivoted to hosting weekly “mini” sessions while continuing to emphasize a special monthly meeting with monetary prizes provided by the DPP. These sessions were designed to be more accessible, allowing chapter members, Wrangler Promise students who attended OC tuition-

Change Makers: Phi Theta Kappa Journal of Student Leadership

free, and other OC students to participate in person or via Zoom. The CPT immediately saw attendance improve once we moved to weekly meetings and added a monetary incentive. Additionally, because the CPT lacked the expertise to present several of the selected topics, the team collaborated with campus partners to enhance the quality of the sessions. These collaborations included working with an economist to lead a financial literacy session, inviting tutors to provide academic assistance during meetings, and recruiting a certified trainer to lead a collaborative group activity on values and persistence. The CPT also presented topics related to academic success from a student perspective. The CPT created several mass messages and emails to increase the project’s visibility. In addition, with support from the OC marketing department, flyers and posters were designed for distribution to promote the sessions to students across campus (Figure 2). After each session, the CPT leaders communicated with the DPP and VPSS to receive feedback, make necessary adjustments, review surveys, and improve future sessions based on student engagement and participation. At the conclusion of the project, the CPT provided the VPSS and DPP with a summary report of attendance data, survey feedback, and recommendations for future programming. Impact The CP resulted in both measurable outcomes and meaningful qualitative impacts for students, chapter members, and campus collaborators. Throughout the project, the CPT planned, facilitated, and continuously adjusted sessions to better align with OC’s mission and students’ academic needs. The chapter hosted seven sessions reaching a total of 154 student participants through in-person and virtual attendance (Figure 3). Forty-one students responded to a survey immediately after each session, and then another survey a month after the session they attended. Immediate surveys indicated that 90 percent of students participating found the sessions helpful in improving their understanding of success strategies and awareness of available campus resources. Eighty percent of students surveyed one month after participation reported improved study habits and increased comfort in seeking campus support. One student shared “the sessions helped me feel more confident in class, asking for help and using the resources I didn’t know to access before.” Another student described a session as “interesting, impactful, and allowed me to reorganize my priorities.”

Figure 2 Members strengthened leadership, communication, and organizational skills through planning agendas, presenting content, collaborating with campus stakeholders, and responding to challenges such as low attendance and marketing delays. By adjusting session frequency and outreach strategies, members demonstrated problem-solving abilities and flexibility. The project supported student success while fostering leadership development and professional growth among chapter members, creating a lasting benefit for the campus community. Chapter-College Relationship This project strengthened the chapter’s relationships with the administrative team, the DPP, and with OC students. Throughout the project and at the conclusion, the DPP and the VPSS expressed appreciation for the team’s efforts and shared positive feedback on the project’s overall impact. The DPP stated she enjoyed working with the chapter and would be available to assist the chapter in any future endeavors. This project allowed the administrative team to strengthen relationships with the Eta Tau Chapter members whom they had not met before. Most of the CPT had never had any personal interaction with the administration and were excited about the opportunity. The VPSS indicated she was impressed

Change Makers: Phi Theta Kappa Journal of Student Leadership

Figure 3 and pleased with the dedication and adaptability of the chapter members involved. Because of the effort and professionalism exhibited by the CP team, the VPSS encouraged the chapter to consider continuing or expanding the learning sessions in future semesters. The VPSS was pleased with the objective improvement among the participating students and indicated they would explore making these sessions mandatory for all students receiving free tuition in the OC Promise Program. This feedback reflected satisfaction with project outcomes and the recognition of its impact. This project allowed the chapter to continue building and maintaining its excellent relationship with the OC administration. The college president told the chapter’s lead advisor that the Eta Tau Chapter continued to represent OC well and that he was proud of the work they did. Overall, OC administration regarded the project as a success and an asset to all students who participated in the sessions. Based on feedback from students provided to the DPP and OC success coaches, students reported feeling better connected to OC resources and more secure in their ability to accomplish their academic goals.

Change Makers: Phi Theta Kappa Journal of Student Leadership

Creating a Mural to Celebrate Excellence in Education Beta Zeta Mu Chapter Western Iowa Tech Community College Sioux City, Iowa

Abstract Following a comprehensive review of our college’s strategic initiatives and meetings with the president and executive leadership in spring 2025, our proposed College Project received formal endorsement from the president and his executive council. This alignment ensured that the project was intentionally designed to advance institutional priorities while meaningfully serving the broader community. Our College Project, Celebrating Excellence in Education, directly supported the college’s mission by commissioning a large-scale public mural that visually communicates the transformative impact of education. The mural (Figure 1) reflects the diverse identities, lived experiences, and career pathways of the Siouxland community, illustrating how equitable access to higher education empowers individuals, strengthens the workforce, and fosters sustained community development. The project directly advanced the college’s strategic initiatives by strengthening community partnerships, increasing the visibility of institutional impact, and elevating public understanding of the value of community colleges. By locating the mural in a prime downtown location rather than on campus, the initiative intentionally extended the college’s presence beyond institutional boundaries, creating a visible and enduring connection between the college and the community it serves. Additionally, the project reinforced the PTK #CCsmart initiative by promoting student-led advocacy and reframing community college education as a high-quality, accessible, and aspirational pathway. By showcasing the academic excellence, leadership, and professional potential of community college students, Celebrating Excellence in Education helped reshape public perception, support student persistence, and advance long-term goals of retention, completion, and graduate success through community college education.

Change Makers: Phi Theta Kappa Journal of Student Leadership

Figure 1 Planning The planning process began in early spring 2025 with a comprehensive review of our college’s mission statement, strategic plan, and institutional priorities related to community engagement, public visibility, student advocacy, and enrollment sustainability. This foundational research ensured that the project concept was intentionally aligned with college-level goals before any formal proposal was developed. Guided by this preparation, chapter officers engaged in a series of strategic planning meetings with key institutional stakeholders, including the college president, executive council, senior directors, the vice president of learning, the grants coordinator, the student activities specialist, and the executive director of college development. These discussions were critical to identifying where a student-led initiative could deliver measurable value to the college while strengthening its connection to the broader Siouxland community. Early planning conversations focused on creating a campus-based mural. However, through continued dialogue with college leadership and consultation with the Siouxland Chamber of Commerce, the concept evolved into a larger-scale, downtown public mural. This shift was intentional, as it significantly increased the project’s visibility and positioned the

college as an active contributor to regional cultural and economic development. As the project vision solidified, chapter leadership researched local artists and ultimately selected a professional muralist who is both a community college graduate and a Phi Theta Kappa chapter alumna. Her academic background, professional experience, and personal connection to the institution uniquely qualified her to authentically translate the college’s mission into a public work of art. Simultaneously, the chapter collaborated with the vice president of learning and the grants coordinator to develop a formal micro-grant proposal. The project was awarded $5,000 in funding from the Gilchrist Foundation, affirming its alignment with community enrichment and educational advocacy goals. Additional institutional support was secured through a $3,000 allocation from the college president’s budget, ensuring full project funding. Throughout the planning phase, the chapter also worked closely with the City of Sioux City to obtain approvals related to site selection, design standards, public art guidelines, and logistical requirements. This coordinated, multi-departmental approach ensured the project met institutional, municipal, and artistic standards before implementation,

Change Makers: Phi Theta Kappa Journal of Student Leadership

demonstrating a high level of preparation and collaborative leadership. Leadership Development Successful implementation of our College Project required members to demonstrate and further develop a broad range of leadership-centered knowledge, skills, and abilities. Key competencies included collaborative leadership, strategic planning, professional communication, project management, and effective stakeholder engagement. Members also needed administrative and executive-level skills, including grant development, public relations management, logistical coordination, and the ability to present ideas clearly and persuasively to senior college leadership and external partners. Strong cross-departmental communication and adaptability were essential for navigating institutional processes and aligning project goals with the college’s and community’s priorities. Before implementation, members intentionally strengthened these competencies through structured leadership development experiences and targeted preparation. Chapter officers participated in the PTK Honors Institute in May 2025, followed by the Regional Honors Institute and Leadership Conference, where members actively engaged in leadership workshops focused on teamwork, decision-making, and ethical leadership. Additionally, with two of our chapter officers also serving as regional officers, chapter members had greater access to leadership mentorship. They completed multiple PTK Edge courses, reinforcing skills in communication, collaboration, and service-oriented leadership. Members also engaged in advisor-guided planning sessions, practice presentations, and structured meetings with senior administrators to refine professional communication and executive presentation skills. To strengthen technical knowledge, members studied grant-writing principles, reviewed best practices for public art coordination, and analyzed community engagement models within higher education. These preparatory efforts enhanced members’ confidence, strategic thinking, and ability to lead effectively in complex, high-stakes environments, directly contributing to the successful execution of the College Project. Collaboration Implementation of this College Project required intentional coordination and consistent, professional communication with all institutional and community partners. After securing final approval for the mural design and location, the chapter established a structured communication plan that included regular

Figure 2 email updates, shared progress documents, and scheduled check-ins with the college president, executive council, lead chapter advisor, the commissioned artist, and city officials. Chapter members provided ongoing status reports, confirmed logistical and safety requirements, coordinated timelines, and ensured that all collaborators were informed and aligned at each stage of the installation process. During mural production, chapter representatives coordinated volunteer support, documented progress for institutional reporting, and assisted with operational and safety considerations in collaboration with college and city personnel. Members maintained open communication with the artist and facilities representatives to support an efficient workflow and address needs in real time, reinforcing a cooperative, solution-oriented approach. The chapter also worked closely with the College Student Activities Office, the Siouxland Chamber of Commerce, and the college’s Culinary Arts program to plan and execute a public ribbon-cutting ceremony. Through advisor-facilitated communication, the chapter invited the Phi Theta Kappa President and CEO to participate and highlight the mural’s most impactful features, including the use of PTK colors, graduates depicted wearing PTK honor stoles, and the engraved #CCsmart centerpiece at the center of the 200-square-foot mural. To broaden community engagement, the chapter partnered with the Siouxland Chamber of Commerce to coordinate public relations outreach to local media outlets. This collaborative effort resulted in strong television coverage and widespread community awareness of the project at its highly visible downtown location. Despite extreme weather conditions, one degree Fahrenheit on December 2, 2025, more than 100 attendees attended the unveiling ceremony. The event featured remarks

Change Makers: Phi Theta Kappa Journal of Student Leadership

from the President and CEO of Phi Theta Kappa, the Chamber of Commerce ribbon-cutting representative, the chapter president and vice president, and the college’s vice president of learning, demonstrating the project’s shared ownership and institutional significance (Figure 2). Following this unprecedented and highly impactful event, which concluded with a catering lunch prepared by our culinary students at the Chamber of Commerce building, the chapter submitted a comprehensive final report to college administrators summarizing project outcomes, collaborative efforts, and the lasting impact on both the college and the greater Siouxland community. Impact Quantitative Outcomes: •

Completed a 2,000-square-foot professional mural in a prime downtown location situated along a major commuter route.

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Hosted a public ribbon-cutting ceremony attended by over 100 participants, including students, faculty, staff, alumni, administrators, and community stakeholders.

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Secured local broadcast news coverage, expanding visibility to more than 100,000 households and promoting the community college, Phi Theta Kappa organization, and the PTK CCsmart initiative.

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Collaborated with the college’s Culinary Arts program, engaging faculty and students to provide handcrafted catering for approximately 150 attendees, thereby extending the project’s interdisciplinary reach.

Qualitative Outcomes: Community response to our mural College Project has been overwhelmingly positive, with many describing it as uplifting and inspirational, particularly in its representation of educational access, diversity, and opportunity. College administrators expressed strong appreciation for the chapter’s professionalism and noted that the project successfully advanced institutional goals related to community visibility and identity. Community members also highlighted the value of seeing diverse representation in public art, which strengthens their connection to the community college. For chapter members, the project resulted in significant growth in leadership, project management, and professional communication skills. Members reported increased confidence in working with

administrators, navigating municipal and grant processes, and executing large-scale initiatives, reinforcing principles of servant leadership and student advocacy. Furthermore, our chapter received a special appreciation note from the Chamber of Commerce, praising our impactful, meaningful mural project for the community. Chapter-College Relationship The successful execution of Celebrating Excellence in Education strengthened our chapter’s relationship with the college administration. By consistently, transparently, and professionally approaching the project, our chapter demonstrated its ability to plan and implement a high-impact initiative aligned with the college’s strategic initiatives. Administrators recognized the chapter’s reliability, thoughtful preparation, and strong follow-through, which fostered increased trust and interest in continued collaboration. This College Project positioned Phi Theta Kappa as a credible partner in advancing institutional goals related to community engagement, enrollment advocacy, and public visibility. The completed mural serves as a long-term promotional and symbolic asset for the college, reinforcing administrative confidence in student-led initiatives and their lasting value. Throughout the project, communication between the chapter and senior leadership increased, resulting in stronger working relationships and new partnerships with multiple campus departments. Ultimately, the project affirmed the chapter’s leadership role within the institution and culminated in an invitation from the college president for chapter officers to serve on the college’s highest administrative body, the executive council.

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