Help Students Create a Brighter Future :

1. Help Students Create a Brighter Future: Utilizing Technology to Bring Leadership Programming to Your Students

2. Presenter Introduction • Office for Student Union & Involvement Services • Trisha Scarcia-King, Ph.D. • Director • Leah Cassellia • Associate Director • Others Involved • Not present • Brandy Stremba, Grad. Office Assistant • Chris Kimmel and Kim June, Undergrad Assistant

3. Participant Snap Shot • Is Leadership a separate department on your campus? • What experience do you currently have coordinating Leadership training programs? • 1yr • 2-3yrs • More?

4. Kutztown Students . . . Demographics • 10,700 total students • 75% receive financial aid [tuition under $6,000 instate] • 60% female, 40% male • 11% Diverse populations (H, AA, NA) • 54% Commuter • Largest programs • Criminal Justice - 490 • Psychology / clinical -314 • Psychology counseling -308 • Leisure and Sport Studies -302 • Communication design - 282 • Elementary Ed. / Early Childhood Ed. - 262

5. Setting our students apart . . . • Program Vision • Comprehensive Leadership training opportunities for KU students • Help students set themselves apart • Job forecast for graduating students is bleak • Highly competitive job market • Multi-track program • Initially involving “home grown” 4 track experiential model with capstone projects • Program retention challenges

6. Projects to Enhance Leadership • LinKU – Leaders in Kutztown University • LeaderSHIP: Uncovering Your Treasure Chest • 80 student leaders • Clubs and Organization Officers • Student Government / Program Board members • Greek Life • Students of interest • University’s Capital Campaign • Involvement Quest – targets clubs & organizations

7. Leaders in Kutztown University

8. Marketing the Program! Developed our logo • Created post cards – quick reference • Admissions Office • Tour Guides • CONNECTIONS Facilitators (orientation) • University Relations • Presidential Ambassadors • Information Desks in union, career services, etc. • Facebook Advertisement, each semester • Tri-fold brochures – more detail on each session • Athletic Advertising Package – banner in arena

9. Marketing … continued Summer Involvement Fairs • 9 separate sessions, LinKU promo. table – direct contact Marketing at our South Dining Hall – direct contact Email outreach targets: • All first-year students • Faculty / staff advisors • All officers of clubs / organizations • Student orientation facilitators • Fredrick Douglas Institute Students • University Honors Program • Incentive programs: • CONNECTIONS – orientation facilitators • Greek Life focus groups

10. Questions? Next… Needs Assessment and Survey Information

11. Needs Assessment Students are overloaded with classes, work and co-curricular commitments. How can we help them fit leadership training/development into their lives? We surveyed them using Campus Labs to find out! This was a survey of undergraduate students that had 508 total respondents. 72% Female; 28% Male 27% Fresh.; 25% So..; 27% Jr.; 21% Sr. 60% On Campus; 30% Off Campus 45% Employed (On or Off Campus)

12. Needs Assessment We asked… In what areas would you like to improve your leadership skills? They told us… Time Management Money Management Overcoming Personal Challenges Teambuilding Program Planning Working as a Group

13. Survey Results We asked… Where would you typically look to find leadership training opportunities on campus? They answered… Bulletin Boards KU Websites Friends Bear Essentials (Student Electronic Newsletter) Facebook Faculty Residence Hall Postings

14. Survey Results… continued We asked… What would entice you to sign up and then continue your involvement? They answered… Certificate of Completion (68%) Free Snacks at Each Session (51%)

15. Survey Results… continued We asked… When are you available? They answered… Days: • Tuesdays • Wednesdays • Thursdays Times: • 4pm-8pm

16. Program Format Based on Habitudes, by Dr. Tim Elmore 13 Topics 7 Fall Sessions, 6 Spring Sessions One Recognition Ceremony Each Semester Online Component and Face to Face Component Student can choose one or the other, or both!

17. Program Format… continued Online Component Students read a passage, reflect on the content, respond to discussion questions, respond to peers Use Desire to Learn (D2L) Face to Face Component Student leaders facilitate activities and discussion based on the readings Activities are in the Teaching Guide

18. Questions? Next… What Students Are Saying About LinKU

19. Findings • When students read a story that resonated with them their responses were much more thought out and personal • Students like to share their personal experience and the D2L format gives them more of an opportunity to be honest and open • Students are generally supportive of each other

20. Example of Habitudes Reading

21. Examples- The Starving Baker • Students had to read a short passage, “ The Starving Baker” • Story is about two lumberjacks who challenged each other to see who could cut down more trees. One took his time, sharpened his ax, and was able to cut down more trees throughout the day. The other didn’t take the time to sharpen his ax and ran out of steam early in the day. • Students had to respond to the following prompt questions: • Why do you think we fail to sharpen the ax? Why does it seem like a waste of time? • How do you stay sharp? How do you feed and refresh yourself? • Can you think of times during the year when you get more burned out than others? What can you do to avoid burnout?

22. Example of Discussion Reflect and Respond: Our world prioritizes “doing” before “being”. We constantly push for results instead of character. But the problem with that is, what is in our hearts will become our behavior. • Why is focusing on the inside difficult so for us today? • Why do we put so much emphasis on the “outside” of our lives? Think of a leader whose character left unattended. Consequently, not only did his or her personal life suffer, but their professional life suffered as well. • What can be done to avoid such roadblocks?

23. The Starving Baker • Example responses - online student discussion • “I was one of those members who always tried to take on too much. I gave everything my all for an entire semester. I was running on overdrive trying to help other out other positions who are low on help. By the end of the semester, I was completely burnt out from signing up for too many extra events that I did not have time for. I ended starving myself of sleep to the point of exhaustion.”- Lauren G. • “I set my life at a 9.0. My life is far from perfect, but I feel that I've done everything in my immediate control to make it perfect for ME, and in the end that is all that matters anyway. I am an extremely organized person - if you saw my calendar you'd understand that - every millimeter of it is jam packed - but everything is color-coded on there so I do not have to spend an hour reading every inch of it..”-Richard S.

24. Students Engagement & Support of one another • “I respect your abilities to stay true to your core values and what you believe in. In today's society it is sometimes difficult to remember who you truly are. I completely agree with staying healthy physically and enjoying the little things are great core values and great ways to stay true to who you are.” – Elizabeth B • “I understand, I use to always put everyone before myself. I changed that this year.  I realized I was spreading myself way too thin. I wanted to help all of my friends out with their problems and projects, but I realized I just couldn't. I came to the point where my grades started to slip. Then I began having anxiety attacks and that's when I realized I couldn't do everything for everyone. This is when I decided things needed to change.” –Lauren G

25. Staff Interaction On-line • Staff encouraged discussion and responded to student posts. • Facilitators provided insight and examples and made recommendations for students.

26. Staff Interaction On-line • Ex. We provided a list of student organizations and resources “True leaders are able to recognize what makes them unique.  Matt and Brennen have done a great job pinpointing very specific qualities and abilities.  Take what you know about yourself and apply it accordingly.  If you are a caring individual  like Corinna, Emily and Lauren, community service is a great opportunity.  If you are really into film like Brennen take a film class or join one of the electronic media clubs.  There are boundless opportunities here at KU and in the surrounding communities.  I would challenge each of you to explore your passions and your abilities further and if you haven't already, connect with a new opportunity such as a new club, class, or volunteer opportunity.  The Community Outreach Center (MSU 281) can provide a multitude of volunteer opportunities.  Student Union & Involvement Services (MSU 153) has contact lists of all registered student organizations.  So take the next step and identify something new that will further your experience as a student leader.” –Kristen G

27. What are students saying about LinKU? We send end of the semester surveys to participants. • Assessment questions • Rate online activities • 50% identified it as excellent or good • Rate in-session activities • 60% identified it as excellent or good • The amount of time spent on online activities is acceptable • 30% identified it as excellent or good • How do you feel LinKU has improved your leadership skills? • 70% identified that LinKU improved their leadership skills • How helpful were the facilitators? • 80% found the facilitators helpful

28. What are students saying about LinKU? (cont.) • Examples of what they found the most valuable (open ended question) • “Talking with others about their experience” • “Convenience of online sessions” • “Ability to be open and honest with each other online” • “Found it interesting to read other people’s point of view and their interpretations” • “How to make it so your outside character is able to reflect your inner character”

29. What are students saying about LinKU? (cont.) • Examples of what they found the least helpful • Liked reading a paper copy of the text instead of online • Would you recommend LinKU to other students? • 90% yes • Do you intend to continue participating? • 70% said yes • 30% said no-we asked their reasons • Busy semester • Graduating • Student teaching

30. What are students saying about LinKU? (cont.) • Additional comments and suggestions(open ended question) • “This is a good way for those live in shells to branch out and come out of their shells and shine without being overshadowed” • “I really enjoyed LinKU” • “It was interesting and possibly a good introduction to the attitudes and ideas that my co-workers will hold in future years” • “It’s good to know where other people are coming from”

31. Questions? Next… Best Practices for On-line Engagement

32. Best Practices for On-line Engagement • Tips • Define student expectations • Initial post: one full paragraph or 4 sentences • 2 other posts to students’ initial post • Netiquette • Stay on topic • Be polite – no swearing, no BOLD CAPS • Encourage & MOTIVATE students • Why Leadership training is important • Leadership for a Lifetime!!! • “friendly reminder” date for in person sessions • Email us if they have questions

33. Questions