Comprehensive Student Leadership Program Model: An Introduction, Applications & Critique

1. Comprehensive Student Leadership Program Model: An Introduction, Applications & Critique Paige Haber University of San Diego Leadership Educators Institute December 6, 2008

2. Program Outline • Overview of the Comprehensive Leadership Program Model • Students • Structure • Strategies • scope • Application of Model on Campuses • Critique & Further Development of Model

3. Handbook For Student Leadership Programs (2006) • Chapter 3: Structure, Design, and Models of Student Leadership Programs (Haber) • National Clearinghouse for Leadership Programs • Editors: Komives, Dugan, Owen, Slack, Wagner • Second Edition under development

4. Approaches, Lenses & Models Student Learning in Leadership Programs Structure, Design & Models of Student Leadership Programs Lesson Plans for Leadership Educators Experiential Learning Leadership & Diversity Leadership Courses Co-Curricular Leadership Programs Competencies of Leadership Educators Funding Leadership Programs Standards for Practice Assessment & Evaluations of Leadership Programs Leadership Resources Handbook Chapters

5. Rationale for Chapter • 1976: American College Personnel Association’s (ACPA) Leadership Task Force • Increase in presence of College Student Leadership Programs • Many are ad-hoc -without intentional structure, outcomes, and strategies • Growing emphasis on comprehensive leadership programs • CAS Standards for Leadership Programs

6. Overview of Chapter • Student Leadership Programs • Background & definitions • Developing & Establishing Leadership Programs • Kotter’s (1996) model of change • Planning Team, Staffing • Comprehensive Leadership Program Model • Program Spotlights

7. Leadership Program Program or activity intentionally designed with the purpose of developing or enhancing college students’ leadership skills, knowledge, or abilities

8. Comprehensive Leadership Program An intentional array of experiences, programs and services that • provides educational, experiential, and reflective components • includes a variety of delivery methods • is specifically designed to promote self-understanding, development of a personal leadership philosophy, development of leadership skills, and the ability to view self as an integral component of a larger community

9. Designated Concentrated within a specific office or department Campus-Wide Collaborative efforts from campus as a whole Comprehensive Leadership Programs

10. Background of Model • Comprehensive Leadership Program Model • CAS Standards • Training Education & Development (TED) Model • Leadership Identity Development Model (LID) • Program-specific examples

11. Comprehensive Leadership Program Model

12. Students

13. Structure • Program mission • Structure adapted to fit campus environment/ mission • Learning outcomes identified, defined & assessed • Intentional design that utilizes past research, theories, and models • Commitment / requirements • Credentials • Themes, tracks, phases

14. Diverse delivery methods Learning Models: Experiential Learning Leadership Identity Development Training, Education & Development (TED) Individual level Group level Cocurricular Elements Curricular Elements Strategies used should be in line with mission, outcomes & purposes of the program Strategies

15. scope Individual Focus  Relational Focus  Big Picture Focus

16. Loyola Marymount University • Jesuit Institution, Approx 5000 undergrads • Committee: Student Activities, Student Housing, Multicultural Programs • Allies on campus- invited many to join • Capitalizing on what already exists & streamlining programs • Focus on making programs intentional • Campus-wide focus and housed from one office (Department of Student Leadership and Development) • Leadership Institute focus of Divisional Convocation

17. LMU- Students • Students: • Open/ Campuswide: All Students, Open Entry • Designated/ Positional: Leadership Scholar Program • Required some student leaders (i.e. RAs) to do workshops (which were open to others)

18. LMU- Structure • Mission, Values & Definition- in line with institution • Learning Outcomes • Leadership Models: Social Change Model of Leadership • Campus considerations- around Service, Mission, programs in existence • Commitments varied by track (i.e. Leadership Scholar, Positional Leader, etc.) • Added to co-curricular transcript; Associated with scholarship program

19. LMU Strategies • Leadership audit of programs on campus and classified them as Training, Education, or Development • 1-Credit Courses- open to all, required for some • 1st year- SCM- Individual • 2nd year- SCM- Group • 3rd year- SCM- Community • Workshop Series - across campus • A-la Carte - Menu of presentations and resources from across campus for clubs and organizations • Speakers

20. Univ. of California- Irvine • Created 3cs of the Process (The Leadership Train) • Connect- all the programs- in same room, identify what’s happening, share resources and information • Collaborate- work together- whole greater than sum of the parts • Create- campus-wide comprehensive program- pull the pieces together and “direct traffic for the students”

21. UCI cont. • Involved students in the process- creating culture of student empowerment • Talked to people from other institutions • Chapters 1-3 with students • Chapter 3- helpful for creating any type of organization or program

22. University of San Diego • Committee of stakeholders from across campus (co-chaired by Dept. of Leadership Studies & Student Affairs) • Audit of what leadership programs are already in existence on campus • Leadership models • Leadership definition • Examining what other campuses are doing • Learning Outcomes • Multi-Institutional Study of Leadership

23. Applications • How can this model inform student leadership programs and initiatives on your campuses? • What ideas can you take back to strive toward a comprehensive or campus-wide leadership focus?

24. Model Critique • What’s missing? • What doesn’t make sense? • What opportunities do you see for growth? • What are practitioners looking for? • What additional questions do you have?

25. Questions & Discussion Paige Haber University of San Diego Leadership Educators Institute December 6, 2008