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@NASPASLPKC
#SALead
2
FAREWELL from the co-chairs
Dear SLP KC Members,
Has it been three years already?!?!? Indeed it has. We have been
honored to serve as Co-Chairs for the Student Leadership Programs
Knowledge Community. As a farewell, we would like to reflect on
our time as Co-Chairs and revisit our mission and strategic goals.
The mission of the Student Leadership Programs Knowledge
Community is to serve as a resource for higher education
professionals who have a professional interest in young-adult (i.e.,
college students) leadership training, education, and development.
The Community will share best practices, provide critical
evaluation of the field, examine standards for leadership programs,
support national and regional efforts to develop student leadership
programs, make contributions to the literature, recognize exemplary
programs, and cultivate a forum for the presentation of new
ideas. Our 2012-2014 Strategic Goals are outlined below.
SLP-KC Strategic Goals 2012-2014
To engage our membership through short- and long-term volunteer opportunities
Maintain cutting edge technology on the KC website and through online resources, webinars, etc.
Continue offering a mentor/mentee program to support graduate students and new professionals at
conferences and beyond
Solicit sponsorships to advance the KC
Provide an informative quarterly newsletter
Recognize colleagues through spotlight series and award nominations
During our term, we have remained NASPA’s largest KC and doubled the leadership team through
creating co-coordinator positions and adjusting the organizational structure Team Leaders oversee.
Member engagement through volunteer opportunities has increased significantly. Members are
contributing to our newsletter, presenting and/or attending webinars, retweeting us, Facebooking us,
blogging, and reviewing programs submissions for annual awards, sponsored programs, and Spotlight
Series nominations. The mentoring program is being maintained and is being piloted to region IV-East in
hopes we will offer mentoring opportunities at the regional and national levels.
Sherry Early, Bowling Green State University
3
Social media has been more intentional and interactive. We have Twitter followers who include #SALead
in their leadership tweets. Our Facebook page has Spotlight Series recipient photos as the cover,
inspirational quotes, resources, volunteer opportunities, and jobs and more likes and shares than ever! The
leadership team has kept a record of resources. You can find our newsletters on our Issuu, our free
webinars are recorded and can be downloaded at your convenience, and our resources are going through a
major overhaul. We have maintained our sponsorship with Jossey-Bass and partnered with OrgSync as an
additional in-kind sponsor. Our newsletters have numerous contributors and each quarter there is a new
leadership-related theme. As luck, hard work, and collaboration by way of our phenomenal leadership
team we have accomplished our strategic goals. So, we must take a moment to say THANK YOU to each
and every single SLP KC leadership team member who has volunteered their time, talents, and energies in
service during our tenure as Co-Chairs.
Speaking of collaboration—the theme of this newsletter is collaboration in leadership. Not only have we
collaborated with our leadership team and SLP KC members, but we have also cultivated collaborative
relationships with ACPA’s Commission for Student Involvement, committed to supporting the ALE’
Leadership Education Research Agenda, and participated in the Inter-Association Leadership Collaborative
coordinated by the National Clearinghouse for Leadership Programs. Finally, we have focused on paying
attention to leadership educators who are practitioners and scholars. As we all know, best practices inform
research and research informs practice. We hope this seamless approach to leadership education has been
beneficial for all SLP KC affiliates.
As Danielle Howard and Matt Clifford embark on their journey leading the SLP KC, we wish them, the
leadership team, and all SLP KC members the best. Our conference edition of the newsletter will formally
welcome Danielle and Matt as they begin their term at NASPA 2014 in Baltimore.
Thank you all for an amazing journey,
Dr. Sherry L. Early – Bowling Green State University
Michael C. Baumhardt, M.A., M.B.A. – The University of Scranton
SLP National Co-Chairs
Michael Baumhardt , University of Scranton
4
meet the EDITORS
Amanda Horton is the Assistant Director for Campus
Life and Student Programs at Wake Forest
University. She received a B.A. in Communication
from N.C. State University and a M.S. Ed. from
Baylor University. In her current role she oversees
the My Journey Initiative which seeks to develop and
promote innovative programs designed to
intentionally challenge and support students through
the distinct developmental transitions that occur
throughout a four-year college experience. Prior to
her work at Wake Forest, Amanda worked in the Office of the Chaplain at Baylor University.
Ashley Spicer-Runnels is the Leadership Institute Coordinator in the
Dean of Students Office at Texas State University. She obtained a
B.S. in Family Studies from Lamar University, an M.B.A. from
University of Houston-Victoria, and a Doctorate of Education in
Educational Leadership from Lamar University. Her research was
broadly based on multiracial student persistence as well as the
implications of social and academic integration. Prior to her existing
role as Coordinator, she was responsible for the following areas:
multicultural programming, new student programming, student
government, Greek life, and parent and family programming.
5
ANNOUNCEMENTS!
NASPA Leadership KC 2014 Pre-Conference
Saturday, March 15th • 09.00 AM – 04.00 PM
Dr. John Dugan will be one of our featured speakers for
this interactive full day conference session.
#3 - Innovative and Emerging Ideas in Leadership: Identifying
ways to support students of special interest
Effective leadership development programs on our
campuses not only provide students with a theoretical
understanding of the art of leadership but also provide students with the meaningful opportunity to engage in
experiences that allow them to practice skills or gain an understanding of the dynamic nature of a leader. This
pre- conference workshop will provide an overview of
current trends, research and emerging theories within
leadership programs. The session will also explore how
various student leadership models relate to students of
special interest populations on campus. This will be done
linking student development theory with leadership
development models. This session will be highly interactive,
and participants will share perspectives and lend additional
reference to the discussion.
Important Dates
January 10, 2014: Ear ly-bird Rate Expires
February 14, 2014: Regular Rate Expires
February 15, 2014: Late Rate Begins
March 15, 2014: NASPA Annual
Conference Begins
October 22, 2013 Sherry Early
successfully defended her dissertation
"An Examination of Mentoring
Relationships and Leadership Capacity
in Resident Assistants" utilizing Dr.
John Dugan's Multi-Institutional Study
of Leadership 2009 data.
6
Student Leadership Programs
Knowledge Community (SLP-KC)
believes that it is important to
recognize and to share the good and
promising practices within student
leadership development created by
individuals and through programs.
One way the KC accomplishes this is
through our quarterly Spotlight
Series.
On a quarterly basis SLP-KC
recognizes the contributions of
members who are transforming
higher education through outstanding and innovative leadership programs and services. All NASPA members
are encouraged to share successes and highlight good and promising practices in research and assessment,
influences on student learning in and outside the classroom, and theory to practice. Individuals can nominate
or self-nominate exemplary college leadership programs for the SLP-KC Spotlight Series. Selected programs
will be highlighted in our quarterly newsletter and the Facebook page.
When the selection committee reviews programs they look at the following items: the description of the
program, program mission and goals, assessment methods, results of the program, takeaways for other
institutions, connection to the SLP-KC mission statement.
This year there are two more opportunities to submit a nomination this academic year, January 7 and April 1.
All submissions for the Spotlight Series are via OrgSync. https://orgsync.com/45737/forms/54390
A big shout to our selection committee members:
Opal Albrecht, Kansas State University
Crystal Brown, Eastern Illinois University
Cynthia Fulford, Cedar Crest College
Meredith Hein, Rollins College
Mitchell Holston, Virginia Tech
Tammy Hong, Texas State University - San Marcos
Antonio Jenkins, Mid-South Community College
Laura Keith, University of West Georgia
Kim Kushner, University of Colorado - Boulder
Chaya Sandler, Kendall College
Spotlight Series
Denise Carl
University of Idaho
Student Engagement Coordinator
7
Recent research from the Multi-Institutional Study of Leadership (MSL)
confirms that mentoring relationships are high impact practices when it
comes to promoting the development of students as socially responsible
leaders. The MSL defines a mentor as “a person who intentionally
assisted the student’s growth or connects the student to opportunities for career or personal development” (Dugan
et al., 2013). Similarly, for us as leadership educators, mentoring relationships can provide safe spaces to engage
in dialogues that help us raise self awareness and make meaning from past decisions and actions as we consider
options for future decisions. At the 2013 NASPA IV East regional conference in Skokie, Illinois, the Student
Leadership Programs Knowledge Community Mentorship Program provided the opportunity for professionals to
mentor graduate students and new professionals interested in student leadership programs. This November, 14
individuals took advantage of this opportunity. Participants included 7 graduate students and 7 professionals.
When asked to describe what was most valuable about the mentorship program, one mentee, Omega Styles, a
graduate student at DePaul University said, “being part of the mentoring program was a great experience for me.
Having the opportunity to meet with a veteran student affairs professional and discuss my career aspirations and
the trends of the profession was invaluable. My mentor was very open, pleasant and provided me with great
advice as I navigate my career path.”
Participating mentors also found the program to be beneficial. Jennifer Bonarek, Director of Student Leadership
and Involvement at Concordia University Chicago, served a mentor. She described her experience by stating, “as
someone who does not interact with graduate students on a regular basis, I benefited from hearing about our
profession and the conference experience from my mentee. Her perspective was refreshing and our conversation
helped me look at the conference with new eyes.” Both mentors and mentees gained insights into the profession
and their own professional journeys through the new relationships they formed.
The SLPKC would like to bring the advantages of this program to even more graduate students and professionals
at the 2014 NASPA annual conference in Baltimore, March 15-19. If you would be interested in being a mentor
or mentee during the conference, please sign up via the following online registration form: https://
orgsync.com/59279/forms/78995
Contact Dave Borgealt ([email protected]) or Gabby Mora ([email protected]) with questions or for more
information. Providing or receiving mentorship is an important component of our continued development as
leaders and educators. Please consider joining the mentorship program. Don’t miss this great opportunity.
Reference:
Dugan, J. P., Kodama, C., Correia, B., & Associates. (2013).Multi-Institutional Study of Leadership insight report:
Leadership program delivery. College Park, MD: National Clearinghouse for Leadership Programs.
Mentorship Program: Regional Pilot Program
a Success. Join us for Baltimore!
8
In 2008, the United States elected its first African
American President, Barack Obama, which signified an
important shift in diversifying of politics. The new
administration has developed the most diverse and
inclusive leadership team in the country’s history,
establishing a new standard for all organizations
(Dexter, 2010). Higher education continues to devote a
lot of attention to diversity issues on campus, through
development of policies and programs related to college
admissions, financial aid, employment, multicultural
affairs, and desegregation. The
Higher Learning Commission’s
2003 Statement on Diversity
acknowledged that diversity in
the United States enhanced
higher education, contributed
to the development of
students and other campus
constituents as global citizens,
and was an essential element of
a pluralistic society
(Association of American
Colleges & Universities, 1998).
Many college students
experience their first significant
interracial exchanges during
college, yet, how the exchanges
are perceived vary by racial
group. “Although educational
institutions enroll a diverse
student body, research
suggests that these students do not necessarily
experience a similar campus environment” (Ancis,
Sedlacek, & Mohr, 2000, p. 180). America is becoming
increasingly diverse; unfortunately, many programs and
services centered on issues of diversity or
multiculturalism are the reactive, direct result of a hate
crime or act of discrimination. Student affairs
administrators uphold all aspects of institutional culture
as engaged members of the collegiate community,
including the promotion of diversity and
multiculturalism.
According to Cheng (2004) “…a sense of community
means more than just a common structure for different
sub-communities to coexist; it requires student affairs
administrators to design effective programs that nourish
the campus climate of multiculturalism” (Cheng, 2004,
p. 229). To cultivate collaboration and support
inclusion, all campus constituents should build a sense
of community. Cheng (2004) recommends student
affairs administrators should strive to build a community
that:
(1) has an open environment where free
expressions are encouraged and individuality is
accepted and respected; (2) engages faculty and
students in teaching and learning; (3) provides an
active social and learning environment in
residence halls; (4) fosters positive relationships
among ethnic and cultural groups through
programs and student activities; (5) celebrates
traditions and heritage of the institution; and (6)
provides assistance to students when they feel
lonely or depressed (p. 216).
Diversity leadership desires to “combine elements of a
new leadership paradigm with an emphasis on
transformation, with the values of cultural pluralism and
multiculturalism transforming colleges and universities
into inclusive organizations that embody diversity as a
SUPPORTING INCLUSIVE
COLLEGIATE ENVIRONMENTS
9
core vale and emphasize respect for the plurality of
population groups that make up campus
communities” (Aguirre & Martinez, 2007, p. 40).
Fundamentally, diversity leadership can adapt
organizational culture by encouraging leadership roles
and practices from a diverse perspective that promotes
an inclusive campus environment. Sense of community
is not easily achieved; by no means do we posit a
one-size-fits-all recommendation to build an inclusive
campus community. However, we can share one best
practice implemented at Bowling Green State University
(BGSU) by Graduate Student Senate (GSS). GSS is the
governing body for graduate students. In addition to
responding to graduate students’ needs, GSS also offers
an opportunity to recognize any student groups
committed to diversity and inclusion. It was noted in
fall 2012, there was a lack of campus awards centered
on diversity or inclusion. GSS felt that this was
unacceptable for a campus that prides itself on diversity
and inclusion, thus the governing body created the
Inclusion Award. This annual award “recognizes
student organizations that have demonstrated a
significant commitment to enhance diversity on campus
through efforts to promote a campus climate that
respects and values individual and cultural
differences” (“GSS Diversity, Equity, & Inclusion
Award, n.d., para. 1). A $200 award will be granted to
one undergraduate and one graduate organization
registered with the Office of Campus Activities. For
more information on award criteria please see https://
sites.google.com/site/bgsugss/awards. The inaugural
call for submissions occurred in spring 2013. The
individuals who created the award were the reviewers
who selected one recipient, the India Student
Association. Another institution, Buena Vista University
(BVU) created a student newsletter, Under the
Umbrella, for all faculty, staff, students, and parents.
The newsletter showcases student leadership and
organizational programming, and include BVU alumni,
parents of BVU students, and student profiles.
There are a number of ways to create a sense of
community and support inclusion. BGSU’s GSS’s
intent was to remind others that recognition and support
of efforts is one of many ways to achieve community
and inclusion. BVU’s objective was to bring awareness
to initiatives supporting diversity and multicultural
issues. Postsecondary institutions should continue to
desire to improve their institutional diversity status on
their campuses, through the exploration of a variety of
educational endeavors, such as development of
institutional diversity offices, diverse programming
and sponsoring diversity focused speakers and/or
workshops. It is important that post-secondary
institutions acknowledge that diversity is important, and
therefore should develop initiatives (research, training,
or programs) that embrace individuals’ differences and
similarities, thus allowing for an interactive learning
environment in higher education.
For questions, please contact Dr. Christina Wright
Fields ([email protected]) or Sherry Early
References:
Aguirre, A, & Martinez, R.O. (2007). Diversity leadership in higher
education. ASHE Higher Education Report, Vol. 32, No. 3.
San Francisco: Jossey-Bass.
Ancis, Julie R., Sedlacek, William E., Mohr, Jonathan J. (2000)
Student perceptions of campus cultural climate by race.
Journal of Counseling and Development. 78, 180-185.
Association of American Colleges & Universities. (1998a).
Diversity blueprint: A planning manual for colleges and
universities. Washington, DC: Association of Colleges &
Universities.
Cheng, David X. (2004). Students’ sense of campus community:
What it means and what to do about it. NASPA Journal.
41(2), 216-234.
Dexter, B. (2010). The chief diversity officer today: Inclusion gets
down to business. Heidrick & Struggles International, Inc.
The BGSU GSS Diversity, Equity, and Inclusion Award application
can be found at https://docs.google.com/file/
d/0B2JeODDoJGrYYklHNWlxTHlEb1k/edit?
usp=drive_web
Dr. Christina Wright Fields
Indiana University
Sherry Early
Bowling Green State University
10
Leading the Way: Launching a New Initiative on Campus
In August 2013, Central Connecticut State University launched their new
leadership initiative, CLIMB. The purpose of this new program was to
recognize students for all the leadership development they were already
participating in, and to highlight the opportunities taking place across
campus. The program is still in its infancy, but so far, the response and
feedback has been overwhelmingly positive.
The Brainstorm: The development of the program came from ideas heard at
a NASPA Drive-In, where several professionals shared the basics of their
campus’ leadership programs. That event sparked conversation at Central to
develop something new that could touch more students and could tie
together the leadership taking place across campus. A committee of
professionals in the Student Activities and Leadership Development Office,
Hall Directors, graduate interns and students was gathered. The committee
met weekly for six months doing extensive research on theories and comparable programs, and discussing various
ideas, themes, major components, concepts, goals, and vision. And, ultimately created the backbone for the
program launched this fall. There was a tremendous amount of buy-in for the program because of the input the
various constituents had in the creation.
The Purpose: Leadership Development is a major part of the SALD office, but had been primarily targeting
leaders in the 120+ clubs and organizations on campus for the past few years. The staff recognized that students
were gaining leadership experience through various roles, trainings, positions, and organizations across campus,
and those were all valuable in their development. SALD also recognized the limits in available human and fiscal
resources, and wanted to create a program which was self-sustaining and reached a large audience. Below is the
mission created in these meetings:
Central Leadership Initiative: Mission Blue (CLIMB) is the comprehensive leadership program from the
Student Activities and Leadership Development Office designed to guide students in developing their
leadership skills through engaging in a variety of programs campus-wide within four co-curricular
cornerstones: Cultural Competency, Professional Growth, Citizenship and Campus Engagement.
The Creation: Ultimately, what was created was CLIMB, a comprehensive leadership program which tracks
students’ participation in developmental activities across four co-curricular cornerstones, as described above.
Points: All students earn points for events, trainings, and positions in which they participate. The points
are tracked through the department’s online student organization management system. Points are assigned by
co-curricular cornerstone, and based on level of commitment. For example, a Resident Assistant would earn 3
points, while attending an event would earn 1 point, in any given category. Points are tracked based on
card-swiping into events, attendance reports received from advisors, and membership in organizations.
Involvement Portfolio: As part of the online student organization management system, an Involvement
Portfolio, or Co-Curricular Transcript, is created for each student. This is somewhat self-reported, as students
need to “join” the organizations they are a part of on the website to get credit for membership. Students can view
Colleen Powers
Central Connecticut
State University
11
and manage their portfolio right on the site, so they have one, comprehensive document which shows their
progress in the four cornerstones, as well as the dates of their involvement activities.
Signature Experiences: The committee created signature experiences which are targeted for specific
audiences based on where students are developmentally. The first experience is called Foundation, is open to all
new students, and focuses on the primary concepts needed to excel in leadership: self-assessment, awareness,
communication, etc. The first Foundation day was held in September, and another will be held in February.
Since this is the first year of the program, Foundation was the only signature experience offered. Next year
Adventure will be added, which is the experience geared towards second and third year students and focuses on
group dynamics. The final experience will be Service, targeting senior leaders, who will work together to create
and implement a program effecting the greater community. All the Signature Experiences earn points for
students, but are not required to
participate in CLIMB in general.
Recognition: Students earning more
than 25 points in their first year will be
recognized at the annual Leadership
Recognition Dinner. Based on current
numbers, it is anticipated that many
students will meet that point level, and it
may be adjusted for future years.
Recognition will continue in subsequent
years, after students have had the
opportunity to continue building their
involvement portfolio and earning
points.
The Rollout: Marketing was very
important as this new initiative was
launched, as was educating faculty, staff
and current leaders on campus to act as the ambassadors for the program. While the portfolio is open to all
students, new students were the target audience since they would be experiencing this campus for the first time.
SALD staff and graduate interns went to work creating logos, marketing documents, and brochures. Social
media was heavily utilized as well. The biggest factor in spreading the word was doing in-person commercials
to specific groups and departments on campus. These included RAs, OLs, Peer Leaders, FYE Faculty,
Admissions, Career Center, Learning Center, and more. Faculty and Staff were also encouraged to submit their
events and programs to be included since it was acknowledged that there was leadership taking place
everywhere, and that for example, Peer Tutors were gaining extensive experience and should get credit for that!
The Evaluation: The program is still in its early stages, and this is considered the pilot year. However, anecdotal
feedback has been quite positive. An assessment was given to those students participating in the first Signature
Experience, and that data was encouraging as well. The staff will continue to assess the program itself, and also
looks forward to seeing how it may positively affect campus-wide assessments taking place such as the Student
Satisfaction inventory and the EBI survey.
CLIMB is a very exciting initiative on campus, and currently, the focus is to keep the momentum of the new
initiative going through the spring semester. Students are actively participating in the program, seeking ways to
earn points, and learning so much through the process. The Student Activities and Leadership Development is
looking forward to seeing the program grow and develop along with the students!
12
Experiential learning opportunities provide students at Rollins College with a
chance to explore themselves, others, and leadership development in their
community and beyond. Every fall, approximately 20 students embark on a
leadership journey aimed at cultivating leadership capacity and efficacy for
first and second year students. The Emerging Leader Institute (ELI) is a
weekend immersion aimed to facilitate the empowerment, development and
fellowship of emerging
leaders and student
leaders on the Rollins
campus. The primary
focus of this weekend
immersive experience is
to actively develop the
leadership potential of
the participants through
discourse and interactive
peer-led workshops. ELI
has molded young
student leaders every fall
semester since 2010.
This weekend is an
opportunity to develop
promising first and second year students, while providing cohesiveness
between the current and future leaders of the campus. The program also
addresses the need for more advanced leaders by giving older students the
chance to act as facilitators, teachers, and examples to the next generation of
students. ELI
actively develops the
leadership potential
of the participants
through discourse,
interactive
workshops and
direct experience.
As a capstone to the
institute, participants
create campus
initiatives that serve
as action plans for
change in the Rollins
community. With the
support of faculty
and staff who serve as Leadership Allies, students are given the additional
encouragement and resources necessary to reach their goals beyond the
institute.
Rollins College Emerging Leaders Institute
Jeremy DiGorio
Rollins College
Assistant Director for
Leadership Development
Meredith Hein
Rollins College
Associate Director
Community Engagement
13
The Emerging Leaders Institute is
grounded in assessment and intentional
learning outcomes, which provide tangible
goals directed towards student success.
The experience looks to achieve five
concrete goals. First, ELI seeks to
promote a foundation of personal and
social responsibility based in diverse
communities and real world challenges for
their undergraduate experience and beyond.
Second, the weekend strives to instill a
sense of community and cohesiveness
among participants through exercises of
cooperation, collaboration and teamwork.
The third goal is to enable participants to
act consistently in regards to their personal values, beliefs, attitudes and emotions. Next, the weekend seeks
to challenge participants’ preconceived notions of leadership by exploring flexibility, skillsets, and
dimensions of leadership through group discussion. Lastly, the fifth goal is to develop a community of
leaders who are resilient, transparent and authentic in their decision-making. Ultimately, this was achieved
through creating an environment where education and expansion of participant's pre-conceived
understanding of leadership.
Assessment results from this year’s Emerging Leaders Institute were overwhelmingly positive. 100% of
students agreed that they “took seriously the perspectives of those they encountered throughout ELI,
developed a more thorough understanding of the interconnectedness of their community, and overall, their
participation in ELI has helped them to acknowledge their personal and social responsibility to their
community.” Also, 95% of students agreed that they were “challenged to think critically about their role,
purpose, and responsibility as a member of a diverse community.” Originally developed by students, this
experience, now in its fourth year has proven to leave a lasting impact on our college.
14
PR
OG
RA
M S
PO
TL
IGH
T
Hello my name is Lauren Kaplan and I am
a Student Development Advisor at Valencia
College in Orlando, Florida. In my position,
I supervise student leaders and oversee
programs/events both on campus and
college wide.
Valencia College is made up of five
campuses across the central Florida area.
On each of our campuses, Student
Development is represented.
This fall semester, our department took the
initiative and created a whole new health
and wellness program that is centered on
the 7 Dimensions of Wellness This program
is comprised of a handful of students on
each Valencia campus
who are our Wellness
Ambassadors. Our
Wellness Ambassadors
implement health and
wellness related
programs, workshops,
and events for students
on campus. I am the
Wellness Ambassadors
Advisor on my
campus, so therefore I
supervise five
Wellness Ambassadors
who are dedicated to
not only their position,
but their ability to start to change our health
and wellness culture here on campus
through their innovative programming and
ability to connect with their peers.
A program that I would like to highlight
that our Wellness Ambassadors have
implemented, planned, and executed would
be our annual October “Fright Night”
Halloween themed event that our Student
Government hosts. This year, our Wellness
Ambassadors decided to partner up with
SGA to bring a health and wellness
educational component to our event. Their
plan was to show students the possible after
effects of going to a party, where students
are more than likely to drink and then,
drive.
Our students wanted to bring a creative side
to it by using a very popular Wii video
game called, “Mario Kart”, complete with
Wii steering wheels, and beer goggles.
Students played the video game while using
their beer goggles to simulate drinking and
driving in a safe environment. My students
spoke to their peers on statistics of drinking
and driving and gave out Blood Alcohol
Level Content cards for both men and
women.
My students also ordered SWAT Team
Halloween costumes so they can represent
combating drinking and driving at their
event. Their set up was a two tables and a
television set to play the Wii game on. The
tables were decorated in Halloween décor
and on the tables were informational
literature and resources on drinking and
driving.
It was a simple program to bring awareness
on the subject of drinking and driving. Our
Wellness Ambassadors plan on continuing
the conversation with students through
similar events and programs throughout the
academic year.
Lauren M. Kaplan M.Ed.
Student Development Advisor
Valencia College, East Campus
7 Dimensions of Wellness
15
BLOG SPOTLIGHT
Over the past several months there has been quite
a bit of buzz around Sheryl Sandberg’s book,
Lean In. And it was in the midst of all this buzz
that last spring a group of our colleagues came
together. The conversation started at the request
of the Director for the Wild Hope Center for
Vocation. She wondered if there was any
possibility for the Women’s Center, Career
Connections and Student Involvement &
Leadership to develop some sort of program
based upon the book. At first we had some
conversation about the book itself, and the
criticisms it was receiving. Then we realized that
within that criticism there was the potential to
explore some really interesting topics.
And so we pulled together and outlined a series of
programs for faculty, staff, and students that
would roll out during the 13-14 academic
year. And when the new Resident
Director for our Women’s Empowerment
and Gender Equity living learning
community started in August, we invited her to
the planning team. Every member of the planning
team saw the potential with Lean In, just from
different vantage points; there were connections
to women’s issues, career development, vocation,
and leadership. This combination of topics,
experienced in our daily lives as rather
inextricably linked, was what we set forth to
explore through our programs. And we think the
model has a lot of potential on other campuses, or
with other books, which is why we’re excited to
share it with the NASPA SLPKC. Read more
about programs and the outcomes on the
NASPA SLPKC blog here: http://bit.ly/
NASPASLPKCblog
Lean into Leadership
Melissa Williams
Pacific Lutheran University
Resident Director Harstad Hall
Amber Dehne Baillon
Pacific Lutheran University
Associate Director of
Student Involvement &
Leadership
16
UPCOMING EVENTS & OPPORTUNITIES
Jossey-Bass Webinar: Designing Intentional, Competency-Based Student Leadership Development
Tuesday, December 10, 2013: 12pm - 1pm EST
Register here<http://facebook.us4.list-manage.com/track/click?
u=77fe2a65dfb535ef4de1de429&id=25bd7cf504&e=7505721d07>.
December CSI E-Series: Teaching Leadership Revisited
Thursday, December 12, 2013: 1pm - 2pm EST
Register here<http://facebook.us4.list-manage.com/track/click?
u=77fe2a65dfb535ef4de1de429&id=defc176c64&e=7505721d07>.
December CSI E-Series: Multi-Institutional Study of Leadership Insight Report: A Conversation
with the Authors
Tuesday, December 17, 2013: 1pm - 2pm EST
Register here<http://facebook.us4.list-manage2.com/track/click?
u=77fe2a65dfb535ef4de1de429&id=730a912833&e=7505721d07>
Commission for Student Involvement Research Grant Application
Deadline to apply is 11:59pm Saturday, February 1, 2014
In order to encourage significant research in areas of student
involvement (student organizations, leadership development,
community service, and fraternity/sorority life), the Commission for
Student Involvement awards two $500 research grants annually.
All ACPA members are eligible. Graduate students are especially
encouraged to apply. Commission membership is NOT required. The
research question(s) must align with the various purposes and
activities of the Commission for Student Involvement's traditional
functional areas or the intersections of these areas.
For more information and how to apply please visit our web
site<http://facebook.us4.list-manage1.com/track/click?
u=77fe2a65dfb535ef4de1de429&id=d18381b893&e=7505721d07>