Think the unthinkable to spark transformation ECU Student Leadership Certificate- Faculty Guide

Think the unthinkable to spark transformationECU Student

Leadership Certificate-Faculty Guide

Theoretical Groundings

Leadership Identity Development Model

Adaptive Leadership

Student Leadership Competency Model

Developmental Readiness

Model of Multiple Dimensions of Identity (MMDI)

Relational Leadership

Developmental Model of Reflection

Kolb’s Learning Styles

ABILITY TO DEVELOP

Developmental Readiness

+MOTIVATION

TO DEVELOP

= Leader Self Development

ECU LEADERSHIP CERTIFICATE


BREAKING

DO

WN

THEO

RYLeadership Identity Development Model

Stage 1

Stage 2

Stage 3

Stage 4

Stage 5

Stage 6

Relational Leadership Model Kolb’s Learning Cycle

Dependent

Independent and dependent

Inter-dependent

Awareness: Recognition that there are such people as leaders

Exploration/Engagement: A time of experiencing groups

Leader Identified: Leader-centric; leaders and followers exist

Leadership Differentiated: Differentiate leadership beyond the formal role of the leader

Generativity: Becoming actively committed to larger purposes

Integration/Synthesis: Continuous active engagement with leadership on a daily basis

Knowing you must know—yourself, how change occurs, and how others view things differently than you

Being You must be—ethical, principled, open, caring and inclusive

Doing You must act—in socially responsible ways



ECU’S IN

TEGRATED

LEADERSH

IP FRAMEW

ORK

ECU’s Integrated Leadership Framework

Based ECU’s Enduring Values …

Knowledge: Life-long learnerRelationships: MentorshipEthics: Character CatalystWell-Being: Healthy IndividualService: Positive Change Agent

• RESPECT• AUTHENTICITY• ACCOUNTABILI

TY

• TEAMWORK• COMMITMENT

TO SERVE

Framed by ECU’s Leadership Definition

Leadership is a relational process of inspiring, empowering and influencing positive change.

How ECU Currently Provides Leadership Education:

Linear and lacks connectivity

1 Develop Leadership Program

(curricular and/or co-curricular)

2 Student

Participation 3

Internal Assessment



2 Student

Participation 3

Internal Assessment

The purpose in undertaking this study was twofold: to create a set of leadership competencies and measurements based on

research that scholars and practitioners could use as learning outcomes for curricular and co-curricular leadership programs and to use these competencies to translate learning outcomes from 522 academic programs within 98 academic accrediting organizations to serve as a common language of leadership

University of Arizona Student Leadership Competencieshttp://leadership.arizona.edu/slc

Learning & ReasoningResearchOther perspectivesReflection and applicationSystems thinkingAnalysisSynthesisEvaluationProblem solvingDecision makingDeveloping original ideasSelf-awareness & developmentSelf-understandingPersonal valuesPersonal contributionsScope of personal competenciesFeedback from othersDeveloping competencies

Interpersonal InteractionHealthy relationshipsAppropriate interactionHelping othersOthers’ contributionsEmpathySupervisionProviding feedbackMentoringEmpowermentMotivationCollaboration

Group DynamicsOrganizational behaviorPower dynamicsGroup developmentCreating change

Civic ResponsibilityDiversityOthers’ circumstancesSocial justiceInclusionSocial responsibilityCommunity development

CommunicationOral communicationNonverbal communicationListeningWritingFacilitationConflict negotiationArticulating a point of view

Strategic PlanningMissionVisionGoalsPlanOrganizationTime management

Personal BehaviorEthicsResiliencyResponding to changeResponding to ambiguityFunctioning independentlyInitiativeFollow throughResponsibility for personal behaviorPositive attitudeConfidenceExcellence


475 Accrediting Agencies, 522 Academic Programs, 17,577 Learning Outcomes, 240 Measurements



UN

IVERSITY OF ARIZO

NA SLC

Accrediting Academic Organizations

• AABI Aviation Accreditation Board International• AACSB The Association to Advance Collegiate Schools of

Business• AAFCS American Association of Family and Consumer

Sciences• AAFS American Academy of Forensic Sciences• AAHPERD-AAHE American Association of Health

Education• AAHPERD-NASPE National Association for Sport &

Physical Education• AAMFT American Association for Marriage and Family

Therapy • AANP American Association of Nurse Practitioners• ABA American Bar Association• ABAP The American Board for Accreditation in

Psychoanalysis, Inc.• ABET Applied Science, Computing, Engineering, and

Technology• ABFSE American Board of Funeral Service Education

Committee on Accreditation• ACAE Accreditation Commission for Audiology Education• ACAOM Accreditation Commission for Acupuncture and

Oriental Medicine• ACBSP Accreditation Council for Business Schools and

Programs • ACCE American Council for Construction Education • ACEI Association for Childhood Education International• ACEJMC Accrediting Council on Education in Journalism

and Mass Communications • ACFEF American Culinary Federation’s Education

Foundation• ACME Accreditation Commission for Midwifery Education• ACPE Accreditation Council for Pharmacy Education• ACPE Association for Clinical Pastoral Education• ACTFL American Council on the Teaching of Foreign

Languages• ADA American Dental Association• AECT Association for Educational Communications and

Technology• ALA American Library Association Committee on

Accreditation • ALA/AASL American Association of School Librarians• AMLE Association for Middle Level Education• AOA American Optometric Association• AOA American Osteopathic Association• AOTA American Occupational Therapy Association

• APA American Psychological Association• APMA American Podiatric Medical Association• APsaA American Psychoanalytic Association• APTA American Physical Therapy Association• ARC-PA Accreditation Review Commission on Education

for the Physician Assistant, Inc. • ASHA American Speech-Language-Hearing Association• ASHP American Society of Health-System Pharmacists• ASLA American Society of Landscape Architects• ATMAE Association of Technology, Management, and

Applied Engineering • ATS Association of Theological Schools• AVMA American Veterinary Medical Association• CAAHEP Commission on Accreditation of Allied• Health Education Programs • CAATE Commission on Accreditation of Athletic Training

Education• CACREP Council for Accreditation of Counseling and

Related Educational Programs • CADE-ADA American Dietetic Association Commission on

Accreditation for Dietetics Education • CAHIIM Commission on Accreditation for Health

Informatics and Information Management• CAHME Commission on Accreditation of Healthcare

Management Education • CCE Council on Chiropractic Education• CCIE Commission on Collegiate Interpreter Education• CCNE Commission on Collegiate Nursing Education• CEC Council for Exceptional Children• CEPH Council on Education for Public Health• CIDA Council for Interior Design Accreditation • CNME Council on Naturopathic Medical Education• COA Commission on Opticianry Accreditation • COA-NA Council on Accreditation of Nurse Anesthesia

Educational Programs• COAPRT National Recreation and Park Association Council

on Accreditation of Parks, Recreation, Tourism, and Related Professions

• CoARC Commission on Accreditation for Respiratory Care• COCA Commission on Osteopathic College Accreditation• COMTA Commission on Massage Therapy Accreditation• CORE Council on Rehabilitation Education• CSWE Council on Social Work Education• EHAC National Environmental Health Science & Protection

Accreditation Council

• ELCC Educational Leadership Constituent Council• GAC Global Accreditation Center• IACBE International Assembly for Collegiate Business

Education • IFSAC-DA International Fire Service Accreditation

Congress Degree Assembly• IRA International Reading Association• ISTE International Society for Technology in Education• ITEA-CTTE International Technology and Engineering

Educators Association• JRCERT Joint Review Committee on Education Programs in

Radiologic Technology • JRCNMT Joint Review Committee on Educational Programs

in Nuclear Medicine Technology • LCME Liaison Committee on Medical Education• MEAC Midwifery Education Accreditation Council• NAACLS National Accrediting Agency for Clinical

Laboratory Sciences • NAAEE North American Association for Environmental

Education• NAEYC National Association for the Education of Young

Children• NAGC National Association for Gifted Children• NASAD National Association of Schools of Arts and Design • NASD National Association of Schools of Dance • NASM National Association of Schools of Music • NASP National Association of School Psychologists• NASPAA National Association of Schools of Public Affairs

and Administration• NAST National Association of Schools of Theater• NCACE National Council for Accreditation of Coaching

Education• NCATE National Council for Accreditation of Teacher

Education• NCSS National Council for the Social Studies• NCTE National Council of Teachers of English• NCTM National Council of Teachers of Mathematics• NLNAC National League for Nursing Accrediting

Commission, Inc. • NSTA National Science Teachers Association• PAB Planning Accreditation Board • PCSAS Psycholocial Clinical Science Accreditation System• SAF Society of American Foresters • TEAC Teacher Education Accreditation Council, Inc. • TESOL Teachers of English to Speakers of Other Languages

How ECU Currently Provides Leadership Education:

Linear and lacks connectivity



2 Student

Participation 3

Internal Assessment



2 Student

Participation 3

Internal Assessment

Proposed Competency Based Certificate Model

Model of Multiple Dimensions of Identity

Requirements: • Collaborative Spirit• Open and Honest Dialogue• Clear and Consistent Expectations• Flexibility• Innovative Mindset• Emphasis on Student Leadership Learning

ECU’s Leadership Certificate-A Competency Based Model

Students’ Leader (self)-development (LSD) behaviors:

SEEKING AND ENGAGING IN STRETCH ASSIGNMENTS/TRIGGERS

SELF-REFLECTION AND SELF-AWARENESS

LEARNING FROM OTHERS

The individual process of LSD does not occur alone; rather relies on an entire system including program culture and norms, internal processes and available resources


Leader Development Models

Hall and Lord (2005)

1 Individual (me) 2

Relational (you and me)

3 Collective

(us)

ExpertNovice Intermediate

Benefits» Capacity to measure success» Creates platform for feedback and training» Promotes learning and growth» Provides common language

Drawbacks» Any competency model can include bias in

either creation and/or application» Can lead someone to believe that just b/c

they attend a session on a competency that they have indeed mastered it

» Short list of competencies: useful/not comprehensive; long list: more comprehensive/harder to put into practice

Why a Competency Based ModelCompetency Definition: Fundamental knowledge, attitude,

or skill in a specific subject area

4 Dimensions of a Competency:

Knowledge=Understanding

Value=AttitudeAbility=Skill or Motivation

Behavior=Action


Track student leadership experiences Measure student leadership learning Connect ECU leadership experiences throughout the University Increase student ability to articulate their understanding of leadership Increase student/graduate likelihood to create positive sustainable

change Foster an environment of dynamic leadership learning Create a language of leadership throughout the University

Goals of ECU Leadership Certificate


Career ConnectionAccording to the 2012 employer survey conducted by the National

Association of Colleges and Employers (NACE), employers believe the most important competencies of an employee are the ability to work in a team structure; verbally communicate with persons inside and outside the organization; make decisions and solve problems; obtain and process information; and plan, organize, and prioritize work. Employers want graduates who have learned to think critically, manage their time, and create meaningful connections with others (NACE, 2012).



ECU STU

DEN

T LEADERSH

IP COM

PETENCIES

ECU Leadership Certificate Competency Matrix

ECU Student Leadership Competency Matrix

LID Stage 3: Leader Identified

Explore

LID Stage 4: Leader Differentiated

Envision

LID Stage 5:Generativity

Influence

LID Stage 6:Integration/ Synthesis

Integrate

Knowledge:lifelong long learner

• Organization• Goals• Motivation

• Idea generation• Vision • Research

• Reflection & Application

• Other’s Contributions

• Responding to Ambiguity

• Synthesis• Scope of

Competence• Analysis

RelationshipsMentor

• Appropriate Interactions

• Verbal Communication

• Non Verbal Communication

• Receiving Feedback

• Mission• Writing

• Providing feedback

• Group Development

• Empathy

• Mentoring• Supervision• Facilitation

EthicsCharacter Catalyst

• Decision Making• Personal Values• Personal

Contributions

• Evaluation• Problem Solving• Conflict

Negotiation

• Ethics• Social Justice• Helping Others

• Organization Behavior

• Systems Thinker• Responding to

change

Well-BeingHealthy Individual

• Positive Attitude• Initiative• Self-

Understanding

• Confidence• Plan• Follow Through

• Inclusion• Responsibility to

personal behavior• Self-Development

• Resiliency• Excellence• Functioning

Independently

ServicePositive Change Agent

• Others’ Circumstances

• Listening• Productive

Relationships

• Advocating a point of view

• Diversity• Others’

Perspectives

• Empowerment• Collaboration• Service

• Creating change• Social

Responsibility• Power Dynamics

Faculty LC Experience


Teach Course or Program

Develop Leadership Program or Course

Compare Learning

Outcomes to Competency

List

Submit form to be

reviewed by committee

Upload Roster

Upload to Annual Report

Etc.

Receive Assessment Results from Participants

Submitting Programs

All programs will be submitted via an online portal (Qualtrics)

Page 1 of Form: Program/Course logistics, Learning Outcomes, Place to upload syllabus, etc.

Page 2 of Form: Competency Selection**

Page 3 of Form: Narrowing competency KVAB

Page 4 of Form: Final Review and Submission to Review Board

The Review Process

Once a program has been submitted it will be assigned to a Leadership Certificate Team MemberTeam Member will use a rubric to review and confirm that all details of the program are acceptable

Notification of review will be sent to facilitator from CSLE asking for clarification or confirming participation and providing a customized Rubric

If a program needs further clarification, an email will be sent or a meeting will be set up to discuss issuesAt the end of each semester a review of the programs in L.C. will be updated, removed etc.

Student Experience


Explore Navigating the LC

Workshop Completion of

Competency Based Programs

Reflective Artifact Essays or Video

Envision Vision

Development Workshop

Completion of Competency Based Programs


Influence Civic Engagement

Workshop Completion of

Competency Based Programs

Completion of Pre-Approved Service Hours


Integrate Career and

Leadership Workshop

Completion of Competency Based Programs


Final Portfolio

Possesses an understanding of motivation KNOWLEDGE1. Participating in _____ did not increase my understanding of motivation.2. Participating in _____ slightly increased my understanding of motivation.3. Participating in _____ moderately increased understanding of motivation.4. Participating in _____ greatly increased understanding of motivation.

Assessment Example


Possesses and awareness of Self Value1. Participating in _____ did not increase the value I place on my own motivation.2. Participating in _____ slightly increased the value I place on my own motivation.3. Participating in _____ moderately increased the value I place on my own motivation.4. Participating in _____ greatly increased the value I place on my own motivation.

Student Leadership Competencies Indicator (Self Report Tool) 360 Evaluations Rubrics Focus Groups Interviews

Future Assessment Strategies


“Who we become together will always

be different than who we were alone.

Our range of creative expression

increases as we join with others. New

relationships create new capacities.”

Margaret Wheatley and Myron Kellner-Rogers

• Assessment Results Directly Related to Accreditation & ECU Integrated Leadership Framework

• Consistent Assessment Measures• Minimal Additional Time Commitment• Reduced Duplication of Effort• Provides Leadership Standards and Easy Training for New Faculty• Benchmarking Across the University• Free Advertising• Acknowledgement of Participation• Retention Reports• Alumni Reports

Overall Benefits

“Who we become together will always be different than who we were alone.

Our range of creative expression increases as we join with others.

New relationships create new capacities.”

Margaret Wheatley and Myron Kellner-Rogers

Documents

Think the unthinkable to spark transformation ECU Student Leadership Certificate- Faculty Guide