CLOSING THE LOOP: 2009 - 2013

- a look back at the first four years -

EXECUTIVE SUMMARY

The Student Leadership Development Program at The College at Brockport was established in 2009 to provide students with opportunities to grow personally and professionally. A founding Task Force of faculty, staff and students was created to address a significant need that was not being met. While leadership education occurred in multiple facets throughout campus, Brockport needed a more robust, intentional way of creating a consistent message and programming for all. That initial group met for one year before the program officially launched. They explored best practices, examined theories and models, held focus groups and established a comprehensive certificate program primarily using the Social Change Model of Leadership Development. This developmentally sequenced program is based on the following guiding principles:

• All students have the capacity to demonstrate leadership. • Leadership is a process that leads to social change. • Leadership is purposeful and collaborative. • Leadership is service and civic engagement. • The application of sound leadership principles enables us to leave the world in a better place than when we entered it. • Leadership concepts are explored across all academic disciplines and can be learned through curricular and co-curricular experiences.

Even though the Social Change Model of Leadership Development serves as the primary theoretical frame-work, students are also introduced to numerous theories including Servant Leadership, Emotionally Intelli-gent Leadership, Situational Leadership and the Student Leadership Challenge, among others. The program addresses several overarching learning outcomes. While each level of the program has its own unique outcomes and goals, there is a common set of outcomes that guide our work. As a result of involvement in the Leadership Development Program, students will: • Explore and articulate leadership concepts that promote a deeper understanding of individual, group, and societal characteristics and values. • Identify peers, faculty, staff, and community members with which to form meaningful and collaborative relationships in order to expand on developing leadership concepts. • Practice sound leadership principles by participating in opportunities to serve and improve the campus, local and global communities. • Utilize skills learned to take create opportunities for action that facilitates positive social change. Multiple and varied forms of assessment are used to demonstrate not only student satisfaction and completion of the program, but also how student learning outcomes are being met. Surveys, journals, presen-tations, rubrics, academic coursework and national assessments like the Multi-Institutional Study of Leader-ship (MSL) provide data that supports program success and promotes further improvement. The program, in its fifth year, has become a staple for Brockport. The emphasis on cross-divisional collabo-ration has allowed the program, housed in Student Affairs, to engage nearly 250 faculty and staff since its inception. A truly collaborative program, this facet of the Brockport community is essential in providing one on one mentoring opportunities, engaging workshops, our Annual Student Leadership Conference, planning committees and an active Faculty Advisory Board. Support for the program’s success truly comes from administrators, as growth of the program is one of nineteen college goals articulated in Brockport’s Strategic Plan for 2011-2016.

© 2014 THE COLLEGE AT BROCKPORT

PROGRAM OVERVIEW

Nationally, colleges and universities reflect an increased emphasis on formal student leadership development through co-curricular certificate programs (Komives e.al., 2011). The College at Brockport seeks to ensure that each certificate in the Leadership Development Program provides students with experiences that are shown to have a significant impact on leadership capacity and self-efficacy. As such, each of the four levels of the program is unique and includes best practices that build on the learning of previous years. The developmental sequencing of this program reflects new findings related to student leadership development. While the current format of the Social Change Model shows development in these areas as occurring simultane-ously, recent research shows that this growth actually occurs sequentially (Dugan, 2013). In this way, we have found that our program directly matches frameworks supported by research. Similarly, throughout each level of the program, practices that have a significant impact on students’ leadership development are infused, including mentor relationships, socio-cultural conversations and community service (Dugan et al., 2013).

GREEN LEADERSHIP CERTIFICATE As a result of this certificate, students will: • Identify their strengths and weaknesses, values, attitudes and emotions that motivate action. • Examine how their actions are consistent with their beliefs and values. • Describe their investment in an idea or person in terms of intensity and duration in order to serve the group and

its goals. Components of this certificate include: Interactive, hour-long workshops Campus events that challenge students to think critically about diverse issues Participation in community service Journal reflection Mentor relationship in which students are matched with a faculty, staff or peer who provide opportunities for

reflection and ensure that participants are receiving the appropriate level of challenge and support.

GOLD LEADERSHIP CERTIFICATE As a result of this certificate, students will: • Identify the role they play within a group. • Describe the group's common purpose, including aims, values and vision. • Discuss their views and values with contrasting others in a civil manner that develops positive relationships.

Components of this certificate include:

Interactive weekend seminars, including participation in StrenthsQuestTM Creation and Completion of a Social Action Project with an assigned group, de-

signed to address a community need Presentation of project at the annual Scholars Day event

LEADERSHIP CONFERENCE

PRESIDENTIAL LEADERSHIP CERTIFICATE As a result of this certificate, students will: • Select to participate in ongoing civic engagement.. • Define various attributes and behaviors associated with citizenship. • Examine their role as a citizen in their community. • Discuss and analyze local, national and global issues by participating in the seminar course. Components of this certificate include: Participation in a two credit, semester-long seminar course, Leadership and Society. Philosophy of Leadership Paper Semester long internship in chosen career field Internship reflection on leadership experiences in “the real world”

CAPSTONE LEADERSHIP CERTIFICATE As a result of this certificate, students will: • Apply leadership skills gained previously. • Prepare for their role as a leader after graduation by demonstrating an increased level of consciousness of self, commitment, congruence, collaboration, common purpose, controversy with civility and citizenship. • Explain their growth as a leader in the context of the Social Change Model of Leadership Development. Components of this certificate include:

Contribution to the program by serving as mentors, group advisors, or workshop presenters.

As a committee, plan the Annual Student Leadership Conference Monthly dinners with the Assistant Vice President for Student Affairs to

discuss current leadership issues. Identification and development of the Capstone Cause as a way to utilize

their leadership skills to benefit the surrounding community

In addition to the certificates, the Annual Student Leadership Conference is a full day event that brings together students, faculty, staff and alumni from various areas to engage in discussions and activities around leadership. A dynamic keynote speaker kicks off the day, followed by interactive sessions facilitated by Brockport alumni. At the end of the event, a networking session allows students to interact with our alumni volunteers. Each year the event continues to grow, rising from 250 students in 2010 to 320 students in 2013. Each year, between 15 - 20 alums return to campus to engage with current students.

“This conference was such an eye opener and I really enjoyed every moment of it. The workshops and the keynote

speaker were all very interesting and a way for me to project myself further into the real world.”

“I look forward to this conference every year, keep up the awesome work!”

“Truly a life-influencing experience; one of my most memorable times here at Brockport.”

COLLABORATION

One of the most unique aspects of the program is its collaborative approach to leadership development, particularly when it comes to bridging academic affairs with student affairs. Over the past four years, the success of the program has been hugely impacted by the collaborative relationships established throughout campus and across divisions. The number of volunteers has grown from 61 in 2009 to 141 this past year. The collaborative nature of the program allows members from all over cam-pus to have a significant impact on the leadership development of our students. Moreover, it allows individu-als from offices who may not have direct interaction with students the opportunity to share their vast knowl-edge and expertise. Not only does this strengthen the faculty and staff connection to the college, but students have the benefit of interacting with people they may not have had the opportunity to meet.

“I believe the most beneficial experience for me was my mentor relationship. Meeting with Provost Huot one on one and gaining more experience with an insightful, highly educated adult was awesome. She helped rein-force the power of hard work and dedication to me and the importance of staying active. She has had a major

influence on my leadership development.”

“Being involved as an advisor for the Leadership Development Program has reenergized me in my day to day work. I have been able to help students realize their full potential and challenge them to try new things. It is

so empowering to be able to work with students in that way.” -Wendy Vergamini, Associate Director of Procurement and Payment Services

“My mentor in particular was someone I had never thought I

would have a relationship with so it was great that I could make that connection through the program. I’m very appreciative of

the opportunity to get to know him.”

“There are several individuals on campus who do not have di-rect interaction with students and this opportunity has allowed them to share their knowledge and expertise, in turn, students

get to interact with someone who isn’t just a ‘professor.’ My experiences as a mentor have connected me to students who

are talented, visionary, and driven to be leaders of our community.”

-Lynda Cochran, Chair of Recreation and Leisure Studies

PROGRAM SUCCESS

Overall program success can also be seen in its growth over the past several years. Since the inaugural year of the program, more than 1000 students have been impacted. Similarly, the program continues to engage a higher percentage of students from diverse populations than the college average.

PROGRAM GROWTH There has been a significant amount of growth with respect to resources over the past four years. In the 2009-2010 academic year, the program was run entirely by the Task Force, comprised of three committees responsible for various aspects of the program: Education, Recognition and Conference. In 2010, the Coordinator of Student Townhomes and Leadership Development position was established through a partnership with Residential Life. This position allowed for the person to have a part time focus on the growing program. 2011 brought the creation of a Leadership Office, housed within the Institute for Engaged Learning in the Seymour College Union. Additionally, a graduate assistant was hired to assist with the management of the program. Finally, in 2012, the coordinator position was transitioned to allow the for sole focus on Leadership Devel-opment. Similarly, the program truly became its own entity and office within the college. Currently, six stu-dent staff members maintain an office that is open 35 hours a week. A resource library of more than 40 books is available for loan. As a result, the program and its home have become the destination for students looking to further develop their leadership skills.

ASSESSMENT DATA

Assessment has been paramount as we ensure the longstanding success of the program. Several methods are used to obtain both qualitative and quantitative data. End of the year surveys obtain student feedback, both on what they have learned and their satisfaction with the program. Evaluations at the end of each workshop reveal its effectiveness. Journal responses and reflections offer an authentic approach to determine student learning. Similarly, students in the Gold Certificate must write a mission and vision statement for their Social Action Project, representing their understanding of community needs. Presentations at Scholars Day and in the Presidential Course allow students to share their learning with others in a meaningful way. Capstone students must prepare end of the program statements and videos about their experiences and learning. Finally, evaluations from mentors, advisors and course instructors, completed in rubric form, provide a genuine critique of student development. Each summer, the Faculty Advisor Board, consisting of department chairs from across the division of Academic Affairs, works with the program coordinator and campus stakeholders to review the assessment data and recommend improvements to the program. The Annual End of the Year Report communicates goals for the upcoming year and any modifications that will be. Following this cycle has truly allowed the program to evolve and gain credibility both on campus and within the field. “I started this program thinking it would help me scream from the roof-tops and become what I thought was a true leader. Throughout these last two years, my definition of leadership is constantly evolving. I now understand that there is not just one type of leader that I was born as a different type of leader. I can be a leader without changing who I am.” “Growing up, I never considered myself a leader. I was typically the quiet one of the bunch, well-liked for my “go with the flow” personality. I thought that since my personality was timid, this automatically dis-qualified me as a leader. Truth be told, I didn’t start to see myself as a leader until I actually joined LDP.”

98%

of respondents said they were satisfied with

their participation in the LDP

RECOGNITION

MULTI-INSTITUTIONAL STUDY OF LEADERSHIP Brockport has also been a regular participant in the Multi-Institutional Study of Leadership (MSL). This na-tional assessment evaluates students based on the Socially Responsible Leadership Scale (SRLS). Through this assessment, we are able to gauge how Brockport students compare nationally and to aspirant peers, as well as use Leadership Development Program participants as a comparative group to examine program effectiveness. The Multi-Institutional Study of Leadership (MSL) has been instrumental in the ongoing design and improve-ment of the program. Results from the 2012 survey showed that program participants not only scored higher than other Brockport students based on the SRLS, but also outscored peers across the nation. Similarly, for experiences that have a positive impact on leadership development, specifically community service, mentor relationships and engaging in socio-cultural conversations, students in the program demonstrated a signifi-cantly higher rate of participation. Essentially, students develop their sense of individual values, then group values, followed by societal values - including social perspective taking - and finally social change. In this way, we have found that our program directly matches the theoretical framework the research supports. John Dugan, principal researcher for the MSL, has been able to examine The College at Brock-port's Leadership Development Program through our involvement in the study, and offered this state-ment: "I continue to be impressed with the efforts of The College at Brockport to intentionally bridge theory, research, and practice in the design and delivery of their leadership development programs. They continue to participate in the MSL research study and use results to guide their programmatic efforts. Their work also demonstrates a thoughtful grounding in the theoretical literature. These efforts significantly increase the potential impact of their educa-tional efforts on student learning and development.” CONFERENCE PRESENTATIONS

New York Leadership Educators Conference, Herkimer, NY 2010 Association of College Unions International Annual Conference, Boston, MA 2012 NASPA Region II Annual Conference, Buffalo, NY 2012 Leadership Educators Institute, Columbus, OH 2012

AWARDS

ACUI Region 2 Outstanding Community Building Program Award, 2010 NASPA Spotlight Series Leadership Award: Theory to Practice, 2013 NASPA Student Leadership Programs Knowledge Community Spotlight Program of the Year, 2013 NASPA Excellence Award: Gold Award in Student Union, Student Activities, Greek Life, Leader-

ship and related category, 2013 NASPA Excellence Awards, Grand Bronze Winner, 2013