Comprehensive Student Leadership Program

Model: An Introduction, Applications & Critique

Paige HaberUniversity of San DiegoLeadership Educators

InstituteDecember 6, 2008

Program Outline

•Overview of the Comprehensive Leadership Program Model StudentsStructureStrategiesscope

•Application of Model on Campuses•Critique & Further Development of Model

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

Handbook Chapters

• 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

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

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

Leadership Program

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

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

Comprehensive Leadership Programs

Designated• Concentrated within a specific office or department

Campus-Wide• Collaborative efforts from campus as a whole

Background of Model

•Comprehensive Leadership Program ModelCAS StandardsTraining Education & Development (TED) Model

Leadership Identity Development Model (LID)

Program-specific examples

Comprehensive Leadership Program Model

Students

Open Targeted Positional

Campus-wide All students on campus can participate

All students in a specific student population can participate

All students holding leadership roles can participate

Designated All students on campus are eligible to apply

All students of a specific population are eligible to apply

Only students in specific leadership roles can participate

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

Strategies

• 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

scope

Individual Focus Relational Focus Big Picture Focus

Focus View of self Example

Individual

self as leader club president

Relational

self as a member of a group

club president and integral part of club

Big Picture

self as a citizen/ member of a community

club president, integral part of club, and integral part of community

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

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)

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

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

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”

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

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

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?

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?

Questions & Discussion

Paige HaberUniversity of San Diego

Leadership Educators InstituteDecember 6, 2008