S L P K Ci n n o v a t e

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Annual and Spotlight Awards Deadline

SLP-KC Annual AwardsNominations will be accepted until Friday, November

30th. Please submit nominations to student.leadership.

awards@gmail.com. Award recipients will be recognized

by the SLP-KC during the 2012 NASPA national conference

in Orlando, FL.

Spotlight AwardsOn 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 or 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 recognized at the NASPA

SLP-KC annual conference breakfast.

For more information please visit http://www.naspa.org/

kc/slp/recdev.cfm#SLPKC_Awards

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Welcome from THE SLPKC CHAIRsIt is with great excitement that we welcome our over 4,000 SLPKC members!

Greetings SLP Members,

I hope you are having a great start to the new academic year. We’re excited to bring you the new newsletter. It continues to be our hope and the SLP KC’s charge to provide leadership resources to scholars and practitioners. We are very excited to do so by taking the SLP newsletter to the next level (thanks to our phenom-enal editors) and offer a theme-related issue centered on inno-vation. Innovation is essential in the dynamic higher education

settings we work in and co-create. Innovation is also necessary to cultivate creativity and change as leadership educators. We hope in this edition of our newsletter you are inspired by best prac-tices, resources, and ideas! We also welcome you to contribute in editions in the future.

Best,

Sherry L. Early

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Meet your

Editors

Adam Cebulsk works with OrgSync and

holds his MSEd degree in Higher Education

Administration and Policy (concentrating

on strategic planning and leadership

development) from Northwestern

University. His background has focused

on strategic planning and assessment for

student affairs divisions and departments

at a variety of institutions.

During the NASPA conference in Phoenix

this year, Tom realized that in order to preach

the benefits of leadership and involvement to

students, he should also be involved. He looks

forward to working with you. As Newsletter

Co-Coordinator, he will work to solicit, edit,

and compile content as well as assist with

the layout and design of the newsletter. He

hopes that you will be willing to submit content

regularly and encourage others to do so.

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Attend our WebinarsTake advantage of our continuing education offerings!

FREE September WebinarThe Intersectionality Of Leadership (September 18, 1pm EST)

In a collaborative effort with ACPA and the National Clearinghouse of Lead-ership Programs, NASPA’s SLP-KC’s September webinar will provide an insight into the intersectionality of leader-ship. Presented by Mark Torrez (Assis-tant Director for Community Engagement for Emory University and Leadership Education Chair for ACPA’s Commission for Student Involvement) this webinar will strive to:

- Provide a conceptual understanding of the intersectional and interdisciplinary nature of leadership

- Offer insight in to how best to collab-orate with other offices in order to best deliver consistent leadership to students

- Share examples of how these concepts have been implemented at Emory University

Please visit: https://docs.google.com/spreadsheet/viewform?formkey=dGRCNlV6QmdMN2V3NVdDRXJjOTdueVE6MQ#gid=0 to register for this event.

FREE October WebinarPlease plan on joining us for our FREE October Webinar (October 25, 2012 @ 12pm EST) as we welcome Matthew Garrett, Director of the Office for Student Leadership and Service at Emory Univer-sity.

Through this webinar, Garrett will intro-duce you to the SLPKC 2012 Spotlight of the Year Program, Leadership Emory. This initiative was developed by the Division of Campus Life to help unify all leadership development at Emory. Their goal is that by the time every Emory student receives a diploma, he or she: will have grown to embody the Five Core Tenets; will value his or her own civic engagement; and will understand that leadership is a lifelong process whether it is accompanied by an official title or not. In this presentation, the partic-ipant will be given an overview of the initiative, learn the aspects that make this program unique, and gain insight into how Leadership Emory has been enacted, assessed, and evaluated. The strategic plan for Leadership Emory will also be discussed.

Please visit: https://docs.google.com/spreadsheet/viewform?formkey=dFUxbGlvM2tHbnRYTGYxMEcyNDBvcXc6MQ#gid=0 to register for this event.

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W h a t i s M i s s i o n : C h a n g e ?

Mission: Change is the capstone leadership

experience for Trinity University’s junior and

senior students invested in making a positive

difference in the community. Mission: Change

provides students with the tools to act upon

their passions and create change. The theo-

retical underpinning of Mission: Change is the

Social Change Model of Leadership Develop-

ment (HERI, 1996). The model is integrated

into the curriculum through the group and

society/community perspectives.

Workshop content includes an alumni panel

of individuals who are creating change in

their professional roles, analysis of an action

planning guide, an examination of change,

and an intercultural conflict styles inventory.

Students identify a passion area, conduct a

needs assessment, and select a community

partner. Between the final workshop and the

reception date (approximately one month)

students execute their community project.

C o m m u n i t y P r o j e c t s

Participants addressed several social issues.

Out of the 11 participants, five projects

emerged: a bone marrow donor drive, an

environmental program for middle school

students, programming for immigrant children

at a shelter, research related to young female

health and wellness issues; and an interna-

tional service program in Ecuador. A summary

of these projects can be viewed on the Trinity

University website.

Participants presented their projects in a formal

setting to an audience of faculty, staff, alumni,

and students. Audience members engaged

participants by providing feedback on their

projects, suggestions for further engagement

in the community, and ideas for future collab-

orations.

Mission: change Juniors & Seniors: Your mission is to enhance your leadership and team manage-ment skills by engaging alumni, San Antonio leaders, and the city through service!

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Assessment Assessment was conducted through pre- and post-assessment paper surveys using a four-point Likert scale to determine self-perception of skill development and learning. Both the pre- and post-assessment response rates were 100%. Respondents included seven female and five male students.

Overall, data illuminates that participants perceive skill development and learning related to Social Change Model competencies as a result of participating in Mission: Change. The average positive change was one degree (on a Likert scale of one to four) for each SCM competency measured. Online journal responses also supported quantitative data: “I believe that working within a group for Mission: Change is an excellent way to create shared aims and values.” Another student observed: “Our individual and collective ac-tions have repercussions that have an effect on the lives of others; changing the course of someone else’s life requires only intent and action.”

The Future of Mission: ChangeMission: Change combines leadership and service, successfully drawing junior and se-nior students to act upon their passions and create change. By participating in this pro-gram, students work with others toward a common goal, manage conflict constructively, and examine the process of creating change.

As other leadership programs within the Division of Student Affairs transition to aca-demic credit, Mission: Change will likely take on additional service learning components and increased academic rigor. If you would like to share suggestions or advice as the program migrates to this curricular format, please contact Jamie Thompson.

For more information, visit http://web.trinity.edu/x6195.xml.

Jamie ThompsonAssistant DirectorCampus and Community Involvement Trinity Universityjamie.thompson@trinity.edu

ReferencesHigher Education Research Institute [HERI]. (1996). A social change model of leadership development (Version III). Los Angeles: University of California Los Angeles, Higher Education Research Institute.

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The Value of MentoringProfessionals in Student Affairs have many opportunities to shape college students and that is our main focus. However, sometimes we forget about shaping the minds of a student population that will soon be a part of the field: graduate students in Higher Education/Student Affairs/College Student Personnel. Working with these students and helping them get involved in the field will help up continue to improve and develop Student Affairs.

Gabby Mora Resident Director Residential Living Office Drexel University

As Student Affairs Profes-

sionals, we are constantly

working with our undergrad-

uate students to ensure that

they are finding mentors

in their professors, other

professionals, or student

leaders on campus. Our

focus is so intense on our

undergraduate students

that we often forget about

another extremely impor-

tant student population

on campus: the graduate

students in Higher Educa-

tion or Student Affairs

programs.

These students are clearly the next gener-

ation of professionals in the field but many

times, unless they intentionally seek out a

mentor, we do not truly think about their

needs in this area. Yes, a lot of the initiative

comes from the students themselves but at

the same time, we need to put ourselves

out there and form relationships with them

so they are aware of the mentoring oppor-

tunities on campus and even regionally or

nationally.

An important part of finding the right

match for a mentor/mentee relationship

is similar values and interests but these

are two areas that unless explicitly asked,

we do not often take the time to explore

or discuss with others. As leaders in our

fields it is our duty to encourage the next

generation and help them find their place

in Student Affairs. Although many graduate

students in Higher Education and Student

Affairs have graduate assistantships that

give them access to professionals, many

of them do not, making it extremely difficult

for them to connect with the field. And for

those who do have assistantships, some-

times they are simply looking for someone

outside of their department/office who

shares their passions and interests. The

greatest thing about mentorship is that it

does not have to be a full-time job. Often,

all it takes is reaching out and being there

for the mentee. Whether to discuss an

issue happening on their campus, guide

them through the job search process, or

simply serving as a sounding board for

ideas, a phone conversation or an encour-

aging email is sometimes all it takes to help

our graduate students. As we continue to

shape the future of Student Affairs, we

need to take into account the needs of our

graduate students and how we can begin

to help them understand our field so they

can continue moving toward the develop-

ment and improvement of Student Affairs.

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Denise Carl

University of Idaho

SLPKC Position Co-Coordinator Spotlight Series

Title Coordinator, Student Engagement

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What career and leadership advice would you give new student affairs professionals?

Understanding the politics of your insti-

tution is important, get to know the lay of

the land, ask questions, observe. Take the

time before you start to reflect upon your

personal values, write them down, remind

yourself of them throughout your journey.

Discuss your career path including your decision to pursue a career in student affairs?

As an undergraduate I was very involved

in our student activities department for

two and a half years. While I loved the

work, I just wasn”t sure about continuing

my education. I worked for six years

prior to going back to graduate school for

student affairs. I had many jobs and many

moves during this time period. I reached

a breaking point and wanted a different,

more meaningful life, so I made several

changes to make grad school happen.

Student affairs is a great opportunity to

work with really engaging students, it

brings variety to every single day and

there are always challenges.

Can you point to any specific examples of leaders that resonate with you?

Coach Eric Taylor on Friday Night Lights

How do you define leader-ship?

I like how Warren Bennis defined lead-

ership: “Leadership is a function of

knowing yourself, having a vision that is

well communicated, building trust among

colleagues, and taking effective action to

realize your own leadership potential.”

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Dec 9-11Leadership

Educators InstituteThe Ohio State University, Columbus, Ohio, USA December 9 – 11, 2012

For more information and conference updates, visit the web site, http://www.naspa.org/programs/lei/default.cfm.

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open The Leadership Educators Institute aims to create a space

where student affairs administrators will discuss current leadership topics:

• Leadership development theory discussions which will include the Relational Leadership Model, the Social Change Model, and Leadership Identity Development (LID);span>

• Leadership courses (credit and non-credit) will include innovative syllabi, effective textbooks, incentives for students, experiential learning, and service oriented;

• Assessment of leadership programs including learning outcomes, using CAS Standards, virtual leadership port-folios, certificate programs;

• Cohort leadership programs, emerging leaders, multi-year programs, developmental issues, and funding; and

• Intersectional role of leadership education in identity development, service-learning, social justice education, and other functional areas.

Students must be undergraduate or graduate members of one of the sponsoring associations. For more information on membership to one of the sponsoring organizations, please contact Tiki Ayiku at tayiku@naspa.org (NASPA), Vernon Wall at vwall@acpa.nche.edu (ACPA), or Craig Slack at cslack@umd.edu (NCLP).

Individuals must be fully registered in order to attend any LEI session or event. You may register online or print a registration form from either the ACPA or NASPA Web sites.

B e f o r e O c t o b e r 1 2 , 2 0 1 2 NASPA/ACPA/NCLP member $395 Non-Member $480 Student Member* $195

A f t e r O c t o b e r 1 2 , 2 0 1 2 NASPA/ACPA/NCLP member $595 Non-Member $680 Student Member* $255

To Register: Register Online or download the registration forms: [Word] or [PDF]. Completed registration forms can be mailed, or faxed, to:

ACPA-College Student Educators International at the National Center for Higher Education One Dupont Circle, NW, Suite 300 Washington, DC 20036, USA (202) 827 – 0601 (FAX)*

* The fax number listed above will send your form to a secure email account in order to protect your credit card information.

For more information and conference updates, visit the web site, http://www.naspa.org/programs/lei

Submitted by

Brenda McKenzie Associate Director

Center for Student Involvement Kent State University

Leadership education of college and university students is an important and ongoing process

within higher education institutions. Student affairs professionals play an essential role in coor-

dinating, shaping, and evaluating this area by developing leadership courses and programs,

creating co-curricular opportunities, and using new technologies. The Leadership Educators

Institute (LEI) is an innovative forum geared specifically towards new to mid-level student affairs

professionals and leadership educators with these responsibilities. The Institute is coordinated

by NASPA, ACPA, and the National Clearinghouse for Leadership Programs, and will be held

December 9 –11, 2012, at the Ohio State University in Columbus, Ohio.

14Learning to Lead through CollaborationProgram spotlight from Bradley University

As the scope of and demand for leader-

ship training continues to increase, many

institutions are developing an academic

component to leadership training. Bradley

University implemented a Leadership

Studies Minor (LSM) in 2006, uniquely

creating an 18 credit hour, interdisci-

plinary program that is co-coordinated by

Academic Affairs and Student Affairs and

representing an innovative partnership

aimed at academic excellence through

the inclusion of Student Affairs practices.

As the scope of and demand for leadership

training continues to increase, many institu-

tions are developing an academic component

to leadership training. Bradley University imple-

mented a Leadership Studies Minor (LSM) in

2006, uniquely creating an 18 credit hour, inter-

disciplinary program that is co-coordinated

by Academic Affairs and Student Affairs and

representing an innovative partnership aimed

at academic excellence through the inclusion of

Student Affairs practices. A natural result of the

initial committee’s career areas, the LSM repre-

sents a collaborative effort between the College

of Education and Health Sciences’ Leadership

in Education, Human Services and Counseling

Department (LEHC) and the Division of Student

Affairs’ Lewis J. Burger Center for Student

Leadership and Public Service (LJB).

The true collaboration between these two divisions

exists not only in name, but also in practice. The

LJB Center Director and LEHC Assistant Professor

serve as co-coordinators for the program, and work

together to make decisions regarding program

outcomes, class offerings, instructor appointments,

and strategic planning.

While structuring an academic minor as a shared

program between Academic Affairs and Student

Affairs is truly unique, the innovation continues

beyond concept and into the classroom. Course

instructors are subject matter experts and include

tenured faculty members, Student Affairs profes-

sionals, and local business leaders. Many of the

classes are team taught by a faculty member from

the College of Education and Health Sciences and

a Student Affairs professional. Student evalua-

tions have cited many benefits to this collaborative

approach, explaining that courses provide insight

not only on theory, but also on practice, creating a

more comprehensive classroom experience.

The functioning of this collaboration is more than

nominal. Each of the two leads brings a unique

perspective housed in the professions of student

services and academics respectively. In addition,

close ties between originating committee member

and LSM instructor produce constructive feedback.

Therefore, the co-coordinators naturally see, hear,

and explore disparate areas and topics of lead-

ership as the two reside in related, yet different,

career fields.

Decisions are data-driven. The Director and Assis-

tant Professor consider, revise, and facilitate evalu-

ation of courses and program outcomes regularly,

and these outcomes are regularly compared to the

current climate of our society’s leadership needs.

The Minor and related courses have become

increasingly interesting to students and enrollments

continue to increase even during a time when the

campus enrollment has remained consistent.

For more information contact

Dr. Chris Lucas Assistant Professor

Leadership in Education Human Services & Counseling

clucas@bradley.edu

Katie McGinn Director

Lewis J. Burger Center for Student Leadership and

Public Service kmcginn@bradley.edu.

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Dave Borgealt

depaul University

SLPKC Position Graduate Support Co-Coordinator

Title Director, Student Leadership Institute

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What career and leadership advice

would you give new student affairs

professionals?

There are three pieces of advice I would offer to

new professionals in our field.

1. Follow your passions as they will carry you

through long hours and weekend work and the

rewards of our work, when you lead from the

heart, are far greater than the monetary rewards

some other fields may offer.

2. Be relationship-centered. Meaning in life and

work comes from the relationships we build. We

can accomplish more together than we can on our

own and you never know how relationships will

help you continue to develop and move forward

in the field.

3. Be sure to develop the generalist skills of our

profession, even if you want to specialize in an

area of student affairs. One of the joys and chal-

lenges of our field is that positions and depart-

ments change, given the innovative spirit of

our field and the changing pressures of limited

resources and increased accountability. If you

consciously develop the core skills that tran-

scend department, you are better able to grow

and change as our campus environments do.

Describe one or two “defining moments”

that helped you develop as a leader?

One defining moment for sure was the first position

in which I was asked to lead a department and its

team. The position really forced me to trust my

instincts and knowledge to collaboratively shape

a vision and mission for the department and to

develop professionals to be successful in bringing

that mission to life. I learned a tremendous amount

about my strengths and weaknesses as a leader

and the importance of a collaborative approach

to our work and leadership.

How do you define leadership?

Similar to the definition that grounds the Social

Change Model, I define leadership as the process

of people coming together to create positive social

change toward a shared vision. Each of us brings

gifts to that process and leads in different ways

throughout the work of the group.