This document outlines Bridgewater State University's LEADS program, which stands for Leadership Emerging And Development Series. The 6-week program assists emerging student leaders in developing skills through workshops on topics like leadership styles and social change. Students are split into groups and complete a social change project with guidance from mentors. Assessment through surveys found growth in students' comfort with leadership topics. The program aims to help students gain insight into leadership's impacts and possibilities. Limitations include time constraints and competing commitments, but visions are to expand programming and pursue credit options.
3. #NEACUHO2012
Goals of this Session
Learn the best practices to assist you in creating
an first year emerging leaders series at your
institution
Learn how incorporating the Social Change
Model of Leadership Development can benefit
emerging student leaders
Learn to utilize a mentorship
program & curriculum to
promote leadership development
4. #NEACUHO2012
What is LEADS?
Leaders Emerging And Development Series
Responsibility of the First Year Residential
Experience committee: Made up of 3 RDs, 1
Graduate Intern and typically 4 RAs
Assists emerging student leaders to develop
their skills, learn leadership theory, find
involvement opportunities and practice their
new skills
This focuses on 1st year resident students
6-week series
5. #NEACUHO2012
A SNAPSHOT:
Bridgewater State University
Rural campus
270
acres with 38 buildings
House just under 3,000 resident students
Known for teaching/education since 1840
One of a few schools with aviation in the
country
28 miles from Boston, MA
6. #NEACUHO2012
A SNAPSHOT:
Bridgewater State University
Student Population: 11,000+
66/34 % Commuter/Resident
Population
40/60 Male to Female ratio
65+ student organizations
21 varsity sports
Large population balancing
working & school full time
Residence Life & Housing
16 Staff Members
9 Residence Halls
1 under construction (ETA: FA13)
7. #NEACUHO2012
History of LEADS
2002 - BSU’s first FYRE developmental workshop
series for 1st year resident students created
(Facilitated by 2 RDs)
2005 – FYRE workshop series changes
2008 - Leadership Summit
Shifts from student development focus to emerging leaders focus
Repackaged
Featured leadership workshops
2010 – LEADS
Rebranded again using Social
8. #NEACUHO2012
Program Structure
Formal leadership development
sessions
Group & individual mentoring
Experiential learning through social
change project
Met once a week for 6 consecutive
weeks
Each session was 2 hours long
16 residents were split into 4 groups
and paired with two mentors
9. #NEACUHO2012
Social Change Model
Utilized Komives & Wagner’s Leadership
For A Better World text as a guide
Assumptions of the model
Leadership is collaborative
Leadership is a process rather than a position
Leadership should be value-based
All students (not just those that hold positions)
are potential leaders
Service is a powerful vehicle for developing
students’ leadership skills
Develop Self-Knowledge & Leadership
competence
10. #NEACUHO2012
Student Learning Goals
Challenge your perceptions of leadership and learn what it means to be a
leader.
Help you to understand the responsibilities of being a leader.
Assist you to actively challenge yourself to be a positive and effective
leader.
Exercise leadership skills to complete a social change project for the
campus community.
Learn the value of and prepare you to take on a leadership role within the
Bridgewater State University community.
LEADS Meets all areas of BSU Student Affairs Learning Goals
A Effective Communication & Interpersonal Skills
D. Coherent Integrated Personality
B. Practical Competence
E. Civic Responsibility & Engagement
C. Leadership Skills
F. Understanding of Human
Differences
12. #NEACUHO2012
Curriculum
Series Description & Objectives
Facilitators
Attendance & Participation
Meeting Dates, Times & Locations
Teambuilding
Group Work
Social Change Project
Session
# 1 January 24 (MDR)
Topic
Welcome, Overview, Strengths Quest, Group Intros & Social
Change Introduction
#2 January 31 (MDR)
Leadership Styles & Leadership Inventory
#3 February 7 (ECC 113)
Group Identity & Leading Collaboratively
#4 February 14 (MDR)
Social Change Activity
#5 February 21 (MDR)
Ethical Leadership
#6 February 28 (MDR)
Social Change Project Presentations
13. Strengths Quest
Based on Gallup’s research project.
The premise of strengths is to focus on your
talents rather than spending time on weaknesses.
Your greatest talents hold the key to high
achievement, success and progress to levels of
personal excellence.
Each talent can be applied in areas including
relationships, learning, academics, leadership,
service and careers.
The Four Domains of Leadership: Executing,
14. #NEACUHO2012
Social Change Project
Vague, encourage creativity and their
ideas/passions
No deadline
Encouraged to happen before class ended
Meeting in groups (inside and outside of class)
With mentors
“A social change project is defined as an event, campaign or
performance that will involve an issue that the community must
respond to. Examples of a social change project would range from a
recycling based awareness campaign to a performance that
highlights the struggle GLBTA youth face on campus. During the
first week of the Series the participants will be split into teams, these
teams will be charged with developing the social change project with
the assistance of a project mentor. This project will require some out
of class work. The final session of the Series the teams will present
their project to the rest of the group and talk about their experiences
during the planning and implementation of the project.”
16. #NEACUHO2012
“What I Learned…”
The students shared what they learned:
“The Strengths Quest really helped me understand my style as a leader and
how I am able to use those characteristics in various ways.” – 2012
Graduate
“I feel as though I have gained insight to the far reaching affects of
leadership. I most often assumed a leadership position only out of
necessity, and I thought it only impacted my group. LEADS has shown me
that leadership of any organization can touch far more people than the
four, or half dozen you happen to be working with. Leadership can have an
impact on hundreds of people at a time!” – 2012 Graduate
“(I’ve learned…) That no idea is stupid and that no voice is too small. From
the Social Change Project, I have learned through working with my group
that anything is possible and that with the great powers of leadership and
18. #NEACUHO2012
Mentorship
Help groups complete their social change
project
Groups
Four groups of four residents paired with a
staff member and an RA
Teambuilding
Brainstorming
Guide students towards
campus resources
19. #NEACUHO2012
Assessment
Pre and Post surveys
Comfort with topics
Five-point Likert scale questions
Multiple questions about each topic area
Individual Leadership Style
Group Identify
Leading Collaboratively
Leadership Ethics
Social Change
Administrative Tasks
Plan is to track graduates
20. Assessment Continued
I value feedback from a group even if my
personal opinion is disagreed with.
1 – No Degree - 5 - Exceptional Degree
21. Assessment Continued
I have knowledge of how to take action to
make social change
1 – No Degree - 5 - Exceptional Degree
MaxFYRE- meets throughout the year, 1x a weekOther charges- first 6 week programming, 4 large scale programsRA participation
Max
Max
Justin
Justin
Justin
Ryan
RyanRecruitment Process-nominations from other depts, RAs & RDs, mention offices-this did make it exclusive, which was not done in the past, feel like they are making a commitment, maintain attendance-looking for emerging leaders, not established ones that already hold SGA positions or are president of a club (they already have the skills)-those who received nominations, were emailed an invitation to apply with specific infoLEADS Information-summary of what class is-6 meeting dates, times & location-commitment to each class & group-Non-creditApplication Requirements-online-data with knowledge- who are they, experiences-2 open ended, goals for leadershipSelection Process-FYRE Committee met twice-the applications were divied up prior to meeting, reviewed in own time-number ranking scale-diverse candidate pool-M & F balance-Shea/Durgin & Woodward balance-Acceptance --emailed with a congratulations, exclusive, commitment to class & group, 1 absence allowed, --over 124 students nominated, doubled from last year --40 applications submitted, selected 16 (last year: 30 submitted, 12 accepted) --emailed the syllabus, used Google site– topics, contact info --link and code for Strengths Quest, deadline --Facebook group was formed (interesting facts, strengths quest top 5, photos) --FB, break the ice prior
Ryan-Series Description & Objectives --designed for first year aspiring leaders --develop skills & enhance knowledge --interaction in groups-Facilitators --names, positions & emails addresses of the 3 RDs, 1 Grad Intern & 4 RAs-Attendance & Participation --commitment to all the classes, non-credit --1 absence allowed --Learn more with meaningful dialogue --Bring notebook & pen-Meeting Dates, Times & Locations-Teambuilding -we did a little bit in the beginning, more next year -ex. Strengths Quest- worked in groups, contributed to that-Group work --social change projects outside of class --in person, email, facebook-Social Change Projects --vague so they can be creative --encouraged to have it completed before the last class --gave ex. of topics: recycling, LGBT awareness campaigns --Split into groups with 2 mentors at the end of each class --Present at last class- project, experience, learned from
RyanThe assessment is 30 years oldYour themes emerged based on the answers and non answers to 180 pairs of statementsThe strengths finder measures the presence of talent in the 34 themesA good leader balances their team.Learning how to develop and apply strengths will improve your levels of achievement.As you develop and apply strengths, your achievements will increase and you will experience greater and more frequent successes.Becoming aware of your talents builds confidence and provides a basis for achievement.
Justin
All, talk about groups, including Erins group and past
Max
Max
Max
Justin & Ryan
RyanTimeline & Length of the ClassMore than 6 weeksSo much material not included, reflection1.5 hours each session, reflectionOther Commitments & ResponsibilitiesSide taskRDs still have student conduct hearings, RA meetings, committeesNo CreditDistant future- 1 credit courseModeled after RLC classBudget