This was a proposal for a First Year Experience / Leadership program while working as an intern at OSU-Newark / Central Ohio Technical College in Summer 2006.

1. Leadership for Life:
A Proposal for Increased Leadership Development Offerings at
The Ohio State University-Newark In the First-Year and Beyond
Currently, OSU-Newark prepares students to attend classes, take advantage of campus services, and persist
successfully through their first year of college and beyond by providing New Student Orientation, Freshman
Survey Classes, Workshop Week, Success Seminar, an Organization Fair and a newly developed Convocation
which will be held for the first time this coming fall. Student involvement is also promoted through a Campus
Activities Board, a variety of student organizations and many sponsored events throughout the year.
While these offerings are notable and have been expanded in recent years, there is currently a need and
opportunity for OSU-Newark to better prepare our students for life after college as the following conditions
increasingly affect the world in which we live:
• The world is becoming more interconnected, putting citizens and workers in greater contact with
members of other cultures and religions (Friedman, 2000).
• Companies are realizing that they need leaders at all levels in order to compete effectively in the global
marketplace (Martin, 2006).
• Workers at all levels are being expected to manage their own career planning and switch jobs frequently
(Fleenor, 2003).
• Families are struggling as wages fail to keep pace with inflation and the gap between the rich and poor
increases (Moen & Roehling, 2005).
• Obesity is quickly catching up to tobacco use as the number one cause of preventable death in the United
States (Mokdad, Marks, Stroup, & Geberding, 2000).
In order to provide OSU-Newark students with the skills they need to interact successfully with others and make
critical decisions in an increasingly global society, we in the Division of Student Affairs / Office of Student
Development propose the creation of increased leadership development opportunities to be offered out of a
newly created Leadership Institute in collaboration with campus-wide resources.
Best practice for creation of leadership development opportunities suggests that practitioners should start by
agreeing upon a common philosophy of leadership to guide student leadership development on their campus
(Hopkins, 1996). Therefore, before describing our programming ideas, we would like to first articulate the
following leadership principles that have served as our guide in developing this proposal:
• Leadership is the process of empowering others and oneself to work towards a common goal (Boatman
and Adams, 1992; Hopkins, 1996).
• Leadership is not tied to a particular position – it is a process needed at all organizational levels (Martin,
2006; Hernez-Broome & Hughes, 2006).
• Leadership requires development of self-awareness, self-regulation (ability to control one’s emotions),
motivation, empathy, and social skill – otherwise known together as emotional intelligence (Goleman,
1998).
• Leadership cannot be taught by traditional lecture – students must be motivated, engaged, and challenged
using a variety of developmental methods (Hernez-Broome & Hughes, 2006; Allio, 2005).
• Leadership requires being able to think critically about issues and understand situations from competing
perspectives (Novelli & Taylor, 1993).
• Leadership requires the ability to manage stress and personal renewal to avoid burn-out and sustain
effectiveness (Hernez-Broome, 2006; Covey, 1991; Hall, 1992).
Keeping in mind the guiding leadership principles described as well as the overall goal of better preparing OSU-
Newark students for life after college, we suggest that the following programs be developed sequentially over
the course of the next five years:
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2. 1. Leadership Foundations Series for Freshman Students (for Fall 2007)
In order to recruit motivated students for further leadership opportunities and supplement the experiences and
teachings offered through the USAS 100 seminar and Workshop Week, we propose the creation of a series of
interactive sessions geared towards developing student competence in the following areas:
• Self-Awareness
• Personal Management
• Diversity and Empathy
• Health and Wellness
• Current Issues
These one or two-part sessions would be offered in conjunction with various campus offices and would each
have some type of interactive component like a team-building activity, group discussion of a critical issue, or
take home assignment (such as an assignment to track one’s eating habits for a week). They would be offered
over the lunchtime period or at other convenient times during the day for OSU-Newark students.
In order to provide incentives for OSU-Newark students to participate in the program, students could be (a)
required to attend a number of sessions as part of their USAS 100 class, (b) given a small prize for filling out a
“passport” indicating attendance at a given number of sessions, and / or (c) entered into a drawing for a large
prize like an IPOD for each session or a specified number of sessions that they attend.
As these sessions would be partly modeled off of the First Year Success Series offered at the OSU-Columbus
campus (in which students are required to attend a number of sessions given by campus offices and visiting
speakers as part of their freshman seminar), we suggest budget funds for this program be allocated in the
following manner:
• Year 1 –Funds would be used to purchase small or large prizes to be given to attending students as
described above, particularly if students are not required to attend sessions as part of their USAS 100 class.
Remaining funds would then be used to rent buses to transport OSU-Newark students to one or more high
profile events at the OSU-Columbus campus (e.g. speeches given by community leaders, distinguished
alumni, or visiting authors).
• Year 2 – Funds would be used once again to purchase small or large prizes for attending students.
Remaining funds would then be used for development of the leadership development programs described
below for upperclassmen and for hiring of Distinguished Speakers or visiting authors to speak at the OSU-
Newark campus on leadership development-related topics.
2. Emerging Leaders Program for Sophomores and Transfer Students (for Fall 2008)
In order to facilitate development of student leaders over a longer period of time (Singer, 1994), we propose that
a program for motivated sophomores and upperclassmen be developed. Program members could be recruited
(by application and selection) from attendees at the Leadership Foundation Series, active participants in campus
organizations, and students recommended by faculty members.
In order to complete the program and be recognized at an end of the year awards ceremony given by the
Leadership Institute, participants would be required to do the following in their year as members:
• Complete a Leadership Development Seminar in the fall offered by the leadership institute (covering the
same five topic areas as the Leadership Foundation Series in greater depth).
• Stay active in at least one campus organization for the year that they are an emerging leader.
• Attend at least 2 mentor sessions with their assigned mentor team (i.e. their mentor and his other mentees)
each quarter.
• Participate in the Martin Luther King Service Day, an Alternative Spring Break, or other approved service
project during the Spring quarter.
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3. By helping motivated students develop stronger leadership through increased self-awareness, personal
management ability, diversity and empathy, health and wellness, and perspectives on current issues while
forming meaningful relationships with fellow leaders and on-campus mentors, the Emerging Leaders program
will help students gain the confidence an skills they need to be successful campus leaders on OSU-Newark’s
campus or any other campus to which they might be aiming to transfer.
3. Leadership Fellows Program for Juniors and Beyond (for Fall 2010)
In order to continue the leadership development of students who completed the Emerging Leaders Program and
leverage them to assist in the development of fellow students, we propose that a Leadership Fellows program
(preferably named after a distinguished member of the community or benefactor) be created once the Emerging
Leaders Program is firmly in place.
This program could eventually grow to include several levels of achievement and requirements for one, two, or
more years of involvement but would initially group all program members together and require that they do the
following for successful completion:
• Participate in 2-3 conferences specifically offered for Leadership Fellows focused on advanced exploration
of the five key leadership topics (self-awareness, personal management, diversity and empathy, health and
wellness, and current issues).
• Serve on the planning committee for the Leadership Foundation Series program for first-year students.
• Assist with a minimum of 3 Leadership Foundation Series sessions (i.e. working with the presenter to
develop the session, attending and helping with facilitation, etc.).
• Actively participate in a mentor team for the Emerging Leaders Program as a peer mentor alongside a
faculty or staff mentor.
• Serve as a peer leader and / or co-organizer for the Martin Luther King Service Day, an Alternative Spring
Break, or another approved service project during the year.
• Complete a campus leadership project focused on any one of the five areas of self-awareness, personal
management ability, diversity and empathy, health and wellness, and perspectives on current issues (this
might be a requirement for members in their second year of participation or beyond only).
Overall, the programs suggested here are aimed at developing key leadership competencies in OSU-Newark
students in order to enable them to succeed in the rapidly changing, demanding world in which we live. The
ideas described above have been developed utilizing contemporary leadership theories and benchmarks from
similar higher education institutions across the Midwest, the United States, and Canada.
Please note that these ideas are only preliminary and we in the Division of Student Affairs / Office of Student
Development welcome feedback and assistance from fellow campus stakeholders, students, and regional
counterparts in adjusting these plans as necessary so as to create sustainable leadership development
opportunities for OSU-Newark students.
For further information about the programs and leadership development concepts mentioned in this proposal,
please see the following appendices:
Appendix A – Suggested Session Topics for Each of the Five Leadership Competency Areas
Appendix B – Leadership and First-Year Experience Programs Used as Benchmarks
Appendix C – List of References (i.e. Sources on Current Trends and Leadership Principles)
Draft proposal created by Kimberly Knowles DeRoche, deroche.6@osu.edu, 8/14/06.
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4. Appendix A – Suggested Session Topics for Each of the Five Leadership Competency Areas
Overarching Goal = Leadership for Life!
I. Self Awareness
• Everyone Can Be a Leader…Discover Your Personal Leadership Style! (ropes course or team challenge)
• Understanding Your Unique Strengths & Weaknesses
• The Myers-Briggs Type Indicator – What’s My Personality Type?
• How To Choose What Major Is Best for You
• Personal Ethics – How to Stay True to What You Believe In
• Study Abroad – Opportunities That Will Change You
• Making the Most of Your Learning Style
• Interests and Values – What’s Important to You?
II. Personal Management
• Managing Your Emotions
• Time Management – Where Does the Time Go? (likely a two-part session with a time-tracking exercise)
• Money Management / Finances 101
• Managing Up – Effective Ways to Deal With Your Boss, Your Teachers, and Your Parents
• Budgeting 101 for Student Organization Leaders
• Understanding and Using Credit
• Successful Parenting Strategies – Balancing School, Work, and Family
• Career Planning – A Timeline for Success
• Learn To be Your Own Boss!
III. Diversity and Empathy
• Stereotypes – Don’t Judge a Book By Its Cover!
• Understanding White Culture / Privilege
• Service & Civic Engagement – How to Get Involved and Make A Difference
• Guess the Straight Person – A Session on GLBT Awareness
• Spirituality on Campus – Spotlight(s) on Various Religious Faiths (?)
• Spotlight(s) on Various Ethnic Cultures or Races
• Diversity in the Media – What Message Is Being Sent?
• Coping with Discrimination and Prejudice
• Treating Others With Respect – How to Create an Environment of Caring
• DLTP Program – How to Get Involved on the Newark Campus
IV. Health and Wellness
• The Silent Killer - How to Deal With Stress Effectively
• What to Do When You Know Someone Who Is Self-Destructive
• Healthy Eating / Nutrition (likely a two-part session with an eating / consumption tracking exercise)
• Drugs and Alcohol – How to Choose Your Personal Stance
• Safe, Sane, and Sexy…Let’s Talk About Sexual Health
• Kickin’ Butts: Successful Strategies for Tobacco Cessation
V. Current Issues
• www.whoareyou?.com: The Risk of Sharing Personal Information Online
• Global Warming – Does It Exist and What Should We Do About It?
• November 2006 Elections – Does My Vote Really Count Anyway?
• War in the Middle East – What’s Really Going On?
• Biotechnology – The Debate Over Stem Cell Research
• The Constitution in an Age of Terrorism – What Role Should It Play?
• Poverty in America – Why Hurricane Katrina (or newest storm) Hit Hard
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5. Appendix B - Leadership and First-Year Experience Programs Used as Benchmarks
Institution Benchmark Program(s)
The Ohio State University- First-Year Success Series – As a central part of the programming offered by the
Columbus Undergraduate Admissions and First Year Experience office, 400 seminars are
(Columbus, OH) given by various campus offices on topics related to the following nine themes:
• Academic Engagement and Exploration
• Alcohol and Other Drug Awareness
• Anxiety and Mental Health
• Current Issues
• Diversity
• Financial and Debt Management
• Health and Wellness
• Leadership
• Sexual Health
Some programs are given by distinguished leaders in the community, panels of
successful under 25 year old alumni or visiting authors in conjunction with OSU-
Columbus’s Buckeye Book Communities. Students are required to attend and turn
in a reflection / evaluation sheet for a minimum number of sessions in conjunction
with their required freshman seminar (offered through their academic unit).
First-Year Connections Team – In order to develop future leaders to serve as peer
mentors for orientation or serve as resident assistants for housing, the First Year
Experience office assembles (through application and selection) a team of second-
year students to serve as mentors for first-year students and help out with events
like Convocation and the various First-Year Success Series sessions by handing out
programs, collecting reflection / evaluation sheets, introducing speakers, etc.
Leadership Collaborative – OSU-Columbus recently created this year-long
leadership development program aimed to develop 60 incoming freshman students
into future university and community leaders. The program kicks off with a four-
day conference before school starts and continues with a winter quarter leadership
course for credit, one-on-one mentoring with a staff member, goal setting, and
various monthly activities and programs. Prospective students apply and are
selected the summer before they are to enter college.
Other related program(s) offered at the institution include: Buckeye Book
Community, Camp Buckeye, Buckeye Contacts, Convocation, Picnic with the
Buckeyes, Buckeyes Beyond Ohio for out-of-state students, FYE-News e-
newsletter, AskFYE email resource, OSU Freshman Seminar Program, living-
learning communities and many others.
For further information on the programs mentioned above visit the following
addresses:
http://fye.osu.edu/success.html
http://fye.osu.edu/LC.html
http://freshmanseminars.osu.edu/
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6. Columbus College of Art & MASTERSCard Program – Serving as CCAD’s New Student Seminar Program,
Design the MASTERSCard program, which stands for “Methods of Achieving Success
(Columbus, OH) Through Educational Resources and Service,” is a non-credit course that students
are required to enroll in and pass in their first semester in order to graduate.
Students are required to attend a given number of workshops or presentations in
each of the following areas:
• Program Overview – Mandatory for Enrolled Participants
• Campus Services
• Career Resources
• Communication Skills
• Current Events
• Diversity & Empathy
• Health & Wellness
• Self Awareness
• Self Management
• Spirituality
• Visiting Artists
• Social Programs
In order to encourage student attendance beyond the required minimums and
encourage participation from sophomores and higher students as well, each student
who attends the required number of sessions for his or her class (which are adjusted
based on typical developmental needs for each level) are given a free t-shirt and
entered into a drawing for a free IPOD. Student attendance is automatically tracked
via a database by having students scan their ID cards at each event.
The MASTERSCard program is grant-funded and includes in its program budget of
approximately $30,000 partial salaries for its assistant director of student services
and student educational coordinator in charge of the program, printing of the
MASTERSCard program cards, payment for two professional speakers, cost for
two recent films that were used for discussion sessions, t-shirts for approximately
500 participants, and overall administration and overhead.
For further information on the program mentioned above, contact the following
individuals:
Dwayne K. Todd – Dean of Students – dtodd@ccad.edu, 614-222-4015
Jason Bowser – Program Coordinator – jbowser@ccad.edu, 614-222-6191
Cuyahoga Community Student Success Workshops – In order to provide students with the tools they
College need to succeed, workshops are offered on topics relating to the following broad
(Cleveland, OH and areas:
surrounding areas) • Academic
• Wellness
• Personal Development
• Career
• Financial Assistance
While workshops and sessions are offered at each of Tri-C’s campuses, session
offerings are more extensive at the main Metro campus. Workshops are mainly
given during the dinner hour from 5:00-6:00 p.m. and around lunchtime from
11:00 a.m.-12:00 p.m. Sessions are given by both campus faculty members and
staff from campus offices.
INVEST WELL – In order to encourage personal wellness among its busy
students, the Health and Wellness center has created this program, which has
students create a Personal Wellness Portfolio by exploring the following six areas:
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7. • Physical Wellness
• Intellectual Wellness
• Social Wellness
• Emotional / Mental Wellness
• Occupational Wellness
• Spiritual Wellness
Students are given “dollars” for completing modules related to various areas in
person or online. For example, students can earn $200 by completing 7 Freedom
from Smoking® modules online or by enrolling in Weight Watchers (at their own
cost) and attending at least 10 of 12 group sessions. Smaller options include
attending the Health and Wellness Fair, which can earn participants $100.
Each student who completes a Personal Wellness Portfolio by earning at least $500
worth of wellness investments is entered into a drawing to win one of three
wellness scholarships, valued at $500, $100, and $100 to be used towards tuition
and books. Students are encouraged to attend sessions in a variety of areas and
invest in their personal wellness.
For further information on the programs mentioned above, visit the following
addresses:
http://www.tri-c.edu/advising/docs/stdntsuc.htm
http://www.tri-c.cc.oh.us/wellness/docs/invest.htm
Ohio University Bobcat Passport Program – This program was introduced during the 2005-2006
(Athens, Ohio) school year to encourage Ohio University students to participant in events and
activities offered on campus. Participating students were given a “Bobcat Passport”
to track their attendance at university events in the following seven key areas:
• Recreation
• Late Night
• Diversity
• Resident Assistant / Faculty
• Performing Arts
• Athletics
• Lecture
Students who attended at least one program in each key area were entered into a
drawing to win prizes including one year of in-state tuition, iPods, sideline passes to
athletic events, and a supply of textbooks up to $300.
The Bobcat Passport Program has been lauded for providing incentives for students
to attend events that they would not normally attend and be active on campus. In
order to make the program stronger for the 2006-2007 school year, the program will
now be limited to fall quarter only and move towards swipe-card technology for
tracking attendance. In addition, the key theme areas have been revised to the
following six areas:
• Athletics
• Campus Recreation
• Diversity
• Late Night
• Lecture
• Performing Arts
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8. For further information on the Bobcat Passport program as well as other Ohio
University programs devoted to the first-year experience and leadership
development, please visit the following addresses:
http://www.ohio.edu/bobcatpassport/about.cfm
http://www.ohio.edu/fye/index.cfm
http://www.ohio.edu/arrivalguide/
University of Toronto The Passport Program: Explore U of T – This program is designed to introduce
(Toronto, Canada) first year students to the vast array of services, programs, and opportunities offered
at the University of Toronto related to the following key theme areas:
• Get Ready (focused on introducing various campus services)
• Life Skills (including study skills, health, and handling finances)
• Social Studies (including sports events, performing arts, and cultural events)
• Club Crawl (focused on providing introduction to organizations on campus)
• Helping Hand (focused on providing information on community service)
• Follow the Leader (offering both sessions and credit for serving as a leader)
In order to participate, students are given a passport, or blue pencil case, in the U of
T Welcome Kit that they receive when they register. They can also pick up a
passport at various locations and events.
In order to participate, students are able to access the list of activities and
opportunities that they can get stamped for by visiting a calendar of events on the
program website. They can also sign up to be notified about upcoming activities
via email. Students are instructed to bring their passport with them and collect
stamps at all eligible opportunities
When students have collected the required number of stamps (16) and turn their
passport in, they receive a letter of recognition from the university, prizes from
program sponsors, and the chance to win a grand prize.
Skill Development Workshops – As part of the overarching array of leadership
development programs offered on the St. George (or main urban campus) of U of T,
the following series of workshops are offered:
• Exploring Leadership: Personal Leadership Series – This series helps first
year students and undergraduate students who want to get involved at U of T
learn what leadership is about and how to achieve what they want by getting
involved outside of the classroom
• Group Works: Group Leadership Series - This series helps students who
are already involved on campus learn effective communication and facilitation
skills to develop positive group relations and understand how to work well
with others.
• Tune Your Team: Organizational Development Series - This series helps
students who are already involved on campus learn skills and strategies needed
to run a highly effective group and allocate their resources to make things
happen.
• Leadership Skills for Graduate Students – This series helps graduate
students learn how to communicate effectively and resolve conflict in group
settings by discussing leadership theories and practicing skills using real life
scenarios.
• Organizational First Aid – The Student Affairs office at the St. George
Campus provides customized organizational development trainings and kits for
campus organizations and groups that request it.
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9. While the leadership development programming offered at the St. George campus
is more extensive, workshops are also offered at the other two U of T campuses (at
Mississauga and at Scarborough and those campuses also participate in the Passport
program.
For more information about the programs mentioned above and others offered at
the University of Toronto, please visit the following websites:
http://www.passport.utoronto.ca/
http://www.utsc.utoronto.ca/~stuaff/affairs/passport/stamps.html
http://sa.utoronto.ca/details.php?wcid=170
http://www.utm.utoronto.ca/~w3sce/leadership.html
Elon College Isabella Cannon Leadership Program – This program is named for 1924 Elon
(Elon, NC) graduate Isabella Cannon, the first female mayor of Raleigh, NC. This program
provides opportunities for students to learn how to be effective in leadership roles
and processes by developing students’ understanding of nature, potential and
responsibility of leadership in its attempt to create positive change for the common
good. As a result of this program and others, Elon has been recognized by The
Policy Center on the First Year of College as an “Institution of Excellence
(Barefoot et. al., 2005).”
Beginning with new students in their first year, the program consists of the
following four phases:
• Emerging Leaders (Phase I) – In this stage, participants are required to attend
six leadership workshops, participate in 20 hours of service, attend six
programming events, join a campus organization, shadow two campus leaders,
and attend group discussion each semester with Phase III Leaders. Upon
completion of the Emerging Leaders phase, students are recognized at a
graduation ceremony in the spring.
• Phase II: Collaboration – This phase focuses on enabling students to be able
to bring diverse others together for the common good. Participants are
expected to participate in a Leadership Laboratory project, participate in
leadership discussions with faculty and staff, hold a leadership role, attend a
“How to Lead” retreat, attend six leadership workshops, and attend a
teamwork seminar.
• Phase III: Change - This phase focuses on helping students learn how to
create personal and organizational change. Participants are expected to
complete a personal and organizational project of change, participate in four
change workshops, attend two facilitation trainings, facilitate group
discussions with Emerging Leaders, participate in two change seminars, and
attend a leadership conference.
• Phase IV – Common Good – This phase focuses on helping students learn
that effective leadership must have a positive impact on the common good.
Participants are expected to attend a Phase IV retreat and monthly capstone
discussions, complete a campus community climate project, jointly coordinate
the Phase II “How to Lead” Retreat, attend leadership connection workshops,
and present his or her legacy (essentially a portfolio of their program
experiences and project) to a review board.
Students who successfully complete all four phases of the program graduate as
Isabella Cannon Distinguished Leaders.
The Isabella Cannon Leadership Program is offered out of Elon College’s Center
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10. for Leadership which also offers the following programs and resources: Leadership
Development Institute, Leadership Speaker Series, Leadership for Lunch,
Presidential Luncheons, a library of leadership resources, Team Performance Model
& Teamwork Competency Assessment for student groups, an Advisor
Development Program, a Leadership Recognition Program, and a new Leadership
Minor.
There is also a LEAD team of 20 students involved with the Isabella Cannon
Leadership Program who, along with the professional staff, help to run the office
and programs.
For further information on the above programs, please visit the following address:
http://www.elon.edu/e-web/students/leadership
Ball State University Excellence in Leadership Program – This program is designed to meet the
(Muncie, IN) growing need for prepared future leaders. In order to meet several goals related to
leadership, it begins in the freshman year and consists of the following four phases:
• Phase I – Individual Leadership – In this phase, participants are expected to
attend a fall retreat, 4 evening workshops, 3 mentor sessions with assigned
mentor team, and complete 3 reflection journals in their first fall semester.
They area also expected to attend 6 evening workshops, 4 mentor sessions,
participate in a service project, and complete 3 reflection journals in the spring
semester. For completing the requirements above, students also receive credit
for a 1 credit course – for those who cannot or do not wish to enroll in the
course, there are reduced non-credit requirements available.
• Phase II – Organizational Leadership – In this phase, participants are
expected to attend fall retreat, 4 evening workshops, 3 mentor sessions, attend
3 different registered student organization meetings, and complete a minimum
three-page paper comparing and contrasting the student organizations in their
fall semester. In the spring semester, they are expected to attend 4 evening
workshops, attend 4 mentor sessions, complete mentor group service project
hours, complete a leadership portfolio, conduct two leadership interviews and
submit a reflection paper about individuals interviewed. For completing the
requirements above, students also receive credit for a 1 credit course – for
those who cannot or do not wish to enroll in the course, there are reduced non-
credit requirements available.
• Phase III – Servant Leadership – In this year, participants have the
opportunity to serve as mentors to Phase I participants, serve as coordinators or
community service projects, or participate in an Alternative Break program.
They also work as a group with a local community service agency exploring
the underlying causes that create the need for service and exploring ways to
meet those needs.
• Phase IV – Global Leadership – In this phase, participants focus their efforts
on creation of an Individual Leadership Project to represent the culmination of
their experiences in the program. They also participate in two Individual
Leadership Project seminars to create a capstone for their experience and a
long range vision for leadership.
As a result of this program and others, Ball State University n has been recognized
by The Policy Center on the First Year of College as an “Institution of Excellence
(Barefoot et. al., 2005).”
Other related programs include: a CLASS program (living-learning community
related to service, citizenship, leadership, and success), Leadership Studies minor,
Omicron Delta Kappa (leadership honorary), and Student Leadership Development
10

11. Board (provides consultant services and presentations to campus organizations).
For further information about the programs mentioned above, please visit the
following addresses:
http://ww.bsu.edu/eil
http://www.bsu.edu/web/studentlife/leadershipdevt
Case Western Reserve The Case Leadership Journey – The Case Leadership Journey is a set of
University intentional leadership opportunities for undergrad students offered by the Office of
(Cleveland, Ohio) Student Activities and Leadership.
Emerging Leaders Program – This program is the first phase of the Case
Leadership Journey and is geared specifically to first-year students. Its goals are to
enable graduates of the program to:
• Better understand the Case student leadership community
• Identify their personal leadership styles
• Balance their academic & co-curricular demands
• Understand the importance of networking
• Better reflect on their learning experiences.
In order to accomplish those goals, the program begins with a weekend retreat in
late November for selected participants and a networking reception held at the very
end of November. Then, bi-weekly over a ten week period in the spring semester,
the program has participants work on accomplishing the goals that they set for
themselves at the retreat with the help of fellow small group participants and group
facilitators. Participants also complete projects, participate in discussions, and are
provided opportunities for reflection.
The Emerging Leaders Program is based on completion of a development of a
personal development plan relating to individual results on a Student Leadership
Practices Inventory and development of the following five leadership practices set
forth in The Leadership Challenge by James M. Kouzes and Barry Z. Posner,
Ph.D.:
• Challenging the Process
• Inspiring a Shared Vision
• Enabling Other to Act
• Modeling the Way
• Encouraging the Heart
There is a $45 fee associated with participating in the program to help defray some
of the costs and indicate commitment to the program; however, there are
scholarships available for those students who are unable to afford the fee.
Fall Leadership Conference – This annual conference draws approximately 300
Case students each year along with students from 6 other area colleges &
universities. It offers interactive sessions devoted to the following leadership-
related topics:
• Personal Development
• Organizational Development
• Leadership in Action
In order to ensure that the conference is appropriate for all levels of students, the
various interactive sessions as well as breakout sessions following the keynote
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12. speech are designated for the following three leadership tracks:
• Emerging – Designed for those students who want to begin in their
involvement in campus life by building and reviewing skills that form a
foundation for leadership.
• Intermediate – Designed for students involved in activities and organizations
who wish to gain greater experience and responsibility as leaders.
• Established – Designed for those leaders currently holding an office who wish
to fine-tune their leadership and personal development skills.
In addition to the programs described above, the Case Leadership Journey includes
opportunities for students to serve on a Leadership Journey Council, attend a Spring
Leadership Conference, attend an intensive six-day Leadershape program, and be
honored at an annual awards ceremony for outstanding student leaders. Students
are also provided with an Organization Matrix listing clubs, organizations, and
activities with which they can get involved.
The Student Activities & Leadership Office also continues developing leaders in
the second year by providing a two-day Second Year Institute immediately before
school starts as well as other Second-Year events throughout the year focused on
fostering exploration, engagement, and personal vision.
For further information about the programs mentioned above, please visit the
following webpages:
http://studentaffairs.case.edu/activities/journey
http://studentaffairs.case.edu/programs/leadership
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13. Appendix C – List of References (i.e. Sources on Current Trends and Leadership Principles)
Allio, R. J. (2005). Leadership development: teaching versus learning. Management Decision, 43, 1071-1077.
Barefoot, B.O., Gardner, J.N, Cutright, M., Morris, L., Schroeder, C.C., Schwartz, S.W., Siegel, M.J. & Swing,
R.L. (2005). Achieving and sustaining institutional excellence for the first year of college. San Francisco:
Jossey-Bass.
Covey, S. R. (1989). The 7 habits of highly effective people. New York: Free Press.
Fleenor, J. (2003). Creative leadership, tough times: Soft skills make the difference. President & CEO, 4, 36-37.
Goleman, D. (1998). What makes a leader? Harvard Business Review, 6, 93-102.
Hall, M. (1992). Wellness: A personal program for leaders. Campus Activities Programming, 25, 44-51.
Hernez-Broome, G., & Hughes, R. L. (2005). Leadership development: Past, present, and future. Human Resource
Planning, 1, 24-32.
Hopkins, H. (1996). Leadership development in half the time: Creating programs for two-year colleges. Campus
Activities Programming, 29, 55-58.
Martin, A. (2006). The changing nature of leadership: A CCL research report. Washington, DC: Center for
Creative Leadership.
Mokdad, A. H., Marks, J. S., Stroup, D. F., & Gerberding, J. L. (2004). Actual causes of death in the United States,
2000. Journal of the American Medical Association, 291, 1238-1245.
Novelli, L., & Taylor, S. (1993). The context for leadership in 21st-century organizations. American Behavioral
Scientist, 37, 139-147.
Singer, N. (1994). The "Revolving Door" Challenge: Programming for a Community College Campus. Campus
Activities Programming, 27, 33-35.
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