NACA, NIRSA, & Memorial University International Experiential Learning Institute

1. NACA, NIRSA, & Memorial UniversityInternational Experiential Learning Institute Application Of Findings From Leadership Scholarship And Research

2. What do you want to know?What do you need to know?

3. Leadership in the MakingLeadership outcomes • 10 of the 31 Kellogg funded institutions and matched group of non-Kellogg institutionsFreshmen first assessed in 1994 and followed up in 1997-1998 (n=875)Multiple regression • -- controlled for student differences Zimmerman-Oster, K., & Burkhardt, J. C. (1999). Leadership in the making: Impact and insights from leadership development programs in U.S. colleges and universities. Battle Creek, MI: Kellogg Foundation.

4. Leadership in the Making “Students who participated in leadership training had an increased likelihood of • demonstrating growth in civic responsibility, • leadership skills, • multicultural awareness and community orientation, • understanding of leadership theories, • and personal and societal values. Students who did not participate in leadership development projects at the Foundation-funded schools also showed greater gains in their leadership abilities and sense of civic responsibility when their self-assessments were compared to those of students at the non-funded schools.” (p. 12)

5. Think back on your collegiate leadership experiences to identify the events or stories that led you to change how you lead or affirmed how you lead. • identify at least two "key events" from your years in college, which helped shape you into the leader you are today. • What happened and what did you learn from those experiences (the good and the bad)? Sessa, V. I., Morgan, B. V., Kalenderli, S., & Hammond, F. E. (2013; submitted for review) Key events in student leaders’ lives and lessons learned from them. Unpublished paper.

6. Key Events • Challenging Assignments • Hardships • Events Dealing with Other People • Coursework/Leadership Development programs • Other Sessa, V. I., Morgan, B. V., Kalenderli, S., & Hammond, F. E. (2013; submitted for review) Key events in student leaders’ lives and lessons learned from them. Unpublished paper.

7. Lessons Learned • Identity • Individual Competencies • Support Systems • Working with Others • Getting the job done Sessa, V. I., Morgan, B. V., Kalenderli, S., & Hammond, F. E. (2013; submitted for review) Key events in student leaders’ lives and lessons learned from them. Unpublished paper.

11. What is MSL? The MSL is  an international research program  focused on understanding the influences of higher education in shaping  socially responsible leadership capacity & other leadership related outcomes  (e.g., efficacy, cognitive skills, resiliency). Beyond a research program, the MSL is  an international movement  toward more effective,  evidence-based  college student leadership development.

12. Original Maryland Research Team 2005-2006

13. Evolving TeamsLoyola University Chicago

14. • A significant gap between theory and practice as they relate to college student leadership• An unclear picture of the leadership development needs of college students• Uncertainty regarding the influence of the college environment on theoretically grounded leadership development MSL Rationale

15. Overview of MSL: Theoretical FrameworkSocial Change Model of Leadership Development

16. Theoretical & Conceptual Frameworks

17. So What Matters in the Development of Leadership Capacity? Select findings from the Multi-Institutional Study of Leadership

18. Overall Findings

19. Findings Continued

20. Conditional Analyses

21. Conceptual Framework The conceptual framework was an adapted version of Astin’s (1993) college impact model. Experiences During College Intermediate Outcomes Pre-College Experiences

22. MSL Environmental VariablesSee 2012 MSL Handout • Off-Campus Work • On-Campus Work • Community Service Involvement • HIPS: Study Abroad, Learning Communities, Senior Capstone, Internship • Specific Organization Involvement • Breadth of Organization Involvement • General Student Involvement • Community Involvement • Mentoring: Faculty, Student Affairs, Community, Work, and/ or Peer • Positional Leadership Roles • Community Leadership Roles • Perception of Campus Climate (sense of belonging) • Short, Moderate, and/ or Long Leadership Training

23. Community Service

24. Demographic Characteristics Block 1 Quasi-Pretests Block 2 Institutional Characteristics Block 3 College Environment & Experiences Block 4 Leadership Efficacy Block 5 Leadership Outcome Leadership Predictors

25. Private CRE –Personal assessment of the value of one’s racial group Public CRE –Personal beliefs regarding how others value one’s racial group Collective Racial Esteem Identity Salience– The degree of centrality of one’s racial group membership to their self-concept Membership – Personal beliefs about how well one functions as a member of their racial group Defining Key Terms

26. CRE Consideration Results Overall, regression models explain between 57% - 60% of the variance in student scores on the omnibus measure of socially responsible leadership. CRE contributes between 5% - 7% of the variance. This is nearly triple the contribution of racial categories in prior research. Shifts in predictors by racial group membership.

29. One Size Very Rarely Fits All

30. Predictors of SCM Values Discussions of Socio-Cultural Issues predict the most variance for both men and woman on all the Cs.

31. Predictors of SCM Values • Sample items from the Socio-Cultural Issues scale: • Talked about different lifestyles • Discussed major social issues such as peace, human rights, and justice • Discussed your views about multiculturalism and diversity • Held discussions with students whose political opinions were very different from your own • Held discussions with students whose personal values were very different from your own

32. Why do you think this is such a developmentally powerful experience?

33. Efficacy Matters • Leadership Capacity • One’s internal belief regarding the likelihood they will be successful when attempting to lead • The actual enactment of leadership • The knowledge, attitudes, and skills that comprise one’s ability to lead successfully • Leadership Efficacy • Leadership Behaviors

34. What might this look like? Leadership Performance HIGH LOW Leadership Efficacy HIGH LOW Komives, 2014

35. Albert BANDURA and Social Learning Theory

36. One Size Very Rarely Fits All

37. 1 2

39. Why Consider Readiness?

40. Developmental Sequencing Matters

41. 1 2 3

42. Mapping Developmental Readiness Positional Born Not Learned Directive or Directed Leader/ Manager Goal Achievement Learnable Personal Responsibility Complex & Adaptive Constant Learning Interdependent Leadership Without Easy Answers (Heifetz); Learning as a Way of Leading (Preskill & Brookfield) Finding Your Voice (Matusak); Leadership Challenge (Kouzes & Posner) Social Change Model; Authentic Leadership Peer Learning Models Appreciative Inquiry Issues-Based Approaches Efficacy-Building/ Personal Development Experiential Education Positional Training Participatory Action Research Community Organizing Systems thinking

43. Defining Key Terms Formal Leadership Programs Individual Leadership Experiences Educational Experiences Developmental Experiences Training Experiences Positional Leader Training Leadership Courses Leadership Immersions RA Training Workshop Series Living-Learning Programs Executive Board Training Emerging Leaders Programs Peer Educator Teams

44. Results Three Most Reported • Lecture/ Workshop Series (72%) • Conferences (65%) • Single Courses (56%) Three Least Reported • Academic Major (6%) • Academic Minor (7%) • Capstone Experiences (12%)

45. Implications Formal Leadership Programs Individual Leadership Experiences Educational Experiences Developmental Experiences Training Experiences High-Impact Learning Pedagogies Positional Leader Training Leadership Courses Leadership Immersions RA Training Workshop Series Living-Learning Programs Executive Board Training Emerging Leaders Programs Peer Educator Teams

46. Leadership Development Process Resiliency Social Perspective Taking Cognitive Skills Leadership Capacity Leadership Efficacy Leadership Motivations Environmental Context • High Impact Learning Experiences • Organizational Context • Climate • Resources/ Mission • Structural Dimensions • Compositional Diversity • Institutional Policies High Impact Learning Experiences Climate Leadership Behaviors Structural Dimensions Resources Broader Social Context (Socially Constructed) • Social Identity Group Membership • Collective Self Esteem • Cultural Value Orientations

47. Leadership HIPS • Socio-cultural conversations with peers • Mentoring relationships • Community service • Memberships in off-campus organizations • Holding positional leadership roles

48. Applications What does this mean for my personal/ professional development? What does this mean for my direct work with students? What does this mean for institutional/ organizational policies and practices? 48

49. Final Considerations 1 2

50. Questions? www.leadershipstudy.net