Think the unthinkable to spark transformation

1. Think the unthinkable to spark transformation ECU Student Leadership Certificate-Student Affairs Guide

2. New Strategic Plan Announcement ECU: The Cookie University.

3. Theoretical Groundings Leadership Identity Development Model Model of Multiple Dimensions of Identity (MMDI) Adaptive Leadership Relational Leadership Student Leadership Competency Model Developmental Model of Reflection Kolb’s Learning Styles Developmental Readiness

4. Developmental Readiness Motivation to Develop Leader Self Development Ability to Develop + =

5. Leadership Identity Development Model • Relational Leadership Model • Kolb’s Learning Cycle Breaking down Theory

6. ECU’s Integrated Leadership Framework • Based ECU’s Enduring Values … • Knowledge: Life-long learner • Relationships: Mentorship • Ethics: Character Catalyst • Well-Being: Healthy Individual • Service: Positive Change Agent • RESPECT • AUTHENTICITY • ACCOUNTABILITY • TEAMWORK • COMMITMENT TO SERVE • Framed by ECU’s Leadership Definition • Leadership is a relational process of inspiring, empowering and influencing positive change. ECU’s Integrated Leadership Framework

7. http://leadership.arizona.edu/slc University of Arizona Student Leadership Competencies 475 Accrediting Agencies, 522 Academic Programs, 17,577 Learning Outcomes, 240 Measurements The purpose in undertaking this study was twofold: to create a set of leadership competencies and measurements based on research that scholars and practitioners could use as learning outcomes for curricular and co-curricular leadership programs and to use these competencies to translate learning outcomes from 522 academic programs within 98 academic accrediting organizations to serve as a common language of leadership Personal Behavior Ethics Resiliency Responding to change Responding to ambiguity Functioning independently Initiative Follow through Responsibility for personal behavior Positive attitude Confidence Excellence Interpersonal Interaction Healthy relationships Appropriate interaction Helping others Others’ contributions Empathy Supervision Providing feedback Mentoring Empowerment Motivation Collaboration Civic Responsibility Diversity Others’ circumstances Social justice Inclusion Social responsibility Community development Learning & Reasoning Research Other perspectives Reflection and application Systems thinking Analysis Synthesis Evaluation Problem solving Decision making Developing original ideas Strategic Planning Mission Vision Goals Plan Organization Time management Communication Oral communication Nonverbal communication Listening Writing Facilitation Conflict negotiation Articulating a point of view Group Dynamics Organizational behavior Power dynamics Group development Creating change Self-awareness & development Self-understanding Personal values Personal contributions Scope of personal competencies Feedback from others Developing competencies ECU Leadership Certificate

8. Accrediting Academic Organizations • AABI Aviation Accreditation Board International • AACSB The Association to Advance Collegiate Schools of Business • AAFCS American Association of Family and Consumer Sciences • AAFS American Academy of Forensic Sciences • AAHPERD-AAHE American Association of Health Education • AAHPERD-NASPE National Association for Sport & Physical Education • AAMFT American Association for Marriage and Family Therapy • AANP American Association of Nurse Practitioners • ABA American Bar Association • ABAP The American Board for Accreditation in Psychoanalysis, Inc. • ABET Applied Science, Computing, Engineering, and Technology • ABFSE American Board of Funeral Service Education Committee on Accreditation • ACAE Accreditation Commission for Audiology Education • ACAOM Accreditation Commission for Acupuncture and Oriental Medicine • ACBSP Accreditation Council for Business Schools and Programs • ACCE American Council for Construction Education • ACEI Association for Childhood Education International • ACEJMC Accrediting Council on Education in Journalism and Mass Communications • ACFEF American Culinary Federation’s Education Foundation • ACME Accreditation Commission for Midwifery Education • ACPE Accreditation Council for Pharmacy Education • ACPE Association for Clinical Pastoral Education • ACTFL American Council on the Teaching of Foreign Languages • ADA American Dental Association • AECT Association for Educational Communications and Technology • ALA American Library Association Committee on Accreditation • ALA/AASL American Association of School Librarians • AMLE Association for Middle Level Education • AOA American Optometric Association • AOA American Osteopathic Association • AOTA American Occupational Therapy Association • APA American Psychological Association • APMA American Podiatric Medical Association • APsaA American Psychoanalytic Association • APTA American Physical Therapy Association • ARC-PA Accreditation Review Commission on Education for the Physician Assistant, Inc. • ASHA American Speech-Language-Hearing Association • ASHP American Society of Health-System Pharmacists • ASLA American Society of Landscape Architects • ATMAE Association of Technology, Management, and Applied Engineering • ATS Association of Theological Schools • AVMA American Veterinary Medical Association • CAAHEP Commission on Accreditation of Allied • Health Education Programs • CAATE Commission on Accreditation of Athletic Training Education • CACREP Council for Accreditation of Counseling and Related Educational Programs • CADE-ADA American Dietetic Association Commission on Accreditation for Dietetics Education • CAHIIM Commission on Accreditation for Health Informatics and Information Management • CAHME Commission on Accreditation of Healthcare Management Education • CCE Council on Chiropractic Education • CCIE Commission on Collegiate Interpreter Education • CCNE Commission on Collegiate Nursing Education • CEC Council for Exceptional Children • CEPH Council on Education for Public Health • CIDA Council for Interior Design Accreditation • CNME Council on Naturopathic Medical Education • COA Commission on Opticianry Accreditation • COA-NA Council on Accreditation of Nurse Anesthesia Educational Programs • COAPRT National Recreation and Park Association Council on Accreditation of Parks, Recreation, Tourism, and Related Professions • CoARC Commission on Accreditation for Respiratory Care • COCA Commission on Osteopathic College Accreditation • COMTA Commission on Massage Therapy Accreditation • CORE Council on Rehabilitation Education • CSWE Council on Social Work Education • EHAC National Environmental Health Science & Protection Accreditation Council • ELCC Educational Leadership Constituent Council • GAC Global Accreditation Center • IACBE International Assembly for Collegiate Business Education • IFSAC-DA International Fire Service Accreditation Congress Degree Assembly • IRA International Reading Association • ISTE International Society for Technology in Education • ITEA-CTTE International Technology and Engineering Educators Association • JRCERT Joint Review Committee on Education Programs in Radiologic Technology • JRCNMT Joint Review Committee on Educational Programs in Nuclear Medicine Technology • LCME Liaison Committee on Medical Education • MEAC Midwifery Education Accreditation Council • NAACLS National Accrediting Agency for Clinical Laboratory Sciences • NAAEE North American Association for Environmental Education • NAEYC National Association for the Education of Young Children • NAGC National Association for Gifted Children • NASAD National Association of Schools of Arts and Design • NASD National Association of Schools of Dance • NASM National Association of Schools of Music • NASP National Association of School Psychologists • NASPAA National Association of Schools of Public Affairs and Administration • NAST National Association of Schools of Theater • NCACE National Council for Accreditation of Coaching Education • NCATE National Council for Accreditation of Teacher Education • NCSS National Council for the Social Studies • NCTE National Council of Teachers of English • NCTM National Council of Teachers of Mathematics • NLNAC National League for Nursing Accrediting Commission, Inc. • NSTA National Science Teachers Association • PAB Planning Accreditation Board • PCSAS Psycholocial Clinical Science Accreditation System • SAF Society of American Foresters • TEAC Teacher Education Accreditation Council, Inc. • TESOL Teachers of English to Speakers of Other Languages University of Arizona SLC

9. How ECU Currently Provides Leadership Education: 1 1 3 3 2 2 Develop Leadership Program (curricular and/or co-curricular) Develop Leadership Program (curricular and/or co-curricular) Internal Assessment Internal Assessment Student Participation Student Participation Linear and lacks connectivity

10. Proposed Competency Based Certificate Model Model of Multiple Dimensions of Identity

11. ECU’s Leadership Certificate-A Competency Based Model • Requirements: • Collaborative Spirit • Open and Honest Dialogue • Clear and Consistent Expectations • Flexibility • Innovative Mindset • Emphasis on Student Leadership Learning

12. Students’ Leader (self)-development (LSD) behaviors: Seeking and Engaging in stretch assignments/triggersSelf-reflection and self-awarenessLearning from others The individual process of LSD does not occur alone; rather relies on an entire system including program culture and norms, internal processes and available resources ECU Leadership Certificate

13. Why a Competency Based Model Competency Definition: Fundamental knowledge, attitude, or skill in a specific subject area • Benefits • Capacity to measure success • Creates platform for feedback and training • Promotes learning and growth • Provides common language • Drawbacks • Any competency model can include bias in either creation and/or application • Can lead someone to believe that just b/c they attend a session on a competency that they have indeed mastered it • Short list of competencies: useful/not comprehensive; long list: more comprehensive/harder to put into practice 4 Dimensions of a Competency: Knowledge=Understanding Value=Attitude Ability=Skill or Motivation Behavior=Action ECU Leadership Certificate

14. Goals of ECU Leadership Certificate • Track student leadership experiences • Measure student leadership learning • Connect ECU leadership experiences throughout the University • Increase student ability to articulate their understanding of leadership • Increase student/graduate likelihood to create positive sustainable change • Foster an environment of dynamic leadership learning • Create a language of leadership throughout the University ECU Leadership Certificate

15. Career Connection According to the 2012 employer survey conducted by the National Association of Colleges and Employers (NACE), employers believe the most important competencies of an employee are the ability to work in a team structure; verbally communicate with persons inside and outside the organization; make decisions and solve problems; obtain and process information; and plan, organize, and prioritize work. Employers want graduates who have learned to think critically, manage their time, and create meaningful connections with others (NACE, 2012).

16. ECU Leadership Certificate Competency Matrix ECU Student Leadership Competencies

17. Student Experience Explore • Navigating the LC Workshop • Completion of Competency Based Programs • Reflective Artifact • Essays or Video Envision • Vision Development Workshop • Completion of Competency Based Programs • Reflective Artifact • Essays or Video Influence • Civic Engagement Workshop • Completion of Competency Based Programs • Completion of Pre-Approved Service Hours • Reflective Artifact • Essays or Video Integrate • Career and Leadership Workshop • Completion of Competency Based Programs • Reflective Artifact • Essays or Video • Final Portfolio ECU Leadership Certificate

18. Faculty LC Experience Teach Course or Program Develop Leadership Program or Course Compare Learning Outcomes to Competency List Submit form to be reviewed by committee Upload Roster Upload to Annual Report Etc. Receive Assessment Results from Participants ECU Leadership Certificate

19. Submitting Programs All programs will be submitted via an online portal (Qualtrics) Page 1 of Form: Program/Course logistics, Learning Outcomes, Place to upload syllabus, etc. Page 2 of Form: Competency Selection** Page 3 of Form: Narrowing competency KVAB Page 4 of Form: Final Review and Submission to Review Board

20. The Review Process Once a program has been submitted it will be assigned to a Leadership Certificate Team Member Team Member will use a rubric to review and confirm that all details of the program are acceptable Notification of review will be sent to facilitator from CSLE asking for clarification or confirming participation and providing a customized Rubric If a program needs further clarification, an email will be sent or a meeting will be set up to discuss issues At the end of each semester a review of the programs in L.C. will be updated, removed etc.

21. Assessment Example Possesses an understanding of motivation KNOWLEDGE Participating in _____ did not increase my understanding of motivation. Participating in _____ slightly increased my understanding of motivation. Participating in _____ moderately increased understanding of motivation. Participating in _____ greatly increased understanding of motivation. Possesses and awareness of Self Value Participating in _____ did not increase the value I place on my own motivation. Participating in _____ slightly increased the value I place on my own motivation. Participating in _____ moderately increased the value I place on my own motivation. Participating in _____ greatly increased the value I place on my own motivation. ECU Leadership Certificate

22. Student Affairs Programs • Types of Student Affairs Programs • Advising Student Organizations • Executive Board vs. General Member • One Shot Large Programs • Retreats • Employees (Including Graduate Assistants/Interns) • Interventions

23. Faculty LC Experience Teach Course or Program Develop Leadership Program or Course Compare Learning Outcomes to Competency List Submit form to be reviewed by committee Upload Roster Upload to Annual Report Etc. Receive Assessment Results from Participants ECU Leadership Certificate

24. Student Affairs Navigation • Review the Programs in your Office, where do you believe the greatest leadership learning is happening? • Start there. • Review and/or Write Learning Outcomes • Compare L.O. to Competencies • Who is engaged in the leadership learning the most? East Carolina University Leadership Certificate Decide when you want Assessments Run…Upload Rosters Submit Form

25. Must be an intentional leadership learning experience • Learning Outcomes must match competencies • No more than two competencies/hour of engagement should be selected for a program and no more than 10 total • Consider the students you spend the most time with and/or are making our programs happen…they are usually a good place to start. • The Leadership Certificate is designed for students with both the motivation and the ability, not for those looking to complete a checklist. Not EVERY program works. • When in doubt, call CSLE, and we will walk you through the process! Considerations ECU Leadership Certificate

26. Student Affairs Navigation-Retreat Example (Alternative Break Experiences) East Carolina University Leadership Certificate Logistics Weekend-Week Long Intensive Excursion 12-25 Students/Trip 1-4 Trip Leaders/Trip Choices Leads Participants Leads & Participants • Leads • Review Learning Outcomes • Review Expectations and Timeline • Trainings, Responsibilities pre/post trip, Selection Requirements • Assessment • When makes the most sense to assess their progress Competency Selection Selection should be based on their total experience. Long Term Program: Use Rubric for Success Markers Rosters: Upload Rosters at any time you want the student assessed.

27. Step 2: Choose Competencies • Learning Outcomes for ABE Leads: • Facilitation • Group Development • Plan • Reflection and Application • Goals • Productive Relationships • Learning Outcomes for ABE Leads: • ABE Leads will be able to facilitate the group process of meeting objectives, goals and plans. • ABE Leads will establish a functional team that actualizes the ABE mission • ABE Leads will demonstrate effectively planning • ABE Leads will demonstrate and articulate the value of reflection in making meaning of their experience • ABE Leads will effectively articulate goals • ABE Leads will develop productive relationships Example-ABE Leads Step 1: Review Learning Outcomes

28. Alternative Break Experience Leads ECU Leadership Certificate

29. 3. Review the learning outcomes and identify the leadership specific outcomes.4. Compare those outcomes to the leadership competency list. AND/OR Starting is simple 3. Review the leadership competencies and identify your priorities 4. Write/Rewrite your leadership learning outcomes 1. List all of the leadership learning experiences in your office.2. Mark the ones that have learning outcomes associated with them. We all drink from wells that others dug…what wells will you dig for the next generation? Bob Plybon, ECU LeaderShape 2014 ECU Leadership Certificate

30. Student Affairs Navigation-Long Term Monthly Meetings Example (LeaderShape Day 7) East Carolina University Leadership Certificate Logistics Group the meets monthly 100 Students No “Leads” Choices Each session End of the semester End of the Year • End of Each Semester • Review Learning Outcomes • Review Expectations and Timeline • Attendance Policy • Assessment • Compare to the data that was gathered during LeaderShape • Students can participate 1 or both semesters Competency Selection Selection should be based on their total experience. Long Term Program: Use Rubric for Success Markers Rosters: Upload Rosters at any time you want the student assessed.

31. Student Affairs Navigation-Student Organization (SGA) East Carolina University Leadership Certificate Logistics Multiple types of “mini” groups. Meet Weekly Different levels of engagement Choices Executive General Membership Hybrid • Hybrid • Develop Learning Outcomes for each area: • Exec, Shipmates, Appropriation, Senate, Judicial, Cabinet • Review Expectations and Timeline • Attendance Policy • Assessment • End of a semester based on attendance Competency Selection Selection should be based on their total experience. Long Term Program: Use Rubric for Success Markers Rosters: Upload Rosters at any time you want the student assessed.

32. Assessment Results Directly Related to Accreditation & ECU Integrated Leadership Framework • Consistent Assessment Measures • Minimal Additional Time Commitment • Reduced Duplication of Effort • Provides Leadership Standards and Easy Training for New Faculty • Benchmarking Across the University • Free Advertising • Acknowledgement of Participation • Retention Reports • Alumni Reports “Who we become together will always be different than who we were alone. Our range of creative expression increases as we join with others. New relationships create new capacities.” Margaret Wheatley and Myron Kellner-Rogers Overall Benefits