High Impact Practices: Strategies for Transformative Learning to Promote Leadership Development

1. High Impact Practices:Strategies for Transformative Learning to Promote Leadership Development NACA-NIRSA – Memorial University Institute for Experiential Learning Dr. Susan R. Komives Professor Emerita • University of Maryland komives@umd.edu

2. Be thinking of a high impact practice you can incorporate into your work with students (or a select group of students) to develop leadership in your context.

3. Cress, et al. (2001) – impact of student leadership activities on 875 undergraduate leaders • positive association between leadership activity participation and leadership skill, values, and cognitive understanding (i.e., conflict resolution, clarity of personal values, and understanding of leadership theories). • three common elements that had direct impact on leadership development: (a) opportunity for service; (b) experiential activities; and, (c) active learning through collaboration.

4. Leadership Development through Experiential Learning is a Transformative Experience

5. Transformative Learning • Shift from previously held assumptions or beliefs, world view, or sense of self • An individual evolves the ability to reflect on what previously simply "was.” • Robert KeganSubject-object shift

6. Transformative Learning • The evolution of subject to object generates a new subjective experience which then must be organized. • Stages of Consciousness shift: • Intrapersonal, interpersonal, cognitive • Self-authorship (Kegan; Baxter-Magolda)

8. Stretch Goals and Challenges

9. Mumford, et al.(2000) found that certain assignments correlated with improved leadership skill levels at certain points in a leader’s career. ―Assignments, such as: (a) problems with multiple components; (b) long-term planning; (c) novel ill-defined problems; (d) diverse experiences; (e) autonomy; and, (f) boundary spanning (p. 106)

10. Reflection Reflection/ meaning-making • “constructing knowledge about one’s self and about the world.” What is Critical Reflection? • Critical reflection occurs when we analyze and challenge the validity of our presuppositions and assess the appropriateness of our knowledge, understanding and beliefs given our present contexts (Mezirow, 1990)

12. Social Perspective-Taking • SPT can be defined as the ability to take another person’s point of view and accurately infer the thoughts and feelings of others (Gehlbach, 2004; Johnson, 1975; Selman, 1980; Underwood & Moore, 1982).

13. Constructive dialogue

14. Dialogue is a skill The profound efficacy of dialogue requires much of us: • Listening more deeply and for longer periods of time. • Inquiring of others and paraphrasing their ideas when every cell in your body wants to attack, defend or explain. • Becoming aware of your mind drifting and repeatedly returning it to the topic at hand. • Examining our thoughts and separating assumptions from facts. • http://www.hendersongroup.com/articles/tips-for-effective-dialogue-dialogue-vs-discussion.asp

15. Dialogue requires: • A complete shift in mindset from telling others what you think, to inquiring of them what they think. • A deeper level of listening and a more active approach to demonstrating that you are listening to others. • An ability to penetrate into another's assumptions and mental maps to uncover the framework that governs their behavior. PRACTICE THESE SKILLS AT IELI http://www.hendersongroup.com/articles/tips-for-effective-dialogue-dialogue-vs-discussion.asp

16. Active Listening

17. Stages of the Listening Process • Hearing • Focusing on the message • Clarifying and perception checking • Comprehending and interpreting • Analyzing and Evaluating • Responding • Remembering

18. Role Play/ Fish Bowl Setting room reservation policy • Chair, Student Union Programming Board • President, Black Student Union • President, Inter-Fraternity Council • Staff Director, Komives Campus Union (KCU) • Director, Campus Security • Associate Director, KCU Schedule Office

20. Taylor, W. D., Cranton, P., & Associates (2012). The handbook of transformative learning. San Francisco, CA: Jossey-Bass, 2012.

21. Emerging Strategies (1)(Kasworm & Bowles in Taylor and Cranton, 2012, p. 400) • Action research • Collaborative inquiry • Critical thinking and reflection • Cultural immersion • Digital stories or videos • Experiential and active learning • Portfolio development and assessment • Transformative curriculum goals and outcomes • Developing shared democratic and inclusive culture • Internship programs

22. Emerging Strategies (2)(Kasworm & Bowles in Taylor and Cranton, 2012, p. 400) • Paired or clustered courses • Peer, cohort, dialogue, support groups • Scholarly communities of practice • Community partnerships • Service-learning partnerships • Study abroad programs • Academic and social support programs • narrative, embodied, and somatic learning • Faculty professional development opportunities

23. Emerging Strategies (3)Komives • Meaningful student employment • Student leadership positions • Peer helping roles • Peer mentoring roles • Campus judicial board; student newspaper roles • Roles in recreation, intramurals, intercollegiate athletics • Starting a club or organization • Protesting or seeking change

24. Employment and student leadership Work has positive effect on student leadership • Any work < 10 hour per week • On-campus work > 10 hours per week • Off-campus > 10-12 hours per week Wabash study

27. Emerging Strategies (3)Komives • Meaningful student employment • Student leadership positions • Peer helping roles • Peer mentoring roles • Campus judicial board; student newspaper roles • Roles in recreation, intramurals, intercollegiate athletics • Starting a club or organization • Protesting or seeking change

28. What is Student Engagement?Student engagement is thetime and energy students devote to educationally purposeful activities  practices shown to be related to desired educational outcomes (Kuh, NSSE)

30. B = f (person x environment) B = f ( P x E)

31. CONNECT them what they are interested in

34. NSSE at 13 • Wabash National Study findings: positive connections between students' experiences, learning outcomes (critical thinking, problem solving, intercultural effectiveness, etc.) and development • Some practices are unusually effective: positively related to deep learning – “High Impact Practices” • Engagement had stronger effects on first‐year grades and persistence for underprepared and historically underserved students — the very populations most in need of improved outcomes

35. The 10 High Impact Practices (HIPs) AAC&U, 2008

36. First-Year Seminars and Experiences
 Common Intellectual Experiences
 Learning Communities 
 Writing-Intensive Courses 
 Collaborative Assignments and Projects 
 Undergraduate Research
 Diversity/Global Learning
 Service Learning, Community-Based Learning 
 Internships
 Capstone Courses and Projects

37. The Six Behaviors Participation in the ten LEAP high-impact practices induces these behaviors in students: • Investing time and effort • Interacting with faculty and peers about substantive matters • Experiencing diversity • Responding to more frequent feedback • Reflecting and integrating learning • Discovering relevance of learning through real-world applications Kuh, 2008, p.14-17

39. Gallup/Purdue Index 2014 College Preparation for Life Outside of College Drives Workplace Engagement "If employed graduates feel their college prepared them well for life outside of it, the odds that they are engaged at work rise nearly three times. Experiences in college that contribute to feeling prepared for life after college, such as internships or jobs where students are able to apply what they are learning in the classroom, active involvement in extracurricular activities and organizations, and working on a project that took a semester or more to complete are part of this preparation". (p.9)

41. What high impact practice can you incorporate into your work (deepen/enrich) with students to develop leadership? What leadership theory/elements and experiential learning elements informs this HIP?

42. High Impact Practices:Strategies for Transformative Learning to Promote Leadership Development NACA-NIRSA – Memorial University Institute for Experiential Learning Dr. Susan R. Komives Professor Emerita • University of Maryland komives@umd.edu