1. DEVELOPING A STRONG LEADERSHIP CURRICULUM NO MATTER THE DISCIPLINE OR EXPERIENCE

2. INTRODUCTIONS AND OUTCOMES Introduction of presenters Participants will be able to… …write leadership outcomes based in Leadership Emory …connect learning outcomes to Bloom’s taxonomy …understand Kolb’s learning cycle and it’s application to curriculum design …differentiate between capacity and self-efficacy …identify resources for leadership skill development activities …name assessment resources available to support curriculum development

3. BRIEF REFRESHER ON THE FIVE CORE TENETS

4. CHALLENGES AND TENSIONS “The complexity within and interplay between the fields of leadership development and evaluation, as well as other related fields, create the need for boundary-spanning learning and practice. In order to effectively and efficiently cross boundaries, we must engage around common issues and do so with a shared vocabulary. In order to conduct leadership evaluation appropriately – rigorously, ethically, and in a culturally responsive manner – we need to explore how and why evaluations of leadership development are conducted.” Hannum, Martineau, & Reinelt, 2007 (p. 559)

5. AWARENESS OF SELF AND EMPATHY WITH OTHERS Learning self-reflection that includes an increasing awareness of one’s beliefs, values, and abilities, as well an increasing ability to understand and appreciate the beliefs, life experiences, and values of others. TENET I

6. Self: Acknowledges and articulates personal skills, abilities, and challenges Understands the impact of various identities on self: Ability, Age, Class, Ethnicity, Gender Identity, Race, Religion/Faith, Sex, Sexual Orientation, Multiple Identities Achieves balance between education, work, and unstructured free time Openly receives feedback about self from others Develops/produces personal/educational goals Functions without need for reassurance Understands one’s own knowledge and applies previously understood information and concepts to new situations and settings Articulates career choices based on assessments of personal interests, values, skills, and abilities Recognizes characteristics of preferred work environments and team dynamicsOthers: Understands skill set of others in a group Seeks opportunities to understand the belief systems of others Gathers feedback through evaluations and assessment Develops meaningful interpersonal relationships Establishes trust and mutually-rewarding relationships with students, faculty, staff, alumni, friends, and colleagues Listens to and reflects upon others’ points of view Recognizes and celebrates the contributions that diversity brings to campus and society Understands the impact of various identities on others: Ability, Age, Class, Ethnicity, Gender Identity, Race, Religion/Faith, Sex, Sexual Orientation, Multiple Identities TENET I

7. ETHICAL LEADERSHIP PRINCIPLES AND PRACTICES Learning fundamental principles and practices associated with ethical leadership skills, as well as developing congruence between one’s own values and one’s actions (integrity). TENET II

8. Demonstrates willingness to scrutinize/analyze personal values and beliefs Identifies personal, work, and lifestyle values and explains how they influence decision-making Understands how culture influences one’s own values Acts with integrity to make decisions in congruence with personal values and the mission of the institution and/or organization Practices self-accountability and responsibility Maintains/develops relationships that support and clarify personal values, goals, and interests Takes reasonable risks Initiates actions toward achievement of goals Chooses behaviors and environments that promote health and reduce risks Understands how various personal identities may impact/influence values TENET II

9. COLLABORATION AND PROBLEM SOLVING Learning the ability to work cooperatively and effectively with others in ways that empower individuals by using gifts and contributions from all participants. TENET III

10. Holds others and self accountable for responsibility Measures organizational effectiveness Coordinates and manages events effectively Experiences using financial resources appropriately (budgeting) Implements risk management strategies Manages program development and implementation Treats others with respect Works cooperatively with others Seeks involvement and feedback from others Delegates effectively Creates formal and informal networks with other student leaders Promotes and conducts joint programs between organizations Learns to be an effective communicator: Conveys messages and influences others through writing, speaking, and non-verbal expression Uses and chooses not to use technology appropriately Develops and facilitates thoughtful presentations Works in multicultural team settings Illustrates effective listening skills Seeks involvement with people different from oneself. Uses complex information from a variety of sources including personal experience and observation to form a decision or opinion Accepts and completes responsibilities in a timely manner Sees controversy and conflict as sources of creativity Understands how various personal identities may influence the group dynamics process TENET III

11. SHARING THE “COMMITMENT TO ACTION” Developing the motivation to translate knowledge into action, foster buy-in and support, and to become actively involved in individual and collaborative efforts to foster personal and social change. TENET IV

12. Participates in a strategic planning process for a group or organization Understands the importance of a mission and clear vision Motivates others to follow through on commitments Energizes and influences group members Shares personal passion and motivates others to join Establishing buy-in and support for new ideas/creative ideas Values feedback from others to shape a shared vision or direction Understands how various personal identities may guide commitment, motivation, etc. Ability, Age, Class, Ethnicity, Gender Identity, Race, Religion/Faith, Sex, Sexual Orientation, Multiple Identities TENET IV

13. ETHICAL ENGAGEMENT AND CITIZENSHIP Promoting positive civic engagement and social responsibility through an ethic of service and a concern for justice. TENET V

14. Challenges unfair, unjust, or uncivil behavior in other individuals or groups Participates in service and volunteer activities Understands the importance of civic engagement Promotes and supports orderly change of community, social, and legal standards/norms Advocates equality and inclusiveness Positively impacts others’ perspectives on diversity TENET V

15. FROM OUTCOMES TO CURRICULUM Upcraft & Schuh, 1996

16. WHERE TO START Determine your theoretical framework for your programs (For us, it’s Leadership Emory) What outcomes do you want to assess? Knowing, Being, Doing Write outcomes What is the purpose of your assessment? Determines assessment questions, methodology, etc… Determines quantitative/qualitative or mixed methods? What is your assessment plan? Determines instruments, timelines, samples, etc… Who is your final audience? Determines how you will analyze your data Upcraft & Schuh, 1996

17. CURRICULUM DEVELOPMENT PROCESS Write Outcomes Consider diverse learning styles Consider level of students Identify curriculum components that match Assess and evaluate

18. WRITING LEADERSHIP OUTCOMES Identify the Theoretical Base: Leadership Emory meets Bloom’s Taxonomy OUTCOME = (When) + (Who) + WILL BE ABLE TO + MEASURABLE VERB + (Task) Example: After today’s workshop, staff will be able to write learning outcomes

19. BLOOM’S TAXONOMY Relates to how advanced in a concept students may be Knowledge Comprehension Application Analysis Synthesis Evaluation In Leadership Education we talk a lot about Knowing, Being, Doing Knowing and Being are easier to influence in context of curriculum Doing is about hands-on, tangible practice of leadership skills

20. WRITING LEADERSHIP OUTCOMES TaskExamples How will they encounter the outcome“As a result of participating in X” Who is the outcome for“participants” “students” “faculty” TaxonomyRemembering Understanding Applying Analyzing Evaluating Creating Criteria for Measurement (Evidence)“3 of the 5 assumptions Emory believes about leadership” As a result of participating in the Leadership Emory Summit, participants will be able to remember four strategies for building a common vision for their student organization.

21. KOLB’S LEARNING CYCLE Concrete Experience (CE): This first stage is where the learner actively experiences an activity such as a lab session or field work. Reflective Observation (RO): This second stage is when the learner consciously reflects back on that experience. Abstract Conceptualization (AC): This third stage is where the learner attempts to conceptualize a theory or model of what is observed. Active Experimentation (AE): This fourth stage is where the learner is trying to plan how to test a model or theory or plan for a forthcoming experience.

22. KOLB’S LEARNING CYCLE

23. BEGINNER, INTERMEDIATE, ADVANCED Ties directly to Bloom’s Taxonomy Can you really learn how to decide or conclude if you don’t know? Knowing, Being, Doing Knowing – typically a more beginner stage Being Doing – both more advanced stages Use assessment to identify where your students may be What would be some ideas to assess this formally?

24. CAPACITY VERSUS EFFICACY There are two important components to leadership development Capacity is about actual skill-building Efficacy is about building confidence in the student’s ability Typically occurs in the “doing” phase Built in one of four ways: Mastery Experiences – do it! Vicarious Experiences – they observe someone like them do it (Mentorship) Social Persuasion – it’s all about the encouragement and feedback Physiological Factors – physical reactions to the activity (stress, nervousness) How might we consider this important in developing curriculum? How does this connect back to the Kolb learning cycle?

25. INCLUSIVE DESIGN 1.Create welcoming spaces 2.Diversify pathways of communication, including delivery and marketing 3.Providing equal opportunities for growth (time, location, format, commitment…what are other barriers that may connect to social justice issues?) 4.Diversify content  Outcomes should recognize the role of power, privilege, and oppression in leadership theory  Outcomes should connect, in some way, to ally development 5.Provide natural supports for learning 6.Promote interaction 7.Consider implicit messages

26. REFLECTION Head Knowledge and Understanding Heart State of Being Hands Physical Action

27. REFLECTION IS about intentionality! IS more than a journal or some leading questions CAN BE: This I believe…. Videos 1:1 conversations Journaling/papers Meditation Program evaluation

28. FEEDBACK Feedback = Love Structured Mutual Peer to Peer, Coach to Student, etc.  Think 360 o

29. CURRICULUM CONNECTION OUTCOME CURRICULUM COMPONENT REFLECTION/FEEDBACK MEANING MAKING

30. CURRICULUM COMPONENTS Planning, Benchmarking, Needs Assessments, Issues Identification Needs assessments do not always have to be asking students what they need Outcomes Identification Purpose statement for the program, activity Activity, Curriculum components, Readings, Action Projects Can this be what they already do? Let’s think about RAs… Reflection and Feedback Components Assessment

31. RESOURCES TO FIND ACTIVITIES Text books like Exploring Leadership and Leadership for a Better World Talk to the OSLS Staff Members, we have copies and instructors manuals Leadership Emory Website Set up a consultation with the OSLS and we are happy to help! Don’t reinvent the wheel: What do professional associations offer? What other schools may be doing something similar? What other offices around campus may have similar initiatives or outcomes?

32. WHAT LEADERSHIP CURRICULUM IS NOT… Teambuilding only Cheezy activities with the awkward de-brief Canned “inventories” A clearly defined beginning and ending

33. WHAT LEADERSHIP CURRICULUM IS… Interactive Intentional use of inventories with opportunities to apply the learning Case study approaches – learning from history! Deep, meaningful dialogues – “What does it mean to live a life of integrity?” Engaging

34. WHAT DOES THE MSL TELL US? Involved students Positional leadership (but be careful…) Social Change Behaviors Socio-cultural Discussions Mentor Relationships (Faculty, Staff, and Peers) Sobering Self Awareness

35. ACTIVITY Divide into five groups Based on your assigned Tenet, think of a program or service in one of your offices  Write an outcome based in the tenet.  Where are your students? Beginner, Intermediate, or Advanced and why? How do you know?  Brainstorm possible activities that would touch on each component of Kolb  What steps are you taking to build team and a safe environment?  What are your considerations for inclusive design?  How are you incorporating feedback?

36. RESOURCES For additional assessment resources: The Handbook for Student Leadership Programs (2 nd Edition) RELEASE:March 2011 Pre-Order: www.jossey-bass.com