1. Embedded Leadership Palin Berkana-Wycoff & Donna Nincic

2. Our “Leadership” Frame IndividualCollaboration Social Change Model Group →Common Purpose CommunityControversy with Civility Leadership Identity Development Model CAS Leadership Development Competencies Student Leadership Practices Inventory 1. Awareness1. Foundations of Leadership1. Model the Way 2. Exploration/Engagement2. Personal Development2. Inspire a Shared Vision 3. Leader Identified3. Interpersonal Development3. Challenge the Process 4. Leadership Differentiated4. Development of Groups,4. Encourage the Heart 5. Generativity Organizations, & Systems5. Enabling Others to Act 6. Integration/Synthesis

3. Leadership? What’s that got to do with teaching MY discipline? We can’t really predict what all will constitute the content of our students’ future career work … We can be fairly certain, however, that the processes will include work in teams and groups.

4. Process is Content How we do what we do matters as much as what we do. By shifting the gestalt of content & process (making process figural), we help students to develop the skills required to learn with and work with others more effectively and with greater satisfaction.

5. Process/Content Partnership We’re experimenting with applying theory and practice from the fields of Group Dynamics and Leadership Development to the design and conduct of student group work in two courses within the Global Studies and Maritime Affairs major. A maritime policy content expert (D. Nincic) is teamed with a process consultant (P. Berkana- Wycoff).

6. Leveraging Group Work Students are shown how to be mindful and proactive in their group interactions in an effort to build capacities at multiple systemic levels, Person, Interperson, Group, Community (whole classroom) Our Goal: more supported, engaged learning.

7. Group Formation How do you determine membership? Randomly? Instructor Assignment? Student Choice? We’ve adopted a middle way.

8. Group Formation Exercise Formation Criteria: Campus Affiliation Field of Study Form groups of 3-4 people Simultaneously maximize campus diversity & discipline homogeneity.

9. Group Assignment Discuss your personal experiences with group assignments, as an instructor and as a student. What worked for you? What didn’t work? Fast report-outs

10. Our Students’ Responses (+)

11. Our Students’ Responses (-)

12. Our Methodology (an example) Course Design that supports group behavior & learning 25% of grade is Team presentation 20% of grade is Learning Community support around student research papers Aligns with CMA “good shipmate” ethic and workplace realities

13. Our Methodology (an example) Teach and Assign Team/Learning Community Contracting Provide Feedback on Contracts Performance Standards What level of excellence are we trying to achieve? Communication Standards How often are we in touch? What’s the appropriate response time? Decision-Making Standards Unanimous? Majority? When will we ask for help? Be specific! What kinds of problems, etc When will we refer problems to Dr. Nincic and Palin? After you’re a no show for two days? The first time you don’t turn in something on time? When you miss the first meeting? Etc

14. Our Methodology (an example) Meet with Groups In advance of Team presentations At least once in their Learning Communities in support of the Research Paper

15. Assessing Effectiveness Assess our meetings with the Teams Assess Team presentations Assess our meetings with Learning Communities Assess Research Papers Student Questionnaire: “How satisfying to you was the quality of your work product AND your experience doing the work?”

16. The Link to Leadership The Awareness and Skills our students develop as learners… are the Awareness and Skills of Good Leaders.