1. Bridging the New Student Transition with Leadership Education & Development
Dr. Brett L. Bruner, Director of Transition & Student Conduct – Fort Hays State University
Jennifer L. Granger, Director of Student Activities & Orientation – Lasell College
Molly Dugan, Assistant Director of Student Involvement for Orientation & Transition Programs – Xavier University

2. Overview Learning Outcomes Review of Literature
Application of Theory to Practice
L3: Live. Learn. Lead. at Fort Hays State University
Student Leadership Scholars Program at Lasell College
Emerging Leaders Initiative at Xavier University
Lessons Learned Along the Way
Closing, Q&A, and Reflection

3. Learning Outcomes
As a result of attending this session, participants will:
Articulate 1 reason for and 1 benefit of institutions intentionally cultivating leadership development in new first-year and transfer students.
Identify 2 essential learning outcomes from the AAC&U LEAP Challenge related to cultivating leadership development in new college students.
Describe 1 new strategy to utilize curricular & co-curricular leadership education and engagement to support new students in transition.

4. Orientation: Transition: Retention:
Orientation: deliberate programmatic & service efforts designed to facilitate the transition of new students to the institution; prepare students for the institution’s educational opportunities & student responsibilities; initiate the integration of new students into the intellectual, cultural, & social climate of the institution; & support the parents, partners, guardians & children of the new student.
Retention is 1 outcome/measure/byproduct of successful student transition, which can be facilitated by effective orientation programs & other academic & social integration processes.
Retention: student progression through higher education, focusing primarily on student persistence (i.e. term to tem) through the beginning of the 2nd year at the same institution and/or achievement of personal educational objectives.

5. Transition: the process students go through (typically lasting up to 1 year) when entering a particular institution of higher education and/or entering the same institution for a new purpose.
Source: NODA Task Force to Explore the Definition of Orientation, Transition & Retention (2012).
This may include, but is not limited to, entering a college as a first-year student, transferring to a college from a different institution, and/or entering a college or university for a subsequent degree. Successful transition results in student integration into the institution & ultimately retention and/or achievement of personal educational objectives.

6. Review of Literature
Strang’s (2014) charge to cultivate knowledge & skills today
Cuseo’s (2011) emphasis to backload the first year experience with leadership training
Stephens & Beatty’s (2015) research on leadership education in the first year of college
Klingenberg, Hribar, & Fenwick’s (215) support of the continued use of first year leadership activities as a high-impact practice
Nelson & Vitter’s (2012) call for institutions to rethink the way leadership programming has previously existed for first-year students

7. Review of Literature
Association of American Colleges & Universities (AAC&U) (2005) Liberal Education & America’s Promise (LEAP) Challenge – Essential learning outcomes
Civic engagement
Creative thinking
Critical thinking
Ethical reasoning
Global learning
Problem solving
Teamwork

8. Theory to Practice L3: Live. Learn. Lead.
Department of Leadership Studies
Department of Political Science
Department of Psychology
Office of Transition & Student Conduct
Office of the Provost
Office of Residential Life
Guiding Principles
Culture of Cohesion
Student-to-Institution Bond (the “Cheers Effect”)
Integration of the Curriculum

9. Theory to Practice L3: Live. Learn. Lead.

10. Theory to Practice: L3: Live. Learn. Lead.
Leadership Learning Trips
Topeka, KS –
KC MO
OKC
Washington DC

11. Theory to Practice: L3: Live. Learn. Lead.
Leadership Studies (Arts, Humanities & Social Sciences)
Biology (Science, Technology & Mathematics)
Management (Business & Entrepreneurship)
Early Childhood & Elementar Education (Education)
Health & Human Performance (Health & Behavioral Sciences)
Psychology (Health & Behavioral Sciences)
Nursing (Health & Behavioral Sciences)
Criminal Justice (Arts, Humanities & Social Sciences)
Agriculture (Science, Technology & Mathematics)
Exploratory (Exploratory & General Studies)

12. Theory to Practice: L3: Live. Learn. Lead.
Cohort
L3 Learning Community (n = 30)
1st-to-2nd Year Retention Rate
All-First-Year Students
1st-to-2nd Year Retention Rates
Fall 2010
77%
65%
Fall 2011
69%
Fall 2012
79%
68%
Fall 2013
Fall 2014
75%
Fall 2015
86%
73%

13. Theory to Practice: Student Leadership Scholars
Began in 2006; collaboration between Student Activities and Undergraduate Admissions
Students identifies through admissions process, selected to join, then elect to participate.
Receive a scholarship for participation.
Requirements: maintain 2.7 GPA, good conduct and academic standing, complete specific leadership development programs each year
30-50 students across all years; cohorts of 6-35
Recruit via Open Houses and one-on-one meetings; first meetings during June orientation
Our Goal This Year:
With the Vice President of Student Affairs, undertake a thorough review and evaluation of the Student Leadership Scholar Program over the last five academic years, and make appropriate program changes and updates.

14. Theory to Practice: Student Leadership Scholars
Offered Leadership Programs:
Exploring Leadership:
Introductory leadership course – explores leadership from both historical and current day contexts and requires students to develop their own definition of leadership.
One scholar section offered in the fall as a First Year Seminar (3 credit), one - two offered in the spring.
Emerging Leaders:
Second level leadership course – focuses on skill development and the practical application of these skills as a student leader here at Lasell. Skills include such things as; communication, public speaking, delegation, etc.
One - Two sections offered in the fall, one scholar section offered in the spring.
Leadership Retreat:
A retreat that builds of the knowledge and skills developed in Exploring Leadership and Emerging Leaders and a re-energizing to use their abilities within the Lasell Community.
Held once a year in the spring semester.

15. Theory to Practice: Student Leadership Scholars
Offered Leadership Programs (continued):
Advanced Leadership Seminar:
Advanced leadership seminar – focus on:
Leading by examples: guests from Lasell and beyond.
Topical Issues: current leadership struggles.
Experimental: problem solving & collaboration between campus leaders.
Offered once a month throughout the year to seniors and juniors.
Organizational Workshops – Student Organization Series (SOS):
Topical presentations/workshops for student organization leaders. Topics will include: programming, promotion, delegation, officer transition, etc.
Offered once a month throughout the yea.
Student Leadership Scholars (SLS) Seminar:
Mandatory seminar for Senior students in the SLS program, time will be used to plan and work on various leadership related projects and share with fellow SLS project updates.
Offered once a month throughout the year.

16. Theory to Practice: Student Leadership Scholars
Four Year Co-Curricular Highlights:
Student Leadership Peer Mentor
One on one meetings with Director
Junior Cohort Service Project
Senior Mentorship with Vice President of Student Affairs
Opportunity to serve as a Student Peer Mentor, Facilitator, and/or Associate
Presented leadership and campus opportunities first

17. Theory to Practice: Student Leadership Scholars
Cohort
Leadership Scholar Students
1st-to-2nd Year Retention Rate
All-First-Year Students
1st-to-2nd Year Retention Rates
Fall 2010
73%
64%
Fall 2011
72%
Fall 2012
86%
74%
Fall 2013
71%
75%
Fall 2014
100%
Fall 2015
89%
80%

18. Theory to Practice: Emerging Leaders Initiative
Fall 2008: Develop leadership skills and engage with the campus community
Voluntary participation
Student led, staff guided

19. Theory to Practice: Emerging Leaders Initiative
Fall Semester: Leadership Toolbox

20. Theory to Practice: Emerging Leaders Initiative
Spring Semester: Understanding Self as a Leader

21. Theory to Practice: Emerging Leaders Initiative

22. Theory to Practice: Emerging Leaders Initiative
Cohort
L3 Learning Community (n = 30)
1st-to-2nd Year Retention Rate
All-First-Year Students
1st-to-2nd Year Retention Rates
Fall 2011
97%
80%
Fall 2012
100%
83%
Fall 2013
95%
85%
Fall 2014
Fall 2015
94%
87%

23. Lessons Learned Along the Way
It takes time.
Partner, partner, and partner with campus & community partners!
Don’t just do a mentoring program or a leadership retreat for new students to do one.
Don’t try to cram everything in the 1st week, month, or even semester.
Utilize the LEAP essential learning outcomes to guide your program development
1st bullet point – you cannot build a comprehensive leadership & transition program over night.
2nd bullet point – Student activities, student orgs, res life, F/S Life, academic depts. Of leadership studies, CLDE units, etc. are all great collaborators and probably have similar strategic goals aligned with yours related to new student transition & success.
3rd bullet point – Figure out what needs are for your new students & develop your own unique spin on an emerging, promising, or best practice.
4th bullet – transition (as defined by our own association) is a process that could take up to 1 year – leverage this!
5th bullet – especially to gain academic buy-in & partnerships.

24. Bridging the New Student Transition with Leadership Education & Development
Dr. Brett L. Bruner –
Jennifer L. Granger –
Molly Dugan –