1. Learning at the Center of Leadership: Using Models & Competency-Based Activities to Promote Student Development Krista L. Prince, M.Ed. kprince@email.unc.edu Coordinator for Leadership Development Department of Housing and Residential Education

2. Participants In an effort to contextualize for a diverse audience, let’s briefly see who is in the room:  Academic Advisors?  Organization Advisors?  Career Counselors?  Who else?

3. Presenter: Background & Leadership Lens  Current Advisor for the Residence Hall Association & National Residence Hall Honorary  Functional supervisor for 18 master’s- level professionals in their role as student organization advisors  Former facilitator and instructor for Leaders Emerging and Developing (LEAD) living learning community & academic course  Current Instructor for Peer Leadership in the University Environment  Academic Background  BA-Psychology  M.Ed- Higher Education & Student Affairs (emphasis on student development theory)  Ph.D- Educational Studies & Cultural Foundations (in progress)

4. Learning Outcomes  Participants will be familiar with the 8 student leadership competency areas as described by: Seemiller, C. (2014). The student leadership competencies guidebook. San Francisco, CA: Jossey-Bass.  Participants will identify and be able to explain three learning or leadership theories/models that can ground or guide their work in advising individual student leaders and teams  Participants will experience two competency-based inventories or team-builders that can be facilitated with their students

5. Student Learning & Competencies Student Learning is defined by the American College Personnel Association and National Association of Student Personnel Administrators, in Learning Reconsidered (2004), as “a complex, holistic, multi-centric activity that occurs throughout and across the college experience” (p. 5). Corey Seemiller (2014) defines competencies as “knowledge, values, abilities, and behaviors that help an individual contribute or successfully engage in a role or task” (p. xv).

6. “What do students need to know, believe, be able to do, and engage in to be effective leaders in college, in their careers, and in society?” (p. xv). Available Online through UNC Libraries!

7. Overview: Theories to Enhance and Guide Advising Learning Theories Fink (2003) Taxonomy of Significant Learning Kneflekamp & Widick (1984) Developmental Instruction Model Kolb (1984) Experiential Learning Cycle Baxter Magolda (2004) Learning Partnerships Model Leadership & Advising Theories/Models Hersey & Blanchard (1996) Situational Leadership Komives, Longerbeam, Owen, Mainella (2006) Leadership Identity Development Model Bloom, Hudson & He (2008) Appreciative Advising Transactional v. Transformational leadership Tuckman (1965) Stages of Group Development Bennis & Shepard (1956) Bales (1965) Equilibrium Model of Development Group Development Models

8. Competency Learning and Reasoning (Reflection & Application) Kolb (1984): Cycle of Experiential Learning & Magolda (2004): Learning Partnerships Model

9. Competencies Self-Awareness & Development Strategic Planning Bloom, Hudson, & He (2008): Appreciative Advising

10. Competency Group Dynamics (group development) Tuckman (1965): Stages of Group Development

11. Putting it all together: Competency-based activities (Concrete Experience) Ask No Questions (Communication) Importance/Urgency Matrix (Strategic Planning& Goal-setting; Personal Behavior) Love Languages Inventory: (Self-awareness; Interpersonal Interaction: motivation) Conflict Mode Indicator: (Communication-conflict negotiation; Self-Awareness

12. Reflection & Abstract Conceptualization What reactions do you have to these models or activities? How might they be useful in your work with students?

13. Reference: Kimberly White (2015) Leadership Development & Life in the Yellowhammer State (Blog)

14. References & Resources Dunkel, N.W., Schuh, J.H., & Chrystal-Green, N.E. (2014). Advising Student Groups (2 nd ed.). San Francisco, CA: Jossey-Bass. Kane, C., & Fick, B. (2015). Beyond meetings: Lessons and successes in advising student organizations. A. Fields & T. Krieglstein (Eds.). Student Affairs Collective. Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice- Hall, Inc. Komives, S.R., Dugan, J.P., Owen, J.E., Slack, C., Wagner, W. (2011). The handbook for student leadership development (2 nd ed.). San Francisco, CA: Jossey-Bass. Seemiller, C. (2014). The student leadership competencies guidebook. San Francisco, CA: Jossey-Bass. Appreciative Advising Website: http://www.appreciativeadvising.net/ http://www.appreciativeadvising.net/

15. Questions? Thank you! kprince@email.unc.edu