Jakel Holly- Associate Dean of Students
Peter Limthongviratn- Associate Dean of Students
Kat Murphy- Associate Dean of Students
The Approach
Information Gathering & Design
Research on high-impact practices
Multi-institutional Study of Leadership (MSL)
Leadership Identity Development Model (LID)
Study of Peer Institutions
Recruitment of Support
Use of existing meetings
Establishment of TRU Leaders Center
Hire Program Director
Recruit interdisciplinary faculty and staff
Definitions
Leadership: a values-based process in which people work
collaboratively toward the purpose of creating positive
social change (Dugan et al., 2013 p. 6)
Diversity: differences between social identities based on
social categories such as race, gender, sexuality, class,
etc (Adams et al., 2013 p.1)
Theoretical Grounding
Student Development Theory
Cognitive Development (drawing from Kegan, Perry,
and Kohlberg)
Identity Development
Leadership Identity Development Model
(Komives et al)
Social Change Model of Leadership
(HERI)
Social Change Model of Leadership
LEAD 100: Introduction to Leadership
Development Course
Objective:
Students will learn the historical and contemporary theories and implication of
leadership and use this knowledge to act in socially responsible ways in areas
of diversity and in times of adversity
Goals:
Increase
Leadership capacity and self efficacy
Self awareness and self regulation
Understanding of the social construction of leadership
Engage in ongoing critical reflection
LEAD100: Introduction to Leadership
Development
Required course for all students
Theoretical frameworks of leadership including:
Theory and conceptualization of leadership
Application of theories
Student leadership development
Leadership identity development
Course Components
Map leadership development
Utilize various methods of instruction
Peer-led dialogue **Hallmark**
Collaboration
Giving and receiving feedback
Social perspective taking
Conflict with civility (conflict management)
Active participation in leadership education
TRU Leaders Program
Objective:
Students will have the opportunity to further cultivate their understanding,
efficacy, and capacity for inclusive leadership. Students will be able to engage
in praxis by implementing their theoretical knowledge gained from the
leadership course.
Goals:
Gain practical leadership experience
Engage in ongoing critical reflection
Provide recognition of student leadership
TRU Leaders Program (Cont.)
Example Involvements:
Officer or demonstrated depth of participation in registered student organizations,
Attending multiple leadership retreats, speakers, and workshops hosted by TRU Leaders Center
Off campus leadership and involvement
Community service/engagement and service learning. Working with local community to develop
a project to help them.
Formal university leadership positions
Resident Assistant
Intern in student affairs department
Peer Advisor
Diversity dialogue student facilitator
Peer instruction of Leadership Course
TRU Leaders Program (Cont.)
Co-Curricular Transcript: The TRU Leaders Transcript will provide students a
method of tracking their involvements throughout their years. In addition, we will
be able to assess what types of involvements, platforms, and communities that
students are engaging.
Goals:
Help students organize their leadership experiences.
Assessment of student engagement
Recognize diversity of student leadership
TRU Leaders Portfolio
Objective:
The portfolio will provide an opportunity for students to demonstrate the
development of their critical reflective abilities, understanding of the
multifaceted aspects of leadership, their efficacy to engage with diverse
communities, and their capacity to implement inclusive practices.
Furthermore, the portfolio will provide the university a concrete method
of assessment to evaluate the effectiveness of the TRU Leaders
program.
TRU Leaders Portfolio (Cont.)
Proposed Structure:
Highlight at least four leadership experiences
Write two to three page reflective essays for each experience and
demonstrate their evolving understanding of leadership and
diversity.
Include descriptions of organization, leadership responsibilities.
Include one creative piece that exhibits culmination of
understanding and experiences with leadership at TRU
Assessment & Evaluation
Course evaluations & reflections
What are students learning about leadership?
Portfolio
How are students making meaning of leadership?
Co-curricular transcript
What types of leadership are students involved in?
TRU Leaders TIMELINE PROJECT PLANNING
12 Months
2015
Jan
Feb
March
April
Hire TRU Leaders
Director
May
June
Train instructors
Budget proposals
July
Aug
Sep
Oct
Nov
Dec
Begin tracking co-curricular involvements
Pilot test three
8 week classes
TRU Leaders Center programming
launches. (Ongoing)
Implement changes proposed by
stakeholders
Hiring
-Include intentional
recruitment of people of
color as faculty, staff and
mentors
Instructor training
-One week in two consecutive months
-Involves:
-Social justice and diversity
-Leadership efficacy
-Dialogue facilitation
TRU Leaders TIMELINE PROJECT PLANNING
12 Months
2016
Jan
Feb
March
April
Track co-curricular involvements
Introduce and Implement course
May
June
July
Aug
Sep
Oct
Evaluate classes and
make adjustments
Train more instructors
Increase number of classes
Course Offerings
-Initial: Spring semester only
-Increase in trained faculty and
staff = course offered in Spring
and Fall
Ongoing Evaluation
-Annual self assessments
-Student evaluations
Nov
Dec
TRU leaders TIMELINE PROJECT PLANNING
12 Months
2017
Jan
Feb
March
April
May
June
July
Aug
Sep
Oct
Nov
Dec
Begin offering intro course in Fall semester
Second offering of leadership course
First TRU portfolios due
Evaluations and Implementations
Thank you!
We are now open to any questions and
comments you have regarding TRU Leaders