Jakel Holly- Associate Dean of StudentsPeter Limthongviratn- Associate Dean of Students

Kat Murphy- Associate Dean of Students

● 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

The Approach

DefinitionsLeadership: “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

● Required course for all students● Theoretical frameworks of leadership including:

○ Theory and conceptualization of leadership○ Application of theories○ Student leadership development ○ Leadership identity development

LEAD100: Introduction to Leadership 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 PortfolioObjective: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?

2015Train instructors

Implement changes proposed by stakeholders

TRU Leaders TIMELINE PROJECT PLANNING

DecOctSepAugJulyJuneAprilMarchFebJan May Nov

12 Months

Budget proposals

Hire TRU Leaders Director

Pilot test three8 week classes

Begin tracking co-curricular involvements

Instructor training-One week in two consecutive months-Involves:

-Social justice and diversity-Leadership efficacy -Dialogue facilitation

Hiring-Include intentional recruitment of people of color as faculty, staff and mentors

TRU Leaders Center programming launches. (Ongoing)

2016Track co-curricular involvements Evaluate classes and

make adjustments

Train more instructors

Increase number of classes

TRU Leaders TIMELINE PROJECT PLANNING

DecOctSepAugJulyJuneAprilMarchFebJan May Nov

12 Months

Ongoing Evaluation-Annual self assessments-Student evaluations

Introduce and Implement course

Course Offerings-Initial: Spring semester only-Increase in trained faculty and staff = course offered in Spring and Fall

2017

First TRU portfolios due

Second offering of leadership course

TRU leaders TIMELINE PROJECT PLANNING

DecOctSepAugJulyJuneAprilMarchFebJan May Nov

12 Months

Evaluations and Implementations

Begin offering intro course in Fall semester

We are now open to any questions and comments you have regarding TRU Leaders

Thank you!