Think the unthinkable
to spark transformation
ECU Student Leadership
Certificate-Faculty Guide
Developmental Readiness
ABILITY TO
DEVELOP
+
MOTIVATION TO
DEVELOP
=
Stage 3
Stage 4
Stage 5
Stage 6
Independent
Dependent
and dependent
Stage 2
Interdependent
Stage 1
Awareness: Recognition that there are such people as leaders
Exploration/Engagement: A time of experiencing groups
Leader Identified: Leader-centric; leaders and followers exist
Leadership Differentiated: Differentiate leadership beyond the formal role of the leader
Generativity: Becoming actively committed to larger purposes
Integration/Synthesis: Continuous active engagement with leadership on a daily basis
Relational Leadership Model
Knowing
you must know—yourself, how change
occurs, and how others view things
differently than you
Being
You must be—ethical, principled, open,
caring and inclusive
Doing
You must act—in socially responsible ways
Kolb’s Learning Cycle
BREAKING DOWN THEORY
Leadership Identity Development Model
Based ECU’s Enduring Values …
RESPECT
AUTHENTICITY
ACCOUNTABILITY
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TEAMWORK
COMMITMENT TO
SERVE
Leadership is a relational process of
inspiring, empowering and
influencing positive change.
ECU’s Integrated Leadership Framework
Knowledge: Life-long learner
Relationships: Mentorship
Ethics: Character Catalyst
Well-Being: Healthy Individual
Service: Positive Change Agent
ECU’S INTEGRATED LEADERSHIP FRAMEWORK
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Framed by ECU’s Leadership Definition
How ECU Currently Provides Leadership Education:
Develop
Leadership
Program
(curricular and/or cocurricular)
Develop
Leadership
Program
(curricular and/or cocurricular)
Student
Participation
Internal
Assessment
Student
Participation
Internal
Assessment
Linear and
lacks connectivity
The purpose in undertaking this study was twofold: to create a set of leadership
competencies and measurements based on research that scholars and
practitioners could use as learning outcomes for curricular and co-curricular
leadership programs and to use these competencies to translate learning
outcomes from 522 academic programs within 98 academic accrediting
organizations to serve as a common language of leadership
475 Accrediting Agencies, 522 Academic Programs, 17,577 Learning Outcomes, 240 Measurements
Learning & Reasoning
Research
Other perspectives
Reflection and application
Systems thinking
Analysis
Synthesis
Evaluation
Problem solving
Decision making
Developing original ideas
Self-awareness &
development
Self-understanding
Personal values
Personal contributions
Scope of personal competencies
Feedback from others
Developing competencies
Interpersonal
Interaction
Civic
Responsibility
Healthy relationships
Diversity
Appropriate interaction Others’ circumstances
Helping others
Social justice
Others’ contributions
Inclusion
Empathy
Social responsibility
Supervision
Community
Providing feedback
development
Mentoring
Empowerment
Group Dynamics
Motivation
Organizational behavior
Collaboration
Power dynamics
Group development
Creating change
Strategic Planning
Mission
Vision
Goals
Plan
Organization
Time management
Communication
Oral communication
Nonverbal
communication
Listening
Writing
Facilitation
Conflict negotiation
Articulating a point of
view
Personal Behavior
Ethics
Resiliency
Responding to change
Responding to
ambiguity
Functioning
independently
Initiative
Follow through
Responsibility for
personal behavior
Positive attitude
Confidence
Excellence
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AABI Aviation Accreditation Board International
AACSB The Association to Advance Collegiate
Schools of Business
AAFCS American Association of Family and
Consumer Sciences
AAFS American Academy of Forensic Sciences
AAHPERD-AAHE American Association of Health
Education
AAHPERD-NASPE National Association for Sport &
Physical Education
AAMFT American Association for Marriage and
Family Therapy
AANP American Association of Nurse Practitioners
ABA American Bar Association
ABAP The American Board for Accreditation in
Psychoanalysis, Inc.
ABET Applied Science, Computing, Engineering, and
Technology
ABFSE American Board of Funeral Service Education
Committee on Accreditation
ACAE Accreditation Commission for Audiology
Education
ACAOM Accreditation Commission for Acupuncture
and Oriental Medicine
ACBSP Accreditation Council for Business Schools
and Programs
ACCE American Council for Construction Education
ACEI Association for Childhood Education
International
ACEJMC Accrediting Council on Education in
Journalism and Mass Communications
ACFEF American Culinary Federation’s Education
Foundation
ACME Accreditation Commission for Midwifery
Education
ACPE Accreditation Council for Pharmacy Education
ACPE Association for Clinical Pastoral Education
ACTFL American Council on the Teaching of Foreign
Languages
ADA American Dental Association
AECT Association for Educational Communications
and Technology
ALA American Library Association Committee on
Accreditation
ALA/AASL American Association of School
Librarians
AMLE Association for Middle Level Education
AOA American Optometric Association
AOA American Osteopathic Association
AOTA American Occupational Therapy Association
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APA American Psychological Association
APMA American Podiatric Medical Association
APsaA American Psychoanalytic Association
APTA American Physical Therapy Association
ARC-PA Accreditation Review Commission on
Education for the Physician Assistant, Inc.
ASHA American Speech-Language-Hearing
Association
ASHP American Society of Health-System Pharmacists
ASLA American Society of Landscape Architects
ATMAE Association of Technology, Management, and
Applied Engineering
ATS Association of Theological Schools
AVMA American Veterinary Medical Association
CAAHEP Commission on Accreditation of Allied
Health Education Programs
CAATE Commission on Accreditation of Athletic
Training Education
CACREP Council for Accreditation of Counseling and
Related Educational Programs
CADE-ADA American Dietetic Association
Commission on Accreditation for Dietetics Education
CAHIIM Commission on Accreditation for Health
Informatics and Information Management
CAHME Commission on Accreditation of Healthcare
Management Education
CCE Council on Chiropractic Education
CCIE Commission on Collegiate Interpreter Education
CCNE Commission on Collegiate Nursing Education
CEC Council for Exceptional Children
CEPH Council on Education for Public Health
CIDA Council for Interior Design Accreditation
CNME Council on Naturopathic Medical Education
COA Commission on Opticianry Accreditation
COA-NA Council on Accreditation of Nurse
Anesthesia Educational Programs
COAPRT National Recreation and Park Association
Council on Accreditation of Parks, Recreation,
Tourism, and Related Professions
CoARC Commission on Accreditation for Respiratory
Care
COCA Commission on Osteopathic College
Accreditation
COMTA Commission on Massage Therapy
Accreditation
CORE Council on Rehabilitation Education
CSWE Council on Social Work Education
EHAC National Environmental Health Science &
Protection Accreditation Council
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ELCC Educational Leadership Constituent Council
GAC Global Accreditation Center
IACBE International Assembly for Collegiate Business
Education
IFSAC-DA International Fire Service Accreditation
Congress Degree Assembly
IRA International Reading Association
ISTE International Society for Technology in
Education
ITEA-CTTE International Technology and Engineering
Educators Association
JRCERT Joint Review Committee on Education
Programs in Radiologic Technology
JRCNMT Joint Review Committee on Educational
Programs in Nuclear Medicine Technology
LCME Liaison Committee on Medical Education
MEAC Midwifery Education Accreditation Council
NAACLS National Accrediting Agency for Clinical
Laboratory Sciences
NAAEE North American Association for
Environmental Education
NAEYC National Association for the Education of
Young Children
NAGC National Association for Gifted Children
NASAD National Association of Schools of Arts and
Design
NASD National Association of Schools of Dance
NASM National Association of Schools of Music
NASP National Association of School Psychologists
NASPAA National Association of Schools of Public
Affairs and Administration
NAST National Association of Schools of Theater
NCACE National Council for Accreditation of
Coaching Education
NCATE National Council for Accreditation of Teacher
Education
NCSS National Council for the Social Studies
NCTE National Council of Teachers of English
NCTM National Council of Teachers of Mathematics
NLNAC National League for Nursing Accrediting
Commission, Inc.
NSTA National Science Teachers Association
PAB Planning Accreditation Board
PCSAS Psycholocial Clinical Science Accreditation
System
SAF Society of American Foresters
TEAC Teacher Education Accreditation Council, Inc.
TESOL Teachers of English to Speakers of Other
Languages
UNIVERSITY OF ARIZONA SLC
Accrediting Academic Organizations
How ECU Currently Provides Leadership Education:
Develop
Leadership
Program
(curricular and/or cocurricular)
Develop
Leadership
Program
(curricular and/or cocurricular)
Student
Participation
Internal
Assessment
Student
Participation
Internal
Assessment
Linear and
lacks connectivity
Proposed Competency Based Certificate Model
Model of Multiple Dimensions of Identity
ECU’s Leadership
Certificate-A
Competency Based
Model
Requirements:
• Collaborative Spirit
• Open and Honest Dialogue
• Clear and Consistent Expectations
• Flexibility
• Innovative Mindset
• Emphasis on Student Leadership Learning
Students’ Leader (self)-development (LSD) behaviors:
SEEKING AND ENGAGING IN STRETCH
ASSIGNMENTS/TRIGGERS
SELF-REFLECTION AND SELF-AWARENESS
LEARNING FROM OTHERS
The individual process of LSD does not occur alone; rather relies on an entire system including program culture
and norms, internal processes and available resources
Leader Development Models
Individual
(me)
Intermediate
Expert
Relational
(you and me)
Collective
(us)
Hall and Lord (2005)
Model
Competency Definition: Fundamental knowledge, attitude, or skill in a specific subject area
Benefits
» Capacity to measure success
» Creates platform for feedback and training
» Promotes learning and growth
» Provides common language
Drawbacks
» Any competency model can include bias in either
creation and/or application
» Can lead someone to believe that just b/c they
attend a session on a competency that they have
indeed mastered it
» Short list of competencies: useful/not
comprehensive; long list: more
comprehensive/harder to put into practice
4 Dimensions of a Competency:
Knowledge=Understanding
Value=Attitude
Ability=Skill or Motivation
Behavior=Action
Goals of ECU Leadership Certificate
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Track student leadership experiences
Measure student leadership learning
Connect ECU leadership experiences throughout the University
Increase student ability to articulate their understanding of leadership
Increase student/graduate likelihood to create positive sustainable change
Foster an environment of dynamic leadership learning
Create a language of leadership throughout the University
Career Connection
According to the 2012 employer survey conducted by the National
Association of Colleges and Employers (NACE), employers believe the most
important competencies of an employee are the ability to work in a team
structure; verbally communicate with persons inside and outside the
organization; make decisions and solve problems; obtain and process
information; and plan, organize, and prioritize work. Employers want
graduates who have learned to think critically, manage their time, and
create meaningful connections with others (NACE, 2012).
ECU Student
Leadership
Competency
Matrix
LID Stage 3:
Leader
Identified
Explore
LID Stage 4:
Leader
Differentiated
Envision
LID Stage 5:
Generativity
Knowledge:
• Organization
• Goals
• Motivation
• Idea generation
• Vision
• Research
• Reflection &
Application
• Other’s
Contributions
• Responding to
Ambiguity
• Synthesis
• Scope of
Competence
• Analysis
• Appropriate
Interactions
• Verbal
Communication
• Non Verbal
Communication
• Receiving Feedback
• Mission
• Writing
• Providing feedback
• Group Development
• Empathy
• Mentoring
• Supervision
• Facilitation
• Decision Making
• Personal Values
• Personal
Contributions
• Evaluation
• Problem Solving
• Conflict Negotiation
• Ethics
• Social Justice
• Helping Others
• Organization
Behavior
• Systems Thinker
• Responding to
change
• Positive Attitude
• Initiative
• Self-Understanding
• Confidence
• Plan
• Follow Through
• Inclusion
• Responsibility to
personal behavior
• Self-Development
• Resiliency
• Excellence
• Functioning
Independently
• Others’
Circumstances
• Listening
• Productive
Relationships
• Advocating a point
of view
• Diversity
• Others’ Perspectives
• Empowerment
• Collaboration
• Service
• Creating change
• Social Responsibility
• Power Dynamics
lifelong long learner
Relationships
Mentor
Ethics
Character Catalyst
Well-Being
Healthy Individual
Service
Positive Change
Agent
Influence
LID Stage 6:
Integration/
Synthesis
Integrate
ECU STUDENT LEADERSHIP COMPETENCIES
ECU Leadership Certificate Competency Matrix
Faculty LC Experience
Develop
Leadership
Program or
Course
Submit
form to be
reviewed by
committee
Compare
Learning
Outcomes to
Competency List
Upload to
Annual
Report Etc.
Receive
Assessment
Results from
Participants
Teach
Course or
Program
Upload
Roster
Submitting Programs
All programs will be submitted via an online portal
(Qualtrics)
Page 1 of Form: Program/Course logistics, Learning
Outcomes, Place to upload syllabus, etc.
Page 2 of Form: Competency Selection**
Page 3 of Form: Narrowing competency KVAB
Page 4 of Form: Final Review and Submission to Review
Board
The Review Process
Once a program has been submitted it will be assigned
to a Leadership Certificate Team Member
Team Member will use a rubric to review and confirm
that all details of the program are acceptable
Notification of review will be sent to facilitator from
CSLE asking for clarification or confirming participation
and providing a customized Rubric
If a program needs further clarification, an email will be
sent or a meeting will be set up to discuss issues
At the end of each semester a review of the programs in
L.C. will be updated, removed etc.
Student Experience

Explore

 Navigating the LC
Workshop
 Completion of
Competency Based
Programs
 Reflective Artifact
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Influence
Civic Engagement
Workshop
Completion of
Competency Based
Programs
Completion of PreApproved Service
Hours
Reflective Artifact

Essays or Video
Envision
 Vision
Development
Workshop
 Completion of
Competency Based
Programs
 Reflective Artifact

Essays or Video
Integrate
Essays or Video
 Career and
Leadership
Workshop
 Completion of
Competency Based
Programs
 Reflective Artifact

Essays or Video
 Final Portfolio
Assessment Example
Possesses an understanding of motivation
KNOWLEDGE
1. Participating in _____ did not increase my understanding of motivation.
2. Participating in _____ slightly increased my understanding of motivation.
3. Participating in _____ moderately increased understanding of motivation.
4. Participating in _____ greatly increased understanding of motivation.
Possesses and awareness of Self
Value
1. Participating in _____ did not increase the value I place on my own motivation.
2. Participating in _____ slightly increased the value I place on my own motivation.
3. Participating in _____ moderately increased the value I place on my own motivation.
4. Participating in _____ greatly increased the value I place on my own motivation.
Future Assessment Strategies
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Student Leadership Competencies Indicator (Self Report Tool)
360 Evaluations
Rubrics
Focus Groups
Interviews
“Who we become together will always
be different than who we were alone.
Our range of creative expression
increases as we join with others. New
relationships create new capacities.”
Margaret Wheatley and Myron Kellner-Rogers
Overall Benefits
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Assessment Results Directly Related to Accreditation & ECU Integrated
Leadership Framework
Consistent Assessment Measures
Minimal Additional Time Commitment
Reduced Duplication of Effort
Provides Leadership Standards and Easy Training for New Faculty
Benchmarking Across the University
Free Advertising
Acknowledgement of Participation
Retention Reports
Alumni Reports
“Who we become together will always be different than who we were
alone.
Our range of creative expression increases as we join with others.
New relationships create new capacities.”
Margaret Wheatley and Myron Kellner-Rogers