Out of classroom learning
for student leaders
Dr Rose Laka—Mathebula & Mr Sibusiso Mchunu
Presentation outline
• Learning reconsidered
• Student leaders’ competencies
• Leadership Core Competencies
• Leadership competencies required by academic disciplines
• Constraints for student leaders learning outside the classroom
• How can Student Affairs professionals facilitate the learning and
leadership development?
• Student leadership development strategies – the Mangosuthu
University of Technology model
• Reflection/Conclusion
Learning Reconsidered
Learning is a complex, holistic, multi-centric activity that occurs
throughout and across the college experience. Student
development, and the adaptation of learning to students’ lives
and needs, are fundamental parts of engaged learning and liberal
education. The critical point…is that learning, development and
identity formation can no longer be considered as separate from
each other; they are interactive and shape each other as they
evolve.
ACPA & NASPA, 2004
Expanding the Definition of Student Learning
Globally, divisions of Student Affairs define “student learning as a
comprehensive, holistic, transformative activity that integrates
academic learning and student development, processes that have
often been considered separate, and even independent of each other.
When we say learning, then, we do not mean exclusively or primarily
academic instruction, the acquisition of disciplinary content, or
classroom learning.”
(quoted directly from Learning Reconsidered: A Campus-wide Focus on the Student Experience)
Assumptions of this Definition
• Learning is not merely an academic pursuit
• The distinction between “student learning” and “student development” is
primarily a linguistic one
• Professionals, other than faculty members, can and do promote student
learning; professionals outside of Student Affairs staff can and do foster
student development
• The learning that takes place outside the classroom can be as important,
deliberate, and structured as that which takes place as part of classroom
instruction
Learning
Informative learning involves changes in what we know, how much
we know, what we can discuss and possibly what we can do.
Transformative learning involves changes in how we know, asking
questions about facts, synthesizing new facts, changing our ideas
about what the facts mean in relation to the larger world and to
ourselves. It also involves changing perspectives and habits of
behavior.
R. Kegan in Mezirow & Associates, Learning as Transformation (2000)
The Types of Learning
Student Affairs Promotes
•
Out of classroom instruction- seminars, workshops, learning communities
•
Classroom learning—reinforced via films, speakers, debates; explored in
developmental advising sessions, etc.
•
Applied learning—via student Organization/club projects like the Egg
Protection Device Competition,
•
Experiential learning—internships, service learning projects, co-op
experiences work-study jobs, etc
•
Career exploration—career fairs, aptitude testing, career development
workshops, etc.
The Types of Learning
Student Affairs Promotes (cont)
•
Cultural Learning—theater performances, concerts, art exhibits, films, etc
•
Multicultural learning—cultural organizations like
•
Health and wellness—stress management workshops, fitness and nutrition
consultations, sexual responsibility programs, Psychological counseling
sessions, proactive health care, accommodations for disabled students
•
Money Management—financial aid services, debt management workshops,
loan identification programs, etc.
The Types of Learning
Student Affairs Promotes (cont)
•
Civic responsibility—voter registration, Mandela Day activities, campus or
community projects, organizations, etc
•
Leadership—Associated Students, club official positions, etc
•
Communication—Student newspaper, clubs and organizations, committee
work, co-sponsored activities
•
Psycho-social learning—learning about self and others via face to face
interactions at meetings, activities, events.
Emotionally Intelligent Leadership
Consciousness Consciousness Consciousness
of Context
of Self
of Others
Environmental awareness
Emotional self-perception
Empathy
Group savvy
Honest self-understanding
Citizenship
Healthy self-esteem
Inspiration
Emotional self-control
Influence
Authenticity
Coaching
Flexibility
Change agent
Achievement
Conflict management
Optimism
Developing relationships
Initiative
Teamwork
Capitalizing on differences
Core Leadership Competencies
Managing Self
Managing Projects
Managing People
Managing Programmes
Leading Organizations
•
Integrity/Honesty
Team building
Human capital
management
Technology
management
External Awareness
•
Interpersonal Skills
Customer Service
Leveraging diversity
Financial management
Vision
• Continual Learning
Technical credibility
Conflict resolution
Creativity/Innovation
Strategic thinking
•Resilience
Accountability
Public Service
Orientation
Partnering
Entrepreneurship
•Oral Communication
Decisiveness
Developing others
Political savvy
•Written
Communication
Influencing
•Flexibility
Negotiating
•
Problem Solving.
Leadership Qualities Required by Professional/Academic Disciplines
Model the way
Confidence
Inspire a shared vision
Challenge the
process
Creating Change
Enable Others to act
Encourage the heart
Collaboration
Empathy
Goals
Conflict Negotiation
Motivation
Ethics
Advocating for a Point of
View
Group Development
Excellence
Vision
Idea Generation
Empowerment
Others' Circumstances
Follow-Through
Advocating for a Point of
View
Group Development
Positive Attitude
Functioning Independently
Providing other
Perspectives
Plan
Inclusion
Productive Relationships
Initiative
Problem Solving
Listening
Empathy
Mission
Reflection and Application Mentoring
Other Perspectives
Resiliency
Motivation
Personal Values
Responding to Ambiguity
Others' Contributions
Receiving Feedback
Personal Contributions
Responsibility for Personal
Behavior
Self-Understanding
Productive Relationships
Providing Feedback
Scope of Competence
Leadership Program
Program or activity intentionally
designed with the purpose of
developing or enhancing college
students’ leadership skills,
knowledge, or abilities
Comprehensive Leadership Program
An intentional array of experiences, programs and services
that
• provides educational, experiential, and reflective
components
• includes a variety of delivery methods
• is specifically designed to promote self-understanding,
development of a personal leadership philosophy,
development of leadership skills, and the ability to view
self as an integral component of a larger community
Comprehensive Leadership Program Model
Strategies
• Diverse delivery methods
• Learning Models:
• Experiential Learning
• Leadership Identity
Development
• Training, Education &
Development (TED)
• Individual level
• Group level
• Cocurricular Elements
• Curricular Elements
• Strategies used should be
in line with mission,
outcomes & purposes of
the program
Mangosuthu University of Technology
• Approximately 11000 undergrads
• Student leadership structures: SRC (12), House Committees,
Student Organizations & clubs
• Staff dedicated to leadership development:
• Partners on campus:
• External partners: Transnet, Eskom,
REFLECTIONS
Educating the whole student
• Students are learning constantly, so the entire
campus is a learning community (Keeling, 2004).
• Foster Academic, social, and personal domains
of learning. Not just knowledge, but also
abilities, habits of mind, ways of knowing,
attitudes, values (Maki, 2004).
Using all of our resources
The greatest impact [on learning] appears to stem
from mutually-reinforcing academic,
interpersonal, and extracurricular involvements
that are relevant to a particular educational
outcome.
Pascarella& Terezini, 2005
Learning-centered
• Put learning first – educational and developmental outcomes
• Focus on learning as a holistic activity both in and out of the
classroom
• Redefine goals in terms of students and what they learn rather
than content-centered education
• Design programs and services to foster growth and development
• Being learning-centered demands collaboration
Adapted from Penn State University
Learning Cycle
Concrete
Experience
Testing implication of
concepts in new situations
Observation and reflection
Formation of abstract concepts and
generalizations
Kolb(1994) Learning Cycle
Educating the whole student
• Develop new, and nurture existing, relationships & partnerships
both in and outside of the university, in order to expand
opportunities for student learning
• Determine how your program is designed to address students’
academic, social, and personal learning outcomes, in line with
your university mission and goals.
Applications
• How can this conversation inform student
leadership programs and initiatives on your
campuses?
• What ideas can you take back to strive
toward a deliberate campus-wide leadership
development focus?
Guiding documents
• The Student Learning Imperative
• “The concepts of learning, personal development, and student development
are inextricably intertwined and inseparable.”
• Powerful Partnerships: A Shared Responsibility for Learning
• “When everyone on campus…shares the responsibility for student learning,
we will be able to make significant progress in improving it.”
• Learning Reconsidered 2: A Campus-wide Focus on the Student
Experience
Soft skills that employers look for
•
•
•
•
•
•
•
Work Ethic
Team Player
Positive attitude and enthusiasm
Adaptability and flexibility
Effective communication and confidence
Critical thinking
Collaboration, conflict management and negotiation skills
Future leaders’ programme
• Capacitate first year student leaders;
• Track the progress of those student leaders;
• Create a pool of student leaders for various student leadership
positions and
• Initiate a mentorship programme for those student leaders.
Partnership with the private sector
• Provides opportunities for the training and development of student
leaders, through the creation of workplaces experiences;
• Creates opportunities for mentorship of identified student leaders with a
view to broadening their scope of the concept of leadership;
• Help facilitate a volunteer programme for MUT students in order to raise
their consnciosness about the value of community engagement;
• Establish a sustainable platform for dialogue between student leaders
and officials of ESKOM and
• Create placement opportunities for students who participate in the
programme
•
Agreed on activities
• Schedule visits to identified sites once a semester in order to
create opportunities for students to experience being in real-life
work environment;
• Partner student leaders with officials, who will be expected to
play the role of mentors to students;
• Organise open forums where officials from MUT and ESKOM
address students on various topics of interest and to
• Use latest learning technologies, including social media to
faciliate communication between mentors and mentees on a
continuous basis.
Consequences of alcohol abuse by students
• Plays a significant role in risky sexual behaviour, including unwanted, unintended, and unprotected sexual activity,
and sex with multiple partners;
• Increases the risk of physical and sexual assault;
• Is associated with academic failure, illicit drug use and tobacco use;
• Can cause a range of physical consequences, from hangovers to death from alcohol poisoning;
• Can cause alterations in the structure and function of the developing brain, which continues to mature into the
mid- to late twenties, and may have consequences reaching far beyond adolescence;
• Creates second hand effects that can put others at risk. Loud and unruly behavior, property destruction,
unintentional injuries, violence, and even death because of underage alcohol use afflict innocent parties;
• In conjunction with pregnancy, may result in fetal alcohol spectrum disorders, including fetal alcohol syndrome,
which remains a leading cause of mental retardation;
• Is a risk factor for heavy drinking later in life, and continued heavy use of alcohol leads to increased risk across
the lifespan for acute consequences and for medical problems such as cancers of the oral cavity, larynx, pharynx,
and esophagus; liver cirrhosis; pancreatitis; and hemorrhagic stroke.
(Bethesda, MD: NIAAA, 2002).
Alcohol free environment
•
•
•
•
•
Eliminates alcohol related violent incidents
Reduces chances of sexual assault and rape incidents
Eliminates chances of risky sexual behaviour
Enhances focus on academic activities
Reduces dropout rate
THANK YOU !!!