Visionary Leadership
Graduates should have the ability to “break the mold” in devising solutions to problems. Specifically, graduates should be able to:
a. devise creative solutions to complex problems;
b. utilize multiple resources in designing programs and policies;
c. articulate a vision and marshal support for its pursuit.
a. devise creative solutions to complex problems;
b. utilize multiple resources in designing programs and policies;
c. articulate a vision and marshal support for its pursuit.
Problem-Solving and the Alumni Picnic
One complex problem in the CHAMP (College Headed and Mighty Proud) program was the Alumni Picnic event with its high cost and low attendance. In order to have an organized conversation about changing the event, I arranged a strategic meeting that centered on the Quaker practice of: “Allow[ing] a period of silence between messages” (Avery, n.d.). I provided each attendant a budget break down of the past two years as well as projected costs for this year. Then I had each of us sit and think about two picnic pros and two picnic cons. Next I led us in going around the circle, sharing our thoughts. One person would share and we would pause in silence. Another person would share and then we would pause in silence. As a team we came up with many creative solutions to cut costs for the picnic, including collaboration with other offices and bargaining with hospitality services. We also sought to raise attendance through social media and in-school advertising. |
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Program Design: Multicultural Retreat
For the Student Learning in the Co-Curriculum course (CSA 571), two colleagues and I designed a weekend retreat centered on multiculturalism. We designed a mission statement, an itinerary, pre and post trip assessments, learning outcomes, directions/guidelines, and a theoretical basis for three major activities, as well as trip debrief questions. During our planning process, we pooled together our experiences, whether first or second-hand stories, about diversity retreats from our respective undergraduate institutions. We compared and contrasted, searching for what would bring students to a deeper level of understanding cultural diversity (The Iceberg Concept of Culture, n.d.). Not only did we tap into our own institutional histories of retreats, we researched other colleges and organizations involved in diversity education. We also searched through textbooks for theory to guide what activities we would be doing. When we stumbled across a theory we would think out loud, “What kind of activity would lead a student in developing here further?” We ultimately based our three activities around Helms’ (1992) theory of white racial identity development, Sue & Sue’s (1990) theory of minority identity development, and Kolb’s (1984) theory of experiential learning. Our three activities were: ethnic dining and dialogue, attending a diverse theater performance, and interacting with children with disabilities. |
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Directing CHAMP
As the director of a service-learning program, I lead APU professors, students, offices, and administration along with fourth grade students and teachers, principals, the district office, and city officials. Most of the individuals involved in making CHAMP work were well-established members in their respective organizations. I took a vertical approach to coordinating CHAMP, relying on planning and authority (Bolman & Deal, 2008). With all of these stakeholders, I articulated to individuals and groups the goals of CHAMP, including where the semester was heading. People looked to me for all aspects of the program and I had to know what we were doing each step of the way and had to be able to voice that vision. I provided APU professors and students as well as the fourth grade teachers and principals a syllabus to track what was happening week by week. The outline in the syllabus was what garnered excitement and support at the outset of the program each semester. |
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