Corey Seemiller, PhD Director of Leadership Programs The University of Arizona.
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Transcript of Corey Seemiller, PhD Director of Leadership Programs The University of Arizona.
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Leadership for Academic Success
Corey Seemiller, PhDDirector of Leadership Programs
The University of Arizona
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Competency OverviewCompetency: Fundamental knowledge, attitude, or skill in a
specific subject area.Leadership competency models are used by nearly 75
percent of businesses (Conger & Ready, 2004). Competency models are used across sectors-business,
nonprofit, healthcare, education, military, law enforcement, library science, and hospitality. Examples include: Arizona Nurse Leadership Model (Weston et al, 2008) U.S. Air Force Wing Chaplains (Costin, 2009) Core Competency Model for Libraries (Ammons-Stephens, Cole,
Jenkins-Gibbs, Riehle, & Weare, 2009) Many professional organizations use competency models
(Ammons-Stephens et al, 2009).
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Purpose and RationalePurpose Rationale What We Did
Develop measurable competencies for student leadership development grounded in theory and research
No universal measurable outcomes exist in leadership development
Developed list of 61 leadership competencies for students (SLCs) with 4 dimensions
Develop measurements to assess student learning and development around leadership
Wanted to benchmark across leadership programs
Created measurements for each competency dimension
Link leadership competencies to those expected in academic programs
Wanted to understand the extent to which leadership is important across disciplines
Cross-referenced SLCs with learning outcomes in academic programs
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SLC CreationDocument analysis to create list of competencies:
CAS Standards Learning Reconsidered Relational Leadership Model Social Change Model of Leadership Development 5 Practices of Exemplary Leadership Program assessment data
SLC 1.0 (2008) 18 categories 60 competency
headers Varied in dimensions
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Methodology 16,925 learning outcomes from 475 academic programs
within 72 academic accrediting organizations coded Council on Higher Education Accreditation U.S. Department of Education Association of Specialized and Professional Accreditors
Refined SLC list Looked for frequency and prevalence of the refined list
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Accrediting Agencies (CHEA)AACSB-BusinessACPE-Pharmacy
ARC-PA-Physician AssistantACEJMC-Journalism and Mass Communication
AAMFT-Marriage and Family TherapyAAFCS-Family and Consumer Sciences
ABFSE-Funeral ServiceACCE-Construction
ALA-LibraryACOE-OptometryAPA-PsychologyAABI-Aviation
AAFCS-Family and Consumer SciencesABET-Engineering and Technology
ACBSP-BusinessACOTE-Occupational Therapy
APTA-Physical TherapyASHA-Speech, Language, and Hearing
AVMA-Veterinary SciencesCAAHEP-Allied HealthCACREP-CounselingCADE-ADA-Dietetics
CAHME-Healthcare ManagementCCE-Chiropractic
CCNE-Nursing
CIDA-Interior DesignCORE-RehabilitationCSWE-Social Work
JRCERT-Radiologic TechnologyJRCNMT-Nuclear Medicine Technology
LAAB-Landscape ArchitectureNAACLS-Clinical Laboratory Sciences
NASAD-Art and DesignNASD-Dance
NASPAA-Public Affairs and AdministrationNAST-Theatre
NCATE-Teacher EducationPAB-PlanningSAF-ForestryACF-Culinary
ATMAE-Technology, Management, and Applied Engineering
COA-OpticianryCoA-NA-Nurse Anesthesia
IFSAC-Fire ServiceIACBE-Business
NASM-MusicNLNAC-Nursing
COAPRT-Parks, Recreation, Tourism, and Related Professions
TEAC-Teacher Education
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Accrediting Agencies (DOE/ASPA)ACAOM-Acupuncture and Oriental Medicine
ACME-Midwifery EducationABA-Law
ADA-DentalAOA-Osteopathy
COCA-OsteopathyACPE-Pastoral EducationCOMTA-Massage Therapy
CEPH-Public HealthCNME-Naturopathic Medicine
LCME-Medical EducationMEAC-Midwifery
ATS-TheologyAANP-Nurse PractitionersCAATE-Athletic TrainingCo-ARC-Respiratory Care
ASHP-Pharmacy TechAPsaA-PsychoanalysisABAP-Psychoanalysis
GAC-Project ManagementFEPAC-Forensic Science
EHAC-Environmental HealthCCIE-Interpretation
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SLC OverviewSLC 3.0 (2011)
8 categories 61 competency headers 4 dimensions of each header
Knowledge Value Ability Behavior
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SLCsCategory Competency Header
Learning and Reasoning Research Other PerspectivesReflection and ApplicationSystems ThinkingAnalysis
SynthesisEvaluationProblem SolvingDecision MakingDeveloping Original Ideas
Self Awareness and Development
Self Understanding Personal Values Personal Contributions
Scope of Personal Competencies Feedback from Others Developing Competencies
Interpersonal Interaction Healthy RelationshipsAppropriate Interaction Helping Others Others' Contributions Empathy Supervision
Providing Feedback Mentoring Empowerment Motivation Collaboration
Group Dynamics Organizational BehaviorPower Dynamics
Group Development Creating Change
Civic Responsibility Diversity Others' Circumstances Social Justice
Inclusion Social Responsibility Community Development
Communication Oral Communication Nonverbal Communication Listening Writing
Facilitation Conflict Negotiation Articulating a Point of View
Strategic Planning Mission Vision Goals
Plan Organization Time Management
Personal Behavior EthicsResiliencyResponding to Change Responding to Ambiguity Functioning Independently Initiative
Follow Through Responsibility for Personal Behavior Positive Attitude Confidence Excellence
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Results50% of all 16,925 outcomes have one or more SLCs
(8540)84.4% of 475 academic programs have one or more
SLCs98.9% of 72 accrediting organizations have one or
more SLCs64.75% of all SLCs appear in at least one program
(158/244)98.4% of all SLC headers appear in at least one
program (60/61)Confidence did not appear
Leadership: Word appears in 36.6% of all 72 accrediting organizations
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Average # SLCs Per Academic ProgramField Average # of SLCs per academic program in this field
Counseling/Therapy 22.3
Public Service 18.7
Retail 16.0
Culinary 15.0
Education 13.0
Health/Medical 12.9
Architecture/Construction 10.8
Information/Communication 10.0
Art/Design 9.1
Aviation 8.0
Business 7.1
Theology 6.8
Science 6.75
Environmental 6.3
Law 5
Performance 3.4
Computer Science 3.3
Engineering 1.3
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SLCs by Prevalence and Frequency
Competency Prevalence
Frequency
UA Student Growth
Oral Communication (Ability) 55.16% 759 (93%) n=631
Evaluation (Ability) 50.74% 1201 (93%) n=192
Writing (Ability) 47.58% 414 (82%) n=373
Analysis (Ability) 35.58% 386 (93%) n=374
Decision Making (Behavior) 33.47% 420 NA
Developing Original Ideas (Behavior)
29.89% 324 NA
Collaboration (Ability) 25.05% 255 (95%) n=313
Synthesis (Ability) 23.37% 191 (92%) n=285
Others’ Circumstances (Knowledge)
21.89% 318 (96%) n=318
Articulating a Point of View (Ability)
21.89% 308 (91%) n=110
Appropriate Interaction (Ability) 21.47% 256 (94%) n=382
Plan (Ability) 19.37% 240 (90%) n=216
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Academic Success Predictors
Competency
*Goals (Ability) (92%) n=219
*Confidence(Ability) (99%) n=70
*Problem Solving (Ability) (92%) n=453
*Oral Communication (Ability) (93%) n=631
*Collaboration (Ability) (95%) n=313
*Healthy Relationships (Ability) (89%) n=179
Time Management (Ability) (94%) n=36
Organization (Ability) (93%) n=121
Resiliency (Ability) (100%) n=22
Follow Through (Ability) (99%) n=68
Initiative (Ability) (95%) n=59*Le, H., Casillas, A., Robbins, S.B., & Langley, R. (2005). Motivational and skills, social, and self-management predictors of college outcomes: Constructing the student readiness inventory. Educational and Psychological Measurement, 65(3), 482-508.
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ResourcesStudent Leadership Competencies Indicator:
slc.webhost.uits.arizona.edu/quiz.php
Academic Program Search (search for competencies by academic program): slc.webhost.uits.arizona.edu/slcsbycareer.php
Leadership Competency Search (search for leadership opportunities by competency): slc.webhost.uits.arizona.edu/leadprogrambyslc.php
Leadership Program Search (search for competencies by leadership program): slc.webhost.uits.arizona.edu/leadprogrambyslc.php
Handouts based on UA Colleges and recommended leadership programs for particular majors is available at leadership.arizona.edu/slc
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ImplicationsStudent involvement in leadership programs can contribute
to the development of competencies that: Can contribute generally to academic success (goal setting,
collaboration) and/or are specifically expected for success in one’s academic program (Increased academic success is linked to higher retention, ACT, 2010)
Can contribute to academic integration as concepts learned in one setting (leadership program) are reinforced in another (classroom) (Increased academic integration can positively impact retention, Tinto, 1982)
Students can understand how the competencies they have and/or enjoy using are expected of their academic program (major congruence). Do the competencies the student has fit with those needed in the
academic program? Are the competencies needed of interest to the student to develop
and/or use?Students can find a leadership program that will help them
develop the competencies they need in their academic program.
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Questions? Comments?