Commission For Student Involvement Newsletter A Word From .

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VOLUME 34 ISSUE 1 2005Commission for Student Involvement NewsletterA Word from the ChairGreetings Commission for Student Involvement!What’s Inside:THE LEADERSHIP CORNER:EXAMINING CURRICULARLEADERSHIP PROGRAMSPAGE 2THE GREEK CORNER:RETHINKING ETHICSPAGE 5THE SERVICE CORNER:CITIZENSHIP THROUGHSERVICE-LEARNINGPAGE 7STUDENT ORGANIZATIONCORNER: AN ASSESSMENT OFSTUDENT INVOLVEMENTPAGE 10COMMISSION CONNECTIONS:GRADUATE & NEWPROFFESIONALSPAGE 12TECHNOLOGY CORNER:CARD READER TECHNOLOGYPAGE 14I hope you are enjoying the start of a wonderful summer.As we end another academic year, it is always good to reflect and look to the future.The Commission received two awards at this past year’sconvention: “Overall Distinguished Commission” and“Outstanding Publications,” sponsored eight programs, andstarted partnership conversations with the Association ofFraternity Advisors (AFA). Over the course of the year,the commission published its 3rd Edition of the Powerful/Best Practices Manual and four issues of the Interchangenewsletter. In addition, the commission launched a service-learning listserv.At convention, the Commission welcomed a new leadership team.Please feel free to contact us with ideas, suggestions or interest ingetting involved. You can find contact information at: We would also like to share a few goals for the year: Activities: Improve/explore relationships with NACA and APCA; Develop a resource manual on the topic of advising Greek Life: Build on the relationship with AFA and ASJA; Develop a better identity forGreek Life within the Commission and create a strategy for marketing to members Leadership: Improve/explore relationships with the NCLP; Continue to provide new and existing professional development for Leadership Educators Service/Service-Learning: Increase membership and awareness of Service/Service-Learningarm of the Commission; Build on the programs/resources at conventionHave a great summer!Jason Schreiber, ChairDirector of Student Activities, University of San Diego1

The LeadershipCorner:IntroductionThe Status of Undergraduate Curricular Leadership Programs: Establishing a Typology and Questions for FutureInvestigationBy Evan Baum110 institutions with undergraduate cur-and traditions of a discipline or department,ricular leadership programs. While not amaking a comparative analysis of suchpanel of experts in the fields of higher edu-comprehensive list, the institutions identi-programs at the institutional level nearlycation and student affairs, supported by thefied represent those with programs that are,impossible. The author then located infor-W.K. Kellogg Foundation and the Jamesat the minimum, the most known.mation posted on websites for the pro-Five years ago, the work of aMacGregor Burns Academy of Leadership,grams identifiedAn institution waswas published under the title Leadershipadded to the list if it had one ofReconsidered: Engaging Higher Educationthe following components: ain Social Change (Astin & Astin, 2000).major or minor in leadership orOperating under the belief that Americanleadership studies, a concentra-society is greatly in need of a higher qual-tion within a department inity of leadership, the authors argue thatleadership, a leadership certifi-institutions of higher education must them-cate or citation program, credit-selves undergo significant curricular, or-bearing undergraduate leader-ganizational, and procedural reforms, withship courses, curriculum-basedthe purpose of adopting a commitment tonon-credit leadership programs,developing effective leaders for the future.or were thought to be planningGiven the strength of the authors’ message,one of the above. Programstwo questions naturally arise: first, what isthat were exclusively co-the current status of leadership educationcurricular or experiential wereprograms in higher education, and second,excluded from further investi-does learning and development vary bygation, as were programs tar-type of program? This article aims to ad-geted at graduate or advanceddress the first question in the context ofstudy students. These exclu-the informationundergraduate curricular leadership pro-sions limit the analysis below.provided from onegrams, and establish an agenda from whichHowever, their exclusion is not withoutwebsite to the next varied significantly.the second question can be investigated.justification. First, it can be argued thatAnalysisMethods & Limitationsco-curricular or experiential programs,Beginning with an undated list ofboth undergraduate and graduate leadershipprograms from the Academy of Leadershipand a list on the website of the NationalClearinghouse for Leadership Programs, athird list of curricular leadership programswas developed . A message was then sentout over the listserv of the InternationalLeadership Association, asking members toidentify additional programs. This work“If an institution were tomake thestrongest commitment toleadership education possible,it would likelybe noted by itspresence in theinstitution’sacademic curriculum.”and established acatalog of programs for the purpose of addressingthe questionsposed at the outset. Relying uponthe websites ofthe programs foraccurate information about theircurricular components and relativelocation within aninstitutional hierarchy further limitthe analysis , asUndergraduate curricular leader-perhaps numbering as many as 500, do notship education programs at the 110 institu-represent an institutional commitment totions identified, although not representing aleadership education along the lines es-comprehensive sampling, can be estimatedpoused by the authors of Leadership Re-as illustrating a large enough percentage ofconsidered. If an institution were to makeprograms nationwide to establish a mean-the strongest commitment to leadershipingful classification system. The dichoto-education possible, it would likely be notedmies presented below are meant to allowby its presence in the institution’s aca-scholars and practitioners to identify rele-demic curriculum. Second, graduate pro-vant distinctions in undergraduate curricu-grams are most often dictated by the normsresulted in the identification of a total of2(Continued on page 3)

lar leadership education programs for theis an example of an interdisciplinary pro-dent Affairs Located. A third dichotomypurposes of program comparison, assess-gram. Questions for further investigationconcerns where the program is housedment, and enhancement. While examplesemanating from this dichotomy include: iswithin a given institution. Programs thatof programs are given to illustrate the ex-institutional commitment to leadershipare located in academic affairs fall undertreme ends of the dichotomies, a host ofeducation stronger with the presence of athe primary responsibility of the chief aca-programs exist in the middle of the rangesspecialized or interdisciplinary program;demic officer of an institution. Programsthat in some way combine both ends of theand, do the differences in objectives be-offered through the McDonough Center forspectrum. Questions to be considered intween specialized and interdisciplinaryLeadership and Business at Marietta Col-assessing the impact on student learningprograms result in differing learning andlege are an example of this. Conversely,and development within each dichotomydevelopment outcomes for students?programs ultimately responsible to an insti-Comprehensive – Supplementary.are also presented.tution’s chief student affairs officer areA program that can be labeled as compre-those that are student affairs located. TheSpecialized leadership education programshensive leadership education is one inundergraduate programs offered at thecan be identified by their explicit connec-which the curriculum encompasses theGeorgia Institute of Technology fit thistions to a discipline or department withinentire program of study for students, eitherclassification. Given the strong potentialSpecialized – Interdisciplinary.an institution. Inmost cases, theseprograms aredriven by business, religion, orcommunications.The degree programs offeredthrough the Department of Organizational Leadership and Supervision of the College of Technology at PurdueUniversity are“Specializedleadership education programs can beidentified bytheir explicitconnections to adiscipline or departmentwithin an institution.”examples of spe-in a single year, over multiplefor leadership education programs to linkyears, or as a major field ofstudent affairs and academic affairs, sev-study. The Elizabeth J. Somerseral additional questions must be consid-Women’s Leadership Programered, including: are there institutional costsat the George Washington Uni-and benefits to establishing an undergradu-versity is an example of a com-ate curricular leadership program withoutprehensive program. At theconnecting student and academic affairs;other end of the spectrum areand, are programs that are situated solely inprograms that can be consid-either domain naturally attractive/ered supplementary. These areunattractive to certain types of students,programs in which the experi-potentially limiting the diversity of theence is explicitly intended tolearning environments?augment other academic pur-Highly Scholastic – Highly Expe-suits. The President’s Leader-riential. Although the programs being con-ship Program at Christophersidered in this typology contain a curricularNewport University can be con-leadership component, the programs none-sidered a supplementary pro-theless range from highly scholastic tocialized programs. Conversely, interdisci-gram. Several questions can be posed fromhighly experiential. It is worth noting thatplinary programs span institutionalexamining this dichotomy: is student learn-many, if not most programs, achieve a bal-boundaries to include curricular offeringsing and development greater in a compre-ance of these two ends of the dichotomy.from multiple areas. These programs havehensive leadership program because of theThe Jepson School of Leadership Studieseither stand-alone leadership classes com-community that can be developed in such aat the University of Richmond, despiteplemented by other requirements, or can besetting; and, do students experience greaterhaving several experiential components, isexclusively a repackaging of classeslearning and satisfaction with their primaryoften recognized as having highly scholas-around the theme of leadership. The un-academic work when it is supplementedtic leadership education programs. At thedergraduate minor through the Connexuswith curricular leadership programs?program at the University of Texas, AustinAcademic Affairs Located – Stu3(Continued on page 4)

opposite end of the spectrum are programsand, do the learning and development out-tinue to be advanced by curricular adapta-that are highly experiential, although incomes differ in open versus selective en-tions at all institutions.some cases such pro-rollment programs?grams do have tradi-Conclusionstional curricular components. The LeadershipInstitute at the Rochester Institute of Technology has program offerings that are closer tothis end of the dichotomy. Additional questions for further investigation based upon thisdichotomy include: isthere an optimal balance for student learning and development“Establishing acommitment todevelopingleadership inundergraduatesis not simply asound institutional goal, it isa moral imperative for ourfuture society.”between scholarshipWhile additionalReferencesAstin, A.W., & Astin, H.S. (2000). Leader-dichotomous relationshipsship reconsidered: Engaging highercould be created to clas-education in social change. Battlesify undergraduate cur-Creek, Michigan: W.K. Kellogg Foun-ricular leadership educa-dation.tion programs, the fiveEckel, P.D., & Kezar, A. (2003). Takingabove have the greatestthe reins: Institutional transformationrelevance for understand-in higher education. Westport, CT:ing the current status ofPrager.leadership education pro-Kezar, A. J. (2001). Understanding andgrams in colleges andfacilitating organizational change inuniversities and in begin-the 21st century: Recent research andning to assess their impactconceptualizations. ASHE-ERICon student development.Reader, Volume 28, Number 4. SanAlthough most of the pro-Francisco: Jossey-Bass.and experiential learning in designing un-grams recognized at the 110 institutionsdergraduate leadership education pro-identified are relatively young, a host ofR.S., & Gabelnick, F. (2004) Learninggrams; and, do programs that are highlymodels for implementing or reforming un-communities: Reforming undergradu-experiential exist at institutional margins?dergraduate curricular leadership educationate education. San Francisco: Jossey-Open Enrollment – Selective En-programs exist for consideration. If, as theBass.Smith, B.L., MacGregor, J., Matthews,rollment: A final dichotomy worth consid-authors of Leadership Reconsidered sug-ering in classifying leadership educationgest, transformational change within higherprograms is that of open versus selectiveeducation is required to elevate leadershipEvan Baum is a Community Director inenrollment. An open enrollment programeducation programs to the level requiredResidential Life & Education at the Georgeis one that welcomes any undergraduate.for the future (Astin & Astin, 2000), insti-Washington University. He has a B.A.Leadership Rice at Rice University is antutional stakeholders working towards suchfrom the Jepson School of Leadershipexample of an open enrollment program.ends would be wise to consider lessonsStudies at the University of Richmond andConversely, the Chancellor’s Scholars andlearned from other studies of change inan M.A. in Education Policy & LeadershipLeaders program at the University of Colo-colleges and universities (Eckel & Kezar,from the University of Maryland. He canrado, Denver has an application and selec-2003; Kezar, 2001), including those of-be reached at ebaum@gwu.edu.tion process to determine eligibility forfered from the learning communities move-enrollment. Two final questions for con-ment (Smith et. al., 2004). Establishing asideration based upon this dichotomy are:commitment to developing leadership indoes interest in creating and participatingundergraduates is not simply a sound insti-in an open/selective undergraduate curricu-tutional goal, it is a moral imperative forlar leadership education program vary byour future society, and one that must con-student interests and institutional cultures;4

Building Balanced Ethical Leaders for the World’sCommunitiesBy Grahaeme A. HespThe Greek Corner:Building balanced leaders for theworld’s communities is the developmentphilosophy of Sigma Phi Epsilon Frater-to recognize and manage stress, then, istion and research programs (Bebeau, 1994;increasingly important.Duckett & Ryden, 1994) use Rest’s fourAn additional challenge to ethicscomponent model (Rest & Narvaez, 1994)nity. While this mission articulates a loftyeducation is the definition of ethics itself.of moral behavior as a framework. Thisgoal, controversy clouds the desire for ethi-A common belief is that ethics is aboutmodel describes ethical behavior as a proc-cal education. Requiring that studentscompliance to laws or ethical codes. Busi-ess, including (1) moral sensitivity: inter-complete an ethics course or workshopness ethicist Velasquez (1998) defines eth-preting a social situation, (2) moral judg-implies that the material is important andics instead as an active questioning aboutment: deciding which action is the mostthat it can shape the decisions studentswhat is moral in our lives, in our commu-appropriate moral action, (3) moral motiva-make once in positions of leadership.nity, or in our profession/organizations.tion: prioritizing moral values over otherHowever, the common belief that ethicsWithin this paper, I define ethics as a proc-values, and (4) moral action: having thecannot be taught and that one’s moral com-ess that can take place either within an in-ego strength, persistence, and implementa-pass is well set before entering a leadershipdividual or between members of a group.tion skills to carry out the moral behavior.environment fuels doubt as to the impor-This process encompasses more than deci-According to the theory, an individual musttance of the subject (Chun, 1999). Even ifsion-making involved with justifying whatbe competent in each of those inner psy-ethics programs succeed in influencingis moral or ethical. It involves how wechological processes in order to carry out astudents, many believe that this impactperceive situations, how we value ethicalmoral action. The strength of this model isdoes not have a lasting effect, and that or-actions over other competing needs, andin its comprehensiveness, as it takes intoganizational culture will later dominatehow we show ethical courage in actingaccount other facets of human behaviorstudents’ decision-making. This same phe-upon our beliefs and values when facedbesides reasoning or judgment.nomenon was examined in a sociologicalwith adversity.study of corporations (Jackall, 1988).Component three of the RestMany assert that ethical behaviormodel (Rest & Narvaez, 1994) encom-Jackall identified a conditional moralitystems from values learned in childhood andpasses the organizational identity of thebased more on perception and image thanquestion whether ethics programs can trulyindividual – the degree to which the indi-on fact and substance. Whether or not thisaffect change in the behavior of collegevidual identifies with a set of values orstudy describes the norm or an extreme instudents (McCabe, Dukerich, & Dutton,codes of ethics and the degree to which thisorganizational life, preparing students to1991). A review of psychological researchinfluences their decision-making. It in-deal with ethical dilemmas in unethicalreveals a wealth of studies demonstratingvolves the commitment to the organization,climates poses a challenge for those work-positive effects of ethics education in pro-the willingness to engage in continueding with fraternities and sororities. Thisfessional programs (Rest, 1988; Rest &learning, and to become part of the self-challenge is further complicated by theNarvaez, 1994; Rest, Narvaez, Bebeau &,governance of the organization. Bebeaupresence of competition. The very natureThoma, 1999). Although much of this re-(1994) believes that someone attuned toof a free market economy (e.g., fraternitysearch focuses on theories of justice andthese ideas will choose to implement arecruitment) demands competitiveness.moral reasoning or judgment, recent ap-more ethical course of action from all ofOne can have knowledge of moral philoso-proaches note that reasoning alone is notthe available options.phy, but stress and pressure are often piv-enough to result in ethical behavior (Restotal drivers of behavior (Goleman, 1995).& Narvaez).Teaching fraternity and sorority membersRest and Narvaez (1994) suggestthe simultaneous employment of all fourVarious professional ethics educa-5(Continued on page 6)

components of the model to understandand successful leaders. Discussion andtruly effective, students must have inputtheir interactions and effects. For exam-consensus would need to take place inin developing and redeveloping their ownple, understanding the effects of stress ororder for a fraternity/sorority communityorganizations’ codes of ethical conduct.emotion on cognitivefunction (Goleman,1995) could provideevidence for how thedrive for success canresult in poor analysisof the situation and biastowards action choicesthat result in gain for achapter but loss for thefraternity/sorority community. While in aheightened state ofcompetitiveness or ag-“Fraternity andsorority communities shouldendorse abroad-basedcode of ethicsand introduce itearly in themembershipprocess.”gressiveness, an indi-to define what is meantOther ethicists point to the ability ofby the term “ethi

Clearinghouse for Leadership Programs, a third list of curricular leadership programs was developed . A message was then sent out over the listserv of the International Leadership Association, asking members to identify additional programs. This work resulted in the identification of a total of 110 institutions with undergraduate cur-

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