Annual Conference Proceedings
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Annual Conference Proceedings Association of Leadership Educators 29th Annual Conference Building a Culture of Leadership July 7-10, 2019 TABLE OF CONTENTS Posters………………………………………………………………… Innovative Practice Papers……………………………………………. Research Papers………………………………………………………. Educator Workshops…………………………………………………. Roundtable Discussions………………………………………………. POSTERS + 1. Assessing Program Learning Outcomes of an Undergraduate Dean’s Leadership Fellow Immersion Program Jennifer Moss Breen, Associate Professor, Creighton University Lydia Holtz, Program Coordinator, Creighton University Thomas Kelly, Professor, Creighton University 2. University-Wide Approach to Leader Development: A Playbook Stephanie Taylor, Assistant Director for Leadership Development, Rice University, Doerr Institute for New Leaders Lillie Besozzi, Senior Associate Director, Rice University, Doerr Institute for New Leaders 3. One Seed at a Time: A Grounded Theory Study Exploring How an Urban Community Gardening Program Promotes Prosocial Development in Youth Kristyn J. Dickey, Graduate Assistant, Texas Tech University Amy E. Boren-Alpizar, Assistant Professor, Texas Tech University Erica Irlbeck, Associate Professor, Texas Tech University Scott Burris, Professor, Texas Tech University 4. Developing Cultural Intelligence: A Literature Review on the Empirically Evidenced Antecedents and Predictors of Cultural Intelligence James Lee, Graduate Teaching Assistant, University of Nebraska-Lincoln Gina Matkin, Associate Professor of Leadership, University of Nebraska-Lincoln ASSESSING PROGRAM LEARNING OUTCOMES OF AN UNDERGRADUATE DEAN’S LEADERSHIP FELLOW IMMERSION PROGRAM ABSTRACT This poster presents the results of an Ignatian leadership development program that utilized a senior-level immersion experience to the Dominican Republic as a culminating learning experience. Leadership constructs assessed included cultural awareness, self-awareness, humility and servant leadership. Preliminary results indicated that the immersion experience facilitated growth in each of these leadership areas. INTRODUCTION This project examined attainment of learning outcomes of a 4-year Ignatian leadership development program (Dean’s Fellows) by assessing senior-level undergraduate Dean’s Fellows College of Arts and Science students while nearing completion of the program. Because Creighton University is a Jesuit Institution, purposefully embedding Ignatian values, leadership, and social justice into the Dean’s Fellows program was essential. As a final culminating experience, senior-level students travelled to the Dominican Republic. Prior to and in preparation for their immersion experience, Dean’s Fellows participated in four lectures that included information on cultural intelligence, anticipatory reflection, Ignatian leadership, and discernment. They continued developing in these areas during the immersion experience through lived experiences, reflection, and discussion. The goal of this poster session is to share the assessment results of the attainment of learning outcomes related to the immersion experience. BACKGROUND AND PROGRAM DESCRIPTION The Dean’s Fellow’s Leadership Program focuses on the spirituality of St. Ignatius of Loyola, who like Gandhi, came from a background of some privilege. Ignatius embraced the notion that the human being is an imperfect agent whose will can choose God as its meaning giver in a graced act of freedom and faith. No human except Jesus of Nazareth, will ever make this choice perfectly. The key is to be constantly aware of the movements of one’s heart. Ignatius taught us that human beings experience “consolation” when their affectivity, imagination and intellect move toward God. And alternatively, they experience “desolation” when their affectivity, imagination and intellect move them away from God. Thus, awareness of one’s affectivity, imagination and intellect will suggest whether the terminus of one’s orientation is or is not God. Ignatian spirituality understands the human being as fulfilled only by a God who gives God’s self to each of us. This God understood as perfect self-giving love is our end and purpose. We reverence, praise and serve that God by becoming free to enter into this love as we interact with other human beings in the world, refusing enslavement to anything that pulls us away from God. Ignatian leadership embodies this in a manner proper to each context. The Dean’s Fellow’s leadership development program sought to develop students in five important areas, each of which lends itself to Jesuit values and Ignatian leadership, including a greater sense of the importance of service as leader, an in-depth understanding of Ignatian spirituality as it relates to leadership, an understanding of civic and community engagement, the importance of intercultural awareness as it relates to leadership and the use of creativity and the arts in leadership. The overall program goals for the 4-year program are outlined in Table 1. Program Goals Objective 1 Objective 2 Ability to integrate Deepened my understanding of service to others into Demonstrate a the importance of service to my leadership style or commitment to development as a leader experiences service to others Deepened my understanding of Ability to integrate the importance of Ignatian Ignatian principles Demonstrate spirituality to my development into leadership style competency in as a leader or experiences Ignatian values Ability to integrate Deepened my understanding of civic and community Demonstrate the importance of civic and engagement into leadership in the community engagement to my leadership style or Creighton development as a leader experiences community Ability to integrate inclusion and Demonstrate a Deepened my understanding of intercultural commitment to and the importance of inclusion and awareness into appreciation for intercultural awareness to my leadership style or inclusion and development as a leader experiences cultural awareness Deepened my understanding of Ability to integrate the importance of creativity and creativity and the arts Demonstrate the arts to my development as a into leadership style appreciation for the leader or experiences arts and creativity Table 1. Dean’s Fellows Program Goals Measuring the impact of a Jesuit/Ignatian leadership development program is difficult. Our goal was to link contemporary leadership constructs with Ignatian leadership, so we could measure the developmental growth of the Dean’s fellows. While Rothausen (2017) provided a theoretical framework that aligned secular leadership development models with Ignatian leadership, unfortunately, validated measures of Ignatian leadership still do not exist to date. To address this limitation, this project utilized instruments drawn from the field of leadership studies. These instruments serve as proxies and help us measure the impact of student learning through the immersion experience. Because the senior-year immersion experience was a culminating experience, and because it included a strong inter-cultural component, it was deemed that cultural awareness, self-awareness, humility and servant leadership were logical assessments to utilize to capture pre- and post- self-assessments in each of these areas. When measuring the impact of any leadership development intervention, it is important to utilize valid and reliable measurement instruments to capture growth. A brief description of each construct is described below. Leadership Humility Leadership humility has been studied extensively and from multiple perspectives (Morris, Brotheridge & Urbansky, 2005). Leadership humility, overall, requires leaders to acknowledge the contributions of others, admit when they have made mistakes, and be able to learn and grow through both mistakes and successes. Humility asks us to reflect upon who we are in relation to others, and to reflect upon our impact on them. In the Ignatian leadership context, humility is thought of as the ability to appreciate the gifts that God has given us and discover how we might respond to that love in daily life. Servant Leadership Servant leadership, in the leadership context, requires that leaders put the needs of others ahead of their own (Greenleaf, 1998; Spears, 2010). Using the framework developed by Barbuto and Wheeler (2006), servant leadership includes five characteristics including altruistic calling, persuasive mapping, emotional healing, wisdom and stewardship. Ignatian leadership requires similar leadership characteristics including accountability, calling, influence, healing, sustainability through consciousness, and structural transformation for the good of others. Cultural Intelligence Cultural intelligence is described as the ability to function effectively in culturally diverse settings (Ang, Dyne, Koh, Ng, Templer, Tay & Chandrasekar, 2007) and can be measured in relation to meta-cognitive, cognitive, behavioral and motivational dimensions. Cultural intelligence allows leaders to accurately assess situations and make more effective decisions. Cultural intelligence also teaches us how the head, body, and heart work together in our daily lives (Earley & Mosakowski, 2004). Ignatian leadership also requires the ability to ‘walk alongside others’ from different cultures and build trust through compassion, active listening, and attentiveness. Self-Awareness Leaders must be able to look inside themselves and ‘see’ who they are in relation to others and the world around them in to be effective. Self-reflection, or looking inward to assess our internal world,