Association of Leadership Educators

Transcription

2014
JULY 13 - 16
SAN ANTONIO, TEXAS, USA
ASSOCIATION OF LEADERSHIP
EDUCATORS ANNUAL CONFERENCE
VISIONS OF LEADERSHIP: REFLECTING ON THE PAST, FOCUSING ON THE FUTURE
CONFERENCE CONTENTS
WECLCOM TO SAN ANTIONIO
PAGE 4-5
PAGE 38-40
ALE MISSION, VISION, & CONTEXT
CONFERENCE KEYNOTES
PAGE 6-7
PAGE 1-6
CONFERENCE AT A GLANCE
CONFERENCE COORDINATION TEAM
PAGE 8-9
PAGE 1-6
WELCOME TO SAN ANTONIO
ALE BOARD OF DIRECTORS
PAGE 10-25
PAGE 43-45
CONCURRENT SESSIONS
CONFERENCE SPONSORS
PAGE 26-33
PAGE 46-47
POSTER PRESENTATIONS
ALE HISTORY
PAGE 34-37
PAGE 48-51
ROUNDTABLE DISCUSSIONS
LOGISTICS
ALE 2014
ALE MISSION,
VISION, & CONTEXT
OUR MISSION
The mission of the Association of Leadership Educators, Inc., is to strengthen and
sustain the expertise of professional leadership educators.
OUR VISION
The Association of Leadership Educators’ vision is to set the standard for Leadership Education. ALE will be the leading resource for the exchange and development of quality ideas, scholarship, and practice that impacts the field of
Leadership Education. ALE establishes the bridge between research and practice
in Leadership Education through an inclusive and engaging community of dynamic leadership educators, committed to consistently growing, thriving, and
advancing the field of Leadership Education.
OUR CONTEXT
Building upon decades of experience, the Association of Leadership Educators
embraces a wide variety of leadership educators. If you teach in the classroom,
are affiliated with youth development organizations, do private consulting,
work in student affairs, practice in the area of community development, or train
the military, you may find ALE to be a great means of expanding your networks
and learning more about the field of leadership education. ALE emphasizes the
link between theory and practice, and the focus makes the association appealing to both those inside and outside academia.
San Antonio, TX | 05
ALE 2014
CONFERENCE PROGRAM AT A GLANCE
SUNDAY - 7.13.14
8:00AM - 12:00PM
Pre Conference - Leadership Scholarship: An Intensional Process - Sabino
1:00PM - 3:00PM
2013-2014 ALE Board Meeting (board Members Only) - Encino
3:30PM - 5:00PM
Development Focus Group - Sabino
4:30PM - 5:30PM
First Time Attendee Welcome Session - Hidalgo
5:30PM - 7:00PM
Opening Reception - Hildago
Sponsored by University of Phoenix, School of Adavanced Studies
Welcome Provided by Jeremy Moreland, PhD
Evening Activities
Guided Excursions & Dinner Groups
7:30PM River Cruise (Free - Reservations Required) - River Level Entrance
WEDNESDAY - 7.16.14
7:30AM - 8:30 AM
8:30AM - 9:30AM
9:45AM – 11:15AM
11:30AM - 12:00PM
12:30PM – 5:00PM
Continental Breakfast & Business Meeting – Navarro B Concurrent Session 6
Concurrent Session 7
Conference Closing, Conference Awards, & Officer Induction –Navarro B
2014-2015 Board Meeting (board members only) –LaBabia
MONDAY - 7.14.14
7:00AM - 8:00AM
Development Focus Group - Zapata
Breakfast with JOLE - RSVP Required - Shilo’s Deli
7:30AM - 5:00PM
Registration - Lobby Pre Function
8:00AM - 8:45AM
Opening Session & Welcome - Navarro A
9:00AM - 10:30AM
Concurrent Session I
10:30AM - 10:45PM
Break
10:45AM - 11:45AM
Concurrent Session II
12:00PM - 1:30PM
Lunch & Keynote Presentation with James Kouzes - Navarro B
1:45PM - 3:15PM
Concurrent Session III
3:15PM - 3:30 PM
Break
3:30PM - 5:00PM
Roundtable Sessions - Navarro A
Evening Activities
Guided Excursions & Dinner Groups
5:30PM River Cruise (Free - Reservations Required) - River Level Entrance
TUESDAY - 7.15.14
7:30AM– 4:00PM
8:00AM– 9:30AM
9:45AM– 11:15AM
11:30AM– 1:00PM
1:00PM – 2:30PM
2:30PM– 3:15PM
3:15PM – 4:45PM
5:00PM– 6:00PM
6:00PM
6:30PM– 8:00PM
06 | San Antonio, TX
Registration - Lobby Pre Function
Continental Breakfast & Keynote (8:30) with Gordy Curphy – Navarro B
Concurrent Session IV
Lunch and Keynote Presentation by Suzanna and Hector Ramos -Navarro A
Concurrent Session V
Poster Presentation and Social – Snacks Provided - Navarro A
Leadership Education in Action Plenary (LEAP) Session – Navarro A
Free Time
Meet in Lobby to travel to Awards Dinner
Awards Dinner – Sunset Station
Sponsored in part by Wiley Publishing
ALE 2014
WELCOME TO SAN ANTONIO
VICE PRESIDENT & CONFERENCE CHAIR WELCOME
¡Bienvenidos!
On behalf of the 2014 Conference Planning Committee and the Board of Directors, welcome to San
Antonio and to the 24th Annual Conference of the Association of Leadership Educators!
Like ALE, San Antonio is exciting, vibrant, and has much to offer. San Antonio is the home of the best
known battle in Texas, the Battle of the Alamo, where men and women gave selflessly of
themselves to realize the vision of freedom for the state and its people – both then and now. As we
take time to consider our Visions of Leadership; Reflecting on the Past and Focusing on the Future, let
us not forget all those who paved the way for us today.
This year’s conference provides many opportunities to focus on our relationships with others. You will
have opportunities to engage your colleagues both formally and informally during meals, receptions,
research and practice presentations, educator’s workshops, and discussion sessions. Also, we have
two opportunities to recognize outstanding contributions of our members and conference
presenters. Our keynote presenters will provide new perspectives on leadership and will challenge you
to move outside your comfort zone. You’ll also several opportunities to take in the rich history of San
Antonio.
GREETINGS FROM THE PRESIDENT
I am excited to welcome you to the 24th annual conference of the Association of Leadership Educators!
Kelleen Stine-Cheyne and the entire conference planning committee have been working diligently
to prepare and deliver an exceptional conference experience. We have a wonderful conference site,
and San Antonio offers an abundance of cultural activities to enhance the experience. However, what
excites me most is the opportunity to interact with and learn from you and the other conference
participants. The people involved are what make our conference so exciting year after year. So, be
sure to make new friends, ask those around you what they are learning about leadership, share your
own ideas for enhancing leadership education, and be sure to follow-up after the conference.
Adhering to our conference theme, the ALE board has spent time reflecting on the past and focusing on
the future. I am pleased to report that the organization is in a healthy state and poised for
opportunities on the horizon. We have experienced several years of strong membership growth, and
wise management of resources has left us in solid financial health. As we embark upon a new strategic
plan, we further strengthen the bridge between research and practice in Leadership Education through
an inclusive and engaging community of dynamic leadership educators, committed to consistently
growing, thriving, and advancing the field of Leadership Education. Your involvement will be critical
as we continue to strengthen and sustain the expertise of professional leadership educators. Thank
you for the contributions you are making to ALE and the visions of leadership that lie ahead!
Sincerely,
We hope you will take full advantage of all that the Association of Leadership Educators, the 2014 ALE
Annual Conference, and San Antonio, Texas have to offer!
While you are here, please take the time to thank the conference planning committee and our 20132014 Board of Directors who worked tirelessly to turn the vision for this conference into a reality.
You’ll find the names of these individuals listed later in the program.
Eric K. Kaufman
President
Kelleen Stine-Cheyne
Vice President & Conference Chair
For Internet Access in the Meeting Rooms:
Select Network: Westin Meeting
Passcode: educators2014
08 | Chapter Name
Chapter Name | 09
ALE 2014
CONCURRENT SESSIONS
SESSION FORMATS
Research Papers:
A presentation of research by a single individual or team. Presentations are grouped together in 30 minutes
timeslots. The session moderator helps keep time and move conversation along.
Innovative Practice Papers:
A presentation of practice by a single individual or team. Presentations provide the opportunity for short, to
the point, discussion of a project, program, or practice tool/strategy (including case studies). Presentations
are grouped together in 30-minute timeslots. The session moderator helps keep time and move conversation
along.
Educator Workshops:
An interactive 90-minute demonstration or experiential session rooted in audience participation and active
learning. Half or more of the time should be spent on experiential learning and active audience participation
focused around an innovative educational practice or teaching and learning technique.
Roundtable Discussions:
An informal small group discussion on a topic of common interest. Roundtable discussions take place simultaneously in a large room; every 30 minutes a bell will ring allowing participants the opportunity to move to
another roundtable or remain where they are. Roundtable Discussion are scheduled for Monday, at 3:30pm for
90 minutes in the Ballroom. For details about the Roundtable Discussions please see pages 34-37.
Posters:
A visual display of a program, paper, research, practice, or project staffed by the creator(s) during the hosted
poster sessions on Sunday evening and Tuesday afternoon For details about the Posters please see pages 2633.
Leadership Education in Action Plenary (LEAP) Session - Tuesday, July 15, 3:15 – 4:45pm: Navarro A:
LEAP provides an exciting general session opportunity for attendees to engage in advancement of the Field of
Leadership Education through constructive and collaborative dialogue. LEAP creates a space for leadership
educators to share best practices with others from their specific area (i.e. consultants, human resource professionals, student development program administrators, tenure track faculty, etc.). Outcomes from this facilitated session will include collaborative networks and strategic outcomes to advance our field and positively
impact the stakeholders we serve as a discipline. Tony Andenoro (University of Florida), Eric Buller (Miami
University), and Dan Jenkins (University of Southern Maine) will facilitate this dynamic experience.
Post Keynote Discussions:
An informal small group discussion with each of our conference keynote speakers. For details about the keynote speakers please see pages 38-40.
CONCURRENT SESSION I
Monday, July 14, 2014, 9:00 AM to 10:30 AM
Session 1A, Research Papers - Lantana, Lobby Level
Presentation 1: An Examination of Leadership Development through an Interdisciplinary Leadership Minor
Tyler J. Sorensen, Instructor in Agricultural Education, Oregon State University
Aaron J. McKim, Graduate Student, Oregon State University
Jonathan J. Velez, Assistant Professor, Oregon State University
Researchers conducted a qualitative analysis of students’ experiences while enrolled in a leadership minor with the
intent to determine what programmatic inputs spur leadership development. Researchers identified multiple themes
that further articulate students’ perception of their experiences in the leadership minor. Implications and recommendations for leadership minors are discussed.
Presentation 2: The Impact of Leadership Training on Emotional Intelligence: A Student Perspective
Stevie Blakely, Coordinator, Center for Leadership Development, Tarrant County College-Trinity River Campus
This qualitative phenomenological study explored the impact of leadership training on students’
Emotional Intelligence. Participants were enrolled in year-long, cohort-based leadership training programs and participated in semi-structured interviews. Results suggested that the social support gained through the leadership training programs is an impactful component on student Emotional Intelligence development, time management, stress
management, and self-esteem.
Presentation 3: Generational Differences in Perceptions of Leadership: A Look at Leadership
Angel Futrell, Event and Outreach Coordinator, Texas A&M University
Jennifer Williams, Assistant Professor, Texas A&M University
In this study, an online survey was sent to members of the Association of Leadership Educators asking respondents to
rank-order ten leadership traits based on importance in an effective leader as well as rank-order the same leadership
traits for prevalence in their students. The results were then divided into the Baby Boomer and X generations.
Session 1B, Innovative Practice Papers - Villa, Ballroom Level
Presentation 1: A Roadmap for Helping Students Develop the Five Practices of Exemplary Leadership
Sidney Hammond, Graduate Student, Texas A&M University
Summer Odom, Assistant Professor, Texas A&M University
M’Randa Sandlin, Assistant Lecturer, Texas A&M University
In a personal leadership course, the 5 Practices of Exemplary Leadership Model is incorporated into content throughout
the semester. Experiential learning activities were adapted from various sources and implemented to enhance lecture
for each of the five practices. Reflections reveal students believe the class activities influenced their development of
the five practices.
Presentation 2: Increase Your Teaching Impact: Using Emotional Intelligence to Teach Emotional Intelligence
Gregory T. Gifford, Leadership Development Faculty, Federal Executive Institute
Robert L. McKeage, Associate Professor of Management, University of Scranton
This practice session discusses the impact of using emotional intelligence behaviors to facilitate training sessions on
emotional intelligence, particularly with audiences that may be somewhat resistant. During this session, linkages will
be made between constructs of the Bar-On EI behaviors model and how leadership educators can utilize EI to bring out
negative and positive experiences of students and analyze those experiences using EI.
ALE 2014
CONCURRENT SESSION I cont.
Presentation 3: Understanding Contemporary Student Leadership Frameworks and Competencies
Gary M. Morgan, Founder, Student Leadership Excellence Academy
Four time-tested leadership frameworks that are directly related to student leadership development will be shared in
the context of presented along with their mapping to the recently published Student Leadership Competencies Database
that lets students evaluate themselves across 60 leadership competencies common across more than 500 academic
programs. This mapping also helps to understand and demonstrate the effectiveness of leadership programs.
Session 1C, Educator Workshop - Zapata, Ballroom Level
Online Opportunities: Innovative Ways to Focus on Learning when Teaching Online
Carol Wheeler, Assistant Professor of Leadership, Our Lady of the Lake University
Clinton M. Stephens, Lecturer in Leadership Education, Iowa State University
The field of leadership education has approached online learning with trepidation. To date little scholarship has been
published in the field, and skepticism abounds. Having collectively taught 15 online courses, we often get skeptics
asking “How do you teach leadership online?” This workshop is our response. The target audience are the skeptical
leadership educators but we welcome both current and curious leadership educators who want to learn more of how to
teach leadership online.
Session 1D, Educator Workshop - Encino, Lobby Level
Leading From Within: Key Tenets of Positive Psychology
Lori Rothstein, Assistant Extension Professor, University of Minnesota Extension
Denise Stromme, Assistant Extension Professor, Columbia Southern University
This hands-on experiential workshop introduces participants to key tenets of positive psychology that enhance individual well-being through employing gratitude and mindfulness strategies. Participants will have the opportunity experience activities they can use in their own workshops to increase well-being in their community, work, and personal lives.
Session 1E, Educator Workshop - Navarro A, Ballroom Level
Seven Principles of Good Practice for Effective Global Leadership Education
Jeni McRay, Assistant Professor of Leadership Studies, Fort Hays State University
Jill Arensdorf, Assistant Professor of Leadership Studies & Department Chair, Fort Hays State University
Justin Greenleaf, Assistant Professor of Leadership Studies, Fort Hays State University
Heather Marie Kriley, International Instructor of Leadership Studies, Fort Hays State University
Brett L. Whitaker, International Coordinator & Instructor of Leadership Studies, Fort Hays State University
This educator workshop covers Fort Hays State University’s Seven Principles of Good Practice for Effective Global Leadership Education. FHSU has broad experience offering both curricular and co-curricular global leadership programs. The
workshop provides a forum for FHSU faculty to share best practices and engage participants in developing new global
offerings at their own institutions.
CONCURRENT SESSION II
Monday, July 14, 2014, 10:45 AM to 11:45 AM
Presentation 1: Examining the Relationship between Role Models and Leadership Growth during the Transition to Adulthood
Jill R. Bowers, Visiting Teaching Associate, University of Illinois at Urbana-Champaign
David M. Rosch, Assistant Professor, University of Illinois at Urbana-Champaign
Daniel A. Collier, Doctoral Student, University of Illinois at Urbana-Champaign
We employed a qualitative, grounded theory study in which we interviewed emerging adults (N = 23) about their
perceptions of their own leadership development. Our analysis resulted in a role model contingent framework for youth
leadership development facilitated by the qualities of relational role models, their knowledge of opportunities and
belief in youths’ potential, youth organizational involvement, and positional role models.
Presentation 2: An Examination of Mentoring Relationships and Leadership Capacity in Resident Assistants
Sherry Early, Faculty & Interim Program Coordinator, HESA, Ohio University
I examined mentoring relationships and resident assistants’ (RA) leadership capacities. The type of mentor and the
gender match and race match of the mentor-protégé pairs were also investigated. These findings fill gaps between
research and practice and provide incentives for stakeholders of collegiate environments to mentor resident assistants.
Session 2B, Research Papers - Navarro A, Ballroom Level
Presentation 1: Examining Agricultural Leadership Students’ Followership and Self-Directed Learning Style
The leader has typically been the myopic center of studies involving leadership on the collegiate level. Understanding
the relationship between followership and learning will aid the leader (educator) in creating effective followers. Followership styles indicated students were more engaged, but less likely to be critical thinkers and the less self-directed
students were more likely to be dependent followers with less critical thinking capacity.
Presentation 2: The Development of Leadership Identity through an Interdisciplinary Leadership Minor
Tyler J. Sorensen, Instructor in Agricultural Education, Oregon State University
Researchers analyzed students’ experiences while enrolled in a leadership minor with the intent to explore leadership
identity development. Researchers identified the development of leadership identity and the development of leadership skills among outcomes of leadership minor involvement. Implications and recommendations for leadership
development programs are discussed.
Session 2C, Innovative Practice Papers - Zapata, Ballroom Level
Presentation 1: The History of You: Using Genealogy in the Undergraduate Leadership Classroom
Ashley L. Powell, Graduate Student, Louisiana State University
What is your story? What do you want your legacy to be? Students enrolled in personal leadership courses are often
asked questions such as these at the beginning of each semester. The History of You innovative practice aims to engage
students in reflecting on family history to assist in focusing on the development of leadership identity to impact future
leadership behavior.
ALE 2014
CONCURRENT SESSION II cont.
Presentation 2: Becoming Student-Athlete Champions: Identifying Athletic Role Models as Leaders
Lori Moore, Associate Professor, Texas A&M University
Sarah P. Ho, Academic Advisor & Course Instructor, Texas A&M University
The Champion assignment requires student-athletes to identify role models that inform them about life lessons and
transitions from sport to non-sport identities. Analysis of the assignment revealed that student-athletes selected leaders in and out of their social groups. The assignment also appeared to help this group of student-athletes merge their
student and athlete identities.
Session 2D, Innovative Practice Papers - Villa, Ballroom Level
Presentation 1: Learning to Thrive, not just Survive: Teaching Leadership to Increase Student Transition Success
Cameron Beatty, Doctoral Candidate, Iowa State University
Five first-year leadership classes were studied in how they contributed to the increase in student’s ability to thrive in
college. This session will share how leadership classes can be designed to contribute to first-¬year students’ successful
transition to college. Implications and tools for adding to your own programs will be discussed.
Presentation 2: Mentoring distance-based graduate students
Felix Arnold, Assistant Director of Transformational Leadership & Academic Excellence, Purdue University
With the advent of new technology and the push to have more classes offered online to accommodate growing numbers of students with limited space, professors, and funding on college campuses, a transition is taking place in higher
education. This practice presentation examines the mentoring relationship between academic advisors and graduate
distance-based students.
Session 2E, Innovative Practice Papers - Encino, Lobby Level
Presentation 1: Popular Press Leadership Book Project: Becoming a Discerning Reader
Barbara Altman, Assistant Professor, Texas A&M University - Central Texas
This innovative practice session will present an upper division undergraduate leadership class project in which students
read a popular press leadership book and critique its contribution to leadership theory and practice. Students share
their critiques with fellow students, with the goal of students becoming discerning readers of such books.
Presentation 2: Connecting Concepts to Real World Examples: The New York Times in Leadership
Matthew Sowcik, Assistant Professor, Wilkes University
Summer F. Odom, Assistant Professor, Texas A&M University
William G. Weeks, Associate Professor, Oklahoma State University
A common thread throughout leadership education is the importance of connecting theory and practical application.
The NY Times in Leadership Program (NYTL) was designed to give professors/students opportunities to connect leadership concepts to real-world examples. This session examines the NYTL and how two different universities are utilizing
the resource.
CONCURRENT SESSION III
Monday, July 14, 2014, 1:45 PM to 3:15 PM
Session 3A, Research Papers - Zapata, Ballroom Level
Presentation 1: The journey to authenticity: An analysis of undergraduate personal development
Meagan Scott, Graduate Teaching Associate, Oklahoma State University
Ashley S. Whiddon, Graduate Teaching Associate, Oklahoma State University
Nicholas R. Brown, Evaluator & Instructor, Oklahoma State University
Penny P. Weeks, Associate Professor, Oklahoma State University
Oklahoma State University offers a course that provides personal authentic leadership development as an essential
building block toward the global leadership crisis. This instrumental case study sought to determine how students
changed throughout the course. Four themes emerged: (a) self-evolution, (b) cognitive gain, (c) perceived self-awareness, and (d) framework confusion.
Presentation 2: The Effects of Affect: How Implicit Facial Expressions Impact Explicit Projections of Transformational
Leadership
Nicholas Clegorne, Assistant Professor, Virginia Tech University
Sarah K. Hanks, Doctoral Student, Virginia Tech University
Curtis R. Friedel, Assistant Professor, Virginia Tech University
Eric K. Kaufman, Associate Professor, Virginia Tech University
To learn more about the impacts of charismatic leadership in the classroom, the researchers employed an exploratory
design utilizing Noldus FaceReader (an advanced facial recognition program) and the Multifactor Leadership Questionnaire. Significant correlations were found between facial expression and transformational leadership factors including
Idealized Influence (attributed) and Inspirational Motivation.
Presentation 3: Exploring Instructional and Assessment Strategy Use in Online Leadership Education
Daniel M. Jenkins, Assistant Professor of Leadership & Organizational Studies, University of Southern Maine, LewistonAuburn College
This research explores the instructional and assessment strategies used most often by leadership educators who teach
online, academic credit-bearing leadership studies courses at graduate- and undergraduate-levels. Findings from this
study suggest that discussion-based pedagogies, most commonly facilitated in online discussion boards, dominate
both areas. Reflection, case studies, and group or individual projects were also used frequently.
Session 3B, Educator Workshop - Villa, Ballroom Level
Presentation 1: Playing Stratego to Teach Competitive Strategy and the Influences of Environmental Change
Coleman Patterson, Director of Leadership Studies, Professor of Management & Leadership, Hardin-Simmons University
Stratego, a board game by Milton-Bradley, is an excellent tool for teaching business-level strategy and the effects of
environmental change. Workshop participants will play Stratego and spend time debriefing the exercise and identifying
various leadership and management concepts at play within the activity. Participants will gain enough experience in
the workshop to use this game in their teaching positions.
(traditional and online formats).
A very special thanks is extended to Dan Jenkins and his
Concurrent Sessions Committee for their hard work with
the conference presentation selection process.
ALE 2014
CONCURRENT SESSION IV
CONCURRENT SESSION III cont.
Session 3C, Educator Workshop - Lantana, Lobby Level
Preparing the Next Generation of Pro-social Leaders through Six Strategic Components
Astrid Garza, Leadership Professor, Universidad de Monterrey
Jorge Salcedo, HR and Business Administration Program Director, Universidad de Monterrey
Our global context aims for improvement and for a positive change in many areas. So, how can we as educators promote
the development of leaders who will use their skills for the society’s betterment? Learn six strategic components that
encourage the development of pro-social leaders, which have been successfully implemented at the Universidad de Monterrey, Mexico.
Intentional Reflective Practices in a Multicultural Classroom: Strategies for Growth, Development and Layered Leadership
Learning
Jennifer C. Wyatt, Assistant Professor, Murray State University
Through an interactive and engaged delivery, this workshop is designed to provide leadership educators with innovative
strategies to integrate intentional reflective processes into their lives as leadership practitioners. Reflective leadership
applications for student growth and development will also be explored in the context of today’s multicultural classroom
(traditional and online formats).
Session 3E, Post Keynote Discussion - Navarro A, Ballroom Level
Post keynote discussion w/ Jim Kouzes
Tuesday, July 15, 2014, 9:45 AM to 11:15 AM
Presentation 1: Building Leaders: A National Examination of the Leadership Capacities Within Engineering Undergraduate
Students
David M. Rosch, Assistant Professor, University of Illinois at Urbana-Champaign
We examined a national representative sample (N=90,444) of students enrolled in four-year universities, including a
comparison sample of full-time students in engineering majors. Our results suggest that engineering students do not
differ from comparable peers in leadership capacity in college, yet are less involved in group experiences in high school and
college, participate in fewer leadership initiatives, and identify less often with faculty mentors.
Presentation 2: Self-Perceived Career and Interpersonal Skills Gained from Participation on a Collegiate Livestock Judging
Team: A Longitudinal Study
Dennis Duncan, Professor, University of Georgia
Frank Flanders, Assistant Professor, University of Georgia
Nick Fuhrman, Associate Professor, University of Georgia
Collegiate livestock judging is primarily an extracurricular activity that reinforces concepts taught in the classroom.
Previous research has determined that participating on a livestock judging team can aid in the development of perceived
life skills. Participants of this study indicated that their experience on a collegiate team helped them develop professional
public speaking skills; learn the value of hard work and dedication; and be task and goal oriented.
Presentation 3: Strategies for Effective Leadership Development in Africa and the Role of Transformational Leadership
Theory
Frank Banfill, President / Doctoral Student, MaxPoint Missions / Indiana Institute of Technology
More than one billion people call the African continent home and many of them face a myriad of problems. Africans turn to
their leaders for answers yet many of their problems are linked to the weaknesses of the leaders themselves, underscoring
the need for best strategies in leadership development. This paper reflects on past leadership development approaches
while focusing on incorporating transformational leadership theory into future leadership education.
Session 4B, Educator Workshop - Zapata, Ballroom Level
Training Supervisors of Student Interns to Utilize the Situational Leadership® II Model
Gaea Hock, Assistant Professor, Mississippi State University
Laura Lemons, Assistant Professor, Mississippi State University
Leadership education students are routinely asked to participate in experiential learning opportunities in which they are
mentored by someone outside of academia. It is important to make these experiences as worthwhile, educationally and
personally, as possible. The student teaching internship is a key component of the teacher preparation process. We have
experience teaching supervisors to utilize the Situational Leadership® II Model when working with student interns. The
purpose of this workshop will be to demonstrate how supervisors of student interns can be trained to use this model and
discuss its implementation to enhance the leadership scenario.
ALE 2014
CONCURRENT SESSION IV cont.
Session 4C, Educator Workshop - Villa, Ballroom Level
Who Am I? Using SWOT Analysis to Teach Self-Assessment and Strength Recognition
Jackson Alexander, Graduate Research & Teaching Assistant, University of Arkansas
K. Jill Rucker, Assistant Professor, University of Arkansas
Before a leader can lead others, they must know themselves. An effective leader knows his or her strengths and weaknesses. The purpose of this educator workshop proposal is to outline a curriculum unit designed to increase an individual’s
self-awareness and be able to identify personal strengths, weaknesses, opportunities, and threats to build effective teams.
Learning to Lead by Leading a Discussion
Sara Brierton, Instructional Designer of Distance Education, North Carolina State University
Jacklyn A. Bruce, Associate Professor, North Carolina State University
Leading a discussion is a skill useful in almost any field and essential in education, especially in leadership education. In
this educator’s workshop we will walk participants through the basics of discussion facilitation, and then taking it one step
further, we will break down the teaching and evaluation of three skills necessary for successful discussion facilitation. At
the end of the session, learners will walk away with handouts and strategies that will assist in the future teaching of the
skills needed for undergraduates to be successful discussion facilitators.
Post keynote discussion w/ Gordy Curphy
CONCURRENT SESSION V
Tuesday, July 15, 2014, 1:00 PM to 2:30 PM
Presentation 1: Work-life balance and leadership opportunities
Deborah N. Smith, Asst. Dept. Chair, Director, and Associate Professor of Leadership Studies, Kennesaw State University
Deborah Roebuck, Professor of Management, Kennesaw State University
Terri El Haddoui, CEO, The Edge Connection at Kennesaw State University
This qualitative study focuses on how women of three different generations, Generation Y, Generation X and Baby Boomers,
balance work-life commitments and how their choices have impacted their ability to obtain workplace leadership positions. The researchers also offer suggestions for how leadership education programs can use the findings to make their
curriculum more relevant to female students.
Presentation 2: Understanding the Nature of Eco-Leadership
D. Adam Cletzer, Doctoral Student, Virginia Tech University
Eric K. Kaufman, Associate Professor, Virginia Tech University
Rachael E. Kennedy, Doctoral Student, Virginia Tech University
Leadership is increasingly viewed not as the effect of an individual, but rather a collective process. In an effort to better
understand this ecological approach to leadership, this applied research study examined community groups, investigating
the relationship between their leadership culture, cohesiveness, and community project involvement.
Session 5B, Educator Workshop - Zapata, Ballroom Level
Strategies for Women in Novice Leadership Positions
Michelle Manganaro, Faculty, University of Phoenix, SAS
Chantell M. Cooley, Vice President of Training & Development / Owner, Columbia Southern University
This educator workshop gives participants time to consider core issues encountered by newly engaged leaders in the 21st
Century. The presenters share their own personal experiences in novice leadership roles and a practical guidance model.
Leadership educators will likely reflect on their own development and gain new topical insights and best-practice strategies
for use in leadership training.
Session 5B, Educator Workshop - Encino, Lobby Level
Modeling the Way: Leaders Teaching Leaders through Inclusive Pedagogies
Daniel M. Jenkins, Assistant Professor of Leadership & Organizational Studies, University of Southern Maine, LewistonAuburn College
Matthew Sowcik, Assistant Professor, Wilkes University
Leaders lead by example. Research suggests that, in the same way, leadership educators model inclusiveness and facilitate
learning environments that emphasize discussion-based pedagogies. This session will engage participants in dialogue
about leadership educators’ instructional strategy preferences, describe the transfer of classroom-based inclusive pedagogies to real world settings, and involve participants in activities that demonstrate the technique and allow for practice.
Post keynote discussion with Suzanna and Hector Ramos
ALE 2014
CONCURRENT SESSION VI
Wednesday, July 16, 2014, 8:30 AM to 9:30 AM
Session 6A, Research Papers - Villa, Ballroom Level
Presentation 1: Examining the Scope of Agricultural Leadership Education
Lori L. Moore, Associate Professor, Texas A&M University
Carrie A. Stephens, Associate Professor, University of Tennessee
This national study examines the scope and type of programs offered in agricultural leadership education. Results revealed
leadership courses and minors serve the highest numbers of students with 7,904 and 1,581 students respectively. Distribution of enrollment and perceived support were examined and recommendations are made for future research.
CONCURRENT SESSION VI cont.
Session 6C, Research Papers - Navarro A, Ballroom Level
Presentation 1: Mindsets of leadership education undergraduates: an approach to program assessment
Sarah P. Ho, Academic Advisor & Course Instructor, Texas A&M University
Students (N=313) in undergraduate leadership degree programs at Texas A&M University were surveyed to determine their
leadership mindset. This study assessed hierarchical and systemic thinking preferences. Significant differences in thinking were found between gender and academic classification. Findings indicate formal leadership coursework influences
students’ leadership mindsets.
Presentation 2: Students’ Voices: Exploring Outcomes of a Yearlong Leadership Development Program
Kellie A. Strawn, Leadership Academy Director, Oregon State University
This qualitative study explores the learning outcomes associated with specific experiences in a one-year, intensive leadership development program at a large northwest research university. Results highlight student growth resulting from
faculty mentoring, a yearlong seminar course, and sustained community involvement.
Presentation 2: Addressing global crisis: Using authentic audiences and challenges to develop adaptive leadership and
socially responsible agency in leadership learners
Anthony C. Andenoro, Assistant Professor of Leadership Education, University of Florida
Dana L. Bigham, Leadership Lecturer, University of Florida
Teresa C. Balser, Professor of Soil Science, University of Florida
This qualitative study provides insight into the impact of an interdisciplinary undergraduate course on the development
of global capacities and commitments within complex adaptive contexts. The researchers note findings that demonstrate
the development of socially responsible agency, along with adaptive leadership capacity and systems thinking. Further
the authors present a compelling conceptual model, which is transferable to like contexts and has the potential for broad
implications.
Session 6B, Research Papers - Lantana, Lobby Level
Session 6D, Innovative Practice Papers - Zapata, Ballroom Level
Presentation 1: An evaluation of student perceptions on the impact of curricular and co-curricular activities on their
changes in leader behaviors
M’Randa Sandlin, Assistant Lecturer, Texas A&M University
Leadership educators seek to understand how they can better develop leadership among their students. The purpose of this
study was to understand how students perceive changes in their leadership practices, while taking a personal leadership
education course. This study found that curricular, co-curricular, and extracurricular activities had a significant impact on
the students’ perception of their change in leadership behaviors.
Presentation 1: Bringing Realism to Leadership Education Projects: The Bike Ride Across Texas (BRAT)
Coleman Patterson, Director of Leadership Studies, Professor of Management & Leadership, Hardin-Simmons University
Bob Sanderson, Kinesiology Instructor, McMurry University
Presentation 2: Do perceptions of presidential leadership capacity influence voting when controlling for party affiliation?
Using a transformational leadership framework to explore young voter political attitudes
Adrian B. Popa, Associate Professor, Gonzaga University
Michael Hazel, Associate Professor, Gonzaga University
This study explores the relationship between young voters’ leadership assessment of presidential candidates, Barack
Obama and Mitt Romney, and their reports of voting behavior during the 2012 Presidential election. Leadership perceptions were collected from 1,087 respondents prior to the election. Results indicate that candidate leadership assessments
have a significant effect on candidate preference after controlling for the impact of party identification and self-perceived
political efficacy.
Presentation 2: The Hunger Project: Developing Civic Leadership through Service-Learning
Kerry L. Priest, Assistant Professor, Kansas State University
Tamara Bauer, Instructor, Kansas State University
Leigh E. Fine, Visiting Assistant Professor, Kansas State University
Service-learning can provide students with meaningful connections to a cause, the campus, and the community. This
paper illustrates how faculty, students, and community partners designed and implemented a semester-long servicelearning experience for the purpose of exercising leadership to make progress on the social issue of hunger. We describe
how service-learning can be a catalyst to explore and engage the learning nexus of social challenges, leadership, and civic
engagement.
Session 6E, Innovative Practice Papers - Encino, Lobby Level
Presentation 1: Power in Partnerships: Visioning through Collaboration
Daria Graham, Associate Director, Office of Multicultural Affairs, University of Dayton
Cari Wallace, Assistant Vice President, Student Development, University of Dayton
The University of Dayton’s Leadership Consortium is a group of faculty, staff, and students who come together in efforts to
provide a resource for students who are interested in leadership programs and opportunities on and off campus. This session will detail benefits and challenges of this type of cross-institutional collaboration.
ALE 2014
CONCURRENT SESSION VI cont.
THUR Oct. 30 - SUN Nov. 2, 2014
Presentation 2: Building the Foundation; Creating the Vision: The Leadership Toolbox and Toolbox Express
Daria Graham, Associate Director, Office of Multicultural Affairs, University of Dayton
Justen Cox, Graduate Assistant for Leadership Development, University of Dayton
The University of Dayton’s Leadership Toolbox and Toolbox Express is a resource that provides a foundation for leadership
experiences that include trainings and meetings. This session will detail the formation, content, usage, and assessment of
the Toolbox and Toolbox Express.
San Diego
16 Annual
Global Conference
th
Conscious Leading
for Global Change:
Emergence of our
Collective Realities
Find out more and register today!
www.ila-net.org/Conferences
ALE 2014
CONCURRENT SESSION VII
Wednesday, July 16, 2014, 9:45 AM to 11:15 AM
Session 7A, Innovative Practice Papers - Zapata, Ballroom Level
Presentation 1: Social Media Activism: Building International Leadership Capacity in US/International Student Relationships
Caitlin G. Bletscher, Graduate Assistant, Leadership Education, University of Florida
This presentation explores a case study to develop a conceptual framework for leadership educators to build international
leadership capacity. After establishing meaningful international relationships, a student leader developed a social media
response to the current Venezuelan instability. This innovative practice provides a communicative, globally local initiative
for international leadership development.
Presentation 2: An Integrated Social Media Learning Community to Develop Leadership in Retail Food Safety Managers
Matthew Agle, Graduate Student, North Carolina State University
North Carolina Cooperative Extension is currently developing a food safety certification for retail food managers. This will
include continued educational engagement with participants through a virtual learning community using integrated social media and communication methods focused on managers who foster a culture of food safety through transformational
leadership.
Presentation 3: Doing The Right Thing: Ethical Leadership and the Decision-Making Process
Bradley J. Burbaugh, Graduate Research Assistant, Virginia Tech University
D. Adam Cletzer, Doctoral Student, Virginia Tech University
Tinesha Woods-Wells, Doctoral Student, Virginia Tech University
This case study examines the principles and real-world application of ethical leadership and decision making. Contextualized in the ongoing controversy of the “revolving door” between the Food and Drug Administration (FDA) and Monsanto
Corporation, this case study asks students to identify core values and apply them to a real-world scenario using the Principles of Ethical Leadership and the Ethical Decision-Making Model as guides.
CONCURRENT SESSION VII cont.
Session 7D, Educator Workshop - Villa, Ballroom Level
Integrating Creativity and Creative Problem Solving into the First Year Experience
Jack Hernandez, Counselor, Lone Star College
Two challenges faced by many First-Time in College (FTIC) students is that of not being actively engaged in their coursework along with not obtaining a deeper level of learning of the course content. These two issues could lead to students not
transitioning appropriately into further coursework and nor having success in college. The presenter will make a case for
integrating creativity and creative problem strategies into a community college Student Success course as a way to address
engagement and learning. Creativity and creative problem solving is a skill-set that has been linked to key leadership
skills and can readily with students.
The 24th ALE Annual Conference Proceedings will
provide extended perspectives about our
presented sessions and posters online at
http://www.leadershipeducators.org/
following the conference.
Session 7B, Educator Workshop - Lantana, Lobby Level
Resilient Leadership for Women - Strategies for Hope and Productivity
Molly McGowan, Director, Leadership Institute & Community Service Center, Rochester Institute of Technology
Women are faced with many challenges today, from managing the pressures of work and maneuvering through the leadership labyrinth to balancing personal wellness and family commitments. Without strategies for managing these challenges,
women can more easily lose hope, get stuck in negativity and decrease their productivity. In this workshop, participants
will engage in three unique exercises that are proven to help leaders overcome setbacks, focus on positive outcomes, and
regain hope – keys to becoming strong resilient leaders!
Session 7C, Educator Workshop - Encino, Lobby Level
Teaching Leadership from a Systems Thinking Perspective
Christina Wesanen-Neil, Assistant Director of Leadership Programs, University of Arizona
Our emerging global society demands that we broaden teaching leadership from the individual’s to a larger systems’ perspective. We should integrate systems thinking into the way and what we teach about leadership. In this workshop, participants will value systems thinking in leadership education by understanding and applying systems thinking.
ALE 2014
POSTERSRESEARCH
Using Student Temperaments to Impact the Planning of Agriculture Leadership Coursework Ashley L. Powell, Graduate Student, Montana State University
Carl Igo, Associate Professor, Montana State University
At universities across the globe, non-retained students means lost revenue. Emerging research has focused on means to
better educate and retain students within colleges of agriculture. This study joined previous research in the attempt to
positively impact college of agriculture student retention and course planning.
A Model for what Beef Industry Leadership is and how Leaders come to be B. Lynn Gordon, Assistant Professor, South Dakota State University
Jason D. Ellis, Associate Professor, Kansas State University
The purpose of this study was to gain a greater understanding of what brings people to industry leadership roles and to
identify future leadership needs of membership-based organizations. This project established a model for how beef industry leaders come to serve in formal positions of volunteer peer membership organizations, the value and role of volunteers
as leaders, and how industry leadership is defined as a result.
The Impact of an Ethics Class on Student’s Cognitive Moral Development
Barry Boyd, Associate Professor, Texas A&M University
Everleigh Hayes, Graduate Teaching Assistant, Texas A&M University
Most leadership courses incorporated ethical principles into existing courses, but more programs are adding courses
specifically focusing on ethics. Given the current neo-charismatic movement of leadership, combining leadership concepts
with ethical theory gives students the proper scaffolding for being effective, ethical leaders. One way for students to begin
learning and applying ethical theories to their lives is to create a personal code of ethics. While the literature has focused
on organizational codes of ethics, the need to examine ethical foundations of leadership students is evident.
Evaluating the Community Impact of Service Learning: Preliminary Development of a Grounded Theory
Brent Goertzen, Associate Professor, Fort Hays State University
Justin Greenleaf, Assistant Professor, Fort Hays State University
Danielle Dougherty, Undergraduate Student, Fort Hays State University
The purpose of the project is to conduct a grounded theory study of community leaders’ perceptions of the impact of
service-learning projects. The central research question driving the present study is: “How have ‘service-learning project
teams’ impacted your organization and community?” The participants were comprised of community leaders who have
supervised and worked with student project teams from a fieldwork in leadership studies course offered at a regional,
public university.
Employer Perceptions of Desired Leadership Competencies in Employees Post-Graduation
G. Cameron Jernigan, Graduate Assistant, University of Arkansas
Jill Rucker, Assistant Professor, University of Arkansas
Previous studies have analyzed needed graduate competencies in agricultural communications, agricultural economics, animal science, and general agriculture. However, a study has not been conducted specifically pertaining to desired
leadership competencies. Therefore, the purpose of this emerging research proposal is to analyze leadership competencies
desired by agricultural graduates at [university] University.
16 | Chapter Name
Competencies in Leadership, Education, and Research: Roses by Other Names
Sara Brierton, Instructional Designer, North Carolina State University
What does it take to be a leader, what are the key competencies of leadership? Are these so different from competencies
of other disciplines, other researchers, educators, and thinkers? An examination of just a few respected and popular texts
suggests there are core competencies shared by several fields.
Examining the Developmental Influences that Impact Women in Sports’ Leadership Identity Development
Jami Lobpries, Doctoral Student, Texas A&M University
This study examined the developmental influences of current female leaders in sport. Three women leaders in sport
contexts were interviewed to gain perspectives of developmental influences on their leadership identity development. Two
themes emerged which were role of sport and the role of former coaches.
Academic Freedom as Leadership in Higher Education: Foundations for Emerging Research
Jerald Walz, Doctoral Candidate, Virginia Tech
This poster examines academic freedom as leadership. It explains what makes universities unique, examines governance
as leadership, reviews how Academic Freedom has been (re)defined, and suggests theoretical lenses for leadership in
universities. The presentation draws conclusions and suggests possibilities for future research.
“Don’t fix what ain’t broke” Strategic leaders’ utilization of entrepreneurial capability
Lane Wakefield, Doctoral Student, Texas A&M University
Leadership educators may feel the need to help struggling organizations as fast as they can. This quantitative study was
completed to observe all 30 of the National Basketball Association’s (NBA) franchises and their senior leadership. Data was
collected from transactions made by each organization, almost all of which are the responsibility of the General Manager
(GM). Leadership development practices can utilize lessons learned in entrepreneurial capability to empower future strategic leaders in fast-paced environments.
Lead the Way: Student Veterans’ Perceptions of Military and Civilian Leadership
Laura Lemons, Assistant Professor, Mississippi State University
Col (Ret) Kenneth D. McRae, Director, G.V. “Sonny” Montgomery Center for America’s Veterans, Mississippi State University
The multitude of challenges facing veterans who are transitioning back to a civilian can be daunting. One such challenge
is adjusting to the differences in leadership structure that veterans will encounter as they enter civilian organizations. The
military offers a highly structured leadership doctrine. Leadership in the civilian world is much more broadly defined and
far less structured. The purpose of this study is to investigate student veterans’ and servicemen’s perceptions of leadership in the military and in civilian life.
Leadership Assessments in Student Organizations
Sarah Wright, Graduate Assistant, University of Arkansas
K. Jill Rucker, Assistant Professor, University of Arkansas
The purpose of this study is to analyze organizations that promote leadership development and provide leadership opportunities for students enrolled in the College of Agriculture at a southern land-grant institution. Additionally, the study
will analyze the leadership skills and traits exhibited by members in the leadership organizations to develop a student
leadership profile.
Chapter Name | 17
ALE 2014
POSTERSRESEARCH CONT.
Investigating Followership Styles of Caribbean Students: Are Students Ready for Agricultural Leadership Roles?
Robert Strong, Assistant Professor, Texas A&M University
Larry Dooley, Associate Professor, Texas A&M University
The purpose of this study was to examine agricultural students’ levels of followership at a large university in the South
United States. The study sought to: (a) Describe students’ followership style; (b) Describe students’ levels of critical
thinking and engagement; and (c) Examine the effect of personal characteristics on followership style.
Understanding Opinion Leaders of Agricultural Cooperatives: Examining the Role of Leadership in Global Food Security
Larry Dooley, Associate Professor, Texas A&M University
Robert Strong, Assistant Professor, Texas A&M University
This study had two objectives: (a) initiate the need of cooperatives for farmers in the community; and (b) evaluate
practices, techniques and products of small farmers in the community. Most participants established the need for education, organization, and marketing; but had no knowledge of how to reach their need. Results from this study prove
an establishment of local cooperatives is a solution to achieving the need for education, marketing and organization as
a community.
Exploring Individual Capacity for Development of the Five Practices of Exemplary Leaders in a High-Impact Undergraduate Program
Kelsey Hirsch, Undergraduate Student, Texas A&M University
This study examined how a [Student International Leadership Program] (SILP) contributed to the development of
undergraduate students’ five leadership practices. Analysis of student reflections revealed students attribute the [SILP]
project, reflective writings, and topics discussed as influencing their highest scored practice.
Community Leadership: Many Voices, One Message
Ginger Bushey, Doctoral Student, North Carolina State University
In this qualitative study, non-formal leaders located in small communities throughout Costa Rica were interviewed in
order to discover and understand their roles and how they view “community”. Five individuals were interviewed using
a semi-structured protocol. What emerged from the study was a sense that these individuals were passionate not only
about their personal communities (where they live) but the larger community (their country and their world). A greater
conceptualization of that sense of community, the interconnectedness, the sense of social responsibility and a commitment to the protection of the environment all emerged as important paradigms.
Exploring Leadership Skill-Development and the Related Curricular Experiences in a Year-Long Leadership Development
Program
Aaron McKim, Graduate Student, Oregon State University
The purpose of this research was to identify leadership skill development among students enrolled in a year-long leadership development program, and to provide curricular experiences related to the areas of leadership skill development.
Curricular experiences related to the top five leadership skill areas developed are discussed.
Reflections of Follower Development in Relation to the Student Teaching Experience
Gaea Hock, Assistant Professor, Mississippi State University
The student teaching experience is an experiential learning program allowing student teachers to practice their teaching methods and gain confidence as a professional. It is also an important tool in helping prepare and promote graduates to enter the teaching profession after graduation. The purpose of this qualitative research study was to investigate
the development of student teachers in a follower situation and their intent to teach after completion of the student
teaching experience. Student teachers recognized their own development through the experience and the importance
of having a positive relationship with their cooperating teacher (leader) to help ensure success. The intent to teach of
most student teachers in this study was decided prior to the experience, but several mentioned that the intent became
more set due to the experience. Future research should continue to find methods and experiences to encourage agricultural education students to enter the profession at the completion of their student teaching experience.
Social Justice Involvement Shapes Student Leaders’ Identity
Rachael Kennedy, Doctoral Student, Virginia Tech
There is a dearth of research into student leaders working on social justice and hunger. This phenomenological study
explored the experiences of student leaders in an anti-hunger, social justice organization. From their stories, we develop an understanding of how their identity is shaped. Thus, knowledge of grassroots student leadership is expanded.
nytimes.com/edu
Expect the World.
ALE 2014
POSTERSPRACTICE
Camp Brosius Leadership Development Program
Allison Plopper, Lecturer, IUPUI
Rachel Swinford, Lecturer, IUPUI
Four years ago the Indiana University-Purdue University Indianapolis (IUPUI) Department of Kinesiology worked with
the Military Science Department to adopt and modify the Army ROTC’s Leadership Development Program to align with
the Department of Kinesiology’ student learning outcomes. As a graduation requirement, all students in the Department of Kinesiology are required to attend a 1-week residential leadership development camp at Camp Brosius in
Elkhart Lake, Wisconsin. At this camp students are placed into teams, or as we call it “families”, and work with this team
throughout the week in a series of leadership and team-building challenges.
Undergraduate Students’ Perceptions Regarding the Five Theory X Leadership Style Beliefs/Assumptions
Awoke D. Dollisso, Senior Lecturer, Iowa State University
Overall, the findings indicate that although a significant minority hold predispositions towards Theory X beliefs, most
of these students have predispositions towards Theory Y beliefs, which is a people-oriented leadership style. These findings make students’ aware of their own and their peers’ leadership style tendencies, and may cause them to reflect, and
examined their own assumptions and beliefs.
Teaching Moral Theories Using Lone Survivor
Barry Boyd, Associate Professor, Texas A&M University
Students are connected to pop culture and as such, pop culture can be used to gain their interest and help them see
connections between moral theory and real-life moral dilemmas. Using Lone Survivor as a case, Students were able to
justify the application of several moral theories to the SEAL team’s dilemma. Students were also able to identify the
moral development of each SEAL team member using Kohlberg’s Stages of Moral Development.
Towards a Conceptual Model of Change
Emily R. Perdue, Doctoral Student, Texas A&M University
Sarah P. Ho, Doctoral Student, Texas A&M University
The word “leadership” encompasses a broad array of theoretical and conceptual frameworks. Change is an important
aspect of leadership and is more often than not an expected outcome or result of any particular theory or model. This
poster is a visual depiction of a conceptual framework developed by the author to illustrate four stages of change development: information, collaboration, transformation and implementation, and celebration or ICTC.
The Great Debate: An Exploration of Using Debate in the Leadership Classroom
G. Cameron Jernigan, Graduate Assistant, University of Arkansas
Jill Rucker, Assistant Professor, University of Arkansas
Debate is an activity used to reinforce concepts, promote critical thinking, and develop oral communication skills.
However, a review of leadership education literature lacks citing the use of debate in the leadership classroom. Therefore, the purpose of this proposal is to describe the use of debate in an upper division leadership course at a southern
land-grant institution.
Expanding an Instructor’s Capacity to Recognize Social Patterns in an Experiential Leadership Class: A First Person
Inquiry
Peter Maribei, Doctoral Student, University of San Diego
Conor McLaughlin, Doctoral Student, University of San Diego
GLEE-dership
Kathryn Ingerson, Extension Educator, Purdue Extension
The students within the show deal with real-life situations that typical high school students could face (crushes, school
problems, sports drama, graduation, etc.). Throughout the seasons and the situations they face, Glee characters
develop and provide examples of both good and poor leadership qualities. It is these leadership qualities that can be
brought into the classroom to teach students about leadership styles.
I Am Their Leader-- Where Do I Start?
Ginger Bushey, Doctoral Student, North Carolina State University
Leading Ladies
John Hall, Assistant Professor, Tennessee State University
Shawneis Jones, Undergraduate Honors Student, Tennessee State University
Tyra Laster, Undergraduate Honors Student, Tennessee State University
The goal of the projected program is to use an alternative teaching method focused on implementing forms of pop culture to improve the development of two major foundations of success in young women: self-confidence and leadership.
Leadership Autobiography: Identifying Early Leadership Experiences
M. Reid Stavinoha, Academic Advisor/Graduate Student, Texas A&M University
Lori L. Moore, Associate Professor, Texas A&M University
By reflecting on past experiences students are able to identify instances where they first remember being exposed to
leadership, have provided leadership, and have hesitated to provide leadership. By reflecting on these experiences,
students are able to describe how these experiences have influenced their understanding of leadership as a concept, and
to begin to describe the context where they will most likely practice leadership in their future.
I Lead Maroon: Promoting Leadership Education, Training, & Development
Melissa R. Shehane, Assistant Director, Leadership and Service Center-Department of Student Activities, Texas A&M
University
Kathryn A. Sturtevant, Student Development Specialist III, Leadership and Service Center-Department of Student Activities, Texas A&M University
Melanie Smith, Graduate Assistant, Leadership and Service Center-Department of Student Activities, Texas A&M University
The purpose of the I Lead Maroon program is to guide participants in developing their identity as leaders through engaging in leadership development, education, and training opportunities while at the university. Our goal is for I Lead
Maroon to be a model program in leadership arenas within higher education.
Leader Perspectives on Issues of Food Security and Hunger: Four Cases for the Leadership Classroom
Penny Pennington Weeks, Professor, Oklahoma State University
Many of our students will be responsible for decisions related to food security and hunger in the U.S. and around the
globe. What are we doing to prepare the next generation to take on this role? Preview recently developed food security
and hunger case studies through our interactive poster session.
ALE 2014
POSTERSPRACTICE CONT.
Finding Your Path: Using a Pathway Model to Link Leadership Research and Practice
Bradley Burbaugh, Graduate Research Assistant, Virginia Tech
Megan M. Seibel, VALOR Director and Extension Specialist, Virginia Tech
Thomas G. Archibald, Assistant Professor and Extension Specialist, Virginia Tech
This approach to leadership development evaluation is valuable because it highlights the relationship between activities
and outcomes (i.e. program effectiveness) and, more specifically, how a program works. Conversely, if a program fails to
achieve its intended outcomes or is ineffective, a pathway model approach can be helpful in determining where the breakdown occurred between program theory and outcomes.
Learners Into Leaders
Yael Hellman, Associate Professor, Woodbury University
This poster outlines a workshop that creates a participant-centered group environment and ignites participants’ unique
energies and openness. While some educators find participant-led interactive instruction foolish or frightening at first,
decades of research and teaching have proven that this approach best develops deep, lasting leadership skills through their
immediate, hands-on practice. So, if we really think that facilitation teaches best, then this Workshop will teach participants by experiencing what they want their own students to experience.
Leadership skills acquisition: A progressed situational competency model for leadership pedagogy
Christopher Ahlstrom, Assistant Professor, Salisbury University
As a skill, leadership can be framed within linked competencies to develop an authentic, relevant, and instructable curriculum. The five-stage model of skill acquisition written by Hubert Dreyfus provides a guiding framework that is generic
and situational; enabling for the learner to better cope with complexity and develop intuitive skills. This model moves the
learner as a “novice” along the continuum of learning through instructor guidance and coaching to developing an enhanced self-efficacy.
Leadership After Dark: An Alternative Delivery Method for an Introductory Leadership Course
William Weeks, Professor, Oklahoma State University
Penny Pennington Weeks, Professor, Oklahoma State University
This poster describes how faculty modified an existing one-credit hour introductory leadership course from a 16-week format to a three-evening format and did so with good success. Faculty used the Student Leadership Challenge (Kouzes and
Posner, 2008) as a text and framework for the class.
Helping Youth Maximize their Agricultural eXperience! [State] FFA’s HYMAX Academy challenging students to reach success!
Robin Peiter Horstmeier, Associate Professor and Consultant, University of Missouri
[State] Agricultural leaders identified an important need for people to advocate for the agricultural industry. As a tribute
to the retiring State FFA Advisor, many donated funds in honor of his many years of service to youth and agriculture. These
funds provide the means to create and implement the HYMAX Academy, targeted to provide leadership experiences to
entering high school sophomores. The focus of this Academy is to combine leadership, communication, personal development, and agriculture literacy and challenge Academy members to be AGvocates. The goal is these Academy members will
be able to effectively tell the story of Agriculture and to be leaders within their own home community.
Process-driven Pedagogy for Learning and Living Leadership: Engaging Three Models of Learning and Community Development for Student Success
Sarah K. Hanks, Doctoral Student, Virginia Tech
Nicholas A. Clegorne, Assistant Professor, Virginia Tech
This poster shares a model for leadership education piloted in a living-learning community. Outcomes are derived from an
emphasis on co-curricular reflective process applying student learning to lived experience. Connections are made to Social
Change Model of Leadership Development (HERI, 1996) and the Hierarchy of Community Needs (Fenwick, 2010).
immediate, hands-on practice. So, if we really think that facilitation teaches best, then this Workshop will teach participants by experiencing what they want their own students to experience.
ALE 2014
ROUNDTABLES
SESSION FORMAT
Roundtable Discussions are designed for small group discussions on topics of common interest. The organizer
frames the topic and facilitates a discussion with participants joining the table. A bell will ring every 30 minutes
allowing participants the opportunity to move to another roundtable or remain where they are.
Roundtable Discussion Table 1: The Future is Here: A Dialogue on Developing Online Leadership Courses that Promote MultiDimensional Learning
Mary Filice, Associate Chair & Associate Professor, Columbia College Chicago
Beth Ryan, Lecturer, Columbia College Chicago
This roundtable will explore creative ways to align past and current leadership topics with 21st Century distance learning
modalities. Participants will engage in a dialogue to investigate increasing student engagement in online leadership
course; the development of strong organizational, problem solving, and critical thinking activities that develop student’s
interpersonal leadership skills; the demonstration of emotional, cultural, and contextual intelligences; and the creation of
online learning assessments.
Roundtable Discussion Table 2: E-portfolios as a pedagogical tool for leadership education: Why do them? How to best use
them? What do they produce?
Francesca Lo, Director, Husky Leadership Initiative, University of Washington
E-portfolios have gained prominence as a powerful pedagogical tool to help students articulate and integrate their learning
across multiple experiences both inside and outside the classroom. This roundtable will provide participants an opportunity to discuss the questions of purpose, design, and outcomes of e-portfolios in the practice of leadership education.
Whether having used e-portfolios extensively or contemplating their potential use, participants will leave this session with
new ideas to consider in utilizing this exciting teaching and learning tool.
Roundtable Discussion Table 3: Enhancing and Evaluating the Facilitative Approach to Leadership Education
Yael Hellman, Associate Professor, Woodbury University
Most leadership educators concur that the most effective method for training adults to lead is facilitative. Such interactive,
hands-on, cooperative, and learner-driven teaching best matches the needs of each mature learner (as adult educational
theory suggests) and best integrates them with organizational needs (increasing worker cooperation; encouraging visionary and ethical leadership; improving communication with and responsiveness to the community and clients). Facilitative
teaching calls on learners’ life experiences and professional interests, and practices skills within a supportive group (following group dynamics theory). Such learning applies immediately to the work environment, and lets participants clarify
their leadership vision and discover how to achieve it collaboratively with those they lead. So the overriding issues of this
roundtable, and the topics it will explore, are 1) how educators can achieve facilitative goals in their classrooms; 2) how
educators can assess their success in the facilitative classroom; and 3) how educators can contribute to a reliable body of
research on the real-life benefits of facilitative training in leadership.
18 | Chapter Name
Roundtable Discussion Table 4: Exploring the Dark Side of Service Learning and Servant Leadership Narratives
Nicholas Clegorne, Assistant Professor, Virginia Tech University
The objectives of this roundtable are two-fold. First, participants will engage be able to better articulate an increasing
body of critical literature that often regards service learning as harmful related to social justice (Davis, 2006; Eby, 1998;
Howard, 2011). Second the participants will share their own experiences and work cooperatively to imagine more socially
just service experiences. In the presenter’s experience, the latter objective supports the former. Evidence will be shared
demonstrating that students exhibited alarming tendencies to colonize community spaces and members through service.
Here “to colonize” is used as in post-colonial theory (e.g. Said, 1979) and refers to an active attempt by one individual or
population to project their own values and expectations on a separate, sovereign community. Specifically, students shared
narratives in which they privileged themselves as heroes while representing community members as beside the point or
invalid. Ultimately we will explore curricula that disrupt hero-centered conceptualizations of service learning curricula in
leadership education programs.
Roundtable Discussion Table 5: Finding Common Ground: Agricultural Leadership Educators Discuss the National Leadership Education Research Agenda
Penny P. Weeks, Professor, Oklahoma State University
Nicole Stedman, Associate Professor, University of Florida
Have you considered how the National Leadership Education Research Agenda (NLERA) impacts your research program?
The roundtable discussion will serve as a forum for agricultural leadership educators to compare the NLERA to the National
Research Agenda of Agricultural Education and Communication and to discuss the impact on personal research agendas.
Roundtable Discussion Table 6: Getting Along? Developing a Culture of Cohesion in a Department of Leadership Studies
Jill Arensdorf, Assistant Professor of Leadership Studies & Department Chair, Fort Hays State University
Teaching leadership is a passion that we share, but how do we model what we teach on our respective departments, units,
and programs? This roundtable will give participants an opportunity to discuss ideas about how to build an engaging
culture that incorporates elements of leadership studies.
Roundtable Discussion Table 7: Leadership and Communication: Intentionally Merging Communication with Leadership
Education
Kris Gerhardt, Assistant Professor, Wilfrid Laurier University
Eric Buschlen, Assistant Professor, Central Michigan University
Although there is an indication in the leadership literature that communication skills are critical to leadership, some current research on the curricular design of leadership programs indicates that there are very few dedicated communication
courses commonly included as curricular requirements. This roundtable will provide an opportunity to discuss the importance of communication skills to our students and what this means for the future curricular design of academic leadership
programs.
Roundtable Discussion Table 8: Reflecting on Service-Learning Experiences, Implications for Future Classroom Use
Dennis Duncan, Professor, University of Georgia
Natalie Coers, Program Coordinator, University of Florida
Implementing service-learning and/or service experiences in the leadership classroom merits opportunities for students
to apply classroom concepts through meaningful work within a community. This roundtable discussion will focus on sharing past experiences with this pedagogy, reflection of best practices, and consideration of implications these practices
could have within leadership education.
Chapter Name | 19
ALE 2014
ROUNDTABLES CONT.
Roundtable Discussion Table 9: Teaching Employee Engagement: Moving from Good Ideas to Great Results
Arron Grow, Associate Professor of Organizational Leadership, City University of Seattle
Research has uncovered a troubling pattern among American workers. A majority of American workers (approximately
70%) feel that they are either not engaged, or actively disengaged from their organizations. Leadership education addresses employee engagement with many high-potential recommendations and still the issue persists. The negative
impact that employee disconnectedness has on an organization has been widely documented (Gosney, 2013; Paterson,
2013; and Bierla, 2013). This roundtable will provide a forum for going beyond simple ideas for teaching engagement. In
this roundtable presentation, leadership educators will be asked to 1) identify new and unique ways to improve employee
engagement and 2) consider strategies for implementing these methods in the workplace.
Roundtable Discussion Table 10: Teaching the Impact of Mentoring on Leadership Development in a Virtual Environment
David G. Wolf, Affiliate Assistant Professor, Charles E. Schmidt College of Medicine, Florida Atlantic University
David K. Ober, Adjunct Professor, Eastern University
There is substantial evidence to suggest the mentoring process has significant advantages and benefits for new and aspiring leaders. Teaching the process in an online setting has significant challenges because mentoring has traditionally taken
place in a face-to-face environment. This roundtable will provide a forum to discuss and explore the qualitative research
model to teach mentoring in the challenging virtual environment.
Roundtable Discussion Table 11: The Future of Education Reform: The Role of Emotional Intelligence for School Leaders
Marie Cianca, Associate Professor, St. John Fisher College
Shannon Cleverley-Thompson, Visiting Assistant Professor, St. John Fisher College
With the demands for better outcomes and greater change from school leaders, such as superintendents, principals, central
and building-level administrators, there is a need to understand how emotional intelligence can help leaders meet these
new demands in the near future. There are three models of emotional intelligence from Daniel Goleman, Salovey, Mayer and
Caruso, and Bar-On that may have benefits to offer school leaders. The facilitators currently teach in an Executive Leadership Doctoral Program and wish to gain insights from program graduates who are current leaders in their fields. However,
before a study is developed, it would be helpful to discuss and gather advice from others interested in this topic to best
capture ideas and perceptions on the study of emotional intelligence to enhance training for school leaders.
Roundtable Discussion Table 12: The Millennial Student Will Rock Your World
Kelly Coke, Instructor of Adult Education & Leadership, Texas A&M University-Texarkana
Marlena Ballard, Academic Coach, Lynn University
This roundtable discussion will contain research and implications about educating students from the millennial generation. It includes helpful information about effective teaching, learning, and academic coaching methods when working
with these students. Participants will be able to identify effective ways of instructing, motivating and engaging multiple
generations inside and outside of the classroom. Participants will be able to know the unique characteristics of the millennial generation in terms of developing more effective strategies for educating and retaining this new community of
learners.
Roundtable Discussion Table 13: Women in Novice Leadership Positions
Michelle Manganaro, Faculty, University of Phoenix, SAS
Chantell M. Cooley, Vice President of Training & Development / Owner, Columbia Southern University
What is specific about first time leadership roles? What are the novice leader realities for women in particular? Synopsis of
the presenters’ White Paper will guide debate about core issues affecting women in leadership roles in the 21st Century. A
practical Guidance Model will offer solutions.
Roundtable Discussion Table 14: Teaching Leadership Students How to Set an Organizational Agenda
Donna Blaess, Associate Professor of Leadership, Concordia University Chicago
Kathryn Hollywood, Professor of Leadership, Concordia University Chicago
One of the major teaching responsibilities of leadership educators is to instruct students set in developing an organizational agenda that guides and monitors the work of an organization. To what extent do leadership educators possess the
theoretical and instructional skills to support students in this endeavor? This roundtable will offer participants the opportunity to discuss their understanding of setting an organizational agenda as well as to share teaching and learning experiences and ideas.
Roundtable Discussion Table 15: Advancing Qualitative Research in Leadership Education
Kerry Priest, Assistant Professor, Kansas State University School of Leadership Studies
Is there a space in leadership education scholarship for contemporary forms of qualitative research? How could advancing
qualitative research support and enhance the National Leadership Education Research Agenda? This roundtable invites
leadership educators to discuss personal experiences, observations, and interpretations of the challenges and opportunities for qualitative research in our scholarship and practice.
Roundtable Discussion Table 16: Advancing the Notion of Teacher Leadership Holes From the Past and Opportunities For the
Future
Chaney Mostley, Director of the Academies of Nashville, Metropolitan Nashville Public Schools
John Hall, Undergraduate Honors Student, Tennessee State University
The relationships between teachers and students align with and are supported by numerous theories of leadership, but
research on teacher leadership in this regard is minimal. Participants in this discussion will reflect on their own leadership
actions as teachers and identify opportunities for conducting research on teacher leadership.
Roundtable Discussion Table 17: Governance as leadership in the nonprofit sector: A vision for the future
Sarah K. Hanks, Doctoral Candidate, Virginia Tech
Effective leadership in the nonprofit sector requires the careful diagnosis of the complex problems facing organizations
today. This roundtable will explore the parallels between leadership and governance as a means to address Tame, Wicked,
and Critical problems (Grint, 2010b).
Roundtable Discussion Table 18: The Inter-Association Leadership Education Collaborative: Bringing Organizations Together for Transdisciplinary Possibilities
William D. Smedick, Director of Leadership Programs & Assessment Initiatives, Johns Hopkins University
Leadership educators across the United States are faced with the challenge of creating dynamic educational and developmental experiences for their leadership learners. To gain perspective for how to do this effectively, leadership educators
often turn to their professional organizations. However, professional leadership organizations such as the Association of
Leadership Educators (ALE) and the National Association for Campus Activities (NACA) often provide similar development
opportunities and address similar needs for the field of Leadership Education. This was the impetus for the creation the
creation of the Inter-¬Association Leadership Collaborative (ILEC). In July of 2013, seven member-based Leadership Education organizations (ACUI, ACPA, ALE, NASPA, NCLP, NACA, and ILA) came together at the University of Maryland, to discuss
ways of supporting, promoting, and advancing the realm of Leadership Education and the professional development
opportunities for leadership educators in higher education. This innovative summit created a foundation for dynamic
transdisciplinary outcomes and the development of our field. This roundtable discussion aims to facilitate dialogue about
gaps within the field of Leadership Education and create strategic direction for the transdisciplinary outcomes that ILEC
aspires to achieve.
ALE 2014
CONFERENCE KEYNOTES
JIM KOUZES
Author of The Leadership Challenge & the Dean’s Executive
Fellow, Leavey School of Business, Santa Clara University
Jim Kouzes sets the standard of Leadership Education and has been
doing so for nearly 3 decades. Probably best known for his 5 Practices of Exemplary Leadership and the Leadership Challenge, used by
Leadership Educators all over the world. However along with being an
exemplary leadership educator, consultant, bestselling author, awardwinning speaker and, according to the Wall Street Journal, one of the
twelve best executive educators in the United States, he also has an
amazing leadership narrative.
Jim Kouzes has been thinking about leadership ever since he was one of only a dozen Eagle Scouts to be selected
to serve in John F. Kennedy’s honor guard when Kennedy was inaugurated President of the United States. Kennedy’s inaugural call to action —“Ask not what your country can do for you; ask what you can do for your country.”
— inspired Jim to join the Peace Corps, and he taught school in Turkey for two years. That experience made Jim
realize that he wanted a career that offered two things: the chance to teach and the opportunity to serve. It was in
his first job back in the U.S. where Jim trained community action agency managers that he found his calling. Jim
has devoted his life to leadership development ever since.
Currently Jim is the Dean’s Executive Fellow of Leadership for the Leavey School of Business at Santa Clara University and lectures on leadership around the world to corporations, governments, and nonprofits. In 2010,
Jim received the Thought Leadership Award from the Instructional Systems Association, the most prestigious
award given by the trade association of training and development industry providers. He was listed as one of HR
Magazine’s Most Influential International Thinkers for 2010 and 2011, named one of the 2010 and 2011 Top 100
Thought Leaders in Trustworthy Business Behavior by Trust Across America, and ranked by Leadership Excellence
magazine as number sixteen on its list of the Top 100 Thought Leaders. In 2006, Jim was presented with the
Golden Gavel, the highest honor awarded by Toastmasters International. A highly-regarded leadership scholar
and an experienced executive, Jim served as president, CEO, and chairman of the Tom Peters Company from 1988
through 1999, and prior to that led the Executive Development Center at Santa Clara University (1981–1987). He
founded the Joint Center for Human Services Development at San Jose State University (1972–1980) and was on
the staff of the School of Social Work, University of Texas. His career in training and development began in 1969
when he conducted seminars for Community Action Agency staff and volunteers in the war on poverty. Following graduation from Michigan State University (BA degree with honors in political science), he served as a Peace
Corps volunteer (1967–1969).
GORDY CURPHY
President, Curphy Consulting
Gordy Curphy brings a dynamic presence and his passion for engaging
organizations in the process of solving complex leadership challenges.
His consulting efforts help top leaders develop business strategies;
build annual scorecards and plans; drive organizational alignment,
execution, and engagement; manage talent; and operate as high
performing teams.
Taking a science-practitioner approach to leadership, Gordy has spent
the past 30 years researching, writing about, teaching, practicing, and providing consulting advice on leadership.
He has written 19 books on leadership and teams and is the co-author of Leadership: Enhancing the Lessons of
Experience (8th ed.). To date, over 450 colleges and universities in the United States, Canada, Europe, India, and
China have adopted this number one selling textbook. In 2012 he and Bob Hogan published The Rocket Model:
Practical Advice for Building High Performing Teams, a book intended to help leaders transform direct reports
into cohesive, goal-oriented teams.
As a practitioner, Gordy has held numerous leadership positions in the United States Air Force and various consulting firms. In addition to running his own business since 2002, Gordy has led start-ups, turn arounds, major
organizational change initiatives, and rapid growth companies. As a consultant, he has done over 2,500 executive assessments, worked with over 200 teams, and designed and delivered hundreds of executive coaching and
leadership development programs to global clients.
Gordy earned his BS in Organizational Behavior from the United States Air Force Academy, his MA from St. Mary’s
University in San Antonio, Texas, and his Ph.D. in Industrial and Organizational Psychology from the University of
Minnesota. He currently resides in St Paul, Minnesota with his wife and two children.
ALE 2014
CONFERENCE PLANNING
COMMITTEE
HECTOR & SUZANNA RAMOS
Creative Problem Solving Consultants, Osborn-Parnes
Hector and Suzanna come from
diverse backgrounds (Spain and Singapore) but they share one passion the study of creativity and its application to Leadership. Hector’s area
of expertise is the Osborn-Parnes’
Creative Problem Solving (CPS) and
Decision Making frameworks, including creative cognition and related
instruments to enable groups to discover and leverage on their creative
and innovative potential and abilities
Suzanna’s expertise is the facilitation of idea generation sessions, leveraging on principles of dialogue and
reflection for collaborative creative thinking. They both completed their Master of Science degrees in Creative
Studies and Change Leadership from the State University of New York, Buffalo. During the course of their studies,
Suzanna received the President’s Medal for “Outstanding Graduate Student” and “Outstanding Master’s Thesis
Award” while Hector received the “International Center for Studies in Creativity Alumni Foundation Achievement
Award”. They are currently doctoral candidates at Texas A&M University, pursuing Ph.D.’s in Educational Psychology with a concentration in Creativity, Cognition, and Giftedness. Suzanna is researching building academic
literacy of children from poverty, while Hector is investigating cognitive fixation in spiritual leadership.
Prior to their doctoral studies, Suzanna and Hector had accomplished careers in their respective fields. Suzanna
had a career in education and served as a teacher, department head, assistant principal, and professional development officer facilitating teachers in action research. She has facilitated and trained groups from the Asia Business Forum (Singapore), Board of Cooperative Educational Services - Gifted and Talented Education (Spencerport,
New York), and Women’s Leadership Forum (Texas A&M University). Hector has a background in publishing and
was also a trainer and facilitator in South East Asia and the Middle East. He has facilitated and coached individuals
and groups from the Civil Service College (Singapore), a Banking Directors Group (Dubai, United Arab Emirates),
business directors undergoing the Buffalo College Creativity Certification Program (Mexico), and Group Leadership Forum (Texas A&M University).
Felix Arnold
Robert Brescia
Bradley Burbaugh
David Cletzer
Matt Creasy
Lynn Gordon
Stephanie Hilliard
Dan Jenkins
Eric Kaufman
Sarah Klucjer
Matt Kutz
Laura Lemons
Chris Leupold
Susan Luchey
Diana McFarland
Jeremy Moreland
Kate Polivka
Ashley Powell
Emily Prevost
Kerry Priest
David Rosch
Jill Rucker
Ingrad Smith
Jonathan Velez
CONCURRENT SESSIONS
REVIEWERS
Aaron McKim, Oregon State University
Andree Swanson, Ashford University
Angel Futrell, Texas A&M University
Anna Bucy, Sinclair Community College
Awoke D. Dollisso, Iowa State University
B. Lynn Gordon, South Dakota State University
Barb Altman, Texas A&M University-Central TX
Barry Boyd, Texas A&M University
Bradley Burbaugh, Virginia Tech
Brent J. Goertzen, Fort Hays State University
Brett Whitaker, Fort Hays State University
Brian Polding, University of Phoenix
Cari Sue Wallace, University of Dayton
Carmen Zafft, University of Nebraska
Carol Wheeler, Our Lady of the Lake University
Chaney Mosley, Tennessee State University
Charlotte Clay Johnson, University of Phoenix
Chelsey Ahrens, Texas Tech University
Christine H Shaefer, Marian University
Clinton M. Stephens, Iowa State University
Coleman Patterson, Hardin-Simmons University
Dale H Eberwein, FPeLearning Systems
Deana Raffo, Middle Tennessee State University
Deborah N. Smith, Kennesaw State University
Dennis Duncan, University of Georgia
Donnette Noble, Roosevelt University
Doris E. Cross, Organizational Change & Development
Dr. Felicia A. Bridgewater, University of Phoenix
Dr. Michelle Manganaro, University of Phoenix
Emily R. Perdue, Texas A&M University
Eric Kaufman, Virginia Tech
Felix Arnold, Purdue University
G. Cameron Jernigan, University of Arkansas
Gaea Hock, Mississippi State University
Gary M. Morgan, Student Leadership Excellence Academy
Gina Descahmps, DBA Merrimack College
Greg Bowden, California Baptist University
Gregory T. Gifford, Federal Executive Institute
Holly Jo Richardson, Virginia Military Institute
Ilene Ringler, Kaplan University
Ingrad Smith, Jackson State University
Irma O’Dell, Kansas State University
ALE 2014
ALE BOARD OF DIRECTORS
2013-2014
Eric Kaufman - President
Kelleen Stine-Cheyne – Vice President
Deborah Smith - Secretary
Greg Gifford - Treasurer
Natalie Coers – Site Selection
Jonathan Velez – Marketing & Public Relations
Summer Odom – Awards & Recognition
Gaea Wimmer Hock- Member Services.
Kati Ingerson - Social Media Coordinator
Jennifer Moss Breen – Resource Development
Robin Horstmeier – New Partnerships
Jacklyn Bruce - JOLE Editor
Tony Andenoro – Past President
2014-2015
Kelleen Stine-Cheyne –President
Jennifer Moss Breen – Vice President
Dan Jenkins - Secretary
Greg Gifford - Treasurer
Natalie Coers – Site Selection
Stephanie Hilliard - Marketing & Public Relations
Kerry Priest - Awards & Recognition
Gaea Wimmer Hock – Member Services & Communications
Kati Ingerson - Social Media Coordinator
Robin Peiter Horstmeier – Resource Development.
Jacklyn Bruce - JOLE Editor
Eric Kaufman – Past President
CONFERENCE SPONSORS
PLATINUM LEVEL
School of Advanced Studies is home to doctoral programs at University of Phoenix and develops leaders who
create new models that explain, predict and improve organizational performance in their fields. The practitioner
degrees offered through the School of Advanced Studies at University of Phoenix are designed around the Scholar,
Practitioner and Leader Model, incorporating lifelong learning (scholarship), social and workplace contribution
(practice), and the ability to exert positive influence (leadership). With curriculum designed in collaboration
with industry experts, School of Advanced Studies practitioner doctoral programs are offered in Education, Business, Management, and Health Administration. More information can be found at http://www.phoenix.edu/colleges_divisions/doctoral.html.
GOLD LEVEL
Wiley, through its Jossey-Bass and The Leadership Challenge brands, is committed to the leadership education and development of youth, college students, and professionals throughout the world. We provide essential
knowledge, professional development, and educational tools to help youth educators, higher education faculty
and staff, and campus leaders do their jobs well. Find us at www.josseybass.com/highereducation and www.
studentleadershipchallenge.com.
ALE 2014
SILVER LEVELCONT.
CONFERENCE SPONSORSCONT.
SILVER LEVEL
MASTER OF ARTS IN ORGANIZATIONAL
LEADERSHIP PROGRAM
•
Blended online and on-campus classes enable you to continue with your job and other endeavors while
earning an advanced degree.
•
Built on the Jesuit tradition of developing “people for others.”
•
Study abroad opportunities allow students to have a cross-cultural experience in leadership from a global
perspective.
•
Servant Leadership component to enhance the leadership philosophies of justice, ethics, stewardship,
and service.
•
Interdisciplinary approach gives students the opportunity to learn from a diverse student body and
faculty, as well as analyze issues from multiple points of view and varied vantage points.
Students come from different areas of the world, work in a multitude of professions, and are employed at a variety of career levels. This diversity provides exposure to different problems, solutions and ways of thinking that
challenge them to expand their repertoire of skills. The curriculum is designed not only to teach leadership theory
and best practices, but to help students to reflect on their abilities, their assumptions, and their beliefs about
leadership. Most importantly, the program helps students to shape themselves into the leaders they want to be.
The New York Times in Leadership is designed to give teachers, scholars, practitioners and students opportunities to connect leadership concepts to real-world examples. Through news articles, discussion questions, reading
lists, video conferences, among other resources, you will expand your understanding of how leadership works in
the 21st century.
Every day, leaders and followers engage in a variety of activities in many different settings – business, nonprofit
organizations, political institutions. They face local, as well as global, leadership challenges. Their responses to
these challenges will give you valuable insights that will become powerful classroom discussion topics.
The New York Times in Leadership covers three areas of interest – Context of Leadership, Issues in Leadership and
Skills, Behaviors and Competencies. These are not neatly delineated areas. The news articles, therefore, will give
you an opportunity to explore how these components of leadership play out in different areas. For more information go to http://nytimesinleadership.com/.
OTHER SPONSORS
ALE 2014
ALE HISTORY
The Association of Leadership Educators, Inc. (ALE) grew out of a need for professional development of persons who work
with leadership programs. The Association developed as a result of a series of successful annual Leadership Development
Seminars. In the 1980s and ‘90s, opportunities were minimal for professional development in the field of leadership
development through Cooperative Extension on the national level. Although many Home Economics Extension faculty
delivered leadership development programs in their various states, linkage between the professional practice of leadership
development and research in the field was lacking.
The first Extension Leadership Development Seminar, called Empowering Adults As Leaders Through Home Economics Programs, was held on July 10, 1988 in Charlotte, NC. These early seminars were designed to “(a) strengthen the leadership
skills of professionals who work to develop leadership capabilities of others and (b) strengthen and broaden the knowledge base which supports research, teaching and extension programs in leadership.”
The second seminar, Developing Human Capital Through Extension Leadership Programs, was held August 6, 1989 in Manhattan, KS. At this key meeting, participants recognized the need for information sharing regarding leadership research,
teaching, and practice.
The Association of Leadership Educators was formalized at the third seminar held in Milwaukee, Wisconsin on August 17-18,
1990, titled People Problems and Solutions: The Leadership Connection. Members of the planning committee proposed
the development of a professional association that would provide opportunities to bridge theory, research and practice in
leadership education. The “founding mothers and Tom,” as they are affectionately known, laid the groundwork and facilitated the discussion leading to the participants’ vote to form The Association of Leadership Educators.
Participants in the 1990 conference had the opportunity to become Charter members of ALE by paying dues of $25. This
persistent group was determined that ALE would succeed. Their vision was for a professional association that focused on
leadership education, linked theory to practice, disseminated research and provided professional development opportunities for anyone engaged in leadership education, both formal and non-formal.
The first official ALE conference and annual meeting was held in Denver, Colorado on September 13-14, 1991, with Elizabeth
Bolton serving as President. Obviously there was widespread interest in a professional association linking theory and practice for leadership development, for at the first meeting there were over 40 presenters representing 20 states.
In 2002, ALE launched the Journal of Leadership Education. Tom Gallager was the first editor of the journal. As an electronic peer-reviewed journal, it provides a forum for linking research to practice and is intended to promote a dialogue
that engages both academics and practitioners. Issues of the Journal of Leadership Education contain Research and Theory
Features, Idea and Application Briefs, as well a Commentary category for readers to share their views and thoughts about
leadership education and to promote discussion.
Established as the premier international professional organization for leadership educators, ALE has continued to grow
and expand with membership in several foreign countries. Membership is open to any individual whose career interest is
leadership education. As we celebrate our accomplishments as a professional association, we look forward to the future.
A strong foundation of leadership has brought us to this point and certainly with the vision and unwavering dedication of
the early leaders, ALE will continue to grow and expand as it engages members in fulfilling the mission to strengthen and
sustain the expertise of professional leadership educators.
THE FOUNDING MOTHERS & TOM
Elizabeth B. Bolton (Chair), University of Florida
Majorie Hamman, North Dakota State University
Ann Hancook, Purdue University
Tom Mounter, Clemson University
Harriett Moyer, University of Wisconsin
Katey Walker, Kansas State University
Lynn White, Texas A&M University
PAST CONFERENCE LOCATIONS
1990: Milwaukee, Wisconsin
1991: Denver, Colorado
1992: Orlando, Florida
1993: Chicago, Illinois
1994: Blacksburg, Virginia
1995: Colorado Springs, Colorado
1996: Burlington, Vermont
1997: Columbus, Ohio
1998: Charleston, South Carolina
1999: San Diego, California
2000: Toronto, Canada
2001: Minneapolis, Minnesota
2002: Lexington, Kentucky
2003: Anchorage, Alaska
2004: Memphis, Tennessee
2005: Wilmington, North Carolina
2006: Bozeman, Montana
2007: Fort Worth, Texas
2008: Spokane, Washington
2009: Providence, Rhode Island
2010: Milwaukee, Wisconsin
2011: Denver, Colorado
2012: Key West, Florida
2013: New Orleans, Louisiana
2014: San Antonio, Texas
ALE PAST PRESIDENTS
1990-91: Elizabeth B. Bolton - University of Florida
1991-92: Ann Hancook - Purdue University
1992-93: Daryl Heasley - Northeast Regional Center
for Rural Development
1993-94: Gary W. King - Kellogg Foundation
1994-95: Katey Walker - Kansas State University
1995-96: Christine A Langone - University of Georgia
1996-97: Martha Nall - University of Kentucky
1997-98: Steve Scheneman - Kansas University
1998-99: Karen Zotz - North Dakota State University
1999-2000: Marilyn B. Corbin - Pennsylvania State
University
2000-01: Robin Orr - University of Illinois
2001-02: Larry Wilson - University Of Illinois
2002-03: Jeff Miller - Innovative Leadership Solutions
2003-04: Ken Culp - University of Kentucky
2004-05: Wanda Sykes - North Carolina State University
2005-06: Rick Rudd - University of Florida
2006-07: Penny Pennington Weeks - Oklahoma State
University
2007-08: Barry Boyd - Texas A&M University
2008-09: Mark Russell - Purdue University
2009-10: Carrie Stephens - University of Tennessee
2010-11: Jackie Bruce - North Carolina State University
2011-12: Nicole Stedman - University of Florida
2012-13: Tony Andenoro - University of Florida
ALE 2014
CONFERENCE EVALUATION
PLEASE PROVIDE CONFERENCE FEEDBACK AT THE FOLLOWING LINK
TO ENSURE QUALITY FOR THE FUTURE...
http://tinyurl.com/2014ALE
GET SOCIAL!
TAKE PHOTOS AT ALE AND POSTE THEM TO FACEBOOK, TWITTER, AND
INSTAGRAM! TAG THEM WITH #ALESanAntonio
TWEET YOUR COMMENTS TO @ALE_Leadership AND USE ONE OF THE
FOLLOWING HASTAGS:
#ALE14Keynote (KEYNOTE SPEAKERS)
#ALE14Session (SESSIONS)
#ALE14Excursions (EXCURSIONS)
ALE 2014
CONFERENCE APP
We are excited to offer a Zwoor Event App for this year’s conference. The app contains detailed information on all of the
conference sessions and activities, and we encourage you to use it as your primary source of information for selecting sessions and navigating the conference. To access the app, download the app associated with your particular mobile device
and use meeting code ALE2014. The following QR codes and links offer quick access. To access the conference information
on any Internet device, simply go to:
https://clients.zwoor.com/event/index/code/ALE2014
ZWOOR iPAD
ZWOOR iPHONE
ZWOOR ANDROID HD
ZWOOR ANDRIOD
ZWOOR KINDLE FIRE
HOTEL INFORMATION

Association of Leadership Educators

Transcription

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