Leadership

“The Leadership competency area addresses the knowledge, skills, and dispositions required of a leader, with or without positional authority. Leadership involves both the individual role of a leader and the leadership process of individuals working together to envision, plan, and affect change in organizations and respond to broad- based constituencies and issues. This can include working with students, student affairs colleagues, faculty, and community members. This section is organized by the leadership learning concepts of Education, construct knowledge and articulation; Training, skill identification and enhancement; Development, personal reflection and growth; and Engagement, active participation and application” (ACPA & NASPA, 2015, p. 27).

“Describe and apply the basic principles of community building” (NASPA & ACPA, 2015, p. 27)

• As a conduct officer at the university and residential level, I discussed principles of community building with those in violation of policy.  I then used these principles to inform my sanctioning. Specifically, I chose sanctions that would allow the student to address their impact and begin rebuilding their community.

• As a graduate hall director, I have engaged in programming, conversations, and other practices that have been centered on the principles of building and maintaining a positive community for residential students.

“Encourage colleagues and students to engage in team and community building activities” (NASPA & ACPA, 2015, p. 28)

• As a graduate hall director, I have led staff development and team building activities during our staff meetings and training sessions. Additionally, throughout the first semester, I gave staff members the opportunity to lead a team building exercise during a staff meeting.

• During my summer ACUHO-I internship, I developed a comprehensive guide of icebreakers, team builders, and energizers that I gave to resident advisors. This encouraged them and other staff to engage in varied and meaningful team and community building activities.

“Facilitate consensus processes where wide support is needed” (NASPA & ACPA, 2015, p. 28)

• As the Student Alumni Connection Graduate Intern, I developed a proposal to shift the student advancement organization’s name. Throughout this process, I gathered support of all stakeholders by involving many perspectives and varied input. This included various meetings with the executive board, general body, departmental leadership, as well as alumni. This allowed for consensus to be reached, while also gathering wide support from many constituents.

American College Personnel Association & National Association of Student Personnel Administrators. (2015). Professional competency areas for student affairs practitioners. Washington, DC: Authors. Retrieved from http://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencies_FINAL.pdf