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Students will gain an understanding of how to manage and lead a student organization, and they will be well-prepared to apply the skills and knowledge to their future careers after graduation.

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This course is designed to teach critical leadership skills to both emerging and current college student organization leaders.

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Students will gain a comprehensive understanding of leadership, discover their own leadership style, and learn how to apply these techniques effectively within their student organizations.

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Welcome to the course! I am thrilled you have you in class, eager to share insights and experience on various aspects of leadership, and demonstrate how you can apply these skills to your own student organizations. Let's make this a memorable and useful experience!

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Here, we will review course requirements and policies, grading structure, and the course schedule. I will answer any questions along the way!

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Each student shares 3 facts: 2 true and 1 false. Peers guess which facts are true and which one is a lie.

(extroverts, aural, kinesthetic, intuitive, feeling)

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Do not limit your reflection to positions within your organization. Consider how you've applied leadership skills to various aspects of life on campus.

(reading/writing, introverts, sensing, intuitive, thinking, perceiving)

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Create your own definition of leadership. Do not use any outside resources. What are some qualities of a leader? Is everyone capable of being a leader? How have you been a leader?

(reading/writing, kinesthetic, introverts, sensing, intuitive, thinking, judging, perceiving)

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Learn about various leadership theories and styles.

(visual, aural, introverts, sensing, thinking, judging )

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This lecture goes into depth regarding leadership styles. The information in this powerpoint will help you craft your own leadership style.

(visual, aural, reading/writing, introverts, sensing, thinking, feeling)

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Take this quiz to gain a quick understanding of your leadership style. Be prepared to discuss your results.

(visual, reading/writing, introverts, sensing, thinking, judging)

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Do you believe that you can adapt your style? Harvard University professor Ron Heifetz and leadership experts David Rooke and William Torbert say that you can. So let's look in more depth at Lewin's leadership styles, their strengths and risks, and how you might become more skillful in using them.

Authoritarian, Autocratic Leadership

This approach is helpful when your team needs to follow a process "to the letter," to manage a significant risk. It's also effective when you need to be hands-on with people who miss deadlines, in departments where conflict is an issue, or in teams that rely on quick decisions being made.

But you need to be aware that relying on control and punishment to maintain standards will likely drive people away. Similarly, if you always demand that your team works at top speed, you can end up exhausting everyone.

Instead, you can show respect for team members by providing the rationale for your decisions. And they will more likely comply with your expectations if you take the trouble to explain Why the Rules Are There.

You can improve your ability to "lead from the front" by Planning for a Crisis, Thinking on Your Feet, and making good decisions under pressure. But be sure to balance these skills with an awareness of their potential negative impact on creativity, ideas gathering, motivation, and trust within the team.

Being too autocratic can also mean that you'll find it hard to stand back from the detail and take a wider, more strategic view.

Democratic, Participative Leadership

With this approach, you set goals, guide team discussions, and make the final decision. But you also acknowledge that your people can have valuable insight into a problem or process, so you actively consult them. As a result, you'll likely gain creative input and fresh ideas that you wouldn't have come up with if you were working alone.

You might wonder how to manage differing opinions in the team, once you've invited participation in this way. Your goal is to build a culture in which people can have healthy debates with one another. So:

Be aware that processes could become dangerously slow if you involve your team members in every decision. You'll need to judge carefully whether you need to adopt a more autocratic approach, even if it's only briefly.

The Delegating, "Laissez Faire" Leader

"Laissez faire" is a French phrase adopted into English that means, "Let (people) do (as they choose)." It describes a policy of leaving situations to run their own course, without interfering.

By adopting this style of leadership, you empower your team to make decisions and to organize its own processes, with little or no guidance. The danger of this approach is that situations can collapse into chaos if your people have low motivation or poor skills. It can work, however, if they are experienced, knowledgeable, confident, creative, and driven, or if deadlines are flexible and processes are simple.

Be in no doubt, though, that as the leader you will still be held accountable for the outcome! So you might want to organize team decision making processes to support your people while you take a "hands off" approach. Just be sure to delegate the right task to the right person, as a mismatch could mean that the whole team fails.

Avoid becoming too remote, even with a high-performing, highly autonomous team. Change can occur at any time in business, so your organization's requirements for your team might shift after your initial brief. If this happens, stay in touch with your people, and communicate clearly and promptly. Remember, you can offer your support without becoming a micromanager!

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What's Your Leadership Style? - Learn About the Strengths and Weaknesses of the Way You Like to Lead

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Leadership styles. Strengths and weaknesses.

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How does your personal leadership style result reflect how you lead your student organization? Do you agree with your result? Is there anything you want to change regarding how you lead? What do you appreciate about your leadership style?

(aural, kinesthetic, extroverts, intuitive, feeling, perceiving,)

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Summarize your leadership style. What are the pros and cons of how you lead?

Then, add on to your own definition of leadership from last week. Create a solid, structured definition (still in your own words) from the new information learned today.

See above example.

(reading/writing, introverts, sensing, intuitive, thinking, feeling, judging, perceiving)

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Students will gain access to key communication skills, including conflict management and team building, enhancing their effectiveness within their respective student organizations.

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Communication & Conflict

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This video provides a direct understanding of communication- its basics and importance.

(visual, aural, introverts, intuitive, thinking, judging, perceiving)

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Conflict Management Activity (PART 1) (10 mins)

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Conflict Management Activity (PART 1) (10 mins)

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Conflict management is a crucial skill for student organization leaders. This classroom activity focuses on teaching students how to address and resolve conflicts effectively within their organization.

(aural, reading/writing, kinesthetic, extroverts, sensing, intuitive, feeling, perceiving)

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Present lecture to introduce new conflict management techniques. Students should think about how these newly learned techniques could contribute to the previously introduced conflict scenarios.

(visual, aural, reading/writing, introverts, sensing, thinking, judging)

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Conflict Management Activity (PART 2) (15 mins)

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Conflict Management Activity (PART 2) (15 mins)

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Students will use new information gained from the previous lecture in order to better handle each conflict situation. They will be given the same scenarios, and improve their management technique. Then, they will be given two new scenarios to discuss and reflect upon.

(aural, kinesthetic, extroverts, sensing, intuitive, feeling, perceiving)

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Students will discuss the differences they experienced between the two group activity sessions. How did the lecture guide your management skills in part 2?

(aural, kinesthetic, extroverts, intuitive, feeling, perceiving,)

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Summarize 5 conflict management techniques using a table. Include 3 columns: name of the technique, overall strategy, and an example of how to implement within your own student organization. They do not have to include the techniques discussed in class, and MUST suit your organization.

(visual, reading/writing, introverts, sensing, intuitive, thinking, judging, perceiving)

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Team Building within Student Organizations

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Write down any unique characteristics, strengths, and weaknesses of your student organization. How can working as a team improve or strengthen these characteristics?

(reading/writing, introverts, sensing, intuitive, thinking, feeling, judging, perceiving)

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Team Building Activity (PART 1) (20 mins)

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Team Building Activity (PART 1) (20 mins)

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Once you receive the team building activity packet, highlight three activities that you think would work best with your organization.

On the activity sheet, please write why the activity would benefit your organization, and what specific aspects of your organization will be addressed through the activity.

(visual, reading/writing, introverts, sensing, intuitive, judging, perceiving)

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Team Building Activity (PART 2) (20 mins)

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Team Building Activity (PART 2) (20 mins)

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In small groups of 5-6, practice 3 team building activities.

(kinesthetic, extroverts, intuitive, feeling, perceiving)

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Team Building Activity (PART 3) (10 mins)

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Team Building Activity (PART 3) (10 mins)

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Class Discussion:

Reflect as a group. Did your activity work how you intended? What did you learn from completing the activity? Will this activity benefit your organization? Each student should share their experience, and reflect upon the experiences of others.

(aural, extroverts, sensing, intuitive, feeling, perceiving)

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Create a team building plan specifically curated for your student organization. Include timeframe, participants, materials, instructions, rules, and the desired outcome. Also, include a brief explanation of why this activity would benefit your organization, specifically. What unique characteristics, strengths, and weaknesses does the activity address?

(visual, reading/writing, introverts, sensing, intuitive, thinking, judging, perceiving)

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Students will dive deep into two key areas of organizational leadership: goal setting and event planning. These skills are vital for student organizations aiming to establish a strong presence on campus and a positive reputation.

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Setting Goals

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What is a mission statement? What is a vision statement? How do these affect your organization's goals?

(visual, aural, introverts, sensing, thinking, judging)

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Personal Reflection: My Organization (15 mins)

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Personal Reflection: My Organization (15 mins)

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Research your organization's mission and vision statements. What can you do to work towards meeting this mission and vision? If your organization does not have a national mission or vision- what does your organization stand for? How can you embody these principles?

(reading/writing, introverts, sensing, intuitive, thinking, feeling, judging, perceiving)

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** Interactive Syllabus Implementation Guide **

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** Interactive Syllabus Implementation Guide **

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Learn how to make realistic goals for your organization. What are SMART goals? How can they support your organization?

(visual, aural, introverts, sensing, thinking, judging)

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Create one SMART goal for your student organization. Using this worksheet, individually fill out page one. Ensure your goal is specific, measurable, attainable, relevant, and timely. If you find your goal does not meet these standards, what can you change about this goal to ensure its effectiveness?

(visual, reading/writing, kinesthetic, introverts, sensing, intuitive, thinking, feeling, judging, perceiving)

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Groups of 3-4

(aural, extroverts, sensing, intuitive, feeling, perceiving)

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Complete page 2 of the SMART Goals worksheet. Create an action plan to achieve the goal discussed in class.

(reading/writing, kinesthetic, introverts, sensing, intuitive, thinking, judging, perceiving)

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Event Planning

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Group Discussion: Importance of Events (10 mins)

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Group Discussion: Importance of Events (10 mins)

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Groups of 3-4

(aural, kinesthetic, extroverts, sensing, intuitive, thinking, judging, perceiving)

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Individual Reading: Guidelines and Basics (20 mins)

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Individual Reading: Guidelines and Basics (20 mins)

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Individually read the following event planning basics guide.

Then, take a look at Ball State's Student Organization Handbook located here: https://www.shsu.edu/dotAsset/c2d30379-5d0a-4d95-b98b-365fc5700c91.pdf

(visual, reading/writing, introverts, sensing, thinking, judging)

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(reading/writing, introverts, sensing, intuitive, thinking, perceiving)

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Create an event planning checklist, specifically for your student organization. Use Ball State policies, as well as the basics of event planning to create your checklist. Include step-by-step instructions. Share with the event/philanthropy chair of your organization.

(visual, reading/writing, introverts, sensing, intuitive, thinking, judging, perceiving)

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Students will understand the importance of diversity, equity, and inclusion within college campus student organizations.

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Bias

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Learn the general concept of bias. Have you seen bias on campus? In your organization? Within yourself?

(visual, aural, introverts, sensing, thinking, judging, perceiving)

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Learn the difference between implicit and explicit bias. Is it always obvious?

(visual, aural, introverts, sensing, thinking, judging, perceiving)

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Take Implicit Association Test (10 minutes)

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Take Implicit Association Test (10 minutes)

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(visual, reading/writing, kinesthetic, introverts, intuitive, feeling, perceiving)

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Log in or register to find out your implicit associations about race, gender, sexual orientation, and other topics!

Or, continue as a guest by selecting from our available language/nation demonstration sites:

GO!

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Log in or register to find out your implicit associations about race, gender, sexual orientation, and other topics! Or, continue as a guest by selecting from our available language/nation demonstration sites: GO!

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(reading/writing, introverts, sensing, intuitive, thinking, perceiving)

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Assemble a list of university resources addressing diversity, equity, and inclusion. It is important to have a list of resources for your organization's members to utilize when necessary. Share with your executive board members.

(reading/writing, introverts, sensing, thinking, feeling, judging)

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Inclusion

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What makes an inclusive leader? What aspects of student organizations are susceptible to exclusivity?

(visual, aural, kinesthetic, extrovert, sensing, intuitive, feeling, perceiving)

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Explore Ball State University's "Inclusive Excellence" web page.

What resources are available to students, faculty, and the community regarding inclusion? What would you add as a resource? Which specific resources could help YOUR organization? Make note of your thoughts.

(reading/writing, introverts, sensing, intuitive, thinking, feeling, judging, perceiving)

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Bias Incidents

A bias incident is a behavior or act-verbal, written, or physical-that is personally directed against or targets an individual or group based on race, color, religious belief, sex, marital status, sexual orientation, gender identity or expression, national or ethnic origin, disability, veteran status, or age.

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We celebrate diversity and inclusion as part of our community and culture. We provide a multicultural education on an lgbtq friendly campus.

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Create an "inclusivity check" guide. How can you promote inclusivity within your student organization? Create a checklist for your organization's events or programs that ensures its inclusivity for the entire university community. Make the checklist specific to your organization and the events that you host!

Example linked above.

(visual, reading/writing, introverts, sensing, intuitive, thinking, feeling, judging, perceiving)

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1. Criticism is okay! I've benefitted greatly from the comments of my peers and the instructor throughout the semester. I began to strive to exceed their expectations, as well as my own.

2. Time management is key! This project can become extremely detail-oriented. In the future, I will begin my work much earlier, so I am able to go above and beyond over a longer period of time.

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1. Organization is key when developing programs, not only for myself as an instructor, but for my students as well.

2. There are many different learning styles and theories. While all are loosely based on the VARK model, some go into much greater detail and can be extremely beneficial to incorporate in my programs!

3. Programs must meet a wide variety of learning styles. A multitude of activities must be incorporated into a program design in order to meet the needs of every unique individual.

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1. I've been introduced to many new forms of media. I've had so much fun developing creative programs, rather than relying on basic Microsoft Word documents.

2. Communicating with my peers has been extremely helpful. It's been nice to give and receive feedback on various aspects of program planning.

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I chose to take a different approach to this final project. Instead of publishing a video, I created an "interactive syllabus". My syllabus implementation project serves as an interactive guide for educators facilitating my College Student Leadership course. It is broken down into 6 sections: Introduction, Weeks 1-4, and Final Reflection.

The Introduction column includes the purpose, objective, and audience of the course. It also includes a color coded reading guide.

Weeks 1-4 columns include a weekly outline, weekly goals, rationale table, and is broken down by daily activities.

The Reflection column addresses what I've learned through this process.

Enjoy!