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The more that you, as a leader, manage each of these areas, the higher your emotional intelligence. So, let's look at each element in more detail and examine how you can grow as a leader.

Emotional Intelligence in Leadership

1. Self-awareness

If you're self-aware, you always know how you feel, and you know how your emotions and your actions can affect the people around you. Being self-aware when you're in a leadership position also means having a clear picture of your strengths and weaknesses, and it means behaving with humility.

So, what can you do to improve your self-awareness?

Keep a journal. Journals help you improve your self-awareness. If you spend just a few minutes each day writing down your thoughts, this can move you to a higher degree of self-awareness.

2. Self-regulation

Leaders who regulate themselves effectively rarely verbally attack others, make rushed or emotional decisions, stereotype people, or compromise their values. Self-regulation is all about staying in control.

This element of emotional intelligence, according to Goleman, also covers a leader's flexibility and commitment to personal accountability.

So, how can you improve your ability to self-regulate?

Hold yourself accountable. If you tend to blame others when something goes wrong, stop. Make a commitment to admit to your mistakes and to face the consequences, whatever they are. You'll probably sleep better at night, and you'll quickly earn the respect of those around you.

Practice being calm. The next time you're in a challenging situation, be very aware of how you act. Do you relieve your stress by shouting at someone else? Practice deep-breathing exercises to calm yourself. Also, try to write down all of the negative things you want to say, and then rip it up and throw it away. Expressing these emotions on paper (and not showing them to anyone!) is better than speaking them aloud to your team. What's more, this helps you challenge your reactions to ensure that they're fair!

3. Motivation

Self-motivated leaders work consistently toward their goals, and they have extremely high standards for the quality of their work.

How can you improve your motivation?

Re-examine why you're doing your job. It's easy to forget what you really love about your career. So, take some time to remember why you wanted this job. If you're unhappy in your role and you're struggling to remember why you wanted it, try the Five Whys technique to find the root of the problem. Starting at the root often helps you look at your situation in a new way. And make sure that your goal statements are fresh and energizing. For more on this, see our article on Goal Setting.

4. Empathy

For leaders, having empathy is critical to managing a successful team or organization. Leaders with empathy have the ability to put themselves in someone else's situation. They help develop the people on their team, challenge others who are acting unfairly, give constructive feedback, and listen to those who need it.

If you want to earn the respect and loyalty of your team, then show them you care by being empathic.

How can you improve your empathy?

Respond to feelings. You ask your assistant to work late - again. And although he agrees, you can hear the disappointment in his voice. So, respond by addressing his feelings. Tell him you appreciate how willing he is to work extra hours, and that you're just as frustrated about working late. If possible, figure out a way for future late nights to be less of an issue (for example, give him Monday mornings off).

5. Social Skills

Leaders who do well in the social skills element of emotional intelligence are great communicators. They're just as open to hearing bad news as good news, and they're experts at getting their team to support them and be excited about a new mission or project.

Leaders who have good social skills are also good at managing change and resolving conflicts diplomatically. They're rarely satisfied with leaving things as they are, but they don't sit back and make everyone else do the work: they set an example with their own behavior.

So, how can you build social skills?

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Emotional Intelligence in Leadership - Learning How to Be More Aware

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Relating to others is vital in today's workplace. Learn how to build your emotional intelligence (EI) with this article.

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Why Emotionally Intelligent People Are More Successful

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Why Emotionally Intelligent People Are More Successful

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Research by the respected Center for Creative Leadership (CCL) in the U.S. found that the primary causes of executive derailment involve deficiencies in emotional competence. Each year, CCL serves more than 20,000 individuals and 2,000 organizations, including more than 80 of the Fortune 100 companies. It says the three main reasons for failure are difficulty in handling change, inability to work well in a team, and poor interpersonal relations.

International search firm Egon Zehnder International analyzed 515 senior executives and discovered that those who were strongest in emotional intelligence were more likely to succeed than those strongest in either IQ or relevant previous experience. Research that has been done on the relationship between emotional intelligence (EQ) and IQ has shown only a weak correlation between the two.

The Carnegie Institute of Technology carried out research that showed that 85% of our financial success was due to skills in "human engineering", personality, and ability to communicate, negotiate, and lead. They found that only 15% was due to technical ability. In other words people skills or skills highly related to emotional intelligence were crucial skills. Nobel Prize winning Israeli-American psychologist Daniel Kahneman found that people would rather do business with a person they like and trust rather than someone they don't, even if that that person is offering a better product at a lower price.

People would rather do business with a person they like and trust rather than someone they don't, even if that that person is offering a better product at a lower price.

To test out his findings, think of the last time you purchased a major item, a home, automobile, or large appliance where you had to dealings with a salesperson. Was the person someone who you liked and trusted? In my talks, I have found that whenever I asked that question, inevitably the entire audience answered that, yes, the person they bought a large item from was someone they liked and trusted. This theory about why salespeople with the right people skills do better than those who lack them is borne out by a study carried out by the Hay/McBer Research and Innovation Group in 1997. In a study carried out in a large national insurance company in 1997, they found that sales agents weak in emotional areas such as self-confidence, initiative, and empathy sold policies with an average premium of $54,000, while those strong in 5 of 8 emotional competencies sold policies on the average worth $114,000.

Much of the research that has been done on emotional intelligence has been at the executive leadership level. The higher up the organization, the more crucial emotional intelligence abilities are as the impacts are greater and felt throughout the entire organization. There have been some studies, however, that show impacts at all levels.

The higher up the organization the more crucial emotional intelligence abilities are as the impacts are greater and felt throughout the entire organization.

For example, a study by McClelland in 1999 showed that after supervisors in a manufacturing plant received training in emotional competencies such as how to listen better, lost-time accidents decreased by 50% and grievances went down from 15 per year to three. The plant itself exceeded productivity goals by $250,000.

The same principles apply in all areas of life, whether at work or in relationships. Everyone wants to work with people who are easy to get along with, supportive, likeable, and can be trusted. We want to be beside people that do not get upset easily and can keep their composure when things do not work out according to plan.

Self-awareness. The first thing that is essential for any degree of emotional intelligence is self-awareness. People with a high degree of self-awareness have a solid understanding of their own emotions, their strengths, weaknesses, and what drives them. Neither overly critical nor unrealistically hopeful, these people are honest with themselves and others. These people recognize how their feelings impact them, other people around them, and their performance at work. They have a good understanding of their values and goals and where they are going in life. They are confident as well as aware of their limitations and less likely to set themselves up for failure.

We can recognize self-aware people by their willingness to talk about themselves in a frank, non-defensive manner. A good interview question is to ask about a time that the interviewee got carried away by their emotions and did something they later regretted. The self-aware person will be open and frank with their answers. Self-deprecating humor is a good indicator of someone who has good self-awareness. Red flags are people who stall or try to avoid the question, seem irritated, or frustrated by the question.

Ability To Self-Regulate Emotions. We all have emotions which drive us and there is nothing we can do to avoid them. People who are good at self-regulation, however, are able to manage their emotions so that they do not control their words and actions. While they feel bad moods and impulses as much as anyone else, they do not act upon them. People who act upon their negative feelings create havoc, disruptions, and lasting bad feelings all around them. We feel before we think and people who constantly react from an emotional state never wait long enough to allow their thoughts to override their emotions.

People who self-regulate have the ability to wait until their emotions pass, allowing them to respond from a place of reason, rather than simply reacting to feelings. The signs of someone who is good at self-regulation are reflection, thoughtfulness, comfort with ambiguity, change, and not having all the answers. In an interview, look for people who take a little time to reflect and think before they answer.

Empathy. Empathy is another important aspect to look for when hiring. Someone who has empathy will have an awareness of the feelings of others and consider those feelings in their words and actions. This does not mean that they will tiptoe around or be unwilling to make tough decisions for fear of hurting someone's feelings. It simply means that they are aware of, and take into consideration the impact on others. They are willing to share their own worries and concerns and openly acknowledge other's emotions. A good way to look for empathy in an interview is to ask a candidate about a situation where a co-worker was angry with them and how they dealt with it. Look for a willingness to understand the source of the co-workers anger, even though they may not agree with the reasons for it.

Social skills. Social skill is another area of emotional intelligence that is highly important in the workplace. To have good social skills requires a high level of the other skills aforementioned as well as the ability to relate and find common ground with a wide range of people. It goes beyond just friendliness and the ability to get along with others.

People with social skills are excellent team players as they have the ability to move an agenda along and keep focus while at the same time remaining aware of the emotional climate of the group and possess the ability to respond to it. These people are excellent at making connections, networking, and bringing people together to work on projects. They are able to bring their emotional intelligence skills into play in a larger arena. To look for social skills in an interview, ask questions related to projects and difficulties encountered around varying agendas, temperaments, and getting people to buy in.

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Why Emotionally Intelligent People Are More Successful

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Research by the respected Center for Creative Leadership (CCL) in the U.S. found that the primary causes of executive derailment involve deficiencies in emotional competence. Each year, CCL serves more than 20,000 individuals and 2,000 organizations, including more than 80 of the Fortune 100 companies.

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The Global Emotional Intelligence Test uses 40 questions which are derived from, the Global instrument, which contains 158 items. These are based on Goleman's four quadrant Emotional Intelligence Competency Model (2002). Click EI Capability Assessment here for more details. Short EI quizzes such as this are meant to be fun, and to give you a guide to which EI areas you are doing well in and those which perhaps you need to focus on for development.

This Test, is a forced-choice psychological test which requires you to choose Instructions for the FREE EI Test one statement in each pair of statements that describes you best. For each pair of statements, select the statement that best applies to you. Do not over-analyse the questions, or try to think of "exceptions to the rule." Be spontaneous and choose the statement that comes closest to the way you are.

Occasionally there will be questions that ask you to make a close call between two choices. This is because the Test is trying to distinguish between specific areas. If a question is very close and you can't decide which statement applies to you best, you can come back to it after you have completed the other questions.

The Test usually takes about 10 minutes to complete. At the end of the test, click on the Score Test button, and wait for the computer to generate an EI profile of your scores. If you have answered honestly and accurately, your scores will reflect your capability level within each of the EI quadrants.

We cannot guarantee the accuracy of the results of this Test - only that it can help you begin your journey of self-development!

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Emotional Intelligence Test - Global Leadership Foundation

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Free emotional intelligence test developed by Global Leadership Foundation

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While there are dozens of leadership theories and psychology, there are a few that are more well-known. These more common leadership theories are important to understand and recognize, especially if you currently are, or are studying to be business leader in the future. Understanding psychological and social impacts of effective leadership will help you determine the kind of leader you want to be.

--Behavioral theory. The behavioral leadership theory focuses on how leaders behave, and assumes that these traits can be copied by other leaders. Sometimes called the style theory, it suggests that leaders aren't born successful, but can be created based on learnable behavior. Behavioral theories of leadership focus heavily on the actions of a leader-this theory suggests that the best predictor of leadership success is viewing how a leader acts. Action rather than qualities are the focal points of behavioral learning theory. Patterns of behavior are observed and categorized as "styles of leadership" in this theory. Some of the styles of leadership include task-oriented leaders, people-oriented leaders, country club leaders, status-quo leaders, dictatorial leaders, and more. At the end of the day, the actions and actual behaviors of a leader are what defines success in this theory.

The behavioral theory has many advantages, primarily that leaders can learn and decide what actions they want to implement to become the kind of leader they want to be. It allows leaders to be flexible and adapt based on their circumstances. Another great benefit of this leadership style is that it suggests anyone is capable of becoming a leader. Some disadvantages of the behavioral theory are that while it allows flexibility, it doesn't directly suggest how to behave in certain circumstances. There are dozens of leadership styles that stem from the behavioral theory, but there isn't a right one for every circumstance.

A great example of the behavioral theory is looking at a task-oriented leader vs. a people-oriented leader. If there's a problem with a team, a task-oriented leader will look at the process to see if something needs to be adjusted with the workflow. A people-oriented leader will look at the individuals and go right to them, asking what the issue is. Whatever behaviors you choose, the behavioral leadership theory helps leaders focus on their actions and utilize their decisions to be a great leader.

--Contingency theory. The contingency leadership theory, sometimes called situational theory, focuses on the context of a leader. These theories look at the situational effects of the success or failure or a leader. A leader's effectiveness is directly determined by the situational context. While a leader's personality is a small factor in their success, the most important factor is the context and situation of the leader. This theory takes the specific leadership styles and suggests that good leaders can adjust their leadership style situationally. It also suggests that it may be best to find the right kind of leader for a specific situation. Types of contingency theories include the Hershey and Blanchard's Situational Theory, the Evans and House Path-Goal Theory, and Fiedler's Contingency Theory.

The contingency theory has great advantages, including that leaders are able to be effective no matter their situational context. However, this theory does have criticism suggesting that there isn't enough detail that goes into the context of any situation. Contingency theory focuses on the importance of a situation, but may not focus enough on the psychology of the employees or the company itself. It also may not focus enough on how leadership styles can change over time.

There are internal and external factors that impact a leader and their situation. The type of company, the size of the team, and the innate leadership style of an individual are internal factors. External factors may include the customer feelings and the marketplace. All of these situations play a factor into the contingency theory.

--Great Man theory. The great man theory of leadership, sometimes called the trait theory, suggests that good leaders are born. They have innate traits and skills that make them great, and these are things that can't be taught or learned. The trait theory suggests that leaders deserve to be in their position because of their special traits.

There is a great amount of criticism for the trait theory, mainly that leaders are either born or not, that there isn't work or effort that is needed to be put in so you can become a leader. This suggests that social or psychological leaders are predetermined and that leaders are unable to come from the shadows-they are either chosen or not. There is also criticism that most of the traits associated with this theory are inherently masculine, and don't match the real psychology of good leaders.

People cite Abraham Lincoln, Alexander the Great, Queen Elizabeth I, and many others as their examples of the great man theory. These social giants utilized their skills to lead nations. High levels of ambition and determination are usually seen in leaders that appear to bring this theory to life. Today, leaders that climb to the top may view their traits and abilities as part of the "great man" theory. So it may appear that leaders get to their position based on their inherit gifts.

--Management theory. The management theory is sometimes called transactional leadership, and focuses on supervision, organization, and group performance. Transactional leadership is a system of rewards and punishments, and transactional leadership is regularly used in business. When employees do something successful, managers reward them. When they fail, they may get punished. Transactional rewards and punishments are given based on the idea that people really only do things for the reward. Their psychology doesn't allow human beings to do things out of goodness, but rather out of the promise of a reward.

The management leadership style can be extremely effective. Positive reinforcement is known for working wonders with employees, encouraging and motivating them to succeed. But there is lots of criticism around leadership that is strictly transactional as well. Consequences and punishments can decrease morale in an organization, negatively impacting employees. It can also be seen as a lazy leadership style-rewards and punishments are a relatively simple way to lead employees.

A common example of this management style is a leader that offers a cash bonus for employees who meet a goal. Or a leader who makes employees do extra paperwork if they miss a deadline.

--Participative theory. Participative leadership isn't as common in the corporate world. Sometimes called democratic leadership, this leadership theory suggests that employees be directly involved in decision making in their organization. The leader simply facilitates a conversation and then takes all the suggestions, and comes up with the best possible action. In this theory, everyone is very involved with decisions for the team and organization, with the leader simply helping direct the charge.

There are many advantages to this theory. Employees feel more engaged and motivated when they are directly involved in decisions and outcomes for their company. This theory is not without criticism however-some suggest that this type of style makes leaders appear weak or unnecessary. It is also a criticism that leaders in this theory don't actually get the best outcomes, because they are too engaged in what people want more than what the company needs.

Bill Gates is a well known example of participative theory. While this theory is still hotly debated, there are many examples of companies that work to incorporate employees more in the decision making process. In this theory, a leader may have a meeting to ask employees how to solve a particular problem. They encourage employees to be open and honest about their thoughts. They take all the suggestions, and meet with other leaders to discuss them. Leaders then make a decision based on the input from employees and their own decision making. Employees tend to appreciate this style, though it can be less effective overall.

--Power theory. This theory looks at the way a leader utilizes their power and influence to get things accomplished. French and Raven's Five Forms of Power is a commonly known power theory of leadership. It looks at positional power and personal power and how they impact leaders choices and outcomes.

This theory may appear to be highly effective-leaders with great power may seem highly efficient and get things done quickly. However, most employees don't appreciate power leadership. They want a leader who doesn't wield power over them, but works with them and encourages them. Thus the greatest criticism of this theory is that it doesn't reach the end goal of inspiring and encouraging employees, but rather makes them feel dominated.

The power theory can be seen in organizations where hierarchy and promotion is key to success. Employees in power theory companies see that their only way to influence change or impact the company is to gain power of their own. This can result in low morale, political, and cliquey climates in the office.

--Relationship theory. The relationship theory of leadership focuses on leaders who are mainly concerned about their interactions with others. They are often mentors for employees, scheduling time to talk to them and working to meet their needs. These kinds of leaders are focused on making work enjoyable for as many people as possible, and they want to foster a positive work environment. Studies show that this kind of leadership behavior can be the most effective for many employees. Relationship-oriented managers often get better results from their employees.

There are many advantages to this kind of leadership. Employees feel confident in their leader and want to follow them. They are also inspired to be good leaders to others. Mentorship provides great opportunities to foster growth in employees, and encourages them to stay at the organization for a longer period of time. There are some critics for this kind of leadership however, including thoughts that relationship driven leaders may be unwilling to view employees who are causing problems at face value, they can let relationships get in the way of work, and they can be guided to favor people over productivity. However, most experts agree that relationship driven leaders are actually more effective at the end of the day.

An example of relationship theory would be a manager who takes a newer employee under her wing. She works to help this employee understand how they fit within the organization, encourage them to be open about questions and problems, and create a positive working relationship. This employee then is encouraged to work hard, point out issues, and help solve problems for the company.

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Good leadership is an essential element of any business in any industry. Good leaders can make or break a department, team, or an entire company. There are a wide variety of theories about leadership and understanding these can help you be even more effective and impactful for your organization.

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At our Presidential Leadership Scholars weekend in College Station, Texas, John Sununu, former governor of New Hampshire and George H.W. Bush's chief of staff, recounted President Bush's first meeting with French president Francois Mitterrand upon assuming office in 1989. U.S. relations with France were strained, and while there was no immediate need for joint U.S. and French action at the time, President Bush knew that sometime he would need America's old ally and wanted to repair relations with its leader.

As recorded in Sununu's The Quiet Man, President Bush invited Mitterrand to his home in Kennebunkport, and over two days he began to win over the veteran statesman, developing a lasting friendship and professional partnership. This relationship, authentically cultivated, paid extraordinary dividends when President Bush was able to use his partnership with Mitterrand to negotiate financial assistance to Poland and Hungary in 1989 and the eventual reunification of East and West Germany.

This "relational" approach to leadership was core to President Bush's values and personality. And in the broader world, relational leadership-the longstanding and almost instinctive cultivation of close personal and professional relationships as an entre to building alliances and partnerships-is common. It's prevalent in politics, where relationships among legislators and community members often lead to compromise, and in business, where trust is such an essential component of partnership.

So, how is relational leadership cultivated?

It starts with a genuine interest in others. President Bush's Deputy Chief of Staff and Transportation Secretary Andy Card said of the President, "President George H.W. Bush created personal relationships with everyone he could. That personal connection could become a strategic partnership when it needed to be. It was universal but sincere." I've seen the same in my career. When I was a new business analyst at McKinsey, for example, a senior director in the office took an interest in me and counseled me, even though I would never be useful to him. And most of us have benefited from peers or mentors who have befriended us and then aided us in the cultivation of our careers. These friendships aren't purely instrumental but authentic, sincere and driven by a genuine interest in others.

Relational leadership is further predicated on empathy-understanding others and meeting them where they are. When the Berlin Wall fell in 1989, President Bush was criticized for his subdued response. Some wanted the president to celebrate more visibly. But President Bush knew how tense a political moment the event was for Soviet General Secretary Mikhail Gorbachev, and sensitive to his relationship with Gorbachev and the fragility of the moment, the American president avoided the kind of gloating that may have made the situation more challenging for the general secretary to manage. This was an important gesture and one for which President Bush was misunderstood and criticized. But, as Sununu notes in The Quiet Man, it displayed empathy for Gorbachev and strengthened their partnership. Similarly, we're experiencing a heightened cultural appreciation now for former television host Fred Rogers based at least partially on his remarkable empathy. Mr. Rogers is the subject of a new documentary and a forthcoming feature film -and much of what makes him so unique and so compelling is the deep empathy he so regularly displayed for everyone he met, particularly children and the vulnerable. This empathy and kindness left even casual acquaintances transformed by their interactions with him and was a critical foundation of his leadership. It's similarly essential for each of us.

Further, this authentic and empathetic relational leadership is nurtured by small and large gestures of friendship. As I've written elsewhere, I once worked with a woman at a DC-area organization who was exceptional about spending time with even the most junior members of her organization and making them feel special. She took me to lunch and subsequently mailed me a book about which we'd spoken and a handwritten note-a kindness I appreciate to this day. Similarly, President Bush frequently wrote handwritten notes to friends and partners around the world. And while his subdued reaction to the fall of the Berlin wall was a grand gesture, he also made small gestures to reinforce relationships. Genuine interest in and excitement for others manifests in gestures and signals that you value and understand them.

Finally, while relational leadership is personal by nature, it can be powerfully embedded in the culture of an organization or team. Speaking of the Bush White House, Governor Sununu said, "President George H.W. Bush's commitment to collegiality was contagious. We all worked hard to maintain that." A culture that prioritizes authentic relationships starts at the top and cascades through an organization. In my time as a management consultant, I worked for several partners who prioritized collegiality among their teams-hosting kick-off dinners for us to get to know each other, planning team events to encourage bonding and insisting on respectful treatment of all colleagues-and that top-down leadership transformed the groups with which they worked.

Relational leadership can be incredibly successful, particularly when it is authentic, empathetic, reinforced through gestures of friendship and embedded in the culture of a team. It's not the only style of leadership, but can be powerful and personally fulfilling.
This article is part of a six-part series on leadership lessons from presidents that includes "Searching For The Right Leadership Style," "The Power Of Relational Leadership," "The Simple Power Of Connected Communication," "How A President Makes A Decision That Matters," "The Johnson Treatment: Pushing and Persuading Like LBJ" and "Life Is Worth Living In Three Dimensions."

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At our Presidential Leadership Scholars weekend in College Station, Texas, John Sununu, former governor of New Hampshire and George H.W. Bush's chief of staff, recounted President Bush's first meeting with French president Francois Mitterrand upon assuming office in 1989. U.S. relations with France were strained, and while there was no immediate need for joint U.S.

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Students Cheat. How Much Does it Matter?

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Students Cheat. How Much Does it Matter?

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Douglas Mulford worried when his lab course moved to remote instruction this past spring. Mulford, a senior lecturer of chemistry at Emory University, had worked out a system for giving in-person exams in large classes. But with his 440 students taking their final online, he feared, it would be much easier for them to cheat.

So Mulford set out to protect his test. He looked into lockdown browsers, which limit what students can do on their computers during a test, but concluded they were pointless: Most of his students had a smartphone, too, he figured, and could simply consult it instead. He thought about using a proctoring service, but wasn't convinced it could handle this volume of tests on such short notice. So he settled on what he calls "Zoom proctoring," having students take their final in a Zoom room, with videos turned on, while a TA watched them and recorded the session.

Mulford also appealed to his students' ethics, talking with them about the university's honor code. The first question on his exam asked them to affirm it.

His approach "failed spectacularly," he says. After being tipped off that students had cheated, he looked at their activity in the learning-management system and was able to see that close to 20 percent of them had opened course materials during the closed-book test. And that, he realized, didn't account for anyone who broke the rules some other way.

Mulford takes academic dishonesty seriously, but he can also see why it happened. "I was trying to fit the traditional model of testing into an online environment," he says, "and it just didn't work." Under the testing conditions he set, he adds, "the temptation became so high; the barrier to cheating became so low."

It was a deflating experience, and one that is dragging on for months as 80-some student cases have been winding
their way through Emory's academic-integrity process. Mulford figures he's spent about 50 hours dealing with this one episode of cheating. That's time he could have used to help students or improve his course.

Mulford's experience trying to anticipate, discourage, and react to his students' efforts to cheat has been a common story since classes shifted online in March. Cheating has always aroused strong and often opposing reactions among professors. But as pandemic teaching stretches into its eighth month, and many professors continue adapting to online teaching, they're more divided than ever.

On one side are professors who consider themselves pedagogically progressive. They've adopted the perspective that many prominent teaching experts have been encouraging: Trust your students, and find creative ways to assess their learning. Yes, some students will cheat. That's unavoidable, and policing them shouldn't be the North Star of anyone's teaching. Especially not during a crisis that has put students under tremendous pressure.

To professors on the other side, who tend to be more traditional, that advice falls flat. In some corners of a college, especially large-enrollment courses in quantitative disciplines with highly structured, sequential curricula, exams are seen as essential to learning. Cheating undermines their value. And no one seems to have figured out how to stop it.

Nothing instructors can do will eradicate cheating. There will always be some students who plagiarize papers, collaborate on homework, or copy someone's test. Scholars who study cheating agree that the goal, really, is to create conditions under which most students won't be too tempted.

Professors can create assignments that are harder to cheat on. They can take pressure off their students. And they can communicate with them about academic integrity, explaining why doing their own work is so important.

To academics, the reasons are obvious. One of the main things a college education is meant to impart is the ability to solve complex, novel problems. Most good teaching practices focus on building this skill.

But as Mulford's experience illustrates, the temptation can still win out. To students, classes can sometimes seem like a means to an end. A lifetime of schooling has conditioned them to see their task as finding an answer that someone else has already figured out, with a good grade being the ultimate goal.

It's also worth considering why students cheat in the first place. Among the strongest risk factors, experts say: stress and disconnection. That, unfortunately, describes many students' current experience of college. So when the virus pushed courses online, some instructors expected cheating to spike - especially on exams.

Now that they're taking tests at home, students can consult their books or notes. They can collaborate, or Google a forgotten fact or formula. They can find previous versions of the test - with the answers - online. They can submit test questions - no matter how clever or new - to tutoring services like Chegg and get an answer from an "expert" in minutes. This, to many professors, is especially egregious. It's not cutting corners, it's paying someone else to run the race.

While there aren't any hard data showing that cheating has increased since the pivot online, says David Rettinger, a professor of psychology and director of academic integrity programs at the University of Mary Washington, it may well have. Either way, he says, higher ed was probably "naïve" about exam cheating before. Most in-person tests, Rettinger says, are not proctored especially well. It's simply much easier to tell that students have copied from a website than from a classmate's paper.

Ask the staff of your college's teaching center, and you'll probably hear something like this: You can't police your way out of cheating, so here's what we recommend: Move away from that high-stakes, traditional exam. Consider other ways you can assess what students are learning. You might even find out that those other assessments - a project, a paper - lead students to learn more.

If you really require a traditional test, the teaching-center crowd will add, there are a bunch of things you can do to mitigate cheating - and many of them have the benefit of enhancing learning, too. Ask questions that require students to apply what they've learned and show their work. Maybe ask them in another question or a short video to reflect on how they got to that answer. Consider oral exams. Or make use of students' ability to look at resources they normally couldn't and make your test open note, open book, even open classmate. That's closer to what they'll face in the workplace: College graduates will rarely have to solve problems in an hour during which they have no access to the internet or other people.

Trust your students, the pedagogical progressives advise, and they'll usually live up to it. But that has not been Ajay Shenoy's experience. In March, Shenoy, an assistant professor of economics at the University of California at Santa Cruz, relaxed the expectations for his winter-quarter final, making it open note and giving students more time.

That hadn't been Shenoy's first impulse. Initially, he thought he might make it harder to cheat by letting students view just one question at a time, and randomizing the order of questions. The test would be timed, and everyone would take it at once.

Then his students started to go home, and home was all over the world. Between time zones and air travel, there was no way he could expect them to all find the same two hours for an exam. Besides, he realized, his students were, understandably, incredibly stressed.

Still, Shenoy required students to do their own work. He even asked them to let him know if they heard about anyone cheating.

After the exam, a couple of students came forward. One had heard about classmates putting test questions on Chegg. Another was pretty sure his housemates had cheated off their fraternity brothers. Alarmed, Shenoy decided to investigate. In his research, Shenoy uses natural-language processing to detect signs of political corruption. So to understand the scope of the cheating, he wrote a simple computer program to compare students' exam responses. He uncovered an amount of cheating he calls "stunning."

It also bothered Shenoy that it seemed to be common knowledge among his students that a number of their classmates were cheating.

"This is the issue when people say you should just trust students more," Shenoy says. "Even if 99 percent of the students don't want to cheat, if that 1 percent is cheating - and if everyone else knows about it - it's a prisoner's dilemma, right?" Students who are honest know they are at a disadvantage, he says, if they don't think the professor is going to enforce the rules.

So Shenoy enforced the rules. He investigated 20 cases in his class of 312, and filed academic-misconduct reports for 18. (Those weren't the only students who cheated, Shenoy says. Through documentation he got from Chegg, he knows many more students turned to the site. But he had time to pursue only students who had submitted questions to it.)

In-person exam cheating, Shenoy thought, is ineffective, and probably doesn't boost students' grades all that much - certainly no more than, well, studying more.

But when he compared the grades of students who had cheated with those of their classmates who didn't, he found that the cheaters scored about 10 points higher on the exam. "I guess it's possible that the smarter students were also the ones who chose to cheat," Shenoy says. "But usually, in my experience, it's the other way around."

Who's hurt when students cheat? It's their loss, some professors will argue. It's the cheaters who've squandered their tuition payment, time, and opportunity to learn the material. Besides, their actions will probably catch up to them eventually. That's not how Shenoy views it, though.

If cheating leads to a higher grade, says the economist, then cheating is rational. "This was actually quite valuable to the student," Shenoy says. "At the expense of the other students."

So Shenoy felt a responsibility. "Part of my reason for putting so much time into pursuing this," he says, "was just out of a sense of justice for the other students."

Are exams really worth this much trouble? Jay Phelan thinks so. Phelan, a faculty member in the life-sciences core curriculum at the University of California at Los Angeles, is so pro-exam that he once wrote, with his wife, an education researcher, an opinion piece arguing that teaching to the test is good, so long as it's a good test.

"Our point was this," Phelan says, "that when you're designing your course you figure out: What do you want them to know? How will you figure out whether or not they know it? And then you design your curriculum around that."

Typically, Phelan says, his tests are half multiple choice - he has 300 students - and half short answer. Those short-answer questions ask students to apply what they've learned in the course. But they also require them to demonstrate mastery of the facts by recalling what they've learned, and their score depends on doing both things.

Those verbs - recall and apply - carry a certain significance in teaching circles. They appear on Bloom's Taxonomy, an influential educational paradigm that divides learning objectives into different levels that move up a pyramid. Instructors spend a lot of time talking about how to get students to do work at the top levels, the highest of which involves creating something original. But the base - recalling facts - matters too, Phelan says. Everything else rests on it.

The shift to remote instruction, Phelan says, put a strain on that model. If students can look facts up, giving them points for remembering them no longer makes sense. But Phelan hesitated to give students a different kind of assessment, which he thought would be subjective, or even a test that was exclusively about application. There is information he simply thinks they ought to know.

"You have to actually have a pretty significant amount of understanding of real facts about biology," Phelan says, "in order to play with them and use them and integrate them with other things that you know."

This view is common among instructors who teach introductory courses in STEM. Students in these courses will be expected to draw on what they've learned in them in subsequent courses. And on the MCAT. And in their working lives. You want your doctor to have mastered basic science, right?

Phelan admits he sometimes feels "defensive" making a case he knows can sound old-fashioned. Still, he believes that "if you're going to do something interesting and novel, applying something to a new situation, you first have to understand what the concept is."

Yes, students can find things on the internet now. They'll continue to use Google after they graduate. "That's a useful skill," Phelan says, "but being able to find something and being able to draw upon it from your own brain and then make use of it to think about other things are not the same thing."

For any professor who agrees with Phelan, the prospect of giving an exam online presented two basic choices: Give up an important piece of assessment, or find a way to watch your students take their tests.

The young woman cries as she recounts why her professor gave her a zero on an exam. She'd initially gotten a B - a good grade on such a hard test, one she'd worked hard to earn, she tells the camera - but because she talked during the exam, the proctoring software flagged her for cheating. She had simply been reading the questions aloud to herself.

This emotional video was posted on TikTok, then widely shared on Twitter, where many instructors added comments expressing anger and dismay. Here was a powerful example of something progressive professors have long argued: Using third-party proctoring services harms students.

The prospect of falsely accusing a student - which speaks to the biases inherent in both human and artificial-intelligence assessments of test-taking behavior - is just one reason, those professors say. They also have concerns about how students' data will be used. They balk at peering into their private lives, especially during a pandemic some are riding out in difficult home situations. They wonder what happens to students who don't have the particular devices some proctoring services require, or sufficient bandwidth.

Then there are the pedagogical concerns. Being watched is stressful, and stress makes it harder to perform well on a test. Being watched could be especially stressful for students who are already marginalized, so the practice could exacerbate inequities. And remote proctoring can undermine the relationship between students and the instructor - which is itself an ingredient in learning.

Professors who use proctoring services generally view them as an important layer of test security, something that, in fact, helps give students confidence they'll be evaluated fairly. Some online degree programs have used them as a matter of course - though in that case students have agreed to this monitoring and presumably have the necessary equipment to participate.

Martha Oakley thinks this debate has been framed all wrong. The real question, says Oakley, a chemistry professor at Indiana University at Bloomington who recently became associate vice provost in the office of the vice provost for undergraduate education, is how they can assess students most equitably. Remote proctoring, Oakley says, could actually help here, by giving professors more flexibility in the kinds of tests they can use. Professors might, for instance, feel comfortable giving more lower-stakes assessments versus a few big tests if cheating were less of a concern.

This summer, as she prepared for her administrative role, Oakley organized a committee of information-technology experts, instructors who teach courses with hundreds of students, and professors with expertise in equity to make recommendations for assessing students during the pandemic. They did not all see eye to eye.

The group's recommendations capture that tension by acknowledging the concerns of the progressive and traditionalist camps. "Where possible," the committee wrote, "instructors should use forms of assessment that do not require proctoring. In many cases, these forms of assessment are more accurate than traditional exams." The university's teaching center, the recommendations document notes, is happy to help. Still, the rest of the document suggests a first- and second-choice proctoring service, and gives a set of best-practice recommendations for using them.

The recommendations are meant to speak to what instructors teaching large-enrollment classes are up against right now. "I don't know any faculty who want to be Big Brother in that way," Oakley says. "It's just all that we've got."

Lisa Eytel is well-versed in the alternatives. After classes went online, she did everything she could think of to help her students. When she administered the first exam after moving online last spring, Eytel, a clinical assistant professor of chemistry at Boise State University, gave them from 7 a.m. to 10 p.m. to complete a portion of it on paper, and distributed copies to anyone who didn't have a printer. Students had a full 24 hours for the other part, a set of multiple-choice questions they answered online. Eytel let them use their books and notes - but made it clear they weren't allowed to consult the internet, or each other.

They could, however, consult her. Eytel made herself available by email - and also spent nine hours signed into Zoom so that students could drop in and get help whenever they needed it. "They could not ask me how to solve the exact question," Eytel says, "but we would go over similar questions."

Students took her up on the offer, and she thought the exam had gone well.

Then, Eytel heard from colleagues in her department that they had caught students cheating on exams. And Eytel's own questions, one reported, were also up on Chegg.

"That was super-disheartening," Eytel says - in part because she had caught students in the course using Chegg for their homework earlier in the semester and talked a lot about academic integrity after it happened.

After the exam cheating, Eytel lost a lot of sleep. She scheduled a one-on-one Zoom appointment with each student who had been caught. One student's parents yelled at her over Zoom. There were "a lot of tears," she says. "From both students and myself."

Eytel felt especially bad, she says, because "I had made myself available in so many different ways. It was: If you can't get on Zoom, you can call me. Or you can email me. I had tried so many different ways to make it accessible for students, and make asking questions, and asking for help from me, feel more OK."

Some of the same students who had come to her for help, Eytel discovered, had also turned to Chegg.

That confirmed to Eytel that some students felt desperate. She redoubled her efforts to help. Eytel, who is in just her second year of solo teaching, essentially remade her lecture course mostly in-person this fall. This time around, Eytel has built "soft" and "hard" deadlines into her lecture class. She has given each assignment two due dates. The first ensured feedback from Eytel within 48 hours. But students can turn work in at any time before the next due date, set right before they will be tested on the material, without losing credit. That reduces the pressure to cut corners in order to meet a deadline, and provides an incentive to do the work even if it's late.

As for tests, Eytel rebranded them "knowledge checks." She reduced their weight in students' grades. The goal: Lower students' stress, and put their focus on learning.

Eytel also talked about cheating from the very beginning of the course. She had students read a passage from the university's code of conduct. She had them describe what academic integrity means to them and why using sites like Chegg is a violation of it. The exercise revealed that not all of her students see using the site as a problem- which gave her an opportunity to talk things out with students before anything had gone wrong. So far, Eytel says, the new approach to her lecture course appears to be successful.

That hasn't been true in the lab course she's also teaching this semester. While she did take smaller steps to add flexibility, relieve pressure, and discuss academic integrity, she has caught students in that course using Chegg.

But she hasn't given up hope. And she's still trying to find ways to reduce cheating on the exam in her lab course. She plans to use a larger pool of questions, and prevent students from going back to a question once they answer it. And she'll keep talking with them about academic integrity.

Eventually, Eytel plans to remake her lab course along the lines of what she did with the lecture. The best approach to reducing cheating, she believes, is something both simple and hard to realize, especially during a crisis: better teaching.

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Students Cheat. How Much Does It Matter?

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Douglas Mulford worried when his lab course moved to remote instruction this past spring. Mulford, a senior lecturer of chemistry at Emory University, had worked out a system for giving in-person exams in large classes. But with his 440 students taking their final online, he feared, it would be much easier for them to cheat.

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With a passing phrase during a speech in the 2016 Republican presidential primary, Donald Trump seemed to open a wide, new chasm among the American electorate.

"I love the poorly educated," then-candidate Trump said at a rally celebrating a victory over his rivals in the Nevada caucuses. The candidate was, at the time, enumerating some of the voting blocs that were paving his path to the nomination.

That simple sound bite signaled a clear connection between education levels and political affiliation rarely articulated so explicitly by a presidential candidate.

Less-educated white voters embraced Trump's particular brand of populism through both the primary and general elections. The opposite was also true; unlike in most past elections, a majority of white voters with higher levels of education favored Democrats in 2016. Polling this election cycle shows an even greater percentage of college-educated voters supporting the Democratic nominee Joe Biden.

The Trump era may foreshadow a deep and enduring schism between those who have a college credential and those who do not, especially if the president wins re-election on Tuesday. What would that mean for the future of higher education?

Patricia McGuire, president of Trinity Washington University, says conservative criticism of higher education is nothing new. But the president has taken it to a new extreme, seeking to undermine confidence not only in institutions but also to discredit individuals because of their academic expertise.

"Conservatives across the decades always found reason to be grumpy about the generally liberalizing effects of a college education," McGuire said in an email. "The Trump era has raised the stakes considerably." The president has spent his first term "trashing advanced knowledge, from denying climate science to dismissing Dr. Fauci and other learned epidemiologists as 'idiots,'" she wrote.

Mitch Daniels, president of Purdue University and the former Republican governor of Indiana, blames some in academe who, he says, have too long looked down their noses at those without credentials. "I've been troubled for quite some time about the very manifest drifting apart of Americans along educational lines."

Regardless of whose fault it is, Daniels and McGuire agree, a rift between voters based on the college degree would mean declining support for higher education among both the electorate and lawmakers, at a time when colleges face historic challenges from the pandemic and the coming enrollment cliff.

Like so many other facets of civic life in the United States, views of higher education have fractured along partisan lines. But it hasn't always been such a controversial issue.

As recently as 2015, a majority of people from both parties had a positive view of colleges, according to polling from the Pew Research Center. But the following yea r, only 43 percent of Republicans held that view, compared with 72 percent of Democrats.

More recent has shown that a majority of respondents from both parties have concerns about the price of a college degree. Conservatives, however, are more concerned about professors introducing their political and social views in the classroom.

In the early 20th century, the GOP was the party of the wealthy, who were more likely to attend college, said David N. Smith, a professor of sociology at the University of Kansas, while Democrats were the party of labor and wage earners. That began to change, he said, when the baby boomers flocked to college campuses, from mostly blue-collar backgrounds.

The culture wars that followed began the conservative political backlash against higher education, Smith said, but the current political climate has put the college degree at the center of the discourse in a new way.

"There's no question that having a college degree has emerged as a bright dividing line," he said, but it's been used to create a stereotypical image. At the same time, the term "working class," used as a rallying cry by Trump and his supporters, has been narrowed to mean only people without college degrees, rather than everyone who works for wages.

The president has shown very little interest in higher-education policy, broadly speaking, but he and other administration officials have acted on and amplified some of conservatives' most common concerns about colleges.

Since the beginning of his term, Trump and other administration officials have threatened to take away federal funding for colleges over free-speech disputes, moved to limit enrollment of international students, and investigated colleges for alleged bias in admissions against Asian Americans, among other things.

At the same time, the administration's rhetoric "fuels a perception that is popular in some quarters that a college education inculcates 'liberal' ideas that translate into political affiliations," McGuire said in her email.

For example, U.S. Education Secretary Betsy DeVos told a 2017 Conservative Political Action Committee conference that liberal college faculty were trying to indoctrinate students and tell them "what to do, what to say and, more ominously, what to think."

But this is an oversimplification. The divide between those who have college degrees and those who don't may not be as deep as polling would suggest, said several scholars, and college faculty have far less power to change students' political views than many believe.

Hasan Kwame Jeffries, an associate professor of history at Ohio State University, said the split among voters of different education levels is limited largely to Caucasians. "What we're really talking about there is the split in white voters," he said. Regardless of their education levels, Black voters, Jeffries said, vote overwhelmingly for Democrats.

Trump's attacks on higher education and the highly educated, Jeffries said, create a scapegoat for white voters who feel they have been left behind by the economy and can't afford a college degree. "Education becomes politicized because education becomes the enemy to the white working class," he said.

The perception doesn't reflect reality, Jeffries said, "but it's potent and it's flexible. Conservatives will rally behind a conservative appointee from Yale in a heartbeat; that lets you know it's the politics, but it should not be a wedge."

Katherine S. Conway-Turner, president of the State University of New York College at Buffalo, said higher education challenges students' beliefs, but campuses are far less political than is typically portrayed.

"Something very special happens in college communities" that's different from the partisan disputes so common in politics, she said. "If you're outside of higher education, you might not see this," Conway-Turner said.

Even some conservative thinkers within higher education are skeptical that the campus turns otherwise-conservative students into liberals. Jonathan Marks, a professor of politics and chairman of the department of politics and international relations at Ursinus College, is the author of the forthcoming book Let's Be Reasonable, which "presents the case for why, now more than ever, conservatives must not give up on higher education."

While faculty are overwhelmingly left-leaning, the political climate still varies widely by campus, Marks said in an email, and students are very capable of finding one that fits their views. Polling by College Pulse found that Trump's approval rating is above 50 percent at Clemson, Marks wrote, while the president gets just a 7-percent approval at Brown University.

In addition, Marks said, the shift in college-educated voters from Republicans to Democrats has largely occurred during Trump's time as a candidate and president.

"It's true that polls suggest a big shift in the white, college-educated vote in 2020," Marks said, "but if Betsy DeVos wants to blame liberal professors for this, she'll need to explain why the shift is so recent. Romney won this group easily in 2012."

"Liberal classroom indoctrination - much less successful liberal classroom indoctrination that could explain a shift between support for Romney in 2012 and support for Trump in 2016 and 2020 - is an overblown, undersourced explanation for the views of college graduates."

Perception, even when it doesn't reflect reality, still matters - especially in a political climate fueled by the president's frequent falsehoods, hyperbolic and dangerous allegations, and refusal to disavow conspiracy theories and white supremacists.

If politicians and large portions of the public believe that colleges are simply factories that produce liberal voters, then higher education could see an even greater erosion of support from elected Republicans and their supporters.

"Everything falls along partisan lines now," said Adam Gismondi, director of impact at the Institute for Democracy & Higher Education at Tufts University. "We are cutting out half of the applicants for college if Republicans decide college doesn't have value."

Without the support of Republicans in statehouses, higher education is unlikely to see any greater budget support. Conservative philanthropists may look for other places to donate their money.

"The perception among Republicans is that higher education has lost its trust," said Phillip W. Magness, a senior research fellow at the American Institute for Economic Research, a think tank that leans right."It's going to make the typical Republican voters ask questions about whether they should fund higher education," he said.

Aligning solely with Democrats doesn't necessarily ensure that higher education gets an easy pass from that party either, said McGuire, of Trinity Washington University. Politicians in both parties blame higher education for being inefficient and unproductive, she said.

"Does the fact that the Trump years have ostensibly pushed higher education even farther to the left mean that our 'liberal' enterprise will have better friends and greater support in a Biden administration? Possibly not. Those who forget the regulatory frenzy of the Obama years will be shocked to realize that we could be heading for a repeat scenario."

Daniels, of Purdue, said that without support from both sides of the political divide, higher education can expect Republicans to enact more of the kinds of actions that have been taken by the Trump administration.

"The cost of it all has gotten out of the reach of people of more modest means," Daniels said, and there is a "profound sense" that academics are looking down on the less educated. "If you look down your nose long enough at people, eventually they will punch you in it," he said.

"My point is, the things this administration has done or tried to do, to me these are consequences, not causes," he said.

Still, whatever political traction the president gets by railing against higher education, it is unlikely that most conservatives would abandon colleges altogether. Surveys from New America have found that, while many say they are unhappy with "higher education," they support their local college and acknowledge that a college credential is important for finding a good job.

Employers still rely heavily on the college credential as a signal, at least, of job preparation, with surveys showing that they prize the kinds of thinking emphasized in the liberal arts. In addition to the individual economic benefits of a degree, many colleges in rural areas are major employers for the region - one reason politicians of both stripes find it impossible to close public colleges in such areas.

If Republicans reject higher education on a larger scale, the party and its supporters could find themselves more isolated culturally, economically, and politically, especially if the party membership continues to trend more white and male.

The Democratic electorate, as well as the demographics in higher education, looks more like the emerging demographics of the country, which will include a majority of nonwhite residents, said Walter M. Kimbrough, president of Dillard University, a historically Black college. "The backlash is, 'I don't see myself in those kids, I don't connect with that part of America, that's not me,'" said Kimbrough.

Jeffries, the history professor at Ohio State, says that demonizing higher education and college-educated voters may work for the GOP in the short term but cause real and lasting damage to the nation from "the assault on knowledge and truth."

"The burden of the calculation is on the Republican Party," he said. "Is this a winning formula? Is denouncing higher education a winning formula?"

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american institute for economic research

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With a passing phrase during a speech in the 2016 Republican presidential primary, Donald Trump seemed to open a wide, new chasm among the American electorate. "I love the poorly educated," then-candidate Trump said at a rally celebrating a victory over his rivals in the Nevada caucuses.

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Less than a week remains before Thanksgiving, the finish line for many colleges' in-person fall terms. If there ever were dividing lines between campuses and the rest of America - any effective, unspoken cordons sanitaires, keeping coronavirus infections semi-isolated among students - they will be broken now, as thousands of students head home for the holiday.

Since the beginning of the Covid-19 pandemic, infectious-disease experts have warned that the winter will be bad, even if the United States got the virus under control over the summer, which didn't happen. Based on that warning, many institutions decided last spring to end their fall terms early, just before Thanksgiving. It turns out the timing may not have been early enough.

At many institutions, the warning lights are flashing red. At the University of St. Thomas in Minnesota and the University of Minnesota-Twin Cities, students' positive tests have climbed to new heights, with the latter institution reporting three times as many new positive cases in the week ending November 12 as in any previous reporting period. Contact tracers at St. Thomas, the University of Pittsburgh, the University of Tennessee at Knoxville, and other colleges have found that Halloween parties sparked new outbreaks - poor timing for Thanksgiving migrations.

Federal authorities have also taken notice: In a state situation report dated November 15, the White House Coronavirus Task Force wrote that college students in Missouri were "letting their guards down with Thanksgiving break less than a week away."

Some institutions have managed to contain the virus. Cornell University, Duke University, and the University of California at San Diego have seen about 1 percent of their enrollments test positive over the entire semester, according to data collected by New York Times. Many colleges, hoping to avoid exporting infections, are offering free coronavirus tests to students before they travel, and a few, such as the State University of New York system, are requiring the tests.

To some extent, however, it may not matter how good an institution has been at keeping its infection rates low. Students coming from environments of lower transmission may pose a lower risk to their families, but with the virus surging nationwide, even those students could still contract it on the road. Together, high rates at some colleges, plus the exposure that all American travelers now face, mean that college students could contribute to fresh outbreaks across the country, just as they did upon returning to some campuses for the fall.

"Do I know how big it's going to be? I don't know, but I do know that it has some of the classic earmarks of superspreading," said A. David Paltiel, a public-health professor at Yale University. "It's going to have these students mixing with lots of different populations in the nation's transportation hubs and mixing across generations at dining-room tables, where somebody has brought Grandma from the nursing home or her assisted-living facility."

In particular, young adults are more likely to have no idea they carry the coronavirus because they don't have symptoms. At Duke, slightly more than half of the positive cases identified through surveillance testing were asymptomatic. But that doesn't mean they can't spread the virus to others who might develop far worse cases.

The American College Health Association has posted guidelines for minimizing students' and their families' risks with holiday travel. They include numerous layered precautions: getting a flu shot; not attending gatherings before leaving campus; wearing a mask, social distancing, and washing hands frequently while traveling in shared transportation; being tested both before and after traveling, if possible; and then, after all that, quarantining for 14 days on arrival, despite any negative tests, because a test may not detect the virus if the infection was recent.

It's unclear how many college students will follow most or all of those recommendations, or are even able to. What if your college does not offer free exit testing? What if you don't have your own bedroom and bathroom to quarantine in?

The college-health group's recommendations do include ideas for when a strict quarantine is impossible. On an institutional level, colleges can enact policies that make it easier and more likely for students to do the right thing. Anita Barkin, co-chair of the group's Covid-19 task force, said she had been heartened by the increasing number of institutions that will finish their semesters online after Thanksgiving. That will eliminate the double whammy of having students travel before the holiday, then possibly bring the virus back to campus. One journey is plenty.

Unspoken in the balancing act of negotiating the travel risk is the fact that transmission of the virus has never been higher. Cases are skyrocketing. On Thursday the Centers for Disease Control and Prevention urged Americans not to travel for Thanksgiving, days after the governors of California, Oregon, and Washington made the same recommendation, and almost a month after the governor of Massachusetts did so.

In August, Anthony S. Fauci, director of the National Institute of Allergy and Infectious Diseases, said that the country had to get new cases down to 10,000 a day before the fall, or "we're going to have a really bad situation." Daily cases are now above 150,000.

So health officials around the country are encouraging Americans to try something a little different this year, to not combine households, if possible (a student coming home from college counts as being from a different household), and to think of alternative ways to celebrate. It's likely to be only a temporary sacrifice, the " cancel Thanksgiving " argument goes. Promising vaccine news means there's a light at the end of the tunnel, a few months away.

In a call with reporters last week, discussing recommendations for the winter holidays, Keri N. Althoff, an associate professor of epidemiology at the Johns Hopkins University School of Public Health, said she would not be visiting family members outside of her household this year.

But for an undergraduate who has attended a residential college for an on-campus fall semester, taking the advice that every other American is hearing may not be an option. Many colleges lack the resources to provide services to a large portion of their student bodies throughout winter break. For those who do stay on campus - for example, international students facing travel restrictions or entreaties from their families to stay put - it could be a lonely and anxious winter.

Unfortunately, the traditional schedules of residential colleges happen to feed into the impending perfect storm, releasing their students just as the pandemic enters its darkest phase yet, to wend their way home.

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national institute of allergy and infectious diseases

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Colleges Are Sending Students Home for Thanksgiving at the Worst Possible Time

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Less than a week remains before Thanksgiving, the finish line for many colleges' in-person fall terms. If there ever were dividing lines between campuses and the rest of America - any effective, unspoken cordons sanitaires, keeping coronavirus infections semi-isolated among students - they will be broken now, as thousands of students head home for the holiday.

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School counselors are uniquely equipped to bridge the gaps between administration, teachers, parents, and students. As the demands placed on everyone in a school community increase, it's vital that we view and include school counselors as part of our leadership teams. Let's make sure we recognize all they do and put their strengths to work for our students! Here are 11 ways school counselors serve as leaders in your building.

1. School counselors recognize and showcase diversity.

In many buildings, school counselors are considered the "heart" of the school. They help create an inclusive environment that is respectful, welcoming, kind, and open to all.

2. School counselors develop community partnerships.

Counseling staff work collaboratively with universities, community colleges, technical schools, local unions, military reps, and apprentice programs to provide a variety of opportunities for students. They are especially vital in ensuring underserved and first-generation students have access to and the tools to reach all possible post-high school options.

3. School counselors help during difficult situations.

Strengths such as listening, reflecting, and high emotional intelligence make school counselors valuable allies when trying to get buy-in from staff or the greater community on difficult issues. Counselors foster a culture of change via strong lines of communication and valuing input from all parties involved.

4. School counselors maintain strong home-school connections.

Counselors tend to be the liaison for parents when it comes to communicating with the school. This leadership role is especially important when assisting families who are not familiar with the school setting or have issues trusting staff.

5. School counselors maximize educational success.

School counselors can help to maximize the educational attainment of all students by providing students with mental health services (school or community-based) and developmental guidance that takes a proactive approach in helping students set and reach academic goals.

6. School counselors lead staff trainings.

Administrators who use their counseling staff (rather than outside contractors) to lead building-wide trainings can save a lot of money and gain quicker buy-in from staff. School counselors are experts on topics such as student engagement, positive discipline, suicide/self-harm, students-as-leaders, peer mentoring programs, and academic/social interventions for low-performing students.

7. School counselors protect and advocate for disadvantaged students.

Counselors identify and amend policies and practices that negatively impact disadvantaged students and advocate for equitable services for all students.

8. School counselors use expertise to bring data to life.

Like administrators, counselors are trained in data collection and analysis. They are skilled at using this information to drive decisions about placement, intervention, and overall student health and wellbeing.

9. School counselors mediate difficult situations between parents/students and staff.

Counselors are consistently looking for ways to support the relationship between school staff and parents. Acting as a mediator when one or both parties are upset about a situation is a critical way in which school counselors serve as leaders.

10. School counselors organize and lead crisis response.

Counselors are on the front lines after a tragedy has happened in a school or community. Staff, students, parents, and community members look to the counselors for guidance and support immediately following an event. Because of their training in emotional/mental, the counseling staff is critical in advocating for and teaching self-care to staff, parents, and students during a crisis.

11. School counselors empower and inspire.

School counselors inherently believe in people and work tirelessly to communicate that. By being visible and accessible at all times, their calming, caring, and encouraging presence helps support and empower staff in the building.

School counselors serve as leaders in many ways and we need to value their perspectives and strengths. They are vital to building positive learning environments in which students thrive.
Join our Facebook group Principal Life for more conversation about and insights into the challenges of school leadership.

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11 Ways Your School Counselors Serve as Leaders - WeAreTeachers

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School counselors are uniquely equipped to bridge the gaps between administration, teachers, parents, and students. As the demands placed on everyone in a school community increase, it's vital that we view and include school counselors as part of our leadership teams. Let's make sure we recognize all they do and put their strengths to work for our students!

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Far from simply setting up student schedules and administering placement and academic evaluation tests, school counselors are leaders who can have a huge impact on the acceleration and the enhancement of learning. They must possess the ability to negotiate, persuade others their ideas are worthwhile, and collaborate with principals and other school officials.

School counselors have many responsibilities, including counseling students, working with teachers and parents, referring students to outside agencies, participating in student welfare and learning support communities, and evaluating and improving their own school counseling program.

Listening

First and foremost, a school counselor needs to be a good listener. Often, they have several students they work with and may get very few chances to converse with them in a one on one setting. "The most basic of all human needs is the need to understand and be understood," said Ralph G. Nichols. "The best way to understand people is to listen to them."

To listen effectively, counselors must be fully in the moment, not thinking of their "to do" list but rather giving their full attention to the issue at hand. Reflecting back to the person, your perception of what they said helps show understanding, and lets them make corrections. The counselor must also keep an open mind, being careful not to make any judgments until they have heard the entire story. ¹

Being Empathetic

Often a part of listening, putting themselves in the shoes of the person speaking, whether that is a student or another school official, helps counselors truly understand the underlying issues.

"Without the ability to understand what the student is experiencing, a counselor cannot truly do an effective job," says Helen A. Hatridge, past president of the Missouri School Counselor Association. "Empathy leads to good listening and a better ability to help the client come up with solutions. It also helps the student feel more comfortable and willing to open up to a counselor." ²

To be more empathetic, it is essential for a counselor to put aside their viewpoint. At the same time, they need to validate the student's viewpoint, which does not always mean agreement. Instead it means acknowledging their right to have an opinion, and that they have valid reasons for it. Asking how that person thinks a situation should be handled or what they would do opens up an even deeper understanding. ³

Building Relationship

It takes time for a counselor to build a relationship with any student or even their peers. However, through listening and being empathetic, that process can be accelerated.

To feel free to talk to a counselor, a student must often "break the ice," and needs to feel trust, comfort, and acceptance. Students need to accept that the counselor is a professional caregiver, and someone they can turn to without fear of judgement.

A counselor who develops this trusting relationship with students can get a lot more done, An understanding of the kid culture and what they care about can go a long way toward providing that environment of trust and understanding.

Performing Assessments

Assessment skills are essential for any school counselor in a number of areas. From academic and skills assessment to personality testing and career advisement, the ability to discern the intersection of talent and desire is essential to offering good counsel.

Assessment also includes determining if a student has special needs and interpreting test and non-test data to decide where the student should be placed, and what programs will most benefit them.

Regardless of the reason for assessment, the steps often include, but are not limited to the following:

Choosing what tests should be administered and when.

Scheduling, preparing, and administering tests.

Scoring tests or sending them out to be scored.

Advising students, teachers, parents, and other staff on test score interpretation.

Evaluating the testing process, results, and subsequent recommendations.⁴

Assessments involve some testing but must also be combined with listening, empathy, and the relationship that has been built to determine how testing outcomes relate to personality, desires, and the goals of the student.

Coordinating Efforts and Activities

Efforts and activities can fall into a couple of different categories. A counselor will have to coordinate Individualized Education Plans (IEPs) for students, and other student specific plans as well. Along with coordinating individual student plans and interacting with teachers and other school officials, the school counselor often coordinates other activities and projects as well.

In many cases, the school counselor is in charge of parent newsletters, school announcements, managing social media accounts, and other community outreach and event planning efforts.

The ability to coordinate and manage these efforts and activities requires strong leadership and organizational skills. Teaching these skills to students by allowing them to take responsibility for their own educational goals and other efforts enables a counselor to show leadership by example.

Exercising Authority

In order to be able to implement programs, direct student activities and coordinate tasks, a counselor must exercise a certain amount of authority.

This means first of all that the counselor must be granted the authority to handle certain tasks by other school officials such as principals and administrators. The more their authority is validated by their actions, the more the counselor will be perceived as a leader by parents and students alike.

Secondly, the school counselor must be willing to wield the authority they have been granted, taking charge of tasks and situations, setting expectations, and holding those responsible to deadlines.

The counselor must also know in any given situation when to cross the line from friend to professional. If a student is being abusive or abused, a more professional response is ethically and legally mandated. It is the counselor's obligation to take charge and follow through, ensuring that student safety comes first.

Being Flexible

If one thing is certain in the field of education, it is that things will change. Interruptions, schedule changes, new programs, and new responsibilities all interrupt a counselor's daily routine.

Student needs and the needs of the school overall often take priority over scheduled meetings. Parent phone calls, staff concerns, talks in classrooms, and unexpected counseling needs can all be disruptive.

A successful counselor should:

Leave gaps in their day for unscheduled needs.

Use good time management techniques.

Set reasonable boundaries. Know what is worthy of an interruption, and what can wait.

Communicate clearly. Inform students, parents, and faculty of schedules and boundaries.

By remaining flexible, a counselor can better manage the stress inherent in the job and be more responsive when needs arise unexpectedly.

Having a Sense of Humor

Being able to see things from the side of humor has a number of advantages. It lets students see that the counselor is human and can not only laugh at situations but laugh at themselves as well.

This is frequently one of the biggest assets in building student trust and developing a relationship with them. It is often how those students relate to adults, whether through jokes or humorous anecdotes that illustrate a point the counselor is trying to get across.

Humor is also a stress reliever. Being able to see the humorous side of interruptions and other daily situations allows a counselor to relax and keep anxiety from taking over many scenarios.

It takes a combination of many leadership traits to make a school counselor effective. They must use listening skills and offer empathy in order to build relationships. A counselor must also perform assessments and coordinate activities and educational efforts. These duties mean they must remain flexible and exercise authority when appropriate.

Not one of these traits alone is enough, and no one is equally adept in all of them. They are taught and can be learned in a Master of Arts in Counseling with an emphasis in school counseling like the one offered by Wake Forest University. This graduate degree will prepare you for a career as a school counselor in almost any setting.
Sources: 1 2 3 ⁴ American Counseling Association, Assessment Skills for School Counselors Mind Tools, Empathy at Work Education World, School Counselors Reflective On What Makes Them Effective Fast Company, 5 Ways To Improve Your Listening Skills

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Leadership Traits Every Counselor Should Have

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Far from simply setting up student schedules and administering placement and academic evaluation tests, school counselors are leaders who can have a huge impact on the acceleration and the enhancement of learning. They must possess the ability to negotiate, persuade others their ideas are worthwhile, and collaborate with principals and other school officials.

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Why It Is Important To Have A Personal Leadership Philosophy

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Why It Is Important To Have A Personal Leadership Philosophy

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One foundation for great leaders is having and understanding their own leadership philosophy - a set of beliefs, values and personal rules related to the kind of leader they want to be.

This foundation will drive the workplace environment and climate of the team a leader leads, whether this is a four-person department or a multinational company with hundreds of thousands of employees.

A written personal leadership philosophy is an important differentiator between good leaders and great leaders.

A leadership philosophy is a set of beliefs and principles that strongly influences how you interpret reality and guides how you react to people, events and situations. Research has shown that consistent leadership behavior and actions require a clear personal leadership philosophy.

A written leadership philosophy also lets team members and others know what you expect, what you value and how you will act in any given situation. This helps to make your workplace environment less stressful and more productive, as well as keeping you on track and aligned with your core beliefs and values.

Konosuke Matsushita, the founder of Panasonic in Japan, is known in that country as the "god of management" for his writings and speeches on leadership and management.He wrote, "If you are a leader, you must have an ideology of leadership. If you lack an ideology, and attempt to decide everything on a case-by-case basis, you will never be capable of strong leadership."

As you can tell, it is important that leaders gain clarity about their own leadership philosophy, style and behavior.

Some of the core values you may want to include in your personal leadership mindset philosophy could be: confidence, adaptability, focus on people development, having a realistic vision. The important thing is that the values must be your own - things you deeply believe in and care about. They cannot just be a list of positive attributes that you find in a book or online.

No matter what attributes and values you choose, however, trust overrides them all. Without trust, none of your other attributes and values matter. Trust is something you earn and maintain through your behaviors. It is not bestowed upon you by rank or title.

Confidence is another key element of a strong leadership mindset. It comes from knowing yourself, and understanding (and appreciating) your strengths and weaknesses.

It also comes from observing and analyzing how you make decisions, both good and bad. Not every decision will work out as you expect. That's okay.

The key is to reflect back on how and why you made a particular decision to learn about your decision-making capabilities, tendencies, habits, and inclinations. This helps you grow as a leader and gives you greater confidence when you have to make judgment calls in areas where you may not be a technical subject matter expert.

This also enables you to de-personalize decisions, i.e. no more "I'll go with Beth on this one." Decisions should be made based on your determination of the facts and reality of the situation, not based on which person is presenting a proposed option.

It also allows you to create your own solutions from differing opinions that build on the strengths and ideas of each. Leveraging positive cognitive conflict (i.e. the opposing of two or more ideas) is one of the best ways of coming up with innovative solutions, and keeps negative personal conflict from getting in the way of good decision making.

By creating your own leadership mindset philosophy, and then identifying the behaviors that will help you implement these guiding principles, you will avoid the trap of deciding everything on a case-by-case basis. This results in consistency of leadership behavior; a benefit for both you and your team members.

No one leadership philosophy can be viable for everyone. Each leader faces different circumstances, brings different backgrounds to his or her leadership position, and leads widely different teams of people. You have to figure out what's right for you; what's true to you.

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The Importance of Having A Personal Leadership Philosophy

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One foundation for great leaders is having and understanding their own leadership philosophy - a set of beliefs, values and personal rules related to the kind of leader they want to be. This foundation will drive the workplace environment and climate of the team a leader leads, whether this is a four-person department or a multinational company with hundreds of thousands of employees.

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Leading with Love - Relational Leadership

It's easy to become the type of leader who distrusts other people. This is particularly true in business. Regardless of your industry, achieving the status of a leader and helping your company grow requires embracing your competitive nature to some degree.

Unfortunately, some leaders become so competitive that they start to feel they can't trust others. They become suspicious of everyone else's motives. They may even consider their own employees to be potential threats. Thus, they may lead ineffectively, behaving too defensively to make the right decisions in all situations.

Other leaders adopt a different approach. They make the decision to "love" everyone they encounter on a regular basis. This love is not the type of love they would feel for a romantic partner, but it is similar to the love one feels for relatives and close family members.

Consider this example of leadership philosophy as you develop your own ideas about how to be an effective leader. Treating your team members (and even your direct competition) with care and respect can be very helpful in a number of ways - and is more of a relational leadership style. For instance, perhaps an employee who was once enthusiastic about their role has become clearly disengaged in recent months. A leader whose philosophy is rooted in defensiveness and competitiveness might assume this employee has turned against them for some reason. As a result, the relationship will suffer, and the worker may seek employment elsewhere.

On the other hand, someone who leads with love in a more relational leadership style would take the time to ask themselves what factors may have contributed to this employee's lack of engagement. They can then more effectively determine what steps they must take to correct the issue. This yields very practical benefits. Engaged employees are more productive, and more likely to remain loyal to an organization.

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5 Most Valuable Leadership Philosophy Examples To Understand

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It's easy to become the type of leader who distrusts other people. This is particularly true in business. Regardless of your industry, achieving the status of a leader and helping your company grow requires embracing your competitive nature to some degree. Unfortunately, some leaders become so competitive that they start to feel they can't trust others.

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"Stand upright, speak thy thoughts, declare The truth thou hast, that all may share. Be bold. Proclaim it everywhere. They only live who dare."

To be effective and inspiring as a leader, you must do what Voltaire describes in this quatrain. Developing a Personal Leadership Philosophy (PLP) will empower you to declare YOUR truth and stand tall within it, to operate from a position of strength that ennobles you.

It is a common practice in all branches of the U.S. armed services for top-ranking officials to develop and declare their philosophy of leadership. The leadership program at the US Army War College in Pennsylvania includes an advanced course called "The Philosophy of Leadership." A prerequisite to that class is called "The Philosophy of Command." In other words, what seems like a long article here is just the starting point - you could take intensive classes about this very subject.

Before sharing and modeling your own PLP, you'll first need to do some of the work done in those classes to consider and craft a meaningful and genuine philosophy. This article will walk you through the steps needed. For more support, you can also use the samples and info on this resource page.

First, a definition of this thing called leadership philosophy. Philosophy is defined as:

Your personal foundation or belief in human nature.

A particular system of thought.

A system of principles for guidance.

An activity people undertake when they seek to understand fundamental truths about themselves, the world in which they live, and their relationships to the world and to each other.

Love of wisdom

From these definitions, you can extract some important ideas about the PLP you'll construct:

Philosophy is personal. There is no right or wrong.

Philosophy is something you choose. You can make a choice that is deliberate, intentional, based on reflection and determinations. Or, if you don't do that, you can have an accidental philosophy... one that is vague and unclear to others and, quite possibly, vague and unclear to even you.

Philosophy is meant as a foundation. Getting a solid core means you have clarity to guide decisions and a focus for sorting out all the competing inputs you get in a given day.

Here's one description of what it means to have a PLP. Please note the bolded verbs - we'll be using them as the five action steps in building your PLP.

"Successful Leaders know their Personal Leadership Philosophy (PLP) andcommunicate it by living it passionately every day in all they say and do. They have taken the time todetermine who they are, their values and priorities. Theyknow their course and haveset their internal compass, which gives them greater self-knowledge, greater self-confidence, and improved effectiveness as a leader. This is accomplished bywriting a Personal Leadership Philosophy, which states the core values you live by, what you expect of your people, what they can expect of you, and how you will evaluate performance. "

- Ed Ruggerio, The Leader's Compass: A Personal Leadership Philosophy Is Your Key to Success

The action words in bold type are the steps we are going to follow so that you can craft your philosophy and effectively communicate it to others.
STEP 1:
...They have taken the time to who they are, their values and priorities...

Don't jump ahead. Until you work through these questions and have absolute resolve about your own values and priorities, you cannot develop a meaningful PLP. This is the most important step in our process. Take your time in reflecting on these questions:

What do you truly believe?

Which values do you refuse to compromise?

How comfortable are you with who you are?

What causes you to have these core values?

What is the single most important thing to you?

STEP 2:
...This is accomplished by a Personal Leadership Philosophy, which states the core values you live by, what you expect of your people, what they can expect of you, and how you will evaluate performance.

No short-cutting on this step either. These are the benefits of putting your PLP in writing:

Putting it in writing provides clarity, objectivity.

Putting it in writing implies you are serious.

Putting it in writing makes a commitment.

Putting it in writing keeps it consistent.

Putting it in writing causes you to self-reflect, to be sure you mean what you say.

Putting it in writing makes you accountable.

Putting it in writing makes it easier to share.

These benefits are primarily for you. It's you initially who needs clarity, commitment, consistency and accountability. Also, the process of putting something in writing forces us to take a step back and evaluate it more objectively. This leadership philosophy isn't something you want to do with emotion alone - you want thought and analysis to go into it, too. Writing it down will help it to be more balanced.
STEP 3:
Successful Leaders their Personal Leadership Philosophy (PLP) and communicate it by living it passionately everyday in all they say and do. They have taken the time to determine who they are, their values and priorities. They their course...

Isn't this interesting? After all this reflection and writing, there is a wholly separate step related now to KNOWING your own personal leadership philosophy. Don't gloss over this!

You have to know your own PLP so well that you live and breathe it. If it is to guide your actions and provide examples to others of who you are and what you stand for, then you need to be intimately familiar with your PLP. This can't be an occasional thing that you bring out when it suits you... It needs to be a constant expression.

When you know your leadership philosophy, you also know your course of action. It's this knowledge that guides your decisions and choices.

These are the outcomes of knowing, in your bones, what you believe in and what you stand for:

Authenticity

Credibility

Consistency

Confidence

Believability

Trustworthiness

Clarity

Self-Assuredness

Determination

STEP 4:
...have their internal compass, which gives them greater self-knowledge, greater self-confidence, and improved effectiveness as a leader...

Once you determine, write down and get to know your own PLP, you can set yourself to live by it.

When you've done that, it's just as powerful as it sounds - imagine that you are no longer going to get lost in the woods and that you will always be able to find and navigate by a bright north star. Think of the confidence you'll project when you know exactly where you are going and no doubts about how you are going to get there. Others will notice, be inspired by this and be more willing and eager to follow you. And you will have fewer qualms about leading them.

What would it be like for you to have this level of clarity and confidence? You'll have:

Discernment (to uncover what you already know).

Clarity that points toward your truth.

Assurance that you won't get lost at crossroads.

An abiding ability to find your way.

Persistent confidence.

Inspiring effectiveness that others will want to follow.

Clear direction.

STEP 5:
...communicate it by living it passionately every day in all they say and do...

The first four steps helped you to craft your leadership philosophy. This step is equally important. But before you communicate your PLP, you must first take those set up steps so that you don't begin communicating before you are clear and certain in what you stand for. Your PLP isn't something that should change very often, so give it time to take shape and get it to a point where you can live with it for a good long time.

Our description is pretty clear in saying that the way you communicate your PLP is by living it passionately every day in all you say and do. That's a very high standard. But that's what it takes to be credible as a leader.

It all starts with getting clarity, first, for yourself so you can later communicate with clarity, conviction and credibility to others.
About the Author: Deb Calvert has worked as a Corporate Director in a Fortune 500 company and as a consultant, coach and trainer to nearly 400 businesses of all sizes. Deb is a certified executive coach, and a Top 50 Sales Influencer. She is Certified Master with The Leadership Challenge conducting workshops and coaching to help liberate the leader in everyone.

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5 Steps to Craft Your Own Personal Leadership Philosophy

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"Stand upright, speak thy thoughts, declare The truth thou hast, that all may share. Be bold.