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Leadership theories are a significant foundation of many leadership education offices and programs. These theories provide a framework for the office to guide their thinking and directly correlates to the types of programs that are offered. For many of the services provided by leadership offices at higher education institutions, there is a theory connected that help prove why the skills students are learning contribute to their leadership development.

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As a component of experiential learning, service learning is a best practice because students are able to engage in experiences that have direct impacts on their communities. Students are able to see the positive effects that their leadership can have on the lives of others.

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This is a best practice in leadership education because students are completely immersed in the programs they participate in. Leadership is best developed when students are able to self-reflect and engage in opportunities that help them develop their own leadership-identities. To help guide their experiences, students are often reliant on mentors and coaches that serve as role models. This kind of learning can also come in the form of learning from the experiences of other leaders. Utilizing motivational speakers, and well known leaders to speak and provide workshops for students allows them to see what effective leadership looks like on a large scale.

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Additional First Year Leadership Opportunities 

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Additional First Year Leadership Opportunities 

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http://cms.bsu.edu/campuslife/studentlife/summerprograms/cardinalleadership
Ball State University: Cardinal Leadership and Service Seminar  (C.L.A.S.S)
This is a service-oriented experience for incoming first year students to engage in service-learning before classes begin. Many students who participate in C.L.A.S.S go on to be prominent leaders on campus.

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-It is a 6-week program that occurs during a first year student's first fall semester on campus.
-Students attend a fall-retreat the weekend before classes begin to kick off the institute that focuses of developing team-building skills.
-Students participate in several training sessions that focus on different areas of leadership, including how to create their own definition of what it means to be a strong leader.

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Illinois Wesleyan University: First Year Leadership Institute

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Illinois Wesleyan University: First Year Leadership Institute

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https://www.iwu.edu/student-activities/leadership-programs/FYLI.html

This program provides opportunities for first year students to become involved with the campus and learn the basics of leadership.

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-The program lasts a total of 4 semesters and is divided into 2 phases. Each phases focuses on different elements of developing personal leadership identities.
-Students can participate in Excellence in Leadership as an extracurricular activity, or may choose to participate for course credit that counts towards earning a Leadership Minor alongside their major degree.
-One of the main goal of the program is to "teach you how to build yourself building others."

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Ball State University: Excellence in Leadership

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Ball State University: Excellence in Leadership

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http://cms.bsu.edu/about/administrativeoffices/eil/about

This program is catered to emerging leaders and challenges students to analyze their own leadership identities, multiple leadership styles, and engage in collaboration with peers on campus as well as partnering with the local community.

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https://www.leadershape.org/
LeaderShape is a nationally recognized 6-day leadership development program. Participants of LeaderShape learn to live with integrity through a variety of educational experiences.  Both Illinois State University and the University of Illinois use this program to educate student leaders.

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Additional Leadership Certificate Programs: 

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Additional Leadership Certificate Programs: 

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University of Illinois-Leadership Certificate Program
http://leadership.illinois.edu/leadership-certificate-program/about-certificate

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Students use their day-to-day college experiences to develop their own sense of "who am I?" and "What are my skills?" This program encourages students to articulate what they value, as well as the skills they posses, as they see in themselves as leaders in their communities.

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-There are 3 pillars that form the core of the program: Leadership, Civic Engagement, and Global Perspectives. Every participant is required to complete the Leadership pillar, and at least one additional pillar.

-Students must complete a series of "experiences" for each pillar that can include anything from involvement in a student organization, to attending a campus-wide speaker, to participating in collaborative projects in class.
-Students choose their own mentor, typically a faculty or staff member, and meets monthly to discuss progress with the program, as well as develop a personal relationship.
-Students meet several times in small, peer led, groups to discuss their campus involvement, leadership development, and life.

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Illinois State University: ISU Leads Certificate Program

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Illinois State University: ISU Leads Certificate Program

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This program is in its 4th year and currently serves over 250 students. ISU Leads creates interconnections in all that students experience during their collegiate career. This experience is unique because participants can complete the requirements at their own pace and can utilize their entire undergraduate journey to earn their certificate.

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ISULeads: Learning civic engagement at Illinois State

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ISULeads Leadership Certificate Program at Illinois State University is a co-curricular program comprised of three pillars designed to connect students' classes, involvement, work, and community service. Whether you are a leader or not, this program, along with the mentors can help you succeed in your goals, as well as grow personally and professionally.

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"Provide opportunities for students who wish to incorporate their leadership experiences into their academic curriculum." - Ball State University, Office of Student Life: Leadership Development

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"Leadership programs offer the opportunity to learn and develop leadership skills and identify leadership styles and strengths." - Illinois Wesleyan University, Student Activities and Leadership Programs

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"Life-long learning and personal growth are essential to effective leadership." - University of Illinois, Illinois Leadership Center

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"Service and Leadership are best learned through experiences, reflection, and application." -Illinois State University, Leadership Community Connections

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Beliefs of Leadership Education Programs

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Beliefs of Leadership Education Programs

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The following are common beliefs of leadership programming from various higher education institutions

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The overarching goal, or mission, of leadership education is to provide opportunities for students to learn a variety of skills, attitudes, and concepts necessary to become effective leaders in their communities (Huber, 2002, 27).

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Liz Vales, Interim Director of Student Activities and Leadership Programs at Illinois Wesleyan University

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Liz Vales, Interim Director of Student Activities and Leadership Programs at Illinois Wesleyan University

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"Leadership programs provide an opportunity for students to develop as an individual, build team working skills, as well as learn to work in collaborative and supportive environments. Leadership programs allow students to learn these skills outside the classroom setting."

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Harriet Steinbach, Coordinator of Leadership Community Connections at Illinois State University

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Harriet Steinbach, Coordinator of Leadership Community Connections at Illinois State University

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"Anyone should be able to understand and explore his or her own leadership skills. Students are able to develop their own leadership philosophies and begin to learn their own values. Leadership programs help with this development. "

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Benchmarking of Programs and Service at a Variety of Institutions:

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Benchmarking of Programs and Service at a Variety of Institutions:

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Ball State University (Comprehensive): http://cms.bsu.edu/campuslife/studentlife/leaddevelopment
Illinois Sate University (Comprehensive):
http://deanofstudents.illinoisstate.edu/involvement/leadership/
Illinois Wesleyan University (Liberal Arts):
https://www.iwu.edu/student-activities/leadership-programs/
University of Illinois Urbana-Champagne (Research):
http://leadership.illinois.edu/

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Interviews of Student Affairs Professionals Working with Leadership Programs:

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Interviews of Student Affairs Professionals Working with Leadership Programs:

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Harriet Steinbach: Director of Leadership Community Connections Office at Illinois State University
Liz Vales: Interim Director of Students Activities and Leadership Programs at Illinois Wesleyan University
Jennifer Desmond: Graduate Assistant for Education In Leadership Program at Ball State University

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These 8 competencies (see left) aim to enhance a student's level of self-awareness and ability to work with others. They can be divided up into 3 levels (see right), with the purpose of interaction across each level in order to contribute to overall social change for the common good (Dugan, 2006, 335-336).

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References and Resources used in the Creation of this Project

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References and Resources used in the Creation of this Project

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Caza, A, & Rosch, D.M. (2012). The durable effects of of short-term programs on student leadership development. Journal of leadership education, 11(1), 28-48.
Dugan, J.P. (2006). Involvement and leadership: A descriptive analysis of socially responsible leadership. Journal of college student development, 47(3), 335-343.
Huber, N.S. (2002). Approaching leadership  education in the new millennium. Journal of leadership education, 1(1), 25-34.
Tilstra, D. (2008). Leadership development in higher education: What the research shows is working and why. Journal of applied christian leadership, 2(2), 1-8.

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By using models such as the experiential learning cycle and the Social Change model, Astin's theory of involvement is a common theory used within leadership development offices because the experiences students gain in regards to collaborating with peers, service learning, and consistent reflection, require students to invest more time and energy into their learning. Astin believes that the more investment students make in their education, the greater their personal development will be (Tilstra, 2008, 5). Leadership programs aid in this development because students are investing their time in programs, services, and other opportunities that allow them to develop their own sense of self, their values, and in turn give back to their communities.

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The Social Change Model is one of the most well-known leadership models due to its broad applicabilit.The model was created to emphasize the importance of the following: relationships, ethics, and engagement within society, as they relate to an individual's leadership development. The theory is rooted in the belief that an effective leader possesses "a strong and well-developed sense of personal values that link to action, a set of interpersonal and networking skills that incorporate systems thinking and conflict management into the development of trusting teams, and a desire to engage ethically, positively, and sustainably with society" (Caza & Rosch, 2012, 30-31).

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Why is Leadership Education and Programming Beneficial to students' collegiate experience? 

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Why is Leadership Education and Programming Beneficial to students' collegiate experience? 

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In this video, students who participated in the program at York University describe the impact that this program had on their lives.

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Apply for York U LeaderShape Institute 2016!

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Check out what past York U LeaderShape Institute graduates have to say about the progam! Student Community & Leadership Development (SCLD) would like to invite you to attend the York Leadership Program's LeaderShape Institute 2016! Visit http://leadership.scld.yorku.ca/leade... to apply! Category

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Harriet Steinbach, Coordinator of the Leadership Community Connections  (LCC) Office at ISU, explains that this is theory is  used by the office as a framework to guide the work of the various programs offered by the LCC. This model is best used when considering the creation of a learning community through leadership experiences. It begins by asking "what" the needs are for the community through reflection and observation. The next phase of the cycle asks, "so what," as the goals are developed and the the context of the community is considered. The third phase of the cycle poses the question, "now what," and encompasses the the planning and action that is necessary to initiate change in the community. This theory allows for student development in leadership because the students are learning to impact the world around them through hands-on and direct experiences (Huber, 2002, 29).

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What are Some Best Practices in Leadership Programs?

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What are Some Best Practices in Leadership Programs?

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Experience-Based Learning, Service Learning, and Theory-to-Practice approach

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What Types of Services and Programs are Provided within Leadership Development Offices? 

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What Types of Services and Programs are Provided within Leadership Development Offices? 

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Common leadership programs and services include: leadership certificates and minors, short-term programs, workshops and retreats, and first-year student opportunities.

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What is the Mission, or Purpose, of Leadership Education and Programs?

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What is the Mission, or Purpose, of Leadership Education and Programs?

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What Theories guide the practice of Leadership Development? 

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What Theories guide the practice of Leadership Development? 

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According to office interviews, and additional research, the following are theories that are commonly used when working with students on leadership development.