Intentional Student Development

The office of Student Activities & Leadership Development believes in Purposeful Student Engagement that is rooted in student leadership development theories and structured to ensure our students gain the valuable skills needed for the workplace and for life.  

Whether engaged in leadership and social justice programs, club sports, or one of our hundreds of student organizations, our students receive critical skills related to inclusive leadership, communication, and critical thinking skills and all of the many competencies outlined by the National Association of Colleges and Employers.

Below are some of the many leadership models undergirding SALD's work.

Purposeful Student Engagement: Student Activities & Leadership Development provides a vibrant Bearcat community through advocacy, engagement, education, and inclusion. 

Create an environment that values inclusion, growth, development, and support by building partnerships through collaboration.  

Inclusive Community Learning Outcomes
Beginnner Intermediate Advanced
Students are able to identify the importance of an inclusive community. Students are able to examine ways that they contribute to or disrupt an inclusive community.  Students are able to create an inclusive community for others. 

Supporting students to be the best version of themselves by living their values and purpose through actions and standards. 

Leadership Learning Outcomes
Beginner
Intermediate Advanced
Students are able to define their personal leadership style. Students are able to demonstrate the capability to influence others through positional and non-positional leadership roles. Students are able to cultivate leadership skills in their peers.  

Encourage students within our university community to strive to reach their greatest potential, through leadership development, and personal and professional growth, and involvement. 

Engagement Learning Outcomes
Beginner Intermediate Advanced
Student can identify a community on campus where they feel valued.  Students are able to demonstrate the importance of campus engagement in skill and career development.  Students are able to summarize the importance of campus engagement to others. 

Challenge students to become engaged, global citizens to examine contemporary issues related to systems of difference and inequality to empower them as agents of change in creating a socially just community. 

Advocacy Learning Outcomes
Beginner Intermediate Advanced
Students are able to identify unfair, unjust, or uncivil behavior of other individuals or groups. Students are able to challenge others through writing, speaking, or non-verbal expression.  Students are able to facilitate social change through empowering others. 

Commitment to experiential learning opportunities through change, innovation, vision, and creativity. 

Discovery Learning Outcomes
Beginner Intermediate Advanced
Students are able to identify important problems, questions, and issues.  Students are able to demonstrate critical thinking. Students are able to cultivate innovation through meaningful goal setting.

Social Change Model of Leadership Development

Established in 1994, the Social Change Model of Leadership Development approaches leadership as a purposeful, collaborative, values-based process that results in positive social change. The model has two primary goals:  Enhance student learning and development by developing in each student greater self-knowledge and leadership competence; and facilitate positive social change within the institution and community.  

The Model was built upon the following assumptions:

  • Leadership is socially responsible; it impacts change on behalf of others
  • Leadership is collaborative
  • Leadership is a process, not a position
  • Leadership is inclusive and accessible to all people
  • Leadership is values-based
  • Community involvement/service is a powerful vehicle for leadership

 

Tuckman's Theory of Group Development

Tuckman's Theory of Group Development

Watch to learn more.