2. Presentation Overview Meet Presbyterian College and the Blue Hose Internship Objective: Leadership Development Developing Distance Training Social Change Model and Transition Theory Weekly Engagement In-Person: Exploring Group Values Lessons for the Future

3. WELCOME TO PRESBYTERIAN COLLEGE Location: Clinton, SC (Pop. 10,000) Undergrad Enrollment: Approx. 1,100 Institutional Type: Private Liberal Arts Athletics: Division I, Blue Hose Religious Affiliation: Presbyterian

4. Understand Orientation practices at PC, a small liberal arts college Enhance leadership development skills through work with Orientation leaders Develop crisis management skills through on-call duties and on-site management Internship Objectives

5. Developing Distance Training Task: Engage with 31 Orientation leaders throughout the summer in preparation for on-campus training. Action Steps: Consider team building and theory applications Set realistic expectations for responses Develop weekly topics for discussion Exercise self-disclosure to support relationship building

6. Social Change Model (Higher Education Research Institute, 1996) Purpose of Leadership: Positive Change Individual Values: Consciousness of Self, Congruence, and Commitment Group Values: Collaboration, Common Purpose, Controversy with Civility Societal/Community Value: Citizenship

7. Exploring HOSE Leader Identity Creating a Mission Statement that reflects team and leadership values Focus on citizenship, commitment and common purpose Week 1: What does it mean to be a HOSE Leader?

8. Week 2: What is the most important value in leadership? Why? Focus on consciousness of self and congruence What do you think the most important value in leadership is?

9. Week 3: Who is the leader you admire most? Why? Focus on consciousness of self Encourages students to consider role models Who is the leader you admire most?

10. Schlossberg’s Transition Theory (Evans, Forney, Guido, Patton, & Renn, 2010) Transitions: “Events or nonevents resulting in changed relationships, routines, assumptions, and/or roles.” Process: Moving in, moving through, moving out Coping: Situation, self, support, strategies

11. Supporting Transition Week 6: What was the most difficult part of your college transition? Moving in, support Focus on consciousness of self, commitment Befriending upperclassmen at the expense of first-year relationships Making new friends and meeting new people Separating from family members Starting over Roommate isn’t social Juggling many activities Getting involved in activities Time management/procrastination Being comfortable taking “me” time Creating an independent adult identity Academic load: Learning to study for college Being yourself without fearing others’ judgment

12. Week 7: What piece of advice do you think is most important to pass on to your new students? Moving in, support Focus on congruence, commitment, and change “Everyone is probably telling you right now that these will be the happiest four years of your life. What they probably aren’t telling you is that these will also be some of the worst years of your life. In college you will feel on top of the world and utterly defeated (sometimes in the same day). So just try to remember that you’re not doing anything wrong if you’re having a hard time. And before you jump to any conclusions about how much happier everyone else is, and how much more fun they’re having than you, go sit down and talk to a friend. You’d be surprised by how many people feel lost and directionless at least some point in their college careers.” –HOSE Leader

13. Exploring Group Values In-Person Training: Presentation on HOSE Leader responses Creating a sense of group identity Focus on collaboration, common purpose, and citizenship

14. Lessons For The Future The challenge of designing development activities without in-person contact The challenge of summer responses: make them fun, not a burden Create more complex in-person discussion opportunities Develop opportunities to touch on all aspects of the social change model (controversy with civility)

15. Questions?

16. References Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2 nd ed.). San Francisco, CA: Jossey-Bass. Higher Education Resource Institute. (1996). A social change model of leadership development: Version III. Los Angeles, CA: University of California Los Angeles.