Harnessing Talent: A Tiered, Accelerated Leadership Model for Academic Support Programs
Keywords:
supplemental instruction, student leaders, student support, trainingAbstract
DOI: https://doi.org/10.36896/3.2pp1
While student-leadership models are not uncommon among Supplemental Instruction (SI) programs, Texas State University has developed a tiered leadership model providing real-world paraprofessional experience to the undergraduates and graduates who serve as its leadership (Skalicky & Caney, 2010; The International Center for Supplemental Instruction at the University of Missouri-Kansas City, n.d.). The intention of this model is to increase the responsibility of each tier, creating more marketable new professionals while allowing fulltime staff members to focus on larger programmatic objectives. Under Texas State’s tiered SI leadership model, undergraduate student leadership is primarily responsible for front-line program coordination while graduate student leadership functions as a half-time professional, coordinating personnel management from recruitment to onboarding and managing initial program assessment each semester. Professional staff members closely monitor and concentrate on the work and development of the student leadership through weekly team meetings, individual bi-weekly meetings, and annual leadership retreats focused on needs assessment and larger program goals. The outcome is a heightened professional development experience for student leadership with greater ability of full-time staff members to better allocate time to other administrative tasks, metaphorically creating “hours” in the workday.
References
Bardou, K., Byrne, S., Pasternak, V., Perez, N., & Rainey, A. (2003). Self-efficacy and student leaders: The effects of gender, previous leadership experiences, and institutional environment. Journal of the Indiana University Student Personnel Association, 33-48. https://scholarworks.iu.edu/journals/index.php/jiuspa/article/view/4624/4258
Campbell, C. M., Smith, M., Dugan, J., & Komives, S. (2012). Mentors and college student leadership outcomes: The importance of position and process. The Review of Higher Education, 35(4), 595-625. https://doi.org/10.1353/rhe.2012.0037
Congos, D. H., & Stout, B. (2003). The benefits of Supplemental Instruction (SI) leadership experience after graduation. Research & Teaching in Developmental Education, 20(1), 29-41.
Kiersch, C., & Peters, J. (2017). Leadership from the inside out: student leadership development within authentic leadership and servant leadership frameworks. Journal of Leadership Education 16(1), 148-168. https://doi.org/10.12806/V16/I1/T4
Lockie, N. M., & Van Lanen, R. J. (2008). Impact of the supplemental instruction experience on science SI leaders. Journal of Developmental Education, 31(3), 2-14.
Skalicky, J. & Caney, A. (2010). PASS student leader and mentorship roles: A tertiary leadership pathway. Journal of Peer Learning, 3(4), 24-37.
Stone, M. E., & Jacobs, G. (Eds.). (2008). Supplemental Instruction: Improving first-year student success in high-risk courses [Monograph]. The First-Year Experience Monograph Series (No. 7, 3rd ed.). National Resource Center for The First-Year Experience and Students in Transition, University of South Carolina.
The International Center for Supplemental Instruction at the University of Missouri-Kansas City. (n.d.). What is supplementary instruction? University of Missouri-Kansas City. https://info.umkc.edu/si
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.