L E A D E R S H I P & P R O F E S S I O N A L D E V E L O P M E N TI S S U E 3 | F A L L 2 0 1 9

Dante Bruno enthusiastically plugged into the idea of strength-based leadership through his participation in the Emily MauzyVogel Sophomore Leadership Retreat (EMV). Held each fall at Camp Tecumseh in Brookston, Indiana, the EMV retreat is an overnight program for sophomore students involving teambuilding, leadership inventories, personal development and more.

“The retreat opened my eyes to the idea that everyone can be a leader if they recognize their strengths and weaknesses,” said Dante, a senior in industrial engineering from Elmwood Park,

U P C O M I N G E V E N T S W H A T C A N Y O U D O N O W ?

LUNCH & LEARN SESSIONS

Growth Mindset & PERTSJanuary 23 at noon in Krach 230

Steps to Leaps in the ClassroomFebruary 5 at noon in Krach 230

The mission of Horizons Student Support Services is to assist students in developing academic, social, and personal skills through holistic services including tutoring, faculty mentoring, peer mentoring, career development, academic support, cultural enrichment and access to global experiences. These initiatives, coupled with a sense of belonging, will contribute to a well-rounded and successful Purdue University experience. More information at: https://www.purdue.edu/horizons/

Spring semester days of service will take place campus wide on January 20 (Martin Luther King Jr. Day of Service) and during the Spring Blast on April 11. Featured community partners are the United Way of Greater Lafayette and local neighborhood associations.

Students can learn about other volunteer and community action opportunities by visiting: https://www.purdue.edu/vpsl/leadership/Get-Engaged/Community_Action.html

S e r v i c e O p p o r t u n i t i e s f o r S t u d e n t s

H O R I Z O N S S t u d e n t S u p p o r t S e r v i c e s

D A N T E B R U N O E X E M P L I F I E S L E A D E R S H I P

Student ConversationsFebruary 17 at noon in Krach 230

Leadership & Professional DevelopmentFebruary 5 at noon in Krach 230

Generation ZMarch 9 at noon in Krach 230

Rapid advancements in globalization, technology and societal development increasingly demand workforce leadership that is responsive to complex and daunting problems that are often systemic in nature and require innovative solutions (Bennis, 2007; Evers, Rush, & Berdrow, 1998; Heifetz, 1998; Rondinelli & Heffron, 2009; Uhl-Bien, Marion, & McKelvey, 2007). Simultaneously, the general public reports only modest increases in confidence in leaders across social sectors after five years of steady decline (Rosenthal, Moore, Montoya, & Maruskin, 2009). The significant gap between leadership needs and perceptions of leadership capacity contributes to higher education’s positioning as arbiters of leadership development responsible for the preparation of future generations (Association of American Colleges & Universities, 2007; Astin & Astin,

2000; Council for the Advancement of Standards, 2009).

Colleges and universities have responded to this call by creating programs focused specifically on leadership development (Brungardt, 1996; Brungardt, Greenleaf, Brungardt, & Arensdorf, 2006; Haber, 2006; Zimmerman-Oster & Burkhardt, 1999), although research on the effectiveness of developmental interventions is scant (Dugan & Komives, 2007; Kezar, 2009; Kezar, Carducci, & Contreras-McGavin, 2006; Reinelt & Russon, 2003; Rosch & Schwartz, 2009). From the limited research that does exist, students’ involvement in mentoring relationships regularly emerges as a powerful predictor of leadership gains (Astin, 1993; Dugan & Komives, 2010; Kezar & Moriarty, 2000; Komives, Owen, Longerbeam, Mainella, & Osteen, 2005; Thompson, 2006). For

example, Parks (2000) contends that mentoring is an integral part of young adults’ understanding of leadership. Despite the strong assertions of many scholars regarding the potential of mentoring as a medium for developing leadership capacity, less is known about exactly how mentoring relationships lead to growth in leadership capacity (Dugan, 2011). Using the social change model of leadership, our research examined how the processes in which mentors engaged mentees and the various types of mentoring relationships shape leadership capacity.

Abstract from:Campbell, C. M., Smith, M., Dugan, J. P., & Komives, S. R. (2012). Mentors and college student leadership outcomes: The importance of position and process. The Review of Higher Education, 35(4), 595-625.

M e n t o r s & C o l l e g e S t u d e n t L e a d e r s h i p O u t c o m e s

D A N T E B R U N O E X E M P L I F I E S L E A D E R S H I PIllinois. “You can be much more effective as a team if everyone recognizes where their strengths are, where their weaknesses are and how to assign tasks accordingly.”

Dante has been an EMV retreat facilitator and a student director. The concept of leadership is not about trying to do everything for everyone according to Dante. “It’s recognizing what one is good at and also recognizing what one is not so good at, and that’s okay,” Dante said.

Dante has seen the most growth in his teamwork ability through his work with Horizons Student

Support Services. As a low-income student, he was invited into Horizons as a freshman. The mission of Horizons is to assist students in developing academic, social and personal skills. “There are so many incredible people in the program, and I had so many mentors through it,” Dante said.

Dante took the semester-long Horizon mentor-training class and became a mentor himself. “You learn about group facilitation, listening skills, empathy, confrontation and conflict resolution, and all of these super important soft skills that you are not taught formally,” said Dante. He also participated in a Horizon study abroad opportunity in Peru where he learned about global leadership.

Dante is a member of the Barbara Cook Chapter of Mortar

Board National Senior Honor Society, and he sings in the Purdue Varsity Glee Club. He and other Glee Club members are participating in the Steps to Leaps program through guided conversations about each of the five pillars with their Purduesires, the organization’s volunteer advisors.

“Any success I've had or advice I can give is from what I have been taught by others who are much wiser and more accomplished than I,” Dante said. “I have been so lucky to have opportunities that have pushed me to do things I would never have tried before, and that changed my life.”

Learn about the Emily MauzyVogel Sophomore Leadership Retreat: https://www.purdue.edu/vpsl/leadership/About/EMV.html