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Leslie van Rooi

Outcomes & Programmes Frederik van Zyl Slabbert Institute for Student Leadership Development. Leslie van Rooi. Content SU decision to establish the Institute HE and Leadership Development in Africa 3. Structure of Institute & programmes 4. Aims and Outcomes 5. Current Programmes

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Leslie van Rooi

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  1. Outcomes & Programmes Frederik van Zyl Slabbert Institute for Student Leadership Development Leslie van Rooi

  2. Content • SU decision to establish the Institute • HE and Leadership Development in Africa • 3. Structure of Institute & programmes • 4. Aims and Outcomes • 5. Current Programmes • 6. Leadership Through Community Interaction

  3. Decision imbedded in the SU strategic framework • SU producing responsible and critical leaders within a democratic social order • Institute named after our former Chancellor, drFrederik van Zyl Slabbert • Institute feeds form his legacy • Institute as part of the SU Hope Project • Direct link with Student Success SU Decision to Establish the Institute

  4. At SU, student development entails the following: • fostering a culture of democracy and human rights under students • enhancing academic success and excellence • advocating and promoting ethical leadership • understanding diversity and removing societal barriers thereby promoting • human dignity • promoting a sense of and providing tools for students to survive in the global • arena as world citizens • promoting community interaction • fostering a culture of conversation How do we understand Student Development?

  5. Future Structure has Programme Managers to support Coordinators • Head of the Institute currently supports and Coordinates programmes • Administrative Head for the Programmes: • Sanet van Zyl Structure of Programmes Facilitator Facilitator Programme Coordinator Facilitator Facilitator 3 Student Assistants

  6. African contextual leadership is extremely important for SU • Historical mission of HE includes the development of leaders for the common good • of society • direct link with community interaction and our involvement in the SA society • HE graduate attributes (well rounded graduates) • Generic or Transferable skills that will impact on society (focus on global • competence) HE and Leadership Development in Africa

  7. The Institute has the following pillars: • Democracy and Human Rights • Ethical Leadership • Human Dignity & Diversity • Global Trends • Community Interaction • Conversation • Programmes are structured for: • Positional Leaders • Non Positional Leaders • Students from other HE Institutions (including FET’s) • Learners General Focus Areas of the Institute

  8. General Outcomes for Programmes General development of skills in line with SU graduate attributes Contextual leadership & World citizenship Interaction between generations All programmes and facilitators will be evaluated in collaboration with the Centre for Teaching and Learning (CTL)

  9. Advanced Course In Mentoring • Agents of Social Change (partnership with Samford University) • 2DO (programme for second years) • Nucleus – Activating Entrepreneurs for tomorrow • Seeing the World Through Each Other’s Eyes • (Kennesaw University) • Living Legends (Joint Tennis and Life Skills • Programme) • Maties School Leaders Symposium • Annual Fredrik van Zyl Slabbert Lecture • Emerging Maties Course Current Programmes

  10. Leadership Through Community Interaction Course SU accredited short course (HEQF 6) Duration: 6 months per module, 2 modules per year Sessions: 7 sessions in total, with the first an Introduction and Overview, followed by 2 x community development, 2 x project planning and management, and 2 x leadership development, at 2 hours each. Course leaders: Michelle Pietersen, Jacob Du Plessis, Lidia Rauch, Liam van Zyl, & Leslie van Rooi. Objective: To train and prepare students for leadership roles in community interaction initiatives according to identified best-practice principles and criteria at SU

  11. Course Outcomes: •  An understanding and application of community interaction concepts, • principles, and processes in practice •  An ability to shape their own service role in relation to the identified needs • of a partnering community organization •  Knowledge of the proposal writing process and submission •  The project management skills necessary to • effectively plan, implement, and report on a • community interaction project •  Socially responsive & contextual leadership •  Fostering critical citizenship • Presentation methods: • Classroom instruction/lecturing; group discussions; • experiential learning; reflection; and guest speakers Leadership Through Community Interaction Course

  12. Leadership Through Community Interaction Course Assessment methods information: • A short written assessment • Reflective journals: 3-5 reflective journals on practical experience • Project proposal assignment and interview: Assessment of a student-led community interaction project proposal and interview with the presence of a representative from the partnering community organization • Reported interviews with inspirational leaders Assessment criteria information: Students must attend all 6 of the thematic sessions and complete all assignments. Exceptions will only be considered with a valid excuse. Students will pass based on their attendance and completion of all assessments.

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