Description of the video:

So do you think that maybe that that's a sign of an effective leader? Or somebody who, who could spot the potential greatness and just encourage and open doors and make suggestions. I don't think all leaders have to be that way to be effective. But yes, that's a marvelous leader. As somebody I'd like to work for, they could work for me or I could work for them to be around a person who inspires you to your best self and who brings that out in you and who says, wow, these talents, you got to work on this a little bit, but these talents are phenomenal where you're almost unconditionally regarded well. When you're able and have the capacity to do these things, then there's no limit to the, what you can do. You're that person. Some of that is, some of that is Maleta about if you want to accomplish something, get some good people in the room together just to talk about it. And a synergy that comes out of six people in the room from across campus dealing with an issue. The outcomes are guaranteed to be the better. So do you think that maybe it's a mark of a good leader to figure out who six people would be, that would be a talent. I do encourage five or 12 or however many of the matter of fact in the speech I gave Thursday to the Aspen group, part of that was find the green, where are the green spots on your campus? Where is it just glowing and vibrating? That you could give it a good idea and they can implement, they can make it happen while another office, it would die on the vine. And they would gripe the whole time that they didn't have enough money. And we all know departments that are better or not on that. If you plant opportunities and good ideas in the right places, they can flourish with good support. And knowing where that would be and developing more of those, it is important. In 2011, you were awarded the Faculty award for teaching the Board of Regents University. What connections do you see between good teaching and effective leadership? I think the, well, I see a one to one correspondence. I think they're overlap, they're almost the same thing. I think the teaching role is inherently, by definition, also a leadership role you can create. You can do that in. Some of the most challenging teaching I've done is in co, creating a knowledge based together. That we then collaborated on where I wasn't the only one who knew anything but we were building. And some of that is two or three of my books have come out of class projects with grad students who are just brilliant, didn't know they could write that well. I said I can help you learn to write and I can help you shape your ideas. So we'll work on an outline first, but you really can do this. So can you name a couple of books that have come out of your class? Somebody's going to hear this and what? For example, we haven't talked about the social change model of leadership development yet, but when we developed that, there was no textbook that followed. People are adopting the model all over the place in higher education in 1996 and into the early 2000. But we needed a textbook for students. I had my class write the first textbook. Part of the class was Learning Leadership, discussing what should be in it, doing their Lit reviews for it. And I knew enough to guide them in that. But they were putting together chapters for this book. This was a graduates, my leadership educator class. They want they're motivated to do leadership. And I said in this class I'm going to be your teacher and co learner. But then we're going to shift over and I'll be your editor. The chapters won't all be done, We'll have them in a done draft form, but you have to hang in with me if you want to be published to get these into a published form. Of course every single person did because they got a publication out of it helps their career. Leadership for a better world is one another is the Handbook for student Leadership Development was done in another class. And the second edition, we had some people update their chapters and then added some new grad students to writing other chapters. The Facilitator's Guide for the Social Change model were students in the class. Yeah, we had several books out of those classes. I'm very proud to say not once that then I said I wrote, I've seen faculty that take students work and put it in their own book, like talk about unethical. That's terrible. But in this case, everybody could launch their careers as leadership scholars or educators, knowing they had some publications matter. So part of what you were doing as the leader and the teacher was really creating opportunities for them to launch their careers? That's right. Did they know that's what you were doing? Yes, we talked about it. It was transparent. Yeah, I mean, we did I even remember one class, my intro to student affairs class. I have lots of projects in that class and way too much work. I knew it was, you know, it's like one of the students called it student affairs. In the fire hose, it's coming at you. And I said, but every single thing I'm going to ask you to do, I can tell you what I think what it should contribute to your professional orientation, your personal development, it matter in your career. They were willing to trust and they said, okay, we'll do all the hard work and they could see the benefit of it. I even sometimes stepped outside myself and say, let's just talk about what we should have gotten out of that discussion. Like what did that matter, that we had that difference of opinion you always go to be making visible what might for some stay in visible. Do you think that qualities of somebody who is effective as a leader are inspiring trust and making things that might not necessarily seem evident at first visible. Those are all useful qualities. I mean, I wouldn't come up with ten things, but those things are all effect. Well, yeah, I'm just trying to figure out I understand what's in the jar here. Okay. And that award, I was so touched by that award. That's a system award for the Maryland system. So the University of Maryland system has ten or 12 institutions in the one that you got in 2011. Yeah, yeah, yeah, I noticed that you're mentioning. Yeah, That was very meaningful and that brings the mentoring into it too. Mentoring is really important to mentoring is another effective quality quality of an effective leader. You.

Description of the video:

So do you think that maybe that that's a sign of an effective leader? Or somebody who, who could spot the potential greatness and just encourage and open doors and make suggestions. I don't think all leaders have to be that way to be effective. But yes, that's a marvelous leader. As somebody I'd like to work for, they could work for me or I could work for them to be around a person who inspires you to your best self and who brings that out in you and who says, wow, these talents, you got to work on this a little bit, but these talents are phenomenal where you're almost unconditionally regarded well. When you're able and have the capacity to do these things, then there's no limit to the, what you can do. You're that person. Some of that is, some of that is Maleta about if you want to accomplish something, get some good people in the room together just to talk about it. And a synergy that comes out of six people in the room from across campus dealing with an issue. The outcomes are guaranteed to be the better. So do you think that maybe it's a mark of a good leader to figure out who six people would be, that would be a talent. I do encourage five or 12 or however many of the matter of fact in the speech I gave Thursday to the Aspen group, part of that was find the green, where are the green spots on your campus? Where is it just glowing and vibrating? That you could give it a good idea and they can implement, they can make it happen while another office, it would die on the vine. And they would gripe the whole time that they didn't have enough money. And we all know departments that are better or not on that. If you plant opportunities and good ideas in the right places, they can flourish with good support. And knowing where that would be and developing more of those, it is important. In 2011, you were awarded the Faculty award for teaching the Board of Regents University. What connections do you see between good teaching and effective leadership? I think the, well, I see a one to one correspondence. I think they're overlap, they're almost the same thing. I think the teaching role is inherently, by definition, also a leadership role you can create. You can do that in. Some of the most challenging teaching I've done is in co, creating a knowledge based together. That we then collaborated on where I wasn't the only one who knew anything but we were building. And some of that is two or three of my books have come out of class projects with grad students who are just brilliant, didn't know they could write that well. I said I can help you learn to write and I can help you shape your ideas. So we'll work on an outline first, but you really can do this. So can you name a couple of books that have come out of your class? Somebody's going to hear this and what? For example, we haven't talked about the social change model of leadership development yet, but when we developed that, there was no textbook that followed. People are adopting the model all over the place in higher education in 1996 and into the early 2000. But we needed a textbook for students. I had my class write the first textbook. Part of the class was Learning Leadership, discussing what should be in it, doing their Lit reviews for it. And I knew enough to guide them in that. But they were putting together chapters for this book. This was a graduates, my leadership educator class. They want they're motivated to do leadership. And I said in this class I'm going to be your teacher and co learner. But then we're going to shift over and I'll be your editor. The chapters won't all be done, We'll have them in a done draft form, but you have to hang in with me if you want to be published to get these into a published form. Of course every single person did because they got a publication out of it helps their career. Leadership for a better world is one another is the Handbook for student Leadership Development was done in another class. And the second edition, we had some people update their chapters and then added some new grad students to writing other chapters. The Facilitator's Guide for the Social Change model were students in the class. Yeah, we had several books out of those classes. I'm very proud to say not once that then I said I wrote, I've seen faculty that take students work and put it in their own book, like talk about unethical. That's terrible. But in this case, everybody could launch their careers as leadership scholars or educators, knowing they had some publications matter. So part of what you were doing as the leader and the teacher was really creating opportunities for them to launch their careers? That's right. Did they know that's what you were doing? Yes, we talked about it. It was transparent. Yeah, I mean, we did I even remember one class, my intro to student affairs class. I have lots of projects in that class and way too much work. I knew it was, you know, it's like one of the students called it student affairs. In the fire hose, it's coming at you. And I said, but every single thing I'm going to ask you to do, I can tell you what I think what it should contribute to your professional orientation, your personal development, it matter in your career. They were willing to trust and they said, okay, we'll do all the hard work and they could see the benefit of it. I even sometimes stepped outside myself and say, let's just talk about what we should have gotten out of that discussion. Like what did that matter, that we had that difference of opinion you always go to be making visible what might for some stay in visible. Do you think that qualities of somebody who is effective as a leader are inspiring trust and making things that might not necessarily seem evident at first visible. Those are all useful qualities. I mean, I wouldn't come up with ten things, but those things are all effect. Well, yeah, I'm just trying to figure out I understand what's in the jar here. Okay. And that award, I was so touched by that award. That's a system award for the Maryland system. So the University of Maryland system has ten or 12 institutions in the one that you got in 2011. Yeah, yeah, yeah, I noticed that you're mentioning. Yeah, That was very meaningful and that brings the mentoring into it too. Mentoring is really important to mentoring is another effective quality quality of an effective leader. You.

Description of the video:

So do you think that maybe that that's a sign of an effective leader? Or somebody who, who could spot the potential greatness and just encourage and open doors and make suggestions. I don't think all leaders have to be that way to be effective. But yes, that's a marvelous leader. As somebody I'd like to work for, they could work for me or I could work for them to be around a person who inspires you to your best self and who brings that out in you and who says, wow, these talents, you got to work on this a little bit, but these talents are phenomenal where you're almost unconditionally regarded well. When you're able and have the capacity to do these things, then there's no limit to the, what you can do. You're that person. Some of that is, some of that is Maleta about if you want to accomplish something, get some good people in the room together just to talk about it. And a synergy that comes out of six people in the room from across campus dealing with an issue. The outcomes are guaranteed to be the better. So do you think that maybe it's a mark of a good leader to figure out who six people would be, that would be a talent. I do encourage five or 12 or however many of the matter of fact in the speech I gave Thursday to the Aspen group, part of that was find the green, where are the green spots on your campus? Where is it just glowing and vibrating? That you could give it a good idea and they can implement, they can make it happen while another office, it would die on the vine. And they would gripe the whole time that they didn't have enough money. And we all know departments that are better or not on that. If you plant opportunities and good ideas in the right places, they can flourish with good support. And knowing where that would be and developing more of those, it is important. In 2011, you were awarded the Faculty award for teaching the Board of Regents University. What connections do you see between good teaching and effective leadership? I think the, well, I see a one to one correspondence. I think they're overlap, they're almost the same thing. I think the teaching role is inherently, by definition, also a leadership role you can create. You can do that in. Some of the most challenging teaching I've done is in co, creating a knowledge based together. That we then collaborated on where I wasn't the only one who knew anything but we were building. And some of that is two or three of my books have come out of class projects with grad students who are just brilliant, didn't know they could write that well. I said I can help you learn to write and I can help you shape your ideas. So we'll work on an outline first, but you really can do this. So can you name a couple of books that have come out of your class? Somebody's going to hear this and what? For example, we haven't talked about the social change model of leadership development yet, but when we developed that, there was no textbook that followed. People are adopting the model all over the place in higher education in 1996 and into the early 2000. But we needed a textbook for students. I had my class write the first textbook. Part of the class was Learning Leadership, discussing what should be in it, doing their Lit reviews for it. And I knew enough to guide them in that. But they were putting together chapters for this book. This was a graduates, my leadership educator class. They want they're motivated to do leadership. And I said in this class I'm going to be your teacher and co learner. But then we're going to shift over and I'll be your editor. The chapters won't all be done, We'll have them in a done draft form, but you have to hang in with me if you want to be published to get these into a published form. Of course every single person did because they got a publication out of it helps their career. Leadership for a better world is one another is the Handbook for student Leadership Development was done in another class. And the second edition, we had some people update their chapters and then added some new grad students to writing other chapters. The Facilitator's Guide for the Social Change model were students in the class. Yeah, we had several books out of those classes. I'm very proud to say not once that then I said I wrote, I've seen faculty that take students work and put it in their own book, like talk about unethical. That's terrible. But in this case, everybody could launch their careers as leadership scholars or educators, knowing they had some publications matter. So part of what you were doing as the leader and the teacher was really creating opportunities for them to launch their careers? That's right. Did they know that's what you were doing? Yes, we talked about it. It was transparent. Yeah, I mean, we did I even remember one class, my intro to student affairs class. I have lots of projects in that class and way too much work. I knew it was, you know, it's like one of the students called it student affairs. In the fire hose, it's coming at you. And I said, but every single thing I'm going to ask you to do, I can tell you what I think what it should contribute to your professional orientation, your personal development, it matter in your career. They were willing to trust and they said, okay, we'll do all the hard work and they could see the benefit of it. I even sometimes stepped outside myself and say, let's just talk about what we should have gotten out of that discussion. Like what did that matter, that we had that difference of opinion you always go to be making visible what might for some stay in visible. Do you think that qualities of somebody who is effective as a leader are inspiring trust and making things that might not necessarily seem evident at first visible. Those are all useful qualities. I mean, I wouldn't come up with ten things, but those things are all effect. Well, yeah, I'm just trying to figure out I understand what's in the jar here. Okay. And that award, I was so touched by that award. That's a system award for the Maryland system. So the University of Maryland system has ten or 12 institutions in the one that you got in 2011. Yeah, yeah, yeah, I noticed that you're mentioning. Yeah, That was very meaningful and that brings the mentoring into it too. Mentoring is really important to mentoring is another effective quality quality of an effective leader. You.

Description of the video:

So do you think that maybe that that's a sign of an effective leader? Or somebody who, who could spot the potential greatness and just encourage and open doors and make suggestions. I don't think all leaders have to be that way to be effective. But yes, that's a marvelous leader. As somebody I'd like to work for, they could work for me or I could work for them to be around a person who inspires you to your best self and who brings that out in you and who says, wow, these talents, you got to work on this a little bit, but these talents are phenomenal where you're almost unconditionally regarded well. When you're able and have the capacity to do these things, then there's no limit to the, what you can do. You're that person. Some of that is, some of that is Maleta about if you want to accomplish something, get some good people in the room together just to talk about it. And a synergy that comes out of six people in the room from across campus dealing with an issue. The outcomes are guaranteed to be the better. So do you think that maybe it's a mark of a good leader to figure out who six people would be, that would be a talent. I do encourage five or 12 or however many of the matter of fact in the speech I gave Thursday to the Aspen group, part of that was find the green, where are the green spots on your campus? Where is it just glowing and vibrating? That you could give it a good idea and they can implement, they can make it happen while another office, it would die on the vine. And they would gripe the whole time that they didn't have enough money. And we all know departments that are better or not on that. If you plant opportunities and good ideas in the right places, they can flourish with good support. And knowing where that would be and developing more of those, it is important. In 2011, you were awarded the Faculty award for teaching the Board of Regents University. What connections do you see between good teaching and effective leadership? I think the, well, I see a one to one correspondence. I think they're overlap, they're almost the same thing. I think the teaching role is inherently, by definition, also a leadership role you can create. You can do that in. Some of the most challenging teaching I've done is in co, creating a knowledge based together. That we then collaborated on where I wasn't the only one who knew anything but we were building. And some of that is two or three of my books have come out of class projects with grad students who are just brilliant, didn't know they could write that well. I said I can help you learn to write and I can help you shape your ideas. So we'll work on an outline first, but you really can do this. So can you name a couple of books that have come out of your class? Somebody's going to hear this and what? For example, we haven't talked about the social change model of leadership development yet, but when we developed that, there was no textbook that followed. People are adopting the model all over the place in higher education in 1996 and into the early 2000. But we needed a textbook for students. I had my class write the first textbook. Part of the class was Learning Leadership, discussing what should be in it, doing their Lit reviews for it. And I knew enough to guide them in that. But they were putting together chapters for this book. This was a graduates, my leadership educator class. They want they're motivated to do leadership. And I said in this class I'm going to be your teacher and co learner. But then we're going to shift over and I'll be your editor. The chapters won't all be done, We'll have them in a done draft form, but you have to hang in with me if you want to be published to get these into a published form. Of course every single person did because they got a publication out of it helps their career. Leadership for a better world is one another is the Handbook for student Leadership Development was done in another class. And the second edition, we had some people update their chapters and then added some new grad students to writing other chapters. The Facilitator's Guide for the Social Change model were students in the class. Yeah, we had several books out of those classes. I'm very proud to say not once that then I said I wrote, I've seen faculty that take students work and put it in their own book, like talk about unethical. That's terrible. But in this case, everybody could launch their careers as leadership scholars or educators, knowing they had some publications matter. So part of what you were doing as the leader and the teacher was really creating opportunities for them to launch their careers? That's right. Did they know that's what you were doing? Yes, we talked about it. It was transparent. Yeah, I mean, we did I even remember one class, my intro to student affairs class. I have lots of projects in that class and way too much work. I knew it was, you know, it's like one of the students called it student affairs. In the fire hose, it's coming at you. And I said, but every single thing I'm going to ask you to do, I can tell you what I think what it should contribute to your professional orientation, your personal development, it matter in your career. They were willing to trust and they said, okay, we'll do all the hard work and they could see the benefit of it. I even sometimes stepped outside myself and say, let's just talk about what we should have gotten out of that discussion. Like what did that matter, that we had that difference of opinion you always go to be making visible what might for some stay in visible. Do you think that qualities of somebody who is effective as a leader are inspiring trust and making things that might not necessarily seem evident at first visible. Those are all useful qualities. I mean, I wouldn't come up with ten things, but those things are all effect. Well, yeah, I'm just trying to figure out I understand what's in the jar here. Okay. And that award, I was so touched by that award. That's a system award for the Maryland system. So the University of Maryland system has ten or 12 institutions in the one that you got in 2011. Yeah, yeah, yeah, I noticed that you're mentioning. Yeah, That was very meaningful and that brings the mentoring into it too. Mentoring is really important to mentoring is another effective quality quality of an effective leader. You.

Description of the video:

So do you think that maybe that that's a sign of an effective leader? Or somebody who, who could spot the potential greatness and just encourage and open doors and make suggestions. I don't think all leaders have to be that way to be effective. But yes, that's a marvelous leader. As somebody I'd like to work for, they could work for me or I could work for them to be around a person who inspires you to your best self and who brings that out in you and who says, wow, these talents, you got to work on this a little bit, but these talents are phenomenal where you're almost unconditionally regarded well. When you're able and have the capacity to do these things, then there's no limit to the, what you can do. You're that person. Some of that is, some of that is Maleta about if you want to accomplish something, get some good people in the room together just to talk about it. And a synergy that comes out of six people in the room from across campus dealing with an issue. The outcomes are guaranteed to be the better. So do you think that maybe it's a mark of a good leader to figure out who six people would be, that would be a talent. I do encourage five or 12 or however many of the matter of fact in the speech I gave Thursday to the Aspen group, part of that was find the green, where are the green spots on your campus? Where is it just glowing and vibrating? That you could give it a good idea and they can implement, they can make it happen while another office, it would die on the vine. And they would gripe the whole time that they didn't have enough money. And we all know departments that are better or not on that. If you plant opportunities and good ideas in the right places, they can flourish with good support. And knowing where that would be and developing more of those, it is important. In 2011, you were awarded the Faculty award for teaching the Board of Regents University. What connections do you see between good teaching and effective leadership? I think the, well, I see a one to one correspondence. I think they're overlap, they're almost the same thing. I think the teaching role is inherently, by definition, also a leadership role you can create. You can do that in. Some of the most challenging teaching I've done is in co, creating a knowledge based together. That we then collaborated on where I wasn't the only one who knew anything but we were building. And some of that is two or three of my books have come out of class projects with grad students who are just brilliant, didn't know they could write that well. I said I can help you learn to write and I can help you shape your ideas. So we'll work on an outline first, but you really can do this. So can you name a couple of books that have come out of your class? Somebody's going to hear this and what? For example, we haven't talked about the social change model of leadership development yet, but when we developed that, there was no textbook that followed. People are adopting the model all over the place in higher education in 1996 and into the early 2000. But we needed a textbook for students. I had my class write the first textbook. Part of the class was Learning Leadership, discussing what should be in it, doing their Lit reviews for it. And I knew enough to guide them in that. But they were putting together chapters for this book. This was a graduates, my leadership educator class. They want they're motivated to do leadership. And I said in this class I'm going to be your teacher and co learner. But then we're going to shift over and I'll be your editor. The chapters won't all be done, We'll have them in a done draft form, but you have to hang in with me if you want to be published to get these into a published form. Of course every single person did because they got a publication out of it helps their career. Leadership for a better world is one another is the Handbook for student Leadership Development was done in another class. And the second edition, we had some people update their chapters and then added some new grad students to writing other chapters. The Facilitator's Guide for the Social Change model were students in the class. Yeah, we had several books out of those classes. I'm very proud to say not once that then I said I wrote, I've seen faculty that take students work and put it in their own book, like talk about unethical. That's terrible. But in this case, everybody could launch their careers as leadership scholars or educators, knowing they had some publications matter. So part of what you were doing as the leader and the teacher was really creating opportunities for them to launch their careers? That's right. Did they know that's what you were doing? Yes, we talked about it. It was transparent. Yeah, I mean, we did I even remember one class, my intro to student affairs class. I have lots of projects in that class and way too much work. I knew it was, you know, it's like one of the students called it student affairs. In the fire hose, it's coming at you. And I said, but every single thing I'm going to ask you to do, I can tell you what I think what it should contribute to your professional orientation, your personal development, it matter in your career. They were willing to trust and they said, okay, we'll do all the hard work and they could see the benefit of it. I even sometimes stepped outside myself and say, let's just talk about what we should have gotten out of that discussion. Like what did that matter, that we had that difference of opinion you always go to be making visible what might for some stay in visible. Do you think that qualities of somebody who is effective as a leader are inspiring trust and making things that might not necessarily seem evident at first visible. Those are all useful qualities. I mean, I wouldn't come up with ten things, but those things are all effect. Well, yeah, I'm just trying to figure out I understand what's in the jar here. Okay. And that award, I was so touched by that award. That's a system award for the Maryland system. So the University of Maryland system has ten or 12 institutions in the one that you got in 2011. Yeah, yeah, yeah, I noticed that you're mentioning. Yeah, That was very meaningful and that brings the mentoring into it too. Mentoring is really important to mentoring is another effective quality quality of an effective leader. You.

Description of the video:

So do you think that maybe that that's a sign of an effective leader? Or somebody who, who could spot the potential greatness and just encourage and open doors and make suggestions. I don't think all leaders have to be that way to be effective. But yes, that's a marvelous leader. As somebody I'd like to work for, they could work for me or I could work for them to be around a person who inspires you to your best self and who brings that out in you and who says, wow, these talents, you got to work on this a little bit, but these talents are phenomenal where you're almost unconditionally regarded well. When you're able and have the capacity to do these things, then there's no limit to the, what you can do. You're that person. Some of that is, some of that is Maleta about if you want to accomplish something, get some good people in the room together just to talk about it. And a synergy that comes out of six people in the room from across campus dealing with an issue. The outcomes are guaranteed to be the better. So do you think that maybe it's a mark of a good leader to figure out who six people would be, that would be a talent. I do encourage five or 12 or however many of the matter of fact in the speech I gave Thursday to the Aspen group, part of that was find the green, where are the green spots on your campus? Where is it just glowing and vibrating? That you could give it a good idea and they can implement, they can make it happen while another office, it would die on the vine. And they would gripe the whole time that they didn't have enough money. And we all know departments that are better or not on that. If you plant opportunities and good ideas in the right places, they can flourish with good support. And knowing where that would be and developing more of those, it is important. In 2011, you were awarded the Faculty award for teaching the Board of Regents University. What connections do you see between good teaching and effective leadership? I think the, well, I see a one to one correspondence. I think they're overlap, they're almost the same thing. I think the teaching role is inherently, by definition, also a leadership role you can create. You can do that in. Some of the most challenging teaching I've done is in co, creating a knowledge based together. That we then collaborated on where I wasn't the only one who knew anything but we were building. And some of that is two or three of my books have come out of class projects with grad students who are just brilliant, didn't know they could write that well. I said I can help you learn to write and I can help you shape your ideas. So we'll work on an outline first, but you really can do this. So can you name a couple of books that have come out of your class? Somebody's going to hear this and what? For example, we haven't talked about the social change model of leadership development yet, but when we developed that, there was no textbook that followed. People are adopting the model all over the place in higher education in 1996 and into the early 2000. But we needed a textbook for students. I had my class write the first textbook. Part of the class was Learning Leadership, discussing what should be in it, doing their Lit reviews for it. And I knew enough to guide them in that. But they were putting together chapters for this book. This was a graduates, my leadership educator class. They want they're motivated to do leadership. And I said in this class I'm going to be your teacher and co learner. But then we're going to shift over and I'll be your editor. The chapters won't all be done, We'll have them in a done draft form, but you have to hang in with me if you want to be published to get these into a published form. Of course every single person did because they got a publication out of it helps their career. Leadership for a better world is one another is the Handbook for student Leadership Development was done in another class. And the second edition, we had some people update their chapters and then added some new grad students to writing other chapters. The Facilitator's Guide for the Social Change model were students in the class. Yeah, we had several books out of those classes. I'm very proud to say not once that then I said I wrote, I've seen faculty that take students work and put it in their own book, like talk about unethical. That's terrible. But in this case, everybody could launch their careers as leadership scholars or educators, knowing they had some publications matter. So part of what you were doing as the leader and the teacher was really creating opportunities for them to launch their careers? That's right. Did they know that's what you were doing? Yes, we talked about it. It was transparent. Yeah, I mean, we did I even remember one class, my intro to student affairs class. I have lots of projects in that class and way too much work. I knew it was, you know, it's like one of the students called it student affairs. In the fire hose, it's coming at you. And I said, but every single thing I'm going to ask you to do, I can tell you what I think what it should contribute to your professional orientation, your personal development, it matter in your career. They were willing to trust and they said, okay, we'll do all the hard work and they could see the benefit of it. I even sometimes stepped outside myself and say, let's just talk about what we should have gotten out of that discussion. Like what did that matter, that we had that difference of opinion you always go to be making visible what might for some stay in visible. Do you think that qualities of somebody who is effective as a leader are inspiring trust and making things that might not necessarily seem evident at first visible. Those are all useful qualities. I mean, I wouldn't come up with ten things, but those things are all effect. Well, yeah, I'm just trying to figure out I understand what's in the jar here. Okay. And that award, I was so touched by that award. That's a system award for the Maryland system. So the University of Maryland system has ten or 12 institutions in the one that you got in 2011. Yeah, yeah, yeah, I noticed that you're mentioning. Yeah, That was very meaningful and that brings the mentoring into it too. Mentoring is really important to mentoring is another effective quality quality of an effective leader. You.

Description of the video:

So do you think that maybe that that's a sign of an effective leader? Or somebody who, who could spot the potential greatness and just encourage and open doors and make suggestions. I don't think all leaders have to be that way to be effective. But yes, that's a marvelous leader. As somebody I'd like to work for, they could work for me or I could work for them to be around a person who inspires you to your best self and who brings that out in you and who says, wow, these talents, you got to work on this a little bit, but these talents are phenomenal where you're almost unconditionally regarded well. When you're able and have the capacity to do these things, then there's no limit to the, what you can do. You're that person. Some of that is, some of that is Maleta about if you want to accomplish something, get some good people in the room together just to talk about it. And a synergy that comes out of six people in the room from across campus dealing with an issue. The outcomes are guaranteed to be the better. So do you think that maybe it's a mark of a good leader to figure out who six people would be, that would be a talent. I do encourage five or 12 or however many of the matter of fact in the speech I gave Thursday to the Aspen group, part of that was find the green, where are the green spots on your campus? Where is it just glowing and vibrating? That you could give it a good idea and they can implement, they can make it happen while another office, it would die on the vine. And they would gripe the whole time that they didn't have enough money. And we all know departments that are better or not on that. If you plant opportunities and good ideas in the right places, they can flourish with good support. And knowing where that would be and developing more of those, it is important. In 2011, you were awarded the Faculty award for teaching the Board of Regents University. What connections do you see between good teaching and effective leadership? I think the, well, I see a one to one correspondence. I think they're overlap, they're almost the same thing. I think the teaching role is inherently, by definition, also a leadership role you can create. You can do that in. Some of the most challenging teaching I've done is in co, creating a knowledge based together. That we then collaborated on where I wasn't the only one who knew anything but we were building. And some of that is two or three of my books have come out of class projects with grad students who are just brilliant, didn't know they could write that well. I said I can help you learn to write and I can help you shape your ideas. So we'll work on an outline first, but you really can do this. So can you name a couple of books that have come out of your class? Somebody's going to hear this and what? For example, we haven't talked about the social change model of leadership development yet, but when we developed that, there was no textbook that followed. People are adopting the model all over the place in higher education in 1996 and into the early 2000. But we needed a textbook for students. I had my class write the first textbook. Part of the class was Learning Leadership, discussing what should be in it, doing their Lit reviews for it. And I knew enough to guide them in that. But they were putting together chapters for this book. This was a graduates, my leadership educator class. They want they're motivated to do leadership. And I said in this class I'm going to be your teacher and co learner. But then we're going to shift over and I'll be your editor. The chapters won't all be done, We'll have them in a done draft form, but you have to hang in with me if you want to be published to get these into a published form. Of course every single person did because they got a publication out of it helps their career. Leadership for a better world is one another is the Handbook for student Leadership Development was done in another class. And the second edition, we had some people update their chapters and then added some new grad students to writing other chapters. The Facilitator's Guide for the Social Change model were students in the class. Yeah, we had several books out of those classes. I'm very proud to say not once that then I said I wrote, I've seen faculty that take students work and put it in their own book, like talk about unethical. That's terrible. But in this case, everybody could launch their careers as leadership scholars or educators, knowing they had some publications matter. So part of what you were doing as the leader and the teacher was really creating opportunities for them to launch their careers? That's right. Did they know that's what you were doing? Yes, we talked about it. It was transparent. Yeah, I mean, we did I even remember one class, my intro to student affairs class. I have lots of projects in that class and way too much work. I knew it was, you know, it's like one of the students called it student affairs. In the fire hose, it's coming at you. And I said, but every single thing I'm going to ask you to do, I can tell you what I think what it should contribute to your professional orientation, your personal development, it matter in your career. They were willing to trust and they said, okay, we'll do all the hard work and they could see the benefit of it. I even sometimes stepped outside myself and say, let's just talk about what we should have gotten out of that discussion. Like what did that matter, that we had that difference of opinion you always go to be making visible what might for some stay in visible. Do you think that qualities of somebody who is effective as a leader are inspiring trust and making things that might not necessarily seem evident at first visible. Those are all useful qualities. I mean, I wouldn't come up with ten things, but those things are all effect. Well, yeah, I'm just trying to figure out I understand what's in the jar here. Okay. And that award, I was so touched by that award. That's a system award for the Maryland system. So the University of Maryland system has ten or 12 institutions in the one that you got in 2011. Yeah, yeah, yeah, I noticed that you're mentioning. Yeah, That was very meaningful and that brings the mentoring into it too. Mentoring is really important to mentoring is another effective quality quality of an effective leader. You.

Description of the video:

So do you think that maybe that that's a sign of an effective leader? Or somebody who, who could spot the potential greatness and just encourage and open doors and make suggestions. I don't think all leaders have to be that way to be effective. But yes, that's a marvelous leader. As somebody I'd like to work for, they could work for me or I could work for them to be around a person who inspires you to your best self and who brings that out in you and who says, wow, these talents, you got to work on this a little bit, but these talents are phenomenal where you're almost unconditionally regarded well. When you're able and have the capacity to do these things, then there's no limit to the, what you can do. You're that person. Some of that is, some of that is Maleta about if you want to accomplish something, get some good people in the room together just to talk about it. And a synergy that comes out of six people in the room from across campus dealing with an issue. The outcomes are guaranteed to be the better. So do you think that maybe it's a mark of a good leader to figure out who six people would be, that would be a talent. I do encourage five or 12 or however many of the matter of fact in the speech I gave Thursday to the Aspen group, part of that was find the green, where are the green spots on your campus? Where is it just glowing and vibrating? That you could give it a good idea and they can implement, they can make it happen while another office, it would die on the vine. And they would gripe the whole time that they didn't have enough money. And we all know departments that are better or not on that. If you plant opportunities and good ideas in the right places, they can flourish with good support. And knowing where that would be and developing more of those, it is important. In 2011, you were awarded the Faculty award for teaching the Board of Regents University. What connections do you see between good teaching and effective leadership? I think the, well, I see a one to one correspondence. I think they're overlap, they're almost the same thing. I think the teaching role is inherently, by definition, also a leadership role you can create. You can do that in. Some of the most challenging teaching I've done is in co, creating a knowledge based together. That we then collaborated on where I wasn't the only one who knew anything but we were building. And some of that is two or three of my books have come out of class projects with grad students who are just brilliant, didn't know they could write that well. I said I can help you learn to write and I can help you shape your ideas. So we'll work on an outline first, but you really can do this. So can you name a couple of books that have come out of your class? Somebody's going to hear this and what? For example, we haven't talked about the social change model of leadership development yet, but when we developed that, there was no textbook that followed. People are adopting the model all over the place in higher education in 1996 and into the early 2000. But we needed a textbook for students. I had my class write the first textbook. Part of the class was Learning Leadership, discussing what should be in it, doing their Lit reviews for it. And I knew enough to guide them in that. But they were putting together chapters for this book. This was a graduates, my leadership educator class. They want they're motivated to do leadership. And I said in this class I'm going to be your teacher and co learner. But then we're going to shift over and I'll be your editor. The chapters won't all be done, We'll have them in a done draft form, but you have to hang in with me if you want to be published to get these into a published form. Of course every single person did because they got a publication out of it helps their career. Leadership for a better world is one another is the Handbook for student Leadership Development was done in another class. And the second edition, we had some people update their chapters and then added some new grad students to writing other chapters. The Facilitator's Guide for the Social Change model were students in the class. Yeah, we had several books out of those classes. I'm very proud to say not once that then I said I wrote, I've seen faculty that take students work and put it in their own book, like talk about unethical. That's terrible. But in this case, everybody could launch their careers as leadership scholars or educators, knowing they had some publications matter. So part of what you were doing as the leader and the teacher was really creating opportunities for them to launch their careers? That's right. Did they know that's what you were doing? Yes, we talked about it. It was transparent. Yeah, I mean, we did I even remember one class, my intro to student affairs class. I have lots of projects in that class and way too much work. I knew it was, you know, it's like one of the students called it student affairs. In the fire hose, it's coming at you. And I said, but every single thing I'm going to ask you to do, I can tell you what I think what it should contribute to your professional orientation, your personal development, it matter in your career. They were willing to trust and they said, okay, we'll do all the hard work and they could see the benefit of it. I even sometimes stepped outside myself and say, let's just talk about what we should have gotten out of that discussion. Like what did that matter, that we had that difference of opinion you always go to be making visible what might for some stay in visible. Do you think that qualities of somebody who is effective as a leader are inspiring trust and making things that might not necessarily seem evident at first visible. Those are all useful qualities. I mean, I wouldn't come up with ten things, but those things are all effect. Well, yeah, I'm just trying to figure out I understand what's in the jar here. Okay. And that award, I was so touched by that award. That's a system award for the Maryland system. So the University of Maryland system has ten or 12 institutions in the one that you got in 2011. Yeah, yeah, yeah, I noticed that you're mentioning. Yeah, That was very meaningful and that brings the mentoring into it too. Mentoring is really important to mentoring is another effective quality quality of an effective leader. You.

Description of the video:

So do you think that maybe that that's a sign of an effective leader? Or somebody who, who could spot the potential greatness and just encourage and open doors and make suggestions. I don't think all leaders have to be that way to be effective. But yes, that's a marvelous leader. As somebody I'd like to work for, they could work for me or I could work for them to be around a person who inspires you to your best self and who brings that out in you and who says, wow, these talents, you got to work on this a little bit, but these talents are phenomenal where you're almost unconditionally regarded well. When you're able and have the capacity to do these things, then there's no limit to the, what you can do. You're that person. Some of that is, some of that is Maleta about if you want to accomplish something, get some good people in the room together just to talk about it. And a synergy that comes out of six people in the room from across campus dealing with an issue. The outcomes are guaranteed to be the better. So do you think that maybe it's a mark of a good leader to figure out who six people would be, that would be a talent. I do encourage five or 12 or however many of the matter of fact in the speech I gave Thursday to the Aspen group, part of that was find the green, where are the green spots on your campus? Where is it just glowing and vibrating? That you could give it a good idea and they can implement, they can make it happen while another office, it would die on the vine. And they would gripe the whole time that they didn't have enough money. And we all know departments that are better or not on that. If you plant opportunities and good ideas in the right places, they can flourish with good support. And knowing where that would be and developing more of those, it is important. In 2011, you were awarded the Faculty award for teaching the Board of Regents University. What connections do you see between good teaching and effective leadership? I think the, well, I see a one to one correspondence. I think they're overlap, they're almost the same thing. I think the teaching role is inherently, by definition, also a leadership role you can create. You can do that in. Some of the most challenging teaching I've done is in co, creating a knowledge based together. That we then collaborated on where I wasn't the only one who knew anything but we were building. And some of that is two or three of my books have come out of class projects with grad students who are just brilliant, didn't know they could write that well. I said I can help you learn to write and I can help you shape your ideas. So we'll work on an outline first, but you really can do this. So can you name a couple of books that have come out of your class? Somebody's going to hear this and what? For example, we haven't talked about the social change model of leadership development yet, but when we developed that, there was no textbook that followed. People are adopting the model all over the place in higher education in 1996 and into the early 2000. But we needed a textbook for students. I had my class write the first textbook. Part of the class was Learning Leadership, discussing what should be in it, doing their Lit reviews for it. And I knew enough to guide them in that. But they were putting together chapters for this book. This was a graduates, my leadership educator class. They want they're motivated to do leadership. And I said in this class I'm going to be your teacher and co learner. But then we're going to shift over and I'll be your editor. The chapters won't all be done, We'll have them in a done draft form, but you have to hang in with me if you want to be published to get these into a published form. Of course every single person did because they got a publication out of it helps their career. Leadership for a better world is one another is the Handbook for student Leadership Development was done in another class. And the second edition, we had some people update their chapters and then added some new grad students to writing other chapters. The Facilitator's Guide for the Social Change model were students in the class. Yeah, we had several books out of those classes. I'm very proud to say not once that then I said I wrote, I've seen faculty that take students work and put it in their own book, like talk about unethical. That's terrible. But in this case, everybody could launch their careers as leadership scholars or educators, knowing they had some publications matter. So part of what you were doing as the leader and the teacher was really creating opportunities for them to launch their careers? That's right. Did they know that's what you were doing? Yes, we talked about it. It was transparent. Yeah, I mean, we did I even remember one class, my intro to student affairs class. I have lots of projects in that class and way too much work. I knew it was, you know, it's like one of the students called it student affairs. In the fire hose, it's coming at you. And I said, but every single thing I'm going to ask you to do, I can tell you what I think what it should contribute to your professional orientation, your personal development, it matter in your career. They were willing to trust and they said, okay, we'll do all the hard work and they could see the benefit of it. I even sometimes stepped outside myself and say, let's just talk about what we should have gotten out of that discussion. Like what did that matter, that we had that difference of opinion you always go to be making visible what might for some stay in visible. Do you think that qualities of somebody who is effective as a leader are inspiring trust and making things that might not necessarily seem evident at first visible. Those are all useful qualities. I mean, I wouldn't come up with ten things, but those things are all effect. Well, yeah, I'm just trying to figure out I understand what's in the jar here. Okay. And that award, I was so touched by that award. That's a system award for the Maryland system. So the University of Maryland system has ten or 12 institutions in the one that you got in 2011. Yeah, yeah, yeah, I noticed that you're mentioning. Yeah, That was very meaningful and that brings the mentoring into it too. Mentoring is really important to mentoring is another effective quality quality of an effective leader. You.

Description of the video:

So do you think that maybe that that's a sign of an effective leader? Or somebody who, who could spot the potential greatness and just encourage and open doors and make suggestions. I don't think all leaders have to be that way to be effective. But yes, that's a marvelous leader. As somebody I'd like to work for, they could work for me or I could work for them to be around a person who inspires you to your best self and who brings that out in you and who says, wow, these talents, you got to work on this a little bit, but these talents are phenomenal where you're almost unconditionally regarded well. When you're able and have the capacity to do these things, then there's no limit to the, what you can do. You're that person. Some of that is, some of that is Maleta about if you want to accomplish something, get some good people in the room together just to talk about it. And a synergy that comes out of six people in the room from across campus dealing with an issue. The outcomes are guaranteed to be the better. So do you think that maybe it's a mark of a good leader to figure out who six people would be, that would be a talent. I do encourage five or 12 or however many of the matter of fact in the speech I gave Thursday to the Aspen group, part of that was find the green, where are the green spots on your campus? Where is it just glowing and vibrating? That you could give it a good idea and they can implement, they can make it happen while another office, it would die on the vine. And they would gripe the whole time that they didn't have enough money. And we all know departments that are better or not on that. If you plant opportunities and good ideas in the right places, they can flourish with good support. And knowing where that would be and developing more of those, it is important. In 2011, you were awarded the Faculty award for teaching the Board of Regents University. What connections do you see between good teaching and effective leadership? I think the, well, I see a one to one correspondence. I think they're overlap, they're almost the same thing. I think the teaching role is inherently, by definition, also a leadership role you can create. You can do that in. Some of the most challenging teaching I've done is in co, creating a knowledge based together. That we then collaborated on where I wasn't the only one who knew anything but we were building. And some of that is two or three of my books have come out of class projects with grad students who are just brilliant, didn't know they could write that well. I said I can help you learn to write and I can help you shape your ideas. So we'll work on an outline first, but you really can do this. So can you name a couple of books that have come out of your class? Somebody's going to hear this and what? For example, we haven't talked about the social change model of leadership development yet, but when we developed that, there was no textbook that followed. People are adopting the model all over the place in higher education in 1996 and into the early 2000. But we needed a textbook for students. I had my class write the first textbook. Part of the class was Learning Leadership, discussing what should be in it, doing their Lit reviews for it. And I knew enough to guide them in that. But they were putting together chapters for this book. This was a graduates, my leadership educator class. They want they're motivated to do leadership. And I said in this class I'm going to be your teacher and co learner. But then we're going to shift over and I'll be your editor. The chapters won't all be done, We'll have them in a done draft form, but you have to hang in with me if you want to be published to get these into a published form. Of course every single person did because they got a publication out of it helps their career. Leadership for a better world is one another is the Handbook for student Leadership Development was done in another class. And the second edition, we had some people update their chapters and then added some new grad students to writing other chapters. The Facilitator's Guide for the Social Change model were students in the class. Yeah, we had several books out of those classes. I'm very proud to say not once that then I said I wrote, I've seen faculty that take students work and put it in their own book, like talk about unethical. That's terrible. But in this case, everybody could launch their careers as leadership scholars or educators, knowing they had some publications matter. So part of what you were doing as the leader and the teacher was really creating opportunities for them to launch their careers? That's right. Did they know that's what you were doing? Yes, we talked about it. It was transparent. Yeah, I mean, we did I even remember one class, my intro to student affairs class. I have lots of projects in that class and way too much work. I knew it was, you know, it's like one of the students called it student affairs. In the fire hose, it's coming at you. And I said, but every single thing I'm going to ask you to do, I can tell you what I think what it should contribute to your professional orientation, your personal development, it matter in your career. They were willing to trust and they said, okay, we'll do all the hard work and they could see the benefit of it. I even sometimes stepped outside myself and say, let's just talk about what we should have gotten out of that discussion. Like what did that matter, that we had that difference of opinion you always go to be making visible what might for some stay in visible. Do you think that qualities of somebody who is effective as a leader are inspiring trust and making things that might not necessarily seem evident at first visible. Those are all useful qualities. I mean, I wouldn't come up with ten things, but those things are all effect. Well, yeah, I'm just trying to figure out I understand what's in the jar here. Okay. And that award, I was so touched by that award. That's a system award for the Maryland system. So the University of Maryland system has ten or 12 institutions in the one that you got in 2011. Yeah, yeah, yeah, I noticed that you're mentioning. Yeah, That was very meaningful and that brings the mentoring into it too. Mentoring is really important to mentoring is another effective quality quality of an effective leader. You.