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Fall 2014

Building & Info Desk

Mon. - Fri. 7 a.m. - 11 p.m.

Sat. & Sun. 10 a.m. - 11 p.m.

Lakeside Food Court

Mon. - Fri. 10:30 a.m. - 1:30 p.m.


Bucky's Quick Stop

Mon. - Thurs. 8:30 a.m. - 4 p.m.

Fri. 8:30 a.m. - 3 p.m.

Java City

Mon. - Thurs. 9 a.m. - 3 p.m.

Friday 9 a.m. - 2 p.m.


Einstein Bros. Bagels

Mon. - Thurs. 7 a.m. - 5 p.m.

Friday 7 a.m. - 3 p.m.


University Bookstore

Mon. -  Fri. 8 a.m. - 4 p.m.


Affinity Plus Federal Credit Union

Mon. - Fri. 8:30 a.m. - 4:30 p.m.



Contact Info

“Only the poet can look beyond the detail and see the whole picture.”
˜ Helen Hayes

Theoretical Frameworks

Social change model of leadership (taken from A social change model of leadership)

  • Understanding this model requires assumption that a leadership group has been formed to engage in change-action project.
  • Basic Premises
    • Inclusive - designed to enhance the development of leadership qualities in all participants
    • Leadership is a process 
    • The model promotes the values of equity, social justice, self-knowledge, personal empowerment, collaboration, citizenship, and service
  • Primary Goals
    • To enhance student learning and development; more specifically , to develop in each student greater:
      • Self knowledge: understanding of one's talents, values, and interests, especially as they relate to the student's capacity to provide effective leadership
      • Leadership and competence: the capacity to mobilize oneself and others to serve and to work collaboratively
    • To facilitate positive social change at the institution or in the community
  • Examines leadership from three perspectives
    • Individual
    • Group
    • Community/society
  • The core is comprised of seven values divided by subgroup
    • Individual Values
      • Consciousness of Self means being aware of the beliefs, values, attitudes, and emotions that motivate one to take action
      • Congruence refers to thinking, feeling, and behaving with consistency, genuineness, authenticity, and honesty towards others.
      • Commitment is the psychic energy that motivates the individual to serve and that drives the collective effort
    •  Group Process Values
      • Collaboration is to work with others in a common effort.
      • Common Purpose means to work with shared aims and values.
      • Controversy with Civility recognizes two fundamental realities of any creative group effort: that differences in viewpoint are inevitable, and that such differences must be aired openly but with civility
    • Community/Societal Values
      • Citizenship is the process whereby the individual and the collaborative group become responsibly connected to the community and the society through the leadership development activity
      • CHANGE, of course, is the value "hub" which gives meaning and purpose to the 7 C's.  It is the ultimate goal


Values Diagram


Experiential Learning: David Kolb (Evans, Forney, & DiBrito (1998)

  • Goal is to obtain a "fully integrated personality" (Merriam et al.)
  •  Six Propositions
    • Learning should be regarded as a process, not a set of outcomes
    • All learning is re-learning
    • The learning process is driven by conflict, differences, and disagreements
    • Learning should not only involve cognition, but thinking, feeling, perceiving, and behaving
    • Learning occurs from the transaction of the individual and the environment
    • Learning is the process of constructing knowledge
  • Learning is a 4-stage/step cycle
    • Concrete Experience (CE) - a feeling dimension
    • Reflective observation (RO) - a watching dimension
    • Abstract conceptualization (AC) - a thinking dimension
    • Active experimentation (AE) - a doing dimension
  • Learning Styles based upon polar opposite stages i.e. CE/AC & RO/AE
    • Accommodator (feeling): (CE + AE)
      • Action oriented and at ease with people, prefers trial and error problem solving
      • Good at carrying out plans, is open to new experiences, adapts easily to change
    • Diverger (feeling): (CE+RO)
      • People and feeling oriented
      • Imaginative and aware of meaning and values, is good at generating and analyzing alternatives
    • Converger (thinking): (AC+AE)
      • Prefers technical tasks over social or interpersonal settings
      • Excels at problem solving, decision making, and practical applications
    • Assimilator (thinking): (AC+RO)
      • Emphasizes ideas rather than people
      • Good at inductive reasoning, creating theoretical models, and integrating observations



Possible Student Learning Goals (University of Cal. State, Long Beach: Service Learning Curriculum Development Resource Guide for Faculty)

  •    Awareness of Community
    • Increase students' knowledge of community issues, needs, strengths, problems and resources
    • Increase sensitivity to major aspects and characteristics of issues, causal, and correlative factors, associated issues, and the nature of public and private organizations addressing the issues
    • Understand relationships among democracy politics, and civic participation
    • Identify community-based public and private programs that provide assistance and advocacy
  • Involvement with Community
    • Increase quantity and quality of student interactions
    • Improve reciprocity and interdependence between community and students
  • Commitment to Service
    • Make a life-long commitment to social responsibility, especially when holding future leadership positions
    • Remove barriers to future service
    • Learn to value personal involvement in community
    • Demonstrate concern for welfare of others in broader community
  • Career Development
    • Expose students to career opportunities
    • Develop professional skills related to prospective careers
    • Use leadership skills
    • Develop personal leadership style
    • Improve self-esteem, sense of personal worth, competence and confidence in one's ability to make a difference
  • Self Awareness
    • Improve students' awareness of individual strengths
    • Help students set limits and goals, and decrease fears
    • Help them to change preconceived understandings
    • Expose them to options and points of view rather than their own
    • Understand their own values and skills
    • Take responsibility for consequences of one's own actions
  • Sensitivity to Diversity
    • Improve students' attitudes
    • Improve understanding of diversity
    • Increase students' knowledge of diverse communities
    • Increase students self confidence and comfort levels with new communities
    • Respect and appreciate different perspective and people
    • Identify similarities and differences within diverse populations
    • Understand social construct\equity and their relationship with US and world societies
  • Sense of Ownership
    • Help students develop autonomy and independence
    • Have students assume responsibility for community projects
    • Help students develop a sense of their own role in the community partnership
    • Develop commitment to life-long learning
    • Explore altruistic and social justice motivations for community partnerships
  • Communication
    • Develop a students' oral and/or written communication skills
    • Improve student recognition of importance of communication
    • Use variety of ways to articulate information: written, verbal, artistic, media, etc.
    • Learn to collaborate and negotiate to resolve conflict