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The Centrality of Relationships for Effective Leadership, Teaching, and Scholarship in Graduate Education

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Title: The Centrality of Relationships for Effective Leadership, Teaching, and Scholarship in Graduate Education


1
The Centrality of Relationships for Effective
Leadership, Teaching, and Scholarship in Graduate
Education
  • Jim Killacky
  • Appalachian State University
  • January 31, 2008

2
On leadership
  • Its not ideas, nor vision, nor tools that truly
    matter in therapy. If you debrief patients at the
    end of therapy about the process, what do they
    remember? Never the ideasits always the
    relationship. (Yalom, 2005, p. 62)

3
On Leadership
  • The conductors role is to put all the players at
    ease so that they can play at their best and
    produce a collective high quality work of art and
    beauty
  • Lorin Maazel
  • NY Philharmonic
  • December 31, 2007

4
Teaching
  • My approach to teaching is grounded in learner
    centered concepts and is recognized for its value
    in creating inclusive learning environments and
    transferring knowledge beyond the classroom to
    practice. I attend to voice, meaning, mutual
    construction of knowledge, and transfer of
    learning.

5
Teaching
  • If I communicate clear goals and objectives and
    help establish a collaborative, engaging
    classroom climate, Then, student active
    participation will increase, the learning of
    course content will be enhanced, concepts will be
    remembered, and transfer of learning will be
    strengthened.

6
Teaching
  • Learning point 1 People learn to the degree that
    they can interact with others and provide their
    perspectives within a community of scholars.
  • Learning point 2 Everyone in the class has
    something to offer and something to learn,
    including the instructor.
  • Learning point 3 Students and the instructor are
    jointly responsible for designing a learning
    process in which all participants benefit.

7
Teaching
  • Learning point 4 Students can listen to other
    views without losing their voices.
  • Learning point 5 Creating open space between
    students and the instructor can increase
    connections and promote productive classroom
    dialogue, and enhance learning of course content.
  • Learning point 6 Using multiple learning
    modalities respects varied learning styles and
    enhances students mastery of course content.

8
Teaching
  • Learning point 7 People learn when they are
    presented with clear expectations for their
    performance.
  • Learning point 8 People learn best when
    instructors provide clear and timely feedback in
    written and oral form.
  • Learning point 9 Students tend to respond to the
    application of group work concepts.
  • Learning point 10 Students benefit from the
    chance to reflect on their learning and to
    connect the learning of course content with their
    lives outside the classroom setting.

9
Scholarship
  • I describe myself as a scholar practitioner. This
    term conveys the relationship between scholarship
    and practice. Valuing and practicing
    collaboration, most of my writing has been done
    with other colleagues. I have directed 15
    dissertations and served on many more
    dissertation committees. I serve on editorial
    boards and as a reviewer. I collaborate
    frequently with former students in presentations
    and publications.

10
Scholarship Research Interests
  • Post Katrina Issues in Community Technical
    College Leadership and Administration
  • Leadership in Community and Technical Colleges
  • Distance Education for Doctoral Students
  • Creatively fusing adult doctoral students and the
    doctoral journey
  • Corrections Education
  • Addressing emotional and behavioral disorders in
    university classrooms

11
Leadership in the Academy and Beyond
  • Leadership is important to my role as a faculty
    member. Leadership is a way for me to give back
    to my academic and professional communities.
    Through my leadership and teaching roles in my
    university positions and in state, regional, and
    national professional service, I have identified
    some points that inform my efforts in practicing
    effective leadership.

12
A.T.T.P
  • A Assumptions Values
  • T1 Theoretical Perspectives
  • T2 Techniques
  • P Practice

13
My Theoretical Perspectives Center Around
  • Humanism
  • Progressivism
  • Constructivism
  • Radicalism

14
My Techniques Center Around
  • Mutual Construction of Knowledge in
  • Learning Situations

15
My Work Practice Centers Around
  • Applications of ATTP- With special
  • emphasis on useful transfer of learning in real
    world settings

16
Effective Leaders
  • (1). Motivate People to their highest
  • potential

17
Effective Leaders
  • (2). Give their skills away and provide climates
    in which members have a voice

18
Effective Leaders
  • (3). Understand group concepts

19
Effective Leaders
  • (4). Are centered and grounded

20
Effective Leaders
  • (5). Are trustworthy and trusted

21
Effective Leaders
  • (6). Need a rich knowledge of their
    responsibilities and an understanding of their
    limitations

22
Effective Leaders
  • (7). Understand and effectively practice the role
    of networking, relationship development, and
    maintenance

23
Effective Leaders
  • (8). Are Accessible Helpful

24
Effective Leaders
  • (9). Lead by example, and do things that need to
    be done even if they are not easy

25
Effective Leaders
  • (10.) Take care of themselves and enjoy life!

26
  • These assumptions exemplify my version of the A
    in ATTP and represent a significant portion of
    what I offer to the work of the ASU Doctoral
    Program in Educational Leadership and the College
    of Education.
  • I hope we may now have a lively conversation!

27
References for Presentation on LeadershipJim
Killacky Appalachian State UniversityJanuary
31, 2008
  • Barth, R.S. (2001). Learning by heart. San
    Francisco Jossey-Bass
  • Birnbaum, R. (1991). How colleges work The
    cybernetics of academic organization and
    leadership. San Francisco Jossey-Bass
  • Bolman, L., Deal, T. (1991). Reframing
    organizations The leadership kaleidoscope. San
    Francisco Jossey-Bass
  • Bolman, L., Deal, T. (2001). Leading with soul.
    San Francisco Jossey-Bass.
  • Caffarella, R. (2002). Planning programs for
    adult learners. 2nd edition. San
    FranciscoJossey-Bass.
  • Diamond, R. (ed). (2002). Field guide to academic
    leadership. San Francisco
  • Jossey-Bass.
  • Diamond, R., Spuches, C. (2002). Building on
    style for more effective relationships in
    Diamond R., (ed), Field guide to academic
    leadership. San Francisco
    Jossey-Bass.75-86
  • Drucker, P. (1990). Managing the non-profit
    organization. NY Harper Business.

28
  • Elias, J., Merriam, S. (2005). Philosophical
    foundations of adult education. 3rd. edition.
    Malabar Krieger.
  • Friere, P. (1972). Pedagogy of the oppressed. NY
    Herder Herder.
  • Hulse-Killacky, D., Killacky, J., Donigian, J.
    (2001). Making task groups work in your world.
    Upper Saddle River, NJ Merrill Prentice-Hall.
  • Killacky, J. Hulse-Killacky, D (2004).
    Groupwork is not just for group class anymore
    Teaching generic group competency skills across
    the counselor-education curriculum. Journal for
    Specialists in Group Work 29(1), 87-96.
  • Kouzes, J. Posner, B. (1990). The leadership
    challenge How to get extraordinary things done
    in organizations. San Francisco Jossey-Bass.
  • Lick, D. (2002). Leadership and change. In
    Diamond R., (ed), Field guide to academic
    leadership. San Francisco Jossey-Bass. 27-47.
  • McKnight, J. (1995). The careless society
    Community and its counterfeits. NY Basic Books.
  • OBanion, T. (1997). A learning college for the
    21st century. Washington, D.C. American
    Association of Community Colleges.
  • Remley, T., Herlihy, B. (2006). Ethical, legal,
    and professional issues in counseling. 2nd
    edition. Upper Saddle River, NJ Merrill
    Prentice-Hall.
  • Vaughan, G. (1992). Dilemmas of leadership
    Decision making and ethics in the
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