Expanding Leadership Diversity
The League for Innovation in the Community College
and the Community College Leadership Program, Department of Educational
Administration, College of Education, The University of Texas at
Austin was proud to be a part of the leadership initiative ...
The Expanding Leadership Diversity program was
designed to prepare midlevel managers such as division and departmental
chairs, assistant and associate deans, coordinators, affirmative
action officers, and faculty who were considering moving into administration,
for key decision-making positions. The program supported the education
and development of community college leaders, giving special attention
to minorities and those serving urban institutions.
The focus of the program was for preparation of
senior-level administrative positions such as vice chancellor, vice
president, dean, or director. Applicants with immediate interest
in preparing for the presidency should apply to the Leagues
Executive Leadership Institute.
Program activities were designed to assist promising community college
midlevel managers and faculty of varied ethnic and cultural origins
to achieve senior-level leadership positions in community colleges.
The program included goal setting, guided professional
development activities, significant experiential and self-directed
learning, and opportunities to network with and learn from peers
and community college leaders. The following were the major components
of the program:
1. The Mentor Relationship
Each Kellogg Fellow selected a mentor, usually from his or her home
institution. This mentor relationship with an established community
college leader was an important component of the program and was
key to the success of the other program components.
The mentor worked with the fellow to assist in
clarification of professional goals, development of leadership skills,
and the acquisition of knowledge and the development of strategies
to address a critical issue facing the community served by the college.
The fellow and mentor met regularly throughout the year to assess
progress in accomplishing the professional development plan and
to adapt the plan as circumstances and opportunities arose.
2. Professional Development Plan
The professional development plan was a road map to the yearlong
process of introspection, activity, and learning that constituted
the fellowship experience. The professional development plan was
designed with the mentor to help the fellow focus on career goals
and objectives, needed skills and experiences, and resources to
help develop these skills and experiences. The plan was tailored
to meet the specific needs of the fellow.
The plan included both long-range goals and short-range
objectives targeted to develop specific skills or knowledge designed
to increase the fellows leadership competencies. Short-range
objectives varied from practical skills, such as learning to use
a particular computer software program or the Internet, to projects
that increased knowledge of such areas as institutional budget development
3. The Seminars
Kellogg Fellows participated in two intensive seminars designed
to assist them in reviewing their interests and abilities, to participate
in discussions with outstanding community college and other leaders,
and to develop familiarity with the range of issues facing community
colleges and the communities they served.
The weeklong seminars were held on the campuses
of League for Innovation colleges.
4. The Community Issue Project
Early in the program, fellows had an opportunity to review a number
of critical issues facing their colleges communities. Each
fellow selected an issue for in-depth study and determined the status
and parameters of the issue as it existed in his or her community,
reviewed how the issue affected the college, and developed perspectives
on how it could most effectively be addressed through collaborative
community effort. Finally, each fellow prepared a paper describing
the outcomes of the project.
5. The Internship
Each fellow designed and participated in an internship experience
during the program year. The purpose of the internship was to provide
the fellow with experience in areas of college and community leadership
in which he or she had not had previous experience. The internship
were either at the home campus of the fellow, at another community
college campus, or in a community agency. Some internships were
designed to rotate among a number of offices, institutions, or community
organizations to provide the fellow with a variety of experiences.
Internships varied in length from a few weeks to a full twelve months
As a result of the program, fellows were expected
to develop an increased understanding of their leadership skills
and abilities, increased knowledge of critical issues facing community
colleges and their own communities, increased ability to act as
change agents, increased college and community leadership skills,
and membership in a national network of peers and community college