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Description:
At the beginning of each school year, we are overwhelmed by the number of students interested in getting involved in hall government, hearing panels, peer education, or other student organizations. There are a number of reasons why students join the organizations they do. And there are different levels of excitement, dedication, and involvement the student will apply to a given organization. But regardless of how interested or excited the students are in the beginning of the year or semester, sooner or later, if left unmonitored, that excitement and passion will be choked by upcoming assignments, tests, roommate conflicts, part-time, jobs, etc.

So how do we keep student leaders excited about and engaged in the organizations they volunteered to participate in? How do we motivate newly elected officers? How do we motivate and retain newly acquired members? How do we keep the passion and energy alive after mid-terms? The answer: by focusing more on the people and less on the position and/or the organization.

In this course, we will target three key areas to help you motivate and retain student leaders and help students reach their greatest potential in their leadership roles. These key areas are:

• Assessment - There are several questions we need to answer in order to meet the needs of the students involved in the organization. Everything from their Myers-Briggs Type to how they handle conflict. In order to effectively motivate students, we must know as much as we can about how they view themselves and how they interact with others.
• Coaching - In order to effectively motivate and retain student leaders and student workers like Resident Assistants, Orientation Leaders, Student Government, or Hall Councils, we, as student affairs professionals, must move beyond the traditional supervisor and advisor roles, but adopt the role of coach. We are not simply advising an organization, but we are coaching a team.
• Action Plan - Ambiguity and lack of direction kills an organization. The individuals within the organization will define their success or failure based upon what they perceive as accomplishments or defeats in the organization. If you allow the students to develop a strategic plan for the year whereby they can measure and see their effectiveness, this will not only keep them motivated, but focused and engaged.

• Read - "Becoming an Expert about the People You Manage"
• Discussion - Which assessment tool do you believe would provide you with the most information about your student leaders?
• Activity - Take Conflict Resolution survey and share your results and your perception of its accuracy.

• Read - "Coaching Multicultural Groups and Teams"
• Discussion - What are some of the cultural differences within your organization and how can you use them to your advantage?
• Activity – Complete “Diversity Gifts” worksheet and share responses online

• Read - " Embed a Strong Burning Imperative" and "Overinvest in Early Wins to Build Team Confidence"
• Discussion - What is your organization's current vision and mission statements? Does it accurately reflect your organization? Why or why not?
• Activity - Create a Burning Imperative

Learning Outcomes:
Upon completion of this course, participants will be able to:

• Administer assessment tools to determine how best to motivate student leaders and student organization members.
• Effectively coach and communicate with student leaders/members in order to provide leadership development opportunities and retain leaders/members in the organization.
• Create within students a passion or burning desire to accomplish the goals set by the organization.

Participant Expectations:
Participants should plan to spend approximately 3 to 4 hours per week in this course. This will include time to read materials, complete on-line exercises and surveys and participate in asynchronous on-line discussions. Participants will need to log on for the course content that will be posted weekly. In addition, participants will need to respond to questions posted on the discussion board each week. As the discussion board is asynchronous, students may check in and post at their convenience. This learning tool will be an important part of participant’s learning experience.

Instructor Bio:
André L. Clanton currently serves at the Assistant Director of Student Conduct at Clayton State University in Morrow, Georgia.

Mr. Clanton started his professional career in student affairs as a Resident Director and has steadily moved up the ranks to his current position. As a housing officer, he has worked with Resident Assistants, Residence Hall Councils, Orientation Leaders, Peer Health Educators, and several student organizations. He currently advises the University Hearing Panel and a Peer Health Education group addressing alcohol and drug use. Mr. Clanton also works with the University System of Georgia’s African American Male Initiative and teaches a University Foundations course entitled “Black Man Revealed.”

Before coming to Clayton State University, André worked as the Assistant Director of Residence Life at Oxford College of Emory University in Atlanta, Georgia. He is currently a member of ACUHO-I and ASCA. He received his B.A. in Justice and Public Policy from North Carolina Wesleyan College and his Masters of Education Administration from Virginia Commonwealth University.

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