ELITE Welcome Event and Getting Acquainted

Sunday, August 23rd

7:00pm
Fletcher Lounge

Learning Objectives

ƒ To begin to get to know other participants

ƒ To be introduced to the objectives, expectations, and policies of the retreat
ƒ To establish small and large group expectations
ƒ To begin forming their leadership ensemble identities
ƒ To provide logistical details to participants

Supplies

ƒ CD Player and Music

ƒ Flipchart
ƒ Markers
ƒ Post-it Notes
ƒ Handout of Roles and Responsibilities
ƒ Any other materials you need for the icebreaker you will do in your ensemble
group

Introductions 15 mins., Kim & Mentors

The facilitator will welcome everyone to the ELITE Retreat, introduce him/herself, and
ask any other OSLE staff present to introduce themselves. The facilitator will ask the
ELITE Mentors to each introduce themselves (name, where you are from, your year in
school, and major). After this is done, the facilitator will give an overview of how we are
going to spend our time together this evening.

Mingle 15 mins., Kim

The facilitator will ask everyone to stand. S/he will tell the large group that s/he is going
to play music and they are to walk around the room. When the music stops, s/he is going
to ask participants to get in groups and then answer a question. Instruct participants to try
to meet as many new people as possible. When the music begins again, they are to
continue mingling.

ƒ Get in groups of seven, introduce yourselves, and discuss where you are from.
ƒ Get in groups of four, introduce yourselves, and discuss what you did this
summer.
ƒ Get in groups of two, introduce yourselves, and discuss why you chose The
University of Tampa.
ƒ Get in groups of three, introduce yourselves, and discuss what you are most
excited about for this coming year.

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 ƒ Get in groups of six, introduce yourselves, and discuss the most recent movie
you’ve seen.
ƒ Get in groups of four, introduce yourselves, and discuss what you were involved
in during high school.

Shake Your Buns 20 mins., Tracy

A mentor will ask participants to arrange their chairs in a circle. S/he will stand in the
center of the circle and explain that s/he will say, “Shake Your Buns if…” and will fill in
the blank with something that is true for him/herself. So, if the facilitator is wearing
tennis shoes, then s/he might say, “Shake Your Buns if you are wearing tennis shoes.”
Then, everyone in the room who is wearing tennis shoes would get up and try to find
another seat. YOU CANNOT JUST MOVE OVER A SEAT TO YOUR RIGHT OR
LEFT! The person who does not find a seat will be the next person in the center of the
circle.

Mentors: Should you end up in the center of the circle, try to come up with questions
that aren’t obvious on the surface. For example, you can’t tell by looking at me (Kim)
that I have two brothers, that I was born in Washington, D.C., or that my favorite holiday
is Thanksgiving. This will help others be more creative with their questions as well.

Hog Call 10 mins., Kim & Mentors

The facilitator will ask everyone in the group to close their eyes and not peek. S/he tells
the participants the mentors are going to come around and whisper an animal in
everyone’s ear. When the facilitator says go, the participants will then begin making the
noise of their assigned animal as the way to find the others in their leadership ensemble
groups.

Tracy and Clifton –

Brittany and Matt –
Tessa and Jeff –
Randy and CK –
Mary Beth and Zach –

Once everyone is in their groups, the facilitator will explain that the large group will split
into ensemble groups. This will allow them to go deeper into some of the concepts we
explore during the retreat. The facilitator will tell participants that they are going to do
one more get-to-know-you type activity in their leadership ensemble groups, and then
each of the groups are going to be asked to come up with a name, “theme song” and logo
for their group.

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Ensemble Time 30 mins., Mentors

Each mentor is responsible for reintroducing him/herself and having the rest of the group
do the same. Additionally, the mentors for each leadership ensemble group should also
plan one additional icebreaker to do during this time.

Next, mentors explain that the ensemble needs to come up with a name, logo, and “theme
song.” Explain that the caveat is that the name and logo must somehow relate to
leadership, and the song must somehow relate to the ensemble’s name. After your
ensemble has completed this, have them take a piece of butcher paper and draw their
logo.

Ensemble “Reveals” 10 mins., Kim

The facilitator will invite each of the leadership ensemble groups to present their name,
logo, and “theme song” to the rest of the group.

Establishing Group Expectations 45 mins., Kim & Mentors

The facilitator will explain that in a group of this size, we all have certain roles and
responsibilities to ensure that the group runs smoothly. S/he will review the following
chart below.

The facilitator will then explain that we are going to establish group expectations for both
our leadership ensemble groups and the large group. This will help guide our
interactions, behaviors, and discussions throughout the retreat. S/he will ask participants
to look at the roles and responsibilities listed to determine what expectations they must
hold themselves and others to in order to get the most out of our time together. S/he will
then ask participants to go back into their leadership ensemble groups.

Mentors will hand out post-it notes to each of the participants and ask them to write down
what they expect from themselves and others during the retreat (one thing per post-it). (A
few items you may want to put on post-it notes to make sure they make it on the list are:
be on time, respect confidentiality, express your opinion openly and listen deeply to the
opinions of others or engage in controversy with civility). Once they have finished have
each participant put their notes up on a piece of flipchart paper. Mentors should then
read each of them and group ones that are similar. Upon completion, ask everyone in the
ensemble if they can all agree to each of the expectations. If there are any disagreements,
talk them out. You will have approximately 10 minutes.

The facilitator will ask everyone to form a large group. Each ensemble will share with
the large group the expectations they agreed to, explaining that we will use these to create
the expectations for the large group. We will record these on a piece of flipchart paper,
and see if everyone agrees to adhere to the expectations as a large group.

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 Roles Responsibilities
ELITE Participants ƒ To actively involve yourself in retreat
Participants activities
Learners and ƒ To listen deeply
Teachers ƒ To take risks
ƒ To share past experiences
Leaders ƒ To engage in leader-like behaviors
ƒ To practice the seven values of the Social
Change Model
Self-facilitators ƒ To take advantage of free time
ƒ To create, respect, and protect the safe space
and group trust
ELITE Mentors Mentors ƒ Offer support for the transition into college
ƒ Challenge mentees to get out of their comfort
zones and stay there
ƒ To model the seven values of the Social
Change Model and leader-like behaviors
Ensemble ƒ To ensure the group stays on schedule and on
Facilitators task
ƒ To create and maintain a safe space for
sharing and discussion
ƒ To encourage full participation
Leadership ƒ To answer questions about the Social Change
Consultants Model
ƒ To discuss opportunities for campus
involvement
ELITE Staff Trainers ƒ To provide information about the seven
values of the Social Change Model
ƒ To engage mentors and participants in a
variety of learning activities
ƒ To provide a safe and inclusive space for
learning
Learners ƒ To build in time for evaluation/needs
assessment

Other expectations the facilitator will highlight include:

Remain substance (alcohol and other drugs) free

The ELITE retreat is an environment, but you are responsible for your
experience (what you put in is what you get out)
Stay on site
Don’t bring your cell phone to sessions!
Have FUN!

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Announcements Kim

ƒ Breakfast will be in the Cafeteria on the first floor of the Vaughn Center at 8 a.m.
ƒ Be sure to pack: sleeping bag or sheets and a blanket, a pillow case, towels,
toiletries, any medications you need, a swimsuit, etc.
ƒ ALARM CLOCKS!
ƒ Remind them that they are on campus and are expected to follow all University
policies – if they make poor choices, then they will be put through the University
judicial system.
ƒ We will be meeting in front of the Vaughn Center at 8:45am.
ƒ Tomorrow when we arrive at the retreat site, you will have a few minutes to get
settled. We will be starting at noon. The mentors will help direct you on where
to go.
ƒ Extreme ELITE is hosting a social in the Spartan Club immediately following.

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 Getting Reacquainted
Monday, August 24th
11:00am
Pavilion A

Learning Goals

ƒ To become familiar with the schedule for the next several days

Supplies

ƒ Workbooks
ƒ Paper bags
ƒ Markers

Retreat Schedule 10 mins., Kim & Mentors

The facilitator and mentors will distribute the retreat workbooks. The facilitator will ask
participants to look at the schedule for the next two days. The facilitator will highlight:

ƒ Meal times/location (on pages 3 and 4 of their workbooks)

ƒ Free Time/pool/canoeing

A mentor (mentor responsible: ____________________) will explain that we will talk

about one of the 7 C’s and follow our discussion with an activity that will highlight that
particular “C”, and will conclude with reflection. The mentor will challenge the group to
learn the most they can by actively participating in the discussion, obtaining new skills by
paying attention to the process (what is happening around them and how people are
behaving/reacting) during the activity, and challenging themselves to commit to think
critically and give the most they can during reflection. The skills you will learn from the
Social Change Model will come from applying the concept to the group process in the
activities we do.

Mailboxes 10 mins., Tracy

The facilitator will hand out one paper bag to each participant. S/he will explain that they
are to write their name (first and last if someone else has the same first name) on the bag
and decorate it. This will be their mailbox for the duration of the retreat. S/he will show
participants where to hang their mailboxes when they are finished decorating them, and
show them where index cards are so they can leave notes for one another.

Involvement Lunch Introductions 10 mins., Kim & Mentors

While the participants are working on their mailboxes, the facilitator will explain that
during lunch, each one of the mentors will be sitting a different table. Each table will be

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labeled with an area of involvement – and the mentor at that table will provide more
information on that particular involvement area.

The facilitator will ask each mentor to talk a little bit about what activities they are
involved in on campus and what day they will have a table at the involvement lunch:

The facilitator will explain that some of the mentors will have tables today, and some
tomorrow, and that there will be some additional topic areas tomorrow. So, if they don’t
get the chance to talk with them during a lunch, the mentors are all more than willing to
talk with you about their involvement at other times – like dinner or free time – as well.

Tracy – Study Abroad

Clifton and Jeff – Fraternity Life
Brittany and CK – Extreme ELITE
Matt – UT STAND
Tessa – Honors Council
Randy – Diversity Fellowship
Mary Beth – Sorority Life
Zach – March of Dimes

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 Introduction of the Social Change Model
Monday, August 24th
12:30pm
Pavilion A

Learning Goals

ƒ To introduce the Spartan Leadership Connection’s leadership philosophy

ƒ To be introduced to the seven components of the Social Change Model
ƒ To begin to see the similarities and differences between traditional and
collaborative leadership

Supplies

ƒ CD Player and Music

ƒ Poster of the model
ƒ Myth posters
ƒ UT mission statement poster

Introduction to the Social Change Model 30 mins., Kim

The facilitator will explain that over the next two days, we are going to be learning about
the Social Change Model of Leadership Development and what it means to be a socially
responsible leader. S/he will introduce the seven values or components of the model, and
then talk a little bit about why we introduce you to this particular leadership model as
freshman. Ask them to turn to page 5 of their workbooks.

The Social Change Model has seven values (there is a poster for this):
Individual Values: Consciousness of self, congruence, and commitment
Group Values: Collaboration, common purpose, and controversy with civility
Community/Societal Values: Citizenship

When you use all seven of these values to guide your leadership practice, you are able to
create change!

The model also has several assumptions which I think are important to share with you:
ƒ Leadership can be developed in anyone
ƒ Leadership is a process – NOT a position
ƒ Leadership is values-based
ƒ Leadership is done for the purpose of creating positive social change

The facilitator will have the group number off 1-7 and will assign each group one of the
seven values of the Social Change Model. S/he will ask each group to discuss the
relevance of the values they have been assigned to leadership and to come up with an
example from their own experience. Each group should pick one person to report out for
their group.

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Why this model? 15 mins., Kim & Mentors

So, why have we chosen this model to introduce you to leadership at The University of
Tampa?

First – there are a few leadership myths that we hope to challenge and break.
ƒ Myth 1: (mentor responsible: ____________________) Leaders all have certain
qualities and/or skills that make them good leaders. Truth: Thousands of
leadership studies have been conducted, and there is no agreed upon list of
leadership qualities that make good leaders. You’ll notice that the Social Change
Model talks about values – it does not say that if you are charismatic, smart, or
able to delegate that you will be a good leader.
ƒ Myth 2: (mentor responsible: ____________________) Leaders can be clearly
distinguished from non-leaders. Truth: All of us exercise leadership in some way.
Often we move in and out of roles as leader and follower. We learn just as much
about leadership in a follower role as we do in a leader role.
ƒ Myth 3: (mentor responsible: ____________________) People with titles in
organizations (e.g., president, secretary, etc.) are leaders. Truth: Having a title or
winning the top position in an organization does not make a person a leader. We
all know people with titles/positions who are bad leaders. As we move through
the Social Change Model, you’ll notice that it does not suggest that people need
titles to create change.

Second – the Social Change Model is an inclusive model that views leadership as a
process and not a position. Not coincidentally, the philosophy of the leadership programs
at UT is the same, which is why we choose to introduce you to this particular model at
the ELITE retreat. The reason we’ve adopted this model is because it is congruent with
the mission of the University, part of which reads:

(mentor responsible: _____________________) “The University is committed to the

development of each student to become a productive and responsible citizen. To this end,
the University ensures that students balance “learning by thinking” with “learning by
doing.” The University’s academic services and co-curricular activities support individual
discovery and development and provide leadership opportunities. Involvement and
participation inside and outside the classroom are valued. Through complete engagement
with the educational environment, UT students are prepared for careers, graduate and
professional education, and lifelong learning.”

UT wants to develop all students into responsible citizens and leaders – which is why
we’ve chosen a leadership philosophy that focuses on leaders as creators of positive
social change.

Additionally, UT wants to promote individual discovery – which is why we’ve chosen a

leadership philosophy that makes knowing yourself an important element of successful
leadership.

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Finally, we have selected a leadership philosophy that values the role of learning, and
see’s both learning and leadership as an active and on-going process.

Traditional vs. Collaborative Leadership 15 mins., Kim

The facilitator will explain that we are going to do a think/pair/share activity. First, s/he
will ask participants to think about an orchestra and a jazz band and how they would
describe these two very different music ensembles to someone who has no clue what they
are. Then, s/he will ask participants to think about how they feel when they hear
orchestra music and then jazz music (the facilitator will play a short sample of each) as
well as what it might feel like to play in an orchestra vs. in a jazz band. Finally, she will
ask participants to find a partner and discuss what they were thinking.

The facilitator will ask groups to report out: how would you describe a jazz band and an
orchestra to someone who has no clue what they are? What do they think of when they
hear orchestra music vs. jazz music? How do they think it would feel to play in an
orchestra vs. a jazz band? Which would they prefer to play in and why?

The facilitator will explain that traditional leadership models are a lot like a classical
orchestra: orderly, one leader/conductor, hierarchical (one person in charge, 1st chair, 2nd
chair, etc.) and structured (come in and go out at certain times). A jazz band, on the other
hand, is reflective of another type of leadership. There are often multiple leaders. It is
collaborative and improvisational. As you have probably guessed, the Social Change
Model is a collaborative leadership model. We have put you into leadership ensemble
groups: in a music context, an ensemble is a group of musicians that come together to
produce a harmonizing sound.

The facilitator will encourage participants to pay attention to the group process
throughout the retreat. Specifically, she will encourage them to pay close attention to the
group process and think about what roles they do and DO NOT assume. How do they
communicate with others? What skills do they want to improve on? What can they do
create a collaborative atmosphere? What can they do to improve the group process?

The facilitator will close by noting that an article has been included in their workbooks
on pages 6-9 that describes how a university leader applies this concept to his work. S/he
will encourage them to read it this evening.

Announcements Kim

ƒ Take a 15 minute break and return to this room no later than 1:45p.m.

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 Consciousness of Self
Monday, August 24th
1:45pm
Pavilion A

Learning Goals

ƒ To reflect on the major life events/people who have shaped who they are today
ƒ To begin to identify personal strengths and areas for growth and development
ƒ To begin to gain a better understanding of how to work with people who have a
different personality style

Supplies

ƒ Flipchart paper
ƒ Self scoreable form
ƒ Pens
ƒ Butcher paper
ƒ Markers

Framing 15 mins., Kim

The facilitator will explain that during the next three hours we are going to ask
participants to do some serious self-reflection... we are going to explore the value of
consciousness of self. The facilitator will ask participants to read the definition of
consciousness of self on page 12 of their workbooks.

We are going to start with an activity that is going to challenge you to be very honest
with yourself and your ensemble group. This activity will get at the aspect of
mindfulness. It may be uncomfortable – and we hope they will embrace the discomfort
they feel – knowing that everyone is feeling a little uncomfortable. The facilitator will
emphasize that the activity will require the group keep in mind the expectations they set,
be respectful of one another, and recommit to the idea that what is said in ensemble stays
in ensemble.

Before dismissing participants into their ensemble groups, the facilitator will tell
participants that high school was all about fitting in, about being a part of the cool crowd,
etc. S/he will tell them that college, on the other hand, is about figuring out who you
really are, what you really value, and being authentic. And we’re going to give you time
to start working on this now!

Personal Maps 90 mins., Mentors

Mentors will give each person a piece of flipchart paper and set out markers. They will
tell participants that they are going to be creating a personal map. This personal map
should capture the major life events and people who have shaped who they are today.

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Explain that once everyone has created a personal map, there will be time to share. Make
very clear that people do not have to share if they do not feel comfortable doing so. This
is not necessarily for the purpose of disclosing your deepest, darkest secret but to
reexamine/discover what/who has shaped who you are. Encourage participants to be
creative – to use words, pictures, etc. At this time, mentors should share the personal
maps completed during training with the group as examples.

Mentors should give participants about 20 minutes (less if they are already finished) to
complete their maps (in silence). If they are having trouble, ask them to think about the
following questions: Who are you? What defines you? What/who is important to you?
(Everyone has their own self-interests. What are yours? Keep in mind your values,
beliefs, and attitudes). How did you get here from there? (We are all on a journey of
personal change, exploration, growth and development; where are you at this point in
your journey?) Where are you going? Give each participant about 5 minutes to share
their map with the group. Make sure people are respectful to one another during sharing.
This is very important!

Once everyone who wants to share has done so, thank everyone for participating and ask
the following reflection questions:

ƒ What was something new that you learned about yourself?

ƒ How did it feel to share this much information with this group?
ƒ As you look at your personal maps, what impact do people and life events have on
our decision to lead and on our leadership philosophy?
ƒ Given that we have all shared some personal information, how will it help our
leadership ensemble to be successful throughout and beyond the retreat?

Before returning to the large group, reiterate the importance of keeping what is said in
ensemble, in ensemble. Thank everyone for participating – and return to Pavilion A.

Be back in Pavilion A and ready to go at 3:30p.m.

MBTI 60 mins., Kim & Mentors

The facilitator will ask everyone to write on a piece of paper, “I am a leader.” Then, she
will ask them to write this same sentence with their other hand. How did they do?

The facilitator asks the group how many have taken the Myers-Briggs before. For those
who have not, the Myers-Briggs is an assessment instrument that reports a person’s
preferred way of seeing the world and making decisions. It will rank your preferences on
four different scales (there is a poster for this): Extroversion/Introversion,
Sensing/Intuition, Thinking/Feeling, and Judging/Perceiving. Each of us has
characteristics of each type, although we do have a way we MOST OFTEN function (like
handedness). After you have completed the Myers-Briggs, we will discuss each of the
four scales in more depth.

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Mentors will assist with passing out the forms.

The facilitator will give the following instructions to the participants: DO NOT open the
booklet (tear off the edges) until I ask you to. I am going to go over the directions for
each part before you begin. Turn to the side that says Part I at the top. For this section
you are going to read the question and then choose the option that describes how you
usually feel or act. When taking the Myers-Briggs it is best to focus on one situation.
So, as you complete the Myers-Briggs, I would like for you to think about how you
usually feel or act in a leadership situation. The questions in Part II just list two words –
you are to pick the word that appeals to you most as a leader. Part III is the same as Part
I – choose the answer that comes closest to describing how you usually feel or act in a
leadership situation. In Part IV choose the word that appeals to you most as a leader.
When you complete Part IV STOP and DO NOT open your book yet.

Now that everyone has finished, tear off the perforated edge. You are going to count the
number of squares that have X’s in them and mark that number in the shaded box in the
same row (there is a poster for this). Do this for all of the boxes on this page. When you
are finished, add up the total of all the shaded boxes in each column, and record this
number in the corresponding “total raw points” box at the bottom of the page.

Mentors will walk around and help participants with questions.

Look at the third box on the page on the left that says “Reported Type.” You figure out
of you are either an E or I by choosing the number, of the two, that is the largest. Write
your type in that box (there is a poster for this).

Let me explain to you what each of the type words mean. Please turn to page 13 in your
workbook so you can follow along.

E Extraversion Interest in the people and things around you

Get energy from other people
Work through tough/stressful issues by talking about them
Seek approval
I Introversion Interest in ideas in your mind that explain the world
Need to “recharge their batteries” to get energy
Withdraw or want to be alone under stress
Seek understanding

S Sensing Interest in what is real and can be seen, heard, touched

Practical, factual, detail oriented
Focus on what can be seen
N Intuition Interest in what can be imagined, seen with “the minds eye”
Speculative and holistic
Focus on the big picture

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T Thinking Interest in what is logical and works by cause and effect
Objective, logical, and impersonal
F Feeling Interest in knowing what is important and valuable
Subjective, in touch with feelings, and personal

J Judgment Interest in acting by organizing, planning, deciding

Like to reach conclusions and have closure
Impatient – like to see things move along
P Perception Interest in acting by watching, trying out, adapting
Like to delay decisions so they can gather more information on
what others think/feel
Will decide at the last minute because they don’t want to make the
wrong decision

Now flip to pages 14-18 in your workbooks and read about the characteristics of each
type.

Individual examples of each section:

The facilitator will ask for 8 volunteers: 4 I’s and 4 E’s

ƒ Mentor responsible for I’s: ____________________
ƒ Mentor responsible for E’s: ____________________
E or I ƒ Each mentor will take his/her group outside away from one another
and give them 2 minutes to imagine their ideal vacation.
ƒ Ask the groups to come in and describe their ideal vacation.
ƒ Ask participants to point out the differences in E & I- ask students
to see where they saw these characteristics in each vacation.

The facilitator will tell the group that we are going to break into six smaller groups and
that each group should have approximately 6-7 people. They are to get into a group
based on their clear preference.

ƒ Each group gets a piece of butcher paper.

S or N ƒ Mentor responsible for S: ___________________
ƒ Mentor responsible for N: ____________________
ƒ Ask them to describe time.

ƒ Each group gets a piece of butcher paper.

T or F ƒ Mentor responsible for T: ____________________
ƒ Mentor responsible for F: ____________________
ƒ Ask them to define success.

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 ƒ Each group gets a piece of butcher paper.
J or P ƒ Mentor responsible for J: ____________________
ƒ Mentor responsible for P: ____________________
ƒ Ask them what they do with a calendar?

Each group will report out. The large group will discuss the difference between each of
the types, as well as how they might be maximize strengths and minimize weaknesses
(what can they do to be accommodating to someone of the opposite type?)

Reflection 15 mins., Kim

The facilitator will play “I Don’t Wanna Be” by Gavin DeGraw and ask participants to
complete the reflection on page 19 and 20 of their workbooks.

Announcements Kim

ƒ Dinner is at 5:30pm.
ƒ After dinner, you have free time until 7:30pm.
ƒ Activities mentors have planned:

Pool -
Volleyball -
Basketball -
Mafia -
Cards/Games -

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 Congruence
Monday, August 24th
7:30pm
Pavilion A

Learning Goals

ƒ To begin identifying one’s personal values

ƒ To begin to recognize values one acts congruently or incongruently on
ƒ To reflect on areas of their lives they wish to become more congruent

Supplies

ƒ Coins and bills, each of different value

ƒ Flipchart
ƒ Markers

Framing 5 mins., Stephanie

The facilitator will ask participants to read the definition of congruence on page 23 of
their workbooks. S/he will tell the group that we are going to do two very different
activities that will address congruence. The first activity will challenge individuals to be
honest and authentic both with themselves, and with the group. The second activity will
ask them to reflect on what their values are and where they came from.

Stand and Declare 20 mins., Kim & Stephanie

The facilitator will invite the group to sit in a circle. The facilitator will tell the group
that this activity requires quite a bit of maturity, but that s/he believes the group will be
able to handle it. S/he will tell the group is activity will challenge them to be authentic
with themselves, and with the group. The facilitator will tell the group that this activity is
called Stand and Declare. That s/he will read a series of statements, and if they identify
with them, they will stand to declare that identification with the group. The facilitator
tells the group that this activity also provides them with the opportunity to think about the
values that might be unspoken in their identification with a particular statement.

This activity needs to take place in complete silence, but other forms of communication
(eye contact, touching, etc.) are allowed. Remind everyone of the ground rules and
expectations: respect, no judging, etc. Also, let folks know that they have the option of
not participating, or standing/declaring, if they are not comfortable with individual
statements by not standing/declaring. The exercise in not intended to be painful self-
disclosure – the purpose is to challenge you to stand and declare who you are and what
you believe in – in other words, it’s a time to practice congruence. Additionally, it is also
an opportunity for us to recognize the group’s diversity. Encourage participants to
observe who is standing or sitting with you and how they are feeling after you read each
statement, as they stand, or when they are sitting.

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“Stand and declare if you identify as being…”
A man?
A woman?
Born in the United States?
Have seen the Pacific Ocean?
Have seen the Atlantic Ocean?
Have ever lived away from home?
A person of color?
African-American or Black?
European-American or Caucasian?
Arab American?
Native American?
Asian-American? Pacific Islander?
Northern?
Southern?
Eastern?
Western?
Knowing very little about your cultural heritage?
Speak a language other than English?
Religious?
Spiritual but not religious?
Not Religious?
Have seriously questioned your religious beliefs?
A Republican?
A Democrat?
An Independent?
Not identifying with any political party?
Raised in a lower-income family with not enough resources?
Raised in an upper-income family with more than enough resources?
Raised in a middle-income family with enough resources?
Raised in a single parent household?
Raised in a household with extended family?
Raised as an only child?
Raised as the oldest child?
Raised as the youngest child?
Have parents who have been divorced from one another?
Have had a close family member/friend die?
Have both parents still living?
Have one parent still living?
Both parents have died?
Are single?
Are in a long-term relationship?
Are a parent?
Sometimes feel lonely?
Sometimes have low self confidence?

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Ever been in a fight to prove you were tough?
Believes it is alright for someone to have a date of the same gender at a social event?
Are gay, lesbian, bisexual or transgender or have friends and/or family how are gay,
lesbian, bisexual or transgender?
Have experienced the effects of drug addiction in the family?
Have a friend or relative who has or has attempted to commit suicide?
Have a friend or relative who has been sexually assaulted or abused?
Have or know someone who has been raped?
Have been discriminated against because of your age?
Have been discriminated against because of your gender?
Have been discriminated against because of your race?
Have broken a law?
Have broken a law and gotten caught?
Have ever had your home broken into?
Anyone – who has not stood yet? (this is a good question to ask – to show that each and
every person in the room had something to share – so at the end NO ONE will be
standing)

At this time the facilitators will invite the mentors, if they would like, to stand, and say a
statement that is true for him/herself, and invite others to stand with him/her.

Debriefing 20 mins., Stephanie

What struck you most about this activity?

What was the strongest emotion that this activity evoked?
What group do you wish would have been identified so you could stand/declare?
What group do you wish had not been called out?
How did you feel after you stand/declare?
- How does it feel to stand up for who you are?
- How does it feel to stand up for one of your values?
How did you feel when you did not stand/declare?
What insight did this activity give you about your values?
What did you like best about the activity?
How would you change the activity?

*Based on how the group is feeling, they may need a short break after this activity.

Values Identification 25 mins., Stephanie

The facilitator will place several bills and coins of different value in random order on a
table. S/he will then ask for a volunteer to come up to the table and choose a coin or bill.
Once the volunteer has chosen, the facilitator will ask him/her how s/he chose. It is likely
that the volunteer will choose the bill with the most monetary value. Explain that in this
situation, value refers to the worth of each coin or bill. Note that it is easy to know the
value of tangible things like money, video games, and clothes, and to know which of

18
those things have the most value. But it is much more difficult to define the value of
intangible qualities.
The facilitator will reiterate that someone who is acting congruently “walks the talk,” that
their values and behavior are the same. What they say and how they act are the same.
And, important to leadership, we are congruent when we stand up for who we are and
what we believe in. The first step to achieving congruence is to have an awareness of
who you are and your personal values since values help define who we are and how we
behave. S/he will explain that Stand and Declare gave them a chance to silently act
congruently with who they are. Now, s/he wants them to identify their personal values,
why they value it, and where it came from.

The facilitator will ask the group to list the various places our values “come from.” If the
group does not list these items, add them to the list:
ƒ Family
ƒ Friends
ƒ Church
ƒ Culture
ƒ Community

The facilitator will tell the group that although our values are learned as children, we all
go through a period of testing the values that have been instilled in us by others. For
many, college is the first time “on their own,” and is often a time when individuals put
the values they were taught by their family to the test, and try out new values. And, we
eventually come to a point where we make a conscious choice to continue to live by a
certain value or not. So, sometimes it can be difficult for us to determine what our values
are. The facilitator will show participants a list of things that will give us clues about
what our values are:
ƒ Our behavior
ƒ Decisions we make
ƒ Issues we stand up for
ƒ Guilt when we have not lived by our values
The facilitator will ask participants if there is anything else they think should be added to
this list.

The facilitator will now explain that it is their turn to spend some time thinking about
what their personal values are. S/he will invite them to pull out their personal maps, and
think about the story they told about their map, noting that the stories we tell often give
us hints about what we value. Additionally, the facilitator will encourage participants to
look back at their MBTI results, and think about what their profile tells them about how
they behave, which might also give them hints about what they value. Finally, the
facilitator will encourage participants to reflect back to Stand and Declare and think
about what they did or did not stand for, and what that might say about their values.
Then, the facilitator will ask them to individually and silently complete the values activity
on pages 24 and 25of their workbooks. Stress that this is a process they should complete
in silence.

19
Debriefing 20 mins., Stephanie

Once they have completed the questions in their workbooks, ask them to pair up with
someone in their ensemble group and share their answers. After a few minutes,
reconvene the large group, and facilitate a discussion on the following questions:

ƒ If we use our values to guide our behavior, why is it that we sometimes don’t
behave according to our values?
ƒ Is anyone willing to share a time when they did not act in congruence with their
values? Why did you not act congruently?
ƒ What types of things can we do to get better at always using our values to guide
our behavior, and truly act more congruently?
ƒ Does anyone have a story to share about a time when they have stood up for one
of their values even though your family or friends might have disagreed with your
position? How did it feel to act in a way that was congruent with your values?
ƒ Why is it so important for a leader to act congruently? (If participants do not
come up with it, please be sure to mention that consistently acting congruently
with your stated values is what gives you integrity. Integrity is important because
without it, people do not trust you. Then ask why trust is important to leadership.)
ƒ How do consciousness of self and congruence fit together?

In closing, the facilitator will highlight that acting with congruence is only possible when
a leader knows his/her values. This requires consciousness of self. Research shows that
people would rather follow a leader with character and integrity than one with charisma.
When asked how they defined “character and integrity,” individuals would say things
like, “expressing their values and standing up for them,” and “being honest.” As a leader,
it is VERY important to act congruently because this builds your capacity to attract others
and earn credibility.

20
 Commitment
Monday, August 24th
8:45pm
Pavilion A

Learning Goals

ƒ To begin to think about the role commitment plays in leadership

ƒ To reflect on what they are passionate about
ƒ To begin to critically think about how they want to spend their time and energy at
UT

Supplies

ƒ Videos
ƒ TV and DVD Player

Framing 5 mins., Mentors

A mentor (mentor responsible: ____________________) will ask participants to read the

definition of commitment on page 28 of their workbooks. S/he will explain that we are
going to watch two video clips that illustrate commitment in action.

Video Clips 20 mins., Mentors

First video: Rudy

Second video: The Pursuit of Happyness

A mentor (mentor responsible: ____________________) will give some context

regarding each movie prior to playing it, and will give additional context regarding each
clip to help participants know what is happening. The mentor will point out that both
movies are true stories.

Following the video clips a mentor (mentor responsible: ____________________) will

ask the group the following reflection questions:

ƒ What examples of someone investing significant time and energy into an outcome
did you see? In other words, what were the main characters in these films
committed to?
ƒ Where do you think the characters commitment came from? Why?
ƒ How did commitment help these individuals overcome a challenge?
ƒ All of us have competing commitments – or other things going on in our lives that
take us away from the things we are most committed to. What did these
individuals have to give up in order to be successful?
ƒ What role did one individual’s commitment play in helping a group of people be
successful?

21
 ƒ Did you see any examples of the characters using Consciousness of Self?
Congruence? Why might these values be important to commitment?

Mentors will emphasize to participants that these movies are also true stories and that
they highlight the relational aspect of the Social Change Model.

My Life as a College Student 20 mins., Mentors

A mentor (mentor responsible: ____________________) will explain that there are so

many things that they will 1.be responsible for doing and 2.want to do outside of their
responsibilities that it is very easy to get stretched too thin. S/he will share a personal
story about a time they took on too much and the consequences of taking on too much.

Therefore, it is important that they spend some time thinking about how they want to
spend their time and energy at UT. S/he will ask participants to get in their leadership
ensemble groups and explain that the Mentors are going to lead them through the next
activity.

Each mentor should write a short blurb describing a typical day in the life of a student
leader. Classes, meetings, homework, and time with friends should all be included. (I
trust that they will be appropriate). Be sure to include details on how you chose what to
be involved with, and note the importance of finding a good fit between one’s interests
and values and involvements. Keep it to about 2 minutes.

Explain that, as college students and student leaders, they will have many demands on
their time. Therefore, it is important to think a lot about how they want to spend their
time. Choice matters!

Ask participants to turn to page 29 in their workbooks. Mentors should ask participants
to spend some time thinking about and answering the questions. If time allows, ask
participants to share some of the thoughts they generated.

Announcements Kim

ƒ Breakfast tomorrow is at 8:30a.m.

ƒ We will be starting promptly at 9:15a.m. DON’T BE LATE!
ƒ Tell each of the groups where they will be meeting.
o Morning group: Tessa and Jeff, Randy and CK, and Mary Beth and Zach
o Afternoon group: Tracy and Clifton, and Brittany and Matt
o Note that the morning group will need to wear their bathing suits
o No flip flops or crocks… must wear other shoes that can get wet and will
stay on their feet
o If you’re wearing a bikini, please wear a shirt over it that can get wet!
ƒ Remember to get a good night sleep so that you can be an active participant
tomorrow – it is part of your responsibility to the group as a whole.
ƒ Be respect of peers who go to sleep before you and of other groups at DaySpring.

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 Collaboration and Common Purpose
Tuesday, August 25th
Morning group: 9:15am
Afternoon group: 1:15pm
Waterfront

Learning Goals

ƒ To work on group collaboration

ƒ To begin to learn different techniques for developing a group in a creative manner
ƒ To begin to learn how to find a common purpose to solve a problem

Supplies

ƒ Provided by Pathfinder

Framing 5 mins., Kim/Tracy

The facilitator will explain that we are going to begin exploring collaboration and
common purpose. Ask participants to read the definition of collaboration on page 37 of
their workbooks. Then, ask participants to read the definition of common purpose on
page 40 of their workbooks.

The facilitator will invite participants to pay particular attention to group dynamics
throughout the next exercise. She will explain that both collaboration and common
purpose have a great deal to do with how well you develop mindfulness, which is an
aspect of consciousness of self. You need to have the ability to participate in an activity,
while at the same time paying very close attention to how you are feeling and why, as
well as the group process. She will ask participants to divide into their leadership
ensemble groups and follow her outside.

Cast Away 140 mins., Pathfinder

“Can this fishing village survive? In the aftermath of a great storm, a community must
rebuild to continue fishing. Small teams must brainstorm raft designs and share limited
resources to create their vessels. Then, groups test their rafts in the lagoon and ‘go
fishing’ to prove their seaworthiness.”
~ from the Pathfinder Program Guide

Debrief 30 mins., Pathfinder & Kim/Tracy

Small Group Topics

Evaluation of task success:
ƒ On a scale of 1-5, how successful were we? What does (the various answers) look
like?
ƒ How well did the passengers stay safe and dry?

23
 ƒ How easy is it to navigate your vessel on the water?
ƒ Did your ensemble group develop a common purpose beyond just the scope of the
activity? What was it? (Often unspoken).
ƒ How well did you communicate and work together?
ƒ How well did you discover, and use, all possible resources?
ƒ How well did you discover, and use, each ensemble member’s skills/talents?

Evaluation of interpersonal success:

ƒ What was it like to work with the other ensemble groups? What assumptions did
you or they have?
ƒ What would make it easier to work with others in the future?
ƒ What problem did you have that solved? How did you do that?
ƒ You stated that your ensemble group’s common purpose was (their answer). Was
the other ensemble group’s common purpose similar? Different?
ƒ Looking back, what would you do differently? What would you be sure to do
again?
ƒ Who would you like to thank in this ensemble group?

Large Group Topics

ƒ How successful were we as a community?
ƒ How did you work together in the community?
ƒ What was the common purpose your ensemble group’s developed? Did each
ensemble group’s common purpose overlap in some way with the common
purpose of the other ensemble groups? Once you started working as a large
group, how did the common purpose of your individual ensemble groups change?
How is this similar to real life?
ƒ What were the specific actions/behaviors you saw occurring in the large group
that demonstrated creating common purpose?
ƒ What are the challenges to building common purpose? How can you overcome
these?
ƒ What was the most challenging part of collaborating in completing your task?
ƒ What were the specific actions/behaviors you saw occurring in your group that
you think demonstrated good collaboration?
ƒ What are the benefits of collaboration?
ƒ Collaboration is a prerequisite for common purpose… why do you think this is
the case? (with have to collaborate to determine if something is even worth doing
together).
ƒ What would happen if, in the real world, we worried only about ourselves?
ƒ Was there a time in your life that you helped someone out for the greater good?
The model we are looking at is the Social Change Model of Leadership. Why are
the values of collaboration and common purpose so important to this model?
ƒ What were some problems and how were they resolved?
ƒ Is there anyone from another ensemble group you would like to thank or
recognize or appreciate?

24
Reflection 5 mins., Kim/Tracy

The facilitator will ask participants to complete the reflection on page 41 of their
workbooks.

Announcements Kim/Tracy

Morning group:
ƒ Lunch is at 12:30pm. You are encouraged to get into dry clothes before lunch.
ƒ After lunch, the next session will begin at 1:15pm in Pavilion A.
ƒ Involvement lunch topics:

Tracy – PEACE Volunteer Center

Clifton and Jeff – Fraternity Life
Brittany and Matt – Extreme ELITE
Tessa – College Republicans
Randy – Diversity Fellowship
CK – Residence Life/Residence Hall Association
Mary Beth – Sorority Life
Zach – JOIN

Afternoon group:
ƒ Quickly go and change before the next session begins at 4:30pm in Pavilion A.

25
 Controversy with Civility
Tuesday, August 25th
Afternoon group: 9:15am
Morning group: 1:15pm
Pavilion A

Learning Goals

ƒ To begin to clarify one’s own personal values and being to put them into action
ƒ To begin working effectively engage with others in controversy with civility

Supplies

ƒ Red, blue and green butcher paper

ƒ Poster of debate/conflict and dialogue/controversy with civility

Framing 15 mins., Stephanie/Kim

The facilitator will explain that we are going to begin exploring controversy with civility.
Ask participants to read the definition of controversy with civility on page 33 of their
workbooks.

The facilitator will ask students to list the feelings that they experience when they get in a
conflict with someone else, and will record these on a flipchart. The facilitator will
follow-up by asking why participants have these feelings when they get in a conflict
situation.

S/he will then ask the group to call out reasons they think conflict occurs, and WHY they
think those things cause conflict. The facilitator will then show them the explanations for
conflict chart (there is a poster of this), highlighting the ones the group did not list.

The facilitator will show participants a chart (there is a poster of this) of David Bohm’s
comparison of debate/conflict and dialogue/controversy with civility. S/he will then ask
participants to think about what would need to be present in a group to make controversy
of civility a norm. The facilitator will list responses on a flipchart.

Using the information discussed, the facilitator will make some summary statements
regarding the nature of effectively engaging in controversy with civility.

Social Barometer Exercise 30 mins., Stephanie/Kim

Construct a large horseshoe-shaped thermometer by laying the butcher paper on the floor
in a semicircle pattern. Place the blue sheet of butcher paper (representing “cold” and -
100 degrees) on one end of the thermometer, the sheet of green butcher paper
(representing “neutral” and 0 degrees) in the middle, and the sheet of red butcher paper
(representing “hot” and +100 degrees) at the opposite end.

26
Participants are going to be given an opportunity to practice engaging in controversy with
civility. The facilitator will tell participants that s/he will be calling out a variety of
different words during the activity and would like for them to move to the spot on the
thermometer which best describes their initial reaction to the word. They can move to the
cold/negative side, the hot/positive side, the neutral middle section, or any point in
between. Encourage participants to look around and see where others are standing, to
think about why they are choosing to stand where they do and who/what influenced their
perspective (there is a poster with these questions on it). Stress that this is a SILENT
activity until they are invited by the facilitator to speak. The facilitator will ask a few
participants to share why their position is appropriate for them and why. Additionally,
encourage them to listen carefully to the reasons other’s give for standing where they are
and think about how their position is both similar to and different from your own
position. DO NOT ALLOW THEM TO DEBATE ANY OF THE COMMENTS.

Ask if there are any questions before starting.

Try to challenge people who are hiding by posing a few of the questions to them. They
should realize that people with strong positive feelings and strong negative feelings may
find themselves in the exact same position (should the opportunity arise, share your
observation with the group). Simply encourage them to recognize the diversity of the
personal values held in the group.

ƒ Fish
ƒ Veal
ƒ Money
ƒ Nature
ƒ Music
ƒ Today
ƒ Curfew
ƒ Respect
ƒ Exercise
ƒ Competition
ƒ Cheating
ƒ Grades
ƒ Change
ƒ Power
ƒ Integrity
ƒ Culture
ƒ War
ƒ Drinking
ƒ Chaos
ƒ AIDS
ƒ Feminism
ƒ Welfare
ƒ Religion
ƒ Pressure

27
 ƒ Dating
ƒ Sex
ƒ Privacy
ƒ Homosexuality
ƒ Politics
ƒ Stress
ƒ Environment
ƒ Drugs
ƒ Risk
ƒ Silence
ƒ Abortion
ƒ Adoption
ƒ Peace
ƒ Yourself

A Common Statement 30 mins., Stephanie/Kim

As you are reading the words from the list, note which topics seem to 1) have the most
diversity of perspectives and 2) be issues people feel passionately about. Choose the one
that seems like it might be most compelling for this part of the activity. Write that word
on the top of a piece of flipchart paper. Tell the group that their task is to imagine that
ELITE is asked to put out a statement regarding their perspective on this topic. They
need to come up with a statement that everyone is comfortable with. It needs to be true
for everyone.

As a facilitator, you might need to help them sort through what is being said. Steer them
away from a cop out – like saying, “We all have a different perspective on X and believe
all perspectives should be respected.” Challenge them to find common ground that exists
between them.

Once they’ve done this, point out that, in most disagreements, there is something the
parties can agree on. Point out that groups can use this as a foundation for moving
forward and creating change. The statement they came up with should be something that
everyone involved feels like is congruent with their values and on which they feel as
though they could take action to create change.

Debriefing 15 mins., Stephanie/Kim

A few questions to get conversation started –

ƒ What did you think of this exercise?

ƒ How difficult was it to commit to an opinion? If you thought it was difficult,
what was difficult about it?
ƒ How are your opinions and values similar to and different from other group
members?

28
 ƒ What did it feel like to be asked to move to a position without being able to
explain it?
ƒ Look back at the chart we made about what we feel when we are in conflict with
someone else. What did engaging with controversy with civility feel like?
ƒ What did it feel like to have to find the common purpose in a group with multiple
perspectives? What strategies worked to achieving this?
ƒ Why is controversy with civility an important leadership value?

Reflection 10 mins., Stephanie/Kim

The facilitator will ask participants to complete the journal on page 34.

Announcements Stephanie/Kim

Afternoon group:
ƒ You have free time until lunch at 12:30. Activities mentors have planned for free
time (note that canoeing is not an option):

Pool –
Volleyball -
Basketball -
Cards/Games -

ƒ After lunch you will be the group meeting by the waterfront, so please be sure to
give yourself enough time after lunch to change into the appropriate attire.
ƒ Involvement lunch topics:

Tracy – PEACE Volunteer Center

Clifton and Jeff – Fraternity Life
Brittany and Matt – Extreme ELITE
Tessa – College Republicans
Randy – Diversity Fellowship
CK – Residence Life/Residence Hall Association
Mary Beth – Sorority Life
Zach – JOIN

Morning group:
ƒ You have free time until 4:30pm. Activities mentors have planned (note that
canoeing is not an option):

Pool –
Volleyball –
Basketball –
Cards/Games –
ƒ After free time you will meet back here.

29
 Citizenship
Tuesday, August 25th
4:30pm
Pavilion A

Learning Goals

ƒ To be introduced to the concepts of philanthropy, community service, and

service-learning
ƒ To become familiar with The University of Tampa Spartan Code
ƒ To begin to learn the value of citizenship and begin to put this concept into action

Supplies

ƒ Flipchart paper
ƒ Markers
ƒ Service project supplies
ƒ Into the Streets sign-up sheets

Defining Terms 20 mins., Jaclyn

The facilitator will ask participants to read the definition of citizenship on page 44 of
their workbooks. S/he will note that one part of the definition stresses active engagement
in a community, and that we are going to discuss four different ways individuals can be
engaged in communities.

The facilitator will ask participants to define the following terms:

ƒ Philanthropy: dispensing funds for humanitarian purposes

ƒ Community Service: giving time to directly help others
ƒ Social Action: working to eliminate the underlying problem or social issue
ƒ Citizenship: social or civic responsibility through active engagement

The facilitator will ask the group to divide into their leadership ensemble groups. S/he
will give each group a piece of flipchart paper and ask them to come up with examples
from their own experiences that illustrate the term. Give the groups about 5 minutes.

ƒ Identify communities (UT, student orgs, Tampa, Florida, US, etc.)

ƒ Philanthropy
ƒ Community Service
ƒ Social Action
ƒ Citizenship

The facilitator will ask one representative to report out. Then, she will ask the following
questions:

30
 ƒ How are these types of volunteerism different from one another?
ƒ Is one better?
ƒ What happens to our community when college students who volunteer leave the
community for the summer? (the reverse side of good deeds)
ƒ Can someone come up with an example of how you might incorporate
philanthropy, community service, social action, and citizenship together?

The Spartan Code 20 mins., Jaclyn

The facilitator will explain that the second part of the definition of citizenship says that
individuals must have a, “citizen mind – a set of values and beliefs that connects an
individual in a responsible manner to others.” She will tell participants that at UT, the
values and beliefs that connect us to one another in a responsible manner are the Spartan
Code.

The facilitator will ask participants to read the Spartan Code on page 45 of their
workbooks. S/he will then ask participants to get in their ensemble groups, and will
assign each ensemble group one of the 5 values of the Spartan Code (trustworthiness,
respect, responsibility, citizenship, and honesty). She will ask them to find the reading
and questions that pertain to their assigned value between pages 46-55 of their
workbooks. Individuals should read to themselves, and then answer the questions as a
group. Each group will then report out.

Hygiene Kits 20 mins., Kim

The facilitator will explain that we are going to be putting hygiene kits together for a
local non-profit agency. S/he will explain a little bit about Metropolitan Ministries, their
mission, and talk a little bit about the programs they offer.

The facilitator will explain how to put the hygiene kits together.

Reflection Skits 10 mins., Kim

The facilitator will explain to participants that each leadership ensemble group is going to
receive a paper bag with a bunch of stuff in it. Groups are to use every item, including
the bag, and every person in their group to create a skit that explains each of the C’s and
is a reflection upon their time at the ELITE retreat. Here are the basic guidelines:

ƒ Everyone in the group MUST participate!

ƒ You must use every item in the bag, and the bag itself in your skit.
ƒ You must mention all of the 7 C’s.
ƒ Silliness is encouraged!

The facilitator will tell participants that they should use their time during dinner to put
together their skits. S/he will tell them that groups will be presenting their skits at the
reception in Reeves Theater when we get back to campus.

31
Announcements Kim

ƒ Time for dinner! Meet back here at 6:15pm.

32
 Change
Tuesday, August 25th
6:15pm
Pavilion A

Learning Goals

ƒ To refocus the group on the purpose of this particular leadership development

model (change)
ƒ To pull the various pieces of the model together into a coherent whole

Supplies

ƒ CD Player and Music

Bringing it all together 30 mins., Kim

The facilitator will ask the group to flip back to page 5 in their workbooks (there is a
poster for this). S/he will note that we have discussed this model in a very linear fashion,
but that the model is not linear. In fact, all of the 7 C’s interact and impact each other. In
a lot of ways, we’ve made each of these sound so easy to implement, but they really are
not. S/he will ask the group the following reflection questions:

ƒ How do you see the values in each of the circle impacting each other (e.g.,
consciousness of self and congruence)? How do they work together? How might
they come into conflict?
ƒ How do you see the values across the circle impacting each other (e.g.,
congruence and common purpose)? How do they work together? How might
they come into conflict?
ƒ Do your personal values (consciousness of self and congruence) ever come into
conflict with the groups values (common purpose)? What do you do then? How
do you decide what you are committed to – your values or the groups values?

The facilitator will then take the group back to the basic assumptions of the model:
ƒ Leadership can be developed in anyone
ƒ Leadership is a process – NOT a position
ƒ Leadership is values-based
ƒ Leadership is done for the purpose of creating positive social change

S/he will then ask the group to turn to pages 59-61. S/he will tell them that s/he is going
to play “Waiting on the World to Change” and that s/he wants them to think about what
they are waiting to change in the world, and how they can use their leadership skills to
influence that change. They should complete the journal on page 61.

33
 Wrap-up and Reflection
Tuesday, August 25th
6:45pm
Pavilion A

Learning Goals

ƒ To have the opportunity to express to others what they learned/gained from them
during the retreat.
ƒ To take time to focus on putting their future at UT in perspective
ƒ To begin to think about how to put what they learned during the ELITE retreat
into action once they return to campus.

Supplies

ƒ Staying in Action Letter Pages

ƒ Envelopes
ƒ Paper bags and materials for skits

Touch Someone Who 30 mins., Kim/Jaclyn

The facilitator will ask the group to stand in a circle. S/he will explain that this is a silent
activity, and participants will need to keep their eyes closed and stand with their hands
crossed in front of them. S/he will invite a small group into the middle of the circle, and
these people can then open their eyes. S/he will explain that she will then read a
statement and the people in the center of the circle will go around and touch someone (or
several people who) fulfill that statement. Once they have been in the circle, ask them to
hold their hands behind their backs.

Touch Someone Who…

ƒ You have gotten to know pretty well
ƒ You learned something about leadership from
ƒ Made you feel comfortable to be yourself
ƒ Challenged you to step out of your comfort zone
ƒ You think demonstrated a high amount of trust

ƒ You want to continue to hang out with on campus

ƒ You learned something about collaboration from
ƒ Made you laugh
ƒ You think has a good sense of who they are as an individual
ƒ Is a very honest individual

ƒ You did not get to know well, but would like to get to know better
ƒ Made you think
ƒ You learned something about citizenship from

34
 ƒ You think has the potential to do good things in this world
ƒ You respect

ƒ Has inspired you to be a better person

ƒ Shared something personal about themselves with you
ƒ You learned something about congruence from
ƒ You think has a great smile
ƒ Would like to be in a student organization with

ƒ Has a quality you would like to develop in yourself

ƒ You think has good thoughts/ideas
ƒ You think has a good sense of style
ƒ Made you believe in your abilities
ƒ Is good at engaging in controversy with civility

ƒ You think has a lot of integrity

ƒ Has a lot of positive energy
ƒ You would want around when you get in a jam
ƒ Actively modeled the seven c’s
ƒ You think is creative

ƒ You learned something about yourself from

ƒ You would want to work in a group with in the future
ƒ You admire
ƒ Made you excited to be here
ƒ You would want to play an intramural sport with

ƒ You learned something about commitment from

ƒ You think is fun to be around
ƒ Helped ease your fears about starting college
ƒ You hope you are still friends with when you graduate
ƒ Made you want to change

Staying in Action Letter 15 mins., Kim

The facilitator will explain that the greatest challenge each of us will face as we return to
campus is putting into action what we have learned over the past two days. They will be
getting settled, going to classes, getting involved, etc. S/he will ask the group to
brainstorm was we can “Stay in Action.” S/he will then ask, how can we support and
motivate one another to stay in action?

The facilitator will provide each participant with a Staying in Action letter page and
envelope. The facilitator will ask each participant to write a letter to themselves about
their experience, what they want to be reminded of mid-semester, and two leadership
goals for the year. Once finished, ask each participant to put the letter in the envelope,

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seal it, and write their name and campus box number on the outside and give it to the
facilitator.

Retreat Wrap-Up 15 mins., Mentors

Mentors will pick up their folders and backpacks from the facilitator and gather their
ensemble group. In the folders are co-curricular transcript forms (registration and
activity forms) and a contact list. Please have them complete all of these items. Make
sure to explain how to fill out the form appropriately, and what the codes on the back of
the activity forms mean. Remind participants to keep the yellow copy for their records.
Encourage them to visit the Student Leadership and Engagement page on SpartanWeb to
complete the Activity Record as they join new student organizations this year. Return all
the completed materials to the folder and give back to the facilitator.

Please, please, please remind them that they will be getting an electronic survey during
the next few days. Reiterate how seriously we take their feedback, and how much we
appreciate them taking the time to complete it in a timely manner.

Encourage your group to think about if they would like to be a mentor next year. Explain
that applications come out in February. Tell them that we look at what student
organizations they have become actively involved in (beyond just Extreme ELITE), as
well as what other leadership programs they participated in during the year.

Note that the Spartan Leadership Connection is the umbrella for all of OSLE’s leadership
programs. Highlight activities that can provide them with continued leadership
development and opportunities for involvement.

ƒ Leadership and Swimming with the Manatees, Friday, November 7-Sunday,

November 9
o $125 which includes the facilitator, transportation, hotel, boat, wet suit,
snorkel, and mask
o Participants will need to pay for their own food for the trip
o Need to sign up in OSLE
ƒ Spring Leadership Retreat, Saturday, February 20th
o $10 participation fee
o Need to sign up in OSLE
ƒ Leadership and Sailing, Saturday, February 27th or Saturday, April 24th
o $20 participation fee
o Need to sign up in OSLE

Please also review the following orientation information with your group and help get
them pumped up!!

Students should report as assigned below with your photo ID on Wednesday. If they
have already paid their tuition bill, they will need to go to Grand Salon. If they have not
fully paid, they will need to report to Fletcher Lounge.

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N-Q 10am T-V 10:45am B 11:30am G 12:15pm L 1pm
R 10:15am W-Z 11am C 11:45am H-J 12:30pm M 1:15
S 10:30am A 11:15am D-F noon K 12:45pm

Commuter students should report between 2-4pm.

ONE family member should go to the Music Room to check in if your family has
registered for family orientation, or wishes to register.

Please encourage students to get the most out of the Involvement Conference as possible.
This will take place on Saturday from 1-6pm.

Remind them that attending their Gateways classes during orientation are
MANDATORY.

Remind those students who picked up access cards from Safety and Security to get into
their residence halls need to return them back to Safety and Security by 5pm on
Wednesday, otherwise they will have a hold put on their account.

Announcements Kim

The facilitator will remind the group that after the bus arrives on campus, they will have
15 minutes to take their bags to their room and return to Reeves Theater, on the second
floor of the Vaughn Center.

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