source site Interview Active as a volunteer in the community For the official publication of programs, course descriptions and admission requirements please view the Capilano University Calendar pdf. Instructors Instructor Name View profile.
Instructor Name View profile. Contact Have questions about this program? Introduction to Community Development. Leadership for Community Building. Facilitation for Community Development Practitioners.
Service Learning in Neighbourhood Context. Foundation Skills in Community Development. Digital Tools for Social Change.
Graduate Certificate: Collaborative Community Leadership. Small Group Site Visits and Reflection, e. KAI Practitioners. Please note: medical fees of any kind will be billed to the student and are not included in program fees. Center for Cooperative Problem Solving.
Community-Based Research. Program Planning and Management. Page Content. THE MODEL: In understanding the leadership model presented here, it is necessary to assume that a "leadership development group" has been formed and that the group intends to engage in some form of change-action project as the primary vehicle for developing leadership skills.
BASIC PREMISES: The model is inclusive in that it is designed to enhance the development of leadership qualities in all participants- those who hold formal leadership positions as well as those who do not - and to promote a process that is inclusive and actively engages all who wish to contribute. Leadership is viewed as a process rather than as a position. The model explicitly promotes the values of equity, social justice, self-knowledge, personal empowerment, collaboration, citizenship, and service. Service provides a powerful vehicle for developing student leadership capabilities in a collaborative environment.
Learning happens by "making meaning" of life experiences.
While the model was initially designed to assist professionals in the field of student affairs who are engaged or wish to engage in facilitating leadership development among students, we have come to realize that it can also be useful to faculty and academic administrators or to students who are interested in undertaking leadership development projects on their own. The model is only one of the many possible models of leadership development. It is presented as a working framework that is subject to regular revision and refinement based on the experience of those who use it.
Practitioners and students may very well find certain elements in the model to be more applicable or relevant than others.
Leadership is a concept that can be confusing because it has both institutional and individual dimensions. Institutional leadership is generally. The Leadership and Social Change Minor (ILRM) offers students a theoretical foundation combined with the practical knowledge and skills necessary to lead in .
Moreover, different types of institutions may need to make some modifications in accordance with their institutional missions. Leadership Competence: the capacity to mobilize oneself and others to serve and work collaboratively. To facilitate positive social change at the institution or in the community.
Since our approach to leadership development is embedded in collaboration and concerned with fostering positive social change, the model examines leadership development from three different perspectives or levels: The Individual: What personal qualities are we attempting to foster and develop in those who participate in a leadership development program? What personal qualities are most supportive of group functioning and positive social change?
The Group: How can the collaborative leadership development process be designed not only to facilitate the development of the desired, individual qualities above , but also to affect positive social change?