Student Leadership Development
The DC Experience /// The First Week
May 22, 2013 by Arvin Alaigh
My name is Arvin Alaigh and I am the resident W&M in DC blogger for the Leadership & Community Engagement Institute. I am a rising junior majoring in Government and American Studies and minoring in Philosophy, and I hail from the beautiful state of New Jersey. My hobbies consist of watching of TV shows, primarily The OC, House of Cards, and Game of Thrones. I also love Buffalo Wild Wings, making music, playing/watching basketball, and studying Roman history. Current events are cool, too. On campus, I am involved in AMP Music, Campus Radio, the International Relations Club, and research with the Institute for the Theory and Practice of International Relations.
I try to be funny but it’s not really successful most of the time, but it’s okay. I’m over it. In the words of the illustrious Aubrey “Drake” Graham in the 2010 hit “Over” off his debut album Thank Me Later, “I’m doing me”.
Monday, May 13 marked the first day in a 12-week long journey for the thirteen selected Leadership & Community Engagement fellows. This Monday morning, we were greeted by the normal, weekday morning Washington DC metro traffic en route to the DC office. This marked the first time I had ever commuted within a big city, let alone during rush hour. It began by paying an exorbitant amount of money – about five dollars round-trip – for what turned out to be a roughly eleven-minute train ride. While on the train, I had the pleasure of losing my bearings on several occasions, getting tossed around by the turbulent ride like a pinball as we approached each stop. It was exhilarating, to say the least. Upon exiting the train-car, I held up about six commuters behind me as I struggled to find the location of the ticket-scanner. In the words of the fabulous Sarah Adler, I fully embodied the “Metro-noob” stereotype, which undoubtedly ran rampant among my fellow out-of-state peers. All in all, I could not have been happier having truly received the delightful “first-time-commuting-in-DC” experience.
About an hour and fifteen minutes after leaving our Arlington apartments, our group of about twenty fellows finally arrived at the promised land: the William & Mary Washington Office. An eclectic array of sandwiches and pastries were provided for lunch, which was certainly a nice touch. Our group orientation followed, lasting roughly three hours, and detailed the logistics of the DC program at great length. The topics discussed were diverse in nature, ranging from practical tips about safety in DC, and networking at site visits, to seemingly bizarre advice regarding emergency protocol in the event of nuclear attack. We broke off into our smaller institutes at about 4:00, and for the first time, all 13 fellows, as well as Professor Drew Stelljes and our wonderful TA, Maggie Scott, met together as a group.
Individually, all thirteen fellows hail from diverse backgrounds, both in our personal and collegiate lives. Yet, we are all united under the common goal of affecting positive change within the community. This is essentially the goal of the Leadership & Community Engagement course – to better understand our goals and ourselves as leaders within our respective communities. While we are not assigned copious amounts of reading and writing assignments, I wholeheartedly maintain that our work is still toiling, but in a different nature than the typical William & Mary class. Self-reflection is our major mode of assessment, but it is difficult to operationalize something as abstract and personal as self-reflection; nevertheless, Drew does an excellent job in ensuring we have mulled over concepts discussed in class, as well as encouraging us to think outside the box when dealing with and studying leaders. We have tremendous chemistry as a group, which is especially beneficial for fostering thoughtful discussion within the classroom environment.
Despite my seemingly inauspicious start, which manifested itself in a multitude of misfortunes, I believe that the past week and a half have been more enriching and thought-provoking than I ever could have imagined. I am proud to say that I eventually mastered the art of the Metro, and I now scoff at the Metro-noobs who clog up escalators and/or hold up lines – although, I must admit that a little part of me does commiserate with them as I fondly recollect my first days as an inept, confused commuter. Overall, I am certainly looking forward to the ensuing weeks and adventures to come, and I certainly look forward to documenting them!
That Time a W&M Professor Lied To Me
March 13, 2013 by Elizabeth Miller
It was one of my favorite stories to tell on an admission tour as we paused in the lobby of Blair Hall. I recounted the day I walked into my history course, “The Global Color Line” with Professor Vinson, and he stared us all down. “Today, you are going to teach class,” he said, while we shifted uncomfortably in our seats. Starting us off with a question, Vinson guided a few students to the front of the classroom where they started—quite awkwardly at first—to talk and then ask questions of others. Slowly, we rotated who was standing at the front, writing on the board, bringing up new ideas, and then passing the chalk. At the end of the class I found myself at the back of the room seated next to a smiling Prof. Vinson. “See,” he said, probably to the whole class but in that moment it felt like it was just to me, “Strong students don’t need strong professors.”
At that point in the story I would exclaim to my tour, “Which is a total lie! We needed an incredible professor like Prof. Vinson to get us to that point.” I still think that’s true, but I recently realized something else about what he said. It’s a reworking of a quote by Ella Baker: “Strong people don’t need strong leaders.”
Ella Baker was an incredible civil rights and social justice activist, often left out of the history of the modern civil rights movement. Thankfully, I was introduced to her work and words by Prof. Vinson, and she has become a role model for me. I love quotes, and Ella has one of my top three. In talking about her unrecognized leadership in a lot of movements, she said, “I have always thought what is needed is the development of people who are interested not in being leaders as much as in developing leadership among other people.” After reading those words my junior year, it became my guiding statement. I want to use my strengths to empower others. That’s also what Professor Vinson did that day in our classroom.
I’m with Ella on the idea that if we develop the leadership of all we won’t have to rely on the few who are catapulted into role of “The Leader,” but I still call Prof. Vinson out on telling us strong students don’t need strong professors. It is through the time I spent with strong professors that I became a strong student and realized that I needed to soak up knowledge to empower others. That’s what my time in William & Mary classrooms (and across campus) did for me. That’s what that one day that a professor at William & Mary lied to me did: It reminded me that I come alive with the power to know and to share, which is to learn.
The Greatest Aspirations of Civic Engagement
March 4, 2013 by Drew Stelljes
Civic engagement is often described by individual or collective action, conducted with a systematic approach, designed to address issues of social concern. Grounded in democratic governance, it is a means by which balanced and measured decision-making for the public good determines the policies by which decisions are made or reform is enacted when it does not meet the common good. Are colleges meeting this great democratic aspiration with the proliferation of centers for civic engagement?
Civic engagement, shaped by activities and programs, are often couched in the college or university organizational hierarchy as a center. The Center exists in physical and cyber space serving as a connecting point for students and faculty that might be most inclined to become civically engaged. It provides the safe space for cultivation of ideas for those interested in experimenting with some form of engaged learning. In most cases the Center becomes another silo politicking for scarce funds, using the rhetoric of the institution’s founding purpose, to call upon funders, internal and external, to answer the call to action. Many times, a small and dedicated cadre of renegade professors, feeling themselves marginalized, get a morsel of funding to experiment with pedagogy. These centers are generally good and safe for the keepers of our organizations and governance. A new center, while a slight strain on existing resources, also brings with it the appeal of something true to core mission while not altering the existing structure of the University. The new Center can get in line with the others and make their pitch. It does not require the institution to change its operating system. This model is proliferated across colleges and universities and in most cases lauded for its outreach, clothed in the vocabulary of community partnership, mutual benefit and reciprocal learning.
Centers that provide programs and services are flourishing. They tell a good story of the student experience. Quantifiable are meals served, children tutored, houses built. It’s the cheap and easy way for colleges to “do civic engagement” and it looks good on the web and on paper. It resonates with service-oriented donors, prospective students and families. The problem is the academic core of the college, the space where students actually learn something about engagement, suffers. Decades worth of faculty, staff and students have advocated for a change in the system that shapes the academic culture of the entire organization, removing the now stale argument against service-learning or community based research, in favor of the more familiar publish or perish, teaching, research and committee work professional reward system. Civic engagement pushes against the dominant framework of singular expertise. Colleges hire experts, in very particular fields, and expect that the person become even more expert over decades, through a combination of research, writing and reflection. The persistent framework rewards the familiar – a new center that mirrors a successful one; a tenure review process that stays the course. A consistent messaging of what we’ve done and will continue rewarding
In this era of rapidly eroding financial support for public higher education and tuition increases that outpace inflation, the prospects for attainment of an education that teaches with civic engagement in the bulls-eye of the educational framework, is increasingly difficult to attain. Simultaneously public opinion of the mission of higher education is increasingly perceived as a market-driven institution existing for the economic benefit of the individual, the upward mobility of a social class and in turn further sedimentation of the class hierarchy. Now, more than ever, colleges and universities should take the hard road, but the path that has meaning and purpose, where engagement means fixing the system that created our national conundrum.
The Institution itself, charging for services, instantly creates the inequity divide. Outreach can inadvertently perpetuate that chasm, making the handout become the habit rather than the obstacle toward real progress. Our nation is in desperate need of effective, deliberate, developmental socio-cultural, economic and political discussions and shared understandings. Various publics are increasingly expecting financial reward for financial input. If an individual pays a larger share for a good and service, they expect a larger financial reward. Problem is, colleges are not, at their core, career factories. They resist, with varying success, the increased pressure from their customers to focus primarily on training for a vocational skill.
The history of higher education in the first part of the 21st century is partially written and it does not read well for civic engagement. The dominant form of civic engagement that has emerged in higher education is rich in outreach and handouts. It is largely deplete of the democratic virtues our nation is so desperate to recapture. Many colleges and universities are touting their most noble mission as that of reciprocity and yet the systems and structures have yet to change. If a college were to be bold in the face of an eroded or vacant trust in the civic mission of their work, a remodeled system would include new goals, strategies and roles for its faculty. A new way of reward would abandon tyranny of the top tier journal, of review of peers, by peers, and instead be dominated by assessment from community peers. If a college were so bold as to remain wholly dedicated to its civic mission and to embark on the difficult task of culture change focusing on shared understandings, community engagement, common frameworks for discovering within and with community, that college could take back the first part of this century from market-driven pressures.
Colleges devoted to their civic mission, do not educate for a job, they educate for citizenry and for citizenship. Job training skills can be acquired outside of an expensive assortment of buildings. The framework that will allow our society to persist, to exist through this turmoil of the first part of the century, is the framework of civic engagement. The public needs colleges and universities to train for constructive exchange of ideas, peaceful cooperation among a diverse citizenry with myriad perspectives on hard-to-solve problems.
The staffs in centers that promote civic engagement are themselves, called to action. A systemic approach to changing organizational systems could be the great work of the first part of the 21st century, the lasting legacy of the great democratic aspiration of civic engagement in higher education.
Adventure Time!
November 12, 2012 by Aaron Barksdale
At W&M not all the learning happens in the classroom. I have been fortunate to take some fun and unconventional classes through the kinesiology department at the College. Adventure Games, Ropes Facilitation, and Outdoor Leadership, just to name a few, are all taught on our campus ropes course. It has become my favorite place on campus because of the memories I made from doing silly activities from hula hooping to Frisbee tossing, tree climbing to zip-lining, and tightrope walking to high-top swinging. Although the classes are designed to be a good time, I’ve learned a lot about leadership such as: collaborative teamwork, effective communication, innovative thinking, and critical responsiveness.
My appreciation for leadership growth offered by my classes on the ropes course prompted me to work there. I began facilitating programs on the course that challenged groups to accomplish tasks both individually and as a whole while learning and having fun. Following up my love of the ropes course, I began working at a rock climbing gym in my hometown. Rock climbing is an exciting sport that encourages intelligent and creative thinking. After a year of climbing and working at the gym I became hooked and decided to a rock climbing course at W&M.
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- Base of Mt. Stony Man
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- Gear at the Summit of Marshal Mountain
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- Climbing in Action
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- Marshall Mountain Overlook
The rock climbing class was so much fun! Despite having experience, I learned a lot from my peers and professor about technique. In class we practiced knots, indoor climbing, outdoor rappelling, and climbing safety. The course culminated in a field trip over Fall Break to Shenandoah National Park where we went climbing and repelling on natural rock. We trekked through a portion of the Appalachian Trail to our first spot called Mount Stony Man for rappelling. Although we were prepared to climb in drizzling weather, a lightening storm cut our time short.
The following day we went to Mount Marshall for a day of real rock climbing. We set up anchors at the mountain summit and then prepared ourselves for adventures with harnesses and belay devices. Climbing the rock was much different than the rock wall at the gym in Adair Hall, home to the Kinesiology Dept., and rock wall at the SRC (student rec center). It was thrilling, and I believe each member of our class, including me, surpassed expectations for how well they thought they would do. The trip was a lot of fun and I continued to make great friends and lasting memories—I couldn’t have imagined a better way to spend my Fall Break!
W&M has many different learning environments, and offers a wide array of diversity for students’ interests. The ropes course is one of many, but the dance studio, Lake Matoaka, and scuba diving pool are others. While at the College I encourage you to find new ways to engage and learn outside the traditional classroom setting.
Internship Orientation, Cubicles and James Earl Jones by Adriana Green
August 6, 2012 by Drew Stelljes
Guest blogger: Adriana Green writes about her first day as an intern at the DC Central Kitchen. Adriana graduated from William & Mary in May 2012 and participated in the DC Summer Institute on Leadership in Community Engagement.
Some days the wind is blowing, the rain is falling and you’ve tripped up every broken escalator from Springfield to Gallery Place.
So much for a great first impression.
The start of Intern Orientation Week had me disheveled and attempting the impossible task of sneaking into DCCK (DC Central Kitchen).
I didn’t make it 30 seconds.
“Girl, why don’t you walk in the regular door and let everybody see you.”
I smiled, high-fived and shuffled into the break room, thus started orientation. Last week was filled with field trips. From a day organizing utensils and chopping kale at the nutrition lab, to visiting one of the only high school campus kitchens, to happy hour with the development team, we got to see so many DCCK nooks and crannies all the while being mildly disheveled.
Throughout the journeys I couldn’t help but remember our DCSI (DC Summer Institute) advice: “network, network, network”. And while it’s hard to pass out cards in an apron and a hair net, I did everything I could to remember names. One lesson I unintentionally learned is that you’re biggest obstacle may not be working with those above you, but with other interns.
Our group was wonderful, I met a young woman who is so much like my childhood best friend that I had to call and make sure she was okay because my fellow intern would make a wonderful case for reincarnation. I also had to realize that there are people in this world who are money driven, and as DCCK is one of the few organizations that offers stipends to their interns, not everyone is in it for the experience. I was put into an incredibly tough position when I saw a fellow intern stealing hand lotions that were meant to go into care packets for women who are suffering through homelessness each and every day. I’m still not sure how to handle what I witnessed, but it was a reality check I needed: it’s important to know why you, and those around you, are doing the work we’re doing because one of the biggest set-backs in the non-profit industry may not be the type of work, but some of the people involved in it.
So why am I involved in DCCK? Am I a positive addition to the organization? I’m still working on the first and the second I believe is, “yes.” I’m passionate about helping people, but I have no idea how to direct that passion. I’m slowly learning that while I love case management and social work, my skills may be underutilized and that’s a good realization. Two weeks ago I told my Mom, “I just can’t imagine sitting at a desk all day.” And believed it. In fact, two weeks ago, I looked down on those ‘desk-jockeys’ and wouldn’t have taken a job that involved the word ‘cubicle’ if James Earl Jones himself offered to follow me around and narrate my every move for the rest of my life (you would be appalled at how many birthday wishes I used on that one). But when I found myself typing away happily an hour past the end of my shift on a *Friday* I had to have a heart-to-heart with reality (in my best Mufasa voice of course).
I knew this internship was going to introduce me to many things beyond the realms of my past experiences, but I had no idea that I would be re-introduced to the parts of myself I thought I knew already. In the past few weeks many unexpected aspects of my personality have been shaken; such as my hatred of cubicles and my moral compass. Especially after I witnessed my fellow intern stealing, that shook me. After thinking and going over the tiny DCSI business card covered in the things I wouldn’t sacrifice for anyone, I know that next week I’m going to have to do something scary. I may have to alienate myself because I know, in my heart, that I can’t leave this organization knowing that that type of behavior is acceptable and I’m going to have to make a convincing argument that could change how they handle donations in the future. Basically, I’m happy and excited, but also, mixed up, turned around and confused, and I can’t, for the life of me, figure out why they call it orientation.
Michelle Selim’s Reflection on DC Summer Institute – Leadership and Life Purpose
August 6, 2012 by Drew Stelljes
Guest blogger: Michelle Selim reflects on her summer in DC. Michelle was a part of the DC Summer Institute on Leadership and Community Engagement. The W&M Washington Office coordinates the Institutes.
This summer in Washington, DC has been a whirlwind of experiences with both highs and lows, but I don’t believe I could trade it for much else. My internship at a think-tank has allowed me to consider many of the latest ideas and theories of international development including foreign aid effectiveness, government contract, and private sector-led development. I have also had time to reflect on personal thoughts on life after William and Mary as this internship does provide a window into that world. Within this realm of thought, our class on leadership, personal development, and community engagement has also provided many ideas to chew on.
Over the past couple of months, I have done quite a bit of observing and watching the different dynamics of our office. My two supervisors are very personable and always make everything feel like a team effort. They both have their own leadership styles; one is more of a go-with-the-flow type of person, but always gives feedback on how everything is completed after assignments. The other has his own style of leadership being the quieter of the two. He is quite soft-spoken, but I can always count on him for a great discussion about current issues and world events. Andrew also knows how to lead by example, he stays late after everyone leaves and stays focused on his work and research.
I have also been able to discover my own leadership style which has been part of my journey of self-discovery and reflection. I like to have everything planned out with to-do lists, etc. to make sure things run smoothly. I found that I value emotional intelligence in a leader and I hope that I can develop this characteristic as well. Emotional intelligence draws on a person’s strong sense of empathy, motivation, self-regulation, self-awareness, and social skills. A key aspect of this is the ability of a leader to convey the sincerity and passion for their work, which translates into enthusiasm by others and a willingness to engage. The ability to empathize with others goes deeper than being able to relate to others, but emphasizes personal connections with people. To many in DC this has come to mean “networking,” however I have realized that it refers to relationships with others, not just happy hour mingling or exchanging business cards, but really getting to know people. Emotional intelligence also relies on self-regulation and self-awareness to make a good leader. Self-awareness refers to someone’s sense of strengths, weaknesses, direction, feelings, values, and objectives. Self awareness lends itself to help a person understand how to best merge their passions with their work, a concept we covered heavily in class. Professor Drew Stelljes stressed that there should not be a need for a work-life balance if you marry your interests and your career. Personally, I am still looking to reach this state of self-awareness and find the perfect combination of work and the social issues I am interested in.
Leadership Lessons in Washington D.C. by Stephanie Kumah
July 25, 2012 by Drew Stelljes
Guest blogger: This blog is written by Stephanie Kumah, a recent graduate of William & Mary. It is cross-posted in Stephanie’s blog.
As summer draws to an end, I think it’s worth posting an update about what I have been up to. First, I “graduated”. Why is this surrounded in quotation marks? Well, while I walked in May, I extended my graduation date to August in order to participate in the W&M Summer Institute Program in Washington D.C. So, after walking on Sunday, I packed up my apartment and headed to D.C. for class the next day. You might think I’m crazy for leaving no real time for transition, but, in retrospect, those first few days were well worth the experiences that followed.
The course was taught by Professor Stelljes and focused on the concept of leadership within the nonprofit context. Throughout this course, we were able to meet and speak with leaders in the nonprofit world. After two weeks of site visits, lectures, and group discussions, we all began internships around the city. Over the course of my internship, I’ve been able to see the leadership we’ve talked about in practice. In addition to this, I’ve been able to speak with those around me about leadership: What characteristics are typical of effective leaders? Are leaders born or made? What do the best leaders have in common?
So, what have I learned? I’ve learned that the leaders often see the world in a way that many do not – full of possibilities and only limited by our own imaginations. Leaders share these visions and give others the confidence to aid in their efforts to reach a shared outcome. Leaders are not perfect, but they recognize the need to let others see their imperfections. Leaders empathize with others on a level that seems unimaginable. Leaders come in all shapes and sizes – the extrovert, the introvert, the charismatic, the shy. Being a leader is hard.
As the paragraph above might demonstrate, leadership cannot always be packed neatly into a paragraph. Leadership is multidimensional and multifaceted. Moreover, one’s ability to recognize effective leadership is often subjective. So, let me be slightly subjective for a second. What I have found is that the best leaders are those we might not necessarily associate with typical leadership qualities. Over the summer, I have been most impressed by the quiet leaders; those whose work behind the scenes ensure the success that we see. Often, these leaders shun credit, credit which is often owed. These leaders might not be the most eloquent speakers, but their passion speaks volumes. These are the leaders who have the most lasting effect on me.
As summer winds to an end, I’m very thankful for the experience I’ve had in D.C. I’ve learned more than I ever thought I would about leadership and the ways in which effective leadership can lead to amazing outcomes. This summer has reaffirmed my belief that W&M is a place where students are given the opportunity to grow into leaders who will go on to do great things in the world. I’m just glad that I got one last chance to hone my own skills.
Is Leadership Born or Made? by Sarah Rose Dorton
July 25, 2012 by Drew Stelljes
Guest blogger: This blog comes from Sarah Rose Dorton. Sarah is enrolled in the DC Summer Institute on Leadership and Community Engagement.
This is a question that scholars, philosophers, sociologists, entrepreneurs, young professionals, and many others have been puzzling over for centuries. In the past people have believed in theories such as The Great Man theory—that people are born with specific qualities that make them capable of being a great leader. However, more recently, theories have been emerging which support the idea that leadership is a learned skill or skill set that can be developed in individuals. If I’ve learned anything this summer it’s that it’s a little bit of both.
I don’t think that there is any question that people are born with certain traits. Myers-Briggs tests and other evaluations help calculate and label these types of predispositions. For example, I am an introvert; I was born that way and I can never learn to be an extrovert. I can develop communication skills and maybe learn how to be outgoing in certain situations, but at the end of the day I will still be an introvert. Similarly there are people who are naturally “thinkers” and there are others who are “feelers”. Some people are born predisposed to making decisions based on feelings rather than thought out plans and vice versa. These are natural tendencies wired into the core of our being. There is a wide range and people can fall on extreme ends or closer to the middle, however these types of traits typically do not change as we grow. So – does that mean that leaders are born?
No. It is important to know that we are born with certain predispositions and it is important to know and understand what these tendencies are, but none of these inherited traits are limiting to leadership. The only limits to leadership are thinking that there is only one specific type of leader and not understanding your own predispositions and strengths and how you can utilize them for your own unique leadership style. Developing skills that compliment your natural traits will allow you to grow into your own specific leadership role. It will let you know how and when to step up into positions that best suit you. By developing skills and learning about yourself, others, and social and professional situations and environments, you enable and empower yourself to be a leader.
Every person is born with the potential to lead. Not everyone is born with the necessary traits to lead the nation, a company, or even an organization, but everyone has the potential to lead in some capacity and every type of leadership is special and important. Those who go on to become great leaders are people who take the time and opportunities presented to them to understand themselves and also to understand the needs of the people they work with. Great leadership takes time to develop, but it is possible for anyone willing to put in the effort.
Lesson Learned by Zack Brown
July 25, 2012 by Drew Stelljes
Guest blogger: Zack Brown is enrolled in the DC Summer Institute for Leadership and Community Engagement. His latest blog on lessons learned while interning and living in DC:
Albert Einstein, the iconic, go-to genius of the twenty-first century, is famously quoted as saying, “If I knew what I was doing, it wouldn’t be called research.”
And as much as that may stand true in the field of science (I’m about as far away from a physics major as you can get, so I have no idea), I’d say it also stands true in another field: leadership.
Confused? Let me break this down in science-like terms. I believe that actually knowing what you’re doing is a sufficient, but not necessary, element of leadership. In other words, it’s not so much the “knowing,” as it is the “doing.”
Think about it. We’ve all heard of, seen, or known leaders in our lives. Some may have been famous; others, perhaps less so. But what linked them all together and made us give them that uniform marker of “leadership” is that, at one point or another, that person took action. It could be any action – or even series of actions. Maybe it was raising us from childhood as our parents did, coaching us on sports teams, or teaching us in the classroom. Maybe it was an older sibling, an older friend, a co-worker, a boss – someone who demonstrated and acted on qualities and values we appreciated or maybe even loved.
Leaders are given their title by others based on their ability to act. When you boil leadership down, that’s really all there is. But what we don’t always recognize, pay attention to, or even comprehend is the fact that maybe, just maybe, our heroes and heroines don’t always completely know what it is that they’re doing. Sometimes – or even a lot of times – they’re guessing, wading blind into the darkness, or flying by the seat of their pants.
This isn’t to demean the accomplishments of leaders or diminish their characteristics or values; it amplifies them. The ability to support others when everyone else cannot or will not, even at the risk of being wrong, is the stuff that actually makes our leaders heroes. The mother or father who forges ahead amid uncertain economic times to try to create a better life for their child; the teacher who devises a new and untried curriculum to better the college prospects of her students; the fireman who charges headfirst into a burning home, unaware of its structural integrity but in pursuit of the cries for help regardless.
That’s what I learned this summer: you don’t have to know what you’re doing in order to lead. There’s no excuse anymore for sitting on the sidelines; for waiting for the “perfect” moment or words or actions to come. Because truth be told, those who wait can be waiting a really long time. Life’s too short to not go out on a limb every now and then.
After all, it wouldn’t be called leadership if we actually knew what we were doing all the time.
Leadership Lessons in Washington D.C.
July 23, 2012 by Steph Kumah
As summer draws to an end, I think it’s worth posting an update about what I have been up to. First, I “graduated”. Why is this surrounded in quotation marks? Well, while I walked in May, I extended my graduation date to August in order to participate in the W&M Summer Institute Program in Washington D.C. So, after walking on Sunday, I packed up my apartment and headed to D.C. for class the next day. You might think I’m crazy for leaving no real time for transition, but, in retrospect, those first few days were well worth the experiences that followed.
The course was taught by Professor Stelljes and focused on the concept of leadership within the nonprofit context. Throughout this course, we were able to meet and speak with leaders in the nonprofit world. After two weeks of site visits, lectures, and group discussions, we all began internships around the city. Over the course of my internship, I’ve been able to see the leadership we’ve talked about in practice. In addition to this, I’ve been able to speak with those around me about leadership: What characteristics are typical of effective leaders? Are leaders born or made? What do the best leaders have in common?
So, what have I learned? I’ve learned that the leaders often see the world in a way that many do not – full of possibilities and only limited by our own imaginations. Leaders share these visions and give others the confidence to aid in their efforts to reach a shared outcome. Leaders are not perfect, but they recognize the need to let others see their imperfections. Leaders empathize with others on a level that seems unimaginable. Leaders come in all shaped and sizes – the extrovert, the introvert, the charismatic, the shy. Being a leader is hard.
As the paragraph above might demonstrate, leadership cannot always be packed neatly into a paragraph. Leadership is multidimensional and multifaceted. Moreover, one’s ability to recognize effective leadership is often subjective. So, let me be slightly subjective for a second. What I have found is that the best leaders are those we might not necessarily associate with typical leadership qualities. Over the summer, I have been most impressed by the quiet leaders; those whose work behind the scenes ensure the success that we see. Often, these leaders shun credit, credit which is often owed. These leaders might not be the most eloquent speakers, but their passion speaks volumes. These are the leaders who have the most lasting effect on me.
As summer winds to an end, I’m very thankful for the experience I’ve had in D.C. I’ve learned more than I ever thought I would about leadership and the ways in which effective leadership can lead to amazing outcomes. This summer has reaffirmed my belief that W&M is a place where students are given the opportunity to grow into leaders who will go on to do great things in the world. I’m just glad that I got one last chance to hone my own skills.
This entry is cross-posted in the blog of Professor Drew Stelljes.