CAS &
Leader P.O.V.®
THE CODA CONNECTED LEADERSHIP JOURNAL - STUDENT VERSION IS WRITTEN AND ORGANIZED IN A WAY THAT HELPS STUDENTS LEARN AND DEVELOP IN ALL CAS DOMAINS
The Council for the Advancement of
Standards in Higher Education
The Council for the Advancement of Standards in Higher Education (CAS) has established six domains to guide institutions in the design and delivery of student learning and development outcomes.
1. Knowledge acquisition, construction, integration and application
2. Cognitive complexity
3. Intrapersonal development
4. Interpersonal competence
5. Humanitarianism & Civic Engagement
6. Practical competence
As a part of the intrapersonal domain, CAS places importance on identity development. This domain links most clearly with the purpose and design of The Connected Leadership Journal - Student Version. This reflective tool helps students discover their leader-self-identity.
Journal themes provide for learning and support in this domain as well as one or more of the other five domains.
Knowledge
Acquisition, Construction, Integration, & Application
Each of the journal’s eight themes concludes with an opportunity for Synthesizing and Applying the Theme.
Students are asked to synthesize their thoughts and find meaning in what they have learned from their: education, work, community and personal experiences; observations; dialogues; and other resources.
Students are asked to consider how they will integrate new knowledge and insights with prior knowledge and behaviors as they seek to solve problems, establish influence and lead others.
Cognitive
Complexity
A reflective practices tool, the journal questions guide students as they consider past experiences and discover new ideas and perspectives. Among the journal themes are Examination – looking within and Exploration – looking outside of ourselves.
The journaling calls upon students to employ mental, emotional, and creative processes as they reason and choose how best to apply past learning.
They integrate new learning as they discover and define their leader self-identity. (Leader P.O.V.®).
Intrapersonal
Development
The journal culminates in students writing and sharing concise, compelling and memorable Leader P.O.V. ® (Point of View) Statements.
Because the Leader P.O.V.® is intended to candidly and personally convey the essence of the students’ leadership and leader self-identity, the journal questions are written and organized to cause a realistic self-appraisal.
This results in self-awareness about such things as the students’ skills, knowledge, growth areas, beliefs and values.
Interpersonal
Competence
Within every journal theme there are questions that help the student reflect on the meaningful relationships they have or seek to have with others.
This includes what they can learn from each other, how they can support each other, and how they will collaborate with others to achieve results.
Specifically, the journal themes of Enlistment and Execution address developing the interpersonal competence critical to their leadership effectiveness.
Humanitarianism & Civic Engagement
The journal reflections provide an opportunity for students to consider how their own culture and that of others can strengthen collaboration, creativity and success.
Across the themes of Examination, Exploration, Enlistment, and Execution students are asked to consider if, why, and how they intend to ensure inclusive cultures.
They are asked to consider if, why, and how they will be socially and civically responsible people and leaders.
Practical
Competence
Defining and sharing a Leader P.O.V.®
provides the opportunity to:
develop and apply clarity around intention (pursuing goals, managing career development, health and wellness, and living a purposeful life and pursuing goals)
determine and demonstrate expectations of self and others including relationships with supervisors and peers, (demonstrating professionalism and managing personal affairs) and
write and speak in a compelling and memorable way (communicating effectively).
To learn more go to CAS Learning Outcomes