Mentoring Case

8 The increasing population of students engaging in online and digital spaces poses unique leadership development challenges in mentoring, coaching, and advising. This chapter discusses the importance of using digital spaces for leadership development and students’ sense of belonging.

Leadership Development in Digital Spaces Through Mentoring, Coaching, and Advising

Kathy L. Guthrie, Jason L. Meriwether

Leadership development programs can be enhanced by leveraging strate- gies to increase students’ levels of engagement and feelings of connection to their institutions. Mayhew et al. (2016) describe the ability of universi- ties to influence and shape curricular and cocurricular offerings in order to encourage student engagement. Brown (2016) explains the change in the landscape of such engagement due to digital technology and social media technology. Brown challenges educators to review assumptions and theo- ries about engagement as it relates to college students, noting “the unique aspects of social and digital technologies and their ascendance during a cru- cial period of learning and development” (p. 59).

This chapter explores concepts of how actively learning leadership through mentoring, coaching, and advising relationships in digital spaces can have a measurable impact on leadership development. We share a five- stage model for actively learning leadership in digital spaces, provide an example of an exemplary program, and discuss how to facilitate digital lead- ership learning outcomes, and potential ways to engage students digitally.

As the presence and availability of social media and technology has ex- panded, students have concurrently begun to rely on digital spaces to un- derstand what is happening on campus, to define their sense of connection to their institution, and to interact with faculty and with each other. Lever- aging strategies to enact mentorship, coaching, and advising for students in these digital spaces creates an opportunity to refine traditional concepts about student involvement. The value proposition for such involvement

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is the increased “sense of attachment” (Astin, 1999, p. 523) to a college, which is a central element of engagement and establishing a sense of belong- ing among students (Astin, 1999; Strayhorn, 2012). Succinctly, Strayhorn (2012) defined sense of belonging as

a basic human need and motivation, sufficient to influence behavior. In col- lege, it refers to students’ perceived social support on campus, a feeling or sen- sation of connectedness, the experience of mattering or feeling cared about, accepted, respected, valued by, and important to the group or others on cam- pus . . . is context-dependent, takes on heightened significance in settings perceived as unfamiliar or foreign, and likely changes over time and place. (p. 55)

Strayhorn (2012) expounds upon the value of “connecting students with others who share their interests, values, and commitments” by artic- ulating that feelings of belongingness can be effectively channeled through mentorship, coaching, and advising opportunities as a part of students’ cam- pus involvement experience (p. 115). Mentorship, coaching, and advising are viable tools associated with a myriad of positive outcomes in the student experience such as navigating academic support and curriculum; career ex- ploration; and psychological, social, and emotional support (Crisp, 2009; also see Chapter 1). There are opportunities to foster mentoring, coaching, and advising relationships that increase engagement and sense of belong- ing through leveraging digital tools and social media. Gross and Meriwether (2016) postulate, “Students are using social media and other technology to participate in the college experience, including activities that contribute to student engagement” (p. 78). Further, Gross and Meriwether describe the value of leveraging digital tools and social media when encouraging and fa- cilitating peer interaction through targeted cocurricular activities. Assets of leveraging digital tools and spaces include: the ability to track and measure activity and reach, develop evidence to demonstrate effective or ineffective strategies, and influence interactions among students or between students and faculty/advisors (Gross & Meriwether, 2016).

Junco (2014) substantively discusses the positive outcomes of direct- ing students toward particular uses of social media as a means of impacting college outcomes such as community building, deepening relationships be- tween student affairs staff and students, improving response to concerns, and improved experiences of campus integration. Brown (2016) introduces the concept of digitized development, “which is the psychological process of growth and self-learning that occurs when digital contexts are introduced” (p. 62). Digitized development is not limited to learning in only online con- texts, but rather is articulated as a theory that frames how online actions and relationships can impact offline relationships and the symbiotic nature of these relationships (Brown, 2016). Enacting a system of mentoring, coach- ing, and advising that utilizes social media and digital tools as agents of

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interaction presents robust opportunities for leadership development, as well as to improve student success and sense of belonging.

Five-Stage Model for Actively Learning in Digital Spaces Applied to Leadership Development

Active learning in digital spaces occurs when students are fully engaged in their learning online, which goes beyond simply accessing information. This idea is rooted in online teaching and learning literature (Salmon, 2004) and was initially created for formal online courses; however, we would like to extend it to include leadership learning in all digital spaces. As Mayville (2007) discusses, students take the initiative to use learning strategies that will help them construct knowledge, self-regulate their learning, and in- crease their comfort with technology. For online learning to be successful, participants need to be supported through a structured developmental pro- cess. Figure 8.1 suggests a five-stage framework for learning leadership ac- tively online.

Specifically applied to leadership learning, the five stages may look like this:

1. Access. Welcome students with an e-mail, provide relevant and help- ful information as you would do in the first face-to-face meeting. A simple resource, but often overlooked one is to make sure to link re- sources for technical assistance or any software/hardware being used. Whether in a formal or informal setting, it is important to describe how online modality for learning, interaction, and leadership devel- opment will be used.

2. Online Socialization. Leadership is a relationship. Thus, providing op- portunities for students to learn about you as the educator, or each other if in a peer group, is critical for community building and en- gagement.

3. Information Exchange. Providing tips, tools, and even guidelines in how interaction will occur is helpful. Oftentimes we expect others to know how to engage in a digital space, which is not always the case. Leadership learning and therefore education is predominantly discussion-based (Guthrie & Jenkins, 2018). Thus, take advantage of the discussion-oriented opportunities, such as Twitter, Facebook groups, chatboxes, and face-to-face interactions using various plat- forms like Skype, FaceTime, and others. Create opportunities where students can post their thoughts and examples as they relate to lead- ership concepts, media (e.g., TED talks), and their own experiences.

4. Knowledge Construction. Arguably, leadership is socially constructed. We learn about leadership from our perceptions and experiences with others. Similarly, asynchronous environments of learning man- agement systems or Twitter can empower students to recognize the

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Figure 8.1. Five-stage framework for learning leadership actively online. Adapted from Salmon (2004).

potential of their interactions with classmates and take control of their own knowledge construction in new ways (Salmon, 2004).

5. Development. At this stage, students become responsible for their own leadership learning and that of their group. Students interact, take the initiative to post new information, and provide developmental

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opportunities for one another. Mentors, coaches, and advisors con- tinue to provide guidance, but most often less than before.

These five stages can provide guidance in creating leadership devel- opment programs using mentoring, coaching, and advising frameworks in digital spaces.

Example of Using Digital Spaces for Cocurricular Mentoring, Coaching, and Advising: Leadership Education and Progress at University of Texas at Austin

Even though there are several established leadership development programs based on mentoring, coaching, and advising, the occurrence of this in digital spaces is new to many campuses. In this section, we will highlight a program at the University of Texas at Austin that expertly uses digital spaces for mentoring, coaching, and advising in leadership development.

As a mentor-based, cohort model program, Leadership Education and Progress (LEAP) at the University of Texas at Austin leverages the so- cial change model of leadership development (SCM; Higher Education Re- search Institute [HERI], 1996) alongside the principles of servant leader- ship (Greenleaf, 1977). The ultimate goal is to begin transforming lives for the benefit of society (Dugan, Bohle, Woelker, & Cooney, 2014). SCM serves as the basis of LEAP’s eight session-based learning outcomes as well as the assessment model (Walvoord, 2010). Through the evaluation of develop- mental changes in LEAP participants’ self-understanding, self-efficacy, per- sistence, and perspective-taking, assessment efforts exist as a continuous improvement process to effectively set the groundwork for ethical and so- cially responsible leadership development (Dugan et al., 2014).

LEAP Peer Mentors. LEAP Peer Mentors serve a significant role in the development of LEAP participants as ethical and socially responsible leaders. The LEAP Peer Mentor role is situated through the lens of servant leadership (Greenleaf, 1977), emphasizing commitment to the growth of others. In an effort to continually train LEAP Peer Mentors, semester re- treats, weekly trainings, and individual coaching sessions are utilized to explore and develop several leadership competencies including intercul- tural competence, adaptability, collaboration, effective communication, and learning agility. By highlighting the parallel process of mentors’ growth alongside each mentee, the program overtly reinforces the importance of serving in the development of others as a LEAP Peer Mentor.

LEAP Online. With the literature demonstrating Generation Z (Seemiller & Grace, 2016) spends more than 10 hours per day online while engaging in multitasking behaviors, in Fall 2016, LEAP Online was launched as a pilot effort to develop students as ethical and socially responsible lead- ers and deepen their sense of belonging (Strayhorn, 2012) at the University of Texas at Austin. Delivered through the Canvas Learning Management

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System, LEAP Online follows the LEAP curriculum, offering eight modules that explore the values of SCM (HERI, 1996) with two additional modules designed to build community. Utilizing the practices of experiential learning theory (Kolb, 1984), each online session is grounded in a student-centered approach that seeks to engage each learning style. Every module contains a recorded session or voice-over slide deck, along with a discussion board moderated by a LEAP Peer Mentor, videos, and one or more activities to solidify learning. In total, more than 18% of LEAP participants have chosen to engage in LEAP Online (University of Texas Leadership and Ethics Insti- tute, 2017). LEAP is an excellent example of using mentoring, coaching, and advising for leadership development in digital spaces.

Facilitating Leadership Learning Through Digital Mentoring, Coaching, and Advising

In order to effectively facilitate digital leadership learning through mentor- ing, coaching, and advising, it is important to align leadership learning ob- jectives with an assessment plan that keeps the uniqueness of digital spaces in mind. Such assessment allows educators to demonstrate the effectiveness of these strategies. Bureau and Lawhead in Chapter 6 address how to apply the assessment cycle in assessing student leadership outcomes from men- toring, coaching, and advising. Our intention is to extend their chapter by specifying how to effectively establish digital leadership learning outcomes from mentoring, coaching, and advising. Junco (2014) notes that tangible aspects of digital involvement such as participation trends, levels of engage- ment, and continued participation are easily captured. The value of this data is the impact on future decisions to continue or cease interventions, make resource decisions, or identify opportunities to collaborate (Junco, 2014).

Facilitating clear objectives for leadership learning is necessary for dig- ital mentoring, coaching, and advising, but they must exist in an actionable way. Accordingly, we offer four steps to facilitating leadership development outcomes for a mentor, advisor, or coach in digital spaces. These include population familiarity, program facilitation, learning foundations, and cap- turing measurable outcomes.

Population Familiarity. In order to clarify the path to leadership learning, educators in practice must familiarize themselves with the trends in digital use among their targeted population. For example, Brown (2016) describes trends that demonstrate college students have greater immersion in social media than other demographic groups, noting trends in smart- phone use, internet access, and engagement on mobile devices. It is also important to examine how social media, digital tools, and technology influ- ence the lived experiences of college students (Brown, 2016). In practice, educators must identify the specific digital spaces where students are re- ceiving information and the frequency in which they utilize such forums. As an example, at Indiana University (IU) Southeast (2014), the annual

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survey of first-year students implemented on campus was adapted in 2013 to measure aspects of digital technology and social media in learning among first-time students in each freshman cohort. Prior to implementing the sur- vey changes, administrators collaborated with colleagues in institutional research to ensure proper reliability and validity of probes within the instru- ment designed to capture measures of social media and digital engagement.

Results from the refined surveys at IU Southeast yielded two interest- ing data points that were helpful in gaining interest and collaboration from institutional leaders. First, their study found that 23% of first-year students reported that they use social media “quite a bit” for coursework. Next, the IU Southeast survey (2014) demonstrated that 47% of first-year students use social media for learning, understanding, and studying. These data in- formed administrators and faculty about students’ consumption of digital technology and led to refinement of the programming model to include a number of digital education lectures and social media training sessions in campus programming. Campus leaders can leverage such data in training with mentors, coaches, and advisors to increase familiarity with student needs and to help plan future educative strategies. These trainings can offer specifics as to how to directly discuss student needs and interests in men- torship, coaching, or advisement sessions.

Pertinent Program Facilitation. Giving consideration to the dualistic nature of how students embrace social media and digital tools for meeting academic and psychosocial needs, it is important for educators in practice to develop messaging and programs that are in sync with the expressed needs and desires of students. As an example, outcomes from the IU Southeast survey (2014) mentioned above also shaped conversations with faculty and other institutional leaders. Junco (2014) discusses the paradigm in which campus leaders eschew social media and digital engagement based on the assumption that it limits interactions and inhibits learning. Data from the IU Southeast Survey provided tangible evidence that digital and social media were useful to a population of students that was sizeable enough to shift programming and merit faculty collaboration.

Outcomes of this study also led to the adoption of What Happens on Campus Stays on YouTube (Qualman, 2015) as a First Year Experience reader by the faculty. Another benefit to the Student Affairs team at IU South- east was the ability to use the data from their students to solicit faculty to attend digital education sessions with their classes, some of which in- cluded offering extra credit for participation. Such programming allowed this institution to develop a range of programs that connected the curricu- lar and cocurricular messaging in ways that complemented students’ con- sumption of information and assessed value for digital tools. In individual and group contexts, mentors, coaches, and advisors were empowered with data to frame conversations with students that met their specific needs, in- terests, and concerns about their roles as leaders on campus, learners in the

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classroom, and contributors to society. Essentially, the concept of digitized development was put into practice on atmospheric and direct scale.

Present Learning Foundations. As educators, we need to intention- ally create digital spaces to allow for optimal sharing, collaboration, and critical thinking, which are all critical considerations for mentoring, coach- ing, and advising interactions. Junco (2014) highlights the opportunity to leverage online spaces to help students learn techniques to share, collabo- rate, and apply critical thinking. Framing the process of planning and set- ting goals for digital engagement, Pasquini (2016) postulates, “It is impor- tant to align social media goals around current learning outcomes, campus objectives, and the strategic plan” (p. 95). This highlights the need for in- tentionally facilitating established learning outcomes differently in digital spaces. For example, educators in practice must frame the specific types of leadership learning that should occur for students who engage in digi- tal mentoring, coaching, and advising initiatives. Further, professional and student mentors, coaches, and advisors who are curating learning in digi- tal spaces should be trained extensively about the foundations of learning that should occur in the space, the language associated with the learning objectives in digital spaces, and strategies to direct interactions toward those goals.

Provide Forums of Measurement. Junco (2014) explains, “social media and the increased use of educational technologies on college cam- puses present an opportunity to collect user-generated data for assessments efficiently” (p. 227). A critical component of facilitating digital leadership learning through mentoring, coaching, and advising is providing clear fo- rums to measure learning. In Figure 8.2, we present a digital leadership engagement strategy for mentoring, coaching, and advising. To effectively achieve a position where such measurement of leadership learning can oc- cur, we encourage educators to consider three digital leadership engage- ment strategies that will yield measurable data easily captured in digital spaces. This digital leadership engagement strategy is framed in three cat- egories: (a) consistency, (b) content management, and (c) capturing mea- surable outcomes.

Consistency. It is important that the one-on-one or group engagement activities are not onetime or sporadic, but a sustained approach. The personal nature of the engagement is important to the students who are engaging the process as mentees, coachees, and/or advisees within the digital space. This feeling of connection can be easily diluted without con- sistent interaction and engagement. Additionally, these digital interactions must be consistent with expectations framed at the onset of the digital en- gagement. Expectations should be shared clearly in the digital space. This can include frequency of contact, response time, and type of information that is applicable to the engagement such as academic content, questions about personal needs, or limitations on what information can be held in confidence.

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Content Management. There are a broad range of digital forums and plat- forms available to educators in practice for developing student leadership through mentoring, coaching, and advising, as well as tracking cocurricu- lar involvement (Gross & Meriwether, 2016; Junco, 2014; Qualman, 2015). Junco (2014) suggests identifying which platforms allow for the type of use and interaction that are congruent with desired learning outcomes, such as allowing the tracking of participation levels, continuity of engagement, and ability to collect evidence about the engagement. It is important to leverage these social media or learning tools and to track the reach and uses as appli- cable for each platform. Likewise, educators should ensure that the elected platforms have readily available systems to collect and report instances of use and engagement. For example, at Rhode Island College, students who participate in a Presidential Leadership Program are tracked for engagement in the program’s curriculum which includes formal events with the Presi- dent, participation in campus lectures, community service engagement, and introduction to a range of retention-oriented services. Developed in 2017, this program allows participants to swipe into events using their student ID cards and leverage mobile devices used by campus leaders to capture card swipes. The program’s advisor leverages data from tracking the en- gagement to compare participant outcomes to other student populations in categories such as grade point average, retention, and other trends in persistence.

Capture Measurable Outcomes. There is a range of techniques to identify and report learning in measurable and quantifiable ways (Gross & Meri- wether, 2016; Junco, 2014; Pasquini, 2016). Gross and Meriwether (2016) explain,

Assessing academic performance of students in relation to cocurricular activi- ties, such as internships, student government, fraternity or sorority affiliation, community service, or service learning, can lead to significant findings when compared to non-involved students. Indices for students across academic ma- jors can also be a variable for comparison and analysis. (p. 85)

Accordingly, it is important to establish benchmarks and evaluate trends across a number of student groups and populations. For exam- ple, students participating in service-learning projects who maintain a blog about their experience or utilize social media to engage in digital story- telling about their day-to-day activities, could be compared to students who did not as a matched control group.

Focusing on the Future

Looking forward at the future of technology and digital engagement, Junco (2014) reminds educators, who consistently serve as mentors, coaches, and advisors, to remain “curious and view students’ digital worlds through their

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eyes; then, tie their experiences to your knowledge of student development” (p. 279). This perspective is critical to establishing new approaches for ex- pressing student success while leveraging digital tools and social media to curate engagement for leadership learning through mentoring, coach- ing, and advising. As technology changes, so must the methods in which we adapt approaches to mentoring/coaching/advising, encouraging involve- ment, and measuring engagement.

Incorporating the five-stage framework for learning leadership ac- tively online (Figure 8.1) with the digital leadership engagement strategy (Figure 8.2) can yield a progressive framework to facilitate leadership devel- opment in digital spaces through mentoring, coaching, and advising. Being consistent throughout a digital experience is critical to facilitating quality interactions in such spaces. Providing consistent access to participants and multiple opportunities for learners to socialize will offer a solid foundation in which content is managed to allow for information to be exchanged and knowledge constructed. This follows through with student leadership de- velopment in which measureable outcomes may be captured.

Integrating digital spaces into current leadership development pro- grams and creating new approaches for mentoring, coaching, and advising are critical for the future. We acknowledge this work is not always easy, especially as students quickly shift what digital spaces they are in.

Essentially, educators need to alter the way we utilize mentoring, coaching, and advising for leadership development with students to in- spire developmental outcomes for the 21st century leader. Our engagement and interaction needs to be accessible to all students and create a sense of belonging for students who are situated in digital spaces. As educators,

Figure 8.2. Digital leadership engagement strategies for mentoring, coaching, and advising.

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we need to be as robust and educated on student leadership development opportunities through mentoring, coaching, and advising in digital spaces as we are in face-to-face environments. Remembering the importance of access is critical, as some students may not have the opportunity to inter- act face-to-face with a mentor, coach, or advisor. We should continually challenge ourselves and colleagues to develop student leadership learning experiences in digital spaces as intentionally, if not more intentionally than we do in person.

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KATHY L. GUTHRIE is associate professor of higher education, director of the Leadership Learning Research Center, and coordinator of the Undergraduate Certificate in Leadership Studies at Florida State University.

JASON L. MERIWETHER is vice president for student success at Rhode Island Col- lege. He has published on topics such as adult learning, student retention, digital media, and hazing prevention.

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