Seven UC Davis students stared at a large spiderweb of twine and considered their task: to get to the web's other side using any of its openings only once. If anyone touched the web, everyone would start again. Poking heads and shoulders or legs through the 19 holes, they tested the possibilities. Some of the students shook their heads; others laughed. Over the next 45 minutes of the team-building exercise, they would contend not only with the web, but with communication, planning, group decision-making and trust--especially for those relying on teammates to lift them through higher openings. The students in the ropes challenge course are among the more than 250 each quarter who participate in a comprehensive series of workshops aimed at developing their leadership skills. Student Affairs leaders consider the development and equipping of future leaders an important part of its mission. So important, in fact, that they are proposing to expand leadership training opportunities for students in the classroom, workplace, residence hall and clubhouse. "It just isn't enough for students to walk away from their education with their degree and a major in an academic subject," says Marti Hanna, coordinator of the Student Leadership Development Series. "It's also the mission of the university to turn out future leaders." The series offers about 25 workshops each quarter in organizational understanding, communication skills, the appreciation of diversity, the ethic of service, personal integrity and self-awareness. Topics range from ethical decision-making and networking to public speaking and creative problem-solving. "All of the workshops offer so much," says recent graduate Donny Munshower. "They can really help people grow." The international relations major says the workshops helped him in his roles as a resident adviser and as student coordinator of the First Resort Advising Center on campus. In particular, he mentioned one on team dynamics. "It helped me understand what it takes for a team to work together and the role each member has to play." Build on diversity training Bound for a job teaching English in Japan and a career advising international students, Munshower says he also appreciated the opportunity to build on the diversity training he received as a resident adviser. "The diversity workshops are really important. They opened my eyes even more to different cultures." The presenters themselves drew senior Melanie Sengupta to more than 20 workshops. "They're all very interesting. It's neat to hear how they got where they are and what they like or dislike about what they do. It gives you a better perspective on how the real world works." Workshop leaders have included associate justices of the California Court of Appeals, a congressional member, Davis city council members, business people, journalists, and faculty and staff members. Students have led workshops including two this year on managing conflict and creating multimedia presentations. "Students serving as role models for other students in the area of leadership is powerful," Hanna says. " It lets them know they, too, can be leaders." She adds that she is careful to expose students to leadership in different contexts. "Sometimes people equate leadership with business or corporate leadership. "We also want students to think of leadership in terms of starting a movement and stepping up to the plate, taking a stand," she says. "I work to find individuals who have shown they can make a difference and have found a way to work with a passion at something they love. I try to find people who will inspire and empower students." Fran Peavey, a social activist from San Francisco and author of Heart Politics, spoke in February on working for social change. Mark Dubois, who gained notoriety in the 1970s for single-handedly delaying the damming of the Stanislaus River, also led a workshop. The series had its beginning in the 1980s in a leadership institute featuring seminars, team activities and one-on-one mentoring for 50 students who were then current or emerging leaders. Although the institute was considered successful, it was suspended due to university budget cuts. In 1993, the series was revived closer to its present form as leadership training for undergraduate, graduate and professional students. In 1997, team activities were added to enable students to practice and integrate what they were learning in the workshops. This spring, students chose the ropes course, river rafting, a weekend backpacking trip or one of three team-building workshops. In 1997, the series also introduced group service projects so students could gain further leadership experience while serving the community. Students have served meals to battered women and the homeless, repaired homes damaged by flood, participated in Habitat for Humanity building projects, held a raffle to raise money for a community medical clinic and helped run athletic events. Students earn a special certificate for completing 12 workshops, a community service project, a team activity, and an internship or other leadership experience. Of the 4,000 students who have been involved in the series, 77 have earned a certificate and hundreds of others have obtained transcripts of participation. Craig Lawson, who graduated with a degree in communication in 1998, knows the leadership transcript gave him an edge when he interviewed with his current employer, Andersen Consulting. "It allowed me to talk about other areas of my educational experience. Andersen is interested in candidates who are able to balance school with outside interests." An analyst who says he is learning how to work in groups to reach project goals, Lawson remembers one workshop in particular. To test their leadership skills and their ability to work with other people, groups of students were told to build a structure with paper, paperclips, tape and other items. Analyzing behavior for skills "The process turned out to be much more interesting than the outcome," the San Francisco resident says. "At the end of the exercise, we analyzed our behavior within the group to see what some of our leadership skills were." The success of the leadership series has attracted attention from other universities seeking to establish or improve their own training opportunities. Hanna says representatives from other campuses often make inquiries or even visit Davis to learn more about the program. The program also is described in the most recent edition of "Leadership Education: A Source Book of Courses and Programs," published by the Center for Creative Leadership in Greensboro, N.C. Student Affairs is now initiating discussions to expand leadership training beyond the series into the academic curriculum, student employment, clubs and organizations, and residence halls. A committee led by Janet Gong, assistant vice chancellor of student affairs, is exploring several new initiatives and, within existing student programs, recommending that greater attention be paid to training and skills development. A land-grant philosophy "The development of educated citizens is consistent with the academic and public service missions of UC Davis and, in fact, in concert with the overall charge to land-grant institutions," Gong says. She believes leadership training should be rooted in an academic orientation and hopes consultations with faculty members might engage them in academic initiatives, including a minor in leadership. Students also could receive leadership training, she says, through internships and other experiences tied to their studies or through field research and community service that is part of a grant project. "Often it's the leadership experience that provides practical applications to the theoretical knowledge," Gong says. "This helps make learning and knowledge come to life." Other ideas include offering a lecture series on leadership, conferences on trends and issues in leadership, a summer leadership institute, and residence halls or floors with a community service or leadership theme. In student organizations, elected and appointed offices, and campus employment, Gong says, leadership training should be more explicit. For example, she proposes greater attention be paid to helping students learn to set goals, work with external agencies, delegate, negotiate, manage conflict and evaluate their activities. For the work setting, Student Affairs proposes to publish a handbook on student employment and to recommend that job descriptions and evaluations include expectations for leadership and other skills training. "As hard as we work to create competent biologists, attorneys, designers and engineers," says Gong, "my dream is that we're equally proficient in creating leaders who can draw upon these skills and experiences."