Sohair Saad
Director
Educational Resource Center
AMIDEAST/Egypt
December 2003

Introduction and Research Objective:

The timing of the Department of State cable announcing the Professional Advising Leadership (PAL) Fellows program could not have been more perfect. As I was reflecting upon my 20 years of experience in U.S. educational advising and my first U.S. Based Training program in 1985, I felt the need for a more advanced type of training for educational advisers with high level of experience in this interesting profession. What was unique about this program is that it required advisers to do some thinking about where they have gaps in knowledge they would like to fill or a specific area where they would like to do active research on. It was the first self-directed program for experienced advisers who are capable of assuming a leadership role.

My research topic was on leadership. I wanted to know more about the different leadership programs in the U.S. I also wanted to be involved in case studies and exercises to develop my own leadership skills. In addition, I felt a need to assess my own leadership strengths and development opportunities, and to practice visionary and strategic thinking.

When I learned about my selection for the PAL program together with another 10 educational advisers from advising offices around the globe, I was fascinated to know about the different research topics my colleagues have proposed and appreciated the fact that each one of us will be embarking on a different research topic yet we all share the same overall objective, that of enhancing our advising center, our region and the educational advising profession as a whole.

Program Description:

My program was organized in three distinct components. The first part was a one-day program orientation with the whole PAL group, the second part included several individual visits and meetings held at a variety of institutions offering leadership training programs, and the third part included a two-day Pal Fellows Leadership Seminar.

Besides getting to know each other and to learn more about our different research projects, the highlight of the first part of the program was to better clarify and articulate our goals, develop templates for questions to ask while engaging in our individual research during the second part of our program and to practice explaining about our program and our advising centers. We also practiced setting goals and measuring success and through role playing we had an excellent opportunity to practice giving feedback.

During the second part of the program I was able to visit the Center for Professional Development, Georgetown University, University of Maryland, College Park, the National Leadership Institute of University of Maryland University College, the Center for Policy Alternatives (CPA), the Leadership Development Academy/Leadership Effectiveness Inventory at the USDA Graduate School and the Jepson School of Leadership at University of Richmond. The individual meetings culminated in attending a conference entitled: “Facing the Future: Leadership, Collaboration and Strategic Restructuring” held at the Jepson School of Leadership at University of Richmond. I also had the chance to meet with the Director of Admissions and Director of Study Abroad Programs at University of Richmond and discuss ideas for enhancing international student enrollment and exchange programs. I also met with several students including a Jordanian undergraduate student and an American student who will be studying for a semester at the American University in Cairo and had a chance to have great campus tour with parents and potential students interested in University of Richmond.

During the above mentioned visits and meetings I had the chance to share information about my advising center and the PAL program as well as discuss the different types of leadership programs offered by the various U.S. institutions and the possibility of developing an off-site leadership program. In addition to learning about the different leadership programs offered, program length and the admission criteria, one of the most interesting things I have learnt is the emergence of leadership coaching as a popular profession in the United States and the kind of training that one needs to become a professional leadership coach.

The third part of the program included a leadership training seminar where we received the results of our Myers Briggs Tests which greatly helped us understand ourselves, define leadership and learn how to make use of our different leadership and communication styles to foster change. The highlight of this part of the program was the brainstorming sessions we had on leadership versus management and leadership myths and models. Another discussion on how can you be a leader when you are not the boss triggered very creative and interesting ideas.

Finally, everyone was thrilled to learn on the last day of the E-Learning opportunities from Harvard University available to PAL Fellows. This unique opportunity ensures that the learning and professional enhancement process that we all emabarked on will continue long after the PAL program ends.

Conclusion:

I strongly believe that the PAL program has helped me grow individually and professionally. I am looking forward to the opportunity of sharing my experience with other colleagues in the advising profession and with our REAC. I highly commend the organizers of the program for their tireless efforts to ensure the success of our first pilot program. I particularly thank Theresa Schweser, Director of the Office of International Education and Janine Farahat, Special Projects Manager in the International Education Office of the College Board and their staff who did an outstanding job examining and fine tuning our research programs, identifying suitable institutions and setting an effective agenda and for attending to all the minute details thus ensuring a very creative and rewarding experience for everyone.

I also commend the College Board for selecting Debbie Hefferon to be our leadership training facilitator. It was obvious that many hours of hard work was devoted for the development of this inspiring and effective program. Debbie’s unique training style is simply fascinating. The discussions, team activities, games and selected readings were all managed with professionalism and simplicity.