Founded in 1996, the Emerging Leaders (EL) program empowers sophomore students to enact change at the University of Tennessee, Knoxville. The semester-long course unites Volunteers in a cross-section of student life to discuss practical applications of leadership development and travel to a new city to understand programs on various campuses. The cohort analyzes leadership theory as a means to become advocates in their communities.
Students were interviewed to participate in the cohort. Of 75 applications, 28 were selected to enroll in the spring course. Throughout the semester, small groups developed change projects that address a need in a campus department of their choice. Past projects included advocating for the use of dining dollars for concessions at athletic events, moving the makerspace to Hodges Library for increased accessibility, and collaborating with the Future program to source internship opportunities for students with disabilities. The process requires students to understand their individual and group values to effectively address a campus concern, thus rallying a common purpose within their group to better support Tennessee students.
“The class allowed me to be a part of a community of peers who pushed me to be the best version of myself,” said a 2024 cohort member, reflecting on the experience. “I learned my ability to be a leader who helps promote growth in those I get the chance to lead.”
This year’s comparative leadership trip saw Jones Center staff and the cohort travel to Washington, D.C., to visit Howard University and the University of Maryland. Previous trips have gone to Auburn University, Emory University, Florida A&M University, Florida State University, Louisiana State University, Southern University & A&M College, Morehouse College, and the University of North Carolina at Charlotte.
At the University of Maryland, they met with student leaders from the Student Government Association and Greek life to learn about their campus facilities and programs. They utilized services unique to the Adele H. Stamp Student Union, including the bowling alley, to get a sense of the student experience.
The following day, they met with the building’s director, Marsha Guenzler-Stevens, and toured the campus to enjoy the school’s many green spaces, explore the non-denominational church available to students of all religions, and visit the reflection garden. Students later met with staff members in areas associated with their change projects, including professionals representing health and wellness, sustainability, basic needs, and student mentorship programs.
“Visiting the University of Maryland was incredibly valuable as it gave us the opportunity to meet with their Office of Sustainability and compare their programs with those at UT,” said one student. “Gaining insight into their initiatives has inspired my change project group to explore ways to implement some of their best practices within our own sustainability efforts.”
Two Howard University students guided the cohort on a tour of their campus and told them about their experiences and the programs that differentiate the school. They discussed the university’s rich history and its role in the founding of five National Panhellenic Council organizations. Students saw the counseling center, the veteran’s success center, and the Blackburn University Center to explore the resources offered to support its student body.
“I am deeply inspired by the programs and work of student leaders at each of these universities, and I am motivated to apply their ideas and perspectives to life at UT,” one cohort member said.
The academic experience was intentionally designed to compare and contrast projects and structures between the University of Tennessee, Knoxville, and selected colleges and universities. There was time dedicated to educational excursions, namely visits to the Smithsonian Museum and the Capitol, to grasp the surroundings beyond the schools. The cohort explored the National Portrait Gallery and enjoyed the D.C. Kite Festival and the cherry blossoms in full bloom.
Upon returning from the trip, students continued to meet with relevant staff, campus leaders, and constituents to refine their projects. This year’s projects included formulating a “sustainability scorecard” for student organizations, amplifying Hodges Library space utilization, and designing “Inclusive Access” book scholarships. They utilized ideas from the course’s books and leveraged commitment, collaboration, and congruence principles to develop their ideas. The coursework emphasized the value of individual and collective commitment to understand broader community needs and guide positive change.
Emerging Leaders is a unique opportunity for sophomore students, filling a lull in opportunities often catered to first-year students and providing direction ahead of third- and fourth-year experiences. The program encourages further community engagement by equipping students with both competencies and confidence to pursue change at their university. As the Jones Center looks forward to the future of Emerging Leaders, the office strives to integrate modern and inclusive leadership theories to expand on the curriculum and collaborate with additional campus partners to broaden the impact of student projects. Applications for next year’s cohort will open in the fall semester.