BB&T Center for Leadership Development

The BB&T Center for Leadership Development “advocates and facilitates the incorporation of leadership development as an important dimension of intellectual attention, inquiry and activity at East Carolina University and in higher education.” Center Director, Dr. Jim Bearden, works with a 12-member board to provide opportunities for leadership development at ECU. Important initiatives of the center include the Chancellor’s Leadership Academy and the Leadership Enhancement Fund Grant Program.
The Leadership Enhancement Grant Program (download RFP). The annual call for enhancement fund grants comes out in the middle of the fall semester with a submission deadline of early spring. The awards are made after the board meeting in early February. Grants support the development of leadership capacity development in the classroom, and faculty are urged to develop strategies to infuse leadership capacity development into their classes and to implement their design in fall semester. After the conclusion of the semester, they are invited to provide a program for other faculty through the Office for Faculty Development showing how leadership capacity development can be included in discipline instruction.
The BB&T Faculty Leadership Fellows Program (download Spring 2014 call for applications.) Beginning Spring 2013, the Office for Faculty Excellence has partnered with the BB&T Center for Leadership Development to provide a semester long program for faculty through a grant. This grant sponsors twelve leadership fellows who  meet weekly to consider ways faculty can develop leadership abilities of their students as they teach in their disciplines. The frame of reference for the work is Leadership Reconsidered: Engaging Higher Education in Social Change, the publication provided to all new ECU faculty. Fellows read and discuss this and other leadership literature, compile and evaluate ideas and strategies for incorporating leadership into college instruction, and implement ideas and strategies into their teaching. In spring 2014 three faculty leadership fellow mentors provided additional support to the program.

Leadership Fellows must be full-time faculty without administrative assignments. They must commit to meet two hours weekly in small groups and monthly with the entire group. They agree to engage in reading, compiling, evaluating, and developing strategies and procedures for leadership development and to begin incorporation of selected strategies into their teaching with the goal of assessing for any resulting increased capacity for leadership among their students. Upon completion of the program, fellows receive a stipend to support continuation of their leadership development activities. They are also invited to provide a program about their work for other faculty through the Office for Faculty Excellence.

The call for Spring 2015 fellow will go out in early fall semester and an information session provided. The spring cohort will begin in early January. Fellows are invited to continue participation in the fellows program after their initial semesters. Current and previous cohorts of fellows are invited to meet once in the fall and again in the spring. Work from the group will be shared with the university. Questions about the program and the application process can be directed to Dorothy Muller, Director of the Office for Faculty Excellence (; 328-1426).

The frame of reference for the Faculty Leadership Fellows Program – from Leadership Reconsidered: Engaging Higher Education in Social Change:

“The capacity to lead is rooted in virtually any individual and in every community . . . each faculty member, administrator, and staff member is modeling some form of leadership . . . . students will implicitly generate their notions and conceptions of leadership from interactions inside the classroom . . . A leader, in other words, can be anyone . . . an important ‘leadership development’ challenge for higher education is to empower students, by helping them develop those special talents and attitudes that will enable them to become effective social change agents.” See pages v, vi, 2, 3, 4, 5, 6, 7, 8, 9, 10, 19, 20, 21 31.