From Outcomes to Assessment: Developing a Comprehensive Leadership Program

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Learn how one office developed a comprehensive student leadership program this year grounded in CAS standards, the Social Change Model, StrengthsQuest, institutional student success data, and a broad array of student development theory. Presenters will discuss assessment techniques, learning outcomes, collaboration opportunities, what worked, what didn’t, and how the program will evolve. Resources will be provided to turn knowledge into post-conference action.

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  • New staff approved
  • Start with measurement, what results are you looking for?
  • Standards set by the Council for the Advancement of Standards (CAS) in Higher Education related to leadership development to begin the creation of a framework of leadership competencies for individual student leadership development.,
  • The next step in the process was to integrate into this framework leadership competencies embedded in contemporary leadership models including the Social Change Model of Leadership Development (Higher Education Research Institute, 1996)
  • The next step in the process was to integrate into this framework leadership competencies embedded in contemporary leadership models including the Relational Leadership Model (Komives, Lucas, & McMahon, 1998) and the Social Change Model of Leadership Development (Higher Education Research Institute, 1996)
  • Trying to dig deeper with our approach to leadership, student engagement, learning and programming
  • Sometimes it feels like we are digging very deep, very fast
  • Student OrganizationsLiving Learning CommunityOffice, SGA, ACE
  • Live in a community of leadership learners
  • Why?discover and the make the most of your greatest natural talentsstrategically determine rewarding college experiencesmaximize your potential for strengths by building on your talentsImplementationindividual assessmentpersonalized leadership coachingintegration into college experienceGoalstalent identificationdevelop strengthsexpand leadership capacity
  • Leadership library
  • attend weekly leadership seminarsattend monthly leadership dinners
  • take two classes in cohort (ENG 1050 and FRS 1000)
  • Added leadership responsibility to our office
  • 15 hours community service per semestercomplete a service learning componentone overnight service triplead your own service experience
  • Look back to our mission and theory
  • Questions?
  • From Outcomes to Assessment: Developing a Comprehensive Leadership Program

    1. 1. From Outcomes to Assessment:<br />Developing a Comprehensive<br />Leadership Program<br />
    2. 2. Becca Obergefell@OberBecca<br />
    3. 3. #leadUNCP<br />
    4. 4. Mike Severy@MikeSevery<br />
    5. 5. Symphony Oxendine@SymphonyDawn<br />
    6. 6.
    7. 7. presentation stylecontextdelivery methodsassessment<br />
    8. 8. presentation style<br />
    9. 9.
    10. 10.
    11. 11.
    12. 12. Life is short.<br />Talk fast.<br />
    13. 13.
    14. 14.
    15. 15.
    16. 16. #leadUNCP<br />
    17. 17.
    18. 18. Really?<br />
    19. 19. 1 2 3<br />
    20. 20.
    21. 21. office history<br />
    22. 22. Complement the University's academic program and to enhance the overall educational experiences of students through the development of and exposure to social, cultural and leadership programs.<br />Student Life<br />
    23. 23. Student Life<br />activity focused, educationally vacant<br />
    24. 24.
    25. 25. studentsare being developed over time through a series of <br />meaningful experiences<br />
    26. 26.
    27. 27.
    28. 28.
    29. 29. Provide meaningful co- and extra-curricular developmental and educational opportunities for students in a highly personalized and student-centered educational environment in order to challenge students to: <br /><ul><li>embrace difference,
    30. 30. adapt to change,
    31. 31. think critically,
    32. 32. communicate effectively, and
    33. 33. become responsible citizens.</li></ul>as outlined by the University’s mission.<br />
    34. 34. theoretical framework<br />
    35. 35.
    36. 36.
    37. 37. Social Change Model of Leadership Development<br />
    38. 38. Relational Leadership Model <br />
    39. 39.
    40. 40.
    41. 41. delivery methods<br />
    42. 42.
    43. 43. training<br />
    44. 44. retreats<br />
    45. 45. learning community<br />
    46. 46. institute & catalyst<br />
    47. 47.
    48. 48.
    49. 49.
    50. 50. education<br />
    51. 51. support<br />
    52. 52.
    53. 53.
    54. 54.
    55. 55. speaker series<br />
    56. 56. classes in cohort<br />2010-11<br />First Year Seminar<br />English sequence<br />2011-12<br />First Year Seminar<br />English sequence<br />History gen ed<br />Psychology gen ed<br />
    57. 57. development<br />
    58. 58.
    59. 59.
    60. 60.
    61. 61.
    62. 62. service<br />
    63. 63.
    64. 64. student <br />government <br />programming<br />board<br />learning <br />community<br />
    65. 65.
    66. 66. assessment<br />
    67. 67.
    68. 68. Provide meaningful co- and extra-curricular developmental and educational opportunities for students in a highly personalized and student-centered educational environment in order to challenge students to: <br /><ul><li>embrace difference,
    69. 69. adapt to change,
    70. 70. think critically,
    71. 71. communicate effectively, and
    72. 72. become responsible citizens.</li></ul>as outlined by the University’s mission.<br />
    73. 73.
    74. 74. SMALL FONTS AHEAD<br />
    75. 75.
    76. 76. CAS standards<br />link to document<br />Office mission<br />
    77. 77. outcomes to planning<br />link to document<br />
    78. 78.
    79. 79.
    80. 80. Becca Obergefell<br />becca.obergefell@uncp.edu<br />about.me/beccaobergefell<br />Mike Severy<br />mike.severy@uncp.edu<br />about.me/mikesevery<br />resources: uncpleadership.wordpress.com<br />

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