1. The Center for Leadership and Civic Education
Florida State University
Presented by:
Nathan Bunch
Virginia Byrne
Antron Mahoney

2.  Name
 Institution/Department/Position
 What led you to this presentation?
 What first-year service/leadership type
seminars or programs you currently
facilitate?
 What expectation you have for this
presentation?

3.  Identify the significant components of student
program success
 Articulate the strengths and challenges of
implementing a collaborative leadership program
 Discuss the theoretical and operational
foundation of the program and curriculum
 Compare creative techniques to conduct and
develop programming assessment
 Compile ideas for developing and supporting
similar programs on other campuses

4.  Program Overview
 History and Foundation
 Resources and Structure
 Curriculum and Program Assessment
 Student and Program Success
 Challenges and Limitations
 Implications for Other Campuses

5.  Established 2001
 Four-and-a-half day seminar the week before
start of fall semester
 42 incoming first-year students who self-
identify interest in service and leadership
 Focus on transition to college and service and
leadership Learning
 Introduce students to servant leadership
approach

8.  No cost to students selected
 Funding and Support
 The Center for Leadership and Civic Education
 Campus and Community Partnerships
▪ Residence Life/Housing
▪ Student Union (Student Activities)
▪ Student Government Association
▪ Campus Recreation
▪ Center for Multicultural Affairs
▪ Office of the Vice President of Student Affairs
▪ Local Businesses
▪ Several Community Agencies

9. Planning Students
Committee Co-Coordinators
Student
Facilitators
Student
Participants

10.  Marketing
 Strategic Goals
 Represent the diversity of Florida State University
 Attract students who are not enrolled in our other
programs as well
 Partnerships
 Admissions
 High School Counselors
 High School Service Groups

12.  Small and Large Group Workshops
 Challenge Course
 Community Service and Agency Visits
 Change-in-Action

13.  Key Elements
 Aligned with the Social Change Model
▪ Each day had a different “C” value
 Builds upon the previous workshops & activities
 Provides a broad introduction to service at FSU
 Establishes the Center as their “home” on campus

17.  How does our curriculum compare to
leadership learning programs on your campus
or other programs you have seen?
 What is your experience or approach with
student-facilitated programs?
 What are other effective capstone
experiences?

18.  Astin’s Input – Environment – Output Model*
* (Astin, 1996)

19.  Astin’s Input – Environment – Output Model
Measurement A : Measurement B:
Pre-Test & SRLS Facilitator Notes
Measurement C:
Post-Test &
SRLS

20.  Pre- & Post-Test Questions:
 Satisfaction
 High School Involvement
 Anticipated College Involvement
 Written Reflection
▪ “How do you perceive your ability to make change?”
▪ “How did your perception of leadership change?”
 Quantitative questions from the Socially
Responsible Leadership Scale

21.  Expected weekly hours of service:
Pre- Post-
Hour Amounts
Test Test
0 to 1 hours 5% 2%
2 to 4 hours 74% 46%
5 or more hours 21% 52%

22. How do you perceive your ability to make change*
Pre-Test:
▪ “I don’t feel I can do a lot on my own”
▪ Motivation and drive
Post-Test:
▪ “We all have the power, it is just a matter of taking
responsibility and creating action.”
▪ Small actions
▪ Values-based
▪ Service-focused
*(Dugan, Komives, & Segar, 2008)

23. Has your perception of leadership changed?
 Yes (85%), Maybe (13%), No (2%)
 “the ability to understand & empathize with the
group you are leading and to have a real idea of
their needs and abilities in order to effectively
lead the entire group towards your common goal”
 “collaborative process and not a position”
 “know how to follow”

24.  Socially Responsible Leadership Scale*
 Keep congruence with other leadership programs
 Prevent over-surveying students
 Align learning outcomes
 Select the questions that connect
 Look at responses over years
* (Tyree, 1998)

25. Ask questions from each construct of the SRLS
(all 7 C’s of the Social Change Model)
“I don’t take feedback well”
“My actions are consistent with my values”
“I have the power to make a difference in my community”
“I believe in having shared vision”
“I can identify the differences between positive and negative change”
“I hold myself accountable for responsibilities I agree to”
“I actively listen to what others have to say”
“Hearing differences in opinions enriches my thinking”
“I am committed to a collective purpose in the groups to which I
belong”
“I believe I have responsibilities to my community”

26.  Positive effect on participants:
 Self-awareness
 Leadership philosophy
 Interest in service and community engagement
 Supportive community of students and staff
 Neutral effect on personal accountability and
academic ambitions

28.  99% of SLS alumni complete their first year
and return for a second year.
 Through Florida State’s ServScript program,
alumni of the SLS program have registered,
on average, 313 hours of service. A total of
51,968 hours.

29.  Diversity of Students
 Increase and focus outreach efforts on
underrepresented students:
▪ Asian American Pacific Islander Students – 2.3% (5/215)
▪ International Students – .4% (1/215)
▪ Native American Students – 0% (0/215)
 Collection of Student Data
 Structured continual support
 Accessibility
 Scheduling/Timing

30.  How can you apply these ideas to your
campus?
 What challenges will you face?
 How can you develop partnerships?
 What partnerships do you already have that
you can utilize?

31.  Nathan Bunch
 nathanbunch@gmail.com
 Virginia Byrne
 virginia.l.byrne@gmail.com
 Antron Mahoney
 amahoney@fsu.edu