Leadership education (students) Student Learning, Positive Change Self and Others Leadership Process
Marketing to incoming first-year students can be a challenge Our strategic goals where to find a group of participants that: Represent the diversity of Florida State University Race Hometown (searching for students that are from south Florida or another state) Religion (especially because it is Ramadan – though we don’t ask for this information) Gender (always searching for men) Major Attract students who are not enrolled in our other programs as well Goal to not repeat services to the same select students SLS had only 1 service scholar and 3 SJLLC’ers
Aligned with the Social Change Model (day by day) Builds upon itself Provides an introduction to different service areas, agencies in Tallahassee, and a dozen student affairs offices Welcomes them to the center
Learning Reconsidered MLS
Connect to the SRLS To keep congruence with all other leadership programs of the Center Not Over-survey students Provide a basic overview of the SRLS
A change in self-reported rankings show that they are learning what the topics mean “ The quantitative data may not illustrate the type of positive change you’re looking to report because students may self-rate themselves very high in the pre-test, only realize how much they didn’t know about themselves before SLS when taking the post-test. If they gave themselves a 5 in the pre-test, that doesn’t necessarily mean that the 5 in the post-test is of the same value. Pre and post-tests can be a helpful measure of a program’s success, but I caution the use of them as the only measure of success.” The questions that connect results are…
Shared-idea, shared-power Campus and Community Collaboration Community Alumni Support
Service Leadership Seminar - Virginia Byrne
The Center for Leadership and Civic EducationFlorida State UniversityPresented by:Nathan BunchVirginia ByrneAntron Mahoney
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?
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
Program Overview History and Foundation Resources and Structure Curriculum and Program Assessment Student and Program Success Challenges and Limitations Implications for Other Campuses
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
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
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
Small and Large Group Workshops Challenge Course Community Service and Agency Visits Change-in-Action
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
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?
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
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%
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)
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”
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)
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 Ibelong”“I believe I have responsibilities to my community”
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
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.
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
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?