assessing student leadership: research with a few unexpected perks
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Assessing Student Leadership: Research with a few unexpected perks. Alexis Kanda-Olmstead Office of Student Leadership, Involvement & Community Engagement Colorado State University March 27, 2008. Presentation Outline. Assessment fears National and in-house leadership assessments - PowerPoint PPT PresentationTRANSCRIPT
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Alexis Kanda-OlmsteadOffice of Student Leadership, Involvement & Community
EngagementColorado State University
March 27, 2008
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Assessment fears
National and in-house leadership assessments
Key findings
Unexpected perks
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Fear of the Unknown◦Research◦Statistics◦Oh my!
Fear of the Known◦Time commitment◦Results and their implications
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Multi-Institutional Study of Leadership (MSL)◦Purpose – To examine student leadership
values (outcomes) at both the institutional (CSU) and national levels with specific attention to the environmental factors that influence leadership development in college students.
◦ 55 campuses participated
◦ 63,000 students completed the survey (37%
return rate)
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“Leadership is a relational process of
people together attempting to
accomplish change or make a
difference to benefit the common good.”- Susan Komives, Nance Lucas,
& Timothy McMahonExploring Leadership: For College Students
Who Want to Make a Difference (1998)
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Theoretical Framework: Social Change Model of
Leadership Development (HERI, 1996)
Conceptual Framework: I-E-O College Impact Model
(Inputs-Environment-Outcomes)(Astin, 1993, 2001)
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Pre-college experience matters
Leadership shows moderate gender
differences
Openness to change is greater for
marginalized students
Service and internship experiences develop
student leadership
Racial and ethnic groups differ
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Mentoring develops leadership outcomes
and leadership efficacy
Depth of involvement is better than
breadth of involvement
Discussions about socio-cultural issues
are powerful leadership development
experiences
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Alumni Leadership Development Survey◦Purpose: Investigate long-term affect of
leadership programs/classes on CSU alumni◦Method: Student Voice survey based on
outcomes identified by the leadership program administrators
Student Leadership Assessment◦Purpose: Research the leadership development
of CSU students enrolled in academic leadership classes
◦Method: Student Voice survey based on Kouzes and Posner’s Student Leadership Practices Inventory (SLPI)
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Leadership Resources Inventory◦Purpose: Catalog leadership programs/activities
across campus to eliminate redundancy◦Method: Student Voice survey based on leadership
outcomes determined by a CSU faculty and staff work group (Leadership Education Advisory Board)
PLP CAS Standards Assessment◦Purpose: Benchmark survey for the President’s
Leadership Program◦Method: In-class paper survey based on 2003 CAS
standards for leadership programs
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Highest Mean Scores Lowest Mean Scores
Collaboration skills Understanding
group dynamics Teambuilding Enhanced self-
esteem Leadership
development Intellectual growth
Exploring career choices
Learning healthy behaviors
Developing spiritual awareness
Leading change Assessing org
effectiveness
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“I describe a compelling image of what our future could be like.”◦ 81% of males◦ 51% of females
“I support the decisions that people make on their own.”◦ 86% of females◦ 72% of males
“I challenge people to try out innovative approaches to their
work.”◦ 63% of males◦ 44% of females
Gender Differences
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69% of the respondents offer academic/curricular leadership development opportunities
64% of the respondents offer co-curricular leadership development opportunities
80% of the respondents offer leadership development opportunities through student employment
There is a lot of leadership development going on across campus.
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Students selected “Agree” to “Strongly Agree” for 17 of the 20 statements related to the CAS standards.
Lowest scores were in the following areas:◦Clarification of career choices and options◦ Importance of a healthy lifestyle◦Critical thinking skills
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National Leadership Assessment
In-House Leadership Assessment
Results are more credible
Opportunity to network with experts in the field
Professional development
Someone else designs the instrument and analyzes the data
Focused on your research questions/areas of interest
Opportunity to network with colleagues across campus
Control of the data and its dissemination
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National Leadership Assessment
In-House Leadership Assessment
Labor intensive
Cost
Difficult to correct mistakes
Bureaucratic hoops
Validity
Reliability
Expectation that you do something
Political hoops
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