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Service Leadership Seminar - Virginia Byrne
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
6.
7.
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
11.
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
14.
15.
16.
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?
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
27.
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?
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