2. University Honors Program
University Honors Program redesigned the program
with an emphasis on experiential learning
Developed learning objectives for the following
thematic areas
Community Engagement
Global Studies
Leadership
Research / Creative Arts
3. Leadership Learning Objectives
A student leader is involved in the University and
beyond (i.e., student organizations, college activities,
community engagement, etc.) in a capacity of
responsibility and:
Possesses knowledge of various leadership theories and
identifies with the characteristics of leadership
Identifies the various characteristics of a leader in a given
situation/role
Has the ability to relate, communicate and work
effectively with peers
Develops a vision of the future and acknowledges the
impact of decisions (as applicable to the individual and
affiliated organizations)
4. Leadership Learning Objectives
Developed a rubric based on learning objectives to
evaluate final reflective essays
Developed essay prompts for reflection (What? So
what? Now what?)
5. Research Questions
Is there an experience that illustrates the
effectiveness of the leadership learning objectives?
Does an experience affect a student’s definition of
leadership?
Is there an experience that emphasizes skill
development?
6. The LeaderShape Institute
6-day leadership experience that helps students
learn to “lead with integrity”
The purpose is to produce a breakthrough in the
leadership capacity of participants and facilitators
UC’s been involved with LeaderShape since 1997;
2008 first time campus based session offered to
only University Honors students
7. LeaderShape Institute Learning
Objectives
Increase their commitment to acting consistently with
core ethical values, personal values, and convictions
Enhance their capability to develop and enrich
relationships as well as strengthen their commitment to
respecting the dignity and contributions of all people
Embrace the belief in a healthy disregard for the
impossible
Develop the capability to produce extraordinary results
8. UC LeaderShape Institute
37 participants, mostly first and second year
students
Hosted the campus-based session at the end of
autumn 2008
Participants completed a pre- and post-survey
through Surveymonkey.com
Leadership-oriented situations
Self-assessment of ability
Definition of leadership
9. Daily Themes and Highlights
Day One: Building Community
Day Two: The Value of One, The Power of All
Day Three: Challenging What Is, Looking to What
Could Be
Day Four: Bringing Vision to Reality
Day Five: Living and Leading with Integrity
Day Six: Staying in Action
10. Situational Agreement Questions Pre Post Difference
Leadership is more positional than
-0.6216 1.2973 1.9189
individual.
Ability Assessment Questions Pre Post Difference
Which word best describes your view
of leadership: positional or 1.9730 1.8108 -0.1622
relational?
Which term best describes you as a
leader: independent, 1.8649 1.7027 -0.1622
interdependent, or dependent?
Survey Results
Possesses knowledge of My ability to produce extraordinary
3.1622 4.1351 0.9730
various leadership theories and results
identifies with the
characteristics of leadership My ability to articulate the action
steps necessary to implement my 3.2162 4.0270 0.8108
vision
11. Situational Agreement
Pre Post Difference
Questions
I have a deep self-awareness of
who I am and how others see 0.7027 1.0270 0.3243
me.
Ability Assessment Questions Pre Post Difference
My own self-confidence 3.4324 4.1622 0.7297
My ability to identify my own
3.8919 4.2703 0.3784
strengths and weaknesses
Survey Results
Identifies the various My ability to commit and act
characteristics of a leader in a consistently with my core 4.3243 4.3514 0.0270
given situation/role ethical and personal values
12. Situational Agreement Questions Pre Post Difference
I view conflict as something to be
-0.0811 -0.6486 -0.5676
avoided.
I view the ability to develop inclusive
relationships fundamentally 1.3243 1.6216 0.2973
important to the role of a leader.
My peers express confidence in me
1.0000 1.2973 0.2973
and my abilities.
Ability Assessment Questions Pre Post Difference
My ability to recognize when my
behavior is not in congruence with 4.0270 4.2973 0.2703
my values
My ability to manage and resolve
3.7838 3.9459 0.1622
conflicts
Survey Results My ability to effectively communicate
with my peers both verbally and non- 3.7027 3.9730 0.2703
Has the ability to relate,
verbally
communicate and work
effectively with peers My ability to develop relationships
with others who are different from 3.6757 4.0541 0.3784
me
My ability to delegate tasks and
3.5135 3.8378 0.3243
responsibilities
13. Situational Agreement Questions Pre Post Difference
I view change in organizations as
1.2162 1.5946 0.3784
vital for growth.
Ability Assessment Questions Pre Post Difference
My ability to take risks 3.2162 3.8919 0.6757
My ability to create and
implement changes in my 3.2432 4.0270 0.7838
organization or community
Survey Results My ability to create a vision or
ideal future for my community or 3.2162 4.2973 1.0811
Develops a vision of the future
organization
and acknowledges the impact
of decisions (as applicable to
the individual and affiliated
organizations)
16. Conclusions
Experiences shape and influence how a student
defines leadership
Students place more trust in peers than adults,
place adults as role models
Applying, viewing, and defining leadership needs to
be further developed (group v. individual)
An empowering leadership experience builds self-
confidence in identifying strengths/weaknesses
17. Next Steps
Follow up with students to reflect, and challenge
and support their definition of leadership
Have students chronicle their experience in an
e-portfolio
Apply survey to a sample of students in an honors
leadership seminar course
Further define the procedures to employ the
leadership rubric on self-designed projects
