Programs by mensahbansu

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									Programs - Student Leadership Programs in
Higher Education

Programs - Student Leadership Programs in Higher Education
 Contact Info
 Denny Roberts
 Assistant Vice President
for Student Affairs
 E-mail: robertd@muohio.edu
 Company Info 
 Company: Miami University-Ohio
 
 Types of
Student Leadership Programs
 In 1982 the American College Personnel Administrators (ACPA) developed a task force-
-Commission IV-- to explore their role in the student leadership arena. One of the products of this initiative was a
comprehensive text entitled Student Leadership Programs in Higher Education. Various authors identified and described
several types of student leadership programming efforts. Efforts to educate, train, and develop student leaders included:
leadership classes, seminars, workshops, retreats, conferences, speakers, ropes courses, consultant models, and
paraprofessional programs. Some institutions has gone so far as to develop leadership initiatives for special populations—
women, students of color, fraternity and sorority leaders, orientation leaders, residence hall advisors, student athletes,
student government leaders, community college student leaders, commuters, and non-traditional students.
 Although this
text is over 20 years old, it is still one of the most frequently referenced and useful text in the student leadership
programming arena.
 REFERENCE
 Roberts, D.C. (Ed.). (1981). Student leadership programs in higher education.
Carbondale, IL: Southern Illinois University Press, ACPA Media.


Programs - Underlying principles in
providing a comprehensive leadership
program
Roberts & Ullom (1989) Article

Programs - Underlying principles in providing a comprehensive leadership program
 
 Roberts, D., and Ullom, C. (1989).
Student leadership program model. NASPA Journal, 27(1), 67-74.
 Underlying principles in providing a
comprehensive leadership program
 (3) Leadership programs should be evaluated carefully on an ongoing basis. Areas
that might be included are satisfaction, outcomes to participants, organizational productivity/ effectiveness, and overall
contribution to the learning environment.
 While the ultimate benefit of program evaluation and outcomes assessment is
better programs, they are also useful in making decision about future direction, justifying a program’s existence, building
credibility, and responding to accountability demands. Program evaluation focuses on analyzing factors affecting the
design and administration of a program’s activities. Outcomes assessment focuses on analyzing the degree to which
students are affected by their involvement.

								
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