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: email@example.com 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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