The Undergraduate Experience

1. An Exploration of the Impact of Out-of-Class Experiences for Undergraduate Students:A Focus on Participation in The LeaderShape Institute at Meredith CollegeSarah MayClemson UniversityApril 29, 2011

2. The Undergraduate Experience • An environment conducive for academic and personal growth and development • Advancement of knowledge and skill sets • Preparation for future roles in society

3. Leadership Development • Increased attention on leadership for students • Developing student leadership roles • Movement and development of student groups and organizations • Increased importance of experience working and relating to others in a team setting

4. Out-of-class Experiences • Opportunities to explore interests • Encouraging students • “Devote more of their time outside the classroom to educationally purposeful activities” (Kuh, Schuh, Whitt and Associates, 1991). • Student investment in personal growth

5. The Value of Out-of-Class Experiences As summarized by Kuh et al. (1994): • Cognitive complexity • Knowledge acquisition and application • Humanitarianism • Interpersonal and intrapersonal competence • Practical competence

6. The Value of Leadership Programming Reinelt, Sullivan, & Foster (2003, p. 7) and Bowen (as cited by Freeman and Goldin, 2008, p. 1) share the following benefits: • Focus on individuals • Clarification of values and beliefs • Perspectives • Changes in attitude • Personal development • Life enrichment • Development of knowledge and skills • Cognitive growth • Emotional awareness • Moral development • Practical competence

7. Problem and Purpose • Institutions need to provide out-of-class experiences that enhance the development of leadership skills for undergraduate students. Additionally, a new method of collecting feedback, opinions, and overall reactions from participants in The LeaderShape Institute is needed. • The purpose of this study is to explore how undergraduate student participants from the Meredith College community are impacted by taking part in The LeaderShape Institute, an out-of-class leadership development experience. Furthermore, the study seeks to gain an understanding of the connections between the desired outcomes of The LeaderShape Institute and how these outcomes align with the facilitating Student Leadership and Service departmental outcomes and the institutional outcomes outlined within the mission and values for the College.

8. Guiding Questions • Guided by the institutional mission and vision, does The LeaderShape Institute aim to promote similar values and outcomes for students? If so, how does The LeaderShape Institute accomplish this? • As an out-of-classroom experience, how does participation in The LeaderShape Institute accentuate personal growth and development for student participants? • Do the views and ideas of leadership change for participants following the six day Institute? If so, how do the views change and what aspects of the programs influenced these changes?

9. Meredith College • One of the largest independent private women’s college in the U.S. • Located in Raleigh, North Carolina • Liberal arts education • Population of approximately 2,100 students

10. The College Mission and Values • Guiding mission and values of the institution: • “Meredith College, grounded in the liberal arts and committed to professional preparation, educates and inspires students to live with integrity and provide leadership for the needs, opportunities and challenges of society” (Meredith College, 2010). • The values guiding the institution include: integrity, intellectual freedom, academic excellence, responsible global citizenship, personal development, religious diversity, and relevance (Meredith College, 2010).

11. Student Leadership and Service Outcomes • Develop a vision for change based on an understanding of self, group, and community • Clarify their values, beliefs, strengths, and limitations and behave congruently • Appreciate and respect others’ views through meaningful interpersonal relationships • Develop skills to articulate steps and successfully work in groups to achieve goals • Demonstrate critical thinking • Develop a connection to the institution • Articulate the complexity of social issues • Take action based on a sense of social responsibility and as an important part of everyday life • Develop a connection to the outside community

12. The LeaderShape Institute • The purpose of The LeaderShape Institute “is to produce a breakthrough in the leadership capacity of participants and facilitators which is demonstrated on their campus, in their community, or within their organization” (LeaderShape Institute, 2011). • Six day leadership experience • Family clusters • Daily themes • Program goals

13. The LeaderShape Institute Outcomes • Commit to identifying their core ethical and personal values and then commit to act on them • Identify when their behavior is not in congruence with their core ethical and personal values • Develop relationships where the dignity and contributions of all people are acknowledged and respected • Create a vision for the greater good of a community which includes a “healthy disregard for the impossible” • Develop skills to be able to successfully work in groups and teams to accomplish a collective vision • Articulate action steps necessary to implement a vision • Increase their capability to produce extraordinary results

14. Methodology • Mixed method approach • Sequential explanatory strategy • Participants • Approximately 40 undergraduate students • Rising freshman, sophomores, and juniors • Requirements to participate in The LeaderShape Institute • Be in good standing • 2.0 cumulative GPA • Returning to Meredith College the upcoming academic year

15. Methodology: Phase One Phase One (Quantitative): • Single stage sampling design • A Pre-Institute and Post-Institute cross-sectional survey will be collected from each of the 40 undergraduate participants • Surveys will be completed while traveling to and from Fort Caswell in Oak Island, NC • The survey will be a modified survey based upon previous tools administered by The LeaderShape Institute and the Student Leadership and Service office • The survey will consist of statements that participants will evaluate using a Likert scale of 1 to 5 and several open ended questions

16. Pre-Institute Survey Questions • I have confidence in my ability to take risks. * • I have confidence in my ability to manage and resolve conflicts. * • I have confidence in my ability to identify my own strengths and weaknesses. * • I have confidence in my ability to develop relationships with others who are different from me. * • I have participated in an experience that has allowed me to gain a greater appreciation for others within my campus community. • Integrity is a guiding principle in my life. • I am a leader on campus. *Statements compiled from previously distributed surveys created by The LeaderShape Institute.

17. Post-Institute Survey Questions • I felt comfortable sharing personal aspects of my life with my cluster. • Participating in The LeaderShape Institute has helped me develop confidence in sharing my vision for helping others. • Based upon this experience, I will take part in additional leadership programming.

18. Methodology: Phase Two Phase Two (Qualitative): • Interviews will be conducted using a random sampling, allowing for a proportionate representation of participants from each of the classes (rising freshman, sophomores, and juniors) • Interviews will be face-to-face and in a natural setting • Interviews will be recorded to allow the researcher to look for common themes presented by participants

19. Interview Questions • Please share your involvement in out-of-class experiences while attending Meredith College. • Please share your feelings about college leadership programs. • Please describe your most memorable leadership moment. • Tell me about one thing that really stood out during your participation in The LeaderShape Institute. • What are your thoughts about the phrase “leading with integrity” and how does this phrase apply to your life?

20. Implications • Provide feedback to Meredith College • Provide feedback to Student Leadership and Service office • Foster a greater understanding of how programming efforts align with the institutional mission and values

21. References American College Personnel Association. (1996). The student learning imperative: Implications for student affairs. Retrieved from http://www.myacpa.org/sli_delete/sli.htm Creswell, J.W. (2009). Research design: Quantitative, qualitative, and mixed methods approach, 3rd edition.  Thousand Oaks, CA: Sage Publications.    Dial, D. (2006). Students' perceptions of leadership and the ways in which LeaderShape influences the development of student leaders. (Master‘s thesis). Retrieved from http://etd.lsu.edu/ Freeman, J. & Goldin, A. (2008). The increasing importance of student leadership development programs in higher education. Retrieved from http://www.sjsu.edu/getinvolved/soal/org_advisors/dev_guides/Increasing_Importance_of_Student_Leadership_Development_Programs_in_Higher_Education.pdf Hu, S., & Kuh, G.D. (2003). Maximizing what students get out of college: Testing a learning productivity model. Journal of College Student Development, 44, 185-203. Retrieved March 26, 2011, from Project MUSE database. Huang, Y. & Chang, S. (2004). Academic and cocurricular involvement: Their relationship and the best combinations for student growth. Journal of College Student Development 45(4), 391-406. Retrieved March 26, 2011, from Project MUSE database. Keeling, R. P. (Ed.). (2004). Learning reconsidered: A campus-wide focus on the student experience. Washington, DC: NASPA. Komives, S. R., Lucas, N., & McMahon, T. R. (2007). Exploring leadership: For college students who want to make a difference. San Francisco, CA: Jossey-Bass. Kuh, G. (1993). “In their own words: What students learn outside the classroom.” American Educational Research Journal 30, 277-304. Kuh, G. (1997). "You gotta believe." About Campus, 2(4), 2-3. Kuh, G.D., Douglas, K.B., Lund, J.P., & Ramin-Gyurnek, J. (1994). Student learning outside the classroom: Transcending artificial boundaries. ASHE-ERIC Higher Education Report No. 8. Washington, D.C.: The George Washington University, School of Education and Human Development. LeaderShape Curriculum Manual (2008).

22. References LeadersShapeInstitute (2011). Outcomes of The LeaderShape Institute. Retrieved March 26, 2011 from http://cbi.leadershape.org/pdf/outcomes.pdf Light, R. (2001). Making the most of college: Students speak their minds.Cambridge: Harvard UP. Meredith College (2010). Meredith College Mission, Vision and Values. Retrieved March 28, 2011 from http://www.meredith.edu/about/mission.htm Meredith College (2011). A Welcome from the Meredith President. Retrieved March 29, 2011 from http://www.meredith.edu/president/default.htm Meredith College (2011). Leadership Programs. Retrieved March 25m 2911 from http://www.meredith.edu/students/leadership-service/leadership-programs.htm Meredith College (2011). We believe that the best education lasts a lifetime. Retrieved March 29, 2011 from http://www.meredith.edu/about/ Reinelt, C., Sullivan, S., & Foster, P. (2003). Evaluating outcomes and impacts: A scan of 55 leadership development programs. W.K. KelloggFoundation. Stoker, D. (2010). Study of the lasting effects of attending a LeaderShape program. (Doctoral dissertation, Indiana State University). Retrieved from http://scholars.indstate.edu/bitstream/10484/965/1/Stoker,%20Daniel.pdf Zimmerman-Oster, K., & Burkhardt, J. C. (2000). Leadership in the making: Impact and insights from leadership development programs in U.S. colleges and universities. Battle Creek, MI: W.K. KelloggFoundation.