Student Development Planning Goal #4

Student Development Planning Goal #4
2002-2006

1. What is a visionary goal that your unit set?

To provide increased and enhanced training and experiential opportunities for student leadership.

2. What information and data did you use to set this goal?

Researchers such as Astin (1992), Chickering (1993), Pascarella & Terenzini (1991), and Tinto (1993) have all indicated that students that are engaged in their education, in and outside of the classroom, are more likely to graduate. They have also all noted that increased levels of intentional engagement lead to increased learning outcomes for students – both in and out of the classroom. See detailed reference information at the end of this document.
Student leadership is one of the most impacting forms of engagement as students are taking responsibility for their own environment and programs. Student satisfaction also increases as student involvement in self government increases.
The Century II Commission Report of the Committee on Student Experience recommended the enhancement of training experiences for student leader support positions (see Executive Summary of the Century II Commission Report on Student Experience for an executive summary).
Data from the CIRP indicates that high schools students are becoming more involved in student leadership and that there is some desire to continue involvement in student leadership in college. For example, we have noticed increased competition in Freshman Class Council elections over the past two years.

3. What actions did you take to try and reach this goal?

The LEAD committee has revised the Leadership training program offered to student leaders in August to meet the new needs of contemporary student leaders.
Current Student Development leadership programs were assessed and appropriately adjusted to enhance the training programs for student leaders.
Several new student leadership programs have been added to meet the needs of specific populations.
The concept of the Co-Curricular Transcript (CCT) was developed to track student involvement, particularly those students involved in leadership.
The Diversity Scholarship was modified to provide mentor support and to add a leadership expectancy, defined broadly, for students receiving the scholarship.

4. What progress did you make?

The Fall of 2002 marked the beginning of Mane Events, an opportunity for student leaders to increase school spirit through the support of other large campus events, particularly athletic events. The Mane Events have proven to be popular, and we are noticing increased momentum of school spirit during the 2005-2006 school year.
Team Barnabus was developed in Fall of 2000. This program offers student leaders the opportunity to serve and encourage new students.
In the Fall of 2002 the Guide Development program offered by the Outdoor Leadership program was enhanced under the leadership of Rob Simpson.
Athletics (Fall 2004) – The athletic department has instituted a program in which each coach works with each athlete to design a personal/professional development growth plan. This program works in conjunction with the Champions of Character program which seeks to develop team spiritual growth.

LEAD Week – Leadership training for all student leaders in August of each year. This program has gone through several revisions in order to produce the best possible training opportunities. We have developed a workshop day, service day, and extended Focus Group training times.
Resident Assistant Training has been enhanced over the past few years to include Spring training, and LEAD week training, as well as in service times during the Fall semester.
MOSAIC, under the leadership of the Director of Diversity and International Student Services was formed to provide an advisory umbrella to the diversity clubs and organizations. In addition PLNU has greatly increased its commitment to the Diversity Leadership Scholarship program.
Associated Student Body:

ASB has adopted a new philosophy of student government that emphasizes student voice and input, as well as partnering with other departments to address student concerns and needs.
ASB has rewritten their Constitution to add the position of Vice President, and they have established a Student Congress to allow more students to be involved with student government.
ASB has added several new Clubs and Organizations for increased student involvement and leadership opportunities.
ASB has added a mentor program where each ASB officer is partnered with a faculty or staff advisor.

Tutors – The tutoring program has developed an enhanced selection and training process.
Wellness Center – The Peer Counselor program has been aptly renamed the Peer Educator program, and has enhanced the training of the Peer Educators.

5. What information and data did you use to evaluate your progress?

Each of the Student Development divisions conducted assessment plans to evaluate the outcomes of these various programs. Details of these assessments can be found in the 2003-2004 and 2004-2005 Student Development End of Year Reports.
LEAD week evaluations
Retention data from the department of Institutional Research
NSSE data from 2000 and 2005
Co-Curricular Transcript data records

Supporting Documentation