Although many business schools seek to develop leaders and accreditation requires assessment of such objectives to document student achievement, the literature is devoid of leadership development approaches, learning objectives, or direct measures. Perhaps, this results from the perception that leadership is too amorphous or complicated to be defined and measured. This paper details the application of a critical relativist approach to define a graduate leadership learning objective, develop an analytic rubric to measure student achievement of that learning objective, and apply the rubric as both a course-embedded and summative measure to evaluate an interdisciplinary leadership minor’s program of study.

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The Science Teaching and Research (STAR) Leadership Program at Austin College was designed to intentionally include leadership development into the science curriculum and provides an opportunity to determine the effects of student leadership development on the retention of students in science, technology, engineering, and mathematics (STEM). This dissertation used a quasi-experimental design to determine: 1) if STEM retention can be explained though the inclusion of leadership development into the curriculum; 2) if there is a difference between Austin College students who choose a STEM major compared to students who do not; and 3) if there is a difference between Austin College students who complete a STEM degree compared to students who do not. Census data were collected on 2,137 students who enrolled in STEM courses beginning in the fall of 2008 through the spring of 2017, and factors affecting retention were compared across three 3-year time periods that spanned before the program was initiated through wider implementation. A logistic regression showed that there was no significant positive association between leadership development and STEM retention when taking into account other pre-college and demographic factors that have been linked to retention in the literature. However, a one-way ANOVA showed that the academic factors significantly decreased as the STAR program progressed. Further studies are required to understand student benefits associated with the current program.

The primary concerns of this study were to describe the most common practices of current college student leadership training programs in the United States and to compare the 1979 and 1997 findings by replicating the 1979 Simonds study. This study provides an overview of related literature on the history of leadership theory and the research on leadership training in higher education, a detailed description of the methodology, results of the survey, a comparative analysis of the 1979 and 1997 findings, and discussion of the current status of leadership training at institutions of higher education. Conclusions are drawn, and implications and recommendations for student affairs professionals are made that may improve the quality of student leadership in higher education.

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FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / A Aprendizagem Cooperativa â AC â à uma metodologia de ensino que propÃe o trabalho em cooperaÃÃo e a participaÃÃo ativa dos educandos com base no estudo em grupos heterogÃneos e interdependentes, de maneira a possibilitar a interaÃÃo e a corresponsabilizaÃÃo dos educandos, promovendo nÃo apenas a apreensÃo cognitiva, mas tambÃm o desenvolvimento das habilidades sociais. O presente trabalho tem como objetivos analisar as possibilidades de aplicaÃÃo da AC no ensino da fÃsico-quÃmica, mais especificamente, no estudo das soluÃÃes, integrada ao desenvolvimento das relaÃÃes interpessoais; identificar aspectos relativos ao rendimento escolar dos estudantes e desenvolver instrumentos pedagÃgicos contendo os elementos fundamentais dessa abordagem. O percurso metodolÃgico incluiu oficinas de sensibilizaÃÃo e histÃrias de vida, aplicaÃÃo de tÃcnicas distintas de AC, tendo como conteÃdos os assuntos pertinentes ao estudo das soluÃÃes. No que diz respeito à avaliaÃÃo cognitiva do aprendizado, aproximadamente 80% dos estudantes obtiveram mÃdia igual ou superior à mÃdia escolar nas avaliaÃÃes individuais realizadas, com destaque para os testes relativos ao mÃtodo dos pares e testes cooperativos com percentuais de 96 e 88%, respectivamente. Verificou-se ainda o crescimento processual do nÃmero de grupos que atingiram o critÃrio de sucesso grupal que, ao inÃcio do percurso, estava entre 40 e 55%, chegando ao final estabilizado entre 80 e 100%. As histÃrias de vida e o processamento de grupo foram considerados por 96% dos estudantes como propiciadores do desenvolvimento de competÃncias relacionais e sociais. A ambiÃncia e a inclusÃo de prÃticas lÃdicas foram referendadas pelos educandos como potencializadoras da criatividade. Dessa forma, a AC aponta como possibilidade metodolÃgica no ensino de QuÃmica, na construÃÃo de relaÃÃes cooperativas, que favorecem o protagonismo estudantil. / Cooperative Learning is a teaching methodology that proposes the cooperative work and active participation of students in the study based on heterogeneous and interdependent groups, in order to make possible the interaction and co-responsibility of the students, promoting not only the cognitive apprehension, but also the development of social skills. This work aims to analyze the possibilities of application of Cooperative Learning in teaching physical chemistry, more specifically, in the study of solutions, integrated development of interpersonal relationships, identify aspects of school performance of students and to develop pedagogical tools containing the elements fundamental to this approach. The methodology included awareness workshops and life stories, applying different techniques of AC having as content issues pertinent to the study of solutions. Regarding the assessment of cognitive learning, approximately 80% of students scored at or above the average middle school in individual evaluations, especially for tests concerning the method of testing and peer cooperative with percentages of 96 and 88 %, respectively. It was further growth in the number of procedural groups that meet the criterion of success that group, at the beginning of the route was between 40 and 55% , reaching the end stabilized between 80 and 100%. The life histories and group processing were considered by 96% of students as providers of development social and relational skills. The ambience and the inclusion of playful practices were approved by the students as a potentiating creativity. Thus, the AC points as methodological possibility in teaching chemistry to build cooperative relationships that look after the student role.

<p>Students in African universities have a long history of political involvement at the institutional level and in national politics. The present study investigates the political opinions of students in Tanzania with respect to (1) their attitudes towards democracy and how these attitudes could be explained, (2) student satisfaction with the way their university and their country, Tanzania, are governed, and (3) whether student leaders (SL) have more democratic attitudes than students who are not in formal student leadership positions (SNL) and if there are other relevant groups that can be identified whose political attitudes differ significantly from those of other groups. The study draws on the work of Bratton, Mattes and Gyimah-Boadi (2005) and employs a survey questionnaire adapted from the Afrobarometer. Using survey data collected at the University of Dar es Salaam in Tanzania, a number of questions are investigated, and related hypotheses are tested in order to determine the extent to which students understand and demand democracy, how they perceive the supply of democracy, and what their attitudes are towards university governance and national politics in general.</p>

Student governance has been in existence as an integral part of higher education almost since the founding of the first college in colonial America. However, little is understood about the lived experience of students involved in student governance, and specifically those who participate in leadership positions within student government organizations such as the student government president. Therefore, the primary purposes of this study are to highlight experiences of students who served as presidents of a liberal arts college’s student government association and to examine the meanings these individuals construct out of their leadership experiences. This study employed qualitative methods, which included in-depth, open-ended, semi-structured interviews and journaling. The sample was made up of six students who served as student government association presidents at a small, private, liberal-arts college. From the data derived through the interview and journaling processes, an overall picture of the experiences of the participants and the meanings that the participants construct of their experiences was drawn. Based on the results, several themes regarding the participants’ experiences as student government presidents emerged from the data, which include: positive and negative facets of their presidencies, stress as a substantial element during their time in office, dissimilar experiences of women and minority students, varied experiences regarding relationships and conflicts with members of the campus community, the multiple roles required of a student government president, and personal approaches to leadership that a student government president must possess and hone. Conclusions based on the data were included and implications for student affairs practitioners were discussed as well as recommendations for further study were made.

This study evaluated two extracurricular leadership development programs offered by one urban high school. The programs were evaluated through an examination of the ways in which students understood their experiences in the programs in terms of their own leadership abilities, their leadership role with others and their perception of good leadership. The six study participants were observed facilitating groups of their peers through interactive activities at the programs' multiple-day events. In the three months following the programs, the participants were interviewed twice. The participants reported that their experience in a leadership development program helped them to feel confident in their leadership abilities. Also, the participants valued their relationships with their peers in their roles as leaders. Finally, the participants believed that good leaders exhibit caring behaviour towards others. This study provides information to assist the improvement of youth leadership development programs.