| Peirce College did not offer a universally available "leadership course or program" that strictly focused on student leadership development. This applied dissertation was designed to develop an intentional leadership program for application to college student leaders, with a plan for implementation and evaluation. The purpose of the study specifically intended to describe, implement, and evaluate a Peirce College Student Leadership Development Pilot Program (Leadership Program). The intent of the Leadership Program was to provide students with meaningful ways, both in and beyond the classroom, to develop and enhance their leadership skills. In addition, the Leadership Program provided the opportunities for students to demonstrate their existing talents, skills, and interests while continuing to develop new talents, skills, and interests. This study was conducted to determine if the interventions, Leadership Workshop Series, Leadership Brown Bag Series, Community Service Project, Student Leadership Development Portfolio Presentations, and Leadership Forum had a positive and impact on Student Leaders' leadership development. The research described (a) what Peirce College learned from the Student Leaders about the design and implementation of Leadership Program that would further the development of the program at the college, (b) Student Leader's results in the pre-and post- test scores of practicing leadership behavior measured by the Kouzes and Posner's Leadership Practices Inventory, (c) how students' leadership beliefs, attitudes, knowledge and behaviors changed as a result of participating in the Leadership Program, (d) what Peirce College learned from the evaluation of the Leadership Program that will further the development of the program at the college, and (e) what Peirce College learned from Leadership Program Advisory Committee about the design and implementation of the Leadership Program that would further the development of the program at the college. The study collected data to measure students' leadership behaviors, workshop evaluations, focus group meetings, self evaluations, and end of the year evaluations. The assessment inventories and the types of data intended to be collected indicated that the study was quantitative and qualitative. |
