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Our mission is to educate and nurture citizens to lead our organizations, communities, state, nation and beyond

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Students will learn to be:

…knowledgeable about the leadership process, be self-reflective and possess a holistic perspective.

…collaborative and build effective interpersonal relationships and team interaction.

…credible and demonstrating integrity.

…civic minded and pursue social justice.

…creative and see problems from multiple perspectives.

…effective problem solvers and take creative and analytical approaches to dilemmas.

…critical thinkers able to question and evaluate basic assumptions.

…risk takers and change makers by a willingness to sustain change over the long term.

…effective communicators through both oral and written efforts.

Data for both direct (e.g., grading rubrics) and indirect methods (e.g., self-report survey) of assessment are collected during the academic program.

Students demonstrate a significantly increase in their knowledge of leadership throughout the academic program. Students also report a statistically significant increase in their perceptions of both the ‘Understanding of’ and ‘Practice of’ leadership during the academic program.  This survey contains thirty Likert-scale items (1=rarely; 2=once in a while; 3=sometimes; 4=fairly often; and 5=almost always). The survey is administered to students at the beginning of LDRS 300 and at the end of LDRS 310.

Students are often evaluated on course assignments by the use of grading rubrics on a four point scale (Novice, Apprentice, Proficient and Distinguished). Consistent with program targets, nearly 90 percent of students demonstrate the Proficient-level in their ability to work as effective team members in collaborative environments.