Evaluating a College Leadership Course: What do Students Learn in a Leadership Course with a Service-Learning Component and How Deeply do They Learn It?

Abstract

The purpose of this study was to evaluate final projects in a freshman leadership course (combining grounding in leadership theories with a service-learning component) to determine what students learned about leadership, themselves as developing leaders, and leading in the civic community, and how deeply they learned these concepts. Students found situational leadership theories, team leadership theories, and leadership principles (Drath, 2001) most relevant to their experiences. Personally, students learned about themselves as individuals, leaders, team members, and community members. Civically, students learned how to apply leadership theories, work in teams, and about the community as a system. In terms of depth of learning, based on Bloom’s (1956) taxonomy, students were able to identify, describe, and apply concepts and to some extent analyze and synthesize them. These findings suggest that using service learning to help students learn about both the theory and practice of leadership is a viable alternative.

Citation

Sessa, V.I. and Matos, C. (2008), "Evaluating a College Leadership Course: What do Students Learn in a Leadership Course with a Service-Learning Component and How Deeply do They Learn It?", Journal of Leadership Education, Vol. 7 No. 3, pp. 167-200. https://doi.org/10.12806/V7/I3/RF5