Student Leadership Competencies® Study
The purpose of this study was to develop a universal set of leadership competencies tailored for students in an educational context. This study began in with a review of standards set by the Council for the Advancement of Standards (CAS) in Higher Education and outcomes from the ACPA/NASPA 2004 document, Learning Reconsidered along with an analysis of three contemporary student leadership development models to create a framework of common leadership competencies. Using this framework, the researchers analyzed nearly 18,000 outcomes across 522 academic programs accredited by the Council for Higher Education Accreditation. Go to the Student Leadership Competencies® website for more details on this study OR check out the article in the Journal of Leadership Studies for the first iteration of this study. Dr. Seemiller served as the PI for this study.
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Youth Leadership Competency Model Study
This study was designed to contribute to the development of a theoretically grounded framework for youth leadership competency development. The research involved conducting a meta-analysis of the leadership competencies embedded in four professional preparation frameworks, three research-based studies on youth leadership, and objectives of four large national youth leadership organizations, yielding 11 frameworks for analysis. Findings from the study informed the creation of a competency-based youth leadership development model. Both the methodology and findings from this study are published in the Journal of Leadership Education.
Student Leadership Competencies® Taxonomy Study
The purpose of this study was to provide a multi-stage taxonomy that takes into account complexity and developmental sequencing to help leadership educators design and offer developmentally appropriate curriculum that builds on core leadership competencies and ends with advanced competencies. Using an expert model methodology, 49 seasoned leadership educators in the U.S. completed an online ranking exercise indicating their perspectives on the developmental scaffolding of each of the 60 Student Leadership Competencies®. Data was analyzed, looking for themes, and an initial developmental taxonomy was created. More information to be presented at the 2017 International Leadership Association on this study. Dr. Seemiller served as the PI for this study. Dr. Richard Whitney joined the PI team after round 1 and is assisting with analysis for round 2.
Student Leadership Competencies® Inventory Study
The Student Leadership Competencies® Inventory version 1 was beta tested in 2011 in an effort to validate the measurements on the Inventory. As the Student Leadership Competencies® Study advanced and there were changes to the competencies and dimensions, the Inventory changed, resulting in a need to continue to validate the changing instrument. In 2014, the Inventory was moved to a new platform and launched again for data collection and analysis. In 2016, an updated version of the Inventory was piloted using an extended Likert scale and separating the Inventory into mini assessments by competency cluster. Dr. Seemiller served as the Co-PI of this study with Dr. Dave Rosch. Results are published in the Journal of Leadership Education.
Leadership Educator Professional Identity Development Study
This study involved conceptualizing leadership educator identity through the lens of professional identity development. From the synthesis of professional identity literature of similarly situated professions, a proposed model for better understanding leadership educator professional identity development was derived (LEPID). For more information about this study, go to the Journal of Leadership Education. This analysis was co-authored with Dr. Kerry Priest.
Leadership Educator Journeys Study
In this qualitative study, the Leadership Educator Professional Identity (LEPID) model was used as the lens to explore leadership educators’ identities as reflected through stories of their professional journeys. The study participants were attendees of a national professional development symposium for student affairs and faculty leadership educators. Participants were given 2.5 days to write a story about paradigm shifting “a-ha moments” and/or experiences that have shaped participants’ leadership educator identities. From these stories, themes related to and enhanced the LEPID model were discussed. For more information about this study, go to the Journal of Leadership Education. Dr. Seemiller served as the Co-PI of this study with Dr. Kerry Priest.
Using Narratives to (Re)Present Leadership Educator Identity Study
This qualitative study involved the collection of data using three narrative methods to capture short stories of lived experiences and life perspectives of professionals at a 2.5-day professional development experience for leadership educators. Data were collected during the conference as part of three intentional professional development activities, which represented the past, present, and future: storytelling, symbolic interactionism, and anticipatory reflection. Using a variety of analytic tools, these stories were examined to make meaning of past experiences, present beliefs, and future practices. More information on this study was published in the Journal of Leadership Education in 2018. Dr. Seemiller served as the Co-PI of this study with Dr. Kerry Priest.
Learning and Digital Distractions Study
The purpose of this study was to gain a better understanding of the digital platforms unrelated to the course that students are using while in class. The quantitative survey (ASSIST instrument) was administered in 19 classes in a Bachelor’s level organizational leadership program. Through analysis, platforms were ranked by the highest percentage of students who frequently or very frequently use the platform during class. In addition, the means for use was calculated using a Tukey HD test to account for all levels of frequency usage (beyond frequently and very frequently). The data was also disaggregated by age and gender grouping to uncover any statistically significant differences between the groups. More information about this study can be found in Contemporary Educational Technology and Journal of Leadership Education. Dr. Seemiller served as the Co-PI of this study with Dr. Sheri Stover.