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Staley School of Leadership Studies

Staley School of Leadership Studies
Kansas State University
257 Leadership Studies Building
1300 Mid-Campus Drive N.
Manhattan, KS 66506

785-532-6085 ph
785-532-6542 fax

Spring Building Hours

Mon-Fri | 7am to 10pm
Sat & Sun | Closed

Radina's Coffee Hours
Mon - Thurs | 7am to 6pm
Fri | 7am to 5pm
Sat & Sun | Closed



Student Learning Outcomes

The Mary Lynn and Warren Staley School of Leadership Studies values student learning and growth.  Our mission is to develop leaders.  Each of our four required classes focuses on one of our student learning outcomes and student development outcomes, which prepare students to:

 Student Learning OutcomesStudent Development Outcomes
LEAD 212:

Understand leadership competencies, theories, and frameworks to further your own self-awareness, values, purpose.

Exercise civic leadership through a collaborative learning community experience.
LEAD 350:Understand the impact of cultural identity, life experiences and world views on leadership relationships as it relates to privilege and inclusion.Practice inclusive leadership through advocacy for social change.
LEAD 405:Understand the process of facilitating change in self, others, and systems.Exercise Leadership to make progress on personal and community issues.
LEAD 450:Understand how leadership education and life experiences impact leadership development. Apply leadership scholarship as it relates to current events, case studies, and ethical dilemmas


Assessment summary of progress

Summary progress on the assessment of student learning outcomes. According to Angelo and Cross (1993), assessment is an approach designed to help teachers find out what students are learning in the classroom and how well they are learning it. For quality assessment to take place, you must have faculty involvement. I am pleased to say that not only does the Staley School of Leadership Studies have faculty involvement but faculty buy-in. Due to early support and encouragement from our director, a culture of assessment has been created. This report shows us that there is much work to be done but some success has been achieved. Conversely, we need to work toward a more balanced approach to assessment that includes graded and nongraded assignments. The assessment data tells us that our students understand the concepts being assessed however, we are not able to say how well our students are learning all eight of the SLOs. Assessment as a process is ongoing and our journey continues. See A Culture of Assesment for more information.