EFFECT OF BURCH SCHOLARS PROGRAM

Effect of Burch Scholars Program 1
Running head: EFFECT OF BURCH SCHOLARS PROGRAM
The Effect of the Rhodes College Lucius E. Burch Scholars Program on the
Development of the Program Participants
Marie T. Lindquist
Rhodes College

Abstract
The Lucius E. Burch Scholars Program is a 4-year leadership in service program for traditional
students at Rhodes College. This proposal will examine the need for this program at Rhodes
College. It will describe the program in detail including the program philosophy, the goals of the
program, a description of activities for each class year, a description of the participants, and costs
of the program. It will then detail the methods that will be used for evaluating the program
including a description of each assessment tool. Finally, the outcomes of the assessment
instruments will be given.

The Effect of the Rhodes College Lucius E. Burch Scholars Program on the
Development of the Program Participants
Needs Assessment
Rhodes College completed a self-study in 1999. The goal of the study was “to strengthen
Rhodes’ position as one of the finest liberal arts and sciences college in the world and to adjust
and enhance our educational experience for a changing student population in an ever-changing
society” (Strategic Report, p. 1). In order to achieve this end, several areas were scrutinized by
the study.
Globalization
The Subcommittee on Globalization recognized that we are living in a world that is
getting smaller. “Americans eat grapes from Chile and wear sneakers from China; they listen to
music from Cape Verde and read novels from India. A downturn in Asian stock markets sets off
investor panic all over the globe” (Strategic Report, 1999, p. 15). In order to handle this
shrinking world, educational institutions must push for more understanding of other cultures.
One way to create this understanding is exposure to other cultures, societies and individuals.
Exposure to diversity can help the education of students by promoting adaptability, creativity,
and improved communication skills. Exposure to other’s politics, community structures, moral
values, and spirituality can help stimulate thought. Students can begin to recognize how
different their own values and norms are from others’. (p. 15)
The Strategic Report (1999) notes that one way to improve the globalization at Rhodes is
to increase efforts “to diversify the Rhodes student body through recruitment abroad and among
minority populations at home” (p. 20). But, the study also notes that students from diverse
backgrounds have been a population that is more likely to withdraw from Rhodes. “Students

who perceive themselves as ‘different’ – different in their style of dress, family backgrounds,
cultural beliefs, socio-economic status, region of origin, and so forth, appear likely to express
these feelings of social isolation” (p. 60). Students surveyed in this population were dissatisfied
with Rhodes’ “commitment to under-represented populations” and disagreed with the statement
that “freedom of expression is protected on campus” (p. 60). In order to truly have a
commitment to globalization, Rhodes must examine why diverse students are withdrawing and
must make a commitment to recruiting and retaining those students.
Retention
Having a high retention rate is extremely important for higher education institutions.
Schools with high retention rates are perceived as better and ranked higher than institutions that
do not. Improved retention also assists in the offering of higher quality upper level classes.
Instead of having to put valuable faculty time on offering more entry level classes to meet the
demand of a larger first-year class because retention is low, attention can be moved to offering
higher quality upper level classes. When retention is high, the first year class does not need to
be as large to maintain the same college enrollment, therefore fewer first year classes need to be
offered and faculty time can be devoted to offering more and better upper level classes.
(Strategic Report, 1999, p. 39)
When compared to its peer institutions, Rhodes College has a low retention rate. Examining
the reasons for why students withdraw from Rhodes was a large part of the self-study. One
of the larger populations of withdrawals are the students with high grade point averages
(GPA>3.0). From 1993-1997, 105 (36%) of the withdrawing students had high grade point
averages. Students that were in that category reported withdrawing from Rhodes for social
reasons. They “felt alone, isolated, and displeased with their college experience and

frequently sought to be closer to home and high school friends. They felt as if they did not
fit in and had not found a community or group of friends with whom they identified”
(Strategic Report, 1999, p. 58). The second notable population of students who withdraw
are those who leave for financial reasons. From 1993-97, 8.6% of students who withdrew
cited finances as a reason for leaving. (Strategic Report, 1999, p. 62) Some students in a
middle to lower socio-economic class are not able to persist at Rhodes.
Possible solutions
Many possible solutions are given in the Strategic Report (1999) for what could keep
these high achieving, diverse and middle to lower income students from withdrawing from
Rhodes. First, the report proposes “establishing a greater sense of community on campus to
combat the feelings of social isolation felt by many students” (p. 62). Second, the report
suggests increasing student interactions with the Memphis community so students do not feel so
confined and alone. (p. 60) Third, Rhodes could provide students with leadership training. (p.
84) Finally, the report suggested reworking the financial aid policy. One suggestion is to give
grants of money to the particular students that Rhodes wishes to attract. (p. 42) The following
sections will cite research on the components that a thorough and effective program would
contain which would meet the needs of these students.
Student Involvement
One of the prevalent needs for Rhodes College is to create a greater sense of community.
Students feel isolated. This need is especially prevalent for students who are diverse. Lounsbury
and DeNeui (1995) state that sense of community comes from “feelings of belonging,
interdependence, being needed, and identification with some common over-arching values” (p.

271). This type of community helps rid students of the feeling of “loneliness and social
isolation.”
College campus provides numerous activities in which students can become involved.
These activities include student government boards, religious organizations, fraternities and
sororities, athletic clubs, student programming boards, and numerous other student organizations.
Involvement in these types of student activities is an ideal way to find the sense of community
that Lounsbury and DeNeui define. These student groups have established values defined by
their group’s missions and goals around which their activities are centered. In order to fully
participate in one of these groups you must become a member of the group, which promotes
belonging. Participants must rely on one another in the group to achieve results, which creates
interdependence. And the goals of the activity will not be accomplished unless the members of
the group participate, which means that those members are needed to accomplish the group tasks.
Research in higher education has shown that getting involved in activities on-campus
promotes numerous positive outcomes for higher education institutions including a greater sense
of community.
Astin’s Involvement Theory stresses the importance of student involvement as a positive
factor in student development. The greater the involvement, both quantitative and
qualitative, the greater the level of student development. Involvement also affects a
student’s sense of connectedness to the campus community (Kuh, Schuh, Whitt, Andreas,
Strange, Krehbiel, & MacKay, 1991). Morreissey (1991) concludes that retaining
students until graduation is more likely when students feel connected to the campus
community as a result of involvement in student organizations. This sense of community
is especially important to traditionally under-represented student populations that may

already feel marginal in the campus environment. (Howell, Crownover, & Schneider,
1993, p. 3)
Alexander Astin (1993) has shown in his book What Matters in College? that leadership scores
(defined as leadership ability, popularity, and social self-confidence) increase when students are
involved in things like social fraternities or sororities, intramural sports, volunteer work or
tutoring. He also mentions that students who don’t get involved because they commute, watch a
lot of television, or engage in outside work activities do not have as great of an increase in their
leadership score during college.
Some students take student involvement a step further and become leaders in their
campus organizations. Schuh and Laverty (1983) link holding a campus leadership position in
campus organizations like student government or fraternities and sororities to personal
development in areas such as cultural awareness, becoming aware of societal concerns, and
personal and social skills. Whitt (1994) found that students “associate involvement in leadership
with enhanced social and political awareness; improved thinking, writing, communication and
organizational skills; and expanded notions of majors and career choices” (p. 202).
Community Service
The second suggestion for Rhodes in the self-study is to connect students more
thoroughly with the Memphis community. Community service is an ideal way to make those
connections by allowing students to get out into the community, talk to the people, work with
community members and discover the issues that people are facing. Students quickly make
friendships, find mentors and become part of the community. Community service will also
develop numerous qualities and traits that will make a positive impact on their student
development.

Erin Swezey (Winter 1993) states that “serving within their local community or beyond,
students develop qualities of caring, listening, and genuine understanding of others’ needs. They
experience diversity, community, reciprocal learning, and empowerment in ways difficult to
replicate within the boundaries of a college campus” (p. 5). Leaders are now defined by traits
they have developed through community service. Swezey states that “by developing and
demonstrating qualities of care, courage, ethical sensitivity, responsibility, and the ability to
empower others, each person has the same impact that is generally assigned to a ‘leader’ (Delve
& Rice, 1990)” (p. 5).
Alexandar Astin (1993) defines social activism as “participating in community action
programs, helping others who are in difficulty, influencing social values, and influencing the
political structures” (p. 115). His research on social activism in college students suggests that a
higher amount of social activism can be attributed to three areas. First, students who attend an
institution that wants to produce leaders who are social change agents are more likely to have a
higher social activism score. Second, students who are involved with diversity (i.e., participate
in diversity discussions, socialize with students of other racial and ethnic groups, attend cultural
awareness workshop, and participate in campus demonstrations) are more likely to have a higher
score. Finally, students who put in a number of hours of volunteer work each week are more
likely to be socially active.
Leadership Training
Rhodes also identified the need to further develop leadership skills in the student body.
Numerous studies have shown that leadership programs can positively influence college
students. This section will list what a thorough leadership program at higher education
institutions would contain and what the benefits of leadership programs are.

The Council for Advancement of Standards in Higher Education (1997) has set standards
for leadership programs at higher education institutions. The guidelines were developed with the
outcomes in mind of “intellectual growth, ability to communicate effectively, realistic self-
appraisal, enhanced self-esteem, clarification of values, appropriate career choices, physical
fitness, meaningful interpersonal relations, ability to work independently and collaboratively,
social responsibility, satisfying and productive lifestyles, appreciation of aesthetic and cultural
diversity, and achievement of personal goals” (p. 113). Their guidelines state that development
should occur at some time during a thorough leadership program in the areas of foundations of
leadership, personal development and organizational development. To gain a strong foundation
of leadership students should study leadership theory, how different cultures view leadership,
how gender influences leadership, and how leadership can be practiced ethically and morally.
Personal development should include developing a personal approach to leadership, improving
personal management issues like problem solving and time management, improving
communication skills, becoming more creative, learning how to supervise and motivate, and
taking more risks. Finally, organizational development would include knowing how to build a
team, share leadership, group problem-solve, evaluate organization effectiveness, develop
community, empower, collaborate and embrace the diversity of the organization.
Robert Greenleaf (1996) in his research on servant leaders discusses the traits that those
who want to become leaders can consciously cultivate. Leaders can systematically neglect by
prioritizing and doing the important things while ignoring things less important. Leaders can
learn to listen, accept others and become their own person. Leaders can learn how to use
language as a leadership strategy by learning how to articulate the goals of the group. They can
develop values that include honesty, responsibility and love. They can learn how to be tolerant

of imperfection and accepting of all people. Finally, leaders must learn to withdraw by getting
away from work and relaxing.
The Center for Creative Leadership’s Handbook of Leadership Development (1998)
identifies five “domains of impact” that leadership development experiences have. First there is
knowledge acquisition where leaders would learn more about themselves, leadership, their
values and their personality traits. Second, the experience would help them change their self-
awareness by understanding their strengths and weaknesses and the impact their behaviors have
on others. Third, they would have a transformational perspective change. They would begin to
pay more attention to others and their environment. Fourth, they would develop skills like active
listening, public speaking, critical thinking and decision making. Finally, they would change
their behaviors. They would begin to act differently to a problem because of what they have
learned from their experiences.
Caruso (1981) studied leadership programs and the outcomes they had on college
students. He concluded that a number of outcomes resulted from student leadership programs.
Leadership programs improve the college’s retention rates. Participants develop important skills
identified by national testing agencies such as communication and value clarification, and
develop “skills for life” to use after leaving college. Participants when they leave the college
will have an increased understanding of human dynamics of the workplace, an increased
eligibility for professional or graduate school admission, an increased level of productivity, and
improved mental and physical health.
The Kellogg Foundation’s (1998) report found on their web page studied the impact of
the 31 institutions to which they fund leadership development programs. They found that
students who participated in “leadership training have an increased likelihood of demonstrating

growth in civic responsibility, leadership skills, multicultural awareness and community
orientation, understanding of leadership theories, and personal and societal values.”
Conclusion
As stated above, the research shows that students who are involved, who participate in
leadership programs and who serve the community are (a) successful in college, (b) persistent
until graduation, (c) connected to the institution, (d) competent in numerous areas including
problem solving, conflict resolution, goal setting and communication skills, and (e) socially and
politically responsible.
Creating a program like this at Rhodes will, according to the Strategic Report, help the
retention of diverse, high achieving, middle to lower income students. That same program will
also meet other important needs including (a) improving the diversity of the Rhodes’ student
body, (b) improving Memphis through the activism of program participants, (c) improving
participants by giving them a quality liberal arts education and comprehensive leadership
development program, and (d) improving society by producing leaders who can and will make a
positive difference.
Description of Program
Program Philosophy
The Lucius E. Burch Leadership in Service Program philosophy states: “To become an
effective leader during college one must develop leadership skills, work in the community, and
become involved. Leaders must develop a strong sense of self, character, and social
commitment. Emerging leaders must learn about themselves and their personal values and
beliefs. Emerging leaders must also spend time in the study of leadership, understanding the

efforts and challenges that other leaders have encountered. Developing leaders need the
opportunity to exercise their leadership skills in the real world, yet within a supervised
environment. Finally, students of leadership need to visualize links to the future that lies before
them and their academic lives, personal beliefs, knowledge of leadership, and philosophy of
service. Upon graduation, a Burch Scholar should be fully equipped to take his/her place as a
leader who promotes positive change.”
Program Components
All Burch Scholars will meet bi-monthly. These bi-monthly meetings will be the times
when program participants get to know each other, learn what the various participants are doing,
brainstorm ideas to solve problems they are encountering, discuss topics of interest to the entire
group, do service projects together, and socialize. These bi-monthly meetings will include
semesterly retreats, monthly group service projects, dinners, and discussion meetings that reflect
on a particular topic or reading. All Burch Scholars will also be placed into smaller reflection
groups that will meet bi-monthly. These reflection groups will be groups of 4 (one scholar per
class year). They will meet to discuss in-depth the work they do, reflecting on it, discussing
ways they can improve, and serving as mentors and supports for the others and their activities.
The first year of this comprehensive four-year program begins with an orientation and
overview for new Burch Scholars and their parents. Students will be introduced to new and
returning Burch Scholars, faculty, administrators, and representatives of the Day Foundation.
Through the use of the semesterly retreats, bi-monthly freshmen meetings, readings, and
extensive service experiences students will begin defining and critically examining leadership
and service. They will discover through service experiences, group discussions and readings
what areas of Rhodes, Memphis, and the world need strong leadership. First year Burch

Scholars will have the opportunity to learn more about themselves and how they lead through the
use of self-assessment inventories relating to skills, values, interests, leadership styles, and
personality traits. The first years will be paired with upper-class scholars in reflection groups
who will serve as mentors to them throughout their Burch experience. At the end of the first
year, Burch Scholars using what they have learned about their strengths and weaknesses and
what issues they feel passionately about, will identify a project which serves the community and
for which they will assume leadership responsibility during the remainder of their time at
Rhodes.
The second year provides students with a more in-depth analysis of various theories and
models of leadership. These scholars will participate in a leadership studies program held once
each month. They will read articles about leaders, read books that shed light on the components
of leadership, examine ethical dilemmas leaders may encounter, and study various leadership
theories. This leadership studies program will give the second years the opportunity to explore
leadership and globalization, diversity, and social change in their homes, communities, and
workplace settings. Scholars will set measurable goals for their project and be held accountable
for the achievement of them. They will also establish a committee that includes a faculty
member, their supervisor at their project, and the Burch program director. This committee will
meet at the end of each semester until they leave Rhodes to reflect on the scholar’s work as a
Burch scholar. These committees will discuss the scholars accomplishments, brainstorm ways
the scholar can continue to be challenged in their project, discuss other learning experiences the
scholar should participate in, and relate their project to what they are learning in the classroom.
The third year of the program will provide students with monthly opportunities to meet
various community leaders from a variety of backgrounds including business, politics, and non-

profit organizations. These leaders will have a chance to talk to the third years about their
experience as a leader. The scholars will then have the chance to discuss with these leaders their
own experiences as leaders of the project they have developed.
The fourth and final year of the Burch Program shall culminate in a senior capstone
experience. Students will share and discuss their individual leadership experiences and what
they will do after they leave Rhodes to continue promoting positive change in their communities
through their leadership. To prepare the students as leaders in the modern workforce, strategies
to promote change will be introduced. Senior Burch Scholars shall help facilitate leadership
activities and retreats for the other Burch Scholars and for Rhodes College. The ultimate goal of
the fourth year is to give back to the program and the campus by sharing what they have learned
and to develop a life philosophy on leadership in service. A senior reception will be held
commencement weekend to recognize the Burch Scholars for their accomplishments.
For the complete calendar of activities, class and group meeting agendas, retreat
schedules, and program information, see the Lucius E. Burch Program Binder kept by the
Rhodes College Burch Program Director.
Description of Participants
Burch Scholars are selected because they show strong leadership potential, have skills for
lifelong leadership in service, have a family income of less than $85,000 a year, rank in the top
15% or higher of their high school graduating class, and have a SAT-I of 1250 or higher or ACT
of 27 or higher.
Perspective Burch Scholars are selected from the applicants to Rhodes. Strong
perspective scholars are noticed by the Rhodes Admissions staff and are put in the pool of

possible scholars. From that pool, 20-25 finalists are selected. Those finalists make a campus
visit where they interview with a Day Foundation representative, the Director of Leadership
Programs, and an Admissions staff member. They also meet current Burch scholars to learn
more about the program and be evaluated on their leadership potential. From the finalists, Burch
Scholars are selected and offered the $10,000 a year scholarship to Rhodes with the expectation
of being a full participant in the Burch Program.
Program participants must remain at Rhodes for the four years of their undergraduate
education. They must be able to pay for or receive scholarships or financial aid for the remainder
of the college tuition and expenses. They must maintain a 2.67 minimum cumulative grade point
average. They must place leadership and service among his/her highest priorities during their
college career.
Costs
Foundation Expenses: 1999-2000 Expenses
Scholarship money $220,000 - $10,000 each year per participant
Summer Experience Stipend Varies - $5,000 every four years to each participant
Opening Dinner $900
Holiday Dinner $900
Closing Dinner $900
Prospective scholar campus visits $6,500
Programming money $2,200 - $100 each year per participant
Rhodes Expenses:
50% of Director’s Salary

Student Worker (10 hrs/wk)
Office Space
Computer and printer
Leadership resources
Professional Development Expenses
Telephone – Local and long distance
Admissions Burch Recruitment Flyers
Methods of Evaluation
In order to determine if the goals of the program are being met a number of data
collection techniques are being used. Both quantitative and qualitative data will be collected
over the course of the student’s participation in the program. Follow-up data will also be
collected on program graduates.
In this section, the goals for the program will be listed. Table 1 will examine the
instruments being used to assess those goals. Next, each assessment instrument is described.
Procedures about how assessment instruments are administered will be given with Table 2
showing when they will be administered. Finally, the feasibility of the assessment instruments
will be examined.
Goals
1. Create community among the Burch Scholars
2. Make a positive impact on Memphis
3. Expose scholars to leadership in service opportunities
4. Increase scholars’ awareness of self

5. Increase scholars’ social commitment
6. Increase scholars’ awareness of their values and beliefs
7. Have scholars develop a philosophy of leadership and service
8. Increase scholars’ leadership skills
9. Have scholars gain organizational development knowledge
10. Have scholars gain personal development skills
11. Increase scholar’s self confidence
12. Scholars are successful during college
13. Program graduates are successful after college
14. Program graduates make a difference in their communities
Descriptions of Assessment Instruments
Student Information Form (see Appendix A)
The American Council on Education and UCLA has developed the Student Information
Form. It is given to new students at institutions across the country to collect data about what
they are like. The information is sent into UCLA to compile the results.
Table 1
Burch Scholar Program Goals and the Instruments being used to assess them
Program Goals Assessment Instrument(s)
Create community among Burch Scholars Semester Evaluations (2*)
Post-Graduation Focus Group (15)
Make a positive impact on Memphis Semester Evaluations (7)
Reflection Groups (2, 3 & 7)
Committee Meetings
Activity Log (2)
*Note: The numbers after the assessment instruments are the numbers to the questions on the
instruments that correspond to the goal.

Increase scholar’s awareness of self Student Information Form (26)
Senior Survey (15)
Semester Evaluations (5)
Reflection Groups (4 & 6)
Committee Meetings
Activity Log (17)
Leader Attributes Inventory (all)
Leadership Practices Inventory (all)
Increase scholar’s social commitment Student Information Form (29 & 35)
Senior Survey (7 & 15)
Semester Evaluations (1 & 7)
Activity Log (15)
Committee Meetings
Leader Attribtues Inventory (17)
Post-Grad. Questionnaire (1, 2, 3 &
5)
Post-Graduation Focus Group (5, 6,
7 & 8)
Develop a philosophy of leadership and service Post-Graduation Focus Group (9)
Increase scholar’s awareness of their values and beliefs Student Information Form (35)
Senior Survey (15)
Activity Log (16)
Committee Meetings
Leader Attributes Inventory (18)
Leader Practices Inventory (19)
Increase scholar’s leadership skills Student Information Form (26)
Senior Survey (15)
Committee Meetings
Activity Log (12 & 18)
Leadership Practices Inventory (all)
Gain organizational development knowledge Committee Meetings
Reflection Groups (10)
Leader Attributes Inventory (23, 24,
25, 28, 29, 30 & 34)
Program graduates make a difference in their communities Post-Grad. Questionnaire (2, 3, 4 &
5)

Post-Grad. Focus Group (1, 5, 6, 7,
8, 13, 14 & 17)
Expose scholars to leadership in service opportunities Student Information Form (22 & 29)
Senior Survey (24)
Reflection groups (1)
Activity Log (1 & 2)
Committee Meetings
Gain personal development skills Student Information Form (26)
Senior Survey (15)
Committee Meetings
Activity Log (3, 4, 5, 6, 7, 8, 9, 10,
11, 13, 14 & 20)
Leader Attributes Inventory (1, 2, 3,
4, 5, 6, 7, 8, 10, 11, 12, 13, 14, 15,
16, 19, 20, 21, 22, 26, 27, 31, 32, 33,
35, 36 & 37)
Increase scholar’s self confidence Student Information Form (26)
Senior Survey (15)
Committee Meetings
Activity Log (19)
Leader Attributes Inventory (9)
Post-Grad. Questionnaire (2)
Post-Grad. Focus Group (16)
Scholars are successful during college Senior Survey (15)
Scholar’s grade point averages
Committee Meetings
Program graduates are successful after college Post-Grad. Focus Group (4, 5 & 18)

Rhodes receives two different reports. The first is a report on Rhodes’ new student class.
The second is a report that compiles the statistics of all new students that complete the survey.
Rhodes is also able to track specific students by using their social security number. Various
questions on students’ leadership skills, community service work, political action and racial
understanding relate to the Burch program.
Reflection Groups (see Appendix B)
Burch program participants meet regularly in small reflection groups. The group will
consist of one scholar from each class year and the Director of Leadership Programs. They will
meet to discuss the work they do, reflecting on it, discussing ways they can improve, and serving
as mentors and supports for the others and their activities. Some of the questions that will be
discussed in the reflection groups are listed in Appendix B.
Semester Evaluations (see Appendix C)
Each semester, participants assess the past semester’s program in a group meeting. The
first part of the meeting consists of completing a written semester evaluation. The second part of
the meeting is a discussion of the parts of the written evaluations that the scholars would like to
talk more about.
Committee Meetings
Each semester, a committee consisting of the Director of Leadership Programs, the
participant’s project site supervisor, and a faculty member meet to discuss the work done that
semester by the participant.
Activity Log (see Appendix D)
At the end of each semester, participants complete activity logs. Every leadership and
service activity of the participants is logged with a description of that activity.

Leadership Attributes Inventory (see Appendix E)
The Leadership Attributes Inventory has two parts. The Burch program participants
complete one part where they rate themselves on their leadership attributes. The participants
also give the inventory to three people who know them well (i.e., service and leadership site
supervisors, classmates, advisor, etc.) to complete about the participant. Reliability and validity
have not been sufficiently established on this test. The norm group included vocational
administrators and teachers. The inventory does correlate with the Leader Effectiveness Index
meant to assess the effectiveness of a leader’s performance. For the vocational administrators
the two measures had a .86 correlation coefficient and for the teachers it had a .79 correlation
coefficient.
Student Leadership Practices Inventory (see Appendix F)
Feedback on the Student Leadership Practices Inventory (Student LPI) is obtained from
participants and observers who have worked closely with the participant. The Student LPI
scores on internal reliability are generally above .66 which is reasonable, but not excellent. Test-
retest reliability has been tested at .91 or higher correlation, which is very good. (Kouzes, J. M.
& Posner, B. Z., 1998)
Senior Survey (see Appendix G)
During a student’s senior year at Rhodes, he/she completes a Senior Survey. Several
questions in the survey relate to the Burch program goals.
Post-Graduation Questionnaire (see Appendix H)
These questionnaires will be administered one year after graduation in an attempt to
assess some long-term outcomes. This questionnaire examines the perceived effects of the Burch
Program, which are not always the actual effects.

Post-Graduation Focus Group (see Appendix I)
Every 5 years after participant’s graduation, Burch Program participants will be asked to
gather at homecoming for a focus group. Participants who are unable to make the focus group
will be contacted by phone to answer open-ended questions.
Procedures
The instruments described previously will be administered throughout the program
tracking student change on various leadership dimensions. Some of the instruments will be
administered prior to participation in the program in order to offer baseline comparisons (i.e.,
Student Information Form, Leadership Attributes Inventory, and Student Leadership Practices
Inventory) to later scores on the instruments. The results of the Burch Scholars on the Student
Information Form and the Senior Survey will be compared to the comparison group of the rest of
the Rhodes student body. Table 2 lists the assessment instrument and the times in which they
will be administered.
Feasibility
As they stand in this analysis, the evaluation instruments are time consuming but feasible
for the participants who must complete them. The time it will take for the Program Director to
compile their results and interpret them is more problematic. Although it is feasible at this time,
it may be necessary when the program is full to hire more student help to assist in this endeavor.
The only costly instrument is the Student Leadership Practices Inventory. At $2.50 per
self-instrument, $1.50 per observer instrument and $7.50 per student workbook, the cost of
implementing this instrument will be $145 when it is administered the first time to a group of 10.
Once the workbooks are purchased the cost will drop to $70 each time it is administered.

The reception at Homecoming will also become an expense. In order to establish a
tradition of returning at Homecoming and getting together with the Burch Scholars of past
Table 2
Burch Program Assessment Instruments and their Administration Times
Assessment Instrument Administration Time
Student Information Form New Student Orientation
Reflection Group Meetings Bi-monthly
Semester Evaluations Every semester
Committee Meeting Every semester
Activity Log Every semester
Leadership Attributes Inventory Summer before Matriculation
Junior Year
Student Leadership Practices Inventory Summer before Matriculation
Sophomore Year
Senior Year
Senior Survey Senior Year
Post-Graduation Questionnaire One Year after Graduation
Post-Graduation Focus Group Five Years after Graduation

and present, a yearly reception at Homecoming would be necessary. This reception is when the
post-graduation questionnaires could be administered and focus groups gathered. Since this is
still two years away, it is difficult to estimate a reception cost. I would estimate it being $300 the
first year with the cost increasing as more participants graduate.
In order to be more valid and reliable, an outside observer should be hired periodically to
come and obtain feedback from the group away from the Program Director. It is necessary to try
some of the instruments (Leadership Attributes Inventory) on several student leaders to find out
their test-retest reliability and their validity on student leaders. This will be a process that will
take some time. The new questions that have been created on the various assessment instruments
will also need to be evaluated for test-retest reliability and validity.
Outcomes
The Burch Program is expected to have a positive effect on participant’s leadership
development, social commitment, self-confidence, and success during and after college when
compared to other Rhodes students. In order to determine that, the following data will be
compiled.
First, participant’s leadership attributes and leadership practices over the two-year period
will be compared to determine if they are becoming more effective leaders. Observer forms will
be averaged and each scholar will be given two scores – their own and the average of the
observers. Graphs will be created comparing the change in scores over time.
Second, a case study will be presented. Using the commentary gathered in the activity
logs, semester evaluations, reflection groups and committee meetings, two cases will be

compared. First will be the commentary on the typical scholar and second will be the
commentary relaying the experiences of the exceptional scholar.
Quantitative data gathered from the Likert scales on the Activity Logs and Post-
graduation questionnaires will be compiled. Tables will compare the averages on the answers to
the questions.
Exceptional accomplishments of the scholars gathered from semester evaluations and
activity logs will be shared.
The Student Information Form and the Senior Survey data will be obtained for Burch
program participants and the Rhodes student body. The items being compared in these
instruments are Likert-scale items. A table will compare the averages for the Burch program
participants with the averages for the Rhodes student body.
Strengths and weaknesses of the program according to the semester evaluation results
will be listed. Ideas about how to use the strengths and improve on the weaknesses will be
given.

Appendix A
Student Information Form
Attached is the 1999 Student Information Form completed by all new students during
Orientation at Rhodes. Also attached are the supplemental questions used during fall 1999.
These supplemental questions will be evaluated and possibly changed this academic year to
better assess students’ leadership development.

Appendix B
Reflection Groups
Bi-monthly participants will meet in small reflection groups. The group will consist of
one scholar from each class year and the Director of Leadership Programs. They will meet to
discuss in-depth the work they do, reflecting on it, discussing ways they can improve, and
serving as mentors and supports for the others and their activities. Information from these
meetings will be recorded. Questions that will be talked about in this group include:
1. What are your Burch activities?
2. How are your activities impacting those you are serving?
3. Are your activities having the impact you would like them to have?
4. How do people view you and what you are doing?
5. Are you meeting your goals?
6. What are you learning about yourself through your activities?
7. What are you doing to positively influence society?
8. How are your Burch activities challenging you?
9. How are you incorporating your learning into your activities?
10. What are you learning about how organizations work?

Appendix C
Semester Evaluation
Answer each of the following questions thoroughly. Use the back of this sheet if extra space is
needed.
1. What have you learned this semester from the Burch Program?
2. What has been the most helpful part of the program? Why?
3. What has been the least helpful part of the program? Why?
4. What would you change in the future? Why?
5. How has your participation in the program this semester influenced you?
6. Describe the Burch experience that has had the greatest impact on you this semester.
7. Describe your Burch experience that has had the greatest impact on the community this
semester.
8. What would you like to learn about in the future?

Appendix D
Activity Log
1. Activity Name:
2. Activity Description:
Please rate the extent to which each of the following capacities were enhanced by your
participation in this activity (1=not at all; 2=a little; 3=moderately; 4=greatly):
Not at A Moder-
All Little ately Greatly
3. Written communication skills........................................................ 1 2 3 4
4. Oral communication skills............................................................. 1 2 3 4
5. Listening skills............................................................................... 1 2 3 4
6. Organization................................................................................... 1 2 3 4
7. Time management.......................................................................... 1 2 3 4
8. Ability to work independently....................................................... 1 2 3 4
9. Formulate creative/original ideas and solutions............................ 1 2 3 4
10. Evaluate and choose between alternative courses of action........ 1 2 3 4
11. Conflict management skills.......................................................... 1 2 3 4
12. Lead and supervise tasks and groups of people........................... 1 2 3 4
13. Relate well to people of other races, nations and religions.......... 1 2 3 4
14. Function as a member of a team.................................................. 1 2 3 4
15. Develop awareness of social problems........................................ 1 2 3 4
16. Identify moral and ethical issues.................................................. 1 2 3 4
17. Understand myself: abilities, interests, and limitations............... 1 2 3 4
18. Establish a course of action to accomplish goals......................... 1 2 3 4
19. Develop self-confidence.............................................................. 1 2 3 4
20. Ability to delegate effectively...................................................... 1 2 3 4
21. List any other skills you feel you have gained by participating in this activity:
22. Hours this semester:

Appendix E
Leadership Attributes Inventory
See attached Self-Rating and Observer-Rating Forms.

Appendix F
Student Leadership Practices Inventory
See attached self-inventory and observer inventory.

Appendix G
Senior Survey
Attached is the 1999 Senior Survey taken by all new students during their senior year at
Rhodes. Also attached are the supplemental questions used last academic year. These
supplemental questions may be changed this academic year to better assess students’ leadership
development.

Appendix H
Post-Graduation Questionnaire
1. Please indicate the importance of each of the following to you. Circle your response.
E=Essential VI=Very Important SI=Somewhat Important NI=Not Important
Influencing the political structure........................................................... E VI SI NI
Influencing social values........................................................................ E VI SI NI
Having administrative responsibility for the work of others.................. E VI SI NI
Being very well off financially............................................................... E VI SI NI
Helping others who are in difficulty....................................................... E VI SI NI
Becoming involved in programs to clean up the environment............... E VI SI NI
Developing a meaningful philosophy of life.......................................... E VI SI NI
Participating in a community action program........................................ E VI SI NI
Helping to promote racial understanding............................................... E VI SI NI
Keeping up to date with political affairs................................................ E VI SI NI
Becoming a community leader............................................................... E VI SI NI
2. Rate the amount of influence the Burch Program has had on these areas of your life since
college. Circle your response.
Career choice .............................................................. None Some Considerable
Career success............................................................. None Some Considerable
Involvement in the community.................................... None Some Considerable
Ability to influence the political structure................... None Some Considerable
Ability to influence social values................................ None Some Considerable
Helping others who are in need................................... None Some Considerable
Becoming involved in cleaning up the environment... None Some Considerable
Developing a meaningful philosophy of life............... None Some Considerable
Participating in a community action program............. None Some Considerable
Helping to promote racial understanding.................... None Some Considerable
Keeping up to date with political affairs..................... None Some Considerable

Becoming a community leader.................................... None Some Considerable
Your self-confidence................................................... None Some Considerable
3. During the past year, how many hours during a typical week did you spend doing the
following activities? Circle your response.
Socializing with friends None 1-2 3-5 6-10 11-15 16-20 over 20
Exercise......................... None 1-2 3-5 6-10 11-15 16-20 over 20
Working (for pay) ........ None 1-2 3-5 6-10 11-15 16-20 over 20
Volunteer work............. None 1-2 3-5 6-10 11-15 16-20 over 20
Clubs/groups................. None 1-2 3-5 6-10 11-15 16-20 over 20
Political activism........... None 1-2 3-5 6-10 11-15 16-20 over 20
4. Describe the career path you are currently in?
5. What impact are you making in your community currently? (include volunteer activities,
leadership positions, political and social activism, ways you are influencing social values, etc.)

Appendix I
Post-Graduation Focus Group
Post-college involvement
1. What activities are you involved with currently?
2. Why have you selected those activities to participate in?
Career
3. What career path have you chosen? Has the Burch Program influenced that choice?
4. Do you think your experience in the Burch Program has assisted you in career success? Why
or why not?
Community Service
5. What impact are you making to your community currently?
6. Do you consider yourself socially committed? If yes, what activities do you currently
participate in that make you socially committed? Do you believe your participation in the
Burch Program made you more socially committed today?
7. Are you giving money to causes you feel strongly about? If yes, what causes?
8. Do you believe you can influence social values? Are you doing so? If yes, how?
Leadership
9. What is your leadership philosophy?
10. Do you consider yourself a leader? Why or why not? If yes, what parts of your life are you a
leader in?
11. Do you think the Burch Program made you a stronger leader? Why or why not?
Politics
12. Do you believe you can influence political structures?
13. Do you vote for candidates that take a particular stance on issues that are important to you?
What issues?
Other
14. What impact has the Burch Program had on your life today?
15. Do you still keep in touch with other Burch Scholars?
16. Do you consider yourself self-confident? Why or why not?
17. Do you help others in understanding people different from themselves? If yes, how?
18. Do you consider yourself successful? Why or why not?

References
Astin, A. W. (1993) What Matters in College? San Francisco: Jossey-Bass.
Caruso, R. (1981) Student leadership programs in higher education. Carbondale, IL:
Southern Illinois University Press, ACPA Media.
Council for the Advancement of Standards in Higher Education (1997). Student
Leadership Programs: CAS Standards and Guidelines.
Greenleaf, R. K., (1996) The Private Writings of Robert K. Greenleaf on Becoming a
Servant Leader. San Francisco: Jossey-Bass Publishers.
Howell, M. C., Crownover, B. L., & Schneider, M. K. (1993) Student Organization
Development: Application and Critique of Assessment Instruments. University of Maryland:
National Clearinghouse for Leadership Programs.
Kellogg Foundation (1998). Leadership in the making: impact and insights from
leadership development programs in US colleges and universities. Web site:
http://www.wkkf.org/publications/collegeageyouth/exec%5Fsum.htm.
Kouzes, J. M. & Posner, B. Z. (1998) Student Leadership Practices Inventory
Facilitator’s Guide. San Francisco: Jossey-Bass.
Lounsbury, J. W. & DeNeui, D. (1995) Psychological sense of community on campus.
College Student Journal, pp. 270-272.
McCauley, C. D., Moxley, R. S. & Van Velsor, E. (1998) Center for Creative Leadership:
Handbook of Leadership Development. San Francisco: Jossey-Bass Publishers.
Rhodes College (February 1999). Strategic Report: A self-study for accreditation by the
Southern Association of Colleges and Schools Commission on Colleges.

Schuh, J. H. & Laverty, M. (January 1983) The perceived long-term influence of holding
a significant student leadership position. Journal of College Student Personnel, vol. 24, pp. 28-
32.
Swezey, E. (Winter 1993) Program spotlight: leadership from the ground up. Concepts
and Connections: A Newsletter for Leadership Educators, vol. 1, issue 2, pp. 5-7.
Whitt, E. J. (May 1994) I can be anything! Student leadership in 3 women’s colleges.
Journal of College Student Development, 35(3), 198-207.

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