New directions for student leadership最新文献

This article highlights the importance of leadership engagement throughout the leadership learning process, adding to the leadership learning framework literature. We include a brief overview of leadership engagement as it relates to user-centered design (UCD), commonly utilized in information technology companies. The authors offer how UCD can assist in critically designing leadership engagement opportunities with a learner-centered approach. The authors also describe the intersections of leadership engagement and UCD to (re)imagine leadership experiences and provide recommendations and best practices based on existing and current practices. The article concludes with a detailed overview of how the Florida State University Fraternity and Sorority Life Department promotes leadership engagement through its initiatives and programs while centering the learner.

This article explores how the leadership learning framework can scaffold leadership development training toward meaningful, observable change. This change occurs when students have opportunities to take their existing leadership knowledge and combine it with new information to increase their leadership metacognition both conceptually and in practice. To bring these concepts to reality, we provide examples of the philosophies and priorities influencing LeaderShape's curriculum design. Examining core curricular themes of identity development, technology, and process-based learning, the authors share the rationale for implementation. They also provide suggestions for leadership operationalization based on LeaderShape's most utilized training programs, all grounded in critical elements of the LLF.

This article discusses the conceptual bridges between the leadership learning framework; specifically, its emphasis on metacognition and social justice advocacy, and explores how leadership education might be revamped. The focus of the article is practicing socially shared metacognition using the American Counseling Association's (ACA) advocacy competencies model. The purpose of the ACA advocacy model is to offer comprehensive advocacy-at individual, group, and community dimensions-with interventions aimed at systematic change. The model stresses creating alliances and working with the community. The article concludes with the practical implications of applying metacognition in leadership education and additional resources. A case example (Kai) is used throughout this article.

This article delves into the intricacies of leadership development through the lens of the leadership learning framework (LLF); challenging conventional notions by emphasizing self-awareness, relational dynamics, and values as key elements of the leadership development process. We first explore how the LLF reshapes traditional paradigms, redirecting focus from skills acquisition to personal growth rooted in self-awareness, relational dynamics, and values acquisition. Through recommendations and examples, the discussion seeks to clarify the implications of this perspective for leadership educators, advocating for programs that foster not only task proficiency but also critical reflection and a deep sense of interdependency in relationships with others in the leadership process. Ultimately, it underscores the importance of integrating self-reflection, social awareness, and value-centered approaches into leadership development programming to cultivate leaders capable of navigating the complexities of modern society.

Leadership observation is a technique that relies on active and inactive recall to enhance learning through connecting theoretic concepts to real-world examples. This article makes the case that leadership observation should be thoughtfully used as a pedagogical tool to aid in students' leadership learning. Knowledge will be shared through personal narratives and practical strategies. Leadership educators should consider implementing moments of intentional observation into their curriculum to deepen student connections and prepare them for future endeavors.

This article focuses on the research and scholarship of leadership training. We begin by defining and giving context to the concept of leadership training. Then, we provide a high-level literature review of the history and components of leadership training (e.g., content, pedagogy, and assessment). Next, we connect leadership training with the leadership learning framework (LLF) to address common critiques of leadership training. The article concludes with projections of leadership training in the future and ethical questions for leadership educators to consider when designing leadership training programs.

This article provides an overview of the theoretical foundations of leadership engagement. The authors synthesize research informing leadership engagement practice and research in college environments. They highlight evidence-based instructional strategies and high-impact practices for effective leadership engagement for college students, including considerations for identity-conscious leadership engagement. The article concludes with reflections on how leadership educators and scholars may continue to evolve practice and research for deeper leadership engagement opportunities.

Leadership learning frequently overemphasizes teaching, while undervaluing how students acquire leadership knowledge, skills, and abilities (Barr & Tagg, 1995; Fink, 2013). This article discusses the value of grounding leadership learning processes in a framework unique to leadership learning (Guthrie & Jenkins, 2018). Specifically, we advocate for the leadership learning framework (LLF) with an emphasis on leadership knowledge in practice. The authors share an overview of a practical approach toward leadership learning and offer a praxis model. Additionally, we offer a critical analysis of several instructional and assessment strategies, including peer facilitations, classroom learning, and rubrics. We share recommendations and implications for practice around leadership knowledge in pedagogical practice. Lastly, the authors provide their own examples of leadership knowledge in practice from their work.

Observation is the throughline and synthesizing catalyst of the leadership learning framework (LLF). Observation serves as both a stimulus and clarifier through which all other LLF elements come together. This article explores the literature on both intentional and unintentional observational learning and how learners are socialized. Leadership educators should consider how observation of leadership influences students' perception of leading before arriving in the learning space and how they can intentionally imbed observational learning within curricular and extracurricular experiences with special attention given to access and representation.

By incorporating the culturally relevant leadership learning model (CRLL) into the leadership learning framework (LLF), this article provides leadership educators with an inclusive approach to leadership learning. The authors illustrate how educators can integrate the five dimensions of campus climate into leadership knowledge, observation, development, training, engagement, and metacognition. We describe practical ways to address leadership identity, efficacy, and capacity development for all college students, especially those belonging to traditionally underserved identities. Finally, the authors present a new visual for integrating CRLL into the LLF-a kaleidoscope leadership learning model.