New directions for student leadership最新文献

This article provides a foundational framework for understanding student leadership training. The authors categorize the article into three key areas: the who defines student leadership trainers as educators who intentionally foster leadership development, with a strong focus on identity exploration, leadership knowledge, and experiential learning. The what explores the nature of leadership training, distinguishing it from leadership education, development, and engagement, emphasizing skill cultivation in immersive settings. The why highlights the importance of leadership training, stressing practical skill development, reflection, and real-world application. The article positions leadership training as essential for empowering students to engage with leadership challenges through hands-on, reflective experiences that enhance their competencies. Ultimately, this article serves as an introduction to the special issue on leadership development in training contexts.

Well-designed study abroad experiences are beneficial for college students when paired with a leadership training curriculum. Therefore, integrating leadership learning frameworks with culturally competent models of leadership is essential to build global leadership laboratories where students can test their skills abroad. As such, this article offers strategies for planning and developing intentional college student leadership training in study-abroad settings.

This article is a practical resource for leadership educators who facilitate training experiences. Written as an invitation to tactically strategize and tangibly plan for your next training, the seven strategies have been proven to transform boring, lecture-style, information dump, and slide deck trainings into high-engagement, high-enjoyment, and most importantly, high-impact trainings. The result, when using these seven strategies consistently, is the potential for a total transformation in the leadership learning and development of your students. They will optimize their experience during the training by better accessing the training message, internalizing learning through hands-on and immersive experiences, reflection, and dialogue, and then applying their learning to practice-where it matters most.

Identity exploration is a pivotal component in shaping effective student leadership trainers. This article examines identity exploration in student leadership training, highlighting the role of self-awareness, reflection on positionality, and the intricate interplay of power and privilege within identity development. By delving into the nuances of identity, trainers can not only enhance their own understanding but also foster inclusive and empowering environments for emerging student leaders. We conclude with examples of programmatic and assessment praxis.

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.

This article looks to explore four emergent themes from this special issue focused on the leadership learning framework: culturally relevant and socially just leadership foundations, intentional and unintentional leadership learning and socialization, the interconnectedness of each aspect of the leadership learning framework and using the theory-to-practice-to-theory approach to enhance model development. The article concludes with future directions, including the critical advancement of the entire leadership learning framework, by positing questions about each aspect of the framework.

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.

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.