New directions for student leadership最新文献

Experiential learning and reflective dialogue are essential components of leadership learning. When leadership educators incorporate these practices into leadership training, they provide opportunities for leadership learners to develop foundational knowledge and skills for engaging in the leadership process. To effectively facilitate leadership trainings, educators should practice approaches to reflection, consider their identities, become comfortable with holding space, and engage in metacognitive reflection.

Incorporating an international perspective in the experience and skill-based focus of leadership learning is central to preparing for leadership in the 21^st century; a time when the world is increasingly connected across culture, governance, economies, and educational systems. For leadership educators to be more effective, the authors advocate heeding the voices of international students and colleagues, examining the legacy of colonialism, and engaging as humble and curious learners.

While many student leadership educators facilitate trainings, research has shown most never actually learn how to design and deliver impactful experiences. This article provides a proven framework for consistently designing and delivering high-impact, high-engagement, and high-enjoyment trainings that leverage experiential learning and reflective dialogue. The "Training Story" method is based on the dramatic structure introduced by German playwright Gustav Freytag (1895). In this article, we share the "Training Story" approach while illuminating promising practices for leadership educators that encourage infusing this model into their training and facilitation regimen.

Although universities often expect student affairs staff to possess advanced leadership skills, many have not undergone formal training as leadership educators, which often leads to inconsistent outcomes in leadership development programs. Drawing on best practices in facilitating leadership learning -including the use of multiple pedagogies, critical reflection, and the avoidance of superficial or unstructured facilitation-we argue leadership educators require specialized training to effectively facilitate leadership trainings. Moreover, institutions have underinvested in the professional development of leadership educators, despite the significant role they play in shaping student leadership competencies. Through targeted investments in professional development, universities can better equip their leadership educators, thereby ensuring more effective mentorship and impactful leadership experiences for students. This article calls for a paradigm shift in leadership education, advocating for a strategic commitment to developing educators who can fulfill the promise of training the next generation of leaders.

The evolving demographic landscape in the United States is a cause to shift leadership training approaches to better serve diverse populations. This article addresses the call for leadership educators to create inclusive, courageous training environments that reflect the increasing diversity in educational and professional settings. Traditionally, leadership education has centered on White and masculine paradigms, often neglecting the unique experiences of historically marginalized groups. This article emphasizes the importance of recognizing and incorporating social identities into leadership training by using these four key strategies: (1) building trust, (2) acknowledging social identity, (3) identity-based storytelling, and (4) experiential learning activities. By integrating these strategies, leadership educators can foster environments that are conducive to deeper learning and engagement.

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 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.

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.