New directions for student leadership最新文献

The perception of a graduate leadership education program's value by those enrolled is a critical factor in the continued success of the program. This article explores student experiences within an online cohort-based master's-level leadership program. The researchers sought to understand how students rhetorically codified or expressed their learning experiences and how those assessing and revising curriculum could use student voice, framing, and reporting of their experiences to strengthen the program. The findings of this article support specific actions master's-level leadership programs can utilize to develop personal efficacy, practical application opportunities, immediacy behaviors, and ultimately increased student agency.

This article presents the Leadership Tree Model, a metaphorical and conceptual framework for transformative leadership development in higher education. Rooted in critical pedagogy and social justice, the model encourages educators to create inclusive, reflective, and action-oriented learning environments. It positions leadership as a relational and ethical process that challenges systemic inequities and centers marginalized voices. The article outlines applications for curricular and co-curricular programming and highlights the model's relevance across diverse institutional contexts. Ultimately, the Leadership Tree Model aims to support students in becoming transformative leaders committed to equity, inclusion, and collective well-being.

Popular culture exists as an expression of cultural history. It speaks to who we are, what we aspire toward, and where our generation stands in relation to the major issues of the day. This article is a conversation about the myriad perspectives offered in this issue of New Directions for Student Leadership, exploring the contributions each makes to the study of leadership and leadership development, engages with popular culture as an important tool in leadership education and development, and explores some of the limitations that have risen with using popular culture, regardless of the form used. Furthermore, the conversation will explore how a leadership pedagogy, rooted in popular culture, has the potential to serve as a transgressional space, creating a place where the voices of the marginalized and minoritized might be heard and better understood.

This article links the connection between music and leadership, exploring ways to connect musical icons to teaching leadership theory and concepts. The authors utilize the relationship leadership model (RLM) and the leadership identity development (LID) model through case studies of Beyoncé Knowles-Carter and Taylor Swift. We provide questions to deepen the facilitator and learners' understanding of these pedagogical approaches. Recommendations and implications follow to ensure educators and practitioners are thinking through the many other approaches to help leadership learners develop through examples of music.

This article analyzes how TikTok can be situated as a space for learning and analyzing critical leadership skills in the classroom and beyond. While the platform has earned criticism from a variety of angles (including fears over media effects and the pervasiveness of the algorithm), I argue the popularity of the app positions it as one of the most prominent bastions of "popular culture" in the digital age. This, combined with the richness of content, creates a unique opportunity for exploring leadership skills and preparing emerging leaders.

Hip-hop music and culture have existed for decades in the United States. Since the 1970s, five critical elements have been defined as parts of hip-hop culture: the MC (oral), the DJ (aural), graffiti (visual), knowledge (mental), and breakdancing (physical). The existing literature connects each of these forms of hip-hop to the experiences of Black students, frequently examining its role in identity formation, resistance, and educational engagement, thereby demonstrating how it functions as a cultural and intellectual venue for self-expression, empowerment, and leadership development. This study presents three perspectives from leadership educators aiming to foster connection and understanding of the relationship and possibilities of using hip-hop in leadership educational settings.

This article explores the transformative potential of Dungeons & Dragons (D&D) in leadership learning, tracing the game's evolution from the 1980s satanic panic to its current mainstream popularity. We highlight practical applications in educational settings and address critiques related to game mechanics and historical biases. By integrating D&D (or other Tabletop Role-Playing Games) into leadership curricula, practitioners can leverage engaging narratives to cultivate leadership skills and prepare students to navigate complex, real-world scenarios.

This article explores how storytelling and media praxis empower Black, Indigenous, People of Color (BIPOC) students, faculty, and staff in higher education. Through narrative inquiry and critical race theory, the authors explore leadership for liberation, emphasizing the importance of representation, intersectionality, and social justice. Using platforms like podcasts, they advocate for transformative leadership education that dismantles systemic oppression and fosters critical consciousness, collective action, and equity in academic environments.