New directions for student leadership最新文献

Sport plays a crucial role in personal and collective development, reflecting core values and serving as a platform for holistic growth. As athletics, especially intercollegiate sports, face increasing pressures and challenges, the need for leadership training and character development has become more critical than ever. This article emphasizes the importance of empowering student-athletes and rethinking leadership training to adapt to the evolving sports landscape. Recommendations are provided to help coaches, administrators, and athletic departments harness the transformative power of sport to develop critical leadership and life skills in young athletes.

Recently, leadership education researchers and practitioners have raised significant concerns about the gap between the expectations of, and professional training for, leadership educators in student affairs. These professionals are frequently required to facilitate leadership learning, especially in co-curricular training spaces for student leaders. However, they are often not adequately prepared or resourced by their professional development to deliver these training experiences. Moreover, the growing professional development opportunities in leadership education suggest practitioners need education earlier to be effective in their jobs. This article focuses on these gaps in preparing student affairs professionals as leadership educators in leadership training capacities and suggestions for future research to meet these unaddressed needs.

This article offers an introduction to leadership training contexts, what resistance is, how resistance can show up in leadership training contexts, stories of resistance in leadership, and what practices might address resistance in these training contexts. Resistance can be described as a critically conscious act, whether verbal, cognitive, or physical, in which the act is in opposition to either someone or something. It is essential to understand the context in which the resistance is happening, as well as what is being resisted and who is involved in the act of resistance.

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.