New directions for student leadership最新文献

In emergence-based leadership education, the knowledge and experiences co-created in the classroom may violate some of the assumptions behind traditional teaching and learning assessment methods. Thus, traditional assessment, evaluation, and outcomes for courses utilizing emergence-based methods, such as intentional emergence, case-in-point, dialogic group process consultations, and group relations/dynamics, are counterintuitive and must be reconsidered. We provide recommendations regarding how to conduct assessment when utilizing emergence-based teaching methods in leadership education. We review the use of inductive forms of assessment and provide recommendations for broadening learning outcomes and engaging in learning outcomes beyond the knowledge domain.

Leadership development, like other professional areas such as medicine, teaching, and law, requires students to become as adept at practicing leadership as they are at understanding the theory behind it. For example, K-12 teachers have student teaching, medical students have residencies, cadavers, and virtual reality-but where is the learning laboratory for leadership? The intentional emergence (IE) pedagogy provides a framework for instructors and learners that both honors the role of the instructor as a goal/outcome-setter while also embracing the complexities of the leadership development space as a living laboratory and practice field for leadership. Additionally, IE attempts to bring unconscious and default behaviors to the foreground so that critical components of leadership development such as power, privilege, and identities can be seen and included.

Teaching leadership in today's world requires a combination of introducing theory and best practices, as well as allowing moments that are happening in real-time, both current events and interactions from the "laboratory" of the classroom, to affect the teaching agenda. Instructors can lean into the model of Intentional Emergence (IE) to help guide them toward welcoming these "real-life moment" as vital parts of the curriculum. The authors review inside events, outside events, and Temporary Authority Skills Challenges (or TASCs) as examples of IE pedagogy.

Using Black Shoals as a theoretical guide, we explore how intentional emergence (IE) can help erode the colonial and capitalist underpinnings of leadership education. Informed by Black Shoals and IE, we offer three pedagogical recommendations we frame as decolonial interventions-dissolving the center, weaving the margins, and collective imagining. Attending to these, and other, interventions stand to disrupt the normative structures and cultures of leadership learning, catalyze new relations and relationships, and engendering new possibilities for leadership development and social change.

To develop transformative experiences, educators must meaningfully ground leadership development interventions in theories and models that reflect how leadership is conceptualized and operationalized within a community and/or institution. Since no single framework perfectly captures the socially constructed and multifaceted nature of leadership, educators must often pull from and weave together multiple theories and models when creating leadership development programs. This article explores consideration for leadership theory application through contextual and audience alignment, as well as considerations for integration of theory that address underlying theoretical assumptions, framework gaps, and developmental readiness. Reflection prompts are provided for each consideration so educators can envision practical implications from insights surfaced.

This article examines various applications of the leadership identity development (LID) grounded theory and model and explores the process used to apply LID to the construction of collegiate student leadership development experiences. Featured programs include those that use LID as a design element of the program, but do not explicitly teach it; those that explicitly teach the content of the LID theory and model in leadership programs and curricula; and those that use LID at the institutional level to inform university-wide leadership programming. The article concludes with critiques and considerations for leadership educators interested in applying LID in their leadership education and development programs.

Conversations on authentic leadership development all too often are devoid of contextual considerations. Little attention is placed on how authentic leadership is actualized by individuals who hold marginalized and minoritized social identities and/or whose lived experiences diverge from the privileged majority; and therefore, must strategically negotiate facets of self to "do leadership." This article illustrates how facets of one's lived experiences, social identities, and worldviews significantly shape and guide how "authentic" leaders show up and practice leadership authentically. This article highlights how elements like code-switching and impression management challenge preconceived notions of what it means to be "good" and "genuine" as a leader to better understand how a theory like authentic leadership gets operationalized. This deeper analysis of authentic leadership provides a nuanced perspective to inform curricular and co-curricular designs that are mindful of context, power, and privilege as well as the uniqueness of the individual.

Many leadership educators want to incorporate cultural relevance, cultural responsiveness, and social justice into their work but may be uncertain of how to begin. Others may already be working in culturally relevant leadership learning (CRLL) modalities and deeply desire advice on how to elevate their offerings. Here, the authors provide a brief overview of the CRLL model to explain how it can be applied in curricular and co-curricular postsecondary educational settings. Each author then describes how they have found success implementing CRLL tenets in their areas of influence. Following those descriptions, we offer some critiques and considerations related to CRLL and conclude by suggesting resources to help educators apply CRLL to their efforts.

Despite the growth of servant leadership research, current understandings of how to teach servant leadership are limited. Further, current approaches often reinforce heroic notions of servant leadership that do not adequately prepare learners to engage in leadership within their own lives. Against this backdrop, we integrate critical pedagogical approaches within servant leadership education. To do so, we outline several applications that focus on leader development, leadership development, and community leadership development as well as several critical considerations for educators.