Although students' personal passions typically determine the issue addressed by service-learning leadership initiatives, this chapter advocates for a community-centered alternative. This in-depth exploration of a leadership development course series models a community-need driven project and explores the benefits for both community and student learning.
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Online group-based internal family systems treatment for posttraumatic stress disorder: Feasibility and acceptability of the program for alleviating and resolving trauma and stress.
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View Article and Find Full Text PDFUsing intentional emergence to dethrone the sage on the stage.
New Dir Stud Leadersh
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Advisory Board Fellowship, New York University, New York, New York, USA.
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Staley School of Leadership Kansas, State University.
In a post-pandemic context, the need for leadership students to navigate ambiguous conditions and examine their automatic responses to authority has increased. Yet, common approaches to teaching leadership, such as group discussions and simulations, overlook the potential for using development spaces as living laboratories. This article explores three emergent-based pedagogies (group relations, case-in-point, and intentional emergence) that de-center the instructor, prioritize co-creation and emergence, and provide living laboratories for students to examine their assumptions and default behaviors related to leadership.
View Article and Find Full Text PDFCentering minority-serving institutions to counter dominant narratives about leadership identity development.
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This article focuses on Historically Black Colleges and Universities (HBCUs), Hispanic-Serving Institutions (HSIs), Tribal Colleges and Universities (TCUs), and Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs). These institution types are united by their commitments to racially and ethnically minoritized communities, expanding educational access, facilitating culturally affirming education, and developing collective and socially responsible leaders. As a counternarrative, the authors situate leadership identity development (LID) at Minority-Serving Institutions (MSIs) to decenter whiteness in leadership scholarship and enactment and to elevate MSIs and their impact on students' leader and leadership identity development (LID).
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AEM Educ Train
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