University Education

Social Change Model ◽

Service Learning Projects

This chapter illustrates model student leadership development programs offered at institutions of higher education and discusses leadership competencies needed to succeed in today’s global job market and our diverse society. Highlighted programs are rooted in developmental theories, such as Chickering’s psychosocial theory; function within proven frameworks, including the social change model of leadership and leadership challenge; and include service-learning projects to optimize transformative learning and ethical leadership. The chapter concludes with areas for further research related to the sustainable impact of leadership development programs, as well as content and delivery methods of student leadership development programs that are tailored for diverse learners.

University Education: Leadership Development In and Outside the Classroom

The Oxford Handbook of Lifelong Learning ◽

10.1093/oxfordhb/9780195390483.013.0046 ◽

2011 ◽

pp. 116-132

Author(s):

Suzanne L. Velázquez

Keyword(s):

Leadership Development ◽

Service Learning ◽

Transformative Learning ◽

Student Leadership ◽

Middle Eastern ◽

University Education ◽

Development Programs ◽

Service Learning Projects

This chapter illustrates model student leadership development programs offered at institutions of higher education and discusses leadership competencies needed to succeed in today’s global job market and our diverse society. Highlighted programs are rooted in developmental theories, such as Chickering’s psychosocial theory; function within proven frameworks, including the Social Change Model of Leadership and Leadership Challenge; and include service-learning projects to optimize transformative learning and ethical leadership. The chapter concludes with areas for further research related to the sustainable impact of leadership development programs, as well as content and delivery methods of student leadership development programs that are tailored for diverse learners, including nontraditional-aged college students and students of varied cultural ancestry, such as Asian, Middle Eastern, and Indigenous Peoples.

Student Perspectives on Student Leadership Development Programs

American Journal of Pharmaceutical Education ◽

10.5688/ajpe78485 ◽

2014 ◽

Vol 78 (4) ◽

pp. 85

Author(s):

Justin Arnall ◽

Porscha Johnson ◽

Johnny Lee ◽

Marley Linder ◽

Nickolas Lund ◽

...

Keyword(s):

Leadership Development ◽

Student Leadership ◽

Student Perspectives ◽

Development Programs ◽

Student Leadership Development

Building Capacity through Student Leadership Development and Practices

Encyclopedia of Strategic Leadership and Management ◽

10.4018/978-1-5225-1049-9.ch003 ◽

2017 ◽

pp. 29-41

Author(s):

Maria Martinez Witte ◽

Jane B. Teel ◽

Leslie A. Cordie ◽

James E. Witte

Keyword(s):

Leadership Development ◽

Student Leadership ◽

Educational Institutions ◽

Future Trends ◽

Development Programs ◽

Leadership Programs ◽

Building Capacity ◽

Emerging Leadership

Student leadership programs are prominent within educational institutions and continue to be altered in order to incorporate emerging leadership concepts. This chapter provides an introduction to changing leadership variables that are affecting students. Also included is an overview of leadership development programs and research and relevant student leadership programs and research studies. Best practices for developing capacity and creating student leadership development experiences are provided as well as future trends in the field.

Social Justice and Putting Theory Into Practice in Schools and Communities - Advances in Educational Technologies and Instructional Design ◽

Disability and Dominant Leadership Models Over Time

10.4018/978-1-5225-9434-5.ch018 ◽

2020 ◽

pp. 274-293

Author(s):

Melanie Lee

Keyword(s):

Higher Education ◽

Leadership Development ◽

Students With Disabilities ◽

Personal Narrative ◽

Student Leadership ◽

Development Programs ◽

Leadership Models ◽

Models Of Disability ◽

Over Time

This chapter is grounded in scholarly sources and personal narrative, and it concludes with recommended best practices about fostering more socially just higher education environments for college students. Specifically, the author focuses on the development of more equitable inclusion of students with disabilities in curricular and co-curricular leadership development programs. This chapter provides a context of major models of disability over time, a chronological scaffold of dominant student leadership models, and recommendations for educators inside and outside of classroom spaces. The intersection of models of disability and leadership models has not been explored. This chapter fills that gap in the literature.

Disability and Dominant Leadership Models Over Time

10.4018/978-1-6684-3542-7.ch008 ◽

2022 ◽

pp. 123-142

Author(s):

Melanie Lee

Keyword(s):

Higher Education ◽

Leadership Development ◽

Students With Disabilities ◽

Personal Narrative ◽

Student Leadership ◽

Development Programs ◽

Leadership Models ◽

Models Of Disability ◽

Over Time

Positive Psychology on Campus

The Oxford Handbook of Positive Psychology ◽

10.1093/oxfordhb/9780195187243.013.0054 ◽

2009 ◽

pp. 568-578 ◽

Cited By ~ 4

Author(s):

Laurie A. Schreiner ◽

Eileen Hulme ◽

Roderick Hetzel ◽

Shane J. Lopez

Keyword(s):

Leadership Development ◽

Positive Psychology ◽

Teaching And Learning ◽

Student Leadership ◽

Well Being ◽

Daily Work ◽

Practical Applications ◽

Mind Set

This chapter synthesizes the research from positive psychology on fulfilled individuals and thriving communities with the research from higher education on student success and institutional effectiveness, in order to build a bridge from one discipline to the other. Principles from positive psychology are applied in practical ways to the daily work of faculty, staff, and administrators in four key areas: (a) teaching and learning, (b) academic advising, (c) student leadership development, and (d) promoting students' psycho logical well-being. Self-determination theory and the talent development approach are synthesized into practical applications for the teaching and learning process with an emphasis on engaged learning and strengths-based education. Specific strategies for academic advisors are outlined in order to increase the likelihood of engaged learners persisting to graduation. Authentic leadership principles are applied to student leadership development programs, with an emphasis on emotional intelligence, mindfulness, the importance of a growth mind-set, and strengths-based approaches to leadership development. Finally, positive psychology principles are applied to counseling and psychotherapy services, preventive outreach, and consultation services to the broader campus community in order to build students' psychological well-being.