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Many scholars have noted the critical skills needed for leaders in the face of volatility, uncertainty, complexity, and ambiguity (VUCA). These skills include self-awareness, listening, communication, adaptability, critical thinking, and collaboration. Students who are able to develop these skills would be better equipped to lead in settings where the answers—and even the questions—are unknown. This paper details an approach to developing leadership skills to prepare undergraduate leadership students for a VUCA world, through the use of a classroom workshop on improvisational comedy. I have refined this improv workshop over sixteen course iterations spanning the past nine semesters, and students commonly point to the workshop as one of the most challenging and rewarding class sessions of the course. In this paper I review the literature that has informed my approach, explain the learning objectives addressed by the improv workshop, describe the approach I use, share quantitative and qualitative data that illustrate the success of the approach, and share my lessons learned, all in service of supporting colleagues who wish to try this approach.

Expectations continue to evolve in today’s work environment. An innovative practice between university and industry partners has emerged as a response to these expectations. In this trend, programs prepare college students with essential skills before entering the workforce. One such partnership created a leadership development program for workforce preparation using proven best practices and theories. The 70-20-10 framework, developed by researchers and authors working with the Center for Creative Leadership, blends challenging experiences (70%), coaching/mentoring (20%), and formal training (10%) to strengthen participants’ leadership acumen (Johnson et al., 2018, McCall et al., 1988). Kirkpatrick’s four-level model of training evaluation was adopted to evaluate changes in reaction, learning, behavior, and results. This paper presents an engaged scholarship approach to create and evaluate a leadership development program committed to preparing the next generation.

Over the past decade, a growing number of institutions of higher education have added leadership studies as a formal academic program of study. In many instances, however, students have not been included as partners or stakeholders in the design and delivery of leadership education, and student motivation and retention have subsequently suffered (O’Donovan, Rust, & Price, 2016). This application brief describes a new program, Student Assessment Fellows, which aimed to address these concerns by involving a small group of students in several capacities during the reshaping of a university’s leadership program. Through this program, students learned basic tenets of leadership pedagogy and educational program assessment and used both skill sets to author a proposal to restructure the existing academic program. This article reviews the development and design of the program, recommendations from the first cohort, and recommendations for other colleges and universities looking to increase student involvement in educational assessment processes.

This study aims to assess the effect of both apigenin-loaded zinc oxide nanoparticles (ZnONPs) and apigenin only against cisplatin (CP)-induced experimental cardiotoxicity.

A total of 32Wister rats (male) were randomly divided (n = 8) into four groups. Normal control group, CP group received CP (20 mg/kg); treated group I received CP and then received apigenin (0.78 mg/kg/day) orally; treated group II received CP and then received apigenin loaded ZnONPs. At the end of the experiment (10 days), samples were extracted from each rat for the assessment of complete blood picture, lipid profile, atherogenic indices, oxidative status, inflammatory and cardiotoxicity markers as well as histological examination.

The results indicated that CP produced significant alterations in the complete blood picture, lipidemic profile, atherogenic indices, antioxidation capacity and cardiac inflammatory markers as well as function enzymes as compared with the control group. Administration of apigenin only showed a non-significant change in the atherogenic indices, oxidative status and cardiotoxicity parameters, indicating incomplete cardio-protection against CP upon. Additionally, all the observed alterations in CP group were reversed when apigenin nanoparticle at lower dose was used with ZnONPs which was also confirmed by histopathological investigation.

The apigenin loaded ZnONPs exert protective effects against CP-induced experimental cardiotoxicity and improved cardiac function, suggesting a potential adjuvant role of apigenin nanoparticles against cardiotoxicity.