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Reflection covers both the cognitive process and the broad range of activities that enhance learning resulting from experience. While much of what we know about reflection is rooted in experiential learning, leadership education programs which frame leadership as an experience could benefit from a richer understanding of the role of reflection in students’ learning. The purpose of this study was to discover how students perceived the role of reflection. This study explored the function of reflection in the formal classroom setting and co-curricular experiences. Findings reveal students make a deep connection between leadership learning and reflection, prefer contemplation to written reflection, and struggle with forced reflections.

The Honors College program prepares leaders for the 21^st century to become forces for positive change through problem-solving, scholarship, service, teamwork, and leadership. Its structure involves nine sequenced courses familiarizing students with challenges facing communities. Courses are team-taught by professors in different disciplines to highlight the diversity in applying concepts across contexts. This paper offers an examination of the connections for cultivating self-awareness through team-teaching in the classroom and experiential learning.

This study’s fundamental objective is to assess climate change impact on reference evapotranspiration (ET_o) patterns in Egypt under the latest shared socioeconomic pathways (SSPs) of climate change scenarios. Additionally, the study considered the change in the future solar radiation and actual vapor pressure and predicted them from historical data, as these factors significantly impact changes in the ET_o.

The study utilizes data from the Coupled Model Intercomparison Project Phase 6 (CMIP6) models to analyze reference ET_o. Six models are used, and an ArcGIS tool is created to calculate the monthly average ET_o for historical and future periods. The tool considers changes in actual vapor pressure and solar radiation, which are the primary factors influencing ET_o.

The research reveals that monthly reference ET_o in Egypt follows a distinct pattern, with the highest values concentrated in the southern region during summer and the lowest values in the northern part during winter. This disparity is primarily driven by mean air temperature, which is significantly higher in the southern areas. Looking ahead to the near future (2020–2040), the data shows that Aswan, in the south, continues to have the highest annual ET_o, while Kafr ash Shaykh, in the north, maintains the lowest. This pattern remains consistent in the subsequent period (2040–2060). Additionally, the study identifies variations in ET_o , with the most significant variability occurring in Shamal Sina under the SSP585 scenario and the least variability in Aswan under the SSP370 scenario for the 2020–2040 time frame.

This study’s originality lies in its focused analysis of climate change effects on ET_o, incorporating crucial factors like actual vapor pressure and solar radiation. Its significance becomes evident as it projects ET_o patterns into the near and distant future, providing indispensable insights for long-term planning and tailored adaptation strategies. As a result, this research serves as a valuable resource for policymakers and researchers in need of in-depth, region-specific climate change impact assessments.

This paper explores the extent to which the leadership knowledge, skills, and abilities of upper-year student leaders on one private, United States college campus developed as a consequence of their education and experience as an extended orientation leader. Findings reveal that compared to leadership education in the classroom, leadership development is limited by experiences that do not include intentional reflection. We identify key elements in pedagogical frameworks that support and impede the leadership development of students and propose strategies to enhance the learning outcomes established for leadership development.

Although numerous women have contributed essays and research on servant-leadership there is still a considerable gap in literature addressing feminist perspectives and issues of gender in servant-leadership. This theoretical paper attempts to fill that gap by presenting a discussion of servant-leadership that is informed through feminist scholarship. The intent is to build a theoretical foundation for conceiving servant-leadership as a gender-integrative approach to leadership. A further purpose is to propose gender-integrative discernment in leadership education programs and suggest using servant-leadership as a framework for discussing gender in leadership and organizations. Examples of implications for leadership education programs are discussed in terms of outcomes and assessment. Suggestions for course content are made.