Allison L. Dunn, Gary E. Briers, Lori L. Moore, Summer F. Odom and Krista J. Bailey
Although leadership education typically is not explicitly incorporated into student affairs preparatory programs, student affairs practitioners are expected to facilitate the…
Abstract
Although leadership education typically is not explicitly incorporated into student affairs preparatory programs, student affairs practitioners are expected to facilitate the leadership development of their students. Thus, through two simultaneous Delphi panels, Group A: Student Affairs Practitioners (n=17) and Group B: Student Affairs Preparatory Program Faculty (n=20), this study explored the places or experiences where student affairs practitioners should learn and practice the professional competencies needed to be a student affairs leadership educator. Both expert panels agreed the graduate assistantship was the most important place to learn and practice how to be a leadership educator. Yet these findings demonstrate a gap between research and practice within student affairs preparatory programs. Four recommendations are provided to strengthen the professional preparation of student affairs practitioners as leadership educators.
Allison L. Dunn and Lori L. Moore
The purpose of this study was to explore and describe the learning experienced by second-year undergraduate students serving as peer mentors to first-year students within a…
Abstract
The purpose of this study was to explore and describe the learning experienced by second-year undergraduate students serving as peer mentors to first-year students within a leadership-themed living-learning community. A basic qualitative approach was used, with data collected from semi-structured interviews conducted with participants at the beginning and end of their year-term as peer mentors. The interview transcripts were coded using Fink’s (2003) taxonomy of significant learning, where lasting change is a consequence of the learning. Five of the six categories of significant learning were evident, suggesting that the experience of being a peer mentor within a leadership-themed living-learning community creates lasting change within the peer mentors. Additionally, this study reinforces Fink’s (2003) claim of the interactive rather than hierarchical nature of learning.
Allison L. Dunn, Summer F. Odom, Lori L. Moore and Craig Rotter
First-year college students in a leadership-themed living-learning community (N= 60) at Texas A&M University were surveyed to examine if participation in the learning community…
Abstract
First-year college students in a leadership-themed living-learning community (N= 60) at Texas A&M University were surveyed to examine if participation in the learning community influenced their leadership mindset using hierarchical and systemic thinking preferences. Utilizing a pre-test and post-test methodology, significant differences for hierarchical thinking were not found; however, significant differences for systemic thinking were found. At the end of the program year, students had larger systemic scores than when they started the program, but their hierarchical thinking scores remain fairly steady. Findings indicated that participation in a leadership-themed living-learning community influenced students’ leadership mindsets.
Allison L. Dunn, Lori L. Moore, Summer F. Odom, Gary E. Briers and Krista J. Bailey
Recent research has shown that student affairs practitioners are characterized as leadership educators by experts in their field, but leadership education traditionally is not…
Abstract
Recent research has shown that student affairs practitioners are characterized as leadership educators by experts in their field, but leadership education traditionally is not part of a student affairs preparatory program, nor is leadership education a commonly discussed professional competency. Using two simultaneous Delphi panels, Group A: Student Affairs Practitioners/Managers (n=17) and Group B: Student Affairs Preparatory Program Faculty/Directors (n=20), this study sought to ascertain the competencies required of entry-level student affairs leadership educators. Between the two panels, 128 unique competencies were identified. Four recommendations are provided to strengthen the professional development of student affairs leadership educators.
Allison L. Dunn and Summer F. Odom
This study examined the motivation and intent towards leadership and entrepreneurship of students enrolled in academic leadership programs. The Entrepreneurship Professional…
Abstract
This study examined the motivation and intent towards leadership and entrepreneurship of students enrolled in academic leadership programs. The Entrepreneurship Professional Leadership (ELP) Career Aspiration Survey was completed by undergraduate students (N = 143) enrolled in leadership courses at a large land-grant university. The students had supportive views of both motivation and intent to lead, with a more supportive view of their intent to lead, but had a more neutral stance on their motivation and intent for entrepreneurship. While some students in leadership programs have a desire towards entrepreneurship, it appears most are more interested in and intend to participate in leadership in other capacities after graduation. Contrary to previous research, gender differences with regard to intent toward entrepreneurship was not statistically significant.
Allison L. Dunn, Sarah P. Ho, Summer F. Odom and Emily R. Perdue
Students enrolled in a Corps of Cadets program at Texas A&M University [N = 336] were surveyed to examine their leadership mindsets and whether their participation in a formal…
Abstract
Students enrolled in a Corps of Cadets program at Texas A&M University [N = 336] were surveyed to examine their leadership mindsets and whether their participation in a formal academic leadership program simultaneously influenced their hierarchical and systemic-thinking preferences. No significant differences were found between students involved in the Corpsof Cadets program only and those enrolled in a formal academic leadership program. Significant differences did exist for gender and classification of students; women scored higher in systemic- thinking and juniors and seniors not enrolled in a formal academic leadership program scored lower in hierarchical-thinking than freshman and sophomore not enrolled in a formal academic leadership program. Students within the formal academic leadership programs have lower hierarchical scores and higher systemic scores than those who are not in a formal academic leadership program.
Blogging can be an effective way for students to increase their engagement with course content. Using their daily lives as a leadership laboratory enables students to observe…
Abstract
Blogging can be an effective way for students to increase their engagement with course content. Using their daily lives as a leadership laboratory enables students to observe leadership theories in familiar contexts. This application brief discusses a semester-long assignment where students were asked to reflect on, synthesize, and apply course material through a personal blog. This assignment has been used in an online undergraduate survey of leadership theory course for non-leadership majors. Students reported that maintaining a personal blog helped them improve their critical thinking skills, recognize and document the practicality of the course material, and remain accountable and learning throughout the entire semester. Two recommendations are presented for instructors considering a reflective blog assignment: avoid being too prescriptive in the questions asked and refrain from requiring students to comment on each other’s work.
Summer F. Odom, Allison L. Dunn and Julie E. Owen
Finding effective ways to reach today’s college audience is challenging and social media is one way to attempt to meet students in their environment. This application brief…
Abstract
Finding effective ways to reach today’s college audience is challenging and social media is one way to attempt to meet students in their environment. This application brief discusses a course activity and assignment that combines the scholarship of leadership education with reflection about personal leadership behaviors through social media. This assignment has been used in leadership education courses with undergraduate students both in a traditional face-to-face course setting and in an online format. The assignment attempts to help students integrate what they are learning about leadership with their actual behaviors as a leader. By documenting their leadership actions and thoughts through Twitter or Instagram, students are held accountable to develop their leadership capacities
Allison Dunn, Lori L. Moore, Krista J. Bailey, Summer F. Odom and Gary A. Briers
Currently, more students receive leadership education from student affairs offerings than academic leadership courses. Using two simultaneous Delphi panels, Group A – 17 student…
Abstract
Currently, more students receive leadership education from student affairs offerings than academic leadership courses. Using two simultaneous Delphi panels, Group A – 17 student affairs managers and Group B – 20 student affairs preparatory program faculty members, this study sought to identify the characteristics of a student affairs leadership educator. While there was agreement (93.8%, n = 32) that student affairs practitioners are leadership educators, there was a disconnect between the two panels in how leadership education should be demonstrated within the context of student affairs. These findings support previous research that student affairs practitioners and preparatory program faculty disagree on the characteristics needed to be a successful student affairs practitioner and expands the impact of these findings into the area of leadership education.
Robert D. Lytle, Tabrina M. Bratton and Heather K. Hudson
Bystander apathy has been a source of debate for decades. In the past half-century, psychologists developed theoretical frameworks to understand bystander activity, commonly…
Abstract
Bystander apathy has been a source of debate for decades. In the past half-century, psychologists developed theoretical frameworks to understand bystander activity, commonly referred to as bystander intervention models (BIMs). More recently, BIMs have been modified to facilitate initiatives to prevent various forms of online victimization. This chapter begins with a review of BIMs and recent applications of bystander intervention research to online environments. We also present several future directions for research along with applications for reducing technology-facilitated violence, including programming recommendations and theoretical development.