ABSTRACT
In emergence-based leadership education, the knowledge and experiences co-created in the classroom may violate some of the assumptions behind traditional teaching and learning assessment methods. Thus, traditional assessment, evaluation, and outcomes for courses utilizing emergence-based methods, such as intentional emergence, case-in-point, dialogic group process consultations, and group relations/dynamics, are counterintuitive and must be reconsidered. We provide recommendations regarding how to conduct assessment when utilizing emergence-based teaching methods in leadership education. We review the use of inductive forms of assessment and provide recommendations for broadening learning outcomes and engaging in learning outcomes beyond the knowledge domain.
Subject(s)
Leadership , Learning , Humans , Group Processes , Staff DevelopmentABSTRACT
In this article, the author will discuss processes used by quantitative researchers to render judgments and decisions about the results of their statistical analyses, highlighting what "p-values" represent and how p-values became ubiquitous in quantitative social science research. Suggestions for alternative ways to measure the significance of quantitative outcomes in leadership research will also be offered.
Subject(s)
Leadership , Humans , ResearchABSTRACT
Objective: This study examined whether program climate factors, stressors, demographic, and institutional variables were associated with doctoral students' clinically significant generalized anxiety disorder and major depressive disorder symptoms. Participants: This study examined doctoral students' responses from the gradSERU survey, which was administered at five U.S. public research universities in 2017-2018 (n = 2,582). Methods: This study utilized confirmatory factor analysis and binary logistic regression. Results: Sense of belonging reduced doctoral students' odds of clinically significant anxiety and depression symptoms, while academic stressors, relationships stressors, and financial stressors increased such odds. There were no differences in the odds of clinically significant symptoms based on students' academic program. Students identifying as heterosexual or straight had significantly reduced odds of clinically significant symptoms for both disorders than lesbian, gay, bisexual, or questioning students. Conclusions: The results can aid institutional stakeholders in developing interventions that may be associated with the wellness of their students.
Subject(s)
Depressive Disorder, Major , Students , Female , Humans , Universities , Depression/epidemiology , Anxiety/epidemiology , Anxiety DisordersABSTRACT
This chapter examines the barriers that prohibit poor and working-class students from accessing and engaging in leadership development experiences. Suggestions to inventory these costs and reshape leadership education to be more inclusive to students from poor or working-class backgrounds are included.
Subject(s)
Leadership , Social Class , Humans , StudentsABSTRACT
In this chapter, the authors synthesize key ideas presented by authors in this issue to leverage evidence-based practice in curricular and co-curricular leadership development. Additionally, they offer guidance for deepening the impact of these practices and broadening their effects to other groups. Lastly, they chart directions for future research on evidence-based practices.
Subject(s)
Curriculum , Faculty , Leadership , Social Identification , Students , Universities , Adult , Humans , Organizational Innovation , Social Change , Young AdultABSTRACT
In this chapter, the authors synthesize research on existing leadership development programs and practices, highlight why some practices are more effective in students' leadership development than others, draw theoretical connections between the most influential practices and students' leadership development, and offer a broad conceptual framework about evidence-based practices for students' leadership development.
Subject(s)
Curriculum , Leadership , Program Development , Students , Universities , Adult , Humans , Young AdultABSTRACT
In this chapter, the authors investigate whether students' participation in the experiential components of co-curricular activities-specifically student organizations-is associated with their perspective taking and engagement in social change.
Subject(s)
Curriculum , Leadership , Problem-Based Learning , Social Change , Students , Universities , Adult , Female , Humans , Male , Young AdultABSTRACT
This chapter explores the concept of intersectionality and its applicability to student leadership development as well as recommendations on how intersectionality can provide transformative learning for students of all gender identities.
Subject(s)
Gender Identity , Leadership , Social Identification , Students , HumansABSTRACT
This chapter provides information about linking undergraduates' leadership development assessment to institutional student learning outcomes illustrated by a case example at the University of Minnesota.
