STUDENT LEADERSHIP DEVELOPMENT

Adriansen, H. K., & Madsen, L. M. (2013). Facilitation: A novel way to improve students’ well-being. Innovative Higher Education, 38, 295-308. doi: 10.1007/s10755-012-9241-0

 

• This article discusses the use of facilitation in higher education to address a group study environment at a college in Denmark. 

 

Allen, S. J., & Hartman, N. S. (2009). Sources of learning in student leadership development programming. Journal of Leadership Studies, 3(3), 6–16. doi:10.1002/jls.20119

 

 

• The article attempts to address leadership development from the perspective of practitioners. It really hopes to get at how leadership development and education can be deliberately implemented through specific models of intervention (p. 7). The study uses Conger’s (2002) four approaches (skill building, personal growth, feedback, and conceptual understanding) to identify objectives and used other approaches to categorize sources of learning, interventions, and hoped to identify which are most preferred by students.

 

Bowman, R. F. (2014). Learning leadership skills in high school. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(2), 59-63. doi:10.1080/00098655.2013.842533

 

 

• Bowman argues that leadership is a huge responsibility for the world right now as things begin to spiral out of control. He sees leadership as an inspirational way for high school students to set themselves apart and actually make a difference in their world.

 

Boyd, A., Maranto, R., & Rose, C. (2014). The softer side of "no excuses": a view of KIPP schools in action. Education Next, 14(1), 48-53.

 

 

• This article offers a review and insight into the world of charters schools such as KIPP. 

 

Brungardt, C. (1997). The making of leaders: A review of the research in leadership development and education. Journal of Leadership & Organizational Studies, 3(3), 81-95. doi:10.1177/107179199700300309

 

• This a literature review highlighting the importance of leadership. We have been engaged in leadership since the times of Plato but we are just recently considering how we actually teach leadership. 

 

Collins, J. (2007). Level 5 leadership: The triumph of humility and fierce resolve. In R. P. Vecchio (Ed.), Leadership: Understanding the dynamic of power and influence in organizations (pp. 394-406). Notre Dame, IN: University of Notre Dame Press.

 

 

• In this chapter of Understanding the Dynamic of Power and Influence in Organizations Collins discusses what he has found in regards to leadership. Collins and his researchers have found over the years that while several things go into taking a company from good to great, one component is essential: Level 5 Leadership.

 

Dyment, J., Morse, M., Shaw, S., & Smith, H. (2014). Curriculum development in outdoor education: Tasmanian teachers' perspectives on the new pre-tertiary outdoor leadership course. Journal of Adventure Education and Outdoor Learning, 14(1), 82-99. doi:10.1080/14729679.2013.776863

 

 

• This article discusses the curriculum changes within outdoor education in Tasmania, Australia. Overall, the education reform has moved to focus on life-long learning. 

 

Eich, D. (2008). A grounded theory of high-quality leadership programs: Perspectives from student leadership development programs in higher education. Journal of Leadership and Organizational Studies, 15(2), 176-187. doi:10.1177/1548051808324099

 

 

• This article works to identify “attributes associated with High Quality Higher Education Programs.”

 

Goldenberg, M., Russell, K. C., & Soule, K. (2011). Comparing outward bound and national outdoor leadership school participant experiences. Boulder, CO: Association for Experiential Education.

 

 

• This is a shorty study looking to compare students experiences form Outward Bound and NOLS. 

 

Ingleton, T. (2013). College student leadership development: Transformational leadership as a theoretical foundation. International Journal of Academic Research in Business and Social Sciences, 3(7), 219-229. doi:10.6007/IJARBSS/v3-i7/28

 

 

• The purpose of this paper is to address the fast-growth of organizations by “exploring the impact of leadership education on college students and to propose transformational leadership as a theoretical foundation on which to build a formal student leadership development program that can adequately prepare college students for leadership for positive change” (p. 219).

 

International Leadership Association. (2009). Guiding questions: Guidelines for leadership education programs. Retrieved from http://www.ila-net.org/communities/LC/GuidingQuestionsFinal.pdf

 

 

• Guiding Questions is a document born out of the International Leadership Association in order to assist in developing, organizing, and evaluating leadership educational programs. It consists of five sections “essential for curriculum development, instructional effectiveness, and quality enhancement through assessment” (2). The five sections include context, conceptual framework, content, teaching and learning, and outcomes and assessment. 

 

Kass, D., & Grandzol, C. (2011). Learning to lead at 5,267 feet: An empirical study of outdoor management training and MBA students' leadership development. Journal of Leadership Educaiton, 10, 41-62.

 

 

• ​This article looked to compare leadership development in MBA students that took part in an expedition leadership course and those that did not. 

 

Komives, S. R., Dugan, J. P., Owen, J. E., Slack, C., & Wagner, W. (2011). The handbook for student leadership development (2nd ed.). San Francisco, CA: Jossey-Bass.

 

 

• Created by the National Clearinghouse for Leadership Programs, this Handbook was created to provide a practical approach to leadership programs that is evidence based.

 

Komives, S. R., & Smedick, W. (2012). Using standards to develop student learning outcomes. New Directions for Students Services, 140, 76-88. doi:10.1002/ss.20033

 

 

• This article recognizes the importance of leadership programs, but it argues that the use of standards provided credibility and reliability to the organization and the goals. It provides a crucial historical context to leadership curriculum development. 

 

Lemus, J. D., Bishop, K., & Walters, H. (2010). Quikscience: effective linkage of competitive, cooperative, and service learning in science education. American Secondary Education, 30(3), 40-61.

 

 

• This is an evaluative study of Quikscience, a program to get local middle and high school students better engaged in marine science. 

 

Mozhgan, A., Parivash, J., Nadergholi, G., & Bahram, J. (2011). Student leadership competencies development. Procedia Social and Behavioral Sciences, 15, 1616-1620. doi:10.1016/j.sbspro.2011.03.340

 

 

• This is an article on the development of student leadership competencies. 

 

NOLS. (2015). Leadership profiles. Retrieved from http://www.nols.edu/about/leadership/leadership_profiles.shtml

 

 

• This website provides profiles of people who have gone through NOLS leadership courses. It offers insight into what NOLS is doing and the impact they are having across all professional fields. 

   

 

Outward Bound. (2015). An educational framework emphasizing high achievement through active learning, character development and teamwork. Retrieved from http://www.outwardbound.org/about-outward-bound/philosophy/

 

 

• This is an outline of Outward Bound's leaderhsip curriculum. 

 

Outward Bound, USA. (2007). Leadership the Outward Bound Way (1st ed.). Seattle, WA: The Mountaineers Books.

 

 

• This is a book on the prinicples of leadership written by Outward Bound professionals. 

   

 

Owen, J. E. (2008). Towards an empirical typology of collegiate leadership development programs: Examining effects on student self-efficacy and leadership for social change Available from ProQuest Central; ProQuest Dissertations & Theses Full Text; ProQuest Dissertations & Theses Global.

 

 

• Drawing from previous leadership studies, this research uses an empirical typology to assess the defining characteristics of design and delivery of collegiate leadership development programs. 

 

Ponder, J., Vander Veldt, M., & Lewis-Ferrell, G. (2011). Citizenship, curriculum, and critical thinking beyond the four walls of the classroom: Linking the academic content with service-learning. Teacher Education Quarterly, 38(4), 68. Retrieved from http://eric.ed.gov/?id=EJ960618

 

 

• This particular article discusses the importance of service learning, and the links ot leaderhsip educaiton. 

 

Reid III, W. A., West, G. R. B., Winston, B. E., & Wood, J. (2014). An instrument to measure level 5 leadership. Journal of Leadership Studies, 8(1), 17-32. doi:10.1002/jls

 

 

• This article offers a unique instrument for measuring Level 5 Leadership. 

 

Rosch, D., & Meixner, C. (2011). Powerful pedagogies. The handbook for student leadership development (pp. 307-337). San Francisco, CA: Jossey-Bass.

 

 

• This article, in The Handbook for Student Leadership Development, offers strategies for implementing leadership educaiton in the classroom. 

 

Rosch, D. M., & Caza, A. (2012). The durable effects of short-term programs on student leadership development. Journal of Leadership Education, 11, 28-48.

 

 

• This article uses the Social Change Model to discuss the effects of short-term leadership programs. 

 

Seemiller, C., & Murray, T. (2013). The common language of leadership. JOURNAL OF LEADERSHIP STUDIES, 7(1), 33-45. doi:10.1002/jls.21277

 

 

• This article uses literature and reviews statistics to identify and analyze student leadership competencies. Competencies offer specific and common language for leadership development and helps organizations and schools set clear expectations and outcomes.

 

Sibthorp, J., Furman, N., Paisley, K., Gookin, J., & Schumann, S. (2011). Mechanisms of learning transfer in adventure education: Qualitative results from the NOLS transfer survey. The Journal of Experiential Education, 34(2), 109-126.

 

 

• The aim of this paper is to identify mechanisms that outdoor program participants attribute learning outcomes to after completion of a program. 

 

Stern, M. J., Powell, R. B., & Ardoin, N. M. (2008). What difference does it make? assessing outcomes from participation in a residential environmental education program. The Journal of Environmental Education, 39(4), 31-43. Retrieved from http://search.proquest.com.libproxy.uwyo.edu/docview/233055305/fulltextPDF?accountid=14793

 

 

• This was an evaluative study on a residential environmental education program. 

 

Teton Science Schools. (2014a). Graduate program. Retrieved from http://www.tetonscience.org/graduate-program/home/

 

 

• This is the home page for the TSS Graduate Program, which goes on to outline the leadership principles of TSS. 

 

Teton Science Schools. (2014b). The history of Teton Science Schools. Retrieved from http://www.tetonscience.org/index.cfm?id=about_history

 

 

• This prvides a history of Teton Science Schools. 

 

Thomson, P. (2012). Understanding, evaluating, and assessing what students learn from leadership activities: Student research in Woodlea Primary. Management in Education, 26(96), 96-103.

 

 

• This article provides an evaluation of a long-term leadership program in the United Kingdom. 

 

Van Velsor, E., & Wright, J. (2012). Expanding the leadership equation developing next-generation leader. ERIC: Center for Creative Leadership White Paper. Retrieved from http://files.eric.ed.gov/fulltext/ED543117.pdf

 

 

• This article highlights the compentencies business leaders believe students will need in the coming years. 

   

 

Welsh, J. (2007). Leading youth in your community. In E. Moore (Ed.), Leadership the Outward Bound way (pp. 340-369). Seattle, WA: The Mountaineers Books.

 

 

• This article offers strategies for working with youth and role-modeling strong leadership. 

 

Whitehead, G. (2009). Adolescent leadership development: Building a case for an authenticity framework. Educational Management Administration & Leadership, 37(6), 847-872. doi:10.1177/1741143209345441\

 

 

• This article highlights the gap in leadership for adolescent students. Whitehead makes an effort to argue for the use of authentic leadership development in adolescent students.