Leadership educators should strive to promote deeper learning within their students. Fink's (2003, 2013) taxonomy of significant learning is a framework for intentionally grounding leadership curricula in the principles and practices of evidence-based learning. The purpose of this study was to measure undergraduate students' significant learning after the completion of a PLTA in a personal leadership course and reflection about the experience. A content analysis of 24 student reflections was used to analyze the six domains of learning: foundational knowledge, application, integration, human dimension, caring, and learning how to learn. Evidence of all six domains of learning were found within the student reflections and it was observed that students who had definite contexts in which to apply and well-defined goals for the assignment could better articulate their learning.

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. not have a systematic approach to follow for teaching or developing leadership (Northouse, 2019; Rosch,

No 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.

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.