Contributing to the Development of Student Leadership through Academic Advising

Abstract

This commentary details the process aimed at developing the Inaugural

Becoming a Bridge: Collaborative Autoethnography of Four Female Counseling Psychology Student Leaders

“…Although studying leadership broadly, and student leadership more specifically, is common in closely-related fields such as higher education (Alston, 2012; Dominique, 2015; McClellan, 2013), student leadership in psychology research is scant. In the study of female student leadership in psychology, undergraduate leadership research is less applicable developmentally than graduate student and women’s leadership scholarship (Gregor & O’Brien, 2015).…”

The Role of Advising in Leadership Development

“…Campbell, Smith, Dugan, and Komives () explain that this emphasis exists because “the significant gap between leadership needs and perceptions of leadership capacity contributes to higher education's positioning as arbiters of leadership development responsible for the preparation of future generations” (p. 1). Researchers are examining how leadership development happens much more broadly, including how advisors help students to “become engaged in leadership, connect with the issues and systems in such a way that they can identify where to begin their efforts to lead, decide how to lead, and engage in practices that deepen their learning and development” (McClellan, , p. 212). From their 2014 research, Simonsen et al.…”

“…It is not uncommon for advisors to wonder why they should invest in “intentionally designing advising to promote leadership development outcomes” (McClellan, , p. 225). There are a multitude of reasons, but let us briefly explore two significant outcomes of intentionally designed advising for leadership development.…”

“…However unrealistic, often students see their advisors as not just teachers, but experts on everything the organization encounters. McClellan (2013) offers that this role should be expanded to specifically include "intentional leadership educator" (p. 213). He calls for advisors to have a basic understanding of both leadership development models and the process of leadership development not only so that they can simply educate students about leadership, but so they may focus on "the developmental work of helping students to become leaders" (p. 213).…”

“…The practices are to (a) model the way, (b) inspire a shared vision, (c) challenge the process, (d) enable others to act, and (e) encourage the heart. Kouzes and Posner believe in leadership development over time and experiences that engage in the five practices so that leaders increase their self-awareness (McClellan, 2013). Being involved in institutional committees is an opportunity for student leaders to apply Kouzes and Posner' s five practices and one that an advisor could facilitate.…”