Moving Students to Deeper Learning in Leadership

Stover, Sheri; Seemiller, Corey

doi:10.12806/v16/i4/r3

Cited by 7 publications

(4 citation statements)

References 40 publications

(47 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Day et al (2014) suggest the use of self-narratives or self-stories as a way to increase self-awareness. Class preparation reflections, metacognition (thinking about thinking), note reflection, and observation reflection are methods of helping students move to deeper levels of learning (Stover & Seemiller, 2017). Though verbal reflection might prove to be more difficult to assess, it is still presented as a viable reflection method for helping students synthesize theories and convert them into practice (Roberts, 2008; White & Guthrie, 2016).…”

Section: Guided Critical Reflectionmentioning

confidence: 99%

Using Guided Critical Reflection to Discover Deepened and Transformative Learning in Leadership Education

Sweet

2022

Journal of Research on Leadership Education

View full text Add to dashboard Cite

This qualitative study used guided critical reflection as a pedagogical strategy to explore transformative learning and leadership development of students in a leadership doctoral program. In written reflections after a weekend of classes, students ( N = 19) reflected using carefully constructed questions to focus their thinking. The reflections were analyzed through the lens of transformative learning theory. Students noted increased self-awareness, questioned their assumptions/beliefs, experienced shifts in their mindsets, and were moved to action/proposals for action. Guided critical reflection, then, is presented as a viable learning strategy for leadership development. The transformative learning process aligns with the critical reflection process.

show abstract

Section: Guided Critical Reflectionmentioning

confidence: 99%

Using Guided Critical Reflection to Discover Deepened and Transformative Learning in Leadership Education

Sweet

2022

Journal of Research on Leadership Education

View full text Add to dashboard Cite

show abstract

“… Maier et al (2016 , p. 155) also affirmed that “when dealing with an uncertain future, a different conceptual approach to thinking about uncertainty is needed.” Hence, ESL learners need to develop their critical thinking and expand their views on the use of language in the future ( SiRicord and Shah, 2017 ; Baimanova et al, 2020 ). On the other hand, complexity in the real world arises when there is difficulty in identifying and quantifying it ( Bennett and Lemoine, 2014 ; Maier et al, 2016 ; Stover and Seemiller, 2017 ). Ambiguity challenges learners’ skills to predict and be clear on issues that are vague and subject to interpretation ( Reeves and Reeves, 2015 ; Asmolov, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

“…Thus, the combination of the 21st century and volatility, uncertainty, complexity, and ambiguity (VUCA) environment is an ideal approach for ESL teaching and learning practices ( Seow et al, 2019 ). For that, Stover and Seemiller (2017) and LeBlanc (2018) suggest the incorporation of VUCA because it can create a meaningful learning environment. Wang (2019 , p. 52) expresses that “the educational success in the 21st century focuses on competencies that go beyond cognitive development, such as the ability to critically seek and synthesize information and to direct one’s learning.” Likewise, learners need to prepare for real-life challenges due to the unprecedented complex challenges and problems in the world today ( Bennett and Lemoine, 2014 ; Maier et al, 2016 ; Rowan et al, 2019 ; Seow et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Global education movement: English as a second language teachers’ perceptions of integrating volatility, uncertainty, complexity, and ambiguity elements in lessons

Yaccob¹,

Yunus²,

John³

2023

Front. Psychol.

View full text Add to dashboard Cite

Education evolves and progresses globally in a technology-driven world, highlighting the integration of VUCA elements of volatility, uncertainty, complexity, and ambiguity in lessons. Learners are molded to equip themselves with the world and real-life knowledge in their readiness to adapt to the VUCA world. Global education consists of preparing learners for the VUCA world. This study aimed to investigate the current English as a Second Language (ESL) teaching practices and the ESL teachers’ incorporation of VUCA elements in ESL lessons. This study was conducted quantitatively using a survey questionnaire. This study was administered to 30 ESL teachers from different secondary schools in a district in Malacca. The results from the questionnaire revealed that the ESL participants had positive perceptions toward the adaptation of VUCA in the current ESL lessons. Most of the ESL teachers agreed that they adapted VUCA elements into the activities during lessons, although some showed uncertainty about their knowledge and understanding of VUCA. From the high agreement levels in the findings, it can be concluded that the ESL teachers agreed that VUCA elements through problem-based, digital-based, collaborative, and challenging activities in English lessons are beneficial to assist students’ meaningful and autonomous learning. Based on these findings, implications were made for enhancing ESL teachers’ knowledge, understanding, and skills in adapting VUCA in lessons in response to global education demand.

show abstract

“…Butin (2006) critiqued service learning experiences on campus and found a significant disconnect between the activity and what students actually learn. Service learning in leadership education must connect the dots between theory and practice so that students develop deeper meaning (Stover & Seemiller, 2017). For example, Bauermeister, Greer, Kalinovich, Marrone, Pahl, Rocholz, & Wilson (2015) offer a template for integrating a challenging class project with community initiatives to develop self-awareness of leadership style, interpersonal skills in managing relationships, designing a team structure, and executing a project.…”

mentioning

confidence: 99%

The My Student Leader App: How mobile technology enhances campus service leadership initiatives

Mainiero¹,

Mangini²

2019

Journal of Leadership Education

View full text Add to dashboard Cite

This article showcases how mobile app technology can enhance leadership education through a new mobile app called My Student Leader. My Student Leader represents a novel approach to leadership education so that students may use smartphone technology to enhance student leadership development on campus. The app facilitates the creation of Leader Plans associated with service learning activities and campus events which then can be emailed to team members, faculty and staff. There also is a section for students to write a Leadership Legacy reflection. This application brief addresses the stages of development of the app and the outcomes associated with mobile technology use for leadership education. Issue Statement Campus leadership activities offer many opportunities for students to connect classroom learning to leadership practices. Ideally, campus leadership should take place simultaneously with classroom learning so that practical insights can be applied to real-time leadership initiatives. However, often there is a disconnect between what students learn in theory and cocurricular activities involving peer leadership. The purpose of this article is to demonstrate a new tool in leadership educationthe My Student Leader app. The app demonstrates how mobile smartphone technology can be used to help students: 1) plan campus leadership activities in advance, 2) utilize leader tips to craft a unique Leader Plan, and 3) develop a Leadership Legacy reflection. We share the stages of development of the My Student Leader app, identify outcomes from use of mobile technology in enhancing leader education, and suggest recommendations for future leadership app developers. Review of Related Scholarship On campus, students often lead co-curricular activities with shared leadership responsibilities and mutual objectives. There are captains of sports clubs, dorm resident advisors, intramural club presidents, fundraising for charitable foundations, mission-directed student service learning opportunities, social justice initiatives, business case and group classroom projects, intramural activities, and official student government roles, all of which require

show abstract

Moving Students to Deeper Learning in Leadership

Cited by 7 publications

References 40 publications

Using Guided Critical Reflection to Discover Deepened and Transformative Learning in Leadership Education

Using Guided Critical Reflection to Discover Deepened and Transformative Learning in Leadership Education

Global education movement: English as a second language teachers’ perceptions of integrating volatility, uncertainty, complexity, and ambiguity elements in lessons

The My Student Leader App: How mobile technology enhances campus service leadership initiatives

Contact Info

Product

Resources

About