Student Organizations as Avenues for Leader Learning and Development

Sessa, Valerie I.; Alonso, Nicole; Farago, Pamela; Schettino, Gaynell; Tacchi, Kelcie; Bragger, Jennifer D.

doi:10.1002/yd.20247

Cited by 7 publications

(6 citation statements)

References 18 publications

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“…Similar to other forms of co‐curricular engagement, student government is a context in which students may differentiate their awareness of leadership and of themselves as leaders. Student government structures often include various positional distinctions of leadership, which can reinforce “leader identified” aspects of the LID model (Sessa et al., 2017). Involvement in student government can help students see leadership beyond position and inherently tied to civic engagement and responsibility to the larger student body (Miles, 2011).…”

Section: Student Involvementmentioning

confidence: 99%

Student involvement as a catalyst for leadership identity development

Haber-Curran

Pierre

2023

New Drctns Student Lead

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Section: Student Involvementmentioning

confidence: 99%

Student involvement as a catalyst for leadership identity development

Haber-Curran

Pierre

2023

New Drctns Student Lead

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“…Such research has shown that college students, on the whole, do grow their leadership capacity—the knowledge, skills, attitudes, and aptitudes needed to engage in leadership processes—by engaging in activities both on and off campus. Some of these leadership development activities include involvement in student organizations (Sessa et al., 2017), participation in formal leadership courses (Coleman et al., 2021), serving in peer mentoring roles (Fine, 2021), working in on or off‐campus jobs (Salisbury, et al., 2012), partaking in sociocultural issues discussions (Dugan & Komives, 2010), participation in formal leadership programs (Rosch et al., 2016), and possessing meaningful relationships with staff and/or faculty mentors (Early, 2016). Such research aids higher education scholars in more fully understanding the impact of collegiate experiences on student development, assists leadership educators in designing and evaluating leadership curricula, and equips practitioners and campus administrators with the evidence needed to advocate for resources to support leadership education and related activities on campus.…”

Section: The Scope Of Postsecondary Leadership Education In the United Statesmentioning

confidence: 99%

Critical approaches in leadership education: Making the case for racial equity via institutional type

Collins

Whitney

2021

New Drctns Student Lead

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“…As described above, quality of effort has been conceptualized in a variety of ways, accounting for the time and energy that a student invests in the experience [60]. Student organizations can provide opportunities for students to practice skills in authentic environments [78]. By this mechanism, student organization involvement influences students by supporting the development of skills and competencies [79].…”

Section: Rq2: What Mechanisms Have Been Proposed To Explain the Impacmentioning

confidence: 99%

The Influence of Experiential Learning on Student Professional Development: A Literature Review

Johnson¹,

Main²

2020 ASEE Virtual Annual Conference Content Access Proceedings

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This literature review examines the influence of experiential learning through student organization involvement on students' professional development and career expectations. Prior to students' transition into the workforce, their socialization into the engineering profession can be shaped by involvement in experiential learning, including student organizations. Previous research has established a breadth of benefits of involvement in student organizations, yet the mechanisms of its influence are less clear, as are the types and extent of involvement that lead to such benefits. Thus, the objective of this review is to further investigate how involvement has been measured and conceptualized in research studies, with a focus on the differential effects of involvement amongst different student populations. This paper investigates the following research questions: (1) How have forms of involvement been measured and conceptualized in studying the impact of undergraduate students' out-of-class experiences on their professional development; (2) what mechanisms have been proposed to explain the impact of experiential learning in student organizations on students' professional development; and, (3) how do participation rates and effects of experiential learning vary across different undergraduate engineering student populations (e.g., gender, race/ethnicity, discipline, socioeconomic status)? Employing a narrative literature review approach, this paper synthesizes current research in engineering education and higher education on experiential learning for undergraduate students, and proposes areas for future research. This review illustrates the challenges in measuring aspects of student involvement, suggesting salient characteristics of involvement that future research might investigate, and identifies types of mechanisms that have been attributed to the influence of involvement, including developing skills, networking with peers, fostering sense of belonging and identity, and encouraging career-related reflection. This review provides insight into the nuance of the breadth of students' experiences in student organizations to inform future work examining the contextual influence of experiential learning on engineering students' professional development. Research Questions The following research questions guided our review: RQ1: How have forms of involvement been measured and conceptualized in studying the impact of undergraduate students' out-of-class experiences on their professional development? RQ2: What mechanisms have been proposed to explain the impact of experiential learning in student organizations on students' professional development? RQ3: How do participation rates and effects of experiential learning vary across different undergraduate engineering student populations (e.g., gender, race/ethnicity, discipline, socioeconomic status)? Methods This literature review employs a narrative literature review approach to synthesize research in engineering education and higher education on experiential learning for unde...

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Student Organizations as Avenues for Leader Learning and Development

Abstract: This chapter describes theory and research demonstrating that the experiences students have within student organizations, and the people with whom they interact within those organizations, are powerful triggers for leader learning and development.

Cited by 7 publications

References 18 publications

Student involvement as a catalyst for leadership identity development

Student involvement as a catalyst for leadership identity development

Critical approaches in leadership education: Making the case for racial equity via institutional type

The Influence of Experiential Learning on Student Professional Development: A Literature Review

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