The Use of a Citizen Leader Model for Teaching Strategic Leadership

To meet the demands for effective leadership, leadership educators should integrate high-impact practices for students to develop, practice, and evaluate their leadership knowledge, skills, and abilities. The purpose of this application brief is to describe how undergraduate leadership teaching assistant (ULTA) experiences can be a high-impact practice for undergraduates studying leadership. The ULTA experience at Texas A&M University in the Agricultural Leadership, Education, and Communications (ALEC) department was examined using the six characteristics purported by Kuh (2008) to describe effective highimpact practices: considerable time and effort to purposeful tasks, interaction with faculty and peers on substantive matters, increased likelihood of experiencing diversity, frequent feedback on performance, application of learning to different settings, and better understanding of self in relation to others. The ULTA experience can be a high-impact practice that provides leadership students with the opportunities to apply their leadership learning to their teaching roles and reflect on their experience to gain new leadership perspectives. Recommendations for implementing this practice include: purposeful interactions with ULTAs,

Section: Introduction and Conceptual Frameworkmentioning

confidence: 99%

The Undergraduate Leadership Teaching Assistant (ULTA): A High-Impact Practice for Undergraduates Studying Leadership

Odom¹,

Ho²,

Moore³

2014

“…were likely primed differently due to the formal RA role of managing conflict and ensuring student safety (Herdlein et al, 2013) fully investigate institutional realities, target needs, and develop strategies to solve problems (Langone, 2004), and the inclusion of learning modules on the intersectional realities of sexual violence within leadership training on matters of inclusion and cultural relevance (Guthrie & Chunoo, 2017).…”

Section: Engaging Student Identitiesmentioning

confidence: 99%

GENDER VIOLENCE PREVENTION AS LEADERSHIP EDUCATION: Feminist-Inspired Bystander Training for College Student Leaders

Eriksen¹

2021

This exploratory study examined the leadership education potential of sexual assault prevention training via a prevention approach that expressly constructs bystander education as a leadership issue. Evaluation of the Mentors in Violence Prevention (MVP) program offers a practical application of a leadership education approach through a feminist lens, a framework recently advocated by Iverson, McKenzie, and Halman (2019) to better prepare student leaders for active engagement with the central social issues of their time. After undergoing one-day MVP leadership trainings, student leaders (n = 239) evidenced positive gains in such areas as leadership readiness in gender violence prevention, confidence as bystanders, and a willingness to help others. Results also suggest that participants' prior knowledge, leadership background, and peer group membership shaped their engagement with the program. As a feminist method, MVP worked well for both women and men and across students' varying racial/ethnic identities, but differences by peer group reveal areas in which additional research and intervention programming may be needed.

“…Several high-impact practices used by leadership educators are centered around servicelearning and civic engagement activities focused on social change (Hoover & Webster, 2004;Langone, 2004;Seemiller, 2006;Webster, Bruce, & Hoover, 2006;& Sessa, Matos, & Hopkins, 2009). In this case, service-learning is the high-impact practice and vehicle through which students learn leadership.…”

Section: Introductionmentioning

confidence: 99%

An Examination of the Outcomes of the Undergraduate Leadership Teaching Assistant (ULTA) Experience as a High-Impact Practice in Leadership Education

Odom¹,

Ho²,

Moore³

2015

The Undergraduate Leadership Teaching Assistant (ULTA) experience offers students a high-impact opportunity to develop, practice, and evaluate their leadership knowledge, skills, and abilities. The purpose of this qualitative study was to examine outcomes of the ULTA experience as a high-impact practice for students studying leadership. Weekly journal entries of eight ULTAs were analyzed to assess their perspectives on the experience. Findings revealed the ULTAs developed cognitive skills through the generation of mostly divergent discussion questions on the knowledge and comprehension level of the Taxonomy of Educational Objectives: Cognitive Domain (Bloom et al, 1956). ULTAs applied their learning from the experience to both personal and professional roles and intend to model behaviors in seven skill areas: (a) communication; (b) active listening; (c) mentoring; (d) responsibility; (e) followership; (f) professionalism; and (g) collaboration.