About the National Clearinghouse for Leadership Programs.
Foreword (Dennis C. Roberts).
Preface.
About the Authors and Editors.
1 Advancing Leadership Education (Susan R. Komives).
1 FOUNDATIONS OF LEADERSHIP EDUCATION.
2 Leadership Theories (John P. Dugan and Susan R. Komives).
3 Research on College Student Leadership Development (John P. Dugan).
4 Considerations of Student Development in Leadership (Wendy Wagner).
5 Considerations of Student Learning in Leadership (Julie E. Owen).
2 PROGRAM DESIGN.
6 Establishing and Advancing a Leadership Program (Jan Arminio).
7 Inclusive Design (Art Munin and John P. Dugan).
8 Assessment and Evaluation (Julie E. Owen).
9 Funding Leadership Programs (Angie Vineyard and Craig Slack).
3 PROGRAM CONTEXT.
10 Formal Leadership Program Models and Structure (Paige Haber).
11 Curricular Programs (Felicia Mainella and Marlena Martinez Love).
12 Co-Curricular Programs (Jennifer A. Smist).
4 PROGRAM DELIVERY.
13 Powerful Pedagogies (Cara Meixner and Dave Rosch).
14 Considerations for Cultural and Social Identity Dimensions (Daniel T. Ostick and Vernon A. Wall).
15 Contemporary Topics in Leadership (Wendy Wagner and Kristan Cliente).
Epilogue.
Name Index.
Subject Index.
Susan R. Komives is a professor at the University of Maryland and cofounder of the National Clearinghouse for Leadership Programs. John P. Dugan is assistant professor in the Higher Education graduate program at Loyola University Chicago. Julie E. Owen is assistant professor of leadership and integrative studies at the New Century College of George Mason University. Craig Slack is the director of the National Clearinghouse for Leadership Programs. Wendy Wagner is the coeditor of the first edition of Leadership for a Better World: Understanding the Social Change Model of Leadership Development. The National Clearinghouse for Leadership Programs supports leadership development in college students through professional development for leadership educators.
??the collaborating editors and authors capture a vast array of information that can be read as background when designing or revising student leadership programs. They suggest to leadership educators a compelling need to model the purposefulness, authenticity, and empowerment values that undergird and characterize leadership theory in the design and delivery of programs. Additionally, this is best accomplished by attending to the literature and using it as a means to reflect on, reconsider, and evolve ongoing practice. Adopting a stance of inquiry, flexibility, creativity, and innovation not only improves programs, but also models leadership. After studying this book, individual leadership educators and campus teams can build an agenda to advance the leadership education options at their institutions, support the evolution of leadership education nationally and globally, and enrich their own capacities as leadership educators. I recommend this book to our colleagues in student affairs who will find the text useful whether they are beginning a new program, redesigning a targeted program or enhancing a program for new leadership educators as well as seasoned ones and advisers who have connections with peer mentor and orientation leader programs and campus organizations.??NACADA Journal
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