What does liberation look like in leadership learning and education? This article offers examples for (re)imagining leadership education in program design, coordination, and assessment by centering the leadership for liberation framework and other liberatory approaches. The authors offer examples of how these frameworks serve as an entry point for…

This article examines various applications of the leadership identity development (LID) grounded theory and model and explores the process used to apply LID to the construction of collegiate student leadership development experiences. Featured programs include those that use LID as a design element of the program, but do not explicitly teach it;…

Immersion in a strengths-based, study abroad program provides extensive opportunity for leadership growth. Navigating the unknown adds to the challenge students experience during their student-organized activities. The purpose of this qualitative study was to explore how a strengths-based curricula design advanced the leadership competency levels…

Campus outdoor recreation programs can play an integral role in developing student leaders. In this study, we sought a better understanding of the shared positive elements exemplary outdoor programs are using to develop their student leaders. The study was designed using a collective case study methodology and the theoretical lens of the…

This study seeks to examine the processes through which leadership is fostered and developed within student leadership development programs. While there has been some scholarly literature written in this area, a dearth in the literature exists with respect to providing a detailed chronicle and examination of the complete processes employed within…

The International Leadership Association's (ILA) Guiding Questions (2009) identify context as the foundational framework from which educators build successful leadership programs. Echoing sentiments from W. K. Kellogg's landmark study "Leadership in the Making" (Zimmerman-Oster and Burkhardt, 1999), context matters. Context includes tangible and…

This book describes Character Development and Leadership Training in the School and Community, a high school course instituted at Lakeland High School in Shrub Oak, New York in 1983. It was written to help other educators interested in implementing similar student leadership programs. The developer of the program explains some of his reasons for…

This digest offers camp leaders, outdoor experiential educators, school and college faculty, or youth agency staff who are interested in nurturing youth leaders a framework for designing youth leadership programs which employ an outdoor setting as a "leadership classroom." Basic categories for leadership theory are defined: trait theory,…

This article discusses designing leadership lessons for students with mild disabilities and results of a study evaluating the effectiveness of leadership training of 12 adolescents with mild disabilities. After attending bimonthly leadership workshops, students developed their ability to manage interpersonal relationships and work cooperatively,…

Theories of cognitive, racial identity, affective, psychological, and moral development can be helpful in designing college student leadership training programs. Course design must take a variety of learning styles into consideration so as many students as possible can successfully understand the material and integrate it into their leadership…

The central theme of the 10-day National Leadership Conference (NLC), sponsored by the American Youth Foundation at Camp Miniwanca (Michigan), is to train high school students in leadership for service; its goal is to sharpen service-learning leadership skills of young people and teachers and to encourage their application to transform and serve…

Twenty selected college and university outdoor programs are grouped along the points of Blaesing's "Continuum of Outdoor Program Delivery Systems" in this guide to planning, development, and modification of outdoor programming. Grouping was done on the basis of questionnaire responses by institutions according to these primary variables:…