Theory-Driven Approach to Developing Socially Responsible Leadership among College Students Who Mentor: Commitment

Autor/inn/en	Sunderman, Hannah M.; Hastings, Lindsay J.
Titel	Theory-Driven Approach to Developing Socially Responsible Leadership among College Students Who Mentor: Commitment
Quelle	In: Journal of Campus Activities Practice and Scholarship, 5 (2023) 1, S.72-81 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Scholarship; Psychological Patterns; Learning; Higher Education; Global Approach; Research and Development; Epistemology + Suchen Sie Ihr Suchwort? Scholarships; Stipendium; Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Globales Denken; Forschung und Entwicklung; Erkenntnistheorie
Abstract	The current scholarship-to-practice brief discusses a theoretically grounded intervention on developing Commitment, an individual value of the Social Change Model of Leadership (SCM), among college student mentors and adolescent mentees. The authors have previously shared developmental interventions on Consciousness of Self and Congruence (Sunderman & Hastings, 2021, in press), the other two values of the SCM. This brief highlights a two-part leader development intervention: (a) a one-hour content block with interactive activities and (b) a small-group, discussion-focused meeting. Specifically, the intervention focused on identifying areas of passion, examining Commitment in others, and planning a task or activity to demonstrate Commitment. Accompanying the intervention is an assessment strategy based on the learning objectives. By sharing a description of the intervention and an evaluation strategy, leadership educators and student affairs practitioners can implement their own Commitment curriculum in myriad settings. (As Provided).
Anmerkungen	National Association of Campus Activities. 13 Harbison Way, Columbia, SC 29212. Tel: 803-732-6222; e-mail: education@naca.org; Web site: https://www.naca.org/JCAPS/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01