To improve leadership development in informal collegiate leadership learning environments, this study explores how student affairs professionals perceive the importance of and their proficiency in 55 previously identified required student affairs leadership educator professional competencies. The Borich needs assessment model was used to measure the differences between the perceived importance of, and the professionals' knowledge of, ability to perform and ability to teach each of the 55 competencies. The present research highlights a critical need to reexamine student affairs preparatory programs' ability to prepare effective leadership educators and thereby prepare the next generation of leaders, as more students engage in leadership development in informal rather than formal collegiate educational settings. Although 49 of the 55 competencies were deemed important by participants, significant discrepancies emerged between importance and proficiency. Knowledge proficiency gaps were most frequent, but teaching proficiency gaps had the largest magnitude and thus should be the focus of future interventions and research. If higher education institutions are serious about developing the next generation of leaders and active citizens and improving students' leadership learning at their institutions, then it is imperative to reexamine how student affairs practitioners are prepared to be leadership educators and invest the additional resources in their staff.

Peer mentoring programs have been shown to assist students with their college transition, and this study sought to understand the effects of peer mentorship participation of students in a STEM major. Using a semistructured interview method, six participants of a student-run, volunteer, peer mentorship program within the [Undergraduate STEM Program (USP)] provided participant feedback in one-on-one interviews. Using the constant comparison method, program outcome categories were identified based on participant responses. Participants were positive about the program and its benefits, including personal growth, development of a sense of responsibility for others, and learning from those who had gone through the program previously. However, issues with consistent engagement were identified that may be addressed through modifications to program structure and clarification of role expectations. Recommendations are included to address participant concerns.

This article highlights specific approaches to developing leadership identity in college students within an academic curricular context. The authors examine curricular contexts such as majors, minors, and certificates with an emphasis on leader and leadership development, as well as specific course activities used to engage students in developing their leadership identity.

Many institutions of higher education claim to produce leaders and many assume that graduating from a university equates to someone naturally growing in their ability to lead. Developing leaders is considered a worthwhile endeavor in society today and developing a leadership identity is considered foundational to leadership development in college. While colleges and universities purport to develop leaders, little is known about how best to help students develop sustainable leadership learning. Utilizing design-based research, this study examined the learning experiences of college students in three different semesters of a personal leadership course through their reflections about course activities designed to help them develop their leadership identity. Using network maps from student reflections, we analyzed the complexity of learner experiences and developed a set of design principles anchored in the relationships between learning experiences concerning strengths, weaknesses, and theoretical foundations. The following design principles emerged from this study: framing for authentic learning, scaffolding for learner agency, social and collaborative learning, and multimodal engagement. By using these principles in designing leadership experiences, college leadership educators will be empowered to create opportunities that are sustainable and inclusive and that promote lifelong learning in regard to students’ authentic and personal leadership development practices.

Undergraduate students not only have the rare opportunity to experience mentoring from both the perspective of the mentor as well as the mentee, but also have the rare opportunity to experience the impact of mentoring on their leader and leadership development (LD) from both mentor and mentee perspectives. While mentoring is considered one of the most potent tools for LD, having a mentor or being a mentor does not automatically stimulate effective LD. This article will highlight cornerstones of effective mentoring practice when undergraduates are mentees versus mentors and will also offer new frontiers in undergraduate student mentoring research.

Active learning experiences, such as games, have been found to increase the holistic learning experience for students in college curricular settings. However, barriers exist to using games as a leadership pedagogy in the curriculum. This article reviews the benefits and challenges of using games in college leadership curricular settings and provides an overview of select leadership games including instructions, leadership competencies addressed, and processing questions for each game.

The purpose of this study was to examine how undergraduate peer mentors at Texas A&M University perceive their development of leadership behaviors through their peer mentor experience. Participants were first- generation college students serving as mentors to first-generation college students at Texas A&M University. A qualitative approach was used to examine reflections from the peer mentors about their personal best leadership experiences as a peer mentor and their self-reported highest scored practice on the Student Leadership Practices Inventory (SLPI). This study is rooted in Kouzes and Posner’s (1987, 2002) Five Practices of Exemplary Leadership model. There were 33 peer mentors who participated in this study. Mentor reflections showed evidence of behaviors demonstrating all five of the exemplary leadership practices through serving as a peer mentor.

The purpose of this study was to examine how undergraduate peer mentors at Texas A&M University perceive their development of leadership behaviors through their peer mentor experience. Participants were first- generation college students serving as mentors to first-generation college students at Texas A&M University. A qualitative approach was used to examine reflections from the peer mentors about their personal best leadership experiences as a peer mentor and their self-reported highest scored practice on the Student Leadership Practices Inventory (SLPI). This study is rooted in Kouzes and Posner’s (1987, 2002) Five Practices of Exemplary Leadership model. There were 33 peer mentors who participated in this study. Mentor reflections showed evidence of behaviors demonstrating all five of the exemplary leadership practices through serving as a peer mentor.

Recent research has shown that student affairs practitioners are characterized as leadership educators by experts in their field, but leadership education traditionally is not part of a student affairs preparatory program, nor is leadership education a commonly discussed professional competency. Using two simultaneous Delphi panels, Group A: Student Affairs Practitioners/Managers (n=17) and Group B: Student Affairs Preparatory Program Faculty/Directors (n=20), this study sought to ascertain the competencies required of entry-level student affairs leadership educators. Between the two panels, 128 unique competencies were identified. Four recommendations are provided to strengthen the professional development of student affairs leadership educators.

Although leadership education typically is not explicitly incorporated into student affairs preparatory programs, student affairs practitioners are expected to facilitate the leadership development of their students. Thus, through two simultaneous Delphi panels, Group A: Student Affairs Practitioners (n=17) and Group B: Student Affairs Preparatory Program Faculty (n=20), this study explored the places or experiences where student affairs practitioners should learn and practice the professional competencies needed to be a student affairs leadership educator. Both expert panels agreed the graduate assistantship was the most important place to learn and practice how to be a leadership educator. Yet these findings demonstrate a gap between research and practice within student affairs preparatory programs. Four recommendations are provided to strengthen the professional preparation of student affairs practitioners as leadership educators.

The Maroon & White Leadership Program at Texas A&M University is a formal leadership program that involves students completing eight leadership experiences including leadership education, training, and development dimensions. Students also reflect on each leadership experience and meet with a leadership coach to synthesize the experience. In our content analysis of 134 reflections from 17 students, we found that students articulate learning in the developing self area of the leadership identity development model including deepening self- awareness, building self-confidence, establishing interpersonal efficacy, and expanding motivations. Applying new skills was not as evident from the reflections. Students also demonstrated a broadening view of leadership in moving to thinking of leadership as a process and not just a position.

Journal of Leadership StudiesVolume 14, Issue 3 p. 56-62 Symposium A Critical Look at Leadership Educator Preparation: Developing an Intentional and Diverse Approach To Leadership Learning and Development: Priority 4 of the National Leadership Education Research Agenda 2020–2025 Darren Pierre, Corresponding Author Darren Pierre dpierre1@luc.edu Higher Education, Loyola University Chicago, Chicago, IL, USADarren Pierre, Higher Education, Loyola University Chicago, Chicago, IL 60611-2001, USA. E-mail: dpierre1@luc.eduSearch for more papers by this authorAllison L. Dunn, Allison L. Dunn aldunn@tamu.edu orcid.org/0000-0002-9773-7302 Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX, USASearch for more papers by this authorAmy C. Barnes, Amy C. Barnes barnes.269@osu.edu Higher Education and Student Affairs, The Ohio State University, Columbus, OH, USASearch for more papers by this authorLori L. Moore, Lori L. Moore llmoore@tamu.edu Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX, USASearch for more papers by this authorCorey Seemiller, Corey Seemiller corey.seemiller@wright.edu orcid.org/0000-0002-0707-0576 Leadership Studies, Wright State University, Dayton, OH, USASearch for more papers by this authorDaniel M. Jenkins, Daniel M. Jenkins daniel.m.jenkins@maine.edu Leadership and Organizational Studies, University of Southern Maine, Portland, ME, USASearch for more papers by this authorKerry L. Priest, Kerry L. Priest kerryp@ksu.edu Staley School of Leadership Studies, Kansas State University, Manhattan, KS, USASearch for more papers by this authorKathy L. Guthrie, Kathy L. Guthrie kguthrie@fsu.edu Florida State University, Tallahassee, FL, USASearch for more papers by this authorCameron C. Beatty, Cameron C. Beatty cbeatty@fsu.edu Florida State University, Tallahassee, FL, USASearch for more papers by this authorAdrian L. Bitton, Adrian L. Bitton bitton.5@buckeyemail.osu.edu Higher Education and Student Affairs, The Ohio State University, Columbus, OH, USASearch for more papers by this authorAntonio Duran, Antonio Duran aad0051@auburn.edu Higher Education Administration, Auburn University, Auburn, AL, USASearch for more papers by this authorKrista J. Bailey, Krista J. Bailey aad0051@auburn.edu Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX, USASearch for more papers by this authorSummer F. Odom, Summer F. Odom aad0051@auburn.edu Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX, USASearch for more papers by this author Darren Pierre, Corresponding Author Darren Pierre dpierre1@luc.edu Higher Education, Loyola University Chicago, Chicago, IL, USADarren Pierre, Higher Education, Loyola University Chicago, Chicago, IL 60611-2001, USA. E-mail: dpierre1@luc.eduSearch for more papers by this authorAllison L. Dunn, Allison L. Dunn aldunn@tamu.edu orcid.org/0000-0002-9773-7302 Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX, USASearch for more papers by this authorAmy C. Barnes, Amy C. Barnes barnes.269@osu.edu Higher Education and Student Affairs, The Ohio State University, Columbus, OH, USASearch for more papers by this authorLori L. Moore, Lori L. Moore llmoore@tamu.edu Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX, USASearch for more papers by this authorCorey Seemiller, Corey Seemiller corey.seemiller@wright.edu orcid.org/0000-0002-0707-0576 Leadership Studies, Wright State University, Dayton, OH, USASearch for more papers by this authorDaniel M. Jenkins, Daniel M. Jenkins daniel.m.jenkins@maine.edu Leadership and Organizational Studies, University of Southern Maine, Portland, ME, USASearch for more papers by this authorKerry L. Priest, Kerry L. Priest kerryp@ksu.edu Staley School of Leadership Studies, Kansas State University, Manhattan, KS, USASearch for more papers by this authorKathy L. Guthrie, Kathy L. Guthrie kguthrie@fsu.edu Florida State University, Tallahassee, FL, USASearch for more papers by this authorCameron C. Beatty, Cameron C. Beatty cbeatty@fsu.edu Florida State University, Tallahassee, FL, USASearch for more papers by this authorAdrian L. Bitton, Adrian L. Bitton bitton.5@buckeyemail.osu.edu Higher Education and Student Affairs, The Ohio State University, Columbus, OH, USASearch for more papers by this authorAntonio Duran, Antonio Duran aad0051@auburn.edu Higher Education Administration, Auburn University, Auburn, AL, USASearch for more papers by this authorKrista J. Bailey, Krista J. Bailey aad0051@auburn.edu Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX, USASearch for more papers by this authorSummer F. Odom, Summer F. Odom aad0051@auburn.edu Agricultural Leadership, Education and Communications, Texas A&M University, College Station, TX, USASearch for more papers by this author First published: 28 November 2020 https://doi.org/10.1002/jls.21712Citations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume14, Issue3Fall 2020Pages 56-62 RelatedInformation

Currently, more students receive leadership education from student affairs offerings than academic leadership courses. Using two simultaneous Delphi panels, Group A – 17 student affairs managers and Group B – 20 student affairs preparatory program faculty members, this study sought to identify the characteristics of a student affairs leadership educator. While there was agreement (93.8%, n = 32) that student affairs practitioners are leadership educators, there was a disconnect between the two panels in how leadership education should be demonstrated within the context of student affairs. These findings support previous research that student affairs practitioners and preparatory program faculty disagree on the characteristics needed to be a successful student affairs practitioner and expands the impact of these findings into the area of leadership education.

This study examined the motivation and intent towards leadership and entrepreneurship of students enrolled in academic leadership programs. The Entrepreneurship Professional Leadership (ELP) Career Aspiration Survey was completed by undergraduate students (N = 143) enrolled in leadership courses at a large land-grant university. The students had supportive views of both motivation and intent to lead, with a more supportive view of their intent to lead, but had a more neutral stance on their motivation and intent for entrepreneurship. While some students in leadership programs have a desire towards entrepreneurship, it appears most are more interested in and intend to participate in leadership in other capacities after graduation. Contrary to previous research, gender differences with regard to intent toward entrepreneurship was not statistically significant.

There has been an increased frequency of leadership courses being taught online. Scant research exists that describes effective practices for teaching leader ship online. This application brief describes an assignment, the “Real Life Leader in the Mirror” given to undergraduate students in an online personal leadership course as an end of course final project. In this assignment, students synthesize leadership concepts by comparing and contrasting their personalities, interests, beliefs, and capacities with a leader in the media. Through this assignment, students demonstrated the leadership competency of self-awareness and development. Specifically, students articulated knowledge of self, an understanding of self, the value of understanding self, ability to understand self, and the behavior of actually enhancing their understanding of self through this assignment.

Leadership educators should strive to promote deeper learning within their students.Fink's (2003Fink's ( , 2013) ) taxonomy of significant learning is a framework for intentionally grounding leadership curricula in the principles and practices of evidence-based learning.The purpose of this study was to measure undergraduate students' significant learning after the completion of a PLTA in a personal leadership course and reflection about the experience.A content analysis of 24 student reflections was used to analyze the six domains of learning: foundational knowledge, application, integration, human dimension, caring, and learning how to learn.Evidence of all six domains of learning were found within the student reflections and it was observed that students who had definite contexts in which to apply and well-defined goals for the assignment could better articulate their learning.

Consumer behavior is a complex phenomenon encompassing internal, external, and situational factors. This study examined perceptions of market consumers about fruits and vegetables in Trinidad and Tobago in terms of produce origin, growing method, and willingness to pay. A stratified purposive sample of consumers at 14 unique market locations was surveyed to measure the three constructs and demographics. Descriptive statistics, correlational analysis, a ttest, and one-way analysis of variance were used to analyze the data. Findings revealed consumers have positive perceptions of locally grown produce and produce grown without chemicals. Findings also revealed a slight willingness to pay more for such characteristics. There were small to moderate correlations among the three constructs. Male and female perceptions of locally grown produce were significantly different, but no differences were found based on age. Extension educators working with producers who sell directly to consumers can utilize results from this study in working with clientele to tailor marketing and production strategies. Further research into social norms and perceived behavior control is recommended to better understand consumer behavior and help Extension better prepare stakeholders for success in the market places.

Social and Emotional Learning (SEL) has often been an umbrella term for a wide range of competencies, including emotional processes, social and interpersonal skills, and cognitive regulation (Jones, Bouffard, & Weissbourd, 2013). We used the Borich (1980) needs assessment model to assess the professional development needs of Texas agricultural education teachers in core SEL skill areas. Data were collected with three forms of a paper questionnaire to determine teachers’ self-perceived levels of competence in core SEL skill areas. Twenty SEL indicators were assessed in four ways (Importance, Ability to Perform, Knowledge, and Ability to Teach), and then used to create three latent variables (Performance Competence, Knowledge Competence, and Consequence Competence), which served as dimensions of professional development needs. Agriculture teachers perceived the importance of all core SEL skill areas as having average or greater importance, their ability to model core SEL skill areas as average or greater, their knowledge of core SEL areas as average or greater, and possessing average or greater ability to teach core SEL skill areas. The findings of this study support the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2003) report and emphasize the importance of SEL in agricultural education.