Developing Leadership for Life: Outcomes from a Collegiate Student-Alumni Mentoring Program (original) (raw)

College mentoring: Alumni views on programme efficacy in shaping leadership ability

2017

This qualitative exploratory case study investigated the perceived role of mentoring in assisting African American males achieve leadership positions. Twenty African American male alumni of the Student African American Brotherhood (SAAB), a college-based mentoring programme, were interviewed. Emerging themes were: 1) educational success, 2) mentoring attitudes, 3) college and professional mentoring, 4) professional success, 5) leadership style and identity, 6) mentoring and the glass ceiling phenomenon, 7) mentoring and making leaders, and 8) satisfaction with mentoring and mentoring programmes. Participants attributed most of their professional success to their SAAB experiences. Findings provide suggestions on how mentoring programmes can shape leadership ability.

Alumni Applied Leadership Learning: The Influence of an Undergraduate Academic Leadership Program

Journal of Leadership Education, 2021

Few studies explore post-collegiate leadership applications of alumni who complete curricular leadership programs, like minors or certificates. How can we, as a field, say our leadership programs and courses integrate beyond the boundaries of campus or undergraduate life without an understanding of post-collegiate leadership applications? This study explored the leadership learning of alumni of an undergraduate academic leadership certificate in the southeast United States. The researchers employed a qualitative, single, embedded case study design and data collection for this study. The study primarily relied on in-depth interviews, utilizing an interview guide approach (Johnson & Christensen, 2014). The interview guide’s purpose was to focus interviews on topics related to students’ learning and current applications of program learning outcomes. This study’s findings highlighted the practice of reflection for alumni, appreciation for collaboration and building relationships, and how alumni could connect and apply their past leadership coursework to their current professional or personal leadership experiences. The researchers were interested in exploring how leadership learning in higher education contributed to students’ success in their careers, personal life, and community.

Leadership Education for College and Career Readiness: The CAMP Osprey Mentoring Program

2019

This article describes a program that combines meaningful community-based experiential learning for collegiate students with leadership-based mentoring, delivered either face-to-face or virtually, that helps K–12 students see college as an option for their future. The CAMP (Collegiate Achievement Mentoring Program) model is a partnership between institutions of higher education and K–12 schools, in which collegiate student mentors are paired with children in high-poverty K–12 schools to improve leadership and career-readiness skills for collegiate mentors and leadership and college-readiness skills for mentees. The CAMP model has positively impacted the academic and social outcomes of more than 1,500 student mentors and mentees in four states. This article describes the genesis, development, process, and outcomes of the CAMP Osprey program at the University of North Florida as a model for other educational institutions to replicate and adapt to meet the needs of their students. The ...

The Collegiate Achievement Mentoring Program: K-20 Leadership Mentoring for the Next Generation of Leaders

In this current educational context of high stakes accountability, public schools in Florida are under significant pressure to increase student achievement. This pressure is even greater in high poverty environments as those schools are impacted by multiple challenges, which serve to intensify the problem. Even more startling is the decline in the number of effective and student-centered resources, support structures, and authentic opportunities available to at-risk students within high poverty schools on a national level (Corbett, Wilson, & Williams, 2002). To address this problem, the University of Florida has developed a mentoring partnership that integrates collegiate service learning into a comprehensive leadership curriculum for at-risk elementary and middle-school students.

Leadership in the making: Impact and insights from leadership development programs in US colleges and universities

Battle Creek, MI: WK Kellogg Foundation, 1999

Between 1990 and 1998, the W.K. Kellogg Foundation funded 31 projects focused on leadership development in college-age young adults. This summary report presents an overview of the results from an external retrospective evaluation of approximately 60 percent of the funded projects, primarily those based in higher education institutions. It begins by describing the evaluation methodology, followed by a description of the evaluation outcomes from four components: (1) archival review, survey, interviews, and site visits; (2) grantee evaluation results; (3) short-term impact evaluation (the Penn State Erie Evaluation Project); and (4) long-term impact evaluation (the UCLA Higher Education Research Institute Analysis). The report then discusses the hallmarks of exemplary projects, grouped into four categories: context, philosophy, sustainability, and common practices. Examples of exemplary projects are also included. (EV) Reproductions supplied by EDRS are the best that can be made from the original document. W.K. Kellogg Foundation Vision Programming activities center around the common vision of a world in which each person has a sense of worth; accepts responsibility for self, family, community, and societal well-being; and has the capacity to be productive, and to help create nurturing families, responsible institutions, and healthy communities.

Cultivating Leadership Development: A Comprehensive Program for Undergraduates

Journal of Leadership Education

The Voss Advanced Undergraduate Leadership Experience (VALUE), is a student cohort program with a competitive application process. Students must have a prerequisite level of leadership education and self-select into one of three designated tracks. Students are paired with faculty and community mentors to learn about operations and collaboration in today's organizations. The program culminates with students developing an e-Portfolio, which is evaluated to measure student learning outcomes.

Leading Undergraduates to Become Leaders: A Case Study

The Journal of Applied Christian Leadership, 2017

this study intends to unveil key principles that configure the Undergraduate Leadership Program (ULP) implemented at a private university in the State of Michigan, USa. through a qualitative method of case study, this paper depicts the model and how students have responded. Data were collected using a focus group and model characteristics. the results indicate that student-centered and active learning was associated with significant leadership gains among students. although some academic settings may have resistance to innovation, the program outcomes represent a promising program alternative for universities as well as non-academic trainers who desire to be intentional about developing leadership skills in young people.

Leadership Education as Character Development: Best Practices from 21 Years of Helping Graduates Live Purposeful Lives

Journal of College and Character, 2012

Developing character, ethical values, social responsibility, and productive citizenship is identified in the mission of many colleges and universities. However, accomplishing and measuring such growth in students is often questionable. This article describes Northern Michigan University's Student Leader Fellowship Program, discusses development and implementation of the program, identifies several of the program's learning objectives, presents quantitative and qualitative outcomes assessment data demonstrating the program's impact on students, and discusses factors key to the twentyplus years of program success.