Leadership Development through Service-Learning E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B SL Single Issue Student Leadership
• Sprache: Englisch

Seitenzahl: 212

Veröffentlichungsjahr: 2016

Beschreibung

Explore service learning scholarship, and important elements of program design that achieves both leadership learning and community impact. This volume provides an overview of the most up-to-date thinking on leadership development through service-learning, including: * the leadership competencies linked to service-learning experiences, * the processes of ethical engagement in community partnerships, * approaches for fostering more critical student reflection, and * applied examples, including an in-depth case study of a leadership course series, a wealth of service programs led by students, a mentoring model linking college student service with youth leadership development, and a youth leadership program with a national scope. The Jossey-Bass quarterly report series New Directions for Student Leadership explores leadership concepts and pedagogical topics of interest to high school and college leadership educators. Issues are grounded in scholarship and feature practical applications and best practices in youth and adult leadership education.

Leseprobe

New Directions for Student Leadership

Susan R. Komives EDITOR-IN-CHIEF

Kathy L. Guthrie ASSOCIATE EDITOR

Leadership Development through Service-Learning

Wendy Wagner

Jennifer M. Pigza

EDITORS

Number 150 • Summer 2016

Jossey-Bass

San Francisco

LEADERSHIP DEVELOPMENT THROUGH SERVICE‐LEARNING Wendy Wagner, Jennifer M. Pigza (eds.) New Directions for Student Leadership, No. 150, Summer 2016

Susan R. Komives, Editor-in-Chief Kathy L. Guthrie, Associate Editor

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CONTENTS

Editors' Notes

About This Volume

Conclusions and Points of Departure

References

1: The Intersectionality of Leadership and Service-Learning: A 21st-Century Perspective

Schools of Thought in Leadership Studies and Service-Learning

Critical Values for Service-Learning in Leadership Development

A New Tension Emerges: Critical Congruence

In Closing

References

2: Complementary Learning Objectives: The Common Competencies of Leadership and Service-Learning

Overview of Leadership Competencies

Leadership Competencies and Service-Learning Program Design

Select Leadership Competencies

Select an Appropriate Form of Service-Learning

Consult With Community Partners

Action and Reflection

Assess Student Development in Leadership Competencies

Considerations

Conclusion

References

3: Fostering Critical Reflection: Moving From a Service to a Social Justice Paradigm

Distinguishing Among Levels of Reflection

Connecting Critical Reflection to Leadership Education and Development

Moving From Critical Reflection to Critical Discourse and Action: Three Applications

Reflection for Transformation

References

4: Community Partnerships: POWERful Possibilities for Students and Communities

Initial Questions About Community Partnerships

Impact-Oriented Engagement and Partnerships

POWERful Community Engagement as Transformative Leadership

Characteristics of Effective Partnerships

Practical Considerations and Resources

Conclusion: The Seven Cs of Partnership

References

5: Reimagining Leadership in Service-Learning: Student Leadership of the Next Generation of Engagement

Rooted in Students, Increasingly Disconnected

Civic Practices and Longer-Term Commitments

Moving Forward

References

6: Decentering Self in Leadership: Putting Community at the Center in Leadership Studies

The Theoretical Basis for Community-Centered Service-Learning

The Leadership Studies Course Sequence and Its Outcomes

Advancing Leadership: Orphanage Tourism and Ethical Global Service

Considering Community-Driven Service-Learning in Leadership Education

Community-Centered Leadership Development: Progress Not Perfection

References

7: Intersecting Asset-Based Service, Strengths, and Mentoring for Socially Responsible Leadership

Asset-Based Community Development

Generativity and Leadership Development and the Connection to Mentoring

The Research Behind Youth Mentoring and Leadership Development

Mentoring as an Investment Relationship

The NHRI Program: Designing a Mentoring Program That Fosters Leadership Development

Recommendations

References

8: Hugh O’Brian Youth Leadership: Using a Theoretical Model at the Intersection of Youth Leadership Education and Service-Learning

Introduction to HOBY

The Story of HOBY's Founding: Leadership as Service

HOBY's Continued Commitment to Service

A Leadership Development Model to Fit HOBY's Service Values

Combining the Social Change Model with Service-Learning Methodology

A HOBY Program Described

HOBY's Major Program Change Implementation Life Cycle

The Role of a Shared Theoretical Model and Commitment to Service-Learning in HOBY Programs

References

Order Form

Index

End User License Agreement

List of Tables

Chapter 1

Table 1.1

Chapter 2

Table 2.1

Table 2.2

Chapter 3

Table 3.1

Table 3.2

Table 3.3

Table 3.4

Chapter 4

Table 4.1

Table 4.2

Table 4.3

Chapter 8

Table 8.1

Table 8.2

List of Illustrations

Chapter 4

Figure 4.1 POWERful Community Engagement

Chapter 7

Figure 7.1 Investment Relationship Model

Chapter 8

Figure 8.1 Leadership for Service (L4S) Model

Figure 8.2 Leadership for Service (L4S) Cycle

Guide

Cover

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Editors' Notes

This volume is grounded in the fundamental belief that the robust implementation of service-learning in leadership education is a powerful tool to educate students about service and leadership while also contributing to community impact. The complementarity of service-learning pedagogy with leadership education is clear. For example, we find leadership connections to service-learning in:

The emphasis on building inclusive leadership processes built on trust from the relational leadership model (Komives, Lucas, & McMahon, 2013)

The collaborative process among individuals, groups, and communities advocated by the social change model of leadership development (Higher Education Research Institution [HERI], 1996; Komives, Wagner, & Associates, 2009)

The importance of sharing power and expecting personal growth by all parties of transformational leadership (Burns, 1978)

The ability to discern whether challenges require technical or adaptive solutions from adaptive leadership (Heifitz & Linsky, 2002)

Realizing student learning and community outcomes, however, requires theoretical foundations and intentional design and implementation of service-learning principles.

This volume of New Directions for Student Leadership provides both theory and practice to guide service-learning integration into both academic and cocurricular leadership initiatives for high school and college students. The content and examples provided here emphasize how leadership outcomes are enhanced through high-quality application of service-learning. The text is primarily useful for educators and facilitators who want to expand their service-learning expertise and for service-learning educators and facilitators who want to amplify the leadership outcomes of their efforts. Additionally, community leaders in the nonprofit and local government sector who work regularly with student leaders will find this volume to be a useful window into the theory and practice of leadership and service-learning, which will deepen their capacities as coeducators.

The editors and contributors of this volume operate from a shared conception of service-learning. As a form of experiential learning (Kolb, 1981), service-learning links community service to student learning objectives, includes ongoing reflection, and is grounded in reciprocal community partnerships in which all parties benefit (Jacoby & Associates, 1996). Service-learning can occur in both academic and cocurricular settings, and, the distinction between community service and service-learning is whether or not an experience fulfills the service-learning essentials identified in the definition. Service-learning embedded in leadership education must:

Specify student learning and development outcomes that link service to academic content.

Include critical reflection throughout the experience that both challenges and supports students’ personal insights, theoretical understandings, and leadership practice.

Be grounded in reciprocal partnerships with the community, characterized by a primary concern for positive community impact.

Encourage student leadership as both a process and product of service-learning.

Engage students and community partners in purposeful action that addresses both immediate and/or systemic change issues.

About This Volume

The chapters in this volume address these five key elements of service-learning by offering both theoretical frameworks and practical advice. The opening chapter, by the volume editors, provides a theoretical orientation to the intersections of the theory and practice of leadership and service-learning. Grounded in a critical perspective, the authors articulate a set of values to guide leadership educators in their service-learning practice.

Chapter 2 by Corey Seemiller, “Complementary Learning Objectives: The Common Competencies of Leadership and Service-Learning,” explores the literature on leadership competencies and describes the intersection between the student learning outcomes of service-learning and those competencies. With this knowledge in place, educators can identify which objectives fit their course or program and make intentional choices about the nature of the service-learning projects that will best fit those goals.

Chapter 3, by Julie E. Owen, asserts community engagement creates opportunities for discussion that encourage a critical social justice lens. While engaging students in reflective thinking is not new for leadership educators, service-learning introduces distinct elements to that practice. Potential reflection topics include: the nature and sources of power, who benefits and who is silenced by service and leadership efforts, and the difference between charity and justice. Owen offers practical advice about developmentally sequencing reflective practice.

Developing sustainable community partnerships for service-learning may be a learning area for leadership educators. In Chapter 4, Jennifer M. Pigza focuses on impact-oriented community partnerships that are aimed at long-term engagement rather than stand-alone projects. Here, the POWERful Community Engagement framework—which stands for partnerships, objectives, working, evaluation, and reflection—offers a theory-based practical guide to community partnerships.

With conceptions of learning outcomes, reflection, and community partnerships established, Magali Garcia-Pletsch and Nicholas Longo offer their chapter, “Beyond Tactical Service-Learning: Student Leadership and the Promise of Democratic Engagement,” in which they argue for service-learning to reach its democratic potential by unleashing the power of student leadership in a democratic educational process inspired by the Highlander Folk School.

The last three chapters of this volume provide case studies of service-learning in leadership education that engage students and community partners in purposeful action. In Chapter 6, Eric Hartman shares the experience of his two-semester leadership course designed around community-centered and justice-oriented principles. In this example, students are assigned a global issue of injustice and work in teams to develop educational outreach strategies. Through this process, students strengthen their leadership knowledge, clarify their passions, and hone practical skills.

Mentoring is a popular service-learning activity, and in Chapter 7, Lindsay Hastings describes a strengths-based mentoring program designed to create a cascading effect of leadership development: college students mentor youth, who then mentor other youth. The objective for the college students is to identify leadership talents within their mentees, develop their leadership capacities, and direct their developed leadership toward positive reinvestment in others.

The final chapter in this volume is a case study by Vicki Ferrence Ray of the Hugh O’Brian Youth Leadership (HOBY). This leadership development program for high school students is grounded in the social change model of leadership (HERI, 1996) and service-learning methodology. HOBY believes that leadership is action, not title or position, and that no matter a person's age, role, or sector, effective positive leadership is ultimately service to humanity.

Conclusions and Points of Departure

We hope that this volume expands your knowledge about the possibilities and practice of service-learning in leadership education. As you progress through this volume, we encourage you to engage these questions: What social change is required in local, regional, national, and international communities? What kind of leadership does the world demand? What type of service-learning is best reflective of the leadership you espouse?

While the definition of service-learning provides a common ground, it is also a departure point. As Mitchell (2008) has noted, there is a debate in service-learning literature and practice that seems to “divide service-learning into two camps—a traditional approach that emphasizes service without attention to systems of inequality, and a critical approach that is unapologetic in its aim to dismantle structures of injustice” (p. 50). As we editors review the complexity of social issues, the challenges of youth, and the narratives that guide notions of leadership and change, we affirm our belief that a critical approach to leadership and service-learning engenders the development of powerful skills and capacities that can address the systemic social justice issues of our age. This volume provides lessons and guideposts for the journey.

Wendy WagnerJennifer M. PigzaEditors

References

Burns, J. M. (1978).

Leadership

. New York, NY: Harper & Row.

Heifitz, R. A., & Linsky, M. (2002).

Leadership on the line: Staying alive through the dangers of leading

. Boston, MA: Harvard Business Review Press.

Higher Education Research Institute. (1996).

A social change model of leadership development (Version III)

. Los Angeles: University of California Los Angeles, Higher Education Research Institute.

Jacoby, B., & Associates. (1996).

Service-learning in higher education: Concepts and practices

. San Francisco, CA: Jossey-Bass.

Kolb, D. A. (1981). Learning styles and disciplinary differences. In A. W. Chickering & Associates (Eds.),

The modern American college: Responding to the new realities of diverse students and a changing society

(pp. 232–255). San Francisco, CA: Jossey-Bass.

Komives, S. R., Lucas, N., & McMahon, T. R. (2013).

Exploring leadership for college students who want to make a difference

(3rd ed.). San Francisco, CA: Jossey-Bass.

Komives, S. R., Wagner, W., & Associates. (2009).

Leadership for a better world: Understanding the social change model of leadership development.

San Francisco, CA: Jossey-Bass.

Mitchell, T.D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models.

Michigan Journal of Community Service-Learning

,

14

(2), 50–65.

Wendy Wagner

is the Engaged Faculty Liaison in the Honey W. Nashman Center for Civic Engagement and Public Service and teaches in Human Services & Social Justice at The George Washington University. Wendy is formerly the director of the Center for Leadership and Community Engagement at George Mason University, and founder of the Nonprofit Fellows program and minor. Wendy is a coeditor of Leadership for a Better World (2009) and

The Handbook for Student Leadership Programs

(2011), as well as

Exploring Leadership: For College Students Who Want to Make a Difference: Facilitator Activity Guide

(2013) and the accompanying

Student Workbook

(2013). Wendy has a doctorate in college student development from the University of Maryland

.

Jennifer M. Pigza

is the director of the Catholic Institute for Lasallian Social Action, the center for service-learning and community engagement at Saint Mary's College of California. She is faculty in Saint Mary's graduate program in leadership and was founding chair of the masters degree in leadership for social justice. Her scholarly interests include critical pedagogy, impact-oriented community partnerships, and institutionalizing community engagement. She is founding coeditor of the journal

Engaging Pedagogies in Catholic Higher Education.

With over 20 years of higher education experience, Jennifer has a doctorate in the social foundations of education from the University of Maryland

.

1

This chapter provides a theoretical orientation to the intersections of the theory and practice of leadership and service-learning. It articulates a set of values to guide leadership educators in their service-learning practice. The authors advocate a critical approach that fosters social justice.

The Intersectionality of Leadership and Service-Learning: A 21st-Century Perspective

Wendy Wagner, Jennifer M. Pigza

Leadership development involves not just acquisition of content knowledge, but also learning skills and habits of being—learning that is most effectively addressed through experiential learning pedagogies (Cress, Astin, Zimmerman-Oster, & Burkhardt, 2001). Examples of experiential education include internships, field placements, study abroad, active pedagogical activities in the classroom, and service-learning. Service-learning was identified as an excellent context for leadership development as early as 1996 (Higher Education Research Institute [HERI], 1996). More recent research provides empirical evidence that community service experience is a predictor of increased capacity for socially responsible leadership in college students across gender, race, and other demographic groups (Dugan, Kodama, Correia, & Associates, 2013).

Twenty-first century problems require 21st-century notions of leadership and service. The theory and practice of leadership and of service-learning share common elements that make service-learning a fitting pedagogical choice for those who teach and facilitate leadership education in high schools and higher education. While there is consonance, however, the intersectionality of service-learning and leadership also reveals tensions.

Intentionality

: Like many of today's leadership development models, such as the relational leadership model (Komives, Lucas, & McMahon, 2013) and the social change model of leadership (HERI, 1996), the intention to contribute to the social good differentiates service-learning from other approaches. However, one person's “good works” is another person's hegemony. Good intentions are not enough to ensure good outcomes (Illich, 1968; McKnight, 1989).

Role of Failure

: On occasion, educators discuss the role of allowing failure to create powerful learning moments (Cannon & Edmondson, 2005; Malone, 2015). When students are engaged in a community setting, however, failure means that student learning has come at the expense of a community partner's progress.

Participation

: While tasking students with designing a service project provides valuable leadership learning experience, it is unfortunately commonplace for student projects to move from idea to implementation without consulting anyone in the community to be informed by their aspirations, needs, and existing projects. Although many 21st-century leadership models emphasize collaboration and inclusivity, service projects often do not consider community members to be full participants in the group or its leadership processes.

Prerequisites of Agency

: The message of today's leadership theories is that anyone can learn to engage in leadership processes (HERI, 1996; Komives et al., 2013). A similar sentiment exists in community service: “Anyone can serve.” While this may be well intentioned, it is a false promise that does not recognize the need for learning first. Damage is done in communities when outsiders arrive without proper training for their service activity, an understanding of the social issue at hand, the local history, the ways that power and politics shape the context, and the cultural awareness necessary to be effective in service.

Learning Across Cultures

: Many service experiences by their very nature feature opportunities for social perspective taking, conversations across sociopolitical and identity differences, and other experiences identified in the empirical literature as predictors of leadership learning outcomes (Dugan, Bohle, Woelker, & Cooney, 2014; Dugan et al., 2013). However, encouraging student/community member interactions presents an emotional risk for all involved, with a particular risk for community members to be essentialized or stereotyped.

This chapter proposes a set of values to navigate these tensions. The first section of the chapter offers a theoretical context for leadership and service-learning via a review of the schools of thought in each. As a result of this review, we present a framework of shared values present in 21st-century leadership and service-learning theory. Last, the chapter presents closing thoughts and challenges for service-learning and leadership education focused on the pursuit of change.

Schools of Thought in Leadership Studies and Service-Learning

While there are many ways to make meaning of the vast scholarship of both leadership and service-learning, the following section presents the literature in three schools of thought, which have implications for both the study and practice of leadership and service-learning. The review here is representative, not exhaustive. Although the publication dates of the referenced work may suggest a chronological evolution of these ideas, it is important to recognize three things: (1) all three paradigms are present in today's discourse, practice, and scholarship; (2) the influence of power and privilege affects the determination of what ideas are researched and published; and (3) these paradigms have existed in practice and discourse across eras, even if they were not represented in the published literature during certain time periods.

The Functional-Industrial School of Thought

In leadership studies, the functional-industrial school of thought emerged from the military-industrial context. The Industrial Revolution and two world wars directed research funding to examine the most efficient way to select and train people for positions of leadership (Rost, 1993). Alvesson and Spicer (2012) described this view as the functional paradigm, grounded in a positivist epistemology. As such, leadership is considered as an independent construct that can be discovered/understood in an objective, value-neutral way (Alvesson & Spicer), then generalized to other contexts. In this case, the bureaucratic contexts of this research resulted in leadership defined as the traits and behaviors of people in positions of power, and how people in those positions control events and people to achieve their goals. Influence in leader/follower relationships is assumed to flow from the leader, who holds a position of authority, to the followers. Considerations of power are focused on how to obtain it and use it to achieve one's own goals (Alvesson & Spicer, 2012; Rost, 1993). The implication for leadership development then, is self-reflection on which traits, behaviors, or skills (as identified by leadership studies research) one needs to acquire in order to be seen as an effective leader (Northouse, 2015). For example, Zaccaro's (2007) model of leader attributes and leader performance describes attributes such as: social appraisal, problem solving skills, and expertise/tacit knowledge.

Community service has been part of education for over a century and traces its roots to Dewey (1938). The specific concept of service-learning emerged in the mid-20th century (Jacoby & Associates, 1996), and although it did not grow from leadership theory, some orientations to service-learning carry shades of the functional-industrial model. For example, some conceptions of service-learning rely upon an expert model in which a faculty member assume that he or she knows the compelling challenge facing a community and implements a pathway to change. This noblesse oblige or deficit-based approach limits or removes community agency and voice, focuses on distinct projects rather than partnerships, provides disproportionate benefits to students and faculty, and assumes that the leader has the skills and traits to diagnose and treat a community problem.

The expression of a leader-centric approach to service-learning may be subtle. For example, the widely used PARE Model of Service (University of Maryland, 2015) offers four steps to service-learning process: preparation, action, reflection, and evaluation. The first step, preparation, includes preparing students regarding logistics, expectations, learning goals, and issue and community orientation—all of which are essential practices. By beginning with preparation, however, the model does not provide guidance about how the service site is identified, how to develop partnerships, or who is engaged in the process. Without such guidance, a leader-centric approach may prevail.

The Postindustrial/Relational School of Thought

As a political scientist and biographer of several U.S. presidents, James MacGregor Burns (1978) became convinced that a leadership paradigm grounded in hierarchical contexts and transactional relationships did not produce theory that fits the leadership experiences he chronicled. Rather, he observed that leaders and followers influence each other and the outcomes of leadership included meeting goals and also the personal development of those involved. By the 1990s, a paradigm shift in leadership thinking had been identified (Rost, 1993), which was a better fit in the so-called knowledge era, than the assumed bureaucratic context of the industrial paradigm (Alvesson & Spicer, 2012). The postindustrial leadership paradigm (Rost, 1993) reflects a context in which new ideas, innovation, and creativity are the important shared aims among collaborators who may or may not be doing their work within hierarchical structures or formal organizations (Uhl-Bien, Marion, & McKelvey, 2007).