An Exploration of the Interest in and Challenges of Fostering Undergraduate Leadership-Development at Andrews University

Problem. Among the wide spectrum of definitions regarding the meaning of leadership there are also themes regarding a critical need for leadership-development, and the belief that leadership can be learned and should be available to all. Therefore, it can be said that higher education has both a responsibility and an opportunity to purposefully develop this a new generation of leaders. This study explored the potential of Andrews University to foster a culture of leadership-development that will transform students who will work in collaborative spheres of influence around the globe. Methodology. I used an exploratory, mixed-methods design. Data from an electronic survey were gathered from 418 undergraduate students. Thirteen Andrews University administrators, faculty, and staff were interviewed from a purposive sample selection process. Their responses were analyzed, clustered, and presented in 24 themes. Findings. Students showed a high level of agreement and support that Andrews should offer a variety of leadership-development programs. Students with higher levels of agreement that Andrews should offer leadership-development and believe that leadership-development will help them Seek Knowledge, Affirm Faith and Change the World will likely participate in the higher levels of leadership-development programs. The discriminate analysis showed that other demographic variables are not predictors of likely participation. The lack of characteristic predictors may be due to the generally high interest in leadership-development found in every demographic group. Most interview respondents expressed that leadership-development is a worthwhile and attractive prospect for Andrews University and that students, staff, and central administration will be highly supportive. They also noted that while many faculty are already supportive of leadership-development, that resistance should be expected, especially related to curriculum changes. Concerns regarding the busy lives of students and faculty, lack of collaboration, further proliferation adding to the financial constraints, and too much talk-too little action emerged as challenges. Recommendations and conclusions. The data and findings that emerged from this study provided a framework to identify 13 best practices for Andrews University to consider. As a microcosm of the international community,Andrews University has the potential to be a nucleus of learning in fostering a global undergraduate leadership-development culture

The Student Movement Volume 16 Issue 19: Strut to the Beat of Your Own Drum: AUnited Serves Diversity Through Style

HUMANS Honors Research Scholar: Jessica Rim, Interviewed by: Lauren Kim Senior Spotlight: Matthew Shelton, Interviewed by: Timmy Duado Student Movement Editor-in-Chief Candidate: Alannah Tjhatra, Interviewed by: Karenna Lee ARTS & ENTERTAINMENT AU\u27s New Community Art Classes, Megan Napod Son of Man, I Have Made Thee a Watchman : An Update on The Watchmen Acapella, Interviewed by: Steven Injety The AUnited Fashion Show, Solana Campbell NEWS Spring Graduation Schedule 2022, From the President\u27s Office and the Graduation Committee Statement from Vice President Faehner on Instagram Harassment, Abigail Lee, Francis Faehner, and Alyssa Palmer Sexual Assault Awareness Month: Take Back the Night , Andrew Pak IDEAS How To: Get Rid of that One Friend that Always Drops By at the Worst Moments, Gabriela Francisco Money, Unionization, and Assumption, Yoel Kim Should Kids Be Raised With Minimal Technology?, Elizabeth Getahun The Anonymous Elephant in the Room, Abigail Lee PULSE Infusion Vespers 2022, Wambui Karanja Other User, Anonymous What We Want, What We Need: Student\u27s Hopes for AUSA, Alannah Tjhatra THE LAST WORD Engagement Above All, Kurt Kuhlmanhttps://digitalcommons.andrews.edu/sm-106/1018/thumbnail.jp

Frances Faehner

https://digitalcommons.andrews.edu/faculty-institute-images/1040/thumbnail.jp

Preventing Gender-based Harassment in Higher Education

With increased reports of gender-based harassment within higher education, this session will train faculty to identify and eliminate hostile environment harassment in the classroom. Primarily, presenters will focus on identifying conduct that constitutes gender-based harassment (i.e. slurs, taunts, stereotypes or name-calling as well as gender-motivated physical threats, attacks or other hateful conduct) and how to address it

Preventing Gender-based Harassment in Higher Education (45-minute session, repeated)

With increased reports of gender-based harassment within higher education, this session will train faculty to identify and eliminate hostile environment harassment in the classroom. Primarily, presenters will focus on identifying conduct that constitutes gender-based harassment (i.e. slurs, taunts, stereotypes or name-calling as well as gender-motivated physical threats, attacks or other hateful conduct) and how to address it

How to Help Distressed Students: Learn the Signs and Resources Available To You

This workshop will address how to identify distressed students in your midst, whether it be from a break-up, poor grades, relationship problems or mental health issues, and who you can turn to for help and assistance in order to reach out and help these students. A handout indicating various presenting problems, along with the phone numbers and resources available to help with these issues, will be available for all attendees