Students Leaders From Various Students Organizations

Alpha Epsilon Delta, an organization that had just became an official chapter at the University of Arkansas Fort Smith had to begin somewhere. From the time of its conception I was highly involved in the organization. I was voted president after serving on the inaugural executive team as treasurer. Newly formed organizations tend to dwindle without the correct guidance and leadership. I was determined not to let that happen to an organization with such ambitious causes diminish. I was able to reform and drastically develop the organization by using perseverance and problem-solving skills. We went from having one speaker during my term as treasurer to a having an invited speaker every month when I became president. I solved the problems from

The diversity of nonprofit organizations, services provided and the problems faced shows that nonprofits require leadership with an in-depth understanding of the multifaceted nonprofit landscape. Understanding the culture of nonprofit work is also crucial and much easier to understand once you have been through a nonprofit management program. My career interests lead me towards an avocation of a deeper knowledge of strategic management/planning, legal structure and standards, increase my skills in quantitative analysis of policy, financial governance and developing fundraising strategies. These areas allow for macro management within the nonprofit

Barker, R. A. (1997). How can we train leaders if we do not know what leadership is? Human Relations, 50(4), 343-362. Retrieved from http://search.proquest.com/docview/231429531?accountid=458

I have always known I love change, but from this class, I learned change is the hallmark of a leader. As John C. Maxwell says in The 21 Irrefutable Laws of Leadership, “Growth = Change.”The leadership assessments allowed me to understand myself in a new way. Because I am a curious green thinker, I need explanations and answers to understand my world. I tend to see the big picture of a project and my mind motivates me toward something new or improved. I am curious about new opportunities because I easily become bored with routine. Learning I have these characteristics has increased my confidence to pursue future leadership roles in a small to a mid-sized position.

Real leadership establishes in something more imperceptible and valuable, though, I agree that we should question whether we risk missing other benefits, particularly of the "lone wolf" kind that she mentions. Burton does not allow that the kind of classroom dynamic that Harvard describes might well develop important intellectual virtues, such as

In high school I was always the student going “above and beyond” everyone else. In many situations I would take the initiative to “super head” projects and make sure the task given was being done the correct way. At the high school I attended there were not many students like myself. Other students were focused on being in the “in crowd”, this left me feeling alone and not having anyone to relate to. When I stepped foot on Hampton University’s campus and saw the Student Leaders during New Student Orientation Week, I immediately knew that I wanted to be apart of the organization. Within the students I saw qualities that I also embodied, I also saw a group of hardworking students who are ready to succeed and take on the world. If I was accepted into The Greer Dawson Wilson Student Leadership Training Program (SLP), I would automatically grow as a person. I have already grown during SLP week, by learning that it is okay to come out of out of my comfort zone. Being apart of the Student Leadership Program would help me strengthen the leadership skills that I already

Raygene Parks is pursuing a bachelor's degree in Microbiology with a minor in non-profit leadership at Clemson University. Raygene has demonstrated her interest in service through undertaking the role as a Clemson Community Scholar. Her involvement in the program has ignited her interest in pursuing a variety of service-related avenues. She has gained a better understanding of non-profit functionality and community engagement through participating in board meetings for a local food bank, serving as a grant-writer for an international health-focused organization, and undertaking national-based alternative break trips. She is passionate about using leadership roles to assist in constructing servant leaders. She has been able to assist in helping

It is pertinent that leaders at the community college level have a solid understanding of their vision, mission, functions and operations (VMFOs). These are the principles that guide the values, ideals, structure, and direction of an institution. When leaders have the knowledge, skills and practices, it is easier to inspire and motivate others to do the same. In fact, when leaders hold all stakeholders accountable both internally and externally, the institution will see the benefits of a solid foundation in accordance with the institution’s vision and mission.

It would appear that my original theory regarding the applicability and practicality of this capstone was accurate. This course has managed to successfully supplement the knowledge I had previously acquired in other courses. For example, I was familiar with and understood the basic principles of leadership. However, this course has taught me that the ability to lead is not an exact science, but an art and determining how to proceed when faced with uncertainty or a highly volatile situation is an exceptional challenge.

One of the biggest lessons learned from this course is that to be an effective leader, you must have a diverse skillset. I’m not sure if there is any one magical component or characteristic in being a great leader. One influence during my review of the literature was that; although easier for some, I see leadership as something we must continually improve upon. This is in contrast to my belief during my first day of class, when I thought leaders just

Before this class, I had a very primitive and vague definition of leadership. Not only did I define it as per my views and ideologies, but I also said that each individual has their own definition of leadership. My initial belief was that leadership does not have a clear cut definition, but there were well defined leadership traits which made an individual. I also initially believed that personal traits did not translate into leadership traits with no strong correlation. After going through the various modules this class offered, it is safe to say that I have significantly redefined leadership and underwent a strong personal assessment. This paper talks what I took back from each of the class activities, assignments and how my self-assessment compares to the perception of others.

Leaders are not born; they are created through influence. Teaching Junior Achievement showed me that these curriculums allowed children to discover their gifted leadership styles and exercise them at a young age. When teaching My Region to a class of fourth graders, I gave students the ability to create their own business using their geographical location and resources at hand. I

The first item I presented to the class was the idea of self-aware leaders. I expressed to the class that I learned that self-aware leaders are more sensitive to their own actions and behaviors, and they know how to adjust to situations. I discussed with the class that being self-aware enables a leader to better plan for the future and allows one to anticipate ones actions and reactions, feelings, and desires. Reflecting on this I learned that this is not just a desirable quality in a leader but most people in general. Knowing one’s self can allow individuals to excel, not only in leadership roles but also personal life.

The nonprofit management education programs reveal that most of its populations are primarily female students who are also working as full-time while taking classes. This is not surprising as classes in the nonprofit leadership at Seattle University are currently

Understanding the tumultuous history of the organization and the impact of its leaders is instrumental in connecting the frameworks I choose for this project. While I believe most student affairs divisions’ lean towards servant leadership models, I found authentic leadership more appropriate given the complicated balance between student-centered efforts in diversity and access, and institutional mission of prestige and excellence. Authentic leadership ascended from the search for honest, trustworthy, and positive leadership approaches (Northouse, 2013; Nyberg & Sveniningsson, 2014). While transformational, servant, and authentic leadership are rooted in moral or ethical frameworks, authentic leadership differs in its