This book shares the LEAD (Leadership Enrichment and Development) method, a framework for supporting and facilitating leadership identity development for women in higher education. Guided by feminist group processes and relational learning, the chapters in this volume illustrate the impacts of self- and peer mentorship on the authors. Part lived experience, part reflection on scholarship on women’s leadership development, this book has implications for those in leadership development settings across professional sectors and career trajectories, offering strategies, implications, and insights for those developing or seeking to learn about peer mentoring programming for women faculty. Women faculty, leadership development coaches, faculty development leaders, directors of centers for teaching excellence, program leaders focused on girls’ and women’s leader development, and students and scholars interested in women’s leadership development in higher education will find this volume of interest. While LEAD’s context is higher education, the volume offers valuable application to other professional settings where women work, lead, and thrive.

Praise for the Second Edition of The Handbook for Student Leadership Development "This is a must-have book for leadership educators and all student affairs professionals who want to develop impactful leadership programs and the leadership capacity of students. Buy it. Read it. Use it to develop the needed leadership for our collective future." — CYNTHIA CHERREY, vice president for campus life, Princeton University, and president, the International Leadership Association "As we continue to encourage leadership behavior in young people, it is very easy to get lost in a forest of new theories, programs, and definitions. This handbook serves as the compass to guide us, and it grounds the field of student leadership development in principles and best practices. Our challenge is to put this work into action." —PAUL PYRZ, president, LeaderShape " Comprehensive in design and scope, the second edition of The Handbook is a theory and practice resource manual for every leadership educator—inside and outside of the classroom." —LAURA OSTEEN, director, the Center for Leadership and Civic Education, Florida State University " Every college administrator responsible for coordinating student leadership programming should have this book. The Handbook for Student Leadership Development takes the guesswork out of leadership program design, content, and delivery." —AINSLEY CARRY, vice president for student affairs, Auburn University " I recommend without hesitation the Handbook for Student Leadership Development to student affairs professionals who desire to enhance the leadership experiences for all their students as well as teachers who are seeking ways to bolster their students' classroom experiences." — Dr. WILLIAM SMEDICK, director, Leadership Programs and Assessment, Office of the Dean of Student Life, and lecturer, Center for Leadership Education, Johns Hopkins University

Rather than focus on the actions of the coach, this handbook places relationships―to one’s self and to others―at the heart of the coaching activity. Beginning with an explanation of relational coaching, including its principles and practices, this account goes on to describe the evolution of the relational turn in executive coaching. Based on the descriptions of robust pieces of research into what works in coaching, which were carried out in three different countries―the United States, Canada, and the UK―this book brings sophisticated psychological thinking to the business context of executive coaching, thus deepening the experiences of being an executive coach in the modern marketplace.

For more than sixty years, the Memorial Student Center-MSC-has served as the "living room" of the Texas A&M University campus. The MSC was conceived as a memorial to Aggies who lost their lives in the two world wars. More than just a monument to the fallen comrades, however, the MSC and programs initiated by its first director helped the university expand its focus to embrace an even more inclusive future. Author Amy Bacon surveys the development of two functions that quickly became vital to the mission of the MSC: a leadership laboratory for students and its centerpiece location as a place of extracurricular cultural and intellectual enrichment. She demonstrates how the MSC and the traditions that have developed around it blend with the national student union movement in a unique way that enhances the institutional heritage and aspirations of Texas A&M. This attractively illustrated book draws heavily on recorded oral histories, archives, and extensive interviews with key administrative leaders and students. Building Leaders, Living Traditions narrates the story of an institution that has transformed and enriched the lives of thousands of Aggie students and is poised to continue its vital mission. Since publication in 2009, the MSC renovation and expansion have been completed successfully, ensuring the "c" will continue to be central to students and former students alike. While an undergraduate at Texas A&M, Amy L. Bacon '91 served as the vice president of development for the Memorial Student Center. She holds a master's degree in public history from the University of Houston.

Hardy shares her tested approach to leadership enrichment and provides a workbook to help leaders plan and own their development journey.

The Schoolwide Enrichment Model: A How-to Guide for Talent Development (3rd ed.) presents a common sense approach for helping students achieve and engage in joyful learning. Based on years of research, the Schoolwide Enrichment Model (SEM) is founded on highly successful practices originally developed for programs for gifted students. The SEM promotes “a rising tide lifts all ships” approach to school improvement by applying general enrichment strategies to all students and opportunities for advanced level follow-up opportunities for superior learners and highly motivated students. This guidebook shows educators step by step how to develop their own SEM program based on their own local resources, student population, and faculty strengths and interests. Instead of offering students a one-size-fits-all curriculum, the model helps educators look at each student's strengths, interests, learning styles, and preferred modes of expression and capitalize on these assets. The book highlights the model's fundamentals and underlying research and provides information about organizational components, service delivery options, and resources for implementation. The book suggests methods for engaging and challenging identified gifted students and provides practical resources for teachers using the SEM with all students.