Browsing by Author "Sunderman, Hannah M."

Now showing 1 - 20 of 29
  • Addressing Complex Issues and Crises in Higher Education With an Adaptive Leadership Framework
    Sunderman, Hannah M.; Headrick, Jason; McCain, Kate (Taylor & Francis, 2020-11-01)
    In response to freedom of speech crises and other pressing issues becoming more prevalent at college campuses, this conceptual paper provides a framework for higher education administrators, faculty, and staff to consider when challenges arise. Specifically, this paper highlights the framework of adaptive leadership before discussing three freedom of speech incidents at the University Nebraska-Lincoln (UNL) that demonstrate the nuanced difficulties associated with crises at institutions of higher education. Then, the actions of administrators during the incidents are considered in light of the adaptive leadership behaviors, such as taking perspective and empowering people to bring change. Finally, implications and future research directions are discussed. By analyzing these incidents and the response by administrators, other higher education stakeholders may be better able to address their own complex campus issues, such as free speech challenges, global pandemics, and other localized activity using adaptive leadership behaviors.
  • Thumbnail Image
    ALCE 3004 Module 2 Slides
    Sunderman, Hannah M.; Layne, Logan; Westfall-Rudd, Donna M.; Drape, Tiffany (2023-04-19)
  • Thumbnail Image
    Applying methodological innovation to explore generativity development among collegiate leadership mentors
    Hastings, Lindsay; Sunderman, Hannah M.; Sellon, Addison (2023)
  • Assessing and evaluating the impact of leadership mentoring on the collegiate mentor
    Hastings, Lindsay; Sunderman, Hannah M. (2023-05-01)
  • Thumbnail Image
    Assessing and measuring leadership identity
    Hastings, Lindsay J.; Sunderman, Hannah M. (Wiley)
    This article explores numerous complexities involved in assessing and measuring leadership identity development. It also reviews leader and leadership identity as well as prior attempts to assess leader and leadership identity development. Recommendations for effective assessment and measurement practices when diagnosing development in leader and leadership identity are offered.
  • Building a training and development intervention for peer leaders: Consideration vs. structure
    Sunderman, Hannah M.; Hastings, Lindsay J. (2022)
    Leadership is necessary for organizational effectiveness (Kroeck et al., 2004), a finding that applies to student organizations at institutions of higher education (Plante, 2016; Posner, 2012). However, student leaders of campus organizations face nuanced and significant challenges (Foubert & Urbanski, 2006; Plante, 2016). Therefore, we sought to diagnose and analyze the central challenge of a peer leadership position within a collegiate leadership mentoring program. After diagnosing the central challenge of the position, we built a training and development intervention grounded in the leadership theory of consideration versus structure (Halpin & Winer, 1957; Stogdill, 1974). The intervention was administered to two cohorts of seven student leaders and subsequently assessed for effectiveness. The current paper shares the assessment results, along with details on developing and implementing the leadership intervention. We hope practitioners can (a) implement the process we outline to conduct a needs assessment and create a leadership development intervention and (b) utilize the training in their co-curricular organizations.
  • Thumbnail Image
    Developing human potential: A personal approach to leadership
    Matkin, Gina S.; Headrick, Jason; Sunderman, Hannah M. (Pressbooks, 2023-08-01)
  • Thumbnail Image
    Exploring Collegiate Co-Teaching in Leadership Education for Faculty Development and Student Success
    McCain, Kate; Sunderman, Hannah M.; Council, Austin; Kaufman, Eric K.; Walz, Jerald H.; Friedel, Curtis R. (2024-07-15)
    Models and practices of co-teaching have been extensively studied in K-12 and teacher education contexts; however, the application and impact at the university level remains limited. Collegiate co-teaching transcends traditional instructional paradigms. Aligned with the Scholarship of Teaching and Learning (SoTL), co-teaching becomes a vital facet of faculty development, (Cordie et al., 2020) and student outcomes (Beck & Heck, 2007; Lock et al., 2018). This panel delves into the overlooked realm of co-teaching within higher education, specifically leadership courses, showcasing different approaches and examining the associated benefits for both students and faculty. To our knowledge, there is no literature on co-teaching specifically within leadership education. Panelists will shed light on innovative co-teaching strategies employed in leadership courses for pedagogical and professional mentoring purposes. The panel will also provide valuable insights into this powerful tool for faculty development and student engagement in leadership education. Specifically, participants will (1) learn about different examples of collegiate co-teaching in leadership education, (2) understand the benefits of co-teaching from a student and instructor perspective, and (3) engage in an interactive discussion to explore implementing co-teaching practices into their courses.
  • Generativity and socially responsible leadership among college student leaders who mentor
    Hastings, Lindsay J.; Sunderman, Hannah M. (Association of Leadership Educators, 2019)
    The current study examined and explained the relationship between generativity and socially responsible leadership using an explanatory sequential mixed methods design. The first, quantitative phase examined the predictive relationship between generativity and socially responsible leadership among 82 college student leaders who mentor at a four-year, Midwestern, land-grant university using multiple regression. The second, qualitative phase used a phenomenological design to explain the quantitative results by conducting semi-structured interviews among a sub-sample (n=9) of the quantitative phase participants. Results from the current study advance leadership research in social change as well as advance instruction by helping leadership educators demonstrate their outcomes related to generativity and social responsibility.
  • Generativity development among college students who mentor: A sequential multi-method quantitative study
    Sunderman, Hannah M.; Hastings, Lindsay (2023)
    Purpose: Generativity, defined as care for the next generation, is a hallmark of developmental theory (Erikson, 1950). Mentoring is an antecedent to generativity (Doerwald et al., 2021), with college students who mentor demonstrating higher generativity than their peers (Hastings et al., 2015). Yet, no research has studied generativity development longitudinally among college students who mentor. Design/methodology/approach: Using MANCOVA analyses, Study One (N = 91) cross-sectionally examined the influence of years spent mentoring on generativity levels among college students who mentor in the United States. Study Two (N = 44) employed growth curve analyses (GCA) in multilevel modeling (MLM) to analyze longitudinal changes in generativity over three timepoints, each one year apart, while accounting for the influence of gender. Findings: Although the results of the MANCOVA analyses in Study One were non-significant, Study Two revealed a significant and positive increase in generative behavior. Specifically, generative behavior (e.g., teaching a skill or serving as a role model; McAdams & de St. Aubin, 1992) increased by 3.26 points, indicating that participants may have, for example, moved from performing a generative behavior never during the past two months to performing it more than once. Originality: The current study advances the fields of college student development and mentoring by arguing for the utilization of mentoring interventions among college students to increase generativity and calling for changes to generativity measurement among collegiate populations.
  • The Influence of Being a Mentor on Leadership Development: Recommendations for Curricular and Co-Curricular Experiences
    Lee, Jim; Sunderman, Hannah M.; Hastings, Lindsay J. (Journal of Leadership Education, 2019-07-01)
    While there are well-established personal benefits to being a mentor, such as increased life satisfaction and job performance (Ramaswami & Dreher, 2007), how mentors grow and develop requires exploration. The current paper meets this need by presenting six key themes from two recent research studies related to the experiences that mentors perceived as contributing to their development. The growth of two leadership theories in particular were explored: (a) generativity and (b) Psychological Capital. The themes that emerge offer insights on how curricular and co-curricular experiences might maximize leadership development of students and ground leadership interventions, such as mentoring, in theory and research.
  • Integrating worthiness with leader identity development for college students
    Orsini, Jonathan; Sunderman, Hannah M.; McCain, Kate D. (Wiley, 2024-05-14)
    While leader identity development (LID) and meaning making are interwoven and essential for student development, little research has explicitly explored their intersection. In this article, we briefly summarize the work of two research projects that explored the intersection of LID and meaning making, including a review of the findings that "worthiness" is a central component of the LID process among college students. Next, we propose an Input-Process-Worthiness-Outcome model for LID that highlights the centrality of worthiness, conceptualizing inputs as developmental experiences; processes as meaning making, and outcomes as personal development. Finally, we close with a review of the scholarship behind the concept of worthiness and point out future research directions that require exploration regarding worthiness in LID, particularly among college students.
  • Thumbnail Image
    Intercultural Mentoring in Higher Education
    Adebayo, Bolanle; Sunderman, Hannah M. (Wiley, 2023-11-27)
    Intercultural mentoring is increasing in higher education in response to diversification and globalization. While intercultural mentoring relationships experience unique challenges, it can be a development learning opportunity for both mentors and mentees. Therefore, the current article discusses the following aspects of intercultural mentoring relationships in higher education: benefits and challenges, recommendations for effective practice, the role of mentors and mentees in ensuring a successful relationship, and future research frontiers. Mentors and mentees in intercultural mentoring relationships, as well as formal mentoring programs with intercultural mentoring dyads, will benefit from the recommendations offered in the current article.
  • Thumbnail Image
    Introduction to Leading from the Middle in Higher Education: Mentoring
    Sunderman, Hannah M.; Orsini, Jonathan (Wiley, 2023-11-28)
    “Leading from the Middle in Higher Education: Mentoring” is a Journal of Leadership Studies Symposium dededicated to the significance of mentoring in higher education, emphasizing the role of mentoring in leadership development for undergraduate and graduate students as well as faculty. To introduce the symposium, the current article provide insights into effective mentoring practices for mentors and mentees. The article delves into the definition of mentoring, both formal and informal, and discusses the benefits of mentoring within higher education. Additionally, it highlights crucial aspects of effective mentors and offers guidance on being an effective mentee.
  • Thumbnail Image
    Leadership identity development, meaning making, and the intersection of marginalized social identities: A scoping review
    Orsini, Jonathan; Sunderman, Hannah M. (2024-04)
    Purpose: The current paper is part of a larger scoping review project investigating the intersection of leader(ship) identity development and meaning-making. In this review, we analyzed 100 articles to determine the current extent of literature that covers the intersection of leader(ship) identity development, meaning-making and marginalized social identities. Design/methodology/approach: A review of the extant literature is included, and a conceptual model is suggested for further exploration into this critical and under-researched domain. Findings: More research is needed at the intersection of leadership identity development, meaning-making and marginalized social identities. Originality/value: As this area of study has expanded, scholars have noted an absence of research on the effect of multiple social identities, especially marginalized identities, on meaning-making and leadership identity construction.
  • Thumbnail Image
    Leadership transfer in rural communities: A mixed methods investigation
    Hastings, Lindsay; Sunderman, Hannah M.; Hastings, Matthew; McElravy, L. J.; Lusk, Melissa (Taylor & Francis, 2021-05-27)
    The United States is poised to experience one of the largest transfers of leadership in its history, markedly impacting rural community sustainability efforts. The purpose of this exploratory sequential mixed methods study was to identify themes related to rural leadership transfer using grounded theory and to test the facilitation of effective leadership transfer using structural equation modeling. Adult and youth leaders (N = 19) from three nominated rural communities comprised the qualitative phase and secondary data from a 2015 rural survey (N = 1991) comprised the quantitative phase. Mixed methods results indicated the environment conducive for effective leadership transfer (via broadened civic engagement) was facilitated when community hope became contagious based upon community development efforts achieved by hopeful, persistent community leaders. The presented findings offer greater precision to leadership research in community contexts and enable increased effectiveness in facilitating community leadership transitions, thus enhancing their generative capabilities.
  • Thumbnail Image
    Maximizing the role of undergraduate teaching assistants (UTAs) to match signature pedagogies in leadership education
    Hastings, Lindsay; Sunderman, Hannah M.; Knopik, Nick (2024-03)
    Purpose: The purpose of the current application paper is to integrate previous literature with recent results from practitioners on effective practices for utilizing small groups in the leadership classroom. Design/methodology/approach: We use these integrated findings to innovate practice on maximizing the role of undergraduate teaching assistants (UTAs) by matching their tasks to signature pedagogies in leadership education. Findings: The integrated findings revealed three practice themes: (1) match UTAs to pedagogical approach, (2) create small groups by design and (3) providing training and reflection practice for UTAs. Originality/value: In sum, leadership education can and should challenge historical practices in higher education whereby UTAs are used purely for grading and course logistics management.
  • Thumbnail Image
    Measuring Generativity among Emerging Adults: Advancements and Applications
    Sunderman, Hannah M.; Hastings, Lindsay J.; Sellon, Addison (Wiley, 2024-05-15)
    Despite being seen as a midlife construct, generativity (i.e., care and concern for the next generation) has significant utilization among emerging adults. However, the measures developed and recommended by seminal scholars to research generativity have had challenges when applied to the emerging adult population. Therefore, the current article outlines the history of generativity measurement, generativity measurement among emerging adults, recommendations for utilizing generativity measures in practice, and future research directions for generativity measurement among emerging adults.
  • “Mindset of Generativity”: An Exploration of Generativity among College Students Who Mentor
    Sunderman, Hannah M.; Hastings, Lindsay J.; Sellon, Addison (Taylor & Francis, 2022-01-01)
    The current study explored the development of generativity, care for the next generation, among college students who mentor K–12 youth. Interviews and degree-of-change graphs were conducted with 10 mentors using a phenomenological design. The findings revealed that mentoring positively influenced generativity. Additionally, antecedents and outcomes of generativity development emerged. The results argue for the role of being a mentor in psychosocial development, specifically generativity, which has implications for social responsibility, a goal of higher education.
  • Theory-driven approach to developing socially responsible leadership among college students who mentor: Congruence
    Sunderman, Hannah M.; Hastings, Lindsay (National Association of Campus Activities, 2023-02)
    The Social Change Model of Leadership (SCM) is the most widely used student leadership development model in higher education. Therefore, the purpose of the current paper is to share a theory-driven approach to developing Congruence, an individual value of the SCM. We discuss the development and implementation of a two-part virtual leader development intervention focused on college students who mentor K-12 youth. Part One was a virtual, twohour content block in the fall with interactive activities. Part Two was a small-group, virtual meeting in the spring with in-depth discussions. The intervention focused on recognizing congruent leadership and considering a situation from multiple values. The intervention was evaluated based on the learning objectives, and mentors perceived notable growth. The purpose of the current scholarship-to-practice brief is that leadership educators and student affairs practitioners can utilize the curriculum to facilitate and evaluate a Congruence intervention in a curricular or co-curricular setting.