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The Handbook for Student Leadership Development (2nd ed.)
Susan R. Komives, John P. Dugan, Julie E. Owen, Craig Slack, Wendy Wagner, and Associates
San Francisco, CA: Jossey-Bass and National Clearinghouse for Leadership Programs, 2011, 448 pages, $55.00 (softcover)
The first edition of The Handbook for Student Leadership Programs, edited by Komives, Dugan, Owen, Slack, and Wagner (2006), was, and remains, a useful resource guide for higher education administrators and faculty members, with practical information about developing and implementing leadership programs on college and university campuses. With a slight change in its title, this second edition makes clear its focus on the target of those programs: the development of student leaders. The new edition maintains the useful and practical focus of the first edition and builds on it with a clear focus on inclusivity of diverse student populations, an exploration of current assumptions and trends in leadership development, and an acknowledgement of the multiple methods of program delivery for leadership education.
In the first chapter, Komives sets an inviting tone for the book by sharing her first exposure to leadership development. This engaging, personal story allows readers to recall their own "aha" experiences, connecting them to the subject in a meaningful way. This first chapter goes on to trace the development of leadership education, noting influential themes in scholarship, theory development, and professional practice and addressing current issues in campus-based leadership programs. The chapter's appendix is the first of many useful tables in the volume, presenting a chronology of influences in student leadership development programs.
Following this introduction, the book is organized in four parts: Foundations of Leadership Education, Program Design, Program Context, and Program Delivery. Reading sequentially gives a solid orientation to leadership education, with history, theory, and research providing a strong foundation to putting the concepts in practice. Later sections offer considerations, strategies, and resources for implementing leadership in various contexts and formats. Readers could enter the book at any point, however, and glean insights into how to improve existing programs-for example, establishing an assessment program or seeking external funding, restructuring or rebuilding curricula, or updating activities and content.
In chapter 2, Dugan and Komives expand on the historical introduction in chapter 1 to explore some of the foundational theoretical threads. With a focus...