Leveraging your programmatic "why": Articulating graduate leadership program value through mission alignment.

This article will explore why degree-granting graduate and professional leadership programs should align with institutional missions to clearly promote program scope and value proposition to prospective students. By touting program uniqueness, graduate and professional leadership program administrators can better serve graduate students by clearly advertising what they offer, why they offer it, and how students can expect to learn leadership both in and outside the classroom.

Envisioning the future of graduate and professional leadership education: Perspectives from the field.

The future of graduate and professional leadership education holds both challenges and promise. By sharing results from a focus group study about the field of leadership education, this article uplifts the voices of leadership educators and students who shared their hopes and concerns for the field. Their advice serves as a resource to those considering ways they might best serve students and organizations through the development and enhancement of programs.

A call for the leadership education field.

The collective message of this series of articles was formed by the thoughts of seasoned leadership educators. Their truth and investment in leadership education are clear. In this closing article, we share our thoughts on their many perspectives, ideas, and challenges. This article summarizes and synthesizes these articles with the metaphor of the bamboo field that strongly relates to the field of leadership education today.

Learning from our students: Being student-centered in an unstable world.

From the deaths of George Floyd and Breonna Taylor to the attack on Asian Americans in Georgia to the police shooting of Daunte Wright, the instances of traumatic events recently are too long to list, but the almost daily trauma is impacting our classrooms through the lived experiences of those who are a part of this living, dynamic system. Within this article we explore how we, as educators, have more responsibility than ever to acknowledge this trauma and work to support students bringing their whole selves to our classrooms.

Applying complexity to leadership educator professional formation.

Equipping leadership educators and students to navigate complex challenges requires new ways of thinking about and engaging in professional development. Using the framework of professional formation, we propose an approach to development leveraging complexity science and generative leadership.

A call for transdisciplinary approaches to address complex challenges.

Leadership education as a field of study has largely been considered multi- or interdisciplinary, yet many leadership educators find their programs siloed within the constructs of higher education institutions inadequate in addressing complex issues of today's world. The authors challenge organizations to embrace a truly transdisciplinary approach to equipping students with the capacity and skills to address issues of the world today.

Co-inquiry during unprecedented times.

The confluence of crises facing our global and local communities have challenged leadership educators to think and practice differently. This has meant shifts in how we teach, how we connect with students, and how we understand our role in making change in our institutions and communities. How can we navigate change personally and as a community? The purpose of this article is to introduce co-inquiry as an emerging method for professional community building, leadership learning, and action-oriented research.

The importance of mentoring relationships among youth workers.

Organizational leaders often work to retain their employees and teach them the knowledge needed in becoming future organizational leaders. The purpose of the study examined in this article was to determine how mentoring within Camp Adventure Child and Youth Services contributes to the development of students selected to deliver programs to children and youth worldwide. Strong evidence of mentoring and development were found in both the training and delivery of services. The results of this study are meaningful not only for the particular program studied but for all youth-serving organizations. Supervisors and administrators of youth-serving organizations should be intentional about developing and promoting healthy mentoring relationships to create positive environments for staff and the youth being served.