This chapter discusses connecting learning outcomes already pursued in many leadership development programs with the skills that are most in-demand by employers. Additionally, the need to holistically map and integrate the career skills gained in both curricular and cocurricular contexts is explored, with models provided for implementing this approach.

The phrase, "the college experience" is widely used by those anticipating college enrollment yet holds diverse meanings. For some, it means living in residence halls, participation in student organizations, or an intramural team, or perhaps studying for examinations, or participating in group projects or undergraduate research. Students are less likely to think of working for pay on campus as part of the college experience even though that experience is far more pervasive than any of those that were previously mentioned. According to a study conducted by the American Council on Education, approximately 70% of college students worked while enrolled in college (Carnevale, Smith, Melton, & Price, 2015). With college costs rising at a rate that is more than three times the rate of inflation over the past decade and projected to continue to rise, it is unlikely that this number will diminish any time soon (Caplinger, 2018).Despite the large percentage of students impacted by employment in college, the effects of this experience are not well understood. Riggert, Boyle, Petrosko, Ash, and Rude-Parkins (2006) write, "College student employment is pervasive and is becoming increasingly important. Yet the professional literature revealed a complex, and at times contradictory empirical puzzle regarding the impact of employment on the student' s higher education experience" (p. 65). Additionally, research focuses most often on the potential negative impacts of employment in college. Studies which look at positive gains from one' s experience in employment are much less common.On the negative impact side, research established that higher numbers of hours a student works can often negatively impact academic

This chapter makes a case for employing qualitative methodologies in the assessment of student leadership programs. Frameworks for reflective practice are discussed.

Adam Peck describes the Peer Involvement Advising Program at Stephen F. Austin State University.

The scholarship and professional practice of campus activities are likely entering an inflection point in its history. Numerous scholars, pundits, and bloggers have recently described what has become known as the "twin pandemics" -the global spread of Covid-19 and its resulting upheaval, public health crises, and community anxiety, combined with a global-scale reckoning of societal injustice and inequity based on social identity and economic privilege. Indeed, both have served to reinforce and lend focus on the other. Public health crises, for example, lay bare who has resources to address them and who does not. The potential connection to campus activities practice and scholarship was seeded prior to these profoundly disruptive events. Still, both have directly contributed to the speed and strength of discussion in our field for how, why, and for whom we do our work.The Editorial Board of the Journal of Campus Activities Practice and Scholarship believe that inclusion has always been the central purpose of our work in campus activities and will make a case that this must be our focus as we contemplate how to move forward in a way that has been informed by the "twin pandemics. " Diversity, Equity, and Inclusion (DEI), which we will often refer to collectively here, are not simply a current popular fad that will pass as the Covid-19 crisis lessens and attention in higher education passes to other topics. Indeed, the National Association of Campus Activities had begun integrating diversity, equity, and inclusion topics throughout its Association-wide Research Agenda long before most people knew what a "coronavirus" was. But it is also safe to say that our field has evolved in its understanding of how to approach this work. In the previous issue of this Journal, the Editorial Board described the updated Research Agenda, outlining its essential parts and highlighting what had been added from the previous version. Here, we focus on a specific, actionable area within the new Research Agenda -a concept that has served as a longstanding pillar in campus activities work, and also one that could be expanded in our focus on diversity, equity, and inclusion -student sense of belonging.In that spirit, we are pleased to announce that this Journal will soon produce our first-ever "Special Issue" in 2022. Each article will be designed to contribute to our understanding of the work of campus activities in the context of diversity, equity, and inclusion topics in higher education. We are also proud to be collaborating with a special Guest Editor to provide partnership for leading within this issue, Dr. Mamta Accapadi, the Vice Provost for Student Life at the University of Pennsylvania.As we set the stage for this important publication, the Editorial Board would like to open a conversation about approaching this critical conversation -not just in our research but also in our practice. This article will make a case that "infusing" EDI into our work isn't enough; it must become our work.