This study explored the extent to which co-curricular involvement, holding formal leadership roles, and participating in leadership programs contributed to female and male college students' capacity for socially responsible leadership. It focused specifically on the individual values of the Social Change Model of Leadership Development. An adapted version of Astin's Input-Environment-Outcome Model was the conceptual framework and the Social Change Model individual values including consciousness of self, congruence, and commitment served as the theoretical framework. Data were collected from a random sample of 3,410 undergraduates at one institution through the Multi-Institutional Study of Leadership. Participants completed a web-based survey including the Socially Responsible Leadership Scale-Revised2. Data were analyzed using hierarchical multiple regression to identify the extent to which the environmental variables contributed to outcomes. Involvement in student organizations was the most significant environmental variable and community involvement emerged as significant for women. A discussion of findings and implications is presented.

Incoming first-year college students (N = 4,292) were surveyed regarding attitudes and beliefs about leadership. Students' opinions about their leadership ability were high and were related to having an outgoing personality, as well as

The use of peer educators is standard in many student leadership development programs. This chapter includes an overview of leadership theory, leadership research, and considerations for designing curricular and co‐curricular peer leadership programs.

This paper describes a 2-week global study course to

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