The strength of American colleges and universities are dependent on the outcomes and trajectory of the students served. Based on literature reports, it is evident that co-curricular activities, systemic initiatives, diversity, and strategic planning have a positive impact on student development. At the helm of academic success is the ethos of student leadership and how progressive students navigate the pathway to obtain and maximize goals. There is no "one size fits all" mechanism to acquire student success; however, there are processes that increase the likelihood of positive outcomes. While it might be easier to wave a magic wand that adequately prepares students for the global market, that reality is dismal. Instead, collegiate entities are now adopting more practical approaches to develop its leaders and redefine the scope of student progress.
Higher education theorists have long proposed various ideologies on what practices most benefit students and how those methods can become transferrable skills post-graduation. Today, much of the literature tends to measure student leadership solely through programmatic processes and newly devised universal plans that hope to peak interest on campus. While these strategies may boost retention on an interim basis, they alone possess marginal influence to sustain the life cycle of a learner purposed to compete at the global level.
Astin and Astin (2000) found that leadership and the process of cultivating transferrable skills are the nucleus of higher education institutions. In order to maximize annual goals, individualized leadership plans each year is essential to the matriculation process. In addition, self-discovery, reflectiveness, networking, and the celebration of milestones are necessary components to undergraduate development. While we recognize that classroom experiences prepare students for the job market, co-curricular application affords hands-on training and demonstrates aptitude in governance and career readiness. Undoubtedly, active participation in student led organizations add value to the collegiate experience and heighten awareness in career preparation, management styles, and navigation of the job market. Those proactive in peer inspired organizations are more likely to serve in leadership roles post-graduation.
Studies centered in student government have encouraged students to become increasingly active as undergraduates. As leaders on campus, students gain the core principles associated with leadership. While leadership amongst peers can be a frightening task, exposure to various challenges offers relevant experiences. According to Terenzini, Pascarella, & Bliming (1996) co-curricular activities are connected to cognitive development as it relates to persistence and communication.
Leadership is not a dormant trait, but one that requires tenacity, courage, and fortitude. Involvement on campus can be fun, interactive, and thought-provoking; however, it does come with a price. The upside to professional development is self-awareness and the mastery of people skills as you interface with peers and leaders on campus. When asked, take advantage of opportunities to facilitate functions, coordinate activities, partner with faculty, research, and travel on behalf of your organization. The more exposure to others who are like minded increases marketability and confidence.
Initiative is important to the professional development process as it involves courage. As a leader, refrain from becoming content with your current position and always strive for more and don't be afraid to make courageous decisions. Remember leadership is not doing what's considered popular, but doing what is "right" and necessary to impart positive change. Studies have shown that leaders who possess the courage to make the "right" decisions reported personal fulfillment in the areas of morals, values, and overall motivation. The key to embracing undergraduate leadership involves developing an individualized success plan with consultation, setting meaningful learning outcomes, tracking progress, and resource maximization.