This article describes a two-credit critical service-learning course at the University of Minnesota and its evolution to utilize both the Social Change Model and Social Action, Leadership, and Transformation models in complementary ways to support student leadership development.

In this chapter, the authors investigate whether students' participation in the experiential components of co-curricular activities--specifically student organizations--is associated with their perspective taking and engagement in social change.

Educational environments have the capacity to cultivate transformative leaders who can resolve global issues and move society toward a positive social change. This chapter focuses on the value of mentorship and community-based service projects to support students' spiritual and leadership development. Lessons learned via a university case study of…

This chapter explores the concept of bridge leadership within the context of student activism and student activist leadership on college campuses. This work seeks to uncover certain types of leadership that can often be rendered invisible in social movement spaces.

This chapter explores the use of powerful pedagogies such as service-learning, cultural immersion, and community-based research to enhance leadership development. Four key principles are presented that describe how leadership educators can facilitate community-based learning in a way that creates an optimal learning environment for students, while…