Bibliographic record
Abstract
Undergraduate education can play a transformative role in developing students’ leadership capacities, the practice of which can be examined through the Scholarship of Teaching and Learning. This study examines how educational experiences in a senior undergraduate-level leadership development course at a western Canadian university contributed to shaping students’ self-awareness, personal philosophies, and leadership skills. Using thematic analysis of reflective writing from 17 students, the research revealed a significant shift among students from perceiving leadership as a positional role to understanding it as a lifelong personal journey of growth and societal responsibility. The findings suggest that, in addition to developing leadership competencies, the course facilitated personal transformations by exploring the alignment of personal values, individual leadership styles, and social awareness. A major contribution of this paper is a model that maps a path for students’ leadership growth, beginning with self-awareness, moving to the development of personal philosophy on leadership, and, finally, building practical skills. The findings of this study have broad interdisciplinary applications, highlighting the importance of fostering self-awareness and developing leadership philosophies to prepare students for navigating complex challenges and leading effectively in diverse fields. Universities and educators may consider integrating reflective teaching methods that encourage transformative learning. Such pedagogical approaches can support students in leading authentically, adapting their leadership to various contexts, and maintaining a strong commitment to ethical practices and positive societal impact.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.015 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.009 | 0.017 |
| Scholarly communication | 0.012 | 0.014 |
| Open science | 0.002 | 0.017 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.044 | 0.004 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".