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This scholarship-to-practice paper examines the importance of engagement among college students and highlights a partnership between two online institutions -- a two-year community college and a university -- dedicated to fostering diversity, equity, inclusion, and belonging. Guiding this work is the premise that higher education should be accessible to all who wish to pursue it, and that two institutions of higher education on opposite sides of the country can work together to share the stories and experiences of their students. The authors applied literature relating to belonging, engaging in campus activities, and the importance of sharing one's story to a partnership involving two different institutions and webinar discussions featuring underrepresented students.

Advocacy and activism have become frequent topics of recent research. In this study we sought to discover whether there are patterns of advocacy and to identify patterns so that advocates and activists might broaden their skills to increase effectiveness. Through engaging with 26 participants and using a conceptual framework of archetypes, findings revealed patterns of advocacy to be warm hearts, risk takers, liberators, path makers, rescuers, tempered radicals, and 9-5ers across faculty, staff, and students. Patterns were influenced by power, risk, and goal. Recommendations include individual, group, and institutional first- and second-order change interventions.

Though promoting student advocacy has become an essential part of leadership education, few studies explore development of advocacy in leadership education. This article offers how distortions, an aspect of a Black feminist reframing of dissonance, is related to existing leadership education literature. It then introduces students' voices demonstrating the importance of the realization of distortions in student advocacy development and links distortions with how power communicates and upholds systemic oppression. Finally, we offer practical recommendations based on a case scenario that utilize Black feminist perspectives of dissonance in refining student advocacy leadership education. Such insight prompts more effective strategies in student advocate development. [ABSTRACT FROM AUTHOR]

Though literature on student veterans and service members' (SVSM) transition to higher education has increased, absent is literature on the transition of non-veteran student affairs staff who work with SVSM. Using an acculturation model as a conceptual framework, this study explored strategies and processes used to adapt to working with an unfamiliar student population at a community college and research institution. Strategies included hiring a "savior" to avoid acculturation stress.

Though advocacy and activism have been frequent topics of research, few studies explore this work across campus roles, meaning inclusive of students, faculty, and staff. A more holistic understanding of advocacy would pave the way for more effective social justice efforts. Researchers used hermeneutic phenomenology to engage with 26 advocates finding that identity influences advocacy; advocates work for, with, and to others; and advocates take risks with consequences associated with their identities. The American Counseling Association's Advocacy Competencies extended the analysis to reveal the lack of alliances in cross-campus advocacy. [ABSTRACT FROM AUTHOR]

This article discusses the conceptual bridges between the leadership learning framework; specifically, its emphasis on metacognition and social justice advocacy, and explores how leadership education might be revamped. The focus of the article is practicing socially shared metacognition using the American Counseling Association's (ACA) advocacy competencies model. The purpose of the ACA advocacy model is to offer comprehensive advocacy-at individual, group, and community dimensions-with interventions aimed at systematic change. The model stresses creating alliances and working with the community. The article concludes with the practical implications of applying metacognition in leadership education and additional resources. A case example (Kai) is used throughout this article., (© 2024 The Authors. New Directions for Student Leadership published by Wiley Periodicals LLC.)