Core Values, Activities, and Outcomes of Student Intellectual Leadership

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Authors

Publication Details

Journal
Knowledge Commons (Lakehead University)
Published
2026-08-27
DOI
https://doi.org/10.17613/y2722-jvj98
Primary Topic
Evaluation of Teaching Practices
Type
article
Field-Weighted Citation Impact
0.00
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article

Core Values, Activities, and Outcomes of Student Intellectual Leadership

Sonja Rae Fritzsche
Knowledge Commons (Lakehead University)
Evaluation of Teaching Practices
article

Core Values, Activities, and Outcomes of Student Intellectual Leadership

Sonja Rae Fritzsche
article en

Abstract

These are the presentation slides for classroom or workshop use. Can be 30 to 90 minutes depending on time available. Students have big dreams and are asked to identify their passion. They then are presented with a number of existing pathways to mapped out futures. The Charting Pathways to Intellectual Leadership (CPIL) initiative Toolbox (https://cpil.hcommons.org) provides undergraduates with the tools to create their own pathways, stepping stone by stepping stone, to draw on their own dreams and the agency to make connections across their academics, student activities/jobs, family and community to work towards future careers. This practice carries them to the first job, and beyond to the second, and the third to the career. Students are guided by their values and asked think about how to put them into practice, to lead an intentional life that is meaningful and creates the change for the future they most want to see. This work is human-centered, relational. Students are asked to consider as a focus in daily practice how they might share knowledge, expand opportunities, mentor, and steward the spaces around them. These are the practices of intellectual leadership. They are then asked to think in the future perfect - "What will they have wanted to have done?" in 1 week, in 1 month, in 1 semester, in 1 year, in 4 years, etc? This is their horizon goal. Then the work plan asks them to identify stepping stones on the way to that goal - the steps that are under their control. And to identify milestones - those aspects that are signals from others that they are on the right track or provide corrective feedback that leads to intentional reflection and course correction on the part of the student. In this way dreams become a concrete roadmap that the student creates and then discusses with their various mentors. This is the practical act of Goméz's "dreamstorming." This graphic is based on the Charting Pathways of Intellectual Leadership initiative graphic from Bill Hart-Davidson, Christopher P. Long, and Sonja Fritzsche.

Knowledge Commons (Lakehead University)
Openalex Percentile: Top 2%
Evaluation of Teaching Practices
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