Major General Joseph P. Franklin (ret.) believes almost everything that he is as an adult can be traced back to his days at West Point, where he was not only a cadet but an instructor, football coach, and eventually Commandant of Cadets. U.S. Military Academy graduates are found at the highest levels in every walk of life: military, education, business, medicine, law, and government. "But," says Franklin, "you don't have to graduate from the U.S. Military Academy to embrace its ideals or to benefit from the wisdom that is taught there. Competent, even inspiring, leadership is within the grasp of nearly everyone." The principles of leadership-including Duty, Honor, Faith, Courage, Perseverance, Confidence, Approachability, Adaptability, Compassion, and Vision-can be internalized and polished to one's own level of expertise and ambition. "I have known Joe Franklin, since the late 1970s, when I coached at West Point and he was the Commandant of Cadets. General Joe is well-known by the many people whose lives he has touched as a truly thoughtful, approachable, and compassionate human being. He has written a very readable book using examples drawn from his personal experience to illustrate key principles of leadership, a subject I have studied and practiced for most of my adult life. His simple, honest, easy to understand text is a welcome addition to the references available to leaders, young and old alike. This book will definitely help you become a better leader. The General is one of the best ever!" - Mike "Coach K" Kryzewski, Duke University Basketball Coach
This book is written for emerging leaders. It is designed to help these leaders bridge the gap from stepping into a position of leadership and emerging as a confident and respected difference-maker. Within this text, award-winning scholar and leader-coach Charles Stoner meets emerging leaders where they are and focus on the issues that are most problematic for them. From the development of leadership skills to the practice and application of successful strategies, Stoner offers tools, ideas, and evidence-based advice to these up-and-coming leaders in an indispensable text that is direct, pragmatic, and action-oriented. Major topics include: Recognition, development, and practice of organizational leadership skills. Enhancing interpersonal dynamics and relationships. Organizational politics and interpersonal influence, creativity and innovation, negotiation and conflict resolution. Handling problem situations; effectively utilizing diverse talents and personalities. Introduction to major leadership and interpersonal development techniques. Case studies.
For more than sixty years, the Memorial Student Center-MSC-has served as the "living room" of the Texas A&M University campus. The MSC was conceived as a memorial to Aggies who lost their lives in the two world wars. More than just a monument to the fallen comrades, however, the MSC and programs initiated by its first director helped the university expand its focus to embrace an even more inclusive future. Author Amy Bacon surveys the development of two functions that quickly became vital to the mission of the MSC: a leadership laboratory for students and its centerpiece location as a place of extracurricular cultural and intellectual enrichment. She demonstrates how the MSC and the traditions that have developed around it blend with the national student union movement in a unique way that enhances the institutional heritage and aspirations of Texas A&M. This attractively illustrated book draws heavily on recorded oral histories, archives, and extensive interviews with key administrative leaders and students. Building Leaders, Living Traditions narrates the story of an institution that has transformed and enriched the lives of thousands of Aggie students and is poised to continue its vital mission. Since publication in 2009, the MSC renovation and expansion have been completed successfully, ensuring the "c" will continue to be central to students and former students alike. While an undergraduate at Texas A&M, Amy L. Bacon '91 served as the vice president of development for the Memorial Student Center. She holds a master's degree in public history from the University of Houston.
The recent decision to end the Deferred Action for Childhood Arrivals (DACA) has had a major impact on many who have been geographically uprooted to places they have never lived or known. Established in 2012, DACA allows eligible immigrant youth (Dreamers) to apply for protection for deportation and work permits in two-year increments. On September 5, 2017 the Trump administration announced that it would tersely end the program. While several organizations have taken charge by advocating and representing Dreamers, there are still many students in school districts who have not been represented or advocated for because of their limited language skills. On January 22, 2019, the U.S. Supreme Court declined, for now, to take up the Trump administration's request to review the lawsuit challenging the administration's decision to end Deferred Action for Childhood Arrivals. These students, although here legally, have not been able to been able to attain these skills simply because our schools do not have the adequate resources and personnel to attend to them (Cherng et al., 2017). This book exposes the experiences of 15 Educational Leadership candidates focused on improving their bilingual/multilingual school communities via conceptual ideas and policies learned as students and synthesizing these ideas into practice as future administrators. As such, the chapters presented in this project will be focused on the development of innovative methods to meet the needs of these communities. Guided by social justice leadership, this project exposes the empirical practices of these teacher leaders in their respective New York City communities. Immigration can be an on-going challenge for educational leaders, counselors, school personnel, community members, and those who are engaged in meeting the needs of this population. Teachers and leaders in new immigrant destinations — places that are seeing rapidly increasing numbers of immigrants — often find themselves dealing with a host of unexpected issues: immigrant students’ unique socio-emotional needs, community conflict, a wider range of skills in English, lack of a common language for communication with parents, and more (Tamer, 2014). Still, there is a high need of research providing leadership guidance addressing immigration policies and resources inside and outside schools.