Abstract
particularly discussions of leadership identity development (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005), as meaningful lenses to interpreting the case studies. Indeed, the leadership identity of the students using these cases may very well influence how they view and apply learning from a given case. Supplementing the case studies with emergent student development and leadership development theories will enhance student learning about relational and nonhierarchical approaches to leadership. In sum, the specificity and flexibility of this book make it a valuable contribution to faculty and administrators seeking to help students wrestle with the nexus of leadership theory and practice. It offers a much-needed contribution to the student leadership literature, is informed by and true to contemporary college student experiences, and useful across multiple educational contexts.
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