Leadership Educator Professional Identity Development Study
This study involved conceptualizing leadership educator identity through the lens of professional identity development. From the synthesis of professional identity literature of similarly situated professions, a proposed model for better understanding leadership educator professional identity development was derived (LEPID). For more information about this study, go to the Journal of Leadership Education. This analysis was co-authored with Dr. Kerry Priest.
Leadership Educator Journeys Study
In this qualitative study, the Leadership Educator Professional Identity (LEPID) model was used as the lens to explore leadership educators’ identities as reflected through stories of their professional journeys. The study participants were attendees of a national professional development symposium for student affairs and faculty leadership educators. Participants were given 2.5 days to write a story about paradigm shifting “a-ha moments” and/or experiences that have shaped participants’ leadership educator identities. From these stories, themes related to and enhanced the LEPID model were discussed. For more information about this study, go to the Journal of Leadership Education. Dr. Seemiller served as the Co-PI of this study with Dr. Kerry Priest.
Using Narratives to (Re)Present Leadership Educator Identity Study
This qualitative study involved the collection of data using three narrative methods to capture short stories of lived experiences and life perspectives of professionals at a 2.5-day professional development experience for leadership educators. Data were collected during the conference as part of three intentional professional development activities, which represented the past, present, and future: storytelling, symbolic interactionism, and anticipatory reflection. Using a variety of analytic tools, these stories were examined to make meaning of past experiences, present beliefs, and future practices. More information on this study was published in the Journal of Leadership Education in 2018. Dr. Seemiller served as the Co-PI of this study with Dr. Kerry Priest.
Learning and Digital Distractions Study
The purpose of this study was to gain a better understanding of the digital platforms unrelated to the course that students are using while in class. The quantitative survey (ASSIST instrument) was administered in 19 classes in a Bachelor’s level organizational leadership program. Through analysis, platforms were ranked by the highest percentage of students who frequently or very frequently use the platform during class. In addition, the means for use was calculated using a Tukey HD test to account for all levels of frequency usage (beyond frequently and very frequently). The data was also disaggregated by age and gender grouping to uncover any statistically significant differences between the groups. More information about this study can be found in Contemporary Educational Technology and Journal of Leadership Education. Dr. Seemiller served as the Co-PI of this study with Dr. Sheri Stover.