Date of this Version
Journal o/Women in Educational Leadership, Vol. 4, No. 1-January 2006 ISSN: 1541-6224
After serving two three-year terms as a member of the Editorial Board of the Journal of College Student Development, I was nominated by a colleague for the position of editor that was to become vacant the following year. Had this colleague not nominated me, I am confident I would not have nominated myself. Accordingly, I would have missed out on a set of significant learning experiences that have taught me a great deal thus far about journal editing, about leadership and professionalism, and about myself. It seems somewhat premature writing about these experiences and working conclusions, much less offering this essay for publication, since I am still learning after two years into my work as a journal editor. It will also be a challenge to make it through this essay without citing references to what learning "should" be or "should" entail in order to determine the extents to which I'm measuring up as a learner. But that is not the point of this essay. Educators know that reflection is an on-going process as well as a process of discovery. Additionally, we know that reflection is best engaged while learning experiences are in process and not solely retrospectively. So, I will regard this essay as a progress report on learning and hope that you will regard it this way as well.
A version of this essay was delivered as invited remarks to the opening plenary session at the national Women in Educational Leadership Conference held in Lincoln, Nebraska October 2005.