Overcoming Leadership Learning Barriers: A Naturalistic Examination for Advancing Undergraduate Leader Development (original) (raw)
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Exploring Instructional Strategies and Learning Goals in Undergraduate Leadership Education
2011
Leadership education has been integral to the undergraduate curriculum since the early 1990’s. Today, more than 1,000 colleges and universities in the United States offer undergraduate courses in leadership studies and many offer academic credit in the form of a bachelor's degree, academic minor, or certificate. Yet, little is known about those who teach leadership studies courses to undergraduates, the instructional strategies they employ, or the learning goals they set. The purpose of this study was to identify the instructional strategies that are most frequently used by instructors when they teach academic credit-bearing undergraduate leadership studies courses, identify signature pedagogies within the leadership discipline, and assess the learning goals instructors believe are of the greatest importance in their courses. Schulman’s framework of Signature Pedagogies provided the framework for the portion of this study which identified the instructional strategies used most frequently. An exploratory factor analysis was performed to identify patterns of instructional strategies most often used. Fink’s Model of Significant Learning and Integrated Course Design provided the framework for the portion of this study that assessed the learning goals instructors believe are of the greatest importance in their courses. Results of a unique web-based survey of 303 instructors that taught academic credit-bearing undergraduate leaderships studies courses between 2008 and 2010 were analyzed using quantitative methods to identify the instructional strategies used most frequently by instructors within the leadership discipline and assess the learning goals instructors believe are of the greatest importance. Participants were solicited through the membership of the International leadership Association, National Clearinghouse for Leadership Programs, and NASPA Student Affairs Professionals in Higher Education. Data from 303 survey participants were analyzed and results indicated that instructors teaching undergraduate leadership studies courses prefer discussion-based pedagogies (such as class discussion) and instructional strategies that prioritize conceptual understanding and personal growth far more than traditional teaching and learning strategies like quizzes, exams, and lecture or skill-building activities such as role play, simulation, or games. Findings from this study suggest that class discussion—whether in the form of true class discussion or a variation of interactive lecture and discussion—is the signature pedagogy for undergraduate leadership education. While group and individual projects and presentations, self-assessments and instruments, and reflective journaling were also used frequently, overall, discussion-based pedagogies were used most frequently. Survey results also indicated that instructors place the greatest importance on learning goals that emphasize application, integration, and the human dimensions of significant learning more so than the learning goals of promoting foundational knowledge, caring, and metacognition (learning how to learn). These findings offer attributes that a variety of leadership educators have shared as effective for teaching and learning within the discipline and may facilitate the development of new leadership programming policies, provide direction for future research, and contribute to the existing body of literature.
Exploring Instructional Strategies in Undergraduate Leadership Education
This research explores the instructional strategies used by instructors teaching academic credit‐bearing undergraduate leadership studies courses through a national survey. The findings suggest an emphasis in discussion‐based and inclusive pedagogies and a milder use of highly interactive skill‐building pedagogies than once thought.
The Journal of Leadership Education, 2016
This study combines multiple national datasets on leadership educator demographics, education, positions, and experiences, in order to answer the question: Who teaches leadership? Comparing leadership educators across both curricular and co-curricular contexts allows a snapshot of the diverse perspectives of leadership educators and informs a set of critical questions and challenges for the field. Questions about the preparation and socialization of leadership educators, the development of pathways for faculty from traditionally underserved backgrounds, and the multiple roles and identities of leadership educators merit further investigation.
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The training and development of aspiring and future leaders in higher education remains a critical challenge for graduate programs across the country. One example of an "early intervention" program that seeks to bridge communication and leadership competencies is the PreDoctoral Leadership Development Academy, or PLDAthe focal case for this research article. This program was created for individuals from across disciplines with potential interest in leadership in higher education. Through the use of semi-structured interviews with former students of the program, this article highlights several communication-oriented teaching-learning strategies that can help to prepare doctoral students for formal and informal leadership opportunities in higher education. Overall, students viewed their involvement in PLDA as a process through which they could better understand the dynamics of leadership in higher education. Additional themes to emerge from the analysis included a deeper awareness of and appreciation for communication, a more nuanced understanding of the challenges facing institutions of higher education and the competencies and capabilities needed to lead these institutions, and the ability to learn about leadership and communication through interactive group exercises and mentorship offered within the program. The article concludes with recommendations for graduate program faculty and administrators based on a summary of the relevant findings from this exploratory project.
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