The Role of Leadership Educators

Transforming Learning

A Volume in Contemporary Perspectives on Leadership Learning

Series Editor

Kathy Guthrie Florida State University

Contemporary Perspectives on Leadership Learning

Kathy Guthrie, Editor

The Role of Leadership Educators: Transforming Learning (2018)

by Kathy L. Guthrie and Daniel M. Jenkins

The Role of Leadership Educators

Transforming Learning

by

Kathy Guthrie

Florida State University

and

Daniel M. Jenkins

University of Southern Maine

-

INFORMATION AGE PUBLISHING, INC.

Charlotte, NC • www.infoagepub.com

Library of Congress Cataloging-in-Publication Data

CIP record for this book is available from the Library of Congress http://www.loc.gov

ISBNs: 978-1-64113-098-1 (Paperback)

978-1-64113-099-8 (Hardcover)

978-1-64113-100-1 (ebook)

Copyright © 2018 Information Age Publishing Inc.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the publisher.

Printed in the United States of America

CONTENTS

Foreword

Jay A. Conger

Foreword

Susan R. Komives

Preface

Acknowledgments

Section I: Leadership Can Be Taught: Education and Educator

Setting the Stage: Importance of Leadership Education

Defining Leadership

Language of Leadership

Leadership as Interdisciplinary and Multidisciplinary

Leadership in the United States

Leadership Education: Responsibility of Leadership Educators

Theoretical Framework for Leadership Education

Co-curricular and Extracurricular Leadership

History of Postsecondary Leadership Education

History of Co-curricular Leadership Education

Beginning in the 1970s

Resource Development in the 1980s

Scholarship in the 1990s

Scholarship in the 2000s and 2010s

History of Academic/Curricular-Based Leadership Education

Academic/Curricular-Based Leadership Program Research

Conclusion

Leadership Educator as a Professional Identity

Identity

Model of Multiple Dimensions of Identity

Intersectionality

Informing Leadership Educator Identity

Engaged Pedagogy

Sentipensante Pedagogy

Storytelling

Culturally Relevant Leadership Learning

Leadership Educator Identity

Leadership Educator Professional Identity Development

Experiences of Becoming and Being a Leadership Educator

Bringing the Whole Self to the Leadership Learning Environment

Leadership Educator Resources

Professional Associations and Their Resources

Leadership-Focused Associations

Association of Leadership Educators (ALE).

International Leadership Association (ILA).

ILA Member Communities

ILA Publications

National Clearinghouse for Leadership Programs (NCLP).

Student Affairs-Focused Associations

ACPA: College Student Educators International

NASPA—Student Affairs Administrators in Higher Education

Professional Institutes, Workshops, and Symposia

National Leadership Symposium (NLS)

Leadership Educators Institute (LEI)

Leadership Education Academy (LEA)

Lead 365

Academic Journals

New Directions for Student Leadership (NDSL)

Journal of Leadership Education (JOLE)

Journal of Leadership Studies (JLS)

The Leadership Quarterly (LQ)

Beyond Journals and Monographs

Additional Leaderhip Educator Resources

Center for Creative Leadership (CCL)

Greenleaf Center for Servant Leadership

The Interassociation Leadership Education Collaborative (ILEC)

MESTIZA Leadership International

Multi-institutional Survey of Leadership

Additional Conferences of Interest

Conclusion

SECTION II: DESIGNING OPPORTUNITIES FOR LEADERSHIP LEARNING INTRODUCTION

Leadership Learning Framework

Unseen Leadership Program Architecture

Leadership Knowledge

Leadership Knowledge Development

Most Widely Utilized Leadership Frameworks

Instructional and Assessment Strategies

Leadership Development

Instructional and Assessment Strategies

Leadership Training

Instructional and Assessment Strategies

Leadership Observation

Instructional and Assessment Strategies

Leadership Engagement

Instructional and Assessment Strategies

Leadership Metacognition

Critical Thinking is Essential to Metacognition

Leadership Metacognition Can Be Taught

Instructional and Assessment Strategies

Conclusion

Leadership Education and Learning Contexts

Levels of Context

Brief History of American Higher Education Context

Broad Institutional Culture

Multiple Institutional Contexts

Co-curricular Programs

Academic/Curricular-Based Programs

Undergraduate Programs

Graduate and Professional Programs

Interdisciplinary Programs

Integrative Programs

Discipline-Specific Programs

Conclusion

Characteristics of Distinctive Leadership Programs

Intentionally Designed Programs

Learning Outcomes Creation

Designing Outcomes With Learning Taxonomies

Connecting Learning Outcomes to Appropriate Pedagogies

International Leadership Association Guiding Questions

Leadership Learning Environments

Role of Instructors

Supportive, Yet Challenging Environments

Integrative Learning Environments

Culturally Relevant Leadership Learning Environments

Application of Knowledge, Skills, and Values

Experiential Learning

Service-Learning

Experiences in Leadership

Making Meaning Through Reflection

Continous Program Improvement

Assessment Challenges

Conclusion

Distinctive Contextual Leadership Program Examples

Co-curricular Programs

Discipline-Specific

Interdisciplinary

Academic/Curricluar Programs

Discipline-Specific

Interdisciplinary

Integrated Curriculum

Discipline-Specific

Interdisciplinary

Conclusion

Assessment in Leadership Education

Assessment in Leadership Education: The Why

The What

The How

Resources

ILA Guiding Questions

Council for the Advancement of Standards in Higher Education

The Handbook for Student Leadership Development

Individual-Level Assessment

Direct and Indirect Measures of Student Learning

Assessment Strategies and Grading

Direct Measures of Student Learning

Indirect Measures of Student Learning

Students’ Self-Reported Outcomes: Measuring Student Experience

Competency-Based Approach

Program-Level Assessment

Formative

Developmental Sequencing

Summative

Curriculum

Curriculum Assessment Example Matrices

Long-Term Assessment

Institutional-Level Assessment

Establish Leadership Outcomes

Using Existing Data Sources

Align With Institutional Priorities

Conclusion

SECTION III: DESIGNING OPPORTUNITIES FOR LEADERSHIP LEARNING INTRODUCTION

Leadership: An Applied Discipline

Leadership Learning as Experiential and Active Integration

Integration

Teaching Leadership Through Transformative Pedagogy

Feedback and Debriefing

Feedback

Feedback From Practice and Peers

Practice-Feedback

Peer-Feedback

Debriefing

Other Debriefing Strategies

The Leadership Educator as a Role Model

Conclusion

Discussion: Leadership Education’s Signature Pedagogy

Discussion-Based Pedagogy

Discussion-Based Pedagogy in Leadership Education

Constructing Brave Learning Spaces

Practicing Discussion in Leadership Education

Discussion Methods in Leadership Education

Questioning

Student-Facilitated Discussion Versus Traditional Class Presentations

Discussant

Discussion Boards

Pedagogy-to-Practice

Pedagogy Overview

Transforming Leadership Learning Through Discussion

Case Study Methods for Leadership Education

Case Study Methods

Case Study Methods in Leadership Education

Individual and Direct Case Methods in Leadership Education

Case-in-Point

Multimedia

Discussion Boards

Competition-Based

Interviews as Case Study Method

Guest Speakers and Panels as Case Studies

Stories and Storytelling

Current and Local Events

Reverse Case Study

Pedagogy-to-Practice

Pedagogy Overview

Transforming Leadership Learning Through Case Study Methods

Reflection as Leadership Pedagogy

Reflection in Leadership Education

Personal Reflection, Self-Development, and Self-Awareness

Critical Reflection in Leadership Education

Journaling

Grading Reflective Journals

Additional Reflection-Based Pedagogies

Reflection-Based Pedagogies for Groups

Reflective Discussion

Multimethod

Technology-Enhanced Reflection

Pedagogy-to-Practice

Pedagogy Overview

Transforming Leadership Learning Through Reflection

Team-Based Learning: It’s All About Process

TBL

Setting Expectations

Forming Groups

Provide Opportunities for Group Development Early and Often.

Teambuilding.

Offer Feedback and Support

Course/Experience Ending

TBL in Leadership Education

Facilitating Group Process in Leadership Education

Setting and Sharing: Realistic Priority Levels, Expectations, Goals, Roles, and Processes.

Getting to Know You.

Collaboration and Problem Solving

Reflecting

Feedback as a Form Of Reflection

Assessment and Evaluation

Grading

Debriefing

Virtual Team-Based Learning

Pedagogy-to-Practice

Pedagogy Overview

Transforming Leadership Learning Through TBL

Service-Learning as Leadership Pedagogy

Service-Learning

Intentionally Developing Service-Learning Opportunities

Reflection

Comprehensive Action Plan for Service-Learning (CAPSL)

Service-Learning as Counter-Normative

Critical Considerations in Service-Learning

Challenges of Service-Learning

Challenging Traditional Service-Learning Pedagogy

Service-Learning in Leadership Education

Brief Overview of Empirical Studies

Congruency and Tension: Intersections of Service-Learning and Leadership

Types of Service-Learning Projects

Group Service-Learning Projects

Individual Service-Learning Projects

Online Service-Learning

Pedagogy-to-Practice

Pedagogy Overview

Transforming Leadership Learning Through Service-Learning

Self-Assessment, Peer-Assessment, and Observation Instruments

Self-Assessment

Self-Assessment Instruments

Peer-Assessment Instruments

Observation Instruments

Assessment and Observation in Leadership Education

Self-Assessment in Leadership Education

Self-Assessment Instruments in Leadership Education

Widely Used Assessment Instruments in Leadership Education

Leadership Practices Inventory

StrengthsFinder

Myers Briggs Type Indicator

Needs Assessments

Peer-Assessment in Leadership Education

Peer Evaluations

360-Degree Feedback

Observation Instruments in Leadership Education

Observation Instruments and Mindfulness

Utilizing Observational Instruments to Enhance Case Studies

Skill-Building With Skill Sheets

Pedagogy-to-Practice

Pedagogy Overview

Transforming Leadership Learning Through Assessment and Observations

Role-Play, Simulation, and Games as Leadership Pedagogy

Role-Play

Simulation

Games

Role Play, Simulation, and Games in Leadership Education

Role-Play In Leadership Education

Inclusion

Situational Leadership II

Simulation in Leadership Education

Classroom as Organization

Computer Simulated

Mount Everest

Games in Leadership Education

The Prisoner’s Dilemma

The Collegiate Leadership Competition

World of Warcraft

Pedagogy-to-Practice

Pedagogy Overview

Transforming Leadership Learning Through Role-Play, Simulations, and Games

Leadership as Art

Transforming Leadership Education Through Arts

Leadership Development From the Art Experience

Arts-Based Education in Leadership Studies: Constructivist and Interpretivist Pedagogy

Constructivist

Making

Drawing

Caricature

Systematizing

Doll Making

Music

Theater

Improvisational Theater

Storytelling, Poetry, and Spoken Word

Video Journal Projects

My Frame Digital Storytelling

Mixed Media and Three-Dimensional Art

Constructivist-Interpretivist

Visual Arts

Visual Metaphor Cards and a Visit to the Art Museum

Film and Television

Music

Literature

Radio and Podcasts

Teaching Tips

Pedagogy-to-Practice

Pedagogy Overview

Transforming Leadership Learning Through Art

Referencess

About the Authors

FOREWORD

Jay A. Conger

When I began my career as a leadership educator in the late 1980s, it was a field dominated by a relatively small number of academic frameworks and constructs—from the task and social roles to the contingency/situational/path goal models to the transactional versus transformational models to the “big picture” frameworks related to leading change. These models were the cornerstones of how we thought about leadership and ultimately what we taught in course work. The purpose of the leadership educator was relatively straightforward—explore the thinking behind these constructs and find ways to link them to ‘real world’ situations that students would face.

Today, the field of leadership has become far richer and as a result more complicated to teach. We can now take deep dives into what had been a singular dimension of leadership (for example, emotional intelligence is the richer and more nuanced variant of the early “social roles” of leaders). Our notion of leadership embodied primarily in a single individual has given way to the importance of a complicated process called shared leadership. We are now equally curious about the other side of the equation—followership—and what it takes to be a “good” follower. Reflecting a growing cynicism about institutional leaders, we adamantly talk about the importance of authenticity. Yet our understanding of this attribute is incomplete like so many new constructs that have normative appeal. We also still struggle with drawing meaningful distinctions between the activities of managing versus leading. For example, when is coaching a managerial activity or a leadership activity? The implication is that we as educators work in a field that is evolving, expanding and incredibly dynamic. We must be continually refreshing our perspectives as well as making sense of an ever growing, complex universe of research that underpins what we teach.

The second demand facing leadership educators is the breadth of choices in pedagogy that we have today. These choices are the result of innovations and “borrowed” pedagogies from fields such as adult education and psychotherapy that appeared in the 1980s and 1990s. As a doctoral student, I can recall thinking that teaching leadership was primarily a choice of which case studies and readings to use and how best to structure a compelling lecture that would follow a classroom discussion. In my first year as a professor, I had the good fortune to join the faculty at McGill University where experiential learning methods were being honed to teach leadership to MBA students. Simultaneously, the Center for Creative Leadership was pioneering powerful instruments such as 360 assessments to provide more reliable feedback on perceptions of an individual’s leadership style as well as launching leadership simulations like the Looking Glass. I began to experiment with both innovations. Today I realize that I was standing at the dawn of a new age of pedagogy for leadership development. The traditional classroom experiences suddenly appeared too narrow and limiting. My personal challenge became one of growing my repertoire of pedagogies beyond those that I had honed so well. I had to make significant investments in new ones often without experienced mentors to guide me.

These two forces rising up in the 1980s and 1990s—expanding bodies of research and emerging nontraditional pedagogies—have created the Renaissance that we enjoy today in leadership education. They have pushed education beyond traditional classrooms resulting in an explosion of co-curricular programing. As the authors note, there are now more than 2000 programs worldwide. At same time, they are redefining in powerful ways how we must think and act as leadership educators. In this book, Guthrie and Jenkins have taken this remarkable moment in our field to help us reflect more deeply on what this era demands of us as leadership educators.

While there are many lessons to be learned from reading this book, I want to highlight several that resonate with me so personally. As leadership educators, we must hold ourselves to a higher standard than our colleagues in other fields. Our classroom explorations of leadership often focus on the demonstration of exemplary behavior, the content of an individual’s character and the role of decisions guided by a moral compass. To be credible as leadership educators, we have to model these very behaviors, worldviews, and values that we teach. I can think of few academic disciplines that require this demanding standard of behavior. In addition, we are on parallel personal journeys of learning with our students. Most of us were drawn to the field because of a deep interest in human potential. We see leadership as a primary means to achieve that end. By necessity, we are curious about human behavior and often about our own. As a result, it is incumbent upon us to explore and understand who we are and how our multiple identities influence our roles as educators. After all, the teaching of leadership requires “engaged pedagogy.” While I believe most of us practice this form of pedagogy, it is a demanding practice. We appreciate the fact that the models of leadership we teach are often in a format of abstractions—generic competencies, linear frameworks. Their “translations” require a blend of pragmatism and creativity. More challenging is the fact that learning of leadership requires extensive practice. Yet our classrooms are structured for episodic learning in settings that are often removed from real world leadership challenges and offer limited opportunities for practice. While working within the constraints of a college or university setting, we have to be far more thoughtful and creative about how we bridge learning beyond the classroom.

Hand in hand with engaged pedagogy is the notion of agitation. Guthrie and Jenkins describe this as the practice of disrupting our students thinking and frames of reference to deepen their engagement around learning leadership. This is not easy to do. Ronald Heifetz at the Harvard Kennedy School is one of the rare masters at this skill. If anything, most of us err on the side of creating learning environments that are far removed from agitation. So how do we balance the seeming opposing forces of surprise and challenge with learning environments that are psychologically safe?

Finally, we live in a world where most individuals will have to lead masterfully across departments, functions, organizations, and cultures. Most of this leadership requires influence without authority. It is therefore an imperative for us as educators to create more integrative learning situations for our students to prepare for this demand. Ideally, we should be structuring learning experiences built around collaboration across departments/programs as well as combining curricular and co-curricular activities. To pull this off as educators, we have to be more adept at building powerful partnerships across our campuses. We have to cultivate our own networking and persuasion skills to enroll other departments and program owners to join along.

Welcome to the new world of the leadership educator. If you wish to be one, it is no longer enough to be an effective classroom teacher. We all need to be agents of change who can rally our campus colleagues to rethink how we teach leadership to young people in the context of educational institutions. We must think expansively so that learning stretches far beyond the classroom and reaches into every nook and cranny of a student’s life.

Guthrie and Jenkins have provided us with a wonderful rich resource to reflect deeply on who we are and who we need to become. This book will challenge you to become the best leadership educator you can possibly be. You will be inspired to do so.

FOREWORD

Susan R. Komives

There is an old Kenyan proverb that sticks tied together in a bundle are unbreakable. Higher education has many “sticks”—courses, majors, departments, activities, residence halls, bands, athletics, recreation—that bring quality education and experience to students. The institution also has many “threads”—transcendent values and learning outcomes like critical thinking, multiculturalism, and leadership—that weave among those sticks and bind them together. Those threads belong everywhere across the college environment.

Treads like leadership development are not just the responsibility of the campus’s leadership program, Center for Student Involvement, or the business school but by every major, student employment position, and area for student learning and involvement. Kathy Guthrie and Dan Jenkins have masterfully captured how leadership learning can be enhanced in these diverse experiences across the whole environment. Indeed, every single student experience is and must be an opportunity to develop leadership in every student.

Just as any student has the potential to develop leadership capacity, all educators have the potential to expand their educator identity to include being a leadership educator. Indeed, Guthrie and Jenkins define leadership educators as “… anyone who intentionally develops and delivers leadership initiatives” (p. 4, this volume). This book provides the foundation perspective and scaffolds the experiences of educators to make that a reality. Users of this book must be open to mindfully confront their own leadership philosophies and perspectives and enhance their own leadership practices. It starts with you!

Guthrie and Jenkins affirm that developing students’ leadership capacity is a transformative experience symbolized by the butterfly on the cover of this book. Educators must remember that one does not grow a butterfly by merely sticking wings on a caterpillar. True transformation changes a person by adding perspective and complexity that fundamentally changing what Kegan (1994) called changing one’s stage of consciousness. It is a developmental process. Our leadership identity development research (LID; Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) indeed showed that one’s leader identity changed as one developed a more complex view of leadership often through learning the language of leadership. That evolution happened in the context of reflection on meaningful engagement with supports from adults and peers.

I challenge readers to focus on four important dimensions of their own leadership educator development and in the development of capacity in their students that are dimensions of this book.

(1) Educators must address their own and their students’ leadership self-efficacy. No amount of study of leadership or skill building in leadership will be enacted if one does not have the leadership efficacy to be willing to engage with others, try new skills, and think “I can do this” or “I can learn how to do this!” This involves two types of developmental readiness- one to learn and one to engage in the leadership behavior (Reichard & Walker, 2016). These important aspects of readiness are related to current scholarly work presented in this book on fixed and growth mindsets (Dweck, 2008).

(2) Admittedly, educators’ mindset about teaching and developing leadership is to influence individual students to develop their leadership awareness and capacity. Individuals do need to understand themselves, enhance their awareness of others, and build their individual capacities. We are good at that. It is a bigger challenge to develop the personal mindset that leadership happens among people working together in groups. We must move from an entity (“the leader”) approach to a leadership approach (“the group’s process”) (Komives, Lucas, & McMahon, 2013; Uhl-Bein & Ospina, 2012). This means teaching groups how to work more effectively together and developing student organizations to be leader-full environments not just leader-led environments.

(3) I applaud and encourage readers to develop their skills to design and facilitate meaningful discussions particularly to enhance students’ capacity to engage in discussions around difficult social and cultural issues. Dan Jenkins’ research, presented in this book, identified “discussion” to be the signature pedagogy for leadership education. Our Multi-institutional study of Leadership identified the high impact practice of engaging in cultural conversations to be critical to leadership development (see Dugan, Kodama, Correia & Associates, 2013). Meaningful discussion teaches listening skills, dialogue skills, develops social perspective taking, clarifies worldview, and supports developing a growth mindset. Take this seriously!

(4) All kinds of mentoring matters and educators should ensure that mentoring is part of their own and their students’ experience. This book emphasizes the role of faculty, staff, and peer mentors in developing leadership capacity. A powerful finding in our LID research was that peers who served as mentors actually developed further leadership capacity through being mentors (Komives et al., 2005). Developing peer leadership mentor programs in academic majors, among office staff, and in organizations supports the continued leadership development of all students.

This book thoughtfully abounds with scholarship, research, good practices, and resources to support the development of each leadership educator and diverse leadership programs on each campus. The comprehensive treatment of the range of teaching, learning, and developing leadership is impressive. Treat yourself to a personal journey of becoming a better leadership educator and a better leader. Your students will benefit by your commitment to the goals of engaging with this fine book.

REFERENCES

Dugan, J. P., Kodama, C., Correia, B., & Associates. (2013). Multi-Institutional Study of Leadership insight report: Leadership program delivery. College Park, MD: National Clearinghouse for Leadership Programs.

Dweck, C. S. (2008). Mindset: The new psychology of success. New York, NY: Ballentine Books.

Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.

Komives, S. R., Lucas, N., & McMahon, T. R. (2013) Exploring leadership: For college students who want to make a difference (3nd ed.). San Francisco, CA: Jossey-Bass.

Komives, S. R., Owen, J. E., Longerbeam, S. D., Mainella, F. C., & Osteen, L. (2005). Developing a leadership identity: A grounded theory. Journal of College Student Development, 46, 593–611.

Reichard, R. J., & Walker, D O. (2016). In pursuit: Mastering leadership through leader developmental readiness. In R. J. Reichard & S. E. Thompson (Eds.), New Directions for Student Leadership: No. 149. Leader developmental readiness (pp. 15–26). San Francisco, CA: Jossey-Bass. 

Uhl-Bien, S., & Ospina, S. (Eds). (2012). Advancing relational leadership research: A dialogue among perspectives. Greenwich, CT: Information Age.

PREFACE

Leadership as a discipline, leadership education as a field, and leadership educator as a profession are still in their infancy and rapidly evolving. For the last 30 years, the field of leadership studies has continued to expand. Guthrie and Osteen (2016) challenged higher education to reclaim their role in development leadership capacity of students. Further, Chunoo and Osteen (2016) argued that higher education’s purpose, mission, and context directly align with the environment and resources necessary to provide quality leadership education in both academic/curricular and co-curricular contexts.

Because of this alignment, as professionals in higher education, we are constantly asked to provide opportunities for students to learn leadership. However, little if any professional development occurs in how to create such learning opportunities. Jenkins (2017) found that fewer than one-quarter of leadership educators have a terminal degree in leadership or a related field, and fewer than half of leadership educators have completed any graduate-level coursework in leadership, higher education, college teaching, college student development, or a closely related field.

This book is written to fill that gap. Its primary audience is leadership educators in a variety of contexts, including student affairs professionals who work with co-curricular leadership programs in higher education. Often times student affairs professionals are called on to provide student leadership education for positional leaders including student organization officers, student employees, conduct board members, orientation leaders, peer mentors, and so on. Divisions of student affairs also often provide trainings to the larger student body in various forms, for example, a lecture on being engaged through campus activities, offering self-assessments through a career center, or leadership workshops on various knowledge, skills, and values through the leadership office. This book would also benefit any college instructor who has been tasked with teaching a leadership course at either an undergraduate or a graduate level. Because leadership is multidisciplinary, this cuts across colleges, majors, departments, and programs. Finally, this book was written for anyone seeking to advance capacity to facilitate leadership learning. This could be graduate students who will be facilitating such leadership learning opportunities in future positions, those in current positions who have been tasked to develop and deliver leadership education programs, or those simply interested in learning more.

With our focused audience in mind, the overall organization of this book provides resources for leadership educators in three sections. The first section, Leadership Can Be Taught: Education and Educator, sets the stage for leadership education and the professional work of leadership educators. Chapter 1 provides a broad view of leadership education and the historical underpinnings of the field and profession. Exploring how our multiple identities influence our professional identity as a leadership educator is in Chapter 2. Culminating in Chapter 3 is a variety of professional development resources for leadership educators, including professional associations, journals, potential books and textbooks, and other interesting resources.

Designing Opportunities for Leadership Learning, the second section, collectively provides information, resources, and examples of leadership program design with learning at the center. Chapter 4 introduces a leadership learning framework that focuses on six aspects of leadership learning: content, development, training, observation, engagement, and metacognition. The importance of context is explored in Chapter 5, examining multiple layers of context, as well as institutional settings such as academic/curricular, co-curricular, undergraduate, graduate, discipline-specific, interdisciplinary, and integrated. After in-depth review of literature, five characteristics of distinctive programs emerged, which is discussed in Chapter 6. Next, Chapter 7 provides examples of distinctive programs in various contexts. Finally, Chapter 8 addresses assessment of both individual leadership learners and leadership education programs. Together these five chapters provide in-depth information on leadership education program design.

The third and final section, Delivering Leadership Education, offers specific instructional and assessment strategies for leadership learning. With the Leadership Learning Framework introduced in Chapter 4, this section aims to provide an array of instruction strategies with facilitate transformational leadership learning. Chapters 9 to 17 focus on a range of instructional strategies, including discussion, case study, reflection, team-based learning, service learning, self-assessments, role-play, simulation, games, and art, to fulfill learning outcomes. Each of these chapters provides an overview of the instructional strategy, situates it in leadership education, provides specific examples, and finally provides summary points and ways to put it into practice.

Much like the butterflies on the cover of this book, we hope the information provided can help leadership educators transform leadership learning. We have enjoyed our journey as leadership educators and are excited for you to join us in this community of practice.

ACKNOWLEDGMENTS

No book is ever written “in a vacuum” or in isolation without a lifetime of influence from multiple factors. It takes countless conversations, listening, thinking, reflection, and learning to develop ideas and concepts into something worthy of others reading. When I think about all of the individuals who have been there for me to engage in these conversations about leadership, taught me about what it means to be a leader, taken chances on me, and role model what true, authentic leadership is, I could write a book on just those lessons. However, some people directly influenced this book, and I cannot miss the opportunity to mention them. My co-author, Dan, I am thankful you agreed to go on this journey with me. Besides our shared love for FSU, I appreciate our common appreciation for all things leadership, connecting others, engaging in discourse for the sake of moving forward, and just having fun!

I am incredibly grateful for the professionals in the Leadership Learning Research Center, I am continually in awe of being able to work collectively with such an intelligent, passionate, fun group of people. Every day I learn from our conversations, and I am a better person because of you all. I am fortunate to have colleagues who “have my back,” such as Maritza Torres for her multiple suggestions, insights, love, and support on this project—you kept me motivated and reminded me why we do this work every day; V. Chunoo and Trisha Teig for providing meaningful feedback on an abbreviated timeline; and Sally Watkins for her design and concept brilliance. Yes, feedback does equal love! I am also fortunate to have strong women in my life who individually and collectively support and love me unconditionally: Janet Guy (who I am lucky to call mom), Sara Thompson, Elizabeth Swiman, Laura Osteen, Mary Reynolds, Phyllis McCluskey-Titus, and Susan Komives.

Mostly, I am thankful for Team Guthrie. I am nothing without you. Every author knows the sacrifice it takes to write a book. Brian, you have always been the love of my life, my biggest fan, and the greatest partner I could ask for. The words “thank you” do not express my love and gratitude for you and all you give me each day of our lives. Kinley, you have sharpened my focus, given me purpose, and motivate me every day to be the best version of myself.

Kathy L. Guthrie

July 2017

This book is a product of passionate pursuits and is influenced and supported by compassionate family members, incredible mentors, and loyal colleagues. When I think about the myriad conversations with new and seasoned leadership educators that affirmed the need for this book; the colleagues, co-authors, and co-facilitators who helped me explore both the scholarly and applied sides of leadership education; and the students, faculty, and other professionals who I learned from along the way, I realize how lucky I have been on this academic expedition. From my own leadership learning journey as a high school band officer to an undergraduate fraternity executive board member and student senate president pro tempore to leadership roles in hospitality, finance, and higher education, this book represents those crucible moments where I become a better leader as a result of my experiences and the support and opposition of those I met along the way. Equally, many people directly influenced this book, and I am grateful for the opportunity to thank them.

My co-author, Kathy, thank you for taking a risk on me. Your work ethic and passion for leadership education are as contagious as they are inspiring. I was lucky to have volunteered to co-facilitate with you all those years ago, that you work at my blessed alma mater FSU, and that we share a sense of humor and the drive needed to connect and develop others for the betterment of our field. To my mentors and colleagues at USF, Bob Sullins, Jody Conway, Jennifer Espinola, Todd Wells, Amanda Cutchens, Susan MacManus, Don Dellow, and Jim Eison, thank you for showing me the “higher ed ropes” and seeing my potential to teach leadership. To the amazing staff of the ILA and LEMIG volunteers, fellow LEA creators, ALE board members, and ILEC team, Corey Seemiller, Tony Andenoro, Nicole Stedman, Matt Sowcik, Dave Rosch, Kerry Priest, Scott Allen, Paige Haber-Curran, Craig Slack, Susan Komives, Julie Owen, Eric Buschlen, Jackie Bruce, Mindy McNutt, Sherry Early, Melissa Rocco, Eric Kaufman, Sara Brierton, Nicole Stedman, Jill Arensdorf, Barry Boyd, Tony Middlebrooks, Rian Satterwhite, Lisa Endersby, Shelly Wilsey, Bridget Chisholm, Debra DeRuyver, and Anita Marsha, thank you for architecting and sustaining our communities of practice. To my colleagues at USM, Tara Coste, Liz Turesky, Joyce Gibson, Pam Roy, Mary Anne Peabody, Sharon Timberlake, Betty Robinson, and Marv Druker, I am thankful for your care, support, and collegiality.

Chiefly, I am thankful for the support of my wife and two daughters. For the ludicrously early mornings, late nights, and days spent in front of my MacBook writing this book instead of with you, I thank you. Stacey, your patience, encouragement, and respect during this journey reminds me why I am the luckiest husband. Ava and Macie, you have taught me what it means to also lead as a father, you have reminded what is most important in life, and you keep a smile on my face.

Daniel M. Jenkins

July 2017