Leadership education has become an essential outcome of highereducation in the past decade and yet leadership development effortsvary greatly on campuses.
In response, the International Leadership Association (ILA)published ‘Guiding Questions: Guidelines for Leadership Education Programs.’ The Guiding Questions document is aresult of a five-year, collaborative process to create guidelinesfor leadership education programs. ILA’s format of open-endedguiding questions is applicable to any student affairs practitionerdeveloping a leadership learning program.
This sourcebook was developed specifically to assist highereducation professionals in their understanding, conceptualization, and implementation of the five standards outlined in the ILAGuiding Questions: Context, Conceptual Framework, Content, Teachingand Learning, and Assessment of Leadership Education. It exploresleadership education for undergraduate students and provides afoundation for readers to develop students’ leadershipcapacity. Using the ILA’s Guiding Questions as a framework, this sourcebook will enable you to develop a leadership educationprogram on your campus.
This is the 140th volume of this Jossey-Bass highereducation quarterly series. An indispensable resource for vicepresidents of student affairs, deans of students, studentcounselors, and other student services professionals, New Directions for Student Services offers guidelines andprograms for aiding students in their total development: emotional, social, physical, and intellectual.
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EDITORS’ NOTES 1
Kathy L. Guthrie, Laura Osteen
1. Considering Context: Developing Students’ Leadership Capacity 5
Laura Osteen, Mary B. Coburn
Contextual factors infl uence the development of students’ leadership capacity in higher education, and this chapter explores such factors in leadership education.
2. Using Student Development Theories as Conceptual Frameworks in Leadership Education 17
Julie E. Owen
Conceptual frameworks are necessary to establish leadership education programs, and connecting those frameworks to program design is essential.
3. Leadership Pedagogy: Putting Theory to Practice 37
David M. Rosch, Michael D. Anthony
This chapter discusses how theories of leadership and pedagogy inform effective practice in leadership development.
4. Teaching and Learning: Using Experiential Learning and Reflection for Leadership Education 53
Kathy L. Guthrie, Tamara Bertrand Jones
Specific applications of experiential learning in leadership education are explored.
5. Leadership Online: Expanding the Horizon 65
Kirstin Phelps
Challenges of, lessons from, and effective practices for leadership education online are discussed.
6. Using Standards to Develop Student Learning Outcomes 77
Susan R. Komives, William Smedick
The Council for the Advancement of Standards (CAS), National Association of Campus Activities (NACA), and the International Leadership Association (ILA) Guiding Questions provide standards of quality for leadership programs.
7. Exploring Local to Global Leadership Education Assessment 89
John P. Dugan
Because assessment is critical in developing and sustaining leadership education, this chapter considers assessment techniques and trends spanning local and global frameworks.
INDEX 103
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Kathy L. Guthrie is assistant professor of higher education and coordinator of the Undergraduate Certificate in Leadership Studies at Florida State University.
Laura Osteen is director of Florida State University’s Center for Leadership & Social Change.
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