Innovative learning for leadership development / Julie E. Owen, editor.

Format:

Book

Author/Creator:

Wiley, Corporate Author.

Contributor:

Owen, Julie E., editor.

Series:

J-B SL Single Issue Student Leadership

New Directions for Student Leadership ; Number 145, Spring 2015

Language:

English

Subjects (All):

Leadership--Study and teaching.

Leadership.

Leadership--Study and teaching--Activity programs.

Physical Description:

1 online resource (120 p.)

Edition:

1st ed.

Place of Publication:

Hoboken, New Jersey : John Wiley & Sons, Inc., 2015.

Language Note:

English

Summary:

Critically examine the intersections of learning and leadership. Using L. Dee Fink's taxonomy of signicant learning as a scaffold, experts in leadership education explain connections between emerging scholarship of teaching and learning and current trends in leadership, how to develop a more complex understanding of the levers of leadership learning, the environments that promote meaningful and measurable leadership learning, and the evidence behind such a practice. This volume examines: the role of leadership educator, the roles of authenticity (being true to one's self) and criticality in education (interrogating beliefs and questioning power dynamics), select learning theories and their implications for leadership learning, and strategies for constructing leadership-related learning outcomes and assessing leadership learning. The Jossey-Bass quarterly report series New Directions for Student Leadership explores leadership concepts and pedagogical topics of interest to high school and college leadership educators. Issues are grounded in scholarship and feature practical applications and best practices in youth and adult leadership education.

Contents:

Innovative Learning for Leadership Development; CONTENTS; SERIES EDITORS' NOTES; About This Series; References; EDITOR'S NOTES; References; 1 Transforming Leadership Development for Significant Learning; Linking Leadership and Learning; Creating Significant Leadership Learning; Leadership Education Core Competencies and Standards; Leadership Educators and Critical Consciousness; Conclusion; References; 2 Building Critical Capacities for Leadership Learning; Transformational Learning in Higher Education; Metacognition and Critical Self-Reflection; Critical Self-Reflection

Applications to LeadershipLeadership Identity Development and Transformative Learning; Developmental Sequencing; Critical Reflection Questions; Final Thoughts; References; 3 Navigating Leadership Complexity Through Critical, Creative, and Practical Thinking; Application Knowledge, Thinking, and Leadership Education; Thinking and Leadership for Social Change; Graduate Leadership Education and Action Research for Social Change; Service Learning and Leadership Learning; Beyond Courses and Immersive Programs; The Macroscopic View: Pathways to Social Change and Triarchic Thinking

Conclusion: The Leadership Educator as Praxis MentorReferences; 4 Integrative and Interdisciplinary Approaches to Leadership Development; Leadership Development as Interdisciplinary Learning; Leadership Development as Integrative Learning; Leadership Development as Intentional Learning; Conclusion; References; 5 Valuing Human Significance: Connecting Leadership Development to Personal Competence, Social Competence, and Caring; Leadership Through a Humanistic Lens; The Human Dimension of Learning: Interpersonal and Social Competence; Importance of Learning About Self and Others

Connection to CaringEmotionally Intelligent Leadership; Leadership Program Spotlights; A Case-in-Point Approach: University of San Diego's Minor in Leadership Studies; Skill Building Across Contexts: University of Illinois' Leadership Center; Conclusion; References; 6 Connecting to Experience: High-Impact Practices for Leadership Development; Sociocultural Conversations With Peers; Mentoring Relationships; Membership in Off-Campus Organizations; Considerations for Integrating High-Impact Practices; Context; Developmental Readiness; Experiential Learning Principles; Conclusion; References

7 Connecting to Communities: Powerful Pedagogies for Leading for Social ChangeThe Alignment of Leadership and Civic Learning Outcomes; Types of Community-Based Learning; Principle 1: Critical Reflection; Principle 2: Ethical Practice in the Community; Principle 3: Pursue Sustained Partnerships Rather Than One-Time Projects; Principle 4: Design Programs That Address the Developmental Nature of Leadership and Civic Engagement; Design Programs With Developmentally Appropriate Learning Goals; Design Programs That Feature Prolonged Student Engagement and Multitiered Student Leadership Roles

Conclusion

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

Description based on online resource; title from PDF title page (ebrary, viewed March 10, 2015).

ISBN:

1-119-07335-9

1-119-07313-8

OCLC:

904248958