Full Description
Gain a greater understanding of leadership-learning programs across disciplines, pedagogies, and departments. This volume focuses on the collective and unique capacity in higher education to leverage and align university resources with leadership learning across college and university initiatives. * why we should focus on reclaiming the purpose of higher education and embrace leadership development across disciplines, * how we can do this and what this may look like, and * how we can assess this has happened. This is the 174th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Contents
EDITORS NOTES 5 Kathy L. Guthrie, Laura Osteen 1. Purpose, Mission, and Context: The Call for Educating Future Leaders 9 Vivechkanand Chunoo, Laura Osteen This chapter calls on higher education to reclaim its role in leadership education. Specifically it examines higher education s purpose, context, and mission as clarion calls to embed leadership education throughout higher education institutions. 2. Liberal Arts: Leadership Education in the 21st Century 21 Kathy L. Guthrie, Kathleen Callahan Many connections exist between the principles of liberal arts and the objectives of leadership programs in higher educations; this chapter discusses how leadership education can connect to a liberal arts curriculum. 3. Creating Problem-Based Leadership Learning Across the Curriculum 35 Sara E. Thompson, Richard A. Couto This chapter explores problem-based learning (PBL) as effective pedagogy to enhance leadership learning. Through institutional examples, research, and personal experiences, the authors provide a rationale for faculty and staff to utilize PBL across the curriculum. 4. Critical Leadership Pedagogy: Engaging Power, Identity, and Culture in Leadership Education for College Students of Color 45 Vijay Pendakur, Sara C. Furr This chapter focuses on how the application of critical pedagogy to leadership education allows for issues of identity, power, and culture to shape leadership learning. Examples from the authors work with students of color are used as illustrations. 5. Developing Critical Thinking Through Leadership Education 57 Daniel M. Jenkins, Anthony C. Andenoro This chapter provides the critical leadership logic model as a tool to help educators develop leadership-learning opportunities. This proactive logic model includes curricular and co-curricular experiences to ensure critical thinking through leadership education. 6. Developing Socially Responsible Leaders in Academic Settings 69 T. W. Cauthen, III This chapter begins the exploration of what leadership education is through examining the relationship between educational involvement and academic autonomy in the development of socially responsible leaders. 7. Developing Emotionally Intelligent Leadership: The Need for Deliberate Practice and Collaboration Across Disciplines 79 Scott J. Allen, Marcy Levy Shankman, Paige Haber-Curran This chapter continues the discussion of what leadership education is and highlights the importance of emotionally intelligent leadership. The authors assert the need for deliberate practice and better collaboration between student affairs, academic affairs, and academic departments to develop emotionally intelligent leaders. 8. Leadership Competency Development: A Higher Education Responsibility 93 Corey Seemiller Moving from why, how, and what, this chapter closes with a focus on how we know the outcomes of leadership education. This final chapter provides an overview of leadership competency development as a critical component of higher education. INDEX 10
