Relation of Undergraduate Leadership Educators’ Perceived Learning Goals and Use of Instructional Strategies
Document Type
Conference Proceeding
Publication Date
7-2012
Publication Title
Proceedings of the Association of Leadership Educators 2012 Annual Conference
Abstract
While numerous studies have assessed teaching and learning in leadership education, few have addressed the instructional goals associated with teaching and learning. Fink (2003) posits that to address these goals, teachers should take a learning-centered approach to designing courses. According to Fink (2005), “the heart of this approach is to decide first what students can and should learn in relation to this subject and then figure out how such learning can be facilitated” (p. 1). While application of this approach to specific courses and disciplines such as biology (Levine, Fallahi, Nicoll-Senft, Tessier, Watson, & Wood, 2008), economics (Miners & Nantz, 2009), and philosophy (Rose & Torosyan, 2009) are present in the literature, no studies have addressed this approach in leadership studies. Additionally, a review of the literature indicates that, of these studies, only a sparse few have collected quantitative data to measure instructor utilization of significant learning. Instead, they are mostly collections of scholarly advice and implications for practice grounded in instructional experiences rather than research data. Furthermore, the relationship between instructional strategy use and the learning goals educators place the most emphasis has yet to be explored empirically.
Recommended Citation
Jenkins, Daniel M. PhD, "Relation of Undergraduate Leadership Educators’ Perceived Learning Goals and Use of Instructional Strategies" (2012). Faculty and Staff Scholarship. 117.
https://digitalcommons.usm.maine.edu/usm-faculty-and-staff-scholarship/117
Comments
Pages 128-143