Aligning Instructional Strategies with Learning Outcomes and Leadership Competencies
Document Type
Article
Publication Date
11-20-2017
Publication Title
New Directions for Student Leadership
Abstract
Leadership education can be defined as the pedagogical practice of facilitating leadership learning to build human capacity (Andenoro et al., 2013). Within this context, leadership learning involves “shifts in knowledge, behavior, personal insights, or consciousness as a result of educational experiences associated with the activity of leadership”(Allen & Shehane, 2016, p. 40) and serves as the desired outcome of leadership education in both curricular and co-curricular educational contexts (Andenoro et al., 2013). This chapter explores how leadership educators can more intentionally align instructional strategies with learning outcomes and leadership competencies to facilitate leadership learning through a five-step process. A critical consideration of any leadership learning experience is to design with intentionality. Haber-Curran and Owen (2013) note that there are “leadership programs that lack purposeful frameworks, educational outcomes, and theoretical grounding”(p. 43). But, with an increased accountability within higher education and a need to engage in reflective and deliberative practice (Haber-Curran & Owen, 2013), leadership educators should approach the work ever-increasing levels of intentionality (Harper, 2011).
Recommended Citation
Jenkins, Daniel M. PhD and Allen, Scott J., "Aligning Instructional Strategies with Learning Outcomes and Leadership Competencies" (2017). Faculty and Staff Scholarship. 136.
https://digitalcommons.usm.maine.edu/usm-faculty-and-staff-scholarship/136
