Kathy L. Guthrie

Reflective Pedagogy: Making Meaning in Experiential Based Online Courses.

The use of reflective pedagogies has long been considered critical to facilitating meaningful learning through experientially based curricula; however, the use of such methods has not been extensively explored as implemented in virtual environments. The study reviewed utilizes a combination of survey research and individual interviews to examine student perceptions of the meaningful learning which occurred as a result of their participation in two Web-based courses that utilized reflective pedagogies. One course focuses on topics related to service-learning and the second on placement-based internships. Both were instructed using online coursework based in reflective pedagogies to compliment on-site placements within local communities.

Creating Meaningful Environments for Leadership Education

As leadership educators we aim to provide students with opportunities necessary to gain knowledge and appropriate leadership skills. Valuable opportunities developed through Student Affairs and Academic Affairs collaborations which enhance learning through co-curricular and curricular experiences in leadership education will be explored. Present in these intentional environments are opportunities for students to have meaningful leadership learning when comprised of education, experience, and reflection. Specific examples from two institutions will be highlighted.

Undergraduate Certificate in Leadership Studies: An Opportunity for Seamless Learning.

Abstract In working to develop undergraduate student leadership capacity, Florida State University created the Undergraduate Certificate in Leadership Studies. This program, grounded in leadership theory and framed by a seamless learning model, has been influential in development of student leadership perceptions and capacity. This article addresses the benefit of a seamless learning model, discusses the power of reflection, and provides insight to the successes of the program and suggestions to create a similar program.

Situated Technology as Student Tool for Leadership Instruction

Technology is becoming a part of students’ lives more every day. How as educators can we use technology as a developmental tool instead of a distraction in the classroom? This paper frames technology in leadership instruction through situated learning, specifically how a video production course assignment provided a developmental opportunity for students in an introductory leadership course. The research reports students’ perception of using technology that extends beyond the specific objective of development of a personal definition of leadership and offers a new perspective for engaging other forms of technology.

Creating a Meaningful Learning Environment

This article examines the use of a book discussion as an instructional tool for developing leadership exploration competency skills in university students, as it pertains to the study of women and leadership. A book discussion centered on Sheryl Sandberg’s book Lean In was held as a means to conceptualize discourse regarding leadership issues in the arena of women and leadership in a multidisciplinary campus wide symposium. In an effort to assess the effectiveness of such a program to learn about leadership issues, student commentary was collected during the discussion via an audio recording device. A qualitative exploration of the resulting commentary focused on this initiative as an effort to provide insight into the efficacy of book discussions as a best practice for facilitating the engagement of students in the exploration of leadership issues. As leadership educators seek to develop pedagogical tools that catalyze transformative learning, research regarding tools and methods by which faculty equip students to explore leadership becomes increasingly critical.

Reflection: the importance of making meaning in e-service-learning courses

Abstract This article explores the use of critical reflection to facilitate the construction of knowledge resulting from participation in e-service-learning courses. Such an instructional approach integrates an interdisciplinary curricular framework with site-specific service-learning opportunities resulting in an environment richer and more accessible through the use of technology. By facilitating the reflection process through this combination of service learning pedagogy and an online course format, students are empowered to both assess individual learning goals as well as collaborate with others to make meaning of their individual service-learning experience. Results from this study indicate that students felt reflection was essential to learning through gaining multiple perspectives and being introduced to a diversity of ideas.

Values clarification: Essential for leadership learning

Values clarification is a dynamic process in which people come to understand what they individually view as important in their lives by placing a name or label to what one values. This process commonly occurs during the traditional college years and is a critical component of leadership education. This qualitative study examined how junior-level undergraduate students clarify their values in the environment of a series of leadership courses at a large, Research I institution in the southeastern United States. Two major themes emerged including course curriculum and structure, and leadership learning environment. Findings from this research helped to explain the experience of how junior-level students clarify their values in their collegiate experience and inform the practice of leadership curriculum development in colleges and universities.

Critical Domains of Culturally Relevant Leadership Learning: A Call to Transform Leadership Programs

This chapter introduces the critical domains of culturally relevant leadership learning. The model explores how capacity, identity, and efficacy of student leaders interact with dimensions of campus climate.

Leading to Transgress: Critical Considerations for Transforming Leadership Learning

The culturally relevant leadership learning (CRLL) model is explored through the lens of theory and practice. This creates critical questions to guide leadership educators in the ongoing process of transforming leadership programs.