This study used a video-based educational leadership simulation to create a safe environment for professional discourse with school leaders. The researchers used a simulation about teacher-to-teacher bullying with actors of different genders as a prompt. Two simulations were used in this study, and both simulations followed the same script. However, the twist in this study is that one simulation was filmed with only male actors, and the other simulation was filmed with female actresses and male actors. Participants from both simulations were brought together after experiencing one of the two simulations. This study utilized a sequential explanatory mixed methods approach and post-simulation focus groups revealed three themes: some school leaders would treat females differently than males, some school leaders believed the leadership style was a factor, and some believed that gender was less of a factor than the unique teacher-principal relationship. The first conclusion of this study is that the relationship between the principal and the teacher is critical to how the principal responds to a scenario. The second conclusion is that facilitating simulations is an effective method to model a safe environment for discourse centered on sensitive topics.
This chapter focuses on the utilization of simulations to assist learners in active learning. Throughout the chapter, there are several areas of focus. These include the importance of using active learning in an online environment; a focus on the value of simulations within online, hybrid, and face-to-face environments; an emphasis on simulation design for both individuals and teams; a focus on redesigning current passive learning activities to active learning simulations; a section dedicated to assessing student learning within the simulation and creating appropriate assessment materials; and examples of simulation success for both individual and group simulations. The chapter concludes with final takeaways regarding simulation creation and optimal use.
Higher education is currently facing some of the most significant stability challenges it has seen in years. Between sharp declines in state aid and revenue, as well as growing challenges from competitors (i.e., Google Career Certificates), the longstanding stability higher education has enjoyed is dwindling. As higher education looks to the future, faculty and student affairs professionals need to find intentional ways to partner, allowing utilization of resources from both parties. This chapter explores one such partnership focused on leadership and civic engagement at a small private university in the Midwest. The chapter includes a framework for collaborative success, built from multiple leadership models, learner orientation, and negotiation tactics.
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