Innovative and learner-centered approaches to teaching and learning are vital for the applied field of leadership education, yet little research exists on such pedagogical approaches within the field. Using a phenomenological approach in analyzing 26 students’ reflective narratives, the authors explore students’ experiences of and process of learning within a student-centered and inquiry-focused leadership capstone course. The process of this transformative learning experience is represented in five themes, which include the following: (1) challenging mental models of learning, (2) building trust, (3) finding freedom and empowerment, (4) deepening commitment to learning, and (5) reframing learning and self. Additionally, the students’ approach to learning changed throughout the course, shifting from dependence/independence toward interdependence. Implications for the use of this pedagogy and areas for future research are discussed.

This qualitative study examines student learning about leadership across three sections of a capstone course in an undergraduate leadership minor. Qualitative methods were informed by exploratory case study analysis and phenomenology. Student-centered and inquiry-focused pedagogical approaches, including case-inpoint, action inquiry, and problem-based learning, informed classroom teaching and the classroom environment. Engaged in pedagogy steeped in a balance of challenge and support, students gained an increased sense of self, clarity of purpose and vocation, and integration of their leadership practices in and out of the classroom. Students' understandings of the concept of leadership were also broadened; they recognized the importance of diverse perspectives and roles, began to understand leadership as systemic and interdependent, and emphasized relationship building. Findings suggest three prominent experiences as contributing to students' learning -reflection, feedback, and engaging in the group process. Implications for leadership education are discussed and areas for future research are identified.

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This application brief provides pedagogical strategies for teaching and learning about women and leadership as a potentially sensitive subject, with emphasis on creating an intellectually safe learning environment. Findings from a study of students' expectations and experiences with a Women and Leadership course showed that the strategies affected students' learning experiences. Some strategies also challenged the instructor as a woman leader.

In this chapter, the authors examine the current literature and identify critical areas for future practice to support the needs of girls and young women and their leadership practices.

We provide a brief description of a leadership-oriented short-term (nine days) study abroad program offered in May 2012. The program centered in Rome, Italy, combined classroom curricula with field experiences in the city as well as in Bologna and Florence. Initial quantitative and qualitative assessment suggested the program helped student development both in their leadership practices as well as their personal development.Dr. Paige Haber-Curran is an assistant professor in Student Affairs in Higher Education at Texas State University, San Marcos, Texas.

This chapter includes an overview of existing and emerging literature on gender and student development and key opportunities for leadership educators' practice to broaden our understanding of gender and student leadership.

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