What Do We Know About Formal Leadership Courses and Their Effects?

Rosch, David M.; Jenkins, Daniel M.

doi:10.1002/yd.20406

Cited by 4 publications

(2 citation statements)

References 22 publications

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“…Encourage students to submit assignments in alternative, creative formats as a means toward manifesting holism in their expression and communication (e.g., online artwork, video, spoken word, poetry, song, digital portfolios, performance, graphic novels, memes, websites-pixilart.com, Krita, Sketchpad, wix.com, storyboardthat.com) (see also Rosch & Jenkins, 2020;Sanders, 2022).…”

Section: Equitable Online Leadership Educationmentioning

confidence: 99%

REFLECTING BACK AND GOING FORWARD: Promising Pedagogical Practices for Culturally Relevant/Sustaining and Equitable Online Leadership Education

McCarron¹,

Yamanaka²

2022

Journal of Leadership Education

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According to the U.S. Department of Education's National Center for Education Statistics, in the fall of 2020, 72.8% of U.S. postsecondary students were enrolled in distance education courses-up from 36.3% in the fall of 2019. While this surge may be explained by a number of factors, one of the most significant factors is the COVID-19-induced pivot to online learning. The rapid and intense expansion in distance education due to COVID-19 offered learners some sense of continuity in their studies, but it also revealed stark inequities in learner resources and access-especially for students of Color and students from lower-income households. Further, as COVID-19 spread, the U.S. roiled in a "twin pandemic" of racial injustice that continued to metastasize-spawning more pain-points such as online environments where racism became unmasked when face-to-face norms were abandoned. These revelations about the shadow side of online learning are particularly concerning in the context of leadership education and its commitment to inclusion, collaboration, and holism. Given this new context for online leadership education, the purpose of this piece is to reflect on how the Journal of Leadership Education has shepherded the journey of online leadership education and what the future of this journey might look like for online leadership educators committed to change. Scaffolded by the Community of Inquiry model, we offer promising practices that address cognitive, social, teaching, and learner presence in the pursuit of culturally relevant/sustaining and equitable online leadership education.

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Section: Equitable Online Leadership Educationmentioning

confidence: 99%

REFLECTING BACK AND GOING FORWARD: Promising Pedagogical Practices for Culturally Relevant/Sustaining and Equitable Online Leadership Education

McCarron¹,

Yamanaka²

2022

Journal of Leadership Education

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“…El programa del PDL consistía en múltiples métodos de enseñanza, como la didáctica, los pequeños grupos de trabajo y las actividades interactivas dentro del grupo (Apéndice 1), y se desarrolló de acuerdo con la regla «70-20-10» para fomentar la capacidad de liderazgo eficaz. 22,23 Diez por ciento del plan de estudios consistía en instrucción formal y conceptos de aprendizaje en el aula, 20% en debates y comentarios en grupos pequeños, y 70% en aprendizaje experimental y aplicación de sus nuevas habilidades a experiencias del mundo real. Esto también se logró a través de una actividad de grupo interactiva y la instrucción fue impartida por cirujanos-líderes locales con un interés y experiencia en áreas selectivas de desarrollo de liderazgo (Figura 1).…”

Section: Curso De Liderazgounclassified

Creación de capacidades para el desarrollo de liderazgo a los cirujanos ortopédicos en América Latina

MacKechnie¹,

Rojas²,

Huerta³

et al. 2021

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Individual capacity growth over time in leadership courses: an intra-individual multilevel model approach

Klein,

Rosch

2024

JOLE

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PurposeOur study was designed to investigate the longitudinal trajectories of student leader development capacities in a sample of students enrolled in multiple leadership-focused courses across several semesters. Our goal was to assess the degree to which course enrollment was associated with growth over the time that students engage as undergraduates in academic leadership programs, and if so, to assess the shape and speed of capacity change.Design/methodology/approachWe utilized a multilevel intra-individual modeling approach assessing students’ motivation to lead, leader self-efficacy, and leadership skills across multiple data collection points for students in a campus major or minor focused on leadership studies. We compared an unconditional model, a fixed effect model, a random intercept model, a random slope model, and a random slope and intercept model to determine the shape of score trajectories. Our approach was not to collect traditional pre-test and post-test data – choosing to collect data only at the beginning of each semester – to reduce time cues typically inherent within pre-test and post-test collections.FindingsOur results strongly suggested that individual students differ greatly in the degree to which they report the capacity to lead when initially enrolling in their first class. Surprisingly, the various models were unable to predict a pattern of longitudinal leader development through repeated course enrollment in our sample.Originality/valueOur investigation employed statistical methods that are not often utilized in leadership education quantitative research, and also included a data collection effort designed to avoid a linear pre-test/post-test score comparison.

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What Do We Know About Formal Leadership Courses and Their Effects?

Cited by 4 publications

References 22 publications

REFLECTING BACK AND GOING FORWARD: Promising Pedagogical Practices for Culturally Relevant/Sustaining and Equitable Online Leadership Education

REFLECTING BACK AND GOING FORWARD: Promising Pedagogical Practices for Culturally Relevant/Sustaining and Equitable Online Leadership Education

Creación de capacidades para el desarrollo de liderazgo a los cirujanos ortopédicos en América Latina

Individual capacity growth over time in leadership courses: an intra-individual multilevel model approach

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