Guideline Learning Community proposal final.docMatrix
| Theories of Teaching and Learning | Key philosophical and/or theoretical concepts and/or beliefs | Concerns, problems, and/or issues of philosophy or theory | Pedagogical and social contexts | Role of Instructor | Role of Learner | Examples of the practice of teaching and learning leadership |
| Historical Perspective: Modernism | ||||||
| The Enlightenment | ||||||
| Naturalism and Naturalistic Inquiry | ||||||
| Pragmatism, e.g. including William James and John Dewey | ||||||
| Positivism | ||||||
| Logical-Positivism | ||||||
| Historical Perspective: Postmodernism | ||||||
| Constructivism | ||||||
| Critical Theory | ||||||
| Deconstruction |
Teaching and Learning:
In this section, we plan to address the following overall question:
How does the delivery of leadership curriculum differ from other traditional coursework?
Our current main assumptions are:
The curriculum of leadership studies’ programs is delivered in a multi-faceted way but primarily in ways that are considered non-traditional.
Individuals assigned to teach in leadership studies programs have attained educational backgrounds and experiences that are appropriate to the course and will make them able to be credentialed to teach in the program.
Because colleges and universities are critical life-shaping settings, the way leadership learning is approached has a profound impact on the capacities of its graduates.
Questions that might be used to explore these contexts include:
How do instructors of Leadership Studies develop decisions about androgogy/pedagogy?
Which curriculum delivery methods are most appropriate for various student populations (recipients of the instruction)?
Which courses should be included in the curriculum of a Leadership Studies program?
Does an online delivery methodology provide the experience that students should receive from a Leadership Studies program?
What place do workshops and consulting activities play in a Leadership Studies program?
What are the appropriate elements of a syllabus for a Leadership Studies course?
Should pedagogy of Leadership Studies classes always include: Activities, exercises, projects and community involvement/engagement?
Within a Leadership Studies program what place do each of the following concepts have: an inside out approach, 360 degree learning, continuous learning, the hidden syllabus-community of learners?
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