http://ilaguidelineslc.pbwiki.com/ Login to Comment on wiki content with the password: RPASSJJFV35. To join the community and contribute to the creation of the Guidelines for Leadership Ed. Programs contact glep@ila-net.org. en http://ilaguidelineslc.pbwiki.com/feedlogo.gif http://pbwiki.com/ PBwiki 1.3.8 support@pbwiki.com http://ilaguidelineslc.pbwiki.com/FrontPage email.hidden@example.com (Shelly Wilsey) Shelly Wilsey edited FrontPage More recently, the first face to face meeting of the GLEP LC at the Vancouver 2007 ILA conferenceresulted in significant refinement of the guiding questions and a proposal to the ILA Board of Directors that was substantially accepted.
Please contact Debra DeRuyver at dderuyver@ila-net.org or Steve Ritch at ritch@stpt.usf.edu for additional information.
NEWS- The Guidelines for Leadership EducationProgram Learning Community will have a face-to-face breakfast meeting on Wednesday, November 11 at 8am just beforethe ILA conference in Los Angeles. See www.ila-net.org/conferences forconference details.
Sections &Team Leaders
Section 1: Conceptual Framework Lisa Ncube
]]> Wed, 24 Sep 2008 14:12:53 +0000 mod http://ilaguidelineslc.pbwiki.com/FrontPage email.hidden@example.com (Shelly Wilsey) Shelly Wilsey edited FrontPage A Learning Lab held at the Chicago 2006 ILA conference focused on identifying the broad topic areas (sections)that should be addressed by guidelines and the questions essential (guiding questions)to the development of leadership education programs at postsecondary institutions.This work lead to a requestbecome a formal ILA learning community in 2007.
More recently, the first face to face meeting of the GLEP LC at the Vancouver 2007 ILA conferenceresulted in significant refinement of the guiding questions and a proposal to the ILA Board of Directors that was substantially accepted.
contact Jaromir Sedlar Debra DeRuyver at jsedlar@ila-net.org dderuyver@ila-net.org or Steve Ritch at ritch@stpt.usf.edu for additional information.
Sections &Team Leaders
Section 1: Conceptual Framework Lisa Ncube
]]> Wed, 24 Sep 2008 14:10:39 +0000 mod http://ilaguidelineslc.pbwiki.com/Section+1%3A+Conceptual+Framework email.hidden@example.com (Lisa Ncube) Lisa Ncube edited Section 1: Conceptual Framework • What theories and beliefs about teaching and learning underlie choices made about pedagogy, assessment, ordering of content and activities?
The teaching of leadership allows students to develop realistic perspectives and understandings based on contemporary leadership theories and observed behaviors. Teachers should draw on relevant leadership theories that promote such intellectual development in students (Allio, 2005). The teaching of leadership is conducive to student-driven learning where contemporary theories are linked to actual experiences (Allio, 2005). Typically leadership programs focus on leadership theory, concepts, and principles; promoting leadership literacy but not leadership competence however, paradoxically, while leadership cannot be taught, leadership can be learned. (Densten & Gray, 2005). The design of the program in terms of teaching and learning should consist of five elements
· Identification·Identification of the learners abilities
· Ide]]> Mon, 21 Apr 2008 23:24:32 +0000 mod http://ilaguidelineslc.pbwiki.com/Section+1%3A+Conceptual+Framework email.hidden@example.com (Lisa Ncube) Lisa Ncube edited Section 1: Conceptual Framework Conceptual Framework
leadership program.This program. This section contains questions that will help program developers make explicit the underlying conceptual framework:, framework, beliefs, theories and philosophies that guide their work.This explicitness is a key means to communicating clearly program values, checking for congruity between these frameworks and the pedagogical choices actually made and, finally, making it possible to challenge the validity and basis of educational design choices.Ultimately, clearly describing conceptual frameworks will lead to better programs and more student learning.
General Questions
• What is the conceptual framework of the leadership program?
Popper and Lipshitz (1993) define institutional leadership development as a planned and systematic effort to improve the quality of leadership. A conceptual framework which relates to leadership development should include three elements: the development of self-effica]]> Mon, 21 Apr 2008 23:20:27 +0000 mod http://ilaguidelineslc.pbwiki.com/Section+1%3A+Conceptual+Framework email.hidden@example.com (Lisa Ncube) Lisa Ncube reverted Section 1: Conceptual Framework Conceptual Framework
The purpose of this section is to offer an opportunity for leadership program developers to provide a comprehensive conceptualfocus tailored to their specific leadership program.This section contains questions that will help program developers make explicit the underlying conceptual framework:, beliefs, theories and philosophies that guide their work.This explicitness is a key means to communicating clearly program values, checking for congruity between these frameworks and the pedagogical choices actually made and, finally, making it possible to challenge the validity and basis of educational design choices.Ultimately, clearly describing conceptual frameworks will lead to better programs and more student learning.
General Questions
• What is the conceptual framework of the leadership program?
• Has the conceptual framework been articulated in a way that makes it possible to derive program content, pedagogy and learning outcomes?
• What theories, research, and wi]]> Mon, 21 Apr 2008 22:06:36 +0000 rev http://ilaguidelineslc.pbwiki.com/Section+1%3A+Conceptual+Framework email.hidden@example.com (Lisa Ncube) Lisa Ncube reverted Section 1: Conceptual Framework Conceptual Framework
The purpose of this section is to offer an opportunity for leadership program developers to provide a comprehensive conceptualfocus tailored to their specific leadership program.This section contains questions that will help program developers make explicit the underlying conceptual framework:, beliefs, theories and philosophies that guide their work.This explicitness is a key means to communicating clearly program values, checking for congruity between these frameworks and the pedagogical choices actually made and, finally, making it possible to challenge the validity and basis of educational design choices.Ultimately, clearly describing conceptual frameworks will lead to better programs and more student learning.
General Questions
• What is the conceptual framework of the leadership program?
• Has the conceptual framework been articulated in a way that makes it possible to derive program content, pedagogy and learning outcomes?
• What theories, research, and wi]]> Mon, 21 Apr 2008 22:05:38 +0000 rev http://ilaguidelineslc.pbwiki.com/FrontPage email.hidden@example.com (Stephen Ritch) Stephen Ritch edited FrontPage Section 4: Teaching and Learning JoAnn Barbour
Section 5: Outcomes and Assessment Thomas Mengel, Pierre Zundel
achieve
desired desired outcomes or available in support of the guidelines. Liberal use of links are encouraged in the online version.
]]> Fri, 11 Apr 2008 16:17:16 +0000 mod http://ilaguidelineslc.pbwiki.com/FrontPage email.hidden@example.com (Stephen Ritch) Stephen Ritch edited FrontPage]]> Fri, 11 Apr 2008 16:13:25 +0000 mod http://ilaguidelineslc.pbwiki.com/FrontPage email.hidden@example.com (Stephen Ritch) Stephen Ritch edited FrontPage Guidelines for Leadership Education Programs Learning Community (GLEP/LC)
This International Leadership Asociation (ILA)learning communityis using thisWiki tocreate collaborativelyan online set of guidelines that will be useful for anyone developing, re-organizing or evaluating a campus-based leadership education program. These final guidelines will betitled Guiding Questions: Guidelines for Leadership EducationPrograms.
workis extentensive extensive and informative.
A Learning Lab held at the Chicago 2006 ILA conference focused on identifying the broad topic areas (sections)that should be addressed by guidelines and the questions essential (guiding questions)to the development of leadership education programs at postsecondary institutions.This work lead to a requestbecome a formal ILA learning community in 2007.
More recently, the first face to face meeting of the GLEP LC at the Vancouver 2007 ILA conferenceresulted in significant refinement of the guiding questions and a p]]> Fri, 11 Apr 2008 16:08:59 +0000 mod http://ilaguidelineslc.pbwiki.com/FrontPage email.hidden@example.com (Stephen Ritch) Stephen Ritch edited FrontPage Sections &Team Leaders
Section 1: Conceptual Framework Lisa Ncube
Context Dotti L. Jones, Kathleen Patterson & Kevin Arnold
Section 3: ContentGama Perruci, Craig Slack, & Sara Thompson
Section 4: Teaching and Learning JoAnn Barbour
]]> Fri, 11 Apr 2008 16:08:07 +0000 mod http://ilaguidelineslc.pbwiki.com/Chapter+1%3A+Conceptual+Framework email.hidden@example.com (Lisa Ncube) Lisa Ncube edited Chapter 1: Conceptual Framework The mission and vision of the leadership education program should align with, or at least be directly related to, the missions and visions of the institution and all units that support the program. This requires a clear, active mission statement of what the leadership program is expected to do and who it is expected to serve. How well and in what ways does the program mission statement relate to the institution’s mission statement? How well and in what ways does the program mission statement relate to the mission statements of other units (e.g., college, departments, Student Affairs, etc.) that support the program? This also requires a clear statement of where the leadership program intends to go and how it intends to develop over time. What does the program hope to achieve for the future? What is the ideal program? What does the program hope to achieve and what does it strive for? How does the program engage current and future leadership issues into the curriculum? How does the institution’s vision ]]> Tue, 08 Apr 2008 14:22:18 +0000 mod http://ilaguidelineslc.pbwiki.com/Chapter+1%3A+Conceptual+Framework email.hidden@example.com (Lisa Ncube) Lisa Ncube edited Chapter 1: Conceptual Framework The mission and vision of the leadership education program should align with, or at least be directly related to, the missions and visions of the institution and all units that support the program. This requires a clear, active mission statement of what the leadership program is expected to do and who it is expected to serve. How well and in what ways does the program mission statement relate to the institution’s mission statement? How well and in what ways does the program mission statement relate to the mission statements of other units (e.g., college, departments, Student Affairs, etc.) that support the program? This also requires a clear statement of where the leadership program intends to go and how it intends to develop over time. What does the program hope to achieve for the future? What is the ideal program? What does the program hope to achieve and what does it strive for? How does the program engage current and future leadership issues into the curriculum? How does the institution’s vision ]]> Tue, 08 Apr 2008 14:20:30 +0000 mod http://ilaguidelineslc.pbwiki.com/Section+4%3A+Teaching+and+Learning email.hidden@example.com (Anonymous) Anonymous edited Section 4: Teaching and Learning [1] Komives, S. R., Longerbeam, S., Owen, J. E., Mainella, F. C., & Osteen, L. (2006). A leadership identity development model: Applications from a grounded theory. Journal of College Student Development (47), 401-420.
Leadership Identity Development Model:Overview
by Susan Komives
In the Teaching and Learning Section guiding questions were framed from grounded research on leadership identity development.Leadership identity emerges in six stages.Each stage ends with a transition, which signals the leaving of that stage and the beginning of the next stage.
The first stage, Awareness, is the early recognition that leaders exist.This view of leadership is external to the self; participants do not personally identify as a leader or differentiate group roles.The second stage, Exploration/Engagement, is a time of intentional involvement, experiencing groups, and taking on responsibilities, though not generally in a positional leadership role.In this developing stage, leaders often engage ]]> Wed, 02 Apr 2008 11:24:58 +0000 mod http://ilaguidelineslc.pbwiki.com/FrontPage email.hidden@example.com (Anonymous) Anonymous edited FrontPage Please contact Jaromir Sedlar at jsedlar@ila-net.org or Steve Ritch at ritch@stpt.usf.edu for additional information.
Sections &Team Leaders
Section1:Section 1: Conceptual Framework Lisa Ncube
Section 2: Context Dotti L. Jones, Kathleen Patterson & Kevin Arnold
Section3:Section 3: ContentGama Perruci, Craig Slack, & Sara Thompson
Section4:
Section 4: Teaching and Learning JoAnn Barbour
Section5:
Section 5: Outcomes and Assessment Thomas Mengel, Pierre Zundel
In addition to these five broad sections, eachsection should emphasize resources either needed to achieve
desired outcomes or available in support of the guidelines. Liberal use of links are encouraged in the online version.
]]> Wed, 02 Apr 2008 11:23:40 +0000 mod http://ilaguidelineslc.pbwiki.com/Section+5%3A+Outcomes+and+Assessment email.hidden@example.com (Anonymous) Anonymous edited Section 5: Outcomes and Assessment]]> Wed, 02 Apr 2008 11:17:00 +0000 mod http://ilaguidelineslc.pbwiki.com/Section+5%3A+Outcomes+and+Assessment email.hidden@example.com (Anonymous) Anonymous edited Section 5: Outcomes and Assessment]]> Wed, 02 Apr 2008 11:16:42 +0000 mod http://ilaguidelineslc.pbwiki.com/Section+5%3A+Outcomes+and+Assessment email.hidden@example.com (Anonymous) Anonymous edited Section 5: Outcomes and Assessment]]> Wed, 02 Apr 2008 11:16:13 +0000 mod http://ilaguidelineslc.pbwiki.com/Section+5%3A+Outcomes+and+Assessment email.hidden@example.com (Anonymous) Anonymous edited Section 5: Outcomes and Assessment Outcomes & Assessment
This section includes the evaluation of outcomes at an institutional, program, and student level. However, we suggest this topic’s focus is on program evaluation, both formative and summative; institutional and program evaluation will be informed by assessment of student learning outcomes. Institutional evaluation informs organizational decision-making about a program at the institutional level.Program evaluation focuses on the decision-making related to program delivery, curriculum and content related to a degree program, certificate program, and major or minor within another program. Learning outcomes assessment relates to gathering evidence and making judgments about the attitudes, knowledge and skills students develop during the program. The assessment and evaluation processes and results at each level are linked to each other and to other underlying contextual frameworks, leadership content, teaching and learning.
GeneralThe various ]]> Wed, 02 Apr 2008 11:15:23 +0000 mod http://ilaguidelineslc.pbwiki.com/Section+4%3A+Teaching+and+Learning email.hidden@example.com (Anonymous) Anonymous edited Section 4: Teaching and Learning]]> Wed, 02 Apr 2008 10:39:36 +0000 mod http://ilaguidelineslc.pbwiki.com/Section+4%3A+Teaching+and+Learning email.hidden@example.com (Anonymous) Anonymous edited Section 4: Teaching and Learning]]> Wed, 02 Apr 2008 10:39:14 +0000 mod