Volume 14, Issue 2
Editorial: Teaching Leadership
I recently returned from Milwaukee, Wisconsin where I attended the 20th anniversary celebration and annual conference of the Association of Leadership Educators (ALE). For four days, we shared current practices and challenges in leadership education. Visiting with colleagues from across the country is an enriching experience and greatly impacts my teaching when returning to campus. Among the many benefits of visiting with other leadership educators is the opportunity to discuss the many hats we wear —teacher, curriculum developer, advisor, scholar, researcher, for example.
Teaching Leadership is featured in this issue of Academic Exchange Quarterly. As you read the articles written by leadership educators across the country you will notice the breath of topics included. Various topics, all directly related to teaching leadership, included in the Summer 2010 Teaching Leadership issue include curriculum development, classroom lessons, and pedagogical approaches. Many of the authors featured in this issue of Academic Exchange Quarterly were at the annual ALE conference and I am excited to share their work with you as well as the work of all of the authors featured here.
Bruck and Middlebrooks introduce design-based learning as a pedagogical approach for leadership educators. Harrist and Koch examine the relationship between ethics and leadership theory specifically as they apply to instruction and curriculum development. Curriculum development issues are again explored by Van De Valk and Trochim who discuss leadership development constructs as well as Zacho-Smith’s as he shares his Three T’s Framework. Szwed, Goulet, and Siniscalchi offer a manuscript based on a study in leadership, specifically examining a procedure for analyzing student leadership beliefs.
Additionally, several articles share classroom approaches and lessons learned from the practitioner’s perspective. Rucker and Williams use popular culture to develop course related experiences outside the classroom. Boyd and Williams focus on personal leadership development through a series of reflection activities. Guthrie describes an approach for leadership educators teaching social justice issues in the classroom. Finally, Fazal and DeSimone discuss ePortfolios used in a graduate-level leadership program.
I hope that you are able take the ideas presented here by fellow leadership educators and modify them to fit your needs and your audiences. Moreover, I look forward to receiving future manuscripts from you addressing teaching leadership as we continue to share our work with leadership educators across the nation and globe. Enjoy the Summer 2010 issue and begin work on your Summer 2011 submissions. More information on the Leadership-3 Summer 2011 issue can be found on the AEQ website.
Penny Pennington Weeks, Ph.D.
Associate Professor, Oklahoma State University
Academic Exchange Quarterly, Feature Editor-Teaching Leadership