In the spring of 2006, The Journal of Leadership Education announced a call for submissions for a special issue on Best Practices in Teaching Leadership. Submissions in the article category of “Application Brief” were solicited. Application Briefs provide for a shorter, to the point discussion of a project, program, practice, or tool with consideration of the principles/theory and why it is effective. The recommended maximum manuscript length was 3,000 words excluding references and appendices.
Our lead article details an innovative approach to teaching leadership in the classroom. Barbuto describes the theoretical basis of dramaturgical teaching, as well as how to apply a dramaturgical pedagogy in leadership education coursework. Broad recommendations for implementing a dramaturgical teaching pedagogy are included in addition to specific application to an advanced undergraduate leadership course.
White details an interdisciplinary leadership studies minor developed in 2000 at Morehouse College. Program objectives for the 15 hour curriculum were developed with an emphasis on ethical leadership as it applies to society. The relationship to the college’s educational outcomes is described in detail, as well as each of the core courses.
First-year college students participating in Nahavandi’s leadership course are also enrolled in an early American history class. Participation in the history-leadership learning community provides synergistic opportunities and is appropriate for students from a variety of majors. Integrating the two courses has positively impacted both learning and retention.
Williams builds on a growing interest in using multimedia to introduce leadership topics. The article explores the world of Captain Jack Sparrow as it relates to leadership and power providing leadership educators a novel approach to teaching power bases in the leadership classroom. The lesson is designed to involve students in the learning process and provide opportunity for deeper learning.
Barbour shares a two-year study examining team leadership in the graduate classroom. The role of both the student and the instructor is explored as they relate to developing students as team leaders through problem-based learning. Conclusions focus on transferring skills developed in the classroom to a real-world setting..
Boyce moves us from the college classroom to a community setting to share a leadership education framework utilized to balance theory and practice. The framework consists of six major leadership components and is easily modified to include current scholarship in each of the areas without restructuring the core framework. The tool is appropriate for developing both leadership programs and activities.
Both the relational leadership and social change models direct Seemiller’s introductory leadership course. A semester long social change project serves as the foundation for the course and provides context for the application of leadership topics studied in the classroom. Ideally, future impacts include students who are better prepared to serve as social change agents.
The Legacy Leadership Institute utilizes both a classroom and field placement phase to develop volunteers’ leadership competencies as they specifically relate to non-positional roles. The Institute serves adults over 50. Manning, Wilson, and Harlow-Rosentraub describe the Institute goals and learning objectives as well as provide results to date for 94 participants.