It is becoming increasingly important for leaders to recognize and develop the skills needed to interact with diverse others (Karim, 2003). To this end, several leadership programs in American colleges and universities offer courses that explore the practice of multiculturalleadership (Brungardt, Greenleaf, Brungardt, & Arensdorf, 2006); our institution’s leadership program is no different in its goals of preparing culturally competent leaders. The multicultural leadership course in the Staley School of Leadership Studies at Kansas State University has twolearning outcomes: “Understand the impact of cultural identity (Note that this manuscript uses the terms social identity and cultural identity interchangeably, which is common practice (Wren, 2002), life experiences, and world views on leadership relationships as it relates to privilege andinclusion,” and, “Practice inclusive leadership through advocacy for social change.” Such goals are desirable, but also lofty – how can we know if our course has had any effect on student learning toward these objectives?
Meeting Learning Objectives in a Multicultural Leadership Course: Using Assessment to Inform Pedagogical Practice