Programs

26th Annual National Leadership Symposium

National Leadership Symposium

Intentional and Evidence-Based Practice in Leadership Education: Celebrating 20 Years of the Social Change Model of Leadership Development

 July 18-21 2016

University of Tampa

As the field of leadership education has grown and developed over the past 20 years, so too has our knowledge and understanding of the leadership education practices and environments that facilitate students’ leadership learning and development.  From the introduction of the Social Change Model of Leadership Development in 1996, to the Kellogg Report Leadership in the Making in 2001, to research from the Multi-Institutional Study of Leadership (MSL) from 2006 to today, and with many other contributions in between, the conceptual, theoretical, and empirical research base on college student leadership education has substantially grown.  We know much more today than ever before on college student leadership development, and it is our responsibility as leadership educators to use this great insight to guide contemporary practice in leadership education.

The 2016 National Leadership Symposium will capitalize on this knowledge and focus on how leadership educators can incorporate intentional and evidence-practice in leadership curriculum and co-curriculum [or in their leadership programs and courses]. A key finding from the MSL is that “it isn’t what we do, but how we do it that ultimately makes a difference” in leadership education (Dugan, Kodama, Correia, & Associates, 2013, p. 6).  Building off of this, the Symposium will focus on intentional and evidence-based pedagogies, practices, and considerations that can maximize student leadership learning and development.   

 

Through participating in the National Leadership Symposium participants will learn about:

  • -The historical and contemporary landscape of college student leadership education
  • -Intentional and evidence-based practice in leadership education
  • -Programs, pedagogies, and practices that facilitate college student leadership learning
  • -Strategies for implementing high impact practices in leadership education
  • -Data and research that can inform leadership education practices

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2012 Leadership Educators Institute

2012

Leadership Educators Institute

Developed for New and Mid-Level Student Affairs Educators

December 9-11, 2012


Sponsors: NASPA, ACPA, National Clearinghouse for Leadership Programs
Location: The Ohio State University in Columbus, Ohio

Institute Description
Leadership education of college and university students is an important and ongoing process within higher education institutions. Student affairs professionals play a quintessential role in coordinating, shaping, and evaluating this area through developing leadership courses and programs, creating co-curricular opportunities, and utilizing new technologies. The Leadership Educators Institute (LEI) is an innovative forum geared specifically towards new to mid-level student affairs professionals and leadership educators with these responsibilities.

Participants will learn from plenary speakers and educational sessions, as well as through engaging in active learning and dialogue with one another during roundtable sessions. The Institute will assist participants with program and leadership course development and provide opportunities to learn through participation in smaller group environments on leadership education across institutional type and identity groups.

The Leadership Educators Institute will provide a professional development experience where new and mid-level student affairs educators will discuss timely leadership topics. The Institute Planning Committee is seeking concurrent session proposals that are highly interactive and content driven to provide participants with new learning and information focused on the following topics areas:

The Institute Planning Committee encourages program proposals that are proven practices with content that will intentionally engage participants in discussions and provide meaningful content to bring back to their campuses. Content should be geared specifically towards new to mid-level student affairs educators. Concurrent session presentations are 75 minutes in length.


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