EDITORS’ NOTES 5
Kathy L. Guthrie, Laura Osteen
1. Purpose, Mission, and Context: The Call for Educating Future Leaders 9
Vivechkanand Chunoo, Laura Osteen
This chapter calls on higher education to reclaim its role in leadership education. Specifically it examines higher education’s purpose, context, and mission as clarion calls to embed leadership education throughout
higher education institutions.
2. Liberal Arts: Leadership Education in the 21st Century 21
Kathy L. Guthrie, Kathleen Callahan
Many connections exist between the principles of liberal arts and the objectives of leadership programs in higher educations; this chapter discusses how leadership education can connect to a liberal arts
3. Creating Problem-Based Leadership Learning Across the Curriculum 35
Sara E. Thompson, Richard A. Couto
This chapter explores problem-based learning (PBL) as effective pedagogy to enhance leadership learning. Through institutional examples, research, and personal experiences, the authors provide a rationale for
faculty and staff to utilize PBL across the curriculum.
4. Critical Leadership Pedagogy: Engaging Power, Identity, and Culture in Leadership Education for College Students of Color 45
Vijay Pendakur, Sara C. Furr
This chapter focuses on how the application of critical pedagogy to leadership education allows for issues of identity, power, and culture to shape leadership learning. Examples from the authors’ work with
students of color are used as illustrations.
5. Developing Critical Thinking Through Leadership Education 57
Daniel M. Jenkins, Anthony C. Andenoro
This chapter provides the critical leadership logic model as a tool to help educators develop leadership-learning opportunities. This proactive logic model includes curricular and co-curricular experiences to
ensure critical thinking through leadership education.
6. Developing Socially Responsible Leaders in Academic Settings 69
T. W. Cauthen, III
This chapter begins the exploration of what leadership education is through examining the relationship between educational involvement and academic autonomy in the development of socially responsible
7. Developing Emotionally Intelligent Leadership: The Need for Deliberate Practice and Collaboration Across Disciplines 79
Scott J. Allen, Marcy Levy Shankman, Paige Haber-Curran
This chapter continues the discussion of what leadership education is and highlights the importance of emotionally intelligent leadership. The authors assert the need for deliberate practice and better collaboration
between student affairs, academic affairs, and academic departments to develop emotionally intelligent leaders.
8. Leadership Competency Development: A Higher Education Responsibility 93
Moving from why, how, and what, this chapter closes with a focus on how we know the outcomes of leadership education. This final chapter provides an overview of leadership competency development as a
critical component of higher education.