This article provides an overview of the leadership learning framework (LLF) and insight into how this framework was developed. The shift from focusing on teaching to the learning of leadership to developing programs in both curricular and co-curricular spaces is amplified in this model. The six aspects of the LLF are discussed using a steering…

To develop transformative experiences, educators must meaningfully ground leadership development interventions in theories and models that reflect how leadership is conceptualized and operationalized within a community and/or institution. Since no single framework perfectly captures the socially constructed and multifaceted nature of leadership,…

When it comes to engineering leadership program development, having a well-formulated plan with clear goals and objectives is paramount. Consider your programs to be works-in-progress and be prepared for potential challenges.

This article demonstrates how educators can create opportunities for students to learn about leadership in a variety of circumstances. Through the integrated model for contextualizing leadership learning, educators can center culturally relevant leadership while considering the environment where leadership learning is provided as well as the…

This article explores how the leadership learning framework can scaffold leadership development training toward meaningful, observable change. This change occurs when students have opportunities to take their existing leadership knowledge and combine it with new information to increase their leadership metacognition both conceptually and in…

This chapter discusses the role of mentoring in facilitating leadership development for students throughout the educational pipeline. Related literature is summarized and practical guidance is provided for designing, implementing, and evaluating programs with a focus toward developing students as leaders.

This article explores how leadership education and program development is centered on the needs of students, local tribal communities, and institutional charter within the Tribal College and University (TCU) context. Two leadership-based academic programs at two respective TCUs are discussed through the lens of a culturally appropriate framework…

This chapter describes the role of two types of self-efficacy--leader self-efficacy and leader developmental efficacy--for enhancing leadership development. Practical implications for designing and developing leadership programs that take into account these two types of self-efficacy are discussed.

This chapter provides practical advice for developing a comprehensive assessment plan. Two examples from institutions that have created both individual and program-level assessment plans for leadership programs are shared.

This chapter outlines a process used by a large, public, research institution to create and implement a competency-based leadership development initiative across campus.

The culturally relevant leadership learning (CRLL) model is explored through the lens of theory and practice. This creates critical questions to guide leadership educators in the ongoing process of transforming leadership programs.