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.

This article presents three types of (inter)active learning pedagogical tools to better prepare future administrators for complex, real-world tasks. We propose a framework of narrative linearity and responsiveness to examine digital cases, digital simulations, and clinical simulations as bridging pedagogies from abstract class-based methods to…

This qualitative study examines student learning about leadership across three sections of a capstone course in an undergraduate leadership minor. Qualitative methods were informed by exploratory case study analysis and phenomenology. Student-centered and inquiry-focused pedagogical approaches, including case-in-point, action inquiry, and…

This book, prepared in the context of the "UN Conference on Sustainable Development (UNCSD)", also known as "Rio+20", contains the papers submitted to the "World Symposium on Sustainable Development at Universities (WSSD-U-2012)", which took place in Rio de Janeiro, Brazil on 5 and 6 June 2012. It pursues the following main aims: to document and…

This paper reports the results of a 5-month study of 4, self-selected Problem-Based Learning (PBL) teams taking a leadership capacity-building course in the Educational Leadership Program in the Graduate School of Education and Information Studies at UCLA. Twenty-six students in the course were divided into five teams of five to eight members…

Examined mid-career professionals' perceptions of their long-term learning in a master's leadership program centered on problem-based learning (PBL). Found that students perceived their most valuable learning was related to two main areas: group process and self-knowledge (including sub-themes of learning to understand different perspectives, to…

Describes the development and use of a problem-based computer management simulation called In the Center of Things (ITCOT). Used to develop instructional leadership for school principals, the system is based on direct problem solving instead of traditional classroom coursework. (GH)

Reviews research on organizational change and leader effectiveness, and argues that communication should be addressed formally in administrator and teacher preparation programs. An ongoing effort to develop a communication skills component of an administrator preparation program that incorporates problem-based learning is described. (SLD)

Three field-oriented, problem-based administrator preparation programs at the University of Colorado at Denver have provided opportunities and challenges. Student involvement in planning and conducting learning, collaboration among faculty and students, and use of performance-based learning outcomes and portfolio assessments are among the…

This paper proposes that problem-based learning (PBL) can serve as a cognitive apprenticeship in administrator-preparation programs. The paper presents an overview of PBL and its application in the administrator-preparation program at the University of Connecticut. The initial training in group processing for students enrolled in the program is…

When the University of Georgia's Department of Educational Leadership was formed from the merger of two earlier departments, the new entity developed an innovative doctoral program in educational leadership that incorporated principles of problem-based and student-based learning. The program was designed to promote the values, knowledge, and…

Since the 1950s some educational researchers have argued for a strong focus on problem solving in administrator-preparation programs. This paper discusses two types of problem-based learning (PBL)--simulated and authentic. It discusses various PBL concepts and presents two vignettes used during the 1995 and 1996 academic years at the University of…

Leadership education is intended to teach strategies for getting results through others. A Stanford University (California) graduate program for prospective public school principals uses complex problem-based learning projects in which students are required to develop a solution and a mode for presenting it as they would in an actual school…

This book examines how a relationship between the University of Vermont and school districts throughout the state enables teachers to earn graduate credits through year-long Problem-Based School Development Institutes. The institutes take participants through a cycle that includes identifying a problem, conducting background and action research,…