PAUSE for Pedagogy
2023 Call for Proposals: Leadership Education–Now What?
The ILA invites industry leaders, leadership educators, scholars, and student and academic affairs practitioners to share successful, intentional, outcomes-based practices in student leadership education, training, and development. Submissions that capture instructors’ and leaders’ reflections on and/or observations of the students’ experiences or outcomes resulting from programmatic and semester-long immersions as well as individual workshops, events, class meetings, assignments, or activities, are encouraged.
In the spirit of narrative research and inquiry, authors are invited to share learners’/students’ individual and/or team experiences in leadership education, training, and/or development programming, beginning with experiences as expressed in the lived and told stories of individuals (Creswell & Poth, 2018). Articles must include a narrative account of the learner(s)’/student(s)’/teams’ experience within the reported practice providing an outline of intended outcomes as well as an emergent or underlying theoretical foundation and illustrative examples.
Returning to our foundational understandings of leadership pedagogy and bringing with us new, critical interrogations of the what, why, and how of what we do, may help us reevaluate what matters and ask: Why did we always do it that way? What aspects of this knowledge or practice should remain foundational to our teaching? The 2023 series will bring us back to basics and focus on the question: Leadership Education–Now What? This theme will consider what’s changed and what’s still important in leadership education spaces.
We invite stories of practice from the field that address and explore the use of more traditional pedagogical practices (e.g., discussion, lecture, group work, self-assessments/instruments, etc.) as well as those that may have emerged or evolved (e.g., synchronous and asynchronous learning, Jamboards, Zoom breakout rooms, online games, etc.) or those that have been shaken up by recent global events (e.g., debate, simulation, role play, conversations about DEIJ and/or ethics). Learning activities or experiences from curricular and/or co-curricular contexts are of significant interest to our readers. The series also welcomes narrative accounts of experiences from non-academic and for-profit contexts that include, for example, creative partnerships among disciplinary programs or other organizations, innovative connections with community partners in designing and delivering leadership education, international and intercultural programs, as well as exploratory integrations of media, technology, and art.
Possible article topics may include:
- “Lessons learned” from the past few years of working in leadership and followership positions as well as teaching leadership during a global pandemic
- Reflecting on the ‘how’ and ‘why’ of leadership education — what drives us and what remains vital in this work?
- Teaching leadership across multiple modalities (e.g., in person, online, blended formats)
- (Re)examining student needs, interests, and goals in pursuing leadership education
- (Re)examining our needs, interests, and goals as leadership educators
- Creative, innovative leadership education lessons and curriculum building on our lessons learned
- Integrating “traditional” leadership pedagogies with new, emerging understandings of leadership theory and the broader global landscape
Please note that at least one author must be an ILA member to be published in PAUSE for Pedagogy.
Proposal Guidelines:
- Interested authors should submit a 100-200 word abstract to pauseforpedagogy@ila-net.com that captures the essence of the practice or pedagogy.
Article Guidelines:
- 1000-1500 Word (maximum) Narrative (not including works cited or work examples) that includes:
- An abbreviated narrative of the practice or pedagogy. This should be a first-person account of the associated intentional, outcomes-based practice or pedagogy that sets the context and paints a picture for ILA Members.
- Associated pedagogical or student leadership development theory that emerged from or underlies the practice or pedagogy being discussed. However, submissions should consist of no more than 25% theoretical information; the rest should be practical advice for leadership educators to use.
- Documented and/or measurable learning outcomes. What were the desired intentional connections considered between practice or pedagogy and learning objectives? This could include, for example, quotes or observations from students, instructors, and/or other participants.
- Implications for future practice/lessons learned. What are the practical implications or applications of your work that can be implemented by other leadership educators?
- Works Cited (APA 7th edition Style Format)
- Where possible (and with permission) an example of work generated by the class, workshop, or program (e.g., an excerpt from a paper, art piece, etc.)
Final Article Submissions Must Also Include:
- 75-100-word max professional biography
- High-resolution photo/headshot
Rolling Deadline
- There is no set deadline for PAUSE for Pedagogy submissions, however, accepted proposals will be published in the order they are received.
To learn more or to share an idea for an article, contact Dan Jenkins & Lisa Endersby, Co-Editors of Pause for Pedagogy, at pauseforpedagogy@ila-net.com.