A Call for Industry/Community Partners & Student Authors

PAUSE for Pedagogy: A Call for Industry/Community Partners & Student Authors

A regular column in the ILA's Interface newsletter since 2016, “PAUSE for Pedagogy” aims to connect leadership education theory to practice and seeks to take lessons learned in the classroom and beyond to expand our theoretical knowledge of teaching and learning while adding tools to readers' pedagogical toolboxes. Written to benefit leaders in various roles, industries, and points in their careers, our goal is to incorporate first-hand educational concepts from industry, community partners, and students. The series is edited by Lisa Endersby and Dan Jenkins and supported in internship by Lyndee Phillips, all members of ILA’s Leadership Education Member Interest Group.

Have you implemented an innovative practice in leadership education? If so, we are looking for article submissions to be considered for publication throughout the remainder of the calendar year, and into 2022. For consideration purposes, please submit a short abstract (100 words or less), with the basis for your submission to Dan Jenkins, Lisa Endersby, and Lyndee Phillips at pauseforpedagogy@ila-net.com. Upon receipt, we will review and be in touch regarding the next steps.

I. Potential Topics of Interest (Industry, Community Partner, or Student Experience)

  • What new tools are you leveraging that are making an impact in your industry or field of study?
  • How are you leading learning interventions to focus on health and well-being?
  • How are enhancing employee experiences?
  • As a student, how do you experience enhancement with the professor/student relationship?
  • What steps are you taking to not only promote but also nurture diversity & inclusion?
  • How are you leading sustainability strategies from a leadership perspective?
  • What are you doing to identify and develop skills needed for the future and how do you see human capital evolving for your future? How will human capital analytics factor into understanding people’s nourishment?
  • How are you learning about technological entrants, for example, artificial intelligence, digital transformation, virtual collaboration, telecommuting, etc.? Has your leadership methodology or style evolved to welcome these changes?
  • What topic did you select for your capstone leadership program/project and how does it relate to your ongoing educational efforts?
    • Topic of Interest Example: Leadership for Virtual Spaces
      • Adapting leadership development (experiential) activities from face-to-face to synchronous or asynchronous environments
      • Exploring the use of technologies to assess leadership development and/or to evaluate the success of leadership development programs
      • Showcasing a learning object or module created to support leadership development in remote environments
      • Integrating social and/or other interactive media to enhance remote leadership learning
      • Advocacy, access, and inclusion in digital leadership learning and leadership
      • Explorations of the practice and pedagogy of leadership in virtual spaces

II. Questions for Consideration:

  • What are/were the learning outcomes for the activities/initiative you facilitated?
  • Tell us more about the pedagogical approaches and/or theories that influenced your strategic approach to this initiative. How did the idea for this initiative (e.g., workshops, training, curriculum, etc.) originate? How were connections made between people?
  • How did this support leadership development?
  • What situational factors impact/influence your pedagogy?
  • Who is/was your learners (e.g., internal or external)? How did you facilitate the learning? What activities, tools, technologies, etc., did you use, and what informed your decision to use these things?
  • How did you assess whether your learners achieved or were approaching achievement of your learning outcomes? What testimonials or other feedback do you have from them on their learning experience?
  • How did you evaluate this experience? What frameworks and/or guiding questions informed your evaluation strategy?

IV. Article Guidelines:

  • 1000-1500 Word Narrative (not including works cited or example of work-product); including:
    • 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 employee leadership development theory that emerged from or underlay the practice or pedagogy being discussed. 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.
    • Implications for future practice/lessons learned. What are the practical implications or applications of your work that other leaders can implement?
  • Works Cited (APA Style Format)
  • Where possible (and with permission), an example of work generated by the initiative(e.g., an excerpt from a paper, memo, video clip, presentation, art piece, etc.)
  • Final Article Submissions Must Also Include:
    • 50-75 word max professional biography
    • High-resolution photo/headshot

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About PAUSE for Pedagogy

PAUSE for Pedagogy aims to connect leadership education theory to practice and seeks to take lessons learned in the classroom to expand our theoretical knowledge of teaching and learning. Written for both the experienced educator and those new to the profession, this column will add tools to readers’ pedagogical toolboxes. Most columns are accompanied by a video interview with the author exploring the ideas raised in the article in more detail. The series is edited by Lisa Endersby and Dan Jenkins, members of ILA’s Leadership Education Member Interest Group. Have you implemented an innovative practice in your leadership education? Contact Dan and Lisa at pauseforpedagogy@ila-net.com

Dan Jenkins Photo Dan Jenkins is Chair and Associate Professor of Leadership & Organizational Studies at the University of Southern Maine. He received his doctorate in Curriculum & Instruction (Higher Education Administration) from the University of South Florida. Dan has published more than 30 articles on leadership education and assessment and is an associate editor for the Journal of Leadership Studies. Dan is also a past Chair of the ILA Leadership Education MIG, Co-Chair of the ILA Leadership Education Academy, and enjoys numerous volunteer roles with the Association of Leadership Educators. Follow Dan @Dr_Leadership.

Lisa Endersby Photo Lisa Endersby is a speaker, educator, and storyteller exploring the intersecting realms of technology, leadership, and assessment in higher education. Her current role as an Educational Developer at York University involves supporting faculty in exploring and implementing innovative best practices for teaching and learning. Her doctoral work examines the relationship between professional identity development and communities of practice. Lisa also volunteers her time as the EDC Institute Coordinator for the Educational Developers' Caucus (EDC). Lisa can be reached at lmendersby@gmail.com.