2012 UCEA Convention

Comparative Analysis of International Leadership Preparation Programs: Implications for Globally Minded Leadership. Jacob Easley II, University of Pittsburgh-Johnstown; Pierre Tulowitzki, Kiel
University
The purpose of this paper is to ascertain, describe, and compare the components of existing, intercultural and globally minded leadership preparation programs in the US and other countries; and to understand the policy-based processes, challenges, and needs of support for program development. An intercultural analysis of leadership preparation programs with a focus on 21st leadership is a new endeavor. The findings inform the next generation of policy formation for 21st century leadership preparation.
Hybrid Course Model and Student Interactions: Educational Leadership and the Role of the Instructors. Dwight Farris, University of Arizona
For the past five years, educators have debated the benefits and drawbacks of the hybrid course model in education. In the beginning, discussions focused on whether a combination of online and face- to-face would be effective in learning. Some educators feared that courses taught under the hybrid model were not as rigorous as the standard face-to-face lecture. Now, however, there seems to be an acknowledgement that the hybrid is here to stay

Just the Facts Ma’am: Learning About Curriculum Leadership in an Accountability Context. Corrie Stone-Johnson, University at Buffalo; Kami M. Patrizio, Virginia Tech
This ongoing self-study, conducted by two leadership educators, investigates the teaching of curriculum leadership to graduate students amidst the outcomes-oriented pressures of our current accountability context. The work examines programmatic and practical influences shaping the pedagogy and content of curriculum leadership classes, and examines the impacts of these forces on course content, activities, and students. Conclusions make the case that leader educators must reconsider the current dichotomy that exists between teacher and leadership education programs.

The Drama in School Leadership: An Innovative Interdisciplinary Approach to Developing Creative and Ethical Leadership Capacities. Kristin Kusanovich, Santa Clara University; Jerome Cranston, University of Manitoba
Our paper shares the outcomes of a research study drawn from two workshops that employed dramatic methods to study scripted cases of ethical decision-making for school leaders. The research investigates and illuminates how interdisciplinary approaches to leadership preparation might reframe the methods by which we approach our goals for facilitating the development of the next generation of leaders.