Enhancing Leadership Education: Insights from a Seminar Evaluation

Document Type


SoTL Category

Course/Classroom Design and Considerations

Publication Date



Definitions are central to both the practice and the power of leadership. This deceptively simple supposition was the basis for an elective doctoral leadership seminar at Illinois State University designed and taught by Lyman in Fall 2005, and replicated by Gardner in Spring 2007. The authors featured the same texts and stimulated students' reframing of leadership by using critical and dialogic approaches to defining the concept. Conversations between them about how the seminar design contributed to similar learning outcomes in both sessions led to this co-authored paper. In order to probe how individuals define and understand leadership, the authors used Scholarship of Teaching and Learning (SOTL) principles to construct a reflective evaluation of the learning outcomes of the two sessions of the seminar. This article presents the results of the subsequent SOTL analysis and explores how teaching emerging leadership theories might affect leadership practices. (Contains 4 tables.)


This article was published in Journal of Research on Leadership Education. Vol. 3, Number 1. (2008).