Infusing Characteristics of Powerful Learning Experiences Into Educational Leadership Preparation: Perspectives From University Programs' Faculty

• In Event: Innovative Strategies for Leadership Preparation Programs

Abstract

This paper is a qualitative examination of the inclusion of powerful learning experiences (PLEs) in educational leadership preparation programs. We offer findings centered on the following research questions: (1) How do educational leadership preparation program faculty members define powerful learning experiences in their curriculum? and (2) How do the characteristics of powerful learning experiences emerge within different aspects of educational leadership preparation programming (e.g., course assignments, planning, hiring)? As a recently-developed framework, the extent to which PLEs have been systematically utilized and enacted by faculty members remains largely unexplored. Leveraging interviews with faculty members from all of the five EELP Award-winning programs, this paper examines how they define PLEs within their context and how PLEs are part of their program structures.

Authors

• Kathleen M.W. Cunningham, University of South Carolina

• Bryan A. VanGronigen, University of Delaware

• Pamela D. Tucker, University of Virginia

• Michelle D. Young, Loyola Marymount University