Literaturnachweis - Detailanzeige
| Autor/inn/en | Odom, Summer F.; Ho, Sarah P.; Moore, Lori L. |
|---|---|
| Titel | An Examination of the Outcomes of the Undergraduate Leadership Teaching Assistant (ULTA) Experience as a High-Impact Practice in Leadership Education |
| Quelle | In: Journal of Leadership Education, 14 (2015) 2, S.100-117 (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1552-9045 |
| Schlagwörter | Leadership Training; Teaching Assistants; Qualitative Research; Transfer of Training; Leadership Qualities; Higher Education; Undergraduate Students; Content Analysis; Convergent Thinking; Creative Thinking; Outcomes of Education; Texas |
| Abstract | The Undergraduate Leadership Teaching Assistant (ULTA) experience offers students a high-impact opportunity to develop, practice, and evaluate their leadership knowledge, skills, and abilities. The purpose of this qualitative study was to examine outcomes of the ULTA experience as a high-impact practice for students studying leadership. Weekly journal entries of eight ULTAs were analyzed to assess their perspectives on the experience. Findings revealed the ULTAs developed cognitive skills through the generation of mostly divergent discussion questions on the knowledge and comprehension level of the Taxonomy of Educational Objectives: Cognitive Domain (Bloom et al, 1956). ULTAs applied their learning from the experience to both personal and professional roles and intend to model behaviors in seven skill areas: (a) communication; (b) active listening; (c) mentoring; (d) responsibility; (e) followership; (f) professionalism; and (g) collaboration. (As Provided). |
| Anmerkungen | Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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