Leadership

If we always do
what we always did...

We will always get
what we always got.

THE QUESTION
What can faculty do to motivate Ed Leadership grad students to take risks with class assignments?

2 Focus Groups
Student volunteers from EDC 637
Fall 2013

2 groups
3 students each
3 w/o ed experience
3 very experienced

METHOD

Email call for volunteers

1 Hour focus group interview

8-10 open-ended questions
based on
The Everyday Classroom Tools Project

ANALYSIS: identify themes

• Supportive classroom environments
• Thinking dispositions
• Opportunities for safe risk-taking

FINDINGS

• All courses: assignment formats kill creativity
• No prerequisite for program entry
• All assignments done in safe, unauthentic environment
• Cultural perspectives on grades vs learning
• Cohorts discourage risk and innovative thinking

FINDINGS, con't

• Program outcomes omit risk-taking
• Faculty comments on assignments can be devastating
• Classroom offer divergent thinking dispositions
• Everyone gets A; getting less is humiliating

IMPLICATIONS - for my teaching

• Offer students choice in assignments
• Include authentic assignments and assessments
• Force a change of student groups for work
• Be flexible in assignment structure

IMPLICATIONS - for ZU

• Address risk-taking in program outcomes
• Reconsider cohorts
• Set educ experience prerequisites for program entry
• Encourage out-of-the-box thinking through activities
• Increase use of authentic learning & assessment

LIMITATIONS

• Very small sample (6)
• One program only (Ed Leadership)

NEXT STEPS

• Secure ethical clearance
• Expand the study
• Open the discussion for faculty
• Survey other universities
• Be upfront: leaders know how to take risks