Abstract

The primary purpose of this paper is to call leadership educators to intentionally engage in a conversation regarding how we ensure participants of our programs are learning what we hope they learn. To achieve this principal aim, this paper will (a) briefly examine pressures compelling our discipline to engage in intentional conversations regarding assessment and (b) provide an overview of ways and means of assessment activities.

Document Type

Article - campus only

Source Publication

Journal of Leadership Education

Version

Published Version

Publication Date

7-1-2009

Volume

8

Issue

1

First Page

148

Last Page

162

Rights

Notice: This material may be protected by copyright law (Title 17 U.S. Code).

Comments

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