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A Multifaceted Approach to Leadership Education: CUNY's Institute for Virtual Enterprise

A Multifaceted Approach to Leadership Education: CUNY's Institute for Virtual Enterprise
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     Journal  of  Leadership Education an international, refereed journal that serves scholars and professional  practitioners engaged in leadership education. ...provides a forum for the development of the knowledge base and professional  practice of leadership education world wide. made available through the continued support and efforts of the membership of the Association of Leadership Educators. Volume 3, Number 3Winter 2004   Journal of Leadership Education Volume 3, Issue 3 - Winter 2004 The Journal of Leadership Education The Journal of Leadership Education (JOLE) is the official publication of theAssociation of Leadership Educators. The purpose of JOLE is to provide a forumfor development of the knowledge base and practice of leadership education. The journal is intended to promote a dialogue that engages both academics andpractitioners. Thus, JOLE has a particular interest in applied research and it is thepremise of JOLE that feedback between theory and practice tests both and makeseach better. The journal provides several categories for submittals to promotediversity of discussion from a variety of authors.The members and board of the Association of Leadership Educators becameaware of the need for a journal about leadership education in the early 1990s. Thechallenge of educating people about leadership is particularly provocative,complex, and subtle. Other journals with leadership in the title focus primarily ondefining and describing leadership, and journals concerning education seldomaddress the subject of leadership. Indeed, one common argument in society is thatleadership is innate (you have it or you don't) and teaching leadership is difficultand often ineffective. This attitude is expressed, perhaps, in the dearth of leadership courses on our university campuses.In this context, JOLE provides a means to test the hypothesis that leadershipeducation is possible. Our journal sits at the nexus of education theory andpractice and leadership theory and practice, and from this divide, this mountainpass, there is a need to look "both ways". Whether or not leadership education is adiscipline of its own is unclear, at least at present. If nothing else, by looking bothways this journal hopes to provide a passageway between two disciplines,enriching both in the process.JOLE is an electronic journal open to all, both as writers and readers. The journalhas been conceived as an "on-line" journal that is available on the world-wideweb and is to be self-supporting. To this end, at some time in the future a fee maybe charged for publication. At present, all editorial, Board, and reviewer servicesare provided without cost to JOLE or its members by volunteer scholars andpractitioners. Copyright 2004 by the Association of Leadership Educators.All rights reserved.   ISSN 1552-9045   ii   Journal of Leadership Education Volume 3, Issue 3 - Winter 2004 Editorial Staff  Editor in Chief  •   Christine D. Townsend, Texas A & M University  Associate Editor •   C. B. Crawford, Fort Hays State University  Editorial Reviewers   •   Elizabeth Bolton, University of Florida •   Chester Bowling, Ohio State University •   Barry Boyd, Texas A&M University •   Christie Brungardt, Fort Hays State University •   Curt Brungardt, Fort Hays State University •   Marilyn Corbin, Pennsylvania State University •   Kathryn Cox, Ohio State University •   Ken Culp III, University of Kentucky •   Renee Daugherty, Oklahoma State University •   Garee Earnest, Ohio State University •   Nancy Franz, University of New Hampshire •   Susan Fritz, University of Nebraska, Lincoln •   Scott Homan, Purdue University •   Tracy Hoover, Pennsylvania State University •   Nancy Huber, University of Arizona •   Kathleen Kelsey, Oklahoma State University •   Christine Langone, University of Georgia •   Jeri Marxman, University of Illinois •   Jeffery P. Miller, Innovative Leadership Solutions •   Lori Moore, University of Idaho •   Martha Nall, University of Kentucky •   Robin Orr, University of Illinois •   Penny Pennington, Oklahoma State University •   John Ricketts, University of Georgia •   Richard Rohs, University of Georgia •   Mark Russell, Purdue University •   Chris Sieverdes, Clemson University •   Wanda Sykes, North Carolina State University •   Kelleen Stine-Cheyne, Texas A&M University •   Laurie Thorp, Michigan State University •   Jim Ulrich, Antioch University •   Bill Weeks, Oklahoma State University •   Larry Wilson, University of Illinois •   Michael Woods, Michigan State University •   Karen Zotz, North Dakota State University iii   Journal of Leadership Education Volume 3, Issue 3 - Winter 2004 Table of Contents From the Editor’s Clipboard 1 Christine D. Townsend, Texas A & M University The Relationship of Gender and Organizational Setting toTransformational and Transactional Leadership Skills of SelectedCollege Student Leaders4 Katie Rosenbusch, Texas A & M UniversityChristine D. Townsend, Texas A & M University The Impact of Character Education Curricula on Youth Educators 21 Kristyn M. Harms, Norris High School, NebraskaSusan Fritz, University of Nebraska, LincolnS. Kay Rockwell, University of Nebraska, Lincoln A Multifaceted Approach to Leadership Education: CUNY’s Institutefor Virtual Enterprise38 Anthony Borgese, Kingsborough Community College, CityUniversity of New York Jonathan Deutsch, Kingsborough Community College, CityUniversity of New York Christoph Winkler, Kingsborough Community College, CityUniversity of New York  Reel Leadership II: Getting Emotional at the Movies 44 T. Scott Graham, Wright State UniversityJ. Cooper Ackermann, Wright State UniversityKristi K. Maxwell, Wright State University Modeling Service Learning for future Leaders of Youth Organizations 58 Tracy S. Hoover, Pennsylvania State UniversityNicole Webster, Pennsylvania State University Women and Negotiations: Unveiling Some Secrets to Success 63 Martha W. Tack, Eastern Michigan UniversityMindy McNutt, Wright State University - Lake Campus Submission Guidelines 72   Le Culminant 74   iv   Journal of Leadership Education Volume 3, Issue 3 - Winter 2004 From the Editor’s Clipboard The Dean asked me the other day if I would implement what I teach. Hewondered if leadership educators could actually be leaders. I pondered hisquestion and decided, yes, leadership educators can implement what we teach. Infact, if we are provided leadership education opportunities, we would enhance ourown leadership skills just as we enhance the skills of our students.My reflection brought to mind a dilemma – how many leadership educators takethe time to participate in further study, educational programs, and in-serviceopportunities? I do not have any research to back my thesis but it appears thatleadership educators, as a group, work very hard in the classroom and take greatresponsibility to create successful learning environments. But, I wonder….. dowe stop and retool ourselves? To celebrate the publication of the Winter, 2004issue of the Journal of Leadership Education, let’s make a resolution to take ashort break from the classroom and enter into some educational journeys of ourown.I know I am lucky because I get to hang around a great group of leadershipeducators. We meet every week to talk about leadership issues, teachingexperiences, and research agendas. Without hesitation, we agree that our shortone hour conversation is one of our best hours of the week. We call ourselves aLeadership Learning Community because we really do learn from each other.Maybe you are thinking, great for you but I am not so lucky. I am all by myself.Where can I find a Leadership Learning Community? Maybe it is located withinyour calendar. Take a look: can you factor in some time for a conference? Howabout getting out of the office and attending a free meeting on campus thataddresses issues relevant to leadership? Perhaps your civic association has aprogram that can revitalize your classroom presentation. Look around, they areout there. People feel the crisis of leadership all the time. Converse with them –no telling what you may learn.Bottom line: make 2005 the year we do what we say. Update, reflect, andrejuvenate. As you peruse this issue of the Journal of Leadership Education, Ihope you will find one idea for a new exciting project or lesson.The Journal of Leadership Education continues to strive for excellence inmanuscript reviews and acceptance. Acceptance rates are calculated for eachissue and vary depending on the number of submissions. The JOLE acceptancerate for this issue is 43%.In their review of the submitted documents, representatives of the JOLE EditorialBoard provided a juried assessment of a manuscript’s scholarly significance andrelevance. The Theoretical Feature, Research Features and Application Briefs 1
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