Background: Leadership development is commonly named as an outcome for experiential learning (EL) programs. Some programs have shown success at inculcating individual leadership traits. However, it is not clear whether there is a relationship between certain kinds of experiential pedagogy and specific leadership concepts or styles, such as industrial and postindustrial leadership and other concepts. Purpose: The researchers identify course-design factors associated with leadership-learning outcomes in an interdisciplinary EL program called Vertically Integrated Projects. Method: From five courses across disciplines, faculty were interviewed and syllabi and student reflections were analyzed for concepts of leadership and course designs. Findings: Students showed the most evidence of leadership learning when at least two of the three factors were present: (i) flexible and cooperative course structures; (ii) conceptual instruction; and (iii) faculty coaching. Leadership practice is distinguished from leadership learning. Implications: Leadership educators recommend conceptual instruction prior to experiential learning; the findings support supplementing that instruction with a flexible, cooperative course design to encourage leadership learning. More research is needed on the relationship between “vertical” experiences, in which advanced students mentor junior students in courses of any size, and leadership development.

中文翻译：

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体验式项目中的领导力学习课程设计

背景：领导力发展通常被称为体验式学习 (EL) 项目的成果。一些项目在灌输个人领导特质方面取得了成功。然而，目前尚不清楚某些类型的体验式教学法与特定的领导概念或风格（例如工业和后工业领导力以及其他概念）之间是否存在关系。目的：研究人员在名为“垂直整合项目”的跨学科 EL 项目中确定了与领导力学习成果相关的课程设计因素。方法：从跨学科的五门课程中，对教师进行了访谈，并对教学大纲和学生的反思进行了分析，以了解领导力和课程设计的概念。结果：当三个因素中至少有两个存在时，学生表现出最多的领导力学习证据：(i) 灵活和合作的课程结构；(ii) 概念指导；(iii) 教师辅导。领导力实践不同于领导力学习。启示：领导力教育工作者建议在体验式学习之前进行概念性指导；研究结果支持通过灵活、合作的课程设计来补充这一指导，以鼓励领导力学习。需要对“垂直”体验（高级学生在任何规模的课程中指导初级学生）与领导力发展之间的关系进行更多研究。