When it comes to engineering leadership program development, having a well-formulated plan with clear goals and objectives is paramount. Consider your programs to be works-in-progress and be prepared for potential challenges.

This article explores how the leadership learning framework can scaffold leadership development training toward meaningful, observable change. This change occurs when students have opportunities to take their existing leadership knowledge and combine it with new information to increase their leadership metacognition both conceptually and in…

This chapter discusses the role of mentoring in facilitating leadership development for students throughout the educational pipeline. Related literature is summarized and practical guidance is provided for designing, implementing, and evaluating programs with a focus toward developing students as leaders.

This chapter describes the role of two types of self-efficacy--leader self-efficacy and leader developmental efficacy--for enhancing leadership development. Practical implications for designing and developing leadership programs that take into account these two types of self-efficacy are discussed.

This chapter provides practical advice for developing a comprehensive assessment plan. Two examples from institutions that have created both individual and program-level assessment plans for leadership programs are shared.

This chapter outlines a process used by a large, public, research institution to create and implement a competency-based leadership development initiative across campus.

The culturally relevant leadership learning (CRLL) model is explored through the lens of theory and practice. This creates critical questions to guide leadership educators in the ongoing process of transforming leadership programs.