Abstract
After receiving IRB approval, we administered a Qualtrics survey (Jenkins, 2012, 2016, 2018, 2020) to a diverse range of leadership educators through professional organizations in the field. We received 301 responses from leadership educators. The sample was approximately evenly split between undergraduate and graduate-level educators and educators who facilitated face-to-face and online leadership curricular or co-curricular experiences.The demographic composition of the sample is comparable to those in prior research (Jenkins, 2018). Abstract We examined the most commonly used instructional strategies, assessment strategies, and learning goals emphasized in leadership education across undergraduate and graduate courses offered in both face-to-face and online formats. Survey responses from 301 leadership educators revealed that group projects, major papers, class discussions, and interactive lectures were the most frequently employed strategies. Educators most often prioritized learning goals related to application, learning how to learn, and integration, while foundational knowledge and the human dimension were less emphasized. Women more frequently used reflective and self-assessment tools, and educators with master's degrees reported greater use of games and scavenger hunts. These findings provide insight into current teaching practices and underscore the need for more intentional instructional design in leadership education.