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Definitions are central to both the practice and the power of leadership. This deceptively simple supposition was the basis for an elective doctoral leadership seminar at Illinois State University designed and taught by Lyman in Fall 2005, and replicated by Gardner in Spring 2007. The authors featured the same texts and stimulated students' reframing of leadership by using critical and dialogic approaches to defining the concept. Conversations between them about how the seminar design contributed to similar learning outcomes in both sessions led to this co-authored paper. In order to probe how individuals define and understand leadership, the authors used Scholarship of Teaching and Learning (SOTL) principles to construct a reflective evaluation of the learning outcomes of the two sessions of the seminar. This article presents the results of the subsequent SOTL analysis and explores how teaching emerging leadership theories might affect leadership practices. (Contains 4 tables.)

This article presents findings from multiple years of evaluation of STEM-focused school-university partnerships. In addition to developing the three empirically grounded models of structural partnership configurations for project effectiveness, the CSEP team used these models to examine partnership projects for their characteristic collaborative implementation processes. This essay specifically applies questions that deal with project viability and sustainability--across the full range of Illinois ITQ projects--revealing which collaborative structures and processes make the projects sustainable and which do not. (Contains 1 table.)

This article describes the specific methods of a regional partnership that has lasted more than twenty-five years. Southern Illinois University Edwardsville has partnered with public and private schools in the southwestern portion of Illinois, and in metro St. Louis, in the Hands-On Science project, which provides instruction development for chemistry, biology, earth science, and physics teachers in grades 6-12. The project has been modified over the years, and this article explains both modifications and causes, in specific terms such as the effects of funding on classroom equipment and supplies as well as, more importantly, on the turnover among teacher participants. The Hands-On Science project emphasizes classroom assessment techniques, collaboration, and more active learning. Quick Course Diagnosis and Group Instructional Feedback Technique (or Small Group Instructional Diagnosis) are two of the specific methods of assessment used in this successful, long-lived ITQ project--which originally began as an Eisenhower project. (Contains 1 figure and 2 tables.)