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The DEAL model of critical reflection (Ash & Clayton, 2009a) was explicitly designed to help improve the quality of learning and practice in applied learning. Heretofore, the DEAL model has been used at the level of the individual student or faculty member as learner. To improve understanding and implementation of critical reflection in a university's international service-learning (ISL) program, researchers utilized the DEAL model of critical reflection to reflect on practice at the program level. Building on the comparison of multiple instances of ISL in Whitney and Clayton (2011), particularly the important variables of program design related to reflection indicated there, the researchers integrated these and other principles of promising practice into a user-friendly tool that can be applied to the design of reflection. Researchers then piloted its use by applying it to three (historical) cases of reflection design in ISL, analyzing archival data--specifically reflective practices from three program years in each decade of Kansas State University's twenty-plus-year IST program. Service-learning programs rely on high quality critical reflection to help students make meaning of their experiences; service-learning programs must design reflection to support and advance that meaning-making, and therefore, must examine reflection design.

In recent decades, leadership scholars have bemoaned the lack of true leaders and leadership education at all levels and issued the fabled "cry for leadership." Although institutions of higher learning have been engaged in guiding the leaders of society since their inception, they offered no formalized programs or courses until relatively recently. Between 1990 and 1998, the W.K. Kellogg Foundation funded a study of 31 collegiate leadership development programs and concluded that they need a new generation of leaders who could bring about positive change in local, national, and international affairs. Although not one of the schools studied, Kansas State University followed the development of the field of leadership studies. This article reviews the recent emphases by institutions of higher education on leadership development and describes a model program for a population not yet widely addressed: faculty and staff. (Contains 3 tables.)

The article offers information with regards of the emphases by higher education institutions on leadership development and to describe a model program for population which are faculty and staff. It notes that the School of Leadership Studies initiated the development of a professional leadership institute whose main objective is to encourage and assist leadership development for faculty and staff. It concludes that the cry for leadership may indeed change the core of the academy.

An introduction to the journal is presented including one on curriculum assessment and accountability by Irma O'Dell, one on leadership journey at Kansas State University by Robert J. Shoop, and one on preparing school principals for a diverse and changing world by Gilbert Davila.