In response to the growing field of Leadership Studies, the International Leadership Association appointed a task force to explore questions concerning formalized program review systems, such as a peer review process, accreditation, and/or certification. The inquiry involved questions regarding the value of a formalized program review process to advance the field of leadership studies and discover important patterns emerging in areas such as content, teaching, outcomes, and assessment. This article provides a summary of the work completed by the International Leadership Association's Formalized Program Review task force from 2011–2012 to explore and recommend options related to formalized program review for curricular based leadership studies programs.

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This article describes a research study that used fine art prints to evoke metaphors of leadership in order to uncover patterns related to tacit views of leadership held by developing leaders, foster self-knowledge, and identify areas for growth in their views about leadership. The study was grounded in the psychodynamic approach to leadership and employed qualitative methods designed to uncover tacit views of leadership. Participants' art metaphors were content analyzed for thematic connections to cultural archetypes. Their concepts about leadership aligned with five archetypes that represent universal cultural patterns: The Mentor-Teacher, Father-Judge, Warrior-Knight, Revolutionary-Crusader, and VisionaryAlchemist. Connections to these archetypes revealed participants' positive beliefs, feelings, motives, and actions associated with leading and alerted them to potential abuses of power associated with each archetype.

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In the fall of 2010, our department began a "green" professional development initiative designed toreduce paper usage as we collectively learned to use iPad touch technology for department meetings.The adoption of an iPad initiative was a manifestation of an expectation and commitment tocommunication and capacity building within the department. Effective implementation would result inresponsible resource utilization, effective communication and communal learning. This initiative waspart of the chairperson’s effort to enact a vision of a collaborative culture with transparency, autonomy,and interdependence within the department.