Sunday, December 15, 2019
The RP Group

 Curriculum, Pedagogy, and Outcomes


Leading from the Middle (LFM) is a structured, year-long leadership development program focused on developing and equipping middle leaders with skills and strategies to advance lasting reform efforts at their respective colleges through a project and problem-based learning model. LFM's pedagogical approach provides a space for campus teams to engage with and learn from one another in addition to taking into account that middle leaders are critical agents who can influence change through their positions on campus and their connections with students. Offered annually by the RP Group, this interactive, sustained professional development program:

  • Uses a project and problem-based learning model

  • Engages college teams comprised of faculty, administrators, staff, and researchers in the implementation of Guided Pathways

  • Includes face-to-face sessions, coaching designed to both support the leadership development of individual participants and assist college teams in project delivery

Curricular Topics:

  • Making the Case/Using Evidence

  • Understanding and Analyzing Institutional Cultures for Successful Leadership 

  • Communicating Successfully

  • Building Teams and Coalitions

  • Engaging Resistance

  • Using Design Tools (concept mapping, prototyping, case studies, and logic models)

  • Momentum Mapping

  • Taking Risks/Failing Successfully

  • Building a Data-Informed Campus Culture


The LFM outcomes are clustered in three major categories and include the following: 

Leadership Development
  • Develop leadership identity

  • Develop strategies to sustain and support leadership development 

Team Collaboration and Leadership
  • Create and sustain professional relationships in which peers share ideas and strategize together 

Leadership in the Context of a College Initiative
  • Engage with existing literature 

  • Apply research and evidence to make informed decisions that advance institutional change efforts 

  • Strengthen capacity to prioritize and lead departmental, institutional and other changes through the process of evidence-based inquiry