The framework, taxonomy, outcome, and pedagogy connection in learning outcome four revolves around the experiential learning along with interactional and interpersonal aspects of leadership (Guthrie & Jenkins, 2018). There is an emphasis on the student being an active participant in the leadership engagement learning process. The purpose of leadership engagement, within the leadership learning framework, " is to provide the learner with new experiences, and the role of the educator is often to help individuals capture and make sense of planned or naturalistic experiences (constructivism) following an activity" ( Allen & Shehane, 2016, p. 44).The main question for human dimension and caring within Fink's Taxonomy, is "What should learners learn about themselves and about interacting with others?" and " "What changes in learners’ feelings, interests, values are important?" (Fink, 2013). With these pieces of the leadership learning framework and Fink's taxonomy combined, students are provided intentionally designed opportunities to engage in experiential learning, interactional and interpersonal aspects of leadership, and become an active participant in the leadership engagement process. 

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The Instructional and assessment strategies for this outcome focus on students relationships with others along and experiences learned while being an active participant to leadership learning. For the fourth meet of the retreat series, the students will be focusing on building interpersonal skills with one another and experiential learning.  The instructional strategies chosen are games and team-building activities with group discussion and reflective journal entries used as the assessment tools. During this meet, students will be participating in various team-building activities and group games. These teaching strategies provide opportunities for students to actively participate in leadership engagement. For assessment, groups discussions after group activities will be used to provide students the opportunity to assess what they learned through dialogue with one another. Also, reflective journal entries will be used to assess if learning outcome four was met through active participation and leadership engagement. Reflection is incorporated into the interpersonal leadership learning process because "reflection has been conceptualized as the primary process through which learners extract knowledge from their experiences" (Illeris, 2007). Throughout the event, students will have opportunities to reflect through journaling which will be incorporated into the overall assessment of the series at the end of the year

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Allen, S. J., & Shehane, M. R. (2016). Exploring the language of leadership learning and education In D. M. Roberts & K. J. Bailey (Eds.), New directions for student leadership no. 151: assessing student leadership (pp. 35–49). San Francisco, CA: Jossey-Bass..

Fink, L. D. (2013). Creating significant learning experiences : an integrated approach to designing college courses. Jossey-Bass.

Guthrie, K. L., & Jenkins, D. M. (2018). The Role of Leadership Educators : Transforming Learning. Charlotte, NC: Information Age Publishing. 

Illeris, K. (2007). How we learn: Learning and non-learning in school and beyond. London, UK: Routledge.