The framework, taxonomy, outcome, and pedagogy connection in learning outcome one revolves around learning leadership knowledge that puts an emphasis on the mental processing aspect of learning. Leadership knowledge, within the leadership learning framework, is the " interdisciplinary, academic, and applied field of study that focuses on the fluid process and components of the interaction between leaders and followers in a particular context" (Sowick, 2012). The main question for foundational Knowledge, within Fink's Taxonomy, is "What key information, ideas, perspectives are important for learners to know?" (Fink, 2013). With these pieces of the leadership learning framework and Fink's taxonomy combined, students are provided intentionally designed opportunities to learn leadership knowledge. 

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The Instructional and assessment strategies for this outcome are based on finding the best opportunities for students to learn leadership knowledge (Guthrie & Jenkins, 2018,p.60). For the first event of the retreat series, the students will be focusing on this particular outcome. The instructional strategies chosen are guest speakers and leadership theory videos with discussion boards used as the assessment tool. The guest speaker panel will be composed of first-generation students that come from various backgrounds and academic levels. This will provide the participants the opportunity to gain knowledge through the experiences of students who were once in their shoes. This is also an opportunity for the participants to ask any questions they may have about being in college. Along with the personal aspect, the leadership theory videos provide an academic element for the students to learn and comprehend important theories in leadership. In order to assess the students learned leadership knowledge, discussion boards will be used. The discussion boards are a space where the instructors and students can interact. The instructor provides intentional, leading questions that encourage the participants to discuss information learned throughout the retreat portion. The instructor will be able to assess the learning through the responses of the participants. Additionally, reflection is incorporated into the leadership knowledge 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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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.

Sowcik, M. (2012). Legitimacy, maturity, and accountability of leadership studies programs: A movement toward “good” practices. Journal of Leadership Studies, 6(3), 47–48.