The confluence of crises facing our global and local communities have challenged leadership educa... more The confluence of crises facing our global and local communities have challenged leadership educators to think and practice differently. This has meant shifts in how we teach, how we connect with students, and how we understand our role in making change in our institutions and communities. How can we navigate change personally and as a community? The purpose of this article is to introduce co‐inquiry as an emerging method for professional community building, leadership learning, and action‐oriented research.
Experiential learning in and out of the classroom provides students with opportunities to learn f... more Experiential learning in and out of the classroom provides students with opportunities to learn from reflecting critically on concrete experiences. This article introduces Case-in-Point (CIP), an experiential teaching and learning strategy that uses critical reflection-in-action within the context of the classroom environment to modify behaviors in real-time. We broaden the use of CIP beyond its original realm of application, teaching leadership, to instruction in a range of disciplines, and we explore its use to build capacity for experiential learning and democracy.
Equipping leadership educators and students to navigate complex challenges requires new ways of t... more Equipping leadership educators and students to navigate complex challenges requires new ways of thinking about and engaging in professional development. Using the framework of professional formation, we propose an approach to development leveraging complexity science and generative leadership.
In this article, we use the metaphor of a tsunami to illustrate the waves of change brought on by... more In this article, we use the metaphor of a tsunami to illustrate the waves of change brought on by the global pandemic. We discuss the role of leadership educators in responding, recovering, and rebuilding in the aftermath of crisis. We draw from transition theory and complex adaptive leadership theory for sense‐making and action.
Michigan Journal of Community Service-Learning, 2015
In the 20 years since Zlotkowski (1995) called for curricular integration of service-learning (SL... more In the 20 years since Zlotkowski (1995) called for curricular integration of service-learning (SL) across the academy, we have seen increasing adoption of and support for the pedagogy in students' first-year experience. Gardner (2002) suggests that SL in the first year is particularly important because it can lead to increased self-esteem and self-confidence. Ferguson (2015) argues that it can be used then to awaken curiosity and help students connect to each other, the campus, and the community. And the field is accumulating evidence of the positive impact of SL in the first year on retention (e.g., Garoutte & McCarthy-Gilmore, 2014). Thus, it is becoming well established that SL plays an important role in the first year. As we see it, what we must attend carefully to in the coming years is how SL is framed and implemented in that crucial formative space. Our experience suggests that, given the particular challenges of first-year courses, it is all too easy to default to an app...
Taking on a leader identity can be a motivating force for pursuing leader development. This chapt... more Taking on a leader identity can be a motivating force for pursuing leader development. This chapter explores the reciprocal and recursive nature of identity development and leader development, emphasizing how shifting views of self influence one's motivation to develop as a leader.
The confluence of crises facing our global and local communities have challenged leadership educa... more The confluence of crises facing our global and local communities have challenged leadership educators to think and practice differently. This has meant shifts in how we teach, how we connect with students, and how we understand our role in making change in our institutions and communities. How can we navigate change personally and as a community? The purpose of this article is to introduce co‐inquiry as an emerging method for professional community building, leadership learning, and action‐oriented research.
Experiential learning in and out of the classroom provides students with opportunities to learn f... more Experiential learning in and out of the classroom provides students with opportunities to learn from reflecting critically on concrete experiences. This article introduces Case-in-Point (CIP), an experiential teaching and learning strategy that uses critical reflection-in-action within the context of the classroom environment to modify behaviors in real-time. We broaden the use of CIP beyond its original realm of application, teaching leadership, to instruction in a range of disciplines, and we explore its use to build capacity for experiential learning and democracy.
Equipping leadership educators and students to navigate complex challenges requires new ways of t... more Equipping leadership educators and students to navigate complex challenges requires new ways of thinking about and engaging in professional development. Using the framework of professional formation, we propose an approach to development leveraging complexity science and generative leadership.
In this article, we use the metaphor of a tsunami to illustrate the waves of change brought on by... more In this article, we use the metaphor of a tsunami to illustrate the waves of change brought on by the global pandemic. We discuss the role of leadership educators in responding, recovering, and rebuilding in the aftermath of crisis. We draw from transition theory and complex adaptive leadership theory for sense‐making and action.
Michigan Journal of Community Service-Learning, 2015
In the 20 years since Zlotkowski (1995) called for curricular integration of service-learning (SL... more In the 20 years since Zlotkowski (1995) called for curricular integration of service-learning (SL) across the academy, we have seen increasing adoption of and support for the pedagogy in students' first-year experience. Gardner (2002) suggests that SL in the first year is particularly important because it can lead to increased self-esteem and self-confidence. Ferguson (2015) argues that it can be used then to awaken curiosity and help students connect to each other, the campus, and the community. And the field is accumulating evidence of the positive impact of SL in the first year on retention (e.g., Garoutte & McCarthy-Gilmore, 2014). Thus, it is becoming well established that SL plays an important role in the first year. As we see it, what we must attend carefully to in the coming years is how SL is framed and implemented in that crucial formative space. Our experience suggests that, given the particular challenges of first-year courses, it is all too easy to default to an app...
Taking on a leader identity can be a motivating force for pursuing leader development. This chapt... more Taking on a leader identity can be a motivating force for pursuing leader development. This chapter explores the reciprocal and recursive nature of identity development and leader development, emphasizing how shifting views of self influence one's motivation to develop as a leader.
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