Seamless Leadership Learning in Curricular and Cocurricular Facets of University Life: A Pragmatic Approach to Praxis

Abstract

The development of curricular and cocurricular leadership experiences is often a complex undertaking, second only to the complexities of learning how to lead effectively. The current article outlines the shared and diverse experiences of two leadership faculty charged with coordinating academic leadership programs at separate institutions. Both faculty members were previously student affairs professionals and chose to educate undergraduate leaders in the classroom while providing research for the leadership consortium. Additionally, both faculty members continue to partner with student affairs to facilitate strong curricular and cocurricular student experiences. The current article shares a practical approach to providing ongoing strategic practice opportunities for future leaders enrolled in academic, undergraduate leadership education programs while suggesting the creation of a common leadership language for both academic and cocurricular programs.

Exploring the Language of Leadership Learning and Education

“…The purpose of this chapter is to highlight the importance of creating a balanced approach to leadership education and learning in order to effectively assess leadership. This chapter explores best practices in curricular/cocurricular partnerships—a practice that is becoming more and more common (Buschlen & Guthrie, ). Next, the focus is on the need for clarity around terminology as foundational to the partnership and to explore terminology of various types of curricular, cocurricular, and hybrid programming.…”

Leadership Education: Assessment of Learning in a Sport Leadership Course

“…Wielkiewicz (2000) As Allen et al (1998) and Conger (1992) suggested years ago, personal growth of a leader is essential for success. We feel our most important outcomes were students' indicating they grew personally as leaders, gained a better understanding of the type of leader they wanted to be, and felt more The importance of reflection in learning about leadership was emphasized by Allen et al (1998), Buschlen and Guthrie (2014), Conger (2013), Roberts (2008), and White and Guthrie (2016).…”

Leadership Education: Illuminating a Community of Practice

“…As a result of common or collaborative initiatives among institutional contexts or professional associations, leadership educators from curricular and cocurricular contexts may opt to collaborate in the design and delivery of leadership education programs, experiences, or events. Buschlen and Guthrie (2014) highlight networking at an institutional level around the development of leadership programs, describing how "efforts of both academic and student affairs were enlisted in all phases of the development from idea to programmatic launch to ongoing support" (p. 60) for the two programs: (a) at Florida State University-an Undergraduate Certificate in Leadership Studies was developed through a partnership between the College of Education and the Center for Leadership and Social Change, which is in the Division of Student Affairs; and (b) at Central Michigan University-the Leadership Studies Minor emerged from an existing program known as the Leader Advancement Scholars, an initiative of the Division of Student Affairs, and is now housed in the College of Education and Human Services. According to Buschlen and Guthrie (2014), the strength of these two programs, "resides in the ongoing commitment to the partnership between student affairs and academic affairs.…”