Journal of Management Education
For more than a decade, I have been experimenting with curricular and cocurricular approaches to leadership education. In the classroom, my focus is teaching graduate and undergraduate courses in leadership, and in 2015, l cofounded a nonprofit, Collegiate Leadership Competition, which is an organization dedicated to creating a practice field for leadership learning and education. l read the work of Byrne, Crossan, and Seijts (20I8) and truly appreciate their approach and thinking when it comes to developing leader character. In a nutshell, l could not agree more with their thinking, and like them, I have been experimenting with new and innovative ways to teach leadership. Crucible moments within an experiential learning pedagogy can· be exhausting and, depending on the approach, come with risk. In my own experience, there is a shadow side to such endeavors, and the purpose of this rejoinder is to explore this dimension as an important topic for discussion. While Byrne et al. (20 I 8) and I have arrived at a similar space conceptually, I have used the work of other scholars that readers may find interesting and helpful in their own practice. I begin by sharing three resources that have fundamentally shifted how I think about teaching leadership. I continue with five key considerations for educators interested in experimenting with crucible moments as an experiential/active learning intervention.
Allen, Scott J., "Yes! And ... I'm So Tired of Experiential Learning" (2018). 2018 Faculty Bibliography. 15.
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