A multi-disciplinary group of faculty published “Reflections from the road: exploring student outcomes and perceptions of an undergraduate Honors Leadership Academy” in Journal of Leadership Education on May 19, 2025.
The group of faculty:
- Chelsea Redger-Marquardt, assistant dean, Cohen Honors College and assistant professor in the Department of Sport and Leadership Studies
- Doug Stucky, director and assistant dean of the College of Innovation and Design
- Cindi Mason, associate teaching professor and undergraduate coordinator of the Department of Industrial, Systems and Manufacturing Engineering
- Bobby Berry, assistant dean for students and strategic initiatives, College of Applied Studies and assistant professor in the Department of Sport and Leadership Studies
- Samantha Gregus, director of clinical training and associate professor in the Department of Psychology
Abstract: Purpose
Leadership can be developed through interdisciplinary teaching with a focus on innovation and design thinking, and travel as an experiential learning exercise. Design thinking encourages students to engage in problem solving from an interdisciplinary lens, often resulting in personal growth. Place as Text allows students to explore places experientially, and often results in increased motivation, engagement and learning when included in courses. The purpose of the current study was to explore how participation in an Honors Leadership Academy that combined instruction and travel impacted student perceptions of growth, learning and self-report of leadership values.
Design/methodology/approach
A mixed-method design was used in the current study. Four cohorts of undergraduate honors students (n = 30) enrolled in an Honors Leadership Academy rated their leadership values at pre- and post-participation in the academy. Students also completed reflection essays at the conclusion of their experience in the academy. Essays were coded and analyzed using reflexive thematic analysis to assess growth or changes in leadership values and learning overall.
Findings
Participation in the academy resulted in improvement in participants’ ratings of their leadership values. Thematic analyses revealed growth in students’ leadership knowledge, peer relationships, self-discovery, appreciation for collaboration, connection to the college/university and place-based learning.
Originality/value
The current study highlights how an interdisciplinary, collaborative Honors Leadership Academy that combines instruction with travel can promote students’ understanding and growth in leadership values and learning through an innovative model. This study also adds to the literature specifically exploring leadership development in undergraduate honors students.