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Teaching Leadership

Bridging Theory and Practice

Gama Perruci and Sadhana W. Hall

We can teach leadership. The authors share their personal experiences of how they have bridged theory and practice in curricular and co-curricular settings to set the pace and tone for leadership development and life-long learning. Starting from theories of leadership, they share how it can be taught with rigor, intentionality, structure, and organization. Assessment is key from conception to implementation. Scholars, educators, and practitioners from different fields and professions are invited to adjust, adopt, and adapt concepts, ideas, methods and processes discussed in this book to their own institutional contexts and reality.
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Chapter 4: The “smart” classroom

Gama Perruci and Sadhana W. Hall

Extract

Much has been written about the use of technology in the classroom. The term “smart” has become associated with a technology-enhanced classroom. In this chapter, we offer a different take on the term “‘smart’ classroom.” A “smart” classroom is one in which the educator and the learners alike engage in a transformative process. Technology may be part of that process, but it is not an end in itself. In the first section of the chapter, we examine the assumptions we make about the term “‘smart’ classroom.” The second section of the chapter introduces strategies that educators can use to increase learner engagement in the classroom (e.g., the Socratic method, use of artifacts, case studies). The chapter closes with an examination of “nontraditional” approaches to leadership pedagogy, for example service-learning projects, simulations, the flipped classroom, and the “mobile” classroom.

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