Abstract:

The development of an experiential leadership course that incorporates an international service learning component requires an in-depth understanding of leadership, service learning, and dialogue. Through a combination of servant leadership theory, democratic leadership theory, and intergroup dialogue methodology, the author designed an undergraduate leadership course that focused on enabling students to develop a shared vision, become socially responsible leaders, and work as a team towards common goals. Over a twelve-week period, the course moved from theory to practice as the students applied the concepts learned in class to a week-long service learning project in Cusco, Peru, where they rebuilt a kitchen and refurbished a greenhouse at a rural elementary school. Besides engaging in meaningful community service and successfully completing the projects, the students grew as individuals and as a team while they learned to trust one another, be flexible, and solve problems.

This paper focuses on the rationale behind the curriculum design of this college leadership course and the author’s observations and perceptions regarding the impact of this international service learning experience and the success of this pilot program.

Keywords:

International service learning, leadership, intergroup dialogue, experiential learning, curriculum design.