Living our leadership learning in Swift Current, Saskatchewan
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SubjectTeaching; Learning; Education, Higher; Royal Roads University; Experiential learning; Action research
This case study of a MA-Leadership capstone project demonstrates three elements of Royal Roads University’s Learning and Teaching Model: 1) Experiential, authentic learning strategies; 2) Supporting integrative learning—how all elements came together; and 3) Action-oriented research as an inquiry process. RRU MA-Leadership student, Lidia Wesolowska, supported by her academic supervisor, Dr. Niels Agger-Gupta, created a community engagement process to define sustainable downtown revitalization sponsored by the City of Swift Current, Saskatchewan, a community of about 16,000 people. This challenging process involved creating an authentic dialogue complicated by community politics and high visibility. The focus of the inquiry shifted, both during the project design and through its implementation. This study demonstrates how applying the critical learning elements of LTM, combined with an intentional, multi-faceted approach and a transparent leadership style, effectively engaged the community.
Part I: Learner Experiences and Outcomes
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