Teaching leadership through writing: a collaborative course redesign

Purpose This “Teaching Tool” describes strategies to integrate writing instruction into an introductory undergraduate leadership course and demonstrates how interdisciplinary collaboration between composition and leadership faculty can foster student success. Design/methodology/approach The article describes how faculty from composition and leadership collaborated on ways to improve students' writing skills by incorporating pedagogical best practices for writing, including adding scaffolding and peer review to a leadership course. Findings The strategies discussed are designed to strengthen students' writing skills in an introductory leadership class. Originality/value Writing skills are especially essential for students in leadership. This article presents a model for both integrating scaffolding and peer review best practices in a leadership course and for establishing faculty collaboration across the disciplines.