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In a qualitative study assessing students’ perceptions of faculty-student interaction in the online learning environment, findings demonstrated that students make meaning of faculty- student interaction in ways that align with authentic leadership behaviors. Faculty interaction, or lack thereof, shaped students’ perceptions of faculty authenticity and commitment to students’ learning outcomes. Students indicated satisfaction in their leadership learning experience when instructors were perceived as authentic in their actions.

Research has shown the value in both Student Affairs and Academic Affairs approaches to student leadership education and development, yet many curricular and co-curricular programs continue to operate independently. Institutions that offer both curricular and co-curricular leadership programs are uniquely positioned to leverage the expertise from each university division for the shared goal of providing students with active, experiential learning opportunities in leadership. In this application paper, partnerships that crossed institutional boundaries between Student Affairs, Enrollment Management, and an Academic Affairs organizational leadership undergraduate Bachelor of Arts degree program are discussed. By bridging these institutional divisions, shared expertise was leveraged, student learning outcomes were enriched, and program exposure was increased through experiential learning and relational leadership.