Humanities Teaching as Leadership Training:
A Study-to-Practice Faculty Development Workshop Series
Session Dates

February 3, 4-5:30pm ET: Opening Session: How is Humanities Teaching Leadership Training?

February 10, 4-5:30pm ET: Track Workshop 1

February 17, 4-5:30pm ET: Track Workshop 2

April 7, 4-5:30pm ET: Closing Session: Presentation of New Materials

Hosted By:

Kallion’s Leading Teachers Community of Practice (LTCP) & the Georgetown Humanities Initiative


To better understand and appreciate the role that humanities educators play as leadership trainers

To intentionally redesign course materials with the explicit aim of getting students to practice leadership behaviors and cultivate leadership traits

To develop ways to effectively communicate with students, colleagues, administrators, and the public how humanities coursework translates into better leadership practice for students in the short and long-term.


The workshop series begins with a plenary opening session in which participants explore how the work they are already doing in the classroom functions as leadership training. In the subsequent two sessions, participants will work in small groups divided by thematic tracks as they identify leadership development goals for these materials and brainstorm creative ways to teach towards those goals, while meeting, and even enhancing, other course objectives. 

Participants then have six (6) weeks to incorporate the feedback they received in the workshop sessions into their reimagined course materials. In the closing session, faculty will present their revised materials and reflect on the new insights gained from approaching their teaching as leadership training. 

All sessions will be held via Zoom. All participants must be able to commit to attend all four sessions.


Small cohorts of faculty, graduate students, and senior undergraduates will work together as equal partners in creating innovative leadership development course materials in order to create more engaging course materials for all.

Faculty participants will be asked to identify a specific set of course materials (e.g. a syllabus, a module, an assignment) that they would like to redesign with a leadership development framework in mind. 

Graduate students and senior undergraduates will be co-designers and experts on the student experience of course materials, sharing their input on what kinds of activities are engaging and illuminating to students. Their presence will allow faculty to test out new ideas first before deploying them in the classroom.

Participants then have six (6) weeks to incorporate the feedback they received in the workshop sessions into their reimagined course materials. In the closing session, faculty will present their revised materials and reflect on the new insights gained from approaching their teaching as leadership training. 

All sessions will be held via Zoom. All participants must be able to commit to attend all four sessions.

Creativity and Leadership
– Richard Giarusso

Understanding and meeting the evolving challenges of the human condition requires us to tap into our creativity and imagination. As humanities teachers and students, we regularly study and engage with creative artifacts, including literature, visual arts, music, film, and theater. But how do we understand our own identity as creative artists? What are the materials, practices, and mindsets that encourage imagination, creativity, and spirit of intellectual bravery in the classroom? And how can we translate those practices into leadership behaviors beyond the classroom?

In this workshop, we will consider these and other questions with the aim of identifying and assessing the leadership behaviors germane to the practice of our disciplines. We will then consider ways by which we might integrate such behaviors in our teaching.

Humanities, Leadership Development, and Racial Justice
– Irene Morrison-Moncure

This track is dedicated to thinking through how we can teach students to be better practitioners of racial justice through humanities coursework. Facilitators will help participants re-envision and rework course materials such as syllabi, projects, and assessments to activate the classroom as a space for imagining a more diverse and inclusive democracy.

Together we will consider ways to better teach students to read texts and images; to synthesize disparate and fragmentary evidence; to write and speak clearly and forcefully; to understand the values, experiences, and cultures of others; and to hold critical and constructive dialogues across difference. 

Leadership Development & Graduate Humanities Education
– Christine Tulley

This workshop track will explore what role graduate programs in the humanities have to play in developing scholars as leaders and will showcase models and samples to participants. Specifically the workshop will seek to address:

1) what leadership development is needed in graduate education specifically to develop graduates as leaders

2) how does the unique context of the humanities graduate degree offer a space to build in leadership education and tools for enactment in academia and the workplace?

3) how can course materials such as syllabi and course assignments be reworked using a leadership framework? 

Meet the Facilitators

Richard Giarusso

Richard Giarusso is a teaching artist who seeks to build meaning, relationship, and understanding through the study and performance of music.

With an extensive background in music of the “classical” tradition and an enthusiasm for cross-disciplinary dialogue, he engages audiences of diverse backgrounds in conversations about music and its relationship to history, culture, and creativity. Trained at Williams and Harvard, he is Chair of the Musicology Department at the Peabody Institute in Baltimore and music director of the Georgetown Chorale in Washington, DC.

Alongside these appointments, Richard maintains an active freelance career as a singer and speaker.

Irene Morrison-Moncure

Irene Morrison-Moncure (PhD, Classics) is a pre-modernist at NYU’s Gallatin School of Individualized Studies. She serves on the Board for Ascanius: The Youth Classics Institute and the Graduate Student Committee for the Society of Classical Studies.

Through Kallion, she co-chairs the Leading Teachers Community of Practice and is a two-time facilitator for the International Camp for Democratic Leadership. She is also the current Series Editor for the SAGE Business Cases Ancient Leadership Series.

Prior to NYU, she helped coordinate the CUNY Pipeline Program for Careers in College Teaching and Research, which mentors students from groups currently underrepresented in America’s universities.

Christine Tulley

Christine Tulley is Professor of English and Founder and Director of the  Master of Arts in Rhetoric and Writing at The University of Findlay. With a focus on humanities leadership through rhetoric, graduate students from this program seek careers in academia as faculty and administration, cultural institutions, and a variety of workplaces.

She is the author of  How Writing Faculty Write (2018), the forthcoming Rhet Comp Moms: What 150 Time Use Diaries Can Teach Us about Parenting, Leadership, and Productivity (Utah State University Press), and contributes regularly to  Inside Higher Education on faculty productivity issues.

Two key research threads are an emphasis on joyful, sustainable academic writing practices and reimagining the role of classical rhetoric in graduate rhetoric and writing programs. 

Mallory Monaco Caterine

Mallory Monaco Caterine (COL ’07) is a co-founder and co-executive director of Kallion Leadership, Inc., and a Senior Professor of Practice in Classical Studies and Greenberg Professor of Social Entrepreneurship at Tulane University.

Mallory earned her PhD at Princeton University, writing a dissertation on the significance of the Hellenistic past in Plutarch’s Lives; her recent research has focused on the representations of tyrants and women’s leadership in Greek and Roman literature.

Her goal as an educator is to help students make connections between the past, the present, the self, and the human community.