en تخصصي Special پژوهشي Research <div style="text-align: justify;"><span style="font-size:14px;"><span style="font-family:Source Sans Pro;"><span style="line-height:107%">As educators continue down the ever-changing path of leadership learning, we must critically analyze our approach to curriculum design. A central aspect of this course design process utilized a focus group of peer leadership educators, in which the group leveraged the diversity of its members to center the student perspective and ensure a well-rounded analysis of the new curriculum. This group of leadership educators piloted an asynchronous, online, contemporary issues in leadership course in which providing formative feedback on course content, pacing, and design resulted in a more inclusive and robust curriculum. Reflections from our collective process are grounded in our lived experiences as leadership educators and leadership learners. Implications for practice are explored throughout as well. The reflections and implications focus on four key areas: leadership educator development, the need for diverse perspectives in leadership learning, growth through feedback, and ways to disrupt the traditional narratives of curriculum design. </span></span></span></div> Leadership, Curriculum, Focus Groups, Curriculum Design 103 120 http://johepal.com/browse.php?a_code=A-10-223-2&slc_lang=en&sid=1 Brittany Devies 1003194753284600530 1003194753284600530 Yes Florida State University Emily Ostermeyer 1003194753284600531 1003194753284600531 No American Association for Physician Leadership M. Ross Allbritton 1003194753284600532 1003194753284600532 No Walt Disney World Derrick Raphael Pacheco 1003194753284600533 1003194753284600533 No Florida State University Connor Dizor 1003194753284600534 1003194753284600534 No Tulane University Kara Jane R. Henry 1003194753284600535 1003194753284600535 No The University of Alabama in Huntsville Allen Clay Jr. 1003194753284600536 1003194753284600536 No George Washington University