In Part 1 of this series, we shared the story of how the Leading with Character Fellowship was built: a six-week community of practice scaffolded around the Leading with Character online course, designed to bring relational accountability, weekly small groups, and shared formation to what might otherwise have been a solo online experience. Two of the fellows who completed that first cohort were selected to take the next step: an all-expenses-paid trip to Oxford to attend the Leadership for Flourishing Conference, organized by Emmie Bidston and Katie Granville-Chapman, two of the key architects of the course itself.
Krystle Jalalian-Chursky and Brittany Tausen served as faculty co-leads for the Oxford trip. What follows is a Q&A-style dialogue between Brittany, Josephine, and Farrah reflecting upon their entire Leading with Character fellowship journey. Final reflections from Krystle help to contextualize the experience within the broader goals of education and character formation.
Brittany Tausen (BT) You were selected as Leading with Character Fellows in the fall of 2024. What motivated you to apply for the fellowship in the first place?
Farrah Boswell (FB): I applied for the Leading with Character Fellowship because, at the time, I was already serving in leadership roles, yet I realized that I had never been formally taught what it truly meant to be a leader. Instead, I had often been placed in leadership positions from a young age and learned through experience. I wanted the opportunity to deepen my understanding of effective leadership and develop the skills needed to lead with greater intention and character. I also hoped to apply what I learned through the fellowship to my current leadership roles and carry those lessons with me into my future career.
BT: How would you describe the Leading with Character course to a student who had never heard of it?
Josephine Partridge (JP): The Leading with Character course is an educational sequence with 5 core sections that cover the purpose of virtuous leadership with specific focus on the practice and application of courage, hope, and love as a leader. It is designed as a community experience that unites leaders from all over the world, giving a universal language of leadership that is grounded in humble service, continual learning, and honest self-reflection. It gives real-life tools to learn, practice, apply, and reflect individually and as a community.
BT: Who do you think would benefit most from the course, and why?
FB: I believe the people who would benefit most from this course are those who are willing to take a step back and honestly reflect on themselves. Leadership is often associated with guiding and influencing others, but this course emphasizes that effective leadership begins with leading yourself. Before taking this course, I had never spent much time thinking about virtues or how they shape my leadership. Through reflection, I gained a better understanding of the kind of leader I want to be and the areas where I can continue to grow.
BT: The fellowship added additional structure around the online course — small group meetings, graded journal reflections, shared meals, and faculty check-ins. How did that scaffolding shape your experience? What would have been different without it?
FB: Each component of the fellowship played a unique role in shaping my overall experience. For example, the small group meetings helped keep me accountable and on track with the weekly challenges and coursework. They also gave me the opportunity to hear different perspectives from my peers, which broadened my understanding of the course material. Listening to others share their experiences allowed me to reflect on my own leadership in ways I might not have considered otherwise.
The shared meals with Drs Flett and Tausen were also one of the most valuable parts of the fellowship. Sharing a meal naturally created a comfortable and welcoming environment where conversations felt more authentic. It became a space where we could openly discuss the course material, share personal experiences, and learn from one another in a way that felt genuine rather than formal. Those conversations helped strengthen the sense of community within the fellowship. Without these elements, I think the course would have felt like any other three-credit class outside my major. While I still would have learned from the online material, I do not think I would have been as engaged or as invested in the experience. The fellowship’s structure transformed the course from simply completing assignments into an opportunity for personal growth, meaningful reflection, and connection with others.
BT: Your fellowship experience ended in a trip to Oxford! What surprised you most about the Leadership for Flourishing Conference?
FB: What stood out to me the most was how welcoming and inclusive everyone was. Even though Josephine and I were the youngest people there, we were treated as peers. Everyone showed genuine respect for our ideas and encouraged us as future leaders. Their support and belief in our potential made the experience even more meaningful and left me feeling inspired about the future.
JP: There was a continual sense of openness, joy, energy, excitement, and curiosity that pushed everyone to think bigger and deeper. I was greeted with such warmth, and my voice was honored by world leaders that I never dreamed of sharing the room with. It was quite humbling to hear the stories of these extraordinary individuals and how they strive for virtue in their leadership. I did not expect to be mingling with people of their caliber and to witness the difference that character makes in their interactions and thinking.
BT: Was there a particular conversation, moment, or idea from the conference that has stayed with you?
FB: Yes. One conversation that has stayed with me was with an individual who leads interdisciplinary student projects. In these projects, students with different strengths and backgrounds are brought together to identify a real-world problem and develop a solution to address it. I found this approach especially inspiring because it emphasized that meaningful change comes from collaboration and recognizing the unique strengths each person brings to a team.
As I asked more questions about the program, they encouraged me to stay in touch and even invited me to participate in one of these projects in the future. I shared that I did not feel like I had every skill or strength that might be needed, but they reassured me that no one is expected to have everything. Instead, they emphasized that everyone contributes something valuable. Their enthusiasm and willingness to welcome me into the opportunity gave me confidence in my own abilities and reminded me that leadership is not about having all the answers, but about being willing to contribute, collaborate, and continue learning.
BT: How has your understanding of what it means to “lead with character” shifted from when you first started the fellowship to now?
JP: Leading with character can seem daunting at times, but I learned how it can be simplified to love. Through love, we can have the curiosity in those around us that cause us to ask more questions and feel connected. Love drives the need to find important solutions. It makes others feel important and valued, giving them the energy to continue their work and push further. Love helps divide personal intentions and acts as a guard rail to protect us from acting out of selfish ambition.
It was said at the conference there seemed to be a radiating energy of love in the room, and it was true. Looking around, everyone felt seen, valued, and filled with purpose. Unfortunately, these connections feel unique in today’s world. At the table I sat at, it was shared that science proves a positive social interaction in public gives a chemical mood boost to the brain that nothing else creates. We all know that a simple compliment to or from a stranger brings a bubble of joy inside of us, yet fear typically gets in the way. I hope to change this situation as much as I can with every chance I get.
BT: Is there something you are doing differently (in your leadership, your relationships, or your daily life) because of this experience?
FB: One of the biggest changes I have made is taking time to reflect on my own sense of hope. Throughout the course, I realized that I naturally encourage and inspire others, often reminding them to stay hopeful during difficult situations. However, I recognize that I do not always extend that same hope to myself. Because of this experience, I have become more intentional about checking in with myself, reflecting on my mindset, and practicing the same compassion and encouragement that I so freely give to others. I have learned that being an effective leader is not only about supporting those around you but also taking care of your own well-being and continuing to grow personally.
A final reflection from Dr. Krystle Jalalian-Chursky:
As faculty, one of the greatest privileges we have is witnessing moments that extend far beyond the classroom—moments when learning becomes transformation. Traveling alongside Farrah and Josephine to Oxford was one of those rare experiences. Throughout the week, we saw curiosity replace hesitation, confidence emerge through meaningful dialogue, and humility expressed in a willingness to learn from scholars, practitioners, and leaders from around the world. Farrah and Josephine were not simply attendees at an international conference; they became thoughtful contributors to conversations about leadership, flourishing, and the kind of people they hope to become. Their questions, reflections, and interactions demonstrated that character is not an abstract concept reserved for classrooms or textbooks. It is woven into every aspect of education. It is present in shared meals that foster belonging, in conversations that challenge assumptions, in moments of courage when students step into unfamiliar spaces, and in the quiet reflections that shape who they are becoming.
For all of us, Oxford served as a powerful reminder that character is not a destination but a lifelong journey. It is formed through intentional practice, strengthened in community, and revealed in the everyday choices we make. As educators, we are left with renewed conviction that our highest calling is not simply to prepare students for careers, but to help cultivate individuals who will lead lives of integrity, compassion, and purpose.
NOTE: This publication was made possible through the support of a grant from The Wake Forest University and the Lilly Endowment Inc. The opinions expressed in this publication are those of the author(s) and do not necessarily reflect the views of Wake Forest University or the Lilly Endowment Inc.
