Abstract
The purpose of this article is to examine how graduate educational leadership students engaged anddeveloped competencies in a project-based learning environment. The project-based curriculum wasdesigned to facilitate the development of team leadership skills as doctoral students applied thecourse concepts learned throughout their two-year cohort experience. The facilitator introduced theproject-based group endeavor to the doctoral students in their first semester of course work.Periodically, the facilitator would meet with the students to acquire feedback on their progress. Thegroup endeavor concluded in the last semester of coursework with students presenting their resultsbefore the doctoral faculty and other members of the academic community.
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