As educators, we seek to answer the following question: "What magic can happen when you believe that people are whole and resourceful and you hold the space for generative, collective wisdom?" This chapter explores collaborative leadership and learning with adult learners. We focus on creative ways to optimize learning and enhance…

Using adult learning principles, health professions educators are well positioned to create interprofessional learning systems for collaborative, team-based practice in the transforming health-care system.

This chapter examines an Indigenous speaker series formed to foster intercultural partnerships at a Canadian university. Using ensemble leadership and generative learning theories to make sense of the project, the author argues that ensemble leadership is key to designing the generative learning adult learners need in an era of ambiguity.

In collaborative learning partnerships, the relationship is as important as the knowledge sought. Partners in learning, including mentors-proteges and teams, have these characteristics: shared goals, trust, respect, loyalty, complementary qualities, synergy, and valued relationships. (SK)

Describes the University of Hartford's All-University Curriculum, which includes 25 interdisciplinary courses, most team taught. Addresses institutional buy-in, resources, team formation, conflict resolution, institutional policies, and ongoing development. (SK)