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The individual qualities which comprise an effective leaders as described in the text by Astin & Astin help to produce support for the claim that faculty members can function as effective leaders in higher education. Identifying such positive traits as self-knowledge, authenticity, integrity, commitment, empathy and competence, the text suggests that there is a prototype for the type of faculty member who can bring about effective change simply through this positive classroom orientation. (Astin & Astin; 2000, 12-13) Here, the argument is made that such positive traits will induce a loyalty amongst students to the leadership reflected.

d. Have you seen, from your own personal experience, examples of where faculty members have been champions for a cause or causes that truly made a difference in the life of their institutions?

While in high school, I participated in a weekly 'writing lab' program which used two periods, once a week, for instructed composition work with an English instructor. When budget cuts threatened this program, my English teacher formed an advocacy group and employed the traits described above such as integrity and commitment in order to resist the gutting of a valuable educational program.