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EXL 210- Introduction to Leadership Theory and Practice This course is an interactive, dynamic theory to practice course focused on learning leadership knowledge, skills and values in individual and partnership contexts. The course includes literature, theory and leadership experiences that will provide a foundation for subsequent courses in the Social Responsibility and Leadership Development Minor. Introduction to Leadership Theory and Practice is designed to inspire, teach and engage students in the process of leadership learning. Students will learn leadership theory and come to understand their unique role in leadership on campus, in their academic discipline, in their community, within our larger society and global world. Although the course is focused on learning and understanding leadership theory, students will have an opportunity to develop skills necessary to be effective in the leadership process, and practice these skills within their community. The course will be highly interactive with student participation and outside class involvement as critical components to the learning process. Course Philosophy: Learning is an active process from the teacher's and from the learner's points of view. The instructor and student have a strong responsibility to one another. My obligation as the instructor include (a) being knowledgeable and current on the subject matter, (b) planning and providing quality learning experiences, (c) evaluating work fairly and promptly, and (d) assisting you to meet the course objectives and to fulfill personal goals. Student obligations include (a) preparing and completing assignments, (b) actively participating in the learning process, and (c) expressing needs to the instructor. Course Objectives: Upon completion of this course, students should be able to: understand and conceptually be able to discuss traditional and emerging leadership theories such as: Situational Theory, Transactional Leadership, Transformational Leadership, and Relational Leadership critically analyze their past and current leadership learning experiences, and examine the motivation and purposes that drive their involvement in the leadership process explore questions such as: who are you as a leader, what do you want to accomplish, what issues are you passionate about, and what is your personal leadership definition and paradigm develop skills necessary to be effective in the leadership contexts of individual and in partnerships including: self-awareness, critical thinking, communication, visioning/goal setting, relationship building, and ethics. apply leadership theory to practice and enhance their leadership skills, experience and knowledge, through engaging in their campus and local community Instructor: Kathy Guthrie, Ph.D. Adjunct Instructor [email protected] E-mail is the BEST way to get in touch with me; however, we can set up a time to talk via phone. Accommodating People with Disabilities. Reasonable accommodations are available for students who have a documented disability. Please notify me during the first week of class (or as soon as possible) of any accommodation you might need for this course. Late notifications may cause your requested accommodation to be unavailable although each decision is made on a case by

case basis. All accommodations must be approved through the Office of Disability Services (ODS) in the Human Resource Building (HRB), Room 80, 206-6666. Required Text: Northouse, Peter. (2008). Leadership: Theory and Practice (5th Edition). Rath, Tom. (2007). Strengths Finder 2.0 Course Requirements and Grading: Students are required to work through online units on a weekly basis. Students will (1) complete readings as assigned, (2) reflect on own leadership history, (3) work through Strengths Finder Instrument, (4) write one reflective essay on Strengths Finder, (5) participate in online discussions, and (6) write a final reflection paper at the end of the semester. Course Requirements and Grading: The traditional scale of grading will be used. A >92 A90-92 B+ 87-89 B 83-86 B80-82 C+ 77-79 C 73-76 C70-72 D 60-69 F <60 Policy on Assignments - Assignments need to be turned in by digital dropbox by midnight of the due date. Make sure that you SEND the file to me (do not just add it). Not understanding digital dropbox will not be an excuse for a late paper. - Assignments that are turned in late will automatically have a 5% deduction for each day it is late. This deduction will be before the actual assignment is graded. I understand that life happens, so communication with me is always a good idea. Extensions may be a possibility, but only if discussed BEFORE the due date. Extensions on or after the due date will not be an option. Written Assignments: Students are expected to present solid content and convey their message using appropriate grammar, syntax, punctuation, and language. Written assignments will be reviewed for both content and presentation. Proper citations will be expected for all material that is taken directly or paraphrased from another source. Papers should be typed, double-spaced, one inch margins, with 12 point font. Course Requirements: 1. Contribution to Learning Environment ­ 20% Leadership is inherently a relational process that occurs among individuals. Within this course, each of us has a responsibility to create a dynamic learning environment in which we have the opportunity to understand, acquire, practice, reflect, and apply our leadership knowledge, skills, and values. Each member of the class is an expert in his or her personal experience we must be present to share this with our peers and learn from each other. In addition, reactions, interpretations and analysis of course readings are critical components of a learning environment. While many feel this can not be accomplished in an online

environment, I would argue that online communities are everywhere and quite successful. Discussion board for each unit will close down at 5:00 pm on the date it is to be completed. You will not be able to go back and take part in that unit's discussion after that time. This will be evaluated by the number of times responded, quality of responses in regards to thought process, posing thought provoking questions and effective communication of thoughts. 2. Personal Leadership Story- 15% Students will reflect on the leadership learnings and experiences in their life to write a personal leadership story. Reflecting upon life experiences from birth to the present day, students will create a leadership life story. They will think about what people, events, experiences, opportunities have impacted the way they think about leadership. They will use the following questions to remember and reflect on the foundational and growing experiences that create their story. Remember - What is your first memory of a "leadership" experience? - What is your earliest memory of a leader? - What leadership roles (positional and non-positional) did you play in your family, in your community, in school, sports, or clubs and organizations, in spiritual or religious communities? - Who encouraged or discouraged you to develop and practice your leadership skills? How did they do this? Reflect - Do you consider yourself a leader? A change agent? What labels or titles do you selfidentify with? - How has your perspective of leadership changed over time? - What events sparked the changes? What leadership lessons have you learned from these experiences? - What images come to mind when you think of leadership qualities? - What is your personal vision in life? - What specific goals do you have to reach your vision? - When reflecting on your leadership story, what stands out the most to you? (3-4 pages) This assignment will be evaluated on ability to effectively communicate the project and learning objectives the student wishes to achieve, as well as the quality of writing. 3. Reflection Paper on Strengths- 15% After decades of research, The Gallup Organization has outlined 34 strengths and tips to develop those strengths. Students will take an online instrument entitled Strengths Finder which provides 5 strengths that they personally have. Students will need to answer the following questions: - What five strengths did the instrument outline for you? - Do you agree with the five strengths that the instrument outlined for you? Why or why not? - Describe three ways that you will develop your strengths? You can focus all three development strategies on one strength or split them up among the strengths listed. - How do you see your strengths assisting you as a leader? (3-4 pages) This assignment will be evaluated on ability to effectively communicate and their own strengths, as well as the quality of writing. 4. Current and Emerging Leadership Theory Presentations- 20% Students will present a current/emerging leadership theory focused on leadership within individual or partnership contexts. In preparation for presentations, each student will

research the theory, complete appropriate readings, develop a reading "packet," and create a one page handout outlining key components, theoretical constructs, and references for class members. A list of possible theories will be available for each student to choose. Presentations will be in a PowerPoint format (details will follow). Students will distribute links to appropriate readings and websites a week before their presentation are posted. Readings will be due November 9th. Presentations and handouts will be due to instructor November 16th, 2009 and posted by November 19th, 2009. 5. Emerging Leadership Theory Quiz- 10% Students will take a quiz that is created from the information their classmates presented through readings and PowerPoint presentation. This quiz will include multiple choice and fillin-the-blank questions. 6. Final Paper- 20% The final exam will be due on XXXXX. Your final paper will be to outline a personal leadership philosophy. The Leadership Philosophy Paper must include: 1) a personal leadership definition, 2) values and assumptions that ground your beliefs, 3) historical framework that supports your theory, and 4) a model that describes the leadership process. The paper must describe your leadership learning over the course of the semester and reference class experiences, readings, and presentations to support your personal leadership theory. Additional details and requirements will be distributed and discussed in Unit XXX (5-6 pages). Unit Topics: Unit 1:

Course Introduction Completed by XXX

Unit 2:

Defining Leadership and Leader Evolution of Leadership Theories Completed by XXX Northouse Ch. 1: Introduction Leadership and Management Completed by XXX Excerpts from Daft, "The Leadership Experience" Personal Leadership Story Due Leadership Theory- Traits and Behaviors Approaches Completed by XXX Northouse Ch. 2: Trait Approach Northouse Ch. 4: Style Approach Leadership Theory- Skills and Relationship Approaches Completed by XXX Northouse Ch. 3: Skills Approach Northouse Ch. 8- Leader-Member Exchange Theory Leadership Theory- Contingency Approaches Completed by XXX Northouse Ch. 5: Situational Approach

Unit 3:

Unit 4:

Unit 5:

Unit 6:

Northouse Ch. 6: Contingency Theory Northouse Ch. 7: Path-Goal Theory Unit 7: Leadership Theory- Transformational vs. Transactional Completed by XXX Northouse Ch. 6: Transformational Leadership Emotional Intelligence Completed by XXX Excerpts/article from Daniel Goleman's work Rath, Tom- Strengths Finder 2.0 Strengths Finder online tool completed Reflection Paper on Strengths Due Moral Leadership Completed by XXX Northouse Ch. 14: Leadership Ethics Followership Completed by XXX Excerpts from Daft (2008) The Leadership Experience Class Leadership Theory PowerPoint Presentations Completed by XXX

Unit 8:

Unit 9:

Unit 10:

Unit 11:

Fall Break Unit 12: Motivation and Empowerment Completed by XXX Excerpts from Daft (2008) The Leadership Experience

Unit 13:

Leadership Communication and Course Closure Completed by XXX Final Paper- Due XXX

EXL 361- Social Responsibility and Leadership Development Capstone This course is an interactive, dynamic theory to practice course focused on learning leadership knowledge, skills and values in individual and partnership contexts. The capstone course builds upon the leadership literature, theory and experience foundation created in the previous courses. The capstone course provides opportunities for analysis of your experiential service project, advanced theory to practice work, and development of personal leadership theory and integrated learning plan. In the capstone course students will learn advanced theory and come to understand their unique role creating change in their chosen profession and our larger society. Systematic reflection on applied social and leadership issues and strategies is an important component of this course. Course Philosophy: Learning is an active process from the teacher's and from the learner's points of view. The instructor and student have a strong responsibility to one another. My obligation as the instructor include (a) being knowledgeable and current on the subject matter, (b) planning and providing quality learning experiences, (c) evaluating work fairly and promptly, and (d) assisting you to meet the course objectives and to fulfill personal goals. Student obligations include (a) preparing and completing assignments, (b) actively participating in the learning process, and (c) expressing needs to the instructor. Course Objectives: Upon completion of this course, students should be able to: understand and conceptually be able to discuss complex leadership theories such as: Adaptive Leadership, Leadership Chaos Theory, Emotional Intelligence, and Leadership Identity Development critically analyze their past and current leadership learning experiences, and examine the motivation and purpose that drive their involvement in the leadership process explore questions such as: what is my leadership purpose, what deep change am I committed to, how will I lead within my professional, creative, personal, and/or global community develop upon the individual, partnership, groups, and community context skills they have learned with the necessary skills and knowledge to be effective in their specific professional, creative, personal and/or global community contexts apply leadership theory to practice and enhance their leadership skills, experience and knowledge within their chosen context Instructor: Dr. Kathy Guthrie, Adjunct UIS Accommodating People with Disabilities. Reasonable accommodations are available for students who have a documented disability. Please notify me during the first week of class (or as soon as possible) of any accommodation you might need for this course. Late notifications may cause your requested accommodation to be unavailable although each decision is made on a case by case basis. All accommodations must be approved through the Office of Disability Services (ODS) in the Human Resource Building (HRB), Room 80, 206-6666. Required Text: Heifetz, R.A.. (1999). Leadership without easy answers. Cambridge: Belknap Press. Schwehn, M.R. & Bass, D.C. (2006). Leading lives that matter: What we should do and who we

should be. New York: Wm. B. Eerdmans Publishing Company Novel chosen by student from approved list Course Requirements and Grading: Students are required to work through online units. Students will (1) complete readings as assigned, (2) participate in online discussions, (3) write a reflective essay that compares and contrasts previous two service experiences, (4) write a reflective essay analyzing novel of choice, and (5) write a final reflection paper at the end of the semester. Course Requirements: 7. Reflective Essay on Service Experiences-15% Students will reflect on the experiences they had in the two prior required service-learning courses in the minor. Students will compare and contrast these two experiences, using the framework of leadership development theories (4-5 pages). This assignment will be evaluated on ability to effectively communicate the comparison and contract of two previous experiences. 8. Reflective Essay on Chosen Novel- 20% Students will choose a book from an approved list and write a reflective essay on this chosen book. Students will answer these two questions to guide the writing of their paper. 1) How was leadership depicted in your chosen book? 2) What leadership theories/frameworks learned in other minor courses are seen in practice in your chosen book? (5-6 pages) This assignment will be evaluated on the ability to analyze the chosen book and effectively answer the questions provided. 9. Contribution to Learning Environment ­ 30% Leadership is inherently a relational process that occurs among individuals. Within this course, each of us has a responsibility to create a dynamic learning environment in which we have the opportunity to understand, acquire, practice, reflect, and apply our leadership knowledge, skills, and values. Each member of the class is an expert in his or her personal experience we must be present to share this with our peers and learn from each other. In addition, reactions, interpretations and analysis of course readings are critical components of a learning environment. While many feel this can not be accomplished in an online environment, I would argue that online communities are everywhere and quite successful. Discussion board for each unit will close down at 5:00 pm on the date it is to be completed. You will not be able to go back and take part in that unit's discussion after that time. This will be evaluated by the number of times responded, quality of responses in regards to thought process, posing thought provoking questions and effective communication of thoughts. 10. Final Paper- Leadership in Discipline Research and Analysis-40% Analysis of Leadership Issues in your field of study, an in-depth reflection of your experiences and of the class readings. Students will first analyze your experience through the lens of Heifetz's adaptive leadership model and then through Schwehn and Bass readings. (810 pages) This assignment will be evaluated on the ability to analyze the chosen book and effectively answer the questions provided. This paper needs to: - Provide analysis of Heifetz's adaptive leadership and its application to students servicelearning experience

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Provide leadership analysis of professional/community context through Schwehn and Bass readings Provide reflection and integration of experience through service-learning experience., other leadership personal experiences, lessons learned and application to future goals and leadership opportunities that exist

Course Requirements and Grading: The traditional scale of grading will be used. A >92 A90-92 B+ 87-89 B 83-86 B80-82 C+ 77-79 C 73-76 C70-72 D 60-69 F <60 Policy on Assignments - Assignments need to be turned in by digital drop box by midnight of the due date. Make sure that you SEND the file to me (do not just add it). Not understanding digital drop box will not be an excuse for a late paper. - Assignments that are turned in late will automatically have a 5% deduction for each day it is late. This deduction will be before the actual assignment is graded. I understand that life happens, so communication with me is always a good idea. Extensions may be a possibility, but only if discussed BEFORE the due date. Extensions on or after the due date will not be an option. Written Assignments: Students are expected to present solid content and convey their message using appropriate grammar, syntax, punctuation, and language. Written assignments will be reviewed for both content and presentation. Proper citations will be expected for all material that is taken directly or paraphrased from another source. Papers should be typed, double-spaced, one inch margins, with 12 point font. Unit Topics: Unit 1:

Course Introduction Completed by XXX Heifetz and Adaptive Leadership Heifetz ­ Introduction and Chapters 1 ­ 3 Completed by XXX Heifetz and Adaptive Leadership Heifetz ­ Chapters 4 ­ 6 Completed by XXX Heifetz and Adaptive Leadership Completed by XXX Heifetz ­ Chapters 7 ­ 9

Unit 2:

Unit 3:

Unit 4:

DUE: Reflective Essay on Service Experiences Unit 5: Heifetz and Adaptive Leadership Completed by XXX Heifetz ­ Chapters 10 ­ 11 Leadership Portrayal Completed by XXX Work on the book of your choice Leadership Portrayal Completed by XXX Book of your choice completed DUE: Reflective Essay on Chosen Book Systems Thinking Completed by XXXX Excerpt or article from Senge's work (The Fifth Discipline) Life and Leadership ­ Questions of Purpose and Meaning Completed by XXX

Unit 6:

Unit 7:

Unit 8:

Unit 9:

Unit 10

Life and Leadership- Significance? Completed by XXX Schwehn and Bass- p.14-28 Schwehn and Bass- p.49-59 Schwehn and Bass- p.83-100 Life and Leadership ­ Career and Identity Completed by XXX Schwehn and Bass- p. 181-199

Unit 11:

Unit 12:

Life and Leadership- Following Talents Completed by XXX Schwehn and Bass- p.313-317 Schwehn and Bass- p. 322-359

Unit 13

What Story are You Going to Tell? Completed by XXX Schwehn and Bass- p.451-487

Unit 14:

What does this all mean???? Completed by XXX

Final PaperDue XXX

Possible book selections for chosen novels

Lager, Fred. (1995). Ben & Jerry's: The Inside Scoop: How Two Real Guys Built a Business with a Social Conscience and a Sense of Humor. Three Rivers Press. Jackson, Phil. (2006). Sacred Hoops: Spiritual Lessons of a Hardwood Warrior. Hyperion. Coelho, Paulo. (2006). The Alchemist. HarperCollins. Ehrenreich, Barbara. (2002). Nickel and Dimed: On (Not) Getting By in America Holt Paperbacks. Grisham, John. (2005). The Street Lawyer. Delta. Hosseini, Khaled. (2007). A Thousand Splendid Suns

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