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CA 798 Leadership Reflections
Aitken, Joan Evelyn


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

CA 798 Leadership Reflections

Semester

F1P 2011 MCB

Faculty

Dr. J. Aitken

Title

Professor, Communication Arts

Degrees/Certificates

Doctorate in Administration and Communication
Two Masters--One in Speech, One in Curriculum & Leadership
Bachelor of Arts--Communication Theory

Office Location

229 Copley, Parkville campus

Office Hours

By appointment

E-Mail

joan.aitken@park.edu

Class Days

TBA

Class Time

TBA

Credit Hours

2


Textbook:

None required.

Additional Resources:

LEADERSHIP REFLECTION

Professor: Dr. Aitken

Office Hours: In CO 229 or by phone: By Appointment.

Email: joan.aitken@park.edu 816-584-6785

Deadline!

The Graduate School requires that you pass your Reflection at least 4 weeks prior to graduation! Therefore, the Reflection is due week 4. "Passing" the reflection is NOT the same thing as your grade in the course. First your professor will make sure you pass, then he or she will notify Graduate School and Registrar that you have passed your capstone so you can graduate.

By about April 15 or Nov. 15--if you have not received a copy of your advisor's notification to the Registrar and Graduate School saying that you passed the capstone requirement (Reflection), contact your advisor immediately! You may need to revise your Reflection for your grade in the course.

Course Description Prerequisite: Completed at least 24 hours in the MACL program.

Capstone course for the Master of Arts in Communication and Leadership. Under faculty supervision, the student may emphasize intercultural communication or some other area of interest. As part of the reflection process, the student will analyze, evaluate, and apply learning from the entire MA program in communication and leadership (3 credits)

IMPORTANT: If you start the thesis or project and receive credit, you canNOT switch to the reflection.In other words, once you take an hour or more in CA 700 Project or CA 797 Thesis, you make a commitment to completing that project or thesis.

The reflection does NOT count as an elective course.For the reflection, you take an additional 3-hour elective course, then the 2-3 hour reflection course to replace the project or thesis option. All students in this program need a TOTAL OF 36 hours.


What Is Needed in "Reflection?"

Reflections

The only difference between a standard essay and a reflection is that you need to synthesize and evaluate your own experience within the context discussed in the essay.

Reflectivity is the idea that to learn, an individual must consider his or her beliefs and forms of knowledge before putting new knowledge into practice (Dewey, 1933). In this assignment, you will reflect on previous knowledge and new learning as a way of applying knowledge in communication or leadership practices. Consider this metaphor by Schon (1987):

"There is a high, hard ground overlooking a swamp. On the high ground, manageable problems lend themselves to solution through the application of research-based theory and technique. In the swampy lowland, messy confusing problems defy technical solutions. The irony of this situation is that the problems of the high ground tend to be relatively unimportant to individuals or society at large, however great their technical interest may be, while in the swamp lie the problems of greatest human concern" (p. 3).

Photo from Microsoft Clipart

References
Dewey, J. (1933) How we think. Boston: D. C. Heath.

S
chon, D, (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.

.

What Is the Difference Between the Reflection and the Comprehensive Exam?

by Dr. Lora Cohn

The exams ask you to tell us what you know-- to confirm that you learned what you were supposed to learn. The exam essays also ask you to incorporate additional information from outside articles to confirm that you can continue to integrate new information in your body of knowledge. Our accrediting body requires that we monitor how well our students meet the learning objectives and adapt the classes and program when there is a problem.
The reflection paper illustrates that you own the ideas we have studied. It should answer the questions-- what did you learn, when did you learn it, how did you learn it and what can you do with it now. It identifies which courses/activities/assignments/readings helped you meet the objectives and how they helped you meet the objectives. It identifies problems you had with particular concepts and how you finally understood and internalized the concepts. Most importantly, it illustrates, through copious examples of your behavior, that you have put the learning objectives into practice.
The exams may have a reflective component-- the good exams let us know the student has learned the material and give examples of how the learning has affected behavior-- but it is a minor element, and not necessary to pass the exams.

Using Comprehensive Exams as Documentation

The Program Reflection does not need all the citations and references of your comprehensive exams, but if you discuss someone else's ideas, you must cite and reference the authors in APA style.

In many ways, your Comprehensive Exams began you self-analysis of each program goal, so you reflection will enable the opportunity for more depth.

You probably gave good personal examples related to at least some of the comprehensive exam questions, and I suggest you cut and paste those into your reflection. In a sense that will be documentation for your essay. You can do it this way.

----------Example Reflection Documentation--------------

Being in the program has made me think about my decision-making. In CA 670, for example, the Kouzes and Posner (2007) materials gave me an idea about modeling the way. I realized that if I model how I come up with research ideas and model my thinking processes as I solve problems, that will help students to understand the process. As I explained in my comprehensive exams:

"Fall 2 semester, I . . . blah, blah, blah."

Kouzes J., & Posner B. (2007). The leadership challenge (4th ed.). San Francisco , CA: Jossey-Bass.

In addition, I suggest you attach the full comprehensive exam question's answer for any that you thought you did well as documentation.


Instructor's Educational Philosophy

I believe in mastery learning to achieve competence in the course content. Competence includes a demonstration of exemplary communication and leadership.

Core Learning Outcomes

As a result of taking this course the student should be able to

1. Compare personal strengths and needs to the Kouzes and Posner model of exemplary leadership.

2. Apply new learning and perspectives to the problem-solving process.

3. Evaluate research-based information and theories as a way of becoming an exemplary leader.

4. Explain communication styles and values of different cultures and how these factors influence communication and leadership in a global environment.

5. Synthesize program learning by combining theoretical knowledge and practical skills to develop effective strategies for resolving organizational issues and improving decision-making in that context.

6. Synthesize beliefs and forms of knowledge as a way of putting new knowledge into practice.

7.

Describe your framework for ethical communication and leadership conduct in contemporary organizations, which may operate in a global context.

Week 1

In discussion board, post comments about goal 1, 2, 3.

Find evidence from courses to document.

Week 2

In discussion board, post comments about goal 4 and 5.

Find evidence from courses to document.

Week 3

In discussion board, post comments about goal 6 and 7.

Find evidence from courses to document.

Week 4

Put everything together in one file and submit in the dropbox.

Week 5

Double check graduation clearance.

Week 6

Revise & resubmit if needed.

Week 7

Make sure an approval email goes to the Registrar so you are clear for graduation.

Week 8

Graduation

CORE ASSESSMENT ASSIGNMENT:THE REFLECTION

What Is Needed As Documentation?
If you are Dr. Aitken's student, you will write seven essays using correct formal writing style. These are personal reflections, not research papers where you cite other people.

The topics of the seven essays are below.

You will need to attach at least one document from at least one of the courses listed. In addition, you can add documents from elective courses not listed below or documents you created at work or other professional contexts.

1. Reflect on your perception of the centrality of communication in all aspects of personal and organizational life.
Document your learning by attaching at least one piece of work selected from the following:
CA 501: Human Communication Perspectives
CA 504: Special Topics in Communication and Leadership
CA 505: Organizational Leadership
CA 510: Rhetorical Criticism
CA 529: Cross-Cultural Communication
CA 699: The Epistemology of Communication

Relevant work from your place of employment.

Material from your comprehensive exam.

2. Reflect on your ability to read and conduct research and apply the principles to their own organizations.
Document your learning by attaching at least one piece of work selected from the following:
CA 516: Qualitative Methods of Communication Research
CA 517: Experimental Methods of Communication Research
CA 670: Measuring Leadership

3. Reflect on the exchange of ideas between you and organizational leaders concerning the requirements to achieve excellence.
Document your learning by attaching at least one piece of work selected from the following:
CA 505: Organizational Leadership
CA 670: Measuring Leadership

4. Reflect on a historical overview of leadership perspectives from the 1940s to the present.
Document your learning by attaching at least one piece of work selected from the following:
CA 501: Human Communication Perspectives
CA 670: Measuring Leadership
CA 699: The Epistemology of Communication

5. Reflect on your learning about communication styles and values of different cultures and how these factors influence business in a global environment.
Document your learning by attaching at least one piece of work selected from the following:
CA 505: Organizational Leadership
CA 529: Cross-Cultural Communication

6. Reflect on your ability to combine theoretical knowledge and practical skills to resolve organizational issues and improve decision-making.
Document your learning by attaching at least one piece of work selected from the following:
CA 501: Human Communication Perspectives
CA 516: Qualitative Methods of Communication Research
CA 517: Experimental Methods of Communication Research
CA 505: Organizational Leadership
CA 529: Cross-Cultural Communication
CA 670: Measuring Leadership
CA 699: The Epistemology of Communication

7. Reflect on your framework for ethical conduct in contemporary organizations.
Document your learning by attaching at least one piece of work selected from the following:
CA 501: Human Communication Perspectives
CA 505: Organizational Leadership
CA 529: Cross-Cultural Communication

How Do I Write Each Essay?

We will begin by discussing ideas in the eCompanion Discussion Board. Save what you write in the Discussion Board to include in your essays.

In your essays, synthesize and evaluate your learning in the Communication and Leadership Master of Arts program. You may focus on exploration of a particular or few topic(s) of interest. Other elements may include the following:

  • Include specific principles and theories from courses in the program.
  • Use that reflection to figure out how you will apply your learning in the future.
  • Provide specific examples from your experience.
  • Evaluate your personal strengths and needs and communication strategies you use to continue your personal communication and leadership improvement.
  • Analyze how the program has influenced your ethical, professional, problem-solving, and decision-making behaviors.
  • Reflect on what have you learned and how will you use that to improve your communication and leadership. In agreement with your faculty advisor, you may select a particular area of emphasis, such as intercultural communication and leadership.
  • Discuss what you have learned and applied, how you have improved your communication skills, and what you still need to learn.

How Do I Submit the Reflection?


EXAMPLE CORE ASSESSMENT RUBRIC

Competency

Exceeds Expectation

(2)

Meets Expectation

(1)

Does Not Meet Expectations

(0)

Analysis, Synthesis, and Evaluation

Learning Objectives # 5

Synthesizes research-based principles and theories learned in four courses and evaluates them to their pragmatic use in the student's experience.

Synthesizes principles learned in two to three courses and evaluates them to their pragmatic use in the student's experience.

Synthesizes principles learned in fewer than two courses and evaluates them to their pragmatic use in the student's experience.

Application

Learning Objective #1, 2, 3, 6

Provides four examples of how the student will apply program learning to problem-solving in the future.

Evaluates strengths and needs against five areas of the exemplary leadership model.

Provides two or three examples of how the student will apply program learning to problem-solving in the future.

Evaluates strengths and needs against three or four areas of the exemplary leadership model.

Provides fewer than two examples of how the student will apply program learning to problem-solving in the future.

Evaluates strengths and needs against less than three areas of the exemplary leadership model.

Whole Artifact

Learning Objective #6, 7

Effective writing makes it easy for the reader to understand the student's

ethical, professional, and research-based strategies.

Minor errors seldom interfere with the overall professionalism and communication of the reflection.

Lack of effective writing or APA style interferes with focus on the content of the reflection.

Tutorials

Course Expectations & Guidelines for Students

Database Tutorial

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
CA798 Leadership Reflections: Capstone course for students not developing a thesis or project. Students electing this option will choose an additional class from the electives. This paper is graded on a pass/fail basis and does not require an oral defense.

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2011-2012 Graduate Catalog Page 21

Plagiarism:

Plagiarism is the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2011-2012 Graduate Catalog Page 21


Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.Park University 2011-2012 Graduate Catalog Page 25

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Copyright:

This material is protected by copyright and cannot be reused without author permission.

Last Updated:8/3/2011 9:12:48 AM