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CA 233 Introduction to Leadership
Heckman, Caroline


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 233 Introduction to Leadership

Semester

F1T 2012 DL

Faculty

Heckman, Caroline

Title

Adjunct Faculty

Degrees/Certificates

BA-Political Science Truman State University
MS-College Student Personnel-Western Illinois University

Office Hours

MW 9:30-11:00am;  F 9:30-11:00am & 12:00-4:00pm

Daytime Phone

816-679-8628

E-Mail

caroline.heckman02@park.edu

Semester Dates

August 20, 2012- October 14, 2012

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

Northouse, P.G. (2012). Introduction to leadership: concepts and practice. 2nd Edition  Thousand Oaks, CA: SAGE Publications, Inc.

Kouzes, J.M. & Posner, B.Z (2007) The leadership challenge, 4th edition.  San Francisco: Jossey Bass.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
CA233 Introduction to Leadership: The focus and purpose of this course is to provide students with an introductory education of leadership development theory, cultural and gender impacts on communication and leadership, self-understanding, ethical leadership, group dynamics, servant leadership, leading and making change in communication, and group and self renewal. The cou rse will encourage students to explore the leadership process and develope ones own leadership potential while encouraging self-assessment and communication skill development. This course fulfills the first core requirement of the undergraduate leadership minor. 3:0:3 ~

Educational Philosophy:

This course is based on reading and engaged class discussion. You cannot succeed without reading the material, reading it carefully, and taking notes on what you have read. Simply monitoring the discussion threads and reading the weekly lectures will not be enough -- citations from the readings and comments on the class discussion are required in every written journal assignment and you cannot reach successful depth of understanding without reading. Please let me know if you are having trouble understanding the material. You will probably not be alone and you will provide me a clear opportunity to help all the students engage with the ideas. 

Class Assessment:

  • Weekly Discussions - 20 points each X 8 weeks = 160 points
    Students are expected to engage in discussion and activity in class.  Students are expected to contact the instructor if they are absent to make up missed work.
  • Reading Integration Journals - 20 points each X 6 weeks (no journal due week paper/presentation is due or finals week)= 120
    Students will turn in a 1-2 page weekly journal due on Sundays. In the journal, you will be asked to reflect on the reading, classroom discussion, and activities from that week. Journals will provide the instructor with evidence of completion of reading assignments and will serve as an additional method of communication pertaining to course issues.
  • Class facilitation—  100 points
    Students will be the lead facilitator of one or more classes each semester and will be asked to bring in one additional sources of information beyond the assigned readings and posted lecture that will aid in the mutual understanding and exploration of the material. This source of information must be pertinent to the weekly lecture and learning outcomes and must take one or more of the following forms: (a) video clip (youtube.com, movie, news program, tv show, etc.); (b) appropriate website resources; (c) secondary source (newspaper article, chronicle article, or news magazine); or (d) primary source (research article, text, or original fiction or nonfiction book passage/chapter). Facilitators will also be required to pose one discussion question related to the source to help guide class discussion.
  • Paper and Presentation (Core Assessment) - 200 points

    The Core Assessment of this course are "Final paper and presentation".  Students will complete an 8-10 page paper on a leadership topic of his or her choice (as approved by instructor) and present the paper to the class.  (Outcomes: #1, #2, #4, #5) Paper must provide necessary APA citation information correctly in text and in the bibliography. Students will need to create a powerpoint presentation with between 8-12 slides (should be the equivalent of about 15-20 minutes presentation time).  The slides need to outline the paper and provide the instructor and classmates an appropriate overview of the paper thesis, supporting sources, and conclusions.  The powerpoint file needs to be posted in the doc sharing section.  Recorded narrations and transcriptions are not required, but it is required that students provide additional commentary in the notes section of each slide.  

  • Proctored Final Exam - 100 points
    There are 5 essay questions. Each response will need to be 1-2 paragraphs long to thoroughly answer the question. The questions will come from the weekly learning outcomes. Refer to the final exam grading rubric for additional criteria.

    You will have 2 hours to complete the exam. It is closed-book, and closed-note.

Grading:

Grading: 

Assignments

Points possible

Weekly Discussion 
(Week 1 to Week 8, 20 points each)

160 points

Weekly Journal
(Week 1 to Week 6, 20 points each)

120 points

Class facilitation
(Each students will be assigned to facilitate discussion)

100 points

Core Assessment (Week 7)

200 points

Proctored Final Exam (Week 8)

100 points 

Total :  680 points

Letter Grade:

 680 points - 612 points 90%-100%

A

 611 points - 544 points

80%-89%

B

 543 points - 476 points

70%-79%

C

 475 points - 408 points

60%-69%

D

 Below 407 points

below 60%

F

Late Submission of Course Materials:

It is easy to get behind in this course. This is particularly troublesome because learning the course is designed to be sequential and cumulative. Your active participation throughout each week will be critical to your learning and critical to the health of the learning community. In other words, if you aren't present, you suffer and your colleagues suffer. It is critical that you engage with the class consistently across the semester.

The on-line environment requires us to complete the work for each week within the Monday to Sunday window. We will adhere to that rule. However, we have cumulative projects in this course, so it will be important for you to do the reading and the suggestions for preparation to succeed in the core assessment on a regular basis across the semester.

Classroom Rules of Conduct:

All students and the instructor will engage in a supportive classroom environment while actively challenging and encouraging our intellectual progress. All students and the instructor will behave with the upmost respect for others despite differences in opinion, background, or views.

Course Topic/Dates/Assignments:

Week

Topic

Due

Week 1

What is Leadership?

  • Introduction to Leadership Theory
  • Relational Leadership Model
  • Social Change Model

Readings:

  • Chapter 1 & 2, Intro to Leadership (p. 1-36)
  • Other readings in Doc Sharing, under the "Weekly Readings" category. 

Weekly Learning Objective

  • Formulate a personal definition of leadership.
  • Recall and explain the 7 C’s of The Social Change Model of Leadership.
  • Recall and explain the 5 pieces of the Relational Leadership Model.
  • Recall and explain the historical timeline of leadership theory.
  1. Readings
  2. Discussion
  3. Journal
  4. Core Assessment Preparation

Week 2

Personal Leadership Philosophy & Intro to Leadership Challenge

  • Recognizing Your Style of Leadership
  • Recognizing Your Philosophy of Leadership
  • Introduction to the Leadership Challenge
Readings:
  • Chapter 3, Intro to Leadership (p. 47-62)
  • Preface, Chapter 1 & 2, The Leadership Challenge (p. xi-41)

Weekly Learning Objective

  • Recall and explain McGregor’s Theory X & Theory Y.
  • Recall and explain the 3 styles of Leadership: Authoritarian, Democratic, & Laissez-Faire
  • Recognize the 5 practices of exemplary leadership (Leadership Challenge)
  • Demonstrate an initial understanding of the Leadership Challenge concepts.
  1. Arranging a Proctor
  2. Readings
  3. Facilitators submit two resources and one discussion question for each resource.
  4. Discussion
  5. Journal
  6. Core Assessment Preparation

Week 3

Modeling the Way & Inspiring a Shared Vision

  • The Leadership Challenge: Model the Way
  • The Leadership Challenge: Inspire a Shared Vision

Readings:

  • Chapter 3 & 4, The Leadership Challenge (p. 45-98)
  • Chapter 5 & 6, The Leadership Challenge (p. 103-156)

Weekly Learning Objective

  • Recall and explain main themes of Modeling the Way.
  • Recall and explain main themes of Inspiring a Shared Vision
  • Apply themes from Modeling the Way to ones own life and work as a leader. 
  • Apply themes from Inspiring a Shared Vision to ones own life and work as a leader.
  1. Readings
  2. Facilitators submit two resources and one discussion question for each resource.
  3. Discussion
  4. Journal
  5. Core Assessment Preparation

Week 4

Challenging the Process & Enabling Others to Act
  • The Leadership Challenge: Challenge the Process
  • The Leadership Challenge: Enable Others to Act

Readings:

  • Chapter 7 & 8, The Leadership Challenge (p. 161-216)
  • Chapter 9 & 10, The Leadership Challenge (p. 105-121) 

Weekly Learning Objective

  • Analyze and evaluate course concepts.
  • Relate major course concepts to personal life and work as a leader.
  • Summarize paper in power point presentation format. 

 

  1. Readings
  2. Facilitators submit two resources and one discussion question for each resource.
  3. Discussion
  4. Journal
  5. Core Assessment Preparation

Week 5

Encouraging the Heart & Leadership Challenge Wrap Up 

  • The Leadership Challenge: Encouraging the Heart
  • The Leadership Challenge: Reflection and Wrap Up

Readings:

  • Chapter 11 & 12, The Leadership Challenge (p. 279-333)

Weekly Learning Objective

  • Recall and explain main themes of Encouraging the Heart.
  • Apply themes from Encouraging the Heart to one’s own life and work as a leader.
  • Analyze and critique the Leadership Challenge and all 5 Practices of exemplary leadership. 
  1. Readings
  2. Facilitators submit two resources and one discussion question for each resource. 
  3. Discussion
  4. Journal
  5. Core Assessment Preparation

Week 6

Moral and Ethical Leadership

  • Relationship between ethics and leadership. Why do ethics matter?
  • Factors related to ethical leadership.
  • The five bases of power. 

Readings:

  • Chapter 11, Introduction to Leadership (p. 229-246)

Weekly Learning Objective

  • Recall and explain French & Raven’s (1959) five bases of power.
  • Recall and explain 6 factors related to ethical leadership according to Northouse.
  • Apply readings and lecture on ethical leadership concepts to one’s own life and work as a leader  
  1. Readings
  2. Facilitators submit two resources and one discussion question for each resource.
  3. Discussion
  4. Journal
  5. Core Assessment Preparation

Week 7

Cultural & Gender Influences on Leadership

  • Impact of cultural characteristics and influences on leadership.
  • Impact of gender differences and influences on leadership. 

Readings:

  • Read articles in Doc Sharing, Weekly Readings. 

Weekly Learning Objective

  • Restate Deborah Tannen’s main concepts gender communication.
  • Explain GLOBE research findings and apply to one’s own thoughts on cultural influences on leadership
  • Express one’s own understanding of gender influences on leadership & apply to one’s own life and work as a leader.
  • Explain Eager & Karau’s research and findings. 
  1. Readings
  2. Facilitators submit two resources and one discussion question for each resource.
  3. Discussion
  4. Core Assessment - Paper
  5. Final Exam Preparation

Week 8

Final Discussions & Presentations

  • Final course assessments and evaluations.

No Readings

Weekly Learning Objective

  • Analyze and evaluate course concepts.
  • Relate major course concepts to personal life and work as a leader.
  • Summarize paper in power point presentation format.  
  1. Post Core Assessment Presentation (the powerpoint file) in Doc Sharing.  
  2. Discussion - Comment on each other's Core Assessment Presentation
  3. Proctored Final Exam

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 95-96

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 95

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: 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 course related question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 98

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 .

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Last Updated:8/5/2012 9:53:59 PM