CollLdshpSyllb

NOTE: Collaborative Leadership (AED 403/503) is an experimental course designed to incorporate Learner Centered Education principles. It uses experiential learning techniques extensively and is modeled after Leadership Concepts and Contexts previously offered each fall by Dr. Huber.

COURSE PURPOSE:
Collaborative Leadership is a course designed to offer students an opportunity to learn and apply leadership concepts and skills within the context of the campus community.

COURSE OBJECTIVES:
It is anticipated that students who successfully complete the requirements of the Collaborative course will:

■ develop a broad understanding of the nature and scope of a shared leadership process;

■ engage and enhance the campus community through a class project determined by participants in each Leadership Learning Lab;

■ explore and apply leadership skills and concepts within the campus community;

Required Text: Huber, N. S. (1998). Leading from Within: Developing Personal Direction. Malabar, FL: Krieger Publishing Co.

Recommended Reading list: An extensive bibliography will be made available. Students may sign books out for a period of up to two weeks from my library in 214 Forbes.

Active class participation is expected and lively discussion is anticipated! Each Monday Morning Briefing will present the topic for the week. Leadership Learning Labs will provide the crucible for exploration and interaction. A variety of methods will be used to provide experiential learning opportunities, enhance communication skills, and add to the potential modes of discovery and application. Participation includes small group work, internet interaction on Caucus and with a listserv, in-class dialogue, and other opportunities as they evolve. Participation is a significant aspect of the course and thus absences will mean loss of points and possibly a lower final grade.

Reflective writing is one way to keep a personal record of thoughts and to track the learning that occurs in an experiential learning environment such as Collaborative Leadership. At the end of each Leadership Learning Lab, time will be allotted for students to complete a brief reflective writing piece. At the discretion of the facilitator, this may be either a journal entry or a one-page reflection on a pre-determined topic or question. At some point during the second half of the semester, each student will make a half-hour appointment with Dr. Huber to discuss their reflections.

Readings for each class will be assigned. Additional readings for written and oral book reviews are to be selected by each student and should be tailored to individual leadership interests. Each undergraduate student will read and report on a book from the reading list provided. Each graduate student will read and report on two books from the list. Specific guidelines for the reading assignment will be provided.

As a means to deepen students’ understanding of the leadership role, an interview is to be conducted with someone in a leadership situation. Graduate students will conduct two interviews. An interview outline will be provided.

We each have a personal philosophy of leadership that is grounded in our core values and beliefs. Undergraduate students will develop a ten-page paper describing their emerging philosophy. Graduate students will develop a fifteen page paper. Detailed guidelines will be provided.

Since collaborative leadership is not a singular exercise, students will be expected to design and implement a class project. The focus of this learning experience will be decided upon by the students in each of the Leadership Learning Labs. There are two primary criteria. 1.) The project will engage and enhance the campus community and 2.) Each student will take an active role. It will be necessary to commit some time outside regularly scheduled class sessions to complete the project.

The reason for a final examination is to evaluate personal growth and development as a result of participation in the Collaborative Leadership Course. A take home exam will be distributed during the last week of class to be completed by the final exam period. We will use the regularly scheduled exam period for discussion and closure.

DATE	TOPIC	READINGS
August 25	Introductions and Expectations	Preface
September 1	HOLIDAY (Lab Sections as scheduled)
September 8	A Personal Look at Leadership	Chapter 1
September 15	The Meaning of Leadership	Chapter 2
September 22	A Reason for Leading	Chapter 3
September 29	The Context for Leading	Chapter 4
October 6	Exploring Context	Chapter 4
October 13	A personal Philosophy for Leading	Chapter 5
October 20	Philosophy in Action	Chapter 5
October 27	Leaders, Stakeholders, and Followers	Chapter 6
November 3	Building Community	Chapter 7
November 10	Skills for Leading	TBD
November 17	Leading and Lifelong Learning	Chapter 8
November 24	Qualities and Choices	Chapter 9
December 1	Project Reports
December 8	Reflection and Feedback
	FINAL EXAM – TBD

ASSIGNMENT	DUE DATE	403 POINTS	503 POINTS
Class Participation	On-going	30	30
Daily Reflections	Each Lab Session	30	30
Leader Interview(s)	September 15	20	40
Book Review(s)	To Be Arranged	20	40
Philosophy Paper	November 3	20	30
Class Project	December 8	50	50
Reflection Discussion	< December 5	20	20
Final Exam	To Be Arranged	30	30
	TOTAL	220	270

Students with disabilities who require reasonable accommodations to fully participate in course activities or meet course requirements must register with the Disability Resource Center. If you qualify for services through DRC, bring your letter to me as soon as possible.