Course Syllabus: UCRS 4980 Global Leadership through Service – Summer I

Instructors: Hope Garcia () and Dr. Uyen Tran-Parsons ()

I. Catalog Description

UCRS 4980 Global Leadership through Service 3 hours. This course serves as an introduction to leadership through the social change model of leadership development, which focuses on the importance of collaborative leadership for a broader purpose. Service-learning projects will serve as the vehicle for leadership development for students as they develop cultural competency, learn about community needs and to identify and address social problems while abroad.

II. Expected Outcomes:

Upon completion of the course, students will be able to achieve the following, with a special focus on leadership development, service learning, and cross-cultural communication.

A. Develop cross-cultural communication skills and cultural competency in a foreign country.

B.  Understand the Social Change Model of Leadership Development and what it means to be an agent of positive social change.

C.  Gain critical thinking skills and be able to evaluate complex social issues through leadership development.

D. Identify individual leadership strengths and understand how personal strengths interact with others’ strengths.

E.  Develop collaborative relationships through service learning in a community abroad with peers from UNT and partners in foreign country.

F.  Develop an understanding of non-profit management, volunteerism, and community engagement in a community abroad.

III. Text

Bringle, R. G., Hatcher, J. A., & Jones, S. G. (Eds.). (2012). International service learning:

Conceptual frameworks and research. Sterling, VA: Stylus Publishing, LLC.

Clifton, D.O., Anderson, E., Schreiner, L.A. (2006). StrengthsQuest: Discover and Develop Your Strengths in Academics, Career, and Beyond (2nd ed.). New York, NY: Gallup Press.

Conley, D. (2011). You may ask yourself: An introduction to thinking like a sociologist. New

York: W.W. Norton & Company

Cress, C. M., Collier, P. J., & Reitenauer, V. L. (2005). Learning through serving: A student

guidebook for service-learning across the disciplines. Sterling, VA: Stylus Pub LLC.

Dolgon, C., & Baker, C. (2010). Social Problems: A Service Learning Approach. SAGE

Publications, Inc.

IV. Content Outline

A.  Overview of Cross-Cultural Context, Communication, and General Etiquette

B.  Introduction to StrengthsQuest™

C.  What is Service/Intro to Social Change Model/Understanding Privilege

D.  Social Problems: Domestic Poverty & Inequality to Global Perspective

E.  Challenges of Service Learning from Community Perspective

F.  Principles for Success in Service Learning

G.  Blending of International Education with Service Learning

H.  Sociological Aspects of Stratification and Economic Systems

V. Instructional Methods

Students will be come familiar with issues and course content through in-class and take-home assignments, team papers and presentations, reading materials, and other active learning activities. “Classroom time” can occur at unexpected times/places such as a break time, on the bus, etc.

VI. Evaluation of Outcomes

A.  Participation and Attendance (35%)* - [Broken into Class Discussions (11.67%), Interaction with Partners (11.67%), Engagement in Daily Activities (11.67%)]

B.  Reflective Journals (35%)**

C.  Final (30%) – [Broken into Written Exam (15%) & Class Presentation (15%)]

*Students are expected to participate fully in all activities associated with this class. Participation grades will be a compilation of punctuality, being engaged during class discussions and activities. Engaged students are actively listening, asking questions, and having a ready-to-learn attitude. It is also the expectation that students participate in all class activities, social and cultural activities, service and volunteer events, and any other events. It is expected that students will make every attempt to get to know and converse with their partners. Participation is a large percentage of the overall grade for this course and must be taken seriously.

**In order to be given full credit on journal entries, you will be asked to write reflectively every other day on three areas: StrengthsQuest prompts, Responses to the assigned reading and classroom discussion, and Personal Reflections/Observations/Experiences. Each of the three sections should be 2-3 paragraphs long, with a decent amount of information to adequately depict your learning and personal reflection on the topics/issues at hand. If it does not appear that you have put enough into your journals, we will hand them back until you have met this criteria before grading/responding. You should receive your journals back the next morning with feedback from both instructors.

VII. Student Conduct/Attitude in a New Learning Environment

This learning environment may be the most exciting and intellectually stimulating you have yet experienced. It is important to present yourself (dress and behavior) appropriately at all times. You are representing not only yourself, but also your family, your university, and your country. The setting of this course (abroad in a foreign country, traveling into rural areas with less developmental structure than one may typically be accustomed, working on service projects which may involve various levels of labor) can create frustrating or difficult circumstances, so being aware of oneself in attitude and work ethic will be key. Being in such close proximity with other classmates will require respect and understanding of each other’s perspectives and values as well as the understanding of the new environment in which you will find yourself. Showing disrespect for the instructors, fellow classmates, site leaders, or residents of the visiting country will not be tolerated under any circumstances. We WILL NOT HESITATE to send someone home at their own expense if behavior or poor choices lead to such a decision that is in the best interest of the group. Violations of the Student Code of Conduct will also be treated accordingly. See online policy http://policy.unt.edu/sites/default/files/untpolicy/18.1.11_Code%20of%20Student%20Conduct%20and%20Discipline.pdf

University Policy on Scholastic Dishonesty:

http://policy.unt.edu/policydesc/student-standards-academic-integrity-18-1-16.

Student Requiring Special Accommodation:

http://www.unt.edu/oda/index.html. http://policy.unt.edu/policy/18-1-14.