2015 Leadership Seminar Two-Credit Syllabus

Leadership Seminar

Updated 9/16/15 – Changing the Mini-Conference to November 10

Interdisciplinary L&S 400, 2-3 credits

Sociology 496, Topics in Sociology, 2-3 credits

Classroom Location: Room 119 Noland Zoology Building

Third Credit: Room 342 Noland Zoology Building

Don Schutt, Director, Office of Talent Management

Office Hours:By appointment

Office Addresses: Suite 5101, 21 N. Park Street

Office Phone: 608-262-7106

Cell/Text:608-698-6915

Home Phone:608-838-9769

Fax:608-265-5824

E-mail:

Web Site:

Syllabus Contents

Course OverviewPage 2

General Course Guidelines Page 3

Assignment DescriptionsEvaluation CriteriaPage 6

Detailed Course SchedulePage 13

Final NotesPage 18

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Please let me know if you have any questions or need assistance with any areas of the syllabus or course.

Course Overview

Course Description

This course introduces students to concepts and skills related to leadership and targets undergraduate students who hold leadership positions across campus (student government leaders, student organization officers, Greek and residence hall association officers, etc.). Theory-related content combined with experiential teaching methods provides students with an opportunity to increase their understanding of leadership theory, examine how attitudes about themselves and others influence leadership behavior, and stimulates the development of new skills through demonstration and practice. The focus of the course is on “leadership” the verb rather than “leadership” the noun.

Connection to the UW-Madison Coordinated Leadership Initiative Competencies:

Connection to the “Wisconsin Experience” and the UW-Madison “Essential Learning Outcomes” (ELO):

Using the University of Wisconsin-Madison Essential Learning Outcomes, the foundation for theory-related content [Cognitive Dimension] combined with experiential teaching methods [Developmental Experiences for Learning] provides students with an opportunity to increase their understanding of leadership theory [Cognitive Dimension], examine how attitudes about themselves and others influence leadership behavior [Affective Dimension], and stimulates the development of new skills through demonstration and practice [Skills Dimension].

For more information on the “Wisconsin Experience” and the “Essential Learning Outcomes”, please see

Course Goals

Increase knowledge of leadership techniques and theories[Cognitive Dimension];

Increase awareness of personal/professional effectiveness relative to working in groups[Cognitive/Affective Dimensions];

Increase ability to see the collaborative nature of leadership[Cognitive Dimension];

Apply new knowledge and skills to make decisions in work on the campus and in the community[Skills Dimension]; and

Develop a plan for personal improvement relative to leadership skills[Cognitive/Skills/Affective Dimensions & Developmental Experience for Learning].

Course Format

Class will meet on Tuesdays from 2:25pm until 5:00pm in 119 Noland Zoology Building.

Each week the course may include a combination of the following:

Discussion of readings

Experiential activities designed to integrate the material with students’ campus experiences and encourage reflection on their own emerging leadership style

Mini-lectures from guest speakers (may not be every week; schedule will be determined throughout semester)

Topics will be structured to follow and cover the 7 C’s as discussed in the first reading of the semesterA Social Change Model of Leadership Development Guidebook (1996). This serves as a great starting point for the course.

(Consciousness of self, Congruence, Commitment, Collaboration, Common purpose, Controversy with civility, and Citizenship)

In addition, the course elements will be connected to the seven competencies in the UW-Madison Coordinated Leadership Initiative. This framework is based on three principles:

Leadership is an action-oriented endeavor not based on position or level of authority.

Context matters and each situation requires unique engagement.

The act of leadership is the phenomenon of positive change in an individual, group, or community’s beliefs, values, or behaviors.

There is no text for the course; instead course readings will be used and available online through Learn@UW.

General Course Guidelines and Expectations

Class Expectations

1. Timeliness

There is not a final examination for this course so it is important to plan carefully to complete and submit all assignments and projects within the guidelines listed. All work is due at the beginning of class unless otherwise noted.

You are expected to turn in course work on the dates assigned. Points will be deducted for late assignments. All work not submitted by the final week of class will be graded as zero points. If you are having difficulties completing work for this course, please contact me in advance of the due date.

2. Academic Honesty

Plagiarism is not acceptable and will be addressed. All work must be created originally for this course. It is not acceptable to submit work in this course that was completed for another course. For more information regarding academic misconduct, see the web site at

There is a great site that talks about how to avoid problems:

3. Grading System

Letter grades will be assigned based on the total points earned and the corresponding letter grades according to the system below:

A=940-1,000

A/B=875-939

B=825-874

B/C=775-824

C=700-774

D=600-699

F=Below 600

4. Class Attendance

You are expected to attend all class sessions for the entire class period. If you choose to miss, or are unable to attend, a class session, you will lose class contribution and attendance points.

If you miss a class, you may make up the points for up to a total of two classes. To do this, you will need to:

Interview a class member

Write a one-page reaction paper that represents what you reactions would have been to the class discussion if you had attended.

**Note, if you submit your weekly writing focus on time, you will still receive credit for that portion of your Weekly Participation grade.

Assignment Expectations and Tips

1. General guidelines for written work are as follows:

Typed in a font size not larger than 12 point

Formatted as if on an 8-1/2” X 11” sheet of paper

Double-spaced;do not double-double-space between paragraphs

Maximum margins of 1-1/2” at the top, bottom, left, and right of each page.

For the course projects (group project paper and the self-evaluation and action plan), please attach a cover sheet/title page. This page should be centered and include your name, assignment title, and date.

“Half-page rule”: whenever there is a minimum page requirement, the last page only counts if, when folded in half, the writing goes below the fold.

Exceptions: Weekly Writing Focus assignments can be typed or hand-written. Weekly Writing Focus assignments and Seminar Discussion Leader outlines and follow-ups do not need page numbers or cover pages.

Weekly writing and individual issue paper are to be completed independent of others and for this course; facilitated discussion summaries, group presentation and group facilitation are to be completed as a contributing group member.

2. Submitting your work:

Note: Regardless of which electronic method you choose, please always be sure to keep a second copy of your work and please note the date that you submit the work electronically. I will provide comments back to you regardless of how the work is submitted.

1.Submit work to the dropbox in Learn@UW (**The preferred method**).

2.Send your completed assignments to me at . Please use Microsoft Word (.doc) or Rich Text Format (.rtf).

3.Turn in a hard copy at the beginning of each class period. If you would like to reduce the amount of paper used, please feel free to print on both sides, or use recycled paper.

3. Presentation Tips

The quality and effectiveness of your presentation depends on:

1.Planning

a.Have good content to present (a great presentation is not enough)

b.Consider the questions: What will people learn? What are the learning objectives? What do you intend to present?

c.Prepare an outline: How do you intend to present it?

d.Consider what presentation tools you will need.

2.Preparation

a.Allow enough time to carefully prepare the presentation tools you need.

b.Use a font size large enough to read (14 pt).

c.Keep it simple or be very articulate.

3.Practice

a.Practice your presentation several times.

b.If possible, present it to your friends and listen to their feedback.

c.Allow enough time to present each slide without rushing.

d.Speak clearly and use sentences. Avoid "and uh".

e.Look at the members of the audience when you are speaking instead of looking at your notes.

Typical Presentation Outline:

I.Introduction

II.Organization of presentation (what are you going to tell them?)

III.Cover the learning points

IV.Conclusion (remind them what you told them)

Some very useful tips about presentations are available at:

Other sites that discuss public speaking and may be useful include:

and

.

AssignmentDescriptions & Evaluation Criteria

(Included are the assignments’ direct connections to the Essential Learning Outcomes discussed earlier)

Overview

Weekly Participation

(Due Weekly)

Class Contribution and Attendance

Weekly Writing Focus

/

320 Points

Leader’s Choice

(Due Date Varies) /

30 Points

Seminar Discussion Leader

(You Choose the Due Date by Signing Up)

Turn in group outline in advance

Lead In-Class Discussion

Turn in Group Evaluation

/

200 Points

Leadership Seminar Group Project

  • Group Progress Report
  • Individual Issue Paper
  • Group Presentation Detailed Outline
  • Group Presentation
/

250 Points

Final Self-Evaluation & Action Plan

/

200 Points

Total: 1,000 Points

■ Weekly Participation Due weekly, 14 sessions total
Class Contribution and Attendance
(Note class attendance policy listed earlier)
  • Contributed in class, listened to others, involvement in discussion and group activities, openness to experiencing new activities. (5 pts/class)
  • Attended class meeting from the beginning of class and remained until the end; may be prorated depending on time in class. (5 pts/class)
/ 140 points
10 points/week (excluding week you are Seminar Discussion Leader)
Weekly Writing Focus
Completed after reading the required reading (listed on the Course Schedule). Using your personal experiences as a guide, briefly discuss experiences that you had that are either contrary to the content in the article or exemplify the content/issues.Your reflection should demonstrate your comprehension of the material.
Note: this response needs to draw together your life experiences with the content in the required readings. / 180 points
15 points/week (excluding the days you are the Seminar Discussion Leader, the Individual Issue Paper is due, and of the Mini-Conference)
Writing focuses that are 1- to 14-day(s) late may receive a maximum of 10 points. Any writing focus’ received 14 days after due date may not be awarded any points.

ELO Connections:Students are expected to participate in the learning and to reflect on how their leadership experience is reflected in the course reading for the week. They are then expected to articulate that understanding through an assignment submitted for my evaluation.

Intellectual and Practical Skills: Inquiry and analysis, critical and creative thinking and written and oral communication.

Personal and Social Responsibility: Ethical reasoning and action, and foundations and skills for lifelong learning.

■ Leader’s Choice Due Date Varies; 30 Points total
Choose two different instructor–preapprovedout-of-class experiences
Options include attending fellow leader’s event announced in class, attending a Leadership Seminar “Special Event”, and options that will emerge during the course of the semester.
Notes:
  • Events must not involve alcohol or be at adult beverage establishments
  • You must prove attendance – acceptable proof includes photo at the event with the Leader who is sponsoring the event (you are welcome to text that to the instructor), proof from the event provider that you attended (like a certificate), or other options as discussed with the instructor.
/ 15 points each

ELO Connections:Students are expected to participate in the learning and to reflect on how their leadership experience connects with the work of others.

Intellectual and Practical Skills: Inquiry and analysis, critical and creative thinking, written and oral communication, information, media and technology literacy, and teamwork and problem solving.

Personal and Social Responsibility: Foundations and skills for lifelong learning.

■ Seminar Discussion Leader Due on the week you choose; 200 points
Facilitate a 30-minute engaging group discussion focused on the topic of the week as defined by that week’s readings. The facilitated discussion will typically take place at the beginning of each session. If done with other class member(s), the discussion should be seamlessly coordinated and all the work equally divided.
The purpose in this assignment is to:
  1. Identify the important concepts from the readings
  2. Communicate the connection from the readings to leadership activities to the class through planned learning activities
  3. Practice identifying objectives and communicating effectively.
(Use the template included below as a guide while planning your discussion.)
* Remember, you do not need to provide an individual writing focus the week you are Seminar Discussion Leader.
Demonstrated effective self-management & reflection skills.
Completed the following fully and on time:
1.)One-page written outline (one per group) submitted prior to discussion (20 pts)
  1. Includes learning objectives, specific plan for activity, and method for evaluating the facilitated discussion
  2. Bring a copy to class on the day of your presentation for the instructor as well
2.)Evaluation of presentation by filling outgiven rubric (found on Learn@UW)ANDa one-page presentation reflection submitted by the week following your discussion (20 pts) / 40 points
Identified important concepts from the readings and provided depth in coverage of the topic.
  • Unique, well-chosen topics (8 pts)
  • Insightful and sophisticated use of detail (8 pts)
  • Creative, sophisticated content (8 pts)
  • Covers topic in depth. (8 pts)
  • Subject knowledge is evident (more than required; consider looking into the recommended readings) (8 pts)
/ 40 points
Delivered a well-planned and engaging group presentation.
  • Dynamic introductions (8 pts)
  • Logical, organized, coherent arrangement of ideas (8 pts)
  • Smooth transitions and interesting, effective conclusions (8 pts)
  • Engaging teaching activity (8 pts)
  • Uses original approach effectively (8 pts)
/ 40 points
Mechanics of the presentation were respectful of class members and facilitated the effective use of class time.
  • Respect shown for course participants at all times (5 pts)
  • Has thoroughly familiarized self with topic (5 pts)
  • Participated actively in discussion (5 pts)
  • Clear, accurate answers volunteered for questions posed (5 pts)
  • Presenters helped in keeping discussion on track (5 pts)
  • Presenters helped by adding facts, figures, or points in support of discussion topic (5 pts)
  • Clarification of sticky concepts offered (5 pts)
  • Completed entire discussion within time frame (5 pts)
/ 40 points
Demonstrated effective group communication skills.
  • Excellent use of gesture (5 pts)
  • Clear, distinct voice (5 pts)
  • Effective eye contact (5 pts)
  • Poised, calm delivery (5 pts)
  • Enthusiasm (5 pts)
  • Speaking as opposed to reading (5 pts)
  • Avoid filler such as “um,” “like,” “you know” (5 pts)
  • Appropriate volume (5 pts)
/ 40 points

ELO Connections:Students, in small groups, facilitate a 30-minute engaging group discussion focused on the topic of the week as defined by the weekly readings. The purpose in this assignment is: to identify the important concepts from the readings; to communicate the connection from the readings to leadership activities to the class through planned learning activities; and to practice identifying objectives and communicating effectively.

Intellectual and Practical Skills: Inquiry and analysis, critical and creative thinking, written and oral communication, information, media and technology literacy and teamwork and problem solving.

Personal and Social Responsibility: Ethical reasoning and action and foundations and skills for lifelong learning.

Seminar Discussion Leader Presentation Template

General Time Break-down

In order to effectively incorporate scenario-based learning and activities, the time you spend reviewing the material should be kept to a minimum. Here is an example of how you might split up your presentation time:

5 minutes to introduce topics

+ 20 minutes of activities

+ 5 minutes to recap and for questions

= 30 minutes total

Presenting the material for the week

Consider the following questions when outlining your review of the material for the week. Responses to these questions should not be the content of your presentation; rather they should get you thinking about how you can best present the material. As most of your time should not be spent reviewing the material, find a way to present the most important content in a concise way.

  1. What are the big ideas?
  2. How do the materials connect to one another? How are they different?
  3. Were there any ideas/messages that were unclear? If so, how so? What can you do to clarify your questions?
  4. How the material connects to your own leadership experiences?
  5. What is the intention of the Writing Focus for the week?

Resources

If you are having trouble coming up with activities or means for incorporating activities into your presentation, here are a few resources that may be of some help:

■ Leadership Seminar Group Project Varying deadlines (see below); 250 points total
Work in small groups to develop a topic appropriate for presentation in a work environment and related to leadership. Topics and groups will be determined in class.Presentations will be given at the Leadership Seminar Fall Mini-Conference.
Group Progress Report
Group members are expected to work as a team developing and implementing the group presentation. This includes all stages of planning and presenting. Submit your final information online at the link provided in Learn@UW.
*A link to the group progress report can be found on Learn@UW. / Due Sept 29, 2015 / 10 points
Individual Issue Paper
This is a formal paper presenting information related to your group presentation topic. Refer back to “General guidelines for written work” for more details on the technical specifics related to the writing of this paper. The organization of your paper is somewhat open-ended as it partly depends on your topic.
* Remember, you do not need to provide an individual writing focus this week / Due October 20, 2015 / 150 points total
Completed individually and two-three pages in length (suitable for publishing on the Web) / 15 points
Participated in group presentation at the Leadership Seminar Fall Mini-Conference and was present for the entire Mini-Conference (participation grade replacing writing focus for that week) / 15 points
Presented content relevant to group topic / 30 points
Integrated and then identified three sources within the text
  • All references must be also noted at the end of the paper (not included in total pages)
  • Only one web resource counts toward the three sources. You may use more than one web resource but must have at least two resources from books, journal articles, interviews, etc. as well.
  • Using the dictionary to define a term does not count as one of the references. If you do use the dictionary to define a term, you need to cite the dictionary properly.
  • Lastly, no more than one reference that comes from course materials will count toward your three required sources.
/ 30 points
(10 points per source)
Interpreted and analyzed the information gathered and contributed to the group project. / 30 points
Organized development of thoughts and information including:
  • Logical development of material (introduction, content and conclusion) (8 pts)
  • Clarity of communication (8 pts)
  • Quality of grammar, spelling and punctuation (8 pts)
  • Appropriate format and length (8 pts)
  • Completion within time guidelines (8 pts)
**Reminder: this assignment must have a cover page. / 30 points
Group Presentation Detailed Outline
Two parts (turn in one outline per group):
  1. A group outline of the presentation (5 pts)
  2. Each member provides a detailed outline of his or her portion of the presentation on the group outline. (5 pts)
/ Due October 27, 2015 / 10 points
Group Presentation Due November 10, 2015 [NOTE New Date as of 9/16/15]; 80 pointstotal At the Mini-conference, participants will be asked to evaluate each presentation (70 of the total 80 points). The evaluation statements will represent the four areas listed below and will be measured on a 5-point scale (i.e., if on a scale of 1 to 5 your group receives an average of “4” on a 20-point evaluation question, then your group will receive 16 points for that question). The points your group receives will be based on the overall average values of each item on all the evaluations. This will be clarified in class.
* Remember, you do not need to provide an individual writing focus this week
Coordinated individual topics with the group topic and presented it at the Leadership Seminar Fall Mini-Conference. / 10 points assigned by instructor
Group introduced topic in the beginning of the presentation and summarized presentation at the end / 20 points
Effectively interpreted and analyzed the information gathered / 20 points
Demonstrated creative, professional delivery approach suitable for a conference presentation / 20 points
Effective overall presentation including logical development of mater, flow between topics, ended within 30 minutes, and clarity of communication / 10 points

ELO Connections: