Download Proposal to the School of Arts & Sciences and Curriculum... Date: 4/22/2010

Proposal to the School of Arts & Sciences and Curriculum Committee
Date: 4/22/2010
From: Leadership Studies Advisory Committee (John Ludlum, Don Eskew, Melissa Gilbert,
Susan Millsap, Karyl Sabbath, Kerry Strayer)
Re: Leadership Studies Minor on Semester Calendar
Vote of the Program Advisory Committee on 4/21/2010
For
6
Against
0
Abstain
0
Vote of the School of Arts & Sciences (date)
For
Against
Abstain
Vote of the School of Professional Studies (date)
For
Against
Abstain
Vote of the Curriculum Committee (date)
For
Against
Abstain
Staffing implications of this proposal were discussed with the Dean of College Programs on 4/19 and
4/20/2010 (via e-mail) and the Vice President for Academic Affairs on (date)
Background:
The Leadership Studies minor was approved by the College Senate in 2009. We have, thus
far, offered the first two courses in the sequence once. In our opinion, it is far too early to tell if or
how the program should be substantially changed.
The program's advisory committee (John Ludlum, Don Eskew, Melissa Gilbert, John Kengla,
Susan Millsap, Karyl Sabbath, Kerry Strayer)began with a review of the program objectives and
assumptions and learning objectives. We re-endorsed the program mission and assumptions and
expanded learning objectives for the program.
We believe that the program should continue to be structured around four "core" leadership
classes and a set of minor courses. We have also developed proposals to create an FYS equivalent for
Leadership 1000, to employ Leadership 3000 as a part of an INST dyad dyad, and to employ
Leadership 4000 as an SYE. This means two things:
1. While there is an expansion of the requirements for the minor, from 23 quarter-hours
(12.78% of total hours to graduate) to 20 semester-hours (15.6% of total hours to graduate),
and increased staffing needs, from 3.6/7 (.51 FTE) to 4/6 (.67 FTE), we believe that they are
mitigated by the fact that 3 of the five classes can be used as parts of INST, FYE and SYE.
2. It would be possible for students to complete the major with one class in their major, one
class that would count as an FYS, one that would count as a dyad, and one that would count
as an SYE (a total of four classes that could count toward other requirements). This suggests
to us that it is important the minor remain a five-course minor.
I. Program Mission Statement and Assumptions
The mission of the Leadership Studies minor is to:
•
help students to develop skills, knowledge, tools/techniques, perspectives and
attitudes/values that can be applied to leadership in various settings. Given the focus of
Otterbein and the strategic plan, one setting of particular interest is in community service and
social change, but we also recognize the importance of leadership in a variety of organizational
and entrepreneurial settings
• Provide students who have an interest in community service with the opportunity to develop
specific tools and skills that can be applied to social change and community development
• Provide students who have interest in leadership in various settings, with opportunities to gain
an understanding of leadership perspectives
• Provide students with interests in leadership with the opportunity to interact with community
leaders in various settings and with opportunities to practice leadership
The minor is built on the following planning assumptions
• The minor should be interdisciplinary.
• The minor should consist of 20-25 quarter hours,
• The minor should be designed primarily for traditional students
• The structure of minor should be developmental; the students will move from freshman-level
through senior-level courses.
• Students will be required to take one senior-level “Leadership Project” and public presentation
as one capstone option, or an approved SYE class as a second capstone option. The minor’s
four core leadership courses incorporate experiential and service-learning elements.
• Leadership courses created for the minor will cover levels of critical thinking, which will be
sequenced developmentally over the four core courses. (See Appendix A for a list of specific,
sequenced critical thinking objectives)
• The minor will be housed initially in the Communication Department
II. Learning Goals
1. Develop students’ knowledge about leadership theories, perspectives and practices that will assist
them in leadership in various settings (a primary focus on community service and social change,
but also including other organizational and entrepreneurial settings). Areas of knowledge include,
but are not limited to: key historical perspectives on leadership, theories and research related to
human motivation; research related to change management strategies and persuasion; group and
organizational dynamics; various models of inquiry, including "traditional" problem-solving
models and appreciative inquiry
2. Develop skills and tools/techniques that can be applied to leadership in various settings. Skills
include, but are not limited to: group leadership (both task and relational), persuasion and change
management, facilitation of problem-solving, forming and articulating visions (and helping groups
to form and articulate visions), the ability to observe and evaluate leadership as a means of
increasing knowledge about leadership skills
3. Help students develop perspectives, values and attitudes that will assist them in leadership in
various settings.
4. Develop critical thinking skills
5. Develop oral communication skills, especially skills in oral presentations, listening and presenting
ideas in group/organizational settings.
6. Help students develop attitudes, behaviors, and skills that will assist them in engaging community
leaders and organizations in order to accomplish information seeking, collaboration and
impression management.
7. Encourage students to develop a sense of social responsibility, awareness of the role of ethics in
leadership, and a personal code of ethics.
8. Identify, through guided self-reflection, personal areas of strength and belief, and clarify how
these may be employed to build leadership potential and how they will impact one’s relationships
with others
III. Degree Requirements
LEAD 1000 OR
FYS 1??? 1
LEAD 2000
LEAD 3000 2
LEAD 4800 3 OR
SYEs approved by the
Leadership Studies Advisory
Committee, OR
Projects connected with
specific senior-level classes,
approved by the Advisory
Committee
Elective 4: Choose from the
following:
COMM 3350
COMM 2600
COMM 3800
COMM 3850
ENST 4001
HIST ????
NURS 4????
PHED 3800
PHED 4????
PSC ????
PSC ????
PSYC ????
PSYC ????
SOCL ????
SOCL ????
SOCL ????
SOCL ????
(Other electives added by
committee approval)
1
2
3
4
Finding Your Leadership Potential
4 hours
Principles of Leadership
Leadership Practices
Leadership Project and Seminar
4 hours
4 hours
4 hours
4 hours
Persuasion
Argumentation and Advocacy
Organizational Communication
Groups in Organizations
Advanced Environmental Studies
Social Protest in 20th Century America
Nursing Leadership in Health Care Delivery
Systems
Organization and Management: Health
Promotion and Fitness
Principles and Practices in Physical
Education
The Presidency
Public Administration
Psychology of Personality
Social Psychology
Industrial and Organizational Psychology
Environmental Sociology
Urban Sociology
Global Social Change
Inequality and Poverty
Under development. Both FYS ???? and LEAD 1000 would be offered, so that students who did not choose the
FYS class could still complete the minor.
Is being developed as a part of the INST dyad program
Being proposed as an SYE
The electives listed were approved previously. We have used new numbers where we knew them. Additional
electives could be proposed and added by approval of the committee and Curriculum Committee
IV. Course Titles and Descriptions:
LEAD 1000: Finding Your Leadership Potential (4 semester hours)
This introductory class serves multiple purposes. First, it will allow students the
opportunity to do extensive self-reflection, discovering and examining their thinking and
learning styles, personality types, interpersonal communication styles, and belief systems.
Through this analysis, students will begin to build a portfolio which highlights their
personal strengths and areas for development. Second, students will examine their roles as
citizens and leaders in their various communities. Specifically, through the course,
students will become acquainted with the populations, structures, and needs of the cities of
Westerville and Columbus. Part of this learning process will include some brief
community service activities. Third, students will be introduced to a number of leadership
theories, concepts, and skills. This course serves as the first course in the Leadership
Studies minor.
LEAD 2000: Principles of Leadership (4 semester hours)
A course designed to introduces students to theoretical perspectives on leadership (traits,
styles, situational, behavioral, transformative, etc.) and research, assist them in developing
leadership skills, and encourage active self-reflection and concerning your perspectives
and skills. Among the specific leadership skills targeted in the class are: shaping and
communicating a vision; persuasion and advocacy; motivation; and conflict management,
mediation and collaboration. As the second course in the Leadership Studies minor, the
course is also designed to help students continue development of critical thinking and
reflection, writing skills, speaking skills, small group communication skills, and
interpersonal communication skills. Pre-req: LEAD 1000, FYS ????, or Comm 3800, or
permission of the instructor.
LEAD 3000: Leadership Practices (4 semester hours)
As the third course in the Leadership Studies minor, Leadership Practices focuses on
applying organizational learning and leadership. Students learn concepts and models of
engaged citizenship, leadership, and change—pillars of organizations in which shared
leadership, organizational change and whole systems change are constantly transformative.
The course invites experienced leaders to explain and discuss leadership principles,
practices, and models. In this service-learning course, as a team, students apply an
organizational change model or a set of leadership principles and strategies in writing an
organizational development plan for a non-profit organization or a unit in a non-profit
organization. Prereq: LEAD 2000 or permission.
LEAD 4800: Leadership Project (4 semester hours: credit to be distributed over two
semesters: 2 hr.—fall, 2hr.—winter)
As the capstone course in the Leadership Studies minor, the Leadership Project requires
students to identify a leader or a leadership team in a non-profit organization to work with
that leader or leadership team in introducing and implementing a leadership development
model or in designing and implementing a change model. Emphasis will be placed on fitting a
leadership model to the organization’s purpose and culture. The course spans the academic
year. Students write a proposal during the Fall Quarter and then write a plan with an emphasis
of implementation strategies during the next two quarters. The proposal, a progress report,
and final plan are presented to members of the Leadership Studies Minor Advisory
Committee; students will present their final plans at a public forum. Prereq: LEAD 3000, or
permission.
V. Courses Matched with Departmental and College-wide Learning Goals
Tables 1: Campus Wide Learning Goals Aligned with Minor
Communication Studies
LEAD
1000
Major
INST
Courses
All Lead
Classes
All Lead
Classes
LEAD 200
MATH
Req.
I N S T
LEAD
1000
4800
All courses
In the
Minor
I N S T
All LEAD
classes
All
LEAD
classes
Confident life-long learners
Know How To Learn
Ethical Commitment
LEAD
1000
2000
3000
FYE
INST
College
Wide
Requireme
INST
Courses
inquisitive
Diverse Value Systems
Well-being of Others
Personal Well-Being
responsible
Civic Engagement
Aesthetic Engagement
Intellectual Engagement
Information Literacy
Visual literacy
engaged
Technological literacy
Quantitative literacy
Research Skills
Oral Comm. Skills
multi-literate
Written Comm. Skills
Grounding in a broad range of
disciplines
A deep knowledge of their major
Knowledgeable
LEAD
1000
2000
4800
LEAD
1000
3000
4800
All courses
LEAD
1000
2000
3000
4800
LEAD
1000
2000
3000
LEAD
1000
2000
3000
4800
LEAD
1000
2000
3000
4800
LEAD
1000
2000
3000
4800
LEAD
1000
2000
3000
4800
LEAD
1000
3000
4800
Self-reflection
Help students develop a sense of
personal responsibility, awareness of
the role of ethics and a personal code
of ethics.
Attitudes , skills and behaviors for
engagement with leaders and
organizations.
Oral Communication skills.
Critical thinking skills.
Help students develop perspectives,
values, and attitudes that will assist
them in leadership in multiple settings.
Skills and tools that can be applied to
leadership in multiple settings.
Knowledge about leadership theories,,
perspectives and practices.
Table 2: Program Learning Goals Aligned with Minor
LEAD
1000
2000
3000
4800
VI. Side by Side Comparison of Old Minor & New Minor
Current Courses
Hrs
Proposed Courses
Course Number
Hours
LEAD 100
3
LEAD 1000
4
LEAD 200
5
LEAD 2000
4
LEAD 300
5
LEAD 3000
4
LEAD 480
Electives (Choose 1)
5
5
LEAD 4000
Electives (Choose 1)
4
4
COMM 335—Persuasion
COMM 260—Argumentation
and Advocacy
COMM 380—Organizational
Communication
COMM 385—Groups in
Organizations
ENST 401—Advanced
Environmental Studies
HIST 445—Social Protest in
20th Century America
NURS 480—Nursing
Leadership in Health Care
Delivery Systems
PHED 380—Organization
and Management in Health
and Physical Education
PHED 480—Principles and
Practices in Physical
Education
PSC 222—The Presidency
PSC 325—Public
Administration
PSYC 220—Psychology of
Personality
PSYC 225—Social
Psychology
PSYC 340—Industrial and
Organizational Psychology
SOCL 295—Environmental
Sociology
SOCL 380—Urban
Sociology
SOCL 385—Global Social
Change
SOCL 410—Inequality and
Poverty
TOTAL
COMM 3350—Persuasion
COMM 2600—Argumentation
and Advocacy
COMM 3800—Organizational
Communication
COMM 3850—Teamwork
ENST 4010—Advanced
Environmental Studies
HIST ????—Social Protest in
20th Century America
NURS ????—Nursing
Leadership in Health Care
Delivery Systems
PHED 380—Organization and
Management in Health and
Physical Education
PHED ????—Principles and
Practices in Physical Education
PSC ????—The Presidency
PSC ????—Public
Administration
PSYC ????—Psychology of
Personality
PSYC ????—Social Psychology
PSYC ????—Industrial and
Organizational Psychology
SOCL ????—Environmental
Sociology
SOCL ????—Urban Sociology
SOCL ????—Global Social
Change
SOCL ????—Inequality and
Poverty
23
TOTAL
20
VIII: Staffing Comparison Worksheet
Table 4A
Department
Leadership Studies
NOTES:
1. Where courses are less than "full credit" (e.g., 1-4 hours under quarter, or 1-3 under semesters, the
section totals are adjusted to reflect the proportion (a 1 credit hour class would be worth 1/5 under
quarters, two 2-quater hour sections would be 4/5, etc.)
Current Courses
Course Number
Total Sections
Proposed Courses
Course Number
Expected Sections
LEAD 100
.6
LEAD 1000
1 (+ 1 as an FYS)
LEAD 200
1
LEAD 2000
1
LEAD 300
1
LEAD 3000
1 (as a dyad?)
LEAD 480
1
LEAD 4000
1 (as an SYE?)
TOTAL SECTIONS
3.6
TOTAL SECTIONS
4
FTE (SECTIONS/7)
0.51
FTE (SECTIONS/6)
0.67