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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