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Integrated Leadership Curriculum

 

ARTS 100 – LEADERSHIP STUDIES

Prepared for: COLLEGE OF ARTS

Prepared by: Jill Harrison, Tracey Mason‐Innes

January 5, 2012

EXECUTIVE SUMMARY

Objective

Student identity and student centred learning are concepts that speak to student goals during their first years of higher education. Students, coming from multiple, diverse starting points, will benefit from a first year curriculum focused on the development of self ‐managing and self ‐directed learners. Today’s literature speaks to the creation of engaging learning environments and the need for students to make personal meaning of their learning. As strong supporters of the value of the informal curriculum, we are keenly interested in developing collaborative partnerships to help students find their place, be inspired, and achieve their goals.

We believe that the best way for students to be exposed to the learning and benefits of a liberal arts education is to envision and practice the application to every day life. Leadership can be viewed from various frames and disciplines: political scienceaddresses power and influence, geography sees leadership as stewardship, anthropology views cultural influences and such factors as symbols and norms, history looks to the influence of key figures during significant times or when leading major social movements, and psychology or sociology looks at individual and groups and how they interact. It is important for students to explore how their discipline approaches leadership (Komives, Lucas, McMahon, 2007).

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Using the ‘Leadership Challenge’ and ‘The Social Change Model ‐ leadership for a better world’ the studies will encompass individual, group, and societal levels of leadership with a goal of helping students become more self aware, to know themselves ‐ who they are and their purpose in life. Students will be challenged to rethink local and global relationships ‐ between institutions and learners, between parents and students, between a university, its members, and the global community, and between students and their peers from different backgrounds

Goals

An interdisciplinary themed leadership course that can be explored from the following perspectives:

1. practical and theoretical,

2. imaginative and analytical,

3. contemporary and historical,

4. global and local.

The course will engage students, both in and out of the classroom, in order to develop attitudes, behaviours, and skills that will simultaneously prepare students for disciplinary excellence, a successful career, and a meaningful life.

Learning Objectives (NASPA and ACPA ‐ College Student Educators International)

Cognitive Complexity ‐ Students will: develop critical thinking skills; an understanding of change processes; and the ability to utilize a process for decision‐making.

Practical Competence ‐ Students will develop a comprehensive set of practical skills and tools that include time management, meeting management and agenda setting, group dynamics and team building. Students will learn how to communicate effectively ‐ using written and spoken word, non‐verbal language, electronic tools, and listening skills ‐ in order to develop relationships, manage conflicts, and work across differences.

Knowledge Acquisition ‐ Students will understand the history of leadership and current leadership theories; will gain knowledge of diverse cultures, cross‐cultural communication, the dynamics of privilege and oppression, and the uses of power between groups. Students will be able to integrate their lived experiences into their leadership development process.

Civic Engagement ‐ Students will engage with their community as a means to explore one’s civic responsibility and integrate their lived experiences into their leadership development process.

Interpersonal Competence ‐ Students will learn to practice team leadership through active group participation; will examine their own and others’ intrinsic and extrinsic motivations as leaders and gain a greater understanding of their own personal identities.

Intrapersonal Competence ‐ Students will learn to explore and actualize their personal values; will develop a sense of confidence and belief in themselves and their ideas; will become comfortable takings risk and discover ways to maintain a sense of .

Rationale for Leadership studies in Arts 100. – Leadership for What Purpose?

Historically, the development of leadership abilities has been considered a primary purpose of higher education. Today with the complexities of higher education and the expanding demographics of the student population it appears that links between leadership and learning have been more implicit than explicit (Roberts, 2007).

The book ‘Exploring Leadership’ and ‘The Leadership Challenge’ both emphasize learning as an inner quest of self‐discovery and understanding ones self in the context of others. Studying leadership at an introductory level such as the ARTS 100 cohort, is a journey of self‐discovery – what the student cares about and values; what inspires and challenges them?; finding their purpose.

Today, first‐year experience is redefined to emphasize a thriving culture where students are fully engaged—intellectually, socially, and emotionally (Schreiner, 2010).

Learning Reconsidered (2004) addresses the need for collaborative practice and has “put academic learning and student development processes together in a format thatrequires all the resources of the academy to function together in an integrated manner on behalf of students” (ACPA, 2004, p. 1).

Successful “First‐year” programs combine services, programs, curricular, and cocurricular activities that support a student’s transition into and through university byproviding a foundation for academic success and student persistence (Johnston, 2002).

We believe, leadership studies, with student development theory in mind, create the common ground for collaboration across this culture and curriculum. Leadership could become the initiative to create collegial communities across academic and studentaffairs and between learning inside and outside the classroom. Whether our students are looking at personal development, acquiring skill sets to enhance their learning, knowledge acquisition, or social change, the leadership journey will make a difference in all aspects of their life.

UFV’s educational plan clearly shows support for and understanding of first‐year initiatives:

The University will provide services for students that:

1. Enable their successful transition into the University

2. Enable successful progress toward their educational goals

3. Guide career selection and transition to employment; and

4. Build life‐long relationships with the University.

The University will provide an environment that:

1. Is inclusive, welcoming, and engaging for all

2. Embraces diversity, supports cross‐cultural exchange, and promotes the respectful debate of ideas and views.

3. Involves students in governance and decision‐making; and

4. Offers vibrant campus experiences supporting social, intellectual, and personal development

Leadership development for our first year students, their learning and development will have a learner centered focus, student to student interactions, student to faculty interactions, increase in student time and engagement on campus, linkage between curriculum and co‐curriculum, linkage between academic and student affairs, a greater service orientation for our students, attention to human resources and our campus environment, and a goal for systematic improvement of our campus culture and campus community.

Foundations of The Leadership Challenge

Model the Way

Leaders find their voice by clarifying their personal values and expressing them in a style that is authentically their own and align their actions with values.

Inspire a Shared vision

Leaders envision the future and enlist others in a common vision with shared aspirations.

Challenge the Process

Leaders search for opportunities to change grow and improve. They also experiment and take risks by generating small wins and learning from mistakes.

Enable Others to Act

Leaders foster collaboration by promoting collaborative goals and building trust. They strengthen others by sharing power and discretion.

Encourage the Heart

Leaders recognize contributions by showing appreciation for individual excellence. They also celebrate values and victories by creating a spirit of community.

Foundations of Exploring Leadership

1. Leadership for a changing world – relationships as a foundation of leadership

2. The context of leadership in groups, organizations, and communities

3. Understanding change and how to make a difference using leadership

4. Leadership identity and personal renewal

5. Understanding change, strategies for change, and developing a leadership identity.

Overview of Leadership Curriculum

This program is designed to be an interactive exploration of your personal leadership journey.

This program of study will focus on leadership development, using real world problem solving projects within current organizational structures. The curriculum, through online and on‐campus studies, will address systems thinking, organizational change, learning theories, action research and conflict resolution.Through discussions on leadership theory and experiential learning initiatives you will:

1. Identify and develop a personal leadership style.

2. Explore classical and contemporary leadership theories as they apply to your liberal arts curriculum within the context of your life.

3. Develop skills that are essential for effective leadership.

4. Increase awareness of opportunities for campus and community involvement.

5. Apply leadership skills through participation in experiential initiatives involving servant leadership, coaching, mentorship, and community development.

Each learner is responsible for:

1. Engaging in the critical reflection of readings and discussions.

2. Formulate individual perspectives.

3. Participate in the exchange of ideas with peers.

4. Examining life aspirations and personal expectations in relation to the program.

5. Incorporating feedback from others into your learning and assessment process.

6. Developing a personal leadership statement.

7. Maintaining a journal throughout the program.

8. Participation in case studies, servant leadership initiatives, program retreats, and community service

Criteria for measuring success:

1. Evaluations by the instructor in regard to course requirements.

2. Evaluations by peers.

3. Self Evaluation and individual interviews.

4. Completion of presentations, journals and portfolio.

5. Data collected from group work, focus groups and case studies.

6. Civic involvement.

The possibility of ongoing leadership programming would include the following modules.

1. Organizational Leadership Year Two

2. Service Learning/Peer Mentorship Year Three

3. Global Citizenship Year Four

Resources:

ACPA. (2004). Learning Reconsidered. In A. C. P. A. (Ed.), A campus‐wide focus on the

Student Experience. Washington, D.C.: ACPA, NASPA.

Komives, S.R., Lucas, N., & McMahon, T.R. (2007). Exploring leadership for college

students who want to make a difference (2nd Ed.). San Francisco: Jossey‐Bass.

Johnston, V. (2002,). Improving student retention ‐by accident or by design. Exchange,3.

Schreiner, L. A. (2010). Thriving in Community. About Campus, 15,

Leadership Course Syllabus – as a part of the Interdisciplinary ARTS 100

DRAFT EXAMPLE

THEME: MULTICULTURAL COMPETENCE; LEADERSHIP IDENTITY

SYNOPSIS: Empowering students to transform the campuses on which they live and create more democratic, just, and nurturing environments for all members of the community. Theoretical models based on western concepts make assumptions about commonality of environment, culture, and background (Wright, 1984), and are deficient in explaining subgroup culture that might include female and aboriginal student development, diverse student groups, mature students, students with disabilities, commuting students and working students. This theme could also fit quite nicely with indigenizing the institution.

Required Reading

Kouze, J., and Posner B. The Student Leadership Challenge

Komives N., Lucas, N, McMahon, T. Exploring Leadership

Sumner, J. Relations of Suspicion: Critical Theory and Interdisciplinary Research

Freire, P. Pedagogy of the Oppressed

Bannerji, H. The Dark Side of the Nation

Ideas for Grading

Create a multi‐media project (collaborative effort) that contains audio files or great speeches; visual images; readings that reflect cultural shifts within Canada. The CD would be tied to student values/experiences that reflect diverse perspectives.

The CD could be titled “Twentieth Century People Who Changed our Minds and Changed our Lives”. Possible entries include Bob Proctor, Jim Carey, and Michaelle Jean, but if they will have learned anything, they will focus on what leadership looks like and not who it looks like

Leadership Lecture Sessions:

1. An Introduction to Leadership for a changing world

2. Five Practices

3. Politics of Multicultural Competence

4. Power and Privilege

Activity Block

Service Learning/Volunteer project

Guest Speakers: We would look for guest speakers who are leaders in the disciplines

found in the College of Arts. Their “talk” would connect to the principles of leadership

that the students have learned.

Seminar

Theme/reading/audio from CD

First two weeks – Leadership development

Third week – multi‐cultural competence

Fourth week – Power and Privilege

Tutorial

**Journal and minute papers for the week**

Leadership

1. Development of leadership profile

Critical Theory and Interdisciplinary research

1. Choose topic for research

2. Choose writing buddy

3. Discussion on topics with class

4. Guideline and Framework

Library and Writing Centre tutorials

1. Research Writing

2. Library searches

Presentations of topics

 Feedback / Alternative views

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