Due to the fast-paced and collaborative nature of this online environment, there are no late assignments accepted in this course.
Course Description
1.5 Credits. his course will enable you to understand and develop the skills needed to foster emotionally intelligent leadership. You will explore your experiences in leadership with a focus on learning your strengths and limitations. You will learn general theories, necessary skills, key concepts, examples and ideas to build capacity in emotional intelligence.
This course fulfills the College's Written Communication Skills Requirement, as you will develop writing skills essential for success in both the university and in your current or envisioned professions, through journals and an essay. You will also apply critical thinking skills through analyses of theory and case studies via discussion questions in order to assess the aforementioned pedagogical elements.
Overall, this course will enable you to discover your leadership potential and improve leadership capacity through emotional intelligence.
Course Objectives
As a result of this course you will:
- Learn how to improve your leadership potential and abilities
- Assess your emotional intelligent quotient
- Explore your leadership competencies
- Understand the three facets that cultivate the emotionally intelligent leadership dynamic, including: Consciousness of Self: being aware of yourself in terms of your abilities and emotions and Consciousness of Others: being aware of your relationship with others and the role they play in the leadership equation, and Consciousness of Context: the environment in which leaders and followers work.
Academic Week
Runs Monday thru Sunday; check Syllabus and Calendar for specific due dates. NOTE: initial comment/post for a given discussion question is Thursday, with all follow-ups throughout the week, final comments by Sunday (11:59PM). Essays are due the given Sunday of the module, by 11:59, uploaded within module segment.
Required Text
Emotionally Intelligent Leadership: A Guide for College Students, by Marcy Levy Shankman, Scott J. Allen, and Paige Haber-Curran. Wiley Publishing, Josey-Bass, 2015 (2nd EDITION) NOTE: 1st Edition will work, but the chapters are in a different sequence, so follow the syllabus accordingly.
Purchase online @ RU Bookstore or: www.wiley.com/en-us/Emotionally+Intelligent+Leadership%3A+A+Guide+for+Students%2C+2nd+Edition-p-9781118821787 (links to an external site).
Evaluation/Grades
Discussion questions = 60%
Essays = 40% (20% each)
Grading
A = 90.0–100
B+ = 87.0–89.9
B = 80.0–86.9
C+ = 77.0–79.9
C = 70.0–76.9
D = 60.0–69.0
F = Less than 60
Weekly Syllabus
Module One
- Complete the Getting Started, Course Information, and Course Expectations tabs, under Course Home to acclimate yourself with the course.
- Review the Module One tab, under Course Home.
- Complete the Icebreaker Discussion
NOTE #1: As we proceed through the course, for the Discussion Questions/DQs, your initial response is due by Thursday of the given week, with follow up comments and questions throughout the week, until Sunday. For the Essay assignments, your WORD document must be uploaded by Sunday of the given week.
NOTE #2: This course is designed for the 2nd edition of the text. For students with the 1st edition, simply use the chapter headings to follow the syllabus. Text needed for next week.
Module Two: 1/22–1/28
(NOTE: there is no discussion this week, only the essay, due Sunday, 1/28)
- Review the Module Two tab, under Course Home
- Read the text chapters on Consciousness of Self, including:
- Consciousness of Self
- Emotional Self Perception
- Emotional Self Control
- Authenticity
- Submit Essay #1: Know Yourself (due Sunday, 1/28 by 11:59 p.m.)
Use the following questions to develop and upload your essay assignment to the designated Module Two link (up to 1500 words). Note: must include minimum of 3 Shankman & Allen textual elements, such as definitions, theories, principles, etc., cited accordingly. Upload file to designated link in Module Two (please, no PDF files, WORD preferred).- What does consciousness of self mean to you?
- Who energizes you as a leader? As a follower? What happens when you are around people whom you find energizing? How do you feel?
- What kind of people do you find challenging to work with? What happens to you when you are around these people?
- How do you work through this?
- What capacities do you need to develop as a leader so you can energize others, specifically your authentic self?
NOTE on essay. The word count of 1500 is to ensure you incorporate all of the elements. Example: an essay of 1000 words is acceptable, as long as the bulleted elements are fully incorporated. As you develop your written work, be mindful that up to 1500 words is the goal. Overall, I want to read YOU on the page, your perceptions, experiences, interpretations, melded with your new knowledge of the textual elements/emotional intelligence capacities.
Module Three: 1/29–2/4
- Review the Module Three tab, under Course Home
- Read the chapters for Consciousness of Self:
- Healthy Self-Esteem
- Flexibility
- Optimism
- Initiative
- Achievement
- Respond to the Discussion Question, E.I. Self-Assessment: Where are your strengths and what needs to be worked on. Were you surprised by any? What is your plan of action to increase these competencies? Requirement: incorporate minimum of 2 textual elements (definitions, theories, examples) into post, cited properly. Initial post/response due date is Thursday; DQ closes Sunday @ 11:59 p.m.
Module Four: 2/5 – 2/11
- Review the Module Four tab, under Course Home
- Read the text chapters Consciousness of Others, including:
- Displaying Empathy
- Inspiring Others
- Coaching Others
- Capitalizing on Difference
- Post initial response and comments to the Discussion Question: Braids of Multiple Identities. From the identities shown, choose three that reflect the most influential aspects of who you are, or write your own. The point is to identify the most influential aspects of who you are. What do your multiple identities mean for you as a leader? When or how are your multiple identities validated or invalidated when working with others? Reminder: incorporate textual elements, cited properly. Reminder: incorporate minimum of 2 textual elements (definitions, theories, examples) into post, cited properly. Initial due date is Thursday; DQ closes Sunday @ 11:59 p.m.
Module Five: 2/12–2/18
- Review the Module Five tab, under Course Home
- Read the text chapters for Consciousness of Others
- Developing Relationships
- Building Teams
- Demonstrating Citizenship
- Managing Conflict
- Facilitating Change
- Submit Essay #2: Handling Conflict Effectively (due Sunday, 2/18 by 11:59 p.m.).
Use the following questions to develop and upload your essay assignment to the designated Module Five link (up to 1500 words). Note: must include minimum of 3 Shankman & Allen textual elements, such as definitions, theories, principles, etc., cited accordingly. Submit file to designated Module link (please, no PDF files, WORD preferred).
- What are your preferred ways of handling conflict? What are the benefits and drawbacks of these defaults?
- What approaches to managing conflict do you see in groups around you (e.g., professional, personal, and/or academic)? How effectively do you see conflict managed?
- Which sources of conflict are most difficult for you to address?
- In recognizing the many sources of conflict, what preventative and proactive actions can you take to avoid unnecessary conflict?
NOTE on the essay. The word count of 1500 is to ensure you incorporate all of the elements. Example: an essay of 1000 words is acceptable, as long as the bulleted elements are incorporated. As you develop your written work, be mindful that up to 1500 words is the goal. Similar to Essay #1, I want to read YOU on the page, your perceptions, experiences, interpretations, melded with your new knowledge of the textual elements/emotional intelligence capacities.
Module Six: 2/19–2/25
- Review the Module Six tab, under Course Home
- Read text chapters for Consciousness of Context:
- Consciousness of Context
- Analyzing the Group
- Assessing the Environment
- Respond to the Discussion Question: Being Aware of Context. Your success as a leader often depends on your ability to inspire and meet the needs of followers and adjust to new and varied contexts. In what environments do you have the greatest success as a leader? Which environment(s) is most challenging? Why? Reflecting on past experience, where could the concept of "getting on the balcony" helped you lead more effectively? Reminder: incorporate a minimum of 2 textual elements, cited properly.
- Begin researching sources on leadership development for the final discussion question in Module 7 (you must post/cite 2 researched sources).
Module Seven: 2/26–3/4
- Read text chapter: Developing Emotionally Intelligent Leadership
- Review the Module Seven tab.
- FINAL Discussion Question: Development Plan for Emotionally Intelligent Leadership: What has been the greatest insight you've had in terms of your emotional intelligence (positive and/or negative)? How did this course affect your leadership development? How do you plan to continue developing your capacities to be an emotionally intelligent leader? Include minimum of 2 technology resources such as websites, blogs, online journals, associations, etc. Based on the Module 7 video, what do you think is the most important skill the leaders of the future will need? Cite accordingly.
Academic Integrity
The university's policy on Academic Integrity is available at studentconduct.rutgers.edu/processes/academic-integrity.
The principles of academic integrity require that a student:
- properly acknowledge and cite all use of the ideas, results, or words of others.
- properly acknowledge all contributors to a given piece of work.
- make sure that all work submitted as his or her own in a course or other academic activity is produced without the aid of impermissible materials or impermissible collaboration.
- obtain all data or results by ethical means and report them accurately without suppressing any results inconsistent with his or her interpretation or conclusions.
- treat all other students in an ethical manner, respecting their integrity and right to pursue their educational goals without interference. This requires that a student neither facilitate academic dishonesty by others nor obstruct their academic progress.
- uphold the canons of the ethical or professional code of the profession for which he or she is preparing.
Adherence to these principles is necessary in order to ensure that
- everyone is given proper credit for his or her ideas, words, results, and other scholarly accomplishments.
- all student work is fairly evaluated and no student has an inappropriate advantage over others.
- the academic and ethical development of all students is fostered.
- the reputation of the University for integrity in its teaching, research, and scholarship is maintained and enhanced.
NOTE: Plagiarism includes, but is not limited to:
- Resubmitting your own work that has previously been evaluated in this class or any other class.
- Copying text directly from websites and other sources without attributing the original source(s).
- Copying the work of students in other sections (past or present) of this course.
Failure to uphold these principles of academic integrity threatens both the reputation of the University and the value of the degrees awarded to its students. Every member of the University community therefore bears a responsibility for ensuring that the highest standards of academic integrity are upheld.
NOTE: To help protect you, and future students, from plagiarism, all essay assignments will be submitted through Turnitin.com.
Student Wellness Services
Counseling, ADAP & Psychiatric Services (CAPS)
848-932-7884 | 17 Senior Street, New Brunswick, NJ 08901
CAPS is a University mental health support service that includes counseling, alcohol and other drug assistance, and psychiatric services staffed by a team of professional within Rutgers Health services to support students' efforts to succeed at Rutgers University. CAPS offers a variety of services that include: individual therapy, group therapy and workshops, crisis intervention, referral to specialists in the community and consultation and collaboration with campus partners.
Violence Prevention & Victim Assistance (VPVA)
848-932-1181 | 3 Bartlett Street, New Brunswick, NJ 08901
The Office for Violence Prevention and Victim Assistance provides confidential crisis intervention, counseling and advocacy for victims of sexual and relationship violence and stalking to students, staff and faculty. To reach staff during office hours when the university is open or to reach an advocate after hours, call 848-932-1181.
Disability Services
848-445-6800 | Lucy Stone Hall, Suite A145, Livingston Campus, 54 Joyce Kilmer Avenue, Piscataway, NJ 08854
Rutgers University welcomes students with disabilities into all of the University's educational programs. In order to receive consideration for reasonable accommodations, a student with a disability must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation.
If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with a Letter of Accommodations. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. To begin this process, please complete the Registration form on the ODS website.
Scarlet Listeners
732-247-5555 | scarlet.listeners@gmail.com
Free and confidential peer counseling and referral hotline, providing a comforting and supportive safe space.