Leadership and Civic Engagement (11:607:202)

Fall 2016 Syllabus

Formant

Hybrid-online through eCollege w/3 face-to-face class meetings (10/17; 11/14; 12/12)

Justification

3 Credits. The Social Change Model of Leadership Development emphasizes a collaborative approach to leadership that allows for the talent and skills of all members to be utilized. This model is purposeful, collaborative, and a values-based process that results in positive social change. For students, the primary goal is for them to gain self-knowledge and leadership competence and to learn how to facilitate positive social change. "College students consistently affirm that they want their lives to matter and to make a difference." (Komives, Lucas, & McMahon, 2007)

In addition to the social change model, students in this course will also explore the topic of service learning. The findings from "An Exploratory Study on the Value of Service Learning Projects and Their Impact on Community Service Involvement and Critical Thinking" (2007) show that students believe their college experience is preparing them for the job market, their critical thinking skills have been enhanced, and their college academic experience has emphasized community service upon graduation.

Service learning is a teaching and learning strategy used to meet existing academic goals using an experiential approach (National Youth Leadership Council). It involves a combination of curriculum and service and provides an opportunity for students to meet personal academic interests, help address community needs, and increase leadership skills and civic engagement.

Objectives

After completing this course, students will:

  • Describe the social change model of leadership development.
  • Compare/contrast the social change model of leadership with other leadership models/philosophies/strategies.
  • Distinguish between best practices in the social change model and the pitfalls of social change.
  • Evaluate personal leadership style and its implications as a practicing leader of social change.
  • Apply the theories and practices of the social change model to their community contributions.

Textbook

Leadership for a Better World - Understanding the Social Change Model of Leadership Development (2009) Wiley, John and Sons; Komives, S. & Wagner, W. Second Edition.

Fall 2016 Weekly Themes

  • Week 1 (9/6–9/11): What is Social Change?
  • Week 2 (9/12–9/18): An Overview of the Social Change Model
  • Week 3 (9/19–9/25): Applying the Social Change Model
  • Week 4 (9/26–10/2): Change
  • Week 5 (10/3–10/9): Citizenship
  • Week 6 (10/10–10/16): Collaboration
  • Week 7 (10/17–10/23): Face-to-face class, Hickman Hall 132, Douglass Campus, 3:55–5:15 pm; Common Purpose
  • Week 8 (10/24–10/30): Civility
  • Week 9 (10/31–11/6): Consciousness & Self
  • Week 10 (11/7–11/13): Congruence
  • Week 11 (11/14–11/20): Face-to-face class, Hickman Hall 132, Douglass Campus, 3:55–5:15 pm; Commitment
  • Week 12 (11/21–11/27): Thanksgiving Break
  • Week 13 (11/28–12/4): Becoming an Agent of Change
  • Week 14 (12/5–12/11): Leadership and Civic Engagement Conclusion
  • Week 15 (12/12–12/18): Final Exam Period - Face-to-face class, Hickman Hall 132, Douglass Campus, 3:55–5:15 pm; Presentations

Student Assessment

Student assessment will include online quizzes covering theory and concepts discussed in the text and other readings, short papers, student journal entries covering analyses of the concepts, class attendance, as well as threaded discussions. The final project is a powerpoint or video presentation on a social issue of choice.

Grading Scale

A = 940-1000 (94% and above)
B+ = 861-939 (86.1% - 93.9%)
B = 801- 860 (80.1% - 86%)
C+ = 761-800 (76.1% - 80%)
C = 701-760 (70.1% - 76%)
D = 651-700 (65.1% - 70%)
F = 0-650 (65% and below)