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SEMESTER AT SEA COURSE SYLLABUS
Fall 2012
Discipline:
Service Learning
SEMS 2500:
Leadership Development
Division: Lower
Faculty Name: Kathleen Manning
COURSE DESCRIPTION: This course introduces students to the theoretical
constructs underpinning global leadership and will provide hands-on
opportunities that will help develop the attitudes, knowledge of leadership
theory, and skills and techniques needed for effective leadership. An
experiential class, leadership theories and trends will be shared in the context
of exercises and activities to build leadership skills as well as create the
opportunity to share ideas about how leadership is expressed in U.S. and
global contexts. Those who plan to work in corporations, educational
institutions, and social service agencies will reflect on their practical
leadership knowledge and undertake opportunities through FDPs and
shipboard activities to improve their leadership practice. Topics covered by
this course include the development of a personal leadership model, ethics in
leadership, and history of notable leaders. In addition to participation in class
activities and assignments, students will be expected to assume a significant
leadership role in the Semester at Sea community.
COURSE OBJECTIVES
Through active engagement in the course and course materials, students
will:
1. Understand and apply the Relational Leadership Model in a global context.
2. Increase self-awareness through the exploration of values, beliefs,
culture, and identity.
3. Learn the basics of group roles, dynamics, and decision making to
function constructively in group settings.
4. Appreciate the relationship between ethics and leadership.
5. Compare and contrast traditional and emergent paradigms of leadership.
6. Apply critical thinking to leadership theories and practices.
7. Understand gender, race, sexual orientation, and other social identities on
leadership.
8. Build an awareness of leadership issues facing our communities and
society.
9. Develop a personal philosophy of leadership.
10. Engage in a positive, inclusive learning experience where all students
are challenged and supported.
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COURSE EXPECTATIONS
1. This class is predominantly experiential through the use of various
teaching and learning styles. These include presentations, videos,
exercises, group discussion, and refection to maximize content and
understanding. The required course readings are background, not the
sole content of class activities.
2. Students should be ready to experience learning through many different
avenues and participate in each to the fullest of their capacity. Each
student is expected to read all assigned readings, stay with the course
syllabus, and come to each class prepared to discuss the major
concepts/key ideas from the reading. Each student should prepare
questions about or reactions to the reading for each class.
3. In class, students will work in small teams to discuss readings, engage in
simulations, prepare for guest scholar and leader visits, and use theory to
enhance practice through group activities. The teams will allow you to
apply leadership theory and concepts in diverse contexts.
4. We will mutually build a classroom environment that is safe for exploring
ideas and challenging assumptions. Students will take the necessary
action to respectfully listen to the voices of others and share opinions and
values. Students and the instructor are expected to treat each other with
respect and openness.
5. Students can expect the instructor to come prepared. I am willing to
listen to student concerns through questions and comments in class
and/or privately. Students may expect me to be available during office
hours and by appointment to give additional help or support. These
meetings can be scheduled to meet the students’ and instructors’
schedules.
Office Hours and Faculty Contact: Office hours can be arranged by
mutual agreement between you and me. I will also be available in the Piano
Bar for drop in office hours at the following times:
Times and Dates TBA
You are also encouraged to contact your classmates in instances when I’m
not available, if you would like additional help, or have additional thoughts.
This helps us build community as well as uses all the resources available
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within the class.
Principles of Good Practice in Teaching: According to Chickering,
education is active, cooperative, and demanding. To achieve the highest
quality of learning, all class members will collaborate to achieve the
following principles related to high quality learning (Chickering & Gamson,
1987, “Seven Principles for Good Practice in Undergraduate Education.”
ASHE Newsletter.):
1. encourages student-faculty contact.
2. encourages cooperation among students.
3. encourages active learning.
4. gives prompt feedback.
5. emphasizes time on task.
6. communicates high expectations.
7. respects diverse talents and ways of learning.
Academic Support: If you have a documented disability and wish to
discuss academic accommodations or require additional assistance of any
kind, please contact me. We can discuss ways this course can best fit your
needs. Although readings and assignments are set, if you feel they are not
appropriate for your learning approach, we can work together to find
methods that can best convey the goals of this course to you. This can
include additional films, experiential or kinesthetic activities, Internet
resources, or additional/different books.
Religious Holidays: Students have the right to practice the religion of your
choice. Students should submit in writing to me during the first week of
classes your documented religious holiday schedule for the voyage. I will
arrange opportunities for you to make up the missed work.
REQUIRED TEXTBOOKS
AUTHOR: Susan R. Komives, Nance Lucas, Timothy R. McMahon
TITLE: Exploring leadership: For college students who want to make a
difference
PUBLISHER: Jossey Bass
ISBN #: 10-0-7879-8213-X
DATE/EDITION: 2007 (2nd edition)
COST: $37.00
AUTHOR: James M. Kouzes and Barry Z. Posner
TITLE: The student leadership challenge: Five practices for exemplary
leaders
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PUBLISHER: Jossey Bass
ISBN #: 978-0-470-17705-1 (pbk.)
DATE/EDITION: 2008
COST: $27.00
TOPICAL OUTLINE OF COURSE
CLASS 1
Introductions, Syllabus, and Assignments Discussion
Exercise: Concentric Circles: Breaking the Ice
CLASS 2
Reading:
Komives, Lucas, & McMahon. Chapter 1: An Introduction to Leadership, pp. 3
– 33.
Exercise: Stand By Your Quote
CLASS 3
Reading:
Komives, Lucas, & McMahon. Chapter 2: The Changing Nature of Leadership,
pp. 35 – 71.
Video: The Power of Followership (1995), The R. K. Greenleaf Center,
Running time: 80 min. A keynote speech by Robert Kelley.
http://www.greenleaf.org/catalog/Training_Videos.html
Exercise: Tracking Leadership Behaviors Throughout the Voyage
CLASS 4
Reading:
Komives, Lucas, & McMahon. Chapter 3: The Relational Leadership Model,
pp. 73 – 114.
Assignment Due: Leadership Autobiography
CLASS 5
Reading:
Komives, Lucas, & McMahon. Chapter 4: Understanding Yourself, pp. 115 –
147.
Leader panel: TBA
Reading:
CLASS 6
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Komives, Lucas, & McMahon. Chapter 5: Understanding Others, pp. 149 –
178.
CLASS 7
Reading:
Komives, Lucas, & McMahon. Chapter 6: Leading With Integrity and Moral
Purpose, pp. 179 – 211.
Exercise: Team Process Analysis
CLASS 8
Reading:
Komives, Lucas, & McMahon. Chapter 7: Interacting in Teams and Groups,
pp. 213 – 246.
CLASS 9
Reading:
Komives, Lucas, & McMahon. Chapter 8: Understanding Complex
Organizations, pp. 247 – 280.
Video: Episode of The Office
CLASS 10
Reading:
Komives, Lucas, & McMahon. Chapter 9: Being in Communities, pp. 281 –
299.
Leader panel: TBA
CLASS 11 MID-TERM
CLASS 12
Reading:
Komives, Lucas, & McMahon. Chapter 10: Renewing Groups, Organizations,
and Communities, pp. 301 – 324.
Review of Mid-Term Exam.
CLASS 13
Reading:
Komives, Lucas, & McMahon. Chapter 11: Understanding Change. pp. 325 –
348 and Chapter 12: Strategies for Change. pp. 349 – 382.
Exercise: Leadership Swap
CLASS 14
Reading:
Komives, Lucas, & McMahon. Chapter 13: Developing a Leadership Identity.
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pp. 383 – 409.
CLASS 15
Reading:
Komives, Lucas, & McMahon. Chapter 14: The Mind, Body, and Soul of the
Leadership. pp. 411 – 430.
Kouzes & Posner. Chapter 1: Introduction and 2: The Five Practices of
Exemplary Leadership, pp. 1 – 26.
Exercise: Leaders You Admire
CLASS 16
Reading:
Kouzes & Posner. Chapter 3: Model the Way. pp. 27 – 47.
CLASS 17
Reading:
Kouzes & Posner. Chapter 4: Inspire a Shared Vision. pp. 49 – 71.
Exercise: Leadership Interview
CLASS 18
Reading:
Kouzes & Posner. Chapter 5: Challenge the Process. pp. 73 – 94.
CLASS 19
Reading:
Kouzes & Posner. Chapter 6: Enable Others to Act. pp. 95 – 118.
Leadership panel: TBA
CLASS 20
Reading:
Kouzes & Posner. Chapter 7: Encourage the Heart. pp. 119 – 139.
CLASS 21
Reading:
Kouzes & Posner. Chapter 8: Leadership I Everyone’s Business. pp. 141 –
160.
Exercise: Closure
CLASS 22
CLASS SUMMARY AND REVIEW
DATE TBA: FINAL
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ASSIGNMENTS
Students are expected to approach assignments with thoughtful
consideration and to be thorough in their completion. In all written
assignments, students will be expected to present solid content and to
convey their message using appropriate grammar, syntax, punctuation, and
language. Written assignments will be reviewed for both content and
presentation. Unless otherwise noted, written assignments are to be typed,
double-spaced, in a 12-point font, with one-inch margins. All citations must
be in a recognized format. Web sites must also be cited with their full and
accurate URL.
Document naming protocol for assignments handed in via e-mail:
yourlastname assignmentname.doc
(For example, smith FDP1.doc)
FIELD ASSIGNMENTS (At least 20 percent of the contact hours for each
course.)
FDPs Papers (3 total)
Students will select and attend three FDP experiences where you will
observe leadership and leaders. The following are the FDPs for this class:
FDP 1: TBA
FDP 2: TBA
FDP 3: TBA
Reactions and observations should be summarized in a four-page maximum,
double spaced Reaction Reflection paper (one for each field experience for
three total). During the FDPs that I attend, we will engage in discussion,
reflection, and analysis together.
Questions to consider during these field experiences to be discussed in the
reflection paper may include:
How was leadership expressed and enacted in the FDP you observed?
What were the answers to the questions you addressed to the leader
during the FDP?
What gender, race, sexual orientation, or other social identities were
represented in the leaders you observed during the FDP?
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In what ways is leadership expressed in the culture observed? How is
this different than or the same as how it is expressed in your home
country?
What do the cultural artifacts that you observe tell you about the way
leadership is expressed in the culture observed?
What did you learn about your leadership style through the field
experience that you had not previously realize?
METHODS OF EVALUATION
Class attendance/participation………….......................................
Leadership Autobiography......................................................
FDP Papers (3 total) ……………………………………………………………………..
Midterm……………………………………………………………………………………………
Leadership Action Plan…………………………..………............................
Final Exam................................................….........................
(Except under extenuating circumstances discussed in advance
date, late assignments will not be given full credit.)
10%
10%
20%
25%
10%
25%
of the due
Class Attendance/Participation
Unless ill, students are expected to attend all class sessions. The majority of
the learning in this course occurs through class discussion and activities.
Student involvement in the classroom is a major component of the structure
of the course. Your attendance is critical to your own learning and that of
others. More than two absences (excused or unexcused) will lead to your
final grade being dropped by one letter grade. If you miss four or more
classes, you will fail the class. Being late for class detracts from the class
process and community and impacts the learning of others. Please make
every effort to be on time for class.
Students are expected to be on time, prepared for class discussions and
presentations, and actively involved. Creating a class climate that facilitates
openness, increased awareness, and critical thinking is a responsibility
shared by the professor and all class members. Students with physical,
emotional, and/or learning needs are invited to inform me so arrangements
can be made. Special situations that conflict with class attendance must be
discussed in advance with the professor in person.
Leadership Autobiography
Students are to reflect on how they have become who they are as leaders
and compose a brief but well-organized autobiography. I am not looking for
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a chronological history of your life, but rather an analytical and reflective
review of the influences and factors, which have shaped your leadership.
Some questions to consider include:
What is your leadership history?
How has your personal background influenced your life and
perceptions of leadership?
When was the first time you realized your leadership potential?
Who and what experiences have influenced your values and
philosophies?
How have your mentors and the critical incidents in your life
transformed you?
Leadership Action Plan
Reflect on what you learned about yourself during the semester in relation to
your capacity to demonstrate leadership. Reflect on what you see as your
leadership strengths and weaknesses and how you will take advantage of
both in the future. Briefly describe the leadership philosophy you have
developed throughout this class. Has it changed since the beginning of class?
If so, how? Describe two action steps you can take to continue to develop
your leadership in the future.
Examinations: Mid-Term and Final
Two in class multiple-choice exams will be given on C11 (midterm) and the
exam day (final). Material tested in the examination will be the major
concepts discussed in the class, the readings, assignments, and class
activities.
RESERVE LIBRARY LIST
AUTHOR: Komives, S.R., Wagner, W., & Associates
TITLE: Leadership for a better world: Understanding the social change model
of leadership development.
PUBLISHER: Jossey Bass.
ISBN #: 978-0-470-44949-3
DATE/EDITION: 2009
COST: $37.00
AUTHOR: Kouzes, J.M., & Posner, B.Z.
TITLE: The leadership challenge
PUBLISHER: Jossey Bass.
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ISBN #: 0-7879-6833-1
DATE/EDITION: 2008 (4th ed.)
COST: $27.00
AUTHOR: Nahavandi, Afsaneh
TITLE: The art and science of leadership
PUBLISHER: Prentice Hall
ISBN #: 0-13-254458-X
DATE/EDITION: 2012 (6th ed)
COST: $115.00
ADDITIONAL VIDEO RESOURCES (these could possibly be in the
ship’s library)
Chocolat (2000), Miramax, Running time: 105 minutes
A woman and her daughter move to a small French town in the 1950s, and
inspire self-confidence, collaboration, and new relationships between the
townspeople, bringing new life and a sense of purpose back into the town.
http://www.imdb.com/title/tt0241303/
Good Night, and Good Luck (2005), Warner Home Video, Running time: 93
minutes. Set in the 1950s, this story chronicles how CBS took a stand
against Senator McCarthy during a time when it was very dangerous to do
so. http://www.imdb.com/title/tt0433383/
The Power of One (1994), Running time: 2 minutes
The Power of One combines evocative visuals with a moving original score
by Academy Award winner Hans Zimmer. It features historical and
contemporary persons who have impacted the world to illustrate that each of
us, working individually or as a group, can make a difference. Available for
download at: http://www.caringstrangers.com/powerofone.htm
October Sky (1999), Universal Pictures, Running Time: 108 minutes
Homer Hickam is a kid with only one future in sight—to work in the local
coalmine like his father. When the first artificial satellite, Sputnik, goes into
orbit in October 1957,. Homer and his friends become inspired to learn how
to build rockets. Unfortunately, most of the town and especially Homer's
father think that they are wasting their time. Only one teacher in the high
school understands their efforts and lets them know that they could become
contenders in the national science fair with college scholarships being the
prize. http://www.imdb.com/title/tt0132477/
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Crash (2004), Lions Gate, Running time: 113 minutes
For two days in Los Angeles, a racially and economically diverse group of
people pursue lives that collide with one another in unexpected ways. These
interactions are always interesting and sometimes quite unsettling. The film
explores and challenges issues on race and power.
http://www.imdb.com/title/tt0375679/
Remember the Titans (2000), Buena Vista Entertainment, Running time:
113 minutes
The film takes place in the early 1970s at a recently desegregated high
school in Virginia. The African American and Caucasian members of the
football team clash in racially motivated conflicts on a few occasions
throughout their time at football camp. But after forceful coaxing and team
building efforts executed by Coach Boone, eventually the team manages to
achieve some form of unity, as well as success. The team’s ability to find
unity despite racial differences ultimately unites the city of Alexandria with
the message that before the citizens reach for hate, always they must
“Remember the Titans.”
http://www.imdb.com/title/tt0210945/
Related Web Sites
(These websites will accrue minutes on the your shipboard Internet
account.)
LeaderValues http://www.leader-values.com/
One of the widest collections of free leadership resources available on the
Web. Includes searchable themes, links, magazine articles, books,
quotations, and a glossary of leadership-related terms.
CampusCares http://www.naicu.edu/CampusCares/
CampusCares salutes the involved and engaged members of college
campuses across the nation, especially those involved in leadership
activities, student governance, community-based learning, and service.
Institute for Global Ethics http://www.globalethics.org/index.htm
Founded in 1990, the Institute for Global Ethics (IGE) is an independent,
nonsectarian, nonpartisan, 501(c)(3) nonprofit organization dedicated to
promoting ethical action in a global context. Their challenge is to explore the
global common ground of values, elevate awareness of ethics, and provide
practical tools for making ethical decisions.
Josephson Institute of Ethics: Resources for Making Ethical Decisions
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http://www.josephsoninstitute.org/MED/MED-intro+toc.htm
This comprehensive web site examines the how’s and why’s of making choices
that are ethical. With realistic examples and a step-by-step decision-making
model, this is a great tool for exploring different ways to approach difficult
situations.
Business Ethics Articles and Resources
http://www.business-ethics.com/
http://www.ethics.ufl.edu/BPEJ/
http://www.washingtonpost.com/wp-dyn/business/specials/corporateethics/
http://www.socialfunds.com/news/article.cgi/article832.html
College Values and the Journal for College & Character
http://www.collegevalues.org/
Ethics Resource Center
http://www.ethics.org/
Institute for Global Ethics
www.globalethics.org
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