Hiad 7541 Semester Project

HIAD 7541: Semester Project
Beth Ann Carkuff Simpson 1
Narrative of Course Syllabus: Effective Leadership on a Developing Campus

As a newly established institution lacking a well-rooted campus culture in regards to
student involvement and leadership, there is a need to train and equip students with the
tools to be successful in building a foundation for sustainable organizations and
programs. In response to this need, I designed this course, Effective Leadership on a
Developing Campus, for current and potential student leaders in campus organizations. A
students involvement in a registered student organization is essential for their enrollment
and success in the course.
Most of the students enrolled in this course will be, although it is not limited to,
traditional age students. All levels of classification are invited to enroll; however, I
anticipate a large number will be second and third year students. This leadership course is
an applicable elective for a wide array of degree programs and career interest, not just
those pertaining to higher education and organizational leadership.
I expect many of the traditional age students have not practiced a great deal of selfreflection; therefore, there is need for development of personal leadership style and
techniques. I expect those students enrolled to be engaged and involved in the
coursework as they were seeking membership or a leadership position within a student
organization prior to attending this class. I can expect these students to want to learn
through varying teaching techniques in order to keep their attention and engage them in
the material and with each other.
However, I expect my students to be apprehensive in the discussion format as they
may not have a great deal of confidence or experience sharing personal stories with peers
in class. Most of the traditional age students will be transitioning to different methods of
teaching. Often incoming students have only experienced teachers lecturing in front of
the class. In conducting a discussion format, I expect we will need to establish ground
rules to keep the class on track and moving forward in critical thinking; therefore, I have
included the establishment of these guidelines as a class activity (Brookfield, 2006). In
working with a group of like-minded students with natural leadership traits, I believe I
can expect some challenges in similar personalities sharing one space.
The students I expect will enroll in the course will be Generation Ys, most of which
are transitioning from adolescence to young adulthood. They are in midst of establishing
their identity or what some college students call finding myself. Erikson describes this
development stage as one focused on self-image and concerned about direction and
vocation (Misawa, 2013a). During this transition from adolescent to young adult, students
can also experience cultural suicide as they may be reaching new understanding and
reevaluating their beliefs and practices that could potentially disrupt prior relationships
and roles in society (Brookfield, 2006). Some of these students are already in young
adulthood or moving toward relational motivators (Misawa, 2013a). According to
Erikson, this stage brings about an inner battle between the need for intimacy and
exclusion (Misawa, 2013a). It is important for me as an educator to recognize these
stages and be a source of challenge and support.
The objectives for this course are developing leadership within self, group,
community, and society. Through self-reflective practices, like journaling and personality
assessment test and exercises, students will be able to identify personal attributes and
leadership styles. Students will gain an understanding and respect for basic leadership
theories, models, and techniques in which they can apply in their leadership positions on
campus. Upon education of current trends and issues on campus, in the community, and
society as a whole, the course intends to engage students in service learning and
development of civility and citizenship. Student leaders will also be given practical skills
for managing people, budgets, and conflict resolution. Students will be affirmed in their
importance and value on the campus and to the developing institutional culture. Students
will be able to demonstrate their achievement in learning through blog reflections,
discussion participation, class presentations, written assignments, and a portfolio to
connect their learning to the course competencies.
My hope is that students will achieve learning outcomes and objectives in order to
apply them directly to meet their objectives within their organizations and in their
leadership positions. This is the reason for the required involvement in a campus group.
In participating in an organization or holding a leadership position, they will have an
opportunity to learn the objectives and put them into practice in real life situations.
I have selected current reading material that provides support for the experiential and
relational theories as well as a selection that challenges leaders to create social change. In
addition to Komives and Loebs readings, I have chosen to utilize several original selfreflective worksheets for evaluating personal values, characteristics, missions, and styles.
I will purchase individual DiSC assessments sheets for students to thoroughly assess
personality traits and leadership styles. For theory education, I plan to present lecture
style while incorporating PowerPoint technology for visual aid. Students will also have
an opportunity to incorporate technology into the course with the development of their
individual blog pages as well as creative group presentations.
I believe the course utilizes a variety of teaching materials and resources that will
meet the needs of a diverse group of students, varying in gender, race, and learning
styles. (source about varying teaching techniques). I will facilitate the class in a large
classroom with the option of moving desks around to create space for interactive
activities, like role-playing, as well as circling the desks for round table discussion time at
the end of each class meeting. The classroom is also equipped with technology for
students and guest speakers to enhance presentations with audio and visual aid on a large
projector at the front of the room.
In anticipation of teaching majority millennials who may be transitioning from
adolescent to young adulthood (Misawa, 2013a), I understand the need to be
understanding of their past yet challenge to think beyond what they know, present
different views and options, and give them the freedom to decide how they chose to use it
in their lives. Students will receive a sense of achievement through reactions and
comments on their blogs from both instructor and classmates. Students will also receive
prompt feedback on presentations and assignments, so they are able to gage their
achievement and where they may need to improve. I hope student receive a sense of
achievement in their relationships with each other, especially in their small groups of
support.
In these small groups, students will have an opportunity to reflect on lecture, guest
speakers, or class exercises as the group leader probes thoughtful questions. The first
assignment is to prepare a cover letter to encourage students to reflect on and put into
written words a description of who they are. In addition to the in-class reflection
exercises in the first weeks of class, students will participate in weekly thinking and
observation through their online blog postings. Lastly, students will demonstrate an
overall reflection of the course when they create and present portfolios to connect their
specific learning experiences to the course objectives.
Students will experience choice in the course when they select the leader they
interview, the service learning activity, and organizational meeting or program they
observe for the group project. Although the assignment has guidelines, they have the
freedom to choose the specifics and be creative in their demonstration of their new
knowledge.
Although the course requires preparation before class, a large portion of it is
participation in activities and with each other. However, if students are experiencing
anxieties or difficulties, they are encouraged to make me aware in order to address it. I
believe I will naturally create a sense of openness within my classroom as I strive to be
authentic in my teaching (Brookfield, 2006). I hope the students get a sense of who I am
and my compassion for their success and learning in my course as well as in their
involvement elsewhere on campus. While creating an open, inviting space, I also
understand a need to set boundaries due to the group of similar students and leadership
personalities (Palmer, 2007). I acknowledge the need to set ground rules for discussion
and intend to have the students work together in creating these on the first day of class.
I believe in my course design, I allow an opportunity for students to play different
roles within the class. Students can simply participate in some activities, but will also
have to lead their peers in discussion, present to the class individually and as a team as
well as step into the role of characters in scenarios and case studies to analyze and
problem solve.
Due to the course subject, Kolbs experiential learning cycle is the first theory taught
in helping develop leadership skills (Misawa, 2013b). Students engage in this learning
process when they are asked to blog about a past leadership experiences utilizing Kolbs
cycle (Misawa, 2013b). Students are also encouraged to put these practices into play in
making decisions or planning programs for their campus organizations. Students are
asked to share how they are implementing this theory in their leadership position or
involvement.
Leadership is an action; therefore, teaching leadership involves active learning. I do
not believe an instructor could effectively teach leadership without creating opportunities
for relationships and interaction with others. My class session typically involves a short
lecture on theory or practice from an instructor or expert in the field, followed by
interactive exercises (i.e. Diad & Triad, role-playing, case studies, ice breakers), and
ending with round table discussion (Apps, 1991). I think the instructional methods I am
implementing in my course are varied. They not only meet the needs of a diverse learning
styles, but I believe these methods also match the needs characteristic of leaders and
traditional age students (Brookfield, 2006).
I think the learning activities force students to reflect on their current practices as
leaders as well as develop new skills in which they can incorporate into their current
leadership positions. I believe the issues addressed in the course bring awareness to the
need for good leaders not only for the development of the campus but also for the
community as a whole. I hope the course activities provides training and tools that result
in confidence and credentials for these students leaders to be effective and respected by
their peers.
Those students needing a greater sense of self awareness and leadership development
will need to take advantage of learning from their peers in group exercises and sharing
their experiences in order to make improvements. As the instructor, I scheduled time in
the course to meet with each student individually to serve as a mentor or coach to listen
to where they are and where they would like to be in hopes of guiding them on how to
best utilize the course for their specific needs and specific organizations. In follow up to
the one-on-one sessions, I intend to assess their portfolios and blog journals, in addition
to their collective work and participation, to determine if a connection was made to the
purpose and objectives of the course. I intend to meet with each student at the conclusion
of the course to help make concrete connections between what they learned and devise a
plan of action of how to implement their skills and practices into their position within the
organization. As Coordinator of Student Services, I will be able to continue the
relationship and follow on their progress as I am the resource for student organization
development and leadership.

References
Apps, J. W. (1991). Mastering the teaching of adults (Original ed.). Malabar, Fla.:
Krieger Pub. Co..
Brookfield, S. (2006). The skillful teacher: on technique, trust, and responsiveness in the
classroom (2nd ed.). San Francisco, CA: Jossey-Bass.
Misawa, M. (2013a). Recurring themes of adulthood-major motivators for learning and
development [PDF document]. Retrieved from
https://elearn.memphis.edu/d2l/lms/content/viewer/main_frame.d2l?ou=5121085
&tId=26844532
Misawa, M. (2013b). Experiential learning theory: David Kolbs learning circle
[PowerPoint slides]. Retrieved from
https://elearn.memphis.edu/d2l/lms/content/viewer/main_frame.d2l?ou=5121085
&tId=26826655
Palmer, P. J. (2007). The courage to teach: exploring the inner landscape of a
teacher's life (10th anniversary ed.). San Francisco, Calif.: Jossey-Bass.
University of Memphis

EFFECTIVE LEADERSHIP ON A DEVELOPING CAMPUS
Fall 2013 Syllabus

Instructor: Beth Ann Simpson

Coordinator of Student Services

University of Memphis, Lambuth Campus

731.425.1951

ecarkuff@memphis.edu

Purpose of the Course: As a newly established institution lacking a well-rooted
campus culture in regards to student involvement and leadership, there is a need to
train and equip students with the tools to be successful in building a foundation for
sustainable organizations and programs. In response to this need, I designed this
course, Effective Leadership on a Developing Campus, for current and potential
student leaders in campus organizations. The students involvement in a registered
student organization is essential and required for their success in the course.

Objectives of the Course:
Through self-reflection, personality assessment exercises, and peer
discussion, students will be able identify personal attributes and leadership
styles.
Students will gain an understanding of theories, models, techniques in which
they can apply in leadership positions in campus organizations.
Educated on the value of leadership in campus development as well as
responsibility in their local community and for the greater good of society.
Given practical skills for managing people, budgets, conflict and bring
awareness to the importance of leadership and organizational culture.
Demonstrate learning through development of a portfolio, connecting
learning and leadership experience to course competencies.

Class Meeting Times and Location:
Wednesdays, 5:30 8:30 pm at the University of Memphis Lambuth Campus,
Varnell-Jones Hall Classroom 320 with mobile seating, space for interactive
activities, and projector/screen capabilities.

Conceptual Framework:

We intend to give students the tools and resources to be effective leaders on
campus, in the workforce, and in the community. Our goal is to build future leaders
that exemplify the core values of the University of Memphis Student Affairs Division.
Our vision is to help students understand and manage self, engage others in a
diverse world, and succeed as a professional. This course intends to emphasize
active learning, personal reflection and growth, regard to theory and research, and
practical application of leadership skills and experiences.

Core Values: LEADERS
Learning: Establishing and articulating high expectations for student learning
Excellence: Modeling excellence in all that we do
Assessment: Making decisions on the basis of data.
Diversity: Living well together in a diverse world
Ethical Leadership: Developing leaders who demonstrate responsibility and integrity
Relationships: Building connections within and beyond our community
Spirit: Promoting enthusiasm, passion and a sense of belonging that inspires Tiger pride

Student Affairs Vision for Students

Understanding and Managing
Self

Engaging Others in a Diverse
World
Develop and apply knowledge Establish a connection to the
of self, including personality, University of Memphis
values, interests and aptitudes
Develop integrity and make
ethical decisions
Demonstrate autonomy and

personal responsibility
Enhance physical,
psychological, interpersonal
and spiritual well-being
Possess appropriate self-
efficacy

Succeeding as a
Professional
Apply academic and co-
curricular content to real-
world contexts through
experiential learning
Develop an inclusive and interactive Identify, develop and
community focusing on
articulate competencies
understanding and respect of
necessary to succeed in ones
individual and group differences
chosen field
Become engaged citizens locally and Understand the importance of
globally
life-long learning
Develop effective social change skills Demonstrate effective
leadership skills
Demonstrate civility
Understand the concept of

professional identity and
develop appropriate
professional behaviors
Derived from University of Memphis, Division of Student Affairs website
www.memphis.edu/studentaffairs/mission_goals.htm

Required readings:

Komives, S. Lucas, N. & McMahon, T. (2007). Exploring leadership: For college
students who want to make a difference. 2nd Edition. San Francisco: Jossey-Bass.

Loeb, P. R. (2010). Soul of a citizen: living with conviction in challenging times(2nd
ed., rev. and updated ed.). New York: St. Martin's Griffin.

Course assignments:
Weekly Blog Journal - Each student is required to create a blog or website in which
you will post weekly reflections about the coursework and personal experiences.
Classmates and instructor should be able to view and comment on the postings. You
will be graded on participation, not content.

Round Table Discussion Leaders: Each student will be assigned a group (2-4)Divide
to lead the round table discussion for one class session. The leaders will come to
class prepared to lead discussion with questions to bring about deeper
understanding of the readings, speaker, lecture, and group exercises.

Small Group Semester Project - Student will be assigned to a small group in which
they will meet with several times throughout the semester. In addition to meeting as
a support group, you will be assigned to observe an organizational meeting or
program to assess for leadership styles, tactics, and implemented theories. The
group will work together to develop a presentation to summarize the findings and
present to the class. Each student will submit a summary of his or her individual
participation and learning experience as a result of the project.

Portfolio Defense: Create a portfolio that demonstrates a connection between the
learning assignments and leadership experiences to course objectives and student
affairs division goals. You must submit (5) artifacts each matching a different
competency (5). You must attach a narrative describing each artifact and explaining
how it represents the learning competency. Be creative in your portfolio delivery,
and be prepared to answer questions from the panel regarding details of
assignments, experiences, and learning outcomes.

Evaluation of learning:

Participation

20%
Classroom involvement
Blog Journal

Presentations

30%
Discussion leader
Individual class presentations
Group presentations

Papers

30%
Cover letter
Leadership Interview
Service Learning Assessment
Group Semester Project Summary

Portfolio (Final)

20%

Grading Scale:

A
90 100
B
80 89
C
70 79
D
60 69
F
0 59

Student Responsibilities:
By enrolling in this course, it is understood that you, the student, agree to read,
understand, and abide by the policies, rules, and regulations within the U of Ms
Code of Student Rights and Responsibilities. Please review the copy here
http://www.memphis.edu/studentconduct/pdfs/csrr.pdf

As stated in the Code of Rights and Responsibilities, Academic Integrity
(1) Plagiarism, cheating, and other forms of academic dishonesty are prohibited.
Students guilty of academic misconduct, either directly or indirectly, through
participation or assistance, are immediately responsible to the instructor of the
class in addition to other possible disciplinary sanctions which may be imposed
through the regular institutional disciplinary procedures.

Attendance/Participation:
Students are expected to attend each class and fully participate in all course
assignments, activities, and discussions. If you have more than 1 unexcused absence,
you will receive a failing grade.

Technology:
Students are expected to have access to internet, specially equipped to manage an
online blog. You should also check university email as it is the official means of
communication.

Students are expected to type all assignments in word processer, Times New Roman
font size 12, double-spaced, APA style. You are expected to proofread your
assignments for grammatical errors before submitting.

Late assignments:
I will not accept late assignments unless specifically arranged with notice. As leaders
you need to demonstrate your ability to follow instructions and meet deadlines. If
you are having trouble or have questions regarding an assignment, please schedule
time to meet with me as I am happy to help.

Accommodations for Disabilities:
Students with disabilities are encouraged to meet with the instructor to identify
needs and special accommodations. Students are asked to register with the Office of
Disabilities Services to ensure proper services are rendered and documented.

Commitment to Diversity:
The University of Memphis is committed to equal access and diversity as instructors
and students are encouraged to promote and sustain a vibrant community that
values diversity. All those participating in this course are asked to respect the
perspectives and comments of each individual regardless of race, religion, ethnicity,
sexual orientation, or disability. This class is to be an open, safe, cultural-sensitive
learning space in which there is fair representation of all individuals.

Course Outline:
If necessary the instructor may make adjustments or modifications to the outline.

Date
Course Topics/Activities Assignments Due
August 28
Introduction

Ice Breakers
Syllabus Review
Course
Expectations
Set Ground Rules
for Discussion
Share Leadership
Experience
September 4
Focus on Self
Cover letter (who you
are, not what you do)
Personal identity

Leadership style
Weekly Blog Post (What
and brand (self-
you hope to gain from the
reflective
course)
worksheets and
Diad & Triad)
10 year plan
exercise
DiSC assessment
September 11
Focus on Theory
Prepare and deliver
elevator speech (60
Experiential
seconds) to describe skills,
Learning Model;
Leadership basics accomplishments, goals

and theories
Complete assigned
Speaker: Campus
readings in Komives
Leader

Round table
discussion
did you learn about your
(instructor lead)
strengths and weaknesses,
leadership style)

September 18
Focus on Group
Leadership Interview
(Submit one page

summary, be prepared to
highlight to class)
Complete assigned
readings in Komives

Weekly Blog Post
(Describe a learning
experience in which you

utilized the Experiential
Learning Circle)
Focus on Community
Complete assigned
readings in Soul of a
Citizenship
Citizen
Civility
Servant leadership
Service learning
theory
Speaker: Leader in assessment essay

Community
Weekly Blog Post (Share
Round table
discussion (student your plans for a
community building or
lead)
relational program for
your organization)
Focus on Society
Complete assigned
readings in Soul of a
Social Justice
Citizen
Ethical Dilemmas

Vision for your
Weekly Blog Post
organization
(Reflect on what
Round table
discussion (student citizenship means to you)
lead)
One-on-One with
Schedule your one-on-
instructor
one appointment

Meet with groups for
Weekly Blog Post (Share
semester project
a passion or vision for
change in your community
and how you plan to get
involved)
Fall Break
No assignment due
Stewardship & Strategy
Speaker: Leader in
Business & Finance Complete the
Speaker: Strategic organizations plan of
September 25
October 2
October 9
October 16
October 23
Relational
Leadership Theory
Diversity
Community
building exercise
Create
organizational and
campus-wide goals
Round table
discussion (student
lead)

Planning &
Assessment
Budget planning
exercise
Round table
discussion (student
lead)
October 30
November 6
November 13
November 20
action and budget

worksheets, be ready to
present in class

have you learned from
your leadership
experience thus far? What
do you wish to gain from
the position?)
Organizational Culture

& Politics
Assigned article reading

Campus climate
Leading assertively
Weekly Blog Post (how
Case Study Group
do you plan to incorporate
Exercise
assessment/receive
Round table
discussion (student feedback from members
of your organization)
lead)
Managing People &

Conflict
Complete assigned
Speaker: Leader in readings

HR
Conflict resolution
Weekly Blog Post
Problem solving
(describe your
Group Role Play
organizational culture,
exercise
what should stay and
Round table
discussion (student what should change)
lead)
Risk & Rewards
Bring three questions you
Speaker: Graduate wish to ask
mentors/leader panel
Student leader
Leader panel Q & A
Weekly Blog Post
Round table
discussion (student (describe a situation in
which you had to deal
lead)
with conflict within your
organization, the steps
you took to resolve it or
would do differently)
Group Semester Project Submit project summary
Presentations
and PowerPoint
presentation. Be prepared
Evaluate group
projects
Round table
discussion
(instructor lead)
November 27
December 4
Thanksgiving Break
Last Day of Class
Finalize portfolios
Class Evaluations
December 10-13
to present (15-20 min)

assessment of observed
organization meeting or
program.

are some of the challenges
you face as a leader?
Despite the risks, what do
you consider the rewards
of leadership?)
No assignment due
Schedule portfolio
defense by TODAY

Last Blog Post (Self-
reflection on leadership
style, compare before and
after the course)
Defend Portfolio to staff
panel

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HIAD 7541: Semester Project

Beth Ann Carkuff Simpson 1

Narrative of Course Syllabus: Effective Leadership on a Developing Campus