Running head: COMPLETE SYLLABUS AND REFLECTIVE ANALYSIS PAPER

Complete Syllabus and Reflective Analysis on Construction of Syllabus

Tempris E. Daniels
Loyola University Chicago

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Creating a syllabus based on a course that interested me was such a fascinating process to go
through. Even more specifically, I had the chance to create a non-traditional syllabus, where the
seminar course was based on the campus activities board (CAB) at Chicago University. The
functional area I hope to work in is student activities, so this felt like the perfect opportunity for
me to create a programming board along with assignments, readings, and events for college
students. The purpose of the paper is to analyze and reflect on the process of developing this
syllabus while identifying concepts and principles for best practices.
Instructor Information
The first section of the syllabus includes the instructors information, course description, and
complete course information (Nilson, 2010). In detail, while providing the instructors
information, I offer my cellphone number for students to call and/or text message me when
needed. This concept is simply something I borrowed from my past supervisor in student
activities. Although emails are exchanged throughout the semester, students often need a fast
response to questions based on programs currently taking place. In addition, I allow an open door
policy for the student programming board because often students have questions they need
answered during their office hours. Finally, branding is a major piece for our board. We want
people to see the logo (as seen on the syllabus) and know what it represents. Every event, poster,
marketing tool, and etc. will have this logo.
Description
Furthermore, this course is divided into two sections and takes place on Mondays from 5:00
until 7:00pm. The first part of the course is dedicated to the readings and assignments students
complete before coming to class, where class discussions will take place. The second portion of
class is the actual programming board meeting. At this time students talk about the events

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currently going on related to their committee while preparing for their upcoming events. This is
really where the students lead versus the professor. It is important to note that students enrolled
into this seminar must be on the programming board and there is an application process that
takes place. Interviews and placement onto CAB happens during the spring of the previous
semester so that students can attend orientation, meet their co-chair, and bond with the board
members. This seminar really hones in on applied based learning where students take ownership
for their work. Fink (2013), approaches significant learning experiences by explaining we must
work to provide students with opportunities where they are able to track their own progress and
define their own experiences. This course is meant to achieve such a goal.
As part of the syllabus, co-chair committee descriptions are provided for students to identify
their responsibilities as well as the duties of others. If each co-chair/committee takes ownership
of their events and as a whole we all work together to create programming for all students on
campus, it is my hope that we provide a high-quality educational experience (Fink, 2013, p. 9).
It is the CAB board and instructors responsibility to ensure great interactions happen among
students along with learning experiences and co-curricular involvement.
Outcomes and Objectives
The next section of the syllabus is the learning outcomes and objectives. Using the class
PowerPoint as a tool, I modeled the basic formula to write the learning outcomes. In writing
these outcomes and objectives, the focus was to use an2 outcome-centered design with the hope
of a high level of student engagement (Nilson, 2010). As stated in the syllabus, it is the
instructors hopes that students will develop the ability to facilitate bi-weekly meetings with their
committees while building a relationship with their co-chair(s). Students in the seminar, have the
opportunity to use the knowledge gained around leadership while taking charge of their

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committee. This can build a students self-efficacy and assist a student in learning more about
themselves.
Even further, Fink (2013) uses taxonomy of significant learning where he indicates six
spheres of learning outcomes. These spheres are as follows: foundational knowledge, application
goals, integration goals, human dimension goals, caring goals, and learning-how-to-learn goals.
It is the instructors hopes that by the end of the seminar, students will be able to complete each
of the outcomes that compliment the six spheres. Brownell and Swaner (2010) suggest that all
students in higher education participate in at least two high-impact practices, one in their first
year and another within their academic major coursework (p.1). I would like to suggest students
follow the same method through their co-curricular involvement, and it is my hope that this
experience can be that for the students.
Conceptual Framework
The section on conceptual framework was built using Nilson (2010) and major sources of
influence where he explains what items should be listed in a professors syllabus. The conceptual
framework of the course will increase students knowledge, ability to serve others, and their
leadership style. In addition, students have the ability to gain skills and knowledge that they may
use if deciding to pursue a Masters in Student Affairs or Event Planning. The skills taught
throughout the course are transferrable. The next section is diversity where students learn what it
means to provide a diverse amount of events while also providing opportunities for students
enrolled into the University. I found this section to be especially noted due to the fact often
programming events do not provide equal access. For example, off-campus trips often to not
provide impairment services for bus services and movies are played without subtitles. It is my
hope that students are intentional in providing access. Lastly, technology is important for this

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course because it will be used as a major way to market events. Students must know how to use
social media sites in a proper way and engage their followers.
Institutional Policies and Philosophies
Academic honesty, accessibility, and harassment are the next components of my syllabus.
Often as professors we believe it goes without saying that harassment and academic assistance is
available to students. Even if students are aware, providing this information is key for students to
understand accessibility is acceptable to ask for and many people may need it. Harper and
Wilson (2010) explain that students have both visible and invisible impairments and it is the
educators responsibility to make the class aware that nothing is wrong with asking with help.
Complimentary to this statement, I want students to understand that it is a good thing to ask for
help and you should not shy away from it. Part of being on a team, is asking for help when
needed and offering help to others. Harassment and academic honesty is simply not tolerated in
higher education and students should never feel a sense of abuse from their peers or instructors.
Reading Materials
The next section, reading materials, outlines the required text for the students. Due to the
fact that students spend time outside of the classroom preparing for the events during their 15hour per week office hours, attend their events, and support at least five events throughout the
semester not associated with their committee, there is only one text book required to purchase.
Furthermore, we will use the National Association for Campus Activities as a source of reading
material and other institutions student programming websites.
Requirements and Expectations
Nilson (2010) gives examples of different requirement and expectations that are often
placed on syllabi by professors. The first requirement is attendance where students must come to

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class and work during their office hours. A student activities office functions by students and if
attendance is not consistent, the office does not run properly nor is it a vibrate environment.
Additionally, students must attend the seminar classes on Monday nights so that we can prepare
for the weekly events on campus as well as process the idea of leadership and develop our skills.
Complimentary, preparation and participation is needed from students in order to create an
exciting atmosphere. Student programming is a great deal of work but it is also really engaging
and fun. We want our students to be engaged in what is happening, participating, and coming
prepared will help achieve this goal.
Cell phones should not be used during the seminar unless otherwise instructed. It is
important that we all focus on each other and show respect. It is my hope that students are
present when we are together. Emailing and APA style requirements are also laid out for the
students. These requirements will help keep continued structure and balance in and outside of the
classroom.
Assignments, Evaluations, and Grading
The first part of this section includes assignment expectations and our community Google
document information. Uniquely, this course is a pass/fail seminar and is a paid position for the
student co-chairs. The reason we are able to compensate students is based on the amount of
additional hours each student works in our office. The student center office is open Monday
through Friday 8:30am until 5pm and Saturdays 9am until 2pm.
Additionally as I previously discussed, advertising and social media play an important role
for us. Students have access to our Facebook, Twitter, and Instagram sites to advertise for their
events. Wagner and Compton (2012) express through the stories in the book that students must
be willing to experiment, take calculated risks, and tolerate failure, and the capacity for design

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thinking, in addition to critical thinking (p. 12). In doing so, students become social innovators
displaying their own passion and voices.
Specifically, each assignment is laid out for the students. It is the instructors hope that the
reflections and interviews completed are engaging and expressive. Many times students are
involved in their co-curricular activities but do not take the time to reflect on their experiences or
take notes about the changes they would like to make for their next event. All of these
assignments are chances for students to take a step back and reflect upon their experience.
Evaluation/Assessment
In large, evaluation and assessment opportunities are not often provided for students. Part of
providing programming for students, is allowing the chance for assessment. In addition to the
assessment opportunities outlined on the syllabus, it is my hope that if students see the need for
additional assessment we provide the opportunity. As part of completing many of the events,
students will ask for feedback using our assessment forms and social media. Fink (2013) speaks
to the many reasons for completing evaluations and one of the most important reasons is the
effort to keep a high level of dialogue between (p. 201) students and the instructor. My hope is
that students will remain honest about the instructor, co-chair, and their performances. I believe
one of the largest challenges with assessment is time. As a board, I hope we address how we
build a adequate amount of time to evaluate our programs.
Sequence/Weekly Calendar
The last section of the syllabus is a detailed weekly calendar. Even with the given detail,
items are subject to change based on the students needs. This class really is about the students
and not about the instructor. At the end of the term, I want students to not want to leave this
course and enjoy coming together for class versus the opposite reaction. I find that it is important

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to highlight three events on the calendar, which are homecoming, NACA conference, and
Christmas Party. As I think about my own professional development, a director in my office
spoke to the importance of all three activities for successful student programming. These events
provide additional engaging opportunities for students. Student programming boards are one of
the closest groups on a college/university campus, making it even more important to provide
relaxing and enjoyable activities (C. Grogan, person communication, February 5 2015).
Furthermore, homecoming is housed in our office and everyday we have an event. During
our seminar we will plan who is in charged of the different events for homecoming week. NACA
serves as an undergraduate conference and a way for the students to find artists they want to
come to our University. The Christmas party is a way for us to celebrate our achievements, speak
about our memories, and rejoice.
Conclusion
Overall, the syllabus was really tough yet enjoyable to complete. Often writing syllabi
seems to be a chore but it was exciting to think about how I wanted to structure this course. It
was challenging because I kept wondering if I forgot a crucial piece of information or what if the
students are confused. Nilson (2010) speaks to this point by explaining that a syllabus is a source
to start a even larger conversation towards explaining different projects. It is my hope that I have
done justice to this point and provided students with a detailed glimpse of what is to come
throughout the semester.
Another challenging piece for me was that it was not until I reflected on my syllabus did I
realize that I did not speak to the duties a instructor takes on throughout the seminar. A syllabus
does hold students accountable but it should also hold a professor liable (Curriculum class,

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personal communication, February 3 2015). I want the chance to create a mentor atmosphere for
students through this process and motivate students to be the best versions of them.
Furthermore, I also found this experience to be less stressful because I was able to build a
syllabus for students who I knew wanted to take this course versus taking a course because it was
a requirement. I thought to myself, whom are the students engaging in this course? How does
this work to my advantage? What is the lesson I want students to learn while experiencing this
course? The fact of the matter is that every student enrolled went through the interview process
to be on CAB and then chose to enroll in the course. As I think about this course, I would
consider creating a part two of the seminar for the spring semester. Even with the class ending,
students are still on CAB in the spring.

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References
Brownell, J.E. & Swaner, L.E. (2010). Five high-impact practices: Research on learning
outcomes, completion and quality. Association of American Colleges and Universities.
Fink, L.D. (2013). Creating significant learning experiences: An integrated approach to
developing college courses. San Francisco: Jossey-Bass.
Harper, R., & Wilson, N. (2010). More than listening: A casebook for using counseling skills in
student affairs work. Washington, DC: National Association of Student Personnel
Administrators.
Nilson, L.B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors.
San Francisco, CA: Jossey-Bass.
Wagner, T., & Compton, R. A. (2012). Creating innovators: The making of young people who
will change the world. New York: Scribner.

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Chicago University
Seminar Courses
SEM 300: Campus Activities Board (CAB)
Class Meeting: Student Center (3.0 credit hours)
Mondays from 5:00-7:00pm
Instructor Information:
Tempris E. Daniels
Assistant Director of Student Activities
Student Center
Chicago, IL.
773.815.2341 (office)
773. 815. 6660 (fax)
773.259.6998 (cell)
tedaniels@chicago.edu
Office Hours
Office hours are scheduled by appointment and through an open door policy.
*I will try to respond to emails within 48 hours. Please put HIGH IMPORTANCE if the email
is urgent. The best way to get ahold of me is through cell phone by text or phone call.
Description:
PART I: Seminar Description (Hour One)
This course is designed to provide background information on leadership and the National
Association for Campus Activities. With attention designated towards these subjects, students
will learn about their leadership styles and development, real life application, and ways to view
programming from a critical, effective, and enjoyable lens. Application of course content and
discussion will serve as an on-going theme.
PART II: Campus Activities Board (CAB) Description (Hour Two)
Campus Activities Board (CAB) is committed to providing a meaningful experience outside of
the classroom by means of development and growth of the whole person by exposing students to
a wide variety of experiences through the arts, entertainment, and educational programming.
By creating meaningful involvement opportunities, collaborating with other departments on
campus, and fostering inclusive environments which advance student learning by:
Creating opportunities for connection amongst students by providing a variety of creative
events

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Developing a sense of belonging amongst students

Creating opportunities for students to discover and embrace the City of Chicago
Creating opportunities for students to engage with faculty and staff outside of the
classroom
Supporting students in their efforts to maintain curricular and co-curricular balance
Provide access for all students to attend programming even when visible and nonvisible
impairments are present.

* This seminar does require an application process where students apply for one of the following
committee descriptions. In order to enroll in the seminar course, the student must be selected to
service on the programming board.
Co-Chair/ Committee Descriptions
*Technology Team (4 person team)
The technology team works hard to give technical support for all committees as needed. Support
includes, AV needs, making sure we have all needs on contracts and riders, and keeping all
equipment clean and accounted for with the technology room. This team will support events that
happen throughout the week.
*Marketing Team
Marketing team works hard to advertise and market CAB events. The Public Relations team
prepares press releases for local media outlets, manages the CAB app, distributes posters
throughout the student center, develops program incentives to encourage campus involvement,
and informs students about Student Center opportunities. This team will support events that
happen throughout the week and advertise in advance.
*Comedy and Live on Campus Club
Comedy and Live on Campus Club offers an in-your-face, laugh-out-loud experience by bringing
in the best comedians from around the country. In addition, this committee will host a unique and
personal live music experience, featuring diverse music genres, spoken word, and theater
performed by University students, and national touring artists. Responsibilities for committee
includes researching out to acts on the college circuit through nationally based talent agencies,
planning and executing the event and evaluating each show providing detailed information
regarding budget management, media support, and campus venue management. This team is
responsible for one comedian and one live on campus event each month.
*Games and Late Night
Games and Late Night Committee was created for students to join us on a Friday nights as we
give away up to $500 in cash prizes during activities such as bingo and trivia. In addition, this
committee offers fun programming once a month during the late evening hours. Programs,
sponsored by fraternities, sororities, campus organizations, and athletic teams, begin at 10pm
with activities ranging from capture the flag to mud volleyball and karaoke. This team is
responsible for two game nights and two late night events each month.

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*Mainstream Movies and International and Independent Film Series

CAB movies bring in the newest, hottest Hollywood blockbusters before they are released on
DVD every Wednesday and Friday evening in the Student Center movie theatre. In addition, this
committee collaborates with the Universitys faculty to select films that meet the goals of their
courses and/or programs. This is a great way to encourage faculty involvement with students as
well as improving the ability to reach students in another way beyond their courses. This team is
responsible for providing a mainstream movie every week and one international and/or
independent film a month.
*Special Events
Special Events is a unique multifaceted CAB committee that is responsible for a wide variety of
programming including the Fall Festival. This committee focuses on uniting the Augustana
community in an entertaining, educational, and often culturally diverse environment. This team
is responsible for four large-scale events throughout the semester.
*Awareness Weeks
Awareness Weeks provide useful information about select topics through a weeklong series of
activities and events. Awareness Weeks this year include: Alcohol Awareness Week, Hazing
Awareness Week, Safety Awareness Week, Cancer Awareness Week, Sexual Harassment
Awareness Week, and etc. Awareness Weeks aim to keep students informed about important
college issues, institutional expectations and encourage healthy community behaviors.
*Learn, Live, and Lead Lunch Series and Contemporary Issues
Lunch Series offers students a chance to learn the basics to success in the classroom, workplace,
and other social activities. There is three core aspects of the Lunch Series: First-Year Success,
Health & Wellness, and World Topics. Throughout the year, students will have a chance to learn
how to become a successful First-Year student, how to affordably eat and stay active, and discuss
other cultures and ways of life. This team is responsible for two lunch series and one
contemporary issues lectures a semester.
For the Fall Semester, in addition to the co-chairs regular responsibilities, Homecoming Week
events will be distributed properly.
Outcomes & Objectives:
Learning Outcomes
Upon completion of this course, students will be able to:
1. Foundational Knowledge: Identify the National Association for Campus Activities
(NACA) learning programming standards to create the programming for students on
campus.
2. Application Goals: Demonstrate the ability to plan and implement programming for the
student body through programming small and large-scale campus events.
3. Integration Goals: Explain what leadership means to them as it reflects their social,
personal, and work life through writing reflections.
4. Human Dimensions Goals: Understand the need to include social justice dimensions
into the programming they complete.

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5. Caring Goals: Evaluate programming skills based off of past successes through student
feedback; make adjustments promptly.
6. Learning-How-to-Learn Goals: Provide examples that display one taking the
innovation and is proactive to their learning.
Learning Objectives
Student will be able to facilitate bi-weekly meetings with their committee as well build a
working relationship with their co-chair and the rest of the board. In addition, students will be
able to apply their leadership skills and professionalism at the Regional Conference in October.
Conceptual Framework:
Conceptual Framework
This framework is consistent with the design and content of this course. Specifically, the course
will increase students knowledge, skills, ability to serve others, and understanding of ethical
principles as they relate to their role student programmer and leaders in the context of student
affairs and higher education. Students in the course will range from sophomores through seniors.
Based on a students experience on the board, will determine what committee they will be placed
on as well as their interviews with the Assistant Director.
Diversity
This seminar course approaches the topic of leadership and programming that is explicit for all
students at the University. Particular attention is paid to benchmarking other leaders, representing
all populations and approach exploring your own leadership opportunities and potentials.
Technology
Technology is integrated into the design and delivery of this course in a variety of ways
including social media sites such as Facebook, Twitter, and Instagram. Additionally, we will use
our CAB app and website for advertisement.
Institutional Policies & Philosophies:
Academic Honesty
Academic honesty is an expression of interpersonal justice, responsibility and care, applicable to
the University faculty, students, and staff, which demands that the pursuit of knowledge in the
university community be carried out with sincerity and integrity. For additional academic
policies and procedures refer to: http://www.chi.edu/education/academics_policies_main.shtml
Accessibility
Students who have disabilities, which they believe, entitle them to accommodations under the
Americans with Disabilities Act should register with the Services for Students with Disabilities
(SSWD) office. To request accommodations, students must schedule an appointment with an
SSWD coordinator. Students should contact SSWD at least four weeks before their first semester
or term at Chicago University. Returning students should schedule an appointment within the
first two weeks of the semester or term. The University policy on accommodations and
participation in courses is available at: http://www.chi.edu/sswd/

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Harassment (Bias Reporting)

It is unacceptable and a violation of university policy to harass, discriminate against or abuse any
person because of his or her race, color, national origin, gender, sexual orientation, disability,
religion, age or any other characteristic protected by applicable law. Such behavior threatens to
destroy the environment of tolerance and mutual respect that must prevail for this university to
fulfill its educational and health care mission. For this reason, every incident of harassment,
discrimination or abuse undermines the aspirations and attacks the ideals of our community. The
university qualifies these incidents as incidents of bias.
In order to uphold our mission of being a diverse community seeking God in all things and
working to expand knowledge in the service of humanity through learning, justice and faith, any
incident(s) of bias must be reported and appropriately addressed. Therefore, the Bias Response
(BR) Team was created to assist members of the Chicago University community in bringing
incidents of bias to the attention of the university. If you believe you are subject to such bias, you
should notify the Bias Response Team at this link: http://webapps.chi.edu/biasreporting/
Reading Materials:
The required texts for this course are available for purchase at the Bookstore or online. Please
purchase your books as soon as possible because readings are due week three.
Required Text
Komives, S. (2013). Exploring leadership for college students who want to make a difference
(3rd ed.). San Francisco, CA: Jossey-Bass.
NACA Campus Activities Programming Magazines- please follow the link below and you will
find the online monthly editions of the magazines:
https://www.naca.org/CAP/Pages/Default.aspx
Requirements & Expectations:
Attendance
This seminar course will be once a week, on Monday nights. This makes attendance absolutely
essential. You must be present to engage fully in the course content. I understand that sometimes
life priorities can make this challenging. However, the expectation is that you will be present for
the full class session each week. Should you miss a class, arrive late, or leave early, you are
responsible for identifying and obtaining missed material from your peers. Please notify the
instructor via email prior to the start of class should you need to be absent and please send
announces for your committee. Any absence will result in the loss of participation points for that
day. Routinely arriving or leaving late will result in the loss of participation points as well.
Students must also be present for the 15 hours per week office hours. Schedules for the office
hours will be made during the first-week.
Preparation

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This course is designed using a traditional seminar format in which much of the learning is
emerged from group discussion and student engagement with each topic. As such, preparations
through completion of each weeks readings as well as thoughtful reflection on the topics are
critical not only for each individuals intellectual development, but the groups collective
development as well. Readings and multimedia sources have been purposefully selected for their
relevance to the given topic and contribution to the overall literature.
Participation
Given the seminar format of this course design, student participation in discussions and learning
activities is critical. However, it is important to note that how a student participates is often a
function of their particular learning style. Therefore, participation is less about the frequency
with which a student engages in class discussion and more about the quality of the contributions.
For the purposes of this course, participation is valued in which students build upon one
anothers comments, provide meaningful connections to practice, share critical observations and
insights on student programming, and generally increase the complexity and richness of the our
student programming board. In addition, each student must attend at least five events from
different committees events throughout the semester.
Cell Phones
If you bring a cell phone to seminar class, please be sure it is either off or set to a silent mode.
Should you need to respond to a call during class, please leave the room in an undisruptive
manner. Texting and/ or instant messaging is not allowed during class as a matter of respect to
the learning community.
Email
Email will be used as the primary mode of correspondence for this course. As such, it is
imperative that you check your Chicago University account and check it daily for emails from
instructors, other students in the class, and college agencies. Please also check your Chicago
University for spam mail and mail foundry to ensure course related messages are not
misdirected.
APA Style/ Writing
This seminar places a strong emphasis on developing writing skills and the ability to
communicate effectively. All papers should be submitted in APA 6th Edition format. Guidelines
for this will be covered at the start of the semester. Should papers have significant errors in APA
formatting, they will not be accepted as complete. The quality of writing is also of high
importance. Students are encouraged to submit drafts of papers to peers for initial feedback. If a
student has significant concerns regarding their writing ability, they should consult the
University Writing Center (http://www.chi.edu/tutoring/Writing_Center.shtml) for assistance.
Assignments, Evaluation, & Grading:
Assignment Expectations
Assignments are due at the time specified in the course syllabus and should be submitted
according to the directions provided. Many of the assignments as based on your individual
committee event dates. Assignments are due at the time of the seminar class. All assignments are

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to display focused cleaned writing. Assignments/ Committee note updates should be entered into
your perspective section on our Google document by Sunday at 10pm (the night before class)
Google Document Information
This Google document will be open to all students to make updates and each committee cochairs has their own folder. Below is the username and password for the Google document.
*Google Document
Username: studentprogrammingboard
Password: CAB15
Grading Scale
This class is a pass/fail course. Based on a students performance throughout the seminar, they
will receive a pass/fail grade at the end of the year. After the end of the first semester, the
students will receive feedback on their performance.
Compensation
Along with this being the part one seminar, this is also a paid position for students on campus.
Each student will have office hours for up to 15 hours a week. Students are paid $8.50 per/hour.
Social Media and Advertisement
Facebook, Twitter, Instagram, and the CAB app will play an essential role in advertising for your
event. Please use these accounts in your favor. Poster advertisements will be made and put up in
our student center by the marketing team. However you need to work with the marketing team to
ensure the poster is what you would like to display. The marketing team manages the CAB app
and the team will add posters on the app as well the general programming schedule for our
office. Below are these Facebook, twitter, and Instagram username and password.
*Facebook
Username: CABstudentprogrammingboard@gmail.com
Password: CAB15
*Twitter
Username: CABprogamming
Password: CAB15
*Instagram
Username: CAB_progamming
Password: CAB15
Assignment Approach
The series of assignments identified for this course reflect student feedback on desired course
outcomes, personal learning styles, and preferred mode of evaluation. They also create space for
students to pursue more depth of study in particular content areas of interest. This is an
opportunity to begin developing an area of expertise that connects to your professional goals and
may contribute significantly to your educational portfolio.

Weekly Reflections.

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The purpose of this assignment is to get students thinking about the readings assigned for class.
With the opportunity to benchmark different institutions student programming boards, as well as
each committee having different events, these 2-3 page reflections are used to speak about the
following:
Challenges to the event the co-chairs hosted
Successes to the event the co-chairs hosted
Benchmarking other institutions programming
Anything else!
Please use these weekly reflections as a time to journal in a way that you find best fit. The first
reflection is due September 7th. Please print the reflections to hand in.
Interviews and Reflection on NACA.
The purpose of this assignment is to get students to speak with one person from the following
areas:
An full-time student affair professional
An fellow undergraduate students at the conference (from a different institution)
An artist at the conference
An agent at the conference.
A list of possible people to speak with will be given to students at a later time, but feel free to
reach out to agents, artist and any other professionals you have bonded with during the process
of programming for our institution. The paper should include the highlights from the interviews
and provide a reflection about your experience. This assignment should be between 6-8 pages.
Express Reflection.
The purpose of this assignment is to get students thinking creatively about the concept of
programming and to capture their emerging philosophy in a way that is reflective of their own
learning and narrative styles. Learning outcomes for the assignment include:
The ability to articulate a personal conceptualization of programming grounded in course
content.
Understanding of how ones philosophy of leadership and programming reflects personal
life experiences and social identities; and
Identification and application of social justice/ ethics considerations in leadership.
Students will submit their express projects on December 7th at the start of class. Please be sure to
make arrangements with the professor in advance if this mode of submission will not work.
Evaluative Rubric
Assignments in this course will be graded according to rubrics provided in advance. This should
aid students in focusing on the specific areas of evaluation. Different assignments draw on
different educational objectives with specific evaluative criteria outlined in the detailed
assignment descriptions.

COMPLETE SYLLABUS AND REFLECTIVE ANALYSIS PAPER

19

Evaluation/ Assessment
Professor and Self Mid-Semester Evaluations.
Students will have the chance to complete a self-evaluation and professor evaluation at the midsemester seminar break. Evaluations will be given to students to complete via email. This is a
chance for students to talk about their improvements and successes throughout the semester.
Professor and Self Final Semester Evaluations.
Students will have the chance to complete a self-evaluation and professor evaluation at the end
of the seminar class. Evaluations will be given to students to complete via email. This is a chance
for students to talk about their improvements and successes throughout the semester.
Co-Chair Evaluations.
Students will have the chance to complete co-chair evaluations throughout the semester. The first
evaluation will happen on week seven which includes writing evaluations and then meeting with
your co-chair and myself. The same process will happen at the end of the semester.
*Additionally throughout the semester consider these two questions:
1. Are you receiving feedback for the programming events you run through our office?
2. How can (fill in the blank) committee work with another committee to better understand what
responsibilities the different committees have?
Sequence/ Weekly Calendar
* Please note the Board Meeting topics will be filled in as we go through the semester.

COMPLETE SYLLABUS AND REFLECTIVE ANALYSIS PAPER

DATE
Week Zero:
Mon., August 15 2016
Week One:
Mon., August 22 2016
Week Two:
Mon., August 29 2016
Week Three:
Mon., September 5 2016

TOPIC
Class: Welcome, Syllabus
Board Meeting: Orientation
Class: Exploring Other Institutional
Programming Boards
Board Meeting: Orientation Debrief
Class: Exploring International
Programming Boards
Board Meetings: Homecoming
Class: Introduction to Leadership
Board Meetings: Homecoming

20

ASSIGNMENTS

FOLLOWING WEEKS EVENTS

Welcome Week Confirmations

What are other institutions doing
for orientation and welcome
week?

Welcome Week Activities

READINGS DUE THIS DAY

What does programming look like

internationally?

Week 3 Events

Weekly Reflection Paper Due

Week 4 Events

Look over the NACA.org website

Back to School 2013 & 2014 Articles,
Benchmark 6 student programming
boards at other institutions
Advertising Opportunities Article,
Benchmark 6 international institutions
and their programming
September 2013 & 2014 Articles,
Komives (2013) Chapter 1

Week 2 Events

Week Four:
Class: Changing of Leadership
Mon., September 12 2016 Board Meetings: Homecoming, NACA

Weekly Reflection Paper Due

Week 5 Events

October 2013 & 2014 Articles, Komives

(2013) Chapter 2

Week Five:
Class: Relational Leadership
Mon., September 19 2016 Board Meetings: Homecoming, NACA

Weekly Reflection Paper Due

Week 6 Events

Nov/ Dec 2013 & 2014 Articles,

Komives (2013) Chapter 3

Weekly Reflection Paper Due

Week 7 Events, Homecoming

Weekly Reflection Paper Due

Week 8 Events

Weekly Reflection Paper Due

Week 9 Events

Weekly Reflection Paper Due

Week 10 Events
Week 11 Events (Mon-Wed),
October 27 - 30 2016 (Covington, KY)

Komives (2013) Chapter 7

Week 12 Events

Komives (2013) Chapter 8

Week 13 Events

Komives (2013) Chapter 9

Week 14 Events

Komives (2013) Chapter 10

Week 15 Events
Closing to the semester,
Evaluation and Assessment
Christmas Party 1:00-3:00pm
(Bowling and Lunch)

Komives (2013) Chapter 11

Week Six:
Mon., September 26 2016
Week Seven:
Mon., October 3 2016
Week Eight:
Mon., October 10 2016
Week Nine:
Mon., October 17 2016
Week Ten:
Wed., October 26 2016
Week Eleven:
Mon., October 31 2016
Week Twelve:
Mon., November 7 2016

Class: Understanding Yourself

Board Meetings: Homecoming, NACA
Class: Understanding Others
Board Meetings: NACA
Class: Integrity
Board Meetings: NACA
Class: Communities
Board Meetings: NACA
NACA Mid America Conference
Class: Teams and Groups
Board Meetings:
Class: Complex Organizations
Board Meetings:

Week Thirteen:
Class: Understanding Change
Mon., November 14 2016 Board Meetings:
Mon., November 21 2016 NO CLASS
Week Fourteen:
Mon., November 26 2016
Week Fifteen:
Mon., December 5 2016
Finals Week Begins:
Sun., December 10 2016

Class: Strategies or Change

Board Meetings:
Class: Thriving Together
Board Meetings:
NO CLASS

Interviews and Reflection Paper

Due

Weekly Reflection Paper Due

HAPPY THANKSGIVING!

Express Reflection Paper Due,

Self-Evaluations Due
MERRY CHRISTMAS

Jan/Feb 2014 Article,

Komives (2013) Chapter 4
March 2014 Article,
Komives (2013) Chapter 5
April 2014 & May 2014 Articles,
Komives (2013) Chapter 6

Komives (2013) Chapter 12