Course Syllabus

EXAMPLE

Introduction to Leadership

CMST 203 || Credits: 3

 

Course Instructor Information:

Instructor: Thomas “T.” Ghezzi (I go by T.)

Office: 111 Communications Bldg.

In-person Office Hours: see canvas “Getting Stared Module”

Email: tghezzi@ewu.edu

 

Contact/Response: The best way to Contact me is via Canvas Messenger or directly to my email: tghezzi@ewu.edu. I try to get right back to you. Typically, I respond on the day of your email or within 24 hours. If it's Friday afternoon or Saturday I try to respond within 48 hours.

Zoom Office Hours: These hours are flexible and I’ll adjust to your needs. Please contact me via email or Canvas to set up an appointment (in this message please offer 3 times you’re available to meet). Zoom link will be provided once appointment has been scheduled.

 REQUIRED TEXTBOOK: No textbook required for this course. Multimedia materials are free and embedded in Canvas.

COURSE DESCRIPTION:

An introduction to basic leadership skills, this course will cover models in a variety of areas such as communication, decision making, problem solving, time management, conflict resolution and ethics.

Detailed Description/Rationale

Most definitions of leadership reflect the assumption that it involves the following: a process whereby intentional influence is exerted by one person over other people to guide, structure, and facilitate activities and relationships in a group or organization; to influence others to understand and agree about what needs to be done and how to do it; and, to facilitate individual and collective efforts to accomplish shared objectives.  The position held during this course is that leadership occurs only when people are influenced to do what is ethical and beneficial for the organization, community, State, Nation, or themselves.  The underlying challenge we are interjecting is the deliberate and intentional intent to do no harm!  

This course is an introduction to leadership.  We will cover a variety of leadership areas such as: finding your voice as a leader; understanding the other; hope; the importance of unlearning; trust; reconciliation and forgiveness; leading quietly; cross cultural leadership; the lives of individual leaders; and traditional and nontraditional models of leadership.

The vision or purpose of this course is to help you, the student, to critically examine what you have been taught about leadership as well as who you are as a person and to discover what your gifts and talents are.  It is our position that anyone can learn basic LEADERSHIP skills, but not everyone does the initial hard self-work.  This introductory course to the Leadership Certificate focuses on personal leadership in your life and in any group setting.  You will be exposed to new ways to learn and think about leadership while being exposed to some leadership theory. 

COURSE LEARNING OUTCOMES:

1. Identify varying leadership approaches
2. Identify personal leadership philosophy/approach
3. Integrate or apply leadership theory/strategies

Additional Course Goals:

• To develop increased awareness of self
• To further develop your understanding of leadership; You will learn some of the major and minor leadership theories
• To develop an increased awareness or sensitivity to factors which facilitate effective leadership; You will be able to recognize these factors in yourself and others
• To gain and hone your own leadership style and to assist others in finding theirs
• To develop increased confidence in your own communication abilities in a leadership context
• To develop criteria for value clarification and ethical decision making; You will be able to understand the process of ethics in organizations and the notion that Leadership is ethical by definition;
• To improve your ability to think about questions, conceptualize, and analyze situations/problems;
• To implement and model active learning in the classroom as an approach to life-long learning;
• To have fun, be challenged, and enjoy the learning process.

ASSIGNMENT OVERVIEW:

Discussion Board Posts

You will have a discussion board assignment once a week. An important aspect of this course is to complete all of the readings in advance of when they will be discussed; comprehension of these materials is crucial to your success in this course. These readings and video lectures will come up in class discussion boards, and you will be expected to have not just read them, but digested them, drawing insights, ideas, and questions from them to help fuel our online class conversation. Discussion on the materials (i.e., the reading and videos) associated with each are provided in each weekly module. Your post on these topics will be evaluated in terms of your understanding of the concepts and arguments in the readings and/or videos, your ability to critically address concepts associated with social leadership, the way in which you provide support for your observations or opinions (providing examples from the readings, videos, or everyday experience), and thoughtfulness of the observations and follow up peer responses. After you have watched the lecture and engaged with any "to read/watch" materials, I would like you to consider what you have learned about leadership thus far in your journey by conducting some research and self-analysis.

• Introduce Yourself & Post Picture (I use this for my online class)
• Who are Your Leaders

Identify 3 people you consider leaders (alive or dead). Provide your rationale for selecting each. Consider why these individuals stand out as leaders. How do they demonstrate leadership? What is unique? What is effective and successful? How do they behave? What are their characteristics? What are their values and how do you know?  How has their leadership impacted you and your journey. (CLO: 1,2)

• What Makes a Story Scared

After you have watched the lecture and engaged with any "to read/watch" materials, I would like you to consider what you have learned about leadership communication by conducting some research and critically analyzing the article.

What does it mean to decolonize our colonized minds, to unlearn as a process of learning? What informs your understanding of self and others? How does history influence the present and future? How did your values and truths develop? What socio-cultural norms structure your learning? (CLO: 1,2)

• Decolonize our Minds

After you have watched the lecture and engaged with any "to read/watch" materials, I would like you to consider what you have learned about unlearning by conducting some research and critically analyzing. What does it mean to decolonize our colonized minds, to unlearn as a process of learning? What informs your understanding of self and others? How does history influence the present and future? How did your values and truths develop? What socio-cultural norms structure your learning? (CLO: 1,2)

• Different Leadership Models

After you have watched the lecture and engaged with any "to read/watch" materials, I would like you to apply what you have learned about differing leadership models by conducting some research and analyzing the impact of culture in leadership development.

How does culture impact one's rise in leadership? Provide specific examples. How does culture influence the way leaders are defined? How does it impact the development of leaders? What do you think makes Čháŋ Óhaŋ's "Crazy Horse's" rise to leadership so different from Western European models of leadership? (CLO: 1,2)

• MLK & Mandela

After you have watched the lecture and engaged with any "to read/watch" materials, I would like you to consider what you have learned about the character of effective leaders by conducting some research and critically analyzing the leadership of MLK and Mandela.

What are 3 leadership characteristics MLK and Mandela share and why? What informs their understanding of self and others? How does history influence the present and future? What were their values and truths? How do they address need, oppression, change, etc.? What does this reveal about leadership and how does it impact your journey?  (CLO: 1,2)

• Norma Rae Reflection

After you have watched the lecture and engaged with any "to read/watch" materials, I would like you to consider what you have learned about leadership challenges and styles by conducting some research and critically analyzing the film "Norma Rae" provided in the Canvas modules. How do challenges impact leadership development? Provide specific examples. Reflect on the leadership style of Crystal Lee Sutton "Norma Rae" and the challenges she faced in the process of becoming a leader.  How did she approach challenges? What can we learn from the way she managed these challenges? What role do challenges play in leadership development (CLO: 1,2)

• Servant Leadership in Action

After you have watched the lecture and engaged with any "to read/watch" materials, I would like you to apply what you have learned about servant leadership by describing how this approach would impact a specific situation which you experienced along your leadership journey.

Describe a situation in which you led someone by helping them or solving their problem. Remember this needs to be an example of leadership. It can be past or present. If interacting with others, please practice social distancing and stay safe and healthy. How could you have incorporated Servant Leadership concepts and what differences may have resulted? Apply servant leadership to the situation described above. Be specific. Discuss the utility of the servant leadership approach, identifying both strengths and limitations.Demonstrate your understanding of servant leadership. Think critically. (CLO: 2,3)

• Situational Leadership

After you have watched the lecture and engaged with any "to read/watch" materials, I would like you to consider what you have learned about Situational Leadership by conducting some research and introspection.

How does the situational leadership approach impact your understanding of leadership? What did you learn? Make an insightful and interesting post about situational leadership. How might you apply this approach to address change, teamwork, professional development, diversity, equity, inclusion, etc.? (CLO: 2,3)

• How Would You Lead

After you have watched the lecture and engaged with any "to read/watch" materials, I would like you to apply what you have learned about leadership by identifying and issue and explaining your strategic approach.

How would you approach solving an issue of importance to you? Provide specific examples. Identify an important issue to you. Delineate your perspective and which leadership style or combination of styles you would apply in approaching a solution to this issue. Consider what you can do now and in the future. How might you apply the leadership concepts discussed thus far? What might you need? Think deeply. Be creative. Have fun! (CLO: 1,2,3)

• Reflective Thoughts on Leadership

After you have watched the lecture and engaged with any "to read/watch" materials, I would like you to consider all you have learned about leadership by reviewing your notes and reflecting. How has your understanding of leadership evolved this term? How has your understanding of self and others developed? What various leadership approaches can you identify as useful/beneficial? What is your personal leadership philosophy? How might you integrate or apply the leadership theories and strategies you have learned? (CLO: 1,2,3)

Exercises/Assignment/Final

Exercises and assignments demonstrate how you can bring together in a cogent way various themes and issues you have read about, watched and discussed throughout the course. Your final for this class is a paper about you and your leadership approach. In your exercises, assignments and final, please include terms, concepts, theories and strategies as they pertain to your evolving understanding of leadership.

• Personal Definition of Leadership

Consider your leadership journey and all that you have come to understand about leadership. At this point in your understanding, what does leadership entail? What does it mean to be a successful and effective leader? How does leadership and a leader compare and contrast? Take some time to reflect and then share with us your definition of a leader.  (CLO: 1,2)

• Choose a Book about a Leader/Leadership
• Situational Leadership Application

After watching the lecture and engaging in the readings/viewings regarding Situational Leadership, it is time for you to apply the model. Consider how you lead in your professional or personal life.  Apply situational leadership concepts to analyze an interaction of your choosing. After applying situational leadership concepts within a specific instance in your life, please write a paper sharing the details of your application. Briefly describe the situation: This should be a situation in which you are leading one or more other individuals. Apply the SLII Model to analyze the situation: Think about the D1-4 levels and how you match your S1-4 leadership behavior. What went well? What would you do differently in the future? What did you learn? (CLO: 1,2,3)

• Leadership Books Reflection Throughout the term, you have been reading a book about a leader/ leadership. At this point, you should have completed the book. Please take some time to reflect on what you have learned. What important concepts stand out? How might you benefit from the examples, strategies, ideas, presented in the book? In what ways does this book enhance your leadership development? Please include terms, concepts, and strategies as they pertain to your evolving understanding of leadership.

In your paper, include the following components: Discuss leadership concepts presented in the book you chose. What are your takeaways and lessons learned? Why did these stand out to you? Describe how you feel about the leadership style(s) demonstrated. What are the strengths and weaknesses? What is the utility? In what ways might this style work with others we have discussed? How might you apply components from the approach(es) to leadership to a particular leadership situation in your life? (CLO: 1,2,3)

• Your Character Framework

Character is considered the totality of the beliefs, values, and loyalties that guide one’s life. While many people claim confidence and ability in their character, few understand what that includes and how it comes together to influence behavior. Character is said to be integrated (has integrity) if the beliefs, values, and loyalties are organized in a meaningful way and operate consistently across the different parts of life. With this in mind, we ask that you take some time for introspection and self-reflection. Think about the components of your character. What are your beliefs, values, and loyalties? Reflect and consider the principles of your character and how you think those principles currently do (or should) operate in your life. In other words, you are discussing the framework of your own ethical code as it relates to leadership.

 (CLO: 1,2,3)

• Your Leadership Action Plan

Throughout the term, we have discussed many aspects of leadership and you have had opportunities to apply concepts and strategies through the assignments and discussions. As the term comes to a close, it is important to reflect on the development of your skills and understanding. Your final for this class is a paper about you and your leadership approach. In this paper, please develop your leadership action plan as explained in the detailed instructions below. Remember to include terms, concepts, and strategies as they pertain to your leadership development.

Describe your personal leadership perspective.

Include your unique cultural foundation (groups you are involved with, your environment, your heritage, and current reality) as well as your leadership style and characteristics. Your perspective may be supported with the integration of other leaders' approaches and leadership concepts we have discussed throughout the term. Next, explain your personal leadership vision, mission, and values. Finally, discuss your action plan to integrate what you have learned about who you are with how you will make decisions as leader. Remember to incorporate concepts and critical lessons covered throughout this term as well as key findings from your book about a leader and any other supplemental readings, viewings, discussions, etc. we have provided. (CLO: 1,2,3)

 

CLASS FORMAT/EXCPECTIONS:

The assignments in this class are designed to achieve the goals for the course. Article readings, recorded lectures, discussions, and the case study will not only provide you with information about major concepts, but will allow you the opportunity to experience the concepts. The focus will be on an active learning process which will be greatly facilitated by your efforts and participation. Therefore, your thoughtful engagement and discussion responses are of utmost importance.

You will earn grades based on both attempts at and evidence of (1) understanding of conceptual material, (2) the ability to apply skill sets for application, and (3) the ability to differentiate when, where, and how to apply knowledge and skill sets. Assignments, exercises and discussions will facilitate the process of taking conceptual topics presented and integrating them into your leadership action plan. I will be available to you for consultation.

The primary goal of the instructors and the class is to be informative, interesting, challenging, and fun. Please contact me if you have any questions, concerns, or specific needs. Engaging lectures, readings, films, and assignments will be provided as well as PowerPoint presentations and Canvas postings to foster meaningful class discussions and develop understanding. Your active participation will help to facilitate this for you and your classmates.

For a complete course schedule*, see the Course Summary at the end of this syllabus.

Tentative Course Schedule:
*The course syllabus, course schedule and evaluation/grading is subject to change, as the instructor deems appropriate. Students should complete the reading assignments prior to viewing the course lectures to get the most out of this course. Similarly, assignments and discussion boards should be completed after engaging with materials to read/watch and viewing the lecture. 

ADDITIONAL NOTES:

1. PARTICIPATION/ATTENANCE POLICY: Discussions are our primary learning tool. You will be expected to post and respond to your classmates with meaningful insights/questions/reflections. Less than full engagement will result in loss of points. The number of times that you participate is not as important as the quality of your participation. There are also other assignments which you will be required to submit in order to pass this class.  All assignments/discussions are outlined in the course schedule at the end of this syllabus.  Please note the schedule is subject to change. 
   
   
2. COURSE COMMUNICATION GUIDELINES/RESPECT: Much of our communication in this course will take place in discussions and through Canvas messages or email. I expect a positive and supportive classroom community of mutual respect for each member of the class. It is important to promote critical thought and the exchange of information and ideas to enrich our classroom experiences. Because we all come from unique backgrounds and have diverse viewpoints, I expect that students will be polite and considerate of what others have to say. I reserve the right to require any student be removed who exhibits disrespect to me and/or other members of the class by interfering with class discussions.
   
   
3. NEATNESS COUNTS: You will be expected to do a professional job on your assignments. I expect assignments to be turned in just as you would to your supervisor if you were in a job, you might be in after receiving your degree. This does not mean that you need fancy or expensive covers or require online platforms (I prefer that you don't). It does mean typed, PDF file format, and using appropriate headings/subheadings. Professional in appearance is as important as content. The evaluation of every assignment will have professionalism as part of the grade.
   
   
4. QUIZ/EXAMS: There are no quizzes or exams for this class.
   
   
5. LATEWORK/TIMELINESS: Students are expected to turn in all assignments on time. There will be a penalty for lateness. However, it is better to be late than not at all. Failure to complete an assignment may result in a failing grade in the course. No LATE assignments will be accepted after 12:00pm (noon) PST on the Monday of the final week. 
   
   
6. MINIMUM WORK REQUIRMENTS: One (1) credit hour for distance or online learning is defined as three (3) hours of instruction and/or student work per week that leads to equivalent learning outcomes required for an on-campus course. This is general guidance for approximating a minimum amount of student work. If you feel you are not being adequately challenged by the assignments or the content in this course, please feel free to visit with us so that more appropriate readings and assignments can be arranged.
   
   
7. ACADEMIC INTEGRITY: Academic Integrity is the cornerstone of the university. Any student who attempts to gain an unfair advantage over other students by violating the Academic Integrity policy may be reported to the university and may receive a sanction up to and including XF for the course, suspension, or expulsion from the university. This policy is on the EWU web site: https://inside.ewu.edu/policies/knowledge-base/wac-172-90-student-academic-integrity-3/.

Academic dishonesty includes, but is not limited to, the following acts, when performed in any type of academic or academically related matter, exercise, or activity:

Cheating: using or attempting to use unauthorized materials, information, study aids, or computer-related information.

Plagiarism: representing the words, data, works, ideas, computer programs or output, or anything not generated in an authorized fashion, as one's own. In this class, if you borrow any material from another publication (even a press release) or a website, you must attribute it clearly and fully. It is not acceptable to borrow large passages (more than a sentence or two) from other printed works, even with full attribution. You are producing ORIGINAL writing in this class.

Fabrication: presenting as genuine any invented or falsified citation or material

Misrepresentation: falsifying, altering, or misstating the contents of documents or other materials related to academic matters, including schedules, prerequisites, and transcripts

8. COMMUNICATION: I value open communication. Please feel free to visit with me about any aspect of the course (tghezzi@ewu.edu). Communication expectations can be found under the "Course Communication" page in the "Getting Started" module. You may schedule video Zoom or phone meetings with me at any time. My goal is to be available to you. This course is meant to be a valuable learning experience for you. In addition, please make it a habit to check Canvas regularly. The course information, additional readings, supplemental material, etc. will be available for you on the site.  Canvas announcements, discussions, and assignment comments also serve as a means of communicating with you throughout the term.
   
   
9. DISABILITY ACCOMMODATION OPTION: Your experience in this class is important to me. Student Accommodations and Support Services (SASS) serves students who may be struggling with personal challenges and / or obstacles. SASS coordinates the care and resources students need to overcome barriers to their personal and academic success. SASS can provide crisis care, case management, and appropriate and reasonable accommodations on an individual basis. More information can be found on the InsideEWU page.
   
   
10. HAVE FUN & BE BRILLIANT !!!

 Equal Opportunity Statement: Eastern Washington University does not discriminate in its programs and activities on the basis of race, color, creed, religion, national origin, citizenship, immigration status, sex, pregnancy, sexual orientation, gender identity/expression, genetic information, age, marital status, families with children, protected veteran or military status, HIV or hepatitis C, status as a mother breastfeeding her child, or the presence of any sensory, mental, or physical disability or the use of a trained guide dog or service animal by a person with a disability, as provided for and to the extent required by state and federal laws.

 

Holidays Religious Accommodation: If you would like to request an accommodation for reasons of faith or conscience, please refer to EWU’s policy on Holidays and Religious Accommodations available at https://inside.ewu.edu/policies/Links to an external site.. Accommodations must be requested within the first two weeks of this course using the Holidays and Religious Accommodations Request form available at https://inside.ewu.edu/student-life/resources/holidays-and-religious-accommodations-request/Links to an external site..

 

 

AFFIRMATIVE ACTION STATEMENT

Eastern Washington University adheres to affirmative action policies to increase the number and retention of students and employees from historically underrepresented groups.

 

 

ADA STATEMENT

Eastern Washington University is committed to providing support for students with disabilities. If you are a student with physical, learning, emotional, or psychological disabilities needing an accommodation, you are encouraged to stop by Disability Support Services (DSS), TAW 124 or call 509-359-6871.

 

 

EWU Student Learning Commons: In recognition that people learn in a variety of ways and that learning is influenced by multiple factors (e.g., prior experience, study skills, learning disability), resources to support student success are available on campus and online. The Student Learning Commons, a one-stop shop, which assists students with academic and career related services, is located in the JFK Library on the EWU Campus and many services are also available online. Students who think they might benefit from these resources can find out more about:

• Course-level support (e.g., faculty member, departmental resources, etc.) by asking your course instructor.
• University-level support (e.g., tutoring services, university writing services, disability services, academic coaching, career services, and/or facets of curriculum planning) by visiting the Student Learning Commons or by going tohttps://www.ewu.edu/learning-commonsLinks to an external site.

Navigate Student (mobile and desktop versions available) will guide you from orientation to graduation. Eastern Washington University utilizes Navigate Student to keep you informed of important due dates and deadlines and the desktop version will be your tool to register for next term’s classes. Stay informed and connected, and on the right path to complete your degree. Make appointments, get personalized information, deadlines and important dates, resources, and connect with other students in your classes. You can download the mobile version in your app store and access the desktop version at ewu.navigate.eab.com (Links to an external site.).

 GRADE INFORMATION:

The following categories are weighted with the listed percentages to create your final grade/percent in the course. 

Discussions: 50%      Assignments/Exercises: 35%          Final: 15%

 

Grading Scale: 

A         100 %              to         94.0%

A-        < 94.0 %         to         90.0%

B+       < 90.0 %         to         87.0%

B         < 87.0 %         to         84.0%

B-        < 84.0 %         to         80.0%

C+       < 80.0 %         to         77.0%

C         < 77.0 %         to         74.0%

C-        < 74.0 %         to         70.0%

D+       < 70.0 %         to         67.0%

D         < 67.0 %         to         64.0%

D-        < 64.0 %         to         61.0%

F          < 61.0 %         to         0.0%

Progress
I will keep you informed of your progress in the class via a grade report updated on Canvas. You are responsible for checking Canvas for class information and to monitor your own course progress. If you are not getting all of the assignments done in a timely fashion you will fall behind. Additionally, the learning process will not be as effective. Check the submission comments for additional feedback.

Rubrics:
There are grading rubrics for all assignments as well as discussion boards online.  There are also specific due dates and times.

Questions about your Grade:
If you have a question about your grade, you are welcome to contact your instructor, T. Ghezzi: tghezzi@ewu.edu.