LDR 200: Introduction to Leadership Semester: Fall 2013 Dates: September 19 th November 8, 2013 Section Number:

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1 LDR 200: Introduction to Leadership Semester: Fall 2013 Dates: September 19 th November 8, 2013 Section Number: Office: EHS 331 Office Phone: Cell Phone/Text Number: Do not seek to follow in the footsteps of the wise. Seek what they sought. Basho Virtual Office Hours: We can talk over the phone when needed, just send me an to set up the time. TEXTBOOKS AND INSTRUCTIONAL MATERIALS Required Text: Northouse, P. G. (2013). Leadership: Theory and practice. (6th edition, 2012). Sage. ISBN: Required Supplementary Readings: Additional required readings will be posted on Blackboard. COURSE DESCRIPTION This course is an introduction to theoretical, philosophical and conceptual foundations of leadership. Emphasis on styles and approaches of leadership related to the humanities, natural sciences, and social sciences. COURSE GOALS AND OBJECTIVES After completion of LDR 200, the student will be able to: Identify and articulate a personal philosophy of leadership, that includes understanding of self, others, and community. Assess his/her own leadership skills and potential through self-evaluation instruments, exercises and discussions. Develop an understanding of the basic concepts and practices of successful leadership behavior within a variety of organizations. Demonstrate an understanding of multiple leadership techniques, theories, and models as they apply to humanities, natural sciences, behavioral science, education, business, human service and social science curriculums. Identify and analyze the importance and complexity of leading across multicultural environments. Demonstrate an understanding of barriers to change and how to overcome them as an individual and as part of a team. Describe the ethical implications associated with leadership. Demonstrate a comprehension of current literature and analyze research as it relates to leadership and its foundations.

2 Demonstrate effective public speaking and interpersonal oral communication skills. State the values of self-renewal through servant leadership. METHODOLOGY Recorded Lectures Weekly group discussions of many case studies Synthesis of interdisciplinary literature Experiential learning Service learning Self-assessment Technology-based presentation COURSE OUTLINE/ASSIGNMENTS Week 1 Week 2 Review Syllabus and Keys to Success Observe Course Overview Introduction/Lecture Post Responses to Icebreaker Discussion Board Read Chapter 1 Watch Lecture: Chapter 1 Complete Assignments 1A and 1B Watch Lecture: Chapter 2 Review and Begin Technology-based Presentation Assignment Review PowerPoint Training Post Discussion Responses for e-leadership Questions Complete Assignments 1C and 1D Read Chapter 16 Watch Lecture: Chapter 16 Post Discussion Responses for Your Case Study Group (16.1, 16.2, or 16.3) Complete Assignments 2C and 2B Read Chapter 2 Watch Lecture: Chapter 2 Post Discussion Responses for Your Case Study Group (2.1, 2.2, or 2.3) Review Assignments 2A and 2D both are due by Friday of Week 8

3 Week 3 Week 4 Read Chapter 3 Watch Lecture: Chapter 3 Post Discussion Responses for Your Case Study Group (3.1, 3.2, or 3.3) Complete Assignments 3A and 3B Read Chapter 4 and 5 Watch Lecture: Chapter 4 & 5 (Combined) Post Discussion Responses for Your Case Study Group (4.1, 4.2, & 5.1) Complete Assignments 3C Read Chapter 6 Watch Lecture: Chapter 6 Post Discussion Responses for Your Case Study Group (6.1, 6.2, or 6.3) Complete Assignments 4A and 4B Read Chapter 7 Watch Lecture: Chapter 7 Post Discussion Responses for Your Case Study Group (7.1, 7.2, or 7.3) Week 5 Read Chapter 8 Watch Lecture: Chapter 8 Post Discussion Responses for Case Studies (8.1, 8.2, 8.3) Complete Assignments 5A and 5B Read Chapter 9 Watch Lecture: Chapter 9 Post Discussion Responses for Case Studies (9.1, 9.2, 9.3) Complete Assignments 5C Week 6 Week 7 Read Chapter 10 Watch Lecture: Chapter 10 Post Discussion Responses for Case Studies (10.1, 10.2, 10.3) Complete Assignments 6A and 6B Read Chapter 11 Watch Lecture: Chapter 11 Post Discussion Responses for Case Studies (11.1, 11.2, 11.3) Complete Assignments 6C

4 Read Chapter 12 Watch Lecture: Chapter 12 Complete Assignments 7A and 7B Submit Online Presentation Assignment to Discussion Board Read Chapter 14 Watch Lecture: Chapter 14 Complete Assignments 7A and 7B Submit Online Presentation to Discussion Board Week 8 Read Chapter 15 Watch Lecture: Chapter 15 Post Discussion Response to two of your peers Online Presentations Complete Assignments 8A and 8B Submit Assignments 2A and 2D (From Week 2) Final Exam Assignment Due Dates: Discussion Board Posts Due each week on Thursday by 11:55 pm EST Discussion Board Responses Due each week on Sunday by 11:55 pm EST Exam 1 (Week 3) Available Monday 9/30 and Due Sunday 10/6 by 11:55pm EST Exam 2 (Week 6) Available Monday 10/21 and Due Sunday 10/27 by 11:55pm EST Final Exam (Week 8) Available Monday 11/4 and Due Friday 11/8 by 11:55 pm EST Online Presentation Assignment Due by Sunday, 11/3 by 11:55 pm EST Weekly Assignments Due each week on Sunday by 11:55 pm EST Criteria for Evaluation Type of Performance: Final grades will be based on performance on three exams, weekly assignments, Discussion Board - case study posts (and responses), the Online Presentation, and class participation. The weighting of these assignments is listed below. Course points are also listed for each assignment. Grades listed on Blackboard will be scored in terms of course points. Feedback on assignments will also be presented in Blackboard. There is a total of 1000 course points possible.

5 Assignment Percent of Final Grade Course Points Discussion Board/Participation 15% 150 Exams (Three Total) 45% 450 Online Presentation 15% 150 Weekly Assignments 25% 250 Total 100% 1000 LDR 200: Evaluation Policies Exams: Three exams are given during the course. All three consist multiple-choice, T/F, fill in the blank, and short answer questions. All three exams are timed and you will receive only one attempt. The exams will be taken in our BlackBoard shell. Online Presentation (PowerPoint Presentation): Each student completes a 5-8 minute online presentation that utilizes the voice recording function in PowerPoint to produce a lecture on a historical figure who illustrates a particular leadership theory covered in this course. The historical figure should be different from those discussed by the instructor or that are part of any assignment. This is NOT meant to be a biographical summary of the person's life, but rather a close examination of how his/her actions are connected to one of the leadership styles outlined in the text. Since this course is based on a Social Change Model of leadership, please select leaders that have created lasting positive social change. Therefore, avoid topical figures such as Adolph Hitler, David Koresh, Saddam Hussein, Jim Jones and the like. Choosing the appropriate leader is as important as creating and presenting a strong presentation. The presentations will be evaluated based on accuracy, depth, and clarity. Presentations should be submitted to the Discussion Board by the end of Week 7 - Sunday, 6/16 at 11:55 pm EST. Students are to post substantive discussion posts about another student s presentations (as part of the Week 8 discussion board posting assignment). Percentage of Points Online Presentation Quality Indicators 90 to 100% Chosen leader was an ideal fit with course, leader was connected well to the chosen theory, limited biographical information, clearly articulated vocal quality, slides were visually appealing. No typos or verbal errors. 80 to 89% Chosen leader fit with course, leader was moderately connected to the chosen theory, limited biographical information, vocal quality was decent, slides were done well. Limited typos or verbal errors. 70 to 79% Leader was a fit, connection to theory was fuzzy, but relied more on biographical information, vocal quality was poor, there many noticeable typos. Slides were not attractive. 1 to 69% The leader was not a fit with this course. Student simply offered biographical dates and did not connect the leader to a theory from the text. There were too many typos and errors. Very poor quality. The presentation lacked the student s voice no audio. 0 Assignment not turned in

6 Assignments: Students will complete assignments for each week of the class. These activities will include essays that synthesize the interdisciplinary leadership content, experiential activities, service learning, and self-assessments. Assignments are to be submitted through Blackboard. Assignments will be evaluated based on accuracy, depth, on-time submission, and clarity. Percentage of Points Response Quality 90 to 100% The response to the assignment reflects a high degree of accuracy, it is written clearly, and represents thoughtful consideration of the material. 80 to 89% The response to the assignment is mostly accurate, written in an acceptable fashion, and/or represents a generally thoughtful consideration of the material. 70 to 79% The response to the assignment is inaccurate in some important ways, has a number of grammatical errors, and/or demonstrates a limited amount of thoughtful consideration of the material. 1 to 69% The response is mostly inaccurate, written in a way that is very unclear, and/or demonstrates a very limited amount of thoughtful consideration of the material. 0 Assignment not turned in Discussion Board Postings/Participation: Participation will be evaluated through active participation in discussion boards. During the first week there will be discussion boards that will involve the entire class (Ice Breaker and e-leadership). During weeks 2-8, students will be assigned to one of three Case Study Teams that cover the case studies from our textbook. Starting in Week 2 you must create two unique posts per week based on a Case Study (due by Thursday at 11:59pm EST). You must also respond to at least two threads per week (due by Sunday at 11:59pm EST). If you do not post during a week, you will lose the points. There are 150 points total. The following rubrics will be used to grade your discussion board postings: Points Discussion Posting Rubric = 10 points/topic 10 Comments are rich in content/insight/analysis. Clear connections to course material and real life. Few grammatical errors. 7.5 Contents contain substantial information. Connection to course material and real life are made but they are not clear. Several grammatical or style errors. 5 Generally competent commentary. Limited and vague connections to course material or real life. Obvious grammatical/style errors that interfere with content. 2.5 Superficial comments. No connections to course material or real life. Obvious grammatical/style errors that interfere with content. 0 No Discussion Board Activity Late Assignments: Late assignments (exams, online presentation, posts/responses, assignments) will be penalized 10% of a grade for each day the assignment is late (e.g. an assignment that is worth 10 points, but is five days late is only worth 5 points). Late assignments may be submitted to the instructor via an attachment. However, receipt of a late assignment via is

7 subject to verification of the attachment s functioning. Computer related excuses are unacceptable. Make-Ups and Rewrites: You have one week to complete each exam. Therefore, there is ample time to get those done. If by chance you are hospitalized, make-ups for exams will require official documentation from a doctor or other authoritative source. Assuring appropriate conditions for the make-up exam are the responsibility of the student. Computer related excuses are unacceptable. Instructor Responses to The instructor will strive to respond to a student s communication within 24 hours. If the instructor has not responded within 48 hours, please send your again and/or contact the instructor by phone. Timing of Grading of Assignments: The instructor will strive to grade assignments (including Assignments, Discussion Boards, Exams, and Online Presentations) within 5 days after their due date. If you have not received a grade one week after the due date, please contact the instructor by and/or phone. Grading Scale: A = Course points (93 100%) C = Course points (73-76%) A- = Course points (90 92%) C- = Course points (70-72%) B+ = Course points (87 89%) D+ = Course points (67-69%) B = Course points (83 86%) D = Course points (63-66%) B- = Course points (80 82%) D- = Course points (60-62%) C+ = Course points (77 79%) E = Below 600 Course points (<60%) Incomplete: The (I) Incomplete is a temporary grade used in cases when a student is unable to complete course requirements because of illness or other justifiable circumstances. An (I) Incomplete is assigned in cases in which the student has completed satisfactorily the major portion (50%) of the course requirements and has the ability to complete the remaining work without re-reregistering for the course. Further information on (I) Incomplete can be found in the CMU Bulletin. Copies of Assignments: Attention CMU students: It is your responsibility to retain a copy of any materials that you mail or hand in to a center or to your instructor. This includes, but is not limited to, exams, assignments, cases, or reports. Academic Honesty: Students are expected to turn in their own work. Academic dishonesty (e.g., plagiarism or cheating) will not be tolerated and will normally result in an E grade for the semester (see the current CMU Bulletin for additional information on this topic). Online Etiquette: Here are some suggestions to keep things civil in this online classroom. 1. Make sure you check before you post to see if there are duplicate postings. 2. Use the subject line to capture a theme for your post. This a reader catch the key Concept before reading your message and adds efficiency to the process. 3. Write in short paragraphs. If you have lots to say, break it down using smaller segments. This makes things easier for the readers.

8 4. DO NOT WRITE IN ALL CAPS, THIS MEANS YOU ARE SHOUTING! 5. Feel free to use emotional symbols (:-), ;-), :-(, :`-(, :-p, etc.) to clarify the text-based message. 6. Try to not edit a message once someone has responded. If you must add or change it, simply add a follow-up message. 7. Respect others. Like all communication, use professionalism and respect. Unprofessional messages will be removed. 8. People in this course may come from places around the world, so be respectful to other cultures and languages. 9. Be mindful of your sarcasm or humor as the essence may not emerge in a discussion room. Writing Policy: Papers/Projects are due on the days listed. Papers that have excessive problems with grammar, punctuation, spelling or typos will not be accepted. Poorly written papers will equate a failed assignment. Computer related excuses are unacceptable. Please plan accordingly. Should an emergency or crises arise, you must notify me as soon as possible and an exception may be made. Accommodation of Disability: Central Michigan University provides with disabilities reasonable accommodations to participate in educational programs, activities, or services. Students with disabilities requiring accommodations to participate in class activities or to meet course requirements must first register with the Office of Student Disability Services in Park Library 120 (or by calling or TDD ) and should then consult with the instructor as soon as possible.