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1.     Compare and contrast various theoretical perspectives used to examine leadership and specific leader behaviors.

2.     Discuss the ways in which research is used to test and advance theory relating to leadership at the individual, group, organizational, and societal levels.

3.     Use different theoretical perspectives to critique a leader's behavior and assess leader effectiveness.

4.     Apply knowledge gained from the research and study of leadership to analyze various leadership scenarios and determine appropriate responses.

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1. Identify the seven pillars of servant leadership

2. Illustrate a better understanding of self and others through participation in class activities and service projects

3. Examine personal leadership style through the use of self-assessments, reflection, and feedback

NOTE THAT THE FOLLOWING ARE THE APPROVED SLO'S FOR 3050:

1. Use different theoretical perspectives to describe their own and others' leadership styles.

2. Articulate how their own attitudes and behaviors reflect leadership and influence their fellow students, teammates, and/or coworkers.

3. Develop a compelling vision statement for a project and plan for generating support for that vision.

4. Recognize their own strengths as leaders and articulate their own philosophy of leadership

5. Create a personal development plan that outlines how they will leverage their strengths and develop their weaknesses to become more effective leaders in the future.

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FROM E-CURRICULUM:

1. Demonstrate their knowledge and proficiency in the baccaulaureate competencies as defined UC's General Education program.

2. Apply the concepts of leadership learned in the major and other courses in their undergraduate program to a "real world" organizational problem.

3. Critique their performance in which they completed an internship or developed and led a community or school-based service.

4. Articulate what they have learned in their Capstone through completion of a written and verbal report.

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How do you define leadership in this course?

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How do you define leadership in this course?

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It changes every semester as we build off the book definition and determine it as a class. We do this because they need to know it is not one size fits all and it depends on situations, industry, leader, cultures, environment, and subordinates. On the final we revisit it to see how our definition changes. It puts them in the active learning stage - Megan

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How (if at all) do you OR students assess their leadership competencies?

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How (if at all) do you OR students assess their leadership competencies?

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Megan - Many ways. Through case studies, in book assessments, leadership analysis, and service learning project where they see leadership in action. They take tests, Service Learning Project, and also write a Leadership Philosophy at the end of the semester on what leadership theories they prescribe too.

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How do you define leadership in this course?

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How do you define leadership in this course?

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Influence

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How do you define leadership in this course?

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How do you define leadership in this course?

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How (if at all) do you OR students assess their leadership competencies?

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How (if at all) do you OR students assess their leadership competencies?

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Self-assessments, reflection, feedback, and tests

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How (if at all) do you OR students assess their leadership competencies?

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How (if at all) do you OR students assess their leadership competencies?

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What model(s) or theory(s) of leadership do you use to shape those experiences (e.g., LPI,  transformational leadership, servant leadership)?

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What model(s) or theory(s) of leadership do you use to shape those experiences (e.g., LPI,  transformational leadership, servant leadership)?

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Megan - We learn about all of them, but in the class I model transformational and servant leadership. They are very active participants in their learning.

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What experiences are provided to enable students to develop as leaders?  What is the student's role in these experiences (e.g., observer, team member, leader).

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What experiences are provided to enable students to develop as leaders?  What is the student's role in these experiences (e.g., observer, team member, leader).

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Megan - As individuals, they take the assessments and reflect on weekly reflection and take exams, write Leadership Philosophy. They also write a one page Leadership writeup on a Leader who is not in the textbook to showcase different leaders in the world outside the ones we keep talking about. This also provides more diversity in the leadership for gender, nationality, etc. In the Leadership writeup, they make a case for why this person should be in Leadership books.

As Team members, they work on case studies andwork on the Leadership Analysis where they slot the leaders into the appropriate leadership theories. This helps them think critically. They also work on the Servant Leadership project where they volunteer at an assigned nonprofit and see leadership in action. They do have the option to interview leaders in place of this, but the Service project is a great component for them.

They also create a PSA for organizations and nonprofit as many expect them to have these video skills and to help them think deeper of the culture. It also helps them as they often to have succintly describe why someone should work with them or hire them

They have been doing social media analysis over the past few years on how companies and leaders handle social issues on social media, but I'm going to be changing this assignment as it is not as beneficial as I would like.

All these assignments are done to indicate how leadership is not in a silo and it's not a one size fit all. These assignments also let them be leaders and team members

As observers, they also have many guest speakers come in so that way they can see leadership style in action. They also learn about different clubs and career paths

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What experiences are provided to enable students to develop as leaders?  What is the student's role in these experiences (e.g., observer, team member, leader).

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What experiences are provided to enable students to develop as leaders?  What is the student's role in these experiences (e.g., observer, team member, leader).

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Research project, leadership papers, self assessments and reflections, activities, and leadership panels. Students observe, participate, and lead

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What experiences are provided to enable students to develop as leaders?  What is the student's role in these experiences (e.g., observer, team member, leader).

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What experiences are provided to enable students to develop as leaders?  What is the student's role in these experiences (e.g., observer, team member, leader).

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What model(s) or theory(s) of leadership do you use to shape those experiences (e.g., LPI,  transformational leadership, servant leadership)?

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What model(s) or theory(s) of leadership do you use to shape those experiences (e.g., LPI,  transformational leadership, servant leadership)?

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Servant leadership and learning from other leaders (papers and live interactive leadership panels)

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What model(s) or theory(s) of leadership do you use to shape those experiences (e.g., LPI,  transformational leadership, servant leadership)?

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What model(s) or theory(s) of leadership do you use to shape those experiences (e.g., LPI,  transformational leadership, servant leadership)?

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To the best of your knowledge, how does 3050 build off 2050?

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To the best of your knowledge, how does 3050 build off 2050?

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Megan's note- In 2050 and 2051, I see them learning theory and best practices. In 3050, they start putting this into action.

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To the best of your knowledge, how does 5000 build off 2050 and 3050?

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To the best of your knowledge, how does 5000 build off 2050 and 3050?

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Megan's note - They learn the theory in 2050, practice in 3050 and 5000 they put this prior knowledge into action

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·       Future leaders who care about the community, organizations, and themselves

·       “Real world” exposure / appreciation for different organizations and types of leaders

·       Graduate well-regarded, prepared, values-driven students

·       Pathway to meaningful, secure jobs and ability to grow those in the workforce

·       Educate about leadership science; practicing leadership, bridging science and practice

·       Provide relevant, transferrable skills including collaboration, taking different perspective, making ethical decisions, thinking critically, using data and evidence to make decisions

Well-rounded, interdisciplinary, applied social science

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·       One of the most sought-after majors on campus with vibrant, strong tracks in TD, NPCL, and OP

·       Visible, respected on and off campus

·       DL program seen as a model and respected as much as the on-the-ground program

·       Integrated with WBLI and leveraging resources, network.

·       Vibrant, active alumni network

Integration and visibility of NPCL on/off campus and of TD within HR community – our faculty and students are seen as “go to” resources for partnerships, internships, practica, etc.

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Need explicit links (activities, assessments) between 2050-3050-5000 that allow students to see how their development as leaders is progressing as they move through the curriculum.