CBL 101 - Leadership Development
Studies
(1/2 credit course)
Meeting times: 3 hours per week for seven weeks, Tuesday
1:15 pm - 4:15 pm
Location: Room 232 in the Student Center
Textbook: Komives, S.R. Lucas, N., and McMahon, T.R.
(1997) Exploring Leadership: For College Students Who Want to Make a Difference.
San Francisco: Jossey-Bass.
Wren, J. Thomas, (1995), The Leaders’ Companion:
Insights on Leadership Through the Ages: The Free Press.
Learning Outcomes: theory and apply theory to contemporary
leadership both globally and locally
Learn basic skills of leadership
Reflection
– understanding value and practice
Listening
Understanding oneself
Understanding others and in relation to oneself
Communication and Dialogue with others and in groups
Incorporating constructive feedback
Recognizing others
Develop sustained interest in leadership development as a
relational process.
Purpose and Objectives
This course will examine the role of leaders and leadership
from both historical and theoretical perspectives. In both class discussions
and select assignments, students will be asked to develop an understanding
of leadership from a historical theoretical perspective, and to apply theories
of leadership to communities both on campus and beyond. Building on history
and theory, the course will examine the process of leadership development,
with a focus on relational models of leadership which emphasizes leadership
as “a relational process of people together attempting to accomplish
change or make a difference to benefit the common good” (Komives and
McMahon, p.68). St. Lawrence provides an excellent forum for both understanding
leadership and developing leadership skills because the co-curricular community
provides numerous venues, in which students can learn, demonstrate and practice
leadership development. Students in this course are required to participate
in some form of on-campus leadership and will actively practice the leadership
skills and material discussed in class in their leadership roles. Reflections,
both oral and written, on those experiences will be primary learning tools,
as will the readings and class discussions. Written reflections will be on
a weekly basis and will link co-curricular experiences with learning objectives.
Students can expect feedback and critique on their reflections along with
suggestions for further exploration and application of skills and ideas.
The course goes beyond skill development and reflection. It
is about understanding and integrating leadership development theory; developing
one’s own competencies with the intentionality of integrating those
skills to better serve the communities in which they are involved. Respecting
the development and style of others’ leadership, students will be asked
to understand better their own skills and values and how these shape their
leadership abilities. In addition students will be asked to think critically
about how they understand others and how their understanding of themselves
affects their level of civic engagement with others.
Class participation, integrating theory with practice and sharing
of students’ experiences is integral to what students will get out
of the course. Giving voice to one’s experiences, naming them, and
having others share theirs in return gives deep meaning to our leadership
experiences. Learning and practicing news ways of communication will be a
central agreement to our work together. We are a close knit community; respect
for differences, and understanding that each individual may be at a different
learning and development stages, are critical to maintaining an open dialogue.
Attendance and Participation
Attendance is required at all classes. This class is a learning
community. Your participation is valued and therefore attendance, participation
and dialogue are essential to learning and critical to success in this course.
Part of becoming a member of a learning community is respecting
and honoring others’ difference. Hence it is important that this classroom
be a place that is comfortable for all participants. Students are asked to
pay attention to both the effect and the intentions of their words, and to
avoid deliberately using language that is demeaning to others.
Plagiarism
Using the ideas, expressions or words of another person without
citing that person constitutes plagiarism, a serious academic office. Please
cite the source of any work that is not your own.
Placement Expectations
• All students will choose their community based learning
club or organization from the co-curricular programs in which they are currently
involved on campus
• There should be a weekly commitment of 4 hours given
to the designated program.
• An advisor for the chosen co-curricular group or organization
will be identified.
• Contracts will be signed by students and advisors detailing
expectations and responsibilities of co-curricular involvements.
Evaluation of Work and Grading
In class Journals/ directed reflective writing – 15%
Assignment #1 – 15%
Assignment #2 – 15%
Assignment #3 – 15%
Class presentation – 20%
Assignment #4 – 20%
Class Participation 15%
In class reflections are intended to capture student’s
your understanding of the readings and the class discussions. As an alternative
to quizzes the journals should incorporate specific examples and reading
discussion points, as well as your reflections and opinions.
Assignments
Written assignments are intended to combine reflection with
assigned texts and class discussions (including inventories) to create a
more clearly defined understanding of each student’s individual leadership
style. Leadership within the context of the identified group or club should
be taken into account. Assignment 1, 2 and 3 should be 4-5 pages, and 4 should
be 5-7 pages, double spaced, 12 font.
Assignment #1:
Your leadership story – Reflect upon and define your past leadership,
including academic and co-curricular involvement. Include a description of
the first time you realized your own leadership potential.
A. Where did your leadership come from? Who motivated you to
seek a life of leadership? How have your life’s experiences influenced
you (friends, high school, family, community, etc... Describe an especially
powerful learning experience you have had.
B. What does leadership mean to you? Based on your experiences
to date, what is your personal philosophy of leadership? How does “relational
leadership” apply to your philosophy? What do you hope to learn about
your abilities as a leader?
Assignment #2 – Do either A or B
B) Find a perspective on leadership that interests you from
contemporary resources, texts,Assignment #3 - if you did A last time,
do B this time, if you did B last time do A this time.
A) Club organization analysis and reflection: What is the mission
and vision of your club or
Assignment #4
Class Presentation
Presentations are based on your work from either Assignment
2B or Assignment 3B.
Presentations are intended to educate the class on different
methods of leadership as they
Course Outline
August 30 -Week 1- Topics: Overview and Expectations.
Kolb’s model of Action- Observation –Reflection
as model for class work.
Choose a campus learning group or organization-
In class reflections
Assign Myers Briggs Type Inventory
Due Week 2 Wren: Chapters 1-4, 9-17
Sept 6 - Week 2 –Topics: Historical and Contemporary
Models of Leadership
Ron Flores, Director, CBL Programs- guest lecturer
Historical perspectives: great man, trait and behavioral theories
Situational leadership, transformational, and transactional
theories
Contemporary approaches to leadership:
Citizenship, servant leadership, social change model
Collect Myers Briggs
Due Week 3: Wren: Chapters 19, 20, 25, 32, 43, 45
Komives: p. 67-135, focus on p 73-91,
Assignment #1
Sept 13 - Week 3 –Topics: Situational and Charismatic
Leadership
Relational Models of Leadership
Leadership and Power- sources of power
Understanding you as an individual within a leadership role– discuss
MBTI
In class
Due Week 4: Komives: p. 137-164, Wren Chapters 29-30
Assignment #2
Sept 20 -Week 4 – Topics: Understanding others and the
Role of Followers
What is listening? Dealing with conflict
In class reflection
Due week 5: Komives 165--245, Wren Chapter 46, 48, 52
Assignment # 3
Sept 27 - Week 5- Topics: Understanding groups, interacting
and dialoguing in groups and teams
Building coalitions and communities
Mission and vision, purpose and values of groups, leadership
as social change
In class reflection
Due week 6: Read Wren chapters 57,60
Presentations
Oct 4 -Week 6 - Presentations of Assignments from Week 4(B)
and Week 5(B), 15 minute
presentations
Due week 7 Wren chapter 61, 62, 64
Komives p. 247 -273, 299-313
Assignment # 4
Oct 11 -Week 7- Topic: Moral Leadership :Leading with integrity
and moral purpose
Moral Leadership
Feedback – Giving and receiving
Recognizing others and renewal
In-class reflection
