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EDUC
416
Interpersonal Relationships, Communication, and
Leadership Strategies
Student Center Crandall Room
1:15 - 4:15 p.m., Tuesdays
SPRING, 2005 |
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Office
Hours by Appointment: Mon-Fri.
Course Rationale and Objectives:
The course “Interpersonal Relationships, Communication, and Leadership
Strategies” is designed to assist students in understanding the dynamic
reciprocity between emotional intelligence and the theoretical constructs
of leadership, and will facilitate exploration among effective and meaningful
interpersonal, communication, and leadership skills.
This class will: (1) introduce and examine historical, philosophical
and theoretical perspectives of leadership, (2) explore components of
leadership, interpersonal and communication skills as they relate to
individual/organizational/group behavior, (3) explore practical applications
of leadership theory, (4) assess leadership style, personality style
and communication style, (5) focus on developing your leadership style
while understanding behavioral patterns that create competing commitments
that obstruct your ability to change.
Course Description:
This course provides opportunities for students to focus on current
leadership theories and practices, to develop awareness regarding the
interconnectedness between communication and interpersonal relationships,
and finally to create a meaningful personal definition of leadership.
The first half of each class period will concentrate on reviewing assigned
readings focusing on discussion of concepts and theories and will include
the introduction of new material. The second half of the class period
will involve group process, and will include structured exercises and
leadership simulations, class project, and media appropriate to the
weekly topic.
Required Textbooks:
Kouzes, James M. and Posner, Barry Z., The Leadership Challenge, Third
Edition, Jossey-Bass, 2002.
Albom, Mitch, The Five People You Meet in Heaven, Hyperion, 2003
Readings as assigned; handouts will be provided.
Course Structure:
Multiple approaches will be used to achieve classroom objectives. These
approaches will include lectures, small and large group discussions,
structured exercises and leadership simulations, and relevant media.
Lectures will cover material from the required texts, as well as the
assigned material.
Course Requirements:
- Students are expected to participate actively (class activities,
structured exercises, leadership simulations, discussions and peer
review of group presentations) with regular attendance and timely
completion of assignments. After one absence from class, your grade
will reflect your attendance/participation evaluation.
- You will be evaluated on required reading, in-class discussions,
written summary papers, group presentation, written review of the
group presentation process, written final project, structured exercises,
leadership simulations, and attendance.
- Three written summary papers have been assigned. Each
paper should focus on the required reading, the supplemental materials,
in class presentations and materials provided and discussed by guest
lectures. You will be evaluated on your ability to incorporate and
synthesize the materials, while addressing the topic of each paper
as outlined in the syllabus. Your written reactions should include
the personal application to both the readings and the weekly topic.
Each paper should be typed, 5-7 papers, double spaced.
- Assigned readings will be given throughout the semester
in addition to the text. These will be handed out in class, prior
to the week they are due.
- Insight cards are due each week. These entries should include
well-detailed “insights” gained outside the classroom regarding
inside the classroom work. The insight cards should be written on
4x6 index cards will be returned to you each week and are confidential.
These should be written before the start of class each week.
- Group Project: Since leadership does not exist in a vacuum,
students will be expected to practice group interaction skills by
engaging in a class project. The group members will decide upon
the focus of the group project, its learning experience and its
objectives. The primary criteria are that the project engage and
enhance the campus community and that each student takes an active
role. By week 8 groups should be able to give a brief description
of the project and the role each student will take in the project.
The class will give feedback to each group at this point and at
the presentation at the end of the semester. The group project should
mirror much of what you are learning with regard to interpersonal
relationships, communication, and leadership strategies. Each group
will give a presentation at the end of the semester and must include
a variety of learning strategies. On the same week the group project
is due, each student will hand in a written review on the process
of group project. The paper will explain your understanding
of your group’s process, how engaged each of the members were, what
role is member took, and how the project progressed from beginning
to completion. The process towards the project is very important
to the project itself.
- Final Paper. You will create a personal definition of
leadership, incorporating historical, theoretical and philosophical
perspectives on leadership, as well as personal application. Your
self-assessment will include a synthesis of in-class assessments,
required readings, videos, structured exercises, leadership simulations,
lectures and group presentations. A successful paper will include
both personal elements as well as a clear understanding of leadership
development, communication and interpersonal constructs. This paper
will be 15 pages, double-spaced.
Students are expected to participate actively (class activities,
structured exercises, leadership simulations, discussions and peer
review of group presentations) with regular attendance and timely
completion of assignments. After one absence from class, your grade
will reflect your attendance/participation evaluation.
Evaluation of Coursework:
While student performance will be evaluated on all nine measures, clear
expectations for written work and group presentations will be discussed
in class. Please make sure you read carefully the course requirement
section as it begins to outline class performance and expectations for
all course work.
- Required Reading and In-Class Discussions/Participation
– 5%
- Insight cards (weekly)– 5%
- Written Summary Papers (3)– 25%
- Group Presentation – 20%
- Written Review of Group Project – 20%
- Written Final Paper– 20%
- Attendance – 5%
Course Outline
Week 1
January 18, 2005 |
Introduction to class, ice breaker, expectations
Review syllabus requirements, the group project, final papers,
journal, written assignments, grading
Martin Luther King Address on video
Interactive: Task Relationship inventory
Reminder to attend Leadership Conference on Jan 29
Assignment: Read Part 1 pages 3-39 |
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Week 2
January 25, 2005 |
Power point on "What leaders do and what constituents
expect"
Interactive Exercise:
Assignment: Reading on What Leaders Do |
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Week 3
February 1, 2005 |
Power point presentation on “What Leaders Do”
Interactive Exercise
Assignment: Read part 2 pages 43-105 |
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Week 4
February 8, 2005 |
Power point on "Model the Way"
Interactive Exercise
Group Project Introduction – assign teams, meet in teams
Assignment: - Reading provided by Bill Burns, due February 15 |
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Week 5
February 15, 2005 |
Due: Summary paper #1 on parts 1 and 2
Power point presentation on “Modeling the Way” by
Bill Burns, Director of Counseling Services
Kate Caldwell, Assistant Director Career Services
Interactive Exercise
Assignment: Read part 3 pages 109-170 |
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Week 6
February 22, 2005 |
Power point on "Inspire a shared vision"
Interactive Exercise
Group Project – meet/work in teams
Assignment: Readings provided for March 1st class |
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Week 7
March 1, 2005 |
Power point presentation on “Shared vision” led by
Terrence Williams, Assistant Director, Career Services
Marna Redding, Assistant Director, Co-Curricular Education Interactive
Exercise
Group Project – meet in teams
Assignment: Read part 4 pages 173-237
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Week 8
March 8, 2005 |
Power point on "Challenge the Process"
Interactive Exercise
Due: Summary paper #2 on parts 3 and 4
Due: Outline of Group project: groups should be prepared to give
a verbal
description of their project, indicating how each member will
participate. Feed back will be given.
Assignment: Reading provided for March 22nd |
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Spring Break,
March 14-18, 2005 |
Read “The Five People You Meet in Heaven |
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Week 9
March 22, 2005 |
Power point presentation on “Challenging the process”
led by
Seth Grossman, Residential Coordinator
Joe Russell, Residential Coordinator
Interactive Exercise
Assignment: Part 5, pages 241-311 |
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Week 10
March 29, 2005 |
Power point on "Enable others to act"
Interactive Exercise
Book Discussion
Group project discussions
Assignment: Reading provide for April 5th |
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Week 11
April 5, 2005 |
Presentation by Rance Davis, Associate Dean of Student
Life
Interactive Exercise: Know thy self
Assignment: Part 6 and 7 pages 315-402 |
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Week 12
April 12, 2005 |
Power point on "Encourage the heart and leadership
for everyone"
Interactive Exercise |
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Week 13
April 19, 2005 |
Due: Summary paper #3, due on part 5, 6 and 7, 5-7
pages in length
Group 1-and Group 2 presentations:
Due: Written review of group process/project |
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Week 14
April 26, 2005 |
Group 3 and Group 4 presentations
Due: Written review of group process/project |
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| Exam Week |
Final leadership paper due |
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