Wayland Baptist University, Hawai’i Campus, School of Education

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Wayland Baptist University, Hawai’i Campus, School of Education
Mission Statement: Wayland Baptist University exists to educate students
in an academically challenging, learning-focused and distinctively
Christian environment for professional success and service to God and humankind.
Course
Term
Instructor
Office Phone and
Email
Office Hours,
Location
Class Meeting
Time and
Location
Catalog
Description
EDUC 5353, Learning to Lead
Spring 2016, Monday (Feb. 22, 2016 – May 9, 2016)
Dr. Leigh Ann Siaosi
(808) 292-1736—text and voice
[email protected]
Immediately before and after class. Schedule with instructor in advance to ensure sufficient
time is provided.
This course is delivered in a Hybrid Format
Monday Evenings 5:30, WBU Mililani Campus
Examines past and current research theory relative to leadership development. Explore major
paradigms and paradoxes of organizational change and reform. Applies principles of
organizational behavior in relation to organizational change.
Prerequisites None
Required Bennis, W. & Goldsmith, J. (2010). Learning to lead: A workbook on becoming a leader (4th
Textbook and ed.). New York, NY: Basic Books. [ISBN-978-0-465-01886-4]
Resources
Access to the internet on a regular basis is a requirement for this course; we will use
Blackboard routinely for class discussions via the Discussion board. Class materials may be
posted online.
Optional Highly Recommended:
Materials (1) Fullan, M. (2006). The moral imperative of school leadership. Thousand Oaks, CA:
Sage. [ISBN-0-7619-3873-7]
(2) American Psychological Association. (2010). Publication manual of the American
Psychological Association (6th Ed.). Washington, DC: American Psychological
Association. [ISBN-10: 1-4338-0561-8]
Course Outcome STUDENT LEARNING OUTCOMES:
Competencies 1. Develop a clear and well-articulated vision of personal and organizational leadership.
2. Compare and contrast the similarities /differences between leaders and managers and how
each plays a role in the development of organizations.
3. Discuss the capability to assess situations and determine the probability of success based
on various leadership styles.
4. Describe the role of ethics in administrative decision-making.
5. Differentiate various leadership inventories and how to use the inventories to enhance
leadership skills.
6. Integrate the practice leader/follower interactions and how to use this information to
improve the organization.
7. Explain how to positively impact organizations through the levels of the moral
imperative.
Means for Assessing Student Achievement of the Outcome Competencies:
1. Article presentations
2. Research proposal and presentation
3. Student facilitation of chapter discussions
4. Discussion Boards
Attendance All Wayland students are expected to attend every class meeting; the minimum percentage of
Requirements class participation required to avoid receiving a grade of “F” in the class is 75%. Students
who miss the first two class meetings without providing a written explanation to the
instructor will be automatically dropped from the roster as a “no-show.” Students who know
in advance that they will be absent the first two class meetings and who wish to remain in the
class must inform the instructor in order to discuss possible arrangements for making up
absences.
Disability In compliance with the Americans with Disabilities Act of 1990 (ADA), it is the policy of
Statement Wayland Baptist University that no otherwise qualified person with a disability be excluded
from participation in, be denied the benefits of, or be subject to discrimination under any
educational program or activity in the university. The Coordinator of Counseling Services
serves as the coordinator of students with a disability and should be contacted concerning
accommodation requests at (806) 291-3765. Documentation of a disability must accompany
any request for accommodations.
Course Requirements and Grading Criteria:
The University classroom is an environment designed for the free exchange of ideas, therefore demonstrating
respect toward each other is vital to creating rich discussions that draw from research and data to further our
knowledge in this field. We will show respect for one another by exhibiting civility in our exchanges. In the
education field, communicating ideas to colleagues, parents, and administrators with clear and error-free
English is a priority. Your ability to express your knowledge of educational concepts and theories within the
conventions of academic discourse will be assessed through presentations and written assignments.
Integration of information from lectures, readings, and discussions will be taken into consideration as will
correct and appropriate format and construction.
1. Students will complete all assigned readings and assignments by the due date.
2. Students will prepare various presentations to include presentations for chapter readings and research
paper presentations.
3. Students will prepare written assignments to include a personal philosophy paper and a research
paper. All assignments must be word processed using Times New Roman, 12-point font, and
submitted in accordance with due dates on the course calendar.
4. Online discussion board interactions will allow dialogue among class members and provide
opportunities for discussion among those persons who may exhibit a different perspective from your
own. You are required to consider these perspectives and respond in an appropriate professional
manner with reasoned arguments. Avoid emotional responses such as ‘I feel,’ but rather refer to the
evidence to support your position. Students will post an answer to the question or comment and
respond to at least three (3) other posts. These discussions are meant to broaden our perspectives
and make informed decisions based upon research-based best practices. There will be no tolerance for
inappropriate responses including, but not limited to, vulgar or inappropriate language, name-calling,
or demonstrations of anger. We will learn from each other in a safe and professional environment.
5. Article Posts: In order to better understand and participate in the stages of the study of education,
students will be required to post articles according to the relevant topics on BlackBoard. The format
for the articles will be described in class, and when presented they will be graded based upon quality
and relevance to the topic being discussed. They may also be graded based upon the amount of class
discussion that ensues when the summary is presented.
BlackBoard Article Presentations and Interactions
Students will participate in dialogue with colleagues via BlackBoard. You will be expected to post a link to
an article pertaining to the topic of the week and pose a question, reflection, or thought regarding the article
for your colleagues to comment upon. Articles should be posted by Friday Evening (7:00pm) of each week,
allowing enough time for colleagues to add their “Two Stars and a Wonder.” Students will reflect upon this
feedback and present this reflection in class. Students will post one article Weeks 2 thru 9 (eight articles in
total).
Each week students will provide feedback to colleagues on the Article Topic assigned each week, utilizing
the “Two Stars and a Wonder” protocol.
 Two Stars: provide positive comments for two features of the article that you appreciate
 Wonder: a question, suggestion, or comment you have regarding the article.
Personal Philosophy of Leadership
For week 2 you will turn in a one-page Double spaced Personal Philosophy of Leadership. Throughout this
course, you will explore various components of leadership through readings, discussions, and exercises
within the text. Due week 10, you will turn in a one-page Double spaced Personal Philosophy of Leadership.
This final ‘1-pager’ should embody your beliefs on leadership.
Facilitation of Bennis/Goldsmith Text Chapter & Exercises
Students will present to colleagues chapter highlights from one chapter in Bennis & Goldsmith’s text,
facilitating a class discussion (face-to-face). Colleagues are expected to have all the chapter’s written
exercises completed PRIOR to the class. Any presentation items and handouts should be posted on
BlackBoard for colleagues. Sign ups for chapter presentations will occur at the first class meeting.
Presentations are not meant to “teach” the material as the audience has already read the material, but should
highlight key concepts and engage the class in a discussion/activity around the material in order to deepen
everyone’s knowledge. The timeframe for the presentation/discussion is 30-40 min per chapter.
Research Paper
Students will complete one research paper for this class. The paper should be a minimum of seven (7) pages
of content, excluding coversheet and references, and should utilize at least seven (7) references, three (3) of
those should be peer-reviewed scholar articles. Students will present a summary of this paper to the class.
Papers must utilize APA format. Topics for papers must be pre-approved by the professor. Papers will be
submitted through BlackBoard. Safe Assignment will be built in to the assignment folder. If Safe
Assignment detects more than a 20% match, 10 points will be deducted from the paper grade for every 10%
over the 20% limit.
Student Grade Appeal
Students shall have protection through orderly procedures against prejudices or capricious academic
evaluation. A student who believes that he or she has not been held to realistic academic standards, just
evaluation procedures, or appropriate grading, may appeal the final grade given in the course by using the
student grade appeal process described in the Academic Catalog. Appeals may not be made for advanced
placement examinations or course bypass examinations. Appeals are limited to the final course grade, which
may be upheld, raised, or lowered at any stage of the appeal process. Any recommendation to lower a course
grade must be submitted through the Executive Vice President/Provost to the Faculty Assembly Grade Appeals
Committee may instruct that the course grade be upheld, raised, or lowered to a more proper evaluation.
Wk/Date
Week 1
2/22/16
Week 2
2/29/16
Week 3
3/7/16
Week 4
3/21/16
Week 5
3/28/16
Week 6
4/4/16
Week 7
4/11/16
Week 8
4/18/16
Week 9
4/25/16
Week 10
5/2/16
Week 11
5/9/16
TENTATIVE COURSE OUTLINE
Topic Activities & Discussions
Readings & Assignments
Review syllabus and course requirements
Rd & Complete Exercises for Ch.1
Review Preface of Text
1 pg.Paper—Personal Philosophy of Leadership
Post on BlackBoard an Article on
“Leadership that impacts student learning.”
Complete 2 Stars & a Wonder
Presentations & Discussion:
Rd & Complete Exercises for Ch.2
Post an Article on a leader you think
 Chap.1—A lifetime of learning to lead
“demonstrates extraordinary leadership”
 Personal Philosophy of Leadership
Complete 2 Stars & a Wonder
 Article on leadership that influences student
learning
Presentations & Discussion:
Rd & Complete Exercises for Ch.3
Post an Article on a leader you think “most people
 Chap.2—Audacious Leadership
trust”
 Article on a leader you think demonstrates
Complete 2 Stars & a Wonder
extraordinary leadership
Spring Break—No Class 3/14/16
Presentations & Discussion:
Rd & Complete Exercises for Ch.4
 Chap.3—Mastering the Context: Competency 1 Post an Article on a school official (admin,
sprtndt, etc.), who turned a failing school to an
 Article concerning a leader you think most
achieving school
people trust
Complete 2 Stars & a Wonder
Presentations & Discussion:
Rd & Complete Exercises for Ch.5
Post an Article on a leader you think
 Chap.4—Knowing Yourself: Competency 2
demonstrates “Transformational Leadership”
 Article concerning a school official (admin.,
Complete 2 Stars & a Wonder
sptdt, etc) who turned a failing school to an
achieving school
Presentations & Discussion:
Rd & Complete Exercises for Ch.6
 Chap.5—Creating a Powerful Vision: Comp. 3 Post on BlackBoard an Article on a leader you
think demonstrates “Servant Leadership”
 Article on a leader demonstrating
Complete 2 Stars & a Wonder
Transformational Leadership
Presentations & Discussion:
Rd & Complete Exercises for Ch.7
Post on BlackBoard an Article on a “Leader you
 Chap.6—Communicating with Meaning:
Underestimated”
Comp.4
Complete 2 Stars & a Wonder
 Article on Servant Leadership
Presentations & Discussion:
Rd & Complete Exercises for pp.179-192
 Chap.7—Maintaining Trust Through Integrity: Post on BlackBoard an Article on a leader you
think defines the “Moral Imperative”
Competency 5
Complete 2 Stars & a Wonder
 Article on a leader you underestimated
Presentations & Discussion:
Rd & Complete Exercises for pp.193-212
 Chap.8—Realizing Intention Through Action:
Revise Personal Philosophy of Leadership
Competency 6
(due 5/2/16)
 Article on a leader who defines the “Moral
Imperative”
Presentations & Discussion:
Final Research Paper (due 5/9/16)
 Chap.8—Realizing Intention Through Action:
Competency 6
 Personal Philosophy of Leadership
Final Research Paper DUE (7 pgs)
Presentations: Final Research Paper
GRADING CRITERIA
Activity
Possible Points
Participation/Class Discussion (10 pts/Wks 2-11)
100
Weekly article posts/Discussion Board Responses (8 @ 20 pts. Each)
160
Chapter Discussion Facilitation
50
Personal Philosophy of Leadership—Final—due 5/2/16
50
Research Paper 7 pages—due 5/9/16
100
Research Presentation—5/9/16
40
TOTAL POINTS
500
GRADING SCALE:
A
450-500 points
B
400-449 points
C
350-399 points
D
F
300-349 points
Below 300 points
I
Incomplete
W
Approved Withdrawal
WP Approved Withdrawal Passing
WF Withdrawal Failing
The syllabus is only a plan. The instructor may modify the plan during the course to alter requirements from
those appearing in the syllabus. Further the syllabus contains criteria to measure the student’s progress and
performance in the course. The instructor may change these criteria at any time.
Other Important Information:
1. Class participation is a very important part of education. This class requires active class participation.
2. Assignments are due on the deadlines given.
3. Late assignments will not be accepted.
4. Written work will be graded according to the rubrics provided.
5. All written assignments should be Times New Roman 12-point font type, double-spaced and using APA
Manuscript Writing Style, unless otherwise noted.
6. Presentations will be graded according to the rubrics provided.
7. Unless noted as a group assignment, all work should be original work of the individual student.
8. Academic honesty is expected of all students. Plagiarism, cheating, and other acts that lack academic
honesty may result in a zero on the particular assignment as well as a referral to the Dean for disciplinary
action.
9. Questions concerning grades received should be resolved within one week after the assignment has been
returned.
10. Students will need to use the Internet to access some assignments.
11. Always contact the professor if you need assistance.
12. May God Bless You
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