Course Syllabus EDUC 5353, p. 1
Wayland Baptist University
School of Education
EDUC 5353 (FB 40): 01 Learning to Lead
Summer 2014
Fairbanks Campus
Wayland Baptist University 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.
EDUC 5353 (FB 40): 01: Learning to Lead
Course: EDUC 5353- (FB 40): 01 Learning to Lead
Term: Summer 2014
Instructor: Dr. Kim Kelly
Cell Phone: (907) 590-5588
Email address: kimberly.kelly@wayland.wbu.edu
Location: Doyon Industrial Facility Suite 302A
Office Hours (by appointment)
2014 Summer Course Meeting Times & Location
EDUC5353 FB40: Tuesday, Wednesday, Thursday
Suite 402 Doyon Industrial Facility, WBU, Fairbanks Campus
June 3 8-12
June 4: 8-5
June 5: 8-5
June 10: 8-5
June 11: 8-5
June 12: 8-5
Catalog Course Description
Learning to Lead examines past and current research theory relative to leadership development.
It explores major paradigms and paradoxes of organizational change and reform. Applies
principles of organizational behavior in relation to organizational change. Prerequisite:
Graduate standing.
Required Textbooks
Northouse, P. G. (2013). Leadership: Theory and practice (6th ed.). Thousand Oaks: Sage.
ISBN: 978-1-4522-0340-9
Publication Manual of the American Psychological Association, 6th ed. Washington, DC:
American Psychological Association, 2010.
ISBN: 978-1433805615
2014 Summer Term – Dr. Kim Kelly
Course Syllabus EDUC 5353, p. 2
In addition to the above text and reference book, case studies and peer-reviewed journal articles
will be used to augment course material.
Outcome Competencies
Upon completion of this course, Learning to Lead (EDUC 5353), graduate students will be able
to:
 Differentiate between the roles, responsibilities, and qualities of a manager versus a
leader within an organization, and how such factors influence the functioning of an
organization.
 Explore how different personality types relate to leadership decisions, actions, and
leadership team selection.
 Using a number of leadership inventories, delineate the predominant leadership styles and
which style each student identifies with most closely.
 Explore the strengths and weaknesses of different leadership styles and how to maximize
leadership skills of each style.
 Discuss the role of professional ethics in administration and administrative decisionmaking.
 Develop a clear and well-articulated vision of personal and organizational leadership.
 Using the moral imperative, explain how the administrator can positively impact the
organization.
Instructional Methods
In this course, graduate students will learn key aspect of administrative leadership through
participation in classroom discussions, case-study analysis, lectures, role-playing opportunities,
case law review, and assessments. A comprehensive introduction to administrative leadership
will be accomplished through exposure to educational leadership practice and applications of
such practices to real world situations.
Student Responsibility
Students are responsible for reading, understanding, obeying, and respecting all academic
policies, with added emphasis being placed upon academic progress policies, appearing in the
Wayland Baptist University Academic Catalog applicable to their curriculum ad/or program of
study.
Attendance Requirements
As stated in the Wayland Catalog, students enrolled at one of the University’s external campuses
(i.e. Fairbanks, Fort Wainwright, Ben Eielson) should make every effort to attend all class
meetings. All absences must be explained to the instructor, who will then determine whether the
absence may be excused. When a student reaches that number of absences considered by the
instructor to be excessive, the instructor will so advise the student and file an unsatisfactory
progress report with the campus executive director. Any student who misses 25 percent or more
2014 Summer Term – Dr. Kim Kelly
Course Syllabus EDUC 5353, p. 3
of the regularly scheduled class meetings will receive a failing grade in the course. Additional
attendance policies for each course, as defined by the instructor in the course syllabus, are
considered a part of the University’s attendance policy.
Excessive late arrivals and/or early departures to class will be taken into consideration. Material
will be discussed in class and included in the exams that are not in the book. It is the student’s
responsibility to obtain any material missed by not attending class for any reason. The student
must not miss any more than 25% of the class. Any more misses may result in failure of the
class. In case of TDY’s the instructor should be notified as soon as possible.
Disability Statement
“In compliance with the Americans With Disabilities Act of 1990 (ADA), it is the policy of
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.”
Plagiarism Policy
Intellectual integrity and truthfulness are fundamental to scholarship. Scholars, whether they are
performing as students or as teachers, are engaged in a search for truth. Plagiarism is a form of
cheating and also a form of theft. Plagiarism occurs when a student fails to give proper credit
when information from a source other than the student is either quoted or paraphrased.
Plagiarism is a breach of scholarly responsibility, and is unethical and in some cases, illegal
(theft). In addition, copying someone else’s test, answer sheet, and/or paper are also forms of
cheating. Plagiarism will result in an “F” in this course.
Tentative Class Meetings and Due Dates
Date
June 3: 8-12 p.m.
Activity & Topics
Chapters 1-2
June 4: 8-5 p.m.
June 5: 8-5 p.m.
June 10: 8-5 p.m.
Chapters 3-5
Chapters 6-8
Midterm (Chapters 1-8)
June 11: 8-5 p.m.
June 12: 8-5 p.m.
Chapters 9-11
Chapters 12-14
Final Exam (Chapters 9-16)
Assignments
Select journal article for
assignment.
Journal article summary due
Journal summary: oral
reports
Research Paper Power Points
Research Paper Due
2014 Summer Term – Dr. Kim Kelly
Course Syllabus EDUC 5353, p. 4
The course outlines above are anticipated dates provided with the knowledge that circumstances
may create alterations to the schedule and/or due dates. Any deviations from the schedule will be
discussed with students and noted accordingly. In an effort to maximize classroom discussion
and participation, textbook readings and additional course materials are expected to have been
read prior to the class meeting date.
Course Grading Scale
A
B
90-100%
80-89%
C
D
70-79%
60-69%
F
I
59% and lower
Incomplete
Course Requirements (5)
Assignment
Journal Article Summary and Presentation
Possible Points
100
Percentage
10%
Class Discussion and Participation
Research Paper and Presentation
150
250
15%
25%
Midterm Exam
250
25%
Final Exam
250
25%
Journal Article Summary (10%)
Each graduate student will select a journal article from a peer-reviewed, academic journal on the
topic of administrative/educational leadership and write an evaluative, 5-7 page paper, in APA
format, on the topic and how it relates to his or her personal theory of leadership. A short, oral
presentation of the paper will be presented to the class on the due date. The journal article must
be pre-approved by the instructor.
Students will present the findings of their journal and its pertinence to the topic of
Educational/Administrative Leadership in 10-15 minute presentation.
Research Paper and Presentation (25%)
An integral component of graduate work is research. Research at the graduate level necessitates
critical analysis of peer-reviewed journals articles; secondary sources (i.e. newspaper articles,
non-peer reviewed journals, etc.) are considered unsuitable for graduate research.
In this research paper, students will choose a topic that relates to one of the leadership styles
discussed in the course textbook. As we progress through the text, a specific leadership style will
appeal to your innate style of leadership. Research this style and discuss why it speaks to you
(Past experience in a leadership/administrative situation? Leadership models in your life?
Leaders in your family? Congruency with your personality type? Theoretical premise? Proven
2014 Summer Term – Dr. Kim Kelly
Course Syllabus EDUC 5353, p. 5
effectiveness? Personal experience(s)?). What does your research state about the effectiveness of
this approach in your leadership setting or potential setting? What are the strengths and
weaknesses of this leadership style? How can a leader compensate for its weaknesses? This
research will serve as a foundation for your leadership portfolio, which you will be developing
during your tenure in the Instructional Leadership graduate program.
Exams (2): Midterm (25%) and Final (25%)
Two examinations will be given during this course, a midterm and a final. Due to the compact
nature of this course, it is vital that students stay current on the assigned readings. The exams
will be comprised of essay questions. Exam responses are expected to contain thorough
references to the course readings and discussions.
Class Discussion and Participation (15%)
Graduate students in the Education Leadership Program are expected to participate fully in the
class discussions. Each of us bring a unique perspective and life experience from which we can
all glean significant information and expand our repertoire of educational leadership; therefore,
class participation is critical. Class participation includes coming to class prepared by having
read the required materials and ready to discuss them. Grading in this category includes both
coming to class and handing in required assignments on time.
Assignment Format
All course assignments must be submitted in class as a hard copy. The required format for
assignments follows APA format for font, spacing, and page set up.
2014 Summer Term – Dr. Kim Kelly