EDLC 700 Lincoln as a Leader, Spring 2016
Course Section:
Meeting Time and Place:
Course Credit Hours:
Not Applicable
4:30 – 5:30, Cedar Bluff Campus, Room 188
Non-Credit Course
Faculty Contact Information: Professor Charles M. Hubbard; Office Phone: 423.869.
6354; Email: charles.hubbard@lmunet.edu
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Course Description: This seminar emphasizes the leadership qualities and characteristics of
Abraham Lincoln. The course will consist of a series of lectures followed by class discussion and
exercises. Students will explore the leadership of Lincoln as both a professional and presidential
leader. The emphasis is on identifying the monumental problems that confronted Lincoln as a
young man, a successful attorney, practical politician and as president during the Civil War. The
constitutional and military crisis of 1860 – 1865 was unprecedented and demanded an
extraordinary leader. Students will benefit from reading some of Lincoln's writings and speeches
that will enable them to humanize the iconic Lincoln. Every effort is made to separate the myth
associated with the 16th president from the historical Lincoln. Students are encouraged to analyze
and critique what their responses might have been to many of the issues that confronted Lincoln.
As president Lincoln presided over a massive bureaucratic organization that involved complex
political maneuvering and leadership. Lincoln was successful in converting many of his
adversaries into advocates through his transformational leadership. A thoughtful examination of
these relationships will identify transferable techniques and qualities that are effective and relevant
in contemporary society.
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Course Objectives:
To prepare executive leaders who:
• understand Abraham Lincoln as a practical, ethical and principled leader.
• understand and develop a leadership philosophy that influences their actions. Have
formulated a personal leadership philosophy that guides their actions
• understand and appreciate the responsibilities of leadership.
• can analyze and evaluate the Lincoln connections to leadership theory
Standards
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refine their personal vision and mission awareness. Executive leaders can identify with
Abraham Lincoln as a role model to develop organizational and interpersonal skills.
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Texts/Materials for the Course:
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Phillips, Donald T. (1993) Lincoln on Leadership: Executive Strategies for ToughTimes.
New York, NY. Hachette Book Group.
Gienapp,William E.(2002) Abraham Lincoln and Civil War America, New York, New
York , Oxford University press.
A reading list will be provided by the instructor on request for those students interested in
exploring specific situations and circumstances associated with Lincoln's life and
presidency
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Course Requirements, Assessment (Learning Outcomes) and Evaluation
Methods:
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Lincoln Case Studies- In Class Activity
Student Participation
Reflection Paper (750 words) submit via email to instructor in Word format so the
instructor can review and provide a constructive critique
Methods of Instruction:
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Lecture and group discussion
Case Studies
Get acquainted with Abraham Lincoln
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Clinical Experiences: In courses with Clinical Experiences, candidates will receive regular
coaching and feedback from mentors. The coaching process must be documented, for example,
through an Activity/Time Log or Formal Evaluations. (Not applicable to this course.)
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Information Literacy/Technological Resources:
Technology
Incoming students must be computer literate, able to use software for e-mail, word
processing, web browsing, and information retrieval. Students must have access to the
Internet for communicating with instructors and accessing learning resources. Computer
access must be available on a personal computer.
Turn-it-in
Portions of written materials may be required to be submitted to Turn-It-In, the computer
program designed for checking literature duplication. Submitting additional course work to
Turn-It-In is at the instructor’s discretion. Instructions will be available early in the semester
on the Graduate Education Office webpage.
LiveText
Each student will be required to establish an account with the LiveText program by the
second class session. LiveText is a web-based application offering a comprehensive suite of
development, management, and assessment tools. This suite of tools provides colleges and
universities with the capability to assess student work online using assessment instruments
that have been developed and implemented by the individual college faculty and/or
departments. Specific instructions were distributed on a separate handout at your orientation.
LiveText may be purchased online at https://c1.livetext.com or through the LMU Bookstore.
LiveText Help is available on the Graduate Office web page.
Library Resources
The Carnegie-Vincent Library provides access to many outstanding resources for students in
Teacher Education field, including tutorials, databases, and experienced reference librarians.
Visit the library’s website (library.lmunet.edu) for full details. There are many professional
databases including: ERIC, the Educational Resource Information Center, the premier
database for education related journal articles and documents containing over one million
citations and links to more than 100,000 documents in full-text; ProQuest Education
Journals database which contains access to 760 leading journals of which over 600 are in
full-text; ProQuest Dissertation & Theses Full Text: The Humanities and Social Sciences
Collection: A comprehensive collection of scholarly research in the Humanities and Social
Sciences, this database covers more than 1 million dissertations and theses; Mental
Measurements Yearbook which contains descriptive information & critical reviews of
commercially-available standardized English-language educational, personality, aptitude,
neuropsychological, achievement & intelligence tests. Additionally, the library provides
access to over 100 other databases and can obtain books and articles from libraries worldwide
through Interlibrary Loan.
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University Policies:
Students With Disabilities Policy: As a rule, all students must read and comply with
standards of the LMU Student Handbook and LMU catalogue. Any student seeking assistance in
accordance with the Americans Disabilities Act (1990 as amended) should contact the ADA
Coordinator, Dan Graves, with regard to required documentation and in order to make appropriate
arrangements. Contact information: dan.graves@lmunet.edu and/or 423.869.6267 (800-325-0900
ext. 6267).
Counseling: LMU counselors are available to help current students with personal, career
and academic concerns that affect academic success and quality of life. The Director of
Counseling, Jason Kishpaugh, can be contacted at jason.kishpaugh@lmunet.edu and/or
423.869.6401 (800-325-0900 ext. 6401).
Discrimination, Scholastic Dishonesty, Cheating, and Plagiarism Policies can be
found in the student handbook: LMU’s website:
http://www.lmunet.edu/campuslife/handbooks.shtml.
Course Evaluations: In addition to meeting degree requirements specified in the
graduate and undergraduate catalogs, all students are required to complete Universityadministered course evaluations.
Outcomes Assessment Testing: Degree requirements include participating in all
outcomes assessment testing (e.g., general education assessment, major field tests, etc.) and
activities when requested. Students may be required to complete one or more questionnaires and to
take one or more standardized tests to determine general educational achievement as a prerequisite
to graduation (see appropriate catalog for additional information).
All Associate of Science – Nursing; Associate of Science – Veterinary Health Science;
and Associate of Science – Veterinary Medical Technology students must take the General
Education Proficiency Profile examination.
LMU’s Inclement Weather Policy can be found at the following link to LMU’s
website: http://www.lmunet.edu/curstudents/weather.shtml. Students should check their LMU
email during delays/closures to receive information from individual faculty regarding potential
assignments and/or other course information.
Unit Commitment to Diversity – The School of Education recognizes differences
among groups of people and individuals based on ethnicity, race, socioeconomic status, gender,
exceptionalities, language, religion, sexual orientation, and geographical area. The unit designs,
implements, and evaluates curriculum and provides experiences for candidates to acquire and
demonstrate the knowledge, skills, and professional dispositions necessary to help all students
learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to
diversity. Experiences provided for candidates include working with diverse populations,
including higher education and K-12 school faculty, candidates, and students in K-12 schools.
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Mission Statements:
Lincoln Memorial University Mission Statement can be found at the following link to
LMU’s website: http://www.lmunet.edu/about/mission.shtml.
Department Mission Statement:
The School of Education is dedicated to preparing professional educators of distinction who
embody the three core ideas of Lincoln Memorial University. We accomplish our mission through
instilling the core ideals of Values, Education and Service in candidates who:
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demonstrate the disposition of the education profession – Values
articulate and live the knowledge base and understands of moral, social, and political
dimensions which will impact individual students, schools, districts, and
communities for the enrichment of society – Values
demonstrate the teaching skills and learning strategies acquired through rigorous
academic studies and active engagement in real life classroom experiences while
involved in field and internship placements in partner P-12 schools – Education
promote lifelong learning through continued professional development and
scholarship – Education
assist in meeting the educational needs of an ever-increasing global society,
especially the underserved – Service
articulate an understanding that all students can learn as well as demonstrate the
disposition to serve and teach diverse student populations – Service
Program Mission Statement
• Research - To provide a program that attracts high quality candidates and faculty
and has achieved recognition and positioning amongst those institutions and
communities that others acknowledged as leaders in conducting basic and applied
research in education.
• Teaching / Leadership - To offer our students life-changing and meaningful
educational experiences that help them develop insights and skills and nourish their
passion for “doing education well” through effective instructional practices and a
well-articulated and aligned curriculum.
• Service, Dispositions, and Values - To provide a program in which its faculty and
candidates can engage in action research projects, consulting, and field experiences
targeted to serve local education agencies, communities, businesses, not-for-profit
centers, and other such entities.
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Honors Contract Addendum Information (if applicable):
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Course Outline/Assignment/units of Instruction or Clinic Schedule:
SESSION ONE: January
Topic: Why Study Lincoln
Assigned Readings: Phillips, Introduction and Part One
SESSION TWO: February
Topic: the Ethical Lincoln
Assigned Readings: Phillips, Part Two
SESSION THREE: March
Topic: Lincoln, A Pragmatic Politician
Assigned Readings: Phillips, Part Three
SESSION FOUR: April
Topic: Lincoln, The Transforming Leader
Assigned Readings: Phillips, Part Four and Epilogue
SESSION FIVE: May
Topic: Lincoln, the Compassionate or Ruthless Leader?
Assigned Readings: Phillips, Review
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[Each instructor may insert Miscellaneous course elements here, as desired –
numbered in sequence]: [OPTIONAL SECTION(s).]
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Important Dates in the Academic Calendar Fall/Spring 2016: [OPTIONAL
SECTION]
Last Day to Add Classes
Martin Luther King Day (no classes)
Convocation (9:30 a.m.)
Last Day to Drop Course without “WD”
Last Day to Drop Course without “F”
Spring Break/Easter Holiday (no classes)
Last Day of Classes
Final Exams
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Student Community Engagement: A cornerstone of the University’s mission is service to
humanity. As part of the University’s Student Service Initiative, students receiving any form of
institutional aid participate in at least 10 hours of service learning per semester. Students are
encouraged to network with one another in classroom settings and with instructors and advisors
for searching out and creating appropriate service learning projects related to their field of study.
For more information visit: http://www.lmunet.edu/campuslife/initiative/index.shtml or contact
the Associate Dean of Students.
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THE INSTRUCTOR RESERVES THE RIGHT TO REVISE, ALTER
AND/OR AMEND THIS SYLLABUS, AS NECESSARY. STUDENTS
WILL BE NOTIFIED IN WRITING AND/OR BY EMAIL OF ANY SUCH
REVISIONS, ALTERATIONS AND/OR AMENDMENTS. [OPTIONAL
SECTION/LANGUAGE.]