Advocate Leadership Seminar- HC 294
Instructor:
Juana Alcala, M.Ed.
243-2049
jalcala@mso.umt.edu
Class Facilitators: Julie Cahill, M.Ed.; Karissa Drye, M.Ed.; Emily
Ferguson Steger, M.Ed.; Jed K. Liston, M.Ed.; Kevin Molm
Advocate Student Coordinators: Ashley Ferro and Kristy Ernst
Office Hours: 8:00 a.m. – 5:00 p.m., Monday-Friday, Lommasson 101
Course Location and Meeting Time
Gallagher Business Building L13 - Every Monday 4:10 p.m. - 6:00 p.m.
Learning Community
As a member of the University's Advocates and this class, you are expected to
cultivate a learning community where all members can learn from each other. By
definition, a learning community embraces diversity and encourages personal
responsibility. This mutual respect is essential for a supportive learning environment
that enhances each student's self-esteem and fosters risk-tasking, creative conflict and
above all excellence in student leadership. This class will not be instructor
dominated, rather you will hear from various campus experts whose experience and
knowledge collectively will enhance our learning and your role as UM Advocates.
Course Learning Outcomes
This course combines the knowledge, skills, and engagement that provide context for
lifetime citizenship. You will receive the necessary skills to fulfill the role and
responsibilities of being a UM Advocate and member of the UM community.
Through this course, the Advocates develop their leadership skills as well as their
ability to relate positively to a variety of audiences. The University Foundation,
Alumni Association, President’s Office and Enrollment Services utilize advocates to
accomplish their goals and objectives. They function as volunteer student
representatives of the University. The leadership and decision making skills required
for this type of service will be delivered in this course. The Davidson Honors College
interweaves a combination of academics, leadership and civic engagement to enhance
student learning. In addition, you will also gain valuable communication skills, and
knowledge that you will use beyond your Advocate experience. Here is an example
of specific learning outcomes:
 Obtain knowledge of different leadership practices
 Reflect on personal leadership style and how it will enhance your future
endeavors.
 Students will apply contemporary leadership models and theories to better
understand themselves, and to interact effectively with diverse others in
teams and communities.
 Develop an ability to assess, articulate and develop your leadership skills
through self-reflection and personal decision making;
 Enhance your communication skills and establish mutually beneficial
relationships with other Advocates, University staff and administrators;
 Develop a comprehensive knowledge base on the University and apply that
information to prospective students and their families;
 Pursue civic engagement through the understanding of one's own identity and
culture by modeling and discussing values.
 Identify important challenges and ethical solutions to issues surrounding
students at The University of Montana;
 Learn the history and structure of The University of Montana;
 The history, structure, and expectations of the UM Advocates;
 Learn to represent yourself and UM professionally, positively, and honestly,
while maintaining who you are;
 Learn University's centers of academic excellence and geography, trivia, and
tour skills;
 Understand identity and culture, and seek involvement with people different
from oneself. Explore the interconnectedness of societies worldwide.
 Gain greater diversity awareness, acceptance and respect;
 Learn group management and facilitation skills.
Attendance
Attendance is mandatory. In order to be excused from a class, prior arrangements
must be made with instructor. Any unexcused absence will result in one
letter grade reduction.
Accommodations
Students with disabilities may request reasonable modifications by contacting
instructor. The University of Montana assures equal access to instruction through
collaboration between students with disabilities, instructors, and Disability Services
for Students (DSS). “Reasonable” means the University permits no fundamental
alterations of academic standards or retroactive modifications. For more
information, please consult http://www.umt.edu/disability.
Grading/Evaluation
This class is taken for traditional letter grade only. Grades are based on class
assignments and class participation. Please keep in mind that this is a 200-level
Honors College course.
Tours (made up of 2 elements)
20%
- One on One Paper
10%
- First Tour Evaluation
10%
Quizzes/Assignments:
20%
Reflective Leadership Paper:
20%
Attendance/Class Participation*
20%
YouTube Video/Group Team Building: 20%
*Please note that participation is expected in class discussions and activities and may
impact your final grade.
Assignment
Campus Tour Paper
Campus Tour Evaluation
Quizzes Assignments (2 total, 10 points each)
Reflective Leadership Paper
Attendance/Class Participation
YouTube Video/Group Team Building
Total
Point My Grades
Value
10
10
20
20
20
20
100
Course Materials
 The Student Leadership Challenge, by James M. Kouzes and Barry Z. Posner.
This is required reading for this course. This book is being provided to you in
class, you are also expected to return the book at the end of the semester.
 The University of Montana: A Pictorial History, by Stan Cohen and Don Miller,
was given to you at your induction ceremony. This is also required reading
for this course.
 All other required materials will be made available during class. Each student
is required to bring a notebook and a personal calendar/date book to every
class.
Class Etiquette
Since this class teaches professional behavior, it is expected that certain professional
practices will be observed:
1. We will treat each other in a civil manner. We will practice respect for
different points of view and all opinions will be heard and valued.
2. We will give our undivided attention to all speakers and participate
actively in their discussion.
3. We will observe an arranged seating chart.
4. As a member of this class, we are representatives of the Advocate
organization and The University of Montana. Please dress appropriately
during class and use good judgment. Please no offensive sayings on
clothing, no ripped/torn or ‘over-exposed’ clothing. And please, no
attire with the names of other colleges or universities.
Assignments/Action Research and Assessment
Email all assignments to Juana at jalcala@mso.umt.edu
1. Campus Visit and Tour Training Assignments
 Virtual Tour- Group Assignment – Due –Presentation and Final
Project April 30
◦ Assignment: You will be assigned two campus topic areas and asked to
create a YouTube video for your friends.
◦ In addition to enhancing our YouTube channel, this video will also be
beneficial in helping you gather stories about campus programs or
events to share on your tours.
◦ Be creative and explore parts of campus you have never experienced.
◦ Your video should be moxie, and include interviews with individuals
who can share any experiences that they have about the area and that
would be interesting to tell prospectus students and their families.
◦ You will share your videos with the class on April 30.
 One-on-One Tour with Current Advocate – Due February 27
◦ Assignment: Take a tour with a current Advocate.
◦ Unlike a piggyback tour, you will be alone with the Advocate and can
get instant feedback about stories and facts to share on a real tour.
◦ Up to 5 new Advocates can do this assignment as a group with 1
current Advocate.
◦ You will be required to schedule this tour with an Advocate
(Suggestion: talk to your AdvoBuddy)
◦ The tour should take no less than 45 minutes, but no more than 1 hour
15 minutes.
◦ You will submit a 1 or 2 page essay addressing the following:
 Describe one story that you learned and will share on your
tours.
 What tip or tips did you learn for giving tours?
 How has this assignment prepared you for giving tours?
 How has this experience made me more confident and
comfortable as an Advocate and student leader with giving
tours?
 Piggyback Tour Completion, Due March 16
◦ Assignment: Take a real campus tour, with real visitors, led by a
current Advocate.
◦ This assignment is designed so that you can experience an actual tour
to increase your comfort and confidence with giving a tour on your
own.
◦ You will be required to find a tour that you can attend. You CAN
piggyback a special tour as well.
◦ To pick a tour that has visitors registered please contact Kevin Molm
or the coordinators.
◦ If there are no visitors for your scheduled tour, you will need to find
another tour to piggyback.
◦ No more than 3 new Advocates per tour.
◦ Suggested topics for reflection:
 What did I learn on my piggyback that I will incorporate on my
tours?
 How has this experience made me more confident and
comfortable with giving tours?
 Tour Council Tour – Due March 16
◦ Assignment: Give a tour to the Tour Council.
◦ This is a LEARNING exercise designed to provide you with feedback
about your tour style, namely the route, stories, facts and how you
present yourself.
◦ You will sign up for one of the Tour Council times available on the
first day of class. If things change, contact Karissa Drye directly.
◦ Report to Enrollment Services, EL 101, to give your tour before the
Tour Council.
◦ At various points on the tour, the Council will “break character” and
provide you with feedback.
◦ The Council will collectively decide whether you are ready to give
tours or if more training is needed; you must receive the Council’s
approval before you can give tours. You will also be graded on your
performance in the following areas:
◦ What we are looking for:
 Your route is comprehensive and inclusive of the primary
highlights on campus.
 The ability to answer a variety of questions from your visitors
with accuracy and ease.
 Your reaction to potentially awkward situations and questions.
 Comprehensive knowledge of University facilities, programs,
and services.
 Ability to apply lessons from other assignments, Advocate class,
and your personal experiences.
 Positive and polished introduction
 A good level of enthusiasm.
 Your personality and style is appropriately reflected in your
tour.
 Appropriate attire
 Moxie
2. Quizzes/Assignments
These assignments are designed to gauge your understanding of class reading and
lectures, as well as UM information that is relevant to your responsibilities as an
Advocate. It is recommended that you become a student of the University: read the
Kaimin, scour the bulletin boards and devour the homepage. It’s important to get
into good habits to maximize your ability to help new students.
 Quiz/Assignment 1 (10 pts): In-Class Quiz, due Monday, March 18
o You will be quizzed on the content of the first lecture, panel and
required readings. This may include information about the five
practices of exemplary leadership, UM and Montana University System
structure, the history of the Advocates, and the recruitment and
enrollment process.
o Proper sentence structure and grammar is expected.
 Quiz/Assignment 2 (10 pts): Diversity Project, due Friday, April 12
o You are required to research and attend a pre-approved activity on
“diversity” and complete a 1-page written assignment in relation to
your selected activity and experience. This assignment is designed to
help you explore an area of diversity on our campus that you are
unfamiliar with and expand your experiences.
o Proper sentence structure and grammar is expected.
3. Assignment: Reflective Leadership Paper - Due Date April 29
In class and in your course reading, you've had the opportunity to explore a variety of
leadership practices. By now, it should be clear that leadership is an evolution and
not necessarily a destination. The process of leadership is applicable in every setting,
whether you're leading a campus tour, or facilitating an orientation small group and
in your professional and personal life beyond university. After reviewing your own
experiences as well as the experiences of others write a reflection paper on what you
think it takes for a student to be a leader on campus? You will be asked to submit
your paper at the end of the semester.
4. Evaluation: Mock Moxie Moments - March 11 & April 22
Class on these two days will be taking place in the Enrollment Services office suite, in
EL 101. During Mock Moxie Moments you will be asked to role-play in a variety of
situations, and apply what you've learned about the various campus academic and
student support service in settings such as a College Fair, Orientation Check-in, UM
Days Student Panel, and a Foundation Reception. The purpose of this exercise will
be to demonstrate your Moxie: the ability to respond to a situation in an appropriate and
professional manner. The ability to know the right thing to do at the right time.