Embracing a Complex Future: Leadership Skills for the 21 st Century
Coordinated Studies
NSCC, Winter 2011
FACULTY:
Margot Boyer, English
Jane Lister-Reis, Communication
Office Phone E-Mail
IB 2310C
3329A
528-4550 mboyer@sccd.ctc.edu
526-0172 jreis@sccd.ctc.edu
Web Site: http://webshare.northseattle.edu/Leadership2011
Class Hours: Monday and Wednesday, 5:30-9:30 pm, CC 2153
Office Hours: By appointment Mondays or Wednesdays (before class)
PROGRAM THEME: This 10-credit Coordinated Studies course, combining credit in
Communication, Composition, and Literature, focuses on leadership models and the skills that
21 st
century leaders will need. Many models of leadership in the United States have followed the
European tradition of top-down leadership by a uniquely privileged and special individual, usually someone who holds advantaged social memberships (such as gender, ethnicity, and social class). This type of leadership has often been seen as inevitable – an efficient structure that can plan for the future and manage and direct the labor of workers. This kind of leadership brings with it assumptions about the nature and purpose of human beings that are embodied in schools, corporations, governments, and other institutions of society.
As 2001 begins, facing economic stress, environmental challenges, and massive global changes, we see a need to re-imagine our idea of what leadership is and who “leaders” are. We need leaders who can bring significant change to our social, political, and economic systems. We seek alternative ideas of what leadership is, what skills are needed for leadership, and who can be leaders in the world today. We aim to explore new ways of understanding leadership, and to empower each one of us to bring our own insights and talents to the critical problems we face.
As we’ve looked for these models in texts and films, we found that new models of leadership are elusive. They are emergent, still coming into being. No single book or film or person can completely define what the leaders of the future will be like. In this learning community, we will continue this search together.
Who are the leaders of the coming decades? Every one of us.
CENTRAL GUIDING QUESTIONS. We’ll use these questions to help frame our work together:
1.
What is traditional authoritarian leadership, and what is an adaptive partnership leadership model? How do they differ?
2.
What new leadership skills are needed to navigate the complexity of a century that promises radical change?
3.
How does the ability to read, write and communicate clearly enable us to internalize a
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sense of leadership and authority?
4.
What collective models of leadership can free up our individual voices and encourage people who have felt marginalized to come into the dialogue?
5.
How can we use conflict as an opportunity for transformation?
PROGRAM FORMAT: In a coordinated studies program, we emphasize a sense of community where students and faculty learn together. Students are encouraged to cooperate with each other and be responsible for their own and others' learning. You will learn how to read, write about, and discuss important works which help define old and new models of leadership.
In seminars we’ll discuss texts, ask questions, identify central themes, and relate these works to the world we live in. We’ll work in small groups to talk through knotty issues, practice communication skills, and strengthen writing and critical thinking. We will work as individuals to read, write, and think, and as a community to share the fruits of our work together. The faculty team will provide lectures and learning strategies, facilitate the development of your academic skills, and participate as co-learners to help create a democratic and productive learning community.
REQUIRED READINGS. Books are available at the North Bookstore. Some can also be obtained online, or from local bookstores such as Elliot Bay Books. We encourage you to explore options for buying your books.

Dialogue: The Art of Thinking Together.
William Isaacs. 0385479999.

*The Prince. Machiavelli, Transltr Tim Parks. 2009. Penguin Classics. 0143105868.

*Julius Caesar. Shakespeare, Eds. Mowat & Werstine. Folger Shakespeare Lib. 0743484932.

Leadership Can Be Taught.
Sharon Daloz Parks. 978-1-59139-309-2.

An Ordinary Man: An Autobiography . Paul Rusesabagina. 0143038605

The Power of Collective Wisdom and the Trap of Collective Folly.
Briskin, Erickson, Ott, and
Callanan. 978-1-57675-445-0.

Always Coming Home. Ursula K. LeGuin. University of California, 0520227352.

Daughters of Copper Woman . Anne Cameron, Anne. 155017245X

Easy Writer with 2009 MLA Update: A Pocket Reference, Third Edition. Recommended.

Course Reader – From Prestige Copy & Print, 11023 8 th
Ave. NE. (Off Northgate Way, just past the Chase Bank and behind the Starbucks. Enter from Northgate way at the Starbucks and go to the back parking lot. Call 365-5770 to be sure a copy is ready for you.) An announcement will be made in class when the course reader is ready to pick up.
*While there are many editions available of these texts, it’s critical that you get this particular edition for our work together. Check the ISBN.
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PROGRAM OBJECTIVES
NSCC has identified Essential Learning Outcomes that underlie specific class objectives.
Completion of this Integrated Studies course can help you achieve these learning outcomes:

Think critically and solve problems

Communicate and express yourself

Collaborate with others and work effectively in groups

Engage in civic life (take local, global, and environmental responsibility)

Develop intercultural knowledge and competence

Strengthen personal integrity and ethical behavior

Engage in lifelong learning

Synthesize and apply knowledge, skills, and responsibility in a variety of settings.
GENERAL REQUIREMENTS AND EVALUATION:
A. Book seminars (assessment of critical thinking, writing and communication skills)
Participation in book seminars is central to this program. You’ll learn and practice the necessary skills and be expected to demonstrate development in this area. Seminar preparation will require a written response to readings; specific directions will be provided for each one. Your seminar papers will be turned in and evaluated as part of your grade. Because seminar papers are intended for preparation and participation in seminar, hard copies must be submitted on time.
B. Essays (assessment of critical thinking and writing skills)
In addition to the seminar papers, you’ll write two or three more formal essays, with help and feedback from peers and faculty, in a process that includes multiple drafts. Full participation in the process of writing and group editing is key to developing your own writing skills and helping co-learners with theirs. All rough and revised drafts must be ready at the beginning of the class period when they are due. We’ll provide detailed assignments and clear expectations. Essays will be graded. Late essays will be marked down .5 for each class day and not accepted after one week past the due date.
C. Communication Cultural Interviews
You will write two cultural interviews about a communication experience. You will use these interviews as a way of 1) reflecting on and analyzing yourself as a communicator and 2) applying the new knowledge learned about communication to increase your personal awareness and skill level as a multicultural communicator.
D. Online component
Our class has an electronic site (blog) where we can share online discussion. You will be expected to check the online site several times a week for information and to participate in interclass dialogue. Questions and brief assignments will be assigned for answering on the blog site. The online site will allow us to stay in touch and continue our conversation between classes.
It will also be the place to share critical and timely information.
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E. Final project.
A final project incorporating both research and writing will be assigned as a way of synthesizing your work and demonstrating your learning. We’ll be developing this assignment in response to our work together. Detailed directions will be provided.
F. Attendance, Participation, and Self-Evaluations
Participation in this program is a commitment to the success of our learning community. Your contributions are unique, significant, and irreplaceable. We’ll ask you to complete a selfevaluation of your learning at mid-quarter and at quarter’s end. These help us evaluate your learning and determine your participation grade.
You are expected to attend all classes. If you can’t come (due to genuine illness or emergency), take responsibility for informing the faculty ahead of time, checking the schedule, and making up missed work. There is no substitute for being here.
As a participant in a Learning Community, we expect you to:

Attend each class session from beginning to end.

Be on time – lateness is disruptive and disrespectful. (But don’t miss a class because you are late – come in as quietly as you can).

Turn assignments in on the DUE date.

If you miss class, get in touch with one of us. E-mail usually works best. Take responsibility for obtaining copies of notes, handouts, assignments, and other material you have missed.

Talk with your instructors if you miss more than two classes and let us know about any problems so these can be resolved.

Turn off your cell phones and other electronics, put them away, and leave them off for the whole class. If you need to make calls, wait for a break. No electronic gizmos should be used during class. This includes laptop computers, unless you have documented special accommodations or permission for specific learning tasks.

Refrain from using artificial fragrances such as perfume and cologne; sensitivity to chemicals can make some people quite ill. A fragrance-free environment is part of the North Seattle
Community College Code.

Speaking and listening respectfully helps create an environment where we can all be comfortable and do our best work. We will talk more about how to achieve this goal.

Become comfortable with ambiguity and complexity as you study course content and practice course skills.

Take responsibility for your own progress. Ask questions as they arise and seek help when the work feels too challenging or confusing.

Devote two hours of study outside of class, per week, for every credit hour earned. For this
10-credit class, plan to spend a minimum of 20 hours outside of class on reading, writing, interpersonal communication, and participating in study and project groups.
Faculty Commitment:
We want to help each of you to succeed. We are available to meet to discuss any issues or
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problems that come up, before they overwhelm you – or us. We can usually help you work out a solution and help identify resources in the college to support you. Your instructors are open to suggestions. We’ll be asking for your feedback throughout the quarter.
EVALUATION: You will receive the same grade for all 10 credits based on:
Seminars
Essays
Communication Cultural Interviews
Online Component
Final project/final essay
Self Evaluations and participation
20
25
20
10
15
10
Total 100%
Completion of all major assignments is required to pass.
CREDITS:
You must be registered for two of the following 5 credit courses for a total of 10 credits:
1210 ENGL&101.C3 English Composition (by permission) (5 credits)
1212 ENGL&102.C3 Advanced Composition
1216 ENGL&111.C3 Introduction to Literature
1104 CMST&230.C3 Small Group Communication
(5 credits)
(5 credits)
(5 credits)
(5 credits) 1502 HUM 105.C3 Intercultural Communication
Optional: you may also enroll in:
1580 SLN101.C3 Service Learning and Leadership (2 credits)
NUTS & BOLTS
Organizing Material
Use a 3-ring binder with loose leaf paper and divider tabs, or an accordion folder with dividers or folders, to organize course material. Have a place for in-class writing, prewriting and drafts, essays, seminar papers, interviews, class handouts, etc. Keep every handout and every piece of work you do until the class is over.
Standard Format for Assignments

All homework must be computer printed or typed; hand-written work is not acceptable.

Put your name, class name, assignment name, and date at the top left of the page.

Use 1-inch margins, double line spacing, 12-point font size, and a standard serif font like
Times or Times New Roman. (Not a sans-serif font like Aerial.)

Use a 1/2-inch indent at the beginning of new paragraphs: no extra line space between paragraphs.

Staple your paper in the upper left hand corner.

For essays, note whether the paper is a Rough, Revised, or Final draft.

Final essays and accompanying drafts must be placed inside a 2-pocket folder, with your name on the outside, before handing in. No folder for seminar papers or other brief homework.
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Academic Honesty
To take the words or ideas of someone else and present them as your own is plagiarism and is unacceptable in any college class. Examples of plagiarism include the following:

Incorporating into your own writing, without proper acknowledgement, words, sentences, or paragraphs from another written source,

Paraphrasing so closely or so extensively from a source that the sentences and ideas really belong to the original writer,

Submitting as your own whole essays written by someone else,

Receiving so much help from another person that the work is not honestly your own.
The Student Code of Conduct states that “academic dishonesty, to include cheating, plagiarism, or knowingly furnishing false information to the college,” may bring disciplinary action. A teacher who believes plagiarism has taken place may require that a piece of writing be revised to eliminate the plagiarism, or deny credit for a piece of writing that is not original. In addition, a formal report may be filed with the college. Students who repeatedly commit plagiarism are subject to penalties that may include expulsion.
Committing plagiarism does tremendous harm to your education. If you are having trouble with an assignment, please talk to your teachers so we can find a solution. If a friend in any class asks you for help that you feel could be plagiarism, do yourself and your friend a favor and say no.
Study Groups
Former students (national research) report that when they study together in small informal groups, they are much more successful.
CAMPUS SERVICES :
Become familiar with the campus services that will help you succeed. In addition to those described below, you may want to get in touch with the Counseling Center, the Women’s Center,
Multicultural Student Services, the Advising Center, and Student Clubs.
Disability Student Services: (http://www.northseattle.edu/services/edaccess.htm)
Students with disabilities and/or needing accommodations such as accommodated testing, interpreting, note taking, taped textbooks, assistive technology, accessibility arrangements, tutors, etc. must contact Disability Services at 527-3697, (Room CC 2346A). The staff can assist students with both physical and learning/academic disabilities. If you feel you may have a learning disability, please speak with someone in Disability Services as soon as possible to identify solutions that can help you succeed. All services are strictly confidential.
Accommodation for disabilities is a civil right under U.S. Federal law. Students are responsible for contacting Disability Services and requesting accommodation.
Veteran’s Office: CC2261 (http://www.northseattle.edu/services/veteran.htm)
The Office of Veteran's Affairs serves veterans, reservists, active duty personnel and eligible family members who receive Veteran's Administration education benefits. It also verifies the
State of Washington tuition reduction for eligible veterans.
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The Loft Language Lab and Writing Center: (http://www.northseattle.edu/services/loft/)
The Loft is the campus language lab/writing center, located on the top floor of the library. The
Loft provides free tutoring and computer learning programs. Tutoring sessions can help with reading, writing, grammar, listening and speaking. The Loft web site has lots of helpful information, and Loft tutors can provide on-line help with your work! The Loft is one of the best things about this college: please use it.
Computer Labs & Storage: (http://www.northseattle.edu/services/complab.htm)
Open computer labs are located in the Instructional Building (IB) room 3303 (both PCs and
Macs) and on the first floor of the library. The computer labs have a variety of software and are open for walk-in use. Check the hours of operation on the web site or by reading the signs on the doors outside the labs. Staff and librarians will be happy to assist you. Network storage on the college computers is available to all NSCC students. For more information on using and accessing this storage, ask the staff in the computer labs.
Security Services: (http://www.northseattle.edu/services/security.htm)
The Security Office (206-527-3636) is open from early morning until late at night. Security officers can help with parking problems, car emergencies, lost and found, or any safety and security concerns. If you need help on campus at any time, contact the security office.
Unusual Events: Earthquakes, Fire Alarms, Snow
In the event of an earthquake while you are on campus, get under a desk, table, or doorway until the movement stops. Do not run out of the building during an earthquake. Once the movement stops, evacuate calmly, following the evacuation route mapped in the classroom. In the event of a fire bell, leave the classroom immediately, following the evacuation route mapped in the classroom.
In case of snow, call the college main number (206-527-3600) to see if classes have been cancelled, or check the main web site at ( www.northseattle.edu
). Also check our class web site for changes, alternate activities, and assignments.
To come to class, or not to come?
We want you in class. Nobody can replace you! Even if you’re having a rough day, feeling down, or tired – please come. We’ll try to make our classroom a comfortable place to be.
If you’re ill, though, please stay home in bed. Especially if you have flu symptoms, your own well-being and everyone else’s will be best served by you staying at home and taking care of yourself. Send us an e-mail. We look forward to seeing you 24 hours after your fever comes down.
IN CONCLUSION
Coordinated studies classes are exciting, demanding, and surprising, for both students and faculty. As much as your teachers have planned for this course, we know that our learning community as a whole will determine much of what happens in our time together. We look
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forward to working with you.
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APPENDIX: GRADES AND ALL THAT
Withdrawal, No Credit, or Incomplete Grades
If find you can’t complete the class, it’s your job to formally withdraw from the class. Don’t just disappear; make sure you withdraw if you can’t finish a class for any reason.

If you want an NC (no credit) grade, you must request it before the quarter ends. Ask an academic advisor for guidance if you anticipate a failing grade – an NC can sometimes provide an alternative.

An I (incomplete) grade will be given only in extraordinary circumstances.
SCCD Grading System
The Seattle Community College District uses a numerical grading system. Numerical grades may be considered equivalent to letter grades and percentage grades as follows:
Student Performance Percentage of Letter Grade Equivalent
Points Earned Equivalent
Numerical Grade
Excellent
High
Average
Minimum
Above 94%
90-93%
87-89%
84-86%
80-83%
77-79%
74-76%
70-73%
67-69%
64-66%
62-63%
A
A-
B+
B
B-
C+
C
C-
D+
D
D-
3.9 – 4.0
3.5 - 3.8
3.2 - 3.4
2.9 - 3.1
2.5 - 2.8
2.2 – 2.4
1.9 – 2.1
1.5 – 1.8
1.2 – 1.4
0.9 – 1.1
0.8 – 0.7
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