The Citadel School of Education Division of Counselor Education EDUC 330: Developing Leadership Skills Through Peer Counseling Spring 2016 Instructor: LtCol Graham Class Meetings: Tues & Thurs Office: Law Barracks Telephone: 843-953-5245 Class Hours: 0930 - 1045 Meeting Room: 303 Capers Hall Office Hours: Mon, Tues, Wed & Thurs 1400 – 1600 recommend making an appt. Email: grahamc2@citadel.edu Credit Hours: 3 Required Textbook: Newton, F. B., & Ender, S. C. (2010). Students helping students: A guide for peer educators on college campuses (2nd. Ed.). San Francisco, CA: John Wiley & Sons. Course Description: This course investigates the role, responsibilities, and personal commitments of Peer Counselor skills within the Corps of Cadets, the Active Duty, and Veteran undergraduate student body at The Citadel. It is important for students in leadership roles, and the others earning a minor in Leadership Studies to develop and reinforce the skills necessary to provide supportive services to their peers by exploring the impact of personal values, gender, and culture upon one’s leadership and facilitation abilities. The learning outcomes and quality of experience within this class rest on both the students and instructor coming to class prepared. Each must be willing to interact, engage in class discussion, and exchange ideas regarding leadership and facilitation. The class will be seminar-based, with much of the time spent discussing assigned readings and their relation to the development of individual leadership and facilitation philosophies. It is critical, therefore, that each member read the assigned material before class and be ready to engage in class discussion. Student Information: This elective course is included in the minor in Leadership Studies and is intended for those students who wish to supplement their study in a principle content area with a scholarly consideration of the subject of leadership. 1 CONCEPTUAL BASE: Developing Principled Educational Leaders The Citadel’s professional Education Unit prepares principled educational leaders to be knowledgeable, reflective, and ethical professionals. Candidates completing our programs are committed to ensuring that all students succeed in a learner-centered environment. The Citadel’s Professional Education Unit is committed to the simultaneous transformation of the preparation of educational leaders and of the place where they work. Specifically, The Citadel’s Professional Education Unit seeks to develop principled educational leaders who: Have mastered their subject matter and are skilled in using it to foster student learning; Know the self who educates (Parker J. Palmer) and integrates this selfknowledge with content knowledge, knowledge of students , and in the context of becoming professional change agents are committed to using this knowledge and skill to ensure that all students succeed in a learner-centered environment; and Exemplify the highest ethical standards by modeling respect for all human beings and valuing diversity as an essential component of an effective learner-centered environment. The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. Through our initial programs for teacher candidates for P-12 schools and our advanced programs for professional educators in P-12 schools, The Citadel’s Professional Education Unit transforms cadets and graduate students into principled educational leaders capable of committed to transforming our schools into learning communities where all children and youth succeed. The Citadel’s Professional Education Unit has identified 15 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical professionals: Knowledgeable Principled Educational Leaders… 1. Have mastered the subject matter of their field of professional study and practice; 2. Utilize the knowledge gained from developmental and learning theories to establish and implement; 3. Model instructional and leadership theories of best practice; 4. Integrate appropriate technology to enhance learning; and 5. Demonstrate a commitment to lifelong learning. 2 Reflective Principled Educational Leaders 6. Develop and describe their philosophy of education and reflect upon its impact in the teaching and learning environment; 7. Develop and manage meaningful educational experiences that address the needs of all learners with respect for their individual and cultural characteristics; 8. Construct, foster, and maintain a learner-centered environment in which all learners contribute and are actively engaged; 9. Apply their understanding of both context and research to plan, structure, facilitate, and monitor effective teaching and learning in the context of continual assessment; and 10. Reexamine their practice by reflectively and critically asking questions and seeking answers. Ethical Principled Educational Leaders… 11. Demonstrate commitment to a safe, supportive learning environment; 12. Embrace and adhere to appropriate professional codes of ethics; 13. Value diversity and exhibit a caring, fair, and respectful attitude and respect toward all cultures; and 14. Establish rapport with students, families, colleagues, and community; and 15. Meet obligations on time, dress professionally, and use language appropriately. DISABILITY DISCLOSURE: Students needing accommodations because of a disability must register with The Citadel Academic Support Center (ASC) located in Room 117 Thompson Hall. Appointments may be made via email at ascenter@citadel.edu or calling (843) 9531820. This office is responsible for reviewing documentation provided by students requesting academic accommodation and for accommodation in cooperation with students and instructors as needed and consistent with course requirements. Please see me privately, either after class or in my office, to let me know how I may best assist your special needs. RELATIONSHIP OF THIS COURSE TO THE CONCEPTUAL BASE: The course will provide students with the following CACREP Standards and The School of Education conceptual framework (CF): 1. develop an understanding of themselves and how they can impact the helping relationship (CF: 1-4,6-9,11,12-15; CACREP SC Standard: B1-2); 2. increase their understanding of and competence in using basic attending and listening skills (CF: 1,4,6,7-9,12-15); 3. understand and demonstrate the core conditions of empathy, unconditional positive regard and genuineness (CF: 1, 6-8, 10; CACREP Standard II, K: 5.b); 3 4. learn how to set goals with other students and develop strategies and interventions to meet these goals (CF: 1,2,6,8-15; CACREP SC Standard: B7, C1.d, C2.d-f); 5. develop confidence in one’s ability to utilize these basic attending skills (CF: 1-15) 6. understand how cultural factors impact interpersonal relationships and the counseling process (CF: 1,4,6,8-15; CACREP Standard II, K: 2.a, 2.e; CACREP SC Standard: A7-8); 7. examine legal and ethical considerations in the facets of the peer counseling process (CF: 1,8,12-15; CACREP Standard II, K: 1.h, 2.f, 5.g; CACREP SC Standard: A10). Learning and Developmental Objectives: Introduce students to the role of a Peer Counselor and the skills required to perform this role within their educational and residential environments. Emphasize the importance of peer relations inside and outside the classroom environment to support the academic and social development of other students. Review The Citadel’s rules and regulations, The Honor Manual of The Corps of Cadets, and other campus resources pertinent to student success both academically and socially. Create a learning environment in which interpersonal and intrapersonal skills are analyzed, discussed, and developed within a cadre of upper class cadets and others in leadership roles. Prepare upper class students to become Peer Counselors for first year cadets and other students, thus providing peer support and assistance as needed throughout the initial academic year at The Citadel. Student Learning Outcomes: At the conclusion of this course, students will demonstrate the ability to: Write a narrative explaining their personal leadership philosophy within the context of peer counseling and student development; Write and discuss their own personal Mission Statement regarding their role as a Peer Counselor and how they will implement it within a student-centered learning environment; 4 Establish peer-to-peer relationships among student participants within a studentcentered learning environment, as well as on the campus at large; Demonstrate effective and appropriate facilitation skills to be used during in-class role plays and out-of-class assignments; Describe in detail and discuss the various transitional issues faced by first year students. Identify and describe The Citadel academic and student support offices and recognize when to refer fellow students to these professional resources; Prepare a narrative explaining their Leadership Action Plan as it pertains to their interactions with first-year students in the role as a Peer Counselor; Practice effective oral and written communication both inside and outside the classroom environment; and Demonstrate competence and responsibility as individual paraprofessionals, in an in-class group environment, as well as a face-to-face interaction with fellow students on the campus at large, and as a Peer Counselor. Course Requirements: 1. Attendance, Participation & Professionalism: Students will come to class prepared to participate in class activities and will complete and turn in all written assignments in a timely manner. (CF: 1-8, 11,12,13, 15) 2. Practice and Skill Development: Students will participate in role play activities and mock peer counseling sessions, demonstrating the skills appropriate to their current level of development. Feedback will be given immediately following participation. 3. Throughout the semester students may receive assignments through an online educational tool. Instructions will be included with each assignment, as well as deadlines for submission. It is the student’s responsibility to check email for assignment and class announcements. Course Assignments: Leadership Philosophy I and II During the first two weeks of the semester, students will be asked to write a short leadership philosophy statement, as it relates to peer counseling concepts. The Leadership Philosophy will require students to incorporate their own previous experiences that have elements of leadership, from establishment to implementation. As the semester progresses, and through assigned readings and guest lectures, students will revise their Leadership Philosophy to demonstrate their personal 5 and professional growth throughout the semester. Student revisions at the close of the semester will include a reflection on their development and will address their experiences within the class setting. Evaluation: REQUIREMENT/ASSIGNMENT Leadership Philosophy Statement I In-Class Activities Participation, Attendance and professionalism POINTS POSSIBLE 5 Midterm Exam 20 5 50 Leadership Philosophy Statement II Final Exam Total Points 20 100 Final course grades will be determined based on the following scale: A = 90 - 100% B = 80 - 89% C = 75 - 79% D = 70 - 75% F = < 70% TENTATIVE CLASS SCHEDULE (Subject to change at instructor’s discretion) Week 1: Peer Counselors on the college campus; Impact of peers; Thurs Jan 14 Week 2: Intercultural Competence Tues Jan 19, Course Overview Assignment: In Class: Written Leadership Philosophy Thurs Jan 21 Assignment Read: Newton/Ender: Chapters 1 (Peer educators on the college campus, pp 1-27)) Week 3: Communication Skills Tues Jan 26, Assignment Read (Student maturation and impact on peers, pp 28-56 Thurs Jan 28 Assignment Read: Newton/Ender: Chapter 3 (Enhancing cultural proficiency, pp 57-93) 6 Week 4: Developing Problem Solving Skills Tues Feb 2 Assignment Read: Newton/Ender: Chapter 4 (Interpersonal communication skills: Creating the helping interaction, pp 94-122) Thurs Feb 4 Assignment Read: Newton/Ender: Chapter 5 Problem solving with individuals, pp 123-150) Week 5: The Group Process: Effectively Working Within a Group Tues Feb 9, Read: Newton/Ender: Chapter 6 (Understanding group process, pp 151-178) Experiential Group Activity: The Fishbowl Tech. Thurs Feb 11 Week 6: Leading Groups Effectively Tues Feb 16 (No Class) Special Project and Assignment Read: Newton/Ender: Chapter 7 (Leading groups effectively, pp 179-212) Thurs Feb 18 In-Class Group Activities Week 7: Strategies for Academic Success Tues Feb 23 Assignment Read: Newton/Ender: Chapter 8 (Strategies for academic success, pp 213-243) Thurs Feb 25 Discuss Study Skills Strategies Week 8: Ensuring Academic Success: Using Campus Resources for Support; Guest Speaker Tues Mar 1, Review for midterm exam Thurs Mar 3 Midterm Exam Week 9: Counseling Ethics Tues Mar 8, Thurs Mar 10 Assignment Read: Newton/Ender: Chapter 9 (Using campus resources and referral techniques, pp 244-263) Assignment Read: Newton/Ender: Chapter 10 (Ethics and strategies for good practice, pp 264281) 7 Week 10 Counseling Ethics (continued) Tues Mar 15, Ethical Dilemmas Thurs Mar 17 Decision Making 101 Week 11: Peer education programs in higher education Tues Mar 22, Assignment Read: Newton/Ender: Chapter 11 Thurs Mar 24 Review Week 12 Tues March 29, SPRING BREAK Thurs March 31 Week 13: Terminating the Peer Counseling Process Tues April 5, Examples of peer education programs in higher education, pp 282-308 Thurs April 7 In-Class Sharing of Peer Counseling Out-of-Class Experiences (Maintaining Student Participant Confidentiality) Week 14: Tues April 12, The Art of Leadership Thurs April 14 Course Evaluations Week 15: Tues April 19 Review of Reading Assignments Thurs April 21 Course Wrap-Up & Final Exam Prep Week 16: Final Exam date and time subject to change Tues April 26 Course Wrap up 8 Final Exam – April 28 0800 Note: Some class plans may extend to 2 weeks, at Instructor’s discretion. 9