I.
Course Title and Number
ILD 801 – Leadership Styles and Reflective Practice Credits: 3
II.
Instructor Information
Barbara L. Brock
Professor
bbrock@creighton.edu
Office: 402-280-2551
III.
Technical Support
For all technical issues related to BlueLine, please call (866.717.6366) or email
(creighton@personalsupportcenter.com) the Personal Support Center (PSC). This
information is also located on the BlueLine login page
(http://creighton.learntoday.info/default.asp).
IV.
Online Writing Support
The Writing Center is available to online students. The process for making an appointment is
detailed on the following website:
http://www.creighton.edu/gradschool/onlinewritingcenter/index.php
You can also access the writing center through
http://www.creighton.edu/onlinelearning
V.
Support Services for Students with Disabilities
Please visit this link for information for graduate students with disabilities who may require
accommodations:
http://www.creighton.edu/gradschool/currentstudentinfo/studentresources/index.php
VI.
Graduate Policies
Please visit the Graduate School website for all graduate policies:
www.creighton.edu/gradschool
The University Student Handbook can be found at:
http://www.creighton.edu/studentservices/centerforstudentintegrity/
VII.
University Academic Integrity Policies
1
Be particularly aware of the dangers of plagiarism. We expect that your written
products are your own creation. “Copying and pasting” others’ written work through
any kind of internet search is a serious offense. If you have questions here, I would be
more than happy to discuss them. “Plagiarism” is the attempt to pass off other peoples’
work (ideas, words, phrases or passages) as your own. Plagiarism is not acceptable
regardless of which writing style, format, guide or publication manual you may be using
to complete an assignment. The penalty for plagiarism can range from a grade of "F" on
the assignment, paper or test, to a grade of "F" for the course and/or dismissal from the
University.
A student who engages in any of the following acts of academic or academic-related
misconduct is subject to disciplinary procedures and sanctions as determined by the
school or college in which he or she is enrolled. Academic or academic-related
misconduct is defined to include but is not limited to:
1. Unauthorized collaboration or use of external information during examinations.
2. Plagiarizing or representing another’s ideas as one’s own.
3. Furnishing false academic information to the University.
4. Falsely obtaining, distributing, using, or receiving test materials.
5. Falsifying academic records.
6. Falsifying clinical reports or otherwise endangering the well-being of patients involved
in the teaching process.
7. Misusing academic resources.
8. Defacing or tampering with library materials.
9. Obtaining or gaining unauthorized access to examinations or academic research
materials.
10. Soliciting or offering unauthorized academic information or materials.
11. Improperly altering or inducing another to improperly alter any academic record.
12. Engaging in any conduct which is intended or reasonably likely to confer upon one’s
self or another unfair advantage or benefit respecting an academic matter.
VIII.
Internet Etiquette (Netiquette)
Netiquette is a set of rules and guidelines on how to behave in interactive discussion
forums and email. It is a combination of the words “Net” and “Etiquette”. While the
rules of netiquette can and will change over time and where they are being used, some
simple common sense guidelines are generally agreed on.
The primary rule to remember in all your communications online, via email or the
discussion forums is that the person on the other end is another human being. The
anonymity of the internet can tempt one to express themselves in ways they wouldn’t if
the same conversation was face to face.
2
When having discussions with your classmates or instructors please be mindful that
your conversation is public and you should not disclose anything or say anything you
would not say in a large public forum or a classroom. You can also read more about
netiquette from the following sites that go into more detail about all forms of Internet
communications.
Albion.com Core Rules of Netiquette
http://www.albion.com/netiquette/corerules.html. Living Internet Netiquette Guidelines
http://www.livinginternet.com/i/ia_nq.htm
IX.
Course Rationale:
This is a required core course, offered at the beginning of the program. The purpose of
the course is to develop reflective thinking about leadership principles and concepts.
What sets this program apart for others is that the development of reflective thinking is
central to all courses and to the program as a whole.
X.
Relationship to Programmatic Themes
A. Jesuit Values/Mission: Students are expected to engage in a process of critical selfreflection (discernment) in exploring components of self as leader. Part of the
continued process of formation as a leader is the understanding of how personal
strengths and other personality attributes make a difference in one’s actions and in
the outcome of those actions. Within this course and within all leadership, the
Jesuit values of cura personalis and men and women for and with others will be
fundamental, and the learning community of students and faculty within this course
and throughout this program will model these values.
B. Interdisciplinary: Leaders must recognize and support the talents of others in
working toward organizational goals. Complex, contemporary problems and
challenges require multiple disciplines and perspectives uniting, respecting one
another’s contributions and perspectives in working toward workable solutions.
Leaders who have an acute self-awareness and an appreciation of the potential
wisdom of others, from their same and other disciplines, are in a good position to
facilitate the collaboration of others. Students and faculty in this course, and
throughout the program, will engage in interdisciplinary dialogue in online
discussions and in team-based projects.
XI.
Course Description
This course introduces the student to the knowledge, skills, and values underlying
reflective practice. Various theories and leadership styles will be examined from a
historical and contemporary point of view. Students will identify leaders and leadership
situations that are examples of the various theories and styles. Students will apply
3
leadership theories using their own institutions/organization as a laboratory. Special
attention will be directed to leaders engaging in reflective practice. Through readings
and exercises focusing on leadership styles and reflective practice, the student will
develop a greater knowledge of self and will begin the deliberate, life-long practice of
reflective thinking. Students will develop a clear personal philosophy of their leadership
style as the culminating activity for the class.
XII.
Course Objectives
On completing the course, the students will be able to:






XIII.




Articulate and demonstrate reflective practice. (Program Objective 2)
Articulate knowledge of historical and contemporary theories of leadership.
(Program Objective 4)
Apply leadership theories to her/his won institution or organization. (Program
Objective 1)
Discuss an increased understanding and knowledge-of-self gained through
course readings and exercises and the application of reflective practice.
(Program Objectives 2, 4)
Value the deliberate application of reflective practice. (Program Objective 2)
Articulate a clear, personal philosophy of leadership style. (Program Objective 1)
Teaching and Learning Methods
Critical Reading—Regular reading assignments are selected to explore the dimensions
and ideal of leadership and the ethical foundations that inform a leader’s personal and
professional practices. Selected chapters, articles, and reports are listed in the Course
Schedule/Calendar.
Analytical Writing—Writing assignments are designed to facilitate students’ ongoing
critical reflection and application of the material to his or her own practice setting.
There will be continued emphasis on students’ development of skills in analysis and
synthesis.
Dialog—Students will contribute regularly to forums designed to offer students
opportunities to exchange ideas, identify areas of consensus and disagreement among
fellow students, and formulate substantive responses and contributions to inquiry in the
course.
Feedback—Students will receive regular feedback on their performance and progress
throughout the course.
XIV. Communication Plan
4
Scheduling office hours at times that accommodate the schedules of each student is
unlikely, so I do not specify office hour times and days. I very much want to get to know
each of you, and I encourage you to contact me to arrange a conversation via the live
chat functions on the course website, telephone, or email. Please contact me via email,
and we can set a mutually agreeable appointment time and venue.
The instructor will make every reasonable effort to respond to emails within 24 hours of
receipt. Discussion posts will be graded within 3 days of the due date and papers within
5 days.
Announcements will be posted in BlueLine or through the BlueLine messaging system.
XV. Student Expectations
Students at the doctoral level should write clearly, concisely, and correctly in all formats.
However, the instructor will pay closer attention to grammar, spelling, etc. in the papers
than in the discussion posts. Students should check the course website daily, if possible
and email at LEAST every other day.
XVI.
Grading (overall course and individual assignments)
Grade
A
B
C
F
Score Range
Grading Criteria (percent of total points)
480-450
100-94%
Superior performance in meeting course objectives
449-411
93-86%
Excellent/good performance in meeting course objectives
410-375
85-78%
Average performance in meeting course objectives
374-000
77-00%
Unsatisfactory performance
Course Grading Distribution
ASSIGNMENT
DUE DATES
Weekly Discussion
Thought & Discussion = 1159
(Thought for the
Thursday each week
week plus Reflective Response Postings = 1159pm
practice (Weeks 1-7) Sunday
Leadership
1159pm Sunday
Assignment
Final Project: Written
Case Study and
Accompanying
Reflection
Presentation of
POSSIBLE POINTS
210 (7 weeks x 30points)
140 (7 weeks x 20 points)
1159pm Tuesday of Week 8
100
1159pm Tuesday of Week 8
20
5
Summary of Final
Project to Group
Responding to Group
Members’ Summary
of Final Project
TOTAL
1159pm Friday of Week 8
10
480
Assignments: All assignments must use APA format for citations. All papers must follow APA
format for title page, numbering, running head, abstracts, spacing, headings, citations, and
references, etc.
WEEKLY DISCUSSION – For this weekly assignment, students should (1) read the “Thought for
the Week,” (2) spend some time thinking about the directions for the requested response for
that “thought,” (3) respond according to the directions for the requested response on the
discussion board that is provided by 1159pm on Thursday of the week, and (4) respond to the
postings of two others in your subgroup by 1159pm on Sunday of the week. Each posting need
not exceed one paragraph. Failure to submit the assignment by the designated deadline will
result in an unsatisfactory score. Also part of the weekly discussion will be an additional
discussion on selected reflective practices (see below). These two components should be
included in the same posting each week. It is expected that each student will contribute
additional citations each week to support postings. Stay within 250-500 words. Cite sources for
posts in the discussion forum. Use full citations for other sources (APA format). Responses to
other posts should extend the conversation not merely describe. Think about the assumptions
underlying the claim or offer additional questions for the group or other resources that will
enhance our learning.
REFLECTIVE PRACTICE ASSIGNMENT – The student will read the assignments for the week as
well as the description of the week’s reflective practice type and the case study for the week
(found in the overview each week). The student will then use the reflective practice type for the
week to respond on the discussion board to the case study. The responses should be one to
two paragraphs and posted by 1159 pm on Thursday. Failure to submit the assignment by the
designated deadline will result in an unsatisfactory score.
LEADERSHIP ASSIGNMENT (WEEKS 1-7) – The student will read the textbook material for the
week and then respond to the instruction for the week. The leadership assignments are written
as scholarly papers and should be 1 page in length and submitted to the Week’s Drop Box in
BlueLine by 1159pm Sunday at the end of the week. Failure to submit the assignment by the
designated deadline will result in an unsatisfactory score. Please use APA format.
WEEK 7’S CASE STUDY RESPONSE USING STUDENT-CHOSEN REFLECTIVE PRACTICE – Week 7’s
Case Study Response Using Student-Chosen Reflective Practice – The student will re-read each
of the descriptions of each of the reflective practice types as well as the case study for the
week. Then, the student will choose one of the reflective practice types and respond to the
case study. This reflection should be 1-2 pages in length. This assignment is due by 1159pm at
6
the end of Week 7. Failure to submit the assignment by the designated deadline will result in
an unsatisfactory score. This assignment is submitted as a component of the weekly discussion
in Week 7.
FINAL PROJECT: WRITTEN CASE STUDY AND ACCOMPANYING REFLECTION – Final Project:
Written Case Study and Accompanying Reflection – For the course’s final assignment, the
student will develop a case study of leadership in which she/he was the leader and the central
figure in the case study. The case study will be a narrative in which the events of the case are
described sequentially, but the names and identifiers have been changed to protect all parties.
This narrative can be of any length, but it should give the reader a clear picture of the
circumstances of the case and its resolution. In the second part of the assignment, the student
should use the most appropriate type of reflective practice to review the case in terms of (1)
her/his strengths from the Gallup StrengthsFinder and (2) the personal lessons learned from
the course readings. The student concludes the assignment with a thorough and clear,
statement of her/his personal philosophy of leadership style. When course readings are used,
they must be cited using APA citation style. This final project should be a minimum of 5 pages
and a maximum of 10-15 pages in length. This assignment is due to the Week 8 Drop Box by
1159pm on Tuesday of Week 8. This earlier due date will give members of the course an
opportunity to complete the presentation assignment below for other students to view. Failure
to submit the assignment by the designated deadline will result in an unsatisfactory score. [It is
the request of the instructor to keep and re-use the students’ case studies in future leadership
exercises. Therefore, students are asked, again, to eliminate any identifying information and to
authorize the EdD Program to use the case study in appropriate ways in future coursework.]
PRESENTATION OF SUMMARY OF FINAL PROJECT TO GROUP – In addition to completing the
Final Project: Written Case Study and Accompanying Reflection, the student will create and
upload a 5-10 media slide presentation that summarizes the Final Project. The media slides
should summarize the case study, as well as the reflective practices and the personal lessons of
leadership. This assignment should be shared by 1159pm Tuesday of Week 8. Failure to submit
the assignment by the designated deadline will result in an unsatisfactory score.
RESPONDING TO GROUP MEMBERS’ SUMMARY FINAL PROJECT – Between Tuesday and Friday
of Week 8, members of the group will post at least one response to two group member’s
presentations of the final project by 5 pm on Friday of Week 8. Responses need not be more
than one paragraph. Failure to respond to two group members’ final project in the discussion
board by the designated deadline will result in an unsatisfactory score.
Feedback From The Instructor – Students will receive regular feedback on their performance
and progress throughout the course. Grades on assignments will be posted to the “Gradebook”
within BlueLine.
ILD 801
Discussion Board Rubric (210 possible points)
7
Name________________________________________
Total Points Earned On
Assignment
210
197
181
164
Description
Superior performance. Models professionalism and exemplary
intellectual engagement with the course content. Demonstrates ability
to engage in the dialogue and extend the conversation; important
contributor to the discussion; demonstrates understanding and
application of readings applied to practice. Demonstrates superior
organization of ideas; accurate use of English language vocabulary and
punctuation, spelling, English language syntax and grammar;
excellent, appropriate use of APA formatting for citations.
Good performance. Offers comments and questions to facilitate
understanding, further development, and clarification of fellow
students’ points; provides evidence of application of the readings;
depth and quality of postings could be enhanced. Demonstrates
above average organization of ideas; accurate use of English language
vocabulary and punctuation, spelling, English language syntax and
grammar; minimal errors in APA formatting of citations.
Average performance. Inconsistent posting; comments lack depth;
oversimplifies the issues; needs improvement. Demonstrates average
organization of ideas; minor inaccuracies in use of English language
vocabulary and punctuation; minimal spelling errors, minimal errors in
English language syntax and grammar; inappropriate use/minimal
errors in APA formatting of citations.
Unsatisfactory performance. Demonstrates poor ordering or
organization of ideas, inaccurate use of English language vocabulary,
editorial carelessness with punctuation, spelling, English language
syntax or grammar, or inappropriate use or lack of citations; little or no
use of APA formatting for citations. Demonstrates a lack of
responsiveness to due dates and times.
Demonstrates untimely, uncollegial, unprofessional, disruptive, or
otherwise rude behavior. Attempts to silence or dominate others
during discussion. Offers comments that tend to close discussion or
interfere with exploration of an issue’s complexities or ambiguities.
Adopts an uncaring demeanor toward others.
Rubric for Leadership Papers, ILD 801 (possible points 140)
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Name________________________________________
Criteria
Reflective
Practitioner- 28
Aware Practitioner25
Reflection Novice-21
Unacceptable- 17
Clarity
Clarity: Language is
clear and expressive.
Abstract concepts are
explained accurately.
Clarity: Minor,
infrequent lapses in
clarity and accuracy.
Clarity: There are
frequent lapses in
clarity and accuracy.
Clarity: Language is
unclear and
confusing. Concepts
are either not
discussed or
presented
inaccurately
Relevance
Relevance: Experience
being reflected upon is
relevant and
meaningful to student
and the assignment.
Relevance: Experience
being reflected upon is
relevant and
meaningful to student
and adequate for the
assignment
Relevance: Relevance
of experience is
unclear to the reader.
Relevance: Most of
the reflection is
irrelevant to student
and/or course
learning goals.
Analysis
Analysis: Reflection
moves beyond simple
description to an
analysis of how the
experience contributed
to understanding of
self, others, and/or
course concepts
Analysis: Reflection
demonstrates student
attempts to analyze the
experience but analysis
lacks depth.
Analysis: Reflection
fails to demonstrate
depth of analysis.
Analysis: Reflection
does not move
beyond description of
the learning
experience(s).
Interconnections
Interconnections:
Reflection
demonstrates
connections between
other courses; past
experience; and/or
personal goals.
Interconnections:
Reflection
demonstrates some
connections between
other courses; past
experience; and/or
personal goals.
Interconnections: Little
to no attempt to
demonstrate
connections between
the learning experience
and previous other
personal and/or
learning experiences
Interconnection: No
attempt to
demonstrate
connections to
previous learning or
experience.
Self-Evaluation
Self-evaluation:
Reflection
demonstrates student’s
ability to question
personal stereotypes,
preconceptions, and/or
assumptions and
define new modes of
thinking as a result.
Self-evaluation:
Reflection
demonstrates ability of
the student to question
personal
preconceptions and
assumptions.
Self-evaluation: Some
attempt at selfcriticism, but the selfreflection fails to
demonstrate a new
awareness of self,
personal biases, etc.
Self-evaluation: No
attempt at selfcriticism.
Score
ILD 801 Final Project: Written Case Study and Accompanying Reflection (100 possible points)
Name________________________________________
9
Criteria
Target- 4
Acceptable-3
Marginal-3
Unacceptable- 1
Clarity and
Organization
of Description
Events are clearly
explained and logically
organized. Clear
explanation of resolution
given. Names and
identifiers have been
changed to protect all
parties
Events are adequately
explained. Resolution
of case explained.
Names and identifiers
have been changed.
Events are explained,
but unclear and
disorganized in places.
Resolution of case is
unclear. Some names
and identifiers have
been changed.
Description of events is
unclear and confusing.
Resolution of case
missing or confusing. No
attempt to change names
and identifies of parties.
Reflection
Type
Type of reflection is
appropriate for the case
Type of reflection
selected is adequate for
the case
Type of reflection is
not the best choice for
the case
Type of reflection is not
suitable for the case
Leadership
Strengths and
Lessons
Learned
Insightful reflection that
moves beyond simple
description of strengths to
an analysis of how
strengths were exemplified
in case study and identifies
personal lessons learned
during the course.
Reflection adequately
describes strengths,
analyzes strengths used
in case study and
identifies personal
lessons learned.
Reflection fails to
demonstrate depth of
analysis.
Reflection does not move
beyond description of the
learning experience(s).
Personal
Philosophy of
Leadership
Style
The paper includes a
thorough and clear
statement of the student’s
personal philosophy of
leadership style.
The paper includes an
adequate statement of
the student’s personal
philosophy of
leadership style.
The paper includes a
brief statement of the
student’s personal
philosophy of
leadership style
The student’s personal
philosophy of leadership
is minimal in
quality/content or
missing.
Mechanics of
Writing
The paper is in correct
APA citation style; meets
required length
requirements, and is error
free.
The paper has few APA
citation errors; meets
length requirements;
and has few writing
errors; meets required
length requirements,
and is error free.
The paper has several
APA citation errors;
does not quite meet
length requirements;
and has several writing
errors.
The paper does not
follow correct APA
citation style; does not
meet required length
requirements, and has
multiple writing errors;
needs extensive editing.
Score
COURSE WEEK – This course has an eight week duration. Each week will begin Monday
morning at 1201am and will end each Sunday at 1159pm with the exception of Week 8.
Week 8 ends on Friday at 5 pm. On Monday the instructor plans to begin grading the
assignments for the week and posting grades in the Gradebook within BlueLine and
completed by Wednesday and Friday respectively.
INSTRUCTOR EXPECTATIONS – The instructor expects that students will diligently read the
weekly readings and will thoughtfully respond to assignments on time and in a manner
that reflects doctoral studies.
10
Paper Preparation: All papers are to be prepared following APA (American Psychological
Association) guidelines. Papers are to be double-spaced, 1 inch margins, formatted and
referenced according to APA guidelines. A quick reference document for the APA style guide is
on the course website or you may visit http://owl.english.purdue.edu/owl/section/2/10/
Prerequisites: none other than Results from the Gallup Strengths Finder
Prior to the beginning of the course, the student should have acquired the Rath and
Conchie (2008) text, utilized the access code at the back of the book to
complete the StrengthsFinder questionnaire online. The necessary text is:
Rath, T., & Conchie, B. (2008). Strengths based leadership: Great leaders,
teams, and why people follow. New York: Gallup Press (ISBN: 1595-620-257).
XVII.
Required Texts and Readings
American Psychology Association. (2009). Publication Manual of the American
Psychological Association (6th Ed.) Washington, DC. Online edition availabale at:
(http://www.apastyle.org/index.aspx)
Dickel, C.T. (2010). Reflection: A Taxonomy and Synthesis of Descriptions of Reflective
Practice/Reflective Inquiry. Omaha, NE: Creighton University (Unpublished paper).
(Found in BlueLine)
Haslam, S.S., Reicher, S.D., & Platow, M.J. (2011). The new psychology of leadership:
Identity, influence, and power. New York: Psychology Press (ISBN: 978-1-84169-610).
Lowney, C. (2003). Heroic leadership: Best practices from a 450-year-old company that
changed the world. Chicago: Loyola Press (ISBN: 0-8294-1816-4).
Lyons, N. (2010). Reflection and reflective inquiry: What future? In N. Lyons’ (Ed.),
Handbook of reflection and reflective inquiry: Mapping a way of knowing for
professional reflective inquiry (pp. 573-580). New York: Springer. (Found in BlueLine)
Rath, T., & Conchie, B. (2008). Strengths based leadership: Great leaders, teams, and
why people follow. New York: Gallup Press
Valli, L. (1997). Listening to other voices: A description of teacher reflection in the
United States. Peabody Journal of Education, 72, 67-88. (Found in BlueLine)
XVIII. Week At-A-Glance Outline of Course
COURSE SCHEDULE
WEEK 1:
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WEEK 1: GETTING ACQUAINTED AND BEGINNING OF LEADERSHIP STYLES AND
REFLECTIVE PRACTICE
Students are REQUIRED to post a brief biography and are invited to post a photo.
Topic(s):
(1) Reflective Practice: “Anticipatory Reflection” and “In-the-Moment Reflection”
(2) Leadership: Gallup Leadership Strengths
Readings (Required):
Lowney, C. (2003).
Chapter 1: Of Jesuits and J.P. Morgan (pp. 1-12)
Chapter 2: What Leaders Do (pp. 13-36)
Chapter 03: The Jesuits (pp. 37-62)
Rath, T., & Conchie, B. (2008).
Part I: Investing in Your Strengths (pp. 5-18)
Readings (Supplementary):
Valli, L. (1997). Listening to other voices: A description of teacher reflection in the
United States. Peabody Journal of Education, 72, 67-88.
Listening:
Lowney, C. (2010). “What 21st Century Leaders Can Learn from 16th Century
Jesuits.” The Rev. Richard A. McGarrity, SJ, Lecture on Faith and Culture.
Milwaukee, WI: Wisconsin Province Society of Jesus.
WEEK 2
WEEK 2: TECHNICAL REFLECTION AND OLD AND CURRENT PSYCHOLOGY OF
LEADERSHIP
Topic(s):
(1) Reflective Practice: Technical Reflection
(2) Leadership: Old and Current Psychology of Leadership
Readings (Required):
Haslam, S.S., Reicher, S.D., & Platow, M.J. (2011).
Chapter 1: The Old Psychology of Leadership: Great Men and the Cult of
Personality (pp. 1-20)
Chapter 2: The Current Psychology of Leadership: Issues of Context and
Contingency, Transaction, and Transformation (pp. 21-44)
Lowney, C. (2003).
Chapter 4: Leadership Role Models (pp. 63-94)
WEEK 3
WEEK 3: REFLECTION-IN AND ON-ACTION AND THE NEW PSYCHOLOGY OF
LEADERSHIP
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Topic(s):
(1) Reflective Practice: Reflection-In and On-Action
(2) Leadership: The New Psychology of Leadership
Readings (Required):
Haslam, S.S., Reicher, S.D., & Platow, M.J. (2011).
Chapter 3: Foundations for the New Psychology of Leadership: Social Identity
and Self-Categorization (pp. 45-76)
Lowney, C. (2003).
Chapter 5: “To Order One’s Life” (pp. 95-112)
WEEK 4
WEEK 4: DELIBERATIVE REFLECTION AND “BEING ONE OF US”
Topic(s):
(1) Reflective Practice: Deliberative Reflection
(2) Leadership: Being One of Us
Readings (Required):
Haslam, S.S., Reicher, S.D., & Platow, M.J. (2011).
Chapter 4: Being One of Us: Leaders as In-Group Prototypes (pp. 77-108)
Lowney, C. (2003).
Chapter 6: The Spiritual Exercises (pp. 113-126)
Rath, T., & Conchie, B. (2008).
Part II: Maximizing Your Team (pp. 19-76)
Part III: Understanding Why People Follow (pp. 77-92)
WEEK 5
WEEK 5: PERSONALISTIC REFLECTION AND LEADER AS CHAMPION
Topic(s):
(1) Reflective Practice: Personalistic Reflection
(2) Leadership: Leader as Champion
Readings (Required):
Haslam, S.S., Reicher, S.D., & Platow, M.J. (2011).
Chapter 5: Doing It for Us: Leaders as In-Group Champions (pp. 109-136)
Lowney, C. (2003).
Chapter 7: “The Whole World Becomes Our House” (pp. 127-168)
Chapter 8: “Refuse No Talent, Nor Any Man of Quality” (pp. 169-202)
WEEK 6
WEEK 6: CRITICAL REFLECTION AND LEADERSHIP IN IDENTITY MAKING
Topic(s):
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(1) Reflective Practice: Critical Reflection
(2) Leadership: Identity Making
Readings (Required):
Haslam, S.S., Reicher, S.D., & Platow, M.J. (2011).
Chapter 6: Crafting a Sense of Us: Leaders as Entrepreneurs of Identity (pp. 137164)
Lowney, C. (2003).
Chapter 9: “An Uninterrupted Life of Heroic Deeds” (pp. 203-228)
WEEK 7
WEEK 7: EMBEDDED IDENTITY AND EXCEPTIONAL DARING
Topic(s):
(1) Leadership: Embedded Identity and Exceptional Daring
Readings (Required):
Haslam, S.S., Reicher, S.D., & Platow, M.J. (2011).
Chapter 7: Making Us Matter: Leaders as Embedded of Identity (pp. 165-196)
Lowney, C. (2003).
Chapter 10: “Exceptional Daring Was Essential Deeds” (pp. 229-244)
WEEK 8
WEEK 8: CONCLUSION AND FINAL PROJECTS
Topic:
(1) Reflective Practice: Personal Reflective Practice
(2) Leadership: Personal Philosophy of Leadership
Readings (Required):
Haslam, S.S., Reicher, S.D., & Platow, M.J. (2011).
Chapter 8: Identity Leadership at Large: Prejudice, Practice, and Politics (pp.
197-218)
Lowney, C. (2003).
Chapter 11: “The Way We Do Things” (pp. 245-276)
Chapter 12: Conclusion (pp.277-296)
Lyons, N. (2010). Reflection and reflective inquiry: What future? In N. Lyons’ (Ed.),
Handbook of reflection and reflective inquiry: Mapping a way of knowing for
professional reflective inquiry (pp. 573-580). New York: Springer. (Found in
BlueLine)
Rath, T., & Conchie, B. (2008).
Conclusion (pp. 93-96)
IX. OVERVIEW TABLE OF WRITTEN ASSIGNMENTS: Plan to pace yourself…..
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Discussion:
Thought
Discussion:
Thought
Discussion:
Thought
Discussion:
Thought
Discussion:
Thought
Discussion:
Thought
Discussion:
Thought
Week 8
14
and
Reflection
Leadership
Paper
and
Reflection
Leadership
Paper
and
Reflection
Leadership
Paper
and
Reflection
Leadership
Paper
Consider
your
progress
and
Reflection
Leadership
Paper
and
Reflection
Leadership
Paper
and
Reflection
Leadership
Paper
Final
Project/
Presentation
& Responses
15