St. Catherine University
MAOL Program
www.stkate.edu/maol
ORLD # 8880, T02
CRN# 30277
Course Title: Leadership Seminar
Credits: 3
Prerequisites: ORLD 7100; ORLD
8901/02; completion of 30 credits
Spring, 2012
Days: Friday evenings
April 13, 20
May 4, 6-12 online class*
May 18
Jun 1, 22, 29
Time: 6:00 – 9:00 PM
Location: Whitby 219B
Course Syllabus
Instructor Information:
Name: Karla C Montgomery
Phone: 952-836-8671
E-mail: aspencreekfarm@gmail.com
Office Hours: Fridays 5:30 – 6:00 PM and 9:00 – 9:30 PM or by
appointment
Course Description:
This final course in the MAOL program serves as the culminating classroom
experience for you as an MAOL student. ORLD 8880 is designed to integrate
learning across all MAOL courses and experiences, to promote critical
thinking about major leadership issues, and to reflect on and celebrate
accomplishments.
Activities supporting these outcomes include: review of all papers and
projects written during your MAOL program; re-taking of the LPI
assessment; formal reflection and analysis of personal leadership learning
and experience through a series of focused essays; planning and execution
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of a celebration and acknowledgement ceremony as part of the learning
process.
Major assignments include: creation of a final leadership portfolio through
four specific essays and compilation of MAOL documentation; and team
seminar presentations about specific leadership issues selected by the class.
Course Objectives:
 Formal reflection and integration of your development as a leader
through coursework, past and current assessments, and experiences
during the MAOL program. Reviews your personal learning regarding
MAOL Leadership Outcomes including lead responsibly; act with
confidence; make ethical decisions; mange strategically and ethically;
achieve organizational goals; conduct and apply research;
communicate effectively; understand and lead organizational change;
practice global citizenship.
Work product: Leadership Portfolio – four written assignments, plus
appendices

Critical thinking about major issues facing you and other organizational
leaders during these times of rapid change and challenge.
Work product: Seminar preparation, presentation and facilitation

Practice of leadership skills in the classroom. Celebration of
accomplishments and preparation for life after MAOL
Work product: class participation and final celebration
Course Texts and Materials:
There are no required texts. Readings will be distributed throughout the
term.
Instruments:
Kouzes, J. & Posner, B. (2003) The Leadership Challenge LPI Online
at http://www.leadershipchallenge,com/research. Go to Assessment Instruments,
LPI. Note: There is an additional fee of approximately $133.00 for this
assessment, to be ordered with your personal credit card in the first class. DO
NOT enroll before the class meets. Val will help us enroll as a group.
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Bring your credit card to the first class.
ask for feedback.
Start thinking about who you want to
Blackboard:
We will use either Blackboard or D2L as a means of communication during
this course. Be sure to list your preferred email address in your Personal
Information.
Also, please check your St Kate’s e-mail account at least twice a week.
Official university communication and official MAOL Program information
occurs through this source. Your preferred email address will only be used
to communicate through Blackboard or D2L about this specific course.
MAOL Leadership Outcomes:

Lead responsibly by drawing upon their unique leadership abilities,
experiences and goals, as well as current leadership concepts and
strategies to address organizational issues.

Act with confidence by utilizing self-reflection and awareness to
know why, when and how to lead, follow, model and mentor.

Make ethical decisions by acting from an informed ethical
perspective, considering all stakeholders and applying ethical-decisionmaking tools to organizational dilemmas.

Manage strategically and ethically by analyzing an organization’s
operating environment, envisioning its future and developing strategic
objectives to manage people, processes, and resources effectively.

Achieve organizational goals by applying logic and analytical tools
from economics and accounting to identify problems, generate
creative, pragmatic solutions, implement appropriate actions and
evaluate success.

Conduct and apply research by accessing, critically evaluating and
applying research findings as well as conducting individual or
collaborative research projects.
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
Communicate effectively by capitalizing on personal strengths as a
communicator and by employing targeted strategies for influencing,
activating, team building and managing conflict.

Understand and lead organizational change by working with
others to assess culture, roles, structure, local environment and global
context so as to anticipate, recognize and resolve organizational
problems.

Practice global citizenship by incorporating a global context into
organizational decision-making through strategic recognition of the
world-wide impact of local decisions.
Course Assignment: A
Leadership Portfolio – 4 documents plus appendices
In this seminar you will create a leadership portfolio which compliments the
one you began in ORLD 6200 Ethics and Leadership. During the first class
session, you will share your leadership metaphor and credo as a way of
introducing/reintroducing yourself to the class. Then, in a series of four
written assignments, you will address four questions: What have I learned
as an MAOL leader? What kind of leader am I? What is my future agenda
for applying and developing my leadership abilities? What do I as a leader
stand for and believe in? A more detailed description of each written
assignment is included, beginning on page 12 of this syllabus.
I. Leadership Learning Essay (due via electronically by Thursday at
midnight, April 27 and returned either electronically or in class on Friday,
May 4.) 8-10 pages.
Answer: What have I learned as an MAOL leader?
The Leadership Learning Essay is an analysis of your significant learning in
the program. It is to be a formal essay about what you have learned in the
MAOL program. Though written in the first person, please demonstrate
formality by employing your best written and organizational skills. Use
appropriate documentation following the APA format. These requirements
extend to all assignments.
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II. Leadership Profile Essay (due electronically on Friday, May 11 and
returned either electronically or in class on Friday, May 18. 6-8 pages.
Answer: What kind of leader am I?
The Leadership Profile Essay is a profile of your leadership, based on your
experiences since you started the MAOL program and includes the feedback
from your LPI re-assessment, taken as part of this course.
III. Leadership Action Plan (due electronically on Friday, May 25 and
returned in class on Friday, June 1.) 2-4 pages.
Answer: What is my future agenda for applying and developing my
leadership abilities?
Leadership is a lifelong learning process. The Leadership Action Plan is an
action / development plan for your continued leadership development after
your MAOL program is completed.
IV. Leadership Philosophy Statement (due electronically on Friday,
June 8 and returned electronically on June 15.) 1 – 2 pages
Answer: What do I as a leader stand for and believe in?
Your Leadership Philosophy is a public statement about what you believe and
what you stand for as a leader. It’s your “elevator speech” about your style
of leadership. As part of this assignment you will present your leadership
philosophy outside of the MAOL program between June 15 and June 29 will
and report back to the class on June 29 about how it was received.
Additional Comments about the final Leadership Portfolio
Each of the four documents above will be a section of the final leadership
portfolio. In addition to the four, the other required parts of the
portfolio are your credo and metaphor; your LPI results - both past and
current; your original portfolio from ORLD 6200; and copies of your best
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work during the MAOL program, attached as Appendices. Not required, but
please consider including: photos, poetry, letters, articles that you may
have written, annual performance reviews while in the program, other
assessment instruments, etc. This portfolio is a compendium of your
leadership. The final portfolio can be submitted as a hard copy or on a CD.
Along with your final portfolio, please plan to submit a copy of your personal
goals for learning and participation in this course.
See detailed objectives and evaluation criteria for each assignment
beginning on page 12 of this syllabus.
Also, see Blackboard Course Documents or D2L Content for examples of past
portfolios.
FINAL PORTFOLIO – due in class on Friday, June 29. Final portfolios will
be returned in person or in Derham Hall 203 on or before July 8. If you wish
to have your final portfolio mailed to you, please include a self-addressed
stamped envelope.
Individual writing assignments for the Leadership Portfolio are assessed on
the following scale. Written feedback is provided on all assignments.
S+ = Highly Satisfactory – outstanding; exceeds requirements
S = Satisfactory – fully addresses all objectives and all evaluation criteria
U = Unsatisfactory – misses one or more of the objectives; does not
represent a graduate level writing style
Papers which do not follow the assignment description will be assigned a U.
Late papers or late revised papers* will receive a lower assessment
*a late revised paper is more than a week past the original due date
Portfolio is 55% of final grade.
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Course Assignment: B
Leadership Seminar: a guided discussion of 21st Century Leadership
Challenges
The class, as a whole, will decide on 5 seminar topics which address critical
challenges facing organizational leaders today. One of the five seminar
topics must involve cross-cultural / multicultural / global leadership learning
and one of the seminars must be delivered as an on-line session.
Because this course is designed as a seminar, I expect you to take
responsibility for creating and guiding the learning experience of each
seminar topic. This will be done by teams.
Your team’s seminar is an opportunity to demonstrate your leadership
knowledge and abilities in promoting critical inquiry and guiding others to
new insights and solutions. Be sure to consider adult learning style in your
planning.
All seminars are academically based. The class will set additional, common
expectations for all of the seminar sessions.
Seminars will be held on May 4; week of May 6-12 (online class); May
18; June 1; June 22
Detailed assignment objectives and evaluation criteria can be found starting
on page 14 of this syllabus.
Seminars are assessed on the following scale.
S+ = Highly Satisfactory – outstanding; exceeds requirements
S = Satisfactory – fully addresses all objectives and all evaluation criteria
U = Unsatisfactory – misses one or more of the objectives; unclear
teamwork; misses on class guidelines
Leadership Seminar is 35% of final grade.
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Course Assignment: C
Overall Course Participation and Contribution, including final
Celebration
During the first class session we, as a group, will set norms for participation.
In addition, you will establish your personal goals for learning and for
participation in the course in a brief written assignment, the Personal
Goals Paper, due on April 20.
A team of volunteers from the class will coordinate the planning of the final
celebration. All class members will be involved in the final celebration.
You and I will jointly assess your participation and contribution at an
individual conference at the end of the term.
Detailed assignment objectives and evaluation criteria can be found starting
on page 16 of this syllabus.
Seminar participation and contribution is 10% of final grade.
Recap of Grading Allocation:
 Leadership Portfolio - including a summary of learning from the MAOL
program; a profile of you as a leader and follower; a statement of your
leadership philosophy; an action plan for the future; examples of best
works; metaphor and credo; original 6200 portfolio; instrument
results; other personal material. 55%

Leadership Seminar - discussion of critical issue facing leaders today.
35%

Seminar Participation and Contributions - Execution of seminar norms,
your own learning goals, and stretch in your participation style. 10%
Final Conference
You and I will have an individual conference (in person or by telephone)
after the final class session. At that time, we will discuss all of your work in
the course, including overall course participation and contribution.
Incompletes
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A grade of Incomplete is given only in cases of dire emergency. See the
MAOL Handbook, the Graduate Catalogue or the on-line Incomplete Form for
information about under what circumstances an incomplete grade can be
given. Published deadlines must be adhered to when filing for an
Incomplete and when completing the required work.
Course Requirements:
Attendance
The quality of learning of the class as a whole depends on the engaged and
prepared attendance of each class member. In turn, the group experience
cannot be replicated through individual papers or reading. Students’ grades
will be based in part on attendance, timeliness, preparation and active
participation.

If you have to miss a class, you are responsible to notify the professor
in advance. You are also responsible to negotiate with the professor
what work you will do in place of the class.

If you have to miss a class, you are responsible to notify a colleague to
get handouts, take notes on your behalf, etc.

If you expect to miss two classes, according to the MAOL handbook
you should not sign up for the course

If for some reason you actually happen to miss two classes, you will
need to re-take the course

If for some reason you miss the class for which you are a presenter,
you will need to re-take the course

Attending the final class is a requirement of the course
Other Course Practices
These additional practices are essential to the smooth running of the course.

Classes start and end on time

The syllabus serves as a course “contract.” If you anticipate that you
might be late in turning in a paper or draft of a paper, given the dates
in the syllabus, you are responsible notify the professor in advance.
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
Late papers will receive a lesser evaluation unless prior arrangements
with the professor have been made.

You are expected to respond in a timely manner to email from the
professor and fellow students

You are responsible to be familiar with the MAOL handbook

You are responsible to access Blackboard or D2L and your St Kates
email regularly
Papers
Please double-space all written assignments, check for spelling and grammar
and cite sources using APA format. Use a title page. Please include a
header or footer on each page with the page number, your name, the course
number and the name of the assignment.
Academic Integrity
Students will be expected to comply with University policies and procedures
regarding academic integrity as spelled out in Le Guide. Independent work
is required on all class work, exams and projects without express
instructions from the instructor regarding assignments involving
collaboration and teamwork. All written work is to be the student’s original
work with correct APA citations for all outside sources from which ideas,
language or quotations are derived.
Plagiarism
Plagiarism is the act of passing off someone else’s work as your own. It includes such
dishonest practices as buying, borrowing or stealing a paper to turn in as your own or
simply copying someone else’s words without putting them in quotation marks and
identifying the author and source. Most students are not so dishonest as to buy or steal a
paper. Many students, however, inadvertently plagiarize because they do not realize that
what they are doing is, in fact, plagiarism and thus dishonest. Avoiding plagiarism is much
more complicated than simply not copying other people’s work.
In an attempt to avoid plagiarizing, students often paraphrase the passages they want to
use. Basically, paraphrasing is stating something in different words. As such, it is a useful
device. The problem is that is can lead you to unintentional plagiarism if it is not done
properly. Changing a few words in a passage and then using it in your paper without
documentation is plagiarism. Changing a few words and then using it in your paper even
with proper documentation is also plagiarism. When you paraphrase other people’s ideas,
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you have two choices: 1) you may quote the passage exactly, put it in quotation marks, and
cite it; or 2) you may change the wording of the passage so that the ideas are explained
substantially in your own words and cite it. Anything in between is plagiarism.
One reason some students inadvertently plagiarize is the pressure they feel to come up with
new ideas, to be original, even with topics that they know little about. In academic settings
such as college courses, it is difficult if not impossible to come up with totally original ideas,
especially on topics with which you are unfamiliar. When an instructor asks for original
thinking, she/he often means thinking through ideas to find your own perspective on them
and then expressing those ideas in your own way. In doing so, you may and often should
use other people’s ideas to add to or support your own. When you do so, however, you
must give them credit.
O’Neill Center for Academic Development
Please note: Plagiarism will result in a failing grade on the specific assignment in question,
will impact the student’s final course grade and will result in Academic Probation.
Disability Statement
Students with disabilities who believe that they may need accommodations
in this class are encouraged to contact the Office of Resources for Disabilities
X6563 as soon as possible. If you have a documented disability that
requires accommodation, please provide the instructor with the
accommodation plan at the first class session.
Evaluation
Grading of student work will be based on criteria included for each
assignment. Students wishing to adjust an assignment to better meet
individual learning needs may negotiate with the instructor to determine
whether a fair and equitable alternative is workable.
Evaluation of courses and instructor by students is an important aspect of
the MAOL Program’s review process. Students will have an opportunity to
evaluate instructional effectiveness, relevance of course content, assigned
readings and texts, assignments, evaluation methods and the quality of the
learning experiences.
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Course Assignment A: Portfolio Written Assignments I - IV Detail
I. Leadership Learning Essay (due electronically on Thursday, April
26 and returned in class on Friday, May 4.)
8-10 pages.
Answer: What have I learned as an MAOL leader?
The Leadership Learning Essay is an analysis of your significant learning in
the program. It is to be a formal essay about what you have learned in the
MAOL program. Though written in the first person, please demonstrate
formality by employing your best written and organizational skills. Use
appropriate documentation following the APA format. These requirements
extend to all assignments.
Objectives:
-Use the MAOL Leadership Outcomes as a framework (see page 3 of this
syllabus.) Summarize the key concepts and important take-aways for you in
each outcome area. Draw from classes, individual assignments, team
assignments, readings, etc.
-Be sure to include what you now know “in your bones” that you didn’t
before the MAOL.
-Specifically address: how has your level of intercultural competence
changed / grown since you started the MAOL program? What have you
learned from the global perspective of your courses and other MAOL
experiences?
-Organize your essay to be meaningful, accessible and professional.
-Within the text, please specifically refer to examples of your best written
work in the MAOL program. In the final version of your portfolio, plan to
include the actual examples of your best work as Appendices.
Note: This essay is not a review of what you liked / didn’t like about specific
classes or instructors. There are other, routine feedback channels for that
information.
Evaluation criteria: comprehensive inclusion of the assignment’s main
points; graduate school level writing, timeliness of submission
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II. Leadership Profile Essay (due electronically on or before Friday,
May 11 and returned in class on Friday, May 18.) 6-8 pages.
Answer: What kind of leader am I?
The Leadership Profile Essay is a profile of your leadership, based on your
experiences since you started the MAOL program.
Objectives:
-Discuss the results of your recent LPI assessment. Include insights
regarding any changes in your results since you last took the instrument.
Plan to include both your original LPI results as well as your current LPI
results as Appendices in your final Portfolio.
-Demonstrate the kind of leader you are through stories and examples of
your own successes and failures. Clarify how these stories reveal your
leadership, using the five leadership practices of Kouzes and Posner as well
as other elements of your leadership.
Evaluation criteria: comprehensive inclusion of the assignment’s main
points; graduate school level writing, timeliness of submission
LPI dates: Students are set up for the LPI by Val as of April 13. On or
around April 14, you will receive an email from LPIOnline / Wiley with a pin
number and promo code. Log in instructions are posted on D2L. Please log
in using the pin number and promo. Please plan to complete the LPI yourself
by April 20. Your Observers need to complete the LPI on or before May 3.
Val will run your LPI consolidated report and email it to you on May 4.
Please include LPI results in your paper due May 11.
III. Leadership Action Plan (due electronically by midnight on Friday,
May 25 and returned in class on Friday, June 1.) 2-4 pages.
Answer: What is my future agenda for applying and developing my
leadership abilities?
Leadership is a lifelong learning process. The Leadership Action Plan is an
action / development plan for your continued leadership development after
your MAOL program is completed.
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Objectives
-create a structured action plan for your future leadership development. Be
sure to address your development as a global leader
-indicate how you intend to hold yourself accountable to accomplish your
plan
-give specific examples (e.g. if discussing intended leadership reading for
the future, be sure to offer at least one or two titles)
-offer timelines
-make sure the structure of the plan is one that works for you
Evaluation criteria: comprehensive inclusion of the assignment’s main
points; realistic and workable; graduate school level writing, timeliness of
submission
IV. Leadership Philosophy Statement (due electronically by midnight
on Friday, June 8 and returned electronically by June 15.) 1 – 2 pages
Answer: What do I as a leader stand for and believe in?
Your Leadership Philosophy is a public statement about what you believe and
what you stand for as a leader. It’s your “elevator speech” about your style
of leadership. As part of this assignment you will present your leadership
philosophy outside of the MAOL program between June 15 – June 29 and
report back to the class on how it was received.
Objectives:
-narrative format (as compared to bullets, etc.)
-integrates concepts from credo and other personal sources
-use your own words (The Leadership Philosophy is not a place for quoting
others.)
-useable in the world outside of the MAOL program (eliminate or significantly
reduce MAOL-specific “jargon”)
-seen by others as truly reflecting your personal leadership philosophy
Evaluation criteria: comprehensively addresses the assignment’s main
objectives; graduate school level writing, timeliness of submission
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Course Assignment B: Leadership Seminar – Detail
Leadership Seminar: a guided discussion of 21st Century Leadership
Challenges
The seminars of this course are intended to help all of us better understand
and deal with critical challenges facing organizational leaders today. To this
end, you and a team of colleagues will plan and guide an analysis of such an
issue. The class as a whole will determine 5 general seminar topics.
Consider your team’s seminar an opportunity to demonstrate your
leadership knowledge and abilities in promoting critical inquiry and guiding
others to new insights and solutions.
Givens: one of the five seminar topics must involve cross-cultural /
multicultural / global leadership learning.
All seminars will be academically based. The class will set additional,
common expectations for all of the seminar sessions.
Objectives – Class
-decide on the five seminar topics
-determine class guidelines as to what makes an excellent seminar
-evaluate each seminar, as a group, against the class guidelines and also by
collectively answering the questions: What went well? What could have
gone better or differently? What is my new learning, based on the seminar?
-continue to integrate presentation information from prior seminars
-participate fully in each seminar, as an individual class member
Objectives – Individual Seminar Teams
-refine the seminar topic to a manageable size
-create a format for the seminar
-make sure that no more than half of the time is spent in information
delivery
-follow class guidelines
-have strong academic basis
-bring in resources
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-distribute pre-reading and other materials (preparation should take
between 3 – 4 hours for seminar participants)
-as a team, facilitate the seminar (2 hours)
-offer takeaway materials at the end
Evaluation criteria:
takes solid approach to seminar topic;
comprehensively addresses objectives for the individual seminar teams;
demonstrates strong teamwork; meets class guidelines for an excellent
seminar. Professor to review format and reading materials prior to seminar.
A range of possible seminar topics
Sustainability / green leadership
Intercultural competency
Corporate social responsibility
Generational differences in the workplace
Enduring leadership – self renewal
Employee engagement
Creativity and innovation
Strengths based approaches to employee development
Workers’ rights
Global human rights
Global leadership responsibility
New technologies and how to use them
Social networks and leadership
Other interesting topics from past seminars
Whistleblowers
Ponzi schemes and Bernie Madoff
Leading through hope in times of fear
Civility in the workplace
Professional coaching for leadership development
Emotional Intelligence
Mentoring emerging leaders
Managing health care costs
The Minnesota Principles and the Caux Roundtable – an ethical basis for
Global Business
Diversity in the workplace
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Course Assignment C: Overall Course Participation and Contribution
– Detail
During the first class session we, as a group, will set norms for participation.
In addition, you will establish your own personal goals for learning and
participation.
You and I will jointly assess your participation and contribution during our
individual conference at the end of the term.
Objectives: Set personal goal for participation and contribution. Practice
authentic leadership. Demonstrate engagement of self and others. Work
with non-dominant style of participation, as appropriate.
Personal Goals Paper (due in class on Friday, April 20 and returned in
class on Friday, May 4.) 1-3 pages
Please review the syllabus. Given the content and format for the course,
please create goals for yourself as follows:
-One to five specific learning goals for the course, given the syllabus and
course content
-At least one goal regarding your own participation in the course.
Please plan to attach your personal goals paper when you submit your final
portfolio.
Evaluation: Personal Goals Papers will be evaluated using the S / U
grading method described earlier in this syllabus. In addition, there will be a
self-evaluation and professor evaluation at end of course
Course Schedule
Date
4/13
Topics / Activities in
Class
-Review syllabus.
-Establish goals and
Readings
-Review the MAOL
brochure, especially
the mission, learning
Assignments Due
-Prepare a 2
minute (not
longer)
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norms for the class.
outcomes, course
descriptions and
-Discuss personal
graduation
learning goals /
requirements. The
participation goals.
brochure is available
-Review MAOL mission, from the MAOL office
or on the web site at
outcomes, and
curriculum and discuss www.stkate.edu.
expectations for the
-Collect and review all
first assignment.
materials from the
MAOL courses you
-Introduce/reintroduce
have taken.
ourselves by sharing
the leadership
-Read through the
metaphor and credo
developed in ORLD
course syllabus.
6200.
Review the detailed
description of the first
-Identify critical issues
assignment.
facing organizational
leaders in the 21st
century.
-Determine topics,
dates, and teams for
guided discussions.
4/20
Topics / Activities in
class
-Discuss learning
outcomes of MAOL
program and learning
introduction of
yourself, based on
your original or
revised leadership
metaphor and
credo
-Consider: what
are the critical
issues for
organizational
leaders today,
based on your
reading and
experience
-Based on your
understanding of
this course, begin
to formulate your
personal learning
goals.
-Begin to think
about who you
want to invite as
Observers for
your LPI reassessment. DO
NOT ENROLL
BEFORE THE
FIRST CLASS
Readings
-Continue to review
materials from your
MAOL courses. Read
all of your past
Assignments
due
-Enroll in LPI
-Personal Goals
Paper due in
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in organizations.
-Leadership mentors /
wise counselors.
-Team I hand out or
indicate reading or
other preparation for
guided discussion in
class on Friday, April
29.
papers.
5/4
Topics / Activities in
class
-Seminar / Guided
discussion led by
Team I
-Discuss leadership
learning essays.
-Team II hand out or
indicate any reading or
other preparation for
the online seminar in
the week of May 6 –
12.
Readings
As assigned by Team
I.
Online
class
5/6 –
5/12
Topics / Activities in
class
-Seminar / Online
class led by Team II
Readings
As assigned by Team
II.
-
-Write your
Leadership Learning
Essay.
class on Friday,
April 20.
-Leadership
Learning Essay
due
electronically by
midnight on
Thursday, April
26 and returned
in class on Friday,
May 4.
Assignments
due
-Leadership
Profile Essay
due
electronically on
or before
Friday, May 11
and returned in
class on Friday,
May 18.
Assignments
due
Leadership
Action Plan
During the online
electronically on
week or early in the
Friday, May 25
week of May 14, Team
and returned in
III to distribute
class on June 1.
readings or other
preparation for class
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on May 18.
5/18
Topics / Activities in
class
-Seminar / Guided
discussion led by
Team III
Topics / Activities in
class
-Seminar / Guided
discussion led by
Team IV
-Discuss leadership
action plans.
-Team V hand out or
indicate any reading or
other preparation for
the guided discussion
in class on June 17.
Readings
As assigned by Team
III.
Readings
As assigned by Team
IV.
Assignments
due
-Leadership
Philosophy
Statement
electronically on
Friday, June 8
and returned
electronically on
June 15.
6/22
Topics / Activities in
class
-Seminar / Guided
discussion led by
Team V
-Discuss leadership
philosophy statements.
-Finalize celebration
plans.
Readings
As assigned by Team
V.
Assignments
due
-No assignment
due.
-Keep working on
final portfolio.
6/29
Topics / Activities in
class
Readings
No readings due.
Assignments
due
- Prepare and
give oral
presentation of
your leadership
philosophy to an
audience outside
of MAOL between
6/1
-Present leadership
philosophy statements.
-tell story about external
presentation of
leadership philosophy.
-Show completed
portfolios.
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June 22 and June
29.
-Final Portfolio
due Friday, June
29.
-Final reflection.
-Celebration.
*The instructor reserves the right to alter the requirements of the syllabus, upon
prior notification to the students, in class.
MAOL Student Final Course Assignment Pick-up Policy
Adopted May 6, 2010
To comply with FERPA privacy regulations, MAOL students have two options
to retrieve final course assignments:
OPTION #1:
 Students may submit their final assignment to their instructor with a
self-addressed, pre-paid stamped envelope in which the instructor will
mail the graded assignment back to the students.

Team assignments must include a cover sheet listing the designated
name and address where the assignment should be mailed.
OPTION #2:
 Students may pick up their final assignments at the WEC/Graduate
Student Office, 203 Derham Hall.

Students will be required to show their St. Catherine University ID and
may not pick up assignments for classmates.

Team assignments must be submitted to the instructor with a cover
sheet listing the designated name for assignment pick-up. The team
assignment will not be released to any other team member.

Faculty will deliver course assignments alphabetized to the
WEC/Graduate Student Office within 48 hours of submitting final
grades. Final grades for spring term are due July 8, 2012. Final
papers will be delivered to the WEC Office by July 10, 2012.
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
Students may pick up their work from the WEC/Graduate Student
Office, Derham Hall 203 during office hours. 651-690-6542

Spring term papers will be held until October 1, 2012.
Please note: MAOL instructors spend significant time commenting on
student work and believe that learning occurs when students review their
work and reflect on feedback. Students are strongly encouraged to retrieve
final assignments and add them to their Leadership Portfolios.
I view us as co-learners and co-teachers and look forward to our collective
learning experience. Welcome to this course! -Louise
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