Nova Southeastern University
Fischler School of Education and Human Services
Syllabus
I.
II.
COURSE NUMBER AND TITLE: EDD 9100 Leadership Seminar (6 Credits)
INSTRUCTOR
Name:
Email:
Telephone:
Office Hours:
Students should contact their on-site/online instructor for any questions
regarding this course.
PROFESSOR (Responsible for Syllabus)
Name:
Telephone:
Office:
Ron Parlett, Ed.D.
954-262-8781
1750 NE 167th Street
North Miami Beach, FL 33162
NOTE: To insure program consistency, all sections of each course in the Fischler
School of Education and Human Services, regardless of delivery format, follow the
same course requirements and content as listed in this syllabus that is provided by the
Program Professor/Lead Faculty. The Instructor may add, but not delete, topics and
activities based on best practices.
III.
COURSE DESCRIPTION
A. This course focuses on strategic leadership and its influence for organizational
effectiveness which occurs in the context of modern society by initiating change and
reacting to change. Participants will pursue theory and research focusing on the
foundations for decision making and analysis of complex historical, cultural,
sociological, philosophical, and theoretical perspectives in the leadership process.
This results in the creation of action plans for restructuring organizations.
B. Rationale: Leadership has evolved over time, and as leaders in the 21st century it is
essential that students are ready for the challenges that they face in our global society.
In order to do this, students need to know historical frameworks of leadership as well
as how others view their leadership. Without this knowledge, leadership improvement
will become difficult. It will be through this framework that students will acquire a
deeper understanding of leadership principles; in turn, this will lead to additional
growth and development.
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IV.
COURSE OBJECTIVES:
1.Examine the history of leadership as a science and as an art including the significant
contributions of period leaders.
2.Define the culture of an organization and understand the unique leadership behaviors
necessary to meet the needs of the organization.
3.Assess and define the political environment of an organization and the roles leaders
must play within the political structure of the organization.
4.Identify the role of communication in effective leadership including information systems
communication within and among the organization
5.Develop as a reflective leader through the appraisal of one’s leadership behaviors and
styles using interactive instruments, journal writing, research, and writing instruments
6.Examine the process of change and the leader’s role as a catalyst
7.Identify the ethics and moral qualities of effective leadership gleaned from the
biographies of significant leaders in business, government, military, and education.
8.Manage ethical and moral standards expected from a learner
9.Examine policy development and evaluation
10.Articulate the differences between management and leadership theories
11.Define the effective use of technology in leadership development
12.Describe the theories and stages of the change process as they apply to leadership.
13.Analyze the change process within diverse work environments
14.Manage and balance the interplay among HR, Fiscal Policy, and Technology.
15.Interpret significant research and theory as a framework for assessing and addressing
issues in leadership development within the organization.
Six Core Leadership Themes of this Course
Leadership Framework
An analysis of personal leadership styles and a self appraisal of leadership behaviors which
focuses on the strengths and areas of behavior that need improvement for the learner.
Historical and Classical Leadership Frames of Organizations
Explore the theoretical leadership models, theories, characteristics, and behavior that provide
indicators of styles and abilities essential for effective leadership in organizations. Create an
organizational approach toward restructuring organizational goals and create new vision.
Exercise and adapt the successful practices of the past with current ideologies of leadership.
Explore relationships between current issues and historical perspectives or philosophical
theories, sociological influences, and leadership theories within the various organizational
frameworks.
Organizational, Political and Cultural Environment
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Focus on Leadership on the context within which leadership takes place in the organizations.
Exercise Leadership to build a positive organizational culture. Recognize and respond to the
cultural and political diversities represented within and outside of communication and change
theories as related to strategic thinking; Exploring paradoxical thinking, systems thinking, and
leadership styles.
Strategic Change
Define, analyze, and evaluate issues within organizations, communicate with important
constituent groups, and create and manage change benefiting the organization, the learners,
and the society.
Ethical and Reflective Leadership
Recognize the moral dimensions of organizations. Act in responsive, fair, and ethical
processes with consideration of the impact of their actions of the members, i.e., students,
parents, employees, and members of the business community. Critically gather appropriate
information and reflect on practices and continue to evolve thorough self-development and
self-analysis.
Leadership Utilization of Information Systems and Human and Fiscal Resources:
A look at leadership focusing on assessing needs and the use of appropriate resources to
achieve organizational success. The use of the knowledge, skills, and abilities focusing on the
utilization of functional areas to improve leadership decisions.
V.
REQUIRED MATERIALS
Bass, B. M. (1990). Bass & Stodgill’s handbook of leadership: Theory, research
managerial applications (3rd ed.). New York: The Free Press.
Clawson, J. G. (2006). Level three leadership: Getting below the surface (3nd ed.).
Upper Saddle River, New Jersey: Prentice Hall.
Kouzes, J. , Posner, B. (2002). The leadership challenge (3rded.).
San Francisco: Jossey Bass.
Kouzes, J. & Posner, B. (2002). Leadership practices Inventory (Participant’s
Workbook) (3rded.) San Francisco: Jossey Bass.
McCauley, C. D. & Van Velsor, E. (2003) Handbook of leadership development
(2nd ed.). San Francisco: Jossey Bass.
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Required Supplemental Materials
American Psychological Association. (2001). Publication manual of the American
Psychological Association (5th ed.). Washington, DC: Author.
Educational Impact Electronic Textbook at www.educationalimpact.com/nsu
NOTE: Check the course textbook list for updates. http://www.nsubooks.bkstore.com/
RECOMMENDED READING:
Bolman, L.,G. & Deal,T.E. (2003).Reframing organizations:Artistry,choice and leadership
(3rd ed.) San Francisco: Jossey-Bass.
Heifitz, R.A. (1994).Leadership without easy answer. Cambridge, MA: Harvard
University.
Kolb, D. A., Osland, J. S. & Rubin, I. M.(2001). The organizational behavior:
Behavior reader ( 7th ed.). Prentice-Hall, Inc.
Kolb, D. A., Osland, J. S. & Rubin, I. M.(2001). Organizational behavior:
An Experiential Approach, (7th ed.) Prentice-Hall, Inc.
Kotter, J. P. (1996). Leading Change. Harvard Business School Press.
Roberts, W. & Ross, B. (1995). Make it so: Leadership lessons from Star Trek, the next
generation. New York: Pocket.
Senge, P. M., Kleiner, A., Roberts, C., Ross, R. B., & Smith, B. J. (1994). The Fifth
Discipline fieldbook. New York: Doubleday.
Smith, D. K. (1996). Taking charge of change. Reading, MA: Addison-Wesley.
Waitly, D. (1995). Empires of the mind: Lessons to lead and succeed in a knowledge-based
World. New York: William Morrow.
Wren, T.J. (1995). The leadership companion: Insight on leadership through the ages
New York: Free Press.
VI.
EDD 9100
CALENDAR OF WEEKLY COURSE REQUIREMENTS
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Week Core Theme: Leadership
Framework
1
Discussion Question: As someone being evaluated by a
360 degree evaluation, how do you see the value and impact
of this process?
Due
Week
1
Discussion of Successful Leadership
Behaviors/Characteristics
Discussion of the LPI Inventory, and the analysis of
individual leadership behaviors.
Distribute the LPI surveys and explain its usage (online
classes, located in “Resources Icon” in Week 1).
After surveys are returned and graded, the student may
begin to do the ten steps in the workbook Leadership
Practices Inventory, Participant’s Handbook; completion
time will vary by student. It is expected that the results will
have been completed by the final onsite session (if onsite)
or by the twelfth week for online students so they may be
discussed.
Kouzes, J. & Posner, B. (2002). Leadership practices:
Inventory ((Participant’s Workbook 3rded.). San
Francisco: Jossey Bass.
Final Project: Assign groups/teams and discuss the Final
Project.
Read about:
pages
Participative Leadership 436-471,51-52,791-796 & 901
Transactional Leadership 23-24,53,189,219 & 149-150
Transformational Leadership 23-26,53-54 &218-220
Charismatic Leadership 180-205
Inspirational Leadership 206-218
Dictatorial Leadership / Autocratic/Authoritarian
Leadership
415-435,26,125-128 & 901
in
Bass, B. M. (1990). Bass & Stodgill’s handbook of
leadership: Theory, research
managerial applications (3rd ed.). New York: The
Free
Press.
Read: Chapter 2, 360 Degree Feedback
McCauley,C. D., Van Velsor, E. (2003) The Center
for
Creative Leadership, Handbook of Leadership
Development. 2nd.Ed.) San Francisco:Jossey Bass.
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Week Core Theme: Leadership
Framework
2
Read Section 4 Ch 13 & 14
Clawson, J. G. (2006). Level three leadership: Getting
below the surface (3nd ed.). Upper Saddle River,
New
Jersey: Prentice Hall.
Due
Week
2
(Online Cohort chat) * onsite may have chat as per
instructor
Continue to read:
Kouzes, J.& Posner, B. (2002). The leadership
challenge. (3rd. ed.). San Francisco: Jossey Bass.
Week Core Theme: Historical
and Classical Leadership
3
Frames of Organizations
Discussion Question: After reading about leadership styles
in the Handbook of Leadership, think about the best leader
you have ever worked for or with. List five characteristics
that made this leader “great”. Using the research you
discovered in your reading and the characteristics you
defined, discuss how this leader’s style impacted the
organization. What could a“weak” leader do to change
styles?
Read: Chapter 2 and 3 Typologies and taxonomies of
Leadership/An Introduction to
Theories and Models of Leadership.
Bass, B. M. (1990). Bass & Stodgill’s handbook of
leadership: Theory, research
managerial applications (3rd ed.). New York: The
Free Press.
Read: Chapter 8 Six Steps to effective Leadership.
Clawson, J. G. (2006). Level three leadership:
Getting below the surface (3nd ed.). Upper
Saddle
River, New Jersey: Prentice Hall.
Due
Week
3
Read: Chapter 14 Organizational Capacity for Leadership
McCauley, C. D. & Van Velsor, E. (2003)
Handbook
of leadership development (2nd ed.). San
Francisco: Jossey Bass.
Discussion Topic: Identify 2 or 3 complex challenges
facing your organization for which there are no ready
solutions. Choose one challenge and create a vision
statement with action steps to turn in your ideal image into
measurable goals.
Essay Assignment Topic 1: Analyze your
motivation/reward system used in your setting. What would
you do differently?
4
Core Theme: Historical
and Classical Leadership
Frames of Organizations
EDD 9100
Read: Section 1 Ch 1 and 2
Clawson, J. G. (2006). Level three leadership: Getting
below the surface (3nd ed.). Upper Saddle River,
New
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Week
4
Jan 2006
Jersey: Prentice Hall.
Discussion Topic: Explain the present paradigm shift in
leadership Core Theme: Historic and Classical
Leadership Frames of Organizations
Scholarly Articles: 1, Select, read and provide a summary
of a current article with your comments on how this article
would benefit your organization in regards to an
organizational approach towards creating or restructuring
organizational goals and creating or revising visions. You
may obtain an article from any periodical or from a web
site. (Online only) Please submit your written assignment in
Scholarly Article #1 and Scholarly Article #2 found in the
discussion area.
----------------------------
-------
-----------------------------------------------------------------------------------
Week
Core Theme:
5
Organizational, Political
Due
Week
5
and Cultural Environment
Read: Section 4, all chapters
Clawson, J. G. (2006). Level three leadership: Getting
below the surface (3nd ed.). Upper Saddle River,
New
Jersey: Prentice Hall.
Continue to read:
Kouzes, J. & Posner, B. (2002). The leadership
challenge (3rded.). San Francisco: Jossey Bass.
.
Discussion Question: How can your current work group
build a more positive organizational culture?
(Online Cohort chat) * onsite may have chat as per
instructor
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Week Core Theme:
Organizational, Political
6
and Cultural Environment
Read: Chapter 17 Conflict an Legitimacy in the
Leadership
Roles
Bass, B. M. (1990). Bass & Stodgill’s handbook of
leadership: Theory, research
managerial applications (3rd ed.). New York: The
Free
Press.
.
Due
Week
6
Discussion Topic: Describe situations that occurred in your
work place where political or cultural influences affected
the organization both in a positive and negative way. How
did the leadership handle it?
Week Strategic Change
7
Week Strategic Change
8
Read: Chapter 15 Exploration for Development
McCauley, C. D. & Van Velsor, E. (2003)
Handbook
of leadership development (2nd ed.). San
Francisco: Jossey Bass.
.
Continue to read:
Kouzes, J. & Posner, B. (2002). The leadership
challenge (3rded.). San Francisco: Jossey Bass.
Discussion Question: Explain how navigation, shared
sense making, and connectivity are used to address complex
challenges. How can these be used to resolve challenges in
your setting?
Read: Intro to:
McCauley, C. D. & Van Velsor, E. (2003)
Handbook
of leadership development (2nd ed.). San
Francisco: Jossey Bass.
Read:
Due
Week
7
Due
Week
8
Chapters 7, Search for Opportunities
Kouzes, J. & Posner, B. (2002). The leadership
challenge (3rded.). San Francisco: Jossey
Bass.
Read: Chapter 26, Leadership, Environment, and
Organization
Bass, B. M. (1990). Bass & Stodgill’s
handbook of leadership: Theory, research
managerial applications (3rd ed.). New
York: The Free Press.
Discussion Topic: Provide trend data from your setting that
shows change needs to take place .
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(Online Cohort chat) * onsite may have chat as per
instructor
Week Strategic Change
9
Read: Part 3, Strategic Thinking
Clawson, J. G. (2002). Level three leadership: Getting
below the surface (2nd ed.). Upper Saddle River,
New
Jersey: Prentice Hall.
Due
Week
9
Read: Chapter 4, Formal Coaching
McCauley, C. D. & Van Velsor, E. (2003)
Handbook
of leadership development (2nd ed.). San
Francisco:
Jossey Bass.
Discussion Question: What scenarios can you imagine that
are plausible and yet potentially disrupting to your firm or
work group? How could you prepare for those alternatives?
Week Core Theme: Ethical and
Reflective Leadership
10
Essay Assignment Topic 2: Identify a marginal performer
in your organization. Apply the principles from the
“coaching process” to this person. Analyze the situation and
devise an action plan for improving his/her performance.
Read: Chapter 6 A Leader’s Guide to Why People Behave
the
Way They Do
Clawson, J. G. (2006). Level three leadership: Getting
below the surface (3nd ed.). Upper Saddle River,
New
Jersey: Prentice Hall.
Due
Week
10
Read: Chapter 32, Women in Leadership
Bass, B. M. (1990). Bass & Stodgill’s handbook of
leadership: Theory, research
managerial applications (3rd ed.). New York:
The
Free Press.
Discussion Topic: Discus the differences of male-female
leadership styles in terms of fair and ethical treatment
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within the organization’s culture and climate.
Scholarly Articles: 2, Select, read and provide a summary
of a current article with your comments on ethical
leadership and how a leader would ensure that they are
operating under this framework. You may obtain an article
from any periodical or from a web site. Please submit your
written assignment in Scholarly Article #1 and Scholarly
Article #2 found in the discussion area in webct unless your
instructor instructs you otherwise.
Week Core Theme: Ethical and
Reflective Leadership
11
Continue to read:
Kouzes, J. & Posner, B. (2002). The leadership
challenge (3rded.). San Francisco: Jossey Bass.
Due
Week
11
Discussion Topic: Complete Step 2 (pages 5-7 in
Leadership Practices Inventory). Give an overview of your
findings
(Online Cohort chat) * onsite may have chat as per
instructor
Week Core Theme: Ethical and
Reflective Leadership
12
Read: Chapter 5 The Ethical Imperative of Level Three
Leadership.
Clawson, J. G. (2006). Level three leadership: Getting
below the surface (3nd ed.). Upper Saddle River,
New
Jersey: Prentice Hall.
Due
Week
12
Read: Chapter 9 Leader Development Across Gender
McCauley, C. D. & Van Velsor, E. (2003)
Handbook
of leadership development (2nd ed.). San
Francisco:
Jossey Bass.
Discussion Question: What is the glue that holds your
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organization together? What are the strengths of this mix?
What are its weaknesses?
.
.
Week
13
Core Theme: Leadership
Utilization of Information
Systems and Human and
Fiscal Resources
Read: Chapter 5 Leading Organizational Design
Clawson, J. G. (2006). Level three leadership: Getting
below the surface (3nd ed.). Upper Saddle River,
New
Jersey: Prentice Hall.
Due
Week
13
Read: Chapter 37 Leadership Issues for the Twenty-first
Century
Bass, B. M. (1990). Bass & Stodgill’s handbook of
leadership: Theory, research
managerial applications (3rd ed.). New York:
The
Free Press.
Discussion Topic: Discuss the value and importance of
managing human resources within an organization.
Final Project Due
(Online Cohort chat) * onsite may have chat as per
instructor
Week
14
Core Theme: Leadership
Utilization of Information
Systems and Human and
Fiscal Resources
Review Chapter 4: (you should have already read it
earlier)
Due
Week
14
McCauley, C. D. & Van Velsor, E. (2003)
Handbook
of leadership development (2nd ed.). San
Francisco:
Jossey Bass.
Continue to read:
Kouzes, J. & Posner, B. (2002). The leadership
challenge (3rded.). San Francisco: Jossey Bass.
Discussion Topic: Describe and evaluate what forms of
assessment are used in your setting.
(Online Cohort chat) * onsite may have chat as per
instructor.
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Week
15
Core Theme: Leadership
Utilization of Information
Systems and Human and
Fiscal Resources
Due
Week
15
Read: Section 5 Chapter 16, Leading Change
Clawson, J. G. (2006). Level three leadership: Getting
below the surface (3nd ed.). Upper Saddle River,
New
Jersey: Prentice Hall.
Discussion Topic: Devise a plan for your organization to
get people to see disconfirming data and their implications.
Essay Assignment Topic 3: Using recommendations from
McCauley and Velsor, evaluate your own setting and create
a plan to reduce miasma and enhance development.
Synthesis Paper due
VII.
DESCRIPTION OF ASSIGNMENTS and their RUBRICS
Essays and Scholarly Articles
Required written assignments and scholarly article assignments will be identified within each
theme. All assignments and postings in the course should demonstrate quality writing.
Graduate level capabilities in terms of thinking, conceptualizing, and analyzing need to be
evident in all writing. Clarity, good organization, logical content and correct grammar will be
expected. Appropriate form and style consistent with the APA guidelines (5th Ed.) for your
major assignments and final project is required.
a. Scholarly Articles: (2) 10 points each Read and provide a summary of a
current article with comments on how this article would benefit your
leadership performance. You may obtain an article from any professional
periodical or Website. Each Article assignment should be at least two pages in
length (not including cover page or reference page)
Scholarly Article Assignment Grading Rubric
Points awarded for
Rationale for selection
Correct use of grammar/APA format
Logical flow of ideas/clarity
Relevant article for course of study
3
3
2
2
___
10
Total
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b. Essays (3),15 points each. You will be completing three essays (3)
assignments. The essay should model both the learning cycle and
organizational behavior thinking. Also, the essay will allow you to write on
topics that are relevant to you and will provide a framework you can use
throughout your career when you face problematic situations. It is expected
that your essays will be a scholarly product, which will include APA
style/format with scholarly references cited within the essay. (at least five (5)
references). Each written essay should be at least four pages in length (not
including cover page or reference page)
Essay Assignments Grading Rubric
Points awarded for
Correct use of grammar/APA format
Logical flow of ideas/clarity
Use of five (5) cited references
Meets required length
Total
c.
4
4
4
3
15
Discussion Questions/Topics: Each week during online classes/or during
onsite class, or you will be expected to respond to the week’s discussion
question or topic. You must respond in a thorough manner citing references to
validate your response. In addition, online students only are required to
respond to three (3) of your class colleagues in a substantive manner. Online
students post in the designated assignment area, onsite students will keep a
journal of their responses that will be submitted at the last class session. This
work is part of your participation grade.
Final Project
15 points
This Final Project is designed to be problem-based, and it will encourage you to take control
actively in your own learning. You will be working in groups to solve a situation or problem
that is complex. It is expected that you will work collaboratively and individually sharing
information with team members. In the end, you will develop your own product that you will
submit. There will be little doubt there will be some commonalities, but your product will be
tailored exclusively for your organization.
You will complete the final project in teams that will be assigned by your instructor in Week
1 or during the first onsite instructor visit. You may begin working on the following problem;
project within your teams at any time once the teams have been assigned.
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Develop a brief survey instrument that you can use within your organization to identify
what type of professional development activities would benefit your organization. Distribute
this instrument to at least 12 people. Analyze the findings from this survey. Develop a
Develop a brief survey instrument that you can use within your organization to identify
what type of professional development activities would benefit your organization. Develop
a proposal for a professional development program based on these findings. Prepare a
report (10 pages min.) to your “boss” discussing your findings, your plan, and how it will
benefit the organization. In your presentation to your boss, you should also prepare an
accompanying power point presentation to illustrate your conclusions and
recommendations.
This paper requires that you be specific and support your points with citations from the texts
and additional research and professional literature. You should assume you are preparing a
presentation to be delivered live. You may use PowerPoint slides to support your presentation,
but there should be substantial narrative to accompany the slides. You should have a reference
section written in standard APA format.
Final Project Grading Rubric
Points awarded for
Correct use of grammar/APA format
Logical flow of ideas/clarity
Supported by at least eight (8) cited references
Meets required length
Power point presentation
Total
3
4
3
3
2
15
Chat Sessions: (Online Classes only Participation 10 points)
You will be responsible for conducting and participating in 5 cohort chats throughout the
term. You are responsible for creating your own cohort chat groups. You are encouraged to
create your chats with colleagues in the same time zones as you, for convenience. In addition,
please limit your chat groups to 5 members. Once chat groups are established, a representative
of the group will send the instructor the names and schedule of the chat sessions. The topics
of your chats should be the material covered within the 2 weeks prior to the chat session. It is
suggested that each member of the cohort chat group take turns leading the chat discussions.
At the conclusion of the chat session, the chat needs to be saved and posted in the main area
in Discussions for others to read. Onsite classes will also hold cohort chats, the number will
be determined by your instructor.
Synthesis Paper: Each student shall prepare a synthesis paper at the conclusion of the course
discussing one’s knowledge, understandings, analysis and assessment of your experiences in this
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course. This paper will be due during the last week of the course. This paper should be six to seven pages in
Length
Final Project Grading Rubric
Points awarded for
Correct use of grammar/APA format
Logical flow of ideas/clarity
Supported by at least eight (8) cited references
Meets required length
2
3
2
3
Total
10
Writing Performance
The following policies relate to your online writing performance. We expect the following from you
as doctoral participants:
a. Present thinking, writing and expression of ideas appropriate for learners at the doctoral level
b. Use appropriate grammar and sentence structure. There should be no
grammatical errors in all written assignments submitted to the
discussion or to your instructor. Proof read and spell check materials
prior to transmission/submission.
c.
Express coherent and logical flow of ideas when posting or responding.
d. Submit well-organized written material that is, comprehensive and focused.
Rewrites: If your work is unacceptable in the form in which you submitted the assignment, your
instructor may offer the opportunity to rewrite the assignment. Please do not expect full
credit for a rewrite.
VIII. STANDARDS
Not applicable to degree
IX. CLASS POLICIES
A. Attendance: Students are expected to attend all class sessions.
B. Plagiarism Policy, Graduate Studies:
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




Work that is submitted for credit must be the original work of the student.
Assignments that are not the original work of the student are considered plagiarized and in violation of the
Code of Student Conduct and Academic Responsibility.
Plagiarism occurs when another person’s work, words, or ideas are represented as one’s own without the use of
a school-recognized method of citation (e.g., copied from another source such as an author or another student
without properly acknowledging the actual writer/author).
Plagiarism also occurs when knowingly giving or allowing one’s own work to be copied or otherwise
duplicated by another for academic credit, or when resubmitting one’s own work for academic credit.
Additional information pertaining to original work/plagiarism and the Code of Student Conduct and Academic
Responsibility can be found in the Fischler School of Education and Human Services catalog at
http://www.schoolofed.nova.edu/fgshome/catalog/student_policies_procedures.pdf
C. Writing Across Curriculum
 This course includes written assignments that make up at least one half of the final course grade.
 Written assignments can include, but are not limited to, abstracts, bibliographies, case studies, computer
programs, essays, journal entries, lesson plans, literature reviews, project proposals, project reviews, reaction
papers, research papers, seminar summaries, and technology reports.
D. Americans With Disabilities Act
http://www.usdoj.gov/crt/ada/adahom1.htm
 Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans
with Disabilities Act of 1990 by providing reasonable accommodations for qualified individuals with a
disability.
 The Fischler School’s ADA Policies and Procedures, and the necessary forms for requesting disability-related
accommodations, can be obtained by contacting the FSEHS Office of Student Judicial Affairs at 954-262-8617
or 1-800-986-3223, ext. 8617, or via e-mail at seldines@nsu.nova.edu. Undergraduate students should contact
the undergraduate disability services representative at the Farquhar College of Arts and Sciences at 954-2628405 or 1-800-986-3223, ext. 8405.
 To ensure that reasonable accommodations can be provided in a timely manner, all forms and documentation
must be completed and on file in the FSEHS Office of Student Judicial Affairs a minimum of four (4) weeks
prior to the commencement of classes for any given semester. Certain accommodations may involve other
professionals and specialists, and therefore, may require considerable time to implement.
E. Last Day to Withdraw from Course
 In order to withdraw from a course it is NOT enough to stop attending class or to inform the instructor of your
intention to withdraw.
 Refer to the refund section of the appropriate catalog:
Graduate:
http://www.schoolofed.nova.edu/fgshome/catalog/student_policies_procedures.pdf
F. Course/Instructor Evaluation
 It is expected that all students will participate in the online Course/Instructor Evaluation at or near the end of
the course.
 Notices of Course/Instructor Evaluation access are sent to registered students by NSU email.
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X. GRADING CRITERIA
A.
Grading Rubric http://www.fgse.nova.edu/gtep/students/gteprubrics.html
A
91-100
4.0 1. Content - Assignments are complete and thorough and meet or
exceed stated specifications and criteria and are submitted on time.
Students have completed all parts of the assignments as defined by
the instructor. Knowledge of subject matter is clear, and all work is
clearly focused on the assigned topics. Topics are fully developed. If
appropriate, students have included additional material/information
beyond requirements. If applicable, students have demonstrated
applicability to the work setting (theory into practice). Students show
evidence of critical thinking. If appropriate, students demonstrate
originality and fresh perspectives.
2. Quality of Writing - Written work shows superior graduate quality
in verbal expression, attention to detail, and correct application of the
conventions of the English language. In students’ written work,
paragraphing is appropriate with clear thesis statements and
supporting details. Sentences are clear and concise. Students vary
sentence structure making use of subordinate clauses. Transitional
words and phrases are used effectively. Points and ideas are well
organized. Word choice is effective. English language conventions
are applied correctly (i.e. spelling, capitalization, punctuation,
agreement, pronoun usage, sentence structure).
3. Preparation (readings, field work, etc.) - Preparation for all classes
is evident. Students participate regularly contributing ideas to class
discussions that demonstrate careful reading of assigned texts and
articles, attention to audio or video tapes or other media assigned,
and engagements in interviews, observations, or any other in-class or
out-of-class activities assigned.
4. Format - Where applicable, citations and references are used
correctly and consistently, with clear efforts made to include a wide
range of relevant works. For any work requiring citations, students
refer to a wide range of suitable sources. All non original ideas are
cited correctly and referenced in a reference list. All works in the
reference list are cited in the text. Students follow the American
Psychological Association Form and Style Manual (4th Ed.) for the
Graduate Teacher Education Program of Nova Southeastern
University as well as the instructor’s requirements regarding type
face and size, margins, headings, title pages, and so forth
B+
86-90
3.5 1. Content - Assignments are complete and meet stated specifications
and criteria and are submitted on time. Knowledge of subject matter
is clear. Written work focuses on assigned topics. Students have
made clear efforts to address all parts of assignments, but might have
missed one part of one or two assignments. Students have met all but
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perhaps one criterion or specification indicated by the instructor. (For
example, if students are asked to provide examples of classroom
strategies, perhaps the number of examples provided is insufficient;
perhaps the examples are not explained in enough detail for the
reader to form a clear picture of the strategy). In some assignments a
match between theory and practice may not be evident.
2. Quality of Writing - Written work shows good graduate quality in
verbal expression, attention to detail, and correct application of the
conventions of the English language. In students’ written work,
paragraphs are organized around topics with supporting details.
Sentences are clear and somewhat varied. Some transitional words
and phrases are used. Organization is adequate. Words are used
correctly. A few minor errors in the conventions of English usage do
not interfere with the readability of the work.
3. Preparation - Preparation for all classes is evident. Students
participate regularly contributing ideas to class discussions that
demonstrate careful reading of assigned texts and articles, attention
to audio or video tapes or other media assigned, and engagement in
interviews, observations, or any other in-class or out-of-class
activities assigned.
4. Format - Where applicable, citations and references are used
correctly and consistently. For any work requiring citations, all non
original ideas are cited correctly and referenced in all reference list.
All works in the reference list are cited in the text. Students generally
follow the American Psychological Association Form and Style
Manual (4th Ed.) for the Graduate Teacher Education Program of
Nova Southeastern University as well as the instructor’s
requirements regarding type face and size, margins, headings, title
pages, and so forth.
B
80-85
3.0 1. Content - Some assignments may be incomplete or do not meet
some stated specifications and criteria. Students have made an
attempt to complete all assignments, but some student papers do not
address all parts of all assignments or do not meet some criteria
specified in the instruction. Topics may be only partially developed.
There may be no evidence of a match between theory and practice.
2. Quality of Writing - Written work is below graduate quality in
verbal expression, attention to detail, and correct application of the
conventions of the English language. In students’ written work,
paragraphing may be faulty with perhaps too many topics per
paragraph or insufficient detail to support a topic. Sentences may
lack variety, and sentence structure may be confusing. Organization
may be lacking. Errors in word usage may be present. Errors in the
conventions of English usage may interfere with the readability of
the work.
B
80-85
3.0
3. Preparation - Preparation for most classes is evident. Students may
choose not to participate in all class discussions or activities. When
called upon, students may not be able to demonstrate that they have
read assigned texts and articles or that they have completed other
activities and assignments.
4. Format - Where applicable, an attempt is made to use citations and
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references. For any work requiring citations, students attempt to cite
and reference all non original ideas, but may make errors in format
F No Credit
Does not meet the above standards
I
1.
A grade of incomplete (I) may be granted at the discretion of the
instructor, to students who are in good standing, because of
unexpected personal or professional emergencies and must be made
up within one term (or sooner) of the final class meeting of the
course, as stipulated by the instructor. A grade of “I” may not be
granted to a student whose work has been substantially
unsatisfactory or who has failed to submit a substantial number of
assignments (i.e., postings, responses, written assignments,
references, etc.) in a timely manner by the end of the course.
Students requesting extensions due to medical reasons are expected
to provide official medical documentation. It is the student’s
responsibility to consult the instructor and submit the Incomplete
Grade Agreement Form prior to the end of the course. The
instructor will not accept assignments received after the date
indicated on the agreement, and the student’s grade will be assigned
according to the work the student completed by the end of the
course.
2.
Upon approval by the instructor, students will be required to
complete and submit an “Incomplete Grade Contract” (see
Appendix B) to the instructor. The timeline for an “Incomplete”
shall not exceed one term or as specified in the “Incomplete Grade
Contract.” An incomplete grade that has not been changed by the
official date in this agreement will be converted to an “F” (No
Credit).
Incomplete
.
Grading Scale
A 91- 100 = 4.0
B+ 86 - 90 = 3.5
B 80 - 85 = 3.0
F No Credit
I= Incomplete
Activity
Class Participation
Scholarly Article (2)
Essays (3)
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Percentage
WEIGHT
10
10/20
15/45
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Final Project
Synthesis paper
15
10
Incomplete grades will not be automatically assigned if the coursework is not completed within
the time frame established for the course. Incomplete grades will only be assigned if the
participant establishes that circumstances arose that were beyond the participant’s control prior
to the end date of the course. These circumstances are confined to medical circumstances or
family issues. An Incomplete Grade Contract must be negotiated with the instructor prior to the
Assignment of an Incomplete Grade.
XI. LIST OF SUGGESTED RESOURCES
A. Books
Bolman, L.,G.,Deal,T.E. (2003). Reframing organizations:Artistry,choice and leadership
(3rded.).San Francisco: Jossey-Bass.
Heifitz, R.A. (1994). Leadership without easy answers. Cambridge, MA: Harvard
University.
Kolb, D. A., Osland, J. S.& Rubin, I. M. (2001) The organizational behavior
reader ( 7th ed.). Prentice-Hall, Inc.
Kolb, D. A., Osland, J. S.& Rubin, I. M. (2001) Organizational Behavior:
An experiential approach,( 7th ed.). Prentice-Hall, Inc.
Kotter, J. P.(1996) Leading Change Harvard Business School Press.
Roberts, W., & Ross,B. (1995). Make it so: Leadership lessons from Star Trek, the next
generation. New York: Pocket.
Senge, P. M., Kleiner, A., Roberts, C., Ross, R. B., & Smith, B. J. (1994). The fifth
Discipline fieldbook. New York: Doubleday.
Smith, D. K. (1996). Taking charge of change. Reading, MA: Addison-Wesley.
Waitly, D. (1995). Empires of the mind: Lessons to lead and succeed in a knowledge-based
World. New York: William Morrow.
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Wren, T.J. (1995). The leadership companion: Insight on leadership through the ages
New York: Free Press.
B. Web Sites:
Leadership Web Sites
Academy for Human Resource Management. Retrieved on Jan 4, 2006 at
http://www.ahrd.org
American Association for Affirmative Action. Retrieved on Jan 4, 2006 at
www.affirmativeaction.org
American Society for Training and Development. Retrieved on Jan 4, 2006 at
www.astd.org
Bureau of Labor Statistics. Retrieved on Jan 4, 2006 at
http://stats.bls.gov/
Educational Development Center's Leadership and the New Technologies Web Site. Retrieved on Jan 4, 2006 at
www.edc.org/LNT/
Human Resources Institute. Retrieved on Jan 4, 2006 at
www.hri.org/
Human Resource Law Web Site. Retrieved on Jan 4, 2006 at
www.gttlaw.com
Human Resources Planning Society. Retrieved on Jan 4, 2006 at
www.hrps.org/home/index.shtml
International Association for Human Resource Information Management-USA. Retrieved on Jan 4, 2006 at
www.ihrim.org
International Personnel Management Association. Retrieved on Jan 4, 2006 at
www.ipma-hr.org
International Personnel Management Association Professional Journals. Retrieved on Jan 4, 2006 at
www.ipmaac.org/journals
National Association of Workforce Professionals. Retrieved on Jan 4, 2006 at
www.work-web.com/nawdp
Society for Human Resource Management. Retrieved on Jan 4, 2006 at
www.shrm.org
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Note: Web sites: Copyright © 1995-2004 by Allyn & Bacon A Pearson Company Legal Statement
Appendix 1
Writing Resources
Students will be required to use the following format for all assignments except
dissertation documents, for which the Style Guide for the Applied Dissertation is the
reference. This guide can be located by accessing the ARO Web site.
Fischler School students are expected to use the following format for all written
course assignments:
·
·
·
Title Page
Body of Text
References
(If other sections are required, an explanation will be provided in the syllabus or
course guide.)
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·
·
·
·
·
·
·
Set 1” margins on all sides.
Use left margin justification.
Set the font for 12 pt with Times New Roman or other readable serif font.
Use no bold or underlining. Underlining may be used for linking URLs if
requested for certain assignments.
Use no running heads or page headers.
Use the “Insert” function to insert Arabic page numbers at the upper right
corner with the same font as the text (no italics, periods, hyphens,
underlining, or bold).
Use white paper.
The title page will contain three single-spaced sections, vertically and evenly spaced
and centered. It will contain no page number.

Top section:
Title of the Assignment
Upper and Lower Case Style

Middle section:
by
Student’s Full Name
Course code and CRN
Title of Course

Bottom section:
Nova Southeastern University
Month, day, year
The Body of Text will start with the page number 2.



Indent ½” for each new paragraph, the default on most word processors.
Text is to be double-spaced.
For headings and subheadings, follow current APA style as described in
sections 3.31-3.32 of the APA manual 5th Ed..
In the following cases, single-spacing will be used.
o
o
o
o
Block quotes
Table of Contents
Abstract
Table titles and figure captions
The References list will start on a new page after the main body; pagination should
be continuous throughout the main body and the References section.
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The title is to be centered at the top of the page on the first available line (as shown
below). The ensuing instructions show how each item will look with hanging indent.
References
For each entry, use a hanging indent and single-spacing. To format a hanging indent
in MS Word, click on “Format,” select “Paragraph,” and choose “Indentation”;
under “Special,” change to “Hanging.” Double-space between entries.
References are listed in alphabetical order and follow the current APA format.
Hanging indent looks like these two instruction items. Appendix pages follow
the References list.
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