Proposal to the UEPC for Permanent Course Approval
Submitted by the Justice, Community and Leadership Program
1. School of Liberal Arts, JCL 150 Advanced Leadership Theory
2. In the 2013-14 academic year, our program restructured in response to our Program
Review, student and faculty feedback, and our own intensive examination of the goals
and mission(s) of the program and how we might deepen student learning. We designed
new courses on theory and methods that were lacking in our previous iteration. With the
program increasing its focus on theory to praxis – primarily through the high impact
practice of community engagement – we saw the need for a class on Leadership theory,
which requires students to examine their own roles in community along with a history of
the development of Leadership theory and its application. This class also fills a gap in
the College’s undergraduate curriculum, as this is the only SOLA class with an exclusive
focus on leadership. In the restructure, JCL also partnered with the graduate program in
Leadership to offer a 4+1 track in Leadership for Social Justice. The 4+1 option has now
also been extended to other graduate leadership programs. This class will help JCL
majors (in all concentrations) fulfill one of their graduate requirements. This class also
counts toward the new minor in Interfaith Leadership. Additionally, through the study of
Leadership theory, students begin to develop their capstone community engagement
projects and senior theses.
3. A) Learning Objectives:
i.
Gain a broad understanding of historical and current scholarship in leadership
theory (social change model, relational, adaptive leadership, community
organizing, leadership for social justice)
ii.
Identify an issue of inequity in our democracy and demonstrate an
understanding of the socio-historical and cultural structures that contributed to
that issue.
iii.
Applying leadership theor(ies), assess personal leadership capacities to
individually and collectively address social issues.
iv.
Research and prepare a proposal for a community engagement capstone
project.
v.
Utilizing leadership theory, analyze the effectiveness of the leadership in a
particular social justice organization.
B) Our mission is “To prepare students through a social justice framework to be leaders
who address critical challenges of our times.” Justice, Community and Leadership is an
interdisciplinary program that emphasizes critical inquiry, global perspectives, ethical
ideals, social and environmental stewardship, leadership, education, and selfassessment. Our social justice framework uses multiple empirical and theoretical
perspectives and contemporary pedagogies of community engagement to inspire lifelong
leadership and service for the common good, especially in education, law, government,
and advocacy. Making leadership one of our cornerstone frameworks requires a class
devoted to it. The objectives of the JCL 150 course scaffold student learning around
1
critical inquiry, ethical ideals and leadership then apply that learning to the development
and implementation of their year-long capstone experience their senior year.
4. Assessment: Several assignments will be used to assess student learning, including
critical writing responses that require them to analyze their own leadership skills in
response to the reading, studying the organizational and leadership style at an
agency/school/non profit, and conducting a self-assessment on their personal leadership
role. They will go through IRB CITI training in order to understand their responsibility in
human subject research and create a culminating presentation on their community
engagement partners with a literature review that enables them to understand how
scholars discuss the social problems they are addressing in the community. Students take
this class in the spring of their junior year, and work with their community partners and
theses in the fall of their senior years. This class cannot be taken P/F.
5. Student Population: Most of the students in this class are majors from all of our
concentrations (TFT, EDU, GEN, 4+1 Social Justice). JCL minors and Interfaith
Leadership minors will also take this course. However, we are open to having non-majors
who are interested in leadership and community organizing. We currently have
approximately 150 majors/minors total in our program. This year’s junior class is
approximately 25 (for Spring 2016), the class of 2018 is larger and we anticipate
potentially needing two sections (maximum of 25 in each section).
6. Relationship to Present College Curriculum: This course fits well in our sequencing,
as students in general will have completed JCL 10 (Introduction to Justice, Community
and Leadership), JCL 120 (Theory and Methods), JCL 130 (Environmental
Responsibility), and JCL 140 (The Global Community). They will have addressed local,
national, global and environmental stewardship; and this class will allow them to engage
more deeply in how they can apply leadership theory for social change. This offering is
the only leadership theory course in SOLA, so it will not negatively impact other courses.
7. Implementation Costs: There are no extraordinary implementation costs.
8. Library Resources: See attached Library Review for JCL 150 written by Sue
Birkenseer, JCL Librarian.
9. Course credit and grading options: This is 1.0 credit course, meeting 3 hours and 15
minutes a week; they will spend approximately 10-12 hours per week out of class time.
The format is student-led discussion with lecture, small group work, individual
presentations, and hands-on leadership workshops.
10. Prerequisites: JCL 10, JCL 120, junior standing
11. Course Description: 150 Advanced Leadership Theory
As part of the core of the Justice, Community and Leadership Program, this course
addresses the necessary connection between understanding community and
becoming advocates for and agents of change. The course builds on prior JCL
2
courses and deepens the exploration and application of leadership theory and research
and addresses the question, “How does knowing leadership theory contribute to my
disposition about justice and my ability to enact change with and in communities?”
This course serves as the catalyst for putting together the theory and practice of
leadership and social change as it emphasizes Freire’s notion of praxis, action and
reflection within the world in order to transform community. Students develop
proposals for their senior capstone community engagement projects. Prerequisites,
JCL 10, JCL 120, junior standing. Offered in the spring.
12. Course Content: Please see syllabus attached
13. Review of experimental offering: Offered as an experimental course in the Spring 2015,
the course was very successful. In the senior capstone this year, we can see the impact
JCL 150 has had on students’ thinking and preparation. They are successfully
implementing leadership best practices and have had a productive start to their capstone.
As a pilot, we sought student feedback throughout the semester, and so as a class
community, we discussed which elements of the course were most effective and which
needed to be changed. In response to the course evaluations, future iterations of the
course will slow down the coverage of certain readings to have more opportunities for
classroom activities that apply the different theories. We will revise the reading list for
Spring 2016, but overall the course will be taught in much the same way as in the Spring
2015. We have added readings on two additional leadership theories – relational, and
wholistic. We refocused the learning outcomes to reflect how students engage in and
apply various leadership theories. Initially exposed to leadership theory in JCL 10 and
JCL 120, this course has students interacting with and applying such theories in deeper
and more integrative ways.
3
Library Resources Review
For the course: Justice, Leadership and Community Advanced Leadership for Justice (JCL 150)
This report was written up in response to a request by Professor Monica Fitzgerald who wishes
to bring her proposal to the UEPC. The course was approved by the UEPC as an experimental
course, and last taught in the Spring of 2015.
I.
Library Resource Needs
A. Faculty Course Preparation: This course addresses theory and practice of
leadership and its relationship to social justice. The learning objectives include a
research project that involves a community engagement project, as well as an
understanding of historical and current trends in leadership theory.
B. Reserve Readings and film/videos for reserve: There appear to be book
chapters and articles put on Moodle. In order to honor copyright law, it is best to
put these in Library Reserves.
C. Types of materials needed for student assignments. Required readings include
Leadership for a Better World by Susan Komives, and and chapters from
Leadership for Social Justice, also owned by the Library.
A.
B.
C.
D.
II.
Currently Available Library Resources
Reference Materials: The Library provides general resources on leadership and
the social sciences with such titles as Routledge International Handbook of Social
Justice (2014), Handbook of Social Justice in Education (2009), and
Encyclopedia of Activism and Social Justice (2007). The Library also has access
to online reference encyclopedias through Gale Virtual Reference Library, Oxford
Reference Online, and Sage Knowledge. The reference collection is adequate for
the needs of this course.
Books: The Library has a general collection of books and other materials relating
to leadership and social justice. In addition, the Library is a part of the Link+
network to retrieve more specific materials not owned by SMC. The Library’s
collection is adequate for the needs of this course.
Scholarly literature: The Library subscribes to multiple social science periodical
and subject databases, with many including full access to a wide variety of
articles. These include: Academic OneFile, CIAO, Sociological Abstracts,
Hispanic American Literature Index (HAPI), Academic Search Complete, and
PAIS International. These databases are sufficient for the research indicated in the
syllabus.
Periodicals/Journals: The Library subscribes to over one thousand social science
related periodicals/journals. Examples of journals that the Library subscribes to
include: Social Justice, Social Justice Research, Studies in Social Justice, Journal
of Values Based Leadership, Journal of Virtues and Leadership, and Leadership
in Action. The full subscription list is sufficient for the research needs of the
students.
4
E. Media/Videos: The Library subscribes to three online streaming video
collections: Academic Video Online (VAST), Kanopy, and Films on Demand. All
offer films relating to the social sciences.
F. Additional Periodicals as requested
None
III.
Opportunities to Develop Information Literacy Skills
A. This course offers an excellent opportunity to develop information literacy skills,
with a literature review assignment that informs the community engagement
project. Literature reviews explore the scholarly literature of the broader issues
relating to the larger project. I am happy to be a part of any library instruction
that is helpful for this course and look forward to hearing more about the
assignment.
Susan Birkenseer
Reference and Instruction Librarian
Saint Mary’s College
September, 2015
5
Monica D. Fitzgerald
Spring 2015
TTH 1:15-2:50
office: 311A Galileo
Ofc hours: TTH 9:15-11:15
JCL 150, Advanced Leadership Theory
Course Description
This course addresses the theory and practice of leadership and its relationship to social justice.
We will address social justice from a local, national, and global perspective, applying different
leadership theories and calls to action. What does “leadership” mean in the 21st century? What
is the responsibility of each individual to respond to situations of injustice? How does it relate to
the individual, family, community, organizations, nation and the world?
Learning Objectives
1. Gain a broad understanding of historical and current scholarship in leadership
theory (social change model, relational, adaptive leadership, community
organizing, leadership for social justice)
2. Identify an issue of inequity in our democracy and demonstrate an
understanding of the socio-historical and cultural structures that contributed to
that issue.
3. Applying leadership theor(ies), assess personal leadership capacities to
individually and collectively address social issues.
4. Research and prepare a proposal for a community engagement capstone
project.
5. Utilizing leadership theory, analyze the effectiveness of the leadership in a
particular social justice organization.
Required Reading:




Susan Komives, Leadership for a Better World (available online through library)
Marshall and Oliva, Leadership for Social Justice: Making Revolutions in Education
Heitfitz, Adaptive Leadership (selected chapters on Moodle)
Additional articles (on Moodle)
Assignments

Response Memos: Six weekly response memos (1-2 pages). These brief memos can be on
any aspect of the reading for the week, responding to guiding questions. You may use
them to respond to the guiding questions for the week, reflect on your own leadership
experiences, growth or scholarly work, challenge theories or assumptions or synthesize
ideas across the texts or cases.
6

Organizational Leader Portrait. The purpose of this assignment is to begin to explore the
domain of the organization leaders through an ethnographic approach. The objective is to
understand how leaders themselves conceive leadership, what their decision-making
process is, and how power and authority are exercised. You will conduct an interview and
brief observation of an organizational leader and link to the course texts. Develop a list of
4-6 questions (such as how does leader acknowledge self, group and society in their
work). (6-8 pages)

IRB CITI Training

Senior Project Proposal and Action Plan

Literature Review that informs community engagement project

Community Partner Contract

Final Presentation: What is Your Question?: The purpose of the final presentation is to
deepen your capacity to lead for social change through 1) reflecting on your motivation
and in what issue you are interested in, 2) practicing expressing your commitment and
passion to others, and 3) furthering your understanding of how to apply classroom theory
to the practice of leading for social change.
Grade Breakdown






25%
20%
15%
10%
15%
15%
Response Memos
Participation
Literature Review
Senior Project (CITI Training, IRB, Proposal, Action Plan, Partner Contract)
Leadership Portrait
Final Presentation
Requirements and Evaluation
Prepared attendance is required for all class sessions. Students must inform the instructor of her
or his absence in advance. Your grade is based upon your leadership of class discussions, essays,
oral presentation and your attendance at extra-curricular events. You are asked to attend three
events, two of which should be arts events, and the third of which may be a lecture. Participation
grades are based upon the following criteria:

Excellence [A] requires that you attend all classes, workshops, and events, participate
actively and take a leadership role in discussions, demonstrate your careful and
thoughtful reading of the text, discuss points articulately, listen respectfully and respond
seriously to others’ views, ask insightful questions, and take responsibility for the overall
quality of the discussion.
7




Above average [B] requires that you are rarely absent from class/events, participate
actively in discussions, demonstrate a good knowledge of the text, work to achieve
understanding, listen respectfully to other viewpoints, and ask sound questions.
Average [C] requires that you attend class/events regularly, participate in the discussions
with occasional contributions, demonstrate a basic knowledge of the text, listen
respectfully to others and sometimes ask questions. Missing more than 3 hours of classes
may also result in a C in participation.
Below average [D] results when you follow the conversation respectfully and
occasionally participate, or miss more than 5 hours of classes/workshops/events.
Failure [F] results when you occupy a seat but show no signs of life, or when you miss
more than 9 hours of classes/workshops/events.
Weekly Course Schedule
Week 1
T 2/10 Read: MLK, Selection from Where Do We Go From Here (on moodle);
Th 2/12 Read: Rost, Chapter 5, “The Nature of Leadership (on moodle); Goleman, “What Makes
a Leader? (on moodle)
Due: Response Memo #1 (on Moodle Journal)
Week 2
T 2/17 Read: Komives, Intro and Part 1, Chapter 1 What is Social Change?; Komives, Part 1,
Ch. 2 Overview of SCML
Th 2/19 Read: Komives, Ch 3 Apply SCML
Due: Response Memo #2 (on Moodle Journal)
Week 3
T 2/24 Read: Komives, Part 1, Ch. 4, Change
Th 2/26 Read: Komives, Part 2 Chapter 5, Citizenship
Due: Response Memo #3 (on Moodle Journal)
Week 4
T 3/3 Read: Komives, Part 3 Chs 6-7, Collaboration and Common Purpose
An Interview with Women in Federal Public Service.
March 4th 5:30-7:30
Soda Center
8
Th 3/5 Read: Komives, Part 4, Ch. 8 Compromise with Civility
Due: Response Memo #4 (on Moodle Journal)
Week 5
T 3/10 Read: Komives, Part 4, Individual Values, Chs. 9-11
Th 3/12 Read: Komives, Part 5, Ch. 12 and Epilogue
Due: Response Memo #5 (on Moodle Journal)
Week 6
T 3/17 Read: Heifitz, Adaptive Leadership, Chapters 1, 2
Due: In class work on senior project proposal;
Th 3/19 Read: Heifitz, Ch22-23
Due: Peer Review of Organizational Leadership Portrait Paper
Week 7
T3/24 Read: Marshall & Olivia, Chs. 1-3
Due: Organizational Leader Portrait Paper
Th 3/26 Read: Marshall & Olivia, Chs, 4, 6, 7
Due: Draft of Senior Project Proposal
Friday March 27th Business and the Challenges of Inequity
Week 8 EASTER BREAK
Week 9
T 4/7 Read: Marshall & Olivia, Chs. 9-12
Due: in class work on IRB
Th 4/9 Read:Kezar Nakamoto, Glenn, Lester, Examining Organizational contextual features that
affect implementation of equity initiatives (on Moodle)
Due: Peer Review of Senior Project Proposal; Due: Response Memo #6 (on Moodle Journal)
Week 10
T4/14 Read: Northouse, Chs 1-2, Introduction and Trait Approach (on Moodle)
Due: Senior Project Proposal; in class work on IRB
Th 4/16 Read: Peter Senge (on Moodle)
Due: Complete online IRB training; review Community Partner Agreements
Week 11
9
Monday 4/20 Lecture by leadership expert Peter Senge, 7pm Soda Center
T 4/21 Read: Northouse, Chs 9 Transformational Leadership and 14, Women and Leadership
Due: Completed class IRB; Completed Community Partner Agreements
Th 4/23 Read: Northouse, Ch 16, Leadership Ethics
Due: Literature Review Draft
Week 12
T 4/28 Read: Community Organizing Models (on Moodle)
Th 4/30 Continue discussion of Community Organizing Models
Week 13
T 5/5 Read: Pearce, Coordinated Management of Meaning (on Moodle);
Due: Peer Review of Literature Review
Th 5/7 Read: MLK Selection #2 from Where do We Go From Here?
Due: Literature Review
Week 14
T 5/12 Final Presentations
Th 5/14 Final Presentations
Week 15 Finals, Final Presentations and Potluck
10
From: Sheila Hughes [mailto:smh21@stmarys-ca.edu]
Sent: Thursday, October 29, 2015 10:39 AM
To: Kathy Porter <kporter@stmarys-ca.edu>
Cc: Monica Fitzgerald <mdf1@stmarys-ca.edu>; Shawny Anderson <sanderso@stmarys-ca.edu>
Subject: Fwd: UEPC proposal for JCL 150
Dear Kathy,
I have reviewed the proposal to make JCL: Advanced Leadership Theory a permanent course offering
and am happy to support it. I have also circulated the proposal to SOLA chairs and directors for
feedback, but received none. The proposal materials are attached here, in a single document, for UEPC
consideration.
Thanks & cheers,
Sheila
Sheila Hassell Hughes
Dean, School of Liberal Arts
Saint Mary's College of California
11