Course Objectives

·        Develop the knowledge & skills necessary to be an effective leader in a process of
      institutional change;

·         Examine & critique leadership theories with an emphasis on The Leadership Challenge text;

·         Better understand one’s talents, values & social characteristics as they relate to effective leadership;

·         Articulate the individual & structural components that contribute to change in social institutions;

·         Identify the many sectors of a complex organization and participate in the development of an action plan for change premised on the interrelationships between sectors/actors.

Instructor - Anna Carey, Program Director, New Student Programs/Family Outreach, Viking Union 506, x3847, Anna.Carey@wwu.edu, Office Hours. 8-5pm, Mon.-Fri. by appointment

Course Syllabus

April 3       Course Introduction

·         Course Overview

·         Introduction of The Leadership Challenge

·         Dr. Kristin Tyran, Management Department -- The Nature of Organizations

·         Assignments due by 4/10

·         Reading  - The Leadership Challenge, When Leaders Are at Their Best, Chapters 1-2

·         Journal entry – Apply The Leadership Challenge model to a group/organization you are, or have been, involved in; compare & contrast the model with your experience.

April 10      WWU & The Big Picture

·         Dr. Eileen Coughlin, VP for Student Affairs and Academic Support Services – The Cultures of the Academy, Understanding the University as an Organization

·         Dr. Kris Bulcroft, Vice Provost for Undergraduate Education, General Education Reform - Change in Action at WWU

·         Assignments due by 4/17

·         General Education Reform Conversation – posted by 9am,4/17 on BlackBoard

·         Reading - The Leadership Challenge, Challenging the Process, Chapter 3

·         Journal entry – Identify and discuss the themes that compare and contrast the information presented in class by Dr's. Coughlin and Bulcroft regarding the differing cultures of organizations and the concepts outlined in The Leadership Challenge.

April 17       Processing and Perspectives

·         Power, Authority & Influence

·         Assignments due by 4/24

·         General Education Reform Conversation – posted by 9am,4/24 on BlackBoard

·         Reading – The Leadership Challenge, Chapter 5-6 (pg. 91-150)

·         Journal – (Entry worth 20pts.) This journal entry will involve an interview related to the GenEd Reform process.  The interview questions, and list of interviewees, are posted on BlackBoard.  Submit a one-page summary of your interview and the notes from your interview questions.

April 24        Commitment to Leadership

·         Panel of Internal Governance Leaders

Kathleen Kennedy, President, Faculty Senate, Histor-

Corey Eichner, President, Associated Students

Kay Reddell, President, Staff Employees Council, Theatre

Yolanda Minge, President, Exempt Professional Staff Organization, Academic Advising

Sonia Arevalo-Hayes, President, Minority Employees Council, Office of    
            Student Life

·         Assignments due by 5/1

·         General Education Reform Conversation – posted by 9am, 5/1 on BlackBoard

·         Reading – The Leadership Challenge, Chapter 7 (pg. 151-179)

·         Journal Entry - This week’s panel presented information about the different constituents within the University community. Reflecting on the information shared by Dr. Coughlin regarding the different cultures of the academy and The Leadership Challenge, do you hear any similarities or differences in the concepts presented? What information or concept about the internal governance processes is most notable to you and why?

May 1         Social Change Theories

·        Dr. Kristen Tyran, Management Department – Appreciative Inquiry & Social Change     

·         Assignments due by 5/8

·         General Education Reform Conversation – posted by 9am, 5/8 on the BlackBoard

·         Reading – The Leadership Challenge, Chapter 8 (pg. 180-208)

·         Journal entry– (Entry worth 20pts.) Refer to the Internal Governance Meetings handout.  Observe a campus group/committee for a minimum of 1 hour.  Based on this observation, apply the concepts from The Leadership Challenge, class discussions and your experience and provide a summary and evaluation of the meeting.

May 8        Cultivating Culture & the Role of Leaders

·        President Karen W. Morse & Provost Andrew R. Bodman

·         Assignments due by 5/15                   

·         General Education Reform Conversation – posted by 9am, 5/15 on BlackBoard

·         Reading – The Leadership Challenge, Chapter 9 (pg. 209-241)

·         Journal entry - Reflecting on the information presented by the President & Provost, and the information in this week’s reading, has there been a sense of shared values that represent Western as an organization?  Are those values consistent with the Mission Statement?

May 15        Case Study – General Education Reform & Organizational Change

·    General Education Reform panel, moving toward an action plan for changing the campus culture

·    Assignments due by 5/22

·         General Education Reform Conversation – posted by 9am, 5/22 on BlackBoard

·         Reading - The Leadership Challenge, Chapter 10 (pg. 242-268)

·       Journal –(Entry worth 20pts.)  Referencing The Chronicle of Higher Education, provide a summary of an article of interest, include the date of publication (the article cannot come from the Short Subjects section).  Reference Chronicles no earlier then January 2001.  The Chronicle of Higher Education is available in Wilson 2 East and through the Library website using Proquest. Recent past copies of The Chronicle are also available in instructor's office.

May 22        Finances of Higher Education

·         Mark Lane, Executive Director, University Planning & Analysis, Linda Beckman, Division Director of Budget & Administration, Student Affairs

Mark Bagley, Director of Annual Giving, The Western Foundation

Brian Martin, AS Vice President for Business and Operations

·         Assignments due by 5/29

·         General Education Reform – posted by 9am, 5/29 on BlackBoard

·         Reading – The Leadership Challenge, Chapter 11-12 (pg. 269-316)

·         Journal – Reflecting on the class work & discussions to date, identify at least 3 of the “stake holders” in the process of higher education.  Compare & contrast the agendas and needs of these groups.

May 29       Western & External Governance

·         Judy McNickle, Legislative Liaison

                              Jeffrey Kelly, Student Trustee, Board of Directors

                              Nova Gattman, AS Vice-President for Legislative & Community Affairs

                              Jeff Newcomer, Engineering Technology, Faculty Legislative Representative

·         Assignments due by 6/5

·         General Education Reform – posted by 9am, 6/5 on BlackBoard

·         Reading - The Leadership Challenge, Chapter 13 (pg. 317-340)

·         Journal – As you reflect on the various readings, guest speakers and experiences you have had over the quarter, what is your definition of a good leader and good follower at this point in your experience?

June 5         Return to Inside Out

Assigned Text/Resources - Main Text – The Leadership Challenge, Kouzes & Posner

Grading Structure

Grades are based a total possible accumulation of 200 points.  Grades will be calculated as follows:

200-190 A, 189-180 A-, 179-174 B+, 173-166 B, 165-160 B-, 159-154 C+, 153-146 C, 145-140 C-, 139-134 D+, 133-126 D, 125-120 D-, 119 and less F.  Pass/No Pass grading is acceptable.  A C grade (minimum of 140 points) is required to pass the course.

Course Assignments

Assignment                                 Due Date                                   Possible Points

Journals                                        In class, weekly                            120 (10-20/week)

General Education Reform            Weekly posting on                         80 (10/week)

Conversation                                 WebBoard, must respond by

                                                    9am on day of class

Assignment Details

·         Journals – Journals will be a private record of your reflections, reactions and experiences over the course of the quarter and will only be read by the instructors.  Journal entries must be a minimum of 2pgs.and will be turned in at the beginning of each class.  Each journal entry is worth 10 points (unless otherwise noted) and will be evaluated using the following:

·         Content & Reasoning

·         Draws together class material, personal observations & experiences (2pt.)

·         Demonstrates understanding & consideration of key concepts (2pt.)

·         Organization

·         Presents overarching ideas first, followed by illustrative examples (1pt.)

·         Provides connections between ideas & examples and one idea & another (1pt.)

·         Style

·         Uses an exploratory tone (1pt.)

·         Uses the format of a commentary (1pt.)

·         Correctness & Presentation

·         Follows conventions of standard written English & assignment guidelines (2pts.)

·         GenEd Reform Conversations - Questions will be posted on BlackBoard by 9am each Thursday after class and your response must be logged by 9am on the day of class.  Each conversation entry is worth 10 points.  One substantial posting/response is required for assigning a point value.

BlackBoard Information

The General Education Reform Conversations that will place over the course of the quarter will be administered through BlackBoard on the WWU home page.  Complete the following to register for this discussion group:

go to http://courses.wwu.edu/ and click the Create button for login and account creation instructions. If you have questions, there is help available by clicking on the Support button.  Additional support is available by reviewing information at http://www.wwu.edu/depts/atus/courses/gettingstarted.shtml.

Use of BlackBoard & electronic resources

Whenever you send BlackBoard postings, your name and user identification are included in each transmittal.  You are responsible for all electronic postings originating from your user ID.  Therefore, forgery (or attempted forgery) of electronic postings is prohibited, sending harassing and/or threatening postings is prohibited, sending unsolicited junk mail, “for-profit” messages or chain letters is prohibited, and hiding your actual user ID by “spoofing” or any other means is prohibited.

Class Attendance & Participation

·         Class attendance & participation are central to an experiential-based seminar.  Arrive on time & plan to stay for the full session.

·         Excused Absence: If you are too ill to attend a particular session, or are experiencing a personal emergency, an approved leave of absence from the Health Center or The Student Life Office must be provided.

Unexcused Absence: Students with more than one (1) unexcused absence will not pass the        
      course.

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