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Viewing: SLC 101 : Community Leadership

Last approved: Tue, 08 May 2018 08:00:10 GMT

Last edit: Thu, 26 Apr 2018 18:52:43 GMT

Change Type
Major
SLC (Shelton Leadership Course)
101
032344
Dual-Level Course
Cross-listed Course
No
Community Leadership
Community Leadership
Division of Academic and Student Affairs
University Studies Course (24UC)
Term Offering
Fall Only
Offered Every Year
Fall 2018
Previously taught as Special Topics?
Yes
5
 
Course Prefix/NumberSemester/Term OfferedEnrollment
USC 298Fall 201572
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
1
16
Contact Hours
(Per Week)
Component TypeContact Hours
Seminar16.0
Discussion8.0
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Dr. Anna L. Patton
Director, Impact Leadership Village

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Discussion9045YesEnrollment is limited to students participating in the Impact Leadership Village living and learning community.
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Restriction: Course enrollment is restricted to those students participating in the Impact Leadership Village living and learning community.

Is the course required or an elective for a Curriculum?
No
The purpose of this course is to encourage you to carefully analyze your responsibilities and commitments in the context of leadership for the common good and for purposeful change. You will come to understand the concept of relational leadership and how it differs from traditional leadership theories. The course includes the study of leadership as well as the application of leadership theories, concepts, and skills. You will also develop your own leadership potential through the completion of personal and leadership self-assessments, values exploration, and leadership skill applications through course activities.

The revisions are reflecting the holistic approach to integration of the course and the living learning community with the course learning outcomes.


The addition of the portfolio provides a tangible deliverable of the six levels of Bloom's Taxonomy for students to have available for future experiences and career opportunities.


Due to the addition of the Portfolio, grading distribution and total of points has changed for the course.


No

Is this a GEP Course?
No
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

Course instruction is part of the job responsibilities of the Impact Leadership Village Director position. Salary is paid through Living-Learning Initiatives and course expenses are covered through the Village program budget.

Course Goals include:


1)  Deepen Impact Leadership Village (ILV) students' leadership knowledge, especially with regards to the Relational Leadership Model. 


2)  Provide ILV students with the opportunity to apply course knowledge in group settings.


3)  Have students reflect on their leadership experience and evaluate their use of the Relational Leadership Model.


4)  Assist in the process of creating a seamless living and learning community student experience. 


Student Learning Outcomes

Students successfully completing the course will be able to:


A.  Define leadership in a relational context and be able to discuss the different components of the Relational Leadership Model.


B.  Analyze the Relational Leadership Model and determine how to adapt it to their own philosophy of leadership.


C.  Identify sources of power and examine how these are evident in the organization to which they belong.


D.  Analyze existing processes in organizations or systems to which they belong and evaluate how they reflect inclusiveness, empowerment, and ethics.


E.  Consider their own practice as leaders and evaluate their use of relational leadership.


Evaluation MethodWeighting/Points for EachDetails
Participation50Class Participation
Written Assignment100Self-reflection #1; see syllabus for Details
Written Assignment100Self-reflection #2; see syllabus for Details
Written Assignment100Self-reflection #3; see syllabus for Details
Project150Service Action Proposal; see syllabus for Details
Essay200Leadership Action Plan; see syllabus for Details
Final Exam300Leadership Portfolio; see syllabus for Details
TopicTime Devoted to Each TopicActivity
See SyllabusSee SyllabusSee Syllabus
Dr. Anna L. Patton's degrees are:
M.Ed. in College Student Affairs Administration, University of Georgia
Ph.D. in Educational Studies/Cultural Foundations, UNC-Greensboro
aeherget (Thu, 26 Apr 2018 18:52:43 GMT): AECHH: Uploading updated syllabus and adjusting description at faculty request via email and in person (4/26/2018) based on Approved Pending and Friendly Suggestions from April 25, 2018, UCCC meeting.
Key: 10090