University of San Diego Leadership through Service‐Learning EDLD 208 Section 3 Spring 2010 Instructors: Rachel Acosta, Academic Coordinator Freddy Delgado, Graduate Assistant TRiO Student Support Services Rachelacosta@sandiego.edu Freddydelgado‐w@sandiego.edu Barcelona 301, Office Hours by appointment Phone: (619) 260‐7580 GOAL OF THE SEMINAR: Through service‐learning opportunities and class discussions, students will explore and experience collaborative leadership. Using leadership theory and self‐awareness activities, students will develop and/or enhance their personal leadership and mentoring skills. LEARNING OBJECTIVES (broken down into four categories) Critical thinking • Asks questions • Evaluates arguments • Can make clear arguments Independent Learning & thinking • Connects theory and practice • Chooses informed perspectives Community responsibility • Sees impact or need for service • Commitment to social action • Sees personal role Cultural Competency • Self‐aware of own culture • Values difference Personal Impact • Articulates values • Commitment to self‐reflection GRADING INFORMATION: Grades for this course will be assigned as follows: • Attendance 25% • Participation 25% • Reflection Journal 25% • Final Paper 25% COURSE REQUIREMENTS: Attendance • Much the course is based on class discussion; therefore class attendance will count towards student’s final grade. ONE absence for which advance notice is given by phone or in person will not be figured in the attendance grade. Likewise, absences for which a medical excuse is provided will be recorded but not figured in the attendance grade. Thus, any unexcused absence will result in a 2% decrease in student’s attendance mark. Any significant tardy or early departure from class will be figured as a half absence.
Participation • As this is a seminar, students are expected to come to class prepared to engage in all discussions in a professional and informed manner. Hour Log • Students must complete 20 hours of Upward Bound Kearny High School or Barrio Logan College Institute mentoring. See attached sheet for dates/times. • Students must maintain a log of community mentoring hours. Logs will be provided by instructor and must be turned in at the end of the semester for evaluation and grading. Reflection Journal • Students must respond after each class meeting in a reflection journal. Each journal entry must be completed by the next class session. Reflections will not have a length requirement, but rather each entry will be assessed on how the student responds thoughtfully to the topic addressed in class that day. Instructor will provide journals. Final Paper • Students will write a 5‐page reflection paper. Details TBA SEMINAR • All seminars will be 1.5 hours each on Thursdays. Time and location will be determined by the availability of course participants. th FEB 4 Intro to Seminar/Purpose and Task Students will identify their intention and responsibilities as student leaders/mentors, establish classroom norms, and engage in team building FEB 11th Self‐Awareness/ Intentions Students will interpret the results of the Myers‐Briggs indicator as it applies to their communication and leadership styles. An employee from USD Career Center will facilitate FEB 18th Student Transition/High School Issues/ Technical vs. Adaptive Challenges Students will analyze their own transition experience into college and interpret how such experiences will enhance their leadership in the community and as a mentor. Students will also be introduced to the concepts of leadership and authority and how technical and adaptive challenges relate FEB 25th Ethical Leadership Students will identify their values and interpret how these values apply to their leadership MAR 4th Leadership and Influence Students will learn to exercise influence through individual and group meetings. Students will analyze the potential influence they will have on mentees and surrounding community MAR 11th SPRING BREAK NO CLASS MAR 18th Understanding Bias and Mental Models Students will interpret the their results of Harvard’s “Project Implicit” and reflect on how hidden biases may affect leadership MAR 25th Social Systems and Multiculturalism Students will discuss the idea of multiculturalism and how it applies to leadership in the community APR 1st EASTER BREAK NO CLASS APR 8th Effective Mentoring Students will investigate what makes an effective mentor and practice leadership situations APR 15th Effective Mentoring Students will investigate what makes an effective mentor and practice leadership situations
APR 22nd Conflict for Change Students will define the potential benefits of conflict and identify their own styles in relation to conflict APR 29th Summer Program Leadership May 6th Power and Privilege Students will identify their own position of power and privilege and compare to power and privilege in the community May 13th Leadership for Social Change Students will evaluate their civic responsibilities and methods for achieving positive social change May 20th Leadership Evaluation/Celebration LOCATION: Barcelona 301 1:30‐3:30 FINAL PAPER DUE! Students will review the collaborative leadership model and evaluate their own leadership development during the semester.