UNIVERSITY OF SAN DIEGO SCHOOL OF LEADERSHIP AND EDUCATION SCIENCES EDLD 574: Leadership Development for Women Spring 2006
Mary Woods Scherr, Ph.D.
Office Hours: Tuesdays 1:30-4:00; Wednesdays 1:30 – 3:00 Appointments available at other times, including after class. Send e-mail for appointments: scherr@sandiego. edu. Office: Acala West 210; Messages: 619-260-2274; Home: 760-729-3263 Course Description: The psychological literature related to women’s development of self is discussed against the background of women in history and in society as a foundation for understanding the critical issues associated with leadership development for women. Skills necessary for influential leadership as well as theoretical understanding will be emphasized. Students will have an opportunity to pursue a topic of special interest to them. Textbooks: Conway, J. The Road from Coorain. Jordan, K., Miller, Stiver, Surrey. (1991) Women’s growth in connection. New York: Guilford Press. Csikszentmihalyi, M. (1994). The evolving self. New York: HarperPerennial.
Additional Readings: Listed as HO (handout) in syllabus. Course Assumptions: • Adult students can contribute a wealth of experiences, knowledge and skills that greatly contribute to classroom learning. • Classrooms can promote growth-fostering relationships. • Changes in the course syllabus may be necessary due to the number of students enrolled and/ or to meet the needs of students.
Expectations: • Students will arrive on time unless a personal or professional obligation necessitates arriving late. Therefore it is not necessary to phone and explain that you will be late. • Students will be prepared to participate in discussions and in experiential activities. • All students will share responsibility for ensuring that discussions are stimulating, relevant, provocative, and inclusive. • Each student will have a buddy or partner who will explain what has been missed in the event a student is late or unavoidably absent. • A student who must miss more than one class session will send an e-mail or make a telephone appointment with me. More than two absences will result in a lower grade for “Participation” which is 20% of the grading formula. Recommendation: I strongly recommend that you keep a personal journal in which you record your reactions to readings and to class discussions. Write an entry at least once a week, after you have completed the assigned readings and after you have heard the class discussions. These entries will become your personal data bank and will help you compose your reflection papers, listed as “Response” in the course outline. (See below). Course Requirements and Grades: 1. Participation. (20%) Attend classes regularly and be prepared to participate in class. The above assumptions and expectations clearly imply that class attendance is vital for the creation of a learning community. Since 20% of the grade for this course is based on participation, two or more absences will lower your final grade. Each member of the class is expected to participate in various roles: facilitator, discussant, and/or panel member. In addition, all class members are expected to be prepared to participate in both small group and class discussions. Asking questions to encourage others to become engaged, listening carefully, and helping to keep the discussions focused will be valued as well as your own thoughtful, articulate comments and reflections. 2. Response papers on readings. (30% of course grade.) Response papers based on assigned readings must be doubled-spaced, word processed, 12 pt. Clearly label, but do not use a cover sheet or folder of any kind on these short papers. Each paper must be well organized, represent your best writing, and be limited to 500 words. (2 pp.).
3. Presentation. (20% of your grade) Each student will present either a leadership skill or a specific topic in a format appropriate for staff development. a) Prepare a one-page outline for each class member to function as an “advance organizer” or to provide “hooks” for understanding your presentation. b) Prepare an annotated bibliography and attach to your outline. c) Select a classmate to act as your coach, assistant, and timer. Include the name of your coach on the bottom of the annotated bibliography. d) Develop an evaluation form for each class member. Distribute before your presentation begins. Evaluation forms will be returned directly to you. Based on these evaluations, write a self evaluation, limited to 250 words. This paper is due one week after your presentation. (do not include the actual evaluation forms.)
Suggested Topics: Many more suggestions will be discussed in class Discernment—making the right decisions Planning and conducting productive meetings Stress avoidance and/or reduction strategies Presentation guidelines, including power pt. Presentations Guidelines for writing memos with purpose and clarity Determining type of support needed by a subordinate Mentoring guidelines The Enneagram: Introduction Sexual harassment in the workplace Discrimination as custom and/or law today Psychological and/or physical abuse Minimum wages and the single mother Women helping women: numerous foundations and agencies Micro-credit for business development 4. Concluding Paper: (30% of your grade) Consider the insights you have gained through reading and discussion and integrate these in a discussion of your philosophy of leadership and what kinds of contributions you desire to make to your work and your community. Refer to specific readings that have been influential in your thinking. Your paper should clearly indicate what key issues you consider most crucial in today’s world. Follow APA format, double space, and use a 12 pt. or larger. Be sure and have a peer assist you in proof-reading. This paper must demonstrate your best organizational and writing skills. Limit: 10 pages, excluding reference list.
SCHOOL OF LEADERSHIP AND EDUCATION SCIENCES’ POLICY Students who fail to fulfill the requirements of this course will receive an incomplete. If the requirements are not met by the tenth week in the following semester, the incomplete will revert to a grade of “F.” Note: • Additional readings may be assigned as some topics will be adjusted to reflect interest and needs of students. • Changes will be made according to our progress in the course and to meet the interests and needs of students. • You must have a “buddy” who will be a resource when you arrive late, when you need to be absent, or when you need clarification. Select someone who is taking another class with you later in the week or someone in your area code. COURSE OUTLINE Date
Topic
Readings
Feb. 01
Introductions: Who are we? Course Overview
Feb. 08
Women and Education Interactive lecture—Historical background
Feb. 15
Paths and obstacles Dialogue re: her successes Examples: M. Thatcher, Penny George
Feb. 22
Domination and subordination
Miller HO McIntosh HO
Mar. 01
Managing Oneself Understanding Shadows L. Skill: Managing Time
Drucker, HO Palmer, HO Response DUE
Mar. 08
Women’s Self in Relationship: Development and Meaning
Jordan, et. Al. Ch. 1, 3, and 5
Conway
Conway Response DUE H.O’s
Mar. 15
NO CLASS-SPRING BREAK
Mar. 22
Relationship, power, & empowerment
Jordan, et.al. Ch. 9 and 11 Response DUE
Mar. 29
Male-Female Relationships: Impasses & Possibilities
Bergman & Surrey HO
Apr. 05
Evolution of Self
Csikszentmihalyi Ch. 1-5
Apr. 12
NO CLASS
Apr. 19
Evolution of Self cont. Wisdom literature Integral Knowledge
Apr. 22
Saturday Class OR Apr. 29, optional date Models for decision-making
Apr. 26
Presentations
May 04
Presentations Synthesis and review
May 11
Human Rights . & Ethical Globalization Concluding Paper DUE
Csikszentmihalyi Ch 6-10 Wilber, HO Response DUE
Response DUE
All written work must reach the professor by the end of class on May 11, 2005 unless you have specific permission to complete work at a later date. Your final grade will be based on the work you have completed. An incomplete assignment will lower your grade based on the schedule above.