Civic Leadership

November 1, 2004

ELED503.002 Special Topics: Civic Leadership

Instructor: Dr. Denise Ann Finazzo
Office Hours: T 4-5 p.m. Pomico Center

W 2-4:00 pm; Th 3-5 pm
Office: 137 McNerney Hall
Phone: 732-2699

Home phone: 814-833-8440


Hesselbein, F., Goldsmith, M., & Beckhard, R., Ed. (1996). The Leader of the Future: New Visions, Strategies, and Practices for the Next Era. San Francisco: Jossey Bass Publishers.

I. Rationale

This course provides experiential learning in community settings as students observe, define, analyze, and practice leadership skills in a service learning environment. Recognizing civic responsibilities and the value of volunteerism as related to community development, students will examine and explore leadership techniques as demonstrated by university and community members.

II. Course Objectives

Students will:

1. Define various types of leadership.

2. Discover personal leadership styles and determine how these styles will affect themselves and interact with others’ styles.

3. Observe various community leaders in action and reflect on their techniques.

4. Analyze and evaluate various theoretical frameworks of leadership from a real world perspective.

5. Demonstrate leadership in service learning experiences in the community.

6. Engage in active discussion, both personally and online, regarding leadership, civic responsibility, and community service.

III. Course Topics

The major topics to be considered are:

1. Emergence of leadership

2. Nine natural laws of leadership

3. Leading future organizations

4. Learning to lead mentoring
5. Future leaders in action

6. Strategies of leadership from the best

7. Ethics and leadership

8. The Servant Leader

IV. Instructional Methods and Activities

Demonstration, lecture, video presentation, online communication and instruction, simulation, cooperative learning, class discussion, observation and analysis of situations, interviews of community leaders and members, performance based assessment, exams

Field component/service learning: Students will engage in 10-12 hours of service-learning at a community agency/site where they will observe, shadow, and follow the mentorship of a community leader.

V. Evaluation and grade assignment

A. Methods

1. Students are to attend class regularly. Since class will be meeting only once per week, one or more absences will affect the final grade. Any extenuating circumstances should be brought directly to the instructor’s attention. If you are unable to attend class, please call the professor at the office or at home so that assignments can be adjusted to accommodate.

2. Read all assignments from the text. Compete necessary activities, projects, and tests. To receive full credit, all assignments must be handed in on time.

3.Service-learning – Complete at least 10 hours of on site service under the direction and mentorship of assigned community leader. Reflections after each week of service are required with on-line communication.

4. Conduct an interview of a community leader indicating his/her leadership style and strategies.

5. Participation – Respond to and engage in all on-line instruction and discussion.

6. Write a personal statement of your philosophy of leadership.

7. Share an oral presentation on leadership and community service.

B. Grading Scale

On-line reflections on leadership strategies (5 at 20 pts.each) 100
Interview 50
Philosophy of leadership 50
Class participation and discussion 50
Oral presentation on leadership and service 100

Test 150
Final exam 100
Total 500

VI. Partial course schedule

January 17
Planning sessions and communications with community partners; setting up of online communications accounts

January 23, Week 1
Introductions; Icebreakers to get to know each other; Syllabus overview; Brainstorm: What is leadership and Who are our leaders?

January 30, Week 2

Leading the Organization of the Future; Exploring our leadership styles; On line training

February 6, Week 3
The 9 Natural Laws of Leadership; Presentation: The interactions of the leader

VII. Artifacts for Possible Inclusion in the Student’s Portfolio

A. Students may include any or all of the projects and papers completed.

B. Students may arrange to videotape their oral presentations to the class.

C. Observations and reflections would be appropriate examples for a portfolio.

D. Samples of philosophy statements, interviews, and on line reflections would be appropriate to include in portfolios.

School: Edinboro University of Pennsylvania
Professor: Denise Ann Finazzo
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