Leadership For Change

May 11, 2001

Course Description
In this course we will explore the foundations of leadership theory by examining models of leadership in relation to the theory and concept of change. We will confront the philosophical problem of pluralism in a democracy in trying to reconcile the values of both individualism and community. We will have opportunities for practice, application, and documentation of leadership. We will also critically reflect upon individual responsibility and potential leadership roles through community service that addresses social justice issues and through political engagement.

University Studies Goals:
The University Studies program holds a variety of goals over the course of students· academic experience:
To engage in inquiry, and critical and creative thinking
To use various forms of communication for learning and expression
To gain awareness of the broader human experience and its environments
To appreciate the responsibilities of persons to themselves, to others, and to the community

Course Goals: The goals for Leadership for Change SINQ are listed below:
To identify and describe the various theories of leadership
To critically reflect upon the applicability of these theories in contemporary times
To apply the theories of leadership to community contexts to affect social change
To demonstrate an understanding of responsibility to multiple communities and political constituencies
To make connections between personal experiences, readings, and community involvement through reflection in order to understand one’s own potential for leadership

Course Readings
The following two books are required. These are available at PSU Bookstore, 6th Avenue:

Komives, S. R., Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students Who Want to Hake a Difference. San Francisco, CA: Jossey-Bass.

Wren, J.T. (1995). The Leader’s Companion: Insights on Leadership Through the Ages. New York, NY: The Free Press.

Also purchase The Myers-Briggs Inventory for $15.00 payable at mentor session.

September 25: Introduction
Introduction to the course, cluster overview; syllabus review, expectations
Conceptual frameworks for leadership that impacts change
Assignment: Class Entry Paper (15-20 minutes in-class writing); questions will be given out in class

September 27: Leadership in Democracy:
Come prepared today to discuss the following readings:

Komives, et al Chapter 1: An Introduction to Leadership
Wren Chapter 1: The Cry for Leadership
Chapter 2: The Crisis of Leadership
Chapter 4: Leadership and Democracy
Video Orpheus

October 2 & 4: Historical Models of Leadership
Come prepared today to discuss the following readings:

Wren Chapters 9-17 Part III: Historical Views of Leadership
Chapter 21: Beyond the Charismatic Leader: Leadership
and Organizational Change
Chapter 24: Leadership: Do Traits Matter?
Chapter 32: Situational Leadership
Chapter 36: The Historical &Contemporary Contexts of Leadership: A Conceptual Model
Chapter 43: Martin Luther King, Jr. Charismatic Leadership in a Mass Struggle

Videos Gandhi, Martin Luther King, Jr., Amelia Earhart, Chief Joseph

** Journal/Reflection 2-3 page typed paper to he turned in at beginning of class on October 2

October 9 & 11 Moral Leadership

Come prepared today to discuss the following readings:
Komives, et al Chapter 9: Leading with Integrity and Moral Purpose
Wren Chapter 61: Moral Leadership
Chapter 62: Moral Development in Individuals
Chapter 64: Universal Human Values. Finding an Ethical
Common Ground
Video Lord of the Flies

** Journal/Reflection 2-3 page typed paper to be turned in at beginning of class on October 9

October 16: Leadership for a Changing World/Contemporary Models

NOTE: NO CLASS ON OCTOBER 18; however, there will be mentor sessions Come prepared today to discuss the following readings:
Komives, et al Chapter 2: The Changing Nature of Leadership

Chapter 3: A New Way of Understanding Leadership

Wren Chapter 18: Contemporary Leadership Theory
Chapter 19: Transactional and Transforming Leadership
Chapter 42: The Making of a Citizen Leader
Chapter 58: Redefining Leadership for the next Century
Video Bringing out the leader in you

** Journal/Reflection 2-3 page typed paper to be turned in at beginning of class on October 16

October 23 & 25: Community/ Political Leadership
Come prepared today to discuss the following readings:
Komives, et al Chapter 8: Building Coalitions and Communities

Handbook Social Change Model of Leadership Development (pp. 29-55)

Journal/Reflection 2-3 page typed paper to be turned in at beginning of class on October 23

November 6 & 8: Community/Political Leadership (continued)
Debate political issues – ballot measures, candidates, etc.
Come prepared today to discuss the following readings:

Wren Chapter 4: Servant Leadership
Chapter 26: Ways Women Lead
Chapter 27: Would Women Lead Differently
Chapter 33: Super Leadership: Beyond the Myth of Heroic

Handbook Social Change Model of Leadership Development (pp.29-74)

** Journal/Reflection 2-3 page typed paper to be turned in at beginning of class on November 6

November 13 & 15: Understanding self -Understanding other
Come prepared today to discuss the following readings:
Komives, et al Chapter 4: Understanding Yourself
Chapter 5: Understanding Others

Wren Chapter 3: Defining A Citizen Leader

Meyers-Briggs Inventory in mentor session; discussions
Journal/Reflection 2-3 page typed paper to he turned in at beginning of class on November 13

November 20 & 22: Relationships. Groups, Conflicts
Come prepared today to discuss the following readings:
Komives, et al Chapter 6: Interacting in Teams and Groups
Chapter 7: Understanding Complex Organizations

Wren Chapter 29: Leaders and Followers
Chapter 30: Leaders and Followers Are the People in
This Relationship
Chapter 38: Defining Organizational Culture
Chapter 46: Developmental Sequence in Small Groups
Chapter 47: Groupthink
Chapter 52: Visionary Leadership

Video Can Conflict Improve Team Effectiveness?

** Journal/Reflection 2-3 page typed paper to he turned in at beginning of class on November 20

November 27 & 29: Wrap-Up/presentations
Each student will present the community service/leadership Project
See assignment sheet for Community Leadership Involvement Project (CLIP) & presentation

* * Turn in CLIP Project Paper on day of your presentation

December 6 (8:00 – 9:50am.) FINAL EXAMINATION SCHEDULE
****Final Exit Paper (15-20 minutes in-class assignment);
******Course Evaluations will be conducted in class.

UNST 299: Leadership for Change
Fall 2000: Williams
Course Protocol/Policies/Instructions for Assignments

This class is a learning community. Your participation is valued to the point that attendance, participation and dialog are essential to learning and critical to success in this course. Therefore, attendance for the entire duration of each session is mandatory in both the class and the mentor section. Successful completion of this course is based on a minimum attendance of 25 sessions that include mentor sessions. Those with 5 or more absences for class or mentor sessions will automatically fail the course.

Mentor Session Participation: – Students are responsible for attending all mentor sections. We will be participating in activities and sharing ideas and experiences that will be central in the creation of our learning community. Because of this, any individual absences will impact the learning experiences of every member of our community. We are all accountable to each other and to ourselves in order to ensure that growth and learning occurs in our education.

Non-offensive and non-sexist language:
Part of becoming a member of a learning community, is respecting and honoring others’ differences. Hence, it is important that this classroom be a comfortable place for all participants. Students are asked to pay attention to both the effect and the intentions of their words, and to avoid deliberately using language that is demeaning to others.

Students with learning disabilities must contact the instructor by the end of the first week; we will try to make possible any accommodations that are needed.

Utilizing the ideas, expressions, or words of another person without citing that person constitutes plagiarism, a serious academic offense. Cite the source of any work that is not your own, utilizing whatever format (MLA, APA, etc.) you prefer. When citing sources, please be consistent in the format you choose. Failure to cite the sources you utilize in your work will result in at least a grade of “zero” for the assignment and could result in an “F” grade for the course.

Participation & attendance (10 points each)
17 classes…………………….. 170
8 mentor sessions … 80

Academic Journal/Reflections (10 points each)
7 essays ………………….. 70

Class Entry Paper …………….. 20
Class Final/Exit Paper ………… 20

CLIP (Community Leadership Involvement Project)
Paper …………70
Presentation … 20
450 total points

For more than 5 minutes of late arrival, or for leaving early, 5 points will be deducted each time. For class or mentor session absence, 10 points will be deducted each time.

All grades will be calculated as percentages (divide points earned by 450) according to the following
Grading Scale:
> 95%=A
91-95% = A-
86-90% = B+
81-85% = B
76-80% = B-
71-75% = C+
66-70% = C
61-65% = C-
56-60% = D+
51-55% = D
46-50% = D-
<45% = F

Late and/or missing assignments:
Any assignment stated in the syllabus will be due at the beginning of each class period. All late assignments (up to a day late) will be graded down 1/2 letter grade. For example, “A” papers will automatically become “A-“; “A-“ papers will become “B+” papers. In order to ensure equity in the class, missing assignments cannot be made up at the end of the term.

NOTE: As assignments get returned, please keep these in a binder so that you can access them when needed.

A willingness to learn, to engage in critical reflections, and to contribute through participation in class.

Academic Journal/Reflection Essay Instructions

Each week of class is organized by a topic with a set of readings for both Monday and Wednesday sessions. You are to do the readings for the two sessions (i.e. Monday & Wednesday) each week and turn in ONE reflection paper at the beginning of class on Mondays (except for September 27 — a Wednesday) as indicated with ** on the syllabus. Thus, there will be 7 such papers.

Throughout this quarter, you will write academic journals/reflection papers. One way to ensure that we become full participants in the class community is to come well prepared having given the readings some thought. This will be your opportunity to reflect on key points and concepts from the readings. These papers should be grounded in the texts using appropriate citations when necessary. However, this is your chance to speak to the writings, not simply quote what you read.

As you proceed through the course you will be able to connect the readings with your experiences in the community, and to the videos, speakers, and the class discussions. This process helps us overcome fragmentation and build coherence in our learning.

Each journal/reflection paper will be worth 10 points, for a total of 70 points.

Each paper should be 2-3 pages in length, double-spaced, 12-point font with a margin on all sides.
Write your full name, social security number, and date in the right hand comer.
Ensure correct grammar and spellings; seek help at the Writing Center, if needed.
Make two copies. Turn in one copy to the instructor on the due date. Use the other copy for discussions in class during the week.

Each paper should include the following:

Reflection on a question, topic, or concept for the week.
Discussions drawing upon ideas or concepts from each reading.
Appropriate citation of specific quotes from literature. Because there will be plenty to reflect upon, please do not use other “outside” readings that the rest of the class may not be familiar with.
Some personal reflections; however, be sure to ground personal experience in examples from the reading (this is not to be a personal diary). A good paper will utilize
Connections between readings, personal experiences, videos, speakers, community service/political experiences

Due dates:

October 2, 9, 16, 23
November 6, 13, 20

Community Leadership Involvement Project (CLIP)

To apply the classroom readings to real life and service/political experiences
To reflect on how leadership affects groups and communities
To develop a personal understanding of one’s role in a particular community/political group
To identify behaviors and styles that are effective for leaders and how the context (or community) affects the leadership style
To connect the community experiences with the readings, videos, speakers, and discussions

During the second week of classes, you will receive a description of prospective community sites. You will participate in service, do observations, and reflect upon one of these community sites throughout the quarter. For this Project, you will use your participatory observations and experiences at this site and the interactions with the community organization’s members as the basis for your analysis. You will be expected to be engaged with your chosen organization for a minimum of 10 hours spread over the course of the quarter.

The final CLIP paper for the course will be due November 27 or November 29, based on the day for which you sign up for your class presentation.

Observation and participation:
Your community agency will serve as an illustration of many of the concepts we will cover in class. You will want to observe how the members of the group view their purpose, leadership, and individual roles. How do members function as a group? How does the group meet its goals? What social/political issues is the organization trying to address? Do the individuals feel they are making a difference? If so, in what ways? These are some of the questions you may want to consider during your observations/participation in service.

As part of this Project, you will need to conduct at least 2 interviews with leaders and/or other members of the group. You can talk to the instructor and/or mentor about which individuals to interview.

Make sure the paper addresses the following:


A short description of the group/organization/community agency
The purpose or mission of the group and how that purpose is articulated to and by the members of the group
What was your role in this group/organization/community agency?
What styles of leadership are used *in the group (cite the literature we have covered in class)?
Reflect on the group’s most effective points and least effective points to bring about change. Use one or more of the models of leadership we have discussed for this analysis
If you were to change the organization, what would you do and why you would make those changes?
Did your role change within the group as you all got to know one another? What, if anything, have you learned about your leadership potential while participating in this group/organization/agency?
An analysis of the service/political experience that draws upon the reading, the videos, the speakers and the discussions in class

In this section, do a reflective synopsis of ways in which your ideas and thoughts have changed or grown by the readings, videos, academic Journals, community leadership involvement project (CLIP), discussions, etc. Questions to consider:

What have I learned this term?
In what ways have I grown, changed, or developed as an individual?
What new skills or competencies have I acquired?
What was the one ah-ha moment in class when it all made sense?
What further research, reading, and exploration do I want to do about leadership?
How and in what contexts have I demonstrated leadership this term?
In what ways did my writing, critical thinking, reading/understanding material, or other skills improve this term? (Include an example).
Your final paper, based on your participation indicated above, should be about 10 pages long
Please double-space, use 12-point font, and leave 1” margin on all sides
Number the pages, write your full name, social security number, and date in the right hand corner.
Ensure correct grammar and spellings; seek help at the Writing Center, if needed.
Make two copies. Turn in one copy to the instructor.

FINAL CLIP CLASS PRESENTATION: DUE NOV27 OR 29: 20 POINTS For this presentation, if you are at the same site with other classmates, you have a choice of doing a group or individual presentation. We will decide on the time allocation for presentation once we find out how numbers/sites etc. Visual aids can be used. The format for presentations is open and creativity is encouraged.

In your presentation, address the following:
What is the purpose of your group? What social/political issues are addressed? How is the purpose articulated to and by the members?
Where does leadership reside in the group?
What styles of leadership are exercised? Connect this what you learned in class.


School: Portland State University
Professor: Dilafruz Williams, Ph.D.
  • update-img-new

    Get updates on what's new in the Campus Compact Network