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Course Name: MLDR 520 Missional Leadership
Academic Year 2016 SUMMER Semester
Instructor: Jacqueline Ottmann, PhD Email:[email protected] Phone: +1.403.837.909Skype ID: drjackieo1
Course Starting Date: May 2
Course Completion Date: August 26
Credit hours: 3
Course Description This course will engage the student in a variety of discussions on leadership – in the family, community, Indigenous church, and wider society. Special emphasis will be on exploring the praxis of decolonization and growing edge of re-traditionalization as a means of understanding contemporary Indigenous leadership models used in each of these social contexts. Reflection of multicultural, intercultural perspectives and partnerships, specifically, those between Aboriginal/Indigenous Peoples and Western culture are a focal aspect of this course. Because of changing demographics (i.e. rapid Aboriginal and immigration population growth), leaders require knowledge, skill and attributes that support inclusion and promote unity. As a part of the learning journey, students will assess individual, societal and organizational values and beliefs systems, examine personal/professional leadership skills, reflect on and create a personal leadership development plan that is conducive to their context.
Course Learning Outcomes As a result of taking this course, students will: • explore and develop and understanding of the development of history, leadership and
organizational philosophy, theory and practices, and the relationship between each; to be able to critically synthesize and apply leadership, organizational and change frameworks; analyze case studies through the use of the frameworks.
• reflect on the similarities and differences between Western and Indigenous/diverse ways of knowing and doing, and consider ways of developing bridges of understanding that positively influences organizations and communities;
• examine and assess societal and organizational attitude and beliefs toward the changing demographic landscape, specifically related to diversity (e.g., indigenous peoples)
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• dialogue and critically analyze literature and relevant materials related to the leadership and
organizational themes, examine promising practices and outline possibilities for future leadership innovation within an organization.
Required Texts/Materials Voyageur, C., Brearley, L., & Calliou, B. (Eds.) (2015) (2nd ed.). Restorying Indigenous
Leadership: Wise Practices in Community Development. Banff, AB: Banff Centre Press.
Boleman, L. G. & Deal, T. E. (2008). Reframing Organizations: Artistry, Choice and Leadership. San
Francisco, CA: Jossey Bass Fullan, M. (2007). Leading in a Culture of Change. San Francisco, CA: Jossey Bass Northouse, P. G. (2015). Leadership: Theory and Practice (7th ed.). Thousand Oaks, CA: Sage Publications,
Inc.
Recommended Texts
Miller, J. R. (2000). Skyscrapers hide the heavens: A history of Indian-‐white relations in Canada (3rd ed). Toronto: University of Toronto Press.
Miller, J. R. (2000). Shingwauk’s vision: A history of Native residential schools. Toronto, ON:
University of Toronto Press. *Students may order from the GFU bookstore at: igfu.georgefox.edu/help/textbooks. Additional Reading
Church:
Frost, M. & Alan Hirsch. The Shaping of Things to Come: Mission and Innovation for 21st Century Church. Peabody, MA: Hendrickson, 2003, pp. 149-‐162; 182-‐200.
Fitch, D., The Great Giveaway: Reclaiming the Mission of the Church from Big Business,
ParachurchOrganizations, Psychotherapy, Consumer Capitalism, and Other Modern Maladies (Grand Rapids, MI: Baker, 2005)
Gerald A. Arbuckle, Refounding the Church: Dissent for Leadership (Maryknoll, NY: Orbis Books,
1993)
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Hirsch, Alan. The Forgotten Ways: Reactivating the Missional Church. Grand Rapids, MI: Brazos,
2006, pp. 75-‐242. Miller, M.R. The Millennium Matrix: Reclaiming the Past, Reframing the Future of the Church.
San Francisco: Jossey-‐Bass, 2004. History & Perspectives:
Little Bear, L. (2002). Jagged worldviews colliding. In M. Battiste (Ed.), Reclaiming indigenous
voice and vision (pp. 78-‐85). Vancouver: UBC Press. Miller, J. R. (2004). Left Hanging in the Middle: Assimilation. In J. R. Miller, Lethal Legacy:
Current Native Controversies in Canada (pp. 215-‐266). Toronto: McClelland and Stewart, 215-‐266.
Miller, J. R. (2004). Making Our Way Forward. In J. R. Miller, Lethal Legacy: Current Native
Controversies in Canada (pp. 267-‐284). Toronto: McClelland and Stewart. Miller, J. R. (2000). The three L’s: The traditional education of the indigenous peoples. (Chapter
1). In J. R. Miller, Shingwauk’s vision: A history of Native residential schools. Toronto, ON: University of Toronto Press.
Ponting, R. & Voyageur, C. (2005). Multiple Points of Light: Grounds for Optimism among First
Nations in Canada. In David R. Newhouse, Cora J. Voyageaur & Dan Beavon (Eds), Hidden in Plain Sight: Contributions of Aboriginal Peoples to Canadian Identity and Culture (pp. 425-‐454). Toronto: University of Toronto Press.
Leadership & the Community: Aboriginal philosophy
Assembly of First Nations (2009). National Chief Phil Fontaine speaking notes for council of the
Ministers of Education, Canada (CMEC): Summit on Aboriginal education: Strengthening Aboriginal success, moving toward learn Canada 2020. Retrieved March 2009 from http://www.afn.ca/article.asp?id=4418
Cajete, G. (2005). Community, leadership and native games (Chapter 7). In G. Cajete Spirit of the
Game: An indigenous wellspring, pp.109-‐121. Skyand, NC: Kivaki Press Inc. Cohen, R. (1997). Negotiating Across Cultures: International Communication in an
Interdependent World. Washington, DC: US Institute of Peace. Goleman, D., Boyatzis, R. & McKee, A. (2002). Primal Leadership: Realizing the Power of
Emotional Intelligence. Boston: Harvard Business School Press.
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Goleman, Daniel, The New Leaders: Transforming the Art of Leadership into the Science of
Results (Time-‐Warner: 2002) Kalt, Joseph P. (1999, November 12). Nation Building in Indian Country – Lessons from the
Harvard Project on American Indian Economic Development. Tuscon, AZ: Udall Centre for Studies in Public Policy, University of Arizona.
Little Bear, L. Boldt, M., Long, A. (Eds.) (1984). Pathways to Self-‐Determination – Canadian
Indians and the Canadian State. Toronto, ON: University of Toronto Press. Olson, E. E., Eoyang, G. H., Beckhard, R, & Vaill, P. (2001). Facilitating Organization Change:
Lessons from Complexity Science. Pfeiffer. Ottmann, J. (2005). First Nations Leadership Development with a Saskatchewan Context.
(Chapters 2, 3, 5 and 6). Retrieved from: http://library2.usask.ca/theses/available/etd-‐04262005-‐094217/unrestricted/Ottmann.pdf Ottmann, J. (2005). First Nations Leadership Development. http://www.banffcentre.ca/departments/leadership/aboriginal/library/pdf/First_Nations_Leade
rship_Ottmann_oct05.pdf Quinn, R. (1996). Deep Change: Discovering the Leader Within. San Francisco, CA: Jossey-‐Bass
Business & Management Series. Sapre, P. M. (2000). Realizing the potential of management and leadership: Toward a synthesis
of Western and Indigenous perspectives in the modernization of non-‐Western societies. International Journal of Leadership in Education, 3(3), 293-‐305.
Taiaiake, A. (1999). Peace, power, and righteousness. Don Mills, ON: Oxford University Press. Wheatley, Margeret, Leadership and the New Science: Discovering Order in a World of Chaos
(San Francisco, Berrett-‐Koehler, 1999)
Education: Battite, M. (2002). Maintaining Aboriginal identity, language, culture in modern society. In M.
Battiste (Ed.), Reclaiming indigenous voice and vision (pp. 78-‐85). Vancouver: UBC Press.
Cajete, G. (1994). Final thoughts: Indigenous education and its role in individual transformation
(Chapter 9). In G. Cajete, Look to the Mountain: An Ecology of Indigenous Education (pp. 209-‐222). Skyand, NC: Kiviaki Press.
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Cajete, G. (1994). An outline of indigenous teaching and learning orientations: Introduction
(Appendix). In G. Cajete, Look to the Mountain: An Ecology of Indigenous Education (pp. 223-‐228). Skyand, NC: Kiviaki Press.
Cappon, P. (2008, May). Measuring Success in First Nations, Inuit and Métis Learning. Ottawa:
Canadian Council on Learning. Retrieved from April 2009 from http://www.ccl-‐cca.ca/CCL/AboutCCL/KnowledgeCentres/AboriginalLearning/index.htm
Canadian Council on Learning. (2007). Redefining how Success is Measured in First Nations, Inuit
and Métis Learning. Ottawa: CCL. Cornell, S. (2005). Indigenous peoples, poverty, and self-‐determination in Australia, New
Zealand, Canada and the United States. In R. Eversole, J McNeish & A. Cimadamore (Eds.), Indigenous Peoples & poverty: An international perspective (pp. 199-‐225). New York: Zed Books.
Delpit, Lisa. The Silenced Dialogue: Power and Pedagogy in educating Other People’s children.
In The Jossey-‐Bass Reader on Teaching (pp. 166-‐190). San Francisco: Jossey-‐Bass. Dimmock, C. & Walker, A. D. (2005). Educational leadership: Culture and diversity. Thousand
Oaks, CA: Sage Publications. Fitzgerald, T. (2006). Walking between two worlds: Indigenous women in educational
leadership. Educational Management Administration and Leadership, 34(2), pp. 201-‐213. Thousand Oaks: Sage Publications.
Hernandez, N. (1998). Reclaiming Native Education http://eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=RecordDetails&ERICEx
tSearch_SearchValue_0=ED455980&ERICExtSearch_SearchType_0=eric_accno&objectId=0900000b8006cf9a
Human Resources and Skills Development Canada. (2009). Indicators of Well being in Canada: Learning, Educational Attainment. Retrieved May 25, 2009 from http://www4.hrsdc.gc.ca/.3ndic.1t.4r@-‐eng.jsp?iid=29
Indian and Northern Affairs Canada (2006). Aboriginal Education. Retrieved May 25, 2009 from http://www.ainc-‐inac.gc.ca/ai/mr/is/aedu-‐eng.asp
King, L & Schielmann. (2004) The Challenge of Indigenous Education: Practice and Perspectives. France: UNESCO Publishing.
Lumby, J. & Coleman, M. (2007). Leadership and diversity: Challenging theory and practice in
education. Thousand Oaks, CA: Sage Publications.
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Pewewardy, C (1998). Our children can’t wait: Recapturing the essence of Indigenous schools in
the United States. Cultural Survival Quarterly, 22(1), 22-‐23. Cambridge, MA: Cultural Survival.
Ward, Angela. (2001). Changing Perspectives on Intercultural Classrooms. In Angela Ward and
Rita Bouvier (Eds.), Resting Lightly on Mother Earth: The Aboriginal Experience in Urban Educational Settings (pp. 37-‐46) Calgary: Detsilig Press.
Conflict Resolution:
Avruch, K. (1998). Culture and Conflict Resolution. Washington, DC: US Institute of Peace. BeeBee, S. A, BeeBee, S.J., Redmond, M.V. (2004). Interpersonal Communication and Relating to
Others. Scarborough, ON: Allyn & Bacon Canada. Boggs, R. L. (2002). Honored feathers of wisdom: Attributes for personal and organizational
growth. Creative Solutions TKreations. Johnson, S. (1998). An amazing way to deal with change in your work and in your life: Who
moved my cheese? New York, NY: G.P. Putman’s Sons. Rothman, J. (1997). Resolving Identity Based Conflict in Nations, Organizations and
Communities. San Francisco, CA: Jossey-‐Bass. Ting-‐Toomey, S. & Oetzel, J. G. (2001). Managing Intercultural Conflict Effectively. Thousand
Oaks, CA: Sage Publications.
Course Requirements and Assignments A. Faculty Commitment to Student Engagement Seminary faculty promise to initiate with students regular, and substantive interaction [ES 1.6.2], online or in person, synchronously or asynchronously, as follows:
● Regular: Faculty promise to interact with students in a predefined, consistent, frequent, and timely basis as follows: During class time on the Tyndale Campus; through student scheduled appointments and via feedback on work submitted.
● Substantive: Faculty promise to be the primary (though not exclusive) person to lead class conversations around the course subject and provide feedback on coursework so as to allow students the opportunity to adjust their performance.
● Interaction: Faculty promise to engage students in a prompt and reciprocal manner, both individually and as a group, class, or cohort.
● Means of interaction: Regular effective faculty-student contact may occur through a variety of means, online or in-person, synchronously or asynchronously, including:
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student scheduled appointments via email; telephone communication as deemed appropriate and necessary; assignment feedback in a timely manner.
B. Course Learning Standards
Course Workload: Hours of work / credit hour: The total number of work hours including class time for a 3-credit course is 125-135 hours over the course of a semester. A 1-credit course has 40-45 hours of work including class time over the course of a semester. Because people work at different rates, the actual number of hours per individual may vary.
Student Commitment to Learning: Assignment Due Dates: You are required to meet all deadlines for assignments and activities as outlined in the schedule. Late work will automatically lose one letter grade following the submission deadline and a further grade for each week day it is delinquent beyond the due date. You will need to contact the professor, preferably in advance, for consideration due to extenuating circumstances. Learning Community Engagement: Class attendance and regular online participation is required in order to create a robust community learning environment. Therefore, if you are unable to engage online or in class for more than 3 weeks throughout the course, you will receive at least a letter grade reduction. If you miss 4 or more weeks throughout the course, you will not pass the class. In addition, hybrid courses require full participation at intensive F2F sessions. If you miss more than 3 hours of F2F in a hybrid course, you cannot pass the class.
Inclusive Language Use inclusive language, images, and metaphors for humans in classroom dialogue, in-class presentations, online interactions, and all writing assignments.
Academic Honesty It is assumed that students at George Fox University will endeavor to be honest and of high integrity in all university matters. Cheating, fabricating, plagiarizing, and the disruption of classes evidence a lack of respect and integrity. Cheating is defined as ‘intentionally using or attempting to use unauthorized materials, information or study aids in any academic exercise.’ It is assumed that whatever is submitted by a student is the work of that student and is new work for that course. Fabrication is ‘intentional and unauthorized falsification or invention of any information or citation in an academic exercise or form.’ Plagiarism is ‘intentionally or knowingly representing the words or ideas of another as one’s own in any academic exercise.’ One who facilitates any of the above is equally responsible with the primary violator. Penalties may include restitution, an F on an individual paper or exam, loss of campus position or employment, an F on a course, disciplinary probation and suspension.
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C. Course Assignments
Assignment Due Date Percentage Value
Article Critiques (First Day of Class) First Day of Class
20%
Leadership/Organization Group Presentation (Due Dates dependent on Readings)
TBD in Class 20%
Individual Leadership Portfolio TBD in Class 20%
Final Paper/Scenario/Critique of a Program TBD in Class 40%
This course will be conducted as a Seminar, and while there will be mini-‐lecture sequences, students will be expected to complete readings assigned to participate. In all cases, students will be expected to have read articles assigned for each class. Students may on occasion be asked to complete an individual or group assignment and to present to others on the concepts related to a theme and the readings. Before each presentation, students will be expected to write a summary, which can be reproduced and distributed to other members of the seminar. At the beginning of the semester, working groups may be created. In this case, each group will need to meet informally to develop a class presentation on a designated topic. Group members will to assess the overall assigned topic then break up tasks in such a way that the topic is covered. Creativity in presentation format and style is highly encouraged. Topic for final paper should incorporate leadership and organizational theory as related to the changing demographics or a particular context. These topics need to be discussed and approved by the instructor, and it is best to do this through e-‐mail or a scheduled appointment.
Assignment One: Article Critiques 20%
Prepare a critique of no more than 5-‐7 pages of scholarly article from a professional journal, handbook of research or credible internet site that pertains to leadership and organizations.
Assessment Criteria:
1. Clear overview of content and synthesis of themes. 2. Overall organization of material (Presentation -‐ grammar, form and style; Clarity -‐ well
organized and accessible) 3. Effective discussion processes that serve to extend our learning. 4. Supportive and effective facilitation of discussion processes. 5. Indication of teamwork 6. Creativity 7. A summary that effectively synthesizes and captures the key ‘learning’ and themes from
group discussion, readings and findings.
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Assignment Two: Leadership/Organization Group Presentation (Presentation 10%; Written Summary 10%)
A. Presentation 10% Your group is asked to present to the class, for discussion:
• A synopsis of the key themes from the assigned readings, • Two related readings, resources and/or websites and • An engaging activity or a process for discussion. In this process you can
do a variety of things such as divide up into small groups and have us focus on one question, arrange a debate, have us take on various roles, design starter statements to initiate discussion, complete a guided reflection etc.
The presentation should be approximately 45 minutes long (this included approx. 10 minutes of question and answer) Presentation Topics:
• Western and Indigenous Leadership: Similarities and Differences • Western and Aboriginal Leadership: Historical timeline • Intercultural organization and leadership: Diversity, change and
partnerships • Indigenous leadership: Seven generations – yesterday, today and
tomorrow. Who were and are the Indigenous leaders? How has Indigenous leadership remained the same and/or changed?
Assignment Three: Individual Leadership Portfolio 20% Students will describe who they have perceived as leaders and people they have been inspired and influenced by in one way or another (Indigenous and/or non-‐Indigenous); identify and explain the leadership style and life of these people. Using the concepts presented in class through the readings, and perhaps more, students will develop a portfolio that charts their individual growth and understanding in the areas of leadership, organizations, interpersonal and intrapersonal priorities, and intercultural initiatives and partnerships. More importantly, personal-‐professional leadership capabilities and goals will be stated and highlighted in this assignment. In developing the portfolio, alongside written explanations, visual and creative means are encouraged to express initial then developing and informed understandings of each topic.
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Assignment Four – Choose one of the following three individual or group options. Each worth 40% OPTION 1 Research essay Students will research an aspect of leadership as it relates to the changing local, provincial and global dynamics. The multi-‐faceted aspects of leadership and organization, identification of challenges in partnership, and anticipated solutions should be highlighted within the paper. Using appropriate library, class, and online materials, students will write a detailed, well documented analysis of relevant literature. Students should employ a variety of presentation strategies:
• Highlight strengths in the literature reviewed • Describe significant flaws in presentation and logic evident in various writings • Profile trends and contradictions that emerged in the work of different authors • Articulate and challenge the taken-‐for-‐granted assumptions of writers • Raise important questions that are based on the literature reviewed • Identify the theoretical perspectives of competing perspectives
Students should use the final section of their written projects to state and explain specific recommendations or questions, based on their readings, for leaders. (8-‐10 pages, double spaced)
OR OPTION 2 Analysis and Critique of a Professional Development Initiative or Organizational Program, specifically related to leadership and organizational design and progress. (Individual or Group)
Students can work individually or in a group. Group’s interests must be aligned to ensure a cohesive final report. Identify a successful or ineffective professional development program related to history, leadership and education in your organization or that you have experienced. Analyse and critique this program in relation to the theoretical principles covered in the readings and additional articles/texts (at least 2). Your inquiry can include description of the context, program, and presenters; identify the aspects that made it successful or ineffective; and you may want to propose how the program could be modified to make it more sound or develop a new model based upon your knowledge and experiences. Your report should include:
• Executive Summary -‐ outline all the key points and recommendations to emerge; • Background -‐ description of the successful or ineffective professional development
program, and processes;
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• Introduction – an outline of the key dimensions/elements which influenced its success
or failure from your experience. • In the body of the report you should include a brief:
o Literature Review – outline the theoretical principles which are encompassed in the case in question;
o Application -‐ You should demonstrate a critical awareness of how the theories and principles you have studied in this course apply or do not apply to the program discussed;
• Conclusion – A summary of your report. Provide an evaluation of the program and identify the key points that have emerged from your analysis; and
• Recommendations – you can include brief written recommendations and/or outline a model/approach/conceptualization of a positive solution (or in the case of a successful program – the key factors that resulted in the success).
NOTE: the paper should be :
fully referenced using APA 6th Ed and draw upon at least 10 peer refereed articles in addition to those contained in the readings. Should not exceed 10 pages of double spaced text (excluding references and appendices). It should be submitted in Times New Roman 12 pt font with 2 cm margins. Easy to follow, well organized and grammatically correct
Class seminar participation consists of attendance, contributions to discussion, and formal participation assignments, including creating and providing handouts. (Please note that the course timeline may be modified to meet the dynamic nature of course development)
Course Schedule Date Topic Readings
Day 1 am
Course Introduction: Why Leadership? Choose readings for presentation (Assignment 1)
1) Northouse, P. (2015). Introduction 2) Northouse, P. (2015). Trait Approach 3) Text: Northouse, P. (2015). Skills Approach & Style
Approach
Day 1 pm
1) Text: Northouse, P. (2015). Situational Approach & Contingency Theory
2) Text: Northouse, P. (2015). Path-‐Goal Theory & Leader-‐Member Exchange Theory
3) Scott, S. (2004) Examining the 7 principles
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Day 2 am
1) Text: Northouse, P. (2015). Transformational Leadership & Servant Leadership
2) Text: Northouse, P. (2015). Authentic Leadership & Team Leadership
3) Boleman, L. G. & Deal, T. E. (2008). Part One: Making Sense of Organizations
4) Fullan, M. (2007). A Remarkable Convergence
Day 2 pm 1) Text: Northouse, P. (2015). Psychodynamic Approach and Women & Leadership
2) Text: Northouse, P. (2015). Culture & Leadership and Leadership Ethics
3) Boleman, L. G. & Deal, T. E. (2008). Part Two: The Structural Frame
4) Fullan, M. (2007). Moral Purpose
History, Diversity – Perspectives and Worldviews Miller, J. R. (2000). Introduction. Skyscrapers hide the heavens: A history of Indian-‐white relations in Canada (3rd ed). Toronto: University of Toronto Press.
5) Stephen Harper Apology Day 3 am
1) Boleman, L. G. & Deal, T. E. (2008). Part Three: The Human Resource Frame
2) Fullan, M. (2007). Understanding Change
History, Diversity – Perspectives and Worldviews “Jagged worlds colliding” Leroy Little Bear http://72.14.253.104/search?q=cache:8Yzbh7x7_RMJ:faculty.law.ubc.ca/mccue/pdf/Reclaiming_Indigenous_Voice_Vision.pdf+jagged+world+colliding+little+bear&hl=en&gl=ca&ct=clnk&cd=2
Day 3 pm 1) Boleman, L. G. & Deal, T. E. (2008). Part Four: The Political Frame
2) Fullan, M. (2007). Relationships, Relationships, Relationships
History, Diversity – Perspectives and Worldviews “First Nations leadership development” Ottmann (2005), Chapter 2 & 6 (online)
1) Boleman, L. G. & Deal, T. E. (2008). Part Five: The Symbolic Frame
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Day 4 am 2) Boleman, L. G. & Deal, T. E. (2008). Part Six: Improving Leadership Practice
3) Fullan, M. (2007). Knowledge Building 4) Fullan, M. (2007). Coherence Making 5) Fullan, M. (2007). The Hare and the Tortoise
History, Diversity – Perspectives and Worldviews On-‐line Reading “First Nations Leadership Development” (Ottmann, 2005) http://www.banffcentre.ca/departments/leadership/aboriginal/library/pdf/First_Nations_Leadership_Ottmann_oct05.pdf Change and movements: Shannen’s Dream
Day 4 pm Voyageur, C. et al. (2015). Restorying Indigenous leadership: Wise Practices in Community Development
Portfolio presentations
Day 5 am
Portfolio presentations
Grade Scale GPA Percentage Letter Grade
4.0 100-93 A
3.7 92.99-90 A-
3.3 89.99-87 B+
3.0 86.99-83 B
2.7 82.99-80 B-
2.3 79.99-77 C+
2.0 76.99-73 C
1.7 72.99-70 C-
1.3 69.99-67 D+
1.0 66.99-60 D
0 59.99-0 F
Grading Rubrics NAIITS
Student Participation Focal Criteria Excellent Competent Improvement Unacceptable Grade
In-Class Total Grade
_/100pt
s
Listening
Actively and respectfully listens to peers and instructor(s)
At times display lack of interest in comments of
others
Dismissive of comments that
disagree with their
Projects lack of interest and demonstrates
disrespect for others _/20pts
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own
Preparation
Arrives fully prepared with all
assignments/readings finished complete with
notes, questions framed.
Arrives fully prepared with all
assignments/readings finished.
Sometimes arrives unprepared or with
only superficial preparation.
Exhibits little evidence of having read or thought about the assigned readings. _/20pts
Quality of Contribution
Comments are relevant to the discussions in
class and reflect understanding of
assigned readings, class discussions and
personal insights
Comments are relevant to the discussions in
class and reflect understanding of
assigned readings.
Comments are sometimes irrelevant, demonstrate lack of
preparation, or indicate lack of
attention to class discussion.
Comments reflect little understanding of either the assignment or class
discussion. _/20pts
Impact on Discussions
Comments almost always advance the class discussions.
Comments frequently advance the class
discussions
Comments at times advance the
discussions but at times do little to move
it forward.
Comments do little to advance the
discussions; at times are actively harmful to
it. _/20pts
Frequency of Participation
Actively participates at appropriate times.
Active participation, but sometimes with
inappropriate timing.
Participates at times but at others is “tuned
out.”
Seldom participates and generally not
engaged. _/20pts Online
Timeliness and
Frequency
At least on posting for every assignment posted when the thread is still
alive. Multiple Postings.
Most contributions are made when the thread is still alive and flowing
so the majority of students can profit from
the information
Typically one of the last to respond to an
active thread. Generally only one
posting per assignment
Posting is done after most students have
finished participating in the thread. One or fewer postings per
assignment. _/20pts
Collaborative
Positive responses to the work of others with pertinent and original insights. No effort to
dominate.
Responds to the work of others. Comments are usually informative
and/or original.
Appears unaware of or disinterested in
responding to others without being
prompted. May dominate
conversation.
Offers inadequate responses to the
comments of others; short or without new
ideas. _/20pts
Significant
Multiple postings contribute to the flow of conversation and also to
class learning.
Multiple postings that contribute to the flow of
the conversation. May denigrate others’
point of view.
Posting does not advance the substance of the conversation. _/20pts
Scholarly and Experiential
Includes analysis and/or synthesis of course readings, personal
experience and postings from others with a high
academic and experiential quality.
Pertinent to the discussions.
Often includes analysis and/or synthesis of
course readings, personal experience and
postings from others representing original
thought.
Significant elements of postings are from course readings or
outside sources without adequate
synthesis and little original thought.
No appreciable evidence of processing of the course readings or analysis of personal experience with them.
Postings not relevant to the discussion/topic _/20pts
Clarity, Grammar, Spelling
No errors. Postings are always comprehensible
A few errors on occasion but does not
impeded understanding.
Errors more frequent with some that
impede understanding Multiple errors that
impede understanding. _/20pts
Total Grade
_/100pt
s
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Student Written Work Focal Criteria Excellent Competent Improvement Unacceptable Grade
Content
Synthesis Excellent synthesis of
research. Adequate synthesis of
research. Superficial synthesis
of research. Little synthesis of
research. _/10pts Engagement with subject
matter
Interacts with topic of study in insightful
manner.
Demonstrates substantial interaction
with topic of study. Superficial interaction
with topic of study. Fails to engage topic of
study. _/10pts Investigatio
n
Argumentation
Truthfully interprets evidence and offers
sensible conclusions.
Reasonably interprets evidence and offers
sensible conclusions.
Misinterprets evidence and/or offers
unwarranted or fallacious
conclusions.
Abuses evidence, arguing using irrelevant reasoning and does not
justify claims. _/10pts
Internal Coherence
Sustains a well-focused thesis throughout the
essay in a well-organized and logical
manner.
Sustains an acceptable thesis throughout the
essay.
Thesis is unfocused and/or inconsistently threaded into essay.
Thesis is convoluted and/or essay is
incoherent and rambling. _/10pts Consideratio
n of alternative
ideas
Identifies and insightfully engages
major alternative points of view.
Identifies and adequately engages alternative points of
view.
Identifies, but superficially engages alternative points of
view.
Fails to identify or hastily dismisses
alternative points of view. _/10pts
Selection of sources
Uses a variety of scholarly books, peer-
reviewed articles Adequate use of scholarly resources.
Utilizes a limited selection of scholarly
resources. Fails to utilize scholarly
resources. _/10pts Application*
Applicability to Context
Insightfully applies conclusions to a specific
context in a nuanced and detailed manner.
Adequately applies conclusions to a
particular context.
Applies conclusions without sophistication
or nuance.
Applies conclusions in a generalizing, trite, or unrealistic manner. _/10pts
Grammar/Style
Footnotes & Bibliography
Less than one citation error according to
Turabian. 2-3 citation errors
according to Turabian.
4-7 citation errors according to
Turabian.
More than 8 citation errors according to
Turabian. _/10pts
Spelling & Grammar
Vocabulary and sentence structure
adequate for the topic, discipline, and intended audience. Fewer than 3 spelling, grammatical, and punctuation errors.
Vocabulary and sentence structure
adequate for the topic, discipline, and
intended audience. Includes 4-6 spelling,
grammatical, and punctuation errors.
Vocabulary and sentence structure less than adequate for the topic, discipline, and intended audience.
Includes 7-9 spelling, grammatical, and
punctuation errors.
Simplistic word choice limits description and/or expression. Greater than
10 spelling, grammatical, and
punctuation errors. _/10pts
Tone
The writing is consistently academic in
its tone.
The writing is generally academic in
its tone.
The writing is sometimes academic
in its tone.
The writing is largely sermonic and non-
academic in its tone. _/5 pts
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Length Meets requirements. Within 250 words of length requirements.
Within 500 words of length requirements.
Deviate more than 500 words from
requirements. _/5 pts
Total Essay Grade
_/100pt
s
Course Evaluations Course evaluations are very important to the effectiveness of our learning community. The Dean and faculty routinely review course evaluations. Full time faculty and adjuncts are reviewed regularly through course evaluations. Course improvements are made because of these reviews. Our accrediting bodies, ATS and NWCCU, require regular evaluation so that the seminary is in a constant feedback loop to improve the learning experience for students and to accomplish program goals. Therefore, part of a course’s requirements is the completion of the evaluation. Most evaluations happen at the end of a course with a survey taken online. Course evaluations are confidential. Partial feedback from a few in a class is rarely helpful. Help us improve your learning experience by completing course evaluations.
University Services
Disability Services Information George Fox Evangelical Seminary is committed to providing equality of opportunity and meaningful access for qualified students with physical, psychological, attentional or learning-based disabilities in compliance with the Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973. A qualified student with a disability at George Fox University is someone who, with reasonable or no accommodations, is capable of meeting George Fox’s academic standards.” (http://www.georgefox.edu/offices/ disabservices/ policies.html) If you have specific physical, psychiatric, or learning disabilities and require accommodations, please contact the Disability Services Office as early as possible so that your learning needs may be appropriately met. You will need to provide current documentation of your disability to the Disability Services Office. For more information, go to ds.georgefox.edu or contact Rick Muthiah, Associate Director of Learning Support Services(503-554-2314 or [email protected]).
Help with Writing: Writing Center The Writing Center (WC), located in room 141 of the Portland Center Library, is available for face-to-face and distance (email or telephone) writing consultations. Graduate and SPS students from any George Fox site are invited to contact the WC for feedback on writing projects, citation assistance, or other writing-related issues. Check wc.georgefox.edu for additional information, including hours of operation. To schedule an appointment, or for more information, email the Writing Center at [email protected] or call 1-503-554-6055.
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General writing parameters In addition to demonstrating your understanding of the subject, your writing also reflects the level of investment you make in your work. Please take care to use proper English grammar. (See such helps as the Chicago Style Guide - http://www.chicagomanualofstyle.org/tools_citationguide.html - or Purdue’s Online Writing Lab - https://owl.english.purdue.edu/owl/section/1/5/.) Use inclusive language in your writing per the Association of Theological School’s (ATS) guidelines. Always give credit to other peoples’ work and respect copyright guidelines. See Module 8 “Writing Resources” of the Seminary Student Information course site in FoxTALE for more information on these issues. You will also find writing examples of book responses and reflection papers. Written assignments should use a common font such as Times Roman in 12-point, double-spaced, using 1-inch margins. We recommend you submit your document as a Word (.doc) file. This reduces compatibility problems and will allow for more options in making comments on your work. George Fox Evangelical Seminary requires the use of Turabian for formatting of submitted work (footnotes, endnotes, bibliography, etc.). Be sure to consult the latest edition of the Kate L. Turabian Manual. To help us identify your work, please use the following naming convention to name your files: CourseName_Lastname_Assignmentname (e.g.MLDR530_Smith_Summary Paper).
Equality and Civility / Inclusive Language George Fox Evangelical Seminary endeavors always to treat the members of its community with respect and communicate with civility. We honor one another’s differences, be they religious, cultural, gender-related, or political. Our belief that every person is created in God’s image extends to how we treat one another. We wish to challenge patterns of language that may be doing harm even when harm is inflicted unconsciously and without intention. We expect every member of our community, both inside and outside the classroom, to avoid dehumanizing or exclusive language in conversations with one another. “Dehumanizing” means any language that diminishes another’s humanity; it includes not only insulting discourse, but also the refusal to pronounce someone’s name correctly, imposing nicknames on others without their consent, speaking of people using non-human terminology, failure to extend grace when one’s weaknesses become apparent, stereotyping and the presumption of attributes and roles based on race and/or gender, etc. Inclusive language, images, and metaphors are to be used in both written and verbal communication, which extends to in-class presentations and the Bible translations we use.
Intellectual Property The teacher’s entire classroom content—whether written or spoken, in lectures, discussions, PowerPoints, or handouts—is the intellectual property of the teacher. It cannot be cited, quoted, or propagated in any way, other than in the classroom or on the course’s FoxTale website, without the permission of the teacher. If you want to record a class lecture or quote from classroom content, please obtain the teacher’s permission via email beforehand.
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In addition, the comments of other students should likewise be held in confidence. The purpose of this policy is to create a safe environment in which everyone can take risks in learning without fear of reprisal.
