Yours, A Guide to Writing Effective Reflections UTK Leadership Studies Minor

Reflection Writing Guide

Karen D. Boyd, PhD and Zac Hyder, Editors 1st Edition, Fall 2015

Acknowledgements and appreciation

This resource would not be available to incoming Leadership Studies students

without the efforts of few key student leaders, our partners in the Center for Student

Leadership and Service, and the ELPS faculty. First we express our dedication to the

vision that Taylor Odle, an undergraduate student at the time, set out for this minor

as an experiential academic curriculum and acknowledge the role he played in

launching this program as an exercise in reflective leadership. Our appreciation is

incalculable for the Center for Student Leadership and Service’s foundational

commitment to and description of reflection in leadership education that I and the

other involved ELPS faculty built on to create these documents. Lastly, we owe a

debt of gratitude to the student leaders who patiently participated in pilot courses

that formed and improved these resources for the benefit of those who follow.

Special recognition is reserved for those students who shared their experiences,

abilities, and learned reflective skills; modeling the way with each pen stroke. I

speak for those who will soon use these resources—thank you all!

Table of Content Introduction Why Reflection in Leadership Studies? – An open letter A Peer’s Advice - Lessons learned in the pursuit of excellence Reflection Assignments

Format and Requirements

Reflections Prompts by Course Rubrics for Grading and Preparing Quality Reflections

Appendix Program Student Learning Outcomes

Introduction

Leadership development and practices are a reflective process; a lifelong learning

process in the pursuit of excellence and self-authorship. Kolb’s Experiential

Learning Cycle (1975) shaped ELPS and Student Life faculty design of the

Leadership Studies Minor (LSM) curriculum.

The core Leadership Studies Minor courses and assignments build leadership ability

through increasing complexity of practice and self-awareness, guiding students

through graduated leadership content foci (See Learning Outcomes Appendix A).

The LSM core courses rely on students’ past and present experiences with

leadership to recognize, understand, integrate, apply, and ultimately personalize the

course content for future use. Therefore, all core courses require structured

reflection, strategic project planning (The Plan[s]), and self-awareness/personal

development (The BLUEPRINT) strategy coupled with an evolving personalized

leadership framework (VVM). Each should be included in the student the portfolio

to be awarded the minor. This guide provides resources to assist students in their

ongoing pursuit of excellence as self-authored leaders through reflection.

Why Reflection in Leadership Studies? An Open Letter

Hello,

My name is Zac, and some time ago, I was a student taking a pilot class of the

introduction course for the Leadership Studies Minor (LSM). I was taking the class not

because I felt like I was a leader (or that I was not a leader), but because I wanted to learn

about leadership. Being a part of the LSM was one of the most developmental and

meaningful experiences that I had here on Rocky Top. In this program I learned so many

different lessons crucial to being a better leader. However, the most powerful and

meaningful thing that I learned during my time with the LSM was not some shiny

gimmick or trick to make me a successful leader. Rather the most crucial lesson I learned

was the need for reflection in, not only leadership, but being the best person you can be.

The following quote from writer and organizational behavior expert Megan

Wheatley accurately captures my belief that reflection (self-awareness and intentional

action) is a necessary leadership skill to cultivate if one hopes to positively impact the

world.

“Without reflection, we go blindly on our way, creating more unintended

consequences, and failing to achieve anything useful.”

Through my time with the Leadership Studies Minor, I have come to believe that

reflection is at the very center of growing one’s leadership. As the above quote says,

reflection enables us to avoid unintended consequences by learning from our experiences.

Through reflection, we are able to better ourselves as leaders and begin to achieve

something “useful.”

By reflecting on our experiences we learn to embrace who we are as individuals.

We learn to have confidence in our strengths and find areas for improvement. We realize

in what way we want to live our lives and develop a personal philosophy that embraces

that lifestyle. But most importantly, we discover how to live our lives authentically and

unapologetically.

These realizations allow each us to become grounded in the sense of who we are,

develop mature and meaningful relationships, accept that not everything is within our

control, and base our major life choices on a set of core beliefs and values that we choose

for ourselves. This is the impact of reflection – the knowledge of who we are and how we

can best impact those around us.

As a fellow engaged collegiate leader, aspiring world changer, and authentic

friend, I am excited about and thankful for the opportunity to make a small contribution

to the future leaders of UTK, Tennessee, and the country. Clearly I believe that reflection

is the key. I genuinely hope that “Lessons Learned in the Pursuit of Excellence” is useful

to you and that you make the most out of your time with the minor.

On a Hallowed Hill in Tennessee,

Zac Hyder

A Peer’s Advice - Lessons learned in the pursuit of excellence By Zac Hyder with Karen D. Boyd

A. Get in Your Zone

In practice, leadership by its nature involves other people and constituents.

However reflecting on leadership is a solitary process, and it can be hard to

tune out the white noise of our lives and hone in on issues currently

impacting our leadership development progress. Despite this challenge,

reflection is a powerful tool in sifting through these external and internal

factors.

Reflection allows for a chance to engage and channel our own personal

growth by analyzing the course content in relation to our past and present

while applying what we learn to our future. To help yourself achieve this,

keep these factors in mind when starting a reflection…

A. Remember, reflections are yours and yours alone, don’t be afraid to

“get real.” In fact, you need to get real.

B. Create an environment you feel natural in for writing your

reflection. This could be by yourself in a café, with a good friend

during a late at night in the library, or listening to your favorite music

playlist while lying in bed. Do what you need to feel the most yourself

for the reflection.

B. Read & Learn Engage & Integrate Your Subject Material for the Reflection

A. Before I begin discussing why this is important, I want to explain why

“Read & Learn” is struck-out, instead of simply deleted.

When I was drafting this document, it originally said “Read & Learn.”

For some time, I thought this was good enough for it to read that you

should simply “read and learn” the course’s subject material; but then

I went back and read my own reflections from when I took a pilot

course in the minor.

I. When I did this I learned that the reflections I wrote with this

mentality were lackluster and undeserving of a good grade.

II. However, other reflections seemed to have something more to

them. After analyzing these reflections of a higher quality I

found that they engaged the material in my past or what was

then my present life while looking for ways to integrate it into

my future.

a. I was taking the subject material and engaging it in the

reflection. I was using my past/current life to explain the

material and through doing this was better understanding

and learning the material. In a way you could say this

approach makes the course as a whole easier because you

can “write more and study less.”

b. I was also looking for and finding ways to integrate the

material into my life and then apply it to my future

leadership roles and life in general. It helped me not only

understand the material on a deeper level, but also

equipped me to take the material outside the classroom.

B. While a seemingly obvious step, engaging with the material

requires “actively reading” the subject material. This is the

cornerstone of a reflection. Without reading and

understanding the material your reflection will have no

foundation, it will do nothing to push your leadership style

forward. However, engaging and “diving deep” with the material

is more than just reading what is assigned. Some of this content

seems obvious a first glance; but its value is exponential if the

finer points are noted and understood.

To write a truly useful reflection you must be willing to challenge

yourself. If your reflection lacks depth, it could result in a lower

grade; but more importantly you will not have explored what

you need to achieve excellence!

Try these tips to dive deeper into your readings so it is easier

to engage and integrate it into the reflection…

1. Take old fashion notes in a notebook, while reading the

material

2. Write your initial thoughts, reactions, and feelings about

the reading in the textbook. Margins are there for a reason

after all, but post-it notes are fun too if you don’t want to

write in the textbook.

3. Take an hour to think about the material before reviewing

key concepts, vocabulary, and learning material.

a. Use the language of leadership from your readings

and classroom materials. It is critical to involve the

course’s concepts in your reflection. Without the

knowledge you are actively pursuing in the course put

into the reflection, it is reduced to a mere diary entry.

You may be reviewing what you already know, but you

are not learning anything new. Show off and test what

you are learning.

b. To successfully use the material you must reflect

backwards (engage the material) using concepts,

vocabulary, etc. to analyze what was/is going on in your

life as a collegiate leader (i.e., what you are writing about).

In addition to this you must also reflect forwards

(integrate the material), using the same material to

explain how it will affect your life in the future.

I. For Backwards Reflection (engaging the material),

think that the material is your key to analyzing your

leadership. Think deeply about what you have

observed in yourself and others. What concepts fit

what was done? What worked? Why? What has

happened to you to bring your present understanding

of leadership at this point?

II. For Forward Reflection (integrating the

material) think of themes in the content and

potential applications of the materials that can have

for bettering your leadership. Consider your

backwards leadership reflections. What themes

impacted yours and others leadership? What do you

believe would work for you in the future? What will

you try?

C. Produce Your Reflection

Now you are ready to tackle your reflection; however, possibly overshooting

or undershooting your word count or speaking about the course material

incorrectly might intimidate you.

A. Undershooting the word count - Undershooting is a concern, because if

you are not reflecting enough on the material, you are not be learning

the material. The required word count is low to encourage “tight”

writing, not an indication that there is a little to say on this topic.

While undershooting the goal should be something you regularly

worry about, do not feel threatened by it.

Below are some methods to coping with undershooting word counts:

I. After finishing your reflection, re-read pieces of the material

that you reflected on that you thought were important to your

reflection. Then, re-visit what you wrote and expand.

a. While doing this, ask yourself if you merely rehashed the

material or tried to engage, integrate, and decide what the

concept means for your leadership.

b. If you merely rehashed material, please try to do more with

your reflection, as in its current state it will not be

enhancing your leadership.

II. Connect the current topic to a past topic.

Do you think this topic goes hand-in-hand with another topic

from the course? Then you should talk about it and how it

relates. Leadership and followership do not happen in a

vacuum where there is a guarantee to observe a certain

variable. Because of this we can often see multiple facets of

leadership in play in a situation at once, so try combining and

synthesizing current material with past material.

III. Explain an idea with a literary technique

a. These weren’t just tools used to torture us in secondary

school! Utilize metaphors, anecdotes, analogies, and etc. to

help us further understand your reflection.

b. When I was taking the pilot class, I sometimes struggled to

accurately explain how a concept was affecting life, but

could accurately explain it with a literary technique by

comparing it to something else in real life that was more

common such as a metaphor or telling a story and

providing background via an anecdote. Just so you know,

this was an example of an anecdote. I just used the advice I

was giving you, to explain the advice I was giving…

IV. Draw a parallel from your own life.

Your leadership minor class instructor cares for students in a

holistic way, which strives to appreciate things previously and

currently shaping your outlooks on leadership. Don’t be afraid

to talk about what is going on in your life that directly pertains

to the lesson

V. Double check that you did both backwards and forwards

reflection.

a. Did you engage the material? (Backwards reflection)

Did you use the course material to analyze your past and

present self, life, and collegiate situations?

b. Did you integrate the material? (Forwards reflection)

Did you use the course material to explain how your

leadership will change to reflect what you have learned?

B. Overshooting the word count - On the other hand, overshooting word

counts should be encouraged, as sometimes to make the realizations

we need from the material, we have to see everything laid out in front

of us. Never shy away from overshooting, because it is beneficial to

your reflection, helps you process what you are trying to learn in that

moment, and is easily trimmed down to a concise word count later.

The only consideration you should have when overshooting the word

count in this class, is that your peer-mentor/faculty will have to read

it along with several other students’ work later. Your main goal when

writing should be to overshoot, and then edit down until you have a

reflection that concisely tells your story the way you want it to.

The following are great strategies to cope with overshooting word

counts, once you have finished your reflection:

I. Walk away from the reflection, then come back asking

questions about what you wrote that trim your word count.

a. “Do I need this statement/phrase to convey my thoughts?”

b. “What does this phrase accomplish in communicating to my

reader?”

c. “Is this the most economic way to word this sentence? Does

it have deadweight? Can I be more concise/clearer?”

d. Did I accurately use the leadership language from the

course materials to convey and apply content?

II. Type the bare minimum of thoughts, key phrases, and

realizations (i.e. outline or create a PowerPoint) you have made

from your reading for your reflection. This does not have to be

remotely grammatically correct or cohesive at this stage. Once

you have the main thoughts of your reflection begin re-

organizing them into a cohesive statement about what you have

learned about yourself from the reflecting on the reading. If you

take this approach, be careful to correct all grammatical errors

and make the reflection cohesive during your revisions, as this

also will affect your grade later (See Rubrics, Attachment ???).

C. Do not worry about your work being “correct”. There is no such thing

as a perfect reflection. Reflection is an extension of your engagement

with this materials as a personal and people are not perfect.

I. Reflections are yours and yours alone. It is a manifestation of your

thoughts on a facet of leadership in this class, so it cannot be

inherently wrong or right. When self-assessing your reflection

asking “is this good enough?” or “will the reader like this?” will get

you no where and will hobble the potential growth that a truly

introspective reflection brings.

Instead ask yourself “Did I maximize the use of this reflection to

enhance my leadership excellence?”

Try these questions when self-assessing your reflection…

a. Did I learn something about my leadership?

b. Did I learn leadership theory that I can apply to my life in

the future?

c. Did I recognize, understand, and mention details from the

readings?

d. Do I feel like I understand myself more now?

e. If I read this aloud would I sound like I was speaking in

every day life?

Some of the most powerful reflections have a

conversational tone, where the writer is having

dialogue with his self or her self.

f. Do I like what I had to say?

i. In a reflection you are really writing a special kind of

letter to yourself, so only you need to be impressed by

it.

ii. Your mentors and instructor are reading it to coach

your abilities as a self-directed reflective leadership

learner. All seek to better understand what would

benefit you the most. When they assign a grade to your

reflection it helps you know that you are doing a good

job reflecting (both forwards & backwards) or provides

a simple nudge to encourage you to dive deeper with

the course material and yourself.

II. However, you should still worry about your reflection being

grammatically correct and effectively communicating what you

want to communicate. This will help get your message across, a

key to effective leadership. It also helps the reader assign the

grade you deserve.

D. Polish Your Product

While I cannot reiterate enough that your goal should never be to write a

reflection for someone else, you should also take pride in your hard work!

Like a artisan or skilled craftsman puts a piece of themselves into their

creation and wants each new item to be the best it can be, you should also

strive to produce a reflection that gives you a sense of pride. For our

purposes this pride stems from how easily the message of your reflection can

be understood from reading it. If your reflection is easily comprehended

then your reflection can be used by yourself at a later time and still be either

applicable or make sense in the context of your life during the past. The

clarity of your message also aids the reader in identifying elements of

leadership that interest you, understanding your goals, and/or supporting

your learning. Ways to help polish your product are.

A. Watch out for grammar!

Mistakes from subject verb disagreement to bulky inefficient

sentences could make your reader miss a critical and interesting part

of your reflection.

B. Read the reflection aloud.

Reading the reflection aloud can help you determine if the reflection

sounds like it authentically came from you in conversation. If it does,

it will read more easily and be more revealing about what you know

in regards to the material and yourself.

C. Answer the questions!

Each reflection includes required content often represented as

question prompts that form the basis of your reflection. (For example

the readings in your textbook are followed by chapter questions.) Ask

yourself if you answer these requirements with your reflection.

Answering these questions will provide the meat of your discussion

on the material, while giving you a chance to understand where you

stand in relation to the material in your life on campus.

D. Verify strength of content and its organization!

Be certain that your reflection is grounded in concepts from

the class and readings and includes your personal observations

of and conclusions about those concepts based on your

experiences in and outside of the classroom. A quick check of

how easily the points made/explored in your reflection fit into

a PowerPoint reveals how well you have communicated your

thoughts. Amend as needed to create a more coherent

message.

Reflection Assignments

Reflection is a necessary component in each step of the experiential learning

process described in Kolb’s model. Therefore, the LSM curriculum and assignments

promote reflective leadership. Reflections are graded assignments and the included

rubric helps students achieve excellences through reflective leadership.

Reflection Format and Requirements

The experiential design of this course requires students to engage in active

reflection for optimal learning. Therefore students will write reflections (two page

[033 words] minimum, 4 page maximum [650 words], 1 inch margins, 12pt Times

New Roman font unless otherwise noted) for each of the selected experiences or

course content. Written reflections do NOT summarize the assigned readings or

class discussion; rather they answer the following questions using the realizations

gained from considering each assignment’s reflection prompts.

Each submission will be submitted twice. The first submission, at the scheduled due

date, will be submitted to your instructor per the instructions for submission on

their syllabus. The second submission, to receive your final grade for the class, will

be submitted to the Leadership Minor Blackboard site in your Portfolio assignment

submission for each core course.

Assigned Reflections with Prompts by Course

Scan and include a copy of your instruments/assessment results with your

reflections on those instruments. Be certain to reference the results in the meaning

you have drawn from those results in your written reflection. Reflection prompts

and submission schedule provided by the faculty in each course.

Rubrics for Grading and Preparing Quality Reflections

A satisfactory reflection is submitted on time and demonstrates an accurate

understanding and use of the content being (i.e., leadership language and

concepts included) reflected on and a rudimentary application to self. An

exceptional reflection is all of the above and demonstrates contextual understanding

of your experience with the topic, reflect on its significance, and discuss future

applications of the knowledge gained. The pointers provided above will assist you in

developing quality reflections. Your reflections will be evaluated using the following

rubrics.

Reflection Assessment Criteria and Grading Rubric – 10 points each Criteria Superior

A Sufficient B

Minimal C and D

Unacceptable F

Depth of Reflection (20%)

Response demonstrates an in-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable.

2

Response demonstrates a general reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable.

1.5

Response demonstrates a minimal reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples, when applicable, are not provided or are irrelevant to the assignment.

1

Response demonstrates a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided.

.5-0 Required Components (30%)

Response includes all components and meets or exceeds all requirements indicated in the instructions. Each question or part of the assignment is addressed thoroughly. All attachments and/or additional documents are included, as required. The content contains few minor errors and inaccuracies.

3

Response includes all components and meets all requirements indicated in the instructions. Each question or part of the assignment is addressed. All attachments and/or additional documents are included, as required. The content is substantially accurate and no more than 3 concepts with anything other than minor errors.

2

Response is missing some components and/or does not fully meet the requirements indicated in the instructions. Some questions or parts of the assignment are not addressed. Some attachments and additional documents, if required, are missing or unsuitable for the purpose of the assignment. The content is predominantly accurate, with no more than 3 or more concepts with anything other than minor errors 1

Response excludes essential components and/or does not address the requirements indicated in the instructions. Many parts of the assignment are addressed minimally, inadequately, and/or not at all. Riddled with minor and major errors.

0 Structure (10%)

Writing is clear, concise, and well organized with excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than three spelling, grammar, or syntax errors per page of writing. 1

Writing is mostly clear, concise, and well organized with good sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than five spelling, grammar, or syntax errors per page of writing.

.75

Writing is unclear and/or disorganized. Thoughts are not expressed in a logical manner. There are more than five spelling, grammar, or syntax errors per page of writing.

.5

Writing is unclear and disorganized. Thoughts ramble and make little sense. There are numerous spelling, grammar, or syntax errors throughout the response.

.25-0 Evidence and Practice (40%)

Response shows strong evidence of synthesis of ideas presented and insights gained throughout the entire course. The implications of these insights for the respondent's overall leadership practice are thoroughly detailed, as applicable

4

Response shows evidence of synthesis of ideas presented and insights gained throughout the entire course. The implications of these insights for the respondent's overall leadership practice are presented, as applicable.

3

Response shows little evidence of synthesis of ideas presented and insights gained throughout the entire course. Few implications of these insights for the respondent's overall leadership practice are presented, as applicable.

2

Response shows no evidence of synthesis of ideas presented and insights gained throughout the entire course. No implications for the respondent's overall leadership practice are presented, as applicable.

1-0

Appendix

Leadership Studies Minor Core Requirements Learning Outcomes and Indicators The Leadership Studies minor prepares students to become responsible citizens and leaders in a global society. Therefore, students minoring in Leadership Studies will be able to….

• Recognize, understand, and analyze perspectives on leadership including frameworks, theory, practice, styles and models (i.e., Leadership Content). (Leadership Concepts)

o (201) recognize, define, and evaluate leader-focused foundational concepts including frameworks, theory (Introduction), and practice, styles and models;

o (350) recognize, define, reflect on, and explain applied leadership concepts including leadership as a skill set (StrengthsQuest), behavior (Kouzes &Posner’s Student Learning Practices Inventory) and a process (Servant Leadership);

o (450 and 411) synthesize and apply skills and content from across the leadership curriculum and their academic discipline to research, design, critique alternatives, propose a solution, and effect change in a leadership challenge and community problem; and

o (211) know the tenets of servant leadership and the social change model and know examples of servant leadership and social justice on campus, in the community, and throughout history.

• Recognize, understand, and analyze leadership-related organizational concepts and theory (Organizational Leadership Concepts)

o (201) recognize, understand and analyze leadership as a one-on-one relationship in an organization, (i.e., organizational needs and expectations [FIROB}, relational leadership, Leader Member Exchange[LMX]);

o (350) understand and analyze the function and organization of leadership in groups; o (450 and 451) recognize, define, and explain leadership as a transformational (Social Change Model and

other leadership change theories) influence (360 Leadership) process for addressing real world challenges; and

o (310) develop an understanding of the nature and dynamics of organizations and how to effectively work within an organization; and

o (310) describe and employee their personal leadership style that reflects organizational leadership self-awareness and self-confidence

• Recognize, understand, and analyze ethical, intercultural, and communication dimensions of leadership. (Ethical,

Intercultural, and Communications Dimensions of Leadership)

o (201) recognize, examine, understand, and apply • awareness of intercultural difference and personal identity within one’s own culture to control social

bias; • personal values and ethical reasoning to facilitate ethical action in self and others; • written communication skills to convey personal perspectives on leadership, leadership concepts, and

reflection on the intrapersonal aspects of leadership; o (350) recognize, examine, understand, and apply perspective-taking skills needed for ethical and

intercultural interaction: • understand cultural distinctions, examine one’s own culture, and control social bias; • become sensitive to ethical challenges faced by leaders;

o (350) convey self-awareness of and reflection on fundamental interpersonal leadership skills in oral and written communication; and

o (450 and 451) compare and interpret their current (UTK, academic discipline, and student) cultures, ethical standards, problems, and processes in relation to those of another setting (e.g., the problem).

• Apply, develop, and refine knowledge of self and others as leaders in college (Guided Reflection on Collegiate Leadership)

o (201) recognize, develop, and evaluate an awareness of their and of others’ intrapersonal leadership perspectives (i.e., leadership traits, style, philosophy, vision, and preferred theoretical frames) within collegiate mentoring, teams, and community settings (Self-Awareness);

o (350) discover, analyze, and develop one’s interpersonal skill set as a leader in collegiate teams (Self in Relation to Others);

o (350) demonstrate the ability to integrate curricular content, approaches, theories, and skills in a university context (ex. mentors, RAs, OLs);

o (450 and 411) apply a personal leadership identity and framework of leadership content knowledge, skill-base (interpersonal), and dispositions (intrapersonal knowledge of self) to a current leadership challenge and community problem; and

o (310) identify and describe multiple leadership theories and their application to student leadership on a college campus.

• Integrate and synthesize concepts and skills into a personally and socially responsible framework of leadership philosophy, practice, and lifelong learning (Post-College application to life-long leadership learning and development

o (201) synthesize into and apply an initial personal framework of leadership philosophy and organization including theory and practice, styles and models shaped by awareness of self as a leader;

o (350) synthesize and apply leadership skills, behaviors, and process concepts into an initial personal framework of leadership values, style, and practice shaped by awareness of one’s skills and self as a leader in relation to others;

o (450 and 411) continually evaluate and re-conceptualize leadership concepts and self-awareness into a personally and socially responsible framework of leadership philosophy and practice evolving throughout their career and life; and

o (211) Increasing awareness and action addressing community and societal needs; know the foundations and implications of social justice ideology and movements.

ELPS 493: Independent Studies and ELPS 495: Special Topics will be expected to place significant focus on one or a combination of the above learning outcomes.

Experiential Learning in the Leadership Studies Minor Pedagogy, Learning Outcomes, and Assessment Plan Executive Summary

201: Foundations Course

350: Applied Skills Course

450/451: Transitions Courses and 411 Project

Assessment and Measures LE

AR

NIN

G O

UTC

OM

ES

Leadership – Constructs and Theory Highlighted Theories: Relational Leadership Servant Leadership 360 Leadership LID Model Group Process – Tuckman Social Change Model Leadership Member Exchange

General Leadership Knowledge/Concepts; Introduction to Theories; Intrapersonal leadership self-awareness

Leadership Skills and Application (StrengthQuest); Theoretical Application: Relational Leadership, Servant Leadership, The Student Leadership Challenge; Awareness of interpersonal leadership skills in relation to others

Organizational Leadership; Theoretical Application: 360 Leadership, Leadership Identity Development, Social Change Model, and Organizational Change Theory; Integration and application of content, skills, and experiences to leadership in societal problem-solving; Develop capacity for life-long awareness and reevaluation (i.e. reflect on, synthesize, and apply leadership knowledge) of personal leadership identity

• LID Model – Core Courses

• 360 SLPI – 350 and Pre-Graduation Self and External Assessment

• Course Assignments – Core Courses

• Qualitative Themes from Portfolio – Core Courses

• Organization and individual leadership framework

• Content competency Examination

Ethical Leadership Content

Personal Values; Ethical Reasoning; Rest’s Elements of Ethical Action

Enhance Empathy/ Perspective Taking; Ethical Interactions/Social Role Taking (Practice); and Awareness of Ethical Challenges

Communicating Well; Developing Ethical Identity and Integrity Practice and Integrate all (Apply)

• DIT2 – Core Courses • Course Assignments –

Core Courses • Qualitative Themes from

Portfolio – Core Courses • Content competency test

Intercultural Leadership Content

Awareness of Difference and Controlling Social Bias

Refine knowledge of Cultural Distinctions (own culture and other cultures); Develop perspective taking skills; Bennett’s Intercultural Sensitivity Model

Apply to interdisciplinary work or work/org culture; Adaptation to difference – intentional consideration of others perspective working toward innate integration of other perspective

• Intercultural Sensitivity Scale Pre and Post Self-Assessment

• Course Assignments – Core Courses

• Qualitative Themes from Portfolio – Core Courses

• Content competency test Communications Skill Focus

Written Emphasis (ES7) Oral and Intercultural Emphasis

Applied to problem • Course Assignments – Core Courses

• Qualitative Themes from Portfolio – Core Courses

• Faculty, Mentor, and Advisor Evaluations

Focus of Experiential Leadership Component

Self-awareness – Individual

Collaboration between group and individual - Group/community

Change for the common good Society

• Course Assignments – Core Courses

• Qualitative Themes from Portfolio – Application to Self in Core Courses

DEL

IVER

Y/O

PER

ATI

ON

S

Service Learning Component

Knoxville Community-focused service learning site

University Community- focused service learning site

Society problems-based learning

• Course Assignments – Core Courses

• Qualitative Themes from Portfolio – Core Courses

Pedagogy Observation and Recognition of Patterns

Kinetic Problems-based Learning • Course Assignments – Core Courses

• Qualitative Themes from Portfolio – Core Courses

Learner Role Follower observes leader examples and reflects on concepts and application to self

Student Leader experiences leadership and reflects on personal

experience with the concepts and application

to self in relation to others

Leader-Follower on a team (interdisciplinary where possible) applies and practices the concepts and reflecting on how to synthesize and adapt concepts to self as leader

• Course Assignments – Core Courses

• Qualitative Themes from Portfolio – Core Courses