Running head: SYLLABUS AND REFLECTIVE ANALYSIS

Syllabus and Reflective Analysis

Rebecca DeRose
Loyola University Chicago

SYLLABUS AND REFLECTIVE ANALYSIS

Table of Contents
Syllabus: Special Topics Course: Leadership Reimagined.................3
CURRICULAR REQUIREMENTS.................................................................................3
COURSE DESCRIPTION............................................................................................ 3
TEACHING PHILOSOPHY.......................................................................................... 3
IDEA Objectives....................................................................................................... 3
COURSE ORGANIZATION......................................................................................... 4
STUDENT LEARNING OUTCOMES............................................................................. 4
COURSE MANAGEMENT SYSTEMS........................................................................... 4
READING MATERIALS: ASSIGNED BOOKS................................................................5
READING MATERIALS: ASSIGNED ARTICLES............................................................5

COURSE ASSESSMENTS.................................................................5
GROUP-LED READING DISCUSSIONS- 15 points......................................................5
WRITTEN REFLECTION ASSIGNMENTS- 20 points....................................................6
EVALUATIONS/CRITERIA........................................................................................... 6
CORE VALUES STATEMENT- completion grade only.................................................7
MISSION/VISION STATEMENT completion grade only............................................7
D.R.E.A.M. PROJECT- 15 points................................................................................7
EVALUATIONS/CRITERIA........................................................................................... 8
FINAL E-PORTFOLIO PROJECT- 15 points..................................................................9
EVALUATIONS/CRITERIA........................................................................................... 9
AVAILABLE STUDY OR ASSIGNMENT AIDS.............................................................10
WEEKLY COURSE SCHEDULE................................................................................. 10
GRADING SCALE FOR COURSE REQUIREMENTS: total 100%.................................11
OTHER COURSE REQUIREMENTS ASIDE FROM THE GRADED REQUIREMENTS......11
Policies On Classroom Decorum........................................................................11
Policies On Attendance And Tardiness:..............................................................11
Policies On Missed Or Late Assignments:...........................................................12
Use of Electronic Devices:.................................................................................12
STATEMENT OF INSTITUTIONS POLICIES ON AMERICANS WITH DISABILITIES ACT12
ACADEMIC DISCOURSE......................................................................................... 12
RELEVANT CAMPUS SUPPORT SERVICES FOR STUDENTS AND THEIR LOCATIONS. 12

SYLLABUS REFLECTION NARRATIVE..............................................13

SYLLABUS AND REFLECTIVE ANALYSIS

LOYOLA UNIVERSITY CHICAGO

School of Education

Special Topics Course: Leadership Reimagined

ELPS 301, Fall 2016, 3.0 hours
MONDAY, 6:00-9:00
Corby Law Center 102
Instructor: Rebecca M. DeRose, M.Ed.
E-mail:

rderose@luc.edu

Homepage URL: rderose.weebly.com

Office Hours & Location: T/R, Lewis Towers, 9:00-5:00 PM
Additional Notes: Please contact me to schedule an appointment if you would like to meet in person.
E-mails will be responded to M-F between 9-5PM

CURRICULAR REQUIREMENTS
This is a general leadership course for interdisciplinary students. This course
satisfies an elective in the ELPS leadership minor.
COURSE DESCRIPTION
The purpose of this course is re-imagine leadership by identifying and
deconstructing pre-existing stereotypes. One way stereotypes will be
deconstructed is by examining leadership as expressed by each students
individual leadership style. As students begin to identify their innate skill-sets
as leaders, they will then be asked to think about how to use these skills by
developing personal core values, a mission statement, and a vision
statement. In this way, not only will they be able to reimagine the definition
of leadership but also they will begin to reimagine their future as a leader.
TEACHING PHILOSOPHY
This course was designed using Finks design of Creating Significant
Learning Experiences. As a result, this course utilizes a holistic approach to
educating students. The professor will ask students to take control of their
own learning by engaging in all in-class and out of class learning activities.
Students will also be asked to connect their prior life experiences to the
course content. Another learning component is for students to listen to the
experiences of others in the class. It is the goal of the class that the material
taught would last beyond the twelve-week session as well as encourages
students to continue their leadership development journey.
IDEA Objectives
The highlighted objectives for this course related to the IDEA evaluation you
complete at the end of the semester include the following:
1. Learning fundamental principles, generalizations, or theories
2. Learning to apply course material (to improve thinking, problem
solving, and decisions)

SYLLABUS AND REFLECTIVE ANALYSIS

3. Developing specific skills, competencies, and points of view needed by

professionals in the field most closely related to this course
4. Acquiring skills in working with others as a member of a team
5. Acquiring an interest in learning more by asking questions and seeking
answers
COURSE ORGANIZATION
Introduction to Leadership
Defining your Mission/Vision
Establishing your Core Values
Engaged Learning: Service/Volunteer
Leadership Self-Care
Continuing your Leadership Development
STUDENT LEARNING OUTCOMES
Foundational Knowledge
1. Students will be able to identify different leadership styles.
2. Students will be able to identify the components of a mission
statement.
3. Students will be able to identify the components of a vision statement.
Application
4. Students will be able to describe the premise of core values.
5. Students will be able to assess how different leadership styles work
together in different contexts.
Integration
6. Students will be able to connect how their leadership style relates to
their core values.
7. Students will be able to connect how their leadership style relates to
their mission statement as a leader.
8. Students will be able to connect how their leadership style relates to
their vision statement as a leader.
Human Dimension: Self
9. Students will come to see themselves as a leader.
Human Dimension: Others
10.
Students will be able to interact with others who express
different leadership styles
Caring
11.
Students will be able to value creating an equitable social justice
environment as a leader.
Learning How to Learn
12.
Students will be able to create a strategic plan of how to
continue their leadership development.

SYLLABUS AND REFLECTIVE ANALYSIS

COURSE MANAGEMENT SYSTEMS

This course will use Sakai and Taskstream as supplemental technology
course resources as provided by Loyola University Chicago.

READING MATERIALS: ASSIGNED BOOKS

Please purchase prior to the start of week 2 of class. I recommend
purchasing these books through amazon. You also may be able to find some
at the library but they will be good books to go back to and reference.
Collins, J. (2001). Good to Great: Why some companies make the leap...and others don't. New
York: Harper Business.
Fink, D. L. (2003). Creating Significant Learning Experiences: An integrated approach to
desiging college courses. San Francisco: Jossey-Bass.
Mandela, N. (1995). Long Walk to Freedom. New York: Little, Brown and Company.
Nilson, L. (2010). Teaching At Its Best: A research-based resource for college instructors. San
Francisco: Jossey-Bass.
Williams, P., & Denney, J. (2004). How to Be Like Walt: Capturing the Disney Magic Every Day
of Your Life. Deerfield Beach, FL: Health Communications Inc.

READING MATERIALS: ASSIGNED ARTICLES

Azaddin, S. K. (2012). Mission, purpose, and ambition: Redefining the mission
statement. Journal of Strategy and Management, 5(3), 236-251.
doi:http://dx.doi.org/10.110 8/17554251211247553
Arnold, K., Connelly, C., Walsh, M., & Martin Ginis, K. (n.d.). Leadership
Styles, Emotion Regulation, and Burnout. Journal of Occupational Health
Psychology, Journal of Occupational Health Psychology, 2015.
Berry, J., & Gordon, J. (1993). Environmental leadership: Developing effective
skills and styles. Washington, D.C.: Island Press.
Beck, J., & Yeager, N. (1994). The leader's window: Mastering the four styles
of leadership
to build high-performing teams. New York: Wiley.
Giltinane, C. (2013). Leadership styles and theories. Nursing Standard (Royal
College of Nursing (Great Britain): 1987), 27(41), 35-9.
Hall, G. (2006). Leadership Styles. T + D, pp. 93-94.
Lucas, J. R. (1998). Anatomy of a vision statement. Management Review,
87(2), 22.
Meacham, J. (2008). What's the Use of a Mission Statement?. Academe,
94(1), 21-24.
Schneider, G. (2014). Bringing Our Imagination Into Focus. Independent
School, 73(3), 50-54.

SYLLABUS AND REFLECTIVE ANALYSIS

COURSE ASSESSMENTS
GROUP-LED READING DISCUSSIONS- 15 points
Between weeks 2 thru 5 students will lead a discussion on the assigned
readings. Group assignments will be provided during the first week in class.
(These groups will also be used during class times for activities and
simulations.)
While leading the discussion, please come prepared with insights or
reflections gleaned from the readings, questions to pose to the group, and/or
activities connected to the readings that integrate principles. You may also
connect other article from the reading if you desire. The discussions will be
about 40 minutes in length so please come prepared to lead for the entire
duration.
WRITTEN REFLECTION ASSIGNMENTS- 20 points
For this class you will be asked to write 5 reflection papers. The topic of the
paper will correspond with a group-led reading discussion. Though you may
reflect on the discussion in a number of ways, some questions you may want
to consider while writing your reflection papers are:
Does this change my view of leadership? How?
Does this change my view of myself? How?
What types of personal experiences can I relate this to?
How can I apply this to my leadership journey?
Is there anything from the reading or discussion I disagreed with?
What was something new I learned?
What stuck out to me in the readings?
What stuck out to me in the class discussion?
The reflection paper will be due by the following class period. Each reflection
paper will be submitted in Taskstream. FORMAT REQUIREMENTS: the length
of the reflection should be 2 pages, double-spaced, and12-point Times New
Romans font.
EVALUATIONS/CRITERIA

Connection
to the
Readings/
Discussion

Leadership
Application

Highly
Insightful
(4.0 3.5)
Excellently
demonstrated
an informed
understandin
g of the
readings/
discussion
and provided
a thoughtful
analysis.
Thoroughly
and

Very
Insightful
(3.4 3.0)
Demonstrated
a wellinformed
understanding
of the
readings/
discussion
and provided
an analysis.
Thoughtfully
described a

Demonstrated
an
understandin
g of the
readings/
discussion
and provided
some
analysis.

Somewhat
Insightful
(2.4 2.0)
Demonstrated
some
understanding
of the
readings/
discussion
and provided
some
analysis.

Needs More
Thought
(1.9 1.0)
Demonstrate
d little
understandin
g of the
readings/
discussion
and provided
little to no
analysis.

Described a
connection of

Made some
connections

Made little to
no

Insightful
(2.9 2.5)

SYLLABUS AND REFLECTIVE ANALYSIS

Depth of
Reflection

Grammar

Format

thoughtfully
described a
connection of
the readings/
discussion to
a leadership
situation.
Excellently
demonstrated
a thoughtful
reflection
connecting
reading/
discussion to
personal
experiences
and other
concepts from
class and
other
disciplines.
Excellent use
of
punctuation,
spelling, and
sentence
structure.

connection of
the readings/
discussion to
a leadership
situation.

the readings/
discussion to
a leadership
situation.

from the
readings/
discussion to
a leadership
situation.

connections
from the
readings/
discussion to
a leadership
situation.

Demonstrated
well thought
out reflection
connecting
reading/
discussion to
personal
experiences
and other
concepts from
class and
other
disciplines.

Demonstrated
reflection
connecting
reading/
discussion to
personal
experiences
and/or other
concepts from
class and
other
disciplines.

Demonstrated
some
reflection
connecting
reading/
discussion to
personal
experiences
and/or other
concepts from
class and
other
disciplines.

Demonstrate
d little to no
reflection
connecting
reading/
discussion to
personal
experiences
and/or other
concepts
from class
and other
disciplines.

Good use of
punctuation,
spelling, and
sentence
structure.

A few
punctuation,
spelling, and
sentence
structure
errors.

Many
punctuation,
spelling, and
sentence
structure
errors.

Skillfully
implemented
all the format
requirements

Implemented
of format
requirements

Use of
punctuation,
spelling, and
sentence
structure with
very few
errors.
Implemented
many of the
format
requirements

Missed a few
of the format
requirements

Missed many
format
requirements
.

CORE VALUES STATEMENT- completion grade only

Core values are the defined modes of operation for a leader. It is what
steers and directs them in decision-making and risk taking. It is how a leader
prioritizes what to invest their time into. In-class we will begin to sketch out
your personal list of core values and, practice making core values for teams
within organizations. Please utilize the readings and insights gleaned from
class discussion as a guide to form your core values statement.
There will be no particular formatting or length requirements for this
assignment. Please submit the completed assignment through Taskstream on
the date assigned in the course calendar. The completed list core values will
be included in your final e-Portfolio as well as a brief reflection about the
formation and creation process. There will not be a separate grade provided
for this assignment. Instead, assessment will be incorporated as a part of the
grade for your final portfolio.
MISSION/VISION STATEMENT completion grade only
This is your opportunity to develop and craft a personal mission and/or vision
statement. Not only will we spend two classes talking about how to construct
a mission and vision statement but you will also have the opportunity to hear
from a panel of leaders talking about their organizations mission/vision

SYLLABUS AND REFLECTIVE ANALYSIS

statement AND go on an engaged learning excursion to see how a

mission/vision statement plays out in real life.
There will be no particular formatting or length requirements for this
assignment. Please submit the completed assignment through Taskstream on
the date assigned in the course calendar. The completed mission/vision
statement will be included in your final e-Portfolio as well as a brief reflection
about the formation and creation process. There will not be a separate grade
provided for this assignment. Instead, assessment will be incorporated as a
part of the grade for your final portfolio.
D.R.E.A.M. PROJECT- 15 points
The dream project will be your opportunity to create an imagine if
scenario. For example, now that you better understand your personal
leadership style, you have identified a mission statement, a vision
statement, and established a list of core valueswhat do you want to DO?
For this project pretend you have no limit on resources. There are no
restrictions on this. Pretend you are Walt Disney dreaming.
For this assignment, please incorporate:
The D.R.E.A.M.
Mission Statement
Vision Statement
CORE values
Explanation of why this is your D.R.E.A.M.?
o Connection to a personal experience, encouraged by a significant
mentor, etc.
o *REMEMBER: Dare, Reach, Engage, Ask, and Monitor.
If Leadership is influence
o How does this influence other people?
Anything relevant from the readings, class discussions, or activities
that guided your D.R.E.A.M.
Options for how to present this project:
Website
Written Paper
Vision Board
Video
Power Point/ Prezi/ Presentation
Infographic
Other ideas? Great! Lets chat.
Please bring the completed assignment to class on the date as defined in the
course schedule.
EVALUATIONS/CRITERIA
Highly
Effective

Very
Effective

Effective
(15.9 13.5)

Somewhat
Effective

Needs More
Work

SYLLABUS AND REFLECTIVE ANALYSIS

Integrated
Concepts

Leadershi
p
Applicatio
n

Depth of
Reflection

(20.0 18.5)
Expertly
integrated key
ideas and
concepts from
readings/
discussions
about mission,
vision, values,
and dreams.
Expertly
applied key
leadership
ideas and
personal style
to D.R.E.A.M.
Excellently
demonstrated
a thoughtful
reflection
connecting
reading/
discussion to
personal
experiences
and other
concepts from
class and other
disciplines.

(18.4 16.0)
Very
effectively
integrated
key ideas and
concepts from
readings/
discussions
about
mission,
vision, values,
and dreams..
Very
effectively
applied key
leadership
ideas and
personal style
to D.R.E.A.M.
Demonstrated
well thought
out reflection
connecting
reading/
discussion to
personal
experiences
and other
concepts from
class and
other
disciplines.

Effectively
integrated
key ideas and
concepts from
readings/
discussions
about
mission,
vision, values,
and dreams.
Effectively
applied key
leadership
ideas and
personal style
to D.R.E.A.M.
Demonstrated
reflection
connecting
reading/
discussion to
personal
experiences
and/or other
concepts from
class and
other
disciplines.

(13.4 11.0)
Integrated
some key
ideas and
concepts from
readings/
discussions
about
mission,
vision, values,
and dreams.

(10.9 7.0)
Demonstrated
little
integration of
key ideas and
concepts from
readings/
discussions
about mission,
vision, values,
and dreams.

Some
application of
key
leadership
ideas and
personal style
to D.R.E.A.M.
Demonstrated
some
reflection
connecting
reading/
discussion to
personal
experiences
and/or other
concepts from
class and
other
disciplines.

Made little to
no application
of key
leadership
ideas and
personal style
to D.R.E.A.M.
Demonstrated
little to no
reflection
connecting
reading/
discussion to
personal
experiences
and/or other
concepts from
class and other
disciplines.

FINAL E-PORTFOLIO PROJECT- 15 points

This portfolio will be a completed list of what you have accomplished in this
course throughout the semester. The reason for assembling a portfolio is for
you to use it to demonstrate to future employers what you have worked on in
this class. It is also supposed to help you reflect on the projects and
experiences in a well-thought out and organized manner.
While constructing this portfolio please make the following considerations to
include:
About Section
Mission Statement
Vision Statement
Core Values List
3 of 5 Reflection Responses
Pictures or Videos from the Engaged Learning Experiences
D.R.E.A.M. Project
Wellness/Self-care plan
Continuing Learning Plan/Resource Guide
EVALUATIONS/CRITERIA
Highly

Very

Effective

Somewhat

Needs More

SYLLABUS AND REFLECTIVE ANALYSIS

Integrated
Concepts

Leadership
Application

Depth of
Reflection

10

Effective
(20.0 18.5)
Expertly
integrated
key ideas and
concepts from
readings/
discussions
about
mission,
vision, values,
and dreams.

Effective
(18.4 16.0)
Very
effectively
integrated
key ideas and
concepts from
readings/
discussions
about
mission,
vision, values,
and dreams..

Expertly
applied key
leadership
ideas and
personal style
to D.R.E.A.M.

Very
effectively
applied key
leadership
ideas and
personal style
to D.R.E.A.M.

Effectively
applied key
leadership
ideas and
personal style
to D.R.E.A.M.

Some
application of
key
leadership
ideas and
personal style
to D.R.E.A.M.

Excellently
demonstrated
a thoughtful
reflection
connecting
reading/
discussion to
personal
experiences
and other
concepts from
class and
other
disciplines.

Demonstrated
well thought
out reflection
connecting
reading/
discussion to
personal
experiences
and other
concepts from
class and
other
disciplines.

Demonstrated
reflection
connecting
reading/
discussion to
personal
experiences
and/or other
concepts from
class and
other
disciplines.

Demonstrated
some
reflection
connecting
reading/
discussion to
personal
experiences
and/or other
concepts from
class and
other
disciplines.

(15.9 13.5)
Effectively
integrated
key ideas and
concepts from
readings/
discussions
about
mission,
vision, values,
and dreams.

Effective
(13.4 11.0)
Integrated
some key
ideas and
concepts from
readings/
discussions
about
mission,
vision, values,
and dreams.

Work
(10.9 7.0)
Demonstrate
d little
integration of
key ideas and
concepts
from
readings/
discussions
about
mission,
vision,
values, and
dreams.
Made little to
no
application of
key
leadership
ideas and
personal
style to
D.R.E.A.M.
Demonstrate
d little to no
reflection
connecting
reading/
discussion to
personal
experiences
and/or other
concepts
from class
and other
disciplines.

AVAILABLE STUDY OR ASSIGNMENT AIDS

Please check the Sakai resource folder for additional documents and
information such as class lecture notes, handouts, and other helpful
resources.
WEEKLY COURSE SCHEDULE
WEEK
1
(8/29)
2

TOPIC

Overview
Introduction to

In-Class Activity
Review Syllabus & Course
Review Semester Expectations
Assigned Reading Groups
Overview of Constructive
Feedback
Group 1 Reading Discussion:

Assignments DUE

No assignment due.
Week 2 Written

SYLLABUS AND REFLECTIVE ANALYSIS

(9/5)

3
(9/12)

4
(9/19)

5
(9/26)

Leadership: PART 1
Personal Styles

Introduction to
Leadership: PART 2
Leadership in
Context

Defining your
Mission/Vision

Establishing your
Core Values

8
(10/24)

Typology Test 1: Myers Briggs

Group 2 Reading Discussion:
Mandela:
Berry & Gordon (1993)
Beck & Yeager (1994)
Typology Test 2: Hersey &
Blanchard Situational Leadership
Group 3 Reading Discussion:
Azaddin (2012)
Lucas (1998)
Meacham (2008)
Guest Speaker Panel
Group 4 Reading Discussion:
Collins: CH 6-9
Mandela: Part 3-4
Simulation exercise: creating core
values for an organization

If time allows, work on

mission/vision statements.

Reflection due 9/12

Week 3 Written
Reflection due 9/19

Week 4 Written
Reflection due 9/26

CORE VALUES
Statement DUE 10/3
Week 5 Written
Reflection due 10/3
MISSION/VISION
Statement DUE
10/10
Week 6 Written
Reflection due 10/10

Engaged Learning: Service/

NO CLASS
Volunteer
NO CLASS 10/17- Happy Fall Break
Reading Discussion:
Schneider (2014)
Williams: Each group will
share chapter summaries.
o Group 1: CH 1-3
o Group 2: CH 4-6
DREAM IT. DO IT.
o Group 3: CH 7-9
o Group 4: CH 10-12
o Group 5: CH 12-15

9
(10/31)
10
(11/7)
11
(11/14)

Collins: CH 1-5
Hall (2006)
Giltinane (2013)

Group 5 Reading discussion:

Mandela: Part 9-11

6
(10/3)
7
(10/10)

11

Leadership Self-Care

Debrief E.L. experience

In-class reflection writing- will not
be turned in or assessed.
Discuss and reflect readings from
the semester: Collins, Mandela, &
Williams
Introduction to e-Portfolios
Work-day for D.R.E.A.M.
Engaged Learning: Service/
Volunteer
Reading and discussion:
Arnold et. Al (2015)

NO CLASS 11/21- Happy Thanksgiving Break

D.R.E.A.M. Project
DUE 11/7
NO CLASS

SYLLABUS AND REFLECTIVE ANALYSIS

12
(11/28)
13
(12/5)

Continuing your
Leadership
Development

12

In-class discussion
Creating the framework for a
personal leadership development
strategy.
COURSE WRAP-UP

FINAL PORTFOLIO
DUE

GRADING SCALE FOR COURSE REQUIREMENTS: total 100%

Written Reflection Assignments (5): 20%
D.R.E.A.M. Project: 15%
Mission/Vision Statement: 5%
Core Values Statement: 5%
Final e-Portfolio Project: 20%
Group-led Reading Discussions: 15%.
Participation/Attendance: 5%
Engaged Learning Experiences: 15%
A
95-100
A90-94
B+ 86-89
B
83-85
B80-82
C+ 77-79
C
74-76
C70-73
D
60-69
F
59 and below
OTHER COURSE REQUIREMENTS ASIDE FROM THE GRADED REQUIREMENTS
Policies On Classroom Decorum
In class it is expected you arrive on time with the assigned reading and
assignments completed. Please also be prepared to participate in class
discussion, group work, and other activities. As a member of the learning
community for this course, challenge each other s ideas when appropriate
but please show respect for other students in class.
Policies On Attendance And Tardiness:
Participation in class focuses on quality and not quantity of what is shared.
Please let me know prior to class if you cannot make it for whatever reason.
You will be able to make up some participation points by submitting a
reflection assignment of the reading missed for that meeting.
Policies On Missed Or Late Assignments:
It is your responsibility as a part of this learning community to complete and
submit the specified assignments by the due date. Missing assignments will
be docked 10% of the graded total. Late assignments will be docked 5% of
the graded total. If there is a special circumstance that comes up prohibiting

SYLLABUS AND REFLECTIVE ANALYSIS

13

you from turning in an assignment on time please let me know so it can be

discussed.
Engaged Learning Experiences:
It is my expectation for all students to participate in the two engagedlearning experiences. Please be respectful of the staff and arrive on time.
During those days we will not meet in class but at the location. When the
class attends engaged-learning sites, please be respectful to the staff and
property of the organization we will be visiting and show up on time to the
date and location. If you cannot make an engaged-learning experience
please let me know immediately.
Use of Electronic Devices:
Please only use electronic devices for activities that are class-related.
Personal use of phones, tablets, or laptops is not allowed. As a curtsey, if
there is an emergency and you need to be reached in class please let me
know if possible prior to our meeting time.
STATEMENT OF INSTITUTIONS POLICIES ON AMERICANS WITH DISABILITIES
ACT
As a part of the Loyola University Chicago community, this class is
committed to helping students when needed with additional
accommodations inside and outside of class. It will be the responsibility of
the student to let the instructor know if additional resources are needed.
Also, per the universitys procedures for requesting reasonable
accommodations, please contact the Office of Services for Students with
Disabilities if needed at http://www.luc.edu/sswd or (773)-508-3700.
Web link to the universitys policy:
http://www.luc.edu/hr/legalnotices/requestsforreasonableaccommodationford
isability/
ACADEMIC DISCOURSE
Academic dishonesty will not be tolerated in the course and assignments will
receive a failing grade. For further explanation of the universities policies
please go to the following site:
http://www.luc.edu/academics/catalog/undergrad/reg_academicintegrity.shtm
l
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SYLLABUS AND REFLECTIVE ANALYSIS

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SYLLABUS REFLECTION NARRATIVE

The challenge to dream and have a personal mission and vision statement was an
influential experience for myself as a student. Based on this experience, I wanted to apply Finks
(2003) integrated course design method to creating a syllabus with the topic of leadership. The
goal of the special topics course, leadership reimagined, is to provide a space for students to be
able to dream and think about their own leadership qualities. It is my hope this self-reflective
process will also help students identify how their specific leadership styles pair with others who
exhibit a different style.
The first few steps of Finks integrated course design includes examining situational
factors, learning outcomes, feedback, and learning activities. The context of the class is an
undergraduate level special topics leadership course with a maximum of 15 students. The class
will gather once per week on Monday nights in the Corby Law Center for a maximum of twelve
weeks. I designed the course with longer class sessions because of the nature of certain learning
activities. This way there is ample time to perform and process the activity. Designing the course
environment in a way that makes a few activities more influential will help increase learning. My
hope is the longer timeframe will allow students to process through Finks (2003) significant
learning taxonomy.
The university and course expectations of the group are for students to be able to selflead. This includes having an understanding of their capabilities to perform within their
disciplines. Understanding the expectations will influence how the learning outcomes are
students personal development. The nature of the subject is divergent because the environment
will fluctuate between stable and situational factors as well as focus on both cognitive and skill
development. Since the nature of the subject is divergent, it is my goal to target a variety of

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15

learners. In this way, the characteristics of the students are those from a variety of disciplines
who can participate in the course. It is my hope the classroom environment and community will
lend itself to developing students appreciation for others with different learning styles.
The second step is to design the learning outcomes as defined by Finks (2003)
significant learning taxonomy. However, I did not do this step second when designing my course.
An unexpected challenge was trying to expand my general class goals into the defined sections
of the taxonomy. For example, I knew I wanted the class to be a place for students to take time to
think about their skills and how it relates to what they want. I also wanted the class to be a space
that encouraged students to reach for something they may have been discouraged by others to
dream for in the past. To navigate this tension I began working on the three-column table. Once
my thoughts were written out I found it a lot easier to craft the learning outcomes.
The foundational knowledge learning objectives will also be a building block for students
to achieve other learning outcomes for the course. In this way learning outcomes will build on
each other throughout the semester. The comparisons of other authors learning outcomes as
explain in Nilsons (2010) article was also helpful. There was overlap from Blooms (1956)
taxonomy, Finks (2003) taxonomy, and Krathwohl, Bloom, and Masias (1999) types of learning
outcomes as they focused on the holistic development of the student. Lastly, I also relied on the
Tips for Writing Learning Outcomes and verb charts from both the text and article to help me
form measurable outcomes.
The third step in the Integrated Course Design Method is to create feedback and
assessment procedures. In Leadership Reimagined, these are integrated throughout different inclass and out of class activities. One example of this is the beginning of class check-ins. This will
allow students to verbally process the in-class and out of class activities. Another feedback

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16

mechanism is the target three evaluation. This is one feedback method was provided from an
organization called LeaderTreks. The target three asks what went well, what can be improved,
and two actions of how to improve immediately. I anticipate using the target three for immediate
feedback following the group-lead reading discussions. This way it will help them develop as
leaders by receiving constructive feedback from their peers. This method is similar to Finks
(2003) FIDeLity feedback method because it will be frequent, immediate, discriminatory, and
loving. Stylistically this feedback method will allow students to receive and provide feedback in
a dialogue format (p. 105).
While building in the feedback and assessment mechanisms I again found the threecolumn chart to be the most helpful. This is because the principle elements of Finks (2003)
FIDelity feedback method were already in place as a way of meeting the human dimension
learning outcomes (p. 105). Assessment and feedback was also something I automatically
assumed would be a part of submitting written reflection responses, groups leading discussions,
and other special projects for the class such as the D.R.E.A.M. project.
Finks fourth step in the twelve-step design method is to create teaching and learning
activities. Some of the activities consist of assigned discussion groups, projects integrating
multiple learned concepts, two engage learning activities, assigned readings, and the providing
peer feedback. These activities are a combination of observing experiences, doing experiences,
and creating a learning portfolio (p. 120). The purpose of these exercises is to orient students to
the leadership course content by working with the concepts in a variety of formats.
Observing experiences include the group-led discussions, the first engaged learning
activity, the Nelson Mandela book, and the guest-speaker panel. The goal of the activities is to
help students understand how specific leadership style play out in specific environments by

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implementing a variety of methods. The primary teaching activity in class will be the reading
discussions. The reading discussions will be used to explore and reinforce leadership themes and
concepts. For example, since students are interdisciplinary and upper level undergraduates, it is
my hope that their different experiences will be able to help others deconstruct preconceived
notions of how leadership styles function in a given context. This is also why I want to invite a
panel of guest speakers. By bringing leaders from different professional backgrounds to talk
about what they do and how they do it, their leadership stories can bring to life concepts
discussed in class.
The primary doing exercise are the assigned groups. The groups will be an important
part of the learning in this course. They will also help students reflect on, integrate, and apply
material. For instance, not only will he be able to practice leading but they will also be able to
practice receiving and providing constructive feedback to each other. It is my belief important
part of being a leader is being able to work well with others being able to facilitate a group, into
be able to give and receive feedback well.
The last type of teaching tool is the learning portfolio that will consist of a second
engaged-learning opportunity of their choice, reflection papers, and a creative project. Students
for the engaged-learning opportunity will be able to research and select the site they would like
to visit for this class. As an instructor I will encourage the students to select an organization that
aligns with a dream for their mission statement. Written reflection papers will be completed after
each of the readings to allow students space to work in past experiences and prior knowledge to
what they are learning.
Lastly, the D.R.E.A.M. project will allow students to create an imagine if scenario.
D.R.E.A.M. is an acronym I created and further explain in the syllabus. It stands for a dare,

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reach, engage, ask, and monitor. For this project they will pretend there is no limit on resources.
There are no restrictions. The instructions will be to pretend they are dreaming like Walt Disney.
Not only will they connect previous assignments but they will also be encouraged to reflect on
why this is their dream. All of these assignments and activities will later be compiled and
integrated in a final e-Portfolio for assessment.
Creating these activities were also my favorite part of designing the course. Since I
experienced transformation in my own leadership development by performing similar activities, I
was excited to integrate them throughout the course. Also after working with the e-Portfolio
program at Loyola University, I had a pretty good idea of different assessment assignments.
The larger course projects were another aspect I was excited to create. While examining
the components of designing learning activities from Finks (2003) text, I found a lot of the
activities I listed in the three-column table already aligned with what was specified. Returning to
the text was helpful because it made me flesh out the areas my activities were weak by better
tailoring them to the learning outcomes, adding feedback and assessment mechanisms, or other
types of learning modes.
The fifth step is to integrate primary components of the course design (Fink, 2003, p.
138). As mentioned previously, the three-column table was the most useful tool for me. In review
of the course I reviewed what I previously filled out to ensure the proper integration of learning
outcomes, assessment activities, and learning activities. I noticed that after articulating the
foundational knowledge outcome, I needed to better integrate reflection papers and connect these
pieces to the final e-Portfolio project as the assessment method. The functionality of the reading
groups was also assessed to ensure they would be effective in meeting the learning out comes for
leadership application, integration, developing care for self, and for others. Another integrated

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component is the first engaged learning activity. This learning activity will be to shadow an
organization to see how mission, vision, and core values operate. The purpose of this activity is
to move students toward the application and integration outcome.
The D.R.E.A.M. project is a culminating assessment for many of the learning outcomes
prior to the final portfolio. For example, once students obtain a more mature understanding of
their personal leadership style and identified a mission statement, vision statement, and
established a list of core values they need to decide what they want to do with it. In this activity I
hope to achieve assessment for multiple learning outcomes. These outcomes are foundational
knowledge, applications, integration, human dimension, and caring. This project will also be
incorporated in their final e-Portfolio. The purpose of the assignment is for students to begin
thinking how they can apply their skills to a specific context and link that with a future goal.
After the initial design stages, Fink (2003) suggests transitioning to the assembly of
different syllabus and course components. This includes the thematic structure of the class,
selecting a teaching structure, and integrating the course structure with learning activities.
Designing this component of the course came together easily because of my overall purpose for
creating the course. The thematic structure of the class around leadership lent itself to the
teaching structure of combining a variety of team-based learning activities. This is because the
course heavily relied on small groups for frequent and immediate feedback (p.146). As a result,
the structures of activities were topical such as the introduction to leadership and leadership
styles flowing into discussions on mission, vision, and core values.
The last stages of Finks integrated course design include designing a grading system,
debugging the course, writing the syllabus, and evaluating the course. As seen in the syllabus,
each assessment component is weighted depending on its relative importance. When reviewing

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my course in the draft, one dilemma I encountered was allowing for enough time to complete
different activities and assessment assignments. A way I hope to avoid this problem is by
designing the schedule to rest on the ideas of a mission and vision statement for three weeks. By
allowing students more time to process, they can better internalize the foundational knowledge of
what are mission and vision statements before they begin to develop their own.
In organizing and writing the syllabus I primarily relied on Nilson (2010) chapter 3. This
is because it very clearly laid out each course section. These sections surfaced gaps in the
learning experience I did not take into account. For example, I was forced to think through how
to help students will certain learning disabilities in class. Also, this format made me better
organize and clarify activities that were vague or not fully thought through.
It is my plan to be intentional about assessing and receiving feedback during discussions
and beginning of class check-ins. After studying communications in undergrad, I came to realize
feedback is the most critical element of any message transfer. If I truly want students to learn, I
need to know how my course activities and reflective assignments are influencing them. Though
verbal feedback is a little less formal and can be intimidating for some, I also want to allow time
for written feedback. Therefore I also plan on sending out an electronic survey in the middle of
the term and at the end.
Some day I hope to work with students in context where I can facilitate this type of
learning experience. Another interesting element of facilitating a course like this is anticipating
how it could change shape depending on the students in the class. Since different life
experiences, identities, and future goals play a role in forming passion, unique expressions of
different skills, and values the response to the learning activities can take a variety of forms.

SYLLABUS AND REFLECTIVE ANALYSIS

Even though the topics for the course are ambitious, I think just creating a space to begin the
conversation with students is a good start.

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SYLLABUS AND REFLECTIVE ANALYSIS

References
Fink, D. L. (2003). Creating Significant Learning Experiences: An integrated approach to
desiging college courses. San Francisco: Jossey-Bass.
Nilson, L. (2010). Teaching At Its Best: A research-based resource for college instructors. San
Francisco: Jossey-Bass.

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