Running head: REFLECTION ON CASE STUDIES #1

Reflection on Case Studies #1

Rebecca DeRose
Loyola University Chicago

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The educational courses selected for this case study revolve around the topic of
leadership. The course syllabi selected were from Texas A&M University, University of
Louisiana at Lafayette, Northwestern University, Harvard, and Loyola University Chicago. The
irony found in some of the syllabi was a lack of clear direction and plan, which seems to
contradict their course topics.
The first syllabus I reviewed was an online class for ORGL 3311: Issues in
Organizational Leadership from Texas A&M. Although this was the shortest syllabus of the five
it included many of the significant curricular learning components discussed in the readings. For
example, there was a clearly articulated goal for the program and course. The program goal
centralized on practical workplace competencies and the course focus was on specific
foundational knowledge. These elements are both part of Finks (2013) New Paradigms for
Teaching. This is demonstrated in the teaching and learning structure for the class as it leans
into the specific learning results for students.
The syllabus also outlines seven course-learning outcomes and transitions to a chart
describing how the course-specific outcomes meet the program-specific goals. The courselearning outcomes seem to align with Finks (2013) curricular goals for significant learning. For
example, the first outcome is a foundational knowledge goal: Define organization, leadership,
and distinguish the difference between leadership and management within an organization
(Smith, 2014). Fink (2013) describes this as a necessary element of learning when students
obtain a basic understanding of particular data, concepts, relationships, and perspectives (p.
43). Learning goals such as defining and differentiating between concepts also help students see
patterns and relationships within the course content (Nilson, 2010, p. 6). Recognizing patterns

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help students organize information so they can internalize and integrate the content into their
own experiences.
Lastly, the course also uses a variety of activities to help students better understand and
integrate new knowledge with old knowledge and experience. Nilson (2010) describes a variety
of activities and assignments as an important element of course structure helping to facilitate
learning. This is evident in the teaching methods utilized for the course. The course assessment
activities include reflection papers, discussions material covered (through readings, podcasts,
presentations, and simulations), a video recording assignment, and a term projectdeveloping a
personal leadership strategy (Smith, 2014).
The syllabus for the course EDLD 810: Leadership Theory and Practice is from the
University of Louisiana at Lafayette. This course description focused on how students will learn
and apply material. To some extent, this represents a knowledge-centered learning environment
because the syllabus presumes how students preconceive leadership. An example this assumption
is in the objective statement: that every individual has leadership potential and that leadership
qualities can be developed through experience and reflection (Montgomery, 2007, p. 1). The
syllabus also articulates the course goals and organizes how the goals correspond with the unit
outcomes for knowledge, skills, and dispositions. The organization of specific goals and
outcomes facilitate significant learning experiences as included in Finks (2013) taxonomy of
significant learning (p. 35). This is because the outcomes specifically mention combining
reflection of theories and concepts, application of theories to community context, connection to
personal experience, and development of specific interpersonal skills.
The course description for the leadership class MORS 933: Leaders and Leadership
Seminar at Northwestern University integrated the instructors specific learning objective for the

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class. The goal for the course as stated in the syllabus is to enhance students understanding of
and openness to growth as leaders. It is not to teach students how to lead (Scott, 2008, p. 1).
Apart from this goal, there were no additional learning outcomes outlined in the syllabus. To me
this provides evidence that the transfer of content knowledge is the primary purpose of the
course.
Although it reflects a knowledge-centered classroom environment, it does not balance
activities with knowledge acquisition. In the syllabus was also a lack of varied activities and
learning methods. The class seems to rely primarily on lecture, discussion, and three written
assignments. There was a lengthy section of assigned text to read and guiding questions for the
reading. My hope is students will have an opportunity to connect some of the content in class to
their lived experiences as well as be able to envision how it will play out in their future careers.
Another course reviewed was Harvards MLD 325: Becoming a Leader. The course
description was divided into two components labeled Course Objectives and Course Outline.
Both sections are fairly pithy as they summarize the purpose of helping students in their own
leadership development and looking at how to lead others (Gergen, 2011, p. 1). In the Course
Outline section, the instructor breaks down the two course sections of a leaders inner and outer
journey.
Similarly to the Northwestern syllabus, there was not an outlined set of learning goals for
the course. The primary teaching methods also seem to be lecture, discussion, and written
assignments. My concern as a teacher would be how the knowledge and content will transfer
from the classroom to life-application without intentionally integrating this process in the
curriculum. Bransford et al (1999) discusses how transfer of knowledge in the learning process is
dynamic (p. 66). Therefore feedback and integration of content to other experiences is an

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important part of solidifying understanding of material. Since the description of the papers for
this course are not outlined in the syllabus, I do not know when and if the students will be able to
connect what they learned to what they already know or, conceptualize how to apply the
material.
The last syllabus I will compare is the ELPS 125: Introduction to Leadership Studies at
Loyola University Chicago. Similarly to the EDLD 810 class from Louisiana University, this
syllabus specifically described what would be taught and how students would learn the material.
For example, how the course will be conducted through service learning and reflection was
articulated as a part of the course structure. The syllabus also outlined the central themes of the
course providing additional context to the learning outcomes.
Not only does this evidence multiple learning environments but it also indicates the
reinforcement of knowledge transfer (Bransford, Brown, & Cocking, 1999). The learner-centered
environment is intentional to include knowledge, skills, attitudes, and beliefs of students (p. 133).
This is reflected in courses central themes, course objective, and IDEA objectives statements. It
is also evident in the teaching methods utilized for the course. For example, the reflection
assignments provide opportunities for students to articulate their knowledge, skills, attitudes, and
beliefs as they progress through the course.
The community-centered model is also evident in the engaged learning class model. This
is specifically incorporated into the course structure of assignments to build community within
and outside the classroom. For community within the classroom, one assignment is to create a
short video about themselves to share with the class. This will help build relationships and create
a safe space to share in the classroom environment. The curriculum also includes twenty-five

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required hours of community service activities to help students apply class concepts and feel
connected to the greater Chicago area.
In review, it was surprising to me to see which schools have transitioned away from the
traditional teaching methods and who have kept a more traditional format. Based on the readings,
it seems as though the instructors need to take a more of a facilitator approach by designing a
curriculum structure that allows students to engage more with content. This can be done through
reflective written exercises, small and large group discussions or, application of the material.
Another component is to intentionally structuring the course around learning goals for what you
want students to know and how you want students to be able to use what they know. The syllabi
with articulated goals seemed to have more intentional assignments to gage how students were
meeting these goals by utilizing a variety of teaching styles.

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7
References

Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How People Learn; Brain, Mind,
Experience, and School. Washington D.C.: National Academy Press .
Fink, L. D. (2013). Creating Significant Learning Experiences; An Integrated Approach to
Designing College Courses. San Francisco: Jossey-Bass.
Gergen, D. (2011). Retrieved 2016, from www.hks.harvard.edu:
http://www.hks.harvard.edu/syllabus/2011/943/MLD-325.pdf
Kusel, M. (2016). Retrieved 2016
Montgomery, P. S. (2007). Retrieved 2016, from www.eddconsortium.org:
http://www.eddconsortium.org/PDF%20files/810.pdf
Nilson, L. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors. San
Francisco: Jossey-Bass.
Scott, W. (2008). Retrieved 2016, from www.kellog.northwestern.edu:
http://www.kellogg.northwestern.edu/News- Events/~/~/media/Files/Faculty/Teaching
%20Materials/MORS/MORS933_Winter2009_

Scott.ashx

Smith, D. (2014). Retrieved 2016, from www.tamuc.edu:

http://www.tamuc.edu/academics/cvSyllabi/syllabi/201430/30001.pdf