Senate Bill No. 1617-06
UNIVERSITY SENATE
UNVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Introduced by:
Undergraduate Academic Council
University Planning and Policy Council
Date:
May 8, 2017
PROPOSAL TO ESTABLISH A MINOR IN LEADERSHIP
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1. That the University Senate approve the attached proposal to create a minor in Leadership,
as recommended by the Undergraduate Academic Council and University Planning and
Policy Council.
2. That the program begin with the Fall 2017 semester.
3. That this proposal be forwarded to Interim President James Stellar for approval.
UNIVERSITY POLICY AND PLANNING COUNCIL
CAMPUS IMPACT FORM
Version 1.8 01/22/16
Proposal Title:
_________________________________________________________________
College or School
_____________________
Department ________________________________
Program Director or
Sponsor
_____________________
Email _____________________________________
Action Category
☐ Program Proposal
☐ Other (describe)
Does this proposal include any
space resource implications?
Approx. sq. ft. needed:
☐ Yes
☐ No
Action Type
☐ New
☐ Revision
☐ Deactivation
☐ Other (describe)
Program has been identified as a
Gainful Employment Program
(GEP)?
☐ Yes
☐ No
Brief Description of Proposal: (attach additional pages if necessary)
When submitting a program proposal to UPPC please submit this form to
indicate the resource implications of the proposal.
Minor in Leadership
School of Education
Educational Policy & Leadership
Jason Lane
jlane@albany.edu
I
I
The 18 credit minor in Leadership is designed for students interested in becoming a leaders in any
field. The minor combines both theory and practice allowing for a holistic approach to learning about
organizational leadership. The minor is funded in part by a compact plan awarded to the Division of
Student Affairs.
UNIVERSITY POLICY AND PLANNING COUNCIL
CAMPUS IMPACT FORM
Version 1.8 01/22/16
Impact on Other Programs:
Is there an impact on other service units?
Yes
No
☐
☐
ITS
☐
☐
University Library
☐
☐
Scientific Core Facilities
☐
☐
Other services (i.e., parking, facilities, security),
please list: ______________________________
If the answer to any of the questions listed above is yes has the proposer consulted with the affected
service unit(s) and attached written verification (letters of collaboration/support) of such consultation?
Yes
No
☐
☐
Is there an impact on other academic programs?
Yes
No
☐
☐
If the answer to the question listed above is yes has the proposer consulted with the affected
academic department(s) and attached written verification (letters of collaboration/support) of such
consultation?
Yes
No
☐
☐
Faculty and Staff (attach additional pages if necessary)
(a) Describe new faculty hiring needed during the next 3 years
(b) Explain how program will be administered for the purposes of admissions, advising, course offerings, etc.
Discuss the available support staff.
I
I
I
I
I
I
The Center for Leadership and Service will serve as Advisor under the consultation of the
Department of Ed Policy and Leadership. Although this a collaboration between Student
Affairs and the Department, the curriculum, and other academic concerns will be handled by
the Department and the Chair, Jason Lane. The Department will create a "handbook" for the
minor for Center Staff to reference to facilitate management.
The Student Affairs compact plan (see attached) will cover the costs for the instructors of
EAPS 202 and 370 so there will not be any additional costs associated at this time. It is
proposed that the Center Director will teach at least one of the courses with the option for
other Center staff to teach with approval from the Department.
The program expenses below list the Center staffing requirements covered by Student
Affairs and not that of running the Minor or the courses.
UNIVERSITY POLICY AND PLANNING COUNCIL
CAMPUS IMPACT FORM
Version 1.8 01/22/16
Program Expenses
Program Expense Categories
Expenses (in dollars)
Before
Start
Academic
Year 1:
Academic
Year 2:
Academic
Year 3:
Academic
Year 4:
Academic
Year 5:
(a) Personnel (including
faculty and all others)
(b) Library
(c) Equipment
(d) Laboratories
(e) Supplies
(f) Capital Expenses
(g) Student stipends or
scholarships
(h) Other (specify):
Sum of Rows Above
$
$
$
$
$
$
APPROVALS
Department Chair
_______________________________________________
_____________________
Department Chair
Date
Dean
_______________________________________________
_____________________
Dean
Date
UPPC Chair
_______________________________________________
_____________________
UPPC Chair
Date
Completed forms should be sent to the chairperson of UPPC.
It is the sponsoring department’s responsibility to obtain all required signatures (with the exception
of the chair of UPPC) before presenting the documentation to the council. The chair of UPPC may
request additional supporting documentation prior to review by the entire council. You will be
notified when the proposal is on the UPPC agenda and invited to attend the meeting.
150,000 FTE
150,000 FTE
150,000 FTE
150,000 FTE
150,000 FTE
50,000 OTPS 50,000 OTPS 50,000 OTPS 50,000 OTPS 50,000 OTPS
200,000
200,000
200,000
200,000
200,000
Jason Lane
3/23/3017
Christy Smith
3/23/2017
Proposed Undergraduate Minor in Leadership
4/25/2017
Over the last several years, the Department of Educational Policy and Leadership (EPL) has been
expanding its undergraduate offerings to provide new opportunities to undergraduate students
to gain new knowledge about issues pertaining to educational policy and leadership and had
been exploring ways to extend access to undergraduate studies in leadership more broadly.
Moreover, EPL has had a long standing and strengthening relationship with the Division of
Student Affairs in providing graduate education in the areas of higher education administration
and leadership, with their senior staff teaching for the EPL department and many of their
student staff enrolled in the EPL master’s program.
In 2016, a Student Affairs compact plan for a Center for Leadership and Service was funded.
This plan included funding to provide support for the development of a minor in leadership.
Building off of our relationship, the staff in student affairs and the faculty of EPL came together
to develop the proposed undergraduate minor in leadership. EPL will retain full authority and
responsibility for ensuring the academic integrity of the program, including the hiring of faculty
for the EPL courses in the minor, approval of curricular changes as well as approval of courses
to be included in the minor, and overseeing advising of students. The role of the academic
advisor for students in the minor will be to serve as a guide as they chart their particular path of
study through the leadership minor. Advising for the program will be provided by the
Department of Educational Policy and Leadership, through the support of funding via the
Compact Plan resources allocated for the development of the new Center for Leadership and
Service. This funding will be used either to fund a one-course reduction per year or an overload
assignment for a faculty member in the department to serve as the advisor for students in the
minor. The minor includes the option for students to pursue leadership courses within their
particular areas of interest and those courses will be governed by the faculty in their academic
homes.
The Department is excited to be opening this new opportunity for students and to serve as a
hub for bringing together the academic opportunities for students to advance their study and
practice of leadership. They will also work with the other participating departments to provide
a robust and engaged academic community for students enrolled in the minor.
Student Learning Objectives for the Minor
Students will be able to:
1) Understand the basic forms, definitions and functions of “leadership.”
2) Discern among different types of leaders and leadership in both theory and practice.
3) Compare and contrast different leadership theories.
4) Identify and utilize sources of leadership research.
5) Apply critical thinking to leadership theories and practice and critically examine leaders
and organizations
6) Identify the role of leaders in the organizational environment.
7) Identify their own leadership style/characteristics and apply knowledge attained to
improve their skills as a leader.
8) Better identify sources of conflict and devise means for working with conflict.
Rationale for Support Disciplines
The concept for the Support Discipline curricular requirement of the minor mimics the
requirements for the MS, CAS and PhD in the Department of Educational Policy and Leadership.
Support disciplines are major components of the graduate degrees and have been for decades
due to the theory that the study of leadership includes many concepts from the social sciences.
In order to ensure that students understand social science concepts and insights has included
support disciplines into their programs. EPL has long espoused this interdisciplinary approach to
leadership and feel the component is appropriate and necessary for a Minor in Leadership.
Courses selected for the Minor reflect this theory.
University at Albany – School of Education
Course and Program Action Form
Proposal No.
2017-370
Please check one:
Course Proposal X Program
Proposal
Please mark all that apply:
New Course (Attach Syllabus)
Revision of:
Number
Description
X
New Program
Title
Prerequisites
Cross-Listing
Credits
Shared-Resources Course
Grading
Deactivate/Activate Course (boldface & underline as
appropriate)
Other
(specify):
Department
:
EEPL
Effective Semester, Year: Fall 2017
Course Number:
Current:
New:
Credits:
Course Title:
Minor in Leadership
Course Description to appear in Bulletin:
The 18-credit minor in Leadership is designed for students interested in becoming leaders in their
fields. The minor combines both theory and practice allowing for a holistic approach to learning
about organizational leadership. Students will learn about leadership theories and how to apply the
theories to their field and themselves resulting in a better understanding of leaders and leadership.
Students may not double-count credits between the Minor in Educational Studies the Minor in
Leadership.
Prerequisites statement to be appended to description in Bulletin:
If S/U is to be designated as the only grading system in the course, check here:
This course is (will be) cross listed with:
This course is (will be) a shared-resources course with:
Explanation of proposal:
This minor is part of the Compact Plan awarded to the Division of Students Affairs.
Other departments or schools which offer similar or related courses and which have certified that this proposal does not overlap
their offering (attach email or memo):
If this proposal is for an interdisciplinary program, please indicate the Department where the major/minor will be housed:
Chair of Proposing Department
Date
Administrative Manager or Department Secretary
Date
Jason Lane
3/8/2017
Chair(s) of Departments Having Cross Listed Course
Date
Assistant Dean, School of Education
Date
Chrsity Smith
3/22/17
Chair of Academic Council
Date
Dean of Undergraduate or Graduate Studies
Date
Kimberly Colvin
3/22/17
Revised: September 2016 sjm
Leadership Minor- 18 credits
Required courses (9 credits)
3 Credits EAPS 202 Leadership in Organizations
3 Credits RPAD 329/329Z (= R POS 329/329Z) Administrative Leadership or EPSY 411 Foundations of
Leadership in College and University Student Organizations
3 Credits EAPS 370 Leadership in Practice or EAPS 350/AGLO 350 Global Leadership
Support Courses (9 credits- 3 credits at 300 level or above)
Only 3 credits may be experiential and cannot fulfill the upper division requirement.
ACOM 201 Interpersonal Communication
ACOM 204 Group Communication
ACOM 212 Argumentation and Debate
ACOM 304 Conference and Group Leadership +
ACOM 369 Theories of Organizational Communication +
APHI 114 Morals and Society
ASOC 326 (= A WSS 326) Sociology of Race, Gender, and Class +
ASOC 342/342Z Organizations in Society
AWSS 100 Women creating Change
AWSS 101 Introduction to Feminisms
AWSS 202/202Z Introduction to Lesbian, Gay, Bi-sexual, Transgender and Queer Studies (LGBTQ)
AWSS 240 Classism, Racism, and Sexism: Issues
CEHC 389 (= H SPH 389) Introduction to Emergency Health Preparedness and Response
CEHC 455 (= R PAD 455) Disaster, Crisis and Emergency Management and Policy
EAPS 120 Toleration
EAPS 201 College: Past, Present, and Future
EAPS 300 Social Foundations of Education
EAPS 301 Current Issues in American Higher Ed
EAPS 400 United States Educational Governance, Policy, and Administration
ECPY 301 Methods in Peer Helping I
EPSY 411 Foundations of Leadership in College and University Student Organizations
HSPH 341 Promoting Healthy People and Communities
HSPH 343 Mass Media and Health Behavior
Experiential courses:
EAPS 390 Internship in Higher Ed
EAPS 456 Introduction to Peer Education
EAPS 457 Advanced Peer Education
ECPY 302 Methods in Peer Helping II
ECPY 303 Methods in Peer Helping III
ECPY 311 Helping Skills in Human Services: Sexuality and Young Adults
ECPY 312 Service Learning: Designing Sexuality Education and Peer Helping Programs
ECPY 400 Foundations of Peer Counseling and Peer Education
ECPY 406 Theory and Practice in Peer Counseling and Education: Peer Supervision
+ Prerequisites
Note: Students may not double-count credits between the Minor in Educational Studies and the Minor in Leadership.
5/1/17
University at Albany – School of Education
Course and Program Action Form
Proposal No.
Please check one:
X Course Proposal
Program
Proposal
Please mark all that apply:
X
New Course (Attach Syllabus)
Revision of:
Number
Description
New Program
Title
Prerequisites
Cross-Listing
Credits
Shared-Resources Course
Grading
Deactivate/Activate Course (boldface & underline as
appropriate)
Other
(specify):
Department
:
EEPL
Effective Semester, Year: Fall 2017
Course Number:
Current:
New: 202
Credits: 3
Course Title:
Leadership in Organizations
Course Description to appear in Bulletin:
This course is an introduction of foundational concepts and theories essential to understanding the role of
leaders in organizational settings. It emphasizes the various definitions of leadership as well as key theories
exploring how individuals lead organizations, facilitate team dynamics, and handle organizational conflict
Prerequisites statement to be appended to description in Bulletin:
If S/U is to be designated as the only grading system in the course, check here:
This course is (will be) cross listed with:
This course is (will be) a shared-resources course with:
Explanation of proposal:
This course will be part of the proposed Leadership minor and can be used towards the current Education
minor
Other departments or schools which offer similar or related courses and which have certified that this proposal does not overlap
their offering (attach email or memo):
If this proposal is for an interdisciplinary program, please indicate the Department where the major/minor will be housed:
Chair of Proposing Department
Date
Administrative Manager or Department Secretary
Date
Jason Lane 3/8/2017
Chair(s) of Departments Having Cross Listed Course
Date Associate Dean, School of Education
Date
Chair of Academic Council
Date Dean of Undergraduate or Graduate Studies
Date
Revised: September 2016 sjm
University at Albany
School of Education
Department of Educational Administration & Policy Studies
EAPS 202: Leadership in Organizations
Instructor:
Office:
Email:
Phone:
Office Hours:
Location:
Time:
Course Description:
Introduction of foundational concepts and theories essential to understanding the role of leaders
in organizational settings. Emphasizes the various definitions of leadership as well as key
theories exploring how individuals lead organizations, facilitate team dynamics, and handle
organizational conflict.
Course Objectives:
By the end of the course, students should be able to
1) Understand the basic forms, definitions and functions of “leadership.”
2) Discern among different types of leaders and leadership.
3) Compare and contrast different leadership theories.
4) Identify the role of leaders in the organizational environment.
5) Better identify sources of conflict and devise means for working with conflict.
6) Apply critical thinking to leadership theories and practice
Required Course Readings & Materials
These are also used in EAPS 391
Bolman, L.G. & Deal, T.E. (2011). Leading with Soul: an uncommon journey of spirit. San
Francisco: Jossey-Bass.
Jerry II, R. H. (2013). Leadership and Followership. University Of Toledo Law Review, 44(2),
345-354.
Kouzes, J. M., & Posner, B. Z. (2007). The leadership challenge (4th ed.). San Francisco: Jossey-
Bass.
Northouse, P. (2012). Leadership: Theory and practice (6th ed.). Thousand Oaks, CA: Sage.
Schindler, J. H. (2015). Followership : what it takes to lead. New York, New York: Business
EAPS XXX: Introduction to Leadership in Organizations (page 2)
Expert Press, 2015. (Available through UAlbany Library at
https://ebookcentral.proquest.com/lib/albanyedu-ebooks/reader.action?docID=1865052)
Williams, D.A., Berger, J.B., & McClendon, S. (2005). Toward a model of inclusive excellence.
American Association of Colleges and Universities.
Zhu, W., Zheng, X., Riggio, R. E., & Zhang, X. (2015). A Critical Review of Theories and
Measures of Ethics-Related Leadership. New Directions For Student Leadership,
2015(146), 81-96.
Writing Expectations
Leaders have a continuing responsibility for effective communications within their
organizations and with their communities. They are frequently called upon to present concise,
detailed communications that address a broad range of public and professional concerns. As a
majority of these communications are written, their ability to structure ideas clearly and to
express them effectively in suitable format is a major consideration in preparing students for the
challenge of their professional work.
The evaluation of student work will be based on the concept of developing the student as an
effective leader. To this end, the student should strive for all writing to be of a professional
quality, that one would be willing to share with leaders in the workplace. All work will be
evaluated based on clarity of thought and organization of paper; incorporation of salient and
cogent resources and/or evidence; and assertion of autonomous judgment.
For each assignment, students are expected to draw on a breadth of materials to support
arguments and ideas. Sources should generally be limited to books, peer-reviewed articles, and
primary data sources. While convenient, the internet can be a precarious source of information
as the accuracy of information is often questionable. Only use internet sources if you are certain
of the veracity of the source. Viable internet-based sources might include electronic journals,
government reports, and on-line databases such as those provided by the U.S. Census Bureau.
Finally, except when otherwise state, all papers submitted by students are expected to abide by
the standards and policies of the Publication Manual of the American Psychological Association
(Fifth Edition). All assignments must be original work. Students are expected to abide by
professional ethics and university policies in regard to plagiarism. According to the
Undergraduate Catalog (and it applies to this course): “It is every student’s responsibility to
become familiar with the standards of academic integrity at the University. Claims of ignorance,
of unintentional error, or of academic or personal pressures are not sufficient reasons for
violations of academic integrity.”
(See http://www.albany.edu/undergraduate_bulletin/regulations.html for information on the
University’s classification of academic dishonesty and the repercussions for engaging in such
actions).
EAPS XXX: Introduction to Leadership in Organizations (page 3)
Basic Expectations for Student Writing
Any paper with excessive grammatical mistakes and/or misspellings will be not be
graded – be sure to proof read.
All papers should be of a professional quality reflective of your status as an emerging
leader.
Do not make unsubstantiated claims or suppositions.
Ensure the paper flows smoothly between ideas and that transitions are provided to
ensure uninterrupted continuance of thought.
Course Requirements
Candor: Students are expected to treat each other and the instructor in a professional and
courteous manner. While discussion and debate is encouraged in the course, students should
respect the viewpoints of their fellow students, even should they differ.
Assignments: All papers, assignments, and examinations must be completed in order to
complete this course. Late assignment will result in a deduction of grade as described below.
Accommodations: Reasonable accommodations will be provided for students with documented physical,
sensory, systemic, cognitive, learning and psychiatric disabilities. If you believe you have a disability
requiring accommodation in this class, please notify the Director of the Disability Resource Center. That
office will provide the instructor with verification of your disability, and will recommend appropriate
accommodations. Please do this in a timely manner.
Evaluation
Evaluation of Work: The written assignments will be evaluated based upon the above-mentioned
writing criteria. This includes but is not limited to the overall quality of writing; the clarity and
logical development of ideas/arguments; logic of analysis; and the appropriate use of APA
guidelines (when appropriate). All other assignments (e.g. presentations) will be graded based
on the criteria provided.
Assignment Submission: Except when otherwise noted, each assignment should be submitted in
electronic format (Microsoft word document) via e-mail to the instructor prior to the start of the
class it is due. Should an assignment be due when a student is absent from class, to avoid late
penalties, it remains the responsibility of the student to send an electronic copy of the
assignment to the instructor before the beginning of the class. You should receive a response
from the instructor within two business days noting receipt of the assignment.
Late Assignments: All assignments turned in after the due date will lose ½ of a letter grade from
the final score for each 24 hour period that passes before the paper is turned in. (For example,
between one minute and 24 hours, I will deduct ½ of a letter grade. Between 24 hours and 48
hours, I will deduct an entire letter grade). If an assignment is late, it is recommended that a
EAPS XXX: Introduction to Leadership in Organizations (page 4)
paper copy be placed in the instructor’s mailbox and a copy be sent via e-mail so as to establish
the time of submission. If no e-mail copy is sent, time of submission will be when the instructor
checks his office mailbox.
Course Evaluation Summary
Assignment
Percentage of Grade
Due Date
Leadership Profile Project
20%
Quizzes
20%
Self-Reflection Paper
20%
Presentation
20%
Focused Dialogue
20%
Assignments
Self-Reflection Paper: An important component of leadership development is one’s ability to
engage in self-reflection. Each student will be required to submit a 6 page paper that takes a
reflective approach to analyzing the factors and influences that have shaped who you are as a
leader. The following questions may help guide your reflection: What do you value? Who or
what has influenced you values? What factors have shaped how you engage with the world
around you? What attributes and capabilities are most important to you? What are your
strengths? Weaknesses? In this paper, you should describe how your responses to one or
more of these questions shape your leadership philosophy as well as incorporate relevant
material from the course readings. This is worth 20% of your course grade.
Leadership Profile Project: Each student will profile someone who they see as a leader
within a government, educational, non-profit, or for-profit organization. This written profile
could be based on someone you know personally or someone whom you have read about. A
sample profile protocol will be developed by the class during one of the class sessions. This
protocol will be based on class readings and be used to evaluate the project. The profile
should use at least two leadership theories from the Northouse book to evaluate the
individual’s leadership style. The written profile should not exceed 7 pages (including title
page and references) and are worth 20% of the course grade.
Leadership Profile Presentation: The student will present the finding of their leadership
profile project to the class. The presentation guidelines will be provided in class and the
presentation will be worth 20% of the course grade.
Quizzes: Three quizzes will be given throughout the semester. The two highest quiz
grades will be worth a total 20% of the course grade.
Focused Dialogue: Students are expected to participate as active learners in the class through
both quantity and quality of their involvement. All students are expected to attend class
EAPS XXX: Introduction to Leadership in Organizations (page 5)
and should let the instructor know by noon of the day of class if they will not be able to
attend class. At times, conflicts may prevent a student from attending class. If a student
does miss class, it is up to the student to obtain notes and other assignments from their
peers.
Your focused dialogue grade (worth 20% of the course grade) will be assigned based on the
quality of your discussions (e.g., integration and consideration of course readings); respect
for other’s views; and consideration of others (i.e., not “hogging” the conversation, holding
side conversations, or talking when others are talking).
Projected Course Outline:
While changes in the schedule are not anticipated, the instructor reserves the right to rearrange
the course timeline.
Week 1
Introduction
1. What this class is (not).
2. Structure of the Course
3. Introducing Key Concepts and Resources
Read: Northouse, Chapter 1
Week 2
Leadership Defined: Part 1
1. Trait Approach
2. Skills Approach
Read: Northouse, Chapters 2 & 3
Week 3
Leadership Defined, Part 2
1. Style Approach
2. Situational Approach
Read: Northouse, Chapters 4 & 5
Week 4
Leadership Theories: Part 1
1. Contingency Theory
2. Path-Goal Theory
3. Leader-Member Exchange Theory
EAPS XXX: Introduction to Leadership in Organizations (page 6)
Read: Northouse, Chapters 5, 6, 7
Week 5
Leadership Theories: Part 2
1. Transformational Leadership
2. Authentic Leadership
3. Team Leadership
Read: Northouse, Chapters 9, 10, 11
Week 6
The Role of Leaders: Challenging the Process
1. Confronting the Status Quo
2. Changing the Status Quo
3. Learning to Take Risks
QUIZ 1
Read: Kouzes & Posner chapters 3 & 4
Optional readings: chapters 1 & 2 in Kouzes & Posner
Week 7
The Role of Leaders: Inspiring a Shared Vision
1. Envision the Future
2. Find a Common Purpose
3. Enlist the help of Others
Read: Kouzes & Posner chapters 5 & 6
Week 8
The Role of Leaders: Enabling Others to Act
1. Foster Collaboration
2. Create a Climate of Trust
3. Enhance Self-Determination
Read: Kouzes & Posner chapters 6 & 7
EAPS XXX: Introduction to Leadership in Organizations (page 7)
Week 9
The Role of Leaders: Modeling the Way
1. Recognize Contributions
2. Celebrate Values and Victories
3. Create a Spirit of Community
QUIZ 2
Read: Kouzes & Posner chapters 7 & 8
Week 10
Leadership and Authenticity
1. The Heart of Leadership
2. Authenticity
3. Community
Read: Bolman and Deal, Entire Book
Week 11
Culture, Diversity & Gender
1. Women and Leadership
2. Culture and Leadership
3. Inclusive Excellence
Read: Northouse, Chapters 13 & 14
Diversity Simulation (in class)
Week 12
Leadership & Ethics
1. Theories
2. Measures
Read: Zhu, Zheng, Riggio & Zhang
Week 13
Followership
1. Followership Theories
2. Leadership vs Followership
3. Need for Followers
QUIZ 3
Read: Schindler, Chapters 1 & 2, Jerry (entire article)
Week 14
Student Presentations
Week 15
Student Presentations
University at Albany – School of Education
Course and Program Action Form
Proposal No.
Please check one:
X Course Proposal
Program
Proposal
Please mark all that apply:
X
New Course (Attach Syllabus)
Revision of:
Number
Description
New Program
Title
Prerequisites
Cross-Listing
Credits
Shared-Resources Course
Grading
Deactivate/Activate Course (boldface & underline as
appropriate)
Other
(specify):
Department
:
EPL
Effective Semester, Year: Fall 2017
Course Number:
Current:
New: 370
Credits: 3
Course Title:
Leadership in Practice
Course Description to appear in Bulletin:
EAPS 370 is designed for students to gain hands-on experience with a leadership lens. The goal of the
course is to allow students the opportunity to reflect critically and constructively on leadership in various
organizations. The course has two components. (1) Interviews with leaders in their field of interest as an
exploration of leadership styles. (2) Complete online assignments and discussions that are related to
leadership. Students will recognize different leadership styles in a practical setting, apply theories from
prior course work to their own experiences, identify their own leadership style/characteristics, critically
examine leaders and organizations and identify sources of leadership research.
Prerequisites statement to be appended to description in Bulletin:
EAPS 202 and RPAD 329/329Z (= R POS 329/329Z) or EPSY 411
If S/U is to be designated as the only grading system in the course, check here:
This course is (will be) cross listed with:
This course is (will be) a shared-resources course with:
Explanation of proposal:
Support experiential learning on campus and a requirement for a new minor in Leadership
Other departments or schools which offer similar or related courses and which have certified that this proposal does not overlap
their offering (attach email or memo):
If this proposal is for an interdisciplinary program, please indicate the Department where the major/minor will be housed:
Chair of Proposing Department
Date
Administrative Manager or Department Secretary
Date
Jason Lane 3/8/2017
Chair(s) of Departments Having Cross Listed Course
Date Associate Dean, School of Education
Date
Chair of Academic Council
Date Dean of Undergraduate or Graduate Studies
Date
Revised: September 2016 sjm
EAPS 370: Leadership in Practice
Blended
Meets face to face weeks:
3, 6, 9, 14, 15
Christine Smith, PhD
ED 211
442-4986, csmith2@albany.edu
Prerequisites: EAPS 202 and RPAD 329/329Z (= R POS 329/329Z) or EPSY 411
Course Goals and Learning Objectives: Upon completion of this course, students will be able to:
recognize different leadership styles in a practical setting.
apply theories from prior course work to their own experiences.
identify their own leadership style/characteristics.
critically examine leaders and organizations.
identify sources of leadership research.
Readings:
Burnette, J. L., Pollack, J. M., & Forsyth, D. R. (2011). Leadership in extreme contexts: A groupthink
analysis of the May 1996 Mount Everest disaster. Journal Of Leadership Studies, 4(4), 29-40.
Carman, J. G. (2011). What you don't know can hurt your community: Lessons from a local United
Way. Nonprofit Management & Leadership, 21(4), 433-448
Community Tool Box. Ethical Leadership. Chapter 13, Section 8. http://ctb.ku.edu/en/table-of-
contents/leadership/leadership-ideas/ethical-leadership/main
Harbin, J., & Humphrey, P. (2015). J. C. PENNEY AND RON JOHNSON: A CASE OF FAILED LEADERSHIP:
LESSONS TO BE LEARNED. Journal of The International Academy For Case Studies, 21(5), 95-
101.
Hollander, E. P. (1995). ETHICAL CHALLENGES IN THE LEADER-FOLLOWER RELATIONSHIP. Business
Ethics Quarterly, 5(1), 55-65.
Nahavandi, A. (2012). The Art and Science of Leadership (6th edition). Upper Saddle River, NJ:
Pearson/Prentice Hall.
Waggoner, Jessica, "Ethics and Leadership: How Personal Ethics Produce Effective Leaders" (2010).
CMC Senior Theses. Paper 26. h p://scholarship.claremont.edu/cmc_theses/26
The following readings from EAPS 202 should be referenced during assignments and discussions in
addition to the required readings:
Bolman, L.G. & Deal, T.E. (2011). Leading with Soul: an uncommon journey of spirit. San Francisco:
Jossey-Bass.
Jerry II, R. H. (2013). Leadership and Followership. University Of Toledo Law Review, 44(2), 345-354.
Kouzes, J. M., & Posner, B. Z. (2007). The leadership challenge (4th ed.). San Francisco: Jossey-Bass.
Northouse, P. (2012). Leadership: Theory and practice (6th ed.). Thousand Oaks, CA: Sage.
Schindler, J. H. (2015). Followership : what it takes to lead. New York, New York: Business Expert Press,
2015. (Available through UAlbany Library at https://ebookcentral.proquest.com/lib/albanyedu-
ebooks/reader.action?docID=1865052)
Williams, D.A., Berger, J.B., & McClendon, S. (2005). Toward a model of inclusive excellence. American
Association of Colleges and Universities.
Zhu, W., Zheng, X., Riggio, R. E., & Zhang, X. (2015). A Critical Review of Theories and Measures of
Ethics-Related Leadership. New Directions For Student Leadership, 2015(146), 81-96.
Assignments-
All assignments are due on Blackboard no later than 8:00 am the day they are due.
Week 1- Introduction
Due:
Discussion Post:
What is your major?
Why do you choose to study leadership?
Have you been a leader? In what context?
Based on what you learned in EAPS 202, how would you describe your leadership
style?
List 3 desirable and three undesirable characters that you think a good leader
should and should not have.
Week 2- Definition and Significance of Leadership
Due:
Read Nahavandi Chapter 1
Assignment:
Answer Questions 5-8 from Nahavandi Review and Discussion Questions
Discussion Post:
Watch two TED talks at
https://www.ted.com/playlists/140/how_leaders_inspire and summarize them
each in a paragraph addressing which one best fits you as a leader, what
criticisms might have of the speaker’s philosophy or theory; and how can you
apply their leadership principles in your leadership life.
Week 3- Face to Face Power and Leadership
Due:
Read Nahavandi Chapter 4
Case Study 1-
Harbin, J., & Humphrey, P. (2015). J. C. PENNEY AND RON JOHNSON: A CASE OF
FAILED LEADERSHIP: LESSONS TO BE LEARNED. Journal Of The International
Academy For Case Studies, 21(5), 95-101.
Week 4- Participative Management and Leading Teams
Due:
Read Nahavandi Chapter 7
Interview 1
Journal
Theme: Team Leadership
Week 5- Ethics and Leadership
Due:
Read Waggoner
Read Community Tool Box
Journal
Theme: Leadership and Ethics
Week 6- Face to Face
Due:
Case Study 2
Burnette, J. L., Pollack, J. M., & Forsyth, D. R. (2011). Leadership in extreme
contexts: A groupthink analysis of the May 1996 Mount Everest disaster. Journal
Of Leadership Studies, 4(4), 29-40
Discussion post:
What is your final paper topic?
Why did you choose it?
What theories do you think you will use?
Week 7-
Due:
Discussion Post:
List of 5 scholarly resources for final paper and a two-paragraph summary of
each
Week 8- Using Resources Effectively
Due:
Read Nahavandi Chapter 5
Interview 2
Journal
Theme: Leaders as Enablers
Week 9- Face to Face
Due:
Case Study 3
Carman, J. G. (2011). What you don't know can hurt your community: Lessons
from a local United Way. Nonprofit Management & Leadership, 21(4), 433-448
Week 10- Individual Differences and Traits
Due:
Read Nahavandi Chapter 3
Discussion Post
Self-Assessments at end of chapter
Journal
Theme: Who you are as a leader
Week 11-
Due:
Discussion Post
Draft of final paper posted on the Discussion board. YOU MUST READ AND
PROVIDE FEEDBACK TO ONE OTHER PERSON’S DRAFT BY WEEK 13
Week 12- Followership
Due:
Read Hollander
Interview 3
Journal
Theme: Followership
Week 13- Strategic Leadership and the Future of Leadership
Due:
Read Nahavandi Chapter 9 and 10
Discussion Post
Self-Assessment at the end of Chapter 9
Comments on someone else’s draft (respond to their original post)
Journal
Theme: Taking Risks as a Leader
Week 14-Face to face
Due:
Presentations
Week 15-Face to face
Due:
Presentations
Final
Leader Interview (30 points each= 90 total):
Every leader is different. But, you can learn from others’ styles and they can help you develop your
leadership style. Pick three people that you see as a leader in the field you are interested in entering.
Interview them about their leadership style. Some questions to ask (but you are not limited to these)
What is your role in the organization?
Do you feel like you are a leader? Why?
How would others describe your leadership style?
What leadership skills do you look for when hiring staff?
Have you taken any courses/training/workshops on leadership? If so, were these helpfull?
What words of advice can you give someone wanting to be a leader in this field?
Can you give me an example when you failed as a leader? Succeeded?
You must submit via Blackboard a written narrative of your interview AND reflect on the interview
using readings. This must be 3-5 pages and include readings/theories from EAPS 202 and this course.
Please be sure to include the person’s name, job title, and why you selected him/her.
Please inform him/her that you will posting this for class and ensure that they are ok with it.
Journals (10 points each=60 total)
Each journal is assigned a theme based on a leadership theory. Briefly describe the theme/theory and
address how you would or would not use elements from that theory. Using real life examples, where
do you see this theme occurring in real life. Are there public figures that fit this theme? What behaviors
have you seen that fit elements of the theme/theory? Journals must be 2-3 pages long and poste via
blackboard.
Presentation (20 points)
You will be responsible for a 10 minute presentation on your final paper topic. Rubric posted on
Blackboard.
Discussion Posts (10 points each= 70 points)
Unless noted, assignments should be posted via the Discussion Board as a post. Feedback will be given
back on the board s be sure to check back!
Final- Due last day of class (40 points)
The culminating project of the course is a reflection paper about your experience. This paper should be
5-7 double spaced pages on a pre-approved topic about leadership. You must use at least 5 scholarly
sources AND use examples from your practicum. Please use APA citation formatting. Due on
Blackboard by the last day of classes.
Case Studies/Class Participation (10 points each= 40 total)
You must attend all four face to face classes and come PREPARED. We will be discussing the case
studies assigned for that day so if you are not prepared, you will not be able to participate/contribute.
Grading Scale
297-320
A
233-245
C
288-296
A-
224-232
C-
278-295
B+
214-223
D+
265-277
B
201-213
D
256-264
B-
192-200
D-
246-255
C+
Grade < 192
E
You are reasonable to follow the Standards of Academic Integrity Policy
(www.albany.edu/studentconduct/standards_of_academic_integrity.php)
Violations may result in a failing grade for the course.
Reasonable accommodations will be provided for students with documented physical, sensory,
systemic, cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring
accommodation in this class, please notify the Director of the Disability Resource Center. That office
will provide the instructor with verification of your disability, and will recommend appropriate
accommodations.
