Fall 2020 - EDUC 818 G031

Leadership Studies (3)

Class Number: 5157

Delivery Method: In Person

Overview

Course Times + Location:

Location: TBA

Instructor:
Tina Fraser
tina.fraser@unbc.ca
(250) 612-7567
Office: Not on campus
Office Hours: Please contact me directly
Instructor:
Tina Fraser
tinaf@sfu.ca

This course examines three interrelated aspects of educational leadership studies of conceptual and theoretical foundations, with a particular emphasis on ethics of leadership; current research in the field, including feminist and cultural critiques; and topical issues and problems of leadership practice. Considerations of leadership character and role, power and authority in organizational relationships, and organizational goal achievement are central to the course.

COURSE DETAILS:

COURSE DATES:
September 25/26
October 9/10
October 23/24
November 13/14
November 27/28

Location: Online via CANVAS

Meeting Dates & Times:
September 25^th 5:00pm – 9:00pm
September 26^th 9:00am – 4:00pm
October 9^th       5:00 pm – 9:00pm
October 10^th     9:00am – 4:00 pm
October 23^rd     5:00pm – 9:00pm
October 24^th     9:00am – 4:00pm
November 13^th – 5:00pm – 9:00pm
November 14^th – 9:00am – 4:00pm
November 27^th – 5:00pm – 9:00pm
November 28^th – 9:00am – 4:00pm

Classroom Prerequisite
There are four keystones that represent this course and are significant in teaching, learning, observing, looking, listening, and engaging. The concepts of the four “R’s” derives from the scholarly work of Kirkness and Barnhardt (1991).

Respect – open to diversity, share space, voice, and acknowledging that there are differences.
Relationships – the ability to create and share old and new knowledge amongst peers/colleagues and visitors.
Responsibilities – students are responsible for their own learning and teaching. It is our responsibility to take what we have learned and to role-model, mentor, and to provide good leadership to all learners.
Reciprocity – the exchanging and dissemination of knowledge(s) as a gift. “There is no right or wrong, just different”.

COURSE DETAILS:
The question of what is “leadership” has perplexed many scholars, theorists, and practitioners alike. The purpose of this course is to critically explore the relationship between leadership theory and practice in the diverse contexts across our educational sectors. Therefore, the goals of this course will be three-fold: knowledge acquisition, self-reflection, and application to practice. As practitioners and leaders, we lead through our praxis in and outside our own defined roles, and as such, we are leaders for students to engage in the content but also with the system. Therefore, this course will explore how we as leaders support and engage students with the broader educational experience by connecting theory, research, and praxis.

COURSE FORMAT
This class will meet on weekends at the above scheduled dates and times.
All classes will be supported online through CANVAS (www.canvas.sfu.ca)

COURSE-LEVEL EDUCATIONAL GOALS:

Knowledge:

Develop your understanding of various historical and emerging tenants of various leadership and imaginative education theories.
Gain an appreciation for and insight into the concepts of leadership skills and leadership styles across educational sectors, particularly related those related to imaginative leadership
Understand the principles of conflict management and resolution

Self-reflection:

To develop an awareness of your personal approaches to leadership within education and your professional expertise
To share and contrast your personal styles of leadership with colleagues through discussion, assessment, and case studies.
To reflect on areas of strengths and weaknesses of leadership theories, imaginative education, and in personal leadership skills.

Application to practice:

To apply these theories in your practice as an education professional in a collaborative context with your peers within the cohort.
To construct a useful set of individual leadership and imaginative education tools designed to assist you in confronting complex issues.

To develop methods which promote effective team formation and work management.

Grading

Online participation 20%
Imaginative Portfolio 20%
Theory to Praxis Paper 25%
Team Leadership Presentation 10%
Team Case Study & Presentation 25%

NOTES:

NOTES: *Subject to Change: Course assignments, due dates, and grading structure will be finalized as a collective on the first weekend of class.

Graduate General Regulations 1.51. Normal – Grading System

A+ = 4.33

A = 4.00

A - =3.67

B+ =3.33

B = 3.00

B - =2.67*

(Normally, graduate students must maintain a cumulative GPA of 3.0)

REQUIREMENTS: Please make sure to seek IT support and test all required technology or if you have a chance, browse through CANVAS so you get a sense of the layout.

COURSE ASSIGNMENTS

I= Individual; T=Team

(I) Online Participation (20%)
Student participation in class discussions is a critical component of his/her own learning and the entire class. Class participation is graded on attendance, individual reflections on the readings, and respectful contributions to class and team discussions. In particular, to facilitate discussions based on your interests and questions, each team will submit 3-4 questions that they have based on the topic of the day (i.e., the questions can be specific to the readings or a general inquiry). These questions will be submitted online using the discussion forum on CANVAS. There will be a specific discussion group dedicated for posting these questions and we will use these questions to facilitate in-class activities. Each team is asked to reflect on the questions related to their topic and address these questions in the Q&A period after their presentation. Therefore, class participation is an active reflection and engagement of the learner with the materials and the discussions pertinent to the class.
You will be encouraged throughout this course (and your program) to be applying your cognitive tools (learned in Weekend 2) in class and in your assignments.
(I) Imaginative Portfolio (20%)
Due Date: TBD (early submissions are always encouraged!)
LENGTH: Variable
The purpose of this assignment is to help you build your cognitive tools and reflective practice as a student, professional, and leader. Gillian will provide more instruction on this particular assignment via CANVAS.
Your assignment should have a title page; APA rules should be observed; See handout and assignment rubric on CANVAS under resources.
NOTE: Your portfolio may be submitted electronically or in-person

(I) Theory to Praxis (INDIVIDUAL Final Paper) (25%)
Due Date: TBD
Length: 10-12 double spaced pages (excluding references)
The theory to praxis paper is a critical research paper based on your annotated bibliographies, class readings, and other research that is relevant to your work. The paper should explore literature related to a leadership theory (and/or other related theory) of your choice. Your paper should have a clear introduction that sets the context of the paper and an overview of the themes/issues to be presented in the paper. In synthesizing the literature, students are to engage in the literature on their topic, identify common issues, gaps in the research, issues or topics neglected in literature. The paper should have a clear introduction with outline and conclusion. The final paper should also include implications for practice, theory, and research, particularly paying attention to the leadership.
(Please see Writing Rubric on CANVAS)

(T) TEAM LEADERSHIP CASE STUDY PROJECT (25%)
Proposal:
Case Study + Presentation:
Length
·       (Proposal) 3-4 pages double spaced + references + title page (10%)
·       (Case study presentation) 10-15 minutes + time for discussion (20%)
PROPOSAL
Each team is asked to submit a proposal that outlines what the scope/topic of their project. Each team is encouraged to think how your individual papers may help inform the case study. The proposal should contain:
1.     Title Page
2.     Brief description of a problem(s) to be presented
3.     Question(s) arising from the problem (e.g., what questions does the team have about the issue/problem that brings you to the topic; what do you want to learn more about?)
4.     Research context (e.g., related literature on the topic(s), your individual papers may help inform this section) (point form is okay for this section)
5.     Guiding theoretical framework (based on course readings and individual research)
6.     Brief introduction to concept for case study (based on #2, #3 and #4)
7.     Reference list (APA)
For the proposal, these sections can be in point form. Teams are asked to share their ideas for their case study/papers early in the course so that there is time to share resources, gain supportive peer review, and receive critical feedback from the instructor. The proposal will be further developed for the final submission.
THE CASE STUDY (Team Case Document & Presentation)
The case study should identify and present a current problem or issue in leadership practice or theory as it relates to student affairs and services, provide a background context that explains why it is a problem or issue (environment), provide a brief summary of the literature related to the issue/topic; identify the key players or stakeholders, develop alternative solutions, and implications for each of the alternatives, as well as, the consequences of no action.
THE CASE DOCUMENT builds upon the proposal and the sections outlined above should be elaborated upon and written in full sentences for the submitted project paper at the end of the semester. It is expected that the final case is informed and shaped by a theoretical framework(s) drawing from the leadership theories and other course readings we discussed in class. The final CASE PROJECT should include the final developed case study (to be included at the end of the document).
+ Case Study and description of context and guiding discussion questions (informed and developed from #2, #3 and #4 from proposal)
PRESENTATION:
For the PRESENTATION of the case study, applying your cognitive tools, your team will be given the opportunity to present the case (e.g., in a one-page format with guiding questions) in 10-15 minutes with 15-20 minutes for small group discussion. In the presentation you are not SOLVING the case, you are to facilitate conversations with your peers to see what they would do!

Note:
1) ALL Assignments must be written following the guidelines of APA 7 (or 6) (American Psychological Association). APA guidelines to provide guidance in academic writing from grammar, page set-up, tables and figures, in text citations, and references (etc.). APA is the common style guide used by most Education journals and scholars.
2) Assignments should be written in times new roman font, size 12, double spaced, and all margins set at 1 inch. Students are welcome to submit their papers printed double sided if desired. Electronic copies of assignments submitted via CANVAS are also accepted.

COURSE OVERVIEW
Theme	Assigned Readings	Outline

Leadership is…

Friday, Sep 25	See CANVAS Leadership inventories Chapter 1- Northouse	Introductions Class code of conduct Overview of syllabus Self-reflection on leadership

Saturday, Sept 26	See CANVAS Leadership inventories Chapter 1- Northouse	Reflective Practice 101 What is leadership? What is theory? Leadership Styles Inventories Library 101 Team Assignments & Presentation Sign-up Teamwork—Group project prep
Imaginative Foundations.. Building our toolkits
Friday, Oct 9	Egan & Judson (2015)CIRCE website ImaginED (blog)	Read the first half of the text Egan & Judson

Saturday, Oct 10	Egan & Judson (2015)CIRCE website ImaginED (blog)	Spend an hour or so exploring posts on imaginED (blog) and the CIRCE website--try to get a sense of what a "cognitive tool" is. (See CANVAS for more detailed description)
Connecting Leadership Theory to Imaginative Praxis
Friday, Oct 23	Article(s) + Selected chapters from McLaren & SooHoo (see CANVAS)	Research Circles What is THEORY? How does/can/should Theory & Research inform our Praxis Case study approach to leadership

Saturday, Oct 24	Selected chapters from Northouse (see CANVAS)	Theoretical Connections (Team Presentations) Library workshop (to be confirmed for this weekend)
Ethics, Teamwork, & Leadership
Friday, Nov 13	Article(s) + Selected chapters from McLaren & SooHoo (see CANVAS)	Leadership & Ethics

Saturday, Nov 14	Lencioni (2002)	Leadership and teamwork
Reflections on Imaginative Leadership through Research, Theory, & Praxis
Friday, Nov 27	TBD	Reflections & Overview

Saturday, Nov 28	No Required Readings	Case Study Presentations

NOTE: Other readings may be assigned and posted on CANVAS. While you are encouraged to read all texts; I will be asking you (and/or your team) to focus at times on specific chapters from above texts, which will first be discussed in class and then posted on CANVAS.

Materials

REQUIRED READING:

Egan, K. & Judson, G. (2015) Imagination and the engaged learner: Cognitive tools for the classroom. New York: Teachers’ College Press.

ISBN: 978-0-8077-5712-3

Lencioni, P. (2002). The five dysfunctions of a team: A leadership fable. San Francisco, CA: Jossey-Bass.

ISBN: 0-7879-6075-6

Lencioni, P. (2005) Overcoming the five dysfunctions of a team. A field guide for leaders, managers, and facilitators. San Francisco, CA: Jossey-Bass.

ISBN: 0-7879-7637-7

McLaren, P. & SooHoo, S. (2018). Radical imagine-nation. Public pedagogy and praxis. New York: Peter Lang Publishing Inc. ISBN: 978-1-4331-4379-3 (paper), 978-1-4331-4377-9 (e-pub)

ISBN: 978-1-4331-4379-3

Northouse, P.G. (2019). Leadership: Theory and practice. 8th ed. Thousand Oaks, CA: SAGE Publications.

ISBN: 9781506362311

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

TEACHING AT SFU IN FALL 2020

Teaching at SFU in fall 2020 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112).

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