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SCHOOL OF LIFE CALLING AND INTEGRATIVE LEARNING

LDR 475: LEADERSHIP PROJECT


COURSE SYLLABUS

Leadership is taking action to effect change by mobilizing others to


accomplish a shared vision.
- Laub and Millard

Location

CSC Conference Room 290A


Department of Leadership Studies
School of Life Calling & Integrative Learning
Indiana Wesleyan University

Schedule

Wednesdays, 6:00PM 7:30PM

Dates

September 3 December 3, 2014. Fall Term

Description

In this course students will conduct individual leadership projects for community improvement
based on the existing needs within IWU and other communities of their choice. Students will
utilize the learning gained from the leadership major and minor put that learning into action in a
true service-learning design. This course is available to students who are majoring in Leadership
and have completed most if not all, the other leadership courses.

Required Text
and Support
Publications

Mller, R. & J. Rodney Turner. (2010). Project-Oriented Leadership. Burlington, VT: Gower
Publishing Co.
Soriano, Fernando I. (1995). Conducting Needs Assessments: A Multidisciplinary Approach.
Sage Publications, Inc.
Articles and/or online resources available in the course Learning Studio.

Course Objectives

1. Apply the concepts the student has learned from all other leadership courses taken in the
Leadership major or minor to a process of identifying and gaining approval of a practical
leadership experience.
2. Complete an assets and needs assessment related to the approved practical leadership
experience utilizing recognized and established principles and practices of assets and needs
assessments.
3. Create a project plan based on the completed assets and needs assessment.
4. Demonstrate leadership competencies consistent with the Leadership major or minor in
completing the project plan created for the practical leadership experience.

Leadership Project
& Goal

The LDR-475 Leadership Project is a community-focused and assessment-driven project. Its


goal is to enable students to acquire practical skills and knowledge to create leadership projects
for community improvement by using the following knowledge, skills, and competencies:
Leadership theories and models (LDR-200)
Leadership & Followership knowledge and skills (LDR-300)
Team-leadership skills (LDR-350)
Theories and models of organizational leadership (LDR-390)
Leadership and change through transformational leadership (LDR-400)
Scientific methods of assessment design
Data collection methods and tools

Responsibilities

Analyze data and draw conclusions


Mastery in literature review
Be driven by the servanthood paradigm
Authenticity in leadership and followership (LDR-420)
Conflict management and mediation (LDR-430)
Integrate the main themes of the leadership curriculum in the leadership project (LDR475).

Attend all class sessions and read all assigned materials. As a three-hour course, the class
must have a three hour sit sessions (face-to-face class sessions) Although the class
officially meets once a week (Wednesdays, 6-7:30PM) the instructor may assign or
recommend additional class sessions each week (e.g. attending open-house sessions,
research presentations, group meetings, etc.).
Attend all group meetings and seek feedback and input from students and faculty.
Participate in all online discussions and complete online assignments through the course
Learning Studio.
Participate with students and faculty in discussion, research, and project development.
Complete all assignments related to the individual leadership projects.

Course
Assignments

Assignment..............................................................................................Possible Points

Learning
Evaluation

The students learning will be evaluated by using two assessment measures: Product- and
Process-based assignments.

Needs Assessment and Presentation ..............................................................100


Two textbook reviews.....................................................................................200
Leadership Project, Time-Log .........................................................................60
Threaded Discussion: Progress-reports/Responses........................................240
Leadership Project Paper................................................................................300
Leadership Project Presentation......................................................................100
Total Points1000

Product-based assignments:
Needs Assessment and Presentation
Two textbook reviews
Leadership Project Paper: Part I
Leadership Project Presentation
Process-based assignments:
Leadership Project, Time-Log
Threaded Discussion: Progress-reports/Responses
Leadership Project Paper: Part II

LDR 475 Syllabus

Malakyan, Fall 2014

Points/Percentage Grade Equivalency


950 1000 = A
820 840 = B920 940 = A790 810 = C+
890 910 = B+
750 780 = C
850 880 = B
720 740 = C-

Grading Scale

690 710 = D+
650 680 = D
000 640 = F

Details on Assignments:
Points

Assignment

Due Date

100 pts

Needs Assessment and Presentation

Due: Sept. 17th

In this class, you will identify a legitimate need/problem in a community or organization of your choice to offer
research-based solution/s to real problems. If you are not sure what topic to choose, your instructor will help you
with the selection of a topic. To complete this assignment, please follow the two steps below:
1. To best understand and address real-life problems, you will be conducting a preliminary needs
assessment and writing a 2-3 page Needs Assessment report, which includes the following components:
a. Introduce your selected community/organization and describe the parties involved (who)
b. Clearly state the problem or the need of the community/organization you are addressing ( what)
c. Exhibit methods used in identifying the problem or the need (how)
d. Give the time frame in which the need or the problem has been occurring (when)
e. Illustrate the context in which the need or the problem has been taking place (where)
f. Present possible reasons or basis for the existence of the problem or the need (why).
Follow the APA 6th edition requirements. Visiting the Writing Center for this assignment is
REQUIRED. Submit the Needs Assessment report and the presentation documents, if
any, through the course Learning Studio ONLY.
Assignments due: Wednesday, September 17th by Noon. 80 points
2. You must prepare a 5-minute oral presentation of your Needs Assessment in class (free style) on
Wednesday, September 17th at 6:00PM. 20 points
200 pts

Due: Sept. 26th & Oct. 3rd

Textbook Reviews

You are required to write two book reviews. Each review should be exactly 4 pages in length (not including the
title page and the references cited). Follow the APA 6 th edition guidelines for formatting.
How to write a Book Review:
1. Title page: Line 1: assignment name; Line 2: your name; Line 3: the university name.
2. First page: Write a short summary of the contents of the book by providing: (a) the main
thesis or the topic of the book, (b) major sections and how they support the main thesis (2
pages).
3. Third page: Explain the significance of the book in relation to the leadership project and its
applicability to your selected topic (1 page).
4. Fourth page: Reflect on how the author's main thesis, ideas, concepts, or practical examples can or
should enhanceyourskillstoassesscommunityororganizationalneedsandengageinleadership
projects(1page)
5. Reference Cited page: Give the author, year of publication, title, publication place, and publisher, as
required by the APA style.
LDR 475 Syllabus

Malakyan, Fall 2014

VisitingtheWritingCenterforthisassignmentisREQUIRED.Submittheeditedversionthrough
thecourseLearningStudioONLY.
Due:
240 pts

Soriano Friday, September 26th by 11:59PM


Mller/Turner Friday, October 3rd by 11:59PM.
Threaded Discussion: Progress-report/Responses

Due: Sept. 19th Dec. 5th

During the project development phase of the course (Sept. 19th Dec. 5th), you are required to submit weekly
progress-reports on your leadership project (200 words minimum), total of 12 progress-reports and respond to
two of your classmates reports (100 words minimum), through the Learning Studio Threaded Discussion.
Late submissions are NOT allowed for this assignment.
Submit your online progress reports every Tuesday by 11:59PM, and responses every Friday by 11:59PM.
60 pts

Leadership Project Time-Log

Due: Sept. 19th Dec. 5th

You are required to log a minimum of 90 hours spent on your leadership project during the entire course,
approximately 7.5 hours per week for 12 weeks. The class time does NOT count toward the required 90 hours.
Your time log should include the date, amount of time spent on the project, place where time was spent, a brief
description of what your time was spent on, and the total hours spent on the project by adding hours from the
previous weeks. You must submit your weekly updates through the course Learning Studio. Submit the timelogs by Fridays, 11:59PM.
300 pts

Leadership Project Paper

Due: See below

,
The Leadership Project Paper is a highly structured academic exercise. Thus, you must strictly follow the
structure and the guidelines provided for you in Appendix A. Your paper should be minimum of 20 pages long
(not including the title page and the References Cited) with a use of minimum 10 sources (research based
publications). Follow the APA 6th edition requirements. Your paper will be evaluated by the EVALUATION
RUBRIC #1 (see Appendix B).
Visiting the Writing Center for this assignment is REQUIRED. Submit the edited version through the course
Learning Studio ONLY. Submit this assignment according to the schedule below. Late submissions will result
in 10% deductions.
Submission 1: Title page, Abstract, Project Description, Purpose, Guiding Hypothesis,
References Cited, Appendix Friday, October 10th (50 points)
Submission 2: Assessment Design and Findings Friday, October 24th (45 points)
Submission 3: Data Analysis and Discussion Friday, October 31th (15 points)
Submission 4: Review of Literature Friday, November 7st (25 points)
Submission 5: Integrative result, Conclusion and Recommendation Friday, November 14 th
(35 points)
Submission 6: Leadership Integration, Leadership Project Experience Friday, November 21st
(35 points)
Submission 7: Strengths and Weaknesses, Personal Impact Friday, Nov. 28th (35 points)
Final submission of the Leadership Project Paper - Dec. 5 th (60 points)
TOTAL points for final submission = 300.
Due: Friday, December 5th by 11:59PM through the course Learning Studio ONLY.
LDR 475 Syllabus

Malakyan, Fall 2014

100 pts

Leadership Project presentation

Due: Dec. 9th, 2014

A final presentation (professional outlook) will be given to your fellow students and the leadership faculty. Your
presentation should be 10-15 minutes long and address the following:
Why was this project needed? Introduce the project and include information from the Needs Assessment.
What were your initial goals for the project and what have you accomplished? Share the results of your
proven or disproven hypothesis.
Leadership integration. How did your leadership project experiences align with the main themes of the
leadership curriculum?
What have you learned about leadership competency, your strengths and weaknesses, as well as your
understanding of the organizational leadership dynamics by completing this project?
Your presentation will be evaluated by the EVALUATION RUBRIC #2 (see Appendix C).
Submit the Leadership Project presentation documents, if any, through the course Learning Studio by Friday,
December 8th 11:59PM.

GUIDELINES FOR PAPER


All papers should follow APA guidelines. Failure to meet the formatting requirements will result in a lowering of
the overall grade. Visiting the Writing Center is REQUIRED.
_________________________________________________
The Writing Center:
The Writing Center is a valuable resource for the writing you will do in this class. Trained Writing
Consultants will help you with any stage of the writing process, from developing your topic to polishing your
final draft. They WILL NOT write or edit your papers for you, but they WILL help you recognize your
weaknesses as writers and provide you with tools for strengthening your writing and editing skills. The Writing
Center is located in Elder Hall, Room 222, and is open from 8:00 a.m. -10:00 p.m. Monday through Thursday,
8:00 a.m. - 5:00 p.m. on Friday, and noon to 5:00 p.m. on Saturday. To make an appointment, go to
http://indwes.mywconline.com/, call extension 2189, or stop by the Writing Center.
COURSE SCHEDULE
Class time

Week 1:
September 3rd

Topics

Activities &
Assignments
Due dates
expected time
commitment
Overview of the
Guiding discussions Choosing a topic for No assignments
course: format,
& peer interactions
the Leadership
requirements,
1.5-2 hours
Project
mechanics, syllabus, Individual reflections
Learning Studio,
Group discussions
APA guidelines,
APA guidelines,
choosing a topic

Week 2:
September 10th

Week 3:
LDR 475 Syllabus

Guiding discussions Writing the Needs


No assignments
& peer interactions
Assessment paper
1.5-2 hours
Individual reflections
Group discussions

Guiding discussions Needs Assessment


& peer interactions
paper
in class
Needs Assessment
Needs Assessment
1.5-2 hours
presentation

Malakyan, Fall 2014

September 17th Noon via


Learning Studio
September 17th at 6:00PM in
class

September 17th

Week 4:
September 24th

Week 5:
October 1st

Week 6:
October 8th

Week 7:
October 15th

Week 8:
October 22nd

Week 9:
October 29th

Week 10:
November 5th

Week 11:
November 12th

Week 12:
LDR 475 Syllabus

Progressreport/Responses
Leadership Project
Time-Log
Guiding discussions Textbook review:
& peer interactions
Soriano
Project description,
in class
Progresspurpose, and
1.5-2 hours
report/Responses
guiding hypothesis Individual work
Leadership Project
7.5 hours
Time-Log

September 19th by 11:59PM

September 19th by 11:59PM

Assessment design Guiding discussions


and findings:
& peer interactions
Methods of data
in class
collection
1.5-2 hours
Assessment tools Individual work
7.5 hours
Participants
Findings
Guiding discussions
& peer interactions
in class
Data analysis and
1.5-2 hours
Discussion
Individual work
7.5 hours

Textbook review:
Mller/Turner
Progressreport/Responses
Leadership Project
Time-Log

October 3rd by 11:59PM via


Learning Studio
October 3rd by 11:59PM

Submission 1

October 10th by 11:59PM via


Learning Studio
October 10th by 11:59PM

Guiding discussions
& peer interactions
Review of literature
in class
1.5-2 hours
Individual work
7.5 hours
Guiding discussions
& peer interactions
Results
in class
1.5-2 hours
Individual work
7.5 hours

Progressreport/Responses

October 17th by 11:59PM

Leadership Project
Time-Log

October 17th by 11:59PM

Progressreport/Responses

October 24th by 11:59PM

Leadership Project
Time-Log
Submission 2

October 24th by 11:59PM

paper and
presentation

Individual work
7.5 hours

Progressreport/Responses
Leadership Project
Time-Log

Guiding discussions Progress& peer interactions


report/Responses
Conclusion &
in class
Leadership Project
Recommendations
1.5-2 hours
Time-Log
Individual work
Submission 3
7.5 hours
Guiding discussions Progress& peer interactions
report/Responses
Leadership
in class
Leadership Project
Integration
1.5-2 hours
Time-Log
Individual work
Submission 4
7.5 hours
Progress Guiding discussions
report/Responses
& peer interactions
Leadership Project
Leadership Project
in class
Experience
1.5-2 hours
Time-Log
Individual work
Submission 5
7.5 hours
Guiding discussions Progress& peer interactions
report/Responses
Strength &
in class
Leadership Project

Malakyan, Fall 2014

September 26th by 11:59PM via


Learning Studio
September 26th by 11:59PM
September 26th by 11:59PM

October 3rd by 11:59PM

October 10th by 11:59PM

October 24th by 11:59PM via


Learning Studio
October 31st by 11:59PM
October 31st by 11:59PM
October 31st by 11:59PM via
Learning Studio
November 7th by 11:59PM
November 7th by 11:59PM
November 7th 11:59PM via
Learning Studio
November 14th by 11:59PM
November 14th by 11:59PM
November 14th by 11:59PM via
Learning Studio
November 21st by 11:59PM
November 21st by 11:59PM

November 19th

Weaknesses

Week 13:
November 26th

Personal Impact

Week 14:
December 3rd

Finals Week:
December 8-10
Senior Grades
Due:
All Grades Due

1.5-2 hours
Individual work
7.5 hours

Time-Log
Submission 6

Guiding discussions Progress& peer interactions


report/Responses
in class
Leadership Project
1.5-2 hours
Time-Log
Individual work
Submission 7
7.5 hours
Progressreport/Responses
Leadership Project
Time-Log
Leadership Project
paper final
submission
Leadership Project
presentation

November 21st by 11:59PM via


Learning Studio
November 28th by 11:59PM
November 28th by 11:59PM
November 28th by 11:59PM via
Learning Studio
December 5th by 11:59PM
December 5th by 11:59PM
December 5th by 11:59PM
December 9th in class. Time 911AM
Wednesday, December 10th,
2014 by 5:00PM
Monday, December 15th by
Noon.

Policies
Class
Attendanc
e

Unexcused absences are not permitted in this class. Any unexcused absence will result in a grade
reduction of 1 percentage point off of your final course grade for each unexcused absence day.
This will be in addition to the loss of Discussion Points and for Reading Reports not turned in.
If a student misses a class for a University excused absence (see IWU catalog for excused
absence policy) the student must provide the appropriate documentation to the professor. No
penalty will be assessed for an approved University excused absence from class, however, the
student may be required to complete a make-up assignment.
If a student misses a class for health or crises situations not classified as an official University
excuse, the student must be able to provide written documentation of this situation validated by
an appropriate authority. Excuse of this absence will then be at the discretion of the instructor.
Any work, assignments, class notes, or other information presented during the class during which
the student is absent with excuse is the sole responsibility of the student. Please seek this
information from fellow students who attended that class session before contacting the professor.

Late
Assignment
s

All assignments must be ready to be turned in at the beginning of class on the date that the
assignment is due. Any assignment turned in late will be assessed a late penalty of 1 percent per
day.
Incomplete assignments will not be accepted. You are responsible for insuring that all
assignments turned in are complete and ready for submission. If a paper is returned to you as
Incomplete you will be assessed the 1 percent per day penalty from the time that the
assignment was due.
The syllabus is your guide for what is expected for each assignment. Any uncertainty you have
about what is being asked for must be cleared up (by asking the professor) prior to the due date.
10% penalty deduction will apply to each late submitted assignment.

LDR 475 Syllabus

Malakyan, Fall 2014

Plagiarism
and selfplagiarism

Students are expected to exhibit honesty in the classroom, in homework, in papers submitted to
the instructor, and in quizzes or tests. Cheating is defined as submitting work for academic
evaluation that is not the students own, copying answers from another student during an
examination or otherwise obtaining information regarding examinations not provided directly
by the instructor, using prepared notes or materials during an examination, or other
misrepresentations of academic achievement submitted for evaluation and a grade. Plagiarism
in research writing is considered cheating. Plagiarism is defined by the MLA Handbook as "the
act of using another persons ideas or expressions in writing without acknowledging the
source... to repeat as your own someone elses sentences, more or less verbatim." Students are
expected to submit only their own work. They are expected to give credit when borrowing,
quoting, or paraphrasing, using appropriate citations. Violations will be dealt with according to
the IWU student handbook.
DO NOT copy and paste any sentence or idea (your own or other authors) without proper
citation according to the APA guidelines. It is considered a self-plagiarism. Self-plagiarism
(also known as "recycling fraud") is the reuse of significant, identical, or nearly identical
portions of one's own work without acknowledging that one is doing so or without citing the
original work. http://en.wikipedia.org/wiki/Plagiarism

Policy on
Originality
and
Uniqueness

The project paper and presentation in this class are expected to be original and unique to this
class and to the project paper. No works produced in other assignments of this course or in
other classes may be used for the project paper without the written permission of the instructor
for this class and proper citation of the source.

Special
Needs

Students with disabilities or special needs can discuss alternative evaluation methods with the
instructor. Every effort will be made to provide the appropriate resources and support
necessary for the students success. Please communicate any such special needs within the first
week of class.

Syllabus
Changes

Though it is the intention to follow the basic flow and plan of this syllabus, the instructor
reserves the right to make adjustments to more adequately meet the objectives of the class.

Instructor

Petros G. Malakyan
Dr. Malakyan is Associate Professor and Chair of Leadership Studies in the Department of
Leadership Studies, School of Life Calling and Integrative Learning, Indiana Wesleyan
University.
Prior to joining IWU, Professor Malakyan was Associate Professor of Organizational
Leadership and the Director of Operation Impact Program at Azusa Pacific University, Azusa
California. The Program provided continued education internationally to leaders of
organizations and enterprises by delivering the Master of Arts in Organizational Leadership
(MAOL) degree at five international locations worldwide.
Originally from Armenia, Dr. Malakyans family immigrated to the United States in 1990.
From 1992 to 1998 he engaged in graduate and postgraduate studies at Fuller Theological
Seminary (FTS) and earned two M.A. degrees in intercultural studies and theology and a Ph.D.
in Intercultural Studies with Leadership concentration.
Before his return to Armenia for teaching and leadership development, Dr. Malakyan founded
Christian Leadership International (CLI), Inc., a non-profit (501)(c)(3) organization, in the
United States in 1999, and the National Leadership Institute (NLI), a non-governmental
organization, in Armenia in the year 2000. Both CLI and NLI aim to train the university
students and graduates to become Christ-like leaders for Christian ministries in the context of

LDR 475 Syllabus

Malakyan, Fall 2014

the Armenian Apostolic Church in Armenia. Today, his disciples are the leaders of NLI and
continue discipling and training the younger generation of Armenians.
Currently, Professor Malakyan and his wife Anahit live in Marion, Indiana, while their grown
children Aregnaz and Vahan, make home in Southern California.
Contact
Information

Office: Barnes Student Center, Suite 290-E


Phone: 765-677-2068
Fax: 765-677-2523
Email: petros.malakyan@indwes.edu

Availability

A) Professor Malakyan is available online through the Learning Studio during and after the
working hours.
B) For individual appointment (30 minutes per student) please email the professor or call
SLCIL Receptionist at 765-677-2520.

LDR 475 Syllabus

Malakyan, Fall 2014

Appendix A
Leadership Project Paper
Your paper must have all the components below:
PART I:
Project Description: The Need (1 page)
Provide a thorough description of the chosen topic and the community/organization. Share the issues and
concerns you would like to study and address. In other words, by using your preliminary Needs Assessment
paper, provide all the necessary information about the Leadership Project. Do NOT copy or paste your Needs
Assessment paper (it is considered a self-plagiarism), but rather use your preliminary findings to provide the
background information for the project.
Purpose (half a page)
Clearly state the purpose of doing this project based on the need described above.
Guiding Hypothesis (one sentence or one paragraph)
Based on the need observed above, create a guiding hypothesis. What is hypothesis? A Greek word meaning to
put under or to suppose. A tentative explanation for an observation, phenomenon, or scientific problem that
can be tested by further investigation. Or, Something taken to be true for the purpose of argument or
investigation; an assumption (The Free Dictionary: http://www.thefreedictionary.com/hypothesis)
State a hypothesis about the need that you access that addresses the question what or why. In other words,
state what you observe and why you think things are the way they are in the context you are studying. Please
note that the scientific hypothesis is researchable or testable. Examples of scientific hypothesis that address
leadership or followership needs in an academic institution:
Example What:
o Some students at IWU consider Chapel as a waist of time. Therefore, a lot of them either play
with their cell-phones or do their assignments during the Chapel.
o IWU students who sleep at least 7-8 hours per night are the best student leaders.
Example Why:
o Some students are bored at Chapel because they are not engaged.
o IWU students do not sleep on time in dorms, because they follow the examples of their studentleaders.
In order to prove or disprove the above hypothesis, one may assess the situation through data collection and
reporting.
Due Oct. 24
Assessment Design and Findings (4 pages minimum)
Methods of data collection for assessment
Exhibit methods and tools to collect data about the identified need to prove or disprove your hypothesis.
Use one of the main assessment or research methods: quantitative or qualitative:
Quantitative research focuses on causal relationships and their impact (outcomes). They also
answer what questions (http://zimmer.csufresno.edu/). Conduct a survey assessment by
developing a survey questionnaire and distributing among the community or organization
members for primary data collection (quantitative method).
Qualitative research answers how and why questions or process
(http://zimmer.csufresno.edu/). Conduct interviews or focus groups among the chosen
LDR 475 Syllabus

Malakyan, Fall 2014

10

community/organization by developing a set of questions to ask and interviewing participants


(qualitative method).
Mixed Methods (Quantitative & Qualitative combined)

Assessment Tools and Participants


Design either survey questionnaires for quantitative, interview questions for qualitative, or mixed
methods (both quantitative and qualitative) of data collection. Submit your instrument to your instructor
for review and approval prior to data collection. The minimum requirement for the participants is one of
the three (1) 50 participants for quantitative, (2) 15 participants for qualitative, or (3) 30/10 for mixed
methods. Design your survey questionnaire (5-7 questions) on a scale: strongly agree / agree / undecided
/ disagree / strongly disagree by inserting the following information on the top of the survey
questionnaire:
Introduce yourself. Example: My name is ________. I am a student at IWU, in MA in
Organizational Leadership program.
The purpose of survey. Example: As a part of my course assignments, I am trying to learn about
followership in ___________.
Potential risks involved for the participants. Example: The potential risks are minimal, and are
no greater than those encountered in everyday-life.
Confidentiality and privacy statement. Example: This information will be used for education
purposes only and will not be shared with third parties. Your privacy is guaranteed.
Any anticipated benefits. Example: The participants are volunteers and there are no direct
benefits to the participants. However, the result of the study may contribute knowledge to the
company toward organizational effectiveness.
Context Assessment
Assess the context where the need/problem has been identified by collecting data from your participants.
Report your findings, which will become the basis for analysis/discussion, results, and
conclusions/recommendations in light of the guiding hypothesis.
Data Analysis and Discussion (what the context assessment says about your topic). 2.5 pages minimum
Analyze your data findings and discuss the issues involved. Analyzing data means:
Organizing
Interrelating
Comparing or contrasting the collected data
Understanding the phenomena
Interpreting the result or giving meaning to the phenomena
Drawing conclusions for reporting
Review of Literature (what the literature says about your topic). 4 pages minimum.
Select and review literature that addresses a similar need or a problem you are assessing. Study 10 sources (e.g.
research-based empirical findings, peer-reviewed articles, books, etc.) and report on what others have already
said or done in this area to offer solution/s to similar problems or needs.
Results (what both literature and context assessment say about your topic). 2 pages minimum.
Integrate your findings from the reviewed literature with the findings from your context assessment and share
the outcomes or the results of your study. Does your findings prove or disprove your hypothesis, how and why?
Conclusion and Recommendation (1 page)
Conclude your report by recommending practical solutions to the identified and assessed need or problem in
your selected organization or community.
LDR 475 Syllabus

Malakyan, Fall 2014

11

PART II
Leadership Experience (5 pages)
Discuss your leadership project experiences in light of the following main themes of the leadership curriculum:
Leadership Integration. Discuss your leadership project experiences in this course in light of the
following main themes of the leadership curriculum:
Definition of Leadership (vision, action, mobilization, change)
Servant leadership paradigm
Team dynamics, conflict resolutions (LDR Majors only if not taken LDR-430)
Circle of Relationships (leader, manager, follower)
Three Spheres of Leadership (within, among, ahead)
Leadership and change cycle
Leadership and authenticity (LDR Majors only if not taken LDR-420)
Leadership Project Experience. Discuss your experience in relation to managerial, intellectual, and
emotional leadership competencies (Muller/Turner, 2010: 18-43).
Strengths and Weaknesses. Identify areas of strengths and weaknesses of your personal leadership style as
the result of this leadership project experience.
Personal Impact. How the leadership project has impacted your understanding of the organizational
leadership dynamics (Muller/Turner, 2010: 61-83)
a. Building relationships with stakeholders
b. Communicating with stakeholders and sponsors
c. Developing and maintaining trust
d. Avoiding and resolving conflicts
References Cited (minimum 10 sources used in the Review of Literature)
Appendices (questionnaires, interview questions, charts, tables, diagrams, pictures, etc.).

LDR 475 Syllabus

Malakyan, Fall 2014

12

Appendix B

EVALUATION RUBRIC #1
Written Assignment Evaluation

COURSE:

LDR 475: SENIOR LEADERSHIP PROJECT

Name___________________________

DATE:_______

Assignment: __Leadership Project Paper___


Overall Grade:

Criteria
Earned points

Organization,
Writing style

Criteria
Earned points

Project
Rationale

Criteria
Earned points

Assessment
Design and
Participants

Criteria
Earned points
Assessment
Findings

Criteria
Earned points

LDR 475 Syllabus

28-30 (excellent)

20-27 (good)

14-19 (fair)

0-13 (poor)

The work technically is


well written and
demonstrates good
organization of thought
(introduction, transitions,
conclusion); adequate
APA format; attention to
sentence structure,
grammar, punctuation,
and spelling.

The work technically is


satisfactory written and
demonstrates adequate
organization of thought
(introduction, transitions,
conclusion); somewhat
APA format; less
attention to sentence
structure, grammar,
punctuation, and spelling.

The work technically is


poorly written and
demonstrates inadequate
organization of thought
(introduction,
transitions, conclusion);
poor APA format; no
attention to sentence
structure, grammar,
punctuation, and
spelling.

20-27 (good)

14-19 (fair)

0-13 (poor)

Provides a description of
the chosen topic, the
background information
for the project, and the
needs or problems
involved. The purpose of
the project and the
hypothesis are stated.

Provides some
description of the chosen
topic, the background
information for the
project, and the needs or
problems involved. The
purpose of the project and
the hypothesis are
somewhat stated.

Does not provide


description of the
chosen topic, sufficient
background information
for the project, and the
needs or problems
involved. The purpose
of the project and the
hypothesis are poorly
stated.

14-17 (good)

10-13 (fair)

0-9 (poor)

Excellent exhibition of
quantitative, qualitative,
or mixed methods and
tools for data collection
to prove or disprove the
hypothesis. The selection
and the number of
participants fully meets
the requirement.

Good exhibition of
quantitative, qualitative,
or mixed methods and
tools for data collection
to prove or disprove the
hypothesis. The selection
and the number of
participants meets the
75% of the requirement.

Sufficient exhibition of
quantitative, qualitative,
or mixed methods and
tools for data collection
to prove or disprove the
hypothesis. The selection
and the number of
participants meets the
50% of the requirement.

Poor exhibition of
quantitative,
qualitative, or mixed
methods and tools for
data collection to prove
or disprove the
hypothesis. The
selection and the
number of participants
meets less than 50% of
the requirement.

30-35 (excellent)

25-29 (good)

19-24 (fair)

0-18 (poor)

Good report on the


context assessment. The
findings relate to the
project topic and the
needs/problems observed.

Sufficient report on the


context assessment. The
findings somehow relate
to the project topic and
the needs/problems
observed.

Poor report on the


context assessment. The
findings hardly relate to
the project topic and the
needs/problems
observed.

14-17 (good)

10-13 (fair)

0-9 (poor)

30
The work technically is
very well written and
demonstrates excellent
organization of thought
(introduction, transitions,
conclusion); proper APA
format; careful attention
to sentence structure,
grammar, punctuation,
and spelling.
28-30 (excellent)
30
Provides a thorough
description of the chosen
topic, the background
information for the
project, and the needs or
problems involved. The
purpose of the project
and the hypothesis are
clearly stated.
18-20 (excellent)

Comments

Comments

Comments

20

35
Excellent report on the
context assessment. The
findings directly relate to
the project topic and the
needs/problems
observed.
18-20 (excellent)

Comments

Comments

20

Malakyan, Fall 2014

13

Data Analysis
and
Discussion

Criteria
Earned points

Review of
Literature

Criteria
Earned points

Integrative
Result

Criteria
Earned points
Conclusion &
Recommendat
ion

Criteria
Earned points

LDR 475 Syllabus

Excellent analysis of data


findings that addresses
the issues involved in the
project. Excellent
understanding of the
phenomena and
interpretation of data.

Good analysis of data


findings that addresses
the issues involved in the
project. Good
understanding of the
phenomena and
interpretation of data.

An adequate analysis of
data findings that
addresses the issues
involved in the project.
Adequate understanding
of the phenomena and
interpretation of data.

Poor analysis of data


findings that addresses
the issues involved in
the project. Poor
understanding of the
phenomena and
interpretation of data.

30-35 (excellent)

25-29 (good)

19-24 (fair)

0-18 (poor)

Good quality of the


review of literature that
addresses a similar need
or a problem assessed in
the project. 75% meets
the required number of
sources.

Satisfactory quality of the


review of literature that
addresses a similar need
or a problem assessed in
the project. 50% meets
the required number of
sources.

Poor quality of the


review of literature that
addresses a similar need
or a problem assessed in
the project. Meets less
than the 50% required
number of sources.

15-21 (good)

9-14 (fair)

0-8 (poor)

Good integration of
findings from the
reviewed literature and
the context assessment.
The result of the study
proves/disproves the
proposed hypothesis.

Adequate integration of
findings from the
reviewed literature and
the context assessment.
The result of the study
somewhat
proves/disproves the
proposed hypothesis.

Inadequate integration
of findings from the
reviewed literature and
the context assessment.
The result of the study
does not prove/disprove
the proposed
hypothesis.

14-17 (good)

10-13 (fair)

0-9 (poor)

Good conclusion and


recommendation with
some practical solutions
to the assessed
need/problem in the
selected organization or
community.

Adequate conclusion and


recommendation with
few practical solutions to
the assessed
need/problem in the
selected organization or
community.

Poor conclusion and


recommendation with
no practical solutions to
the assessed
need/problem in the
selected organization or
community.

15-21 (good)

9-14 (fair)

0-8 (poor)

35
Excellent quality of the
review of literature that
addresses a similar need
or a problem assessed in
the project. Fully meets
the required number of
sources.
22-25 (excellent)
25
An excellent integration
of findings from the
reviewed literature and
the context assessment.
The result of the study
clearly proves/disproves
the proposed hypothesis.
18-20 (excellent)
20
Excellent conclusion and
recommendation with
clear practical solutions
to the assessed
need/problem in the
selected organization or
community.
22-25 (excellent)

Comments

Comments

Comments

Comments

25

Malakyan, Fall 2014

14

Leadership
Integration

Criteria
Earned points

Leadership
Project
Experience

Criteria
Earned points

Strengths and
Weaknesses

Criteria
Earned points

LDR 475 Syllabus

Excellent integration of
leadership project
experiences with the
themes of the leadership
curriculum below:
Definition of
Leadership (vision,
action, mobilization,
change)
Servant leadership
paradigm
Team dynamics,
conflict resolutions
Circle of Relationships
(leader, manager,
follower)
Three Spheres of
Leadership (within,
among, ahead)
Leadership and change
cycle
Leadership and
authenticity

Good integration of
leadership project
experiences with the
themes of the leadership
curriculum below with
few omissions of topics:
Definition of
Leadership (vision,
action, mobilization,
change)
Servant leadership
paradigm
Team dynamics, conflict
resolutions
Circle of Relationships
(leader, manager,
follower)
Three Spheres of
Leadership (within,
among, ahead)
Leadership and change
cycle
Leadership and
authenticity

Sufficient integration of
leadership project
experiences with the
themes of the leadership
curriculum below with
many omissions of the
topics:
Definition of
Leadership (vision,
action, mobilization,
change)
Servant leadership
paradigm
Team dynamics, conflict
resolutions
Circle of Relationships
(leader, manager,
follower)
Three Spheres of
Leadership (within,
among, ahead)
Leadership and change
cycle
Leadership and
authenticity

Insufficient integration
of leadership project
experiences with the
themes of the leadership
curriculum below with
too many omissions of
the topics:
Definition of
Leadership (vision,
action, mobilization,
change)
Servant leadership
paradigm
Team dynamics,
conflict resolutions
Circle of Relationships
(leader, manager,
follower)
Three Spheres of
Leadership (within,
among, ahead)
Leadership and change
cycle
Leadership and
authenticity

18-20 (excellent)

14-17 (good)

10-13 (fair)

0-9 (poor)

The work demonstrates


good discussion on
personal experience in
relation to managerial,
intellectual, and
emotional leadership
competencies
(Muller/Turner, 2010: 1843).

The work demonstrates


sufficient discussion on
personal experience in
relation to managerial,
intellectual, and
emotional leadership
competencies
(Muller/Turner, 2010: 1843).

The work demonstrates


insufficient discussion
on personal experience
in relation to
managerial, intellectual,
and emotional
leadership competencies
(Muller/Turner, 2010:
18-43).

14-17 (good)

10-13 (fair)

0-9 (poor)

The work demonstrates a


somewhat objective
assessment of strengths
and weaknesses in the
area of personal
leadership style as the
result of the leadership
project experience.

The work demonstrates


an less objective
assessment of strengths
and weaknesses in the
area of personal
leadership style as the
result of the leadership
project experience.

The work demonstrates


a biased assessment of
strengths and
weaknesses in the area
of personal leadership
style as the result of the
leadership project
experience.

14-17 (good)

10-13 (fair)

0-9 (poor)

20
The work demonstrates
excellent discussion on
personal experience in
relation to managerial,
intellectual, and
emotional leadership
competencies
(Muller/Turner, 2010:
18-43).
18-20 (excellent)
20
The work demonstrates
an objective assessment
of strengths and
weaknesses in the area of
personal leadership style
as the result of the
leadership project
experience.
18-20 (excellent)

Comments

Comments

Comments

20

Malakyan, Fall 2014

15

The work clearly exhibits


the impact of the
leadership project on
author's understanding of
the organizational
leadership dynamics
(Muller/Turner, 2010:
61-83) of:
a. Building relationships
with stakeholders
b. Communicating with
stakeholders and
sponsors
c. Developing and
maintaining trust
d. Avoiding and
resolving conflicts

The work exhibits the


impact of the leadership
project on author's
understanding of the
organizational leadership
dynamics (Muller/Turner,
2010: 61-83) with few
omissions of:
a. Building relationships
with stakeholders
b. Communicating with
stakeholders and sponsors
c. Developing and
maintaining trust
d. Avoiding and resolving
conflicts

The work clearly exhibits


the impact of the
leadership project on
author's understanding of
the organizational
leadership dynamics
(Muller/Turner, 2010: 6183) with many omissions
of:
a. Building relationships
with stakeholders
b. Communicating with
stakeholders and sponsors
c. Developing and
maintaining trust
d. Avoiding and resolving
conflicts

The work clearly


exhibits the impact of
the leadership project on
author's understanding
of the organizational
leadership dynamics
(Muller/Turner, 2010:
61-83) with too many
omissions of:
a. Building relationships
with stakeholders
b. Communicating with
stakeholders and
sponsors
c. Developing and
maintaining trust
d. Avoiding and
resolving conflicts

Accumulated
points

300

TOTAL
POINTS

300

Personal
Impact

LDR 475 Syllabus

Date
Created:
12/19/13

Malakyan, Fall 2014

16

Appendix C
EVALUATION RUBRIC #2
Oral Presentation

COURSE:

Name___________________________

DATE:_______

LDR 475: SENIOR LEADERSHIP PROJECT


Assignment: Leadership Project Presentation
Overall Grade:

CONTENT
5* 4* 3* 2* 1*
Meets Assignment Objectives (30%)
Comments:
An overview of the project
goals & accomplishments
Described project and personal leadership
knowledge/skills
Evaluated personal leadership strengths
and weaknesses
LDR courses were use and incorporated
into the project
Presented learning on leadership
competency through this project
Accuracy/completeness of diagnosis (10%)
(identifies and correctly deals with all issues;
utilizes appropriate research; completeness)

Comments:

Organization (10%)
(understandable; possesses logical sequence,
separation and flow of ideas; smooth
transitions to next idea)

Comments:

Critical Thinking (15%)


(discussion demonstrates understanding of
learned theory or concepts in assignment and
recommendations based on objective analysis
of issue)

Comments:

Presentation
5* 4* 3* 2* 1*
Introduction/Overview of Project (5%)
Comments:
Presentation Skills (10%)
Comments:
(demonstrates preparation and rehearsal;
vocabulary, grammar, vocal variety, gestures,
eye contact, body language, enunciation,
avoids filler words, trite or colloquial
phrases
Presentation Dynamics (10%)
(pace, humor, innovation, interest, enjoyable,
confidence, creativity)

LDR 475 Syllabus

Malakyan, Fall 2014

Comments:

17

Timeliness (10%)
(stays within the allotted time frame)
*5excellent 4=above average 3=average
Other Comments:

LDR 475 Syllabus

Comments:
2=needs improvement

Malakyan, Fall 2014

1=not acceptable

18