Soria Fall 2014 MW 003

Leadership Minor
Leadership Education and Development

Undergraduate Programs (LEAD UP)

Leadership Minor 128 Pleasant Street SE, 209 Appleby Hall, Minneapolis, MN 55455
lead@umn.edu or 612-624-1559. The University of Minnesota is an equal opportunity educator and employer.
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Leadership, You, and Your Community
OLPD 3302 & PA 3961, Section 003
Fall 2014 (3 Credits)
Ubuntu [is] the essence of being human. Ubuntu speaks particularly about the fact that you can't exist as
a human being in isolation. It speaks about our interconnectedness. You can't be human all by yourself,
and when you have this quality Ubuntu you are known for your generosity. We think of ourselves far
too frequently as just individuals, separated from one another, whereas you are connected and what you
do affects the whole World. When you do well, it spreads out; it is for the whole of humanity.
Archbishop Desmond Tutu
Instructor Information:
Krista Soria, PhD
Leadership Specialist
272-4 McNamara Alumni Center
Minneapolis, MN 55455
botx0006@umn.edu
Office hours: By Appointment
Phone: 612-642-1649
Laura Binder
Teaching Assistant
209 Appleby Hall
128 Pleasant Street SE
Bind0082@umn.edu
Office hours: By Appointment
Phone: 651-675-8793
Course Information:
Class Details:
Monday & Wednesday
2:30 p.m. to 3:45 p.m.
Folwell Hall 8
Leadership Minor Details:
209 Appleby Hall
128 Pleasant Street SE
Office: 612-624-1559
lead@umn.edu
www.leadup.umn.edu
Twitter: LEAD_UP_UMN
Course Description:
This 3-credit course challenges students to understand and articulate the role that community plays in
leadership. Through case study examples and case-in-point classroom experiences, participants will explore
who and what makes up community, how leadership happens within a community, and how each individual
can learn and understand what community means in her or his own leadership context. Four themes will guide
the discussion and discourse:
Ubuntu
The World Is Bigger Than You
Problems Are Complex
I.P.O.D.C.G.
Course Credit:
This course is offered as a 3-credit course (commitment of 9 hours/week) A-F only.
Course Prerequisites: OLPD 1301W / PA 1961W
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Required Course Texts:
Block, P. (2009). Community: The Structure of belonging. San Francisco, CA: Berrett-Koehler Publishers Inc.
Reading packet is available for purchase digitally through library e-reserves: z.umn.edu/ereserve

Course Objectives:
In this course, students will:
1. Examine how various concepts are significant in learning and developing leadership
2. Identify experiences that develop resilience in the class and in your community. Practice resilience by
asking questions, risking failure and adapting actions.
3. Research and analyze complex social issues and systems; identify relevant research and map out
stakeholders.
4. Explore the lens through which you view the world, including identifying and describing your political,
social, ethical and philosophical beliefs. Compare your personal lens with that of other individuals and
communities.
5. Identify group processes that lead to effective and sustainable solutions to complex problems.
6. Demonstrate and understand effective ways of making leadership interventions within the class
community.

University of Minnesota Student Development Outcomes Degree of emphasis within this course
1. Responsibility and accountability High
2. Independence and interdependence High
3. Goal orientation High
4. Self-awareness High
5. Resilience High
6. Appreciation of differences High
7. Tolerance of ambiguity High
University of Minnesota Student Learning Outcomes Degree of emphasis within this course
1. Can identify, define, and solve problems High Emphasis
2. Can locate and critically evaluate information High Emphasis
3. Have mastered a body of knowledge and a mode of inquiry Mastery of Implementation
4. Understand diverse philosophies and cultures within and across
societies
Moderate emphasis
5. Can communicate effectively High emphasis
6. Understand the role of creativity, innovation, discovery, and expression
across disciplines
Controlled Mastery of Implementation
7. Have acquired skills for effective citizenship & lifelong learning High emphasis
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Expectations

Community Commitments:

We will co-create the commitments together as a community within the first few meetings of the course.

Office Hours/Contacting the Instructor:

There are no set office hours for this course. Krista and the TA will be meeting prior to class and afterwards. In
those times, they will be planning and debriefing the course and you are welcome to join. Kristas time to meet
outside of that time is flexible, although she works a full-time position, teaches another leadership course at the
U, and teaches a course at Hamline University. She welcomes and encourages you to set up a time to meet
with her outside of class, which includes some evenings and weekends. This will give her an opportunity to
build a relationship with you and help her to better serve you as an instructor.

The best way to reach Krista is by email (botx0006@umn.edu). If you are seeking guidance on a subject that
pertains to overall course questions, please email her and CC your TA, as we are a teaching team. They will
try their best to respond within 24 hours during the week. If you email over the weekend, a response will most
likely not get back to you Monday morning. If you would like Kristas direct cell phone, it is available upon
request.

Electronics/Phone Policy:

In this classroom, there is a time and place for the use of technology to enhance our conversation and our
learning. It is very clear when those times will be. If use of any devices is interrupting your ability to learn & be
part of our community, power down and engage up.

Official University policies related to academic courses:

The University of Minnesota has a variety of policies in place to help students succeed on and off campus.
Academic policies related to access and achievement as well as to student health and safety can be found on
the UWide Policy Library here:
http://policy.umn.edu/Policies/Education/Education/SYLLABUSREQUIREMENTS_APPA.html

Emergency Procedures:

We are asking all of our students to sign up for the University's TXT-U System.
TXT-U is the University of Minnesota's emergency notification text messaging system. It is one of several ways
the University system provides information to faculty, staff and students. You can sign up for this program by
following the links from the UM Safety and Security page. www1.umn.edu/prepared/txtu.html
If there is an Emergency on campus - students will not be expected to attend classes in the affected area until
an "all clear" is given or the situation has been resolved. If the Emergency is declared while class is in session,
the expectation will be to follow University of Minnesota Emergency protocol - which will be outlined by the
Instructor depending on the situation.

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Accommodations:

The University of Minnesota is committed to providing equitable access to learning opportunities for all
students. Disability Services (DS) is the campus office that collaborates with students who have disabilities to
provide and/or arrange reasonable accommodations. If you have, or think you may have, a disability (e.g.,
mental health, attentional, learning, chronic health, sensory, or physical) please contact DS at 612-626-1333 to
arrange a confidential discussion regarding equitable access and reasonable accommodations. If you are
registered with DS and have a current letter requesting reasonable accommodations, please contact your
instructor as early in the semester as possible to discuss how the accommodations will be applied in the
course. For more information, please see the DS website at https://diversity.umn.edu/disability/

Mental Health and Stress Management:

As a student you may experience a range of issues that can cause barriers to learning, such as strained
relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of
motivation. These mental health concerns or stressful events may lead to diminished academic performance or
reduce your ability to participate in daily activities. University of Minnesota services are available to assist you
with addressing these and other concerns you may be experiencing. You can learn more about the broad
range of confidential mental health services available on campus via http://www.mentalhealth.umn.edu

Harassment

The University of Minnesota is committed to providing a safe climate for all students, faculty, and
staff. All persons shall have equal access to its programs, facilities, and employment without regard to race,
color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran
status, or sexual orientation. Reports of harassment are taken seriously, and there are individuals and offices
available for help. Contact the Office of Equal Opportunity and Affirmative Action, in 274 McNamara Alumni
Center, 612- 624-9547.

Academic Integrity

Academic integrity is essential to a positive teaching and learning environment. All students enrolled in
University courses are expected to complete coursework responsibilities with fairness and honesty.
Failure to do so by seeking unfair advantage over others or misrepresenting someone elses work as your
own can result in disciplinary action.
The University Student Conduct Code can be found at:
http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html

It defines scholastic dishonesty as follows:
SCHOLASTIC DISHONESTY: Scholastic dishonesty means plagiarizing; cheating on assignments or
examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test
materials without faculty permission; submitting false or incomplete records of academic achievement;
acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors,
awards, or professional endorsement; altering, forging, or misusing a University academic record; or
fabricating or falsifying data, research procedures, or data analysis.
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Within this course, a student responsible for scholastic dishonesty can be assigned a penalty up to and
including an F or N for the course. If you have any questions regarding the expectations for a specific
assignment or exam, please ask! For more information, please visit: Office for Student Conduct &
Academic Integrity at: www.oscai.umn.edu

Grading Policy & Scale:
According to the college-widepolicy determined by the Universitys faculty senate
http://www1.umn.edu/usenate/policies/gradingpolicy.html

A: 940 - 1000 points A-: 900 - 930 points
B+: 870 - 890 points B : 840 - 860 points B-: 800 - 830 points
C+: 770 - 790 points C : 740 - 760 points C-: 700- 730 points
D+: 670 - 690 points D : 600 - 660 points
F: 0 - 650 points

A - Achievement that is outstanding relative to the level necessary to meet course requirements.
B - Achievement that is significantly above the level necessary to meet course requirements.
C - Achievement that meets the course requirements in every respect.
D - Achievement that is worthy of credit even though it fails to meet fully the course requirements.
F (or N) - Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of
achievement that is not worthy of credit or (2) was not completed and there was no agreement between the
instructor and the student that the student would be awarded an incomplete.

The highest quality of writing is expected in this course. If students have a need for additional assistance on
the papers beyond what is provided in the course itself, the University of Minnesota offers a program that
provides writing assistance for undergraduate students at all stages of the writing process. The Student Writing
Center can help you get started on papers or other writing projects, provide comments on drafts, teach how
you revise, edit and proofread you own work. For more information, contact the Center for Writing at 612-
626-7579 or visit their website at www.writing.umn.edu.
Late Assignments:
Assignments are to be submitted on time. Late assignments will be penalized with a 10% deduction if turned in
after the designated due time. An additional 10% will be taken off for every 12 hours late the assignment is not
submitted after that initial 12 hours. Foreseeable conflicts to submitting an assignment must be discussed the
instructor 48 hours in advance. Unforeseen circumstances will be taken into consideration by the instructor and
leniency is at their discretion. Consider what commitments you are making and how you will be accountable to
the ones you have made.

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Assignments (1000 total points)

PRESENCE /ATTENDANCE (15%)
Attendance: Attending all classes will serve as one-thirds of this score. You must notify the instructor and TA
directly regarding an absence and confirm if it is excused or not based on University Policy. Showing up late
also affects this area of the grade.

Presence: Showing up in class will be a component but your willingness to move the conversation forward and
build community will also be critical. You will be assessed, based on two-third of the points available, based on
the following questions and through peer perspectives.
Did the student bring ideas or help to move the conversation forward?
Did the student intentionally work move beyond his/her comfort zone?
Did the student use course concepts in the class (non-assigned)?
Did the student engage in non-graded process components of group project?
Was the student active in creating a class community both within and outside of the physical
classroom?

QUIZZES AND WRITING PROMPTS (10%)
As part of being prepared for discussions, we will have a quiz or reading prompt on most of the reading
assignments. Quizzes and writing prompts will be available through the moodle course site. They will be available
outside of class at designated points in the course and with limited time to complete.

FINAL EXAM (7%)
A culminating final exam will assess your ability to demonstrate that you are making meaning of the concepts
addressed in this course. Details will be provided later in the semester.
The final will be a group final all will receive the same grade.
All must attend, in person. Non-attendance will result in failing the final for the individual.

COMPLEXITY PROJECT (25%)
Students will work in groups to explore the complexity of the challenges facing us in our public life. Jump to
Complexity rubrics.

TWO COMMUNITIES PROJECT (20%)
Students will work in groups to explore and compare how two different communities live, engage, and are part
of our world. Jump to Two Communities rubrics.

PEER FEEDBACK (23%)
Students will give feedback on their peers in the group work done on the Complexity and Two Communities
Projects.

One-to-One with instructors (0%)
Students are encouraged to set up a one to one with the instructor(s) and/or TA of the course. This is not a
graded assignment but it is in the students interest to meet with the instructor and continue to practice the skill
of the one-to-one. We are open to many possibilities for meeting and hope you will extend the invitation.

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Course Outline

Week One (September 1st - 7th):
Readings: Block Chapter 11 (Invitation)
Winge Youve Got to Come in Right
Assignments: None

Week Two (September 8th - 14th):

Readings: Block 2 (Community Context)
Block 13 (Hospitality)
Block 14 (Physical Space)
Block Outline 177-185

Assignments: FlipGrid your passion/interests/issue
Writing prompt on Chapter 2

Week Three (September 15th - 21st):

Readings: None
Assignments: None

Week Four (September 22nd - 27th):

Readings: Gerzon Inquiry
Assignments: Quiz on Inquiry & Chapter 11

Week Five (September 29th - October 5th):

Readings: Block Chapter 12 (IPODCG)
Assignments: Quiz on Chapter 12

Week Six (October 6th - 12th):

Readings: Block Chapter 3 (Stuck Community)
Block Chapter 4 (Restorative Community)
Block Chapter 10 (Questions are More Transformative than Answers)
Assignments: Annotated Bibliography for Complexity Project Due
Claim Draft Grade for Complexity Project
Writing prompt on Block Chapters 3 and 4

Week Seven (October 13th - 19th):

Readings: Heifetz & Linsky Think Politically
Assignments: Complexity Project Draft Due
Written/In-Class Feedback for Complexity Project Due
Quiz on Think Politically
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Week Eight (October 20th - 26th):

Readings: Heifetz & Linsky Orchestrate the Conflict
Gerzon Presence
Assignments: Quiz on Orchestrate the Conflict

Week Nine (October 27th - November 2nd):

Readings: Block Chapter 5 (Projections)
Block Chapter 6 (Citizenship)
Assignments: Writing prompt on Chapter 5, 6
Schedule Presentations for Two Communities in week 11 and 12

Week Ten (November 3rd - 9th):

Readings: None
Assignments: Final Complexity Paper Due
Complexity Project One-to-Ones Due
Two Communities Written Feedback Due
Complexity Project Verbal Feedback Sessions (Occurring outside of class)

Week Eleven (November 10th - 16th):

Readings: Block Chapter 7 (Transforming Community)
Block Chapter 8 (Convening)
Block Chapter 9 (Small Groups)
Assignments: Complexity Project Verbal Feedback Sessions (Occurring outside of class)
Quiz on Block Chapters 7, 8, & 9

Week Twelve (November 17th - 23rd):

Readings: None
Assignments: In class presentations for Two Communities

Week Thirteen (November 24th - 30th):

Readings: None
Assignments: In class presentations for Two Communities
Thanksgiving Break 2
nd
half.

Week Fourteen (December 1st - 7th):

Readings: Heifetz & Linsky Sacred Heart
Assignments: Writing Prompt on Sacred Heart
Two Communities Verbal Feedback Sessions (Occurring outside of class)
Two Communities Reflection Due
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Week Fifteen (December 8th - 14th):

Readings: None
Assignments: Two Communities Verbal Feedback Sessions (Occurring outside of class)
In class evaluations
Presence Grading

FINAL EXAMINATION:

Monday, December 15
1:30PM - 3:30PM
Folwell 8

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Complexity Project Rubrics

The Complexity Project is an opportunity for students to assemble in groups to research an issue in our society
and how it shows up in a local context. They will begin to explore the complexity of that issue and the
challenges in advocating an action.

Students will start by choosing a broad issue and gathering initial group members ideas for advocacy.
Students will then develop research questions and seek out different lenses of perspective on the issue. They
will continue to research and do professional one-to-ones with individuals connected with the issue on a local
level. Through the research students may find the focus becomes more distinct and particular than the original
research questions.

The research and research process will inform the students report. applying aspects of Peter Blocks
conversations found in Community: The Structure of Belonging. These conversations include Invitation,
Possibility, Ownership, Dissent, Commitment, and Gifts. Students should seriously consider researching
writing about a topic they might pursue beyond a classroom setting. The potential for building relationships with
interviews connected to this topic is ripe.

The focus of this project is inquiry rather than execution of advocacy. The outcome of this project is not to find
a solution but to better understand the complexity to find a path to new possibilities. Our hope is you begin to
realize that the world is bigger than you, in terms of your own perspective and interest.

Keep also in mind the concept of ubuntu as you move through this project as working together, creating best
practices of collaborating, and setting expectations will serve you well.

Annotated Bibliography (40 individual points):

Each student, in his/her/their respective complexity group, must create an individual annotated bibliography.
Each annotated bibliography must contain four articles that differ from the articles in another group members
annotated bibliography. If two or more members of a group cite the same article, the article is not counted in
the assessment for either of the students. You are encouraged to collaborate and share knowledge to ensure
this does not happen.

The articles researched must be from academic peer reviewed journals. We will discuss in class the types of
articles that are appropriate as well as discuss effective research using University of Minnesota Library tools.
Each group member will individually submit an annotated bibliography of those academic resources. The
submission will be graded, first, on clear and relevant citations in the style selected by the student submitting
the work. At the top of the annotated bibliography, the student must state:

- Name
- Course Number and Section
- Chosen Style of Citation that will be used in the work (APA, MLA, or Chicago Style)and please note, your
instructor is an expert on APA, so if you are seeking to advance your use of a particular style (to get better and
receive great feedback), please use APA. However, as a published author and English major, your instructor is
also okay at MLA and Chicago too.

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0 Points 1-2 Points 3-4 Points 5 Points
Citation
Style
Declared
Citation Style is not clearly
declared

Citation Style is
declared
Citation
Use
No citations, no properly
formatted citations, or major
errors.
Some citations
properly cited or with
errors.
Most citations properly
cited with minor errors.
Each citation properly
cited with no errors.

With the citation there will also be an annotation of the content of the article. This annotation should be 250 to
350 words containing three elements:
Summary of information from the academic resource.
Assessment of the material. Note what questions come to mind when considering this resource.
Description of the lens the author.
Reflection on how the resource may fit in the groups final product. Include what other counter points of
view would need to be sought after reading this article.

0-5 Points 6-7 Points 8-9 Points 10 Points
Summary of
Resources
Does not fulfill
any
requirements.
Some summaries are
well written, and provide
understanding of the
resource.
Most summaries are well
written, and provide
resource.
All summaries are well
written, and provide
resource.
Assessment of
the Material
Does not fulfill
any
requirements.
Some resources are well
assessed and student
responds thoughtfully to
the prompt.
Most resources are well
the prompt.
All resources are well
the prompt.
Reflection on
application to
project
Does not fulfill
any
requirements.
Reflection on some of the
resources is well written
and addresses the
prompts
Reflection on most of the
and addresses the
prompts
Reflection on all of the
and addresses the
prompts

Professional One-to-Ones (45 points)

Students will individually complete three one-to-ones with individuals who are connected to the complexity
project. Guidelines for these one-to-ones include:
Students must conduct one-to-ones with stakeholders who have distinct connections to their complexity
project and some element of authority on the subject.
Each one-to-one subject the student speaks to must have a lens or organization they are affiliated with
which is different from his/her two other subjects. However, fellow group members may complete one-
to-ones with different subjects who are affiliated with the same lens or organization.
Students should come in having completed some academic research and informed other group
members about their one-to-one subjects.
One-to-ones must happen in person. Exceptions for phone or video messaging can be made if mobility
is limited (however, the instructor must be notified).

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Students will incorporate information gained from each one-to-one into their final project. Each student will
separately submit debriefs of the one-to-ones and write 200-300 words for each one-to-one subject. Each will
be graded on the following criteria:
Identifying the person. (5 points for each one-to-one)
o Note the persons connection to your complexity project. Describe the individuals authority on
the subject.
o Identify this individuals self-interest and/or passions around the complexity project issue. What
sparked this and why are they still involved?
Summary of information gained (5 points for each one-to-one)
o What information helped add a new insight to your project?
o How did their insight validate or invalidate other findings by the group?
Proof of one-to-one (5 points for each one-to-one)
o Proof must be included that the one-to-one occurred in the submitted document. (Can included
screen shot of email confirming meeting, scan of a business card, etc.)
Note: As a best practice, we greatly encourage you to write a thank you note to all one-to-one contacts
thanking them for their time and insight on this project. Whether by email or by paper, acknowledging the gift of
their time is important. Relationships are the currency of power and, as this is a project about passions, we
hope that you will share your final product with your one-to-one contact.

Draft of Complexity Paper (15 points):

In turning in this draft you are expected to have declared, as a group, one agreed upon citation style. With this
draft, you are expected to have met all of the parameters of the assignment for the final product. It will be
assessed as if it were a final product with notes given back to the groups. The group will have two options of
how it would like the draft to be scored.
1. The group may have the assignment scored on regular parameters that correlate with the final product
and then translate that percentage out of points.
2. The group may choose to receive all 15 of the points if they receive a 73% or above based on the
criteria final product rubrics. If the draft does not meet the 73% threshold, then no points are awarded.

Each group must submit in writing which option they would prefer two weeks before the due date.

Final Complexity Paper (150 points):

The final product will be a narrative report on the complexity of this issue. This product should be thought of as
a document aimed for a reader with little to no background on your subject. There is limited space to introduce
the history of your topic and then include differing perspectives that create complexity around the topic. Some
of the technical aspects of your paper include:
The final product should declare one chosen citation style on the title page and should follow that
declared citation styles guidelines, including appropriate elements of title page, main body, and
references page, throughout the document.
The paper should draw from at least 25 pertinent cited sources. Projects will excel if the number of
pertinent cited sources exceed 25. These must draw from both from your academic articles from your
annotated bibliographies and from professional one-to-ones. Additionally students may use up to three
non-academic articles to integrate into the paper.
The main body of text should be 18-22 pages.
Headers must be used to differentiate sections of the paper, regardless of citation style.
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Double-spaced on standard-sized paper (8.5" x 11") with 1" margins on all sides. A clear font that is
highly readable should be used (e.g. 12 pt. Times New Roman font), regardless of citation style.
The paper should be broken down into the following sections. In each section, students should answer the
following prompts. Length of these different sections is suggested.

Overview of the topic (12-14 pages)
Background (2-3 pages)
o Give a historic overview of the subject and the scope of your research.
o Note who is affected by this issue and the nature of the effect.
o Describe what makes this issue complex.
Stakeholders (1 page)
o List the different stakeholder communities you researched or engaged. List which ones you had
direct contact with through the one-to-one process.
o Outline stakeholders you would seek out for more information. Describe the barriers that
prevented you from engaging these stakeholders?
Advocacy (2 pages)
o Describe the lens your group initially tended to identify with and their approach to the problem.
o Explain how others have concluded this is a proper approach.
o Describe other stakeholders or communities agree with this lens.
Inquiry (4-5 pages)
o Describe other lenses that see the issue differently.
o Describe the stakeholders or communities who have these different lenses.
o Note the dissent from different lenses that counters your advocacy approach.
Retributive versus Restorative (2-3 pages)
o Identify at least one retributive approach and at least one restorative approach to the issue that
stakeholders are taking.
o Describe why the approach is retributive or restorative according to Peter Blocks concepts from
Community: The Structure of Belonging.

Moving Forward (6-8 pages)
Roundtable Proposal (3 - 5 pages)
o Create a proposal of who you would gather (at least five people) who represent different
perspectives on this issue to move forward with possibilities around this issue.
Explain would be in attendance (at least two must be from your one-to-ones).
Articulate their authority on the matter and also what groups or perspectives do they
represent.
o Describe elements of the invitation you would makein particular, describe the personal risks
and commitments each stakeholders would have to make as well as general risks and
commitments the group would encounter.
o Outline what gifts each invitee would bring to the roundtable. Note which would be apparent to
all and which you would recognize based off of your research.
Statement of Commitment (2-3 pages)
o What agreed upon commitment to this issue will all individuals in your group agree to take
on/act upon? What is it and what resource, interview, or process in this project brought you to
that realization?
o If there is no group consensus on a commitment, explain why.
o Include other individual commitments as well.

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0-20 Points 21-23 Points 24-26 Points 27-30 Points
Insights,
Ideas, Point
of Views
30 points
Minimum perspectives
are presented and
lacks insight or ideas
beyond common
knowledge.
Shows some
understanding of
perspective other than
own, but lacks insight or
ideas beyond common
knowledge.
Demonstrates some
understanding own and
others perspectives.
Shares some insight or
new idea beyond
common knowledge.
Demonstrates a well-developed
sense of own and others
perspectives. Clearly provides
insight and new ideas that go
beyond common knowledge.

0 - 5 Points 6 - 8 Points 9 Points 10 Points
Number of
cited
resources.
10 points
Provides less than 20
resources within the
stated parameters.
Most or some are
pertinent to the issue
and its complexity.
Provides less than 25
resources within the
stated parameters. All or
most are pertinent to the
issue and its complexity.
Provides 25 resources
within the stated
parameters. All are
pertinent to the issue and
its complexity.
Provides over 25 resources
within the stated parameters. All
are pertinent to the issue and its
complexity.

Integration of
research
materials
30 points
Little evidence
presented. Research
applied poorly.
Some evidence presented
to support non- original
ideas and research
applied thoroughly and
appropriately.
Evidence presented to
support non original
ideas. Most research
appropriately.
Evidence presented to support
non original ideas. All research
appropriately.

Balance of
perspectives
20 points
Overall the paper
provides one lens on
the issue.
Overall the paper slants
toward one lens of the
issue.
The paper provides
multiple lenses around
the issue.
The paper provides multiple
lenses in viewpoints around the
issue. Students have sought out
perspectives from viewpoints
counter to their initial lens.

Addressing
prompts
50 points
Answers few or none
of prompts outlined in
assignment. Follows
none of the formatting
guidelines and content
is poorly written.
Answers some of prompts
outlined in assignment.
Follows few of the
formatting guidelines. The
content is fairly well
written.
Answers most of prompts
outlined in assignment
providing well-written and
succinct content. Follows
most of the formatting
guidelines.
Answers all of prompts outlined
in assignment providing well-
written and succinct content.
Follows all of the formatting
guidelines.

0-1 Points 2-3 Points 4-6 Points 7 Points
Citation
Style,
Grammar,
and
mechanics
7 points
Paper does not use a
citation style, and
contains major
grammatical errors.
Paper is written using in
citation style with major
inconsistencies or errors,
With minor grammatical
errors
Paper is written using
citation style with only
minor inconsistencies or
errors. There are few
grammatical errors
Paper is written using full
citation style and formatting.
There are no grammatical
errors.

0 Points

3 Points
Declaration
of citation
style
3 points
No Declaration Made

Declaration of Style Made.
Leadership Minor

Page 15 of 25
Two Communities Rubrics

In the Two Communities project, you will be building off of your previous work understanding the myriad ways
communities work and function. For this project, you will meet with two community stakeholders (you will
brainstorm connections that our community already has to other communities during class). These
stakeholders will serve as a bridge into two communities that your group will seek to understand. Your goal
will be to practice observation and produce interpretations of those observations.

Coming in Right
In choosing two communities, groups will choose one one-campus community and another off-campus
community. You will choose communities where you have a group member who has an existing relationship
with or would identify as a part of that community (known as your student liaison). You may have one group
member serve as a student liaison for the on-campus community and another group member serve as student
liaison for the off-campus community. You will consider and ask how to come in right to the communities you
are engaging. You will then enter the community to gather observations and experience what the community is
like. The end result of this project will be to develop a written report of your observations and interpretations
and to create a presentation that shares these thoughts while connecting your experiences to concepts
explored in Peter Blocks Community.

Your process will include:
Research the background of the community. Discuss with the respective student liaisons of the group how they
identify with the community and what is their personal history with the community. Review external resources
such as academic articles, organizational charts, or websites connected to the community to enhance your
understanding of the group.
Interview (one-to-one with one stakeholder from each community)
Identify one group member, not the student liaison, to conduct the one-to-one with a stakeholder.
Conduct the one-on-one, utilizing both the prescribed questions distributed by the instructor(s) and the
questions brainstormed in class, and any additional questions that may be identified by the group to
uncover the essential information needed in order to come in right.
Report back to the group what you learned during the one-to-one and together discuss how you will use
the information when observing the communities.

Observation and Interpretation
Over the course of the Two Communities Project, representatives of your group will be expected to attend
three gatherings of each of the two communities you have chosen. At least two group members need to be in
attendance for each event. Each group member must attend at least one event of each community.

Community Interactions Team Members Attending
On-Campus Community One-to-One
Event 1
Event 2
Event 3
One to two members, not the liaison
2 member minimum up to full group
Off-Campus Community One-to-One
Event 1
Event 2
Event 3
One to two members, not the liaison
Leadership Minor

Page 16 of 25
The gatherings of the communities must be at least one hour long. These could be meetings, practices,
celebrations, ceremonies, or other appropriate intentional gatherings. During these gatherings, observe the
community and take notes using the observation method practiced in class. Take notes about what you heard,
saw, noticed, and separately note what your interpretation of these events are or what they could be. After your
event(s), communicate with other team members that were there to establish a collective understanding of
what was observed and interpreted. This will support the development of a stronger written report and
presentation.

Stakeholder One to Ones Written Debrief (20 Team Points)

Your written work in this project will include multiple components.
The first component will be a written debrief of the one-to-ones conducted with the community stakeholders.
You should ideally complete this one to one before beginning your observations. Please note this should be a
written summary and not a transcript of the conversation (2-3 pages each) (10 points each).
Describe the stakeholder and what authority and role they have within the community?
List which of your group members were in attendance.
What meaningful insights did the stakeholder provide in response to the prescribed questions
determined by the instructors and class?
How did the community stakeholder help prepare you to come in right?
Stakeholder One-to-One Written Debrief (One debrief for each community for a total of two debriefs, 10
points each)
0-4 Points 5-9 Points 10 Points
Minimal attention is given to the
required components of the
assignment.
Somewhat significant attention has been
paid to the required components of the
assignment.
All points components of the
assignment are thoroughly
addressed

Note: As a best practice, we greatly encourage you to write a thank you note to all one-to-one contacts
thanking them for their time and insight on this project.

Observation and Interpretation Written Report (60 Team Points)

The written report template provided will have six sections (one section for each event your group attended).
Each section should list the title of the event you attended (for instance, Off-Campus Board Meeting), along
with a brief summary, 100 words, of the purpose, setting, and participants connected to the event.. You will
also list your group members in attendance for each event. For each section you will include two columns, one
for written observations and the other for interpretations from your group members. (60 points total)
For each event, group members who attended that event will communicate their observations and
interpretations to one another and create one collaborative entry detailing the observations and
interpretations for that event.
The observation entries should be at least 150 words in length describing details with little to no
interpretation. They should be noted in the specific section for their gathering and you may note which
group member is making the observation.
The interpretation entries should be at least 150 words in length noting initial interpretations of the
event and what other interpretations might be possible based on evidence. It is important that
Interpretations should correspond with their observations, so the entry should clearly connect how this
interpretation is being made. Again, the interpretations should be noted in the specific section for their
gathering and it may be noted which group member is making the observation
Leadership Minor

Page 17 of 25

DESCRIPTION OF 6 MEETINGS 3 FROM EACH COMMUNITY (6 group points total)

0 Points 1-2 Points 3-5 Points 6 Points
No summary
providing the
details of each
gathering.
Summaries providing details of
the gathering are unclear and do
not meet the word count
requirements.
Some of the summaries provide
good detail of the gatherings
and meet word count
requirements.
Clear summaries, meeting
word count requirements, are
included for each
observation.

OBSERVATIONS (27 group points total)

Little to no detail is
provided and/or strays
heavily into Interpretation in
every case. Word count will
be considered.
Some detail is offered and a
significant portion strays into
Interpretation versus
Observation. Word count will
be considered.
Good detail is offered in most
with majority of successful
observation versus
interpretation. Word count
will be considered.
Good detail is consistently
offered and observation is
utilized successfully in
every case. Word count is
met in every case.

INTERPRETATIONS (27 group points total)

Little to no detail is
provided and/or fail to
consider alternative
interpretations. Evidence
is not used. Word count
will be considered.
Some detail is offered
and but there is limited
alternative interpretation
offered. Inconsistent use
of evidence. Word count
will be considered.
Good detail is offered in most with
majority of interpretations
including alternative
interpretations in addition to initial
interpretation. Evidence is used in
majority of interpretations. Word
count will be considered.
Good detail is consistently
offered and alternative
interpretations are offered
in every case, along with
evidence. Word count is
met in every case.

Invitation (30 Team Points 15 points for each invitation):

This project will include the possibility of members of the communities observed to be present for
presentations. To achieve this, students must extend invitations to members of the communities they have
observed following the elements of Peter Blocks guidelines for invitation. You should use multiple varying
methods of invitation as outlined by Block. The more personal the better but one copy of an emailed invitation
is required to be sent to the community and the instructor(s) must receive a copy of that at a
minimum. Additionally a screen shot of the invitation must be submitted via Moodle. The invitation to members
of the community will be assessed on the following criteria:

Leadership Minor

Page 18 of 25
0 Points 1-2 Points 3 Points 5 Points
Neither time, date, nor
location was clearly stated
in the invitation.
Only one or two aspects of a
time, date, or location were
clearly stated in the
invitation.
Time, date, and location
were clearly stated in the
invitation.
Invitation made at least 10
days before the
presentation date. Time,
date, and location were
clearly stated in the
invitation.
Names none of the risks,
commitments a person has
to make to participate nor
names the possibilities if a
person accepts the
invitation.
Names 1 of the following:
risks, commitments a person
has to make to participate
and names the possibilities if
a person accepts the
invitation.
Names 2 of the following:
risks, commitments a person
has to make to participate
and names the possibilities if
a person accepts the
invitation.
Names the risks,
commitments a person has
to make to participate and
names the possibilities if a
person accepts the
invitation.
The invitation is unclear in
its proposal and what is
being asked of each
individual. The purpose/why
of the invitation is not
stated.
The invitation is clear in its
proposal and what is being
asked of each individual. The
purpose/why of the invitation
is not stated.
asked of each individual. The
purpose/why of the invitation
is unclear.
asked of each individual.
The purpose/why of the
invitation is stated.

In-Class Presentation (70 Team Points):

For the presentation component of the Two Communities Project, your goal will be to create a creative and
interactive experience for your instructors, classmates, and guests that conveys your experience with and
understanding of your Two Communities. While a PowerPoint or Prezi format is appropriate to provide some
information and structure to the presentation, it is expected that your team creates a dynamic, interactive, and
unique presentation experience that is reflective of the communities you observed.

Requirements for Two Communities Presentation for both communities
25 minutes of presentation time
5 minutes of Question/Answer time
No more than 30 minutes total for the presentation
In the presentation we shall be looking for
A creative presentation to convene experience of the communities show more, tell
A presentation that honors the community and shared experience
Address the following in your group presentation:
Give a description of the community and its purpose.
Explain how you did or did not come in right. What did you learn? What would you do differently next
time?
What did you experience in the communities?
Provide an overview of your observations and interpretations.
For each community, share two or more examples of concepts from Peter Blocks Community that
you saw at work within the community.

Projects will be graded with input from instructor(s), teaching assistant(s), and students observing
presentations. The Instructor and TA grade will account for 50% of the grade. The grades given by the
students will be averaged and applied as the other 50% of the grade.
Leadership Minor

Page 19 of 25

RUBRIC FOR PRESENTATIONS

Needs Work
0-2 Points
Displays Competence
2-4 Points
Excellent
5 Points
Clarity of
Experience
Presentation created by group
fails to convey or weakly
conveys groups experience of
their communities. Experience
is difficult for audience to
understand.
conveys to audience a sense of
engagement in groups
communities. Experience is clear
and mostly understandable.
immerses audience in
experiences of the group.
Experience is clear and all
aspects of the experience are
understandable.
Timely Presentation does not utilize
time well and falls significantly
short of or goes significantly
over the allotted time frame.
Presentation uses time
adequately, with some areas that
could be more focused.
Presentation uses time
effectively and maintains focus
and flow.

Needs Work
0-5 Points
Displays Competence
6-8 Points
Excellent
9-10 Points
Engaging and
Creative
Presentation does not utilize
creative engagement
methods. Audience is not
consistently engaged
throughout the presentation.
Presentation lacks consistent
efficiency and focus.
Presentation is focused and
efficient and engages audience
throughout most of the
presentation. Creativity is utilized
to support description of at least
one of the communities.
Presentation is efficient and
maintains focus and flow.
Audience is thoroughly engaged
throughout and creativity is
utilized to support the description
of both communities.

Needs Work
0-10 Points
Displays Competence
11-13 Points
Excellent
14-15 Points
Coming in
Right
Minimal description of coming
in right, lessons learned, or
describing what to do
differently in the future. A
significant absence of any of
those questions would fall in
this points range.
Team generally describes how
they came in right, describes at
least one lesson learned from the
coming in right process, and what
to do differently in the future.
Could benefit from some more
detail and critical reflection.
Strong description and critical
reflection of how the team came
in right, strong critical reflection
on lessons learned from the
coming in right process, and
what to do differently.
Distinguishing
Observations
and
Interpretations
Presentation does not clarify
what are group observations
vs. interpretations.
Observations stray heavily into
interpretation. Interpretations
are absent or severely lacking
critical thought.
Presentation mostly clarifies what
are group observations vs.
Interpretations. Observations are
mostly clear without significant
drift into interpretation.
Interpretations could benefit from
more significant critical thought.
Presentation completely clarifies
what are group observations vs.
Interpretations. Observations are
very clear and do not stray into
interpretation. Interpretations are
critically considered owned by
the group members as their own.

Needs Work
0-14 Points
Displays Competence
15-17 Points
Excellent
18-20 Points
Leadership Minor

Page 20 of 25
Connection to
Peter Blocks
Community
Connections between each of
the communities and Peter
Blocks Community are
mentioned, but few, if any,
critical connections between
them are clearly drawn for the
audience, or the minimum
number of connections are not
discussed.
At least 2 connections between
each of the communities and
Peter Blocks Community are
expressed clearly.
Two or more connections
between each of the
communities and Peter Blocks
Community are described and
very clearly compared and
contrasted with good critical
thought.

Written Individual Reflection on Observation and Interpretation 20 points

Write a 400-500 word reflection addressing the following prompts:
Describe your personal experience with this practice of observing and interpreting.
How did you work to successfully discern between observation and interpretation? What challenged
you about this process?
How did having everyones varying observations and interpretations in the paper and part of the
group grade connect to the concept of UBUNTU?
How can you use observation and interpretation in your life moving forward?

Reflection will be graded based on the whether each prompt was addressed with depth. As this is a personal
reflection, it is up to the student to engage with thorough depth. Instructor will not provide in-depth feedback on
your personal thoughts but will be available for any grading questions.

Does not address the
prompts with depth
and thoroughness.
Somewhat reflects critical
examination of the
process. Not all prompts
are significantly
addressed.
Significantly reflects
critical examination of the
process and addresses
all prompts with some
depth.
Thoroughly reflects critical examination
and reflection of the process. Addresses
all prompts with great depth and
expresses an understanding of how to
utilize the process moving forward.

Leadership Minor

Page 21 of 25

Peer Feedback
Throughout the course students will be required to give feedback to peers, through forms given, regarding their
performance in assigned group projects for the semester. Students will be graded on how they gave feedback
and how they received that feedback.

First Feedback: Written (30 points)
In the middle of the Complexity Project, a feedback session will be held in class to reflect on the work being
done. Students will give initial feedback to their peers in written form. They will exchange feedback forms in
class and have an opportunity to discuss the feedback they have been given. Students will be assessed on the
outlined categories below:
Criteria for giving feedback Points
Feedback is goal-referenced
- Acknowledges work the individual receiving the feedback has done to help reach group goals.
___/5_ points
Feedback is tangible and transparent
- Feedback clearly communicates how the author perceived the behavior and does not leave the
receiver to easily misinterpret the feedback
___/5_ points
Feedback is actionable
- Feedback includes ideas of ways the individual receiving feedback can improve or enhance their
work in relation to the person giving feedback.
___/5_ points
Feedback is user friendly
- Feedback is not too technical, vindictive, self-pitying, or lengthy. Feedback is overall succinct.
Verbal feedback includes maintaining of eye contact and appropriate tone. Written feedback uses
proper grammar and mechanics to convey ideas to the reader of the feedback.
___/5_ points
Feedback focuses on specific behaviors
- Feedback notes the way the person receiving the feedback accomplished the goals of group.
Notes the attitude or method in the person's approach.
___/5_ points
Feedback includes appreciation for person listening to praise or concern
- Feedback honors that receiving feedback can be difficult and expresses gratitude for the person
receiving the feedback. Specifically notes a moment in which the individual receiving feedback did
something that was appreciated in the process.
___/5_ points
TOTAL POINTS ___/30__
points

0-2 Points 3 Points 4 Point 5 Points
Completes the criterion
for no group members
Completes the criterion for
some group members
most group members
for all group members

Leadership Minor

Page 22 of 25
First Feedback: Verbal (55 points)
For the first verbal feedback, groups will arrange time outside of class for a one hour long feedback session.
The instructor will observe the feedback sessions as well as video-tape for later review. Each student will have
one to two minutes to give feedback to a student. After that a student receiving feedback will have two to three
minutes for an initial response. The group can then choose to continue to move forward with that same student
or move to another students feedback. The group is responsible for time management of this session. Verbal
feedback given to students and the receiving of the verbal feedback will be assessed on the following criteria:
Feedback is goal-referenced
- Acknowledges work the individual receiving the feedback has done to help reach group goals.
___/5_
points
Feedback is tangible and transparent
- Feedback clearly communicates how the author perceived the behavior and does not leave the
receiver to easily misinterpret the feedback
___/5_
points
Feedback is actionable
- Feedback includes ideas of ways the individual receiving feedback can improve or enhance their work
in relation to the person giving feedback.
___/5_
points
Feedback is user friendly
- Feedback is not too technical, vindictive, self-pitying, or lengthy. Feedback is overall succinct. Verbal
feedback includes maintaining of eye contact and appropriate tone. Written feedback uses proper
grammar and mechanics to convey ideas to the reader of the feedback.
___/5_
points
Feedback focuses on specific behaviors
- Feedback notes the way the person receiving the feedback accomplished the goals of group. Notes
the attitude or method in the person's approach.
___/5_
points
Feedback includes appreciation for person listening to praise or concern
- Feedback honors that receiving feedback can be difficult and expresses gratitude for the person
receiving the feedback. Specifically notes a moment in which the individual receiving feedback did
something that was appreciated in the process.
___/5_
points
TOTAL POINTS ___/30__
points

some group members
most group members

Leadership Minor

Page 23 of 25
Criteria for receiving feedback (verbal) Points
Seeks out and is open to feedback from others. Seeks clarification if needed. Asks questions
regarding the feedback. Tries to gather more specifics of a situation.
__/5_ points
Practices receiving feedback without immediately becoming irrationally defensive. May dissent on
issues of facts as opposed to perception. Receipt and discussion of feedback includes maintaining
of eye contact, appropriate tone, and body language.
__/5_ points
Paraphrases feedback back to the person giving it. __/5_ points
Communicates behaviors that can help you make desired changes or enhance gifts given during
group work. Student receiving feedback brainstorms at least one idea with others in the group
regarding the feedback they have received.
__/5_ points
Express appreciation to the feedback provider for caring enough to give you feedback and request
that they continue to do so.
__/5_ points
TOTAL POINTS __/25_ points

Does not respond in
outlined manner.
Responds in this manner some
of the time or rarely.
Responds in this manner
most of the time.
Responds in this manner
all of the time.

Leadership Minor

Page 24 of 25
Second Feedback: Written (60 points)
In the middle of the Two Communities Project, a feedback session will be held in class to check the course of
the work being done. Students will give initial feedback to their peers in written form. They will exchange
feedback forms in class and have an opportunity to discuss the feedback they have been given. Students will
be assessed on the outlined categories below:
Feedback is goal-referenced ___/10_ points
Feedback is tangible and transparent ___/10_ points
Feedback is actionable ___/10_ points
Feedback is user friendly ___/10_ points
Feedback focuses on specific behaviors ___/10_ points
Feedback includes appreciation for person listening to praise or concern ___/10_ points
TOTAL POINTS ___/60__ points

some group members
most group members

Leadership Minor

Page 25 of 25
Second Feedback: Verbal (85 points)
For the first verbal feedback, groups will arrange time outside of class for an at least one hour long feedback
session. The instructor will observe the feedback sessions as well as video-tape for later review. Each student
will have one to two minutes to give feedback to a student. After that a student receiving feedback will have
two to three minutes for an initial response. The group can then choose to continue to move forward with that
same student or move to another students feedback. The group is responsible for time management of this
session. Verbal feedback given to students and the receiving of the verbal feedback will be assessed on the
following criteria:
Feedback is goal-referenced ___/10_ points
Feedback is tangible and transparent ___/10_ points
Feedback is actionable ___/10_ points
Feedback is user friendly ___/10_ points
Feedback focuses on specific behaviors ___/10_ points
Feedback includes appreciation for person listening to praise or concern ___/10_ points
TOTAL POINTS ___/60__ points

some group members
most group members

Criteria for receiving feedback (verbal) Points
Seeks out and is open to feedback from others. Seeks clarification if needed. __/5_ points
Practices receiving feedback without immediately becoming irrationally defensive. May dissent on
issues of facts as opposed to perception.
__/5_ points
Paraphrases feedback back to the person giving it. __/5_ points
Communicates behaviors that can help you make desired changes or enhance gifts given during
group work.
__/5_ points
Express appreciation to the feedback provider for caring enough to give you feedback and request
that they continue to do so.
__/5_ points
TOTAL POINTS __/25_ points

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Leadership Minor

Leadership Education and Development

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