Final Reflection Module

Leadership Module
Overview of the Leadership Module

Leadership Module
General Overview
The leadership module supports students development and understanding of leadership.
Through the various reflective activities students will explore their personal definition of
leadership and draw connections to their social context(s) (i.e. race, gender, religion, etc.)*.
Identify ways of connecting their leadership to interactions with individuals at the service
learning site. Students will also focus on applying their understanding of leadership to the real
world and their vocational trajectory.
*Social context includes factors such as race, gender, religion, socio-economic status, sexual orientation, faith,
age, physical/mental ability, and other characteristics by which society defines, describes or categorizes
people.
Pre-Service Reflection
Overview
Pre-Service reflection creates a safe space for you to prepare for your service learning experience
while simultaneously developing your personal definition of leadership and making important
connections to course content. An overview of social context(s) (i.e. race, gender, religion, etc.)*
is introduced to allow you to begin thinking more about yourself and your leadership style
related to those you will interact with in this course and at the service learning site.
A focused consideration on how your personal definition of leadership differs from others helps
you to develop empathy and an understanding of the variety of different successful leadership
styles out there. Defining leadership in many different ways will allow you to work effectively
with classmates, those in the service learning process, and beyond.
Learning Outcomes
During the Pre-Service reflection exercises, students will:
Begin to define service learning and leadership based on internal ideas and external factors.
Recognize ways in which social context(s) (i.e. race, gender, religion, etc.)* and leadership are
connected
Identify how social context(s) (i.e. race, gender, religion, etc.)* impact leadership actions to
prepare for the service learning experience
Identify course concepts, materials, and/or outcomes as it pertains to leadership in order to
Describe the relevance of leadership in their service learning experience as it relates to the course
De Leon A., Knight K., Ramirez H. 2015
Leadership Module
Create connections between leadership, course content, and service learning in relation to goals
for the on-site experience
Use appropriate conventions to effectively communicate meaning
people.
Activities
Discussion: Leadership Definition
Blog Post: service learning Definition
Essay: What is the DEAL?
Multimedia: Making Connections
Mid-Service Reflection
Overview
Mid-Service reflection provides an opportunity for you to make connections with your lived
experiences around leadership. Internalizing how your social context(s) (i.e. race, gender,
religion, etc.)* influence your actions and thought process, help you understand not only yourself
but also how others may perceive you.
A focused consideration of how you navigate your leadership and how others around you may
interpret those decisions or actions, help to broaden your understanding and appreciation for
leadership. Leadership development is a continual process, and continued reflection allows you
to grow as a leader.
Learning Outcomes
During the Mid-Service reflection exercises, students will:
Explore their personal social context(s) (i.e. race, gender, religion, etc.)* as it relates to
leadership
Demonstrate an understanding of the implications their social context(s) (i.e. race, gender,
religion, etc.)* has on others in leadership
Identify personal ways in which their social context(s) (i.e. race, gender, religion, etc.)* has an
impact on their leadership actions at the service learning site
Connect personal ways in which their social context(s) (i.e. race, gender, religion, etc.)* has an
Create connections between leadership and the service learning experience in relation to their
goals for the semester
Leadership Module
people.
Activities
Discussion: Role Models
Essay: Making Connections
Blog: You and Leadership
Multimedia: Promoting Service Learning and Leadership
Post-Service Reflection
Overview
Post-service reflection provides an opportunity for you to pull together your service learning
0progression in a meaningful way. A focused consideration of the path youve traveled and your
evolution during your service learning experience can lead you to interesting insights and can
deepen your understanding and appreciation of the learning and development you acquired
during your service learning experience.
In addition to providing closure to your service learning experience, post-service reflection can
also help you consider the ways in which your service learning experience might guide your
choices, behavior and learning going forward. Service learning can serve as a source of
inspiration and guidance in your personal and professional endeavors. Post-service reflection
can help focus your attention on potential sources for this inspiration in your service learning
experiences.
Learning Outcomes
During the Post-Service reflection exercises, students will:
Explore internal and external factors related to leadership development
connected
Identify how social context(s) (i.e. race, gender, religion, etc.)* impact leadership actions in real
world situations
Identify course concepts, ideas, and/or outcomes related to their service learning experience as it
pertains to leadership
Describe the relevance of leadership in their service learning experience
Create connections between leadership that is influenced by social context(s) (i.e. race, gender,
religion, etc.)* and the service learning experience in relation to their personal and professional
goals
Leadership Module
people.
Activities
Discussion: Defining Leadership
Essay: Social Context & Values with Leadership
Blog: Making Meaning with Music
Multimedia: Powtoon Reflection Video
Overview
Pre-Service reflection creates a safe space for you to prepare for your service learning experience
while simultaneously developing your personal definition of leadership and making important
connections to course content. An overview of social context (i.e. race, gender, religion, etc.) is
Leadership Module
introduced to allow you to begin thinking more about yourself and your leadership style related
to those you will interact with in this course and at the service learning site.
A focused consideration on how your personal definition of leadership differs from others helps
you to develop empathy and an understanding of the variety of different successful leadership
styles out there. Defining leadership in many different ways will allow you to work effectively
with classmates, those in the service learning process, and beyond.
Learning Outcomes
During the Pre-Service reflection exercises, students will:
Begin to define service learning and leadership based on internal ideas and external factors
connected
Identify how social context(s) (i.e. race, gender, religion, etc.)* impact leadership actions to
Identify course concepts, materials, and/or outcomes as it pertains to leadership in order to
Create connections between leadership, course content, and service learning in relation to goals
for the on-site experience
Utilize appropriate conventions to effectively communicate meaning
people.
Activities
Discussion: Leadership Definition
Blog: service learning Definition
Multimedia: Making Connections
Discussion: Personal Leadership Definition
Leadership Module
There are many leadership programs available today, from

1-day workshops to corporate training programs. Chances
are, these won't really help. In this clear, candid talk,
Roselinde Torres describes 25 years observing truly great
leaders at work, and shares the three simple but crucial
questions would-be company chiefs need to ask to thrive in
the future.
Assignment
After watching this video, you will reflect on what you believe it means to be a leader. Each
student will post what it means to them to be a leader based on their reaction to the TEDTalk by
Wednesday. Things to think about for your post:
Do you agree/disagree with Roselinde?
What about the video resonated with you?
How might this relate to the service learning you are participating in for class?
After everyone has posted, each student is required to comment on at least two posts by peers by
Saturday. Finally, based on the collective discussion, students will identify one general theme of
leadership to send to the professor in order create a collective class view on leadership.
Suggested Resources
https://www.youtube.com/watch?v=aUYSDEYdmzw#t=21
Guideline
See Pre-service Reflection Rubric: Discussion Assignment
Leadership Module
Pre-Service Reflection Rubric

Discussion Assignment
Domain Being Assessed = Personal Social Context* and Values
The
Outcomes
Your Work is
to
Demonstrate
The Assessment of those Outcomes Evidenced in Your Work
EXCELLENT/VERY
SATISFACTORY
GOOD
What:
Students will begin
to define servicelearning and
leadership based
on internal ideas
and external
factors.
So What:
Students will
recognize ways in
which their social
context(s) (i.e.
race, gender,
religion, etc.)* and
leadership are
connected.
Students fully
engage in online
discussion by
describing in detail
several internal and
external social
factors related to
individual leadership
pertaining to
themselves and
others in the class.
Students analyze
several of the
possible ways in
which social
contexts and values
affect and connect
to individual
leadership.
NEEDS WORK
UNSATISFACTORY
Students engage in
online discussion by
describing some
internal and external
social factors related
to individual
leadership pertaining
to themselves and
others in the class.
Students participate in
describing few internal
and external social
factors related to
individual leadership.
online discussion but do
not describe any
social factors related to
Students analyze
some of the possible
ways in which social
contexts and values
affect and connect to
Students provide a
limited analysis of
possible ways in which
social contexts and
values affect and
connect to individual
leadership.
Students provide no
analysis of the possible
contexts and values
Leadership Module
Now What:
Students will
identify how social
context(s) (i.e.
race, gender,
religion, etc.)*
impact leadership
actions to prepare
for the servicelearning
experience.
Students include
several examples of
how increasing
awareness of the
possible ways in
which social
contexts and values
affect individual
leadership and
impact servicelearning
experiences.
Students include some

examples of how
increasing awareness
of the possible ways in
which social contexts
and values affect
and impact servicelearning experiences.
Students include limited

examples of how
increasing awareness of
the possible ways in
and values affect
Students include no
specific examples of
how increasing
awareness of the
social contexts and
values affect individual
leadership and impact
real world situations.
age, physical/mental ability, and other characteristics by which society defines, describes or categorizes people.
Domain Being Assessed = Connection to Course Content

The
Outcomes
Your Work is
to
Demonstrate
What:
Students will
identify course
concepts,
materials, and/or
outcomes as it
pertains to
leadership in order
EXCELLENT/VERY
SATISFACTORY
GOOD
NEEDS WORK
UNSATISFACTORY
Students identify
several connections
between course
concepts, theories
and outcomes and
your servicelearning experience
as it pertains to
Students identify limited

connections between
course concepts,
theories and outcomes
and your servicelearning experience as it
pertains to individual
leadership.
Students do not identify

connections between
course concepts,
and your servicelearning experience as
it pertains to individual
leadership.
Students identify some

connections between
course concepts,
leadership.
Leadership Module
to prepare for the

service-learning
experience.
So What:
Students will
describe the
relevance of
leadership in their
service-learning
experience as it
relates to the
course.
individual
leadership.
Students include
several examples of
the ways in which
leadership is
relevant in their
service-learning
experience as it
relates to course
content.

examples of the ways
in which leadership is
relevant in their
service-learning
experience as it
relates to course
content.
Students include limited

examples of the ways in
which leadership is
relevant in their servicelearning experience as it
relates to course
content.
Students include no
which leadership is
relevant in their
service-learning
experience as it relates
to course content.
Now What:
Students will create
connections
between
leadership, course
content, and
service-learning in
relation to goals for
the on-site
experience.
Students include a
detailed description
of connections
between leadership,
course content, and
service-learning in
the on-site
experience.

description of
connections between
leadership, course
content, and servicelearning in relation to
goals for the on-site
experience.
Students include a
limited description of
connections between
leadership, course
experience.
Students include no
description of
connections between
leadership, course
experience..
Domain Being Assessed = Communication

The Outcome
Your Work is
to
Demonstrate
Students will use
appropriate
The Assessment of that Outcome Evidenced in Your Work

EXCELLENT/VERY
SATISFACTORY
GOOD
NEEDS WORK
UNSATISFACTORY
The writing style
The writing style you
Leadership Module
conventions to
effectively
communicate
meaning.
you use is well

suited to the
assignment and the
audience, and
conveys meaning
well without the
distraction of
grammar, syntax
and spelling errors.
10
use is suited to the
assignment and the
audience, and conveys
meaning with few
distractions from
grammar, syntax and
spelling errors.
use is somewhat suited

to the assignment and
the audience, and
conveys meaning
somewhat well with
some distraction from
grammar, syntax and
spelling errors.
use is not suited to the

assignment and the
limited meaning and/or
evidences notable
distraction from
grammar, syntax and
spelling errors.
Leadership Module
11
Blog: Definition of Service Learning
The Council for Advancement of Standards in Higher Education (CAS) defines service learning
as a form of experiential education in which students engage in activities that address human
and community needs together with structured opportunities intentionally designed to promote
student learning and development. This blog post is designed to get you to start thinking about
service learning in general and the questions, comments, or concerns you have regarding this
out-of-classroom experience.
Assignment
Select OR create an image that represents what service learning means to you. This image could
be a picture from a previous service learning experience, or choose an image that represents what
you expect to get out of this experience. After you have selected and posted your photo, answer
the following questions in the post:
Please describe the picture you chose
How does this picture represent service learning?
Reflecting on your picture and definition of service learning, how do you think leadership plays a
role in a service learning experience?
How do you plan to exhibit leadership throughout your service learning experience?
How have the course concepts thus far prepared you for your service learning experience?
Suggested Resources
CAS Standards - http://standards.cas.edu/getpdf.cfm?PDF=E86EC8E7-9B94-5F5C9AD22B4FEF375B64
Resources for Pictures
http://www.wordle.net
http://www.picmonkey.com/collage
Guidelines
See Pre-service Reflection Rubric: Blog Post Assignment
Leadership Module
12

Blog Post
The Outcomes
Your Work is to
Demonstrate

EXCELLENT/VERY
GOOD
SATISFACTORY
NEEDS WORK
UNSATISFACTOR
Y
What:
Students will begin to
define servicelearning and
leadership based on
internal ideas and
external factors.
Students fully
participate in an online
blog post by describing
in detail several internal
ideas and external
factors that help define
and service-learning.
an online blog post by
describing some
internal ideas and
external factors that
help define individual
leadership and
service-learning.
Students
participate in an
online blog post by
describing few
internal ideas and
external factors
that help define
individual
leadership and
service-learning.
Students
participate in online
blog post but do not
describe any
internal ideas and
external factors
that help define
individual
leadership and
service-learning.
So What:
Students will
recognize ways in
which social
context(s) (i.e. race,
gender, religion, etc.)*
and leadership are
connected.
Students analyze
several of the possible
contexts and values
Students analyze
contexts and values
Students provide a
limited analysis of
possible ways in
which social
contexts and
values affect and
connect to
individual
leadership.
Students provide no
analysis of the
possible ways in
which social
contexts and values
affect and connect
to individual
leadership.
Leadership Module
Now What:
Students will identify
how social context(s)
(i.e. race, gender,
religion, etc.)* impact
leadership actions to
prepare for the
service-learning
experience.
Students include several

examples of how
and values affect
13
examples of how
and values affect
Students include
limited examples
of how increasing
awareness of the
possible ways in
which social
contexts and
values affect
individual
leadership and
experiences.
Students include no
specific examples
of how increasing
awareness of the
possible ways in
which social
contexts and values
affect individual
leadership and
impact real world
situations.
people.

The Outcomes
Your Work is to
Demonstrate
What:
course concepts,
materials, and/or
outcomes as it
in order to prepare for
the service-learning
experience.

EXCELLENT/VERY
GOOD
SATISFACTORY
NEEDS WORK
UNSATISFACTOR
Y
Students identify
several connections
between course
concepts, theories and
outcomes and your
service-learning
experience as it pertains
to individual leadership.
Students identify some

connections between
course concepts,
leadership.
Students identify
limited
connections
between course
concepts, theories
and outcomes and
your servicelearning
experience as it
Students do not
identify connections
between course
concepts, theories
and outcomes and
as it pertains to
individual
Leadership Module
14
So What:
Students will describe
the relevance of
leadership in their
service-learning
experience as it
relates to the course.

which leadership is
relates to course
content.

relevant in their
service-learning
experience as it
relates to course
content.
Now What:
connections between
leadership, course
experience.
Students include a
detailed description of
connections between
leadership, course
experience.

description of
connections between
leadership, course
experience.
pertains to
individual
leadership.
Students include
limited examples
of the ways in
which leadership is
relevant in their
service-learning
experience as it
relates to course
content.
Students include a
limited description
of connections
between
leadership, course
content, and
service-learning in
relation to goals
for the on-site
experience.
leadership.
Students include no
examples of the
ways in which
leadership is
relevant in their
service-learning
experience as it
relates to course
content.
Students include no
description of
connections
between
leadership, course
content, and
service-learning in
the on-site
experience..

The Outcome
Your Work is to
Demonstrate
Students will use
appropriate
conventions to

EXCELLENT/VERY
GOOD
SATISFACTORY
NEEDS WORK
UNSATISFACTOR
Y

use is well suited to the
assignment and the

assignment and the
The writing style

you use is
somewhat suited
The writing style

you use is not
suited to the
Leadership Module
effectively
communicate
meaning.

meaning well without
the distraction of
grammar, syntax and
spelling errors.
15
meaning with few
distractions from
grammar, syntax and
spelling errors.
to the assignment
and the audience,
and conveys
meaning
somewhat well
with some
distraction from
grammar, syntax
and spelling
errors.
assignment and the

audience, and
conveys limited
meaning and/or
evidences notable
distraction from
grammar, syntax
Leadership Module
16
This essay prompt will allow for you to set goals and expectations for your service learning
project using Patti Claytons DEAL model of critical reflection. In this essay, you will Describe,
Examine, and Articulate the Learning you would like to get out of this experience.
Assignment
Part 1 - As you prepare for your service learning experience, what are some assumptions you
have about service learning? Do you have any prior experience with service learning? If so,
describe how those experiences went - what did you gain from that experience? If you have not
participate in service learning before articulate what your expectations are - what do you want to
get out of this experience? What questions and/or concerns do you have before beginning this
service learning partnership? What excites you about this experience?
Part 2 - The second part of the essay will prompt you to examine the meaning behind service
learning and leadership. How would you define service learning? Does your definition of
service learning change as it relates to this specific project for class? How has the content you
have learned in the classroom so far prepared you for your service learning experience? In what
ways do you see yourself as a leader? How leadership and your role as a leader both inside and
outside of this course matter to your upcoming service learning experience? What are some
social contexts* meaningful to you? How do those social contexts* play part in your role as a
leader? How do you think some of those social contexts* could impact your service learning
experience?
people.
Guidelines
See Pre-service Reflection Rubric: Essay Assignment
Tools
You may use any word processing program for this assignment that creates a file that is
accessible by the instructor. The Microsoft Word format is likely the most universal.
Leadership Module
17

Essay Assignment
The Outcomes
Your Work is to
Demonstrate

EXCELLENT/VERY
GOOD
SATISFACTORY
NEEDS WORK
UNSATISFACTORY
What:
define service-learning
and leadership based
on internal ideas and
external factors.
Students fully engage

in online discussion
by describing in detail
several internal ideas
and external factors
that help define
Students engage in
describing some
internal ideas and
leadership and
service-learning.
Students participate
by describing few
internal ideas and
leadership and
service-learning.
Students participate
but do not describe
any internal ideas
and external factors
that help define
So What:
Students will recognize
and leadership are
connected.
Students analyze
several of the
possible ways in
and values affect and
leadership.
Students analyze
contexts and values
Students provide a
limited analysis of
possible ways in
leadership.
Students provide no
analysis of the
possible ways in
leadership.
Now What:
(i.e. race, gender,
Students include
several examples of
how increasing
awareness of the
Students include
some examples of
how increasing
awareness of the
Students include
limited examples of
how increasing
awareness of the
Students include no
specific examples of
how increasing
awareness of the
Leadership Module
prepare for the servicelearning experience.
18
possible ways in
and values affect
possible ways in
and values affect
possible ways in
and values affect
possible ways in
and values affect
and impact real world
situations.
age, physical/mental ability, and other characteristics by which society defines, describes or categorizes people.

The Outcomes
Your Work is to
Demonstrate
What:
course concepts,
materials, and/or
outcomes as it pertains
to leadership in order
to prepare for the
service-learning
experience.
So What:
the relevance of
leadership in their
service-learning
to the course.

EXCELLENT/VERY
GOOD
SATISFACTORY
NEEDS WORK
UNSATISFACTORY
Students identify
several connections
between course
concepts, theories
and outcomes and
your service-learning
experience as it
leadership.
Students include
several examples of
the ways in which
leadership is relevant
in their servicelearning experience
as it relates to course
content.
Students identify
some connections
between course
concepts, theories
and outcomes and
experience as it
leadership.
Students include
some examples of
the ways in which
content.
Students identify
limited connections
between course
concepts, theories
and outcomes and
experience as it
leadership.
Students include
limited examples of
the ways in which
content.
Students do not
identify connections
between course
concepts, theories
and outcomes and
experience as it
leadership.
Students include no
relevant in their
service-learning
experience as it
relates to course
content.
Leadership Module
Now What:
connections between
leadership, course
experience.
19
Students include a
connections between
leadership, course
experience.
Students include
some description of
connections between
leadership, course
experience.
Students include a
limited description of
connections between
leadership, course
experience.
Students include no
description of
connections between
leadership, course
experience..

The Outcome
Your Work is to
Demonstrate

EXCELLENT/VERY
GOOD
Students will use

appropriate
conventions to
effectively
communicate
meaning.

use is well suited to
the assignment and
the audience, and
conveys meaning well
without the
distraction of
grammar, syntax and
spelling errors.
SATISFACTORY
NEEDS WORK
UNSATISFACTORY

assignment and the
audience, and
conveys meaning
with few distractions
from grammar,
syntax and spelling
errors.

use is somewhat
suited to the
assignment and the
audience, and
conveys meaning
somewhat well with
some distraction
from grammar,
syntax and spelling
errors.

use is not suited to
the assignment and
the audience, and
conveys limited
meaning and/or
evidences notable
distraction from
grammar, syntax and
spelling errors.
Leadership Module
20
Multimedia Project: Making Connections
Assignment
This multimedia project allows you to use social media platforms to aid in your reflection and
preparation for you service learning experience and leadership development. You will create one
Tweet and one additional post that would work on the social media platform of your choice
creatively answering the following question: How do you see leadership and your personal
leadership style connecting with your upcoming service learning experience?
NOTE: You are not required to post these on the various social media platforms if you do not
want to. However, you are required to submit what you create to blackboard along with an
explanation of why you chose the platforms and posts you completed. This explanation can be in
any format (written, video, presentation, etc.) as long as it adequately explains your answers.
Tweet Requirements
Everyone must submit a tweet answering the above questions. Tweets are limited to 140
characters and must include one hashtag. See tools below for an example.
Other Social Media Platforms to consider
Facebook, Tumblr, Instagram, LinkedIn, Vine, Flickr, Pinterest
Tools
How to Hashtag: https://support.twitter.com/articles/49309-using-hashtags-on-twitter
Instagram: www.instagram.com
Vine: www.vine.co
Pinterest: www.pinterest.com
Twitter: www.twitter.com
Tumblr: www.tumblr.com
LinkedIn: www.linkedin.com
Flickr: www.flickr.com
Guidelines
See Pre-service Reflection Rubric: Multimedia Assignment
Leadership Module
21

Multimedia Assignment
The Outcomes
Your Work is to
Demonstrate

EXCELLENT/VERY
GOOD
SATISFACTORY
NEEDS WORK
UNSATISFACTOR
Y
What:
define service-learning
and leadership based
on internal ideas and
external factors.
Students fully engage in

describing in detail
several internal ideas
and external factors that
leadership and servicelearning.
Students engage in
describing some
internal ideas and
leadership and
service-learning.
Students
discussion by
describing few
internal ideas and
external factors
that help define
individual
leadership and
service-learning.
Students
discussion but do
not describe any
internal ideas and
external factors
that help define
individual
leadership and
service-learning.
So What:
and leadership are
connected.
Students analyze
contexts and values
Students analyze
contexts and values
Students provide a
limited analysis of
possible ways in
which social
contexts and values
affect and connect
to individual
leadership.
Students provide
no analysis of the
possible ways in
which social
contexts and
values affect and
connect to
individual
leadership.
Leadership Module
Now What:
(i.e. race, gender,
prepare for the servicelearning experience.

examples of how
and values affect
22
Students include
some examples of
how increasing
awareness of the
possible ways in
and values affect
Students include
limited examples of
how increasing
awareness of the
possible ways in
which social
contexts and values
affect individual
leadership and
experiences.
Students include no
specific examples
of how increasing
awareness of the
possible ways in
which social
contexts and
values affect
individual
leadership and
impact real world
situations.
people.

The Outcomes
Your Work is to
Demonstrate

EXCELLENT/VERY
GOOD
What:
course concepts,
materials, and/or
outcomes as it pertains
to leadership in order
to prepare for the
service-learning
experience.
Students identify
several connections
between course
concepts, theories and
outcomes and your
service-learning
to individual leadership.
SATISFACTORY
NEEDS WORK
UNSATISFACTOR
Y
Students identify
some connections
between course
concepts, theories
and outcomes and
experience as it
leadership.
Students identify
limited connections
between course
concepts, theories
and outcomes and
as it pertains to
individual
leadership.
Students do not
identify
connections
between course
concepts, theories
and outcomes and
as it pertains to
individual
Leadership Module
23
So What:
the relevance of
leadership in their
service-learning
to the course.

which leadership is
relates to course
content.
Students include
some examples of
the ways in which
content.
Now What:
connections between
leadership, course
experience.
Students include a
connections between
leadership, course
experience.
Students include
some description of
connections between
leadership, course
experience.
Students include
limited examples of
the ways in which
leadership is
relevant in their
service-learning
experience as it
relates to course
content.
Students include a
limited description
of connections
between
leadership, course
content, and
service-learning in
the on-site
experience.
leadership.
Students include no
examples of the
ways in which
leadership is
relevant in their
service-learning
experience as it
relates to course
content.
Students include no
description of
connections
between
leadership, course
content, and
service-learning in
the on-site
experience..

The Outcome
Your Work is to
Demonstrate
Students will use
appropriate
conventions to
effectively
communicate

EXCELLENT/VERY
GOOD
SATISFACTORY
NEEDS WORK
UNSATISFACTOR
Y

use is well suited to the
assignment and the
meaning well without

assignment and the
audience, and
conveys meaning
The writing style

you use is
somewhat suited to
the assignment and
the audience, and
The writing style

you use is not
suited to the
assignment and the
audience, and
Leadership Module
meaning.
the distraction of
grammar, syntax and
spelling errors.
24
with few distractions
from grammar,
syntax and spelling
errors.
conveys meaning
somewhat well with
some distraction
from grammar,
syntax and spelling
errors.
conveys limited
meaning and/or
evidences notable
distraction from
grammar, syntax
Leadership Module
25
Overview
Mid-Service reflection provides an opportunity for you to make connections with your lived
experiences around leadership. Internalizing how your social context(s) (i.e. race, gender,
religion, etc.)* influence your actions and thought process, help you understand not only yourself
but also how others may perceive you.
A focused consideration of how you navigate your leadership and how others around you may
interpret those decisions or actions, help to broaden your understanding and appreciation for
leadership. Leadership development is a continual process, and continued reflection allows you
to grow as a leader.
Learning Outcomes
During this reflection exercise, students will:
Explore their personal social context(s) (i.e. race, gender, religion, etc.)* as it relates to
leadership
Demonstrate an understanding of the implications their social context(s) (i.e. race, gender,
religion, etc.)* has on others in leadership
Identify personal ways in which their social context(s)t (i.e. race, gender, religion, etc.)* has an
Connect personal ways in which their social context(s) (i.e. race, gender, religion, etc.)* has an
Create connections between leadership and the service learning experience in relation to their
goals for the semester
people.
Activities
Leadership Module
26
Leadership can be found in every setting and environment. With this in mind, consider who has
risen as a leader in your eyes during your tenure at your service site. Who takes initiative and
supports their peers in accomplishing the tasks at your service site? Consider how different
leaders may lead through coaching while others craft visions for the organization. Leadership
manifests and exhibited in a multitude of ways.
Assignment
After reflecting on who you believe are leaders at your service learning site, choose one
individual you would like to interview. Set up a time with that individual for a 20 30 minute
interview to discuss how they lead. While interviewing, consider asking the following questions
for your post:
What does leadership mean to you?
How do you lead in this environment?
Where did you develop your leadership style?
Where do you draw strength or motivation from as a leader?
How have your social context(s) (i.e. race, gender, religion, etc.)* influence how you
lead?
Do you have any recommendations or suggestions on how I could become a better
leader?
people.
Also consider any follow-up questions you might be interested in learning from this individual.
Take this opportunity to not only learn about their leadership journey, but how they have been
successful in their field thus far.
After everyone has posted, each student will be required to comment on at least two posts by
peers by Saturday. Through these exchanges, see how other students have navigated discussions
with the leaders at their sites. Unearth commonalities and differences between student posts, so
that you can learn from each other.
Guidelines
Review Mid-Service Reflection Rubric: Discussion for assignment expectations
Leadership Module
27
Mid-Service Reflection Rubric

The Outcomes
Your Work is to
Demonstrate

EXCELLENT/VERY
GOOD
SATISFACTORY
NEEDS WORK
UNSATISFACTORY
What:
Students will
explore their
personal social
context(s) (i.e.
race, gender,
religion, etc.)* as it
relates to
leadership.
Students will have

described their personal
social context(s) in a
complex way that
makes connections to
their leadership.
Students will have

social context(s) in
several ways that
their leadership.
Students will have

limited way that makes
connections to their
leadership.
Students will have

way that includes few, if
any, connections to their
leadership.
So What:
Students will
demonstrate an
understanding of
the implications
their social
context(s) (i.e.
race, gender,
religion, etc.)* has
on others in
leadership.
Students will have

critically analyzed
ways in which their
social context(s) and
values affect others
perceptions,
interactions, and
decisions in rich and
complex ways.
Students will have

analyzed some of the
their social context(s)
and values affect others
perceptions,
interactions, and
choices.
Students will have

provided a limited
ways in which their
perceptions,
interactions, and
choices.
Students will have

provided no analysis of
which their social
context(s) and values
affect others
perceptions,
interactions, and
choices.
Students have included

some references to
Leadership Module
Now What:
Students will
connect personal
ways in which
their social
context(s) (i.e.
race, gender,
religion, etc.)* has
an impact on
their leadership
actions at the
service-learning
site.
28

several references to
ideas about the
origins/sources of social
identity as it relates to
their leadership.
Students will have
included several
examples of how an
which their personal
perceptions,
interactions, and
choices can guide future
decision making.
real world situations
involving leadership.
ideas about the

their leadership.
limited references to
ideas about the
their leadership.
no reference to ideas
about the
their leadership.
Students will have

included some
examples of how an
perceptions, interactions
and choices can guide
future decision making.
Students will have

included limited
examples of how an

some references to real
world situations

Students will have

included no examples of
how an increasing
awareness of the
their personal social
context and values
affect others
future decision making
or your examples are
inappropriate.
no references to real
world situations
*Social context includes factors such as race, gender, religion, socio-economic status, sexual orientation, faith, age,
physical/mental ability, and other characteristics by which society defines, describes or categorizes people.

The Outcomes
Your Work is to
Demonstrate

EXCELLENT/VERY
GOOD
SATISFACTORY
NEEDS WORK
UNSATISFACTORY
Leadership Module
29
What:
Students will
identify course
concepts,
materials, and/or
outcomes related
to their servicelearning
experience as it
pertains to
leadership.
Students have identified

several connections
between course
concepts, theories
and/or outcomes and
to leadership.

some connections
between course
concepts, theories
and/or outcomes and
their service-learning
to leadership.

limited connections
between course
concepts, theories
and/or outcomes and
to leadership.
Students have not

identified connections
between course
concepts, theories,
outcomes and their
service-learning
to leadership or the
connections they made
are inappropriate.
So What:
Students will
describe the
relevance of
leadership in
their servicelearning
experience as it
relates to the
course.

several examples of the
ways in which
leadership may be
relevant to or has
informed their learning.

some examples of the
ways in which
leadership may be
relevant to or has
Students have Included

limited examples of the
ways in which
leadership may be
relevant to or informed
their learning.

no examples of the
ways in which service
learning may be relevant
to or informed their
learning or the examples
they have provided are
inappropriate.
Now What:
Students will
create
connections
between
leadership and
the servicelearning
experience in

a detailed description of
how the insights they
have made between
leadership and their
service-learning
experience thus far can
inform or guide their
future learning.

some description of how
the insights they have
made between
service-learning
future learning.

a limited description of
have made between
service-learning
future learning.

no description of how
made between
service-learning
future learning.
Leadership Module
30
relation to their
goals for the
semester.

The Outcome
Your Work is to
Demonstrate

EXCELLENT/VERY
GOOD
Students will use

appropriate
conventions to
effectively
communicate
meaning.
The writing style the

student uses is well
suited to the assignment
and the audience, and
without the distraction of
grammar, syntax and
spelling errors.
SATISFACTORY
NEEDS WORK
UNSATISFACTORY

student uses is suited to
the assignment and the
meaning with few
distractions from
grammar, syntax and
spelling errors.

student uses is
somewhat suited to the
assignment and the
meaning somewhat well
with some distraction
from grammar, syntax

student uses is not
conveys limited meaning
and/or evidences
notable distraction from
grammar, syntax and
spelling errors.
Leadership Module
31
Assignment
This essay is geared to help you reflect on issues as you continue your experience at your service
learning site.
Part 1
Explore how your current experience at the service learning site has connected to your
course thus far. What course concepts, ideas, and/or outcomes discussed in the class have
manifested at your service learning site? How have the experiences at the service
learning site expanded your understanding of course content? List any questions you are
beginning to see form between experiences you have had and the course content.
Part 2
Based on your experience thus far at the service learning site, how do you think you have
grown as a leader? Have you gained any skills or knowledge which will allow you to be
a better leader in the future? Were there any instances where the knowledge gained in
your course allowed you to be a better leader at your service learning site? What learning
edges or places of personal growth have you learned of during your experience at the
service learning site (i.e. public speaking, organization, collaboration, etc.)? Are your
views on leadership being altered or challenged? How does your social context play into
how you navigate leadership? Considering future learning experiences, vocational
aspirations, and community involvement, where do you need to grow to become a better
leader? How will you negotiate leadership differently in the future? How will your
social context influence your leadership in the future?
people.
Guidelines
Review Mid-Service Reflection Rubric: Essay for assignment expectations
Leadership Module
32

Essay Assignment
The Outcomes Your
Work is to
Demonstrate

EXCELLENT/VERY
GOOD
SATISFACTORY
NEEDS WORK
UNSATISFACTORY
What:
Students will
explore their
personal social
as it relates to
leadership.
Students will have

complex way that makes
leadership.
Students will have

described their
personal social
context(s) in several
ways that makes
leadership.
Students will have

described their
personal social
context(s) in a
limited way that
makes connections
to their leadership.
Students will have

way that includes few, if
any, connections to their
leadership.
So What:
Students will
demonstrate an
understanding of
the implications
their social
has on others in
leadership.
Students will have

critically analyzed several
which their social
affect others perceptions,
interactions, and
complex ways.
Students will have

and values affect
others perceptions,
interactions, and
choices.
Students will have

provided a limited
analysis of the
possible ways in
which their social
context(s) and
perceptions,
interactions, and
choices.
Students will have

which their social
affect others
perceptions,
interactions, and
choices.

ideas about the

some references to
ideas about the
origins/sources of
Students have
included limited

about the
Leadership Module
Now What:
Students will connect
personal ways in
which their social
has an impact on
their leadership
actions at the servicelearning site.
33
their leadership.
social identity as it
relates to their
leadership.
Students will have

included several
examples of how an
perceptions, interactions,
Students will have

included some
examples of how an
perceptions,
interactions and
choices can guide

several references to real
world situations involving
leadership.

some references to
references to ideas
about the
origins/sources of
relates to their
leadership.
Students will have
included limited
examples of how an
increasing
awareness of the
possible ways in
perceptions,
interactions and
choices can guide
future decision
making.
Students have
included limited
references to real
world situations
their leadership.
Students will have

included no examples of
how an increasing
awareness of the
context and values
affect others
inappropriate.
world situations
*Social context includes factors such as race, gender, religion, socio-economic status, sexual orientation, faith, age,
physical/mental ability, and other characteristics by which society defines, describes or categorizes people.

The Outcomes Your
Work is to
Leadership Module
34
Demonstrate
EXCELLENT/VERY
GOOD
SATISFACTORY
NEEDS WORK
UNSATISFACTORY
What:
Students will
identify course
concepts, materials,
and/or outcomes
related to their
service-learning
experience as it
pertains to
leadership.

several connections
between course concepts,
theories and/or outcomes
and your service-learning
to leadership.
Students have
identified some
connections between
course concepts,
theories and/or
outcomes and their
service-learning
experience as it
pertains to leadership.
Students have
identified limited
connections
between course
concepts, theories
and/or outcomes
and their servicelearning experience
as it pertains to
leadership.
Students have not

between course
concepts, theories,
outcomes and their
service-learning
to leadership or the
connections they made
are inappropriate.
So What:
Students will
describe the
relevance of
leadership in their
service-learning
experience as it
relates to the
course.

ways in which leadership
may be relevant to or has

ways in which
leadership may be
relevant to or has
Students have
Included limited
examples of the
ways in which
leadership may be
relevant to or
informed their
learning.

no examples of the
learning may be
their learning or the
examples they have
provided are
inappropriate.
Now What:
connections
between leadership
and the servicelearning experience
in relation to their
goals for the semester.
Students have included a

have made between
service-learning
future learning.

some description of
have made between
service-learning
future learning.
Students have
included a limited
description of how
the insights they
have made between
service-learning
experience thus far
can inform or guide

made between
service-learning
future learning.
Leadership Module
35
their future learning.

The Outcome Your
Work is to
Demonstrate

EXCELLENT/VERY
GOOD
Students will use

appropriate
conventions to
effectively
communicate
meaning.

student uses is well suited
to the assignment and the
meaning well without the
distraction of grammar,
syntax and spelling errors.
SATISFACTORY
NEEDS WORK
UNSATISFACTORY

student uses is suited
the audience, and
conveys meaning with
few distractions from
grammar, syntax and
spelling errors.

student uses is
somewhat suited to
the assignment and
the audience, and
conveys meaning
somewhat well with
some distraction
from grammar,
syntax and spelling
errors.

student uses is not
conveys limited
meaning and/or
evidences notable
distraction from
grammar, syntax and
spelling errors.
Leadership Module
36
Assignment
This blog is geared to help you reflect on how you personally interpret leadership thus far in your
service learning experience. Please use a creative format when illustrating your thoughts on the
following prompts:
What does leadership mean to you?
What kind of leader are you?
What inspires your leadership?
How have you enacted your leadership thus far at your service learning site?
How does your personal social context* influence your leadership style?
people.
Guidelines
This assignment should be written through a creative format, like a poem, short story, song, or
other format.
Review Mid-Service Reflection Rubric: Blog for assignment expectations
Suggested Resources
Everyday leadership: https://www.ted.com/talks/drew_dudley_everyday_leadership
Leadership Module
37

Blog Assignment
The Outcomes Your
Work is to
Demonstrate

EXCELLENT/VERY
GOOD
SATISFACTORY
NEEDS WORK
UNSATISFACTORY
What:
Students will
explore their
personal social
as it relates to
leadership.
Students will have

leadership.
Students will have

social context(s) in
several ways that
their leadership.
Students will have

described their
personal social
context(s) in a limited
way that makes
leadership.
Students will have

described their
personal social
context(s) in a way
that includes few, if
any, connections to
their leadership.
So What:
Students will
demonstrate an
understanding of
the implications
their social
has on others in
leadership.
Students will have

critically analyzed several
which their social
interactions, and
complex ways.
Students will have

and values affect others
perceptions,
interactions, and
choices.
Students will have

provided a limited
ways in which their
perceptions,
interactions, and
choices.
Students will have

provided no analysis
of the possible ways
in which their social
affect others
perceptions,
interactions, and
choices.

ideas about the
Students have
included no reference
to ideas about the

ideas about the

some references to
ideas about the
Leadership Module
Now What:
personal ways in
which their social
has an impact on
their leadership
38
their leadership.
their leadership.
Students will have

included several
examples of how an
Students will have

included some
examples of how an
perceptions,
interactions and choices
can guide future
decision making.

several references to real
world situations involving
leadership.

some references to real
world situations
origins/sources of
relates to their
leadership.
Students will have
included limited
examples of how an
perceptions,
interactions and
choices can guide
origins/sources of
relates to their
leadership.
Students will have
included no examples
of how an increasing
awareness of the
possible ways in
social context and
perceptions,
interactions and
choices can guide
inappropriate.
Students have
included no
references to real
world situations
*Social context includes factors such as race, gender, religion, socio-economic status, sexual orientation, faith, age, physical/mental
ability, and other characteristics by which society defines, describes or categorizes people.

The Outcomes Your
Work is to
Demonstrate

EXCELLENT/VERY
GOOD
SATISFACTORY
NEEDS WORK
UNSATISFACTORY
Leadership Module
39
What:
Students will
identify course
and/or outcomes
related to their
service-learning
experience as it
pertains to
leadership.

several connections
between course concepts,
theories and/or outcomes
and your service-learning
to leadership.

some connections
between course
concepts, theories
and/or outcomes and
experience as it
Students have
identified limited
connections between
course concepts,
theories and/or
outcomes and their
service-learning
experience as it
Students have not

between course
concepts, theories,
outcomes and their
service-learning
experience as it
or the connections
they made are
inappropriate.
So What:
Students will
describe the
relevance of
leadership in their
service-learning
experience as it
relates to the
course.

may be relevant to or has

ways in which
leadership may be
relevant to or has

ways in which
leadership may be
their learning.
Students have
of the ways in which
service learning may
be relevant to or
informed their learning
or the examples they
have provided are
inappropriate.
Now What:
connections
between leadership

have made between
service-learning
future learning.

some description of
have made between
service-learning
future learning.

have made between
service-learning
future learning.
Students have
included no
description of how the
insights they have
made between
service-learning
experience thus far
can inform or guide
their future learning.
Leadership Module
40

The Outcome Your
Work is to
Demonstrate

EXCELLENT/VERY
GOOD
Students will use

appropriate
conventions to
effectively
communicate
meaning.

student uses is well suited
to the assignment and the
meaning well without the
distraction of grammar,
syntax and spelling errors.
SATISFACTORY
NEEDS WORK
UNSATISFACTORY

student uses is suited to
the assignment and the
meaning with few
distractions from
grammar, syntax and
spelling errors.

student uses is
assignment and the
meaning somewhat
well with some
distraction from
grammar, syntax and
spelling errors.

student uses is not
suited to the
assignment and the
audience, and
conveys limited
meaning and/or
evidences notable
distraction from
grammar, syntax and
spelling errors.
Leadership Module
41
Assignment
This multimedia activity is geared to help you reflect on issues arising in your service learning
experience. Please read the scenario and ensure that your digital video reflects all of the pieces
required for this activity.
Scenario
The service learning site has requested your help in a new marketing campaign for the
organization. They are looking for ways to recruit more college students as volunteers for the
organization.
1)
2)
3)
4)
So for your part in this campaign, they want you to develop a three to five minute video. This
video will interweave your social context* (i.e. gender, race, religion, etc.), your leadership
development, and what you have learned. Below is a list of specific areas that must be addressed
in your video:
Connections you have made at the service learning site and your own leadership
Explore how your personal social context influences your leadership and those around you
Real world applications between social context* and leadership
Reference how this all ties into your future vocational goals
people.
Guidelines
For this assignment you are given creative license. The video can be a recording of you
speaking, cartoon animation, or any other format you see fit to illustrate the content they have
requested. Keep in mind that this video is geared towards college students, and they want to hear
about how your experience thus far has been transformative. Make sure to make this a focal
point in your video but also ensure to interweave the other facets of the assignment.
Review Mid-Service Reflection Rubric: Multimedia for assignment expectations
Leadership Module
42

The Outcomes Your
Work is to
Demonstrate

EXCELLENT/VERY
GOOD
SATISFACTORY
NEEDS WORK
UNSATISFACTORY
What:
Students will
explore their
personal social
as it relates to
leadership.
Students will have

leadership.
Students will have

described their
personal social
context(s) in several
ways that makes
leadership.
Students will have

limited way that makes
leadership.
Students will have

described their
personal social
context(s) in a way that
includes few, if any,
leadership.
So What:
Students will
demonstrate an
understanding of
the implications
their social
has on others in
leadership.
Students will have

critically analyzed
ways in which their social
interactions, and
complex ways.
Students will have

and values affect
others perceptions,
interactions, and
choices.
Students will have

provided a limited
ways in which their
perceptions,
interactions, and
choices.
Students will have

which their social
affect others
perceptions,
interactions, and
choices.

ideas about the

about the

ideas about the

some references to
ideas about the
origins/sources of
Leadership Module
Now What:
personal ways in
which their social
has an impact on
their leadership
43
their leadership.
relates to their
leadership.
their leadership.
Students will have

included several
examples of how an
Students will have

included some
examples of how an
perceptions,
interactions and
choices can guide
Students will have

included limited
examples of how an


some references to

origins/sources of
relates to their
leadership.
Students will have
of how an increasing
awareness of the
context and values
affect others
perceptions,
interactions and
choices can guide
inappropriate.
world situations
*Social context includes factors such as race, gender, religion, socio-economic status, sexual orientation, faith, age, physical/mental
ability, and other characteristics by which society defines, describes or categorizes people.

The Outcomes Your
Work is to
Demonstrate

EXCELLENT/VERY
GOOD
SATISFACTORY
NEEDS WORK
UNSATISFACTORY
Leadership Module
44
What:
Students will
identify course
and/or outcomes
related to their
service-learning
experience as it
pertains to
leadership.

several connections
between course
concepts, theories and/or
outcomes and your
service-learning
to leadership.
Students have
identified some
connections between
course concepts,
theories and/or
outcomes and their
service-learning
experience as it

limited connections
between course
concepts, theories
and/or outcomes and
to leadership.
Students have not

between course
concepts, theories,
outcomes and their
service-learning
experience as it
or the connections they
made are
inappropriate.
So What:
Students will
describe the
relevance of
leadership in their
service-learning
experience as it
relates to the
course.

may be relevant to or
has informed their
learning.

ways in which
leadership may be
relevant to or has

ways in which
leadership may be
their learning.

no examples of the
learning may be
their learning or the
examples they have
provided are
inappropriate.
Now What:
connections
between leadership

have made between
service-learning
future learning.

some description of
have made between
service-learning
future learning.

have made between
service-learning
future learning.

made between
service-learning
future learning.
Leadership Module
45

The Outcome Your
Work is to
Demonstrate

EXCELLENT/VERY
GOOD
Students will use

appropriate
conventions to
effectively
communicate
meaning.

student uses is well
without the distraction of
grammar, syntax and
spelling errors.
SATISFACTORY
NEEDS WORK
UNSATISFACTORY

student uses is suited
the audience, and
conveys meaning with
few distractions from
grammar, syntax and
spelling errors.

student uses is
assignment and the
meaning somewhat well
with some distraction
from grammar, syntax

student uses is not
suited to the
assignment and the
limited meaning and/or
evidences notable
distraction from
grammar, syntax and
spelling errors.
Leadership Module
46
Module Overview
Post-service reflection provides an opportunity for you to pull together your service learning
progression in a meaningful way. A focused consideration of the path youve traveled and your
evolution during your service learning experience can lead you to interesting insights and can
deepen your understanding and appreciation of the learning and development you acquired
during your service learning experience.
In addition to providing closure to your service learning experience, post-service reflection can
also help you consider the ways in which your service learning experience might guide your
choices, behavior and learning going forward. Service learning can serve as a source of
inspiration and guidance in your personal and professional endeavors. Post-service reflection
can help focus your attention on potential sources for this inspiration in your service learning
experiences.
Learning Outcomes
During this reflection exercise, you will:
Explore internal and external factors related to leadership development.
connected.
Identify how social context(s) (i.e. race, gender, religion, etc.)* impact leadership actions in real
world situations.
Identify course concepts, ideas, and/or outcomes related to their service learning experience as it
Describe the relevance of leadership in their service learning experience.
Create connections between leadership that is influenced by social context(s) (i.e. race, gender,
religion, etc.)* and the service learning experience in relation to their personal and professional
goals.
Use appropriate conventions to effectively communicate meaning.
people.
Activities
Leadership Module
47

Leadership looks different for everyone. Some people define it by what someone does, others
define it by personality qualities or characteristics. With this in mind, consider your own
definition of leadership and how it developed during your time at your service site. What does it
looks like to engage in leadership?
Assignment
After reflecting on how you have come to understand and define leadership, develop a succinct
and clearly stated definition. As you are formulating your definition, consider the following
questions:
How did you serve as a leader at your service learning site?
What could you have done differently to engage in leadership at your service learning site?
What information or ideas from course content influence your definition of leadership?
What factors (consider social context*) impact your own leadership style?
In what ways did you witness others leading during your service learning experience?
What makes someone a good leader?
What does effective leadership look like?
How does leadership look in relation to your vocational goals?
people.
Post your personally created definition of leadership with a paragraph (6-10 sentences)
explaining your process of reflection and thought that went into developing the definition.
After all classmates have posted, you are to comment on at least two posts by peers by Saturday.
Through these exchanges, see how other students have come to understand and define
leadership. Unearth commonalities and differences between student posts, so that you can learn
from each other.
Guidelines
Review Post-Service Reflection Rubric: Discussion for assignment expectations.
Leadership Module
48
Post-Service Reflection Rubric

The Outcomes
Your Work is to
Demonstrate
What:
Students will explore
factors related to
leadership
development.
So What:
Students will
recognize ways in
which social
and leadership are
connected.

EXCELLENT/VERY
GOOD
You have described
the social context(s)
of yourself and
others in a complex
way that includes
many characteristics.
SATISFACTORY
NEEDS WORK
UNSATISFACTORY
You have
described the
social context(s) of
yourself and
others in a way
that includes
several
characteristics.
You have described

the social
context(s) of
yourself and others
in a limited way
that includes few
characteristics.
You have described

of yourself and
others in a way that
reference to
characteristics.
You have critically

analyzed several of
which social
context(s) and
personal values
affect leadership
actions and
development.
You have analyzed

some of the
possible ways in
which social
context(s) and
personal values
affect leadership
actions and
development.
You have provided

a limited analysis
of the possible
ways in which
social context(s)
and personal
values affect
leadership actions
and development.
You have provided

no analysis of the
possible ways in
which social
context(s) and
personal values
affect leadership
actions and
development.
You have Included

You have included
You have Included
Leadership Module
Now What:
(i.e. race, gender,
leadership actions in
49
ideas about the

origins/sources of
social identity.
some references
to ideas about the
origins/sources of
social identity
limited references
to ideas about the
origins/sources of
social identity
You have Included

several examples of
and personal values
impacts leadership
actions in real world
situations.
You have included

some examples of
how social
context(s) and
personal values
impacts leadership
actions in real
world situations.
You have included

limited examples of
how social
context(s) and
personal values
impacts leadership
actions in real
world situations.
You have included no

reference to ideas
about the
origins/sources of
social identity.
examples of how
personal values
impacts leadership
situations.
people.

The Outcomes
Your Work is to
Demonstrate
What:
course concepts,
ideas, and/or
outcomes related to
experience as it

EXCELLENT/VERY
GOOD
You have identified
several connections
between course
concepts, ideas,
and/or outcomes and
your service learning
experience as it
pertains to
SATISFACTORY
NEEDS WORK
UNSATISFACTORY
You have identified

some connections
between course
concepts, ideas,
and/or outcomes
and your service
learning
experience as it
You have Identified

limited connections
between course
concepts, ideas,
and/or outcomes
and your service
learning
experience as it
You have not

identified
connections between
course concepts,
ideas, and/or
outcomes and your
service learning
experience as it
Leadership Module
50
leadership.
So What:
the relevance of
leadership in their
service-learning
experience.
Now What:
connections between
leadership that is
influenced by social
context(s) and the
service-learning
experience in relation
to their personal and
professional goals.
You have included

several examples of
the ways in which
leadership may be
relevant to or has
informed your
learning in your
service learning
experience.
You have included a
of how the insights
you have made thus
far can inform or
guide your future
leadership
development as it
relates to your goals.
pertains to
leadership.
You have included
some examples of
the ways in which
leadership may be
relevant to or has
informed your
learning in your
service learning
experience.
You have Included
some description
of how the insights
you have made
thus far can inform
or guide your
future leadership
development as it
relates to your
goals.
pertains to
leadership.
You have Included
limited examples of
the ways in which
leadership may be
relevant to or has
informed your
learning in your
service learning
experience.
You have included
a limited
description of how
the insights you
have made thus far
can inform or guide
your future
leadership
development as it
relates to your
goals.
pertains to
leadership.
examples of the
ways in which
leadership may be
relevant to or has
informed your
learning in your
service learning
experience.
description of how
the insights you
have made thus far
can inform or guide
your future
leadership
development as it

The Outcome
Your Work is to
Demonstrate
Students will use
appropriate

EXCELLENT/VERY
GOOD
SATISFACTORY
NEEDS WORK
UNSATISFACTORY
The writing style

you use is suited
The writing style

you use is

Leadership Module
conventions to
effectively
communicate
meaning.
the assignment and

the audience, and
conveys meaning
well without the
distraction of
grammar, syntax and
spelling errors.
51
to the assignment
and the audience,
and conveys
meaning with few
distractions from
grammar, syntax
and spelling
errors.
somewhat suited to
the assignment
and the audience,
and conveys
meaning somewhat
well with some
distraction from
grammar, syntax
the assignment and

the audience, and
conveys limited
meaning and/or
evidences notable
distraction from
grammar, syntax
Leadership Module
52
Assignment
This essay is geared to help you reflect on issues as you bring to a close your service learning
experience. Include in your essay the following two parts:
Part 1
Explicitly describe, using terminology from the course, the ways in which your service learning
experience supported or troubled the ideas, course concepts, and/or outcomes you explored in
this course. Describe the insights you have drawn from the connections you have made. List
questions you still have or that have been piqued by your service learning experience.
Part 2
In what ways did you serve as a leader in your service learning experience? What kind of
leadership approaches or styles did you use in your service learning experience? How did your
social context(s) and your personal values influence the way you led? How do you anticipate
your social context(s) and values impacting your leadership experiences moving forward? What
about for people who have different social context(s) and values than you? Consider future
learning experiences, vocational aspirations, and community involvement. How will you apply
your understanding of social context(s) and their impact on leadership development to your
future personal and professional experiences?
Guidelines
See the Post-service Reflection Essay Grading Rubric for assignment expectations.
Submit your work in the Post-service Reflection Essay Dropbox Folder by the date specified in
the syllabus.
Tools
You may use any word processing program for this assignment that creates a file that is
accessible by the instructor. The Microsoft Word format is likely the most universal and is
highly recommended.
Special Considerations
It is important that you support your contention(s) with observations, examples, and/or
references to relevant course resources or readings. If you support your contention(s) with
information from an online resource, consider including a link to that resource in your posting.
Be sure to proofread and edit your essay before submitting it.
Leadership Module
53

Essay Assignment
The Outcomes
Your Work is to
Demonstrate
What:
factors related to
leadership
development.
So What:
and leadership are
connected.

EXCELLENT/VERY
GOOD
You have described
of yourself and
others in a complex
way that includes
many
characteristics.
SATISFACTORY
NEEDS WORK
You have described

the social
context(s) of
yourself and others
in a way that
includes several
characteristics.
You have described

of yourself and
others in a limited
way that includes
few characteristics.
You have critically

analyzed several of
which social
context(s) and
personal values
affect leadership
actions and
development.
You have analyzed

some of the
possible ways in
which social
context(s) and
personal values
affect leadership
actions and
development.
You have provided a

limited analysis of
which social
context(s) and
personal values
affect leadership
actions and
development.
UNSATISFACTOR
Y
You have described
the social
context(s) of
yourself and others
in a way that
reference to
characteristics.
You have provided
no analysis of the
possible ways in
which social
context(s) and
personal values
affect leadership
actions and
development.
You have Included

several references
to ideas about the
You have included

some references to
You have Included

You have included
Leadership Module
Now What:
(i.e. race, gender,
54
origins/sources of
social identity.
ideas about the

origins/sources of
social identity
ideas about the

origins/sources of
social identity
You have Included

several examples of
how social
context(s) and
personal values
impacts leadership
situations.
You have included

some examples of
how social
context(s) and
personal values
impacts leadership
actions in real
world situations.
You have included

limited examples of
how social
context(s) and
personal values
impacts leadership
situations.
no reference to
ideas about the
origins/sources of
social identity.
You have included
no examples of how
social context(s)
and personal
values impacts
leadership actions
in real world
situations.
people.

The Outcomes
Your Work is to
Demonstrate
What:
course concepts, ideas,
and/or outcomes
related to their servicelearning experience as
it pertains to
leadership.

EXCELLENT/VERY
GOOD
You have identified
several connections
between course
concepts, ideas,
and/or outcomes
and your service
learning experience
as it pertains to
leadership.
SATISFACTORY
NEEDS WORK
You have identified

some connections
between course
concepts, ideas,
and/or outcomes
and your service
learning
experience as it
pertains to
You have Identified

limited connections
between course
concepts, ideas,
and/or outcomes
and your service
learning experience
as it pertains to
leadership.
UNSATISFACTOR
Y
You have not
identified
connections
between course
concepts, ideas,
and/or outcomes
and your service
learning experience
as it pertains to
Leadership Module
So What:
the relevance of
leadership in their
service-learning
experience.
Now What:
connections between
leadership that is
context(s) and the
service-learning
professional goals.
55
You have included

several examples of
the ways in which
leadership may be
relevant to or has
informed your
learning in your
service learning
experience.
You have included a
of how the insights
you have made thus
far can inform or
guide your future
leadership
development as it
relates to your
goals.
leadership.
You have included
some examples of
the ways in which
leadership may be
relevant to or has
informed your
learning in your
service learning
experience.
You have Included
some description
of how the insights
you have made
thus far can inform
or guide your
future leadership
development as it
relates to your
goals.
You have Included

limited examples of
the ways in which
leadership may be
relevant to or has
informed your
learning in your
service learning
experience.
You have included a
limited description
of how the insights
you have made thus
far can inform or
guide your future
leadership
development as it
relates to your
goals.
leadership.
You have included
no examples of the
ways in which
leadership may be
relevant to or has
informed your
learning in your
service learning
experience.
You have included
no description of
how the insights
you have made
thus far can inform
or guide your future
leadership
development as it
relates to your
goals.

The Outcome
Your Work is to
Demonstrate
Students will use
appropriate
conventions to

EXCELLENT/VERY
GOOD
The writing style
you use is well
suited to the
SATISFACTORY
NEEDS WORK
The writing style

you use is suited
to the assignment
The writing style

you use is
somewhat suited to
UNSATISFACTOR
Y
The writing style
you use is not
suited to the
Leadership Module
effectively
communicate meaning.
assignment and the

audience, and
conveys meaning
well without the
distraction of
grammar, syntax
56
and the audience,
and conveys
meaning with few
distractions from
grammar, syntax
the assignment and

the audience, and
conveys meaning
somewhat well with
some distraction
from grammar,
syntax and spelling
errors.
assignment and the

audience, and
conveys limited
meaning and/or
evidences notable
distraction from
grammar, syntax
Leadership Module
57
Assignments
This blog assignment is geared to help you creatively reflect on your understanding of service
learning and leadership as they are related to one another. Consider the following two parts
before beginning your blog post:
Part 1
Music can be a powerful tool to bring meaning to our everyday experiences. The ability for
lyrics and instrumental sounds to be interpreted in different ways creates opportunities for us to
make meaning of music in whatever ways we like. In thinking about how you have come to
understanding service learning and leadership, select a song (with or without lyrics) that best
illustrates your new understanding.
Part 2
Once you have selected your song, you are to post a link to the audio or video for your selected
song and then write a description and reflection that explains why you have selected your song.
In selecting a song and in writing your blog post, consider the following guiding questions:
What kind of melody, beat, or words best describe the ways in which you see service learning
and leadership being connect?
Is there a peak or climax in which service learning and leadership were most deeply connected
for you during your experience this semester? Are you able to find a song that illustrates that
peak?
If you select a song with words, what phrases or lyrics stand out to you and why? What meaning
do they carry?
If you select a song without words, what sounds or melodies stand out to you and why? What
meaning do they carry?
How does this song represent how you will continue to consider leadership and service learning
in your future experiences?
How does the song represent social context, if at all?
How does the song illustrate concepts you have learned in the classroom?
Guidelines
See the Post-service Reflection Blog Grading Rubric for assignment expectations.
Submit your work in the Post-service Reflection Blog section of the course website.
Leadership Module
58

Blog Assignment
The Outcomes
Your Work is to
Demonstrate
What:
factors related to
leadership
development.
So What:
Students will
recognize ways in
which social
and leadership are
connected.

EXCELLENT/VERY
GOOD
You have described
of yourself and
others in a complex
way that includes
many
characteristics.
SATISFACTORY
NEEDS WORK
UNSATISFACTORY
You have
described the
social context(s) of
yourself and
others in a way
that includes
several
characteristics.
You have described

the social
context(s) of
yourself and others
in a limited way
that includes few
characteristics.
You have described

of yourself and others
in a way that includes
few, if any, reference
to characteristics.
You have critically

analyzed several of
which social
context(s) and
personal values
affect leadership
actions and
development.
You have analyzed

some of the
possible ways in
which social
context(s) and
personal values
affect leadership
actions and
development.
You have provided

a limited analysis
of the possible
ways in which
social context(s)
and personal
values affect
leadership actions
and development.
You have provided no

analysis of the
possible ways in
which social
context(s) and
personal values affect
leadership actions
and development.
You have Included

You have included
You have Included
Leadership Module
ideas about the
origins/sources of
social identity.
Now What:
(i.e. race, gender,
You have Included

several examples of
how social
context(s) and
personal values
impacts leadership
situations.
59
some references
to ideas about the
origins/sources of
social identity
You have included
some examples of
how social
context(s) and
personal values
impacts leadership
actions in real
world situations.
limited references
to ideas about the
origins/sources of
social identity
You have included
limited examples
of how social
context(s) and
personal values
impacts leadership
actions in real
world situations.
reference to ideas
about the
origins/sources of
social identity.
examples of how
personal values
impacts leadership
situations.
people.

The Outcomes
Your Work is to
Demonstrate
What:
course concepts,
ideas, and/or
outcomes related to
experience as it
pertains to
leadership.

EXCELLENT/VERY
GOOD
You have identified
several connections
between course
concepts, ideas,
and/or outcomes
and your service
learning experience
as it pertains to
leadership.
SATISFACTORY
NEEDS WORK
UNSATISFACTORY
You have identified

some connections
between course
concepts, ideas,
and/or outcomes
and your service
learning
experience as it
pertains to
You have Identified

limited connections
between course
concepts, ideas,
and/or outcomes
and your service
learning
experience as it
pertains to
You have not

between course
concepts, ideas,
and/or outcomes and
your service learning
experience as it
Leadership Module
60
So What:
the relevance of
leadership in their
service-learning
experience.
You have included

several examples of
the ways in which
leadership may be
relevant to or has
informed your
learning in your
service learning
experience.
leadership.
You have included
some examples of
the ways in which
leadership may be
relevant to or has
informed your
learning in your
service learning
experience.
Now What:
connections between
leadership that is
context(s) and the
service-learning
professional goals.
You have included a

of how the insights
you have made thus
far can inform or
guide your future
leadership
development as it
relates to your
goals.
You have Included

some description
of how the insights
you have made
thus far can inform
or guide your
future leadership
development as it
relates to your
goals.
leadership.
You have Included
limited examples
of the ways in
which leadership
may be relevant to
or has informed
your learning in
your service
learning
experience.
You have included
a limited
description of how
the insights you
have made thus far
can inform or guide
your future
leadership
development as it
relates to your
goals.

in which leadership
may be relevant to or
has informed your
learning in your
service learning
experience.
description of how the
insights you have
made thus far can
inform or guide your
future leadership
development as it

The Outcome
Your Work is to
Demonstrate
Students will use
appropriate

EXCELLENT/VERY
GOOD
SATISFACTORY
NEEDS WORK
UNSATISFACTORY
The writing style

you use is suited
The writing style

you use is

Leadership Module
conventions to
effectively
communicate
meaning.
the assignment and

the audience, and
conveys meaning
well without the
distraction of
grammar, syntax
61
to the assignment
and the audience,
and conveys
meaning with few
distractions from
grammar, syntax
and spelling
errors.
somewhat suited
to the assignment
and the audience,
and conveys
meaning
somewhat well
with some
distraction from
grammar, syntax
the assignment and

the audience, and
conveys limited
meaning and/or
evidences notable
distraction from
grammar, syntax and
spelling errors.
Leadership Module
62
Assignments
This multimedia activity is geared to help you reflect on learning that occurred in your service
learning experience. Please read the prompt and ensure that your Powtoon video reflects all of
the pieces required for this activity.
Part 1
To begin this multimedia reflection assignment, spend some time thinking about and formulating
answers to the following questions.
What were some of the challenges you faced in your service learning experience as they relate to
your leadership development?
What ideas or concepts from the course relate to what you have learned about leadership?
How did your social context(s) and your personal values influence the way you served as a
leader in your service learning experience?
What experiences did you have with your service learning project that helped you develop your
leadership skills?
What have you learned about leadership through your service learning experience?
How do you anticipate your social context(s) and values impacting your leadership experiences
moving forward?
How will you apply what you have learned from you experience to your future leadership
experiences (think about vocational aspirations and community involvement)?
Part 2
For this assignment, you are to utilize the free, online tool, Powtoon, to create an animated video
presentation that illustrates your understanding of leadership as influenced by your service
learning experience. You will create a 5-minute animated video that addresses the reflection
questions provided in Part 1. This video will interweave your social context* (i.e. gender, race,
religion, etc.), your leadership development, and what you have learned.
people.
Guidelines
For this assignment you are given creative license. The video should include, some aspect of
cartoon animation, text, and photos/clip art. It is strongly encouraged that you use voice-over
recording. You can use any other creative elements you would like to.
Review the resources below to learn how to create a Powtoon account and video.
Review Post-Service Reflection Rubric: Multimedia for assignment expectations.
Suggested Resources
Powtoon Website: https://www.powtoon.com/
Leadership Module
63
To create a free account: https://www.powtoon.com/account/signup/

Tutorials for creating a video: https://www.powtoon.com/tutorials/

The Outcomes
Your Work is to
Demonstrate
What:
factors related to
leadership
development.
So What:
Students will
recognize ways in
which social
The Assessment of those Outcomes Evidenced in You

EXCELLENT/VERY
GOOD
You have described
of yourself and
others in a complex
way that includes
many
characteristics.
You have critically
analyzed several of
which social
SATISFACTORY
NEEDS WORK
UNSA
You have described

the social
context(s) of
yourself and others
in a way that
includes several
characteristics.
You have
described the
social context(s)
of yourself and
others in a limited
way that includes
few
characteristics.
You ha
the so
yours
a way
few, if
to cha
You have analyzed

some of the
possible ways in
which social
You have provided

a limited analysis
of the possible
ways in which
You ha
analys
possib
social
Leadership Module
gender, religion,
etc.)* and leadership
are connected.
64
context(s) and
personal values
affect leadership
actions and
development.
You have Included
several references
to ideas about the
origins/sources of
social identity.
Now What:
(i.e. race, gender,
You have Included

several examples of
how social
context(s) and
personal values
impacts leadership
situations.
context(s) and
personal values
affect leadership
actions and
development.
You have included
some references to
ideas about the
origins/sources of
social identity
You have included
some examples of
how social
context(s) and
personal values
impacts leadership
actions in real
world situations.
social context(s)
and personal
values affect
leadership actions
and development.
You have Included
limited references
to ideas about the
origins/sources of
social identity
You have included
limited examples
of how social
context(s) and
personal values
impacts
leadership actions
in real world
situations.
perso
leade
develo
You ha
refere
about
origin
social
You ha
exam
social
perso
impac
action
situat
*Social context includes factors such as race, gender, religion, socio-economic status, sexual o
age, physical/mental ability, and other characteristics by which society defines, describes or ca
people.

The Outcomes
Your Work is to
Demonstrate
The Assessment of those Outcomes Evidenced in You
What:
course concepts,
ideas, and/or
outcomes related to
experience as it
pertains to
leadership.
EXCELLENT/VERY
GOOD
You have identified
several connections
between course
concepts, ideas,
and/or outcomes
and your service
learning experience
as it pertains to
leadership.
So What:
Students will
describe the
You have included

several examples of
the ways in which
SATISFACTORY
NEEDS WORK
UNSA
You have identified

some connections
between course
concepts, ideas,
and/or outcomes
and your service
learning experience
as it pertains to
leadership.
You have
Identified limited
connections
between course
concepts, ideas,
and/or outcomes
and your service
learning
experience as it
pertains to
leadership.
You have Included
limited examples
of the ways in
You ha
conne
course
ideas,
outco
servic
exper
pertai
You have included

some examples of
the ways in which
You ha
exam
in whi
Leadership Module
65
relevance of
leadership in their
service-learning
experience.
leadership may be
relevant to or has
informed your
learning in your
service learning
experience.
leadership may be
relevant to or has
informed your
learning in your
service learning
experience.
Now What:
connections between
leadership that is
context(s) and the
service-learning
professional goals.
You have included a

of how the insights
you have made thus
far can inform or
guide your future
leadership
development as it
relates to your
goals.
You have Included

some description of
how the insights
you have made
thus far can inform
or guide your future
leadership
development as it
relates to your
goals.
which leadership
may be relevant
to or has informed
your learning in
your service
learning
experience.
You have included
a limited
description of how
the insights you
have made thus
far can inform or
guide your future
leadership
development as it
relates to your
goals.
may b
has in
learni
servic
exper
You ha
descri
insigh
made
inform
future
develo
relate

The Outcome
Your Work is to
Demonstrate
The Assessment of that Outcome Evidenced in Your

EXCELLENT/VERY
GOOD
Students will use

appropriate
conventions to
effectively
communicate
meaning.

the assignment and
the audience, and
conveys meaning
well without the
distraction of
grammar, syntax
SATISFACTORY
NEEDS WORK
UNSA
The writing style

you use is suited to
the assignment and
the audience, and
conveys meaning
with few
distractions from
grammar, syntax
The writing style

you use is
somewhat suited
to the assignment
and the audience,
and conveys
meaning
somewhat well
with some
distraction from
grammar, syntax
and spelling
errors.
The w
use is
the as
the au
conve
mean
eviden
distra
gramm
spellin
Leadership Module
66
Reflective and Integrative Narrative

Andrea De Leon, Katherine Knight, Hiram Ramirez
Loyola University Chicago
Leadership Module
67
Reflective and Integrative Narrative
When designing any sort of curriculum, it is important to consider all of the working
pieces that will influence the final product. Beginning with a consideration of learning outcomes
was useful in moving forward with the development of the assessment rubrics and reflection
activities. Furthermore, it is necessary to consider the participants and their context as it relates
to the learning that could happen with the use of a curriculum. By understanding context, it is
possible to craft a program that applies to all participants, rather than to a select group. During
this process of incorporating context, we struggled to collaborate with all the stakeholders for
this project. But we were ultimately able to overcome these challenges and continue the
development of the module. In order to build a developmentally appropriate curriculum that
focused on fostering leadership development, our group utilized an integrated and backward
approach that allowed us to create a feasible program for undergraduate students at Marquette
University.
The leadership module was intentionally crafted to incorporate Finks (2003) Integrated
Course Design and infuse a developmental progression into each level of the module. The
Integrated Course Design was interwoven into the module through the purposeful connections
between the learning outcomes, activities, and rubric. The synergy between these three
components were facilitated through the use of backward design (Fink, 2003). Our group
discussed what the ultimate goals of the leadership module would be for students, and from that
dialogue a list of learning outcomes were developed. With this starting point, the outcomes were
assigned to pre-, mid-, and post-service levels. These learning outcomes outlined how students
would begin the process of engaging the topic of leadership and slowly evolve their
understanding of this concept. After the learning outcomes were created for each level, they
Leadership Module
68
were used to fashion activities that complemented these learning outcomes. The activities were
also shaped in such a way to allow students to develop conceptual frameworks around
leadership. As Bransford, Brown, and Cocking (1999) mention, learning to see patterns and
developing conceptual frameworks allow students to use the concepts in new situations and learn
similar information more quickly in the future. Once the activities were developed, the rubrics
were modified to accommodate the learning outcomes and activities. Each level of the
leadership module kept the same learning outcomes on the rubrics for consistency, but varied the
activities to allow for creativity on the part of the students when they attempted to reflect on their
learning. Through this process we attempted to be intentional, but there were many challenges
along our path.
One of those challenges for our group was the co-creation of the curriculum module with
our colleagues at Marquette. Before the course began, many of the conversations and structure
for the module were predetermined. So these restrictions stifled some of the creativity that could
have taken place during the inception of this module. Another challenge was the one day inperson trip to Marquette. This trip was useful but the one interaction with Kim and Shaun was
not enough for us to absorb the myriad facets of this project. Additionally, the infrequent
communication with Marquette after our visit made it difficult to clarify any questions or
confusion about the project. The last challenge was ensuring that our learning outcomes,
activities, and rubrics were integrated. But through continuously revisiting each of the
components and ensuring they aligned, we were able to create an integrated leadership module.
Once this was accomplished we attempted to make sure that this leadership module was unique
and fulfilled the various needs of Marquette University students.
Leadership Module
69
With the desire of developing an innovative and unique leadership module, we decided to
interweave leadership and social context. Too often, leadership theory is taught without a careful
consideration of the context and factors that influence ones ability to lead. In designing the
leadership module and its activities our group decided to focus on social context as it relates to
leadership experiences and development. Social context encompasses social identities, such as
race, ethnicity, socioeconomic status, religion, gender, sex, sexual orientation, ability, and age,
among others. In an effort to help students understand the connection of social context and
leadership at their service learning site, our group intentionally asked guiding reflection
questions in our pre-, mid-, and post-service activities. While not all students are
developmentally ready to discuss the complexities of social context, our group saw value in at
least having students begin to reflect on the ways in which their unique contexts impact their
learning and development. It was important for us to create activities that would be wellreceived by all students.
In the same way that we sought to challenge students to think about context, we
challenged ourselves to discuss the ways in which context related to the development of our
leadership module. We knew that in order to develop an effective and appropriate curriculum
plan, we would need to consider our audience. Knowing that the students who would be
participating in our activities come from very different disciplines, we thoughtfully created
activities that would be applicable for students in the arts and humanities, but also for students in
STEM fields and social sciences. We ensured that all perspectives and voices were considered
when the leadership module was crafted.
The leadership module developed by our team, is a contemporary take on leadership,
where social context is at the core. We seamlessly incorporated creative takes on how to
Leadership Module
70
integrate leadership in a multitude of disciplines, and also ensured that students were
accomplishing substantive learning outcomes. Though we attempted to produce a strong
module, there were definitely challenging times but we pulled together to complete the product.
Challenges aside, it was refreshing to see the amount of time and energy spent on all three levels
(Marquette, Patrick Green, Loyola students) on creating a detailed, integrated reflection module
to aid in a students service learning experience. Hopefully the students at Marquette are able to
use this leadership module, and explore who they are as they navigate their leadership style.
References
Leadership Module
71
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.) (1999). How People Learn: Brain,
Mind, Experience, and School. Washington, DC: National Academy Press.
Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to
developing college courses. San Francisco: Jossey-Bass.

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Leadership Module

Overview of the Leadership Module

De Leon A., Knight K., Ramirez H. 2015

De Leon A., Knight K., Ramirez H. 2015

De Leon A., Knight K., Ramirez H. 2015

De Leon A., Knight K., Ramirez H. 2015

De Leon A., Knight K., Ramirez H. 2015

There are many leadership programs available today, from

De Leon A., Knight K., Ramirez H. 2015

Pre-Service Reflection Rubric

The Assessment of those Outcomes Evidenced in Your Work

De Leon A., Knight K., Ramirez H. 2015

Students include some

Students include limited

Domain Being Assessed = Connection to Course Content

The Assessment of those Outcomes Evidenced in Your Work

Students identify limited

Students do not identify

Students identify some

De Leon A., Knight K., Ramirez H. 2015

to prepare for the

Students include some

Students include limited

Students include some

Domain Being Assessed = Communication

The Assessment of that Outcome Evidenced in Your Work

The writing style

The writing style you

The writing style you

The writing style you

De Leon A., Knight K., Ramirez H. 2015

you use is well

use is somewhat suited

De Leon A., Knight K., Ramirez H. 2015

use is not suited to the

De Leon A., Knight K., Ramirez H. 2015

Pre-Service Reflection Rubric

The Assessment of those Outcomes Evidenced in Your Work

De Leon A., Knight K., Ramirez H. 2015

Students include several

Domain Being Assessed = Connection to Course Content

The Assessment of those Outcomes Evidenced in Your Work

Students identify some

De Leon A., Knight K., Ramirez H. 2015

Students include several

Students include some

Students include some

Domain Being Assessed = Communication

The Assessment of that Outcome Evidenced in Your Work

The writing style you

The writing style you

The writing style

The writing style

De Leon A., Knight K., Ramirez H. 2015

audience, and conveys

De Leon A., Knight K., Ramirez H. 2015

assignment and the

De Leon A., Knight K., Ramirez H. 2015

Pre-Service Reflection Rubric

The Assessment of those Outcomes Evidenced in Your Work

Students fully engage

De Leon A., Knight K., Ramirez H. 2015

Domain Being Assessed = Connection to Course Content

The Assessment of those Outcomes Evidenced in Your Work