Beruflich Dokumente
Kultur Dokumente
Course Proposal
Hope E. Howard
Seattle University
COURSE PROPOSAL 2
Table of Contents
Introduction......................................................................................................................................3
Course Synopsis...............................................................................................................................3
Needs Analysis Plan........................................................................................................................9
Goals and Objectives.....................................................................................................................10
Alignment Plan..............................................................................................................................12
Course Calendar.............................................................................................................................18
Course Visual.................................................................................................................................21
References......................................................................................................................................22
COURSE PROPOSAL 3
Introduction
This course proposal for Community Leadership has been created to provide a detailed
overview of this quarter-long course centered on a social justice philosophy of leadership that
aims to increase students multicultural competence and identity as a leader. The components of
this proposal include: a course synopsis and context, needs analysis plan, goals and objectives,
Course Synopsis
The designer for this course is Hope Howard. As a Masters of Arts candidate in the
Student Development Administration program at Seattle University, she has conducted research
on the SU campus regarding student leadership identity development and training. Her
background in student affairs and advising student leaders, especially her current role advising a
student organization called the Health and Wellness Crew at Seattle University, provide her with
the institutional context and knowledge to understand the key components needed in a student
leadership course.
Date
This course will be offered during spring quarter 2017, starting on March 30, 2017.
Course Title
Target Audience
The target audience for this course is Freshmen, Sophomore and Junior students who will
be serving in positional leadership roles at Seattle University in the following academic year. As
COURSE PROPOSAL 4
adult learners, these students will enroll in this course to prepare for their role as leaders of their
peers in multiple capacities (i.e. Resident Advisors, Ignatian Leaders, or members of the Health
and Wellness Crew). This course will be for those students who will be continuing in their same
role, those who are shifting leadership roles, and those who are beginning in their first leadership
role on campus.
Institution/College/Department/Program
Student Development in collaboration with the Center for Community Engagement (CCE). A
full-time staff member from the Division of Student Development, preferably with expertise in
leadership, would ideally facilitate this course in collaboration with the various departments who
host student leadership roles within the Division. As vital as curriculum is the selection of staff
implement this curriculum. The facilitator must have a high degree of awareness, knowledge,
and skills in multicultural competence (Pope, Reynolds, & Mueller, 2004), value social justice,
engaging content in a classroom setting. A Graduate Assistant from the Student Development
Administration program will serve as the Teaching Assistant for the course. A CCE staff member
would either co-teach the course or serve as the coordinator of the service-learning component.
The collaboration with the Center for Community Engagement allows for the seamless
The purpose of this course is ultimately to provide students with the awareness,
knowledge, and skills (Pope et al., 2004) to set them up for success in their roles as student
leaders. This course would serve the many departments within the Division of Student
COURSE PROPOSAL 5
Development by preparing students to lead their peers and my connecting student leaders across
campus, providing a community of leaders from which they can draw expertise and collaborate.
Leadership trainings that implement long-term, continued opportunities for students to develop
their identity and skills relevant to their role have been shown to be more effective than pre-
service training alone (Jaeger & Caison, 2006; Twale & Muse, 1996) and are supported by
student development theorists such as Pope et al. (2004), Schlossberg (1995), and Yosso (2005).
Training curriculum that includes the development of soft-skills such as emotional intelligence
and relational skills in addition to content-based material is more effective in preparation for the
students positional leadership role and their development of a leader identity (Jaeger & Caison,
2006). Integrating service-learning into leadership courses has been shown to be an effective
Kirkpatrick, & Lim, 2014). The course, therefore, will involve introspection on their individual
leadership skills such as adaptability, time management, and conflict resolution. The learning in
this course will be applicable to students lives beyond college in that it would impact their
identity development as well as their leadership development, preparing them to make a positive
Course Description
This course is intended for student leaders who want to challenge themselves to build
leadership skills and consider how they will lead a diverse group of their peers. The course
content will include elements of student development theory as it relates to identity and
leadership, will aim to help students develop a sense of self as a leader, and will provide an
opportunity for students to build skills in community development and empathic response.
COURSE PROPOSAL 6
Delivery methods will include lecture, small group discussions, role play, community service,
and group presentation. There are no prerequisites required, but students interested in this course
should have been selected or elected into positional leadership roles for the following academic
year. This course will serve as a continued educational and training opportunity to compliment
the divisional iLead two-day training in April as well as departmental trainings the students will
This course will be offered on Thursday evenings over the course of a 10-week quarter,
meeting on campus at 5 occasions throughout the quarter (weeks 1,2,4,6, and 9) at the Seattle
University campus. The sessions will be held from 7-8:30pm each week of Spring Quarter.
During the weeks in which students are not attending class (weeks 3,5,7, and 8) they will be
spending the equivalent amount of time (at minimum 1.5 hours) at an assigned service learning
site in the Seattle community. The final session (week 10) will include student presentations on a
final project. Students will be able to audit or waive the credits for the course should they not
have room in their schedule for credits yet still want to take the class.
Resources
To support the success of this course, the resources needed are as follows:
resources, and relationships) that will influence the course design for this proposed Community
Leadership course.
Organizational Type
Seattle University (SU) is a private, Jesuit four-year university located in the urban
environment of Seattle, Washington. The institution is known for its progressive approach to
Jesuit education. Because SU is private, it has more freedom with curriculum and course
regulations or limitations. However, its ties to the Jesuit church mean that the curriculum must
align with the mission of the school and the vision of the church. Seattle University values social
justice and in its mission declares dedication to educating the whole person, to professional
formation, and to empowering leaders for a just and humane world (Seattle University, 2016).
Given this context, the course will need to employ elements of social justice, such as
multicultural competence and the centering of marginalized identities, into the curriculum. The
course will not only give students leadership skills, but help them connect ways they can utilize
skills to create change in their communities and utilize their power and influence as student
Resources
Resources at SU, particularly funding and staffing are not particularly in large supply at
the moment. With many shifts in leadership and changes in staffing, this poses a concern for the
sustainability of such a course. It is partially for this reason that it is proposed to have a
Graduate Assistant within the Student Development Administration (or other College of
Education masters programs) to serve as the instructor of the course. Graduate Assistants help
the course operate at a lower cost compared to paying a faculty or staff member to teach the
COURSE PROPOSAL 8
course. Additionally, by partnering with existing community service programs such as Center
for Community Engagement (CCE), which already offer service learning courses, we are not
Relationships
Given the fact that this course aims to discuss Community Leadership, collaboration with
on- and off-campus partners will be required. It will be necessary to maintain open lines of
communication with those who supervise student leaders, a large population of whom are staff
within the Division of Student Development, in order to avoid parallel planning of training
curriculum. Relationships with the CEE are needed to get students involved in service learning
opportunities that will allow them a meaningful application of the leadership skills. Additionally,
relationships with the community sites at which students would volunteer will need to be
fostered.
These relationships already exist in some fashion, but this course aims to deepen the
connection of student leaders who serve in different departments across campus as well as
fostering their sense of belonging in the campus- and Seattle-wide community. The opportunity
to further these relationships with on- and off-campus partners and to push the social justice
aspects of SUs mission forward are exciting reasons for the approval of this course.
The following is a Needs Analysis Plan for the Community Leadership course proposed.
This plan will assist in the process of situating the course design properly within the institutional
context of Seattle University and to address the gaps in offerings and student learning around
leadership. Four variables that are critical to this needs analysis are presented in the following
chart, along with the rational for selecting each variable, data needed, and potential data sources.
COURSE PROPOSAL 9
The following table outlines course goals and objectives for the Community Leadership
Finks taxonomy of significant learning describes the ways in which learning can be
significant for learners, including six major categories: foundational knowledge, application,
integration, human dimension, caring, and learning how to learn (Fink, 2013). Fink argues that
in order for learning to occur, there must be some change for the learner (Fink, 2013). The
information (Fink, 2013). The application category moves learning toward critical thinking and
skill-building (Fink, 2013). The integration category is about connecting ideas, learning
experiences, and different realms of life (Fink, 2013). The human dimension involves learning
about ones self as well as others (Fink, 2013). The caring category is when students develop
interests and values (Fink, 2013). The learning how to learn category refers to students
This courses goals will relate to each of the six categories. Goal A of the course relates
knowledge of identity development theory. Students are asked to apply that knowledge to create
goals for service-learning experience in which they will be required to work effectively toward
change at their service-learning site. Students will then work to make connections between their
experiences in class, at service-learning site, and in their life. Goal B of the course relates to the
caring dimension in that it asks students to identify their personal values and how they connect to
their feelings and thoughts regarding various leadership styles. The focus on developing
COURSE PROPOSAL 12
students leadership skills will lend itself well to the opportunity for self-directed learning and
Instruction will be sequenced so that the students are first given the basic content
theory, and leadership styles. Next, students will be asked to analyze that information and make
connections to their lives and their roles at service-learning. Then, they will be asked to use a
combination of knowledge and experience to identify their own personal leadership style and
how they, as a leader, will make decisions that prioritize moving toward an equitable, inclusive
society.
Alignment Plan
The following is an alignment plan, which will show the relationships between the course
learning activities.
Learning (UDL) in mind to increase accessibility for various learning styles and engagements
(CAST, 2011). The three principles of UDL are: multiple means of representation, multiple
means of expression, and multiple means of engagement (CAST, 2011). This course
information in lecture format, showing videos, and requiring hands-on service-learning. This
allows learners to learn through varied modalities including vision, hearing, and touch. This
course employs the second principle of UDL, multiple means of expression, by allowing
students to demonstrate their learning in both written reflections and in-class role-play that
COURSE PROPOSAL 13
involves employing their leadership style to make an ethical decision about a scenario. This
course incorporates the third principle of UDL, multiple means of engagement, by offering
several different activities to excite and motivate learners. Students will engage in
experiential learning at their service site, in-class activities that allow them to hear multiple
perspectives on leadership styles, and written reflections to help them connect their learnings.
Goal One: Upon completion of this course, learners will be able to explain how their identities
impact their worldview and their work with people different from themselves.
s skills in that fall under Pope SMART goals working in the of SMART goals professiona
ship and et al. (2004) community as to their service- leadership,
ork. awareness, representatives of learning engagemen
omotor knowledge, and Seattle experience service-lear
n] skills for University (creating 3 on a weekly
multicultural Activity: Draw a SMART goals for basis. This
competence. leader where their service- also be sen
Students will write students break learning) written form
two goals for each of into small groups Service learning the instruct
the three categories and draw a including documenta
(awareness, leader, including weekly checkins SMART go
knowledge, skills). important with their site evaluated o
Criteria: Goals must characteristics of supervisor SMART cr
follow SMART goals a leader
guidelines. Lecture on
SMART goals
COURSE PROPOSAL 15
Goal Two: Upon completion of this course, learners will be able to create a personal leadership
Course Calendar
The following calendar outlines the major course content and assignments planned for the
Community Leadership course in accordance to the academic calendar for Spring Quarter 2017.
Course Visual
The following is the course visual for the Community Leadership course. This course
visual primarily uses symbols and non-word elements to communicate the courses organization
to visual learners and prospective students. It highlights the courses organization around the
COURSE PROPOSAL 20
building of awareness, knowledge, and skills for multicultural competence that is necessary for a
social justice-oriented leader who makes positive change in their community (Pope et al., 2004).
References
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Fink, L. D. (2013). Creating significant learning experiences (2nd ed.). San Francisco, CA:
Jossey-Bass.
Foli, K. J., Braswell, M., Kirkpatrick, J., & Lim, E. (2014). Development of Leadership
Jaeger, A. J., & Caison, A. L. (2006). Rethinking criteria for training and selection: An inquiry
Komives, S. R., Owen, J. E., Longerbeam, S. D., Mainella, F. C., & Osteen, L. (2005).
Pope, R.L., Reynolds, A.L., Mueller, J.A. (2004). Multicultural competence in student affairs.
Schlossberg, N. K., Waters, E. B., & Goodman, J. (1995). Counseling adults in transition (2nd
https://www.seattleu.edu/about/mission/
Twale, D. J., & Muse, V. (1996). Resident assistant training programs at liberal arts colleges: Pre-
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community