College Park Scholars Public Leadership CPSP 118P Spring 2011 Colloquium Section 0101: Tuesday, 5:00-6:15, CCC 1111 Section 0201: Wednesday 3:30-4:45 CCC 1111 Section 0301: Thursday, 5:00-6:15, CCC 1111

―Good public leaders—whether in or outside of government—in a democratic society display certain capacities and virtues, such as being able to articulate an ethical vision and facilitate broad-based citizen participation in matters of governance. Likewise, citizens are informed and able to reason critically about public matters. They are also able to deliberate with others, whose values they may not share, in order to solve common problems.‖ --Public Leadership program description

Instructor

Teaching Assistants

Stacy Kosko Associate Director, College Park Scholars Public Leadership [email protected]

(deleted to protect privacy)

Office Hours Starting February 10, 2011: Thursdays (Centreville Office), 4:00-5:00 pm or by appointment. I will often be in one of my offices during non-office hours. Please feel free to stop by; if I’m free I would be happy to meet with you. I am also happy to set up appointments in either Centreville or Van Munching or at one of the cafes on campus.

Course Description This course is intended as a follow-up to the Fall Colloquium (CPSP 118P-Fall), in which we explored our personal values and identities within our communities as well as how these personal differences interacted with our beliefs about and understanding of key public issues such a race, gender, and poverty—issues that constitute challenges to as well as opportunities for ethical and effective leadership in a multicultural society. Last fall, we also began to develop our Community-Based Learning projects. This semester we will begin to consider the evolving meaning of leadership, whether and how this concept is distinct from management, and what it means to be a ―public‖ leader (responsibilities, characteristics, etc.). A key feature of this course will be an exploration of our own leadership styles, strengths, and weaknesses. Following on this exploration, we will begin to develop a plan for how we might work to strengthen our personal leadership capacity—a Personal Leadership Development Plan. Some sessions will be ―workshops‖ for your Community-Based Learning projects. Though these projects are a separate citation requirement and not part of this course, we want to be sensitive to your schedules and hope that providing some in-class time (and advice) will give you the chance to make the projects more meaningful and ambitious. Certain assignments within your CBL projects will also be graded as part of this class, as will your final CBL Showcase. CBL participation is part of your grade. This syllabus is intentionally fluid and open to change in response to class needs and interests as well as availability of speakers whose expertise and experiences would provide valuable insights on our themes.

Course Objectives

1. Consider the evolving meanings of ―leadership‖—―public leadership‖ in particular—and develop your own unique view of the two. 2. Distinguish between ―leadership‖ and ―management‖ and the value of each. 3. Explore your own potential for leadership, critically evaluate your relevant strengths and weaknesses, and develop a ―Personal Leadership Development Plan‖ (PLDP). 4. Broaden your understanding of yourself as a leader-in-action, and deepen your effectiveness, through your Community-Based Learning projects (a separate but integrated citation requirement).

Course Materials Electronic copies or links to course readings will be posted on Blackboard no later than the weekend prior to the class in which they are due, often much sooner.

Academic Integrity All students are expected to observe and honor the provisions of the University’s Code of Academic Integrity. The Code of Academic Integrity defines academic dishonesty as ―cheating,‖ ―plagiarism,‖ ―fabrication,‖ or ―facilitating academic dishonesty.‖ Academic dishonesty is a serious offense that may result in suspension or expulsion from the University. We expect students in the Public Leadership program to meet high academic and ethical standards in all their work. Failure to adhere to the Code may result in a grade of ―F‖ or ―XF‖ for the course and a referral to the Student Judiciary.

ADA If you have special needs as addressed by the Americans with Disabilities Act and need special arrangements for this class, please contact me as soon as possible.

Class Participation A quality learning experience in this leadership course rests upon a high degree of interaction and exchange of ideas among students and faculty. All students are expected to come to class knowledgeable about current events and be prepared to participate in relevant class discussions. As a community of scholars in public leadership, you are accountable to yourselves, to one another, and to the instructor to be prepared for and to attend classes. During class, I ask that you participate by: a) b) c) d) e)

arriving on time and prepared (that is, having read the assigned material); listening actively when others are speaking; challenging your own and others’ assumptions in respectful ways through questions and dialogue; responding with relevant remarks when you feel comfortable doing so; and working in small groups when asked.

Absences It is my expectation that you attend all classes. I also understand that circumstances occasionally arise beyond your control. You may miss one class period without explanation and without harm to your grade. Any additional absences will be deducted from your participation grade unless the absence is excused (below). Excessive absences will result in failure of the course. University policy excuses absences for (serious) illness, religious observances, participation in University activities at the request of University authorities, and compelling circumstances beyond student’s control. Please let me know right away if you know you will need to miss a class for any of the reasons above.

Assignments All readings and activities are subject to change; however, you will be notified prior to any adjustments in the schedule. Please check Blackboard regularly for announcements. Reading &News Quizzes: Quizzes this semester will be on both the readings, which are minimal, and the news. You will be able to choose from several questions to answer. Please come to class prepared having done the reading and read the front page of the Post, as before. Quizzes will not be announced. Personal Leadership Development Plan: You will be asked to kick off a personal development journey that will take you through the end of your PL experience in the spring of your sophomore year. This will be due in segments throughout the semester and should go in your PLDP binder after it is graded. Community Based Learning Showcase Presentation: This spring, PL will be throwing an evening, end-of-the-year celebration of your community based learning projects and PL experience. In lieu of an in-class final presentation, you will be presenting with your group on your CBL experience to your peers as well as special guests from your project sites. We will have some time in class to work on this. Miscellaneous Homework Assignments: You will periodically have short homework assignments due either in class or via email prior to class. These count for a grade, so please put thought into them. CBL Homework Assignments: Though the project itself is a citation—not colloquium—requirement, you will have a number of assignments toward your CBL that will be graded as part of this course. Current Events: Effective public leaders must be knowledgeable about current events and issues in our community (which includes our town, state, country and beyond). This semester, you will not be required to read the news every day, though I strongly encourage you to keep up to date with current events. In addition to The Washington Post and The New York Times, BBC World is a great source of global news. The articles are very short (less than a page each). To read the Post, go to www.washingtonpost.com. The NYT is at http://www.nytimes.com/. You will need to create an account at both, but they’re free! BBC News can be found at http://news.bbc.co.uk/. The Wall Street Journal and The Financial Times are also great papers, the latter more globally-focused (and no, they’re not strictly business and finance).

Course Grading Participation* (15% CBL, 15% class part & attendance) Miscellaneous Homework Assignments CBL Team Assignments (swot-2, eval-2) Quizzes Personal Leadership Development Plan (2 parts, 13% each) CBL Showcase Presentation

30% 5% 4% 10% 26% 25%

*Note that ―participation‖ includes your satisfactory participation in your community-based learning team (I will be taking formal self- and peer-evaluations into account) as well as colloquium attendance and active engagement in class activities and discussion. ***This class is a safe zone. It welcomes and respects the viewpoints of students of all sexual orientations, genders, races, ethnicities, religions, social statuses, and abilities. ―Good‖ leaders, inside this classroom or out, must be sensitive to and able to think critically about individual differences. With that in mind, I ask that you treat each other with respect and dignity, and listen especially carefully to the voices of cultural and social minorities in this classroom. I will do the same.

Class Schedule January 25-27 – Course overview & Fall de-brief February 1-3 – CBL workshop February 8-10 – “Knowing, being, doing” in Leadership  Readings: 12 pgs o Komives et al: ix, 3-8, 18-23 (―An Introduction to Leadership‖) February 15-17 – Leadership Skills: Teamwork and Team-building – need new materials  Readings: 13 pgs o Hansen: ―Mastering the Art of Teams and Team-Building‖ Due: ―Lead Like the Great Conductors‖ homework—video & short response Optional Due: ―Are You A Team Player?‖ quiz: http://www.quintcareers.com/team_player_quiz.html February 22-24 – Leadership Skills: Understanding yourself as a Leader  Readings: 20 pgs (emphasize front-loading reading – very little later in semester) o Komives et al: 119-126, 136-145 (―Understanding Yourself‖) o HBR: ―How to Play to your Strengths‖ o The ―personality quiz‖ Identifying & Exploring Leadership Style will help you identify your leadership type and also your strengths and weaknesses. This is optional but it would help you with your personal leadership development, so consider giving it a try. Due: Keirsey Temperament Sorter (KTS) test—print out results and do 1-paragraph reflection exercise. This is posted as ―the Kiersey sorter.‖ Do this first and think about your type while reading the discussion in the Komives chapter. Then complete the reflection. Optional Due: ―personality quiz‖ Identifying & Exploring Leadership Style March 1-3 – Defining Leadership, Exploring Myths  Readings: 11 pgs o Wren: 39-43 ―What is Leadership?‖ (Hughes, Ginnet, Curphy) o Komives et al: 37-42 ―Myths About Leadership‖ o Goffee and Jones: 67 ―Why Should Anyone Be Led By YOU?‖ (Myths section) Due: PLDP Binder with Cover and Table of Contents March 8-10 – Types of Leadership, Management vs. Leadership  Readings: 13 pgs o Kotter 85-96: ―What Leaders Really Do‖ (HBR) o Mintzberg: ―Community-ship is the Answer‖ March 15-17 – CBL Workshop Due: Updated resume (should include PL and CBL) Due (Team): CBL Team SWOT Analysis – will do in class. March 22-24

** Spring Break! ** Do your PLDP interviews!

March 29-31 – “Public” Leadership, Citizen Leaders  Readings: 6 pgs o Wren: 310-317 ―The Making of a Citizen Leader‖ (Mabey) April 5-7 – Values for Leadership, Citizenship, and Civic Engagement  Readings: 14 pgs o Wren 500-508 ―Universal Human Values: Finding an Ethical Common Ground‖ (Kidder)

Komives et al 188-194 ―Leading with Integrity and Moral Purpose: Cultural Assumptions‖ (response to Kidder) Due: Personal Leadership Analysis (save in special file – will need for your citation) o

April 12-14 –TA-led discussion Due: Development Action Plan (save in special file – will need for your citation) April 19-21 –Guest Speaker – you may attend whichever section you prefer. Speakers to be confirmed, might include:  Michael (Mickey) Bergman, Founder and President of Solel Strategic Group, a consulting firm dedicated to conflict mitigation throughout the world; former artillery officer, Israeli Army.  Jason Lewis-Barry, Chief of Staff, U.S. Government Civilian Response Corps & Office of the Coordinator for Reconstruction and Stabilization (last post: Afghanistan); former Planning Officer, Office of the Coordinator for Reconstruction and Stabilization, Planning Division (last post: Democratic Republic of Congo)  Alexandra Toma, Executive Director, Connect U.S. Fund; former Director, Peace and Security Initiative; former Legislative Assistant, Representative Stephen F. Lynch (D-MA)  Erin Pelton, Deputy Spokesperson, Bureau of Near Eastern Affairs at U.S. Department of State; former US Foreign Service officer (last post: Saudi Arabia)  Miguel Estein, International Business Development specialist, North America Integration Manager (M&A) at General Electric Capital - Working Capital Solutions; former Managing Director - Working Capital Business Unit / Mexico, GE Capital Due: 2 questions for speaker (hand in to TA after class) April 26-28 – Evaluations, First-Year wrap up, Showcase prep Due: Self- and Peer-Evaluations May 3-5 – Class will not be held during regular meeting times but will instead be during Showcase times to be decided, most probably close to the dates/times below.* Tuesday May 3 – 6:00-7:30 pm: Community Based Learning Showcase, Section 0101 (Charles) Wednesday May 4 – 6:00-7:30 pm: Community Based Learning Showcase, Section 0201 (Robbie) Thursday May 5 – 6:00-7:30 pm: Community Based Learning Showcase, Section 0301 (Stephen) *If you cannot make your Showcase time, please see me immediately. Final Exam Day – Last Day to turn in extra credit assignments (class does not meet)