General Course Information

Instructor: Grad. Asst.: Peer Mentor:	Dr. Mark Allen Poisel Ms. Emilia D’Anjolell Ms. Sahiba Ahmed	Term:	Fall 2021
Office:	LEAD Scholars Academy Suite Ferrell Commons, 168B	Class Meeting Day:	Monday
Phone:	Dr. Poisel’s number: 407-823-6957 Ms. D’Anjolell’s number: 407-823-0719 Ms. Sahiba’s number: 407-765-2661	Class Hours:	1:30 pm – 3:15 pm
E-Mail:	mark.poisel@ucf.edu emilia.D’anjolell@ucf.edu sahibaahmed@knights.ucf.edu	Class Location:	FCB 168D
Website for Appointment scheduling:	Please schedule appointments with Dr. Poisel by visiting http://meet-with-dr-poisel.appointlet.com	Office Hours:	T – F 8:00 – 5:00 or by appointment
Prerequisites:	LEAD Scholars Academy student	Credit Hours:	Two (2)

I. University Course Catalog Description 

Introduction study of the foundation of leadership including leadership theories and related principles and practices. Prerequisite: Must be a LEAD Scholar or have a current declaration of an undergraduate certificate or minor in Leadership Studies.

 

II. Course Overview 

This course is the first level of studying and learning about leadership. Students will gain a basic understanding of leadership theories, principles, and effective practices. The components and qualities of effective and exceptional leadership such as communication, group behavior, problem solving and decision making, conflict management, ethics and values will be explored. 

III. Course Objectives 

By the end of this course through self- reflection, class discussions, service projects, and graded assessments, students will be able to: 
•    Understand leadership philosophies or styles as they relate to individual development; 
•    Define the Social Change Model of Leadership with a focus on individual values; 
•    Define and understand contemporary leadership theories and practices;
•    Describe the relationship of service in regard to leadership;
•    Define personal values and establish group values; and
•    Discuss ethical impacts of personal and group decisions as they relate to leadership 

IV. Required Texts and Materials 

Komives, S. R., Lucas, N. & McMahon, T. R. (2013). Exploring leadership for college students who want to make a difference (3rd ed.). John Wiley & Sons, Inc.  https://ebookcentral.proquest.com/lib/ucf/detail.action?docID=1192821

Komives, S. R., Wagner, W. (2017). Leadership for a better world: Understanding the social change model of leadership (2nd ed.). Jossey-Bass.
https://ebookcentral.proquest.com/lib/ucf/detail.action?docID=4717384

This book can also be loaned to you through LEAD Scholars but must be returned.

 

 V. Grading Policies and Expectations

1. All papers must be typed. 12-point Times New Roman font, with 1-inch margins on all four sides of paper, in APA format. Additional guidelines will be given in class. 
2. There will be graded assignments. If you miss class, it is best to contact a class member to see if an assignment has been given. You are responsible for obtaining and knowing the assignments given in class and turning them in on time. All assignments must be turned in by the given date and time. 
3. Late Work Policy: There are no make-ups for writing assignments, presentations, or projects; however, exceptions may be granted by the instructor in extreme circumstances. You will lose points equivalent to one letter grade if your assignment is late and one letter grade per business day for assignments turned in any time after the next class period.
4. If a submitted assignment does not meet requirements, it will be graded accordingly. If you have any questions regarding an assignment, contact me ASAP.
5. Rewrite Policy: Rewrites may be granted by the instructor on an individual basis.
6. Class assignments and topics are subject to change as needed. Students will be given adequate notice of altered due dates.
7. Grades of "Incomplete": The current university policy concerning incomplete grades will be followed in this course. Incomplete grades are given only in situations where unexpected emergencies prevent a student from completing the course and the remaining work can be completed the next semester. Your instructor is the final authority on whether you qualify for an incomplete. Incomplete work must be finished by the end of the subsequent semester or the “I” will automatically be recorded as an “F” on your transcript.
8. Group Work Policy: Everyone must take part in a group project. Once formed, groups cannot be altered or switched, except for reasons of significant extenuating circumstances.
9. Grades are non-negotiable.

VI. Grade Dissemination 

You can check your assignment scores at any time by accessing your grades in Webcourses. Please note that scores and grades are unofficial until posted to MyUCF at the end of the term. If you need help accessing your grades, please contact your professor.

VII. Basis for Final Grade 

 

Assignments

Graded Assignment	Point Value
Leadership Research Paper:   - Leadership Topic and Rationale (25 pts) - Annotated Bibliography (50 pts) - Final Paper (125 pts)	200 points
Reflections and Presentations: - Social Change Journal    - Pecha Kucha Presentation (Personal Best Leadership)	50 points 150 points
Quizzes and Exams: -  Academic Activity – Syllabus Quiz - Quizzes - Mid-term - Final	5 points 40 points 100 points 100 points
Other: - Participation (see policy)      - Personality Assessments    - One on One with Peer Mentor         - Verification of Semester Service Hours (min. 15 hours)	130 points 25 points 50 points 150 points
Total Points	1000 points

Grades of A-F will be assigned during each semester in LEAD Scholars Program courses. Grades will be based upon such activities as tests, papers, class participation, and assignments. Each faculty member is responsible for determining the respective percentages of course grade weighted for each activity. Therefore, while you may find assignments similar across sections of this course, individual faculty members determine their grading policies for their courses. Final grades (based on an approximate 10% scale of points, as indicated below) for the course will result in one of the following unless you withdraw from the course:

A         930-1000 A-        900-929

B+       870-899 B         830-869 B-        800-829

C+       770-799 C         730-769 C-        700-729

D+       670-699 D         630-669 D-        600-629

F          0-599

 

VIII. Course Policies Related to Technology and Media

 We will use various learning methods to achieve the course objectives including:

• Selected readings
• Multi-media (Ted talks, videos, etc.)
• Leadership assessment inventories
• Case studies and articles
• Class discussions and experiential learning
• Additional readings or other assignments

UCF Webcourses: Assignments, supplemental materials, announcements, rubrics, course grades, and all the information you need to be successful in LDR 2001 reside in UCF Webcourses. Logging in, you will need your NID and NID password. 

IX. Course Policies: Student Expectations

Attendance and Participation: Class contributions are based on your active, quality participation in the class. Students will be evaluated on their contribution to class discussions. Each student is expected to attend class on time and stay for the full class. Lateness or early departure from class severely decreases your participation grade. Attendance is not equal to class participation. In order to receive a good grade for class participation, you must actively and regularly contribute to class discussions and activities. You are allowed excused absences (but you are still responsible for any assignments and material on all days you miss class). Absences after your first excused absence may impact your final grade. Only documented medical and family emergencies and other extenuating circumstances are considered in evaluating attendance. Students who put in effort will be successful in this class.   

Face to Face Instruction Guidelines: All classes of LDR 2001 will meet Face to Face. However, if transition to remote instruction is required, the class will follow UCF policy move to remote live instruction via Zoom as directed in the policy. You will continue to meet for LDR 2001 during your assigned class days/times via the Zoom link in Webcourses. Should this happen, Dr. Poisel will provide more information.

Remote Instruction Guidelines (if necessary): Because of possible remote instruction requirements due to the COVID-19 pandemic, this course would use Zoom for all synchronous (“real time”) class meetings. Meeting dates and times will be scheduled through Webcourses and should appear on your calendar. Please take the time to familiarize yourself with Zoom by visiting the UCF Zoom Guides at https://cdl.ucf.edu/support/Webcoursess/zoom/. You may choose to use Zoom on your computer, laptop, or mobile device (phone or tablet).

Things to Know About Zoom:

You must sign into my Zoom session using your UCF NID and password.

• The Zoom sessions are recorded.
• Improper classroom behavior is not tolerated within Zoom sessions and may result in a referral to the Office of Student Conduct.
• You can contact Webcourses@UCF Support if you have any technical issues accessing Zoom.

Zoom Participation and Expectations (if necessary): While meeting remotely, it is expected that you would attend class each class via Zoom, be prepared to participate in class discussions by completing the assigned reading(s) and/or assignments for the meeting day. Students should be dressed in attire that you would wear to a face-to-face class and ready to learn by sitting at a table or desk. Students will have a webcam (turned on), mic, and adequate internet bandwidth. Eliminate distractions by turning off the television, music, separating yourself from others during class: students who visibly seem distracted will receive reduction of participation points for that day. Because not everyone has access to the same type of technology and/or may face technology issues throughout the semester, communicate with me at least an hour before class so we can discuss options for class participation via Zoom.

 Professionalism Policy: Per university policy and classroom etiquette; mobile phones, etc. must be silenced during all classroom lectures. Those not heeding this rule will be asked to leave the classroom immediately so as to not disrupt the learning environment. Please arrive on time for all class meetings. Students who habitually disturb the class by talking, arriving late, etc., and have been warned may suffer a reduction in their final class grade. Be respectful of others in the class- both their opinions and comments. Approach each class with a positive attitude and an eagerness to learn.  

In-class Recording: Students may, without prior notice, record video or audio of a class lecture for a class in which the student is enrolled for their own personal educational use. A class lecture is defined as a formal or methodical oral presentation as part of a university course intended to present information or teach enrolled students about a particular subject. Recording class activities other than class lectures, including but not limited to lab sessions, student presentations (whether individually or part of a group), class discussion (except when incidental to and incorporated within a class lecture), clinical presentations such as patient history, academic exercises involving student participation, test or examination administrations, field trips, private conversations between students in the class or between a student and the faculty member, and invited guest speakers is prohibited. Recordings may not be used as a substitute for class participation and class attendance and may not be published or shared without the written consent of the faculty member. Failure to adhere to these requirements may constitute a violation of the University’s Student Code of Conduct as described in the Golden Rule.

Course Accessibility Statement: The University of Central Florida is committed to providing access and inclusion for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need specific access in this course, such as accommodations, should contact the professor as soon as possible to discuss various access options. Students should also connect with Student Accessibility Services (Ferrell Commons, 7F, Room 185, sas@ucf.edu, phone (407) 823-2371). Through Student Accessibility Services, a Course Accessibility Letter may be created and sent to professors, which informs faculty of potential access and accommodations that might be reasonable.

 Academic Conduct Policy: Academic dishonesty in any form will not be tolerated. If you are uncertain as to what constitutes academic dishonesty, please consult The Golden Rule, the University of Central Florida's Student Handbook (http://www.goldenrule.sdes.ucf.edu/) for further details. As in all University courses, The Golden Rule Rules of Conduct will be applied. Violations of these rules will result in a record of the infraction being placed in your file and receiving a zero on the work in question AT A MINIMUM. At the instructor’s discretion, you may also receive a failing grade for the course. Confirmation of such incidents can also result in expulsion from the University.

Deployed Active Duty Military Students: If you are a deployed active duty military student and feel that you may need a special accommodation due to that unique status, please contact your instructor to discuss your circumstances.

University Writing Center: The University Writing Center (UWC) is a free resource for UCF undergraduates and graduates. At the UWC, a trained writing consultant will work individually with you on anything you're writing (in or out of class), at any point in the writing process from brainstorming to editing. Appointments are recommended, but not required. For more information or to make an appointment, visit the UWC website at http://uwc.cah.ucf.edu/ or call 407.823.2197.

Campus Safety Statement

Emergencies on campus are rare, but if one should arise, we will all need to work together. Everyone should be aware of the surroundings and familiar with some basic safety and security concepts.

• In case of an emergency, dial 911 for assistance.
• Every UCF classroom contains an emergency procedure guide posted on a wall near the door. Please make a note of the guide’s physical location and consider reviewing the online version at http://emergency.ucf.edu/emergency_guide.html. 
• Familiarize yourself with evacuation routes from each of your classrooms and have a plan for finding safety in case of an emergency.
• If there is a medical emergency during class, we may need to access a first aid kit or AED (Automated External Defibrillator). To learn where those items are located in this building, see http://ehs.ucf.edu/automated-external-defibrillator-aed-locations
• To stay informed about emergency situations, sign up to receive UCF text alerts by going to my.ucf.edu and logging in.  Click on “Student Self Service” located on the left side of the screen in the tool bar, scroll down to the blue “Personal Information” heading on your Student Center screen, click on “UCF Alert”, fill out the information, including your e-mail address, cell phone number, and cell phone provider, click “Apply” to save the changes, and then click “OK.”
• If you have a special need related to emergency situations, please speak with me
• Consider viewing this video (https://youtu.be/NIKYajEx4pk) about how to manage an active shooter situation on campus or elsewhere. 

 Inclusion and Safety at UCF
The University of Central Florida considers the diversity of its students, faculty, and staff to be a strength and critical to its educational mission. UCF expects every member of the university community to contribute to an inclusive and respectful culture for all in its classrooms, work environments, and at campus events. Dimensions of diversity can include sex, race, age, national origin, ethnicity, gender identity and expression, intellectual and physical ability, sexual orientation, income, faith and non-faith perspectives, socio-economic class, political ideology, education, primary language, family status, military experience, political beliefs, cognitive style, and communication style. The individual intersection of these experiences and characteristics must be valued in our community.

Title IX prohibits sex discrimination, including sexual misconduct, sexual violence, sexual harassment, and retaliation. If you or someone you know has been harassed or assaulted, you can find resources available to support the victim, including confidential resources and information concerning reporting options at www.shield.ucf.edu. If there are aspects of the design, instruction, and/or experiences within this course that result in barriers to your inclusion or accurate assessment of achievement, please notify the instructor as soon as possible and/or contact Student Accessibility Services.

For more information on diversity and inclusion, Title IX, or UCF’s complaint processes contact:

Title IX – EO/AA - http://www.eeo.ucf.edu/ & askanadvocate@ucf.edu

Diversity and Inclusion Training and Events – www.diversity.ucf.edu

Student Bias Grievances – Just Knights response team - http://jkrt.sdes.ucf.edu/

UCF Compliance and Ethics Office - http://compliance.ucf.edu

During your UCF career, you may experience challenges including struggles with academics, finances, or your personal well-being. UCF has a multitude of resources available to all students. Please visit UCFCares.com if you are seeking resources and support or if you are worried about a friend or classmate. Free services and information are included for a variety of student concerns, including but not limited to academic distress, homelessness, bias incidents, mental health concerns, and financial challenges. You can also e-mail ucfcares@ucf.edu with questions or for additional assistance. You can reach a UCF Cares staff member between 8am and 5pm by calling 407-823-5607. If you are in immediate distress, please call Counseling and Psychological Services to speak directly with a counselor 24/7 at 407-823-2811 or please call 911. 

Copyright
This course may contain copyright protected materials such as audio or video clips, images, text materials, etc. These items are being used with regard to the Fair Use doctrine in order to enhance the learning environment. Please do not copy, duplicate, download or distribute these items. The use of these materials is strictly reserved for this online classroom environment and your use only. All copyright materials are credited to the copyright holder.

Third-Party Software and FERPA
During this course you might have the opportunity to use public online services and/or software applications sometimes called third-party software such as a blog or wiki. While some of these could be required assignments, you need not make any personally identifying information on a public site. Do not post or provide any private information about yourself or your classmates. Where appropriate you may use a pseudonym or nickname. Some written assignments posted publicly may require personal reflection/comments, but the assignments will not require you to disclose any personally identity-sensitive information. If you have any concerns about this, please contact your instructor.

X. Important Dates to Remember 

The University academic calendar can be found at https://calendar.ucf.edu/2021/fall.  Course dates and assignments are tentative and can be changed at the discretion of the professor.

• Last Day to Add/Drop/Swap: Friday, August 27, 2021
• Academic Activity (Financial Aid Assignment)* due date: Friday, August 27, 2021
• Labor Day Holiday – No Class – September 6, 2021
• Day of Service – No Class – October 25, 2021
• Withdrawal Deadline: Friday, October 29, 2021
• Final Examination Week:  December 6-12, 2021

 *All faculty are required to document students’ academic activity at the beginning of each course. In order to document that you began this course, please complete the financial aid assignment (academic activity) by the end of the first week of classes and no later than August 27, 2021. Failure to do so may result in a delay in the disbursement of your financial aid.

 

XI. Course Schedule

Reading assignments are assigned the week before they are discussed in class as shown in the chart below. Assignments are due on the dates listed below either at the start of the class period or by 11:59 pm the day of class, unless otherwise stated.

See Weekly Topics and Assignments for details.

 

XII. Course Assignments

Detailed instructions and rubrics will be distributed for papers, projects, and presentations.

LEADERSHIP PAPER

Leadership Research Paper

The purpose of this paper is to give you the opportunity to identify a topic of leadership (your choice) and to explore the real-world application of that leadership topic. When considering leadership as a long-researched and continuously growing field, it is important to study its real-world applications. Leadership has relevance in all professional fields, and it is vital for you, as leaders, to understand how to recognize leadership. The leadership research paper has been broken-up into smaller assignments to avoid overwhelming you at the conclusion of the term.

Assignment objectives:

• Identify a topic of leadership and explore its real-world application
• Incorporate theories and other lessons of leadership from the course into the assignment by identifying instances of leadership
• Give students the experience of writing a college-level research paper

Format of the paper (applies to each assignment):

• APA Style (https://guides.ucf.edu/apa) is required throughout each assignment
• APA styled cover page; No abstract is required
• Double-spaced, 12 pt. font, Times New Roman
• 1 inch margins (all 4 sides)
• Headings and page numbers in APA formatting
• APA (not MLA) formatted reference sheet and in-text citations (if applicable)

A. Leadership Topic and Rationale (1 full page) (25 pts)

The first step of the assignment includes a description of the leadership topic you intend to explore and research for this assignment. You have the freedom to select any topic related to leadership for your leadership research paper. You are encouraged to consider a topic you have an interest in to make for a richer and more relevant paper. In your topic and rationale paper, please address the following:

• Why did you choose this topic?
• Give a brief background about your topic and its application to leadership.

Examples of acceptable leadership topics:

• Activism on campus

Students may consider how student activism on campuses have helped to influence change in their university community. This demonstrates a level of leadership by students and others who are involved in social change issues.

• Leadership in non-profit or service organizations

Students may consider what organizations are doing to enhance their communities to improve the lives of others. How has the organization’s leadership affected their intended audience?

• Leadership in social media

Students can discuss specific instances of leadership where social media has been used as a platform to create change. Sources can also demonstrate how social media has served as a detriment to leadership.

B. Summary of Articles (at least three sources) (50 pts)

For this assignment you will be providing an annotated bibliography (summary), explanation of its relevance to your research topic, and an official citation for your three chosen sources.  The articles should be chosen based on its application to your research topic and your description of each source should be 150-200 words including summary and relevance. This assignment should include full reference citations in APA format. Your sources should come from peer-reviewed journals, books, or reputable news periodicals and NOT JUST WEBSITES.

Your articles should include “real-world” applications of your research topic. For instance, if your topic is activism on college campuses, you can include articles which discuss current events of activism at universities. This demonstrates a level of leadership by those who are involved.

C. Final Paper (3-4 pages) (125 pts)

The final paper should be a minimum of three and a maximum of four FULL double-spaced pages (not including the title page and references). Please be sure to write the paper in full paragraph form (not bullet points or lists) and with the highest level of academic quality, observing APA format throughout. You may include SHORT excerpts of direct quotes from the articles, but it should only be used to clarify your discussion.

In your paper, you must address the following elements:

• Background about your topic and its application to leadership. This point should outline a rationale for why your topic is considered leadership;
• At least three relevant and applicable research sources relevant to your leadership topic;
• Leadership theories and concepts discussed in class which are applicable to your leadership topic;
• Agreement or disagreement about the leadership approaches mentioned in the sources.

REFLECTIONS & PRESENTATIONS

Social Change Journal (50 pts)                                                                                         

During Weeks 2 – 6 students will post an entry in the Discussion section of Webcourses after searching the internet for examples of “social change” as they understand it and write up a summary of the article which includes a link to the internet page. In addition to the summary students will reflect on these questions about the example of social change they found that week.

• What makes this social change?
• How did people make change or how do they intend to make change?
• Who is affected by the change being made? Is it the ones creating the change or others?
• Do you think the change that is being made is positive or negative?

 Pecha Kucha Presentation (150 pts)

Your Pecha Kucha Presentation will need to include the following:

• What is your Personal Best Leadership Experience – a “personal best” experience is a time when you did your very best.
• What do your true colors and Myers-Briggs assessment results say about your leadership?
• What have you learned about yourself this semester through in class and out of class experiences?
• What have you learned from your service-learning experiences this semester?
• Leadership philosophy and/or motto- what is the basis of your leadership?
• Select a children’s book that relates or describes your leadership experience thus far?

Be creative, this is your chance to tell your story. You are unique and amazing; here is your platform to showcase who you are. You will be graded on your Pecha Kucha (did you present within the time limit? Presentation timing? Did you provide the requested information?)

You will use a modified Pecha Kucha style, which is a timed PowerPoint slide presentation consisting of 15 slides timed at 20 seconds each. The links below provide you with an example of a Pecha Kucha and the steps needed to set-up the presentation settings.

Creating a Pecha Kucha

 http://www.youtube.com/watch?v=l9zxNTpNMLo   

A Pecha Kucha about a Pecha Kucha

 http://www.youtube.com/watch?v=jJ2yepIaAtE 

OTHER ASSIGNMENTS

Participation (130 pts)

Students will receive 10 points per class (excluding the mid-term and final exams) in which they actively participate in class discussions and activities. Students who have an excused absence from class will be given an alternative assignment to earn their participation points.

Personality Assessments (25 pts)

Myers Briggs Type Indicator (MBTI) is provided in the appropriate module but can also be found at https://www.16personalities.com/free-personality-test

Peer Mentor Meeting (50 pts)

Each student is required to have at least one meeting with the class peer mentor to answer any questions or provide support and encouragement during the first semester in college. The meeting should take place by November 1, 2021.

 Verification of Service Hours (150 pts)

The student will participate in fifteen (15) hours of service-learning and must submit documentation using the LEAD Service Verification Form in order to receive points toward the final grade*. Please note the due dates for each set of required hours (7 hours by Week 8 and 8 hours by Week 16). The service site supervisor must sign the form, or students must attach a separate agency verification with the supervisor's approval in lieu of a signature on the form. This verification should be scanned or uploaded as an image or as a .pdf.  *YOU WILL NEED TO UPLOAD A COPY OF YOUR FORM TO BOTH WEBCOURSES AND TO THE LEAD STUDENT PORTAL.

EXAMINATIONS/QUIZZES

Academic Activity (5 pts)

Students will complete a short online quiz in Webcourses to demonstrate their understanding of the requirements of the course as outlined in the syllabus.

Reading Quizzes (40 pts)

Students will complete two short quizzes during the semester that covers the materials in the weekly readings. The quizzes may be announced in advance or the day of the quiz; thus, reading the weekly assignments will be important for passing the quizzes.

Mid-Term Exam (100 pts)

Students will complete an online mid-term exam that covers material discussed in the first part of the course as well as the students’ service-learning experiences. A review will be held in the class one week prior to the exam. See the designated module in Webcourses for specific details.

Final Exam (100 pts)

Students will complete an online final exam that covers material discussed in the second part of the course as well as the students’ service-learning experiences. A review will be held in the class one week prior to the exam. See the designated module in Webcourses for specific details.

Here is a printable version of the syllabus if you want a copy to download.