Course Syllabus
Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Delivery
This is a multi-modal course. Much of your learning will take place online and asynchronously within Canvas. You will also have synchronous learning opportunities with the instructor and your peers during the weekly Live Sessions via Zoom.
Course Materials
- Kouzes, J. M., Posner, B. Z. (2023). The Leadership Challenge: How to Make Extraordinary Things Happen in Organizations. United Kingdom: Wiley.
- Additional required readings and videos will be posted via Canvas. See the "Resources" page in each module for the necessary materials.
Program Learning Outcomes (PLO)
- Graduates will demonstrate a firm understanding of core educational leadership theories, models, and concepts. They will be able to analyze and apply these theories to on-the-ground challenges in schools.
- Graduates will be equipped with the skills to make informed and effective decisions in complex educational settings. This involves the ability to identify problems, gather relevant information, and develop strategic solutions. Graduates should be capable of developing and implementing strategic plans that drive positive change and innovation in educational organizations.
- Students will apply principles of effective organizational management and leadership to educational institutions. This includes understanding human resources management, financial management, and organizational behavior.
- Graduates will develop research skills, enabling them to design and conduct rigorous educational research, including qualitative and quantitative design, analysis, and appraisal.
- Graduates will be grounded in ethical standards in educational leadership, demonstrating integrity, fairness, and professionalism in their interactions and decisions. The program will equip graduates with the skills to navigate diverse educational environments and promote cultural competence, understanding cultural differences, safeguarding civil rights, and equal educational opportunity for all students.
- Graduates will be able to engage in reflective practice, assessing their own leadership work and continuously seeking opportunities for growth.
Course Learning Outcomes (CLO) Alignment
| CLO | Description | PLO |
|---|---|---|
| A | Describe visionary leadership and its critical importance in organizations | 1, 2, 5 |
| B | Identify varying approaches to leadership theory and research | 1, 2, 5 |
| C | Articulate personal core values and how these determine leadership outcomes | 1, 2, 5 |
| D | Understand the Five Exemplary Practices of Leadership as defined by Kouzes and Posner and how each practice directly impacts organizational effectiveness | 1, 2, 5 |
| E | Address the significance and challenges to effective change management in organizations | 1, 2, 3, 5 |
| F | Develop deeper awareness about personal leadership beliefs, traits, and tendencies | 1, 6 |
| G | Engage with higher ed leaders about the challenges and demands of their unique roles | 1, 2, 5 |
| H | Begin phase one of the dissertation process | 4 |
Grades
Breakdown
| Activity | Description | Percentage |
|---|---|---|
| Discussion (x5) | Interaction with instructor and peers in relation to the module topic | 15% |
| Reflection (x5) | Written essay reflection encompassing the module topic | 25% |
| Final Reflection | Written essay reflection spanning the entire course | 20% |
| Live Session Attendance | 10% | |
| Dissertation Component 1 | Problem Statement Draft | 10% |
| Dissertation Component 2 | Research Questions | 10% |
| Dissertation Component 3 | Annotated Bibliography | 10% |
| Total | 100% |
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Discussions
Discussion Boards provide an open/free/safe space for low-pressure exchange of ideas, similar to an in-person classroom conversation. Students will integrate new knowledge with existing knowledge and apply that knowledge to a prompt/scenario. Students form and communicate an educated stance on the topic/case at hand. Some posts will also encourage/require analysis & synthesis and use of professional writing with supporting evidence.
Reflections
Reflection is an important part of learning through experience. By reflecting on our experiences, we acknowledge the work we've achieved and the progress we've made, as well as maximize the potential for new learning and understanding. Each week students will be presented with a new context setting that provides the framework for reflection based on the week’s topic and readings.
Dissertation Components
You will complete three dissertation components throughout this course:
-
Problem Statement Draft
- A Problem of Practice dissertation investigates a problem within a particular setting. In this case, we're focused on educational settings. For this assignment, you will write a draft of your problem statement. This draft will eventually constitute the first chapter of your dissertation.
-
Research Questions
- In this assignment, you will write three types of questions to guide your problem of practice inquiry. Keep in mind that you will likely have to refine these questions as you explore your topic.
-
Annotated Bibliography
- In this assignment, you will create an initial annotated bibliography containing 10-12 empirical studies focused on your problem questions. These studies should focus on trying to understand the problem statements, including factors that have been identified as potentially underlying your problem.
Course Policies
Communication
If you have any general questions about assignments, class logistics, due dates, etc., please post a question in the Course Help Board in the Start Here Module. You can post questions about the course to the Course Help Board throughout the semester. Your classmates may be able to answer your questions.
For any other questions, students should use their OU e-mail or Canvas to communicate with me. You can expect a response usually within 24 hours Monday-Friday. Professional communication is an expectation.
Feedback
I will do my best to enter grades and provide feedback in Canvas within a week of the assignment’s submission date.
Late Policy
Students are expected to adhere to all assignment deadlines as outlined in the course syllabus and are encouraged to proactively manage their time and workload to minimize the likelihood of missed deadlines. In the event of unforeseen circumstances that may prevent meeting a deadline, students should promptly communicate with me as soon as possible, providing a clear explanation of the situation. Early communication allows for a potential extension to be discussed and arranged.
Plagiarism
Plagiarism is the most common form of academic misconduct at OU. There is no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries.
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|