Three Credit Hours

Prof. M.L. Neuhaus, J.D. Other supervising faculty include:
Lead Professor Dr. Ruth Wagoner, Bellarmine University
Loras College Box 161 Dr. Dan Herron, Miami University
Dubuque, IA 52004-0178 Prof. Jack Pinnix, Chicago State
(563) 588-7521 (office) Prof. Thomas Collins, University of Iowa School of Law
(563) 581.0615 cell Ms. Sheri Towney, Illinois Community School District
MaryLynn.Neuhaus@Loras.edu  Prof. Shital Thakkar, University of Illinois
Prof. Brad Reich, University of St. Thomas

Prerequisites: Prof. James Jarrard, University of Dubuque
Public Speaking & Group Communication or equivalent.
All students are interviewed and selected to take this course by invitation only.
Frequency of Course Offering:
Each summer and spring.

Course description:
A study of the theory behind and practical skills needed for effective participation and leadership in a variety of small groups. Listening skills, leadership skills, dealing with conflict, evaluating the strengths and weaknesses of groups and individuals, and self-evaluation that applies communication theory to actual practice are all emphasized. A 45 hour teaching field experience is required. (see Loras College bulletin)

The graduate level credits require an addition 45 hours of field experience in teaching and an additional paper.
This is an experiential learning course.

Most students registered for this course will be serving as a Team Leader for Lead America in at least two ten day session. Graduate students must teach in three sessions—30 days total—to receive graduate credit.

Course Objectives Apply:
A. To apply understanding of group communication theory.
B. To hone listening, conflict resolution & assessment skills.
C. To gain practical experience in leadership and teaching.
D. To effectively work in teams.

Values and Ethics:
Ethical considerations are especially important in a course where leadership skills are taught and practiced. Ethical concerns are addressed in lectures in June..

Anyone who develops the skills must be responsible to use those skills in an ethical and honest manner. This includes learning everything possible about all sides of a topic, not just those facets that support your own position. Ethical speaking requires working to understand the audience and respectfully adapting the message to their needs, interests and level of knowledge. This includes sensitivity to language and stylistic choices, as well as to the message itself. In addition, as a teaching assistant, you are responsible for being aware that your actions can have consequences in the lives of your students and in the lives of people they touch. An ethical person thinks through such possible consequences in advance, and structures the message accordingly. Courtesy is strongly advocated; courtesy to your audience as well as courtesy to others.

This course provides the student with an opportunity to experience a shared event, while not having necessarily shared the same backgrounds, frames of reference, or lifestyles. Since students must listen and often evaluate the views of others, they are exposed to a cross-section of societal concerns.
Plagiarism:
When using ideas and words that are not your own, written or spoken, you will give credit to your source(s). Failure to do so is considered plagiarism, or theft, and will be met with severe consequences. The least consequence is a 0 on the assignment. It is possible to fail the class if the plagiarism is severe, or to be suspended or face expulsion. The complete policy on Academic Dishonesty is found in the Loras College Student Rights and Responsibilities Governing Student Behavior.

Methods and Materials:
A. Lectures. during Week One.
B. Simulation instruction
C. Class discussions.
D. Role playing.
E. Peer critiques.
F. Leadership activities and skill building.

Class Requirements:
A. Completion of reading assignments and simulation exercise prior to discussions.
B. Attendance at nightly team leader meetings.
C. Satisfactory submission of writing assignments..
D. Participation in discussions.
E. Evaluate presentations of group before their final simulation..
F. Effectively teach a leadership skill.
G. Active participation in team projects.

Methods of Evaluation:
Subjective evaluation of each student by the supervising professor or Head Teaching Asst (HTL) from observations, student evaluations & completion of written assignments.

Required Text:
Your manual with your simulation will be supplied to you during your week training session at Georgetown University. Additional readings are also included in your course packet.

TEAMS: Every student is assigned to a team of 15-18 high school students for which that Team Leader (you) will be responsible for over a ten day period. You will be with these students most days from 7 am until 10 pm. Please attach the course schedule for your group to this syllabus for a daily breakdown. The course will begin with lectures over the course of a week, then you will be flown to your home campus where you will prepare to meet your HS students for a ten day session of lectures and active learning which culminates in a simulation on the 9th day where you will have the opportunity to evaluate your student teams. Please attach the syllabus of your interest group to this syllabus. The HS students will all be receiving one-two hours of academic credit. Your students were required to have a minimum of a 3.0 GPA and have been involved in leadership activities in their school to be admitted to this course. Academic credit is awarded through Loras College.

ASSIGNMENTS:
Leadership Training: Students will attend lectures on the campus of Georgetown University beginning the evening of June 7 under the direction of Prof. Jack Pinnix. The lectures over the following four days of eight hours each day will cover leadership, effective communication, policy instruction, and working as a team member and team leader. Another two hours a day will be dedicated to reading the course material for your academic unit, e.g., Law, Medicine, CSI, Business, Congressional Forum, International Diplomacy, etc. Your supervising professor from your individual program will meet with you daily to discuss your understanding of the course material.

Leadership Skills Activities: All students will participate in team building exercises that emphasize critical thinking, effective communication and team problem solving over the course of four days. This will be active learning. The theme-Learn, Do, Teach will be your mantra. You will design a leadership exercise that can be used by your team. You will be referred to as a Team Leader with your team consisting of HS students. Write up the skill building exercise with objectives, process and outcomes and then present it to another Team Leader to use in his or her group and compare results. Turn the exercise in to your supervising professor electronically for review.

Lesson Plan: Your supervising professor will conduct a lecture, then adjourn to small groups where the TL will conduct a class. Prepare a lesson plan for one of your teaching sessions. Discuss before and after with your professor who will observe your classroom activity.

Simulation Analysis: Write a brief report on how effective your simulation was or was not and make recommendations on how to improve the learning. Submit electronically to MaryLynn.Neuhaus@Loras.edu with a copy to your supervising professor or administrator.

Evaluation: Conduct evaluations of your course performance and evaluate each student on the form provided. Have a peer evaluate your performance and submit electronically to your professor.

Graduate Credit; In addition to the above course work, graduate students are expected to provide leadership to the undergraduate TLs , instruct them on how to prepare a lesson plan and serve as a TL or Site Staff/Office Administrator, attend three sessions or a minimum of 30 days which is equivalent to 300 field experience hours over a six to seven week period. Graduate students are also required to meet every other day with the professor to evaluate progress. Graduate students must additionally submit the Communication Analysis.

Graduate students must have at least 90 hours earned toward a BA (senior status) or a BA conferred or equivalent to register for graduate credit.

Reflective Paper—Graduate students are required to write a paper reflecting on their experience in teaching leadership, academic content, interacting with other members of this class who are also function as TLs. Answer what the most important contribution that you made as a Team Leader, as Team Member and as a student. Submit electronically to Prof. Neuhaus.

COMMUNICATION ANALYSIS—Graduate students must choose leadership experiences (or lack of) arising from the simulation, administration, or classroom experience this semester to analyze. Write the report using the form below. Use examples to illustrate effective or ineffective communication and/or leadership. Target one main area to analyze, but other situations that are similar can also be used in writing the paper which will be 10 pages minimum, doubled spaced, 12 point font, Times Roman.

TO: Prof. M. L. Neuhaus & Supervising Professor (name here)
FROM:
RE:
DATE:

INTRODUCTION
Identify the purpose of the report.
Preview the organization.
In an Executive Summary, summarize the conclusions and recommendations.

FINDINGS
Describe the situation.
Discuss advantages and disadvantages. (Include diagrams or photos)
Establish criteria to evaluate the alternatives.
Support the findings with evidence. (use examples, facts, survey data, etc.)
Cite two or more sources in discussing theory of topic.

CONCLUSTIONS/RECOMMENDATIONS
Draw reasonable conclusions from your findings and observations.
Make recommendations, if necessary, for the future.

TENTATIVE COURSE SCHEDULE
*Subject to change to accommodate needs of class. Lectures will be eight hours each day
for the first four days. See detailed scheduled handed out on June 7.

June 7, 2005 Introduction of course materials through lecture
Georgetown University campus, Washington, DC Prof. Pinnix

June 8 Leadership lectures Mr. Chris Salamone, J.D.
June 9 Leadership building exercises Prof. Pinnix
June 10 Read course simulations for each interest group
and discuss with professor
June 11 Exercises on listening, skill building, teaching, etc. Prof. Pinnix
June 12 Course content of interest groups discussed.
June 1-14 Travel days to other university campuses
June 15 Day off
June 16-27 Conference teaching sessions Supervising professor
June 28-30 Free time—no classes

July 1-10 Second session
July 14-24 Third session
July 24-26 Free time no class
July 27 -Aug 7 Session four
August 15 All papers must be received by Prof. Neuhaus by this date to receive credit.