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Viewing: AG_ED_LD 2260W cletzerd : Team and Organizational Leadership

Last approved: Wed, 09 Nov 2016 23:01:43 GMT

Last edit: Wed, 09 Nov 2016 23:01:43 GMT

Proposal Type

Writing Intensive

Contact Information

cletzerd
David
Cletzer
cletzerd@missouri.edu
573/884-7376
Agricultural Ed and Leadership
Are you submitting this proposal on behalf of an instructor?
No
Instructor for whom you are submitting proposal:
cletzerd
David
Cletzer
cletzerd@missouri.edu
573/884-7376
Agricultural Ed and Leadership
Subject Area’s Department Chair/Director:
simonsenj
Jon
Simonsen
simonsenj@missouri.edu
573/884-7375
Agricultural Ed and Leadership

Term for Proposal

 
Spring 2017

Course Catalog Information

CAFNR
Agricultural Education and Leadership (AG_ED_LD)
Agricultural Education and Leadership
2260
3
 
30
Team and Organizational Leadership
Principles and practices in planning, developing, conducting, and evaluating leadership programs for agricultural groups. The course focuses on helping students better understand themselves and others, improving group communications; becoming effective leaders and members of groups; improving leadership and personal development skills; assessing leadership situations, determining and administering appropriate leadership strategies, and evaluating results.
Social Science
Lecture/Standard with Laboratory
A-F (allow student to choose S/U option)
 
 
 
 

Instructor Information

cletzerd
David
Cletzer
cletzerd@missouri.edu
573/884-7376
Agricultural Ed and Leadership
(numbers only)
Tenure Line Assistant Professor
122 Gentry Hall
No, instructor has never attended
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply
Graduate Student
Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

Agricultural Education and Leadership 2260, Team and Organizational Leadership, teaches students to effectively lead teams. Students receive instruction in principles and practices to facilitate planning, developing, conducting, and evaluating leadership programs for agricultural groups. The course focuses on helping students better understand themselves and others, improving group communication, becoming effective leaders and members of groups, improving leadership and personal development skills, assessing leadership situations, determining and administering appropriate leadership strategies, and evaluating results. Team and Organizational Leadership serves as an entry-level course for students of all majors who want to learn more about working with people in small groups. Many students take Team and Organizational Leadership to fulfill a social science requirement in their major. For Agricultural Education and Leadership majors, Team and Organizational Leadership is a foundational course for advanced leadership coursework.
 
Face-to-face
Self paced?

 
120
Should this course be considered for funding?
Yes
Large Enrollment Courses:
This course is comprised of twice-weekly lectures and once per week lab. The laboratory component was added three years ago as course content shifted from individualized leadership concepts toward a team and group approach. The lab allows for small group interaction and application of theory by means of the course’s two primary assignments: a service learning project, and a team leadership handbook assignment. These two assignments provide an opportunity for honing technical writing skills in an authentic and applied context. These two assignments are discussed below.

Team Service-Learning Assignment

This is a group assignment. The team service-learning assignment is designed as a mini-case study in team leadership. All students are expected to participate in a team project. Five to six students will be randomly assigned to a team. Together, the team will identify a "project" to complete that is "service-oriented" in the Columbia community. The Office of Service-Learning may assist teams in identifying and selecting potential service projects currently listed in their office. In place of existing potential service projects, teams have the option to create their own service projects based on community needs and pending approval by the instructor. The team membership will identify the project, project leader, and the means for accomplishing the tasks associated with the project. Guidelines for the team project include: (a) must be "inter-dependent," (b) must be service-oriented, (c) must be meaningful service, (d) must include a planning and organization component, and (e) must be completed on or before April 10. To begin, the team must meet/communicate to explore opportunities for service-learning projects. If desired, a group representative may schedule a meeting with personnel from the Office of Service-Learning or Office of Community Involvement to discuss potential projects.

Teams must identify a project and submit a project proposal (1 page) to the teaching assistant no later than February 24. The project proposal should be short and concise, outlining the nature of the project/task, and using the form provided by the teaching assistant. Once the proposal is approved, students may begin their service learning project. Each team will create a marketing plan to promote and summarize their service learning event using both traditional and social media (3 pages). After the service learning project is completed, each team member will develop an individual written analysis of task and "team experience" (3 pages). Additionally, each team will create and deliver an electronic poster presentation (1 page) and written report (2 pages) outlining the details and benefits of the service learning project. Additional guidelines and scoring guides will be provided throughout the semester. All team assignments will be peer reviewed prior to final submission. The course instructor grades the individual analysis paper; the TAs will grade the electronic poster and group paper as part of the lab.

Organizational Leadership Handbook

This is an individual assignment. In the leadership handbook assignment students will identify a civic or professional organization they hope to lead in the future. Students will then create a handbook to describe how they will lead their chosen organization. Students will be provided a framework for organizing the handbook using Tuckman and Jensen’s Stages of Team Formation. The handbook will help students contextualize and apply the leadership principles discussed in lecture and lab, and it will give students an authentic, practical guide of their own design to use in the future.

Students will submit the handbook in three sections (four pages per section for a total of 12 pages in the final document) at varying intervals during the semester. Each section will be reviewed by the TAs and returned so that students can revise their work before submitting the final version. The final version will graded by the instructor, who will compare the final version with original drafts submitted to ensure progress.
Teaching assistants will provide feedback on writing quality and to the extent leadership concepts are well articulated, examples are clearly articulated and relate to the theory, and strategies for appropriate implementation. Service learning experiences will vary greatly among individuals; feedback on the proposal will be informed by the service learning project criteria, not the correctness of the project. The team poster, team written paper, marketing materials, and individual analysis will be evaluated on professional communication criteria outlined in assignment scoring guides and the quality of the service project outcomes.
The instructional team will meet each week to discuss class content and student performance. Teaching assistants will be guided in their feedback and assessment by clear and detailed scoring guides for each assignment. Scoring will be normed by grading 4-5 student assignments as an instructional team and agreeing on feedback and scoring based upon the scoring guide. The course will also use QuickMarks, which standardizes comments and feedback across graders.

Writing Intensive Assignments

Pages
Service Learning Project - Social Media and Print Artifacts
Advertise Service learning project and implement effective marketing communications to increase the project's potential success
Length of assignment:
3
TA
3
Instructor
6

Service Learning Project - Presentation, Written Report, and Press Release
Students will communicate outcomes of Service learning project to classmates and potential stakeholders. Students will use professional communications to present the community impact and team leadership gained from completing the project. Students will also summarize impact and write a press release with accompanying photo for distribution to a local media outlet.
Length of assignment:
3
TA
3
Instructor
6

Service Learning Project - Individual Learning Reflection
Students will be asked to reflect on the success or failure of their team in completing the service learning project as well as the use of good team processes. The teacher will provide reflective prompts which ask the student to evaluate the team for completion of task, personal benefit, and social relations.
Length of assignment:
3
TA
3
Instructor
6

Organizational Leadership Handbook
Individual Assignment. The handbook will help students contextualize the leadership principles discussed in class and give students an authentic, practical guide for use in future leadership situations. The handbook will be organized within Tuckman and Jensen's Stages of Team Formation. 
Length of assignment:
12
TA
12
Instructor
24

Total pages for all assignments:
First drafts:
21.00
Revisions:
21.00
42.00
 

Writing Intensive Teaching

Instructor provided feedback
Oral presentation by student, followed by feedback
Peer review
 
While the majority of the course is individual writing, the team service-learning project includes groups writing on three of its accompanying assignments (e.g. marketing plan, poster presentation, and written report). These assignments will be assessed by group, with one score applied to all group members. Group members will be required to contribute to each and every assignment (rather than dividing assignments among group members to complete individually). A portion of each student's score for the course will be determined by peer evaluation by his or her group members, allowing students to 'keep honest' those who may attempt to avoid contributing.
Leadership concepts, to a large extent, are influenced by contextual factors and perceptions of leaders and followers, based upon their unique situation. The instructor embraces the notion that students will have different experiences and multiple perspectives regarding interpersonal interactions. Feedback and evaluation will be guided in large part by the quality of reflection and to the extent the student meets professional writing expectations outlined in scoring guides provided, not necessarily the "correctness" of ideas presented. The Team Leadership Handbook assignment in particularly, if done correctly, is a reflective exercise unique to students' needs and understanding of leadership theory and their own experiences.
Service Learning Project
• Written project proposal February 24
• Print social media and marketing artifacts April 3
• Team poster presentation April 17 - 28
• Team written report and press release April 26-28
• Individual reflection paper April 26-28
Team Leadership Handbook
• Introduction/Forming stage February 17
• Storming/Norming stages March 17
• Performing stage April 14
• Final revised handbook April 28
65
%
 
3
Teaching assistants will be selected based upon their experience in leadership education, writing ability, prior teaching experience, and availability. First priority for TA support will be given to PhD graduate students with teaching experience who have shown ability for technical writing in academics, as evidenced by peer-reviewed journal articles, conference proceedings, and written business communications.

The role of the teaching assistant in the course is to facilitate application of leadership concepts in the laboratory and through coordinating the service learning project. TA's will be responsible for each managing 1-2 lab sections. They will serve as facilitators as students plan for, and report on, their group projects while in lab. TA's will also be responsible for grading and providing feedback on the initial drafts of assignments, as described in the section above.

Course Syllabus

Upload Course Syllabus

Administrative Information

Education and Social Sciences
 
 

Acknowledgement


Additional Comments

 
Jonathan Cisco (CiscoJo) (Tue, 01 Nov 2016 13:49:45 GMT): Courses reviewed in house - moving through queue.
Patricia Luckenotte (luckenottep) (Wed, 09 Nov 2016 23:01:38 GMT): I have added AG_ED _LD 2260W, 01 with lab 01A-01F for the Spring 2017 Schedule of classes and cancelled the regular section of AG_ED_LD 2260, 01 with labl 01A-01F. The students who were enrolled in the regular sections of AG_ED_LD 2260, 01 have been moved to the new section of AG_ED_LD 2260W for Spring.
Key: 589