University of Southern Maine

Leadership Study Abroad Community Leadership: Culture, and Society in the UK

Spring 2017

"Not all those who wander are lost." — J.R.R. Tolkien

Elizabeth Fisher Turesky, Ph.D. Christy Hammer, Ph.D. Phone: 831-0506 Phone: 883-3484 Office: 162X Office 162C [email protected] [email protected]

I soon realized that no journey carries one far unless, as it extends into the world around us, it goes an equal distance into the world within.

-Lillian Smith

Course Description

After several class meetings, readings about culture, leadership and the UK and related team development activities during the Spring semester, we will conclude our course with ten days of travel to cities and towns both in England and Scotland. During our visit to the UK, we will learn about the stories, historical monuments, artifacts, history, people, culture and the leaders who shaped the history of the UK. In interviews with community leaders and landmarks of current and past leaders, we will seek answers to such questions such as: How do community leaders emerge? What are the big issues being faced in communities we visit and how do community leaders step in to move community members to action to create positive changes?

In order to help you apply the literature to your study abroad experience, you will be given a number of opportunities to articulate your ideas through group discussions, presentations and integrative writing assignments. Leadership Study Abroad, LOS/SBS 470 is a six-credit undergraduate and MLS 670 three- credit graduate Spring 2017 course. The deadline for application is November 30th.

Learning Objectives: 1. Understand the past and present leaders and leadership that have shaped Scotland’s and England’s communities. 2. Experience contemporary life in multicultural Europe 3. Appreciate the rich history of the UK 4. Develop cultural sensitivity, awareness and competence required in all professions 5. Demonstrate the reasoning and analytical skills needed to apply cultural competence to the practice of leadership and your role in possible careers and as a citizen in multicultural communities.

Required Texts:

Connerly, M., & Pedersen, P. (2005). Leadership in a diverse and multicultural environment: Developing awareness, knowledge, and skills. Thousand Oaks, CA: Sage. Or

MacGregor, N. (2013). A history of the world in 100 objects. New York. New York. Viking.

Schmitz, P. (2011). Everyone Leads: Building Leadership from the Community Up. Hoboken, NJ: John Wiley & Sons, Inc.

Myers-Briggs type indicator self-scorable and introduction to type and teams booklet by Hirsh. Consulting Psychologists Press.

Related Articles TBD Posted to BlackBoard

Frommer’s Scotland and England or any other travel book about traveling in the UK.

Recommended Reading:

Bryson, B. (2001). Notes from a Small Island. New York: HarperCollins.

Lyall, S. (2008). The Anglo Files: A Field Guide to British. New York: W.W. Norton.

History of England and Scotland: Fry, M. (2013). The union: England, Scotland and the treaty of 1707. Birlinn Ltd.

Parmele, M. (2011). A short history of England, Ireland, and Scotland.

Films and PBS Series: Outlander Poldark Downton Abbey Videos downloaded onto our Blackboard site

Course Outline Although I have scheduled five of our Spring semester meetings FtF at LAC, we will be on Blackboard regularly during the semester to discuss course readings, films and anything else associated with our learning about the UK.

FtF Meeting One-- February 7, 5:30-8:00 PM

Read for class discussion: Connerly, M., & Pedersen, P. (2005). Leadership in a diverse and multicultural environment: Developing awareness, knowledge, and skills.

Chapters 1-3. -Introductions -Orientation to Leadership Study Abroad -USM's International Program Pre-departure Information -Fundraising -Expectations for the course and for travel -Discuss assigned reading -Importance of cultural competence -Confirm monthly meeting dates

FtF Meeting Two—March 14, 5:30-8 PM

Read for class discussion: Connerly & Pedersen. Leadership in a diverse and multicultural environment: Developing awareness, knowledge, and skills. Chapters 4-6. Complete: MBTI Self-Scorable Inventory, Read Booklet and view/listen to MBTI Power Point posted on our Blackboard site in Module 2. - Fundraising and other updates -Discuss learning goals, needs and expectations (be prepared to do so in class) -Cultural identity -Discuss reading -Form Teams for organizing community leadership interviews

FtF Meeting Three -- April 18, 5:30-8 PM Read for class discussion: Schmitz, P. (2011). Everyone Leads: Building Leadership from the Community Up. Part One: Pages 1-120 -Updates on Team on community leadership interviews -Brainstorm community leadership interview questions -Stages Team Development - Fundraising and other updates FtF Meeting four—May 2 5:30-8 PM Read for class discussion: Schmitz, P. (2011). Everyone Leads: Building Leadership from the Community Up. Part Two: Pages 121-270 -Updates on Team on community leadership interviews - Fundraising and other updates -Team planning -Team Roles and responsibilities -Interpersonal communication and relationships -Reading discussion

FtF Meeting five— May 16, 5:30-8 PM Read for class discussion: Connerly & Pedersen. Leadership in a diverse and multicultural environment: Developing awareness, knowledge, and skills. Chapters 7-9 and MacGregor. A history of the world in 100 objects. -Updates on Team on community leadership interviews - Fundraising and other updates -Organizational factors: The role of cultural competence -Developing effective cultural competency skills -Discuss reading

Final Planning and Checklist

Travel Abroad—Thursday, May 18th to Monday, May 29th or 30th

We may not know how much we have learned from a place until we have left it.

Post-travel Classes:

FtF Meeting Six-- June TBD, 5:30-7:30pm, room TBD Debrief Trip

FtF Meeting Seven—June TBD, 5:30-7:30pm, room TBD) Rehearsal and assessment of Team Presentations

FtF Meeting Eight (June TBD, 5:30-7:30pm, room TBD) Community Group Presentation to family, friends, faculty, students and staff

Assignments due on or before June 23rd

Grading

All students will receive an incomplete (“I”) for the Spring course and will receive a grade for the Spring Course after presentations are completed and all coursework is completed and turned in to me by July 27th, unless we have made other arrangements. Incompletes will not be given after this date unless there are extraordinary circumstances warranting this course of action.

Participation and Overall Contribution to Class Learning: 15 points The best learning occurs when each person takes responsibility for the learning of the entire group. Together we will create a valuable learning experience. Due to the nature of the course material, active participation and contribution is essential for each student to have a successful learning experience in this class.

To enhance learning from each other, we will use a seminar-like approach during our class time prior to and after our return abroad. In between classes, students are expected to continue sharing their thoughts about the reading on the discussion board. Each student is also expected to contribute to optimizing one another's learning by sharing videos, reading and mini presentations either while abroad, during scheduled classes or online through Blackboard.The goal in your participation is to help one another have an extraordinary experience for throughout the course.

Attendance is extremely important which includes coming to class on time and staying for its duration prior and after our return abroad. If you miss two or more classes, you will lose all attendance points and will be expected to do additional work to pass the course and to be prepared for traveling abroad.

In addition, the participation factor will consider the timely completion of assignments.

Planning and implementation of interview of a community leader: 15 points Each student team is responsible for arranging an interview with a community leader of their choice in the UK in a city in which we are visiting during the time of our visit. Each team will research, contact and arrange for the class to sit in on an an interview in which they are to conduct with a community leader of their choice in the UK.

Personal Learning Goals: 5 points Often we approach a learning opportunity with our own ideas about important outcomes. One way of looking at this is to ask, “What would I be doing and learning if I were really successful in this course?” Therefore, it is beneficial for you to create a learning plan with your personal learning goals for this course. A guideline for writing your goals called Learning Goals can be found on blackboard. You are to turn a hard copy of this on the date indicated on the syllabus. At the conclusion of the course, you will be asked to write a well-written, roughly 3-4 page self-assessment of your success in achieving your learning goals as well as a summary

Reflection Journal: 15 points

Each day of our travel abroad, you will write a journal entry that reflects upon your experiences and relate them to the reading prior to our trip. Each entry should include a thoughtful exploration of a part of the day’s experience that was particularly meaningful for you and not a rehash of the day’s events. The questions you will address each day are:

1. How does your experience today change your perceptions about yours and other’s leadership? 2. What are experiences that took you by surprise and encouraged you to use sensory perceptions (sight, smell, touch, sounds…)? 3. What do you know now that you didn’t know before? 4. How have your belief systems been challenged today? What did you see that made you rethink what your have always known to be true?

I will keep your reflection journal confidential unless you give me permission to share it with others. Your reflection journal should be submitted to Blackboard in Assignments. If you have crafted a hard copy journal, then you may scan it and post on BB as a PDF document.

Integrative Final Paper : 25 points The purpose of this paper is to deepen the integration of your learning from your experience abroad. After we return from our trip, undergraduate students will integrate concepts and theories from required texts and articles that informs your experience abroad. This 8-10 page paper* will draw on course readings, your journal entries, interview data, your observations and subsequent reflections on lessons learned. You are asked to include your responses the following questions.

1) What themes about community leadership and other topics emerged for you? 2) How has your experience abroad changed or informed your perceptions about leadership? 3) How has this course and your experience abroad helped you to be a more effective leader? 4) How does your reading about leadership and culture inform your understanding of your experiences in the US and culturally diverse communities? This is where you explicitly link and integrate into the body of your paper, theories, concepts and models studied in this course with your own practice of and insights about leadership. Explain how they relate to your own work and/life experiences to demonstrate your understanding of the course material. 5) What did you learn from your experiences abroad that inform you about yourself in relationship to other places and people in the world? 6) Reflect on your experiences, individually and with the group. How did you grow or change through the course? Explicate this growth and change including the intellectual, psychological-emotional, and interpersonal. What learnings will you take with you into the future? 7) Self assess your success in achieving your learning goals as well as a summary of your most important learnings, insights and achievements.

*Graduate students are asked to write a 10-15 page paper described above with a focus on a topic of interest and significance to them that more deeply explores and integrates research and data collected through observation, experience, peer reviewed articles and required reading for this course. Undergraduate students may choose to do this as well.

Your paper is to be submitted to Blackboard (please, no hard copies) along with your e-journal by the due date.

Team Presentation: 25 points: 10 of the 30 points will be awarded for the rehearsal presentation and 10 of the 30 points for the formal presentation. After we return from our travels, students will prepare a presentation to share your experiences and learning with the larger LAC Community. The presentation will be an integration of concepts from the readings with your experiences while abroad. Your rehearsal presentation and your formal presentation is scheduled for a mutually agreed upon date in June. Your peers will be evaluating your presentation based upon a rubric provided that can be found on our BB site in Assignments.

For information about criteria used to grade your writing, see “Grading Criteria for College Writing”.

If you need course adaptations because of a disability, please make an appointment with me as soon as possible.

Grading Scale

A 94-100 pts. C 74 to 76 pts. A- 90 to 93 pts. C- 70 to 73 pts. B+ 87 to 89 pts. D+ 67 to 69 pts. B 83 to 86 pts. D 63 to 66 pts. B- 80-83 pts. F 0 to 119 pts. C+ 77 to 79 pts.