Textbooks:

A Casebook for Student Leaders
by Robert Holkeboer and Thomas Hoeksema (1998) Houghton Mifflin Company

On Being a Professional, Reflections on the Art
and Practical Wisdom of Student Affairs Leadership
(New Directions for Student Services No. 98)
by Jon C. Dalton (2002) Jossey-Bass, Inc.

This course is designed to give students a thorough understanding of how Student Affairs professionals develop and utilize leadership skills within the context of a collegiate environment. Effective leadership is essential for successful Student Affairs functioning.

Course Objectives:

This course is designed to foster:

1. An understanding of organizational theory in general, the organizational evolution of Student Affairs within institutions of higher education, and current Student Affairs organizational models.

2. An understanding of the unique environment of higher education, the unique environment of Student Affairs, and how these environments are impacted by shifts in population characteristics.

3. An understanding of the internal and external constraints of leadership in Student Affairs, as well as how these constraints can be successfully negotiated.

4. An understanding of the motivation for change in Student Affairs as well as how recommended changes are facilitated.

5. An understanding of the problems that impede effective leadership in Student Affairs; i.e., how to facilitate effective decision-making, conflict resolution, and the relative strengths and weaknesses of various leadership styles.

6. An understanding of the organizational dynamics which affect Student Affairs, including the application of general group dynamics theory within a Student Affairs context.

7. An appreciation of the importance of effective leadership within the Student Affairs profession.

8. An appreciation of the integrated nature of higher education in general and Student Affairs in particular.

9. An appreciation of the stresses that inherently impede upon Student Affairs professionals and how those conditions affect the potential for success in fostering and maintaining coherent and focused leadership.

(1) Chapter (Case Study) Discussion. Each student will be placed into a small group for the purpose of leading a class discussion over an assigned case study from A Casebook for Student Leaders by Robert Holkeboer and Thomas Hoeksema. Specific chapters will be assigned by the instructor and should be interactive; i.e., class participation in the discussion should be facilitated.

(2) Case Study Development/Documentation. Each small group will be required to develop a unique Case Study on a topic selected by the instructor. The Case Study should provide background information, but should be primarily proactive; i.e., it should focus on solutions instead of merely defining problems. Details of this assignment will be discussed in class. Copies of the Case Study are to be distributed to each class member.

(3) Case Study Presentation. Each small group will be responsible for presenting their Case Study to the class in the form of a group presentation. Presentations should be interesting, relevant, creative, and involve the entire class to some extent. Groups will have one class period to present their Case Study.

(4) Debate. Each student will participate (in some manner) in a Debate dealing with a subject selected by the instructor. Each member of the class will be placed on a Debate team which will then be assigned a particular topic to argue for/against. Although teams/topics will be assigned relatively quickly, the actual Debate(s) will take place during the last 2-3 weeks of the semester.

(5) Final Exam. Each student will complete a final examination which will provide an opportunity to demonstrate what has been learned throughout the course. The final will be essay in format. Students who participate in the class fully should have minimal difficulty with this exam.

(6) Attendance/Participation. Each student is expected to participate extensively in the class experience; i.e., attend all class sessions and be prepared to contribute meaningfully at those sessions. Each student is expected to read any assigned materials in depth prior to the class period in which they will be discussed.

The final course grade will be determined as follows:

(1) Chapter (Case Study) Discussion.............................. 15 pts
(2) Case Study Development/Documentation ................. 15 pts
(3) Case Study Presentation .......................................... 10 pts
(4) Debate ..................................................................... 20 pts
(5) Final Examination ..................................................... 30 pts
(6) Attendance/Participation .......................................... 10 pts

TOTAL POINTS POSSIBLE ................................... 100 pts