leadership module final

7/21/2019 Leadership Module Final

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Leadership Module 1

De Leon A., Knight K., Ramirez H. 2015

Overview of the Leadership Module

Leadership Module

General OverviewThe leadership module supports students development and understanding of leadership.

Through the various reflective activities students will explore their personal definition of

leadership and draw connections to their social context(s) (i.e. race, gender, religion, etc.)*.

Identify ways of connecting their leadership to interactions with individuals at the service

learning site. Students will also focus on applying their understanding of leadership to the real

world and their vocational trajectory.

*Social context includes factors such as race, gender, religion, socio-economic status, sexual orientation, faith,

age, physical/mental ability, and other characteristics by which society defines, describes or categorizes

people.

Pre-Service Reflection

Overview

Pre-Service reflection creates a safe space for you to prepare for your service learning experience

while simultaneously developing your personal definition of leadership and making important

connections to course content. An overview of social context(s) (i.e. race, gender, religion,

etc.)* is introduced to allow you to begin thinking more about yourself and your leadership style

related to those you will interact with in this course and at the service learning site.

A focused consideration on how your personal definition of leadership differs from others helpsyou to develop empathy and an understanding of the variety of different successful leadership

styles out there. Defining leadership in many different ways will allow you to work effectively

with classmates, those in the service learning process, and beyond.

Learning Outcomes

During the Pre-Service reflection exercises, students will:

Begin to define service learning and leadership based on internal ideas and external

factors.

Recognize ways in which social context(s) (i.e. race, gender, religion, etc.)* and

leadership are connected

Identify how social context(s) (i.e. race, gender, religion, etc.)* impact leadership actions

to prepare for the service learning experience

Identify course concepts, materials, and/or outcomes as it pertains to leadership in order



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Leadership Module 2


Describe the relevance of leadership in their service learning experience as it relates to

the course

Create connections between leadership, course content, and service learning in relation to

goals for the on-site experience

Use appropriate conventions to effectively communicate meaning



people.

Activities

Discussion: Leadership Definition

Blog Post: service learning Definition

Essay: What is the DEAL?

Multimedia: Making Connections

Mid-Service Reflection

Overview

Mid-Service reflection provides an opportunity for you to make connections with your lived

experiences around leadership. Internalizing how your social context(s) (i.e. race, gender,

religion, etc.)* influence your actions and thought process, help you understand not only yourself

but also how others may perceive you.

A focused consideration of how you navigate your leadership and how others around you may

interpret those decisions or actions, help to broaden your understanding and appreciation for

leadership. Leadership development is a continual process, and continued reflection allows you

to grow as a leader.

Learning Outcomes

During the Mid-Service reflection exercises, students will:

Explore their personal social context(s) (i.e. race, gender, religion, etc.)* as it relates to

leadership

Demonstrate an understanding of the implications their social context(s) (i.e. race,

gender, religion, etc.)* has on others in leadership

Identify personal ways in which their social context(s) (i.e. race, gender, religion, etc.)*has an impact on their leadership actions at the service learning site

Connect personal ways in which their social context(s) (i.e. race, gender, religion, etc.)*

has an impact on their leadership actions at the service learning site


the course


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Leadership Module 3


Create connections between leadership and the service learning experience in relation to

their goals for the semester



age, physical/mental ability, and other characteristics by which society defines, describes or categorizespeople.

Activities

Discussion: Role Models

Essay: Making Connections

Blog: You and Leadership

Multimedia: Promoting Service Learning and Leadership

Post-Service Reflection

Overview

Post-service reflection provides an opportunity for you to pull together your service learning

0progression in a meaningful way. A focused consideration of the path youve traveled and your

evolution during your service learning experience can lead you to interesting insights and can

deepen your understanding and appreciation of the learning and development you acquired

during your service learning experience.

In addition to providing closure to your service learning experience, post-service reflection can

also help you consider the ways in which your service learning experience might guide your

choices, behavior and learning going forward. Service learning can serve as a source of

inspiration and guidance in your personal and professional endeavors. Post-service reflectioncan help focus your attention on potential sources for this inspiration in your service learning

experiences.

Learning Outcomes

During the Post-Service reflection exercises, students will:

Explore internal and external factors related to leadership development




in real world situations Identify course concepts, ideas, and/or outcomes related to their service learning

experience as it pertains to leadership

Describe the relevance of leadership in their service learning experience


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Leadership Module 4


Create connections between leadership that is influenced by social context(s) (i.e. race,

gender, religion, etc.)* and the service learning experience in relation to their personal

and professional goals




people.

Activities

Discussion: Defining Leadership

Essay: Social Context & Values with Leadership

Blog: Making Meaning with Music

Multimedia: Powtoon Reflection Video


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Leadership Module 5


Pre-Service ReflectionOverview

Pre-Service reflection creates a safe space for you to prepare for your service learning experience

while simultaneously developing your personal definition of leadership and making important

connections to course content. An overview of social context (i.e. race, gender, religion, etc.) isintroduced to allow you to begin thinking more about yourself and your leadership style related

to those you will interact with in this course and at the service learning site.

A focused consideration on how your personal definition of leadership differs from others helps

you to develop empathy and an understanding of the variety of different successful leadership

styles out there. Defining leadership in many different ways will allow you to work effectively

with classmates, those in the service learning process, and beyond.

Learning Outcomes

During the Pre-Service reflection exercises, students will: Begin to define service learning and leadership based on internal ideas and external

factors





Identify course concepts, materials, and/or outcomes as it pertains to leadership in order



the course

Create connections between leadership, course content, and service learning in relation to

goals for the on-site experience

Utilize appropriate conventions to effectively communicate meaning



people.

Activities

Discussion: Leadership Definition Blog: service learning Definition

Essay: What is the DEAL?

Multimedia: Making Connections


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Leadership Module 6


Pre-Service ReflectionDiscussion: Personal Leadership Definition

There are many leadership programs available today, from

1-day workshops to corporate training programs. Chancesare, these won't really help. In this clear, candid talk,

Roselinde Torres describes 25 years observing truly great

leaders at work, and shares the three simple but crucial

questions would-be company chiefs need to ask to thrive in

the future.

Assignment

After watching this video, you will reflect on what you believe it means to be a leader. Each

student will post what it means to them to be a leader based on their reaction to the TEDTalk by

Wednesday. Things to think about for your post:

Do you agree/disagree with Roselinde?

What about the video resonated with you?

How might this relate to the service learning you are participating in for class?

After everyone has posted, each student is required to comment on at least twoposts by peers by

Saturday. Finally, based on the collective discussion, students will identify onegeneral theme of

leadership to send to the professor in order create a collective class view on leadership.

Suggested Resources

https://www.youtube.com/watch?v=aUYSDEYdmzw#t=21

Guideline

See Pre-service Reflection Rubric: Discussion Assignment
https://www.youtube.com/watch?v=aUYSDEYdmzw#t=21https://www.youtube.com/watch?v=aUYSDEYdmzw#t=21https://www.youtube.com/watch?v=aUYSDEYdmzw#t=21


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Leadership Module 7


Pre-Service Reflection Rubric

Discussion Assignment

Domain Being Assessed = Personal Social Context* and ValuesThe Outcomes

Your Work is to

Demonstrate

The Assessment of those Outcomes Evidenced in Your Work

EXCELLENT/VERY

GOODSATISFACTORY NEEDS WORK UNSATISFACTORY

What:

Students will beginto define service-learning andleadership basedon internal ideasand externalfactors.

Students fully engage in

online discussion by

describing in detail

several internal and

external social factors

related to individual

leadership pertaining to

themselves and others in

the class.

Students engage in online

discussion by describing

some internal and external

social factors related to

individual leadership

pertaining to themselves

and others in the class.

Students participate in online

discussion by describing few

internal and external social

factors related to individual

leadership.

Students participate in online

discussion but do not

describe any internal and

external social factors related

to individual leadership.

So What:

Students willrecognize ways in

which their socialcontext(s) (i.e.race, gender,religion, etc.)*andleadership areconnected.

Students analyze several

of the possible ways in

which social contexts and

values affect and connect


Students analyze some of

thepossible ways in which

social contexts and values

affect and connect to

individual leadership.

Students provide a limited

analysis of possible ways in


values affect and connect to


Students provide no analysis

of thepossible ways in which




Now What:

Students willidentify how social

Students include several

examples of how

increasing awareness of

Students include some

examples of how increasing

awareness of the possible

Students include limited



Students include no specific




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Leadership Module 8


context(s) (i.e.race, gender,religion, etc.)*impact leadershipactions to preparefor the service-learningexperience.

the possible ways in


values affect individual

leadership and impact

service-learning

experiences.

ways in which social

contexts and values affect

individual leadership and

impact service-learning

experiences.

ways in which social contexts

and values affect individual

leadership and impact service-

learning experiences.



leadership and impact real

world situations.

*Social context includes factors such asrace, gender, religion, socio-economic status, sexual orientation, faith, age, physical/mental ability, and other

characteristics by which society defines, describes or categorizes people.

Domain Being Assessed = Connection to Course ContentThe Outcomes

Your Work is to

Demonstrate


EXCELLENT/VERY


What:

Students willidentify courseconcepts,materials, and/oroutcomes as itpertains toleadership in orderto prepare for theservice-learningexperience.

Students identify several

connections between

course concepts, theories

and outcomes and your

service-learning

experience as it pertainsto individual leadership.

Students identify some

connections between course

concepts, theories and

outcomes and your service-

learning experience as it

pertains to individualleadership.

Students identify limited






Students do not identify






So What:

Students willdescribe therelevance of


examples of the ways in

which leadership is

relevant in their service-



which leadership is relevant

in their service-learning


examples of the ways in which

leadership is relevant in their

Students include no examples

of the ways in which


service-learning experience


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Leadership Module 9


leadership in theirservice-learningexperience as itrelates to thecourse.


relates to course content.

experience as it relates to

course content.

service-learning experience as

it relates to course content.

as it relates to course

content.

Now What:

Students will createconnections

betweenleadership, coursecontent, andservice-learning inrelation to goals forthe on-siteexperience.

Students include a

detailed description of

connections between

leadership, coursecontent, and service-

learning in relation to

goals for the on-site

experience.


description of connections

between leadership, course

content, and service-learning in relation to goals

for the on-site experience.

Students include a limited



content, and service-learningin relation to goals for the on-

site experience.

Students include no



content, and service-learningin relation to goals for the on-

site experience..

Domain Being Assessed = CommunicationThe Outcome Your

Work is to

Demonstrate

The Assessment of that Outcome Evidenced in Your Work

EXCELLENT/VERY


Students will useappropriateconventions toeffectivelycommunicatemeaning.

The writing style you use

is well suited to the

assignment and the

audience, and conveys

meaning well without the

distraction of grammar,

syntax and spelling

errors.

The writing style you use is

suited to the assignment

and the audience, and

conveys meaning with few

distractions from grammar,

syntax and spelling errors.


somewhat suited to the

assignment and the audience,

and conveys meaning

somewhat well with some

distraction from grammar,



not suited to the assignment


conveys limited meaning

and/or evidences notable




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Leadership Module 10


Pre-Service ReflectionBlog: Definition of Service Learning

The Council for Advancement of Standards in Higher Education (CAS) defines service learning

as a form of experiential education in which students engage in activities that address human

and community needs together with structured opportunities intentionally designed to promotestudent learning and development. This blog post is designed to get you to start thinking about

service learning in general and the questions, comments, or concerns you have regarding this

out-of-classroom experience.

Assignment

Select OR create an image that represents what service learning means to you. This image could

be a picture from a previous service learning experience, or choose an image that represents what

you expect to get out of this experience. After you have selected and posted your photo, answer

the following questions in the post:

Please describe the picture you chose

How does this picture represent service learning?

Reflecting on your picture and definition of service learning, how do you think leadership

plays a role in a service learning experience?

How do you plan to exhibit leadership throughout your service learning experience?

How have the course concepts thus far prepared you for your service learning

experience?

Suggested Resources

CAS Standards -http://standards.cas.edu/getpdf.cfm?PDF=E86EC8E7-9B94-5F5C-9AD22B4FEF375B64

Resources for Pictures

http://www.wordle.net

http://www.picmonkey.com/collage

Guidelines

See Pre-service Reflection Rubric: Blog Post Assignment
http://standards.cas.edu/getpdf.cfm?PDF=E86EC8E7-9B94-5F5C-9AD22B4FEF375B64http://standards.cas.edu/getpdf.cfm?PDF=E86EC8E7-9B94-5F5C-9AD22B4FEF375B64http://standards.cas.edu/getpdf.cfm?PDF=E86EC8E7-9B94-5F5C-9AD22B4FEF375B64http://standards.cas.edu/getpdf.cfm?PDF=E86EC8E7-9B94-5F5C-9AD22B4FEF375B64http://www.wordle.net/http://www.wordle.net/http://www.picmonkey.com/collagehttp://www.picmonkey.com/collagehttp://www.picmonkey.com/collagehttp://www.wordle.net/http://standards.cas.edu/getpdf.cfm?PDF=E86EC8E7-9B94-5F5C-9AD22B4FEF375B64http://standards.cas.edu/getpdf.cfm?PDF=E86EC8E7-9B94-5F5C-9AD22B4FEF375B64


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Blog Post

Domain Being Assessed = Personal Social Context* and ValuesThe Outcomes Your

Work is to

Demonstrate


EXCELLENT/VERY GOOD SATISFACTORY NEEDS WORK UNSATISFACTORY

What:

Students will begin todefine service-learning andleadership based oninternal ideas andexternal factors.

Students fully participate in an

online blog post by describing

in detail several internal ideas

and external factors that help

define individual leadership

and service-learning.

Students participate in an

online blog post by

describing some internal

ideas and external factors

that help define individual

leadership and service-

learning.

Students participate in

an online blog post by

describing few internal

ideas and external

factors that help define




online blog post but do

not describe any internal

ideas and external




So What:

Students willrecognize ways inwhich socialcontext(s) (i.e. race,

gender, religion, etc.)*and leadership areconnected.

Students analyze several of

the possible ways in which









Students provide a

limited analysis of

possible ways in which

social contexts and

values affect and

connect to individualleadership.

Students provide no

analysis of thepossible


contexts and values



Now What:

Students will identifyhow social context(s)(i.e. race, gender,religion, etc.)*impact











Students include

limited examples of

how increasing

awareness of the


Students include no

specificexamples of how



which social contexts


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leadership actions toprepare for theservice-learningexperience.





experiences.

social contexts and



service-learning

experiences.

and values affect


and impact real world

situations.

*Social context includes factors such asrace, gender, religion, socio-economic status, sexual orientation, faith, age, physical/mental ability, and othercharacteristics by which society defines, describes or categorizes people.

Domain Being Assessed = Connection to Course ContentThe Outcomes Your

Work is to

Demonstrate



What:

Students will identifycourse concepts,materials, and/oroutcomes as itpertains to leadershipin order to prepare forthe service-learning

experience.






pertains to individual

leadership.







leadership.

Students identify

limited connections

between course


outcomes and your

service-learning

experience as it


leadership.


connections between

course concepts,

theories and outcomes

and your service-



leadership.

So What:

Students will describethe relevance ofleadership in theirservice-learningexperience as itrelates to the course.








which leadership is relevant



course content.

Students include

limited examples of the

ways in which

leadership is relevant


experience as it relates

to course content.

Students include no


which leadership is



relates to course

content.


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Now What:

Students will createconnections betweenleadership, coursecontent, and service-learning in relation togoals for the on-siteexperience.

Students include a detailed



content, and service-learning

in relation to goals for the on-

site experience.




content, and service-

learning in relation to goals


Students include a

limited description of

connections between

leadership, course




experience.

Students include no

description of

connections between

leadership, course




experience..


Work is to

Demonstrate



Students will useappropriateconventions toeffectivelycommunicatemeaning.


well suited to the assignment


conveys meaning well without

the distraction of grammar,



suited to the assignment


conveys meaning with few

distractions from grammar,


The writing style you

use is somewhat suited

to the assignment and

the audience, and

conveys meaning

somewhat well with

some distraction from

grammar, syntax and

spelling errors.


is not suited to the

assignment and the


limited meaning and/or

evidences notable

distraction from

grammar, syntax and

spelling errors.


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Pre-Service ReflectionEssay: What is the DEAL?

This essay prompt will allow for you to set goals and expectations for your service learning

project using Patti Claytons DEAL model of critical reflection. In this essay, you will Describe,Examine, and Articulate the Learning you would like to get out of this experience.

Assignment

Part 1 - As you prepare for your service learning experience, what are some assumptions you

have about service learning? Do you have any prior experience with service learning? If so,

describehow those experiences went - what did you gain from that experience? If you have not

participate in service learning before articulatewhat your expectations are - what do you want to

get out of this experience? What questions and/or concerns do you have before beginning this

service learning partnership? What excites you about this experience?

Part 2 - The second part of the essay will prompt you to examine the meaning behind service

learning and leadership. How would you define service learning? Does your definition of

service learning change as it relates to this specific project for class? How has the content you

have learned in the classroom so far prepared you for your service learning experience? In what

ways do you see yourself as a leader? How leadership and your role as a leader both inside and

outside of this course matter to your upcoming service learning experience? What are some

social contexts* meaningful to you? How do those social contexts* play part in your role as a

leader? How do you think some of those social contexts* could impact your service learning

experience?



people.

Guidelines

See Pre-service Reflection Rubric: Essay Assignment

Tools

You may use any word processing program for this assignment that creates a file that is

accessible by the instructor. The Microsoft Word format is likely the most universal.


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Essay Assignment


Work is to

Demonstrate



What:

Students will begin todefine service-learningand leadership basedon internal ideas andexternal factors.

Students fully engage in


describing in detail several

internal ideas and external



service-learning.



some internal ideas and

external factors that help

define individual


learning.







learning.


online discussion but do

not describe any internal




learning.

So What:

Students will recognizeways in which socialcontext(s) (i.e. race,gender, religion, etc.)*

and leadership areconnected.











Students provide a limited

analysis of possible ways

in which social contexts

and values affect and

connect to individual

leadership.

Students provide no




and connect to individual

leadership.

Now What:

Students will identifyhow social context(s)(i.e. race, gender,religion, etc.)*impactleadership actions to








examples of how




affect individual


examples of how




affect individual

Students include no

specificexamples of how




affect individual


16/66



prepare for the service-learning experience.


experiences.


service-learning

experiences.


service-learning

experiences.

leadership and impact real

world situations.


Domain Being Assessed = Connection to Course Content

The Outcomes YourWork is to

Demonstrate



What:

Students will identifycourse concepts,materials, and/oroutcomes as it pertainsto leadership in orderto prepare for theservice-learningexperience.


connections between



service-learning experience

as it pertains to individual

leadership.


connections between



service-learning

experience as it pertains



connections between



service-learning




connections between



service-learning



So What:

Students will describethe relevance ofleadership in theirservice-learningexperience as it relatesto the course.



which leadership is






which leadership is






which leadership is




Students include no


which leadership is




Now What:

Students will createconnections between

Students include a detailed





between leadership,

Students include a limited


between leadership,

Students include no


between leadership,


17/66



leadership, coursecontent, and service-learning in relation togoals for the on-siteexperience.


learning in relation to goals


course content, and

service-learning in relation

to goals for the on-site

experience.

course content, and



experience.

course content, and



experience..


Work is toDemonstrate



Students will useappropriateconventions toeffectivelycommunicate meaning.


well suited to the

assignment and the


meaning well without the

distraction of grammar,



is suited to the

assignment and the


meaning with few

distractions from

grammar, syntax and

spelling errors.


is somewhat suited to the

assignment and the


meaning somewhat well

with some distraction

from grammar, syntax and

spelling errors.


not suited to the

assignment and the



evidences notable




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Pre-Service ReflectionMultimedia Project: Making Connections

Assignment

This multimedia project allows you to use social media platforms to aid in your reflection andpreparation for you service learning experience and leadership development. You will create one

Tweet and one additional post that would work on the social media platform of your choice

creatively answering the following question: How do you see leadershi p and your personal

leadership style connecting with your upcoming service learni ng exper ience?

NOTE: You are not required to post these on the various social media platforms if you do not

want to. However, you are required to submit what you create to blackboard along with an

explanation of why you chose the platforms and posts you completed. This explanation can be

in any format (written, video, presentation, etc.) as long as it adequately explains your answers.

Tweet Requirements

Everyone must submit a tweet answering the above questions. Tweets are limited to 140

characters and must include one hashtag. See tools below for an example.

Other Social Media Platforms to consider

Facebook, Tumblr, Instagram, LinkedIn, Vine, Flickr, Pinterest

Tools

How to Hashtag:https://support.twitter.com/articles/49309-using-hashtags-on-twitter

Instagram:www.instagram.com

Vine:www.vine.co

Pinterest:www.pinterest.com

Twitter:www.twitter.com

Tumblr:www.tumblr.com

LinkedIn:www.linkedin.com

Flickr:www.flickr.com

Guidelines

See Pre-service Reflection Rubric: Multimedia Assignment
https://support.twitter.com/articles/49309-using-hashtags-on-twitterhttps://support.twitter.com/articles/49309-using-hashtags-on-twitterhttps://support.twitter.com/articles/49309-using-hashtags-on-twitterhttp://www.instagram.com/http://www.instagram.com/http://www.instagram.com/http://www.vine.co/http://www.vine.co/http://www.vine.co/http://www.pinterest.com/http://www.pinterest.com/http://www.pinterest.com/http://www.twitter.com/http://www.twitter.com/http://www.twitter.com/http://www.tumblr.com/http://www.tumblr.com/http://www.tumblr.com/http://www.linkedin.com/http://www.linkedin.com/http://www.linkedin.com/http://www.flickr.com/http://www.flickr.com/http://www.flickr.com/http://www.flickr.com/http://www.linkedin.com/http://www.tumblr.com/http://www.twitter.com/http://www.pinterest.com/http://www.vine.co/http://www.instagram.com/https://support.twitter.com/articles/49309-using-hashtags-on-twitter


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Multimedia Assignment


Work is to

Demonstrate



What:

Students will begin todefine service-learningand leadership basedon internal ideas andexternal factors.

Students fully engage in online

discussion by describing in

detail several internal ideas

and external factors that help

define individual leadership




some internal ideas and

external factors that help

define individual


learning.




ideas and external





online discussion but do

not describe any

internal ideas and

external factors that

help define individual


learning.

So What:

Students will recognizeways in which socialcontext(s) (i.e. race,gender, religion, etc.)*

and leadership areconnected.











Students provide a

limited analysis of


social contexts and

values affect and

connect to individual

leadership.

Students provide no



contexts and values



Now What:

Students will identifyhow social context(s)(i.e. race, gender,religion, etc.)*impact







examples of how





examples of how



which social contexts

Students include no

specificexamples of

how increasing

awareness of the



20/66



leadership actions toprepare for the service-learning experience.



affect individual


service-learning

experiences.

and values affect


and impact service-


social contexts and



real world situations.



Work is to

Demonstrate



What:

Students will identifycourse concepts,materials, and/oroutcomes as it pertainsto leadership in orderto prepare for theservice-learningexperience.







leadership.


connections between



service-learning




connections between

course concepts,


and your service-



leadership.


connections between

course concepts,


and your service-



leadership.

So What:

Students will describethe relevance ofleadership in theirservice-learningexperience as it relatesto the course.








which leadership is






which leadership is



relates to course

content.

Students include no


which leadership is



relates to course

content.

Now What: Students include a detailed




Students include a

limited description of

Students include no

description of


21/66



Students will createconnections betweenleadership, coursecontent, and service-learning in relation togoals for the on-siteexperience.


content, and service-learning

in relation to goals for the on-

site experience.

between leadership,

course content, and



experience.

connections between

leadership, course




experience.

connections between

leadership, course




experience..


Work is to

Demonstrate



Students will useappropriateconventions toeffectivelycommunicate meaning.


well suited to the assignment


conveys meaning well without

the distraction of grammar,



is suited to the

assignment and the


meaning with few

distractions from

grammar, syntax and

spelling errors.


is somewhat suited to

the assignment and the


meaning somewhat well

with some distraction

from grammar, syntax

and spelling errors.

The writing style you

use is not suited to the

assignment and the



evidences notable

distraction from

grammar, syntax and

spelling errors.


22/66



Mid-Service ReflectionOverview

Mid-Service reflection provides an opportunity for you to make connections with your lived

experiences around leadership. Internalizing how your social context(s) (i.e. race, gender,

religion, etc.)* influence your actions and thought process, help you understand not only yourselfbut also how others may perceive you.

A focused consideration of how you navigate your leadership and how others around you may

interpret those decisions or actions, help to broaden your understanding and appreciation for

leadership. Leadership development is a continual process, and continued reflection allows you

to grow as a leader.

Learning Outcomes

During this reflection exercise, students will:

Explore their personal social context(s) (i.e. race, gender, religion, etc.)* as it relates toleadership

Demonstrate an understanding of the implications their social context(s) (i.e. race,

gender, religion, etc.)* has on others in leadership

Identify personal ways in which their social context(s)t (i.e. race, gender, religion, etc.)*


Connect personal ways in which their social context(s) (i.e. race, gender, religion, etc.)*



the course

Create connections between leadership and the service learning experience in relation to

their goals for the semester




people.

Activities

Discussion: Role Models

Essay: Making Connections Blog: You and Leadership

Multimedia: Promoting Service Learning and Leadership


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Mid-Service ReflectionDiscussion: Role Models

Leadership can be found in every setting and environment. With this in mind, consider who has

risen as a leader in your eyes during your tenure at your service site. Who takes initiative andsupports their peers in accomplishing the tasks at your service site? Consider how different

leaders may lead through coaching while others craft visions for the organization. Leadership

manifests and exhibited in a multitude of ways.

Assignment

After reflecting on who you believe are leaders at your service learning site, choose one

individual you would like to interview. Set up a time with that individual for a 2030 minute

interview to discuss how they lead. While interviewing, consider asking the following questions

for your post:

What does leadership mean to you?

How do you lead in this environment?

Where did you develop your leadership style?

Where do you draw strength or motivation from as a leader?

How have your social context(s) (i.e. race, gender, religion, etc.)* influence how you

lead?

Do you have any recommendations or suggestions on how I could become a better

leader?



people.

Also consider any follow-up questions you might be interested in learning from this individual.

Take this opportunity to not only learn about their leadership journey, but how they have been

successful in their field thus far.

After everyone has posted, each student will be required to comment on at least two posts by

peers by Saturday. Through these exchanges, see how other students have navigated discussions

with the leaders at their sites. Unearth commonalities and differences between student posts, so

that you can learn from each other.

Guidelines

Review Mid-Service Reflection Rubric: Discussion for assignment expectations


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Mid-Service Reflection RubricDiscussion Assignment

Domain Being Assessed = Personal Social Context*and ValuesThe Outcomes

Your Work is toDemonstrate


EXCELLENT/VERYGOOD

SATISFACTORY NEEDS WORK UNSATISFACTORY

What:

Students will explore

their personal social

context(s) (i.e. race,

gender, religion,

etc.)*as it relates to

leadership.

Students will havedescribed their personalsocial context(s) in acomplex way thatmakes connections totheir leadership.

Students will havedescribed their personalsocial context(s) inseveral ways thatmakes connections totheir leadership.

Students will havedescribed their personalsocial context(s) in alimited way that makesconnections to theirleadership.

Students will havedescribed their personalsocial context(s) in away that includes few, ifany, connections to theirleadership.

So What:

Students will

demonstrate an

understanding of theimplications their

social context(s) (i.e.

race, gender,religion, etc.)*has on

others in leadership.

Students will havecritically analyzedseveral of the possibleways in which theirsocial context(s) andvalues affect othersperceptions,interactions, anddecisions in rich andcomplex ways.

Students have includedseveral references to

Students will haveanalyzed some of thepossible ways in whichtheir social context(s)and values affect othersperceptions,interactions, andchoices.

Students have includedsome references toideas about theorigins/sources of social

Students will haveprovided a limitedanalysis of the possibleways in which theirsocial context(s) andvalues affect othersperceptions,interactions, andchoices.

Students have includedlimited references toideas about the

Students will haveprovided no analysis ofthe possible ways inwhich their socialcontext(s) and valuesaffect othersperceptions,interactions, andchoices.

Students have includedno reference to ideasabout the


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ideas about theorigins/sources of socialidentity as it relates totheir leadership.

identity as it relates totheir leadership.

origins/sources of socialidentity as it relates totheir leadership.


Now What:

Students will connect

personal ways in

which their social

context(s)(i.e. race,

gender, religion,etc.)*has an impact

on their leadership

actions atthe

service-learningsite.

Students will haveincluded severalexamples of how anincreasing awareness ofthe possible ways in

which their personalsocial context(s) andvalues affect othersperceptions,interactions, andchoices can guide futuredecision making.

Students have includedseveral references toreal world situationsinvolving leadership.

Students will haveincluded someexamples of how anincreasing awareness ofthe possible ways in

which their personalsocial context(s) andvalues affect othersperceptions, interactionsand choices can guidefuture decision making.

Students have includedsome references to realworld situationsinvolving leadership.

Students will haveincluded limitedexamples of how anincreasing awareness ofthe possible ways in

which their personalsocial context(s) andvalues affect othersperceptions, interactionsand choices can guidefuture decision making.

Students have included

limited references to

real world situations

involving leadership.

Students will haveincluded no examples ofhow an increasingawareness of thepossible ways in which

their personal socialcontext and valuesaffect othersperceptions, interactionsand choices can guidefuture decision makingor your examples areinappropriate.

Students have includedno references to realworld situationsinvolving leadership.

*Social context includes factors such asrace, gender, religion, socio-economic status, sexual orientation, faith, age,physical/mental ability, and other characteristics by which society defines, describes or categorizes people.

Domain Being Assessed = Connection to Course ContentThe Outcomes

Your Work is toDemonstrate


EXCELLENT/VERYGOOD



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What:

Students will identify

course concepts,

materials, and/or

outcomes related to

their service-learning

experience as it

pertains to

leadership.

Students have identifiedseveral connectionsbetween courseconcepts, theoriesand/or outcomes andyour service-learningexperience as it pertainsto leadership.

Students have identifiedsome connectionsbetween courseconcepts, theoriesand/or outcomes andtheir service-learningexperience as it pertainsto leadership.

Students have identifiedlimited connectionsbetween courseconcepts, theoriesand/or outcomes andtheir service-learningexperience as it pertainsto leadership.

Students have notidentified connectionsbetween courseconcepts, theories,outcomes and theirservice-learningexperience as it pertainsto leadership or theconnections they made

are inappropriate.

So What:

Students will describe

the relevance of

leadership in their

service-learning

experience as it

relates to the course.

Students have includedseveral examples of theways in whichleadership may berelevant to or hasinformed their learning.

Students have includedsome examples of theways in whichleadership may berelevant to or hasinformed their learning.

Students have Includedlimited examples of theways in whichleadership may berelevant to or informedtheir learning.

Students have includedno examples of theways in which servicelearning may be relevantto or informed theirlearning or the examplesthey have provided areinappropriate.

Now What:

Students will create

connections between

leadership and the

service-learning

experience in relation

to their goals for the

semester.

Students have includeda detailed description ofhow the insights theyhave made betweenleadership and theirservice-learningexperience thus far caninform or guide theirfuture learning.

Students have includedsome description of howthe insights they havemade betweenleadership and theirservice-learningexperience thus far caninform or guide theirfuture learning.

Students have includeda limited description ofhow the insights theyhave made betweenleadership and theirservice-learningexperience thus far caninform or guide theirfuture learning.

Students have includedno description of howthe insights they havemade betweenleadership and theirservice-learningexperience thus far caninform or guide theirfuture learning.

Domain Being Assessed = Communication


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The OutcomeYour Work is to

Demonstrate


EXCELLENT/VERYGOOD


Students will use

appropriate

conventions to

effectively

communicate

meaning.

The writing style thestudent uses is wellsuited to the assignment

and the audience, andconveys meaning wellwithout the distraction ofgrammar, syntax andspelling errors.

The writing style thestudent uses is suited tothe assignment and theaudience, and conveys

meaning with fewdistractions fromgrammar, syntax andspelling errors.

The writing style thestudent uses issomewhat suited to theassignment and the

audience, and conveysmeaning somewhat wellwith some distractionfrom grammar, syntaxand spelling errors.

The writing style thestudent uses is notsuited to the assignmentand the audience, and

conveys limited meaningand/or evidencesnotable distraction fromgrammar, syntax andspelling errors.


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Mid-Service ReflectionEssay: Making Connections

Assignment

This essay is geared to help you reflect on issues as you continue your experience at your servicelearning site.

Part 1

Explore how your current experience at the service learning site has connected to your

course thus far. What course concepts, ideas, and/or outcomes discussed in the class

have manifested at your service learning site? How have the experiences at the service

learning site expanded your understanding of course content? List any questions you are

beginning to see form between experiences you have had and the course content.

Part 2

Based on your experience thus far at the service learning site, how do you think you have

grown as a leader? Have you gained any skills or knowledge which will allow you to be

a better leader in the future? Were there any instances where the knowledge gained in

your course allowed you to be a better leader at your service learning site? What learning

edges or places of personal growth have you learned of during your experience at the

service learning site (i.e. public speaking, organization, collaboration, etc.)? Are your

views on leadership being altered or challenged? How does your social context play into

how you navigate leadership? Considering future learning experiences, vocational

aspirations, and community involvement, where do you need to grow to become a better

leader? How will you negotiate leadership differently in the future? How will your

social context influence your leadership in the future?



people.

Guidelines

Review Mid-Service Reflection Rubric: Essay for assignment expectations


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Mid-Service Reflection RubricEssay Assignment

Domain Being Assessed = Personal Social Context*and ValuesThe Outcomes Your



EXCELLENT/VERYGOOD


What:




gender, religion, etc.)*

as it relates to

leadership.

Students will havedescribed their personalsocial context(s) in acomplex way that makesconnections to theirleadership.

Students will havedescribed theirpersonal socialcontext(s) in severalways that makesconnections to theirleadership.

Students will havedescribed theirpersonal socialcontext(s) in alimited way thatmakes connectionsto their leadership.

Students will havedescribed their personalsocial context(s) in away that includes few, ifany, connections to theirleadership.

So What:

Students will

demonstrate an

understanding of theimplications their social



has on others in

leadership.

Students will havecritically analyzed severalof the possible ways inwhich their socialcontext(s) and valuesaffect others perceptions,interactions, anddecisions in rich andcomplex ways.

Students have includedseveral references toideas about the

Students will haveanalyzed some of thepossible ways in whichtheir social context(s)and values affectothers perceptions,interactions, andchoices.

Students have includedsome references toideas about theorigins/sources of

Students will haveprovided a limitedanalysis of thepossible ways inwhich their socialcontext(s) andvalues affect othersperceptions,interactions, andchoices.

Students haveincluded limited

Students will haveprovided no analysis ofthe possible ways inwhich their socialcontext(s) and valuesaffect othersperceptions,interactions, andchoices.

Students have includedno reference to ideasabout the


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social identity as itrelates to theirleadership.

references to ideasabout theorigins/sources ofsocial identity as itrelates to theirleadership.


Now What:


personal ways in which

their social context(s)(i.e. race, gender,religion, etc.)*has an

impact on their

leadership actions atthe

service-learning site.

Students will haveincluded severalexamples of how an

increasing awareness ofthe possible ways inwhich their personalsocial context(s) andvalues affect othersperceptions, interactions,and choices can guidefuture decision making.

Students have includedseveral references to realworld situations involvingleadership.

Students will haveincluded someexamples of how an

increasing awarenessof the possible ways inwhich their personalsocial context(s) andvalues affect othersperceptions,interactions andchoices can guidefuture decision making.

Students have includedsome references toreal world situationsinvolving leadership.

Students will haveincluded limitedexamples of how an

increasingawareness of thepossible ways inwhich their personalsocial context(s) andvalues affect othersperceptions,interactions andchoices can guidefuture decisionmaking.

Students have

included limited

references to real

world situationsinvolving leadership.

Students will haveincluded no examples ofhow an increasing

awareness of thepossible ways in whichtheir personal socialcontext and valuesaffect othersperceptions, interactionsand choices can guidefuture decision makingor your examples areinappropriate.

Students have includedno references to realworld situationsinvolving leadership.

*Social context includes factors such asrace, gender, religion, socio-economic status, sexual orientation, faith, age,physical/mental ability, and other characteristics by which society defines, describes or categorizes people.

Domain Being Assessed = Connection to Course Content


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The Outcomes YourWork is to

Demonstrate


EXCELLENT/VERYGOOD


What:


course concepts,

materials, and/oroutcomes related to their

service-learning


to leadership.

Students have identifiedseveral connectionsbetween course concepts,theories and/or outcomes

and your service-learningexperience as it pertainsto leadership.

Students haveidentified someconnections betweencourse concepts,

theories and/oroutcomes and theirservice-learningexperience as itpertains to leadership.

Students haveidentified limitedconnectionsbetween course

concepts, theoriesand/or outcomesand their service-learning experienceas it pertains toleadership.

Students have notidentified connectionsbetween courseconcepts, theories,

outcomes and theirservice-learningexperience as it pertainsto leadership or theconnections they madeare inappropriate.

So What:

Students will describe the

relevance of leadership in



the course.

Students have includedseveral examples of theways in which leadershipmay be relevant to or hasinformed their learning.


Students haveIncluded limitedexamples of theways in whichleadership may berelevant to orinformed theirlearning.

Students have includedno examples of theways in which servicelearning may berelevant to or informedtheir learning or theexamples they haveprovided areinappropriate.

Now What:


connections between

leadership and the

service-learning

experience in relation to

their goals for the

semester.

Students have included adetailed description ofhow the insights theyhave made betweenleadership and theirservice-learningexperience thus far caninform or guide theirfuture learning.

Students have includedsome description ofhow the insights theyhave made betweenleadership and theirservice-learningexperience thus far caninform or guide theirfuture learning.

Students haveincluded a limiteddescription of howthe insights theyhave made betweenleadership and theirservice-learningexperience thus far

Students have includedno description of howthe insights they havemade betweenleadership and theirservice-learningexperience thus far caninform or guide theirfuture learning.


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can inform or guidetheir future learning.




EXCELLENT/VERYGOOD SATISFACTORY NEEDS WORK UNSATISFACTORY

Students will use

appropriate conventions

to effectively

communicate meaning.

The writing style thestudent uses is well suitedto the assignment and theaudience, and conveysmeaning well without thedistraction of grammar,syntax and spelling errors.

The writing style thestudent uses is suitedto the assignment andthe audience, andconveys meaning withfew distractions fromgrammar, syntax andspelling errors.

The writing style thestudent uses issomewhat suited tothe assignment andthe audience, andconveys meaningsomewhat well withsome distractionfrom grammar,syntax and spellingerrors.

The writing style thestudent uses is notsuited to the assignmentand the audience, andconveys limitedmeaning and/orevidences notabledistraction fromgrammar, syntax andspelling errors.


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Mid-Service ReflectionBlog: You and Leadership

Assignment

This blog is geared to help you reflect on how you personally interpret leadership thus far in yourservice learning experience. Please use a creative format when illustrating your thoughts on the

following prompts:

What does leadership mean to you?

What kind of leader are you?

What inspires your leadership?

How have you enacted your leadership thus far at your service learning site?

How does your personal social context* influence your leadership style?


age, physical/mental ability, and other characteristics by which society defines, describes or categorizespeople.

Guidelines

This assignment should be written through a creative format, like a poem, short story,

song, or other format.

Review Mid-Service Reflection Rubric: Blog for assignment expectations

Suggested Resources

Everyday leadership: https://www.ted.com/talks/drew_dudley_everyday_leadership
https://www.ted.com/talks/drew_dudley_everyday_leadershiphttps://www.ted.com/talks/drew_dudley_everyday_leadershiphttps://www.ted.com/talks/drew_dudley_everyday_leadershiphttps://www.ted.com/talks/drew_dudley_everyday_leadershiphttps://www.ted.com/talks/drew_dudley_everyday_leadership


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Mid-Service Reflection RubricBlog Assignment




EXCELLENT/VERYGOOD


What:





as it relates to

leadership.


Students will havedescribed their personalsocial context(s) inseveral ways thatmakes connections totheir leadership.

Students will havedescribed theirpersonal socialcontext(s) in a limitedway that makesconnections to theirleadership.

Students will havedescribed theirpersonal socialcontext(s) in a waythat includes few, ifany, connections totheir leadership.

So What:

Students will

demonstrate an




has on others in

leadership.

Students will havecritically analyzed severalof the possible ways inwhich their socialcontext(s) and valuesaffect others perceptions,interactions, anddecisions in rich andcomplex ways.


Students will haveanalyzed some of thepossible ways in whichtheir social context(s)and values affect othersperceptions,interactions, andchoices.

Students have includedsome references toideas about theorigins/sources of social



Students will haveprovided no analysisof the possible ways inwhich their socialcontext(s) and valuesaffect othersperceptions,interactions, andchoices.

Students haveincluded no referenceto ideas about the


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identity as it relates totheir leadership.

origins/sources ofsocial identity as itrelates to theirleadership.

origins/sources ofsocial identity as itrelates to theirleadership.

Now What:


personal ways in which

their social context(s)

(i.e. race, gender,

religion, etc.)*has animpact on their

leadership actions atthe

service-learning site.

Students will haveincluded severalexamples of how anincreasing awareness ofthe possible ways in

which their personalsocial context(s) andvalues affect othersperceptions, interactions,and choices can guidefuture decision making.

Students have includedseveral references to realworld situations involvingleadership.

Students will haveincluded someexamples of how anincreasing awarenessof the possible ways in

which their personalsocial context(s) andvalues affect othersperceptions,interactions and choicescan guide futuredecision making.

Students have includedsome references to realworld situationsinvolving leadership.

Students will haveincluded limitedexamples of how anincreasing awarenessof the possible ways in

which their personalsocial context(s) andvalues affect othersperceptions,interactions andchoices can guidefuture decision making.

Students have included

limited references to

real world situations

involving leadership.

Students will haveincluded no examplesof how an increasingawareness of thepossible ways in

which their personalsocial context andvalues affect othersperceptions,interactions andchoices can guidefuture decision makingor your examples areinappropriate.

Students haveincluded noreferences to realworld situationsinvolving leadership.

*Social context includes factors such asrace, gender, religion, socio-economic status, sexual orientation, faith, age, physical/mentalability, and other characteristics by which society defines, describes or categorizes people.




EXCELLENT/VERYGOOD



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What:


course concepts,

materials, and/or

outcomes related to their

service-learning


to leadership.

Students have identifiedseveral connectionsbetween course concepts,theories and/or outcomesand your service-learningexperience as it pertainsto leadership.

Students have identifiedsome connectionsbetween courseconcepts, theoriesand/or outcomes andtheir service-learningexperience as itpertains to leadership.

Students haveidentified limitedconnections betweencourse concepts,theories and/oroutcomes and theirservice-learningexperience as itpertains to leadership.

Students have notidentified connectionsbetween courseconcepts, theories,outcomes and theirservice-learningexperience as itpertains to leadershipor the connections

they made areinappropriate.

So What:Students will describe the

relevance of leadership in



the course.

Students have includedseveral examples of theways in which leadershipmay be relevant to or hasinformed their learning.


Students have Includedlimited examples of theways in whichleadership may berelevant to or informedtheir learning.

Students haveincluded no examplesof the ways in whichservice learning maybe relevant to orinformed their learningor the examples theyhave provided areinappropriate.

Now What:


connections between

leadership and the

service-learningexperience in relation to

their goals for the

semester.

Students have included adetailed description ofhow the insights theyhave made betweenleadership and their

service-learningexperience thus far caninform or guide theirfuture learning.

Students have includedsome description ofhow the insights theyhave made betweenleadership and their


Students have includeda limited description ofhow the insights theyhave made betweenleadership and their


Students haveincluded nodescription of how theinsights they havemade between

leadership and theirservice-learningexperience thus farcan inform or guidetheir future learning.

Domain Being Assessed = Communication


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The Outcome YourWork is to

Demonstrate


EXCELLENT/VERYGOOD


Students will use

appropriate conventions

to effectively

communicate meaning.

The writing style thestudent uses is well suited

to the assignment and theaudience, and conveysmeaning well without thedistraction of grammar,syntax and spelling errors.

The writing style thestudent uses is suited tothe assignment and theaudience, and conveys

meaning with fewdistractions fromgrammar, syntax andspelling errors.

The writing style thestudent uses issomewhat suited to theassignment and the

audience, and conveysmeaning somewhatwell with somedistraction fromgrammar, syntax andspelling errors.

The writing style thestudent uses is notsuited to theassignment and the

audience, andconveys limitedmeaning and/orevidences notabledistraction fromgrammar, syntax andspelling errors.


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Mid-Service ReflectionMultimedia: Promoting Service Learning and Leadership

Assignment

This multimedia activity is geared to help you reflect on issues arising in your service learningexperience. Please read the scenario and ensure that your digital video reflects all of the piecesrequired for this activity.

Scenario

The service learning site has requested your help in a new marketing campaign for theorganization. They are looking for ways to recruit more college students as volunteers for the

organization.

So for your part in this campaign, they want you to develop a three to five minute video. Thisvideo will interweave your social context* (i.e. gender, race, religion, etc.), your leadership

development, and what you have learned. Below is a list of specific areas that must be addressed

in your video:

1) Connections you have made at the service learning site and your own leadership2) Explore how your personal social context influences your leadership and those

around you

3) Real world applications between social context* and leadership4) Reference how this all ties into your future vocational goals



people.

Guidelines

For this assignment you are given creative license. The video can be a recording of youspeaking, cartoon animation, or any other format you see fit to illustrate the content they

have requested. Keep in mind that this video is geared towards college students, and theywant to hear about how your experience thus far has been transformative. Make sure to

make this a focal point in your video but also ensure to interweave the other facets of the

assignment.

Review Mid-Service Reflection Rubric: Multimedia for assignment expectations


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Mid-Service Reflection RubricMultimedia Assignment




EXCELLENT/VERYGOOD


What:





as it relates to

leadership.


Students will havedescribed theirpersonal socialcontext(s) in severalways that makesconnections to theirleadership.

Students will havedescribed their personalsocial context(s) in alimited way that makesconnections to theirleadership.

Students will havedescribed theirpersonal socialcontext(s) in a way thatincludes few, if any,connections to theirleadership.

So What:

Students will

demonstrate an




has on others in

leadership.

Students will havecritically analyzedseveral of the possibleways in which their socialcontext(s) and valuesaffect others perceptions,interactions, anddecisions in rich andcomplex ways.


Students will haveanalyzed some of thepossible ways in whichtheir social context(s)and values affectothers perceptions,interactions, andchoices.

Students have includedsome references toideas about theorigins/sources of



Students will haveprovided no analysis ofthe possible ways inwhich their socialcontext(s) and

leadership module final

Documents