Brian Solberg (department head)
The Applied Leadership Studies minor is designed to guide students through pedagogical examination of theories, methodologies, historical models, and research data to correlate leadership behavior with individual and societal influence. Through focus on knowledge, purpose, competency, and values, the construct of Leadership Studies provides a framework to analyze strategies and considerations for how effective leadership can strengthen communities, improve vocational performance, and create opportunity through relational contribution. Principled in the blending of theory and practice through an experiential education philosophy, courses and experiences in this track of study provide an ideal didactic learning environment for concentration on leadership development and life-skill application.
The scope of study in this program prepares students to effectively lead through scholarly assessment of how experience, reflection, and dispositions of change can be used to effect group dynamics and unite varieties of perspective. Students are encouraged to apply the context of discussion, coursework, and internships to their respective disciplines of study and interest.
Applied Leadership Studies Minor: A minimum of 18 credits including LS 130, LS 132, LS 225 or 226, LS 381 (4 credits), LS 420, LS 450; COMS 130 or COMS 132; one elective from LS 375, SCI 140, COMS 239, COMS 236, REL 234, MGT 240, ENG 214, approved January term electives.
View program learning goals for an explanation of learning outcomes in Applied Leadership Studies.
This course examines contemporary and historical leadership theories and practices that have effectively instilled change in education, behavior, and societal perspective. Students will explore personal leadership styles through an experiential philosophy that identifies avenues for critical analysis by exploring necessary conditions and considerations in modeling effective leadership strategy and decision making processes. All students will complete a personal leadership profile referencing course discussions, lectures, readings, guest speakers, and case studies covered in the class. This course is designed to provide an introductory overview of measurable principles that relate to purpose and action of effective leadership. Previously PE 130. Students may not earn credit for both PE 130 and LS 130.
This course is designed to examine leadership dynamics related to team engagement, oversight, development, and influence. Students in this course will explore how both leader and team member awareness of competency levels (perceived and actual) directly relate to individual performance and team contribution. Through class dialogue, readings, research, and numerous case study analyses of well-known leaders, this class takes an in-depth look at leadership effectiveness and evaluation considerations for determining team leader effectiveness. Topics including relational skill development, varying leadership models, diversity, the educational art of teaching, ethical principles, collaboration, and styles of communication will be discussed from the perspective of improving the performance of a team.
This course will examine how an adventure education discipline can enhance thoughtful leadership practice that influences learning, teaching, goal setting, interpersonal dynamics, success, failure, and risk benefit factors. Through scholarly literature and experience-based referencing, the evolution of adventure education will be explored and evaluated to compare and contrast how action-based learning models develop leadership styles, life-skills, and perceived competency. Students in this course will utilize adventure disciplines that include initiative games, outdoor activities, and a variety of interactional experiences to enhance course discussion with application to program design, technical skills, and liability for "ground level" adventure education programming. Students who complete this course will be prepared to facilitate experiential challenge and play activities in compliance with ACCT (Association of Challenge Course Technology) standards. No climbing to height is required in this class.
This course will examine how an adventure education discipline can enchance thoughtful leadership practices that influence learning, teaching, goal setting, interpersonal dynamics, success, failure, and risk benefit factors. Through scholarly literature and experience-based referencing, the evolution of adventure education will be explored and evaluated to compare and contrast how action-based learning models develop leadership styles, life-skills, and perceived competency. Students in this course will utilize the adventure discipline of ropes/challenge course training and experience to facilitate course discussion with application to program design, technical skills, and liability. Students who complete this course will be prepared to pursue entry level testing for ACCT (Association of Challenge Course Technology) challenge course certification. Previously PE 226. Students may not earn credit for both PE 226 and LS 226.
This practicum provides students with an opportunity to gain hands-on experience in a working environment of their choice. Students will be encouraged to pursue a primary internship experience (prerequisite or co-requisite) in a professionally focused opportunity that directly complements their major discipline of study. The blending of life-skills with discipline-specific knowledge is a fundamental learning objective of this practicum. Details regarding scheduling, assignments, and final paper requirements directly relating leadership theory and analysis to the internship experience will be provided to students by the faculty supervisor.
This practicum provides students with an opportunity to evaluate the execution of leadership principles, planning, and action at a working environment of their choice. Students will be encouraged to pursue a second internship experience in a professionally focused environment that directly complements their major discipline of study. Students in this internship will have the opportunity to design and implement a leadership-focused action research study. As a capstone experience, this practicum incorporates an instructional method where site and faculty supervisors guide the student through an inquiry process where potential for improvement is identified, a plan or project is designed and implemented, final evaluation is analyzed, and a summative research paper on the process is written. A final presentation is required.