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Leadership MinorLeadership Education and Development

Undergraduate Programs (LEAD UP)

Leadership Minor 128 Pleasant Street SE, 209 Appleby Hall, Minneapolis, MN 55455

[email protected] 612-624-1559. The University of Minnesota is an equal opportunity educator and employer.

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Leadership, You, and Your Community

OLPD 3302 & PA 3961, Section 003Fall 2014 (3 Credits)Ubuntu [is] the essence of being human. Ubuntu speaks particularly about the fact that you can't exist asa human being in isolation. It speaks about our interconnectedness. You can't be human all by yourself,and when you have this qualityUbuntuyou are known for your generosity. We think of ourselves fartoo frequently as just individuals, separated from one another, whereas you are connected and what youdo affects the whole World. When you do well, it spreads out; it is for the whole of humanity.

Archbishop Desmond Tutu

Instructor Information:

Krista Soria, PhDLeadership Specialist

272-4 McNamara Alumni CenterMinneapolis, MN 55455

[email protected] hours: By Appointment

Phone: 612-642-1649

Laura BinderTeaching Assistant

209Appleby Hall128 Pleasant Street SEMinneapolis, MN [email protected]

Office hours: By AppointmentPhone: 651-675-8793

Course Information:

Class Details:Monday & Wednesday2:30 p.m. to 3:45 p.m.

Folwell Hall 8

Leadership Minor Details:209Appleby Hall

128 Pleasant Street SE

Minneapolis, MN 55455Office: [email protected]

www.leadup.umn.eduTwitter:LEAD_UP_UMN

Course Description:This 3-credit course challenges students to understand and articulate the role that community plays inleadership. Through case study examples and case-in-point classroom experiences, participants will explorewho and what makes up community, how leadership happens within a community, and how each individualcan learn and understand what community means in her or his own leadership context. Four themes will guidethe discussion and discourse:

UbuntuThe World Is Bigger Than You

Problems Are ComplexI.P.O.D.C.G.

Course Credit:This course is offered as a 3-credit course (commitment of 9 hours/week) A-F only.Course Prerequisites: OLPD 1301W / PA 1961W
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Required Course Texts:Block, P. (2009). Community: The Structure of belonging. San Francisco, CA: Berrett-Koehler Publishers Inc.Reading packet is available for purchase digitally through library e-reserves: z.umn.edu/ereserve

Course Objectives:In this course, students will:1. Examine how various concepts are significant in learning and developing leadership2. Identify experiences that develop resilience in the class and in your community. Practice resilience by

asking questions, risking failure and adapting actions.3. Research and analyze complex social issues and systems; identify relevant research and map out

stakeholders.4. Explore the lens through which you view the world, including identifying and describing your political,

social, ethical and philosophical beliefs. Compare your personal lens with that of other individuals andcommunities.

5. Identify group processes that lead to effective and sustainable solutions to complex problems. 6. Demonstrate and understand effective ways of making leadership interventions within the class

community.

University of Minnesota Student DevelopmentOutcomes Degree of emphasis within this course

1. Responsibility and accountability High

2. Independence and interdependence High

3. Goal orientation High

4. Self-awareness High

5. Resilience High

6. Appreciation of differences High

7. Tolerance of ambiguity High

University of Minnesota Student LearningOutcomes Degree of emphasis within this course

1. Can identify, define, and solve problems High Emphasis

2. Can locate and critically evaluate information High Emphasis

3. Have mastered a body of knowledge and a mode of inquiry Mastery of Implementation

4. Understand diverse philosophies and cultures within and acrosssocieties

Moderate emphasis

5. Can communicate effectively High emphasis

6. Understand the role of creativity, innovation, discovery, and expressionacross disciplines

Controlled Mastery of Implementation

7. Have acquired skills for effective citizenship & lifelong learning High emphasis

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Expectations

Community Commitments:

We will co-create the commitments together as a community within the first few meetings of the course.

Office Hours/Contacting the Instructor:

There are no set office hours for this course. Krista and the TA will be meeting prior to class and afterwards. Inthose times, they will be planning and debriefing the course and you are welcome to join. Kristastime to meetoutside of that time is flexible, although she works a full-time position, teaches another leadership course at theU, and teaches a course at Hamline University. She welcomes and encourages you to set up a time to meetwith her outside of class, which includes some evenings and weekends. This will give her an opportunity to

build a relationship with you and help her to better serve you as an instructor.

The best way to reach Krista is by email ([email protected]). If you are seeking guidance on a subject thatpertains to overall course questions, please email her and CC your TA, as we are a teaching team. They willtry their best to respond within 24 hours during the week. If you email over the weekend, a response will mostlikely not get back to you Monday morning. If you would like Kristas direct cell phone, it is available uponrequest.

Electronics/Phone Policy:

In this classroom, there is a time and place for the use of technology to enhance our conversation and ourlearning. It is very clear when those times will be. If use of any devices is interrupting your ability to learn & be

part of our community, power down and engage up.

Official University policies related to academic courses:

The University of Minnesota has a variety of policies in place to help students succeed on and off campus.Academic policies related to access and achievement as well as to student health and safety can be found onthe UWide Policy Library here:http://policy.umn.edu/Policies/Education/Education/SYLLABUSREQUIREMENTS_APPA.html

Emergency Procedures:

We are asking all of our students to sign up for the University's TXT-U System. TXT-U is the University of Minnesota's emergency notification text messaging system. It is one of several waysthe University system provides information to faculty, staff and students. You can sign up for this program byfollowing the links from the UM Safety and Security page. www1.umn.edu/prepared/txtu.html If there is an Emergency on campus - students will not be expected to attend classes in the affected area untilan "all clear" is given or the situation has been resolved. If the Emergency is declared while class is in session,the expectation will be to follow University of Minnesota Emergency protocol - which will be outlined by theInstructor depending on the situation.
mailto:[email protected]:[email protected]:[email protected]://policy.umn.edu/Policies/Education/Education/SYLLABUSREQUIREMENTS_APPA.htmlhttp://policy.umn.edu/Policies/Education/Education/SYLLABUSREQUIREMENTS_APPA.htmlhttp://policy.umn.edu/Policies/Education/Education/SYLLABUSREQUIREMENTS_APPA.htmlhttp://www1.umn.edu/prepared/txtu.htmlhttp://www1.umn.edu/prepared/txtu.htmlhttp://www1.umn.edu/prepared/txtu.htmlhttp://www1.umn.edu/prepared/txtu.htmlhttp://policy.umn.edu/Policies/Education/Education/SYLLABUSREQUIREMENTS_APPA.htmlhttp://policy.umn.edu/Policies/Education/Education/SYLLABUSREQUIREMENTS_APPA.htmlmailto:[email protected]

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Accommodations:

The University of Minnesota is committed to providing equitable access to learning opportunities for allstudents. Disability Services (DS) is the campus office that collaborates with students who have disabilities toprovide and/or arrange reasonable accommodations. If you have, or think you may have, a disability (e.g.,mental health, attentional, learning, chronic health, sensory, or physical) please contact DS at 612-626-1333 toarrange a confidential discussion regarding equitable access and reasonable accommodations. If you areregistered with DS and have a current letter requesting reasonable accommodations, please contact yourinstructor as early in the semester as possible to discuss how the accommodations will be applied in thecourse. For more information, please see the DS website at https://diversity.umn.edu/disability/

Mental Health and Stress Management:

As a student you may experience a range of issues that can cause barriers to learning, such as strained

relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack ofmotivation. These mental health concerns or stressful events may lead to diminished academic performance orreduce your ability to participate in daily activities. University of Minnesota services are available to assist youwith addressing these and other concerns you may be experiencing. You can learn more about the broadrange of confidential mental health services available on campus viahttp://www.mentalhealth.umn.edu

Harassment

The University of Minnesota is committed to providing a safe climate for all students, faculty, andstaff. All persons shall have equal access to its programs, facilities, and employment without regard to race,color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran

status, or sexual orientation. Reports of harassment are taken seriously, and there are individuals and officesavailable for help. Contact the Office of Equal Opportunity and Affirmative Action, in 274 McNamara AlumniCenter, 612- 624-9547.

Academic Integrity

Academic integrity is essential to a positive teaching and learning environment. All students enrolled inUniversity courses are expected to complete coursework responsibilities with fairness and honesty.Failure to do so by seeking unfair advantage over others or misrepresenting someone elses work as yourown can result in disciplinary action.The University Student Conduct Code can be found at:http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html

It defines scholastic dishonesty as follows:SCHOLASTIC DISHONESTY: Scholastic dishonesty means plagiarizing; cheating on assignments orexaminations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using testmaterials without faculty permission; submitting false or incomplete records of academic achievement;acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors,awards, or professional endorsement; altering, forging, or misusing a University academic record; orfabricating or falsifying data, research procedures, or data analysis.
https://diversity.umn.edu/disability/https://diversity.umn.edu/disability/https://diversity.umn.edu/disability/http://www.mentalhealth.umn.edu/http://www.mentalhealth.umn.edu/http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.htmlhttp://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.htmlhttp://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.htmlhttp://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.htmlhttp://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.htmlhttp://www.mentalhealth.umn.edu/https://diversity.umn.edu/disability/

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Within this course, a student responsible for scholastic dishonesty can be assigned a penalty up to andincluding an F or N for the course. If you have any questions regarding the expectations for a specificassignment or exam, please ask! For more information, please visit: Office for Student Conduct &

Academic Integrity at: www.oscai.umn.edu

Grading Policy & Scale:According to the college-widepolicy determined by the Universitys faculty senatehttp://www1.umn.edu/usenate/policies/gradingpolicy.html

A: 940 - 1000 points A-: 900 - 930 pointsB+: 870 - 890 points B : 840 - 860 points B-: 800 - 830 pointsC+: 770 - 790 points C : 740 - 760 points C-: 700- 730 pointsD+: 670 - 690 points D : 600 - 660 pointsF: 0 - 650 points

A - Achievement that is outstanding relative to the level necessary to meet course requirements.B - Achievement that is significantly above the level necessary to meet course requirements.C - Achievement that meets the course requirements in every respect.D - Achievement that is worthy of credit even though it fails to meet fullythe course requirements.F (or N) - Represents failure (or no credit) and signifies that the work was either (1) completed but at a level ofachievement that is not worthy of credit or (2) was not completed and there was no agreement between theinstructor and the student that the student would be awarded an incomplete.

The highest quality of writing is expected in this course. If students have a need for additional assistance onthe papers beyond what is provided in the course itself, the University of Minnesota offers a program thatprovides writing assistance for undergraduate students at all stages of the writing process. The Student WritingCentercan help you get started on papers or other writing projects, provide comments on drafts, teach howyou revise, edit and proofread you own work. For more information, contact the Center for Writing at 612-626-7579 or visit their website at www.writing.umn.edu.

Late Assignments:Assignments are to be submitted on time. Late assignments will be penalized with a 10% deduction if turned inafter the designated due time. An additional 10% will be taken off for every 12 hours late the assignment is notsubmitted after that initial 12 hours. Foreseeable conflicts to submitting an assignment must be discussed theinstructor 48 hours in advance. Unforeseen circumstances will be taken into consideration by the instructor andleniency is at their discretion. Consider what commitments you are making and how you will be accountable tothe ones you have made.
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Assignments (1000 total points)

PRESENCE /ATTENDANCE (15%)

Attendance: Attending all classes will serve as one-thirds of this score. You must notify the instructor and TAdirectly regarding an absence and confirm if it is excused or not based on University Policy. Showing up latealso affects this area of the grade.

Presence: Showing up in class will be a component but your willingness to move the conversation forward andbuild community will also be critical. You will be assessed, based on two-third of the points available, based onthe following questions and through peer perspectives.

Did the student bring ideas or help to move the conversation forward? Did the student intentionally work move beyond his/her comfort zone? Did the student use course concepts in the class (non-assigned)? Did the student engage in non-graded process components of group project? Was the student active in creating a class community both within and outside of the physical

classroom?

QUIZZES AND WRITING PROMPTS (10%)As part of being prepared for discussions, we will have a quiz or reading prompt on most of the readingassignments. Quizzes and writing prompts will be available through the moodle course site. They will be availaboutside of class at designated points in the course and with limited time to complete.

FINAL EXAM (7%)A culminating final exam will assess your ability to demonstrate that you are making meaning of the conceptsaddressed in this course. Details will be provided later in the semester.

The final will be a group final all will receive the same grade. All must attend, in person. Non-attendance will result in failing the final for the individual.

COMPLEXITY PROJECT (25%)Students will work in groups to explore the complexity of the challenges facing us in our public life. Jump toComplexity rubrics.

TWO COMMUNITIES PROJECT (20%)Students will work in groups to explore and compare how two different communities live, engage, and are partof our world. Jump to Two Communities rubrics.

PEER FEEDBACK (23%)Students will give feedback on their peers in the group work done on the Complexity and Two CommunitiesProjects.

One-to-One with instructors (0%)Students are encouraged to set up a one to one with the instructor(s) and/or TA of the course. This is not agraded assignment but it is in the students interest to meet with the instructor and continue to prac tice the skillof the one-to-one. We are open to many possibilities for meeting and hope you will extend the invitation.

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Course Outline

Week One (September 1st - 7th):Readings: Block Chapter 11 (Invitation)

WingeYouve Got to Come in RightAssignments: None

Week Two (September 8th - 14th):

Readings: Block 2 (Community Context)Block 13 (Hospitality)Block 14 (Physical Space)Block Outline 177-185

Assignments: FlipGrid your passion/interests/issueWriting prompt on Chapter 2

Week Three (September 15th - 21st):

Readings: NoneAssignments: None

Week Four (September 22nd - 27th):

Readings: GerzonInquiryAssignments: Quiz on Inquiry & Chapter 11

Week Five (September 29th - October 5th):

Readings: Block Chapter 12 (IPODCG)Assignments: Quiz on Chapter 12

Week Six (October 6th - 12th):

Readings: Block Chapter 3 (Stuck Community)Block Chapter 4 (Restorative Community)Block Chapter 10 (Questions are More Transformative than Answers)

Assignments: Annotated Bibliography for Complexity Project DueClaim Draft Grade for Complexity ProjectWriting prompt on Block Chapters 3 and 4

Week Seven (October 13th - 19th):

Readings: Heifetz & LinskyThink PoliticallyAssignments: Complexity Project Draft Due

Written/In-Class Feedback for Complexity Project DueQuiz on Think Politically

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Week Eight (October 20th - 26th):

Readings: Heifetz & LinskyOrchestrate the ConflictGerzonPresence

Assignments: Quiz on Orchestrate the Conflict

Week Nine (October 27th - November 2nd):

Readings: Block Chapter 5 (Projections)Block Chapter 6 (Citizenship)

Assignments: Writing prompt on Chapter 5, 6Schedule Presentations for Two Communities in week 11 and 12

Week Ten (November 3rd - 9th):

Readings: NoneAssignments: Final Complexity Paper Due

Complexity Project One-to-Ones DueTwo Communities Written Feedback DueComplexity Project Verbal Feedback Sessions (Occurring outside of class)

Week Eleven (November 10th - 16th):

Readings: Block Chapter 7 (Transforming Community)Block Chapter 8 (Convening)Block Chapter 9 (Small Groups)

Assignments: Complexity Project Verbal Feedback Sessions (Occurring outside of class)Quiz on Block Chapters 7, 8, & 9

Week Twelve (November 17th - 23rd):

Readings: NoneAssignments: In class presentations for Two Communities

Week Thirteen (November 24th - 30th):

Readings: None

Assignments: In class presentations for Two CommunitiesThanksgiving Break 2ndhalf.

Week Fourteen (December 1st - 7th):

Readings: Heifetz & LinskySacred HeartAssignments: Writing Prompt on Sacred Heart

Two Communities Verbal Feedback Sessions (Occurring outside of class)Two Communities Reflection Due

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Week Fifteen (December 8th - 14th):

Readings: NoneAssignments: Two Communities Verbal Feedback Sessions (Occurring outside of class)

In class evaluationsPresence Grading

FINAL EXAMINATION:

Monday, December 151:30PM - 3:30PM

Folwell 8

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Complexity Project Rubrics

The Complexity Project is an opportunity for students to assemble in groups to research an issue in our society

and how it shows up in a local context. They will begin to explore the complexity of that issue and thechallenges in advocating an action.

Students will start by choosing a broad issue and gathering initial group members ideas for advocacy.Students will then develop research questions and seek out different lenses of perspective on the issue. Theywill continue to research and do professional one-to-ones with individuals connected with the issue on a locallevel. Through the research students may find the focus becomes more distinct and particular than the originalresearch questions.

The research and research process will inform the students report. applying aspects of Peter Blocksconversations found in Community: The Structure of Belonging. These conversations include Invitation,Possibility, Ownership, Dissent, Commitment, and Gifts. Students should seriously consider researching

writing about a topic they might pursue beyond a classroom setting. The potential for building relationships withinterviews connected to this topic is ripe.

The focus of this project is inquiry rather than execution of advocacy. The outcome of this project is not to finda solution but to better understand the complexity to find a path to new possibilities. Our hope is you begin torealize that the world is bigger than you, in terms of your own perspective and interest.

Keep also in mind the concept of ubuntu as you move through this project as working together, creating bestpractices of collaborating, and setting expectations will serve you well.

Annotated Bibliography (40 individual points):

Each student, in his/her/their respective complexity group, must create an individual annotated bibliography.Each annotated bibliography must contain four articles that differ from the articles in another group membersannotated bibliography. If two or more members of a group cite the same article, the article is not counted inthe assessment for either of the students. You are encouraged to collaborate and share knowledge to ensurethis does not happen.

The articles researched must be from academic peer reviewed journals. We will discuss in class the types ofarticles that are appropriate as well as discuss effective research using University of Minnesota Library tools. Each group member will individually submit an annotated bibliography of those academic resources. Thesubmission will be graded, first, on clear and relevant citations in the style selected by the student submittingthe work. At the top of the annotated bibliography, the student must state:

- Name- Course Number and Section- Chosen Style of Citation that will be used in the work (APA, MLA, or Chicago Style)and please note, yourinstructor is an expert on APA, so if you are seeking to advance your use of a particular style (to get better andreceive great feedback), please use APA. However, as a published author and English major, your instructor isalso okay at MLA and Chicago too.

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0 Points 1-2 Points 3-4 Points 5 Points

Citation

StyleDeclared

Citation Style is not clearly

declared

Citation Style is

declared

CitationUse

No citations, no properlyformatted citations, or majorerrors.

Some citationsproperly cited or witherrors.

Most citations properlycited with minor errors.

Each citation properlycited with no errors.

With the citation there will also be an annotation of the content of the article. This annotation should be 250 to350 words containing three elements:

Summary of information from the academic resource. Assessment of the material. Note what questions come to mind when considering this resource.

Description of the lens the author.

Reflection on how the resource may fit in the groups final product. Include what other counter points ofview would need to be sought after reading this article.

0-5 Points 6-7 Points 8-9 Points 10 Points

Summary ofResources

Does not fulfillanyrequirements.

Some summaries arewell written, and provideunderstanding of theresource.

Most summaries are wellwritten, and provideunderstanding of theresource.

All summaries are wellwritten, and provideunderstanding of theresource.

Assessment ofthe Material


Some resources are wellassessed and studentresponds thoughtfully to

the prompt.

Most resources are wellassessed and studentresponds thoughtfully to

the prompt.

All resources are wellassessed and studentresponds thoughtfully to

the prompt.

Reflection onapplication toproject


Reflection on some of theresources is well writtenand addresses theprompts

Reflection on most of theresources is well writtenand addresses theprompts

Reflection on all of theresources is well writtenand addresses theprompts

Professional One-to-Ones (45 points)

Students will individually complete three one-to-ones with individuals who are connected to the complexityproject. Guidelines for these one-to-ones include:

Students must conduct one-to-ones with stakeholders who have distinct connections to their complexityproject and some element of authority on the subject. Each one-to-one subject the student speaks to must have a lens or organization they are affiliated with

which is different from his/her two other subjects. However, fellow group members may complete one-to-ones with different subjects who are affiliated with the same lens or organization.

Students should come in having completed some academic research and informed other groupmembers about their one-to-one subjects.

One-to-ones must happen in person. Exceptions for phone or video messaging can be made if mobilityis limited (however, the instructor must be notified).

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Students will incorporate information gained from each one-to-one into their final project. Each student willseparately submit debriefs of the one-to-ones and write 200-300 words for each one-to-one subject. Each willbe graded on the following criteria:

Identifying the person. (5 points for each one-to-one)o Note the persons connection to your complexity project. Describe the individuals authority on

the subject.o Identify this individuals self-interest and/or passions around the complexity project issue. What

sparked this and why are they still involved? Summary of information gained (5 points for each one-to-one)

o What information helped add a new insight to your project?o How did their insight validate or invalidate other findings by the group?

Proof of one-to-one (5 points for each one-to-one)o Proof must be included that the one-to-one occurred in the submitted document. (Can included

screen shot of email confirming meeting, scan of a business card, etc.)Note: As a best practice, we greatly encourage you to write a thank you note to all one-to-one contactsthanking them for their time and insight on this project. Whether by email or by paper, acknowledging the gift oftheir time is important. Relationships are the currency of power and, as this is a project about passions, wehope that you will share your final product with your one-to-one contact.

Draft of Complexity Paper (15 points):

In turning in this draft you are expected to have declared, as a group, one agreed upon citation style. With thisdraft, you are expected to have met all of the parameters of the assignment for the final product. It will beassessed as if it were a final product with notes given back to the groups. The group will have two options ofhow it would like the draft to be scored.

1. The group may have the assignment scored on regular parameters that correlate with the final productand then translate that percentage out of points.

2. The group may choose to receive all 15 of the points if they receive a 73% or above based on thecriteria final product rubrics. If the draft does not meet the 73% threshold, then no points are awarded.

Each group must submit in writing which option they would prefer two weeks before the due date.

Final Complexity Paper (150 points):

The final product will be a narrative report on the complexity of this issue. This product should be thought of asa document aimed for a reader with little to no background on your subject. There is limited space to introducethe history of your topic and then include differing perspectives that create complexity around the topic. Someof the technical aspects of your paper include:

The final product should declare one chosen citation style on the title page and should follow that

declared citation styles guidelines, including appropriate elements of title page, main body, andreferences page, throughout the document.

The paper should draw from at least 25 pertinent cited sources. Projects will excel if the number ofpertinent cited sources exceed 25. These must draw from both from your academic articles from yourannotated bibliographies and from professional one-to-ones. Additionally students may use up to threenon-academic articles to integrate into the paper.

The main body of text should be 18-22 pages. Headers must be used to differentiate sections of the paper, regardless of citation style.

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Double-spaced on standard-sized paper (8.5" x 11") with 1" margins on all sides. A clear font that ishighly readable should be used (e.g. 12 pt. Times New Roman font), regardless of citation style.

The paper should be broken down into the following sections. In each section, students should answer thefollowing prompts. Length of these different sections is suggested.

Overview of the topic (12-14 pages) Background (2-3 pages)

o Give a historic overview of the subject and the scope of your research.o Note who is affected by this issue and the nature of the effect.o Describe what makes this issue complex.

Stakeholders (1 page)o List the different stakeholder communities you researched or engaged. List which ones you had

direct contact with through the one-to-one process.o Outline stakeholders you would seek out for more information. Describe the barriers that

prevented you from engaging these stakeholders? Advocacy (2 pages)

o Describe the lens your group initially tended to identify with and their approach to the problem.o Explain how others have concluded this is a proper approach.o Describe other stakeholders or communities agree with this lens.

Inquiry (4-5 pages)o Describe other lenses that see the issue differently.o Describe the stakeholders or communities who have these different lenses.o Note the dissent from different lenses that counters your advocacy approach.

Retributive versus Restorative (2-3 pages)o Identify at least one retributiveapproach and at least one restorativeapproach to the issue that

stakeholders are taking.o Describe why the approach is retributive or restorative according to Peter Blocks concepts from

Community: The Structure of Belonging.

Moving Forward (6-8 pages) Roundtable Proposal (3 - 5 pages)

o Create a proposal of who you would gather (at least five people) who represent differentperspectives on this issue to move forward with possibilities around this issue.

Explain would be in attendance (at least two must be from your one-to-ones). Articulate their authority on the matter and also what groups or perspectives do they

represent.o Describe elements of the invitation you would makein particular, describe the personal risks

and commitments each stakeholders would have to make as well as general risks andcommitments the group would encounter.

o Outline what gifts each invitee would bring to the roundtable. Note which would be apparent to

all and which you would recognize based off of your research. Statement of Commitment (2-3 pages)

o What agreed upon commitment to this issue will all individuals in your group agree to takeon/act upon? What is it and what resource, interview, or process in this project brought you tothat realization?

o If there is no group consensus on a commitment, explain why.o Include other individual commitments as well.

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Two Communities Rubrics

In the Two Communities project, you will be building off of your previous work understanding the myriad ways

communities work and function. For this project, you will meet with two community stakeholders (you willbrainstorm connections that our community already has to other communities during class). Thesestakeholders will serve as a bridge into two communities that your group will seek to understand. Your goalwill be to practice observation and produce interpretations of those observations.

Coming in RightIn choosing two communities, groups will choose one one-campus community and another off-campuscommunity. You will choose communities where you have a group member who has an existing relationshipwith or would identify as a part of that community (known as your student liaison). You may have one groupmember serve as a student liaison for the on-campus community and another group member serve as studentliaison for the off-campus community.You will consider and ask how to come in right to the communities youare engaging. You will then enter the community to gather observations and experience what the community is

like. The end result of this project will be to develop a written report of your observations and interpretationsand to create a presentation that shares these thoughts while connecting your experiences to conceptsexplored in Peter Blocks Community.

Your process will include:Research the background of the community. Discuss with the respective student liaisons of the group how theyidentify with the community and what is their personal history with the community. Review external resourcessuch as academic articles, organizational charts, or websites connected to the community to enhance yourunderstanding of the group.Interview (one-to-one with one stakeholder from each community)

Identify one group member, not the student liaison, to conduct the one-to-one with a stakeholder. Conduct the one-on-one, utilizing both the prescribed questions distributed by the instructor(s) and the

questions brainstormed in class, and any additional questions that may be identified by the group touncover the essential information needed in order to come in right.

Report back to the group what you learned during the one-to-one and together discuss how you will usethe information when observing the communities.

Observation and InterpretationOver the course of the Two Communities Project, representatives of your group will be expected to attendthree gatherings of each of the two communities you have chosen.At least two group members need to be inattendance for each event. Each group member must attend at least one event of each community.

Community Interactions Team Members Attending

On-Campus Community One-to-OneEvent 1Event 2Event 3

One to two members, not the liaison2 member minimum up to full group2 member minimum up to full group2 member minimum up to full group

Off-Campus Community One-to-OneEvent 1Event 2Event 3

One to two members, not the liaison2 member minimum up to full group2 member minimum up to full group2 member minimum up to full group

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The gatherings of the communities must be at least one hour long. These could be meetings, practices,celebrations, ceremonies, or other appropriate intentional gatherings. During these gatherings, observe thecommunity and take notes using the observation method practiced in class. Take notes about what you heard,saw, noticed, and separately note what your interpretation of these events are or what they could be. After yourevent(s), communicate with other team members that were there to establish a collective understanding ofwhat was observed and interpreted. This will support the development of a stronger written report andpresentation.

Stakeholder One to Ones Written Debrief (20 Team Points)

Your written work in this project will include multiple components.The first component will be a written debrief of the one-to-ones conducted with the community stakeholders.You should ideally complete this one to one before beginning your observations. Please note this should be awritten summary and not a transcript of the conversation (2-3 pages each) (10 points each).

Describe the stakeholder and what authority and role they have within the community?

List which of your group members were in attendance. What meaningful insights did the stakeholder provide in response to the prescribed questions

determined by the instructors and class? How did the community stakeholder help prepare you to come in right?

Stakeholder One-to-One Written Debrief(One debrief for each community for a total of two debriefs, 10points each)

0-4 Points 5-9 Points 10 Points

Minimal attention is given to therequired components of theassignment.

Somewhat significant attention has beenpaid to the required components of theassignment.

All points components of theassignment are thoroughlyaddressed

Note: As a best practice, we greatly encourage you to write a thank you note to all one-to-one contactsthanking them for their time and insight on this project.

Observation and Interpretation Written Report (60 Team Points)

The written report template provided will have six sections (one section for each event your group attended).Each section should list the title of the event you attended (for instance, Off-Campus Board Meeting), alongwith a brief summary, 100 words, of the purpose, setting, and participants connected to the event.. You willalso list your group members in attendance for each event. For each section you will include two columns, onefor written observations and the other for interpretations from your group members. (60 points total)

For each event, group members who attended that event will communicate their observations andinterpretations to one another and create one collaborative entry detailing the observations andinterpretations for that event.

The observation entries should be at least 150 words in length describing details with little to nointerpretation. They should be noted in the specific section for their gathering and you may note whichgroup member is making the observation.

The interpretation entries should be at least 150 words in length noting initial interpretations of theevent and what other interpretations might be possible based on evidence. It is important thatInterpretations should correspond with their observations, so the entry should clearly connect how thisinterpretation is being made. Again, the interpretations should be noted in the specific section for theirgathering and it may be noted which group member is making the observation

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0 Points 1-2 Points 3 Points 5 Points

Neither time, date, nor

location was clearly statedin the invitation.

Only one or two aspects of a

time, date, or location wereclearly stated in theinvitation.

Time, date, and location

were clearly stated in theinvitation.

Invitation made at least 10

days before thepresentation date. Time,date, and location wereclearly stated in theinvitation.

Names none of the risks,commitments a person hasto make to participate nornames the possibilities if aperson accepts theinvitation.

Names 1 of the following:risks, commitments a personhas to make to participateand names the possibilities ifa person accepts theinvitation.

Names 2 of the following:risks, commitments a personhas to make to participateand names the possibilities ifa person accepts theinvitation.

Names the risks,commitments a person hasto make to participate andnames the possibilities if aperson accepts theinvitation.

The invitation is unclear in

its proposal and what isbeing asked of eachindividual. The purpose/whyof the invitation is notstated.

The invitation is clear in its

proposal and what is beingasked of each individual. Thepurpose/why of the invitationis not stated.


proposal and what is beingasked of each individual. Thepurpose/why of the invitationis unclear.


proposal and what is beingasked of each individual.The purpose/why of theinvitation is stated.

In-Class Presentation (70 Team Points):

For the presentation component of the Two Communities Project, your goal will be to create a creative andinteractive experience for your instructors, classmates, and guests that conveys your experience with andunderstanding of your Two Communities. While a PowerPoint or Prezi format is appropriate to provide some

information and structure to the presentation, it is expected that your team creates a dynamic, interactive, andunique presentation experience that is reflective of the communities you observed.

Requirements for Two Communities Presentation for both communities25 minutes of presentation time5 minutes of Question/Answer timeNo more than 30 minutes total for the presentationIn the presentation we shall be looking for

A creative presentation to convene experience of the communitiesshow more, tell A presentation that honors the community and shared experience

Address the following in your group presentation: Give a description of the community and its purpose.

Explain how you did or did not come in right. What did you learn? What would you do differently nexttime? What did you experience in the communities? Provide an overview of your observations and interpretations. For each community, share two or more examples of concepts from Peter Blocks Community that

you saw at work within the community.

Projects will be graded with input from instructor(s), teaching assistant(s), and students observingpresentations. The Instructor and TA grade will account for 50% of the grade. The grades given by thestudents will be averaged and applied as the other 50% of the grade.

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RUBRIC FOR PRESENTATIONS

Needs Work0-2 Points

Displays Competence2-4 Points

Excellent5 Points

Clarity ofExperience

Presentation created by groupfails to convey or weaklyconveys groups experience oftheir communities. Experienceis difficult for audience tounderstand.

Presentation created by groupconveys to audience a sense ofengagement in groupscommunities. Experience is clearand mostly understandable.

Presentation created by groupimmerses audience inexperiences of the group.Experience is clear and allaspects of the experience areunderstandable.

Timely Presentation does not utilizetime well and falls significantlyshort of or goes significantly

over the allotted time frame.

Presentation uses timeadequately, with some areas thatcould be more focused.

Presentation uses timeeffectively and maintains focusand flow.



Excellent9-10 Points

Engaging andCreative

Presentation does not utilizecreative engagementmethods. Audience is notconsistently engagedthroughout the presentation.Presentation lacks consistentefficiency and focus.

Presentation is focused andefficient and engages audiencethroughout most of thepresentation. Creativity is utilizedto support description of at leastone of the communities.

Presentation is efficient andmaintains focus and flow.Audience is thoroughly engagedthroughout and creativity isutilized to support the descriptionof both communities.




Coming inRight

Minimal description of comingin right, lessons learned, ordescribing what to dodifferently in the future. Asignificant absence of any ofthose questions would fall inthis points range.

Team generally describes howthey came in right, describes atleast one lesson learned from thecoming in right process, and whatto do differently in the future.Could benefit from some moredetail and critical reflection.

Strong description and criticalreflection of how the team camein right, strong critical reflectionon lessons learned from thecoming in right process, andwhat to do differently.

Distinguishing

ObservationsandInterpretations

Presentation does not clarify

what are group observationsvs. interpretations.Observations stray heavily intointerpretation. Interpretationsare absent or severely lackingcritical thought.

Presentation mostly clarifies what

are group observations vs.Interpretations. Observations aremostly clear without significantdrift into interpretation.Interpretations could benefit frommore significant critical thought.

Presentation completely clarifies

what are group observations vs.Interpretations. Observations arevery clear and do not stray intointerpretation. Interpretations arecritically considered owned bythe group members as their own.




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Connection toPeter BlocksCommunity

Connections between each ofthe communities and PeterBlocks Communityare

mentioned, but few, if any,critical connections betweenthem are clearly drawn for theaudience, or the minimumnumber of connections are notdiscussed.

At least 2 connections betweeneach of the communities andPeter Blocks Communityare

expressed clearly.

Two or more connectionsbetween each of thecommunities and Peter Blocks

Community are described andvery clearly compared andcontrasted with good criticalthought.

Written Individual Reflection on Observation and Interpretation20 points

Write a 400-500 word reflection addressing the following prompts:

Describe your personal experience with this practice of observing and interpreting.

How did you work to successfully discern between observation and interpretation? What challenged

you about this process? How did having everyones varying observations and interpretations in the paper and part of the

group gradeconnect to the concept of UBUNTU?

How can you use observation and interpretation in your life moving forward?

Reflection will be graded based on the whether each prompt was addressed with depth. As this is a personalreflection, it is up to the student to engage with thorough depth. Instructor will not provide in-depth feedback onyour personal thoughts but will be available for any grading questions.

0-10 Points 10-14 Points 15-17 Points 18-20 Points

Does not address theprompts with depthand thoroughness.

Somewhat reflects criticalexamination of theprocess. Not all promptsare significantlyaddressed.

Significantly reflectscritical examination of theprocess and addressesall prompts with somedepth.

Thoroughly reflects critical examinationand reflection of the process. Addressesall prompts with great depth andexpresses an understanding of how toutilize the process moving forward.

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Peer Feedback

Throughout the course students will be required to give feedback to peers, through forms given, regarding theirperformance in assigned group projects for the semester. Students will be graded on how they gave feedbackand how they received that feedback.

First Feedback: Written (30 points)In the middle of the Complexity Project, a feedback session will be held in class to reflect on the work beingdone. Students will give initial feedback to their peers in written form. They will exchange feedback forms inclass and have an opportunity to discuss the feedback they have been given. Students will be assessed on theoutlined categories below:

Criteria for giving feedback Points

Feedback is goal-referenced- Acknowledges work the individual receiving the feedback has done to help reach group goals.

___/5_ points

Feedback is tangible and transparent - Feedback clearly communicates how the author perceived the behavior and does not leave thereceiver to easily misinterpret the feedback

___/5_ points

Feedback is actionable- Feedback includes ideas of ways the individual receiving feedback can improve or enhance theirwork in relation to the person giving feedback.

___/5_ points

Feedback is user friendly- Feedback is not too technical, vindictive, self-pitying, or lengthy. Feedback is overall succinct.

Verbal feedback includes maintaining of eye contact and appropriate tone. Written feedback usesproper grammar and mechanics to convey ideas to the reader of the feedback.

___/5_ points

Feedback focuses on specific behaviors- Feedback notes the way the person receiving the feedback accomplished the goals of group.Notes the attitude or method in the person's approach.

___/5_ points

Feedback includes appreciation for person listening to praise or concern - Feedback honors that receiving feedback can be difficult and expresses gratitude for the personreceiving the feedback. Specifically notes a moment in which the individual receiving feedback didsomething that was appreciated in the process.

___/5_ points

TOTAL POINTS ___/30__

points

0-2 Points 3 Points 4 Point 5 Points

Completes the criterionfor no group members

Completes the criterion forsome group members

Completes the criterion formost group members

Completes the criterionfor all group members

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First Feedback: Verbal (55 points)For the first verbal feedback, groups will arrange time outside of class for a one hour long feedback session.The instructor will observe the feedback sessions as well as video-tape for later review. Each student will have

one to two minutes to give feedback to a student. After that a student receiving feedback will have two to threeminutes for an initial response. The group can then choose to continue to move forward with that same studentor move to another students feedback. The group is responsible for time management of this session. Verbalfeedback given to students and the receiving of the verbal feedback will be assessed on the following criteria:


Feedback is goal-referenced- Acknowledges work the individual receiving the feedback has done to help reach group goals.

___/5_points

Feedback is tangible and transparent - Feedback clearly communicates how the author perceived the behavior and does not leave thereceiver to easily misinterpret the feedback

___/5_points

Feedback is actionable- Feedback includes ideas of ways the individual receiving feedback can improve or enhance their workin relation to the person giving feedback.

___/5_points

Feedback is user friendly- Feedback is not too technical, vindictive, self-pitying, or lengthy. Feedback is overall succinct. Verbalfeedback includes maintaining of eye contact and appropriate tone. Written feedback uses propergrammar and mechanics to convey ideas to the reader of the feedback.

___/5_points

Feedback focuses on specific behaviors- Feedback notes the way the person receiving the feedback accomplished the goals of group. Notesthe attitude or method in the person's approach.

___/5_points

Feedback includes appreciation for person listening to praise or concern- Feedback honors that receiving feedback can be difficult and expresses gratitude for the personreceiving the feedback. Specifically notes a moment in which the individual receiving feedback didsomething that was appreciated in the process.

___/5_points

TOTAL POINTS ___/30__points


Completes the criterionfor no group members Completes the criterion forsome group members Completes the criterion formost group members Completes the criterionfor all group members

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Criteria for receiving feedback (verbal) Points

Seeks out and is open to feedback from others. Seeks clarification if needed. Asks questions

regarding the feedback. Tries to gather more specifics of a situation.

__/5_ points

Practices receiving feedback without immediately becoming irrationally defensive. May dissent onissues of facts as opposed to perception. Receipt and discussion of feedback includes maintainingof eye contact, appropriate tone, and body language.

__/5_ points

Paraphrases feedback back to the person giving it. __/5_ points

Communicates behaviors that can help you make desired changes or enhance gifts given duringgroup work. Student receiving feedback brainstorms at least one idea with others in the groupregarding the feedback they have received.

__/5_ points

Express appreciation to the feedback provider for caring enough to give you feedback and requestthat they continue to do so. __/5_ points

TOTAL POINTS __/25_ points


Does not respond inoutlined manner.

Responds in this manner someof the time or rarely.

Responds in this mannermost of the time.

Responds in this mannerall of the time.

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Second Feedback: Written (60 points)In the middle of the Two Communities Project, a feedback session will be held in class to check the course ofthe work being done. Students will give initial feedback to their peers in written form. They will exchange

feedback forms in class and have an opportunity to discuss the feedback they have been given. Students willbe assessed on the outlined categories below:


Feedback is goal-referenced ___/10_ points

Feedback is tangible and transparent ___/10_ points

Feedback is actionable ___/10_ points

Feedback is user friendly ___/10_ points

Feedback focuses on specific behaviors ___/10_ points

Feedback includes appreciation for person listening to praise or concern ___/10_ points

TOTAL POINTS ___/60__ points






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Second Feedback: Verbal (85 points)For the first verbal feedback, groups will arrange time outside of class for an at least one hour long feedbacksession. The instructor will observe the feedback sessions as well as video-tape for later review. Each student

will have one to two minutes to give feedback to a student. After that a student receiving feedback will havetwo to three minutes for an initial response. The group can then choose to continue to move forward with thatsame student or move to another students feedback. The group is responsible for time management of thissession. Verbal feedback given to students and the receiving of the verbal feedback will be assessed on thefollowing criteria:


Feedback is goal-referenced ___/10_ points

Feedback is tangible and transparent ___/10_ points

Feedback is actionable ___/10_ points

Feedback is user friendly ___/10_ points

Feedback focuses on specific behaviors ___/10_ points

Feedback includes appreciation for person listening to praise or concern ___/10_ points

TOTAL POINTS ___/60__ points






Criteria for receiving feedback (verbal) Points

Seeks out and is open to feedback from others. Seeks clarification if needed. __/5_ points

Practices receiving feedback without immediately becoming irrationally defensive. May dissent onissues of facts as opposed to perception.

__/5_ points

Paraphrases feedback back to the person giving it. __/5_ points

Communicates behaviors that can help you make desired changes or enhance gifts given duringgroup work.

__/5_ points

Express appreciation to the feedback provider for caring enough to give you feedback and requestthat they continue to do so.

__/5_ points

TOTAL POINTS __/25_ points

Soria Fall 2014 MW 003

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