Course Syllabus

MGMT 1111 First Year Seminar: Leadership in Business and Life

 

Instructor: Sherrie Lawson

Contact info: Phone: 240-606-5559

Email: sherrie.lawson@ucdenver.edu

Zoom Link: https://ucdenver.zoom.us/j/6617270354 (Links to an external site.)

Website: https://www.sherrielawson.com (Links to an external site.)

Office hours: By appointment. I reply promptly to email during normal office hours, but may not check mail in the evenings or over weekends.

 

FYS PAL Mentor:   Sarah Jo Bennet

Contact Info:  

Email:                   sarah.j.bennett@ucdenver.edu

Phone:                 720-785-3612

Office Hours:  Thursdays 11AM -12:30PM; Friday 10AM-12PM

 

Required

Texts: Introduction to Leadership: Concepts and Practices (5th Edition), Peter G. Northouse, Sage 2019. ISBN: 9781544351629 

Additional materials will be distributed in class and/or posted on Canvas

Course Description: Learn about leadership in business and society as you experience it. Through individual and group activities, guest speakers and field trips, students will examine leadership theories, concepts and practices to better understand what makes leaders effective while gaining a better appreciation for their own leadership strengths and potentials.

MGMT 1111 will require student preparation each week for class discussions and for leadership and academic skills assignments, and throughout the term for examinations, term projects and reflection papers.  A higher level of thinking and analysis will be required in MGMT 1111 than is typically used in high school classes.  Students will be asked to learn leadership principles, critically evaluate written and visual materials that address different aspects of leadership or depict leaders in action, and apply what they learn about leadership to situations not directly encountered in class.  Students will also engage in considerable self-reflection and will have a chance to practice leadership skills while completing required class projects and activities.

 

Objectives: Upon completing this course students will be able to:

  • Evaluate and discuss what makes leaders effective
  • Understand the need for and limits of leadership
  • Critically analyze examples of leaders leading
  • Understand their current leadership style
  • Practice effective leadership behaviors
  • Develop intellectual and critical thinking and problem solving skills with an emphasis on reading, writing and information literacy.
  • Develop awareness and increase utilization of campus resources.
  • Improve writing and time management skills.
  • Utilize career counseling and academic advising resources to explore potential careers, evaluate and choose an appropriate major and develop an academic degree plan.

 

Unique Aspects of

FY Seminars: This First-Year Seminar course is structured to support your successful transition to the university through rigorous academic content, enhancement of academic skills, and engagement in social/academic events.  MGMT 1111 will challenge and enhance your writing and critical thinking skills.  This course will require an additional time commitment for activities and workshops outside of our regularly scheduled class time. The additional time commitment required of FYS students is based on long-standing research that links student success with academic and social engagement of students new to college. You are also provided with a Peer Advocate Leader that can serve as a beneficial mentor during your first year.

 

Student Effort: Faculty policies state that classes in the Business School should require of their students a work load in and out of class that enhances the quality of education and is consistent with the amount of academic credit granted for a course.  For a three semester hour undergraduate course, it is expected that the volume of work outside of class normally would require a student, on the average, to commit a minimum of 5-6 hours per week. 

Core credit: MGMT1111 will apply toward the CU Denver Core Curriculum in the Behavioral Science knowledge area.  Leadership is a social process embedded in a social context. This course explores leadership and business from a behavioral science perspective, dealing with such basic behavioral science constructs as perception, social influence, self-identity, and individual, group and self motivation. Students will have repeated and varied opportunities to develop their critical thinking skills by applying leadership and behavioral science principles to historical and contemporary examples of leadership within the business context, and to their own personal efforts to lead individuals and groups.  They will develop their writing and presentation/public speaking skills through both graded and ungraded personal reflection and research-based papers and presentations.

 

Grading: There will be graded exercises (homework) in both the leadership content and academic skills portions of the course.  Exams, consisting of multiple choice and short answer questions, will cover both leadership content and academic skills materials. 

 

Class attendance is expected (based on your chosen format option).  Attendance will be taken in each class . After 3 absences points will be deducted from the class participation grade. If you know that you will miss a class be sure to email me in advance the date of the absence. All graded class assignments are to be submitted via Canvas, which will indicate due dates. Homework received after the due date will be penalized. Work received more than one week after the due date will not be graded. Active engagement is expected whether participating in class, in your group, or in out of class workshops and activities.

Graded materials

Points

Brief description

Class participation

 

100

Attendance Quizzes, class Attendance. Professor 1:1 meeting, PAL 1:1 meeting

 

25 pt. Assignments (7 total)

 

175

(detailed descriptions follow)

 

Exam One

 

150

Multiple choice and essay questions

 

Exam Two

 

150

Multiple choice and essay questions

 

Optional Final Exam

 

150

(replaces lowest hourly exam)

 

Leadership Analysis Paper

 

150

5 page critical analysis of your/others’ leadership.

 

Group work:

Semester Plan of Work

 

25

Who does what, when it’s due, & how members are evaluated

 

Lead a class

 

100

Plan, organize and conduct one class period.

 

Leadership project

 

50

Choose a leader to research and present;

 

Presentation

 

100

analyze leadership style & present to class

 

Total Points:

1000

 

 

Most assignments will be graded according to the following criteria:

100-94%: “A” You have excellent to complete mastery of the subject; assignments are factually correct with strong, insightful, in-depth analysis.

93-90%:  “A-“ Your work is very good.  It is factually correct and your analysis is insightful, but lacks the depth or clarity needed for an A.

86-84%: “B” Indicates good work. Only a few minor factual errors or analysis that is strong but not truly insightful. 

  Grades Below 84:  Something is “missing” or the analysis is weak. 

74-77%:  “C”  Indicates competent work, but with several minor factual errors or one major misstatement; or analysis that overlooks a key issue or is descriptive rather than developing an original insight.

64-67%: “D”  Minimally passing. While parts of the assignment may have merit, there is evidence that the concepts are not well understood.

 

As an undergraduate business course, faculty guidelines state the class average grade is expected to be between 2.6 and 3.3 on a 4.0 scale (A=4.0, A-=3.7, B+=3.3, B=3.0, and so on).  I do not grade on a forced curve and will not hesitate to defend a class average that falls above or below the Business School guidelines, but experience indicates that grades for MGMT1111 are usually consistent with college norms.

 

For students who fall immediately below a grade ‘divide line,’ I reserve the right to include a subjective component in the determination of the course letter grade.  Examples of things considered include poor performance on a single assignment or exam, improvement over the course of the term and strong class attendance and participation throughout the term.  Subjective grading can only improve a student’s grade.

 

University Policies:

Incompletes: To be eligible for an Incomplete grade (I), students must  (1) have successfully completed most (at least 75%) of the course, (2) document special circumstances beyond their control that precluded them from attending class and completing graded assignments, (3) arrange to make up missed materials, and (4) complete the Business School Course Completion Agreement.

 

Early Alert: MGMT1111 participates in the Early Alert program designed to identify undergraduate students in the 5th - 6th week who need assistance based on their academic performance, class participation and/or class behavior.  I will notify students about their alert status, and alerted students will be contacted by their college advisor via e-mail to initiate the review process.  It is important to respond quickly when contacted by your advisor about any faculty generated alert.

 

Class Policies:

Student questions and class discussion of issues are encouraged.  Student-student discussion is acceptable providing discussion is class related, respectful, and not disruptive.

Students are expected to plan their commute to ensure they are present at the beginning of each class. Students arriving late to class should enter quietly and not call attention to themselves or otherwise disrupt the class. Students needing to leave early should inform the instructor before class starts, sit near the door and exit quietly. Repeated late arrivals and/or early departures will result in a low class participation grade.

Students who have conflicts with examination dates for required business travel, religious holidays, or official university functions are to contact the instructor as early as possible, and always well before the examination date, to discuss a reasonable accommodation.

E-mail is the official means of communication on campus. The CU Online Canvas web site,

Canvas: Canvas will be the source of announcements, class notes, detailed instructions for assignments, handouts, readings and supplement lecture materials.  Students should regularly check their campus email and the course site on Canvas (you can set up your canvas account to forward class notices to a number of platforms).

 

Code of Conduct

Purpose and scope of Student Conduct Code.

  1. The health and safety of members of the university community are the primary concerns of the CU Denver. To this end, CU Denver has instituted expectations for students pertaining to the mitigation of the spread of infectious disease. The Office of Student Conduct and Community Standards outlines prohibited conduct for students to provide the structures necessary to maintain an in-person academic experience, while mitigating the spread of infectious disease.
  2. Within the student code of conduct there are three specific statements of prohibited behavior which apply to noncompliance of the established to mitigate the spread of disease:
  3. #8 - Disruption: Materially and substantially interfering with, obstructing, or disrupting a normal university activity.
  4. #10 - Failure to Comply: Failing to comply with the direction of employees of CU Denver, CU Denver Housing & Dining, and AHEC who are performing their duties.
  5. Violation of Law, Policy, or Regulation: Violating any local, state, federal, or university law, regulation, or policy which includes noncompliance with a public health order

 

Beyond the expectations found in the student code of conduct and to mitigate the risk of spread of infectious diseases, students are strongly encouraged to take personal responsibility for the health and safety of themselves and others by following these recommendations:

  1. Educating oneself about the infectious disease and following all CDC guidelines. Information about the COVID-19 pandemic is strongly encouraged.
  2. Understanding the local, regional, and statewide recommendations. These can be found here:
      1. https://www.colorado.gov/cdpheii(Links to an external site.).
      2. https://www.denvergov.org/content/denvergov/en/covid-19.html
      3. Understanding the campus expectations about Covid 19. These can be found here: https://www.ucdenver.edu/coronavirus/updates(Links to an external site.) 
      4. If contacted by an individual performing contact tracing, students are strongly urged to participate in a timely manner.
      5. Monitoring public health orders and University policies and ensure that one is informed of their requirements and recommendations as they are updated.

 

Reasonable Accommodations to the student code of conduct:

    1. If a student feels they may require an accommodation due to a disability in order to comply with all or parts of this policy, they should contact Disability Services at disabilityresources@ucdenver.edu. Disability Services will go through normal accommodation process and provide a student with an accommodations letter if appropriate.
    2. If a student feels they may require an accommodation due to religion or creed in order to comply with all or parts of this policy, they should contact The Office of Equity at equity@ucdenver.edu.

 

Academic Any time you put your name on an assignment for this course, you are asserting that it is your own

Integrity: work, except when otherwise indicated or permitted.  If that is not the case, it is academic dishonesty, and under Business School rules, the instructor is required to submit the matter to the Business School Internal Affairs committee for a decision.  Regarding plagiarism, the source of any information you use must be reported using an appropriate citation format.  Direct quotations must be indicated with quotation marks and page references.

 

Disability

Access: The University of Colorado Denver is committed to providing reasonable accommodation and access to programs and services to persons with disabilities. Students with disabilities who want academic accommodations must register with Disability Resources and Services (DRS) in the Student Commons building, suite 2116, Phone:  303-315-3510 , Fax:  303-315-3515; email: disabilityresources@ucdenver.edu.  I will provide approved accommodations, once you provide me with a copy of DRS’s letter. [DRS requires students to provide current and adequate documentation of their disabilities.  Once a student has registered with DRS, DRS will review the documentation and assess the student’s request for academic accommodations in light of the documentation. DRS will then provide the student with a letter indicating which academic accommodations have been approved.]

 

SPECIAL (GRADED) ASSIGNMENTS (25 point each; 175 of 1000 total points: 17.5% of course grade)

By October 3 make an appointment to meet with your academic advisor. If you do not know who your advisor is, click the button called “Find your Advisor” at: ucdenver.edu/undergradadvising (Links to an external site.). 

 

Submit the date and time of your appointment on Canvas by 11:59 pm Sunday October 3.

Prior to your meeting: 

  • If you have decided on a major, plot out your four (or more) year degree plan, i.e., the courses you need to take, and courses you would like to take, each semester until your graduation (enter course numbers and titles, not generic category of course).
  • If you are undecided, plot out a tentative degree plan for two (or three) majors you think would be interesting; identify the courses (again, enter course numbers and titles) you can take in the next two years that satisfy both majors and those that are unique to each major. If you are truly undecided I strongly encourageyou to sign up for the Career Center workshops designed to help you choose a major.

 

The “what if” feature of the degree audit is a useful tool for completing this assignment.  After logging in to CU Access, click ‘Registration and Records,’ and then ‘degree audit. 

 

Submit the degree plan(s) you prepared and a ‘screen shot’ of the first page of your degree audit on Canvas by October 10 and take it with you when you meet your academic advisor.  By 11:59 on Nov. 14 submit  your degree plan(s) via Canvas highlighting all changes you made as a result of talking to your advisor.

 

3 Extracurricular Activities:

Attend/participate in three CU Denver extracurricular events or activities. Extracurricular activities include any of the many virtual things organized for students to do outside of the classroom, including virtual speaker events, virtual student events. Complete the online evaluation form including both text boxes (find it in Canvas: Modules: First Year Experiences). The first text box asks you to report what you found to be the most valuable aspects of the experience, e.g., what you learned or discovered about the topic and/or yourself that you didn’t know or expect before attending/participating in the activity. The second text box (marked ‘optional,’ but required for full credit) asks you to reflect on the experience and analyze/discuss its connection to your life, college or career goals and/or the FYS course.

 

 

3 Workshops:  Attend/participate in at least 3 CU Denver sponsored FYS workshops. There will be workshops conducted during class time. Choose from the FYS workshop calendar of approved workshops offered by Auraria Library, Career Center, Experiential Learning Center, Financial Aid & Scholarships Office, Health Center at Auraria, Learning Resources Center, Phoenix Center, Counseling Center, Student Life, and Writing Center.  Space is limited, so plan ahead. Find descriptions of all approved workshops, a calendar listing when each is offered and the evaluation form on Canvas in the First Year Experiences module. Complete the online evaluation form including both text boxes for every workshop you attend—including in-class workshops.  The first text box asks you to report what you found to be the most valuable aspects of the experience, e.g., what you learned or discovered about the topic and/or yourself that you didn’t know or expect before attending/participating in the activity. The second text box (marked “optional” but required for full credit in this course) asks you to reflect on the experience and analyze/discuss its connection to your life, college or career goals and/or the FYS course. 

 

Self-Portrait Complete the self-portrait assignment posted as part of Lesson 2 (Learning Styles and Personality) on Canvas “Modules” section. Create make a three to four minute presentation--5-7 panel power point or prezi presentation (free download: prezi.com)--that summarizes what you learned about yourself from the questionnaires  in the textbook and embedded in this FYE Lesson, as well as other relevant things in your personal history that shape who you are, i.e., family; interests, hobbies, likes & dislikes; personality, temperament and learning style; leadership traits, philosophy, strengths, behaviors and skills. 

 

MAJOR GRADED ASSIGNMENTS:

 

Exams: (300 points (150 each): 30% of course grade)

There will be two exams and a cumulative final. Exams consist of multiple choice, fill in the blank and short essay questions.  Exams will primarily cover the leadership content part of the course, but some questions will address content covered in the FYS Lessons found on Canvas.  The cumulative final exam is optional. Only your ‘best two’ exam grades count toward the course grade, so taking the final cannot hurt your grade. All exams will be taken via Canvas.

 

Leadership Self-Analysis Paper (150 points: 15% of course grade)

Individually written 4-5 page paper analyzing your leadership using the questionnaires and exercises embedded throughout the Northouse Introduction to Leadership text. Over the course of the semester students will reflect on various elements of leadership they observe in themselves and others.  Critical reasoning is required to identify those aspects of leadership that are most personally relevant and important, and to convey the key insights clearly, coherently and logically.  Students should be prepared to discuss key themes in class. A more detailed description of this assignment is posted on Canvas.

 

Team Work:  Lead Class (Presentation or Guest Speaker) (100: 10% of course grade)

Each team is responsible for organizing and leading one 75 minute class session. This assignment is intended to enhance student's knowledge and understanding of leadership concepts and provide teams the opportunity to develop leadership and project management skills.   Groups are free to be creative....in fact creativity is encouraged.

Option 1: Leadership: Evidence from the Media   As a team lead a discussion of business leadership based on examples drawn from the movies, TV, TedTalks, etc. Search the web for examples of strong/good leadership and/or examples of weak/poor leadership (can be one business leader or several). Don't just 'show a movie.' Choose video clips that illustrate key points, set up each clip and discuss the concept(s) depicted. Rather than tell the class what leadership concepts are depicted in your clips, engage the class in a full discussion. For example, ask your classmates to identify the leadership principles and explain why they are effective/ineffective in this context.

Option 2: Guest speaker: Invite and host a guest speaker and lead a class discussion (in-person or via Zoom) that enhances student learning. Within one week following the speaker’s presentation teams should submit 1) the list of questions developed for the class discussion, 2) a copy of the thank you note sent to the speaker, 3) a 1 page ‘press release’ with photograph of the speaker (suitable for posting on the Business School Website) with a lead paragraph that starts with a ‘hook’ and answers the 5 W’s (who, what, where, when and why) and then reports the most important and/or interesting things the speaker said (using quotes), and 4) name, title and address of the guest speaker (so the instructor can also send a thank you note).

Option 3: Come up with your own approach to the class. Anything goes as long as it's a good use of class time, i.e., the class learns something valuable about leadership.  You can reinforce concepts already covered in class or introduce something new (there are many things I couldn't squeeze into one semester.  You can present material, lead interactive exercises, create a game (adhere to university Covid protocols).  If you chose this option you must discuss/review your plans with the instructor and get them approved at least two weeks before your group's assigned date.

Team Work: Leadership Research Team Project (150 total points: 15% of course grade)

Student groups will choose a leader to research and analyze (A list of approved leaders will be provided).  Groups should identify a leader early in the semester, contact them (if possible) and plan a meaningful project (min. 3-5 hours per member) that can be completed before the end of the semester.  The project may involve only the students in the assigned group.

(50 points out of the 150 total points available for this assignment).  These points are awarded on an individual basis based on the amount of time spent and the impact/value of your individual effort and the impact/value of the project to the nonprofit. All students will complete a Peer Evaluation Form rating group members.

 

Class Presentation (15-20 minutes; 100 points out of the 150 total points available for this assignment). This should be well rehearsed and include all group members. The presentation should include:

  1. a) a description of the leader.
  2. b) a history of the chosen leader’s personal and professional accomplishments.
  3. c) a thorough analysis of the leadership style;
  4. d) a discussion of the leadership demonstrated by your team while organizing and completing the group project
  5. e) what you learned about leadership while completing the project.  Use concepts covered in class as well as any relevant things learned through independent research.

 

Team Work:  Semester Plan of Work (25 points)

Project teams will be randomly assigned.  Your first team assignment is to complete a work plan for the semester.  The semester plan of work is a useful tool for your team (and you) to use to manage major course assignments as clarifies performance expectations and establishes self-imposed ‘due dates’ that team members must meet to complete group work before assignments are due. It is required in this class, but is something you should use in every class that assigns work to teams.  

The Semester Plan of work consists of:

    • a) A written project plan (3-5 pages). The plan should list critical tasks and subtasks (milestones) for all work completed as a team. For each milestone determine the date it is to be completed (specific deadlines) and who is primarily and secondarily responsible (division of labor). 
    • b) A one paragraph description of the chosen leader.
    • c) A one paragraph description of how the project will be organized.
    • d) A one paragraph description of what you plan to do during the class you are assigned to lead.
    • e) Criteria that will be used in evaluating the performance of team members. Some possible criteria and associated weights for the team paper project could be - quality of work (60%), submits work on time (20%), active participation in team discussions about the project, and attendance, punctuality and preparation for team meetings and responsiveness to e-mails (20%). You will provide feedback to teammates during team accountability sessions held in class when we discuss Chapter 8 “Establishing an Effective Climate” and at the end of the semester.

 

Team Work: Student Peer Evaluation

Students will evaluate other members of their team on the established criteria and submit the scores to me via Peer Evaluation form located in Canvas. Each team will submit a form that includes team name, names of students, criteria used and weights, score for each criterion and total score.  Submit only one score per team member.

Class Participation and Class Prep Assignments (100 points: 10% of course grade)

Following each chapter of the Northouse Leadership text are four exercises. The first is a short case that highlights chapter concepts. The second is a leadership self-assessment questionnaire.  The third is an observational exercise which directs you to observe chapter concepts in leaders you know. The fourth focuses on yourself, asking you to reflect on you own leadership behavior and experiences and to take specific actions to enhance and further develop them.  All of the exercises are valuable, to get the most from the course you should complete them all, however, some take a lot of time to complete and I will not expect you to complete those specific questions/activities. The activities/questions I want you to complete are listed as ‘Class Prep’ on Canvas. The one thing you will complete for every chapter is the self-assessment questionnaire. Before reading each chapter, complete the leadership self-assessment questionnaire and bring your results (scores) to class.  This and other class prep work ‘count’ as part of your class participation grade.

 

Scheduled Appointments:

Each student will meet with the professor for 10 minutes during the second or third week of classes.  Appointments will be scheduled and completed in the first 3 weeks of the semester.  We will talk about your college and career goals and any questions you have about navigating college at CU Denver.  Submit your answers to the questions posted on Canvas “Modules” section (Interview with the prof) in the Assignments section of Canvas prior to your scheduled appointment.

 

Around mid-term, each student will meet with the class PAL for 15 minutes. Students will receive 10 extra credit points for attending this meeting. Additional meetings with the class PAL are encouraged and may be required.

 

 

Week

Topic

 

Homework/Class Preparation Assignments

 

Week 1

 

Course overview; What is leadership?

 

NL Chapter 1 

 

 

Welcome to Campus

Leadership Traits

 

 

C: Welcome and Campus Resources

NL: Chapter 2

 

Week 2

(15 minute scheduled appt. with Prof. Lawson conducted this week)

 

 

Leadership Strengths, Philosophies, Styles

 

NL: Chapters 3 & 6

 

 

Student services tour

 

No prep required

 

Week 3

 

Leadership behaviors & skills

 

NL: Chapters 4 & 5; C: additional readings

 

 

Know Thyself—to thy own self be true

Appreciate the diversity of your class

 

C: Learning Styles and Personality

Turn in: Self-Portrait (25-pt. graded)

 

Week 4

 

KnowThy Self-Self Portrait presentations cont. 

 

 

 

                          

 

 

Self-Portrait Presentations cont.  

 

 

 

 

 

 

 

Week 5

 

 

 

Self Portrait Presentations cont. 

Exam Review

 

 

 

 

 

 

 

 

 

Turn in: Evaluation of 1st 

activity

 Study Abroad Info Session

 

 

 

Week 6

 

Team Project Overview

 

Team Project Session

 

 

 

Exam 1

 

Covers all material assigned and/or discussed in class

Week 7

 

Managing Conflict

 

PAL Led Workshop

 

NL: Chapter 11; C: Managing Conflict

Wellness

Week 8

 

Writing Resource Center Workshop

 

 

Team Project Meeting

 

 

Writing Center (M.E.A.L., Citations, Plagiarism)

 

Team Project Meetings

Week 9

 

 

Career Path Workshop

Exam 2                 

 

 

Lynx Connect Presentation on Career Paths

 

Exam Two

 

Week 10        

 

Leadership and Ethics

Overcoming Obstacles 

 

NL: Chapter 12

NL: Chapter 13

 

Week 11

 

 PAL Led Workshop

TBD

Week 12

 

Student Group 1s Class              

 

 

Student Group 2’s Class              

 

Turn in Online: Evaluation for Academic Advising

                 Assignment (25-pt. graded)

Turn in: Leadership self-analysis paper (150-pt. graded)

 

Week 13

 

Student Group 3's Class

 

Student Group 4's Class

 

 

 

Week 14

 

No class

 

Fall Break

 

Week 15

 

Week 16

 

Final exam

 

 

 

MGMT1111 COURSE SCHEDULE/TOPIC OUTLINE (SUBJECT TO REVISION)

 

The class schedule listed below is subject to change. You will be notified via a course announcement on Canvas of any changes or revisions to the schedule.  In addition to the classes listed below, students are required to attend campus events, academic workshops and participate in one community service project outside regularly scheduled class meetings.

“NL” refers to Introduction to Leadership (5th ed.) by Northouse

“C” refers to articles and other material posted on Canvas.

Items listed in “italics” occur outside of class time.

 

All assigned reading and class prep homework assignments should be completed before class as they are the basis of class discussion and learning.