Western Carolina University

College of Education and Professions

Leadership Minor

LEAD 141: Leadership in the Campus Community I

Fall 2020
Monday 5:00pm-7:00pm
Online Zoom Session

Instructor Information

Joshua Rascati Dylynne Dodson

[email protected] [email protected]
Reynolds 1st Floor Lobby Village Commons

Office Hours-
Please make an appointment with the instructor outside of class time via Zoom.

Catalog Course Description

Students will learn general leadership strategies associated with being employed by, or
otherwise representing the University in an official capacity. Emphasis will also be placed on
particular functions of various positions.

Syllabus Course Description

This course is designed to provide leadership skills and practical training for students being
employed by, or otherwise representing the University in an official capacity. Transferable
leadership skills will be taught across six modules, including: customer service, mandatory
institutional trainings (FERPA, Active Shooter / Campus Safety, Title IX, etc.), conflict resolution,
leadership / personality traits, work / life balance, and ethical decision-making. Additionally,
students will learn functions specific to the positions in which they are serving the institution.

Learning Outcomes
Upon successful completion of this course, students will be able to:
1. Articulate institutional management structures
2. Demonstrate effective communication and decision-making in position-
related functions
3. Demonstrate and ability to successfully perform position-related duties with
professionalism
4. Describe key institutional policies and procedures
5. Identify how one’s personal leadership style can impact performance of
position-related functions
Course Syllabus
The course syllabus is a general plan for the course; deviations announced to the class by the
instructor may be necessary.

Required Readings
No textbook is required for the course.

Additional readings will be assigned in class and provided in a timely manner.

Other readings may be noted in Blackboard and provided by hyperlink or pdf attachment. Those
readings are also noted on the course schedule at the end of this document. Note that readings may
also be added throughout the term as groups present and topics shift.

Accommodations for Students with Disabilities

Accommodations for Students with Disabilities: Western Carolina University is committed to
providing equal educational opportunities for students with disabilities. The Americans with
Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil
rights for persons with disabilities. Among other things, this legislation requires that students
with disabilities be guaranteed a learning environment that provides for reasonable
accommodation of their disabilities. If you believe you have a disability requiring an
accommodation, please contact the Office of Accessibility Resources located in Killian Annex or
call 828-227-2716. For additional information, visit go.wcu.edu/oar

Note that any content entered directly into Blackboard is accessible with common accessibility
software and hardware and that Students can use the Ally icon beside any additional faculty
content to attempt to create accessible alternatives for common attached documents.

Academic Calendar
This includes dates for all breaks, university closures, final exams, etc. The academic calendar
can be found at http://www.wcu.edu/learn/academic-calendar.aspx

Final Exam
The university final exam schedule can be found at
http://www.wcu.edu/learn/academic-services/registrars-office/

Class Behavior
Professional behavior is expected throughout your educational journey. Students are expected
to act accordingly, showing respect to your colleagues, the instructor, any class guests, and
University property.

This course is taught using a combination of lectures, class discussions, guest speakers, media
presentations, and experiential activities. To create an environment in which learning (yours
and ours) is possible, we must be well prepared for class, challenge each other to think
critically, express ourselves effectively, experiment with new ideas, respect and listen to
everyone’s ideas, and correct mistakes, misunderstandings, and errors in a positive and
encouraging manner.
If each of us does our part, we expect to create a fun and challenging learning environment.
With that in mind, here are some guidelines for class discussion:
 
1.   No question or opinion is “stupid.” We must start where we are at, and undoubtedly each
person in this room is “at” a different point in their understandings and experience.

2.   We will listen to each other with respect. The proper response to comments you do not
understand or agree with is to ask the speaker to explain and to probe for deeper
understanding.

3.   We not only accept, we encourage diverse viewpoints and opinions. Critical thinking comes
from examining many different dimensions of any topic. Students are encouraged to raise
points and examine positions that they do not agree with, in an attempt to foster a tradition of
critical thinking.

4.   There is no room for anger when discussing academic ideas and issues. When you feel an
emotional response to an issue, step back and examine the values or beliefs inside you that
were validated or threatened by someone else’s comment. Use those points of emotion as a
window to better understand the cultural factors that are embedded deep within yourself.

Statement for Wearing Masks

As the WCU Community Creed articulates, members of the WCU community are expected to
live by high standards of academic and personal integrity and embrace their responsibility as
members of the Catamount community. In recognition of this responsibility, and in response to
the best available science and current guidance from the Centers for Disease Control and
Prevention, all students, as well as faculty and staff, must wear a mask (or other acceptable
cloth face-covering) that covers their nose and mouth while in classrooms or in public spaces on
campus in Cullowhee, as well as at our instructional site at Biltmore Park, and locations in
Cherokee and Highlands. Students who do not have a mask or appropriate face covering on will
be asked to leave the classroom and will only be permitted to return when they follow this
basic public health recommendation; see below for specific guidance.

Students who do not have masks can obtain them at the locations, below:

Hinds University Center - Main Information Desk (2nd floor)

Hunter Library - Circulation Desk (main entrance)
Belk Building – College of Engineering and Technology Dean’s Office (Room 161)
Health and Human Sciences Building – College of Health and Human Sciences Dean’s Office
(Room 201)
Biltmore Park Instructional Site – 3rd floor Information Desk

The mask/face covering requirement for students is an expectation of our student code of
conduct and violations are subject to code of conduct proceedings and disciplinary action.
Faculty and staff will communicate with the Department of Student Community Ethics
regarding students who do not honor the requirement.

Community Vision for Inclusive Excellence Statement:

The diverse perspectives encountered at WCU are an important part of the preparation of
students for roles as regional, national, and global leaders who contribute to the improvement
of society. It is expected that members of the WCU community will not only coexist with those
who are different from themselves, but also nurture respect and appreciation of those
differences. We encourage civil discourse as a part of the learning enterprise, and as a campus
we do not tolerate harassing or discriminating behavior that seeks to marginalize or demean
members of our community.

Nondiscrimination Policy
The University prohibits unlawful discrimination based on arbitrary considerations of such
characteristics as race, color, religion, sex, sexual orientation, gender identity or expression,
national origin, age, disability, genetic information, and veteran status, consistent with
applicable federal, state and local laws, regulations, and policies, and the policies of The
University of North Carolina.

Classroom Technology
While technology can greatly assist in the educational endeavor (as well as the work
environment) it must be used wisely and appropriately. Use of a laptop, tablet computer, or
smart phone during class should be limited to accessing documents, taking notes, or conducting
other class related business.

Failure to exercise appropriate class behavior will likely result in your being asked to leave the
class with the penalty of an added assignment exploring the behavior in question and its place
in a professional setting. Failure to complete this assignment within two weeks of the incident
will result in 10 points being deducted from the student’s final graded points.

Institutional Technology Resources

There are various technology resources available to you to help you complete assignments in
this course.  You can check out video cameras, voice recorders, and tripods from the
Instructional Technology office in Killian 102B.  The Technology Commons on the bottom floor
of the library also has equipment for checkout.  Both units also provide consultation on the use
of technology and software training.   If you have questions or need assistance, see Misty
Colton in Killian 102B, call 828.227.2747, or email [email protected]

Library Resources
Hunter Library provides students with access to group and individual study spaces and to
thousands of information resources: print and electronic books, newspapers, and scholarly
journal articles. These resources can be searched online and often accessed there
(http://library.wcu.edu) or can be searched and located in the library building. Students in need
of research or library support can get help online (http://researchguides.wcu.edu/help), from
your subject specialist, Beth McDonough [email protected], or from the research guide:
http://researchguides.wcu.edu/education

Academic Integrity Policy and Reporting Process

This policy addresses academic integrity violations of undergraduate and graduate students.
Graduate students should read inside the parenthesis below to identify the appropriate entities
in charge of that step of the process.

Students, faculty, staff, and administrators of Western Carolina University (WCU) strive to
achieve the highest standards of scholarship and integrity. Any violation of the Academic
Integrity Policy is a serious offense because it threatens the quality of scholarship and
undermines the integrity of the community. While academic in scope, any violation of this
policy is by nature, a violation of the Code of Student Conduct (Code) and will be addressed as
outlined in that document. If the charge occurs close to the end of an academic semester or
term or in the event of the reasonable need of either party for additional time to gather
information timelines may be extended at the discretion of the appropriate academic Dean.

General:
This policy addresses academic integrity violations of undergraduate and graduate students.
Students, faculty, staff, and administrators of Western Carolina University (WCU) strive to
achieve the highest standards of scholarship and integrity. Any violation of this policy is a
serious offense because it threatens the quality of scholarship and undermines the integrity of
the community.
Instructors have the right to determine the appropriate academic sanctions for violations of the
Academic Integrity Policy within their courses, up to and including a final grade of “F” in the
course in which the violation occurs.

Definitions:
Cheating – Using, or attempting to use, unauthorized materials, information, or study aids in
any academic exercise.
Fabrication – Creating and/or falsifying information or citation in any academic exercise.
Plagiarism – Representing the words or ideas of someone else as one’s own in any academic
exercise.
Facilitation – Helping or attempting to help someone to commit a violation of the Academic
Integrity Policy in any academic exercise (e.g. allowing another person to copy information
during an examination).

Undergraduate and Graduate Academic Integrity Process

Additional information is available on the Student Success website under Student Community
Ethics: http://www.wcu.edu/experience/dean-of-students/academic-integrity.aspx

Course Instruction
The format of the course is modeled on a collaborative learning structure, with the instructor in
the role of facilitator, creating an environment where instructor and students learn and
construct meaning and understanding by working together. Expectations are high--complete all
assignments on time and participate actively and enthusiastically in all activities. You will be
expected to work individually and in small groups. You will be learning through reading,
writing, listening, critical thinking, and participating.

While course instruction will be via zoom, students will access resources and submit
assignments through Blackboard. Students need to learn how to navigate the Blackboard
system early on and to become familiar with the menus and functions.

Attendance
Attendance is expected at all class meetings. I assume that students want to learn and, as a
faculty member, I attempt to facilitate classroom meetings and other learning opportunities
that are meaningful and bring growth. Out of respect for yourself, your classmates, and the
learning process please not only attend but do so with full engagement. While there are no
direct points associated with attendance, there will be grade implications for consistent non-
attendance as part of the participation points, as well as the possibility of missing learning
activities.

Grading
As an instructor, I do not give grades; as a student, you earn them. It is expected that all
students will perform at the level appropriate for a graduate student. This course is offered on a
grading system in which students will receive a grade of A, B, C, or F. To earn an “A” on your
exams/assignments you must do excellent work. Excellent means that your work makes a
creative contribution as a well-written, insightful, coherent, and original piece of work. A “B”
means that your work is good and that you do have a grasp of the content, but it is
conventional work. You will earn a “C” or grade of adequate if you simply do the assignment,
follow directions, and are competent within a limited scope. An “F” is assigned for students
who fail to meet base standards for assignments or exams. Those who show evidence of effort,
thought, and synthesis of the class material with their projects will likely receive higher grades.

Students have the opportunity to earn 100 points in the course. Grading breakdown by point is
as follows.
90% (90-100pts) A
80-89% (80-89pts) B
70-79% (70-79pts) C
69% (below 70pts) F

Points associated with assignments are as follows.

 Assignment Points
Participation 10 points
Case Study Presentation 20 points
Week 1 Assignment- Virtual Background 5 points
Week 5 Assignment- Mental Health lecture 5 points
reflection
Week 6 Assignment- RA Newspaper Article 5 points
Week 7 Presentation- Case Studies 25 points
Week 8 final- Leadership in film reflection 30 points
FINAL
Total Points 100

Grade Disputes
When you have a question or concern about the grading of an assignment, you must put the
question or concern in writing via email and send it (along with the assignment) within 5 days of
receiving the grade. I will then have time to consider your question or concern and respond
appropriately. This policy does not apply to instructor calculation errors, just show me the error
and I will correct it. It is recommended that you keep all graded material until a final grade
appears on your transcript. Graded materials may be necessary to settle discrepancies
regarding the final grade of the course. 

Assignments
All assignments are due on the days indicated on the course schedule. Assignments must be
submitted by the beginning of class on the due date. Assignments can be emailed to either
instructor or printed and brought to class. Late Assignments will have a full grade deduction for
every day an assignment is late.  A graded assignment of “A” will become a “B” and so forth.
Please hand in your assignments in a timely manner. Failure to do so can easily bring down your
grade.  If you ask for an extension, it will be determined on a case by case basis.  Extensions
must be asked for prior to the day the assignment is due. After three days, late assignments will
not be accepted unless arrangements have been made with the instructor prior to the original
due date. The assumption is that assignments will be proofread and free of spelling, and basic
grammatical errors. Assignments with excessive amounts of such errors will have points
deducted. Should you need writing assistance, please contact the Writing and Learning
Commons.

The Writing and Learning Commons, located in BELK 207, provides free course tutoring, writing
tutoring, academic skills consultations, international student resources, graduate and
professional exam preparation resources, and online writing and learning resources for all
students. To schedule appointments for any of these services, visit
http://www.wcu.edu/learn/academic-success/tutoring-services/ or call 828-227-2274.
The Math Tutoring Center in Stillwell 455 provides drop-in tutoring for math courses and math-
related content across the curriculum.

Assignment Descriptions:

Week 1 Homework (5pts): Please create a virtual Zoom background that represents who you are.
We will present these on Week 2.

Week 5 Reflection (5pts): Please write a reflection paper discussing the day’s topics and what
you are sitting with. The topics are heavy and we want to hear about your thoughts and concerns
when facing the topic of mental health and supporting students.

Week 6 News Article (5pts): Please read the college newspaper editorial written by an RA at
Clemson University. Question: If you could write a college newspaper/magazine article about
your role as an RA, what would you write about? What would you want your residents/readers to
know about you, your role, and more? (500-700 words)

Final (30 pts): You will select a movie, doc series, Netflix show, and evaluate the leadership
qualities in their selected show (must be pre-approved by instructor.) Please prepare a 10-minute
presentation describing the types of leadership shown (i.e. effective/ineffective), the leader’s
communication style, ethical dilemmas the leader faces, what you can learn from this leader, and
any choices that you would make differently.

Course Schedule:

Week of August 17th

In class topics to be discussed:
Introductions of classmates
Expectations (class expectations, rules, syllabus review)
Team Builder
“You’ve been through training, now what?”
Homework for next class:
Create a virtual background for Zoom that represents who you are. To be used
and presented during the next class meeting.

Week of August 24th

In class topics to be discussed:
Present virtual backgrounds
Community check-in: discuss how things are going in your communities so far
Compromising your role as an RA

Week of August 31st

In class topics to be discussed:
Team builder-Step into the circle (virtually)
Vulnerability
Cultural competency
 I am from Poem
Identity and Privilege

Week of September 14th

In class topics to be discussed:
Cultural Competency as to how it relates to you job
Bias Reporting
Continuation of Conversation of Identity/Privilege
Mediation/Conflict Resolution/Conversation

Week of September 21st

In class topics to be discussed:
Energizer/Icebreaker of your choice
Counselor in Residence presentation with Shantoneeka Zorn
Mental Health and Student Support
Homework: Reflection from what you are feeling from the day.

Week of September 28th

In class topics to be discussed:
Teambuilder of your choice
Policies and Procedures review
Conduct report writing review
Safety and Security
Drugs and Alcohol
Homework: Please read the college newspaper editorial written by an RA at Clemson
University. Question: If you could write a college newspaper/magazine article about your
role as an RA, what would you write about? What would you want your residents/readers
to know about you, your role and more? (500-700 words)

Week of October 5th

In class:
Case Study presentations

Week of October 12th

In class topics to discuss:
Celebrating you as a leader
Enneagram personality test
Feedback of the class- What would you change and what would you keep?
Your charge from the department
Final presentation reminders

Final: Follow the University schedule for presenting your final presentations via Zoom

Grading Scale
 
Assignment 1: Virtual Background (5 Points) 
1. The assignment is turned in on time (8/24/20 at 5:00pm).  
2. Background includes: Name, pronouns, 3 photos, and at least 1 quote.  
3. Creativity: Push yourself here to make it you! Utilize different fonts and fun details.  
4. Tell us about you! We want this activity to set the tone for the course. Challenge by
choice and tell us what is important to know.  
5. Presentations: Be able to explain each of the required layers of the assignment. You will
have 2-3 minutes to present. 
 
Assignment 2: Reflection 
1. The assignment is turned in on time (9/21/20 at 11:59pm). 
2. Relevant topics: Does the paper discuss topics of mental health and supporting students? 
3. Dive Deep: Please be vulnerable and think critically about 3 situations that you have
faced thus far in the semester.  
4. Length: Reflection should be at least 2 pages, 12pt font, Double Spaced  
5. Self-Connection: Find at least two areas that you can find support in. Talk about what
those areas look like and how you can utilize them. 
 
Assignment 3:  News Article
1. The assignment is turned in on time (9/28/20 at 11:59pm). 
2. Length: 500-700-words  
3. Answers the questions asked in the assignment. 
4. Self-Connection: Find at least two areas that you can find support in or support for your
community.  Talk about what those areas look like and how you can utilize them to grow the
relationships on your floor. 
5. Analysis: Explain the difference between what your role is and how your residents view
your role. Discuss the presumed limitations of your role when it comes to supporting and
building relationships with your residents. 
 
Final Assignment:  
1. Select a show/movie/doc series and discuss with assigned
instructor (Due: 10/12/20 at 11:59pm) (1 pt)  
2. Time length: 10 minutes (DON’T GO OVER—PERIOD) (2 pts) 
3. Use PowerPoint or Prezi that includes video clip (Presentation must be uploaded to
OneDrive by 12/6/20 by 11:59pm) (2 pts) 
4. Must clearly address the following (5 pts each):  
a. Examine types of leadership shown 
b. Examine the communication styles of the leader 
c. What were some ethical dilemmas that the leader faced? 
d. What can you learn from this leader (pick 3 things)?  
e. What are some choices that you might have made differently?