Faculty of Education

EDUC 5201G Foundations of Leadership

Course outline for Fall Semester, 2014
1. Course Details & Important Dates
Term
Section
Day
Fall

01

Mondays

2. Instructor Contact Information

Instructor Name
Office

Dr. Diana Petrarca

Rm. 522
(downtown
campus)

Phone

905.721.8668
x2839

Time

Room

6:10 9:00pm

Virtual via Adobe Connect

Email
Please use the course Blackboard e-mail, however, if
for any reason, Blackboard is inaccessible, then try
diana.petrarca@uoit.ca but please reserve for
emergencies.
Please allow for 24 48 hours for email replies.

Office Hours:
Please make an appointment via Blackboard e-mail. Available open times will vary from week to week. Office
hours will be discussed and negotiated during the first week of class to best accommodate all students.
3. Course Description (from course calendar)
Leading theorists and researchers, established and emerging theories, and trends of leadership will be
examined from diverse perspectives, including critical theory perspectives. The course will focus on
leadership positions and the problems, dilemmas, and opportunities faced in educational, public, and
human service organizations.
4. Course Outcomes
By the end of this course students will:
1. Differentiate between a variety of established and emerging positions, models, and theories of
leadership;
2. Investigate key theorists who have contributed to the knowledge base in the field of leadership and
share their understandings of the theorist(s) contributions to the field in order to develop their peers
grasp of the knowledge base;
3. Analyze leadership challenges and opportunities using various leadership theoretical frameworks;
4. Apply diverse leadership ideas, models, and theories of leadership to a wide range of contextual
circumstances and problems/dilemmas;
5. Participate, contribute to, and facilitate class discussions using the readings, guiding questions, and
experiences as a guide;
6. Develop a philosophy of leadership what kind of leader do you want to be? and
7. Analyze and synthesize concepts to demonstrate personal learning throughout the course.

5. Course Design
This course is comprised of weekly web-based synchronous in-class sessions using Adobe Connect. Given
the synchronous nature of the course, in-class attendance, participation, and adherence to class
expectations (below) is required. There will also be asynchronous requirements such as reading, viewing,
listening to additional resources on Blackboard as appropriate to weekly classes.
ALL students are expected to come to class prepared to discuss all of the assigned readings. You will need
to have the readings accessible in class in some format in order to refer to specific passages during the
class discussions. Depending on the class size and student geographic locations, it may be possible to
restructure some of the web-based synchronous classes to facilitate face-to-face meetings as
appropriate/applicable, and/or if warranted by students. Class structure will be further explored during
the first synchronous class. Students are asked to sign into class before each class start time to make
certain that all of the necessary equipment is functioning optimally.
Expectations of students:
It is expected that students will:
Limit distractions during synchronous class;
Avoid multi-tasking while participating in the synchronous part of the course (e.g., non-related
course work such as checking email, chatting, surfing the web);
Be open to working with a wide range of students within the class;
Actively participate in small and large group discussions;
Promptly communicate and concerns or challenges that may arise regarding attending class or
completing assignments; and
Meet the technical requirements as outlined below. Given the web-based nature of this
course, it is imperative that you meet the student computer requirements as listed below
(excerpted from the UOIT Faculty of Education Graduate Studies web site)
Technical Requirements:
(from http://education.uoit.ca/graduate_studies/future_graduate_students/student-techrequirements--.php)
As this program is entirely online and uses Adobe Connect for all face-to-face communications, all
candidates are required to have the necessary computer resources and ability to join and maintain a
desktop video-conference (Adobe Connect) in order to participate in all classes.
Computer
Participation in these courses requires all candidates to have access to a computer with these
minimum characteristics:
Operating system: Windows XP, MacOS X 10.5.x, Linux (e.g., Ubuntu)
Video capabilities with either a built in or an external, compatible WebCam
Audio capabilities with appropriate combination headset/microphone (external speakers are not
acceptable as they tend to cause feedback noise)
Candidates may find that their experiences in online courses are enhanced with the use of mobile
computing devices, including laptops, iPods, smartphones, tablets, or similar devices.
2

Internet access
Candidates must also have Internet access with sufficient speed or bandwidth to allow full audio
and video participation in Adobe Connect meetings. It is suggested that this connection be
accessed from home as schools tend to have firewalls that can block many feature of these courses
such as the videoconferencing. In order to verify the adequacy of your connection you should run
and pass the Adobe Connect Self-Test:
https://admin.acrobat.com/common/help/en/support/meeting_test.htm.
6. Required Texts/Readings
All articles/excerpts/videos/podcasts/websites and any other information required for
reading/viewing/listening will be posted within the Blackboard course or must be accessed via the UOIT
electronic library and/or database of journals. Each weeks required reading will be posted.
7. Outline of Topics in the Course
The following serves as a general guideline for topics within the course, however, topics may be modified
to best facilitate student learning. More detail, including weekly guiding questions and required readings
and/or preparation will be organized on Blackboard.
Dates
Sept. 8

Sept.15, 22, 29

Week
1

2
3

Topic(s)
Course overview and structure; assignments; purpose of course; establishing
the learning environment; administrative details
Establishing contextWhat is leadership?
Leadership historical overview (established theories, models, positions) and
key contributors

4
Oct.6, 20, 27

Nov. 3, 10

5
6
7
8

Analysis of leadership issues, challenges, opportunities within educational

(and other if applicable) contexts

Emerging leadership for 21st century organizations

Case presentations of leadership issues, challenges, opportunities

Leadership plans and philosophies sharing

Key learnings
Course wrap-up

Nov. 17, Nov. 24

10

Dec. 1

11
12

8. Assignments and Assessment/Evaluation Methods

Submitting Assignments
Assignment criteria for all assignments are specified in the detailed assignment description provided in
Blackboard.
3

Assignment % of Final Grade

Required:

Outcomes addressed

#5 Participate in, contribute to, and

facilitate class discussions using the
readings, guiding questions, and
experiences as a guide

#7 - Analyze and synthesize concepts

to demonstrate personal learning
throughout the course

Personal
Assessment
Plan
- 5% of final
grade

Required
Assignments At-A-Glance

Brief Description, Format, Due Dates

(additional details are provided within Blackboard)
Throughout this course, I need to consider the extent to which you
have achieved the outcomes of the course. Part of shared leadership
is to collaborate with others, and in determining your final grade, we
will consider your achievement together. Your first task is to devise a
personal assessment plan by selecting a series of assignments to total
100%.
There are two required components:
This Personal Assessment Plan (5%) and
Collective Learning Contributions (25%)
This means that you must select assignment options worth 70%.
Please examine the options (below marked as Options A - G), and
submit your assessment plan as per the Assessment Criteria below.

Assessment Criteria Checklist:

Each Personal Assessment Plan must include:
A brief (paragraph) describing what the learner wants to
personally get out of the Foundations of Leadership course;
A selection of options to total 70% OR an alternative
assignment submitted for approval;
A brief rationale (a few sentences or a short paragraph)
explaining why you have selected each option or assignment;
Due date(s) for each option/assignment; and
The name(s) of any individual(s) who will complete
assignments with you (if applicable).
Due Date: Please submit plan no later than September 22, 2014 via
Blackboard email
Required:

#5 Participate in, contribute to, and

facilitate class discussions using the
readings, guiding questions, and
experiences as a guide

#2 - Investigate key theorists who

have contributed to the knowledge
base in the field of leadership and
share their understandings of the
theorist(s) contributions to the field
in order to develop their peers grasp
of the knowledge base.

Collective
Learning
Contributions 15% of final
grade

#7 - Analyze and synthesize concepts

to demonstrate personal learning
throughout the course

#6 - Develop a philosophy of
leadership what kind of leader do
you want to be?

Students will contribute to the collective learning via:

Completion of required readings prior to class in preparation
for class activities/discussions
Offering relevant insights and questions during class and webbased discussions/activities in small or large group;
Facilitating class discussions
Completion of in-class activities
Please see Blackboard for details regarding learning objectives,
requirements, and assessment criteria.
Due Date: ongoing
Format: Individual

Assignment OPTIONS At-A-Glance

Assignment

Option A:

20%

Outcomes addressed

Synthesis
paper(s)

#1 - Differentiate between a
variety of established and
emerging positions, models, and
theories of leadership
#3 - Analyze leadership challenges
and opportunities using various
leadership theoretical frameworks
#4 - Apply diverse leadership
ideas, models, and theories of
leadership to a wide range of
contextual circumstances and
problems/dilemmas
#7 - Analyze and synthesize
concepts to demonstrate personal
learning throughout the course

Brief Description, Format, Due Dates

(additional details are provided within Blackboard)
Students could prepare synthesis papers throughout the course to
revisit and reflect on topics discussed throughout the course.
Synthesis papers allow students opportunities to make sense of key
areas relevant to students needs through the fusion of ideas,
reflections, questions, and theory.
Students may complete multiple synthesis papers, and should be
approximately 1500 3000 words in length.
Please see the full assignment description on Blackboard for details
regarding learning objectives, requirements, and assessment criteria.
Due Date(s):
October 6, 2014
October 20, 2014
October 27, 2014
November 3, 2014
November 10, 2012
November 17, 2012
December 5, 2012
Submit via Blackboard email
Format: Individual

Option B:

60%

A learning portfolio is comprised of a collection of your work that

demonstrates your learning throughout this course. The portfolio
will contain artifacts and reflective statements that make evident
your learning as per each of the course
objectives.

#1 - Differentiate between a
variety of established and
emerging positions, models, and
theories of leadership

#3 - Analyze leadership challenges

and opportunities using various
leadership theoretical frameworks

Please see the full assignment description on Blackboard for details

regarding learning objectives, requirements, and assessment criteria.

#4 - Apply diverse leadership

ideas, models, and theories of
leadership to a wide range of
contextual circumstances and
problems/dilemmas

Due Date(s):
December 5, 2014 (final) although it is expected that
Continued work on the portfolio is ongoing throughout the
course via Blackboard email
If you wish to check in with me regarding whether you are
on the right track, you may do so before November 3, 2014

#7 - Analyze and synthesize

concepts to demonstrate personal
learning throughout the course

Format: Individual

Portfolio of
Leadership
Learning

Assignment OPTIONS At-A-Glance

Assignment

Option C:

30%

Outcomes addressed

Analysis of
innovation

#1 - Differentiate between a
variety of established and
emerging positions, models, and
theories of leadership
#3 - Analyze leadership challenges
and opportunities using various
leadership theoretical frameworks
#4 - Apply diverse leadership
ideas, models, and theories of
leadership to a wide range of
contextual circumstances and
problems/dilemmas

Brief Description, Format, Due Dates

(additional details are provided within Blackboard)

Students will examine and analyze an innovation that somehow

represents an act of leadership by the innovator.
Using the learning objectives as a guide, students will examine the
innovation as a starting point to analyze the innovators leadership
within the context of the innovation.
Please see the full assignment description on WebCT for details
regarding learning objectives, requirements, and assessment criteria.
Due Date(s):
October 20, 2014
OR
November 3, 2014
OR
November 24, 2012
Submitted via Blackboard email
Format: Individual, dyad, or triad

Option D:
Analysis of
art (i.e.,
music, visual
art, dance)

30%

#1 - Differentiate between a
variety of established and
emerging positions, models, and
theories of leadership
#3 - Analyze leadership challenges
and opportunities using various
leadership theoretical frameworks
#4 - Apply diverse leadership
ideas, models, and theories of
leadership to a wide range of
contextual circumstances and
problems/dilemmas

Students will examine and analyze art that somehow represents an

act of leadership by the artist.
Using the learning objectives as a guide, students will examine the
work(s) as a starting point to analyze the artists leadership within
the cultural context of the work.
Please see the full assignment description on Blackboard for details
regarding learning objectives, requirements, and assessment criteria.
Due Date(s):
October 20, 2014
OR
November 3, 2014
OR
November 24, 2012
Submitted via Blackboard email
Format: Individual, dyad, or triad

Assignment OPTIONS At-A-Glance

Assignment

Option E:
Analysis of
literature or
movie or play

30%

Outcomes addressed

#1 - Differentiate between a
variety of established and
emerging positions, models, and
theories of leadership

#3 - Analyze leadership challenges

and opportunities using various
leadership theoretical frameworks

#4 - Apply diverse leadership

ideas, models, and theories of
leadership to a wide range of
contextual circumstances and
problems/dilemmas

Brief Description, Format, Due Dates

(additional details are provided within Blackboard)

Students will examine and analyze a piece of literature, or a movie,

or a play that somehow incorporates themes of leadership within
the work.
Using the learning objectives as a guide, students will examine the
work as a starting point to analyze the protagonists leadership
within the context of the work.
Please see the full assignment description on WebCT for details
regarding learning objectives, requirements, and assessment criteria.
Due Date(s):
October 20, 2014
OR
November 3, 2014
OR
November 24, 2012
Submitted via Blackboard email
Format: Individual, dyad, or triad

Option F:
Leadership
Dilemma

30%

#1 - Differentiate between a
variety of established and
emerging positions, models, and
theories of leadership

#3 - Analyze leadership challenges

and opportunities using various
leadership theoretical frameworks

#4 - Apply diverse leadership

ideas, models, and theories of
leadership to a wide range of
contextual circumstances and
problems/dilemmas;

Students will summarize, examine, and analyze a leadership

challenge/issue/problem that they currently or previously face
(professionalism and anonymity will be maintained).
Students will create a plan to approach the problem using the
research literature, and the learning objectives as a guide.
Please see the full assignment description on Blackboard for details
regarding learning objectives, requirements, and assessment criteria.
Due Date(s):
November 24, 2014
OR
December 5, 2014
Submitted via Blackboard email
Format: Individual, dyad, or triad

9. Accessibility
To ensure that disability-related concerns are properly addressed during this course, students with
documented disabilities and who may require assistance to participate in this class are encouraged to
speak with their instructor as soon as possible. Students who require alternative testing and examination
arrangements or other academic accommodations must contact the Centre for Students with Disabilities
(B297) as early as possible to ensure that your needs can be met.
10. Academic Integrity
Students and faculty at UOIT share an important responsibility to maintain the integrity of the teaching and
learning relationship. This relationship is characterized by honesty, fairness and mutual respect for the aim
and principles of the pursuit of education.
Academic misconduct impedes the activities of the university community and is punishable by appropriate
disciplinary action. Students are expected to be familiar with UOITs regulations on Academic Conduct
(Section 5.15 of the Academic Calendar) which sets out the kinds of actions that constitute academic
misconduct, including plagiarism, copying or allowing ones own work to copied, use of unauthorized aids
in examinations and tests, submitting work prepared in collaboration with another student when such
collaboration has not been authorized, and other academic offences. The regulations also describe the
procedures for dealing with allegations, and the sanctions for any finding of academic misconduct, which
can range from a written reprimand to permanent expulsion from the university. A lack of familiarity with
UOITs regulations on academic conduct does not constitute a defense against its application.
Further information on academic integrity is available at: www.uoit.ca/EN/academicintegritystudent
Disclaimer
This outline documents the instructors intentions for this course. Over the period of the academic year, it
may become clear that some modifications may be necessary. Any modifications that may influence
student success or the marking scheme will be made only after frank discussion with all students and the
prior approval of the dean.